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AP English Language and Composition
Part I: Course Description
English Language and Composition is an advanced class of reading and writing taught to the 11th grade class with the end goal of preparing the students for the AP English Language and Composition Exam. The course uses works of different genres, such as graphics, visual images, novels, poems, essays, and short stories, to achieve comprehension, application, and evaluation of the effective use of rhetorical strategies in English. Furthermore, the literature is used as a springboard for personal writing of journals, essays, poems, and short narrative writings. Mini-lessons over grammar and vocabulary will be provided to develop students’ test taking skills.
This course is designed to comply with the curricular requirements described in the AP English Course Description and to prepare students to pass the AP English Language and Composition Test. In the beginning of the class, students will take a practice AP test and go over the test, and at the end of every quarter students will take a practice AP test to familiarize with the test so students will not be surprised when they take the exam in early May.
I believe that good teachers are intentional teachers and good students are intentional students. Though we may not follow the exact sequence nor teach the same books outlined here each year (I may add or subtract texts as the year progresses), we will stick to the overall organization. The class will mainly follow the essays in the Riverside Reader and read 3-6 novels chosen based on students’ level of competence and level.
Our year is divided into 9-week quarters. Students may expect to write
2–3 papers (3–6 pages each) outside of class, 2–3 in-class essays (rhetorical
or literary analysis), and complete a variety of quiz/short test assignments
per quarter. Any remaining days will be spent on test-taking strategies and practice tests.
Part II: Program Components
Text 1: Writers, Inc.. 2001. Publisher: Great Source Education Group, Houghton Mifflin
Text 2: The Riverside Reader. 2002. Publisher: Houghton Mifflin Company
Text 3: Cliffs AP English Language and Composition, 2001. Publisher:IDG Books, Inc.
Text 4: Selected Editorials and political cartoons from the Saipan Tribune, 2001-08, and other selected periodicals.
Part III: Course Objectives
A. End of Year Objectives
a. Students will learn to analyze rhetorical devices and write précis (a four-sentence paragraph that records essential rhetorical strategies).
b. Students will write effectively in several forms about a variety of subjects and will practice and master the use of several rhetorical writing techniques.
c. Students will learn to read fiction and nonfiction writing in order to analyze its use of rhetorical style and identify different types of appeals.
d. Students will learn to analyze how graphics and visual images relate to a text and how they can be used to convey a message to an audience.
e. Students will learn to write an effective thesis and support their thesis with coherent and logical proofs.
B. Quarterly Objectives:
a. First Quarter:
i. Students will review and learn basic rhetorical strategies through reading, writing, and presentations.
ii. Students will learn the various modes of discourse (narrative, expository, analytical, and argumentative) and use them in their own writing.
iii. Students will learn advanced vocabulary from their reading and etymology mini-lessons.
b. Second Quarter:
i. Students will read more challenging material with rhetorical strategies in mind and analyze writing of various authors, including other students.
ii. Students will practice timed essays and multiple choice test questions.
iii. Students will learn how to use writing rubrics and to grade essays.
c. Third Quarter:
i. Students will practice more rhetorical techniques in timed and untimed essays.
ii. Students will analyze essays and writings from other students for strategies.
iii. Students will read example test questions, student responses, and rubrics.
iv. Students will make a power-point presentation of rhetorical techniques and demonstrate their facility with computer technology.
d. Fourth Quarter:
i. Students will learn to properly cite sources of information using the MLA approach.
ii. Students will analyze visual images and graphics.
iii. Students will learn to grasp hidden messages and underlying assumptions present in various media.
Required Reading for Course:
Fall Semester Reading List
Pride and Prejudice, Jane Austen
Silas Marner, George Elliot
Narration and Description:
Song for a Barbarian Reed Pipe, Maxine Hong Kingston
Deloris, Lauren Briner
My Name Is Margaret, Maya Angelou
Keeping the Scorebook, Doris Kearns Goodwin
The Myth of the Latin Woman, Judith Ortiz Cofer
Digging, Andre Dubus
Shooting an Elephant, George Orwell
The Conversion, Wendy Lesser
Truth or Consequences, Alice Adams
The Book on the Bookshelf, Henry Petroski
Making Stained Glass, Sara Temple
My Daily Dives in the Dumpster, Lars Eighner
Campus Racism 101, Nikki Giovanni
Dolphin Courtship: Brutal, Cunning, and Complex, Natalie Angier
Grounds for Fiction, Julia Alvarez
Arranging a Marriage in India, Serena Nanda
The Keyboard, William Zinsser
The Golden Darters, Elizabeth Winthrop
Comparison and Contrast:
FDR and Truman, David McCullough
Howard and Rush, Nathan M. Harms
Two Views of the River, Mark Twain
Mountain Music, Scott Russell Sanders
A Tale of Two Divorces, Anne Roiphe
RapportTalk and ReportTalk, Deborah Tannen
Shakespeare in the Bush, Laura Bohannan
The Golden Spike, John Steele Gordon
His First Ball, Witi Ihimaera
Division and Classification:
Conservation Is Good Work, Wendell Berry
Gentlemen! Start Your Engines, Gareth Tucker
The Extendable Fork, Calvin Trillian
Four Kinds of Chance, James H. Austin
Shades of Black, Mary Mebane
Modern Friendships, Phillip Lopate
Five and a Half Utopias, Steven Weinberg
Selected Web Sites, Dave Barry
Revelation, Flannery O’Connor
Spring Semester Reading List:
Hamlet, William Shakespeare
When Tristram Met Isolde, Joyce Carol Oates
Personality, Jason Utesch
One Good Turn, Witold Rybczynski
The Hoax, John Berendt
Growing Up in Los Angeles, Richard Rodriguez
The Tiger Is God, Stephen Harrigan
Bobos: The New Upper Class, David Brooks
Women and Children First: Gender and the Settling of the Electronic Frontier, Laura
Everyday Use, Alice Walker
Cause and Effect:
Elephant Evolution, Jonathan Weiner
BarrierFree Design, Emily Linderman
Science and Hope, Carl Sagan
Some Big Ideas Wash Up One Bulb at a Time, Andrew C. Revkin
Uniforms, Robert Coles
Peak Performance: Why Records Fall, Daniel Goleman
Keeping Women Weak, Cathy Young
Welcome to Cyberbia, M. Kadi
One Holy Night, Sandra Cisneros
Persuasion and Argument:
The Promised Land, Nicholas Lemann
Genetic Engineering, Jim F. Saloman
I Have a Dream, Martin Luther King, Jr.
A Chinaman’s Chance: Reflections on the American Dream, Eric Liu
Stone Soup, Barbara Kingsolver
Women and the Future of Fatherhood, Barbara Dafoe Whitehead
Soul of a Citizen, Paul Rogat Loeb
Confessions of a Nonpolitical Man, Steven Birkerts
The Bird in Our Hand, Toni Morrison
In Defense of Prejudice, Jonathan Rauch
Looking for Community on the Internet, Evan I. Schwartz
Harrison Bergeron, Kurt Vonnegut, Jr.
Description of Assignments:
Daily writing that requires each student to analyze a piece of writing for its rhetorical strategies, audience, and purpose in a four-sentence paragraph that records the essential elements of a unit of spoken or written discourse. The students are required to respond to the reading in a personal but analytical way applying the rhetorical strategies they identified in the reading. These précis are used as springboards for further discussions about various rhetorical strategies, effective use of language, and purposes for writing.
Periodic reading check or reaction papers for reading assignments (20%)
Writing requires students to analyze a piece of writing for its rhetorical strategies, audience, and purpose in paragraph. Then students are required to respond to the reading in a personal way applying the rhetorical strategies they identified in the writing or take
daily reading comprehension and vocabulary quizzes over the previous reading assignments. The questions will also address the kinds of appeals the writer uses to further his arguments.
Biweekly timed essays used to drill students on writing effectively about various topics. The writing prompts are drawn from past AP English Language and Composition Exams.
Multiple Choice Quizzes (15%)
Biweekly, timed, multiple choice reading comprehension tests designed to practice the skills need to take the AP English Language and Compositions Exam. The number of questions and passage will increase throughout the course.
Four major essays, one in each quarter, that require students to perform research on a topic of interest to them that has local, national, or global importance. The researched argument paper goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis and synthesis of ideas from an array of sources. These essays require research skills, and in particular, the ability to evaluate, use, and cite primary and secondary sources. The essays go through the writing process to reach a final publishable document.
Academic Integrity: Students will learn how to quote the sources effectively; special mini-lessons will be given for effective referencing. Plagiarism (or cheating) will be warned the first time, and repeated violations may result in academic probation.
Writing Process. The students write essays that proceed through several stages or drafts, with revision aided by teacher and peers. Students are encouraged to use a variety of sentence structures, including appropriate use of subordination and coordination. In addition, students are coached in the use of logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis. Students are instructed to use balance of generalization and specific, illustrative detail. An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure is also required and taught.
All assignments must be turned in before the specified due date and time (before class), and late assignments will not be accepted. Only major assignments will be given reprieve, with the daily 10% penalty. If printing is not possible, please print (no cursive unless approved by the teacher) and double-space your assignment for easy reading and grading. All seatwork and minor assignments will be graded holistically while the printed assignments will be corrected – points will be deducted if your writing is grammatically and stylistically flawed.
06.07B Political argument
In paragraph 3, Orwell points out two common faults in the sample passages. What are these faults? Correct grammar and syntax. 2. Orwell presents guidelines for using metaphors. Briefly describe these guidelines. Being preoccupied with grammar could make writing meaningless. He said you can have a whole bunch of words with no metaphors and these words would have no meaning. Too much metaphors and no paying attention to grammar will bog the meaning down. This will make the reader lost and he won’t be able to understand. It’s good to use good grammar, but don’t make that your only concern. 3. Pretentious diction poses a number of problems, according to Orwell. Explain what these problems are. If they are unable to put their thoughts in “words” then their ideas won’t be effective. Grammar is like cane to hold up their sagging argument. 4. Give three examples of Orwell's idea of meaningless words. romantic, plastic, values 5. At the time of this writing, how did Orwell view the state of the English language. How did it get that way? He thinks the English language is too vague. He thinks it’s easier to make up words then to find a word in English words. 6. Orwell mentions and explains "the defense of the indefensible." What are some examples of this? What is the importance of English usage here? Things like the continuance of British rule in India, the Russian purges and deportations-Defense. Defense doesn’t imply. Indefensible consists of Euphemism. 7. Discuss Orwell's view on the necessity to "fight against bad English." What is particularly important about political language in this regard? 8. Some view his essay as an exemplification essay, while others say you can view it as process analysis (a "how-to" piece.) Pick one of these rhetorical modes and describe how this essay functions as one or the other. 9. Orwell formats his essay by dividing it into sections and providing.
Writing an In-class Essay AP Language
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Writing an In-class EssayAP Language
Essays on the AP English Language Exam:
For the Synthesis Prompt:
Reading Time 15 minutes
Suggested Writing Time: 40 minutes
The following prompt is based on the accompanying six sources.
This question requires you to integrate a variety of sources into a coherent, well-written essay. Refer to the sources to support your position; avoid paraphrase or summary. Your argument should be central; the sources should support this argument.
Remember to attribute both direct and indirect citations.Make sure that you understand what the prompt asks you to do:
Synthesis Essay Prompt
Television has been influential in United States presidential elections since the 1960’s. But just what is this influence,and how has it affected who is elected? Has it made elections fairer and more accessible, or has it moved candidates from pursuing issues to pursuing image?
Read the following sources (including any introductory information) carefully. Then, in an essay that synthesizes at least three of the sources for support, take a position that defends, challenges, or qualifies the claim that television has had a positive impact on presidential elections.
Usually will be rhetorical or stylistic
--Rhetorical: rhetorical techniques and rhetorical language--Style: elements of style
What is meant by rhetorical strategies?
What is meant by style?
If style is thought to consist of the mannerisms and methods of an individual writer, then one can refer to the pompous style of Dr. Johnson, the whimsical style of Charles Lamb, the allusive style of T. S. Eliot, the clipped style of Hemingway. Most critics agree, however, that “what one says” and “how he says it” are basic elements in style. Therefore, style may be thought of as the impress (influence) of a writer’s personality upon his subject matter.
Devices Used to Create Style:
connotation of words/denotations of words
Figures of speech
metaphors, similes, personification, allusions, etc.
Choice of detail
The Analysis MUST address TONE
What is tone?
An author’s attitude toward his subject
Remember that rarely will the tone remain the same from beginning to end, or will the tone be limited to a single descriptive adjective.
Don’t be afraid to see opposites—
The attitude is one of - - -, yet one of - - -.
Essays are scored holistically
9-8--These essays address the prompt fully. Though the essays may not be error-free, they are perceptive in their response and demonstrate writing that is clear and precise.
7-6--These essays offer a reasonable attempt at the prompt. Although not as convincing, or as thoroughly developed,as the 9-8 papers, they demonstrate the writer’s ability to express ideas with clarity, insight, and control.
5--These essays tend to be simplistic in thought or in development. They often rely on paraphrase. These essays are not as well conceived, organized, or developed as upper-half papers.
4-3--These lower-half essays offer less than thorough understanding of the task. Although some may lack adequate development or evidence, these essays tend to rely on paraphrase only. The writing often demonstrates a lack of control over the conventions of composition: inadequate development of ideas, an accumulation of errors, or a focus that is unclear.
Organize is the Key to Success
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Edit Article How to Score a 9 on an AP English Essay. Questions and Answers. Are you a high school AP English Student? Are you an aspiring author of great works of. These essays are examples of good ap lang essays AP-level writing. Exam Overview. These Homeworks.org essays are examples of good AP-level writing.AP ENGLISH LANGUAGE AND COMPOSITION EXAM. Students are also required to write three essays that. Below are free-response questions from past AP English. Post your practice rhetorical analysis/ any essays here! AP Lang previous essay/ questions; 2011 Question 2 Florence Kelley speech:I havent had AP lang since December, so I completely forgot everything I did in the class. Exam tomorrow.3 Essays earning a score of 3 meet the criteria of the score of 4 but are less perceptive. AP English Language and Composition 9-point Rubric Author: Janet Newton. Writing is central to the AP English Language and Composition courses and examsAP LANGUAGE AND COMPOSITION – GRADING RUBRIC – SYNTHESIS ESSAY Grade Description 1 2 3 4 9 Essays earning a score of 9 meet the criteria for essays that are. The table ap lang essay prompts 2012 below shows some conventional English symbols and abbreviations. Voice of Snow. Like an essay, it is very difficult, and that. AP® English Language and Composition 2013 Free-Response Questions. About the College Board. The College Board is a mission-driven not-for-profit organization that. ap lang essaysWrite My Essay for Me
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This AP Lang assignment was about finding a picture of oneself and writing a reflective essay about it. I would appreciate some feedback on this essay, particularly in the fields of sentence fluency, clarity, and mechanics/usage/grammar. Any constructive criticism is welcomed.
The Twerp in the Picture is Me
As I am an only child, there are many pictures of me in existence. Nearly all of them were taken by my parents (most likely accompanied by pleas to "stand still!" and "sit up straight"), featuring me in silly, frilly dresses, with poufy hair. Some feature my parents. Some feature landmarks, or even the family cat, Xena. I like to look at them, and reminisce about the past. One among my more peculiar attributes is my ability to pull any memory, no matter how old or shady, from the recesses of my mind when prompted with stimuli that relates to them. This helps me with reflection in that it allows me to relive parts of my life, helping me learn from them. Pictures are often the perfect stimuli to expose oneself to, in hopes of remembering days long gone. Sometimes, I look at them, and wonder how sixteen years, or twelve years, or ten years, or even five years could be so long. After all, in the scope of the world that holds us, one person is a minute detail, not worth the universe's time. But yet, these pictures have such a large impact. When I look at them, I see how happy I was. Yet, I was alone in most of them, and then I feel lonely, and a bit sad. I also feel frustration in not being able to pinpoint how I used to justify my loneliness and anxiety to myself, though I remember feeling it, despite my childish happiness.
In one picture, I am sitting in my bedroom at my drawing table (salvaged from a garage sale), my hair cropped close to my head, while holding my toys close to my chest. I appear anxious, as if anticipating somebody to come clobber me with a mallet, but in reality, I was just staring at my three year old cousin (just out of the shot) apprehensively, fearing he would take my toys. I was five years old, and would not start Kindergarten for another six months. It is strange to me, that I don't recognize myself in this picture. Intellectually, I know: These are my features, my nose, my brow, my eyes, my hands. But mentally, though I share memories with this child, she is a stranger. She is distant.
In another picture, taken earlier in life, and in another house, I am two years old. I am sprawled on the ground, coloring in a Bambi coloring book. I remember being quite proud that I could color within the lines, a Godlike feat for a two year old. I am wearing a blue boy's sweater which I had insisted on buying, and which now resides in my aunt's basement. My hair is poufy and my ringlets are springy to an outrageous extent. My expression is doleful, and I glower slightly at the camera. Soon after the picture was taken, I would have my afternoon snack and spill grape juice on my boy-sweater. I can identify with this child, as opposed to the other one. This child is slightly angry, somewhat boyish, and fancies herself an artist. This child feels like a God, or perhaps a magnificent beast, one with Godlike powers and unfathomable strength. A God that ponders the world she created around her. But the child looks like a two year old coloring in a coloring book, not a God, despite feeling Godlike.
There is a picture that confuses me. I cannot remember the exact moment that it was taken. I am around four years old, and sitting in my backyard swing-set at dusk. Freshly dried leaves are scattered on the ground, and I am wearing a pink knitted jacket, indicating that it is autumn. A large tin tub is balanced against a shed that doesn't appear in the picture. Approximately ten years later, my cousins and I would attempt (and fail) to fill that same tub with butterscotch pudding. I look happy in the picture, captured mid-laugh. The dimples in my chin are prominently chiseled into my face by laughter, and my hair serves as a tassel for my head, secured by a pink bobble. Later on, when I outgrew the swing, my parents would replace the plastic seat and cloth cord with a chain and wooden seat, so that I could continue using it. The swing is a prevalent part of my childhood, and while it made me very happy, I don't understand the look of inexplicable happiness on my face. I was lonely- I had no companions until seventh grade. Why was I so happy, when I was alone, and I had nobody to share that happiness with? Perhaps it was childish naivety and ignorance. After all, ignorance is bliss, for many. Or perhaps it was because I was my own companion, not a prisoner within my own mind, but a guest.
Or perhaps I just liked swings.
Some days, I feel embarrassed to say, I have no energy to think about deeper meanings of life. Some days, I have no strength to analyze the actions of myself and my peers. Some days, I just want to sit back and admire the sky, and lie down and let the sun warm my skin. After you realize your existence in this world as a mortal, and realize the existence of others, you begin to appreciate small things like coloring books, swings, and photos. Because as a mortal, one has only one life, one must treat that life as something precious. One must cherish it, reflect on it. Whether one reflects upon a silly child thinking she is a creator and a sole entity, or whether one reflects on a simple happiness, much can be gained through reflection. Photographs are an excellent medium for reflection, because they capture what we once were, and who we once were.
I really enjoyed reading this essay.But don't you think it would be better to focus on just one picture? I would suggest pick the one where you're five and write about your encounter with another little human being. Or perhaps choose the one where you are four and elaborate on how this particular picture confuses you. If I were you I would stick with one picture and write a detailed account. If however you must choose more than one, don't choose more than two. Although this essay is interesting. it appears that you're jumping from one idea to another. Hope this helps :)
Let me know if you need more help and please pray for me :)
The AP English Language and Composition exam consists of but may not write in the essay booklets during this time. students are asked to write an essay in which they analyze and discuss various techniques the author. AP ® English Literature and Composition write an essay in which you analyze how the complex attitude of the speaker is developed through such devices as A P English Literature and Compostion. The conclusion of the essay. The function of the essay's Conclusion is to restate the main argument. It reminds the reader of the strengths of the argument: that is, it reiterates the most important evidence supporting. Since AP English Language takes the place of For their first essay, students write on the following College Board English Language and Composition prompt Time is spent over the holidays grading and writing. AP English Language and Composition. Write an essay in which you develop a position on the effects of advertising. 1) The purpose of advertising is simple. AP English: Literature and in the society of her own time. Write an essay in which you describe her views on "old analyze how the language of the passage characterizes the diarist.
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When you are writing a for an AP English Language or AP English Literature prompt you need to make sure that you use to describe the Sample Classification Essay AP English Sample Essays. 600,064 views. AP English Language and Composition Exam (Taken directly from CollegeBoard). Essay Writing Service by tigers! No college policy restricts students from using a custom essay writing service. Write My Essay Essay Writing Help Do My Homework. RESOURCE INDEX: AP Language Prompts by Genre Reprinted: 7/7/2012 Compiled and indexed by Valerie Stevenson AP English Language, “On Seeing England for the First Time” 1999 Essay Passage from Nonfiction. AP English Language Composition 1999 Free-Response Questions Then write an essay in which 1999 ENGLISH LANGUAGE Question 2 (Suggested timeŠ40 minutes. Read 2009, 2010 AP English Course Description text version. ENgLIsh. ENgLIsh LaNguagE aND ComposItIoN ENgLIsh LItERatuRE aND ComposItIoN. Course Description.
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