AP English Language & Composition Syllabus
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AP English Language & Composition 2012-2013 Course Syllabus
Mrs. Jeri Magnant
Northeast College Preparatory High School
Rochester, NY
Jeri.magnant@
Course Overview
Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and the way that language works. The main focus of this course is the study of language—language as it characterizes its user and the power of persuasion it has over the reader. During this course the student will learn to be a close reader of a variety of literary genres—essays, novels, poems, short stories, and plays—by studying how a writer’s style and rhetorical strategies reveal his purpose.
Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. Also, because students live in a highly visual world, the rhetoric of visual media is studied.
Additionally, students will develop proficiency in not only reading primary and secondary
sources, but also in synthesizing these materials effectively into their own writing. Students will learn to become persuasive writers through continual practice and an examination of argumentative techniques. Also, students will practice citing sources effectively using standard conventions of MLA format. Finally, students will develop the ability to succeed and excel in a college level composition class as cogent writers and critical thinkers. Students prepare for the AP English Language and Composition Exam and may be granted college credit as a result of satisfactory performance.
Course Objectives
By the end of this course, students will be able to:
• read analyze and interpret a variety of nonfiction and some fiction works
from various genres and time periods
• employ rhetorical devices and components of argumentation in the development of original essays that are detailed, well organized, and coherent
• incorporate a counter argument or rebuttal in their writing
• write an essay analyzing a text and its rhetorical strategies with opportunities to have personal works edited, discussed, and revised
• have a developed and wide-ranging vocabulary both in written and spoken word
• identify and define terms and rhetorical strategies commonly by writers
• have a comprehensive understanding of ethos, pathos, and logos
• identify speaker, audience, and purpose of a written piece
• be proficient in using advanced grammar, varied sentence structure and mechanics in their writing
• employ various strategies to understand and analyze written works and to analyze the diverse literary techniques used by writers
• identify and analyze different rhetorical modes
• write using different rhetorical modes
• analyze visual rhetoric including graphs, charts and advertisements
• utilize MLA format in all completed work
Course Requirements
Although the course is designed to prepare students for the AP Language and
Composition Exam, it is not just a test prep course. This is a college level course where
students will be required to engage on a daily basis with their peers in discussion of
controversial issues, literary analysis, rhetorical analysis, an author’s purpose, and an
author’s use of language. Discussion is a critical part of class and in order for students to engage in thoughtful and productive class discussions they will be required to adhere to their reading schedule.
The class will offer students an opportunity to engage in discussion of current critical issues where they will have to form an argument from an analysis of their readings
and by using prior knowledge. For this reason, students will be required to engage in
reading outside the class, and will be required to maintain some knowledge of current
social and political issues. Students must be able to understand an examine multiple and
opposing views on the issues they discuss and/or write about; this is critical to their ability
to write comprehensive argumentative essays. Students will also employ these skills to
determine how an author gets his/her point across through style and rhetorical skill whether
he/she agrees with an issue or not. The same applies to their ability and to evaluate visual
rhetoric.
Performance expectations for students will be high, but will be appropriate for a college
level course. Students will need to be responsible for their own reading, writing and critical
thinking skills. Put another way, students will be in charge of fostering their own success in
this course by being responsible for mastering their own reading, writing, and critical
thinking skills. Students will be expected to actively participate in class discussion, peer
editing and understand and articulate opposing viewpoints of a subject.
Procedures
Each semester this year will include at least two full-length works, several essays and other short pieces, focusing on rhetoric and/or argument, development of writing skills, and AP test practice.
Student grades will be based on academic performance. Please turn in all
assignments on time. You must turn in all major essays the day they are due—whether you are
in class or not. Other missing work due to excused absence must be made up promptly—one day
for each day you are absent. This policy includes tests and quizzes. See me if you have a
problem. If you are absent, you are responsible for finding out what you have missed.
Student Evaluation and Grading Policy
The essay scoring scales are as follows:
9 point AP Scale
9 – 95-100
8 – 90-94
7 – 85-89
6 – 80-84
5 – 75-79
4 – 70-74
Papers with a 3 or below on Timed Writings will receive a grade in the range of 65-69. Formal essays written outside class will be graded by a regular 100 point scale. Papers receiving a C or below may be rewritten to improve a grade (a paper will not receive more than one letter grade improvement).
All AP Language papers will receive feedback except for Timed Essays which will receive minimal feedback. However, most essays will be either discussed in class or the instructor will conduct conferences with individual students to give feedback in order for students to improve Timed Essay performance and overall writing skill.
Grading Breakdown
Daily Assignments (class work and homework combined)-- 40%
(This category will include quizzes, reading summaries, group assignments, etc.)
Class Participation-- 10%
(Determined by teacher and student evaluation with rubric)
Essays / Timed Writings / Tests—50%
Plagiarism Policy
Plagiarism is representing someone’s work as your own. It can also be a close
representation or imitation of that work without acknowledging the source. If this occurs the
following will happen: the assignment will become an automatic 0. The parent will be
notified and a parent conference will take place.
Texts/ Supplemental Materials and Readings
Angelou, Maya. I Know Why the Caged Bird Sings. New York, NY: Random House, 1969.
Cisneros, Sandra. The House on Mango Street. Knopf Doubleday Publishing Group, 1984.
Douglass, Frederick.. Narrative of the Life of Frederick Douglass: an American Slave. Dover
Publications, 1995.
McBride, James. The Color of Water. New York, NY: Berkley Publishing Group, 1996.
O’Brien, Tim. The Things They Carried. New York, NY: Houghton Mifflin, 1990.
Shea, Renée H., Lawrence Scalon, and Robin Dissin Aufses. The Language of
Composition: Reading, Writing, Rhetoric. New York: Bedford / St. Martin’s, 2008.
Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery and Tone
Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument. New
York: Bedford / St. Martin’s, 2010
Lunsford, Andrea A. Easy Writer. New York: Bedford/St. Martin’s, 2010
Murphy, Barbara L., and Estelle Rankin. Five Steps to a Five AP English Language.
New York: McGraw-Hill, 2002.
CollegeBoard, The. Springboard- Level 6. CollegeBoard, 2009.
Additional readings from anthologies and current publications such as the New
Yorker, Newsweek, the New York Times and the New York Times Magazine
~
** If you or your student has any questions, please feel free to contact me at the number listed above.
**Please sign and date the bottom portion of this sheet to recognize that you are familiar with and understand the outlines and expectations of this course. If you have any questions or concerns, please feel free to share them with me, and I will call you to discuss them.
Thank You!! (
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Student’s Name _________________________________
Parent/ Guardian’s Name _____________________________________
Phone Number ____________________
Date _______________
Comment/Concern:
Course Organization
1st Semester—Let’s Argue: Argument and Rhetoric- Reading, Writing, Synthesizing and Analyzing
Weeks 1 and 2
• Topics for discussion:
o Introductions, Course Information Packet, Course Requirements
o Ethos, Pathos, Logos
o What is Rhetoric?
o Rhetorical Terms
o Rhetorical Modes/Patterns of Arrangement
• Readings to include:
o The Language of Composition - Chapter 1: An Introduction to Rhetoric
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Assignment: “Assignment on pages 6-9 of The Language of Composition - “We
Can Afford to Give Parents a Break by Jody Heyman (analyzing the text for
patterns of arrangement)
o Assignment: “Assignment on page 28 of The Language of Composition –
(analyzing 4 different texts on the death of Princess Diana for speaker,
audience and subject)
o Quiz on rhetorical terms
o Selected activities from “Voice Lessons”
o Vocabulary practice
• AP Exam Practice:
o Timed Essay –AP Free Response Question
o Teacher generated discussion of grading practices for Timed Essays (grading feedback, vocabulary work, etc)
o Peer edit of Timed Essay— (classmate review of: appropriate written vocabulary, if author met grading criteria, if writer used detail, organization, coherence, etc. with author revision where necessary)
o Review of scored essays from 5 AP Language Free Response Question
Weeks 3 and 4
• Topics for discussion:
o Tropes and schemes of rhetoric
o Further examination of ethos, pathos, and logos
o Close reading and rhetorical analysis
o Rhetorical terms
o Preliminary discussion of analyzing visual rhetoric
• Readings to include:
o Excerpts from Everything’s an Argument - Chapter 2: Arguments from the Heart – Pathos; Chapter 3: Arguments Based on Character; Chapter 4: Arguments Based on
Fact and Reason; Chapter 5: Thinking Rhetorically
o The Language of Composition - Chapter 2: Close Reading: The Art and Craft
of Analysis
o Listen to the recording of JFK’s Inaugural Speech
o Selected activities from “Voice Lessons”
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Assignment: pages 51-56 of The Language of Composition (questions examining
JFK’s Inaugural Speech for rhetorical devices)
o Formal Essay #1: Rhetorical analysis of JFK’s Inaugural Speech using the
above assignment notes (page 57 of The Language of Composition)
o Quiz on rhetorical devices, schemes, and tropes
o Vocabulary practice
• AP Exam Practice
o Timed Multiple Choice Assessment Test (AP Exam format)
o Multiple Choice practice in AP Exam format
Weeks 5, 6 and 7
• Topics for discussion:
o Analyzing Tone
o A look at Rhetorical Modes (The Language of Composition pages 17-25)
Description
Narration
Definition
Process Analysis
Cause and Effect
Compare and Contrast
Division Classification
Example
Argument
• Readings to include:
o Tim O’Brien- The Things They Carried
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Class discussion- The Things They Carried
o Class discussion on selected essays
o Grammar practice
o Final assessment on The Things They Carried
o Vocabulary practice
• AP Exam Practice:
o Multiple Choice Practice in AP Exam format on several selected essays
o Timed Essay prompt
o Class discussion on common errors in the essays – (some individual
conferences will be held.)
✓ Discussions on grading feedback, vocabulary work, use of details, organization/graphic organizers, coherence, etc
✓ Editing and revision where necessary with essay re-submission
Weeks 8 and 9
• Topics for discussion:
o Toulmin Argument
o Classical Argument
o How to analyze text using Toulmin and Classical Argument
• Readings to include:
o Everything’s an Argument - Chapter 7: Structuring Arguments (page 170)
o “I Have a Dream” speech by Martin Luther King Jr.
o Selections from Narrative of the Life of Frederick Douglass
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Class discussion on Argumentation
o Assignment: #1 from “Respond” on page 206 in Everything’s an Argument
o Assignment: In groups students will analyze the “I Have a Dream” speech
using Toulmin Argument
o Discussion of Timed Writing on Martin Luther King’s “I Have a Dream
Speech”
o Class discussion of Narrative of the Life of Frederick Douglass
o Vocabulary practice
• AP Exam Practice:
o Timed Essay prompt on MLK’s “I Have a Dream” speech
o Individual conferencing
✓ Discussions on grading feedback, vocabulary work, use of details organization/graphic organizers, coherence, etc
✓ Editing and revision where necessary—with essay resubmission
Week 10
• Topics for discussion:
o Visual Rhetoric - analyzing advertisements and such using Toulmin and
Classical Argument
o Rhetoric in the media
o Political Cartoons
• Readings to Include:
o Everything’s an Argument – Chapter 14: Visual Arguments
o Everything’s an Argument – pages 837-840 (Section on Political Cartoons)
• Assignments and Assessments to Include:
o In class journal responses on selected topics/authors/techniques
o Class discussion of political cartoons on pages 918-920 in Everything’s an
Argument
o Response to question #1 on page 921 in Everything’s an
Argument. This assignment will have students assessing the effectiveness of the cartoons analyzed previously.
o Vocabulary practice
• AP Exam Practice:
o Multiple Choice Practice in AP Exam format
Weeks 11, 12 and 13
• Topics for discussion:
o Satire
o Rogerian Argument
o Developing an argument
o Writing about the argument
Thesis Statements
Audience
Organization
Outlining
Tone
o What is evidence in an argument?
o SOAPSTone Method for analysis of text
• Readings to include:
o Segments from Everything’s an Argument, Chapter 16: What counts as
Evidence
o Jonathan Swift: “A Modest Proposal”
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Assignment: SOAPStone analysis for “A Modest Proposal
o Formal Essay #2: Write a 2-4 page essay stating a claim and supporting it
with evidence. You may use the suggested topic, or come up with your own (topic
outside what is suggested must be teacher approved). This is not a research
paper although students will be allowed to do a minimum of research on their
chosen topic.
In class writing workshop creating thesis statements
In class writing workshop on essay construction (follow up to readings)
✓ Appropriate vocabulary, illustrative detail, organization, etc.
✓ Pre-grading feedback
✓ Revision (where necessary) prior to submission
o Vocabulary practice
• AP Exam Practice:
o Multiple Choice Practice in AP Exam format
o Timed Essay
o Class discussion of Timed Essay
✓ Grading feedback
✓ Detail feedback
✓ Vocabulary work
✓ Organization (graphic organizer)
✓ Essay revision/resubmission where necessary
Weeks 14 and 15
• Topics for discussion:
o The Synthesis Essay
o Synthesizing information
o Education
• Readings to include:
o The Language of Composition - Chapter 3: Synthesizing Sources: Entering
the Conversation (pgs. 61-74)
o The Language of Composition - Chapter 4: Education: To what extent do our
schools serve the goals of a true education? Specific Readings from this
chapter includes:
Sherman Alexie: “Superman and Me” pg. 110
Billy Collins: “The History Teacher” pg. 143
“Reading at Risk”- Table pg. 147
o James McBride- The Color of Water
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Assignment: Questions on page166 about the student essay in The
Language of Composition
o Class discussion- The Color of Water
o Comprehension questions- The Color of Water
o Vocabulary practice
o Formal Essay #3: Synthesis Essay- pgs. 150-163 prompt #2
• AP Exam Practice:
o Multiple Choice practice for several of the readings in AP Exam format
Weeks 16 and 17
• Topics for discussion:
o Inductive reasoning and deductive reasoning
o Fallacies of Arguments
o Using sources
o MLA Format
o Conducting research
• Readings to include:
o Excerpts from Everything’s an Argument - Chapter 18: Intellectual Property, Academic
Integrity and Avoiding Plagiarism; Chapter 19: Evaluating and Using Sources;
Chapter 20: Documenting Sources
o James McBride- The Color of Water
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Class discussion- The Color of Water
o Comprehension Questions- The Color of Water
o Assignment: Review pages 498-501 in The Language of Composition –
“Grammar as Rhetoric and Style: Direct, Precise and Active Verbs”, and
complete exercises 1and 2 on page 501
o Additional exercises in “Voice Lessons”
o Vocabulary practice
• AP Exam Practice:
o Multiple Choice practice in AP Exam format
Week 18- Mid Terms
• Timed Essay
2nd Semester- Let’s Synthesize: Pull it Together and Prepare for the Exam
Weeks 19 and 20
• Topics for discussion:
o Literary Criticism
o Writing a Research Paper using Literary Criticism
o Synthesizing information
o Incorporating sources effectively into your argument
• Readings to Include:
o James McBride- The Color of Water
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Class discussion- The Color of Water
o Assignment: Review pages 592-593 in The Language of Composition –
“Grammar as Rhetoric and Style: Concise Diction”, and complete exercises
1and 2 on page 593 and 594
o Final Assessment- The Color of Water
o Vocabulary practice
• AP Exam Practice:
o Multiple Choice practice in AP Exam format
Weeks 21, 22 and 23
• Topics for discussion:
o Employment and work life
o Society’s impact on work and career
o Synthesizing information
o Incorporating sources effectively into your argument
o Documenting sources
o Mastering the synthesis essay
• Readings to include:
o The Language of Composition – Chapter 5: Work: How does our work shape
or influence our lives? Readings to include:
Booker T. Washington: “The Atlanta Exposition Address” page 191
Claudia O’Keefe: “The Traveling Bra Salesman’s Lesson” page 205
Tillie Olsen: “I Stand Here Ironing” page 224
J. Howard Miller: “We Can Do It!” poster page 232
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Vocabulary practice
o Assignment: SOAPSTone analysis of selected essays
o Exploring the text questions following each of suggested readings
o Formal Essay #4: Choose one of the “Suggestions for Writing” on page 256
and 257 in The Language of Composition and write a synthesis essay using
at least 4 of the readings that were read in this unit.
Students will have to complete a SOAPSTone assignment as an
outline for this essay.
Students will peer edit essays and use feedback for revision prior to
handing in the final assignment.
• AP Exam Practice:
o Timed Essay practice from a previous AP Exam Free Response Question
o Timed Writing
o Teacher will hold individual student conferences reviewing the Timed Essay
✓ Vocabulary review
✓ Organization (graphic organizer), Coherence
✓ Use of illustrative detail
✓ Grading feedback
✓ Essay revision/resubmission where necessary
o Multiple choice questions in AP Exam format
Weeks 24, 25, 26 and 27
• Topics for discussion:
o Synthesizing information
o Gender Issues
o Race Issues
o Stereotyping
• Readings to include:
o The Language of Composition – Chapter 7: Gender- What is the impact of the gender roles that society creates and enforces? Readings in this text may include some or all of the following:
Gretel Ehrlich: “About Men” page 367
Paul Theroux: “Being a Man” page 378
Margie Piercy: “Barbie Doll” page 403
Cathy Guisewhite: “Cathy” (cartoon) page 404
“Conversation: Focusing on Defining Masculinity” pages 408 – 418
o Selections from Sandra Cisneros- The House on Mango Street
o Selections from Maya Angelou- I Know Why the Caged Bird Sings
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Vocabulary practice
o Assignment: Analysis of Cathy Guisewite cartoon
o Comprehension Questions The House on Mango Street
o Comprehension Questions I Know Why the Caged Bird Sings
• AP Exam Practice Assessments
o Multiple choice questions in AP Exam format for selected readings
o Timed writing prompt
o Teacher conferences on Timed Essays
✓ Vocabulary review
✓ Organization (graphic organizer)
✓ Use of illustrative detail
✓ Grading feedback
✓ Essay revision/resubmission where necessary
Weeks 28, 29 and 30
• Topics for discussion:
o AP Exam Practice
o Popular Culture
• Readings to include:
o Selections from Maya Angelou- I Know Why the Caged Bird Sings
o The Language of Composition – Chapter 11: Popular Culture: To what extent
does pop culture reflect our society’s values? Readings from this chapter
may include some or all of the following:
Mark Twain, “Corn Pone Opinions” (page 717)
Vine Deloria Jr. From We Talk, You Listen (page 727)
□ Danyel Smith “Dreaming America” (page 734)
Scott McCloud, From Show and Tell (a graphic essay)
• Assignments and Assessments to include:
o In class journal responses on selected topics/authors/techniques
o Vocabulary practice
o Comprehension Questions I Know Why the Caged Bird Sings
o Assignment: Answer questions 1-11 from “Questions on Rhetoric and Style”
on page 721 in The Language of Composition.(Questions are on “Corn Pone
Opinions”)
o Assignment: Answer questions 1-9 from “Exploring the Text”
on page 733 in The Language of Composition. (Questions on We Talk You Listen)
o Assignment: Answer questions 1-9 from “Exploring the Text” on page 736 in The Language of Composition. (Questions on “Dreaming America”)
o Assignment: Answer questions #1, #5 and #8 from “Exploring the Text” on page 737 inThe Language of Composition. (Questions on Show and Tell)
• AP Exam Practice:
o Multiple choice questions in AP Exam format
o Formal Essay #5: Timed Essay from a past AP Exam
o Teacher conferences on Timed Essay
✓ Vocabulary review
✓ Organization (graphic organizer)
✓ Use of illustrative detail
✓ Grading feedback
✓ Essay revision/resubmission where necessary
Weeks 31, 32, and 33
• Topics for discussion:
o Practice for AP Exam
o Taking the AP Exam
• AP Exam Practice:
o Multiple choice questions in AP Exam format
o Timed Synthesis Essay from a past AP Exam
o 2 Timed Essays from past AP Exams
**AP English Language and Composition Exam- Friday, May 10th, 2013 @ 8 a.m.
Weeks 34, 35 and 36
• Topics for discussion:
o Morality/Ethics
o Essential Questions:
1. How do we determine what is morally right and wrong?
2. Is a sense of morality inherent in all individuals?
3. Do universal moral principles exist? If so, what are these universal morals?
• Readings to include:
o Shirley Jackson, “The Lottery”
o Ray Bradbury, “A Sound of Thunder”
o W. W. Jacobs, “The Monkey’s Paw”
o Nathaniel Hawthorne, “Young Goodman Brown”
o Richard Connell, “The Most Dangerous Game”
o Guy de Maupassant, “The Necklace”
o Guy de Maupassant, “The Vendetta”
o Daniel Keyes, “Flowers for Algernon”
o Frank Stockton, “The Lady or the Tiger?”
o Excerpts from the academic blog,
o Excerpts from the New Yorker, Newsweek, the New York Times and the New York Times Magazine
• Assessments and Assignments to include:
o Formal Essay #6: Students will write an argument essay responding to one of the essential questions discussed. Students can use research and any readings from the course or from this unit to support their argument.
Week 37
• Regents Exam Preparation
• Assessments and Assignments to include (will mimic the NYS Regents):
o 25 multiple choice question samples
o listening practice
o critical lens practice
o 2 short constructed-response questions
o
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