Course Overview
This AP English Language and Composition class will focus on deepening students’
understanding of their identities as writers and as inheritors of American history. All students will be
simultaneously enrolled in an AP US History course. The content and themes of these two classes will
loosely compliment each other to help students make interdisciplinary connections that will show them
the real-world significance of writing.
In AP English Language and Composition, we will read numerous texts from diverse authors
and genres which span US history. In addition to print texts, we will close read films, photographs,
political cartoons, and paintings that have shaped and reflect US culture and politics. Through reading
diverse texts, students will discover the interaction of subject, author’s purpose, and audience’s
expectations. They will also increase their own versatility as writers. Like these models, they will
write for a variety of audiences and purposes using analytical, expository, argumentative, and personal
writing.
Close reading of texts will allow students to see how content and structure combine to create
meaning. They will evaluate how authors use rhetorical devices, sentence structure, and organization;
and they will practice these techniques in their own work. Their work will develop through the writing
process including drafting and multiple revisions as well as receiving feedback from peer editing and
teacher conferences.
In addition to developing identities as writers, students will deepen their understanding of how
our nation’s history affects their identity as people. Students will keep informal journals and write a
personal narrative as we read and write about public policies, politics, and popular culture. This
combination of writing from experience and from historical fact will develop a consciousness of how
their identities have been shaped by and connect to the history of our country’s culture and government.
Course Planner
The following elements of writing will be taught and reviewed throughout the course:
Formal Writing, Conferencing, and Revision – Students will be asked to write several formal
pieces in a variety of genres including personal narrative, expository essay, argumentative essay,
analytical essay, and research paper (see appendix of Major Papers and Projects below). I will
provide explicit instruction and modeling on composing in different genres and utilizing rhetorical
techniques before and after each major assignment. For all major papers, students will complete a
rough draft edited by either myself or a peer. Editing conferences will be required during either the
drafting or revision of major papers. Conferences will focus on developing students’ ability to
compellingly develop an argument, focusing particularly on diction, syntax, use of evidence, and
organization of ideas. At the end of the fall semester and spring semester, students will select one
essay from their portfolio and complete a third revision. All papers receiving lower than a 70 will
have mandatory revisions. All formal writing will be kept in a portfolio so that students can see
growth in their writing throughout the semester. Each portfolio will contain a log of editing
conferences listing the focus area for improvement and the strength of each paper.
Informal Writing Practice – Students will also keep a Reading Writers Notebook. In these
notebooks, they will use the rhetorical triangle to begin analysis of most pieces we read (logging the
subject, audience, speaker, purpose/aim/context). They will then do a variety of tasks depending on
the text which may include writing informal reflections and reactions, brief evaluations of authors’
craft and style, and explorations of personal connections. In addition, they will experiment through
imitation. I will model use of the journal and they will frequently exchange entries with peers for
review. Entries in Reading Writers Notebooks will be edited by students in order to practice
grammar and writing concepts. In addition, students will complete practice AP Free Response
questions in these notebooks.
Vocabulary Instruction & Word Hoard: Students will build richer vocabulary through weekly
study of words taken from course readings. They will learn these words explicitly and in context.
They will be assessed using quizzes, twice a month, and will be required to use new vocabulary in
their writing. Assessments will require students to not only define words but also use them in
original sentences. Furthermore, they will be required to read several sentence which use the same
vocabulary word, select the sentence that uses it least effectively or accurately, and explain why.
Over the course of the year, they will develop “AP Word Hoards” which will be personal
dictionaries of words learned. Each entry will require students to record not only definitions but
also synonyms, antonyms, examples of the word used in the context of class texts, examples of the
word used to describe other class texts, and explanation of word roots and/or origins.
Grammar Review: We will begin with a review subject-verb agreement, homophone errors, and
antecedent errors. We will then focus on clauses and phrases, paving the way for discussions of the
stylistic importance of sentence variety. By the end of the year, we will cover stylistic issues such as
use of parallel structure, combining short sentences, avoiding passive voice, and reducing fluff to
write concisely. We will also cover punctuation, including stylistic use of parenthesis and dashes.
Students will receive direct instruction, modeling of editing, and practice through revision of their
own work.
Daily Exercise: Every day, class will begin with “Daily Exercises.” These exercises will focus on
tone, diction, figurative language, sentence structure, vocabulary study, and grammar. Daily
Exercises will take a variety of forms including: analyzing or imitating brief (2-4 sentence) passages
from famous author’s and editing mistakes made in drafts of peers. “Daily Exercises” will be
completed in the back of Reading Writer’s Notebooks.
AP Practice: At the end of each unit, we will spend 1-2 days practicing both reading and writing
portions of the AP to prepare for the format of the AP Exam.
Unit 1 – Introduction to Course and Critical Reading
Unit Purpose - Course Requirements and Structure: Students will be introduced to the structure and
requirements of the course including an overview of themes, grading policies, expectations, and the
value of AP English.
Unit Texts:
(1) Students will read excerpts from How To Read a Book by Mortimer Adler which introduces the
concept of annotating and close reading.
(2) They will complete two chapters of Ten Steps to Building College Reading Skills by John Langan
on locating main ideas and using supporting/illustrative detail.
Unit Papers and Projects:
(1) Diagnostic: Students will respond to the 2009 AP Exam FRQ on adversity. This response will be
used to gauge the need for overall class needs and individual student needs particularly in regards
to depth and organization of ideas, control of voice and vocabulary, use of sentence variety, and
mastery of basic grammar.
(2) Claim Paragraphs and Transition Review: Students will begin using templates from the book
They Say/I Say: The Moves that Matter in Academic Writing in order to review basic elements of a
paragraph, how to make a claim, and effective methods of transitioning between and connecting
paragraphs and sentences. Students will receive direct instruction, complete practice individually,
and receive written feedback on their claim paragraphs.
Unit 2 – Introduction to the Rhetoric
Unit Purpose - Introduction to the Rhetorical Triangle and Appeals: This unit introduces the
rhetorical triangle and rhetorical appeals of pathos, ethos, and logos. Students practice analyzing how
the meaning of a text depends on its speaker, audience, subject, and context. Daily Exercises during
this unit will focus on editing for basic mistakes in punctuation and sentences as well as on diction
appropriate to purpose. Focus literary terms and rhetorical devices will include: diction, connotation,
denotation, repetition, antithesis, parallelism, and rhetorical questions.
Unit Texts and Skills:
(1) Everyday Use, chapter 1, textbook – An introduction to rhetoric.
(2) “FoundMagazine.Com” online visual artifacts – Visual and textual artifacts used to practice
annotation (introduced in Unit 1) and to practice inferring subject, audience, speaker, context, and
purpose through attention to small details including details from word choice to punctuation to format.
(3) A variety of bottled waters – Students will view a variety of different bottled water brands as an
introduction to how ethos, pathos, and logos are used as means of persuasion. In groups, students will
write an informal rhetorical analysis comparing the effectiveness of two bottles. Beforehand, I will
model the entire writing process using two brands of air freshener. Modeling will emphasize the
writing process that will be used for papers throughout the course, including: brainstorming through
“close reading” of product/text, development of thesis from observation, use of topic sentences,
balancing description and analysis, and editing for precise and effective word choice.
(4) “If By Whiskey” by Noah Sweat, 1952, speech – Students will analyze how Sweat uses a structure
of comparison and contrast in this short expository speech on prohibition given to the Mississippi
legislature in 1952. They will analyze how he creates irony through diction, connotations, and syntax.
They will continue to practice annotation and use Harvey Daniel’s Literature Circle roles (which will
be used throughout the semester to increase critical reading skills.) During the use of Literature Circle
roles, emphasis will be placed on visualizing not only the content of the text but also the organization.
Unit Papers and Projects:
(1) Rhetorical Ad Analysis – (formal paper #1, analytical) Students will compose an analytical paper
about a commercial artifact of their choice – from orange juice containers to deodorant advertisements
– as a piece of rhetoric. Papers will analyze how rhetorical appeals to consumers persuade them to
purchase a product. Students will conference with me after brainstorming, outlining, and creating
their thesis. They will receive written feedback on their rough draft and then complete a second draft
incorporating feedback. Second drafts will be peer edited before they turn in a third, final draft.
Editing of grammar will be focused on use of complete sentences and avoiding run-ons.
(2) If By Whiskey Imitation – (informal paper #1, expository imitation) Students will compose an
imitation of Sweat’s speech maintaining the structure and irony. Students will focus on word choice
and connotations appropriate to the changed audience and subject of their piece.
Unit 3 – Perspectives on Pocahontas
Unit Purpose – The Effects of Speaker and Purpose: Students will analyze the differences between
three perspectives on the interactions between Native Americans and Jamestown settlers, specifically
John Smith and Pocahontas. We will focus on analyzing how perspective, context, and purpose shape
an author’s choice of details, word choice, point of view, genre, and tone. Smith uses details and point
of view chosen for self-glorification and degradation of Native Americans. Disney chooses details and
an animated form in order to entertain and gross profit as well as to glorify forefathers and provide
“moral education” to children. Chief Roy Crazy Horse uses historical reasoning and a critical tone.
Focus literary terms and rhetorical devices include: diction, point of view, third versus first person,
bias, tone, genre, and choice of details.
Unit Texts:
(1) Excerpts from General History of Virginia by John Smith, 1607, historical narrative - I will
model the use strategies to comprehend difficult texts through our reading of “A General History of
Virginia” and students will practice independently. Students will analyze how authors establish
credibility and create ethos through discussion and informal writing about Smith’s use of the third
person. Harvey Daniel’s Literature Circle Roles will be used with a focus on helping students
generate their own critical questions about a text and on paying attention to particular, significant
instances of word choice, which affect the overall effect of the piece.
(2) “Pocahontas” Disney, 1995, animated movie - I will model close reading implicit visual messages
and crafting analytical paragraphs that balance analysis with necessary descriptions. Students will
close read for implicit messages about race and gender from select scenes in “Pocahontas.”
(3) “A Statement by the Powhatan Renape Nation” by Chief Roy Crazy Horse, 1995, a public letter
responding to Disney’s movie – Students will analyze how authors establish credibility and create
ethos through analysis of Chief Crazy Horse’s appeal to historical accuracy and use of facts. They
will analyze how Crazy Horse effectively criticizes Disney through his tone, punctuation, and word
choice. Before a debate on whether Disney should have been more historically accurate, students
will compose a 1 page comparison describing the factual differences between these three stories.
(4) Pocahontas movie reviews – Three film reviews, representing very different views and styles, will
be used to model film analysis, effective organization of an argument, and the use of tone.
(5) “Arguments Based on Character,” Chapter 3 from Everything’s An Argument
Unit Projects and Papers:
(1) Rewrite of Smith’s Account from Native American Perspective – (informal paper #2,
narrative imitation) Students will rewrite a section of John Smith’s account of interacting with the
Native American’s from the perspective of a Native American. Students will focus on word choice
and choice of details.
(2) Disney’s Sexism and Racism – (formal paper #3, analysis of visual text) After I model close
reading a visual text and balancing description with analysis in writing, students will compose a
brief essay analyzing another scene and aspect of “Pocahontas” for implicit visual messages.
Editing during this paper will focus on use of precise description, clear main ideas for each
paragraph, and transitions between paragraphs.
(3) Entertainment or History? – (formal paper #2, argumentative) Students will compose
argumentative essays on whether or not Disney should have made their film more historically
accurate. A heavy emphasis will be placed on the planning process for this essay. I will model the
use of graphic organizers (t-charts) to develop an opinion and specific evidence before beginning
to write. Rough draft essays will be composed in class. Students will peer edit and turn in a final
draft for feedback from me. Students who exhibit serious issues with organization or composing a
thesis will complete another draft after a conference with me. Grammar instruction during this
paper will focus on clauses, the proper use of commas in introductory clauses and subordinate
clauses, the use of colons and semi-colons, and how to punctuate titles of different types of texts.
(4) Rewrite of Disney Movie Review (informal paper #3, imitation of film review) – Students will
rewrite a movie review of “Pocahontas” with a humorously critical tone in order to make it sound
more like an unbiased newspaper report with a formal and unbiased tone. Through this exercise,
students will pay close attention to diction, word choice, punctuation, and syntax.
Unit 4 – Identity Under Attack
Unit Purpose: Investigating Implicit Claims and Narrative Arguments: In this unit, students will
investigate the theme of identity and identities under attack. They will practice identifying and
analyzing bias as well as implicit claims made through tone, structure, and genre. During this unit and
unit 6, all Daily Exercise will focus on learning new words to describe tone, identifying different tones
and what creates them, rewriting passages to change the tone, and analyzing how tone contributes to
the overall meaning of passages.
Unit Texts:
(1) “Hoax Turned Fatal Draws Anger but No Charges,” by Christopher Maag, 2007, a New York
Times article reporting on the Megan Meier MySpace suicide scandal versus “Megan Meier’s
MySpace ‘Joke’: Friend’s parents really know how to pull a joke,” by Leonard Pitts, 2007,
Dallas Daily News, 2007, a sarcastic and accusatory op-ed criticizing the heartlessness of the
mother of Meier’s friend whose fake MySpace page led to Meier’s suicide. Students will analyze
the unbiased tone of a New York Times report and its use of quotes and facts to establish authority.
Students will contrast this with a strongly opinionated op-ed. Though unstated, the op-ed’s author
lays clear blame through how he chooses to report the order of events of the story as well as his use
of a sarcastic tone and repeated rhetorical questions.
(2) "On the Difficulties of being the only Muslim in a public school classroom" by Mukarak Dahir,
a National Public Radio All Things Considered broadcast, 2003 – a narrative from a Muslim
reflecting on the pressures of being the only Muslim in his first grade class and criticizing the
promotion of religion in a public school through narrative. Students will analyze the implicit
claims Dahir makes about the role of religion and conformity in schools, focusing on his use of
imagery, narrative organization, and dialog.
Unit Projects and Papers:
(1) Facebook Project – (informal paper #4) To begin the unit, students will construct two
“Facebook” profiles for themselves which are directed towards two distinct audiences (such as
peers versus college admissions officers.) This project will create a bridge between the theme in
this unit – identity – and the focus of the pervious unit on ethos, choice of details, and use of
visuals to make claims. Grammar instruction will focus on slang, jargon, and colloquialisms.
(2) Informal Reflections – (informal papers #5, narrative/journal entries) Students will write
informal, journal style reflections on a series of six questions about identity throughout the unit.
For each journal entry, they will select a particular tone to write in and, after completing the entry,
they will include a 3-4 sentences explanation of the choices they made to convey that tone.
(3) Narrative Claims – (formal paper #4, narrative) Students will compose their own short personal
narrative which makes a claim about what shapes our identity and what should shape our identity.
They will use Dahir’s narrative as a model. Editing will focus on eliminating clichés and replacing
dull or vague vocabulary. Students will peer edit each other’s drafts. During peer editing, editors
will circle the ten weakest instances of word choice and suggest alternatives to the author for their
revisions. In class, we will take a list of 10 paragraphs containing clichés, which students will
rewrite in groups, focusing on “fresh” descriptions that match the context and purpose of each
paragraph.
(4) America Needs Its Nerds – (2008 AP FRQ2, analysis) Students will compose a response to the
2008 FRQ2 on why America needs nerds. We will focus on annotating and analyzing passages in
an AP prompt and outlining for an analysis paper.
Unit 5 - The “N-word”, Nigger, Nigga:
Unit Purpose – Introduction to Research and The Importance of Context: As a class we will read the
essay “A Question of Language” by Gloria Naylor, which explores the use of the word “nigger” and
how its meaning depends on context and speaker. We will compare Naylor’s opinion of the word to
the use of the word by two distinctly different rappers: Greydon Square in “N-Word” and Tupac in
“Secretz of War.” Students will write their first research paper. Focus terms will include: direct quote,
indirect quote, paraphrasing, primary and secondary source, how to determine credibility of sources,
proper MLA citation, and footnotes versus in-text citations.
Unit Texts:
(1) “A Question of Language” by Gloria Naylor, 1986, essay – In this narrative essay, Naylor
analyzes how the use of the n-word by different speakers in different contexts changes its meaning.
Students will analyzes how she uses an analytical frame and narrative anecdotes to illustrate her
point.
(2) “N-Word” by Greydon Square, song lyrics – in this recently released song, Square presents his
opinion that a “nigger” is an ignorant person of any race and that a black person is only a nigger if
he acts in an ignorant manner
(3) “Secretz of War” by Tupac, song lyrics – in this song, Tupac presents a contrasting take on the
word nigger. To him, the word represents someone with courage, toughness, and loyalty. He
demonstrates the concept of reclaimed language.
(4) Nas at the Grammy’s, photograph, 2008 – Students will view a picture of Nas and Kelis at the
2008 Grammy’s wearing shirts and jackets reading “Nigger.” They will reflect in their Reading
Writer’s Notebook on the visual claims being made by this visual, both by Nas and by the
photographer. They will then argue their opinion of the acceptability of Nas’ clothing choice,
relating their thoughts to personal experience as well as unit texts.
(5) “Evaluating and Using Sources,” Chapter 19 in Everything’s an Argument
(6) “Documenting Sources,” Chapter 20 in Everything’s an Argument
(7) Ten Steps to Building College Reading Skills by John Langan – Students will complete the
chapter on understanding vocabulary in context and using context clues.
(8) AP Practice Passage on Paris Exposition of 1867 – 2008 AP Exam, expository – Students will
complete a written analysis of this passage including: (1) paraphrasing each paragraph (2) guessing
the meaning of three unknown words from context and checking against the dictionary (3)
identifying the Subject, Audience, Speaker, Context, and Purpose (4) describing the effects of two
rhetorical devices used by the author. This will be the format for all AP Practice Passage analysis.
They will then answer the multiple choice questions, which we will review as a class. For this
passage, we will pay particular attention to how the author uses sources, in fitting with this unit.
Unit Papers and Projects:
(1) Perspectives on the N-Word – (informal paper #6, analytical) Students will write an informal
comparison of the three texts about the n-word comparing the implicit claims about the meaning of
the word that each presents.
(2) N-Word Research Paper – (formal paper #5, researched argument) Students will complete their
first formal five-page research paper on one of six prompts about the use of the n-word, its
meaning, and its use. Students will do library and internet research using both history and current
events as evidence to support their thesis. Students will be required to use quotes and paraphrasing
as well as in-text citations in conventional format. Students will create an MLA Works Cited page.
Final papers must include the use of at least four credible sources, one of which must be primary. I
will model a number of research skills including: locating useful sources on the internet,
determining the credibility of sources, summarizing and paraphrasing, crafting thesis statements
and outlines, correctly and effectively quoting, and using transitions. Students will hand in rough
drafts. I will provide written feedback and conference with each students to address individual
areas for improvement. Students will then turn in a second draft. All students will receive another
round of written feedback with an optional conference. Students will then turn in a final draft.
(3) Conformity and Individuality in American Schools – (AP Practice, FRQ 1 from the 2009 AP,
synthesis) In conjunction with learning to quote and cite sources, students will compose their first
AP Synthesis essay.
Unit 6 – Slave Ships and Pathos
Unit Purpose – Working Your Audience: Students will read three texts that address slave ships and
slave trade in order to analyze how authors appeal to their audiences through the use of pathos.
Unit Texts and Skills:
(1) The Interesting Narrative of the Life of Olaudah Equiano, (excerpts) 1789 slave narrative –
Students will compare Equiano’s appeals to emotion and use of rhetorical devices such as
repetition and rhetorical questions to “On Being Brought from Africa to America.”
(2) “On being brought from Africa to America,” by Phillis Wheatley, 1773, poem – Students will
compare the devices used by Wheatley to develop her contrasting perspective on slave ships.
(3) The Middle Passage, Tom Feelings, 1974 – Students will close read historical illustrations of slave
ships and modern illustration of slave ships from Tom Feelings The Middle Passage. Students will
compare the emotional effects of each and write a brief notebook entry on the different contexts
and audience for which each one would be most effective at revealing the horror of slavery.
(4) AP Practice Passage on Writer’s Block– 2008 AP Exam, narrative – Students will complete a
written analysis of this passage including: (1) paraphrasing each paragraph (2) guessing the
meaning of three unknown words from context and checking against the dictionary (3) identifying
the Subject, Audience, Speaker, Context, and Purpose (4) describing the effects of two rhetorical
devices used by the author. They will then answer the multiple choice questions, which we will
review as a class. We will focus on the author’s use of descriptive detail to convey a message as
well as his use of a rhetorical question in the closing line. We will compare this to Equiano.
Unit Papers and Projects:
(1) Ethical Expository Essay: (formal paper #6, expository) Using these texts as examples, students
will select a social issue – either local or national, policy related or not – and write an
argumentative essay which uses appeals to emotion and moves between general points and specific
details in order to persuade a particular audience. After completing their composition, they must
fill out a “says/does” chart about their own writing. In class, I will model ways of creating
emphasis and effectively using repetition. Students will have a teacher conference followed by
revisions in which they should incorporate techniques to emphasize their key points.
(2) Comparison of Texts Analysis (informal paper #7) Students will be asked to write a two-page
informal essay arguing whether the historical images of slave ships or the illustrations of slave
ships more closely match the purpose and techniques used in Equiano’s narrative account.
(3) “Arguments from the Heart,” Chapter 2 from Everything’s an Argument
Unit 7 – Satires and Parodies
Unit Purpose – Criticism through Humor: Students will learn to identify and analyze a number of
techniques used in humor writing and comics. Focus literary terms will include: satire, parody,
allusion, exaggeration/hyperbole, understatement, incongruity, reversal, irony, analogy, generalization,
and double entendre.
Unit Texts:
(1) “Big Boy” by David Sedaris, personal narrative – Through reading this humorous narrative,
students will be introduced to the idea that narratives and humor writing can present implicit
themes. They will analyze how Sedaris uses sentence variety and punctuation as well as diction to
create humor.
(2) 8 Swine Flu related comics – By viewing eight comics related to the swine flu, students will learn
to identify common techniques used in humor writing including: understatement, hyperbole,
incongruity, reversal, allusion, double entendre, irony, sarcasm, and symbolism.
(3) “Under Funded Schools Cut the Past Tense” from The Onion – Students will analyze this text
as an example of parody.
(4) “Gangster Paradise” by Coolio versus “Amish Paradise” by Weird Al – Through a comparison
of the original song “Gangster Paradise” and Weird Al’s parody “Amish Paradise,” students will
learn how author’s use imitation and tone in parody. They will write a comparison of the
techniques used by each song to accomplish its purpose.
(5) “Advice to Youth” by Mark Twain, 1882 – We will discuss how Twain uses organization to
make his sarcasm clear.
(6) “A Modest Proposal” by Jonathan Swift, 1729 – In order to first establish comprehension of this
difficult text, students will use Harvey Daniel’s Literature Roles. Then, students will analyze
historical context and economic themes criticized through Swift’s use of clinical tone and
scientific jargon as well as exaggeration and irony. Students will analyze the difference between
Swift’s intention and the alleged argument of the narrator, evaluating the specific techniques that
Swift uses to make the narrator detestable.
(7) “Gobble This” and “Rear Guard Action on Poison Turkeys” by Dave Barry – Students will
compare the purpose of these two holiday satires. They will evaluate which piece conveys its
message more humorously and argue for their choice by analyzing the humor techniques used.
(8) “Humor in Argument,” Chapter 13 from Everything’s an Argument
Unit Papers and Projects:
(1) Parody Project – (formal paper #7, parody) Students will create their own parody using an
original text of their choice. The parody must demonstrate a use of humor writing techniques,
particularly a strong command of tone appropriate to their purpose and intended audience.
Parodies must make a clear, but implicit, criticism. I will provide written feedback suggesting
revisions related to control of tone.
(2) Paradise? – (informal paper #8, analysis) Students will compose an informal two page reflection
comparing the purpose of Weird Al’s “Amish Paradise” with Coolio’s “Gangster Paradise.”
Students will address various meanings for the word paradise and the use of irony.
(3) Environmentalists – (AP Practice, FRQ2 from 2009 AP, analysis) Students will compose a
practice AP essay. Practice will be timed, but following timed writing, students will peer edit and
revise. This will serve as an assessment of students’ ability to analyze satirical texts independently,
in writing.
Unit 8 – Shades of Truth
Unit Purpose – Narrative Writing, Credibility, and Organization: In this unit, students will explore
the theme of truth and credibility through several narrative pieces, including both fiction and memoir.
Discussion will focus on author’s use of organization and style to create sympathetic and believable
personas. The unit will culminate with students composing their own personal narratives, which go
beyond simple story telling in order to suggest broader significance of life experiences. During this
unit, Daily Exercises will focus on editing for sentence variety and syntax appropriate to purpose.
Focus literary terms and rhetorical devices will include: narration versus analysis, transition, flashback,
theme, persona, narrator, point of view, choice of detail, repetition, and invective.
Unit Texts:
(1) “Big foot Stole My Wife” and “I am Bigfoot” by Ron Carlson, 2003, fiction – Students will
analyze the creation of persona through punctuation, sentence structure, repetition, and detail. In
particular, they will analyze the significance and effectiveness of flashback and overall
organization.
(2) “How to Tell a True War Story” by Tim O’Brien, 1990, memoir – Students will analyze
O’Brien’s use of structure, diction, and repetition. They will compare this memoir to Carlson’s
short fiction and to Cleaver’s memoir to analyze differences in style and the differences in these
author’s intentions when using repetition and flashback. They will reflect on why O’Brien uses an
organizational structure that repeats a single story five times and how this structure contributes to
our understanding of his ideas about truth.
(3) “Seeing” by Annie Dillard from A Pilgrim at Tinker Creek, essay – Students will independently
read and analyze this essay. They will then compare Dillard’s views on “truth” to O’Brien’s.
(4) Soul on Ice by Eldridge Cleaver, pages 24-60, 1968, memoir – Students will analyze the purpose
of Eldridge Cleaver’s memoir. In particular, students will analyze Cleaver’s use of the historical
context of the civil rights movement and integration as a parallel to his own personal struggles.
We will investigate what is communicated by his invectives against American culture and politics
as well as the organization of individual vignettes as well as the memoir overall.
(5) “Narrative,” Chapter 6 from Patterns for College Writing: A Rhetorical Reader and Guide – This
chapter addresses: what narration is, using narration, planning a narrative essay, structuring a
narrative essay, revising a narrative essay, and editing a narrative essay
(6) AP Practice Passage on Writing Style– 2008 AP Exam, expository – Students will complete a
written analysis of this passage including: (1) paraphrasing each paragraph (2) guessing the
meaning of three unknown words from context and checking against the dictionary (3) identifying
the Subject, Audience, Speaker, Context, and Purpose (4) describing the effects of two rhetorical
devices used by the author. This will be the format for all AP Practice Passage analysis. They will
then answer the multiple choice questions, which we will review as a class.
Unit Papers and Projects:
(1) Who to Believe? – (informal paper #9, analytical reflection) Students will compose an informal
reflection on “I am Bigfoot” responding to two questions. First, which narrator does Carlson hope
that reader’s will sympathize with more and what techniques does he use to elicit this sympathy?
Second, who is most to blame for the disappearance of Rick’s wife, Rick or “Bigfoot”? After I
model how to combine short choppy sentences and punctuate a sequence of long sentences with a
short one, students will practice on this reflection.
(2) Imitation of Bigfoot– (informal paper #10, imitation) Students will rewrite the first page of
“Bigfoot Stole My Wife” from the wife’s point of view to enrich their understanding of the
author’s choice of details. We will discuss intentional omission of details.
(3) Personal Narrative – (formal #8, narrative) Students will compose a personal narrative focusing
on the unit theme, “shades of truth.” Narratives will focus on creating a persona, balancing
narration with analysis, use of flashback and transitions, purposeful use of imagery and sentence
variety. This paper will go through two drafts. The first draft will be peer edited and the second
draft will receive feedback from me, which will focus specifically on word choice, sentence variety,
and control of voice to develop persona and theme. After the first draft, I will take student
volunteers to share a transition from their paper, which we will collectively edit as a class for
greater effectiveness and clarity.
(4) Mistakes – (AP Practice, FRQ from 2005, argumentative) Students will write an argumentative
essay on an excerpt from Medusa and the Snail by Lewis Thomas. We will focus on accurately
reading the prompt to understand the author’s view and on quickly translating brainstorming into
outlines.
Unit 9 – Hysteria and Slander
Unit Purpose – The Political Power of Literature: Students will explore the themes of mass hysteria
and slander through multiple genres. The unit will focus on “The Crucible” and move to political
cartoons, editorials on the Red Scare from the 1950s, and contemporary articles on hysteria comparing
how each explores themes of hysteria and slander. Focus rhetorical devices and literary terms include:
caricature, allusion, motif, symbolism, irony, character development, and straw manning.
Unit Texts:
(1) The Crucible, by Arthur Miller, 1953, allegorical drama – Students will study how Miller’s play
works as an allegorical criticism of McCarthyism. In particular, they will analyze his use of irony,
allegory, and allusion. This work will be studied as a political commentary, not merely literature.
(2) “Why I Wrote ‘The Crucible’” by Arthur Miller, 1996, essay
(3) “Is Hysteria Real? Brain Images Say Yes” by Erika Kinetz, 2006 – Students will compare this
scientific, expository New York Time’s piece on theme of hysteria to Miller’s literary version.
(4) Red Scare political cartoons, many from the book Fire! By Herblock, 1950s.
(5) “Enemies from Within” by Senator McCarthy, 1950, speech – Student analysis will focus on the
effectiveness of McCarthy’s use of imagery. We will analyze various other techniques that Senator
McCarthy uses in this argumentative speech in order to persuade the president of the need to take
action against communists.
(6) “I Cannot and Will Not Cut My Conscience to Fit This Year’s Fashions” by Lillian Hellman,
1952, letter to the House Committee on Un-American Activities in which she refuses to “name
names”. This speech will be used to demonstrate the use of analogy.
Unit Papers and Projects:
(1) Court Scene Analysis – (formal #9, literary analysis) Students will write an analysis of the
rhetorical strategies used in the court scene from the end of The Crucible.
(2) Defining Hysteria – (formal #10, expository) Students will write an expository essay in which
they compare either the causes of the effects of hysteria during McCarthyism with the causes or
effects in another historical or contemporary instance of hysteria. Examples of other instance of
hysteria might include: racial profiling in airports following 9/11, AIDs, Y2K, the internment of
Japanese, Swine Flu.
(3) The Indispensable Opposition (informal #10, AP Prompt 2 from 2009, analysis) Students will
compose an in-class, timed writing analysis of “The Indispensable Opposition,” an article by
Walter Lippmann from 1939.
(4) Dissent (informal #11, AP Prompt FRQ 3 2008 Form B, argumentative) Students will complete an
argumentative essay at home on The Decline of Radicalism by Daniel J. Boorstin, 1969. Prior to
composing their essays, I will model the difference between inductive and deductive reasoning.
Students will chose to write in one of these formats and then demonstrate their ability to move
from specific to general points or from general to specific points.
Unit 10 – Power, Leadership, and Fear
Unit Purpose: In this unit, students will explore the theme of power, leadership, and fear. Focus
literary terms and rhetorical devices will include: loose and periodic sentences, setting, ambiguity,
symbolism, allegory, foreshadowing, climax, conflict, and motif.
Unit Texts:
(1) The Stanford Prison Experiment and Mailgram Experiments – Students will read descriptions
of these two famous psychology experiments along with op-ed reactions to both experiments.
These texts will serve as introductions to the themes in Lord of the Flies. Students will do informal
reflections on the effect that power had on the actions and morality of the subjects in these
experiments.
(2) Lord of the Flies, by William Golding, 1954, novel – While reading Lord of the Flies, students
will focus on symbolism and allegory. They will also focus on Golding’s use of ambiguity to
create mood and themes. We will read this novel as a commentary on human nature in relation to
its historical context, analyzing the techniques he uses to effectively convey his opinion of humans.
(3) Excerpts from The Prince, by Machiavelli, 1532 – We will read excerpts from The Prince
focusing on Machiavelli’s use of reasoning and logical organization.
Unit Papers and Projects:
(1) All’s fair in love and war… and science? (formal, argumentative) Students will argue whether or
not they feel that either the Stanford Prison Experiment or Mailgram Experiment were justified and
ethically acceptable. Instead of a rough draft, students will participate in a formal debate in which
they will be assigned a side and an experiment to discuss.
(2) Better to Be Feared than Loved: Defining Leadership (formal, expository) Students will create
their own definition of effective leadership drawing upon Lord of the Flies and The Prince. They
will describe the characteristics that make leaders effective.
(3) Individuality and Conformity in American Schools (formal revision) Students will revisit their
first synthesis essay written during Unit 5. They will do a formal revision on this essay without
teacher or peer editing. They will use the skills and vocabulary they have learned in the past six
units as well as the reflections they have generated while reading literature with relevant themes.
They will develop this into a longer essay, going beyond the requirements of the synthesis prompt.
The goal of this assignment is to help students see how much their ability to write and
independently edit has improved.
Grading Policies and Student Syllabus Information
REQUIREMENTS TO PASS THE COURSE:
In the spring, you will take the AP English Language and Composition Exam. You must pass this
exam in order for colleges to count your AP class as a college credit. If you do not pass the exam, you will still
receive high school credit for the class as long as you have a passing grade.
I have high expectations for your behavior and work because this is college-level class. I promise you
that if you respect this class, I will respect you and give you the help you need to be successful.
Please note that this course will be asking you to more work than you have probably ever been asked to
do for a single course. We all have a great distance to go in order to be competitive with students from across
the state when we arrive at college. Therefore, be prepared to use all class time productively and academically
and be prepared to do a solid hour of homework a night. Homework will involve new, independent reading
and serious writing assignments. All students will be enrolled in Tutorial Period for AP English either in the
fall or the spring, allowing us to cover more texts and complete more practice writing in smaller groups.
GRADING POLICY:

20% Participation – In addition to participating actively, I expect you to be on time, prepared,
respectful, and positive.

40% Homework and Classwork

40% Tests, Quizzes, and Papers
EXTRA CREDIT AND MAKE UP WORK:
There is only one way for you to earn extra-credit or to make up work in this class: you will receive 50
homework points per hour of tutoring spent with me. The points will be added to the assignment of your
choice. You will not be allowed to pull up a failing grade in the last week before the end of the semester, so
you need to put your best effort into class and work every day. This is what colleges will expect. This said, I
am always open to rewrites of papers and encourage you to turn in drafts beyond those which I require.
MY EXPECTATIONS FOR EXCELLENCE:
The writing and reading skills that you learn in this class are necessary to succeeding in college and
beyond. Therefore, I will take you and our time together very seriously. You are expected to do the same –
not for me but for yourself!
I am starting with the belief that you are all capable of doing the work that I expect of you and I will
support you whenever you ask for help. For those of you who have had me before, you have a clean slate
coming into my class.
I expect the following from you:

Be on time. Be in your chair working quietly with homework out for collection before the bell rings.

Be prepared. Come with all work and materials including binders, books, and pens/pencils.

Be respectful. Act like a professional toward yourself, the class, and the teacher.

Be fully present. Sit up, strive to understand, ask questions, answer questions, and complete classwork.

No electronic devices.
GETTING HELP:

I expect you to try your best on ALL assignments. If you do not understand an assignment, call me or a
friend. You are expected to make an serious effort and hand your work in on time, no matter
what.

I will hold tutoring every Tuesday and Thursday until 4:20. Please tell me in class if you are coming.

You can call me for help any time before 10:00pm. I will try to return calls if you leave your name and
number and the latest time I can call you back. Some nights, I may not be available; if this is the case,
you are still expected to put in your best effort.
LATE WORK:
In case of an emergency situation, you need to bring a note from home in place of your missing assignment.
Otherwise, your work should be handed in on time. In the real world, you cannot miss deadlines, and so you
will not be allowed to miss deadlines in our class. It prevents you from keeping up and contributing to class.
You will be penalized for late work. 1-3 Days Late = 20% off. You may receive a zero after that. You are
responsible for knowing whether or not you are missing assignments; I have too many students to find you
personally, so please take responsibility for yourself.
CHEATING:
Cheating on any assignment – homework, papers, or tests – will result in a call home, a zero in my grade book
and you will be required to do additional work to make up for the learning opportunities you lost by cheating
instead of working honestly to become smarter. Cheating is not only unethical, it also prevents you from
reaching your full potential and intelligence.
PARENTS AND GAURDIANS:
I will be contacting your parents by phone and sending them progress reports. They are welcome and
encouraged to call me. I would also love to have any parents visit class. They just need to contact me before
they come and I will let the front office know!
IMPORTANT CLASS PROCEDURES:
Homework: Homework should be placed on the upper right corner of your desk AS SOON AS YOU
ENTER THE ROOM. Within 30 seconds of the bell ringing, I will come around to check off whether you
completed the homework or collect it. All homework will be stamped by me to prove that it was in on time.
Keep these assignments. If I ever make a mistake on a progress report and mark something missing that you
turned in, you can simply bring me the stamped homework as proof.
If you are absent: If you are absent, go to the folder on the back closet for the day you were out. That folder
will contain any handouts that you missed. Get notes from a classmate. If you are confused or need help,
come to me ONLY AFTER you have gotten notes and handouts. Your work from when you were out is due
within three days of your absence.
Bathroom: You will have one pass per week. When you need to go to the bathroom, cross your fingers and
hold them up. I will signal to you that you may go or that you must wait. If I signal that you may leave, get the
sign-out white board. I will come over to sign it. This board will act as your bathroom pass.