Course Syllabus

AP Language and Composition

2016-2017 Syllabus

Ms. Leavitt and Ms. Chalmers

leavittm@rsu5.org * chalmersm@rsu5.org

Course Emphasis: AP Language and Composition focuses on the elements of argument in a variety of texts. By studying not only what a text says, but how a text says it, you will become familiar with the art of language (rhetoric) and how language is used for specific purposes. You will read a variety of complex texts (print and non-print), analyze arguments, write your own arguments, and synthesize information from several sources to develop your arguments. You will be required to read texts and write essays at home on a regular basis. You should be ready to work hard, ask for help when needed, conference during lunch, visit the writing center, or come to call-backs when you need extra support.

At the end of this course you will be able to:

1. analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;
2. apply effective strategies and techniques in their own writing;
3. create and sustain arguments based on readings, research and/or personal experience;
4. write for a variety of purposes;
5. 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;
6. demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings;
7. demonstrate understanding of the conventions of citing primary and secondary sources;
8. move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review;
9. write thoughtfully about their own process of composition;
10. revise a work to make it suitable for a different audience;
11. analyze image as text; and
12. evaluate and incorporate reference documents into researched papers.

Texts Used in the Course:

In Cold Blood by Truman Capote

The Sun Also Rises by Ernest Hemingway

Selections from

Everything's an Argument: with Readings- Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters.

50 Essays, edited by Samuel Cohen (2004)

The Bedford Reader, ninth edition (2006)

Language and Composition, Renee Shea and Lawrence Scanlon (2006)

One Hundred Great Essays (2005), edited by Robert DiYanni

*All reading lists are supplemented with timely articles from The New York Times and other similar sources.

Class Details

Classroom Supplies	You will need pens and paper for this class; highlighters may be helpful, or colored pens A three ring binder to store your work is recommended Copy of the text(s) that we are reading in class—you are expected to bring materials with you.
Assessments and Grading	Habits of Work will be 20% of your grade and exhibit your academic behaviors and practices (classwork, homework, participation, and effort) Graded assessments will be 30% of your grade and will be based on homework, practice essays, quizzes, and class discussions.   Summative Assessments will be 50% of your grade and will include essays, tests, projects and presentations.
AP TEST	The AP Exam for Language and Composition is Wednesday May 10th at 8:00 AM. All students in the course are expected to take the AP exam.  If you need financial assistance to pay for the exam, please contact me, your guidance counselor or an administrator as soon as possible. There are many ways to help students, but we need to access those resources early on.
Homework and make-up work	Homework: In order to succeed in an AP English class, you must do some practice at home. Coming to class prepared—that is, having done your homework—is vital not only to your own education, but to the other members in the room. The academic culture of the class depends on students doing their work and making their best effort to contribute to discussion. Late work: Sometimes I accept late work and sometimes I do not. It depends on the assignment and the situation (if we went over the text in class, you don’t get credit for answering the questions after-the-fact).  Generally, I do not accept late process/practice work; I will accept some late work for major assessments (product grades) at a penalty.
Extra Help	The best way to improve your writing (and reading) is to conference with me one-on-one. Use CALL BACK times. Use the Writing Center. Come during lunch. We can always set up a time before or after school, as well. Don’t underestimate the power of the 10 minute conference!!!
Class Expectations	Please be respectful of the classroom environment and do everything you can to keep yourself and others focused on the class work. All distractions should be put away (no phones, no technology when not used in class, no unnecessary trips to the lav, etc.) Be present and be ready to make class awesome!

We are looking forward to a great year!

Overview of Year Long Plan

Semester One: Students will be introduced and practice all 3 types of writing--units are structured around skills

Unit 1: Summer Readings--Intro to Close Analysis--September

Focus on diction, syntax, style

• In Cold Blood--Rhetorical Analysis and Character development
• Holcomb, Kansas Analysis (walk through process)
• Discussion of character quotes
• On-demand Rhetorical Analysis (juxtaposition)
• Sun Also Rises--Rhetorical Analysis (students find their own passages to analyze)
• Questions & Discussion
• Passage analysis model read-through
• Find their own passage to analyze

Wrap-up--Close Analysis of Language (diction, syntax, tone, style)

• Santa Ana Winds
• Okefenoke Swamp
• Final Assessment

Unit 2: Narrative Writing--October

• Gary Soto piece analysis
• College Essay

Unit 3: American Moments- Writing to Persuade--October/November

• Introducing rhetorical appeals
• Read a selection of persuasive speeches, analyze for rhetorical appeals
• Compare Gettysburg vs. Patten
• Letter from B’ham Jail, I Have a Dream
• Robert Kennedy MLK assassination speech
• Draft a speech that uses rhetorical devices

Unit 4: Writing Arguments--November

• Singer vs. Hardin
• Arrangement--parts of an argument
• Shaping arguments--imitative assignments

Unit 5: Synthesis Essays & Research--December/January

• Intro to synthesis writing

• Research Project: Choose own topic/current issue to read book, watch documentary, find visual argument, essays/articles to then write their own synthesis essay  (this could be DUE third quarter, but start reading over Holiday break)

*Midterm Exam*

Semester Two: Students will finish their research projects and practice fluency in the three types of writing--analysis, argument and synthesis--through thematic units

Unit 6: Politics and War--Rhetorical Analysis--January/February

• “A Modest Proposal”
• “Shooting an Elephant”
• Current events speeches (campaign speeches/state of the union)
• Serial Season 2
• Why We Fight: https://www.youtube.com/watch?v=1lMMPkni3yQ
• 5 Steps to a 5 Comprehensive Review (second part chapter)
• Language and Composition

Final Assessment: Analysis Essay

Unit 7: Race and Immigration--Argument Writing

• Somali immigrants in Maine
• “White People Shut Up About Beyonce”
• “Immigration Problem Is about Us, Not Them”
• “Stranger in the Village”- James Baldwin
• “The Death of the Profane: The Rhetoric of Race and Rights”- Patricia Williams
• “Rhode Island” -Jhumpa Lahiria

Final Assessment: Argument Essay

Unit 8: Environmental Issues--Synthesizing information

• Classic Essay: Emerson “On Nature”
• Central Essay: Rachel Carson “Silent Spring”
• “The Story of Bottled Water” - Annie Leonard
• Blue Gold: https://www.youtube.com/watch?v=1lMMPkni3yQ
• Current topics about environmental issues
• Guest speaker Michael Conathan, Director of Ocean Policy at The Center for American Progress

Final Assessment: Synthesis Essay

Unit 9: Review/Exam Prep

* This is a work in progress and the selected texts are subject to change. We welcome student input and ideas for essays and articles to teach. We’ll be adding, deleting and shifting the texts throughout the year.