AP Language—Tatum
Modes Project
CBAPELC C1—The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies,
popular culture, personal experiences).
CBAPELC C3—The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become
increasingly aware of themselves as writers and of the techniques employed by the writers they read.
CBAPELC C5—The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/ biographies, diaries, history, criticism) that are
selected to give students opportunities to identify and explain an authors use of rhetorical strategies and techniques.
You will be reading and writing essays that demonstrate the different modes of development. Your written essays are not required to be overly
long (500 words maximum) but should allow you to try different writing voices and modes of development. Each essay comes from a different
chapter in your textbook. All work must be TYPED.
First you will read the introductory material about how to organize writing for each mode. Second, you will read an essay that exemplifies the
mode. Third, you will answer questions about the essay from the text. These exercises will count 20 points each for a total of 200 points in the
Reading: Summative category of the grade book. Fourth, you will write an essay in the mode of the chapter as directed by the Writing Workshop
prompts. The essays are worth 50 points for a total of 500 points in the Writing: Formative category. Finally, if the essay appears in bold, you
will complete an AP-style multiple choice test for the essay in class on the due date. These scores will be recorded as any other MC test in
Reading: Formative category. For additional attention to writing improvement, if you have committed the grammatical error found in “Grammar
in Context” on any of your mode essays, you must complete the exercise for that chapter. You will choose your three best essays for a major
performance-based assessment which will serve as the final exam for the course.
Due Date
Example Essay Exercises Writing Workshop
Mode Description
o Comprehension # 3, 4
o Purpose and Audience # 1-4 # 1 or 2 p. 133
Oct. 25
o Style and Structure # 1, 2 (Grammar in Context: Run-On
Chapter 6 “Shooting an Elephant” pp. 126-132
o Vocabulary Project: Define Sentences p. 88)
Narrative pp. 83—94
unfamiliar words from list Editing Check pp. 93-4
o Multiple Choice in class
o Comprehension # 2, 3, 5
Oct. 28 o Purpose and Audience #1-4 # 1, 2, or 3 p. 189
Chapter 7 o Style and Structure #2-4 (Grammar in Context: Misplaced
“Once More to the Lake” pp. 183-189
Description pp. 143— o Vocabulary Project: Define and Dangling Modifiers pp. 152-3)
160 unfamiliar words from list Editing Check pp. 159-60
o Multiple Choice in class
o Comprehension # 1, 4, 5
Nov. 2 o Purpose and Audience #1-4 # 1 or 3 pp. 240-1
Chapter 8 “Just Walk On By: A Black Man Ponders His o Style and Structure # 1, 2, 4 (Grammar in Context: Commas in a
Exemplification pp. Power to Alter Public Space” pp. 236-239 o Vocabulary Project: Define Series pp. 205-6)
199—213 unfamiliar words from list Editing Check pp. 212-13
o Multiple Choice in class
o Comprehension # 3
o Purpose and Audience #1, 4 #3
Nov. 5
o Style and Structure # 1, 4, 5 (Grammar in Context: Unnecessary
Chapter 9 “The Embalming of Mr. Jones” pp. 304-310
o Vocabulary Project: Define Shifts pp. 268-9)
Process pp. 263-279
unfamiliar words from list Editing Check pp. 278-9
o Multiple Choice in class
o Comprehension
# 2 or 3 p. 355
Nov. 9 “Guns and Grief” pp. 350-356 o Purpose and Audience
--OR--
Chapter 10 --OR-- o Style and Structure
# 2 or 3 p. 362
Cause and Effect pp. “A Peaceful Woman Explains Why She Carries a o Vocabulary Project: Define
(Grammar in Context: Affect vs.
321--337 Gun” pp. 357-362 unfamiliar words from list
Effect p.332)
o Journal Entry
Editing Check p. 337
o Comprehension # 3, 5
o Purpose and Audience #1, 3 #2 or 3
Nov. 12
o Style and Structure # 1, 2, 4, 5 (Grammar in Context: Parallelism p.
Chapter 11
“Two Ways to Belong in America” pp. 411-415 o Vocabulary Project: Define 390-1)
Comparison and
unfamiliar words from list Editing Check p. 402
Contrast pp. 383—402
o Multiple Choice in class
#1 or 3 pp. 483-4
o Comprehension
Nov. 16 --OR--
“Mother Tongue” pp. 477-482 o Purpose and Audience
Chapter 12 #1, 2, or 3 pp. 491-2
--OR-- o Style and Structure
Classification and (Grammar in Context: Colons pp.
“The Ways We Lie” pp. 485-492 o Vocabulary Project: Define
Division pp. 447-459 453-4)
unfamiliar words from list
Editing Check p. 459
o Multiple Choice in class
#1, 2, or 3 p. 523
o Comprehension
Nov. 18 --OR--
“I Want a Wife” pp. 520-522 o Purpose and Audience
Chapter 13 #1 or 2 p. 535
--OR-- o Style and Structure
Definition pp. 505— (Grammar in Context: Avoiding is
“Fame-iness” pp. 532-536 o Vocabulary Project: Define
517 when and is where pp. 511-2)
unfamiliar words from list
Editing Check p. 517
o Journal Entry
#1 p. 580
o Comprehension --OR--
Nov. 30 “Declaration of Independence” pp. 575-580 o Purpose and Audience # 1 p. 587
Chapter 14 --OR-- o Style and Structure (Grammar in Context: Using
Argument pp. 547— “Declaration of Sentiments and Resolutions, o Vocabulary Project: Define Coordinating and Subordinating
572 Seneca Falls Convention, 1848” pp. 581-585 unfamiliar words from list Conjunctions pp. 565-7)
o Multiple Choice in class Editing Check p. 572
o Comprehension # 1-4
Dec. 3 o Purpose and Audience # 1-4 # 1, 2, or 3 p. 754
Chapter 15 Combining o Style and Structure # 1, 2, 6, 7 (Grammar in Context: Agreement
“A Modest Proposal” pp. 745-752
the Pattern pp. 705 - o Vocabulary Project: Define with Indefinite Pronouns pp. 707-8)
713 unfamiliar words from list Editing Check p. 713
o Multiple Choice in class