ࡱ> _b^} 4Abjbj55 4r__4966yyyyytTA"tUkkkkFFF!!!!!!!#W&!yFF!yykk!ykyk!!|  kc  !"0A" && &y ,FdtFFF!!FFFA"&FFFFFFFFF6 ?: AP English Language / Dual Enrollment College Composition Fall 2009/Spring 2010 Instructor: Jenny Pennington College Board Course Description An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and 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 writers purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. AP Language focuses primarily on non-fiction pieces from American authors. Short stories, poems, and novels are studied in the course, but poetry is not included on the AP Language exam. Our study of literary periods is chronological, but common themes from all periods dictate the order of selections. Note: An Advanced Placement course provides students with the opportunity to attain college credit at the high school level; therefore, the workload is heavier and the expectations are higher. Students are highly encouraged to attend three Prep Sessions outside of school hours and attend tutoring, available four hours per month, to further prepare for and acquaint themselves with the AP exam and college-level work. Assessment Students are expected to take the AP Language exam in May 2010. The exam is provided without charge; those earning a qualifying score of 3, 4, or 5 receive a monetary award. Students may also attain college credit for freshman composition, which is ENG 111 & 112, through Wytheville Community College. As juniors, students will take the SOL test in May. Required Materials Three-ring binder Loose-leaf paper Pencil or pen (blue or black ink) Flash/Thumb Drive Textbooks Cohen, Samuel, ed. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martins, 2004. Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters, eds. Everythings An Argument. 4th ed. Boston: Bedford/St. Martins, 2007. Note: Students will use additional material in the form of novels and supplements from Prentice Hall Literature: Timeless Voices, Timeless Themes and The Prentice Hall Guide for College Writers. Extra credit opportunities are rarely available. The lowest grade will not be dropped. Classroom Etiquette Students should show respect for their teacher and classmates. Comments or actions that make anyone feel uncomfortable or disrespected will not be tolerated. Everyone is entitled to an opinion, but should only share it in a respectful manner. Use common sense and common courtesy. Responsibilities By choosing this course, students agree to: Come to class on time. Come to class prepared. Turn in work when it is due or before an expected absence. Keep the cellphone, food, and drink (other than water if necessary) out of class. Abide by rules and expectations set by the school. Failure to comply will result in: 1. Verbal warning 2. Student/Teacher conference 3. Call to parents 4. Office visit Late Work Policy Students will have one day for each excused absence to make up work without penalty. Students turning in work the day after the due date, without an excused absence, will receive only half credit on the assignment. For each day late, the points available will drop by ten points (2nd day lateonly 40% credit, etc.). After an assignment is five days late, no credit is available. Everyone is expected to turn in work on time. Do not expect a snow day to create an extension for an assignment. If work is due on a day we are absent from class because of snow or a school-related event, that work is due on the day we return. Plagiarism Policy In accordance with preparation for the AP Language exam, students will complete most of their writing in class through timed essays and in-class writing assignments. Students must be aware that plagiarism is using another persons thoughts and accomplishments without proper acknowledgement or documentation. It is an unconscionable offense and a serious breach of the honor code. Students who plagiarize will receive a grade of zero for the assignment. No exceptions. Be advised that college students breaking the honor code are often completely dismissed from school. Any cheating will result in a zero, a call to the parents, a referral to guidance, and possibly worse. Grading Scale We will use a ten-point grading scale: 100-90=A, 89-80=B, etc. To adhere to common practice in AP courses, a 9-point rubric will be used for grading essays (9 is the highest score). Students will be given a copy of the rubric. Major assignments percentages per nine weeks are as follows: Assignments Essays: 35% Essays will be a mixture of in-class timed writings and out of class writings. Each essay has the opportunity to be revised since students write rough drafts and workshop them through peer review and instructor comments. Essays include interpretive, argumentative, and explanatory writing based on a units focus. Essay prompts will mirror the structure of AP Free Response essay questions on rhetorical strategies, argumentation, and synthesizing sources. Tests: 25% Tests assess the elements of the Unit Focuses, such as rhetorical devices in Argument, along with elements of a literary period, such as existentialism and disillusionment in Modern works. Tests are not checklists for rote memory of the elements, but rather assessments of understanding through selections from released AP free response questions and multiple choice questions that highlight persuasion, figurative language, narrative structure, and so on. Quizzes: 20% Quizzes are not an unexpected, or surprise, component of the course. They are given to assess mastery of new vocabulary in reading selections, knowledge and understanding of aspects of a literary period, knowledge and understanding of elements used to persuade or expose, etc., and, when necessary, to check for continued reading of novels, which are read outside of class, individually, over a three week period. Throughout the reading of each novel, students complete a Moment Sheet of 10 significant moments and their relevance in a novel for a daily grade and, if the sheet is completed by the due date, they are eligible for a quiz on 10 significant moments from each novel that the teacher has selected. Quizzes may be used as study guides for the tests at the end of each nine weeks. Daily Activities: 20% Daily Activities make up the core, or bulk, of the course. Assignments include opportunities for group collaboration and individual writing activities demonstrating understanding and application of the Language, Writing, and Grammar Skill focuses for each nine weeks; daily questions and/or insights into a work discussed in a roundtable format; Writing to Understand through freewriting activities on various aspects of a work, such as the use of figurative language, structure, style, its place in a literary period, etc.; practice of exploring the same facets in a freewriting exercise that will be revised for formality; weekly practice with released AP material to gain familiarity with rigor and format; completing a Moment Sheet on each novel (see above), and group oral presentations for each novel on the significant moments from the novel. Students and parents may access information about our class through the Faculty/Staff page at HYPERLINK "http://www.scsb.org/mshs"http://www.scsb.org/mshs. The course information is updated weekly. ************************************************************************ First 9 Weeks Note: Readings may be added or omitted based on time and need. The order is tentative. Pacing is also tentativereadings may take more or less time than stated. Each 9 weeks includes selections from various literary time periods with similar themes that parallel or evoke the universal ideas of the main literary period focus for that nine weeks. Literary Periods: Puritan Era 1650-1750 / Rationalism/Age of Enlightenment 1750-1800 Universal Ideas: Christian utopia, Authority, Corruption, Fate / Democratic utopia, Pride, Patriotism Unit: Persuasion & Argument Language Skill: Logos, Ethos, Pathos Appeals, Rhetorical Devices, Inductive & Deductive Reasoning, Persuasive Techniques Writing Skill: Thesis, Purpose, Topic Sentences Grammar Skill: Independent & Dependent Clauses, Parallelism, Sentence Variety Course Intro: 1 week Martina McBride song, Independence Day/Anne Bradstreet, Upon the Burning of Our House Edward Taylor, Upon a Spider Catching a Fly 1 week Everythings an Argument Chapters 1-4 Puritanical!: 3 weeks Edward Taylor, Huswifery Stephanie Ericsson, The Ways We Lie Langston Hughes, Salvation Andre Dubus, A Fathers Story Jonathan Edwards, Sinners in the Hands of an Angry God Shirley Jackson, The Lottery 2 weeks Nathaniel Hawthorne, The Scarlet Letter Rational & Enlightened: 2 weeks Benjamin Franklin, The Autobiography Benjamin Franklin, Poor Richards Almanack Thomas Jefferson, The Declaration of Independence Thomas Paine, The Crisis, Number 1 Weekly Practice AP Argument Essay Released Questions AP Multiple Choice Released Questions Assessment Persuasive Essay (Outside class): Interpretive essay on how Puritan society persuades citizens to ostracize Hester Prynne in The Scarlet Letter Unit Test Second 9 Weeks Literary Periods: Romanticism 1800-1855 / Gothic 1800-1850 Universal Ideas: Focus on Individual, Idealism, Imagination vs. Reason, Urbanization vs. Nature / Supernatural, Loss of Control, Motif of the Double, Dangerous Landscapes & Locations, Depression Unit: Narrative Language Skill: Plot structure, Conflict, Characterization, Setting, Theme, POV, Transitions Writing Skill: Order of Direction, Transitions, Support & Development Grammar Skill: Phrases: Prepositions, Verbals (Gerunds, Participals, Infinitives), Appositives / Modifiers Romantic: 5 weeks Everythings an Argument Chapter 5 Frederick Douglass, Learning to Read and Write Olaudah Equiano, from The Interesting Narrative of the Life of Olaudah Equiano Ralph Waldo Emerson, from Nature and Self-Reliance Henry David Thoreau, Where I Lived, and What I Lived For Sherman Alexie, On the Amtrak from Boston to New York City Walt Whitman, from Song of Myself Angela de Hoyos, To Walt Whitman Gothic: 4 weeks Washington Irving, The Devil and Tom Walker Nathaniel Hawthorne, The Ministers Black Veil Edgar Allen Poe, The Fall of the House of Usher Flannery OConnor, A Good Man is Hard to Find ---, Good Country People Joyce Carol Oates, Where Is Here? Weekly Practice AP Rhetorical Essay Released Questions AP Multiple Choice Released Questions Assessment Personal Narrative Essay (Timed): Writing to Explain--Many options! (TBA) Unit Test Third 9 Weeks Literary Periods: The Realists 1855-1900 / Naturalism 1880-1900 (Mixed) Universal Ideas: Social Class, Moralism, Social Realism / Man Against Nature, Survival of Fittest Unit: Exposition Language Skill: Figurative & Sensory Language, Organization Writing Skill: MLA Documentation, Writing a Strong Introduction & Conclusion Grammar Skill: Verbs (Active & Passive), Rhetorical Questions 6 weeks Everythings an Argument Chapters 6-8, 16-20 Warren Lee Goss, Recollections of a Private Tim OBrien, The Things They Carried Stephen Crane, An Episode of War Ambrose Bierce, An Occurrence at Owl Creek Bridge Billie Holiday, Strange Fruit Sojourner Truth, An Account of an Experience with Discrimination Brent Staples, Just Walk on By: Black Men and Public Space Paul Laurence Dunbar, We Wear the Mask Edwin Arlington Robinson, Richard Cory W.H. Auden, The Unknown Citizen Julia Ward Howe, Battle-Hymn of the Republic 2 weeks John Steinbeck, The Grapes of Wrath 1 week focus AP Synthesis Essay Released Questions Assessment Definition Essay (Timed): Explain Steinbecks use of language to illustrate the Joads struggle in The Grapes of Wrath Comparison/Contrast Essay (Outside class): Research Paper--Compare & contrast modern day to Realism and Naturalism period readings on war, race, and social class (TBA) Unit Test Fourth 9 Weeks Literary Periods: Modern 1900-1946 / Harlem Renaissance 1920s Postmodern 1946-present /Contemporary 1980s-present (Mixed) Universal Ideas: Existentialism, Alienation, Disillusionment / Celebrating African Americans / Observing vs. Experiencing, Absurdity, Fantasy & Magical Realism, Indistinct Values / Gender Studies, Anti-Heroes Unit: Humor & Satire Language Skill: Irony, Hyperbole, Understatement, Paradox, Oxymoron, Pun, Incongruity Writing Skill: Creating Metaphor, Chunking the Essay, Tone, Voice & Style Grammar Skill: Pronouns & Agreement, Punctuation Review 1 week Everythings an Argument Chapter 13 & 14 2 weeks Author Highlight: Langston Hughes & Harlem Renaissance 6 weeks Martin Luther King, Letter from Birmingham Jail Diane Burns, Sure You Can Ask Me a Personal Question Louise Erdrich, The Red Convertible Ernest Hemingway, Hills Like White Elephants Judy Brady, I Want a Wife Sojourner Truth, Arent I a Woman? Mark Twain, The Notorious Jumping Frog of Calaveras County Jonathan Swift, A Modest Proposal / Elaine Magarrell, The Joy of Cooking Selections from David Sedaris Ronald Wallace, In a Rut Jessica Mitford, Behind the Formaldehyde Curtain Gabriel Garcia Marquez, A Very Old Man with Enormous Wings Weekly Practice Highlight on Visual Argument AP Multiple Choice Released Questions AP Argument, Rhetorical Analysis, & Synthesis Essay Released Questions Review Assessment Satirical Essay (Timed): Argue why satire arises from the absurdity and disillusionment of the Modern/Postmodern/Contemporary eras. In other words, how or why do we laugh to keep from crying? Use examples from our reading this nine weeks to illustrate your points. Unit Test AP Language Exam AP English Language Syllabus Acknowledgment Form I, _______________________________________________, have reviewed the syllabus for AP English Language. By affixing my signature below, I signify that I understand the course requirements and know how my grades will be determined. Further, I understand the attendance, late work, and make-up policies for this course, and I am aware of the commitment that enrollment in an AP course requires. My signature also signifies that I have read and understand the course plagiarism policy and will abide by its guidelines. __________________________________________________ _____________ (Students Signature) (Date) :Pmn @ A o y ] ^ h i j v ~ Wp7@Ts#&'+~ A h[kH* h[k6]h[kh[k>*hBJh~Zh[k5h~Zh1-5hKhYM[h1-h{h1-h!5h! h[k>*h[k h~Zh~Zh~ZB:Pmn y z ] ^ i $67A`gd[kgd[k$a$gd[kgd~Z#$%&'ABVopi  gd[k  `gd[k`gd[kgd[kABUo&@BX\q~LMZ|} p!6G`bgl57>C@W ( ^!o!s!>"?"E"b"""#ܴ ha5hh~5h^qh~5h~h[k>*hah~h^qh35h3h[k>*h3h3>*h3h h[k5\hV8h[kH*h[k h[k>*h!='LM[|}abm67D\!]!^!t!$$% gd[k  gd~  gd3  gd[k####s$$$$%%&%J%K%c%d%f%%%%%%%%%@&A&&&&&&& ''''C'D'F'U'V'X'ĸ✘Ȝ|wp h~Zh[k hxN>*h~Zh[k>*h~Zh1-6hDIh1-hZ6hahZ h[k>*h1-h~Z5CJ h[k5>*CJ h1-h[k5>*CJ hh~Zh1-h[k0JB*phjh[kUh[k h~5h^qh~5h~hz-h~5(%%%%%%E'F'( ((())-)z))))))))*=*Z*z* gdS0 gdxN gd[kX'`'c'm'p'''''''((( ((( (.(/(0(L(N(U(V(X(`(b((((((((|w|rkg_Wh3hxN6h3h36h3 hh[k h36 ha6 h"6 hw_6 h~6hBhB6hBh hxN>*h~Zh1-6h~Zh(6h~Zh[k6h~Zh[k>* h~Zh[k h}k~6 hB6hxNhxN6 hxNhxN h~ZhI?hxN h~ZhYM[ hS06h~Zh!6"(((())))$),)-)y)z)})))))))))))))))))))***Z*******++++#+$+?+ɽɹ͟՚͖ŒŹ~ʹzh' h(6hZhZ6 hS0hS0hZh( ha6 hS06h'hxN6hxNhxN6 hxN6hxNhKhDIhS0hohS0hS06 hDI6hxNhxN>*h3hxN6h3h36h3h hxN>*0z*****++$+K+x+++++,-,.,9,,,,,,,-- gd" gdLO_ gdS0 gd[k?+@++++++++,,-,.,8,9,I,J,X,Y,[,,,,,,,,,,,,,---ĿԢ{vog_g_h~ZhYM[6h~Zh[k6 h~Zh[k hxN>*h~Zh[k>*h[kh1-h[k5>*CJ aJ h'h>* h>*hLO_hLO_>*hLO_hLO_6hLO_h2C h\>* h2C>*h'h!>*hxNhxN6hxNh!h1-h(5h(h:^ hxN6 h(h'h'hJ"- ----- -0-------...O.P.Q.^._.`....../// / //Ľ|xskxskg_ZU ha6 h8%6h>)h>)6h[kh3hxN6 h36h3h3hxN6,h3h"6B*CJOJQJ^JaJphh3h36h3h hxN>* h"6h~Zh[k6 h~Zh[kh~Zh[k>* h~Zhcc h}k~6 hxN6h~ZhC-6h~ZhYM[6h~ZhD-6hxN h~ZhYM[!-Q..///8/i///&0c0000001J1z11111122#2 gd8% gd[k///-/7/8/K/h////////////&0c0v0000000000J1z1111111111122"2#2;2C2E2Y2ڼɼڭڭh~h82 h82>*h$ h!>*h1-h(5h(hxNhxN6 hxN6hxNh>) hKhKhKh$ hD-6 h$ 6hD-hD-6hYhD-h>)h>)6h8%h h8%6hxNh8%6 h8%62Y2f2l2m2v2w2y222222222222222223313236383B3C3Q3S3~333û{sûnjb[ hBhxNh3h36hB h1-6hxNh[k6 hLO_6 hp86hxNhxN6h>) h~ZhI?h~ZhI?6h~Zh 6hxN h~ZhYM[h~ZhYM[6h~Zh[k6 h~Zh[kh~Zh[k>*h1-h[k5>*CJ aJ h[kh$ hxN>* hxN>* hw_h[khLO_h82##2m2w2x2y22223C333 4 44@4n4444 5O55556/606 gdxN gd| gd[k33333333 4 4 4 44+4@4J4n444 55556/6067686H6[6]6i6j6m6v6666666Žř{skf h82>*h1-he>*hxNhxN6h1-h:^5h:^ hxN6 h8%6h h 6hh6h<h:hT;hYh hI?hxNhT;hxN6 h6 ha6h:^h[k>*h3hxN6h3 hxN>* hhxN h36h3h6h(0686\6]6j666677777777778&9;999::: gdxN gd5 gd82 gd[k667,7<7>7L7N7O7a7l7n7o777777777777777777777778888$8٪ďxqmexqxh~ZhT;6hw_ h~ZhYM[h~ZhYM[6h~Zh[k6 h~Zhw9 h~Zh[kh~Zh[k>*hw9hw9>*CJaJh1-hw95>*CJ aJ hh[khxN hxN>*h!hT;h82h~ha h825h82hLO_5 h82>* hw_>*hLO_hLO_6hLO_'$80828>8?8A8D8L8T8U8e8f8v8%9&9*9+9,949:9;9I9J9K99999999999:::û{wohwoh`hxNhxN>* hhxNh3h36h3hBh6 hB6hBh hxN>*h~Zh1-6h~Zh[k6h~ZhX6 h~Zhw9 h~Zh[kh~Zh[k>*hxNh[k6 h~6 hp86 hxN6h>) h~ZhI?h~ZhI?6h~ZhT;6hxN h~ZhYM[$::3:E:G:K:L:N:U:V:^:p::::::;L;;;;;;<<P<<<<<<<<b=c=m=n=x=|=}====v>w>ѽչѽxs h[k>* hw_hw_hw_ h~>*h82hw_>*h82h!>*h5h!>*h(hxNhxN6 hxN6hXhohT;h@hh6hhI?h5h>>>>>>>>>@@A2A3A4Agd $da$gd$a$gd gd[kgdw_w>>>>>>>>>??'?1???????@Q@f@@@@@@AA1A3A4A ho9>*h h8Dh h5\hh5CJ(\aJ(h5CJ(\aJ( hI?>* hYw>* hxN>*21h:pw9/ =!"#$% ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ [kNormalCJ_HaJmH sH tH @@@ [k Heading 1$$@&a$5\BB [k Heading 2$ @&5\DA`D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 6U@6 [k Hyperlink >*B*phPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 49rA#X'(?+-/Y236$8:w>4A!$&()+,./13458%z*-#206:n=4A"#%'*-0267%Jc49X8@0(  B S  ? lTqn lTkn lsn lTgn lTmn lon lTin lpn lin lTsn lnn lrn lqn lln lqn l\Ia lMa lNa lHa lKa lKa lJa lGa lp l|p&uu##&(J(T(T(,,,,--33369     %--{{##-(P(a(a(,,,,--33369 =*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace X'q )  ""`"e"n#v#&&&&i'p'q'x'''''.(4(((**..23346669fz!|!!!!!8";"""'',,4,H.K.L6P666693333333333336G((5@W?EAV X !! '' , ,..N/O/a/a/l/n/////E2G2K2L26666696G((5@W?EAV X !! '' , ,..N/O/a/a/l/n/////E2G2K2L266666699#^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(9ED| @ 3H !'(>)D-S082p8o9I?2CNI.MLNdNxNQ~ZYM[f^w_LO_Ja[k?@ABCDEFGHIJKLMOPQRSTUWXYZ[\]`adRoot Entry F`4 c1Table: 'WordDocument 4rSummaryInformation(NDocumentSummaryInformation8VMsoDataStore` c BQQEWQJ3DRBACR==2` c Item PropertiesUCompObj y   F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q