AP Language and Composition



AP Language and Composition11th-12th Grades 2 Trimesters, 1 CreditMs. Roscovius339-3921 x.1191roscovius_b@ DescriptionThis course is designed to give students multiple opportunities to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. Students write in a variety of modes for a variety of audiences, developing a sense of personal style and an ability to analyze and articulate how the resources of language operate in any given text. Because our students live in a highly visual world, we also study the rhetoric of visual media such as photographs, films, advertisements, comic strips, and music videos. To quote the College Board’s AP English Course Description, our course teaches “students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite conventions recommended by professional organizations such as the Modern Language Association (MLA).” Students who complete this course will be prepared to take the AP English Language and Composition Exam in which they could earn college credits.Learning GoalsAnalyze persona and tone.Conduct “conversations” with diverse sources and transcend “read and regurgitate.”Develop and argument inspired by sources.Discern the differences in approaches in certain texts targeted to specific audiences.Discover credible sources.Identify and produce effective argumentsIdentify Aristotelian appeals: logos, pathos, and ethos.Identify logical fallacies.Identify the authorial voice: “effective” vs. “ineffective” writing—the rant.Make the distinction between argument and persuasion.Synthesize diverse sources.Understand and produce formal academic writing.Understand and use grammar: functionality of sentence structures and syntax.Understand and use the writing process.Understand and use writing as a rhetorical process.Understand and utilize satire.Understand how to use and incorporate external sources.Understand meanings behind images, the power of the photograph and the photographer.Understand the significance of rhetorical analysis.Understand written and verbal means of communication—contrasting text meant to be read with texts meant to be heard.Understand and use research and citation strategies.Use context clues as a means to interpret archaic prose.Utilize close reading and annotation.Utilize multiple-choice strategies.Understand and recognize rhetorical strategies in film.Understand the effectiveness of narrative styles.Understand the rhetorical matrix: the elements of effective text.Understand the significance in audience in the development of text.Materials and Resources:Capote, In Cold BloodCohen, 50 Essays: A Portable AnthologyKolln, Rhetorical GrammarShea, The Language of CompositionSupply Suggestions: Notebook, folder or binder, highlighters, post-it notes, pens and/or pencilsCourse ExpectationsStudents should always come prepared for class, meaning necessary course materials are brought to class, homework/reading has been completed, and the student has ideas for discussion. This class is contingent upon the ideas that students can bring forward; without this preparation, necessary learning will not occur. As an advance placement student, it is your responsibility to hold high expectations for yourself just as your instructors hold high expectations for you. Prepare to dig deep into literature, have lively and interesting discussions, and hone your writing skills!RoutinesWhat’s Going on in this Picture? Every Monday we will use The Learning Network’s blog to observe and assess an image. Students will record their thoughts on the image in their journal and share their thoughts in small groups. On Tuesdays we will begin class by reading the follow-up that the website ads to the picture.Multiple Choice PracticeEvery Wednesday, with very few exceptions, we will take a practice multiple choice test based on a reading. We will discuss the answers, as well as strategies for success on these questions.Grammar PracticeGrammatical practice will take place throughout the course based on the concept that is being studied. Be prepared to display mastery of the grammar skill at hand in your writing.AP Language and Composition AUnit One: Introduction to RhetoricRhetoric is the study of effective writing and speaking, including the art of persuasion. In this unit, students will learn to perceive how language is at work orally and in writing and learn to apply the resources of language in their own writing. Students will explore the emotional impact of words as well as the content of various pieces of writing. Meaning is conveyed by how an idea is expressed as much as the actual content.Essential QuestionsHow have people, both in our past and present, successfully brought about change through persuasion?How can we evaluate, interpret, and dissect information in our world to determine our own thoughts and opinions?What is effective rhetoric?Why is it important to think about both that ways in which we use language and the ways in which others use language?VocabularyAristotelian triangleconcessionconnotationcontextcounterargumentethoslogosoccasionpathospersonapolemicprpagandapurposerefutationrhetoricrhetorical appealsrhetorical triangleSOAPSspeakersubjecttextalliterationallusionanaphora,antimetaboleantithesisarchaic dictionasyndetoncumulative sentencehortative sentenceimperative sentenceinversionjuxtapositionmetaphoroxymoronparallelismperiodic sentencepersonificationrhetorical questionsynedochezeugmaMaterials and ResourcesThe Language of Composition Chapters 1 & 2“9/11 Speech” George W. Bush "Farewell Speech" by Lou Gehrig "The Plug-in Drug" by Marie Winn "The King's Speech" by King George VI "Why Don't We Complain?" By William F. Buckley JR “Order of the Day” Dwight D. Eisenhower "Speech to the Troops at Tilbury" by Queen Elizabeth 1 "Blood, Toil, Tears, and Sweat" by Winston Churchill"On Bird, Bird-Watching, and Jazz" by Ralph Ellison “The Obligation to Endure” Rachel Carson “On Dumpster Diving” lars EighnerBenchmark AssessmentsDiscuss the purpose of each of the texts (p.30-35) and how the interaction among speaker, audience, and subject affects the text. How does each text appeal to ethos, pathos, and logos? Finally, how effective is each text in achieving its purpose? Cite evidence from the sources in your answer. (Peer Revision on 9/16/14, Final Draft on 9/17/14)Analyze “Inaugural Address, January 20, 1961”, “Inside Kennedy’s Inauguration, 50 Years On”, and “Inauguration of John F. Kennedy.” Develop a thesis statement for an essay that compares and contrasts the styles of the three documents, focusing on how they convey the legacy of John F. Kennedy. Formative AssessmentsIn-class discussions about readings (some large-group, some small)Reflective writingsMultiple choice practiceGrammar practiceUnit Two: Manipulation of LanguageThe main text for this unit is In Cold Blood by Truman Capote. Students will examine how Capote utilized strategies to meet his multiple purposes for writing In Cold Blood, such as creating suspense and sympathy through use of tone, diction, syntax, attitude, and style. Using Socratic circles, the students will try to determine the purposes that Capote had for writing and what he wanted his audience to gain from this book. Essential QuestionsHow can an author use tone to shift perception?How can the use of diction and syntax lend to characterization?How does Capote appeal to pathos?VocabularyToneDictionSyntaxFigurative languageMaterials and ResourcesIn Cold Blood by Truman Capote“A Cold Manipulation of Language” by Melissa W. Noel“A Christmas Memory” by Truman CapoteBreakfast at Tiffany’s (The Film)Benchmark AssessmentUsing the RAFT strategy, students will create a fictional writing piece that utilizes diction, syntax, and figurative language to create an intended tone for a piece. They should write as someone that is references in the novel, i.e. people of Holcomb, either conveying confusion about this murder in their quiet town, or in defense, trying to prove that their quiet town has not changed; family members of the murdered or the murderers defending them; or even as Harper Lee, working on this project with Truman Capote—her childhood friend. (Peer Revision on 10/15/14, Final Draft on 10/21/14)Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceReflective writingUnit Three: The Art of ArgumentStudents will be introduced to the basic elements of argument by examining the relationship between the speaker, the audience, and the subject in different texts. Rhetorical terms and methods of closely reading a text for style, diction, and syntax will be included.Essential QuestionsWhy am I writing? For whom?What am I trying achieve through my writing?How do writers organize their ideas?VocabularyArgumentRogerian argumentsClaimClaims of factClaims of valueClosed thesisOpen thesisCounterargument thesisLogical fallaciesRed herringAd hominem fallacyFaulty analogyStraw man fallacyEither or fallacyFalse dilemmaHasty generalizationCircular reasoningFirst-hand evidenceMaterials and Resources“Why Don’t We Complain?” William F. Buckly JR“Sex, Drugs, Disasters, and the Extinction of Dinosaurs” Stephen Jay Gould“Why Investing in Fast Food May be a Good Thing” Amy Domini“Star Wars” Roger Ebert“The C Word in the Hallways” Anna Quidlen“Felons and the Right to Vote” New York Times Editorial Board“Why Can’t Environmentalism be Colorblind?” Jennifer Oladipo“In College, These American Citizens Are Not Created Equal” Fabiola Santiago“Not by Math Alone” Sandra Day O’Connor and Roy RomerFrom “Outliers” Malcolm Gladwell“The Declaration of Independence” Thomas Jefferson“The Declaration of Sentiments” Elizabeth Cady Stanton“Curbing Nature’s Paparazzi” Bill MckibbenWriting America p.111-114Everything’s An Argument Ch. 5Benchmark AssessmentStudents will write their own argumentative essay from a thesis that is developed toward the beginning of the unit. They will incorporate evidence from other sources, including a visual piece. (Peer Revise on 11/6/14, Final Draft on 11/7/14)Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceReflective writingClaim and thesis writingUnit Four: SynthesisStudents will recognize the importance of using primary and secondary sources to expand their ideas when writing.Essential QuestionHow can I use multiple sources to draw evidence from to answer a question?Materials and ResourcesFrom “Seabiscuit” Laura HillenbrandFrom “A Level Playing Field” Gerald L. EarlyFrom “Words Don’t Mean What They Mean” Steven PinkerFrom “The Stuff of Thought” Steven PinkerFrom “The Evolutionary Social Psychology of Off-Record Indirect Speech Acts” Steven PinkerBenchmark AssessmentUsing chapter four in The Language of Composition as a guide, student should use the sources provided in that chapter and the steps provided to write a synthesis essay. (Final Draft Due 11/21/14)Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceMidterm: Practice AP Test—Multiple Choice and One Essay (11/24/14 and 11/25/14)Miscellaneous:Rubrics for benchmark assessments will be distributed when that assessment is given formally to the class. They will also be posted on the class website along with the assignment prompt.Plagiarism is absolutely unacceptable. If a student does choose to submit material that is not originally and/or does not correctly give credit to the author the following will occur:The student will receive a “0” on the assessment and will have to start over with a new topic.Parent will be notified.A referral will be written and an in-school suspension will be issued.AP Language and Composition BThe units that occur in B will utilize the skills gained in A using themed units. The readings in these units fit the chosen theme and challenge students to consider both sides of an argument. The satire unit will require students to observe various types of satire (written, pictures, film) and apply those techniques in their own original satirical piece.Unit 1: EducationStudents will consider what makes a person educated. The assigned essays balance the familiar and the philosophical to inform their considerations on whether and how high school should be changed to prepare citizens of the future.Essential QuestionsDo you feel like you’ve received a well-rounded education?How do authors use rhetoric to achieve their purpose?How does an author write for a purpose, yet avoid “ranting”?Materials and Resources“I Know Why the Caged Bird Cannot Read” Francine ProseFrom “Educations” Ralph Waldo Emerson“A Talk to Teachers” James Baldwin“School” Kyoko Mori“Superman and Me” Sherman Alexie“Me Talk Pretty One Day” David Sedaris“Best in Class” Margaret Talbot“This is Water” David Foster Wallace“Eleven” Sandra Cisneros“Graduation” Maya Angelou“Learning to Read” Malcolm XBenchmark AssessmentStudents will be assigned one of the types of essays required for the exam (analysis, argument, synthesis) at random and will prepare and write a response in class. There will then be the opportunity for feedback and conversation about what practices could make the response better in an exam situation.Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceUnit 2: GenderThis unit will require students to consider the biases around gender roles in society. There may be an emphasis on women, but there is an effort to include biases for males too.Essential QuestionsWhat forces define gender roles? How does ethnicity contribute to the expectations of what is masculine or feminine behavior? How does setting affect a group’s expectations?When do socially constructed roles hinder individual expression or choice?How do authors utilize rhetorical strategies to convey their feelings and arguments about the above questions?Materials and Resources“Women’s Brains” Stephen Jay Gould“Professions for Women” Virginia Wolf“The Speech of Miss Polly Baker” Benjamin Franklin“Letters” John and Abigail Adams“I Want a Wife” Judy Brady“Just Walk on By” Brent Staples“The Myth of the Latin Woman” Judith Ortiz Cofer“There is No Unmarked Woman” Deborah Tannen“Barbie Doll” Marge Piercy“Ain’t I A Woman?” Soujourner Truth“The Men We Carry in Our Minds” Scott Russell SandersBenchmark AssessmentStudents will be assigned one of the types of essays required for the exam (analysis, argument, synthesis) at random and will prepare and write a response in class. There will then be the opportunity for feedback and conversation about what practices could make the response better in an exam situation.Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceUnit Three: SportsBecause sports are a central part of our world, especially the world of a high school student, it will be interesting to examine the impact that they have on our lives. Students will be challenged to consider if the impact is healthy and necessary or damaging. This unit is bound to spark interesting conversation and debate.Essential QuestionHow do the values of sports affect the way we see ourselves?Materials and Resources"The Silent Season of a Hero" Gay Talese"The Four Horsemen" Grantland Rice"The Proper Place for Sports" Theodore Roosevelt"An Innocent at Rinkside" William Faulkner"The Cruelest Sport" Joyce Carol Oates"A Spectator's Notebook" Kris Vervaecke"Barbaro, the Heart in the Winner's Circle" Jane Smiley"Offensive Play" Malcolm Gladwell"Why I Love My Job” Rick Reilly"The Great Game" Caroline Alexander"Ex-Basketball Player" John Updike"Shooting Dad" Sarah Vowell Benchmark AssessmentStudents will be assigned one of the types of essays required for the exam (analysis, argument, synthesis) at random and will prepare and write a response in class. There will then be the opportunity for feedback and conversation about what practices could make the response better in an exam situation.Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceUnit 4: Popular CultureIn this unit, students will examine popular culture and consider what it means.Essential QuestionTo what extent does popular culture reflect our society’s values?Materials and Resources"Hip Hop Planet" James McBrideCorn-Pone Opinions" Mark Twainfrom "Show and Tell" Scott McCloud"High-School Confidential" David Denby"An Image a Little Too Carefully Coordinated" Robin Givhan"Watching TV Makes You Smarter" Steven Johnson"Celebrity Bodies" Daniel Harris"My Zombie, Myself" Chuck Klosterman"Emily Dickinson and Elvis Presley in Heaven" Hans Ostrom"Kid Kustomers" Eric SchlosserBenchmark AssessmentStudents will be assigned one of the types of essays required for the exam (analysis, argument, synthesis) at random and will prepare and write a response in class. There will then be the opportunity for feedback and conversation about what practices could make the response better in an exam situation.Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practiceUnit 5: Satire (Post-Exam)Satire pokes fun at people and institutions (i.e., political parties,educational systems). The satire may be general (e.g. social classes, or political practices) or more specific (e.g. the President of the United States). Sometimes it is gentle and funny; sometimes it is bitter and hostile. Effective satire often tries to institute a change in thought or behavior either on the part of the subject of the satire, the audience, or the reader. In order to analyze and create effective satire, a comprehensive knowledge of contemporary political and social occurrences is necessary and is explored through the study of current events. Writing techniques taught include parody, exaggeration, absurdity, and irony.Essential QuestionsHow do we write, speak, and present effectively?How do we use the English language appropriately to speak and write?How do satirists use specific devices to ridicule, expose, and/or denounce some form of vice, folly , indecorum, abuse, or evils of any kind in society?How does satire have an effect in shifting and shaping political views?VocabularySatireParodyIronyMaterials and Resources“A Modest Proposal” Jonathan SwiftThe Onion (Selections)YouTube Selections: Jon Stewart, Stephen Colbert, Jimmy Fallon, etc.Monty Python and the Holy GrailSelections from David Sedaris“Why Satire Matters” Jon Stewart“What I’d Say to the Martians” Jack HandeyBenchmark AssessmentsWritten response to “A Modest Proposal.”Create a satirical piece. (Written, political cartoon, or video) Students will include a written analysis of their rhetorical choices and explanation of purposes that will serve as their final exam for the class.Formative AssessmentsSmall and large-group discussionsGrammar practiceMultiple choice practice ................
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