Welcome to Mr. Hennig's English III website. This page is a work in progress, but it will have daily assignments, writings, reading, and helpful information on the AP Exam.
English III engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.
The goals of an English III course are diverse because the college composition course is one of the most varied in the curriculum. Although the college course provides students with opportunities to write about a variety of subjects from a variety of disciplines and to demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Most composition courses emphasize the expository, analytical and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context. In addition, most composition courses teach students that the expository, analytical and argumentative writing they must do in college is based on reading as well as on personal experience and observation. Composition courses, therefore, teach students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA),the University of Chicago Press (The Chicago Manual of Style), the American Psychological Association (APA) and the Council of Biology Editors (CBE).As in the college course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization; they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing.
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 English III 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. Research helps students to formulate varied, informed arguments. Unlike the traditional research paper, in which works are often summarized but not evaluated or used to support the writer’s own ideas, the researched argument requires students to consider each source as a text that was itself written for a particular audience and purpose. 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.
By The End Of The Course, Students Should Be Able To...
• analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;
• apply effective strategies and techniques in their own writing;
• create and sustain arguments based on readings, research and/or personal experience;
• write for a variety of purposes;
• produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions;
• demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings;
• demonstrate understanding of the conventions of citing primary and secondary sources;
• move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review;
• write thoughtfully about their own process of composition;
• revise a work to make it suitable for a different audience;
• analyze image as text; and
• evaluate and incorporate reference documents into researched papers.
3 Oops Passes are given to students each semester. Submitting an Oops Pass does not mean that you are exempt from the assignment. It simply means that you must submit the assignment by the next class meeting. Additionally, Oops Passes must be submitted on the day the assignment you're requesting an extension on is due. For example, if an assignment is due October 1st, you must submit your Oops Pass on October 1st by the close of business that day.
Ordinarily, the exam consists of 60 minutes for multiple-choice questions, 15-minute reading period to read the sources for the synthesis essay and plan a response, and 120 minutes for essay questions. Performance on the free-response section of the exam counts for 55 percent of the total score; performance on the multiple-choice section, 45 percent. Multiple-choice scores are based on the number of questions answered correctly. Points are not deducted for incorrect answers, and no points are awarded for unanswered questions. Because points are not deducted for incorrect answers, students are encouraged to answer all multiple-choice questions. On any questions students do not know the answer to, students should eliminate as many choices as they can, and then select the best answer among the remaining choices.
I have created a remind account for my students to communicate with me. The remind app is available for both Android and iPhones. Students don't have to download the app. They can simply text class code that corresponds with their class period to 81010:
2nd Period: @hennig2nd
3rd Period: @hennig3rd
4th Period: @hennig4th
5th Period: @hennig5th
6th Period: @hennig6th
7th Period: @hennig7th
If you're using the app, you don't need the "@" symbol. If you are joining via text, you need the complete code listed above.
If sending the text to 81010 doesn't work for you, you may also text your class code to 972-975-9297.