Syllabus: AP English Language & Composition by Diz1hfe4

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									                                          ENGLISH 11:
                       AP ENGLISH LANGUAGE & COMPOSITION


                                       2011-12 SYLLABUS




                                         Ms. DeCaporale
                                 christine.decaporale@pcsed.org



Course Description
The penultimate course in the PCS English curriculum prepares students to pass the Advanced
Placement exam in English Language and Composition. Working primarily within the context
of American Literature, students are expected to read critically, think analytically, and
communicate effectively in both their writing and speaking.

Class Rules and Expectations
Students are expected to come to class each day on time with all required texts and materials.
Consistent, active participation and outstanding attendance will result in success in our class.
Homework will be collected at the beginning of class; if you are late, so is your homework. All
students are expected to treat one another (and their teacher) respectfully. I will not tolerate
inappropriate behavior or students who disrupt the learning environment in our classroom. Food
and drinks are not allowed in class unless I have given the entire class permission. You may,
however, bring water to class. Please remember to put ALL electronic devices away prior to
entering the classroom. I encourage you to go to the bathroom during your breaks, but if you
need to go to the bathroom during class, you may take the pass and quietly leave the room.
Please do not abuse this privilege. The highest standard of integrity is expected in both
academics and personal conduct.

Please purchase a composition book for journal entries (see journal handout). Finally, come to
class with plenty of binder paper and index cards for writing workshops and in-class essays.

Grading System
Essays and Exams: 40%
Most essays are first composed as in-class assignments, peer reviewed and evaluated by the
instructor, and then re-submitted as polished drafts. Each packet of essays will include all
previous drafts and editing work, which will be accounted for in the final cumulative grade for
the assignment. Essay packets are kept in a writing portfolio to allow students to evaluate their
progress at the conclusion of each semester as part of their final exam activities. All final drafts
of essays must be formatted according to MLA guidelines. Students are encouraged to purchase
Diana Hacker’s A Writer’s Reference for use at home; in-class editing activities will include
work based on Hacker’s text. Late assignments will be penalized 10% for each day beyond
the due date; no late writing assignments will be accepted after three days beyond the due
date. An absence on a major due date or unit test damages your grade as well as your
academic integrity.

Students will write a timed, in-class essay every week. These essays will include past AP
essay questions, as well as additional prompts modeled on the AP exam. These practice essays
are designed to help students earn a passing score on the AP English Language exam. We will
discuss the practice essays and model essays provided by the College Board.

Students will conduct extended research over the course of the school year. We begin with
small-scale research assignments that will help prepare students for the synthesis essay on the AP
exam. These lessons are designed to help students discern the differences between summary and
analysis. The ultimate goal this year is that our students will be able to read a variety of primary
sources and create original research.

Exams include multiple choice sections similar to the AP exam, as well as significant writing
portions; every exam includes at least one timed essay that requires students to apply their skills
in rhetorical analysis and/or to synthesize multiple sources in order to craft a well-developed
argument.

Quizzes: 25%
Quizzes are used to check comprehension of reading and class materials every week. Reading
quizzes assess both basic understanding of the primary text, as well as active reading and
interpretive strategies; they include both short answer and brief analytical exercises that allow
students to incorporate our weekly class work in textual and visual analysis, as well as grammar
and syntactical exercises. Vocabulary quizzes are drawn from two series: Prestwick House’s
Vocabulary from Latin and Greek Roots and Sadlier-Oxford’s Vocabulary Workshop. Students
complete one vocabulary book each semester and take all the accompanying quizzes.

Class Participation: 20%
Students are expected to be active participants in daily classroom writing activities and
discussions of the class materials. Each class begins with a writing exercise that prepares
students to contribute to seminar-style discussions; these writing exercises are kept in a
composition notebook that is checked periodically by the instructor, as well as submitted each
semester as part of the writing portfolio. Students will also participate in classroom tasks and
activities including peer review and revision and collaborative learning exercises focused on
close reading and rhetorical analysis. Additionally, students will, from time to time, give oral
presentations in class. The objective of these presentations is to teach students to speak
confidently and convincingly, and to distinguish between effective modes of speaking and
writing.

Homework: 15%
The most important homework assignment in this class is the 80 pages of weekly reading.
Students receive reading schedules one month in advance in order to prepare for our daily work.
Additional homework is assigned in the form of weekly reading responses that require students
to use the SOAPSTone method of analysis to concisely respond to our regular readings from The
Writer’s Presence. This weekly exercise helps students prepare for the rhetorical analysis essay

                                AP ENGLISH LANGUAGE: 2011-2012
                                                 2
on the AP exam. Additional homework includes vocabulary work, outlines and drafts of essays,
research for the extended research paper, and an ongoing Literary and Rhetorical Terms log
which will be submitted at the end of quarters one, two, and three. More information about these
assignments and samples are attached.

Weekly Schedule
Monday: In-class reading from The Writer’s Presence
These non-fiction selections allow students the opportunity to practice and refine their skills in
close reading and rhetorical analysis across a wide range of writing genres, including diaries,
letters, personal narratives, visual texts, and persuasive arguments. After the class has read the
selection, students will immediately begin taking notes in their composition books using the
SOAPStone method of analysis; they will use that work to compose a formal response to the
selection that examines how the author achieves his/her purpose in the text.

Tuesday: Literary & Rhetorical Analysis: reading quiz, writing exercises, discussion of major
text
Class begins with a writing exercise that requires students to reflect on a particular passage from
our reading, and prepares them for class discussion. This exercise provides the context for our
class activities, which may include lecture and note taking, student-directed activities, and
seminar-style discussion. Class activities will also include examining accompanying visual
texts, including political cartoons, advertisements, photographs, paintings, and film clips.

Wednesday: Timed, in-class essay modeled on the AP exam; grammar and syntax exercises
based on commonly recurring problems in student writing (as assessed in journals, in-class
essays, and weekly response papers); on extended block days, students will also take a sample
AP multiple-choice exam.

Thursday: Literary & Rhetorical Analysis: reading quiz, writing exercises, discussion of major
text
See description above.

Friday: Vocabulary quiz, workshop on Wednesday’s in-class essay
Students being class by taking a unit quiz from our vocabulary book (these quizzes may also
include additional vocabulary from the week’s reading and class activities); the rest of the class
period is dedicated to a review of Wednesday’s in-class essay (reviewing sample student work,
identifying common writing problems, and in the case of released AP essays, reviewing sample
student writing that reflects the spectrum of the evaluation rubric).

Core Texts
John Kraukaur, Into The Wild
Maya Angelou, I Know Why the Caged Bird Sings
J.D. Salinger, The Catcher in the Rye
F. Scott Fitzgerald, The Great Gatsby
Nathaniel Hawthorne, The Scarlet Letter
Norton Anthology of American Literature (Shorter Seventh Edition, Vol. 2)
The Writer’s Presence: A Pool of Readings

                                AP ENGLISH LANGUAGE: 2011-2012
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William Shakespeare, Othello
Vocabulary from Latin and Greek Roots
Vocabulary Workshop

Supplemental Texts and Resources
Books
 Everything’s an Argument
 The Best American Essays of the Century
 Fowler’s Modern English Usage
 A Writer’s Reference
 The Language of Composition
 Course Reader and Class Handouts

Online resources:
 Norton Anthology of American Literature Student Website
   (http://www.wwnorton.com/college/english/naal7/)
 College Board for Students AP English Language Website
   (http://www.collegeboard.com/student/testing/ap/sub_englang.html?englang)
 Grammar Girl: Quick and Dirty Tips for Better Writing
   (http://grammar.quickanddirtytips.com/)
 American Rhetoric (www.americanrhetoric.com)
 A Glossary of Rhetorical Terms with Examples
   (http://www.uky.edu/AS/Classics/rhetoric.html)
 The Forest of Rhetoric (http://humanities.byu.edu/rhetoric/Silva.htm)
 The Owl at Purdue (http://owl.english.purdue.edu)
 The Writing Center at UNC Chapel Hill (www.unc.edu/dets/wcweb)
 The UVic Writer’s Guide (http://web.uvic.ca/wguide/Pages/LiteraryTermsTOC.html)
 Arts and Letters Daily (www.aldaily.com)
 RealClearPolitics (http://www.realclearpolitics.com/)
 The New Yorker (http://www.newyorker.com/)

Quarter 1: Contact and Conflict in North America

 American Identity and Its Discontents: Introduction to AP English Language and Composition;
What is “American Literature?”; Analysis of summer reading (novels, autobiographies, and
personal narratives); Political rhetoric in contemporary American life
—4 WEEKS

       Readings and Class Materials
        The Road ( Cormac McCarthy)
        Travels with Charlie (John Steinbeck)
        “I Know Why the Caged Bird Cannot Read” (Francine Prose)—class handout
        The Scarlet Letter

       Essays

                             AP ENGLISH LANGUAGE: 2011-2012
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          Persuasive Essay
          Personal Narrative: Response to Into The Wild
          Weekly In-class essays (timed AP exams)

 North American Cultures and Western Colonizers: Colonization in the “New World” and its
legacies; Oral cultures and literate cultures; Puritans, Quakers, and religious persecution—3
WEEKS

       Readings and Class Materials
        Young Goodman Browne —The Writer’s Presence
        The Scarlet Letter
        Leslie Marmon Silko (“Lullaby”)
        Gloria Anzaldua (“How to Tame a Wild Tongue”)-The Writers Presence
        Sherman Alexie ( “Pawn Shop” )
        William Bradford (Excerpts from Of Plymouth Plantation)—Course Reader
        Anne Bradstreet (“The Author to her Book,” “Before the Birth of One of her
          Children,” “To My Dear and Loving Husband,” “A Letter to Her Husband, Absent
          upon Public Employment,” “In Memory of My Dear Grandchild Elizabeth
          Bradstreet,” “Here Follows Some Verses upon the Burning of Our House”)—Course
          Reader

       Essays
        Weekly In-class essays
        Literary Analysis
        Poetry Explication

 Revolution and Nationalism: Enlightenment philosophies and American Revolution—3
WEEKS

       Readings and Class Materials
        Descartes, Excerpt from Discourse on Method—Course Reader
        Rousseau, Excerpt from The Social Contract—Course Reader
        Stephen King, “Everything You Need to Know about Writing Successfully—in Ten
          Minutes”—The Writer’s Presence
        Benjamin Franklin, “Remarks Concerning the Savages of North America,” and
          “Speech in the Convention”)—Course Reader
        Thomas Jefferson, “The Declaration of Independence”—Course Reader
        Phillis Wheatley, “On Being Brought from Africa to America”—Course Reader
        John and Abigail Adams, “Letters”—Course Reader

          PBS Frontline, Video Report: “The History of a Secret: How the Truth of Jefferson
           and Hemings Became a Lie, Then Became True Again”

       Essays
        Persuasive Arguments: Logos, Pathos, and Ethos

                               AP ENGLISH LANGUAGE: 2011-2012
                                               5
           Weekly In-class essays
           Research : Poets


      Literary and Rhetorical Terms Log Due (First Installment)

Quarter 2: Voices of Dissent: Defining “American” Identity Before and After the Civil
War



          Slavery and Its Legacies—3 WEEKS

      Readings and Class Materials
       Abraham Lincoln, Second Inaugural Address—Course Reader
       Booker T. Washington, Excerpts from Up from Slavery
       Mark Twain, Huckleberry Finn
       Leslie Fiedler, “Come Back to the Raft Ag’in, Huck Honey!”—Course Reader
       Jane Smiley, “Say It Ain’t So, Huck”—The Writer’s Presence
       W.E.B. Du Bois, “The Souls of Black Folk”
       Sojourner Truth, “Ain’t I A Woman?”

           Paintings: Thomas Nast, The Modern Samson; Winslow Homer, Snap the Whip

      Essays
       Weekly In-class essays
       Rhetorical Analysis: Lincoln’s Second Inaugural
       Continue poetry research: submit annotated bibliography


          “The American Voice” and Nineteenth-Century Literature—4 WEEKS

      Readings and Class Materials
       Ralph Waldo Emerson, “Nature,” “Self-Reliance,” “The Poet,” “Experience,”
         “Challenging Thoreau to Write,” “To Walt Whitman”—Course Reader
       Henry David Thoreau, “Resistance to Civil Government,” Excerpts from Walden
         (“Economy,” “Where I Lived and What I Lived For,” “Conclusion”)—Course Reader
       Walt Whitman, Excerpts from Song of Myself
       Emily Dickinson, 122, 260,269, 320,340, 446, 656, 788
       Sarah Winnemucca, excerpts from Life Among the Paiutes
       Charlotte Perkins Gilman, The Yellow Wallpaper

           Paintings and Photographs: John Singer Sargent, Mrs. Elliott Fitch Shepard; Mary
            Colter, Hopi House; Amos Bad heart Bull, Women Watching a Sun Dance; Kills
            Two, An Indian Horse Dance

                               AP ENGLISH LANGUAGE: 2011-2012
                                               6
       Essays

        Weekly In-class essays
        Persuasive Essay: Individuals, Institutions and Transcendental Thought
       Literary and Rhetorical Terms Log Due (Second Installment)

Quarter 3: American Dreams in the 20th Century

 America after “the Great War”: American Identity and Its Discontents (revisited); American
expatriate writers; the short story in American Literature—5 WEEKS

       Readings and Class Materials
        The Great Gatsby (
        T.S. Eliot, “The Waste Land,” “The Hollow Men,” “The Love Song of J.Alfred
          Prufrock”
        Gertrude Stein, excerpts from Tender Buttons
        Death of a Salesman
        William Faulkner, “A Rose for Emily,” “Barn Burning”
        John Steinbeck, “The Leader of the People”
        Ernest Hemingway, “The Snows of Kilimanjaro” and other selected stories
            Sherwood Anderson, Winesburg, Ohio
        Paintings and Photographs: Marsden Hartley, Portrait of a German Officer;
          Archibald J. Motley, Black Belt; Dorothea Lange, Towards Los Angeles; Georgia
          O’Keefe, From the Faraway; Howard Miller, We Can Do It !

       Essays
        Research Paper: Develop your topic and research question
        Syntax, Grammar, and Rhetorical Effect (in selected excerpts from Gatsby, Eliot’s
          poetry, and one other text of your choosing from this unit)—4-5 pages
        Weekly In-class essays
        Modernism Project




       Writers of the Harlem Renaissance—2 WEEKS

       Readings and Class Materials
        Zora Neale Hurston, “How It Feels to Be Colored Me”
        Jean Toomer, excerpts from Cane
        Langston Hughes, “The Negro Speaks of Rivers,” “Mother to Son,” “I, Too,” “The
          Weary Blues,” “Mulatto,” “Song for a Dark Girl,” “Democracy,” “Theme for English
          B”
        Ralph Ellison, excerpt from Invisible Man

                              AP ENGLISH LANGUAGE: 2011-2012
                                              7
           Ralph Ellison, “On Bird, Bird-Watching, and Jazz”—Course Reader

           CD: Charlie Parker, “Ornithology”

      Essays
       Weekly In-class essays
       Poetry Explications
       Rhetorical Analysis

       The Civil Rights Movement and Its legacies—3 WEEKS

      Readings and Class Materials
       Dr. Martin Luther King Jr., “I Have a Dream”—The Writer’s Presence
       Dr. Martin Luther King Jr., “Letter from a Birmingham Jail”—The Writer’s Presence
       Adrienne Rich , “When We Dead Awaken: Writing as Re-Vision”—Course Reader
       Audre Lord , “The Transformation of Silence into Language and Action”—Course
         Reader
       Alice Walker , “Advancing Luna and Ida B. Wells”—Course Reader

      Essays
       Weekly In-class essays
       Literary Analysis


Quarter 4: The Power of Language in Public and Private Lives

          Postmodern America and Its Political Landscapes—2 WEEKS

      Readings and Class Materials
       Allen Ginsberg ,“Howl”
       Jack Kerouac, selected excerpts
       Sylvia Plath, “Morning Song,” “Lady Lazarus,” “Daddy,” “Blackberrying,” “Child”
       Lucille Clifton, “miss rosie,” “the lost baby poem,” “homage to my hips,” “wild
         blessings,” “wishes for sons,” “the mississippi river empties into the gulf”
       Art Spiegelman, excerpts from Maus: A Survivor’s Tale
       Sebastian Junger, “Colter’s Way” (in-class reading)
       David Brooks, “People Like Us” (in-class reading)

           Paintings and Photographs: Roy Lichtenstein, Blam; Andy Warhol, Campbell’s Soup
            1 (Tomato); Earthrise and Lunar Horizon from Apollo 8, 1968; Fritz Scholder, The
            American Indian; Cindy Sherman, Untitled; Maya Lin, Vietnam Veterans Memorial;
            Peter Morgan, World Trade Center Burning

           Essays


                              AP ENGLISH LANGUAGE: 2011-2012
                                                8
           Poetry Project

      Literary and Rhetorical Terms Log Due Immediately After Spring Break (Third
      and Final Installment)

          AP BOOT CAMP—3 WEEKS
            o The AP English Language Exam is May 13th

      Readings and Class Materials
       Selections from The Writer’s Presence
       Selections from Everything’s An Argument
       Selections from class reader and handouts
       Visual “arguments” and other media

      Writing
       Focus on the synthesis essay, but students will continue to plan and draft
        argumentative and rhetorical analysis essays (as both focused body paragraph writing
        exercises, as well as completed, timed essays).
       Students write 10 multiple choice questions for selected readings that focus on the
        writers’ uses of rhetorical strategies.

Unit 12: Othello—3 WEEKS

      Readings and Class Materials
       Othello
       Films: The Tragedy of Othello: The Moor of Venice (1952); Othello (1995); O
         (2001).

      Writing
       Final Exam: timed, in-class essay on Othello, incorporating textual evidence and
        information from class discussions.




                             AP ENGLISH LANGUAGE: 2011-2012
                                             9
Christine DeCaporale

English 11

Fall 2010

6th period

                       An Analysis of Lincoln’s Second Inaugural Address

Speaker: The speaker is President Lincoln.

Occasion: The occasion is an inaugural address, immediately before Lincoln begins his second

term in office.

Audience: Lincoln is addressing those attending the inaugural, but he is also addressing the

entire nation because the address will be printed and distributed throughout the country.

Purpose: The purpose is to unite the country in the waning days of the Civil War.

Setting: The setting is Washington D.C., March 4, 1865

Tone: The tone is somber, religious, and resolved.

       In his second inaugural address, Lincoln employs a tone that is at once somber, religious,

and resolved. In the waning days of a devastating civil war, the sixteenth President of the United

States faces a daunting task: he must reunite a country that has nearly torn itself apart in

confronting the enslavement of “[o]ne-eighth of the whole population.” Lincoln uses religion

(and religious allusion) as the grounds for his appeal for unity, asserting that the war is a

providential judgment for “all the wealth piled by the bondsman's two hundred and fifty years of

unrequited toil.” In other words, both North and South are guilty of the “offense” of slavery, and

consequently both sides in the conflict have suffered devastating losses. This sense of shared

culpability and grief underscores Lincoln’s resolve to find a way forward for the young nation

and achieve “a just and lasting peace.”



                                AP ENGLISH LANGUAGE: 2011-2012
                                                 10
                                    LITERARY TERMS LOG

                                 "Brevity is the soul of wit" (Hamlet 2.2.97)


Due:            Monday, November 24 Log 1
                Friday, February 27 Log 2

Worth:          50 points each


Purpose: This is an analytical review exercise, and one of the most important in terms of exam
preparation. It is primarily aimed at getting you to practice CONCISION in your analytical writing.
To this end I will hold your writing, and the depth of your analyses, to the highest standard.

Each Terms Log should be formatted strictly according to MLA style (double-spaced in 12-point Times
New Roman) and include:
 Concise definition (in your own words) of each term
 Analysis of rhetorical EFFECT in the context of literary examples from our reading.

This last bullet point is the most important: Since this assignment is an exercise in literary analysis,
you must explain precisely HOW the literary example you choose* illustrates the term--or literary
device--in question. Don’t simply say: “This is an example of hyperbole because so-and-so is using
exaggerated praise” (or whatever). Say, rather, “Elizabeth’s hyperbolic praise of so-and-so underscores
the real contempt she bears him. Her hyperbole, here, is sharply ironic, and inasmuch as she resorts to it
again and again, it sheds light on her own character, and her impatience towards intellectual inferiors” (or
whatever point you want to make). But my point is that you must show me, through your brief, cogent
analysis--and your inclusion of snippets--not only that you thoroughly understand the rhetorical effect
of the term you are illustrating, but that you understand it in context. In other words, your analysis of a
particular example must shed light on the larger issues of CHARACTER and THEME.

*Original Examples: You may NOT use examples from class discussions, but must find examples
on your own as you read. Collaborating with other students is not permitted on this or on any other
assignment for this class.

Line Limit: Individual entries MUST BE EXACTLY 10 LINES, no more, no less. So practice writing
clearly and eloquently, but with economy and precision. This assignment is as much about learning to
write with concision as anything else, so make every word count. (Anything smaller than 12-point font
and 1'' margins will not be accepted).

Procrastination: I'm well aware that students often pride themselves on the brilliant results of their last-
minute efforts, and I applaud you if you're one of those who does his best work at 4 a.m. the morning of a
due date. I don't, however, advise you to indulge in this habit with this assignment.

Proof Reading: I'm rather a stickler for perfection, so be warned: Poor editing will significantly impact
your grade. The most effective way of catching errors is to proof-read a hard copy of your work. Get in
the habit of doing this ahead of time, so the copy you turn is PERFECT in this regard at least.

NB: As with all formal assignments, templates for the CHECKLIST and COVER SHEET can be
downloaded from my web page.

                                    AP ENGLISH LANGUAGE: 2011-2012
                                                     11
LOG 1 (Due: November 24)                                                 LOG 2 (Due: February 27)

The Horned Man           (x2 terms)                                      Daisy Miller (x2 terms)
Crime & Punishment       (x3 terms)                                      Doctor Faustus (x4 terms)
Great Expectations       (x3 terms)                                      Hamlet         (x4 terms)
The House of Mirth       (x2 terms)

Allusion (literary, Biblical, mythological, historical)*                 Ambiguity
Ambiguity                                                                Apostrophe
Diction                                                                  Diction
Imagery                                                                  Hyperbole
Irony (situational or verbal)                                            Irony (dramatic or verbal)
Juxtaposition                                                            Metaphor
Motif                                                                    Repetition
Narrative technique                                                      Simile
Reliability (of narrator)                                                Syntax
Setting                                                                  Tone

*Allusion: You must understand the allusion yourself in order to comment on its effect.

SAMPLE entry--analysis only (Note that the analysis is exactly ten lines of 12-point font. Note also the
use and parenthetical citation of "snippets," and the link to character and theme in the conclusion).


Imagery: [Definition]

In the climactic storm scene of The Return of the Native Hardy's imagery heightens our sense of

foreboding and reminds us that humans are ever at the mercy of forces beyond their control. The

dramatic tone is amplified by the setting of Egdon Heath--the novel’s constant reminder of

human weakness. Hardy describes “hollows between thickets of tall and dripping bracken--dead,

though not yet prostrate, which enclosed [Thomasin] like a pool.” Further underscoring the

malevolence of this animate landscape we see Thomasin “lift the baby to the top of her head, that

it might be out of the reach of their drenching fronds” (354). These images remind us both of

Thomasin's particular vulnerability and, on a larger scale, of humankind's utter insignificance in

the face of nature.




                                   AP ENGLISH LANGUAGE: 2011-2012
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