Professional Documents
Culture Documents
Course Objectives: Upon completing AP English Language and Composition students will be able to:
Analyze and interpret samples of good writing, identifying and explaining an authors use of rhetorical strategies and techniques
Apply effective strategies and techniques in your own writing in both formal and informal contexts
Create and sustain arguments based on readings, research, and/or personal experience
Write for a variety of purposes
Demonstrate a wide-ranging vocabulary
Produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with
appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions
Demonstrate understanding and mastery of standard written English as well as stylistic maturity in your own writing
Demonstrate understanding of the conventions of citing primary and secondary sources through correct use of MLA or APA
citations
Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising,
editing, and review
Write thoughtfully about your own process of composition
Revise a work to make it suitable for a different audience
Analyze image as text
Evaluate and incorporate reference documents into researched papers
Syllabus
Yearlong Activities:
Reading:
Outside reading Students will be given a list of recommended non-fiction books from which to choose a minimum of one per quarter to read
outside of class time. In addition to reading the book they will be required to complete a nonfiction book report on each text for quarters one
through three. For the fourth quarter outside book report, students will complete a synthesis project that will require them to research a topic
from their book and compile a report based on their findings. This research report will require proper MLA formatting, including an accurate
works cited page in addition to correct use of in-text citations.
In class texts Students will read a wide variety of speeches, essays, and excerpts from nonfiction texts. Students will also examine several visual
texts, such as political cartoons, advertisements, and music videos. Students will focus on reading these pieces critically, identifying effective use
of grammar, style, tone, diction, imagery, syntax and how those elements come together to appropriately address their intended audience and
purpose.
Po
Students will work through the chapters and exercises in Rhetorical Grammar throughout the year. Students will focus on how grammar can be
used rhetorically to alter purpose and affect audience.
Vocabulary:
Students will take a literary term diagnostic test at the beginning of the year to determine what rhetorical vocabulary they need to study. This test
will consist of terms studied in the AP Literature course taught here at CIA. Students are encouraged to familiarize themselves with any terms
they do not recognize as we will be using these terms to discuss text throughout the year.
Timed Writes:
Students will participate in a timed write based on an AP exam prompt on a regular basis. Writes may be a rhetorical analysis, argument, creative
piece, expository piece, or synthesis of given material, but will align with the current focus of the class and build in concept; each genre will be
covered at least once throughout the course of study. Most timed writes will be peer reviewed, self-graded, and evaluated by instructor.
Multiple Choice Practice:
Students will take a baseline sample AP MC test at the start of the school for diagnostic purposes. In addition to direct instruction on multiple
choice test taking strategies, students will take multiple MC quizzes throughout the year and will be required to keep track of scores on a chart in
order to identify question types that they find challenging and develop a study strategy to address problem question types.
Modes Project:
Semester one, students will complete a project on the seven modes of writing. Part of this project will be a group grade where each group
becomes experts in one of the modes and teaches/guides students in that area. The second portion of the project will be an individual grade given
to students when they complete their modes project and turn in their seven modes papers.
Following a Columnist Project:
This project takes place at the start of the second semester. It involves research and an in-depth analysis of one well-known columnist. Students
will locate columns written by the pundit of their choice and identify and evaluate their stylistic choices.
Monday Matters:
Due each Monday will be a response to research you have completed on a current event or topic. More information will be given the first week
of school.
*Use of cell phones is STRICTLY PROHIBITED in class.
Late Work:
No late work will be accepted. You have the AP English Lang & Comp Pacing Guide, with this guide you know when assignments are due. All
assignments will be given on Google classroom and the dates will be made clear. This means from both your pacing guide and Google classroom
you know in advance when you will need to submit work. In order for your instructor to grade quickly and efficiently, while simultaneously
preparing individualized feedback for each student, work must be completed on time.
Plagiarism:
Plagiarism is unacceptable; it will result in a zero for the assignment and be disciplined according to school district policy. Attendance: Colony
High School has a strict policy regarding attendance. After ten absences, a student may be withdrawn from school. Being tardy and/or absent
will adversely affect a students grade. This is a face-to-face class, not an online class. While assignments can be made up, lectures, peer reviews,
and most other class activities cannot be replicated. If a student is late to my class, he/she will be marked tardy in accordance with school policy.
Being prepared for class is part of being on time. If you need to return to your locker for an item, you will be asked to get a tardy slip form the
front office. Please be on time, prepared to participate and learn. Assessment:
Essential Questions:
1. What does an authors style reveal about his purpose?
2. How does an author create meaning in a nonfiction or informational text?
3. How do the creators of informational texts use logic, evidence, and rhetorical devices to persuade?
Pacing
:
Goals:
Resources:
Lesson
s 1-4
Rhetorical Vocabulary
Textbook
Website
The Analytical Process and Reader and Writer (Establishing a purpose for
reading/writing, close reading, questioning, annotating, synthesizing through writing)
Activities:
Visual Rhetoric
Introduction to Patterns of Development in Writing
Approximate Time Frame: Semester 1, Week 1-3 This unit introduces students to
rhetoric and its purpose. Students will learn the basics of rhetoric and how it applies to
reading and writing. Students will consider writing and other communication in terms
of audience and purpose by utilizing an analytical process. This process will help
students learn to establish their own purpose for reading by learning to ask questions of
a text, interact with a text through conversations, annotations, dialectical journals,
author says/author does, inquiry, etc. Students will then begin to engage with texts that
model various patterns of writing and learn to apply key elements of rhetoric in their
own writing. Finally, students will engage in the writing process, with a special
emphasis on revision. This emphasis will continue throughout the course.
Purpose: Introduce students to rhetoric and engage students in writing to help them
analyze the choices they make as a writer and learn to self-reflect on the degree to
which the purpose and audience influences a writers rhetorical choices.
Unit Assessment: Write a speech, sermon, editorial on a particular topic. The writing
must include purposeful inclusion of at least 3 rhetorical devices from selected class
readings which may include allusion, parallel structure, repetition, imagery, ethos,
logos, pathos, etc. Students will present the final product to the class and engage in
personal reflection on their own writing.
(narration, description,
process analysis, etc.).
Every text has
an intended audience
and purpose.
How to use the
writing process to
move closer to the
writers intended
audience and purpose.
Purpose: To complete a close reading and analysis of multiple texts, compare and
contrast main premises from texts, and write an essay using the writing process.
Students will be presented with two pieces of writing (one can be a piece of visual
media) that share either audience or purpose on the topic of the purpose of education.
The pieces of writing can be self-selected or predetermined by the teacher. Students will
analyze the paired texts, examining the purpose of education. Students will then write a
compare/contrast analysis of the texts, answering the question, What is the true
purpose of education? Students will engage in peer response and use feedback for
revision.
Stylistic Differences
Website
Putting it Together: Written Analysis
Students will know:
The
Atlas
Approximate Time Frame: 1st Semester, Weeks 9-18 In this unit, students will apply
importance of
knowledge of rhetoric, rhetorical devices and literary terms to analyze a text. Students
metacognition and
will examine how form and function are interrelated to be able to describe and analyze
stylistic differences. Students will describe how an author creates meaning through
rhetorical choices. They can readily apply learned vocabulary in order to examine the
function of a device in a text. Students will continue to focus their questioning and
close reading techniques broadening the scope of their questions. Finally, students will
engage in several pieces of writing, both formal and informal, as well as timed writes
and process pieces. Revision strategies for timed writes and process writing in
particular will be utilized.
1. Write a parody of an authors style.
2. Engage in written reflection about ones own writing to point out literary devices
used and determine the effectiveness of that use.
3. Compare and contrast two authors styles.
4. Write a cause/effect essay that examines the use and result of an authors specific
rhetorical device.
5. Complete a stylistic analysis of a piece of writing.
6. Examine what happens when stylistic choices are ineffective.
7. Write about the same topic from a variety of formats and purposes.
Purpose: To prepare for the AP Exam; to write for varying purposes using varying
formats.
Write three persuasive pieces in three different formats on a shared topic with the same
purpose. Some examples of formats include a persuasive essay, a letter to the editor, a
personal narrative, a political cartoon, a poem, etc. Annotate each piece to point out the
specific rhetorical devices used appropriate to format and write a reflection about how
each piece achieves its purpose based on the format other stylistic choices used.
interpreting a piece of
writing.
That persuasion is
not held to the same
standard of argument.
Bias reveals itself
through the use of certain
rhetorical devices.
secondary research.
Purpose: To engage in the research process.
Write a researched argument paper in which students are asked to evaluate
the validity of sources. Topic choice is the teachers discretion.
Personal reflection is
important for growth as a
thinker, reader, and writer.