AP English Language & Composition Syllabus€¦ · Web viewThe prose generally conveys the writer's ideas but may suggest immature control of writing. 3 Essays earning a score of

Westinghouse College Prep

AP English Language & Composition Junior Level

Syllabus (Tentative)

2012-2013

Student Name: _________________

Teacher: ___________________

Westinghouse College Prep AP English 2012-2013Hailey/Kavanagh

1

Welcome to AP English Language and Composition

Introduction

An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of 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 purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.

Goals

The goals of an AP English Language and Composition course are diverse because the college composition course is one of the most varied in the curriculum. Although the college course provides students with opportunities to write about a variety of subjects from a variety of disciplines and to demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Most composition courses emphasize the expository, analytical and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context. In addition, most composition courses teach students that the expository, analytical and argumentative writing they must do in college is based on reading as well as on personal experience and observation.

Composition courses, therefore, teach students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA),the University of Chicago Press (The Chicago Manual of Style), the American Psychological Association (APA) and the Council of Biology Editors (CBE).As in the college course, the purpose of the AP English Language and Composition 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. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization; they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing.

In addition, the informed use of research materials and the ability to synthesize varied sources (to evaluate, use and cite sources) are integral parts of the AP English Language and Composition course. Students move past assignments that allow for the uncritical citation of sources and, instead, take up projects that call on them to evaluate the legitimacy and purpose of sources used. One way to help students synthesize and evaluate their sources in this way is the researched argument paper. Research helps students to formulate varied, informed arguments. Unlike the traditional research paper, in which works are often summarized but not evaluated or used to support the writer’s own ideas, the researched argument requires students to consider each source as a text that was itself written


2

for a particular audience and purpose. Researched argument papers remind students that they must sort through disparate interpretations to analyze, reflect upon, and write about a topic. When students are asked to bring the experience and opinions of others into their essays in this way, they enter into conversations with other writers and thinkers. The results of such conversations are essays that use citations for substance rather than show, for dialogue rather than diatribe.

Upon completing the AP English Language and Composition course, then, 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;• move effectively through the stages of the writing process, with careful attention to

inquiry and research, drafting, revising, editing and review;• write thoughtfully about their own process of composition;• revise a work to make it suitable for a different audience;• analyze image as text; and• evaluate and incorporate reference documents into researched papers.

The Exam

Ordinarily, the exam consists of 60 minutes for multiple-choice questions, a15-minute reading period to read the sources for the synthesis essay and plan a response, and 120 minutes for essay questions. Performance on the free-response section of the exam counts for 55 percent of the total score; performance on the multiple-choice section, 45 percent. Multiple-choice scores are based on the number of questions answered correctly. Points are not deducted for incorrect answers, and no points are awarded for unanswered questions. Because points are not deducted for incorrect answers, students are encouraged to answer all multiple-choice questions. On any questions students do not know the answer to, students should eliminate as many choices as they can, and then select the best answer among the remaining choices.


3

COURSE OVERVIEW

“An AP course in English 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 purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The AP Language and Composition course …enables 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, 2006).

This AP junior level English course will provide the rigors of the Advanced Placement course in English Language and Composition and satisfy the criteria for Illinois state standards. This course will give students a learning experience equivalent to a typical undergrad introduction to language and composition class. Through close reading of literary texts, students will understand how writers use language to provide meaning and make text to text, text to self, and text to world connections. We will analyze and evaluate style and structure, rhetorical strategies, diction, figurative language, imagery, selection of detail, language and syntax. Vocabulary study will be imbedded in all lessons. Students will master literary terms. Additionally, students will write a variety of essays and keep a writing log over the course of the year to document their progress and to provide a platform for reflections. Students will take the AP English exams in May.

In this course, (Steelman, 2008) students will compose in a variety of forms—narrative, exploratory, expository, argumentative—and on a variety of subjects from personal experiences to public policies, from imaginative literature to popular culture. We will examine the expository, analytical, and argumentative writing that forms the basis of academic and professional communications as well as on the personal and reflective writing that fosters writing facility in any context. Students will move beyond such programmatic responses as the five-paragraph essay.

Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students will be encouraged to place their emphasis on content, purpose, and audience and to allow this focus to guide their organization. Imitation exercises, journal keeping, collaborative writing, and in-class responses are just some of the types of assignments students can expect on a daily basis. In addition, students will read a wide variety of prose styles from many disciplines and historical periods to gain an understanding of the connections between interpretive skills in reading and writing. Stylistic development is nurtured by emphasizing the following:

a wide-ranging vocabulary used appropriately and effectively; a variety of sentence structures, including appropriate use of subordination and coordination; a 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.


4

Course Outcomes

Upon completing the AP English Language and Composition course, then, students will be able to (The College Board, 2011):

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; move effectively through the stages of the writing process, with careful attention to inquiry and

research, drafting, revising, editing, and review; write thoughtfully about their own process of composition; revise a work to make it suitable for a different audience; analyze image as text; and evaluate and incorporate reference documents into researched papers.

Methods of Instruction

Discussion is the primary way in which students come to understand a particular text. We will have both large group and small group discussions. Discussions are sometimes student led. Cooperative learning groups are also used extensively in this class. There will also be individual projects/assignments. Reading will be done independently or as a class assignment.

Writing about Literature

Students will write a variety of AP style essays over the course of the year, most timed and in class. While all essays expect general rhetorical excellence, each one has a particular thematic or analytical focus.

Students will be writing to understand, writing to explain, and writing to evaluate. Quality of interpretation comes from depth of insightful understanding.

Students are encouraged to revise essays. (All revisions are due one week after originals are returned).

In addition to writing a variety of essays, students will keep a writing log over the course of the year to document their progress and to engage themselves in thinking about their writing.

Students will also write reflective, more personal responses to literature throughout the year in study guides, etc.

Students will analyze two published critical essays in order evaluate professional models.

Course Expectations


5

Students are expected to read all stories listed on syllabus and complete a journal entry for each story. Notes taken during reading and presentations will be graded. Pop quizzes will be given frequently. Journals will be collected regularly.

TEACHING STRATEGIES

Summer Readings—Students are required to read three of the four following works over the course of the summer. Students will pull short excerpts from the writings to analyze in a journal entry of 300 words. The novels cover a variety of time periods and themes

The journals will be assessed on the significance of the excerpt selected and the depth of thinking in the analysis. The students will also write a defend/challenge/qualify essay on a given prompt. The essay will be assessed on the merit of evidence (i.e. embedded quotes) and the accuracy in addressing the prompt.

Journals—Beginning in the summer and continuing throughout the year, students will explore their thinking about reading and practice their expression of ideas by keeping up their journals. The entries will take various forms through the year:

Literary Analysis Persuasive Writing Creative Writing Cornell Notes Graphic and Visual Analysis

Multi-Draft Essays—Students will complete several multi-draft essays including: Literary Criticism Persuasive Description/Narration Comparison/Contrast Multi-source Synthesis

Papers will be assessed on the basis of strength of assertions, quality of evidence and sophistication of style.

Research— As well as completing a multi-source research paper (MLA conventions), students will also complete shorter research assignments culminating in writing and/or discussion. The research is generally assigned to assist students in better analyzing the rhetorical context of a given text. The students will be assessed on their ability to effectively apply the research to developing situation surrounding a text and on correct documentation.

AP Test Practice— Throughout the course, the students will practice both objective and timed open-ended AP test questions usually related to the curriculum. College Board materials will be provided including marker papers for students’ understanding and revision. The students will be assessed according to AP provided rubrics.


6

Critical Reading—Readings for the course include excerpted as well as full-length fiction and non-fiction texts. Students are expected to do thee readings outside of class and come prepared to discuss the texts beyond a superficial level. The students’ reading is inherently assessed by all activities of the class.

Discussion—Discussion in class will take various forms ranging from graded formal Socratic Seminars to informal classroom chat. Students will be assessed on their meaningful contributions to discussions at all levels.

American Literature Studies—Students will complete units documenting the evolution of American literature. They will make note of historical context, stylistic features in the representative works of major authors. Students will be assessed both in writing and orally on their ability to demonstrate the trends of the American canon.

Oral Presentations—Students will need to complete an oral presentation covering an independent analysis of an assigned text. Students may enjoy some latitude of choice with presentation. Ideas rest with presenters, but strongly suggested are two or more of the following concerns. Students will be assessed on their thorough treatment, organization and depth of analysis in addition to the standards of public speaking.

cultural setting and related issues (any background research must be documented) thematic focus characterization techniques and style author’s attitude to particular elements of the works, such as character(s) or subject matter

Stylistic and Rhetorical Analysis—As the backbone of the course students will learn and practice on a daily basis the language of stylistic analysis including:

SOAPS (speaker, occasion, audience, purpose, subject) DIDLS (diction, imagery, details, language, syntax) OPTIC (overview, parts, title, interrelationships, conclusion) Color Marking Literary Terms Evaluate/Analyze Tone, Diction, Syntax

Timed WritingsDuring the fall semester, students complete five timed essay questions, one of which appears on

the semester exam. Integrating the timed writings into the natural progression of the course helps build students’ confidence and expertise.Subject-Occasion-Audience-Purpose-Speaker-Tone (SOAPSTone)


7

This is a text analysis strategy as well as a method for initially teaching students how to craft a more thoughtful thesis. The SOAPSTone strategy was developed by Tommy Boley and is taught in the College Board workshop “Pre-AP: Interdisciplinary Strategies for English and Social Studies”:

Speaker: the individual or collective voice of the text Occasion: the event or catalyst causing the writing of the text to occur Audience: the group of readers to whom the piece is directed Purpose: the reason behind the text Subject: the general topic and/or main idea Tone: the attitude of the author

Syntax Analysis Chart

A syntax analysis chart is an excellent strategy for style analysis as well as an effective revision technique for a student’s own writing. One of the key strategies mentioned in The AP Vertical Teams® Guide for English, published by the College Board, the syntax analysis chart involves creating a five-column table with the following headings: Sentence Number, First Four Words, Special Features, Verbs, and Number of Words per Sentence. This reflective tool not only helps students examine how style contributes to meaning and purpose but also helps students identify various writing problems (repetitiveness, possible run-ons or fragments, weak verbs, and lack of syntactical variety). In addition, students are made aware of their own developing voices and diction.

Overview-Parts-Title-Interrelationships-Conclusion (OPTIC)

The OPTIC strategy is highlighted in Walter Pauk’s book How to Study in College and provides students with key concepts to think about when approaching any kind of visual text. O is for overview—write down a few notes on what the visual appears to be about.P is for parts—zero in on the parts of the visual. Write down any elements or details that seem important.T is for title—highlight the words of the title of the visual (if one is available).I is for interrelationships—use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic.C is for conclusion—draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.

Writing

Students need to practice new strategies in a safe environment, one that allows them to explore and clarify their ideas with their peers. In this course, students are always paired or grouped in threes to practice the components of the strategies. Spencer Kagan’s Think–Pair–Share grouping technique works well when students are learning a new strategy.

Weekly vocabulary quizzes have the following objectives:

Improve vocabulary knowledge and competence. Improve sentence fluency, sentence variety, and grammatical conventions.

Assessment: Westinghouse College Prep AP English 2012-2013Hailey/Kavanagh

8

• Assessment of understanding of literature is done primarily through essays. • Some quizzes are given (weekly vocabulary quizzes). • Knowledge of literary terms is tested. • Students are expected to be active participants in discussions. • An exam is given at the end of the first semester. • Students will create a writing log to help with self-assessment of writing.

Grading:

• Standard English Department Scale

A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 59-0

• AP/ACT Rubrics will be used for scoring essays (Rubrics Attached)


9

Course Scope and SequenceTime

Frame and Theme

Topic Objectives: Reading Assignments Major Writing Assignments

Weeks1 - 5

The American Dream

How to Read Rhetorically:The Rhetorical Triangle, Style, Structure, and Modes of Writing; Introduction to schemes and tropes in style and structure

Author’s Purpose 24 - 27; Supporting Details 24 - 27; Meanings of Words 24 - 27; Expressing Judgments 9 - 10

Primary Text: The Great Gatsby by F. Scott Fitzgerald

excerpts from “The Wasteland” by T.S. Eliot

“I Want a Wife” by Judy Brady

Lincoln’s 2nd Inaugural Address

Adalai Stevenson’s Cat Bill

“Road Warriors” by Dave Barry

Narration/Description Essay: My American Dream

1 Timed Impromptu Argumentation Essay on Ruth Maddoff

Socratic Seminar: The American Dream: Dead or Alive?

Weeks 6 - 10

Race and Identity of the Nation

How to Read Rhetorically: The Rhetorical Appeals; Writing for a specific audience; Enthymemes and Syllogisms (Data-Claim-Warrant)

Main Ideas and Author’s Purpose 28 - 32; Supporting Details 28 - 32; Meanings of Words 28-32; Expressing Judgements 11 - 12

Primary Text: “A Raisin in the Sun” by Lorraine Hansberry

Secondary Texts:Chapter 1 of Current Issues and Enduring Questions

Packet on Rhetorical Analysis

Socratic Seminar: Does Lindener have a substantial point? Explain. What can be said in support of LIndener’s statement? What can be said against it? Offer the best evidence you can for each view.

2 timed writing impromptu essays: A) Synthesis of 3 sources: a Letter to the Editor and two responses B) Rhetorical Analysis prompt

Summative Cause and Effect Essay: Judge Thorpe’s ruling against Sultaana Lakiana


10

Time Frame and

Theme


Weeks 11 - 15

The Fifties: The Cold

War

How to Read Rhetorically: Organization and Purpose; Development of an Argument; Assumptions the Writer Makes; Fallacies in Logic; Errors in Reasoning; Drawing Conclusions

Generalizations and Conclusions 24 - 27; Meanings of Words 28 - 32; Sequential, Cause & Effect, and Comparison 24 - 27

Primary Text: Hiroshima by John Hersey

Secondary Texts:“A Logician’s View: Deduction, Induction, Fallacies” in Current Issues and Enduring Questions pages 337 - 380

“Love is a Fallacy” by Mark Shulman

“How to Argue Effectively” by Dave Barry

Reading Packet on Rhetorical Analysis and Fallacies

Forum on the background of Hiroshima and Nagasaki

Summative Argumentation Essay on fallacies of logic regarding the dropping of the Atomic bomb on Hiroshima and Nagasaki:

Note that both premises are false, as is the conclusion, but the argument itself is actually valid!If President Truman knew the Japanese were about to surrender, then it was immoral for him to order atomic bombs dropped on Hiroshima and Nagasaki. (Do you accept this premise? Or does it require support and proof?)

Truman knew the Japanese were about to surrender. (Do you accept this premise? Or does it require support and proof?)

Therefore, it was immoral of him to order the bombs dropped. Develop an argument and two premises of your own on the dropping of the Atomic bomb on Hiroshima and Nagasaki. For each premise, explain why you accept or refute it, offer proof and support to defend each premise.

Weekly timed writing essays from Randy Cohen’s “The Ethicist” (hand-out from Current Issues and Enduring Questions p.415)


11

Time Frame and

Theme


Weeks 16 - 20

Global Conflicts

How to Read Rhetorically: Focus and Support; Elaboration, Explanation, Summariza-tion; Citation; How to Read and Use Footnotes


Primary Text: The Things They Carried by Tim O’Brien

Excerpts from Nickel and Dimed by Barbara Hersey

“Visual Rhetoric: Images as Arguments” chapter four of Current Issues and Enduring Questions

“Test for Aptitude, Not for Speed” by Howard Gardener

Letters of Response by Thomas M. Johnson Jr., Garver Moore, Arnie Lichten, and Janet Rudolph

“In Defense of Testing” by Diane Ravitch

Articles on drivers’ licenses and critical reading

Presentation on the background of Vietnam

Socratic Seminar: The Use of Controversial Visuals: How Far Is Too Far?

2 timed writing impromptu essays: A) Synthesis of four sources: a letter to the editor, two responses, and a rebuttal B) Argumentation essay on testing

Summative Pro/Con Essay: 1989 West Virginia Driver’s License Law

Weeks 21 - 25

Morals and Ethics

How to Read Rhetorically: Style and Structure:Schemes, Tropes, Style Analysis, Structure Analysis and Tone (in both text and visuals)

Supporting Details 28- 32; Generalizations & Conclusions 28 - 32; Meanings of Words 28 - 32

Primary Text: “Letter From a Birmingham Jail”

“A Moralist’s View: Ways of Thinking Ethically” chapter 10 of Current Issues and Enduring Questions

“Famine, Affluence, and Morality” by Peter Singer

“Lifeboat Ethics: The Case Against Helping the Poor” by Garrett Hardin

“Learning to Read” by Malcolm X

1 timed writing impromptu essay: synthesis on “The Penny”

Analysis of anchor set of synthesis essays

Summative Persuasive Essay:

Weekly argumentation essays (3 paragraphs: ACTS, MEL-Con, STAC) as ACT prep.


12

Time Frame and

Theme


Weeks 26 -30

Techno-logy and Research

How to Write Rhetorically:Research Paper: Application of Argumenta-tion, Rhetorical Analysis and Synthesis of Sources


“Using Sources” pages 257- 277 and sample research paper pages 315 - 321 of Current Issues and Enduring Questions

“The Bird and the Machine” by Loren Eiseley

“The Method of Scientific Investigation” by T.H. Huxley

“The Future of Happiness” by Mihaly Csikszentmihalyi

“The Blank Slate” by Steven Pinker

“Sonnet - To Science” by Edgar Allen Poe

“When I Heard the Learn’d Astronomer” by Walt Whitman

(Hand-out packet from The Language of Composition)

“Into the Electronic Millennium” by Sven Birkerts

A 6 - 8 page research paper on an issue of student-choice from the four topics offered complete a with a title page and bibliography in proper MLA format. 1 outline and 2 rough drafts will need to be submitted prior to grading. 3 Revisions will need to be made as a part of the process for a total of 3 drafts.

3 Timed Writing Prompts: ACT preparation and AP Argumentation Readiness

Weeks 31 - 35

Visions of America

How to Write Rhetorically:Revision of Argument based on a change of audience: Tone, Style, Structure

Supporting Details 28- 32; Generalizations & Conclusions 28 - 32; Meanings of Words 28 - 32

Primary Text: “The Death of a Salesman” by Arthur Miller

Secondary Texts:“Our Brave New World of Immigration” Hanson, Victor Davis

“The Worker Next Door” Chiswick, Barry R.

“Angels in America” Tierney, John

Socratic Seminar on Immigration: The Reality versus the Myths

2 Rhetorical Analysis in-class timed writing prompts

Summative Argumentation Essay: Debate the topic of immigration from two different perspectives. Select from the issued matrix.


13

Time Frame and

Theme


Weeks 36 - 40

Environ-ment

How to Write Rhetorically: Developing Tone, Style, and Structure


Primary Text: Their Eyes Were Watching God by Zora Neale Hurston

“Food Fight” (cartoon) by Gahan Wilson (p. 675 in The Language of Composition)

From Silent Spring by Rachel Carson

From Nature by Ralph Waldo Emerson

The Clan of One-Breasted Women by Terry Tempest Williams

“Message to President Franklin Pierce” by Chief Seattle

Summative Cause and Effect Essay on nature

Presentation on a witnessed environmental change complete with a proposal, a problem-solution polished rough draft, and a visual aid

Course Materials: (1)one 3 inch hard cover binder(2)at least two black or blue pens(3)one package of sticky notes(4)one package of 100 lined index cards(5)eight (8) tabbed dividers labeled as follows: Unit 1, Unit 2, Unit 3, etc.(6)loose-leaf paper(7)access to a computer and printer

Course Resources: WCPHS Writing Center, now located in the library, will be open on MWF from 3 - 4.The Fallacy Files: http://www.fallacyfiles.org/index.htmlDeduciton, Induction, Fallacies: http://home.comcast.net/~lukeythetruck/djole/SchoolPage/SPSCC/English%20102/FromCritThink/DeductInductFallacy.htm

Classroom and Attendance Policies and Procedures:


14

http://www.fallacyfiles.org/index.html

http://home.comcast.net/~lukeythetruck/djole/SchoolPage/SPSCC/English%20102/FromCritThink/DeductInductFallacy.htm

http://home.comcast.net/~lukeythetruck/djole/SchoolPage/SPSCC/English%20102/FromCritThink/DeductInductFallacy.htm

Area Policy/Procedure

Attendance You are expected to attend class everyday on time and prepared to work hard. If you must be absent, then you are responsible for obtaining and completing all missed assignments. On days when Socratic Seminar or debate is scheduled, your substituted assignment will be a two-page typed paper on the assigned topic.

Homework Scholarly work demands that you commit time to it outside of class sessions. You are expected to spend a minimum of forty-five (45) minutes a night on readings and assignments for this class.

Late Work Each semester, you will be issued three (3) OOPS! passes. You may use this as an excused tardy NOT an exemption from the assignment Each OOPS! pass counts as one day excused late work. Once you have used your all three of your OOPS! passes, please note that no more late work will be accepted from you that semester. Any unused OOPS! passes still in your possession by the end of the semester will raise you final semester grade by one (1) point.

The AP Exam All students enrolled in this course are expected to take the AP exam in May of 2013.


15

Semester 1 OOPS! Passes: Cut out and submit in lieu of an assignment. NOTE: This is not an exemption!

Name: _______________ Name: _______________ Name: _______________

OOPS! Pass #1

Awwwww, nuts!I didn’t have time to do

the following assignment:

____________________I understand that it was

due on:_______________.

I will submit it at the beginning of our next

class meeting on: _________.

I realize that failure to turn it in by this date will result in my failure of the

assignment.

OOPS! Pass #2




due on:_______________.




assignment.

OOPS! Pass #3




due on:_______________.




assignment.


16

Plagiarism Policy

Plagiarism is using another person’s thoughts and accomplishments without proper acknowledgment or documentation. It is an unconscionable offense and a serious breach of the honor code. In keeping with the policy, students will receive a zero for the plagiarized work.

SUPPLEMENTAL READINGS:

Capote, Truman. In Cold Blood. New York: Vintage Books, 1994. Chopin, Kate. The Awakening. New York: W.W. Norton and Co., 1994. Friedman, Thomas. The World Is Flat: A Brief History of the Twenty-first Century. New York: Farrar, Straus and Giroux, 2006. Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers, Sixth Ed. New York: The Modern Language Association of America, 2003. Hawthorne, Nathaniel. The Scarlet Letter. Austin: Holt, Rinehart and Winston, 1995. King Jr., Martin Luther. Why We Can’t Wait. New York: Signet Classic, 2000. Larson, Eric. The Devil in the White City: Murder, Magic, and Madness at the Fair that Changed America. New York: Vintage Books, 2004. McCuen, Jo Ray and Anthony C. Winkler. Readings for Writers Ninth Edition. Fort

Worth: Harcourt Brace College Publishers, 1998. O’Connor, Flannery. The Collected Stories. New York: Farrar, Straus and Giroux, 1973. Literature: the American Experience. Needham: Prentice Hall, 1996. Shakespeare, William. Macbeth. New York: Penguin Books, 2000. Sophocles. Antigone. London: Nick Hern Books, 2000. Welty, Eudora. The Collected Stories. San Diego: Harcourt, Inc., 1980 Cheever, John. “My Father” Cisneros, Sandra. “Eleven” Darwin, Charles. “Galapagos” Edwards, Jonathan. “Sinners in the Hands of an Angry God” Declaration of Independence, The Franklin, Benjamin. From Poor Richard’s Almanac Henry, Patrick. “Speech to the Virginia Convention” Lincoln, Abraham. “The Gettysburg Address” Melville, Herman. “Galapagos” Selected poems - Dickinson, Frost, Donne (Packet provided) Sontag, Susan. “On Photography” Soto, Gary. Autobiography Swift, Jonathan. “A Modest Proposal”


17

AP English Language and Composition 9-point Rubric9 Essays earning a score of 9 meet the criteria for 8 papers and, in addition, are especially full or apt

in their analysis or demonstrate particularly impressive control of language.

8 Essays earning a score of 8 effectively respond to the prompt. They refer to the passage explicitly or

implicitly and explain the function of specific strategies. Their prose demonstrates an ability to

control a wide range of the elements of effective writing but is not flawless.

7 Essays earning a score of 7 fit the description of 6 essays but provide a more complete analysis or

demonstrate a more mature prose style.

6 Essays earning a score of 6 adequately respond to the prompt. They refer to the passage, explicitly

or implicitly, but their discussion is more limited. The writing may contain lapses in diction or

syntax, but generally the prose is clear.

5 Essays earning a score of 5 analyze the strategies, but they may provide uneven or inconsistent

analysis. They may treat the prompt in a superficial way or demonstrate a limited understanding of

the prompt. While the writing may contain lapses in diction or syntax, it usually conveys ideas

adequately.

4 Essays earning a score of 4 respond to the prompt inadequately. They may misrepresent the author's

position, analyze the strategies inaccurately, or offer little discussion of specific strategies. The

prose generally conveys the writer's ideas but may suggest immature control of writing.

3 Essays earning a score of 3 meet the criteria of the score of 4 but are less perceptive about the

prompt or less consistent in controlling the elements of writing.

2 Essays earning a score of 2 demonstrate little success in responding to the prompt. These essays

may offer vague generalizations, substitute simpler tasks such as summarizing the passage, or

simply list techniques. The prose often demonstrates consistent weaknesses in writing.

1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially

simplistic in discussion, or weak in their control of language.

0 Indicates an on-topic response that receives no credit such as one that merely repeats the prompt or

one that is completely off topic.


18

Score ACT Rubric6 Essays within this score range demonstrate effective skill in responding to the task.

The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader.

5 Essays within this score range demonstrate competent skill in responding to the task.The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by responding to counterarguments to the writer's position. Development of ideas is specific and logical. Most ideas are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely distracting.

4 Essays within this score range demonstrate adequate skill in responding to the task.The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion. The essay may show some recognition of complexity by providing some response to counterarguments to the writer's position. Development of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.

3 Essays within this score range demonstrate some developing skill in responding to the task.The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion. The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding.

2 Essays within this score range demonstrate inconsistent or weak skill in responding to the task.The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There is little or no recognition of a counterargument to the writer's position. The essay is thinly developed. If examples are given, they are general and may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. There is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. Sentence structure and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.

1 Essays within this score range show little or no skill in responding to the task.The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position. The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained. There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly impede understanding


19

No Score

Blank, Off-Topic, Illegible, Not in English, or Void

References

AP English Language and Composition Course. (2011) Retrieved from http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2123.html

AP English Literature and Composition Syllabus 2007-2008. Retrieved from http://www.mshogue.com/AP/ap_syllabus_07.pdf


20

http://www.mshogue.com/AP/ap_syllabus_07.pdf

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2123.html

Contract for AP Language and CompositionReturn by 9/7/12

I (Print Student’s Name) _______________________________ have read and understood the contents of this syllabus. I will work to the best of my abilities in this course.

I (Print Parent’s Name) ________________________________ have read and understood the contents of this syllabus. I will work to the best of my abilities to support my child in this course.

I, (Print Teacher’s Name) _______________________________ will work to the best of my abilities to support, encourage, and challenge this student in this course.

Student’s Signature: ___________________________________ Date: _________________

Parent’s Signature: ____________________________________ Date: _________________

Teacher’s Signature: __________________________________ Date: __________________


21

Documents

AP English Language & Composition Syllabus€¦ · Web viewThe prose generally conveys the writer's ideas but may suggest immature control of writing. 3 Essays earning a score of