Advanced Placement Language and Composition Grades 10 &
11
Course Profile- This
course is designed to provide students in grades ten and eleven with college
level instruction in a high school setting. As such, the curriculum will work
within the framework of American literature as it provides opportunities for the
development of higher level thinking skills through increased depth of content
at an accelerated pace. Students enrolled in this course will be encouraged to
develop their skills as both insightful readers and effective writers. An
emphasis will be placed on analyzing rhetorical devices and strategies,
synthesizing information from multiple sources to support argument, and
developing test-taking skills. To that end, individual student-teacher
conferences will occur regularly. During the writing process, students will
have the opportunity to discuss current drafts, to revise their work, and to
submit a final draft which will be eligible for further revision after scoring.
The focus of pre-revision meetings will be individualized; however, common
areas will be the use and development of organizational strategies including
rhetorical structure(s) appropriate to the current assignment, use of
transitions, parallel structure, and how to best represent and convey their
ideas. Additionally, peers will examine one another’s drafts using the “Gossipy
Reading” Model. This model requires that two students read aloud the work of a
third who is required to remain silent during the reading and discussion
(gossip) about his or her work. Hearing one’s work often provides much insight
as to coherence, clarity, and efficacy. Post-revision feedback will be provided
in the form of written comments from the instructor, opportunity to request
clarification, and elaboration at student request.
Course Objectives-
Upon completion of this course, students should be able to:
1.
Effectively analyze and interpret rhetorical devices, strategies, and
techniques
2. Effectively apply rhetorical devices, strategies, and techniques
3. Develop original arguments based on readings, research, and personal
experience
4. Effectively synthesize information from multiple sources and
varying perspectives to sustain an original argument
5. Demonstrate an
understanding of the various elements of citations written in various styles
6.
Demonstrate an understanding and mastery of the conventions of written English
especially diction and syntax
7. Demonstrate stylistic maturity in written work
with an emphasis on content, purpose, and audience
8. Effectively utilize the stages of the
writing process
9. Define, understand, and apply academic vocabulary
Assessments- These
will include, but not be limited to:
1. Formal writing with revision
2.
Informal Writing
3. Timed Writing
4. Homework
5. Class notes/participation
6. AP Test Analysis/Debate
7. Tests/ and Quizzes
*Remember, this is an advanced course. Assessments may be given at any time without notice. Students are expected to complete readings upon immediate assignment, and they are responsible for analysis, synthesis and discussion immediately following the assignment.
Grading- Formal
student writing will be assigned and graded based on the nine point AP Rubric. Students will
be provided with the opportunity for revision after teacher/peer conferences.
After revision, a new score will be received based on the same rubric. Informal
writing will be graded on the four point scholarly paragraph rubric. It is
important to note that students will also receive points for the completion of
and participation in Test Analysis/Debate, classroom discussion, tests,
quizzes, etc. Additionally, all out of class assignments will be graded (both
formally and/or for completion) and will be due at the beginning of each class
period. Marking Period and Final averages will be weighted 1.08% as per the
Berwick Area School District’s grading policy.
Texts- 1. In Cold
Blood (nonfiction novel) 2. Into the Wild (biography) 3. Prentice Hall
Literature: The American Experience
(selected nonfiction texts including poems, speeches, essays, letters,
narrative accounts, and autobiographical excerpts) 4. The Merchant of Venice
(drama) 5. The Language of Composition by Renee Shea, Lawrence Scanlon, and
Robin Dissin Aufses (specific selections will be listed in course outline) 6.
Advanced Composition Skills by Steven Fox (specific selections will be listed
in course outline) 7. A Pocket Style Manual 6th Edition by Diana Hacker and
Nancy Sommers (pp. 104155 “MLA Papers”) 9. The Crucible 10. Pride and Prejudice 11.Optional readings assigned
Information:
TPCASTT Poem Analysis Method
Poems can be very difficult to
interpret because a lot of what they have to say is not written but is implied.
A major problem that students have with interpreting poetry is that they read
the poem once, assign it a personal meaning and try to get their meaning to
match the information in the poem. Instead of jumping to conclusions, it is
important for students to gather significant data about the poem before
committing to an interpretation. This is the only way to get at the poet's
meaning. Students need to look for clues, piece them together, and then
interpret. The acronym below will help with this process.
Title: Ponder the title before reading the
poem.
Paraphrase: Translate the poem
into your own words.
Connotation: Contemplate
the poem for meaning beyond the literal.
Attitude: Observe both the speaker’s and the poet’s attitude.
Shifts: Note shifts in the speaker’s and the
poet’s attitude. Title: Examine the
title again, this time on an interpretive level.
Theme: Determine what the poet is
saying. From the website of J. Calabrese
**Always keep in mind: 1. Punctuation’s Importance 2.
Structure 3. The importance of Multiple Readings 4. Annotations not Covered by
TPCASTT 5. Common Themes/Motifs of Poetry (and of “genre” within the genre)
Gossipy Reading How To’s
1. Form groups of three.
2. One person volunteer a paper for scrutiny, which will be read aloud
by the remaining pair. 3. One of the pair read aloud, while the other stops the
reading to call attention to details, raise questions, predict, make
connections, etc. 4. During this
process, readers should talk about the paper, how it is working, what meaning
they are making, what they find confusing, and so on. The pair doing the
reading, in other words, should "gossip" about the paper. 5. The paper's writer, meanwhile, should
listen but is not allowed to respond in any way to the comments made by the
gossiping pair. When the paper has been read and discussed in its entirety,
then—and only then—is the writer free to join the conversation.
Gossipy Reading Why’s
1. Through this reading-as-revision process, writers have
the opportunity to hear the thoughts that go through the heads of their papers'
readers as they work out a paper's meaning for the first time. 2. Insight into what needs revision simply
arises by hearing the readers talk about what does and doesn't make sense. 3. Wrap-up discussions among all group
members help writers clarify and gain advice about how to go about the revision
process itself.
Thesis Development Worksheet
1. Topic: _______________________________________
2. Focus Question:
Formulate a question from which your thesis can develop. This should be
broad and open question that can have multiple answers. This will lead to an
opinion statement that can be supported with an argumentative essay.
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(Remember, the quality or difficulty of your question will determine the
sophistication of your thesis)
3. Thesis Statement:
The thesis statement is your answer to the question above. Formulate a
thesis statement that: is one or two sentences, takes a stand, is arguable, can
be researched, is important, is original, has depth and substance.
________________________________________________________________________
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4. Supporting Reasons: Outline the main arguments in support
of your thesis statement. For example, if you made the thesis statement above
(which you just did) and someone asked you, “WHY do you think that?” (which I
just did), what reasons would you give? These reasons will become your essay’s
body paragraphs; subtopics and topic sentences you will prove with evidence
from your research.
1)______________________________________________________________________
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2)______________________________________________________________________
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3)______________________________________________________________________
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