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AP English Language and CompositionMrs. HallAplanguageocs.Course OverviewAP English Language and Composition is a course designed to help students “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” Specific course requirements can be found in the AP Language and Composition Course Description, as this course was designed with those foundational concepts in mind.AssessmentEssays will be evaluated on a 1-9 scale, patterned after the AP exam writing rubric.Major Papers – 36%In-Class Essays – 16%Oral Evaluations – 6%Tests and Quizzes – 16%Daily Assignments/Activities – 6%Exam – 20%AttendanceA student who wishes to be successful in AP English must be present. Please do not schedule appointments, vacations, field trips, school events or other activities during class time.Late WorkIf essays and assignments are not completed and ready AT THE BEGINNING OF CLASS, a 50% deduction will be given. See school ZAP policy.TextsRequired:Pygmalion by George Bernard ShawFences by August WilsonOf Mice and Men – John SteinbeckMust Choose ONE of the Following:Nickel and Dimed: On (Not) Getting By in America – Barbara EhrenreichBright-Sided: How Positive Thinking is Undermining America – Barbara EhrenreichMust Choose ONE of the Following:Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder – Richard LouvMade to Stick: Why Some Ideas Survive and Others Die – Chip Heath and Dan HeathParticipationParticipation is considered “class work” and will be part of your grade. All students are expected to participate in sharing from journal responses, reading logs, notes and annotations.Writer’s WorkshopOne of the most important aspects of this course is the emphasis on writing and revision. Writer’s workshop is a session that focuses on some aspect of composition; frequent peer reading sessions will occur where students bring in their drafts and engage in small group reading and discussion, often completing peer evaluations on one another’s compositions. Students are encouraged to have conversations about composing and to share ideas with one another. There will be opportunities for collaborative writing as well. In addition to peer sessions, student writers will also have periodic conferences with the instructor as scheduled and/or as needed. Students will give and receive both oral written feedback, as will the instructor. Writer’s workshop activities will also include work with voice, style, syntax, etc.Class ChoiceYou have two different options in this class. For those of you who want to take the AP test or who want to be challenged, you will do ALL the assignments listed below.If you do NOT want to take the AP test, you will do all the assignments EXCEPT those with asterisks next to them (**). All work will be held to the same standard, and participation is expected of EVERY student. You do need to make your choice by the end of the first week. If you choose the first option (taking the AP test), but later in the year decide you don’t want to take the test, that’s fine! If you choose the second opt ion (not taking the AP test) you cannot opt into the test later. You will NOT be prepared.Trimester 1 (13 weeks)Unit 1: Introduction to Rhetoric (2 weeks)Texts to ReadLC Ch. 1 “An Introduction to Rhetoric” p. 1-25LC Ch. 2 “Close Reading: The Art and Craft of Analysis” p. 35-42EA Ch. 1 “Everything’s An Argument” p. 1-35EA Ch. 2 “Arguments Based on Emotion: Pathos” p. 38-50EA Ch. 4 “Arguments Based on Facts and Reason: Logos” p. 69-93“Barriers to Seeing” handout (from Photography and the Art of Seeing)“Letter from Birmingham Jail” handout“Modern Applications of Ancient Rhetoric” handoutLC JFK’s Inaugural Address p. 52-55“Woman Waiting to Take a Photograph” handoutAssignmentsRhetorical Analysis PresentationFind an ad that either appeals to you or provokes you, and analyze it following the example in the text (LC 49-51). Present ad analyses to class without notes.Visual Analysis QuickwriteSelect three photographs that, together, represent a theme. The photos do not have to be alike in anyway, as long as they fit. You can find them online, from your personal photographs or from a book. You will do a quick write in class defending the pictures you chose and how they fit with the theme. Choose from the themes below:CommunityGenderEconomicsEducationRhetorical Analysis Essay**Write an essay analyzing the strategies that John F. Kennedy uses in his inaugural address to achieve his purpose (1-2 pages, typed).Unit TestUnit 2: Language and Community (5 weeks) Texts to ReadPygmalionLC “Walking the Path Between Worlds” p. 300-306Steps for Writing the Perfect Essay, 106-111 with Mr. Henry Irving’s Macbeth responsesEA Derek Bok’s Rhetorical Analysis Essay p. 118-120“Why and When We Speak Spanish in Public” (handout)EA “Mother Tongue” p. 763-768“How to Approach Multiple Choice Questions” p. 35-52Diagnostic Test Multiple Choice Practice Test“The Synthesis Essay” p. 57-61LC “The Synthesis Essay” 72-856 Moves Toward Success handoutEditing and Proofreading Essays AssignmentsPygmalion Reader Response Find one significant quote from each act in Pygmalion and copy it onto a sheet of paper in the “Reading Response” section of your binder. After the quotation, write a paragraph explaining why you found the quotation significant. Comment on developing patterns, themes, social or historical commentary, or connections that tie the play to modern society. Be prepared to share your ideas with the class.Pygmalion Rhetorical Analysis – IN CLASS**After examining an excerpt from Pygmalion, write an essay that explains what view of the world the speaker is presenting to the reader and how elements of language such as syntax, diction, imagery and tone persuade the reader to acknowledge that there is some validity to this unorthodox point of view.Pygmalion Shared InquiryPrior to the shared inquiry session, read Pygmalion and complete the “Text Notes” worksheet. Participate in shared inquiry by introducing and interpreting key points from the text, listening carefully to peer sand asking insightful questions, and supporting an interpretation using references to the text.Synthesis Essay IntroductionAfter reading the texts on community service from LC, write an essay (2 full pages) stating your opinion on the issue of whether or not the state of Michigan should add a mandatory community service codicil to Michigan high school graduation requirements. (First draft – peer evaluations submit second draft and peer evaluations to instructor; revise and submit for a grade)Paper 1**Choose a film which develops characters through dialogue using the rhetorical devices of diction, (figurative language, slang, accents or colloquialisms); varying syntax; and verbal delivery variations (rate, tone, pitch). Begin by watching film several times, taking notes on rhetorical devices and recording the exact wording of supporting quotes. Divide the paper into three parts: Plot Summary, in which you summarize the plot; Linguistic Analysis, in which you identify linguistic variations among characters or within the same character; and Critical Analysis, in which you analyze the effect of the characters’ linguistic differences on character relationships and the story’s plot.Unit TestUnit 3: Gender (3 weeks)Texts to ReadLC Cathy cartoon p. 404Consciousness-Raising Questions Shared InquiryLC “There is No Unmarked Woman” p. 388-393LC “Woman’s Brains” p. 349-354“Real Men Don’t: Anti-Male Bias in English” – August“Fatherhood 2.0” Cullen and Grossman“Salary, Gender and the Cost of Haggling” VendantamLC “The Myth of the Latin Woman” p. 370-375“The Name is Mine” – QuindlenLC “Being a Man” p. 378-382AssignmentsGender Attitude ResearchChoose a thesis from the Gender Attitude handout and find and copy supporting evidence from at least one EBSCO source and one book, periodical or speech (that speech can be from an online source). Create a Works Cited pageArgumentative EssayAfter reading Quindlen’s essay, write an essay in which you defend, challenge or qualify the assertion that American women should change their last name to their husband’s last name when they marry.Gender Stereotypes in Advertising Analysis – Group Analysis and Oral PresentationWorking in groups of 3 or 4, students will collect ads from popular magazines and newspapers that depict men and women according to stereotypical roles, as well as ads that show men and women in a more progressive light and determine which kind of products show men and women in each of the roles. Students will mount ads on poster board and discuss what the ads show about American values, beliefs, and attitudes towards gender rolesUnit TestUnit 4: Economy (3 weeks)Texts to ReadNickel and Dimed or Bright-SidedLC “The Singer Solution to World Poverty” p. 319-324LC “Lifeboat Ethics: The Case Against Helping the Poor” p. 324-333“Rich, Poor and Climate Change” Olive handout“On the Want of Money” HazlittPenny Synthesis EssaysLC “More Sick Parents Play ‘Beat the Clock’” p. 235-238LC “We Can Afford to Give Parents a Break” p. 6-8“Academic Selves” PipherLC “Sick Parents Go to Work, Stay Home When Kids are Ill” p. 242-243LC “My Mother, Myself, Her Career My Questions” p. 243-245Wal-mart: The High Cost of the Low Price AssignmentsState of the Economy InterviewsInterview one person from each of the following categories:An adult (over 21) supporting himself/herself with a high school diploma, GED, or less educationAn adult whose income has been affected by the downturn in the economyA recent (2009-present) college graduate’s job search experiencesA custodial single parent who lives independentlyWorking Parents Shared InquiryPrior to the shared inquiry session, complete the “Text Notes” worksheet. Using your reading, interviews, and personal experience, participate in a class discussion of difficulties facing working parents with young children. Come prepared to approach management with at least three realistic measures an employer might enact to make the workplace more family-friendlyPaper 2As you read, note the rhetorical devices Ehrenreich uses in the book you have chosen to read. Appeals to logos, ethos and pathos; diction, figurative language and choice of detail; methods of division including chapter divisions and syntax and tone should each be addressed in turn. Write a 3-4 page rhetorical analysis of the chosen text, evaluating the effectiveness of the author’s rhetorical choices.(Prewriting notes for Writer’s Workshop discussionFirst draft- peer evaluationSecond draft, second peer evaluationSubmit second draft and peer evaluations to instructorRevise and submit to )Trimester 1 ExamTrimester 2 (13 weeks)Unit 4: Much Ado About Nothing (3 weeks)Texts to ReadMuch Ado About NothingDogberry MalapropismsMuch Ado About Nothing filmAssignments Much Ado About Nothing Rhetorical AnalysisMuch Ado About Nothing Shared InquiryUnit 6: Satire (2 weeks)Texts to ReadHerblock cartoon “Read me what it says, Dad”EA “The ‘F Word’,” p.751-754 Dumas“Girl Moved to Tears…” from The OnionMultiple Choice Practice “A Modest Proposal” SwiftMultiple Choice Practice “The Battle of the Ants” ThoreauMultiple Choice Practice “Advice to Youth” Twain“Magna Soles” handout (2005 AP Free response – The Onion)AssignmentsRhetorical Analysis of a Visual ArgumentChoose a visual argument (advertisement, painting, poster) which uses humor to make its point. Analyze the effectiveness of emotional appeal in an essay.Environmentalist Debate Satire In-Class Group AnalysisDevelop an argument analyzing how Wilson’s satire illustrates the unproductive nature of the stereotypical characterizations of opposing groups and their arguments.Rhetorical Analysis of a Satiric Work**Write an outline for an essay in which you analyze the strategies used in the article to satirize how products are marketed to consumers. (2005 Exam)Original SatireChoose some aspect of life, for example, a policy, tradition or an institution, which you believe to be foolish in some way and in need of correction or reform. In a well-organized essay, write a satire about this subject in which you expose its folly.(Prewriting notes for Writer’s Workshop discussionFirst draft – peer evaluationRevise and submit to )Unit 7: Of Mice and Men (4 weeks)Texts to ReadOf Mice and Men“The Writer as Reader: Reading and Responding” p. 3-10“The Reader as Writer: Developing a Thesis, Drafting and Writing an Argument” p. 11-31“History is a Weapon” from The People’s History of the United StatesOf Mice and Men film (or other period nonfiction filmAssignmentsOppression Synthesis QuestionUsing the synthesis essay prompts and texts we have viewed as an example, write an original synthesis essay prompt about oppression. Next, find a minimum of five written texts and one visual text which students may use to develop support for a claim on this topic. Finally, create an MLA Works Cited page using EA Ch. 20, “Documenting Sources.”Physical and Mental Disability Synthesis Essay **Several of the characters in the novel display physical or mental impairments. After analyzing the facts and anecdotes in the sources below, develop an essay explaining your view regarding society’s responsibility to the physically and mentally disabled. YOUR argument should be central, but you will use three documented sources to lend credence to your claim.Source A“Program Gives Mentally Ill a Workout”Source B“If They Build It, Will I Purchase It?”Source C“Why Education on Mental Illness is Needed”Source D“Special Education Inclusion”Source E“Missing Out on Beautiful”Source F“Equal Employment Opportunity”Source G“Why People Should Treat the Disabled Kindly”Novel Rhetorical Analysis In- Class and SpeechStudents will develop an outline in which they discuss how the stylistic elements used reflect the author’s attitude toward one of the characters in Of Mice and Men. Give an informative speech on your findings from your outline.Paper 3 Literary Analysis**Write a claim about why Steinbeck chose to compose the novel as he did. For example, how did the author manipulate point of view, characterization, archetypal hero patterns or rhetoric to achieve a specific purpose? Reread pertinent sections of the text, noting words and phrases which support your claim. Next, generate an outline which organizes your information into three or more main categories. Finally, write a three-page literary analysis using quotes, summaries and paraphrases, with corresponding parenthetical citations to support your claim.Of Mice and Men TestUnit 8: Professional Writing (3 weeks)Texts to ReadEA Ch. 8 “Arguments of Definition” p. 249-273EA Ch. 11 “Proposals” p. 373-397EA Ch. 16 “What Counts as Evidence” p. 493-513“Let America Be America Again” Hughes handout“In Pursuit of Happiness” McMahon handout“The People in Me” Kelley handout“A Word’s Meaning Can Often Depend on Who Says It” Naylor handoutEA Ch. 17 “Fallacies of Argument” p. 515 - 533AssignmentsProposal EssayChoose a future profession, and research to find a topic up for debate within that profession (ethics, business practices, medical practices, etc.). Write a proposal letter to a governing body for your profession proposing a solution to this debate.AP Test PrepTake another sample test and compare with the first.Name That Fallacy QuizTrimester 3 (13 weeks)Unit 9: Exploring an Idea (6 Weeks)Texts to ReadMade to Stick or Last Child in the WoodsEA Ch. 8 “Arguments of Definition”EA Ch. 16 “What Counts as Evidence”EA Ch. 19 “Evaluating and Using Sources” p. 549-564EA Ch. 20 “Documenting Sources” p. 566-597AssignmentsPrimary ResearchConduct research to confirm or challenge one or more of the claims made by the author of the book you chose to read. For example, keep a record of a group of children’s reactions to experiencing nature through the senses on a series of occasions or ask teens to monitor their stress levels when using the internet as compared to doing an unstructured outdoor activity such as sledding, flying a kite or taking a nature hike. Turn this into a 4-5 page research paper, arguing the point chosen.(Pre-writing notes for Writer’s Workshop discussion,Conference with instructorFirst draft, peer evaluationRevise and submit to )Paper 4 – Researched Definition Synthesis Essay**In this essay you will formulate a controversial definition, challenge an existing definition, or determine whether or not something fits an existing definition. Use a variety of the following to research your topic: dictionaries, encyclopedias, and other reference works: periodicals, books, interviews, and surveys.(Prewriting for Writer’s Workshop discussionFirst draft – peer evaluationSecond draft with peer evaluationSubmit second draft/peer evaluation to instructorRevise an submit to )Nonfiction Multiple Choice TestsUnit 10: Ethics and Education (3 weeks)Texts to ReadFencesLC “I Know Why the Caged Bird Cannot Read” p. 89-99AssignmentsRhetorical Analysis – In ClassAnalyze how the rhetorical strategies that Chesterfield uses reveals his own values. Use appropriate terms from Best Test Ch. 4-5 (open book) ................
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