11th Grade AP Language and Composition – Mrs. Michele Costello-Lettau
The AP Language and Composition course is a college-based grammar and writing curriculum offered during junior year of high
school. It is the most varied course in the AP curriculum. It is designed to engage students in becoming skilled writers of prose
written in a variety of periods, styles and contexts. Students will read and write about a variety of subjects. Students will learn to
write PAST the typical FCAT style of writing. The main objective is to prepare students for college level writing and the AP exam via
intensive vocabulary study and constant critical reading and writing practice. Daily writing, independent writing and reading
assignments, class discussion via Socratic Seminar and participation are required for this course. Approximately nine novels will be
read during the school year. It is a rigorous course and the expectations are high. The AP Language and Composition course is
designed to take the place of the DE English III and English III H course at Marathon High School. A full syllabus will be available
along with the complete novel and textbook list the first week of the 2010/2011 school year.
As with every class assignment, all summer reading work should be original. Do not wait until the last minute to begin your
work. Most students plagiarize because they feel that they do not have enough time to be honest. I do not want to fail anyone
and plagiarism will result in failure. I am interested in your original thought and ideas so leave yourself enough time to
carefully and thoughtfully complete this assignment.
Assignment #1
Critically read the following two novels: The Overachievers: the Secret Lives of Driven Kids AND The Geeks Shall Inherit the Earth
by Alexandra Robbins
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.” Think of
your dialectical journal as a series of conversations with the texts you will read this summer and during this course. The process is
meant to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to the
texts, your ideas about the themes, style, and narration. You will find that it is a useful way to process what you’re reading, prepare
yourself for discussion, and gather textual evidence for your Literary Analysis assignments when school begins.
Generally, each response to a quotation should be 4‐6 sentences and should include your analysis of the literary and rhetorical techniques present in the quotations, the author’s attitude, purpose or tone, and relation to personal experience AND/OR your commentary
on the characters and situations they are in. These journals will provide the notes you need to write your comparative analysis so make
sure you take thorough notes.
PROCEDURE:
As you read, choose passages that stand out to you and record them in the left-hand column of a T-chart (ALWAYS include page
numbers using MLA format). You will need 20 entries per novel.
In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage)
If you choose, you can label your responses using the following codes:
 (Q) Question – ask about something in the passage that is unclear
 (C) Connect – make a connection to your life, the world, or another text
 (P) Predict – anticipate what will occur based on what’s in the passage
 (CL) Clarify – answer earlier questions or confirm/disaffirm a prediction
 (R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story. What
conclusions can you draw about the world, about human nature, or just the way things work?
 (E) Evaluate - make a judgment about the character(s), their actions, or what the author is trying to say
The entries should range from the beginning to the end per novel. Show me you’ve read the entire book by spanning out
your journals from beginning to end.
Sample Dialectical Journal entry: THE THINGS THEY CARRIED by Tim O’Brien
Passages from the text
“-they carried like freight trains;
they carried it on their backs and
shoulders-and
for
all
the
ambiguities of Vietnam, all the
mysteries and unknowns, there
was at least the single abiding
certainty that they would never
be at a loss for things to carry”.
Pg#s
Pg 2
Comments & Questions
(R) O’brien chooses to end the first section of the novel with this
sentence. He provides excellent visual details of what each
solider in Vietnam would carry for day-to-day fighting. He makes
you feel the physical weight of what soldiers have to carry for
simple survival. When you combine the emotional weight of loved
ones at home, the fear of death, and the responsibility for the
men you fight with, with this physical weight, you start to
understand what soldiers in Vietnam dealt with every day. This
quote sums up the confusion that the men felt about the reasons
they were fighting the war, and how they clung to the only
certainty - things they had to carry - in a confusing world where
normal rules were suspended.
CHOOSING PASSAGES FROM THE TEXT:
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example,
you might record:

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



Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
RESPONDING TO THE TEXT:
You can respond to the text in a, whether fiction or non-fiction, variety of ways. The most important thing to remember is that your
observations should be specific and detailed. You can write as much as you want for each entry. You can use loose-leaf paper for your
journals and staple them together. Please use both sides of the paper to conserve.
Basic Responses
 Raise questions about the beliefs and values implied in the text
 Give your personal reactions to the passage
 Discuss the words, ideas, or actions of the author or character(s)
 Tell what it reminds you of from your own experiences
 Write about what it makes you think or feel
 Agree or disagree with a character or the author
Sample Sentence Starters:
1. I really don’t understand this because…
2. I really dislike/like this idea because…
3. I think the author is trying to say that…
4. This passage reminds me of a time in my life when…
5. If I were (name of character) at this point I would…
6. This part doesn’t make sense because…
7. This character reminds me of (name of person) because…
Higher Level Responses
 Analyze the text for use of literary or rhetorical devices.
 Make connections between different characters or events in the text




Make connections to a different text (or film, song, etc…)
Discuss the words, ideas, or actions of the author or character(s)
Consider an event or description from the perspective of a different character
Analyze a passage and its relationship to the piece as a whole
For help with rhetoric and literary devices, please visit: http://www.uky.edu/AS/Classics/rhetoric.html
Please remember I will collect your journals on the first day of class! Be sure to bring the books with you as well.
Assignment #2 - Due the day you return from summer break (3 articles):
To begin, to create a foundation of examples and ideas to support the arguments you will be asked to make, you need to
read an article from each of the following newspapers/magazines:
The Globe and Mail (newspaper), The National Post (newspaper), The New York Times (newspaper), The Washington Post
(newspaper), The New Yorker (magazine), Atlantic Monthly (magazine), Harper’s (magazine), The Economist (magazine), Mother
Jones (magazine), Salon.com (online magazine), The Onion (magazine)
Read and provide a précis for each article read and one or more examples of rhetorical devices used in each article. Please provide the
example, the term and a quick explanation of the purpose or effectiveness of the strategy. Note: FOLLOW THE GUIDELINES on
the Precis and AP Lang question stem handouts attached to this packet.
What to do if you are going to be away for the summer and will not have any access to a national or international newspaper or
magazine written in English:
1.
Use the public library before you go and when you get home. They keep back issues for a certain time period.
2.
Ask a friend or family member to buy and save several issues of The Sunday New York Times for you to read when you come
home.
3.
Subscribe to a news magazine BEFORE you leave and catch up reading when you get home.
Précis Directions
For each article/essay you read, you must complete the following assignment.
1. Write a précis (brief synopsis no more than ½ page, single spaced) of the article. The assignment must be typed (single
spaced). If the assignment is not typed and completed properly, the student will receive a "0" on the assignment and will
have no opportunity to remove the grade. Do not forget to label each synopsis with the title and author of the article.
Within the precis, state the essay’s original copyright and the magazine, journal, or book where the essay was first
published. (Underline or italicize titles of magazines and journals.)
2.
Provide a bulleted list of new vocabulary words (with definitions) you learn from the article.
3.
State the tone of the article in one, two, or three words
4.
List 5 examples of rhetorical strategies which you find in the article along with the phrase or sentence in which the
strategy occurs. Cite page number or paragraph in parenthetical documentation. Examples:
Metaphor Angels wings for wives’ conversations (238)
Metaphor Skillet for aircraft carrier (183)
5.
List three discussion questions about the article. We will begin discussions with student questions.
6.
a)
One question which asks for clarification of something within the article (Example: What
exactly did the mother do on that day?)
b)
One question which addresses the author’s style (Example: How does the writer’s style in
this paragraph differ from the other paragraphs in the article?)
c)
One question which applies the theme or concept of the article to contemporary society or
another area (Example: How do you think this character would react to the 2004 Presidential
Election?)
Include an interesting, memorable, or provocative quotation from the article and be prepared to read an interesting
passage aloud to the class.
7. Include one original multiple choice question using the AP Language and Composition questions stems. Use a different
one each précis.
AP Language and Composition Exam Commonly Used Multiple-Choice Stems
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
The speaker’s primary purpose in the passage is to 
The phrase
functions primarily as
The attitude of the entire passage (or parts of the passage) is one of 
The author uses this (certain image) for the purpose of 
The main rhetorical strategy of the
paragraph is for the purpose of 
The word
in context (line ) is best interpreted to mean
Lines
can be interpreted to mean
The reason for the shift in tone is due to 
The word/phrase
in line
refers to which of the following?
In relation to the passage as a whole, the statement in the first sentence presents [syntax]
In lines
the speaker employs which of the following rhetorical strategies?
Which of the following best summarizes the main topic of the passage?
In the sentence beginning , the speaker employs all of the following EXCEPT
The style of the passage as a whole is most accurately characterized as
The principal contrast employed by the author in the passage/paragraph is between
The primary rhetorical function of lines
is to
The speaker’s reference to
serves primarily to
The tone of the passage shifts from one of
to one of
.
The second sentence (line ) is unified by metaphorical references pertaining to
It can be inferred by the description of
that which of the following qualities are valued by the speaker?
The antecedent for
in the clause
is
The type of argument employed by the speaker is most similar to which of the following?
The speaker describes
in an order best described as from the
The pattern of exposition exemplified in the passage is best described as
The point of view indicated in the phrase
in line
is that of
The atmosphere established in the
sentence of paragraph
is mainly one of
The function of the clauses introduced by
in lines
is to
The sentence
in lines
contains which of the following?
EXAMPLE of a Precis
Matt Johnson
Ms. Parrott
AP Language
December 1, 2004
“Guys vs. Men” Analysis
I.
Dave Barry’s 1999 essay from the Miami Herald examines the differences between men and women in a humorous
passage that confronts many societal stereotypes about gender roles. Barry elucidates the disparity between a “man”
and a “guy,” although he readily admits that even he is not sure of what it really means to be a “guy.” Guys, he says,
are not concerned with details or rearranging furniture; they like to play with complex and intricate things to occupy
themselves. Guys are also relentlessly competitive creatures, and they strive to be the best at whatever they do. It
does not matter if the contest in question is completely pointless and irrelevant; guys still have to outdo one another.
Many of the greatest inventions and technological advancements in history have come from the innate nature of men
and their desire to perform as well as possible. In addition to outdoing each other in physical competitions, guys also
must outdo each other when it comes to other manly things, such as trucks or computers. Even though the truck or
computer a guy currently owns may be more than sufficient for his needs, he will inevitably upgrade to a bigger and
better model within a few years. Women often do not understand why men act the way they do, and the same is true
regarding the man’s view of women in general. Barry tackles age-old gender stereotypes and comments on them in a
humorous way that enlightens readers about the differences between men and women.
II.
Vocabulary (you need to have vocab so choose your article wisely)
1.
Importunate (para 1) – troublesome; 2. Abusage (para 1) – improper use of language; 3. Promethean – (para 3) daringly
original or creative ; 4. Fractious – (para 3) unruly
III.
Tone
Humorous
IV.
Rhetorical Terms

Oversimplification/Humor – “being male primarily consists of … possessing a set of minor and frequently unreliable organs” (p.
343)

Hyperbole – “*my computer+ is probably capable of supervising the entire U.S. air-defense apparatus while simultaneously
processing the tax return of every resident of Ohio” (p. 344)

Personification – “*my computer+ sits there, humming impatiently, bored to death, passing the time” (p. 344)

Hyperbole – “twenty-three Advil in my bloodstream” (p. 346)

Simile – “Guys are similar to my small auxiliary backup dog, Zippy” (p. 347)
V.



Discussion Questions (use the last two upper tiers of Blooms Taxonomy)
Clarification: How do men and women tackle the same problem differently?
Application: How do gender stereotypes affect the way we interact with each other?
Style: Does Barry’s humorous portrayal of gender stereotypes help or hurt relations between men and women?
VI.
Quotation
“*my computer+ is probably capable of supervising the entire U.S. air-defense apparatus while simultaneously processing the tax
return of every resident of Ohio” (344).
VII.
Question Stem
Follow the format to create a question with 5 possible answers (a-e)