Advanced Placement: English Language and Composition s3

ECE UCONN English 1010 Seminar in Academic Writing Advanced Placement: English Language and Composition 2011-12 Course Outline Mrs. Shafer

Description Students taking this full-year, college level course will develop skills necessary to engage in the in- depth analysis of the essay. The work studied represents a variety of periods, disciplines, and styles. Writing assignments will emphasize the expository, analytical, and argumentative essay and will focus as well upon research skills and developing a researched argumentative paper. Both their reading and writing will make students aware of the interactions among writers’ purposes, audience expectations, and subjects, and the way generic conventions and resources of language contribute to effectiveness in writing.

We will examine modes of discourse in writing, including narrative, description, exemplification, process, cause and effect, comparison and contrast, classification and division, definition, and argumentation. Readings will generally be clustered thematically and we will study the modes of discourse as we analyze a writer’s purposeful choice of rhetorical strategies.

Major Course Texts/Materials: Atlantic Monthly magazine.

Cohen, Samuel ed. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s. 2004.

Gaardner, Jostein. Sophie’s World. New York: Berkley, 2000.

Hacker, Diana. A Pocket Style Manual. Boston: Bedford/St. Martin’s, 2004.

Kirszner, Laurie G. and Stephen R. Mandell eds. Patterns for College Writing: A Rhetorical Reader and Guide. Boston: Bedford/St. Martin’s, 2004.

Multiple Choice and Free Response Questions in Preparation for AP Language and Composition Examination. D&S Marketing Systems.

Shea, Renee H, Lawrence Scanlon and Robin Dissin Aufses. The Language of Composition. Boston: Bedford/St. Martin’s, 2008.

Richardson, Robert D. First We Read Then We Write: Emerson on the Creative Process. Iowa City: University of Iowa Press, 2009.

Various instructor- and student-selected online, print, and visual texts.

Goals for the Course Students will  Recognize and appreciate the art and function of the essay.  Recognize the cultural and historical context of language.  Identify characteristics of modes of discourse.  Identify overlapping modes of discourse.  Identify and explain an author’s use of rhetorical strategies and techniques

1  Identify and assess elements of style including syntax, diction, organization, formality of language.  Analyze the writer’s crafting choices as they reflect purpose in relation to audience.  Explore how grammar, mechanics, usage, and vocabulary support meaning.  Explore the use of transitions as a means of organizing and unifying the essay  Apply effective strategies and techniques in their own writing as they write for a variety of purposes.  Apply constructivism and new criticism as a means of deconstructing text.  Complete writings that effectively reflect students’ understanding, analysis, interpretation, and evaluation of text.  Complete writings in a variety of modes of discourse; each of which introduces a central idea and develops it with evidence collected from primary or secondary sources, explanation, and logical transitions.  Complete drafts and revisions of essays that culminate in improved final drafts by following the stages of the writing process.  Demonstrate and apply knowledge of the conventions of primary and secondary source citations to their own or others’ research.  Know and apply test-taking strategies appropriate to the AP exam.  Complete writings that reflect their arguments based on readings, research, and/or personal experience.  Explore and analyze image as text (visual rhetoric).  Evaluate personal responses to the writing process through thoughtful reflective writing.

In addition, this course will support your progress in meeting several of Granby Memorial High School’s Student Learning Expectations:  Literacy academic expectation: Students will evidence proficiency and fluency in reading and writing.  Social Expectations: o Respect – The student community will consistently demonstrate a consideration for the individuality of their peers and an appreciation of themselves, faculty and staff, and their environment. o Integrity and Ethical Behavior – The student community will demonstrate responsibility, honesty, integrity, and courtesy through ethical behavior.

Essential Questions  To what extent is language predicated on cultural and historical context?  How do a writer’s choice of rhetorical strategies, modes of discourse, and application of grammar, usage, and mechanics support the writer’s purpose?  How does language, mode, and organization appeal to a given audience?  How does the reader determine to what extent the author is using language to appeal to and/or manipulate his/her audience?  How does the reader determine the logic of the author’s argument?  To what extent are interpretation and response to text influenced by what the reader and writer bring to it?  To what extent are reading and writing reciprocal, and how does this reciprocity enhance critical reading and communication of ideas in writing?

2  To what extent does the essay support the writer’s purpose?  To what extent do appropriate test-taking strategies support successful completion of the AP exam? Enduring Understandings  All language use is predicated on cultural and historical context.  Essay format and the nature of the language chosen by the writer reflect purpose in relation to audience.  Tone reflects a writer’s attitude about his/her subject, and is predicated on purpose, audience, mode of discourse, stylistic and rhetorical devices, and diction.  Recognition of modes of discourse supports interpretation and analysis of text.  Rhetoric has a specific language or terms that refer to techniques the author incorporates.  Both the reader and the writer have agendas in relation to the text, and these agendas impact interpretation of text.  Although both formal and informal essays generally reflect a specific mode of discourse, often other modes are also evident within the text.  Recognition of predictable patterns and writing conventions enables readers to identify modes of discourse.  Grammar, usage, and mechanics support interpretation of text.  Organization, stylistic devices, syntax, and diction support interpretation of text.  A profound relationship exists between writers’ choices of writing mode and rhetorical styles and their careful inclusion of research and authoritative sources in order to strengthen their arguments and achieve their purpose.  The ability to write as readers and read as writers enhances critical reading and the communication of ideas in writing.  Précis provide a concise, clear, unbiased overview of an essay.  Appropriate test-taking strategies support the successful completion of exams.

Topical Outline of Course Given the nature of the course, topical units of study may often overlap or be offered simultaneously. Some resources, particularly Sophie’s World and The Atlantic Monthly, will be utilized throughout all units to support and extend the exploration of specific essays.

 Exploration and analysis of essays that represent modes of discourse including narrative, description, exemplification, cause and effect, comparison and contrast, classification and division, definition, argumentation.  Completion and understanding of the purpose and value of the précis.  Exploration of models as a means of criticism.  Analysis of anchor sets as a means of determining standards in answering AP test questions.  Completion of essays that reflect text through interpretation, analysis, synthesis, evaluation, and/or argument.  Completion of essays that imitate style of selected writers.  Completion of essays based on readings, research, and/or personal experience.  Completion of researched papers that reflect an ability to evaluate and incorporate reference documents.  Completion of researched essays that reflect a successful understanding of the conventions of primary and secondary source citations.

3  Understanding and application of targeted test-taking strategies applicable to the AP examination.  Analysis and completion of simulations of the AP examination including multiple-choice questions and timed essays.  Creation, revision, and submission of writer’s portfolio.

Thematic Topics and Research Skills Focus:  Education: To what extent do our schools serve the goals of a true education?  Work: How does our work shape or influence our lives?  Community: What is the relationship between the individual and the community?  Gender: What is the impact of the gender roles that society creates and enforces?  Sports and Fitness: How do the values of sports affect the way we see ourselves?  Language: How does the language we use reveal who we are?  Science and Technology: How are advances in science and technology affecting the way we define humanity?  Popular Culture: To what extent does pop culture reflect our society’s values?  Nature: What is our responsibility to nature?  Government and Politics: What is the nature of the relationship between the citizen and the state?

Common Assessments  Writing portfolio to include AP-style simulations, essays that analyze, evaluate, interpret, and/or argue; researched papers/debate notes that show attention to source evaluation and conventions of citations; essays that imitate style; précis writing; reflective letter on the student writer’s writing process.  Vocabulary journal  Rhetorical terms and devices notebook

Required Materials: Your Writing Portfolio, Notebook, and Vocabulary Journal Your writing portfolio, notebook, and vocabulary journal/folder(s) are essential components of this course. Not only do these three elements serve as 90% of your grade for quarters one, two, and three, they are the foundation for success in UCONN English 1010 and on the AP test scheduled for Wednesday, May 16, 2012. You will use these three components to grow as readers and as writers, to support your academic experience in a college-level course, and to prepare for the rigorous Advanced Placement Language and Composition exam. Therefore, in order to help facilitate your success, I request that you use two 2-inch three-ring binders with flexible covers. You will need two binders, one to serve as a writing portfolio and the other to organize other important materials. Organize your binders as follows:

BINDER ONE: WRITING PORTFOLIO 1. Précis Writes (all drafts, collaborative work, and final) 2. Writing Portfolio of Essays including all drafts 3. Summer Reading Writing Assignments (print out your Sophie’s World essay and your three article summaries)

BINDER TWO: NOTEBOOK: Information Collection for Ongoing Study and Reference

4 1. Photocopies of essays and their accompanying multiple choice questions with your own annotations. 2. Assigned question sets on essays 3. Practice tests and test sections 4. Rhetorical terms section – class notes on rhetorical terms, handouts of terms and information 5. Writing conventions section -- grammar, usage, mechanics, spelling 6. Notes on research technique 7. Notes from Sophie’s World

VOCABULARY JOURNAL/FOLDER In addition to your binders, you are required to keep a separate journal or folder (your choice) for vocabulary. For each reading assignment, you are required to include five vocabulary words. Record words that are new to you or are used in a way that is new for you. If you absolutely cannot find five new words or usages, then you may substitute your own original, well-crafted sentences using the words correctly in context. Vocabulary will be collected regularly, typically twice per month. Format: 1. Word – (part of speech [as used by writer]) – definition as used by the writer. “Passage in which word [underlined] is used” (author’s name, “title of essay,” page). Examples: 1. Gaudy (adj.) 1. brilliantly or excessively showy. 2. showy without taste; flashy. “Anyway, I find my desire to grab for the gaudy bauble has been largely sated.” (Eighner, “On Dumpster Diving,” 158) 2. Sated (adj.) satisfied fully. (note that here, the writer has extrapolated a definition by looking up “sate” (v.)

ASSIGNMENTS, GRADING, AND LATE PENALTIES You will always have some sort of English assignment in the works. For most assignments, I will give you several days notice, so you can plan your time. Assignments will generally be posted on the board daily/weekly. You will also find all assignments for our class, as well as e-files for hand-outs, on my website. I will also use Google Apps to share assignments on occasion.

As this course is a college-level class, you are expected to take responsibility for completing your assignments on time. Keep in mind that much of your grade in this class will be portfolio-based, which means you are expected to show substantial evidence of revision of your writing. Your careful work editing and revising your writing will make you a better writer and will give you opportunities to raise your grade in this course. .

 As you will always have advance notice of all assignments, I expect all short- and long-term assignments turned in the day they are due. Assignments turned in late will have 10% deducted from the grade per day, to a maximum of 50% off.  You are expected to have your assignment completed as hard copy at the start of class. If you repeatedly cannot comply with this expectation, we will meet after school to discuss your situation. Emailing an assignment does not replace turning in hard copy, unless there is a specific electronic text requirement.  Please use your Google Apps for Education email account to send and share information with me.  If your work is more than a week late and/or you have two late or missing assignments, you will meet with me to make arrangements to make up the work for partial credit. Arrangements may

5 include attending Student Support Center or staying after school. Additional steps to ensure your success include contacting your parents and/or school support staff to arrange further support.  I recognize that AP seniors often have multiple demands due to academic, extracurricular, and personal obligations that may occasionally prevent you from finishing an assignment on time. If you feel you have an unusual situation, please discuss this with me outside of class time and BEFORE AN ASSIGNMENT IS DUE.

Plagiarism: Plagiarism is a very serious offense in a college-level course. Please consult the GMHS Student Handbook for Granby Public School’s policy on Plagiarism. In addition you are expected to be familiar with UConn’s Statement on Plagiarism, which is provided on a separate hand-out.