Welcome to AP English Language and Composition by jennyyingdi

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									                Welcome to AP English Language and Composition
During this course of AP English Language in Composition students will examine a multitude of
complex pieces of nonfiction, analyzing both their form and function. Students will also write in
myriad modes including, but not restricted to expository, analytical and argumentative. Students
become better thinking readers and writers as they examine the various ways authors write in
order to achieve a goal within a specific rhetorical context. Students will be adept close readers
and flexible insightful writers, able to write effectively in various modes; students become
“aware of the interactions among a writer’s purposes, audience expectations, and subjects as well
as the way generic conventions and the resources of language contribute to the effectiveness in
writing” (from the College Board’s English Language and Composition Course Description,
May 2007, May 2008).

Most students enter AP English Language and Composition having just completed a course in
American Literature, at either an honors or traditional level. Students come most prepared to
search for literary devices in works of fiction, and underexposed to complex pieces of nonfiction
and rhetorical analysis. In order to bridge this gap, a shift in thinking must occur. Students are
asked to complete the following summer project in order to catalyze this shift.

Before beginning AP English Language and Composition, students are asked to complete several
tasks independently. Students can purchase the texts or borrow them for our school or public
library. Please see either teacher if you are not able to obtain the texts in any of these fashions.


       1. Read The Water is Wide, Pat Conroy

Students are encouraged to engage in conversation with the text by annotating on the pages or
making notes on sticky paper within the pages. Students will make two types of annotations.
First, they are to make analysis comments. These annotations analyze the purpose and
strategies of the author. Analysis annotations may also comment on the intended audience,
rhetorical strategies, tone and organization. Overall students begin to notice what the author is
choosing to convey about himself and how he conveys that sense or image. Second, they are to
monitor their own reading comprehension. Students use self-monitoring strategies to engage
with the text by making predictions and asking questions related to the text. Primarily, students
will mark the text where they were forced to stop due to confusion or boredom and then draw an
arrow back to where they had to begin rereading. Students are to write a clarifying question next
to the beginning point of rereading. This question focuses the student’s rereading and gives them
a purpose while reading, which is proven to enhance comprehension. The annotations made
while reading will be graded.



   2. Read Mindset, by Carol Dweck. (You may skip sections six and seven.)

Students again annotate the text using two methods; however, the analysis focus shifts to force
students to begin recognizing the elements of rhetoric and argumentation, and the means by
which a position is built and supported. During the reading process students are to note the
evolution of Dweck’s overall assertion, evaluate the arguments she uses to uphold that
assertion, analyze and question the data/evidence she provides to support the arguments and
the reasoning she uses to connect the data/evidence to his arguments. Students are also asked to
evaluate the effectiveness of her argument. Students are also to annotate self-monitoring
strategies as previously described. Again, these will be assessed and are due the first day of
class.


   3. AP English Language and Composition is a thorough study of language. Please learn
      the definitions of the words on the attached list. The addition of these words to your
      working vocabulary will catalyze your language acquisition process and hopefully, your
      linguistic curiosity as well. Words will be at the crux of all your learning; a vast
      vocabulary combined with the ability to articulate specifically, increases your
      effectiveness as a reader, writer and thinker. Therefore, students are expected to commit
      words to memory. Students will be quizzed on the assigned words the second day of
      school (multiple choice, matching).

Please do not hesitate to contact me with questions over the summer:

kate.murray@gpschools.org

I am excited that you have accepted this challenge and look forward to seeing you in the fall.

Sincerely,


Mrs. Murray


P.S. Here’s the good news. Reading and annotating Mindset is mandatory and will be turned in
on the first day of school. Read and annotate The Water is Wide effectively (your product fits
the description of an A below), and I’ll bump your score one number on the 9 point scale on your
first impromptu.

                                   Memoir Annotation Rubric
A= Analysis annotations are frequent and comment on the intended audience, rhetorical
strategies, tone and organization. Overall, students notice what the author is choosing to convey
about themselves and how they convey that sense or image. Plot summary is avoided; instead
the annotations reveal the student engaged in thoughtful conversation with the text. Self-
monitoring annotations reveal that the student made predictions and asked questions related to
the text. Annotations reveal where the reader was forced to stop due to confusion or boredom
and then marks a path back to where he/she had to begin rereading.

                              Argumentation Annotation Rubric
A= Argumentation annotations are frequent and reveal that the student began to recognize the
elements of rhetoric and argumentation. Annotations identify and comment on the author’s
overall assertion, the arguments he uses to uphold that assertion, the evidence he provides to
support the arguments and the reasoning he uses to connect the evidence to her arguments.
Annotations also evaluate the effectiveness of the author’s assertion.        Self-monitoring
annotations reveal that the student made predictions and asked questions related to the text.
Annotations reveal where the reader was forced to stop due to confusion or boredom and then
marks a path back to where he/she had to begin rereading.
laconic          resolute       nemesis         camaraderie
taciturn         undaunted      inimical        gregarious
lapidary         intrepid       enmity          affable
pithy            audacity       pugilistic      congenial
succinct         restive        belligerent     simpatico
terse            fortitude      miffed          veneration
garrulous        brazen         animosity       adulation
prattling        temerity       antipathy       demonstrative
glib             iconoclastic   malice          cohort
prolix           cheeky         bellicose       kudos
maundering

spat             miasma         terrestrial     banter
bicker           automaton      firmament       badinage
dispute          pomp           ethereal        repartee
squabble         egregious      celestial       gingerly
tussle           ululation      conflagration   lambent
wrangle          miniscule      incendiary      leaven
contention       attenuate      torrid          elucidate
altercation      nugatory       febrile         epiphany
dissent          recrudescent   deluge          diaphanous
irreconcilable   sallow         sodden          benighted

diatribe         panache        erudite         acerbic
harangue         charisma       recondite       acrimonious
tirade           brio           pedagogue       astringent
rant             elan           pedant          embittered
vituperation     esprit         didactic        acidic
castigate        cachet         docent          captious
fulminate        flair          tyro            vitriolic
excoriate        raffish        savvy           caustic
admonish         rakish         edify           rancor
invective        verve          empirical       rancid

inchoate         lachrymose     euphoric        dunce
amorphous        morose         ebullient       luddite
nebulous         apathetic      buoyant         pyrrhic
intangible       listless       ecstatic        spoonerism
allusive         despondent     jubilant        draconian
ambivalent       lugubrious     exultant        maverick
cryptic          morbid         jocular         quixotic
sophistry        querulous      risible         mesmerize
ineffable        petulant       complacent      galvanize
spurious         peevish        complaisant     tawdry
                 dolorous
metamorphosis    pedestrian     mundane         craven
capricious       olfactory      prosaic         pusillanimous
volatile         tactile        quotidian       timorous
mutable          audile         vacuous         tremulous
fluctuate        gustatory      inane           harrowing
labile           rhino-         insipid         skittish
erratic          hirsute        pique           rebarbative
vacillate        visceral       titillating     impregnable
quicksilver      genuflect      ponderous       redoubtable
equivocate       epaulet        platitudinous   formidable

								
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