AP Language and Composition



AP English Language and Composition Syllabus2010-2011Mr. WalkerCourse ContentRhetorical Analysis of Non-Fiction ProseResearch and SynthesisArgumentation and PersuasionNarrationDescriptionExampleProcess AnalysisComparison and ContrastCause and EffectMixing the Rhetorical MethodsEssential Terms and SkillsSpeakerOccasionAudience PurposeVoiceStyleAssertionEvidence CommentaryThesisImageryImage patternsImagery as emotional appealMetaphorExtended metaphorUniversal idea within an argumentSimileTone/AttitudeTone/Attitude vocabulary (words that describe anger, humor/sarcasm, sadness/fear, tranquility, romance, happiness, arrogance, and others)Tonal shiftIronyPoint of viewParadoxAnalogyInferenceRhetorical QuestionAllusionUnderstatementHyperboleBias (gender, cultural, spiritual, economic, philosophical, multiple)Rhetorical Appeals - reason/logic, character/identity/morality, and emotion (logos, ethos, pathos)Assumptions (implicit and explicit)Classical argumentRogerian argumentDeductive reasoningInductive reasoningGeneral and specific languageConcrete and abstract languageLogical fallaciesForm and contentDiction Syntax (inverted word order, periodic sentence, cumulative sentence, use of parentheticals) ConnotationFormal languageColloquial languageDialogueAnecdoteWell-turned phrase BooksCooley, Thomas. The Norton Sampler: Short Essays for Composition. New York: W.W. Norton & Company Inc., 2003.Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th Edition. New York: MLA, 2003.Glaser, Joe. Understanding Style: Practical Ways to Improve Your Writing. New York: Oxford University Press, 1999.Kennedy, XJ, Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. 9th Edition. New York: Bedford/St. Martin’s Press, 2006.Safire, William. Lend Me Your Ears: Great Speeches in History. New York: W.W. Norton& Company Inc., 1997.Yagelski, Robert P., and Robert K. Miller. The Informed Argument. 6th Edition. Massachusetts: Thomson Wadsworth.Unit 1: Introduction to Rhetorical Analysis and ArgumentReadings:"Structuring an Argument," p. 125 - 136, The Informed Argument."Too Much Pressure" by Colleen Wenke, p. 532 - 535, The Bedford Reader"Why I Stopped Being a Vegetarian" by Laura Fraser, p. 546 - 549, The Bedford Reader"A Vegetarian Philosophy" by Peter Singer, p. 552 - 557, The Bedford Reader"Close Encounters with US Immigration" by Adnan R. Khan, p. 570 - 572, The Bedford Reader"Everything Isn't Racial Profiling" by Linda Chavez, p. 575 - 577, The Bedford ReaderTeacher's choice of Op/Ed page editorials from major American newspapersAssignments:-Dual-entry journals for each reading assignment-Response writing for three of the five essays listed above.-One timed (40 minutes) in-class rhetorical analysis essay per week from past AP Language prompts. Each essay is a major grade. Terms and Skills: Speaker, occasion, audience, purpose, writing introductions, thesis, assertion, evidence, commentary, rhetorical appeals, imagery, diction, connotation, syntax, tone, metaphor, structure of argument, universal ideas, and bias.Unit Two: Narrative and Descriptive WritingReadings:"Fish Cheeks" by Amy Tan, p. 94 -95, The Bedford Reader"Champion of the World" by Maya Angelou, p. 88 - 90, The Bedford Reader"Indian Education" by Sherman Alexie, p. 105 - 110, The Bedford Reader"The Back of the Bus" by Mary Mebane, p. 72 - 78, The Norton Sampler"None of This is Fair" by Richard Rodriguez, p. 81 - 85, The Norton Sampler"Grade A: The Market for a Yale Woman's Eggs" by Jessica Cohen, p. 114 - 119, The Bedford Reader"A Crime of Compassion", by Barbara Huttman, p. 83 - 85, The Bedford Reader"No Rainbows, No Roses" by Beverly Dipo, p. 42 - 45, The Norton Sampler"Arm Wrestling With My Father" by Brad Manning, p. 144 -148, The Bedford Reader "Shooting Dad" by Sarah Vowell, p. 152 - 158, The Bedford Reader"No Wonder They Call Me a Bitch" by Ann Hodgman, p. 47 - 51, The Norton SamplerAssignments:-Dual-entry journals for reading assignments-Journal writing -House of Memory paper, a major grade-College admissions essay, a major grade-Submissions for each stage of the writing process-Critique/peer reviews in class, major grades. Bring copies of drafts for all group members.-One timed (40 minutes) in-class rhetorical analysis essay per week from past AP Language prompts. Each essay is a major grade.-Go to and listen to "This I Believe" audio files. Write your own "This I Believe" statement. This assignment is a major grade. New Terms and Skills:Speaker, occasion, audience, purpose, anecdote, startling/interesting facts, dialogue, imagery, character, essential details, evidence, rhetorical appeals, metaphor, universal ideas, implicit and explicit statements of meaning, varied sentence structure, diction, syntax, general and specific language, concrete and abstract language, connotation, formal language, colloquial language, voice, style, understatement, hyperbole, tone, and irony.Unit Three: Argument and Rhetorical Analysis of SpeechesNote: Readings listed in this unit come from a variety of sources, none of which does the school district provide for teachers and students. I will provide students with copies of text, or direct them to a source of the text, such as the Internet.Readings:"The Gettysburg Address" by Abraham Lincoln, p. 50 - 51, from Lend Me Your Ears: Great Speeches in History"On Women's Right to Vote" by Susan B. Anthony, p. 636 - 637, from Lend Me Your Ears: Great Speeches in History"Ain't I a Woman?" by Sojourner Truth, p. 626 - 627, from Lend Me Your Ears: Great Speeches in History"The Sinews of Peace" by Winston Churchill, p. 864 - 876, from Lend Me Your Ears: Great Speeches in History"The Greatest Single Thing a Man Can Have" by Branch Rickey, p. 521 - 523, from Lend Me Your Ears: Great Speeches in History"I Have a Dream" by Martin Luther King, Jr., text and audio file found at "Who Then Will Speak for the Common Good?" by Barbara Jordan, text and audio file found at "The Space Shuttle Challenger Tragedy Address" by Ronald Reagan, text and audio file found at "The Perils of Indifference" by Elie Wiesel, text and audio file found at "The Audacity of Hope" by Barack Obama, text and audio file found at journal entries for each speech-Conduct research to discover the multiple contexts in which the speeches were delivered-Multi-paragraph rhetorical analysis of two of the speeches read in class. Major grades for each piece of analysis-One, weekly, timed, 40-minute, in-class essays from past AP Language and Composition test prompts. Each essay is a major grade.-Socratic Seminar about a speech of my choice. This activity is a major grade.-Write an argumentative speech. Students choose subject, occasion, and purpose. Students deliver speech to audience of their choice. This assignment is a major gradeNew Terms and Skills:Subject, occasion, audience, purpose, rhetorical appeals, diction, imagery, image patterns, tone, connotation, metaphor, universal ideas, analogy, allusion, hyperbole, understatement, paradox, irony, syntax, structure, formal and colloquial language, rhetorical question, anecdote, form and content.Unit Four: Example EssaysReadings:"On Compassion" by Barbara Lazear Ascher, p. 195 - 197, from The Bedford Reader"Homeless" by Anna Quindlen, p. 200 - 202, from The Bedford Reader"Black Men and Public Space" by Brent Staples, p. 205 - 209, from The Bedford Reader"All Seven Deadly Sins Committed at Church Bake Sale" from The Onion, in The Norton Sampler"On Dumpster Diving" by Lars Eighner, p. 25 -33, from The Norton Reader"On Going Home" by Joan Didion, p. 50 - 52, from The Norton Reader"Waiting" by Edna O'Brien, p. 62 -66, from The Norton Reader "On Being a Cripple" by Nancy Mairs, p. 34 - 43, from The Norton ReaderAssignments:-Dual-entry journals for each essay-Write your own example or "On" essay, a major grade-Submissions for each stage of the writing process-Critique/peer reviews in class, major grades. Bring copies of drafts for all group members.-One timed (40 minutes) in-class rhetorical analysis essay per week from past AP Language prompts. Each essay is a major grade.Terms and Skills:Subject, occasion, audience, purpose, generalization, assertion, evidence, data, anecdote, allusion, assumptions, bias, cause and effect, tone, imagery, definition, coherence, diction, connotation, image, rhetorical effect, rhetorical appeals, satireUnit Five: The Synthesis QuestionReadings:Cluster readings from The Informed Argument.Assignments:-Dual-entry journals for each essay-Read and annotate key passages from each reading.-Identify and write the thesis, assertions, and evidence in each essay.-Discuss argumentative strategy: defend, challenge or qualify.-Practice writing direct and indirect source citations and attributing ideas and words to sources.-Write synthesis essays for each cluster. Essays are major grades. -Peer critique, a major grade-Collaborative writing, imitation exercises, in-class responses-Research Paper: Students find from a variety of sources five articles, and one editorial cartoon, graph, chart or table that is related to the current issue. Students read, highlight, and annotate the articles. Students then write a synthesis essay in which they defend, challenge, or qualify an assertion within the articles. Students must use research to support their argument, not the argument of the other writers. Terms and Skills:Preview, annotation, synthesis, citation, attribution, evidence, commentary, defense, challenge, qualification, bias, rhetorical appeal, satire, tone, critical reading, summary, paraphrase, avoiding plagiarism, source documentation, research paper organization, source material integration, source citation, footnotes, endnotes, parenthetical documentation, outlining, listing, mapping, statistical analysis, analysis of visual imagery, e.g. editorial cartoon, art, and photographyUnit Seven: The Multiple Choice Section of the AP Language ExamAssignments:-Complete three full-length AP Language multiple-choice sections from past tests. These are major grades.-Prior to sample tests, discuss multiple-choice test taking strategy and skills for the AP Language exam.Multiple-Choice Test Taking Strategy and Skills:-Stems and context-Types of MC Questions: purpose, analogy, extended analogy, rhetorical vocabulary, syntax, grammar (e.g. pronoun/antecedent), tone and vocabulary, point of view, irony, inference, attitude/tone, style, meaning of words and phrases in context-Reading for rhetorical techniques in MC passages-Guessing, and leaving answers blank-Point system-Speed-bump questions Unit Eight: Full-On Test PreparationAssignments:-Write three rhetorical analysis essays, three open prompt arguments, and three synthesis essays, all major grades. All essays written by hand on lined paper in class with time limits: 40 minutes each for the rhetorical analysis and open prompts essays, 55 minutes for reading sources and writing the synthesis essay.-Read, critique and grade sample AP Language Essays as issued by College Board and workshop leaders.-Read, critique and grade practice three of the nine essays listed above. Work will be completed solo and in groups. These in-class work sessions are major grades. Teacher is responsible for making copies.-In-class planning and pre-writing sessions with from past AP Language prompts. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download