AP - Mrs. Galusha



Advanced Placement Language and Composition

Course Description:

Students study advanced composition and analysis of language at a level equivalent to that of a full-year introductory college course. Principal activities in reading and writing are based on the recommendations of the College Board for English AP courses. Students enrolled in the course are expected to take the Advanced Placement Language and Composition exam. Enrollment is limited. Summer work will be required. Prerequisite: Maintain a 90% or better in English 10 Honors or upon recommendation of teacher. It is also recommended that potential students receive a qualifying score on the PSAT exam, and score above grade level on DORA reading exams.

from The College Board:

“An AP course in English Language and Composition 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 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.

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…” (Courtesy of the College Board).

Overview of Study, Assignments and Assessments

Primary Texts:

Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson

Can Teach Us about the Art of Persuasion. New York: Three Rivers Press, 2013

The Language of Composition Shea, Renée, Lawrence Scanlon, and Robin Dissin

Aufses. The Language of Composition. 2nd edition. Boston: Bedford/St. Martin's,

2012.

Supplemental Texts:

▪ Frankenstein by Mary Shelley

▪ Othello by William Shakespeare

▪ Catch 22

▪ Autobiography of Malcom X

▪ The Handmaid’s Tale

Assessment Policies

Advanced Placement Language and Composition is a rigorous, college level course in rhetoric. To meet with success, students must be engaged learners. Engaged students attend class and participate in class. Engaged students self assess their learning, and seek to improve upon weaknesses. Engaged students complete their work in a thoughtful and diligent manner.

The following policies are designed to foster a community of student engagement:

• Students are expected to attend class. Please be mindful that excused absences are still absences, and absences negatively impact a student's educational experience. As such, students should minimize time out of class. Avoid scheduling appointments, both in and out of school, that result in missing class.

• Complete assignments by due date. Your calendar syllabus provides due dates for the entire year; by planning in advance and managing your time, you can manage the workload for this course in a healthy manner.

• In the professional world, employees are expected to meet deadlines. If extenuating circumstances prevent this, they must communicate with their employers in a professional manner. Likewise, in this class, no late work will be accepted without an after school student/ teacher conference. Students must schedule this conference within three days of the original due date; all meetings will be scheduled at the instructor's convenience.

• Each term, students will receive two test grades (100 pt scale) for class participation. This assessment will be based on student attendance, engagement and preparedness. Remember that an unprepared student cannot adequately participate. Therefore, students who speak often but do not critically engage course material should not expect high marks simply for talking. Also, late assignments will result in lost participation points.

Assessments: Reading

Per the College Board, students in an Advanced Placement Language and Composition course should “becom[e] skilled readers of prose written in a variety of rhetorical contexts… [readers should be] 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”. As such, it is the expectation of this course that students interact with all readings in a purposeful and critical manner. To this end, students will annotate ALL assigned readings. In addition, students will complete journals and text connections for designated out of class readings. See appendices for descriptions of annotating a text and dialectical journals.

In addition, students’ progress in critical reading will be monitored through objective exams that mirror the multiple choice sections on the Advanced Placement Language and Composition exam. These exams will be given at the end of each unit.

Assessments: Writing

Timed Writings-

Students will routinely complete timed, in-class essays. During semester one, students will select two to four timed writings per term (one at mid term, one near the end of the term) to be formally assessed as a 100 point assignment. During semester two, the instructor will randomly select two to four timed essays for formal assessment.

In addition, ALL timed writes are subject to informal assessment by both instructor and peers at any time.

Process Essays-

"Process" essays are essays completed outside of class. For these essays, it is expected that students complete all steps of the writing process: pre-writing, drafting, revision, rewriting and reflection. Assignments will represent a variety of genres, including, but not limited to expository, analytical, argumentative and research based argumentative modes. All process essays should be 3-5 pages in length unless otherwise noted.

On the day that a rough draft is due, students can e-mail a completed draft of their essay for +5 extra credit on the final draft. E-mailed student drafts may be projected and critiqued by the class as a basis for writing instruction. Throughout the year, writing will be evaluated on the following:

• A wide-ranging vocabulary used appropriately and effectively

• A variety of sentence structures, including appropriate use of subordination and coordination

• Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis

• A balance of generalization and specific, illustrative detail

• An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure

On the day that a final draft is due, students should come to class with the following items, secured in this order from top to bottom: score guide, final draft, metacognitive reflection, rough draft. See appendices for score guide and description of metacognitive reflection.

All essays should adhere to MLA guidelines and all evidence must be properly cited in MLA format. Any essay that fails to cite evidence will receive a zero for plagiarism. Per Weymouth High School policy, all instances of plagiarism will also be submitted for disciplinary action.

If a student is dissatisfied with a grade on a process essay, he can revise and rewrite this for an additional ten points. Students wishing to do this should take the following steps:

• review the instructor's comments on the essay. Note areas of strength and weakness

• reread the essay

• complete additional self-revision

• rewrite the essay, highlighting changes from the original

• write a second metacognitive reflection explaining changes that were made and the rationale for these changes

• submit revised essay and metacognitive reflection, along with the original graded essay, within a week of receiving graded essay.

Assessments: Other

While many assignments in this course will center on strategic reading and written communication, students will engage course material in a variety of ways. Oral communication is a critical skill that will be practiced in (the almost) daily class discussions. Periodically, students will collaborate with peers to further master course material. It is also expected that students practice problem solving as they tackle rigorous and rewarding coursework. These are not only the core skills of Weymouth High School, but skills vital to the future success of all students.

Additional Assessment Information

• Grades are calculated using a total points method; assignments are given a point value based on factors such as frequency and importance.

• All grades in x2 are public. Please check your grades in X2 frequently, and get clarification regarding any questions you have.

• Assignments in x2 are coded by core skill and name. Skills are coded as follows:

o SR= Strategic Reading

o WC= Written Communication

o PS= Problem Solving

o OC= Oral Communication

o C= Collaboration

o R= Research

o T= Technology

*At times, assignments will be divided into several parts to reflect the multiple core

skills involved in the assignment.

• While it often takes time for assignments to be corrected, I will make every effort to make sure that X2 accurately reflects the status of the assignment. The following codes will be used to track uncorrected assignments:

o PC= pending correction; this means I have the assignment but it is not yet graded. The assignment does not yet impact your average in any way.

o 0= I do not have this assignment; it is currently factoring into your average as a zero.

Evidence of Compliance with College Board

AP Language and Composition Requirements

|AP English Language & Composition: Curricular |Evidence of Curricular Requirement |

|Requirements | |

|The teacher has read the most recent AP English |Refer to course description on syllabus. |

|Course Description. | |

|The course teaches and requires students to write|Refer to Assessments: Writing-Process Essays |

|in several forms (e.g., narrative, expository, |From syllabus, “"Process" essays are essays completed outside of class. For these |

|analytical, and argumentative essays) about a |essays, it is expected that students complete all steps of the writing process: |

|variety of subjects (e.g., public policies, |pre-writing, drafting, revision, rewriting and reflection. Assignments will represent a |

|popular culture, personal experiences). |variety of genres, including, but not limited to expository, analytical, argumentative |

| |and research based argumentative modes. All process essays should be 3-5 pages in length|

| |unless otherwise noted. |

| | |

| |Refer to Syllabus Unit Overviews for evidence of “subject variety” |

|The course requires students to write essays that|Refer to Assessments: Writing Process Essays |

|proceed through several stages or drafts, with |From syllabus, "Process" essays are essays completed outside of class. For these essays,|

|revision aided by teacher and peers. |it is expected that students complete all steps of the writing process: pre-writing, |

| |drafting, revision, rewriting and reflection. Assignments will represent a variety of |

| |genres, including, but not limited to expository, analytical, argumentative and research|

| |based argumentative modes. All process essays should be 3-5 pages in length unless |

| |otherwise noted… On the day that a rough draft is due, students can e-mail a completed |

| |draft of their essay for +5 extra credit on the final draft. E-mailed student drafts may|

| |be projected and critiqued by the class as a basis for writing instruction… If a student|

| |is dissatisfied with a grade on a process essay, he can revise and rewrite this for an |

| |additional ten points. Students wishing to do this should take the following steps: |

| |review the instructor's comments on the essay. note areas of strength and weakness |

| |reread the essay |

| |complete additional self-revision |

| |rewrite the essay, highlighting changes from the original |

| |write a second metacognitive reflection explaining changes that were made and the |

| |rationale for these changes |

| |submit revised essay and metacognitive reflection, along with the original graded essay,|

| |within a week of receiving graded essay. |

|The course requires students to write in informal| |

|contexts (e.g., imitation exercises, journal |•Students routinely write in class essays in a variety of modes, refer to Assessments: |

|keeping, collaborative writing, and in-class |Writing Process Essays. |

|responses) designed to help them become |From syllabus, “Students will routinely complete timed, in- |

|increasingly aware of themselves as writers and |class essays. During semester one, students will select two |

|of the techniques employed by the writers they |timed writings per term (one at mid term, one near the end of |

|read. |the term) to be formally assessed as a 100 point assignment. |

| |During semester two, the instructor will randomly select two to |

| | |

| |three timed essays for formal assessment. In addition, ALL |

| |timed writes are subject to informal assessment by both |

| |instructor and peers at any time.” |

|The course requires expository, analytical, and |Refer to course texts: |

|argumentative writing assignments that are based |(from syllabus) |

|on readings representing a wide variety of prose | |

|styles and genres. |Primary Texts: |

| | |

| |Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and |

| |Homer Simpson Can Teach Us about the Art of Persuasion. New |

| |York: Three Rivers Press, 2013 |

| | |

| |The Language of Composition Shea, Renée, Lawrence Scanlon, and |

| |Robin Dissin Aufses. The Language of Composition. 2nd edition. |

| |Boston: Bedford/St. Martin's, 2012. |

| | |

| |Supplemental Texts: |

| |The Tortilla Curtain by T.C. Boyle |

| |Frankenstein by Mary Shelley |

| |Othello by William Shakespeare |

| |Catch 22 |

| |Autobiography of Malcom X |

|The course requires nonfiction readings (e.g., |1. Refer to course texts: (from syllabus) |

|essays, journalism, political writing, science | |

|writing, nature writing, |Primary Texts: |

|autobiographies/biographies, diaries, history, |Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and |

|criticism) that are selected to give students |Homer Simpson Can Teach Us about the Art of Persuasion. New |

|opportunities to identify and explain an author's|York: Three Rivers Press, 2013 |

|use of rhetorical strategies and techniques. If |The Language of Composition Shea, Renée, Lawrence Scanlon, and |

|fiction and poetry are also assigned, their main |Robin Dissin Aufses. The Language of Composition. 2nd edition. |

|purpose should be to help students understand how|Boston: Bedford/St. Martin's, 2012. |

|various effects are achieved by writers' | |

|linguistic and rhetorical choices. (Note: The |Supplemental Texts: |

|College Board does not mandate any particular |• The Tortilla Curtain by T.C. Boyle |

|authors or reading list, but representative |• Frankenstein by Mary Shelley |

|authors are cited in the AP English Course |• Othello by William Shakespeare |

|Description.) |• Catch 22 |

| |• Autobiography of Malcom X |

| | |

| |2. Students are expected to analyze the rhetorical situation of all out of class |

| |readings. Refer to syllabus “Appendix 2: Guidelines for Dialectical Journals”. |

| | |

| | |

| | |

|The course teaches students to analyze how |Students routinely analyze images as text. For evidence refer to syllabus |

|graphics and visual images both relate to written|-Unit 6 Texts: “Contemporary examples of commercial and political propaganda” |

|texts and serve as alternative forms of text |- Appendix 9: Sample Unit Exam (see images and questions related to meaning of images) |

|themselves. | |

|The course teaches research skills, and in |The proper use of MLA citation is an expectation throughout the course. Refer to |

|particular, the ability to evaluate, use, and |syllabus, “Assessments: Writing- Process Essays”: All essays should adhere to MLA |

|cite primary and secondary sources. The course |guidelines and all evidence must be properly cited in MLA format. Any essay that fails |

|assigns projects such as the researched argument |to cite evidence will receive a zero for plagiarism.” |

|paper, which goes beyond the parameters of a | |

|traditional research paper by asking students to |Unit four, “Advanced Argumentation” and unit five “Evaluating Arguments” teach skills to|

|present an argument of their own that includes |evaluate arguments and their source. |

|the analysis and synthesis of ideas from an array| |

|of sources. |During unit six, “Propaganda”, students compose an argumentative research paper. |

| | |

| | |

|The AP teacher provides instruction and feedback |Refer to Appendix 3: Process Essay Score Guide |

|on students' writing assignments, both before and| |

|after the students revise their work, that help | |

|the students develop these skills: |Refer to Assessments: Writing Process Essays |

|A wide-ranging vocabulary used appropriately and |From syllabus |

|effectively |“ On the day that a rough draft is due, students can e-mail a completed draft of their |

|A variety of sentence structures, including |essay for +5 extra credit on the final draft. E-mailed student drafts may be projected |

|appropriate use of subordination and coordination|and critiqued by the class as a basis for writing instruction |

|Logical organization, enhanced by specific | |

|techniques to increase coherence, such as |“ If a student is dissatisfied with a grade on a process essay, he can revise and |

|repetition, transitions, and emphasis |rewrite this for an additional ten points. Students wishing to do this should take the |

|A balance of generalization and specific, |following steps: |

|illustrative detail | |

|An effective use of rhetoric, including |review the instructor's comments on the essay. note areas of strength and weakness |

|controlling tone, establishing and maintaining |reread the essay |

|voice, and achieving appropriate emphasis through|complete additional self-revision |

|diction and sentence structure |rewrite the essay, highlighting changes from the |

| |original |

| |write a second metacognitive reflection explaining changes that were made and the |

| |rationale for these changes |

| |submit revised essay and metacognitive reflection, along with the original graded essay,|

| |within a week of receiving graded essay. |

|The course teaches students how to cite sources |The proper use of MLA citation is an expectation throughout the course. Refer to |

|using a recognized editorial style (e.g., Modern |syllabus, “Assessments: Writing- Process Essays”: All essays should adhere to MLA |

|Language Association, The Chicago Manual of |guidelines and all evidence must be properly cited in MLA format. Any essay that fails |

|Style, etc.). |to cite evidence will receive a zero for plagiarism.” |

|UNIT |KEY TERMS |

|Unit 1: Introduction to |Content Terms: |

|Rhetoric |SOAPSTONE (subject, occasion, audience, purpose, speaker, tone) |

| |Implicit |

| |Explicit |

| |Inference |

| |Context |

| |RHETORIC |

| |Rhetorical Triangle (speaker/persona, audience, subject, purpose, genre) |

| |Rhetorical Appeals (ethos, pathos, logos) |

| |kairos |

| | |

| |Grammar Terms |

| |Grammar |

| |Parallel structure |

| | |

| |Writing Terms: |

| |Thesis |

| |Introduction |

| |Body |

| |Conclusion |

| |Claim |

| |Evidence |

| |Development |

| |Voice |

| | |

|Unit 2: (Intro. to |Content Terms |

|Language Analysis) : |DICTION |

| |denotation |

| |connotation |

| |level of diction (vernacular, concrete, abstract, jargon, colloquial, poetic, formal, informal) |

| |figurative language |

| |(simile, metaphor, |

| |personification, synecdoche) |

| |imagery |

| |SYNTAX |

| |-sentence type (declarative, |

| |interrogative, exclamatory, |

| |imperative, hortative) |

| |Canons of Rhetoric (invention, arrangement, style, memory, delivery) |

| |Premise |

| |Irony |

| |• synthesis |

| |• Thesis |

| |• Closed thesis |

| |statement |

| |• Open thesis statement |

| |• Evidence |

|Unit 3: Introduction to |Alliteration |

|Style Analysis |Allusion |

| |Anaphora |

| |Antimetabole |

| |Antithesis |

| |Asyndeton |

| |Chiasmus |

| |Cumulative sentence |

| |Imperative sentence |

| |Inversion |

| |Juxtaposition |

| |Oxymoron |

| |Parallelism |

| |Polysyndeton |

| |Periodic sentence |

| |Rhetorical question |

|Unit 4: (Advanced |first hand evidence |

|Argumentation) |second hand evidence |

| |Qualifier |

| |Quantitative evidence |

| |Rebuttal |

| |Rogerian arguments |

| |Toulmin model |

| |Satire |

| |Solecism |

| |Straw man fallacy |

| |Syllogism |

| |enthymeme |

| |Zeugma |

| |Paradox |

| |Oxymoron |

| |Ad hominem |

| |Begging the question |

| |Paradox |

| |Assertion |

| |Claim |

| |Claims of fact |

| |Claims of value |

| |Claims of policy |

| |Analogy |

| |Induction |

| |deduction |

|Unit 5 (Evaluating |(These terms from previous units have continued importance as we evaluate arguments): |

|Arguments) |first hand evidence |

|Learn the criteria to |second hand |

|effectively assess an |evidence |

|argument’s |Qualifier |

|effectiveness…. |Quantitative evidence |

| |Rebuttal |

| |Syllogism |

| |enthymeme |

| |Assertion |

| |Claim |

| |Claims of fact |

| |Claims of value |

| |Claims of policy |

| |Induction |

| |Deduction |

| |Strawman Fallacy |

| |Additional Terms: |

|Unit 6 (Propaganda) |(These terms from previous units have continued importance as we study propaganda): first hand evidence |

|Learn the tools of |second hand |

|propaganda to deconstruct|evidence |

|the arguments of mass |Qualifier |

|media. |Quantitative evidence |

| |Rebuttal |

| |Syllogism |

| |enthymeme |

| |Assertion |

| |Claim |

| |Claims of fact |

| |Claims of value |

| |Claims of policy |

| |Induction |

| |deduction |

| | |

| | |

| |Additional Terms: |

| |Testimonial |

| |Glittering Generalities |

| |Transfer |

| |Plain Folks |

| |Bandwagon |

| |Name Calling |

| |Card Stacking |

|Unit 7: (Arguments of |Voice |

|Experience) |Memoir |

|Learn the unique aspects |Biography |

|of personal narratives |Autobiography |

|and analyze the | |

|rhetorical function of | |

|personal narrative. | |

|Unit 8: (The Language of |Literary Criticism |

|Literature) |Schools of Literary Criticism (archetypal, biographical, formalism, deconstruction, structuralism, Marxist, gender, psychoanalytic) |

|Learn to read poetry, |Lyric poems |

|literary prose and drama |Narrative poems |

|for meaning, |Sonnet |

|Learn the important role |Ode |

|literature plays in |Ballad |

|social discourse. |Elegy |

Appendix 1: Annotation Guidelines

How and Why to Annotate a Book

by Nick Otten

Clayton High School

Note-Taking vs. Annotation

Most serious readers take notes of some kind when they are carefully considering a text, but many readers are too casual about their note-taking. Later they realize they have taken notes that are incomplete or too random, and then they laboriously start over, re-notating an earlier reading. Others take notes only when cramming for a test, which is often merely "better than nothing." Students can easily improve the depth of their reading and extend their understanding over long periods of time by developing a systematic form of annotating. Such a system is not necessarily difficult and can be completely personal and exceptionally useful.

First, what is the difference between annotating and "taking notes"? For some people, the difference is nonexistent or negligible, but in this instance I am referring to a way of making notes directly onto a text such as a book, a handout, or another type of publication. The advantage of having one annotated text instead of a set of note papers plus a text should be clear enough: all the information is together and inseparable, with notes very close to the text for easier understanding, and with fewer pieces to keep organized.

What the reader gets from annotating is a deeper initial reading and an understanding of the text that lasts. You can deliberately engage the author in conversation and questions, maybe stopping to argue, pay a compliment, or clarify an important issue—much like having a teacher or storyteller with you in the room. If and when you come back to the book, that initial interchange is recorded for you, making an excellent and entirely personal study tool.

Criteria for Successful Annotation

• Using your annotated copy of the book six weeks after your first reading, you can recall the key information in the book with reasonable thoroughness in a 15- to 30-minute review of your notes and the text.

• Annotate any text that you must know well, in detail, and from which you might need to produce evidence that supports your knowledge or reading, such as a book on which you will be tested.

• Don't annotate other people's property, which is almost always selfish, often destructive, rude, and possibly illegal. For a book that doesn't belong to you, use adhesive notes for your comments, removing them before you return the text.

• Don't annotate your own book if it has intrinsic value as an art object or a rarity. Consider doing what teachers do: buy an inexpensive copy of the text for class.

Tools: Highlighter, Pencil, and Your Own Text

1. Yellow Highlighter

A yellow highlighter allows you to mark exactly what you are interested in. Equally important, the yellow line emphasizes without interfering. Before highlighters, I drew lines under important spots in texts, but underlining is laborious and often distracting. Highlighters in blue and pink and fluorescent colors are even more distracting. The idea is to see the important text more clearly, not give your eyes a psychedelic exercise.

While you read, highlight whatever seems to be key information. At first, you will probably highlight too little or too much; with experience, you will choose more effectively which material to highlight.

2. Pencil

A pencil is better than a pen because you can make changes. Even geniuses make mistakes, temporary comments, and incomplete notes.

While you read, use marginalia—marginal notes—to mark key material. Marginalia can include check marks, question marks, stars, arrows, brackets, and written words and phrases. Create your own system for marking what is important, interesting, quotable, questionable, and so forth.

3. Your Text

Inside the front cover of your book, keep an orderly, legible list of "key information" with page references. Key information in a novel might include themes; passages that relate to the book's title; characters' names; salient quotes; important scenes, passages, and chapters; and maybe key definitions or vocabulary. Remember that key information will vary according to genre and the reader's purpose, so make your own good plan.

Marking and highlighting a text is like having a conversation with a book – it allows you to ask questions, comment on meaning, and mark events and passages you want to revisit. Annotating is a permanent record of your intellectual conversation with the text.

As you work with your text, think about all the ways that you can connect with what you are reading. What follows are some suggestions that will help with annotating.

Additional Suggestions for Successfully Annotating a Text

• Plan on reading most passages, if not everything, twice. The first time, read for overall meaning and impressions. The second time, read more carefully. Mark ideas, new vocabulary, etc.

• Begin to annotate. Use a pen, pencil, post-it notes, or a highlighter (although use it sparingly!).

• Summarize important ideas in your own words.

• Add examples from real life, other books, TV, movies, and so forth. (TEXT CONNECTIONS!)

• Define words that are new to you.

• Mark passages that you find confusing with a ?

• Write questions that you might have for later discussion in class.

• Comment on the actions or development of characters.

• Comment on things that intrigue, impress, surprise, disturb, etc.

• Note how the author uses language. A list of possible literary devices is attached.

• Explain the historical context or traditions/social customs used in the passage.

Additional Suggestions:

• If you are a person who does not like to write in a book, you may want to invest in a supply of post it notes.

• If you feel really creative, or are just super organized, you can even color code your annotations by using different color post-its, highlighters, or pens.

• Brackets: If several lines seem important, just draw a line down the margin and underline/highlight only the key phrases.

• Asterisks: Place and asterisk next to an important passage; use two if it is really important.

• Marginal Notes: Use the space in the margins to make comments, define words, ask questions, etc.

• Underline/highlight: Caution! Do not underline or highlight too much! You want to concentrate on the important elements, not entire pages (use brackets for that).

• Use circles, boxes, triangles, squiggly lines, stars, etc. developing your own use for each. Be consistent in what each shape represents.

|[pic] |

|(image 1) This is an example of how NOT to annotate. The annotations above are very minimal and do not give insight to the deeper meaning of the novel All Quiet |

|on the Western Front. |

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|Appendix 2: Guidelines for Dialectical Journals |

|(Contributions from , Ogden Morse) |

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|(image 2) This is an example of what your goal of annotating should be. If you look at my annotations from  Barack Obama's Martin Luther King Memorial Dedication |

|speech, you will find that no where on this page is there a summary or paraphrase of what the speaker said. Instead, I annotated for the rhetorical devices the |

|president used to build his argument |

Appendix 3: Process Essay Score Guide

AP Language Process Essay Score Guide

|Criteria |Comments |Score |

|Insight (Invention) | | |

|Ideas directly address the purpose of the writing | | |

|Ideas demonstrate mastery of both the specific subject and the subject of rhetoric | | |

|Analysis is thoroughly developed showing a full understanding of the topic | | |

| | | |

| | |/40 |

|Evidence | | |

|•Ideas are supported with a balance of generalization and specific, illustrative detail | | |

|•Points are consistently supported with quotes from the text, and, when appropriate, outside evidence | | |

|•Textual quotes are relevant and powerful | | |

|•Textual quotes are of varying lengths and seamlessly integrated in an appropriate format | | |

|•All ideas and evidence are cited in correct MLA format (If any evidence is not cited, student will receive a | | |

|non-negotiable grade of zero for that paper!) | | |

| | |/30 |

|Organization (Arrangement) | | |

|Organization is appropriate and logical . | | |

|Organization enhances topic development | | |

|Organization is enhanced by transitions. Transitions are consistently used to link sections of the text, create cohesion,| | |

|and clarify the relationships among complex ideas and concepts. | |/20 |

|Organization does not rely on cliché introductions, conclusions or descriptors | | |

|Fluency (Style) | | |

|•Mechanics | | |

|-paper contains no errors of basic mechanics | | |

|-paper uses advanced grammatical techniques to further meaning | | |

|Diction | | |

|- writing exhibits a wide-ranging vocabulary used appropriately and effectively | | |

|-diction is precise, showing denotative accuracy and connotative resourcefulness | | |

|• Syntax | | |

|-is varied | | |

|-is used to create appropriate emphasis | | |

|-demonstrates appropriate use of subordination and coordination | | |

|•Effective Use of Rhetoric | | |

|-essay demonstrated controlling tone throughout, | |/30 |

|- writer establishes and maintains voice, | | |

|-writing achieves appropriate emphasis through diction and sentence structure | | |

|Courtesy of the College Board: Argumentative Essay Scoring Guide |

|GRADE |Qualifying Descriptors |T1 |T2 |T3 |T4 |

|(College Board)| | | | | |

|9 |Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their |100 |100 |100 |100 |

| |development, or particularly impressive in their control of language | | | | |

|8 |Essays earning a score of 8 effectively develop a position. The evidence and explanations used are appropriate and convincing, and the argument is |95 |93 |92 |90 |

|successful |especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is | | | | |

| |not necessarily flawless. | | | | |

|7 |Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature |92 |87 |83 |80 |

| |prose style. | | | | |

|6 |Essays earning a score of 6 adequately develop a position. The evidence and explanations used are appropriate and sufficient, and the argument is |85 |80 |75 |70 |

|satisfactory |coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally, the prose is clear. | | | | |

|5 |Essays earning a score of 5 develop a position, however, the evidence or explanations used may be uneven, inconsistent, or limited. The writing may |80 |75 |70 |60 |

| |contain lapses in diction or syntax, but it usually conveys the student’s ideas. | | | | |

|4 |Essays earning a score of 4 inadequately develop a position. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The |75 |70 |60 |50 |

|Inadequate |argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in | | | | |

| |controlling the elements of effective writing. | | | | |

|3 |Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a. The essays may show less maturity in |70 |60 |50 |40 |

| |control of writing. | | | | |

|2 |Essays earning a score of 2 demonstrate little success in developing a position. These essays may misunderstand the prompt, or substitute a simpler task|60 |50 |40 |30 |

|Little Success |by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in| | | | |

| |writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. | | | | |

|1 |Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in |50 |40 |30 |20 |

| |their control of language, or especially lacking in coherence. | | | | |

|0 |Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than|0 |0 |0 |0 |

| |English. | | | | |

|Courtesy of the College Board: Synthesis Essay Scoring Guide |

|GRADE |Qualifying Descriptors |T1 |T2 |T3 |T4 |

|(College Board) | | | | | |

|9 |Essays earning a score of 9 meet the criteria for essays that are scored an 8 and, in addition, are especially sophisticated in their argument and |100 |100 |100 |100 |

| |synthesis of cited sources, or impressive in their control of language. | | | | |

|8 |Essays earning a score of 8 effectively take a position that defends, challenges, or qualifies the claim. They effectively support their position by |95 |93 |92 |90 |

|successful |effectively synthesizing and citing at least three of the sources. The writer’s argument is convincing, and the cited sources effectively support the | | | | |

| |writer’s position. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not flawless. | | | | |

|7 |Essays earning a score of 7 fit the description of essays that are scored a 6 but are distinguished by more complete or more purposeful argumentation |92 |87 |83 |80 |

| |and synthesis of cited sources, or a more mature prose style. | | | | |

|6 |Essays earning a score of 6 adequately take a position that defends, challenges, or qualifies the claim. They adequately synthesize and cite at least |85 |80 |75 |70 |

|satisfactory |three of the sources. The writer’s argument is generally convincing and the cited sources generally support the writer’s position, but the argument is| | | | |

| |less developed or less cogent than the arguments of essays earning higher scores. Though the language may contain lapses in diction or syntax, | | | | |

| |generally the prose is clear. | | | | |

|5 |Essays earning a score of 5 take a position that defends, challenges, or qualifies the claim. They support their position by synthesizing and citing |80 |75 |70 |60 |

| |at least three sources, but their arguments and their use of cited sources are somewhat limited, inconsistent, or uneven. The writer’s argument is | | | | |

| |generally clear, and the sources generally support the writer’s position, but the links between the sources and the argument may be strained. The | | | | |

| |writing may contain lapses in diction or syntax, but it usually conveys the writer’s ideas adequately. | | | | |

|4 |Essays earning a score of 4 inadequately take a position that defends, challenges, or qualifies the claim. They attempt to present an argument and |75 |70 |60 |50 |

|Inadequate |support their position by synthesizing and citing at least two sources but may misunderstand, misrepresent, or oversimplify either their own argument | | | | |

| |or the cited sources they include. The link between the argument and the cited sources is weak. The prose of 4 essays may suggest immature control of | | | | |

| |writing. | | | | |

|3 |Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less understanding of the cited sources, less success in developing |70 |60 |50 |40 |

| |their own position, or less control of writing. | | | | |

|2 |Essays earning a score of 2 demonstrate little success in taking a position that defends, challenges, or qualifies the claim. They may merely allude |60 |50 |40 |30 |

|Little Success |to knowledge gained from reading the sources rather than citing the sources themselves. These essays may misread the sources, fail to present an | | | | |

| |argument, or substitute a simpler task by merely responding to the question tangentially or by summarizing the sources. The prose of essays scored a 2| | | | |

| |often demonstrates consistent weaknesses in writing, such as a lack of development or organization, grammatical problems, or a lack of control. | | | | |

|1 |Essays earning a score of 1 meet the criteria for the score of 2 but are especially simplistic or weak in their control of writing or do not cite even|50 |40 |30 |20 |

| |one source. | | | | |

|0 |Essays earning a score of zero (0) are on-topic responses that receive no credit, such as those that merely repeat the prompt. |0 |0 |0 |0 |

|Courtesy of the College Board: Analytical Essay Scoring Guide |

|GRADE |Qualifying Descriptors |T1 |T |T3 |T4 |

|(College Board) | | |2 | | |

|9 |Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are |100 |100 |100 |100 |

| |-especially sophisticated in their argument, | | | | |

| |-thorough in their development or | | | | |

| |-impressive in their control of language. | | | | |

|8 |-Essays earning a score of 8 provide an effective rhetorical analysis in response to the prompt. |95 |93 |92 |90 |

|successful |-Writers develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. | | | | |

| |-The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. | | | | |

|7 | Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough development or a more mature prose style. |92 |87 |83 |80 |

|6 |-Essays earning a score of 6 provide an adequate rhetorical analysis in response to the prompt. |85 |80 |75 |70 |

|satisfactory |-They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. | | | | |

| |-The writing may contain lapses in diction or syntax, but generally the prose is clear. | | | | |

|5 |-Essays earning a score of 5 offer a rhetorical analysis that responds to the prompt, however, |80 |75 |70 |60 |

| |-The evidence or explanations used may be uneven, inconsistent or limited. | | | | |

| |-The writing may contain lapses in diction or syntax, but it can convey the student’s ideas. | | | | |

|4 |-Essays earning a score of 4 offer an inadequate analysis in response to the prompt. These essays may misunderstand the passage, or misrepresent rhetorical strategies or|75 |70 |60 |50 |

|Inadequate |analyze these strategies inaccurately. | | | | |

| |-The evidence or explanations used may be inappropriate, insufficient or less convincing. | | | | |

| |-The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing. | | | | |

|3 |-Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in their rhetorical analysis. |70 |60 |50 |40 |

| |-They are less perceptive in their understanding of the passage or Banneker’s strategies, or the explanation or examples may be particularly limited or simplistic. | | | | |

| |-The essays may show less maturity in control of writing. | | | | |

|0 | |0 |0 |0 |0 |

Galusha

AP Language and Composition

Overview of Reading Assessments

Per the College Board, students in an Advanced Placement Language and Composition course should “becom[e] skilled readers of prose written in a variety of rhetorical contexts… [readers should be] 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”. As such, it is the expectation of this course that students interact with all readings in a purposeful and critical manner. To this end, students will annotate ALL assigned readings. In addition, students will complete journals and text connections for designated out of class readings. See appendices for descriptions of annotating a text and dialectical journals.

In addition, students’ progress in critical reading will be monitored through objective exams that mirror the multiple choice sections on the Advanced Placement Language and Composition exam. These exams will be given at the end of each unit. Description of Reading Assessments.

Reading Assessment One: Dialectical Journals (also referred to as type A)

The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.” Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant to help you develop a better rhetorical understanding of the texts we read.

PROCEDURE:

1. As you read, note particularly meaningful uses of language. Choose fifteen golden lines, as well as one complete scene, and record these in the left-hand column the chart (ALWAYS include page numbers). Golden lines should be recorded in their entirety. It is appropriate to summarize the scene you are analyzing rather than copy it verbatim, however, please note the following:

a. You must still provide page numbers

b. Your analysis in the right hand column must utilize specific quotes as evidentiary support for your claims.

2. In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage). These responses should above all be thoughtful; they should demonstrate not only understanding of the text, but critical application as well. In your analysis, you will be expected to utilize the rhetorical terms and concepts studied in class. It is also expected that your insights will demonstrate increasing sophistication and maturity throughout the year. If you are struggling to communicate critically about your golden lines, consider the following starters:

a. These sentences represent an effective/ineffective use of rhetoric because…

b. These sentences illustrate technique x, which impacts the meaning/message because…

c. The subtext of these sentences is… which is communicated by…

d. The arrangement of this sentence (describe) emphasizes…

e. The imagery in these sentences is particularly effective because…

f. By framing this statement as an (interrogative, declarative, imperative,) the author’s communication to the audience is….

For scene analysis, focus your insights, and label your responses, using the SOAPSTone Strategy.

|S: SPEAKER |The speaker is the voice that tells the story. Sometimes this voice belongs to a fictional character, at other times the voice reflects the voice of the author. Authors may use various|

| |personas to appeal to their intended audience. Identify the speaker of each passage you analyze and consider the relationship of the speaker to the author. Note some ways that the |

| |speaker impacts the overall passage. In your notes, provide quoted textual examples to support your assertions. |

|O: OCCASION |The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of |

| |ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response.|

| |Make notes regarding the context of your reading, and analyze the impact of this context to the reading holistically. In your notes, provide quoted textual examples to support your |

| |assertions. |

|A: AUDIENCE |"Audience" refers to the group of readers to whom a piece of writing is directed. Identify the intended audience of the reading and analyze how the author's consideration of audience |

| |is evident in the language of the passage. In your notes, provide quoted textual examples to support your assertions. |

|P: PURPOSE |Purpose refers to the reason a text is created. Answer the question "What does the author want the audience to think or do as a result of reading this text?" In your notes, provide |

| |quoted textual examples to support your assertions. |

|S: SUBJECT |Identify the subject of the passage. Consider immediate subjects, as well as the enduring subjects. In your notes, provide quoted textual examples to support your assertions. |

|T |Tone is the attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that |

|O |extends meaning beyond the literal. Tone is conveyed through an author's diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of|

|N |figurative language. Identify the tone of your passage, and analyze the ways the author uses language to communicate this tone. In your notes, provide quoted textual examples to |

|E |support your assertions. Study and apply the list of tone descriptors to aid your analysis. |

1. Be prepared to share your analysis in class, and be prepared to comment on the analysis of others. This type of discussion is only possible if you are coming to class with a deep understanding of the text. As such, it is important that you actively read and annotate the entire, text, not merely the passages selected for your reading journal.

Reading Assessment Two: Text to World Discussions (also referred to as type B)

A primary objective of rhetoric classes is to teach academic discourse; a primary objective of both the synthesis and persuasive essays on the AP Language exam is to measure your ability to engage in academic, social discourse. Academic discourse refers to the notion joining a societal conversation. Consider the dynamics of effective, meaningful conversation: someone enters a room where a discussion is going on, listens until the issues and different positions make some sense, and then, when the listener has something meaningful to contribute, he joins in. (For a more in depth explanation of academic discourse, refer to syllabus appendix, article “Academic Discourse”).

To “join the conversation” in any academic discipline requires a fair amount of specialized vocabulary and understanding of general and specific principles. Likewise, to participate in social discourse requires understanding of current social concerns and expert viewpoints on those concerns.

You will periodically engage in text to world discussions to help you develop the appropriate social knowledge, as well as the rhetorical skill set, for social discourse.

Procedure:

1. Consider important subjects addressed in your assigned reading. Consider both immediate and enduring subjects.

2. Use responsible research methods to locate an editorial or essay about this subject. Your editorial/essay should be written by a recognized, reputable journalist/essayist. Below is a brief list noting some reputable journalists/essayists. Please note that you are encouraged to find and use other reputable writers also.

|Barbara Ehrenreich |Matthew Arnold |Thomas Friedman |

|George Will |David Brooks |Ellen Goodman |

|Maureen Dowd |Leonard Pitts |Charles Krauthammer |

|Harold Bloom |Joan Didion |Anna Quindlan |

|Andrew Kohut |Mac McClelland |Eric Mortenson |

|Stephanie Hanes |Brent Staples |Eugene Robinson |

|Ruth Marcus |David Ignatius |David Broder |

|Anne Applebaum |EJ Dionne Jr. |Jonah Goldberg |

*The following link provides a schedule for The Washington Post’s weekly editorial schedule by columnist.

3. Carefully read and annotate the editorial.

4. Complete an annotated bibliography for your editorial . Your annotated bibliography should include the following:

a. Complete MLA citation for editorial.

b. Brief summary of the editorial (one paragraph) which details the author’s argument and support for argument.

c. A critique of the author’s argument. Your critique must be grounded in the tenets of sound argument, not your opinion of the author’s position.

5. Come to class prepared to share your article, and your critique of this article, with your peers. In addition to the grade you receive on the written portion of this assignment, once to twice per term you will also receive an oral communication grade for your discussion of your article.

Reading Assessment Three: Exam (also referred to as type C)

On occasion, your reading will be assessed via a standardized exam. All such reading assessments will measure your critical reading skills in the style of the multiple choice portion of the AP Language exams. These exams will be scaled by 20 pts. term one, 10 pts. term two, and will receive no scale term three.

Reading Assessment Four: Preparation for Socratic Seminar (also referred to as type D)

-----------------------

AP Language and Composition: Course Flow Chart

Essential Question 1:

How does language communicate meaning?

Essential Question 2:

How can language effect meaningful change?

Essential Question 3: How can language contribute to a development of self?

Essential Question 4:

How does literature fill a special and unique place in the study of language?

Unit 1 (Intro. to Rhetoric):

Learn what rhetoric is…

Unit 2 (Intro. to Language Analysis) :

Learn what listeners, readers and writers need to know to engage in rhetorical discourse….

Unit 4: (Advanced Argumentation)

Learn the argumentative techniques that build sound and sophisticated arguments…

Unit 5 (Evaluating Arguments)

Learn the criteria effectively to assess an argument’s effectiveness….

Unit 7: (Arguments of Experience)

Learn the unique aspects of personal narratives and how these function rhetorically

Unit 8: (The Language of Literature)

Learn to read poetry, literary prose and drama for meaning, Learn the important role literature plays in social discourse.

Unit 3 (Intro to Style):

Learn specific tricks and techniques used by effective writers and speakers…

Unit 6 (Propaganda)

Learn the tools of propaganda to deconstruct the arguments of mass media

A Reader’s Guide to Annotation

Adapted by

• Nick Otten

• “Laying the foundation: A Resource and Planning Guide for Pre-AP English”

• Courtesy of

Annotation Examples

Courtesy of

Annotation Examples

Courtesy of

TOTAL

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