AP English Language and Composition Course Organization The purpose of this course is to help students “write effectively and confidently in their college
courses across the curriculum and in their professional and personal lives.” (The College Board,
AP® English Course Description, May 2007, May 2008, p. 6) The course is organized according to
the requirements and guidelines of the current AP English Course Description, and, therefore,
students are expected to read critically, think analytically, and communicate clearly both in
writing and speech. Grading System:
Semester grades are the summation of grades from each quarter (45% each) and the midterm or
final exam (10%). Quarter grades are the summation of total points assigned in each of the
following categories:
Essays: Most essays are first written as in-class essays and graded as rough drafts. Rough drafts are
self-edited and routinely peer-edited before students type the final copies. Final copies constitute
larger project grades. Rough drafts and editing assignments are part of daily work. Tests: Most tests consist of multiple-choice questions based on rhetorical devices and their
function in given passages. Some passages are from texts read and studied, but some passages are
from new material that students analyze for the first time.
Quizzes: Quizzes are used primarily to check for reading and basic understanding of a text. Each
unit has at least one quiz on vocabulary from the readings. Also, each unit has at least one quiz on
grammatical and mechanical concepts reviewed in presentations as well as from the discussions
and/or annotations of syntax from the readings.
Classwork/Homework: Daily assignments consist of a variety of tasks. Some of these tasks
involve individual steps leading to a larger product, such as plans, research, drafts, and edits for
an essay. Other daily tasks consist of grammar reviews, vocabulary exercises, annotation of texts,
journaling, and fluency writing.
Presentations: Most lessons begin with a student-prepared presentation during the first five to
ten minutes of class. Presentations consist of basic descriptions of grammar or rhetorical devices
and examples of these literary elements employed in written, auditory, and/or visual texts. In the
second half of the year, student groups will create “compelling case” presentations—verbal
persuasive arguments about a topic of interest that are analyzed and scored by the rest of the class. Course Organization (cont’d) This course is organized by themes. (See syllabus.) Each unit requires students to acquire and use rich vocabulary, to use Standard English grammar, and to understand the importance of diction and syntax in an author’s style. Therefore, students are expected to develop the following through reading, discussion, and writing assignments: •
a wide-­‐ranging vocabulary used appropriately and effectively; •
a variety of sentence structures, including appropriate use of subordination and coordination; •
a balance of generalization and specific illustrative detail; and •
an effective use of rhetoric including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure. For each reading assignment, students must clarify the following: •
Thesis or claim •
Tone (Diction, Imagery, Details, Language, Syntax) •
Purpose •
Audience and occasion •
Evidence or data •
Appeals: logos, ethos, pathos •
Style (how the author communicates his message: rhetorical mode and rhetorical devices) •
Use of detail to develop a general idea •
Assumptions or warrants •
Organizational patterns found in the text, i.e. main idea, detail, comparison/contrast, extended definition, problem/solution, etc. Syllabus: AP English Language
Fall Semester
Unit 1: American Roots Introduction: AP English Course Description, Class Rules and Expectations, Grading System, Rhetorical Terms (Definitions), Rhetorical Modes, Rhetorical Devices Summer Reading: •
McCarthy, Cormac, The Road •
White, Roland, Lincoln’s Greatest Speech Reading: •
Hobbes, Thomas, from Leviathan •
Locke, John, from Two Treatises of Government •
Jefferson, Thomas, The Declaration of Independence •
Paine, Thomas, from The Crisis •
Webster, Noah, “On the Necessity for an American Language” •
Franklin, Benjamin, from The Autobiography of Benjamin Franklin •
Lincoln, Abraham, The Gettysburg Address and The Second Inaugural •
Bryant, William Cullen, “Thanatopsis” •
Lowell, James Russell, “The First Snowfall” •
Longfellow, Henry Wadsworth, “The Tide Rises, The Tide Falls” •
Readings on current events: Theme-­‐related articles that reflect claims, central ideas, or rhetorical choices made by authors studied in this unit; student submissions Viewing/Listening: •
Plato, “Allegory of the Cave;” video clip •
Blake, William, The Ancient of Days (1794; oil painting; BlakeArchive.org) •
Untitled (photo of tree engulfing grave) •
Cole, Thomas, The Course of Empire (1836; series of five oil paintings; ExploreThomasCole.org) •
Durand, Asher B., Kindred Spirits (1849; oil painting; nga.gov) Assessments: •
SAT questions of the day •
Quiz: vocabulary from readings •
Presentations: rhetorical devices Composition •
Thesis generation: write a focused thesis—essentially, the roadmap for an essay—that identifies a subject to be discussed and responds to a specific prompt without repeating the prompt’s language •
Timed Write (synthesis, Romanticism): A reaction to the Age of Enlightenment, Romanticism
has been a driving force in world literature since its inception in the eighteenth century. But what
is Romanticism, and how do its precepts differ from those of the Age of Enlightenment?
Specifically, what does it say about the individual’s relationship to nature? Study the provided
sources carefully. Then, in an essay that synthesizes at least three of the sources for support, define
Romanticism and take a position that defends, challenges, or qualifies the claim that Romanticism
reflects mankind’s diminished importance in the natural world. Use two-column notes to express
the prompt and organize relevant sources.
•
Journal entry: Read Noah Webster’s argument. Identify the weakest assertion and create a
counterargument based on your analysis.
•
Analysis: Find a contemporary reference to The Leviathan, Two Treatises of Government, The
Declaration of Independence, and/or The Crisis. Does the reference stay true to the rhetorical
spirit of these works?
Unit 2: Resistance Reading: •
Krakauer, Jon, Into the Wild •
Emerson, Ralph Waldo, from “Nature” and “Self-­‐Reliance” •
Thoreau, Henry David, from Walden and “Civil Disobedience” •
Fuller, Margaret, from “Woman in the Nineteenth Century”
•
King, Jr., Martin Luther, Letter from Birmingham Jail
•
Douglass, Frederick, from Narrative of the Life of Frederick Douglass, an American Slave
•
Garrison, William Lloyd, “To the Public”
Viewing/Listening:
•
Malcolm Browne, Untitled (Thích Quảng Đức self-immolation)
•
King, Jr., Martin Luther, “I Have a Dream” (audio recording; AmericanRhetoric.com)
•
Mali, Talor, “Like” (video clip; TalorMali.com)
Assessments:
•
AP questions of the day •
Quiz: Lemony Snicket (distinguishing between what a text says and what it does) •
Quiz: vocabulary from readings •
Quiz: rhetorical devices •
Presentations: grammar Composition: •
Analysis: Explain how Jon Krakauer’s description of McCandless’ story in Into the Wild
illuminated a particular theme or idea that might not be present in a purely autobiographical
account.
•
Comparison/Contrast: Where do Emerson’s, Thoreau’s, and McCandless’ ideas intersect? Where
do they diverge? Consider concepts like nature, community, and individuality.
•
Timed Write, Part 1(synthesis, conformity vs. individuality): Read the provided sources (including
the introductory information) carefully. Then choose an issue related to the tension in schools
between individuality and conformity. You might choose an issue such as dress codes, mandatory
classes, or the structure of the school day. You do not have to choose an issue that you have
experienced personally. Then, write an essay in which you use this issue to argue the extent to
which schools should support individuality or conformity. Synthesize at least three of the sources
for support.
•
Timed Write, Part 2: As a class, score three actual exam responses and compare with AP reader
scores. (8, 5, and 3). Revise and resubmit your own essay based on your findings.
•
Journal entry: Find a contemporary author who—in your opinion—mirrors Emerson’s rhetorical
style and explain why you think the two match.
•
Journal entry: Compare “Civil Disobedience,” “To the Public,” and “Letter from a Birmingham
Jail” in terms of their use of supporting evidence, treatment of moral imperatives, tone, and ethical
appeal. Ultimately, which piece is the most effective, and why?
•
Analysis: Write an essay that defends, qualifies, or challenges Thoreau’s claim that civil
disobedience is an acceptable method of accomplishing change. Use specific, appropriate evidence
to develop your position.
•
Synthesis: As a class, design a synthesized response to an actual AP exam prompt, completing each
step of prewriting and source analysis and identifying successful strategies. For additional credit,
complete the essay individually.
•
Synthesis: Argue against a law or rule you feel is unjust. Use King, Thoreau, Emerson, and/or
Garrison to justify your position.
Midterm Exam Students have two hours to take their final exam; it is worth 10 percent of the semester average. Part 1: Multiple Choice This section is an interpretation of new material. Students read several passages and answer 50 questions. Reading selections and questions are taken from previous AP Released English Language Exams. Part 2: Free Response Students complete one timed essay. The prompt asks for rhetorical analysis, argumentation, and/or synthesis. This essay is graded on the AP rubric, or nine-­‐point scale. Spring Semester
Unit 3: Responsibility Reading: • Independent reading: Steinbeck, John, The Grapes of Wrath
Students do an annotated reading of this novel. They are responsible for identifying and understanding the elements about the plot chapters: characterization, setting, initial incidents, conflicts, climaxes, resolutions, and conclusions, as well as identifying and commenting on the stylistic and rhetorical choices made by the author. The intercalary chapters, which are essays commenting on society in general rather than on the characters in particular, are considered in greater depth. (Intercalary chapters: 1, 3, 5, 7 9, 11, 12, 14, 17, 19, 21, 25, and 29) •
Perkins, Joseph, “Homeless: Expose the Myths”
•
Quindlen, Anna, “Homeless”
•
Eighner, Lars, “On Dumpster Diving”
•
Ericsson, Stephanie, “The Ways We Lie”
•
Ascher, Barbara Lazear, “On Compassion”
•
Readings on current events: Theme-­‐related articles that reflect claims, central ideas, or rhetorical choices made by authors studied in this unit; student submissions Viewing/Listening: •
Photos from the Depression, 1930s •
Theme-­‐related photos, video clips, and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval. Assessments: •
AP questions of the day •
Quiz: vocabulary from readings •
Quiz: grammar from presentation mini-­‐lessons •
Presentations: compelling case •
Test: The Grapes of Wrath Composition: •
Journal entry: Using Asher’s essay as a springboard, consider a personal experience that involved misfortune. Have you ever had to beg on the street, been evicted from your home, or had to scrounge for food? Have you ever been asked for money by beggars, worked in a soup kitchen, or volunteered at a shelter or public hospital? Write about such an experience in your journal. •
Letter to the editor of a local newspaper: Write a letter to the school or city newspaper expressing your views of homeless people in your city. Offer a suggestion or solution to the situation. •
Analysis: Read Chapter 5 from The Grapes of Wrath. In a well-­‐developed essay, identify the theme of this chapter and explain how Steinbeck supports this main idea. Use short embedded quotations (or paraphrase) from the chapter as evidence of your thesis. •
Analysis: Read Chapter 11 from The Grapes of Wrath. Identify Steinbeck’s attitude toward the tractor and the horse. Explain how this contrast develops the theme of the chapter. •
Comparison/Contrast: In Chapter 17 of The Grapes of Wrath, Steinbeck comments on the birth of civilization from physical needs to governmental issues. In “Civil Disobedience,” Thoreau discusses the function of government. In a well-­‐developed essay, compare and contrast Steinbeck’s idea of government to Thoreau’s beliefs. Be sure to use evidence from both selections. •
Analysis: Explain how Steinbeck established his claim or thesis in Chapter 19. •
Analysis: Chapter 25 gives the reason for the title of The Grapes of Wrath, Explain how Steinbeck develops his claim or thesis in this chapter. Be sure to use evidence from the text. •
Argumentation: In Chapter 27, Steinbeck comments on honesty. Identify the theme of this chapter, then defend, qualify, or challenge Steinbeck’s claim and assumptions. •
Analysis: In Chapter 29, Steinbeck returns to the theme that if people are angry, people will take action. Explain how he uses Realism to illustrate the horrid conditions that angered the people. •
Synthesis: How does an individual judge right from wrong? What is the role of the individual in confronting injustice? In an essay that synthesizes and uses for support at least three intercalary chapters from The Grapes of Wrath as well as three other selections from this unit’s readings, discuss the role of the individual in confronting injustice. Remember to attribute both direct and indirect citations. Refer to the sources by authors’ last names or by titles. Avoid mere paraphrase or summary. Unit 4: Ideal and Illusion Independent reading: Fitzgerald, F. Scott, The Great Gatsby Students do an annotated reading of this novel. They are responsible for identifying and understanding its elements: characterization, setting, initial incidents, conflicts, climaxes, resolutions, and conclusions. In addition, they must be able to identify and comment on the rhetorical and stylistic choices that the author makes. Reading: •
Staples, Brent, “Just Walk On By: Black Men and Public Space” •
Edwards, Jonathan, “Sinners in the Hands of an Angry God” (rhythm becomes meaning) •
Goodman, Ellen, “Putting in a Good Word for Guilt” •
Davidson, James West and Mark Hamilton Lytle, “The Visible and Invisible Worlds of Salem” •
Gelsey, Zara, “The FBI is Reading Over Your Shoulder” •
Swift, Jonathan, “A Modest Proposal” •
Brady, Judy, “I Want a Wife” •
Rodriguez, Richard, “None of This is Fair” •
Sanders, Scott Russell, “The Inheritance of Tools” •
Mairs, Nancy, “On Being a Cripple” •
Readings on current events: Theme-­‐related articles, articles that reflect claims or central ideas made by the authors studied in this unit, submissions from students with teacher’s approval Viewing/Listening: •
Miller, Arthur, from The Crucible, starring Daniel Day-­‐Lewis and Winona Ryder •
Senator Joseph McCarthy attacks Edward R. Murrow on CBS (video clip; AmericanRhetoric.com) •
Good Night and Good Luck (video clip; AmericanRhetoric.com) •
Theme-­‐related photos and/or cartoons from current periodicals will be discussed as these become available. Students may contribute selections for viewing with teacher’s approval. Assessments: •
AP questions of the day •
Quizzes: reading comprehension •
Quiz: vocabulary from readings •
Quiz: rhetorical devices •
Quiz: grammar from presentation mini-­‐lessons •
Presentations: compelling case •
Test: The Great Gatsby Composition: •
Comparison/Contrast: Review the following passage (pages 43-­‐44, “Do you come…in this world,” pages 85-­‐88, “She turned her head…into the other room,” and pages 164-­‐169, “I called up Daisy…hung up the receiver.”) from The Great Gatsby, chapters III, V, and VIV. Then write an essay that examines the real and mythological aspects of Gatsby. Consider such rhetorical devices as diction, details, syntax, irony, and tone. •
Comparison/Contrast: Consider the first chapter of The Great Gatsby—specifically, Fitzgerald’s descriptions of Tom and Daisy. Then write a carefully reasoned and fully
elaborated analysis of Fitzgerald’s attitude toward these two characters. What might their
marriage signify or symbolize? Consider figurative language, irony, imagery, syntax,
organization of details, and other rhetorical devices. •
Analysis: Review the first three paragraphs of Chapter II (pages 23-24, “About half
way…Tom Buchanan’s mistress.”). Then write an essay analyzing how Fitzgerald uses
figurative language, diction, details, tone, and/or other rhetorical choices to characterize
setting. •
Analysis: Think about the protagonist’s progression through The Great Gatsby. Can Nick
be trusted? Write an essay analyzing how Fitzgerald uses rhetorical devices, including
irony and extended metaphor, to reveal Nick’s true nature. •
Argumentation letter to the editor: Using Jonathan Edward’s sermon as a model, write a
letter to the editor of our school newspaper, using fear tactics to deter your audience from
doing something. •
Comparison/Contrast: Both Jonathan Edwards and Ellen Goodman deal with the idea of
guilt in their writings. In an essay, define guilt. Then compare and contrast the rhetorical
strategies each author uses to deliver his or her message about guilt. •
Journal entry: Write a journal or diary entry reflecting on a time when you felt isolated
from society. OR Journal entry: What does guilt imply about free will and choice? If we had no free will and
choice, how would guilt likely affect us? •
Letter to the editor: Write a letter to the local newspaper expressing your views on the
treatment of a minority group or outsider in your community. What suggestions or
solutions do you have to offer? •
Synthesis: Who are considered outsiders in our society? Why are they in this position?
How does society treat them? Should society be more tolerant of them? Using at least
three sources from this unit, including The Great Gatsby, write an essay that discusses the
position of the outsider in society. Remember to attribute both direct and indirect
citations. Refer to the sources by authors’ last name or by titles. Avoid mere paraphrase or
summary. Research Paper: The Documented Essay Task and Prompt: •
Choose a current event that reflects one of the themes we studied this semester. •
Research the topic through different types of sources (newspapers, magazines, news stories, interviews, online sources, radio broadcasts, visuals, etc.) •
Take careful notes, making sure that you cite your sources accurately using MLA format. •
Establish a thesis (claim) •
Develop an argument about this topic. •
Integrate a variety of sources to support your claim in a well-­‐written essay. Avoid mere paraphrase or summary. •
Your argument should be central. •
Remember to attribute both direct and indirect citations, using MLA format. •
Create a Works Cited page using MLA format. Final Exam Students have two hours to take their final exam; it is worth 10 percent of the semester average. Part 1: Multiple Choice This section is an interpretation of new material. Students read several passages and answer 50 questions. Reading selections and questions are taken from previous AP Released English Language Exams. Part 2: Free Response Students complete one timed essay. The prompt asks for rhetorical analysis, argumentation, and/or synthesis. This essay is graded on the AP rubric, or nine-­‐point scale.