cassandra.stanford@cantonlocal.

org
Room 222

AP English Language and Composition

2015-2016 Syllabus
Course Overview
Thechiefpurposeofthecourseistofindoutwhatanauthorhastosayand
thentounderstandandexplainhowhesaysit.Inotherwords,whatimpact
hastheauthormadeandwhatstrategiesdoesheusetomakethatimpact?
Studentcompositionswilldemonstratearhetoricalunderstandingofthetext
aswellasemployrhetoricalstrategiestopresentclear,wellorganized,
effective,andcompellingessays.
CR5
Wewillstudyawiderangeofauthorsandgenresfromdifferenteras,
includingbothnonfiction(autobiographies,essays,speeches,journalistic
research,currentnewsarticles,opinionarticles)andfiction(novels,short
stories,plays,poems).Thesepieceswillrepresentdifferentrhetorical
purposes:expository,analytic,persuasive,andnarrative.Studentswill
practicereadingcloselyandrespondingcritically.

OnepurposeofthecourseistoachievesuccessontheMayAPtest.Wewillstudyandadheretothe9
pointrubric,andwewillpracticemultiplechoiceexercisesandtimedessaywritingthroughoutthecourse.
EventhoughopportunitiesforrevisionduringtheAPtesttimeisverylimited,thiscoursewillprovideand
encourageampleexercisesinrevision.

Sincethiscourseisdesignedtoachievecollegecredit,studentsshouldplanontakingthechallenge
seriouslyanddevotethenecessaryhourstoreading,thinking,andcomposing.
Typically5hoursaweekoutsideof
classisexpectedforanAPcourse.

AuthorswewillstudyincludeBenjaminFranklin,RalphWaldoEmerson,F.ScottFitzgerald,George
Orwell,WilliamShakespeare,MartinLutherKing,Jr.,DavidCallahan,WinstonChurchill,PresidentG.W.Bush,
PresidentObama,D.H.Lawrence,NathanielHawthorne,JohnMilton,EdgarAllanPoe,JonKrakauer,HenryDavid
Thoreau,JosephConrad,TimOBrien,andH.G.Bissinger.Contemporaryjournalistsinsuchonlinepublicationsas
TheNewYorkTimes,Newsweek,TheSmithsonian,NationalGeographic,TheNewYorker
,
NPR.org
,and
Vanity
Fair
aswellasreportersandcolumnistsinlocalnewspaperswillalsobestudied.Iwillpresentsomearticles,but
studentswillalsoberesponsibleforlocatingpertinentarticles.
CR4widevarietyofprosestylesandgenres

Comments on AP class practices addressed to students

Reading practices
: CR 5

1.Focus:readcloselyforcontent,theme,style,andtone.Immerseyourselfinthepassagesdontjustskimupon
thesurfaceorgothroughthemotions.
2.Highlight:markuppassagesofsignificance.
3.Reread:readshortpiecesatleasttwicerereadhighlightinginlongpieces.Considerboththemessageandthe
method.
4.Respond:summarize,comment,connect,discuss,question,challenge,support,extend.Joininonthe
unendingconversation(KennethBurke).
Thefocusisonnonfictionwritingandrhetoricalstrategieshowever,fictionalworksproviderichspringboardsfor
themedevelopmentinstudentwritingandopportunitiesforrhetoricalanalysisaswell.
CR4
1

cassandra.stanford@cantonlocal.org
Room 222

Writing practices:
CR 2, CR 9

1.Thinkfirstwewilltaketimetoreadcarefully,discussideaswithpeers,andgainacomprehensiveperspective
beforejumpingintowrite.Keepa
journal
forprewritingexercises,suchasinclassimitationsonstyle(for
example,parallelism,sentencevariety,syntax,tone,transitions,structure),wordbanksandconnotations,discovery
andfreewriting,metacognition(thinkingaboutthinking,writingaboutwriting),andcollaborativeexercises.
CR3,
CR9sentencestructure
2.Makeaplansecondorganizeforclarity,butallowforexpansionandunexpectedepiphaniesyouwantto
writefordiscovery,knowingthatyouwillgaininsightsasyougobutstillhaveageneralplanthatissubjectto
ongoingrevision.
CR9organization
3.Alwayskeepinmindaudienceandpurpose:theycontroltone,determinestrategiesandcontent,anddefine
yourownpersona.
CR9tone,voice
4.Firstdraftgetsfeedbacktocheckforimpactonaudience,clarityofideasandexpression.Peergroupsand
teacherconferencingprovidefeedbackaswellasanhonestappraisalfromthewriterreadtheworkoutloud
envisioningyouraudience.Wherewillthereadersay,Oh,really?Ididntknowthat,Iseewhatyoumean?
Wherewillthereadersay,Thatssoobvious,Idontbuyit,Showmetheproof?
CR9tone,voice
5.Revisioniswherethereallearningtakesplace.Hereyoumakeconsciousdecisionstochangewhatyou
alreadyputsomuchenergyinto.Itshard,butitstrengthensyourwritingskillsmuchfasterthanjustgoingagain
withoutthoughtontothenextassignment,givingitanothergoandtakingyourchancesthatitcomesoutbetter.
Studentswillbringtheirfirstdraftstoapeergroupforcomments,presentfurtherdraftsatteacherconferences,and
shareformorecommentsatfollowuppeerworkshopsbeforeturningessaysinforateachergrade.Sometimes
revisionswillbeallowedafteragradeisassignedinthesecases,agradewillchangeonlyiftherationaleforthe
revisionisincluded.Revisionisnotthesameassurfaceeditingitismuchmoreexpansive,oftenaffectingwhole
paragraphsandsometimeseventhepurposeororganizationoftheentireessay.Teacherconferenceswillhighlight
whateverskillsyouneedtoimproveforeachessay:wordchoice,sentencestructure,organization,selectionof
details,rhetoricaleffects,tone,andvoice.Wewillhavefocusedontheseaspectsthroughourreadingsbothto
analyzethewritersstrategiesaswellastoemploythosestrategiesyourselfinyourownwriting.
CR2,CR9

Viewing practices:
CR 6

1.VisualimageswillbeaconstantpartoftheclassIwillprojectclarifyingimagesontheSmartBoardaswellas
thoughtprovokingimagesfromphotographicarchives,museums,andnewsmediathattieintoourthemesandspark
otherviewpoints.Thecollaborativeessayrequiresincorporationofvisuals.Youwillanalyzevisualmediathesame
wayyouanalyzeawrittentext,lookingforthepointofview,argument,composition,andtone,forexample.
2.Youwillincludegraphicsassourcesforresearch,aswellascreategraphicsforpresentations.Thepractice
synthesisquestionswillusuallycontaingraphics.
3.Wewillcontrasthowmoviesinterpretthebooksweread,sometimeswatchingthemoviesasawholewhenwe
havetime,othertimesjustviewingclips.Youwillanalyzeorganizationalmethods,tone,mood,selectionofdetails,
andshiftsinpointsofviewincontrasttotheoriginalworks.

cassandra.stanford@cantonlocal.org
Room 222

Course Content and Schedule

Theme: The American Dream
Subthemes:selfreliance,individualism,community,life,liberty,pursuitofhappiness,personalwealth,
monetarywealth,manipulation,conflict,victory,evolutionofthedream,civilrights,humanrights,
coexisting(Note:thethematicapproachwillrequirestudentstomovebetweenthegeneralandthespecific.)
CR9

First nine weeksPersonal vs. Monetary Worth, Independence and

Interdependence
Nonfiction:
CR 5

SummerReading:Variousnovels,literaturecirclediscussions
ThisIBelieveessaysfromNPR(online)
TheDeclarationofIndependence
BenjaminFranklins
Autobiography
excerpts(online)
Emersonessays,SelfReliance,Experience(online)
Currentadsforselfhelpprogramsandschemestogetrichquick(online)
Currenteventsarticlesonwinningatallcosts:Atlantacheatingscandal,Bernie
MadoffPonzischeme,BondsandClemenssteroiduse,forexample.(online)
Articlesonrecentprizewinners:Oscars,Emmys,Grammies,MVPs,lotterywinners,forexample(online)

FridayNightLights

Fiction:
CR 5

TheGreatGatsby*
TheLoveSongofJ.AlfredPrufrockT.S.Eliot
WaltWhitmanspoetrySongofMyself,andIHearAmericaSinging

Composition

Journalentriesonsummerreading(summary,commentary),styleimitationson
Gatsby
(parallelism,sentence
variety,wordchoice),listofpersonalgoalsandwritinggoals.
CR9
Personalnarrative/reflectionessayaboutawinnersomeonewhoinspiredyou
Analysisofadvertisements,notinglogicalfallacies
Analysisofwhatmakesawinner
Personalreflectionsonthepowerofmoneyasillustratedinliterature
Multisourceresearchpaperoncurrentevent(synthesisessay)
TimedAPpracticeessays
APDirectedEssays

Additional Lessons

Rhetoric
APLanguageandCompositionRubric
Efficiencyinreadingskillscomprehension,questioning,focus,speed
RevisionSkills
CR2
Quoteembedding
CR9organization,transition
3

cassandra.stanford@cantonlocal.org
Room 222

Second nine weeksLife, Liberty & The Pursuit of Happiness

Visual texts
CR 6

Imagesofartandphotographyonlife,liberty&thepursuitofhappiness,throughhistoryintothe21stCentury.
(e.g.stockimagesofpeopleexpressing,employingtheirrights,pursuingtheirdreams,war,victory)

Nonfiction
CR 5

Essaysandarticles
AlbertEinstein,OnEducation
HenryDavidThoreau,CivilDisobedience
MarkTwain,AdvicetoYouth
T.S.EliotTraditionandtheIndividualTalent
ShootinganElephant(online)

NYTimesArticles

BringingPaternityLeaveIntotheMainstream

TheChangingAmericanFamily
http://www.nytimes.com/2013/11/26/health/families.html

Fiction
CR 5

TheScarletLetter
(online)

AnimalFarm

1984

Composition
Journalentriesmanipulativetechniques
CR5
Analysisofvisualimagesformessageandimpact
CR6
Collaborativeresearchessay
TimedpracticeAPtests
Summarymethods
APDirectedEssays

Additional Lessons
Efficiencyinwritingtimedwriting,flexibleorganization
CR9
Audience,purpose,voice
Multiplechoicepractice

cassandra.stanford@cantonlocal.org
Room 222

Third nine weeksHuman Rights, Civil Rights & Individualism

Nonfiction
CR5

DisappearingMan

IKnowWhytheCagedBirdSings

InvisibleMan

Fiction
CR5

TheSecretLifeofBees

TheLoneRangerandTontoFistfightinHeaven

HouseMadeofDawn

BlackAmericanShortStories:ACenturyoftheBest
excerpts

Composition
Journalentriescreationoftoneandmood
CR5
Compare/contrastviewsofprotagonistinnovel
Researchpaperpersuasiveessay
TimedpracticeAPquestions

AdditionalLessons
MLAformat
CR8
Organizationtransitions,repetition,emphasis,coherence
CR9
Evaluatingsources
CR7

Fourth nine weeksEvolution of the Dream, Coexistence

Nonfiction
CR5

TheThingsTheyCarried*
ExcerptsfromChurchillspeeches,suchasBlood,Toil,Sweat,andTears(online)
Presidentialspeeches(online)
SteveJobsconvocationspeech
TedTalks

Fiction
CR5

ThePortableBeatReader

TheHelp

AtlasShrugged

TheFountainhead

Othello
(online)

Composition
Journalentriesanalyzingattitudestowardswarandchange
CR5
Timedpracticetests
Persuasiveessayonwarpolicy

cassandra.stanford@cantonlocal.org
Room 222

A Closer look at Composition Assignments

Allmajorcompositionswillbetyped,doublespaced,12pointTimesNewRoman.Sinceallstudentsnowhave
schoolissuedlaptops,workwillbesubmittedelectronically.Occasionallywewillprintout,butmostcomments
willbemadeashighlightsorinsertedcommentsinthemargin.
CR2

Minor Compositions
1-2 pages, primarily in-class

Studentswillwritealmostdaily.Theywilldoexercisesinresponsetoreadingandintheserviceofimproving
writingskills
CR9
:summary,analysisofaparticularfeature,developmentofanargument,responsetotone,
compare/contrast,timedpractice.Someofthesewillbeinjournals,somewillbecheckedoff,somewillbegraded
closely.
CR5

Major Compositions
3 pages and more, primarily out-of-class

1.Personalnarrative/reflectionessayaboutamajorinfluencesomeoneinthestudentslifewhoinspiredhimor
her(3pages)Idlikethestudentstoswitchgearsandlookclosetohomeforsomeonetheyconsiderawinningrole
model.Thisessaywillallowmetogaugetheirinitialwritingskills,givemeaglimpseintotheircharacterandstyle,
andpossiblyserveasafirstdraftofacollegeapplicationessayorscholarshipessay.Studentswillberequiredto
bringinspecificexamplestosupporttheirgeneralizations,focusingonnarrowmomentsintime.Wewilllookat
examplesofeffectiveanecdotesinreflectiveessayssuchasNPRsThisIBelievesamples.
CR1narrative,CR5
rhetoricalanalysisofpersonalvoiceforreflectiveessays,CR9
2.Analysisofwhatmakesworth(3pages)
Wewilllookatexamplesinclassofworth,andinmanyfieldsinresearcharticles.Studentswillcombinethe
generalrulestothespecificcasesforananalysisofeitheronestaroroneworthwhileattribute.
CR1/CR4
analysis/popularculture,CR9generalizationandspecific
3.Synthesisessayonindependenceversusinterdependence(3pages)
AfterexaminingexamplesofformersynthesisquestionsfromtheAPtestsandtheirresponses,studentswillwrite
aninclassargumentativeresponsebasedon7shortarticlesandgraphics,followedupbyaselfcritique(basedon
the9pointrubric)andafullerresponseoutofclass.Theywilllearntoread,evaluate,think,compose,andrespond
moreefficientlyastheyeargoeson,butinordertoreachthegoalsontheAPrubric,theywillhavemoretimeoutof
classandwithpeerrevisionandteacherconferencesonatleastthisone.
CR1/CR4argumentpersuasive/public
policies,CR6
4.Collaborativeresearchessay(68pages,4sourcesminimum,MLAformat)
Ingroups,studentswillanalyzewhatmakesachosensuccessfulteamsuchasuccess,includingvisual
accompaniments.Earlyinthecoursestudentsneedtofindoutwhatadifferencehavingastrongcollaborativeteam
canmakeastheyworkontheircompositionskills.Soeachteamwillstudywhatmakesawinningteam,drawingon
collaborativeexamplesinsports,entertainment,business,orscience,forexample.Eachteamwilldrawupa
divisionoflaborandaplanforevaluatingthestepsanddraftssothattheywillsubmitandpresentafinishedproduct
theyareproudof.Arequirementistoincludevisualcomponentsthathelppresenttheircaseeffectively.Theywill
presentacondensedoralversionoftheessaytotheclass.
CR1/CR4analysis/popularculture,CR6,CR7,CR8
5.Compare/contrastviewsofprotagonistinnovel(35pages)
Studentswillchoosefrom
DisappearingMan,IKnowWhytheCagedBirdSings,
and
InvisibleMan.
Studentswill
havetodecidewhatorganizationmethodworksbestastheyjugglethetwoviews.
CR1/CR4expository,CR5
rhetoricalanalysisofopposingarguments
6.Researchpaperpersuasiveessayonacurrentissuedealingwithhumanorcivilrights.(1012pages5
sourcesminimum)
Movingfromourunitoncivilandhumanrights,wewilllookatrightswithourowncurrentculture.After
narrowingthetopictoaspecificissue,studentswillhavetoevaluatesources
CR7evaluation
,selectingwisely
6

cassandra.stanford@cantonlocal.org
Room 222
amidstthecacophonyofscamsandcontradictoryclaims.Theyshouldbeabletointerviewexpertsonthesubjects,
suchasprofessionals,peers,communityleaders,andcommunitymembers
CR7primarysources
.Visualarguments
mayaccompanyorbescrutinizedforanalysis.Studentswilldemonstratecarefulnotetaking,sourceattribution,and
MLAstyleformatting.
CR1argumentative/publicpolicy,popularculture,orhealth,CR6,CR7,CR8
7.Persuasiveessayonwarpolicy(5pages)
Sincewarissetuparoundrulesandpoliciesgearedtowinning,studentswillselectacurrentissueonaruleor
policyandsupportastance.Possibletopicsforwarcouldbegaysinmilitary,torture,detainment,pulloutof
troops,recruitmentmethods.Thebestwaytofocustheessaytokeepitat5pagesandnotafullblown10pagesor
moreofatypicalresearchpaperistoselectoneseminalarticleontheissueandanalyzeandcritiqueit,bringingin
relevantsourcesofcounterargumentsorsupportingevidence.
Studentswillneedtoapplytheirknowledgeofpersuasiverhetoricaldevices,evaluationofsources,andaudience
accommodation.Sincethiswillbethelastmajoressaybeforetheexam,Iwillworkwithstudentsandtheirpeer
groupssotheycandemonstratemasteryofanalysis,synthesis,andpersuasivetechniquesthattheywillwantto
employonthe3APtestessays.Studentsshouldbeabletodemonstrateeffectiveorganization,smoothtransitions,
preciseandimpactfulwordchoice,strongsupport,andelegantsyntax.
CR1/CR4argumentativepersuasive
/publicpolicy,CR7,CR9
8.Responseto
Othello
studentschoiceofstyle(5pages)
Wewillread
Othello
aftertheMayAPexam.Theplayfitsinwellwiththedreamatallcosttheme.Studentswill
choosetherhetoricalresponsefortheiressays:expository,persuasive,analytical,narrative,oracombination.As
always,theywillneedtofocusonaspecificaspectandnotwriteontheentireplay.
CR1/CR4(appropriatechoice
ofform)

Vocabulary study
APvocabularywillbestudiedemployingthewebprogramQuizlet
oWewilldoasystematicstudyofover200APintensivevocabularyterms.
Journalwordbank
oStudentswillcollectgreatwordchoicesandcommentontheirimpactorconnotationsintheirjournals.
Readingnewvocabularyincontext
oStudentsneedtoread,question,andreflectontheirassignments.Skimming,usingonlinesummaries,andasking
afriendwhattheassignmentisaboutwilldestroytheirmajoropportunityoflearningandabsorbingnew
vocabulary.Studentsshouldrecognizethatreadingassignmentsslightlyabovetheirlevelisthebestwaytoexpand
theirvocabularies.
Teacherconferences
oIwillpointoutmisusedwords,vaguediction,imprecisechoices,andavenuesthatwillelicitoccasionformore
evocativewordchoicesinconferences.Iwillalsopointouteffectivechoiceswithgreatdelight!
CR9vocabulary

Grading Principles
Categories
90%MaingradesforallworkthatIhavetoevaluate
10%DoItgradesforallworkthatIjustcheckoff

Weightedgradesthelargertheprojectthemorepointsorweight(pointsandweightsareclearlyindicatedand
labeledonPinnacle)

cassandra.stanford@cantonlocal.org
Room 222
AP9pointrubricvs.lettergrades:hereisthebasisoftherubrictherewillbeadditionaldiscussionand
explorationofthisideaasaclass.Therewillalsobedifferentversionsdistributedtoprovidethebest
understandingofthisexpectation.

APEnglishLanguageandComposition9pointRubric

Theseexemplaryessaysareespeciallyfulloraptintheiranalysis,ordemonstrateparticularlyimpressive
controloflanguage.Theyarguethepointtoanearinevitableconclusion.Counterargumentsaredealt
withdecisively,andtheprosehasanaturalflowtothepointofartfulness.Thereaderisleftwithasense
offullnessandcompletion.Thesepapersdemonstratetheuseofthebestpossiblewordsputinthebest
possibleordertheyweaveatapestryofprose.

Thesecompetentessayseffectivelyarguethepoint.Theyrefertoexampleandanecdoteexplicitlyor
implicitlyandconfrontanddismisstheopposingarguments.Sometimesthelogicisflawed,orpremises
failtoclearlyleadtosoundconclusions.Theirprosedemonstratesanabilitytocontrolawiderangeof
theelementsofeffectivewritingbutisnotflawlesstothepointofdistraction.

Thesesatisfactoryessayseffectivelyaddressthequestion,orissue,butdonotfullyconvincethereader.
Stylisticerrorsofclarityandprecisiondominatetothepointofleavingthereaderwonderingwherethe
lineofthoughtisgoing.Theseessaysmeandertotheconclusion.

Theseessaysadequatelytackletheissue.Theyrefertothepassage,explicitlyorimplicitly,buttheir
discussionismorelimited.Thewritingmaycontainlapsesindictionorsyntax,butgenerallytheproseis
clear.However,thereaderisnotfullyconvincedoftheargumentsveracity.

Theseessaysanalyzetheissue,buttheymayprovideunevenorinconsistentanalysis.Theymaytreatthe
issueinasuperficialwayordemonstratealimitedunderstandingoftheissue.Thewritingcontainslapses
indictionorsyntaxthatleadtoalackofclarityandprecision.

Essaysearningascoreof4respondtothepromptinadequately.Theymaymisrepresenttheissue,analyze
theprosandconsinaccurately,orofferlittlediscussionofthenuancesoftheissue.Theprosegenerally
conveysthewriter'sideasbutmaysuggestimmaturecontrolofwritingbywanderingaroundtheissue.
Thelogicisseriouslyflawedwithfallaciesandconstructionerrorsonthemostbasiclevel.

Theseessaysareinseriousneedofrewriting.Theylackclearperceptionabouttheissue,andare
inconsistentincontrollingtheelementsofwriting.Theirsingularweaknessisincoherence.

Essaysearningascoreof2demonstratelittlesuccessinrespondingtotheissue.Theseessaysmayoffer
vaguegeneralizations,orramblingpiousplatitudes,or,worse,preachcondescendinglytothereader.The
proseoftendemonstratesconsistentweaknessesinthebasicelementsofstyle.

Essaysearningascoreof1meetthecriteriaforthescoreof2butareundeveloped,especiallysimplistic
indiscussion,orweakintheircontroloflanguagetothepointofconfusingthereader.

Indicatesanontopicresponsethatreceivesnocreditsuchasonethatmerelyrepeatsthepromptorone
thatiscompletelyofftopic.

9=A+ 8=A
7=A 6=B+ 5=B 4=B 3=C 2=D
1=F

Astheyearprogresses,thecorrespondencetotherubricwillbetighter.Forexample,atthebeginningoftheyeara
scoreof5or6willcountasanA,butinthelastnineweeksan8or9willberequiredforanA.Studentworkwill
getstrongerastheyearprogressesandstudentsunderstandwhatisrequiredofthem.
8

cassandra.stanford@cantonlocal.org
Room 222

Materials
Texts

Studentswilleachbeissuedalaptop,sowewillaccesselectronicallysourcesthatareavailableonline,suchas
copyrightfreeliterature,newsarticles,essays,photos,andgraphics.

*Printsources

Bissinger,H.G.
FridayNightLights:ATown,aTeam,andaDream.
NewYork:DeCapoPress,
1990.
Callahan,David.
TheCheatingCulture:WhyMoreAmericansAreDoingWrongtoGetAhead.
Orlando:HartcourtBooks,2004.
Fitzgerald,F.Scott.
TheGreatGatsby
.NewYork:Scribner,1995.
OBrien,Tim.
TheThingsTheyCarried.
NewYork:HoughtonMifflinHarcourt,1998.

Somesourcesforphotosandart

NewYorkTimes
photos
http://www.nytstore.com/Photography_c_53.html
LifeMagazine
photos
http://images.google.com/hosted/life
MetropolitanMuseumofArt
http://www.metmuseum.org/works_of_art/photographs
Smithsonian
photos
http://photos.si.edu/