2016-2017

Instructor: Nicole Sparrow

Room: C109
Office Hours: (TH) 2:15 4:15 / Daily Upon Request
Email: nicolel.sparrow@cms.k12.nc.us
Website: nicolelsparrow@weebly.com

AP Language and Composition

Course Description:
An AP English Language and Composition course requires students to become skilled readers of prose written in a variety of
rhetorical contexts and skilled writers who compose for a variety of purposes. Both their reading and their writing should make
students aware of interactions among a writers purposes, reader expectations, and an authors propositional content, as well as the
genre conventions and the resources of language that contribute to effectiveness in writing.

At the heart of an AP English Language and Composition course is the reading of various texts. Reading facilitates informed
citizenship and thus increases students capacity to enter into consequential conversations with others about meaningful issues. Also
contributing to students informed citizenship is their ability to gather source materials representing particular conversations and then
make their own reasonable and informed contributions to those conversations. Students ability to engage with outside sources in their
reading, writing, and research is an important measure of their intellectual growth.

Course Overview:
Students enrolled in AP English Language and Composition are expected to refine their literacy skills, demonstrate critical thinking
and analysis of a variety of high-level, predominantly non-fiction texts, and develop sophistication and stylistic maturity in their
writing. Students will demonstrate their writing skills through journals, timed essays, multi-draft essays and an argumentative research
paper that will serve as the springboard for their Senior Graduation Projects (a necessary component of meeting NC State graduation
requirements). Thoughtful reading will be reflected in both objective and open-ended questions, journals, daily assignments, class
discussions and group/individual oral presentations based on textual analysis. Additionally, students will be required to improve their
test-taking skills through timed drills of multiple choice and essay questions. All texts read in class represents the rigor and complexity
of college-level texts. Students will be required to read the text, analyze the text, and use the text to compose their own original essays
and reflections. In this sense, students will see how text imitates life and other texts, and how readers can apply these principles to
their own lives.

The Advanced Placement (AP) Examination:

The culminating experience of AP English Language and Composition is the AP Examination. The examination is a rhetorical study of
non-fiction prose style: letters, speeches, editorials, etc. All students enrolled in this class are expected to take the AP Exam. In order
to prepare for this exam students will:

Become familiar with the format of the test

Improve their test-taking skills through timed drills of multiple choice and essay questions
Increase their comfort-level with the test and their confidence in their ability to successful pass the test; thereby, ensuring
that they will achieve AP credit or advanced standing.

Course Objectives and Learning Goals:

I. READING
Through reading and analysis of rigorous text we will:
Emphasize the rhetorical techniques and modes of exposition
Improve comprehension, interpretation, and evaluation of text
Develop and appropriately and effectively utilize wide-ranging vocabulary
Explore ideas for discussion and models for types of papers required
Improve critical thinking through an analysis of how language, with all its complexities, is used in a wide variety of prose
styles from many disciplines and historical periods
Decode (find meaning) visual text based on contextual clues
Decode mature vocabulary and sentence structure to emulate in original compositions

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To these ends, reading selections will illustrate the four aims of writing as well as provide models for the various rhetorical modes. In
this manner, students will learn the interconnectedness of reading and writing and emulate effective writing techniques in their original
compositions.

II. WRITING
As a college-level course, AP English Language and Composition will, of necessity, require more writing with emphasis on the
following:
Writing as a process including invention, arrangement, drafting, and revision
The four aims of writing reflective, informative, persuasive, and literary
The rhetorical modes of narrative, descriptive, expository, analytical and argumentative
The research process in preparation for the Senior Exit Project (a NC State Graduation Requirement)
Skillful and purposeful use of language (rhetoric) in writing

In addition, attention will be given to correcting common errors in grammar, spelling, punctuation, and mechanics, commonly found
in college freshman papers. Students are expected to demonstrate maturity in their writing through use of effective diction, syntax,
tone, figures of speech and awareness of audience as well as recognize the authors choices when using illustrative detail, which
students will be made aware of by specific feedback and conferencing. This will help them to continuously make generalized and
specific choices in their writing. To this end, students are expected to produce 2-3 rough drafts of each major paper, edited by peers
and the instructor.

All formal papers must be computer generated using the standard MLA format: Times New Roman, 12 pt. double-spaced throughout,
and must include a works cited page (where needed). Additionally, all FINAL DRAFTS must be electronically submitted.

Papers must be submitted following the deadlines given, by google submission or hand-in on the day given. Late papers-regardless of
reason, including computer failure will be penalized 20 points. No EXCEPTIONS.

There will be six formal compositions (one of which will be the senior graduation project research paper).
Paper #1: Autobiographical Essay My Story
Paper #2: Argumentative Paper
Paper #3: Argumentative Paper
Paper #4: Synthesis Paper
Paper #5: Rhetorical Analysis of authors style (Author Study)
Paper #6: RESEARCH PAPER (due on the last day of third quarter)

Research Competencies:
Students will be able to:
Navigate, find and use credible sources
Properly create in-text citation according to MLA rules using EASYBIB
Properly read and understand the function of footnotes and endnotes
Use varied and credible sources, integrate them into the paper properly, cite properly and CONNECT the ideas
(organization); including integrating quotes smoothly into textual information
Locate, evaluate, organize and research material from electronic sources, including scholarly library databases; other
official databases (e.g. federal government databases) and informal electronic networks and internet sources
Understand how an author exploits different rhetorical strategies to support his/her claim

The Research Paper:

In addition to the (5) regularly scheduled papers, each student will research and write a paper of approximately 6-10 pages based on an
approved topic of student choice. The form of the paper should follow. Your instructor will spend several class periods on the
techniques of writing a research paper, discussing organization, note taking and documentation. The paper will be due at the end of
third quarter and is graded according to the criteria established by NC Graduation Project committee (see rubric).

III. SPEAKING and LISTENING

As part of AP-level enrollment students will be expected to demonstrate effective speaking and listening skills with an emphasis on:
Perfecting the art of listening which includes hearing as well as receiving, organizing, interpreting and responding to
information that is heard
Evaluating self and others for effective speaking and listening skills
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Strengthening confidence and ability to express thoughts and interests clearly and logically to others
Preparing various oral presentations on a wide variety of topics for various audiences

Textbooks and Materials:

Douglas, Frederick. Frederick Douglas: Narrative of the Life of Frederick Douglass, an American Slave. New York, NY: Penguin,
1986. Print.

Hansberry, Lorraine. "A Raisin in the Sun." Barnes & Noble. Vintage Books, n.d. Web. 30 Aug. 2016.

Kirszner, Laurie G., and Stephen R. Mandell, eds. Patterns for College Writing. Eleventh Edition. Boston: Bedford/St. Martins, 2010.

Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everythings an Argument: With Readings. 3rd ed. Boston: Bedford/St.
Martins, 2004.

Miller, Arthur. The Crucible. New York: Penguine, 1995. Print.

Shea, Renee Hausmann, Lawrence Scanlon, and Robin Dissin. Aufses. The Language of Composition: Reading, Writing, Rhetoric.
Boston, MA: Bedford / St. Martins, 2008. Print.

Smith, Michael, and Suzanne Greenberg. "Every day Creative Writing: Panning for Gold in the Kitchen Sink 1st Edition." McGraw-
Hill: Books. McGraw Hill, n.d. Web. 30 Aug. 2016.

**There are several other novels that will be read during this course**

Notebooks/Binders:
You are required to have a (2) composition/spiral notebooks: one that you bring to class every day for journal entries, lecture notes,
and writing assignments, the other, JQV will be checked every three weeks and collected every nine weeks for a grade. All other class
handouts must be kept in the notebook given, you will receive a plethora of valuable papers need for practice and to work on. The
JQV notebook is an informal grade each time it is collected, and it will be collected on: October 27, February73, April 13, and May
25.

Your JQV checklist will remain in your binder as well. You will need to complete the checklist before the due dates, at the end
of each nine weeks. I will be complete the notebook checklist, when I grade your notebook. It should be labeled JQV/Notebook
Checklists.

JQV RULES AND DUE DATES:

Your JQV will be due every Friday this school year by 11:59 pm to Google Classroom. Since this is a college class, you are
responsible for submitting these to Google Classroom even if you are not in school that day. You will be required to post by the
date/time given in Google Classroom AND attach a copy into your JQV notebook. You may work on these ahead of time, as every
single journal is already listed in Google Classroom.

The JQV consists of the following each week:

J: Stands for JOURNAL--You will need to write a journal of at least 100-150 words per week on one or more of the topics
given to you in google classroom.
Q: Stands for QUOTE--You also need to submit at least 150-200 word response on a quote given to you in google
classroom. You can defend, challenge, or qualify your opinion of the quote by giving examples from your life, from history,
and/or from literature.
V: Stands for Literary VOCABULARY--You are assigned two literary vocabulary terms to learn each week to enhance
your analysis and writing abilities. First, find the definition of the word, then, write a PARAPHRASE of each word. Below
the paraphrase, include an ILLUSTRATED EXAMPLE of this word in action. If you find your example on the internet,
please credit the website directly below it. You should also EXPLAIN the example in one sentence below that.
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At the end of the year we will take a test on all of these Literary Vocabulary Terms, so learn these words each week and you
will ace this test! Each JQV is worth 15 points, so this will really help your overall grade. This will be calculated as part of
your informal notebook grade.

Grading Procedures:
Quarter 1, 2, 3:
70% (Formal) Tests, writing assignments, projects
30% (Informal) Classwork, homework, quizzes, warm-ups, exit tickets, class participation
100% Midterm Exam

Quarter 4:

40% (Formal) Tests, writing assignments

20% (Informal) Classwork, homework, quizzes, warm-ups, exit tickets, class participation

40% Graduation Project

20% (of the overall grade) Final Exam

Your final grade will be composed of 40% Semester 1, 40% Semester 2, and final exam will which is the NCFE will count as 20% of
your final grade. Students will be given frequent updates on their grades along with access to PowerSchool to check on their progress
throughout the year. Please let me know if there are any problems accessing PowerSchool and/or any problems with grades.

Rubric for Evaluation of Major Papers

The A (9-8) paper is a SUPERIOR paper in every way, marked by the following traits:
Outstanding word choice, organization, syntax with varied sentence patterns
Maturity of language and evidence of critical-thinking
Elaboration and detailed development that demonstrates clear focus and purpose
Void of major grammatical, spelling or punctuation errors

The B (7-6) paper is an EXCELLENT paper, marked by the following traits:

Good word choice, syntax and organization
Good maturity of language and evidence of critical-thinking
Elaboration and development that marks good focus and purpose but less-so than the superior paper
Void of major grammatical, spelling or punctuation errors

The C (5-4) paper is an AVERAGE paper, marked by the following traits:

Average word choice, often simple, immature and inappropriate
Adequate organization, good syntax but sentence patterns are often simple and without variety
Fair logic that is good enough to convey the authors purpose
Average maturity of thought but lacking in adequate development, few major errors and several minor errors

The D (3-2) paper is a BELOW AVERAGE paper, marked by the following traits:
Poor word choice, misuse of words, non-standard expressions
Minimal attempt at organization, fragmented and unclear sentence patterns
Immature thinking, resulting in poorly conceived, expressed or developed ideas
No more than two major errors and/or multiple minor errors in grammar, spelling, punctuation and mechanics

The F (1-0) paper is a FAILURE, marked by the following traits:

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Poor and immature word choice

Lack of organization, disconnected, unclear, and uncontrolled syntax
Lack of logic or critical-thinking that fails to conceive, develop or state an idea
Three or more major errors and/or multiple minor errors in grammar, spelling, punctuation and mechanics
Failure is Not an Option - Retest Policy:
If a student scores below an 80 on a test, he or she must be given the option to retake a test with a qualifier. A qualifier is a clause in
the policy that must be met before the student is able to retest. In order for a student to retest the student must have the test signed by a
parent, attend two tutorial sessions, and complete any missing assignments .
Late Work Policy:
Be sure to pay close attention to deadlinesthere will be a 20 point deduction on late assignments with a maximum of 80 points
obtainable for assignments accepted without a serious and compelling reason and/or instructor approval.
Cheating:
Cheating will not be tolerated. Cheating will be dealt as a behavioral issue and will have the appropriate discipline and
consequence. If a student cheats, a grade of 0 will be entered on the assignment (including tests). Some examples of
what is considered cheating include:
-Talking or making disruptive noises during tests or other individual assignments
-Copying test answers from another student
-Copying classwork or homework from another student
-Stealing test answers or test copies
-Plagiarism (work stolen from another person, such as copying and pasting Internet articles)

Important Note: It is quite easy to figure out if submitted work has been copied, therefor it is the teachers discretion to
report any form of academic dishonesty, including cheating and plagiarism, to the proper authority.

Classroom Rules:

IN THIS CLASS WE:

1. Respect yourself, your classmates, your teacher, and your school as you would have them respect you.
2. Effort is essential for growth, come prepared to do your best.

3. Attitude will take you a long way, leave your worries and problems outside of the door.

4. Cooperation is the keystone for success, we work cooperatively and collaboratively.

5. Honest mind is a settled mind, do your own work.

6. Consequences are what you receive for your actions.

The acronym R.E.A.C.H outlines the expectations of the AP Language and Composition classroom, for all work and behavior. There
is a specific positing in the front of the room stated with quotes to support the expectations along with the consequences.

Course Expectations:
You will be expected to be WELL PREPARED FOR AND TAKE AN ACTIVE ROLE in class discussions. IF YOU DO
NOT UNDERSTAND SOMETHING, ASK! It is preferable that you speak up and are wrong than for you not to speak at all.
You will need to have all reading and work done at the assigned time. Since so much of what we learn in here will be through
group discussion, peer editing, and other such cooperative learning activities, it is required for you to complete all readings at
home.

Make-up work is your responsibility. When a student returns from an EXCUSED absence copy a classmates
notebook/agenda or my notebook for the days you missed. Then speak to me about making up the work. If you do not speak
to me, to make arrangements for makeup work, you will receive a zero for the assignment. Ask about missed work and
missed test, which will always be posted in google classroom for your information.
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If a student misses class the day an assignment is due but is on campus at any time during that day (i.e. half day field trip,
doctors appointment), the student is responsible for bringing the assignment to the teacher. Failure to do so will result in a
grade of unexcused.

Google Classroom:
You are required to join my Google Classroom. This platform will allow you to receive and post your completed assignments, which
will be graded. You will need to check daily for assignments and adhere to all deadlines.

Remind101 Sign-up Procedures:

Another method to ensure you remember all major due dates this year is the use of Remind101, which is a tool that allows me to send
you a text message to your phone.
Please use the following:
Send a text message to 81010 with the message:
Once you do this, you will be prompted to give your name
Once you send back the second message, you are registered with the class

Course Topics:
Unit One: Identity, Primary Sources
Frederick Douglas, "Narrative of the Life of Frederick Douglass (Novel)
Joan Didion, On Keeping a Notebook (Handout)
Chimamanda Adichie, On Keeping a Notebook (video)
Thomas Jefferson, Declaration of Independence (LoC)
Frederick Douglas, What to the salve is the Fourth of July?(LoC)
Zora Neal Hurston, How it feels to be Colored Me (Patterns)
Malcolm X, My First Conk (Patterns)
Ed Pilkington, The Ashley Treatment (Handout)
Martin Luther King, Letter from Birmingham Jail (LoC)

Reading Focus: What is text? (Text is anything that can be Read, Viewed or Heard), the components of a text (Author,
Audience, Message, Purpose and Rhetorical Context). What is an Argument? (Deductive/inductive reasoning, ethos,
pathos, logos, SOAPStone, CEAAC, TWIST) Argumentative vs Persuasive components, structure and devices.
Writing Focus: Students will use the given rubrics and strategies to compose an out of class essay discussing the authors
choice and how each text build upon and have significance themes.
Students will include a self-evaluation addressing the rubric questions:
1. Did you stick with your original topic or did you change it along the way? Why?
2. What problems did you encounter during the process of creating the essay?
3. Discuss most important changes made. Why were they made?
Rough drafts of essays composed outside of class are subject to in-class peer review. The writing assessments and open
topic essays require students to annotate their own texts, using the annotated and close reading strategies created in class.
Students must conference with the instructor prior to submitting final drafts. In addition, students will review The Writing
Process (Invention to Delivery/Publication) and the short constructed response essays. Students will discuss and receive
feedback on effective methods of defending, challenging and clarifying an essay, as well as introduction to the Toulmin
Model to develop claims, warrants, and evidences and reasons for writing. Students will cite sources with MLA
documentation for, editing and proofreading.
Speaking and Listening: Presentations and Socratic Seminar
Vocabulary Development: Weekly JQV posted in google classroom
Assessments: Analysis of Readings and Visual Text (charts and constructed-responses). Vocabulary Graphic Organizers
(including examples, descriptions and illustrations of key terms), Vocabulary Quizzes (instructional, content-specific and
advanced vocabulary), Autobiographical My Story Essay (major writing #1) Argumentative Essay (major writing #2;
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AP 1998 Q2- free response, with revision) (major writing #3; 2008 Q2 free response, with peer support). AP practice
tests multiple choice and argumentative analysis essays.

Unit Two: The Nature of Man:

Shirley Jackson, The Lottery (Handout)
Martin Gansberg, Thirty-Eight Who Saw Murder Didnt Call the Police (Handout/Patterns)
Arthur Miller, The Crucible (Novel)
Tanya Kowalsy, How Prozac Saved My Marriage (Handout)
Le Ly Hayslip, from When Heaven and Earth Changed Places (Handout)
John Steinbeck, The Perfectibility of Man (Handout)
Rebecca West, from Greenhouse with Cyclamens-I (Handout)
Ellen Goodman, The Family that Stretches (Together) (LoC)
Nicholas Carr, Is Google Making Us Stupid? (LoC)

Reading Focus: What is tone, diction, syntax and imagery? (figurative language, review declarative, interrogative, etc.,
tone words, voice and focusing on the audience) What is a Synthesis Essay? (sources, themes, defending, challenging,
qualifying) DIDLS, TWIST
Visual Focus: Analysis of Authors Message and the language and stylistic devices used to advance that message in
visual text.
Writing Focus: The instructor will focus on giving feedback based on the rubrics, the writing process and grammatical
constructs that are dysfunctional in the students individual writing. Grammar will continuously be taught in context to
improve students writing. Students will work through multiple drafts based on teacher feedback and peer review to
complete rhetorical analysis of how a similar message is conveyed through the styles of two different authors of text
explored in the unit. Students will be introduced to the Rhetorical Triangle to direct language choice, create style, tone and
voice. Students will focus on organizational strategies such as parallel structure, purposeful and intentional details as well
as transitioning paragraphs, which will help them to create their individual style of writing. Students will continue to set
conference times with the instructor prior to submitting final drafts.
Students will include a self-evaluation addressing the rubric questions:
1. Did you stick with your original topic or did you change it along the way? Why?
2. What problems did you encounter during the process of creating the essay?
3. Discuss most important changes made. Why were they made?
4. How did you utilize the Rhetorical Triangle?
5. What transitional words did you incorporate? Why?
Revising the GP (graduation project) essays and editing of the short constructed response essay will also be consistent.
Speaking and Listening: Presentations and Socratic Seminar
Vocabulary Development: Students will continue to build vocabulary with the weekly JQV posted in google classroom.
Assessments: Analysis of Synthesis Essay (major writing #4; AP 2005). Vocabulary Graphic Organizers (including
examples, descriptions and illustrations of key terms), Vocabulary Quizzes (instructional, content-specific and advanced
vocabulary), AP practice tests multiple choice, argumentative analysis essays and synthesis essays.

Unit Three: Race, Class and Gender:

Chimamanda Ngozi Adichie, Americanah (Novel)
JoAnn Goodwin Parker What is Poverty (Handout)
John Kenneth Galbraith, The Position of Poverty (Handout)
Donna Smith-Yackel, My Mother Never Worked (Patterns)
Saki, The Open Window (Handout)
Maya Angelou, Finishing School (Patterns)
Gwendolyn Brooks, Sadie and Maud (Patterns)
Jessica Gavora, Times Up for Title IX Sports (Everythings an Argument)
Flannery OConnor, A Good Man is Hard to Find (Handout)

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Reading Focus: How to apply the authors Style: Tone, Diction, Syntax and Figures of Speech (Figurative Language)
used to advance the authors message and purpose for writing. What is Rhetorical in Narrative (Rhetorical choices for
Characters, Setting, Conflict and Plot, Point-of-View and Theme?).
Visual Text: What story does the visual text tell? Continue with the analysis of Authors Message and the language and
stylistic devices used to advance that message in visual text.
Writing Focus: The Structure and Components of a Narrative text and the rhetorical choices authors make in narrative
texts. Each student will continue to work with a peer-helper to receive support and feedback for their writing based on the
rubrics and the strategies reviewed and discussed. Students will continue to work on editing and revising the embedded
grammatical lessons, the instructor will focus on reviewing the writing process and grammatical constructs that are
dysfunctional in the students individual writing. Students will continue to conference with the instructor prior to
submitting final drafts and after submission.
Students will include a self-evaluation addressing the rubric questions:
1. Did you stick with your original topic or did you change it along the way? Why?
2. What problems did you encounter during the process of creating the essay?
3. What additional resources did you refer to for support of the claim, warrants and evidences? Why were they
made?
4. Did your peer-helper give you the needed support?
Grammar will continuously be taught in context to improve students writing. Students will work through multiple drafts
to complete a rhetorical analysis of how a similar message is conveyed through the styles of two different authors of text
explored in the unit.
Speaking and Listening:
Vocabulary Development: Students will continue to build vocabulary with the weekly JQV posted in google classroom.
Assessments: Key Elements of Narrative. Visual Narrative Analysis: Choose a visual and write a brief description of the
story it conveys, citing textual evidence to explain your thinking. Rhetorical Analysis of Authors Style (Author Study)
(Major Writing Assignment #5; Rhetorical Analysis/Authors Study Essay ... Students will choose two text read that
have a common message and create a composition comparing/contrasting how that message is advanced by both
authors....Students will choose an author that we have read, research other titles by that author, read at least two of those
other titles, and complete a rhetorical analysis essay about the authors style. Students will notice any reoccurring themes,
characters, literary devices employed, etc. Vocabulary Graphic Organizers (including examples, descriptions and
illustrations of key terms). Vocabulary Quizzes (instructional, content-specific and advanced vocabulary), AP practice
tests multiple choice, argumentative essays, synthesis essay and rhetorical analysis.

Unit Four: Education and the Community:

Wes Moore, The Other Wes Moore (Novel)
Paul Rogat Loeb excerpt Soul of a Citizen: Living with Conviction in a Cynical Time (The College Writer)
Linda Chavez, Demystifying Multiculturalism (The College Writer)
Jonathan Swift A Modest Proposal (Patterns)
Sojourner Truth, Aint I a Woman (Handout)
Lori Arviso Alvord, Walking the Path between Worlds (LoC)
Dinaw Mengestu, Home at Last (LoC)
Ralph Waldo Emerson, from Education (LoC)
Elie Wiesel, Night (Novel)

Reading Focus: How does all of the reading and writing come together? What to look for when reading and writing.
Making personal and real life connections with the varied reading and how to apply to the AP assessment and the future.
Students will continue to focus on the GP revising and refining their essays, which will also constitute for the final major
writing assignment #6)
Visual Text: Students will continue to analyze and evaluate visual text. Focusing on classical art, also making connection
to the story and what it says now and the after.
Writing Focus: Students will work through multiple drafts to complete and review argumentative, synthesis and
rhetorical analysis essays based on the rubrics and strategies discussed, looking to improve and make better their
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published writing. Students will create and formulate ideas about authors, their thoughts, style and reasons for creating
their work and again applying it using a 40 year concept (UBD).
Students will include a final self-evaluation addressing the rubric questions:
1. Choose the work you are most proud of.
2. What growth have you seen that is evident throughout your essays?
3. What changes are evident in your writing?
4. Explain how the peer-helper has guided your progress?
Students will continue to conference with the instructor prior to submitting final drafts and after final submission.
Speaking and Listening: Students will continue to present various projects on the community and how to improve the
education system, building on the reading and visuals seen.
Vocabulary Development: Students will continue to build vocabulary with the weekly JQV posted in google classroom.
Assessments: Preparation for final assessment. Reviewing all documents and answering questions, re-looping types of
arguments, and strategies for students to use. Culminating vocabulary assessment on all tier III and academic vocabulary
words reviewed and studied in class. Review Graphic Organizers and Annotating strategies to support the close reading of
the AP assessment. Culminating activities to tie together all of the units and themes discussed in class.