Eva Arce



AP ENGLISH LANGUAGE AND COMPOSITION Course DescriptionSchool Characteristics:The high school in which I teach is a suburban public school which is accredited by the Southern Association of Secondary Schools and recognized as a member of the College Board. Our enrollment as of this date is 2,856. Last year’s senior class had 566 students. Our ethnic population consists of the following groups: 3% Asian, 4% African-American, 22% Hispanic, 71% Anglo and other. Most of our students will go on to higher education upon graduation: 91% are college bound; 64% will attend 4-year institutions, 36% will go either to a 2 year or Technical School. The faculty consists of 141 teachers. Of these, 45% have Masters Degrees; 1% has Doctoral Degrees. Four of us are Nationally Certified Teachers. It is our school policy to insure that our AP classes reflect the diversity of our student population. The school provides English Teachers with the necessary equipment to practice for the free response sections of the exam including the media equipment to view visuals: CD players, VHS and DVD players, class computers and projectors. We also have access to a computer lab with Internet for research and composition. The school provides each student with textbooks for use inside and outside of the classroom. Each student has a copy of a reader: The Bedford Reader, Reading For Writers and/or Frames of Mind. Each student also has a personal copy of the Glencoe Language Arts Grade 11 Grammar and Language WorkbookIn May 2006, four hundred and sixty-eight (468) students took nine hundred and twenty-seven (927) exams in twenty- five (25) subjects. Students scored a three (3) or better on fifty-eight percent (58%) of these exams.College Credit:Students who choose to take AP English Language and Composition are in an Advanced Placement (AP) course. The school districts’ grading system is based on a 4 point scale, but AP courses are weighed on a 5 point scale. Any student taking this class is encouraged to take the AP English Language and Composition Exam in May. College credit will be determined by the student’s performance on this exam. Policies differ from one university to another. Therefore, it is the student’s responsibility to secure in writing the policy of the college of his choice. Each student must make arrangements with the counselor to pay a registration fee in order to take the exam. Course Objectives:The purpose of this course is to help students “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” (CollegeBoard AP English Course Description, May 2007, May 2008. p. 6) Therefore, students will be expected to read critically, think analytically, and communicate clearly both in writing and speech. The goals for students are as follows:analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;apply effective strategies and techniques in their own writing;create and sustain arguments based on readings, research, and/or personal experience;demonstrate understanding and mastery of standard written English as well asstylistic maturity in their own writings;write for a variety of purposes;write in a variety of genres and contexts, both formal and informal, employing appropriate conventions;produce expository and argumentative compositions that introduce a complex central idea and develop it with appropriate, specific evidence, cogent explanations, and clear transitions; move effectively through the stages of the writing process, with careful attention to inquiry and research, synthesizing, drafting, revising, editing, and review:write thoughtfully about their own process of composition;revise a work to make it suitable for a different audience;analyze image as text; andevaluate and incorporate reference documents into researched papers(CollegeBoard AP English Course Description, May 2007, May 2008. p. 9)Grades/AssessmentsEssays 30% : Most essays will first be written as an in-class essay and graded as a rough draft. Rough drafts will be self-edited and peer-edited before students type the final copies. Final copies make up 30% of the six weeks’ grade. Rough drafts, and editing assignments are part of the daily work which will be 20% of the six weeks’ grade. Students must submit all drafts with final copies. Graded final copies will be kept in a portfolio. Essays Scores will be as follows:ScoreGrade for Rough Drafts Grade for Final Copies 9 100 1008 95 907 90 856 85 755 80 704 75 603 70 502 65 401 60 30Tests 25%: Most tests consists of multiple-choice questions over reading selections. These questions ask students to analyze rhetorical devices and their function given passages. Some passages will be from texts which students have previously read and studied, but some passages will be from new material that the student will be analyzing for the first time.Quizzes 25%: Quizzes are primarily to check for reading and basic understanding of a text. Each unit has at least one quiz over vocabulary from the readings. Also, each unit has at least one quiz over grammatical and mechanical concepts reviewed in daily tasks as well as from the discussions and/or annotations of syntax from the readings.Daily 20%: Daily assignments consist of a variety of tasks. Some of these tasks involve individual steps leading to a larger product, such as plans, research, drafts, and edits for an essay. Other daily tasks consist of grammar reviews, vocabulary exercises, annotation of texts, and fluency writing. Most lessons will begin with a warm-up or anticipatory task. These will focus on a grammatical or writing concept that connects to the day’s reading assignment. (Items for these mini-lessons are from PSAT/NMSQT Practice Tests, SAT Preparation Booklets, Harbrace College Handbook, and Glencoe Grammar and Composition Handbook) Students do these exercises during the first 5 minutes of the class period.Course OrganizationThe course is organized by themes. (See Fall and Spring Semesters pages 5 - 31)Each unit requires students to acquire and use rich vocabulary, to use standard English grammar, and to understand the importance of diction and syntax in an author’s style. Therefore, students will be expected to develop 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; andan effective use of rhetoric including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.(CollegeBoard AP English Course Description, May 2007, May 2008. p. 8)For each reading assignment students must identify the following:Thesis or ClaimTone or AttitudePurpose Audience and OccasionEvidence or DataAppeals: logos, ethos, pathosAssumptions or WarrantsStyle (How the author communicates his message: rhetorical mode, rhetorical devices always including diction and syntax.FALL SEMESTERINTRODUCTIONAP Course DescriptionClass rules and ResponsibilitiesGrading SystemRhetorical Terms (Definitions)Rhetorical ModesRhetorical DevicesREADINGRHETORICAL MODES RHETORICAL DEVICES___________________________________________________________________________________________________________ Verlaan, Saskia. “Perspectives on Fear”NarrationImageryDescriptionFigurative LanguageComparison/ContrastDefinitionExampleCofer, Judith Ortiz. “The Myth of the Latin Woman:ClassificationStereotypeI Just Met a Girl Named Maria”Comparison/ContrastAllusionExpositionExemplificationDescriptionNarrativeO’Brien, Tim. “How to Tell a True War Story”NarrativeAssertionDescriptionPoint of ViewRepetitionImageryVIEWINGPicasso, Pablo. Weeping Woman. ARS, NY. Picasso, Pablo. Guernica. Museo Reina N Video Extension (Comp21) Frames of Mind.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: Definitions of Rhetorical Modes and Devices Composition: LetterPrompt: Write a letter to a future teenage relative (son, daughter, niece, nephew). Reflect on September 11, 2001. Try to capture that day in a story of self-contained dramatic moments. (Review Obrien’s selection.) Keep the narrative dramatic and free of commentary. Allow people and dialogue into your story. Let the story represent how 9/11 affected position: Memoir Prompt: Select a moment from memory, an experience that has stayed with you. In a well written essay, recreate that experience, and then analyze it, figuring out what it means to you. Original Visual: Prompt: Create a 5” object, sculpture, or painting that reflects the central idea of your memoir. These will be displayed in the class.UNIT 1: OBLIGATIONS WITHIN A SOCIETY FOUNDATION FOR THE AMERICAN MINDSETREADINGRHETORICAL MODES RHETORICAL DEVICES _________________________________________________________________________________________________________ Plato. “Death of Socrates: Crito” from PhaedoArgumentation/Argumentative dialoguesPersuasionRhetorical questionsConflictAnalogyIrony _________________________________________________________________________________________________________Plato. “Allegory of the Cave” from The RepublicComparison/ContrastAllegoryArgumentation/ Symbolism PersuasionAbstract concepts Narration _______________________________________________________________________________________________________Cicero. “On Duties” Argumentation/AllusionPersuasionAnalogy________________________________________________________________________________________________________Machiavelli, Niccolo. From The PrinceComparison/ContrastContrastArgumentation/Juxtaposition PersuasionAntithesisIronyParadox____________________________________________________________________________________________Hobbes, Thomas. From LeviathanArgumentation/Diction; Connotation PersuasionRepetitionCause/EffectParallel StructureRhetorical questionAnalogy____________________________________________________________________________________________Dekanawida. From The Iroquois ConstitutionExpositionExampleIllustrationSymbol_____________________________________________________________________________________________READINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approval______________________________________________________________________________________________VIEWINGDavid, Jacques –Louis. The Death of Socrates (oil on canvas in The Metropolitan Museum of Art, New York, NY)Theme related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Composition: Argumentative/Persuasive Essay over Hobbes or MachiavelliPrompt: Reading Niccolo Machiavelli and Thomas Hobbes, one gets a similar view of mankind but with radically different suggestions for its management. Using your own critical understanding of contemporary society as evidence, write a carefully argued essay that explains your support of either Machiavelli or position: Comparison/ContrastPrompt: Compare and contrast The Iroquois Constitution to U.S. Democracy and/or the U.S. position: Synthesis EssayPrompt: What is the individual’s duty to his government? What is the government’s duty to the individual? In anessay that synthesizes and uses for support at least four of the readings from this unit, discuss the obligations of individuals within a society. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last names or by titles. Avoid mere paraphrase or summary. UNIT 2: OBLIGATIONS WITHIN A SOCIETY – DOCUMENTS AND SPEECHESREADINGRHETORICAL MODES RHETORICAL DEVICES__________________________________________________________________________________________________________Henry, PatrickArgumentationRhetorical Questions“Speech in the Virginia Convention”AllusionSyntax: parallel structure, repetitionClaim/ThesisRefutationAppealsDeductive reasoningPaine, ThomasPersuasionAphorisms from “The Crisis, Number 1”AppealsArgument by AnalogyJefferson, ThomasArgumentation/PersuasionAudienceThe Declaration of IndependenceOccasionSyntax: repetition, parallel structure… fragment (creating tone shift)Tone shiftRationalism qualitiesDiction, ConnotationsStructure__________________________________________________________________________________________________________Stanton, Elizabeth CadyPerssuasion/ArgumentationOccasion Declaration of Sentiments and ResolutionsAnalogyParallel document (to Jefferson)____________________________________________________________________________________________________________Lincoln, AbrahamPersuasion/ArgumentationOccasionThe Gettysburg AddressStructure ProgressionRepetitionDiction, connotationsAllusion_________________________________________________________________________________________________________King, Martin LutherArgumentation/PersuasionAppealsI Have A Dream NarrationAllusion DescriptionImagery ExampleSyntax: Repetition, parallelism Comparison/ContrastTranscendental qualities Cause/EffectREADINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approvalVIEWING"Trumbull, John. The Declaration of Independence. Mural in the Capitol Building Washington, D.C.Patrick Henry Arguing “the Parson’s Cause”. (c. 1830) Oil Painting thought to be the work of George Cooke. The Virginia Historical Society, Richmond“The Horse America Throwing his Mater” (1779) Political cartoon of King George. Library of Congress.King, Martin Luther. I Have a Dream. Video Clip (American )Mr. Smith Goes to Washington (1939) Video clip “Mr. Jefferson Smith takes the constitutional oath of office” American Theme related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: American Documents and SpeechesComposition: Compare/ContrastPrompt: Compare Paine’s paper with Henry’s speech as persuasive works. In your composition, consider claim, occasion, audience, data or evidence, assumptions, and position: Compare/Contrast Prompt: Compare I Have a Dream to The Gettysburg Address and The Declaration of position: Compare/ContrastPrompt: Compare Jefferson’s Declaration of Independence to Stanton’s Declaration of Sentiments and ResolutionsComposition: Synthesis EssayPrompt: What is the individual’s duty to his government? What is the government’s duty to the individual? In anessay that synthesizes and uses for support at least four of the readings from this unit, discuss the obligations of individuals within a society. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last names or by titles. Avoid mere paraphrase or summary. (Yes, same prompt, different sources.)UNIT 3: NATURE OF MANINDEPENDENT READING: Steinbeck, John. The Grapes of Wrath.Students will do an annotated reading of this novel. They are responsible for identifying and understanding the elements about the plot chapters: characterization, setting, initial incidents, conflicts, climaxes, resolutions, and conclusions. The intercalary chapters which are essays commenting on society in general rather than on the characters in particular, will be considered in greater depth. (See readings below for Intercalary chapters.)READINGRHETORICAL MODES RHETORICAL DEVICESGrapes of Wrath Chapter 1DescriptionImagery(the corn)Cause/EffectSymbolismPersonificationGrapes of Wrath Chapter 3NarrationAllegory(the turtle) DescriptionSymbolismImagery__________________________________________________________________________________________________________Grapes of Wrath Chapter 5Argumentation/PersuasionExtended Metaphor(plea for change)ExpositionPersonificationCause/EffectAnalogySymbolismDialect__________________________________________________________________________________________________________Grapes of Wrath Chapter 7Argumentation/PersuasionPoint of View(salesmen)ClassificationClaim-Assumption-Warrant (commercial)Colloquialism__________________________________________________________________________________________________________Grapes of Wrath Chapter 9Argumentation/PersuasionImperative Sentences(tenants forced to sell) NarrationPoint of View__________________________________________________________________________________________________________Grapes of Wrath Chapter 11Comparison/ContrastImagery(horse vs tractor) DescriptionRomantic qualities vs Realistic ones__________________________________________________________________________________________________________Grapes of Wrath Chapter 12DescriptionParallel Structure(Highway 66) ExampleRepetitionRefrain Personification__________________________________________________________________________________________________________Grapes of Wrath Chapter 14ArgumentationSyntax: types of sentences,(poetic & philosophic) Definition (of Man)fragments, parallel structure, Cause/Effectrepetition, prepositional phrases…ImageryParadox__________________________________________________________________________________________________________Grapes of Wrath Chapter 17Argumentation/PersuasionClaim – Data – Warrant(needs of man) ExampleTranscendental qualitiesGrapes of Wrath Chapter 19Argumentation/PersuasionClaim – Data – Warrant(repetition of history) ExampleRationalism qualaities Cause/EffectGrapes of Wrath Chapter 21Cause/EffectSyntax: parallel structure, repetition…(anger fermenting)Irony__________________________________________________________________________________________________________Grapes of Wrath Chapter 25Cause/EffectIrony(reason for title)SyntaxAllusionTone shiftRealism qualitiesGrapes of Wrath Chapter 29DescriptionImagery(winter in California) ExampleIrony__________________________________________________________________________________________________________Thoreau, Henry DavidArgumentationAppealsFrom “Civil Disobedience”Cause/EffectAnecdoteEvidence__________________________________________________________________________________________________________Perkins, JosephArgumentationSyntax: conditional clause…“Homeless: Expose the Myths”CoherenceConnotation “Myth”Quindlen, AnnaArgumentationEffect“Homeless” ExampleAssumptions Definition (of home)ClichéEighner, LarsProcess AnalysisIrony“On Dumpster Diving” NarrativeSatire (mild)Allusions (to Steinbeck)__________________________________________________________________________________________________________Ericsson, StephanieClasssificationFigurative language“The Ways We Lie”DefinitionStereotypesExampleHyperboleNarrationGeneralization (General to Specific)__________________________________________________________________________________________________________Ascher, Barbara LazearExampleGeneralization“On Compassion” DescriptionSupporting examples Cause/EffectAllusion__________________________________________________________________________________________________________READINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approvalVIEWINGPhotographs from the Depression 1930sTheme related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: The Grapes of Wrath Composition: Journal EntryPrompt: Using Ascher’s essay as a springboard, consider a personal experience that involved misfortune. Have you ever had to beg on the street, been evicted from your home, or had to scrounge for food? Have you ever been asked for money by beggars, worked in a soup kitchen, or volunteered at a shelter or public hospital? Write about such an experience in your position: Letter to the Editor of a local newspaperPrompt: Write a letter to the school or city newspaper expressing your views on the treatment of homeless people in our city. Offer a suggestion or solution to this position: SynthesisPrompt: How does an individual judge right from wrong? What is the role of the individual in confronting injustice? In an essay that synthesizes and uses for support at least five intercalary chapters from Grapes of Wrath as well as three other selections from this unit’s readings, write an essay in which you discuss the role of the individual in confronting injustice. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last name or by title. Avoid mere paraphrase or summary.For the Grapes of Wrath Unit, students will write rough drafts or in-class essays for at least five of the following compositions and polish two of their drafts for final essays. Composition: AnalysisPrompt: Read Chapter 5 from Grapes of Wrath. In a well-developed essay, identify the theme this chapter, and explain how Steinbeck supports his main idea. Use short embedded quotations or paraphrase from the chapter as evidence for your position: AnalysisPrompt: Read Chapter 11 from from Grapes of Wrath. Identify Steinbeck’s attitude towards the tractor and the horse. Explain how this contrast develops the theme of this position: Comparison/ContrastPrompt: In Chapter 17 of Grapes of Wrath, Steinbeck comments on the birth of civilization from physical needs to governmental issues. In “Civil Disobedience,” Thoreau discusses the function of government. In a well- developed essay, compare and contrast Steinbeck’s idea of government to Thoreau’s beliefs. Be sure to use evidence from both position: AnalysisPrompt: Explain how Steinbeck establishes his claim or thesis in chapter position: AnalysisPrompt: Chapter 25 gives the reason for the title of Grapes of Wrath. Explain how Steibeck develops his claim or thesis in this chapter. Be sure to use evidence from the position: ArgumentationPrompt: In Chapter 27, Steinbeck comments on honesty. Identify the theme of this chapter, then qualify, defend, or challengeSteinbeck’s claim and position: AnalysisPrompt: In Chapter 29, Steinbeck returns to the theme that if people are angry, they will take action. Explain how he uses realism to illustrate the horrid conditions which angered the people. UNIT 4: MAN VS SOCIETY INDEPENDENT READING: Hawthorne, Nathaniel. The Scarlet Letter.Students will do an annotated reading of this novel. They are responsible for identifying and understanding its elements: characterization, setting, initial incidents, conflicts, climaxes, resolutions, and conclusions.READINGRHETORICAL MODES RHETORICAL DEVICES__________________________________________________________________________________________________________The Scarlet Letter Ch.1DescriptionFigurative language“The Prison Door”ImagerySymbolismSyntaxRomanticism qualitiesThe Scarlet Letter Ch.2DescriptionSyntax: Periodic Sentence“The Market-Place NarrationAnalogy Comparison/ContrastStaples, Brent. “Just Walk on By: ExamplesStereotypeBlack Men and Public Space” Cause/EffectAnecdoteDiction, ConnotationCoherenceTransitionsEdwards, Jonathan. “SinnersArgumentation/PersuasionFigurative LanguageIn the Hands of an Angry ComparisonSyntax (rhythm becomes God” meaning)DictionAudience and Occasion AppealsGoodman, EllenExpositionConnotation“Putting in a Good Word for Guilt” DefinitionDiction ContrastColloquialismSimileSyntax: grammatical ellipsis,Parallel structure…InferenceAssumptionJuxtapositionDavidson, James West, and MarkExpositionEvidenceHamilton Lytle. “The VisibleCause/EffectDiction, ConnotationAnd Invisible Worlds of Salem” NarrationGelsey, ZaraArgument/PersuasionAnalogy“The FBI is Reading Over YourExampleShoulder”EffectClaim – Data – WarrantThesis – Evidence – AssumptionREADINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approvalVIEWINGMiller, Arthur. The Crucible. Starring Daniel Day Lewis and Winona Ryder.Senator Joseph McCarthy attacks Edward R. Murrow on CBS video clip American Good Night and Good Luck video clip American Theme related photos and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: The Scarlet LetterComposition: AnalysisPrompt 1: Read the following passage (paragraph 3 “I might be, … martyrdom.” from The Scarlet Letter Chapter 5 “Hester at Her Needle.” Then write an essay showing how Hawthorne depicts Hester’s inner turmoil. Consider such rhetorical devices as diction, figurative language, syntax, irony, and tone.ORPrompt 2: Read the following passage (paragraph 7 “Hester sought not, … wrong, beneath.”) from The Scarlet Letter Chapter 5 “Hester at Her Needle.” Then write an essay analyzing the author’s use of clothing to reveal Hester’s self-perception, the attitude of Hester’s neighbors, and the nature of her daughter’s conception. Consider such rhetorical devices as diction, imagery, syntax, irony, and position: Comparison/ContrastPrompt: Read the following passages from The Scarlet Letter. Passage 1 is from Chapter 2 “The Market-Place.” (paragraph 11 “The young woman… by herself.”) Passage 2 is from Chapter 3 “The Recognition.” (Paragraphs 1 and 2 “From this intense… his lips.”) Then write a carefully reasoned and fully elaborated analysis of Hawthorne’s attitude toward these two characters. Consider allusion, irony, imagery, syntax, organization of details, and other rhetorical position: AnalysisPrompt: Read Chapter 9 “The Leech” from The Scarlet Letter. Then write an essay analyzing how Hawthorne uses setting, allusion, metaphor, irony, diction, and tone to reveal position: AnalysisPrompt: Read Chapter 22 “The Procession” from The Scarlet Letter. Then write an essay analyzing how Hawthorne uses rhetorical devices, including irony and extended metaphor, to reveal the position: Argumentation Letter to the editor.Prompt: Using Jonathan Edward’s sermon as a model, write a letter to the editor of our school newspaper using fear tactics to deter your audience from doing position: Comparison/ContrastPrompt: Both Jonathan Edwards and Ellen Goodman deal with the idea of guilt in their writings. In an essay, define guilt. Then compare and contrast the rhetorical strategies each author uses to deliver his/her message about position: Journal EntryPrompt 1: Write a journal or diary entry reflecting on a time when you felt isolated from society.ORPrompt 2: What does guilt imply about free will and choice? If we had no free will and choice, how would guilt likely affect us?Composition: Letter to the EditorPrompt: Write a letter to the local newspaper expressing you views on the treatment of a minority group or outsider in your community. What suggestions or solutions do you have to offer? Composition: SynthesisPrompt: Who are considered outsiders in our society? Why are they in this position? How does society treat them? Should society be more tolerant of them? Using at least five sources from this unit, including The Scarlet Letter, write an essay which discusses the position of the outsider in society. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last names or by titles. Avoid mere paraphrase or summary. Refer to the sources by the author’s last name or title. Remember to attribute both direct and indirect citations.RESEARCH PAPER: THE DOCUMENTED ESSAYTask and Prompt: Choose a current event that reflects one of the themes that we studied this semester. Research the topic through different types of sources (newspapers, magazines, news stories, interviews, online sources, radio broadcasts, visuals, …). Take careful notes, making sure that you cite your sources accurately using MLA format. Develop an argument about this topic. Establish a claim. Then integrate a variety of sources into a coherent, well-written essay. Use the sources to support your position; avoid mere paraphrase or summary. Your argument should be central.Remember to attribute both direct and indirect citations, using MLA format. (Give credit where credit is due.)Create a Works Cited page using MLA format. Plagiarism will result in a zero.FINAL EXAMStudents will have two hours to take their final exam; it is worth 25% of the semester average. (There are eighteen weeks in a semester. Each six weeks’ grading period is worth 25% of the semester average.)Part 1: Multiple ChoiceThis section is interpretation of new material. Students will read four passages and answer forty-five to fifty-five questions. Reading selections and questions are similar to those on released AP English Language Exams.Part 2: Free ResponseStudents will have one hour to write an in-class essay. The prompt will ask for rhetorical analysis, comparison/contrast, or argumentation. This essay will be graded on the AP Rubric or 9 point scale.SPRING SEMESTERINTRODUCTIONAP Course Description Class rules and ResponsibilitiesGrading SystemRhetorical Terms (Definitions)Rhetorical ModesRhetorical DevicesUNIT 1: ETHICSINDEPENDENT READING: Fitzgerald, F. Scott. The Great Gatsby.Students will do an annotated reading of this novel. They are responsible for identifying and understanding the elements about the plot chapters: characterization, setting, initial incidents, conflicts, climaxes, resolutions, and conclusions. GROUP STUDY AND PANEL PRESENTATIONS: The class will be divided into six groups and each group will consider, discuss, and present one of the following topics in greater depth. Each group will also be responsible for connecting and synthesizing the novel to essays which we will read for this unit. Materialism and the corruptive effect of wealthSubversion of the American DreamDisillusionmentDeceitHypocrisySubstance abuse and illegal trafficking, READINGRHETORICAL MODES RHETORICAL DEVICESBurgess, Anthony.Persuasion/ArgumentationExaggerations“Is America Falling Apart?”HyperboleToneClaimAppealsEvidenceBuckley, William F.Argumentation/PersuasionPurpose“Why Don’t We Complain?”Toulmin Model Claim-Assumption-Warrant ExamplesAppealsIrony__________________________________________________________________________________________________________Wechsler, Henry and Charles Deutsch Argumentation/Persuasion Purpose and George parison/ContrastEvidence“Too Many Colleges Are Still in DenialDefinitionDiction/connotationAbout Alcohol Abuse”Audience (2nd Person in Paragraph 24)DataNote: Pair this opinion essay with the scientific paper (especially the chart and tables) also by Wechsler. (See Viewing at the end of this unit.)__________________________________________________________________________________________________________Konner, MelvinArgumentationLanguage (of science)“Why the Reckless Survive” Definition (of Man)fragments, parallel structure, Cause/Effectrepetition, prepositional phrases…ImageryParadox__________________________________________________________________________________________________________Kondracke, Morton M.ArgumentationParallels“Don’t Legalize Drugs”Cause/EffectConcessionAppeal to logicEvidence (evaluating statistics)Deduction (paragraphs 6 & 7)______________________________________________________________________________________________________Vidal, Gore.ArgumentationAppeal (Ethos; consider the author)“Drugs”Cause/EffectPoint of ViewJournalistic paragraphsLutz, William.“The World of Doublespeak.”ClassificationThesis ExamplesAssumptionsDefinitionEuphemismQuotations as evidence ___________________________________________________________________________________________________________Ericsson, StephanieClassificationFigurative language“The Ways We Lie”DefinitionStereotypesExampleHyperboleNarrationGeneralization (General to Specific)(Note: Although we studied this essay in the fall semester, we will review it because it fits our topic.)King, Martin LutherArgumentation/PersuasionAppealsI Have A Dream NarrationAllusion DescriptionImagery ExampleSyntax: Repetition, parallelism Comparison/ContrastTranscendental qualities Cause/Effect(Note: Although we studied this essay in the fall semester, we will review it as a contrast to the subversion of the American DreamREADINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approvalVIEWING“Health and Behavioral Consequences of Binge Drinking in College: A National Survey of Students at 140 Campuses”by Henry Wechsler, Andrea Davenport, George Dowdall, Barbara Moeykens, and Sonia Castillo.Chart of Binge DrinkersTable of Drinking Styles of StudentsTable of Risk of Alcohol-Related Problems Table of Alcohol-Related Driving BehaviorTable of Students Experiencing Secondary Binge EffectsHopper, Edward. Nighthawks. 1942. oil on canvas. Chicago: The Art Institute of Chicago.Tooker, George. The Subway. 1950. Egg tempera on composition board. Collection of Whitney Museum of American Art.(Note: See Readings For Writers p. 233)Theme related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: The Great Gatsby Composition: Journal EntryPrompt: Using Konner’s essay as a springboard, consider a personal experience that involved reckless behavior. Describe your own or someone else’s irrational behavior and speculate about its causes. Composition: Letter to the Principals at our high school based on survey findings.Prompt: Interview a sample of people on the campus about their drinking (or substance abuse) habits, and write a piece aimed at our high school principal and our six assistants principals about whether they are in denial about drinking (or substance abuse) on our campus. Offer a suggestion or solution to this position: Comparison/ContrastPrompt: Read the essays by Ericsson and Lutz. Consider the similarities/differences that are evident between liars and doublespeakers. Then write a well developed essay to compare/contrast the two. Be sure to use evidence from both essays to support your position: SynthesisPrompt: How does a person lose sight of his dreams? How does a person become disconnected? Read F. Scott Fizgerald’s novel, The Great Gatsby and Joyce Carol Oates poem’ “Edward Hopper’s Nighthawks, 1942.” Also, view and analyze Edward Hopper’s painting, Nighthawks. Then write a well developed essays on the effects of disillusionment and/or isolation on an individual. Prompt: How do the problems of alcohol and prohibition relate to modern problems with drugs? Using the essays by Vidal and Kondracke as well as one other essay or article on this topic, defend, challenge, or qualify the concept of legalizing illegal drugs. Prompt: What is the American Dream? What ethics and/or values should an individual consider in his pursuit of this dream? In an essay that synthesizes and uses for support evidence from The Great Gatsby as well as three other selections from this unit’s readings, write an essay in which you discuss how an individual can degrade/ruin/or subvert the ideal concept of the American Dream in pursuing his personal dream. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last name or by title. Avoid mere paraphrase or summary. UNIT 2: ADVERTISING, MEDIA, AND IMAGEREADINGRHETORICAL MODES RHETORICAL DEVICES _________________________________________________________________________________________________________ DeLillo, Don. “Videotape”Cause/EffectPoint of View (2nd Person Persona)DescriptionNarrator (Voice)RepetitionParallel Structure__________________________________________________________________________________________________________Roberts, Doug. “Disability in the Media”Division/AnalysisExamplesCause/Effect__________________________________________________________________________________________________________Mairs, Nancy. “Disability”Comparison/ContrastDiction; ConnotationsDescriptionMetaphorCause/EffectSimileArgument/PersuasionExamplesUnderstatement____________________________________________________________________________________________Gould, Stephen Jay. Mixed MethodsAudience“A Biological Homage to Mickey MouseNarrationDiction; SynonymsDescriptionImageryComparison/ContrastProcess AnalysisDivision/AnalysisCause/EffectDefinition____________________________________________________________________________________________Postman, Neil “Amusing Ourselves to Death”Argumentation/PersuasionMedia CriticismWinn, Marie. “Television: The Plug-in Drug”Argumentation/PersuasionThesisToulmin ModelAppealsDivision/AnalysisEffect of QuotationsRhetorical QuestionsRepetition____________________________________________________________________________________________________________READINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approval______________________________________________________________________________________________VIEWINGFinch, Christopher. The Art of Walt Disney: From Mickey Mouse to the Magic Kingdom. (1975, rev. 2004)Graphs “The Evolution of Mickey Mouse” in Bedford p. 619.“Humans feel Attraction for Animals with Juvenile Features…” in Bedford p. 620Commercials and Advertisements: Students may contribute selections for viewing with teacher’s approval.Theme related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: AP Multiple Choice Interpretation of New Material Composition: Analysis of “Videotape”Prompt: In a well-developed essay, analyze DeLillo’s use of repetition in “Videotape.” Consider the effect of repetition as this device echoes the position: Journal EntryPrompt: Reflect on how some documentary footage of a disaster or crime affected you. Then write a journal entry about the effects of this footage. Consider how your responses were affected by how often you saw the footage? Why do you think you responded as you did? Composition: ClassificationPrompt: Write an essay by method of classification in which you sort one of the following subjects into categories f your own. Make clear your purpose and the basis of your classification. Explain each class with definitions and examples (You may find it helpful ton make up a name for each group.) Check your classes to be sure they neither gap nor overlap.Possible topics: Talk showsStand-up ComediansNews ShowsComic stripsMovie MonstersSports announcersCommercialsAlbum/CD CoversBook CoversMovies for Teens or Men or WomenComposition: Visual/Media/Advertisement AnalysisPrompt: Read “Thinking Critically About Visual Images” (Bedford pp. 26-30). Choose a video clip, video commercial, or advertisement. Analyze how the artist/director established the assertion. Be prepared to present your analysis along with the visual to the class. (Note: If your visual is on-line, be careful to copy the full URL of the image so that you can go quickly to the source.)Composition: Synthesis Essay The following prompt is the Sample Question from the College Board on Television and its influence in U.S. presidential elections.(Note: See English Language and Composition Course Description. May 2007, May 2008.)Introduction: Television has been influential in United States presidential elections since the 1960’s. But just what is this influence, and how has it affected who is elected? Has it made elections fairer and more accessible or has it moved candidates from pursuing issues to pursuing image?Prompt: Read the given sources. Then in an essay that synthesizes at least three of the sources for support, take a position that defend, challenges, or qualifies the claim that television has had a positive impact on presidential elections. Remember to attribute both direct and indirect citations. Refer to the sources by author’s last names or by titles. Avoid mere paraphrase or summary. UNIT 3: INTERDISCIPLINARY RESEARCH: DOCUMENTED ESSAYFor this unit, students will choose a sci-fi novel that discusses an issue of science or technology which interests them. Students will read the novel and annotate the scientific aspects (biological, geological, technological…). Next, students will research non-fiction scientific sources about these aspects from the novel. Then in a well developed documented essay, students will discuss whether or not the author has incorporated credible science into his fiction. Along with pre-writings, outlines, drafts, and Works Cited, the final copy should include at least one visual (image, graph, or chart). The final copy may be a documented essay or a documented power point presentation.Task and Prompt: Choose a SCI-FI novel that that discusses an issue of science or technology which interests you. Annotate the scientific aspects discussed in the novel (biological, geological, technological…) Research the scientific aspects through different types of sources (scientific journals, newspapers, magazines, news stories, interviews, online sources, radio broadcasts, visuals, …). Take careful notes, making sure that you cite your sources accurately using MLA format. Develop an argument about whether or not the science is credible in this piece of fiction. Establish a claim. Then integrate a variety of sources into a well-written essay or a documented power point presentation. Use the sources to support your position; avoid mere paraphrase or summary. Create or use a visual (image, graph, table..) to support your position.Your argument should be central.Remember to attribute both direct and indirect citations, using MLA format. (Give credit where credit is due.)Create a Works Cited page using MLA format. Plagiarism will result in a zero.Suggested Fiction for this project (Note: Students will receive a fuller list of titles.)Cook, Robin. Acceptable Risk BlindsightChromosome 6ContagionVectorShelly, Mary. FrankensteinHuxley, Aldous. Brave New World Crichton, Michael. CongoJurrasic ParkState of FearTimeline Koontz, Dean. WatchersOrwell, George. 1984UNIT 4: HUMOR AND SATIREREADINGRHETORICAL MODES RHETORICAL DEVICES__________________________________________________________________________________________________________Perelman, S.J. “Insert Flap ‘A’ and Throw AwayProcess AnalysisExaggerationHyperboleAbsurditySarcasmMock-SeriousnessDiction: Unusual Word ChoiceSwift, JonathanArgumentation/PersuasionHumorous Devices“A Modest Proposal” Cause/EffectIronySatireHyperboleUnderstatementDiction: Unusual word choiceGarner, J.F. “The Three Little Politically NarrativeParodyCorrect Pigs”Mock-Seriousness (Allusions)excerpt from Politically Correct Diction: Unusual Word ChoiceBedtime StoriesAbsurdity____________________________________________________________________________________________________________READINGS ON CURRENT EVENTSTheme related articlesArticles that reflect claims or central ideas made by the authors studied in this unitSubmissions from students with teacher’s approvalVIEWINGFrom TelevisionThe Daily Show with John StewartThe Colbert ReportTheme related photos and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval.ASSESSMENTSQuizzes: Students will be given a quiz over most readings. These will check for understanding of meaning and strategies.Quiz: Vocabulary from readingsQuiz: Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)Test: AP Multiple Choice Interpretation of New Material Composition: AnalysisPrompt: Carefully read the letter (January 30, 1801) from Charles Lamb to the English romantic poet William Wordsworth Then paying particular attention to the tone of Lamb’s letter, write an essay in which you analyze the techniques Lamb uses to decline Wordsworth’s invitation.(Note: This prompt is Question 1 from the 1998 AP English Language and Composition Test)Composition: AnalysisPrompt: Carefully read the excerpt from a letter (Bath, October 4, 1746) written by the eighteenth-century author Lord Chesterfield to his young son, who was traveling far from home. Then, in a well-written essay, analyze how the rhetorical strategies that Chesterfield uses reveal his own values. (Note: This prompt is Question 1 from the 2004 AP English Language and Composition Test)Composition: AnalysisPrompt: Read the article from The Onion, a publication devoted to humor and satire. Then write an essay in which you analyze the strategies used in the article to satirize how products are marketed to consumers.(Note: This prompt is Question 2 from the 2005 AP English Language and Composition Test)Composition: Comparison/Contrast and AnalysisPrompt: View a parody feature film and the original movie or movies that it ridicules (for example George Lucas’ Star Wars and Mel Brooks’ Star Balls). Then compare the two and discuss how the director/screen play writer uses humorous devices to create the parody Composition: Creative Writing of a ParodyPrompt: Choose a popular movie, book, TV Show, or song. Then using humorous rhetorical devices develop a scripted scene for a parody. (A scene from a movie or a chapter from a book will suffice.) Be prepared to share your production with the class. FINAL EXAMStudents will have two hours to take their final exam; it is worth 25% of the semester average. (There are eighteen weeks in a semester. Each six weeks’ grading period is worth 25% of the semester average.)Part 1: Multiple ChoiceThis section is interpretation of new material. Students will read four passages and answer forty-five to fifty-five questions. Reading selections and questions are similar to those on released AP English Language Exams.Part 2: Free ResponseStudents will have one hour to write an in-class essay. The prompt will ask for rhetorical analysis, comparison/contrast, or argumentation. This essay will be graded on the AP Rubric or 9 point scale.Works CitedTexts2005 Official Student Guide to the PSAT/NMSQT. College Board50 Essays: A Portable Anthology. Samuel Cohen, Editor. New York: Bedford/St. Martin’s, 2004Adventures in American Literature. Pegasus Edition. Dallas: Harcourt Brace Jovanovich, Publishers, 1989.CollegeBoard AP English Course Description, May 2007, May 2008. Davidson, James West, and Mark Hamilton Lytle. “The Visible and Invisible Worlds of Salem.” After the Fact: The Art of Historical Detection (Vol. 1) New York: Alfred A. Knopf, 1982. 28-55.DiYanni, Robert, and Pat C. Hoy II. Frames of Mind. United States: Thomson/Wadsworth, 2005.Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner’s Sons, 1925. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers Sixth Edition. New York: The Modern Language Association of America, 2003.Glencoe Grammar and Composition Handbook. United States: Glencoe, 2000.Hodges, John C. et al. Harbrace College Handbook. Thirteenth Edition. Austin: Harcourt Brace College Publishers.1998.Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books, 1983.Jolliffe, David, and Hephzibah Roskelly. Everyday Use: Rhetoric at Work in reading and Writing. New York: Pearson/Longman, 2005.Kennedy, X. J., et al. The Bedford Reader. (9) New York: Bedford/St. Martin’s, 2006.The Norton Reader: An Anthology of Nonfiction Prose. Linda H. Peterson, General Editor, John C. Brereton, Joan E. Hartman (Eds.). New York: W.W. Norton & Company, 2000.McCuen, Jo Ray, and Anthony Winkler. Readings for Writers. (9) Austin: Harcourt Brace College Publishers, 1998.SAT Preparation Booklet School Edition 2004-2005. College BoardShea, Renee H. and Lawrence Scanlon. Teaching Nonfiction in AP English: A Guide to Accompany 50 Essays. New York: Bedford/St. Martin’s, 2005.Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1987.Strunk, William. Elements of Style. Ithaca, N.Y.: Priv. print. [Geneva, N.Y.: Press of W.P. Humphrey], 1918; , 1999. ISBN 1-58734-060-7Truss, Lynne. Eats, Shoots and Leaves: The Zero Tolerance Approach to Punctuation. New York: Penguin Group, Inc., 2003.ImagesDe Nanteuil, Luc. Jacques-Louis David. New York: Harry N. Abrams, Inc., Publishers, 1990. teacher Political cartoons; 5 new cartoons each week; often with comments by the cartoonist; lesson plans; print for classroom use“American Advertising: A Brief History” essay identifies questions for analyzing ads; provides sources or Google “cartoons Ben Sargent”Political cartoons by a recipient of the Pulitzer Prize and white photography by Keith Carter; he holds the endowed Walles Chair of Art at Lamar University Beaumont, Texas.CDsClauss, Patrick. I.claim. CD-ROM ISBN 0-312-44015-4packaged with any Bedford/St. Martin’s techsupport or techsupport@DiYanni, Robert, and Pat C. Hoy. Frames of Mind: A Rhetorical Reader With Occasions for Writing (with Comp21 CD-Rom and Info Trac) Published by Thomson Heinle & Heinle, 2005.ISBN: 0838460895Fine Art TransparenciesMuseo de Arte. Glencoe Spanish Fine Art TransparenciesPart of ISBN: 0-07-868664-4Musee de l’art. Glencoe French Fine Art TransparenciesPart of ISBN: 0-07-868660-1Literature: The Reader’s Choice American Literature. ISBN 0-02-817719 ................
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