Westinghouse College Prep
AP English Language & Composition
Junior Level
Syllabus
(Tentative)
2012-2013
Student Name: _________________
Teacher: ___________________
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
1
Welcome to AP English Language and Composition
Introduction
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
genre conventions and the resources of language contribute to effectiveness in writing.
Goals
The goals of an AP English Language and Composition course are diverse because the college
composition course is one of the most varied in the curriculum. Although the college course provides
students with opportunities to write about a variety of subjects from a variety of disciplines and to
demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing
courses is to enable students to write effectively and confidently in their college courses across the
curriculum and in their professional and personal lives. Most composition courses emphasize the
expository, analytical and argumentative writing that forms the basis of academic and professional
communication, as well as the personal and reflective writing that fosters the development of writing
facility in any context. In addition, most composition courses teach students that the expository,
analytical and argumentative writing they must do in college is based on reading as well as on personal
experience and observation.
Composition courses, therefore, teach students to read primary and secondary sources carefully,
to synthesize material from these texts in their own compositions, and to cite sources using
conventions recommended by professional organizations such as the Modern Language Association
(MLA),the University of Chicago Press (The Chicago Manual of Style), the American Psychological
Association (APA) and the Council of Biology Editors (CBE).As in the college course, 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. An AP English Language and Composition course should help students move
beyond such programmatic responses as the five-paragraph essay that provides an introduction with a
thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis.
Although such formulaic approaches may provide minimal organization; they often encourage
unnecessary repetition and fail to engage the reader. Students should be encouraged to place their
emphasis on content, purpose and audience and to allow this focus to guide the organization of their
writing.
In addition, the informed use of research materials and the ability to synthesize varied sources
(to evaluate, use and cite sources) are integral parts of the AP English Language and Composition
course. Students move past assignments that allow for the uncritical citation of sources and, instead,
take up projects that call on them to evaluate the legitimacy and purpose of sources used. One way to
help students synthesize and evaluate their sources in this way is the researched argument paper.
Research helps students to formulate varied, informed arguments. Unlike the traditional research
paper, in which works are often summarized but not evaluated or used to support the writer’s own
ideas, the researched argument requires students to consider each source as a text that was itself written
for a particular audience and purpose. Researched argument papers remind students that they must sort
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
2
through disparate interpretations to analyze, reflect upon, and write about a topic. When students are
asked to bring the experience and opinions of others into their essays in this way, they enter into
conversations with other writers and thinkers. The results of such conversations are essays that use
citations for substance rather than show, for dialogue rather than diatribe.
Upon completing the AP English Language and Composition course, then, 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 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 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.
The Exam
Ordinarily, the exam consists of 60 minutes for multiple-choice questions, a15-minute reading period
to read the sources for the synthesis essay and plan a response, and 120 minutes for essay questions.
Performance on the free-response section of the exam counts for 55 percent of the total score;
performance on the multiple-choice section, 45 percent. Multiple-choice scores are based on the
number of questions answered correctly. Points are not deducted for incorrect answers, and no points
are awarded for unanswered questions. Because points are not deducted for incorrect answers, students
are encouraged to answer all multiple-choice questions. On any questions students do not know the
answer to, students should eliminate as many choices as they can, and then select the best answer
among the remaining choices.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
3
COURSE OVERVIEW
“An AP course in English Language and Composition engages 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. 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. The AP Language and Composition course …enables students to read complex texts with
understanding and to write prose of sufficient richness and complexity to communicate effectively
with mature readers” (The College Board, 2006).
This AP junior level English course will provide the rigors of the Advanced Placement course
in English Language and Composition and satisfy the criteria for Illinois state standards.
This course will give students a learning experience equivalent to a typical undergrad introduction to
language and composition class. Through close reading of literary texts, students will understand how
writers use language to provide meaning and make text to text, text to self, and text to world
connections. We will analyze and evaluate style and structure, rhetorical strategies, diction, figurative
language, imagery, selection of detail, language and syntax. Vocabulary study will be imbedded in all
lessons. Students will master literary terms. Additionally, students will write a variety of essays and
keep a writing log over the course of the year to document their progress and to provide a platform for
reflections. Students will take the AP English exams in May.
In this course, (Steelman, 2008) students will compose in a variety of forms—narrative,
exploratory, expository, argumentative—and on a variety of subjects from personal experiences to
public policies, from imaginative literature to popular culture. We will examine the expository,
analytical, and argumentative writing that forms the basis of academic and professional
communications as well as on the personal and reflective writing that fosters writing facility in any
context. Students will move beyond such programmatic responses as the five-paragraph essay.
Although such formulaic approaches may provide minimal organization, they often encourage
unnecessary repetition and fail to engage the reader. Students will be encouraged to place their
emphasis on content, purpose, and audience and to allow this focus to guide their organization.
Imitation exercises, journal keeping, collaborative writing, and in-class responses are just some of the
types of assignments students can expect on a daily basis. In addition, students will read a wide variety
of prose styles from many disciplines and historical periods to gain an understanding of the
connections between interpretive skills in reading and writing. Stylistic development is nurtured by
emphasizing the following:
 a wide-ranging vocabulary used appropriately and effectively;
 a variety of sentence structures, including appropriate use of subordination and coordination;
 a logical organization, enhanced by specific techniques to increase coherence, such as
repetition, transitions, and emphasis;
 a balance of generalization and specific illustrative detail; and
 an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and
achieving appropriate emphasis through diction and sentence structure.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
4
Course Outcomes
Upon completing the AP English Language and Composition course, then, students will be able to
(The College Board, 2011):














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
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 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.
Methods of Instruction
Discussion is the primary way in which students come to understand a particular text. We will
have both large group and small group discussions. Discussions are sometimes student led.
Cooperative learning groups are also used extensively in this class. There will also be individual
projects/assignments. Reading will be done independently or as a class assignment.
Writing about Literature






Students will write a variety of AP style essays over the course of the year, most timed and in
class. While all essays expect general rhetorical excellence, each one has a particular thematic
or analytical focus.
Students will be writing to understand, writing to explain, and writing to evaluate. Quality of
interpretation comes from depth of insightful understanding.
Students are encouraged to revise essays. (All revisions are due one week after originals are
returned).
In addition to writing a variety of essays, students will keep a writing log over the course of the
year to document their progress and to engage themselves in thinking about their writing.
Students will also write reflective, more personal responses to literature throughout the year in
study guides, etc.
Students will analyze two published critical essays in order evaluate professional models.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
5
Course Expectations
Students are expected to read all stories listed on syllabus and complete a journal entry for each
story. Notes taken during reading and presentations will be graded. Pop quizzes will be given
frequently. Journals will be collected regularly.
TEACHING STRATEGIES
Summer Readings—Students are required to read three of the four following works over the course of
the summer. Students will pull short excerpts from the writings to analyze in a journal entry of 300
words. The novels cover a variety of time periods and themes
The journals will be assessed on the significance of the excerpt selected and the depth of thinking
in the analysis. The students will also write a defend/challenge/qualify essay on a given prompt. The
essay will be assessed on the merit of evidence (i.e. embedded quotes) and the accuracy in addressing
the prompt.
Journals—Beginning in the summer and continuing throughout the year, students will explore their
thinking about reading and practice their expression of ideas by keeping up their journals. The entries
will take various forms through the year:
 Literary Analysis
 Persuasive Writing
 Creative Writing
 Cornell Notes
 Graphic and Visual Analysis
Multi-Draft Essays—Students will complete several multi-draft essays including:
 Literary Criticism
 Persuasive
 Description/Narration
 Comparison/Contrast
 Multi-source Synthesis
Papers will be assessed on the basis of strength of assertions, quality of evidence and sophistication of
style.
Research— As well as completing a multi-source research paper (MLA conventions), students will
also complete shorter research assignments culminating in writing and/or discussion. The research is
generally assigned to assist students in better analyzing the rhetorical context of a given text. The
students will be assessed on their ability to effectively apply the research to developing situation
surrounding a text and on correct documentation.
AP Test Practice— Throughout the course, the students will practice both objective and timed openended AP test questions usually related to the curriculum. College Board materials will be provided
including marker papers for students’ understanding and revision. The students will be assessed
according to AP provided rubrics.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
6
Critical Reading—Readings for the course include excerpted as well as full-length fiction and nonfiction texts. Students are expected to do thee readings outside of class and come prepared to discuss
the texts beyond a superficial level. The students’ reading is inherently assessed by all activities of the
class.
Discussion—Discussion in class will take various forms ranging from graded formal Socratic
Seminars to informal classroom chat. Students will be assessed on their meaningful contributions to
discussions at all levels.
American Literature Studies—Students will complete units documenting the evolution of American
literature. They will make note of historical context, stylistic features in the representative works of
major authors. Students will be assessed both in writing and orally on their ability to demonstrate the
trends of the American canon.
Oral Presentations—Students will need to complete an oral presentation covering an independent
analysis of an assigned text. Students may enjoy some latitude of choice with presentation. Ideas rest
with presenters, but strongly suggested are two or more of the following concerns. Students will be
assessed on their thorough treatment, organization and depth of analysis in addition to the standards of
public speaking.







cultural setting and related issues (any background research must be
documented)
thematic focus
characterization
techniques and style
author’s attitude to particular elements of the works, such as character(s)
or subject matter
Stylistic and Rhetorical Analysis—As the backbone of the course students will learn and practice on
a daily basis the language of stylistic analysis including:
 SOAPS (speaker, occasion, audience, purpose, subject)
 DIDLS (diction, imagery, details, language, syntax)
 OPTIC (overview, parts, title, interrelationships, conclusion)
 Color Marking
 Literary Terms
 Evaluate/Analyze Tone, Diction, Syntax
Timed Writings
During the fall semester, students complete five timed essay questions, one of which appears on
the semester exam. Integrating the timed writings into the natural progression of the course helps build
students’ confidence and expertise.
Subject-Occasion-Audience-Purpose-SpeakerTone (SOAPSTone)
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
7
This is a text analysis strategy as well as a method for initially teaching students how to craft a more
thoughtful thesis. The SOAPSTone strategy was developed by Tommy Boley and is taught in the
College Board workshop “Pre-AP: Interdisciplinary Strategies for English and Social Studies”:
 Speaker: the individual or collective voice of the text
 Occasion: the event or catalyst causing the writing of the text to occur
 Audience: the group of readers to whom the piece is directed
 Purpose: the reason behind the text
 Subject: the general topic and/or main idea
 Tone: the attitude of the author
Syntax Analysis Chart
A syntax analysis chart is an excellent strategy for style analysis as well as an effective revision
technique for a student’s own writing. One of the key strategies mentioned in The AP Vertical Teams®
Guide for English, published by the College Board, the syntax analysis chart involves creating a fivecolumn table with the following headings: Sentence Number, First Four Words, Special Features,
Verbs, and Number of Words per Sentence. This reflective tool not only helps students examine how
style contributes to meaning and purpose but also helps students identify various writing problems
(repetitiveness, possible run-ons or fragments, weak verbs, and lack of syntactical variety). In addition,
students are made aware of their own developing voices and diction.
Overview-Parts-Title-Interrelationships-Conclusion (OPTIC)
The OPTIC strategy is highlighted in Walter Pauk’s book How to Study in College and provides
students with key concepts to think about when approaching any kind of visual text.
O is for overview—write down a few notes on what the visual appears to be about.
P is for parts—zero in on the parts of the visual. Write down any elements or details that seem
important.
T is for title—highlight the words of the title of the visual (if one is available).
I is for interrelationships—use the title as the theory and the parts of the visual as clues to detect and
specify the interrelationships in the graphic.
C is for conclusion—draw a conclusion about the visual as a whole. What does the visual mean?
Summarize the message of the visual in one or two sentences.
Writing
Students need to practice new strategies in a safe environment, one that allows them to explore and
clarify their ideas with their peers. In this course, students are always paired or grouped in threes to
practice the components of the strategies. Spencer Kagan’s Think–Pair–Share grouping technique
works well when students are learning a new strategy.
Weekly vocabulary quizzes have the following objectives:


Improve vocabulary knowledge and competence.
Improve sentence fluency, sentence variety, and grammatical conventions.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
8
Assessment:
• Assessment of understanding of literature is done primarily through essays.
• Some quizzes are given (weekly vocabulary quizzes).
• Knowledge of literary terms is tested.
• Students are expected to be active participants in discussions.
• An exam is given at the end of the first semester.
• Students will create a writing log to help with self-assessment of writing.
Grading:
• Standard English Department Scale





A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59-0
• AP/ACT Rubrics will be used for scoring essays
(Rubrics Attached)
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
9
Course Scope and Sequence
Time
Frame and
Theme
Topic
Weeks
1-5
How to Read
Rhetorically:
The Rhetorical
Triangle, Style,
Structure, and
Modes of
Writing;
Introduction to
schemes and
tropes in style
and structure
The
American
Dream
Objectives:
Reading Assignments
Author’s Purpose 24 Primary Text:
27; Supporting Details 24 The Great Gatsby by F. Scott
- 27; Meanings of Words Fitzgerald
24 - 27; Expressing
Judgments 9 - 10
excerpts from “The
Wasteland” by T.S. Eliot
Major Writing Assignments
Narration/Description Essay:
My American Dream
1 Timed Impromptu
Argumentation Essay on Ruth
Maddoff
“I Want a Wife” by Judy Brady Socratic Seminar: The
American Dream: Dead or
Lincoln’s 2nd Inaugural
Alive?
Address
Adalai Stevenson’s Cat Bill
“Road Warriors” by Dave
Barry
Weeks
6 - 10
How to Read
Rhetorically:
The Rhetorical
Race and Appeals;
Identity of Writing for a
the Nation specific
audience;
Enthymemes
and Syllogisms
(Data-ClaimWarrant)
Main Ideas and Author’s
Purpose 28 - 32;
Supporting Details 28 32; Meanings of Words
28-32; Expressing
Judgements 11 - 12
Primary Text:
“A Raisin in the Sun” by
Lorraine Hansberry
Secondary Texts:
Chapter 1 of Current Issues
and Enduring Questions
Socratic Seminar: Does
Lindener have a substantial
point? Explain. What can be
said in support of LIndener’s
statement? What can be said
against it? Offer the best
evidence you can for each
view.
Packet on Rhetorical Analysis
2 timed writing impromptu
essays: A) Synthesis of 3
sources: a Letter to the Editor
and two responses B)
Rhetorical Analysis prompt
Summative Cause and Effect
Essay: Judge Thorpe’s ruling
against Sultaana Lakiana
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
10
Time
Frame and
Theme
Topic
Weeks
11 - 15
How to Read
Rhetorically:
Organization
The Fifties: and Purpose;
The Cold Development of
War
an Argument;
Assumptions
the Writer
Makes;
Fallacies in
Logic; Errors in
Reasoning;
Drawing
Conclusions
Objectives:
Generalizations and
Conclusions 24 - 27;
Meanings of Words 28 32; Sequential, Cause &
Effect, and Comparison
24 - 27
Reading Assignments
Primary Text:
Hiroshima by John Hersey
Major Writing Assignments
Forum on the background of
Hiroshima and Nagasaki
Summative Argumentation
Secondary Texts:
“A Logician’s View:
Essay on fallacies of logic
Deduction, Induction,
regarding the dropping of the
Fallacies” in Current Issues and Atomic bomb on Hiroshima
Enduring Questions pages 337 and Nagasaki:
- 380
Note that both premises are
false, as is the conclusion, but
“Love is a Fallacy” by Mark
the argument itself is actually
Shulman
valid!
“How to Argue Effectively” by If President Truman knew the
Japanese were about to
Dave Barry
surrender, then it was
Reading Packet on Rhetorical immoral for him to order
atomic bombs dropped on
Analysis and Fallacies
Hiroshima and Nagasaki.
(Do you accept this premise?
Or does it require support and
proof?)
Truman knew the Japanese
were about to surrender. (Do
you accept this premise? Or
does it require support and
proof?)
Therefore, it was immoral of
him to order the bombs
dropped.
Develop an argument and two
premises of your own on the
dropping of the Atomic bomb
on Hiroshima and Nagasaki.
For each premise, explain
why you accept or refute it,
offer proof and support to
defend each premise.
Weekly timed writing essays
from Randy Cohen’s “The
Ethicist” (hand-out from
Current Issues and Enduring
Questions p.415)
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
11
Time
Frame and
Theme
Topic
Weeks 16 - How to Read
20
Rhetorically:
Focus and
Global
Support;
Conflicts
Elaboration,
Explanation,
Summarization; Citation;
How to Read
and Use
Footnotes
Objectives:
Generalizations and
Conclusions 28 - 32;
Meanings of Words 28 32; Sequential, Cause &
Effect, and Comparison
28 - 32
Reading Assignments
Primary Text:
The Things They Carried by
Tim O’Brien
Excerpts from Nickel and
Dimed by Barbara Hersey
“Visual Rhetoric: Images as
Arguments” chapter four of
Current Issues and Enduring
Questions
“Test for Aptitude, Not for
Speed” by Howard Gardener
Major Writing Assignments
Presentation on the
background of Vietnam
Socratic Seminar: The Use of
Controversial Visuals: How
Far Is Too Far?
2 timed writing impromptu
essays: A) Synthesis of four
sources: a letter to the editor,
two responses, and a rebuttal
B) Argumentation essay on
testing
Summative Pro/Con Essay:
1989 West Virginia Driver’s
Letters of Response by
License Law
Thomas M. Johnson Jr.,
Garver Moore, Arnie Lichten,
and Janet Rudolph
“In Defense of Testing” by
Diane Ravitch
Articles on drivers’ licenses
and critical reading
Weeks
21 - 25
How to Read
Supporting Details 28Rhetorically:
32; Generalizations &
Style and
Conclusions 28 - 32;
Morals and Structure:
Meanings of Words 28 Ethics Schemes,
32
Tropes, Style
Analysis,
Structure
Analysis and
Tone (in both
text and visuals)
Primary Text:
“Letter From a Birmingham
Jail”
“A Moralist’s View: Ways of Analysis of anchor set of
Thinking Ethically” chapter 10 synthesis essays
of Current Issues and
Enduring Questions
Summative Persuasive
Essay:
“Famine, Affluence, and
Morality” by Peter Singer
Weekly argumentation essays
(3 paragraphs: ACTS, MEL“Lifeboat Ethics: The Case
Con, STAC) as ACT prep.
Against Helping the Poor” by
Garrett Hardin
“Learning to Read” by
Malcolm X
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
1 timed writing impromptu
essay: synthesis on “The
Penny”
12
Time
Frame and
Theme
Topic
Objectives:
Weeks
26 -30
How to Write
Generalizations and
Rhetorically:
Conclusions 28 - 32;
Research
Meanings of Words 28 Techno- Paper:
32; Sequential, Cause &
logy and Application of Effect, and Comparison
Research Argumenta-tion, 28 - 32
Rhetorical
Analysis and
Synthesis of
Sources
Reading Assignments
Major Writing Assignments
“Using Sources” pages 257277 and sample research
paper pages 315 - 321 of
Current Issues and Enduring
Questions
A 6 - 8 page research paper
on an issue of student-choice
from the four topics offered
complete a with a title page
and bibliography in proper
MLA format. 1 outline and 2
“The Bird and the Machine” rough drafts will need to be
by Loren Eiseley
submitted prior to grading. 3
Revisions will need to be
“The Method of Scientific
made as a part of the process
Investigation” by T.H. Huxley for a total of 3 drafts.
“The Future of Happiness” by 3 Timed Writing Prompts:
Mihaly Csikszentmihalyi
ACT preparation and AP
Argumentation Readiness
“The Blank Slate” by Steven
Pinker
“Sonnet - To Science” by
Edgar Allen Poe
“When I Heard the Learn’d
Astronomer” by Walt Whitman
(Hand-out packet from The
Language of Composition)
“Into the Electronic
Millennium” by Sven Birkerts
Weeks 31 - How to Write
Supporting Details 2835
Rhetorically:
32; Generalizations &
Revision of
Conclusions 28 - 32;
Visions of Argument
Meanings of Words 28 America based on a
32
change of
audience: Tone,
Style, Structure
Primary Text:
Socratic Seminar on
“The Death of a Salesman” by Immigration: The Reality
Arthur Miller
versus the Myths
Secondary Texts:
“Our Brave New World of
Immigration” Hanson, Victor
Davis
“The Worker Next Door”
Chiswick, Barry R.
“Angels in America” Tierney,
John
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
13
2 Rhetorical Analysis in-class
timed writing prompts
Summative Argumentation
Essay: Debate the topic of
immigration from two different
perspectives. Select from the
issued matrix.
Time
Frame and
Theme
Topic
Weeks 36 - How to Write
40
Rhetorically:
Developing
Environ- Tone, Style,
ment
and Structure
Objectives:
Generalizations and
Conclusions 28 - 32;
Meanings of Words 28 32; Sequential, Cause &
Effect, and Comparison
28 - 32
Reading Assignments
Major Writing Assignments
Primary Text:
Summative Cause and Effect
Their Eyes Were Watching God Essay on nature
by Zora Neale Hurston
Presentation on a witnessed
“Food Fight” (cartoon) by
environmental change
Gahan Wilson (p. 675 in The complete with a proposal, a
Language of Composition)
problem-solution polished
rough draft, and a visual aid
From Silent Spring by Rachel
Carson
From Nature by Ralph Waldo
Emerson
The Clan of One-Breasted
Women by Terry Tempest
Williams
“Message to President
Franklin Pierce” by Chief
Seattle
Course Materials:
(1)one 3 inch hard cover binder
(2)at least two black or blue pens
(3)one package of sticky notes
(4)one package of 100 lined index cards
(5)eight (8) tabbed dividers labeled as follows: Unit 1, Unit 2, Unit 3, etc.
(6)loose-leaf paper
(7)access to a computer and printer
Course Resources:
WCPHS Writing Center, now located in the library, will be open on MWF from 3 - 4.
The Fallacy Files: http://www.fallacyfiles.org/index.html
Deduciton, Induction, Fallacies:
http://home.comcast.net/~lukeythetruck/djole/SchoolPage/SPSCC/English%20102/FromCritThink/DeductInduct
Fallacy.htm
Classroom and Attendance Policies and Procedures:
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
14
Area
Policy/Procedure
Attendance
You are expected to attend class everyday on time and prepared to work hard. If
you must be absent, then you are responsible for obtaining and completing all
missed assignments. On days when Socratic Seminar or debate is scheduled, your
substituted assignment will be a two-page typed paper on the assigned topic.
Homework
Scholarly work demands that you commit time to it outside of class sessions. You
are expected to spend a minimum of forty-five (45) minutes a night on readings and
assignments for this class.
Late Work
Each semester, you will be issued three (3) OOPS! passes. You may use this as an
excused tardy NOT an exemption from the assignment Each OOPS! pass counts as
one day excused late work. Once you have used your all three of your OOPS!
passes, please note that no more late work will be accepted from you that semester.
Any unused OOPS! passes still in your possession by the end of the semester will
raise you final semester grade by one (1) point.
The AP Exam
All students enrolled in this course are expected to take the AP exam in May of
2013.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
15
Semester 1 OOPS! Passes: Cut out and submit in lieu of an assignment. NOTE: This is not an
exemption!
Name: _______________
Name: _______________
Name: _______________
OOPS! Pass #1
OOPS! Pass #2
OOPS! Pass #3
Awwwww, nuts!
I didn’t have time to do
the following
assignment:
Awwwww, nuts!
I didn’t have time to do
the following
assignment:
Awwwww, nuts!
I didn’t have time to do
the following
assignment:
____________________
I understand that it was
due
on:_______________.
____________________
I understand that it was
due
on:_______________.
____________________
I understand that it was
due
on:_______________.
I will submit it at the
beginning of our next
class meeting on:
_________.
I realize that failure to
turn it in by this date will
result in my failure of the
assignment.
I will submit it at the
beginning of our next
class meeting on:
_________.
I realize that failure to
turn it in by this date will
result in my failure of the
assignment.
I will submit it at the
beginning of our next
class meeting on:
_________.
I realize that failure to
turn it in by this date will
result in my failure of the
assignment.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
16
Plagiarism Policy
Plagiarism is using another person’s thoughts and accomplishments without proper acknowledgment
or documentation. It is an unconscionable offense and a serious breach of the honor code. In keeping
with the policy, students will receive a zero for the plagiarized work.
SUPPLEMENTAL READINGS:

























Capote, Truman. In Cold Blood. New York: Vintage Books, 1994.
Chopin, Kate. The Awakening. New York: W.W. Norton and Co., 1994.
Friedman, Thomas. The World Is Flat: A Brief History of the Twenty-first Century. New
York: Farrar, Straus and Giroux, 2006.
Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers, Sixth Ed. New
York: The Modern Language Association of America, 2003.
Hawthorne, Nathaniel. The Scarlet Letter. Austin: Holt, Rinehart and Winston, 1995.
King Jr., Martin Luther. Why We Can’t Wait. New York: Signet Classic, 2000.
Larson, Eric. The Devil in the White City: Murder, Magic, and Madness at the Fair that
Changed America. New York: Vintage Books, 2004.
McCuen, Jo Ray and Anthony C. Winkler. Readings for Writers Ninth Edition. Fort
Worth: Harcourt Brace College Publishers, 1998.
O’Connor, Flannery. The Collected Stories. New York: Farrar, Straus and Giroux, 1973.
Literature: the American Experience. Needham: Prentice Hall, 1996.
Shakespeare, William. Macbeth. New York: Penguin Books, 2000.
Sophocles. Antigone. London: Nick Hern Books, 2000.
Welty, Eudora. The Collected Stories. San Diego: Harcourt, Inc., 1980
Cheever, John. “My Father”
Cisneros, Sandra. “Eleven”
Darwin, Charles. “Galapagos”
Edwards, Jonathan. “Sinners in the Hands of an Angry God”
Declaration of Independence, The
Franklin, Benjamin. From Poor Richard’s Almanac
Henry, Patrick. “Speech to the Virginia Convention”
Lincoln, Abraham. “The Gettysburg Address”
Melville, Herman. “Galapagos”
Selected poems - Dickinson, Frost, Donne (Packet provided)
Sontag, Susan. “On Photography”
Soto, Gary. Autobiography
Swift, Jonathan. “A Modest Proposal”
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
17
AP English Language and Composition 9-point Rubric
9
Essays earning a score of 9 meet the criteria for 8 papers and, in addition, are especially full or apt
in their analysis or demonstrate particularly impressive control of language.
8
Essays earning a score of 8 effectively respond to the prompt. They refer to the passage explicitly
or implicitly and explain the function of specific strategies. Their prose demonstrates an ability to
control a wide range of the elements of effective writing but is not flawless.
7
Essays earning a score of 7 fit the description of 6 essays but provide a more complete analysis or
demonstrate a more mature prose style.
6
Essays earning a score of 6 adequately respond to the prompt. They refer to the passage, explicitly
or implicitly, but their discussion is more limited. The writing may contain lapses in diction or
syntax, but generally the prose is clear.
5
Essays earning a score of 5 analyze the strategies, but they may provide uneven or inconsistent
analysis. They may treat the prompt in a superficial way or demonstrate a limited understanding of
the prompt. While the writing may contain lapses in diction or syntax, it usually conveys ideas
adequately.
4
Essays earning a score of 4 respond to the prompt inadequately. They may misrepresent the
author's position, analyze the strategies inaccurately, or offer little discussion of specific strategies.
The prose generally conveys the writer's ideas but may suggest immature control of writing.
3
Essays earning a score of 3 meet the criteria of the score of 4 but are less perceptive about the
prompt or less consistent in controlling the elements of writing.
2
Essays earning a score of 2 demonstrate little success in responding to the prompt. These essays
may offer vague generalizations, substitute simpler tasks such as summarizing the passage, or
simply list techniques. The prose often demonstrates consistent weaknesses in writing.
1
Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially
simplistic in discussion, or weak in their control of language.
0
Indicates an on-topic response that receives no credit such as one that merely repeats the prompt or
one that is completely off topic.
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
18
Score
ACT Rubric
6
Essays within this score range demonstrate effective skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for
discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications
and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is
ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The
organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas
are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and
conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and
word choice is varied and precise. There are few, if any, errors to distract the reader.
Essays within this score range demonstrate competent skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for
discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the
issue, or by responding to counterarguments to the writer's position. Development of ideas is specific and logical. Most ideas
are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the
specific issue in the prompt is maintained. The organization of the essay is clear, although it may be predictable. Ideas are
logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and
generally well developed. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and
precise. There may be a few errors, but they are rarely distracting.
Essays within this score range demonstrate adequate skill in responding to the task.
The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for
discussion. The essay may show some recognition of complexity by providing some response to counterarguments to the
writer's position. Development of ideas is adequate, with some movement between general statements and specific reasons,
examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay. The organization of
the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are
simple and obvious. The introduction and conclusion are clear and somewhat developed. Language is adequate, with some
sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.
Essays within this score range demonstrate some developing skill in responding to the task.
The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for
discussion. The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear.
Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific
reasons, examples, and details. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not
be maintained. The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or
no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are
clearly discernible but underdeveloped. Language shows a basic control. Sentences show a little variety and word choice is
appropriate. Errors may be distracting and may occasionally impede understanding.
5
4
3
2
1
No
Score
Essays within this score range demonstrate inconsistent or weak skill in responding to the task.
The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a
position but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There
is little or no recognition of a counterargument to the writer's position. The essay is thinly developed. If examples are given,
they are general and may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in
the prompt. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained.
There is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent.
Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are
discernible but minimal. Sentence structure and word choice are usually simple. Errors may be frequently distracting and may
sometimes impede understanding.
Essays within this score range show little or no skill in responding to the task.
The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that
position. The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the
prompt. Focus on the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained.
There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If
present, an introduction and conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently
distracting and may significantly impede understanding
Blank, Off-Topic, Illegible, Not in English, or Void
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
19
References
AP English Language and Composition Course. (2011) Retrieved from
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2123.html
AP English Literature and Composition Syllabus 2007-2008. Retrieved from
http://www.mshogue.com/AP/ap_syllabus_07.pdf
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
20
Contract for AP Language and Composition
Return by 9/7/12
I (Print Student’s Name) _______________________________ have read and understood
the contents of this syllabus. I will work to the best of my abilities in this course.
I (Print Parent’s Name) ________________________________ have read and understood
the contents of this syllabus. I will work to the best of my abilities to support my child in this
course.
I, (Print Teacher’s Name) _______________________________ will work to the best of my
abilities to support, encourage, and challenge this student in this course.
Student’s Signature: ___________________________________ Date: _________________
Parent’s Signature: ____________________________________ Date: _________________
Teacher’s Signature: __________________________________ Date: __________________
Westinghouse College Prep
AP English 2012-2013
Hailey/Kavanagh
21