AP English Language and Composition Non-fiction Book Project 2013-2014
Choose a book-length work of non-fiction commensurate with the reading level and complexity of this course. This book must make an
argument. It may also be an essay compilation by a single author, or a compilation of essays on a single subject, that make arguments.
Please allow me to approve your book.
Rhetorical Analysis Essay: Write an on-demand essay analyzing your author’s use of evidence and rhetorical strategies to achieve
a purpose. If you have read many essays by various authors on a single topic, compare two or more author’s strategies. Prepare any
notes, quotations, and outlines ahead of time. Make sure you can clarify a claim made by your author and can vividly describe how your
author conveys that claim to a particular audience before you come to class on the due date. Consider that the audience has not read
your book, but is familiar with rhetorical strategies and non-fiction generally. 100 points
Rubric: AP English Scoring Guide
Visual presentation: Create a photo essay that presents your author’s argument and then applies it to our lives. Clearly show
whether you agree, disagree, or want to qualify your author’s argument by presenting and analyzing evidence from your experience,
readings, and/or observations and applying it to YOUR argument. Essentially, have a conversation with your book.
You may use any electronic medium you’d like, like Animoto or Microsoft’s Photo Story 3, PowerPoint, Prezi , iMovie or whatever else
you can find. iPads have Explain Everything, Voice Thread and a million others, too. Use only graphics, captions, and your pre-recorded
voice. Music is optional. Also, taking your own photos is an excellent way to enhance this project. If you would also like to include an
evaluation of the argument, you may, but it is also not required.
The audience is our class, so prepare any needed background information as would make a typical AP Language student able to
understand the argument your author makes.
Your photo essay must be entirely prepared and ready to present on your assigned due date.
Cite all sources, including images. You have ten-minutes maximum, so make each photo and word count. You must use at least fifteen
images.
Be sure to carve out time to use a computer for this assignment. Bring your project on a flash drive or save it to DropBox, your
OneDrive, Google Drive – or just email it to me – before the due date. If you have it on an iPhone or iPad, you can mirror it. 100 points
Rubric: See below
Notes on use of evidence: Make sure your evidence is specific, from a wide array of sources and genres, and its connection to
your argument carefully explained. PEEL your paragraphs as you create your narration just like when you write them. Prepare your
script ahead of recording, and check that each part is connected to your purpose, provides evidence and explanations, as well as links to
the larger, universal ideas you are proving. See the attached essay for a simplistic example of evidence supporting a claim.
AP Language Rhetorical Analysis Scoring Guide
9-8: A superior paper
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Focuses entirely on the prompt
Includes a clear, thoughtful, highly effective thesis
Is clear, logical and purposeful in its organization/structure
Contains specific evidence (also called concrete detail or fact) that is carefully chosen and effectively supports the thesis, mostly through use of direct quotations
Includes evidence (quotes or paraphrase) that is effectively introduced and properly cited
Uses commentary (also called analysis) that is deep, complex and demonstrates insightful, thorough understanding; commentary explains and analyzes the evidence.
No summarizing in commentary.
Contains ideas that are original and creative, and demonstrates critical thinking
Has few, if any, errors in grammar, sentence structure, punctuation, spelling
Uses vocabulary, word choice, and language that are precise, powerful, mature, and not repetitive (uses formal academic language)
Words used to describe this paper might be: far above average, masterly, sophisticated, superb, complex, consistent, specific, analytical, well-supported
7-6: A strong paper
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Focuses mainly on the prompt
Includes a clear and effective thesis
Is clear and logical in its organization/structure
Contains evidence (also called concrete detail or fact) that effectively supports the thesis, mostly through use of direct quotations
Includes evidence (quote or paraphrase) that is introduced and properly cited
Uses commentary (also called analysis) that demonstrates thoughtful understanding; commentary explains and analyzes the evidence. No summarizing in
commentary.
Contains some ideas that are original and creative, and demonstrates some critical thinking
May contain some errors in grammar, sentence structure, punctuation, spelling, but errors do not interfere with the reader’s understanding
Uses vocabulary, word choice, and language that are appropriate, mature, and not repetitive (uses academic language)
Words used to describe this paper might be: above average, well-written, strong, promising, maturing, commendable, thought-provoking, engaging
5: An adequate paper
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Focuses mostly on the prompt
Includes a thesis, although it may be generic or simplistic
Is basic and predictable in its organization, and may lack one or more elements of essay structure
Contains evidence (also called concrete detail or fact) that generally supports the thesis, and uses some direct quotations
Includes evidence (quote or paraphrase) that is usually introduced and cited
Uses commentary (also called analysis) that demonstrates some understanding; commentary relates to the evidence, but may be inconsistent or limited. Might include
too much summary or too little analysis.
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Needs more creativity or original thinking; clichéd
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May contain errors in grammar, sentence structure, punctuation, spelling, that may interfere with the reader’s understanding
Uses vocabulary, word choice, and language that are generally appropriate, mature, and not repetitive (uses academic language)
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Words used to describe this paper might be: average, superficial, mechanical, vague, basic, predictable, shallow, sufficient, simplistic, safe, plastic, generic
4-3: An underdeveloped paper
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May show promise, but more development is neededMay not adequately address the prompt
May include a thesis, but it is weak and underdeveloped
Lacks consistent organization/ structure, and may be illogical, hard to follow, or unclear
Contains little if any evidence; evidence may not directly relate to thesis or prompt; evidence is not specific or effective
Evidence may not be introduced or cited correctly
Uses misguided and/or oversimplified commentary that may repeat or restate the obvious; lacks understanding; commentary is weak and may confuse summary for
analysis
Limited creativity or original thinking
Contains too many errors in grammar, sentence structure, punctuation, spelling, which might interfere with the reader’s understanding
Uses elementary vocabulary, poor word choice, and language that is generally inappropriate, immature, or repetitive (uses slang or informal Language)
Words used to describe this paper might be: below average, repetitive, random, unclear, choppy, disorganized, needs revision, weak, uninteresting
2-1: These essays contain all the weakness of essays in the 4-3 range and are also unacceptably brief or incomplete. They are poorly written on several counts, including many
distracting errors in grammar, punctuation and spelling. Although the writer may have made some effort to respond to the prompt, the views presented have little clarity or
coherence.
Photo Essay
Scoring Guide
Images
Narration
Overall Content:
the author’s
argument
Effective (100-94)
The images are
relevant, organized
and work to enhance
the audience's
understanding of the
argument made by the
author. There are at
least 15 images.
The narration is
carefully organized
and executed to
skillfully make the
argument of the
author. The diction
and syntax is
thoughtful and
effective.
The images and
narration work
together to effectively
convey the argument
of the author to the
audience.
Adequate (93-85)
The images are
relevant, organized
and work to
supplement the
audience's
understanding of the
argument made by the
author. There are at
least 15 images.
The narration is
organized and
executed to make the
argument of the
author. The diction
and syntax is adequate
to the task.
Inadequate (84-78)
The images are less
relevant; less
organized and do little
to enhance the
audience's
understanding of the
argument made by the
author. There are less
than 15 images.
The narration reflects
little organization and
only hints at the
argument of the
author. The diction is
imprecise or overly
general.
Poor /Missing (77-0)
The images are
irrelevant, disorganized
and do little to
enhance the
audience's
understanding of the
argument made by the
author. There are less
than 15 images.
The narration is overly
general or missing.
The diction and syntax
is hard to understand.
The images and
narration work
together to adequately
convey the argument
of the author to the
audience.
The images and
narration work
together to
inadequately convey
the argument of the
author to the
audience.
The evidence or
explanations used may
be inappropriate,
insufficient, or
unconvincing.
The images and
narration do little to
convey the argument
of the author to the
audience.
Overall Content:
your argument
The evidence and
explanations used are
appropriate and
convincing, and the
argument is especially
coherent and well
developed.
The evidence and
explanations used are
appropriate and
sufficient, and the
argument is coherent
and adequately
developed.
Implementation
Presentation is
immediately accessible
when student is called
on to present.
Presentation takes the
right amount of time
for the content, but
does not go over ten
minutes.
Student applies
argument or different
situations, making it
relevant to our lives goes beyond the scope
of the book.
Presentation needs
"help" before it is
ready to go, but causes
little or no delay.
Presentation take the
right amount of time
for the content, but
may go over time limit.
Presentation is not in a
suitable format and
must be fixed before
presented at a later
date. Presentation is
markedly too short or
too long for content.
Presentation is
unavailable when
student is called on to
present.
Student applies the
argument to our lives
but does so in a less
than convincing way.
Student applies the
argument to our lives
erroneously.
Missing
Student adds music or
other media elements
that enhance the
presentation.
Student takes photos
themselves
Student is also able to
evaluate the
soundness of the
argument
Student does
something surprising
and wonderful and
unexpected
Synthesis
Extras (all good
and worth extra
credit)
Argument is missing or
off topic.
Taking the definition of capacity in its purest form – that is “ability”, certainly, I agree that
some extreme forms of entertainment have the capacity to “ruin”. However, in most instances of
“risky” books, movies, and plays – entertainment (conservatively seen as condemnable) has
something to offer beyond the cover, that most people are not willing to look for.
Two nights ago I left my house feeling guilty for lying to my church-going, Republicanvoting, 81 year old grandmother about my final destination that night, which was in fact the
Broadway Production of The Full Monty, a play commonly mis-viewed as a “strip show,” and one she
would have never let me attend, being a 17 year old “Southern Belle.” However, upon arriving to a
half-empty theater (obviously others in the Bible Belt shared my grandmother’s view) I began
looking deeper into the story of The Full Monty + I realized it was not about stripping at all, but
rather, a group of men doing what was necessary to keep wives, pay rent, please their children, and
provide for their familie enough the “nakedness” of some of the preformers may mislead people
into contempt for the theater, it is shows like The Full Monty that open our eyes to reality, and do
not “ruin” it, but rather embrace it + provide hope for all people in similar situations.
Similarly, I books, such as the once-banned Adventures of Huckelberry Finn, we find great
relationships between blacks + whites, discover the harsh reality of a black man’s life in the 1960’s
+ also watch a white boy grow from a “hater into a lover.” That is those of us who choose to look
beyond the commonly viewed destructive word :“nigger” see the underlying message Mark Twain
conveyed + why he wrote using the language he did. Though some still view Twain’s work as
destructive to society, and neglect to see Huck’s evolution in the book – I view it as an “eye
opener” and an irreplacable classic.
And lastly - the movies. In all of movie history people have debated what is and isn’t
released on the big screen from the smoke of John Wayne’s gun to the “greusome” shower murder
in Alfred Hichcock’s acclaimed film Psycho – directors and writer’s have brought imagination, as
well as realism to the public. Some embrace it with open arms, finding beatuy in stories such as “A
Beautiful Life”, the story of an Italian man and his son finding the beauty in the midst of the
horrific Holocaust. Others see it as outrageous and inappropriate for the general public. The list
of movies such as these could go on forever, but as the cliché goes beauty is in the eye of the
beholder.
And so it is with all entertainment, be it film, books, plays, or even true life – there is beauty in
all, it just needs to be found + as far as I’m concerned – “The show must go on.”