AP Language and Composition
2014-2015 Course Syllabus
Term 1
Course Description
The purpose of this course is to introduce students to a wide variety of college-level reading,
writing, and analysis. Students are to be aware of the rigorous nature of an AP English course;
reading and writing assignments will be extensive and frequent. It is common to be working on
two or three different assignments at once. Deep thoughtfulness, analysis, effort, and regular
attendance are expected and required for success in this course. This is a college-level course,
and I expect that students who take this course will reflect respect for the teacher, the course,
and other students. Additionally, do not assume that high grades received in previous uppercaliber classes will guarantee an A in this class; a strong work ethic and a commitment to growing
as a learner is necessary. Students should expect a challenging workload including daily
readings, written responses, long-term reading and writing assignments, projects that develop
comprehension of required concepts and skills, and in-class discussions concerning author’s
purpose, usage of resources of language, tone, and awareness of audience.
This course engages students in becoming skilled readers of prose written in a variety of periods,
disciplines, and rhetorical contexts. Through reading selected works, students’ writing and
reading should make them aware of the interactions among a writer’s purposes, audience
expectations, and subjects as well as how generic conventions and resources of language
contribute to the effectiveness of writing. Much of class discussions and activities will focus on
the author’s technique, meaning, and expression of ideas. All required readings promote student
awareness of writers’ rhetorical choice, purpose, and audience awareness. Students are
expected to have a firm knowledge of grammar, syntax, and paragraph structures taught in
previous English classes as an effort to build upon and strengthen prior knowledge to reach a
more complex understanding of the effect of language on a piece of writing. Most of our readings
will be from that of the nonfiction genre; however, we will study literature from various time
periods and genres.
Course Objectives
Upon successful completion of this course, students should be able to:
 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 their own 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;
 Demonstrate understanding and mastery of standard written English as well as stylistic
maturity in their own writings;
 Demonstrate understanding of the conventions of citing primary and secondary sources;
 Move effectively through the stages of the writing process with careful attention to inquiry
and research, drafting, revising, editing, and review;
 Write thoughtfully about their own process of composition;
 Revise a work to make it suitable for a different audience;
 Analyze image as text; and
 Evaluate and incorporate reference documents into researched papers.
Advanced Placement Curriculum Requirements
The College Board outlines the following curricular requirements for a course to be designated as
Advanced Placement:
C1. The course teaches and requires students to write in several forms (e.g., narrative,
expository, analytical, and argumentative essays) about a variety of subjects.
C2. The course requires students to write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
C3. The course requires students to write in informal contexts (e.g., journal keeping,
collaborative writing, and in-class responses) designed to help them become increasingly
aware of themselves as writers and of the techniques employed by the writers they read.
C4. The course requires expository, analytical, and argumentative writing assignments that
are based on readings representing a wide variety of prose styles and genres.
C5. The course requires nonfiction readings (e.g., essays, journalism, political writing,
autobiographies/biographies, diaries, history, and criticism) that are selected to give
students opportunities to identify and explain an author’s use of rhetorical strategies and
techniques. When fiction and poetry are assigned, their main purpose should be to help
students understand how various effects are achieved by writers’ linguistic and rhetorical
choices.
C6. The course teaches students to analyze how graphics and visual images both relate to
written texts and serve as alternative forms of text themselves.
C7. The course teaches such research skills as the ability to evaluate, use, and cite primary
and secondary sources. The course assigns projects such as the researched argument
paper, which goes beyond the parameters of a traditional research paper by asking
students to present an argument of their own that includes the analysis and synthesis of
ideas from an array of sources.
C8. The course teaches students how to cite sources using a recognized editorial style (e.g.,
Modern Language Association, The Chicago Manual of Style).
C9. The AP teacher provides instruction and feedback on students’ writing assignments, both
before and after students revise their work, that helps the students develop these skills:
a. A wide-ranging vocabulary used appropriately and effectively
b. A variety of sentence structures, including appropriate use of subordination and
coordination
c.
Logical organization, enhanced by specific techniques to increase coherence,
such as repetition, transitions, and emphasis
d. A balance of generalization and specific, illustrative detail
e. An effective use of rhetoric, including controlling tone, establishing and
maintaining voice, an achieving appropriate emphasis through diction and
sentence structure.
Textbooks (provided)
Bacon, Nora. The Well Crafted-Sentence: A Writer's Guide to Style. Bedford/St. Martin's, 2009.
Cohen, Samuel. 50 Essays: A Portable Anthology, 3rd ed. Bedford/St. Martin's, 2011.
Graff, Gerald and Cathy Birkenstein. They Say, I Say 2nd ed. Norton and Co., 2012.
Holt, Rinehart, and Winston. Elements of Literature. Fifth Course. 1997.
Shea, Renee, Lawrence Scanlon, and Robin Aufses. The Language of Composition. Bedford/St.
Martins, 2007.
Trimmer, Joseph F. The Riverside Reader: Alternate Edition. Wadsworth Publishing, 2007.
I will also pull from other texts throughout the school year.
Supplemental Texts
Students will be required to obtain the following supplemental texts to be covered in class. It is
highly recommended that students purchase a copy of the texts so they are able to annotate,
mark, and highlight within the book for future reference/study.
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The Crucible by Arthur Miller (class set available)
The Great Gatsby by F. Scott Fitzgerald (class set available)
Hamlet by William Shakespeare (class set available)
Selections from The Immortal Life of Henrietta Lacks by Rebecca Skloot (class set
available)
Supplies
 Pencils, pens, highlighters, notebook paper
 3-ring notebook (You may share it with other classes if you would like.)
 Notebook dividers
Section 1- Quickwrites
Section 2- Vocabulary/Multiple Choice
Section 3- Reading assignments
Section 4- Writing
Section 5- Miscellaneous
 Folder with pockets
 Box of Kleenex
*You will also need supplies for your research paper. I will provide you with an additional
handout with that information.
Classroom Organization
A variety of teaching strategies will be used in the class as an effort to accommodate the diverse
learning styles of students. Much of class will consist of standard lecture periods during which
you will want to take notes. Also, a large part of the class environment will involve group projects
and activities. It is your responsibility to engage and participate in all activities regardless of the
members in your group. At all times, students’ questions and discussions are strongly
encouraged. Research shows that students who actively participate in their learning experience
are more successful in secondary and higher education.
The course will require intense reading assignments in which students will be encouraged to
remain ahead. Much of what we discuss in class will have been read prior to the class session in
which it is being discussed; thus, students are going to be required to read and analyze major
texts independently. While students are learning to develop a reading of a text on their own, they
are also learning how major critics use and discuss the elements of language, specifically the
craft of careful word choice and use of specific, illustrative detail. The more students read
professional models of analysis, the better their own writing will become.
The following activities and assignments will infiltrate all the units this year:
Vocabulary and Rhetorical Devices
Vocabulary and rhetorical devices will be addressed in quick writes, reading selections, and
student writing. Students will be provided with a list of college level vocabulary and rhetorical
devices. Students will be tested/quizzed on these words periodically.
Quick Writes/Journals
Upon entering the classroom, students will be provided with a close reading assignment or
multiple choice question. Students will be expected to respond to the directions for that day by
completing a quick write. Quick writes will be collected periodically. Completing this assignment
is an integral part of the course as it will help develop an understanding of key skills, it will serve
as a gateway to class discussions, and it will aid in enhancing one's vocabulary. Additionally, it
will help students to become aware of other writers' styles.
Current Events
In order to be able to construct solid arguments in the persuasive and synthesis essays, students
must have an understanding of current events. See the class calendar and assignment sheets
for more specifics on the current events assignments. Students should utilize resources such as
national/world news networks.
Multiple Choice Practice
Throughout the course of the year, each unit will contain multiple choice practice to help prepare
the students for the AP exam. The students will be provided with questions to help guide them
through comprehending what the multiple choice passages are addressing. As the students
begin to progress with the multiple choice practice, they will begin to complete timed multiple
choice practice. A variety of released multiple choice test questions from the College Board will
be utilized.
In Class/Outside of Class Writings
Students will complete a variety of writings throughout the school year. They will be required to
utilize a variety of sentence structures and logical organizational skills in their writing. As we
study different techniques used by writers, I will expect students to incorporate syntactic variety in
their own writing. For instance after studying King's "Letter from a Birmingham Jail," students will
be encouraged to experiment with the periodic sentence in their own writing. I will conduct
minilessons throughout the year to promote the usage of various areas that students could
improve and enhance their writing (i.e. transitions, writer's voice, use of details/reasoning)
Student Evaluation
Students’ grades will come from objective tests, major compositions, weekly quizzes, daily
practice assignments, major projects, and other activities completed both in and out of class. A
student’s average will be derived from the following:
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55%
35%
10%
Tests—unit tests, final compositions, major projects
Daily—quizzes, practice assignments, homework, composition drafts
Term Exam
In compliance with the Biloxi Public School District policy, grades for this course will be awarded
as follows.
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A = 100-90
B = 89-80
C = 79-70
D = 69-65
F = 64 and below
As this is a college level class, late work will not be accepted.
Course Planner
This is a tentative outline of the content to be covered in the course. Please note that this can be
altered at the discretion of the instructor. Students will be given prior notice of any changes to be
made. Again, this is an outlined schedule, not a lesson plan, thus it is not exhaustive or definitive.
If a student is absent, he or she still expected to adhere to any changes made regardless of the
type/reason for absence. Changes and updates will be reflected on the class website.
Unit 1- An Introduction to Course, Writing, and Research
Students will begin with an introduction to the course, which will overview rhetoric, argumentation,
and synthesis. They will evaluate themselves as writers by creating a writing metaphor. Then,
they will begin formulating a full length research paper by using acceptable primary and
secondary sources. They will learn the components of what makes a source acceptable and
correct documentation under the guidelines of MLA. Topics for the research paper project will be
chosen by the instructor, and students will be required to form an applicable argument and
develop it through the use of outside sources.
Some of the readings/assignments for this unit are the following:
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Annotation practice for close readings
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NPR word activity
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Sherman Alexie, "The Joy of Reading and Writing: Superman and Me"
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Frederick Douglas, "Learning to Read and Write"
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Research paper
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Vocabulary/Research paper skill test
The focus of this unit will remain on introducing the components of the AP course and research.
The unit will culminate with a completed research paper that students will have composed
through the various stages of the writing process, which will include peer editing and teacher
feedback before the final draft is submitted.
Unit 2- Close Examination of Rhetoric and Argumentation Through Historical Documents
This unit will be devoted to distingishing rhetorical and stylistic devices (diction, syntax, imagery)
as they appear in historical argumentative documents (i.e. speeches) from various time periods.
Students will determine how these devices aid the argument and convey the author's purpose of
the piece. Students will be required to annotate the texts and analyze the rhetorical devices.
Students will work collaboratively on at least one of the readings to identify the usage of rhetorical
devices and construct an introduction for an essay. Students will come rhetorical analysis of
historical document project. Students will be required to construct various components of the
rhetorical essay throughout the duration of this unit. This unit will conclude with the first timed
writing practice of the year on the AP released prompt of Kennedy's speech . I will annotate the
essays, and the students will have an opportunity to revise the essay.
Some of the readings/assignments for this unit are the following:
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Chapters 1 and 2 from The Language of Composition
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Kate Chopin’s, “The Story of an Hour”
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Abraham Lincoln, "The Gettysburg Address"
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Martin Luther King, "I Have a Dream"
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Martin Luther King, "Letter from a Birmingham Jail"
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The Declaration of Independence
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President Bush's "911 Speech"
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RAHD project
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JFK's speech to the steel industry
Unit 3: Argumentation, Advertisement, and Pop Culture
Within this unit, students will explore argumentation in various genres and modes. Students will
explore the role of popular culture within modern society and make connections back to historical
events. The readings of this unit will engage students in the art of persuasion. For instance,
while studying The Crucible, several New York Times articles written about the play will be read,
discussed, and analyzed. Students will be required to identify the rhetorical elements of each
piece as well as explicate their own role in the effectiveness of the argument. Students will
encounter the various techniques and approaches to constructing an argumentative essay.
A close examination of ads and political propaganda will allow students to examine the
effectiveness of rhetorical devices. Students will also create ads of their own, which will reflect
rhetorical strategies. They will view a series of ads for analysis and will compose an analytical
essay juxtaposing these ads and the overall effectiveness. They will also write an argumentative
essay that persuades the class to purchase a certain item. Furthermore, much of this unit will
focus on understanding cause and effect; developing specific causal claims; understanding and
using warrants; developing relationships among claims, supporting reasons, warrants and
evidence; figurative language and argument; and a variety of sentence structures.
At the end of the unit, the students will compose a persuasive and/or synthesis essay timed
writing. The essay will be the humorist prompt released from the College Board. Students,
however, will be guided through this writing step by step as they compose the various parts of the
essay.
Some of the readings and assignments for this unit are the following:
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Arthur Miller, The Crucible
Marie Winn, “Television: The Plug in Drug”
Nigel Hollis, “Why Good Advertising Works”
2012 Electoral Campaign
Sports Illustrated, "Little Sister, Big Hit" and various other advertisements (visual aids)
Various articles related to The Crucible from the New York Times
Jonathan Swift, "A Modest Proposal"
Examination of templates from They Say, I Say
Close examination of commercials and product assignment
Continuous argumentative/rhetorical essay practice
Advertising synthesis prompt
Argumentation 2009 prompt
Unit 4: Synthesis and Practicality
The unit will focus primarily on synthesisizing resources. Students will be introduced to practical
ways to use a synthesis (i.e. making decisions to by a car, college to attend). Students will also
have the opportunity to create a resume and personal statement that will aid them in future
endeavors.
The students will complete an synthesis timed writing essay. The essay will be the penny prompt
released from the College Board. Students will have the opportunity to draft, revise, and edit this
essay after teacher and peer feedback has been provided.
The readings for this unit are the following:
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Chapter 3 from The Language of Composition
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Success Project
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Synthesis practice (continuous argumentative/rhetorical essay practice)
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Room for Debate: Research and Synthesis Project
Unit 5: Identity and Issues with Identity
Throughout this unit, students will explore literature from various genres that deal one's identity
and the issues that often accompany identity. Students will be exposed to many different types of
writings of various styles. They will be expected to compose a synthesis essay during this time
and complete released multiple choice questions that relate to this theme.
The synthesis will require the students to cite a minimum of four of the readings that focus on
identity. Students will create a paper that conveys a commonality of identity between all of the
sources. Students will be required to use MLA format. I will conference with the students at two
different times during the writing process. The first one will be during the drafting process when
they will need to identitify the sources they will utilize, and the second time will be during the
revision/editing stage. The final draft will be a minimum of 750 words. *Students are not limited
to texts within this unit. If something that we read previously in the year fits, they may use that
source/reading. In this paper, the sources have been provided to the student, which mirrors the
synthesis essay on the AP exam.
Some of the readings/assignments for this unit are the following:
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Fitzgerald, The Great Gatsby
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Virginia Woolf, "Shakespeare's Sister"
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Judith Ortiz Coffer, "The Myth of the Latin Woman: I Just Met a Girl Named Maria"
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N. Scott Momaday, "The Way to Rainy Mountain"
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Bharati Mukherjee, "Two Ways to Belong in America"
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Nancy Mairs, "On Being Cripple
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Rhetorical analysis of The Great Gatsby
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Synthesis identity paper
The two readings from Unit 1 (Alexie and Douglas) would also work as strong sources for the
synthesis paper.
Unit 6: Science, Technology, and Nature
This unit will allow students to read and respond to pieces that are related to science, technology,
and nature. Students will complete a series of writings (i.e. introductions, body paragraphs, entire
essays) during this unit that vary in mode to accompany the subject matter.
Science and Technology readings are the following:
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Russell Baker, "The Plot Against People"
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Edgar Allen Poe, "Sonnet-To Science"
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Walt Whitman, "When I Heard the Learn'd Astronmer"
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Rebecca Skloot’s The Immortal Life of Henrietta Lacks
Nature readings are the following:
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Ralph Waldo Emerson, from Nature
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Mark Twain, "Two Views of the River"
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Excerpts from Into the Wild
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Asher B. Durand, "Kindred Spirits" (painting)
Unit 7 Visuals
Although the entire school year will incorporate visuals arts, this unit will focus primarily on the
use of visuals. The students will view artwork, and they will compose a piece of writing that
effectively explains how the artwork is more powerful than words.
Art and Music readings are the following: (Students will listen to various musical
selections in this unit to aid in understanding how music is an effective form of literature.)

Alice Walker, "Everyday Use"
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Family Dinners a Visual Essay from The Riverside Reader
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Various photographs of artwork in The Language of Composition textbook
Unit 7: Review
Ideally, students will be adept at analyzing and constructing argument at this point in the course.
In preparation of the AP exam, students will perfect their skills with practice tests and sample
questions. Students will also engage in multiple writing assignments, both peer edited and
teacher annotated. Students will revise an essay of their choosing to reflect a change in
audience and another to reflect a change in purpose. They will also evaluate speeches which
establish the same purpose that come from different speakers. Each day during this time will
serve as an intense review of all material covered during the school year.
Unit 8: Imagination
This unit will offer the students to analyze rhetorical and stylistic devices as they are used in a
drama. While reading Hamlet, students will be required to keep a dialectel journal so that they
can identify meaningful passages from the drama and reflect on them. Students will study
Shakespeare's usage of the various devices. Then, they will construct a persuasive essay that is
based on the AP released prompt for the 2009 school year.
The readings for this unit are the following:
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Shakepeare, Hamlet

Laura Bohannan, "Shakespeare in the Bush"
The end of this unit will result in an overall reflection and evaluation of the course as a whole.
Students will write about the elements they developed throughout the year as a personal
reflection of one’s individual writing improvement. They will compose a narrative that tells the
story of one's own development into a writer.