AP Language a nd Composition 1 Advanced Placement Language and Composition Fall a nd Spring 2016­2017 Instructors: Mr. Klingensmith
Phone: 965­9610 Ext. 2405 ACHS
Email: e [email protected] Room 2405
Ms. Lawler
Phone: 965­9610 Ext. 2409 ACHS
Email: [email protected]
Room 2409
Ankeny Centennial High School Course Catalog Description: Students will c onstruct a nd revise a series of writings: formal a nd informal, narrative, e xpository, argumentative, a nd persuasive. Students will practice e ffective reading a nd research techniques, a nd explore structure, style, a nd documentation. Students a re e ncouraged to take the AP Exam: English Language a nd Composition. Students may a lso e nroll in six DMACC c redits: ENG 105, Composition I and ENG 106, Composition II. Advanced Placement Course and Test: As a n a pproved Advanced Placement c urriculum, this c ourse will provide you with a variety of writing and reading a ctivities intended to e nable you to write e ffectively a nd c onfidently a nd to read c omplex text with understanding. We will e mphasize the e xpository, a nalytical, a nd a rgumentative writing that forms the basis for a cademic a nd personal c ommunication, a s well a s the personal a nd reflective writing that e nables your e xpressive c apacity. You will e xplore your own c omposing processes a nd revise a nd improve your own writing. You will read a wide variety of texts (novels, e ssays, political writing, academic e ssays, c ritical a nalysis, c ourt decisions, c urrent e vents, speeches, personal writing, biography, memoir, a nd a utobiography) e xamining other writers’ ideas, rhetorical strategies, a nd style. Additionally, we will read to gain support from others to buttress a nd a mplify your own ideas, a nd while doing so, gain valuable e xperience in research a nd documentation. While this c ourse prepares you for the Advanced Placement Language a nd Composition Exam, your a ctive participation in a c ommunity of learners will e nrich a nd e xtend your learning, a s you set your own learning goals. AP Language a nd Composition 2 Dual Credit through DMACC: Students may e nroll in two c ourses a t DMACC: ENG 105 for the first semester a nd ENG 106 for the second semester. The c ompetencies for these two DMACC c ourses a re listed below. Successful attainment a nd demonstration of these c ompetencies a re necessary for this c redit. Additionally, e ach student must c omplete a portfolio of their work a nd writing demonstrating a n a ttainment of the writing goal a reas. These writing goals a re a lso listed below. Students a re reminded that c ompletion of necessary paperwork to e nroll or drop the DMACC c redit is their responsibility. Books and Resources: Summer Reading List: Columbine by Cullen; Unbroken by Hillenbrand; Angela’s Ashes by McCourt; The Immortal Life of Henrietta Lacks by Skloot; a nd Dreamland b y Quinones. Reading Choices During the School Year: T
he Art of the Personal Essay e d. by Lopate; The Best American Essays of the 20 th Century e d. by Oates; 50 Essays 3rd e d. e d. by Cohen; Re­Reading America th 8 e d. e d. by Colombo, Cullen, & Lisle; The Oxford Book of Modern Science Writing e d. by Dawkins; Hiroshima by Hersey; Nickel and Dimed by Ehrenreich; The Stranger by Camus; As I Lay Dying by Faulkner; Frankenstein by Shelley; The Scarlet Letter by Hawthorne; The Heart of Darkness by Conrad; The Prince by Machiavelli; Dead Man Walking by Prejean; Freedom Summer b y Watson; & a ssorted other handouts a nd readings. Writing Tasks and Assignments: In this c ourse, you will be a sked to perform a variety of formal a nd informal writing tasks. You will be writing to e xplain, e xplore, define, a nalyze, c ritique, reflect, a nd to a rgue. We list below some of these tasks a nd a ssignments to e xplain in more detail what is involved. ● The writer’s notebook: This is a designated notebook or section of a notebook where you will respond informally to in­class questions, responses to e ssays a nd readings, reflection on classroom discussions a nd readings. This is a way to c larify your thinking, take risks a s a writer, a nd reflect on what you have been thinking. As a teacher, I will not read a ll of what you write here; however, it is vital that you do your thinking on paper, a nd some of what you write here will be revised, a mplified, a nd e laborated on for a more formal, polished piece of writing. ● On­demand, in­class timed writing: From time to time, a nd e specially on late­start Wednesdays, you will be a sked to write in this manner to increase your stamina a s a writer a nd a reader. The questions that we will use will be generated from your reading, reading we do together, c lass discussion follow­up, visual images, reading on­demand, a nd from previous AP e xams. Sometimes this writing will be done in your a ssertion journal a nd sometimes handed in immediately. ● Formal e ssays a nd papers: These writing a ssignments a re polished pieces of writing that you will take from the pre­writing idea­formation stage through to the polished stage. These assignments will a ll be graded, a nd they include the following: AP Language a nd Composition 3 ●
SEMESTER 1 o On­demand Summer Reading persuasive e ssay o A scholarship e ssay response based on a personal narrative a nd e xperience o A formal rhetorical a nalysis e ssay of a writer’s style a nd voice based on the summer reading list; a nalysis of rhetorical strategies a nd modes of the writer of a novel o An e xpository, research e ssay using a variety of rhetorical modes (APA formatting) o An a nalysis of some a spect of a film o On­demand e ssays over AP synthesis, rhetorical, a nd persuasive prompts o Semester Exam: reflective c over letter in support of your writing portfolio in c onnection with the six ENG 105 c ompetencies SEMESTER 2: Semester­long Common Research Topic o A profile o On­demand e ssays over AP synthesis, rhetorical, a nd persuasive prompts o A polished form of the writer’s notebook response a nalyzing a visual a rtifact. o An e ssay in which you a nalyze a nd c ontrast three or more visual images or a rguments o An a rgumentative research e ssay (MLA formatting) o A problem­solution e ssay o National Forums discussion o Capstone Research Project o Semester Exam: reflective e ssay in support of your writing portfolio in c onnection with the six ENG 106 c ompetencies Submission of Formal Writing Assignments (per instructor’s discretion) o All e ssays will be submitted through Google Classroom OR a s a printed c opy for peer review, instructor review, a nd final draft submission. o All research e ssays will be submitted to turnitin.com to a ssess the proper use of sources in e ach e ssay. o The use of Google Classroom will be discussed in detail during the first week of c lass. Reading Tasks and Assignments: There a re a number of varied, c omplex readings that you will e ngage in this c ourse including non­fiction books, novels, e ssays, a rticles, c ourt opinions, a nd online postings. With e ach reading, we will a sk that you e xamine what a particular writer wishes to do in a piece of writing, what a udience that writing is geared toward, what purposes the writer had in mind, in what c ontext (including time a nd c ulture) a piece of writing takes place, how a piece of writing is structured, a nd whether or not a piece of writing is successful in its intents or if it is e ffective or not. Note taking a nd a nnotating a s you read is e ssential. To that e nd, we will give you several structures that we will e xpect you to use a s tools a s you e ngage each text or image: ● Jolliffe’s Rhetorical Framework Diagram ● Reading Skills for AP Multiple­choice Passages a nd Prompts (Phelan & Jolliffe) including the18 Functional Questions, 9 Top­Down Questions, 7 Bottom­Up Questions (Schemes a nd Tropes) and the 6 Contextual questions You will be provided with these a nd will be a sked to use e ach from time to time. AP Language a nd Composition 4 Office Hours: Instructors will post office hours weekly. We e ncourage you to utilize these opportunities for conversations regarding your c oursework. This is the perfect time to workshop your writing to improve skills on e ach a ssessment. Self­Advocacy: We e ncourage students, not parents, to a ddress initial c oncerns with the instructor via office hours or email. This provides students best practice for future e ncounters with professors in their c ollege endeavors. The Writing Process: For e ach writing task or response, you will be e ngaged in some part of the writing process. Although the writing task is recursive in nature, we will focus on building your skill a nd facility in these stages: ● Pre­writing and drafting o Using the writing a nd ideas of others to inspire my own thinking o Researching o Establishing purpose a nd a udience o Producing e xpository, a nalytical, a nd a rgumentative writing that introduces a c omplex central idea, which is supported by e vidence, e xplanation, a nd structure o Providing c lear transitions that reflect logical thought o Drafting using a variety of rhetorical modes, sentence structures, rhetorical devices, schemes, a nd tropes a nd incorporating a nd documenting primary a nd secondary reference documents. o Writing a nd reflecting on my own process of c omposition ● Revising o Improving my vocabulary for e xpansion a nd precision o Improving my writing my varying my sentence structures a nd syntax o Improving my writing by using organizational structures that fit my writing purposes a nd in order to increase logical c oherence o Improving my writing by varying my use of generalization a nd specific illustrative detail and by e laborating o Improving my writing by using diction a nd structure to e stablish voice a nd tone a nd by rethinking rhetorical strategies a nd structures ● Editing o Improving my writing by e liminating surface a nd mechanical e rrors. o Improving my writing by a pplying the c onventions of standard written English o Improving my writing by a dherence to the c onventions of MLA a nd APA ● Review and Publishing o Critiquing my own writing in a n a dvanced state of revision o Critiquing the writing of my peers through workshopping a nd providing c onstructive criticism o Receiving the c onstructive c riticism of my instructor a nd my peers o Meeting deadlines AP Language a nd Composition 5 We will view a ll writing a s being subject to this recursive process. Writing is a process, a nd a s such, it is imperative that many drafts a re c reated for e ach piece. Sharing your drafts with e ach other via workshopping with your peers a nd with the instructor will increase your c hances of producing a quality document. Please keep a ll drafts of your work a s e vidence of the writing process; these drafts will a lso be used with your portfolio. Rewriting a paper, after the final due date, will be left to the discretion of the instructor. AP Released Exams and Practice Questions: Each Wednesday a nd a t other times, we will look a t a nd a nswer e ither a c onstructed response question or some multiple c hoice questions in a n AP­like format or from a released e xam. This will not only give you opportunity to practice the skills important to c ritical reading, a nalysis, a nd writing, but will a lso build stamina a nd c apacity when you take the AP e xam in May. How Students Will Be Graded: ● A 0­100 percent scale will be utilized a t the secondary level in the Ankeny Community School District. ● Letter grades will c ontinue to be a ssigned for a ll c ourses a t the secondary level based on the 0­100% scale. ● When a rubric is c onverted to a letter grade, the 0­100 percent scale will be e mployed. ● Categories/Weighting in Infinite Campus: Formative grades­­0 percent of the 18 week grade; “Formal” Summative Essays­­89% of the 18 week grade/80% of the semester grade (these will be e ither 50 or 100 points e ach)/ Other writing a nd a ctivities (e.g. reading c hecks, quizzes, journals, a nd on­demand or timed writings)­­11% of the 18 week grade/10% of the semester grade; semester e xam, which c onsists of c ompiling a portfolio a nd reflection letter discussing each of the semester’s writings a nd c ourse c ompetencies­­10% of semester grade only; Behavioral a nd Formative Grades­­0 percent of the 18 week/semester grade. Formative and Summative Assessment Definitions: ● Formative Assessment: Formal a nd informal process teachers a nd students use to gather evidence for the purpose of improving learning. ● Summative Assessment: Assessments that provide e vidence of student a chievement for the purpose of making a judgement a bout student c ompetence or program e ffectiveness. Behavioral Expectations (21st Century Skills) : The vision of the Ankeny Community Schools is that behavior will be reported separately from a cademic achievement a s “ 21st Century Skills.” ● Behavior e xpectations for this c ourse: ○ Students a re e xpected to meet deadlines ○ Students a re e xpected to use technology respectfully a nd a ppropriately ■ Chromebooks a re designed to e nhance a nd support learning ■ Cell phone use during c lass without instructor’s a pproval is strictly prohibited ○ Students a re e xpected to use independent work time a ppropriately a nd e fficiently ○ Students a re e xpected to interact with peers c ollaboratively a nd positively AP Language a nd Composition 6 Grading Scale for Weighted Classes: Minimum Percent 92.5 89.5 86.5 82.5 79.5 76.5 72.5 69.5 66.5 62.5 59.5 59.4 and below Letter Grade A A­ B+ B B­ C+ C C­ D+ D D­ F GPA 5.0 4.67 4.33 4.0 3.67 3.33 3.0 2.67 2.33 2.0 1.67 0 AP Scoring for Essays: Mastery EX EX EX PF PF PG PG NP NP AP Score 9 8 7 6 5 4 3 2 1 Percentage 100 95 90 85 80 75 70 65 60 Gradebook Score 50 47.5 45 42.5 40 37.5 35 32.5 30 Academic Integrity Cases of c heating a nd plagiarism will be handled a nd penalized a ccording to school policy a ddressed in the student handbook (12). Please be c ognizant of how breaches of a cademic integrity c an a dversely affect your a cademic reputation. AP Language a nd Composition 7 Guiding Practices: Multiple and Varied Assessment Opportunities (including retakes) All students should have multiple a ssessment opportunities to demonstrate higher levels of a chievement. The opportunities may be initiated by the instructor or the student, but always at the instructor’s discretion. Additional opportunities may include retakes of a n a lternative form of a n a ssessment (e.g. Form B instead of Form A), student revisions of work products based on descriptive feedback, or alternative methods of a ssessments (e.g. a n oral response rather than a written test). Specific guidelines a re the following: ● Students will be provided the opportunity to be reassessed (i.e., retakes a nd homework). ● Teachers determine appropriateness and authentic need for reassessments. ● Generally, reassessments will be limited to one retake per a ssessment. Additional reassessments will be provided a t the discretion of the teacher. ● While a retake is e ncouraged by the teacher, it is ultimately a student’s decision whether or not to participate in the retake. ● Retakes will be taken within a reasonable time frame that the teacher determines a nd informs students of a n a dvance. Essay Revisions in the AP World Class time with be dedicated to working on e ach major e ssay a nd students a re e xpected to use this c lass time to demonstrate proficiency in the writing process a s per DMACC c ompetencies a nd university expectations. Students must demonstrate a ctive participation in the writing process for e ach e ssay before the deadline in order to utilize the revision option. For e xample, Student A shares his/her writing process with the instructor via Google c lassroom a nd e ngages in online discussion, or face­to­face workshopping during c lass time, or using office hours. Student B submits his/her e ssay without feedback from the instructor. Student A may be given the opportunity to revise within one week a fter the e ssay has been a ssessed a nd returned. Student B will not be given the opportunity. Homework/Independent Practice Through independent learning tasks (homework), students a ssume more responsibility for their learning and a re given opportunities to a pply what they have learned to new situations or e xperiences. There a re four main purposes for independent learning tasks: Purpose 1: Building fluency; Purpose 2: Applying knowledge; Purpose 3: Reviewing a nd practicing past learning; a nd Purpose 4: Extending learning a cross topics a nd disciplines. ● The purpose of a n a ssignment will determine whether or not a grade is given. ● Independent practice/homework shall be individualized a nd based on e ach student’s progress towards e stablished standards. AP Language a nd Composition 8 Late/Missing Work Policy Any summative a ssignment not turned in on the due date will be c onsidered late a nd marked a s “Missing”/”Incomplete.” There a re two late work policies, one for e ach semester, which reflect the college e xpectations students will e ncounter from professors during their c ollege years. First Semester Late Work Policy: All assignments/assessments turned in within two weeks of the firm assignment deadline are c onsidered late and will be accepted. However, the late assignment/assessment will result in a full letter grade reduction (e.g. no e ssay will score higher than a B). No late work will be accepted after December 1st. Second Semester Late Work Policy: All assignments/assessments turned in within two weeks of the firm assignment deadline are c onsidered late and will be accepted. However, the late assignment/assessment will e arn a score no higher than a C. No late work will be accepted after May 1st. Ultimately, a ll summative skills must be c ompleted for possible c redit in the c ourse. Extra Credit And Bonus Points To e nsure that grades reflect progress toward a nd a chievement of the standards, there will be no e xtra credit in this c lass. AP JAG Indy Reads Assignment Students in AP Language a nd Composition, with the c oncurrent DMACC c redit, need to read in order to engage their linguistic a bilities, build vocabulary, a nd recognize masterful rhetoric a s used in composition. With this in mind, e ach student is to c hoose TWO texts of c ollege­level standards to read each semester. During semester 1 students have no parameters other than the books must be new to the student a nd c over a topic they e njoy. During semester 2 students still have no parameters, but they may wish to read two texts that will a id them in their semester­long thematic writing project. By the e nd of the year, students will have read FOUR, or more, independent texts to further their e dification. Assessment With our AP JAG Indy Reads a ssessment, we’ve decided to provide interactive segments to track your progress for c ompleting the a ssessment. All segments will have the same due dates a nd value a nd a re as follows: 1. AP JAG Indy Reads Checkpoints­­student will read the directions on e ach sheet a nd c omplete these TWO c heckpoints by the prescribed due dates. 2. Goodreads ­­create a n a ccount with Goodreads by following the link a nd when you a re finished, compose a review that provides a review of your thoughts c oncerning the book with a focus on the rhetoric used a nd how well the a uthor a chieved his/her purpose. Length:300­400 words. ***You will need a screenshot of y our review printed and given to the instructor, e mailed to the instructor, or c onduct a meeting to show the review to the instructor on this site. AP Language a nd Composition 9 Course Schedule and Calendar (tentative): Semester Formal Essays for AP Lang­­2 parts to a ll rubrics (Process a nd Skill) Fall: SEMESTER 1 o Aug: Class Expectations/Syllabus Review ( 1­2 days ) o Literacy Narrative o Summer Reading On­demand o Aug: Note Taking strategies ( 1 day) o Cornell ▪ NPR a rticle o Other strategies e specially online reading o ISU, Iowa, UNI , Drake , DMACC discussion of note taking importance o Aug: Freedom Summer (continuous through the Tuesday, October 25th a uthor discussion a t DMACC, 11:45­12:45) o Aug/Sept: Scholarship Essays (Counselors) (2 weeks with 3 separate final deadlines) o Expectations: Write to 3 prompts which will be polished for evaluation o Begin with writing process (DMACC c ompetency 1) o Common App a nd other sources for scholarships o Counselors’ presentation on searching for scholarships o Thank you notes presentation (counselors or outside person) o Reflection Paragraph (150­250 words)­­to prepare for portfolio o Sept/Oct: Summer Reading Rhetorical Analysis Essay(Jolliffe) (3 ­4 weeks) o Close Reading­­SOAPSTone, DIDLS, e tc. o 2­3 formative a ssessments prior to e ssay (one MUST be Shakespeare­­Macbeth “ tomorrow” soliloquy [5.5]) (Others for formative/practice: Gettysburg Address (online), 5 0 Essays : “ Shooting Dad,” “ Salvation,” “ Turkeys in the Kitchen,” a nd “ A Plague of Tics”) o Reflection Paragraph (150­250 words) ­­ to prepare for portfolio o Nov/Dec: APA Research Essay (3 ­4 weeks) o Close review of APA ▪ Purdue OWL Presentation ▪ Format ▪ References ▪ In­Text/Parenthetical Citations ▪ Annotated Bibliography­­ 5 sources o 2­3 formative a ssessments prior to research a nd e ssay (i.e., references and in­text c itations) ▪ Interactive website for practice then c ommon formative assessments (CFA) o Reflection Paragraph (150­250 words)­­to prepare for portfolio o Dec/Jan: Film Analysis of Crash (2 weeks) o Builds on Rhetorical Analysis o Film terminology (Prezi or handout) o Use same structure a s the Rhetorical Analysis o Reflection Paragraph (150­250 words) ­­ to prepare for portfolio o Jan: Portfolio (Finals Week) AP Language a nd Composition 10 Spring: SEMESTER 2 ­­­ Capstone Project o A profile o A polished, revised, a nd e dited response to AP released questions o A polished form of the writer’s notebook response a nalyzing a visual a rtifact. o An e ssay in which you a nalyze a nd c ontrast three or more visual images or a rguments o An a rgumentative research e ssay (MLA or APA Format) o A problem­solution e ssay o National Forums discussion o Jan/Feb: Common Research Topic (an a rea of interest to student for further study) o Capstone Explanation with National Issues Forum ▪ Selecting a lasting, broad research topic (2­3 days) ▪ Generation of topics o Present resume c oupled with interviewing hints for profile preparation o JAG Indy Reads: first reading c onnected to Capstone Project topic o Feb: Profile (3­4 weeks) o INTERVIEW WITH A PERSON CONNECTED WITH YOUR OVERALL TOPIC ● WOVE ­ Iowa State University ­ written, oral, visual, e lectronic ● DMACC ­­­ primary documents & research ● Integrating Visuals (question 1)/Using journalistic software o Feb: On­Demand (synthesis & a rgument) o Feb/Mar: Annotated bibliography o Mar: Annotated Bibliography ­­Iowa State Library Trip o MLA or APA research paper with some a spect of future major o 5 sources from Iowa State University o Mar/Apr: APA Research Paper o Apr: Test Preparation a nd Proposal to Solve Problem o May: Capstone speeches and Capstone project reflection o Visual outline (connected with letter) o Research process o Questions o Solutions o Self­reflection with focus on the six DMACC c ompetencies o AP Test ­­­ May 10 @ 8:00 a m o Seniors’ last day – TBD o Graduation – Saturday, May 27, 2017 @ 10:00 a.m. in Ames ­ Hilton Magic! AP Language a nd Composition 11 Des Moines Area Community College COURSE COMPETENCY INFORMATION Effective Date: Fall 2015 ENG 105 COMPOSITION I PREREQUISITE/CO­REQUISITE Pre­requisite: ENG061 or satisfactory writing skills DESCRIPTION Composition I introduces students to the college­level writing process through the construction and revision of a series of expository and persuasive essays. Students may also produce other writing appropriate to the academic and working world. Through exposure to a variety of college­level readings, the students will build critical reading skills, and students will be expected to respond to assigned readings in a variety of ways. The course introduces library and computer­based research strategies. Students will write and revise at least 4 essays and produce a minimum of 20 pages. COURSE COMPETENCIES 1. Generate writing as an active process, using planning, drafting, revising, and editing 1. Explore invention activities, such as brainstorming, listing, word­mapping, reading, free writing, discussing, and journal writing 2. Use planning and drafting techniques, such as outlining and freewriting 3. Consider audience, purpose, and context 4. Revise for clarity, coherence, and conciseness 5. Use technology as appropriate given the task, assignment, and setting 2. Evaluate strategies and approaches for organizing content 1. Write well­structured introduction, body, and conclusion paragraphs 2. Organize essays using thesis statements and topic sentences 3. Use paragraphs as an organizational method 4. Incorporate effective transitional devices 5. Integrate relevant, credible supporting details and evidence from source materials 6. Incorporate quotations from source material 3. Examine college­level reading skills as an active part of the writing process 1. Identify various genres of expository writing, including narrative, essay, and article 2. Develop vocabulary, using relevant reference resources 3. Examine various rhetorical and organizational methods 4. Use effective reading techniques such as rereading, annotating, paraphrasing, and summarizing 5. Analyze the content, expression, and context of verbal and/or visual texts 4. Synthesize research resources appropriate to the task and context 1. Develop researching skills to locate credible sources, which may include interviews, observations, surveys, DMACC library resources, library databases, and other web resources 2. Distinguish between credible and unreliable print or electronic sources 3. Integrate research into writing when appropriate 4. Acknowledge ownership of ideas when using source information 5. Integrate standard college­level documentation practices 1. Understand definitions and consequences of plagiarism 2. Identify reasons for documentation 3. Distinguish between personal ideas and outside sources 4. Develop summarizing, paraphrasing, and quoting skills using primary and secondary sources 5. Integrate sources effectively within the given context 6. Document sources in MLA or APA formatting style 6. Adapt to the rules of Standard English grammar appropriate to context 1. Use standard rules of grammar, punctuation, mechanics, and spelling 2. Construct syntactically sound sentences using varied, appropriate vocabulary AP Language a nd Composition 12 Des M oines Area Community College COURSE COMPETENCY INFORMATION Effective Date: Spring 2016 ENG 106 COMPOSITION II PREREQUISITE/CO­REQUISITE Prerequisite: ENG­105 DESCRIPTION Composition II is a continuation of Composition I. Students will analyze, synthesize, and evaluate texts. Effective academic research is also emphasized. Assignments may include expository and persuasive writing appropriate to academic and professional contexts. Students will write and revise three or more essays, including a research­based argument, and produce a minimum of 20 pages of prose. Academic integrity is a key expectation of this course. COURSE COMPETENCIES 1. Apply college­level reading skills to academic and professional texts 1. Read a variety of academic and professional texts, primarily non­fiction 2. Develop vocabulary 3. Identify language nuances, such as denotation, connotation, and figurative language 4. Determine a text?s audience, purpose, thesis, and context 5. Restate texts by summarizing, paraphrasing, and quoting 2. Analyze rhetorical strategies found in academic and professional texts 1. Determine how ideas, structures, or other textual features influence interpretation, including rhetorical situations and social, cultural, and historical contexts 2. Examine how multiple perspectives can operate at the same time 3. Distinguish between types of evidence, such as primary, secondary, quantitative, and qualitative 4. Determine logical fallacies, bias, slanted language, discriminatory language, and propaganda 3. Integrate sources to support research­based projects 1. Determine research objectives and schedule 2. Locate primary and secondary sources via library databases, catalogs, Internet, and other resources 3. Analyze the relevance and credibility of sources 4. Illustrate claims using research sources 4. Argue in response to continuing dialogues within and beyond academic disciplines 1. Recognize various points­of­view 2. Integrate audience­based persuasion techniques 3. Evaluate multi­cultural, social or global perspectives for diverse audiences 4. Synthesize ideas from multiple sources to reframe in new contexts 5. Evaluate individual writing processes to produce college­level essays and projects 1. Generate early drafting and revision strategies, including conference, workshop, or individual and peer feedback 2. Compose clear, concise prose 3. Construct syntactically sound sentences using varied, appropriate vocabulary 4. Use standard rules of grammar, punctuation, mechanics, and spelling 6. Integrate standard college­level documentation practices 1. Understand definitions and consequences of plagiarism 2. Identify reasons for documentation 3. Distinguish between personal ideas and outside sources 4. Integrate sources effectively within the given context 5. Document sources using MLA or APA AP Language a nd Composition 13