Vincent Massey High School
Course Outline: AP English Language and Composition ENC 30SA
September 2013 – May 2014
Mrs. Kyleigh Bromley
Course Description
The purpose of this course is to help students develop the necessary writing skills to be effective and
confident writers across the high school curriculum, in their post secondary studies, and in their personal
and professional lives. Students will be given opportunities to read complex texts and to write about a
variety of subjects in a variety of disciplines in order to facilitate effective communication with mature
readers and to develop and demonstrate an awareness of audience and purpose. The course will engage
students in becoming skilled, analytical readers of primary and secondary sources and they will be able to
synthesize material to use in their own writing, citing sources using professional organizational conventions.
The course is organized thematically with each unit requiring students to acquire and use rich vocabulary and
Standard English grammar, and to understand the importance of diction and syntax in an author’s style. Through the
reading, discussion, and writing activities, students are expected to develop the following:
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A wide-ranging vocabulary used appropriately and effectively
A variety of sentence structures, including appropriate use of subordination and coordination
Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions,
and emphasis
A balance of generalization and specific illustrative detail
An effective use of rhetoric such as controlling tone, establishing/maintaining voice, achieving appropriate
emphasis through diction and sentence structure
For each reading assignment students must identify the following:
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Thesis or Claim
Tone or Attitude
Purpose, Audience and Occasion
Evidence or Data
Appeals: Logos, Ethos, Pathos
Assumptions
Style
Organizational Patterns in text (main idea, detail, comparison/contrast, cause/effect, problem/solution)
Evidence of this will be recorded by students on index cards to be used for review purposes in preparation for the
exam. Students are responsible for writing their own index cards, which will periodically be taken in for formative
assessment by Mrs. Bromley.
Course Organization
The course will use a seminar approach with opportunities to discuss the literature in small and large group formats
prior to writing tasks. For this seminar format to work, it is crucial that all students complete reading by the assigned
date. Along with the variety of writing that students will complete in this course they will have the opportunity to
conference with the teacher and peers about their writing. These conferences and workshops will give the students a
chance to analyze and develop their personal writing voice and improve their language use (diction, syntax, and
figurative language), grammar, organization, ideas and arguments, and the use of specific and direct evidence as
support.
Textbooks
All texts in this course are available to students through our school library and the students will be allowed to sign out
the texts and keep them until the AP Exam in May.
Textbooks for this course include:
 Macbeth – William Shakespeare
 Fahrenheit 451 – Ray Bradbury
 Frames of Mind: A Rhetorical Reader with Occasions for Writing – Robert Diyanni
 5 Steps to a 5: AP English Language, 2010-2011 Edition
SYLLABUS
Unit 1: Introduction to the Course (2 weeks)
Texts: Excerpts from One Hundred Great Essays (DiYanni), “The Writer’s Duty” speech (William Faulkner), “Letter
from Birmingham Jail”(Dr. Martin Luther King Jr.), and summer reading choices
Students will begin by reading the Introduction of Robert DiYanni’s “One Hundred Great Essays” in order to introduce
them to the notions of close reading and academic writing. Then, through an analysis of King’s essay, students will
learn the tools of rhetoric and argument, both ancient rhetorical tools and a variety of modern approaches such as
rhetorical triangle, Toulmin Scheme, Rogerian Approach, and visual rhetoric. All of this background information will
help to dispel any negative impressions that students may have about rhetoric and enable students to effectively
construct their own arguments. Finally, after a close reading of Faulkner’s Nobel Prize acceptance speech, students will
participate in a Socratic Seminar discussing the extent to which the writers of the autobiographies they read in summer
reading achieved what Faulkner calls “the writer’s duty.”
Formative/Summative Assessments:
 Quiz on definitions of Rhetorical Modes and Devices (20 marks)
 Students will choose five rhetorical devices used in King’s essay and explain, in five brief paragraphs, how King
has used them to convey his message. In addition to this analysis, they will locate five photographs that would
have impacted the tone of King’s essay and explain the effects of their chosen images. (30 marks)
 After instruction on how to organize a compare and contrast essay, students will compare and contrast the
rhetorical devices used by the authors of the two books that they read for summer reading. (1-9 scale)
 Socratic Circle on “The Writer’s Duty” (formative)
Unit 2: Definitions of Beauty (5 weeks)
Over time and across cultures, the mystery of beauty has vexed as well as captivated many people. Beauty has been
the subject of persistent and varied attempts to define it, to capture it, to market it, to replicate it, to ignore it, to
enhance it, to celebrate it. The clichés about beauty are indeed tiresome, but the yare difficult to dismiss. Everyone
seems to accept that beauty is viably present and often sought. But its importance and its role in our lives remains the
subject of vigorous discussion and wonder. Why is beauty the object of both admiration and envy? Why does the
pursuit of beauty bring us pain as well as pleasure? This particular unit focuses upon texts that offer views and
viewpoints on human beauty, specifically human female beauty.
Texts:
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“Marilyn Monroe, New York, 1954” (photo) by Matthew Zimmerman
“Swahili Woman” (photo) by C. E. Gomes (circa 1900)
“Why I Wear Purple Lipstick” by Jean Godfrey-June (1997)
“What Is Beauty and How Do We Know It?” from Survival of the Prettiest by Nancy Etcoff (1999)
Excerpt from the Introduction to Hope in a Jar by Kathy Peiss (1998)
Excerpt from the chapter “What is Beautiful?” in Beauty Junkies by Alex Kuczynski (2006)
Excerpt from “The Democratization of Beauty” by Christine Rosen (2004)
“The Truth About Beauty” by Virginia Postrel
Formative/Summative Assessments:
 After reading (or viewing) each text, students will participate in Socratic Seminars and complete written
responses to in-depth questions.
 In addition to the above activities, after each reading students will complete various writing assignments:
o Texts 1&2 – Students will write an analysis essay of no more than one page in which they propose
competing definitions of human beauty as represented by three photographs: these two and a third of
their own choosing. They will write specifically about each image in their response. (formative)
o Text 3 – Students will write an argumentative essay (1-3 pages) in which they explore the relationship
between Loren’s comments and Godfrey June’s argument, illustrating their own thinking with
appropriate evidence drawn from reading, observation, and experience. (formative)
o Text 4 – Students will participate in a Socratic Seminar, discussing Etcoff’s definition of beauty.
(formative)
o Text 5 – Students will write an in-class analysis essay analyzing how Peiss uses rhetorical techniques and
devices to represent distinct viewpoints on beauty culture in the United States and to present her own
argument.
o Text 6 – Student s will write a brief analysis essay (no more than one page) in which they analyze the
rhetorical strategies Kuczynski uses to develop her perspective on cosmetic surgery. (formative)
o Text 6 – Students will also write an in-class argumentative essay in which they support, refute, or qualify
Kuczynski’s claim that popular beauty ideals compel contemporary Americans to “elevate artifice above
humanity and the look of the fake over the natural contours of the authentic.”
(NOTE: Only the in-class essay with the highest mark will be recorded.)
o Text 7 – Students will prepare an analysis/argument essay explaining how Rosen uses Gladwell’s
comment to enhance her own argument then develop a position of their own in response to his claim.
(1-9 scale)
o Text 8 – In pairs, students will write a script (synthesis) representing a conversation involving GodfreyJune, Etcoff, Peiss, Kuczynski, Rosen, Postrel, and, of course, a representative from Dove about beauty’s
truth. If time, students will act out their scripts. (formative)
o Students will convert their script into a synthesis essay. (1-9 scale)
Unit 3: The Essence of Power (5 weeks)
Text: Macbeth by William Shakespeare
Students will engage in a close reading, both individually and in class, of the play Macbeth. They will then be able to
identify the general theme of power in the play as well as specific examples of power exerted by individual characters.
Effective examples of rhetoric including tone, emphasis, diction, and sentence structure will be examined in daily class
discussions.
Supplementary Texts:
“Aren’t I a Woman?” – Sojourner Truth
“The Morals of the Prince” – Nicolo Machiavelli
The Inaugural Address of John F. Kennedy
“The Gettysburg Address” Abraham Lincoln
The Arrogance and Cruelty of Power from Speech at the Nuremberg Trials, Nov. 21, 1945 -Robert H.Jackson
Readings on current events as available
Formative/Summative Assessments:
 After a class brainstorming of words and ideas associated with the word POWER students will use the
“Wordle” program on the computer to create a visual representation of the theme.
http://www.wordle.net/create (formative)
 Students will independently create a flashcard game with ten new vocabulary words. Each card should include
a definition and the word in its context in a line from the play. Identify the act, scene and line for each word.
Students will then work with a partner who has created a game with ten other words. They will complete each
other’s games and suggest improvements then record these suggestions and hand them in with the
games. (20 marks)
 After a close reading of the first three acts of the play and instruction on the definitions of paradox and
equivocation, students will work in small groups to examine specific quotations that serve as examples of
these two rhetorical techniques. They will report to the class on their discoveries and their connection to the
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themes and characters in Macbeth. (formative) Then, students will choose a character and write a paradox or
equivocation from that character’s perspective. (10 marks)
Students will complete two Multiple Choice practice quizzes. (total 15 marks)
In a Socratic Seminar, students will compare and contrast the ideas presented in “The Arrogance and Cruelty
of Power” from Robert H. Jackson’s speech at the Nuremburg Trials with Macbeth and Lady Macbeth’s
ideologies about power. (10 marks)
Students will write a rhetorical analysis essay in which they analyze the rhetoric of both Macbeth’s and Lady
Macbeth’s arguments and explain why they think Macbeth is persuaded by his wife. (1-9 scale)
Unit 4: Knowledge vs. Ignorance (5 weeks)
Text: Fahrenheit 451 by Ray Bradbury
Students will do an annotated reading of the novel in which they identify and understand characters, setting, context,
themes, conflicts, and resolutions. They will also identify and be able to comment on the stylistic choices of the author
that develop characterization and conflict by choosing significant quotes from throughout the text.
Supplementary Texts:
“Ray Bradbury’s Fahrenheit 451 and the Dystopian Tradition” by Paul Bryans, October 2007
“I Just Wanna be Average” by Mike Rose
“Of Studies” by Francis Bacon
“Learning to Read and Write” by Frederick Douglass
Read Me What It Says Dad Cartoon - Herblock
Harrison Bergeron by Kurt Vonnegut
Readings on current events as available
Formative/Summative Assessment:
 Students will choose five quotations from various characters from the list generated in a class discussion and
explain the quotation’s significance in the novel. Explanations will include what the quote says about the
character’s personality or mindset and their role in the novel, why it is more important than other quotes in
the novel, and how it relates to one of the prevalent themes in the novel. (15 marks)
 Students will work with a list of vocabulary words from the novel to add to their vocabulary book begun during
summer reading. They will choose at least thirty words from a list that are unknown to them and add them to
their book, including a definition, synonym/antonym, and part of speech.
 Using all of the texts studied in this unit as support or reference, students will write a synthesis essay in which
they qualify, defend, or challenge the old adage “Ignorance is bliss”. (1-9 scale)
Unit 5: Independent Reading Assignment (throughout course)
This unit will span the entire semester and allow students to round out their reading experience with quality nonfiction texts in order to help develop their appreciation of rhetoric and elements of argument. A reading packet
comprised of a dozen readings will be distributed to students at the beginning of the semester with completed work
due at the end of January. Students will read and annotate ten texts in the package and then complete the following
assignments.
Formative/Summative Assessments:
 10 Statements - One Statement for each of the 10 chosen texts, in which students identify and elaborate on
what they find remarkable and/or compelling in these texts. Each statement is to be legibly handwritten in
blue or black ink (not word-processed) and should be one page per text. (The highest-scoring 5 will be
recorded in the Gradebook.)
 10 Reading Sheets – Front and back of reading sheets which include identification of authors’ purpose, a text
summary, tone, and personal connections to other readings. These are to be attached to and handed in along
with the Statements above. Include a cover page for the collection of work. (The highest-scoring 5 will be
recorded in the Gradebook.)
Unit 6: Research Paper - The Synthesis Essay (2 weeks)
For this summative unit students will choose a current event that reflects one of the themes that we studied this
semester. They will then complete the following tasks:
 Research the topic through different types of sources (newspapers, magazines, interviews, online sources,
radio broadcasts, visuals, etc.)
 Take careful notes, making sure to cite sources accurately using MLA format
 Develop an argument about topic
 Establish a claim
 Conference with teacher regarding event and argument choice
 Integrate a variety of sources into a coherent, well-written essay draft
 Peer edit draft with partner and complete final draft
The argument should be central to the paper and students need to remember to attribute both direct and indirect
citations using MLA format. A works cited page using MLA format must be created as well.
Summative Assessment:
 As with all essays, this assignment will be graded on the 1-9 scale (AP essay rubric). Plagiarism will result in a
zero.
Unit 7: AP Exam Practice (throughout course, 2 weeks in April)
During this unit students will have an opportunity to engage with and ask questions about the AP Exam. They will work
through essay and open questions from past exams and will develop personal strategies for coping with these
questions successfully. Beginning shortly after the start of Semester 2, students will attend mandatory bi-weekly
tutorials in preparation for the AP Exam in early May.
 Students will review the annotation acronyms and will practice annotation with texts from previous AP exams.
 Students will study and then create an open question for one of the texts studied in the course. Students will
then practice writing a timed essay using the open question they developed.
 Students will add to their notes on text based upon the types of open questions asked in previous AP exams.
 Students will engage with multiple choice tasks from previous AP Exams and will learn and practice with
successful strategies for completing the multiple choice section of the AP Exam.
 Students will write a full-length practice exam.
MRS. BROMLEY’S POLICIES
Assignments are due by 3:45 on the date given on the assignment sheet. Extensions may be possible
if you discuss the circumstances with me AHEAD OF TIME. As per BSD policy, a penalty of -20% will be
applied to late assignments. Assignments will be given a mark of zero if not handed in by the end of the unit.
Absences are sometimes unavoidable; however, you are required to catch up on missed material
from either other students or myself. This is YOUR responsibility. Parents may excuse a student’s absence by
calling the school office.
Punctuality is required. It is expected that you are in your seat when the bell rings; if you are late,
the door will be closed and you will knock and wait outside until I let you in. At this stage of your life, you
should be capable of a simple – but important – skill like punctuality.
AP English Language is both demanding and intellectually stimulating. It requires your best effort
consistently. I hope each of you is committed and will accept the challenge of giving this course the time and
effort it deserves. While your success in this course depends solely on your effort, my job and my desire as
your teacher is to help you; if you are struggling with an assignment or concept, please make an
appointment to meet with me. I am available in my room from 8:30-8:55am (or earlier by appointment),
during my prep (Period 4), or after school (by appointment only). I can be easily reached by email at
[email protected] .
I am looking forward to working and learning with you this year!
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Mrs. Bromley
Student Responsibility Guidelines for Assessment and Evaluation
Students actively engaged in their learning are the essence of the Brandon School Division’s mission of
educating the whole child.
The assessment, evaluation and reporting of student learning and achievement involves students, teachers,
principals, parents, superintendents and the Board of Trustees. It is the responsibility of professional
educators to assess, evaluate, and report on each student’s degree of engagement and resulting learning
outcomes. Such assessment, evaluation and reporting is a continuous and fundamental part of the
student’s learning process. Students are responsible for:
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their own learning with the expertise, assistance and motivation of their teachers;
engaging individually and collectively in school/community learning opportunities;
improving their learning involvement
playing an active role in assessing their own learning
providing evidence of their learning within established timelines
The purpose of this document is to identify student responsibilities in assessment and evaluation practices,
provide clear guidelines and consequences so students can make informed decisions, and to provide
structures that improve the relationship between student learning and assessment.
All assessments and/or evaluations will be assigned a reasonable completion date by the classroom teacher.
When a student demonstrates negligence and/or disregard towards the assessment and/or evaluation due
date, the teacher can assign a “0” grade for the incomplete assessment and/or evaluation.
For a “0” grade to remain permanent on the student’s record for that unit of study, a teacher’s records will
demonstrate that he/she had advised the student and the parent/guardian that there was an opportunity to
complete the original assessment or an alternate assessment, but that it would have been penalized in
accordance to divisional guidelines.
Penalization for late assessments is as follows:
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Grade 9 – 10%
Grade 10 – 15%
Grade 11 – 20%
Grade 12 – 25%
Example: Grade 10 student receives 80% for a late assessment. The penalty for the late assessment would
be (80) (0.15)=12 . The adjusted mark would be 80-12=68%.
Once the late assessment is marked, the penalized assessment mark will replace the “0” grade that was
originally assigned to the student by the teacher.
If the original or alternate assessment is not submitted by the new completion date or if the student refuses
to submit a required assessment, the “0” grade assigned to it will remain on the student’s evaluation
records. The “0” grade(s) will be calculated into the student’s final mark for the unit of study and will be
used in the calculation of the final grade of the course.