Rick Kreinbring AP English Language & Composition Syllabus Draft
Course Overview:
Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own composing abilities. Course readings feature expository, analytical, personal and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. Summer reading and writing are required. Because students live in a highly visual world, we also study the rhetoric of visual media. Students prepare for the AP English Language and Composition Exam and may be granted advanced placement, college credit, or both as a result of satisfactory performance.
What an AP Language Student Must Know by May:
1. Be knowledgeable about the purpose and structure of communication in non-fiction writing, speech, and visual representation . Be able to distinguish between what a text says and what it “does.”
2. Write any of these kinds of compositions: argument, analysis of argument or rhetoric, compare/contrast essays, synthesis of provided source texts, oration.
3. Do any from #2 as process multi-paragraph essays and as timed writings.
4. Write a well focused thesis sentence that identifies the subject to be discussed and clarifies the direction of the essay; if an AP prompt, it does not repeat from the prompt.
5. Show mastery of concrete detail (examples, quotations, support, paraphrase, references, evidence) and commentary (analysis and interpretation), sentence variety, parallel structure, figurative language, integrating/embedding/incorporating quotations smoothly into their own sentences, varying subject openers, and noteworthy vocabulary .
6. Write mature and insightful commentary to complement concrete detail.
7. Analyze any element of argument or rhetoric, whether or not the devices are given in the prompt, including structural elements such as thesis, turning point, refutation, and digression and such devices as analogy, syllogism, concession, hyperbole, euphemism, understatement, definition, sentence structures (periodic, loose, parallel, rhetorical question, etc), appeals to logic, empathy, etc.
8. Analyze visual arguments in photos, paintings, sculpture, political cartoons, propaganda, ads, charts, diagrams, etc.
9. Read and understand prose from a range of periods and styles, so that archaic forms of expression (“want” meaning need, not desire, for example) are not stumbling blocks and so that cleverness, satire, wit, and subtext can be recognized even under pressure.
10. Answer multiple-choice questions efficiently and quickly from AP sample, using the "eliminate and narrow" approach.
11. Have a working knowledge of the terms we have studied, not just the “fling and sling” approach to using terminology in an essay.
12. Know how to detect and discuss tone, attitude, bias.
13. Become aware and concerned about social issues facing the United States through reading and discussion of current events. Become a “Citizen Rhetor” who can analyze, synthesize, and make compelling, focused arguments about these issues.
14. Understand and accurately use citations to credit sources responsibly.
Textbooks Required:
Cohen, Samuel. Fifty Essays: A Portable Anthology. Boston: Bedord/St.Martin’s, 2004.
Lunsford, Andrea, Ruskzkiewicz, John. Everything’s An Argument. Boston: Bedord/St.Martin’s, 2007.
The least expensive way to get these books is online. Try the following site:
Supplemental Texts and Material:
Hacker, Diana. A Pocket Style Manual. 4th edition. Boston: Bedford/St. Martin’s, 2004.
Norton Anthology of American Literature. 6th edition. New York: W.W. Norton &Company, 2003.
Norton Anthology of English Literature. 7th edition. New York: W.W. Norton & Company, 2003.
Stuurmans, Harry. Nine Steps to a Quality Research Paper. Linwork Publishing, 2001.
The Language of Composition. Aufses, Robin, Scanlon, Lawrence, Shea, Renee. Boston: Bedord/St.Martin’s, 2008.
Killgallon, Don. Killgallon Jenny. Grammar for High School: A Sentence Composing Approach. Heinemann, 2007.
Films:
An Inconvenient Truth
Why We Fight
Triumph of the Will
Periodicals:
The New York Times Magazine
Sixty Minutes
The New Republic
The Nation
The Metro Times
Websites:
The Onion
Google Scholar
Google Advanced Search
Edublogs kreinbringblogspace.edublogs.org (This is my website)
Assorted Online blogs and news sites
Strategies
1
SOAPSTone
Bloom’s Taxonomy
Socratic Seminar
The Rhetorical Triangle
Essay Writing:
All essays are accompanied by an information page and a rubric. Rubrics may have a self-assessment component to help students learn how to be better assessors of their own writing development. Students will also complete timed writings.
Students will be encouraged to place their writing emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing, instead of a formulaic 5-paragraph essay.
Plagiarism Policy
This class adheres to the Avondale District’s plagiarism policy and the Avondale High School Honor Code. The Following is an outline of the course and should give you a good idea of what we will be doing and when we will be doing it.
Advanced Placement Language and Literature
Syllabus
Instructor:
Rick Kreinbring
kreinbring@yahoo.com
Summer Reading:
June/July:
Truth and Beauty
Anne Patchett
July/August:
Friday Night Lights
H G Bissinger
As you read these books you will be required to post your observations on the blog. This isn’t formal but a place to sound off and discuss the ideas that the books bring up.
Periodical Review
Since there is bound to be a current events question on the AP test you will be required to read 3 opinion pieces from three different sources and write a short analysis of the writers’ argument and style. These will be due the first day of class and should follow the format posted on the blog, kreinbringblogspace.edublogs.org. Look for the page titled AP Lang Summer Reading.
First Semester
The following units are ongoing and will be incorporated into discussion as well as written work:
Literary Analysis
To begin with what students already know, they will start with some literary analysis, based on a summer reading selection that most students will be expected to complete by the first day of school. Students will review literary terms (connotation, denotation, analogy, simile, metaphor, allusion, personification, imagery, hyperbole, understatement, symbol, motif, archetype, oxymoron) and use these terms in analysis of their summer reading assignment and other selections. Special focus will be placed on style, tone, and diction.
Ongoing/Regular Assignments:
I. Grammar and Vocabulary Review
Students will review grammar, focusing on topics such as passive and active voice, parallel structure, complex sentences, and punctuation. Students will discuss syntax and the impact of sentence structure and imitate different structures that they might use in their own writing. The following should give an idea of what we are striving for:
II. AP Blog
You will be required to contribute regularly to the class blog.
A. Blogroll
In this area you will collect links to other sites that you find interesting, useful, and appropriately funny. You will be required make two contributions per Marking Period.
B. Periodical Review
Part I:
First Marking Period (10 Weeks)Since there is bound to be a current events question on the AP test you will be required to read one article every week and write a short analysis of the writer’s technique. You will publish your analysis on the blog as well as turn in hard copies to me when asked.
Part II A Single Author:
Second Marking Period (10 Weeks)
For the next 10 weeks you are to choose a single writer and follow his/her work. This writer must publish weekly. You will collect all of the articles you’ve read into a single portfolio. You will write an introduction to this collection in which you discuss the writer’s particular style and approach to writing. You will also choose two pieces that you consider to be outstanding examples of your writer’s work.
Part III A Single Source:
Third Marking Period
For the next 10 weeks you will examine the work of a single source with many different contributors, a single magazine or newspaper for example. You will collect all of the articles you’ve read and write an essay that describes and discusses the source’s style, and ability to deliver content.
C. Respond to the Reading:
You will be required to regularly respond to the class readings on the blog. These assignments are ungraded but required.
III. Research Papers:
One Each Semester
Students will complete a 6-10 page research-based argument paper. Students will engage in The Nine Steps of Research Writing. In addition, students will learn how to integrate quotations to best support their position. Parenthetical documentation and correct MLA format for works cited are requirements of the paper.
IV. Assertion Journal:
The purpose of the Assertion Journal is to strengthen both your analysis skills and your critical thinking skills.Every Monday I will distribute quotes, readings or visual materials. It will be your job to examine analyze the material and be prepared to write about it. I will periodically check your journal and you will be required to regularly turn in finished polished pieces for evaluation. I encourage you to bring in material that you want to talk and write about. We will write and discuss your responses in class.
What follows is an outline for the course. It is subject to change.
September
Part One:
Time-1 Marking Period
Unit I: Argument and Persuasion: An Introduction to Rhetoric
2 weeks
Students will examine the Process, Occasions and Types of argument as well as becoming familiar with the different kinds of appeals, Pathos, Ethos, and Logos. Each of these will be examined separately and in depth.
Weekly Grammar Review:
Vocabulary:
rhetoric, ethos, pathos, logos, tone, style, diction, trope, scheme, syntax, alliteration, allusion, anaphora, antithesis, archaic diction, asyndeton, imperative, inversion, juxtaposition, metonymy, parallelism, rhetorical question.
Read/Discuss:
Everything’s An Argument: Part One Chapter 1
Assign: Everything’s An Argument Respond Questions pg 42-44
Unit II
Pathos, Ethos and Logos Examined in Depth
I. Pathos 1 week
Regular Weekly Assignments:
refutation, digression, analogy, syllogism, concession, hyperbole, euphemism, understatement, definition, sentence structures (periodic, loose, parallel)
Read/Discuss:
Everything’s An Argument: Part One Chapter 2
Fifty Essays: A Portable Anthology
"Lost in the Kitchen" Barry
"Me Talk Pretty One Day" Sedaris
Assign:
It is a common assertion that friends are honest with one another. This often belies the complex nature of friendship. In Truth and Beauty Ann Patchett explores this complexity. Find an example from the novel that illustrates this, and discuss how Patchett portrays the complexity of her relationship with Grealy then transition to an example from your own experience that also illistrates the difficulties and conflict that often lurk beneath the surface of friendships. Do not exceed 3 typed pages.
October
II. Ethos 1 week
Regular Weekly Assignments:
antecedent, aphorism, apostrophe, colloquial/colloquialism, didactic, homily, verbal irony, situational irony, dramatic irony, synesthesia
Read:
Everything’s An Argument: Part One Chapter 3
"Women's Brains" Gould
“Declarations of Sentiments and Resolutions” Stanton
"Declaration of Independence" -Jeffereson
Assign:
Everything’s An Argument Respond Questions pg 76, 77.
Use a SOAPstone technique to break down Stanton's essay and compare it to Jefferson's- discuss.
III. Logos 1 week
Regular Weekly Assignments:
Read:
Everything’s An Argument: Part One Chapter 4
“Letter from the Birmingham Jail” Martin Luther King Jr,
"How it Feels to Be Colored Me" Zora Hurston
Assign:
Position Paper:
Pick a law that people might choose to break because it is wrong. If you might do so, write an essay in which you defend your actions. If you would not, write an essay which attacks those who would. With a partner brainstorm a list of reasons to break a law and why it would not be something you would do.
Everything’s An Argument Respond Questions pg 100, 101.
IV. Logical Fallacies/Toulmin Model:
Assignments:
Respond Questions, Everything’s an Argument. Pg 135
Dealing with Visual and Oral Arguments
Annotating John F. Kennedy’s Inaugural Address
Editorial Response Essay
- Choose an Editorial that takes a position you disagree with
- Annotate it using Toulmin model
- Identify areas where you think the author's argument is weak
- Write a response to the editorial
Regular Weekly Assignments:
Curriculum Module
1 week
View:
An Inconvenient Truth
Write:
November/December
Assign: Research Paper
Students will complete a 6-10 page research-based argument paper. Students will engage in The Nine Steps of Research Writing. In addition, students will learn how to integrate quotations to best support their position. Parenthetical documentation and correct MLA format for works cited are requirements of the paper.
AP Language Practice Exams 1 week
Part II
Writing and Structuring Arguments
In part II students will learn how to structure their own arguments of Narration, Description, Exposition Fact, and Definition.
Unit One
Narration and Description
Objective:
Students will read and analyze a series of essays and discuss use of literary devices, style, and tone. They will learn to annotate the selections as they read and be prepared to discuss in groups, Socratic seminars, and whole class discussions. Students will follow the writing process and begin to work in peer editing groups.
Narration
Read:
Write:
Narrative essay that students may adapt for their college entrance essays
Description
Read:
Write:
Descriptive essay
December/January
Unit Two
Arguments of Exposition, Fact and Definition
Unit Objective:
Students will read and analyze essays that use arguments of fact as well as other structures. The following essays may be used:
Fact and Definition
Everything’s An Argument: Part Two Chapter 6, 7 and 8
Everything’s An Argument: Part Two Chapter 8
Comparison/Contrast, Cause/Effect
Students will chose one of the organizational strategies and model the organizational pattern in their own essay. Students will add a visual component to their presentation.
Research papers are due two weeks prior to the end of the semester.
Midterms
Timed Writing
Students will begin to respond to writing prompts in class to demonstrate their understanding of how language is employed. The following writing prompts from former AP exams will be assigned:
Students will read and discuss sample responses from former AP test takers. Upon completion, students will self-assess their essays using the same AP Scoring Guide.
Second Semester
During second semester students will be exposed to a variety of public speaking experiences, ranging from their peers to politicians, present and past. The class will take a thematic structure as a way to examine different models of rhetoric.
Regular Assignments:
Grammar as Rhetoric and Style
Grammar and Sentence Composition
Ongoing Blog Assignments and Regular Responses
Socratic Discussion/Synthesis:
These assignments are designed to help students develop the ability to use the words and ideas of others to support their own arguments. After synthesizing the different texts, written, visual, aural, the students will engage in conversation that facilitates the development of their own voice and viewpoint.
Step One-Read:
Read and annotate the texts. This is your ticket into the conversation and is required. Every student will present his/her notes before being allowed to participate.
Step Two-Write:
Write an outline, any form, that presents your thesis as well as ideas that you intend to explore and evidence from the texts. Again this is required.
Step Three-Talk:
In groups you will discuss the main question presented using your notes, outline and evidence from the texts. Remember this is not a debate but a discussion.
Step Four-Report:
On member of your group will record the gist of the conversation and provide a written record of your conversation. We will rotate this duty.
January/February
Unit I
2 Weeks
Work and Play
“Work and play are words used to describe the same thing under differing conditions”
Mark Twain
How do the values of work and sports affect the way we see ourselves and the way we live out lives?
Read:
Primary Essays:
Supplemental Readings:
For Discussion:
Assignments:
Grammar Focus
Short Simple sentences and Fragments
Precise Direct and Active Verbs
Socratic Discussion/Synthesis: Topic Question: TBD
Writing:
Education and Language
Science, Technology and Nature Writing
Unit II Politics
Read:
Primary Essays:
Supplemental Readings:
For Discussion:
Satire
Assignments:
Grammar Focus
Subordination in the complex sentence.
Socratic Discussion/Synthesis: Topic Question: TBD
Popular Culture
Satire
Unit Three Thinking and Writing Rhetorically
(upon hearing of the death of Martin Luther King Jr.)
(given after the bombing of Pearl Harbor)
Students will learn the components of constructing arguments:
In addition, they will learn how to structure an argument:
Upon learning to identify arrangements, students will employ these strategies in their own argumentative essays/speeches. Students may choose topics about popular culture or community concerns. They must formulate a point and carry it out in their formal presentation, written and oral.
Outside Reading Project & Socratic Seminar Facilitation
L.E.A.P. (Literary Exploration Accountability Project) – contemporary literature.
Students choose a book to read from the district-approved list of recommended novels. Students are given 6 weeks to read the book, to which they annotate and write reflective questions in preparation for facilitating a Socratic seminar with a group of Sophomore pre-AP students whom have read the same text.
Rhetoric
Students will continue their study of rhetoric in second semester. They will continue to study terms, carefully read and analyze selections such as:
They will annotate the selections as they read and be prepared to discuss in groups, in Socratic seminars, and whole class discussions.
Timed Writing
Students will continue to complete writing prompts in class to demonstrate their understanding of how language is employed. The following writing prompts from former AP exams will be assigned:
2004 Days of Obligation excerpt by Richard Rodriguez
2004 “Lord Chesterfield’s Letter”
Students will read and discuss sample responses from former AP test takers. Upon completion, students will self-assess their essays using the same AP Scoring Guide.
Multiple Choice
Students will engage in analysis of multiple choice questions from former AP and SAT exams. They will craft their own text to write multiple choice questions on.
Synthesis Question Practice
Students will read and analyze material that conveys multiple perspectives about the same topic. They will seek out their own visual and written materials from which they will craft multiple choice questions. They will then write a synthesis prompt and essay. Students will also complete the 2006 Practice Synthesis Exam Question from AP Central.