AGBU Vatche and Tamar Manoukian High School
Advanced Placement Language and Composition
Course Syllabus 2013-2014
Ms. Ana Sirabionian
asirabionian@agbumhs.org
Required Textbooks/Literature
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Pearson Literature-THE AMERICAN EXPERIENCE
Selected novels, essays, handouts…
“The Crucible” by Arthur Miller
“The Thinking Life” by P.M. Forni
“Death of a Salesman” by Arthur Miller
“A Streetcar Named Desire” by Tennessee Williams
Catcher in the Rye by J.D. Salinger
COURSE DESCRIPTION
An AP course in English Language and Composition engages students in becoming
skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled
writers who compose for a variety of purposes. Both their writing and their reading
should make students aware of the interactions among a writer’s purposes, audience
expectations, and subjects, as well as the way genre conventions and the resources of
language contribute to effectiveness in writing.
Reading:
Writing:
Oral Language
Vocabulary Development
Reading Comprehension
Literary Analysis
Strategies
Applications
Critical Thinking
Listening/Speaking Strategies
Applications
1. Course Goals and Objectives
Students will:
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Analyze and interpret samples of good writing, identifying and explaining an
author’s use of rhetorical strategies and techniques
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Apply effective strategies and technique in their own writing
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Create and sustain arguments based on readings, research and/or personal
experience
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Write for a variety of purposes
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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
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Demonstrate understanding and mastery of standard written English as well as
stylistic maturity in their own writing
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Move effectively through the writing process, with careful attention to inquiry and
research, drafting, revising, editing and review
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Write thoughtfully about their own process of composition
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Revise a work to make it suitable for a different audience
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Analyze image as text
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Evaluate and incorporate reference documents into research papers.
2. Key Activities: The following are key activities which you should expect to be
working on often throughout the year. Other assignments will be included as well,
however, these are essential.
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Analyzing the essay prompts: Essay prompts do not give you a step by step map
of what you need to know or write about in your essay. Read several essay
prompts and create a step by step list of what you are being asked to know and
write about.
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Take Home Essays: These essays are expected to be typed and written in MLA
format with quotes and citations.
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In-Class Timed Essays: At first I will give you an entire class period to write
your essays. Once you’ve become accustomed with the style of the prompts, you
will only be given 40 minutes (the time given to you to complete one of 3 essays
on the actual exam).
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Excerpt/Poetry Annotations: Annotating text is very important in close reading.
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Essay Scoring: We will be scoring actual essays that have been written for the
AP Literature and Composition Exam. Once you begin to see how the actual
readers have scored the essays and why, your own writing is likely to improve.
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Peer Review: Your essays will be reviewed and critiqued by your peers. You will
be graded on your own essay as well as on the sophistication and accuracy of your
critique of others’ essays.
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Multiple Choice Practice and Discussion: Timed exercises using actual multiple
choice portions from past exams.
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Word Connotation Exercises: These exercises will be used to hone your
understanding or language connotation.
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Dialectical Journals: Dialectical journals will be used to encourage active
interacting with the text.
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“Imitation” Exercises: You will read articles, letters, commentaries, etc., and
you will be asked to imitate the style of the author.
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Stand Up Activity (explain stance): You will be asked a two sided question
(usually about connotation, bias, or analysis) and you will have to choose and
support your answer.
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Argumentative Debates (Agree/Disagree): Agree and Disagree signs will be
posted around the classroom. You will first choose your stance, and then we will
begin a whole class debate.
C3- The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative
writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and/or
aware of the techniques employed by the writers they read.
4. Instructional Methods:
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In-class reading and discussion (whole class)
Direct instruction
Socratic Method
Cooperative Learning (whole and small groups)
Independent Reading
Questions ranging through Bloom’s Taxonomy
Peer Editing
Journals
Summaries
Modeling assignments (essays/presentations/speeches)
PowerPoint Presentations
SMART Board Lessons and Activites
5. Assessment Tools:
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Tests and Quizzes
Semester Finals
Graded Discussions
Semester Projects/Presentations
Essays
Student Portfolios/Binders
Homework assignments (compositions, questions, journals based on daily
reading)
In-class discussions
Rubrics
6. Course Outline
Writing (all four quarters): One class period per week will be devoted to Writing. You will have
an in-class essay writing assignment every week. The assignments will be based on the work that
you are reading at that time. In the weeks that you do not have a timed assignment scheduled, the
class time will serve as a “Writing Workshop”. This means that your assignment will serve as a
first draft and I will offer individualized assistance in class (I am also available to help you after
school if you feel you need further assistance). Your final compositions will then be completed at
home and turned in for a grade. (Please note that only key activities and examples are listed
below. Daily homework and class work assignments will be specified in your TWS (two-weekschedules) every other Friday.)
Every OTHER week, however, you will have a timed (40 minutes) in-class writing assignment
which you will be working on independently. These scheduled writing sessions will take place
after school, between 3:15-3:55. These will be graded (and scored) and can be revised and regraded once upon request. Furthermore, when we complete a unit or a work of literature, you
will have an in class essay (TEST) on that unit or work. That test will serve as your weekly
writing assignment for that particular week.
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C1- The course requires students to write in several forms (e.g., narrative, expository, analytical, and
argumentative essays) about a variety of subjects (e.g., public policies, popular culture, and personal
experiences).
C2- The course requires students to write essays that proceed through several stages or drafts with the
revision incorporating, as appropriate, feedback from teachers and peers.
C12- The AP teacher provides instruction and feedback on students’ writing assignments, both before and
after the students revise their work that help the students develop a wide-ranging vocabulary used
appropriately.
C13- The AP teacher provides instruction and feedback on students’ writing assignments both before and
after the students revise their work that help the students develop a variety of sentence structures.
C14- The AP teacher provides instruction and feedback on students’ writing assignments, both before and
after the students revise their work that help the students develop logical organization, enhanced
by specific techniques to increase coherence. Such techniques may include traditional rhetorical
structures, graphic organizers, and work on repetition, transitions, and emphasis.
C15- The AP teacher provides instruction and feedback on students’ writing assignments both before and
after they revise their work that help the students develop a balance of generalization and specific,
illustrative detail.
C16- The AP teacher provides instruction and feedback on students’ writing assignments both before and
after they revise their work that help the students establish an effective use of rhetoric including
controlling tone and a voice appropriate to the writer’s audience.
Course Outline:
Semester I
Introduction to Rhetorical Analysis and Close Reading
 Purpose, Audience, Strategy
 Point of View / Perspective
 Tone & Style
 Diction & Syntax
 Visual Rhetoric
 Denotation & Connotation
 Multiple Choice
Reading Resources: Selections from “The Language of Composition”(PRIMARY
TEXT), as well as supplementary selections including: “Nobel Prize Acceptance Speech”
by William Faulkner, “The Coca-Cola Letters”, “Why I Want a Wife” by Judy Brady,
“The Box Man”, “On being a Cripple” by Nancy Mairs, “The Stranger in the Photo Is
Me” by Donald Murray, “And My Hats Were Prettier” by Nancy Carpenter, “On the
Pleasure of Hating” by William Hazlitt, “My Five-Paragraph Theme Theme” by Ed
White
C7- The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing,
autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an
author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be
to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
Viewing Resources: http://thechive.com (“Great and Important Historical
Photographs”), www.buzzfeed.com (“40 of The Most Powerful Photographs Ever
Taken”), http://www.neatorama.com (“13 Photographs That Changed the World”),
Selected Issues of Time Magazine, Selected Images from The Los Angeles Times,
Images choses by students for discussion purposes, Images found in “The Language of
Composition”
C8- The course requires students to analyze how visual images relate to written texts and/or how visual images serve as
alternative forms of texts.
Major Essay Example:
Having read William Faulkner’s Nobel Prize Acceptance Speech, analyze and discuss
Faulkner’s use of rhetorical devices and strategies and the overall effectiveness of the
speech.
C5- The course requires students to produce one or more analytical writing assignments. Topics should be based on
readings representing a wide variety of prose styles and genres and might include such topics as public policies,
popular culture, and personal experiences.
Argumentation-Social/Cultural/Political/Environmental
 Diction & Syntax
 Denotation & Connotation
 Visual Rhetoric
 Point of View / Perspective
Reading Resources: Selections from “The Language of Composition”(PRIMARY
TEXT), as well as supplementary selections including: “The Company Man” by Ellen
Goodman, “On WWII: The Horrible Waste of War” by Ernie Pyle, Excerpts from “The
Thinking Life” by P.M. Forni, “The Plastic Pink Flamingo: A Natural History” by
Jennifer Price, “A Faceless Man’s Plea” by Mike Royko, “Days of Obligation” by
Richard Rodriguez, “Nothing to Laugh About” by Richard Schickel,
C7- The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing,
autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an
author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be
to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
Viewing Resources: http://thechive.com (“Great and Important Historical
Photographs”), www.buzzfeed.com (“40 of The Most Powerful Photographs Ever
Taken”), http://www.neatorama.com (“13 Photographs That Changed the World”),
Selected Issues of Time Magazine, Selected Images from The Los Angeles Times,
Images choses by students for discussion purposes.
C8- The course requires students to analyze how visual images relate to written texts and/or how visual images serve as
alternative forms of texts.
Major Essay Example: Using what you know about technology and the internet, as well
as textual support from “The Thinking Life”, write an argumentative essay in which you
discuss whether current trends in technology and the internet are positive or negative.
C6- The course requires students to produce one or more argumentative writing assignments. Topics should be based
on readings representing a wide variety of prose styles and genres and might include such topics as public policies,
popular culture, and personal experiences.
Literature:
“The Crucible” by Arthur Miller
“A Streetcar Named Desire” by Tennessee Williams
Major Projects
Quarter 1: Social Trends and Phenomena (PowerPoint Presentation)
Quarter 2: Research Essay and Presentation
C4- The course requires students to produce one or more expository writing assignments. Topics should be based on
readings representing a wide variety of prose styles and genres and might include such topics as public policies,
popular culture, and personal experiences.
C9- The course requires students to demonstrate research skills and, in particular, the ability to
evaluate, use, and cite primary and secondary sources.
C10- The course requires students to produce one or more projects such as the researched argument
paper, which goes beyond the parameters of a traditional research paper by asking students to
present an argument of their own that includes the synthesis of ideas from an array of sources.
C11- Students will cite sources using a recognized editorial style (e.g., Modern Language Association
(MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).
Semester II:
Understanding and Developing Argument
Reading Resources: Selections from “The Language of Composition” (PRIMARY
TEXT), as well as supplementary selections including: Selections from: “The American
Rhetoric” Online Speech Bank (www.americanrhetoric.com) and “The History Place”
(www.historyplace.com)
C7- The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing,
autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an
author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be
to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
Viewing Resources: http://thechive.com (“Great and Important Historical
Photographs”), www.buzzfeed.com (“40 of The Most Powerful Photographs Ever
Taken”), http://www.neatorama.com (“13 Photographs That Changed the World”),
Selected Issues of Time Magazine, Selected Images from The Los Angeles Times,
Images choses by students for discussion purposes, Images found in “The Language of
Composition”
C8- The course requires students to analyze how visual images relate to written texts and/or how visual images serve as
alternative forms of texts.
Major Essay Example: Analyze your chosen speech as an argument and write an essay
about the writer’s effectiveness considering the context in which, and audience to which,
it was delivered.
C5- The course requires students to produce one or more analytical writing assignments. Topics should be based on
readings representing a wide variety of prose styles and genres and might include such topics as public policies,
popular culture, and personal experiences.
C7- The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing,
autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an
author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be
to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
Synthesis
Reading Resources: Selections from “The Language of Composition” (PRIMARY
TEXT),
C7- The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing,
autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an
author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be
to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
Viewing Resources: http://thechive.com (“Great and Important Historical
Photographs”), www.buzzfeed.com (“40 of The Most Powerful Photographs Ever
Taken”), http://www.neatorama.com (“13 Photographs That Changed the World”),
Selected Issues of Time Magazine, Selected Images from The Los Angeles Times,
Images choses by students for discussion purposes, Images found in “The Language of
Composition”
C8- The course requires students to analyze how visual images relate to written texts and/or how visual images serve as
alternative forms of texts.
Major Essay Example: Research an issue discussed in the current news media. Give the
background, history, and inherent problems with the issue. Weigh the pros and cons and
synthesize a conclusion about the selected issue. Use at least five primary and secondary
sources including books, websites, magazine articles, or newspaper columns, citing
sources with footnotes and a bibliography using standard MLA format. Include three
images embedded in your paper that adeptly communicate the ideas in your essay.
Literature:
“Death of a Salesman” by Arthur Miller
Catcher in the Rye by J.D. Salinger
Major Projects
Quarter 3: Social Issue Timeline Project
Quarter 4: Research Essay and Presentation
C4- The course requires students to produce one or more expository writing assignments. Topics should be based on
readings representing a wide variety of prose styles and genres and might include such topics as public policies,
popular culture, and personal experiences.
C9- The course requires students to demonstrate research skills and, in particular, the ability to
evaluate, use, and cite primary and secondary sources.
C10- The course requires students to produce one or more projects such as the researched argument
paper, which goes beyond the parameters of a traditional research paper by asking students to
present an argument of their own that includes the synthesis of ideas from an array of sources.
C11- Students will cite sources using a recognized editorial style (e.g., Modern Language Association
(MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).
7. Rules and Procedures
The following rules govern the behavior in this classroom at all times.
1. Be on time, seated, and ready (with all necessary materials) before the bell
rings. Excessive tardies will result in after school detention.
2. Please have your own materials. Asking the person next to you for a paper and a
pen during every class period is not considered “prepared”.
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Always be respectful of others (peers, teachers, guests) - NO EXCEPTIONS
Contribute positively to classroom discussions and activities.
Exhibit appropriate, mature classroom behavior.
Keep desks, materials and classroom clean. Any kind of vandalism will result in
after school detention and cleaning of vandalized property.
7. No gum. No Food. No beverages other than water.
8. No bags/purses on desks during instruction.
9. Be sure to have all materials you need. Students must have their notebooks,
textbooks and supplies in class daily. If you to not have a necessary item on any
given day, you may be unable to complete your class work which will result in
an F in participation for that day. (Please Refer to your TWS regularly to
prevent this from happening.)
10. No cell phones. No excuses whatsoever. If seen, they will be confiscated.
11. Proper Uniform/Dress Code at all times.
12. Major essays and projects will NOT be accepted late. Late homework and other
assignments minor assignments will lose points. Consistent absence on test days
and/or other major due dates will result in significant grade penalty. (Students
with a legitimate reason for an absence have 2 days per each absent day to make up
their work).
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Please respect due dates and class time. PowerPoints and other technical
projects should be checked prior to your presentation date to ensure that you
will be able to present. Also, essays are expected to be turned in ON TIME,
before class begins, in HARD COPY format. I will not allow you to visit the
computer lab during class time and I will not print your paper for you. If a
hard copy of your paper is not given to me on the due date, it is late and
your grade will be compromised. If you know you will be absent on a due
date, please turn in your paper BEFORE the due date and not after. That too,
will be considered late.
13. LATE WORK: Work is considered late if it is not turned in at the time that it is being
collected. You may turn in your late work for 20% off the following day. A second day
will result in another 20% off.
8. CONSEQUENCES FOR DISRUPTION
Positive class participation, prompt and regular attendance is required in this class.
Students, who disrupt the harmony of the class environment by being disrespectful or a
distraction to the learning of others, will be dismissed from the classroom and subject to
disciplinary action according to school policy.
9. COURSE REQUIREMENTS
Grades: The course grade is based on the accumulation of points. Each student will
receive points for various tests, announced or unannounced quizzes, projects, and class
assignments. The points are converted into a percent of 100. Final exams are weighed
separately by the school at 20%. Any makeup exams are subject to the discretion of the
teacher during tutoring hours. The grading scale is as follows:
Homework-15%
Tests/Essays- 30%
Quizzes- 20%
Projects- 20%
Participation-15%
10. Academic Integrity: Any form of plagiarism or cheating will receive an “F,” and
the student will not be permitted to make up the work. In addition, appropriate
disciplinary measures will be taken. We will be discussing proper MLA format and
citations throughout the academic year in order to eliminate any confusion regarding
this matter.
11. Homework: Students must refer to their TWS handout daily. Reading, annotation
notes and completing assignments by the due date is extremely important in order to
successfully participate in class. Some homework will be collected for evaluation, so
effort and evidence of critical thinking is required for full credit. In an event of an
absence, it is the student’s responsibility to see the teacher and discuss any makeup
work. Consistent failure to complete or turn in homework assignments will result in a
loss of points.
12. Portfolios: Each student will have to bring a binder to class no later than
TUESDAY, !
13. Handwritten Assignments: All assignments must be turned in on time on loose leaf
paper (no ripped edges), in dark ink with legible writing. The heading for all assignments
must include: student’s first and last name, subject, assignment title and date on the
upper left hand side of the paper. If asked to type an assignment, please do so.
14. Unit Activities: A variety of creative and long-term assignments will be given
throughout the year. Specific guidelines and due dates will be assigned in class.
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English Department Technology Projects: Each Quarter you will be required to
work on one major project. We will be discussing these projects in depth as the
due dates approach. *See COURSE OUTLINE section for Quarter Projects*
15. Materials: The following are materials you will need throughout the year. All other
required materials will be announced prior to the dates you will need them by:
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Textbook and all plays/novels assigned.
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A DICTIONARY (old school…I know. Get one!)
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Hole Puncher – (To organize your binder)
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Binder (DEVOTED to this class): Your binder will need 10 dividers and 10 tabs:
TABS:
 Prompts/Prompt Analysis
 Multiple Choice
 Sample Essays
 Practice AP Tests
 RAFT Assignments
 My Essays
 Tests
 Homework/Class work/MWDS
 Other Handouts
 NOTES/Paper
*You will get up to 10 points monthly based on your organization and maintenance of
this binder. I will not devote class time to check these. You need to come see me after
school to get your points. That way I can REALLY check them!
16. Office Hours: 3:05-4:00
Office Hours (help on essays, binder checks, and casual conversation) will be available
every day and as needed. If you have something very specific you wish to go over, please
see me and make an appointment.
17. Lab Requirements: Mandatory lab sessions will be scheduled after school hours. I
understand that you may have to miss a few of these due to other responsibilities such as sports,
fairs, or performance arts. However, I ask that you prioritize and manage your time wisely.
Excessive absences during these lab sessions will most certainly result in an unpleasant grade.
Also, we will set aside two Saturdays for mock exams. One will take place in the first semester,
and the other will be closer to the date of the actual exam. These are mandatory!
I have read and reviewed the AP Language and Composition syllabus in its entirety and I
understand and vow to respect all rules, procedures, and methods or otherwise suffer the
consequences decided by the teacher and/or administration.
I acknowledge and understand my responsibilities as a student enrolled in AP Language
and Composition at AGBU Vatche and Tamar Manoukian High School.
Student: _______________________________
Date: _________________________
Parent/Guardian: ___________________________ Date: _________________________