AP Language and Composition Course Syllabus 2007-08
Overview:
The description and objectives of the AP Language and Composition course are based on
the guidelines of the current AP English Course Description published by the College
Board. The “overarching goal” for students taking AP Language and Composition is for
them to “write effectively and confidently in their college courses across the curriculum
and in their professional and personal lives” (6). In order to be able to write well,
students must be able to read well, and so this course provides the students with ample
readings across time periods, cultures, and genres in order for them to appreciate great
writing, with all its inherent rhetorical and literary devices, and to be able to use those
same devices in their own writing to provide clarity, coherence, and purpose. Students
will be reading, also, in order to acquire ideas and concepts from historical and
contemporary writers to synthesize in their own writing, as they cite their sources using
conventions set forth by the Modern Language Association (MLA) and the American
Psychological Association (APA). In our own age of ubiquitous visual texts, students
will also be expected to study and then use the devices of rhetoric seen in all forms of
media such as political cartoons, webpages, film, advertisements, and music.
As we read texts together as a community of learners, students will be exposed to ideas of
the great thinkers of the past—Nicolo Machiavelli, Thomas Jefferson, Alexander
Hamilton, Abraham Lincoln, George Orwell—as well as some of our contemporary
pundits—Thomas Friedman, Garry Wills, Malcolm Gladwell, and Joseph Ellis. The
emphasis in AP Language and Composition is to connect ideas of the past with those of
the present. To ask questions such as “How did we get here?” and “Where did these
ideas come from?” and “How can the past prepare us for the future?” Students will then
be better equipped to “write prose of sufficient richness and complexity to communicate
effectively with mature readers” (6). The writing instruction does not center around a
formulaic pattern for essays, but rather the burgeoning style of each young scholar who is
learning to express himself or herself by asserting opinions and then supporting those
opinions with documented support.
In order to write coherent, well-organized essays, students will study the appropriate AP
rubric for each style of essay, internalize the rubric, then revise and rewrite. Students will
study each other’s essays to critique and learn. Great authors will also be studied for
their use of literary devices which the students will learn to incorporate into their own
writing. The emphasis is on using devices for a specific purpose to enhance the reader’s
experience whether it be to gain information, to be persuaded, or purely for
entertainment. Students are regaled for developing their own styles and voices.
When reading fiction and nonfiction, students will be annotating the texts according to
guidelines that emphasize checking for comprehension, identifying rhetorical and literary
devices, and recognizing the author’s purpose in using those devices. Discussions ensue
regarding the purpose of the writing, who was the intended audience, or what is the ethos
that lends the writing credibility. By studying writing in this way, students learn the
value of their own writing and the abilities they have to manipulate and influence
audiences.
Because a fluent vocabulary is so important in understanding many of the texts the
students will be reading, an emphasis is placed on the concept of “context vocabulary”
which uses a dictionary only as a last resort. Discussions will be initiated on the basis of
the connotations of words and phrases and why authors chose particular diction.
Concurrent is the discussion of syntax and why authors arranged sentences as they did.
While learning how others use language, the students are learning to use language
themselves.
As recommended by the College Board, the Language and Composition students write a
researched argument paper in which the students “consider each source as a text that was
itself written for a particular audience and purpose…remind[ing] students that they must
sort through disparate interpretations to analyze, reflect upon, and write about a topic”
(8). These papers, written in conjunction with the AP US History classes, are on a topic
of their own choosing from US History, contain print as well as online primary and
secondary sources, and are edited, revised, typed, and presented in APA format.
By the end of the course, I expect my students will no longer read books, watch movies,
or read online blogs without noticing how the writers are using words, sentences and
images—and to use the same devices in their own writing.
Grading policy:
Major grades: 70% These include all essays and any larger projects such as the
“folder” project over the Declaration of Independence, the compare/contrast
“What were they thinking?” project over King and Thoreau, and the research
argument paper.
Daily Work: 30% These include all the community of learners assignments that the
class does together or in small groups. These might be group readings with
discussions of close reading questions, analysis of practice test questions,
Freytag’s Pyramids of the novels to study the author’s purpose in structuring the
narrative, Character Webs to show the complexity of the interaction of the
characters, or a timeline to show the author’s purpose in using a non-linear time
frame.
General Expectations:
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Every assignment is assessed—there are no “completion grades” in AP. There
will also be no extra credit. Assignments are expected to be completed, and they
will be graded. Just turning in the work does not guarantee an A (or even a
passing grade).
Almost all the assignments students are expected to do outside of class are
reading and annotating reading assignments. Students will be told to study the
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reading and will be expected to either discuss it or write about it in class the next
day. It is very difficult to write about or discuss a topic which a student
knows nothing about. Also, coming in either before school or at the beginning
of class and saying they didn’t understand the reading is unacceptable. They may
come in before school with specific questions about passages they did not
understand. I will not explain the passage to them, but I will help them reach
meaning through scaffolding questions. None of the reading assignments is too
difficult for 11th grade AP students. Studying the passage means, perhaps,
reading it more than once, and possibly, looking up unfamiliar words in the
dictionary. Studying the passage does not mean reading it once while watching
TV and then saying they couldn’t understand it. It will take effort to do well in
discussions and on written assignments.
Cheating and copying another’s work is not tolerated. Period. The emphasis in
AP classes is on authentic learning and understanding. The students will not do
well on the AP exam in May if they have not learned and internalized the content
and skills that are necessary/
For most of the assignments based on the readings in this class, there is almost
always more than one right answer. When evaluating the author’s work, any
reasonable answer is correct as long as the student can back up his assertion with
specific evidence from the text. Some students who have “always made A’s” run
into trouble when they have to synthesize, analyze, and infer from a written text
and cannot just “look up the answer.” There will be much time spent in class
practicing reading between the lines of a written work and formulating inferences
and points of view.
Students must realize that reading the assigned texts in AP Language and
Composition is hard work. These are probably not works that the students would
pick up to read for pleasure. These assignments have been carefully chosen for
their relevance, their content, and their accessibility for students who read
carefully and work at understanding. They are not boring (a word I do not allow
in the classroom). They are only boring to a student who cannot understand them
and cannot wrap his or her brain around them. Therefore, some uninterrupted
designated time needs to be spent on the reading assignments.
Why SparkNotes don’t make students better readers
o AP Language and Composition students study authors’ styles, voice, and
context. SparkNotes are written in the style of whoever wrote them not
the author’s style that is being discussed. (Compare original Charles
Dickens to a SparkNotes summary).
o The commentary in SparkNotes is someone’s opinion. The students
should practice coming to their own conclusions. They won’t have a copy
of SparkNotes with them when they take the AP exam.
o Reading the original, more difficult text will increase their vocabulary and
expose them to good writing—both will help them in their own writing
and their ability to score higher on the SAT and the AP exam.
o Reading difficult texts increases the students’ reading fluency. The harder
the texts they read, the easier it will become to read difficult texts.
o They will be required to write in and annotate their copies of the texts, so
they need to read them in order to find the rhetorical and literary devices,
to find examples of ethos, peculiar syntax, and interesting diction that they
will be subsequently discussing and writing about.
Scope and Sequence:
First semester:
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First nine weeks:
Conceptual objectives:
Discussion of summer reading..
Introduction to rhetoric in writing and speaking, review of citing sources, integrating
quotes, and logos, pathos, and ethos using summer nonfiction reading (Colonial
and Revolutionary era nonfiction from US History).
Readings will include revolutionary era nonfiction, excerpts from Machiavelli’s The
Prince, and the philosophy of the Enlightenment, and excerpts from Thomas
Paine’s The American Crisis
Ongoing current events assignment—presidential campaign rhetoric
Texts:
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18th century nonfiction documents including: The Declaration of Rights of the Stamp Act,
Boston Massacre Oration, Declaration and Resolves of the First Continental
Congress, A Proclamation for Suppressing Rebellion and Sedition, Virginia
Declaration of Rights, Articles of Confederation, First Inaugural Address of
George Washington. Available online
Selected writings from Alexander Hamilton, Thomas Paine, Benjamin Franklin, John
Locke, Jean-Jacques Rousseau, Patrick Henry, David Hume, Guillaume de
Crevecouer, George Washington. Available online
Orwell, George. “Politics and the English Language.” Available online
Instructional Objectives and Assessments:
Efficient and significant annotation of readings
Answering close reading questions over novel focusing on rhetorical purpose
Understanding the themes of novel; Dickens’ perspective and audience
Rhetorical purpose of literary devices
Understanding and analyzing the Declaration of Independence as an argument essay
Close analysis of Declaration including paraphrasing as a check for comprehension
Analysis of 18th and 19th century diction and syntax
Analytical essay over the leadership style of an American or French revolutionary leader
using Machiavelli’s criteria
Vocabulary in context
Close reading quizzes over novel assessing comprehension of text, identification of
rhetorical (literary) devices, and the purpose of rhetorical devices
Open-ended questions over the philosophy of Locke, Rousseau, and Hume.
“Folder” assignment over Declaration (which the students will take to APUSH to use as a
resource)
Essay analyzing the Enlightenment philosophy in the Declaration
Analysis of rhetorical devices in Henry’s speech and Franklin’s satire
Rhetorical analysis of Hamilton and Paine
Rhetorical analysis of Washington’s second inaugural speech
Definition Essay over “What is an American Today?”
Culminating discussion and essay over “So What Happened in France and Why Didn’t
the Same Thing Happen in America?”
Texts:
Ellis, Joseph. Founding Brothers. New York: Vintage, 2000.
Chernow, Ron. Alexander Hamilton. New York: Penguin, 2004.
McCullough, David. 1776. New York: Simon and Schuster, 2005.
Revolutionary and Enlightenment era documents available online
Dickens, Charles. A Tale of Two Cities. New York: Signet. 1997.
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Second nine weeks:
Conceptual objectives:
Thematic study of leadership
Reading practice using 19th century nonfiction to increase fluency in reading collegelevel texts
Reading 20th century college-level informational texts for significant content
Students will begin taking AP multiple choice tests to practice difficult multiple choice
questions
Continuing rhetorical analysis of written documents and speeches: Cooper Union
Speech, Gettysburg Address, 2nd Inaugural Address, Green’s recruitment speech
to freed blacks
Vocabulary in context
Analyzing rhetorical strategies in visuals
Ongoing current events—political rhetoric
Texts:
Goodwin, Doris Kearns. Team of Rivals. New York: Simon and Schuster, 2005.
Ellis, Joseph. Founding Brothers. New York: Vintage, 2000.
Holzer, Harold, Lincoln at Cooper Union. New York: Simon and Schuster, 2004.
Wills, Garry. Lincoln at Gettysburg. New York: Simon and Schuster, 1992.
McPherson, James. M. “How Lincoln Won the War with Metaphors.” From Abraham
Lincoln and the Second American Revolution. New York: Oxford University
Press, 1991.
Political cartoons and opinion columns from current newspapers, newsmagazines, and
online
Lincoln’s speeches available online.
Greene’s speech, past AP Lang and Comp Essay Question. Available online.
Instructional Objectives and Assessments:
AP multiple choice practice
Analysis of the TYPES of problems on AP multiple choice test
Analysis of “What Do I Need to Know to Do Well on This Test?” (Thinking Maps®
activity)
Compare/contrast assignment -- Cooper Union speech with current political campaign
speeches (Thinking Maps® activity)
Synthesis essay: Capital punishment
Examination of AP rubrics and revision of essay.
Compare/contrast essay: Jefferson and Machiavelli’s view of mankind
Second semester:
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4th six weeks:
Conceptual objectives:
Study of minority rights using texts from Henry David Thoreau, Elizabeth Cady Stanton,
Martin Luther King, George Orwell, and by extension, Thomas Friedman
Improving reading skills through reading and annotating 19th and 20th century fiction and
nonfiction
Understanding the importance of historical context
Building vocabulary through context
Themes in fiction and nonfiction: conscience, redemption, sin and guilt, fate vs.
conscious decision-making, leadership
Ongoing current event project: political rhetoric
Texts:
Goodwin, Doris Kearns. Team of Rivals. New York: Simon and Schuster, 2005.
Ellis, Joseph. Founding Brothers. New York: Vintage, 2000.
“Civil Disobedience” by Henry David Thoreau. Available online
“Letter from Birmingham Jail” by Martin Luther King, Jr. Available online.
Smith, James. L. Ideas that Shape a Nation. “Elizabeth Cady Stanton.” Las Cruces:
Suncrest, 2000.
Orwell, George. “Shooting an Elephant.” Available online.
Hawthorne, Nathaniel. The Scarlet Letter.
The Scarlet Letter. Dallas: Applied Practice, 1999.
Friedman, Thomas. “It’s A Flat World After All.” The New York Times, 2005.
Winchester, Simon. “Roget and his Thesaurus” Atlantic Monthly.
Instructional Objectives and Assessments:
Close reading questions over The Scarlet Letter (open-ended and multiple-choice)
Literary devices put to rhetorical use
Imitating 19th century diction and syntax
Rhetorical analysis of King and Thoreau
Compare and contrast project: King and Thoreau (Thinking Maps® activity)
Analytical essay: What would Thoreau have thought of Orwell shooting the elephant?
Analytical essay: What would Machiavelli have thought of Orwell shooting the
elephant?
Thinking Maps® analysis of Stanton’s writings
Analytical essay: How did Elizabeth Cady Stanton fit Hester Prynne’s description of
“the apostle and angel” that would support women in their quest for equality?
Close reading questions over “It’s A Flat World”
Analysis of rhetorical devices in nonfiction studied so far (categorize in pathos, logos,
ethos, and then explain the quotes’ purposes in their given documents)
Reflective essays: How can American teenagers get rid of their sense of entitlement and
compete in Globalization 3.0? What’s happening to America as a world power?
How are presidential candidates addressing Globalization?
Practice AP multiple choice test. Analyze test questions. “What Do I Still Need to
Know?”
Begin Literary and Rhetorical Terms notebook with descriptions and examples of terms.
(Interactive notebook)
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5th and 6th six weeks:
Conceptual Objectives:
Writing on demand.
Developing mental stamina and focus
Refining college writing skills by revising already-revised essays
Thinking deeply about current issues—completing political rhetoric assignment
The argument research process
Reading and understanding themes in twentieth century fiction: The Great Gatsby by F.
Scott Fitzgerald
Preparing for literary analysis (in preparation for AP Lit and Comp)
Texts:
College Board released AP Language and Composition exams
College Board AP essay rubrics
Good Night and Good Luck. 2005, George Clooney, dir. Warner Pictures.
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925.
Citation style. http://www.bedfordstmartins.com/online/cite6.html
Instructional Objectives and Assessments:
Retake AP multiple choice test from 1st semester. “Am I Scoring Higher?”
Literary and Rhetorical Devices Notebook. Writing descriptions of the terms and
explaining purposes with examples (Interactive notebook)
Argumentative Research project (in conjunction with APUSH)
Review of and expectations for research process and APA style.
AP practice multiple choice test (analysis of questions and answers)
Synthesis essay: Zero tolerance.
Rhetorical analysis essay: Queen Elizabeth’s speech to her troops (write essay, study
rubric and sample essays)
Rhetorical analysis essay: Pink flamingoes (write essay, study rubric and sample essays)
Analysis essay: Singer’s solution to poverty (write essay, study rubric and sample
essays)
Analysis essay: Money in America (write essay, study rubric and sample essays)
Synthesis essay: Immigration Law
Synthesis essay: Term Limits for US Presidents
Analysis of film for rhetorical devices: Good Night and Good Luck
Reflective essay: Edward R. Morrow’s commentary on television
Research process completed (for Lang and Comp and APUSH)
Close reading questions over The Great Gatsby focusing on theme and literary devices
Literary analysis essay: The outsider as a narrative voice in fiction
Instructional Resources:
Applied Practice: Mastering Nonfiction with Documentation. Dallas: Applied Practice,
Ltd., 2006.
Applied Practice: Mastering Synthesis. Dallas: Applied Practice, Ltd., 2006.
Applied Practice: The Scarlet Letter. Dallas: Applied Practice, Ltd., 2000.
Applied Practice: The Great Gatsby. Dallas: Applied Practice, Ltd., 2000.
Barnet, Sylvan and Hugo Bedau. Critical Thinking Reading and Writing. Boston:
Bedford St. Martins, 2005.
Cohen, Samuel. 50 Essays. Boston: Bedford St. Martin, 2004.
DiYanni, Robert and Pat C. Hoy II. Frames of Mind. Australia: Thomson Wadsworth,
2005.
Handa, Carolyn. Visual Rhetoric in a Digital World. Boston: Bedford St. Martins,
2004.
Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument. Boston:
Bedford St. Martins, 2007.
Marzano, Robert. Classroom Strategies that Work. Alexandria: ASCD: 2001.
Released AP Lang and Comp essay questions. College Board: 2007. Available on line
http://www.apcentral.collegeboard.com
Rottenberg, Annette. T. and Donna Haisty Winchell. The Structure of Argument.
Boston: Bedford St. Martins, 2006.
Sample Multiple-choice Questions. College Board: 2006. Available on line
http://www.apcentral.collegeboard.com
Schlechty, Philip. Working on the Work. San Francisco: Jossey-Bass, 2002.
Schmoker, Mike. Results Now. Alexandria: ASCD, 2006.
Shea, Renee H., et al. The Language of Composition. Boston: Bedford St Martin,
2008.
Shea, Renee H. and Lawrence Scanlon. Teaching Nonfiction in AP English. Boston:
Bedford St. Martin, 2005.
Smith, James L. Ideas that Shape a Nation. Las Cruces: Suncrest Publications, 1998.