AP English Language and Composition
Porter 1
East Wake School of Health Science
Wendell, North Carolina
AP English III Syllabus
(AP English Language and Composition)
Mr. Zane G. Porter
Fall 2012
Room S158
zporter@wcpss.net
www.PorterEWHS.pbworks.com
Twitter: @PorterEWHS
INTRODUCTION
Accredited colleges and universities are requiring most freshmen to enroll in two courses
in English. Juniors have the opportunity to take AP English III which will prepare them for the
first of these classes which is devoted almost entirely to composition. The class will focus on
writing in various modes that will be used in future classes and career situations. To aid this
writing, students will read a wide variety of non-fiction from many different time periods.
Examples of the non-fiction prose include (but are not limited to): autobiographies, biographies,
essays, letters, diaries, memoirs, and historical documents. AP English III offers students the
opportunity to fulfill the first of the college English requirements.
As a senior, students will be given the opportunity to fulfill the second of the two English
college classes by taking AP English IV. The class is an introduction to imaginative literature
with an emphasis on critical reading and analysis of fiction, drama, and poetry. Writings will be
written as literary analysis.
Students who take both AP English classes at East Wake School of Health Science have
the opportunity earn all of their college English credits before graduating from high school. Both
AP English classes will be demanding of the student’s (and teacher’s) time and attention, but the
reward can be extremely rewarding.
COURSE OBJECTIVES
Since AP English III is a college-level course, more writing will be required. Attention
will be given to proper grammar but it is assumed that the students grammar is satisfactory and
can be used to mold his/her work into a more mature and effective composition. Upon
completing the AP English Language and Composition course 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;
AP English Language and Composition
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move effectively through the stages of the writing process, with careful attention to
inquiry and research, multiple levels of drafting and revising, editing, and review;
write thoughtfully about their own process of composition and explore the process of
professional writers;
revise a work to make it suitable for a different audience;
analyze image as text; and
evaluate and incorporate reference documents into researched papers;
develop a wide range of high level vocabulary to assist in a mature reading and writing.
Writing style objectives will be accomplished by emphasizing:
 a wide-ranging vocabulary used appropriately and effectively;
 a variety of sentence structures, including appropriate use of subordination and
coordination;
 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.
WRITTEN PAPERS
All papers must be computer generated unless otherwise instructed. When in doubt, type
it. Use the Times New Roman font, 12 pt., following the format for college papers (following
the example below. WARNING! WARNING! WARNING! Papers must be submitted at the
beginning of the class (within 20 seconds of the tardy bell). Late papers will be penalized
eight (8) points per day (including weekends). You will have plenty of notice as to when the
papers are due; there is no excuse. If you think you may be ill or out of town, turn the paper in
early or have a reliable friend turn it in for you.
1/2
inch
1
inch
Doe 1
1 inch
John Doe
Mr. Porter
AP English III
25 Aug. 2012
Title
This is where you will begin your research assignment. Make sure that you have one
inch margins all the way around your document. The top left header should be your last name
and the page number.
1 inch
AP English Language and Composition
Porter 3
RESEARCH PAPER
Students will, in addition to essays and regularly scheduled papers, write a research paper
approximately 6-10 pages in length. This practice will assist students in formulating varied,
informed arguments for the assignment, the exam, and future writings. Research topics will be an
approved student topic. The form of the paper will be written in the MLA format. Several class
periods will be devoted to the techniques of writing a research paper, organization, note taking,
and documentation. The research paper will be due Friday, November 16, 2012.
TEXTS FOR DISCUSSION, ANALYSIS, AND REFERENCE
Students will need daily access to these books:
Elements of Literature: Essentials of American Literature (Holt, Rinehart and Winston)
The Elements of Style (Strunk and White)
50 Essays: A Portable Anthology (3rd ed.) (Cohen)
Patterns for College Writers (12th ed.) (Kirszner and Mandell)
The Bedford Reader (11th ed.) (X. Kennedy, D. Kennedy, and Aaron)
A Pocket Style Manual (6th ed.) (Hacker and Sommers)
A good reliable dictionary in print
THE ADVANCED PLACEMENT EXAMINATION
The Advanced Placement exam will be given in May 2013. A culmination of the
semesters work, the exam will be scored on a 5 point scale. By scoring a 3 or higher, a student
may obtain advanced placement in college and possibly earn credit for college English. Students
can accomplish a passing grade on the exam by: working hard in class daily, the tasks given will
be in preparation for the exam and becoming familiar with the format of the exam and the types
of questions asked. Timed essays and practice multiple choice tests will be administered in class
to help the student prepare for the rigorous exam. Building stamina and confidence are two
major keys to passing the exam, and failure to take the class and practices seriously will
adversely affect the student’s grade and possibly the student’s exam score. Students taking AP
English III are strongly advised to take the Examination in May.
EVALUATION AND CREDIT
The numerical evaluation system for AP English III will be the same as school policy:
A
93-100
B
92-85
C
84-77
D
76-70
F
Below 70
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All writing assignments (except timed writings) will be scored based on the following
rubric:
The A paper is a SUPERIOR paper in every way, marked by the following qualities:
 Outstanding word choice
 Outstanding organization
 Outstanding syntax with a wide variety of sentence patterns
 maturity of thought and language
 Clear purpose with detailed development, supported by examples, elaboration, and details
 No major errors in grammar, spelling, or punctuation
 No more than one or two minor errors, depending on length
The B paper is an EXCELLENT paper, marked by the following traits:
 Good word choice, sentence structure, organization
 Good maturity of thought and logic
 A stated purpose with less development, examples, and details, lacking the more mature
style of the superior paper.
 No major errors in grammar, spelling, or punctuation
 No more than several minor errors, depending on length
The C paper is an AVERAGE paper, marked by the following traits:
 Average word choice, often simple, immature, inappropriate
 Adequate organization
 Good sentence structure but often simple and without variety
 Fair logic, clear enough to convey the paper’s purpose
 Average maturity of thought but lacks adequate development
 Only one major error in grammar, spelling, and punctuation and/or several minor errors
The D paper is a BELOW AVERAGE paper, marked by the following traits:
 Poor diction, misuse of words, non-standard expressions
 Some attempt at organization
 Garbled, fragments, or unclear sentence patterns
 Little thought, resulting in poorly conceived, expressed, and developed ideas
 Serious errors in grammar, spelling, punctuation, and mechanics
 No more than two major errors in grammar, spelling, and punctuation and/or multiple
minor errors
The F paper is a FAILURE paper, marked by the following traits:
 Poor and immature word choice
 Lack of organization
 Disconnected or garbled syntax
 Long, uncontrolled, infantile, short, or choppy sentence patterns
 lack of logic which fails to convince, state, or develop an idea
 Three or more major errors in grammar, spelling, and punctuation and/or multiple minor
errors
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NOTE: Major errors consist of the following:
 Comma splices
 Lack of subject-verb agreement
 Lack of pronoun-antecedent agreement
 Unjustifiable fragment
 Run-on or fused sentence
 Misuse of to, too, two; their, they’re, there; its, it’s
 Five misspelled words
 Any three of the following:
1. Misuse of a colon
2. Misuse of a semicolon
3. Misuse of apostrophes in plurals
4. Misuse of apostrophes in possessive pronouns
5. Misuse of apostrophes in nouns
All timed writing assignments will be graded with the following rubric
Rubric of All Rubrics for AP Prompt Timed-Writing Essays
9-8
Superior papers are persuasive in their argument, specific in their references, cogent in their
definitions, and free of plot summary. These essays need not be without flaws, but they
demonstrate the writer's ability to discuss a prompt with insight and understanding and to control
a wide range of the elements of composition. At all times, they make a convincing case for their
interpretation and stay focused on the question and the thesis. These papers reflect stylistic flair
and in-depth and original analysis, with apt and specific concrete supporting details.
This score is equivalent to an A.
7-6
These competent papers offer a reasonable analysis and refer to the text for support. They
demonstrate the writer's ability to effectively express ideas clearly, and they provide a sustained
argument; however, they reveal a more limited understanding than do the papers in the 9-8
range. Generally, 6 essays present a less sophisticated analysis and less consistent command of
the elements of effective writing than essays scored 7.
This score is equivalent to a B.
5
Offering a safe and plausible analysis, these essays tend to be superficial or underdeveloped.
Discussion of meaning may be mechanical, or inadequately related to the chosen details, and the
argument may be minimally supported. They may be formulaic and are not as well conceived,
organized, or developed as the upper papers. On the other hand, the writing is adequate to
convey the writer's ideas and stays focused on the prompt.
This score is equivalent to a C.
4-3
These papers fail to offer an adequate analysis as discussion is likely to be unpersuasive,
unfocused, undeveloped, or misguided. The meaning they deduce may be inaccurate or
AP English Language and Composition
Porter 6
insubstantial and not clearly related to the question. Part of the question may be omitted
altogether, or the presentation of ideas may be repetitive. The writing may convey the writer's
ideas, but it reveals weaker control over such elements as diction, organization, syntax, or
grammar. The 3 essays may contain significant misinterpretations of the question or the work
they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase
and plot summary at the expense of analysis.
This score is equivalent to a D/F.
2-1
These essays compound the weakness of essays in the 4-3 range and are frequently unacceptably
brief. They may persistently misread, and usually offer little clarity, organization, or support.
They may be poorly written on several counts, including many distracting errors in
grammar and mechanics. Although the writer may have made some effort to answer the
question, the views presented have little clarity or coherence.
This score is equivalent to an F.
CLASSROOM EXPECTATIONS
Five principles shape our East Wake School of Health Science’s culture. We refer to these as “The 5
P’s of Success”:
Pride (in oneself and in one’s work)
Be POSITIVITY! Being positive is infectious and it will yield results for everyone in class.
Your attitude and motivation are the essential elements of our classroom environment.
Perseverance
Pursuit of Knowledge (not just information)
Personal Responsibility
Be POLITE to and respectful of Mr. Porter and your peers. Actively listen (without speaking)
when others are speaking, and be respectful of different points of view. Raise your hand before
speaking when the speaker (Mr. Porter or a student) is talking to the class.
Be PREPARED by being in your seat and working on the bell work when the bell rings. Bring
all materials to class (including your binder/notebook, loose leaf paper, and a pen).
Preparing for My Future Today.
Be PROACTIVE in all of your work so that you excel and do not fall behind. It is easier to stay
on top of your work than to try and catch up. Your education is completely dependent upon
YOUR desire to achieve greatness.
DISCIPLINE
I do not plan on discipline being a problem in the classroom. However, sometimes, students
choose to act out or disrupt the class. These actions will result in consequences including but not
limited to preferential seating, student conferences, morning/lunch/after school help sessions,
counselor referrals, peer tutoring, agenda use, remediation, 1:1 meeting for an action plan, parent
phone call and/or conference, and administrative referral. My goal is that upon correcting an
action, the student recognizes the disruption to themselves, to the class, and to the teacher, and
decides to help the class with positive participation.
AP English Language and Composition
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CAMPUS POLICY FOR ELECTRONIC DEVICES
The following guidelines will be enforced on all four campuses at East Wake: Cell phones
and other electronic devices such as iPods, MP3 players, computer games, etc. are prohibited from
the beginning of the school day - 7:25 – until dismissal at 2:18. Each school will allow electronic
devices to be used during lunch. Students who call, text or contact students in another school will
have the device confiscated and may face additional consequences.
Any devices, including ear buds and blue tooth devices, should be kept out of sight and
turned off during the instructional day, including class changes between 8:05 – 3:00 except lunch
time. Devices that are visible or heard will be confiscated and returned to parents only. (See Board
Policy 6426 on page 20 of the WCPSS Handbook).
MATERIALS
2” Three Ring Binder*
5 Tab Dividers for the Binder*
(Readings– Grammar/Vocabulary– Notes/Handouts– Writings– Quizzes/Tests/Reviews)
1-Subject Spiral Notebook (College Ruled)*
Plenty of Loose Leaf Paper (College Ruled)
Flash Drive (at least 2G)
Blue or Black Pens and a Highlighter (any color)
*These materials should solely be used for English III.
Classroom Donation Items: facial tissue and hand sanitizer
GRADING POLICY
40% - 1st 9 Weeks
50% - Minor Assessments (Quizzes, Homework, Classwork, Participation, Drafts, etc.)
50% - Major Assessments (Unit Tests, Final Drafts, Projects)
40% - 2nd 9 Weeks
50% - Minor Assessments (Quizzes, Homework, Classwork, Participation, Drafts, etc.)
50% - Major Assessments (Unit Tests, Final Drafts, Projects)
The Research Paper will count as two (2) Major Assessments.
20% - Semester Exam
100% - Final Grade
*Any disagreement with a grade must be submitted in writing within two days of the grade being
distributed. I will not change any grade without a letter expressing your concern.
ATTENDANCE
Attendance is a student’s first priority. Classes will be a mixture of lectures, group work,
independent work, small group reading discussion, large group reading discussion, peer editing, etc.
and participation in the activities are vital to the student’s grade and growth as a reader, writer, and
collaborator. Participation cannot be made up and the grade is counted as a minor assessment (see
above). If one is not in class, they cannot participate in the daily activities. The easiest was to fall
behind is to have poor attendance.
AP English Language and Composition
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MAKE-UP AND LATE WORK
If an assignment is due on a day a student is absent, it must be turned in on the first day back;
after that, it is late. Major reports and papers must be turned in the day it is due or it will be
subject to a late penalty of 8 points a day regardless of the reason. When a student is absent, it is
her/his responsibility to obtain missed assignments. Come see me before school, at lunch, or after
school to collect make-up work (NOT DURING CLASS).
Turn in all make-up and late work to the appropriate basket. DO NOT GIVE IT TO MR.
PORTER! I will lose any paper you give me that is not part of the daily agenda. Expect make-up
and late work to be graded much slower than work that is turned in on time.
If you are in extra-curricular activities that require you to be out for the class, get your work
ahead of time so that you can turn it in on time. Again, come before or after school to get your work.
LATE WORK that is not a project requires a late fee of 25 words per day late
(including weekends). For example, if the homework is due Friday and you turn it on Monday,
you will be required to explain the reason it is late in at least 75 typed and properly formatted
words. Without the late fee, the late work will not be accepted.
ADVISORY
Advisory will be held every other Wednesday from 8:45 to 9:45 in my classroom. It is your
responsibility to recognize if you need extra help. I cannot see inside of your head to see if you
understand everything that we are doing in class. Therefore, if you need extra help, sign up for
advisory, before school tutoring, or after school tutoring. I will place students on the list myself if I
notice a need for extra help. While I am at school for about an hour after school everyday, I will
make every attempt to be available for extended tutoring on Tuesdays (unless you sign up for another
day).
CHEATING
Students who plagiarize papers or commit other forms of academic dishonesty will be
disciplined according to school policy. A zero may be given on the assignment, and proper
disciplinary action will be taken. Students must not share work or steal writing from published
authors. When outside sources are used in writing, students must document properly.
When writing a process paper, students will complete and submit all steps of the writing
process before receiving credit for the final paper. Downloading papers from the Internet and/or
“sharing” other students’ writing will not be tolerated. All papers must be submitted according to the
instructor’s direction.
Students talking, passing notes, using a cell phone, or communicating in any way during
testing will be regarded as cheating and the students involved will be dismissed from the test and
disciplined in accordance with the school policy.
FOOD AND DRINKS
Students are allowed to have a drink in class, but do not bring in or eat any overly
noisy/odorous food or drink. The classroom is not a restaurant or movie theatre and I reserve the
right to tell you to put your food or drink up.
RESTROOM AND LOCKER POLICY
Use the restroom and gather all of your materials before coming to class. You will not be
allowed to go to your locker during class. Anything that is left in the locker will have to wait until
the class is over. You may use the restroom when abiding by the 20/20 policy, but do not make a
habit of going to the restroom everyday in this class or you will be limited in the times you are
able to leave the room.
AP English Language and Composition
Porter 9
DAILY ASSIGNMENTS
All page numbers are for the Patterns text except where noted: Cohen, Bedford Reader (BR),
and Holt, Rinehart and Winston (Holt) are also used. Timed Writings, Multiple Choice Tests, and
The Research Paper will be accomplished within the units.
Part 1: Summer Reading Analysis
Analysis
John Steinbeck – The Grapes of Wrath
Carl M. Mydans – Why Ford Workers Strike
Catherine Rampell -- The ‘Great Recession’ Earns Its Title
Paper Due: September 3, 2012
This is the final date for the entire summer assignment to be turned in.
Part 2: The Writing Process
Stage 1: Reading to Write: Becoming a Critical Reader
Reading
Determining Purpose pp. 13-28
Previewing
Highlighting
Annotating
Reading Visual Texts
Analysis
Dalus Proper – Dark Hollow
Rob Asghar – Is Religion the Enemy of Peace?
Stage 2: Invention
Reading
Setting Limits and Asking Questions pp.29-49
Freewriting
Brainstorming
Journal Writing
Clustering
Making an Informal Outline
Understanding Thesis and Support
Stage 3: Arrangement
Reading
Understanding the Parts of the Essay pp. 51-64
Constructing a Formal Outline
Analysis
(Holt) Mark Twain – The Lowest Animal
Stage 4: Drafting and Revising
Reading
Writing Your First Draft pp. 65-79
Revising Your Essay
Special points for Subsequent Drafts
Stage 5: Editing and Proofreading
Reading
Editing for Grammar pp. 81-95
Editing for Punctuation
Editing for Sentence Style and Word Choice
Proofreading your Essay
Checking Your Paper’s Format
AP English Language and Composition
Porter 10
Part 3: Reflective (Personal) Writing
Section 1: The Mode of Narration
Reading
What is Narration? p. 97
Analysis
Marjane Satrapi – The Socks (Graphic Fiction) p. 109
(BR) Charles Atlas – Advertisement p. 96
George Orwell – Shooting of an Elephant p. 133
Sherman Alexie – Indian Education p. 142
(Cohen) Maya Angelou – Graduation p. 20
(BR) Howard Merkel – Mary Ellen’s Story p. 133
Martin Gansberg – Thirty-Eight Who Saw a Murder Didn’t Call the Police p. 127
Language
Point of View, Style: Choice of Details, Diction, Dialogue, Tone, Comma Splices,
Sentence Fragments, Run-On Sentences
Reading
Structuring a Narrative Essay p. 100
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Section 2: The Mode of Description
Reading
What is Description? p. 151
Analysis
Mary Hoover Aiken – Café Fortune Teller (Painting) p. 170
(Cohen) Sarah Vowell – Shooting Dad p.412
(Cohen) Virginia Woolf – Death of the Moth p. 448
(Cohen) Zora Neale Hurston – How it Feels to be Colored Me p.182
Ann Hodgerman – No Wonder They Call Me a Bitch p. 176
Heather Rogers – The Hidden Life of Garbage p. 188
Kate Chopin – The Storm (Fiction) p. 202
Language
Imagery, Figures of Speech: Simile, Allusion, Metaphor, Diction, Repetition,
Agreement: Subject/Verb, Pronoun/Adjective
Reading
Structure a Descriptive Essay p. 158
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Part 4: Informative Writing
The Mode of Exposition
Section 3: Exemplification
Reading
What is Exemplification? p. 211
Analysis
Alex Williams – Four Tattoos (Photos) p. 226
Brent Staples – Just Walk on By p. 240
(Cohen) Sojourner Truth – Ain’t I a Woman? p. 410
Zev Chafets – Let Steroids into the Hall of Fame p. 253
(BR) Glen Le Lievre – Low Energy Drinks (Cartoon) p. 202
Language
Rhetoric, Sentence Patterns: Loose, Periodical; Punctuation, Commas in a Series
Reading
Structuring an Exemplification Essay p. 215
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
AP English Language and Composition
Porter 11
Section 4: Process
Reading
What is Process? p.263
Analysis
Rubun Rodrigues – Growth of Facebook and Privacy “Events” (Chart) p. 279
(BR) Wally McNamee – Factory in China (Photo) p. 298
(Cohen) Malcolm X – Learning to Read p. 257
Malcolm X – My First Conk p. 281
Joshua Piven – How to Decorate Your Room When You’re Broke p.290
Arthur Miller – Get it Right: Privatize Executions p. 298
Shirley Jackson – The Lottery p. 311
Language
Style, Syntax; Sentence Patterns (Simple, Compound, Complex, CompoundComplex), Diction, Parallelism, Apostrophes
Reading
Structuring a Process Essay p.266
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Section 5: Cause and Effect
Reading
What is Cause and Effect? p. 321
Analysis
Louis Requena – Major League Baseball Brawl (Photo) p.337
Mike Luckovich – Im txtngWhile drvng (Cartoon) p. 454
(AP Test) Norman Mailer – Death of Paret p. 142
Norman Cousins – Who Killed Benny Paret? p. 339
Marie Winn – Television: The Plug-In Drug p. 438
(BR) Charles Fishman – The Squeeze p. 487
(Cohen) William F Buckley Jr. – Why Don’t We Complain p. 76
Sran Cox – The Case Against Air Conditioning p. 344
Janice Mirikitani – Suicide Note (Poetry) p. 366
(BR) Chris Anderson – The Rise and Fall of The Hit p. 494
Language
Sentence patterns: Subordination and Coordination; Commas, Semicolons,
Structure, Analogy, Rhetorical Questions, Affect/Effect
Reading
Structuring a Cause and Effect Essay p. 329
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
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Porter 12
Section 6: Comparison and Contrast
Reading
What is Comparison and Contrast? p. 371
Analysis
(BR) American Gothc (Photo) p. 244
Rodin and Indiana – The Kiss and Love (Sculptures) p. 391
Paul H. Rubin – Environmentalism as Religion p. 399
Deborah Tannen – Sex, Lies and Conversation p. 423
(Cohen) Henry David Thoreau – Where I Lived and What I Lived For p. 403
Bharati Mukherjee – Two Ways to Belong in America p. 404
(Cohen) James Baldwin – Notes of a Native Son p. 50
Language
Sentence Patterns: Combining; Tone, Diction, Organization, Transitions, Passive
Voice and Active Voice
Reading
Structuring a Comparison and Contrast Essay p. 375
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Section 7: Classification and Division
Reading
What is Classification and Division? p. 435
Analysis
Ellis Island – Key to Chalk Marks (Chart) p. 448
(Cohen) Mike Rose – “I Just Want to be Average” p. 331
William Zinsser – College Pressures p. 450
Stephanie Ericsson – The Ways We Lie p. 474
(BR) Deborah Tannen – But What Do You Mean? p. 435
(Cohen) Judith Ortiz Cofer – The Myth of the Latin Woman p. 91
Language
Tone, Rhetorical Questions, Arrangement of Details, Dangling Modifiers, Spelling,
Colons, Parallel Terms
Reading
Structuring a Classification-and-Division Essay p. 439
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Section 8: Definition
Reading
What is Definition p. 489
Analysis
U.S. Census Bureau – 2010 Form (Questionnaire) p. 501
(BR) U.S. Army – Army Strong (Advertisement) p. 506
Judy Brady – I Want a Wife p. 503
Gayle Rosenwald Smith – The Wike-Beater p. 516
(Cohen) Gloria Anzaldua – How to Tame a Wild Tounge p. 33
(Cohen) Stephen Jay Gould – Sex, Drug, Disasters, and the Extinction… p. 169
Language
Problems in Usage, Tone, Diction, Repetition, Adjective and Adverb Clauses;
Avoiding ‘is when’ and ‘is where’.
Reading
Structuring a Definition Essay p. 493
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
AP English Language and Composition
Porter 13
Part 5: Persuasive Writing
Section 9: The Mode of Argumentation
Reading
What is Argumentation? p. 525
Analysis
American Civil Liberties Union – Thanks to Modern Science (Ad.) p. 551
Adbusters Media Foundation – (Photo) p. 546
Thomas Jefferson – The Declaration of Independence p. 553
Elizabeth Cady Stanton – Declaration of Sentiments p. 559
Martin Luther King Jr. – Letter from Birmingham Jail p. 566
Debate Pairs
1. Are Internships Fair to Students? p. 582
2. Should American Citizenship Be a Birthright? p. 595
3. How Can We Address the Shortage of Organ Donors? p. 605
4. Should Government Tax Sugary Drinks? p. 630
Deductive and Inductive Reasoning, Fallacies in Logic, Tone, Diction, Syntax,
Audience, Conjunctions: Subordinate and Coordinating
Reading
Using Deductive and Inductive Arguments p. 533
Structuring an Argumentative Essay p. 541
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Part 6: Combining the Patterns
Reading
Intro Into Combining the Patterns pp. 655
Analysis
Barbara Ehhrenreich – The Shame Game p. 680
David Kirby – Inked Well p.685
Jonathan Swift – A Modest Proposal p. 692
Lars Eighner – On Dumpster Diving p. 664
Language
Agreement with Indefinite Pronouns, Transitional Phrases, Detail, Figures of
Speech: Personification, Simile, Metaphor
Reading
Structuring an Essay by Combining the Patterns p. 656
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due –
Part 7: The Research Paper
Reading
Section A: Finding and Evaluating Sources p. 705
Section B: Integrating Sources and Avoiding Plagiarism p. 711
Section C: Documenting Sources: MLA p. 723
Paper Due: Discovery Draft Due –
Second Draft Due –
Final Draft Due – Friday, November 16, 2012
East Wake School of Health Science
5101 Rolesville Road
Wendell, NC 27591
(919) 365-2625
http://ewhs.wcpss.net