AP Language & Comp Course Syllabus
Melissa Villanueva – Ed W. Clark High School
Course Scope
An AP course in English Language and Composition engages students in becoming skilled readers of
prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a
variety of purposes. Both their writing and their reading should make students aware of the interactions
among a writer’s purposes, audience expectations, and subjects, as well as the way generic conventions
and the resources of language contribute to effectiveness in writing. Students will focus on close
reading, analysis, argumentation, and synthesis. Additionally, students will be expected to take the
AP Lang & Comp exam in the spring.
What is an AP Lang & Comp student?
 College-bound student
 Intellectually curious
 Willing to dismantle stereotypes in thinking and language and construct persuasive arguments
using appropriate evidence
And where are they going?
 Able to read and analyze ANYTHING for meaning and style
 Able to write in an authentic voice
Course Objectives
An AP Lang student should be able to:
 analyze and interpret samples of good writing from all genres, identifying and explaining an
author’s use of rhetorical strategies and techniques (RI 11, RL 11);
 evaluate an author’s style in terms of effectiveness for speaker, subject, and audience (RI 11, RL
11);
 apply effective strategies and techniques in their own writing (W 11, L 11.1-3);
 create and sustain arguments based on readings, research, and/or personal
experience (W 11.1);
 write for a variety of purposes (W 11);
 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 (W 11.1-10);
 demonstrate understanding and mastery of standard written English as well
as stylistic maturity in their own writings (W 11, L 11.1-6) ;
 demonstrate understanding of the conventions of citing primary and
secondary sources (W 11.7-8);
 move effectively through the stages of the writing process, with careful
attention to inquiry and research, drafting, revising, editing, and review (W 11.5, L 11.1);
 write thoughtfully about their own process of composition;
 revise a work to make it suitable for a different audience (W 11.5, L 11.1);
 analyze image as text; and
 evaluate and incorporate reference documents into researched papers (W 11.7-8).
Course Materials
 Peterson, Linda, John Brereton. The Norton Reader: The Shorter Eleventh Edition. New
York: W.W. Norton & Co, Inc., 2004.
 Shea, Renee, Lawrence Scanlon, Robin Dissin Aufses. The Language of Composition.
Boston: Bedford/St. Martin’s, 2008.
 Students will be required to utilize Edmodo for a variety of assignments throughout the school
year. Access information will be provided within the first week of school.
 Students will need access to a variety of news media (e.g. newspapers, magazines, online
journals/newspapers, etc.) for current event and research projects.
 Each quarter, students will be assigned one book for outside reading. These readings will include
novels, memoirs, biographies, and other similar writings. Students will need to obtain their own
copies. The readings are as follows:
o Quarter 1: Unbroken by Laura Hillenbrand
o Quarter 2: TBD
o Quarter 3: Fast Food Nation by Eric Schlosser
o Quarter 4: The Crucible by Arthur Miller
Course Schedule
Within each unit, students will be expected to complete regular assignments including, but not limited
to, vocabulary, multiple-choice AP questions, note-taking, note checks, class participation, Socratic
seminars, informal writing, timed-writes, and peer and self-evaluations. The readings listed below are
subject to change at the teacher’s discretion.
Unit 1: Intro to AP Lang – Close Reading and Rhetorical Strategies (~3 weeks)
Purpose/Main goals: In this unit, students become familiar with the format, scoring, and expectations of
the AP Language and Composition test. Students will learn the basic strategies of close reading by
learning to annotate texts using Cornell notes/Reading logs. Students will also be introduced to
rhetorical strategies through notes, reading, and application.
Readings: “On Being a Cripple” Nancy Mairs, “On Dumpster Diving” Lars Eighner, “Once More to the
Lake” E.B. White
Unit assessment(s): Diagnostic AP multiple choice exam, exam on rhetorical strategies and annotation
Unit 2: Popular Culture/Cultural Critique (Focus on Rhetorical Analysis ~3-4 weeks)
Purpose/Main goals: To what extent does popular culture reflect our society’s values? What is valued in
our society and how does our culture influence these values? Students will employ close reading on a
variety of works related to these guiding questions and analyze the rhetoric employed by authors. As
part of this unit, students will also learn to analyze visual rhetoric as equivalent to text. Additionally,
they will complete ‘mini-analysis’ assignments in which they write and receive feedback regarding their
use of analysis, detail, organization, fluency, and syntactic variety.. Students will also be introduced to
the Rhetorical Analysis essay question on the AP exam and apply their knowledge of rhetorical
strategies and the writing process.
Readings:, “Kill ‘em! Crush ‘em! Eat ‘em Raw!” John McMurtry, “Being a Man” Paul Theroux, “Black
Men and Public Space” Brent Staples
Unit assessment(s): Rhetorical analysis AP prompt regarding popular culture/cultural critique,
Unit 3: Politics & Government (Focus on Argumentation Essay) (~3-4 weeks)
Purpose/Main goals: What is the nature of the relationship between the citizen and the state? What are
the obligations of a responsible citizen? Students will employ close reading on a variety of works related
to these guiding questions and analyze the argumentation and rhetorical strategies employed by authors.
Students will also be introduced to the Argumentation essay question on the AP exam and apply their
knowledge of argumentation, rhetorical strategies, and the writing process.
Readings:, “Inaugural Address” John F. Kennedy, “On the Rainy River” Tim O’Brien (fiction),
“National Prejudices” Oliver Goldsmith, Various Political Speeches
Unit assessment(s): Argumentation AP prompt regarding politics and government
Unit 4: Science & Technology (Focus on Synthesis Essay) (~3-4 weeks)
Purpose/Main goals: How are advances in science and technology affecting the way we define our
humanity? Should limitations be placed on scientific discovery and technological innovations? Students
will employ close reading on a variety of works related to these guiding questions and synthesize the
argumentation and rhetorical strategies employed by authors. As part of this unit, students will also
practice evaluating visual rhetoric in terms of argument and satire. They will also write ‘mini-synthesis’
assignments and receive feedback regarding their use of argument, MLA documentation, detail,
organization, fluency, and syntactic variety. Students will also be introduced to the Synthesis essay
question on the AP exam and apply their knowledge of synthesis, argumentation, rhetorical strategies,
and the writing process.
Readings: “The Future of Happiness” Mihaly Csikszentmihalyi, , “Silent Spring” Rachel Carson,
“When I Heard the Learn’d Astronomer” Walt Whitman (poetry), “Sonnet, to Science” Edgar Allan Poe
(poetry)
Unit assessment(s): Research based visual essay requiring the synthesis of source materials and
appropriate citation in MLA format
*After Unit 4, students will take a full practice multiple choice AP Lang & Comp Exam. They will
also, based on instructor feedback, revise their unit assessment essays for ideas, detail, organization,
fluency, and syntactic variety in a portfolio style assessment. End of Semester 1*
Unit 5: Language & Communication/Satire (Focus on Rhetoric) (~3-4 weeks)
Purpose/Main goals: How does the language we use reveal who we are? What prejudices and
stereotypes exist about language? Students will employ close reading on a variety of works related to
these guiding questions and synthesize the argumentation and rhetorical strategies employed by authors.
Students will continue developing their understanding and capabilities regarding the Rhetorical Analysis
essay question on the AP exam and apply their knowledge of synthesis, argumentation, rhetorical
strategies, and the writing process (including but not limited to the usage of detail, organization, fluency,
and syntactic variety).
Readings: “’Mommy, What Does ‘Nigger’ Mean?’” Gloria Naylor, “Notes on Punctuation” Lewis
Thomas, “English is a Crazy Language” Richard Lederer, “Help Us Overthrow the Tall/Short Mafia” Ray
Magliozzi, “A Modest Proposal” Jonathan Swift, Various Satirical Readings
Unit assessment(s): Rhetorical Analysis AP prompt regarding language and communication
Unit 6: Community & Ethics (Focus on Argument) (~3-4 weeks)
Purpose/Main goals: What is the relationship of the individual to the community? What are the ethical
obligations as a member of this community? Students will employ close reading on a variety of works
related to these guiding questions and synthesize the argumentation and rhetorical strategies employed
by authors. Students will continue developing their understanding and capabilities regarding the
Argumentation essay question on the AP exam and apply their knowledge of synthesis, argumentation,
rhetorical strategies, and the writing process (including but not limited to the usage of detail,
organization, fluency, and syntactic variety).
Readings: “The Singer Solution to World Poverty” Peter Singer, “Lifeboat Ethics: The Case Against
Helping the Poor” Garrett Hardin, “In Defense of Prejudice” Jonathan Rauch, Various Readings on
Ethics in the Food Industry
Unit assessment(s): Argumentation AP prompt regarding community and ethics; Advertisement project
Unit 7: Education (Focus on Synthesis) (~3-4 weeks)
Purpose/Main goals: To what extent do our schools serve the goals of a true education? Students will
employ close reading on a variety of works related to this guiding question and synthesize the
argumentation and rhetorical strategies employed by authors. Students will create their own Synthesis
essay question for the AP exam based on their Synthesis Project research. This includes writing the
question, choosing six sources, and applying their knowledge of synthesis, argumentation, rhetorical
strategies, and the writing process. They will also continue to enhance and review their knowledge of
MLA documentation style.
Readings: “Too Much Pressure” Colleen Wenke, “Best in Class” Margaret Talbot, News/Research
Articles Regarding Education
Unit assessment(s): Synthesis AP prompt regarding education; Advertisement project
*After Unit 7, students will take a full practice AP Lang & Comp Exam*
Unit 8: (Post AP Exam) Oppression and Freedom (Segue to AP Literature) (~4 weeks)
Purpose/Main goals: Students will utilize the data and skills they have accumulated throughout the year
integrated with a study of literature in order to analyze multiple genres (novel, play, film) in relationship
with the thematic concepts of oppression and freedom.
Readings: The Crucible by Arthur Miller, Good Night and Good Luck (film),
Unit assessment(s): Cumulative thematic analysis project
Student Supplies:
Students are requested to maintain the following: 1) A three ring binder or folder for all course work 2)
loose leaf paper or a spiral notebook, 3) an appropriate supplies of pencils and blue or black ink pens. It is
also requested that students obtain a flash drive for the storage of their work. Note: Students are required to
use BLACK pens for in class timed writes.
Grading Policy:
A. Grades will be awarded based on the following grading scale:
90-100%
A
80-89%
B
70-79%
C
60-69%
D
below 60%
F
B. Quarter grades:
Quarter grades will be awarded on a points basis based on homework, essays, class
participation, and tests.
C. Semester grades:
Semester grades will be determined as follows:
First quarter – 45%; Second quarter – 45%; Semester exam – 10%
Example:
1st quarter
92 x 45% = 41.4
2nd quarter
87 x 45% = 39.2
Sem. Exam
80 x 10% = _8__
88.6%
*All final grades will be rounded to the nearest grade.
D. Citizenship Grade:
Citizenship grades will be determined by the student’s cooperative
behavior in the classroom, academic integrity, and demonstrative efforts
of kindness toward others.
O – Outstanding behavior and positive attitude demonstrated toward others
S – Satisfactory behavior and attitude
N – Improvement is needed in student behavior and/or attitude
U – Unsatisfactory behavior and poor attitude demonstrated toward others
Homework Policies:
A. Homework:
Homework is due at the beginning of the class period unless otherwise indicated. All papers
submitted for a grade must be typed or written on lined paper (no spiral edges) with the
student’s name (first and last), date, and class period written on the top right hand corner of
each page. Legible handwriting is reinforced for written proficiency and AP exam success.
B. Late Work:
Late work will only be accepted up to one week after the due date. If it is turned in up to 1
day late, 25% will automatically be deducted from the grade earned. If it is 2 days late, 50%
will be deducted. After one week, it will no longer be accepted for credit.
C. Make-up Work:
It is the student’s responsibility to check with the teacher for any assignments
s/he may have missed. Assignments can be found on ClarkChargers.org/Edmodo, or by
scheduling a meeting before or after school with the teacher. Students are to refrain from
asking for make-up work during regular class time. Make-up work must be completed
in a timely manner (within 3 days of the original assignment) or it will be considered late.
Tests/quizzes must be made up within three days, and before or after school only. It is
strongly recommended that students view missing assignments due to absences on
ClarkChargers.org or Edmodo before returning to class as this course is quickly paced and
cumulative.
Note: If a student misses class time due to a scheduled absence or school activity, it is that student’s
responsibility to see Mrs. Villanueva BEFORE the scheduled absence to obtain assignments and verify due
dates. Extensions will not be given without prior approval due to scheduled absences.
D. Printing:
Mrs. Villanueva’s classroom is not available for printing of student work. Students may
utilize the library, the FERC lab, or any of the computer labs on campus to print.
Additionally, if an assignment is due, it is the student’s responsibility to have it printed
before the beginning of class on the assigned due date. Work not printed before class on
the assigned due date will be counted as late.
E. Plagiarism
Plagiarism or copying of any kind on an assignment is unacceptable and will result
in a 0 for all students involved. This includes copying homework from another
student, cheating on a class assignment, or copying information from the Internet.
Plagiarism is defined as copying someone else’s work word-for-word without giving
the author credit, paraphrasing someone else’s work without giving the author credit,
or presenting someone else’s ideas as your own without giving the author credit.
F. Questions
Students may discuss any questions with the teacher before or after class or school. Students
must have graded work to challenge a score.
Course Policies:
A. Clark High School and CCSD Rules
All Clark High School and Clark County School District rules will be followed at all times.
These rules include but are not limited to the rules concerning food and drink in the
classroom, cell phones, electronic devices (e.g. ipods), and appropriate dress. The student
handbook should be consulted for any questions regarding these policies. Discipline will be
implemented as outlined in the student handbook.
B. Class Rules:
1. Be present. Attendance is an important part of this class. Failure to attend will result in
loss of valuable material. Additionally, tardiness is disruptive to the class and should be
avoided. School policies regarding attendance and tardiness will be strictly followed.
2. Be pleasant. Be courteous and respectful to yourself, your classmates, and your
teacher. A positive attitude goes a long way creating a classroom environment that is
productive and enjoyable.
3. Be prepared. Come to class each day with any homework and/or readings completed.
Be prepared to participate thoughtfully in any class discussions.
C. Tardiness
Students who are tardy will not be admitted without a pass. Tardy passes can be obtained in
various locations throughout the school, including outside the front office.
D. Homework Turn-In
Turn in trays will be available for every class on the table at the front of the room.
Homework should be placed in the appropriate tray at the beginning of class. Work that is
being turned in either late or as make-up must be labeled accordingly in the top right hand
corner, along with the student’s name, the date, and the class period and placed into the
appropriate tray.
E. Hall Passes
Hall passes are for emergency purposes and will be issued accordingly. Additionally,
students should wait until individual work time to request a hall pass (i.e. do not request a
pass while the teacher is lecturing or giving instructions on how to complete an assignment).
F. Additional Procedures
For activities such as pencil sharpening and nose blowing, students need not ask permission.
Tissues will be provided for students. Out of courtesy, students should refrain from these
distracting activities until individual work time unless absolutely necessary.
My Email: mnvillanueva@interact.ccsd.net -- If you or your parents have any questions, I can easily be
reached by email. I will check my email frequently and strive for prompt response. Additionally, I will be
available before and after school by appointment. Please do not hesitate to contact me for anything. I take
your education seriously and will do everything in my power to help you succeed.
Edmodo Acceptable Use Policies and Procedures
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Posting Messages
Post a note to the whole group if your question is about something the whole group should know
(assignments, instructions, dates etc.)
Send a note only to your teacher if you want to talk about something that doesn’t relate to everyone.
Don’t post personal questions to the group.
Keep conversations on topic.
If you’re not sure if a word or joke is okay, then it’s probably not. Refrain from posts that tease, bully,
annoy, spam, or gossip about any other member.
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Replying to Messages
Do not answer a question if you aren’t sure you know the answer.
Do not reply to a question if someone has already answered it correctly.
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Groups
If you think there is something inappropriate posted in an Edmodo group, tell your teacher immediately.
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Punctuation & Grammar
No txting lingo. We r ur teachers…show us that u have learned how 2 spell.
DO NOT PUT SENTENCES IN ALL CAPITAL LETTERS.
Do not end sentences with more than one exclamation mark!!!!!!!!!!!!!! Or question mark????????????
Please please please do not repeat a word more than necessary.
Code of Conduct
1. I will use one of the avatars included with Edmodo for my profile picture or use one that I have appropriate
legal permission to use (i.e. in the public domain).
2. I will use posts to discuss school-related content only.
3. I will use a respectful tone of voice when posting. All school rules and consequences related to harassment
apply.
4. I will use appropriate grammar instead of texting language.
5. I will not use my posts to promote personal websites or chat rooms.
6. I will limit my use of sarcasm to avoid misinterpretations.
7. I will not reveal any personal information on Edmodo. This includes telephone numbers, addresses, emails,
etc.
8. I will not post photos or videos showing myself or classmates without permission.
Mrs. Villanueva
Course Expectation Acknowledgement
Name of Student____________________________________________
First
Last
Name of Course – Please Mark One
______ English 9 Honors
______ Pre-AP English 10 Honors
______ AP English Language and Composition
Period – Please Mark One
EB
1
2
3
4
5
6
7
8
Name(s) of parents/guardians: (First and last names)
____________________________________________
____________________________________________
Parent’s Home Phone____________________________________________
Parent’s Work Phone____________________________________________
Best time to call and where?_______________________________________
Parent’s Email Address___________________________________________
I have read Mrs. Villanueva’s course expectations and understand that I must take responsibility for my
academic advancement as well as my classroom behavior.
X___________________________________
Student Signature
_______________
Date
I have read and discussed with my son/daughter the Course Expectations for Mrs. Villanueva’s course.
Furthermore, by signing below, I authorize my son/daughter to view appropriate video clips in class. Video
clips are used only for enrichment and to supplement classroom topics, and in no case will a video have a
rating stronger than PG.
X___________________________________
Parent/Guardian Signature
Parents, please feel free to add any comments:
_______________
Date