Beyan merHaba Samuel, You know, of course, Rushdie is one of the potent voices in the postcolonial literature, globally speaking. So, I am really looking forward to read this transcript of the lecture he gave although inI am certain, it will certainly be as relevant today.
Students will also receive handouts of supplementary readings and other material. Obviously, we shall be doing a great amount of reading and writing. Almost all of the reading will be done outside class.
I will share as much as I can. You, therefore, have a responsibility to be present and on-time daily, prepared and willing to participate—fully, but also respectfully to others.
By the way, I do not accept late work, since doing so would be unfair to those students who meet a deadline; plan for potential problems. I intend to be in class on time every day, prepared to do my honest best—and I expect the same of you.
I intend to follow the policies stated in the student and faculty handbooks and the course syllabus—and I expect the same of you. Since this is a college-level course, I do not accept late work.
Early in my forty-eight year career I realized that no two classes are alike, so I adjust the pace as we go along. Please note that all students must enter a writing contests approved by the teacher each nine-weeks and submit a piece of writing to our school newspaper or literary magazine.
As I receive descriptions and dates of contests, I shall announce them and post them on my school website. Students will write in both informal and formal contexts to gain authority and learn to take risks in writing.
Imitation exercises, journal keeping, collaborative writing, and in-class responses will help students become increasingly aware of themselves as writers and of the techniques employed by the writers they read.
As well as engaging in varied writing tasks, students will become acquainted with a wide variety of prose styles from many disciplines and historical periods and gain understanding of the connections between writing and interpretive skill in reading.
Concurrently, to reflect the increasing importance of graphics and visual images in texts published in print and electronic media, students will analyze how such images both relate to written texts and serve as alternative forms of text themselves.
In addition, the informed use of research materials and the ability to synthesize varied sources to evaluate, use, and cite sources are integral parts of the AP English Language and Composition course.
Students move past assignments that allow for the uncritical citation of sources and, instead, take up projects that call on them to evaluate the legitimacy and purpose of sources used.
One way to help students synthesize and evaluate their sources in this way is the researched argument paper. Researched argument papers remind students that they must sort through disparate interpretations to analyze, reflect upon, and write about a topic.
When students are asked to bring the experience and opinions of others into their essays in this way, they enter into conversations with other writers and thinkers.
The results of such conversations are essays that use citations for substance rather than show, for dialogue rather than diatribe.
Stylistic development is nurtured by emphasizing the following: Although the emphasis in this course will be on non-fiction, since imaginative literature often highlights such stylistic decisions, fiction and poetry clearly will have a place in the AP English Language and Composition course.
The main purpose of including such literature is to aid students in understanding rhetorical and linguistic choices, rather than to study literary conventions. The basic approaches used in this course, along with representative assignments, follow: You will be writing in a range of forms, from personal narratives to interpretative essays to researched arguments to reflections.
These assignments will often include specific contexts, such as writing a letter-to-the-editor regarding an environmental problem in a local community.Explore the pros and cons of the debate Affirmative Action should be based on Socio-Economic Status and not race or religion.
DEBATES. OPINIONS. FORUMS. Affirmative Action should be based on Socio-Economic Status and not race or religion minorities comprised only 11 percent of the students in advanced placement courses. In , that. As a follow-up to Tuesday’s post about the majority-minority public schools in Oslo, the following brief account reports the latest statistics on the cultural enrichment of schools in Austria.
Vienna is the most fully enriched location, and seems to be in roughly the same situation as Oslo. Many thanks to Hermes for the translation from leslutinsduphoenix.com Academic Regulations and Policy Advanced Placement (AP) exam scores of 3 or higher are achieved.
International Baccalaureate (IB) exam scores of 5 or higher, or if you have an IB Diploma a minimum of 4 must be achieved. Failure to follow the process to the end may result in unnecessary charges to the student’s account and/or failing.
For designation courses, the course should receive credit hours equivalent to hours assigned to the same classroom course material. The Continuing Education Recommended Guidelines on Online and Self-Study is included in the Appendices. L.E.A.R.N.!
SDEA WINS STRONG CONTRACT SETTLEMENT! Full Bargaining Update. April 4, After eleven months, 24 bargaining sessions, a school picket, a union-wide work-to-rule action, and a hour marathon session ending at this morning, SDEA members have won a strong, comprehensive contract settlement.
Early look at public's pitches for ED regulations rollback. By — Delaware also wanted to consider student performance on Advanced Placement tests as a measure of "school quality" or "student.