Course Objective:
As per The College Board, upon
completing the AP English Language and
Composition course, students should be able
to:
• analyze and interpret samples of good
writing, identifying and explaining an
author’s use of rhetorical strategies and
techniques;
• apply effective strategies and techniques
in their own writing;
• create and sustain arguments based on
readings, research and/or personal
experience;
• write for a variety of purposes;
• produce expository, analytical and
argumentative compositions that
introduce a complex central idea and
develop it with appropriate evidence
drawn from primary and/or secondary
sources, cogent explanations and clear
transitions;
• demonstrate understanding and mastery
of standard written English as well as
stylistic maturity in their own writings;
• demonstrate understanding of the
conventions of citing primary and
secondary sources;
• move effectively through the stages of
the writing process, with careful
attention to inquiry and research,
drafting, revising, editing and review;
• write thoughtfully about their own
process of composition;
• revise a work to make it suitable for a
different audience;
• analyze image as text; and
• evaluate and incorporate reference
documents into researched papers
AP English Language and Composition
G-Unit:
2014-15 Syllabus
PLEASE READ THE COURSE DESCRIPTION CAREFULLY.
Note that the standards and requirements below are set forth by The College Board and
are non-negotiable in order to ensure the rigor of the course and the success of each student.
Course Description:
Welcome to AP English Language and Composition!
AP English Language and Composition is designed to teach the skills you will need to
succeed in a college level writing course and will follow the course requirements described
in the AP Language and Composition Course Description published by the College Board.
This year we will work together to discuss and critically analyze writing as well as develop
your ability to craft an argument, synthesize sources, and conduct research at an
advanced level. We will also cultivate media literacy by studying the rhetoric of visual
media through art, photos, commercials (print and video), documentary films, and political
cartoons.
This course is organized thematically as students will be reading primarily non-fiction
works that demonstrate various modes of composition and styles of argument, as well as
fiction and poetry from American Literature, in an effort to understand the features of the
human condition, the commonalities in the human experience, and the nature of the
human spirit. We will examine works for author voice and credibility as well as gain
expertise in evaluating point of view, argument and rhetoric.
Students will be expected to read and write daily, review notes and practice acquired
skills, to participate in group activities, class discussions, and individual writing
conferences before the AP Exam on Wednesday, May 13th, 2015 at 8 a.m. Students will also
complete a research project based on a subject of their choosing with the goal of creating
change in the world around them.
As this is a college-level course, the workload is both challenging and places a high level of expectation on you with regard to performance.
Due to the nature of this course and many of the projects and assigned readings, organizing your time is imperative.
Required Materials:
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Three Ring Binder or Laptop* with a folder designated for course work.
Notebook paper (college-ruled, unreinforced)
Dividers (Organized Chronologically by Quarter)
Highlighters (assorted colors brought to every class)
Pens (No PURPLE pens are allowed. I own the rights to purple).
Index Cards
A Dropbox account (or similar) for file storage in the cloud. A link will be provided on Edmodo to join Dropbox.
Grading Policy:
Academic Grades
Academic grades are to reflect the student’s academic progress based on the standards for the grade level/course in which the student is
enrolled. The grade must not be based upon student’s effort and/or conduct.
Conduct
GRADE
NUMERICAL
VALUE
VERBAL
INTERPRETATION
GRADE POINT
VALUE
A
B
C
D
F
90-100%
80-89%
70-79%
60-69%
0-59%
Outstanding progress
Above average progress
Average progress
Lowest acceptable progress
Failure
4
3
2
1
0
Conduct grades are to be used to communicate to both students and their parents the teacher’s evaluation of a student’s behavior and
citizenship development. These grades are independent of academic and effort grades.
Mandatory Tutoring:
If you did not pass the FCAT Reading and/or FCAT Writes exams in tenth grade, if your grade drops below a C, and/or if you
cease to make sufficient progress in writing assignments, you will be required to schedule an appointment for tutoring before or
after school OR a parent-teacher conference to discuss strategies to aid your progression.
Plagiarism Policy:
As per TERRA’s Honor Code Policy, “honesty and integrity …are central to the high ethical standards by which all students should abide.”
Students are expected to exhibit ethical academic behavior at all times.
Violations of the academic honor code include cheating (the actual giving or receiving of any unauthorized aid or assistance on any form of
academic work or requirement) and plagiarism (the copying of or misrepresentation of another’s work as one’s own).
Violations of the Honor Code will be considered a disciplinary matter to be handled in accordance with the policy below:
1st offense: Parent conference and written reprimand
2nd offense: Referral and recommendation for administrative action
Students will complete a mandatory plagiarism tutorial at the beginning of the year.
Social Media and Technology:
TERRA is a BYOD school. With great power comes great responsibility. You may use but not abuse your devices. You may not record me
or photograph me without my permission or use my name in social media in a derogatory or disrespectful manner. Students violating these
rules will be referred to administration.
Course Texts:
Shea, Renee H., Lawrence Scanlon, and Robin Dissin Autses. The Language of Composition.
Boston: Bedford/St. Martin’s, 2008.
Allen, Janet, et al. Literature: American Literature. Evanston: McDougal Littell, 2009.
Supplementary handouts provided by the instructor
Novels (see unit descriptions below) DO NOT PURCHASE NOVELS UNLESS I SPECIFICALLY REQUEST IT!!!
Strategies:
Students will receive instruction in using SOAPSTone-based strategies for analyzing prose, literature (fiction and poetry), and visual texts.
In addition, students will learn how to annotate a text and experiment with varied note-taking strategies. These methods will teach the
students how to create an interactive experience while reading and initiate a dialogue with the text.
Vocabulary:
Students will work to gain vocabulary and practice using new terms in context and with the correct connotation in order to develop a wideranging vocabulary used appropriately and effectively. Students will also be using Membean.com, a vocabulary building program.
Writing Assignments and Projects:
Essays:
Informal essays will be written throughout the semester. These essays are graded drafts or responses that may or may not turn into a formal
essay. Formal essays will involve the entire writing process: invention or brainstorming, multiple drafts, peer response, instructor feedback,
proofreading and editing, and reflection. We will complete 1 – 2 formal essays per quarter. Often times, students will complete multiple
informal essays for a unit and choose one to turn into a formal essay. Formal essays will be typed and turned in on the due date with the
corresponding rubric, drafts and revisions attached. Grading rubrics will be handed out with the essay assignment.
Timed Writings:
Students will complete one timed free-response every two weeks in order to prepare for the AP Exam in May. The writing prompts will
corresponds thematically to the texts of the unit or the skill the students are considering. Prompts from released previous AP Exams and
found in the required texts will be used. Essays will be reviewed in class and may be subject to peer response and teacher feedback.
Creative Nonfiction:
Students will complete a variety of reflective, creative nonfiction pieces that will demonstrate their mastery of rhetorical modes of
composition. This will include a Declaration of Independence, What is a Teenager?, This I Believe, an AntiBucket List, a TEDTalk, etc.
This collection of work will be curated in an individual student portfolio that will be printed at the end of the year as a keepsake.
Research Project:
Students will experience the research process from discovering a topic and developing a thesis statement to submitting the final product.
Students will understand all levels of the process including discerning relevant sources, gathering information from diverse sources, and
synthesize that information. Students will be required to use MLA (Modern Language Association) editorial style to format internal
citations in the body of the paper and to properly format a bibliography or works cited page. This 5-7 page paper will be should be
argumentative in nature and completed in conjunction with the CSPAN Student Cam Project. At the end of the video project and research
paper, students will write a reflection on their research and writing process.
Editorial Project:
Students will select a columnist to follow and will immerse themselves in the rhetorical analysis of the structure and style of an argument
through editorials of that columnist. Students will then write an editorial using that writer’s style and an editorial exhibiting their own style
with the goal of submission to the school, local or national press for publication. Students will draft, edit and revise their editorials before
submission and final grade.
Course Outline
First Quarter:
Thematic
Focus and
Essential
Questions
Elements of
Composition/Curriculum Focus
Core Texts
Assessments/Projects
Unit 1 – Introduction: The Power of Persuasion
Essential Questions: How can a reader analyze an author’s rhetorical style to determine purpose? What skills do we need to persuade an audience? What role does classical Greek argument
play in our communication patterns today?
Week 1:
Weeks 2-5:
Diagnostic: Argument
Diagnostic:
Note-taking
Introduction to Rhetoric & the
Rhetorical Triangle
There (Marie Louise Fitzpatrick)
Review Syllabus
Thank You for Arguing (review)
Theater of the Oppressed Role Play
Understanding Plagiarism and Academic Integrity,
(FIU Plagiarism Tutorial,
http://coeweb.fiu.edu/plagiarism/)
“Lion in Winter”
Student Survey (HW)
Writing Diagnostic #1: Take a position on the
relationship between morality and ethics.
Annotation Diagnostic
“Lou Gherig’s Farewell Address”
Analysis and Review of JFK’s Inaugural Address.
Writing: Elements of a rhetorical
analysis essay (Intro, CEI, Thesis,
Conclusion)
JFK Inaugural Address
2012 Q2 JFK Steel Companies Prompt
Ronald Reagan Challenger Disaster Speech
Rhetorical Terms PPT
Review of Thank You for Arguing
Visual Rhetoric
Tools of Analysis: SOAPSTone,
TPT, Annotation and Note Taking,
Mind Maps, Rhetorical Précis
9/11 magazine covers
Review of Stephen King’s Memoir, On Writing
Students will use the proposed thesis or create their own
to write an essay analyzing the rhetorical strategies that
John F. Kennedy used to achieve his purpose.
Reading Diagnostic Exams
Intro and CEI paragraph rhetorical analysis writing
assignments
I have, Who has game with Rhetorical Terms
Steve Jobs, Stanford Commencement Speech
“Voice Lessons” and
Carpe Diem or YOLO:
Understanding Theme
Thematic
Focus and
Essential
Questions
Time Period
Elements of Composition/
Curriculum Focus
Core Texts
Assessments/Projects
Unit 2: Education and The Mind
Essential Question: Do our schools serve the goal of a true education? What is a true education?
Weeks 6-10:
Classical ThoughtPhilosophical
Foundations
Membean.com
Multiple Choice Practice
Schemes and Tropes (PPT)
Rhetorical Analysis practice
using AP Prompts and core texts
Practice essay structure, diction,
and thematic connections
“A Talk to Teachers” by
James Baldwin, Language of
Composition
“The Allegory of the Cave”
by Plato, (Hand Out)
“Superman and Me” Sherman
Alexie
Descartes,
Synthesis comparative analysis paper
Creative Nonfiction:
“A Talk to Teachers” TED Talk
“Superman and Me”
AP Prompt:
Leonid Fridman, “America Needs it’s Nerds”
Timed Essay
Panel Participation:
Students will be presented with 5-6 texts
Frames
TED Talks, “Education
Death Valley”
Film Studies:
The Matrix
Leonid Fridman, “America
Needs it’s Nerds”
(including visuals) representing a viewpoint on
the topic of education. Students will read, study,
and analyze these pieces and enter the
conversation ready to support their argument
with evidence from their sources.