Ap english III syllabus (ap english Language and Composition)



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East Wake School of Health Science

Wendell, North Carolina


AP English III Syllabus

(AP English Language and Composition)

Mr. Zane G. Porter | Fall 2013 | Room S158


zporter@wcpss.net | www.PorterEWHS.pbworks.com | @PorterEWHS
INTRODUCTION
Accredited colleges and universities are requiring most freshmen to enroll in two courses in English. Juniors have the opportunity to take AP English III which will prepare them for the first of these classes which is devoted almost entirely to composition. The class will focus on writing in various modes that will be used in future classes and career situations. To aid this writing, students will read a wide variety of non-fiction from many different time periods. Examples of the non-fiction prose include (but are not limited to): autobiographies, biographies, essays, letters, diaries, memoirs, and historical documents. AP English III offers students the opportunity to fulfill the first of the college English requirements.
As a senior, students will be given the opportunity to fulfill the second of the two English college classes by taking AP English IV. The class is an introduction to imaginative literature with an emphasis on critical reading and analysis of fiction, drama, and poetry. Writings will be written as literary analysis.
Students who take both AP English classes at East Wake School of Health Science have the opportunity earn all of their college English credits before graduating from high school. Both AP English classes will be demanding of the student’s (and teacher’s) time and attention, but the reward can be extremely rewarding.
COURSE OBJECTIVES
Since AP English III is a college-level course, more writing will be required. Attention will be given to proper grammar but it is assumed that the students grammar is satisfactory and can be used to mold his/her work into a more mature and effective composition. Upon completing the AP English Language and Composition course students should be able to:

  • analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;

  • apply effective strategies and techniques in their own writing;

  • create and sustain arguments based on readings, research, and/or personal experience;

  • write for a variety of purposes;

  • 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 their own writings;

  • demonstrate understanding of the conventions of citing primary and secondary sources;

  • move effectively through the stages of the writing process, with careful attention to inquiry and research, multiple levels of drafting and revising, editing, and review;

  • write thoughtfully about their own process of composition and explore the process of professional writers;

  • revise a work to make it suitable for a different audience;

  • analyze image as text; and

  • evaluate and incorporate reference documents into researched papers;

  • develop a wide range of high level vocabulary to assist in a mature reading and writing.

Writing style objectives will be accomplished by emphasizing:



  • a wide-ranging vocabulary used appropriately and effectively;

  • a variety of sentence structures, including appropriate use of subordination and coordination;

  • logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis;

  • a balance of generalization and specific illustrative detail; and

  • an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.


WRITTEN PAPERS
All papers must be computer generated unless otherwise instructed. When in doubt, type it. Use an MLA font (Arial, Times New Roman or Calibri) and 11 or 12 pt.— following the format for college papers (see handout). WARNING! WARNING! WARNING! Papers must be submitted at the beginning of the class and cannot be printed in class the day that it is due. You will have plenty of notice as to when the papers are due; there is no excuse. If you think you may be ill or out of town, turn the paper in early or have a reliable friend turn it in for you.
RESEARCH PAPER
Students will, in addition to essays and regularly scheduled papers, write a research paper approximately 6-10 pages in length. This practice will assist students in formulating varied, informed arguments for the assignment, the exam, and future writings. Research topics will be an approved student topic; the paper will be written in the MLA format. Several class periods will be devoted to each of the techniques of writing a research paper including ideas such as organization, note taking, and documentation.
TEXTS FOR DISCUSSION, ANALYSIS, AND REFERENCE

  • MAIN TEXT -- Patterns for College Writers (12th ed.) (Kirszner and Mandell)

  • Elements of Literature: Essentials of American Literature (Holt, Rinehart and Winston)

  • The Elements of Style (Strunk and White)

  • 50 Essays: A Portable Anthology (3rd ed.) (Cohen)

  • The Bedford Reader (11th ed.) (X. Kennedy, D. Kennedy, and Aaron)

  • A good reliable dictionary in print

  • Ayn Rand Anthem

  • John Steinbeck Of Mice and Men


THE ADVANCED PLACEMENT EXAMINATION
The Advanced Placement exam will be given on May 9, 2014. A culmination of the semesters work, the exam will be scored on a 5 point scale. By scoring a 3 or higher, a student may obtain advanced placement in college and possibly earn credit for college English. Students can accomplish a passing grade on the exam by: working hard in class daily, the tasks given will be in preparation for the exam and becoming familiar with the format of the exam and the types of questions asked. Timed essays and practice multiple choice tests will be administered in class to help the student prepare for the rigorous exam. Building stamina and confidence are two major keys to passing the exam, and failure to take the class and practices seriously will adversely affect the student’s grade and possibly the student’s exam score. Students taking AP English III are strongly advised to take the Examination in May.
EVALUATION AND CREDIT
The numerical evaluation system for AP English IV will be the same as school policy. However, I may use the check system for essays that are limited in scope and are not ‘process” essays.

A (check +) Superior, Work is Above Expectation 93-100

B (check) Excellent with Minimal Errors 92-85

C (see me) Met Expectations with Distracting Errors 84-77

D (see me) Did Not Meet Expectations but Some Effort is Evident 76-70

F (see me) Poor Quality Work, Little to No Effort Evident below 70




Papers must be submitted AT THE BEGINNING OF THE CLASS PERIOD DUE. Late papers, regardless of reason including computer failure, field trip, early dismissal and unexcused absences, will be subject to the missed work policy, even if they are only one period late. NO EXCEPTIONS.
Any assignments, including tests and in-class writings, will also be subject to the missed work policy if an absence is unexcused. 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.
CLASSROOM EXPECTATIONS

Five principles shape our East Wake School of Health Science’s culture. We refer to these as “The 5 P’s of Success”:



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