Advanced Placement English Language and Composition Course Syllabus
Course Description:
The AP® English Language and Composition course is designed to give students multiple opportunities to work with rhetoric, examine authorial intent and strategy along with the considerations of differing audiences and purposes.
Students write in a variety of modes for a variety of audiences, all the while developing an authorial voice that is able to employ the most effective tone possible within each piece of writing. Students will gain the ability to analyze and articulate exactly what the author is doing within any given text, and they will recognize what rhetorical devices are employed and what their overall effects are within the text. Students will be look deeply at texts and consider the speaker, occasion, audience, purpose, subject and tone in order to determine just how an argument, theme, or symbol is developed and its effectiveness at doing what it sets out to accomplish. Because today’s students live in a highly visual world, they will also study the rhetoric of visual media such as advertisements, comic strips, cartoons, photographs, films, and music videos. In concert with the
College Board’s AP English Course Description, this course teaches “students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by the Modern Language Association (MLA).
This AP® English Language and Composition course also offers students the opportunity to explore established literary pieces and nonfiction prose selections that contain many rhetorical strategies which will challenge students to become critical and logical thinkers and writers. In addition, students will be given an overview of American Literature and its various periods. Through studying the elements of rhetoric and style, students will practice close reading, annotation and multi-drafted, continual writing to develop and refine their own composition skills. Students will evaluate the rhetorical strategies including narration (tone, mood, voice, diction, syntax), description, classification, process, comparison/contrast and argumentation (ethos, pathos, logos) in the assigned readings, and student models and apply these same strategies in their own writing. They will also receive specifically tailored essay rubrics to help them plan, prepare, write, and, eventually, revise their essays. Students will also take formal multiple choice tests modeled on the Advanced Placement Exam that will directly introduce them into the world of high stakes testing and the strategies needed to do well on such tests. The entire course is designed to prepare students to succeed in college courses and to pass the Advanced Placemen t®
Exam.
Language Arts Content Standards Addressed in Class:
Reading (1.0-1.3; 3.2- 3.10) Writing (1.1-1.9; 2.0-2.6) Written and Oral English
Language Conventions (1.0-1.5) Listening and Speaking (1.0-1.12; 2.0-2.6)
Required Materials:

• A good binder or file with space for various sections/dividers (this is for home
use) that includes the following:
1 . Writing (assignments, handouts, notes)
2 . Literature based (assignments, handouts, notes)
3. Miscellaneous (assignments, handouts, notes)
4.
Corrected and returned papers All work submitted throughout the course
must be retained.
. • A dictionary and thesaurus (for home use) • Highlighters
and different colored pens • A plus, but not a must : A personal copy of assigned
novels, in order that the student may properly annotate the text.
Grade Scale
Grading is established and ascertained by the total points earned for all assignments in and out of class. The following is the grade scale:
A=90% and above B= 80% to 89% C= 70% to 79% D=60% to 69%
Anything below 60% is a failure.
Procedures: Do ALL of the reading! All of it. Read the materials.
1. Make sure you have two or three friends in class that you can contact in case
of an absence and check with them about missed work. If you are still unclear
about notes and/or an assignment you missed because of an absence, talk to me after class or after school. Remember it’s your responsibility to make up
work missed due to absences.
2. Do not throw away returned papers. They should go into your binder or file.
3. For final essays and tests, students MUST write with a BLUE or BLACK ink
pen. All drafts of the formal essays must be typed, double-spaced, 12 size font
in Monaco, Geneva, Palantino, or Times. Papers will have the proper heading
,
title, and correct formatting throughout.
4. Remember that every action has a reaction. So, if you do not understand or are having trouble with something, come and see me. Don’t wait until
the last minute to catch up. In Advanced Placement English Language and
Composition, students are continually building and developing skills to go
onto something more challenging. Do not wait : come and see me for help.
Timed Writing
Over the course of the entire school year, students will respond to from 25 to 30 timed essay prompts. Many of these prompts will be based on past AP essay questions in order to develop and increase student confidence and skill. Students will be provided a rubric specific to each essay. They will also examine sample essays, break down essay prompts, and practice brainstorming an essay response. Students will have the opportunity to revise and rewrite all of their timed essays. In addition, they will have the option of copying a sample essay and evaluating it using the rubric to encourage their understanding of on demand writing. In order to further cultivate student writing proficiency, the time period provided for these questions will be curtailed throughout the year to increase writing competence.

Plagiarism Policy
Plagiarism is using another person’s thoughts and accomplishments without proper acknowledgment or documentation. It is an unconscionable offense and a serious breach of the honor code. In keeping with the policy, students will receive a zero for the plagiarized work.
Formal Essays
Students will write analytical, argumentative, expository, and descriptive essays throughout the school year. These essays will range from two to five pages; the length of these essays will be based on the assignment. Students will receive rubrics and examine essay models written in the style they will be asked to use to prepare them for writing. Through the evaluation of model essays and the readings, students will produce strong analytical essays which contain logical organization that supports the controlling thesis statement. Each essay will begin with some type of brainstorming, then an outline, and develop into several drafts, culminating in a final draft. Student essays will advance through each stage of writing with peer editing, writing workshops and one on one conferencing with the teacher. When turning in their final paper, students must turn in all drafts. Each of these essays will have a specifically tailored rubric to help students understand writing expectations for each assignment.
Research Paper
Students will write a short research paper in the second semester. This will be primarily to improve their research techniques.
Reflective Writing and Socratic Seminars
As important to the develo pment of a student’s writing and critical thinking is their personal reflection on society and their own life. Therefore students will respond to several higher order questions about the readings and other topics throughout each semester. They will respond in a quick write and/ or class discussion.
These reflections will also help students when writing their essays and to deepen their understanding of the various readings.
Creative Writing
People learn through examining examples and models. Therefore students will not only read different pieces to examine the rhetorical devices these writers use, but they will also replicate these writers’ style to develop their own style. Students will complete a variety of tasks. They will decide whose style they will imitate when writing. Through these assignments student will practice and learn different writing styles.
Quizzes
Students will take random reading quizzes from selected readings to check for

understanding. In addition, they will be given occasional vocabulary quizzes based on the literary terms they are learning.
Tests
One essential requirement consists of students taking multiple choice questions based on rhetorical devices and their role in selected passages. Classroom practice, discussion and quick writes will prepare them for the multiple choice section. As each multiple choice reading with questions is completed, students will analyze the types of questions they are given, the common detractors, and meta-cognitively explain the process used to arrive at the correct answer. In addition, the teacher will explain and clarify difficult questions to promote student understanding.
Participation
Students will participate in daily classroom discussions based on the assigned readings. They will be graded on attempted analysis and perceptive insights that contain original thought. When participating in Socratic Seminars, students will receive specific and appropriate guidelines about the activity. As the school year advances, students will be expected to generate their own higher order thinking questions about the readings.
In-class work
This can include a variety of tasks. One or two days each week will be devoted solely to the timed essay. Students will examine its structure, the rubric used to score it, break down prompts and practice timed writing. The other days will range from small group discussions and presentations, to Socratic Seminars, to analysis of assigned texts. Occasionally the work will include drafts and edits that lead up to a final formal essay. Other class work may consist of vocabulary warm ups and exercises, group work, and writing tasks. Students will review sentence variety, appositive phrases, parallel structure and syntax in general to develop the complexity and style of their writing.
COURSE OUTLINE : First Semester
Introduction to AP® Language and Composition [1 week] During the first week of class, students are administered a timed essay using a Free Response prompt from Question 3. In addition, students take the multiple-choice section of the released test provided in the 2009-2010 Workshop Handbook for AP
® English
Language and Composition. The purpose is twofold: It is important the students understand what they will be expected to accomplish over the year and this will also provide a baseline score that can be compared to a score on the same exam taken in the last week of April. The score will not be factored into their grades. In April, the class returns to the results from both the September exam and the April exam. This shall prove effective in bolstering students’ confidence before the actual exam when they are able to see hard evidence of the progress they’ve made. The students are given an overview of the course and will read

and annotate the essay, “Federer as Religious Experience” (Wallace 2006) for class discussion.
Unit 1: Everything’s an Argument Chapters 2- 5 [2 weeks]
While numerous excellent composition texts are available for an AP course, this text has proved accessible to students and pertinent to helping them understand persuasive writing. It manages a thorough, readable, contemporary approach to the fundamentals of organic writing while providing timely professional models as examples. The book addresses all necessary elements of argument as well those for writing research, including MLA and APA documentation rules. These chapters introduce argument to students, explaining lines of arguments and identifying fallacies of argument. We will do an intensive reading of the first five chapters and use them to examine current day arguments in advertisements, cartoons, essays, stand-up comedy, and articles from The
New Yorker, Harper’s and essays by David Foster Wallace including “Federer as Religious Experience,
E Unibus Pluram: Television and U.S. Fiction, This is Water, and Signifying
Rappers”. In addition, students will be introduced to the Multiple Choice Test
Taking Strategies. They will be put into groups of 4 and asked to analyze a few released test questions, which they then explain to the rest of the class.
Assessments:
Quizzes: Students will be given short answer quizzes on Chapters 2-5
Timed writing: 2 Timed Essays based on Question 3 Prompts
Formal writing: Students will select an argument from an ad, cartoon, essay, comedy, or article analyze rhetorically based on Chapter 5, and will write a rough draft of a Rhetorical Analysis Essay.
Socratic seminar: Students will participate in a Socratic discussion based on
Chapter 3.
Reflective discussion : Students will Think-Pair Share on certain topics and questions before whole class discussion.
Unit 2: Looking Closely at Argumentation in the Colonial Period [3 weeks]
Students will take a closer look at rhetorical devices in readings from the Colonial time period in American Literature. This will provide an opportunity to further knowledge about primary and secondary sources, as well as the function of letters, journals, and sermons to persuade. The will also critique different argumentative fallacies and effective argumentative techniques.
Students will analyze the evolution of the argument by examining the “embryonic elements of the American dream” in Christopher Columbus’s “1493 Letter on
Discovery: Lofty Lands Most Beautiful of a Thousand Shapes” and continue through Smith, Bradford, Bradstreet, and Edwards. They will begin learning to make clear evaluative judgments and to examine historical political and social issues, preparing them to synthesize ideas from different readings and develop strong thesis statements. Students will increase their knowledge of argumentation and writing through discussion, analysis both written and spoken, group work, revision of essays, and continued reading of Everything’s an
Argument.

Key Authors:
Christopher Columbus
John Smith
Anne Bradstreet
William Bradford
Jonathan Edwards
Key Reading:
Ev erything’s an Argument: Revisit Chapters 1, 2, and 5
Assessments:
Quizzes: Students are given a quiz on most readings .
Timed writing: 3 Timed Essays based on Question 3 Prompts
Formal writing: Students will revise the first draft of their Rhetorical Analysis
Essay.
Socratic seminar: Students are expected to participate in a Socratic discussion based on the different rhetorical and stylistic devices used in Edwards’ Sermon.
Reflective discussion : Students will Think-Pair Share on certain topics and questions before whole class discussion.
Unit 3: Examining Argumentation in the Revolutionary Period [4 weeks]
Students will continue to examine rhetorical strategies used to inform and persuade Students will continue to examine rhetorical strategies used to inform and persuade by various authors from the Revolutionary Period of American
Literature. In addition they will review and analyze how the literary devices (e.g., figurative language, symbols, imagery, etc.) provide a pathway to the theme.
Students will explore how literature, regardless of genre, reflects the human condition . To accomplish this, students will have to complete many critical thinking tasks and reflect on the readings in the appropriate manner. Students will examine how a literary piece reflects a historical and/or literary period. After reading different works, students will critique the different authors’ style and how it affects the theme. Students will, not only, have to write timed essays which articulate clear argumentative thesis statements and progress in a logically organized manner, they will begin working to evaluate their own and other’s work using a rubric.
Throughout this unit, students will have mini lessons on grammar, mechanics and vocabulary.
Key Authors:
Hector St. John Crevecouer
Benjamin Franklin
Patrick Henry “Speech to the Virginia Convention”
Thomas Paine “The Crisis No. 1”
Thomas Jefferson The Declaration of Independence
Key Reading:

Everything’s an Argument: Revisit Chapters 3 & 4, Read Chapter 12 on Style in
Arguments
Assessments:
Quizzes: Students are given a quiz on most readings .
Socratic seminar: Discussing different perspectives about America as learned from the
Revolutionary Period.
Timed Essays : 4 Timed Essays
Formal Essay: Students will edit their 2 nd
Draft of the Rhetorical Essay
Reflective discussion : Students will Think-Pair Share on certain topics and questions before whole class discussion.
Unit 4: Argumentation as Seen in the Individual versus Society [5 weeks]
Through the required readings students will investigate and explore the rights an individual must possess as well as the obligations that must be fulfilled to happily and responsibly participate in society. Students will read and analyze several non-fiction and a few fictional pieces from the Romantic Period of American literature. They will examine different perspectives as well as the similarities and differences arising from historical circumstances happening in society at the time. They will scrutinize rhetorical devices in the different readings and determine the effectiveness of each device. From this critical analysis, students will be able to articulate evaluative arguments; this will be demonstrated in sound argumentative compositions that articulate a strong controlling thesis statement, followed by logical organization that supports the main argument.
Key Authors:
Washington Irving “The Devil and Tom Walker”
William Cullen Bryant
The Fireside Poets
Ralph Waldo Emerson “Self Reliance”
Henry David Thoreau From “Walden” and “Civil Disobedience”
Edgar Allan Poe
Nathaniel Hawthorne The Scarlet Letter , “The Minister’s Black Veil”
Walt Whitman From Leaves of Grass
Emily Dickenson
Herman Melville “Bartleby, the Scrivener” Moby Dick excerpt
Assessments:
Quizzes: Students are given a quiz on most readings .
Socratic Seminar: Using the different readings, students support their arguments about what an individual’s rights in society consist of and the role of the government in society.
Timed Essays : 4 Timed Essays based on Question 2 prompts
Formal Essays: Students will turn in their final draft of their Rhetorical Analysis
Essay and write a first draft of their Literary Analysis Essay on The Scarlet Letter.
Reflective discussion : Students will Think-Pair Share on certain topics and

questions before whole class discussion.
Unit 5: Satire, Irony and Tone during the Age of Realism [3 weeks]
Students will read and analyze different texts from the Age of Realism in
American literature. There will be a particular focus on Satire, as students will read Twain’s entire novel, Adventures of Huckleberry Finn. They will practice examining irony and tone, using Tommy Boley’s SOAPSTone strategy: Speaker;
Occasion; Audience; Purpose; Subject; and Tone. Students will be able to make and articulate evaluative arguments which will be demonstrated in sound argumentative compositions that articulate a strong controlling thesis statement, followed by logical organization that supports the main argument.
Key Authors:
Stephen Crane- “The Open Boat”
Frederick Douglass- from My Bondage and My Freedom
Ambrose Bierce-
“An Occurrence at Owl Creek Bridge”
Abraham Lincoln
Mark Twain- Adventures of Huckleberry Finn
Key Reading:
Everything’s an Argument: Chapter13 on Humor
Assessments:
Quizzes: Students are given a quiz on most readings .
Socratic seminar: Students discuss how tone and irony emerge in a text and how it affects the author’s purpose.
Timed essays : 3 Timed Essays based on Question 2 Prompts
Formal essays: Students will revise and write a second draft of their Scarlet
Letter essay, which they will then edit to turn in their Final Literary Analysis Essay on the Scarlet Letter. They will also write a first draft essay that is an analysis of the Adventures of Huckleberry Finn using Socrates’ Analytical Triangle.
Creative writing assignment : Students write a satirical piece, modeled after
Twain’s satirical style, about a contemporary social issue in society. They will be expected to take into account the speaker, occasion, audience, purpose, subject and tone.
Reflective discussion : Students will Think-Pair Share on certain topics and questions before whole class discussion.
Argument Today
Throughout this semester, students will read and analyze op-ed articles from the
New York Times and The New Yorker . As students learn new terms and new concepts, they need to test their understanding. These short professional pieces in the New Yorker and The New York Times will allow students to explore the types of arguments, claims, and appeals writers use, to identify rhetorical devices, and to examine the connections between the writers and their audience, specifically in the use of tone and voice.
Working with short, manageable pieces is critical for this work. Students will read and analyze one article bi-monthly for the entire semester. Through these readings and analyses, students will begin to internalize argumentative, informative, descriptive, and narrative writing styles as they write their own essays.

Unit 6: Understanding Different Medias as Argument [3 weeks]
By looking at different forms of media, students will be able to critique images, music and text alongside each other. Students will examine similarities and differences in how rhetoric is presented through images, music and text. In conjunction with this, they will le arn how to ‘read’ a visual text. They will then use what they have learned to compose a Visual Essay. They will continue to work at developing logical and well reasoned arguments through writing workshops, planning, drafting, and editing several student papers, and one on one conferencing with the teacher.
Readings:
Everything’s an Argument: Chapters 14 on Visual Argument & 15 on Presenting
Arguments
David Foster Wallace selected essays
Viewings:
Dr. Strangelove
▪ Paintings to be selected from different time periods [e.g. impressionism, realism, surrealism, expressionism etc.]
Listening:
▪ Music to be selected from different genres and time periods [e.g., classical, blues, jazz, rock, punk, rap, etc.]
Assessments:
Quizzes: Students are given a quiz on most readings .
Timed essays : 3 Timed Essays based on Question 1 Prompts
Formal essays: Students will revise and write a Final version of their analytical essay the Adventures of Huckleberry Finn using Socrates’ Analytical Triangle.
They will also create a Visual/ Photo Essay.
Reflective writing/ discussions : Students will Think-Ink-Pair Share on certain topics and questions before whole class discussion.
Unit 7: Studying Humanity through American Literature’s Modern Age [5 weeks]
Students will understand and analyze how the literary devices and rhetorical strategies provide a pathway to the theme as well as persuade the audience.
Students will also understand how literature, regardless of genre, reflects the human condition . To accomplish this, students will have to complete many critical thinking tasks and reflect on the readings through in-depth study and questioning. Students will examine how a literary piece reflects a historical and/or literary period. After reading different works, students will critique the different authors’ styles and how it affects the theme. Students will, not only, have to draft, revise and produce a formal essay, but they will also have to complete timed essays which articulate clear argumentative thesis statements and progress in a logically organized manner.
Key Authors:

Ishmael Reed
Ernest Hemingway
F. Scott Fitzgerald- The Great Gatsby
John Steinbeck- Cannery Row
Flannery O’Connor
Edna St. Vincent Millay
George Saunders
Viewing:
Badlands
Assessments:
Quizzes: Students are given a quiz on most readings .
Test: Literary devices
Socratic seminar: Discussing different views of America and the American
Dream through the perspective of one of the Modern Age writers read.
Timed Essays : 5 Essays using at least 2 Question 1 prompts and a mix of
Questions 2 & 3 for the remainder
Formal Essay: Students will write a Literary Analysis Essay on the novel of their choice between The Great Gatsby and Cannery Row .
Creative writing assignment -Students will write an original poem using imitative style based on Hughes, Stein, or Millay
Reflective writing/ discussion : Students will Think-Ink-Pair Share on certain topics and questions before whole class discussion.
Unit 8: Mixing it Up [3 weeks]
In preparation for the exam, students will read Chapters 16
& 17 of Everything’s an Argument as well as a variety of essays that contain multiple rhetorical strategies. By engaging in a close reading of the texts, students will recognize each rhetorical device and critique the individual effectiveness of each strategy in order to determine the persuasiveness of the end product. As always, students will develop well-formed insights and cultivate them in a logically ordered writing which is illustrated with an effective thesis statement.
Readings:
“Good Readers and Good Writers” by Vladimir Nabokov
“The Nature of Proof in the Interpretation of Poetry” by Laurence Perrine
(The Nabokov and Perrine pieces give students practical advice on becoming critical readers by offering specific guidelines that students can practice.)
Wallace
Assessments:
Quizzes: Students are given a quiz on most readings .
Socratic seminar: Students will discuss what it means to be a good reader and writer by analyzing the Nabokov and Perrine pieces.
Multiple Choice Test: Students will retake the initial MC test they were given at the beginning of the school year.
Timed Essays : 3 Essays composed of: a Question 1 prompt, a Question 2 prompt, and a Question 3 prompt

Formal Essay: Students will revise their Literary Analysis Essay on the novel of their choice between The Great Gatsby and Cannery Row .
Reflective writing/ discussion : Students will Think-Ink-Pair Share on certain topics and questions before whole class discussion.
AP EXAM WEEK: Prepping for and Debriefing the Exam [1 week]
THERE ARE NO FINAL EXAMS IN SEMESTER ONE OR TWO. ALL STUDENTS ARE
EXPECTED TO TAKE THE AP ENGLISH LANGUAGE AND COMPOSITION EXAM.
THAT TEST IS THE COURSE FINAL! During this week students will begin each day with a meta-cognitive quickwrite about where they are and how they are feeling about
AP English Language & Composition. They will Think-Ink- Pair Share their thoughts. The quick-writes will inform the topic of discussion for each day.
Unit 9: Post- Modernistic Literature and the Research Paper [6 weeks]
Students will write a researched argumentative paper in which they will cite primary and secondary sources; students will use the MLA citation style and apply strategies of summary, paraphrase, and direct quotation. Students must identify an issue, research the background of the issue, write two arguments supporting different sides of the issue, develop a thesis based on their research, and, finally, defend and qualify the thesis. Their “Works Cited” will need to include four different types of sources and a minimum of ten sources. Finally, students will write end the semester with an overview of the Contemporary
Period.
They will conclude with an essay that contains several of the rhetorical strategies taught throughout the semester.
Key Authors:
J. D. Salinger- Catcher in the Rye
Dasvid Foster Wallace- from Infinite Jest
Tim O’Brien- from
The Things They Carried
John Updike- “A & P”
Don DeLillo from White Noise
Paul Auster- from Leviathan
Viewing: Safe
Assessments:
Quizzes: Students are given a quiz on most readings .
Socratic seminar: Students will discuss all the stylistic and rhetorical strategies in Leviathan and how it contrasts with the other reading pieces.
Direct Composition Paper: Research paper (6-8 pages), using MLA citation format that includes a “Works Cited”
Formal Essay: Students will write a Final Literary Analysis Essay based on
White Noise
Course Texts

Title: Everything’s an Argument.
Authors: Lunsford, Andrea, John Ruszkiewicz and Keith Walters.
Publisher: Bedford/St. Martin’s
Published Date: 2007
Title: Prentice Hall Literature, Timeless Voices, Timeless Themes
Publisher: Pearson Prentice Hall
Published Date: May 2001
Description: Used for the majority of the excerpts from American writings.
Title: The Bedford Reader
Authors: Kennedy, X. J. and Dorothy M. Kennedy
Publisher: Bedford/St. Martin’s
Published Date: 2006
Title: The Elements of Style
Authors: Strunk, William Jr. and E.B. White
Publisher: The Penguin Press
Published Date: 2005
Title: The Norton Anthology of English Literature: Volume One
General Editor: Abrams, M. H.
Publisher: W. W. Norton & Company
Published Date:1993
Title: The Norton Anthology of English Literature: Volume Two
General Editor: Abrams, M. H.
Publisher: W. W. Norton & Company
Published Date: 1993
Author: Nathaniel Hawthorne
Title: The Scarlet Letter
Publisher: Dover Thrift Editions
Published Date: 1850
Author: Mark Twain
Title: Adventures of Huckleberry Finn
Publisher: Dover Thrift Editions
Published Date: 1884
Author: Fitzgerald, F. Scott
Title: The Great Gatsby
Publisher: Cambridge University Press
Published Date: 1925
Description: Novel
Author: John Steinbeck
Title: Cannery Row
Publisher: Dover Thrift Editions
Published Date: 1945
Film: The Edukators
Director: Weingartner, Hans
Distributor: IFC Films
Date: 2004
Film: Safe

Director: Haynes, Todd
Distributor: Universal
Film: Triumph of the Will
Director: Riefenstahl, Leni
Distributor: Synapse Films
Date: 1935
Description: This documentary will help students understand how powerful propaganda is and the way images can contain rhetorical elements.
Film: Casa Blanca
Director: Michael Curtiz
Distributor: Warner Bros.
Date: 1942
Description: This film helps students to understand the Post-Modern Hero.
Assorted Xeroxed essays provided by instructor
College Board. AP English Course Description. New York: College Board, 2007.
Carrell, Joyce Armstrong, and Wilson, Edward. E.,eds. Prentice Hall: Writing and
Grammar . Gold Edition. Upper Saddle River, New Jersey: Prentice Hall, 2003.
Diyani, Robert(ed) . One Hundred Great Essays . 3 rd edition. New York:
PenguinAcademics,2007.
Gibaldi, Joseph. MLA Handbook for Writers of Research Paper, 6 th edition.
Modern Language Association of America, 2003.
Senn, J. A.,and Skinner, Carol Ann, eds. BK English Composition Handbook.
Austin, Texas: Barrett Kendall Publishing, 2002.