Advanced Placement Language and CompositionCourse Syllabus

Instructor: William AurandtE-mail: waa@whsd.orgWHHS Room 113

Semester One, Fall 2014Meeting Time: Block 1High School Office Phone: 814.255.8726

Main Text: Shea, Renee H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of

Composition: Reading Writing Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. Print.

Course Profile- This course is designed to provide students in grade twelve with college level instruction in a high school setting. As such, the curriculum will work within the framework of American literature (1776-2014) 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/Quizzes

Grading- Formal student writing will be 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 as per the Westmont Hilltop Area School District’s grading policy. Texts- 1. Narrative of the Life of Frederick Douglass (Biography) 2. Hiroshima (Non-Fiction Novel) 3. Writing America (Language and Composition in Context) 4. The Merchant of Venice (drama) 5. The Language of Composition by Renee Shea, Lawrence Scanlon, and Robin Dissin Aufses 6. Writing America - 7. A Pocket Style Manual 6th Edition by Diana Hacker and Nancy Sommers (pp. 104-155 “MLA Papers”)

NOTE: This is a college level class; therefore, students are held to high standards of accountability. If for any reason, a student must miss this class for a personal appointment or a school related activity, he/she must speak to one of the instructors before the absence regarding what will be missed. Due dates stay the same regardless of such activities.

Introduction What is rhetoric? What are the types of rhetorical strategies? How does Bloom’s Taxonomy play a role in this class?

o What should you expect on the AP Language and Composition exam?

Course Outline: First Quarter: Emotional Appeals and Synthesis 1. Discussion of Summer Reading: All my Sons and Death of a Salesman by Arthur Miller with a focus on the central character’s motivation and actions as well as the author’s style 2. Passage Journal Assessment: Narcissism vs. Heroism and Death Wish: Fair/Unfair Assessment of Mcandless 3. Discussion of Editorial Assignment: Student chosen editorialist, levels of thought discussion, and a focus on author’s style 4. Editorial Response Assessment 5. Introduction to Rhetoric: elements of, rhetorical triangle, and appeals to ethos, logos, pathos

6. Read and Annotate: The Language of Composition pp. 4-9

7. Emotional Appeals: Lines of Argument Assignment

a. Choose a topic based on a public policy, popular culture, or personal experience

b. Instruction in the creation of graphic organizers/outlines to improve student organization

c. Instruction in use of the SEE Method of writing (state point, expand point through example/explanation, and elaborate point) to increase/improve coherence

d. Respond in an expository piece with an original argument written solely from the perspective of ethos, then pathos, then logos

e. Discuss the difficulty of writing with only one appeal

f. Discuss the efficacy of interweaving the three appeals to strengthen argument

8. Analyze an Author’s Use of Emotional Appeal in Non-Fiction: “The Death of Miles” by Marc Gellman

a. Read the letter

b. Analyze Gellman’s use of emotional appeal to achieve his purpose

c. Highlight the difference between summary and analysis

9. Introduction to Synthesis: What is it?

10. Read and Annotate: The Language of Composition pp. 61-68

11. Synthesis Practice: The Limits of Free Speech

a. Form an opinion through reflection and peer discussion based on the statement “Entirely free speech is no longer in the national interest.”

b. Read the article “When Life Makes You Cry Uncle” by Eugene Robinson

c. Read the article “Freedom of Hate Speech” by Jeff Jacoby

d. Read the essay “Divisive in Any Language” by E.J. Dionne, Jr.

e. Synthesize the aforementioned sources to write an expository essay that supports, challenges, or modifies the statement “Entirely free speech is no longer in the national interest.”

f. All students will be asked to focus on the use of transitions to express and further their opinions

g. Pre-revision conferences (see Course Profile); the use of graphic organizers/outlines prior to writing will be reviewed with students struggling with organization; students struggling with coherence will be further instructed in the use of the SEE Method

h. Gossipy Reading (see Course Profile)

i. Post-Revision Instruction (see Course Profile)

12. AP Exam Preparation:

a. Sample multiple choice questions will be presented

b. Students will work together debating and justifying selected answers

c. Mini-lessons and practice sessions will be developed to address student errors d. General AP testing information will be reviewed 13. Shakespeare: The Merchant of Venice/Synthesis and Abridgment a. Read the play (outside of class) b. Determine author’s purpose (individually) c. Discuss the structural, literary, and poetic techniques used to convey author’s purpose (in class; small and large group) d. View abridged versions of the play e. Discuss stylistic choices made/effectiveness of said choices (at performance during director’s workshop) f. Choose an argument g. Locate both primary and secondary sources to support chosen argument and evaluate sources for validity and efficacy h. Utilize literary criticism from varied perspectives and personal experience to formulate a thesis and to write a researched essay in which the writer “converses” with the sources to produce a synthesis of ideas in support of an argument i. Analyze selected quotes from the play as timed writing(s) j. Discussion of student responses with a focus on chosen organization/structure k. Pre-revision conferences (see Course Profile); the use of graphic organizers/outlines prior to writing will be reviewed with students struggling with organization; students struggling with coherence will be further instructed in the use of the SEE Method; students struggling with thesis development will be guided through the process (see Thesis Development Worksheet) l. Gossipy Reading (see Course Profile) m. Post-Revision Instruction (see Course Profile) n. MLA formatting and citation as per A Pocket Style Manual 14. Released AP Sample Essay Analysis: a. Introductions, bodies, and conclusions b. Says vs. Does Writing c. TPCASTT/SOAPS Methods 15. Academic Vocabulary Development: A Study of Schemes

a. Mnemonic vocabulary study b. Class dictionary of unfamiliar words (from readings and AP Practice Exams) 16. Kernel Sentence Work a. Re-work own/peers b. Re-work professional kernels c. Effectiveness of syntax 17. Imitation and Practice Exercises

a. Effectiveness of syntax

Second Quarter: The Rhetoric of Politics 1. A Study of Rhetoric: A Breakdown of the Devices

a. Read and Annotate: Advanced Composition Skills pp. 46-51

b. Read and Discuss: John F. Kennedy’s Inaugural Address with a focus on his use of rhetorical devices and their impact on achievement of author’s purpose

c. Read: Martin Luther King, Jr.’s “I Have a Dream” with a focus on his use of rhetorical devices to achieve his purpose

d. Formal Writing Assignment: Write an analytical essay discussing King’s use of rhetorical devices to dramatize the “shameful condition” to which he refers

e. Pre-revision conferences (see Course Profile); the use of graphic organizers/outlines prior to writing will be reviewed with students struggling with organization; students struggling with coherence will be further instructed in the use of the SEE Method

f. Gossipy Reading (see Course Profile)

g. Post-Revision Instruction (see Course Profile)

2. Visual Analysis: A Study of Political Cartoons

a. Introduction of Socratic Seminar b. Application of Socratic Seminar Skills c. A timed, written examination of “FIRE”; analysis of teacher “model” response 3. Poetry Study (two days)

a. TPCASTT Method Review b. Read Poetry Collection 1 c. Apply TPCASTT method to improve comprehension d. Socratic Seminar with a focus on the authors’ linguistic and rhetorical choices 4. A Study of Persuasion a. Strategies b. Logical Fallacies c. Toulmin Argument-Organizational Style

b. Review AP Exam released persuasion essay topics c. Timed written persuasive essay in response to student selected topic d. Focus areas for further study to be determined based on individual student areas of weakness 5. A Study of Satire

a. Read “A Modest Proposal” b. Apply SOAPS c. Discuss: Purpose of each paragraph in Swift’s work d. Create: Checklist for writing satire; use Swift’s as model e. Formal Writing Assignment: Students will choose a topic based on a current social issue and personal interest. Outside research including examination of The Onion and The Daily Show will be encouraged. Use of secondary sources will be

required to create a sense of both logos and ethos. These sources will be cited using MLA format. Of course, the opportunity for “manipulation” of sources will be discussed and likely utilized. f. Pre-revision conferences (see Course Profile) g. Gossipy Reading (see Course Profile) h. Post-Revision Instruction (see Course Profile) 6. A Literary Analysis of Rhetoric, Syntax, and Diction: Capote’s In Cold Blood a. Close reading with annotations b. Passage journals c. Informal writing to illustrate student understanding with particular emphasis on the use of structure, syntax, diction, awareness of audience, etc. d. Source Lesson: The location, use, evaluation, and citation of primary sources e. A formal literary analysis/researched argument essay using both primary and secondary sources to support a sustained argument f. MLA formatting and citation as per A Pocket Style Manual 7. Poetry Study (2 days)

a. Read Poetry Collection 2 b. Apply TPCASTT Method c. Socratic Seminar with a focus on the authors’ linguistic and rhetorical choices 8. Academic Vocabulary Development

a. Mnemonic vocabulary study b. Class dictionary continued updates 9. Class Blog Participation

a. Required response to teacher developed post (1/week) b. Required responses to student comments (2/week) 10. AP Exam Preparation: a. Sample multiple choice questions will be presented b. Students will work together debating and justifying selected answers c. Scored practice exam d. Data will be gathered to determine most common errors on both practice and scored exam questions e. Mini-lessons and practice sessions will be developed to address these errors 11. Kernel Sentence Work a. Re-work own/peers b. Re-work professional kernels c. Effectiveness of syntax 12. A Study of Citations: An exploration of APA, Chicago, and CSE formatting

a. Types b. Identification of elements 13. Imitation and Practice Exercises

a. Effectiveness of syntax

Third Quarter: The Influence of Current Events on the Authors of Yesterday and Today 1. A Further Study of Syntax and Diction: The Effects of Description

a. Read and Annotate: Advanced Composition Skills p.59 b. Read and Discuss: Excerpts from Ralph Waldo Emerson’s Self-Reliance and Lillian Hellman’s Pentimento with a focus on description, word choice, synonyms, and overall impact 2. Poetry Study a. Read Poetry Collections 3-5 b. Apply TPCASTT Method c. Socratic Seminar with a focus on the authors’ linguistic and rhetorical choices 3. Visual Analysis Lesson

a. Informal, written response based on visual humor/irony 4. Current Events

a. Focus on a variety of current events for inclusion as support in student essays b. Opinion columns for identification of rhetorical fallacies 5. The Crucible: A reading through the lenses of feminism, psychoanalysis, and archetype

a. Pre-Reading activities will include the location and examination of non-fiction primary and secondary sources regarding McCarthyism b. During Reading/Close Reading activities will include informal written responses focused on author’s motivation, stylistic elements, and theme c. Post-Reading activities will include a formal written argument that qualifies, defends, or challenges an overarching statement about the play 6. Class Blog Participation

a. Required response to teacher developed posts (1/week) b. Required responses to student comments (2/week) 7. AP Exam Preparation: a. Sample multiple choice questions will be presented b. Students will work together debating and justifying selected answers c. Scored practice exam d. Data will be gathered to determine most common errors on both practice and scored exam questions e. Mini-lessons and practice sessions will be developed to address these errors f. Kernel Sentence Work g. Re-work own/peers h. Re-work professional kernels i. Effectiveness of syntax

9. Representative Authors List/American Literature Study: a. Read and discuss a grouping of political texts/speeches including T. Jefferson, B. Franklin, and W. Faulkner (The Declaration of Independence, Speech in the Convention, and a Nobel Prize acceptance speech)

b. Explain and compare rhetorical strategies and techniques

Fourth Quarter: What We “See” 1. Current Events a. Focus on a variety of current events for inclusion as support in student

essays 2. Representative Authors List/American Literature Study:

a. Read and discuss a grouping of essays including R.W. Emerson’s Nature, H.D. Thoreau’s Walden, J. Thurber’s “The Night the Ghost Got In”, and E.B. White’s “Here is New York”

b. Explain and compare rhetorical strategies and techniques

c. Read and discuss a grouping of autobiographical excerpts including B. Franklin’s The Autobiography, F. Douglass’ My Bondage and My Freedom, and Z.N. Hurston’s Dust Tracks on a Road

d. Explain and compare rhetorical strategies and techniques

3. Timed Writings

a. Synthesis, Analysis, and Persuasion 4. Academic Vocabulary Development

a. Mnemonic vocabulary study 5. Visual Analysis Lessons

a. Written response to “Tumbling Woman” sculpture b. Film (The Dead Poet’s Society) 6. Class Blog Participation

a. Required response to teacher developed post (1/week) b. Required responses to student comments (2/week) 7. AP Exam Preparation: The Final Countdown

a. Review typically difficult question types b. Review test taking strategies c. Review timing strategies for both multiple choice and writing d. Review reading of sources strategies e. Review timed writing strategies f. Effectiveness of syntax 8. Imitation and Practice Exercises a. Effectiveness of syntax 9. Optional “practice” AP Exam (weekend)

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. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ (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. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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)______________________________________________________________________________________________________________________________________________________________________________________________________________________ 2)______________________________________________________________________________________________________________________________________________________________________________________________________________________ 3)______________________________________________________________________________________________________________________________________________________________________________________________________________________