Advanced Placement English Language-Grade 11
SCHOOL FOR ADVANCED STUDIES MR. CARMICLE 2006-2007
Work Smarter, Not Harder
E-mail: jcarmicl@lausd.k12.ca.us Web Log: hollywoodhighschool.net 323-461-3891 Ext. 419
AP English Language and Composition (SAS) offers students a year of intense training in reading and writing that prepares them for the AP Language and Composition Examination, successful University study and lifelong learning. This class focuses on rhetorical analysis of fiction and non-fiction, and works of American literature. Students learn to identify an author’s purpose and strategies and examine the ways people think about and use language. Students read and analyze models of good writing and write compositions of various lengths and complexity, participating in peer response and rigorous revision. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provide them with mastery of the highest forms of analysis and synthesis, necessary for participation in class discussions and note taking. They are able to write effective prose at first year college level. Students are expected to complete outside reading on time and, independently, produce class discussion notes using the Cornell method. In this course, the rhetorical interpretation of text primarily focuses on the Classical, Rogerian, and Toulmin models which demand that claims, taken with the writer’s purpose, the intended audience, and speaker’s persona, will lead to argument for persuasion using both a thesis and opposite thesis, necessary skills for successful academic writing. Students in AP English Language and Composition read difficult nonfiction text with speed, annotating and outlining as they recognize shifts of perspective and tone. They quote with authority and precision, discern the writer’s purpose and interpret responses elicited from audiences, synthesizing how authors manipulate readers to prove theses in various modes of written discourse. *
Textbooks and Novels:
Invisible Man Ellison(1947)
Cliffs AP English Language and Composition (2nd Edition) Swovelin ©2001
The Bedford Reader, Ninth Ed. Kennedy, Kennedy, Aaron 2006
Vocabulary Workshop Level “F” Shostak (Sadlier-Oxford Publishing 2005)
Year Long Rigor Tools∗
Bloom’s Taxonomy and Bloom’s Affective Taxonomy
Language Registers and Consultative Language: Frozen, Formal, Consultative, Casual, Intimate
Levels of Questioning: Level One-Factual; Level Two-Interpretative; Level Three-Evaluative
The Rhetorical Square-Audience, Purpose, Persona, Argument
Cornell Note-Taking, Outlining, and Journaling
Sentence Mimicking and Pivoting Text (Practicing Consultative Language)
Grammar of Irony and Grammar of Paradox
Classical, Rogerian, and Toulmin Argumentation Models
Rhetorical Modes of Discourse
Student-Teacher Conferencing: Rubrics, Revisions, and Rewrites
*GLAAPSI, July 2005 Marcy Bowman AP Packet
Junior Defense, designed to prepare Advanced Placement students for post-secondary writing and oratory, is mandatory in this course and includes a rhetorical précis to develop a call for action document that requires a fully researched argument and an oral defense of students’ theses. This project becomes part of students’ portfolios.Literature Assignments and Methods for Achieving Your Purpose in Writing*
Narration (75)
To tell a story about your subject, possibly to enlighten readers or to try to explain something to them
“The Lottery”
First appeared in
The New Yorker
In 1948 Shirley Jackson
(1919-1965) 122
Theme:
Manners and Morals
Description (135)
To help readers understand your subject through the evidence of their senses—sight, hearing, touch, smell, taste
“Silent Dancing"
First appeared in
The Georgia Review Judith Ortiz Cofer
(1952-) 162
Theme:
Cultural Diversity
Example (187)
To explain your subject with instances that show readers its nature or character
“Homeless”
From her collection
Living Out Loud Anna Quindlen
(1952-) 200
Theme:
Homelessness
Comparison and Contrast: Setting Things Side by Side (229)
To explain or evaluate your subject by helping readers see the similarities between it and another subject
“Everyday Use”
Published in 1973
and
appeared in Harper’s
magazine Alice Walker
(1944-) 272
Theme:
Community
Process Analysis: Explaining Step by Step (285)
To inform readers how to do something or how something works—how a sequence of actions leads to a particular result
“Orientation”
First published in
Seattle Review
in 1994 and appeared in The Best American Short Stories 1995 Daniel Orozco
(1957-) 324
Theme:
Humor and Satire
Division or Analysis: Slicing Into Parts (335)
To explain a conclusion about your subject by showing readers the subject’s parts of elements
“Girl”
From the collection
At the Bottom of the River Jamaica Kincaid
(1949-) 368
Theme:
Other Peoples,
Other Cultures
Classification: Sorting Into Kinds (375)
To help readers see order in your subject by understanding the kinds or groups it can be sorted into
“The Crisis of National Identity”
Opening pages from Who Are We? The Challenges to America’s Identity (2004) Samuel P. Huntington
(1927-) 400
Theme:
Community
Cause and Effect: Asking Why (429)
To tell readers the reasons for or consequences of your subject, explaining why or what if
“Safe-Sex Lies”
Essay published in The New York Times Magazine January 1996 Meghan Daum
(1970-) 459
Theme:
Sexuality
Definition: Tracing a Boundary (477)
To show readers the meaning of your subject—its boundaries and its distinctions from other subjects
“The Meanings of a Word”
Essay published in The New York Times 1986 Gloria Naylor
(1950-) 486
Theme:
Communication
Argument and Persuasion: Stating Opinions and Proposals (515)
To have readers consider your opinion about your subject or your proposal for it
“Too Much Pressure”
Published in the 1998 edition of
Fresh Ink Colleen Wenke
(1979-) 532
Theme:
Manners and Morals
Useful Terms (701)
Abstract/Concrete-Warrant
Bedford Reader 701
*The Bedford Reader Ninth Edition 2006
Juniors are encouraged to contact College Counselor Ms. Campbell regarding college entrance examination procedures, college financial assistance forms, and college application and admission information.
The Advanced Placement Examinations (May 7-18), California High School Exit Examinations (March 20-21) and the California Achievement Test Examinations (May 21-June 4) are scheduled this semester.
Students retain all completed assignments, cover sheets, revisions and any other material necessary to write a reflective letter at the end of the school year.
Representative Objectives for AP English Language and Composition*
o Comprehend differences between oral and written discourse, formal and informal language and historical changes in speech and writing
o Use a wide range of vocabulary appropriately and effectively
o Read complex texts with understanding
o Evaluate reading as to intended effect on audience
o Evaluate the credibility of evidence and support in prose selections
o Respond to complex literary works that require high-level critical-thinking skills
o Write prose of sufficient richness and complexity
o Write in a variety of forms—narrative, descriptive, expository, and argumentative—and on a variety of subjects from personal experiences to public policies
o Use a variety of sentence structures, including appropriate use of subordination and coordination
o Construct a plan for writing, limiting the topic, identifying a controlling purpose, establishing an audience, selecting a voice and tone, and attempting various means of support
o Use grammatical conventions both appropriately and with sophistication
o Demonstrate logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
Representative Performance Skills for AP English Language and Composition
o Compare and contrast interpretations of the same text
o Analyze how diction shapes tone
o Critique arguments presented in oral and written language
o Write in informally and formally contexts with ease and authority
o Imitate an author’s use of stylistic devices
o Maintain a journal to gain understanding of the connections between interpretive skill in reading and writing
o Compose a report that analyzes several historical records of the same event
o Write reflective compositions that use rhetorical strategies
o Edit pieces of writing in various domains of written discourse
*Guidelines for Instruction: Secondary School Curriculum (1999); Los Angeles Unified School District Publication No. SC-863.8
Grade/Percent for Assignments and Marks
A+ =>100 A =>97.5 A- =>92.5
B+ =>88.5 B =>86 B- =>82.5
C+ =>78.5 C =>76 C- =>72.5
D+ =>68.5 D =>66 D- =>62.5
F =>30
Notes:
