CR=Curricular
Requirements
Advanced Placement English Language and Composition
Instructor Buckley, Room 307
Email: mbuckley@loudoun.gov
Office Hours: 8:00-8:40, by appointment only
I. COURSE DESCRIPTION:
In conjunction with the College Board AP Language Course Description, AP English Language and
CR 1-The teacher
Composition engages students in becoming skilled readers of prose written in a variety of periods,
has read the most
disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes.
recent AP Eng.
Their writing, their reading, and their visuals (photographs, films, advertisements, comic strips, and
Course Description
music videos) should make students aware of the interactions among a writer’s purposes, audience
expectations, and subjects. Furthermore, the writing and reading allows students to recognize generic
CR7-Analyze
conventions and how the resources of language contribute to effectiveness in writing. Students develop
graphics and
research skills that enable students to evaluate, use, and cite source material. (CR 1)
visual images
CR10-AP teacher
communicates
and enforces
skills
II. GOALS:
Students (with the instructor’s assistance) should be able to do the following:
A. Analyze and interpret samples of good writing and visuals, identifying and explaining an author’s use of
CR5rhetorical strategies and techniques
Expository,
B. Apply effective strategies and techniques in their own writings (peer review and writing workshops)
analytical, and
argumentative
C. Create and sustain arguments based on readings, research, and/or personal experience
writing from
D. Demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own
various genres
writings
E. Write in a variety of genres and contexts, both formal and informal (journal writing and imitation exercises),
CR4-Informal
employing appropriate conventions
writing
F. Produce expository and argumentative compositions that introduce a complex central idea and develop it
with appropriate, specific evidence, cogent explanations, and clear transitions
CR3-Writing
G.
Move effectively through the stages of the writing process, with careful attention to inquiry and research,
in stages
drafting, revising, editing, and review.
H. Develop a wide-ranging vocabulary to appropriately and effectively write prose
I. Incorporate a variety of sentence structures, including appropriate use of subordination and coordination
CR10-AP teacher
communicates
J. Develop a logical organization, enhanced by specific techniques to increase coherence, such as repetition and
and enforces
transitions
skills
K. Emphasize a balance of generalizations and specific illustrative detail
L. Establish an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and
achieving appropriate emphasis through diction and sentence structure
CR8Research
M. Recognize language’s power to exploit and abuse along with its power to inform and inspire
skills
N. Develop research skills in order to evaluate, use and cite primary and secondary sources; this research allows
students to present an argument (demonstrating analysis and synthesis of the material)
CR9-Cite
III.
COURSE CONTENT:
sources
Students will demonstrate competency in writing college level essays using the following methods:
A. Example
B. Classification/Division
C. Process
CR2-Write in
D. Definition
several forms
E. Cause and Effect
F. Argumentation/Persuasion
CR5Expository,
G. Comparison and Contrast
analytical, and
H. Description
argumentative
I. Analysis of Literature
writing from
various genres
J. Personal Writing
K. Research
L. College Essay
IV. MATERIAL:
CR9-Cite
Cooley, Thomas. The Norton Sampler: Short Essays for Composition. New York: W.W. Norton &
sources
Company Inc., 2003.
1
CR6Nonfiction
readings
CR7-Analyze
graphics and
visual images
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th Edition. New York:
MLA, 2003. (A recommended college English companion)
Glaser, Joe. Understanding Style: Practical Ways to Improve your Writing. New York: Oxford
University Press, 1999.
Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. 9th Edition. New
York: Bedford/St. Martin’s Press, 2006.
(Various Novels)
V. SPECIAL REQUIREMENTS:
Journal Notebook (MEAD Composition Book)
A notebook (with pockets) for English assignments and materials
A three-ring binder for a writing portfolio (to be submitted at the conclusion of the marking period)
Two 3 x 5 disks or a Flash Drive
Index Cards
VI. Submission of Papers:
-Typed in 12 point font
-Double spaced
-On one side of 8.5 x 11 inch white paper
-Stapled in the upper left-hand corner
-Contain your name, course, and the date in the upper left-hand corner of the first page only (single spaced)
-Contain all work, including pre-writings, outlines, rough drafts, and a final copy in chronological order, with
pre-writing on the bottom and the final copy on the top
PLAGIARISM:
Any student found to be cheating on an assignment will receive a grade of zero for that assignment with no
opportunity to make it up. Cheating includes:
1. Giving or receiving information pertaining to tests, and
2. Plagiarizing, which is defined as taking and using, as one’s own the writing or ideas of another.
VII. HOMEWORK, MAKEUP WORK, GRADES, AND TARDY POLICIES
HOMEWORK: Homework will be evaluated! All homework must be completed on time. If a student
misses class with an excused absence, he/ she will have until the next class block to make up work. No credit
will be given for work due if the student has an unexcused absence. Essays submitted late will be accepted
until the Unit Test. Late compositions will suffer a ten-point (10) deduction for each day the paper is late.
Assignments are expected to be on time, legible, complete, and finished in a manner that reflects
thoughtful consideration of the assignments. If you miss a quiz or a test on the day of your absence, you have
one additional class block to make it up (unless you and I come to some alternate agreement). All projects
must be submitted on time.
The English marking period grade is based on the point system. The number of points earned during the
nine weeks is totaled and divided by the potential number of points to arrive at a percentage. Students will
receive class participation points. These points are added at the end of the nine-week period. The following
grading scale is used:
A+= 100, 99, 98
A= 97, 96, 95,94, 93
B+= 92, 91, 90
B=89, 88, 87, 86, 85
C+= 84, 83, 82
C=81, 80, 79, 78,77
D+=76, 75,74
D=73, 72, 71, 70
F=69 and below
The final grade for the year is determined by averaging the four marking period grades and the semester exams.
Each student will receive three hallway passes per marking period. If a student has not used any of his/
her passes in one marking period or arrived tardy, he/ she will receive 5 extra credit points for that marking
period. Valuable Tip: These extra points can sometimes improve a student's letter grade at the end of the
marking period.
Heritage Tardy Policy
2
1st Tardy
2nd Tardy
3rd Tardy
4th Tardy
5th Tardy
Additional
Warning
Parent Contact
3 Days of Lunch Detention (to be served within one week)
Refer to administer for ISR/Friday or Saturday School
Refer to administer for ISR
Refer to administer for disciplinary action
VIII. CLASSROOM RULES FOR A POSITIVE LEARNING ENVIRONMENT:
1. Be on time. Students are expected to be in their seats ready to begin work at the end of the six-minute passing
period. Students are expected to stay in their assigned seats during instructional time. In addition, use the
lavatory between classes and sharpen pencils before class begins.
2. Bring all necessary English materials with you to class (books, notebooks, extra pen and/ or pencil).
3. We will follow all school rules as stated in your student handbook (and agenda). This includes the policies on
tardies, the honor code, make-up work, etc.
4. Book covers are recommended for all English textbooks.
5. Keep an open mind and have a sense of humor.
6. Always use appropriate language in the classroom; remember your audience. Students complete ten pushups/expletives that are verbalized. This deters further discipline action. 
7. Remember the Mutual Respect Principle: The teacher has the right to teach; the student has the right to learn.
No one should interfere with these rights.
AP English Exam Results for 2004
Language and Composition:
Total Number Completed Exam=198, 350
Mean Score: 2.85
(A score of 3 or higher: 115, 616 @ 58.2%)
8.7%=5
17.8%=4
31.7%=3
33.0%=2
8.8%=1
Literature and Composition:
Total Number Completed Exam=239, 493
Mean Score: 2.97
(A score of 3 or higher: 155, 405 @ 64.9%)
9.2%=5
Juniors enrolled in AP Language & Composition are required
21.3%=4
to enroll in AP Literature during their senior year.
34.3%=3
Seniors enrolled in both AP Literature and AP Language will
27.4%=2
complete one of the two courses as an elective.
7.7%=1
438, 007 Completed Both Exams
All students will take the AP English Language and Composition Examination on Wednesday, May 16, 2007.
All reading and vocabulary exercises are to be completed before
the day for which they are assigned. No late portfolios will be
AP English Language and Composition Outline
accepted. Students are expected to complete two 40-minute timed
Instructor Buckley
writing assignments at home. Maintain the Honor Code!
1st Semester & 2nd Semester
Norton=The Norton Sampler
Bedford=The Bedford Reader
Under=Understanding Style: Practical Ways to Improve Your Writing
SSR-Sustained Silent Reading
3
College Board Curricular Requirements (CR)
CR1. The teacher has read the most recent AP English Course Description, available as a free download on the AP
English Language and Composition Course Home Page.
AP English Language and Composition Course Home Page
CR2. The course teaches and 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, personal experiences).
CR3. The course requires students to write essays that proceed through several stages or drafts, with revision aided
by teacher and peers.
CR4. 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 of the techniques employed by the writers they read.
CR5. The course requires expository, analytical, and argumentative writing assignments that are based on readings
representing a wide variety of prose styles and genres.
CR6. 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
identify and explain an author's use of rhetorical strategies and 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. (Note: The College Board does not mandate any particular authors or reading list, but
representative authors are cited in the AP English Course Description.)
CR7. The course teaches students to analyze how graphics and visual images both relate to written texts and serve as
alternative forms of text themselves.
CR8. The course teaches research skills, and in particular, 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.
CR9. The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language
Association, The Chicago Manual of Style, etc.).
CR10. 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 these skills:
-A wide-ranging vocabulary used appropriately and effectively
-A variety of sentence structures, including appropriate use of subordination and coordination
-Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions,
and emphasis
-A balance of generalization and specific, illustrative detail
-An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving
appropriate emphasis through diction and sentence structure
1st Semester Schedule
Dates
Class
Assignments
(1st Semester)
9/5 & 9/6 (TW)
Introduction to Syllabus
Introduction Activity
Diagnostic Vocabulary & Writing
Research the cookie box
Resume/Survey of Skills Due 9/7 & 9/8
9/7 & 9/8
(RF)
Journal #1
Unit 1 Vocabulary (Check resume)
Notes, Norton
Synthesis EssaysExample
are highlighted
in red.
All Seven Deadly Sins Committed…
Shopping Center Assign. p.105 #1
9/11 & 9/12
(MT)
Journal #2
Grade Unit 1 Vocabulary, Collect TW
AP Practice Test
Summer Reading Analysis
Read Voices You Want to Listen Ch. 1 Under
Unit 1 Vocabulary
Timed Writing Assignment:
“Voice mail is a great convenience
(or a great inconvenience) for the caller”
Two Letters of Recommendation Due 9/19 & 9/20
The Invisible Flying Cat p.106 Norton
English is a Crazy Language p. 110 Norton
Jazz: Music Beyond Time and Nations p. 116 Norton
4
Journal #3
Rhetorical Devices-Literary Terms
Jigsaw Activity w/Nonfiction Selections
Analyzing Cartoons for Examples
Peer Review (Practice AP)
Journal #4
SSR, Collect TW
Unit 1 VCB Quiz
Rhetorical Devices-Literary Terms
Visual Representations of Example
Timed Writing Assignment: “People one comes to admire
don’t always at first seem likable.”
Generalizations Activity
Homeward Bound p. 123 Norton
Unit 1 VCB Quiz
Timed Writing Assignment: “Certain song lyrics, closely
inspected, promote violence.”
Commercial Analysis Assignment
Homelessness p. 195 Bedford
Homelessness p. 200 Bedford
Test: Ch. 1 Voices You Want to Listen…9/19 & 9/20
9/19 & 9/20
(TW)
Journal #5
Test: Ch. 1 Voices You Want to Listen…
Unit 2 VCB
Homelessness Analysis
Black Men and Public Spaces p. 205
Bedford
Read Voices to Shun Ch. 2 Under
9/21 & 9/22
(RF)
Journal #6
Peer Review (Lyrics or Likeable)
Signs p. 219 Bedford
Signs Language Activity p. 224
Journal #7
Illustrations of Road Signs/Symbolism
Rhetorical Devices-Literary Terms
Group Assignment: Articles on Rhetoric
Two Letters of Recommendation Due 9/25 & 9/26
Journal #8
SSR, Collect TW
Unit 2 VCB Quiz
Group Presentations: Articles on Rhetoric
Journal #9
Unit 3 VCB
Timed Writing: Ties That Bind
Reviewing Scored Essay (Examples)
Visual Examples from Amy Tan
Family Rhetoric: Observe family’s rhetorical devices
Due 10/3 & 10/4
10/3 & 10/4
(TW)
Journal #10
Test: Ch. 2 Voices to Shun
Collect Synthesis Essay
Discuss Per. Narrative (College Essay)
Complete Personal Narrative
Example Essay Test on 10/5 & 10/6
Read Two Widespread Problems: Overwriting and
Underwriting Ch. 3 Under
Dates
Class
Assignments
10/5 & 10/6
(RF)
10/9- Holiday
10/10 & 10/11
(TW)
Journal # 11
Review Example & Rhetorical Devices
Example Test (Essay & Multiple Choice)
Journal #12
Collect TW
Rhetorical Devices-Literary Terms
Description Notes & Activity
Journal #13
SSR
Unit 3 VCB Quiz
CL Web Activity-Description Activity
Arm Wrestling with My Father p. 144
Bedford
Read Description p. 21-25 Norton
Timed Writing: Write a description about your first day
of school.
Read The Miss Dennis School of Writing p. 28 Norton
A View From the Bridge p. 37 Norton
Unit 3 VCB Quiz
9/13 & 9/14
(WR)
9/15 & 9/18
(FM)
9/25 & 9/26
(MT)
9/27& 9/28
(WR)
9/29 & 10/2
(FM)
10/12 & 10/13
(RF)
Complete Unit 2 VCB
Prepare Rhetoric Presentations
Timed Writing Assignment: “Certain machines do have
personalities.”
Unit 2 VCB Quiz
Test: Ch. 2 Voices to Shun 10/3 & 10/4
Synthesis Essay: Political Letter with Sources
Complete Unit 3 VCB
Read No Rainbows, No Roses p. 42 Norton
No Wonder They Call Me a Bitch p. 47 Norton
Timed Writing: Write about a time when you delivered
good (or bad) news.
5
10/16 & 10/17
(MT)
10/18 & 10/19
(WR)
10/20 & 10/23
(FM)
10/24 & 10/25
(TW)
10/26 & 10/27
(RF)
10/30 & 10/31
(MT)
11/1 & 11/2
(WR)
11/3 Q1 Ends
11/3 & 11/8
(FW)
11/6&7
Student Holiday
11/9 & 11/10
(RF)
11/13 & 11/14
(MT)
Journal #14
Collect TW
Unit 4 VCB
Practice AP Exam
Journal #15
Peer Review (Practice AP)
Jigsaw Activity w/Description Readings
Journal #16
SSR, Collect TW
Description through Illustrations & Media
Journal #17
Test: Ch. 3 Two Widespread Problems
Start HW Readings
Journal #18
Unit 4 VCB Quiz
Multiple Choice Notes
Multiple Choice Questions
Narration Notes
Journal #19
Unit 5 VCB
Discussion of Narration/Description
Intr. Shawshank Redemption/Novella
Journal #20
Rhetorical Devices-Literary Terms
Description Activity w/Norton Stories
Journal #21
SSR
Narration Essay
Visual Description Examples
Journal #22
Unit 5 VCB Quiz
Discuss Shawshank, Character Sheet
Test: Ch. 4 Finding the Right Words
Champion of the World p. 88 Bedford
Journal #23
Unit 6 VCB
Shawshank Test
Narration Analysis
Grade A: The Market for a Yale Woman’s
Egg p. 114 Bedford
Shooting Dad p. 152 Bedford
Silent Dancing p. 162 Bedford
Fly-Fishing for Doctors p. 173 Bedford
Complete Unit 4 VCB
Timed Writing: Write about a time when you returned to
an old neighborhood or childhood spot.
Test: Ch. 3 Two Widespread Problems: 10/24 & 10/25
Read Narrative p. 54-57 Norton
Read The Ashen Guy: Lower Broadway, September 11, 2001
p. 60 Norton
Unit 4 VCB Quiz
Read Finding the Right Words Ch. 4 p. 61 Under
The Lion in Winter p. 65 Norton
The Back of the Bus p. 72 Norton
Personal Narrative p. 80
None of This is Fair p. 81 Norton
Frank Sinatra’s Gum p. 89 Norton
Read Shawshank Redemption
Complete Unit 5 VCB
Timed Writing: Write a narrative about a conflict or
contest you experienced.
Read Shawshank Redemption
Read Shawshank Redemption
Test: Ch. 4 Finding the Right Words 11/9 & 11/10
Unit 5 VCB Quiz
Fish Cheeks p. 94 Bedford
The Chase p. 99 Bedford
Indian Education p. 105 Bedford
Read & Study for Shawshank Redemption Test 11/13 & 11/14
Read Finding Fresh Words: Clichés, Usage, Quoting,
Figurative Language Ch. 5 p. 76 Under
Grammy Rewards p. 206 Norton
Body Imperfect p. 209 Norton
Complete Unit 6 VCB
11/15 & 11/16
(WR)
Journal #24
Compare and Contrast Notes
Practice AP Test
Watch Couric,Gibson, & Williams
Grant and Lee: A Study in Contrasts p. 212 Norton
Like Mexicans p. 218 Norton
Timed Writing: Compare and contrast two television news
commentators.
Dates
Class
Assignments
11/17 & 11/20
(FM)
Journal #25
Unit 6 VCB Quiz
Peer Review
Rhetorical Devices-Literary Terms
Compare/Contrast Nonfiction Selections
Thanksgiving Break
Read Gender in the Classroom p. 224 Norton
Remembering My Childhood on the Continent of Africa p.
233 Norton
11/22-11/24
Read The Places in Between-Steward or West of Kabul, East of New
York-
Test: Ch 5 Finding Fresh Words: Clichés, Usage, Quoting,
Figurative Language p. 76 Under on 11/28 & 11/29
Gobble Gobble 
11/21 & 11/27
(TM)
Watch Rhetorical Strategies
6
11/28 & 11/29
(TW)
11/30 & 12/1
(RF)
12/4 & 12/5
(MT)
12/6 & 12/7
(WR)
12/8 & 12/11
(FM)
12/12 & 12/13
(TW)
12/14 & 12/15
(RF)
Journal #26
SSR
Unit 7 VCB
Test: Ch 5 Finding Fresh Words: Clichés,
Usage, Quoting, Figurative Language p.
76 Under
Discuss Nonfiction Reading
Journal #27
Collect TW
Nonfiction Reading Essay-RD
Introduction Compare/Contrast
Neat People vs. Sloppy People p. 239
Bedford
Journal #28
Practice AP Test
Grant and Lee: A Study in Contrasts p.
258 Bedford
Compare/Contrast w/Bedford Selections
Journal #29
Test: Ch 6 Coherence: Fitting Sentences
Together
Peer Review
Journal #30
SSR, Collect TW
Unit 7 VCB Quiz
Size 6:The Western Women’s Harem
p.265 Bedford
Compare/Contrast Review Activity
Journal #31
Unit 8 VCB
Collect Synthesis TW
Test: Compare and Contrast
Journal #32
Peer Review of Synthesis TW
Notes: Cause and Effect
12/18 & 12/19
(MT)
Journal #33
Test: Ch 7 Assigning Emphasis
Group Activity: Cause/Effect Analysis
12/20 & 12/21
(WR)
Journal #34
SSR
Unit 8 VCB Quiz
A Giant Step p. 303 Norton
Practice Multiple Choice Questions
Winter Break
12/22-1/1
(F)
1/2 & 1/3
(TW)
1/4 & 1/5
(RF)
Journal #35
Rhetorical Devices-Literary Terms
Share Newspaper Reviews: C & E
Nonfiction Novel Discussions
Journal #36
Test: Ch 8 Controlling Rhythm
Jigsaw-Cause/Effect Analysis
Read Coherence: Fitting Sentences Together Ch. 6
p. 76 Under
Synthesis Timed Writing: Compare and contrast
musicians and their lyrics.
Complete Unit 7 VCB
Neat People vs. Sloppy People p. 239 Bedford
Batting Clean-Up and Striking Out p.245 Bedford
Remembering My Childhood on the Continent of Africa p.
250 Bedford
Test: Ch 6 Coherence: Fitting Sentences Together 12/6 12/7
Read Assigning Emphasis Ch.7 p. 111 Under
Timed Writing: Compare and contrast high school and
middle school.
Unit 7 VCB Quiz
Synthesis Timed Writing: Compare and contrast Western
and Eastern Women/Men (Note: utilize nonfiction reading
from Thanksgiving Break)
Compare /Contrast Test 12/12 & 12/13
Everyday Use p. 272 Bedford
Complete Unit 8 VCB
Climbing the Golden Arches p. 284 Norton
Prison Man Considers Turkey p. 290 Norton
Who Killed Easter Island? p.295 Norton
Test: Ch 7 Assigning Emphasis 12/18 & 12/19
Read Controlling Rhythm Ch. 8 p. 128 Under
Timed Writing: Explain the causes and effects of students’
pressured to succeed.
Unit 8 VCB Quiz
Timed Writing: Explain the causes and effects of television
on society.
The Wounds That Can’t Be Stitched Up p.309 Norton
Read The Kite Runner or Glass Castle
A Web of Brands p.440 Bedford
Live Free and Starve p.448 Bedford
Drugs p. 454 Bedford
Timed Writing on Novel-RD
Test: Ch 8 Controlling Rhythm 1/4 & 1/5
Read Ch. 9 Naming Definite Actors and Actions Ch. 9 p.
142 Under
Timed Writing: Explain the causes and effects of morality
in high school.
7
1/8 & 1/9
(MT)
Journal #37
Practice AP Test
Cause & Effect w/Media Illustrations
Read Ch. 10 Achieving Structural Variety p. 157 Under
Timed Writing: Explain the causes and effects of young
people conforming to peer’s standards.
Videotape p. 466 Bedford
Cause & Effect Activity
Test: Ch 9 Naming Definite Actors and Actions p. 142
1/10 & 1/11
(WR)
Journal #38
SSR
Safe-Sex Lies p. 459 Bedford
Multiple Choice Questions
Dates
Class
Assignments
1/12 & 1/16
(FT)
Read Ch. 10 Test: Ch.10 Achieving Structural Variety
Under
Timed Writing: Explain the causes and effects of
competitive sports in high school.
Timed Writing: Explain the causes and effects of underage
drinking.
1/22, 1/23, 1/24,
1/25
1/19 & 1/22
(FM)
Journal #39
Test: Ch 9 Naming Definite Actors and
Actions p. 142
Cause/Effect Activity
Journal #40
Collect TW
Multiple Choice Questions
Midterm Review
Exam Days, ½ Day Schedule
Early Dismissal 1:30
Midterm Review
(VCB 1-8)
1/25 Q2 Ends
1/26 Student Holiday
1/17 & 1/18
(WR)
Study for your Exams 
8
2nd Semester, AP Language and Composition Syllabus 2007
Dates
Class
Assignments (2nd Semester)
1/30 & 1/31 (TW)
Journal #1
Beauty Synthesis Essay
Unit 9 VCB
2/1 & 2/2
(RF)
2/5 & 2/6
(MT)
Watch In Cold Blood
Scholastic C/E Scholarship Essay: Money and Influence
HCK Weekly Reading Assignment
Best Buy Scholarship Online Activity
Read Bedford:
2/8 & 2/9 (RF)
Distribute New Syllabus
C/E Reading: Web Brands
Multiple Choice Practice
C/E M.C. Synthesis Essay
Unit 9 VCB Quiz
Unit 10 VCB
Intro. Definition Unit, Analysis Sheet
In Praise of the Humble Comma
Journal
Collect Unit 10 VCB
Rhetorical Devices: 2:1 Ratio
Read Guys vs. Men
AP Article: Record Notes about Rhetoric
(Jigsaw)
Journal/Passive Voice
Interactive Reading:
Read Tracing a Boundary p. 477-485
Read The Meanings of a Word p.486 Bed
Being a Chink p. 492 Bedford
Timed Writing: Wilderness Essay
Ch. 6 Under Activity
Cookies or Heroin? p. 508 Bedford
2/12 & 2/13
(MT)
2/14 & 2/15
(WR)
2/16 & 2/20
(FT)
2/21 & 2/22
(WR)
2/19= Holiday
President’s Day
2/23 & 2/26
(FM)
2/27 & 2/28
(TW)
3/1 & 3/2
(RF)
Watch In Cold Blood
Analyze M.C. Ques. from Exam
Journal/M.C.
Unit 10 VCB Quiz
Review Essay by Stegner
Definition Analysis Sheet Review
Create M. C. Questions from Def. Unit
Journal/SSR & HCK 
Unit 11 VCB
Definition Unit Quiz
Rhetorical Devices
Journal
Collect Organ & Tissue Essay
Collect TW/Unit 11 VCB
Ch. 7 Under Activity
AP Timed Writing Assignment:
Synthesis Essay: Media
Tone/Diction Activity
Study C/E Notes
C/E Essay
Unit 10 VCB
How Come the Quantum p. 260 Norton
Bop p.265 Norton
If You are What You Eat, Then What? p. 269 Norton
Record Analysis on your Sticky Notes
Happy Heart Day!
Review Ch. 6 Under, Activity next Class Period
Being a Chink p. 492 Bedford
Needs p. 499 Bedford
Definition Essay:
Unit 10 VCB Quiz
Cookies or Heroin? p. 508 Bedford
Pride p. 503 Bedford
Finish Definition Analysis Sheet
Timed Writing Assignment: “Organ & Tissue Donation:
Persuade Someone to Give the Gift of a Lifetime”:
Max. 1,000 word Persuasive Argument
Study Rhetorical Devices: Definition Test Next Class
Unit 11 VCB
Ch. 7 Under Reading
Timed Writing: Definition in Advertisement
Bring your favorite recipe to class!
Tone/Diction Activity Finished
9
Dates
Class
Assignments
3/2 & 3/5
(FM)
Journal (Directive Process)
Intro. To Process Analysis: Unwrapped
How to Make Razzleberry Lemonade
p.168 Norton
Process Analysis Project
Journal
Ch. 8 Under
Process Analysis Quiz /Analysis Sheet
Multiple Choice Activity: Manipulatives
Rhetorical Devices-Literary Terms
How to Poison the Earth p.294 Bedford
How You Became You p.299 Bedford
Interactive Reading
Unit 11 VCB Quiz
Journal
Ch. 9 Activity, Under
Unit 12 VCB
AP Practice Multiple Choice
Behind the Form Curtain p.305 Bedford
Journal
Collect Timed Writing: Your Topic
Collect Unit 12 VCB
Practice Multiple Choice w/Manipulative
Directive Analysis Project Due
Journal
Collect Process Analysis Essay
Peer Review: Your Topic
Ch. 10 Activity, Under
Update Process Analysis Sheet
Journal
SSR w/Journal: HCK & VCB 
Process Analysis Quiz
Journal
Unit 12 VCB Quiz
Intro. Classification and Division
Mother Tongue p. 132 Norton
The Color of Success p.140 Norton
Journal
Ch. 11 Activity, Under
Unit 13 VCB
Norton Reading Quiz, Rhetorical Devices
Intr. Nickel & Dimed, Read ND
Update Classification & Division Sheet
Journal
Collect 13 VCB
Collect AP Prompt, Synthesis Essay
Read pgs. 336-340
I Want a Wife p.344 Bedford
Journal/Nickel & Dimed Project
AP Practice M.C.
Speech Analysis
Journal
Discuss Nickel & Dimed
Nickel & Dimed Fish Bowl
Classification & Division Jeopardy
How Boys Become Men p. 174 Norton
The Spider and the Wasp p. 179 Norton
How to Write a Letter p. 187 Norton
Directive Process Analysis Project
Read Ch. 8 Under
How to Get Out of a Locked Trunk p.192 Norton
Directive Process Analysis Project
Unit 11 VCB Quiz
3/6 & 3/7
(TW)
3/8 & 3/9
(RF)
3/12 & 3/13
(MT)
3/14 & 3/15
(WR)
3/16 & 3/19
(FM)
3/20 & 3/21
(TW)
3/22 & 3/23
(RF)
3/26 & 3/27
(MT)
3/28 & 3/29
(WR)
3/30 & 4/9
(FM)
4/10 & 4/11
(TW)
Update Process Analysis Sheet
Read Ch. 9 Under
Body Ritual Among Nicirema p.316 Bedford
Timed Writing: Write a directive process analysis (“howto”) essay on your own topic. 
Unit 12 VCB
Orientation p. 324 Bedford
Timed Writing: Write a directive process analysis (“howto”) on how to get ready for a dance/formal occasion. 
Read Ch. 10 Under
Unit 11 VCB
Study Rhetorical Devices: Process Analysis Quiz
Online Journaling
Rhetoric Article w/Notes
Unit 12 VCB Quiz
The Color of Success p.140 Norton
What Do You Call a Platypus p.140 Norton
Science, Guided by Ethics p.154 Norton
Read Ch. 11 Under
The Rise of the Blended American p. 159 Norton
Timed Writing: Synthesis Essay War
Read Nickel & Dimed
Unit 13 VCB
Nickel & Dimed Project
Not All Men are Sly Foxes p. 348 Bedford
Our Barbies, Ourselves p. 353 Bedford
Read Nickel & Dimed
The Capricious Camera p.359 Norton
Girl p. 368 Norton
Read Nickel & Dimed
Unit 12 VCB
Timed Writing: Complete a Classification Analysis Essay
on “An especially bad movie, television show, or book”
Review Classification & Division Sheet
10
Dates
Class
Assignments
4/12 & 4/16
(RM)
C & D Quiz
Classification Essay
Unit 13 VCB Quiz, Unit 14 VCB
Intro. Argument & Persuasion
Dec. of Independence p.320 Norton
4/17 & 4/18
(TW)
Nickel & Dimed Project Due
Argument Reading Quiz
Collect Unit 14 VCB
Nonfiction Analysis: Dead Soldier
AP Practice Test
Library Research
The Island of Plenty p.328 Norton
The Price of Power p. 334 Norton
Being Prepared in Suburbia p. 340 Norton
Update Argument Analysis Sheet
Timed Writing?
Unit 14 VCB
Reply to the U.S. Government p.352 Norton
Too Much Pressure p.532 Bedford
Why Don’t We Complain p.538 Bedford
Update Argument Analysis Sheet
4/19 & 4/20
(RF)
4/23 & 4/24
(MT)
Library Research
4/25 & 4/26
(WR)
Lab/Library Research
Unit 14 VCB Quiz/Unit 15 VCB
4/27 & 4/30
(FM)
Journal
Collect Chief Seattle Essay
I Stopped Being a Veg. p.546 Bedford
A Vegetarian Philosophy p.552 Bedford
Vegan Debate
Collect 15 VCB
Peer Edit Research Brochure
Journal
Research Paper Due
Argument Analysis Sheet
Argument Test: Article Analysis
5/1 & 5/2
(TW)
What’s Wrong with Gay Marriage p.560 Bedford
Gay Marriage: Societal Suicide p. 566 Bedford
Morning AP Review Sessions 7:45-8:45
Timed Writing: Chief Seattle’s Oration to Gov. Stevens
Close Encounters with US Immigration p.570 Bedford
Everything Isn’t Racial Profiling p.575 Bedford
Unit 15 VCB
Morning AP Review Sessions: 7:45-8:45
The FBI is Reading over Your Shoulder p.579 Bedford
How the USA Patriot Act Defends Democracy p.585 Bedford
Update Argument Analysis Sheet
Revise Brochure
Morning AP Review Sessions 7:45-8:45
Timed Writing: Walden Analysis
Morning AP Review Sessions 7:45-8:45
Journal
Unit 15 VCB Quiz
Collect Walden Essay
Practice AP Test
Sleep Well!  Good Luck on your AP Exams! 
5/7 & 5/8
(MT)
Practice AP Passages
Good luck on all of your AP Exams! 
5/9 & 5/10
(WR)
5/11 & 5/14
(FM)
Practice AP Passages
Dates
Class
5/3-5/4
(RF)
Morning AP Review Sessions 7:45-8:45
Practice AP Passages
Assignments
11
5/16
(W)
AP Test Day
AP English Language and
Composition Exam
Relax! Congratulations! 
Embrace the Rhetorical Keystone!
Good Luck!
A tasty breakfast will be provided in Room 307
(Brain food will be served) 
5/15 & 5/16
(TW)
5/17 & 5/18
(RF)
5/21 & 5/22
(MT)
5/23 & 5/24
(WR)
Analyze Rhetorical Devices in Film
Analyze Rhetorical Devices in Film
Memoir Ch. 1: Elementary School
Creative Writing Groups
Memoir Ch. 2: Middle School
SSR
Creative Writing
Intro. The Glass Castle
Memoir Ch. 3: Old Friends
Read The Glass Castle
5/25 & 5/29
(FT)
5/28=Holiday
5/30 & 5/31
(WR)
SSR
Creative Writing Groups
Read The Glass Castle
Memoir Ch. 4
SSR
Creative Writing Groups
Read The Glass Castle
Memoir Ch. 5
6/1 & 6/4
(FM)
Carpe Diem Letters
Creative Writing Groups
Read The Glass Castle
Memoir Ch. 6
6/5 & 6/6
(TW)
6/7 & 6/8
(RF)
6/11& 6/12
(MT)
6/13
(WR)End Grading
6/14-6/19
Creative Writing Groups
Read The Glass Castle
Finish Memoirs
--- SR Picnic & Trip???
Exam Review
Final Exams
Extra Credit Assignments (Scholarship Opportunities)
Important Websites
www.collegeboard.org/ap (College Board)
www.collegeboard.org/ap/english (College Board)
http://maxpages.com/aptest (Exam Links)
http://aphelp.com (Practice Multiple-Choice Questions)
http://clubs.yahoo.com/clubs/atest?s (AP Test Club)
http://web3.apexlearning.com/examreviewhome (AP Exam Review)
12
AP Language Essay Scoring Guide
25 Points (9)
24 Points (8)
Superior papers specific in their references, cogent in their definitions, and free of plot
summary that is not relevant to the question. These essays need not be without flaws, but they
demonstrate the writer's ability to discuss a literary work with insight and understanding and to
control a wide range of the elements of effective composition. At all times they stay focused on
the prompt, providing specific support--mostly through direct quotations--and connecting
scholarly commentary to the overall meaning.
23 Points (7)
22 Points (6)
These papers are less thorough, less perceptive or less specific than 9-8 papers. They are well
written but with less maturity and control. While they demonstrate the writer's ability to
analyze a literary work, they reveal a more limited understanding and less stylistic maturity than
do the
papers in the 9-8 range.
21 Points (5)
Safe and "plastic," superficiality characterizes these essays. Discussion of meaning may be
formulaic, mechanical, or inadequately related to the chosen details. Typically, these essays
reveal simplistic thinking and/or immature writing. They usually demonstrate inconsistent control
over the elements of composition and are not as well conceived, organized, or developed as the
upper-half papers. However, the writing is sufficient to convey the writer's ideas, stays mostly
focused on the prompt, and contains at least some effort to produce analysis, direct or indirect.
20 Points (4)
19 Points (3)
Discussion is likely to be unpersuasive, perfunctory, underdeveloped or misguided. The meaning
they deduce may be inaccurate or insubstantial and not clearly related to the question. Part of
the question may be omitted altogether. The writing may convey the writer's ideas, but it reveals
weak control over such elements as diction, organization, syntax or grammar. Typically, these
essays contain significant misinterpretations of the question or the work they discuss; they may
also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the
expense of analysis.
18 Points (2)
17 Points (1)
These essays compound the weakness of essays in the 4-3 range and are frequently unacceptably
brief. They are poorly written on several counts, including many distracting errors in grammar
and mechanics. Although the writer may have made some effort to answer the question, the views
presented have little clarity or coherence.
13
15 Points (0)
Does not respond to the prompt
14