Teach. Learn. Serve. Soar.
Park Crossing High School
English Language Arts Syllabus
AP Language and Composition
Grade 11
Contact Information:
Katheryn White
Email: katheryn.white@mps.k12.al.us
Phone: 334-260-8182
Room: A 113
Course Overview:
An AP course in English Language and Composition engages students in becoming skilled readers of prose written
in a variety of periods, disciplines, 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 generic conventions and the resources of language
contribute to effectiveness in writing. (The College Board, AP English Course Description)
This course provides students with the information necessary to read analytically, formulate theories and arguments
based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence
structure, syntax, style, purpose, and tone. The purpose of the AP English Language course is to “enable students to
read complex texts with understanding and to write prose of sufficient richness and complexity to communicate
effectively with mature readers.” (The College Board, AP English Course Description, May 2010, p.4).
Throughout this course, student will be provided with the information necessary to analyze higher-level texts,
formulate accurate theories and arguments from the texts, and compose essays that are elevated to advanced
rhetoric, sentence structure, style, and purpose. Students will not only be introduced to a variety of rhetorical
principles, but they will also apply their knowledge of these principles into their writing. Students will be expected
to compose small writing samples daily, in addition to larger research papers. Students will be expected to
thoroughly research and synthesize their research, revise and critique essays, and demonstrate ongoing improvement
in all forms of writing.
AP English Language and Composition is a course designed to increase each student’s ability to think and
communicate logically and effectively. Students will be introduced to a variety of non-fiction literature, specifically
focusing on American and World literature. The goal of this school year is to introduce students to the human
condition and its exposure through literature. In pursuit of these goals, we will study composition skills, speaking
and listening skills, usage skills, and vocabulary development. Students will also prepare for the Advanced
Placement Examination in Language and Composition through various activities and mock exams administered
throughout the year.
Adopted Texts:
Non-fiction texts may be drawn from the following texts:
Writing America: Language and Composition in Context. AP Ed. Jolliffe, David and Hephzibah Roskelly.
Pearson, 2014
50 Essays. A Portable Anthology. Ed. Cohen, Samuel. Bedford/St. Martin’s, 2004.
The Language of Composition. 2nd Ed. Shea, Renee, Lawrence Scanlon, Robin Aufses. Bedford/St. Martin’s, 2004.
Student Required Texts
Fitzgerald, F. Scott, and Matthew J. Bruccoli. The Great Gatsby. New York, NY: Scribner, 1996. Print.
Miller, Arthur. The Crucible. New York: Penguin Classics, 2003. Print.
O'Brien, Tim. The Things They Carried. London: Flamingo, 1991. Print.
Please Note:
Novels will not be provided to students. We will provide an opportunity for students to order the novels through the
school. While students may use a borrowed copy of the novel, please be aware that extensive annotations are expected
to be completed. This proves easier for students who have purchased copies of the novel to write in.
1
Teach. Learn. Serve. Soar.
Course Objectives:
The purpose of this course is 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 student writing

create and sustain arguments based on readings, research, and/or personal experience; write for a variety of purposes

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 his/her own writings

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 his/her own process of composition

revise a work to make it suitable for a different audience

analyze image as text

evaluate and incorporate reference documents into researched papers
(The College Board, AP English Course Description)
The AP Student
Emphasis here is placed on the caliber of student who will succeed in AP English 11:

The student is willing to sacrifice social, extracurricular, and/or employment for the sake of learning when necessary.

Cheerfully and eagerly accept any and all course work as assigned by the teacher,

Learn independently, as well as through teacher instruction. Students may be required to spend additional time in class
and outside of class on the task assigned, observing without fail all deadlines assigned.

Need no instruction from the teacher concerning paying attention, wasting time, or disturbing the class.

The student will finish all work within the time limit given,

Refuse to miss class or to be late to class except in the rarest of emergencies, and, in such an event, to accept responsibility
for getting “caught up,”

Understand that success in a AP course requires critical thinking and independent study skill, creating a level of difficulty
far greater than that of other courses and that an AP student is concerned primarily with learning, not simply making
“good” grades,
Grading Formats

The AP Language and Composition Course will be presented in thematic format. Students will be
graded as follows:
Formal Research Papers: Students will research a series of topics of interest based on prior readings or current
events. Throughout the year, students will explore thesis writing and research synthesis. Students will be required to
submit a rough draft for peer editing, and a subsequent draft for individual assessment with the teacher before
turning in the final research paper. All essays will focus on moving through the writing process and will include
multiple revisions. Essays will be evaluated on a 1-9 scale patterned after the AP exam writing rubric. Formal
papers will count as Major Grades. Students will write no less than 4 formal research papers throughout the year.
Responses to literature: Students will be required to analyze required weekly readings and write expository
responses that identify the author’s purpose, audience, and tone citing specific examples from the text to substantiate
the students’ claims. These responses may be completed in or out of class. These responses may be taken as major
or minor grades. All in-class essays and timed writings will be AP format and as the year progresses the amount of
time will be gradually reduced. All grades will be the 1-9 format based on a generic rubric (see Yellow Pages). For
some essays specific rubrics will be used.
Tests: As a consistent element of practice, students will take multiple-choice tests based on rhetorical strategies and
their functions in given passages. Students will take multiple practice AP Exams throughout the year, as well as,
quarterly benchmark tests. All tests count as major grades.
Quizzes: Quizzes will be administered intermittently, often with no prior warning, to assess reading comprehension,
rhetorical vocabulary, oral discussions, and basic grammar requirements.
2
Teach. Learn. Serve. Soar.
Daily Observation/Work-In-Progress Journals: Journal entries may include pensive and thoughtful observations
that reflect the theme of the current unit, or ideas about revising or modifying a research paper. Students will note
details of change in their journals and transfer the information to their research papers.
Sundays News/Mondays Views: Each Sunday students will select an editorial or article from the Sunday
newspaper or online news source, synthesize the message, identify key rhetorical elements, and discuss the tone and
audience. This will be due in class first thing Monday morning. Students may be asked to present their findings
orally; therefore, they are expected to come to class prepared with all work completed.
Class Participation: Participation in class encompasses grammar reviews, vocabulary exercises, and dialectic text
analysis. During class discussions, students are encouraged to offer comments and critiques to support or refute
claims by giving concrete details for support. Students are to model correct interaction and argumentation
techniques during class discussions. To be successful a student needs to be in class each day; information builds
upon prior information.
Grading: This is a college level course, so grading is as follows:
100-90 = A
89-80 = B
79-70=C
69-60 = D
59-or lower = failing
Student grades are derived from the following three categories:
Major grades: 65% (e.g. unit tests, polished writings, major projects)
Minor grades: 35% (daily quizzes, homework, first drafts and in-class writings, class exercises, group
assignments, etc.)
InformationNOW will assist with monitoring your student’s progress. Further information may be
obtained through the Guidance Office. Please note that some assignments may require a longer grading
period; however, all grades will be entered weekly.
NOTE: “Extra credit” or “extra time” is not allowed in the AP class. The due dates for assignments will be
posted with advanced notice, and students are expected to turn assignments in promptly.
**I am at school most afternoons. Students who are struggling or have additional questions about an assignment are always free
to stop by for extra help. If you plan to stay for extensive tutoring, please notify me in advance and place your name on the
classroom calendar.
Areas of Study and Texts
1. Literature— Students will read numerous selections throughout the course. However, the primary focus
will be on non-fiction pieces (essays, speeches, etc.). Selections from the adopted texts will be studied as
well as other selections that focus on the various literary movements such as America: Colonialism,
Classicism, Romanticism, Transcendentalism, Local Color/Regionalism, Modernism, etc. The following
novels and plays along with selected non-fiction anthology may also be read throughout the course: The
Crucible ( Miller), The Great Gatsby (Fitzgerald), and The Things They Carried (O’Brien).
 For each reading assignment, students must identify the following: Thesis or Claim, Tone or
Attitude, Purpose, Audience and Occasion, Evidence or Data, Appeals: Logos, Ethos, Pathos,
Assumptions or Warrants, and Style (how the author communicates his/her message: rhetorical
mode, rhetorical devices always including diction and style).
AP Major Works by 9 Weeks:
1st: The Crucible
Writing Requirements (per District Curriculum)
 Rhetorical Analysis of Narration/Description
 Personal Response/Narrative Writing
 Rhetorical Analysis of Persuasion
2nd The Things They Carried


Analysis of Argumentative/Persuasive Text that use multiple rhetorical
modes
Personal Response/Narrative Writing
3
Teach. Learn. Serve. Soar.
3rd: Great Gatsby
 Argumentative Essay (Defend/Refute/Qualify or Take a Position)
Timed Writing:
 Analysis of Argumentative/Persuasive Text that use multiple rhetorical
modes
 Argumentative Essay (Defend/Refute/Qualify or Take a Position)
Process Writing
 Personal Response/Narrative Writing
 Synthesis Research Paper: Argument or Critical Rhetorical Analysis
2. Writing—Students will study and practice the following modes of writing: narration, description,
exposition, argumentation, rhetorical analysis and synthesis. They will also strive to improve authentic
voice, expand stylistic techniques, and refine grammatical and mechanical skills. Please note, a majority
of the AP Language & Composition curriculum will focus on improving student writing. Students will
complete a minimum of four major writing assignment, which include the full writing process: prewriting,
researching, drafting, and revising and editing. Additionally, students will compose weekly responses to
literature, maintain a daily journal, and complete weekend writing assignments.
o
Timed Essays: All in-class essays and timed writings will be AP format. Students will be expected
to make progress in completing compositions in allotted time All grades will follow the numerical
1-9 format based on a generic AP rubric (see Yellow Pages).
o
Grammar and Usage: As a junior in an AP English Language and Composition course, you
should have a good command of Standard Written English. There will be mini-lessons throughout
the course dealing with complex grammar and usage issues, sentence constructions, and diction. If
additional help is required, please speak with me about outside resources, including online
sources, after school tutoring, peer mentors, etc.
o
Vocabulary—Students will study vocabulary in context of reading in preparation for the SAT, ACT,
and AP assessments. Additionally, students will explore various rhetorical definitions frequently
used on the AP exam. Students should be prepared to complete tests, quizzes, and writing samples
that demonstrate their comprehension of the assigned vocabulary.
3. Shared Inquiry Discussions- This course is taught primarily in a seminar format that we refer to as the
“round table.” This allusion refers to the legendary King Arthur’s round table, where all men were considered
equal. In the same spirit, we consider all ideas, opinions, and reactions of equal importance when we discuss
and analyze a text. All students are expected to actively participate, share from journal responses, notes, and
literature annotations.
4. Writer’s Workshop- One of the most important aspects of this course is the emphasis on writing and revision.
Writer’s workshop is a session that focuses on some aspect of composition, which include small group discussion, peer
evaluations, and instructor evaluation. While many workshops will be scheduled for class time, the teacher will provide
additional after school workshops for students who seek assistance or wish to receive feedback with their work.
Writer’s workshop activities will also include work with voice, style, syntax, and other strategies and techniques that
will lead to greater stylistic maturity in composition.
AP Required Materials
AP Student Binder
The binder should be organized into the following sections with labeled dividers:

AP Tests

Handouts (including vocabulary and terms)

Prose handouts

Reading response

Writing in process

Yellow Pages
4
Teach. Learn. Serve. Soar.
Required Materials:
□
□
□
□
□
□
□
□
Journal (composition or spiral notebook- must be separate from student’s binder)
Binder 1½” 3-ring binder
6 Tab Dividers
Pens / Red Pens
Highlighters
Flash Drive
Post-It Notes
Index Cards (several packs)
Classroom Materials (not required, but greatly appreciated)
Important Policies and Procedures
Students are expected to arrive to class on time with all required materials and be ready to begin as soon as the tardy
bell sounds. At the start of class, students will copy the homework assignment into their planners, take out the
materials necessary for the day, and complete the bell work/ journal activity.
Attendance/ Tardy Policy: Attendance and punctuality are necessary for success in this course. If you are not
present, you are missing the lesson and knowledge needed to continuously build upon for understanding and
comprehension. A student who wishes to be successful in AP English must be present. Please do not schedule
appointments, vacations, field trips, school events or other activities during English class time.

Absence: Missed assignments must be completed on a timely basis. I strictly follow the MPS
guidelines, which require students to make up work within 3 school days. Students are responsible for
gathering make-up work following absences and scheduling a time for making up tests. Worksheets
may be found in a designated location in the classroom. I also recommend exchanging phone numbers
with a classmate to contact after school hours.
o If a student must be absent due to mandatory school- appointed trips (field trips, musical
performances, or athletic events), he or she is required to get his/her homework the day before
missing class.
o
Students who are absent due to illness are expected to meet with teachers before school on the
day they return.
o
Due dates for long term assignments and group assignments will not change because a
student is absent.
o
Students in In-School Suspension are present and are required to turn in their assignments on
time. Failure to do so will result in a 20% late work deduction.

Tardiness: Tardiness will not be tolerated. Students will not be admitted late to class without a pass
from another teacher. Please refer to the student code of conduct for the school-wide tardy policy and a
list of consequences related to unexcused absences and excessive tardiness.

Late work: As an AP student, late work will not be tolerated. If a student does not submit his/her
assignments on the scheduled due date, a letter grade will be deducted each day the assignment is
turned in late. In accordance with MPS policy, late work will not be accepted after the third day.
Note: Missing assignments will be marked as 0’s in INOW until the student submits his/her work.
After three days, the zero will remain in the grade book.
5
Teach. Learn. Serve. Soar.
Electronics Policy: Park Crossing has been privileged to lead the way as a “device driven” classroom. Students
will be allowed to bring laptops, tablets, e-readers, smart phones, etc. into the classroom for research and projectbased learning. Please note, all devices must be first registered with the school. With this privilege comes
responsibility. Any and all electronic devices may only be used in the classroom with specific permission from
the teacher. Violation of this policy results in student office referral, Class A Offense.
Food& Drink: I will allow both in my classroom; however, please remember that this is a privilege, not a right. The
facilities are new and we, as a community, must strive to keep them this way. If I find at any time that this privilege
has been abused (trash on the floors, gum under desks, etc), it will be revoked. Also, I ask that all drinks have sealed
caps (i.e. water bottles, 20 oz sodas, etc.) and that trash be placed in the receptacle before leaving the classroom.
*Please note this policy varies according to individual teachers*
Uniform Policy: Students are expected to comply with the uniform guidelines found in the Student Handbook. If a
student is in violation of the uniform dress code, he/she will be referred to the office and will not be admitted into
the classroom.
Plagiarism/ Academic Dishonesty: Plagiarism is claiming another person’s work and presenting it as your own.
This includes copying answers on homework assignments, copying from websites without proper citations, buying
or copying internet papers, directly copying sources from the web, allowing friends to write your paper, copying
directly from texts without proper citations, etc. Plagiarism is considered cheating and stealing. Neither will be
tolerated in this class. If a student is caught participating in academic dishonesty, he/she will be referred to the
administration. The student code of conduct will be enforced at all times.
Policy Infractions: I adopt the school-wide discipline plan. If the above policies/procedures are broken, students
will be immediately asked to do one of the followed:
Step One: Written Warning/ Student’s Name Placed in Discipline Log. Additionally, student will
be required to complete a discipline essay to be signed by parents.
Step Two: Sign Log, Parent Phone Call
Step Three: Sign Log, Parent Conference
Step Four: Administration Contacted
Please note: in extreme circumstances, if a student is posing any threat to his/her peers, the teacher, or the
individual, the teacher may immediately contact the administration for support.
Mrs. White’s #1 Rule: Above all, students should be KIND and RESPECTFUL. This includes being respectful to
your peers, your teachers and administrators, and above all yourself. This is your opportunity to establish yourself as
a mature intellectual. Make the best of it.
“Kindness is the language which the deaf can hear and the blind can see.”
- Mark Twain
6
Teach. Learn. Serve. Soar.
English 11
AP Language and Composition
Course Outline
Fall Semester
Unit 1: Introduction to the AP Class
Introduction to AP Expectations
August
Summer Reading Assessment (within 1st three weeks)
“Literary Language”: discussion of common rhetorical terms used to create and analyze literature. (Yellow Pages.)
Reading:
Foster, Thomas. Excerpts from How to Read Literature like a Professor
Hayakawa, S. I. “Bilingualism in America: English Should Be the Official Language.”
Malcolm X. “Learning to Read”
Hurston, Zora Neale. “How It Feels to Be Colored Me”
Mukherjee, Bharati. “Two Ways to Belong in America”
Yep, Laurence. “Puzzle Solver”
Assessments:
Quizzes on the following:
- Most readings to check for understanding and meaning of strategies.
- Vocabulary from readings, introductory vocab, and rhetorical terms
- Grammar (from writing assessments, warm-up exercises, syntax discussions, and/or reading annotations)
Writing: focus on sentence combining with subordinating and coordinating conjunctions and writing to
show, using specific, descriptive language
Test: Rhetorical Modes and Devices
Composition—In-Class Writing (Rhetorical Analysis): In a well-developed essay, analyze key symbolic elements,
figurative language, imagery, and tone that Steinbeck uses to enhance the theme of Grapes of Wrath. Analyze his
choice of certain symbols and figurative language used during the novel as they relate to the effects of the Joad
family and their trek to California.
Composition—Personal Narrative: After reading Malcom X’s “Learning to Read”, write a personal essay
discussing and analyzing the significance of an education.
Writer’s Notebook—Journal Entry: write an entry in your notebook using one of the topics given in class. (This will
be an ongoing assignment for the duration of the school year.)
Unit 2: Migrants and Exiles- A Welcoming Society?
Introduction to Rhetorical Analysis
First Quarter: September-October
Essential questions: What elements are used to analyze rhetoric and how do I construct a rhetorical analysis?
Major Reading: The Crucible
Close-readings:
Anzaldua, Gloria. “How to Tame a Wild Tongue”
Gregory, Dick. “Shame”
7
Teach. Learn. Serve. Soar.
Hawthorne, Nathaniel. The Scarlet Letter: “The Prison Door” (Chapter One)
Vonnegut, Kurt. “Harrison Bergeron”
Mairs, Nancy. “On Being a Cripple”
Doig, Ivan “This House of Sky”
King, Martin Luther “Letter from Birmingham Jail”
Rodriguez, Richard “Aria: A Memoir of a Bilingual Childhood”
Current Political Cartoon
Readings on Current Events: Sunday News/ Monday views. Students will select theme-related newspaper articles,
and/or articles that reflect claims or central ideas expressed by authors studied in this unit.
Viewing:
Miller, Arthur. “The Crucible,” starring Daniel Day Lewis and Winona Ryder
4 Little Girls – A Film by Spike Lee
Audio:
Edwards, Jonathan. “from Sinners in the Hands of an Angry God” CD recording
Assessments:
Quizzes on the following:
 Most readings to check for comprehension
 Vocabulary from readings/ rhetorical strategies
 Grammar(from warm-up exercises, syntax discussions, and/or reading annotations)
Writing: Students will focus on rhetorical framework and developing a logical argument. Writing compositions
will stress selecting appropriate supporting evidence, generalizing versus specific details, using transitions,
identifying rhetorical strategies and appeals (logos, ethos, pathos) in writing.
Graded Discussion: Students will engage in large group discussion (Socratic method) where they present their
interpretations of selections in relation to the theme. Students should use textual evidence/references to support
their observations.
Debate: After taking notes, students consider the question: Which character is a tragic hero in The Crucible?
Students will form groups and select one of the main characters from the play. Students are given class time
initially to meet and evaluate their characters and gather information from the text. Each group should submit
an outline of the argument, including “evidence” in the form of excerpts from notes and quotes from the play.
Groups will present arguments before the class; class will evaluate and discuss the strengths and weaknesses of
each argument. (Each group meets with teacher to analyze effective use of devices and areas of weakness in
the arguments and ways to strengthen those areas.) Then two groups at a time will “face off” and engage in a
formal in-class debate for their characters.
In-Class Composition— At several points in his memoir, Ivan Doig describes photographs of his parents and
grandmother in an attempt to bring the moment of the snapshot to life so that he might better understand the
people his parents and grandmother were. Using Doig’s rhetorical approach, students must secure a favorite
family photograph, preferably one of a parent or both parents taken before they were born, and write their own
short piece on their photograph. Students should attempt to highlight similar rhetorical devices used in their
own writing.
Composition—Comparison/Contrast: Our perception of what is “normal” in society tends to dictate what and how
we think of others. Using two of the short stories we’ve read thus far, compare and contrast both author’s view
of “normality”. Your paper must contain accurate cited references from both stories.
Composition—Synthesis: Who are considered outsiders in our society? Why are they in this position? How does
society treat them? Should society be more tolerant of them? Using at least five sources from this unit,
including The Crucible, write an essay that discusses the position of the outsider in society. Remember to
attribute both direct and indirect citations. Avoid mere paraphrase or summary. Refer to the sources by the
author’s last name or title.
Composition- Synthesis Letter: In following the unit theme of exiles, students will conduct research on current
8
Teach. Learn. Serve. Soar.
events that peak interest. Students are expected to properly synthesize the given research and use their research
to write a brief letter to their congressman expressing their views about the current political topic.
Unit 3: The Power of Language: How does the language we use reveal who we are?
Rhetorical Analysis Continued/ Intro to Argument
Second Quarter: October- December
Essential Question: What strategies can I use to make a coherent, valid argument?
Independent Reading: The Great Gatsby
Close-readings:
Douglass, Frederick “Narrative of the Life of Frederick Douglass
Churchill, Winston “We Shall Fight on the Beaches”
Crane, Stephen “A Mystery of Heroism”
Lakoff, Robin Tolmach “You Are What You Say”
Birkerts, Sven “Into the Electronic Millennium”
Postman, Neil “The Medium is the Metaphor”
Fadiman, Anne “Never Do That to a Book”
Tan, Amy “The Mother Tongue”
Dumas, Firoozeh. “The F Word”
Whitman, Walt “Slang in America”
Pinker, Steven “Words Don’t Mean What They Mean”
Kakutani, Michiko “The Word Police”
Visual:
Sunday Newspaper Inserts
Andy Warhol – Pop Art
“Nonviolent Language” p. 766 Language and Composition
Lester, Mike- NCAA Native American Mascots
“We Shall Fight on the Beaches” audio
The Great Gatsby, director Baz Luhrmann
Assessments:
Quizzes on the following:
- Most readings to check for understanding and meaning of strategies.
- Vocabulary from readings/ Propaganda Vocabulary
- Grammar (from warm-up exercises, syntax discussions, and/or reading annotations)
Writing: focus is on rhetorical devices—repetition, rhetorical questions, syllogism, figurative language, syntax
(inverted sentences, long and short sentences, commas)

Readings on Current Events: Each Sunday, students will select an editorial or article from the Sunday
newspaper or online news source, synthesize the message, identify key rhetorical elements, and discuss the
tone and audience. This will be due in class first thing Monday morning. In this unit, students will select
articles that emphasize diction, pathos/logos/ethos, or strong propaganda vocabulary. Students may be
asked to present their findings orally; therefore, they are expected to come to class prepared with all work
completed.

Daily Journals – On-going responses specifically focusing on the unit theme of language. Students may be
asked to reflect on a specific story or to answer an assigned journal prompt.
o Specific Journal Entry: Write your feelings about slang, email, and text messaging. Do you think
it is important to maintain correct grammar conventions when communicating with friends, or is it
unnecessary? Support your beliefs.
9
Teach. Learn. Serve. Soar.
Quizzes:
- Propaganda vocabulary
- Test taking strategies
- Rhetorical Strategies
Graded Discussion: Students engage in a round table discussion of the rhetorical techniques that the speech
writers employ in their orations. The student will then determine which orator he/she believes to be most
effective in conveying his message and will defend that choice in discussion.
Composition- (Rhetorical Analysis): Winston Churchill is an icon of great speech making. Throughout his life
Churchill struggled with a stutter that caused him difficulty pronouncing the letter “s”. Nevertheless, with
pronunciation and rehearsal he became one of the most famous orators in history. Read Churchill’s remarks
carefully. Then write an essay in which you analyze the rhetorical strategies Winston Churchill uses to
achieve his purpose. Support your analysis with specific references to the text.
Composition-(Rhetorical Analysis): Symbolism enhances a novel’s meaning by attaching concepts to concrete
objects. These abstract concepts reveal a new level of meaning beneath the surface of a literary work. The
Great Gatsby is no exception. In a well-supported essay, discuss the symbols F. Scott Fitzgerald includes
in his novel and what they represent. Be sure to use the conventions of standard written English.
Composition- (Argumentative): The following statement is presented by Dr. Rizwan Ahmad, Professor of
Linguistics at the University of Michigan:
“Bilingualism in the United States is often indexed with immigration. The term “bilingual child”
often implies “poor” or “uneducated”. Bilingualism and multilingualism are worldwide norms;
however, the United States is in the monolingual minority and would benefit from educating its
students in bilingual classrooms (2007).”
Consider Dr. Ahmad’s statement and write an essay in which you challenge or defend his position on the
relationship between bilingualism and education.
Visual Composition- You will create a product to sell. For this assignment, you will design a poster or artifact that
identifies the product. Using your verbal prowess and crafted propaganda techniques, you will compose
a 30 second commercial to convince your audience to buy your product.
Midterms
The week prior to midterms, students will complete a timed AP multiple choice test. Students will then have an
opportunity to use their midterm time to complete a timed- essay portion, similar to the AP Language and
Composition test. Both scores will be combined to give students an idea of their current AP scores. Student scores
will be translated into midterm grades.
Spring Semester
Unit 4: Wages of War
Third Quarter: January -March
Argumentative Writing/ Synthesis
Independent reading: The Things They Carried
Close-readings:
United States Congress “Declaration of War on Great Britain 1812”
United States Congress “Declaration of War on Japan 1941”
Houston, Jeanne Wakatsuki and James D. Houston excerpt “from Farewell to Manzanar”
Klein, Joe. “The PG-Rated War” Time, April 7, 2003.
Pirandello, Luigi. “War”
Shaheen, Jack. “Hollywood Targets Arab and Muslim Americans Since Sept. 11”
10
Teach. Learn. Serve. Soar.
The Things They Carried: “The Things They Carried”
The Things They Carried: “Speaking of Courage”
The Things They Carried: “How to Tell a True War Story”
The Things They Carried: “The Man I Killed”
Roosevelt, Franklin D. “The Day that will live in Infamy”
Lincoln, Abraham “Gettysburg Address” (speech)
Bush, George W. “War on Terrorism” (speech)
Wilson, Sloan “The Man in the Gray Flannel Suit”
Douglas, Frederick. “On Slavery and the Civil War”
Viewing:
Dear America: Letters Home from Viet Nam, HBO Documentary
East Meets West. (Charcoal, oil and oil crayons.) Herb Tauss, 1987.
Photos: Various War photographs
Political Cartoons
Assessments:
Quizzes on the following:
- Most readings to check for understanding and meaning of strategies.
- Vocabulary from readings
- Grammar, syntax, and elements of rhetoric to date (from warm-up exercises, syntax discussions, and/or
reading annotations)
Writer’s Notebook—You are to read the whole novel; however, you will write journals for six key stories that
you deem significant. Responses should be thoughtful including blended quotations from the text.
Group Discussion—Rhetorical Analysis of Film: Dear America: Form groups of four and discuss the impact of the
documentary on their reading of The Things They Carried. (Prewriting)
Timed Writing—Rhetorical Analysis: Using a passage from The Things They Carried, students will analyze the
rhetorical devices used to convey the character’s attitude.
Presentation—Thematic Song/Lyrics: After listening to various examples, students bring in songs that express the
theme of the unit. There should be a typed copy of the lyrics, notated for theme. Students should prepare a
brief two to three minute presentation of the song. Although it is not required to play the song, having it for all
to here will greatly enhance understanding and should serve to strengthen the song’s thematic connection.
Composition- Synthesis: After reading the effects of war in various texts, looking at various images of war, and
reading articles about the war in Afghanistan, synthesize all of the information and formulate your own
opinion about war. Substantiate your beliefs with quotes from at least three outside sources, using proper
MLA references. Remember to attribute both direct and indirect citations. Refer to the sources by authors’
last names or by titles. Avoid mere paraphrase or summary.
Unit Five: A Warped Society
Fourth Quarter: March to May
Argumentative/ Synthesis Writing
Close-readings:
Cannon, Carl. “Honey, I Warped the Kids”
Excerpt from Fahrenheit 451 “The Hearth and the Salamander” Beatty’s “speech”
Kozol, Jonathan “The Human Cost of an Illiterate Society”
Leonard, John. “Why Blame TV”
MacNeil, Robert. “The Trouble with Television”
Mirikitani, Janice. “Suicide Note” (poem)
Faulkner, William “A Rose for Emily”
Goodman, Ellen “We are losing our ability to be kind”
Kim, Sun Soon “I had spent my whole life building a dream that was destroyed in one night.”
McAllister, Ward. “Society as I Have Found It”
11
Teach. Learn. Serve. Soar.
Viewing:
“A Brief History of America” Clip from Bowling for Columbine (Michael Moore, documentary)
Assessments:
Quizzes on the following:
- Most readings to check for understanding and meaning of strategies.
- Vocabulary from readings
- Grammar, syntax, and elements of rhetoric to date
Daily Journals – On-going responses
Specific Journal Entry: Using Ellen Goodman’s article as a springboard, consider your situation in life. Do
you volunteer for any philanthropic organization? Do you support any worthwhile causes? Are you motivated
from personal desires to help others, or are you involved because of school or outside requirements?
Composition—In-Class Essay--Argumentation:
One of our greatest freedoms is the freedom of speech, yet we are increasingly becoming a society
of mutes, compromising our virtues behind a wall of silence. We need “a voice crying in the
wilderness; you must become that “voice in the wilderness:”- “Cry Out”
Choose a societal issue on which you feel you have been silent for far too long. Discuss your approval or
disapproval for how this issue is being supported or neglected or violated. Present your discussion from either a
local perspective or a national perspective and make reference to the perspective you choose in your essay. One
person’s right implies another person’s duty. Discuss which individuals or groups you feel are responsible for
supporting the right you selected.
Composition—In-Cass Essay: “Original” fairy tales, like those recorded by the Brothers Grimm, often contain
violence. Some literary critics and child psychologists believe these tales are good for children because they
address children’s real fears, feelings, and desires. Others argue that contemporary “sanitized” fairy tales still
convey the main themes of the tales and are far more appropriate for children. In a well-organized essay,
defend, challenge, or qualify the relationship between fairy tale violence and child psychology.
Composition-Synthesis: Ralph Waldo Emerson once wrote in one of his essays that he thought it amusing when a
man could wear an expensive wristwatch, but could not tell time by looking at the position of the sun in the sky.
All advances in technology come with positive and negative impacts. Some people believe all technologies are
negative; others see the development of technology as the answer to all of our problems.
Your assignment is to research the topic of technology integration into society. Then, in an essay that
synthesizes at least three of the sources for support, take a clear position on whether technology meets the needs
of a changing world or smothers basic intellectual needs and ideas.
If there are any questions or concerns, I can be reached at 334-260-8182. You may also email me at
katheryn.white@mps.k12.al.us at any time. I will do my best to respond as soon as I get your email.
Please Note: If there is an objection regarding the content of any text/.novel/movie we are using, please submitt a
statement regarding the issue to your teacher. This statement should be in the form of a typed letter signed by your
parent(s) or legal guardian(s). At that time, another equivalent (level of difficulty) selection will be issued.
Disclaimer: All items on this syllabus are tentative. That means any of them may be changed or omitted at any time due to unforeseen interruptions or time constrains.
12
Teach. Learn. Serve. Soar.
AP Language Performance Contract/ Mrs. White
Advanced Placement English Language and Composition Performance Contract 2012-2013
The success in our AP English Language and Composition course depends on all of us meeting our responsibilities. This is
a rigorous, college-level course you are challenging yourself to conquer in high school. Though your decision is one I
respect, it is also one I am requiring you to think carefully about. This is a demanding course that can entail a
considerable amount of time and effort. Please read and sign this performance contract. It is also required that your
parent/guardian do the same. I will need it returned to me by Friday.
As a student enrolled in AP English Language and Composition, I agree to:
1. Complete all summer work as assigned.
2. Complete all assigned reading and writing by assigned due dates.
3. Understand that no late work is accepted.
4. Attend class punctually and regularly.
5. Follow requirements as set forth by the daily agenda.
6. Intellectually engage with material while seeking a better understanding of said material.
7. Fully participate in class discussions as both an active listener and an active speaker.
8. Respect a variety of viewpoints. No form of disrespect will be tolerated.
9. Continually strive to improve my skills in writing, critical thinking and critical reading.
10. Ask for help when assistance is needed understanding assignments or successfully completing them.
11. Seek outside help if my performance falls below acceptable standards.
12. Understand that a portion of the class will be devoted to test preparation: it is not uncommon to be writing in class essays.
13. Strive to take the AP English Language and Composition exam in May, 2015.
14. Recognize that not meeting course requirements may result in my being dropped from the course.
15. Act in a mature manner appropriate for a college-level course.
16. Commit to academic integrity, accept that plagiarism will not be tolerated and has serious consequences.
17. Accept that an A in this course is not as easy to earn as an A in previous English courses, including honors. The rubrics
used in this course are college board rubrics, which are rigorous and require critical and original thought to reach the A range.
_____________________________________
Student name (please print)
_____________________________________
Student signature
Student email: ________________________________________________________________________
As a parent/guardian with a student enrolled in AP English Language and Composition, I agree to:
1. Recognize that my child has elected to take a college level course offered at Park Crossing HS which can require
more commitment than other courses.
2. Support my child to complete course work on time, and recognize that no late work is accepted.
3. Support my child to attend class punctually and regularly.
4. Recognize the class may be time consuming.
___________________________________
Parent name (please print)
______________________________________
Parent signature
Parent email/ contact number:____________________________________________________________________
As the AP English Language and Composition instructor, I agree to:
1. Provide a curriculum that is rich and challenging.
2. Provide a variety of writing assignments that will prepare students for the type of writing expected at
colleges/universities.
3. Evaluate student writing with the AP rubric and provide opportunities for individual conferencing.
4. Assist students with college and scholarship essays, and write letters of recommendation for students who meet the
standards sent forth on this contract
5. Conduct class discussions that require higher level thinking skills.
6. Treat students with dignity, respect, kindness and fairness.
7. Be available during and after school (by appointment) for students who request extra support.
8. Drop students who are not meeting course requirements.
Thank you,
13