Statement on Academic Integrity and Acceptable Practices for Student Work
The English Department places a very high value on academic honesty. Plagiarism, the act of using another person's words or ideas without giving credit to the source, is seen as contrary to the central purposes of student work in English classes and is treated as a major school rule violation. Individual teachers discuss with their classes the philosophy and policies of the English Department in relation to academic integrity at the outset of each school year. In addition, students are expected to understand the following guidelines:
At all times, students should follow their teacher’s specific directives regarding appropriate use of primary and secondary resources; in many instances, teachers will expect students to confine their reading to the primary source only. In addition, students must understand the importance of the acceptable use of technology—and that unacceptable use may carry academic as well as disciplinary consequences. Given Suffield's open access to information technology, students should remember that even cursory browsing of Internet sites related to an assigned text will influence their consideration and interpretation of the work.
Teachers may encourage group work and peer-editing on certain assignments; however, students should understand that unauthorized cooperation is also prohibited. Individual teachers will clearly establish appropriate boundaries for collaboration on specific assignments. When in doubt, students should assume that an assignment—whether a routine vocabulary exercise or a major, analytical essay—is intended as an independent task.
I have read thoroughly and understand the policies of the English Department regarding academic honesty and acceptable practices for student work.
Printed Name English Class / Teacher
Norton Anthology of American Literature
Vocabulary Workshop, Level G
Suffield Academy's The Writer's Handbook
An Approved College Dictionary
During March, students should utilize break to go home and collect images, film clips, and sounds that define their home and capture their personal definitions of the idea of home. When they come back they will arrange these media files into an i-Movie that visually captures their understanding and has an audio component that enhances and emphasizes their ideas. Click here for details on assignment.
Home iMovie Assignment # 1
As we are
coming to the end of the second trimester, we are going to begin Project Home,
and you will need to complete the first steps of it over Spring Break. Over the
vacation, your assignment is to start creating an iMovie that shows what you
consider to be your home. This iMovie should also highlight the characteristics
that make this place a home.
As you consider your definition and what you are going to present, you should think about the idea of home as possibly going beyond place and setting. While you may consider your home to be your house, it could also be more specifically defined to a particular place in or around your house, people, objects, etc…
Over break, you should collect images, either photos or video, that you will include in your iMovie, and you should find the music you will include in the project as well. In order to complete these tasks, you will need the technology to do so. You will need your computer, iTunes/CD’s, and a digital camera of some sort. Make sure you have what you need before you leave so you can succeed.
When we come back, you will arrange your media files and submit your Home iMovie, which will be the first step in this project. I’m really excited about this work, and I hope you are as well. Let’s take some time now to answer questions about the assignment, so you feel comfortable and confident completing this task over vacation.
After they submit their i-Movies, the students will go back to the texts we’ve read in the last two terms to find important quotations that show the author’s definition of the concept of home. Once a week, students will hand in a response paper/explication of the quotation they chose from the work/author of the week. This should combine literary analysis and personal reflection.
After receiving these response papers with feedback on them, students will write a major term paper that asks them to write a definition essay on the idea of home as it evolves through American Literary History. They should have a text from each of the major literary eras, and they should discuss their threads of similarities in the author’s definition to his/her predecessors, and they should discuss the ways in which the definition evolves and/or changes as time goes on. They should identify the new issues that arise in these authors’ works. This paper should also include a portion where the students write about their own beliefs and understandings, putting their ideas into words now instead of just using images and sounds.
Students will go back to the i-Movie they made after break and add another audio layer to it where they read quotations from literature that parallel parts of their i-Movies appropriately. This will add a level of literary value to the i-Movie and bring together the personal and academic in a creative way. This i-Movie will provide juniors with future fodder to create personal essays in preparation for the college essay in the fall of senior year.