Ap english Language and Composition

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AP English Language and Composition
Course Overview 2012-2013
The AP English Language and Composition course is a college-level course designed for students who wish to learn to read and write with increasing complexity and sophistication. Aligned with the College Board curriculum goals, AP English Language and Composition challenges students to refine literary analysis, written expression and critical thinking skills.
Although students enrolled in an AP English Language and Composition course should demonstrate command of Standard English grammar, they will perfect the processes of writing and revising as they increase their knowledge of language resources and writing conventions to become more mature and more effective writers. Instruction will include how to synthesize primary and secondary sources and cite them accurately as prescribed by professional organizations such as the Modern Language Association. In this course additional emphasis is placed on the interpretation of visual images and graphics in the media.

To enhance stylistic development, the AP English Language and Composition course emphasizes instruction in the following areas:

  • appropriate and effective use of an extensive vocabulary

  • command of correct used of subordination and coordination, as well as a variety of sentence structures

  • techniques to demonstrate logical organization and increase coherence, such as repetition, transitions, and emphasis

  • a balance of generalization and specific illustrative detail

  • an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure

  • awareness of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing\

  • sufficient skills to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.

Upon completion of the AP English Language and Composition course, as they write for a variety of purposes, students should be able to

  • acquire and use general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college level.

  • analyze and evaluate how authors use text structure (e.g., sequence, problem/solution, comparison/contrast, description, cause/effect) to achieve their purposes in narrative, expository, persuasive, and technical texts.

  • analyze and interpret samples of good writing.

  • analyze image as text.

  • analyze the major influences on American literature, including: Puritanism, Transcendentalism, Romanticism, Rationalism / Deism, Regionalism, Naturalism, Realism, and Modernism.

  • apply effective rhetorical strategies and techniques in their own writing.

  • apply the Six Traits of Effective Writing: ideas and content, organization, voice, word choice, sentence fluency, and conventions.

  • close read both literary and informational texts to determine what the text says and to make logical inferences, citing specific evidence to support conclusions drawn.

  • close read texts to analyze structure, tone, diction, syntax, point of view, and overall style.

  • conduct short as well as more sustained research projects in response to a question or to solve a problem, gathering relevant information from multiple print and digital sources.

  • create and sustain arguments based on readings, research, and/or personal experience.

  • delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of evidence.

  • demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • demonstrate understanding and mastery of standard written English as well as stylistic maturity.

  • demonstrate understanding of the conventions of citing primary and secondary sources.

  • determine the meaning of words and phrases as they are used in texts, determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning and tone.

  • engage in oral language activity with an emphasis on persuasion.

  • evaluate and incorporate reference documents into researched papers.

  • evaluate how stylistic effects are achieved by writers’ linguistic choices.

  • evaluate works of literature from a variety of critical perspectives.

  • extend research skills with emphasis on secondary source material, MLA documentation (end notes/ internal citation), and validity of sources.

  • extend revision skills to include parallel constructions.

  • identify and explain an author’s use of rhetorical strategies and techniques.

  • integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

  • interpret figurative language and word relationships and analyze nuances in the meanings of words with similar denotations.

  • make strategic use of digital media in presentations to enhance understanding.

  • move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.

  • produce clear and coherent writing (argumentative, expository, narrative, analytical) in which the development, organization, and style are appropriate to task, purpose, and audience.

  • produce expository, analytical, and argumentative compositions with a complex central idea and developed with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions.

  • read and comprehend complex literary and informational texts in the grade 11 text complexity band independently and proficiently.

  • refine understanding of literary terminology and apply appropriate terminology in analyzing and interpreting literature.

  • revise a work to make it suitable for a different audience.

  • use a variety of types of sentence patterns.

  • write thoughtfully about the process of composition.

We hope that a majority of students who complete the course will elect to sit the AP English Language and Composition Examination in May. Doing so is a requirement to earn the AP course designation on the official transcript. Transcripts of students who choose not to take the exam will read “English 11 Honors.”
In order to succeed in AP English Language and Composition, students need to do the following:

  • commit to pursuing a rigorous curriculum and strive to improve

  • adhere to district guidelines regarding plagiarism, as stated in the school planner

  • follow all district directives regarding use of technology

  • maintain an AP course writing notebook in a three-ring, loose-leaf binder with dividers

  • maintain a planner or a suitable system of recording assignments

  • follow all established classroom procedures

  • participate in all learning activities with an enthusiastic and scholarly attitude

  • read with a critical eye toward careful analysis

  • assume responsibility for finding out about makeup work when absent

  • apply the six-traits+1 in producing and reflecting on own writing

  • schedule writing conferences for pre-writing and revision feedback

  • treat all members of our school community and its property with respect

  • come prepared with the proper materials

  • return all supplemental selections on time

  • complete all work to the best of their ability and on time

  • consult online sources for remediation when prescribed

  • demonstrate willingness to revise and improve written work

  • compose written class work on notebook paper in ink on every other line

  • include all steps of the writing process when submitting final drafts of essays

  • follow MLA formatting to word process all final drafts of essays

Primary Textbooks
Axelrod, Rise B. and Charles R. Cooper. The St. Martin’s Guide to Writing. 7th ed. Boston: Bedford/St. Martin’s, 2004.

Elements of Literature: Fifth Course. Austin: Holt, Rinehart and Winston, 2009.

Elements of Language: Fifth Course. Austin: Holt, Rinehart and Winston, 2009.

Peterson, Linda H., John C. Brereton, and Joan E. Hartman, eds. The Norton Reader, 10th ed. New York: W.W. Norton and Company, Inc., 2000.

Additional Resources

  • Ad Astra APSI: AP English Language and Composition for Experienced Teachers, July 23-26, 2012, Dr. Betty Moss, San Antonio College.

  • Advanced Placement Program: Professional Development for English Language. Depaul University English Language Summer Institute. Chicago, Illinois, June 21-15, 2004.

  • Atwan, Robert, ed. America Now (Short Readings from Recent Periodicals) Bedford/St. Martin’s, 8th edition, 2009.

  • AP from A to Z: Argumentation/Synthesis Edition. Dripping Springs, Texas: Athena Publishing, 2007.

  • The AP Vertical Teams Guide for English. 2nd ed. College Entrance Examination Board, 2002.

  • Blumenthal, Joseph C. English 3200 with Writing Applications: A Programmed Course in Grammar and Usage. New York: Harcourt, Brace, Jovanovich, Inc., 1972.

  • Brassil, John, et al. Analysis, Argument, and Synthesis. Saddle Brook, New Jersey: Peoples Education, 2008.

  • Cohen, Samuel. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s, 2004.

  • Elements of Literature: Fifth Course. Austin: Holt, Rinehart, Winston, 2000.

  • Elements of Writing: Fifth Course. Austin: Holt, Rinehart, Winston, 1998.

  • Great American Stories. Austin: Holt, Rinehart, Winston, 1991.

  • izzit.org. Current Events Lessons. Erie, PA, 2007.

  • Resources for Teaching Advanced Students. Austin: Holt, Rinehart and Winston, 2007.

  • Waddell, Marie L., Robert M. Esch, and Roberta R. Walker. The Art of Styling Sentences: 20 Patterns for Success. Barron's Educational Series, 3rd ed., 1993.

Handouts from Applied Practice, Ltd., Dallas, TX:

  • American Speeches Selections

  • Nonfiction Selection

  • Satire Selections

  • Mastering Nonfiction with Documentation

  • Mastering Synthesis

  • The Grapes of Wrath

  • The Great Gatsby

  • In Cold Blood

  • The Scarlet Letter

Handouts from The Center for Learning, Villa Maria, PA:

  • Advanced Placement English 1: Practical Approaches to Literary Analysis

  • Advanced Placement English 2: In-depth Analysis of Literary Forms

  • Advanced Placement Poetry

  • Advanced Placement Short Story

  • Advanced Placement Writing 1 and 2: Strategies for Honors, Gifted, and AP Students


  • Reading checks, objective tests/quizzes, essay tests, individual and collaborative projects, multi-media evaluations, Socratic seminar preparation and discussion, annotation, and reflective works. The final counts 20% of the semester grade.

  • Students will engage in a minimum of three timed, in-class writings per quarter on a variety of AP released exam prompts and Applied Practice prompts. They will be scored according to a generic AP rubric.

  • Required district writings include narrative, analytical, argumentative, expository, and short and sustained research.

  • Assessments will include a variety of tests, including but not limited to AP-style multiple-choice exams, essay exams, alternative assessments, traditional short-answer tests, and reading checks.

  • To track their writing progress, students will maintain a writing notebook throughout the year. Assessment criteria include completion of all steps of the writing process, neatness, organization, scoring guide chart, and personal reflection and commentary.

Grading scale 90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 60 = F

When work is not submitted due to absence, Integrade will show “absent” for zero credit until the obligation has been met. Work that has been collected but not yet evaluated will appear as an “X.” Other special scores with an initial zero point value include “NP” for no paper submitted, “INC” for incomplete, and “R” for work that needs to be revised. To clarify details regarding Integrade tasks, please access teacher’s website. Periodic Integrade printouts serve as performance updates – not as reminders of missing work.

Conditions for Acceptance of Late Work

Unless prior arrangements have been made, all work should be submitted in class, in person, and on time. No late submissions are accepted for daily assignments. If late work is accepted on required assignments, ten percent of the total points possible are deducted for each day an assignment is late.

Makeup assignments for excused absences

In case of absence, the student is responsible for staying informed about work missed. Makeup privileges shall be allowed for excused absences. For each day of the absence, with the exception of prearranged absences and school activities, the student will be allowed two class periods to make up the assignment. For absences approved in advance, assignments should be requested by the student before the absence occurs. Tests may be made up after the absence. Please see the Shawnee Mission West Student Planner for the District attendance policy.

Students will engage in a variety of classroom activities:
Metacognitive Strategies

annotation (text coding, dialectical


ladders of questions

reading and thinking aloud

reading journals

readings strategies

reflective assessment

thinking notes

Discussion Methods

“Block Party”

bulletin board postings

collaborative learning

concept mapping


ladders of questions

literature circles

online discussion forums

peer editing

reading conferences

silent discussions

Socratic circles/seminars

timed discussions

The Writing Toolbox

  • 6+1 Traits™ Links (

  • Elements of Language: Fifth Course. Austin: Holt, Rinehart, Winston, 2009

  • English 3200 with Writing Applications

  • The Purdue Online Writing Lab (http://owl.english.purdue.edu/)

  • The St. Martin’s Guide to Writing. 7th ed.

  • Other grammar links accessed through class website.

Sentence Basics

  • Parts of speech

  • Agreement: subject and verb, pronoun and antecedent

  • Verb use: regular and irregular verbs, tense sense, active vs. passive voice

  • Pronouns: nominative, objective, and possessive case; use of personal vs. object

  • Modifiers: comparison and placement

  • Phrases: verb, adjective, adverb, noun

  • Verbals: participle/participial phrase, gerund/gerund phrase, infinitive and infinitive phrase/clause

  • Appositive/appositive phrase

  • Clauses: independent vs. subordinate (adjective, noun, adverb); elliptical

Sentence Structure

  • Types: simple, compound, complex, compound-complex

  • Purposes: declarative, interrogative, imperative, exclamatory

  • Fragments

  • Subject and predicate (simple and compound)

  • Complements: direct object and indirect objects, object and subject complements

Sentence Polishing

  • Sentence scavenger hunt

  • Achieving clarity through coordination, subordination, and parallelism

  • Repairing fragments, run-ons and unnecessary shifts in subject, tense, and voice

  • Varying beginnings: participial phrases, prepositional phrases, adverb clauses

  • Varying lengths: simple, compound, complex, compound-complex

  • Achieving conciseness: reducing wordiness, awkwardness, clauses to phrases and phrases to one word

Sentence Combining

  • Insertion of key words and/or phrases to avoid choppiness

  • Use of a coordinating or correlative conjunction to combine related sentences

  • Use of a semicolon and a conjunctive adverb to form a compound sentence

  • Use of effective subordinate clause

  • Appositives and appositive phrases


  • Spelling

  • Punctuation

  • Capitalization

  • Grammar

  • Paragraphing

  • Mechanics

  • MLA format


  • Basic sentence patterns from The Art of Styling Sentences: 20 Patterns for Success

  • Style and Syntax Analysis Worksheet (AP Vertical Teams Guide 44)

  • Sentence-beginning Activity to Syntax Analysis Chart (AP Vertical Teams Guide 51):

first four words, special features, verbs, number of words per sentence
Reflection and Revision

  • REBA

  • CRISP acronym: cut words, reduce clauses, intensify verbs, sharpen diction, pack phrases

Close Reading Strategies and Acronyms

(Page numbers in parentheses from The AP Vertical Teams Guide for English)

SIFT Method (17)

  • Symbol: examine the title and text for symbolism

  • Images: identify images and sensory details

  • Figures of speech: analyze figurative language and other devices

  • Tone and Theme: discuss how all devices reveal tone and theme

Dante’s Fourfold Method to Interpret Symbol and Allegory (24)

  • The literal or historical level (what is actually happening)

  • The political level (how humans interact with and relate to others)

  • The moral or psychological level (how the self relates to the realm of ethics)

  • The spiritual level (the universal level on which a person relates to the cosmos)

LEAD Analysis of Diction (29)

  • Low or informal diction (dialect, slang, jargon)

  • Elevated language or formal diction

  • Abstract and concrete diction

  • Denotation and connotation

DIDLS (86)

  • Diction – the connotation of the word choice

  • Images – vivid appeals to understanding through the senses

  • Details – facts that are included or those omitted

  • Language – the overall use of language, such as formal, clinical, or jargon

  • Sentence Structure – how structure affects the reader’s attitude

TP-CASTTing a Poem (94)

  • Title – Think what the title could mean before reading the poem

  • Paraphrase – Put the poem into your own words

  • Connotation – Contemplate the poem for meaning beyond the literal

  • Attitude – Assess both the speaker’s and the poet’s attitude or tone

  • Shifts – Spot shifts in speakers and in attitudes

  • Title – Think again about the title and interpret it this time

  • Theme – Target what the poet’s point or theme is

Active Reading Strategies (113)

  • Questioning

  • Connecting and reflecting

  • Predicting

  • Reviewing

  • Evaluating

  • Citing quotations

  • Recognizing words

  • Self-correcting

TWIST (167) for rhetorical analysis of a prose or poetry selection

  • Tone

  • Word choice or diction

  • Imagery and detail

  • Style

  • Theme

PAMIDSS: How to Reflect upon Your Own Prose (178)

  • Purpose

  • Audience

  • Mode

  • Diction

  • Images/concrete details

  • Syntax

  • Structure

Terminology for Literary Analysis
allegory, alliteration, allusion, antagonist, antithesis, apostrophe, archetype, assonance, catharsis, character (round, flat, dynamic, static), climax, colloquial, conflict, connotation, consonance, denotation, dialect, diction (low or informal), dynamic character, elevated or formal; abstract or concrete), ellipsis, fable, figures of speech, flashback, flashforward, flat character, foreshadowing, genre, hyperbole, imagery, irony (dramatic, situational, and verbal), jargon, limited narrator, metaphor, metonymy, mood, motivation, narration, objective point of view, omniscient narrator/point of view (limited omniscient), onomatopoeia, oxymoron, paradox, parallelism, personification, plot, point of view (participant/first person, innocent eye, nonparticipant/third-person), prosody, protagonist, pun, repetition, rhetorical question, rhyme (end, internal, and slant), round character, sarcasm, setting, shift, simile, slang, sound devices, speaker, static character, stream of consciousness, structure, style, stock settings, suspense, symbol, synecdoche (metonymy), syntax, texture, theme, tone, tragedy, understatement (meiosis, litotes), unity (of action)
Terminology for Understanding Rhetoric
(from The AP Vertical Teams Guide for English, Everyday Use, and APSI 2012 binder)
act, aesthetic reading, agency, agent, aim, anadiplosis, anaphora, anecdote, Anglo-Saxon diction, antecedent-consequence relationship, anthimeria, anticipated objection, antimetabole, antithesis, apologist, apology, appeal, appeal to authority, appositive, argument, argument by analysis, Aristotelian triangle, arrangement, assonance, assumption, asyndeton, attitude, audience, balanced sentence, basic topics/konnoi topoi,begging of the question, canon, casuistry, causal relationship (cause-and-effect relationship), chiasmus (antimetabole), claim, climbing the ladder, cloze test, common topic, complex sentence, compound sentence, compound subject, compound-complex sentence, conclusion (of syllogism), confirmation, context, contradiction/contraries, data (as evidence), declaiming, deductive reasoning, delivery, dialogue, diction, double entendre, drafting, dramatic monologue, dramatic narration, dramatistic pentad, efferent reading, enthymeme, epistrophe, epithet, ethos, euphemism, evidence, exaggeration, example, exigence, exordium, extended analogy, extended example, figurative language, figures of rhetoric: schemes and tropes, format, functional part, generalization, genre, heuristic, implied metaphor, inductive reasoning, inference, intention, invention, investigating, irony, jargon, juxtaposition, konnoi topoi/basic topics, Latinate diction, litotes, logic, logos, loose or cumulative sentence, loose sentence, major premise, memory, metonymy, minor premise, mnemonic device, mood, narration, narrative, narrative intrusion, occasion, overstatement, pace, parallel structure, parallelism, partition, pathos, pentad, people’s topics/konnoi topoi, periodic sentence, periphrasis, peroration, persona, persuasion, petition principi, planning, polysyndeton, premise, major and minor; purpose, ratio, reader’s repertoire, reading,reading journal, recursive, refutation, reliable narrator, repertoire, rhetor, rhetoric, rhetorical choices, rhetorical fragment, rhetorical intention, rhetorical mode, rhetorical question, rhetorical situation, rhetorical triangle, sarcasm, scenic narration, scheme, sentence length (telegraphic, short, medium), sentence order (natural vs. inverted), setting, simple setting, six-part oration, soliloquy, speaker, stance,

stichomythia, subject, summary narration, support, syllogism, syndeton, synecdoche, syntax, tautology, thesis, thesis statement, tone, topic, trope, understatement, unity, unreliable narrator, verisimilitude, voice, writing process, zeugma


  • Close reading exercise first block day: “Ordeal by Cheque” (APSI binder

  • Overview of rhetoric: a. the use of language as a symbolic means of inducing cooperation (Kenneth Burke) b. the use of all available means of persuasion (Aristotle) c. the art of using words to persuade in writing or speaking (AP Vertical Teams Guide for English)

  • Analysis, Argument, and Synthesis Chapters 1 and 2: “Modern Applications of Ancient Rhetoric” (1-10) and “Modern Approaches to Argument (11-18)

  • APSI binder notes (141-163)

  • Introduce précis structure and for columnist project (APSI 2012, p. 126)

Summer Reading Assessment:

The Grapes of Wrath

  • Socratic seminars over designated intercalary chapters

  • Focus on diction, imagery and symbolism of narrative chapters as they relate to the theme

  • Jigsaw readings of primary sources from Steinbeck’s newspaper articles

  • Essay test over the novel

  • Video clips from Great Depression (Of Mice and Men, 1992; Cinderella Man, XXXX; or Seabiscuit, XXXX

  • Selections from Applied Practice: The Grapes of Wrath

  • Jonathan Swift’s “A Modest Proposal” (1729)

  • Jon Davis poem Socratic seminar: “Preliminary Report from the Committee on Appropriate Postures for the Suffering”

Nonfiction Choice

  • Group presentations over selected texts

  • Student oral readings chosen throughout the memoir

  • Worksheet on imagery in Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students (112)

Readings from St. Martin’s Guide to Writing
Remembering Events:

  • Annie Dillard: from An American Childhood (28-31)

  • Tobias Wolff: “On Being a Westerner” from This Boy’s Life (35-37)

  • Rick Bragg: “100 Miles per Hour; Upside Down and Sideways” from All Over but the Shoutin’ (39-42)

  • Jean Brandt: “Calling Home” (44-47)

Composition: (focus on description, dialogue, sensory appeal, figurative language)

  • “Remembering Events,” St. Martin’s Guide to Writing (52-80)

1ST QUARTER, WEEKS 3-6: The American Indian, Colonial America, and the Age of Faith
The AP Vertical Teams Guide for English (105-108): review close reading strategies.

  • The Scarlet Letter (Hawthorne)

    • Multiple-choice practice from Resources for Teaching Advanced Students (97)

    • Nathaniel Hawthorne’s discussion of Abraham Lincoln and multiple-choice questions in Applied Practice: Nonfiction Selections (36)

    • Rhetorical analysis passages (APSI binder 129-144, 153-154)

    • “Speed Dating” writing practice for solid introductionary paragraphs and thesis statements (APSI binder 155- 156)

Readings from Elements of Literature: Unit 1 – “Encounters and Foundations to 1800”

  • Literature of the American Indian

    • “Human Beings Are Not Mascots” article

    • Creation stories: “The Sky Tree” (20)

    • “Coyote Finishes His Work (22)

    • N. Scott Momaday: from The Way to Rainy Mountain (30); Resources for Teaching Advanced Students (185-187)

    • Alvar Núñez Cabeza de Vaca from La Relación (44)

    • Benjamin Franklin’s “Remarks Concerning the Natives of North America” handout to text code

  • William Bradford: from Of Plymouth Plantation (52)

  • Mary Rowlandson: from A Narrative of the Captivity (62); paired with Louise Erdrich’s poem “Captivity”

  • William Byrd: from The History of the Dividing Line (72)

  • Olaudah Equiano: from The Interesting Narrative of the Life of Olaudah Equiano (82)


  • Focus on tone, inference, theme in Mastering Nonfiction with Documentation: “The ‘Indian Question’ in America” (24-26).

  • Focus on diction, tone, syntax in Advanced Placement Writing 1: “General George Armstrong Custer” (91-97).

  • Norton Reader: rhetorical techniques in Chief Seattle’s “Letter to President Pierce, 1855” (351-352).

  • Review of figurative language: alliteration, apostrophe, assonance, inversion, parallelism, personification, and refrain

  • “Poetry Alive” performance of various Native American poems.


  • Writing about symbol and theme in The Scarlet Letter

  • Soundtrack paper

1ST QUARTER, WEEKS 7-9: Collection 2 – “Voyages and Visions” and The Age of Reason
Readings from Elements of Literature

  • The Crucible (1094)

    • Analyzing motivation and characterization (Resources for Teaching Advanced Students 193)

    • Read Judith Viorst’s essay “The Truth About Lying”: Agree, disagree, or qualify the claim that “the truth’s always better than lying.”

    • AP test prep: Toulmin model for 2007 Question 3: Offering incentives for charitable acts (APSI 2012 binder)

  • Anne Bradstreet:

    • “Here Follow Some Verses upon the Burning of Our House, July 10, 1666 (96)with close reading, connotation, diction, and imagery worksheet Resources for Teaching Advanced Students 57)

    • “To My Dear and Loving Husband” compared with Edna St. Vincent Millay’s “Love is not all” (194)

    • Multiple-choice questions over “In Memory of My Dear Grandchild Elizabeth Bradstreet, Who Deceased August, 1665, Being a Year and Half Old” and “Meditation 8” by Philip Pain (Resources for Teaching Advanced Students 71)

  • Jonathan Edwards:

    • from Sinners in the Hands of an Angry God (105) and focus on theme, imagery and figures of speech (Resources for Teaching Advanced Students 60)

    • Applied Practice: American Speeches Selections (34)

    • Letter to “Sarah Pierrepont” handout – developing one character trait


  • Analysis of Reverend Hale’s character (Resources for Teaching Advanced Students 198)

  • Compare and contrast essay over attitudes toward death in “In Memory of My Dear Grandchild Elizabeth Bradstreet. . . ” and “Meditation 8” by Philip Pain (Resources for Teaching Advanced Students 73)

Readings from Elements of Literature: Collection 3 – “Forging a New Nation”

  • Patrick Henry

    • “Speech to the Virginia Convention (120)

    • Applied Practice: American Speeches Selections (29)

  • Thomas Paine

    • from The Crisis, No. 1 (130)

    • Literary focus on elements of style: diction, connotation, sentence structure, parallelism, anecdote, hyperbole, tone, and theme (Resources for Teaching Advanced Students 63)

  • Benjamin Franklin

    • Franklin’s aphorisms “Block Party” introduction

    • from The Autobiography (164)

    • “The Whistle” in Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students (25)

    • Dialogue Between Franklin and the Gout

    • “Anecdote of the Speckled Ax” (from The Autobiography) handout to text code

    • Applied Practice: Satire Selections – excerpt from Rules by Which a Great Empire May Be Reduced to a Small One (46-51)

    • Create an epitaph following Franklin’s as mentor model

    • Gordon Wood:“The Man of Many Masks” from The Americanization of Benjamin

Franklin (176)

  • Dekanawida: from The Iroquois Constitution (154)

  • Thomas Jefferson

    • from The Autobiography: The Declaration of Independence (138)

    • multiple-choice questions in Applied Practice: Nonfiction Selections (29)

    • Letter from Thomas Jefferson regarding George Washington (Applied Practice: Nonfiction Selections 33)

    • from Declaration of Sentiments of the Seneca Falls Woman’s Rights Convention by Elizabeth Cady Stanton (Resources for Teaching Advanced Students 66)

    • Applied Practice: American Speeches Selections – Susan B. Anthony’s “Speech on Women’s Suffrage” (32)

    • Letters of Abigail and John Adams (157 plus handout)

    • Resources for Teaching Advanced Students (66)

  • James Madison

    • from “Federalist Paper #51” by James Madison (Resources for Teaching Advanced Students 76)

  • Socratic seminar: from Letters from an American Farmer by Michel-Guillaume Jean de Crèvecoeur [1735-1813]

  • Question 2 practice: John Downe letter to wife re emigration (APSI 2012 binder)


  • Writing Workshop: Editorial and Persuasive Essay (182-193): KS Writing Assessment will require persuasive essay for spring 2013

  • Writing an editorial (Resources for Teaching Advanced Students 69)

  • Selections from The St. Martin’s Guide to Writing:

    • Richard Estrada: “Sticks and Stones and Sports Team Names” (265-267)

    • Barbara Ehrenreich: from Nickel and Dimed: On (Not) Getting By in America (269-273)

    • Jonathan Rauch: “Who’s More Worthy?” (276-280)

    • Stanley Kurtz: “Point of No Return” (283-287)

    • Jessica Statsky: “Children Need to Play, Not Compete” (287-291)

    • from Chapter 6, “Arguing a Position” -- The Writing Assignment (296-326)

    • from Chapter 19, “Arguing” (677 – 692)

  • “Will College Football Perish Like the Dinosaur?” Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students (41) – focus on analogy and tone

2ND QUARTER, WEEKS 1-3: Readings from Elements of Literature Unit 2 – “Imagination and the Individual”

  • Washington Irving: “The Devil and Tom Walker”(288)

American Romantic Poets Collaborative PowerPoint Presentation

  • William Cullen Bryant

    • “Thanatopsis” (218)

    • “To a Waterfowl” (handout)

    • “To Cole the Painter, Departing for Europe” (handout)

  • Henry Wadsworth Longfellow:

    • “The Tide Rises, the Tide Falls” (224)

    • “The Cross of Snow” (229)

  • John Greenleaf Whittier: from “Snow-Bound: A Winter Idyll” (handout)

  • Oliver Wendell Holmes

    • “The Chambered Nautilus” (232)

    • “Old Ironsides” (handout)

  • Ralph Waldo Emerson

    • “Concord Hymn” (handout)

    • Compare Emerson’s “The Snow-Storm” to Mary Oliver’s “First Snow” (389)

Readings from Elements of Literature: Collection 5– “The Realms of Darkness”

  • Edgar Allan Poe

    • “The Fall of the House of Usher” (318) and graphic novel version (337)

    • “The Pit and the Pendulum” (345)

    • “The Raven” (360)

    • Primary Sources: Poe’s Process of Writing “The Raven” (Holt 2000, p. 287)

      • Nathaniel Hawthorne

    • “The Minister’s Black Veil” (302)

    • Resources for Teaching Advanced Students (91)

  • Herman Melville

    • from Moby-Dick (366)

    • from The Encantadas, Sketch I and II in Applied Practice: Nonfiction Selections (46,49)

2ND QUARTER, WEEKS 4-6: Readings from Elements of Literature, Collection 4 – “Transforming Imagination”

  • Introduction to Transcendentalism and the Transcendental journal

  • Ralph Waldo Emerson

    • from Nature (238)

    • from Self-Reliance (245)

    • from The American Scholar (handout)

    • Give All to Love” poem handout

    • Timed writing from Resources for Teaching Advanced Students (82)

    • Aphorisms handout to text code

  • “Only the Shadows Are Known: Plato’s ‘Allegory of the Cave’” in Advanced Placement English 1: Practical Approaches to Literary Analysis (161)

  • Henry David Thoreau

    • from Walden, or Life in the Woods (252) plus handout

    • Applied Practice: Nonfiction Selections (40, 43)

    • Aphorisms handout to text code

    • from Resistance to Civil Government (269)

    • Resources for Teaching Advanced Students (85): allusions and metaphor in a timed discussion and from “Walking” (101): multiple-choice questions

    • Applied Practice: Satire Selections – “The Battle of the Ants” (31)

    • Applied Practice: Mastering Nonfiction with Documentation and “The Impact of the Railroads in America” (14)

    • Applied Practice: Mastering Nonfiction with Documentation and “Misgivings about Technology” (14)

    • Analysis of E.B. White’s “Once More to the Lake” (50 Essays, p. 444)

  • Annie Dillard: “Living Like Weasels” (210) and writing assignment


  • Found poem assignment from various works of Emerson and Thoreau: produce a publishable poem, write a reflection of the process that includes commentary on the purpose and the effective language of the original text. Create a works cited page to cite sources.

2ND QUARTER, WEEKS 7-9: Readings from Elements of Literature, Collections 8 and 9

  • Novel assigned

    • The Adventures of Huckleberry Finn by Mark Twain

    • excerpt from Driving Miss Daisy by Alfred Uhry

    • Alternative for Huck Finn: Their Eyes Were Watching God by Zora Neale Hurston

  • Socratic seminar over “The War Prayer”

  • Mark Twain multiple-choice questions in Applied Practice: Satire Selections

        • Socratic seminar over “The War Prayer” (Applied Practice: Satire Selections 37)

        • “Advice to Youth” (Applied Practice: Satire Selections 34)

        • from “To the Person Sitting in Darkness (Applied Practice: Nonfiction Selections 54)

  • Writing to a Particular audience: Twain in Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students 63)

  • “Wit” in Analysis, Argument, and Synthesis (191-208)

  • “The Origin of All Poems: Repetition and Variation” in Advanced Placement Poetry (125-130)

  • Walt Whitman (510)

      • from Holt: Song of Myself numbers 1, 6, 10, 33 (handout), and 52; “I Hear America Singing” (531); “A Sight in Camp in the Daybreak Gray and Dim (531)

      • Numbers 20, 26, 31, 32, 66, 82, and 208 from handout

      • Primary sources from Specimen Days: ”The Inauguration (Holt 2000, p. 363) and “The Real War Will Never Get in the Books” (534)

  • Resources for Teaching Advanced Students (121): multiple-choice questions from Democratic Vistas

  • “Plenos Poderes” (“Full Powers) ”by Pablo Neruda (544)

  • Timed writing choices (a) from # 33: Define heroism from Whitman’s point of view. Use specific evidence – images, diction, and other details – from the poem; (b) from Whitman’s description of literature in the final paragraph of Democratic Vistas in Resources for Teaching Advanced Students (121), consider what Whitman thinks of literature as it existed in his time. What did he think literature should do? Is his own writing style consistent with his ideas? Be sure to support your analysis with details and examples.

  • Walt Whitman “Song of Myself” imitative poem to reinforce the following:







free verse



parallel structure


point of view


sensory imagery





vivid language

  • Emily Dickinson (548) poems and quick-write responses from Elements of Literature to emphasize the following:





bold diction














slant rhyme







  • “Because I could not stop for Death” (561)

    • “Heart! We will forget him!” (handout)

    • “If you were coming in the Fall” (handout)

    • “The Soul selects her own Society” (551)

    • “I taste a liquor never brewed” (handout)

    • “Tell all the Truth but tell it slant” (556)

    • “Success is counted sweetest” (558)

    • Much madness is divinest sense (564)

    • “My life closed twice” (570)

    • “I heard a Fly buzz – when I died” (569)

  • Resources for Teaching Advanced Students (112): ladders of questions over “Because I could not stop for Death, ” “Much Madness is divinest Sense,” and “I sing . . . because I am afraid” by Emily Dickinson (112-115)

  • Questions over Whitman’s “I Sit and Look Out” and Dickinson’s “I measure every Grief I meet” in Resources for Teaching Advanced Students (116)

  • “Emily Dickinson’s Poems of Death, Nature, and Love of Words” in Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students 165)

  • Katharine Anne Porter: “The Jilting of Granny Weatherall” (912) and Resources for Teaching Advanced Students (160-162)

3RD QUARTER, WEEK 1: Introducing the Research Paper

  • Activities from AP from A to Z: Argumentation/Synthesis Edition

  • Selected Readings from The St. Martin’s Guide to Writing: Chapter 5 – “Explaining a Concept”

    • Anastasia Toufexis: “The Right Chemistry” (205)

  • Randy Olson: “Shifting Baselines: Slow-Motion Disaster Below the Waves” (211)

  • Natalie Angier: “Indirect Aggression” from Woman: An Intimate Geography (217)

  • Linh Kieu Ngo: “Cannibalism: It Still Exists” (223)

  • Chapter 21 – “Library and Internet Research” (709-746)

  • Chapter 22 – “Using and Acknowledging Sources (747-790)

  • Martin Luther King, Jr. readings

    • Mohandas K. Gandhi: from “On Nonviolent Resistance” (278)

    • Martin Luther King, Jr. Letter from Birmingham City Jail (256; 50 Essays, p. 172)

    • Resources for Teaching Advanced Students (88): conflict, paradox, grammar, syntax, connotation

    • APSI binder 159-162: Question 2 practice passages

3RD QUARTER, WEEKS 2-3: Readings from Elements of Literature Unit 4 – “The Age of Realism 1880-1914”

  • Novels assigned

    • The Awakening by Kate Chopin

    • Ethan Frome by Edith Wharton

    • Video clips of The Age of Innocence, Martin Scorsese, dir. (1993)

  • “Approaches to Analyze Structural Unity in the Novel; Advanced Placement English 1: Practical Approaches to Literary Analysis (119)

  • from The Narrative of the Life of Frederick Douglass by Frederick Douglass (414) and

Resources for Teaching Advanced Students (126)

  • Harriet A. Jacobs: from Incidents in the Life of a Slave Girl (424)

  • Applied Practice: American Speeches Selections – Martin Luther King, Jr., “I Have a Dream” (26)

  • Primary Sources on the Civil War (493)

        • Robert E. Lee’s “Letter to His Son” (495)

        • Major Sullivan Ballou’s “Letter to Sarah Ballou” (498)

        • Mary Chesnut from A Diary from Dixie (500)

    • Abraham Lincoln

  • “The Gettysburg Address (Norton 317)

  • Literary Focus in Resources for Teaching Advanced Students (129)

  • “Second Inaugural Address, March 4, 1865” in Resources for Teaching Advanced Students (140)

3RD QUARTER, WEEKS 5-7: Readings from Elements of Literature, Collections 9 and 10: “Realism, Regionalism, Local Color, and Naturalism

  • “Wayfarers Working in the World: Allegory” in Advanced Placement Poetry (111-115)

  • Ambrose Bierce: “An Occurrence at Owl Creek Bridge” (455)

  • Stephen Crane

          • “A Mystery of Heroism” (468)

          • “War Is Kind” (478)

          • Poetry handout: “The Blades of Grass,” “The Wayfarer,” “A Man Said to the

Universe,” “I Saw a Man,” and “Think as I Think”

    • “The Open Boat”

  • Chief Joseph: “I Will Fight No More Forever” (488)

  • Link to Today: “Healing War’s Wounds” by Karen Breslau (483)

  • Jack London

    • “To Build a Fire” (693)

      • from What Life Means to Me multiple-choice questions in Applied Practice:

Nonfiction Selections (52)

  • Kate Chopin

  • “The Story of An Hour” (682)

  • “A Pair of Silk Stockings” dramatization

  • “Désirée’s Baby”


  • Nonfiction assignment over choice of books (APSI binder, July 2012)

  • APSI 2012 binder, pp. 129-144: close reading practice

  • Prepare for 2013 State Writing Assessment: persuasive essay

  • Elements of Language: Fifth Course. Austin: Holt, Rinehart, Winston, 2009.

    • Chapter 27: “Taking a Stand” (818)

4TH QUARTER, WEEKS 1-3: Reviewing for the AP Exam

  • Writing the synthesis essay (Resource: AP from A to Z: Argumentation/Synthesis Edition)

    • “Boot Camp” review of argumentation, rhetorical devices/stylistic elements, fallacies, appeals

    • Advertisement and propaganda analyses

    • Evaluating argumentation

  • Analysis of graphic and visual images

    • OPTIC (overview, parts, title, interrelationships, conclusion) and SOAPSTone (speaker, occasion, audience, purpose, subject, tone) analysis strategies

  • Mastering Synthesis activities (Applied Practice workbook)

4TH QUARTER, WEEKS 4-6: Readings from Elements of Literature: Units 4 and 5

  • Required novel: The Great Gatsby by F. Scott Fitzgerald

    • Applied Practice: The Great Gatsby

  • Nonfiction book

    • Student choice with teacher approval

  • Edwin Arlington Robinson

    • “Richard Cory” (712)

    • “Miniver Cheevy” (715)

  • T.S. Eliot

    • “The Love Song of J. Alfred Prufrock” (768)

    • Resources for Teaching Advanced Students: focus on dramatic monologue and stream of consciousness

  • Edgar Lee Masters

    • “Richard Bone” (796)

    • “Butch Weldy” (799)

    • “Mrs. George Reece” (800)

    • on-line poems

  • Short stories:

    • Ernest Hemingway: “Soldier’s Home” (842)

    • Eudora Welty:“A Worn Path” (902)

    • James Thurber: “The Secret Life of Walter Mitty (930)

  • “The New Yorker’s Farewell” to James Thurber (Holt 2000, p. 629)

    • Flannery O’Connor: “The Life You Save May Be Your Own” (938)

  • Harlem Renaissance

    • Langston Hughes

  • “I, Too” (Holt 2000, p. 733)

  • “The Negro Speaks of Rivers” (984)

  • “Introducing Langston Hughes” in Advanced Placement Short Story: poems and a short story, “Who’s Passing for Who?” (129-140)

    • Claude McKay: “America” (1014) and “If We Must Die” (handout)

    • Countee Cullen: “Tableau” (972) and “Incident” (973)

  • Beat poets and “Beatnik Café”

  • “Homework” by Allen Ginsberg (1015) plus “Literary Skills Review”

4TH QUARTER, WEEKS 7-9 Readings from Elements of Literature Collections 16, 18-20

  • Nonfiction

    • Multiple-choice questions in Applied Practice: Mastering Nonfiction with Documentation – “The ‘Failure’ of American Television (39)

    • Multiple-choice questions in Applied Practice: Mastering Nonfiction with Documentation – “Technologists and Philosophers” (50)

    • Richard Wright: from Black Boy (1268)

    • Maxine Hong Kingston: “The Girl Who Wouldn’t Talk” from The Woman Warrior (1282)

    • Alice Walker: from In Search of Our Mothers’ Gardens (1292)

    • Sandra Cisneros: “Straw into Gold” (1308)

  • Modern author brochure and presentation assigned

  • Poetry

    • Marianne Moore: “Poetry” (784)

    • Robert Frost: “Birches” (820), “Mending Wall” (825) and “Death of the Hired Man” (829)

    • Carl Sandburg: “Chicago” (790)

    • Randall Jarrell: “The Death of the Ball Turret Gunner” (1038)

    • W.H. Auden: “The Unknown Citizen” (1320); Advanced Placement English 1: Practical Approaches to Literary Analysis (44)

  • Short Stories

    • Donald Barthelme: “Game” (Holt 2000, p. 955); “Critical Comment: Absurd World” (961); and “Satire” (962); Resources for Teaching Advanced Students (182-184)

    • Tim O’Brien: “Speaking of Courage” (1194)

    • Amy Tan: from “Rules of the Game” from The Joy Luck Club (1238)

  • Modern Drama Scene Presentation

    • Death of a Salesman (Arthur Miller)

    • The Glass Menagerie (Tennessee Williams)

    • A Raisin in the Sun (Lorraine Hansberry)

    • Our Town (Thornton Wilder)

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