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1 Advanced Placement English Language and Composition Syllabus Course Overview As required by the College Board’s Advanced Placement English Course Description, students in AP English Language and Composition engage in an in-depth study of the modes and types of writing (expository, narrative, reflective, analytical, and persuasive) and the understanding and use of language. Stylistic and rhetorical methods, as well as vocabulary, grammar, and syntax are emphasized. By reading, writing and analyzing works from a wide range of non-fiction and fiction prose, poetry, novels, essays, and speeches, students develop not only their analytical abilities, but also their composition skills. Throughout the year there is a strong emphasis on determining a writer’s purpose, audience, and methods of communication. In turn, students become keenly aware of those elements in their own writing. Working with students to write effectively and persuasively in a variety of modes is the primary goal of the course. Grading Practices Students are graded using a weighted point system. Points are based on the type and length of the various assignments. The semester test grade is 15% of the total points available. 90-100 80-89 70-79 60-69 59-0 A B C D F Because of the importance of academic integrity, the course requires students and their parents or guardians to agree to the plagiarism policy called the “Honor Code.” Students and parents are made aware that plagiarism is the use of the ideas or writings of another as one’s own and that such dishonorable conduct will result in a zero. Students entering the course and their parents agree to abide by this policy by reading and signing the Honor Code Agreement. To aid in the discovery of plagiarized papers, students are often required to use Turn it in (turnitin.com), a web-based plagiarism detection service, when submitting papers. 2 Summer Reading Requirement All students entering the course are required to complete a summer reading assignment. They choose one of the novels (last year students chose either I Know Why the Caged Bird Sings by Maya Angelou or The Life of Pi by Yann Martel) and read the novella House on Mango Street by Sandra Cisneros. Students complete a dialectical journal by recording samples of text from each chapter and providing their analysis or commentary for each entry. Vocabulary and Grammar For the duration of the course, students have a weekly vocabulary and grammar assignment. Vocabulary terms are from College Board SAT practice materials and from works studied in the course such as The Scarlet Letter. The vocabulary words are introduced to the students every Monday with careful attention to the spelling, pronunciation, and definition of each. Students then complete a sentence writing assignment that incorporates review of grammar, syntax, sentence types, subordination and coordination, and style elements. Students receive feedback on their sentence writing assignment, with close attention being paid to the appropriate and effective use of vocabulary. If necessary, students may make revisions to earn full credit. Tuesday through Thursday a student volunteer orally reviews the words and definitions with the class. On Fridays, students are tested on the spelling and definition of that week’s words and some from previous tests. Combining the study of grammar with the vocabulary assignment has proven a very effective and efficient way to teach and review without taking an inordinate amount of class time. American Literature Because the traditional on-level English course for junior students in our district is American Literature, the literature selections are used in the teaching of style and rhetorical analysis. The course covers a wide variety of literature selections beginning with pieces from the Native American and Colonial periods and moving through The Age of Reason, Romanticism/Transcendentalism, Realism, Modernism, the Harlem Renaissance, and Post-Modernism. 3 Sample American Literature Selections First Semester Title of Work Author Points of Emphasis narration, style, imagery, point of view Assessment “The Way to Rainy Mountain” N. Scott Momaday “Of Plymouth Plantation” William Bradford style, syntax, primary sources tone, diction persuasive appeals (pathos) McCarthyism, theme, irony in class writing “Sinners in the Hands of an Angry God” Jonathon Edwards The Crucible Arthur Miller The Scarlet Letter Nathaniel Hawthorne imagery, symbolism, syntax, theme timed writings multiple choice practice “Speech to the Virginia Convention” Patrick Henry PATTR (purpose, rhetorical analysis essay “Declaration of Independence ” “Civil Disobedience” Thomas Jefferson PATTR, persuasive appeals rhetorical analysis essay Henry David Thoreau PATTR, persuasive appeals, historical perspectives class discussion audience, tone, theme, rhetorical devices), persuasive appeals (ethos, pathos, logos) in class writing tone and diction imitation exercises Applied Practice multiple choice practice exam, timed writings 4 “Self Reliance” Ralph Waldo Emerson PATTR, persuasive appeals opinion writing Into the Wild Jon Krakauer theme, organization, point of view, author’s use of primary and secondary sources journal writing, timed writing Inner/Outer circle discussion modes of historical and contemporary satire analysis of narration, imagery, diction, syntax, primary sources analysis of symbolism, allegory analysis of symbolism, allegory point of view, syntax analysis of satirical selections, original satire study questions, style analysis essay (concrete detail and commentary) symbolism chart Second Semester The Adventures of Huckleberry Finn Mark Twain “Narrative of the Life of Frederick Douglass” Frederick Douglass “The Masque of the Red Death” Edgar Allan Poe “Dr. Heidegger’s Experiment” Nathaniel Hawthorne “A Rose for Emily” William Faulkner The Great Gatsby F. Scott Fitzgerald A Raisin in the Sun “Hills Like White Elephants” Lorraine Hansbury Ernest Hemingway rhetorical strategies in dialogue, style analysis, symbolism theme, point of view syntax, diction, inference and symbolism symbolism chart alternate point of view writing exercise timed writings, AP practice multiple choice point of view writing exercise multiple choice test, in class writing analysis 5 AP Exam Preparation The College Board’s AP test practice materials are invaluable for this course. Early in the year, and continuing throughout, students take practice multiple choice exams and respond to various types of writing prompts to familiarize themselves with the test and gain proficiency in their reading, writing, and analysis skills. Sometimes students work individually on the multiple choice exams, and other times they work in small groups, having to reach consensus on their answers. This allows them the opportunity for some energetic academic debate and requires students to back up their opinions with evidence. Timed writings are introduced at the beginning of the school year by reading prompts and actual student responses from released AP exam materials. With practice, students learn to become “AP graders” using the AP exam rubric to determine the appropriate scoring. Hereto, the students are carefully analyzing the effectiveness of a piece of writing and the merits and/or faults of each. As the year progresses, students evaluate their peers’ writings. Students turn in timed writings (using a pseudonym) and are scored by a small group of peers from another class hour. The evaluations focus on several important elements of writing: diction, sentence structure and variety, transitions, logical organization, and the use of rhetorical devices and appropriate supporting evidence. Students are then required to address any problems noted by the graders, revise the essay, complete a self evaluation, and turn the essay in to me for a final evaluation grade. Synthesis Because of the addition of the synthesis questions to the AP English Language and Composition exam, much attention is given to providing the students with opportunities to use a variety of supporting information to back up their arguments. To address this, students are required to research and create their own synthesis questions. Researching a topic and looking at both sides of an issue is a high priority in the AP Language classroom. Therefore, students must construct and research a debatable topic and find source material that could be used to support or challenge a given position. The types of materials they can provide are: charts, graphs, cartoons, articles, editorials, photographs, and advertisements. These student created questions are reviewed in class and some are selected to be used as synthesis question practice materials. Along with creating their own synthesis questions, students practice using prepared practice synthesis questions on a variety of topics. For 6 example, students are assigned a researched, argumentative paper based on selections from The Jungle by Upton Sinclair and Fast Food Nation by Eric Schlosser. In addition to excerpts from Sinclair and Schlosser, students are given a variety of sources about the fast food and meat processing industries, as well as meat inspection practices in the U.S. Sources include articles from U.S. News & World Report and Time; a letter from Sinclair to Theodore Roosevelt (from the National Archives); a 1906 speech by Roosevelt, “The Man with the Muck-rake”; a historical, political cartoon depicting Roosevelt raking muck; and a Malcolm Gladwell essay, “The Trouble with Fries.” Student must use the Sinclair and Schlosser sources, along with at least three of the other sources, as evidence to support their argument on 1 of 4 prompts (their choice): 1) Is Eric Schlosser a muckraker? 2) Are further changes to the Meat Inspection Act essential? 3) What is Schlosser’s purpose in Fast Food Nation, and to what extent has he achieved his purpose? 4) Write an editorial in which you argue that further government action is (or is not) necessary to protect the American public. As students complete this essay, they will proceed through several drafts, with revision aided by the teacher and their peers. Skills emphasized in this project include enhancing logical organization with repetition and transitions, controlling tone, and establishing and maintaining voice. Students are cautioned to remember that all effective writing considers opposing viewpoints and are required to use MLA citation format, both internally and in the Works Cited. Political and Social Issues in Persuasive Writing Using our classroom subscription to weekly news magazines, as well as the internet and newspapers, the students are given a weekly assignment over local, national, and international issues. Students are asked to consider many things in their analysis of news stories including the source, author, bias, tone, evidence, and style. By fostering an awareness of happenings in their community, state, nation and world, students are engaged in thought-provoking discussions and lively debates. The topics discussed are often used as journal entry prompts and the topics for our in-class debate unit. Sample of debate topics Gun control is justified. The United States should impose stronger regulations regarding illegal immigration. Violent juvenile offenders should be treated as adults by the judicial system. Embryonic stem cell research is unjustified. Cloning human beings is immoral. 7 The drinking age should be lowered to eighteen. The war in Iraq is justified. Capital punishment is justified. Terminally ill patients should have the right to die when and how they choose. Spanking as a form of discipline is justified. Drug testing students involved in extracurricular activities is justified. Graphics and Visual Images as Text Because of the visual nature of our world today, students are encouraged to become visually literate. This course explores the how visual elements, both graphical and textual, influence audience. For example, students locate and print out/copy three political cartoons using newspapers, news magazines, or the internet. For each cartoon, students write a short essay analyzing the author’s purpose and how the graphics/visual images serve as alternative forms of written texts. They consider the persuasive techniques used in political cartoons such as symbolism, exaggeration, labeling, analogy, and irony. In their essays, students are directed to consider the following questions: 1. What is the event or issue that inspired the cartoon? 2. Are there any real people in the cartoon? Who is portrayed in the cartoon? 3. Are there symbols in the cartoon? What are they and what do they represent? 4. What is the cartoonist’s opinion about the topic portrayed in the cartoon? 5. Do you agree or disagree with the cartoonist’s opinion? Why? Students staple each cartoon to its essay, then staple all three together to form the final project. In addition to cartoons, students analyze advertisements for persuasive appeals (ethos, pathos and logos), complete tone/diction exercises that require them to describe the details and mood of various photographs and paintings, and learn to effectively use visual elements such as charts and graphs as evidence in argument construction. Journal Writing At the start of each semester (for approximately 2 weeks) students are asked to record in their journals a short response to a quote, question, cartoon or photograph. The responses are commonly reflective or narrative in nature, or, when asked to do so, will be argumentative-addressing the validity of a statement. These journal entries are then used to aid the student in developing ideas for their reflective and persuasive essays. 8 Sample journal writing prompts Persuasive Agree, disagree or qualify the validity of the statement. “Whoso would be a man must be a nonconformist” Ralph Waldo Emerson “We must not confuse dissent with disloyalty.” Edward R. Murrow “All tyranny needs to gain a foothold is for people of good conscience to remain silent.” Thomas Jefferson “They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.” Benjamin Franklin Reflective Offer your interpretation of and feelings about the quote. “Life is painting a picture, not doing a sum.” Oliver Wendall Holmes “I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I cam to die, discover that I had not lived.” Henry David Thoreau “People love others not for who they are, but for how they make them feel.” Irwin Federman Rhetoric/Argumentation The study of rhetoric is the crux of this course. Students begin by learning the basic terminology and quickly move to identifying rhetorical devices and modes and then, most importantly, how to effectively incorporate those elements into their own work. For example, students complete analysis charts, like the ones below, to aid in their identification and analysis of rhetorical devices in argument. The assignment requires them to locate examples of specific rhetorical devices and comment on their significance to the message of the work. 9 Quotes are from “Letter from Birmingham Jail,” by Martin Luther King Jr. Quotation “Daddy, why do white people treat colored people so mean? “Whatever affects one directly, affects all indirectly.” “Like Paul, I must constantly respond to the Macedonian call for aid.” “Injustice anywhere is a threat to justice everywhere.” “Will we be extremists for hate or love?” Rhetorical device pathos Analysis/Commentary parallelism allusion antithesis rhetorical question Quotes are from “Speech in the Virginia Convention,” by Patrick Henry. Quotation “No man thinks more highly than I do of the very worthy gentlemen who have just addressed the House.” “We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne...” “Suffer not yourselves to be betrayed with a kiss.” “I have but one lamp by which my feet are guided; and that is the lamp of experience.” “Shall we acquire the means of effectual resistance by lying supinely on our backs...until our enemies have bound us hand and foot?” Rhetorical device ethos anaphora allusion metaphor pathos Analysis/Commentary 10 Sample of rhetorical concepts/devices Rhetorical triangle (speaker/writer, purpose, audience) Persuasive appeals (ethos, pathos, logos) Deduction/induction Anaphora Rhetorical questions Connotation Syllogism Enthymeme logical fallacies (begging the question, ad hominem, red herring, slippery slope, hasty generalization, straw man, post hoc ergo prompter hoc, false authority) Antithesis Allusion Parallelism Appeals to authority Analogy Concession/refutation Classical argumentative scheme (introduction, background, proposition, proof, concession/refutation, conclusion) Starting with an understanding of basic rhetorical principles, students in AP Language and Composition continue to build upon their knowledge and understanding of the use and importance of rhetorical devices in constructing convincing arguments. A major assignment in our study of rhetoric is the participation in an in-class debate on controversial issues. Students are assigned a position (affirmative or negative) on a resolution (topic). They then begin their preparation by doing the following: 1) Research their topic and the opposing viewpoints 2) Gather the appropriate evidence from a variety of primary and secondary sources and learn how to effectively evaluate, use, and cite the information. 3) Construct a persuasive essay/speech using proper MLA citations and Works Cited page 4) Convincingly deliver their argument aloud Using Joseph F. Trimmer’s A Guide to MLA Documentation, students are taught proper documentation of sources for research papers. Compiling information, parenthetical documentation of direct and indirect quotes, summarizing and paraphrasing, preparing the Works Cited page and proper format are covered in detail. 11 To allow for debate and limit the number of class hours involved in presentations, the students follow the following format when debating: Affirmative speech Negative cross examination of Affirmative Negative speech and rebuttal Affirmative cross examination of Negative Affirmative first rebuttal Negative 2nd rebuttal Affirmative 2nd rebuttal Essays The study of the various types and purposes of essays is covered at length in the course. Students conduct close readings and respond to questions over essays in anthologies such as The Norton Reader and 50 Essays. The questions may require the student to analyze the writer’s purpose, methods and overall effectiveness, present an argument or opinion, and/or imitate the author’s style. Along with responding to the essays, students write original persuasive, narrative, expository, descriptive, and satirical essays. Students revise initial drafts of essays using peer and/or teacher evaluations. During the revision process, special focus is placed on sentence variety using subordination and coordination, a wide range of appropriate vocabulary, a balance of general and specific detail, and logical organization. Sample of essays Persuasion “Letter from Birmingham Jail,” Martin Luther King Jr. “Gettysburg Address,” Abraham Lincoln “Where I Lived, and What I Lived For,” Henry David Thoreau “The Audacity of Hope” (2004 DNC Keynote Address), Barack Obama Narration “Salvation,” Langston Hughes “Once More to the Lake,” E.B. White “Letter to his Son,” Lord Chesterfield “Terwilliger Bunts One,” Annie Dillard “Me Talk Pretty One Day,” David Sedaris 12 Description “On Dumpster Diving,” Lars Eighner “Club Denali,” Jon Krakauer “Shooting an Elephant,” George Orwell “The Ugly Tourist,” Jamaica Kinkaid “How it Feels to be Colored Me,” Zora Neale Hurston Exposition comparison “Letter to President Pierce,” Chief Seattle “Of Youth and Age,” Francis Bacon “Aria: Memoir of a Bilingual Childhood,” Richard Rodriguez classification “Going to the Movies,” Susan Allen Toth “Tides,” Rachel Carson “Mother Tongue,” Amy Tan definition “On Being a Cripple,” Nancy Mairs “Notes of a Native Speaker,” Eric Lieu “In Search of Our Mother’s Gardens,” Alice Walker “Good Readers and Good Writers,” Vladimir Nabakov Satire “A Modest Proposal,” Jonathan Swift “The War Prayer,” Samuel L. Clemens “Acme vs. Coyote,” Ian Frazier “Miss Kindergarten America,” Carol Schacter Contemporary satirical selections from satirical publications e.g. The Daily Show, The Onion, The Colbert Report, etc. Outside reading requirement Each semester students choose a title from our suggested list of nonfiction or one of their own choosing (with teacher approval) for outside reading. Students complete a summary of the work, develop questions about the work and/or its author and offer personal opinion responses to the text. Titles under consideration for 2007-2008 are: 13 Fast Food Nation, Eric Schlosser Nickel and Dimed, On (not) Getting by in America, Barbara Ehrenreich In Cold Blood, Truman Capote Profiles in Courage, John F. Kennedy The Audacity of Hope, Barack Obama The Innocent Man, John Grisham Flags of Our Fathers, James Bradley with Ron Powers The Freedom Writers Diary, Erin Gruwell The Jungle, Sinclair Lewis Angela’s Ashes, Frank McCourt Hunger of Memory: The Education of Richard Rodriguez, Richard Rodriguez An Inconvenient Truth, Al Gore Into Thin Air, Jon Krakauer A Perfect Storm, Sebastian Junger SeaBiscuit, Laura Hillenbrand Krakatoa, Simon Winchester The Professor and the Mad Man, Simon Winchester The Devil in the White City, Eric Larson Amusing Ourselves to Death, Neil Postman A Tinker at Pilgrim Creek, Annie Dillard * Summer reading and outside reading selections may be checked out from our school’s media center or a local library. All other required reading selections are available in the books checked out to students for their individual use inside and outside the classroom. TEXTS Applebee, Arthur N. et al. The Language of Literature: American Literature. Evanston: McDougal Littell, 2002. Clark, Irene L. The Genre of Argument. Boston: Thomson Heinle, 1998. Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s, 2004 Language Network. Evanston: McDougal Littell, 2001. Peterson, Linda H., John G. Brereton, and Joan E. Hartman, ed. The Norton Reader. 10th ed. New York: Norton, 2000. Trimmer, Joseph F. and Maxine Hairston, ed. The Riverside Reader. Boston: Houghton Mifflin, 2005. 14 RESOURCES Corbett, Edward P.J. and Robert J. Connors. Classical Rhetoric for the Modern Student. 4th ed. New York: Oxford UP, 1999 Degen, Michael. Crafting Expository Argument. 3rd ed. Dallas: Telemachos, 2001. Gilbaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003. Hartzell, Richard. The Princeton Review: Cracking the AP English Language and Composition Exam 2006-2007 Edition. New York: Random House, 2006. Miles, Robert, Marc Bertonasco and William Karns. Prose Style: A Contemporary Guide. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1991. Roskelly, Hephzibah and David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing. AP ed. New York: Pearson/Longman, 2005. Trimmer, Joseph F. A Guide to MLA Documentation 6th ed. Boston: Houghton Mifflin, 2004. Newsweek magazine U.S. News & World Report magazine ONLINE SOURCES American Rhetoric (http://americanrhetoric.com) Arts & Letters Daily (http://www.aldaily.com) The Onion (http://www.theonion.com)