Course Description
Honors English III is a course for juniors who have demonstrated the ability to do advanced work. This course is a survey of American literature, as well as a composition course emphasizing expository, analytical, and argumentative writing. Vocabulary is a regular feature of the course; we will review grammar as needed. Honors English III provides students with a wide range of historical, social, and cultural perspectives on what it means to be an American and, through culturally diverse readings, presents complex definitions for the terms “American” and “literature.” In this course, we will seek to identify and deconstruct American boundaries, considering the physical boundaries surrounding and throughout the United States,
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The Code is implemented not for the sake of a select few, but for the benefit of the entire School community. The foundation of this Honor Code is based on the principles of individual responsibility concerning honesty and respect. As a member of the School community, each individual will recognize the need to respect others and their property. Each individual will be forthright and truthful, and will not encourage or participate in any act of dishonesty. As a member of the Highland community, I understand that if I make a conscious decision to violate School rules, if I encourage others to do so, I will be in violation of the
Honor Code and will be subject to appear before the Honor council. In signing this Honor Code, I take full responsibility for all of my actions.
Ms. Krumich pkrumich@highlandschool.org
Highland School English Department Academic Honesty Policy*
The Highland School English Department follows the school’s accepted definitions of academic honesty. Broadly speaking, this means that every assignment will be the product of your own work. You will not use unauthorized notes (on any kind
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Krumich pkrumich@highlandschool.org
Departmental Rubric for Critical Essays
Highland School English Department
A: This is the superior essay. It has a clear statement of position delivered in a focused thesis statement, thoughtful support, convincing examples, and stylistic maturity (strong introduction and conclusion, varied sentence structure, precise diction, developed voice, clear organization). Few errors of spelling and/or syntax exist; the author demonstrates superior control of language. The paper is properly documented using MLA guidelines when appropriate.
B: This is the good essay. The thesis, however, lacks the specific and convincing proof of the superior essay. The author’s writing style may suffer from occasional lapses of diction, tone, syntax, or organization. Although there may be some errors of grammar and spelling, overall the author demonstrates adequate control of language.
C: This is the mediocre essay. The thesis and/or topic sentences lack clarity, the argument is underdeveloped, and organization is ineffective. The essay may contain insufficient detail and be overly general, ignoring finer distinctions. The writer summarizes rather than analyzes; additionally, his/her style lacks maturity. There are frequent errors of