Linda Holden
Phone # 864-355-6360
Email: lholden@greenville.k12.sc.us
Web Site:
http://teachers.greenville.k12.sc.us/sites/lholden
Tutoring availability: Tuesday and Thursday
after school
Schedule:
8:45-9:35:
9:40-1030:
10:35-11-25:
11:30-1:00
1:05-1:55:
2:00-2:50:
2:55-3:45:
Teacher Cadet
AP English Language
AP English Language
Planning
English II CP
AP English Language
Planning
Dear Parents and Students,
I am happy and excited to be teaching AP Language and Composition, and I am looking forward to a productive and rewarding year
ahead. This is my eighth year at J. L. Mann. I received my Bachelor of Arts Degree at USC and my Masters Degree in English at
Converse College. Writing has always been an important component of my teaching. I have taught poetry and creative nonfiction in
the summer programs at the Governors School of the Arts and Humanities and presently teach poetry and creative nonfiction in the
Summer Teen Writing Program at Converse College. I have been the poetry editor for Emrys Journal for 3 years.
Course Description
AP English Language and Composition is a college level course based on the AP English Course Description published by the
College Board. This AP course prepares students in becoming skilled readers of prose written in a variety of periods, disciplines, and
rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. The main objective of the course is to
enable students to write effectively and confidently in their courses across the curriculum and in their professional and personal lives.
The course emphasizes the expository, analytical, and argumentative writing that is the basis of academic and professional
communication as well as the personal and reflective writing that cultivates the development of writing in any context. Students will
also learn to read primary and secondary sources carefully and to synthesize material from these texts in their own writing. They will
also learn to cite sources using conventions recommended by professional organizations such as the Modern Language Association
(MLA). AP Language and Composition concentrates on composition and the reading of nonfiction prose. The course provides
students opportunities to write about a variety of subjects in a variety of modes. The course encourages students through active
reading and writing to become aware of the interaction among a writer’s purpose, subject, and audience’s expectation, as well as the
way conventions and resources of language contribute to effective writing. Students take the Advanced Placement Exam in the sprin,
and can, with good performance, obtain up to one year of college credit and/or advanced placement in college composition.
Course Goals and Objectives
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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 writing;
create and sustain arguments based on readings, research, and/or personal experience;
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, cogent explanations, and clear transitions;
demonstrate understanding and mastery of standard written English, as well as stylistic maturity in writing;
demonstrate understanding of the conventions of citing primary and secondary sources;
effectively research, draft, revise, and reflect upon personal writing;
analyze image as text; and,
evaluate and incorporate references into researched essays using an established format.
Requried Textbooks:
Miller, Geroge. The Prentice Hall Reader. 7th ed. Upper Saddle River, New Jersey: Prentice Hall, 2004.
Scalon, Lawrence and Renee H. Shea. The Language of Composition: Reading, Writing, Rhetoric, Boston: Bedford/St.Martins,
2007.
Supplemental Texts and Resources: Scanlon, Lawrence and Renee H. Shea. 50 Essays. Boston: Bedford/St. Martins, 2005.
The Lively Art of Writing, Lucille Vaughn Payne (Mentor Books, 1965); Letters of a Nation, Andrew Carroll, editor (Broadway
Books, 1999); and various instructor-provided handouts and texts (to include guides essays, stories, poems, speeches, journal entries,
letters, and assorted photographs, cartoons, and illustrations)
Materials Needed for Class
1. Bound composition book for in-class writing
2. Loose-leaf paper and binder with the following sections:
 Vocabulary
 Notes
 Handouts
 Homework
3. Pencils, Ink pens (black ink only, please), Highlighters (several colors)
ACTIVITIES & ASSIGNMENTS OVERVIEW
Composition
Prewriting: Before writing any essay, students will have read closely, with careful attention to rhetorical strategies, examples of the
type of essay they will be writing. The teacher will provide direct instruction focusing on the use of logical organization and the
techniques that writers use—particularly those exemplified in the essays studied—to increase coherence and effectiveness. This whole
class instruction will focus students on rhetorical strategies and encourage them to model these strategies in their own writing. The
teacher will guide students to an understanding of how writers use effective and appropriate diction, varied sentence structures,
purposeful organization and a balance of generalizations and specific, illustrative detail to achieve their purpose and maintain reader
interest. Using a mini-lesson format, the teacher will also provide direct instruction in sentence construction, particularly the use of
coordination and subordination, and specific unifying techniques such as repetition, transition, and emphasis. To improve students’
diction, vocabulary study will be integrated throughout the year as students encounter unfamiliar words in their reading as well as
through direct instruction.
Drafting, Composing, Revising: Each paper must go through at least two drafts . Peer editing sheets will focus students on
evaluating papers in terms of the student writer’s use of effective diction, varied sentence structures, adequate and relevant details, and
effective organization. In individual writing conferences, the teacher will encourage students to develop their own style and voice by
guiding them to make deliberate and informed decisions in their use of rhetoric. Conferences will focus on organization, the use of
vivid and appropriate diction, interesting and varied sentence structure, a consistent point of view and controlling tone. Conferences
will provide time to assess and address each student’s individual needs.
After Writing: Students will keep two portfolios of their writing: one of their timed responses to prompts, one of their polished
essays and drafts. Students will keep a journal reflecting on their growth as writers and their increasing ability to evaluate critically
their own writing and the writing of others as evidenced in peer and teacher conferences.
Argument and Research
Every unit will stress argument, with the emphasis increasing in the final units. The student will see how various patterns, such as
cause and effect and comparison/contrast, can be used to develop an argument. In the last two units, students will write research-based
arguments. These students will have completed traditional research papers in their English II (American Literature) and English III
(British Literature) courses that required them to read and synthesize sources, cite sources and complete papers following MLA style.
We will review and refine those previously learned research skills and broaden student’s understanding of research. Students should
be competent in these skills:
1. Defining their task
2. Locating and evaluating sources (including primary and secondary)
3. Extracting information from sources
4. Synthesizing and organizing information from multiple sources
5. Citing sources according to the conventions of a recommended professional organization
6. Judging their papers to determine if they accomplished the intended task.
Other Projects and Assessments
1) Homework will usually consist of reading and informal writing assignments, including SOAPStone analysis, journal entries,
and reaction papers.
2) Students should expect regular reading checks and quizzes that require a working knowledge of textual details from assigned
reading. Quizzes will often provide opportunities answer multiple choice questions that require students to answer reading
passage questions similar in approach and format to those on the AP English Language exam.
3) Tests, administered quarterly, will be similar in format to the AP English Language examination and will include multiple
choice passage analysis items and in-class essay response.
4) Students will occasionally prepare projects and presentations to enhance class experience and foster greater appreciation of
reading selections and their historical, social, and cultural significance. Students are encouraged to incorporate technology
(power point presentations, digital photography, and digital video) and art (illustration, music, and, dramatic performance)
into projects when appropriate.
First Quarter
A. Includes orientation to course; explanation of peer editing groups and teacher conferences;
expectations for writing journals and reading guides; introduction to close reading; and rhetorical
awareness . The course opens with immediate follow-up on a summer reading assignment. Students
will choose from the following texts:
THE LOSING SEASON---CONROY
THE WATER IS WIDE---CONROY
EXTREMELY LOUD AND INCREDIBLY CLOSE--FOER
A LESSON BEFORE DYING---GAINES
THE COLOR OF WATER---MCBRIDE
ANGELA'S ASHES---MCCOURT
UNBROKEN ---HILLENBRAND
GLASS CASTLE – JEANETTE WALLS
IMMORTAL LIFE OF HENRIETTA LACKS –SKLOOT
CROOKED LETTER, CROOKED LETTER -FRANKLIN
NEVER FALL DOWN--McCORMICK
BAIT AND SWITCH--EHRENREICH
TERRY FOX: HIS STORY (REVISED) –SCRIVENER
THE BOYS IN THE BOAT - BROWN
Students are required to take notes on the reading as they read – either in the margins, in their notebook, or both. They
will work in groups to prepare a presentation on one book, take an objective test, and write an analytical essay during the
first two weeks of school.
B.
Study of letters (Descriptive and Narrative Writing)
Study letters of Pat Conroy, Emily Dickinson, Charles Dickens, John and Abigail Adams, Abraham Lincoln, Lorrain
Hansberry, Virginia O’Hanlon, Francis Church. Alice Walker, Sylvia Plath, Margaret Mead and Ronald Reagan
Introduce SOAPSTONE and some syntax terms (asyndeton, polysyndeton, anaphora, and litote). They will also use the Rhetorical
Triangle (AP Language and Composition Book Pgs 1-12) to analyze the letters.
C. An Introduction to Rhetoric: The Language of Composition- Chapter 1
The Rhetorical Triangle and appeals to Ethos, Logos, and Pathos
“You’ve Got to Find What You Love, Steve Jobs
“2005 Kenyon Commencement Address”, David Foster Wallace
“Last Lecture,” Randy Pausch.
D. Patterns of Arrangement – How to Write an Essay (Chapter 1- Prentice Hall Reader)
Gathering and using examples: “Night” by Brett Lott, “Watermelon Wooer” and” Caught in the Spider’s Web”
1.
2.
3.
4.
Readings for Exemplification: The Name is Mine, Cut, Shooting an Elephant.
Narration and reflection: Salvation, Sister Monroe, Westbury Court, Facing Famine, Lockdown
Description: The Way to Rainy Mountain; Nameless Tennessee; The Inheritance of Tools
Division and Classification: What’s in your Tooth Paste?; In Defense of Talk Shows
First Quarter Workshops:
o “The College Board and the AP Examination”—Information about the program, format of the AP exam, and use of
the scoring rubric; students will take a diagnostic AP exam from released materials.
o “Rhetorical Foundations”—An examination of Aristotle, the rhetorical triangle, rhetorical appeals, rhetorical
strategies, and rhetorical modes; students will recognize logical, ethical, and emotional appeals in formal writing and
popular media; students will also be able to analyze and evaluate rhetorical strategies in essays.
o Composition Workshop I: “Responding to the Prompt”—A look at the process of turning a statement prompt into a
question that can be answered in a clear and specific thesis statement; students will practice responding to prompts
in short writing assignments, then apply skills to essay assignments.
o
o
Composition Workshop II: “Getting Organized”—Suggestions for going beyond the five-paragraph theme and
writing strong introductions, conclusions, and transitions; students will apply strategies to in-class and out-of-class
essays.
Composition Workshop III: “A Balancing Act: General Ideas/Specific Details”—An in-depth consideration of the
importance of going beyond plot summary by supporting abstraction and general ideas with textual reference and
concrete details; students will examine an essay and use four colored highlighters to mark generalizations,
abstractions, and textual references made through paraphrase and direct quotation; students will then revise the
essay, demonstrating the ability to balance generalization and details, correctly incorporating direct quotes.
Writing
1. Argument: Using Personal Experience as evidence that a particular experience was significant to you.
Assignment: Write a personal narrative in response Salvation where you let someone in your family down, or a narration about a time
you were discrimated against or needlessly embarrassed for something. Use the narrations mentioned as patterns for organizational
and rhetorical strategies (repetition, sentence structure, point of view, etc.).
2. Research part of your own family history, and write about a “sacred” place in your life or the life of your family, or look for
an unusual business in your town or city (barbershop, food co-op, diner, secondhand clothing store, boutique that will govern
your selection of details (include dialogue and descriptions of people). You might explore what hyou have inherited from
someone in your family – an interest, an ability, an obsession, or a talent.
3. Division and Classification: Classify the American eater. Approach this from a comic or serious point of view. Analyze a
series of similar media products (TV shows, software programs, magazines, websites, etc.) What are the shared elements
and to what purpose do all of these things contribute?
4.
Respond to the following quotations. Take a position one of the following guotes. Try to bring in current events and
personal experience.
The only real education comes from what goes counter to you. Andre Gide
I have never let my schooling interfere with my education. Mark Twain
Education is not filling a bucket but lighting a fire. William Butler Yeats
Rewards and punishments are the lowest form of education. Chuang-Tzu
Exercises on Rhetorical and stylistic strategy using the appositive (Language of Composition pgs. 168-173)
Rhetorical and stylistic Strategy: Short Simple Sentences effectiveness in writing (Language of Composition pgs. 252-256)
Second Quarter
Second quarter includes an emphasis on voice, style, and refinement of the essay. Students will work
with the teacher and other students to work toward a “9” essay using the AP rubric for writing. Students
will conference with the teacher and will practice grading their own essays and those of their peers.
A. Compare and Contrast: Coca-Cola and Coco Frio, Visuals on pg. 284, Guavas, Academic Selves, Virtual Love
B. Process: My Daily Dives in the Dumpster, How to Get the Job You Want After Graduation, My First Conk – Malcom
X
C. Cause and Effect: On Teenagers and Tattoos, Dreadlocked
D. Definition: Mother Tongue and Mess
E. Argument: I Have a Dream, Birmingham Jail
F. Humor and irony: A Modest Proposal, Advice to Youth, Mr. Henry Irving’s Macbeth, Girl Moved to Tears by Of Mice
and Men Cliff Notes, Corn Pone Opionions
Writing: -Various essays based on organizational patterns
-Read carefully paragraphs 20-26 in “A Modest Proposal.” Then write an essay explaining how Swift uses
resources of language to develop his positions. Consider diction, voice, pacing, and other rhetorical features to support
your position.
- Write your own version of “Corn-Pone Opinions,” giving examples from contemporary culture and politics. Do
you end up making the same argument as Twain, or do you think Americans are more independent thinkers now?
Grammar as Rhetoric and Style: Parallel Structures/ Anaphora/ Antithesis / antimetabole /zeugma (Language of Composition pgs.
339-345)
We Can Do It, Miller, poster
Reading for in-class synthesis essay
Why Johnny Won’t Read, Bauerlein and Stotsky
Mind over Muscle, Brooks
Putting Down the Gun, Walker
Boy Problems, Hulbert, essay with graph
Writing
Definition (model, Ehrlich and Theroux essays)
Assignment: Howard Stapleton created Mosquito Teen Repellent, which emits a sound that only a few people over age 30 can hear, to
discourage teens from hanging out in stores, malls, etc. Teens made use of this tone, dubbed “Teen Buzz”, in their cell phone ring
tones to communicate without alerting adults. Write an essay defining a word that has a meaning for young people that is different
than the meaning known to most adults. Focus on maintaining a consistent tone throughout your essay.
Argument (Adams, Brooks, Hulbert)
Assignment: Choose a gender related issue that is important to you and compose a well-constructed argument that supports your
views. Possible topics: females versus males as students; money and attention spent on women’ sports versus men’s; depiction of
females in Disney movies and the effect on girls; parental expectations of male children versus female
Composition Workshop VII: “How to Write a ‘9’ Essay”—Exploration of AP essay prompts, including a look at strategies for each
question; students will write timed AP essays and practice scoring using the general AP rubric.
Composition Workshop VIII: “Format and the Critical Essay”—A review of research and synthesis strategies that involves work with
MLA format and considers other format styles; students will consider potential topics through exploratory free-writing, and begin
work on their formal persuasive synthesis essays.
“Images and Graphics as Text”—An exploration of various visual arts and graphic illustration as alternative texts; students will view,
analyze, and respond in writing and art to a wide variety of images and graphics.
Third Quarter
Third Quarter workshops will include reviews and advanced work in areas of concern or difficulty for
students. Individual Conferences will be scheduled: One-on-one reviews of student work up to this
point; students will meet with instructor to discuss individual work. A research paper will be the product
of an environmental study.
A. The Individual and Popular Culture
Readings: “This I Believe” essays (National Public Radio);
“Self-Reliance” (Ralph Waldo Emerson);
“Resistance to Civil Government” (Henry David Thoreau);
“Learning to Read” (Malcolm X);
“Learning to Read and Write” (Frederick Douglass);
“Crossing Brooklyn Ferry” (Walt Whitman);
Other instructor-selected essays, letters, and speeches; student-selected essay(s); counterpoints and miscellaneous readings
Possible Readings
Television the Plug in Drug, Winn
Show and Tell, Graphic Essay
High School Confidential: Notes on Teen Movies, Denby
Sanctuary: For Harry Potter the Movie, Giovanni
Campbell’s Soup Can, Warhol, painting
The Four Idols, Bacon
Reading for synthesis essay
Watching TV Makes You Smarter, Johnson
The Argument Against TV, Trubey
He Doesn’t Like to Watch, Scott
TV Turnoff Week, poster
Is Media Violence Free Speech
B.
Science & Nature
Readings: Excerpts from Sand County Almanac (Aldo Leopold);
excerpts from Bartram’s Travels (William Bartram
excerpts from A Walk in the Woods (Bill Bryson);
excerpts from Silent Spring (Rachel Carson);
excerpt from Nature (Ralph Waldo Emerson);
“Message to President Pierce” (Chief Seattle);
“Against Nature” (Joyce Carol Oates);
“The Method of Scientific Investigation” (Thomas Henry Huxley);
“The Reach of Imagination” (Jacob Bronowski); other instructor-selected essays, letters, and speeches; student-selected essay(s);
counterpoints and miscellaneous readings
Pilgrim at Tinker Creek (Dillard)
Workshops:
What is a “9” essay?
Direct, Precise, and active verbs (Language of Composition pgs. 498-501)
Concise Diction (Language of Composition pgs. 592-595)
Mini Lessons on Research Process
Writing
Cause and Effect (model, Winn essay)
Assignment: Write a cause and effect essay explaining what you believe to be television’s most important influence on American life.
Synthesize what you learned from our reading with your own experience. Cite at least three texts from our reading.
In-Class Writing (from Vocabulary Quiz): Use five of your vocabulary words for this week in a cohesive paragraph that demonstrates
your understanding of the meaning and usage of each term.
Out-of-Class Essay: Using our reading of “This I Believe” essays that aired on National Public Radio, write your own essay which
expresses a belief important to you. Follow guidelines for submission provided by NPR.
Research based argument: Assignment: Write a fully researched argument paper in which you present your own argument about a
social issue that involves the role of government in the lives of individuals OR an environmental issue that you care about
passionately. You will need a minimum of five sources; at least two must be in some form other than traditional written text.
Literature Circles: Choices for this unit will be environmental works. Students will discuss the issues of concern and areas of focus
for their generation.
Fourth Quarter
Fourth Quarter includes a review of essay strategies and prepares students for the AP exam.
Workshops:
Grammar as Rhetoric and style: Coordination/ punctuation in the Compound Sentence /Polysyndeton and Asyndeton (Language of
Composition pgs. 698-705)
“Oral Presentation”—Discussion of speech delivery and oral presentation strategies; students will practice and incorporate guidelines
and strategies into class presentations of persuasive essay topics.
“Exam Preparation Review”—Recap of multiple choice and essay strategies related to each type of essay question (defense/
refutation/qualification, analysis of rhetorical strategies, and synthesis); students will take a released exam that may be used as a final
exam for the class.
Composition Workshop X: Final Individual Conferences—One-on-one reviews of student work up to this point; students will meet
with instructor to discuss individual work.
Writing:
-Consider the issues raised in these readings, and develop a position about the “state of the language” that we
speak, hear, and write every day. Do you think that we are living in a time with less and less regard for
precision in language?
-In-Class Timed Essay: Read the excerpt from a letter written by the eighteenth-century author Lord Chesterfield to his young son,
who was traveling far from home. Read the passage carefully. Then, in a well-written essay, analyze how the rhetorical strategies that
Chesterfield uses reveal his own values. (2004 AP English Language and Composition exam)
-In-Class Timed Essay: Using the seven print and non-print sources in the packet provided, write a synthesis essay on how important
individuality is in a democratic society. You must synthesize at least three of the sources for support.
-Out-of-Class Essay: In preparation for our final individual conferences, write a two-page reflection on the writing you have done in
this class. Have you grown as a writer? If so, how? What are some problem areas that may still require conscious effort on your part
as you write? How do you feel about your literary analysis skills at this point?
-Revision: Revise one timed in-class essay to correct mechanical problems noted in peer and instructor feedback. Use strategies
discussed in our composition workshops to improve sentence structure and subordination/coordination issues.
A.
Politics of language
Politics and the English Language (Orwell)
Mother Tongue (Tan)
Bilingualism in America (S. I. Hayakawa)
From Monkey Bridge (fiction) Lan Cao
“For Mohammed Zeid of Gaza Age 15 “ Poem (Nye)
“Why I Could Not Accept Your Invitation” Poem (Nye)
“Persimmons” Poem - (Li Young Li)
“Sweet Like a Crow” Poem - (Ondaatje)
Chart on language Spoken at Home and Self-Reported English-Speaking Ability
How Much Wallop Can a Simple Word Pack? (Nunberg)
The War of Words (Okrent
Letters to the Editor in Response to the War of Words
Pride to One is Prejudice to Another (Milloy)
Help Us Overthrow the Tall/Short mafia (Magliozzi)
Studying Islam, Strengthening the Nation (Berkowitz and McFaul)
Possible Readings: Politics of Government
The Declaration of Independence, Jefferson
Declaration of Sentiments and Resolutions, Stanton
Thoughts from the Tao-te Ching
The Qualities of the Prince, Machiavelli
The Origin of a Civil Society, Rousseau
Corn Pone (Twain)
A Modest Proposal (Swift)
Guernica, Pablo Picasso, painting
Cover of the New Yorker, March 17, 2003 visual
Cover Harper, April 2003, visual
Reading for Synthesis Essay
Liberties are a Real Casualty of War, Kelly
Databases and Security vs. Privacy, Green
Why Fear National ID Cards, Dershowitz
Airport screening cartoon
After the Test
Students will prepare their portfolios for a final grade. Preparation will include polishing final copies of their argument papers and
writing detailed self-evaluations of their progress as writers.
Grading Scale as determined by the State
A=93-100
B=85-92
C=77-84
D=70-76
F=0-69)
GRADING: Major grades (Essays, Timed Writings, Projects, Tests)
Minor Grades (Homework, Daily Grades, and Quizzes)
70 percent
30 percent
POLICIES & PROCEDURES NOTES
Primary texts, current works being studied, notebook, and pen/pencil should be brought to class each day unless
otherwise instructed. Homework assignments will not be accepted late. Major Assignments will have10 points
deducted per day. No major assignments or test make-ups will be accepted after one week past the due date
without approval. Students will be expected to read longer works mostly outside of class, take appropriate
notes, answer assigned questions, prepare a Critical Reading Portfolio (CRP) entry, and be prepared for class
discussion by the specified date. Most essays grades will be evaluated using our AP English Language &
Composition General Rubric. Class discussion in AP is extremely important. Each student is expected to keep
up with all assignments and contribute to class discussion as much as possible. Students and parents should be
aware of the challenging nature of AP coursework. Parents are asked to sign the form at the bottom of the
attached letter and are encouraged to contact me if there are any questions or concerns about the class or our
syllabus.
Rules/Classroom Procedures
1. Respect the people, ideas, and items in this classroom.
2. Bring materials needed to class daily.
3. Be in seat, not hall or doorway, when bell rings.
4. Participate in ALL assigned classroom activities.
5. Obey all school rules as outlined in handbook.
6. Complete all work without talking to or disturbing others.
7. Assume responsibility for all make-up work.
8. Homework will not be accepted late unless due to an
absence.
9. Student ID must be visible at all times.
11. Food and drinks are not allowed in the classroom
Tardy Policy:
1st unexcused tardy
2nd unexcused tardy
3rd unexcused tardy
4th unexcused tardy
5th unexcused tardy
6th unexcused tardy
12. IPods, cell phones, and other electronic devices are not
allowed in class except when in accordance with school rules
and teacher permission
*Pop quizzes may be given without warning on any material
covered in class or assigned for homework.
Consequences for breaking a rule:
First time:
Verbal warning
Second time:
Call home and 30 minutes after
school
Third time:
Referral to appropriate Principal
Severe disruption:
Student will be sent to the
appropriate Principal immediately
- warning
- parent contact
- parent contact and 30 minute detention for Mrs. Holden
- parent contact and 30 minute detention for Mrs. Holden
- Parent contact and one hour detention assigned by the school
- one hour detention assigned by the school
7th unexcused tardy -two hours detention assigned by the school
8th unexcused tardy - two hours detention assigned by the school
9th unexcused tardy – Referral to administrator and out-of-school suspension
ID Policy: All students are required to wear a school-issued ID badge during the school day. ID’s must be worn on a lanyard and
must be worn between the shoulders and waist. Any student without an ID must report to the main office. They may call home to
have their ID brought to school, or purchase another ID for $5. Students will be assigned a consequence as outlined in the tardy
policy.
Mrs. Holden – Room 704
Parent Information Sheet
Student Name: _________________________________________________
Parent/Guardian Name/s:_________________________________________
Work Phone:__________________________________________________
E-mail:_______________________________________________________
Best Method and time to contact:
I have read the overview of AP Language and Composition. I understand the expectations of the
course and also that the rules and consequences outlined in the Student Handbook apply in Mrs. Holden’s
classroom at all times, and I will work either as parent or student to make this course a success.
Parent or Guardian Signature____________________________________
Date_______________
Student Signature______________________________________________
Date_______________
Since our study of literature includes the viewing of films or videos that relate to what we are studying, I
am including the following permission form for your child to view these films
My child, ____________________________________________________________________
____ has permission
____ does not have permission
TO WATCH PG AND PG-13 FILMS IN MRS. HOLDEN’S CLASS.