Syllabus for AP Language and Composition
This course is two terms long. It is taught through fiction and non-fiction using
American Literature as the base for reading selections. In addition, students will the
study English grammar and its usage as well as the changing nature of words in
American English
Texts:
Applebee, Arthur, et al., Eds. The Language of Literature The American Experience.
Evanston, IL: McDougal Littell, 2003.
Coombar, James E. and Howard D. Peet. Word Skills. Evanston, IL: McDougal Littell,
2003.
Fitzgerald, F. Scott. The Great Gatsby. New York: Collier Books, 1925.
Foster, Thomas C. How To Read Literature Like a Professor. New York: Harper Collins
Publishers Inc, 2003.
Fry, Edward B. Skimming and Scanning. Lincolnwood, Illinois: Jamestown Publishers,
2000.
Grammar Review Grade Eleven. Evanston, IL: McDougal Littell, 2003.
Muller, Gilbert H. The McGraw-Hill Reader Issues Across the Curriculum. Boston:
McGraw Hill, 2006.
O’Brien, Timothy. The Things They Carried. New York: Broadway Books, 1990.
Potok, Chiam. The Chosen. New York: Fawcett Crest, 1967.
Online sources: KeyTrain for Workkeys
Learning ExpressAdvantage.com
Sinclair, Upton. The Jungle. Tuscan, AZ: Sharp Press, 2003.
Slaton, Joyce. PSAE Coach ACT English and Reading. New York: Triumph Learning,
2003
Slaton, Joyce. PSAE Coach Workkeys Quick Review Reading for Information. New
York: Triumph Learning, 2006.
Stoker, Bram, Dracula. New York: Puffin Books, 1994.
Vogel, Richard, Charles F. Winans, and Denise Pevarnik. AP English Multiple Choice
and Free-Response Questions in Preparation for the AP English Language and
Composition Examination 5th ed. Brooklyn, New York: D & S Marketing
Systems, Inc., 2001.
Vogel, Richard, Charles F. Winans, and Denise Pevarnik. AP English Multiple Choice
and Free-Response Questions in preparation for the AP English Language and
Composition Examination 6th ed. Brooklyn, New York: D & S Marketing
Systems, Inc., 2006.
The main textbooks are The Language of Literature: The American Experience,
The McGraw-Hill Reader Issues Across the Disciplines, and AP English
Multiple Choice and Free-Response Questions in preparation for the AP
English Language and Composition Examination 6th ed.
Equity Statement
According to the Professional Development Workshop Materials2005-2006, “The
College Board believes that all students should be prepared for and have the opportunity
to participate successfully in college, and that equitable access to higher education must
be a guiding principle for teachers, counselors, administrators, and policy makers…. All
students should be encouraged to accept the challenge of a rigorous academic curriculum
through enrollment in college preparatory programs and AP courses.” Thus, this class is
open to any student who wants to take that challenge.
The Course Syllabus
AP Language and Composition is a rigorous English course designed to challenge
students to develop their reading, writing and critical thinking skills. This course will
focus on three types of discourse: rhetorical analysis, argument, and synthesis. This
course will also expect students to understand the use of visuals in written discourse. An
emphasis will be placed on reading critically and responding to those reading with
analysis, persuasion and research. Summer reading is a requirement of this course. How
to Read Literature Like and English Professor and The Jungle are the current summer
readings. Students are expected to analyze at least 30 significant quotations from each
selection. This assignment is due on the first day of school.
According to the College Board, “upon completing the AP English Language and
Composition course, then, students should be able to
 analyze and interpret samples of good writing, identifying and explaining
an author’s use of rhetorical strategies and techniques;
 apply effective strategies and techniques in their own writing;
 create and sustain arguments based on readings, research, and/or personal
experience;
 demonstrate understanding and mastery of standard written English as
well as stylistic maturity in their own writing
 write for a variety of purposes;
 produce expository, analytical, and argumentative compositions that
introduce a complex central idea and develop it with appropriate evidence
drawn from primary and/or secondary sources material, cogent
explanations, and clear transitions;
 demonstrate understanding of the conventions of citing primary and
secondary material;
 move effectively through the stages of the writing process, with careful
attention to inquiry and research, drafting, revising, editing, and review;
 write thoughtfully about the writing process of composition; revise a work
to make it suitable for a different audience
 analyze image as text; and
 evaluate and incorporate reference documents into researched papers.
Summer Reading Activities
In addition, students are required to do summer readings and outside reads during each
term:
Summer books:
Foster, Thomas C. How To Read Literature Like a Professor. New York: Harper Collins
Publishers Inc, 2003.
Sinclair, Upton. The Jungle. Tuscan, AZ: Sharp Press, 2003.
Part 1: Literature: Fiction and Non-Fiction
Week 1: Introduction to class:
Students will be initiated into the concept that fiction can be related to non-fiction works
and that in many and perhaps most the fiction of an era really reflects the realities of the
time. To support the change in the Language and Composition course the first week will
be used to discuss non-fiction piece from the McGraw Reader that deal with
contemporary issues, and to emphasize the need for students to be aware of their worlds
and the role that reading ,writing, and visual imagery have in their lives. Students will
read and take notes on the following: Chapter 1 – McGraw Hill Reader: “Critical
Thinking, Reading and Writing.” To connect reading to the current political situation
students will read the following essays incorporating paraphrasing and summary;
o Amartya Sen’ s “A World Not Neatly Divided” p. 380 – McGraw
Hill Reader
o Edward T. Hall’s “The Arab World” p.383
 Assessment: Students will generate a T-Chart that shows the differences
between American societal attitudes and those of the Arab would.
Students will make inferences about American/Arab relations
 Student will be required to read articles from newspapers and magazines
that deal with Middle East situation in today’s society. This is an on-going
assignment that will be discussed on Fridays throughout the year.
Unit 1: Who is an American?
Week 1 and 2: Native Americans- Traditional myths and modern Native American
writers will emphasize the values of America’s indigenous people.
 Students will read the traditional Iroquois creation myth “The World on
the Turtles Back” Students will summaries and analyze the Native
American approach to creation. Students will compare this myth to other
creation myth such as Genesis, Greek mythology, and the theory of
evolution.
 The format of a compare/contrast paper will be taught, as well as,
parenthetical citation. “Quoting” (Muller 15-17).
 Assessment: Students will write a compare/contrast paper using “the
World on the Turtle” against another cultures’ myth.
Contemporary Connection: Conflicts of Subcultures in American Society
 Christianity versus traditional Native American beliefs: Students will read
Leslie Marmon Silko’s “The Man to Send Rain Clouds.”
 The problems of mixed ancestry in modern American society: Students
will read Leslie Marmon Silko's “Yellow Woman and a Beauty of the
Spirit.”
 Assessment: Students will write an expository essay that explains why
Silko believes that the old-timers beliefs were more beneficial than the
modern beliefs about life. Students will incorporate citations.
 Students will answer Multiple Choice questions on readings.
Week 3-4: Puritans and their influence on American culture and literature:
 Brief lecture on the Puritans and their reasons for migration to the New
World: Students will learn effective note-taking strategies-and formats
such as Cornell notes, T-Chart notes, graphic organizers etc.
Composition: The Essay Format
 Students will review the basic format of an essay: introduction, body, and
conclusion. They will review the types of support necessary to write an
analysis paper. Students will read “The Writing Process” in the McGraw
Hill Reader pp. 22-43.
 Primary sources versus Secondary Sources: Students will read an excerpt
from William Bradford’s “Of Plymouth Plantation” (primary source) and
Alicia Crane Williams’s “Women and Children First: The Mayflower
Pilgrims” (secondary source) a summary based upon primary sources.
 Assessment: in groups students will develop a chart that considers the
differences between the accounts taking into consideration, the
purpose, point of view, tone and style of each writer. Then each group
will develop a compare contrast essay that discusses the difference in
the two styles.
Composition: Reinforcement of the writing process
Students will use the computer program Learning Express Advantage to practice
the expository essay:

Essay #1 Topic: Only people with certain qualities can be effective
leaders. Think about one of the leaders you know. Now describe the
qualities that make that person a good leader.
Puritan Poetry:
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Anne Bradstreet’s poetry: Introduction to Poetry Analysis
Students will work in pairs using the TPCASTTT –Title, Paraphrase,
Connotation, Attitude, Shifts, Title, Theme and reexamination of the Title
to analyze poetry.
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Assessment: Students will write a brief essay on how the poem, “Upon
the Burning of Our House” reflects the Puritan values of Bradstreet
and the time period.
Benet, “We Aren’t Superstitious,” “from Sarah Goods Examination
Salem Witch Trials” Vonnegut’s “Miss Temptation”
Composition: The Argument
 Students will read and take notes “Reading and Writing Effective
Arguments” McGraw-Hill Reader pp.100-107 and 113-122.
Weeks 5-6: Revolutionary Writers
 Through the writings of Jefferson, Paine, Henry the aspects of persuasion
and argument will be analyzed.
 Students will analyze The Declaration of Independence, Patrick Henry’s
“Speech to the Virginia Convention” and an excerpt from Paine’s
Common Sense for the types of rhetorical devices used and the effect of
each device.
 Assessment: Students will write an analysis paper on the rhetorical
devices used in Martin Luther King Jr.'s “I Have a Dream” and their
effectiveness.
Weeks 7-8: Blacks in American Society past through the Present
 Slave journals and diaries, Primary documents will be used to discuss
slavery and its effect on American culture.
 From The Interesting Narrative of the Life of Olaudah Equiano (nonfiction): Students will learn about the Middle Passage and how the use of
sensory details - imagery can enhance the writing process.
 Students will also focus on audience. Who were the people that Equiano
wanted to influence and why?
 “My Sojourn in the Land of My Ancestors” (non-fiction) Maya Angelou.
Students will compare the writing style of Angelou to Equiano making a
chart of imagery used in both selections.
 From Narrative of the Life of Frederick Douglass, an American Slave,
Students will read two selections: Frederick Douglass, Learning to Read
and Write McGraw- Hill Reader –p.257; Escaping Slavery – Mr. Covey,
The Language of Literature p.447. Objective and subjective writing will
be studied.
 James Russell Lowell: “Stanzas on Freedom” Who is the Audience? How
does audience affect poetry?
 Frances Ellen Watkins Harper “Free Labor” Discussion: Do you agree
with the poet’s philosophy that no one is free as long as there are any
slaves.
Weeks 9-10: Contemporary Connection: The Emerging Freedom of Blacks
 From Martin Luther King Jr.’s Stride toward Freedom Students will
make a chart showing the claims and warrants of King’s argument.
 From Malcolm X’s Necessary to Protect Ourselves: Students will make a
chart showing the claims and warrants of Malcolm X.
Assessment: Students will write a persuasive paper whose argument they
found more persuasive.
 Ann Moody (non-fiction) “from Coming of Age in Mississippi”
 Robert Hayden: Frederick Douglass
 Journal: Do you think that the fight against racism in America has been
won or are we still “a house divided”? Consider in your response
evidence that you know from history and your own experiences. p. 498 #5
Composition: Reinforcing the Argument
 Student will use Learning Express Advantage to write argument papers.
 Essay#1: The state government is thinking about requiring a six-

month-long driver's education course before an individual can get his
or her driver's license. Think about whether you believe the
government should create this requirement. Now write to convince the
state government of your opinion.
Essay #2: Some states are considering legislation that would prohibit
the presence of soda vending machines in high schools. Supporters of
the policy believe that the vending machine ban would encourage
students to make healthier dietary choices, which would help them to
perform better in school. Those who oppose the vending machine ban
argue that soft drink companies pay schools to have vending machines
in their halls, which generates much-needed school funding. In your
opinion, should soft drink vending machines be banned from high
schools?
Weeks 11-12: Romanticism
Gothic Literature: The writings of Poe, Irving, Hawthorne and Melville are compared to
O’Connor, Rice, Stoker, and King. The comparative essay is emphasized in this section.
 Irving: “The Devil and Tom Walker” and Poe: “Masque of the Red Death”
Students will study the effects of setting on a literary piece.
 “The Raven” Students will study the poetic devises of internal rhyme, rhythm,
onomatopoeia, and alliteration, and their effect on mood and tone.
 Hawthorne: “Dr. Heidegger’s Experiment” Students will study symbolism and the
allegory in literature.
 O’Connor: “The Life You Save Maybe Your Own” Students will study the use of
the grotesque in literature.
 Faulkner: “A Rose for Miss Emily” The students will study class structure in the
United States as well as isolation of the elderly.
 Stephen King (non-fiction) “ My Creature from the Black Lagoon”
 Assessment: AP style Multiple Choice questions on selections. Students will
develop multiple-choice questions on stories using AP stems to develop a
better understanding of rhetorical and literary devices.
 Students will answer the rhetoric questions 1-5 p.544 for King’s essay.
Weeks 13-14: Transcendentalism: The study of the writings of Thoreau and Emerson to
ascertain the essential elements of the philosophy of transcendentalism. Related pieces
deal with consumerism and environmental issues.
 Ralph Waldo Emerson: “from Self-Reliance” Students will evaluate the
ideas of Emerson’s ideas for today’s society:
Composition: Students will write an argument for the following prompt: Would a nation
of all non-conformists work?
 Henry David Thoreau: “from Walden” Students will analyze selections
from Walden for Transcendental ideas.
 Students will take trips to the courtyard to reflect on nature in the modern
world. Students will spend 15-20 minutes in complete silence listening for
sounds of nature and the modern world. Students will do reflection
journals on each trip.
Composition: Students will refute or agree with the ideas of Thoreau that living a simple
life is desirable; whether beauty and wisdom are found in nature; and whether poverty
has its benefit.
 Walt Whitman: “I Hear America Singing” “I Sit and Look Out” and “Song
of Myself” Students will analyze the poetry of Whitman for form and
content. Why is Whitman considered a Transcendental poet?
 Henry Wadsworth Longfellow “Psalm of Life” What are the
transcendental images?
 Modern Connection: Vaclav “The Divine Revolution” Students will
discussion the ideas presented: Are Havel’s view too pessimistic. Why?
Why not?
Weeks 15-16: Civil War Literature: Students will study the abolitionist movement and
the Civil War’s effect on literature of this era. The poetry of Lowell and Whitman as well
as the writings of Bierce, Beach, and Douglass will be analyzed for form and content.
 Ambrose Bierce: “An Occurrence at Owl Creek Bridge” Students will
analyze the effect of time sequencing on the story. How would changing
the order of the three numbered sections affect the story?
 Lewis Beach: The Clod (drama) Students will perform the one act play.
Students will discuss the unique problems of those caught on the borders
during the Civil War; the role of civilians in wartime; and whether the
actions of the characters were patriotic or criminal.
 Assessment: Letter from Sarah Ballou (non-fiction) Students will
analyze the letter and answer multiple-choice questions about the
content and form from Vogel, Richard, Charles F. Winans, and
Denise Pevarnik. AP English Multiple Choice and Free-Response
Questions in Preparation for the AP English Language and
Composition Examination 5th Ed.
 Students will write a letter in the style of Sarah based on the character
of Peyton Farquhar.
Study of Visuals: Students will read in the McGraw-Hill Reader the section: “reading
and Analyzing Visual Texts” p.17 -19.
 Students will analyze the Pulitzer Prize winning photograph by Joe
Rosenthal of the marines raising the flag on the Pacific island of Iwo Jima
and compare it to the photograph by Thomas E. Franklin taken at the
World Trade Center after the terrorist attacks of September 11, 2001.
 Working in groups students will analyze the structure of the photographs,
the themes presented by the picture, the relationship of the people and
objects in the pictures, the perspective in relation to distance, clarity. The
photographer’s purpose. Each group will present their findings to the
class.
 Assessment: Students will be given two additional sets of pictures to
analyze individually. They will write a journal entry about each set. First
set of picture: Plane attack the Trade Towers –photographer Tamara
Beclaugh 9/11/01. The Statue of Liberty with the smoke from the attacks
on the Trade Towers in the distance. Second set: “Scotland for Ever” by
Lady Butler and “Gassed” by John Singer Sargent.
Weeks 17-18: Realism
The writings of London, Twain, and Cather will add in the study of imagery, dialect,
local color, realism, and naturalism.
 Mark Twain: “from the Autobiography of Mark Twain:” Students will
discuss the elements of Twain’s autobiography and autobiography’s in
general. Is there a built in bias in an autobiography? How does 1st person
point of view affect perspective? Are autobiographies completely
believable or factual? Why or Why not? How does Twain’s fictional style
(Local Color) affect his autobiography?
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Willa Cather: “A Wagner Matinee” and Elinore Pruitt Stewart “from
Letters of a Woman Homesteader” (non-fiction) How did frontier life and
farm life present for women in the 1800s? Using Stewart and the
characters of Aunt Georgiana and Mary Trask make a cause and effect
chart.
Charlotte Perkins Gilman: “The Yellow Wallpaper”
From “Complaints and Disorders: The Sexual Politics of Sickness” The
treatment of women and mental illness in the late 1800s.
Composition: The “Yellow Wallpaper” has been interpreted as a Gothic
tale, as a semi-autographical account of a mental, and as a symbolic
presentation of the effects of social and economic oppression of women.
Choose an interpretation and defend your position.
Week 19: Informal Assessment: Students will review the concepts learned this
semester. Each student will write a reflection essay on his or her strengths
and weakness and his or her plan for next semester.
Formal Assessment -Semester exam: Students will do a modified AP exam from
Vogel, Richard, Charles F. Winans, and Denise Pevarnik. AP English Multiple Choice
and Free-Response Questions in Preparation for the AP English Language and
Composition Examination 5th ed. Brooklyn, New York: D & S Marketing
Systems, Inc., 2001. Or
Vogel, Richard, Charles F. Winans, and Denise Pevarnik. AP English Multiple Choice
and Free-Response Questions in preparation for the AP English Language and
Composition Examination 6th ed. Brooklyn, New York: D & S Marketing
Systems, Inc., 2006.
Semester 2 – The Emergence of Modern Literature – The 20th Century
In this semester students will concentrate on how the literature, poems, and essays
reflect the changes and problems in society due to the pressures of immigration,
industrialization, World war I, the Depression, War II, the cold war, the Civil
Rights Movement, the Sexual Revolution, the Vietnam War and the New wave of
immigrants. During the first half of this term, the students will study through
numerous writing forms the American Dream – a reality or an illusion.
Weeks 20-21: Gilded Age Poetry:
Poetry analysis using Title, Theme, Paraphrase, Denotation, Connotation, Reexamination of Title format is done for all poetry.
 Edwin Arlington Robinson: Richard Cory Students will understand the use of
irony as well as the idea of that money does not necessarily bring happiness.
Students will begin to identify the elements that categorize this era as the pre-cursor to
Modernism.
 Edgar Lee Masters: Lucinda Matlock Students will either write a personal essay
or poem about some one they know- living or dead. The poem must model their
poem after Master’s style.
 Carl Sandburg: “Chicago” Students will compare the Chicago of Sandburg’s era
to Chicago today. Students will mimic Sandburg’s style. Poems must contain
epithets, participles, rhetorical question, contrasting negative and positive
statements and onomatopoeia words.
Weeks 22-26: Lost Generation Writers:
F. Scott Fitzgerald: The Great Gatsby will be studied for style and content, as well as the
emerging theme of Modernism. The Great Gatsby will be read in its entirety. Students
will take note of Fitzgerald diction, syntax, use of color and symbolism throughout the
novel. Students will also study the episodic format and its effect the reader. Students will
again discuss the theme of the American Dream.
Companion Pieces:
 F. Scott Fitzgerald “The Winter Dream”
 Ernest Hemingway: “ The End of Something”
 Dorothy Parker: “Here We Are”
Modern Essays
 Barbara Ehrenreich: “ from Nickel and Dimed”
 Robert Reich: “ The Rich are Getting Richer and the Poor, Poorer”
 Deborah Tannen: “Sex, Lies and Conversion: Why Is It So Hard for Men and
Women to Talk to Each Other”
In each essay the students will discuss the method of argumentation of each author. The
themes of the American Dream in modern America will be discussed through companion
pieces. In addition, students will look at the relationship between men and women in
modern society. Students will debate the ideas presented by Parker and Tannen
Assessment: Multiple Choice test on Great Gatsby and essays that concentrate on style,
diction, perspective, choice of details and their effect on the reader.
Research and Composition:
In addition students will be required to research at least three literary criticisms on the
Great Gatsby and to write a short position paper on at least one criticism. Students are
required to use the MLA style for parenthetical citations and Works Cited page.
A comparison to The Jungle will be discussed in this section. Students will write a
compare contrast paper on the characters from The Great Gatsby and The Jungle
(summer read)
Weeks 27 -28: The African American writers and poets of the Harlem Renaissance
Students will study the renaissance that occurred in the Black community of Harlem in
the 1920. The issues of black creativity and style as well as the theme of racism will be
studied
Poetry
Langston Hughes” I Too” and the “Weary Blues” the effects of musical rhythms on
poetry
James Weldon Johnson “My City”
Countee Cullen “Any Human to Another”
Essays: Zora Neale Hurston “How It Feels to Be Colored Me” (non-fiction)
Alice Walker from Zora Neale Hurston: A Cautionary Tale and a Partisan View
James Baldwin “Stranger in the Village”
Richard Wright: The Man Who Was Almost a Man” What is the effect of third-person
limited point of view on the narrative?
Students are to write a reflection on each piece that reflects tone, style, word choice and
effect on the reader.
Composition: Students will write an essay that models Hurston’s autobiographical essay
that explores what makes them unique.
Weeks: 29- 32: War Literature and Essays
Students will be expected to relate the Iraq War and the experiences of present day
soldiers and civilians to those of soldiers and civilians in other eras. Research is an
integral aspect in this part of the course. An emphasis will be placed on argument and
synthesis papers using citations.
World War II: Students will read Chiam Potok’s: The Chosen Students will be required
to a project that involves multiple types of writings: editorials, news articles, human
interest stories, sports report based on the novel. In addition students will research the
Holocaust and the Zionist movement – MLA format required.
In addition each student will write two college admissions essays.
Bernard Malamud “Armistice”
Visuals: Documentary Photographs of the Holocaust and Hiroshima will be used to
illustrate the power of Visuals.
Students will read the essay written by Susan Sontag (Vogel.88) on the role of art and the
artist in depicting scenes of war and will analyze what elements of language she uses to
convey it. Then students will pick two of the documentary photographs to compare and
contrast. Next, students will compare a paragraph written by Hersey six weeks after
Hiroshima and compare it to a paragraph on Hiroshima that was written ten years later by
J. D. Enright
Composition: Students will write a comparison paper that discusses tone, perspective,
and choice of detail. They will mimic the style of Hersey and J. D. Enright.
Composition:
Synthesis paper: Prompt (Vogel 168-174)
Introduction: Since Matthew Brady’s black and white linotypes first brought home the
stark realities of the Civil War, members of the media have documented in print and on
film America war. Though many graphic images and numbing statistics have over the
years seared their way into the American public consciousness, the U. S. government has
occasionally restricted or censored such images, citing reasons such as national security
or personal privacy. However, is this censorship of wartime images and information a
necessary aegis, or merely a means of protecting the government from unwarranted
criticism and negative publicity? Should the media have no restrictions when it comes to
reporting war?
Assignment: Read the following sources. Then, in an essay that synthesizes at least three
of the sources for support, take a position that defends, challenges or qualifies the claim
that during a time of war the government has the responsibility to censor wartime
information and images. This synthesis essay will be un-timed. Future synthesis essays
will be timed in class to prepare for the AP exams.
1. Essay on Photos of coffins –Denver Post
2. On-line political cartoon
3. Ryan, Joan “Of sensitivity and censorship” San Francisco Chronicle
4.Crossen, Cynthia. “In Every War But One, The Government Had Media under
Control” Wall Street Journal
5. Evan, Harold “War Stories” Wall Street Journal
6. Lichter, S. Robert and Trevor Butterworth. “Commentary: The Press Spins
Self-Serving Myths.” Los Angeles Times
Weeks 33-36: The Vietnam War:
Students will study the history of the Vietnam through research and literature.
 Tim O’Brien The Thing They Carried Students will read this semiautobiographical novel. For each section students will keep a journal that
describes their reaction to the situations these young men found themselves.
Students will research one or more aspects of the Vietnam War. Students will take
a position on the war.
Composition
 Students will write a news-feature story based on research. Students will try to set
the tone in the opening sentence. Students need to use the basic reporter’s
questions (who, what, when, where, why, and how) in organizing story
Weeks 37-39: The Late Twentieth Century to the Present
Students will read and discuss modern essays that deal with the problems of modern
America.
 S. I. Hayakawa: “from the Case for Official English”
 Carlos Alberto Montaner: “Why Fear Spanish”
Students will analyze each essay to determine the type of appeals each author used.
Students will respond in their journals which argument they found more effective and
why.
Synthesis essay (Vogel 219-225)
 Introduction: The steady stream of immigrants crossing the Southern border and
entering the United States illegally has become a thorny problem…
 Assignment: Read the following sources. Then, in an essay that synthesizes at
least three of the sources for the support, take a position that defends, challenges
or qualifies the claim that the United States can no longer afford the same
welcome to immigrants that it has traditionally provided.
 Sources:
1.
“Will we stay a beacon for immigrants” Knight Ridder Tribune Business
News 3 Apr 2006: 1
2.
Fiedman, Thomas L. “High Fence and Big Gate” New York Times
3.
Samuelson, Robert J. “The Immigration Impasse: A Way Out” The
Washington Post
4.
Bookman, Jay “Guest worker idea threatens U. S. heritage” The Atlanta
Journal-Constitution
5.
Mirta, Olito “Changes in Laws Sets Off Big Wave of Deportation.” New
York Times
 Edward T. Hall: “The Arab World” (Muller 383-390)
 Ishmael Reed: “America: The Multicultural Society”
 K. Anthony Appiah: “ The Multicultural Mistake”
 Amartya Sen: A World Not Neatly Divided”
Students will respond in their writing journal for each article.
Week 40: Final Exam: Students will take a modified AP exam.
In addition to regular assignments
Students need to read outside materials: novels, biographies, magazines, newspapers etc.
Language:
Students will review English grammar and vocabulary. Students will study the history of
the English language and discuss how dialect and regional difference affect writing. This
aspect of the class will emphasize how literature is written and why.
Assessment: Students will take weekly grammar and vocabulary tests.
AP Preparation
Students will be required to analyze additional non-fiction essays. Students will work on
sample AP examinations using Vogel, Richard, Charles F. Winans, and Denise
Pevarnik. AP English Multiple Choice and Free-Response Questions in
Preparation for the AP English Language and Composition Examination 5th ed.
Brooklyn, New York: D & S Marketing Systems, Inc., 2001.
Vogel, Richard, Charles F. Winans, and Denise Pevarnik. AP English Multiple Choice
and Free-Response Questions in preparation for the AP English Language and
Composition Examination 6th ed. Brooklyn, New York: D & S Marketing
Systems, Inc., 2006.
To increase writing skills students will be assigned additional essays using the on-line
program Learning Express Advantage.
Extensive research, reading and essay writing are required as preparation for the AP
Language and Composition given in May.