Syllabus and Policies

AP English Language & Composition

Syllabus 2014-2015

James W. Cook

Gloucester High School

Gloucester, MA

Course Overview

AP English Language and Composition at Gloucester (MA) High School is an introductory college-level course in which you will study rhetorical analysis, argument, and synthesis through composition activities (prewriting, writing, self-assessment, peer-assessment, and revising) and close reading of demanding texts with an emphasis on nonfiction.

Through active, analytical reading you will identify and explain rhetorical strategies and techniques used by authors in a variety of language-based and visual texts (memoirs, essays, speeches, plays, novels, letters, comics, photographs, documentaries, etc.). You will also employ those strategies and techniques in your own expository, analytical, and argumentative compositions for a wide variety of purposes and audiences. Furthermore, you will extend these rhetorical strategies and techniques into researched argument papers in which you will evaluate and synthesize several reference texts to develop and support a sophisticated central position with appropriate citation of primary and secondary sources.

To achieve these goals you will progress through a series of units in which you will learn rhetorical strategies and techniques and apply your understanding of these techniques to a diverse range of texts from graphic memoir to documentary film, from twenty-first century advertisements to eighteenth century satire, from English drama of the renaissance to essays about your own city, Gloucester Massachusetts. The reading and analysis of texts will lead to the production of your own writing, including timed one-draft writing of the sort required on the AP exam and processed writing, requiring pre-writing activities, drafts, self-assessment, peer-assessment, written and oral feedback from the teacher, and extensive rewriting.

The objectives and approaches presented in this course overview were written in close consultation with the latest AP English Language and Composition Course Description, other AP Central materials, and AP English Language and Composition: Workshop Handbook.

Unit 1: Introduction to Rhetorical Analysis of Memoir (All Souls), Researched Argument (The Omnivore’s Dilemma), and Hybrids (The Faraway Nearby)

                                                                        summer seminars and term one

Essential Questions

What is rhetorical analysis? How can a reader analyze a text in order to determine the implicit and explicit arguments it makes? How can a reader analyze a text to understand how the writer’s choices (choice of language, organization, details, etc.) contribute to an argument?

One rhetorical strategy is to employ several different stories to illustrate a point. How do authors use stories to construct an argument? How can research contribute to this strategy?

Summer Assessments and Activities

Completing pre-seminar rhetorical analysis and argument responses for each of the three summer reading books, completing rhetorical analysis activities during the seminars (or at home) for each of the three summer reading books.

Some other activities*

Studying rhetorical analysis vocabulary and concepts (including SOAPSToneS); analyzing style, syntax, and diction in passages of prose; creating a visual to communicate the analysis.

Some other assessments

Creating a rhetorical analysis web, taking a rhetorical analysis vocabulary quiz.**

Unit 2: Memoir & Personal Essay Analysis and Writing

                                                                        term one

Essential Question

Why do people tell personal stories? Why do we read stories about other people? How do writers convey personal stories to explore ambivalence and ambiguity? How do writers convey personal stories to make arguments?

Some activities*

Annotating a graphic memoir (Fun Home) and personal essays (“On Seeing England for the First Time”), writing six-word memoirs, practicing elements of analytical writing, giving peer’s feedback on writing.

Assessments

Writing a rhetorical analysis (Q2) of a personal essay, writing a personal essay of your own, taking a memoir & personal essay vocabulary quiz.**

Unit 3: Satire as argument

                                                          term one

Essential Question

How (and why) do writers use humorous and satirical language to make an argument?

Some activities*

Annotating satirical writing (“A Modest Proposal,” “The Devil’s Dictionary”), annotating using SOAPSToneS, participating in graded discussions.

Assessments

Writing a rhetorical analysis essay (Q2) about a satirical essay, writing a satirical dictionary, taking a humorous & satirical writing vocabulary quiz.**

Unit 4: Shakespeare’s drama as literature and argument

                                                                        term two          

Essential Questions

What does Hamlet suggest about the ways people respond to trauma, tragedy, injustice, and loss? How does Shakespeare use literary and rhetorical strategies to explore the ways people respond to trauma, tragedy, injustice, and loss? How do the choices actors and directors make affect the meaning and message of drama? What’s so great about Shakespeare anyway?

Some Activities*

Analyzing soliloquies; analyzing performances; tracking images, motifs, and patterns; writing a soliloquy; participating in a quotation linking activity; reading/performing passages/scenes.

Assessments

Writing a rhetorical/literary analysis of a passage (Q2), creating a Hamlet film proposal and screenplay excerpt, taking a Shakespearean drama vocabulary quiz.**

Unit 5: Allegorical novel(s) as literature and argument

                                                                        term two/term three

Essential Questions

[What does Lord of the Flies suggest about the relationship between ignorance, understanding, human nature, and human civilization?]

[What does Grendel suggest about the ways people shape their lives (and understand their lives) in response to circumstances beyond their control?]

How do authors use symbolic characters, objects, and imagery to explore themes and develop arguments?

Some Activities*

Tracking characters and motifs through novels; analyzing literature using psychological, biographical, and anthropological lenses; exploring ideas by writing fiction (The O’Maley Experiment); participating in oral arguments about issues derived from literature

Assessments

Writing an analytical letter (Q2) in the voice of an author, writing an argument letter (Q3) to an author, taking rhetorical/literary analysis and applied vocabulary test(s)

Unit 6: Midyear Exam Preparation

                                                          term two

Essential Questions

How can we use our understanding of rhetorical analysis to prepare for the midyear exam?

Some Activities*

Studying vocabulary, practicing AP Exam multiple choice question

Assessments

Taking the midyear exam (consisting of rhetorical analysis vocabulary, AP Exam multiple choice questions, and a rhetorical analysis (Q2) essay

Unit 7: Advertising as argument

                                                                        term three

Essential Questions

How do advertisements (and, more broadly, marketing campaigns) employ rhetorical strategies? How do advertisements turn people into consumers and identities into commodities? Do you identify with certain products and brands? Is consumption a social good (promoting economic growth) or a social vice (promoting environmental harm and economic disparity)? What is cool? How do advertisers use cool?

Some Activities*

Analyzing and annotating essays, articles, comics, art, advertisements, documentaries, etc.; creating “maps” of readings, positions, strategies, etc.; practicing narrative openings; practicing “synthesis” writing strategies, incorporating evidence from multiple sources; giving feedback to peers about writing.

Assessments

Writing a synthesis essay (Q1) on consumerism and commodification.

Unit 8: Dystopian novel as argument

                                                                        term three

Essential Questions

How (and why) do some authors use the elements of dystopian fiction to comment on social issues? What does Feed suggest about the ways technology affects human identity and relationships?

Some Activities*

Reading and annotating fiction (Feed) and non-fiction (from You Are Not a Gadget and Present Shock) about the effects of technology on human identity and relationships.

Assessments

Writing an argument essay (Q3) on technology.

Unit 9: Writing researched arguments on social issues

                                                          term three

Essential Questions

What are the most important social issues facing us today? How can writers combine research strategies and writing skills to develop effective arguments in response to social issues?

Some Activities*

Learning research strategies including searching through electronic data bases, evaluating the quality and reliability of sources, taking double-entry notes, citing sources; learning argument writing strategies, including writing and revising a thesis/position, weaving quotations and other evidence into supporting paragraphs, organizing longer writing assignments, writing persuasive conclusions, etc.

Assessments

Writing an annotated bibliography and researched argument with works cited page.

Unit 10: Analyzing researched arguments on social issues

                                                          term four

Essential Questions

How do authors use rhetorical strategies to develop book-length arguments on important social issues, such as economic justice, food justice, the effects of technology, etc.?

Assessments

Writing a passage analysis journal (practice for Q2) on a non-fiction book-length argument of your choice.

Unit 11: AP Exam final preparation

                                                          term four

Essential Questions

How can we use our understanding of rhetorical analysis, argument writing, and synthesis writing to make final preparations for the AP Exam?

Activities & Assessments

Completing AP Exam multiple choice packets; practicing Q1, Q2, and Q3 essays; studying test taking and essay writing strategies.

Unit 12: Gloucester Project

                                                                        term four

Essential Questions

What are key aspects of Gloucester art and culture in the past and present? How is Gloucester art and culture significant to us and others? (How has it been significant in the past?) What are some of the recurring tensions in Gloucester art and culture? How is Gloucester art and culture connected to people and places beyond Gloucester?

Some Activities

Studying an overview of key aspects of Gloucester art and culture, conducting research on a particular aspect, making maps, writing poems, analyzing art, learning about “real world rhetoric”

Assessments

Creating an annotated bibliography, a research-based argument, a personal essay, and real world rhetoric (a documentary, or a website, or a curriculum, or a letter writing campaign, or some other form of real world rhetoric)

*Most units will also include entry/exit ticket assignments, graded discussions/arguments, processed writing (pre-writing, draft, self/peer-assessment, revision),  grammar tutorials/quizzes, and AP Exam multiple choice questions.

**Sometimes vocabulary from different units will be combined into one quiz or test.

Note about the SAT: AP reading comprehension practice will help you with SAT reading comprehension, AP argument writing (Q3) practice will help you with the SAT argument essay in the writing section, essay editing and grammar practice will help you with the SAT writing section.

Mr. James Cook's AP English Language Policies

1. Know the policies in your Compass.

2. Show respect, take responsibility, try hard, have integrity, be engaged

·   This is a college-level class. If you act like a young adult I will treat you that way, at least as much as I am able to do within the confines of a high school. Show respect for yourself, each other, me, other teachers, administrators, staff members, the room (including Chromebooks, desks, floors, walls, etc.), and the equipment (books, etc.)

·   Take responsibility for your own education and behavior. In an AP class this means using all the resources at your disposal to demonstrate a mastery of skills and information. Off task behavior is simply unacceptable.

·   Put forth a good faith effort especially when tasks are particularly difficult.

·   Don't copy other people's work. Don't plagiarize. In other words don't cheat. And don't make up fictional excuses. In other words don't lie.

·   I promise to work hard to make sure lessons are purposeful and relevant to your life. If you can read well, write well, and think critically you will have more control over your own life. I can help you with that. I also promise to work hard to make sure we read, write, and think about big questions that human beings have long been concerned with, especially this one: How do people respond to trauma, injustice, and wrongdoing? In return I ask that you engage with the work we do in class and the work I ask you to do outside of class.

3. Staying organized

           A large three-ring master binder in which you will keep unit binders/folders from completed units and graded processed papers, projects, tests, quizzes, and homework from completed units. (Keep processed papers and projects for the entire year. Keep graded tests and quizzes for the semester. Keep returned homework assignments for the term.)

·         (Optional but recommended.) Smaller three-ring binder, pocket folder, or manila folder for each unit. I recommend using smaller binders for units so you can bring that binder to class every day but leave the heavy master binder at home.

·          The folder or binder you bring to class daily should contain a source of paper.

·          You will also be responsible for bringing whatever book(s)/text(s) we are reading to class each day.

·          Use your school handbook to record homework assignments. Homework assignments are written on the right side of the whiteboard at the front of the class.

             Bring a pen or pencil to class. (Pens and pencils cost $.25 in 2207.)

             Remember your assignment Chromebook number. Keep your Google Docs organized.

 

4. Grading

30% UNIT-WORK GRADES (Formative Assessments)

These assignments assess your learning along the way.

·          This category consists of reading check quizzes (Did you read and understand?), vocabulary homework (Are you learning the words?), annotated texts or notes, blog/forum comments, steps in the writing process (pre-writing, drafts, reflections), open response writing, discussion or group work preparation, some student-led discussions, some teacher-led discussions, group activities, practice AP questions, etc.

·          Individual assignments (of the type cited above) will be graded using the following system:

The work is considered advanced (90-100, A-range, check-plus) if the work is complete and shows exceptionally thorough and thoughtful understanding of concepts and mastery of skills; the work is considered proficient (80-89, B-range, check) if the work is complete and meets expectations by showing sufficient understanding of concepts and mastery of skills;  the work needs improvement (65-79, C/D-range, check minus, 2 on 4-point unit) if the work is nearly complete and/or shows partial understanding of concepts/skills; the work triggers a warning (<65, F) if the work is incomplete and/or shows little to no understanding of concepts/skills.

70% END-OF-UNIT ASSESSMENT GRADES (Summative Assessments)

These assignments assess your learning after a process of learning, practice, and feedback.

·          Grades on unit tests, unit projects, and papers for which you are expected to write more than one draft will be worth 200 points.

·          Grades on content quizzes, single-draft take-home essays, in-class timed essays, most graded discussions, etc. will be worth 100 points.

·          Grades on independent reading products (notes, passage responses, papers) will vary in weight over the course of the year.

·          These assignments will be graded using rubrics, including nine-point the AP English Language rubric, six-point SAT essay rubric, four-point MCAS-style response rubric, discussion rubrics, and others that students will become familiar with throughout the year.

  

Note: Keep all graded or checked work in your binder or folder. Formal papers and major projects should be kept for the entire year. Graded tests and quizzes should be kept for the semester. Checked homework assignments should be kept for at least the term.

               

5. Late work

Unit Work (especially homework)

·         Unless you are informed otherwise, homework that is completed late but before the end of the unit will be accepted but for reduced credit. (The grade will be reduced from advanced to proficient, proficient to needs improvement, or needs improvement to warning.)

·         Unless you are informed otherwise, homework that is completed after the end of the unit will not be accepted.

 

End-of-Unit Work (especially papers and projects)

·          If you are between one and five school days late with an end-of-unit assessment your grade on that paper or project will be reduced by ten points.

·          If you are more than five school days late with an end-of-unit assessment you may receive a passing grade (65) on that paper or project if you discuss the lateness with me , you turn the assignment in a week or more before the end of the term, and the work meets requirements.

·          Not doing an end-of-unit assessment is not an option.

6. Tardiness and Truancy from Class

·          If you are late to class (meaning you arrive at your desk after the bell and after I have begun the day's lesson) you may be asked to stay after school.

·          If you are late by more than seven minutes you will be marked absent from class. This is school policy as set forth in the student handbook.

·          If you are discovered to have skipped class a zero will be added to your unit-work grade. (This consequence is in addition to the consequences outlined in the student handbook.)

7. Absences and make-up work

·          Work missed due to absences is your responsibility. The absence policy for GHS is outlined in the Compass.

·          On the day you return to class, you will be expected to take tests, quizzes, participate, and turn in any assignments that are due on the day of return or had been due during your absence, so long as the due date was announced or posted before your absence.

Note:  These policies are subject to change.  All changes will be announced in class.  Students will cross out the changed language and write in the new.

8. Class Blogs & Emails

·          The class blog can be found at http://apenglangghs2016.blogspot.com. You are responsible for checking the blog regularly.

     Email questions to jcook@gloucester.k12.ma.us

          (Share summer reading Google documents (last day is today) with jcook@gloucester.k12.ma.us.) Share future Google documents with jcook@gloucesterschools.com.

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After reading the policies, use the comment box below to write your first name and last initial followed by the sentence "I understand Mr. James Cook's AP English Language policies."

Ask me questions if you have questions.