AP English Language and Composition: William & Carol Ouchi High School
Contact Information:
Ms. Danielle Beckman
Room:
Email:
202
dbeckman@laalliance.org
Tutoring Hours:
Friday, 4:00-5:00
For additional tutoring, please see me to make an
appointment.
I. Course Description:
AP English Language and Composition is a course in the study rhetoric, and it requires that
students become proficient in understanding the nature between an author, his/her purpose, and the
audience. As stated by College Board, students will be expected to do the following in order to
effectively study rhetoric:
A. Write in several different forms (narrative, expository, analytical, and argumentative essays)
about a variety of subjects (public policies, popular culture, personal experiences)
B. Succinctly write essays in multiple drafts with revisions that incorporate feedback from both
peers and teacher.
a. Teacher feedback will be specifically targeted at helping students develop and achieve a
variety of sentence structures and style.
b. Students will write final drafts of their essays in MLA format.
C. Write in informal contexts through imitation exercises, journals, collaborative writing, and in
class responses.
a. The purpose of this informal writing is to increase each student’s meta-cognitive
perception of both their individual writing process, as well as that of studied authors.
D. Eloquently write several essays on the following types: expository writing, analytical writing,
argumentative writing
E. Critically read from a list of nonfiction reading assignments (essays, journalism, political writing,
science writing, nature writing, autobiographies, diaries, history, criticism)
F. Analyze how visual images relate to written texts and how visual images can serve as an
alternative form to text.
G. Independently research and write a research paper that demonstrates use of the ability to
evaluate, use, and properly cite primary and secondary sources in MLA format.
a. This research paper will be a researched argument paper where the student presents an
argument of your own that includes a synthesis of ideas from an array of sources
II. Materials:
Students will need to bring the following materials to class by next Monday for a grade:
A. A 2-inch binder with the following dividers:
o Rhetorical Devices & Strategies
o Notes
o Current Work
o Old Work
o Past Exams
AP English Language and Composition: William & Carol Ouchi High School
B.
C.
D.
E.
F.
G.
H.
Blue or black pen (for essays, note-taking, etc.)
Red pen (for annotation, corrections, etc.)
#2 pencils (for multiple choice tests)
Flashcards (for vocabulary)
Sticky Notes (for annotation and various activities)
Student agenda
Personal Reading Book
III. Reading Assignments
These assignments will help elucidate authors’ use of rhetorical strategies and techniques. The main
purpose in each choice of literature is to help students understand how various effects are achieved by
writer’s linguistic and rhetorical choices. Texts may change depending on student achievement.
FALL SEMESTER 2011
Unit 0: Introduction to Rhetoric (3 weeks)
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Main Text: The Language of Compostion: Reading, Writing, Rhetoric (Chapters 1 & 2 only)
“Sinners in the Hands of an Angry God” by Johnathan Edwards
“Politics and the English Language” by George Orwell
o MAJOR WRITING ASSIGNMENTS: Summer Expository Essay due, Analytical Essay
Unit 1: Literary Response and Style Analysis (4 weeks)
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Main Text: The Great Gatsby by F. Scott Fitzgerald**
“Allegory of the Cave” by Plato
“Mommy, What Does Nigger Mean?” by Gloria Naylor
o MAJOR WRITING ASSIGNMENTS: Analytical Essay, Argumentative Essay
Unit 2: Irony and Subtlety (3 weeks)
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Excerpts from The Onion
“Shooting an Elephant” by George Orwell
“Saudis in Bikinis” by Nicholas Kristoff
“Advice to Youth” by Mark Twain
o MAJOR WRITING ASSIGNMENT: Analytical Essay
Unit 3: Pre-Twentieth Century Literary Response and Style Analysis (4 weeks)
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Main Text: The Scarlet Letter by Nathaniel Hawthorne**
“The Minister’s Black Veil” by Nathaniel Hawthorne
WINTER READING ASSIGNMENT
Students will write expository essays in which they compare and contrast major rhetorical devices in “A
Modest Proposal” by Jonathon Swift and “Learning to Read” by Frederick Douglass. More details later.
AP English Language and Composition: William & Carol Ouchi High School
SPRING SEMESTER 2012
Unit 4: The Basics of Argument (4 weeks)
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Main Text: Oedipus Rex by Sophocles**
“A Modest Proposal” by Jonathan Swift
“Learning to Read” by Frederick Douglass
Excerpts from Gulliver’s Travels by Jonathan Swift
o MAJOR WRITING ASSIGNMENT: Winter analytical essay due
Unit 5: Images and Visual Arguments in Propaganda
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Main Text: NAZI PROPAGANDA BOOK, LOOK UP TITLE
Unit 6A: Arguments in Science and Technology (2 weeks)
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“Virtual Students, Digital Classroom” by Neil Postman
“Darwin’s Middle Road” by Stephen Jay Gould
“Intelligent Evolution” by Edward O. Wilson
o MAJOR WRITING ASSIGNMENT: Argument essay
Unit 6B: Arguments in Philosophy and Religion (3 weeks)
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“Salvation” by Langston Hughes
“Nature” by Henry David Thoreau
“Existentialism” by Jean-Paul Sartre
o MAJOR WRITING ASSIGNMENT: Argument essay, research paper due after Spring Break
Unit 7: Macbeth (4 weeks)
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Macbeth by William Shakespeare**
o MAJOR WRITING ASSIGNMENT: Analytical essay, argument essay
Unit 8: Poetry (1.5 weeks)
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Students will read poems mostly from the Harlem Renaissance, including but not limited to
Langston Hughes, Countee Cullen, and Jean Toomer.
o MAJOR WRITING ASSIGNMENT: Poetry Portfolio
Unit 9: Personal Statements (1.5 weeks)
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Students will draft and revise personal statements in expectation for their senior year.
**It is expected that the starred materials will be bought by students and brought daily to class.
IV. Grading
A. 90% Assessment
AP English Language and Composition: William & Carol Ouchi High School
1. Assessment will include a variety of ways to assess a student’s ability to analyze,
critique, and discuss rhetoric. Assessment will include:
a. Unit Tests
b. Quizzes/Exit Tickets
c. Essays (see ‘Reading Assignments’ for types and general schedule)
d. Projects/Presentations
B. 10% Homework
1. Homework and class-work are an integral part to a student’s success, and if not
faithfully completed, a student’s assessment grade typically suffers. The homework
grade includes:
a. Daily written/oral participation
b. Group-work
c. Individual work
d. Homework/assigned readings
2. Homework will be assigned daily and should take students a minimum of 1-2 hours.
C. Academic Dishonesty
1. Academic dishonesty of any kind is not tolerated, and a student will receive a 0 on the
assignment, as well as severe consequences for the following actions: plagiarism,
cheating, copying, allowing others to copy, stealing of ideas, etc.
2. During a quiz or test, students are expected to silently take the assessment while only
looking at one’s own paper. When a student has completed the assessment, it must be
turned over and the student should wait for further directions from the teacher. Any
deviation from this will be considered cheating.
D. Late Work/Make-up Work
1. In case of an excuse absence, students are allowed the length of the absence to make
up any missed homework/tests/quizzes. Anything longer will result in the work being
late.
2. In case of unexcused absences or late work, students are allowed to turn in work for half
credit each 5-week grading period. After progress reports, any missing work will
permanently receive a 0.
3. In case of failed tests or essays, students may make up the assessment for up to a 70%
after school or during lunch. See Ms. Beckman for an appointment if this is the case.
V. Class Procedures & Policies
1. Bathroom
a. Students are allowed one bathroom pass per semester. If the bathroom pass is lost,
another will not be provided.
2. Speaking aloud
a. Students will raise their hand and patiently wait for the teacher to call on them to speak.
3. Leaving one’s seat
a. Student’s must raise their hand and ask permission to leave their seat for any reason.
This includes sharpening pencils, throwing away trash, borrowing supplies, etc.
AP English Language and Composition: William & Carol Ouchi High School
CLASSROOM CONTRACT
STUDENT: I have read and I understand the class policies and procedures. I understand the
rigor of this class, and I will put forth my best effort to complete all assignments to the best of
my ability. I agree to adhere to the class norms, policies, and procedures.
_____________________________________
________________________
Student’s signature
Date
PARENT: I have read and I understand the class policies and procedures. I will hold my student
accountable to the class standards, assignments, coursework, and policies.
_____________________________________
________________________
Parent / Guardian signature
Date
Home phone number: ________________
Cell phone number: ________________
Parent email _______________________
Student email: ____________________
What is the best time to reach you? morning afternoon evening other: ___________
Is there any information the teacher should know to best help your student in his/her studies?