AP English Language and Composition--Leibeck ACHS

COURSE DESCRIPTION The purpose of Advanced Placement English Language and Composition is to provide able, motivated students an opportunity to do college-level work in high school.. Sin

AP ® English Language and Composition Adair County High School 2015-2016 Teacher: Ms Victoria Leibeck Phone Number: (270)384-2751

Room: 103 (Basement Floor) Email: victoria.leibeck@adair.kyschools.us

Class Times: (4th) 11:05-12:35 Lunch: 12:10-12:35

Early Release Friday: 10:15-11:00

Planning Period: 2nd—8:50-9:55

Early Release Friday Planning: 2nd—8:35-9:20

I COURSE DESCRIPTION

The purpose of Advanced Placement English Language and Composition is to provide able, motivated students an

opportunity to do college-level work in high school Since these students will be petitioning for college credit via the

Advanced Placement English Language and Composition Examination given each May, the content and objectives of this course should be closely aligned with freshman English course offerings in universities and colleges

An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations,

and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing

II SELECTION OF STUDENTS

A student’s academic disposition is the most important characteristic for enrollment and success in this class The purpose is one of stimulating students to achieve their potential AP Central provides guidance through sample essays and objective practice Students who possess most or all of the following characteristics should perform well in this course:

1 The ability to read accurately and to have some awareness of what reading skills are required for a variety of genres

2 The ability to discuss intelligently, having shown evidence of accurate

listening through thoughtful comments

3 The motivation to go beyond the assignment, beyond the superficial

4 A sense of responsibility regarding reading and writing assignments

5 The maturity to accept criticism and to offer it constructively

6 The willingness to wrestle with questions for which there may be no

answers

7 The possession of writing skills which show more than just some

awareness of organization, diction and syntax, and mechanics

Students can log onto AP Central for additional familiarity and practice to become successful in an AP class

For more information, go to https://apstudent.collegeboard.org/home

III LEARNING OBJECTIVES

Students will learn:

1 To analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical

strategies

2 To apply strategies to their own writing

3 To create and sustain arguments based on readings, research, and personal experience

4 To write for a variety of purposes (to inform, persuade, argue, analyze, synthesize, etc.)

5 To demonstrate an understanding of conventions of citing primary and secondary source material

6 To produce a expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from source material , cogent explanations, and clear transitions

7 To move effectively though the stages of writing, with attention to inquiry and research, drafting, revising,

editing, and review

8 Expanded vocabulary through regular activities, exercises, and readings (SC11)

9 To vary sentence structure through revision, direct instruction, peer led activities, and other exercises (SC13)

10 To revise work to make it suitable for a different audience

11 To analyze images as texts

12 To evaluate and incorporate reference documents into researched papers

IV ORGANIZATION OF CONTENT - READING AND WRITING

A Reading

1 Intensive or close reading

a Paraphrasing of difficult prose or poetic passages

b Rhetorical analyses of selected prose passages (See AP Exam questions)

c Recognizing patterns

2 Out-of-class reading

a Background material on literary period, author, historical setting, philosophical trend as is necessary to

understand the content of a particular work

b In-depth research into works of one or more authors: several works by the same author, criticism,

biographical data

3 Reading practice in understanding verse, in and out of class

a Importance of title

b Recognition of syntax as it relates to tone and thought flow

c Poetic diction, tone, loaded words (connotation/denotation)

d Imagery, including metaphor, simile, oxymoron, analogy, symbol and author’s purpose

4 In-and-out-of-class reading assignments

a In class: nonfiction, verse, scenes from plays

b Out of class: novels, short stories, essays followed by either formal or informal comprehension checks (see impromptu writing below), discussions of difficult and/or key passages

Note: While a course work is being discussed in-class, students will be reading a novel or nonfiction out of class

B Writing

1 Out-of-class writing

a Essays based on specific works, for which a specific focus is provided

b Essays based on more than one work, which means that the student must arrive at a valid thesis and

develop through comparison/contrast

c Simulation or models

(1) satire - essay, letter, editorial (2) narrative - passage in imitation of novelist’s or short story writer’s style (3) dialogue - scene in which character, circumstance, central idea are conveyed

d Simulation or models for writing

(1) satire - essay, letter, editorial (2) narrative - passage in imitation of novelist’s or short story writer’s

or non-fiction author’s style, with personal narratives and journals

(3) dialogue - scene in which character, circumstance, central ideas are conveyed (4) syntactical arrangements of sentences, including subordination and

coordination and appropriate vocabulary, including various levels

of usage such as colloquial, dialectic, slang, jargon, and idiom (SC15)

(5) logical organization using techniques of repetition, transitions, and

emphasis (SC12)

NOTE: The value of writing practice that is suggested here cannot be over-estimated Students who may believe that

Hemingway’s narrative style in The Sun Also Rises is simplistic or amateurish are usually shocked at the difficulty of trying to write such prose Also, students who think poetry is less than useful often change their minds as a result of trying to convey

in a prescribed pattern their sincere, frequently heretofore unrecognized emotions

2 In-class writing

a Impromptu - no advance warning, based on quoted line or passage from current reading or a passage not studied

b Planned - essay’s focus unannounced, although based on recently studied topic

Students will also be given opportunities to edit these forms of writing independently and in a peer review setting Students will also have opportunities to revise their writing after it is graded and/or conferenced with the teacher (SC2, SC12)

V GRADING SCALES, PRACTICES, AND POLICIES

Essays (35% of Overall Grade): The most practical method of scoring both in-class and out-of-class essays involves the

use of the 1 through 9 scale This scale will be the same as or very similar to the scale used in AP Literature and

Composition Since AP examination essays are scored on this scale, sample scoring guides (recommended) and sample essays are available for study (See AP Central—Examinations) Use the AP College Board Web site to preview sample questions Students will be provided with copies of the AP Scoring Guide with full explanations Students will also have multiple opportunities to draft essays and conference with the teacher, as well as peer review with classmates

ACHS 2015-2016 Grading Scale AP Grading Scale 1-9 (out of 100%)

A 100-90

B 89-80

C 79-70

D 69-65

F 64-Below

**A minimum score of 5 is required to receive credit on the essay portions of the AP Exam

Quizzes, Exams, Projects (30% of Overall Grade): Exams and quizzes over various readings and class materials and will

have the opportunity to do self-guided research and complete projects over topics relevant to class and of interest to interest them Exams and projects will always come with clear, defined rubrics and due dates Quizzes may be given spontaneously as well as with advanced warning Students will also complete numerous AP Practice Tests, some of which will count as full test grades, others that will count as participation grades due to the difficult nature of the tests Students will have one full AP Practice Test at the end of each semester, complete with multiple choice questions and all essay portions that will be broken up over the course of a week due to in class time constraints

Participation (25% of Overall Grade): The quality of this course will largely be determined by the participation,

engagement, and enthusiasm of the class In order to fully participate, students must keep up with course readings and assignments All members of the class will be required to participate regularly, and a grade for in class participation will

be tallied daily, and averaged for a weekly grade using Class Dojo Participation grades may be earned through in class discussions, peer review and other writing workshops dealing with writing revision, QTTPS, multiple choice practice tests, small writing reflections, and other assignments as determined by the teacher

Daily Work (10% of Overall Grade): Daily work will be graded on quality and completion on a case by case basis Daily

work assignments can include assignments such as reading questions, small group assignments, small writing pieces, exit slips, and other assignments as determined by the teacher

Extra Credit Opportunities and Structured Tutorials: For students who are struggling with course material, extra credit

opportunities may be available at the discretion of the teacher However, there will be structured tutorials 1-2 times per

month (or as needed) that are group events that are open to all students enrolled in the course These tutorials will take place at a pre-determined time either before or after school and as a group, we will work on a specific skill (examples include rhetorical analysis, rhetorical situations, levels and construction of arguments, analysis of literary devices, etc.) using a fresh passage and a small activity Students who attend these tutorials will receive one-on-one assistance from peers and the teacher in addition to getting some additional practice with essential skills Students may also receive extra credit from attending these tutorials Structured tutorial dates will be set as a class within the first few weeks once

we have determined the most flexible dates and times

Absences, Late Work, and Missing Assignments:

 Excused late assignments may be turned on at the next class meeting for full credit If you are absent on the day

that a major project is due or a test is to be taken, you are expected to be prepared at the next meeting for the

project or test

 Unexcused or late daily assignments may be turned in for partial credit However, late work must be completed

within the current grading period or by the deadline established by the teacher

Make-up Work Policy:

 Make-up work is YOUR responsibility I will be happy to help you with make-up work before or after school

 Make-up work will be available for you to complete if you are absent, but you are responsible for getting that

work either from a classmate or the teacher

 All make-up work will be recorded as “missing” in Infinite Campus until it is turned in and graded If missing work

is not turned in by Progress Report and Report Card posting periods, it will be recorded as a zero This is

especially important to athletes as it may hinder your eligibility

 Make-up work grading will not take grading priority over any other class assignments

 Tests and timed writings must be made up before or after school

Missing work is unacceptable Every student is required to complete every assignment

Note: Accidents happen Mistakes happen Life happens If there is something going on in your life that may cause you

to need a little bit of extra time, please come and talk to me in advance Keep me in the loop and informed, and I will do

my best to accommodate your circumstances as is appropriate

Academic Honesty and Plagiarism: Academic Honesty is the expectation that every student will produce their own

work Any incidents of cheating on an assignment will result in a zero Students caught using or looking at a cell phone or other device during a test will automatically have their phone or device confiscated, be given a zero on the test, and be given a discipline referral

Plagiarism is defined as using the ideas or words of another without crediting the original source This is an offense that

is taken very seriously at the high school as well as collegiate levels Students will be taught how to properly cite and credit sources for writing and other assignments using MLA (SC11) formatting, but any instance of intentional plagiarism

will be met with a zero on the assignment in question, a phone call home, and a discipline referral

VI AP TEST AND COLLEGE CREDIT EQUIVALENTS

AP Testing: The AP Test will be administered through the College Board at Adair County High School in May 2016

Students are expected to pay for the test, though the test is optional for the class, but mandatory for students seeking college credit from the course The cost of the test is currently $91 The College Board provides a $29 fee reduction for each exam taken by eligible students with financial need, depending on the student's state There are also waivers available for students who are eligible for Free and Reduced Lunch

Please do not let a fee deter you from taking the AP Test and earning valuable college credit and experience If you have concerns or difficulties, please come and see me privately and we will work out an arrangement

College Credit Equivalents: Students who take and pass the AP English Language and Composition test in May will earn

college credits that are eligible for transfer to colleges around the country While composite scores of a 3-5 are eligible for this college credit, different colleges have different policies for AP Transfer Credit Based on popular college choices

of ACHS students past and present, here are the minimum scores and college equivalents for “local favorites.”**

College or University Minimum AP Score Req Hours or Credit Course Equivalent

Campbellsville University Information Unavailable Information Unavailable Information Unavailable

Comp

**score requirements and equivalents are subject to college and university policies and changes

Don’t see your college choice? Check https://apstudent.collegeboard.org/creditandplacement/search-credit-policies for updates and other college scores and course equivalents Also, check with the counselors or admissions office of your institution of choice

VII BRIEF AP TEST BREAK DOWN

The AP English Language and Composition Test is made up of Three elements:

 Multiple Choice—55 questions—1 hour time limit—45% of your test score

 Free Response Essays—2 Free Response and 1 Synthesis—3 hour time limit (2 hours, 45 minutes for testing, 15 minutes mandatory reading time)—55% of your test score

AP Exam Scores

Qualified

VIII SUPPLY LIST

 1 Composition Notebook (hardcover, not spiral bound)

 Loose Leaf Paper (College or Wide Ruled)

 1 two pocket folder

 Pencils or Pens

 Highlighters (2-3 different colors)

 Index Cards (any kind or size)

 1 2 inch 3 ring binder for in class readings (suggested)

 Students are encouraged to purchase or have access to a flash drive, but it is not required

If you or your student have any difficulty acquiring any of these supplies, please let me know I will always have some extra pencils and paper on hand

IV HOMEWORK REMINDERS USING REMIND (REMIND 101)

AP Language and Compostion Students and their parents may sign up for homework reminders using Remind, a safe, free service that allows teachers to communicate with their students and their parents

To sign up for these reminders, text the following message: @apleibeck to the number 81010 From there, you will be

prompted to give your name and you will be added to the class messaging list Standard messaging rates will apply

X COURSE STRUCTURE

The course has four major components (SC14):

1 Rhetorical Analysis and Close Reading

2 Argumentation and Persuasion

3 Synthesis and Documentation

4 Evaluation skills and techniques

Instruction: The course has six procedures for meeting objectives

1 Students will collaborate in small groups for discussion and drafting

2 Students will interpret, analyze, argue, synthesize, and edit writing

3 Students will choose an area of inquiry and research for information and validation of material using correct MLA (SC11) documentation with multiple sources

4 Students will develop research skills as they synthesize, evaluate and cite a variety of primary and secondary sources using recognized editorial styles Though completion of the researched argument or expository paper This process will take multiple drafts edited by peers and the teacher

5 Students will write position papers of major events and issues using both “ordinary” topics and “literary” topics

6 Students will write and review the questions of released AP Language and Composition

1 st Nine Weeks

Students will be responding critically to readings by identifying the rhetorical patterns and modes of expression in order to:

 Read challenging writings to foster critical thinking and writing

 Analyze logic and evidence

 Consider many possibilities, or different ways of looking at an issue

 Evaluate carefully, to reach a judgment, to take a stand

 Read challenging writings to foster critical thinking and writing

 Study issues of fact, policy, and value in genre literature

 Write a dialectical journal and/or annotate text to respond to readings (SC3)

 Students will also complete 3 Practice AP Assessments and at least 6 Multiple Choice Practice and Discussions

On-Going Class Exercises:

 Rhetorical analysis—including speaker, audience, purpose, and style

o Syntactical patterns—analyzing phrases or sentences that create a different effect

o Connection between the speaker and his purpose using the means of ethos, pathos, and logos

o Analysis of selected short stories, poetry, and novels for speaker, voice, and purpose (SC14)

 Synthesis of 3 articles for the speakers’ purposes and MLA (SC11) Documentation

 Writings that make the connection with means, intention, and effect

 Test taking strategies and practice sessions for objective and essay questions

 QQTPs—Stands for Question, Quote, and 2 Talking Points Will be required after each lengthy reading

assignment and will be used to drive discussions over reading material (SC3)

 Representative Author Assignments: over the course of the year, students will be required to research three

writers and their non-fiction writings (SC4)

 Peer Review Sessions: upon completing drafts of in depth assignments, students will conference with both the teacher and their peers in order to gain further insight into what their pieces of writing will need (SC2)

 “Cultural Literacy Fridays”—We will spend the shortened class time on Early Release Fridays (when available) analyzing different film, literary, and visual resources to build cultural literacy in the areas of current events, politics, history, science and technology, and the arts

First Writing Assignment: This I Believe narrative essay—Due Monday, August 17

In a well-crafted 300-500 word essay, choose one major personal belief, and expound upon how it has impacted your life, thinking, or how it has shaped your life or will shape your future However, the way that you discuss or describe your belief is not limited to these terms Stick to the few core principles outlined by Jay Allison:

1 Frame your beliefs in positive terms Refrain from dwelling on what you do not believe

2 Avoid restating “this I believe” too many times

3 Focus on the personal “I” of the title, and avoid sermonizing by using “We.”

4 While you may hold many beliefs, write mainly of one

5 Aim for truth without accusation, patriotism without political cant, and faith beyond religious dogma

6 Some writers do best to tell a story, perhaps a moment a belief was forged, or tested, or confirmed Others peel the onion of what they were taught to believe, what they think they should believe, and even what they always believed

that they would believe

We will be reading 3 examples of This I Believe essays written by celebrities and regular people in order to give you a

better idea of what you are being asked to create (SC5, SC6)

We will be reading the following essays and Reading Modes (SC7, SC14, SC15, SC16):

Narration:

Amy Tan, “Fish Cheeks”

Gary Soto, “Piedra”

Langston Hughes, “Salvation”

Description:

Annie Dillard, “The Stunt Pilot”

Zora Neale Hurston, “How it Feels to Be Colored Me”

Virginia Woolf, “The Death of a Moth”

Example:

Thomas Jefferson, “The Declaration of Independence”

Sojouner Truth, “Ain’t I a Woman?”

Comparison and Contrast:

James Baldwin, “Notes of a Native Son”

Plato, “The Allegory of the Cave”

Richard Rodriguez, “Aria: Memior of a Bilingual Childhood”

Henry David Thoreau, “Where I Lived and What I Lived For”

Cause/Effect:

Niccolo Machiavelli, “The Morals of the Prince”

Marie Winn, “Television: The Plug in Drug”

Brent Staples, “Just Walk on By: Black Men and Public Space”

Argument and Persuasion:

Martin Luther King, Jr., “Letter From Birmingham Jail”

Abraham Lincoln, “The Gettysburg Address”

Jonathan Swift, “A Modest Proposal”

Henry David Thoreau, “Civil Disobedience”

Novel Study: In late September/October we will read Jon Krakauer’s Into the Wild

***First Representative Authors Assignment Due September 25 th

2 nd Nine Weeks

Documented Research Essay using MLA Style (SC11): Choose a topic from our discussions of the above essays Length of the essay should be 3-5 pages maximum Possible topics are listed as the following (SC4, SC5, SC6, SC9, SC10):

 Nature and the environment

 Race and culture

 History and politics

 Work and class

 Identity

 Science and technology

 Politics

 Economics

 Current events

Using evidence from at least three outside sources including library research, online sources, and graphs or images, draft

an essay with an argumentative of expository purpose Make sure you consider your audience, stance or position, support, and structure (SC9, SC10)

I Advanced Placement Test Preparation

1 Knowledge of prior AP Examinations: content of multiple choice and essay questions, evaluation

process, and scores

2 Adaptation of AP questions formulation into in and out of class essay questions, as well as use of the scoring guide

3 Practice questions and impromptu writing

4 Timed writing with emphasis on argument and evaluation based upon released AP exams

5 Multiple speakers and claims in selected works for preparation for the synthesis essay

 We will complete at least 7 practice/Assessments

 At this point in the year, all writings will be solely graded using the 9 point AP Rubric

II Semester Exam

As it currently stands (weather and other natural disasters pending) our semester exam will be a full AP Practice Test It will be broken up over the course of two days, and a third will be reserved if necessary A

mock exam will be given the week before as a warm-up The Semester Exam dates are as follows:

Wednesday, December 16th—Multiple Choice

Thursday, December 17th—Free Response Essay and Synthesis Essay

Friday, December 18th—Reserved for finishing essays

Novel Study: In November/December we will read Jane Austen’s Pride and Prejudice