AP/Eng.Lang.& Comp 1
English 11 Honors/AP English Language and Composition
A Course in Reading and Writing through Analysis and Argument
Course Overview:
Students who accept the responsibility of taking this course are inviting rich and varied reading,
writing, thinking, and speaking experiences. Because this is a college-level course, the workload will
be heavy, challenging, and interesting as it trains students to think and write analytically and use
reasoning skills to argue effectively. Students will read non-fiction prose as well as some fiction prose
to understand writers’ purposes and techniques, with special emphasis on American writers; they will
read in other genres as well, such as poetry and drama. In their 11th-grade year, students study U.S.
History in another course, so this course coincides to a degree with readings by U.S. authors,
especially those dealing with U.S. culture and social issues.
The first semester is devoted to understanding and practicing methods of development and honing
writing skills; the second semester is focused on argumentation. Throughout the year, students will
be writing regularly in a personal writer’ s notebook, which will become an integral tool in their own
quest for finding topics and understanding challenging texts. Students will begin the fall semester
with notebook entries from their summer reading assignments.
Core course textbooks include a classic American literature anthology Adventures in American
Literature, a reader (a vast collection of essays called The Norton Reader, Eleventh Edition), an
argument guide with readings (Current Issues and Enduring Questions, Seventh Edition), and several
writing handbooks including Sheridan Baker’ s The Practical Stylist with Readings, Eight Edition,
Writers Inc. Write for College, and selections from The Lively Art of Writing by Lucile Vaughan Payne.
Central fiction works include pieces by Nathaniel Hawthorne, Mark Twain, Ernest Hemingway, F.
Scott Fitzgerald, Richard Wright, and Margaret Atwood (a Canadian perspective on the U.S.), and
Arthur Miller. The purpose of reading fiction pieces is to determine each writer’ s point of view and
analyze the text for overt or latent arguments and rhetorical techniques. A full list of texts appears at
the end of the syllabus. They will also regularly read from newspapers and news magazines,
especially editorial pieces in these publications.
Throughout the year, students will participate in the full writing process, including brainstorming, prewriting, drafting, editing, and revising. They will conduct meaningful research to synthesize varied
sources, both primary and secondary to create a coherent essay with a clear, provable thesis and to
present their results in an MLA-style document. They will participate in writers’ workshops to sharpen
their writing skills and share their experiences with their peers and teacher.
Students will prepare for and regularly practice with samples for the Advanced Placement English
Language and Composition exam in May. During the full month before the exam, students will be
required to commit to one 3-hour Saturday session or one 3-hour evening session practice session
for that exam.
AP/Eng.Lang.& Comp 2
Fall Semester: Methods of Development in Prose Writing
Course Introduction (grading and policies); quiz on summer reading
Unit 1: (approximately two weeks) Development by Narration
1. Writers’ Circle: Read aloud one selected Notebook entry from responses to
summer reading
2. Unit 1 vocabulary Terms of Rhetoric, Part I with examples from summer reading
selections; students find others from summer reading (The Adventures of Huckleberry
Finn and Black Boy, and “O n Keeping a Notebook” by Joan Didion, excerpted from
Slouching Towards Bethlehem)
3. Narration: Introspection on events with teachers of all kinds, on their own reading,
and on their own writing (referencing summer reading)
4. Selected Readings (select from the following):
• “O ne Writer’ s Beginnings” Eudora Welty
• “T he Teacher Who Changed My Life” Nicholas Cage
• “Ari a” Richard Rodriguez
• “T he Essayist” E.B. White
• “Pri son Studies” Malcolm X
• “L earning to Read” Frederick Douglass
• “A Hanging” George Orwell
4. Focused Notebook entry: Write one letter addressed to all your past teachers
(parents, friends, enemies, etc., included) who influenced your life as a reader and
writer); narrate examples
5. Writers’ methods workshop; close read of narrative writing and then model
selected writer in Notebooks
6. Essay #1: Narrate the story of yourself as a reader or writer. Plumb your
Notebooks for inspiration. Use 3 Unit 1 vocabulary rhetoric terms examples
7. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-arounds;
submit to teacher for revision ideas.
8. Revision workshop: diction, details, imagery, tone; Sheridan Baker’ s The
Complete Stylist With Readings and Handbook, 8th edition, “W ords” (Abstract and
Concrete, Metaphor, Diction)
9. Response to visual: Use “G et Caught Reading” ad by The Association of American
Publishers. Required Notebook entry: Why did this organization use this photograph
in its ad campaign? OPTIC strategy (Walter Pauk) O is overview writing; P is parts
examination writing; T is title examination (if there is a title); I is for interrelationships of
parts; C is for conclusion about visual as a whole.
10. Students’ original visual: Create an 8” object that shows the idea of you as a
reader and writer. In-class “g allery” showing to follow or design an 8” graphic that
promotes reading to high-school students.
11. Vocabulary test, Unit 1
12. Timed write: Analyze rhetorical strategies in a narrated prose passage (AP
English Language and Composition free-response prompt, 1999, Jamaica Kincaid)
AP/Eng.Lang.& Comp 3
Unit 2 (three weeks) Development by Description
1. Notebook entries: Describe places where you spend time; places that evoke
strong feelings; places that reveal character; places where you want to spend time, etc.;
Writers’ Circle: Read aloud one selected Notebook entry from daily writing.
2. Vocabulary Unit 2 Terms of Rhetoric, Part II
3. Description development: spatial development; syntax, imagery, tone, details.
4. Selected readings:
• “T he Spider and the Wasp” Alexander Petrunkevitch
• “G od to the Serpent” Virginia Hamilton Adair
• “T he Garbage Dump” Wallace Stegner
• The Scarlet Letter Nathaniel Hawthorne, with focus on settings to
establish tone and point of view; focus on chiaroscuro method of
description (to be read over two weeks’ time)
5.Focused Notebook entries: Places in Huck Finn and Black Boy (double-entry
notebook pages); places in The Scarlet Letter (double-entry notebook pages)
6. Writers’ methods workshop: focus on syntax, imagery, tone, details (Voice
Lessons)
7. Writers’ methods workshop: model Twain and Wright and Hawthorne descriptions
with syntax, imagery, tone, detail technique.
8. Essay #2: Describe a setting as it reveals character or describe a person;
brainstorm/pre-write/getting started; use 3 Unit 2 Vocabulary rhetoric terms examples
9. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-arounds;
submit to teacher for further revision ideas.
10. Revision workshop: with focus on syntax and parallel structure
11. Respond to a visual: evocative print of place. In Notebook, discuss with yourself
what strong sensory impression is implied by the setting; develop a thesis you could
prove. OPTIC
12. Vocabulary test, Unit 2
13. Timed write: Analyze rhetorical strategies in descriptive prose passages, AP
English Language and Composition free-response prompt, 1999 (Okefenokee Swamp
descriptions)
Unit 3: Development by Cause and Effect (approximately three weeks)
1. Notebook entries: Write about causes and effects in your daily lives; Writers’
Circle: Read aloud one selected entry in Notebook.
2. Vocabulary Unit 3: Rhetoric Terms III and vocabulary from readings
3. Selected readings from the following:
• “W here I Lived, and What I Lived For” from Walden and/or “C ivil
Disobedience”, Henry David Thoreau
• “W hy I Live Where I Live” Harry Crews
• “T he Gettysburg Address” Abraham Lincoln
• “”Pa rting the Formaldehyde Curtain” Jessica Mitford
• “O n Natural Death” Lewis Thomas
• “Po litics and the English Language” George Orwell
• “T he Owl Who Was God” James Thurber
AP/Eng.Lang.& Comp 4
•
•
“T he Pyramid” Samuel Johnson
Excerpts from Satire or Evasion? Black Perspectives on
Huckleberry Finn
4. Focused Notebook entries: Find a current issue you can consider for cause and
effect; keep track over several days of newspaper reading.
5. Writers’ methods workshop: focus on syntax for effect; from Baker, Chapter 7
“W riting Good Sentences (Loose and periodic sentences, parallel structure for effect)
6. Writers’ methods workshop: model two writers’ syntax (from “R eadings” list)
7. Essay #3: Explain how owning X changed me; brainstorm/pre-write/getting started;
use 3 Unit 3 Vocabulary rhetoric terms examples
8. Revision workshop: with focus on syntax, using loose and periodic
sentences/parallel structure for effect
9. Peer editors’ circle: read/comment/grade first drafts; use rubric; submit to teacher
for further revision ideas.
10. Respond to a visual: Jim Whitmer/Stock Boston photo of police officer giving a
ticket to a young beautiful woman. In Notebook, why the officer stopped this driver;
go beyond the obvious to determine why he stopped her; what are some underlying
causes? What will be the effects? OPTIC
11. Vocabulary test, Unit 3
12. Timed write: Analyze rhetorical strategies in a cause/effect prose passage or from
a selected process poem, AP English Language and Composition free-response-type
prompt
Unit 4 (approximately three weeks) Develop by Comparison and Contrast
1. Notebook entries: Write about aspects of your life that warrant comparison and
contrast; Writers’ Circle: Read aloud one selected entry in Notebook.
2. Vocabulary Unit 4: Rhetoric Terms IV: Tropes, plus vocabulary from readings
3. Selected readings from the following:
• “Yo uth and Age” Francis Bacon
• “So wers and Reapers” Jamaica Kincaid
• “T he Spider and the Bee” Jonathan Swift
• “L etter to President Pierce 1855” Chief Seattle
• “W hy Boys Don’ t Play with Dolls” Kathy Pollitt
• “F able for Tomorrow” Rachel Carson
• The Great Gatsby F. Scott Fitzgerald (required reading)
4.Focused Notebook entries: “T he rich are very different from you and me”
statement, F. Scott Fitzgerald. Compare and contrast richness and poverty (of X).
5. Writers’ methods workshop: point-to-point or “ch unk”-t o-“ch unk” compare/contrast
organization
6. Essay #4: Compare and contrast televisions ads for images of males and females;
view MTV programs over a one-hour time frame; use 3 Unit 4 Vocabulary tropes
7. Revision workshop: with focus on transitions
8. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-around
9. Respond to a visual: Compare Fitzgerald’ s descriptions of Gatsby to those shown in
Robert Redford’ s film version of The Great Gatsby
10. Vocabulary test, Unit 4
AP/Eng.Lang.& Comp 5
11. Timed write: Analyze rhetorical strategies in a compare/contrast two prose
passages, AP English Language and Composition free-response prompt, 2003
(Audubon and Dillard)
Unit 5: (Approximately three weeks) Develop by Process Analysis
1. Notebook entries: Write about aspects of your life that warrant comparison and
contrast; Writers’ Circle: Read aloud one selected entry in Notebook.
2. Vocabulary Unit 5: Rhetoric Terms V: Schemes, plus vocabulary from readings
3. Selected readings from the following:
• “H ow to Write a Resume” Jerrold G. Simon
• “C amping Out” Ernest Hemingway
• “I n the Kitchen” Henry Louis Gates, Jr.
• “A Modest Proposal” Jonathan Swift
• “T his is the End of he World: The Black Death” Barbara Tuchman
• Required reading: selected stories from The Snows of Kilimanjaro,
Ernest Hemingway (Focus on “H ow to Become a Code Hero”)
4. Focused Notebook entries: How did I become who I am: Meditations on my life
5. Writers’ methods workshop: Weak vs. strong verbs
6. Essay #5: Combine methods of development to write a personal essay: “H ow I
Became Who I Am: A Meditation on My Life”; use 3 Unit 5 Vocabulary schemes
7. Revision workshop: revise for strong verbs
8. Peer editors’ circle: read/comment/grade first drafts with rubric; read-around;
submit to teacher for revision ideas.
9. Respond to a visual: View photograph of spike-headed girl in conversation with
overall-clad old man. Imagine and describe the process—i n order—t hat either subject
used to perfect the impression each makes. OPTIC
10. Vocabulary test, Unit 5
11. Timed write: Analyze rhetorical strategies in a process analysis prose passage or
from a selected process poem, AP free-response-type prompt
Unit 6 (Approximately two weeks): The Definition Essay
1. Writer’ s Notebook: Define aspects of your daily life or the lives of peers/family
Writers’ Circle: Read aloud one selected Notebook entry from self-selected choices
2. Unit 6 vocabulary Tone Words I, plus voc. from reading
3. Selected Readings from the following:
• “O n Dumpster Diving” Lars Eighner
• “Sa lvation” Langston Hughes
• “G ood Readers and Good Writers” Vladimir Nabokov
• “Exi stentialism” Jean-Paul Sarte
• “O bservation” Henry Thoreau
• “N otes on Punctuation” Lewis Thomas
• “T he Idea of World Citizenship in Greek and Roman Antiquity”
Martha Nussbaum
• “Be auty: When the Other Dancer Is the Self” Alice Walker
• (Required reading) Death of a Salesman Arthur Miller and his
essay defining tragic hero
AP/Eng.Lang.& Comp 6
4. Focused Notebook entry: Your personal qualities, life lessons, hopes & dreams,
what you consider extreme social problems, what you consider art, what you consider
leisure
5. Writers’ methods workshop; Effective subordination and sentence variety: from
Baker, Chapter 7 “W riting Good Sentences”
6. Essay #6: Select a topic to develop by definition to explain a topic about which you
care (see list for focused notebook entries)
7. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-around
8. Revision workshop: revise for sentence variety
9. Response to visual: Find your own photo that defines a concept; OPTIC; gallery
showing with oral commentary
10. Students’ original visual: Create a 8” object that defines you; gallery showing
11. Vocabulary test, Unit 6
12. Timed write: Analyze rhetorical strategies for a definition prose or poetry selection
(AP English Language and Composition free-response-type prompt)
Unit 7: (Approximately two weeks) First Research: Self-selected topic
1. Review research process (topic selection, sources, note-taking, outline, citing from
multiple sources; using primary and secondary sources; avoiding plagiarism, drafting,
revising); MLA format
2. Students select a researchable topic from Notebook entries and decide on method of
development; submit outline, first draft.
3. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-around;
submit to teacher for revision ideas.
4. Writers’ Workshop: citing sources
5. Peer editors’ circle: focus on documentation in revised version and usage pitfalls.
Fall Semester Final
* * * * * *
Spring Semester: Argument and Persuasion (Note: Unless otherwise noted, primary readings
are from course textbook: Current Issues and Enduring Questions, 7th Edition, Barnet and
Bedau)
Unit 1: Critical Thinking (one to two weeks)
1. All work from Part One, Chapter 1, text (“C ritical Thinking”)
2. Vocabulary Unit 1: Argument/Persuasion terms and vocabulary from reading
3. Focused Notebook writing: Examining your own and others’ assumptions; your
own views grading and testing
4. Selected Readings:
• “W hy Fear national ID Cards” Alan Dershowitz
• “A Proposal to Abolish Grading” Paul Goodman
• “T est for Aptitude, Not for Speed” Howard Gardner
• “I n Defense of Testing” Diane Ravitch
5. Exercises: #2 In Notebook, write a balanced dialogue exploring both sides of
controversial issue from list on P. 28.
AP/Eng.Lang.& Comp 7
6. Visual Response: Ten Commandments stone tablets in lobby of Alabama Judicial
Building.
In notebooks, respond to it and the situation (p. 29 in text); OPTIC
7. Argument Essay #1: Choose a position on your selected controversial issue from
list on p. 28 from Exercise 2 in text; refer to your Notebook as pre-writing
8. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-around
9. Revision workshop: Check for examining assumptions (editing checklist on p. 18)
10. Current news: Friday newspaper reading: plumb for topics; select and respond in
Notebook; defend choice of most important/interesting/significant news item
10. Vocabulary test, Unit 1
11. Timed Writing: Analyze an argument for rhetorical strategies used to develop a
perspective on moving, from AP English Language and Composition free-response
model, 2007)
Unit 2 (approximately two weeks) Critical Reading
1. All work from Part One, Chapter 2: “C ritical Reading: Getting Started”
2. Selected Readings:
• “A First Amendment Junkie” Susan Jacoby
• “L et’ s Put Pornography Back in the Closet” Susan Brownmiller
• “O n Racist Speech” Charles R. Lawrence III
• “Pro tecting Freedom of Expression on the Campus” Derek Bok
• “O wn This Child” Jean Kilbourne (powerful effects of advertising)
3. Exercises: In Notebook, write responses to selected exercises following each of the
above reading selections.
4. Vocabulary Unit 2: tone words, argument/persuasion terms
5. Writers’ Workshop: Maintaining consistence in tone/point of view
6. Visual Response: Watch an hour of ads shown during children’ s programming or
cable broadcasts aimed at young viewers. In Notebook, describe and respond to
types and methods you perceive.
7. Argument Essay #2: Write a 500-word essay on the idea “Exce ssive Juvenile
Consumption, Yes; Addiction to Consumption, No”; refer to your Notebook as prewriting. Decide on best method of development
8. Peer editors’ circle: read/comment/grade first drafts; use rubric; read-around
9. Revision workshop: Check for examining assumptions (editing checklist on p. 18)
10. Current news: Friday newspaper readings: plumb for topics; select and respond in
Notebook; defend choice of most important/interesting/significant news item or ad
10. Vocabulary test, Unit 2
11. Timed Writing: Write an argument (AP English Language and Composition freeresponse model, Use specific evidence to defend, challenge, or qualify the assertion
that entertainment has the capacity to “ru in” society, 2003)
Unit 3 (approximately four weeks) Literature as Propaganda
1. Read John Steinbeck’ s The Grapes of Wrath, with particular emphasis on the
intercalary chapters.
AP/Eng.Lang.& Comp 8
2. In text, read Book One, Chapter 3: “C ritical Reading: Getting Deeper into
Arguments”
3. Do assigned exercises from text, chapter by chapter
4. Focused Notebook entries: Respond to propaganda persuasion methods
Steinbeck uses to present his arguments. (double-entry method)
5. Writers’ Workshop: Quoting from a text and integrating into your own sentences
6. Arguers’ Workshop: Chapter 9 concepts: deduction, induction, appeals overview
7. Visual Response: Watch Dorothea Lang Depression-era photo slide show
(Dustbowl emigrants in California). OPTIC In Notebook, describe and respond to
types and methods you perceive effectively persuade.
8. Argument Analysis Essay #3: Explain one of Steinbeck’ s arguments as expressed
in an intercalary chapter; analyze rhetorical strategies Steinbeck used in self-selected
intercalary chapter in The Grapes of Wrath and how these support his argument(s).
9. Peer editors’ circle: read/comment/grade first drafts; use rubric; read arounds
10. Revision workshop: Check for examining assumptions (editing checklist on p. 18)
11. Current news: Friday newspaper readings: read Editorials pages; select the most
persuasive column or letter to the editor or political cartoon; defend choice in Notebook;
take a position on one controversial issue from editorial pages.
12. Vocabulary test, Unit 3
13. Timed writing: Analyze argument strategies in a persuasive selection (AP English
Language and Composition free-response model)
14. Read Atwood’ s dystopian novel about the U.S. The Handmaid’ s Tale; students
make double-entry notes in Notebooks and discuss daily during week of reading; focus
is on Atwood’ s arguments.
15. Read war protest poetry in class; focus on appeals and arguments
Unit 4 (approximately two weeks)
1. Introduction to fallacies, Chapter 9 (351-362):many questions; ambiguity; death by
a thousand qualifications; oversimplification; false dichotomy; hasty generalization;
equivocation; composition; division; poisoning the well; ad hominem; ipse dixit; red
herring; circular reasoning; tu quoque; slippery slope; false analogy; post hoc ergo
propter hoc
2. Select topic for synthesis research/argument essay (term research assignment);
begin brainstorming and pre-writing in Notebooks; begin to locate primary and
secondary sources.
3. Test on fallacies
4. Notebooks: Students collect fallacies from public documents, such as letters to
editors
5. Current events, current news: Friday newspaper readings; Notebook musings
6. Arguers’ workshop: Use text (Chapter 10 “A Moralist’ s View: Ways of Thinking
Ethically”) for amoral, immoral, and moral reasoning with readings:
• “U nited States v. Holmes” (court case re: criminal homicide on the
high seas during survival experience)
• “F amine, Affluence, and Morality” Peter Singer
• “L ifeboat Ethics: The Case against Helping the Poor” Garrett Hardin
• “T hree Letters (to an Ethicist) Dying Wish” Randy Cohen
• “En ding Affirmative Action” Terry Eastland
AP/Eng.Lang.& Comp 9
•
“N ot Color Blind: Just Blind” Burke Marshall and Nicholas Deb.
Katzenbach.
• “W ho Lives? Who Dies? Who Decides?” Ellen Goodman
• “T he Culture of Death” Terry Golway
• “Assi sted Suicide: The Philosophers’ Brief”
• “T orture Should Not Be Authorized” Philip B. Heymann
• “Ye s, It Should Be ‘ On the Books’ ” Alan M. Dershowitz
7. Informal debate: Each reading will be followed by informal debate.
8. Timed Writing Practice: Synthesis Essay from AP English Language and
Composition, 2007 exam.
Unit 5 (approximately one week) Visual Rhetoric: Images as Arguments
1. Arguers’ Workshop: Chapter 4 in Barnet text (uses of images; appeals to the eye;
are some images not fit to be shown?; reading advertisements; visuals as aids to clarity:
maps, graphs, tables, and pie charts)
2. Readings: “T he Boston Photographs” Nora Ephron
3. Current events/current periodicals: students analyze two magazines for
advertising methods and intended buying audience. Presentation to class.
4. Continue work on term argument essay/research
Unit 6 (approximately two weeks) Writing an Analysis of an Argument
1. Arguers’ Workshop: Chapter 5 in Barnet text (“An alyzing an Argument”)
2. Readings with Notebook entries for each focusing on authors’ purposes,
methods, and personas:
• “Smo kers Get a Raw Deal” Stanley S. Scott
• “Bri ng Back Flogging” Jeff Jacoby
• “I t Takes Two: A Modest Proposal for Holding Fathers
Equally Accountable” Kathy Pollitt
• “F ive Myths about Immigration” David Cole
• “W restling with Title IX” John Irving
• “An imal Liberation” Peter Singer
• “L et America Be America Again”, poem by Langston Hughes
• From The Prince, Niccolò Machiavelli
• “D eclaration of Sentiments and Resolutions”
• “Su san B. Anthony Argues for Women’ s Rights”
3. Essay # 4: Select any of the essays from this unit’ s reading selections; argue the
arguments from the selected essay. Examine author’ s purpose, methods, persona
4. Peer editors’ circle: read/comment/grade first drafts; use rubric; read arounds
5. Revision workshop: Check for author’ s purpose, author’ s methods, author’ s
persona.
6. Students will be required to commit to one 3-hour Saturday session or one 3-hour
evening session practice session for that exam.
AP English Language and Composition Exam falls shortly after Unit 6
AP/Eng.Lang.& Comp 10
Unit 7: Research, documentation, drafting term argument project.
1. Focus on the remainder of the year is on this argument essay, which was essentially
begun. Formal outline is due during first week of May. First draft is due at end of May;
final draft is due at the end of the following week after peer editing sessions and
revisions.
2. Prepare an oral version of argument; present to class
Unit 8: Personal Writing: Depending on remaining time in school year, students select writing
of their own choice to present in a portfolio to be submitted during final exam period (this in lieu
of an exam)
* * * * * *
Grading policy: All assignments and tests have point value. Your grade will be determined in
the following way, based on your accumulated points:
A: 100-93
A-: 92-90
B+: 89-87
B: 86-83
B-: 82-80
C+: 79-77
C: 76-73
C-: 72-70
D: 69-60
Below 60% is failing (I don’ t anticipate ever having to give one of these!)
All work is to be submitted on time; full class participation is also a requirement.
Texts for course:
Adventures in American Literature, Classic Edition. New York: Harcourt Brace Jovanovich, 1973.
Atwood, Margaret. The Handmaid’ s Tale. New York: Anchor Books, 1998.
Baker, Sheridan. The Practical Stylist with Readings and Handbook, 8th Edition. New York: Addison
Wesley Longman, 1998.
Barnet, Sylvan and Hugo Bedau. Current Issues and Enduring Questions, A Guide to Critical
Thinking and Argument, with Readings, 7th Edition. Boston: Bedford/St. Martin’ s, 2005.
Fifty Postcards from the Book Magnum, a photo collection by various photographers, Phaidon Press
Limited, 2000.
Fifty Postcards from South Southeast, a photo collection by Steve McCurry, Phaidon Press Limited,
2001.
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner’ s/Colliers, 1986.
AP/Eng.Lang.& Comp 11
Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books, Signet Classic.
Hemingway, Ernest. The Snows of Kilimanjaro and Other Stories. New York: Charles Scribner’ s
Sons, 1972.
Leonard, James S., Thomas Tenney, and James S. Leonard. Satire or Evasion? Black Perspectives
on Huckleberry Finn. Durham: Duke University Press, 1992.
Miller, Arthur. Death of a Salesman. New York: The Viking Press, 1949.
Payne, Lucile Vaughan. The Lively Art of Writing. New York: A Mentor Book, 1965.
Peterson, Linda H. and John C. Brereton. The Norton Reader, Eleventh Edition. New York: W. W.
Norton & Company, 2004.
Sebranek, Patrick, Verne Meyer and Dave Kemper. Writers Inc. Write for College, A Student
Handbook. Wilmington: Houghton Mifflin Company, 1997.
Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1967.
Thoreau, Henry David. Walden and “O n the Duty of Civil Disobedience”. New York: Barnes and
Noble Classics, 2003.
Twain, Mark. The Adventures of Huckleberry Finn. New York: Bantam Books, 1981.
Wright, Richard. Black Boy (American Hunger), A Record of Childhood and Youth. New York: Harper
Perennial, 1993.
Various other sources include: current newspapers and collected recent news magazines and AP
released free-response essay prompts
Teacher’ s Resources Booklist:
Aaron, Jane E. The Compact Reader, Short Essays by Method and Theme., Sixth Edition. Boston:
Bedford/St. Martin’ s, 1999.
Dean, Nancy. Voice Lessons, Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and
Tone. Gainesville: Maupin House, 2000.
Muller, Gilbert H. and Harvey S. Wiener. The Short Prose Reader, Tenth Edition. Boston: McGraw
Hill, 2003.
Murfin, Ross and Supryia M. Ray. The Bedford Glossary of Critical and Literary Terms. Boston:
Bedford/St. Martin’ s, 1998.
AP/Eng.Lang.& Comp 12
Released Free-Response Essay Prompts, AP English Language and Composition Exam, various
years.
Safire, William, ed. Lend Me Your Ears, Great Speeches in History. New York: W. W. Norton &
Company, 1997