At the end of the course, each student will
be able to read, interpret, speak, and write
about a variety of fiction, nonfiction,
dramatic, and poetic works, while utilizing
an eloquent and scholastic vocabulary.
As an introductory college-level course that is designed using the
intentions of The College Board as stated and paraphrased here,
students, as readers of prose that have been written in various
rhetorical contexts, employ skilled reading techniques. In the
same fashion, students develop writings to an array of purposes.
Mutually working together, these reading and writing skills enable
the student to be attentive to the large and subtle nuances in
writer’s purpose, subject, and audience expectations.
Furthermore, students analyze how genre conventions and the
resources of language contribute to a writer’s power and
influence.
Students prepare for the AP English Language and Composition
exam in May, which may grant advanced placement and/or
college credit. Because of this, students spend a minimum of five
hours of course work per week outside of class. This work
involves both written and reading assignments.
Gerard A. Hauser: Introduction to Rhetorical Theory (1986)
“Rhetoric is an instrumental use of language. […] One person
engages another person in an exchange of symbols to accomplish
some goal. It is not communication for communication's sake.
Rhetoric is communication that attempts to coordinate social
action. For this reason, rhetorical communication is explicitly
pragmatic. Its goal is to influence human choices on specific
matters that require immediate attention.
George Kennedy: "A Hoot in the Dark" (1992)
“Rhetoric in the most general sense may perhaps be identified with
the energy inherent in communication: the emotional energy that
impels the speaker to speak, the physical energy expanded in the
utterance, the energy level coded in the message, and the energy
experienced by the recipient in decoding the message.”
Bazerman, Charles:
“The study of how people use language
and other symbols to realize human goals
and carry out human activities [. . .]
ultimately a practical study offering
people great control over their symbolic
activity.”
As a foundational course for all college
disciplines, the AP English Language and
Composition course includes a varied
curriculum. The College Board notes that
“the overarching objective in most firstyear 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.”
Class writings focus on the expository, analytical, and argumentative, which
form the basis of most academic, professional, and personal pieces.
Students read both primary and secondary works and synthesize these
texts in their own compositions, while citing sources using the Modern
Language Association (MLA) guidelines, the University of Chicago Press
(The Chicago Manual Style) guidelines, and the American Psychological
Association (APA) guidelines.
In the AP English Language and Composition course, students write for a
mature reader by creating prose that surpass the canned five-paragraph
essay, thereby, creating stronger connections with the reader. Writings
emphasize content, purpose, and audience. These writings develop over
several drafts and revisions and often include additional outside research.
The researched argumentative pieces develop over time after reflection,
interpretation, and analysis. Citations enhance the overall written text
and move with the argument as integral components.
In order to unite the reader with the piece, students develop style.
Specifically, students use grammar, vocabulary, sentence structure, logical
organization, and rhetoric for emphasis.
From The College Board
“Ordinarily, the exam consists of 60 minutes for
multiple-choice questions, a 15-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.”

Within the first quarter, students will be placed into a workshop group.
This group will consist of three to four members and will meet during
class time on prescribed days prior to the final deadline of all papers. On
these days, students are required to bring in four copies of the paper such
that each member has his/her own text to read. The writer will not bring
in a rough draft but rather a finished product for the critique. Incomplete
drafts can only earn 70% on these assignments. For instance, a one-two
page draft is not considered complete, finished. On these workshop days,
students will read, rethink, and help the writer clarify and enhance
his/her paper. Preparation and participation on these days count for 10%
of each quarter’s grade. As this is a crucial part of the writing process,
absences on these days must be made up before the final turn in date.
Make up workshop days will be held on a student scheduled afternoon at
3:00 in my classroom. The absent writer is responsible for organizing a
reading group. Absences not made up will adversely affect his/her
workshop grade.
While reading class selections, students will maintain a journal. The
structure of these entries may vary but should implement one of these
strategies: dialectical journal, rhetorical journal, SOAPSTone, or OPTIC.
Journals will be graded mostly on completion.
The central components of this course are reading, analyzing, synthesizing, and writing. Grading policies
match these aims. Traditional daily assignments are not given. In this way, this class follows those
practices of a university by working and grading finished, summative tasks.
Late work will not be accepted.
Using AP rubrics, the final graded papers result from multiple drafts. At this stage, the papers will be
evaluated for their final grades.
Because this course is the equivalent of a college class, student grades are determined according to the
following quarter breakdown, which varies from the English Department’s policies:
Major Paper (First)
Major Paper (Second)
Timed Writings
Multiple-Choice
Workshop Preparation & Participation
Journal
30%
35%
10%
10%
10%
5%
*Quarter 1’s breakdown slightly differs from the above. The first summer reading essay is worth 5%.
Major Paper #1 is 25%. Major Paper #2 is 35%.
**Quarter 4—The first timed writing will count for the first Major Paper.
 Check
Pinnacle
 Call me or email me:
jsullivan@mayfieldschools.org; 440-9956970
 Remind your child about my motto: “We are
all striving for excellence.” I can and will
meet with your child at any point during an
assignment. The both of us will figure out
how to meet the learning objectives and
skills.
 I am available for extra help 3rd and 5th
periods.
None
Encourage your child to read, even if he/she
does not have assigned reading. Go to the
library or bookstore and initiate at least an hour
outside reading a day.
 Read the book with your child. Ask questions
and have him/her come into class with questions.
 Ask to read over his/her paper. Point out any
place where you are confused.
 Read the paper backwards, forwards. Does each
sentence make sense?
 Last year 93.8% of our AP Language students
earned college credit.

Before leaving this evening and on the
provided note card, please take a moment
to tell me about your child. Have there been
any hurdles in his/her learning? Is he/she
quiet and reserved? Does he/she need that
extra push?
After all and as the parent, you know your
child the best. Simply, is there anything that
I need to know to promote his/her growth
and potential?