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AP© Language and Composition APSI Region 15, San Angelo, Texas AP© Language and Composition APSI Region 15, San Angelo, Texas June 11-15, 2018 Jerry Brown Website: www.jerrywbrown.com email: [email protected] AP© Language and Composition APSI 2018 Table of Contents College Board AP© Equity and Access Policy 1 “Prufrock” Assignment 326 AP© English Language and Composition 2 One-Pager on “Prufrock” 327 What in the world is rhetorical analysis? 4 “The Flood” – Frost 328 Core Skills Important to Intro Comp Courses 9 Circles of Empathy: Why We Care About People… 329 Skills AP Language to Cover before May 10 “Making people uncomfortable is the point” – Pitts 333 Challenge Areas from last 5 years 11 “You Are Not Special” Graduation Speech 335 Sample AP English III Syllabus (Werkenthin) 12 Sample AP English III Syllabus (Esparza) 37 BAT the Prompt 39 AP© English Language MC Question Stems 41 Introduction to AP© English Language MC 43 Preparing for the Synthesis Question 61 2017 AP© English Language Question 1 (Synthesis) Student Samples 63 Humorous Practice Synthesis Essay 105 Linking US History and English Language Tests 112 Synthesis example – well integrated source 117 Rhetorical Terms from released AP© Language Exams 118 Essential list of Rhetorical Strategies (Werkenthin) 119 The Rhetorical Triangle 120 Rhetorical Triangle Questions 121 The Speaker and the Message (Jodi Rice) 122 How to Write: Rhetorical Analysis Paragraphs 123 Rhetorically Accurate/Active Verbs 132 Analyzing Visual Rhetoric (Jodi Rice) 134 The Stranger in the Photo is Me (Essay) 137 Writing Task for “The Stranger in the Photo is Me 140 “Civil Disobedience” – Thoreau 141 “Civil Disobedience” – Thoreau – Reading Guide 153 Tone Word Assignment 155 Critical Thinking and Writing 156 2017 AP© English Language Question 2 185 Logos, Ethos, Pathos 211 Argumentation “Cheat Sheet” 214 Writing the Persuasive Essay (Dr. Steve Olson) 216 How to Present What ‘They’ Say 219 How to Present What ‘I’ Say 222 Useful Templates 225 Using Transitions Effectively 229 AP© Language Prompts 1981 – 2018 233 Writing Body Paragraphs 239 Bloom’s Taxonomy 250 Argumentation is for solving problems 256 Developing and Argument 257 Deductive/Inductive Reasoning 259 How to Detect Propaganda (Gunnar) 261 Bloom’s Taxonomy to Promote Critical Reading and Thinking 265 2017 AP© English Language Question 3 269 Why I Wrote the Crucible – Miller 296 Why I Wrote the Crucible – Study Questions 303 Cartoon Analysis Guide 304 The Scarlet Letter Research Assignment 306 Personal Argument Essay 307 Recommended Editorial Writers 309 Viewing a Poem as Argument 310 “Polonius’s Advice to Laertes” – Hamlet 318 “A Father To His Son” – Sandburg 319 “Mother to Son” – Hughes 320 “Just Keep Quiet and Nobody Will Notice” – Nash 321 “The Love song of J. Alfred Prufrock” – Eliot 322 Jerry W. Brown 2018 San Angelo APSI [email protected] 1 College Board AP Equity and Access Policy Statement The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. 1. What words stand out to you in the above statement? 2. Why are they important to you and your AP program? 3. How can you make sure these ideals are the foundation of your AP program? We encourage educators to: Eliminate barriers that restrict access to AP students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Make every effort to ensure their AP classes reflect the diversity of their student population. Provide all students with access to academically challenging coursework before they enroll in AP classes. 1. Note the verbs used. What do they suggest for educators? 2. What barriers exist in your district, school, classroom? 3. How can you attempt to overcome those barriers? 4. Does your classroom reflect the diversity of your student population? 5. Does your district and/or school provide "all students with academically challenging coursework"? 6. What do you see as “academically challenging coursework” and how to you provide it to your students? Only through a commitment to equitable preparation and access can true equity and excellence be achieved. 1. What does "equitable preparation and access" mean to you? 2. How can you help with “equitable preparation?” 3. What can you do or attempt to do in your district, school, and classroom to achieve equity and excellence? 4. What problems or barriers will you encounter or have you encountered that need to be addressed? Jerry W. Brown 2018 San Angelo APSI [email protected] 2 AP® ENGLISH LANGUAGE About the Advanced Placement Program® (AP®) The Advanced Placement Program® enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. AP Exams are given each year in May. Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college. Every aspect of AP course and exam development is the result of collaboration between AP teachers and college faculty. They work together to develop AP courses and exams, set scoring standards, and score the exams. College faculty review every AP teacher’s course syllabus. AP English Program AP English Language and Composition Course Content The AP English Language and Composition course is designed The AP Program offers two courses in English studies, each to help students become skilled readers and writers through designed to provide high school students the opportunity to engage engagement with the following course requirements: with a typical introductory-level college English curriculum. • Composing in several forms (e.g., narrative, expository, The AP English Language and Composition course focuses on analytical, and argumentative essays) about a variety of subjects the development and revision of evidence-based analytic and argumentative writing and the rhetorical analysis of nonfiction texts. • Writing that proceeds through several stages or drafts, with revision aided by teacher and peers The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, • Writing informally (e.g., imitation exercises, journal keeping, poetry, drama) from various periods. collaborative writing), which helps students become aware of themselves as writers and the techniques employed by other There is no prescribed sequence of study, and a school may offer writers one or both courses. • Writing expository, analytical, and argumentative compositions AP English Language and Composition Course Overview based on readings representing a variety of prose styles and genres The AP English Language and Composition course aligns to • Reading nonfiction (e.g., essays, journalism, science an introductory college-level rhetoric and writing curriculum, writing, autobiographies, criticism) selected to give students which requires students to develop evidence-based analytic and opportunities to identify and explain an author’s use of argumentative essays that proceed through several stages or drafts. rhetorical strategies and techniques1 Students evaluate, synthesize, and cite research to support their • Analyzing graphics and visual images both in relation to arguments. Throughout the course, students develop a personal written texts and as alternative forms of text themselves style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects • Developing research skills and the ability to evaluate, use, and in non-fiction texts, including graphic images as forms of text, from cite primary and secondary sources many disciplines and historical periods. • Conducting research and writing argument papers in which students present an argument of their own that includes the PREREQUISITE analysis and synthesis of ideas from an array of sources There are no prerequisite courses for AP English Language • Citing sources using a recognized editorial style (e.g., and Composition. Modern Language Association, The Chicago Manual of Style) Students should be able to read and comprehend college-level • Revising their work to develop texts and apply the conventions of Standard Written English in o A wide-ranging vocabulary used appropriately and their writing. effectively; o A variety of sentence structures, including appropriate use of subordination and coordination; o Logical organization, enhanced by techniques such as repetition, transitions, and emphasis; o A balance of generalization and specific, illustrative detail; and o An effective use of rhetoric, including tone, voice, diction, and sentence structure. 1. The College Board does not mandate any particular authors or reading list, but representative authors are cited in the AP English Language Course Description. Jerry W. Brown 2018 San Angelo APSI [email protected] 3 AP English Language and Composition Exam Structure AP ENGLISH LANGUAGE AND COMPOSITION EXAM: Format of Assessment 3 HOURS 15 MINUTES Section I: Multiple Choice: 52–55 Questions | 60 Minutes | 45% of Exam Score Assessment Overview The AP English Language and Composition Exam employs • Includes excerpts from several non-fiction texts multiple-choice questions to test students’ skills in rhetorical • Each excerpt is accompanied by several multiple-choice analysis of prose passages. Students are also required to write questions three essays that
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