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Advanced Placement
Language and Composition
Syllabus Fall 2015
Instructor: Dr. Deanna Hasty
Room: 5114
Email: dlhasty@atlanta.k12.ga.us
School phone: (404) 802-4700
Tutorials: Monday/Tuesday 3:45-4:40; other
Website: http://drhasty.weebly.com/
times/days available by appointment
Course Description
In the Advanced Placement English Language/Composition course, students read and analyze
multiple nonfiction prose selections from a wide range of challenging material. As a suggestion
from the College Board’s AP English Course Description, students will “read primary and
secondary sources carefully, to synthesize material from these texts in professional organizations
such as the Modern Language Association (MLA).” Much of the course focus is based on the
elements of critical writing skills, argument, and language; various authors, texts, and sources
beyond traditional American literature are implemented. The students broaden and deepen
understanding of an author’s work; examine the development of language and rhetoric; and
analyze the works of authors and cite different sources. Close reading and frequent writing
assignments make students more aware of the author’s tone, purpose, and voice as this includes
syntax and diction. Students research, analyze, and write narrative, expository, analytical, and
argumentative essays, speeches, and letters. Accordingly, the rigors of the course are intended to
be commensurate with introductory college-level rhetoric and composition courses. Students are
trained to be excellent critical thinkers, readers, analysts of language, effective writers, and
creative, cogent producers of argument. Students focus on the writing skills needed to be
successful in the course, on the AP Language test in May, and in their later college work.
Students write effectively for a range of audiences and a variety of purposes, demonstrate
mastery of the conventions of standard written language, and use the steps of the writing process
as needed.
The college level course requires several hours of independent study and extensive time
management for reading and writing.
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Performance Objectives of AP English Language/Composition:
The students:
1. Write about a variety of subjects including pop culture, personal experiences, and public policy in narration,
analysis, argumentation, and exposition essay format with wide ranging vocabulary used appropriately and
effectively; also, utilizing a variety of sentence structures.
2. Write essays that proceed through several stages/drafts with a balance of generalization and specific detail and an
emphasis on inquiry and research, drafting, revision, editing, and review by teacher and peer(s).
3. Read nonfiction material (political, scientific, autobiography/ biography, diary, criticism, nature, essay, journals)
to identify, experience, recognize, and interpret an author’s purpose, audience expectation, and subject matter.
4. Read fiction material for the construction of literary devices and the rhetorical effects on the reader by the writer
as in order to understand rhetorical and linguistic choices.
5. Write using formal/informal contexts such as imitation exercises, journal writing, collaborative writing and inclass responses with logical organization, enhanced by specific techniques to increase coherence such as repetition,
transitions, and emphasis.
6. Compose expository, analytical, and argumentative essays from material from a variety of prose with an effective
use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis
through diction and sentence structure.
7. Analyze graphics and visual images that relate to written texts and serve as alternative forms of text(s).
8. Utilize research skills to evaluate, synthesize, and cite primary/ secondary sources; also recognize and use the
MLA, APA or Chicago style.
In order to achieve mastery of the objectives, students in the class will:
1. Engage in informal and formal writing with an emphasis on in-class, timed writing.
2. Write collaboratively using the writing process.
3. Read pieces from many subject areas and time periods.
4. Develop a more mature prose style, one marked by
 Clarity and precision
 Academically mature vocabulary
 Varied sentence structures
 Organization and coherence based on repetition, transitions, and emphasis
 Balance between generalizations and specifics
 Control of tone and voice
5. Read not only broadly but also deeply.
6. Master terms and strategies to call on when analyzing or responding to texts.
7. Practice recognizing and using large-scale organizing strategies such as comparison/contrast
as well as sentence –level techniques such as figurative language.
8. Practice recognizing and using rhetorical modes of development (essay types) such as
narration, description, definition, comparison/contrast, cause and effect, argument and
persuasion.
9. Practice multiple-choice questions about the rhetoric of passages.
10. Practice essay prompts calling for
 Textual analysis of a passage
 A position that supports, qualifies, or disputes an author’s point in a passage
 Evaluation of an argument
 Writing arguments that include concessions and effective evidence
 Presenting multiple sides or positions of an issue and suggesting a compromise
 Synthesis of multiple sources of research and data in support of a position
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Course Outline
Unit 1: Introduction to Rhetoric and AP Language – rhetorical analysis, close reading and
on-demand writing. Begin vocabulary and independent reading programs.*
Introduction to the AP test
Summer reading assignments
Rhetoric
Rhetorical Triangle
The Five Cannons of Rhetoric
Rhetorical Analysis Arch method
Writing practice with Q2—Rhetorical Analysis
Introduction to Independent Reading project
On-going strands
Précis Writing
Vocabulary Program
Charting Strategies
Multiple Choice Practice
Unit 2: Documented Argument, Synthesis & Research – logical fallacies, audience, reading
and rhetorical analysis of argumentative essays
Logical Fallacies
Bracketing
Building Memory with Following a Columnist
Synthesis Questions with reading and prompt strategies
Creating synthesis questions
Visual Argument
Writing practice with Q3—Argument
Writing practice with Q2--Synthesis
On-going strands
Précis Writing
Charting Strategies
Independent Reading project
Vocabulary Program
Multiple Choice Practice
Unit 3: Methods of Development, Writing the Essays Types – narration and description;
process analysis; comparison and contrast; division and classification; definition; cause
and effect; argument
The Modes Project
Précis Writing: review and practice
On-going strands
Charting Strategies
Independent Reading project
Vocabulary Program
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Multiple Choice Practice
Unit 4: AP Language Boot Camp—Multiple Choice, 3 free-response questions
Working with Stems—a test prep strategy
Bracketing (a test-taking skill)—review
AP Multiple-Choice pairs practice
Writing practice for Q1-3 (synthesis, rhetorical analysis, argument).
On-going strands
Charting Strategies
Independent Reading project
Vocabulary Program
Multiple Choice Practice
*In addition to the above, the course includes two important strands:
1. Vocabulary Study: done weekly, throughout the school year, includes both general word
acquisition appropriate for SAT and other standardized testing, and the technical vocabulary of
literary and rhetorical analysis for the AP Language test.
2. Independent Reading: Students read from six chronological eras in American literature. The
titles are selected for their historical and literary significance. In addition to the six required
selections, students have an opportunity to read two additional titles for extra credit.
Textbooks:
Aaron, Jane E. 40 Model Essays: A Portable Anthology.
McCuen-Metherll, J. and Anthony C. Winkler. Readings for Writers.
Brooks Jackson & Kathleen Hall Jamieson. Un*Spun finding facts in a world of [disinformation]
Summer Reading Novels
Barry, Dave. I’m Not Taking This Sitting Down
Capote, Truman. In Cold Blood ***
Gilbert, Daniel. Stumbling on Happiness
Junger, Sebastian. The Perfect Storm: A True Story of Men against the Sea
King, Stephen. On Writing
Klosterman, Chuck. Sex, Drugs, and Coco Puffs: A Low Culture Manifesto
Kotlowitz, Alex. There Are No Children Here: The Story of Two Boys Growing Up in The Other
America
Krakauer, John. Into the Wild***
Lamott, Anne. Bird by Bird
Mooney, Jonathan. The Short Bus: A Journey Beyond Normal
Stanton, Doug. Into Harm’s Way: The Sinking of the U.S.S. Indianapolis and the Extraordinary
Story of Its Survivors.
Wolff, Tobias. This Boy’s Life
***Required reading
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Summer Reading Essays—All required
Description—“The Way to Rainy Mountain” –N. Scott Momaday
Narration—“Champion of the World”—Maya Angelou
Example—“Homeless”—Anna Quindlen
Division or Analysis—“The Men We Carry in Our Minds” –Scott Russell Sanders
Classification—“The Ways We Lie” –Stephanie Ericsson
Process Analysis—“Dumpster Diving” –Lars Eighner
Comparison and Contrast—“Private Language, Public Language” –Richard Rodriguez
Definition—“Mother Tongue”—Amy Tan
Cause-and-Effect Analysis—“Cultural Baggage”—Barbara Ehrenreich
Argument and Persuasion—“A Modest Proposal”—Jonathan Swift
Grading Scale
The following contribute to a student’s final grade for the course:
Formative Assessments 45% (In-class Writings/Précis/Timed Writings, Classwork,
Homework, Quizzes)
Summative Assessments 45% (Formal Essays, Dialectical Journals, Tests, Midterm, Projects)
Final Exam 10%
Appendix 1 – AP Essay Rubric
8 – 9 (90 - 95)
These are well organized and well written essays. With apt and specific references to the
passage, they will analyze the prompt in depth and with appropriate support. While not without
flaws, these papers will demonstrate an understanding of the text and a consistent control over
the elements of effective composition. These writers read with perception and express their ideas
with clarity and skill.
6 – 7 (80 - 85)
They are less incisive, developed, or aptly supported than papers in the highest ranges. They deal
accurately with the prompt, but they are less effective or thorough than the 89 essays. These
essays demonstrate the writer's ability to express ideas clearly but with less maturity and control
than the better papers. Generally, essays scored a 7 present a more developed analysis and a
more consistent command of the elements of effective exposition than essays scored a 6.
5 (75)
Customarily, these essays are superficial. The writing is adequate to convey the writer's thoughts,
but these essays are typically ordinary, not as well conceived, organized or developed as upper
level papers. Often, they reveal simplistic thinking and/or immature writing.
6
3 – 4 (65 - 70)
These lower half essays may reflect an incomplete understanding of the passage and fail to
respond adequately to part or parts of the question. The discussion may be inaccurate or unclear,
and misguided or undeveloped; these essays may paraphrase rather than analyze. The treatment
is likely to be meager and unconvincing. Generally, the writing demonstrates weak control of
such elements as diction, organization, syntax, or grammar. These essays typically contain
recurrent stylistic flaws and lack persuasive evidence from the text. Any essay that does not
address the prompt can receive no higher than a 4.
1 – 2 (55 - 60)
These essays compound the weaknesses of the papers in the 34 range. They seriously misread the
passage or fail to respond to the question. Frequently, they are unacceptably brief. Often poorly
written on several counts, these essays may contain many distracting errors in grammar and
mechanics. Although some attempt may have been made to answer the question, the writer's
views typically are presented with little clarity, organization, coherence, or supporting evidence.
ADDENDUM
Class Policies and Procedures
Assignments/ Homework: Assignments must be written in blue or black ink and on collegeruled notebook paper. Legible penmanship is a must in order for your paper to be evaluated.
Formal papers must be typed and follow MLA format.
Cheating/ Plagiarism: Cheating will not be tolerated or accepted and will result in disciplinary
action.
Late Policy: As a college-level course, late work is not accepted. In extenuating circumstances,
10 points will be deducted for every day the paper and/or project is late.
Redo Policy: All students will be given an opportunity to master course content in an effort to
ensure proficiency on the EOCT and the final examination.
Makeup Policy: Students with an excused absence must complete work within three days of
returning to class. All research papers and projects are due on the assigned date with no
exceptions. In extenuating circumstances, 10 points will be deducted for every day the paper
and/or project is late.
Makeup Work: Students with an excused absence must complete work within three days of
returning to class. All research papers and projects are due on the assigned date with no
exceptions. In extenuating circumstances, 10 points will be deducted for every day the paper
and/or project is late.