Syllabus
AP ENGLISH III – AP Language and Composition (In Process, additions and changes will be made throughout the course)
Holmes 2015-2016 Syllabus (Course Audit)
General Overview:
The overview and objectives for this course are taken from the AP® English Course Description published by the College Board. Many of the texts/essays used in this course are from writers found on the representative authors list. Because the state requires that 11th graders be introduced to representative works of American literature, most of the longer works read in this class will be from the American canon, but each will be investigated beyond the summarizing of plot and themes. Students will be able to analyze these works for their use of language and style. Other writings that will be encountered are largely nonfiction in the form of essays, speeches, letters, biography and autobiography, and news articles, and immersion journalism. Paper assignments are varied and frequent.
Class structure: Lecture, Socratic seminar, general discussion, independent reading, in- class timed writing (practice and tests), vocabulary, language skills, digital communication, research, debate, presentation, AP Practice exams, peer editing, review and analysis of those writings as well as Released AP Exam essays, some in-class readings followed by writing or discussion activities.
Teaching Strategies:
DIDLS
The DIDLS strategy has students focus on the use of diction, imagery, details, language, and syntax of a selected work. In this model students carefully consider the writer’s use of these facets of rhetoric to achieve purpose within a fictional text.
SOAPS
Students are asked to look at the subject of the writer/speaker, the occasion for which it is presented, the audience that the writer/speaker wishes to address, the purpose of the writer, and the speaker’s background. This is especially useful with nonfiction texts.
OPTIC
The OPTIC strategy was created by Walter Pauk for the interpretation of visual texts. Students provide an overview of a visual piece and look at the different parts of the visual that create the whole as well as the title. Students then determine the interrelationships of the pieces and draw a conclusion they communicate to others.
Political Cartoon Strategy
(from the Library of Congress’s “It’s No Laughing Matter” Initiative) Students are often presented political cartoons for analysis and interpretation. In particular, students are asked to look for five distinctive traits used often by political cartoonists: symbolism, exaggeration, labeling, analogy, and irony.
Annotations
Students will actively read and take notes on passages they encounter marking unique use of language and intentional use of rhetorical devices. Practicing annotating passages will aid the student in AP testing situations and allow for them to give each passage a “close read.”
Vocabulary
Sadlier-Oxford Vocabulary Workshop – Level G as well as other AP lists and words found in writings and while listening to broadcasts. Daily homework and class work activities followed by a weekly test.
Grammar
Students will have grammar packets at regular intervals.
Current Events
Students will read articles on a weekly basis and look at other media dealing with current topics.
Debates
Students will participate in group debates concerning current issues in which they will be assigned a role and will have researched information supporting the viewpoint that each role encompasses.
Feedback and Revisions on Written Work
Students will receive feedback in various forms:
Discussion Board: Conversations with the teacher and peers will be held via a discussion board or blog either through Blackboard, Google, or other source. These discussions will be based off of current readings as well as current affairs or unfinished class discussions.
Peer editing is an important aspect of any writing venture; therefore, prior to formal papers being turned in to the instructor, evidence of peer review is required (peer edit forms for each paper available in the Peer Edit Folder). Individual conferencing with instructor will take place frequently (schedule posted on AP board).
Arts integration is an important aspect of learning about any historical period, genre, and is readily applied to individual growth and understanding. Therefore, creative projects will be assigned as a component of each section. Live performances—whenever possible—are included in this course.
Visual and aural integration featuring graphs and charts, political cartoons, advertisements, political debates, Ted-ed talks, documentaries, etc.
Students will be expected to read and write at a college level; they should be able to form concise thesis, backed up by supportive points and genuinely engaging discussions which sustain a logical, analytical argument with the use of advanced vocabulary and extensive knowledge of literary terms and devices. Articulation of ideas will be developed through rhetorical devices and the elements of voice (diction, detail, tone, imagery, syntax).
Course Objectives
Students in AP Language and Composition will do the following things:
· Focus on nonfiction works stemming from early American Revolutionary works to modern political speeches and news articles. Analysis of the works’ rhetorical features and effectiveness.
· Focus on American Literature. Students will analyze American literature as it reflects social perspective and historical significance, and more importantly how author’s rhetorical choices
· Select a college-bound pathway. Students in this class are self motivated and self learners and are expected to be prepared for each class.
· Read lengthy text selections from the Concise Anthology of American Literature and The Informed Argument. The anthology book is a chronologically arranged book with the full texts of two novels. Students will have multiple outside readings in this text to fulfill the requirements of the state curriculum for American Literature.
· Study and analyze current events. Especially in the second and third quarters, students will receive weekly assignments to read articles and essays that deal with current issues. Political cartoons and editorials are common and will be provided by the instructor. Students will also be advised to listen to NPR and actively view news programs.
· Read outside of class a combination of eight novels and non-fiction texts of the teacher’s choice from the reading list. Please refer to the reading list for each term.
· Write 6 to 8 essays per term (narrative, expository, analytical, and argumentative). Approximately half of these essays will be timed essays that will be written in class within a 45 minute timeframe. Students will sometimes be allowed to “rewrite” essays to work on revision processes, but essays that are given as out of class assignments will usually require conferencing and multiple drafts. Students will often have peers read their essays in reading circles to provide feedback and constructive criticism. Teacher will use a rubric adapted from the AP style rubric used for grading essays on the AP test. Teacher comments and errors will be tracked by student.
· Enter this level with mastery of parts of speech, sentence types, all aspects of grammar, and sentence writing.
· Produce multi-draft, rhetorical analysis, argumentation, and synthesis essays based on fiction and non-fiction
· Develop research skills: note taking, paraphrasing, summarizing, MLA documentation, thesis writing, and research terminology. The argumentative research paper is counted as 20% of your final grade and is completed during the 1st semester.
· Differentiate between the genres of fiction and non-fiction. Students will read many essays by contemporary writers as well as the nonfiction texts Nickel and Dimed and Fast Food Nation. Students explore the issues surrounding these texts, conduct research, as well as react to the approaches taken by these writers.
· Develop a sophisticated style of responding to text. Students will learn to match voice to form. Students will become more natural in their responses as their focus and development becomes more refined, their fluency of sentences becomes more mature, and use of conventions becomes more sophisticated.
· Recognize and respond to writers’ rhetorical strategies. Students will be familiar with a wide variety of rhetorical devices and be able to recognize their use by writers in texts investigated.
· Understand and respond to argumentation in writing. Students will learn the basic strategies of the art of argument including the Rogerian, Toulmin, and Aristotelian (classical) approaches. Students will take part in debates and learn about logical fallacies.
· Become an informed citizen through the independent study of current events. Students will write reflection papers and opinion papers about events that occur in their world.
· Develop an enriched vocabulary. SAT words are captured in the Sadlier-Oxford program.
· Analyze primary documents and synthesize with personal opinions. Students will learn to distinguish primary documents from secondary documents and how to use each as support and evidence for a viewpoint.
Grading Calculations and Expectations:
Class work/homework – 25%, Quizzes – 30%, Tests and Major Compositions – 45%
Research Paper = 20% of the final grade and takes the place of the final exam grade.
1. While not all work will be recorded for a grade, the majority of it will be used to form a grade whether you are being assessed holistically, visually, or according to written standards and rubrics. Not every assignment is graded; however, each assignment is vitally important for the development of skills needed. AP students are expected to be dependable, independent learners who are ever striving to learn more and perfect skills!
2. Make up work is the responsibility of the student. See Student Handbook for the absentee policy. Agendas are posted daily and missed work can be found in your class tray. An absent student MUST assume the responsibility of speaking with me before or after class concerning missed work and for making up work within the allotted time. The handbook policy regarding absences will be followed!
· Expect weekly quizzes on vocabulary, and current reading quizzes will also occur
· Essays are based on AP type questions, whether the free response question is linked to poetry, prose, literature, analytical, expository, or argumentative.
· Essays may be timed or untimed and some will be selected to go through several drafts and peer edits
· There are benchmark assessments, and there will be a Midterm exam in January.
· All students will take the AP Exam in May
· Independent Novel project – after AP exam in May
· Tests on works read will consist of AP type Multiple choice questions and essay prompts
· Work assigned is due on the due date – late work is taken with points deducted (except those due to an excused absence). Major assignments are announced well in advance of the due date. (see individual assignments for guidelines)
· “Minor” homework assignments are a zero if not complete for due date. (see individual assignments for guidelines)
· Full Practice test from Applied Practice workbooks and Released exams (minimum of 8)
· Discussion board posts, in-class Socratic seminar/lecture discussions
Students are expected to include all learned information in all written responses: Literature terms and devices—especially when included in the prompt of an essay assignment: all conventions reviewed, including sentence structure and type.
Materials Required:
1. One three ring binder (at least three inches) or sturdy folder with two pockets and prongs
2. Black pens, Number two pencils, and Highlighters in at least four different colors
3. A flash drive
4. Loose leaf notebook paper (college ruled)
5. Composition notebook (teacher will explain in class)
6. Students will benefit from purchasing various assigned novels so that they can annotate the texts. The first required work to be purchased in Nickel and Dimed by Barbara Ehrenreich. Students will need this novel immediately. The second required work is The Scarlet Letter by Nathaniel Hawthorne. The school owns copies of this text, and AP students may borrow them; however, annotation unquestionably aids comprehension. Other required novels and non-fiction selections will be assigned well in advance of the time needed. A list will be given to students early in the school year.
7. AP students are expected to be aware of current events. Reading newspaper or news magazine articles, watching or listening to reliable news reports, and discussing current events are vitally important for an AP student to become globally minded.
Term System: 1st quarter ends 10/22, 2nd quarter ends 1/15, 3rd quarter ends 3/24, 4th quarter ends 6/3
The course will be loosely controlled by the term system. The first three terms will have a different focus on each of the three primary modes of writing that are tested for on the AP Exam. The last term will be spent reviewing for the exam as well as studying Post Modernism and Contemporary times. All of the terms will be comprised of multiple units or themes of study which cover various aspects of the course and have a concentration in American literature and discourse.
Term 1: (≈8/24-10/22) Prose Analysis and Research – Analyzing rhetorical and literary strategies.
· Introduction – Information on the course, the AP exam, diagnostic tests
· Government, Politics, Economics, Oh My! – Nickel and Dimed and various readings and writing activities
· Rhetorical Foundations, analysis and responding to the prompt – various readings and writing activities
· Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water.
· Major works include: The Fountainhead (summer assignment), Nickel and Dimed, The Scarlet Letter, The Crucible
· Beginning the Argumentative Research paper (final product will be due in December prior to Christmas leave) – begin research on current issue which poses a debate
Term 2: (≈10/23-1/15) Argumentation and Research– Informed Argument text is focused on with emphasis on the Rogerian, Classical and Toulmin models of argumentation.
· Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water.
· The Argumentative Research paper
· Language
· Gender and Community
· Major works include: The Crucible, Their Eyes Were Watching God
Term 3: (≈1/16-3/24) Synthesis– Synthesis essays will be constructed around current issues. One essay will ask to synthesize sources from our readings to argue a point about the effects of religion in politics using literary sources as well as speeches and other works.
· Gender and Community
· Pop Culture
· Major works include: The Great Gatsby
Term 4: (≈3/25-6/3) Exam Review, Independent Novel and presentation
· Major Works include: Fences by August Wilson and an independent novel selected from the literary canon and/or AP lists.
Types of writing will not be entirely exclusive to the term theme; we will continuously be reviewing and exploring all types of texts throughout the semester honing skills already obtained and acquiring new ones.
Summer Assignment: Read and respond to The Fountainhead by Ayn Rand. Throughout the course of the summer (8 weeks) students will receive emails featuring a reading guide and questions. Students must respond weekly to the questions posed in 300-500 word responses that include textual evidence. Students will also participate in the essay contest found at aynrand.org. There will be two rough drafts, peer editing, teacher conferencing, and the final will be submitted online per guidelines found on the website. Students also complete a MWDS (Major Works Data Sheet) for the novel as well as define and provide examples for literary terms and literary movements. *Discussions will be held during the 1st two weeks of classes (See separate sheets for full details.)
Term 1: Welcome Back - Analyzing rhetorical and literary strategies: (≈ 8/24-10/22) Introduction/ Government, Politics, Economics, Oh My! /Rhetorical Foundations/Politics and Religion; go together like oil and water/The Argumentative Research Paper
Introduction and course overview, overview of AP Exam, summer reading review, Rhetoric, Voice Lessons, and Responding to the prompt. Analysis of various works regarding the effects of government, politics (social and governmental) and economics contribute to the reality or disillusionment of the American Dream.
· Introduction to the course: Expectations, Course Syllabus, Information Sheets, Diagnostic tests
· Grammar Review: Important elements essential to effective writing
· Literary Terms and Devices/Vocabulary – AP III lists and new vocabulary with Sadlier-Oxford program
· Introduction and expectations of the AP Exam
· Voice Lessons – Diction, Detail, Imagery, Syntax, and Tone
· Poetry Out Loud – information begins in October
· An Introduction to Rhetoric – Aristotelian Triangle (rhetorical triangle)
· Ethos, Logos, and Pathos: no, they weren’t the Three Musketeers, but they do work together well.
· Readings: Farwell Speech by Lou Gehrig; George W. Bush’s 9/11 Speech(SOAPS) King George VI, The King’s Speech ,9/3/1939 (ethos) and clip from the film of the same title; from Slow Food Nation by Alice Waters (logos); Richard Nixon, from The Checkers Speech (pathos); Toni Morrison, Dear Senator Obama (E, L, P); from Pride and Prejudice by Jane Austen and PETA ad Feeding Kids…(effective and ineffective rhetoric); other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· The Fountainhead (summer reading): discussion on reading and comparison to Anthem, peer editing of essays, reflective responses to questions posed over the summer, review and purpose of the MWDS (Major Works Data Sheet).
· “Responding to the Prompt” through “Close Reading”– using the work done on The Fountainhead essay and new prompts, students will learn the art to responding to and forming a clear and specific thesis statement.
· Readings: excerpts from On Writing by Stephen King; Queen Elizabeth’s, Speech to the Troops at Tilbury; Winston Churchill’s, Blood, Toil, Tears, and Sweat; Ralph Ellison, from On bird, Bird-Watching Jazz; Grouch Marx’s Dear Warner Brothers; other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· Government, Politics, Economics, Oh My!
· Readings: Nickel and Dimed by Barbara Ehrenreich, “On Dumpster Diving” by Lars Eighner*, “A Modest Proposal” by Jonathan Swift (satire and economics), “How to Restore the American Dream” by Fareed Zakaria; “To Be of Use” by Margie Piercy (poem); other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals. *Eighner essay is an exemplary writing to use for the explanation of diction.
· The Argumentative Research paper – (See separate sheets for full details)
· What are two controversial issues that interest you? How might you develop an argument about each from two different viewpoints? Brainstorm and write it down.
· Puritanism, Colonialism, McCarthyism – Politics and Religion
· Readings: The Scarlet Letter (pub. 1850 concerning 1640s); McCarthy’s Speech at Wheeling, WV (1950); Jonathan Edward’s Sinners in the Hands of an Angry God (sermon 1741); The Crucible by Arthur Miller (pub. 1952 concerning 1690s); The Penguin Book of Witches, edited by Katherine Howe; Anne Bradstreet, Emily Dickinson and other selected poets’ poems, other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals. Writing: synthesis essay, argumentative essay; also includes an AP based multiple choice test.
Term 2: Argumentation and Research: (≈10/23-1/15) Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water/ The Argumentative Research paper/Logical Fallacies/Language/Gender and Community
· What is argument? Staking a Claim. (The Language of Composition pp 81-143)
· Readings: “Why Investing in Fast Food May Be a Good Thing” by Amy Domini; Star Wars by Roger Ebert (movie review) other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· Informed Argument text is focused on with emphasis on the Rogerian, Classical and Toulmin models of argumentation.
· Continuation and completion of the Argumentative Research Paper (See separate sheets for full details)
· Major works include: The Crucible, Their Eyes Were Watching God
· Test: AP based multiple choice and analysis essay on The Crucible
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
· Poetry Out Loud: Introduction and poem selections. Classroom competition in November prior to Thanksgiving. Winner goes on to compete at school competition in December. School winner goes on to District Competition in January.
· Language: How does it reveal who we are?
· Readings: “Mother Tongue” by Amy Tan; “Politics and the English Language” by George Orwell; “Slang in America” by Walt Whitman; “NCAA Native American Mascots” by Mike Lester (cartoon); from Words that Work by Frank Luntz; Writing: (personal narrative)Write a narrative explaining the different “Englishes,” as Amy Tan calls them, that you speak and write. If your home language is not English, consider the reasons and ways you switch from it to English and vice versa. But even if English is the only language you know, you “code switch” with different audiences as you speak formally, write informal e-mails, use jargon with peers, and so forth. After your narrative, discuss how these different “Englishes” create different personae for you. (779) See pages 785-786 for more prompts.
· Gender and Community:
· Readings: Their Eyes Were Watching God by Zora Neale Hurston; “Barbie Doll” by Marge Piercy (561); “Professions for Women” by Virginia Woolf (525)* Essay # 5 page 531 (argumentative); “Just Walk on By: A Black Man Ponders His Power to Alter Public Space” by Brent Staples (541); “Being a Man” by Paul Theroux(567); The Yellow Wallpaper by Charlotte Perkins Gillman
Term 3: Synthesis: (≈1/16-3/24) Gender and Community – I am Woman and What do you mean I don’t belong?/Pop Culture/The Roaring 20s/Ch - ch - ch- changes – turn and face the strange…
· Synthesis essays will be constructed around current issues. One essay will ask to synthesize sources from our readings to argue a point about the effects of religion in politics using literary sources as well as speeches and other works.
· Gender and Community continued.
· Pop Culture: What is it and why does it have such a profound effect on defining who we are or perhaps think we want to be?
o Readings: “High School Confidential: Notes on Teen Movies” by David Denby;
· The 1900s; war, ragtime, depression, war again
o Readings: “Hills Like White Elephants,” Ernest Hemingway
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
· Major works include: The Great Gatsby
o Historical and authorial background information; Dialectical Journal and annotations; essential questions lead discussion (teacher led and Socratic); AP Essay and multiple choice based test on The Great Gatsby. Concentration on rhetorical and linguistic strategies Fitzgerald employs.
Term 4: (≈3/25-6/3) Exam Review/Environment/ Independent Novel and presentation
· Major Works include: Fences by August Wilson and an independent novel selected from the literary canon and/or AP lists.
· Live performance of Fences at the Pyrle Theatre in Greensboro, NC April 21, 22, 27, or 28th.
· Full AP Practice Tests (in-class and take home) from Cliff’s AP and The Applied Practice Workbook
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
______________________________________________________________________
Advanced Placement English Language and Composition - Explanation of Exam
The AP English Language and Composition Exam is divided between a multiple choice section (60 minutes) and an essay portion which requires students to answer three prompts in various rhetorical modes. In the past, the essay section allowed for 40 minutes to construct a response for each prompt. However, this year the College Board has instituted a new “synthesis” question which requires that students read primary documents and utilize them (citation, etc) in their responses. With this new development in the exam, students are now to be allotted an extra 15 minutes for the reading of documents along with the usual 40 minutes for writing for the lone synthesis question.
Students and parents should know that the AP English Language and Composition Test is taken in May and results are reported to both the student and the school before the end of the summer break. Students may designate that certain colleges (that are of interest to the student) receive the test scores as well. College credit is usually given for high grades on the actual AP exam. In the case of AP English Language and Composition, the student will usually receive credit for a prerequisite freshman composition course. Scores for the exams range from a 1 to 5 and are briefly described as follows (from www.collegeboard.com):
5 Extremely well qualified*
4 Well qualified*
3 Qualified*
2 Possibly qualified*
1 No recommendation**
*Potentially Qualified to receive college credit or advanced placement; this depends upon the college or university applied to
**No recommendation to receive college credit or advanced placement
Performance on the multiple-choice part of the exam counts for 45 percent of the student’s exam score. The essay portion counts the other 55 percent. As always, the essay portion of the exam is scored by both college and high school educators trained specifically for the tasks given.
Each essay is graded according to a rubric that awards individual essay scores ranging from a “-“(no-score) to a 9 (highest). Even number scores are usually considered to be the anchor cut scores for performance. The odd numbered scores actually allow for raters to assign a range of grades to a paper. For example, if a paper is scored as “Adequate” but possesses some of the characteristics of an “Effective” paper, then the score would be a 7 instead of a 6. Another way of explaining the scores is that a 7 is considered a “high 6” or a “low 8.”
“-“
0
1
2
3
4
5
6
7
8
9
Completely off topic
Just copies prompt
Little Success
Inadequate
Adequate
Effective
The three essays will require the students to display a wide variety of rhetorical skills. One essay will be the synthesis essay in which primary documents are used to defend an argument. Citation will be required for a higher grade. Students will also write an argumentative paper in which they defend or challenge a viewpoint given in a prompt. The prose analysis essay will require the students to successfully analyze how well a particular writer or speaker uses rhetorical devices to most effectively reach an audience. After essays are graded by readers, then scores are entered in a conversion formula to adapt the reading scores to the five point scale. It is safe to assume that papers which receive scores of “8” or “9” are usually indicative of an overall score of “5” in the final report.
For more information about the scoring process please visit the AP Central section of the College Board’s web site - www.collegeboard.com.
All papers in this class will be graded according to the 0-9 scale and given numerical grades (60-100) which correspond to these rubric scores are found on the sample rubrics provided toward the end of this document.
________________________________________________________
General Rubric for Prose Analysis
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially full or apt in their analysis or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively analyzes rhetorical strategies. Papers may refer to passage both implicitly and explicitly and a wide range of elements of effective writing is shown. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete analysis and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
The 6 papers adequately analyze rhetorical strategies used. Papers may refer to passage both implicitly and explicitly. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
Papers in this range analyze rhetorical strategies, but do so unevenly, inconsistently, or insufficiently. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
These papers inadequately respond to the prompt. There may be little discussion of rhetorical strategies used, misrepresentation of these strategies, or incorrect analysis. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but are less perceptive of the rhetorical strategies used. These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in analyzing rhetorical strategies. These papers may have misunderstood the prompt, offered vague generalizations, offered pure summary or just listed strategies used. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
____________________________________________________
General Rubric for Argumentative Response
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially sophisticated in their argument or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively characterizes opposing positions. Evidence used is appropriate and convincing and a wide range of elements of effective writing is shown. The paper is not flawless. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete explanation and argument and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
The 6 papers adequately characterize opposing positions. Evidence used is appropriate. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
Papers in this adequately characterize opposing positions, but do so with uneven, inconsistent, or limited explanations. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
These papers inadequately respond to the prompt. They may have difficulty characterizing opposing positions on topic. Evidence is insufficient. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but characterize opposing positions less These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in characterizing opposing positions. These papers may have misunderstood the prompt, failed to characterize positions. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
____________________________________________________________________
General Rubric for Synthesis Response
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially sophisticated in their argument and synthesis of cited sources or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively takes a position that defends, challenges, or qualifies a claim. They effectively support their position by effectively synthesizing and citing at least three of the sources. Also, a wide range of elements of effective writing is shown. The paper is not flawless. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete and purposeful argument and synthesis of cited sources, and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
This score is given to papers that adequately take a position that defends, challenges, or qualifies a claim. They adequately support their position by effectively synthesizing and citing at least three of the sources. Argument is generally convincing and citations generally support, but the argument is less developed and less cogent than higher scoring essays. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
This score is given to a paper that takes a position that defends, challenges, or qualifies a claim. They support their position by synthesizing and citing at least three of the sources. but do so with uneven, inconsistent, or limited explanations. Argument is generally clear and sources are somewhat limited. Links between sources and argument are strained. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
This score is given to a paper that inadequately takes a position that defends, challenges, or qualifies a claim. They attempt to support their position by synthesizing and citing at least two of the sources but may misunderstand or oversimplify the argument or the sources cited. Links between sources and argument are weak. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but demonstrate less understanding of cited sources. Position taken by writer is not really developed. These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in taking a position that defends, challenges, or qualifies a claim. They may merely allude to knowledge gained from the sources rather than citing the sources themselves. These papers may have misunderstood the prompt and/or failed to develop a position. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
Primary Texts
McMichael, George and James S. Leonard. Concise Anthology of American Literature, 6th Edition. Upper Saddle River, NJ:
Pearson Education, 2006.
Muller, Gilbert H., Whiting, Melissa E. The Art of Voice: Language and Composition. Columbus, OH: McGraw-Hill, 2014.
Prentice Hall Literature: The American Experience. Penguin Edition. Upper Saddle River, NJ: Pearson-Prentice Hall, 2007.
Shea, Renee H, et al. The Language of Composition. 2nd Edition. Boston, MA: Bedford/St. Martin’s, 2013.
Texts* to be bought by students or borrowed from school repositories:
The Great Gatsby, F. Scott Fitzgerald
Scarlet Letter, Nathaniel Hawthorne
The Red Badge of Courage, Stephen Crane
Their Eyes Were Watching God, Zora Neale Hurston
The Crucible, Arthur Miller
Huckleberry Finn, Mark Twain
Nickel and Dimed, Barbara Ehrenreich
A Raisin in the Sun, Lorraine Hansberry
Fences, August Wilson
All other texts will be in the form of handouts or available from online resources.
*Text selections are subject to teacher discretion.
Holmes 2015-2016 Syllabus (Course Audit)
General Overview:
The overview and objectives for this course are taken from the AP® English Course Description published by the College Board. Many of the texts/essays used in this course are from writers found on the representative authors list. Because the state requires that 11th graders be introduced to representative works of American literature, most of the longer works read in this class will be from the American canon, but each will be investigated beyond the summarizing of plot and themes. Students will be able to analyze these works for their use of language and style. Other writings that will be encountered are largely nonfiction in the form of essays, speeches, letters, biography and autobiography, and news articles, and immersion journalism. Paper assignments are varied and frequent.
Class structure: Lecture, Socratic seminar, general discussion, independent reading, in- class timed writing (practice and tests), vocabulary, language skills, digital communication, research, debate, presentation, AP Practice exams, peer editing, review and analysis of those writings as well as Released AP Exam essays, some in-class readings followed by writing or discussion activities.
Teaching Strategies:
DIDLS
The DIDLS strategy has students focus on the use of diction, imagery, details, language, and syntax of a selected work. In this model students carefully consider the writer’s use of these facets of rhetoric to achieve purpose within a fictional text.
SOAPS
Students are asked to look at the subject of the writer/speaker, the occasion for which it is presented, the audience that the writer/speaker wishes to address, the purpose of the writer, and the speaker’s background. This is especially useful with nonfiction texts.
OPTIC
The OPTIC strategy was created by Walter Pauk for the interpretation of visual texts. Students provide an overview of a visual piece and look at the different parts of the visual that create the whole as well as the title. Students then determine the interrelationships of the pieces and draw a conclusion they communicate to others.
Political Cartoon Strategy
(from the Library of Congress’s “It’s No Laughing Matter” Initiative) Students are often presented political cartoons for analysis and interpretation. In particular, students are asked to look for five distinctive traits used often by political cartoonists: symbolism, exaggeration, labeling, analogy, and irony.
Annotations
Students will actively read and take notes on passages they encounter marking unique use of language and intentional use of rhetorical devices. Practicing annotating passages will aid the student in AP testing situations and allow for them to give each passage a “close read.”
Vocabulary
Sadlier-Oxford Vocabulary Workshop – Level G as well as other AP lists and words found in writings and while listening to broadcasts. Daily homework and class work activities followed by a weekly test.
Grammar
Students will have grammar packets at regular intervals.
Current Events
Students will read articles on a weekly basis and look at other media dealing with current topics.
Debates
Students will participate in group debates concerning current issues in which they will be assigned a role and will have researched information supporting the viewpoint that each role encompasses.
Feedback and Revisions on Written Work
Students will receive feedback in various forms:
- Teacher comments will be included on all papers. Refer to the “Writing Codes” feedback sheet for explanation of codes used by teacher for commenting on errors.
- Peer comments and reviews. Students will have the opportunity to review drafts and offer feedback.
- Rubric score and explanation. Students will have a copy of the rubric used for all assignment and may refer to the score point explanations.
- Anonymous grading by other classes. Students will grade other student papers according to given rubric to better understand grading process.
- Conferencing. Teacher-student conferences will occur as regularly as possible. Note hours that teacher is available before and after school.
- Revisions. Revisions will be encouraged on specific papers where multiple drafts are allowed for higher grade.
Discussion Board: Conversations with the teacher and peers will be held via a discussion board or blog either through Blackboard, Google, or other source. These discussions will be based off of current readings as well as current affairs or unfinished class discussions.
Peer editing is an important aspect of any writing venture; therefore, prior to formal papers being turned in to the instructor, evidence of peer review is required (peer edit forms for each paper available in the Peer Edit Folder). Individual conferencing with instructor will take place frequently (schedule posted on AP board).
Arts integration is an important aspect of learning about any historical period, genre, and is readily applied to individual growth and understanding. Therefore, creative projects will be assigned as a component of each section. Live performances—whenever possible—are included in this course.
Visual and aural integration featuring graphs and charts, political cartoons, advertisements, political debates, Ted-ed talks, documentaries, etc.
Students will be expected to read and write at a college level; they should be able to form concise thesis, backed up by supportive points and genuinely engaging discussions which sustain a logical, analytical argument with the use of advanced vocabulary and extensive knowledge of literary terms and devices. Articulation of ideas will be developed through rhetorical devices and the elements of voice (diction, detail, tone, imagery, syntax).
Course Objectives
Students in AP Language and Composition will do the following things:
· Focus on nonfiction works stemming from early American Revolutionary works to modern political speeches and news articles. Analysis of the works’ rhetorical features and effectiveness.
· Focus on American Literature. Students will analyze American literature as it reflects social perspective and historical significance, and more importantly how author’s rhetorical choices
· Select a college-bound pathway. Students in this class are self motivated and self learners and are expected to be prepared for each class.
· Read lengthy text selections from the Concise Anthology of American Literature and The Informed Argument. The anthology book is a chronologically arranged book with the full texts of two novels. Students will have multiple outside readings in this text to fulfill the requirements of the state curriculum for American Literature.
· Study and analyze current events. Especially in the second and third quarters, students will receive weekly assignments to read articles and essays that deal with current issues. Political cartoons and editorials are common and will be provided by the instructor. Students will also be advised to listen to NPR and actively view news programs.
· Read outside of class a combination of eight novels and non-fiction texts of the teacher’s choice from the reading list. Please refer to the reading list for each term.
· Write 6 to 8 essays per term (narrative, expository, analytical, and argumentative). Approximately half of these essays will be timed essays that will be written in class within a 45 minute timeframe. Students will sometimes be allowed to “rewrite” essays to work on revision processes, but essays that are given as out of class assignments will usually require conferencing and multiple drafts. Students will often have peers read their essays in reading circles to provide feedback and constructive criticism. Teacher will use a rubric adapted from the AP style rubric used for grading essays on the AP test. Teacher comments and errors will be tracked by student.
· Enter this level with mastery of parts of speech, sentence types, all aspects of grammar, and sentence writing.
· Produce multi-draft, rhetorical analysis, argumentation, and synthesis essays based on fiction and non-fiction
· Develop research skills: note taking, paraphrasing, summarizing, MLA documentation, thesis writing, and research terminology. The argumentative research paper is counted as 20% of your final grade and is completed during the 1st semester.
· Differentiate between the genres of fiction and non-fiction. Students will read many essays by contemporary writers as well as the nonfiction texts Nickel and Dimed and Fast Food Nation. Students explore the issues surrounding these texts, conduct research, as well as react to the approaches taken by these writers.
· Develop a sophisticated style of responding to text. Students will learn to match voice to form. Students will become more natural in their responses as their focus and development becomes more refined, their fluency of sentences becomes more mature, and use of conventions becomes more sophisticated.
· Recognize and respond to writers’ rhetorical strategies. Students will be familiar with a wide variety of rhetorical devices and be able to recognize their use by writers in texts investigated.
· Understand and respond to argumentation in writing. Students will learn the basic strategies of the art of argument including the Rogerian, Toulmin, and Aristotelian (classical) approaches. Students will take part in debates and learn about logical fallacies.
· Become an informed citizen through the independent study of current events. Students will write reflection papers and opinion papers about events that occur in their world.
· Develop an enriched vocabulary. SAT words are captured in the Sadlier-Oxford program.
· Analyze primary documents and synthesize with personal opinions. Students will learn to distinguish primary documents from secondary documents and how to use each as support and evidence for a viewpoint.
Grading Calculations and Expectations:
Class work/homework – 25%, Quizzes – 30%, Tests and Major Compositions – 45%
Research Paper = 20% of the final grade and takes the place of the final exam grade.
1. While not all work will be recorded for a grade, the majority of it will be used to form a grade whether you are being assessed holistically, visually, or according to written standards and rubrics. Not every assignment is graded; however, each assignment is vitally important for the development of skills needed. AP students are expected to be dependable, independent learners who are ever striving to learn more and perfect skills!
2. Make up work is the responsibility of the student. See Student Handbook for the absentee policy. Agendas are posted daily and missed work can be found in your class tray. An absent student MUST assume the responsibility of speaking with me before or after class concerning missed work and for making up work within the allotted time. The handbook policy regarding absences will be followed!
· Expect weekly quizzes on vocabulary, and current reading quizzes will also occur
· Essays are based on AP type questions, whether the free response question is linked to poetry, prose, literature, analytical, expository, or argumentative.
· Essays may be timed or untimed and some will be selected to go through several drafts and peer edits
· There are benchmark assessments, and there will be a Midterm exam in January.
· All students will take the AP Exam in May
· Independent Novel project – after AP exam in May
· Tests on works read will consist of AP type Multiple choice questions and essay prompts
· Work assigned is due on the due date – late work is taken with points deducted (except those due to an excused absence). Major assignments are announced well in advance of the due date. (see individual assignments for guidelines)
· “Minor” homework assignments are a zero if not complete for due date. (see individual assignments for guidelines)
· Full Practice test from Applied Practice workbooks and Released exams (minimum of 8)
· Discussion board posts, in-class Socratic seminar/lecture discussions
Students are expected to include all learned information in all written responses: Literature terms and devices—especially when included in the prompt of an essay assignment: all conventions reviewed, including sentence structure and type.
Materials Required:
1. One three ring binder (at least three inches) or sturdy folder with two pockets and prongs
2. Black pens, Number two pencils, and Highlighters in at least four different colors
3. A flash drive
4. Loose leaf notebook paper (college ruled)
5. Composition notebook (teacher will explain in class)
6. Students will benefit from purchasing various assigned novels so that they can annotate the texts. The first required work to be purchased in Nickel and Dimed by Barbara Ehrenreich. Students will need this novel immediately. The second required work is The Scarlet Letter by Nathaniel Hawthorne. The school owns copies of this text, and AP students may borrow them; however, annotation unquestionably aids comprehension. Other required novels and non-fiction selections will be assigned well in advance of the time needed. A list will be given to students early in the school year.
7. AP students are expected to be aware of current events. Reading newspaper or news magazine articles, watching or listening to reliable news reports, and discussing current events are vitally important for an AP student to become globally minded.
Term System: 1st quarter ends 10/22, 2nd quarter ends 1/15, 3rd quarter ends 3/24, 4th quarter ends 6/3
The course will be loosely controlled by the term system. The first three terms will have a different focus on each of the three primary modes of writing that are tested for on the AP Exam. The last term will be spent reviewing for the exam as well as studying Post Modernism and Contemporary times. All of the terms will be comprised of multiple units or themes of study which cover various aspects of the course and have a concentration in American literature and discourse.
Term 1: (≈8/24-10/22) Prose Analysis and Research – Analyzing rhetorical and literary strategies.
· Introduction – Information on the course, the AP exam, diagnostic tests
· Government, Politics, Economics, Oh My! – Nickel and Dimed and various readings and writing activities
· Rhetorical Foundations, analysis and responding to the prompt – various readings and writing activities
· Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water.
· Major works include: The Fountainhead (summer assignment), Nickel and Dimed, The Scarlet Letter, The Crucible
· Beginning the Argumentative Research paper (final product will be due in December prior to Christmas leave) – begin research on current issue which poses a debate
Term 2: (≈10/23-1/15) Argumentation and Research– Informed Argument text is focused on with emphasis on the Rogerian, Classical and Toulmin models of argumentation.
· Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water.
· The Argumentative Research paper
· Language
· Gender and Community
· Major works include: The Crucible, Their Eyes Were Watching God
Term 3: (≈1/16-3/24) Synthesis– Synthesis essays will be constructed around current issues. One essay will ask to synthesize sources from our readings to argue a point about the effects of religion in politics using literary sources as well as speeches and other works.
· Gender and Community
· Pop Culture
· Major works include: The Great Gatsby
Term 4: (≈3/25-6/3) Exam Review, Independent Novel and presentation
· Major Works include: Fences by August Wilson and an independent novel selected from the literary canon and/or AP lists.
Types of writing will not be entirely exclusive to the term theme; we will continuously be reviewing and exploring all types of texts throughout the semester honing skills already obtained and acquiring new ones.
Summer Assignment: Read and respond to The Fountainhead by Ayn Rand. Throughout the course of the summer (8 weeks) students will receive emails featuring a reading guide and questions. Students must respond weekly to the questions posed in 300-500 word responses that include textual evidence. Students will also participate in the essay contest found at aynrand.org. There will be two rough drafts, peer editing, teacher conferencing, and the final will be submitted online per guidelines found on the website. Students also complete a MWDS (Major Works Data Sheet) for the novel as well as define and provide examples for literary terms and literary movements. *Discussions will be held during the 1st two weeks of classes (See separate sheets for full details.)
Term 1: Welcome Back - Analyzing rhetorical and literary strategies: (≈ 8/24-10/22) Introduction/ Government, Politics, Economics, Oh My! /Rhetorical Foundations/Politics and Religion; go together like oil and water/The Argumentative Research Paper
Introduction and course overview, overview of AP Exam, summer reading review, Rhetoric, Voice Lessons, and Responding to the prompt. Analysis of various works regarding the effects of government, politics (social and governmental) and economics contribute to the reality or disillusionment of the American Dream.
· Introduction to the course: Expectations, Course Syllabus, Information Sheets, Diagnostic tests
· Grammar Review: Important elements essential to effective writing
· Literary Terms and Devices/Vocabulary – AP III lists and new vocabulary with Sadlier-Oxford program
· Introduction and expectations of the AP Exam
· Voice Lessons – Diction, Detail, Imagery, Syntax, and Tone
· Poetry Out Loud – information begins in October
· An Introduction to Rhetoric – Aristotelian Triangle (rhetorical triangle)
· Ethos, Logos, and Pathos: no, they weren’t the Three Musketeers, but they do work together well.
· Readings: Farwell Speech by Lou Gehrig; George W. Bush’s 9/11 Speech(SOAPS) King George VI, The King’s Speech ,9/3/1939 (ethos) and clip from the film of the same title; from Slow Food Nation by Alice Waters (logos); Richard Nixon, from The Checkers Speech (pathos); Toni Morrison, Dear Senator Obama (E, L, P); from Pride and Prejudice by Jane Austen and PETA ad Feeding Kids…(effective and ineffective rhetoric); other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· The Fountainhead (summer reading): discussion on reading and comparison to Anthem, peer editing of essays, reflective responses to questions posed over the summer, review and purpose of the MWDS (Major Works Data Sheet).
· “Responding to the Prompt” through “Close Reading”– using the work done on The Fountainhead essay and new prompts, students will learn the art to responding to and forming a clear and specific thesis statement.
· Readings: excerpts from On Writing by Stephen King; Queen Elizabeth’s, Speech to the Troops at Tilbury; Winston Churchill’s, Blood, Toil, Tears, and Sweat; Ralph Ellison, from On bird, Bird-Watching Jazz; Grouch Marx’s Dear Warner Brothers; other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· Government, Politics, Economics, Oh My!
· Readings: Nickel and Dimed by Barbara Ehrenreich, “On Dumpster Diving” by Lars Eighner*, “A Modest Proposal” by Jonathan Swift (satire and economics), “How to Restore the American Dream” by Fareed Zakaria; “To Be of Use” by Margie Piercy (poem); other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals. *Eighner essay is an exemplary writing to use for the explanation of diction.
· The Argumentative Research paper – (See separate sheets for full details)
· What are two controversial issues that interest you? How might you develop an argument about each from two different viewpoints? Brainstorm and write it down.
· Puritanism, Colonialism, McCarthyism – Politics and Religion
· Readings: The Scarlet Letter (pub. 1850 concerning 1640s); McCarthy’s Speech at Wheeling, WV (1950); Jonathan Edward’s Sinners in the Hands of an Angry God (sermon 1741); The Crucible by Arthur Miller (pub. 1952 concerning 1690s); The Penguin Book of Witches, edited by Katherine Howe; Anne Bradstreet, Emily Dickinson and other selected poets’ poems, other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals. Writing: synthesis essay, argumentative essay; also includes an AP based multiple choice test.
Term 2: Argumentation and Research: (≈10/23-1/15) Puritanism, Colonialism, McCarthyism – Politics and Religion; go together like oil and water/ The Argumentative Research paper/Logical Fallacies/Language/Gender and Community
· What is argument? Staking a Claim. (The Language of Composition pp 81-143)
· Readings: “Why Investing in Fast Food May Be a Good Thing” by Amy Domini; Star Wars by Roger Ebert (movie review) other instructor-selected essays, letters, and speeches, student-selected works; counterpoints and miscellaneous readings and visuals.
· Informed Argument text is focused on with emphasis on the Rogerian, Classical and Toulmin models of argumentation.
· Continuation and completion of the Argumentative Research Paper (See separate sheets for full details)
· Major works include: The Crucible, Their Eyes Were Watching God
· Test: AP based multiple choice and analysis essay on The Crucible
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
· Poetry Out Loud: Introduction and poem selections. Classroom competition in November prior to Thanksgiving. Winner goes on to compete at school competition in December. School winner goes on to District Competition in January.
· Language: How does it reveal who we are?
· Readings: “Mother Tongue” by Amy Tan; “Politics and the English Language” by George Orwell; “Slang in America” by Walt Whitman; “NCAA Native American Mascots” by Mike Lester (cartoon); from Words that Work by Frank Luntz; Writing: (personal narrative)Write a narrative explaining the different “Englishes,” as Amy Tan calls them, that you speak and write. If your home language is not English, consider the reasons and ways you switch from it to English and vice versa. But even if English is the only language you know, you “code switch” with different audiences as you speak formally, write informal e-mails, use jargon with peers, and so forth. After your narrative, discuss how these different “Englishes” create different personae for you. (779) See pages 785-786 for more prompts.
· Gender and Community:
· Readings: Their Eyes Were Watching God by Zora Neale Hurston; “Barbie Doll” by Marge Piercy (561); “Professions for Women” by Virginia Woolf (525)* Essay # 5 page 531 (argumentative); “Just Walk on By: A Black Man Ponders His Power to Alter Public Space” by Brent Staples (541); “Being a Man” by Paul Theroux(567); The Yellow Wallpaper by Charlotte Perkins Gillman
Term 3: Synthesis: (≈1/16-3/24) Gender and Community – I am Woman and What do you mean I don’t belong?/Pop Culture/The Roaring 20s/Ch - ch - ch- changes – turn and face the strange…
· Synthesis essays will be constructed around current issues. One essay will ask to synthesize sources from our readings to argue a point about the effects of religion in politics using literary sources as well as speeches and other works.
· Gender and Community continued.
· Pop Culture: What is it and why does it have such a profound effect on defining who we are or perhaps think we want to be?
o Readings: “High School Confidential: Notes on Teen Movies” by David Denby;
· The 1900s; war, ragtime, depression, war again
o Readings: “Hills Like White Elephants,” Ernest Hemingway
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
· Major works include: The Great Gatsby
o Historical and authorial background information; Dialectical Journal and annotations; essential questions lead discussion (teacher led and Socratic); AP Essay and multiple choice based test on The Great Gatsby. Concentration on rhetorical and linguistic strategies Fitzgerald employs.
Term 4: (≈3/25-6/3) Exam Review/Environment/ Independent Novel and presentation
· Major Works include: Fences by August Wilson and an independent novel selected from the literary canon and/or AP lists.
· Live performance of Fences at the Pyrle Theatre in Greensboro, NC April 21, 22, 27, or 28th.
· Full AP Practice Tests (in-class and take home) from Cliff’s AP and The Applied Practice Workbook
· Continued work with Elements of Voice: practice in recognizing and ability to use the elements in their own writings (expository, analytical, or argumentative)
· Continued vocabulary: quizzes, writings which demonstrate students understanding of use and meaning.
______________________________________________________________________
Advanced Placement English Language and Composition - Explanation of Exam
The AP English Language and Composition Exam is divided between a multiple choice section (60 minutes) and an essay portion which requires students to answer three prompts in various rhetorical modes. In the past, the essay section allowed for 40 minutes to construct a response for each prompt. However, this year the College Board has instituted a new “synthesis” question which requires that students read primary documents and utilize them (citation, etc) in their responses. With this new development in the exam, students are now to be allotted an extra 15 minutes for the reading of documents along with the usual 40 minutes for writing for the lone synthesis question.
Students and parents should know that the AP English Language and Composition Test is taken in May and results are reported to both the student and the school before the end of the summer break. Students may designate that certain colleges (that are of interest to the student) receive the test scores as well. College credit is usually given for high grades on the actual AP exam. In the case of AP English Language and Composition, the student will usually receive credit for a prerequisite freshman composition course. Scores for the exams range from a 1 to 5 and are briefly described as follows (from www.collegeboard.com):
5 Extremely well qualified*
4 Well qualified*
3 Qualified*
2 Possibly qualified*
1 No recommendation**
*Potentially Qualified to receive college credit or advanced placement; this depends upon the college or university applied to
**No recommendation to receive college credit or advanced placement
Performance on the multiple-choice part of the exam counts for 45 percent of the student’s exam score. The essay portion counts the other 55 percent. As always, the essay portion of the exam is scored by both college and high school educators trained specifically for the tasks given.
Each essay is graded according to a rubric that awards individual essay scores ranging from a “-“(no-score) to a 9 (highest). Even number scores are usually considered to be the anchor cut scores for performance. The odd numbered scores actually allow for raters to assign a range of grades to a paper. For example, if a paper is scored as “Adequate” but possesses some of the characteristics of an “Effective” paper, then the score would be a 7 instead of a 6. Another way of explaining the scores is that a 7 is considered a “high 6” or a “low 8.”
“-“
0
1
2
3
4
5
6
7
8
9
Completely off topic
Just copies prompt
Little Success
Inadequate
Adequate
Effective
The three essays will require the students to display a wide variety of rhetorical skills. One essay will be the synthesis essay in which primary documents are used to defend an argument. Citation will be required for a higher grade. Students will also write an argumentative paper in which they defend or challenge a viewpoint given in a prompt. The prose analysis essay will require the students to successfully analyze how well a particular writer or speaker uses rhetorical devices to most effectively reach an audience. After essays are graded by readers, then scores are entered in a conversion formula to adapt the reading scores to the five point scale. It is safe to assume that papers which receive scores of “8” or “9” are usually indicative of an overall score of “5” in the final report.
For more information about the scoring process please visit the AP Central section of the College Board’s web site - www.collegeboard.com.
All papers in this class will be graded according to the 0-9 scale and given numerical grades (60-100) which correspond to these rubric scores are found on the sample rubrics provided toward the end of this document.
________________________________________________________
General Rubric for Prose Analysis
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially full or apt in their analysis or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively analyzes rhetorical strategies. Papers may refer to passage both implicitly and explicitly and a wide range of elements of effective writing is shown. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete analysis and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
The 6 papers adequately analyze rhetorical strategies used. Papers may refer to passage both implicitly and explicitly. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
Papers in this range analyze rhetorical strategies, but do so unevenly, inconsistently, or insufficiently. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
These papers inadequately respond to the prompt. There may be little discussion of rhetorical strategies used, misrepresentation of these strategies, or incorrect analysis. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but are less perceptive of the rhetorical strategies used. These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in analyzing rhetorical strategies. These papers may have misunderstood the prompt, offered vague generalizations, offered pure summary or just listed strategies used. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
____________________________________________________
General Rubric for Argumentative Response
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially sophisticated in their argument or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively characterizes opposing positions. Evidence used is appropriate and convincing and a wide range of elements of effective writing is shown. The paper is not flawless. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete explanation and argument and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
The 6 papers adequately characterize opposing positions. Evidence used is appropriate. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
Papers in this adequately characterize opposing positions, but do so with uneven, inconsistent, or limited explanations. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
These papers inadequately respond to the prompt. They may have difficulty characterizing opposing positions on topic. Evidence is insufficient. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but characterize opposing positions less These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in characterizing opposing positions. These papers may have misunderstood the prompt, failed to characterize positions. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
____________________________________________________________________
General Rubric for Synthesis Response
Score Point
Comments
9
(97-100)
Papers earning this score meet the criteria of an 8 paper, and, in addition, are especially sophisticated in their argument and synthesis of cited sources or demonstrate particularly impressive control of language. Vocabulary is of a high level and varied.
8 – Effective
(93-96)
This score is given to a paper that effectively takes a position that defends, challenges, or qualifies a claim. They effectively support their position by effectively synthesizing and citing at least three of the sources. Also, a wide range of elements of effective writing is shown. The paper is not flawless. The paper is not flawless. Vocabulary is of a high level and varied.
7
(90-92)
These papers fit the description of a 6 paper but provide a more complete and purposeful argument and synthesis of cited sources, and/or demonstrate a more mature prose style. Varied vocabulary used correctly.
6 – Adequate
(85-89)
This score is given to papers that adequately take a position that defends, challenges, or qualifies a claim. They adequately support their position by effectively synthesizing and citing at least three of the sources. Argument is generally convincing and citations generally support, but the argument is less developed and less cogent than higher scoring essays. Writing may contain lapses in diction or syntax, but generally prose is clear. Vocabulary is a little more general but used correctly.
5
(82-84)
This score is given to a paper that takes a position that defends, challenges, or qualifies a claim. They support their position by synthesizing and citing at least three of the sources. but do so with uneven, inconsistent, or limited explanations. Argument is generally clear and sources are somewhat limited. Links between sources and argument are strained. Writing may have lapses in diction and syntax, but overall meaning is conveyed. Vocabulary is general.
4 – Inadequate
(77-81)
This score is given to a paper that inadequately takes a position that defends, challenges, or qualifies a claim. They attempt to support their position by synthesizing and citing at least two of the sources but may misunderstand or oversimplify the argument or the sources cited. Links between sources and argument are weak. There is an overall idea conveyed, but there may be some immature writing. Wide use of vocabulary is missing.
3
(75-76)
Papers in this score range meet criteria for a 4, but demonstrate less understanding of cited sources. Position taken by writer is not really developed. These papers may also exhibit less control of standard conventions. Word choice is weaker and extremely general.
2 – Little Success
(70-74)
These papers demonstrate little success in taking a position that defends, challenges, or qualifies a claim. They may merely allude to knowledge gained from the sources rather than citing the sources themselves. These papers may have misunderstood the prompt and/or failed to develop a position. These papers also exhibit weakness in writing. Word choice is weak.
1
(60)
These papers meet the criteria of a 2 but are underdeveloped, simplistic, and/or very weak in their control of language.
0
These merely repeat the prompt.
“-“
Off topic
Primary Texts
McMichael, George and James S. Leonard. Concise Anthology of American Literature, 6th Edition. Upper Saddle River, NJ:
Pearson Education, 2006.
Muller, Gilbert H., Whiting, Melissa E. The Art of Voice: Language and Composition. Columbus, OH: McGraw-Hill, 2014.
Prentice Hall Literature: The American Experience. Penguin Edition. Upper Saddle River, NJ: Pearson-Prentice Hall, 2007.
Shea, Renee H, et al. The Language of Composition. 2nd Edition. Boston, MA: Bedford/St. Martin’s, 2013.
Texts* to be bought by students or borrowed from school repositories:
The Great Gatsby, F. Scott Fitzgerald
Scarlet Letter, Nathaniel Hawthorne
The Red Badge of Courage, Stephen Crane
Their Eyes Were Watching God, Zora Neale Hurston
The Crucible, Arthur Miller
Huckleberry Finn, Mark Twain
Nickel and Dimed, Barbara Ehrenreich
A Raisin in the Sun, Lorraine Hansberry
Fences, August Wilson
All other texts will be in the form of handouts or available from online resources.
*Text selections are subject to teacher discretion.