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.
Goals 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.
Expectations 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
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
Mastering Nonfiction with Documentation
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.
Strategies Students will engage in a variety of classroom activities:
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”
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)
“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
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)
“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)
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” poemhandout
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
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:
point of view
Emily Dickinson (548) poems and quick-write responses from Elements of Literature to emphasize the following:
“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)
THIRD QUARTER 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”
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)
“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)
“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)
“To Build a Fire” (693)
from What Life Means to Me multiple-choice questions in Applied Practice:
Nonfiction Selections (52)
“The Story of An Hour” (682)
“A Pair of Silk Stockings” dramatization
3RD QUARTER, WEEKS 8-9:
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)
FOURTH QUARTER 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