A.P. English Language & Composition “A” L.G. Welch, Instructor (
[email protected]) Syllabus-Semester 1 Office Hours: M. & W. 3:20-3:50--Room #309 Course Overview The A. P. English Language & Composition course is intended to immerse the student into the “nuts & bolts” of English language writing techniques. Much emphasis will be given to the study of writing in three specific areas: 1) the mechanics of writing (i.e. the writing process-from drafting to rewriting, editing, and revising), 2) rhetorical devices & strategies, and 3) the purpose & meaning of writing. The student will be exposed to a variety of American & British nonfiction writers, essays through the centuries, and current events magazine articles, always with an emphasis on advanced composition as a means to discuss the intent of each writer; thus using the text as a depository from which the student will draw his/her support for each and every contention. Although not technically a college course, the student should be advised that this class DEMANDS university grounded discipline. In other words, if your plan is to garner an “A” for this course, missing even one (1) assignment will place that plan in jeopardy Many of the assignments will require outside labor with the reward being acquired college styled study skills and a successful score on the A.P. English Language & Composition exam administered in May. The student is further reminded that he/she should begin to contemplate course connections (e.g. A.P. Lang. to A.P. U.S. Hist.) as a clue to success when engaging in individual course assessment projects.
Requirements Daily attendance is a MUST! In a class where vocal and physical participation is an integral part of the course, the student is reminded that missing even one class meeting may certainly affect the final grade. Students are required to purchase a LARGE spiral notebook for class notes, Close Reading Notes, Vocabulary, & journal reflection. The student must also provide a folder, and a standard audio cassette tape that will be used for his/her class Portfolio. HOMEWORK: As sure as the sun rises each day you can trust in the knowledge that you will have a HOMEWORK assignment every day of the week...pretty much. Since makeup work is not in my vocabulary, when absent you will call a member of your class to get the daily assignment, so make sure you exchange phone #’s with two classmates. PLAGIARISM is a heinous act that colleges and universities consider grounds for expulsion! If you are found guilty of plagiarizing ANY assignment in this class, you will receive an automatic FAIL for the assignment, a U for Work Habits & Cooperation, and an immediate parent/student conference with the Dean and Counselor to discuss further disciplinary action. We may also be using turnitin.com for peer review of your written assignments and that alone should guide you regarding proper work citations and plagiarism temptations. COMMUNICATION is crucial! If you fall behind-TALK TO ME! I only LOOK and SMELL like a BIG BAD Ogre.
Assessment Homework (Writings, Readings,...) In Class Essay Writings (Timed) S.A.T.Vocabulary, Rhetorical Terms, etc. Close Reading/Journal & Class Notes Modes of Writing-Practice Essays University Styled Research Essay Mid-Term Exam (Vocabulary) Class Writing Portfolio Final Exam (Partial A.P. Lang. Exam) Total Points
30 x 13 wk. = 7 x 30 @ = 100 pt. Total = 100 pt.-per-ck. x 2= 20 pt. @ x 10 = 200 pt. Total = 100 pt. Total = 4 Items x 100 pt. @ = 200 pt. Total =
390 210 100 200 200 200 100 400 200 2,000
Work Habits(per gd.per.):0-2 Miss. Assn.= “E”; 3-5 M.A.= “S”; 6- ? M.A.= “U” Cooperation(per gd. per.):0-2 Det. Slp.= “E”; 3-5 D.S., or 1 Couns. Ref.= “S”; 6 - ? D.S., 2-or-more Coun. R., or 1 Dean Ref. = “U” Grading Scale:
2,000-1,800(100-90%)= A * 1,799-1,600(89-80%)= B * 1,599-1,400(79-70%)= C *1,399-1,300(69-65%)= D * 1,299(64% & Below)= Fail
A. P. English Language “A” Weekly Overview Weekly Focus
Week # 1. (08/17/15) The Scarlet L., Patterns For College Writing-Intro.: Reading to Write.(pp. 1-12), Argument. Essay, The A.P. Essay & Rubric, Peer Review Sessions Workshop, Timed Essay #1
2.
Intro. cont., Part 1: The Writing Process (pp.13-35), Active Voice, npr.com Abstract #1
3.
S.A.T. V.(1-5), Rhet.Terms, Arrang.(pp.37-49),Rubric Design & Peer Assessment/Timed E. #1, Charts and Graphs as Evidence, & Friday Multiple Choice/Essay Exam #1
4. (09/07/15) Drafting & R. (pp.51-65), What Is Debate?, MC/Ess-Rub. D. & Peer A./#1, npr.com Ab. #2 {Essays From Patterns For College Writing To Be Assigned Prior to the Mode of Writing Focus}
5.
Editing & P. (pp.67-79), Pt. 2 Narration (pp. 83-95) Portfolio Sub. #1 (Narr. Essay) Rubric D. & Peer Asses., “Time”-T.E. #2, Debate Topics & Teams Selected, Synthesis-Source to Essay.
6.
Description (pp.143-161), S.A.T. V.(6-10), Rubric D. & Peer A./Timed E. #2, npr.com Ab. #3
7.
Descrip. Ess. Draft #1, Writer’s Workshop, Debate Teams & Prep., Friday MC/Essay #2,
8. (10/05/15) Notebook Ck. #1, Rhet. Terms Chk. (50% Comp.), Rubric D. & Peer Asses./MC/Essay #2 Descriptive E. Draft #2-Submit for Peer Review, Formal Debate In Class, npr.com Ab. #4
9.
Exemplification (pp.203-219), S.A.T. V.(11-15), Academic V., “U.S. News & W.R.”-T. E. #3
10.
Ex. Ess. Draft #1, Writer’s W.S., Rub. D. & Peer A./T. Es. #3, Fri. MC/Ess. #3, npr.com Ab. #5
11.
Process (pp.267-284), Process Ess. Draft #1, Writer’s Workshop, Rubric D. & Peer A./MC/E. #3, Exemp. E. Draft #2, Portfolio Resubmissions, Synthesis-Source to Essay, “Newsweek”-T.E. #4
12.(11/02/15) Cause & Effect (pp. 327-345), C. & E. Es. Draft #1 Writer’s Workshop,University Styled R. Essay Assign., Proc. Ess. Draft #2, S.A.T. V.(16-20), A.P. E. & Rubric-#4, npr.com Ab. #6
13. 14.
Comparison & Contrast (pp.387-408), Cause & E. Es. Draft #2 Univ. R.E.Writer’s Workshop, MC/Ess. #4 Comparison & Contrast (cont.), Comp/Cont. Es. Draft #1-Writer’s W., Current E. Argument, Rubric D. & Peer A./MC/E. #4, npr.com Ab. #7
15.
Comp/Cont. Es. Draft #2, Final Wk./Port. Resub., University R.E. Writer’s W.S..-Rough D.
16.(11/30/15) Comparison & Contrast (cont.), A.P. Essay #5 w/ Rubric Design & A., Tie up loose ends.
17.
University R.E. Due Mon. turnitin.com, Note. Ck. #2.,Completed Portfolio, S.A.T. Vocab. Quiz.,
18.
Final Exam Review (Essay & Mult. Choice-College B. Style), Rhetorical Vocab. & Device Due FATIGUED YET? DON’T LOSE YOUR SENSE OF HUMOR!!! ***It should be noted that the Weekly Schedule may be amended as needed.
A.P. English Language & Composition “B” Syllabus-Semester 2-L.G. Welch, Instructor ([email protected]) Office Hours: M. & W. 3:20-3:50--Room #309 Course Overview As with semester one, the A. P. English Language & Composition course is intended to immerse the student into the “nuts & bolts” of English language writing techniques. Much emphasis will be given to the study of writing in three specific areas: 1) the mechanics of writing (i.e. the writing process-from drafting to rewriting, editing, and revising), 2) rhetorical devices & strategies, and 3) the purpose & meaning of writing. Since the 11th grade is an opportunity for you to be exposed to all things American, whether it be history or literature, we will spend a good deal of time continuing our exploration of American writers (fiction & nonfiction) begun during the Intersession meetings Therefore, the student will be exposed to a variety of American & British nonfiction writers, essays through the centuries, and current events magazine articles, always with an emphasis on advanced composition as a means to discuss the intent of each writer; thus using the text as a depository from which the student will draw his/her support for each and every contention. Although not technically a college course, the student should be advised that this class DEMANDS university grounded discipline. In other words, if your plan is to garner an “A” for this course, missing even one (1) assignment will place that plan in jeopardy Many of the assignments will require outside labor with the reward being acquired college styled study skills and a successful score on the A.P. English Language & Composition exam administered in May. The student is further reminded that he/she should begin to contemplate course connections (e.g. A.P. Lang. to A.P. U.S. Hist.) as a clue to success when engaging in individual course assessment projects.
Requirements Daily attendance is a MUST! In a class where vocal and physical participation is an integral part of the course, the student is reminded that missing even one class meeting may certainly affect the final grade. Students are required to purchase a LARGE spiral notebook for class notes, Close Reading Notes, Vocabulary, & journal reflection. The student must also provide a folder, and a standard audio cassette tape that will be used for his/her Portfolio. HOMEWORK: As sure as the sun rises each day you can trust in the knowledge that you will have a HOMEWORK assignment every day of the week...pretty much. When absent you will call a member of your class to get the daily assignment, so make sure you exchange phone #’s with two classmates. PLAGIARISM is a heinous act that colleges and universities consider grounds for expulsion! If you are found guilty of plagiarizing ANY assignment in this class, you will receive an automatic FAIL for the assignment, a U for Work Habits & Cooperation, and an immediate parent/student conference with the Dean and Counselor to discuss further disciplinary action. We may also be using turnitin.com for peer review of your written assignments and that alone should guide you regarding proper work citations and plagiarism temptations. COMMUNICATION is crucial! If you fall behind-TALK TO ME! I only LOOK and SOUND like a BIG BAD Ogre.
Assessment Homework (Writings, Readings,...) 30 x 13 wk. = 390 In Class Essay Writings (Timed) 7 x 30 @ = 210 S.A.T. Vocabulary, Rhetorical Terms, etc. 100 pt. Total = 100 Close Reading/Journal & Class Notes 100 pt.-per-ck. x 2= 200 American Literature Abstracts # To Be Determined 300 The University Synthesis/Research Essay 200 pt. Total = 200 Mid-Term Exam (American Lit.) 200 pt. Total = 200 Class Writing Portfolio 4 Items x 50 pt. @ = 200 Final Exam (Full A.P. Lang. Exam) 200 pt. Total = 200 Total Points 2,000 Grading Scale: 2,000-1,800(100-90%)= A * 1,799-1,600(89-80%)= B * 1,599-1,400(79-70%)= C *1,399-1,300(69-65%)= D * 1,299(64% & Below)= Fail
Week #
A.P. English Language & Composition “B” Schedule Weekly Focus
1. (01/11/16) Patterns For C. W., Rev. Part 1: The Writing Process(pp.13-35), Active V., American Lit. Abstract Folder , Intersession Readings Ex., Invisible Man Assigned, Fri. MC/Essay #1 2. Classification & Division(pp.451-465), Charts As Evid.(p.464),Rubric D. & Peer As./T.E. #2, npr.com Abstract #1 {Essays From Patterns For College Writing To Be Assigned Prior to the Mode of Writing Focus} 3. Class. & Div. Essay, Fr. R.Rubric Des. & Peer As./T.E. #1, I.M. Style cont., Fr.MC/Ess #2 4. (02/01/16) Definition (509-523), Visual Evidence (p. 522), Notebook Check, Rhet. Terms Review, Rubric D. & Peer Asses./MC/E. #3, npr.com Abstract #2 5. 6.
Definition Essay Draft #1 (turnitin.com Peer Review), (Synthesis E.)-Timed Essay #3, Argumentation (pp.555-583), Argum. Ess. Draft #1, Writer’s Workshop, Friday MC/Essay #4, Definition Essay Draft #2, Portfolio Resubmissions, S.A.T. Vocab. (21-25), npr.com Ab. #3
7. 8. 02/29/16)
Argumentation cont., Arg. Essay Draft #1 Due, Invisible Man Close R.(fin), American Lit. Exam Invisible Man Team Text Style Discussion-Chapter Assignments, Free Response-Timed E. #1, npr.com Abstract #4 Invisible Man Team Text Style Discussion Presentation Meetings-Use "Abstract" As Guide Invisible Man Text Style Oral Presentations, Portfolio Submission #1, I.M. Team Abstract-Draft #1-Peer Review, Timed. E. #2 (Synthesis Essay)-Submit to turnitin.com For Peer R.
9. 10.
11. (CAD) A Week of College Board, A.P. Exam Practice w/ A FULL Exam - M.C. & Three Essays 12. (03/028/16) I.M. Present. cont., T.E. #2 (Synthesis Essay) Rubric D. & Peer Asses., American Literature Abstract Folder Due, Fri./Sat. A.P. Exam Practice, S.A.T. V. (26-30), npr.com Abstract #5 13. 14.
Invisible M. Team Abstract Due, Peer R. turnitin.com, Friday MC/Essay #3, A.P. Exam Pract. Waiting For Godot-Existentialism Lecture, Godot Project Based L. Team A., A.P. Exam Pract., npr.com Abstract #6
15. Waiting For Godot Text Style Team Presentations, Godot Abstract Draft #1, A.P. Exam Pract. 16. (04/25/16) Waiting For Godot Text Style Team Pres. (fin), Godot Abstract Due, Free Response-T.E. #6 17. 18.
University Styled Research Essay Assignment (Writing A Research Paper pp.707-736), S.A.T. Voc.(31-35), Portfolio Resub., Huckleberry Finn/Big River Huckleberry Finn/Big River continues, Connections between Writing Styles, S.A.T. Vocab.
19. Huckleberry Finn/Big River competition, Review S.A.T. Voc.(31-35), U.S.R.E. focus 20. (05/23/16) Univ. R.E.W.W.S., Huck F./B.R. cont. Combining the Patterns (pp.651-659), (Syn. )-T.E. #4 21. 22.
Synthesis Peer Asses./T.E. #4, Huck Finn/B.R. Abstract Draft #1-turnitin.com Peer Review Univ. R.E. Due Mon.-Submit To turnitin.com, Noteb. Ck. #2.,Completed Portfolio, Final Exam Prep. (Essay & M.C.-College Board Style), S.A.T. Vocab. Quiz.
***It should be noted that the Weekly Schedule may be amended as needed.
Appendix A The Writing Workshop This will be your best friend as the year progresses! All of the writings you complete for the course will be required to sift through several drafts before the final submission is accepted. Your classmates and I will assist you as you develop each written assignment, so prepare yourself for some spirited sophisticated critical commentary. Note the division explanations below.
I. turnitin.com We will make great use of this college based tool. When you submit your work to turnitin.com the software will provide you with an opportunity to engage in a peer review that I will oversee. The comments from your classmates and I will nudge you to the next draft of your composition with ideas that will assist your composing skills. The software will also alert you to the possibility of plagiarism and the proper Modern Language Association (MLA) techniques necessary to cite evidence correctly.
II. A word or two about PATTERNS for College Writing A Rhetorical Reader and Guide. It should be noted that this excellent text is more than a paper weight and must be used as a resource to jog your grammatical and rhetorical memories as our academic term progresses. Class and individual student needs will dictate when and what we review. The class population must commit to the "process of writing" as it applies to sentence, paragraph, and well-organized essay construction. Our focus this year revolves around works of nonfiction and fiction, but you will observe a constant fact: all excellent writing demands a conscious adherence to the process of writing. You may begin with a review of pp. 13-49 ("Part one: The Writing Process").
III. The Class Writing Workshop Each of your major writing assignments will be required to pass through one of these. You must always bring four (4) copies of your assigned composition since we will divide the class into groups. This opportunity to engage in peer assessment will allow you to input helpful comments, plus receive comments to assist your own steps through the process of writing.
Appendix B The Class Notebook As the year progresses, you will be creating a tome that allows for creative writing, as well as analytical composing. The notebook will be the centerpiece for nearly everything we do this year so make sure you purchase a LARGE one! The notebook is to be divided into three sections: 1) The left side will always be for “close reading” notes and questions for the literature that you read during the year. You will create your own thought provoking questions (i.e. Close Reading Notes) and answer the Patterns For College Writing questions at the end of each assigned essay. These notes will be references for exams, essays, and major papers assigned during the year so take this section very seriously. As the year progresses we will discuss what constitutes strong “close reading” notes. 2) The right side will be a daily entry of notes for class activities and lectures. Think of this section as your live journal where you write down important class discussed analysis and then reflect upon the useful designation of these thoughts and insights. The point is to enhance your critical thinking skills! There should be an entry for every day and the notes you take will assist your progress during exams, papers, etc. 3) The back of the notebook will be the “vocabulary” section for the S.A.T. & Rhetorical Vocabulary that we will be reviewing as the year progresses. Each lesson will provide you an opportunity to define new words/terms, create sentences that demonstrate your mastery of each new word, and present literary examples that expose an acute understanding of select rhetorical devices or terms.
Appendix C The Class Writing Portfolio During the course of this year we will be working on many projects to improve your skills in Language Arts. One of these projects will involve you creating a Portfolio in which to display your accomplishments, upon completion of the course. This will be your record of what you consider to be the BEST work you are capable of doing based on the subjects we cover together this year. Of course there will be opportunities to submit and resubmit your work as each semester advances. Contained below is a short list of all items that should be present in your Portfolio by the end of each semester. A brief explanation follows the item, but we will expand the explanations as each semester progresses. The total value of the Portfolio will be 400pt. each semester, and the rubric to determine these points will be agreed upon by myself, and the class, at a later date. NOTE the Common Core Standard(s) & JMHS Schoolwide Learning Outcomes (SLO's) that each assignment is helping you master.
1st. Semester 1. Mode of Discourse Essay Since you will be writing a zillion essays this semester it only makes sense that you should include these essays that expose your voice. {W. 1-6, Sub. Letters a, b, c, etc.; SLO #1} 2. The University Styled Essay Using the MLA Format as your guide, you will compose a 5-6 page essay that will explore the rhetorical devices/strategies employed by an author in one of his/her works. {W. 1 & 2, Sub. Letters a, b, c, etc.; SLO #1, 2, & 4}
3. The Timed A.P. Essay We will be completing several of these important essays during the year as a means to prepare for the rigorous A.P. essays. The prompts will be from actual exams. {W. 1, 2, & 5 Sub. Letters a, b, c, etc.; SLO #1, 2, & 4}
4. S.A.T./Rhetorical Vocabulary One of the key strategies needed to conquer this class is a strong personal vocabulary and a working knowledge of various rhetorical terms; examples of both will be collected. {RL 4; RI 4 & 10; L 4 & 5; SLO 1 & 4}
2nd. Semester 5. Practice A.P. Exam You will be under the examination gun, so to speak, many times this semester, and you will choose the three hour practice exam you feel best demonstrates your skills. {W 4-6 & 9; RL 4; RI 4 & 10; SLO 1, 3, & 4}
6. American Literature Abstract You will be writing many of these during the semester to chronicle your acquisition of a vast stable of American Literature. {W. 1-6, Sub. Letters a, b, c, etc.; SLO #1} 7. The Research/Synthesis Essay As in assignment #2 from semester 1, you will be be composing a major research paper this semester and it will be included in your portfolio. {W. 1 & 2, Sub. Letters a, b, c, etc.; SLO #1, 2, & 4}
8. The A.P. Class Notebook This semester has allowed you the opportunity to record a vast array of notes; class lecture notes, close reading notes, and vocabulary notes and exercises. Include this resource in your port. {RL 1-10; RI 1-3, 6-8; W 5, 6, 9, & 10; RL 4; SLO 1, 3, & 4}
Appendix D Current Events Essay Writing & Debate I. Rhetoric comes in many shapes and sizes and it follows that you must be able to recognize rhetorical devices and techniques as your writing style grows. This year will find you immersed in current events, whether it’s in this class or in your A.P. U.S. History class, and it’s important that you begin to synthesize this information to assist your rhetorical arguments. We will be using several on-line versions of major news magazines such as “Newsweek”, “Time”, “U.S. News & World Report”, “CNN Today”, etc. to assist us as we argue certain key issues affecting the lives of American citizens. Each writing prompt will be fashioned around an article chosen by the class and then you will be given a class period to compose your argumentative essay response. You must bring a hard copy of the article to class as you will be required to synthesize important facts and include them in your essay. The class will then create a scoring guide and rubric to use as we designate anchor papers and assess the class writings. After you collect your essay with score and comments you will be given an opportunity to rewrite the essay to receive a higher score. These timed writings are an important part of the course so begin planning how and where you will access the on-line version of the magazine chosen for a designated week. The school has internet connected computers in various labs, the library, and our classroom, but you can always use your internet connection at home.
II. As the year progresses you will be expanding your vocabulary via S.A.T. vocabulary words and rhetorical words and devices. Studies show that these new words will never become part of your personal lexicon unless you prod yourself to experiment with new vocabulary in the oral arena. One way to do this is to view the classroom as a laboratory where you can experiment with new words during class discussions and you will never be penalized for incorrect usage-we will gently correct your error. Another way to gain verbal prowess is to engage in a formal debate with fellow students. Another JMHS A.P. Lang. class and our class will be engaging in a spirited one day debate in the Oral Arts room midway through the first semester. The two classes will agree upon resolutions and I will provide each student with materials that will explain the formal team debate rules. Obviously this exercise will allow you an opportunity to put rhetoric on its feet and the confidence you will gain from this experience will spill over into your writing voice. So, start thinking of some current “hot topics” you would like to debate.
Appendix E University Styled Research Paper (The college essay is a central part of nearly every class you will elect to take. I will provide you with many handouts that will explain the MLA format that each of these papers must follow-so don’t worry. We will work on the content through various writers’ workshops and peer editing sessions as the year rolls on. Here is an example of one such assignment.)
Due: Monday, ??? by 3:15 pm. Late papers will be accepted only at the instructor’s discretion and (if accepted) will be downgraded by one full letter grade per day (being absent due to an illness, etc. is NO excuse for a late paper-send your essay via a family member or a friend). Early papers will gladly be accepted, and will be graded as if they were handed in on time. Wednesday, April 11 will be a Writers Workshop so plan on bringing 4 copies of your typed rough draft (at least 3 pages) to share with your peers. Instructions: Write an essay of 5-7 pages (typed, double spaced, modified MLA format) in response to the writing prompt below. Your essay should demonstrate your mastery of any assigned course materials relevant to the question. It should also go beyond those materials to show that you have thought about the topic yourself. The writing itself also “counts”: this is a take-home rather than an in-class exercise precisely because I expect you to put some time and care into the style and organization of your essay. Be sure to read the writing prompt carefully and to answer it thoroughly. Please supply a separate cover page for your paper, indicating the course title and the instructor. Be sure to follow the MLA format reviewed during class. Citations: You do not need to provide full citations when you make a reference to required course readings, but you should indicate page numbers in parentheses when you quote or paraphrase the texts (you are encouraged to follow the MLA format reviewed in class and via class handouts). Any texts that you choose for your paper should follow the MLA format for text citations. For example: Richard Freeman and Joel Rogers, What Workers Want (Ithaca: Cornell Univ. Press, 1999) Daniel Letwin, “International Unionism,” Journal of Southern History, vol. 61, no. 3 (August 1995) pp. 51-55 or the handouts given to you during the course of the class. Plagiarism: Plagiarism means presenting as one’s own the words, opinions, or work of someone else. It is one of the most serious forms of cheating and can lead to expulsion from a college or university. The penalty for plagiarism on this assignment will be a grade of “0” (failure). Any infractions will also be reported to the Dean of Students, your Counselor, and the Coordinator of the School for Advanced Studies. You are encouraged to discuss this assignment with fellow students; however, it is NOT acceptable to write your paper in collaboration with anyone else. The paper should include your ideas, it should be organized by you alone, and presented in your own words. ********** Synthesis is a necessary technique demonstrated by anyone claiming to be a master of language, either spoken or written. The paper you are about to compose must demonstrate your ability to synthesize a minimum of 5 (five) outside sources to prove your thesis. Therefore, you must create a thesis that is complex enough to warrant the aforementioned source requirements, and gain my approval before proceeding with the research and composition of your paper. That said, consider the following writing prompt: Select a topical issue that is considered to be controversial, that is to say, there are at least two strongly driven arguments surrounding this topic. Present your point of view regarding this issue via a strong thesis and then provide the necessary commentary to prove your stance. It goes without saying, that you must provide relevant outside sources that you have synthesized, and thus command, to actively support your point of view. It is not enough to quote sources-you must make these sources an organic component of your argument.
Appendix F The Abstract This form of writing will become a very important component of the class during your Winter Break and on into the second semester. The MLA style will be employed in a 3-5 page paper, and each assignment will follow the same format that is explained below:
I. Plot Précis We will determine the exact page requirement before each assignment but generally speaking, you should present a plot summary that hits just the bare bones facts surrounding the assigned work of literature. Most assigned works can be summarized in 1/2 to 3/4 of a page double spaced.
II. Style As you know, every writer has a distinctive voice just as every artist has a unique painting technique. You will identify the key style components that distinguish the assigned work and note where these devices are utilized by the author. It is not necessary to explain why they are there in this roughly one page section-simply note the device/mode and provide a text cited example.
III. Purpose/Meaning This is the very heart and soul of your Abstract. Just recognizing rhetorical devices and modes of discourse is not enough, but understanding WHY the author chose to use a specific device/mode is an imperative link to your analytical understanding of the assigned work. In section II you identified certain style choices utilized by the author and now it is important for you to explain why these devices/modes are critical to understanding the purpose/meaning of the work assigned. Your active voice inspired argument will normally take one to two pages, double spaced.
**npr.com Abstract For this assignment, you will produce a one (1) page document that will be singlespaced and follow the Abstract form explained above. We will discuss this "current events" oriented assignment in class and determine the exact requirements prior to the due dates.
***A Final Note: The Abstract will be called for as we explore various works of American literature and essays from previous centuries during our Workshop. Select authors will include: Thoreau, Emerson, Twain, S. Johnson, Ellison, Whitman, Poe, Donne, Dickinson, etc.
Appendix G The American Literature Abstract Folder and Exam During the American Literature Workshop we will be meeting to discuss classic works of American Literature. At this time we will be examining various works from select American writers including Hawthorne, Poe, Miller, Dickinson, Whitman, and Steinbeck - to name a few. I will assign the literary works to be included in your folder before the semester ends, and discuss the format expected for each selection. For those of you unable to attend the Workshop, it is crucial that you stay in contact with me and members of your class via e-mail. During a designated second semester date agreed upon by myself and the class, you will be taking a 50 question A.P. styled multiple choice exam based on the American literary works that were assigned at the end of semester one. The questions are very picky and detailed so READ CLOSELY and take EXCELLENT NOTES! This exam will be worth 200 points and your completed American Literature Abstract Folder will be worth 200 points as well. I strongly advise you to make plans to attend the Workshop, more to follow later.
Appendix H A.P. English Language “A” & “B”, & H. Advanced Composition Texts Kirszner, Laurie G., Mandell, Stephen R., PATTERNS for College Writing A Rhetorical Reader and Guide-Ninth Edition, Bedford/St. Martin’s-2004 Aaron, Jane E., The Compact Reader Short Essays by Method and Theme-Sixth Edition, Bedford/St. Martin’s-1999 Hacker, Diana, A Writer’s Reference, Bedford/St. Martin’s-2007 Applebee, Bermundaz, Blau, Caplan, Elbow, Hynds, Langer, Marshall, The Language of LiteratureGrade 11, McDougal Littell-2002 Beckett, S-Waiting For Godot Dickinson, E.-Various Poems Donne, J.-Various Essays Ellison, R.-Invisible Man Emerson, R.-The Oversoul & Self Reliance Hawthorne, N.-The Scarlet Letter Johnson, S.-Various Writings Miller, A.-The Crucible Poe, E.-The Fall of the House of Usher Steinbeck, J.-To A God Unknown Thoreau, H.-Civil Disobedience Twain, M.-The Adventures of Huckleberry Finn Whitman, W.-Leaves of Grass Williams, T.-A Streetcar Named Desire In-Class Handouts