Syllabus: AP English Language and Composition Instructor: Mrs. Gullett Classroom: 118 School: Hampden Charter School of Science Phone: 413-593-9090 x118 Email:
[email protected] Course Description An AP course in English Language and Composition engages 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. (AP Course Description, College Board, p7) The AP course prepares students for college level coursework. Students are expected to read clearly, think analytically, and communicate clearly in both written and oral communication. Students in this college-level course are expected to meet the demands of a rigorous curriculum, carefully analyze a broad range of literary works, and deepen their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own writing and rhetorical abilities. Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. All authors chosen for the course come from a list that is predominantly nonfiction. Grading Criteria Daily Classwork/Homework 10% Daily assignments consist of a variety of tasks, such as grammar reviews, vocabulary exercises, annotation of texts, dialectical journals and fluency writing. Some tasks may relate to a larger project, such as plans, research, drafts, and edits for an essay. Quizzes 15% Quizzes are used to check for reading and basic understanding of a text. Quizzes will also check vocabulary and rhetorical terms. Tests 30% Most tests consist of multiple choice questions based on rhetorical devices and their function in given passages. Some passages are from texts read and studied, but some are from new materials that students analyze for the first time. Essays 35% Most essays are first written as in-class essays and graded as rough drafts. Rough drafts are self-edited and peer-edited before students type the final copies. Essays will be evaluated on a 1-9 scale patterned after the AP exam writing rubric. Text Shares 10% Students will be required to bring in samples of strong argument and rhetoric. Additional guidelines will be given NOTE: Grading percentages are subject to change slightly each marking period to adjust for PBLs and other projects. There will be at least 3 full length practice tests that will take place on designated Saturdays. Practice tests will be 10% of a student’s grade for that marking period. Course Policies Attendance – This class conforms to the guidelines set forth in the student handbook. If a student reaches (5) five unexcused absences within one quarter, that student shall fail all subjects with a (45) forty-five within that marking
period. If the student reaches (10) ten unexcused absences within a single school year, the student will fail for the entire school year. Note must be received within (3) three days of the absence, or the absence will be unexcused. Make-Up Work and Absences – You have 1 day for every day absent to make up your work for EXCUSED absences only. You can find your missed work in the folder located in the back of the classroom. It is the student’s responsibility to pick up the missed work and see the teacher for any questions. Missed work that has not been picked up within 5 days will be thrown out. If the absence is unexcused, the grade will be recorded as a 0. Arrangements for quizzes and tests are, likewise, for EXCUSED absences only. Unexcused absences will result in a 0 for the missed assignment. If you are absent for school-related reasons or for an anticipated or planned absence, make arrangements with me for assignments PRIOR to your absence. For students with excused absences, make-up tests will be scheduled at a time designated by the teacher. It is the student’s responsibility to take the test at that time. If you fail to do this, the teacher is not obligated to reschedule the make-up. If you fail to make up a test without making other arrangements, the teacher may decide not to give you the test. Tardy Policy – This class conforms to the guidelines set forth in the student handbook. If you are late to class and have no pass from a teacher, the nurse, or an administrator, you will be sent to see Mr. Borelli for an unexcused tardy infraction. Late Work – I will accept assignments up to 5 days late for partial credit. 5 points will be taken off the assignment for each day it is late. The assignment will be graded as 0 until it is received. After 5 days, the 0 will remain as the grade for the assignment. Homework: The time that a student puts into his/her homework is crucial to the learning that takes place within class time. In accordance with the HCSS homework policy (attached) if the student does not do their homework, a zero will be put into the database and a DPS point will be immediately given. The assignment may be made up within 5 days of the due date of the assignment but 5 points will be deducted for each day it is late. If the student fails to turn 3 homework assignments, after the 3rd one has been missed and not made up, the student will serve an AFTERSCHOOL HOMEWORK DETENTION and receive 5 DPS points in addition to the 3 already received at the time of the missed homework. 5 DPS points will then be rewarded back to the student once the detention has been served. Homework detentions will be served on Tuesdays and Thursdays from 4:00-4:45 pm. Parents will have 24hrs notice before the detention is scheduled. If the student refuses to stay, or parent refuses to let the student stay, the student will be assigned to an in-school or out of school suspension and possibly the loss of other privileges. Extra Help/Tutoring – I maintain an open door policy for students who are seeking help with assignments or would like tutoring during study hall or after school. Plagiarism – Plagiarism is a serious offense and will be treated as such in my classroom. Instances of plagiarism and other forms of academic dishonesty will be referred to administration in accordance with the student handbook, as indicated below: Academic Dishonesty / Cheating / Plagiarism: 1st Offence Parent/guardian contacted. Student will receive zero for the assignment. Student may be suspended for one (1) full day. 2nd Offence: Parent/guardian contacted. Student will receive zero for the assignment. Two (2) day out of school suspension 3rd Offence: Parent/guardian contacted. Student will receive zero for the assignment. Three (3) days out school suspension, full academic review. Practice Tests – There will be at least 2 full length practice tests that will take place on HCSS on designated Saturdays. Advance notice will be given through the Wednesday folder, HCSS website, and notices sent home. The practice tests are mandatory and will not be made up. Students who do not come the day of a scheduled practice test will be given a 0 as a grade.
Classroom rules and Expectations
All students are expected to follow the HCSS student handbook with regards to school rules and policies. Discipline points will be given for students who do not follow these rules. Students who repeatedly refuse to follow school and/or classroom rules will be referred to Mr. Borelli. NOTE ON POINTS: In my class, students will receive ONE warning before discipline points will be given and/or referrals written. Students repeating the same behavior will be sent out of class. There will also be a phone call home to accompany the behavior. Please note that serious infractions will result in immediate disciplinary referral and will not be given a warning. Be in the classroom when the bell rings. Do not stand by the door before the end of class. Do not enter the class if I am not there. Wait outside the classroom until I arrive. No food or drink (other than water) is allowed in the classroom. Water must be in a sealed container. Do not talk while others are talking. Do not sharpen your pencil while I am lecturing. Do it before so you do not disturb class. No one will be allowed to use the restroom in the first or last ten minutes of class. Use polite language. Inappropriate language will result in immediate corrective action. Come prepared for learning every day. Bring all of your materials (writing utensils, notebooks, textbooks, etc) to class. No one will be allowed to visit their locker once class has begun. There will be no exceptions, so don’t even ask. I don’t give extra credit, so please do not ask. I expect you to put forth 100% effort every single day and to complete the material given and assigned. If you need extra help, my door is open.
Materials Needed
3-ring binder Loose leaf notebook paper Dividers Composition Notebook (one that is ONLY used for AP and can be turned in for grading) Pens, pencils, erasers Highlighters (of at least 3 different colors)
Ongoing Assignments and Activities Dialectical Journals: This journal provides a note taking format for questioning the text, providing reflections about the text, and interpreting and clarifying the text. The content of this journal will be pulled from your own reading of the material that you have been assigned. It may also include teacher provided quotes from authors whose works are being read to demonstrate a particular use of language. You will use the left column of the dialectical journal to: Cite select words, phrases, or passages directly from the text, paraphrase select passages, and summarize as appropriate You will use the right column to write your own emotional reactions, questions, clarifications, and/or reflections on the text. Journals will be collected on a weekly basis. Text share: Collect texts (visual and written) that pertain to the theme we are studying and bring them in to share with the class. Each student is expected to bring in at least 4 “text shares” each quarter. Separate guidelines along with a rubric will be given. Writing Assignments: Writing assignments are detailed in each unit of the class. Additional writing assignments may be provided at the teacher’s discretion. First drafts of writing assignments will be composed primarily out of class. Every writing assignment will be given a complete peer review before being handed in to the teacher. You will be given one opportunity to revise your draft before turning in the final drafts. Rough drafts that are turned in late will be graded as final drafts and will not be given opportunity for revision.
In class timed essays: During the course of the year, you will regularly be required to respond to a prompt under time constraints. During the first 2 quarters, you will share your responses with peers prior to revising and resubmitting the paper for grading. During the last 2 quarters, you will turn the paper in for grading immediately after writing. Writing conferences: Everyone is expected to meet with the teacher at least once a quarter to discuss his/her writing.
Course Organization: Required Texts (provided by and borrowed from HCSS) Language of Composition They Say, I Say MLA Handbook Recommended Supplementary Texts (purchased by the student) Princeton Review – Cracking the AP English Language & Composition Exam 2015 College Dictionary
First Quarter: Foundation Units – Introduction to Rhetoric and Argument Strategies Note on Units and readings: subject to change Unit 1: Foundation Unit – Language and Rhetoric Ch. 1 An Introduction to Rhetoric Rhetorical Situation OPTICS Rhetorical Triangle SOAPSTone Rhetorical Appeals Major Readings: “Letter from Birmingham Jail” by Martin Luther King Jr. “On the Duty of Civil Disobedience” by Henry David Thoreau “9/11 Speech” by George W. Bush “Shooting an Elephant” by George Orwell Visual Texts: WWF Ad “Protecting the Future of Our Nation” PETA Ad “Feeding Kids Meat…” USDOT Ad “Stop for Pedestrians” Clips from thetruth.com, themoreyouknow.com, and other PSAs Writing Assignment #1: Rhetorical Analysis of Visual Text The purpose of this assignment is to have you perform a rhetorical analysis of a piece or pieces of visual rhetoric. Choosing one or more powerful pieces of visual rhetoric (from magazine covers, advertisements, PSAs, political cartoons, etc.) write a 3-5 page essay that analyzes the rhetorical strategies and appeals used to create persuasive meaning. More
explicit details on the assignment, along with a rubric, will be given in class. Writing Assignment #2: In class timed writing assignment. The AP 9 point rubric will be used. Ch. 2 Close Reading – The Art and Craft of Analysis Talking with the text Dialectical Journals Annotating From Close Reading to Analysis
Writing a Close Analysis Essay Major Readings: “By the Waters of Babylon” by Stephen Vincent Benet “The Allegory of the Cave” by Plato “Inaugural Address, January 20, 1961” by John F. Kennedy Visual Texts: Dodge Durango Ad “It’s a Big Fat Juicy…” Girl Scouts Ad “What Did You Do Today?” Ads, Magazine Covers, and Political Cartoons brought in daily by students will also be used as visual texts Writing Assignment #3: Rhetorical Analysis of Paired Texts Write a rhetorical analysis essay that compares and contrasts the rhetorical strategies used by King in “Letter from Birmingham Jail” and Thoreau in “Civil Disobedience.” Writing Assignment #4: In class timed writing assignment. The AP 9 point rubric will be used. Unit 2: Foundation Unit – Argument Ch. 3 Analyzing Arguments – From reading to writing What is argument Types of claims Presenting evidence Fallacies of argument Classical Model Toulmin Model Analyzing Visual Texts as argument Major Readings: “Why Investing in Fast Food May Be a Good Thing” by Amy Domini “In College, These American Citizens Are Not Created Equal” by Fabiola Santiago “Declaration of Independence” by Thomas Jefferson “Declaration of Sentiments” by Elizabeth Cady Stanton Visual Texts: “Crazed Rhetoric” (cartoon) by Tom Toles “Rat Race” (cartoon) by Polyp “The Heroes of 2001” (postage stamp) Writing Assignment #5: Columnist/Blog Project Gather 6 columns (or 6 blog entries) from a columnist/blogger of your choice. For each column/blog, submit a rhetorical precis summarizing the entry as well as a single paragraph reaction to it. Lastly, compose an argumentative essay by developing an argument inspired through “conversations” with the writer. More explicit details and a rubric will be given in class.
Second Quarter: Thematic Units During the 2nd quarter we will deepen our study of rhetoric and argumentation within each thematic unit. Unit 3: Education Ch. 5 – Education Student Writing – Using personal experience as evidence They Say, I Say Argument templates for academic writing Major Readings: “I Know Why the Caged Bird Cannot Read” by Francine Prose “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie “Reading at Risk” by The National Endowment for the Arts “How Teacher’s Make Children Hate Reading” by Holt “from Education” by Emerson Visual Texts: “Waiting for Superman” Documentary “The Spirit of Education” (Painting) by Norman Rockwell
“What I Learned…” (Cartoon) by Roz Chast Cartoons, blog entries, youtube clips, and other visuals brought in by students daily. Writing Assignment #1: Education Debate The debate about education in the United States has peaked with the introduction of the Common Core standards and the future implementation of a national standardized test. Write an argument in which you argue for or against the use of standardized testing as a measurement of student growth, teacher evaluation, and school effectiveness. Writing Assignment #2: Timed Argument Essay using the AP 9 point scoring rubric. Unit 4: Environment Ch. 12 The Environment Student Writing – Visual rhetoric: Analyzing a photo essay They Say, I Say Academic writing templates Major Readings: “From Nature” by Emerson “Save the Whales, Screw the Shrimp” by Joy Williams “From The Future of Life” by E.O. Wilson “Natural Man” by Lewis Thomas Visual Text: “An Inconvenient Truth” (Documentary) “A Short History of America” (Cartoon) by Robert Crumb “Let’s Go” (Advertisement) Other cartoons, youtube clips, magazine articles, blogs, etc. brought in by students daily. Writing Assignment #3: Nonfiction Presentation Project Choose an American nonfiction author in order to research his/her major work(s), rhetorical devices, mode of discourse, and style. Develop a PowerPoint presentation and speech that will be delivered during class. Write a 3-5 page analysis of the author’s works. Additional guidelines and an approved list of authors will be given during class. Writing Assignment #4: Timed rhetorical analysis essay in response to a visual text using the AP 9 point scoring rubric.
Third Quarter: Thematic Units During the 3rd quarter we will deepen our understanding of rhetoric and argument with a focus on synthesizing sources. Unit 5: Popular Culture Ch. 4 Synthesizing Sources: Entering the Conversation Using sources to inform an argument Using sources to appeal to an audience Writing a synthesis essay Ch. 11 Popular Culture Student writing – Rhetorical Analysis: Analyzing Satire Major Readings: “Hip Hop Planet” by James McBride “from Show and Tell” by Scott McCloud “High School Confidential” by David Denby “Watching TV Makes you Smarter” by Steven Johnson Visual Texts: Various clips from television and movies Writing Assignment #1: The Dumbest Generation Synthesize the sources providing in Ch. 4 to compose a coherent, well-developed essay that evaluates the claim that those under age thirty are “the dumbest generation.” Writing Assignment #2: In class timed synthesis essay using the AP 9 point scoring rubric. Unit 6: Community Ch. 6 Community
Student Writing – Synthesis: Incorporating Sources into a Revision Major Readings: “Aria: A Memoir of a Bilingual Childhood” by Richard Rodriguez “Health and Happiness” by Robert D. Putnam “Facebook Friendnomics” by Scott Brown “Small Change: Why the Revolution will not be Tweeted” by Malcolm Gladwell Visual Texts: “Freedom from Want” (painting) by Norman Rockwell “The Last Thanksgiving” (Cartoon) by Roz Chast “The Black Experience is Everywhere” (advertisement) Other cartoons, magazine clips, youtube videos, and material brought in by students daily. Writing Assignment #3: Creating a Community Was the Ku Klux Klan a community? Many would argue yes, that it fit most definitions of community. It was, however, one of many so-called communities that might be seen as counterproductive. Choose another controversial community (Westboro Baptist Church, for example), examine its structure and purpose, and argue for or against its value to its members and to the large community. Final essay will be 3-5 pages and will include a synthesis of outside sources used to argue your point.
Fourth Quarter: Developing and Deepening Synthesis Skills, Focused Preparation for the AP English Language and Composition Exam Unit 7: AP Test Preparation Handouts from Princeton Review: Cracking the AP Exam, 9 to a 9, and other AP exam preparation materials Review Ch. 1-4 Writing Assignment #1: Literary Criticism Select a short-story writer of their choice whose work has produced a body of literary criticism. After studying at least three short stories (a minimum of fifty pages), formulate a thesis pertaining to an over-riding social commentary in their primary texts that is still relevant today. After study of literary criticism, primary text and current published information (five sources, at least one from each of these source types must be accurately quoted or paraphrased in the paper) about the chosen topic, write a seven-to-ten page MLA documented paper that supports your thesis. A correct Works Cited page as well as an outline and a previously-graded rough draft must be included with the final product. Writing Assignment #2: 9 to a 9. Complete 9 in class timed AP essays (3 synthesis, 3 rhetorical, and 3 arguments). One essay from each group will be chosen for a summative assessment.
Unit 8: Junior Research Paper MLA Handbook Ch. 1 Research and Writing Ch. 2 Plagiarism and Academic Integrity Ch. 3 The Mechanics of Writing Ch. 4 The Format of the Research Paper Ch. 5 Documentation: Preparing the list of works cited Writing Assignment #3: Major Research Paper You will experience the research process from discovering a topic and developing a research question to submitting the final product. Understand all levels of the process including discerning relevant sources, gathering information from diverse sources, synthesizing the information, and properly formatting the paper. Paper may be expository or argumentative. Final paper will be 8-10 pages.
Please return to Mrs. Gullett by Friday, September 4, 2015 AP English Language and Composition Gr. 10-12 Class Contract- I have read, understand and agree to follow the rules and guidelines of the class as stated in this syllabus, the Handbook, and the School Code of Conduct in order to create a classroom environment conducive to learning. I agree to respect and meet the expectations put forth by my teacher Mrs. Gullett and the school.
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