8^th Grade Humanities Class Goals

This Class Serves to Prepare College-Bound High School Students

We Learn How To Improve Toward the Following Goals:

• Write a high school level research paper
• Write a high school level essay or story
• Read Shakespeare without flaking out
• Read and analyze a book on a high school level
• Be a better public speaker, particularly in improvisational situations
• Demonstrate critical thinking on at least a high school level

The difference between this and an Enriched Class is Individual Choice:

• Students as a group determine many of our seminar topics
• You pick the topic for Independent Study
• You choose the book for Independent Reading and Book Reviews
You choose the subject for Individual topics for your writing “weekly foci”

Scot’s Heinous Dictates

A.K.A. Top Ten Literature Class Rules

1. Work turned in one day late receives maximum 50% credit. Work more than one day late receives no credit.

2. If you miss a day, your assignment due on the day you missed is due on the day you get back (unless arrangements are made). If you miss more than one day, talk to Mr. Key before class starts when you get back for an update.

3. You are responsible for keeping up with assigned work through the website, even/especially when you miss class.

4. All papers will be typed, even drafts.

5. All papers will be written in 12 pt. Times New Roman font, normal (default) margins.

6. All papers are double-spaced.

7. Thou shalt use Spell Check: Use http://www.dictionary.com or similar source.

8. All students will have an active Albuquerque Public Library card. We’ll explain the process on verifying this as we go.

9. All students will “read” a Book-on-CD and report on the experience.

Weekly Writing Submission Rules

1. During each Literature week this 1^st Nine Weeks you will be submitting a piece of writing.

2. Each week will start with a “Weekly Focus” (example: writing to match audience) along with a reading selection or two.

3. You will then be responsible for a piece of writing that goes through a draft, peer edited, and final stage. Some details about this are (individual weeks may vary:

a. Monday: The reading and identification of a “Weekly Focus”

b. Tuesday: Discussion and drills both on the weekly reading and the “Weekly Focus”

c. Wednesday: Independent Study Day

d. Thursday: Draft writing due at the BEGINNING of class. During class you and a partner will edit each other’s work. Final, publication-ready submissions are due at the end of class, Thursday.

e. Friday: Graded weekly focus papers returned, a public reading of quality work and Independent Reading (if time allows).

You will receive three grades for Weekly Writing Submissions:

1. Your Draft submitted at the BEGINNING of class Thursday

2. Your peer-editing of someone else’s work during Thursday’s class

3. Your final, publication-ready submission due at the end of class Thursday

Weekly Writing Drafts/Final Grading “Rubrics” (i.e., what you get graded on)

40%: Meets Deadlines for draft/final (it’s called “dead” for a reason)

30%: Shows “oomph” of creativity in ideas and presentation

20%: Publication Ready (typed, correct format, spelling/grammar, etc.)

10% Has an internal logic and makes sense to a variety of readers

∞%: Meets minimum word count

Peer-Editing: Graded Pass/Fail

Proofread carefully. You are in-part responsible for your colleague’s final paper. Here’s what you do:

1. Read the paper aloud once. (softly, mumbling-like)

2. Edit using proofreading marks to make paper publication-ready

3. Cite something important about the paper that you think is Important and Well-Done. Tell the author why you think so, using a full sentence and words other than “cool” and “neat-o”.

4. Make a content suggestion and explain in a full sentence or two why you are making it.

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