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