Ball State University



AP English Language and Composition Fall 2017 Dr. Margaret SmithElliott B 009 A(765) 285-7419msmith4@bsu.eduOffice hours: Mon 4-6:30 Tues 10:30-1:00 Wed 3-5:30 Fri 3-4:30 and by appointmentTexts: George Ehrenhaft, Barron’s AP English Language and Composition. 6th ed. Barron 2015.Andrea A. Lunsford and John J. Ruskiewicz, Everything’s an Argument. 5th ed. Bedford/St. Martin’s 2010.Writing composed by you and your classmatesMany handouts, paper and digitalSchedule Here are many of the planned assignments, in the order in which I expect to assign them. More specific information will be provided in class and posted on Blackboard. Other assignments may be added, and the schedule may change to accommodate our needs.Week 18/14Introduction. Argument and rhetoric. Begin analyzing Leonard Pitts editorial.8/16Due: Read Ch 1 in Lunsford and Ruskiewicz: “Everything Is an Argument” (3-35).Hand in notes; this is Journal 1. (See handout and Blackboard).In class: practice AP essay8/18Due: Journal 2: rhetorical analysis of Pitts. See handout & Bb.Week 28/21Due: read Mark Edmundson’s “On the Uses of Liberal Education: As Lite Entertainment for Bored College Students” (handout and Bb). Mark it up and take notes for yourself. Hand in Journal 3: Edmundson.In class: discuss Edmundson. Essay 1 introduced.8/23Due: Journal 4: Edmundson. Class: further discussion of Edmundson.8/25Due: Journal 5: Read Earl Shorris and hand in writing assigned.Week 38/28Due: Journal 6: Read Levine & Cureton, Tagg. Hand in writing.Class: Discuss readings.8/30In class: further prep for Essay 1.9/1Due: Draft of Essay 1 for in-class review by a classmate.Week 49/4extended9/6style workshop: sentence variety; uses of subordination.9/8style workshopWeek 59/11Due: Hand in draft 2 of Essay 1. Teacher will comment and return. Once you have it back, you’ll get a deadline for the final draft to hand in for a grade. In class: clarity and concision.9/13In class: style9/15Due: Read George Orwell’s “Politics and the English Language” (on Bb); hand in notes. In class: discuss Orwell.Week 69/18-22Practice bad prose; make Orwell weep.Study Lincoln’s “Gettysburg Address”; flouting the style guidelines.ParallelismWeek 79/25-29Visual argument introduced.HW: Read Chapter 14 in L&R, “Visual Arguments” (441-463).Go over Essay 2: describe, analyze, evaluate, and compare 2 ads or 2 editorial cartoons.Describing and analyzing advertisementsHW: Analyze the rhetoric of an ad.Week 810/2-10/6Analyze editorial cartoons.HW: analyze the rhetoric of an editorial cartoonDescribing; creating a context for the reader; compare informal and academic language.Extended weekendWeek 910/9-10/13HW: Draft of Essay 2 for workshopWeek 1010/16-10/20Research introduced: research as inquiry and entering a conversationEssay 3 introduced: a research-based argument on a topic of the student’s choiceHW: Bring in 3 possible topics. In class: discuss topicsWeek 1110/23-10/27HW: Read L&R chapter 4: “Arguments Based on Facts and Reason: Logos.In groups: exercise 3 in L&R on using statistics (p. 94).Credible sourcesWeek 1210/30-11/3HW: Know your research topic.In-class writing: issues and questions, current views, influences on your thinkingFinding and using sources, continued. Primary and secondary sources.MLA citation reviewHW: notes on 2 sources due on 5 successive days.Week 1311/6-11/10While you work outside class on your research, in class you will practice responding to AP exam prompts.Week 1411/13-11/17Logical fallacies; problems & challenges; nutshell your argument. See types of argument in L&R yellow pages (229-392). What kind or argument are you composing? HW: Chapter 7 in L&R: “Structuring Arguments” (170-206).“They say/I say “templatesThanksgiving vacation Week 1511/27-12/1HW: thesis, audience, evidence and/or reasonsDiscuss student theses; paraphrasingHW: Brief or Toulmin outlineBibliography review (even if you use EasyBib!)Week 1612/4-12/8HW: Research essay draft due for workshopHW: Hand in essay for a grade.Week 1712/11-12/15Practice AP exam prompts.COURSE POLICIESMaterials: a folder for handouts from this class only, material for taking notes in class, laptop or tablet for homework and class work, storage device for keeping copies of all work handed in. Every day, bring a device that will allow you to access the internet and to write. Keep all work through the end of the semester on a storage device separate from your computer. Keep all graded work through the end of the semester.Late work:Formal essays ?o Turned in late on assigned day: minus 2 points ???????????o Turned in after the assigned day: minus 5 points per school day. Drafts for formal essays: a draft due for peer review or teacher conference will not be ?accepted late. A missing draft will earn a zero that will remain on your record.Journals and exercises (including any written assignment composed outside class other than the formal essays and drafts.): o These are due at the beginning of class, on paper, unless otherwise specified.o Have an excused absence on the due date? Turn in the exercise on your first day back and I will accept it. Think you have a good reason for an extension? Discuss it with me.o Don’t have an excused absence on the due date? Accept a zero for that exercise. You are allowed one missed exercise without penalty. Failure to bring an essay draft to a peer review session or teacher conference will not be excused, however.Printer problem? Email the work to me on time and turn in the paper copy by the next class day. Work turned in after that loses 1 point per class day. Turning in work to my mailbox: Have an Academy adult sign the paper and write on it the time and date. Blackboard: You can find the syllabus and most assignments on Blackboard. Please post each of the formal written essays on Blackboard, as well as handing them in on paper. I may require ?that you post other assignments on Blackboard, as well. I may refuse to read your work until you have handed it in both digitally and on paper. ?Absences and Tardies: Academy policy applies. More than 5 minutes late = tardy; more than 40 minutes late = absent. Absence on the day an assignment is given is not an excuse for failure to hand in the assignment on time. It’s your responsibility to find out what you’ve missed and catch up. Blackboard is very helpful in such cases, and I recommend that you also consult with fellow students to find out what you missed. Need more info to catch up? Ask me. ?Laptop use: In AP English, you may use a laptop or other digital device for legitimate class work. If you wish to take class notes on your laptop or tablet, make sure you can access these notes efficiently. You may be called upon, for example, to refer to them in a conference with your teacher.Academic Integrity: It is extremely important that you hand in our own work and give credit for any borrowed ideas, words, or information. Use MLA rules for documenting published sources, and I will show you how to acknowledge unpublished sources (e.g., your roommate). Do not use the work of someone else without documenting your use, and do not let anyone else use your work without documentation. I take plagiarism seriously and will follow Academy policies on Academic Integrity, policies which are laid out in the Handbook. ?Help: If you ever have any questions about anything to do with this class, please get in touch with me. I would be very happy to talk with you. Come by or call during my office hours, or catch me before or after class to make an appointment, or e-mail me. I’m here to help! Work will include:In-class essays (practice for AP Exam: synthesis ((text-based arguments)), rhetorical analysis, independent argument; 50 points each) Journals (including informal reading responses, reading notes, reflections, prose imitations and experiments, steps in composing process for formal writing; usually 20 points each) Evaluation of classmates’ writing (15-30 points each) Essays composed outside class (50-200 points) In-class multiple-choice AP tests (52-55 points each) Style exercises Reading assignments for discussion, analysis, and response Participation in class discussions Participation in group and partner work Meeting individually with instructor Reading and responding with constructive criticism to the work of your classmates Allowing classmates to read and respond constructively to your work ?Grading: Each assignment will have a specified point value, and your grade will be based on your accumulated points. PowerSchool will translate your points into percentages and letter grades, using this scale: 97-100 =A+ 93-96=A 90- 92= A- 87-89= B+ 83-86= B 80-82=B- 77-79=C+ 73-76=C 70-72=C- 69 and below=D*COURSE GOALSTo help students continue to develop as attentive, critical, insightful, and rhetorically alert readers of texts on a variety of subjects from a variety of time periods, disciplines, and rhetorical contexts. Rhetorically alert readers recognize the importance of discerning audience, purpose, context, and genre as they work to understand any text. To help students continue to develop as effective, thoughtful, rhetorically alert writers of prose on a variety of subjects for a variety of purposes and audiences. Rhetorically alert writers make linguistic choices informed by an awareness of their own audience, purpose, occasion, and genre. To prepare students for the AP English Language and Composition exam. COURSE CONTENT?(Quoted from The College Board, 2014) “Composing in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects Writing that proceeds through several stages or drafts, with revision aided by teacher and peers Writing informally (e.g., imitation exercises, journal keeping, collaborative writing), which helps students become ?aware of themselves as writers and the techniques employed by other writers Writing expository, analytical, and argumentative compositions based on readings representing a variety of prose ?styles and genres Reading nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected to give students ?opportunities to identify and explain an author’s use of rhetorical strategies and techniques Analyzing graphics and visual images both in relation to written texts and as alternative forms of text themselvesDeveloping research skills and the ability to evaluate, use, and cite primary and secondary sources Conducting research and writing argument papers in which students present an argument of their own that includes ?the analysis and synthesis of ideas from an array of sources Citing sources using a recognized editorial style (e.g., Modern Language Association...) Revising their work to develop ?o A wide-ranging vocabulary used appropriately and effectively;?o A variety of sentence structures, including appropriate use of subordination and coordination; o Logical organization, enhanced by techniques such as repetition, transitions, and emphasis; o A balance of generalization and specific, illustrative detail; and An effective use of rhetoric including tone, voice, diction, and sentence structure.”? The College Board, AP English Language and Composition: Workshop Handbook 2014-2015. 2014. 79.Semester 1: Major EssaysEssay 1: a rhetorical analysis of a written argument (200 points)?You will analyze the rhetoric and evaluate the effectiveness for purpose and audience of an argument on problems in higher education. Requires analysis, evaluation, and argument.Essay 2: a rhetorical analysis of visual arguments (100 points)?Multi-modal project describing, analyzing, evaluating, and comparing two visual arguments (2 ads or 2 editorial cartoons). Presented both as written text and through some other medium (power point or video or pictures, for example). Requires description, analysis, comparison, evaluation, and argument.Essay 3: a research-based argument (200 points)?Choose your topic, find and analyze at least 10 credible sources, and develop and argue your own position on the topic. Requires inquiry, exposition, analysis, synthesis, evaluation, and argument. May involve definition, classification, identification of causes, evaluation, and/or proposal, depending on your topic and approach.Ball State University Statement on DiversityBall State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body. We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve. We promote a culture of respect and civil discourse as expressed in our Beneficence Pledge and through university resources found at . ................
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