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11th Grade AP English Language and Composition Course Outline
Jane Rose
Room 615
Phone: 817-251-5210, ext. 3063
Email: Jane. Rose@ gcisd.net
Conference Period: 7th
Tutoring schedule: Tues-Thurs, 7:50-8:20,
or by appointment
I. Course Description of AP Language
AP Language and Composition engages students in becoming skilled readers of prose written in a variety of periods,
disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both
their writing and their reading should make students aware of the interactions among a writer’s purpose, audience
expectations, and subjects as well as the generic conventions and the resources of language contribute to
effectiveness in writing.
II. Course Objectives:
The intense concentration on language use in this course should enhance the student’s ability to use grammatical
conventions both appropriately and with sophistication as well as develop stylistic maturity in their prose. Stylistic
development is nurtured by emphasizing the following:
1. a wide range of vocabulary
2. a variety of sentence structures
3. a logical organization, enhanced by specific techniques to increase coherence such as repetition, transition, and
emphasis.
4. a balance of generalization and specific illustrative detail
5. an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving
appropriate emphasis through diction and sentence structure.
Upon completing the Language and Composition Course, students should be able to:
1. analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies
and techniques.
2. apply effective strategies and techniques in their own writing.
3. create and sustain arguments based on readings, research, and/or personal experience.
4. demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own
writing.
5. write in a variety of genres and contexts, both formal and informal, employing appropriate conventions.
6. produce expository and argumentative compositions that introduce a complex central idea and develop it with
appropriate, specific evidence, cogent explanations, and clear transitions.
7. move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting,
revising, editing, and review.
III. Texts Issued to Student
Shostak, Jerome. Vocabulary Workshop, Level G. New York: Sadlier-Oxford.Shea, Renee, H., Larry Scanlon, and
Robin Dissin Aufses. The Language of Composition. Boston: Bedford/St. Martins, 2008.
IV. Video/Film/Graphics
The teacher may use video or film productions to enhance classroom discussions and understanding of complex
themes. Most videos are provided through the GHS library and are therefore endorsed by the principal. Political
cartoons from various publications such as The Fort Worth Star Telegram, Time, and Newsweek will be used for
discussions on visual argumentation.
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V. Materials
Students are required to buy materials for this course. If financial assistance is needed, arrangements may be made
with the instructor.
Supplies:
1.
3.
5.
7.
9.
3 ring binder with dividers
No. 2 pencils
Highlighters
A memory stick
A box of tissues to share with the class,
2. Spiral notebook or composition book to use as a journal
4. Blue, black, and red pens
6. Small sticky tab notes
8. Notebook paper
10. 3x5 index cards for making flashcards
The required texts include the following:
The Great Gatsby by F. Scott Fitzgerald
Huckleberry Finn by Mark Twain
A Farewell to Arms by Ernest Hemingway
The Crucible by Arthur Miller
Their Eyes Were Watching God by Zora Neale Hurston
The Catcher in the Rye by J.D. Salinger
In Cold Blood by Truman Capote
Students will need access to periodicals and newspapers throughout the course, such as Time, Newsweek, and The
Star Telegram
College-rule, loose-leaf paper, black or blue and red pens, #2 pencils, highlighters, and one two-inch binder are
essential. Only black or blue ink may be used in class. Students will also need a composition book or writer’s
notebook for daily journal entries or writing practices.
All major papers must be typed, and Internet access is helpful.
VI. Late Paper Policy
Late papers (only major papers) will have 10 points subtracted from grade for each day late. Computer and printer
errors are not acceptable excuses. Papers may be emailed in case of emergencies, as an attachment in Microsoft
Word. If a paper sent through email is not received by the instructor, it will be counted as a zero. The teacher holds
no responsibilities for failures to send including spam filters. School policy will be followed for students who are
absent. Major papers are due from the students involved in extracurricular activities before the student leaves for the
assigned activity. You will receive three late passes that you may use to turn in 3 assignments late per semester.
Unused passes may be turned in at the end of the semester for 5 points each extra credit on quizzes.
VII. Major Essays
All compositions outside of class must be typed using MLA format. Major essays are written outside of class;
however, rough drafts will be used in class for peer-editing. It is essential that ALL rough drafts are typed as
well. Rough drafts will be turned in with final drafts of all papers.
VIII. The Advanced Placement Exam
During the month of May, the AP English Examination in Language and Composition will be administered to all
students in AP English language who register for the exam. Students who receive a 3, 4, or 5 on the exam will have
the option of exempting one or more of the freshmen-level, college-required English courses. The AP exam in
English language and Composition includes multiple-choice questions and three timed essays. The AP is
recommended but not required for completion of this course.
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IX. Responsibilities of AP Students
1. Student must be willing to actively engage with sophisticated topics.
2. Student must be willing to be judged by rigorous college-level standard.
3. Students must be willing to complete longer and more complex assignments.
4. Students must have willingness to complete AP exam.
X. Course Outline
Introduction to AP—The First Week
Summer Reading Exams on In Cold Blood by Truman Capote and a non-fiction book of the student’s
choice. Students are to write dialectical journals on their summer reading.
Unit 1: Rhetorical Analysis
Students will be introduced to terminology of rhetorical analysis and practice sentence stems when writing about
rhetorical analysis.
Writing Focus:
Students will analyze the rhetorical strategies an author uses to argue his or her point, given released AP Language
Prompts.
Major writing assignment: Students will compare and contrast rhetoric of Pres. Bush’s 9/11 speech to Judge
Danforth’s rhetoric in The Crucible.
Reading Focus:
In Cold Blood by Truman Capote
The Crucible by Arthur Miller
From The Language of Composition:
“The Destruction of Culture” by Chris Hall, page 922
“There is No Unmarked Woman” by Deborah Tannen, page 388
From website American Rhetoric: President George Bush’s 9/11 Speech to the Nation
Excerpts from William Bradford’s Of Plymouth Plantation and John Smith’s The History of Virginia
Other:
Weekly vocabulary quizzes of 20 SAT level words.
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices
Unit 2: Satire/Political Discourse
Writing Focus:
** Major Writing Assignment
--** SAT Prompts and AP Argumentation (Question 3 Prompts)
--Given a released SAT prompt, students will write an essay, scoring a 4 or higher on practice SAT essay exam
question.
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--Given several released argumentation prompts from past AP language exams, students will defend their position
with appropriate evidence.
Major writing assignment: Comparison/Contrast essay in which students argue the merits of one thing over another.
Reading Focus Satire:
Huckleberry Finn by Mark Twain
Reading Focus Political Discourse:
Political speeches by current political candidates.
“Speech to the Virginia Convention” by Patrick Henry
Excerpts from The American Crisis by Thomas Paine
From The Language of Composition
“A Modest Proposal” by Jonathan Swift, page 914
“Corn Pone Opinions” by Mark Twain, page 717
From 50 Essays
“On Compassion” p. 35
Other:
Weekly vocabulary quizzes of 20 SAT level words.
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices
Unit 3 The American Dream
Writing Focus:
Given several released synthesis prompts from past AP language exams, students will defend their position with
appropriate evidence from the provided texts as well as outside knowledge.
** Major Writing Assignment:
Students will use The Great Gatsby as well as 4 sources of their choice and write a 4-5 page synthesis paper on
whether the American Dream still exists or not.
Reading Focus:
The Great Gatsby by F. Scott Fitzgerald
“Does the American Dream Still Exist?” Time Magazine
NPR series on the American Dream
Poetry:
“America, the Beautiful” by Katherine Lee Bates
“America” by Claude McKay
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“I. too, Sing America” by Langston Hughes
Excerpt from Benjamin Franklin’s “Moral Perfection”
Excerpt from H. D. Thoreau’s Walden, “Where I lived, What I Lived For”
Excerpt from R.W Emerson’s “Self-Reliance”
Excerpt from Barbara Ehrenreich’s Nickeled and Dimed: On (not) Getting By in America
Excerpt from Studs Terkel’s Working, “Roberto Acuno Talks about Farm Workers”
Excerpt from President Barack Obama’s Keynote Address, 2004 National Democratic Convention
Other:
Weekly vocabulary quizzes of 20 SAT level words.
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices
Unit 4: Personal Narrative
Writing Focus:
Students will practice all 3 types of writing (rhetorical analysis, argumentation, and synthesis)
Major Writing Assignment:
To prepare for the Texas Assessment of Skills and Knowledge exam in March, students will write narrative essay,
explaining how a belief they have had has changed because of something they have experienced. This will go
through multiple drafts and peer editing, so students learn revision skills.
Reading Focus:
A Farewell to Arms by Ernest Hemingway
“The Things They Carried” by Tim O’Brien (short story version)
Essays from NPR’s This I Believe Series
From The Language of Composition:
“Being a Man” by Paul Theraux, page 378
Other:
Weekly vocabulary quizzes of 20 SAT level words.
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices
Unit 5
Writing focus:
Students will practice all 3 types of writing (rhetorical analysis, argumentation, and synthesis)
Major writing assignment: Multi -genre research paper project on a person, event, movement, or topic of interest to
you as it relates to the American Dream.
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Reading Focus:
Their Eyes Were Watching God by Zora Neale Hurston
“What It Feels Like to Be Colored Like Me” by Zora Neale Hurston
From The Language of Composition:
“Barbie Doll” by Marge Piercy, page 403
“Walking the Path Between Worlds” by Lori Aviso Alvord, page 300
“The Solution to World Poverty” by Peter Singer page 319
“The Case Against Helping the Poor” by Garrett Hardin, page 324
“Every Dictator’s Nightmare” by Wole Soyinka, page 957
Other:
Weekly vocabulary quizzes of 20 SAT level words.
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices
Unit 6 Review for Exam:
Writing Focus:
Students will practice all 3 types of writing (rhetorical analysis, argumentation, and synthesis)
Major writing assignment: Completion and presentation of multi-genre research paper on the American Dream
Reading Focus:
The Catcher in the Rye by J.D. Salinger
Other:
Bi-monthly quizzes on current events
Bi-monthly AP multiple choice practices