AP English Language and Composition
1
Advanced Placement English Language and Composition Syllabus Course Overview The AP Language and Composition course is a college-level program that introduces students to a wide range of expository prose, as well as some literature, in order to broaden their scope of rhetorical ideas and deepen their awareness of the power of language. The course is designed to meet the rigorous requirements of a college level writing class and includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. These works provide examples of prose writings that students can emulate in their own writing experiences as they discover and create their own style and voice. This course provides students with the information necessary to read analytically, formulate theories and arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. The purpose of the AP English Language course is to help students “write effectively and confidently in their college courses across the curriculum and in their Professional and personal lives.” (The College Board, AP English Course Description, May 2007, p. 6). Using rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report using proper cite notations such as MLA or APA. The AP Language and Composition Course will be presented in thematic format and the grading will include the following: Formal Research Papers: Students will research topics of interest based on prior readings or current events and develop and support a thesis. Students will be required to submit a rough draft for peer editing, and a subsequent draft for individual assessment with the teacher before turning in the final research paper. Responses to literature: Students will be required to analyze required weekly readings and write expository responses that identify the author’s purpose, audience, and tone citing specific examples from the text to substantiate the students’ claims. Tests: As a consistent element of practice, students will take multiple-choice tests based on rhetorical strategies and their functions in given passages. Students will take several practice AP Exams beginning in the 2nd Term. Quizzes: Quizzes will be administered intermittently, often with no prior warning, to assess reading comprehension, rhetorical vocabulary, oral discussions, and basic grammar requirements. Writing Journals: Journal entries may include pensive and thoughtful observations that reflect the theme of the current unit or book that we are reading. Students are free, and even encouraged, to access their writing journals for essay topics upon which they can build more complete essays, research papers, and other writings. Class Participation: Participation in class encompasses grammar reviews, vocabulary exercises, and text analysis. During class discussions, students are encouraged to offer comments and critiques to support or refute claims by giving concrete details for support. Students are to model correct interaction and argumentation techniques during class discussions. To be successful, a student needs to be in class each day because information builds upon prior information.
Instruction is designed to consistently build a knowledge base for the students as they write and revise their work using precept upon precept. At the completion of the course, students will write essays and research papers that: Demonstrate a strong vocabulary used effectively and appropriately Offer varied sentence structure and syntax Utilize specific rhetorical techniques such as repetition, parallel structure, logical organization, and appropriate transitions Establish a controlling tone, maintaining voice, and appropriate emphasis State a coherent thesis and support their ideas with concrete details Use the correct MLA or APA format List an accurate and complete bibliography
2014-2015
AP English Language and Composition
2
Grades Participation You will receive, as a portion of your overall grade, a participation grade. This will reflect your willingness to participate in classroom discussions and contribute to the overall positive energy of the class. Excessive absences and negative or distracting behavior in class will result in a lower participation grade.
Assignments and Essays All essays, projects, and assignments must be turned in on time. EVERY STUDENT MUST TURN IN A PAPER WHEN THE ASSIGNMENT IS DUE, even if it is merely a piece of paper describing why the assignment is not turned in. Late projects/assignments may be turned in within a reasonable time period PER MY DISCRETION AND THE STUDENT’S REASON FOR THE LATE WORK. Students who regularly turn in late work will be penalized in the participation portion of the grade.
Extra Credit I do not offer extra credit. Please turn in your work in a timely manner. If you turn in something, I can help you succeed. If you turn in nothing, nothing is what you get.
Grading Breakdown Class Participation 10% Reading In Class Writing Assignments and Skills Work
90%
This involves punctuality (both of your person and work turned in), civility, responsibility, respect, behavior and personal demeanor. Students who reach a point where they are getting strikes due to unexcused absences, excessive tardies, or inappropriate behavior will receive a 0 in this category. This means that you actually read the assigned works. This will bear out under class discussion as well as through your honesty. This is the writing journal portion of your grade. This is everything else: homework, essays, vocabulary exercises, etc.
Important Information on Academic Dishonesty: DON’T DO IT! Aside from being unethical, it is ultimately self-defeating. No academic dishonesty will be tolerated. The penalty for a first offense is a "0" for the assignment and the assignment cannot be redone. This will also be reported to the School Administration for Disciplinary Action. A second offense means that you fail the course and will be reported to the School Administration for further Disciplinary Action. Below are some definitions of what constitutes academic misconduct: Cheating: Cheating is the act of using, attempting to use, or providing others with unauthorized information, materials, or study aids in academic work. Cheating includes, but is not limited to: looking at another person’s paper for answers, having someone else write your essay, buying essays on line, cutting and pasting pieces of essays from the internet, passing examination answers to or taking examinations for someone else or preparing or copying others' academic work. Plagiarism: Plagiarism is theft. The Latin root of the word is plagiarius, which means a manstealer or kidnapper. Anytime you present another person’s work as your own–even if that other person is a friend and/or one of your parents–you have plagiarized. "Plagiarism is the act of appropriating any other person’s or group’s ideas or work (written, computerized, artistic, etc.) or portions thereof and passing them off as the product of one’s own work in any academic exercise or activity." Fabrication: "Fabrication is the use of invented information or the falsification of research or other findings. The following examples of fabrication include but are not limited to: -Citation of information not taken from the source indicated. They may include the incorrect documentation of secondary source materials. -Listing sources in a bibliography not used in the academic exercise. -Submission in a paper, thesis, lab report or other academic exercise of falsified, invented, or fictitious data or evidence, or deliberate and knowing concealment or distortion of the true nature, origin, or function of such data or evidence. -Submitting as your own any academic exercises, (e.g., written work, printing, sculpture, etc.) prepared totally or in part by another."
2014-2015
AP English Language and Composition
3
Units of Study August – October (Term 1 and beginning of Term 2) Making a Start Teacher Instruction: Expectations for excellence in writing Discussion of AP requirements Narrative Writing/Point of View Read Victor Hugo’s unabridged Les Miserables Since this is a work of considerable length, focus will be dedicated this first quarter on reading. However, reading this particular book is not a singular exercise. We will be reading rhetorically with foci on context, text, author and audience to determine message and meaning. Since this is a work we will be reading in translation, we will also regularly discuss how the language influences to many and varied characters, settings, and events of the novel in how the author has chosen to persuade, direct, and manipulate us, the readers, in how we perceive the world of the book and how it impacts our contemporary world. Writing journals and various writing assignments will be given throughout the term. A culminating literary analysis essay will be required upon completing the book.
(The balance of the year will be devoted to shorter readings directed toward greater rhetorical mastery in comprehension and composition.)
October – December (Term 2) Teacher Instruction: Overview of Rhetoric Overview of Ethos, Pathos, Logos Discussion of Speaker/Purpose/Audience/Tone Rhetorical Devices: Diction, Connotation-Denotation, syntax, sentence structure, details, ideas, language, brainstorming. Changing Language and Tone Identifying and selecting meaningful expository prose. In this unit we will look for the elements of expository writing that comprise worthwhile reading. Readings: 50 Essays: A Portable Anthology 3rd Edition – Samuel Cohen Sherman Alexie, The Joy of Reading and Writing: Superman and Me Maya Angelou, Graduation Annie Dillard, Seeing Frederick Douglass, Learning to Read and Write Ascher Lazear, Barbara “The Box Man” Naylor, Gloria “A Word’s Meaning” Didion, Joan “Self Respect” Composition: Expository Essay After reading “BoxMan” and “Self Respect” discuss the authors’ purpose, audience, tone and voice. This essay allows you to identify and explain the authors’ use of rhetorical strategies. Composition: Narrative Essay Definition of My Word prompt: Select a word that defines you or encapsulates your beliefs. In a well-written narrative essay, define the word using concrete details, and analyze what it means to you.
2014-2015
AP English Language and Composition
4
Additional Readings: Jefferson, Thomas “Declaration of Independence” Lincoln, Abraham “Gettysburg Address” King, Martin Luther “Letter from Birmingham Jail” Gandhi, Mohandas “On Nonviolent Resistance” Thoreau, Henry “Resistance to Civil Government” Whitman, Walt “Song of Myself” Excerpts of political speeches Timed Writings: Previous released AP test prompts randomly chosen and written in class.
Assessments: Writing Journals Quizzes: Rhetorical terms Connotation/Denotation Vocabulary of rhetorical devices
January – March (Term 3) Teacher Instruction: Propaganda Power of language Compare and contrast concepts Test taking strategies Readings: Outside reading – Novel selected from the current AP List of American authors 50 Essays: A Portable Anthology 3rd Edition – Samuel Cohen William F Buckley Jr., Why Don’t We Complain Rachel Carson, The Obligation to Endure Stephanie Ericsson, The Ways We Lie Scott Russell Sanders, The Men We Carry In Our Minds Eric Schlosser, Kid Kustomers Elizabeth Cady Stanton, Declaration of Sentiments and Resolutions Crane, Stephen “A Mystery of Heroism” Lakoff, Robin Tolmach “You Are What You Say” Birkerts, Sven “Into the Electronic Millennium” Postman, Neil “The Medium is the Metaphor” Fadiman, Anne “Never Do That to a Book” Composition: Persuasive Essay Write a review of one of the essays found in 50 Essays using persuasive writing techniques to either encourage or discourage an audience to agree with the essay. Use specific rhetorical devices to enhance your writings. Identify the background and historical basis for the essay and your own background. Composition: Persuasive/Expository Essay Using a newspaper, magazine, or internet, students are to locate and reproduce a political cartoon that covers a current issue of importance in the United States and analyze its elements of persuasion including the audience appeal and appropriateness of the subject matter. Composition: Compare and Contrast Essay After reading the articles by Postman and Fadiman, compare and contrast their beliefs about books and television. Based on the authors’ viewpoints, analyze the effects books and televisions have had on popular culture. Composition: Persuasive Copy Script You will create a product to sell. You will design a poster or artifact that identifies the product. Using your verbal prowess and crafted propaganda techniques, you will write a persuasive copy to use as a 30 second commercial spot to convince your audience to buy your product.
2014-2015
AP English Language and Composition
5
Assessments: Writing Journals Quizzes: Rhetorical terms Propaganda vocabulary Test taking strategies Tests: Sample AP Language and Composition Tests. Full multiple choice section and 1 essay prompt section.
March - May (Term 4) Teacher Instruction: Power of language Test taking strategies Argumentative techniques Contemporary issues Identifying historical context Making inferences Readings: Outside/homework reading – Novel selected from the current AP List of American authors Assorted Readings (Largely Student Choice) from 50 Essays: A Portable Anthology 3rd Edition – Samuel Cohen Others of Interest: Hemingway, Ernest “Soldier’s Home” Fitzgerald, F. Scott “Winter Dreams” Faulkner, William “A Rose for Emily” Goodman, Ellen “We are losing our ability to be kind” Wilson, August : Gem of the Ocean Composition: Synthesis/Research Paper/Peer edit/Teacher Evaluation Review You will select and research a current controversial topic. You will take a position about that topic and argue your beliefs by citing examples from your research. You will be required to research the information and collect data in a portfolio and synthesize the information to write a logical and progressive argument that substantiates your position. You will use numerous quotes to augment your thoughts, and you will carefully document references. Remember to attribute both direct and indirect citations and refer to the sources by authors’ last names or by titles. Avoid mere paraphrase or summary. As part of the assignment, you are to produce a rough draft and submit it for an evaluative review. You will retype your paper and turn in the final copy with all of the previous rough draft work in a completed portfolio. Composition: Expository Analysis of Rhetorical Devices In a well-developed essay, analyze key symbolic elements, figurative language, imagery, and tone that the author uses in the book or essay you have chosen to read for this term. Analyze his/her choice of certain symbols and figurative language (rhetorical devices) used during the work as they relate to the effects upon the characters within the work or upon the readers of the work. Composition: Research/Synthesis/Argument Report After reading the many essays, novels, and works from the year, synthesize the information your have been presented and formulate your own opinion regarding the significance and power of the language to which you have been exposed. Substantiate your thoughts with quotes from multiple sources, using proper MLA references. Remember to attribute both direct and indirect citations. Refer to the sources by authors’ last names or by titles. Avoid mere paraphrase or summary. Assessments: Writing Journals Quizzes: Argument techniques Citing sources Test taking strategies Tests: Sample AP Language and Composition Tests. Full multiple choice and essay sections.
2014-2015
AP English Language and Composition
6
Student Name: _________________________________________________
Teacher/Student/Parent Contract By signing below I acknowledge that this is a demanding class that requires regular attendance, participation in class work, regular outside reading, and homework. I understand that I must register and pay to take the AP Exam in May 2015. (Specific dates of registration and payment will be forthcoming.) I understand that if there are questions or concerns regarding the content of this course, I will address them with the teacher and an equitable resolution will be reached. Parent/guardian’s name (please print): _______________________________ Parent/guardian’s signature: _______________________________________ Phone: ________________________ Best time to call: ________________ Parent E-Mail address: ____________________________________________ Student’s name (please print): ______________________________________ Student’s signature: ______________________________________________ Student’s E-Mail address: _________________________________________
2014-2015
