Ap language & Composition

2008-2009

C. Siebeneck, Instructor

Rm. 110

This advanced AP language and Composition course is designed to introduce and challenge students to “emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication.” Students in this course will read a variety of non-fiction selections and deepen their awareness of rhetoric and understanding of how language works. Students will also examine the use of rhetoric in visual media through photographs, editorial cartoons, and visual arts. By providing multiple experiences for writing, students will also learn to “write effectively and confidently in their college courses across the curriculum and in their personal and professional lives.” It is hoped that through their compositions students will “read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions… such as Modern Language Association (MLA).”

This is a college-level course; therefore, the expectations of student performance, curriculum materials, and workload requirements will be challenging. Each student is expected to commit to the course through active classroom participation, ongoing reading outside of the school day, continued practice in writing and revising, advanced development in vocabulary and sentence styling, and updated interests in current events. It is expected that through the completion of the course, students will participate in the AP Language & Composition exam in May of 2009.

Course objectives are based on those described by the College Board and outlined in the AP English Course Description. At the end of the academic, students should-

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  Read astutely, think critically, and write clearly. Students will develop their voices to communicate understanding, discovery, and persuasion;
  
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  Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;
  
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  Apply effective rhetorical strategies and techniques in their own writing;
  
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  Write narration, description, and exposition, using effective rhetorical strategies to accomplish a desired purpose for an intended audience;
  
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  Create and sustain arguments based on reading, research, and personal experience;
  
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  Produce compositions that introduce a narrative point, a thesis, or a claim and develop them with appropriate evidence, commentary, and clear transitions;
  
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  Demonstrate understanding and mastery of written English and maturity in their own writings by using a variety of sentence structures and effective vocabulary;
  
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  Evaluate and incorporate reference documents, both written and visual text, into researched papers;
  
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  Demonstrate understanding of the components of citations, endnotes, and footnotes;
  
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  Analyze image (cartoons, graphs, pictures) as alternative text;
  
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  Reflect and write thoughtfully about their own writing and learning process;
  
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  Constructively critique his/her own writing and that of peers.
  

A discussion-based course will be the primary instruction tool. Additional instructional strategies of literature groups, think-pair-share, Researched Socratic Seminar, debate, lecture, journaling, and projects will enhance student learning.

Grading

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  School’s AP grading scale
  
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  AP essay scoring guide
  
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  Grades calculated using total points
  

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  Focused presentation of thesis
  
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  Supported development of thesis throughout composition
  
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  Acquisition of sources, illustrations, or support- both from the related reading(s) and evaluated, outside sources
  
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  Inclusion of supporting quotations and specific examples to validate claims and generalizations
  
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  Use of appropriate in-text and Works Cited citation methods
  
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  Development of critical ideas
  
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  Development of topic’s coherence through organization or arrangement of ideas
  
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  Effective use of transitions to link ideas and maintaining voice
  
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  Use of precise vocabulary and syntactic variety
  
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  Recognition of rhetorical strategies within work to effectively communicate ideas
  
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  Overall analysis of the topic
  

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  individualized student-teacher conferences
  
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  inclusion of appropriate and challenging vocabulary
  
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  control of writer’s voice through the composition
  
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  variety of sentence structure and strength of personal style
  
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  use of transitions from idea to idea
  
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  balancing general ideas with illustrative details
  
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  awareness of rhetorical mode and the relationship to intended audience
  
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  guidance in evaluating appropriate sources for claim support
  
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  appropriate use of in-text citations and Works Cited lists
  

Shea, Renee H., Lawrence Scanlon and Robin Dissen Aufses. The Language of Composition: Reading-Writing-Rhetoric. Boston: Bedford/St.Martin’s, 2008.

Orwell, George. 1984. New York: Penguin Group, 1987.

Royte, Elizabeth. Garbage Land: On the Trail of Trash. Little, Brown & Co., 2005.

Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. New York: Harper Perennial, 2005.

Shakespeare, William. King Lear. Dover Thrift Ed.
Instructor Resource texts:

Cohen, Samuel, editor. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s, 2004.

Diyanni, Robert, editor. One Hundred Great Essays. 3^rd ed. New York: Pearson/Longman, 2008.

Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument. 3^rd ed. Boston: Bedford/St. Martin’s, 2004.

Roskelly, Hephzibah and David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing. AP ed. Pearson/Longman, 2005.
Resources:

Clauss, Patrick. i-claim: Visualizing Argument. Boston: Bedford/St. Martin’s, 2005

Downs, Doug. i-cite: Visualizing Sources. Boston: Bedford/St. Martin’s, 2006.

Hacker, Diane. Research and Documentation Online. Bedford/St. Martin’s, 2008 http://www.dianahacker.com/resdoc/home.html

Longknife, Ann and K.D. Sullivan. The Art of Styling Sentences: 20 Patterns for Success. 4^th ed. New York: Barron’s, 2002.

OWL at Purdue. MLA Formatting and Style Guide. Purdue University, 2009. http://owl.english.purdue.edu/owl/resource/557/01/

Bush, Nancy, instructor. AP Summer Institute: AP Language & Composition. Ball State University, June 2008.

The following units list major works and major activities that involve a variety of rhetorical modes. Within each unit additional essays, journal articles, newspaper articles, visual sources, and other resources will be presented. Each unit includes ongoing work from the Weekly/Daily Activities and involves emphasis with Over-arching Skills and Concepts. In anticipation for the May exam, ample preparation time will be devoted to the task of “practicing”.

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  practicing models of sentence structure as described in The Art of Styling Sentences
  
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  identifying similar models sentence structure in our readings and in our own writings
  
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  understanding how various sentence structures contribute to the relationship of the rhetorical triangle and intended author purpose
  
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  practicing exercises in sections of “Grammar as Rhetoric and Style”: The Language of Composition
  
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  identifying and emulating structural and syntactical elements such as: parallel structure, concrete vs. abstract vocabulary, concise diction, cumulative, periodic, and inverted sentences
  

These skills are ongoing and will be presented in conjunction with readings, discussion/lecture, and compositions throughout the academic year.

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  Annotation of text
  
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  Analysis & critical reading
  
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  Critical thinking strategies
  
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  Rhetorical triangle & the ongoing interaction of rhetoric
  
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  Syntax, diction, and tone
  
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  Subject and purpose
  
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  Structure of argument & arrangement
  
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  Argument concession & rebuttal
  
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  Argument fallacies
  
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  Type & kinds of argument
  
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  Argument appeals & audience effect
  
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  Constructing arguments (traditional and contemporary models)
  
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  Traditional cannons of rhetoric
  
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  Rhetorical strategies and modes
  
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  Understanding claims and warrants
  
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  Emphasis on author style
  
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  Argument-persuasion-propaganda
  
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  Common propaganda devices
  
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  SOAPStone
  
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  OPTIC/ SCAN (for evaluating visual text)
  
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  Evaluating resources, including interviews and visual text
  
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  Citation and documentation of primary and secondary resources in writing
  

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  Fast Food Nation by Eric Schlooser
  
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  Fast Food Nation essential questions, study guide, and discussion questions
  

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  building a strong vocabulary
  
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  understanding argument structure
  
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  identifying author voice
  
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  identifying author argument
  
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  rhetorical triangle
  
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  argument appeal
  
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  sentence structure
  
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  annotating the text
  
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  parallel structure
  

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  Fast Food Nation by Eric Schlooser
  
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  “Serving in Florida” by Barbara Ehrenriech (excerpt from Nickeled & Dimed: On Not Getting by in America)
  
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  “The Impact of Wal-Mart on Small Town America” by Sandra S. Vance and Roy V. Scott (excerpt from Wal-Mart: A History of Sam Walton’s Retail Phenomenon)
  
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  “Supersaturation, or, The Media Torrent and Disposable Feeling” by Todd Gitlin
  
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  “Cable’s Clout” by Paul Farhi
  
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  “Watching TV Makes you Smarter” by Steven Johnson
  

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  Informal Writing: “Serving in Florida” -Ehrenreich’s style and her appeal
  
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  Researched Argument Practice: Fast Food Nation
  
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  Informal Response: constructing a counter anti-TV argument using a traditional model
  
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  Provocative Statement: passage from Fast Food Nation- reaction to pathos appeal
  
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  Researched Socratic Seminar topic: Large Retailers in Small Communities
  
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  Visual Text: McDonald’s Olympic publicity photograph- argument through image
  
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  Visual Text: Media Madness- OPTIC analysis of images
  

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  author’s purpose
  
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  using effective transitions
  
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  building a vocabulary
  
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  sentence structure
  
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  analogy & allegory
  
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  evaluating sources
  
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  rhetorical structures
  
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  annotating the text
  
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  rhetorical strategies
  
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  literary devices- schemes & tropes
  
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  concrete vs. abstract vocabulary
  

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  “Superman & Me” by Sherman Alexie
  
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  “Aria: Memoir of a Bilingual Childhood” by Richard Rodriguez
  
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  From “Education” by Ralph Waldo Emerson
  
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  “The Allegory of the Cave” by Plato
  
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  “I Know Why the Caged Bird Cannot Read” by Francine Prose
  
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  “Language Spoken at Home”
  

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  Informal Writing: Audience Appeal in “Education”- implications of extended audience
  
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  Informal Response: “Superman & Me” -figurative language and it’s effect
  
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  Personal Narrative: Ambiguity and Contradiction in Great literature
  
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  Provocative Response: “Allegory of the Cave”- Plato’s understanding of “absolute justice”
  
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  Researched Socratic Seminar: In Favor or Against Bilingual Education
  
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  Traditional Argument Composition: “Aria: Memoir…” -Defend, Challenge, or Modify Rodriguez’s assumption
  
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  Visual text: “Language Spoken at Home” -reading a chart
  
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  Visual text: creating an illustration of Plato’s Cave- visual text adding to layers of allegory.
  

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  propaganda & propaganda devices
  
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  building a vocabulary
  
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  sentence patterns
  
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  annotating text
  
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  author’s use of diction
  
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  Audience
  
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  Maintaining voice
  
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  rhetorical strategies
  
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  syntax
  
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  loose, periodic, inverted sentences
  
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  examine tone & attitude
  
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  evaluating sources
  

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  1984 by George Orwell
  
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  “Every Dictator’s Nightmare” by Wole Soyinka
  
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  “Politics and the English Language” by George Orwell
  
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  “Letter from Birmingham Jail” by Martin Luther King, Jr.
  
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  “Why Don’t We Complain” by William Buckley, Jr.
  
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  “A Modest Proposal” by Johnathon Swift
  
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  Student Choice political speech
  

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  Informal Writing: “Every Dictator’s Nightmare” –analysis of author’s style
  
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  Informal Writing: “A Modest Proposal” – satire & rhetorical strategies
  
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  Researched Argument: 1984- relevance of dystopian novels to modern society
  
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  Comparison/Contrast Essay: Using “Politics and English Language” as guide, examine choice political speech
  
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  Provocative Response: argument through analogy
  
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  Researched Socratic Seminar: invasion of privacy and manipulation of public opinion
  
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  Visual Text: identifying propaganda in advertising images. Students locate and share images of propaganda in modern advertising.
  
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  Visual Text: Human Rights- political/editorial cartoons. Understanding how opinion can be shared through visual image
  
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  Visual Text: SCAN Guernica –analyzing the apocalyptic horrors of war
  

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  kinds of argument
  
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  concession & rebuttal
  
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  point of view and bias
  
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  building a vocabulary
  
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  annotating text
  
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  sentence patterns
  
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  identifying errors in writing
  
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  author purpose
  
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  purpose of footnotes/endnotes
  

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  “Against Nature” by Joyce Carol Oates
  
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  “Once More to the Lake” by E.B. White
  
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  From Silent Spring by Rachel Carson
  
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  Garbage Land: On the Secret Trail of Trash by Elizabeth Royte
  
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  “Letter to President Pierce”, 1855” by Chief Seattle
  
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  “The Greenest Campuses: An Idiosyncratic Guide” by Noel Perrin
  

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  Researched Socratic Seminar: “Is Climate Change the 21^st Century’s Most Urgent Environmental Problem?” by Indur M. Goklany
  
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  Informal Response: Deciphering symbolism in green practices
  
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  Informal Writing: Chief Seattle and his rhetorical purpose
  
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  Provocative Response: “The obligation to endure gives us the right to know.” –defend, challenge, or modify as this statement relates to our relationship with the natural world.
  
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  Synthesis Essay: Naturalism
  
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  Visual Text: Global Deaths and Climate-Related Disasters- analyzing statistics and appeal
  
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  Visual Text: Student Photo Essay- students capture digital photos focusing on environment for analysis regarding author argument and audience effect.
  

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  building a vocabulary
  
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  syntax
  
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  sentence structure
  
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  annotating a text
  
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  rhetorical structures
  
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  tone & attitude in relationship to audience
  
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  author style
  
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  rhetorical strategies
  
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  argument arrangement
  
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  language in context
  

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  King Lear by Shakespeare
  
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  “The Divine Revolution” by Vaclav Havel
  
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  “Walking the Path Between the Worlds” by Lori Arviso Alvord
  
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  “Salvation” by Langston Hughes
  
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  “The New Community” by Amitai Etzioni
  
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  “Behind the Formaldehyde Curtain” by Jessica Mitford
  

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  Synthesis Essay: Nature: Forces
  
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  Informal Writing: Moral infrastructure
  
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  Informal Response: King Lear- rhetoric in context
  
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  Researched Socratic Seminar: funeral practices and the funeral industry
  
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  Provocative Response: “Meantime we shall express our darker purpose.” – understanding the human element of man
  
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  Informal Response: Beauty and Truth
  
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  Visual Text: excerpts from graphic novels- analyzing the graphic novel as “words and pictures in combination”