Holly Omlor
Thomas Jefferson Classical Academy
AP English Language and Composition
2013-2014 Syllabus
Course Overview
Students enrolled in AP English Language and Composition will encounter course work
designed to help them “become skilled readers of prose written in a variety of disciplines and
rhetorical contexts, and become skilled writers who compose for a variety of purposes, aware of
the interactions among a writer’s purposes, audience expectations, and subjects” (College Board
AP English Course Description, 2008). Students will be introduced to the concepts and
vocabulary of rhetorical analysis, which they will be expected to apply as they read a variety of
nonfiction texts during the course. Featured authors include George Orwell, Martin Luther King
Jr., Ralph Waldo Emerson, Henry David Thoreau, and John Steinbeck.
In addition to reading and studying a wide variety of authors and nonfiction genres (including
political writings, essays, autobiographies/biographies, science writing and nature writing),
students will learn the writing process as they take several forms of writing through the stages of
creation and revision. Students will compose one to two formal essays per quarter. Students will
also be exposed to a series of timed-writings during the fourth quarter, requiring them to
compose and revise under the constraints of a time-limit. One of these sessions will mimic the
full-length essay portion of the AP Language and Composition exam, and will require a two hour
block of time to complete. The majority of prompts for these timed-writings will be taken from
previous AP Language and Composition exams. In addition to formal writing assignments,
students will respond to course readings and discussions by completing informal journal writings
and paragraph practice several times a quarter.
Finally, because North Carolina is strongly encouraging the integration of English III (American
literature) and AP English Language and Composition, the texts used in this course will be
primarily American as to fulfill the English III requirement (NC Standard Course of Study,
2008). Additionally, students will be expected to complete one American literature project each
quarter which focuses on a classic work of American fiction. These fiction works will be read
outside of the classroom and in addition to the featured nonfiction texts for each quarter. The
American fiction classics include the following:
John Steinbeck, Travels with Charley
Kate Chopin, The Awakening
Nathaniel Hawthorne, The Scarlet Letter
Mark Twain, The Adventures of Huckleberry Finn
Edith Wharton, Ethan Frome
Willa Cather, My Antonia
John Steinbeck, The Grapes of Wrath
Arthur Miller, Death of a Salesman
Course Organization
In order to fully explore the grammar, logic, and rhetorical stages of composition and rhetorical
analysis, students will spend the first three quarters learning the “art” and “act” of analysis,
argument, and synthesis. For example, during the first quarter, students will learn the act of
analysis by composing a process analysis which explains their personal writing processes. They
will also begin learning the language of analysis by studying tropes and schemes in the context
of political writings. Students will then learn the art of analysis by evaluating George Orwell’s
“Politics and the English Language,” and Martin Luther King Jr.’s “Letter from Birmingham
Jail.” A second chance to practice the act of analysis will be offered at the end of the quarter
when students analyze either the Orwell or King essay in terms of overall effective rhetoric.
The fourth quarter will be devoted to preparation for the AP Language and Composition exam,
with an emphasis on timed writings. Once the AP exam has passed, students will spend the
remainder of the fourth quarter completing an introduction to literary analysis in preparation for
the senior level AP Literature and Composition.
Because students will be using primarily American texts in AP Language and Composition, they
will periodically be asked to evaluate topics against the overarching course theme: Our shared
American identity. While learning the reading, writing, and rhetorical skills of AP Language,
students will examine the American desire for exploration and self-discovery, as well as the
relationship between the land and people. The quarterly American literature projects will allow
students to focus on aspects of our shared American identity each quarter. The American fiction
works have been selected to enhance students’ exploration of this overarching theme.
See the Course Planner below for detailed explanations of quarterly topics and writing
assignments.
Course Textbooks
Students will be required to work from the following texts. See the Teacher’s Resources
section for a complete list of texts and novels used to supplement the required texts below.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Sixth edition. New
York: The Modern Language Association of America, 2003.
Holt Elements of Literature: Essentials of American Literature. Fifth Course. Austin: Holt,
Rinehart and Winston, 2006.
Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. Ninth Edition.
Boston: Bedford/St. Martin’s, 2006.
Shea, Renee H., Lawrence Scanlon, and Robin Disson Aufses. The Language of Composition:
Reading, Writing, Rhetoric. Boston: Bedford/St. Martin’s, 2008.
Shostak, Jerome. Vocabulary Workshop: Level G. New York: Sadlier-Oxford, 2005.
Course Planner
Quarter One
August 22-October 18
Rhetorical Focus: Analysis
Skill #1: The Act of Analysis
Skill #2: The Art of Analysis
During the first week of quarter one, students will turn in an essay based on their summer
reading novel, Travels with Charley. I will use these essays primarily as diagnostic tools for
learning the weaker aspects of students’ writing. Additionally, students will be tested on their
second summer reading novel, The Adventures of Huckleberry Finn. These novels will be used
as conversation starters on the overarching course theme of the shared American identity.
The first quarter will continue with an unintimidating chance to practice one aspect of analysis:
process analysis. Students will compose an essay explaining their personal writing processes as
they begin learning the language of analysis. They will consider the relationships among speaker,
audience and subject. Course readings will enable students to begin understanding the
complexities of analysis, rhetoric, style, diction, and syntax. American Colonial era literature
will be discussed as students begin connecting diction and syntax to style and overall effect.
Weekly content quizzes will be given every Friday and will cover information discussed in class
and recorded in student notes. Additionally, vocabulary quizzes will be given every Wednesday.
Both content and vocabulary quizzes will be cumulative in nature (although content will “reset”
each quarter).
Following this introduction to rhetoric and analysis, students will learn the art of close reading,
with a focus on analyzing style. Students will practice analyzing texts by dividing their
observations into four categories: quote/passage, rhetorical strategy at work, definition, and
rhetorical effect. Graphic organizers will be the aid of choice as students begin learning to
recognize the relationship between rhetorical strategies and effects. To conclude the first
quarter, students will have a second opportunity to compose an analysis, this time focusing on
rhetorical analysis.
Quarter One Course Readings:
Mark Twain, The Adventures of Huckleberry Finn (summer reading)
John Steinbeck, Travels with Charley (summer reading)
The Language of Composition, chapters 1-2
The Bedford Reader, chapters 8-9
Jonathon Edwards, “Sinners in the Hands of an Angry God”
Patrick Henry, “Speech to the Virginia Convention”
Thomas Paine, The Crisis, No. 1 (excerpts)
George Orwell, “Politics and the English Language”
Martin Luther King Jr., “Letter from Birmingham Jail”
Quarter One Writing Assignments:
1.) Writing Autobiography: Students will study process analysis and explore their own
writing processes by writing an essay describing the steps they complete as they write for
an academic context. This assignment will encourage students to begin thinking of
writing as a process, and to evaluate their strengths and weaknesses as writers.
2.) Rhetorical analysis: Which writer/text did you find most rhetorically admirable this
quarter? Support your opinion by analyzing the writer’s purpose, rhetorical strategies,
and consideration of audience. Conclude by convincing your reader that the writer’s
rhetorical strategies successfully communicate his purpose. Include direct quotations as
evidence, and make use of your graphic organizer notes.
Quarter One American Literature Project:
Summer Reading: The summer reading assignment is designed to introduce students to
the overarching theme of the course. Additionally, the summer reading essays function
as the American literature project for quarter one. The essay prompts are described
below.
A) Read John Steinbeck’s Travels with Charley, and write an 800 word, MLA-formatted essay that
addresses the following objectives and questions:
1.) What do you learn about the connection between the American landscape and the American
people? Consider what Steinbeck shows his readers about human nature and the American
identity (the characteristics we share that make us “American”). Use specific details, characters,
and events from the novel to support your response.
2.) What is your favorite episode from the novel? Explain why you enjoyed this episode using details
from the novel.
B) Read Mark Twain’s The Adventures of Huckleberry Finn. Enjoy!!
**Students will take a reading test over The Adventures of Huckleberry Finn on the second day of school.
Essays are also due on the second day of school. Unprepared students will not be permitted to remain in AP
Language and Composition.
Grading Scale:
AP Language and Composition will follow the Thomas Jefferson Classical Academy grading
scale:
A
93-100
B
85-92
C
77-84
D
70-76
F
69 and below
Students’ work will be evaluated according to the following categories and percentage weights:
60%: Content quizzes, vocabulary quizzes
30%: Essays, in-class writings, quarterly American literature projects
10%: Journal writings, homework, participation in class discussion, attendance
**Students are responsible for completing class assignments on time. Late work will be marked
down 50% if handed in one day late. Therefore, a homework assignment turned in a day late can
receive no grade higher than a 50%. Students who are absent are responsible for inquiring about
missed assignments. Students will have one day for each day missed to make up assignments.
Weekly vocabulary quizzes will be given on Wednesdays, and content quizzes will be given on
Fridays. I will post reminders on my website so that students can easily keep track of class work
missed during an absence.
***Essays may NOT be submitted by email. Unprepared students have the option of turning in
essays a day late for half credit. Students who wish to avoid running the risk of late-night
printer/computer issues are better off to complete final drafts by the day before a due date and
then print at school. I will be happy to offer my computer if needed.
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Dear Parents,
Learning is a cooperative effort that should include the student, parents, and teachers.
You know your child better than anyone and I will rely heavily on your input. Please feel free to
contact me with any questions. The best way to contact me is by email. My address is
homlor@tjca.org. In addition, you can call the school at 828-657-9998. If you would like to
keep up with what your child is working on in class, you can check the school’s website at
www.tjca.org under the teacher outlines link. I will keep weekly schedules posted, along with
assignment descriptions.
I look forward to working with you!
Sincerely,
Holly Omlor
** Please sign and return this page to Mrs. Omlor no later than Wednesday, August 28th.
Turning in this form will count as a homework grade. After Wednesday, students who have not
returned this form will receive a zero.
I have read and understand the contents of the student parent packet for AP Language and
Composition.
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