AP English Language and Composition
Course Overview 2012-2013
The AP English Language and Composition course is a college-level course designed for students who wish to learn to read and write with increasing complexity and sophistication. Aligned with the College Board curriculum goals, AP English Language and Composition challenges students to refine literary analysis, written expression and critical thinking skills.
Although students enrolled in an AP English Language and Composition course should demonstrate command of Standard English grammar, they will perfect the processes of writing and revising as they increase their knowledge of language resources and writing conventions to become more mature and more effective writers. Instruction will include how to synthesize primary and secondary sources and cite them accurately as prescribed by professional organizations such as the Modern Language Association. In this course additional emphasis is placed on the interpretation of visual images and graphics in the media.
Goals
To enhance stylistic development, the AP English Language and Composition course emphasizes instruction in the following areas:
§ appropriate and effective use of an extensive vocabulary
§ command of correct used of subordination and coordination, as well as a variety of sentence structures
§ techniques to demonstrate logical organization and increase coherence, such as repetition, transitions, and emphasis
§ a balance of generalization and specific illustrative detail
§ an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
§ awareness of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing\
§ sufficient skills to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.
Upon completion of the AP English Language and Composition course, as they write for a variety of purposes, students should be able to
§ acquire and use general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college level.
§ analyze and evaluate how authors use text structure (e.g., sequence, problem/solution, comparison/contrast, description, cause/effect) to achieve their purposes in narrative, expository, persuasive, and technical texts.
§ analyze and interpret samples of good writing.
§ analyze image as text.
§ analyze the major influences on American literature, including: Puritanism, Transcendentalism, Romanticism, Rationalism / Deism, Regionalism, Naturalism, Realism, and Modernism.
§ apply effective rhetorical strategies and techniques in their own writing.
§ apply the Six Traits of Effective Writing: ideas and content, organization, voice, word choice, sentence fluency, and conventions.
§ close read both literary and informational texts to determine what the text says and to make logical inferences, citing specific evidence to support conclusions drawn.
§ close read texts to analyze structure, tone, diction, syntax, point of view, and overall style.
§ conduct short as well as more sustained research projects in response to a question or to solve a problem, gathering relevant information from multiple print and digital sources.
§ create and sustain arguments based on readings, research, and/or personal experience.
§ delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of evidence.
§ demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
§ demonstrate understanding and mastery of standard written English as well as stylistic maturity.
§ demonstrate understanding of the conventions of citing primary and secondary sources.
§ determine the meaning of words and phrases as they are used in texts, determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning and tone.
§ engage in oral language activity with an emphasis on persuasion.
§ evaluate and incorporate reference documents into researched papers.
§ evaluate how stylistic effects are achieved by writers’ linguistic choices.
§ evaluate works of literature from a variety of critical perspectives.
§ extend research skills with emphasis on secondary source material, MLA documentation (end notes/ internal citation), and validity of sources.
§ extend revision skills to include parallel constructions.
§ identify and explain an author’s use of rhetorical strategies and techniques.
§ integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
§ interpret figurative language and word relationships and analyze nuances in the meanings of words with similar denotations.
§ make strategic use of digital media in presentations to enhance understanding.
§ move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.
§ produce clear and coherent writing (argumentative, expository, narrative, analytical) in which the development, organization, and style are appropriate to task, purpose, and audience.
§ produce expository, analytical, and argumentative compositions with a complex central idea and developed with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions.
§ read and comprehend complex literary and informational texts in the grade 11 text complexity band independently and proficiently.
§ refine understanding of literary terminology and apply appropriate terminology in analyzing and interpreting literature.
§ revise a work to make it suitable for a different audience.
§ use a variety of types of sentence patterns.
§ write thoughtfully about the process of composition.
Expectations
We hope that a majority of students who complete the course will elect to sit the AP English Language and Composition Examination in May. Doing so is a requirement to earn the AP course designation on the official transcript. Transcripts of students who choose not to take the exam will read “English 11 Honors.”
In order to succeed in AP English Language and Composition, students need to do the following:
§ commit to pursuing a rigorous curriculum and strive to improve
§ adhere to district guidelines regarding plagiarism, as stated in the school planner
§ follow all district directives regarding use of technology
§ maintain an AP course writing notebook in a three-ring, loose-leaf binder with dividers
§ maintain a planner or a suitable system of recording assignments
§ follow all established classroom procedures
§ participate in all learning activities with an enthusiastic and scholarly attitude
§ read with a critical eye toward careful analysis
§ assume responsibility for finding out about makeup work when absent
§ apply the six-traits+1 in producing and reflecting on own writing
§ schedule writing conferences for pre-writing and revision feedback
§ treat all members of our school community and its property with respect
§ come prepared with the proper materials
§ return all supplemental selections on time
§ complete all work to the best of their ability and on time
§ consult online sources for remediation when prescribed
§ demonstrate willingness to revise and improve written work
§ compose written class work on notebook paper in ink on every other line
§ include all steps of the writing process when submitting final drafts of essays
§ follow MLA formatting to word process all final drafts of essays
Primary Textbooks
Axelrod, Rise B. and Charles R. Cooper. The St. Martin’s Guide to Writing. 7th ed. Boston: Bedford/St. Martin’s, 2004.
Elements of Literature: Fifth Course. Austin: Holt, Rinehart and Winston, 2009.
Elements of Language: Fifth Course. Austin: Holt, Rinehart and Winston, 2009.
Peterson, Linda H., John C. Brereton, and Joan E. Hartman, eds. The Norton Reader, 10th ed. New York: W.W. Norton and Company, Inc., 2000.
Additional Resources
§ Ad Astra APSI: AP English Language and Composition for Experienced Teachers, July 23-26, 2012, Dr. Betty Moss, San Antonio College.
§ Advanced Placement Program: Professional Development for English Language. Depaul University English Language Summer Institute. Chicago, Illinois, June 21-15, 2004.
§ Atwan, Robert, ed. America Now (Short Readings from Recent Periodicals) Bedford/St. Martin’s, 8th edition, 2009.
§ AP from A to Z: Argumentation/Synthesis Edition. Dripping Springs, Texas: Athena Publishing, 2007.
§ The AP Vertical Teams Guide for English. 2nd ed. College Entrance Examination Board, 2002.
§ Blumenthal, Joseph C. English 3200 with Writing Applications: A Programmed Course in Grammar and Usage. New York: Harcourt, Brace, Jovanovich, Inc., 1972.
§ Brassil, John, et al. Analysis, Argument, and Synthesis. Saddle Brook, New Jersey: Peoples Education, 2008.
§ Cohen, Samuel. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s, 2004.
§ Elements of Literature: Fifth Course. Austin: Holt, Rinehart, Winston, 2000.
§ Elements of Writing: Fifth Course. Austin: Holt, Rinehart, Winston, 1998.
§ Great American Stories. Austin: Holt, Rinehart, Winston, 1991.
§ izzit.org. Current Events Lessons. Erie, PA, 2007.
§ Resources for Teaching Advanced Students. Austin: Holt, Rinehart and Winston, 2007.
§ Waddell, Marie L., Robert M. Esch, and Roberta R. Walker. The Art of Styling Sentences: 20 Patterns for Success. Barron's Educational Series, 3rd ed., 1993.
Handouts from Applied Practice, Ltd., Dallas, TX:
§ American Speeches Selections
§ Nonfiction Selection
§ Satire Selections
§ Mastering Nonfiction with Documentation
§ Mastering Synthesis
§ The Grapes of Wrath
§ The Great Gatsby
§ In Cold Blood
§ The Scarlet Letter
Handouts from The Center for Learning, Villa Maria, PA:
§ Advanced Placement English 1: Practical Approaches to Literary Analysis
§ Advanced Placement English 2: In-depth Analysis of Literary Forms
§ Advanced Placement Poetry
§ Advanced Placement Short Story
§ Advanced Placement Writing 1 and 2: Strategies for Honors, Gifted, and AP Students
Evaluation
§ Reading checks, objective tests/quizzes, essay tests, individual and collaborative projects, multi-media evaluations, Socratic seminar preparation and discussion, annotation, and reflective works. The final counts 20% of the semester grade.
§ Students will engage in a minimum of three timed, in-class writings per quarter on a variety of AP released exam prompts and Applied Practice prompts. They will be scored according to a generic AP rubric.
§ Required district writings include narrative, analytical, argumentative, expository, and short and sustained research.
§ Assessments will include a variety of tests, including but not limited to AP-style multiple-choice exams, essay exams, alternative assessments, traditional short-answer tests, and reading checks.
§ To track their writing progress, students will maintain a writing notebook throughout the year. Assessment criteria include completion of all steps of the writing process, neatness, organization, scoring guide chart, and personal reflection and commentary.
Grading scale 90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 60 = F
Scoring
When work is not submitted due to absence, Integrade will show “absent” for zero credit until the obligation has been met. Work that has been collected but not yet evaluated will appear as an “X.” Other special scores with an initial zero point value include “NP” for no paper submitted, “INC” for incomplete, and “R” for work that needs to be revised. To clarify details regarding Integrade tasks, please access teacher’s website. Periodic Integrade printouts serve as performance updates – not as reminders of missing work.
Conditions for Acceptance of Late Work
Unless prior arrangements have been made, all work should be submitted in class, in person, and on time. No late submissions are accepted for daily assignments. If late work is accepted on required assignments, ten percent of the total points possible are deducted for each day an assignment is late.
Makeup assignments for excused absences
In case of absence, the student is responsible for staying informed about work missed. Makeup privileges shall be allowed for excused absences. For each day of the absence, with the exception of prearranged absences and school activities, the student will be allowed two class periods to make up the assignment. For absences approved in advance, assignments should be requested by the student before the absence occurs. Tests may be made up after the absence. Please see the Shawnee Mission West Student Planner for the District attendance policy.
Strategies
Students will engage in a variety of classroom activities:
Metacognitive Strategies
annotation (text coding, dialectical
journals)
ladders of questions
reading and thinking aloud
reading journals
readings strategies
reflective assessment
thinking notes
Discussion Methods
“Block Party”
bulletin board postings
collaborative learning
concept mapping
fishbowl
ladders of questions
literature circles
online discussion forums
peer editing
reading conferences
silent discussions
Socratic circles/seminars
timed discussions
The Writing Toolbox
Resources
§ 6+1 Traits™ Links (http://205.213.162.11/traits_dpi/traits_links.htm)
§ Elements of Language: Fifth Course. Austin: Holt, Rinehart, Winston, 2009
§ English 3200 with Writing Applications
§ The Purdue Online Writing Lab (http://owl.english.purdue.edu/)
§ The St. Martin’s Guide to Writing. 7th ed.
§ Other grammar links accessed through class website.
Sentence Basics
§ Parts of speech
§ Agreement: subject and verb, pronoun and antecedent
§ Verb use: regular and irregular verbs, tense sense, active vs. passive voice
§ Pronouns: nominative, objective, and possessive case; use of personal vs. object
§ Modifiers: comparison and placement
§ Phrases: verb, adjective, adverb, noun
§ Verbals: participle/participial phrase, gerund/gerund phrase, infinitive and infinitive phrase/clause
§ Appositive/appositive phrase
§ Clauses: independent vs. subordinate (adjective, noun, adverb); elliptical
Sentence Structure
§ Types: simple, compound, complex, compound-complex
§ Purposes: declarative, interrogative, imperative, exclamatory
§ Fragments
§ Subject and predicate (simple and compound)
§ Complements: direct object and indirect objects, object and subject complements
Sentence Polishing
§ Sentence scavenger hunt
§ Achieving clarity through coordination, subordination, and parallelism
§ Repairing fragments, run-ons and unnecessary shifts in subject, tense, and voice
§ Varying beginnings: participial phrases, prepositional phrases, adverb clauses
§ Varying lengths: simple, compound, complex, compound-complex
§ Achieving conciseness: reducing wordiness, awkwardness, clauses to phrases and phrases to one word
Sentence Combining
§ Insertion of key words and/or phrases to avoid choppiness
§ Use of a coordinating or correlative conjunction to combine related sentences
§ Use of a semicolon and a conjunctive adverb to form a compound sentence
§ Use of effective subordinate clause
§ Appositives and appositive phrases
Conventions
§ Spelling
§ Punctuation
§ Capitalization
§ Grammar
§ Paragraphing
§ Mechanics
§ MLA format
Syntax
§ Basic sentence patterns from The Art of Styling Sentences: 20 Patterns for Success
§ Style and Syntax Analysis Worksheet (AP Vertical Teams Guide 44)
§ Sentence-beginning Activity to Syntax Analysis Chart (AP Vertical Teams Guide 51):
first four words, special features, verbs, number of words per sentence
Reflection and Revision
§ REBA
§ CRISP acronym: cut words, reduce clauses, intensify verbs, sharpen diction, pack phrases
Close Reading Strategies and Acronyms
(Page numbers in parentheses from The AP Vertical Teams Guide for English)
SIFT Method (17)
§ Symbol: examine the title and text for symbolism
§ Images: identify images and sensory details
§ Figures of speech: analyze figurative language and other devices
§ Tone and Theme: discuss how all devices reveal tone and theme
Dante’s Fourfold Method to Interpret Symbol and Allegory (24)
§ The literal or historical level (what is actually happening)
§ The political level (how humans interact with and relate to others)
§ The moral or psychological level (how the self relates to the realm of ethics)
§ The spiritual level (the universal level on which a person relates to the cosmos)
LEAD Analysis of Diction (29)
§ Low or informal diction (dialect, slang, jargon)