Advanced Placement English 1Language and Composition

Syllabus

“Being an American is not based on a common ancestry, a common religion, even a common culture - - it’s based on accepting an uncommon set of ideas. And if we don’t understand those ideas, we don’t value them, and if we don’t value them, we don’t protect them. A nation can never be ignorant and free, said Thomas Jefferson…” (Richard Stengel, Managing Editor of Time magazine in “Why History Matters,” an essay in the To Our Readers section, July 3, 2006. 8)

Course Overview: Advanced Placement English 1, open to all juniors, allows students to complete college-level English requirements or to prepare for college-level reading and writing while in high school. Students will read works by American authors predominantly, with an emphasis on nonfictional selections, such as diary entries, journals, letters, sermons, speeches, government documents, biographical and autobiographical works, and essays from the Colonial period to the present. Every effort will be made to read works of fiction and nonfiction by or about women and to expose students to the multicultural nature of American literature. Students will review various grammatical concepts in an effort to develop or to improve the maturity of their writing style. In May, students will have the opportunity to take the Advanced Placement Examination in Language and Composition. Students will have opportunities to write reflections and do close readings of various selections from the texts and essays that we read. They will write primarily argumentative and expository essays, both timed in class and outside of class. They will also write descriptive and personal essays and two synthesis essays. Students will have opportunities to revise their work and receive the instructor’s written input for suggested improvement.

Course requirements: Students are expected to come to class prepared with the appropriate text or texts each day. Each student will, at some point during the year, be responsible for presenting orally a rhetorical précis on various essays assigned. In addition, all students are expected to read at least one news story each day and to be prepared for periodic current events quizzes on the major news stories of the day. The purpose of these current events quizzes is to assist students in becoming more comfortable with the idea of synthesis (examining the pro and con positions of controversial topics) and helping them to develop a critical opinion of their own toward a controversial issues.

Students will also receive various Xeroxed handouts, along with all other supplemental readings. All of these handouts are considered texts, and students are to come to each class prepared for the day’s readings and discussions.

Students are expected to demonstrate their preparation for class by volunteering in class discussions or asking questions that will help the class better understand the reading under consideration. Students have the instructor’s home telephone number and school and home e-mail addresses. Therefore, any work missed through absence can be obtained by contacting the instructor (should the work not be fully explained in this syllabus). Essays are due on the date assigned. If a student is absent, the student should e-mail the essay to the instructor’s home e-mail account. Class work involves responding to assigned reading, participating in grammar exercises, and applying the strategies examined in the close readings to essays written in or outside of class.

Current Events Quiz/Quick Writes: On the dates noted on this syllabus, the teacher will ask students to respond to a topic currently in the news. This “quick write” (8 to 10 sentences) will demonstrate that students are reading a newspaper or listening to or watching the daily newscasts. The teacher may offer an editorial for the students to read and then ask students to take a view opposing that of the writer.

Dialectical Journal Entries: Periodically, students will be required to respond to passages in various readings by submitting their reactions in what are called two-column or dialectical journal entries. These will count as a quiz grade. The instructor will model an example from Annie Dillard’s Pilgrim at Tinker Creek that students may use as a guide for all such entries as they are required. Students may focus on a difficult passage and explore the elements that make it challenging to read; they may select more than one passage and compare the rhetorical strategies in each - - the similarities or differences; they may select a passage that relates to another work that they have read and examine the common themes as well as the language that stands out. On occasion, the instructor will select specific passages and ask students to respond to those, examining the imagery, the details, the sentence structure, the figurative language, or the organization.

Close Reading: Following the example of Nancy Potter in “Reading Nonfiction Closely: Ben Franklin’s ‘Whistle,’” (Xeroxed for students by the instructor) students will apply Potter’s strategies to most of the questions under the readings in this syllabus. The purpose of close reading is to help students understand the author’s purpose and to enable students to apply various rhetorical strategies in their own writing.

Socratic seminar: At various times in the course, students will participate in Socratic Seminar presentations based on questions that the instructor has posed ahead of time or, as the course progresses, based on student-generated questions. These Seminars will be noted in the syllabus.

Assessments: The course employs various kinds of assessments - - the school-wide writing rubric for grades 11 and 12 is the assessment tool used for all essays written in class or outside, as well as for the synthesis essay. The instructor may use this assessment rubric for the dialectical journals. Formative assessments and authentic assessments are also part of various projects, and students are provided with specific assessment tools ahead of time according to the project.

Vocabulary: Students are responsible for completing the following exercises by term: Term #1: Lessons 1- 10 (from Vocabu-Lit, Book K) (one lesson each week)Term #2: Lessons 11 - 20Term #3: 21-30Term #4: 31-36

For the list of literary terms (refer to listing at the end of this syllabus, just before the bibliography) assigned to each student, the instructor strongly recommends The Forest of Rhetoric site at http://humanities.byu.edu/rhetoric/silva.htm. In addition to the vocabulary lessons listed above, students will define and illustrate approximately twenty-five literary terms each term. Illustrations should come from works that the students have read in AP English 1 or in another class, correctly cited. For a portion of the student’s final exam grade, each student will hand in a list of twenty of these literary terms, illustrated with quotations and page references and the title of the work. (MA Frameworks: 4.26, 4.27)Daily Critical Reading Practice: From The College Board web site, students will complete the SAT Question of the Day. (MA Frameworks: 5.30)Synthesis Essays: All students are required to choose a topic (from those the instructor lists or from a topic of their own choosing, with instructor approval) and working alone or as a member of a group, research, develop, and investigate evidence for and against the thesis statement that the student (or students) will eventually generate. Required as part of the documentation are examples of nonprint media - - charts, graphs, political cartoons. The first synthesis essay will be due at the beginning of Term 3; the second will constitute a major portion of the students’ final examination grades in the course (Term #4). Students will incorporate support from a variety of sources (at least 6) and will use MLA documentation for all citations. Both essays will proceed through various drafts (topic, student-generated prompt, introductory paragraph, thesis statement, conclusion, body paragraphs) that will receive the instructor’s comments and peer commentary at different stages. The purpose of these synthesis essays is twofold: to prepare students to respond to a similar essay (one that is time on the AP English Language and Composition Examination in May) and to provide students with practice on and exposure to writing that draws from pro and con vantage points but develops an original

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solution to a complex problem or a controversial topic. Students need to feel comfortable with the questions that their inquiry raises and to understand that they may not be able to answer these questions. The important result of their research is that they have learned to raise questions of their own. (MA Frameworks: 19.30, 20.6, 21.9, 22.10, 23.13, 23.15, 24.6, 25.6, 26.6)

Nonprint media: A portion of our reading will involve analyzing political cartoons, music, and works of art. For assistance in learning how to approach “reading,” students should familiarize themselves with the following sites:http://memory.loc.gov/learn/features/index.htmlIn this Library of Congress site, click on the “Features and Activities” toolbar and scroll down to “It’s No Laughing Matter” Other links to investigate within this site are “Analyzing Political Cartoons” from Newsweek’s Educational Program and from US News classroom.com, examine Political Cartoons: Do You “Get It?” Students should select a cartoon and pair it with a text in one of these links. How does the cartoon comment on or diverge from the text? (Several of these links offer helpful questions for how to “read” these kinds of nonprint texts.)

In the bedfordstmartins.com/openquestions site, students can find current events topics with positions pro and con and be directed to other links so that they can read more about the topic. (MA Frameworks 26.6)

Another excellent site is http://www.pbs.org

American Photography: A Century Of Images - Using Photography to Time TravelThis link will provide students with examples of how particular photographs were made and offer questions for analyzing how these photographs have become historical documents.

Grade: Tests (all essays, written outside of class or written in class, timed) 50%Quizzes (rhetorical précis, reading) 30% Homework (vocabulary, comprehension questions) 20%

Primary Texts:

The Bedford Custom Reader. Ed. Lynn Z. Bloom and Louise Z. Smith. New York: Bedford/St. Martin’s

2006. Lundford, Andrea A., John J. Ruskiewicz, and Keith Walters. Everything’s an Argument. Boston: Bedford/St.

Martin’s, 2004.

Supplemental readings and exercises taken from: Hacker, Diana. A Pocket Style Manual. 4th ed. Boston: Bedford/St. Martin’s, 2004.

Rosa, Alfred and Paul Eschholz. Models for Writers. 10th ed. Boston: Bedford/St. Martin’s, 2010.

Roskelly, Hepzibah and David Jolliffe. Everyday Use. AP ed. Boston: Longman, 2005.

DiYanni, Robert and Pat C. Hoy, III. Frames of Mind.

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Readings and assignments for Term #1: Our study of writing will focus on argument and exposition, and our literature study will focus on works from the Early American Period to the Romantic Period (1700’s -1800)

For Terms 1 and 2:Bettleheim, Bruno. “The Holocaust” (rhetorical précis)Catton, Bruce. “Grant and Lee: A Study in Contrasts” (rhetorical précis)Collier, James Lincoln. “Anxiety: Challenge by Another Name” (rhetorical précis)Douglass, Frederick. Narrative

Emerson, Ralph Waldo. “Gifts” (rhetorical précis)

__________________. “Self-Reliance” and Other Essays

Franklin, Benjamin. Excerpts from the Autobiography

Goodman, Ellen. “The Company Man” (rhetorical précis)

Hawthorne, Nathaniel. The Scarlet LetterJackson, Shirley, “The Lottery”Jacobs, Harriet (Linda Brent). Incidents in the Life of a Slave GirlJefferson, Thomas, et al. The Declaration of IndependenceKeller, Helen. “The Day Language Came into My Life” (rhetorical précis)Kennedy, John Fitzgerald. Inaugural Address (rhetorical précis)King, Stephen. “Why We Crave Horror Movies” (rhetorical précis)Krakauer, Jonathan. Into the WildLee, Robert E. Letter to His Son (rhetorical précis)Lessing, Doris. “Group Minds”Lincoln. Abraham. Great Speeches Mairs, Nancy. “Disability” and “I am a cripple” (rhetorical précis)McBride, James. The Color of Water

Melville, Herman. Moby Dick

Orwell, George. “Politics and the English Language”

Poe, Edgar Allan. “The Imp of the Perverse”

“Philosophy of Composition”

Rosenthal, A.H. “The Case for Slavery”

Rose, Mike. “I Just Wanna Be Average” (rhetorical précis)

Russell, Ruth. “The Wounds That Can’t Be Stitched Up” (rhetorical précis)

Sharples, Tiffany. “Young Love” (rhetorical précis)

Stanton, Elizabeth Cady. Declaration of Sentiments (rhetorical précis)

Thoreau, Henry David. “Civil Disobedience” and Other Essays

Thoreau, Henry David. Walden (selected chapters)

Truth, Sojourner (Isabella Baumfree). “Ain’t I a Woman?’” (rhetorical précis)

Vidal, Gore. “Drugs”

Zinsser, William. “Simplicity”

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Reading Related to Argument and Rhetorical Strategies:

Students and Instructor: From Everything’s an Argumentpp. 3-26, Chapter 1, “Everything is an Argument” pp. 384-400, Chapter 19, “Fallacies of Argument”pp. 301-330, Chapter 15, “Visual Arguments” pp. 125-146, Chapter 8 “Structuring Arguments,” “Toulmin Argument,” “A Toulmin Analysis: ‘Testing Speech Codes’” by Alan M. DershowitzReview: ethos, pathos, logos (concepts addressed in part 2 of “Lines of Argument,” pp. 65-118) “Giving an Argument Style,” pp. 40-50 (active vs. passive voice: review from Warriner, 5th Course) ParallelismThe structure of a sentence (simple, compound, complex, compound-complex)

Instructor: From Everyday Use (Supplemental)pp. 8-11, “Key #1: Understanding Persona”

“Key #2: Understanding Appeals to the Audience” (logos, ethos, pathos) handouts relating to fallacies in argument

pp. 58-63, “Style and Jargon” (active vs. passive voice, syntax, parallel structure)pp. 160-173, “Voice and Rhetoric” (the various appeals, “’Ain’t I a Woman?’”)

Strategies and Approaches: The instructor will introduce students to the SOAPStone method of analysis, taken from the College Board, AP Central site and developed by Tommy Boley so that they can understand how analysis differs from summary and approach the texts that they will read from a mature, critical perspective. Students will apply these approaches to the texts and nonprint (visual) texts that they read. Students will also employ the OPTIC method to analyze visuals/graphics; they will also apply the TEA CUP method of analysis to close readings of paragraphs.

Grammar and Style: Because writing clearly and logically demands that the writer understand how to construct sentences and follow standard English usage, the course will address grammatical concepts so that students can improve their written expression. In addition to identifying the various rhetorical terms from The Forest of Rhetoric listing (students will receive a list of the specific rhetorical terms that they are responsible for defining and finding examples of each term), students are expected to apply these grammar concept reviews to all of their writing - - to vary their sentence structure, to make all subjects and verbs, all pronouns and antecedents agree, to use correct verb form and tense, to use correct pronouns. They should be able to apply parallelism, loose and periodic syntax, asyndeton, polysendeton, antemetabole, chiasmus, and litotes, to name a few examples, in their own writing for greater power and clarity. (MA Frameworks: 5.30)

Timed Writing: These test grades require that students write a 40 minute response to a prompt from a former AP English Language and Composition Examination. These essays will reinforce concepts that the students have been studying to that point in the course and enable the student to apply the concepts to this in-class writing assignment. The instructor will use the following rubric to grade all essays that students write in or outside of class:

Essay Criteria 90+(9) (8) 80+ (7) 70+ (6) 60+ (5) (4) 50+ (4) (3) (2) (1) Teacher comments

Student goals

Thesis statement : Expressed or implied; logically connected to content.

Expresses or implies the writer’s attitude toward the subject; identifies the writer’s direction or specific strategies (narrative, poetic, argumentative); has a clear focal point that is developed consistently in the essay.

Expresses writer’s attitude with some specifics; thesis statement is developed somewhat in the essay.

States facts; expresses writer’s attitude but lacks specifics; minimal development of thesis statement in the essay.

Is unclear; states facts; inconsistent or inaccurate development of thesis statement.

Is absent or is not logically implied.

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Details, specificity, examples : Expand clearly upon the thesis statement; are supportive of it.

Accurate supporting details explain position; supported with integrated quotations, if necessary; details developed accurately.

Some support integrated; some supporting details developed; some details not developed accurately.

Paraphrased summarized; details not developed ; details not connected to thesis statement or focus point; some inaccuracies in supporting examples.

Details and illustrative examples missing or undeveloped; several inaccuracies in supporting examples.

Superficial or inadequate support; inaccuracies obscure the writer’s purpose.

A nalysis : After identifying details, diction, allusions, poetic devices, or narrative techniques, as appropriate, the writer steps back and asks, “So what?”

Establishes how the examples relate to the particular strategy, theme, or tone; considers all sections of the work in responding.

Offers examples but does not fully integrate their purpose.

Examples listed rather than explained.

Examples do not relate to the thesis statement; student merely summarizes.

Examples do not relate to the thesis statement and are unrelated pieces of information.

Organization : Logical presentation of ideas; uses appropriate transitions.

Ideas are introduced and developed logically and sensibly; writer incorporates transitional devices that create coherence.

Ideas presented somewhat clearly; some transitions lacking.

Somewhat disorganized; necessary transitions lacking or are inappropriate.

Ideas not clearly or logically presented; no transitions.

Disorganized.

Style : Mature, insightful comments; uses appropriate rhetorical strategies to address the audience; demonstrates understanding of grammatical concepts.

Conveys writer’s voice; conveys awareness of audience by using appropriate language and syntax.

Some awareness of audience exhibited through language and syntax; less subordination of ideas.

Style is immature; uses choppy sentences, inappropriate language; little awareness of audience.

Fragments, choppy sentences, run- ons, inappropriate language; little syntactical control; little or no awareness of audience

No syntactical control; no awareness of audience.

Conventions : Employs Standard Written English; follows grammar and usage rules; adheres to correct spelling, punctuation, and mechanics.

No errors in placement of modifiers or in subordination; no spelling, punctuation, or mechanical errors; writer adheres to all grammatical constructs.

Some errors but none are pervasive.

Several errors; some sections of the essay are difficult to understand because of various kinds of errors.

Distracting errors. The essay is unreadable.

Coherence : Adheres to topic; content developed with clarity; responds to the question.

Introduces topic; develops it, supports it logically, responds to the question fully.

Adheres to topic but could be clearer in explanations; responds to question adequately.

Responds to the topic for most of the essay; some off-topic areas; some unclarity.

Essay is off-topic and unclear; responds somewhat to the topic as a whole.

Incoherent.

Format : As applicable, work is double-spaced; font is 12-point Times New Roman, 1” margins; pages are correctly numbered.

Adheres consistently to format criteria.

Is inconsistent in one formatting area.

Is inconsistent in two formatting areas.

Is inconsistent in three formatting areas.

Does not adhere to format criteria.

Weeks One and Two - - Summer reading (2009-2010): All students are required to read two of the following three works of nonfiction: Amusing Ourselves to Death by Neil Postman, Nickel and Dimed by Barbara Ehrenreich and The Glass Castle by Jeannette Walls. Students should take notes on their reading since they can expect a test on each reading during term one and during other terms as the year progresses. Students may find study guides posted on the school’s library web site (chicopee.mec.edu).Amusing Ourselves to Death (The teacher will assign a written response for Postman’s work.)

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For Nickel and Dimed, students will complete an assessment of how they would budget their post-secondary schooling, what kind of schedule they would be able to follow in school, what kind of job they would have, and how they would pay for car expenses and housing if they had to hold a full-time job paying minimum wage.

For The Glass Castle, the teacher will assign close readings of specific passages for students to interpret. Later in the year, we will read James McBride’s memoir of his mother in The Color of Water. If memoir is a recollection of significant influence in the writer’s life, how does memoir also disclose the character of the writer? Students will select passages from Walls’ work that stand out for their language and determine how Walls reveals her own character as well as that of the character she describes or interacts with in a particular passage. (MA Frameworks 12.6, 13.26, 13.27)

Rhetorical Précis:What is a rhetorical précis?

(I am indebted to one of my AP List Serve colleagues for this suggestion.)Definition: the précis is a highly structured four sentence paragraph that records the essential

elements of a unit of spoken or written discourse, including the name of the speaker or writer, the context of the deliver, the major assertion, the mode of development

or support, the stated or apparent purpose, and the relationship established between the speaker or writer and the audience (the last element is intended to identify the tone of the work). Each of the four sentences requires specific information; students are also encouraged to integrate brief quotations to convey the author’s sense of style and tone.

Format: 1. In sentence #1, name the author [or a phrase describing the author], identify the genre and

title of the work [date and additional publishing information in parenthesis], a rhetorically accurate verb (such as “assert,” “argue,” suggest,” “imply,” “claim”),

and a THAT clause containing the major assertion (thesis statement) of the work. 2. An explanation of how the author develops or supports the thesis statement, usually in

chronological order, identifying the rhetorical mode(s) employed.3. A statement of the author’s apparent purpose, introduced with the infinitive to).4. A description of the intended audience or of the relationship the author establishes with the

audience followed by an explanation of how the student has made this inference.

Composition: The teacher will model such a précis by reading a sample from another source and then responding to “The Case for Slavery” by A.M. Rosenthal (response to Gore Vidal,

Xeroxed essay from The Bedford Reader, 4th Ed.). The class will examine how Rosenthal concludes his essay. How does he avoid repeating his opening?

After students have read Vidal’s and Rosenthal’s essays, they are to formulate one thesis statement assessing the effectiveness of either writer’s argument. Then, they are to

outline the points in their position (one paragraph) and illustrate an example of a Rogerian technique introducing a paragraph in opposition to whatever

side they have taken; they are to write a concluding paragraph. They need to include at least one parenthetical citation.

(MA Frameworks: 15.9, 19.30, 20.6, 21.9, 22.10, 23.15)

Reading: “Politics and the English Language” and “Simplicity” (MA Frameworks: 2.6, 8.34, 13.26, 13.27)

For both essays, students, working in groups and then coming together as a class, will identify the respective theses statements and the purposes.

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In Orwell’s essay, how does his admission that he has violated every rule he has argued against strengthen his stance?

Why does Orwell choose the examples that he does - - from various academicians, business, and the Bible?

What methods does Orwell use to develop his argument? How does Zinsser develop his essay? What methods does he use to support his position that clutter is

the great disease of good writing? How effectively do both writers use rhetorical questions and rogerian techniques. Point out examples of

these devices and describe their effect on the reader. How do these essays illustrate elements of both argument and exposition?

Weeks Three and Four: The Scarlet LetterClose Readings: The purpose of examining several paragraphs from the works of fiction is to strengthen students’ skills in identifying rhetorical strategies and examining how writers create a particular mood, reveal a character’s inner conflict or interior life, or establish a tone. The Scarlet Letter

“The Custom House” sectionWhat language does Hawthorne use to describe his ancestors? How does Hawthorne contrast himself to “these stern and black-browed Puritans?What techniques does the narrator employ to differentiate each of the three Custom House

employees?Once he discovers Surveyor Pue’s manuscript and the tattered remains of the scarlet letter, Hawthorne spends a great deal of his time (and he has lots of it in his sinecure position) thinking about Hester Prynne’s story. Read the paragraph beginning “If the imaginative faculty refused to act at such an hour, it might well be deemed a hopeless case.” Hawthorne tells us how he decides to write Hester’s story. What does he compare moonlight to? How does he connect moonlight’s effect on children’s toys to what he plans to do in his writing the story of the scarlet letter?

Chapters 1 – 3, the first scaffold scene: What rhetorical techniques does Hawthorne use to contrast Hester and the townspeople?

Chapters 8-12, the second scaffold scene: How does Hawthorne contrast Pearl’s character with the rest of the characters? How does the language of the second scaffold scene and the chapters preceding it reveal Dimmesdale’s inner conflict?

Chapters 16-22, the third scaffold scene: How does Hawthorne’s use of rhetorical techniques reveal the tension between Hester and Dimmesdale, relate Pearl to nature, convey a resolution of the conflict between Hester and Dimmesdale? How does Hawthorne reveal Dimmesdale’s Election Day Sermon although the reader does not hear Dimmesdale’s words, what strategies does Hawthorne use that enable the reader to “hear” the sermon through the character of Hester?

Socratic Seminar: After reading Hawthorne’s novel, Shirley Jackson’s short story, Doris Lessing’s essay, and Ralph Waldo Emerson’s essay “Self-Reliance,” students will consider the nature of sin in The Scarlet Letter and justify who they believe is the most sinful; they will also examine the nature of independence and what separation from the majority means, drawing from the short story and the essay to supplement their positions. Following the seminar, students will complete a formative assessment: how could this seminar be improved? How well prepared were the students? What additional reading or writing could have preceded the seminar to enhance its effectiveness? (MA Frameworks 2.6, 8.32, 8.33, 9.7, 11.6, 11.7, 12.6)

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Optional: The Scarlet Letter Experiment (Instructor will distribute explanatory material. Students will have the opportunity to put themselves - - vicariously - - in Hester’s place for a day by wearing a “scarlet letter” of their own and then writing about how others reacted and how they felt.)

Grammar and Style: From various grammar sources, students will work on reviews related to sentence structure, pronoun use and reference, parallelism, and verb forms and tense. This work will occupy all of term one. One day each week will be devoted to each of these grammar topics. Composition: Introduction to writing a synthesis essay. Working as a class, students will respond to the prompt relating to “Genes” (Xeroxed from Brassil, et al, Writing the Synthesis Essay, pp. 1-10. (MA Frameworks: 13.26, 13.27) (Notes: Template explanation of how synthesis differs from analysis.)

Week FiveReading: Thomas Jefferson and Others, the Declaration of Independence After noting differences and weighing the reasons for the changes, students will do a close reading (Dialectical Journal) of the second and the last paragraphs, identifying the rhetorical strategies used and analyzing the purpose of those strategies and the tone that they develop. Students will identify the rhetorical strategies in at least two portions of the Declaration of Independence and assess the impact of these techniques on readers. Focusing on Paragraph #2 and on the last paragraph, students will list the words or phrases or clauses that are omitted or changed between these two specific sections. (Note: Students will complete these two portions of the assignment at home and then, in class, work in small groups with their peers to align their findings.)After students complete their listing, they will - - first in small groups, then as a whole class - - determine why the Second Continental Congress made the changes it did and what the significance of those changes is. Composition: Students will write their own Declaration of Independence.Rhetorical Précis: Catton, Lee (letter), and Russell

Week SixReading: Benjamin Franklin, Xeroxed excerpts from The Autobiography, pp. 82-94 (close reading)

What ethos is Franklin portraying? What strategies does he use to create this persona? How does Franklin’s organization of virtues in his listing and in the chart reveal his

character? What purpose does his inserting of quotations from Cato, Cicero, Proverbs, and Thomson’s

Poems serve? Franklin includes a daily agenda on p. 86. He states on p. 87 that his “scheme of ORDER

gave [him] the most trouble….a journeyman printer…must mix with the world, and often receive people of business at their own hours.” How does his disclaimer create credibility?

On the same page, he uses a simile to extend the problems that he encountered with order: “…like the man who, in buying an ax of a smith,…desired to have the whole of its surface as bright as the edge.” How effective is this simile in clarifying the problems that Franklin had with the virtue of Order?

On page 88 Franklin writes, “I hope, therefore, that some of my descendants may follow the example and reap the benefit.” How does Franklin reconcile his shortcomings with this statement?

What tone (p. 90) does Franklin adopt when he claims, “…I had less mortification when I was found to be in the wrong, and I more easily prevail’d with others to give up their mistakes and join with me when I happened to be in the right”?

On pages 92-93, Franklin explains how he came to publish Poor Richard’s Almanack and his newspaper. In what way does Franklin assume the role of a parent as he engages in these public endeavors? Identify examples of his authoritative, pedagogical stance.

Weeks Seven and Eight9

Slave Narrative: Frederick Douglass, The Narrative of the Life of Frederick DouglassClose reading: Chapter IV, the character of Mr. GoreHow does Douglass convey the man’s brutality? Students will consider the strategies of parallelism, antemetabole, repetition, inversion, concrete nouns, and strong verbs.Chapter IX, the character of Thomas AuldHow does Douglass use language to show the brutality of the slave owners toward their slaves? Chapter X, the character of Mr. CoveyHow does Douglass reveal Mr. Covey’s character - - through what rhetorical devices? Chapter X (continuing): How does Douglass use language to reveal a slave’s inner life? Examine the language he uses to compare his enslavement to the freedom of the ships. Appendix: How does Douglass reveal his understanding of audience by distinguishing Christianity from slaveholding religion?

Harriet Jacobs (Linda Brent), Incidents in the Life of a Slave Girl: Written by Herself Students will identify elements that “define” a slave narrative. They will compare an encyclopedia article about Nat Turner to a description of his rebellion

written by Malcolm X (from Malcolm X’s “Freedom Through Learning to Read”) to Yellin’s endnote about Nat Turner: what strategies does each writer use? Where do we read bias? How is that bias conveyed?

The instructor will assign close readings of passages from the following chapters: Chapter X, “A Perilous Passage in the Slave Girl’s Life”; Chapter XII, “Fear of Insurrection” and the corresponding “Notes” section relating to Nat Turner’s rebellion, as described in the previous bulleted item; and Chapter XXIX, “Preparations for Escape.” In these close readings, their focus will be on identifying specific rhetorical strategies that Jacobs uses and analyzing how those strategies (diction, direct address, syntactical variations, and examples, to name a few) contribute to the development of a tone (or tones).

Week NineLetters: Selected correspondence between John and Abigail Adams (“Remember the Ladies”)

Examine the selected letters from John and Abigail Adams (Xeroxed selections from The Feminist papers: From Adams to de Beauvoir, ed. Alice S. Rossi, Boston: Northeastern University Press, 1973, 7-15.)

Why do we sympathize with Abigail Adams? What rhetorical devices characterize her letters? What tone do we hear in her letter to John Adams as opposed to her letter to Isaac Smith, Jr. and to

Mercy Otis Warren? John Adams’ response to his wife’s “Remember the Ladies” admonition is filled with thinly disguised

contempt. What words or expressions convey this attitude? In his letter to James Sullivan, John Adams continues his argument against extending equal rights,

specifically voting rights, to all. How does Adams structure his argument? What is his major premise? How does he progress (inductively, deductively)? How do his syntax, word choice, examples, and rogerian techniques contribute to the effectiveness of his position, whether we agree with him or not?

Rhetorical Précis: Collier, Goodman, and King

Expository Essay: Parental Interview (MA Frameworks: 19.30, 20.6, 21.9, 22.10, 23.15, 27.8)Term 21. Students are to choose a subject, a family member, whom they know well; they may elect to interview more than one family member about an ancestor (i.e., someone who is not living but whom several people in the family knew well and could talk about offering specific information). OR students may elect to interview one family member (preferably the student’s mother, father, stepmother, stepfather, foster parent).

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2. The student is to conduct an interview (of one family member or of several members - - at least 3 - - if the student is focusing on an ancestor). Students are to write in the first person, as if the student is the person being interviewed. If a student is interviewing more than one family member about the life of an ancestor, the student should still adopt the first person point of view (“I,” “We”).Try to focus the interview questions around a particular time in the subject’s life - - the high school years, for example.

What major historical events were occurring? What interests did the subject have? Was the subject involved in community activities or volunteer activities? What career objective did the subject have? What led him or her in that direction - - a teacher, a coach, a

clergyman or woman? What kinds of opportunities did the subject wish he or she had? What has he or she done to see that his or her son

or daughter has those opportunities? Try to focus on specifics - - school names, events, influential people.

3. Students should gather enough detailed information so that a theme unifies the essay. Do not, for example, simply enumerate various events in a person’s life or events that occurred during a certain time period. Relate those events to the impact they had on the subject of the essay.

4. Include an Appendix. What kinds of information could be included here? Think of Frederick Douglass’ “Appendix” in his Narrative. This portion of the essay might include an explanatory paragraph or two about certain historical events that may have figured prominently in the subject’s life.

5. Include photographs (3) or illustrations (newspaper clippings, old report cards, a copy of an award). All of these valuable documents will be returned when the essay is corrected. Students will place the essay into their writing folders; all family-related materials will go home.

6. Personal Response section: This part of the essay should be written in a different font style than the essay itself. Students will have the opportunity to speak in their own voice about this assignment - - what was valuable about doing this interview? What did you find was similar from the period you were focusing on to today? What insights did you gather from talking to the person or persons you interviewed? What difficulties did you encounter trying to write from another point of view?

7. Have the subject of the interview or the people you interviewed sign the essay at the end verifying its authenticity.

8. Follow the rubric attached to this description.

Construct90+ 80+ 70+ 60+ 50+

Point of View Writer consistently uses first person to relate events; voice is clearly that of the parent because of the expressions and references the writer incorporates

First person use is consistent, but the voice is not clearly that of the parent (adult); voice isn’t distinctive because allusions are lacking

Inconsistent use of first person; inadequate use of parental expressions; voice is weak

Vague viewpoint; only one or two parental (i.e., “personalizing”) distinctions

First person not used; no personalizing expressions

Specific examples, details

Writer identifies the high school, the city or town, and the dates that the speaker attended; writer identifies and explains the impact of personal, local, national, or international events (3) on the speaker

Not enough specific incorporations from school, home, community, national news, or international news; significant information missing: school name or dates attended or setting

Fewer than three influences incorporated; significant information absent; some reasons or motivations missing

Two or fewer influences incorporated or developed; basic information absent; no examination of personal motivations

No examples; no concrete information; no logic for decisions made

Connections, Coherency

Writer relates the speaker’s

Information somewhat developed

Thematic “thread” not clear; coherence

Inconsistency between examples chosen and

Theme and unity are lacking

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observations and explanations to an overall insightful theme

around a mature theme; not unified clearly, however

(unity) lacking; writer moves from one event to another without considering how the speaker chose these influences

unifying theme

Personal Response Portion

Writer responds in more than five maturely written sentences (exhibits variety); writer offers mature insight into what new insights this interview revealed to him or to her

Response is not long enough (even though writer’s minimum is 5 sentences, he or she should have developed the personal response more completely); sentences are not as varied as they could be nor are they maturely or accurately written

Immature syntax; generalizations; trite insights

Too general, no insight, too short, babyish syntax

Personal response is absent

Mechanics (punctuation, capitalization, spelling usage - - modifier placement - - verb tense and use, word choice)

One to three errors in mechanics, spelling, or usage

Five to nine errors in mechanics or spelling or usage

No more than ten errors in mechanics or spelling or usage

The number of errors in mechanics, spelling, or usage creates difficulty in understanding the writer’s meaning

The number of errors in mechanics, spelling, or usage is distracting and makes reading difficult or impossible; the writer’s meaning is incomprehensible

Week TenRhetorical Précis presentations Sojourner Truth (Isabella Baumfree) “’Ain’t I a Woman?”Elizabeth Cady Stanton, “Declaration of Sentiments”

Readings and Assignments for Term #2:

From Everything’s an Argument, “Humorous Arguments,” pp. 262-281Composition: Students will respond to a prompt relating to the annual Springfield Republican essay contest. The instructor will submit the best 4 essays to the newspaper for considerationWeek ElevenSelected speeches and correspondence from Abraham Lincoln:

Dividing the students into groups, the instructor will focus the class on examining the changes in tone in Abraham Lincoln’s First and Second Inaugural Addresses. What devices does Lincoln use to find common ground rather than to assign blame? What are the tonal changes?

What qualities can we infer about Lincoln’s character from the two Inaugural Addresses and from the Gettysburg Address, Letter to Mrs. Bixby, and The Emancipation Proclamation?

Rhetorical Précis: Bettleheim, Mairs, RoseWeek TwelveTwo works by Edgar Allan Poe: “The Imp of the Perverse” and “Philosophy of Composition”

In “Imp”: What is the imp? How does Poe develop its “character?” What devices does he use to create credibility in his first person narrator?

In “Philosophy”: In this essay, Poe explains how he went about writing the poem “The Raven.” What are the essential elements (three) of his writing technique? Students will complete Dialectical Journal entries for this essay.

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What devices does Poe use to introduce his readers to his method of composition in this expository (critical) essay?Rhetorical Précis: Bettleheim, Russell, and Sharples

Week ThirteenReading: James McBride’s The Color of Water (MA Frameworks: 2.6, 8.34, 9.7, 11.6, 11.7, 13.26, 13.27)

How does memoir differ from biography (if McBride is writing his memoir about his mother)?

What elements of the slave narrative qualify McBride’s work as a “modern slave narrative?”

Close reading of the following passages: pp. 1-3, 26-28, 42-43, 101-103, 138-139, 145-146, 232. For these passages, students will identify tonal changes and determine what rhetorical strategies the writer uses to create these changes. What words, syntax, examples, figures of speech, allusions, or other devices create meaning?

Week FourteenSynthesis research:

They will complete exercises on recognizing plagiarism (Xeroxed handouts) They will visit the library to find additional resources and collaborate, as necessary, on finding

additional supporting documentation. The librarian will also overview how to assess a site’s validity and credibility.

Review of MLA format from Everything’s an Argument. Introduction, Assignment, and thesis statement due.

Composition. In class, students will work in groups to respond to “Boxing,” or another synthesis essay topic from Brassil et al, xeroxed from pp. 11-21.

Rhetorical précis: Ralph Waldo Emerson’s “Gifts” (Introduction to Transcendentalism) (MA Frameworks: 2.6, 8.34, 9.7, 11.6, 11.7, 13.26, 13.27, 15.9, 15.10)

Essential question: What gifts would a modern Transcendentalist give today? Why is the kind of gift giving that Emerson describes (four qualities of a “suitable gift”)

difficult to follow today? How does Emerson create a convincing argument for giving the kinds of gifts that he

suggests we should give?

Weeks Fifteen and SixteenGroups of students will be assigned specific Dialectical Journal topics from Thoreau’s works: “Civil Disobedience”

What rhetorical device does Thoreau’s opening quotation illustrate? Why is this device effective? From whom does Thoreau quote?

Thoreau uses imperatives throughout his essay. Find several examples of this kind of sentence. Choose one such sentence and determine what effect Thoreau’s assertion has.

Find examples of chiasmus and antemetabole. Why does Thoreau use these strategies where he does? Referring to the paragraph on page 5 (Dover ed.), how effective is Thoreau’s use of the simile

comparing checkers to voting? “The soldier is applauded who refuses to serve in an unjust war by those who do not refuse to sustain the

unjust government which makes the war;”… Explain this statement. On page 11, Thoreau describes his civil disobedience - - he refused to pay a particular kind of tax. What

examples of civil disobedience do we see today? Analyze the last paragraph of this essay. What is Thoreau’s idea of “a still more perfect and glorious

state?” “Shipwreck” (Xeroxed from Cape Cod. New York: The Library of America, 1985, 851-861):

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Analyze the figurative language that Thoreau uses in the paragraph beginning “Cape Co is the bared and bended arm…” How does he personify the Cape?

On page 854 in the paragraph beginning, “It appeared to us that there was enough rubbish to make the wreck of a large vessel in this cove alone,…” How does Thoreau mix elements of the disaster with benefits for the living? To what effect?

On pages 856-857, Thoreau comments on the scene of the funerals of some of those drowned and notes, “it was not so impressive a scene as I might have expected. If I had found one body cast upon the beach in some lonely place, it would have affected me more.” When he says that several days after the wreck, the body of a woman, “…floating…in an upright position” was found, the makes the following statement: “I saw that the beauty of the shore itself was wrecked for many a lonely walker there, until he could perceive, at last, how its beauty was enhanced by wrecks like this, and it acquired thus a rarer and sublimer beauty still.” What rhetorical device does Thoreau use here to what is its effect?

“Slavery in Massachusetts”: Thoreau delivered this address on July 4, 1854. How do the public presentation and the date affect the

rhetorical purpose of this essay? What is Thoreau’s argument? Where does he state his thesis? What is his purpose? On page 27 (Dover ed.), he asks, “Will mankind never learn that policy is not morality…it does not

depend on what kind of paper you drop into the ballot-box once a year, but on what kind of many you drop from your chamber into the street every morning.” What rhetorical device does he use in his sentence? How applicable is Thoreau’s observation to us today?

Why does Thoreau introduce the water-lily in his penultimate paragraph? What metaphor does he employ? How effective is his comparison?

“Economy”: After students have read the “Economy” chapter from this work, each student will be responsible for

determining what the cost will be today for the building materials and the food that Thoreau lists in this chapter. The purpose of this assignment is to determine the cost of replicating Thoreau’s experiment at Walden Pond today.

“Where I Lived, and What I Lived For” (questions taken from The Language of Composition, Shea, Scanlon, and Aufses. New York: Bedford/St. Martin’s, 2006.)

In the paragraph beginning “What should we think of the shepherd’s live if his flocks always wandered to higher pastures than his thoughts?” what does Thoreau declare as his higher purpose?

Cite and explain the antithesis in the paragraph beginning “I went to the woods….” What are the meanings of dear and mean in that paragraph? What is the rhetorical effect of the similes in the paragraph beginning “Still we live meanly, like ants;

….”? What effect does the extended metaphor have in that same paragraph? Cite several examples of Thoreau’s use of repetition. What effect does his use of repetition create? What paradox does Thoreau develop concerning the railroad in the paragraph beginning “Still we live

meanly, like ants;….”? In the paragraph beginning “Why should we live with such hurry…?”: How effectively does the rest of

the paragraph answer that question? Thoreau quotes from a poet at the end of the paragraph beginning “Both place and time were changed,

…. and then notes, “What should we think of the shepherd’s life if his flocks always wandered to higher pastures than his thoughts?” How effectively does this metaphor comment on what precedes it?

What does the phrase “starved before we are hungry” mean? (Sentence 2, in the paragraph beginning “Why should we live with such hurry and waste of life?)

Compare the probable effect of the paragraph beginning “For my part, I could easily do without the post-office. I think that there are very few important communications made through it” when it was written to its effect today. Similarly, Thoreau comments on man’s need to know the news at every

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minute in the paragraph beginning “Why should we live with such hurry and waste of life?” How effectively does the rest of the paragraph respond to this question?

What is the effect of the alliterative phrase “freshet and frost and fire” in the paragraph beginning “Let us spend one day as deliberately as Nature,….”?

In the concluding paragraph, Thoreau develops two metaphors regarding time and the intellect. What are they? What is their effect?

Major Project #2 for Term 2: Transcendentalist Society ProjectAt the conclusion of the presentations, students will complete a formative assessment of the project reflecting on the strengths and weaknesses of the assignment, the presentations themselves, and offer suggestions for improvement. (MA Frameworks: 2.6, 10.6, 11.6, 11.7, 13.26, 13.27)

Framing question: If you could build a perfect society, one consistent with Transcendental ideals, what would this society look like?

Purpose: Students will apply their understanding of the concept of transcendentalism from their reading of works by Ralph Waldo Emerson and Henry David Thoreau by working in small groups to answer the questions below. You may use whatever materials you like. Each person in the group will receive a grade based on how well the individual integrates his or her answers to the questions and establishes clear connections between the answer and the concepts of Transcendentalism.

Remember: Your society must adhere to the ideas common to Transcendentalist thinking, specifically to the ideas of relying on one’s self for true happiness, on emphasizing nature’s healing or inspiring influence on minimizing governmental intervention, and in believing that humans are innately good. Quote from specific works to support your choices. To the extent possible, each person in the group is responsible for creating or responding to one of the activities listed below. 1. Select a name for the society. You may create a name based on an acronym or develop the name from other sources.2. Develop a pledge or a contract illustrating the values and allegiances of the society. What do those who enter it agree to do? 3. Design a flag using colors and symbols to illustrate the values of your society. 4. Develop a monetary system for the society, giving samples of the currency and explaining in detail how the system works. 5. Explain the kinds of work the society would encourage its citizens to engage in.6. Describe the type of environment the society would be - - a rural area? an urban area? a tropical island? (Remember that the society may not be able to provide all services to all people.)7. Describe at least 3 behaviors the society would deem inappropriate or criminal behaviors. Explain how the society would deal with those citizens who engage in these kinds of activities. 8. Create some type of promotional literature, such as a poster, that would encourage applicants. You may also wish to create a brochure or a Power Point presentation. 9. Include background music appropriate to the atmosphere of the society. Explain the reasons for the music you have chosen. 10. What value does the society afford those with high school diplomas? Any post-secondary education? Advanced degrees (doctorates, MD’s)? What role does literacy play in this society? While all participants cooperate, what responsible positions do those with more education hold? Why?

Grading Rubric

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__________ For all members of the group: Students indicate the sources for their citations using correct MLA format. The group peer edits all citations for accuracy.__________ 1. The presenter explains how the name of the society is appropriate to the Transcendental philosophy. Offers at least 3 supporting quotations as rationale._________ 2. The presenter connects the Transcendental pledge or contract to Emerson’s or Thoreau’s ideas in specific ways, quoting from at least 3 essays for support. __________ 3. The flag is competently and thoughtfully designed in a way that shows the students’ awareness of the ideas and ideals of Transcendental thought. __________ 4. The design and format of and use for the currency all have purposes consistent with Transcendental thought. The presenter has connected these purposes to specific quotations (at least 3) from Emerson’s or Thoreau’s works. __________ 5. The presenters identify who works, at what, why, and where. How does a person advance? _________ 6. Where is this society located? Why? What is the process for getting into this society? What entrance requirements are there? Who would not be admitted? __________ 7. How is a person expelled from this society? What kinds of behavior are deemed inappropriate? What kind of punishment is meted out? By whom? __________ 8. The brochure or other printed materials and the poster or other promotional materials are clear, sensible, consistent with Transcendental thought, and are thoughtfully formatted with excellent content illustration. __________ 9. What kind of music accompanies the presentation? What determined the choice? Presenter offers a brief biography of the composer. __________ 10. How does the Transcendental Society define an educated person?

Grammar: From “Where I Lived,…” the instructor will assign specific sentences that the students will model. What kinds of syntax does Thoreau use predominantly? What does the writer have to keep in mind as he or she replicates the structures assigned? Review phrases, clauses, sentence structures. Composition: Students will hand in their individual or group-generated prompt, introductory paragraph, and thesis statement due for the synthesis essay. The instructor will write comments and return them for revision. Students may resubmit their introduction for further comment. In-class writing/Quick Writing: Students will write a short response (10-12 sentences) taking a position that defends, challenges, or qualifies an issue currently in the news. Weeks Seventeen and EighteenReview notes on Romanticism: Reading of Herman Melville’s Moby Dick (MA Frameworks: 2.6, 8.32, 8.33, 9.7, 11.6, 11.7, 12.6) How are Melville and Hawthorne Anti-Transcendentalists? How does their work foreshadow the Realistic Period?

What makes Ishmael a reliable narrator? Students will examine Ishamel’s background (“Loomings”) and his reasons for going to sea, pp. 12-15 (Bantam edition of this work). (View video on the wreck of the Essex.) How does Ishmael reveal his character? How do his works, his reasoning, his use of examples make him a believable character?

Students will do close readings of the following chapters: Chapter XLII “The Whiteness of the Whale,” Chapter XLVII, “The Mat Maker,” Chapter LX; “The Line,”;CXIII – CXXXV, the three days of the chase, and CXVII, “The Whale Watch.” The central questions for these close reading will be to examine the rhetorical strategies that Melville uses to create a tone for the passage. This novel is highly allusive, and students will have to identify and then relate the significance of any classical, mythological, or biblical allusion to the selection. If Ahab is a tragic hero who is determined to “go it alone” to avenge himself on Moby Dick, then how does his failure in some way contrast to the Transcendentalist belief in self-reliance? (Note: Hawthorne and Melville were writing at the end of the Romantic Period, and students need to contrast the endings of the two

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novels that we read by these two writers mark a contrast between the idealism of Thoreau and Emerson and the attitudes of the later Romantics).

How does Melville use figurative language to develop one of Melville’s themes in this work, namely the power of fate over the individual will?

Weeks Nineteen and TwentyGrammar: Review of usage problems from Junior English Review, Book 1, pp. 46-48 (or another comparable grammar review text): placement of modifiers, usage, verb forms, pronoun agreement and reference. Style Analysis: Working in three groups, students will identify the rhetorical strategies in three paired nonfictional selections (Xeroxed): two views of the Galapagos Islands, two views of the Okeefenokee Swamp - - both taken from former AP English Language and Composition Examinations - - and two views of Salinas, California).Composition: In-Class writing/Quick Write Review of elements of argument in response to a current event

The Mid-year examinations (90 minutes) will include the following: Vocabulary (literary terms and other vocabulary, Lessons 1-20 from Vocabu-Lit)Grammar (syntax, agreement, verb forms)An argument to analyze or to write (from former AP Language Examinations) (MA Frameworks: 4.26, 4.27, 5.30, 15.10, 19.30, 20.6, 21.9, 22.10, 23.15)

Readings for Terms 3 and 4:Chief Seattle. Address. (rhetorical précis)Chopin, Kate. “Desiree’s Baby”___________. “The Story of an Hour”Davis, Rebecca Harding. Life in the Iron MillsDillard, Annie. “Death of a Moth”(dialectical journal or close reading)___________. “Total Eclipse”(dialectical journal or close reading)DuBois, W.E.B. “Of Our Spiritual Striving” (in Souls of Black Folk)Ellison, Ralph. “On Being the Target of Discrimination” (rhetorical précis)Faulkner, William. “Dry September.”_______________. “A Rose for Emily.”_______________. The Sound and the Fury._______________. “Wash.”Hemingway, Ernest. “Hills Like White Elephants” (Socratic seminar)_______________. “The Short Happy Life of Francis Macomber” (Socratic seminar)_______________. The Sun Also RisesJunger, Sebastian. The Perfect StormKing, Rev. Martin Luther, Jr. “I Have a Dream” (rhetorical précis) and “Letter from Birmingham Jail”(close

reading)Krakauer, Jonathan. Into the WildLeong, Christine. “Being a Chink” (rhetorical précis)Mairs, Nancy. “Disability” or second essay based on former Language Exam “I Am a Cripple” Naylor, Gloria. “What Does ‘Nigger’ Mean?” OR “The Meanings of a Word” (same essay) (rhetorical précis) Tan, Amy. “The Language of Discretion” (rhetorical précis)Twain, Mark. Huckleberry Finn (Socratic seminar)Walker, Alice. “Beauty: When the Other Dancer is the Self” (rhetorical précis)Woolf, Virginia. “The Death of the Moth”(dialectical journal or close reading)

From Everything’s an Argumentpp. 285-299, Chapter 14 “Figurative Language and Argument”

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Week Twenty-oneReading: The Perfect Storm by Sebastian Junger

Essential question: How is this work a modern “inversion” of Melville’s Moby Dick?Working in groups, students will find examples of how man has abused the environment, how nature is unpredictable, what role dreams or superstitions play in the life of a fisherman, and what acts of courage or rescue Junger offers. Using these headings as reference points, students will compare their findings from Junger’s work to Melville’s. What similarities exist? Where does Junger’s work depart from Melville’s? (Junger uses references to both fiction and nonfiction in recreating various aspects of the storm and what might have transpired aboard the Andrea Gail).To focus their reading, groups of students will be responsible for the chapters designated and will use the questions offered as a way to assess Junger’s use of language to create specific tones in the work: “Gloucester, Massachusetts, 1991”: How does Junger use detail to create the squalid,

depressed atmosphere of Bobby Shatford’s room? How does Junger enlarge the room’s squalor in the city as a whole? What examples of desperation or hopelessness pervade the lives of the crew of the doomed Andrea Gail? Why does Junger include the pay scale and the expenses (14)? How is pay scale equated and determined? What details (43-44) does Junger employ to describe the Andrea Gail?

“God’s Country”: What is the meaning of this chapter title? Junger introduces historical fact with the Andrea Gail’s departure. What is the purpose of such juxtapositioning? On page 80, how does Junger create a tone of impatience and loneliness in the two paragraphs on that page?

“The Flemish Cap”: How does Junger introduce the owner of the Andrea Gail, Bob Brown? What contexts does he situate Brown? What details does he ally with the owner?

“The Barrel of the Gun”: How does the title suit the tone of this chapter? Examine the effect of Junger’s use of language to describe hurricanes on land vs. those on sea (129).

“Graveyard of the Atlantic”: Junger uses scientific facts about waves to create a scenario about the Andrea Gail. How does the technical language contribute to fact vs. conjecture?

“The Zero-Moment Point”: Again, Junger alludes to scientific or medical language to describe what happens when a person drowns. What techniques does he use to “prove” his hypothesis? How effective is his use of analogy?

“The World of the Living”: On page 194, readers should examine the words, details, and the syntax to evaluate how effectively Junger manipulates these strategies to develop tension, panic, and terror? What is significant about the footnote on page 207? Why does Junger include it?

“Into the Abyss”: How does Junger use the epigraph to establish the tone for the scene between Susan Brown and Christine Cotter? On pp. 239-247, what rhetorical techniques stand out in Junger’s description of John Spillaine’s struggles to stay alive?

“The Dreams of the Dead”: This chapter contains the greatest parallels between Moby Dick and The Perfect Storm because it focuses on the superstitions that accompany sailing. How does Junger (271-276) use the various dreams that the survivors have to recreate what might have happened to the crew of the Andrea Gail? In what is perhaps the creepiest episode in the work (287-289), Junger describes Adam Randall’s death. How does Junger make this section of the work as frightening as he does, even though we never learn exactly how Adam Randall died?

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Composition: The instructor will review how to cite references in the body of the synthesis essay (or any essay). The instructor will assist students during class or after school, as time allows. The synthesis essay is due at a date to be announced during term 3.Week Twenty-twoReading: Rebecca Harding Davis’ Life in the Iron Mills (MA Frameworks: 2.6, 8.32, 8.33, 9.7, 11.6, 11.7, 12.6)

Essential Questions: How would the Transcendentalists have addressed the problem of the working poor that are the focus of Davis’ work?

What specific kinds of “assistance” would they have offered? How does Davis create an atmosphere of hopelessness on pages 11-15? What specific

words and images contribute to the overall despair? On pages 34-36, the prominent gentlemen give their opinions about their responsibilities

toward the poor. Summarize each man’s position. Identify the tone of each one’s position. How does Davis develop that tone?

What is the purpose of the rhetorical question posed by the author/narrator at various points in the story? Do these questions refer to the prospect of salvation for a man convicted of stealing, or do they imply the naturalistic view that Hugh’s theft is excused by his unfortunate environment and heredity? (from PAL: Perspectives in American Literature - - A Research and Reference Guide, Chapter 5: Late Nineteenth Century - - Rebecca Harding Davis, 1831-1910 http://www.csustan.edu/English/reuben/pal/chap5/davis.html)

Some scholars have characterized this work as a transitional work between Romanticism and Realism. Examine the passages on the following pages: 16-18, 32-38, 64-65. - - What rhetorical devices does Davis use to create the squalid atmosphere of the Wolfe residence? - - How does Davis’ use of dialect contribute to the family’s isolation from the mill owners and visitors to the mill? - - In the last portion of this work, the narrator looks at the korl woman and makes comments about its creator. What rhetorical devices does the narrator use? What parallels can a reader draw between this portion of Davis’ work and Hawthorne’s comments about the effects of “Moonlight, in a familiar room,…” toward the end of The Custom House portion of The Scarlet Letter? How does the reference to moonlight contribute to the Romantic aspect of this work? How does Hugh Wolfe’s unfulfilled promise contribute to the work’s Realism?

Week Twenty-threeGrammar review: Reading comprehension practice from a released Language and Composition Examination with special focus on purposes of the footnotes. Review of purpose and function of transitional devices.

In-Class Writing/Quick Write: Current events quiz

Composition: Students will work on resumes, request letters, and accompanying envelopes. This portion of the college portfolio, along with the two synthesis essays - - one completed during term 2, the other completed during term 3 - - will be completed by the end of term 3 as well. Students will write two personal essays during term #4 and add those two essays to the portfolio before the end of the school year. Reading: Jon Krakauer’s Into the Wild (MA Frameworks: 2.6, 8.34, 9.7, 11.6, 11.7, 13.26, 13.27)

Essential questions: Why did McCandless’ experiment in simple living fail? How does Thoreau’s experiment at Walden Pond differ from McCandless’ venture?

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Close readings: How does Krakauer create a parallel between Everett Ruess and Chris McCandless (92)? What details distinguish a romantic idealist from a heedless eccentric?

Examine Krakauer’s description of McCandless’ response to his physics grade and his attitude toward climbing Longs Peak (109). What details illustrate independence? Defiance? Stubbornness? Persistence?

Again, on page 120, how does Krakauer show the reader McCandless’ resilience vs. his stubbornness? Examine Krakauer’s comments about Muir, Thoreau, and Chris McCandless (182-183). What devices

does Krakauer employ to distinguish Chris from the other two? In Chapters 14 and 15, Krakauer creates the largest parallel in his work, a parallel between himself and

Chris McCandless with whom he feels a certain kinship and spiritual bond, one that enables Krakauer to write Chris’ story sympathetically. How does Krakauer employ the strategies of parallel experiences to create a portrayal of Chris McCandless that, for some readers, is one they can identify with?

Weeks Twenty-four and Twenty-fiveGrammar: Sentence modeling and sentence patterns (See pp. 28-29 from the Duke University materials); practice sentence modeling with special attention to placement of modifiers from The Art of Styling Sentences, pp. 111-117. From Warriner, 5th Course, review of verb tenses and their use. From Xeroxed exercises taken from The Least You Should Know About English or other similar grammar texts, students will correct parallel structure problems, pp. 148-153 and Shifts (in pronouns, verbs), pp. 162-166; cumulative exercises pp. 202-203. Reading: Huckleberry Finn (Introduction to satire)Handout (Xeroxed): Characteristics of American Realism (from PAL, http://web.csustan.edu/english/reuben/pal/chap5/twain.html and http://web.csustan.edu/english/reuben/pal/chap5/5intro.html

Why would Ernest Hemingway have said that all modern American fiction comes from this novel? What makes this Realistic Period novel “modern?” (Composition quiz grade - -Students will select an episode from a list that the teacher provides and follow the directions for assessing what Twain is criticizing in that episode and how he conveys the satire.)

Socratic Seminar: Should this novel be taught? Students will base their arguments on the outside readings (argumentative essays) by Justin Kaplan and Julius Lester (“Selling ‘Huck Finn’ Down the River,” Xeroxed from the NY Times Book Review and “Morality and Adventures of Huckleberry Finn”).

Reading: “The War Prayer” (Xeroxed) What is the object of Twain’s satire and how does he develop it? “At the Funeral” (Xeroxed from 5 Steps to a 5 on the AP Language Examination) Supplemental reading: Dorothy Parker’s “Clothe the Naked”

Parker satirizes at least two positions represented by the characters of Big Lannie and Mrs. Ewing. What rhetorical strategies does she use to develop the satire, and what is she criticizing? Quiz: (Xeroxed “editorial” from the NY Times: “Poison Ivy Myths: Up in Smoke” Students will assess how the title relates to the object of the writer’s satire and then read actual letters to the editor responding to the editorial.)

Composition: Outside of class, students will write a satirical essay or create a cartoon with a satirical focus. The instructor will provide a rubric for students to follow. Students should consider the following criteria: Choose a format (advertisement/graphics; a diary or journal; a speech; an interior monologue - - to name a few specifics); focus on a problem; decide on a voice; incorporate the elements of satire that we addressed in class and in our discussion of Twain’s novel or any of the essays that we read in class.

In class, students will complete “War,” pp. 29-34 from Brassil, et al (Xeroxed), a synthesis essay practice.

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Week Twenty-six (Note: The date of the State-mandated ELA Composition and Reading tests may vary from year to year; however, these tests have been administered sometime in March.)

Composition for Optional Extra Credit: Students will write a satirical essay or create a satiric cartoon using the strategies illustrated in the readings we have done for this unit.

Week Twenty-sevenGrammar: From The Art of Styling Sentences, pp. 122-123, “A Sentence with Special Emphasis: The Periodic Sentence”; and “Figurative Language in Sentences,” pp. 124-131 (Xeroxed exercises). Style Analysis: Students will work in groups to analyze Rev. Dr. Martin Luther King Jr.’s thesis statement, purpose, language and tone in “Letter from Birmingham Jail.” The instructor will assign specific passages for each group to focus on. Rhetorical Precis: John F. Kennedy’s Inaugural Address and Rev. Dr. Martin Luther King, Jr.’s “I Have a Dream” speechReading: Students will analyze W.E.B. DuBois’ language in “Of Our Spiritual Striving” from his Souls of Black Folk. They will use the following questions to guide their analysis: 1. DuBois opens the essay with a poem by Arthur Symons. Identify the figures of speech and the rhetorical devices Symons uses. What is the poem’s tone? How is it an appropriate introduction to the essay? 2. What is DuBois’ thesis statement? 3. How does DuBois’ presentation of the visiting card episode illustrate the child’s introduction to racism? 4. DuBois inserts excerpts (p. 4) from slave spirituals. What is the effect of these hymns on the reader? How do they contrast with the opening poem? What connection, if any, can a reader make between DuBois’ purpose in including these hymns and Frederick Douglass’ purpose in including them in the latter’s Narrative?5. The paragraph beginning “Up the new path the advance guard toiled, slowly, heavily, doggedly;….” DuBois develops this passage with metaphors throughout. How effective are these implied comparisons to the black man’s progress toward equality? What syntactical patterns does DuBois incorporate? Where does DuBois’ central purpose emerge? 6. DuBois offers solutions to eradicating the slavery that racism imposes on “free blacks” (p. 6). What are DuBois’ suggestions? How do his suggestions correlate to the Rev. King’s proposals in “Letter…” or “…Dream”?

Reading: Two works by Kate Chopin (“Desiree’s Baby” and “The Story of an Hour”)Essential question: How are these works reflective of Realism? What strategies or techniques does Chopin use to create a balanced perception of the Mallard marriage? How does she use character to introduce the complex problems of marital unrest in both stories and, in “Desiree’s Baby,” of racial prejudice?

Week Twenty-eightGrammar: From The Art of Styling Sentences, pp. 132-143, students will analyze the examples from the chapter “The Twenty patterns - - in Print.” They will complete exercises from this text (Xeroxed). Dialectical Journals: Due for term 4, students will read two essays by Virginia Woolf and Annie Dillard: “The Death of the Moth” and “Death of a Moth” and do a close reading of selected paragraphs comparing/contrasting writers’ attitudes toward the same subject. How do the tones differ? Why? What rhetorical strategies does each writer use to suggest differences in the deaths of their respective moths? Rhetorical Précis: Chief Seattle’s Address, Chief Joseph’s Address, Bruno Bettleheim’s essay

In-Class Writing/Quick Write:

Week Twenty-nineReading: Annie Dillard’s “Total Eclipse”:

What is Dillard’s purpose in writing this essay?21

Where in this essay does she offer her thesis statement?

Essential question: Dillard’s writing here complements her focus in “Death of a Moth.” Select one paragraph of at least 5-8 sentences (teacher will make a suggestion) and try to determine how that paragraph contributes to Dillard’s purpose (Dialectical Journal)

Composition: Letter of request and envelope format Grammar: Students will practice analyzing differences in meaning among words confused (from Distinguishing Words by Robert Dees) or from The Least You Should Know About English (Xeroxed samples) and modifier forms from Warriner, 5th Course, Rev. Ex. 240-241, 2, 5, 8, and 12. Vocabulary: Working in groups for part of the period for the first three day, students will review Chapters 13-18 from Vocabu-Lit, Book 6; during the next two days for part of the class period, students will work in groups and the next 25 literary and rhetorical terms from their instructor-assigned list. The class as a whole will resolve questions about any term or word. Reading: Multiple Choice Practice from AP English Language and Composition Exam

Week ThirtyComposition: In-class writing (40 minutes) (test): Students will evaluate two arguments related to the same subject (two letters, the Coca-Cola correspondence between Hebert and Sever from the AP English Language and Composition Examination, 1994)

In-Class Writing/Quick Write

Hemingway’s novel The Sun Also Rises due Essential questions: What is the significance of the two epigraphs? In what way does Hemingway use Jake

Barnes’ impotence as a metaphor to create an atmosphere of emptiness and aimlessness among all characters?

Close readings: Jake at the Cathedral in Pamplona (96-97); Bill and Jake at the Irati River (121-123); Jake and Montoya (132) and the concept of aficion; Brett, Romero, and Jake (185-187). How does Hemingway employ syntax, details, word choice to create specific tensions or wordless understandings or feelings of camaraderie?

Notes on Modernism: What qualities make a work “modern?”

Reading : Assign Faulkner’s The Sound and the Fury. Distribute three short stories by Faulkner as supplemental readings: “A Rose for Emily,” “Wash,” and “Dry September.”Grammar: Sentence modeling from works by William Faulkner - - Students are to select a paragraph from each story and (a) identify the syntax that Faulkner uses in that paragraph; then (b) model sentences of their own based on the structures they’ve identified. What grammatical issues do we need to keep in mind when modeling sentences? Weeks Thirty-one and Thirty-twoReading and Composition: Review of thesis statement/purpose/literary terms (Students will divided into groups and read several prompts from previous AP Language Exams and from those in review texts (specifically relating to the synthesis essay) and generate a thesis statement and an outline of how they structure their essay.) Rhetorical Précis: Naylor and Keller essays

Composition: In-Class Writing/Quick Write

Weeks Thirty-three and Thirty-four

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Reading: Students will read William Faulkner’s The Sound and the Fury in sections. Students will take notes on how each of the three major first-person portions of the novel to develop the

speaker as well as Caddie Compson. They should focus on how Faulkner employs details, description, imagery, syntax,

allusion, and figurative language, to name a few specifics, and how he incorporates these strategies to create the atmosphere of the section.

What is the character’s primary mode of communication? What language does the character use? What nonverbal forms of language are significant? How does the reader’s perception of Caddie change at the end of each of the four

sections? How does Faulkner create a sympathetic portrait of her? In the fourth portion of the novel, what purpose does the omniscient narrator serve? How

does the language of this section reflect how we perceive the characters, especially Caddie?

In-Class Writing: Assessing narrators’ reliability (Students will draw examples from their reading of Hemingway’s and Faulkner’s’ works.)

Major Project #1 for Term #4: Art, Text, and Music project (presentations due May 29, 30, 31, and June 1:

Purpose: Students will develop a vocabulary that defines the common ground among artists from a specific time period in American literature. How does their work reflect the

values and the predominant ideas of the period? Task: After students have been divided into small groups, each student in the group will identify

one American author (poet, essayist, dramatist, novelist, religious or political figure) and one American artist (any medium - - photography or sculpture, depending on the period) and one American composer from the time period that the teacher has assigned the student (Early American – Early Federalist; Romantic; Realistic; Early Modern). Students will examine at least three works by each artist. From this research, the student will compile a list of words that seem to be common traits among the three. The student will share his or her findings with the other members of the group. From this shared dialogue, the group will then decide on a means to present their findings orally to the class: in a Power Point presentation, in a brochure, in a newsletter, or in a web site designed specifically for this purpose.

Assessment: Each student receives two test grades - - one for the oral presentation (rubric to be provided to each student in advance) and one for the vehicle that he or she used to present the group’s findings before the class (The teacher will distribute separate rubrics to each group depending on the vehicle the group chooses. Students in the group may opt to develop a separate vehicle for their three artists.) Whichever route the group decides to take, students should be certain that the artwork is clear and that their music is ready to play on the day of their presentation. The author is the focal point. Each student should have copies of the poem or prose excerpt that the student plans to present. The student will have annotations in the margin. These annotations will begin to clarify the connecting vocabulary based on the student’s analysis of the author’s work (N.B. The teacher will Xerox copies that students need; however, the teacher needs to receive the work to be copied in advance of the presentation, not on the day of the presentation.)

Helpful, accurate sites: Mark Hardin’s Artchive (all works of art)www.poets.org (wide range of poems)http://www.puritansermons.comRepresentative Poetry Online (more poetry)The Avalon Project at Yale Law School (all literary periods)

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The teacher has several CD’s with Early American, Romantic, and Early Twentieth Century music on them. Students may play their music from a web site (N.B. The site should be

cued and ready to play before the student begins his or her oral presentation.)o For each writer, a student should have a salient poem or excerpt from a longer text to distribute to each

student. The text should be annotated to show what words, syntax, allusions, figures of speech, rhetorical devices (anadiplosis, anaphora, antemetabole) are evident and what purposes they serve. Why did the writer use these devices?

o How does the text illustrate the predominant concerns of the time period? o Students need to explain how the music reinforces the values of the period. What instruments seem to

prevail or predominate? Why? What is the tempo - - regular, repetitive, irregular with a refrain at various intervals?

o The artwork (Three examples, enlarged or passed around from an art text available in the library here): How does what is evident in the painting reinforce the text or the musical selections or both? What colors predominate? What figures are evident? How large are the figures? Where are they in the painting? (These questions offer a few suggestions that students use to help them to “read” a nonprint medium. The teacher will suggest others. N.B. The teacher can enlarge works of art on the color Laserjet printer in the English Department office. Make arrangements in advance if you would like your works of art reproduced in this way.) (MA Frameworks: 2.6, 4.26, 4.27, 8.32, 8.33, 8.34, 9.7, 11.6, 11.7, 12.6, 14.6, 23.15, 26.6, 27.8)

Week Thirty-fiveReading: Complete The Sound and the Fury (Jason’s and Dilsey’s portions) Composition: In-class writing (40 minutes) (test): Analyzing an author’s style or evaluating an argument (selections from former AP Language Examinations).

Rhetorical Précis: Mairs, Tan, and Walker essays

Major Project # 2 for Term #4: In reading the personal essays during term 4, students are expected to take notes on the following elements and then, to the extent possible, incorporate these elements into the two personal essays that they will write as part of this college portfolio:

o How does the writer introduce his or her thesis statement? o Where does the writer express the purpose of the essay? o What rhetorical strategies does the writer use and at what points in the essay does

the writer use those techniques? As part of this portfolio compilation, the instructor will go over protocol for requesting

letters of recommendation. Composition: Assign Personal essay #1 (based on a college application prompt; download the prompt with the name of the college on the form that you use). This essay (adhere to the word limit; print the number of words on the page; double-spaced, Times New Roman, 12-point font, 1” margins).Rhetorical Précis: Ellison and Leong essays

May AP English Language and Composition Exam

Post –examination discussion: Assess student responses to the exam.

Week Thirty-six

Composition: Personal essay #1 due (response to a college application prompt, word limit identified)When class meets during this week: Maxine Hong Kingston’s “No-Name Woman”

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For the second personal essay:Students may write on one of the following topics (no word limit):

1. Write “A Story to Grow Up On” following Kingston’s format in her memoir. What story - - about a family member (like Kingston’s “No-Name Aunt”) - - did you hear when you were younger that you now understand differently? What gaps have you filled in, either by fact or by your own conjecture? How does the story reflect who you are? In writing this essay, students should incorporate strategies or techniques, as appropriate, identified in the essays that we have been reading (Ellison, Leong and others). The instructor will read a few student-written samples in class as supplements.

2. Students may write a Literacy Autobiography. Recall a specific book. Where were you reading? Why were you reading? Be as specific as possible and provide details about the reading material, your surroundings, and your reactions, as best as you can recall them. Consider how you learned to read, who taught you to read, when you learned to read, what you usually read now, how reading play a role in your everyday life, whether you read graphs, charts, maps, signs, billboards, menus, the sides of cereal boxes, what your favorite childhood book was, what your favorite book or author is now.

The teacher will provide a student-written sample of a “Story to Grow Up On” and her own Literacy Autobiography sample.

N.B. These essays, the student’s resume, a sample envelope and cover letter, and the synthesis essays will complete the college portfolio that each student will keep on file and update, as needed, when school begins. Students will save their work in their electronic portfolio at school and on a disk or CD.

May 28 Memorial Day (Observed)

Week Thirty-sevenMay 29-June 1 Art, Text, and Music presentationsStudents will complete a formative assessment of this project at the conclusion of the presentations, following the usual format for their reflections.

Weeks Thirty-eight and Thirty-nineReading: Assign two plays from Literature by Perrine/Arp: Death of a Salesman by Arthur Miller

and Fences by August Wilson (study guides and prompts)

Vocabulary: On June 1: Hand in a list of 20 literary terms, illustrated with quotations and page references from the works we have read this year (part of final exam grade).

Working in groups for part of the period for the first three day, students will conclude work on Vocabu-Lit, Book 6; during the next two days for part of the class period, students will work in groups and to complete the literary and rhetorical terms listing. After students complete their work in groups, any questions about a word or a literary or rhetorical term will be resolved through class discussion. Essential Question: These two plays are literary analogues, according to some critics. What parallels do

you see between them? For example, what perspectives on the “American Dream” does each offer? Examine the way each playwright uses language in the following scenes and determine the tone of the scene

as it relates to the context of the play as a whole: In Death of a Salesman, the conversation between Willy and Linda in Act I, Scene 1 (Perrine, 1247-1249); Willy’s tendency to contradict himself (1258-1260, the Chevrolet, and later, the reference to Biff’s stealing a basketball vs. taking the initiative); Biff and Happy, p. 1252; Willy and Ben (1266-1267); Willy and Howard (1281-1286); Willy and Bernard (1291) and Willy and Biff (1305, 1312).

In Fences: Troy and Rose (1324, Troy’s wrestling with death), his revealing his affair to her (1351-1354); Rose’s hymn and its reference to fences (1328); Cory and Troy (1337, 1361-1362); Troy and Bono (1347, 1348); Troy and Lyons (1343-45).

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Socratic Seminars: Death of a Salesman and Fences and reading quizzes on these works Week FortyJune 11-15 Final exams

the final exam will also contain a review of grammatical concepts addressed during the year.

Advanced Placement English 1

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