AP English Language and Composition Syllabus 1
AP English Language and Composition Course Description
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.
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This course teaches and requires students to write in several forms (e.g., narrative, expository,
analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular
culture, personal experiences).
This course requires students to write essays that proceed through several stages or drafts, with
revision aided by teacher and peers.
This course requires students to write in informal contexts (e.g., imitation exercises, 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.
This course requires expository, analytical, and argumentative writing assignments that are based
on readings representing a wide variety of prose styles and genres.
This course requires nonfiction readings (e.g., essays, journalism, political writing, science
writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected
to give students opportunities to identify and explain an author's use of rhetorical strategies and
techniques
This course teaches students to analyze how graphics and visual images both relate to written
texts and serve as alternative forms of text themselves.
This course teaches research skills, and in particular, 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.
This course teaches students how to cite sources using Modern Language Association
The teacher will provide instruction and feedback on students’ writing assignments, both before
and after the students revise, which helps students develop a wide-ranging vocabulary (used
appropriately and effectively), a variety of sentence structures, logical organization, a balance of
general and specific details, and an effective use of rhetoric.
AP English Language and Composition Syllabus 2
Unit 1: Rhetoric, Rhetorical Devices, and the Structure of Argument
In this opening unit, students will be introduced to the concept of close reading and become familiar with
the necessary tools to analyze an author’s purpose and style and to compose independent drafts. Students
will become familiar with the rhetorical triangle and its importance in connecting the reader, writer, and
the audience through ethos, logos, and pathos. Students will also become familiar with patterns of
organization, rhetorical modes, tropes and schemes. Students will become familiar with SOAPSS and
DIDLS.
Student Reading
The Language of Composition, chapters 1-3
Unit 2: Argument and Persuasion
Students will study the method and process of writing argument and persuasion essays by reading and
analyzing a variety of fiction and non-fiction pieces. We will focus on developing appropriate thesis
statements, choosing evidence that relates to various appeals, making claims, and determining warrants.
In addition, students will understand inductive and deductive reasoning and logical fallacies.
Student Reading
50 Essays: selected readings
Writing Assignment
Write an essay analyzing an author’s use of inductive reasoning.
Unit 3: Narration, Description, and Example
Students will study the method and process of writing essays of narration, description, and example by
reading a variety of fiction and non-fiction pieces. We will take a close look at the importance of
developing a thesis, considering point of view, the effect of dialogue, concrete language, word choice, and
sentence variety.
Student Reading
50 Essays: selected readings
The Language of Composition: selected readings
Writing Assignment
Write an essay using personal experience as evidence. (more details provided later)
Write an essay using the same previous topic, but using description or example as evidence
Unit 4: The American Dream
Students will study various interpretations of the American Dream. We will take a close look at the
tropes and schemes used by Fitzgerald in establishing his tone and mood, considering point of view,
imagery, sentence structure, and diction.
Student Reading
F. Scott Fitzgerald, The Great Gatsby
Writing Assignment
Synthesis essay
Unit 5: Arguments of Definition
Students will study the method and process of writing a definition essay by reading and analyzing a
variety of fiction, non-fiction, and visual texts. Particular focus will be given to developing a thesis,
establishing evidence, examining connotation and denotation, and creating coherence and unit among
paragraphs.
Students will analyze the various arguments of definition. Students will also practice formulating claims,
crafting definitions, and matching claims to definitions. Several informal exercises will allow students
AP English Language and Composition Syllabus 3
the opportunity to define various things, people, and influences in their lives by making claims and
providing evidence.
Student Reading
50 Essays: selected readings
Writing Assignment
Analyze the structural similarities between two essays.
Unit 6: Comparison and Contrast
Students will study the method and process of writing comparison and contrast essays by reading and
analyzing a variety of fiction and non-fiction pieces. We will focus on identifying a purpose, developing
a thesis, organizing ideas, and establishing coherence through effective use of transitions. Students must
also focus on style by incorporating figurative language and effective strategies of argumentation.
In addition, students will explore the use of humor in arguments. By looking at various articles in The
Onion, a number of political and cultural cartoons in daily newspapers, and a variety of visual texts from
television shows like The Colbert Report and The Daily Show, students will analyze the use of satire and
parody as it relates to addressing an argument.
Student Reading
50 Essays: selected readings
Writing Assignment
Students will write humorous essay.
Unit 7: Hamlet
Students will study rhetorical devices evident in Hamlet’s soliloquys. Students will explore
existentialism, motifs, and themes in Hamlet through Socratic seminars. Students will also be introduced
to the importance of interpreting visual texts and will be given strategies to improve visual literacy.
Student Reading/Viewing
William Shakespeare, Hamlet
Hamlet. Dir. Gregory Doran. Perf. Patrick Stewart and David Tennant. BBC, 2009. DVD.
Hamlet. Dir. Kenneth Branagh. Perf. Kenneth Branagh. Castle Rock Entertainment, 1996. DVD.
Hamlet. Dir. Michael Almereyda. Perf. Ethan Hawke, Julia Stiles, and Kyle MacLachlan. Double
A Films, 2000. DVD.
Hamlet. Dir. Franco Zeffirelli. Perf. Mel Gibson, Glenn Close and Alan Bates. Canal+, 1990.
DVD.
Writing Assignment
Write an essay comparing/contrasting director’s choices in each version and the methods each
director uses to establish his message.
Unit 8: Research Paper
Students will understand strategies of research and citation as well as how to conduct “conversations”
with diverse sources. Students will understand ways to go beyond simple regurgitation of expert opinions
and synthesis information into a coherent thesis of their own design.
Writing Assignment
After a careful reading of your novel, choose one type of criticism (formalist, biographical,
psychological, historical, gender, or Marxist) and write a 6-8 page paper discussing your chosen
thesis. Students will conference individually with the teacher and with peers to discuss strategies
for revision of this essay that will proceed through several drafts.
AP English Language and Composition Syllabus 4
Unit 9: Classification and Division
Students will study the method and process of writing classification and division essays by reading and
analyzing a variety of fiction and non-fiction pieces. We will focus on developing a thesis that provides a
clear analysis of the subject, establishing consistency in the analysis, and providing appropriate evidence.
Student Reading
50 Essays: selected readings
Writing Assignment
Write an essay about using classification.
Unit 10: Normality
Read One Flew over the Cuckoo’s Nest
Students will explore definitions of “normal” in society, social attitudes towards psychological issues, and
control and obedience in society. Students will also examine the use of classification and division as an
organizational pattern.
Student Reading
Kesey, Ken. One Flew over the Cuckoo’s Nest
Writing Assignment
Write an analysis essay.
Unit: Vocabulary
Biweekly vocabulary lessons using Vocabulary Workshop, Level G will occur throughout the year.
Students are tested on their ability to know and use the words. They construct sentences (demonstrating
their knowledge of specific sentence structures as they are taught or reviewed throughout the year),
Students will create flashcards for vocabulary words that include complete definitions, synonyms,
antonyms, and includes either a visual representations (pictures only, no captions) or a clear original
sentence for the words.
Unit: Writing
Students review the simple, compound, complex, and compound-complex sentence classifications. We
examine the role of word order, length, and surprising constructions. Loose and periodic sentences are
introduced. We examine sample sentences and discuss how change affects tone, purpose and credibility of
the author/ speaker.