ENGLISH III AP English Language and Composition

Mr. Chris Moran Email: christopherj.moran@cms.k12.nc.us Twitter for Class: MoranEnglish Several files can also be found at Mr. Jenkins website: http://markjenkins.cmswikki.wikkispaces.net
INTRODUCTION Current trends at most colleges and universities now require of entering freshmen two courses in English. The first of these is devoted strictly to composition, especially the various modes writing required in later courses, and students generally read selections from nonfiction prose modelsincluding but not limited toautobiography, biography, essays, articles, letters, diaries, and historical documents. Selected authors and texts for each of these genre stem from instructional materials provided by the College Board. AP Language and Composition is a college level course available to juniors that offers students the opportunity to fulfill this first requirement and to earn college credit. By design, the course will be rigorous, focusing on writing, critical reading, and analysis of prose, and language. The second required college course is generally an introduction to imaginative literature with emphasis on critical reading and analysis of fiction, drama, and poetry. Papers are generally literary analysis. Students who successfully complete English IV, AP should fulfill this requirement. Thus, by taking both AP English courses at Myers Park High School, students have the opportunity to earn ALL college English credits while still in high school. Although AP courses are more rigorous and demandingrequiring more reading and writingthey can also be the most rewarding. The course overview and objectives for the course that follow are taken from the AP English Course Description published by the College Board. WRITING As a college-level course, English III AP will require more writing with emphasis on the following: the writing process, including invention, arrangement, drafting, and revision the four aims of writingreflective, informative, persuasive, and literary the rhetorical modes of narration, description, exposition, and argumentation the research project in preparation for the Senior Exit Project In addition, attention will be given to correcting common errors in grammar, spelling, punctuation, and mechanics, commonly found in college freshmen papers. But most importantly, students will be expected to develop a more mature and sophisticated style of writing through an effective use of diction, syntax, tone, and audience in order to communicate with mature readers. To this end, students will analyze selected passages from Nancy Deans Voice Lessons for diction, syntax, tone, imagery, and selection of detail; students will then write original responses, modeling the practiced technique. In addition, students will write in a variety of contexts including but not limited to reader response journals, double entry journals, and personal reflections. From these short writes, students

will develop full length essays, producing 2-3 rough drafts of each paper that will be critiqued and edited by peers and instructor. Finally, ALL papers must be computer generated, using the Times New Roman font, 12 pt., following the format used for college papers (To be discussed in class). Any paper that is NOT typed will be penalized TEN points. READING Typical of a beginning college course in writing which emphasizes rhetorical techniques and modes of exposition, the reading of non-fiction selections, both print and non-print, will give students an opportunity to: improve comprehension, interpretation, and evaluation improve vocabulary explore ideas for discussion and models for types of papers required improve critical thinking through an analysis of how language with all its complexities is used in a wide variety of prose styles from many disciplines and historical periods To these ends, reading selections will illustrate the four aims of writing as well as provide the model for the rhetorical modes (see Writing above), so that students will learn the connections between interpretive skills in reading and writing. To achieve this objective, students will receive instruction in the SOAPSTone strategy developed by Tommy Boley in order to aid in the analysis of prose and visual texts. Students will practice these strategies in the prose and visual texts listed in the daily assignments below. GRADUATION ESSAY PROJECT In addition to regularly scheduled papers, each student will be required to write his/her Graduation Essay Project. Students will research and write an argumentative essay of approximately 6-10 pages based on an approved topic of student choice. The instructor will spend several class periods on the techniques of writing a research essay, discussing note taking, organization, Toulmin method and MLA documentation. The essay will be due Third Quarter. THE ADVANCED PLACEMENT EXAMINATION The culmination of English III, AP is the Advanced Placement Examination, given nationally each year in May. By scoring a 3 or higher, a student can gain advanced placement standing in college or possibly earn college credit. There are two basic methods by which this can be accomplished. The first is to read all daily assignments carefully and conscientiously. By so doing, the student builds those skills expected of Advanced Placement students. The second is to become familiar with the format and types of questions asked on the examination. To this end there will be timed essays and multiple choice drills which should facilitate scoring well on the examination. These drills are a vital part of English III, AP, and failure to perform accordingly will seriously and adversely affect ones grade and possibly ones score. EVALUATION AND CREDIT The numerical evaluation system for English III, AP will follow the CMS grading scale. A B C D F 93-100 85-92 77-84 70-46 69 and below

Your final grade will be determined as follows:

Major Assignments (papers, tests, projects, timed AP Essays) **GEP will count as 20% of the fourth quarter grade** Minor Assignments (quizzes, short papers, timed AP drills)

70% 30%

AP Language Composition teachers follow the CMS/Myers Park Late Work Policy. For excused absences, all work assigned prior to the absence, including papers, is due immediately upon return to class. Arrangements to make-up tests and other in-class assignments missed for an excused must be arranged by the student within five school days of returning to class. Though it is not ethical to connect grades to attendance, the law is not necessary here as students will come to understand that poor attendance results in missed instruction and therefore a poor grade. MATERIALS I. Course Texts (provided by schoolusually) Kirszner, Laurie G., and Stephen R. Mandell. Patterns for College Writing. 9th Ed. New York: St. Martins Press, 1998. Roskelly, Hephzibah and David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing. AP Edition. New York: Pearson Education, Inc., 2005. II. Course Supplements Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1999. Philbrick, Nathaniel. In the Heart of the Sea: The Tragedy of the Whaleship Essex. New York: Penguin Books, 2000. Murphy, Barbara and Grace Freedson. 5 Steps to a 5 on the Advanced Placement Examinations: English Language. New York: McGraw Hill, 2002. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: Modern Language Association Publishers, 2003. III. Teacher Resources Adler, Mortimer J. The Paideia Proposal: An Educational Manifesto. New York: Macmillan, 1982. Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston: Bedford/St.Martins, 2004. College Board. AP English Course Description. New York: The College Board, 2005. College Board. The AP Vertical Teams Guide for English. New York: The College Board, 2005. Dean, Nancy. Voice Lessons. Gainesville, Florida: Maupin House Books, 2000.

Rosa, Alfred and Paul Eschholz. Models for Writers: Short Essays for Composition. 8th ed. Boston: Bedford/St. Martins, 2004. IV. Student Materials Paperback or hard cover dictionary for vocabulary acquisition Mead Composition notebook Binder for organization Agenda for daily and long-term assignments COURSE OUTLINE: A STUDY OF AIMS AND MODES OF WRITING (All selections will be from Patternsunless otherwise indicated.) I. Fall Semester: A Look at Reflective and Informative Aims in Narrative, Descriptive, and Expository Modes a. Introduction READING: Reading to Write pp. 1-7 Invention pp. 15-33 Arrangement pp. 37-50 Drafting and Revising pp. 51-68 b. Personal Writing: The Mode of Narration READING: Narration, pp. 71-83 ANALYSIS: Maya Angelou, Finishing School p.89 Bonnie Smith-Yackel, My Mother Never Worked p.96 Martin Gansberg, Thirty-Eight Who Saw Murder Didnt Call the Police p.101 Barbara Ehrenreich, Scrubbing in Maine p. 106 George Orwell, Shooting an Elephant p. 117 Sherman Alexie, Indian Education p.126 (FICTION) Ralph Ellison, On Being the Target of Discrimination (HANDOUT) VISUAL: Marvel Comics, From Spider-Man (Comic Book) p. 82 LANGUAGE: Point of View, Style: Choice of Details, Diction; Dialogue, Tone, Comma Splices, Sentence Fragments, Run-On Sentences c. Personal Writing: The Mode of Description READING: The Nature of Description p.135-150 ANALYSIS: Suzanne Berne, Ground Zero p.158 Annie Dillard, Living Like Weasels p. 164 N. Scott Momaday, The Way to Rainy Mountain p.169 E.B. White, Once More to the Lake p.175 Kate Chopin, The Storm p.183 (FICTION) VISUAL: Vincent LaForet, Girls in Front of 9/11 Mural (Photo) p. 151 LANGUAGE: Imagery, Figures of Speech: Simile, Allusion, Metaphor; Diction, Repetition, Agreement: Subject/Verb, Pronoun/Antecedent d. Informational Writing: Exemplification READING: EXEMPLIFICATION p.191-206 ANALYSIS: Laurence J. Peter and Raymond Hull, The Peter Principle p.207 David J. Birnbaum, The Catbird Seat p.214

David Sedaris, Make That a Double p.218 Brent Staples, Just Walk On By: A Black Man Ponders His Power to Alter Public Space p.223 Jonathan Kozol, The Human Cost of an Illiterate Society p.229 Grace Paley, Samuel p.239 (FICTION) VISUAL: Four Tattoos (Photos) p. 205 LANGUAGE: Rhetoric, Sentence Patterns: Loose, Balanced, Periodical Cumulative; Punctuation e. Informational Writing: Process READING: PROCESS p.245-257 ANALYSIS: Malcolm X, My First Conk p.260 Joshua Piven, David Borgenicht, and Jennifer Worick, How to Escape from a Bad Date p.272 Larry Brown, On Fire p.280 Jessica Mitford, The Embalming of Mr. Jones p.285 Horace Miner, Body Ritual Among the Nacirema (HANDOUT) Shirley Jackson, The Lottery p.292 VISUAL: Michael P. Gadomski, Jack-o-lantern (Photo) p. 258 LANGUAGE: Style, Syntax: Sentence Patterns (Simple, Compound, Comlpex, Compound-Complex), Diction, Parallelism, Apostrophes f. Informational Writing: Cause and Effect READING: CAUSE AND EFFECT p.303-318 ANALYSIS: Norman Cousins, Who Killed Benny Paret? p.321 AND HANDOUT Marie Winn, Television: The Plug-In Drug p.325 Katha Pollitt, Why Boys Dont Play with Dolls p.335 Lawrence Otis Graham, The Black Table Is Still There p.340 Linda M. Hasselstrom, A Peaceful Woman Explains Why She Carries a Gun p. 345 VISUAL: Louis Requen, Major League Baseball Brawl (Photo) p. 319 LANGUAGE: Sentence Patterns: Subordination and Coordination; Commas, Semicolons, Structure, Analogy, Rhetorical Questions g. Informational Writing: Comparison and Contrast READING: COMPARISON AND CONTRAST, pp. 363-383 ANALYSIS: Bruce Canton, Grant and Lee: A Study in Contrasts p.386 Ian Frazier, Dearly Disconnected p.391 Bharati Mukherjee, Two Ways to Belong in America p.397 Christopher B. Daly, How the Lawyers Stole Winter p. 402 Deborah Tannen, Sex, Lies, and Conversation p.407 Eric-Schlosser, Walt and Ray: Your Trusted Friends p.414 Gwendolyn Brooks, Sadie and Maud p.426 VISUAL: Auguste Rodin, The Kiss; Robert Indiana, LOVE (Sculpture) p. 384 LANGUAGE: Sentence Patterns: Combining; Tone, Diction, Organization, Transitions, Passive Voice h. Informational Writing: Classification READING: CLASSIFICATION, pp.431-443 ANALYSIS: William Zinsser, College Pressures p. 447 Scott Russell Sanders, The Men We Carry in Our Minds p.456

Amy Tan, Mother Tongue p.462 Stephanie Ericsson, The Ways We Lie p.470 Edwin Brock, Five Ways to Kill a Man p.487 (POEM) VISUAL: Public Health Service Historian, Medical Exam of Male Immigrants, 1907(Photo); Immigration and Naturalization Services Library, Aliens Debarred from the United States by Causes, 18921931 (Chart) p. 444 LANGUAGE: Tone, Rhetorical Questions, Arrangement of Details, Dangling Modifiers i. Informational Writing: Definition READING: DEFINITION, pp. 491-502 ANALYSIS: Judy Brady, I Want a Wife p.505 Jose Antonio Burciaga, Tortillas p.513 Ellen Goodman, The Company Man p. 517 Gayle Rosenwald Smith, The Wife-Beater p.521 VISUAL: U.S. Census Bureau, U.S. Census 2000 Form (Questionnaire) p. 503 LANGUAGE: Problems in Usage, Tone, Diction, Repetition, Adjective and Adverb Clauses Essay Writing The fall semester is geared towards introducing the structure of reflective and informative styles of essays. Students complete four major essays, each one consisting of 3-5 pages and responding to prompts provided in textbook, Patterns for College Writing: a narrative essay, a descriptive essay, a comparison and contrast essay, and a classification essay. With each of these essays, students experience the writing process through rough drafts, formative drafts critiqued by peers and instructor, and final draft evaluated by instructor. In addition, students write an analysis that compares the writing style of Joan Didion and a cover story author from Time magazine (summer reading requirement). All essays are accompanied by a rubric (see scoring guideline below). Students are asked to self-assess using this rubric in order to reflect on their own writing develop. Sample Writing Profile Essay: Compare Contrast Due Date: December 1 (100 points; major grade) Length: Approximately 3-5 pages, typed Resources: Writing Assignments for Comparison and Contrast, Patterns p. 428 Structuring a Comparison-and-Contrast Essay, Patterns p. 367 Student Model, Patterns p. 371 MLA Handbook Timed Writings During the fall semester, students complete 6 timed essay questions that are aligned with the modes studied. For example, when studying the mode of description, students write an analysis of the rhetorical strategies of Joan Didions description of the Santa Ana Winds (1999 AP English Language and Composition Exam). With the mode of compare and contrast, students analyze the different views of the Okefenokee swamps (1994 AP Exam). Writers Notebook Instead I tell what some would call liesHow it felt to me: that is getting closer to the truth of a notebook (Didion 134-5). In Slouching Towards Bethlehem (1968), Didion talks about the difference between a journal, an accurate factual record, and a notebook (Didion 133).

In a composition notebook, students record 12 notebook entries on various topics over a three week period. Students emulate how a writer uses a notebook by capturing the fragments of life for future writing projects. Simultaneously, students study characteristics of the personal reflective essay as a writing form in the following pieces of prose: Once More to the Lake by E.B. White Notes of a Native Son by James Baldwin On Self-Respect by Joan Didion Learning to Read and Write by Frederick Douglass From these entries, students select an experience that has caused an epiphany and record it in a formal essay. Style Using the terms and features listed in the language section in the above course outline, students work collaboratively to produce a handbook of writing style using Microsoft Publisher. Students pull and compile definitions from literary handbooks and examples from in-class readings and formal student written essays. This text is published at the end of third quarter so that students may use it to review and prepare for the AP exam. Discussion As a student-centered course, discussion is central, allowing students the opportunity to analyze and practice skills necessary for success in comprehension, critical analysis, and expository writing. Near the end of the fall semester, students take an early look at the combining of modes and aims through a Paideia seminar on Obligation to Endure, an excerpt from Rachel Carsons Silent Spring. II. Spring Semester A Look at Persuasive and Literary Aims in Argumentative Mode a. Persuasive Writing: Argumentation READING: ARGUMENTATION, PP. 529-556 ANALYSIS: Thomas Jefferson, The Declaration of Independence p.557 Henry David Thoreau, Civil Disobedience (SUMMER READING) Martin Luther King Jr., Letter from Birmingham Jail p.570 DEBATE: SHOULD U.S. CITIZENS BE REQUIRED TO CARRY NATIONAL IDENTITY CARDS? p.585 John Grisham, Unnatural Killers (HANDOUT) with DEBATE: DOES MEDIA VIOLENCE CAUSE SOCIETAL VIOLENCE? p. 605-624 H.L. Mencken, The Penalty of Death (HANDOUT) Michael Kroll, The Unquiet Death of Robert Harris (HANDOUT) VISUAL: American Civil Liberties Union, Thanks to Modern Science (AD) p. 555 LANGUAGE: Deductive and Inductive Reasoning, Fallacies in Logic, Tone, Diction, Syntax, Audience b. Research Writing: Graduation Essay Project READING: APPENDIX: WRITING A RESEARCH PAPER pp. 707-736 ANALYSIS: Everyday Use Everyday Use: Rhetoric in Our Lives p.1 Using the Five Traditional Canons of Rhetoric p. 33

Rhetoric Writer p. 87 Rhetoric and the Reader p. 121 LANGUAGE: Abbreviations, Brackets, Ellipsis, Manuscript Form, MLA Documentation, Paraphrase, Plagiarism, Quotations, Organization, Italics c. Combining Patterns: READING: COMBINING PATTERNS, p. 651-659 ANALYSIS: Lars Eighner, On Dumpster Diving p. 660 Jonathan Swift, A Modest Proposal p. 676 Alice Walker, In Search of Our Mothers Gardens p. 686 Richard Rodriguez, Strange Tools p. 697 Everyday Use Readers as Writers, Writers as Readers p. 149 Rhetoric in Narrative p. 179 d. Literary Writing READING: Nathaniel Philbrick, In the Heart of the Sea: The Tragedy of the Whaleship Essex F. Scott Fitzgerald, The Great Gatsby VISUAL: Pictorial Inserts in In the Heart of the Sea Francis Cugats book cover for The Great Gatsby Essay Writing Sample Writing Profile Timed Writings Writers Notebook Style Discussion

Writing Rubric
The A paper is a SUPERIOR paper in every way, marked by the following qualities:
Outstanding word choice Outstanding organization Outstanding syntax with a wide variety of sentence patterns Maturity of thought and language Clear purpose with detailed development, supported by examples, elaboration, and details No major errors in grammar, spelling, or punctuation No more than one or two minor errors, depending on length

The B paper is an EXCELLENT paper, marked by the following traits:

Good word choice, sentence structure, organization Good maturity of thought and logic A stated purpose will less development, examples, and details, lacking the more mature style of the superior paper No major errors in grammar, spelling, or punctuation No more than several minor errors, depending on length

The C paper is an AVERAGE paper, marked by the following traits:

Average word choice, often simple, immature, inappropriate Adequate organization Good sentence structure but often simple and without variety Fair logic, clear enough to convey papers purpose Average maturity thought but lacks adequate development Only one major error in grammar, spelling, and punctuation and/or several minor errors

The D paper is a BELOW AVERAGE paper, marked by the following traits:

Poor diction, misuse of words, non-standard expressions Some attempt at organization Garbled, fragmented, or unclear sentence patterns Little thought, resulting in poorly conceived, expressed, and developed ideas Serious errors in grammar, spelling, punctuation and mechanics No more than two major errors or multiple minor errors

The F paper is a FAILURE, marked by the following traits:

Poor and immature word choice Lack of organization Disconnected or garbled syntax Long, uncontrolled, infantile, short, or choppy sentence patterns Lack of logic which fails to conceive, state, or develop any idea Three major errors and/or multiple minor errors

NOTE: Major errors consist of the following:

Comma splices Lack of subject-verb agreement Lack of pronoun-antecedent agreement Unjustifiable fragment Run-on or fused sentences Misuse of to, too; their, there; its, its Five misspelled words Any three of the following: --Misuse of ; --Misuse of ,

--Misuse of the in plurals --Misuse of the in possessive pronouns --Misuse of the in possessive nouns

AP English Language and Composition

Note to Parents/Guardians: Please do not hesitate to contact me about your childs grade, behavior, etc. Grades can be accessed through NCWise. In addition, every midterm your child will receive a printout listing his/her grades and current average. Please ask your child to see this printout as it is my way of being in regular contact with you.

Signing this form indicates: 1. I have read and discussed the policies and procedures for English III AP. 2. I have received and read the rewrite policy for this class. 3. I understand all of the policies as they have been presented and will adhere to them over the course of the year. 4. I understand that I will be given a regular printout of my grades to share with my parent/guardian; this report will be considered parent contact. 5. My parent/guardian has read, understood, and agreed with these policies as well. ___________________________________ (Parent/guardian print name) ____________________________________ (Student print name) ______________________________ (Parent/guardian signature) ______________________________ (Student signature)

Parents: Please list any alternate methods of contact (i.e. fax numbers, email addresses, work phone numbers and extensions) which I may use to keep in touch with you. Also, please let me know of any other additional information I may need to know about your child. Parent email address: ___________________________________________________________________ Parent work number: ___________________________________________________________________ Other: __________________________________________________________________________________ Additional Information: _________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________