Advanced Placement Language and Composition
Michigan City High School
Mr. Livovich, Instructor
Note: This document may be subject to dramatic change as circumstances warrant.
Course Description and General Syllabus
Course Content
(Excerpted from the College Board Website: https://apstudent.collegeboard.org)
The AP English Language and Composition course is designed to help students become skilled readers
and writers through engagement with the following course requirements:
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Composing in several forms (e.g., narrative, expository, analytical, and argumentative essays)
about a variety of subjects
Writing that proceeds through several stages or drafts, with revision aided by teacher and peers
Writing informally (e.g., imitation exercises, journal keeping, collaborative writing), which helps
students become aware of themselves as writers and the techniques employed by other writers
Writing expository, analytical, and argumentative compositions based on readings representing a
variety of prose styles
and genres
Reading nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected
to give students opportunities to identify and explain an author’s use of rhetorical strategies and
techniques
Analyzing graphics and visual images both in relation to written texts and as alternative forms of
text themselves
Developing research skills and the ability to evaluate, use, and cite primary and secondary
sources
Conducting research and writing argument papers in which students present an argument of
their own that includes the analysis and synthesis of ideas from an array of sources
Citing sources using a recognized editorial style (e.g., Modern Language Association, The Chicago
Manual of Style)
Revising their work to develop
o A wide-ranging vocabulary used appropriately and effectively;
o A variety of sentence structures, including appropriate use of subordination and
coordination;
o Logical organization, enhanced by techniques such as repetition, transitions, and
emphasis;
o A balance of generalization and specific, illustrative detail; and
o An effective use of rhetoric, including tone, voice, diction, and sentence structure.
Course Description
Advanced Placement English Language and Composition is a two semester college-level course for
qualified high school seniors and juniors which emphasizes reading, analyzing, and writing prose.
Because it is taught as a college-level course, expectations are appropriately high, and the workload
requirements challenging. Summer reading, homework, and in-class assignments will focus on a variety
of authors and contexts, including letters, essays, speeches, historical accounts, biographies, and
scientific writings by such authors as Sandra Cisneros, Eudora Welty, Isaac Asimov, Russell Baker, Annie
Dillard, Langston Hughes, George Orwell, Carl Rowan, Garrison Keillor, Ellen Goodman, and Martin
Gansberg.
In addition to creating awareness of an author’s purpose and strategies, another goal of this course is
the development of mature writing skills. The emphasis will be on exposition, analysis, synthesis, and
argument in essays of 500 to 1,000 words which will help students write competently in all college
courses. Above all, the purpose of this course is to “enable students to read complex texts with
understanding and to write prose of sufficient richness and complexity to communicate effectively with
mature readers.” (The College Board, AP English Course Description, May 2007, May 2008, p. 6) The AP
instructor provides comment on the student’s writing assignments both before and after the students
write, and also gives appropriate strategies for organization, help in enhancing vocabulary, achieving
effective sentence structure, and specific techniques for controlling tone and establishing an effective
voice.
The writing demands will include sufficient preparation to take the AP
exam in English Language and Composition which is given in May by the College
Board. Successful performance on the exam may earn college credit for the
course. (Students are advised to check with the colleges and universities of
their choice to learn what is an acceptable score.)
The AP Language course uses primarily nonfiction readings, but fiction and
poetry models from various periods and disciplines will also be used to create
an awareness of different syntax, diction, and imagery. Consequently, the
readings for class will range from classical Greek and Roman mythology to
today's newspaper. Group discussions, oral presentations, frequent writing
assignments, short-answer assessments and computer skills will also be a part of
this course.
All essays and papers begin as in-class assignments, with selfediting, brief teacher-student conferencing, and peer-editing of rough drafts a
necessary step. The final paper in the course emphasizes research skills and
the ability to use primary and secondary sources culminating in a researched
argument paper presenting a student-generated argument that includes traditional sources as well as
graphics and other visual images. Graded final copies of all writing assignments are kept as part of the
student portfolio.
Required Materials
Students are required to use a 1 ½” three-ring binder with at least five tab dividers. The binder should
have at least 50 sheets of loose-leaf paper and the tabs should hold a label. Label categories will be
given at a later date.
Summer Homework
All summer homework will be collected on the first day of class. No late assignments will be accepted.
Late Work
No late work will be accepted.
Extended illness and extenuating circumstances will be considered on a case by case basis.
Required Texts:
Rosa: Models for Writers (7th edition)
Strunk and White: The Elements of Style (4th edition)
Prentice Hall: The English Tradition
Hawthorne, Nathaniel: The Scarlet Letter
Optional additional Texts: Letters of the Century ed. Lisa Grunwald Random House, 2000
Course Objectives
In completing this course, a student will:
Write formal essays of approximately 750 words in the
rhetorical modes of description, narration, example, definition, classification/
division, process analysis, comparison/contrast, cause/effect, analogy,
synthesis, and persuasion/argumentation.
Write a researched argument paper that asks students to articulate, develop, and
support their own position using primary and secondary sources, correctly cited
using Modern Language Association (MLA) documentation style.
Write a number of informal pieces, including lessons, prewriting assignments,
responses to readings of books, and responses to various videotapes and
discussions.
Read and analyze a wide variety of prose by authors recommended by AP
publications (an "excellent models" list).
View or listen to video and audio tapes of speakers who provide good/bad models
of rhetoric
Discuss works of prose using the language of rhetorical analysis
Refine critical thinking skills, research skills, and computer word-processing
Skills
Prepare for the AP English Language and Composition exam which is given in May
Apply the principles of rhetoric to other subject areas
Grading Scale
100 - 90 = A
89 - 80 = B
79 - 70 = C
69 - 60 = D
The English Department at Michigan City High School follows the 70% / 30% guidelines for student
grades.
70% of a student’s grade will be determined by “Summative” assignments or assessments. These
“summative” assessments usually “sum up” a student’s learning and are the culmination of the student’s
overall practice and then mastery of a skill. Therefore, unit exams, large tests, certain quizzes, important
papers and essays, presentations and other exhibitions of mastery are included as summative
assessments. (Not a definitive list)
30% of a student’s grade will be determined by “formative” assignments or assessments. These
assessments are used while the student is still “forming” or continuing to master the skill. These
assignments and assessments provide to the student and the teacher important information about
where the student currently stands in his/her understanding of the material and provides the
opportunity that the student (and teacher) may address the difficulties that remain to the attainment of
mastery. Examples of “formative” assignments are: Quick writes, daily exercises, “do it now” exercises,
grammar work, participation, short and long presentations, quizzes, discussions, essays, process work
for papers, etc. (Not a definitive list)
Syllabus / Summary of Units of Study
The course will be organized according to rhetorical modes of discourse,
with readings and assignments to be prepared for the first day of the week
listed.
First Nine Weeks: Illustration/Example
Narration
Description
Midterm Exam
Second Nine Weeks: Definition
Division/Classification
Process Analysis
First Semester Exam
Third Nine Weeks: Compare/Contrast
Cause/Effect
Argumentation/Persuasion
Researched Argument
Midterm Exam
Fourth Nine Weeks: Exam Preparation/Models
Advanced Placement Exam (May)
Second Semester Exam
Advanced Placement English Language and Composition Reading Assignments / Paper Due Dates /
Examinations
First Grading Period
Week 1: Models for Writers pp. 1-25
The English Tradition (as assigned, read daily) Summer Reading
evaluations/presentations Introduction, Course Outline, Grading Procedure
Week 2: College Application Essay (common application on line) (copy rubric... due______)
Week 3: Models for Writers pp. 29-46, Chapter 1: Thesis Emphasis on:
Helen Keller, “The Most Important Day”
Diane Yen-Mei Wong, “Why ‘Model Minority’ Doesn’t Fit”
Week 4: Models for Writers pp. 233-258, Ch. 10: Illustration Emphasis on:
Natalie Goldberg, “Be Specific”
Richard Lederer, “The Case for Short Words”
PAPER #1
Illustration/ Example (copy rubric... due______)
Week 5: Models for Writers pp. 47-64, Ch. 2: Unity Emphasis on:
Sandra Cisneros, “My Name”
William Lutz, “Life under the Chief Doublespeak Officer”
Week 6: Models for Writers pp. 259-286, Ch. 11: Narration ... Emphasis on:
Dick Gregory, “Shame”
Kate Chopin, “The Story of an Hour”
PAPER #2 Narration (copy rubric ...
due ______)
Week 7: Models for Writers pp.65-84, Ch. 3: Organization Emphasis on:
Cherokee Paul McDonald, “A View from a Bridge”
Eudora Welty, “The Corner Store”
Week 8: Models for Writers pp. 287-307, Ch. 12: Description Emphasis on:
Gilbert Highet, “Subway Station”
Carl T. Rowan, “Unforgettable Miss Bessie” James Tuite, “The
Sounds of the City”
PAPER #3 Description (copy rubric ... due ______)
Week 9: Midterm Review and Midterm Exam / begin Library Project (Project involves researching and
explaining several literary/ Biblical allusions using Powerpoint or other presentation program.)
Second Grading Period
Week 10: class presentations and discussions (Library Project)
Week 11: Models for Writers pp. 85-111, Ch. 4: Beginnings and Endings
Emphasis on:
Isaac Asimov, “Intelligence”
Kirby W. Stanat, “How to Take a Job Interview”
Week 12: Models for Writers pp. 331-345, Ch.14: Definition Emphasis on:
Ellen Goodman, “The Company Man”
Sydney J. Harris, “A Jerk”
Paper #4: Definition (copy
rubric... due _____ )
Week 13: Models for Writers pp. 112-133, Ch. 5: Paragraphs Emphasis on:
William Zinsser, “Simplicity”
Week 14: Models for Writers pp. 346-372, Ch. 15: Division/ Classification
Emphasis on:
Russell Baker, “The Plot against People”
Martin Luther King Jr., “The Ways of
Meeting Oppression” Paper #5: Division/Classification (copy rubric... due ____)
Week 15: Models for Writers pp. 134-154, Ch. 6: Transitions Emphasis on:
Russell Baker, “Becoming a Writer”
Steve Brody, “How I Got Smart”
Week 16: Models for Writers pp. 308-330 Ch. 13: Process Analysis Emphasis on:
Garrison Keillor, “How to Write a Personal Letter” Diane Ackerman, “Why Leaves Turn Color in
the Fall” Sue Hubbell, “The Beekeeper”
PAPER #6: Process Analysis (copy rubric... due ____)
Weeks 17, 18:(longer selection #1) /class presentations / exam Week 19: Semester Review and
Semester Exam
Third Grading Period
Week 20: Models for Writers pp.155-182, Ch.7: Effective Sentences Emphasis on:
Annie Dillard, “Hitting Pay Dirt”
Langston Hughes, “Salvation”
Caroline Hwang, “The Good Daughter”
Martin Gansberg, “38 Who Saw Murder Didn’t Call Police”
The Elements of Style Chapter I The English Tradition (as assigned)
Week 21: Models for Writers pp. 373-394, Ch. 16: Comparison/ Contrast
Emphasis on:
Mark Twain, “Two Ways of Seeing a River”
K. Connie Kang, “A Battle of Cultures”
The Elements of Style Chapter II
Paper #7: Comparison/ Contrast (copy rubric... due
____)
Week 22: Models for Writers pp.183-211, Ch. 8: Diction and Tone Emphasis on:
Luis J. Rodriguez, “La Vida Loca: Two Gang Members”
Audre Lourde, “The Fourth of July”
The Elements of Style Chapter III
(longer selection #2) (assigned as outside reading)
Week 23: Models for Writers pp. 394-419 Ch. 17:Cause and Effect Emphasis on:
Stephen King, “Why We Crave Horror Movies”
Lois Duncan, “How Not to Lose Friends over
Money” The Elements of Style Chapter IV
Paper #8: Cause and Effect (copy rubric... due ____)
Week 24: Models for Writers pp. 212-232, Ch. 9:Figurative Language Emphasis on:
George Orwell, “A Hanging”
N. Scott Momaday, “The Flight of Eagles” Robert Ramirez, “The
Barrio”
The Elements of Style Chapter V
The English Tradition, pp. 822-827 (Browning)
Week 25: Models for Writers pp. 420-478, Ch. 18:Argument/ Persuasion
Emphasis on:
Frederick L. McKissack, “Cyberghetto”
Sherwin B. Nuland, “Cruel and Unusual” Laura Rowley, “As They Say, Drugs Kill” The Elements of
Style (all chapters)
PAPER #9 Argument and Persuasion (copy rubric... due ____)
Weeks 26,27: longer selection #3/ Allusions/Sir Francis Bacon (exam) (presentations) ET: pp. 382-392)
Week 28: Midterm Review and Midterm Exam
Week 29:
Researched Argument Paper: ___ * ____
* Possible topics have ranged from the ethics of whaling
to the credibility of The DaVinci Code. In any case, students must support and illustrate their own point
of view with correctly cited sources using the Modern Language Association (MLA) documentation style.
Models for Writers pp.479-507, Writing a Research Paper
Fourth Grading Period
Throughout the year, sample multiple choice and essay questions drawn from the released tests have
been used, particularly the selections by Frederick Douglass, Susan Sontag, Nora Ephron, Samuel
Johnson, Maxine Hong Kingston, Barbara Tuchman, Ellen Goodman, Annie Dillard, Virginia Woolf, and
George Orwell. At this time, a variety of student-written essays are also discussed for factors other than
the obvious writing skills required in the answer to the question. Looking at actual hand-written essays,
and the fact that the essays are read and scored as first-drafts, not finished products, is an important
part of the test preparation. Both excellent and inadequate answers are discussed at this time, and
essays are evaluated on a 1-9 scale.
Week 30: AP practice tests and review (multiple choice)
Week 31: AP practice test review (free response, style analysis)
Week 32: AP practice test review (free response, argument)
Week 33: AP practice tests and review (free response, synthesis)
Week 34: AP practice test and review (multiple choice)
Week 35: Advanced Placement test (May _____ )
Weeks 36,37: class presentations:
At this time, students prepare and present a Powerpoint presentation explaining (topic to be
determined).
Week 38: Semester Review and Semester Exam