AP Language and Composition Syllabus
Course Overview
Welcome! Kudos to you for taking this challenging college level course. Before we begin, there are
a few things you should know about what you’re in for the next year.
In this college-level course you will exercise close-reading and analytical skills in a variety of
non-fiction readings and writings, deepening your awareness of rhetorical devices, syntax, and
diction, as well as understanding how purpose enhances form. The non-fiction selections will range
from classical rhetoric—essays and speeches—to more contemporary pieces. You will read from
works to enhance various aspects of rhetoric and composition, analyzing audience, purpose, form,
thesis, sentence imitation, and rhetorical strategies (“Core Reading”). We will also analyze the
language of advertising, using SOAPSTONE. SOAPSTONE also helps you learn how to utilize
and practice close-reading skills. Additionally, you will also read independently from three
fictional works to evaluate the connection between language and meaning, looking for the central
argument or social commentary each author asserts.
To enhance analytical skills and practice an understanding of rhetoric, you will need to understand
rhetorical devices and how they affect the meaning of the piece. In order to practice this skill, we
will have quizzes weekly on identification of the device and imitation of the device. Halfway
through the semester, you will be asked to research other rhetorical devices and present them to the
class.
Because imitation is one of the ways students learn to write, we will imitate classical and
contemporary rhetoric from the Bible, Joan Didion, Martin Luther King Jr., the Declaration of
Independence, and David Sedaris as a part of in-class writing workshops. Other workshop activities
will include work on connotation/denotation, levels of diction, tone, syntax and rhythm/mood, and
aspects of rhetorical analysis. Major essay assessments grow out of these workshops.
Formal essays will cover many different modes of writing: progymnasmata exercises (fable/tale,
confirmation, refutation, etc), essay of definition, rhetorical analyses of infomercial, short essays,
and two novels; argumentative essays on a topic of choice, comparison/ contrast, resume and cover
letter, and personal narrative. Each of these essays is an assessment, and you will self-evaluate, peer
evaluate, and receive teacher feedback on multiple drafts.
As this is a college-level course, prepare yourselves for a rigorous workload and high performance
expectations. We only have one semester, and ninety minutes daily to meet, so some work must be
completed outside of class time, so effective time-management is imperative. Assignment
guidelines will be overviewed and explained in class. It is also absolutely essential that students
come into this class sufficiently prepared to read and discus prose, and with a command of the
conventions of writing.
Course Texts:
 The Language of Composition. Shea, Renee H., Lawrence Scanlon, and Robin Dissin
Aufses Eds. Boston: Bedford/St. Martin’s, 2008. (LOC)
 Sadlier-Oxford Vocabulary Workshop: Level H. Shostak, Jerome et al. New York:
Sadlier-Oxford, 2005. (VOC)
 Write for College. Sebranek, Patrick, Verne Meyer, and Dave Kemper Eds. Washington:
Great Source Education Group, 2007. (WFC)
Fiction
 The Great Gatsby, by F. Scott Fitzgerald
 Nineteen Eighty-Four, by George Orwell
 The Scarlet Letter, by Nathaniel Hawthorne
 Angela’s Ashes, by Frank McCourt
Notebook
Please acquire a three-subject notebook for in-class notes, vocabulary, and homework. This
notebook will be checked each Friday in the beginning and every other Friday after the first
six-weeks.
Binder
Students will also be asked to bring a large three-ring binder and six divider tabs to create a
handbook of material I photocopy for them in the following sections:
 Progymnasmata
 Syntax
 Tone
 Essay mechanics (MLA formatting and such)
 Argument/research (“Factoid Friday” and resources)
 Practice AP tests, AP Rubric, and writings in progress
Grading/ Evaluation:
AP grades are weighted; however, the grading is stringent. Evaluation of writing will be based on
the AP Exam Scoring guide (9-1). I expect that students have sufficient composition skills upon
entering this class, which we will hone. Most in-class assignments will be graded on correctness
and completion. Students will also be able to revise or resubmit essays, if a concept is not grasped
with instructor approval.
Plagiarism:
I know in a class like this one, it all comes down to grades: the work is only the means to an
end—valedictorian, salutatorian, college admissions—and that essay-selling website beckons
seductively. But stay strong—I care more about what you think than what Google or
writemyessay.com think. Even pasting a portion of someone else’s work can become
plagiarism without synthesizing the information into YOUR words and giving the author
credit. Therefore, if you do plagiarize an essay in a class like this one, not only will you receive
a zero, but you will also be required to re-do the assignment for 25% credit, and I’ll call your
parent.
Steep? Yes.
Point taken? I hope so.
Other Policies
 Rhetorical device quizzes (90/90) will be given on Friday of each week; students have
until the following Thursday to make up the quiz before a zero goes in the gradebook.
Please make arrangements to come in before or after school or during your lunch to do this.
 All assignments—with the exception of the homework and vocabulary assigned in the
notebook—must be typed in size 12 Times New Roman Font.
 Late work—if absent, a student has one day for each day absent to complete in-class
assigned work. Long-term essays and other projects do not apply. Please make
arrangements with Ms. Majewski if you have an extenuating circumstance. If not absent
late work is only accepted for 50% credit after ONE day. After that, no credit is given.
While there may not be many TESTS, assigned essays will assess skills in this course. We will
write at LEAST one in each of these different modes: Research, persuasive, expository, analysis,
narrative, functional. The final for this course will be a portfolio highlighting at least one of each
of these pieces, plus extensive revisions of three of the pieces and reflections on favorite and most
challenging pieces.
Week-by-week Calendar and Assignments (Approximately. Classes have different needs;
hence, the material in this calendar may be changed or supplemented)
Timeline
Two Weeks
Objectives:


Intro to course
Getting to know
students

Understanding
Rhetoric
 Close reading pp. 42-46 LOC
Assignments









Two Weeks
Objectives:



Close-reading
Progymnasmata
Understanding diction
Name game/Introductions
Go over syllabus/
expectations
Books assigned
The Great Gatsby
distributed with page
assignments and literature
circle groups
Pre-quiz over rhetorical
devices
First five rhetorical devices
assigned
Rhetoric definition notes
pp1-10 LOC, 231-232 WFC
Fable assigned
SOAPSTONE and ads

Rationale/
Assessments
The purpose of this week is
to get students comfortable
with one another and to
assign long-term projects
and readings. Terms and
class expectations are
explained, and students
gain a primary
understanding of rhetoric
and how language
influences
purpose/voice/form
Greek /Latin roots
assigned (Voc)


Daily Diction, pp. 3, 5, 7, 11,
13
Diction exercises pp. 10-27,
592-95, 790-793, 545LOC;
p. 70, 288 WFC.
 “Saying it both ways”
(Advanced Placement
Writing 1)
 “Fowl Language: The fine
new art of doublespeak” by
Richard Lederer (AARP
Bulletin)
 Connotation/Denotation
 “Levels of Diction”
(Advanced Placement
Writing 1) Due 1/23
 Meet with Gatsby Literature
circle


Read/ annotate MLK
Dream Speech (DJ)
Vocab unit 1a p.21-25



1/15: 90/90 quiz on
Rhetorical Terms 1
(90 percent of class
must pass with 90%)
1/18 due: Fable
shows the argument
of “how to behave,
and the tale must be
written the following
week arguing the
opposite message
“Levels of Diction”
shows an
understanding of the
language used in
popular culture
1/14Core Reading 1
due*

Greek/Latin
Roots quiz
VOC
3 Jan. 19-22




Close-reading
Progymnasmata
Understanding classical
rhetoric
Diction and tone
connections







Tale assigned (argue the
opposite message as moral)
Rhetoric of MLK Dream
speech—Read/annotate for
SOAPSTONE
Rhetorical devices 2 (if
90/90 passed)
Read/annotate for
SOAPSTONE “Declaration of
Independence” and H.L.
Mencken’s “Declaration of
Independence in American”
1921
Write imitation “Dream” or
“Declaration” speech in pairs
on topic of choice (must be a
topic impossible to
argue—taking up smoking, not
wearing sunscreen, eating to
obesity, candy for breakfast
etc.) (Writing Workshop)
Daily diction/tone pp. 15, 95, 97,
96,
Meet with Gatsby literature
circle
Vocab unit 1b pp. 21-25 VOC

1/22 90/90 Quiz on
Rhetorical Terms 2
(or 1, if didn’t pass)

1/19: Tale due
written with
opposite moral
(opposing
arguments)

Mock “Dream” or
“Declaration

1/121 Core Reading
2 due
1/22 vocab quiz 1b
*Core Reading assignment
assesses response and analysis
of an essay read in core reading
text: Students choose four
questions or sentences to
respond to addressing thesis,
purpose, understanding of
material, connections to
student’s life, audience etc.;
then students write a concise
summary of essay, choose a
sentence that delights or
confuses them and imitate it;
students then write a What?
How? Why? Analysis of the
essay and cite using
MLA-formatted citation
4 Jan 25-29
Objectives



Close-reading
Understanding
Diction/Tone
connections
progymnasmata







Assign chreia, with
examples from previous
classes
Rhetorical Terms 3
Daily Diction/Tone pp. 91,
92, 99, 100, 108,
“Determining Tone”
“Couple Request Separate
Trials in Mauling Death”,
read article, then rewrite
using loaded language for
husband / wife in pairs
(writing workshop)
“On Holidays and How to
Make Them Work”, Nikki
Giovanni, , read/annotate
for SOAPSTONE
“The Hating Game”, Peter
Andrews” “Happy New
Year?” by Russell Baker
annotate for SOAPSTONE;
identify words/ phrases
showing tone
 1/29: 90/90-3
1/29 vocab unit 2a quiz
 2/1: Chreia Due
 1/28: *Core
Reading 3 due


Read pp.
420-425
LOC; Ex.
1&2, ex.
3&4
Read pp
498-503; Ex.
1&2; ex.
3&4

Write a critical movie
review in pairs (Writing
Workshop)
 Meet with Gatsby
Literature Circle
Vocab unit 2a pp. 28-33
5 Feb. 1-5
Objectives:


Understanding Syntax
Argument by definition

Core reading focus on
essays of definition



Rhetorical terms 4
Daily Tone/Syntax pp. 69,
71, 72, 74, 98
SOAPSTONE “Patriotism
more than who has the loudest
voice” by Barbara Kingsolver

Writing workshop—“defining
patriotism” and “sharpen
meaning by comparison”

SOAPSTONE “Tolerance”

“Guidelines for writing good
sentences”
 “Abstract/Concrete Nouns”

Assign Definition Essay: Define
an abstract concept with
concrete language

“Active/Passive Voice”

Meet with Gatsby Literature
circle
p. 203, 205, 585 WFC.
Vocab 2b pp28-33

2/4: *Core
reading on one
definition essay
in packet given
 2/5: 90/90&
2b vocab quiz
6 Feb. 8-12
Objectives:





Understanding the
effects of syntax
Essays of definition
Comparison/contrast
Metaphor/analogy
Personification
End 6 weeks 2/12
Week 7 Feb. 16-19
Objectives:

To analyze language in
Gatsby
 Beginning research for
argumentative topic

Primary understanding of
rhetorical analysis


Rhetorical Device practice
Pp. 58-60 Subordination/
coordination and “The
Three New Yorks” by E.B
White p. 71 (Handbook)
 Daily Syntax, pp. 77, 79, 81,
86, 88
 Paramedic Method;
semi-colons
 Imitation exercises, Joan
Didion, and Henry James
 Conference time on d#1
 Revision strategies
 Using metaphor, analogy,
personification (sharpen
meaning by comparison)
 Gatsby Literature Circles
meet
Syntax project: Groups will
research and present
different syntactical
arrangements
Vocab unit 3a pp 35-40







Absolutes, appositives p. 583
LOC; 512-516; 72 WFC
“Fine Art of Sighing”, “Fun
With Sentences” syntax
workshops (Handbook)
Daily Syntax pp. 76, 75, 80,
84, 85
“What? How? Why?” and
“Dulce et Decorum est” by
Wilfred Owen; follow up
with Gatsby
Gatsby Essay assignment:
Focus on one aspect of how
language makes meaning in
the novel.
Factoid Friday assignment
given: research a
controversial topic and
bring in an article with a
notecard with MLA
formatted citation, and one
or two salient quotes with
explanation
Final conference of
Definition essay





2/11: Definition
essay D#1 due
D#2 Due 2/16
90/90?
40 min. Wed. to
practice AP essay
prompts:
5/10/20/5 formula:
Five minutes to
dissect the
prompt, outline
what you know,
ten to read (if
applicable),
twenty to draft
and five to check
work.
2/11core reading*
due

2/18:core
reading* due

2/22: Definition
essay due
one hour Wed to
practice AP
Multiple Choice
Q’s
Factoid Friday
shared


Week 8 Feb. 22-26
Objectives:



Understanding
argument v. persuasion
Critical analysis of
sources for bias
AP scoring









Argument v. persuasion
notes pp. 239-243WFC
Look at AP test examples
and evaluate using AP
rubric
Logic and other appeals p
251 WFC
Workshop: One topic, write
using all appeals (ex:
abortion)
Assign Rhetorical devices
project: Using your
knowledge of at least twenty
rhetorical devices, create a
crossword, or other word
puzzle(groups of 4)
Hand out Nineteen
Eighty-four books and
assign page numbers for
Literature Circles
Classic rhetoric: “Art of
Rhetorique” by Thomas
Wilson and Q’s
Queen Elizabeth Tilbury
speech, Audience, form,
intention, appeals?
John Donne, “Meditation
17”, Audience, figurative
language, appeals?




3/1 Gatsby Essay
due
core
reading* due
forty minutes to
practice AP essay
exam
Factoid Friday
shared
Week 9 March 1-5
Objectives:



Progymnasmata
Understanding logic
Understanding ethos










Week 10 March 8-12
Objectives:


Rhetorical analysis of an
infomercial
Opposing arguments

Practice confirmation on
smoking in pairs (writing
workshop)
Print your favorite Greek
myth and write a
confirmation on that myth
Anecdotal,
statistical/empirical, logical
evidence notes and
workshop
Look at AP test examples
and evaluate using AP
rubric
Read “Shooting an
Elephant” by George
Orwell; discuss form and
intention
Syllogisms and logical
fallacies
Fallacy slogans/bumper
stickers
“Pick your favorite
stranded sailor!” Ethos
activity: Pick the person to
save adrift at sea miles from
shore, one gallon water, one
sailor showing signs of
dehydration. What to do?
Write it up in groups,
explaining why.
Language analysis of
Nineteen Eighty-four
opening chapters
p. 252 WFC
Assign infomercial
rhetorical analysis: MLA
citation, audience, product?
Appeals? Graphics?
Testimonials? Form and
intention? Overall
effectiveness?
 Rhetorical analysis
(RA)notes
 Opposing arguments
 Mill, Anthony, and
Pankhurst on Women and
Sufferage
 Read “MrPopular” by
David Sedaris
 Rhetorical Precis explained
and assigned
 Rhetorical analysis
examples
 Precis and D#1 RA assigned







core reading*
due
Practice AP essay
Factoid Friday
shared
3/8Practice
confirmation
due
Literature
circles meet
3/14 Confirmation
essay due
core
reading* due
Literature
circles meet

3/12 RA D#1 due
Week 11 March 22-26
Objectives


Progymnasmata
Understanding leads







Practice Refutation on
smoking
Write Refutation of myth
chosen earlier
Practice writing précis
Writing effective leads
Practice writing leads on
various AP writing prompts
Inductive and Deductive
Reasoning
Write Inductive/Deductive
directions

·
·
·
·
Week 12 March 29-April 2
Objectives



Practicing rhetorical
analysis
Organization and purpose
Defend, challenge, qualify







assign “Politics and the
English Language” Core
Reading anaylysis.
Read “A Modest Proposal”
by Jonathan Swift
Using the essay, in groups
each group writes a
paragraph about one of the
following elements of RA
Pass to different groups to
compile class essay. Each
group to focus on:
organization of points,
language, syntax, in-text
citations; add detail,
subtract irrelevant info;
number draft.
Groups evaluate the
different drafts using AP
scale
Write short proposal of own
in groups
Assign draft 3 of
argumentative essay:
Explain the problem, why
this is a problem, propose a
solution, explain why this
solution works,
acknowledge opposing
arguments and refute,
conclude.





3/25 core
reading* due
3/26 précis due
Literature
circles meet
3/28 RA edit
draft due
(students may
choose for me to
evaluate this
draft as a
secondary
writing
conference)
Factoid Friday
RA due
core reading
due
Practice AP
writing prompt:
Refutation
essay due
Literature
circles meet
Week 13 April 5-9
Objectives



Qualifying an opinion




Week 14 April 12-16
Objectives


Finishing work
Revision for ideas
Assign Annotated
Bibliography on Factoid
Friday Research
Discussion of “Politics and
the English Language” and
ties to Nineteen Eighty-four
Draft 3 conferencing time
Writing workshop: “The
Case for Short Words” and
a short descriptive narrative
using one-syllable words; p,
252 LOC
For a chosen topic, students
must write a qualification
(writing workshop)
For the practice AP essay,
students will have to choose
qualifying an opinion



Assign Nineteen
Eighty-Four essay/core
reading
Rhetorical devices project:
Research and present
a rhetorical device not
studied in class. You
must have:




Definition of
device
Examples: Link
to rhetoric in
novels
The effect of
device (why
used)
Revision activities:
where is evidence
lacking? Anecdotes?
Ethos? Syntax?







core reading
due on “Politics
and the English
Language”
AP Practice Essay
Draft 3 of
Argumentative
essay due
(students may
choose for me to
evaluate this
draft as a
secondary
writing
conference)
Factoid Friday
shared
Literature
circles meet
core reading
due
Practice AP
multiple choice
Q’s
Annotated
Bibliography due
Factoid Friday
shared
Literature
circles meet
Week 15 April 19-23
Objectives

Historical events that
affect the “truth” of an
author’s message
Week 16 26-30
Objectives
Week 17 May3-7
Objectives


Prewriting
Imagery

Scarlet Letter books passed
out and literature circle
dates given
resent Rhetorical devices 7-10
min, explain the rationale
behind choice; try to link to
rhetoric in novels read this
semester; include MLA
cited pg
Literature
circles meet
Watch “Histories
Mystereries: Salem 1692”
Research Nathaniel Hawthorne
and his purpose for writing
Scarlet Letter
Practice writing/ multiple choice
AP exams pp 496-502 WFC.

core reading
due: narrative
writing
Practice AP Essay










Detail, imagery and
syntax and effective
narrative
Functional writing
Finalize for AP Exam
*Senior finals 5/14--portfolio due

core reading
due comparing
and contrasting
Nineteen
Eighty-four and
“Politics”
Final
argumentative
draft due


Week 18 May 10-14
Objectives


Narrative writing
“How it feels to be Colored
Me” by Zora Neale Hurston
List all the groups that you
identify with
What’s in your bag?
Writing
workshop—prewriting for
essay
Write a personal narrative
using the format of
Hurston’s essay.
Revisit Williams and White
Summer Readings and look
at narrative
elements—syntax, diction,
imagery, organization
Resume/cover letter
requirements








Create a box or
bag that
represents you
core reading
due
Practice AP Essay
Draft 1
&2 narrative due

Literature
circles meet

Editing draft
of narrative due
core reading
due
Take practice AP
exam
Resume/cover
letters due for
revision 5/14



AP Exam
Work on Portfolios
 Revision workshops
Literature
circles meet
research
Presentations
due

Literature
circles meet
Week 19 5/17-21
Objectives

Finalize course



Watch Capitalism: A
Love Story or Sicko&
Inconvenient Truth
Create Final Jeopardy
questions
Play Jeopardy in
groups
Course evaluations

C., 5/20
Hand in final
portfolio (final
narrative draft
and resume cover
letter due)

Literature
circles meet