EVERGLADES HIGH SCHOOL
ADVANCED PLACEMENT LANGUAGE AND COMPOSITION
2013-2014
Instructor: Coach Menendez
Periods: 2 & 4
Tutoring: As requested
Office Telephone: 754 323-0500
Email: carlos.menendez@browardschools.com
Course Overview:
The purpose of the AP English Language and Composition course “is to enable students to read complex texts
with understanding and to write prose of sufficient richness and complexity to communicate effectively with
mature readers” (College Board AP English Language and Composition Course Description, Fall 2010). [C1]
The course is academically rigorous and requires students to consider the rhetorical setting (emphasizing
content, purpose and audience) through close and critical readings and through the composition process.
Students will analyze models of prose from various disciplines and periods in terms of style, tone, and rhetorical
strategies. Through analysis of exemplary writing modes students will develop individual writing styles that
will serve them throughout their college career.
This course is structured in keeping with the guidelines provided in the AP English Language and Composition
Course Description (Fall, 2010) and prepares students to sit for the Advanced Placement English Language and
Composition Exam. Satisfactory performance on the AP Exam may afford students advance placement, college
credit, or both. [C1]
This course requires, as outlined in the College Board AP English Language and Composition Course
Description (Fall 2010) [C1], that students have the ability to understand and use Standard English grammar,
and reinforces writing conventions throughout the course. Students will work on stylistic development that
consists of:
 a wide-ranging vocabulary used appropriately and effectively;
 a variety of sentence structures, including appropriate use of subordination and coordination;
 logical organization, enhanced by specific techniques to increase coherence, such as repetition,
transitions and emphasis;
 a balance of generalizations and specific illustrative detail; and
 an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and
achieving appropriate emphasis through dictions and sentence structure.
Course Outline:
Term 1: Course orientation, critical reading, nonfiction, the exam, rhetorical terms, rhetoric, the essay,
rhetorical modes, rhetorical devices.
Overview of the curriculum and classroom procedures followed by a review of critical reading guidelines, close
reading, and annotation guidelines. Review of reading assigned for summer (memoir and/or nonfiction
selection), and evaluation of reading response journals. [C4] Students will participate in dialogue regarding
rhetorical context/situation to include author purpose, audience, and language strategies as students focus on
and develop skills for close reading. [C6] The concept of critical reading is discussed and students have many
opportunities to practice and demonstrate their ability to read and understand critically. [C4]
The AP English Language and Composition Exam is explained to the students. The multiple choice section of
the 2001 AP Exam is administered as a pre-test to familiarize the students with the format of the exam and to
establish a baseline score. Students will retake the test in April to show development as a critical reader.
A list of rhetorical terms/devices is distributed. Students learn the definitions of the terms/devices, use the
devices in their own writing, use the terms to analyze what they are reading, and keep examples in their
notebooks. Student notebooks will become a source of reference to be used throughout the course.
Topics For Term 1:
 Genres in non-fiction (narratives, letters, diaries, journals, biographies, autobiographies, memoirs etc.)
 Rhetorical modes (narration, illustration and exemplification)
 The AP Language and Composition Exam
 Rhetoric (purpose, audience, situation)
 Review of essay format (thesis, paragraphs, transitions, introductions, conclusions)
 Rhetorical devices (detail, diction, figurative language, imagery, syntax, etc.)
 SAT vocabulary and vocabulary as needed for rhetorical analysis
Readings for Major Works
 Tuesdays with Morrie (Albom) – possible summer reading
 Amusing Ourselves to Death (Postman) – possible summer reading
 The Crucible (Miller)
 The Scarlet Letter (Hawthorne)
Other Selections:
 Ruehlmann, “How to write: Just do it”
 Dillard, “The Writing Life”
 Didion, “Why I Write”
 Murray, “The Stranger in the Photo Is Me”
 Momaday, “The Way to Rainy Mountain”
 Equiano, “The Narrative of the Life of Olaudah Equiano”
 Bradford, “from Of Plymouth Plantation”
 Alexie, “Indian Education”
 Keillor, “How to Write a Personal Letter”
 Various other letters
 Selections from contemporary magazines and newspapers
Writing:
 Reading response journals


Essays
AP passage response
Vocabulary:
 SAT Vocabulary
Grammar:
Mini-writer workshops: When essays are returned, a list of often occurring errors, samples of those
errors, and corrections are shared in class. Topics which include tone, style, sentence structure, diction, logical
organization, details and specific support, and coherence are included. Students keep a section in their
notebooks for notes. Elements of Style by Shrunk and White is used as a reference. If necessary, grammar
and/or writing exercises are given for homework. This is an ongoing activity throughout the course. [C10]
Activities:
 Rhetorical devices and vocabulary tests
 Tests and quizzes on assigned readings
 Practice AP essays and multiple choice tests
 Writing AP MC questions
Term 2: Rhetorical Modes, Argumentation
Students will continue to explore rhetorical modes. They will encounter essays that are different in purpose and
strategy, and students will learn to distinguish the rhetorical differences of each mode. Students will begin to
evaluate and discuss the use of appeals and rhetorical strategies in speeches, letters and other forms of argument
both written and visual.
Students use the text Reading for Writers (Chapter 3-5) along with various other resources to discuss planning,
drafting, and editing. [C10] Students will participate in peer editing and teacher facilitated writing conferences.
Conferences focus on the writing process, thesis, and logical organization; further aspects considered include
specific techniques to increase coherence such as repetition, transitions, and emphasis. Conferences vary
according to individual needs. Prior to submission of the final paper students will have an additional conference
to address issues of word choice (vocabulary), and balanced use of details (general/specific), a controlling tone,
a consistent voice, and appropriate emphasis through diction and sentence structure (including subordination
and coordination). Students attend a post grading conference to go over errors in their writing. [C3][C10]
Topics:
 Genres in non-fiction (letters cont., speeches, sermons, essays)
 Rhetorical Modes (narration, illustration and exemplification, process analysis, division and
classification, definition, compare/contrast, cause and effect, and argument/persuasion).
 Grammar review will continue in mini-workshops when essays are returned
 SAT vocabulary and other vocabulary needed for rhetorical analysis
Readings: Major Works
 Narrative of the Life of Frederick Douglass, An American Slave (Douglass)
 The Awakening (Chopin)
Other Selections:
 King, “Letter from Birmingham Jail”
 Edwards, “from Sinners in the Hands of an Angry God”
 Henry, “Speech in the Virginia Convention”
 Crevecoeur, “What Is an American?”
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Selections from Emerson and Thoreau
Pizzi, “Doorways: A Visual Essay”
Goodman, “The Company Man”
Ericsson, “The Ways We Lie”
Bodanis, “What’s in Your Toothpaste?”
Eighner, “My Daily Dives in the Dumpster”
Johnson, “Today’s Kids Are, Like, Killing the English Language”
Britt, “Neat People vs. Sloppy People”
Catton, “Grant and Lee: A Study in Contrasts”
Barry, “Batting Clean-Up and Striking Out”
Selections from contemporary magazines and newspapers
Writing:
 Reading response journals
 Essays (analysis, definition, classification/division, compare/contrast)
Vocabulary:
 SAT Vocabulary
Grammar:
Mini-writer workshops: When essays are returned, a list of often occurring errors, samples of those errors,
and corrections are shared in class. Topics which include tone, style, sentence structure, diction, logical
organization, details and specific support, and coherence are included. Students keep a section in their
notebooks for notes. Elements of Style by Shrunk and White is used as a reference. If necessary, grammar
and/or writing exercises are given for homework. This is an ongoing activity throughout the course. [C10]
Activities:
 Visual essay
 Tests and quizzes on assigned readings
 Practice AP essays and multiple choice tests
 Writing AP MC questions
Term 3: Argumentation, Research, Synthesis
Students will continue building on skills acquired during the first semester and will be introduced to the
structure of the argument. Students will approach argument from a variety of angles as they deepen their
appreciation of the rhetorical situation (context, audience, and purpose). The central focus during this term will
be appeals or lines of argument based on values, emotion, and facts and reason (ethos, pathos, and logos). Using
information from the text The Language of Composition, students will study the different types of argument.
The focus will be on the Toulmin method of argument: making a strong claim, supporting it with specific data
and strong reasons, and connecting claims and reasons with a suitable warrant. Along with this students will
study other methods of argument.
Students will engage in a “Fallacies in Advertising” project by exploring logical fallacies as they put together a
notebook of advertisements that illustrate the fallacies student in class along with a personal analysis of each
advertisement. Students will be required to present their favorite advertisement and analysis to the class.[C7]
The first work of non-fiction to be considered in this term is Fast Food Nation. Students will keep a reading
response journal while reading and are responsible for identifying arguments and the support used by Schlosser
to support his purpose. [C4]
In addition to the book, students will read numerous essays and look at various advertising, charts, and cartoons
that make them examine the fast food industry. After reading Fast Food Nation, students will select an
argument presented in the book and explore it further. Students will locate 4-6 additional texts (both visual and
written) that support the argument they have decided to explore further. From these sources, each student devise
a synthesis question modeled from a sample AP synthesis question. The information gathered results in a
researched argument paper. [C8]
Students use the text Reading for Writers (Chapter 3-5) along with various other resources to discuss planning,
drafting, and editing. [C10] Students will participate in peer editing and teacher facilitated writing conferences.
Conferences focus on the writing process, thesis, and logical organization; further aspects considered include
specific techniques to increase coherence such as repetition, transitions, and emphasis. Conferences vary
according to individual needs. Prior to submission of the final paper students will have an additional conference
to address issues of word choice (vocabulary), and balanced use of details (general/specific), a controlling tone,
a consistent voice, and appropriate emphasis through diction and sentence structure (including subordination
and coordination). Students attend a post grading conference to go over errors in their writing. [C3][C10]
Topics:
 Genres in non-fiction (essays, speeches, letters)
 Rhetorical Modes (compare and contrast, argumentation/persuasion)
 Argument – purpose, occasion, kind, appeals
 Satire
 Logical fallacies
 MLA documentation (synthesis)
 AP practice test
 Grammar review continued
Readings: Major Works:
 Fast Food Nation (Schlosser)
 The Great Gatsby (Fitzgerald)
Other Selections:
 Swift, “A Modest Proposal”
 Deford, "Athletics 101: A Change in Eligibility Rules is Long Overdue”
 Brady, “I Want a Wife”
 Mencken “The Penalty of Death”
 Kroll, “The Unquiet Death of Robert Harris”
 Rideau, “Why Prisons Don’t Work”
 Wenke, “Too Much Pressure”
 Selections from contemporary magazines and newspapers
Writing:
 Reading response journals
 Essays (analysis and argumentation/persuasion)
 AP passage responses (synthesis sample)
Vocabulary:
 SAT Vocabulary
Grammar:
Mini-writer workshops: When essays are returned, a list of often occurring errors, samples of those errors, and
corrections are shared in class. Topics which include tone, style, sentence structure, diction, logical
organization, details and specific support, and coherence are included. Students keep a section in their
notebooks for notes. Elements of Style by Shrunk and White is used as a reference. If necessary, grammar
and/or writing exercises are given for homework. This is an ongoing activity throughout the course. [C10]
Activities:
 Gathering of texts for synthesis essay
 Advertisement project
 Logical fallacies project
 Tests and quizzes on assigned readings
 Practice AP essays and multiple choice tests
 Writing AP MC questions
Term 4: Argumentation, Research, Synthesis, AP Exam
In this final term students will continue to analyze and construct arguments. The emphasis will be placed on
synthesizing information from a variety of sources, such as essays, editorials, cartoons, charts, etc.) to create
and support arguments. The MLA style of writing will serve as the framework for incorporating citations
smoothly in their writing. [C9]
Writing conferences will continue during this term on an as needed basis.
In order to provide adequate practice with arguments, students will read and evaluate an op-ed article from the
New York Times once a week. Analysis will include the type of argument and appeal used by the writer,
identification of the writer’s claim(s), and discussion on the types of evidence used by the writer. [C6]
In final preparation for the AP exam, students retake the multiple choice section of the 2000 AP Exam that they
took at the beginning of the course. Each student is asked to access his or her progress in a written statement.
After the AP exam, which is administered in May, students complete a college portfolio which includes a
resume, college application essay(s), and a college search.
Topics:
 Genres in non-fiction (essays, speeches, letters)
 Rhetorical Modes (argumentation/persuasion)
 Synthesis (citing sources)
 AP practice test
 Grammar review continued
Readings: Major Works:
 All the King’s Men (Warren), or Invisible Man (Ellison)
 The Things They Carried (O’Brien) – time permitting
Other Selections:
 Wenke, “Too Much Pressure”
 Thoreau, “Civil Disobedience”
 Nixon, “Checker’s Speech”
 King, “I have a Dream”
 Clinton and other Presidential speeches
 Selections from contemporary magazines and newspapers
Writing:



Reading response journals
Essays (argumentation/persuasion)
AP passage responses
Vocabulary:

SAT Vocabulary
Grammar:
Mini-writer workshops: When essays are returned, a list of often occurring errors, samples of those errors, and
corrections are shared in class. Topics which include tone, style, sentence structure, diction, logical
organization, details and specific support, and coherence are included. Students keep a section in their
notebooks for notes. Elements of Style by Shrunk and White is used as a reference. If necessary, grammar
and/or writing exercises are given for homework. This is an ongoing activity throughout the course. [C10]
Activities:
 Gathering of texts for synthesis essay
 Advertisement project continued
 Tests and quizzes on assigned readings
 Practice AP essays and multiple choice tests
 Writing AP MC questions
 College Portfolio
Primary Texts:
McCuen, Jo Ray and Anthony C. Winkler, eds. Readings for Writers. Fort Worth, TX: Heinle &
Heinie Publishers.
Shea, Renee, Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition.
Boston, MA: Bedford/St. Martin’s.
Course Texts:
Albom, Mitch. Tuesdays with Morrie. New York: Broadway Books.
Chopin, Kate. The Awakening. New York: Bantam Dell.
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. New York:
Penguin Books.
Ellison, Ralph. Invisible Man. New York: Vintage Books.
Fitizgerald, F. Scott. The Great Gatsby. New York: Scribner.
Hawthorne, Nathaniel. The Scarlet Letter. Illinois: McDougal Littell.
Miller, Arthur. The Crucible. New York: Penguin Books.
O’Brian, Tim. The Things They Carried. New York: Broadway Books.
Postman, Neil. Amusing Ourselves To Death. New York: Penguin Books.
Strunk, William, Jr., and E.B. White. Elements of Style. New York: Longman.
Warren, Robert Penn. All the King’s Men. New York: Harcourt Books.
Supplemental Texts:
Barnet, Sylvan, and Hugo Bedaue. Contemporary & Classic Arguments. Boston: Bedford/St.
Martin’s.
Hacker, Diana, A Writer’s Reference. Boston: Bedford/St. Martin’s.
Kennedy, X.J., Dorthy M. Kennedy, and Jane E. Aaron. The Bedford Reader. Boston: Bedford/St.
Martin’s.
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s an Argument: with
Readings. Boston: Bedford/St Martin’s.
McWhorter, Kathleen T. Seeing the Pattern. Boston: Bedford/St. Martin’s.
Murray, Donald. The Craft of Revision. Boston: Thomson/Heinle.
Rottenberg, Annette, T., and Donna Haisty Winchell. Elements of Argument. Boston: Betford/St.
Martin’s.
Trimmer, James F., and Maxine C. Hairston, eds. The Riverside Reader. Boston: Houghton
Mifflin.
Yagelski, Robert P., and Robert Keith Miller. The Informed Argument. New York: HaperCollins.
Graded Assignments:
Grades at the end of each quarter are calculated as follows:
40% composition, tests, projects
25% in-class activities, quizzes, and other assignments
15% journal checks and notebooks checks
10% in-class AP practice
10% homework
Grading Scale:
The following scale (school system’s scale) is used to determine the final grade:
A
=
100 – 90
B+
=
89 – 87
B
=
86 – 80
C+
=
79 – 77
C
=
76 – 70
D+
=
69 – 67
D
=
66 – 60
F
=
59 and below
(Numerical grades are recorded in the grade book. Essays are graded using the AP scoring system 1-9. This
score is then translated into the above grading scale.)
Student Conduct:
It is expected that all students will
 arrive to class on time and be seated BEFORE the bell rings,
 be prepared for class by bring all necessary materials,
 raise their hand and be recognized by the teacher before speaking,
 respect others at all times,
 not eat or drink in class,
 remain in seat until excused by the instructor, and
 have in their possession their own agenda (pass) to leave the classroom.
This class is taught in a seminar format; therefore, it is important that everyone abide by the classroom rules and
procedures. Students who do not abide by the classroom rules and procedures will suffer the consequences as
outlined in the Code of Conduct.
Attendance:
Due to the pace and intensity of the class, students should be in class, on time, and be prepared every day.
Excessive tardiness and absences are unacceptable and will result in a parent contact. Students who are often
absent or tardy should not sign up for this course. (See MAKE-UP WORK AND LATE PAPERS)
AP Test Preparation:
Preparation for the May AP test begins immediately. We review prior to tests, practice with AP writing prompts
and scoring, take multiple choice practice tests regularly, and learn methods to boost scores. Students will have
the opportunity to complete at least two-full-length practice exams. Students who score a three or higher on the
five-point AP can earn college credit and same on tuition (this savings can range from $1,500 to $5,000 at
many schools).
Paper Format:
Papers written outside of class should be typed or word-processed and double-spaced with one-inch margins.
The font size should be no larger than 12 or smaller than 10. Papers written in class must be in black or blue
ink. Use only one side of the paper and skip lines. Hyphenation at the end of a line should be avoided if
possible. A cover page is not necessary. Students should write their name in the upper right corner with block
number and date.
Conferences:
Students work in writing groups to peer edit papers throughout the course. Each peer editing session has a
focus. Also each student is required to meet with the teacher for conferences throughout the course. These
conferences allow students to ask the teacher questions about writing and to speak at length about any problems
that are occurring. Conferences can be scheduled during class, before or after school, or during lunch. Students
should be prepared for conferences by bringing specific questions and a copy of the essay to the conference. If
a student receives a “D” or below on any essay there will be a mandatory conference with the teacher in an
attempt to ameliorate problems.
Late Work and Make-up Work:
Work can only be handed in late if a student has an excused absence. Students who have an excused absence
have two days for each day of an excused absence to make up class assignments, quizzes, and tests for full
credit. Make up quizzes and tests are done before or after school. Extended assignments such as pre-assigned
essays and projects are due on the day a student returns to class. An absence is not an excuse for a late essay or
project. Work that is late is dropped by a letter grade (11 points) each weekday that it is late. Work that is more
than one week late will not be accepted, and a grade of zero will be assigned in the grade book. Students are
responsible for ensuring that work that will be due during a planned absence is handed-in prior to leaving.
Emergency cases are dealt with on a case-by-case basis. It is a student’s responsibility to find out what has been
missed and to make up the work.
Plagiarism:
Plagiarism is the representation of someone else’s writing or ideas as your own. A plagiarized paper is one that
does not a) contain parenthetical references and a works cited resource for material that has been quoted,
paraphrased, or summarized in the paper; b) uses exact wording of source material without quotation marks; c)
uses wording too close to the original in a paraphrase; or d) uses another’s ideas or logical structure without
giving credit to the original. Plagiarized papers receive a zero grade and can’t be made up. Plagiarism and
cheating are referable offenses. For information and tips on avoiding plagiarism see the Purdue University Online Writing Lab at www.purdueowl.edu.
Students are responsible for being aware of the policies and procedures and student responsibilities contained in
the current edition of the Code of Conduct and Student Expectation Guide.
Students should refer to this document frequently and as often as necessary to meet the requirements of the
course.
Supplies:
Supplies include the following items: pens (black or blue ink only), pencils, 3-ring binder, dividers, spiral or
black and white notebook. DO NOT ASK FOR A PEN, PENCIL OR PAPER! IT IS YOUR JOB TO COME
PREPARED FOR CLASS.
ADDITIONAL INFORMATION
 Please be advised that this syllabus may be altered to suit the needs of the students, school or
teacher.
 Students must keep all graded assignments in their notebook. If a grade is in question the student must
have the work to show to the teacher.
 Academic dishonesty (cheating of any kind) will result in a grade of 0, a referral and a phone call
home.
 Late assignments will be penalized 10% for one day and 50% for two days. After two days a
grade of 0 will be assigned. Homework is not accepted late. Late work must be time stamped and
placed in the “late work” box.
 Extra Credit: Students will be given extra credit opportunities (essays, posters) during the term.
 You are required to keep this course syllabus in your notebook and please feel free to refer to it as
needed
 Your success in mastering the content of this course is my utmost priority, but your effort will greatly
affect your performance. If you have any problems or questions, please don’t hesitate to seek my
assistance.
 It is recommended that you record the names and phone numbers of at least two other classmates to
form a study group.
***Pinnacle logon information:
Website: https://gradebook.browardschools.com/PIV/Logon.aspx
Username: In order to sign on, you will need your child's student identification number. This number can be
found on your child's schedule, interim report, or report card.
Password: The password is the student's date of birth. This will be typed as the year, the month, and the day.
For example, if your child's birthday is September 26, 1994, you would type 19940926. Do not use spaces,
slashes, dashes or commas.
EVERGLADES HIGH AP LANGUAGE AND COMPOSITION
PARENTAL CONTACT
Dear Parents or Guardians,
I would like to welcome you and your child to this course. I am excited to have your child in my
Advanced Placement Language and Composition class. I would like to recommend that you check with your
child frequently to see how he/she is doing in class. Please use the Pinnacle Electronic Gradebook system that
is available online to monitor grades and attendance:
https://gradebook.browardschools.com/PIV/Logon.aspx
Username: In order to sign on, you will need your child's student identification number. This number
can be found on your child's schedule, interim report, or report card.
Password: The password is the student's date of birth. This will be typed as the year, the month, and the
day. For example, if your child's birthday is September 26, 1994, you would type 19940926. Do not use
spaces, slashes, dashes or commas.
It is important that you are aware of your child’s academic progress. If you have any questions, please
feel free to contact me at Everglades High School.
Please take the time to fill out the following information and have your child return the bottom portion
by Friday, August 23rd , 2013.
Thank you,
Coach Menendez
English Dept.
Student’s Name _______________________________ Date _______________
Student’s Signature _________________________________________________
I UNDERSTAND THE COURSE SYLLABUS AND HAVE READ IT WITH MY CHILD.
Parent/Guardian’s Name ________________________ Date _______________
Parent/Guardian’s Signature __________________________________________
Street Address _____________________________________________________
City __________________________________ Zip Code __________________
Home Phone _________________________ Cell Phone ___________________
Emergency Contact Person’s Name ____________________________________
Emergency Contact’s Phone Number ___________________________________