A.P. Language and Composition
Welcome to A.P. Language and Composition
This course can be very challenging or not. The choice is yours. Keep up with the reading, your
essays, the written work, and participate in class – follow the syllabus and you will be fine.
Remember, this course is intended to emulate a collegiate English course and will prepare you for
college-level expectations.
Course Overview
This course is based on the recommended literature and course work in the Advanced Placement
Language and Composition Examination and is designed to comply with the requirements of the AP
Language and Composition course description in two nine-week quarters in 90 minute blocks.
Further, you will be studying rhetoric, literary terms, analysis of writing, and several different
genres of texts. I expect that you will use class time appropriately, be on task, be prepared, and be
courteous and respectful.
TEST: Friday, May 9, 2014
Materials
You will need to keep a three-ring binder with all of your work and all information that I hand out.
You will also need a spiral notebook for the journal and for in-class writing assignments.
Writing
Your writing activities are divided into three core areas: journals, quick essays, and developed,
revised essays. Journals are written and maintained for every work we read and discuss in class.
Your goal is three-fold; first, to illustrate your basic understanding of the rhetoric contained within
the work; second, to write a one to two page analysis of the work proving why the author utilizes a
specific writing technique and how it affects the work as a whole; and third, to critically review the
work from your own perspective by offering your own personal evaluation of the work. Quick
Essays are generally on-the-spot in class essays, sometimes with a partner. They will vary greatly
throughout the course. Developed Essays are the bulk of your written work and are the papers that
you develop over the course of a week or two. You will write five over the course of both quarters.
Unlike daily essays, you will have the opportunity (read: expectation) to revise your formal works
and will be expected to produce multiple drafts and demonstrate development throughout the
writing process. The final formal essay, your Research Project, is longer than any of the others
and requires your own development of the question, as well as the core research materials. It is
essentially a basic research paper requiring standard deep textual analysis with supporting materials
in proper formatting. This will be done with a partner and is also focused on rhetoric.
You will be expected to revise your work. Rough drafts that are messy, scribbled, illegible, or
contain mechanical errors will not be accepted. It is expected that all written work contain specific
references to the text being analyzed and, where possible, direct quotations.
Format of Assignments
This class relies heavily on a combination of written work and class activities. Developed essays
must be typed in 12 pt Times New Roman, double-spaced, with 1-inch margins, with proper MLA
formatting throughout. Staple the upper left-hand corner. Informal writing should be handwritten
on loose-leaf paper. Journals should be stapled together or all contained in one clearly labeled
spiral notebook when collected.
Independent Meetings
In the course of each quarter, you are required to sign-up for a minimum of two one-on-one sessions
with me to analyze and improve your writing. Each session will take about a half hour and may be
conducted before school, after school, during homeroom, or during my prep period. Please sign-up
on my door for your time slot and be certain to bring all of your writing with you to the sessions.
Homework and Late Work
Homework is due at the beginning of class. If you miss class, you are responsible for turning in
missing assignments as well as current assignments at the beginning of the class period in which
you return. Follow the syllabus to make certain you are aware of assignments and deadlines. You
will not be reminded.
Late work will not be accepted. If you have a valid reason for not turning in your homework on the
due date and do not want your grade to be affected negatively, you may ask me for an extension. I
will consider requests made before the due date (and, in extenuating circumstances, requests made
on or after the due date), but be sure to have any completed work with you in order to demonstrate
that you are making progress. I reserve the right to deny extensions. I reserve the right to not accept
work that is not on time.
Academic Integrity and Cheating Policy
Cheating is absolutely unacceptable. In this class, all cheating will result in a score of zero. No
exceptions. Perceived, but not proven cheating may result in a second or alternate assignment if
that is warranted. Under no circumstances will cheating be overlooked. Cheating is defined as
looking at someone else’s work, sharing your own work, taking materials to assist you from the
teacher, or in anyway getting an unfair advantage due to unethical procedures. When you present
someone else’s ideas, writing, or speech as your own, you are cheating. When you re-submit a
paper or work for this class that you completed for another class, you are cheating. Cheating will
not be tolerated. Cheating, based on the assignment, may result in failure.
This does not mean you should not share opinions or discuss the work of the course. Just use
common sense to determine whether you are learning through your conversations or are trying to
gain an unfair advantage. Think before you cheat.
Please review the cheating and plagiarism language contained in the student handbook.
Student Evaluation
You will be evaluated on class discussion, a variety of writing activities, tests and quizzes, and
presentations. You will receive clear assessment guidelines for each activity. Your writing
assignments will be graded on the nine-point weighted A.P. scale (which is used on the A.P. exam).
This will be explained in detail during the course. Rubrics are utilized throughout to provide a
holistic understanding of the score achieved. Grade Breakdown: Both terms: class discussion and
participation (15% of grade), general vocabulary quizzes, practice tests, journal checks, core essays.
Second Quarter Only: AP Literary Terms vocab tests (15%), group presentation. Third Quarter
Only: research paper and presentation (15%), visual presentation, debate.
Grading Scale
You will be graded on a standard grading scale. It is possible to earn an A+.
100 – 90
A
89 – 80
B
79 – 70
C
69 – 60
D
Below 60% is failing
Growth in Writing and Interpretation: THIS IS WHY WE ARE HERE!
What you should notice over the course of the class is growth in your ability to dissect a text and to
recognize the author’s impact on you, the reader, and in your ability to express your understanding
of a work in writing. When we begin, it is possible that you will struggle to either understand what
is asked in your explication or to fully express your interpretation. Therefore, anticipate that your
scores may initially be low or may fall into a steady pattern and that we will need to study your
writing to see what you can do to improve. EVERYONE WILL BE DIFFERENT.
We will begin on the first day with an initial writing to help me gauge your strengths and
weaknesses. That day, I will explain and illustrate for you, as a class, the writing process and will
provide you with tools to help you with your writing – before you do any writing.
To help you recognize patterns in your own writing, we will be studying each other’s essays
throughout the course. Much like in earlier grades when you did peer evaluations using the six
traits of writing, you will be expected to be able to study your peer’s writing and comment on the
author’s use of language, sentence structures, organization, ideas (content), voice and tone, and
basic conventions (which are the least relevant concept). Similarly, I will also comment on these
concepts in your writing so that you may take them into consideration as you revise and rewrite.
Throughout the course, you are expected to schedule meetings with me to work one-on-one on
drafting and revising your writing. Also, you will notice that periodically in the syllabus writing
strategies and peer evaluations are noted. We will continuously address writing strategies as a class
and will begin most days with the return of previous writing and discussion on that writing. Do not
wait for those moments, however, if you have questions, so do others.
Ideally, with the combination of the study of your peer’s work and my exploration of your writing,
you will be able to identify patterns that need correcting in your own work. This means thinking
beyond technical errors to a true study of the elements of writing that affect the reader’s
understanding.
Core Text:
Kirzner, Laurie G. and Stephen R. Mandell. Patterns for College Writing: A Rhetorical Reader and
Guide. Boston: Bedford/St. Martin's, 2004. Print.
Supplemental Texts:
Many, many additional textbooks, essay collections, works of literature and periodicals.
Whole Class Literature:
Beloved by Toni Morrison, A Clockwork Orange by Anthony Burgess
Watership Down by Richard Adams, Their Eyes Were Watching God by Zora Neale Hurston
One additional work, chosen by your small group.
Good Luck
I hope that this course is both challenging and interesting. Although the class is not intended to be
easy, I do not expect you to struggle alone when you are really stumped. Please see me before or after
school or during homeroom in room 234 with any questions. Or contact me at and visit my webpage
for resources and information.
Syllabus for A.P. Composition
The syllabus is subject to change, but should be assumed as accurate in reference to all
due dates. There will be additional journal assignments/questions.
SECOND QUARTER
DATE
November 4
November 5
November 6
November 7
November 8
November 11
November 12
November 13
November 14
November 15
November 18
PROPOSED ACTIVITY
Syllabus and course expectations; note taking; get vocabulary
for the term; review how to write journals; definition of
rhetoric and discussion of the modes of writing; Read chapter
on Description for Friday, pages 135-152.
JOURNAL: describe yourself – what makes you YOU and
what do you stand for/believe in
In class activity – shorten description journal. Partner activity
in which you revise each other’s description. Refine and
reduce to a mission statement. In class activity – “I Have a
Dream.” – what words were chosen and why.
JOURNAL on Quote.
In class activity – the rhetoric of liberty. Study of language,
argument, proposition, and the triad. “Declaration of
Independence,” “Seneca Falls,” “Universal Declaration of
Human Rights.”
JOURNAL on in class activities and writings
In class activity – the rhetoric of Abraham Lincoln;
understanding a particular author’s rhetoric. “The Perpetuation
of Our Political Institutions,” “The First Inaugural Address,”
and “The Gettysburg Address.”
JOURNAL on in class activities and writings
Discuss chapter on Description. Brainstorm in journal ideas
for description essay. Begin narration essay. READ: “Ground
Zero” JOURNAL on Work.
QUIZ: LITERARY VOCABULARY QUIZ 1
Discuss “Ground Zero.” READ: “Once More to the Lake.”
JOURNAL on Work.
PRACTICE TEST: multiple choice component, one essay
PRACTICE TEST: essay component, synthesis and one essay
Discuss “Once More to the Lake.” READ: “Living Like
Weasels.” Read chapter on Narration, pages 71-83 for
Wednesday. JOURNAL on Work..
Class share of some drafts of essays. Discuss drafts of essays.
Peer edit activity in class with description essays. READ: “The
Storm.” JOURNAL on Work.
Discuss “Living Like Weasels” and “The Storm.”
JOURNAL on Quote.
DUE
Description
chapter
JOURNAL
CHECK 1
Draft description
essay
November 19
November 20
November 21
November 22
November 25
November 26
November 27
December 2
December 3
December 4
December 5
December 6
December 9
December 10
December 11
December 12
December 13
December 16
December 17
December 18
December 19
In class partner activity on sample synthesis essay. Review
scores and answers from the previous week’s practice test.
JOURNAL: what are the major elements of descriptive essays
QUIZ: LITERARY VOCABULARY QUIZ 2
Discuss chapter on Narration and brainstorm in journal ideas
for narration essay. READ: “Thirty-Eight Who Saw Murder
Didn’t Call the Police.” JOURNAL on Work..
Introduction to group reading project. Discuss “Thirty-Eight
Who Saw Murder Didn’t Call the Police.” READ: “Shooting
an Elephant.” JOURNAL on Work..
QUIZ: LITERARY VOCABULARY QUIZ 3
Discuss “Shooting an Elephant.” READ: “My Mother Never
Worked.” JOURNAL on Work..
description essay
Class share of some drafts of essays. In class activity with
drafts of narration essays. Peer edit and discuss drafts.
Discuss: “My Mother Never Worked.” READ: “Indian
Education.” JOURNAL on Work.
Discuss “Indian Education.” JOURNAL on Quote. Read
chapter on Process for Tuesday, pages 245-259.
Draft narration
essay
QUIZ: LITERARY VOCABULARY QUIZ 4
Book sign out for novel presentation.
JOURNAL: what are the major elements of narrative essays
Discuss chapter on Process and brainstorm in journal ideas for
process essay. READ “My First Conk.” JOURNAL on Work.
PRACTICE TEST: multiple choice component, one essay.
PRACTICE TEST: essay component, synthesis and one essay.
Catch up day: work on journals and other work.
Narration essay
LAB
Discuss “My First Conk.” READ: “The Embalming of Mr.
Jones.” JOURNAL on Work.
Discuss “The Embalming of Mr. Jones.” READ: “Escape from
a Bad Date.” JOURNAL on Work.
Class share of some drafts of essays. Discuss drafts of essays.
Peer edit activity in class with process essays. Read chapter on
Definition for Monday, pages 491-504.
QUIZ: LITERARY VOCABULARY QUIZ 5
Discuss “Escape from a Bad Date.”
Catch up day: work on journals and other work.
Discuss chapter on Definition. Brainstorm in journal ideas for
definition papers. READ: “The Company Man.”
JOURNAL: what are the major elements of process essays
Discuss “The Company Man.” READ: “The Wife-Beater” and
“Hope.” JOURNAL on Work.
Discuss “The Wife-Beater” and “Hope.”
Class share of some drafts of essays. Discuss drafts of essays.
Narration chapter
Process chapter
Draft process
essay
JOURNAL
CHECK 2
Process essay
Definition chapter
Draft definition
December 20
Peer edit activity in class with definition essays. READ:
“Tortillas.” JOURNAL on Work..
Meet with novel presentation groups.
essay
LAB
January 2
January 3
Essay activity day. Circle activity with essay drafts.
QUIZ: GENERAL VOCABULARY QUIZ 1
Discuss “Tortillas.” Read chapter on Exemplification for
Monday, pages 191-206.
January 6
Definition essay
Exemplification
chapter
January 10
Discuss chapter on Exemplification. Brainstorm in journal
ideas for exemplification papers. READ: “The Peter
Principle.” JOURNAL on Work.. JOURNAL: what are the
major elements of definition essays
Discuss “The Peter Principle.” READ: “Make That a Double.”
READ: “Samuel.” JOURNAL on Work.
QUIZ: GENERAL VOCABULARY QUIZ 2
Class share of some drafts of essays. Discuss drafts of essays.
Peer edit activity in class with exemplification essays
Discuss “Make That a Double” and “Samuel.” JOURNAL on
Works. JOURNAL: what are the major elements of
exemplification essays
Work time in groups.
January 13
NOVEL PRESENTATION ONE
January 14
January 15
January 16
January 17
NOVEL PRESENTATION TWO
NOVEL PRESENTATION THREE
NOVEL PRESENTATION FOUR
Novel presentations essay exam.
exemplification
essay – NOVEL
NOVEL
NOVEL
NOVEL
January 7
January 8
January 9
Draft
exemplification
essay
LAB
THIRD QUARTER
DATE
January 20
January 21
January 22
January 23
January 24
January 27
PROPOSED ACTIVITY
Read chapter on Cause and Effect for Wednesday, pages 303320.
QUIZ: GENERAL VOCABULARY QUIZ 3
In class activity on synthesis essay. JOURNAL on Quote.
Discuss chapter on Cause and Effect. Brainstorm in journal
ideas for cause and effect papers. READ: “Television: The PlugIn Drug.” JOURNAL on Work.
Discuss; “Television: The Plug-In Drug.” READ: “The Tipping
Point” and “Suicide Note.” JOURNAL on Work.
QUIZ: GENERAL VOCABULARY QUIZ 4
Discuss “The Tipping Point” and “Suicide Note.”
DUE
JOURNAL
CHECK 3
Cause and Effect
chapter
Class share of some drafts of essays. Discuss drafts of essays.
Draft cause and
Peer edit activity in class with cause and effect essays READ: “A effect essay
Peaceful Woman Explains Why She Carries a Gun.” JOURNAL
January 28
January 29
January 30
January 31
February 3
February 4
February 5
February 6
February 7
February 10
February 11
February 12
February 13
February 14
February 18
February 19
February 20
February 21
February 24
February 25
on Work..
Discuss “A Peaceful Woman Explains Why She Carries a Gun.”
JOURNAL: what are the major elements of cause and effect
essays
Catch up and catch all day.
QUIZ: GENERAL VOCABULARY QUIZ 5
Read chapter on Comparison and Contrast for Friday, pages 363385.
Discuss chapter on Comparison and Contrast. Brainstorm in
journal ideas for comparison and contrast papers. READ: “Sex,
Lies, and Conversation” and “Sadie and Maud.” JOURNAL on
Work..
Discuss “Sex, Lies, and Conversation” and “Sadie and Maud.”
READ: “Two Ways to Belong in America.” JOURNAL on
Work.
Class share of some drafts of essays. Discuss drafts of essays.
Peer edit activity in class with compare/contrast essays.
QUIZ: GENERAL VOCABULARY QUIZ 6
Discuss “Two Ways to Belong in America.” JOURNAL: what
are the major elements of compare/contrast essays Read chapter
on Argumentation for Monday, pages 529-554.
PRACTICE TEST: multiple choice component and one essay.
PRACTICE TEST: essay component, synthesis and one essay.
JOURNAL on Quote.
Introduction to argumentation. Discuss logic and fallacies of
logic. JOURNAL on Quote.
Discuss chapter on Argumentation. Draw topics for
argumentation and debate project.
Split and read one essay from each argumentation topic. Present
on each side of the topic. Discuss. JOURNAL.
QUIZ: GENERAL VOCABULARY QUIZ 7
Begin research paper project. Search for topics and questions,
begin literature review.
Time to work with partners on debate project.
Cause and effect
essay
Compare and
contrast chapter
Draft comparison
and contrast essay
Compare/contrast
essay
JOURNAL
CHECK 4 - LAB
LAB
LAB
Time to work with partners on debate project.
LAB
Debates one and two. JOURNAL: what are the major elements of
argumentation essays
Debates two and three
Debates three and four
Dedicated time to work on research paper project. READ: Packet LAB
One. JOURNAL on a selection from the packet.
Discuss Packet One, READ: Packet Two. JOURNAL. Research
paper work if time allows.
February 26
February 27
February 28
March 3
March 4
March 5
March 6
March 7
March 17
Discuss Packet Two, READ: Packet Three. JOURNAL.
Research paper work if time allows.
QUIZ: GENERAL VOCABULARY QUIZ 8
Dedicated time to work on research paper project.
PRACTICE TEST: multiple choice component and one essay.
PRACTICE TEST: essay component, synthesis essay, one essay
Dedicated time to work on research paper project. Turn in
completed for action research project thus far.
Discuss Packet Three, READ: Packet Four. JOURNAL.
Research paper work if time allows.
QUIZ: GENERAL VOCABULARY QUIZ 9
Dedicated time to work on research paper project. Meet with
Ms. Moore on status of project.
Dedicated time to work on research paper project. Meet with
Ms. Moore on status of project.
March 21
Discuss Packet Four. JOURNAL on Quote. Research paper
work if time allows.
Visual articles presented to the class and discussed.
Visual articles presented to the class and discussed.
QUIZ: GENERAL VOCABULARY QUIZ 10
Dedicated time to work on research paper project.
Dedicated time to work on research paper project.
March 24
March 25
March 26
March 27
March 28
Dedicated time to work on research paper project.
Time to finish up and prepare research paper presentation.
Research presentations.
Research presentations.
Research presentations. Final Exam.
March 18
March 19
March 20
OTHER DATES TO REMEMBER:
Thursday, May 1 pickup review materials
Monday, May 5 test review session 3:00 P.M. – ?
at EHS in Mrs. Moore’s room
Friday, May 9 AP Language and Comp Test
LAB
LAB – Draft Due
LAB
LAB
JOURNAL
CHECK 5 - LAB
LAB
LAB
Res. paper LAB