ENGLISH III, AP



AP English III - English Language and Composition – 2019-2020

INTRODUCTION

Advanced Placement Language and Composition is designed to help students become skillful readers and writers. The class emphasizes the close reading and analysis of primarily non-fiction texts. Although several modes of writing will be studied, the class will focus on rhetorical analysis, argumentation, and synthesis. Please see the flyer from the College Board for more specifics.

I. THE RESEARCH PAPER

In addition to regularly scheduled papers, each student will research and write a paper of 5 – 7 pages based on a teacher-approved topic of student choice.

The American Dream Research Paper: For your research paper, you will read and synthesize various sources, some of which I will provide and some of which you will choose, to explore the following ideas: What is the American Dream in today’s society? Is the dream achievable for all? Is it alive and well? Struggling? Dead? Find an angle or aspect of the dream that interests you and explore it. Create an argument about that aspect of the dream.

II. THE ADVANCED PLACEMENT EXAMINATION

The culmination of AP English III is the AP Exam given nationally each year in May. By scoring a 3 or higher, a student can gain advanced placement standing in college or possibly earn college credit. Serious students can best prepare themselves for this exam in several ways: reading all daily assignments carefully and conscientiously, actively participating in class discussions, practicing the advanced writing skills required of college students, setting aside adequate study time outside of class, and becoming familiar with the format and types of questions asked on the examination. To provide students an opportunity to practice these skills, class time will be devoted to timed essays and multiple-choice drills, which should facilitate scoring well on the examination. These drills are a vital part of AP English III, and failure to perform adequately will seriously and adversely affect one’s class grade and possibly one’s score on the exam. Students enrolled in AP English III are required to take either the AP Examination in May or a teacher-made exam that will be factored in at 25% of the final grade.

III. EVALUATION AND CREDIT

The numerical evaluation system for English III AP will be the same as school policy.

WRITING RUBRIC: Writing assignments will be scored based on the following rubric:

The A paper is a SUPERIOR paper in every way, marked by the following qualities:

• Outstanding word choice

• Outstanding organization

• Outstanding syntax with a wide variety of sentence patterns

• Maturity of thought and language

• Clear purpose with detailed development, supported by examples, elaboration, and details

• No major errors in grammar, spelling, or punctuation

• No more than one - three minor errors that impact the readability of the paper

The B paper is an EXCELLENT paper, marked by the following traits:

• Good word choice, sentence structure, organization

• Good maturity of thought and logic

• A stated purpose with less development, examples, and details,

lacking the more mature style of the superior paper

• No major errors in grammar, spelling, or punctuation

• No more than four-seven minor errors that impact the readability of the paper

The C paper is an AVERAGE paper, marked by the following traits:

• Average word choice, often simple, immature, inappropriate

• Adequate organization

• Good sentence structure but often simple and without variety

• Fair logic, clear enough to convey the paper’s purpose

• Average maturity of thought but lacks adequate development

• Only one major error in grammar, spelling, and punctuation and/or several minor errors, depending on length

The D paper is a BELOW AVERAGE paper, marked by the following traits:

• Poor diction, misuse of words, non-standard expressions

• Some attempt at organization

• Garbled, fragmented, or unclear sentence patterns

• Little thought, resulting in poorly conceived, expressed, and

developed ideas

• Serious errors in grammar, spelling, punctuation, mechanics

• No more than two major errors or multiple minor errors

The F paper is a FAILURE, marked by the following traits:

• Poor and immature word choice

• Lack of organization

• Disconnected or garbled syntax

• Long, uncontrolled, elementary, short, or choppy sentence patterns

• Lack of logic which fails to conceive, state, or develop an idea (No clear thesis statement)

• Three or more major errors and/or multiple minor errors

Note: Major convention errors consist of the following:

Comma splices; lack of subject-verb agreement; Lack of pronoun-antecedent agreement; Unjustifiable fragment; Run-on or fused sentences; Misuse of to, too, two; their, there; its, it’s; five misspelled words;

Any three of the following: misuse of ; (semi-colon); Misuse of , (comma); misuse of the ’ (apostrophe) in plurals; misuse of the ’ (apostrophe) in possessive pronouns; misuse of the ’ (apostrophe) in possessive nouns.

Grading categories: Your final grade will be determined as follows:

• Test grades (Major papers, tests, projects, etc.) 45%

• Quizzes grades (short writings and activities, timed AP drills, quizzes, etc.,

plus one participation grade per 9 weeks) 30%

• Homework grades (reading checks, assigned questions, etc.) 25%

Note: Expect unannounced pop quizzes, reading checks, and graded exercises.

|AP participation rubric- quiz grade per 9 weeks (4.5 weeks due to A/B) |Value |

|Shares ideas and promotes discussion with partners and small groups (multiple times a day). | |

| |/50 |

|Participates by offering to recall assigned readings, class content, information, and definitions in a whole-class discussion. | |

| |/25 |

|Participates by asking and answering analytical and evaluative questions and comments thus adding a unique and informed | |

|perspective to the class. |/25 |

**Students and parents are encouraged to monitor grades via Power School on a regular basis. Per district policy, grades will not be available on Power School until Sept. 13th.

IV. DAILY PROCEDURES AND EXPECTATIONS

Attendance and Participation:

a) If absent, please check the Canvas page to see what we did in class.

b) Upon returning to school, write “absent” and the date absent on the top of any work that was due on the day(s) you were out, and turn assignments into the appropriate tray BEFORE the beginning of the period.

c) Check your “returned work” folder for any notes that you may have missed or assignments that you may need to complete.

English Department Grading Policies

1. Unless otherwise noted, assignments are due at the beginning of class. If the student does not have the assignment ready for any reason, it will be considered late. Any assignment in the category of homework submitted late will have a ten-point reduction per school day (not class sessions) up to five days. After that time, the grade will remain a zero.

2. Assignments worth quiz or test grades submitted late will earn a reduction of ten points per school day.

3. A composition due to is due by the time assigned by the teacher.

4. English teachers will not drop a class/homework grade at the end of a nine-week period.

5. If a student submits an assignment after the due date and within the five-day period, he she must include the date submitted in the heading along with the other required elements of the heading.

Guidelines for technology:

a) Students will use Chrome books regularly. Your assigned Chromebook is your desk number. Use only your assigned Chrome book. You must follow the CMHS Chrome book policy.

b) Students will follow the BYOT Stoplight and teacher direction for appropriate times to use personal devices for learning purposes. Phones on desks must be placed face down while the teacher is addressing the class.

c) Students who use technology without prior approval or who are off-task when using technology during approved times will be assigned a detention and may lose their BYOT privileges.

d) In an effort to emulate state testing procedures, phones and electronic devices will be collected before each major, announced test or timed writing.

e) Students may bring earbuds (not headphones) to class as they may use them during certain assignments; however, earbuds must be put away before students enter the classroom.

Academic Honesty:

Unless directly specified by the teacher, all work should be completed independently and without the aid of additional internet resources. Copying from other students or “working together” without approval from the teacher will result in a zero for all parties. If plagiarism occurs during a draft phrase, the student may receive a “zero” on that assignment or face a point deduction from the final draft’s score. If a final copy of a paper is plagiarized, the student will receive a “zero” and may complete a re-write for a maximum grade of a 59.

Intervention Time:

Cox Mill will continue with intervention/enrichment time for the 2019-2020 school year beginning on Monday, September 9. Intervention time is meant to be an opportunity to review and reinforce core course concepts; it will not be used as a study hall in AP Language. In order to ensure that you are prepared for the AP exam in May, it will be necessary for us to utilize every available minute; therefore, it is imperative that you make every effort not to miss intervention time for a club or extracurricular event or meeting.

Monday – 1st block

Tuesday – 2nd block

Wednesday – 3rd block

Thursday – 4th block

Friday - Homeroom

V. TEXTS and RESOURCES

Kirszner, Laurie G., and Stephen R. Mandell. Patterns for College Writing. 12th ed.

Boston: St. Martin’s Press, 2012. Print.

Shea, Renee Hausmann, Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition: Reading, Writing, and Rhetoric. 2nd ed. Boston: Bedford/St. Martin’s, 2013. Print.

**Suggested student purchase - study guide: 5 Steps to a 5: AP Language (NOT LITERATURE) published by McGraw-Hill, 2019 ed. ISBN # 978-1259862311

VI. SUPPLIES

Each student needs to have the following in class every day:

1. A binder (preferably 1 or 1.5 inch) ONLY for AP3

2. 5 section dividers (Argument, Rhetoric, Synthesis, Research, Test Prep)

3. A composition or spiral notebook (for journal writing) ONLY for AP3

4. Loose-leaf paper

5. Sticky notes

6. Highlighters

7. 3 x 5 lined index cards (any color)

8. Pens and pencils

9. Use of flash drive to save major papers

Encouraged: Markers or colored pencils, ruler, etc.

Want to donate to the class? Donations of tissue, hand sanitizer, index cards, sticky notes, or colored pencils are greatly appreciated.

VII. DAILY ASSIGNMENTS

The following is an outline of assignments that you can expect throughout this class. When the teacher determines that adjustments need to be made, you may find additions, adjustments, or changes in the order of this list. You will write 2 – 3 major papers, numerous paragraphs and timed writing exercises, and a 5-6 research paper in MLA style.

INTRODUCTION: Dialectic vs. Rhetoric (Aristotle’s definition) - Handout

An Introduction to Rhetoric… Language of Composition, pp. 1 – 38

The Rhetorical Triangle and the Rhetorical Situation

SOAPSTone

The Toulmin Model Language of Composition, p. 125

ANALYSIS: Visual Text Practice

George W. Bush

▪ Address to Nation on 9/11 (handout)

Lou Gehrig

▪ Farewell Speech, Language…p. 2

Richard Nixon

▪ The Checkers Speech, Language…p. 13

LANGUAGE: Parts of a sentence, Types of phrases

READING: An Introduction to Rhetoric… Language of Composition, pp. 1 – 38, 125

PART ONE: The Writing Process, pp. 11-12

1. Reading to Write: Becoming a Critical Reader, pp. 13 - 16

“Cutting and Pasting: A Senior Thesis by (Insert Name),” pp. 17 – 20

“A Supreme Sotomayor: How My Country Has Caught Up to Me,” pp.21...

Tips for Critical Reading (including After You Have Read)

Annotating, pp. 23 - 26

Reading Visual Texts, pp. 26-27

Close Reading: The Art and Craft of Analysis, Language…, pp. 39 – 68

Analyzing Diction and Syntax

“A Typical School Day” (handout)

2. Invention, pp. 29 – 49

3. Arrangement, pp. 51 – 64

4. Drafting and Revising, pp. 65 – 80

5. Editing and Proofreading, pp. 81 – 94

PART TWO: Readings for Writers, pp. 95 – 96

THE MODE OF NARRATION

6. Narration, pp. 97 - 108

ANALYSIS: Visual Text Practice

Sandra Cisneros

▪ Only Daughter, p. 111

Donna Smith-Yackel

▪ My Mother Never Worked, p. 121

George Orwell

▪ Shooting an Elephant, p. 133

Sherman Alexie

▪ Indian Education (Fiction), p. 142

LANGUAGE: Point of View, Style: Choice of Details, Diction; Dialogue, Tone,

Comma Splices, Sentence Structure

READING: Planning/Structuring a Narrative Essay, pp. 98-108

THE MODE OF DESCRIPTION

7. Description, pp. 151 - 169

ANALYSIS: Visual Text Practice

Suzanne Berne

▪ Ground Zero, p. 182

Heather Rogers

▪ The Hidden Life of Garbage, p. 188

E.B. White

▪ Once More to the Lake, p. 194

LANGUAGE: Objective and Subjective Language, Details, Thesis, Modifiers, Imagery, Figures of Speech: Simile, Allusion, Metaphor, Diction, Repetition, Agreement: Subject/Verb, Pronoun/Antecedent

READING: Planning/ Structuring a Descriptive Essay, pp. 157 - 169

INFORMATIVE WRITING

THE MODES OF EXPOSITION

8. Exemplification, pp. 211 - 225

ANALYSIS: Visual Text Practice

David J. Birnbaum

▪ The Catbird Seat, p. 228

Brent Staples

▪ Just Walk On By: A Black Man Ponders His Power to Alter Public Space, 240

Deborah Rhode

▪ Why Looks are the Last Bastion of Discrimination, p. 246

LANGUAGE: Rhetoric, Sentence Patterns: Loose, Periodic; Punctuation

READING: Planning/Structuring an Exemplification Essay, pp. 213 – 225

9. Process, pp. 263 - 278

ANALYSIS: Visual Text Practice

Malcolm X

▪ My First Conk, p. 281

Joshua Piven, David Borgenicht, and Jennifer Worick

▪ How to Decorate Your Room When You’re Broke, p. 290

LANGUAGE: Style, Syntax: Sentence Patterns (Simple, Compound, Complex,

Compound-Complex), Parallelism, Apostrophe, Unnecessary Shifts

READING: Planning/Structuring a Process Essay, pp. 265 – 278

10. Cause and Effect, pp. 321 - 336

ANALYSIS: Visual Text Practice

Norman Cousins

▪ Paret (Handout)

▪ Who Killed Benny Paret?, p. 339

Linda M. Hasselstrom

▪ A Peaceful Woman Explains Why She Carries a Gun, p. 354

LANGUAGE: Illogical constructions, confusing words, sentence patterns: subordination and coordination, commas, semicolons, structure, analogy, rhetorical questions

READING: Planning/Structuring a Cause and Effect Essay, pp. 327 -336

11. Comparison and Contrast, pp. 371 - 390

ANALYSIS: Visual Text: Auguste Rodin and Robert Indiana

▪ The Kiss and Love (Sculpture), p. 391

Bruce Catton

▪ Grant and Lee: A Study in Contrasts, p. 393

Amy Chua

▪ Why Chinese Mothers Are Superior, p. 410

Ellen Laird

▪ I’m Your Teacher, Not Your Internet-Service Provider, p. 417

Deborah Tannen

▪ Sex, Lies, and Conversation, p. 407

LANGUAGE: Parallelism, sentence patterns: combining; tone, diction, organization,

transitions, passive voice

READING: Planning/Structuring a Comparison and Contrast Essay, pp. 372 – 390

12. Classification and Division, pp. 435 – 447

ANALYSIS: Visual Text Practice

William Zinsser

▪ College Pressures, p. 450

Stephanie Ericsson

▪ The Ways We Lie, p. 470

LANGUAGE: Tone, Rhetorical Questions, Arrangement of Details, Dangling

Modifiers, Spelling

READING: Planning/Structuring a Classification and Division Essay,

pp. 437 - 447

13. Definition, pp. 489 - 500

ANALYSIS: Visual Text Practice

Judy Brady

▪ I Want a Wife, p. 503

Gayle Rosenwald Smith

▪ The Wife-Beater, p. 516

Amanda Brown

▪ Love and Other Catastrophes: A Mix Tape (Fiction), p. 520

LANGUAGE: Problems in Usage, Tone, Diction, Repetition, Adjective and

Adverb Clauses

READING: Planning/Structuring a Definition Essay, pp. 490 – 500

PERSUASIVE WRITING

THE MODE OF ARGUMENTATION

14. Argumentation, pp. 525 - 550

ANALYSIS: Visual Text: American Civil Liberties Union

▪ Thanks to Modern Science. . . (Advertisement), p. 551

Thomas Jefferson

▪ The Declaration of Independence, p. 553

Patrick Henry

▪ Speech at the Virginia Convention (handout)

Martin Luther King, Jr.

▪ Letter from Birmingham Jail, p. 570

Patterns, 12th ed. Debates, pp. 582 - 653

LANGUAGE: Deductive and Inductive Reasoning, Fallacies in Logic, Tone,

Diction, Syntax, Audience

READING: Planning/Structuring an Argumentative Essay, pp. 527 - 550

PART THREE: THE RESEARCH PAPER: Working with Sources, pp. 703 – 704

15. Finding and Evaluating Sources, pp. 705 – 710

16. Integrating Sources and Avoiding Plagiarism, pp. 711 – 721

17. Documenting Sources: MLA, pp. 723 - 742

LANGUAGE: Abbreviations, Brackets, Ellipsis, Manuscript Form, Documentation, Paraphrase, Plagiarism, Quotations, Style, Italics

Fictional texts:

First semester: Narrative of the Life of Frederick Douglass by Frederick Douglass

Second semester: The Great Gatsby by F. Scott Fitzgerald

**While copies of the fictional texts will be provided to students by Cox Mill, students are encouraged to purchase their own copies of the texts so that they can get into the habit of marking and annotating in the text, which will be a crucial skill in college. Any standard version (not abridged or graphic novel interpretation) of the assigned fictional texts is acceptable; however, the versions that will be provided by the school are listed below.

Narrative of the Life of Frederick Douglass published by Holt, Rinehart, and Winston. ISBN# 0-30-055454-3

The Great Gatsby published by Scribner. ISBN# 0-7432-7356-7

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