Syllabus+for+AP+Language

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION ABBREVIATED SYLLABUS COURSE OVERVIEW The Advanced Placement English Language and Composition course is designed to provide the opportunity for the able, motivated student to do college-level work in high school. Following the curricular requirements detailed in the AP English Language and Composition Course Description, students are expected to read critically, think analytically, and communicate clearly in writing and in speaking. In AP Language class, students will study and practice composition skills, including the writings of narrative, expository, analytical, and argumentative essays about various subjects. Also, a vital part of the course is the careful reading process that will contain the analysis and annotation of a wide variety of works, emphasizing nonfiction. Our year is divided into several sections focused on key essential questions. Students should expect to have at least two in-class essays and at least two papers of 600 words each per six weeks. In the second semester, students will write a research paper and incorporate synthesis skills; this process is an important part of the course. The development of research skills allows students to evaluate, use, and cite materials from various sources. Because we are a learning laboratory, our writings should exhibit editing and revision. The revision process will include some multiple drafts and the incorporation of teacher instruction, individual, peer, and group evaluation. Equally, because we practice writing and write frequently, one should expect that certain writings will be revised and polished into final drafts. Eventually, several of these works will be housed in an English portfolio. The portfolio will be divided into sections in coordination with our studies in this class, and the portfolio will show proof of scholarship and writing ability Perhaps, with the gleaning of this incredible knowledge concerning the written word, the most intense developing experience will be the perfecting of the writer’s style. GRADING SYSTEM Numerical Letter Grade 93-100 A  85-92 B  75-84 C  70-74 D   0-69 F  ABBREVIATED SYLLABUS FIRST SEMESTER Weeks 1-3 Essential Questions · How is our understanding of culture and society constructed through and by language? · How do authors use the resources of language to impact an audience? · How does one do the right thing in the face of injustice? Reading and Writing Diagnostic Assessment Introduction to Language: reading, analyzing, and composing; brief review of fiction/nonfiction; rhetorical strategies; types and styles of writing; Basics of Composition: Review of the persuasive writing concept, (Harbrace Handbook, chapters 31 and 32 and Patterns chapter 1); evidence and support; thesis; claim; types of opinions; deductive reasoning; sound and valid syllogisms; fallacies in logic; academic voice; diction; purpose; correct manuscript form; rhetorical choices; Internet sources (using Harbrace Handbook chapter 37) Writing: Review Persuasive Essays; journal response to quotation (also, persuasive); personal narrative (Patterns, chapter 4); Sentence sense/sentence patterns (Harbrace Handbook, chapter one through three); transitions Writing: Board of Directors composition Timed In-class Writings: AP prompts Writing: Annotation; sentence variety; parallel structure (Harbrace Handbook, chapters 23 and 26); reading critically; author’s purpose; thesis statement Summer Reading: __Night__; rhetorical strategies and style. Writing: Response; dialectic journals Weeks 4-6 Essential Questions · How does language influence the way we think, act, and perceive the world? · How does an individual’s point of view affect how he deals with conflict? “Civil Disobedience” __ Letter from a Birmingham Jail __ Writing: Argumentation (Patterns chapter 12 and Harbrace chapter 36): see concepts in 1-3 Review concepts; Rhetoric Appeals; Toulmin/Rogerian Logic Writing: dialectic/response journals for each summer reading text. Writing: Revision (Harbrace Handbook, chapter3); Exactness (Harbrace, chapter 20); in class writings; response writings; analysis Weeks 7-9 Essential Questions · In the face of adversity, what causes some people to prevail while others fail? · How do we define who we are? · Is the concept of liberty and justice for all attainable? · In what ways are works influenced by bias and perspective? Drama: THE CRUCIBLE by Arthur Miller; irony; theme; thematic idea Writing: instruction on introductions (Patterns, chapter 2); syntax (patterns chapter 8); Definition (Patterns chapter 11) Revisions using global revision technique; review using descriptive adjectives (Harbrace Handbook, chapter 4); In-class Writings Nonfiction: __The Declaration of Independence__ and __Common Sense__; discussion analysis and argumentation; annotating; apply logic rubric; investigate motive, purpose, tone, strategies, examples, premises; establish comparisons and contrasts between the two writers. In-class Writings: Timed, former AP prompts Peer Editing and Revision; introduction and thesis emphasis (Patterns, chapter 3) Nonfiction: __Sinners in the Hands of an Angry God__ by Jonathan Edwards, persuasion, use of figurative language Writing: Comparison/Contrast essay (Patterns, chapter 9); review of verbs for analysis and argumentation; agreement (subject/verb and pronoun/antecedent; identifying the antecedent, chapters 5, 6, and 28 in Harbrace Handbook) Outside of class: Comparison/contrast essay or persuasive essay; critical writing Weeks 10-12 Essential Question · Why is it important for people and cultures to construct narratives about their experience? · What sacrifices do people make for liberty? · How are our failures as important as our successes? · How is the journey more important than the destination?

Writing: Methods of development, comparison and contrast, examples, description (Patterns, chapter 5), cause and effect (chapter 8), and argument and persuasion (Patterns, chapter 12) and combining patterns (Patterns chapter 13). Review “The Whole Composition” (chapter 32 in Harbrace); planning and drafting essays; clarity (chapter 22 in Harbrace) Strategies for revising; instruction on conclusions and introductions; review emphasis, consistency, subordination and coordination (Harbrace, chapters 24, 27, and 29) Novel: __Their Eyes Were Watching God__; review Zora Neale Hurston; essays; review rhetorical language; discussion of style of an author Nonfiction: Selections from text, including Suzanne Berne, N. Scott Momaday, and Annie Dillard, Lars Eighner, and Alice Walker Vocabulary: Using synonyms; using the Thesaurus Writing: Persuasive Essay; rhetorical analysis Review of introduction; the structure of literary arguments; “Framing an Argumentative Thesis”; developing and supporting the thesis; introductions; “Writing Arguments” (pages 516-545 Harbrace) and (Patterns, chapter 12); sentence structure and variety; subordination and coordination (chapter 24 in Harbrace); specific details and generalizations (Harbrace, chapter 35) Revision: “Questions for Revision” and “Questions for Editing”; for clarity, organization, structure, empty expressions, wordiness, redundancy, and jargon (Harbrace, chapter 30); Peer Editing In-class Writings: Timed AP prompts Vocabulary: Exactness in use of vocabulary; wordiness and needless repetition (coordinating with writing) Weeks 13-15 Essential Question · What are the essential liberties? · What is the connection between reading and writing? Nonfiction: __The Narrative of the Life of Frederick Douglass__; essays, speeches, and letters Writing: Instruction on tone and the use of irony; focus on verbs used; active and passive voice (Harbrace) Stylistic exercises- In-class Writings: Former AP prompts Revision Exercises: Focus on specific and concrete language; using the Techniques and strategies studied Outside of Class: Rhetorical analysis or style analysis Vocabulary: Assessing usage within rhetorical situations; denotations and connotations Weeks 16-18 Essential Questions · What is social justice? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How do we define who we are? Nonfiction: Nancy Mairs’ “The Cripple” essay, Queen Elizabeth’s Speech to the Troops at Tilbury”, and Chief Seattle’s “Speech on the Signing of the Treaty of Port Elliot”, E.B.White “Once More to the Lake” -- review motive, purpose, tone Writing: revision of thesis and introduction; revising and editing drafts; discuss the importance of the conclusion in writing; sentence unity (chapter 23 Harbrace) . Styles and how authors develop style; description Writing: Instruction in ambiguity; parallelism and parallel structure (chapter 26 in Harbrace) Writing: Graphic/visual image composition; comparison/contrast; use of description In-class Writings: __Lincoln’s Second Inaugural Address__ (2001 AP released Exam)and others; review sample essays; reinforce concepts; revision of essays, checking introduction, thesis, conclusion, and transitions SECOND SEMESTER Week 1-3 Essential Questions <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How can you use language to empower yourself? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How do authors use the resources of language to impact an audience? Writing: Research Paper (chapters 34 and 40 in Harbrace); using and documenting sources; validity of sources, and the Modern Language Association Format, APA, and CMS; synthesis of information; use of quotations (Harbrace, chapter 16); development of academic voice (Patterns: Appendix) In-class Writings: timed AP practice prompts Writing: Sample essays; peer editing and revision; working with commas and essential/nonessential clauses(Harbrace, chapters 12 and 13); passive and active voice review( Harbrace, pages 140-148); revision exercise using voice of verbs; emphasis and variety in writing (chapters 29 and 30 in Harbrace) Writing: Synthesis Essay; validity and evaluation of sources (Harbrace chapters 38 and 39); being concise (coordinate with vocabulary); revision work on sentence variety (pages 370-380 Harbrace Handbook) In-class writing on synthesis topic Revision Outside of Class: Synthesis Essay Weeks 4-6 Essential Questions <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Are some truths more true than others? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How does literature reveal the values of a given culture or time period? Literature: __The Things They Carried__; Tim O’Brien; poetry and music concerning the Vietnam War; use of visual images and graphics Writing: Rhetorical analysis/style analysis; Use of purpose, rhetorical devices, appeals, purpose of writer, structure. Writing: Instruction in Cause and Effect (Patterns, chapter 8) Revision exercises to work on logical organization, using repetition, transitions, and emphasis; review revision (chapters 30 and 33 in Harbrace Handbook); skills for emphasis; using figurative language; structure; purpose (Harbrace pages 404-409) Weeks 7-8 Essential Questions <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How can you use language to empower yourself? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How is language used to manipulate an audience? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Why use humor to present your views about a serious topic? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· What are the differences between obvious satire and subtle satire? Literature: Satire, including works from Mark Twain and Jonathan Swift’s “A Modest Proposal”; elements of satire; tone, irony Classification (Patterns chapter 10), Combining Patterns, William Zinsser “College Pressures”, Amy Tan “Mother Tongue” Writing: Creative Writing Writing: Demonstrating control of tone through precise diction, appropriate syntax, and logical sequencing of paragraphs In-class Writings: Timed AP prompts Weeks 9 – 13 Essential Question <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How does a society recognize its weaknesses? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How does being blind to our weaknesses affect others? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How do authors use the resources of language to impact an audience? Writing: Review of the analysis (chapter 35 Harbrace ) Essay Group Presentations Writing: Synthesis Essay --Emphasis on argumentation, exposition, and process. In-class Writings: At least one, a Synthesis Essay; Later, revision to a final draft Literature: Selected excerpts from novels such as __Gulliver’s Travels__ and __The__ __Adventures of Huckleberry Finn;__ Analysis of reductio ad absurdum; elements of style, satire, humor, sarcasm. Writing: Description Review; Writing about Literature and Academic Discourse (Harbrace chapters 41 and 42) Review for AP test Writing: Peer Editing and Revision Weeks 14-18 Essential Questions <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· How has the American Dream changed over time? <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Is the American Dream achievable for all Americans? Novel: __The Great Gatsby__; F. Scott Fitzgerald; review of basic concepts of the novel; discussion of theme, author’s purpose; artistic purpose Review for AP test Writing: Synthesis Essay; edit and revise essay for stylistic choices and development of style. Writing: Review parallel syntax; formal/informal diction In-class Writings: Timed AP prompts Writing: Beginning Literary Analysis Portfolio: Complete and Final Assessment ADOPTED TEXTBOOKS Glenn, Cheryl, et. al. __Hodges Harbrace Handbook__. Fifteenth Edition. Boston: Thomas Heinle, 2004. Kirszner, Laurie G. and Stephen R. Mandell. __Patterns for College Writing: A__ __ Rhetorical Reader and Guide. __ Ninth Edition. Boston: Bedford/St. Martin’s, 2004.