2012­2013 AP® English Language & Composition Syllabus



2012­2013 AP® English Language & Composition Syllabus

College Board Approved

Ms. Maria Eborn

Leuzinger High School Room G-110

(310) 263-2200 Ext. 507110

E-Mail: ebornm@centinela.k12.ca.us

Course Description

Welcome to your AP Language and Composition course which is designed to explore a variety of American texts through which students learn close-reading and analysis skills. The purpose of the course, as stated by College Board’s AP English Course Description, “is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” The students read both nonfiction and fiction works by American authors in order to achieve a higher level of learning and analysis. Students are instructed in the different forms and functions of rhetoric in order to analyze written works, as well as to write on various topics through argumentation, narration, exposition, and analytical writings.

The purpose of an AP course in English Language and Composition is to “engage students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.” The students will demonstrate their writing skills through journals, timed essays, multi-draft essays and a persuasive research paper of some length. A close and active reading of all texts is essential to your success in this class. We will concentrate on analyzing essays, speeches, and other literature by doing close reading as well as developing other skills necessary for the exam. The analytical skills you learn in this class will serve you well throughout the rest of your academic career and also throughout your professional life. Because this is a college-level course, appropriately mature behavior will be expected. You will be preparing under a stringent schedule for the AP Language and Composition Exam, which will be administered at our High School in early March of 2013.

Through the completion of the AP Language and Composition course and the achievement of a passing score on the AP exam in May, students have the opportunity to earn a college English credit while still in high school. Furthermore, students receive an additional quality point above the honors quality point on his/her high school transcript. Although AP courses are more rigorous and demanding – requiring more reading and writing at a higher level of thinking – they can also be the most rewarding.

In each unit students will relate a literary work to primary source documents of its literary period or historical setting. This year, we will explore the following time periods/ literary movements in American Literature.

1. Native American literature

2. Colonial/Revolutionary/National literature

3. Romanticism/Transcendentalism

4. Realism

5. Naturalism

6. Modernism (including Harlem Renaissance)

7. In each unit, we will also have a rhetorical focus where we will bring in supplementary nonfiction pieces that will move beyond American literature. The AP English Language/Composition Exam focuses heavily on nonfiction from all literary traditions.

Mandatory Nonfiction Readings to accompany weekly assignments:

❖ Herb Block political cartoons

❖ Sinners in the Hands of an Angry God by Jonathan Edwards

❖ Letter from Birmingham Jail and I Have a Dream by Martin Luther King

❖ Speech in the Virginia Convention by Patrick Henry

❖ The Declaration of Independence

❖ The Gettysburg Address and the Second Inaugural Address by Abraham Lincoln

❖ John F. Kennedy’s Inaugural Address

❖ Barak Obama’s Victory Speech (Plus any recent presidential addresses, like the State of the Union)

❖ Common Sense by Thomas Paine

❖ Various current and thematically relevant articles from Time online, The New York Times online and the Park City Daily News.

Close readings of the previously mentioned nonfiction works will allow us to examine the use of appeals, rhetorical questions, parallelism, ethos, pathos, and logos. Additionally, we will examine how these writers use various sentence structures and language choices with specific purpose. We will connect imagery to persuasive appeal, and we will look at the structure and conventions of persuasive speeches. We will discuss how historical context influences language choices and content of a piece of writing, and we will also preview the use of narratives as persuasion, which will connect this unit to the next one.

Mandatory Fiction Readings to accompany weekly assignments:

1. The Scarlet Letter by Nathaniel Hawthorne

2. The Crucible by Arthur Miller

Fiction readings will be used to explore the concept of social criticism in literature, and we will look at fiction as a form of argument. Students will work on their skills in interpreting symbolism, and they will have ample practice with reading difficult texts. These readings will also serve as a springboard for the informal writing assignment, the character diary and for reactions to reading prompts in the writer’s notebook.

Vocabulary Study

Each week students have a list of twenty words that they learn and are quizzed on. The words will come from readings and various ACT and AP preparatory lists and will include foreign and scientific words. Students will be required to learn to spell and pronounce the words, match them with definitions, and use them in a sentence at least ten words in length. Students learn the words in various ways. Some weeks they do individual or group skits, some weeks they do posters or flyers, some weeks they use all the words in a genre of writing, and some weeks they do etymology.

Grammar And Sentence Structure Review:

The grammar review conducted 1-2 days a week with each unit and with integrated reading and writing assignments will focus on sentence structure and subject-verb agreement. Students will review clauses, types of sentence constructions and the purposes the various structures serve. Though we will also touch on conjunctions, comma usage, and sentence parts, the main focus of the lessons will be to practice using varying sentence types and to raise awareness of the importance of judicious use of sentence structures. Practice on these skills will take the form of ACT style questions, sections in the Simon and Schuster Handbook, and in the context of informal class, small group and individual writings.

In this unit, workshop concepts will include writing effective thesis statements, assessment of sources for reliability, using simple sentences, subordination and coordination purposefully, and comparison between the conventions of a speech versus the conventions of an essay. We will also focus on using parallelism to create emotional appeal, choosing strong verbs, and choosing language best suited to a purpose and audience.

Writer’s Portfolio Notebook:

Students will keep a writer’s portfolio notebook and are expected to write 2-3 entries per week. This notebook is used to generate writing ideas and to allow students to explore a variety of topics that might be used for future essays. Students will sometimes have imitation exercises, reactions or responses to reading, or reflections on their work to complete, and other times they will have free choice of what they use for an entry. Entries can include things such as memories, poems, conversations, lists, photos, magazine or newspaper clippings, drawings, reflections and scrapbook-worthy items like ticket stubs and fortune cookie fortunes. These will be graded on quality, quantity, and variety of their entries. Every 4-5 weeks, students will compare their entries, coming up with an average number of entries for the class that will be required of every student. Students will have a weekend to improve their notebooks before I grade them.

Required entries for this unit will include a character diary from a character in Arthur Miller’s play, The Crucible. This assignment gives the students practice with voice, tone, and point of view. It also shows me the level of their understanding of character motivation, the influences the characters have on one another, and Puritan culture.

Writer’s Workshop:

On Fridays there will be a workshop day. Writer’s workshop will take most of a class period and will allow the students time to work through the writing process on their various assignments. Class will begin with a vocabulary quiz, but will then move into a pertinent mini lesson or group activity aimed at whatever skill we are working on. At times students will use the time for drafting, and other times they will use the time for peer conferencing or for conferencing with me. Feedback is an important part of the process, and quality of feedback will be emphasized when students are in their peer conference groups. These groups will be assigned a few weeks after school starts and will be kept for the entirety of the class. Groups will consist of a leader, at least one excellent editor, and at least one kindhearted person. Aside from using workshop time for conference groups, students will use it for research, drafting, revision, editing, and publishing. Student work will be published both online on a class web page and in the student’s assessment portfolio.

Workshop concepts will include writing effective thesis statements, assessment of sources for reliability, using simple sentences, subordination and coordination purposefully, and comparison between the conventions of a speech versus the conventions of an essay. We will also focus on using parallelism to create emotional appeal, choosing strong verbs, and choosing language best suited to a purpose and audience.

11th Grade AP Reading Expectations: Skills and Tasks

It is expected that all students will display competence in each of the following:

← Being able to probe subtext on a relatively sophisticated level.

← Making thematic analysis and comparisons between works of American non-fiction literary novels, essays, speeches, and poetry by doing close reading as well as developing other skills necessary for the exam.

← Recognizing all commonly used figures of speech and literary devices, particularly satire and irony.

← Understanding the relative reliability of a narrator.

← Determining the significance of facts and action that do not ostensibly further the plot.

← Examining literature in its historical context, particularly how social mores, nationality,  and gender affect a literary theme. Assessing the tone of a given piece.

← Understanding the conventions of the epic and other long narrative poems, as well as  those of the ode and lyric. 

← Analyzing a variety of rhetoric and prose forms including the novel, short story, essay (formal and informal), autobiography and non­fiction writing. 

← Differentiating between comedy, tragedy, and melodrama.

← Understanding the essay requirements of college applications.                                                                                 

Note: Reading lists have been designed not only to expose students to literature with the greatest diversity of era,gender, ethnicity, and genre, but also to permit them the broadest possible choice. The following pages offer an insight into the content of these various works.

11th Grade Writing Expectations: Skills & Tasks

← Students entering the 11th Grade should, as a rule, have already met the basic exit  standards required by California state  since they all will have  taken  the 

California State Comprehensive English Assessment in June of the 11th grade. 

← We expect the majority will be going on to college, writings are geared toward honing  the type of analytical writing skill that college English classes require as well as insuring  that our graduates can communicate well in writing in any college subject. 

It is expected that all 11th graders will display competence in choosing from and control-ing the primary elements of effective writing: 

← Unity, Fluency, and Clarity with the highest level of competence, while using teacher and peer feedback in meaningful revision.

← Analyzing a prose work’s components (characterization, setting, plot, and theme) and the means by which an author achieves its tone (dialogue, point of view, contrast or irony).

← Demonstrating an understanding of the key elements of poetry including persona, theme, diction, imagery, rhetoric, persuasive essay writing, form and tone.

← Exhibiting stylistic maturity by an effective command of sentence structure, diction, subordination, coordination and logical organization of coherence fo repletion, transitional sentences, and creating emphasis within written works.

← Mastering the basic MLA research paper format, including cover page, margins, citations, pagination, and bibliography. (i.e.., Modern Language Association, The Chicago Manual of Style, etc.).

← Utilizing strong verbs and proper voice (third person) to “demonstrate, not tell” in  college essays. Effecttively using rhetoric, controlling tone and voice, with appropriate emphasis using diction, syntax, and sentence structure; as well as grammatical mastery in writing.

← Demonstrating the ability to master the basic three­paragraph cover letter

← Being able to write a detailed and attractive one page resume

← Respond in polished essay form to a variety of prompts, including how an author effectively uses literary techniques to get his point across

← Compose a college essay that “shows rather than tells” something about themselves

← Create a proper cover letter and resume to initiate their targeted profession and an annotated bibliography and presentation to defend it

← Complete, if required, a research paper that shows how a novel or play is imbedded in the social, cultural, political or religious forces of its time (this assignment may be modified to better reflect the content of 11th grade AP requirements).                                            

← Maintain a portfolio of “finished” pieces and “works in progress.”

← Participate in Writing Workshops to develop Literary Writing Skills

                                                

11th Grade Speaking & Listening: Tasks and Skills

The Research Project and AP Curriculum:

Each student will be assigned at least five mini and one major

Research Project. The combination project, which includes both research and analysis of veracity; reflects approximately 100 hours of work. Students document their hours in journals and write about their compilation of physical and electronic evidence in their final portfolios. 

In carrying out this presentation, it is expected that 11th grade students will:

♣ Display the ability to manage time during the course of the 

actual investigation (e.g. asking questions, seeking answers and evidence from two or more

sources, doing research, writing the journal, and converting this to a final typed research essay

and PowerPoint presentation in front of staff and community business stakeholders).

← Demonstrate the ability to speak comfortably before an audience of peers, adults and  sometimes strangers, using note cards, an outline, etc. as well as respond with poise to a  series of questions.

← Utilize the traditional techniques of voice modulation, eye contact, gesture, and movement to enhance the quality of their presentation.

← Moreover, as a variety of speaking/listening experiences are integral to the curriculum of  each level of the high school, 11th grade students also partake in interviews, poetry recitation and interpretation, book presentations, Socratic seminars, mock trials, group discussions, and scene interpretation depending on the requirements of this particular course.

                                            

                                                

 English 11: Advanced Placement Language & Composition

I. Course Rationale 

Admission to this course is generally restricted to students meeting the following criteria:  an average of 80 or above in 10th grade English, teacher and/or Administrative recommendation, and a demonstration of superior literary insight on the AP admission test. Students in AP English  should have the strongest reading and composition skills in the 11th grade and be avid readers  who embrace significant challenge. Inasmuch as the Advanced Placement English Language 

and Composition Exam features both multiple choice and free­response questions on literature, grammar, and rhetoric; candidates must display a strong ability to read into 

the subtext of a given work.

II. Grading

Grades:  Students will be graded on all written and oral assignments.  

ALL work must be completed or the student will be in jeopardy of failing the quarter or semester

 that the  assignments(s) were given.  The following is a breakdown

of grades as they will be calculated for each quarter: 

      

90-100%= A STANDARDS ASSESSMENTS (TESTS, ESSAYS)= 40%

80-89% = B QUIZZES, CLASSROOM ASIGNMENTS= 25%

70-79% = C INDEPENDENT READING LOGS/ASSIGNMENTS = 25%

60-69% = D NOTEBOOK/JOURNAL CHECK = 10%

Below 69%=F

Note: Grades will be based on percentage of total points possible in a given semester.

Each unit and activity will be assigned a point value; typically a unit essay or timed essay is worth 100 pts; an objective test, 50 pts.; and varying points assigned to group and individual

 activities ranging from 10 to 100 pts.The required research paper (including associated activities)

will be worth 300 points. Timed AP essays will be scored, as by AP scorers, on a 9­1 rubric that will  be translated into a point value.  Since you are preparing for the AP exam, a significant portion of your grade 

will be determined by your performance on practice AP exams and AP type assessments

 offered throughout the year. I am available to help any student who needs extra help. 

III. Reading List

Required Textbooks and Resources: (Classroom Sets) for

Prentice Hall Literature: The American Experience. New Jersey: Pearson Education, Inc. 2007. Print.

The Prentice-Hall Reader, Eighth Edition, Ed. George Miller

Into the Wild, John Krakauer

Travels with Charley, John Steinbeck

All the President’s Men, Bob Woodward and Carl Bernstein

5 Steps to a 5 AP Language, Barbara Murphy and Estelle Rankin

Selections from Reading Critically, Writing Well, Fourth Edition, Axelrod and Cooper

Pulitzer Prize Editorials, Second Edition, Wm Sloan and Laird B. Anderson

Mark Twain on The Damned Human Race, Ed. Janet Smith

American Beat, Bob Greene

Selling Out, If Famous Authors Wrote Advertising, Joey Green

When Words Collide, Second Edition, Lauren Kessler and Duncan McDonald

Other selections: newspapers, magazines, the Internet, books and students’ materials as they become available.

Other sources: advertisements, artwork, recordings, photographs and films.

Major Writing Assignments:

❖ Argumentative Research Paper

❖ Septuagenarian Personality Profile

❖ Parody Project (U.S. document, advertisement and children’s story)

❖ Comparison/Contrast Papers

❖ Columns, Editorial and Letters to the Editor

❖ Personal Narratives

❖ Observation Papers

❖ Division/Classification Paper

❖ Book, Film and Exhibit Reviews

❖ Definition Handouts

❖ Process Paper

❖ Analysis Paper

Unit 1—Gathering Information and Ideas 2 weeks

Selections:

1. Bob Greene “Cut”

2. Maya Angelou “Sister Monroe”

3. Debra Anne Davis “A Pen by the Phone”

4. Esmeralda Santiago “Guavas

5. E.B. While “Once More to the Lake”

6. Joan Didion “On Keeping a Notebook”

Pre-reading annotation example” “On Cloning a Human Being” by Lewis Thomas

Introduction to Close Reading of Thomas’ writing

Using suggestions from the textbook, The Prentice-Hall Reader, each reading throughout the course will be preceded by at least one connection question. Example from Angelou’s “Sister Monroe” “As a spectator, when do you find a physical mishap, such as a fight or fall, comic? That is necessary for us to laugh at ‘slapstick’ comedy and not be concerned about the welfare of the people involved?”

Students will exchange and peer edit their reflection papers from their summer assignment based on John Krakauer’s Into the Wild. Each will be judged on a 9-point rubric. After revision and annotation, students will have conferences with the teacher prior to final revision. This format will occur for most writing throughout the course.

Unit 2—Experience and Observation-- 3 weeks

Connections Questions before reading

Selections:

1. Anna Quindlen “The Name is Mine”

2. William Least Heat Moon “Nameless, Tennessee”

3. Nora Ephron “Revision and Life: Take It form the Top—Again”

4. E.M. Forrester “My Wood”

5. Brent Staples “Black Men and Public Space”

6. Veronica Chambers “Dreadlocked”

7. From the New Yorker “Soup”

8. John McPhee “The New York Pickpocket Academy”

9. Viewing of “Shawshank Redemption”

Students will read selections aloud in class and will discuss to identify purpose, audience, genre, rhetorical strategies and effectiveness.

Students will share their summer assignment essays from Travels with Charley, followed by peer evaluation. Revision, annotation and student-led teacher conferences will follow prior to final draft.

Observation demonstration and exercise:

Students will draw from strips of paper naming specific places in and around the school. The following day, they will report directly to those places and will silently observe and record for 47-minute class period. Teacher will instruct them to pay particular attention to sensory details. The next day, they will bring notes to class and will write first draft of observation. They will not be permitted to use the actual names of anything they observe; instead, they must use vivid description. The following day, they will gather in groups of 3-4 to share their work. The other members must guess where the person was and what he/she observed. If they cannot, they will make suggestions to help the writer choose language that gives greater clarity. The next day, another group will read the pieces and follow the same process. Conference with teacher will follow before final draft.

Unit 3—Gathering and Using Examples 4 weeks

Connections Questions

Selections:

1. Brett Lott “Night”

2. Edwidge Danticat “Westbury Court”

3. Leslie Heywood “One of the Girls”

4. George Orwell “Shooting an Elephant”

5. Bob Greene “We Came for the Killing”

6. Examples of 18th to 21st century advertising

Pre-reading—Students will consider (1) where to find examples (2) how to organize examples (3) how to use personal experience (4) how to use interviews (5) how to use the Internet (6) how to find and use other sources

Students will read, annotate and discuss each selection to identify the following:

Purpose, audience, genre, rhetorical strategies, use and effectiveness of examples.

In groups of 3-4, students will gather samples of advertisements from print and broadcast media for specific products, (cars, food, clothing, vacation packages, etc.), which they will bring to class. Together, they will discuss the use of examples in the media.

Writing assignment: Each group will choose a single product and will create both print and broadcast advertisements for it. They will “pitch” the product to the class using multi-media presentations. They will also turn in a report of their preparation detailing how they chose their examples, why and how they were effective, why they rejected others and their sources.

Unit 4—Narration 4 weeks

Connecting questions before reading

Selections:

1. Peggy McNally “Waiting”

2. S.E. Schlosser “Blue Hen’s Chicks”

3. Langston Hughes “Salvation”

4. Judith Ortiz Cofer “Marina”

5. Evan Hopkins “Lockdown”

6. Newspaper/Newsmagazine Examples

Students will read, annotate and discuss each reading paying particular attention to purpose, plot, point of view and rhetorical strategies.

Viewing of Matthew Brady Civil War Photographs

Writing Assignments:

❖ Personal Experience (3-5 pages)

❖ News Story Account of Mock Event (2-3 pages)

❖ College Admission Letter

❖ The feedback, revision and conference procedures will follow.

Unit 5—Description 4 weeks

Connections Questions before reading

Selections:

1. Nadine Resnick “Natalie”

2. Duane Big Eagle “Traveling to Town”

3. Charles Dickens from Bleak House

4. Terry Tempest Williams “The Village Watchman”

5. Scott Russell Sanders “The Inheritance of Tools”

Explanation of Subjective and Objective Description

Students will read, annotate and discuss each reading paying particular attention to purpose, audience, sensory descriptions and rhetorical strategies.

Exercises: Students will draw names of famous people and then will describe their subject using sensory description until the others guess the person.

Writing Assignment: Students will interview a septuagenarian and write a 3-5 page personality profile. Interviews will accompany first drafts for peer editing, etc.

Unit 6—Division and Classification 2 weeks

Connecting Questions

Clarification of Terms

Selections:

1. Elizabeth Barrett Browning “How Do I Love Thee/”

2. David Bodanis “What’s in Your Toothpaste?”

3. Barbara Ehrenreich “In Defense of Talk Shows”

4. Aaron Copeland “How We Listen to Music”

5. Judith Ortiz Cortez “The Myth of the Latin Woman”

6. Bernard R. Berelson “The Value of Children; A Taxonomical Essay”

Students will read, annotate and discuss each selection and identify each as division, classification or a combination of the two. In addition, they will identify purpose, audience and strategies.

In groups of 3-4, students will consider areas of their lives that they divide and classify and will share those ideas with the class.

Writing Assignment: Students will write 2, 1-2 page papers based on division and classification respectively.

The usual editing, revision and conferencing will follow.

Unit 7—Comparison and Contrast 4 weeks

Connecting Questions

Selections:

1. Martin Espada “Coca-Cola and Coco Frio”

2. John McPhee from “Oranges” and Ava’s Man

3. William Zinsser “The Transaction: Two Writing Processes”

4. Suzanne Britt “Neat People vs. Sloppy People”

5. Students will read, annotate and discuss each selection for purpose, audience, strategies and effectiveness.

Exercise: In groups of 3-4, students will brainstorm to make a list of teen and adult groups and then will compare and contrast them. Each group will select a spokesperson and she/he will put the lists on the blackboard. The class will study the lists and add or delete characteristics.

Writing Assignment: Choosing 1 adult and 1 teen group, students will write a 2-3 page paper comparing and contrasting the two.

Research and Speech Assignment: Using the Internet and the library, students will explore political philosophers. For example, Hobbes, Locke, Machiavelli, Plato, Aristotle, Arendt, Friedman and Mill. They will then write a 5-7 minute speech for class presentation comparing, contrasting or comparing and contrasting 2 of the philosophers.

The usual feedback will follow.

Unit 8—Process 2 weeks

Connecting Questions

Selections:

1. Lars Eighner “My Daily Dives in the Dumpster”

2. David Brooks “The Culture of Martyrdom”

3. Charlie Drozdyk “Into the Loop: How to Get the Job You Want after Graduation

4. Other sources: cookbooks, textbook, training manuals, seed packets, etc.

5. Class reading and discussion of process pieces.

6. Student demonstrations of processes (gardening, cooking, sewing, game playing, etc)

Writing Assignment: Students will choose a process and write a 2-5 page paper, which will follow the critiquing, revising, conferencing and final draft format.

Unit 9—Cause and Effect 4 weeks

Connecting Questions

Isolating and Evaluating Causes and Effects

Selections:

❖ Cathy Ferguson “The Influence of Televised Violence on Children”

❖ Marge Piercy “Barbie Doll”

❖ emedicinehealth,com “What Causes Migraine Headaches?”

❖ Other selections from students

Class reading and discussion of selections paying particular attention to purpose, audience, style, rhetorical techniques and evaluation of causes and effects

In groups of 3-4, each group will search the Internet for information on the causes and effects of The Resurgence of Tuberculosis and Other Communicable Diseases with Known Vaccinations. Each group will share its research with the class.

Writing Assignment: Based on the research, students will write an in-class essay on the topic. Students may bring their research and class notes to use during the writing. The teacher will provide other sources, which students must also use in the essay. Teacher will use a 9-point rubric for assessment.

Unit 10—Definition 2 weeks

Connecting Questions

Denotation and Connotation Explanation

Selections:

1. Alice Jones “The Foot”

2. Columbia Electronic Encyclopedia “Attention Deficit Hyperactivity Disorder”

3. Ben Stein “How Can Someone Who Lives in Insane Luxury Be a Star in Today’s

4. World?”

5. Amy Tan “Mother Tongue”

6. John Hollander “Mess”

Class discussion will elicit student topics for an in-class essay. They will brainstorm areas of their lives that they believe “need” definition and will record responses to their own and others’ comments. Teacher will collect topics and reconstruct them into an essay prompt.

Teacher will use a 9-point rubric for assessment.

Unit 11—Argument and Persuasion 5 weeks

Connecting Questions

Argument (facts/reasons) vs. Persuasion (emotional appeals)

❖ Audience Analysis

❖ Logical Fallacies

❖ Induction

❖ Deduction

❖ Structure (Columns, Editorials, Letters to the Editor, Advertising and Essays)

❖ Selections:

❖ Katherine Porter “The Value of a College Degree”

❖ Linda Lee “The Case Against College”

❖ Sister Helen Prejean “Memoirs of a Dead Man Walking”

❖ David Gelerenter “What Do Murderers Deserve?”

❖ Martin Luther King Jr. “I Have a Dream”

❖ Richard Rodriguez “None of This Is Fair”

❖ Pulitzer Prize winning Editorials

❖ Column Writers (Mike Royko, P.J. O’Rourke, William Safire, Dave Barry, George

❖ Will, Jack Germond, H.L. Mencken, etc.)

❖ Viewing of “Dead Man Walking”

Students will read and annotate the selections paying particular attention to purpose, audience, structure, logic and rhetorical strategies.

Students will divide into 2 groups for purposes of debates over the readings and the film.

Writing Assignments:

Research Paper (15-20 pages)

Column (1-2 pages)

Editorial (1-2 pages)

Letter to the Editor for mailing to local newspaper

College Admission Letter

AP CARD INFORMATION

LITERARY TERMS

Alliteration

Allusion

Biblical

Literary

Historical

Antithesis

Apostrophe

Assonance

Consonance

Details

Diction

Figures of speech

Flashback

Foreshadowing

Hyperbole

Imagery

Irony

Verbal

Situational

Dramatic

Metaphor

Mood

Motivation

Narration

Onomatopoeia

Oxymoron

Paradox

Personification

Plot

Point of view

Prosody

Protagonist

Pun

Repetition

Rhyme

Sarcasm

Setting

Shift/ turn

Simile

Sound devices

Structure

Style

Suspense

Symbol

Synecdoche

Metonymy

Syntax

Theme

Tone

Understatement

Meiosis

Litotes

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SIFT= literary analysis

Symbolism

Imagery

Figurative language

Theme/ tone

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Examples of symbolic titles

To Kill a Mockingbird

The Scarlet Letter

A Separate Peace

The Awakening

Night

The Red Badge of Courage

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Dante’s Fourfold Method

1. literal or historical level

2. political level

3. moral or psychological level

4. spiritual level

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Aristotelian Theory

1. unity of action

2. catharsis

3. tragedy—hamartia/ hubris/ peripeteia/ anagnorisis

4. scene of suffering

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Levels of Diction

1. high or formal

2. neutral

3. low or uniform

Types of Diction

1. slang

2. colloquial expressions

3. jargon

4. dialect

5. concrete diction

6. abstract diction

7. denotation

8. connotation

LEAD= Diction Analysis

Low or informal diction (dialect, jargon, slang)

Elevated language or formal diction

Abstract and concrete diction

Denotation and connotation

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Syntax

Sentence Length

Telegraphic sentence

Short

Medium

Long and involved

Types of Sentence

Declarative

Imperative

Exclamatory

Interrogative

Simple

Compound

Compound-complex

Loose or cumulative

Periodic

Balanced

Sentence techniques

Natural order of a sentence

Inverted order of a sentence

Juxtaposition

Parallel structure

Repetition

Rhetorical question

Rhetorical fragment

Advanced syntax techniques

Anaphora

Asyndeton

Chiasmus/ antimetabole

Polysyndeton

Stichomythia

Zeugma

Syntax Description Words

Plain, spare, austere, unadorned

Ornate, elaborate, flowery

Jumbled, chaotic, obfuscating

Erudite, esoteric

Journalistic, terse, laconic

Harsh, grating

Mellifluous, musical, lilting lyrical

Whimsical

Elegant

Staccato, abrupt

Solid, thudding

Sprawling, disorganized

Dry

Deceptively simple

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Some Archetypal Settings

The river

The garden

The wasteland

The maze

The castle

The tower

The wilderness

The threshold

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Types of (Character)ization

Flat

Round

Dynamic

Static

Archetypal

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Point of View

First

Second

Third

Stream-of-consciousness

Omniscient narrator

Objective narrator

Limited omniscient

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Tone Words

Angry

Sharp

Upset

Silly

Boring

Afraid

Happy

Hollow

Joyful

Allusive

Sweet

Vexed

Tired

Bitter

Dreamy

Restrained

Proud

Dramatic

Sad

Cold

Urgent

Joking

Poignant

Detached

Confused

Childish

Peaceful

Mocking

Objective

Vibrant

Frivolous

Audacious

Shocking

Somber

Giddy

Provocative

Sentimental

Fanciful

Complimentary

Condescending

Sympathetic

Contemptuous

Apologetic

Humorous

Horrific

Sarcastic

Nostalgic

Zealous

Irreverent

Benevolent

Seductive

Candid

Pitiful

Didactic

Keys for recognizing shift in tone

Key words (but, yet, nevertheless, however…)

Punctuation

Stanza and paragraph divisions

Changes in line and stanza or in sentence length

Sharp contrasts in diction

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DIDLS= tone

Diction

Images

Details

Language

Sentence structure

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TP-CASTT= poetry

Title

Paragraph

Connotation

Attitude

Shifts

Title

Theme

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Poetic shift—watch for these keys

Key words (both, yet, however, although)

Punctuation (dashes, period, colons)

Stanza division

Changes in line or stanza length or both

Irony (sometimes hides shifts)

Effect of structure on meaning

Changes in sound that may indicate change in meaning

Changes in diction (slang to formal)

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Types of logical appeals (logos)

Incorporate inductive reasoning

Use deductive reasoning

Create a syllogism

Cite a traditional culture

Cite commonly held beliefs

Allude to history, religious texts, great literature, or mythology

Manipulate the style

Employ various modes of discourse for specific effects

Provide testimony

Draw analogies/ create metaphors

Order chronologically

Provide evidence

Classify evidence

Cite authorities

Quote research

Use facts

Theorize about cause and effect

Emotional Appeal (pathos)

Use language that involves the senses

Include a bias or prejudice

Include an anecdote

Include connotative language

Explore euphemisms

Use description

Use figurative language

Develop tone

Experiment with informal language

Ethical Appeal (ethos)

Show written voice in the argument

Make the audience believe that the writer is trustworthy

Demonstrate that the writer put in research time

Support reasons with appropriate logical evidence

Present a carefully crafted and edited argument

Demonstrate that the writer knows the audience and respects them

Show concern about communicating with the audience

Convince the audience that the writer is reliable and knowledgeable

Common Logical Fallacies

Ad hominem fallacy

Ad populum fallacy

Begging the question

Circular reasoning

Either/ or reasoning

Hasty generalization

Non sequitur

Pedantry

Post hoc, ergo propter hoc

Propaganda

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Mode of discourse

Description

Narration

Exposition (comparison contrast, cause and effect, classification, division, definition)

Persuasion/ argumentation

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Classical Argumentative Scheme

Part 1- Introductory paragraph

Part 2- Concession and refutation

Part 3- Confirmation paragraphs

Part 4- Conclusion

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SMELL- method of analyzing a persuasive or argumentative speech or essay

Sender-receiver relationship

Message

Emotional strategies

Logical strategies

Language

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TWIST- in thesis development

Tone

Word Choice

Imagery and detail

Style

Theme

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OPTIC—in analyzing visuals

Overview

Parts/ composition

Title

Inter-relationships

Conclusion

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SOAPStone—creating a writing plan

Speaker

Occasion

Audience

Purpose

Subject

Tone

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PAMDISS—a way to reflect upon your own prose

Purpose

Audience

Mode

Diction

Images/ concrete details

Syntax

Structure

Reference:

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