AP Language and Composition
T. Strickland
2015-2016 Course Syllabus
Term 2
Course Description
The purpose of this course is to introduce students to a wide variety of college-level reading, writing, and analysis.
Students are to be aware of the rigorous nature of an AP English course; reading and writing assignments will be
extensive and frequent. It is common to be working on two or three different assignments at once. Deep
thoughtfulness, analysis, effort, and regular attendance are expected and required for success in this course. This
is a college-level course, and I expect that students who take this course will reflect respect for the teacher, the
course, and other students. Additionally, do not assume that high grades received in previous upper-caliber
classes will guarantee an A in this class; a strong work ethic and a commitment to growing as a learner is
necessary. Students should expect a challenging workload including daily readings, written responses, long-term
reading and writing assignments, projects that develop comprehension of required concepts and skills, and in-class
discussions concerning author’s purpose, usage of resources of language, tone, and awareness of audience.
This course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and
rhetorical contexts. Through reading selected works, students’ writing and reading should make them aware of
the interactions among a writer’s purposes, audience expectations, and subjects as well as how generic
conventions and resources of language contribute to the effectiveness of writing. Much of class discussions and
activities will focus on the author’s technique, meaning, and expression of ideas. All required readings promote
student awareness of writers’ rhetorical choice, purpose, and audience awareness. Students are expected to have
a firm knowledge of grammar, syntax, and paragraph structures taught in previous English classes as an effort to
build upon and strengthen prior knowledge to reach a more complex understanding of the effect of language on a
piece of writing. Most of our readings will be from that of the nonfiction genre; however, we will study literature
from various time periods and genres.
Advanced Placement Curriculum Requirements
The College Board outlines the following curricular requirements for a course to be designated as Advanced
Placement:
C1. The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and
argumentative essays) about a variety of subjects.
C2. The course requires students to write essays that proceed through several stages or drafts, with revision aided
by teacher and peers.
C3. The course requires students to write in informal contexts (e.g., journal keeping, collaborative writing, and inclass responses) designed to help them become increasingly aware of themselves as writers and of the techniques
employed by the writers they read.
C4. The course requires expository, analytical, and argumentative writing assignments that are based on readings
representing a wide variety of prose styles and genres.
C5. The course requires nonfiction readings (e.g., essays, journalism, political writing, autobiographies/biographies,
diaries, history, and criticism) that are selected to give students opportunities to identify and explain an author’s
use of rhetorical strategies and techniques. When fiction and poetry are assigned, their main purpose should be to
help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.
C6. The course teaches students to analyze how graphics and visual images both relate to written texts and serve
as alternative forms of text themselves.
C7. The course teaches such research skills as the ability to evaluate, use, and cite primary and secondary sources.
The course assigns 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 analysis and
synthesis of ideas from an array of sources.
C8. The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language
Association, The Chicago Manual of Style).
C9.
The AP teacher provides instruction and feedback on students’ writing assignments, both before and after
students revise their work, that helps the students develop these skills:
a.
A wide-ranging vocabulary used appropriately and effectively
b.
A variety of sentence structures, including appropriate use of subordination and coordination
c.
Logical organization, enhanced by specific techniques to increase coherence, such as repetition,
transitions, and emphasis
d.
A balance of generalization and specific, illustrative detail
e.
An effective use of rhetoric, including controlling tone, establishing and maintaining voice, an achieving
appropriate emphasis through diction and sentence structure.
Student Evaluation
Students’ grades will come from objective tests, major compositions, weekly quizzes, daily practice assignments,
major projects, and other activities completed both in and out of class. A student’s average will be derived from
the following:
•
55%
Tests—unit tests, final compositions, major projects
•
35%
Daily—quizzes, practice assignments, homework, composition drafts
•
10%
Term Exam
In compliance with the Biloxi Public School District policy, grades for this course will be awarded as follows.
•
A = 100-90
•
B = 89-80
•
C = 79-70
•
D = 69-65
•
F = 64 and below
As this is a college level class, late work will not be accepted.
Retest policy- To retest, students must successfully complete a remediation assignment (including after school
tutoring) and retest within 10 days of receiving his or her score on the original test. If, at the teacher's discretion, a
student does not put forth sufficient effort on the original test (turns test in after a very short length of time, does
not appear to have worked through EACH question thoroughly and/or to the best of the student's ability), the
teacher may elect to not allow the student to reteach/retest. All daily/missed work relating to the test must be
complete before the retesting process may begin.
Unit 3: Argumentation, Advertisement, and Pop Culture
Within this unit, students will explore argumentation in various genres and modes. Students will explore the role
of popular culture within modern society and make connections back to historical events. The readings of this unit
will engage students in the art of persuasion. For instance, while studying The Crucible, several New York Times
articles written about the play will be read, discussed, and analyzed. Students will be required to identify the
rhetorical elements of each piece as well as explicate their own role in the effectiveness of the argument. Students
will encounter the various techniques and approaches to constructing an argumentative essay.
A close examination of ads and political propaganda will allow students to examine the effectiveness of rhetorical
devices. Students will also create ads of their own, which will reflect rhetorical strategies. They will view a series
of ads for analysis and will compose an analytical essay juxtaposing these ads and the overall effectiveness. They
will also write an argumentative essay that persuades the class to purchase a certain item. Furthermore, much of
this unit will focus on understanding cause and effect; developing specific causal claims; understanding and using
warrants; developing relationships among claims, supporting reasons, warrants and evidence; figurative language
and argument; and a variety of sentence structures.
At the end of the unit, the students will compose a persuasive and/or synthesis essay timed writing. The essay will
be the humorist prompt released from the College Board. Students, however, will be guided through this writing
step by step as they compose the various parts of the essay.
Some of the readings and assignments for this unit are the following:
•
•
•
•
•
•
•
•
•
•
•
Arthur Miller, The Crucible
Marie Winn, “Television: The Plug in Drug” and other pop culture passages
2012 Electoral Campaign
Sports Illustrated, "Little Sister, Big Hit" and various other advertisements (visual aids)
Various articles related to The Crucible from the New York Times
Jonathan Swift, "A Modest Proposal"
Examination of templates from They Say, I Say
Close examination of commercials and product assignment
Continuous argumentative/rhetorical essay practice
Advertising synthesis prompt
Argumentation 2009 prompt
Unit 4: Synthesis and Practicality
The unit will focus primarily on synthesisizing resources. Students will be introduced to practical ways to use a
synthesis (i.e. making decisions to by a car, college to attend). Students will also have the opportunity to create a
resume and personal statement that will aid them in future endeavors.
The students will complete an synthesis timed writing essay. The essay will be the penny prompt released from
the College Board. Students will have the opportunity to draft, revise, and edit this essay after teacher and peer
feedback has been provided.
The readings for this unit are the following:
•
Chapter 3 from The Language of Composition
•
Success Project
•
Synthesis practice (continuous argumentative/rhetorical essay practice)
•
Room for Debate: Research and Synthesis Project
See class calendar for specific due dates/assignments.