Advanced Placement English Language and Composition
Syllabus
2013-2014
Rosemarie Grice, Teacher
Barren County High School
Room 38
(270) 651-6315
Rosemarie.grice@barren.kyschools.us
Course Overview:
The purpose of this course is to help students “write effectively and confidently in their
college courses across the curriculum and in their professional and personal lives” (The College
Board AP English Description, May 2007, May 2008, p.6). This course is organized according to
the requirements and guidelines of the current AP English Course Description, and therefore,
students are expected to read critically, think analytically, and communicate clearly. Students in
this introductory college-level course read and carefully analyze a broad and challenging range of
nonfiction prose selections, deepening their awareness of rhetoric and how language works.
Through close reading and frequent informal and formal writing, students develop their ability to
work with language and text with a greater awareness of purpose and strategy, while
strengthening their own composition abilities. Course readings feature expository, analytical,
personal, and argumentative texts from a variety of authors and historical contexts within but not
limited to the following literary forms: drama, short story, novel, essay, letter, speech/sermon,
images, and poetry.
Students will use the writing process to compose analytical writing addressing different
rhetorical modes. Additionally, students will learn how to examine and critique external sources
to synthesize thesis based research. Students prepare for the AP English Language and
Composition Exam, and may be granted advanced placement, college credit, or both as a result of
satisfactory performance. The course is constructed in accordance with the guidelines described
in the AP English Course Description.
Goals:
Upon completing the AP English Language and Composition course, students will be able to:
 analyze and interpret samples of good writing, identifying and explaining an author’s use of
rhetorical strategies and techniques;
 apply effective strategies and techniques in their own writing;
 create and sustain arguments based on readings, research, and/or personal experiences
 produce expository, analytical, and argumentative compositions that introduce a complex
central idea and develop it with appropriate evidence drawn from primary and/or secondary
sources, cogent explanations, and clear transitions;
 demonstrate understanding and mastery of standard written English as well as stylistic
maturity in their own writing;
 demonstrate understanding of the conventions of citing primary and secondary sources;
 move effectively through the stages of the writing process, with careful attention to inquiry
and research, drafting, revising, editing, and review;
 write thoughtfully about their own process of composition;
 revise a work to make it suitable for a different audience;
 analyze image as text; and
 evaluate and incorporate reference documents into researched papers.
Advanced Placement Course Description
Course Content
The AP English Language and Composition course was designed as an equivalent to the first year
of college composition, a required general education course; therefore, a major focus of this
course will be rhetoric and composition. The College Board website defines rhetoric as “a
dynamic process in which a person chooses and uses language to achieve a determined purpose.”
In this class, we will look at what a writer/speaker/artist is trying to achieve and analyze the
methods the writer/speaker/artist uses to accomplish that goal.
Methods of Instruction
Discussion is the primary way in which students come to understand a particular text. Discussion
is both large and small group. Cooperative learning groups are also used extensively in this class.
Projects/assignments will be done individually as well. Some assigned texts are to be read
independently, in addition to other course texts. Students will be able to more clearly showcase
their growth as writers and readers of nonfiction through the use of several course routines and
structures.
Stylistic and Rhetorical Analysis
As the backbone of the course, students will learn and practice on a daily basis the language of
stylistic analysis including:
 SOAPS (speaker, occasion, audience, purpose, subject)
 DIDLS (diction, imagery, details, language, syntax)
 Rhetorical Terms
 Detailed Analysis of Tone
 Detailed Analysis of Diction
 Detailed Analysis of Syntax
 Color Marking (Toulmin Claim/Data/Warrant)
Participation Expectations
The workload in this course is challenging. Therefore, students are expected to be present,
punctual, and prepared for class each day. There will be homework for this class that will include
reading, writing, and research. Often this work will involve long-term reading and writing
assignments, so effective time management is important. Unit calendars will be given at the
beginning of each unit to aid in planning. Assessments and reading requirements will be posted
on these calendars.
Writing, Reading, and Viewing Visual Texts
Students will be required to work through their own individual writing process. Prewriting
including brainstorming is required, and in this initial stage of writing, students will frequently
work with the instructor and peers to develop ideas. Multiple drafts will be required for each
writing assignment. Constant reflection on writing will help students find their voice and develop
their style.
Students will also be required to analyze the writing of others through expansive reading. The
texts for reading will focus on expository texts, though literary texts may, on occasion, also be
used for rhetorical analysis.
Students will write essays that proceed through several stages of drafts, with revision aided by
peers and the teacher. Students will be provided teacher instruction and feedback on assignments,
both before and after students revise their work. Through writing, conferencing, and discussing
their writing, reading, and viewing, students will be expected to analyze author’s styles, and
identify and explain an author’s use of rhetorical strategies and techniques. Students will be
asked to experiment with some of the techniques used by master writers which will help develop
their own unique voice using the elements listed below:
 Wide-ranging vocabulary used appropriately and effectively
 Rhetorical terms
 Tone vocabulary
 Variety of sentence structures, including appropriate use of subordination and
coordination
 Logical organization, improved by techniques to increase coherence including repetition,
transitions, and emphasis
 Balance of general and specific, illustrative detail
 Effective use of rhetoric, including controlling tone, establishing and maintaining, voice,
and achieving appropriate emphasis through diction and sentence structure
The course teaches students to write in several forms such as narrative, expository, analytical, and
argumentative essays about a variety of subjects including, but not limited to, public policies,
popular culture, and personal experiences. Students will also be required to view and analyze
numerous visual texts including, but not limited to movies, commercials, political cartoons, art
pieces, and photographs and analyze how graphics and visual images both relate to written texts
and serve as alternative forms of texts themselves. Students will interpret the rhetorical strategies
used in each and complete a visual rhetoric project. In addition, students will write both informal
responses to visual texts as well as more formal essays.
Formal Research: Formal research projects will be used to ensure that students are able to
evaluate, use, and properly cite in MLA format primary and secondary sources to develop his or
her own argument on a particular topic. Students will read and evaluate several sources including
criticism, and compose a paper in correct MLA format that includes the analysis and synthesis of
ideas from an array of sources. Students will write an essay to their own original mock College
Board synthesis prompt.
Timed Essays: Timed essays are an important part of any AP English course. These essays help
prepare students for the exam they will be taking in May, as well as developing the students’
fluency as writers. A timed essay will be given the first week of school over the summer reading,
The Great Gatsby regarding the American Dream, as a benchmark to assess student growth.
After each timed essay, students will workshop their essays in teams and as a large group, and
complete a self-reflection to set goals for improvement during the course.
AP Exam Practice: The teacher will utilize multiple past AP Language and Composition exams
to provide numerous practice sessions to ensure students can do their best on the exam.
Instruction will be given by the teacher on strategies to use to analyze and interpret prompts and
multiple choice questions and answers. Released samples will be used as models for students to
analyze and practice scoring. AP commentary on the prompt and samples will be used as well.
Independent Reading: Every nine weeks each student will be responsible for reading one
outside non-fiction book of his/her choice from the approved list and completing a book project.
The project focuses on the analysis of the author’s use of rhetorical devices, appeals, purpose, and
audience. * See Reading List on Resources page.
Bell work: Students will complete bell exercises from Voice Lessons and other sources. These
will be use to help develop voice and tone in writing and to learn to analyze these elements.
First Quarter
A Study of the American Dream through Rhetoric
 The Great Gatsby (summer reading) studied along with non-fiction writings dealing with
arguments regarding The American Dream. Students will write an analysis essay of the
author’s use of detail as rhetorical device and analyze the author’s use of juxtaposition
and motif.
 Additionally, students will close read, analyze, and annotate Lewis Lapham’s essay
“Money and Class in America”, Adam Cohen’s editorial “Jay Gatsby, a Man of Our
Times” and William Hazlett’s essay “On the Want of Money” for author’s use of
rhetorical strategies, purpose, and intended audience. Following these readings, student
will write their first in-class timed essay over one of the aforementioned writings.
 Students will read chapter assignments/essays from The Prentice Hall Reader
and analyze the various modes of writing that each chapter features. All students will
read the following class essays from the text and choose one other essay in each of the
chapters to read, analyze, and discuss. Students also will be responsible for answering the
end of chapter questions that are modeled on AP Language multiple choice stems:


Chapter 1 Gathering and Using Examples Essay :
Bob Greene’s “Cut”
2008 AP Essay “The Great Influenza”
Chapter 2 Narration Essays:
Langston Hughes’ “Salvation”
1996 AP Pie Autobiographical Narrative Essay by Gary Soto
Second Quarter
Accounting for Purpose and Deepening Appreciation of Rhetorical Strategies
 Chapter 3: Description
AP Essay: Okefenokee Swamp
 Visual Rhetoric Projects
Students will choose an advertisement, political cartoon, photograph, or
other suitable graphic art, and analyze it for visual rhetoric elements, then
create and present their analysis in a power point presentation.
 Chapter 4: Division and Classification
David Bodanis’ “What’s in Your Toothpaste?”
***Original Student Essay #1 using one of the modes in chapters 1-4
 Chapter 5: Comparison and Contrast Essays
Suzanne Britt’s “Neat People versus Sloppy People”
AP Essay “Who Killed Bennie Paret?”
 Chapter 6 Process Essays
Lars Eigner’s “My Daily Dives in the Dumpster”
 Chapter 7 Cause and Effect
 Class Essay: “On Teenagers and Tattoos”
 AP Essay: “the Company Man” by Ellen Goodman
***Original Student Essay #2 Due. Choose from modes in chapters 5-7
 Chapter 8: Definition Essays
Judy Brady’s “I Want a Wife”
 1993 AP Essay “Marriage” Prompt and “I am a Cripple” by Nancy Mairs
 Handout from old Home Economics Book for juxtaposition
***Original Student Essay #3 due – Student must write a definition essay (required on
syllabus for ENG 100)
 2nd Nine Week Outside Reading Project
WKU
Third Quarter
Understanding and Developing Argument
 Throughout much of the third quarter, on an almost daily basis, students continue
working with nonfiction: argumentative essays, letters, and speeches which
include: Frederick Douglas’ Slave Narrative, Patrick Henry’s Speech to the
Continental Congress, Jonathan Edward’s Sermon “Sinners in the Hands of an
Angry God” as well as practice timed multiple choice passages and essays with
released AP Collegeboard tests. (i.e.. “The Great Influenza”, “Queen Elizabeth’s
Speech to Parliament”, “Teacher Salaries”, “Origins of the English Language”,
“Genius and Imagination”)
 Chapter 9 Argument and Persuasion
 Class Essay: Joshua Ortega’s “water Wars: Bottling Up the World’s Supply of
H2O”
***Original Essay #4 in class timed write – Students will write an argument essay to a
released AP Language prompt in the argument unit
 Chapter 10 Satire and More
 Class Essay: Jonathan Swift’s “A Modest proposal”
 Study of The Crucible with focus on Argument and Fallacy and study of The
Scarlet Letter with focus on rhetorical devices present in pre-19th century
language.
 3rd Nine week Outside Reading Assignment
Fourth Quarter: Synthesis Essay Focused Preparation for the AP
English Language and Composition Exam
 Students will analyze a variety of non-fiction texts, visual rhetoric, and released
passages to prepare for the exam. In addition, Speeches and the Letter from the
Birmingham Jail by Martin Luther King, Jr., Atticus Finch’s Closing argument
from To Kill a Mockingbird will be studied as well as other documents
surrounding the Civil Rights Movement of the 20th Century,
 4th nine week Outside Reading Assignment
 Columnist Project
 Students will create an original synthesis in Collegeboard format with the
addition of an annotated bibliography.
Attendance and Make-up Work: It is very important that students are in class daily and that all
assignments are turned in. If possible, doctor, dentist, or other appointments should not be
scheduled during this class period. Often things come up in class discussions that students cannot
get on their own. This is simply the nature of an English class. If a student misses class for any
reason, it is his/her responsibility to get any assignments and/or notes and making up the work.
Students are only allowed to make up assignments from excused absences with proper
documentation. If work was assigned before the absence, it is due the day he/she returns to class.
If a student knows that he/she will be absent, he/she should check with me in advance for
assignments.
Class Conduct Guidelines:
 Rules pertaining to the expected behavior of students at Barren County High School are
clearly listed in the student handbook, and the teacher will consistently and strictly
enforce all policies of the school and the Barren County High School Code of Conduct.
 Students are to treat each other, the teacher, administrative staff, and school visitors with
respect, courtesy, and consideration at all times.
 Students must be in assigned seating when the tardy bell rings in order to be “on time”
for class.
 Students will respect the property of the school and/or the teacher at all times (furniture,
books, building, desks, etc.).
 Students are expected to learn in this classroom and will not be allowed to disrupt the
learning of others in any way.
 Results of inappropriate behavior will follow the procedure outlined in the student
handbook related to disciplinary action.
Reminder: Cheating is a form of stealing and will not be tolerated. Both giving and receiving
help on a test is cheating. Copying another student’s homework is cheating. Plagiarism is
cheating. If it is determined that cheating has occurred, the teacher will contact the parents of the
students involved and those students will receive a zero on the test/assignment.
AP Essay Grading Scale
Nine point AP essay scale:
9-8 = well-focused and superior in both content and form; insightful, original thinking and
eloquent expression
7-6 = competent work, but without the depth, insight, or expressiveness of a 9-8
5 = deals with the task adequately, but rather simplistic; may display some flaws in logic or
expression
4-3 = shows a less than thorough understanding of the literature or task; analysis only partial or
unconvincing; lacks control of writing or presentation conventions
2-1 = compounds the weaknesses of a 4-3; unacceptably brief or incoherent; little clarity,
organization or support
Assessment
 Assessment of understanding of literature is done primarily through essays, quizzes, tests
and class discussion.
 Knowledge of rhetorical terms is tested.
 Students are expected to be active participants in discussions.
 An exam is given at the end of each unit.
 Students will take part in self-assessment of writing.
Grading: Grades will be averaged on a total point system. I will take the number of points each
student has earned and divide by the total number of points possible. Each student will be
responsible for keeping track of all assignments and grades so that he/she will always know
where he/she stands. There will be a variety of grades from fiction and non-fiction, discussions/
Socratic seminar and assignments, quizzes, timed essays, projects, independent reading, and
much more. Late homework will NOT be accepted.
Resources
Student Texts:
Miller, George, ed. The Prentice Hall Reader. Upper Saddle River, NJ: Prentice
Hall.
McDougal Littell. The Language of Literature. American Literature. 2006 Kentucky edition.
Expository works will be read and analyzed in units organized by rhetorical mode (description,
narrative, division/classification, comparison/contrast, process, cause and effect). Additional
units of study include argument and satire.
Students will read essays, speeches, historical documents and reports from these texts plus other
resources that the teacher will pull from in order for students to analyze and interpret an author’s
style and the effects of the rhetorical devices used.
*Student Outside-of-Class Reading Choices:
The Cheating Culture: Why More Americans Are Doing Wrong to Get Ahead
Freakonomics: A Rogue Economist Explores the Hidden Side of Everything,
Nickel and Dimed,
Branded: The Buying and Selling of American Teenagers,
Overachievers: The Secret Lives of Driven Kids,
Everything Bad is Good for You,
Amusing Ourselves to Death; Public Discourse in the Age of Show Business,
The Glass Castle,
Into Thin Air,
Stiff: The Curious Lives of Human Cadavers,
Zoo Story: Life in the Garden of Captives,
The Immortal Life of Henrietta Lacks,
In the Wild,
In Cold Blood
Tuesdays with Morrie,
Where Men Win Glory.
Representative Novels/Plays:
Since this is an eleventh-grade course, requiring the study of American literature, students study
American works in their rhetorical aspects. Although some fiction, drama, and poetry may be
part of the curriculum, the course’s emphasis is on nonfiction. The nature of class discussions and
assignments differ, perhaps significantly, from those typically encountered in a literature-based
course.
Fitzgerald F. Scott. The Great Gatsby with emphasis on rhetorical analysis
Hawthorne, Nathaniel. The Scarlet Letter with emphasis on rhetorical analysis
Lee, Harper. To Kill a Mockingbird with emphasis on rhetorical analysis
Miller, Arthur. The Crucible with emphasis on Argument and Fallacy
Expository Text:
Literary criticism and essays will be paired by common theme, author, etc. to the above
novels/plays.
Teacher Resources
Dean, Nancy. Voice Lessons: Classroom Activities to Teach Diction, Detail,
Imagery, Syntax and Tone. Gainesville, FL: Maupin House Books.
Dean, Nancy. Discovering Voice: Voice Lessons for Middle and High School.
Gainesville, FL: Maupin House Books.
Faigley, Lester, Anna Palchik, Cynthia Selfe, and Diana George. Picturing Texts.
New York: W. W. Norton.
Foster, Thomas C. How to Read Literature Like a Professor: A Lively and
Entertaining Guide to Reading Between the Lines. New York: Harper.
Kirszner, Laurie G., and Stephen R. Mandell, eds. Patterns for College Writing: A
Rhetorical Reader and Guide. New York, NY: Bedford/St. Martin's.
Lunsford, Andrea A., ed. The Everyday Writer. Fourth edition. Boston: Bedford.
The teacher reserves the write to amend this syllabus as needed.