Prerequisites: Students must have taken Composition/Lit I, Comp/Lit II, and either a year of American Literature OR World Literature. Course Description: The Advanced Placement English Language and Composition course prepares students for reading and writing skills needed in becoming civically responsible individuals, intellectually prepared for college. Students are expected to read critically, think analytically, and communicate clearly with skills obtained throughout this course, focusing on rhetorical analysis, argumentation, and synthesizing sources. With this approach, students will determine how ideas are crafted in written form while reasoning and exploring authors and their intent in writing. A critical reader examines diction, figurative language, grammar, mechanics, organizational structure, syntax, etc. as an author shapes text meaning and arranges their work with deliberate plans to form a specific structure with the reader response in mind. Students will read from a wide-range of non-fiction works dealing with real-life circumstances of culture, justice, legislation, persuasion, speeches and more. As a writer, students will combine knowledge gained from readings, lectures, and class discussion to discern meaningful, purposeful, and effective essay responses. Through the practice of analyzing the rhetoric and arguments of others, students will, in turn, become mature, sophisticated consumers and creators of their own written work in a variety of topics. The AP Exam for English Language and Composition is scheduled for Tuesday, May 10, 2022 at 8:00 AM. Although results will not affect your class grade, a passing score indicates that you have capably completed the equivalent of a college-level freshman composition course. The exam consists of a multiple-choice section and three AP Free Response Questions (FRQs). Responses will be scored using the rubric introduced in 2019 by the College Board – the total points for each FRQ are six, consisting of three sub-scores: Thesis (one point), Evidence and Commentary (four points), and Sophistication (one point).
Primary Learning Goals: By the end of the course, students will understand –
What they read: the main point or thesis, the occasion or context, the author’s motivation for writing, the tone and style;
How a text is created to develop meaning and purpose including genre, organization, paragraphing, syntax, etc.;
The relationship of the origin of the writing to its accomplishment; the purpose of academic intellectual prose, its meaning and effect;
How to articulate their analysis of what they read; how the organizational structure, diction, syntax, imagery, and figurative language flesh out the meaning of the text;
How to create, develop and support an argument, acknowledging the complexities and nuances of important issues that those argue about in contemporary intellectual circles;
How to become civically responsible citizens through awareness of public discourse issues;
How to enter into a conversation with sources and develop a thesis, argument, or exposition by synthesizing these conversations into their own writing;
Effective research skills and proper citations;
How to read a question so they know how to approach it;
How to enhance vocabulary as a means to write effectively; how to grapple with archaic prose;
Strategies necessary for success on the AP English Language and Composition exam;
How linguistic choices create effective writing and achieve stylistic effects as well as how to effectively incorporate many of these techniques into their own writing.
Academic Policies and Expectations:
Consistent attendance is essential for success in this course.
An assignment may be turned in late, with the understanding that it will be graded after all current assignments have been graded, and that time-based penalties will be subtracted from the grade. An assignment submitted one week after the due date will earn no higher grade than 60%.
The standard OABCIG High School grading scale, which can be found below and in the student handbook, will be used. All assignments are assigned a point value that correlates with the significance of the assignment. For example, an essay assigned at the beginning of the course may be assigned a 50-point value, while an essay assigned later may be assigned a 150-point value.
Most essay grades will be evaluated using AP English Language and Composition rubrics.
Primary texts, current works in study, notebook, charged Chrome book, and pen/pencil/highlighters should be brought to class each day.
Students will be expected to read the majority of the assigned texts outside of class, take appropriate notes, answer assigned questions, and be prepared for class discussion by the specified date.
Class discussion in AP is extremely important. Each student is expected to keep up with all assignments and contribute to class discussion as much as possible.
Students and parents should be aware of the challenging nature of AP coursework. Parents are encouraged to contact me if there are any questions or concerns about the class or the syllabus.
Mobile devices need to be kept out of reach and out of sight, unless specifically requested to be a part of the class lesson. Please be patient should the technology of the school become an issue.
Cheating and plagiarism on schoolwork will result in a zero on the assignment and could result in expulsion from the course.
Grades and Grading Scale: 100 – 93 A 79 – 76 C+ 62 – 60 D- 92 – 90 A- 75 – 73 C 89 – 86 B+ 72 – 70 C- 85 – 83 B 69 – 66 D+ 82 – 80 B- 65 - 63 D
Grading Categories and Weight: __________Category Subcategory Examples of tasks:____________________________ 25% Routine Homework (HW) Reading/annotation (Skills and Labor) Short-form analysis writing, etc. Individual or small-group work developing process & product ______________________________________________________________________________________ Classwork (CW) Short-form analysis writing Grammar/Writing notes, activities Discussions, sharing-out, prn presentations (solo or group) ______________________________________________________________________________________ Practice free-response Essay prompt, focused on a specific section or element of the writing, using pre-discussion and communal skills for practice. _____________________________________________________________________________________________
35% Assessments Quiz (QUIZ) To assess reading comprehension, key concepts, vocabulary, language conventions ______________________________________________________________________________________ Socratic Seminar (SOCR) Socratic Seminars & other scheduled discussions requiring research, preparation _____________________________________________________________________________________ Free-response Question (FRQ) Essays assigned to be completed during class (approx. 40 min); prompts may be previously seen and discussed, or may be new to students _____________________________________________________________________________________
Final Exam (FINAL) End of 1st Semester; end of 2nd Semester: written analysis and multiple-choice ____________________________________________________________________________________________ 40% Projects Essay (ESSAY) Any multi-stage (“process”) essay devised and completed over 1-2 weeks _____________________________________________________________________________________ Presentation (PRES) Presentations (solo or group) requiring research, preparation
Textbooks, Readings:
Everyday Use: Rhetoric at Work in Reading and Writing. (Pearson/Longman) c. 2004, Roskelly, Hephzibah and Joliffe, David A.
The Language of Composition. Third Edition (Bedford, Freeman & Worth Publishers) c. 2018, Shea, Renee; Scanlon, Lawrence; Aufses, Robin; Pankiewicz, Megan.
Vocabulary Power Plus for College and Career Readiness, Level Three, (Prestwick House) c. 2014; Reed, Daniel A.
50 Essays: A Portable Anthology: Sixth Edition (Bedford/St. Martin’s) c. 2019, Cohen, Samuel.
Literary non-fiction: various pieces used to demonstrate and illuminate authorial style, expression of purpose, argumentation, persuasion, and topical analysis
Additional literature: novels, poetry, and works of short fiction available in on-line links (in Google Classroom) or available for check-out to engage individual reading or whole class instruction
apcentral.collegeboard.com exam prep materials
Writing Assignments: Most writing assignments will be completed within a two-class-period time frame. The expected outcome is a well-developed and edited rough draft. This is a similar condition (albeit a one ninety-minute time period) under which students will have to write for the AP English Language and Composition exam in May. Outside-of-class writing assignments are to be submitted in final draft quality, and must adhere to the essay format (MLA) unless otherwise specified.
Analytical essay: a rhetorical analysis from a prompt focusing on one reading
Personal narrative: an effective essay revealing individual characteristics to a potential university
Compare/contrast essay: examining the rhetorical strategies used by two different writers on a common topic, or rhetorical strategies used by a single author within two different works
Synthesis essay: synthesize materials from a number of sources (including visual), develop an argument and compose an argumentative essay
Argumentative essay: compose a coherent and considered movement from a claim to conclusion
Research paper: Experience the research process from discovering a topic and developing a research question to submitting the final product. Students will understand all levels of the process including
discerning relevant sources, gathering information from diverse sources, synthesizing that information, and properly formatting the paper, incorporating MLA citation techniques. Course Outline – Big Ideas: Below is a general map of the main concepts during the year, and the quarter in which they are emphasized. Although these elements are categorized separately, they do not operate in isolation from one another. Semester 1 Semester 2
Q1 Q2 Q3 Q4
Rhetorical Analysis
A Writer’s Choices
The Rhetorical Situation
Effectively Achieving Purpose
Style Argumentation
Reasoning and Organization
Claims & Evidence
Thesis Matters & Argument Structure
Using Perspectives Synthesis/Style
Using Sources
Evidence & Commentary
Developing Arguments AP Exam
Build a Bridge to AP Lit
Short Fiction
Fiction and poetry studies, though secondary in the AP curriculum, focus largely on American literary works. This allows us to follow the interwoven historical, social, and philosophical threads that inspire America’s literature, the styles of successive literary periods, and the evolution of “America” as interpreted, debated, and celebrated by its many voices over time. Junior year also features the SAT, and ACT exams, as well as the next stages in college and career preparations and resources. Quarterly Schedule: Readings are grouped thematically around two or three broad issues each quarter and will primarily include essays, speeches, and letters. Often these will be supplemented by the viewing of various non-print media resources. While the majority of readings are non-fiction (informational text - poetry, short stories, and/or a play may be included to help demonstrate how various effects are achieved through rhetorical and linguistic choices made by writers). A number of workshops aimed at helping students understand and apply rhetorical theory, grow as readers, and enhance writing skills will be provided throughout the year. Rhetorical strategies, vocabulary, and composition skills explored in workshops will be applied and practiced in a variety of formal and informal writing assignments.
Texts that encourage civil discourse will be included, and may be determined by current events/issues; therefore, flexibility is paramount. Consistent writing to prompts and multiple-choice exercises supplement the major coursework. Each unit in the AP English and Language Composition builds upon the previous unit, so learning goals are cumulative and will be addressed consistently throughout the course. I.First Semester:
A.First Quarter
1.Learning goals (students will understand):
The significance of rhetorical analysis by defining rhetoric, and the rhetorical situation
The rhetorical matrix: the element of an effective text
Close reading and annotation
How to discern the differences in approaches in certain texts targeted to specific audiences
The significance of audience in the development of a text
Formal academic writing
How to transcend the five-paragraph format
The five traditional canons of rhetoric
Aristotelian appeals: logos, pathos, and ethos
Effective argumentation
Enthymemes/warrants – assumptions based on target audience
Style: schemes and tropes
Authorial voice: “effective” vs. “ineffective” writing (rants)
2.Unit 1: Laying the Foundation – Intro to Logos/Ethos/Pathos - Language
A.Essential Question(s): How does an individual create an effective argument? How does media shape a consumer’s opinion using argumentative techniques? In what ways can companies use argumentative techniques to persuade an audience in potential ways? At what point does “persuasion” become “manipulation”? How should an author use argumentation responsibly?
B.Readings include, but are not limited to, the following: The Language of Composition, Chapters 1 – 4; “Superman and Me” (Alexie), “The Rhetorical Situation” (Bitzer), “A Letter to the Editor of the Charleston Gazette” (Conroy), “Writing Personal Essays: On the Necessity of Turning Oneself into a Character” (Lopate), “Slang in America” (Whitman), “Politics and the English Language” (Orwell); “How Language Shapes the Way We Think” (Boroditsky), “Learning to Read” (Malcolm X), “Learning to Read and Write” (Douglass)
C.TED Talk, “How Language Shapes the Way We Think” by Lera Boroditsky
Activity: Consider the rhetorical situation for both the essay, “Use It or Lose It: Why Language Changes Over Time” by Nikhil Swaminathan and the TED Talk. Explain the manner in which each author qualifies their claim. Use modifiers,
counterarguments, and alternative perspectives. Discuss and explain each use of independent and dependent clauses to demonstrate relationships between and among ideas. Discuss how grammar and mechanics offer clarity and effectiveness of each argument.
D.Supplemental handouts and lessons include, but are not limited to, the following:
a.S-O-A-P-S-Tone b.Close Reading and Annotation c.Tone and Tone Vocabulary d.The Rhetorical Matrix e.Passive and active voice f.Review of word phrases and parts of speech g.Affective verb choices h.AP Essay template i.What AP readers long to see j.General essay rubric
E.Class activities include, but are not limited to, the following:
Syllabus examination and discussion of course expectations
Analysis of power of language through word choice and audience knowledge
Close reading and annotation
Rhetorical strategies present in advertisement
Analysis of the “essentials”: persona, appeals, subject matter and treatment, context, intention
Essential vocabulary from The Language of Composition, Chapters 1-4
F.AP Classroom:
Practice: Complete Personal Progress Check MCQ for Unit 1 (If this coincides with unit.)
Practice: Complete Personal Progress Check FRQ for Unit 1 (If check coincides with unit.)
G.Assessment:
Complete essay introduction about language
3.Unit 2: The Individual – Identifying Structure
A.Essential Question(s): What influences who we are and who we become? What is the relationship of the individual to the community?
B.Readings include, but are not limited to, the following: “Letter from Birmingham Jail”(MLK, Jr.), “Once More to the Lake” (White), “There Is No Unmarked Woman”
(Tannen), “Shooting Dad” (Vowel), “Only Daughter, Cisneros” (Cisneros), “The Speech of Miss Polly Baker” (Baker), “Being a Man” (Theroux), “Arm Wrestling with My Father” (Manning), “The Men we Carry in our Minds” (Sanders), “Notes of a Native Son” (Baldwin), “I Just Wanna Be Average” (Rose), “The Battle Royal” (Ellison); “Gender in the Classroom” (Tannen)
Linking essays: “Where I Lived and What I Lived For” (Thoreau); “Facebook Friendonomics” (Brown), “Small Change – Why the Revolution Will Not Be Tweeted” (Gladwell)
C.Activities:
Student groups use markers to identify claim, evidence, and commentary in selected readings. Upon completion of group work, students share their findings with the class as a whole, using two segments as a basis for discussing identity. Students consider how writers drive organization and structure of each argument.
After reading several selections, students will divide into groups and discuss the lists of the elements of rhetorical situation in a single selection, as well as the primary and secondary audiences, annotating findings on the text. Groups will then trade articles, using a different colored highlighter/pen to identify claim, evidence, and commentary in a selected paragraph from the article. A third trade, and students locate the thesis, determining whether the statement previews the article’s structure. Returning to the class as a whole, students discuss their findings about each article – its impressions and implications – as well as a reaction.
Write a thesis statement that makes a claim about the content of the article, previewing structure when possible.
Write a paragraph that demonstrates understanding of the audience’s beliefs, values or needs – using claim, evidence and commentary.
D.AP Classroom:
1.Practice Complete Personal Progress MCQ for Unit 2 2.Practice: Complete Personal Progress FRQ for Unit 2
E.Assessment: Complete thesis statement and paragraph drafting exercise
First Quarter Workshops: “The College Board and the AP Examination” – information about the program, format of the AP exam, and the use of the scoring rubric; students will take a diagnostic AP exam from released materials.
“Rhetorical Foundations” – An examination of Aristotle, the rhetorical triangle, rhetorical appeals, rhetorical strategies, and the rhetorical modes; students will recognize logical, ethical, and emotional
appeals in formal writing and popular media; students will also be able to analyze and evaluate rhetorical strategies in essays.
Composition Workshop 1: “Responding to the Prompt” – A look at the process of turning a statement prompt into a question that can be answered in a clear and specific thesis statement; students will practice responding to prompts in short writing assignments, then apply skills to essay assignments.
Composition Workshop 2: “Getting Organized” – Suggestions for going beyond the five-paragraph theme and writing strong introductions, conclusions, and transitions; students will apply strategies to in-class and out-of-class essays.
Composition Workshop 3: “A Balancing Act: General Ideas/Specific Details” – An in-depth consideration of the importance of going beyond plot summary by supporting abstraction and general ideas with textual reference and concrete details; students will examine an essay and use four colored highlighters to mark generalizations, abstractions, and textual references make through paraphrase and direct quotation; students will then revise the essay, demonstrating the ability to balance generalization and details, correctly incorporating direct quotes.
II.First Semester
A.Second Quarter
1.Learning goals (students will understand):
The writing processes
Writing as a rhetorical process
How to incorporate external sources
The distinction between argument and persuasion
The concept of the conversation, “conversing” with the author
How to synthesize diverse sources
How to develop their own argument inspired by sources
How to analyze visual sources, seeing beyond the apparent
Satire – authorial appeals through humor
Revision processes and strategies
How to determine their own learning style as a means to improve vocabulary
Explore sentence structure and parallel construction in good writing
Learn rhetorical fallacies used to convince and manipulate
Unit 3: Education – The Proverbial Controversy – Claims and Evidence, Style
A.Essential Question(s): To what extent do our schools serve the goals of a true education?
B.Readings include, but are not limited to, the following: “Learning to Read and Write” (Douglass), “Learning to Read” and “Education is My Mother and My Father” (Chanoff), “One Friday Morning” (Hughes), Freedom Writers; “I Know Why the Caged Bird Cannot Read” (Prose), “Education” (Emerson), “Superman and Me” (Alexie), “Best in Class” (Talbot), “A Talk
to Teachers” (Baldwin), “School” (Mori), “Shanghai Schools’ Approach Pushes Students to Top of Tests” (Barboza), “Me Talk Pretty One Day” (Sedaris)
Linking poetry – “The History Teacher” (Collins)
Linking Visuals/Audiovisuals – “Spirit of Education” (Rockwell), “Reading at Risk” (National Endowment for the Arts), “Make You Think” (Seinfeld)
Perspectives – six short readings/visuals to scaffold work on synthesis
Timed essay – write a free response rhetorical in-class essay about education theme
C.Supplemental handouts and lessons include, but are not limited to, the following:
a.Adjusting syntax for cohesion b.Loose and periodic sentences c.Parallel structure d.Developing tone and establishing credible voice in argument e.Rogerian and Toulmin Argument f.Essay rubric – argument
D.Class activities include, but are not limited to, the following:
Analyzing appeals to logos, pathos, and ethos; how these appeals interact in the development of meaningful texts
“Conversation” with a text
Selected vocabulary from readings
Multiple choice exercises
Students read “Me Talk Pretty One Day” (Sedaris) and “Superman and Me” (Alexie), writing a comparison/contrast essay addressing style, diction, organization, comparisons, and syntax used by each author. Students using strategically chosen words, comparison and syntax to convey individual style or tone to argument.
E.AP Classroom: 1.Complete Personal Progress MCQ for Unit 3 2.Complete Personal Progress FRQ for Unit 3
F.Assessment: Complete comparison/contrast essay
5.Unit 4: The Power of Perspective: The Author and The Audience - Community
A.Essential Question(s): How can one person’s influence or motive impact society?
B.Readings include, but are not limited to, the following: Rhetoric at Work in Reading and Writing, Chapter 1; “9/11 Speech” (Bush), “Speech to the United Nations” (Yousafzai, Malala); “Letter to the Warner Brothers” (Marx); “Home at Last” (Mengestu); “In Search of the Good Family” (Howard); “My First Lifeline” (Angelou); “The Hill We Climb” (Amanda Gorman)
C.AP Classroom
Practice: Complete Personal Progress Check MCQ for Unit 2 Practice: Complete Personal Progress Check FRQ for Unit 2
D.Assessment
After a discussion in class of claim, evidence, and commentary, student groups will list each of these aspects from Malala’s speech to the United Nations, brainstorming elements from the rhetorical situation in the speech, noting exigence and audience – both explicit and implied – as well as elements of claim, evidence, and commentary.
As a whole, the class will then generate a rubric of items to be included in paragraphs they will each write. Once divided into groups, each member will contribute a paragraph on one element of the rhetorical situation, using claim, evidence, and commentary in the paragraph, exchanging paragraphs and peer editing, then revising and submitting a personal finished product to the class for comment.
Second Quarter Workshops:
● Composition Workshop IV: “Words, Words, Words”—Consideration of the importance of rich and varied vocabulary that conveys meaning and establishes clear voice and appropriate tone; students will analyze their class writing up to this point, focusing on word choice and recognition of pet words and vague diction, then rewrite passages/essays to improve clarity and voice.
● Composition Workshop V: “The Sentence”—Examination of syntax, sentence combination, and sentence emphasis, paying particular attention to coordinating equal ideas and subordinating less important ones; students will practice strategies in a current essay assignment.
● Composition Workshop VI: “How to Write a ‘9’ Essay”— Exploration of AP essay prompts, including a look at strategies for each question; students will write timed AP essays and practice scoring using the general AP rubric.
● Composition Workshop VII: “Format and the Critical Essay”—A review of research and synthesis strategies that involves work with MLA format and considers other format styles; students will consider potential topics through exploratory free-writing, and begin work on their formal persuasive synthesis essays.
● “Images and Graphics as Text”— An exploration of various visual arts and graphic illustration as alternative texts; students will view, analyze, and respond in writing and art to a wide variety of images and graphics.
*SEMESTER EXAM: ONE PASSAGE, MULTIPLE-CHOICE QUESTIONS, ESSAY*
Second Semester
Third Quarter
1. Learning Goals (students will understand):
● Grammar: functionality of sentence structures and syntax ● Context clues as a means to interpret archaic prose ● Reader response ● Multiple-choice strategies ● Research and citation strategies ● How to discover credible sources ● How to conduct “conversations” with diverse sources, transcending “read and regurgitate” ● How to achieve success on the “English” and “Reading” sections of the ACT ● More about archaic prose
6.Unit 5: Popular Culture – Visual Rhetoric
A.Essential Question(s): To what extent does Pop Culture reflect our society’s values?
B.Readings include, but are not limited to, the following: “Corn-Pone Opinions” (Twain), “High School Confidential” (Denby), “Watching TV Makes You Smarter” (Johnson), “Celebrity Bodies” (Harris), “My Zombie, Myself” (Klosterman)
Linking Poetry: “Emily Dickinson and Elvis Presley in Heaven” (Ostrom)
Linking poetry: “Emily Dickinson and Elvis Presley in Heaven” (Ostrom)
Linking Visual Text: The Innocent Eye Test (painting), Mark Tansey
C.Activities:
Viewing two Hogarth paintings: “Marriage a la Mode: The Marriage Contract” and “Marriage a la Mode: The Toilette”, students will deconstruct the painting to deduce elements of the rhetorical triangle, considering the works as visual arguments. Then, reading Thackery’s selection, describing the paintings from English Humorists of the 18th Century, this time explaining the authors diction, comparisons, and syntax to create tone and style. Students explain how the author creates, combines and places clauses to show relationships.
Students will then select their own painting as a basis in writing their individual description and analysis, defining the rhetorical situation and analyzing the visual and its message. Use strategic word choice, comparisons, and syntax to convey tone and style, ideas and arguments.
D.AP Classroom: Practice: Complete Personal Progress Check MCQ for Unit 5 Practice: Complete Personal Progress Check FRQ for Unit 5
E.Assessment
Complete painting analysis essay.
7.Unit 6: Humor and the Art of Satire – Ethics
A.Essential Question(s): How does the political climate of a time period both influence and be influenced by satirical comedy? How can humor and irony make you more persuasive?
B.Readings include, but are not limited to, the following: “A Modest Proposal” (Swift), “The Rape of the Lock” (Pope), “Hasty Pudding” (Barlow), “Lady Windermere’s Fan” (Wilde), “Lost in the Kitchen” (Barry)
F.Selected essays from The Onion and Toons; selected excerpts from comic routines by Andy Sedaris, Jerry Seinfeld, Lewis Black, and other comedians; other instructor-selected essays, letters, and speeches; student-selected essays; counterpoints and miscellaneous readings
G.Analysis of Visual Representations – photographs, satirical cartoons, advertisements
H. Entering the Conversation: Students will respond to one of the prompts at the close of the readings. Option 1: The Power of Language: What do our Words Reveal about us? Supplemental Texts: “The Ways We Lie” (Ericsson), “Aria: Memoir of a Bilingual Childhood” (Rodriguez), “Politics and the English Language” (Orwell), “Why I Write” (Orwell), “Words and Behaviour” (Huxley), “How to Tame a Wild Tongue” (Anzaldua), other articles and columns as discussion/writing starters; various pieces of artwork, cartoons, images, graphic data, and video clips. Alternative questions: How does the language we use reveal who we are? How does the language around us influence our decisions? Possible Major Writing Assignments: 1-Locate and analyze an advertisement, which utilizes minimal text—no more than 6 words. Analyze the rhetoric of the language used in the image and explain how it is related to other elements of the advertisement as a whole. Who is the intended audience? How and why does the minimal text/language appeal to the intended audience? What other purposes does the use of language reveal besides “selling?”
2- Write a narrative or personal essay exploring the impact of words on some aspect of your life or history, or some role you fulfill—academic, family member, athlete, bible-study leader, class officer, etc… Option 2: Satire: Using Humor as a Shield or a Sword Supplemental Texts: “A Libido for the Ugly” (Mencken), “A Modest Proposal” (Swift), “Advice to Youth” (Twain), “Batting Clean Up and Striking Out” (Barry), “Marrying Absurd’ (Joan Didion), “Me Write Pretty One Day” (Sedaris); other articles and columns as discussion/writing starters; various pieces of artwork, cartoons, images, graphic data, and video clips. Essential Questions: What is the rhetoric of humor? How do we identify it and use it intellectually? Big Ideas: satire (in all its forms), other forms of humor, allusion and popular culture/media/news Possible Film Study/Excerpts: Shrek, The Lego Movie
Possible Major Writing Assignments:
1- AP-style timed writings focused on satire and humorous writing.
Third Quarter workshops will include reviews and advanced work in areas of concern or difficulty for students.
Composition Workshop VIII: Individual Conferences—One-on-one reviews of student work up to this point; students will meet with instructor to discuss individual work.
Second Semester
Fourth Quarter
Learning Goals (students will understand):
● meanings behind images, the power of the photograph ● the concept of memory – using shared experience as a tool ● rhetorical strategies applying to grammar and syntax ● multiple-choice stems and the creation of multiple-choice questions ● AP exam expectations ● rhetorical strategies in film
Preparation for the AP Exam on May
o Practice MC questions o Deconstructing essay prompts
● Writing Assignment: Students will write a review of a student-choice movie, focusing on the scientific implications of the content and the overall effects of the computer-generated production.
8.Unit 7: Work
A.Essential Question(s): How does work shape or influence our lives?
B.Readings include, but are not limited to: “The Atlanta Exposition Address” (Washington), “The Surgeon as Priest” (Selzer), “The Traveling Bra Salesman’s Lesson” (O’Keefe), “Labour” (Carlyle), “The Writing Life” (Dillard), “In Praise of a Snail’s Pace” (Goodman), “The Case for Working with Your Hands” (Crawford), “To Be of Use” (Piercy), “Dear Mrs. Roosevelt: Cries for Help from Depression Youth” (Cohen)
Linking poetry: “Harvest Song” (Toomer)
Linking visuals/audiovisuals: “We Can Do It” (Miller), “Rosie the Riveter” <obt.Icsc.edu/. . . /Rosie%2520the%2520the%2520Riveter.jpg> , North Country (2005) clip, Charlie Chaplain’s Modern Times (1936), Hudsucker Proxy, The Age of the Millenials (CBS)
Perspectives: Six short readings/visuals to scaffold work on synthesis
C.Possible writing assignments:
Students will brainstorm a list of general statements based on the
two previously studied themes, education and work. Each student will develop one idea and write an essay in which the thesis is both focused and supported by examples drawn from their readings, conversations, and experiences. This will be a polished paper resulting from a Stephen Dunning peer-group review and a small-group teacher-led conference. A works cited page is required.
Using “Dear Mrs. Roosevelt: Cries for Help from Depression Youth” (Cohen), springboard a classroom discussion about the economic concerns that impacted teens during the 1930s versus the economic realities that impact high school students today. With a minimum of four sources, research one current economic issue faced by students today. One must be an interview, one a visual source. After analyzing information, students will write an argument that develops a position on the role that state and federal governments should play in eliminating negative economic factors for US teenagers. The essay should include a clear thesis and the development of a line of appropriate method of development in which to present their argument, depending upon the information gathered. The argument must synthesize three of the sources, including the visual.
D. Supplemental handouts and lessons include, but are not limited to, the following:
Vocabulary
Synthesis: steps to success
Various cartoons, graphs, and photographs
Diction and syntax analysis words
Mood and tone words
Rhetorical fallacies
Synthesis and Test Taking Strategies
9.Additional theme concepts for students to select for Unit 8
Theme: Research, Reading and Rhetoric
o Group discussions of viability of research topics o Library – gathering information and ideas from diverse sources o Group peer reviews of preliminary drafts
Theme: Gender – What is the impact of gender roles that society creates and enforces?
● Linking and Discrepant Texts: “Women’s Brains” (Gould), “Professions for Women” (Woolf); “Letters” (Adams), “About Men” (Ehrlich), “The Myth of the Latin Woman” (Cofer), “Being a Man” (Theroux), “Aids Has a Woman’s Face” (Lewis), “There is No Unmarked Woman” (Tannen)
● Linking Poetry: “Barbie Doll” (Piercy)
o Writing Assignment: Students will partner-write a copy, change poem entitled “G.I.Joe,” modeling Piercy’s style and tone in “Barbie Doll.”
● Linking Pop Culture: Students work in small groups to design audio/visual presentations to show how pop culture reflects our society’s view of accepted gender roles.
● Writing Assignment: Students will write a researched argumentative paper based on a gender issue. The paper will incorporate a balance of paraphrasing, summary, and quotations from multiple sources. Students will use these sources to analyze and synthesize ideas as support for their own argument. Students must use MLA-style citations throughout the paper and include a works cited page.
Theme: Language – How does the language we use reveal who we are?
● Linking Texts: “Aria: Memoir of a Bilingual Childhood” (Rodriguez), “Politics and the English Language (Orwell), “Mother Tongue” (Tan), Decolonising the Mind excerpt (Thiong’o), “Always Living in Spanish” (Agosin), “Studying Islam, Strengthening the Nation” (Berkowitz and McFaul), “Bilingualism in America: English Should Be the Official Language” (Hayakawa)
● Panel Discussion on “Raising Bilingual Children”
o Writing Assignment: The class will break into small groups to research and plan a panel discussion comprised of community leaders who have first-hand experience with English as a Second Language (ESL). Specific group activities will include researching and contacting sources, designing a brochure for community use, writing questions for panel, and inviting audience members.
● Group Discussions: Students will brainstorm complex, debatable issues from varying perspectives on language issues and focused on service learning and/or commitment to community.
o Writing Assignment: In small groups students will create original synthesis essay prompts on a language-related theme and find six linking and discrepant sources, including one visual, for use in a free response. An annotated bibliography will be submitted with the prompt and sources.
Fourth Quarter Workshops:
“Oral Presentation”—Discussion of speech delivery and oral presentation strategies; students will practice and incorporate guidelines and strategies into class presentations of persuasive essay topics.
“Exam Preparation Review”—Recap of multiple choice and essay strategies related to each type of essay question (defense/ refutation/qualification, analysis of rhetorical strategies, and synthesis); students will take a released exam that may be used as a final exam for the class.
Composition Workshop IX: Final Individual Conferences—One-on-one reviews of student work up to this point; students will meet with instructor to discuss individual work.
*SEMESTER EXAM: ONE PASSAGE, MULTIPLE-CHOICE QUESTIONS, ESSAY*
Teaching Strategies:
Subject-Occasion-Audience-Purpose-Speaker-Tone (SOAPSTone) – Tommy Boley
This is a text-analysis strategy to teaching students to craft a thoughtful thesis.
• Speaker – the individual or collective voice of the text – Who is to be heard? • Occasion – the event or catalyst causing the writing of the text to occur • Audience – the group of readers to whom the piece is directed – affects how and why the piece is written • Purpose – the reason behind the text – What do I want my audience to do or think? • Subject – the general topic and/or main idea • Tone – the attitude of the author – emphasizes meaning through diction, syntax, imagery
The following steps are used to help students approach visual texts:
• Overview – write down a few notes on what the visual appears to be about • Parts – focus on the parts of the visual. Write down any elements or details that seem important • Title – highlight the words of the title of the visual (if one is available) • Interrelationships – use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic • Conclusion – draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.
Rhetorical Analysis – Active Reading
For each reading assignment, students must identify the following in their reading journals:
• Thesis or claim • Tone or attitude • Purpose • Audience and occasion • Evidence or data • Appeals: logos, ethos, pathos • Assumptions or warrants • Style (rhetorical mode, rhetorical devices)
Stephen Dunning Small-Group Revision Process
After students have written a first draft, they form small groups of four. Each student brings four copies of his/her piece to be shared with the group.
● Decide on a timer for the group. Each person has 10-15 minutes to share their piece. ● The first person passes out his/her piece to the group. (S)he reads the piece aloud while the others follow along, annotating questions/concerns/suggestions to help the writer in the revision process. ● After the oral reading, the author sits back and listens to the discussion among the other three. The author may not speak but should take notes during this time. ● The other three members of the group discuss the piece as if the author were not present. The focus should be on ideas, rather than mechanical issues. Grammar, spelling, and punctuation errors should be noted on the paper. The discussion should last approximately ten minutes. ● The author of the paper should thank the other members of the group when finished and collect all papers. ● Repeat this process for all members of the group.
Gradual Release of Responsibility:
Collaborative Group Activities
● Roaming Team Leader Students team in groups of six. After a topic discussion, one student from each group moves to another group, i.e., #2 from each group. Roaming leader moves counter- clockwise through groups, spending approximately 3-5 minutes in each group. He/She debriefs his/her discussion ideas to next group, moving through all groups.
● Pair-Square Partners pair up with another partner group to discuss a topic or reading.
● Say Something Students form trios and alternately read a difficult portion from text. After each reading, the listeners synthesize and summarize what they heard in the reading. The second person may not repeat what has already been stated.
● Seasonal Partners/Quartets Students write down someone’s name for each season of the year by roaming around the room and asking for signatures. Keep list. At varying times, students will meet with their fall, summer, spring, or winter partner. This can also be done with times of the day (12:00, 3:00, 6:00, and 9:00)
● Quiz/Quiz/Trade Students write a multiple-choice question about the author’s use of rhetorical devices in a reading and write on a 3x5 card. Each student debriefs their question with another student. After both have debriefed, students trade cards and find another partner. Students then debrief their new card and switch again. The process can be repeated according to time allotment.
● Each Teach (Jig Saw) Each student within a group of 3, 4, or 5 silently reads a different article, annotating in the margins. Each person teaches his/her article to the rest of the group. This can be done by exchanging information with one other student, followed by each partner team teaching another partner team.
● Paired Verbal Fluency (for activating prior knowledge) Following a homework reading assignment, students form quartets. Students number off; the first student takes a specific number of seconds to talk about the topic. When time is called, switch to #2. This new student continues to summarize the reading, but no information may be repeated. Each student is allowed an increasing number of seconds to talk (20-40-60-80). Good for adding more information to prior knowledge. To synthesize information, reverse the number of seconds allowed (80-60-40-20). This is an excellent opening activity for reviewing the homework reading assignment.
● 3-2-1 Students read an article and write 3 ideas they found interesting, 2 ideas they can apply to their personal lives, and 1 question they still have. An alternate activity is to make connections: 3 text-to-text, 2 text-to-self, and 1 text-to-world. connections.
● Silent Discussion After reading a selection or participating in an activity, each student writes a reflection or synopsis of what he/she just experienced. After approximately 2 minutes, partners switch notebooks (or paper). Each student reads his/her partner’s response and then silently responds to the writing. After 1 minute, switch again.
Vocabulary Acquisition
Robert Marzano’s Six-Step Process
● Step 1: Explain—Provide student-friendly description, explanation, or example of new term. ● Step 2: Restate—Ask students to restate description, explanation, or example in their ownwords.
● Step 3: Show—Ask students to construct picture, symbol, or graphic representation of term. ● Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks. ● Step 5: Refine and reflect—Periodically ask students to return to dialectic notebooks to discuss and refine entries. ● Step 6: Apply in Learning Games—Involve students periodically in activities that allow them to interact with terms.
Teaching Style
Because style is a major component of writing skill, students will learn and apply the use of verbals, phrases, and clauses to improve the quality and sophistication of their writing. Primarily, students will model authors’ style, transferring this knowledge to their own writing. In addition, students will learn figures of rhetoric in a piece of writing, particularly schemes and tropes. See Marzano’s approach above to facilitate learning of these terms.