2011-2012 AP Language & Composition Syllabus

Course OverviewThe course overview and objectives for the course are taken from the AP® English Course Description published by the College Board. As such, this college-level, accelerated course will demand much of a student’s time and effort because of the number of intensive reading and writing assignments. The choice of texts is based on the representative authors list found therein. With the exception of Tim O’Brien’s The Things They Carried, Kafka’s “The Metamorphosis,” three short stories, and three poems, the list is predominantly nonfiction (essays, essay selections, magazine articles, travel essays and letters). In addition, since the stated purpose of the course is to “emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication,” it is most appropriate that the reading selections provide models for such writing. The course textbooks are listed on page four of the syllabus.

Course ObjectivesUpon completing the AP English and Composition course, students should be able to:· analyze and interpret samples of good writing, identifying and explaining an author’s use of

rhetorical strategies and techniques· apply effective writing strategies and techniques in their own writing· create and sustain arguments based on readings, research, and/or personal experience · write for a variety of purposes· produce expository, analytical and argumentative compositions that introduce a complex central

idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions

· demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings

· demonstrate understanding of the conventions of citing primary and secondary sources· move effectively through the stages of the writing process, with careful attention to inquiry and

research, drafting, revising, editing, and review· write thoughtfully about their own process of composition· revise a work to make it suitable for a different audience· analyze image as text· evaluate and incorporate reference documents into researched papers

Course PlannerSemester 1The fall semester will be dedicated to introducing students to the study of rhetoric, developing text analysis skills using SOAPSTone method, reviewing key style concepts, and exploring major themes in expository and argumentative writing. One of the early course goals is that through the instructor’s instruction and feedback on compositional skills, students will be able to assess their own strengths and weaknesses and develop effective writing using a rubric that evaluates competency in ideas, organization, content, diction and mechanics. The features and format of the AP Lang. Exam will be introduced. Students will have a number of opportunities for AP Exam practice, including timed essays, extended essays and completing multiple-choice items individually and in groups.

Semester 2Early second-semester study will focus on honing in students’ persuasive writing skills and identifying other author’s argumentative techniques. Later, students will study satirical and comedic writing. AP Exam practice will intensify in March and April. Students will continually sharpen their ability to analyze writers’ rhetorical strategies, and will work to develop effective strategies for tackling the synthesis essay. The culminating project will consists of a synthesis research essay, whereby students will be required to draw on multiple sources from a variety of media.

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Thematic UnitsThree or four units of thematic study will be completed each semester. They are designed to focus students on the importance of close reading and text analysis. For example, 2-3 class periods may be appropriated to studying a 200-word passage from an extended piece, depending on its complexity. We will analyze each piece in terms of the author’s use of rhetorical devices and argumentative techniques. For each unit, students will practice a different writing form, either analytical (rhetorical analysis), persuasive, or synthesis. For example, after having read the models in Unit 6, students will choose to write an argumentative essay that either supports or opposes the validity of global warming—or one that supports or opposes the use of unauthorized computer file sharing. In addition, visual rhetoric, such as ads and political cartoons will be used to discuss the Aristotle’s rhetorical triangle (in the course introduction) and satire (Unit 7). Pieces that have page numbers below are those found in the 75 Readings Plus textbook.

· UNIT 1: Choice & ConsequenceEssay: George Orwell, “Shooting an Elephant” (2-8)Poem: William Trevor “Traveling Through the Dark” (supplementary)Short story: Ernest Hemingway, “Hills Like White Elephants” (supplementary)Short story: James Joyce, “Araby” (supplementary)Short story: James Joyce, “Eveline” (supplementary)Unit Essays: rhetorical analysis

· UNIT 2: WarNovel: Tim O’Brien, The Things They CarriedNovel selections: Curzio Malaparte, “The Horses” from Kaputt (supplementary)Essay: Chris Hedges, from The Destruction of Culture (supplementary)Essay: Andrew Sullivan, “This is a Religious War” (488-497)Poems: William Butler Yeats, “Politics” and Thomas Hardy, “In the Time of ‘The Breaking of the Nations’, ” (supplementary)Essay selection: Samuel Johnson, from The History of Rasselas (supplementary)Unit Essays: rhetorical analysis

· UNIT 3: The Impact of Language Essay: Malcolm X, “Coming to an Awareness of Language” (21-23)Essay: William Lutz, “Doublespeak,” (172-177)Essay: Gloria Naylor, “Meanings of a Word,” (131-134)Essay: Susan Sontag, “Women’s Beauty: Put Down or Power Source? (117-119)Unit Essays: rhetorical analysis

· UNIT 4: Alienation, Solitude and NonconformityEssay: Plato, “The Myth of the Cave” (343-346)Essay selection: Machiavelli, “The Morals of the Prince” (supplementary)Essay: Ralph Waldo Emerson, “Circles” (supplementary)Novella: Franz Kafka, “The Metamorphosis”Letter: Franz Kafka, “A Letter to His Father” (266-272)Essay selection: Milan Kundera, “Somewhere Behind,” from The Art of the Novel (supplementary)Essay: John (Fire) Lame Deer and Richard Erdoes, “Alone on the Hilltop,” (96-101)Unit Essays: rhetorical analysis

· UNIT 5: Poverty and Classism Essay: James Baldwin, “Fifth Avenue, Up-Town” (49-51)Essay: Garrett Hardin, “Lifeboat Ethics: The Case Against Helping the Poor,” (381-387)Essay: Barbara Ehrenreich, “A Step Back to the Workhouse” (372-379)Essay: Jo Goodwin Parker, “What is Poverty” (122-125)Essay: Jonathan Kozol, “The Details of Life” (389-395)Unit Essays: persuasion

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· UNIT 6: Science & Technology—File-Sharing and Global WarmingMagazine Article: Megan McArdle, “The Freeloaders: How a Generation of File-Sharers is Ruining the Future of Entertainment” from The Atlantic, May 2010 (supplementary)Online Article: Nate Anderson, “File-Sharing has Weakened Copyright—and Helped Society,” from ars technica http://arstechnica.com/tech-policy/news/2010/06/file-sharing-has-weakened-copyrightand-helped-society.ars (supplementary)Essay: Andrew C. Revkin, “Global Warming is Eroding Glacial Ice” (413-417)Essay: Philip Stott, “Global Warming is Not a Threat to Polar Ice” (418-421)Unit Essays: persuasion

· UNIT 7: Humor & SatireEssay: Jonathan Swift, “A Modest Proposal” (423-430)Essay: Horace Milner, “Body Ritual Among the Nacirema” (354-358)Essay: Ian Frazer, “Coyote vs. Acme” (504-508)Essay: Suzanne Britt, “Neat People vs. Sloppy People” (217-219)Essay selection: Jon Stewart, “The Devil and William Gates” (supplementary)Essay selection: Sarah Vowell, from The Wordy Shipmates (supplementary)Unit Essays: satire & rhetorical analysis

· UNIT 8: Nature & MortalityNon-fiction: Jon Krakauer, Into the WildEssay: Stephen J. Gould, “Sex, Drugs, Disasters and the Extinction of Dinosaurs” (460-467)Essay: Virginia Woolf, “The Death of the Moth” (supplementary)Essay: Edward Abbey, “The Serpents of Paradise” (103-109)Essay: Gretel Ehrlich, “Chronicles of Ice” (111-114)Unit Essays: synthesis

· UNIT 9: Synthesis Research ArticleStudents will create an extended essay assignment and write the accompanying essay (7-10 pages) that utilizes at least eight written, visual and multimedia sources, including interviews and primary and secondary documents. The format will be similar to that found on the AP synthesis essay. However, this article will be much larger in scope. Thus, students will provide the topic, tasks and the sources (referred to as Source A, etc.) used in writing the article. Each student will generate a thesis worthy of such an endeavor that must be approved by the instructor. Proper source citation using MLA style will be required for this assignment. Examples of this assignment will be discussed in class.

AP Exam ExpectationsWhile signing up for the AP Language and Composition exam in May is not mandatory, I highly encourage students to do so, for a number of reasons: (1) Students can earn college credit if they achieve a reasonable score; (2) The rigorous exam is an excellent gauge of a student’s yearly progress; (3) As an instructor, the test results will allow me to assess my own methodology and approach to teaching students skills necessary for mastery; (4) In high school, students should allow themselves multiple opportunities to perform on rigorous, standardized tests. This is especially important for students who exhibit test anxiety.

As a caveat to the preceding paragraph, it’s important to remind ourselves that our purpose in this course is to not only to perform well on the AP Exam—certainly an admirable achievement—but to become actively engaged in course readings and demonstrate consistent, high-quality, scholarly writing. Thus, reading and writing well on a one-time exam will not be sufficient. The materials and strategies of the class are intended to assist students in their latter academic pursuits and in their working lives. As writers, students should strive for engaging, precise, and convincing prose. To accomplish this, students will need to be familiar with information, ideas, and arguments presented to them in both written and visual media.

AP Exam Practice· Timed EssaysIn preparation for May’s AP Exam, students will complete a number of in-class essay questions. Integrating the timed writings into the natural progression of the course helps build students’ confidence and expertise. For example, when we study humor and satire utilizing such works as Jonathan Swift’s “A Modest Proposal,” students complete a timed free-response (essay) question from the 2005 AP English Language and Composition Exam. In addition, the students will use selected prompts from Barron’s AP English Language

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and Composition and past AP released exams.· Multiple-Choice QuestionsStudents will be taught to quickly and effectively read, comprehend and process short essay selections. This will allow students to answer challenging AP multiple-choice questions correctly. The questions will again come from Barron’s AP English Language and Composition and past AP tests. · Full-length TestOne of the most beneficial practices in terms of test preparation is to allow students to experience a full-length AP Exam in its entirety. This could best be accomplished with an optional AP Exam Night in April, in which students complete a full 3 hour and 15 minute exam. Section I (1 hour) includes a 50-60 multiple-choice section, and Section II (2 hours and 15 minutes) consists of three essays and one 15-minute reading session.

Primary Course Texts· 75 Readings Plus by Santi Buscemi and Charlotte Smith (9th edition, pub. 2010)· Barron’s AP Language and Composition by George Ehrenhaft, Ed.D. (pub. 2010)· The Things They Carried by Tim O’Brien· Into the Wild by Jon Krakauer· “The Metamorphosis” by Franz Kafka

Essay WritingStudents are expected to engage enthusiastically in the writing process, which means careful attention to prewriting, drafting, peer editing and revision. A student may be asked repeatedly to revise a piece if it does not meet standard. Once students have completed a piece, I will make every attempt to evaluate and return it as swiftly as possible. I expect that early in the course, students will need more direction and comments, so I will be available by appointment for individual writing conferences after school. I encourage that students take advantage of this opportunity.

Students will learn how to score AP free-response items using the predetermined AP scoring method. They will engage collaboratively in calibrated scoring by evaluating designated anchor sets as well as their own essays. By second semester, I may only assign a number score to free-response essays, as students should understand what constitutes such a designation.

Appropriate attention will be given to studying and using syntax variety. For example, students will learn about the differences between loose and periodic sentences through short exercises, such as identifying each type and circling the main clause:

“One of his eyes resembled that of a vulture – a pale eye with film over it.”--“The Tell-Tale Heart” by Edgar Allan Poe

“In the brightness of the wintry sun next morning as it streamed over the breakfast table, he laughed at his fears.”--“The Monkey’s Paw” by W.W. Jacobs.

Students will analyze authors’ syntactic choices, as in the following placement of the words in James Joyce’s “Araby”: The high cold empty gloomy rooms liberated me and I went from room to room singing.” Rhetorical study will also include exercises on clauses (main and subordinate) and the kinds of sentences (simple, compound and complex). When evaluating essays, students will be given feedback on their use of syntax and may be asked to revise sections where errors in construction and meaning exist.

In order to address class-wide concerns in writing--such as the use of transitions--students will complete mini-lessons and exercises.

Vocabulary Study and DevelopmentStudents will enhance their vocabulary development and understand the importance of precise diction by using the following methods: close reading study, cloze activities, vocabulary journals and SAT vocabulary study. For example, after reading James Joyce’s “Eveline,” a cloze activity asking students to fill in missing words in the line “She set her white face to him, passive, like a helpless _____” will allow them to realize the author’s intentional use of diction in developing characterization. Close reading of Orwell’s “Shooting an Elephant” will have students examine the author’s diction in the following cloze activity: “It put me legally in the right and it gave me a _______ ______ for shooting the elephant.” Thus, students discuss and come to

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grips with Orwell’s own moral dilemma through understanding Orwell’s conscientious word choice.

For extended works such as Into the Wild and The Things They Carried, students will be creating vocabulary journals, noting unfamiliar vocabulary and submitting the words, definitions and self-generated sentences that reveal understanding of each word. Later, students will be quizzed on their knowledge of such words. In addition to in-context vocabulary study, students will be given a weekly list of SAT-style vocabulary words they will need to learn in addition to weekly study of the rhetorical terms. For example, challenging vocabulary in practice AP exams and questions may become focus vocabulary words. As with the rhetorical terms, students will be quizzed weekly on their knowledge of new vocabulary.

When evaluating initial and final drafts of essays, the instructor may mark “WC” on words and phrases that students need to consider revising their own word choice. In subsequent drafts, students are expected to address these concerns by utilizing diction that best suits their intentions.

Methodology· Subject-Occasion-Audience-Purpose-Speaker-Tone (SOAPSTone)This is a text analysis strategy as well as a method for initially teaching students how to craft a more thoughtful thesis. The SOAPSTone strategy was developed by Tommy Boley and is taught in the College Board workshop “Pre-AP: Interdisciplinary Strategies for English and Social Studies”:

o Speaker: the individual or collective voice of the text

o Occasion: the event or catalyst causing the writing of the text to occur

o Audience: the group of readers to whom the piece is directed

o Purpose: the reason behind the text

o Subject: the general topic and/or main idea

o Tone: the attitude of the author

· The Toulmin ModelStudents will practice rhetorical argumentation techniques using Stephen Toulmin’s method of making convincing arguments. This method stresses the importance of making strong claims, offering pertinent data and strong reasons, and connecting claims and reasons with suitable warrants. Appreciating the key elements of the Toulmin technique helps student writers see how they might present evidence in support of a particular stance. In light of the Toulmin model, students will have ample practice in identifying the three modes of persuasion—ethos, pathos and logos—in course readings and to develop these modes in their own writing.

In order to understand effective argumentation, build upon their argumentative writing skills, and effectively and logically organize their own ideas, students will be asked to create Toulmin Diagrams of writers’ works. For example, when analyzing claims made by two divergent authors, Andrew C. Revkin in his piece “Global Warming is Eroding Glacial Ice” and Philip Stott’ in “Global Warming is Not a Threat to Polar Ice,” students will be asked to identify each author’s main claim, the reasons in support of the claim, the evidence and backing provided, and the counterarguments and rebuttals offered.

· Note-takingAs previously mentioned, of paramount importance is a student’s ability to understand an author’s use of rhetorical strategies and writing style. Through close reading and note-taking using dialectical journals and other graphic organizers, students will become aware of an author’s use of diction and syntactical schemes by incorporating corresponding terminology such as parallelism, antithesis and alliteration, to name a few. Students will be asked to generate dialectical journal work throughout the course. For example, when studying “Shooting an Elephant,” students will be asked to identify key rhetorical terms such as irony, antithesis, and epiphany and explain why Orwell might have chosen to utilize those specific rhetorical strategies. The follow-up would consist of an essay that asks students to explain the “what” (the importance of the shooting incident), the “how” (Orwell’s rhetorical strategies) and the “why” (Orwell’s thematic concerns).

The rhetorical terms are included in the glossary of the Barron’s AP Exam booklet. A scaled-down review of rhetoric is also provided in the “Mastering Multiple-Choice Questions” of the Barron’s guide. The website Silva Rhetoricae or “The Forest of Rhetoric” (http://rhetoric.byu.edu/) is a more in-depth source for rhetorical terms.

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· MLA Style and FootnotesWhen writing extended, typed, formal pieces, students will be expected to use MLA style by incorporating proper parenthetical references and a works cited page. In regard to footnoting, the AP Exam includes a handful of multiple-choice questions related to identifying information found in authorial footnotes or a bibliography. (This is covered on pp. 85-88 of the Barron’s guide.)

Summer WorkThere will be two required assignments that must be completed before the start of school in the fall:

1. Nonfiction book project--Students will need to choose a full-length non-fiction book (biography, autobiography, memoir, historical or scientific text, current event), read it, complete a book review and then complete a Photo Story presentation. When students return from summer break, they will present their books to the class in the form of a Photo Story. 2. Nonfiction writing project--Students will choose three newspaper and/or magazine articles that examine the same issue or topic. One must be an informational unbiased news article from a reputable, widely available newspaper such as The New York Times (print or online) or news organization such as the BBC; one must be an editorial from a newspaper, magazine or blog; and a third must be a feature article from a magazine (print or online). Students will use the SOAPSTone method and write an essay comparing and contrasting how each source delivers its content on the topic.

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