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AP English Language and Composition Syllabus 2012 - 2013 Sandy Charlson Room: 206, CPHS Email: [email protected] [email protected] School Phone: 918.246.1470 Home Phone: 918.865.4893 Planning Period: 4th Hour Web site (lesson plans, class links, etc.): teacherweb.com/OK/CharlesPageHighSchool/SandyCharlson The AP English Language and Composition course is designed to be equivalent to the introductory year of a college composition course. You will become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and you will become skilled writers who compose for a variety of purposes, aware of the interactions among a writer’s purposes, audience expectations, and subjects. An integral part of this course is the development of research skills that will enable you to evaluate, use, synthesize, and cite various source materials including oral and written discourse and graphics and visual images. Course Philosophy 1. The course content focuses on the philosophical underpinnings of primarily American writing and thought, but we will also delve into the writings of Plato, Swift, Machiavelli, and a great many others. 2. The course uses both fiction and non-fiction; the primary focus will be your learning to analyze, synthesize, and evaluate nonfiction texts: essays, biographies and autobiographies, speeches, sermons, and passages from writings in the arts, history, social science, politics, science, and other areas of study. Works will be drawn from articles in newspapers, magazines, and online sources. You will also learn to evaluate visual media, including advertising and the Web. The works of fiction which are included in this course will be analyzed and evaluated for their rhetorical purpose/argument. and subsequently used as gateways to explore and synthesize nonfiction texts 3. My job is to facilitate and guide you. This classroom is a “community of learners” where both your and my opinion is valued. The majority of activities are student-centered. 4. As this class has been sanctioned by College Board as a college-level class, performance expectations are high, and the workload is challenging. You are expected to commit to a minimum of five hours of course work per week outside of class. Yes, we are working toward your doing well on the AP English Language and Composition exam on Friday, May 10, 2013, but, more importantly, we are working toward your future success as a reader, a writer, and a citizen. What a splendid year to be alive and thinking. Welcome to the conversation. 1 Student Evaluation You will be evaluated on the basis of major papers and projects, homework, quality and character of class participation and involvement, and AP-style writing prompts. Major papers count a great deal toward each quarter’s grade, but other elements are also significant. You will earn both numbered scores and grades on AP prompts you take during the year. The grade associated with a particular AP essay score varies according to the time of year; that is, a very good essay written in November earns a higher grade than a similar essay written in April. That’s because you are at work building the skills needed to succeed as the year proceeds. Final grades will be based on a point system with the following approximate values: Regular class work including quizzes: 30 percent Major papers and projects: 45 percent In-class writing: 15 percent Semester exams: 5 percent Participation: 5 percent Grading Policy: 90 – 100 80 – 89 70 – 79 A B C 60 – 69 59 & below D F Late Work and Absences By accepting the challenge of such a rigorous curriculum, you must also accept the responsibility of the expectations for the class: Be in class on time, prepared with the assignment, and ready to work. Late papers will receive no more than 70% the first day; after the first day, late papers will receive no more than 50%. Part of being successful is meeting deadlines. Likewise, if you are absent, you will need to check Wen-gage to find the lesson that you missed. I encourage you to make up your work as soon as possible. If you need to talk to me, I am usually in my room before school. I have 4th hour planning period, and I am also in my room most days after school. You can talk to me any time you need. In addition, if you are lost while working on an assignment at home, please feel free to call me at 865-4893. Supplies: AP Eng. Lang. & Comp. Folder/Notebook, Highlighters, Notebook paper, Pencils and pens (black or blue) Class Rules Honesty is your greatest asset in this class. There is a difference between discussing ideas and copying ideas, and we all know the difference. As Ralph Waldo Emerson said, “Nothing is at last sacred but the integrity of your own mind.” I try to live by this rule, and I expect you to do the same. ACT with RESPECT. Do YOUR Best. BE TRUE. 2 AP English Language and Composition Course Outline 2012 – 2013 Course Texts Allen, Janet, et al., eds. American Literature. Evanston, IL: Houghton Mifflin, 2008. Print. Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1999. Print. Hacker, Diana, and Nancy Sommers. A Pocket Style Manual. 6th ed. Boston: Bedford/St. Martin’s, 2012. Print Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin, 2002. Print. Kilgallon, Don. Sentence Composing for College: A Worktext on Sentence Variety and Maturity. Portsmouth, N.H.: Boynton/Cook, 1998. Print. Lunsford, Andrea A., and John Ruszkiewicz J. Everything’s an Argument. Boston, MA: Bedford/ST. Martin’s, 2010. Print. Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses, eds. The Language of Composition. Boston: Bedford/St Martin’s, 2008. Print. Ongoing Activities: AP Timed Writings PSAT/ACT/AP Test Prep. Writing Workshops 1 Nonfiction Book Project each semester Dialectical Journals Grammar in context Classroom Debates Writing, Writing, Writing Rhetorical Analyses of print and visual media Analysis of American and World Literature across genres, across time Unit A: Introduction to Essays and Rhetorical Analysis Everything’s an Argument Chapters 1, 2, and 3 Rhetorical précis John Donne’s Meditation XVII: No Man Is an Island Introduction to History of Essays: Seneca, Plutarch, Montaigne, etc. Aristotelian Triangle; RhetoricalTerms Summer editorials: Rhetorical Précis Independent Reading: Nonfiction Book MLK’s I Have a Dream Speech Analysis of Summer Novel Jonathan Edwards’ “Sinners in the Hands of an Angry God” Patrick Henry’s “Speech to the Va. Convention” Thomas Paine’s Common Sense Parallel Structure; MLA Documentation; Semicolon Practice PSAT Reading Practice and Vocabulary Analysis of College Board Scoring Rubrics and Essay Prompts Inaugural Addresses of Lincoln, Reagan, Kennedy, and Obama 3 Olaudah Equiano’s Interesting Narrative The Declaration of Independence Stanton’s “Declaration of Sentiments” Group Work: Create a PSA Major Paper #1: Summary Essay #2: Essays based on AP Essay Prompts Unit B: Satire, Irony, Humor, and Rhetorical Fallacies Machiavelli’s The Prince Irving’s “The Devil and Tom Walker” Infobank Assignment over controversial topic ACT Practice Chopin’s “The Story of an Hour” Twain’s “The Damned Human Race” Plato’s “Allegory of the Cave” Swift’s “A Modest Proposal” Satirical songs, The Daily Show, The Colbert Report AP prompt The Onion Group Work: Create your own political or social satire presentation over a current topic Major Paper #3: AP prompt rhetorical analysis of satirical writing #4: Write an Argument/Persuasive Essay in which you Agree, Disagree, or Qualify a Claim made by the author of your Independent Reading, Nonfiction Book Unit C: College Prep Excerpts from memoirs and personal essays; rhetorical précis Exploration of chosen career paths and colleges Self-analyses papers ACT Practice Infobank Assignment over controversial topic Major Paper #5: Infobank Final Persuasive Essay Unit D: The Scarlet Letter / Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself Frederick Douglass’s “What to the Slave is the Fourth of July Speech” Major Paper #6: Literary Criticism Essay/Argument Analysis Essay ACT Practice Unit E: Memoir Independent Reading Book: Memoir Murray’s “The Stranger in the Photo Is Me” Student Personal Photos Emerson’s Essays 4 Thoreau’s Walden, “Battle of the Ants,” “Where I Lived, and What I Lived For” Thoreau’s “On Civil Disobedience” Orwell’s Essays MLK’s “Letter from Birmingham Jail” Dillard’s Pilgrim at Tinker Creek Kincaid’s “On Seeing England for the First Time” ACT Practice Major Paper #6: Personal Memoir Unit F: The Great Gatsby 1920’s Research Project with Annotated Bibliography Subject/Verb Agreement ACT Practice AP Argument Essay Analysis Major Paper #7: Argument essay Unit G: Synthesis of Print and Visual Media Advertisement Analysis Dangling Participles/Misplaced Modifiers Excerpts, essays, poems, etc. on education Major Paper #8: Synthesis essay Group Work: Create an AP style synthesis question Documentary Project AP Test Practice Selected writings from The Language of Composition Unit H: Fiction or Nonfiction: The Blurring of the Lines of Rhetoric Selected writings over various topics from The Language of Composition and other sources Top Ten Book List Course Outline and Syllabus subject to revision as necessary. Note: In order to accommodate the release of the new movie version of The Great Gatsby in December 2012, we will be reading the book and doing the accompanying 1920’s research paper in the fall. Additionally, depending on the availability of books, we may change to a more current novel/non-fiction book to read as a group in the spring. 5