Earlybird Post-it Checklist

Check web log on Tuesday for further updates.

Monday and Tuesday, October 30-31, 2006

1. Terms 1-10 Bedford Reader page 701 (abstract and concrete-audience); study terms, with test scheduled in class by end of week

2. Their Eyes Were Watching God: AP Long Form has been assigned with class time available for completion of some components; TEWWG objective final exam to be set; TEWWG vocabulary final to be set; film permit letter presented to students for parent signature prior to film screening

3. Lugubrious-obsequious (100 Words High School Students Should Know) on Tuesday (31) in class before forty-minute timed essay from Cliffs AP Preparation Guide

4. Vantage Lab for Monday-Tuesday (30-31) for prewriting and timed essay

5. Chapters 16-20 of Their Eyes Were Watching God in class discussion on Wednesday; ten talking points and unfamiliar vocabulary due at beginning of class

CHECK back on TUESDAY for WEB LOG UPDATE

Assignment Menu Wednesday, October 25, 2006

Assignments Wednesday-Friday October 25-27, 2006
Web Site Updated Sundays and Tuesdays

HELLO AP SCHOLARS AND THANK YOU FOR CHECKING MY WEB LOG!

VANTAGE LAB BOOKED FOR MONDAY AND TUESDAY (OCTOBER 30-31)

1. Their Eyes Were Watching God Zora Neale Hurston Chapters 16-20 ten talking points and unfamiliar vocabulary due in class Wednesday next week (November 1); book is mandatory; final objective exam will be administered by week's end

2. Anthologies due Wednesday (25) for work on Transcendentalists Unit: Emily Dickinson, Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman; Dickinson graphic organizer assigned as homework with due date to be set

3. Cliffs AP Preparation Guide due Thursday-Friday (26-27) for work with Practice Exam One multiple-choice questions; we will review answers previously completed; Cliffs AP book is mandatory in class

4. Zora Neale Hurston "Dust Tracks" essay due Wednesday (25)

5. Unit Four Vocabulary Workshop answers due Wednesday (25); test rescheduled (by one day) to Thursday (26)

6. AP Long form for Their Eyes Were Watching God distributed and explained Wednesday (25) and Thursday (26); due date to be set

AGENDA BIN:

Lessons One and Two Grammar Capitalization and Punctuation
Cliffs AP Preparation Guide Prose Passage multiple-choice in-class timed practice
Bedford Reader Helpful Terms One-Ten (date for book in class to be set)
100 Words High School Students Should Know: Words 51-60 are available and due soon
Bedford Reader Outlining-Part II (to be reviewed and assigned)

Assignment Menu Monday, October 23, 2006

Assignments Monday-Tuesday October 23-24, 2006
Web Site Updated Sundays and Tuesdays

1. Their Eyes Were Watching God Zora Neale Hurston Chapters 11-15 ten talking points and unfamiliar vocabulary due in class Monday (23); book is mandatory

2. Anthologies due Tuesday-Wednesday (24-25) for work on Transcendentalists Unit: Emily Dickinson, Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman

3. Cliffs AP Preparation Guide due Thursday-Friday (26-27) for work with Practice Exam One multiple-choice questions; we will review answers previously completed

4. Zora Neale Hurston "Dust Tracks" essay due Wednesday (25)

5. Unit Four Vocabulary Workshop answers due Tuesday (24); test on Wednesday (25)

6. "Miss Manners" Tone AP activity due Monday (23)

AGENDA BIN:

Their Eyes Were Watching God AP Long Form to be assigned
Lessons One and Two Grammar Capitalization and Punctuation
Cliffs AP Preparation Guide Prose Passage multiple-choice in-class timed practice
Bedford Reader Helpful Terms One-Ten
100 Words High School Students Should Know
Bedford Reader Outlining

Assignment Menu Wednesday, October 18. 2006

Wednesday, Thursday, and Friday October 18-20

1. Emily Dickinson poetry today, Wednesday, October 18 (anthologies needed in class)

2. Unit Four Vocabulary (bring vocabulary textbooks on Thursday)

3. Bedford Reader in class on Friday (20)

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due on Monday, October 23 (book is mandatory for class discussion)

5. Substitute on Friday (20): Mr. Carmicle attending LD4 ELA meeting in Burbank

6. Cliffs multiple-choice questions in class next week (students have already turned in these answers; we will review answers by reading questions and distractors)

7. Bring anthologies on Tuesday and Wednesday (24-25) next week; no anthology on Monday since TEWWG books will be used in class Monday (23)

Assignment Menu Monday, October 16, 2006

Monday-Tuesday, October 16-17, 2006

1. Words 41-50 (Words High School Students Should Know) presented on Monday; test on Friday (20)

2. Scored/returned assignments: Franklin "Tone" essays; Vantage "Cliffs" essays; Unit 1-3 Review vocabulary tests; Bedford Reader Part I outlines

3. Work Assigned This Week: Benjamin Franklin graphic organizer/study guide; Cliffs multiple-choice questions from Practice Test One; AP "Tone" Miss Manners assignment; AP Language timed essay "Dust Tracks" Zora Neale Hurston; Their Eyes Were Watching God Chapters 11-15 due Monday (23) and AP Long Form for novel explained and initial components assigned; Unit Four Vocabulary Workshop due Thursday (19) with test on Friday (20); Grammar Lessons One and Two assigned and due on Wednesday (18); Richard Rodriguez assignment from Bedford Reader due on Tuesday (17); Cornell Notes continue with Paine/Henry/Jefferson lecture

4. Textbooks in Class: Literature and Integrated Studies on Monday, Tuesday, Wednesday; Vocabulary Workshop Level "F" on Tuesday; Bedford Reader on Friday

5. Monday (16): Multiple-Choice Exams on Franklin, Paine, Henry, Jefferson anthology selections

Assignment Menu Wednesday, October 11, 2006

Wednesday, Thursday, Friday October 11, 12, 13, 2006

1. Unit One-Three Level F Vocabulary fifty-point test on Thursday (12)

2. Bedford Reader book due in class Thursday (12) for in-class assignment

3. Benjamin Franklin and Thomas Paine Cornell Notes due Wednesday (11); Spirit of America Unit continues Wednesday (11); anthologies are due in class Wednesday; no anthologies for Thursday or Friday

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due in class on Friday, October 13; class discussion

5. Vantage Cliffs essays read and scored in class by peers Wednesday (11)

6. Capitalization grammar lesson rescheduled to next week

7. Benjamin Franklin "tone" essay assigned today, Wednesday; due Friday, October 13

8. SAS students returned signed HHS progress reports for credit

9. Substitute on Thursday (12); I will be at University of Southern California for planning of the Grade Ten Periodic Assessment

Assignment Menu Monday, October 9, 2006

Monday and Tuesday, October 9/10, 2006

1. Unit One-Three Level F Vocabulary due Tuesday (10); fifty-point test on Thursday (12)

2. Bedford Reader outline due Monday (9); Tuesday (10) for AP students on UCLA Field Trip; Bedford Reader book due in class Thursday (12) for in-class assignment

3. Benjamin Franklin Cornell Notes due on Tuesday (10); Spirit of America Unit continues Tuesday-Wednesday (10-11); anthologies are due in class both days

4. Their Eyes Were Watching God ten talking points and unfamiliar vocabulary due in class on Friday, October 13; class discussion

5. Vantage Cliffs essays read and scored in class by peers Tuesday and Wednesday (10-11)

6. Capitalization grammar lesson in class Tuesday (10); homework assigned and due Wednesday (11)

7. Words 31-40 Words High School Students Should Know test on Tuesday (10)

8. SAS students returned signed HHS progress reports for credit

9. Multiple-choice answers for Cliffs AP due in class on Tuesday (10)

10. Substitute on Thursday (12); I will be at University of Southern California for planning of the Grade Ten Periodic Assessment

Assignment Menu Wednesday, October 4, 2006

Thank you AP Scholars for checking my web log.

Wednesday, October 4; Thursday, October 5; Friday, October 6

1. Bedford Reader outline of introduction and Part I of book continues as homework, due Monday, October 9

2. Unit Three Vocabulary test will conclude in Vantage Lab at beginning of class on Wednesday, October 4

3. Vantage Lab scheduled for AP students Wednesday and Thursday, October 4-5; Cliffs AP book must be brought to class; students will choose one of three prompts to prewrite essay on Wednesday and write the essay under timed conditions on Thursday

4. Benjamin Franklin Spirit of Independence unit continues on Monday, October 9; complete Franklin graphic organizer and study guide based on autobiography excerpt by Monday for in-class discussion

5. Their Eyes Were Watching God on Friday, October 6; bring ten talking points and unfamiliar vocabulary for Chapters One-Five; class discussion with all students engaged in discourse

Assignment Menu Monday, October 2, 2006

Beginning today, Monday, October 2, 2006 my web log introduces a new user-friendly format:

Monday, October 2

1. Bring anthology and vocabulary books to class today and tomorrow.
2. Spirit of Independence Unit begins today, October 2.
3. Bedford Reader outlining continues as homework.
4. Their Eyes Were Watching God talking points/unfamiliar vocabulary due Friday.
5. Lab dates are Wednesday and Thursday; Cliffs textbook is needed.
6. Plymouth-Offer-Sinners multiple choice given in class today.
7. Planners are due in class each day for notes on homework assignments.
8. Colonial Period handout answers are due today, Monday.

Tuesday, October 3

1. Spirit of Independence Unit continues today.
2. Vocabulary Units One-Three Review are due on Friday; test on Monday, October 9.
3. Signed report cards required for SAS students; submit signed reports to teacher.
4. Place all scored classwork and homework in hanging file folders.

CHECK WEB LOG ON WEDNESDAY FOR UPDATES

Assignment Menu Wednesday, September 27, 2006

In-class assignment menus supersede web logs

1. CLIFFS AP BOOK must be brought to library for Thursday's lesson, September 28
2. No in-class timed essay this week; essays resume next week
3. 100 Words High School Students Should Know will resume next week; no test Monday
4. Complete the Colonial Period handout questions by Monday, October 2; provide thorough and thoughtful responses
5. Unit Three Vocabulary Level "F" due Thursday, September 28; test on Unit Three rescheduled to Friday, September 29 in class; staple work to test for full credit
6. Colonial Period studies continue this week; from Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God" concluded this week
7. Sample AP Exam multiple-choice test questions on Cliffs AP passage on Thursday; book MUST be brought to class; CLASS MEETS IN LIBRARY ON THURSDAY FOR READING LEVEL TESTING; THURSDAY IS A MINIMUM DAY AND BACK-TO-SCHOOL NIGHT IS FROM 6:00 P.M.-8:00 P.M. in Room 120; course expectations, student work, class rules, and semester syllabus to be discussed and presented
8. Bedford Reader books MUST be brought to class on Friday for outlining and weekend assignment
9. Mr. Carmicle at District 4 LAUSD meeting all day, Friday, September 29
10.Their Eyes Were Watching God by Zora Neale Hurston Chapters One-Five twenty talking points and unfamiliar vocabulary scheduled due date to be announced early next week; all AP Scholars participate in class discussion
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes TH (library); Bedford Reader F (in class)

Assignment Menu Monday, September 25, 2006

In-class assignment menus supersede web logs

1. Reading Level reports given to students Monday, October 2 to share with parents or guardians
2. No in-class timed essay this week; essays resume next week
3. 100 Words High School Students Should Know third exam on Monday, September 25; attach homework to test: syllabalize, define, list part of speech and diacritical marks for each entry
4. Cornell Notes on "Types of Sentences" twenty-five point quiz today
5. Unit Three Vocabulary Level "F" due Thursday, September 28; test on Unit Three on Monday, October 2; staple work to test for full credit
6. Colonial Period studies continue this week; Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists; colonial period handout questions due Wednesday, September 27; no late work accepted
7. Sample AP Exam multiple-choice test questions on Cliffs AP passage on Thursday; book MUST be brought to class; CLASS MEETS IN LIBRARY ON THURSDAY FOR READING LEVEL TESTING; THURSDAY IS A MINIMUM DAY AND BACK-TO-SCHOOL NIGHT IS FROM 6:00 P.M.-8:00 P.M. in Room 120; course expectations, student work, class rules, and semester syllabus to be discussed and presented
8. Bedford Reader books MUST be brought to class on Friday for outlining and weekend assignment; Wednesday assignment menu will detail requirements
9. Mr. Carmicle at District 4 LAUSD meeting all day, Friday, September 29
10.Their Eyes Were Watching God by Zora Neale Hurston Chapters One-Five twenty talking points and unfamiliar vocabulary due Monday, October 2; all AP Scholars participate in class discussion the same day
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes TH (library); Bedford Reader F (in class)

Assignment Menu Wednesday, September 20, 2006

In-class assignment menus supersede web logs

1. Cliffs Notes book due in class Wednesday, September 20. Do not forget your book.
2. Students write an in-class timed essay this week; Wednesday, September 20!
3. 100 Words High School Students Should Know third exam on Monday, September 25; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on “Types of Sentences” lecture on Thursday; test on Cornell Notes on Friday
5. Vocabulary Level "F" hiatus for one week; vocabulary resumes next week
6. Colonial Period studies continue next week: Textbooks are mandatory M-T-W next week for Jonathan Edwards' “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists; Franklin, Paine, and the Transcendentalists are in the agenda bin
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 21
8. AP English Language in library has been POSTPONED: new date will be scheduled for Reading Level testing
Textbook Days: Literature and Integrated Studies M-T-W (25-26-27); Cliff’s AP Notes W; no textbooks needed for rest of this week Th-F
9. Check the College Board AP English Language Web Site often for essay and test-taking tips

Assignment Menu Monday, September 18, 2006

In-class assignment menus supersede web logs
1. Students finish and score diagnostic grammar pretest.
2. Students write an in-class timed essay this week; date to be announced
3. 100 Words High School Students Should Know second exam on Monday, September 18; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on “Types of Sentences” lecture on Thursday
5. Unit Two Vocabulary Level "F" test today, Monday, September 18; staple work to test for full credit
6. Colonial Period studies continue this week; Of Plymouth Plantation, “Offer of Help”, “Sinners in the Hands of an Angry God”; the Puritans and the Calvinists
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 21
8. AP English Language in library on Friday, September 22 for Reading Level testing; test on Types of Sentences lecture
Textbook Days: Literature and Integrated Studies M-T-W; Cliff’s AP Notes W

Assignment Menu Wednesday, September 13, 2006

In-Class assignment menus supersede web logs.

1. Complete grammar diagnostic in class; students score diagnostic choices.
2. Students write an in-class timed essay today, Wednesday, September 13; Virginia Woolf prompt prewriting assigned Tuesday; use prewriting for in-class essay; scored on 1-9 AP rubric.
3. 100 Words High School Students Should Know second exam on Monday, September 18; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes additional information on Bloom's Affective presented in class on Wednesday; Test is today Wednesday, September 13 and will cover Levels of Questioning, Bloom’s Taxonomy/Bloom’s Affective, and Language Registers; no notes permitted on quiz
5. Unit Two Vocabulary Level "F" DUE Friday, September 15; test follows Monday, September 18
6. Literature and Integrated Studies textbooks assigned; Colonial Period studies begin this week; STUDENTS: NO NEED TO BRING THIS TEXTBOOK TODAY, WEDNESDAY, SEPTEMBER 13
7. Sample AP Exam multiple-choice test questions on next prose passage in class Thursday, September 14
Textbook Days: Level F Vocabulary Th-F

Assignment Menu Monday, September 11, 2006

In-Class assignment menus supersede web logs.

1. Complete grammar diagnostic in class; students score diagnostic choices.
2. Students write an in-class timed essay this week; scored on 1-9 AP rubric.
3. 100 Words High School Students Should Know second exam on Monday, September 18; words will be presented by week's end; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on Levels of Questioning, Bloom’s Taxonomy/Bloom’s Affective, and Language Registers due today, Monday, September 11
5. Unit Two Vocabulary Level "F" DUE Friday, September 15; test follows Monday, September 18
6. Literature and Integrated Studies textbooks assigned; Colonial Period studies begin this week
7. Sample AP Exam multiple-choice test questions on next prose passage in class Monday, September 11
Textbook Days: Lit/Integrated M-T-W-Th-F; Level F Vocabulary W-Th-F

Assignment Menu Wednesday, September 6, 2006

In-Class Assignment Menus Supersede Web Log

1. Diagnostic grammar work continues.
2. Annotate and complete prewriting (use prewriting device of your choice) on Question Three prompt from the 2006 Advanced Placement Language Exam. Students will write an in-class timed essay this week.
3. 100 Words High School Students Should Know second exam on Monday, September 11; words will be presented by week's end; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes on opening days have been scored and returned to students.
5. Unit One Vocabulary Level "F" DUE Friday, September 8; test follows Monday, September 11
6. Outline of Cliffs AP Preparation Guide pages are due Friday, September 8
7. Sample AP Exam multiple-choice test questions on next prose passage in class Wednesday, September 6

Assignment Menu Monday, September 4, 2006

In-Class Assignment Menus Supersede Web Log

1. Monday is a holiday--Labor Day 2006.
2. Annotate and complete prewriting (use prewriting device of your choice) on Question Three prompt from the 2006 Advanced Placement Language Exam. Students will write an in-class timed essay this week.
3. 100 Words High School Students Should Know exam on Tuesday, September 5; attach homework to test: syllabalize, define, list parts of speech and diacritical marks
4. Cornell Notes are due Tuesday, September 5. Notes cover all class discussions, terms, and Advanced Placement strategies for the 2007 Exam; e.g. rhetoric, synthesis, and argument.

Draft-Fall Syllabus AP English Language

Advanced Placement English Language-Grade 11
SCHOOL FOR ADVANCED STUDIES
Mr. Carmicle 2006-2007 Web Log: hollywoodhighschool.net
323-461-3891 Ext. 419
Work Smarter, Not Harder

AP English Language and Composition offers students a **year of intense training in reading and writing that not only prepares them for the AP Language and Composition Examination, but also for successful University study and lifelong learning. This class focuses on the rhetorical analysis of fiction and non-fiction, and includes works of American literature. Students learn to identify an author’s purpose and strategies by examining 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, providing them with skills to master the highest forms of analysis and synthesis, necessary for rigorous class discussions note-taking, and writing effective prose at first year college level. Students are expected to complete outside reading on time and complete notes on class discussions using the Cornell method. In this course, the rhetorical interpretation of text primarily focuses on various models which demand that claims, taken with the writer’s purpose, the intended audience, and speaker’s persona, lead to argument for persuasion using both a thesis and opposite thesis. Students in AP English Language 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 comprehend the responses elicited from audiences and synthesize how authors manipulate readers to argue and prove theses in various modes of written discourse.*

Textbooks:

Cliffs AP Advanced Placement English Language and Composition Preparation Guide Swovelin 1993

Literature and Integrated Studies Scott Foresman, Publishers 1997

America Now, Sixth Edition Atwan 2005

Vocabulary Workshop Level “F”

The Bedford Reader

Students retain all assignments, cover sheets, revisions and other materials necessary to write a reflective letter at the end of the semester. All student work is periodically placed in students’ portfolios.

*Jewel Kamita, Capistrano Valley High School AP Packet 2005
**Marcy Bowman, Greater Los Angeles Advanced Placement Institute 2005


Literature Assignments August 30-December 22, 2006 (Semester A)

Colonial Period to 1790 PURITANS AND THE AMERICAN BEGINNINGS

From Of Plymouth Plantation (31) William Bradford (1590-1657)

“Offer of Help” (33) Canassatego (died 1750)

“Sinners in the Hands of an Angry God” (58) Jonathan Edwards (1703-1758)

New Republic 1790-1820 SPIRIT OF INDEPENDENCE AND A NEW NATION

Autobiography of Benjamin Franklin (162) Benjamin Franklin (1706-1790)

“The American Crisis” (170) Thomas Paine (1737-1809)

“Speech in the Virginia Convention” (172) Patrick Henry (1736-1799)

“Declaration of Independence” (178) Thomas Jefferson (1743-1826)

American Romanticism 1820-1865 THE TRANSCENDENTALISTS

“Much Madness is divinest Sense” (354) Emily Dickinson (1830-1886)

"Because I could not stop for Death” (357) Emily Dickinson (1830-1886)

From “Self-Reliance” (222) Ralph Waldo Emerson (1803-1882)

From “Walden” and “Civil Disobedience” (226) Henry David Thoreau (1817-1862)

“I Hear America Singing” (361) Walt Whitman (1819-1892)

“What is the Grass” (362) Walt Whitman (1819-1892)

“There Was A Child Went Forth” (364) Walt Whitman (1819-1892)

Continental Nation 1865-1900 THE CIVIL WAR

“The Gettysburg Address” (304) Abraham Lincoln (1809-1865)

“What the Black Man Wants” (328) Frederick Douglass (1817-1895)

Novels:

Their Eyes Were Watching God (1937) Zora Neale Hurston (1891-1960)

The Great Gatsby (1925) F. Scott Fitzgerald (1896-1940)


SCHOOL HOLIDAYS

MONDAY SEPTEMBER 4 LABOR DAY
FRIDAY NOVEMBER 10 VETERANS DAY
THURSDAY-FRIDAY NOVEMBER 23-24
THANKSGIVING DAY HOLIDAYS


ANALYTICAL TOOLS FOSTER CRITICAL THINKING

DICTION, SYNTAX, TONE, IRONY;
BLOOM’S AFFECTIVE, LEVELS OF QUESTIONING,
RHETORICAL READING AND RESEARCH STRATEGIES,
DISCOURSE MODES, THESES FOR ARGUMENT AND PERSUASION

Fall 2006 Letter to Parents

August 30, 2006

Dear Parents:

Welcome to Fall Semester, 2006-2007. Parents are encouraged to take an active role in students' educational goals and assist them by making certain that all outside reading and homework assignments, note taking activities, test preparation requirements, and individual or group project work is completed on time and submitted in advance of the due date set by the instructor. Periodic grade reports will be issued to students who should apprise parents of how they are progressing in these courses. It is this periodic assessment that can identify the emotional and intellectual maturity of the student and signal in advance any instructional intervention strategies necessary to avert poor academic performance that may affect the students' overall grade point average. Students should expect rigorous studies as they undertake the challenges of the demanding Advanced Placement, Honors English or conventional tenth grade English curriculums. If students or parents wish to contact me, I can be reached on school voice mail, which I check frequently during the semester, at 323-461-3891, Extension 419. Homework and other necessary communication between the instructor and students is posted on my web log at hollywoodhighschool.net and is updated bi-weekly.

The Honors English Grade Ten School for Advanced Studies (SAS) curriculum offers students rigorous demands in the rhetorical approach to reading and writing, and instruction is paced more rapidly than normal tenth-grade coursework. Grade Ten Honors readies students for an eleventh-grade Advanced Placement high school class where they think, read, write, listen, and speak academically, successfully arguing a well-constructed thesis, skills necessary for entering post-secondary educational institutions. Students enrolled in Grade Ten Honors English read short stories, poetry, novels and plays and nonfiction selections and learn to *elicit the author's purpose, the author's persona, the author's claim and evidence, which enables them to offer a precise response to the author's argument. Successful student compositions are measured by rubrics, and it is strongly suggested, at the outset of this course, that learners familiarize themselves with this tool so they can produce thoughtful and precise works of prose in response to the series of writing prompts that will be assigned.

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 the rhetorical analysis of fiction and non-fiction, incorporating various genres of American literature. Students learn to identify an author’s purpose 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 provides them with mastery of the highest forms of analysis and synthesis necessary for participation in class discussions. They are able to read rhetorically pieces of American literature and 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 leads to arguments for persuasion as students closely read difficult nonfiction texts 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 comprehend responses elicited from audiences, and synthesize how authors manipulate readers to prove theses in various modes of written discourse.

*Greater Los Angeles Advanced Placement Institute, July 2005
Marcy Bowman AP Packet
**Chapman University, March 2005
Jewel Kamita AP Packet

Student Name________________________________(Print)
Parent Signature____________________________

Sincerely,


James B. Carmicle
Track A Teacher-School for Advanced Studies

Syllabus and Letter to Parents

The syllabus and letter to parents for AP English Language and Composition will be available at the end of next week, August 21-25.

School starts August 30.