Ap English Language and Composition s3

AP ENGLISH LANGUAGE AND COMPOSITION Mr. Cunningham Class Norms/syllabus http://www.collegeboard.com/student/testing/ap/sub_englang.html

The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become 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 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. The college course provides students with opportunities to write about a variety of subjects and to demonstrate an awareness of audience and purpose. But 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. Therefore, 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 ability to write in any context.

• students choosing AP English Language and Composition should be interested in studying and writing various kinds of analytic or persuasive essays on nonliterary topics, and • students choosing AP English Literature and Composition should be interested in studying literature of various periods and genres and using this wide reading knowledge in discussions of literary topics.

Grading Scale: Grading

Grades will be based on mastery of skills and standards. You will know ahead of time which skills will be assessed. Rubrics will be used as much as possible. Grades are not based on effort, working hard or good character, although all of these can and will improve your ability to learn and then improve your grade. “A” students complete all the reading to the best of their ability and challenge themselves by asking questions, improving their writing through conferences, metacognitions and rewriting and notetaking, annotating and journaling on reading assignments.

“A” students go beyond the ideas and work discussed in class and bring something new and original to the reading and writing.

Assignments are graded on a point basis. Process papers-100-140 points In class essays-50-70 points Reading quizzes-10-30 points Homework-10-25 points Projects 30-70 points

All points are cumulative during the semester. I do not use a weighted scale for any individual assignments. If you do all of your work you will most likely earn an A or a B in class. 99 – 100% = A+ 88 – 89% = B+ 78 – 79% = C+ 68 – 69% = D+

92 – 98% = A 82 – 87% = B 72 – 77% = C 62 – 67% = D 90 – 91% = A- 80 – 81% = B- 70 – 71% = C- 60 – 61% = D- Below 60% = F

You should check your progress on the AERIES interface. If you have questions about your grade, please see me before or after class. Note that a plus or minus will appear on your report cards, they will not appear on your final transcript from LCC; an A- or an A+ will convert to an A.

Office hours: 1,3, 5 days before class at your request, Thursdays after school, any day that your request after school if it works with my schedule. It usually does.

You are not your grade. Grades are only an indication of mastery of skills and standards, they can always be improved, if you receive a less than satisfactory grade you can use that as in indication to improve. Failure (not in the form of an F necessarily, is how we improve. Athletes, musicians, artists, businessmen, scientists, all learned how to to do well in their chosen field. They succeeded after numerous attempts at their chosen endeavor.

Writing and sometimes reading is hard. All writing assignments can be rewritten for a a higher grade as long as the students makes an appointment with the teachers and completes the rewrite within six week so the original paper’s return date. The new grade will replace the original, it is not averaged. If you are willing to work and learn, your mastery and skill will inevitably improve, as well as your grade.

 Homework :

 will be less than an hour , if you read well and have a quite study area, and will be meaningful,. Homework will be purposeful and clear and based on the grade-level standards for the class. If it is not clear of your are not clear on the assignment please ask questions, ask me to clarify or speak up, that’s how we learn.

 is assigned at the end (almost) of every class period in English. It is written on the board in the right hand corner and is usually on my website

 should be written down before you leave class every day. Listen to instructions and read the board. Keep an assignment calendar, or use your LCC agenda to keep track of assignments and due dates.  completed in LCC manuscript form, blue or black ink, or typed, double-spaced. Do not write on the back of the paper. Leave margins on all sides of the paper. Written work that does not follow these guidelines will not be graded or given credit. Written work submitted in pencil will not be graded or given credit.

 is due at the beginning of the class period. Work must be completed and ready for submission when the bell rings.

 WILL NOT BE ACCEPTED LATE . If you have started the assignment but not completed it, you are better off turning in the incomplete work; you may at least receive partial credit. If the homework was a reading assignment and you did not read it, you will receive a zero on a quiz if I give one. No meails on homework please. Come in and speak to me in person or find out the work from a classmate.

 Exception: If you have an emergency (and we all do), or circumstances beyond your control prohibit you from completing your work, it is your responsibility to talk to me about setting up an extension for you. I’ll trust you (to a point). If possible, please talk to me before the work is due. If you do not talk to me, I will not accept the work.

1. With an excused absence, you have one class period for each day of EXCUSED absence to make up the work that you have missed. It is your responsibility to find out what assignments you have missed. This includes homework assignments, as well as assignments that were completed during class time when you were absent. 2. You should contact students in class prior to your return to find out what you missed and what is due. and I will let you know what you need to do. If you return to class without having found out what you missed, you may see me before or after class and I will talk to you individually.

It is also your responsibility to know what the reading assignments are. READING: If you are absent, you should still have completed the reading that is due upon the day of your return. In the event that I am giving a reading quiz, I will expect you to take it. If for some reason you are not prepared for the quiz, you will have two days to make it up. It is your responsibility to remember to do so.

(Example: You have my class on a Monday, Wednesday, and Friday of one week. You are in class on Monday, but you are gone on Wednesday and return on Friday.

The homework that was due on Wednesday will be turned in first thing on Friday. If you can it’s a good idea to contact a classmate or check the website and complete the work you missed, however you do have one extra day per California Ed Code.

The homework that was assigned on Wednesday but due on Friday will be turned in first thing on the following Tuesday, in addition to the homework that was assigned on Friday and due on Tuesday. Work not submitted within one class period will not be accepted unless you speak to me first about an extension.)

3. I WILL NOT ACCEPT LATE WORK. LATE means that you did not turn in the assignment when I collected it. If you left it on your desk at home, I will not accept it. There will be no make-up work for assignments that you do not complete. 4. Late Work Exception: If you have an emergency, or circumstances beyond your control prohibit you from completing your work, it is your responsibility to talk to me about setting up an extension for you. If possible, please talk to me before the work is due. If you do not talk to me, I will not accept the work.

Holistic scoring of homework::

A: Synthesis and evaluation of the test. The work of students at this level will have some or many of these characteristics.

 a strong interest in the material as evidenced through an awareness of levels of meaning, judgments are textually and experientially based, predictions are thoughtful and keenly observed, character analysis is consistent with the material presented, show an understanding of character motivation, comparisons and connections are found between text and other literary and artistic works, recognizes the author's writing choices and reasons for those choices, recognizes the energy and deliberateness of the writing process, awareness that their own personal beliefs may differ from those expressed in the text, demonstrates an awareness of point of view.

B: Evidence and understanding and appreciation of text.

 The work of students at this level will have some or many of the following characteristics, does not summarize, but rather reflects upon the narrative, personal connections between text and student's own experiences are made, predictions are plausible given the scenario (but may change after further reading), demonstrates an ability to understand characters' motivations, quotes from text for support, ability to hypothesize and predict, evidence that students are engaged in the text

C: A literal surface encounter with the text. The work of students at this level will have some or many of the following characteristics.

 lacks a critical interest in the narrative ,primarily summarizes the selection, unsupported by evidence from the text or experience, predictions are unrealistic or improbable, fails to ask questions or hypothesize, uses stereotypical responses, too short , confusion about the text and the story, off-topic responses, quickly done, no original thinking or going beyond the average response, difficult to read or understand

1. You will be responsible for keeping and bringing to class, every day, a journal. We will write every day at the beginning of class for ten minutes. You may write about any subject that enters your mind. I will not read your journal. You will be expected, however to share your journals twice a quarter, out loud, with the class. If you're late, you lose credit for the day's journal. 2. You should have a separate spiral notebook that fits in your class binder for reading journals, writing to learn exercises and vocabulary. One of the keys to reading well is to clear your mind and think as you read. Because of this I will often require annotations, dialectical journals, charts or double sided reading journals. Research has shown that the thinking that happens when we read is lost unless we write it down as we think about it. You need to register with the class on turnit.com. All major papers, and many home work assignments and smaller papers will be submitted. I will often grade reading journals only in an electronic form. 3. In order to succeed you will need to take notes as you read, engage the text, and keep vocabulary and leaning logs to help you improve as a reader.

1. Please be on time-it shows a willingness to participate and succeed in AP11-Tardy policy attached 2. Be respectful of class members. Don’t interrupt each other, listen, and approach the instructor with questions at the appropriate time. 3. Please don’t use cell phones or IPODS/music players in class. Turn off cell phones if you have them. No exceptions. Learning is hard; distractions interfere with learning. If you have a medical condition or emergency that requires communication with a doctor contact the school office. If your parents need to contact you have them call the office or arrange that contact through the instructor. 4. Complete work on time. Prearranged absences for trips, sports, colleges, or family business must be cleared with the instructor and the administration. Work will not be accepted late for a prearranged absence unless the absence has been cleared ahead of time. We have lives out of class, be responsible and proactive. 5. Complete work on time with care and thought. Parent notes for late work are not accepted. Computer problems are not accepted excuses for late work. Plan ahead, email your work, back it up or contact the teacher before the due date. Contact the instructor ahead of time if you are struggling or need help. The teacher’s job is to help you understand. Make an appointment for one on one instruction. Again understanding and success starts with honesty (I don’t understand, this is hard for me, I need help) and learning is a collaborative effort that requires communication. 6. Do your own work; do not plagiarize. 7. Drink only water in class. No eating, ants thrive and messes grow. Thanks for this consideration.

Consequences 1. The first violation will result in a dialogue/conference between teacher and student. If it is a violation of rule three the device will be taken away and returned at the end of class (only once) with a warning, we all make mistakes. Did I mention I don’t like cell phones in class? The first instance of plagiarism will result in a “0” on the assignment, a referral to administration and a call home. The second offense results in a failure in the class and removal from the Honors/Advanced Placement program. 2. Second violation of rule three results in in-school suspension and a parent teacher conference. Phone or IPOD will be returned by administration to the parent only. All other second violations will result in a parent teacher-conference with the exception of plagiarism.

3. Third violation: referral to Vice Principal. I have read and understood the class norms for Advanced Placement English. I will follow the norms of the class and understand the consequences. I will contact the instructor (Mr. Cunningham 760-436-6136-6270 [email protected] ) if I know I will have a problem of any kind with completing an assignment.

Student Signature______

Parent’s Signature ______

Teacher’s signature ______

Turn in signed pages 1-2 on the second day of class. Please keep the returned norms and syllabus in your notebook. Writing is central to the AP English 11. The course has two goals: to provide you with opportunities to become skilled, mature, critical readers, and to help you to develop into practiced, logical, clear, and honest writers. In AP English, writing is taught as "process" -- that is, thinking, planning, drafting the text, then reviewing, discussing, redrafting, editing, polishing, and finishing it. It's also important that AP students learn to write "on call" or "on demand." Learning to write critical or expository essays on call takes time and practice.

Here are some key guidelines to remember in learning to write a critical essay:

. Take time to organize your ideas.

. Make pertinent use of the text given to you to analyze.

. Quote judiciously from the text to support your observations.

. Be logical in your exposition of ideas.

If you acquire these skills -- organizing ideas, marshalling evidence, being logical in analysis, and using the text judiciously -- you should have little trouble writing your essays on the AP Exam. Practice in other kinds of writing -- narrative, argument, exposition, and personal writing -- all have their place alongside practice in writing on demand.

All writing, with the exception of timed essays, will go through the revision process. We will use the The Compact Reader Chapters 1-3 at the beginning of the year to review the drafting process, the revision process and the editing process. Students will apply these skills in all the major writing assignments over the course of the year. Specific editing guides are also used for every process paper. In addition students are expected to evaluate every essay they write by applying metacognitive skills that ask them how well they followed the writing process for a particular paper. At least twice a semester, students are required to conference with the teacher before the final draft of an essay. This is often the most valuable part of the writing process. All process papers may be rewritten until the end of the quarter for a higher grade as long as the student schedules a conference with the teacher. Writing is difficult and most professional writers use revision as the primary skill to improve and publish their writing. Students will journal daily in at attempt to develop voice and fluency. Students are expected to share two journals a quarter with the class. I will collect journals and check off pages without reading at each quarter.

Language and Composition Texts: Aaron, Jane E., ed. The Compact Reader. New York: Bedford St. Martin’s, 2003. Sebranek, Patrick, ed. Write for College. Massachusetts: Great Education Resource Group 1997.

American Literature Texts: Miller, Arthur. The Crucible. New York: Penguin Classics, 2003 Twain, Mark. Huckleberry Finn. New York: Penguin Classics, 2002 Thoreau, Henry David. Walden Pond (excerpts) Fitzgerald, F. Scott. The Great Gatsby. New York: Signet Classics, 1999 Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 2006 Kesey, Ken. One Flew Over the Cuckoo’s Nest. New York: Penguin Classics, 2002

Seminar Set Novels: Students will choose a book and will be put into a group of 3-4 students who have chosen the same book to read, they will create a reading plan for the group determined by the time allotted by the teacher, they will keep a reading analysis journal, hold reading discussions, write a thorough group literary analysis, and present their findings to the class.

Angelou, Maya. I Know Why the Caged Bird Sings. New York: Bantam, 1993. Boyle, T.C. Tortilla Curtain. USA: Penguin Group, 1996 Dorris, Michael. A Yellow Raft on Blue Water. New York: Warner Books, 1987 Guterson, David. Snow Falling on Cedars. New York: Vintage Books, 1995 Heinlein, Robert. Stranger in a Strange Land. New York: Ace Books, 1987. Villasenor, Victor. Rain of Gold. New York: Delta, 1991

General Description AP English Language provides an opportunity for advanced high school students to pursue college credit for college-level course work through the AP English Language and Composition exam. Accordingly, the rigors of the course are intended to be commensurate with lower division college work. Principally, this course is a study of style and rhetoric. Students will primarily read American literature which includes but is not limited to essays, editorials, novels, biographies, plays and visuals. The closest analogue for this course from the typical college curriculum is Freshman Composition. The course is composed of short essays and critical readings and longer readings, novels, plays and short stories that are organized chronologically A primary goal of most Freshman Comp courses, and of this course, it to provide rigorous instruction and practice in writing in a variety of modes so that the student is prepared to write “at the college level” for all his/her subsequent courses, no matter what the subject matter. The extensive reading in this course is, in a sense, a means to an end. It is clear that an essential means toward the goal of becoming an effective, thoughtful writer is the thoughtful reading of effective writing. We will approach the reading in this course, therefore, from the perspective of writers, and treat the writings as models to be emulated and as the subject matter of our analytical writing. As this is a composition course, it will not surprise you to learn that the course will require a lot of writing. Your writing will mostly take these four forms:• extensive journaling as you read and analyze the assigned writing; • short essays, either analyzing or emulating pieces of writing; • timed, in-class essays, using prompts from AP exams from previous years; • at least one longer paper each quarter.

Assessment Students will write analytical responses to the assigned reading as well as be expected to respond critically and orally to topics that are rooted in literature. Students will learn and become adept at writing in six major writing modes: 1. Process 2. Narration 3. Description 4. Definition 5. Comparison and Contrast 6. Argument and Persuasion research

Students will be exposed to both professional and student examples of writing in the six modes and will work through multiple revisions of their own compositions. We will also focus on establishing and maintaining voice and tone as well as achieving appropriate emphasis through diction and sentence structure. Students should expect to complete one multi-draft essay approximately every three weeks having the opportunity to revise following peer and teacher feedback. MLA formatting will be used for the argument/persuasion research paper. In addition to the multi-draft essays, there will be a number of timed writings the number increasing the second semester. Also, students will take at least one synthesis essay timed writing per quarter. Students will be instructed in different forms of argument including visual and graphic arguments. In pairs they will construct a synthesis question/prompt which will be shared with the class. Group and individual presentations are important opportunities for students to teach their peers. Students share perceptions, knowledge and original ideas in class discussions and through reading groups or seminars. Students will be required to make oral presentations, individually and as part of a group during both semesters of the class

Objectives: 1. To focus on discursive prose that ranges across disciplines, basic writing and composition, writing as a craft, and writing as a process. 2. To develop mature vocabulary 3. To improve timed essay writing skills 4. To improve close-reading analysis 5. To write effectively and confidently in their professional and personal lives 6. To develop stylistic maturity in prose 7. To develop fluency in style 8. To develop analytical voice 9. To increase knowledge of rhetorical terminology 10. To learn historical and current event perspectives

Year long Author Project

SEMESTER ONE Unit One Rhetorical Modes

Habits of Mind: Charting and writing about Howard Gardner’s The Unschooled Mind: Understanding how a writer forms an argument and how to read closely to use detail and analysis to understand an argument.

Language terms: Students begin by learning the rhetorical terms needed for Advanced Placement tests. Students are expected to apply the terms and develop an understanding of how rhetoric is used to develop an author’s purpose and themes.

. This study will help them to review terms before the AP exam in May. 1. Reflection on language and style 3. Précis: “The Box Man” Ascher (The Compact Reader) 4. How to think, read, and write critically 5. Essay: Description of a Place: Samples from The Compact Reader 7. How to create AP level analysis 8. “Desert Dance” Martha K. Taylor, “The Santa Ana,” Joan Didion (The Compact Reader) 9. “Today’s Kids Are, Like, Killing the English Language” Johnson (The Compact Reader) 10. “Salvation,” Langston Hughes (Compact Reader), “The Chase,” Anne Dillard (The Compact Reader) 11. Understanding the tools used in descriptive writing and narrative writing. Students will write one short essay in each of these modes focusing on and revising for an effective use of tone, establishing and maintaining voice, and using appropriate concrete diction and sentence structure to create a dominant impression and emphasis in their writing. Students will be expected to develop these rhetorical tools over the year in all of their writing. Students will use chapters 2 and 3 from The Compact Reader to guide their revision process.

1. First synthesis essay: Students will be introduced to the Soapstone process of analyzing an argument as introduced on the AP language website and Rules of Notice Adapted from Peter Rabinowitz’s Before Reading. 2. In addition students will read Entering the Synthesis Conversation: Starting with What We're Already Doing and Preparing for the 2007 Synthesis Question: Six Moves Toward Success. 3. Students will read examples of student’s essays from the 2006 pilot of the synthesis question. 4. Students will review MLA formatting, integration and correct commentary on quotations and organizing an essay from Write for College.

Unit Two: Puritans/McCarthyism 1. The Crucible Arthur Miller 2. Puritanism: Handout 3. Jonathan Edwards: “Sinners in the Hands of an Angry God” Excerpt: Tone analysis 4. Excerpt from “The Demons of Salem,” Victor Navasky: Argument and précis/ 5. “Why I Wrote ‘The Crucible’” Arthur Miller. Argument, ethos, pathos and logos. 6. AP Multiple Choice The Crucible 7. Argument/Persuasion Research Paper: Parallels to Modern Times: MLA Style Write for College 8. Students will research outside sources to find parallels to The Crucible. Students will use the Purdue online writing lab (OWL) to write an effective thesis and integrate quotations with effective commentary. 9. Students will revise their essays using the chapters in Write for College that address the use of transitions, logical organization and sentence structure variety, including appropriate use of subordination and coordination, to add unity and coherence to their writing.

Unit Three Style Analysis-Students will write three timed essays that are assessed according to the AP rubric on a 1-9 scale. The first three essays are credit/no credit. Students will assess each other’s essays, their own essay and look at past examples of 8-9 essays. After considering revision and editing they will then choose one of the three essays to rewrite for a grade, applying what they have learned so far about the process of style analysis.

1. Review of rhetorical terms 2. Timed Writing: Tone, diction, symbol and figurative language in Nathaniel Hawthorn’s Young Goodman Brown. 3. Timed writing: Tone, Syntax, (Sentence types, Subordination and Coordination) and imagery in My Kinsman Major Molineux. 4. Timed Writing: Point of View, Syntax, Structure/Organization, Irony in Stephen King’s The Man in The Black Suit 5. Final: rewrite one essay for a grade after conference, revision, and editing. Students will focus on the precise use of language and concrete commentary to achieve coherence and unity.

Unit Five

Henry David Thoreau/Emmerson 1. Excerpts from Walden Pond: How does Thoreau create and support his purpose and arguments? Analyze structure, language, allusion and style in determining an author’s purpose. 2. Excerpts “Civil Disobedience” 3. Writing Style: Summary: “Civil Disobedience” 4. Essay: Mimicking Thoreau’s style commenting on an issue today. 5. Students use description to describe a place as Thoreau described Walden Pond focusing on the use of repetition to create an effect, appropriate vocabulary to develop an idea and the use of subordination to develop comparisons as did Thoreau.

Unit Six 1. Huckleberry Finn 2. Analysis of Satire: Elements 3. Sample Satire essays from The Onion 4. Essay: Satire 5. Timed Writing: AP Practice/Analyze rhetorical strategies of a satire 6. Read Jane Smiley’s “Say it Aint so Huck” and Julius Lester’s “Morality and the Adventures of Huckleberry Finn.” 7. Research: find three additional critical studies of Huck Finn 8. Writing: Using the articles and research and your own reading of Huck Finn determine if the novel is racist or not and should be included in the 11th grade curriculum. Students will review each other’s essays, using peer editing and the revision process to evaluate and revise their essays.

SEMESTER TWO

Unit Seven Reflection/Synthesis 1. Great Gatsby: Style Analysis: Rhetorical strategies 2. Close readings for the Great Gatsby-Students will complete three close readings over the course of the novel. Close readings are an effective tool for teaching students how to read carefully for the objective AP exam. 3. Journaling: students write about a quotation as it connects to the Great Gatsby at the beginning of each day in the unit 4. Reflective Essay: Students revise one of the journals into a final reflective essay about Great Gatsby 5. AP Multiple Choice Practice: Close reading passage from Great Gatsby 6. AP practice: Examine Rhetorical Strategies in a passage from Great Gatsby and timed writing using prompt of AP released test questions. 7. Final objective exam based on past AP objective exams.

Unit Eight Seminar Novel/Synthesis Question 1. Student Choice Novel: Literature Circle: Reading Journals 2. Style Analysis of passage from novel 3. Synthesis Question a. Choose a controversial subject from your novel b. Library lesson—how to find sources in the library, how to use the Internet c. Find six primary source materials on that subject, including a graphic/visual d. Write a prompt using those sources e. Incorporate resources into your argument using synthesis and analysis; supplement argument with support from the research; conversation f. MLA format—what and when to document 2. Group Presentation 3. Writing: short story based on the author’s style or analytical essay tracing American Literary movements as seen in the novel

Unit Nine

The Sound and the Fury, William Faulkner. Understanding modernism and post modernism.

Stream of Consciousness, Archetypes and Style.