Labelle High School, 4050 W. Cowboy Way, Labelle, FL 33935 Mrs. Diane Onorato, Room 54-180, (863) 674-4120 X501, Onoratod@Hend

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LaBelle High School, 4050 W. Cowboy Way, LaBelle, FL 33935 Mrs. Diane Onorato, Room 54-180, (863) 674-4120 X501, [email protected] School website: http://hendry-school.org Student grades: https://gradebook.hendry-school.org/pinnalce/piv

I. COURSE: Advanced Placement English Language and Composition Abbreviated Title: AP ENG COMPO (#1001420) Graduation Requirement: 1 credit, 2 semesters

II. COURSE DESCRIPTION: This course is a study of the forms of written discourse, as illustrated in contemporary and historical essays and other non-fiction writings. An AP class is designed to train students in methods of forceful expression, logical thinking, and intelligent reading. This course includes intensive study and practice in the mechanics of composition, including a research paper.

Students in this introductory, college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own composing abilities. Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. Students prepare for the AP Exam in English Language and Composition and may be granted advanced placement, college credit, or both as a result of satisfactory performance.

Course reading and writing activities should help students gain textual power, making them more alert to an author’s purpose, the needs of an audience, the demands of the subject, and the resources of language: syntax, word choice, and tone. The critical skills that students learn to appreciate through close and continued analysis of a wide variety of nonfiction texts can serve them in their own writing as they grow increasingly aware of these skills and their pertinent uses. During the course, a wide variety of texts (prose and image-based) and writing tasks provide the focus for an energetic study of language, rhetoric, and argument.

As this is a college-level course, performance expectations are appropriately high, and the workload is challenging. Students are expected to commit to a minimum of five hours of course work per week outside of class. Often, work involves long-term writing and reading assignments, so effective time management is important. Because of the demanding curriculum, students must bring to the course sufficient command of mechanical conventions and an ability to read prose.

III. COURSE OBJECTIVES:  This course is developed according to the state standards for this course, available at this link http://www.cpalms.org/Public/PreviewCourse/Preview/13260  This course also follows directives from the College Board regarding the development of an AP Language course http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html  The course requirements and calendar contains evidence of the required Advanced Placement syllabus components as listed on this chart:

*This syllabus has been approved by the College Board; therefore, student transcripts may bear the AP label and the course will be listed in the ledger of authorized AP courses provided each fall to college and university admissions offices and the public. Page 2 of 24

Code Syllabus Content Audit Scoring Components SC1 The course requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences). SC2 The course requires students to write essays that proceed through several stages or drafts with the revision incorporating, as appropriate, feedback from teachers and peers. SC3 The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and/or aware of the techniques employed by the writers they read. SC4 The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences. SC5 The course requires students to produce one or more analytical writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences. SC6 The course requires students to produce one or more argumentative writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences. SC7 The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, and criticism) that are selected to give students opportunities to explain an author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices. SC8 The course requires students to analyze how visual images relate to written texts and/or how visual images serve as alternative forms of texts. SC9 The course requires students to demonstrate research skills and, in particular, the ability to evaluate, use, and cite primary and secondary sources. SC10 The course requires students to produce one or more projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the synthesis of ideas from an array of sources. SC11 Students will cite sources using a recognized editorial style (e.g., Modern Language Association (MLA), The Chicago Manual of Style, and American Psychological Association (APA). SC12 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a wide-ranging vocabulary used appropriately. SC13 The AP teacher provides instruction and feedback on students’ writing assignments both before and after the students revise their work that help the students develop a variety of sentence structures. SC14 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis. SC15 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students develop a balance of generalization and specific, illustrative detail. SC16 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students establish an effective use of rhetoric including controlling tone and a voice appropriate to the writer’s audience

In this course, Advanced Placement English Language and Composition students will:

1. Analyze, both orally and in writing, representative selections of appropriate non-fiction writing, explaining an author’s use of rhetorical strategies. 2. Analyze images and other multimodal texts for rhetorical features. 3. Use effective rhetorical strategies and techniques when writing. 4. Write for a variety of purposes and audiences, revising a work making it suitable for another audience. 5. Create and sustain original arguments based on information synthesized from readings, research, and/or personal observation and experience. 6. Evaluate and incorporate sources into researched arguments. 7. Demonstrate understanding of the conventions of citing primary and secondary sources. 8. Follow all stages of the writing process to produce MLA style documented papers. 9. Converse and write effectively about the process of composition. 10. Use selected grade-level and content-area vocabulary and Standard Written English.

IV. TEXTBOOK INFORMATION:

Students will check out their textbooks from the library, and they will bring their textbooks to class every day. Every student is provided with a hard copy textbook.

Shea, Renée, Lawrence Scanlon, and Robin Dissin Aufses, eds. The Language of Composition: Reading, Writing, Rhetoric, 2nd ed. Boston: Bedford/St. Martin's, 2013.

Supplemental Textbook: Hacker, Diana, and Nancy Sommers. The Bedford Handbook. Boston: Bedford/St. Martin's, 2013.

ONLINE RESOURCES: Purdue OWL [online writing lab]. “MLA Style.” https://owl.english.purdue.edu/owl/resource/747/01/

Textbook Website: http://www.highschool.bfwpub.com/launchpad/languageofcomp2e/1799253/ECommerce/Unauthenticated#/index

Textbook supplementary information: http://bcs.bedfordstmartins.com/languageofcomp2e/#t_824256

College Board: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html

SAT exam practice website: https://www.khanacademy.org/sat

V. SCHOOL DISTRICT GRADING POLICY:  Grades are calculated as follows:

70% daily Writing assignments, writing skill builders, AP test practice writing, and Journal writing grade Daily Grade is calculated using a total points system in which all assignments are awarded points from 10 to 100, valued according to the demands of the task. Ten point assignments require an estimated average of an hour of working time. In-class writing is modeled after the AP exam. Also included are writing quizzes or reading checks, skill practice assignments, and peer reviews. 30% tests & Unit tests and major assignments are 100 points each. Tests are announced in advance and papers administered at the end of each unit. They are designed to check reading comprehension and depth of understanding of assigned reading material. Exams occur at the end of the semester. Out of class writing includes research and arguments based on our reading assignments. Class time is devoted to projects, but they will also need to be finished at home and READY ON THE ASSIGNED DUE DATE.

 The final average is recorded as a letter grade according to the Hendry County district policy: A 90-100% B 80-89% C 70-79% D 60-69% F 50-59%

 Student grades are available on the high school gradebook in the Pinnacle website. Student Grades can be viewed online at any time by visiting the high school website. Students are given a user name and password, and parents can also acquire a username and password through the guidance office.

VI. CLASS REQUIREMENTS:

1. Complete Tests and Essays: 30% of the grade. Essays [SC1]. Students will demonstrate and reinforce their understanding of the non-fiction and visual texts [SC7] we read in class and the instruction we are provided during class time by writing four different types of papers, totaling ten in this course, and by completing tests and exams. Papers include narrative, expository, analytical, and argumentative essays on a variety of contemporary topics. An MLA formal thesis-driven research argument will be assigned 4th quarter. Revisioning writing is a significant step in learning and growing as writers. Almost every formal writing product, and many of our timed-writings will undergo a revisioning step in which guided peer review and instructor conferences will be required. Guided self- and peer-review sheets will be completed with every paper [SC 2, 4, 5, 6, 9, 10, 11]. Feedback will be provided through frequent student-instructor conferences and through annotations on papers. As the course progresses and students find their academic voices, expectations will increase. At both the rough drafting and revisioning stages, the instructor will provide feedback with respect to students’ use of MLA style conventions, word use and vocabulary, sentence variety, organization of ideas, rhetorical techniques, illustrative detail, and controlling tone. Students are also encouraged to meet with the instructor after school: she is available every day except Thursdays [SC 12, 13, 14, 15, 16].

Tests. Tests occur at the end of each unit of study, and the exam occurs at the end of the semester. The exam consists of two parts, and it is developed to prepare students for their experience taking the AP Exam in May. It is a multi-day 2.5 hour exam which contains multiple choice questions involving interpretation of new non-fiction material [SC 7, 8]. Students read up to four passages and respond to approximately 50 questions on those passages. Reading selections and questions are similar to Released AP English Language and Composition exams. Part two is a free response essay, either rhetorical analysis or argumentation (synthesis). The essay is graded on the AP rubric’s 9 point scale and converted to a percent grade according to our established course practices. [SC 3, 5, 6]

2. Participate in journal writing: The thinking we do regarding our reading and our writing will be recorded in the students’ journal. It is also the place where students informally practice writing skills or do assignments which scaffold larger projects. The journal will include reading analyses; visual image analyses; imitation exercises; rhetorical analysis terms, definitions and examples; graphic organizers [SC 14]; and writing skills practice. Most of these assignments will be started or demonstrated in class and finished at home. The journal is a significant percentage of the grade. It is collected periodically and with advance notice. [SC 3] [SC 8]

3. Submit ALL Writing Assignments and Skill Building Work: In this course students will improve their writing skills. Many informal contexts for writing will be offered in this course, and these assignments will contribute to the 70% of daily work. We will always be working on a writing assignment because all of our writing is connected to the non-fiction and fiction that we are reading. Sometimes these are completed as in-class writings, and sometimes we will begin an assignment in class and finish writing or editing them at home. Our in-class writing will be handwritten and designed to prepare students for the expectation of the College Board AP exam. If necessary, we may need to do some vocabulary building work which will be included in this portion of the grade because we will study vocabulary in context of writing [SC 12].  Assignments are to be completed on or before the indicated due date. 10% of the total grade of an assignment will be deducted each day it is late.  Assignments must be submitted as Microsoft or pdf documents, if they are collected electronically, and on white letter size paper if they are collected in print. The late penalty will be assessed for papers submitted in an unreadable format.  All written work COMPLETED OUTSIDE OF CLASS must be professionally presented: typed on a word processor with attention to content, style, and precise grammatical editing. Remember to proofread, and spell check the spellchecker.  A rubric will be used to grade all assignments. That rubric is distributed with this syllabus.  MLA format is to be used for all written assignments. Papers will not be accepted unless it has been prepared according to MLA style rules. Basic MLA style requirements follow: o Times New Roman, 12 pt. font (nothing else) o Double spaced, NO additional spacing for new paragraphs o One inch margins all around the page (reset default if necessary) o Student name on the first page only using MLA heading (4 lines in left corner--student, instructor, class, date—title centered and “long” words capitalized on next DS line below) o Pages numbered in Arabic numerals in right corner preceded by student’s last name o MLA citations only (Author’s/s’ last name/s page used) (Brown, Jones, and Smith 123) [SC 9, 10]. o MLA style Works Cited page included at the end of every draft & matches all citations [SC 10] o Present tense verbs: Do not shift verb tenses within the paper.

VII. CLASSROOM POLICIES:

1. Attendance: this instructor will follow the district policies and report attendance with due diligence. School authorities will become involved with excessively absent students. “Signing out” of school is counted as an absence if students miss AP Lang. To be counted “present” in class, students sign the day’s roster in class.

2. Missed classes: Class time is devoted to the group as a whole, and the teacher is not able to re- teach or provide deep explanations of assignments and information missed while being absent from class. Extra paper handouts will be placed in a basket for AP LANGUAGE, and students are encouraged to take what they need, to speak with a classmate regarding missed work and missing instructional notes, and/or to speak to the teacher before or after school or class. Documents from this course and the instructor’s slides from class will be available as a pdf under the tab for “Course Documents” on our Blackboard website. Students and parents are encouraged to use the free Blackboard smart phone app.

3. Makeup work is the students’ responsibility and must be completed according to the county guidelines: 2 days after the student returns to class is allowed for each day absent, if the absence is excused appropriately. Students must complete assigned work on time regardless of personal or school activities.

4. Assignments: To turn in an assignment, students must put it physically in the instructor’s hand, not on a desk or somewhere in the classroom. If an assignment is turned in electronically, the day/date stamp on the submission proves one’s timeliness.

5. Unsatisfactory grades: If a student receives a grade on a writing exercise that s/he does not want to accept, students may revise a paper as many times as possible before the quarter grades are submitted for a grade up to 89%. No re-dos are available for daily assignments, projects, tests, and quizzes.

6. Late work: Assignment deadlines are firm deadlines. If a student is late turning in an assignment, 10 percentage points will be deducted up to 50% when it is 5 days late.

7. Extra credit: No individual extra credit assignments will be given. If the opportunity for extra points is offered, it will be available for the entire class.

8. Plagiarism is not tolerated. Plagiarism means lifting passages one sentence or longer from another person’s work, either online or in print, without using quote marks and giving the author credit in a citation and works cited page. Assignments with brief and unintentional (accidental) plagiarism will be resubmitted and subject to “late work” deductions. Extensive (paragraph or more) intentional (on purpose) plagiarism will be awarded a ZERO and may not be resubmitted or revised. Students should ask the instructor for help with work they do not understand. Blackboard’s Safe Assignment feature will be utilized to check for Internet similarity. [SC 9]. Students who cheat on/plagiarize test responses will receive a 0 for that grade.

VII. CLASS SUPPLIES: 1. Journal Book (small spiral notebook or composition book) 2. Class Notebook (choice of folder, binder or spiral notebook) 3. Folder (to maintain a portfolio of all formal and timed writings) 4. Personal flash drive (or one could use a free district-provide Gmail account with Google Drive) 5. Optional sticky notes (if a student prefers to make notes and stick them to their textbook pages).

VIII. The Cowboy CODE and Class Rules: STUDENTS WILL 1. Be COURTEOUS:  Be respectful to everyone in the room.  Put (i.e., place, don’t throw) trash in the trash cans. 2. Be ORGANIZED:  Stow personal electronics out of sight and leave them untouched.  Leave backpacks, bags, totes, or purses in one’s locker.  Sign in, be seated, and take out materials upon arriving to the classroom. 3. Be ENGAGED:  Work. No sleeping or disturbing others. No eating or drinking.  Focus. Class disruptions of any kind will not be tolerated.  Contribute positively to class: Let our awesomeness show. 4. Be DEPENDABLE:  Dress appropriately, wearing SCHOOL ID. If students forget, they go to the RTC.  Bring a text book, pen, and notebook.  Be on time. “On time” means in the room, signed in, and sitting down. Late students should go get a pass from RTC.

IX. The AP Exam: The Advanced Placement Examination will be administered on Wednesday May 11, 2016, at 8:00 am. The test consists of a 60 minute multiple-choice section with 55 questions, worth 45% of the total test score; and a 120 minute essay section with 3 essay questions, worth 55% of the total test score.

X. COURSE CALENDAR

An Introduction to the Course The course opens with a week-long orientation to the course with a focus on the syllabus, texts, and tasks. The instructor will address the goals of and advantages offered by the course, the inclusive philosophy of AP, and apprehensions students may have. Students will be introduced to Blackboard and Google Docs which will be used for discussions and peer editing and collaborative writing during the course. Students will write Paper #1.

AP Exam Practice Timed Writings and Multiple Choice quizzes will be practiced one day a week on alternating weeks, at first with no impact on their grades except participation points, and later with the addition of 1-9 rubric scores as students are gradually introduced to the language of rhetoric, the AP traditional papers and expectations, anchor papers, and types of essays. Students will

1. Write weekly timed and in-class AP practice papers using prompts from previously released rhetorical analysis, argument, and synthesis papers. 2. Practice previously released multiple choice portions of AP exams will also be provided weekly (as time allows). They will study and review these practice tests with small groups, determining what would be the correct answers. 3. Study anchor papers to understand evaluation of their peers and their own work; they will score their own and each other’s work, but the instructor’s score is the one which will be used for a course grade.

Portfolios All formal papers and timed-writing exercises will be kept in a portfolio for the course. In preparation for review for the AP exam in May. One-on-one portfolio conferences will be held during the final 9 weeks while students are working on their research papers. Portfolios, Journals, and notes will be valuable exam review tools.

Journal [SC 3] Over the summer, as they are reading their book, students keep a split page dialectical journal. On the left side of the page, they write meaningful passages from the book. On the right side of the page, they write their responses to those passages (see attachment at the end of this calendar for the assignment). Students will keep a writing journal in which they make entries at least three times a week, assignments including: quick-writes, writing a portion (introduction, body, or conclusion) of an essay, practicing thesis statements, re-writing paragraphs, writing rhetorical situation précis, graphic organizers [SC 14], examples of rhetorical techniques [SC 14], and more. This journal is intended to be a writer’s practice book. Journal assignments begin during week 2.

Vocabulary In the course of reading a wide variety of non-fiction pieces over the year, students will broaden their knowledge of rhetoric — semantics and syntax — and how language works. They will be exposed to vocabulary which may be new or unfamiliar to them. They will make note of these new words in a segment of the journal dedicated to development of vocabulary. Over the course of the year, students will log, incrementally, 350 words which were new to them in their readings and which are not related to the rhetorical tools of writing. It is the instructor’s hope that students will increase their vocabulary by exposure to these vocabulary words and that they will use these words in their own writing and speaking [SC 12].

Paper #1 Students will compose an in-class expository essay explaining the purpose of the writer and arguing the writer’s effectiveness in carrying out that purpose as it relates to ONE of the summer reading novels. Students will write using their Chrome Books; peer review each other’s work using a guided peer review sheet focusing on integration, analysis of evidence, and documentation of evidence; revise their own essay in class; and submit it to Blackboard’s Safe Assign Internet similarity detector. [SC 1], [SC 2], [SC 4]

Unit #1: An Introduction to the Art of Rhetoric Topics for Unit #1 [SC 14] 1. Aristotle’s definition of rhetoric “the faculty of observing in any given case the available means of persuasion” 2. The graphic model of the Aristotelian Triangle to understand the components of the rhetorical situation: speaker, audience, subject, text, context as well as the three appeals: ethos, logos, pathos 3. Automatic ethos and establishment of ethos 4. Counterargument, concession, refutation as a means to appeal to logos 5. Connotations, values, hopes, propaganda, humor, personal pronouns, as means to appeal to pathos 6. The SOAPSTONE organizer as a tool for analyzing rhetorical situation [SC 16]

Terms for Unit #1 [SC 12] Aristotelian triangle, audience, concession, connotation, context, counterargument, ethos, logos, occasion, pathos, persona, polemic, propaganda, purpose, refutation, rhetoric, rhetorical appeals, SOAPSTONE, speaker, subject, text

Texts for Unit #1 [SC 7], [SC 8] 1. Lou Gehrig (July 4, 1939) “Farewell Speech” 2. George W. Bush (September 11, 2001) “9/11 Speech” 3. King George IV (September 3, 1939) “The King’s Speech” 4. Judith Ortiz Cofer (1993) from “The Myth of the Latin Woman: I Just Met a Girl Named Maria” 5. George Will from “King Coal: Reigning in China” 6. Richard Nixon (1952) from “The Checkers Speech” 7. Toni Morrison (2008) “Letter to Senator Obama” from The New York Times 8. Jane Austen Mr. Collins’ Marriage Proposal, from Pride and Prejudice, ineffective rhetoric 9. Appeals and rhetorical situation analysis of visual texts: American Civil Liberties Union (2000) “The Man on the Left is 75 Times More Likely…”; Toles (2005) “Rosa Parks” [cartoon]; World Wildlife Fund [advertisement]; People for the Ethical Treatment of Animals “Feeding Kids Meat is Child Abuse” [ad] 10. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” and a study of a rhetorical analysis of this piece written by a student and needing revision

Close Reading and Annotation The instructor will demonstrate, assign, and check close reading notes for students’ reading of their textbook during our study of Chapter 1 to establish a good foundation for our coursework and to check understanding of the process of close note taking. Students will make annotations on copies or on sticky notes in their textbooks, or as notes in their journals. Students will use SOAPSTONE [SC 16] and Rhetorical Triangle graphic organizers to guide close reading of texts listed above. Their annotations will be aided by instructor’s probing questions while modelling line-by-line annotation of rhetorical moves each piece projected on a white board. [SC 7]

Journal Based on our close reading and study of the texts for this unit of study, students will write a definition of rhetoric and a REVISED definition of rhetoric, and they will complete 8 low-risk rhetorical analyses using a combination of -1- a model of Aristotle’s rhetorical triangle with the three rhetorical appeals, -2- the SOAPSTONE organizer for rhetorical situation, and -3- 4-sentence formula for rhetorical précis writing [SC 3, 17].

Analysis of Rhetorical Situation As a culminating and review activity for this unit, students will analyze the rhetorical situation of four pieces related to the Apollo 11 Moon Mission (1969): 1. The London Times (1969) “Man Takes First Steps on the Moon” [news] 2. William Saffire (1969/1999) “In Event of Moon Disaster” [speech] 3. Ayn Rand (1969) “The July 16, 1969, Launch: A Symbol of Man’s Greatness” [essay] 4. Herblock (July 18, 1969) “Transported” [cartoon] in the Washington Post [cartoon] Framed by our viewing of the 12:00 minute NASA release of the audio and video filming of the launch and moonwalk, students will complete a SOAPSTONE and appeals analysis of the four articles listed above for a homework assignment [SC 14].

Then they will form small groups to compare responses to teach the analysis of one of the pieces to the class. They will come to consensus as a group, checking their homework responses with other group members, and then they will teach a rhetorical analysis of the situation and appeals of their article to the class as a review for the first test. [SC 3]

Test #1 Students will analyze an article that they have not previously read in the context of the course, and they will respond to short answer questions which will require students to identify aspects of the rhetorical situation and appeals, and then explain the effect of the rhetorical moves in the article: Speaker, Occasion, Audience, Purpose, Subject(s), Tone, Rhetorical Appeals (Pathos, Logos, Ethos), Purpose, Thesis, Counterargument, Refutation, and Rebuttal. They will also identify frequently used stylistic elements in the piece such as simile, personification, repetition, and rhetorical questions.

Unit #2: An Introduction to the Art of Rhetorical Analysis Students learn rhetorical strategies both systematically and organically: systematically as they learn new terms through the combination of definitions and examples, and organically as new and nuanced techniques come up in class discussions.

Topics for Unit #2 [SC 14] 1. Close reading and annotating of rhetorical style techniques 2. Diction: powerful words and connotations, colloquial, formal, slang; literal as well as figurative 3. Syntax: interesting sentence constructions such as parallelism, juxtaposition, inversion, antithesis as well as sentence types (compound, complex, periodic, cumulative, imperative) [SC 13] 4. Tone [SC 16] 5. Using graphic organizers for annotations and essays [SC 14] 6. Developing thesis statement, writing unified body paragraphs, balancing specific and general illustrative detail [SC 16], integrating quotes, using MLA style citations [SC 9] [SC 11]

Terms for Unit #2 [SC 12] Syntax, diction, tone, pacing, repetition, imagery (5 types), shifts, narration, connotation, hyperbole, litote, persona, colloquialism, alliteration, allusion, anaphora, antimetabole, antithesis, archaic diction, asyndeton, cumulative sentence, hortative sentence, imperative sentence, inversion, juxtaposition, metaphor, oxymoron, parallelism, periodic sentence, personification, rhetorical question, synecdoche, zeugma

Texts for Unit #2 [SC 7], [SC 13, 14, 15, 16] 1. Queen Elizabeth I (1588) “Speech to the Troops at Tilbury” –view Helen Mirren’s performance Elizabeth I (2005) to understand the rhetorical situation, appeals, and how her creation of a persona relates to her purpose, royal use of plural pronoun, formal/informal discourse [SC 14] 2. Winston Churchill (May 1940) “Blood, Toil, Tears, and Sweat” view video of Churchill’s address to the House of Commons. Focus on structure, tone, pacing, parallel structure, repetition [SC 14] 3. Ralph Ellison (1962) “from On Bird, Bird-Watching and Jazz” –view video of Charlie Parker performance, teacher model annotations focused on structure, syntax, pacing, allusions, and dashes with input from class and probing questioning; students take the AP released multiple choice AP quiz on this selection and analyze correct answers in a double-entry journal [SC 3] [SC 13] 4. Joan Didion (1965) “The Santa Ana Winds” from Los Angeles Notebook to practice annotating rhetorical style moves: imagery, sentence structure, appeals, tone, shifts, folktale narration, anecdote, hyperbole; Use of a graphic organizer to organize annotations [SC 14] 5. Paired Readings: Virginia Woolf (1942) “The Death of the Moth” and Annie Dillard (1975) “The Death of a Moth” study how style helps authors achieve their purpose.

Journal assignments will provide a canvas for scaffolding step-by-step process to draft Paper #2 in stages with assistance from peers and the instructor. [SC 2], [SC 3]: Précis of both Queen Elizabeth’s and Winston Churchill’s speeches, Annotation practice on Ellison’s essay, Graphic organizer of annotations on Didion’s essay, and multiple graphic organizers on the paired readings. [SC 14]

Paper #2: Comparison/Contrast Analysis of Rhetorical Style in Paired Readings Students will read, annotate, and analyze paired-essays and write a formal in- and out-of-class MLA style cited thesis-driven comparison/contrast rhetorical style analysis essay with an emphasis on author’s purpose. The prompt students will address is: Compare and contrast the style used in Annie Dillard’s “Death of a Moth” and Virginia Woolf’s “The Death of the Moth.” Students may consider such stylistic rhetorical elements as tone, diction, syntax, figurative language, and appeal. Explain how these elements contribute to the writers’ purpose. [SC 1], [SC 5], [SC 9], [SC 10]

To produce Paper #2—The instructor will provide formative guidance throughout this process 1. Students will closely read and annotate both Virginia Woolf’s “Death of the Moth” (1942) http://gutenberg.net.au/ebooks12/1203811h.html#ch-01 and Annie Dillard’s “Death of a Moth” (1975). http://harpers.org/archive/1976/05/the-death-of-a-moth/ They will use close reading comprehension questions to guide their annotations. 2. Students will share and compare their annotations with each other in small groups, and then small groups share out to the whole class. The teacher will annotate the piece according to the small groups’ reports, using a projected image. 3. Students will take AP style Multiple Choice quizzes on both essays and with the assistance of their peers, working in very small groups, make two-column entries in their journals of each explicit quiz item and its correct answer and the implicit reasons why the answer is the correct answer. 4. Then, using their quizzes for each piece, students will add to their annotations of their articles. 5. Students will use a graphic organizer for listing and categorizing their annotations to help students see what they know regarding the elements of style as mentioned in the prompt for their essay. They will use a graphic organizer to sort both sets of annotations into one document which they will use as an outline for their comparison/contrast papers. Annotations will be coded to the prompt in completing a graphic organizer. 6. The instructor will review sample comparison/contrast anchor papers which students wrote on previous AP comparison/contrast prompts. Instruction on blending quotes into students’ test will follow, citing in MLA style [SC 9] [SC 10], and using a thesis to drive their analysis will follow. 7. Students will use Google Docs to write their essays. 8. Students will write their MLA works cited entries with their peer editor [SC 9 & 11] 9. They will share their doc with a peer editor and follow a guide sheet to review papers and suggest revisions. Peer reviews will always involve written documentation of the reviewer’s thoughts, whether this occurs on Google Docs or on paper. Sometimes students will use a graphic organizer for analyzing their sentence starters, types of sentences, number of challenging vocabulary words [SC 12], number of words per sentence, and tone. In each of their writing assignments students are required to use syntactic variety. [SC 13] 10. Instructor conferences will begin with an identification of what works well in the student’s paper. The student may be asked to read aloud a passage that was especially good in order to hear his/her voice in the rhetoric. Then conferences vary according to student needs, typically focusing on selection,

integration, and documentation of evidence; use of general and specific detail to develop ideas; sentence structure and/or variety; precise word choice; organization of ideas, and paragraph unity. Conferences may also include a discussion of the students’ peer review form [SC 12-16]. 11. Students will submit their essays to Blackboard’s Safe Assign to detect any unintentional or intentional plagiarism. Essays will be graded with the AP Language rubric with scores from 1-9. 12. Papers will be returned to students in one-on-one conferences which will serve to inform and to encourage students about their strengths and targets for improvement as writers of rhetorical analysis. Students may revise essays up to one week before the end of the marking period if they desire. 13. When papers are returned to the class, the instructor will provide overviews of general concerns for the class’s progress on objectives, such as increasing sentence variety, balancing generalization and illustrative detail, blending and using the evidence, addressing the prompt, transitions, improving analysis, or using appropriate tone or finding one’s voice. The instructor will also create mini-lessons that focus on these particular areas where we could improve for next time [SC 2].

Other major papers written in and out-of-class follow the same process outlined above [SC 2].

Test #2 Students will review unit terms using an online vocabulary practice website [SC 12] [SC 14]. They will also create a collaborative wiki using our Blackboard LMS including terms, definitions, examples, and an image. This wiki will include: diction, syntax, and figurative language: antithesis, aphorism, alliteration, juxtaposition, parallelism, euphemism, colloquialism, hyperbole, onomatopoeia, analogy, paradox, symbolism, oxymoron. On the test, students will identify examples of terms and annotate an unfamiliar passage with style terminology [SC 3]

Paper #3 Style Analysis Activity for Paper #3 Students will write a thesis-driven comparison/contrast style analysis of three documents focusing on the legacy of John F. Kennedy [SC 5]. Following the same process outlined above for Paper #2, except for substituting whole class discussion focused on how to annotate for rhetorical style [SC 13] for the multiple choice quizzes. We will view footage of Kennedy’s delivery of the inaugural address, view several photographs of the event in addition to the Army Signal Corps photo, and students will closely read and annotate three documents related to John F. Kennedy’s inauguration in 1961:

1. John F. Kennedy (January 20, 1961) “Inaugural Address” 2. Eleanor Clift (January 2011) “Inside Kennedy’s Inauguration, 50 Years On” The Daily Beast & Newsweek 3. United States Army Signal Corps (January 20, 1961) “Inauguration of John F. Kennedy” [photo]

Students will form small groups and discuss their annotations. Groups report out to the whole class to check their understandings of rhetorical structure and style [SC 13]. Working independently, students will use a graphic organizer to categorize their annotations and to organize their evidence for paper #3. The graphic organizer will contain evidence that will be cited using MLA style in the paper [SC 9] [SC 10]. Following the process outlined above for paper 2, students will collaborate and review their work at several stages in the writing process, and they will conference with the instructor several times during the process. [SC 1], [SC 2]

Timed Writing and Multiple Choice Practice Now that we have learned and practiced multiple choice segments of the AP exam that relate to the readings in Chapters 1 and 2 in our textbook and grappled with application of the language of rhetoric and rhetorical style, scores on our once a week practice exercises, practices for the AP exam, will begin to affect students’ grades for the course. The instructor makes the commitment to return practice papers within 48 hours of our practice. Students will vote to select the day of the week for this task.

Unit #3: What is Argument? Topics for This Unit of Study [SC 13] 1. Defining argument (vs. “crazed rhetoric”) and Rogerian argument 2. Staking an arguable claim, assertion, proposition 3. Understanding claims of fact, claims of value, and claims of policy. 4. Stating a claim and develop it into a thesis: Open, closed, or counterargument thesis statements 5. Presenting evidence: relevant accurate, and sufficient 6. Recognizing fallacies: logical fallacies, fallacies of relevance (red herring, ad hominem fallacy, faulty analogy), fallacies of accuracy (straw man, either/or false dilemma), fallacies of insufficiency (hasty generalization, circular reasoning), false dichotomy 7. Selecting types of evidence: First-hand, personal experience, anecdote, trickiness of treating emerging or current events; Second-hand evidence, historical information and post hoc ergo propter hoc; Expert opinion, appeal to false authority; Quantitative evidence, Bandwagon Appeal (ad populum fallacy) 8. Developing and articulating patterns of argument: classical oration—exordium, narration, confirmation, refutation, and peroration; inductive and deductive (syllogism) reasoning and argumentation; the Toulmin Model (1958) by Stephen Toulmin: claim, support (evidence), warrant (the assumption), backing, qualifier, and reservation. 9. Using Toulmin or other patterns of argument to provide order/coherence to our own arguments 10. Analyzing visual texts as arguments: checklist for analyzing visual arguments, OPTIC strategy

Terms for Unit #3 [SC 12] Ad hominem, ad populum, appeal to false authority, argument, assumption/warrant, backing, begging the question, circular reasoning, claim, claim of fact/policy/value, classical oration (introduction, narration, confirmation, refutation, conclusion), closed/open thesis, deduction, false dilemma, logical fallacy, faulty analogy, first/second hand evidence, hasty generalization, induction, post hoc ergo propter hoc, qualifier, quantitative evidence, rebuttal, reservation, Rogerian arguments, straw man, syllogism, Toulmin model

Texts for Unit #3 [SC 7], [SC 8] 1. Amy Domini (2009) “Why Investing in Fast Food May Be a Good Thing”: understand opposing position, enhanced with http://www.domini.com/about-domini/News/Press-Release-Archive/amy-domini- honored-time-magazine Amy Domini named one of Time Magazine’s 100 Most Influential People 2005 2. Roger Ebert (1977) Review of Star Wars: annotate moves of argument and note criterion 3. Anna Quindlen (1999) from “The C Word in the Hallways” from Newsweek: claim of policy 4. New York Times Editorial Board (2004) “Felons and the Right to Vote”: annotate/identify 3 types claims 5. Jennifer Oladipo “Why Can’t Environmentalism Be Colorblind?”: hasty generalization 6. Fabiola Santiago “In College, These American Citizens Are Not Created Equal” 7. Dana Thomas “Terror’s Purse Strings”: types of evidence, three appeals review

8. Sandra Day O’Connor and Roy Romer (2006) “Not by Math Alone”: model of classical argument 9. Malcolm Gladwell “from Outliers” example of inductive argumentation; enhanced with http://www.youtube.com/watch?v=Hz4hPbHIZ6Y CNN interview with Gladwell on Outliers; also, an New York Times editorial http://www.nytimes.com/2008/11/18/books/18kaku.html?pagewanted=all 10. Thomas Jefferson (1776) “Declaration of Independence” both inductive and deductive argumentation 11. Elizabeth Cady Stanton (1848) =”The Declaration of Sentiments” both inductive and deductive argument 12. Polyp.org “Rat Race” [cartoon] 13. Alfred Stieglitz (1907) “The Steerage” [photograph] 14. United States Postal Service (2001) “The Heroes of 2001” [photograph]

Journal Students will develop an argumentative essay on a student-selected/instructor-approved topic of interest throughout work on Chapter 4. All drafting assignments will be contained in their journal as separate writing tasks, scaffolding their first argumentative essay: -1- selecting a topic; -2- staking a claim; -3- developing a thesis; -4- selecting evidence: historical, expert testimony, quantitative; -5-shaping the argument; -6-selecting visual evidence; and -7- Students will then outline the complete argument using three different types of evidence and a visual text [SC 2], [SC 8]. Each step will be reviewed by small groups, enhanced by peer review, and instructor consultation.

Paper #4 The journal described above will be used to draft Paper #4. Students will be introduced to previously released AP Language argumentative anchor papers from recent exams to study the expectations from this type of essay. Then they will write the argument developed step-by-step in their journals throughout our work on this chapter. 750-1000 words. Cite each source of evidence [SC 9]. Include an MLA works cited page [SC 10]. Students will peer review papers, using the comment feature of Google docs to mark the moves of argument featured in the paper, including the types of evidence, the pattern of the argument and the elements of the pattern selected by the writer. This paper will be submitted to Blackboard’s Safe Assign. [SC 1], [SC 2], [SC 3], [SC 6]

Test #3 Students will review terminology from this unit using an online vocabulary practice website [SC 12]. For their test, students will be required to identify and explain the rhetorical moves of argumentation in a classic argument which was not previously read in class. Students will also respond to multiple choice items which require knowledge and application of the terminology of the unit.

Paper #5 Collaborative Writing: Analysis Activity The class will view video of President Barak Obama’s acceptance of the Nobel Peace Prize and listen to a clip of his acceptance speech. In class discussion, students will consider the prestige of a Nobel Prize and view a list of previous and recent recipients of the Peace Prize. We will annotate the piece on the white board as a class. Using a shared Google doc, and in a group of up to 3 other people, each student will contribute 250 words to a 750-1000 word analysis of two texts related to President Barak Obama’s award of the Nobel Peace Prize (2009): 1. Tom Toles (2009) “Heavy Medal.” [political cartoon] from The Washington Post 2. Michael Binyon (2009) “Comment: Absurd Decision on Obama Makes a Mockery of the Nobel Peace Prize” http://online.wsj.com/article/SB125509603349176083.html Wall Street Journal.

The Prompt for Paper #5 follows: The collaborating writers will discuss the way that each text makes similar claims in different ways, and include a discussion of the way each argument is developed and the impact it is likely to have on an audience. The group paper must be coherent and fluent, with all writers’ work seamlessly blended and evidence cited using MLA style [SC 3], [SC 6], [SC 9], [SC 10].

After examining argumentative anchor papers to refresh our understanding of the AP rubric, the group’s document will be peer-evaluated with the AP 1-9 rubric for argumentation, with small groups exchanging and peer reviewing another small group’s work by using the comments feature on Google docs.

Google doc’s tools will reveal the contributions of each writer and peer reviewer. All members are expected to contribute equally. Groups will evaluate their cohesiveness as groups. The teacher offers formative feedback throughout the writing process. [SC 1]

Timed Writing and Multiple Choice Practice During our continuing study of synthesizing arguments, students will continue our tradition of once a week review and practice for the AP exam in May, alternating timed writing and multiple choice practices.

Collaborative Journal entries To set themselves apart, columnists for print and online publications establish a viewpoint and writing style. The types of sources they use and the way they use them are part of that style. Using three columns by one writer, threesomes of students will analyze the columnist’s audience by examining the language, viewpoint, and types of sources he or she uses.

Within the triad, students will create a graphic organizer [SC 14] for three articles demonstrating these considerations for each article.

In their journals, they will write a précis of the rhetorical situation, a brief analysis of the rhetorical technique, and an analysis of the argument.

Students will post their graphic organizers to a class wiki, publishing their work for the benefit of others in the class. [SC 3], [SC 6], [SC 14]

The teacher offers formative feedback throughout the writing process.

Unit #4: Synthesizing Argumentative Sources and Entering an Academic Conversation Topics for This Unit of Study [SC 14] 1. Synthesizing an argument using a variety of texts 2. Awareness of bias in sources 3. Paraphrasing accurately 4. Paraphrasing vs. quoting 5. Choosing sources with awareness of audience 6. Framing, integrating, and citing sources

Terms for Unit #4 [SC 12] Synthesis, bias, framing quotations, integrating quotations, citation

Texts for Unit #4 (from our textbooks) [SC 7], [SC 8] Two sets of texts on two different topics form the core of this unit, and visual texts are included in each list: 1. Theme: Mandatory Community Service: a. Neil Howe and William Strauss “from Millennials Rising” b. The Dalton School, “Community Service Mission Statement” c. Detroit News, “Volunteering Opens Teen’s Eyes to Nursing” d. Dennis Chaptman, “Study ‘Resume Padding’ Prevalent in College-Bound Students Who Volunteer” e. Arthur Stukas, Mark Snyder, and E. Gil Clary, “from Youth Attitudes toward Civic Education and Community Service Requirements” [bar graphs] Journal Students will complete activities throughout study of the first set of texts for this unit, studying a process for writing a synthesis argument. For the first set of texts, students will address this prompt: Using the following (first set of) documents on community service requirements in high schools, write an essay explaining whether you believe that high schools in general—or your specific school or district— should make community service mandatory. Incorporate references to or quotations from a minimum of three sources in your essay. Students will also annotate a sample student’s essay and include it in their journal. [SC 3]

2. Theme: The Dumbest Generation (Bauerlein)? a. Mark Bauerlein “The Dumbest Generation: b. Sharon Begley “The Dumbest Generation? Don’t Be Dumb” c. Mizuko Ito, et al., “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” d. Nicholas Carr “Is Google Making Us Stupid? e. R. Smith Simpson “Are We Getting Our Share of the Best?” f. Steven Johnson “Your Brain on Video Games” g. Clive Thompson “The New Literacy” h. Roz Chast “Shelved” The New Yorker [cartoon] Paper #6 Students will use the second set of texts listed for this unit to complete Paper 6. Paper 6 takes the Journal writing sketched above to the next level by requiring not only the steps in a process for writing a synthesis paper but also the paper itself. [SC 6] The prompt follows: Students today live and learn in a world with vastly more complex technology than that of previous generations. Many people see this new technology as a way to expand and distribute knowledge, but others lament the constant distractions that accompany this onslaught of information, and still others bemoan harmful effects of technological change on younger generations. Students will carefully read the 8 sources listed above which examine “The Dumbest Generation” (Bauerlein) including the introductory information and synthesize information from at least 3 sources. They will then use a graphic organizer to sort their annotations on the articles in the unit into an argument outline. All evidence will be cited using MLA style [SC 9] [SC 10].

Students will write and peer review their thesis statements and conference with the instructor. In their conferences, students will explain to the instructor how they envision using the sources as evidence and how they will refute a counterargument. They will incorporate information into a coherent, well-developed essay evaluating the claim that those under age 30 are “the dumbest generation.” They must make their argument the core of the paper and use sources to illustrate their claim, citing sources with author names, and avoiding summarizing the sources. Students will peer review drafts of their papers, conference with the instructor on the section that peer reviewers saw as the weakest part of the paper, and then create a finished draft of their synthesis argument. The teacher offers formative feedback throughout the writing process. [SC 1], [SC 2], [SC 6]

Paper #1: After winter break ends and before semester two begins, summer-reading make up essays are due.

Unit #5: Advancing our Understanding of Synthesizing Argument Essential Questions [SC 15] 1. Does every text pose an argument? 2. How do speakers and writers use language to influence the opinions of others? 3. Why do authors and visual artists use irony, including puns and sarcasm, in their work? 4. How do authors use style and structure to advance their arguments? 5. How can multiple sides of an argument enrich the understanding of an issue? 6. How do writers acknowledge diverse viewpoints without undermining the strength of their own argument? 7. How do photographs function as both visual evidence and visual arguments? 8. How does point of view influence written and visual arguments? 9. What are the ethical implications of visual arguments? 10. How can we make discourse more civil?

Paper #7 & Paper #8 Our continuing practice in the process of synthesizing arguments will be effected by democratic processes in class. The class will vote to select two thematic questions from the list of collections of articles and images which are included in our textbook, The Language of Composition, 2nd edition. Texts from these chapters will inform our work on Unit #5. [SC 7], [SC 8]  Education and our schools  Our language and ourselves  The community and the individual  Pop culture and social values  The economy and our everyday lives  The environment and personal  Gender roles and society responsibility  Sports and values  The citizen and the state The prompt follows: Students summarize a current and/or controversial political/popular culture issue, using sources in a selected chapter of our text, to compose an essay arguing their own position on the issue. [SC 3] To write their essay, students will synthesize the information in 3-4 articles in each of the collections and produce argumentative papers which will move through the processes (detailed in papers 1 or 2 on this syllabus). All evidence will be cited using MLA style [SC 9] [SC 10]. The teacher offers formative feedback throughout the writing process outlined in the narrative for Paper #2. [SC 1], [SC 2], [SC 6]

Unit #6 Photographs as primary sources [SC 8] Because our students live in a highly visual world, we also study the rhetoric of visual media such as photographs, films, advertisements, comic strips, and music videos. Visuals and videos are used to accompany and enhance our experience studying almost every piece of rhetoric in this course, but this unit of study will be dedicated to the study of the photos themselves as individual pieces of rhetoric. A thorough discussion of copyright laws and privileges as well as open source, copyleft, and creative commons licensing will be included in this unit of study so students understand what types of media are accessible for use in papers and projects.

Visual Texts for Unit #6 [SC 8] 1. “Photos That Changed the World” TED Talk by Jonathan Klein https://www.ted.com/talks/jonathan_klein_photos_that_changed_the_world?language=en 2. American Alphabets by Wendy Ewald 3. “Suffering Under a Great Injustice: Ansel Adam’s Photographs of Japanese American Internment at Manzanar” in the Library of Congress Collection http://www.loc.gov/collections/ansel-adams- manzanar/about-this-collection/ 4. Dorothea Lange photographs retrieved from http://www.loc.gov/pictures/search/?q=dorothea+lange&st=gallery and Migrant Mother http://www.loc.gov/rr/print/list/128_migm.html http://www.historyplace.com/unitedstates/lange/ 5. Walker Evans photographs from the Metropolitan Museum of Art http://www.metmuseum.org/toah/hd/evan/hd_evan.htm and Time http://time.com/50857/walker- evans-american-photographs/ 6. Alexander Gardner photographs Antietam and Civil War http://www.nps.gov/media/photo/gallery.htm?id=2412F92B-1DD8-B71C-0728A9DF066D2649 7. Brian Walski photographs “Manipulating Truth, Losing Credibility” by Frank Van Riper from the Washington Post, retrieved from http://www.washingtonpost.com/wp- srv/photo/essays/vanRiper/030409.htm & other photo-shopped controversial magazine covers.

Paper #9 Students will read and annotate Donald Murray’s “The Stranger in the Photo Is Me,” taken from the August 27, 1991, Boston Globe [SC 7] [SC 8]. During this two week process, students will articulate the argument in Murray’s essay and photo. Then, students will write their own personal essay, similarly framed around an argument using expository and narrative writing strategies to develop their essay. Following consultations with peers, they select one or more personal photos as points of departure for purposeful memoirs of their own that integrate images [SC 4], [SC 8]. Each student is asked to use details, memories, perceptions, and ideas that can be gathered up and purposefully arranged, using Murray’s essay as a model for departure. The teacher offers formative feedback throughout the writing process [SC 1]. Students will do a read-aloud peer review in triads, providing each peer editor a copy of the draft to review, with peer editors marking places of especially effective and awkward flow and voice. Students will revise drafts and prepare a final draft which may be published, with students and parent permission on our class website. [SC 2]

Timed Writing and Multiple Choice Practice During our study of visual images, students will continue our tradition of once a week review and practice for the AP exam in May, alternating timed writing and multiple choice practices but using visuals as texts. [SC 8]

Unit #7: The Research Paper

Paper #10: An MLA Documented Argumentative Essay Synthesizing Primary and Secondary Sources The culminating assignment of this course requires students to move beyond the texts offered for whole class consideration by writing a researched argument paper that asks them to draw upon their own researched sources. Students write an issue-based research paper by selecting a prominent cultural issue, conducting independent research, incorporating two copyright-released images as part of their research, archiving and citing properly according to MLA guidelines [SC 9], and articulating a coherent, persuasive position on that issue. They articulate, develop, and support their own position in response to a controversial, academic, arguable, and timely topic approved by the instructor. [SC 10] All research sources except seminal historical articles will be copyright-free or copyright-released images [SC 8] and non-fiction pieces published within the last five years. [SC 7] Students will write their paper one section at a time using a schedule of firm deadlines. [SC 2] Students will examine and discuss each side of the issue in turn, using a form provided by the instructor. The form requires thought and commentary on the use of appeals, data, counterclaims, rebuttals, concessions and the like that any person well informed on both sides of the topic would need to understand. Students will then find their position, establish their claims and evidence, take alternatives into account, refute the opposition if necessary, and come to some conclusions about the issue. [SC 1]

Students will  Choose a current event that is connected to one of the themes in the textbook, with instructor approval.  Research the topic through different types of sources (newspapers, magazines, online news, interviews, visuals, and scholarly research) evaluating sources for credibility and appropriateness.  Differentiate between primary and secondary sources.  Take careful notes, citing sources carefully using MLA style [SC 9] [SC 10].  Develop an argument about the topic using discussion board feature on Blackboard [SC 3].  Establish a claim, and publish it on a Blackboard Wiki [SC 3].  Outline ideas including sources as evidence [SC 3].  Use sources as support of the position, avoiding summary and drop-in quotes.  Integrate a variety of sources into a coherent, well-written and documented argumentative essay.  Cite with both direct and indirect citations, using signal phrases and voice markers [SC 9].  Create works cited page using a minimum of six sources in MLA format [SC 10].  Integrate two copyright unrestricted, copyleft, or open source visuals into the text of the argument. using MLA style conventions. Each image will be of high quality and sized to no larger than a half page. [SC 10]  Formal conference with instructor: Development of Thesis & Outline, and Integration of Visuals.  Use Google Docs to share with two peer reviewers.  Avoid intentional and unintentional plagiarism, adhering to policy of Academic Honesty. Submit paper to Blackboard Safe Assign from which it will receive a less than 20% Internet Similarity report [SC 2] [SC 9].

Peer and Instructor Feedback [SC 12, 13, 14, 15, 16] The teacher offers formative feedback throughout the writing process. Lessons will be implemented according to the following steps in the process of integrating, synthesizing, and documenting an MLA-style college-level research paper [SC 10]. Feedback includes word usage and vocabulary, sentence structure analysis in peer review, organization, transitions, general and specific illustrative details, tone, and voice.

Attention will be given to copyright laws and the inclusion of two visual images in the text of the student’s thesis-driven argument.

Students will collaborate with peers, move through a series of three peer reviews of different stages of their drafting, and continue to receive support and feedback during the process from the instructor. In response to peer and instructor feedback, students are expected to sharpen and exercise research and rhetorical argument skills while carefully blending, citing, and documenting primary and secondary sources using MLA style conventions [SC 2] [SC 10].

Timed Writing and Multiple Choice Practice During the process of drafting their research papers, students will continue our tradition of once a week review and practice for the AP exam in May, alternating timed writing and multiple choice practices.

Semester Exams (2.5 hours)  Part 1: Multiple Choice—this section is interpretation of new material. Students read four passages and respond to approximately 50 questions on those passages. Reading selections and questions are similar to Released AP English Language and Composition exams.  Part 2: Free Response—this section is either rhetorical analysis (comparison/contrast) or argumentation (synthesis). The essay is graded on the AP rubric’s 9 point scale.

Summer Reading and Journal Assignment for AP Language and Composition

Summer reading provides an early opportunity to be immersed in the type of texts (mostly nonfiction) with which we will be working throughout the school year. It also gives students a chance to become comfortable with and exercise specific skills required throughout the class. [SC 7] Students who add the course at the beginning of fall term will have until first semester exams begin to make up this assignment. Similarly, students who add the course at semester break will have until the AP exam in May to complete this task.

For the AP Language and Composition summer assignment, students will need to choose two nonfiction books to read and annotate. Students will either read ONE book over summer break and ONE book over winter break or TWO over summer and NONE over winter break.

 Proof of annotation must be clear. If students buy the book, they can write in it. If not, they should use post-it notes or some other form of note-taking. Scanning and printing pages from it and then annotating would be another acceptable idea. Students may purchase a book, check it out from the school library or public library, or download it on a digital reader.  For each text, students will also need to complete a dialectical journal (see below for instructions and example). [SC 3]  This work is due on the first day of class and will prove to be beneficial during the first weeks of class as there will be a related writing assignment. Students will still need to have their copy of the book when school starts. A list of proposed titles follows.

If students choose books that are not on this list, they must fit the following listed requirements:

1. Each book needs to be at minimum high school reading level or above and should have 150 or more pages of text. 2. The book must consist of mainly text. It may not be a coffee table book, DIY book, Self-Help, Cook Book, or Encyclopedia. 3. The book must have been published within the past 15 years. Books from the book list may be an exception to this rule. Proposed Titles

Memoirs/Bios  Bob Dylan: Together Through Life  Robert Hardy: A Deeper Blue: The Life and  Walter Issacson: Steve Jobs Music of Townes Van Zandt  John Howard Griffin: Black Like Me  Mark Twain: Autobiography of Mark Twain  Dave Pelzer: A Child Called "It"  Anges Kamara-Umunna: And Still Peace Did  Dave Sobel: Longitude: The True Story of a Not Come Lone Genius Who Solved the Greatest  Rosamond Carr: Land of a Thousand Hills Scientific Problem of his Time  Jean-Dominique Bauby: The Diving Bell and  Tobias Wolf: This Boy’s Life the Butterfly  Charles Shields: And So It Goes: Kurt  Steve Lopez: The Soloist Vonnegut: A Life  Greg Grandin: Fordlandia: The Rise and Fall  Tina Fey: Bossy Pants of Henry Ford's Forgotten Jungle City  Alex Haley: The Autobiography of Malcolm  Dave Eggers: Zeitoun X  Barack Obama: Dreams from My Father Continued 

Science/Math/Economics History

 Viktor Mayer-Schonberger: Big Data  Howard Zinn: A People's History  Oliver Sacks: The Man Who Mistook His  S.C. Gwynee: Empire of the Summer Moon Wife for a Hat; Musicophilia; Hallucinations  John M. Barry: The Great Influenza: The  Charles Seife: Zero: The Biography of a Story of the Deadliest Pandemic in History Dangerous Idea  Mark Kurlanksy: Salt: A World History  Joshua Foer: Moonwalking with Einstein  Charles Perkins: Confessions of an Economic  Neil Degressi Tyson: Death by Black Hole Hitman  Dave Sobel: Longitude: The True Story of a  Dee Alexander Brown: Bury My Heart at Lone Genius Who Solved the Greatest Wounded Knee Scientific Problem of his Time  Daron Acemoglu, James Robinson: Why  Brian Greene: Fabric of the Cosmos Nations Fail  E.O. Wilson: The Diversity of Life  Jared Diamond: Guns, Germs, and Steel  Sebastian Seung: Connectome  Barbara Demick: Nothing to Envy: Ordinary  Mario Livio: The Golden Ratio Lives in North Korea  Siddhartha Mukherjee: The Emperor of all  Daniel Walker Howe: What Hath God Maladies: A Biography of Cancer Wrought  Arika Orkent: In the Land of Invented  Michael R. Gordon and Bernard E. Trainor: Languages The End Game  John McWhorter: The Power of Babel: A  Stephen Greenblatt: The Swerve: How the Natural History of Language World Became Modern  Joby Warrick: The Triple Agent: The al- Travel Qaeda Mole who Infiltrated the CIA  Jeanette Walls: Glass Castle  Tim Weiner: Legacy of Ashes: The History of  Robert Persig: Zen and the Art of the CIA Motorcycle Maintenance Culture  David Grann: The Lost City of Z: A Tale of Deadly Obsession in the Amazon  Andrew Sullivan's: Virtually Normal  Daniel Kahneman: Thinking Fast and Slow Essays  Susan Cain: Quiet: The Power of Introverts  Susan Sontag: Against Interpretation; As in a World That Can't Stop Talking Consciousness is Harnessed to Flesh  Nicholas D. Kristof, Sheryl WuDunn: Half the  Joan Didion: The Year of Magical Thinking Sky  John Updike: Higher Gossip  Elaine Pagels: Revelations  Gore Vidal: United States: Essays 1952-1992  Adeline Yen Mah: Chinese Cinderella- The  Milan Kundera: The Curtain True Story of an Unwanted Daughter  Thomas Friedman: The World is Flat

 Carl Sagan: The Demon Haunted World  His Holiness The Dalai Lama: Beyond Religion

Continued 

 Irina Ratushinskaya: Grey is the Color of  Benjamin Barger: Jihad v. McWorld Hope  Stephen King: On Writing  Daniel H. Pink: Drive  Tom Wolfe: The Electric Kool Aid Acid Test  Mark Pendergast: Uncommon Grounds:  Raji Esme Codell: Educating Esme: Diary of a How Coffee Changed the World Teacher’s First Year  Diance Ravitch: The Language Police  Jonathan Mooney: The Short Bus: A Journey  Marc Reisner: Cadillac Desert Beyond Normal  Michael Pollan: The Omnivore's Dilemma  Eric Schlosser: Fast Food Nation  Azar Nafisi: Reading Lolita in Tehran  Barbara Ehrenrich: Nickel and Dimed: On  Chip and Dan Heath: Made to Stick: Why (Not) Getting by in America Some Ideas Survive and Others Die  Malcolm Gladwell: Outliers: The Story of  Erik Larson: The Devil in the White City Success  Mary Roach: Stiff: The Curious Lives of  Malcolm Gladwell: David and Goliath: Human Cadavers Underdogs, Misfits and the Art of Battling  R. Jay Magill Jr.: Sincerity Giants  Jonathon Kozol: Savage Inequalities

Complete the following for both books and bring them to class on the first day:

Dialectical Journal:

1. Students will complete a series of journal entries for each book that demonstrates engagement with the texts, attempts to understand the various arguments presented, and provides a sampling of their best critical thinking. 2. For each book, students will complete a chart like the example below. Please be professional— all information must be typed (12 point font, Times New Roman print). Also, students must: • Create a heading with one’s name, the book title, and book author. Students only need one heading for each book and they must use proper MLA format [SC 10]. • Select 9-12 meaningful passages that adequately draw from the beginning, middle, and end of each text. • Write out the entire passage with quotes, and include the page number from which it came. • Paraphrase or summarize the passage. It will be helpful to provide the context in which it came. In other words, what is happening before and after this passage appears in the text? • Analyze and react to the passage in full sentences—not notes. This should NOT just be a personal reaction or summary; rather, one should attempt to analyze the methods that the writer uses to make his or her argument. This is where students demonstrate engagement and reflection. Each analysis should be longer than the selected quotation or passage [SC 3].

Example Set-Up for Dialectical Journal:

Student Name: Pat Doe

Book Name: The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead

Author: David Callahan