Composition #14: The Researched Argument. (Individual, 5-7 pages)
Students are to select a current event or issue in which support and dissent can be
found. Students must research the topic thoroughly using multiple types of
sources. Care should be taken that materials are noted and referenced accurately.
Students should proceed through development of an argument that includes a clearly
stated claim, warrant, and evidence. Use of rhetorical devices is expected. Depth of
discussion is imperative. A works cited page must be included.
Project: Created Synthesis Question. (Individual, pages based on content)
Using the content of the researched argument in Composition #14, students will
use the materials gathered to create their own synthesis question to present to the
class. Each student will be responsible for creating an entire question as outlined on the
AP Exam (Intro, thoughtful question, referenced sources supporting all sides). Three
copies are to be submitted on the due date.
Composition #15: Student Synthesis Question. (Individual, ungraded essays)
Students will respond to two of their peers questions. In two 40 minute sittings each
student will write on two separate questions. Upon completion of each, the
responses will be scored by the writer and the instructor with commentary for
improvement.
Quarter Four
Unit Nine: Themes in Writing
The following themes will be studied to prepare students for the synthesis question on the AP
exam. Students will discuss and analyze selections using the questions developed by the text
editors and instructor. Additionally, students will complete a timed synthesis paper on each topic
as well as an individual argument on the same theme (as time allows up to the date of the exam).
Readings:
Community-Politics-Gender-Sports/Fitness/
Beauty/Body Image--
Popular Culture-Language-Nature--
The Language of Composition, chapter 6
The Language of Composition, chapter 13
The Language of Composition, chapter 7
The Language of Composition, chapter 8
Everything’s an Argument, chapters 21, 22, 23
(readings will be pulled from these chapters to
address being a man, being a woman, media image,
athletics/fitness, and politics of sports separately.)
The Language of Composition, chapter 11
The Language of Composition, chapter 9
Everything’s an Argument, chapter 25
The Language of Composition, chapter 12
Student Activities:
Complete assigned readings.
Take notes on selected readings using a dialectic journal focusing on the Toulmin
model, syntax, diction, schemes, and tropes. Definitions and examples are to be
noted. Evidence of interaction between reader and writer should be noted.
Annotate articles given for evidence of thesis statement, rhetorical devices,
schemes, tropes, and personal questions.
Participate in writing workshops as evidenced by having copies of drafts,
contributing comments to other’s writing, and discussing work with the instructor.
Prior to writing Composition #19, engage in a prewriting activity to guide writing.
Assessments:
Quizzes on take-home readings.
Composition #16: Comparative Essay. (Individual, 3-5 pages)
Using Thoreau’s “Civil Disobedience” and Martin Luther King, Jr.’s “Letter from
Birmingham Jail,” students are to compare the rhetorical structures and messages
in each. Students should be sure to identify the intended audience, compare
argumentative strategies, appeals, and applications of major themes or ideas.
Composition #17: Revision of a Smaller Work. (Individual, 2-3 pages)
Prepare one of the response pieces to the thematic areas done within the writing
journal in the binder as a full essay. Explore the ideas and rhetorical strategies
further by incorporating outside sources and references to texts read in class.
Unit Ten: Macbeth
After the AP exam is given in May, students will have an opportunity to explore Shakespeare in
reading Macbeth. Presentation style will be used to address the play as with The Scarlet Letter.
Student Activities:
Complete assigned readings (participate in in-class readings/performances).
Keep a dialectic journal on the play.
Prepare a commentary for presentation with a partner on assigned scenes. This
should include ideas from the dialectic journal (rhetorical devices, definitions,
historical context, etc.). Presenters should be prepared to answer questions from the class
and instructor on their selection.
Complete responses and selection analysis assignments as given.
Participate in writing workshops as evidenced by having copies of drafts,
contributing comments to other’s writing, and discussing work with the instructor.
Assessments
Quizzes on content and vocabulary of Macbeth
Group presentations on the novel based on analysis of assigned scenes.
Responses to writing prompts.
Composition #18: Argument based on theme. (Individual, 3-5 pages)
Students should select one of several questions on which to present an argument on one of the
themes discussed in Shakespeare’s work: the development of the motive of ambition throughout
the play; the nemesis, both internal and external; the analysis of motives in the character of Lady
Macbeth; the comparison of Macbeth and his wife in the point of courage and nerve before and
after the murder, and the workings of remorse in either; or any other supported theme the student
may wish to analyze. Specific cited quotations must support the argument.
Semester 2 Final Exam:
PART ONE: Juniors are to complete two admissions essays for colleges that they plan to apply.
Seniors are to complete two scholarship essays for the college at which they will attend. Each
essay should utilize rhetorical devices learned throughout the year. Completion of said essays
should be according to the college or scholarship expectations. Essays will be evaluated on
completion to expectations, use of rhetorical devices, style, and correct conventions.
PART TWO: Submission of binder.
Detailed Description of Third Quarter
Unit Seven: Types of arguments continued
Week One:
Wed: Third, final draft comp 15 due (2 copies) plus works cited page and
sources; Project: Created Synthesis Question. (Individual, pages based on
content)
Using the content of the researched argument in Composition #15, students will
use the materials gathered to create their own synthesis question to present to the
class. Each student will be responsible for creating an entire question as outlined
on the AP Exam (Intro, thoughtful question, referenced sources supporting all
sides). Three copies are to be submitted on the due date (Tues).
Look at synthesis question examples.
Assignment—create synthesis question.
Thurs: Share synthesis questions; write an essay together for an AP synthesis
question.
Fri: See sample responses; grade.
Week Two:
Mon: Type synthesis question; prepare sources (due Tues)
Assignment—synthesis question; prepared sources –need three copies
Tues: Composition #16: Student Synthesis Question. (Individual, ungraded
essays)
Students will respond to two of their peers questions. In two 40 minute
sittings each student will write on two separate questions. Upon
completion of each, the responses will be scored by the writer and the
instructor with commentary for improvement.
Wed: Day two (second synthesis essay)
Thurs: Juniors at career day
Fri: Evaluate essays in groups
Week Three: ap 11-15
Mon: Civil disobedience—read/questions
Assignment—Civil disobedience/questions
Tues: Discuss questions
Assigmment—what is the overall message of civil disobedience; specific
most effective rhetorical strategies used by Thoreau
Wed: Letter from Birmingham Jail—read/questions
Assignment—read/questions
Thurs: Discuss questions
Assignment—what is the overall message of letter; specific most effective
rhetorical strategies used by King
Fri: Composition #16: Comparative Essay. (Individual, 3-5 pages)
Using Thoreau’s “Civil Disobedience” and Martin Luther King, Jr.’s “Letter from
Birmingham Jail,” students are to compare the rhetorical structures and messages
in each. Students should be sure to identify the intended audience, compare
argumentative strategies, appeals, and applications of major themes or ideas.
Assignment: Final draft Comp 16 (handwritten) due Mon
Week Four: ap 18-22
Mon: Revise Comp 16—Presentation draft due @ end of hour
Assignment—select an area of focus; find something that you are
opinionated about within your section; write ½ page response to this issue
Tues: Select one area of focus; create a synthesis question after looking at
articles in section.
Politics--The Language of Composition, chapter 13
Gender--The Language of Composition, chapter 7
Sports/Fitness/ Beauty/Body Image-- The Language of Composition, chapter 8
Everything’s an Argument, chapters 21, 22, 23
(readings will be pulled from these chapters to
address being a man, being a woman, media image,
athletics/fitness, and politics of sports separately.)
Popular Culture--The Language of Composition, chapter 11
Language--The Language of Composition, chapter 9
Everything’s an Argument, chapter 25
Nature--The Language of Composition, chapter 12
Assignment—Synthesis question with three sources.
Wed: Develop your argument; read source one; annotate
Thurs: Revise your argument; read source two and three annotate (by Tues)
Fri: No class
Week Five: ap 25-29
Mon: No class
Tues: Zero draft your argument; present zero drafts; class anticipates
counterarguments
Wed: Write final draft
Thurs: Write final draft (Due Fri)
Fri: Write presentation draft; due Mon
Unit Nine: Practice AP exam
Week Six: may 2-6
Mon: Do half of multiple choice section; correct
Tues: Write essay 1
Wed: Review essay 1
Thurs: Write essay 2
Fri: Review essay 2
Unit Ten: Macbeth
Week Seven: may 9-13
Mon: Write essay 3
Tues: Review essay 3
Wed: **AP Test 8-12am; Begin Macbeth
Thurs: Macbeth
Fri: Macbeth
Week Eight: may 16-20
Mon: Macbeth
Tues: Macbeth
Wed: Field trip to MIA
Thurs: Macbeth
Fri: Macbeth
Week Nine: may 23-27
Mon: Macbeth
Tues: Macbeth
Wed: Macbeth
Thurs: Macbeth
Fri: Macbeth
Week Ten: may 31-jun 3
Mon: No school
Tues: View Macbeth
Wed: View Macbeth
Thurs: View Macbeth
Fri: No class—stud co activities