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Advanced Composition and Literature II

Course Description

Prerequisite: Literature I or a comparable literature course

Advanced Composition and Literature II is designed to build on the skills from Literature I by continuing to encounter and interact with literature. Students are expected to have time management skills and critical thinking skills. The student will further develop these skills through literary analysis techniques including close reading, comparison, and imitation. The course would be considered “pre-AP” or college-prep as it uses literature to introduce students to some writing and analysis techniques that they will encounter in either an AP-level class or college level work.

The course will cover:

  • An introduction to advanced literary techniques (including juxtaposition, foreshadowing, and free verse)
  • A continued experience with Shakespeare
  • The Victorian movement (1830s-1900)
  • Realism in literature (1850s-1920s)
  • Modernism in literature (1900s-1960s)
  • Reflections on how the values of a work or an author interact with their own Christian worldview

Class Requirements

Technical Requirements

  • A computer with internet access – high speed recommended.
  • An email address unique to each student.
  • Any version of Word (If a version of Word is 2003 or lower, you will need to download this converter from Microsoft to read Word 2007 documents)

Class Format

The class will last for 30 weeks. The class is asynchronous, meaning that each student can complete his or her work at the time that is most convenient. There is not a designated class time. Homework must be posted by midnight, EST, Monday–Friday.

All students will be provided with a username and password to Write from the Heart’s online classroom. They will use this classroom to interact with other students, post papers, and conference with their coaches. Students will also have access to their grades through this classroom.

Classes have daily assignments. Occasionally, there are assignments that span several days. Assignments are intended to take approximately 1 ½ hours a day.

All writing coaches are also available via email throughout the week.

Class Dates

September 5, 2017 - April 27, 2018

(There will be a one-week break the week of Thanksgiving and a two-week break at Christmas. There will be a one-day break on March 30, 2018.)

Book Requirements (purchasable on the Store page)

  • Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, SEVENTH Edition. ISBN: 1603290249 (Please make sure that you get the 7th edition, as it has the most up-to-date information and page referencing.).
  • Shakespeare, William. Macbeth (Folger Shakespeare Library). Washington Square Press, 2003. ISBN: 0743477103.

Price (for the 2017-2018 school year)

Early Bird Cost: $559 if payment is made in full by May 31st, 2017

Regular Cost: $589 (after May 31st, 2017)

Installment Plan: We are too close to the start of classes to offer an installment plan.

Refer a Friend

Refer another family to WFTH, and receive a $25 discount per family who registers and pays for a full year class. Have the new family list your name in the registration and you will be contacted with your coupon code.

Click here to create a referral for your friends.

Note: if you have already paid for your class, this coupon can be redeemed via a refund or for next year’s registrations. Codes are valid for one year.

Payment Methods

We accept check, credit card, or PayPal for full payments. We also offer installment plans (credit card and PayPal only).

  • We accept Visa, MasterCard, American Express, and Discover. All payments are securely processed through VeriSign/PayPal.
  • Installment plans (credit card and PayPal only):
    • All installments will be invoiced through PayPal. All major credit cards are accepted.
    • Invoices will be emailed at the beginning of every month and due on the 15th of every month for the installment period selected.
    • Late payments may result in loss of the hold for the student's admission spot.
    • Installment plans are designed to be completed by the beginning of the school year. Not all installment options will be available as the school year approaches.
    • Refunds for any cancellations will follow the Refunds Policy below.

Refund Policy

  • $100 is nonrefundable for cancellations made by August 1, 2017.
  • $250 is nonrefundable for cancellations made by October 1, 2017.

No refunds will be made for withdrawals made after these dates. Refunds will be given by check regardless of the original method of payment.

Terms of Payment

  • Payments must be postmarked by the due date shown.
  • There will be a $30 returned check fee.
  • Admission to the class is not finalized until full payment is received. For the installment option, a position in the class is temporarily held, but admission to the class is not finalized until the full payment has been received. Upon receipt of final payment, a confirmation email will be sent to the parent.

Sample Syllabus

For this class, some weeks will have daily assignments, and some weeks will have assignments that cover several days at a time. The daily assignment weeks will tend to be at the beginning of the year, and will move toward more independently monitored weekly or unit deadlines.

Week 2
Short Stories

Monday-Tuesday: Complete the following activities:

  • Read “The Scarlet Ibis.” BEFORE YOU READ THE WHOLE STORY: Read the first paragraph. Underline, highlight, or somehow mark words that stick out to you here—words that might foreshadow events in the story. Finish reading the story, then answer the questions found in the Child Board “Scarlet Ibis Discussion Questions.” Comment on the insights of your classmates to earn your participation points.
  • Read “Everyday Use.” Answer the questions found in the Child Board “Everyday Use Discussion Questions.” Comment on the insights of your classmates to earn your participation points.
  • All discussion questions need to be answered by midnight Tuesday. You have until Friday to look through your peers’ comments and participate in further discussion to earn your participation points.

Wednesday: For your first writing assignment, you will have a choice of genre and topic. You may write on any of the following topics:

  • Write a personal memoir (no more than 3,000 words) about a time that you had an epiphany and used that to learn from a mistake that you made or changed your behavior. Your epiphany may come at any point in the narrative that you would like to place it. You may also include foreshadowing, symbolism, doppelgangers, or juxtaposition if you would like. If you choose this option, please review the document "Memoir Writing."
  • Write a fictional short story (no more than 3,000 words) incorporating at least one of the following literary techniques: foreshadowing, epiphany, juxtaposition, doppelgangers, or symbolism. You may use more than one if you so choose. If you choose this option, please review the document "Fictional Story Writing."
  • Write a humorous narrative, either true or fictional (no more than 3,000 words), incorporating at least one of the following literary techniques: foreshadowing, epiphany, juxtaposition, doppelgangers, or symbolism. You may use more than one if you so choose. Remember that humorous writing also employs irony or exaggeration. If you choose this option, please review the document "Humor Writing."

Use today to plan your memoir/story. A Child Board called "Planning Questions/Ideas" is available in the Week 2 Board. Please use this to post any ideas, questions, or thoughts you have on your assignment. Check for peers' thoughts as well and make suggestions if you have any. Your coach will also be checking this board.

Thursday: ESSAY TEST!!

Read the attachment “Real Life Essay Tests.” Do this before you take the essay test.

You will find three questions to choose from—only use ONE of them. You have 1.5 hours to complete the test.

Friday: Complete the following activities:

  • Finish your humor narrative outline, if you have not already. Post it in the “Narrative Paper” board.
  • Check the “Scarlet Ibis Discussion Board” and the “Everyday Use Discussion Board” for your peers’ comments and complete your comments to earn your participation points.
  • Post your vocabulary words by midnight Friday.

How Our Classes Work

Write from the Heart is unique among online classes for homeschoolers: it blends the flexibility of an asynchronous online style with the peer collaboration of a classroom. This means that there are no set class times, but students interact with one another on a daily basis.

The students are all given a password and unique log in to our online classroom. Each week, the students will utilize a syllabus that lists their daily tasks for the week. All tasks are due by 11:59pm, EST. Some tasks last several days, while others require the students to finish in one day.

Classroom screenshot

Workshop Format

One of the most important features of Write from the Heart is the collaborative writing process. Every paper is reviewed several times before it is turned in for a grade. Students learn about composition not only by writing themselves, but by learning how to critique others and think critically about their own piece.

In the workshop approach, your child’s paper is reviewed:

  • At the outline stage by a writing coach
  • After each revision by two separate peers in the class.
  • In an instructional “conference” with a writing coach.
  • After the final draft by a writing coach using a grading rubric.

This process takes about two weeks to complete. This workshop method allows students to learn as they work, seeing their ideas develop and grow before their eyes. The peer interaction, monitored by coaches at every step, allows the students to increase their skills in a collaborative way. Many times, they become personally invested in the success of their peers. Write from the Heart is a community of learners, committed to positive interactions and encouraging growth.

How Are Students Graded?

Class grading

All students receive homework grades for work completed throughout the class. This includes grammar activities, instructional assignments for composition skills, workshop interactions, and posting of paper drafts at each stage of revision. A gradebook is provided in the online classroom so that students can track their grade throughout the class.

Final writing assignments are assessed using a rubric that focuses on content, development, organization, voice, and mechanics. The grading also takes into account the growth that the student has made through the workshop and revision process. Students receive written comments throughout their final paper. On the rubric, they are told where they are strong as well as where they need to improve.

The goal in all grading is to encourage the student. By the end of the class, students will have a concrete collection of works showing revisions along with professional feedback on all assignments.

FAQs

How do I know if my child is ready for this class?
What are the differences between Literature I and Literature II?
How are students graded?
What diploma requirements does this class meet?
Will this class prepare my student for the SAT test?
What do we do about missed work if we are traveling?
What should we do if we experience computer problems?
What is the difference between the instructor and a composition coach?

How do I know if my child is ready for this class?

Your child should have completed some sort of basic composition class that has allowed him or her to become proficient in applying logical order, writing descriptively, and the ability to recognize and write in a variety of different genres. Your child will need to submit a sample piece of work with the application; that will help the instructor determine if the skills needed are evidenced sufficiently. Your child will be expected to be able to meet weekly, and sometimes daily, deadlines as shown. If you feel that your child might need a review of composition principles first, please review the Intermediate Composition class overview. That class will also meet the diploma requirements for your high school age child.

What are the differences between Literature I and Literature II?

Both classes are designed for students in 9th-12th grade. Literature I introduces the idea of literary analysis and it establishes a common literary vocabulary. Literature II builds on this, and the student is required to integrate the skills learned in Literature I (or a comparable class) as well as learn new avenues for analysis. Literature II also picks up chronologically in literary movements where Literature I leaves off. As the literature the class studies moves closer to the 20th century and postmodernism, more themes and language appear that are intended for students who have demonstrated the maturity to think critically about a higher level text. However, for both levels, an opportunity will be provided to discuss values and themes that do not match up with a Christian worldview.

How are students graded?

Students receive a weekly homework grade based on the completion of assignments. Discussion of texts read for class will be considered part of that grade. For each of the units of texts read, there will be a textually-based test, which will include both retention and critical thinking through essay answers. In addition, an assessment rubric will be provided for each major writing assignment. Students will know before being graded what criteria are expected to be met. Before submitting papers for a final grade, students will receive feedback from a writing coach and peers and will have opportunity to make revisions and edit.

What diploma requirements does this class meet?

This class meets diploma requirements by providing the following: 5 major assignments showing revisions and editing changes; a 7-10 page research paper (minimum) with documentation; a 10-15 minute oral presentation; and four classic books. Many states have a minimum book requirement: simply supplement your child’s reading list to meet the state requirement. In addition to the above-mentioned diploma requirements, the classes also provides two tests, a portion of which will be essay-based; several timed essays, and grammar and vocabulary activities. If you are concerned about your state's laws being fulfilled, email Veldorah Rice with your state's specific guidelines.

Will this class prepare my student for the SAT test?

Yes. Vocabulary expansion and retention will be part of every major assignment. By the end of the year, the student will have added at least 140 new words to their lexicon. On every major writing assignment, students practice identifying common sentence errors and checking for spelling, capitalization, usage, and punctuation as well as sentence structure and paragraph improvement. The literature based lessons are designed to include practice with comprehension and critical reading skills. The essay tests will help the student insightfully develop a point of view with appropriate reasons and examples and use language skillfully. However, if your child is preparing to take the SATs during this school year, it is recommended that you purchase a text specific to teaching the test-taking skills needed for the SAT examination.

What do we do about missed work if we are traveling?

Even though the class officially begins in September, students are given access to the forum in early August. That way, anyone wishing to begin early to accommodate family vacations may do so. Students also have off the full week of Thanksgiving and two weeks at Christmas. If a child has access to a computer while traveling, he may complete his work anywhere.

What should we do if we experience computer problems?

Students are advised to frequently make a back-up of their work. If they experience computer failure, they can easily take their back-up to a relative's or friend's house, or to a public library.

What is the difference between the instructor and a composition coach?

Instructor — This is the person who manages the course material, who creates new courses, and who oversees everyone else. This person is Veldorah Rice. She leads all class discussions and oversees all aspects of the course and is available on a daily basis to answer questions or help with any problems.

Composition Coach — a composition coach has a degree in English as well as professional training and expertise in teaching high school students. He or she works alongside of the instructor and will guide the students through the composition portions of the course including: grading grammar exercises, commenting on the rough draft stage of writing, conferencing on revised drafts, and scoring final assignment rubrics.

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