AP English Language and Composition Course Overview 2012-2013 The AP English Language and Composition course is a college-level course

designed for students who wish to learn to read and write with increasing complexity and sophistication. Aligned with the College Board curriculum goals AP English Language and Composition challenges students to refine literary analysis written expression and critical thin!ing s!ills. Although students enrolled in an AP English Language and Composition course should demonstrate command of "tandard English grammar they will perfect the processes of writing and revising as they increase their !nowledge of language resources and writing conventions to #ecome more mature and more effective writers. $nstruction will include how to synthesi%e primary and secondary sources and cite them accurately as prescri#ed #y professional organi%ations such as the &odern Language Association. $n this course additional emphasis is placed on the interpretation of visual images and graphics in the media.

Goals To enhan e st!listi development" the AP English Language and Composition ourse emphasi#es instru tion in the $ollowing areas% appropriate and effective use of an extensive voca#ulary command of correct used of su#ordination and coordination as well as a variety of sentence structures techni'ues to demonstrate logical organi%ation and increase coherence such as repetition transitions and emphasis a #alance of generali%ation and specific illustrative detail an effective use of rhetoric including controlling tone esta#lishing and maintaining voice and achieving appropriate emphasis through diction and sentence structure awareness of the interactions among a writer(s purposes audience expectations and su#)ects as well as the way genre conventions and the resources of language contri#ute to effectiveness in writing* sufficient s!ills to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.

&pon ompletion o$ the AP English Language and Composition ourse" as the! write $or a variet! o$ purposes" students should 'e a'le to ac'uire and use general academic and domain-specific words and phrases sufficient for reading writing spea!ing and listening at the college level. analy%e and evaluate how authors use text structure +e.g. se'uence pro#lem,solution comparison,contrast description cause,effect- to achieve their purposes in narrative expository persuasive and technical texts.

analy%e and interpret samples of good writing. analy%e image as text. analy%e the ma)or influences on American literature including. Puritanism Transcendentalism /omanticism /ationalism , 0eism /egionalism 1aturalism /ealism and &odernism. apply effective rhetorical strategies and techni'ues in their own writing. apply the "ix Traits of Effective 2riting. ideas and content organi%ation voice word choice sentence fluency and conventions. close read #oth literary and informational texts to determine what the text says and to ma!e logical inferences citing specific evidence to support conclusions drawn. close read texts to analy%e structure tone diction syntax point of view and overall style. conduct short as well as more sustained research pro)ects in response to a 'uestion or to solve a pro#lem gathering relevant information from multiple print and digital sources. create and sustain arguments #ased on readings research and,or personal experience. delineate and evaluate the argument and specific claims in a text including the validity of the reasoning and the relevance and sufficiency of evidence. demonstrate command of the conventions of standard English grammar and usage when writing or spea!ing. demonstrate understanding and mastery of standard written English as well as stylistic maturity. demonstrate understanding of the conventions of citing primary and secondary sources. determine the meaning of words and phrases as they are used in texts determining technical connotative and figurative meanings and analy%e how specific word choices shape meaning and tone. engage in oral language activity with an emphasis on persuasion. evaluate and incorporate reference documents into researched papers. evaluate how stylistic effects are achieved #y writers( linguistic choices. evaluate wor!s of literature from a variety of critical perspectives. extend research s!ills with emphasis on secondary source material &LA documentation +end notes, internal citation- and validity of sources. extend revision s!ills to include parallel constructions. identify and explain an author(s use of rhetorical strategies and techni'ues. integrate and evaluate content presented in diverse media and formats including visually and 'uantitatively as well as in words. interpret figurative language and word relationships and analy%e nuances in the meanings of words with similar denotations. ma!e strategic use of digital media in presentations to enhance understanding. move effectively through the stages of the writing process with careful attention to in'uiry and research drafting revising editing and review. produce clear and coherent writing +argumentative expository narrative analytical- in which the development organi%ation and style are appropriate to tas! purpose and audience.

produce expository analytical and argumentative compositions with a complex central idea and developed with appropriate evidence drawn from primary and,or secondary sources cogent explanations and clear transitions. read and comprehend complex literary and informational texts in the grade 33 text complexity #and independently and proficiently. refine understanding of literary terminology and apply appropriate terminology in analy%ing and interpreting literature. revise a wor! to ma!e it suita#le for a different audience. use a variety of types of sentence patterns. write thoughtfully a#out the process of composition.

E(pe tations 2e hope that a ma)ority of students who complete the course will elect to sit the AP English Language and Composition Examination in &ay. 0oing so is a re'uirement to earn the AP course designation on the official transcript. Transcripts of students who choose not to ta!e the exam will read 4English 33 5onors.6 $n order to succeed in AP English Language and Composition students need to do the following. commit to pursuing a rigorous curriculum and strive to improve adhere to district guidelines regarding plagiarism as stated in the school planner follow all district directives regarding use of technology maintain an AP course writing note#oo! in a three-ring loose-leaf #inder with dividers maintain a planner or a suita#le system of recording assignments follow all esta#lished classroom procedures participate in all learning activities with an enthusiastic and scholarly attitude read with a critical eye toward careful analysis assume responsi#ility for finding out a#out ma!eup wor! when a#sent apply the six-traits73 in producing and reflecting on own writing schedule writing conferences for pre-writing and revision feed#ac! treat all mem#ers of our school community and its property with respect come prepared with the proper materials return all supplemental selections on time complete all wor! to the #est of their a#ility and on time consult online sources for remediation when prescri#ed demonstrate willingness to revise and improve written wor! compose written class wor! on note#oo! paper in in! on every other line include all steps of the writing process when su#mitting final drafts of essays follow &LA formatting to word process all final drafts of essays Primar! Te(t'oo)s

Axelrod /ise B. and Charles /. Cooper. The St. Martins Guide to Writing. 8th ed. Boston. Bedford,"t. &artin(s 9::;. Elements of Literature: Fifth Course. Austin. 5olt /inehart and 2inston 9::<. Elements of Language: Fifth Course. Austin. 5olt /inehart and 2inston 9::<. Peterson Linda 5. =ohn C. Brereton and =oan E. 5artman eds. The Norton Reader 3:th ed. 1ew >or!. 2.2. 1orton and Company $nc. 9:::. Additional *esour es Ad Astra A S!: A English Language and Com"osition for E#"erien$ed Tea$hers% =uly 9?9@ 9:39 0r. Betty &oss "an Antonio College. Ad&an$ed la$ement rogram: rofessional 'e&elo"ment for English Language. 0epaul Aniversity English Language "ummer $nstitute. Chicago $llinois =une 93-3B 9::;. Atwan /o#ert ed. America Now (Short Readings from Recent Periodicals) Bedford,"t. &artin(s Cth edition 9::<. A from A to (: Argumentation)S*nthesis Edition. 0ripping "prings Texas. Athena Pu#lishing 9::8. The A +erti$al Teams Guide for English. 9nd ed. College Entrance Examination Board 9::9. Blumenthal =oseph C. English ,-.. /ith Writing A""li$ations: A rogrammed Course in Grammar and 0sage. 1ew >or!. 5arcourt Brace =ovanovich $nc. 3<89. Brassil =ohn et al. Anal*sis% Argument% and S*nthesis. "addle Broo! 1ew =ersey. Peoples Education 9::C. Cohen "amuel. 1. Essa*s: A orta2le Antholog*. Boston. Bedford,"t. &artin(s 9::;. Elements of Literature: Fifth Course. Austin. 5olt /inehart 2inston 9:::. Elements of Writing: Fifth Course. Austin. 5olt /inehart 2inston 3<<C. Great Ameri$an Stories. Austin. 5olt /inehart 2inston 3<<3. i%%it.org. Current Events Lessons. Erie PA 9::8. Resour$es for Tea$hing Ad&an$ed Students. Austin. 5olt /inehart and 2inston 9::8. 2addell &arie L. /o#ert &. Esch and /o#erta /. 2al!er. The Art of St*ling Senten$es: -. atterns for Su$$ess. BarronDs Educational "eries ?rd ed. 3<<?.

+andouts $rom Applied Pra ti e" Ltd," -allas" T.% Ameri$an S"ee$hes Sele$tions Nonfi$tion Sele$tion Satire Sele$tions Mastering Nonfi$tion /ith 'o$umentation Mastering S*nthesis The Gra"es of Wrath The Great Gats2* !n Cold 3lood The S$arlet Letter

+andouts $rom The Center $or Learning" /illa 0aria" PA% Ad&an$ed la$ement English 4: ra$ti$al A""roa$hes to Literar* Anal*sis

Ad&an$ed Ad&an$ed Ad&an$ed Ad&an$ed

la$ement English -: !n5de"th Anal*sis of Literar* Forms la$ement oetr* la$ement Short Stor* la$ement Writing 4 and -: Strategies for 6onors% Gifted% and A Students

Evaluation /eading chec!s o#)ective tests,'ui%%es essay tests individual and colla#orative pro)ects multi-media evaluations "ocratic seminar preparation and discussion annotation and reflective wor!s. The final counts 9:E of the semester grade. "tudents will engage in a minimum of three timed in-class writings per 'uarter on a variety of AP released exam prompts and Applied Practice prompts. They will #e scored according to a generic AP ru#ric. /e'uired district writings include narrative analytical argumentative expository and short and sustained research. Assessments will include a variety of tests including #ut not limited to AP-style multiplechoice exams essay exams alternative assessments traditional short-answer tests and reading chec!s. To trac! their writing progress students will maintain a writing note#oo! throughout the year. Assessment criteria include completion of all steps of the writing process neatness organi%ation scoring guide chart and personal reflection and commentary. <: - 3:: F A C: - C< F B 8: - 8< F C @: - @< F 0 Below @: F G

Grading s ale

1 oring 2hen wor! is not su#mitted due to a#sence $ntegrade will show 4a#sent6 for %ero credit until the o#ligation has #een met. 2or! that has #een collected #ut not yet evaluated will appear as an 4H.6 Ither special scores with an initial %ero point value include 41P6 for no paper su#mitted 4$1C6 for incomplete and 4/6 for wor! that needs to #e revised. To clarify details regarding $ntegrade tas!s please access teacher(s we#site. Periodic $ntegrade printouts serve as performance updates J not as reminders of missing wor!.

Conditions $or A eptan e o$ Late 2or) Anless prior arrangements have #een made all wor! should #e su#mitted in class in person and on time. 1o late su#missions are accepted for daily assignments. $f late wor! is accepted on re'uired assignments ten percent of the total points possi#le are deducted for each day an assignment is late. 0a)eup assignments $or e( used a'sen es

$n case of a#sence the student is responsi#le for staying informed a#out wor! missed. &a!eup privileges shall #e allowed for excused a#sences. Gor each day of the a#sence with the exception of prearranged a#sences and school activities the student will #e allowed two class periods to ma!e up the assignment. Gor a#sences approved in advance assignments should #e re'uested #y the student #efore the a#sence occurs. Tests may #e made up after the a#sence. Please see the "hawnee &ission 2est "tudent Planner for the 0istrict attendance policy.

1trategies "tudents will engage in a variety of classroom activities. 0eta ognitive 1trategies annotation +text coding dialectical )ournalsladders of 'uestions reading and thin!ing aloud -is ussion 0ethods 4Bloc! Party6 #ulletin #oard postings colla#orative learning concept mapping fish#owl

reading )ournals readings strategies reflective assessment thin!ing notes

ladders of 'uestions literature circles online discussion forums peer editing reading conferences

silent discussions "ocratic circles,seminars timed discussions

The 2riting Tool'o( *esour es @73 TraitsK Lin!s +http.,,9:B.93?.3@9.33,traitsLdpi,traitsLlin!s.htm Elements of Language: Fifth Course. Austin. 5olt /inehart 2inston 9::< English ,-.. /ith Writing A""li$ations The Purdue Inline 2riting La# +http.,,owl.english.purdue.edu, The St. Martins Guide to Writing. 8th ed. Ither grammar lin!s accessed through class we#site. 1enten e 3asi s Parts of speech Agreement. su#)ect and ver# pronoun and antecedent Mer# use. regular and irregular ver#s tense sense active vs. passive voice Pronouns. nominative o#)ective and possessive caseN use of personal vs. o#)ect &odifiers. comparison and placement Phrases. ver# ad)ective adver# noun

Mer#als. participle,participial phrase gerund,gerund phrase infinitive and infinitive phrase,clause Appositive,appositive phrase Clauses. independent vs. su#ordinate +ad)ective noun adver#-N elliptical

1enten e 1tru ture Types. simple compound complex compound-complex Purposes. declarative interrogative imperative exclamatory Gragments "u#)ect and predicate +simple and compound Complements. direct o#)ect and indirect o#)ects o#)ect and su#)ect complements 1enten e Polishing "entence scavenger hunt Achieving clarity through coordination su#ordination and parallelism /epairing fragments run-ons and unnecessary shifts in su#)ect tense and voice Marying #eginnings. participial phrases prepositional phrases adver# clauses Marying lengths. simple compound complex compound-complex Achieving conciseness. reducing wordiness aw!wardness clauses to phrases and phrases to one word 1enten e Com'ining $nsertion of !ey words and,or phrases to avoid choppiness Ase of a coordinating or correlative con)unction to com#ine related sentences Ase of a semicolon and a con)unctive adver# to form a compound sentence Ase of effective su#ordinate clause Appositives and appositive phrases Conventions "pelling Punctuation Capitali%ation Orammar

Paragraphing &echanics &LA format

1!nta( Basic sentence patterns from The Art of St*ling Senten$es: -. atterns for Su$$ess "tyle and "yntax Analysis 2or!sheet +A +erti$al Teams Guide ;; "entence-#eginning Activity to "yntax Analysis Chart +A +erti$al Teams Guide B3-. first four words special features ver#s num#er of words per sentence

*e$le tion and *evision /EBA C/$"P acronym. cut words reduce clauses intensify ver#s sharpen diction pac! phrases Close *eading 1trategies and A ron!ms +Page num#ers in parentheses from The A +erti$al Teams Guide for English"$GT &ethod +38 "ym#ol. examine the title and text for sym#olism $mages. identify images and sensory details Gigures of speech. analy%e figurative language and other devices Tone and Theme. discuss how all devices reveal tone and theme

0ante(s Gourfold &ethod to $nterpret "ym#ol and Allegory +9; The literal or histori$al level +what is actually happeningThe "oliti$al level +how humans interact with and relate to othersThe moral or "s*$hologi$al level +how the self relates to the realm of ethicsThe s"iritual level +the universal level on which a person relates to the cosmos-

LEA0 Analysis of 0iction +9< Low or informal diction +dialect slang )argonElevated language or formal diction A#stract and concrete diction 0enotation and connotation

0$0L" +C@ 0iction J the connotation of the word choice $mages J vivid appeals to understanding through the senses 0etails J facts that are included or those omitted Language J the overall use of language such as formal clinical or )argon "entence "tructure J how structure affects the reader(s attitude

TP-CA"TTing a Poem +<; Title J Thin! what the title could mean #efore reading the poem Paraphrase J Put the poem into your own words Connotation J Contemplate the poem for meaning #eyond the literal Attitude J Assess #oth the spea!er(s and the poet(s attitude or tone "hifts J "pot shifts in spea!ers and in attitudes

Title J Thin! again a#out the title and interpret it this time Theme J Target what the poet(s point or theme is

Active /eading "trategies +33? Puestioning Connecting and reflecting Predicting /eviewing Evaluating Citing 'uotations /ecogni%ing words "elf-correcting

T2$"T +3@8- for rhetorical analysis of a prose or poetry selection Tone "tyle 2ord choice or diction Theme $magery and detail PA&$0"". 5ow to /eflect upon >our Iwn Prose +38C Purpose &ode $mages,concre te details Audience 0iction

"yntax "tructure

Terminolog! $or Literar! Anal!sis allegory alliteration allusion antagonist antithesis apostrophe archetype assonance catharsis character +round flat dynamic static- climax collo'uial conflict connotation consonance denotation dialect diction +low or informal- dynamic character elevated or formalN a#stract or concrete- ellipsis fa#le figures of speech flash#ac! flashforward flat character foreshadowing genre hyper#ole imagery irony +dramatic situational and ver#al- )argon limited narrator metaphor metonymy mood motivation narration o#)ective point of view omniscient narrator,point of view +limited omniscient- onomatopoeia oxymoron paradox parallelism personification plot point of view +participant,first person innocent eye nonparticipant,third-person- prosody protagonist pun repetition rhetorical 'uestion rhyme +end internal and slant- round character sarcasm setting shift simile slang sound devices spea!er static character stream of consciousness structure style stoc! settings suspense sym#ol synecdoche +metonymy- syntax texture theme tone tragedy understatement +meiosis litotes- unity +of actionTerminolog! $or &nderstanding *hetori +from The A +erti$al Teams Guide for English% E&er*da* 0se and AP"$ 9:39 #inderact aesthetic reading agency agent aim anadiplosis anaphora anecdote Anglo-"axon diction antecedent-conse'uence relationship anthimeria anticipated o#)ection antimeta#ole antithesis apologist apology appeal appeal to authority appositive argument argument #y analysis Aristotelian triangle arrangement assonance assumption asyndeton attitude audience #alanced sentence #asic topics,7onnoi to"oi%#egging of the 'uestion canon casuistry causal

relationship +cause-and-effect relationship- chiasmus +antimeta#ole- claim clim#ing the ladder clo%e test common topic complex sentence compound sentence compound su#)ect compound-complex sentence conclusion +of syllogism- confirmation context contradiction,contraries data +as evidence- declaiming deductive reasoning delivery dialogue diction dou#le entendre drafting dramatic monologue dramatic narration dramatistic pentad efferent reading enthymeme epistrophe epithet ethos euphemism evidence exaggeration example exigence exordium extended analogy extended example figurative language figures of rhetoric. schemes and tropes format functional part generali%ation genre heuristic implied metaphor inductive reasoning inference intention invention investigating irony )argon )uxtaposition 7onnoi to"oi)#asic topics Latinate diction litotes logic logos loose or cumulative sentence loose sentence ma)or premise memory metonymy minor premise mnemonic device mood narration narrative narrative intrusion occasion overstatement pace parallel structure parallelism partition pathos pentad people(s topics,7onnoi to"oi% periodic sentence periphrasis peroration persona persuasion "etition "rin$i"i% planning polysyndeton premise ma)or and minorN purpose ratio reader(s repertoire reading reading )ournal recursive refutation relia#le narrator repertoire rhetor rhetoric rhetorical choices rhetorical fragment rhetorical intention rhetorical mode rhetorical 'uestion rhetorical situation rhetorical triangle sarcasm scenic narration scheme sentence length +telegraphic short medium- sentence order +natural vs. inverted- setting simple setting six-part oration solilo'uy spea!er stance stichomythia su#)ect summary narration support syllogism syndeton synecdoche syntax tautology thesis thesis statement tone topic trope understatement unity unrelia#le narrator verisimilitude voice writing process %eugma

45*1T 6&A*TE* 11T 6&A*TE*" 2EE71 1-2 Close reading exercise first #loc! day. 4Irdeal #y Che'ue6 +AP"$ #inder Iverview of rhetori$: a. the use of language as a sym#olic means of inducing cooperation +Qenneth Bur!e- #. the use of all availa#le means of persuasion +Aristotle- c. the art of using words to persuade in writing or spea!ing +A +erti$al Teams Guide for English8 Anal*sis% Argument% and S*nthesis Chapters 3 and 9. 4&odern Applications of Ancient /hetoric6 +3-3:- and 4&odern Approaches to Argument +33-3CAP"$ #inder notes +3;3-3@?$ntroduce prRcis structure and for columnist pro)ect +AP"$ 9:39 p. 39@-

1ummer *eading Assessment% The Gra"es of Wrath "ocratic seminars over designated intercalary chapters Gocus on diction imagery and sym#olism of narrative chapters as they relate to the theme =igsaw readings of primary sources from "tein#ec!(s newspaper articles Essay test over the novel Mideo clips from Oreat 0epression +9f Mi$e and Men% 3<<9N Cinderella Man% ::::; or Sea2is$uit% :::: "elections from A""lied ra$ti$e: The Gra"es of Wrath =onathan "wift(s 4A &odest Proposal6 +389< =on 0avis poem "ocratic seminar. 4Preliminary /eport from the Committee on Appropriate Postures for the "uffering6 1onfiction Choice Oroup presentations over selected texts "tudent oral readings chosen throughout the memoir 2or!sheet on imagery in Ad&an$ed la$ement Writing 4: Strategies for 6onors% Gifted% and A Students +339*eadings $rom St. Martins Guide to Writing /emem#ering Events. Annie 0illard. from An Ameri$an Childhood +9C-?3 To#ias 2olff. 4In Being a 2esterner6 from This 3o*s Life +?B-?8 /ic! Bragg. 43:: &iles per 5ourN Apside 0own and "ideways6 from All 9&er 2ut the Shoutin +?<-;9 =ean Brandt. 4Calling 5ome6 +;;-;8-

Composition. +focus on description dialogue sensory appeal figurative language 4/emem#ering Events 6 St. Martins Guide to Writing +B9-C:-

11T 6&A*TE*" 2EE71 3-8% The Ameri an 5ndian" Colonial Ameri a" and the Age o$ 4aith The A +erti$al Teams Guide for English +3:B-3:C-. review close reading strategies. 1ovel. The S$arlet Letter +5awthorneo &ultiple-choice practice from Resour$es for Tea$hing Ad&an$ed Students +<8o 1athaniel 5awthorne(s discussion of A#raham Lincoln and multiple-choice 'uestions in A""lied ra$ti$e: Nonfi$tion Sele$tions +?@o /hetorical analysis passages +AP"$ #inder 39<-3;; 3B?-3B;o 4"peed 0ating6 writing practice for solid introductionary paragraphs and thesis statements +AP"$ #inder 3BB- 3B@/eadings from Elements of Literature: Anit 3 J 4Encounters and Goundations to 3C::6 Literature of the American $ndian o 45uman Beings Are 1ot &ascots6 article o Creation stories. 4The "!y Tree6 +9:o 4Coyote Ginishes 5is 2or! +99o 1. "cott &omaday. from The Wa* to Rain* Mountain +?:-N Resour$es for Tea$hing Ad&an$ed Students +3CB-3C8o Alvar 1STe% Ca#e%a de Maca from La /elaciUn +;;o Ben)amin Gran!lin(s 4/emar!s Concerning the 1atives of 1orth America6 handout to text code 2illiam Bradford. from 9f l*mouth lantation +B9 &ary /owlandson. from A Narrati&e of the Ca"ti&it* +@9-N paired with Louise Erdrich(s poem 4Captivity6 2illiam Byrd. from The 6istor* of the 'i&iding Line +89 Ilaudah E'uiano. from The !nteresting Narrati&e of the Life of 9laudah E<uiano +=9"upplementals Gocus on tone inference theme in Mastering Nonfi$tion /ith 'o$umentation: 4The V$ndian Puestion( in America6 +9;-9@-. Gocus on diction tone syntax in Ad&an$ed la$ement Writing 4: 4Oeneral Oeorge Armstrong Custer6 +<3-<8-. Norton Reader: rhetorical techni'ues in Chief "eattle(s 4Letter to President Pierce 3CBB6 +?B3-?B9-. /eview of figurative language. alliteration apostrophe assonance inversion parallelism personification and refrain 4Poetry Alive6 performance of various 1ative American poems.

Composition. 2riting a#out sym#ol and theme in The S$arlet Letter Soundtra$7 "a"er 11T 6&A*TE*" 2EE71 9-:% Colle tion 2 ; </o!ages and /isions= and The Age o$ *eason /eadings from Elements of Literature The Cru$i2le +3:<;o Analy%ing motivation and characteri%ation +Resour$es for Tea$hing Ad&an$ed Students 3<?o /ead =udith Miorst(s essay 4The Truth A#out Lying6. Agree disagree or 'ualify the claim that 4the truth(s always #etter than lying.6 o AP test prep. Toulmin model for 9::8 Puestion ?. Iffering incentives for charita#le acts +AP"$ 9:39 #inder Anne Bradstreet. o 45ere Gollow "ome Merses upon the Burning of Iur 5ouse =uly 3: 3@@@ +<@-with close reading connotation diction and imagery wor!sheet Resour$es for Tea$hing Ad&an$ed Students B8o 4To &y 0ear and Loving 5us#and6 compared with Edna "t. Mincent &illay(s 4Love is not all6 +3<;o &ultiple-choice 'uestions over 4$n &emory of &y 0ear Orandchild Eli%a#eth Bradstreet 2ho 0eceased August 3@@B Being a >ear and 5alf Ild6 and 4&editation C6 #y Philip Pain +Resour$es for Tea$hing Ad&an$ed Students 83 =onathan Edwards. o from Sinners in the 6ands of an Angr* God +3:B- and focus on theme imagery and figures of speech +Resour$es for Tea$hing Ad&an$ed Students @:o A""lied ra$ti$e: Ameri$an S"ee$hes Sele$tions +?;o Letter to 4"arah Pierrepont6 handout J developing one character trait Composition. Analysis of /everend 5ale(s character +Resour$es for Tea$hing Ad&an$ed Students 3<C Compare and contrast essay over attitudes toward death in 4$n &emory of &y 0ear Orandchild Eli%a#eth Bradstreet. . . 6 and 4&editation C6 #y Philip Pain +Resour$es for Tea$hing Ad&an$ed Students 8?/eadings from Elements of Literature: Collection ? J 4Gorging a 1ew 1ation6 Patric! 5enry o 4"peech to the Mirginia Convention +39:o A""lied ra$ti$e: Ameri$an S"ee$hes Sele$tions +9< Thomas Paine o from The Crisis% No. 4 +3?:-

o Literary focus on elements of style. diction connotation sentence structure parallelism anecdote hyper#ole tone and theme +Resour$es for Tea$hing Ad&an$ed Students @? Ben)amin Gran!lin o Gran!lin(s aphorisms 4Bloc! Party6 introduction o from The Auto2iogra"h* +3@;o 4The 2histle6 in Ad&an$ed la$ement Writing 4: Strategies for 6onors% Gifted% and A Students +9Bo 0ialogue Between Gran!lin and the Oout o 4Anecdote of the "pec!led Ax6 +from The Auto2iogra"h*- handout to text code o A""lied ra$ti$e: Satire Sele$tions J excerpt from Rules 2* Whi$h a Great Em"ire Ma* 3e Redu$ed to a Small 9ne +;@-B3o Create an epitaph following Gran!lin(s as mentor model o Oordon 2ood.4The &an of &any &as!s6 from The Ameri$ani>ation of 3en?amin Fran7lin +38@0e!anawida. from The !ro<uois Constitution +3B;Thomas =efferson o from The Auto2iogra"h*: The 'e$laration of !nde"enden$e +3?Co multiple-choice 'uestions in A""lied ra$ti$e: Nonfi$tion Sele$tions +9<o Letter from Thomas =efferson regarding Oeorge 2ashington +A""lied ra$ti$e: Nonfi$tion Sele$tions ??o from 'e$laration of Sentiments of the Sene$a Falls Womans Rights Con&ention #y Eli%a#eth Cady "tanton +Resour$es for Tea$hing Ad&an$ed Students @@o A""lied ra$ti$e: Ameri$an S"ee$hes Sele$tions @ "usan B. Anthony(s 4"peech on 2omen(s "uffrage6 +?9o Letters of A#igail and =ohn Adams +3B8 plus handouto Resour$es for Tea$hing Ad&an$ed Students +@@=ames &adison o from 4Gederalist Paper WB36 #y =ames &adison +Resour$es for Tea$hing Ad&an$ed Students 8@"ocratic seminar. from Letters from an Ameri$an Farmer #y &ichel-Ouillaume =ean de CrXvecoeur Y38?B-3C3?Z Puestion 9 practice. =ohn 0owne letter to wife re emigration +AP"$ 9:39 #inder-

Composition. 2riting 2or!shop. Editorial and Persuasive Essay +3C9-3<?-. Q" 2riting Assessment will re'uire persuasive essay for spring 9:3? 2riting an editorial +Resour$es for Tea$hing Ad&an$ed Students @< "elections from The St. Martins Guide to Writing: o /ichard Estrada. 4"tic!s and "tones and "ports Team 1ames6 +9@B-9@8-

o Bar#ara Ehrenreich. from Ni$7el and 'imed: 9n ANot8 Getting 3* in Ameri$a +9@<-98?o =onathan /auch. 42ho(s &ore 2orthy[6 +98@-9C:o "tanley Qurt%. 4Point of 1o /eturn6 +9C?-9C8o =essica "tats!y. 4Children 1eed to Play 1ot Compete6 +9C8-9<3o from Chapter @ 4Arguing a Position6 -- The 2riting Assignment +9<@-?9@o from Chapter 3< 4Arguing6 +@88 J @<9 42ill College Goot#all Perish Li!e the 0inosaur[6 Ad&an$ed la$ement Writing 4: Strategies for 6onors% Gifted% and A Students +;3- J focus on analogy and tone 1ECO>- 6&A*TE* 2>- 6&A*TE*" 2EE71 1-3% *eadings $rom Elements of iterature &nit 2 ; <5magination and the 5ndividual= 2ashington $rving. 4The 0evil and Tom 2al!er6+9CC-

American /omantic Poets Colla#orative PowerPoint Presentation 2illiam Cullen Bryant o 4Thanatopsis6 +93Co 4To a 2aterfowl6 +handouto 4To Cole the Painter 0eparting for Europe6 +handout 5enry 2adsworth Longfellow. o 4The Tide /ises the Tide Galls6 +99;o 4The Cross of "now6 +99<=ohn Oreenleaf 2hittier. from 4"now-Bound. A 2inter $dyll6 +handoutIliver 2endell 5olmes o 4The Cham#ered 1autilus6 +9?9o 4Ild $ronsides6 +handout/alph 2aldo Emerson o 4Concord 5ymn6 +handouto Compare Emerson(s 4The "now-"torm6 to &ary Iliver(s 4Girst "now6 +?C<-

/eadings from Elements of Literature: Collection BJ 4The /ealms of 0ar!ness6 Edgar Allan Poe o 4The Gall of the 5ouse of Asher6 +?3C- and graphic novel version +??8o 4The Pit and the Pendulum6 +?;Bo 4The /aven6 +?@:o Primary "ources. Poe(s Process of 2riting 4The /aven6 +5olt 9::: p. 9C8 1athaniel 5awthorne o 4The &inister(s Blac! Meil6 +?:9o Resour$es for Tea$hing Ad&an$ed Students +<35erman &elville

o from Mo2*5'i$7 +?@@o from The En$antadas% S7et$h ! and !! in A""lied ra$ti$e: Nonfi$tion Sele$tions +;@ ;<2>- 6&A*TE*" 2EE71 ?-8% *eadings $rom Elements of iterature" Colle tion ? ; <Trans$orming 5magination= $ntroduction to Transcendentalism and the Transcendental )ournal /alph 2aldo Emerson o from Nature +9?Co Timed writing from Resour$es for Tea$hing o from Self5Relian$e +9;BAd&an$ed Students +C9o from The Ameri$an S$holar o Aphorisms handout to text +handoutcode o BGi&e All to Lo&eC poem handout 4Inly the "hadows Are Qnown. Plato(s VAllegory of the Cave(6 in Ad&an$ed la$ement English 4: ra$ti$al A""roa$hes to Literar* Anal*sis +3@35enry 0avid Thoreau o from Walden% or Life in the Woods +9B9- plus handout o A""lied ra$ti$e: Nonfi$tion Sele$tions +;: ;?o Aphorisms handout to text code o from Resistan$e to Ci&il Go&ernment +9@<o Resour$es for Tea$hing Ad&an$ed Students +CB-. allusions and metaphor in a timed discussion and from 42al!ing6 +3:3-. multiple-choice 'uestions o A""lied ra$ti$e: Satire Sele$tions @ 4The Battle of the Ants6 +?3o A""lied ra$ti$e: Mastering Nonfi$tion /ith 'o$umentation and 4The $mpact of the /ailroads in America6 +3;o A""lied ra$ti$e: Mastering Nonfi$tion /ith 'o$umentation and 4&isgivings a#out Technology6 +3;o Analysis of E.B. 2hite(s 4Ince &ore to the La!e6 +1. Essa*s% p. ;;;Annie 0illard. 4Living Li!e 2easels6 +93:- and writing assignment

Composition. Gound poem assignment from various wor!s of Emerson and Thoreau. produce a pu#lisha#le poem write a reflection of the process that includes commentary on the purpose and the effective language of the original text. Create a wor!s cited page to cite sources. 2>- 6&A*TE*" 2EE71 9-:% *eadings $rom Elements of iterature" Colle tions @ and : 1ovel assigned o The Ad&entures of 6u$7le2err* Finn #y &ar! Twain o excerpt from 'ri&ing Miss 'ais* #y Alfred Ahry

o Alternative for 5uc! Ginn. Their E*es Were Wat$hing God #y \ora 1eale 5urston "ocratic seminar over 4The 2ar Prayer6 &ar! Twain multiple-choice 'uestions in A""lied ra$ti$e: Satire Sele$tions o "ocratic seminar over 4The 2ar Prayer6 +A""lied ra$ti$e: Satire Sele$tions ?8o 4Advice to >outh6 +A""lied ra$ti$e: Satire Sele$tions ?;o from 4To the Person "itting in 0ar!ness +A""lied ra$ti$e: Nonfi$tion Sele$tions B;2riting to a Particular audience. Twain in Ad&an$ed la$ement Writing 4: Strategies for 6onors% Gifted% and A Students @?42it6 in Anal*sis% Argument% and S*nthesis +3<3-9:C4The Irigin of All Poems. /epetition and Mariation6 in Ad&an$ed la$ement oetr* +39B3?:2alt 2hitman +B3:o from 5olt: Song of M*self num#ers 3 @ 3: ?? +handout- and B9N 4$ 5ear America "inging6 +B?3-N 4A "ight in Camp in the 0ay#rea! Oray and 0im +B?3o 1um#ers 9: 9@ ?3 ?9 @@ C9 and 9:C from handout o Primary sources from S"e$imen 'a*s: CThe !nauguration +6olt 9::: p. ?@?- and 4The /eal 2ar 2ill 1ever Oet in the Boo!s6 +B?;o Resour$es for Tea$hing Ad&an$ed Students +393-. multiple-choice 'uestions from 'emo$rati$ +istas o 4Plenos Poderes6 +4Gull Powers- 6#y Pa#lo 1eruda +B;;o Timed writing choices +a- from W ??. 0efine heroism from 2hitman(s point of view. Ase specific evidence J images diction and other details J from the poemN +#- from 2hitman(s description of literature in the final paragraph of 'emo$rati$ +istas in Resour$es for Tea$hing Ad&an$ed Students +393- consider what 2hitman thin!s of literature as it existed in his time. 2hat did he thin! literature should do[ $s his own writing style consistent with his ideas[ Be sure to support your analysis with details and examples. 2alt 2hitman 4"ong of &yself6 imitative poem to reinforce the following. alliteration anaphora assonance cadence catalog diction free verse metaphor onomatopoeia parallel structure personification point of view repetition sensory imagery simile style tense tone vivid language

Emily 0ic!inson +B;C- poems and 'uic!-write responses from Elements of Literature to emphasi%e the following.

alliteration allusion apostrophe assonance inversion irony paradox personification puns

#old diction conceit dialogue elliptical simile slant rhyme tone unconventional capitali%ation

construction extended metaphor hyper#ole unconventional punctuation understatement

o 4Because $ could not stop for 0eath6 +B@3o 45eart] 2e will forget him]6 +handouto 4$f you were coming in the Gall6 +handouto 4The "oul selects her own "ociety6 +BB3o 4$ taste a li'uor never #rewed6 +handout-

o 4Tell all the Truth #ut tell it slant6 +BB@o 4"uccess is counted sweetest6 +BBCo &uch madness is divinest sense +B@;o 4&y life closed twice6 +B8:o 4$ heard a Gly #u%% J when $ died6 +B@<-

Resour$es for Tea$hing Ad&an$ed Students +339-. ladders of 'uestions over 4Because $ could not stop for 0eath 6 4&uch &adness is divinest "ense 6 and 4$ sing . . . #ecause $ am afraid6 #y Emily 0ic!inson +339-33BPuestions over 2hitman(s 4$ "it and Loo! Iut6 and 0ic!inson(s 4$ measure every Orief $ meet6 in Resour$es for Tea$hing Ad&an$ed Students +33@4Emily 0ic!inson(s Poems of 0eath 1ature and Love of 2ords6 in Ad&an$ed la$ement Writing 4: Strategies for 6onors% Gifted% and A Students 3@BQatharine Anne Porter. 4The =ilting of Oranny 2eatherall6 +<39- and Resour$es for Tea$hing Ad&an$ed Students +3@:-3@9T+5*- 6&A*TE*

3*- 6&A*TE*" 2EE7 1% 5ntrodu ing the *esear h Paper Activities from A from A to (: Argumentation)S*nthesis Edition "elected /eadings from The St. Martins Guide to Writing: Chapter B J 4Explaining a Concept6 o Anastasia Toufexis. 4The /ight Chemistry6 +9:Bo /andy Ilson. 4"hifting Baselines. "low-&otion 0isaster Below the 2aves6 +933o 1atalie Angier. 4$ndirect Aggression6 from Woman: An !ntimate Geogra"h* +938o Linh Qieu 1go. 4Canni#alism. $t "till Exists6 +99?-

o Chapter 93 J 4Li#rary and $nternet /esearch6 +8:<-8;@o Chapter 99 J 4Asing and Ac!nowledging "ources +8;8-8<: &artin Luther Qing =r. readings o &ohandas Q. Oandhi. from 4In 1onviolent /esistance6 +98Co &artin Luther Qing =r. Letter from 3irmingham Cit* Dail +9B@N 1. Essa*s% p. 389o Resour$es for Tea$hing Ad&an$ed Students +CC-. conflict paradox grammar syntax connotation o AP"$ #inder 3B<-3@9. Puestion 9 practice passages

3*- 6&A*TE*" 2EE71 2-3% *eadings $rom Elements of iterature &nit ? ; <The Age o$ *ealism 1@@0-1:1?= 1ovels assigned o The A/a7ening #y Qate Chopin o Ethan Frome #y Edith 2harton o Mideo clips of The Age of !nno$en$e% &artin "corsese dir. +3<<?4Approaches to Analy%e "tructural Anity in the 1ovelN Ad&an$ed la$ement English 4: ra$ti$al A""roa$hes to Literar* Anal*sis +33<from The Narrati&e of the Life of Frederi$7 'ouglass #y Grederic! 0ouglass +;3;- and Resour$es for Tea$hing Ad&an$ed Students +39@5arriet A. =aco#s. from !n$idents in the Life of a Sla&e Girl +;9;A""lied ra$ti$e: Ameri$an S"ee$hes Sele$tions @ &artin Luther Qing =r. 4$ 5ave a 0ream6 +9@Primary "ources on the Civil 2ar +;<?o /o#ert E. Lee(s 4Letter to 5is "on6 +;<Bo &a)or "ullivan Ballou(s 4Letter to "arah Ballou6 +;<Co &ary Chesnut from A 'iar* from 'i#ie +B::A#raham Lincoln o 4The Oettys#urg Address +Norton ?38o Literary Gocus in Resour$es for Tea$hing Ad&an$ed Students +39<o 4"econd $naugural Address &arch ; 3C@B6 in Resour$es for Tea$hing Ad&an$ed Students +3;:-

3*- 6&A*TE*" 2EE71 A-9% *eadings $rom Elements of iterature" Colle tions : and 10% <*ealism" *egionalism" Lo al Color" and >aturalism 42ayfarers 2or!ing in the 2orld. Allegory6 in Ad&an$ed la$ement oetr* +333-33BAm#rose Bierce. 4An Iccurrence at Iwl Cree! Bridge6 +;BB"tephen Crane o 4A &ystery of 5eroism6 +;@Co 42ar $s Qind6 +;8C-

o Poetry handout. 4The Blades of Orass 6 4The 2ayfarer 6 4A &an "aid to the Aniverse 6 4$ "aw a &an 6 and 4Thin! as $ Thin!6 o 4The Ipen Boat6 Chief =oseph. 4$ 2ill Gight 1o &ore Gorever6 +;CCLin! to Today. 45ealing 2ar(s 2ounds6 #y Qaren Breslau +;C?=ac! London o 4To Build a Gire6 +@<?o from What Life Means to Me multiple-choice 'uestions in A""lied ra$ti$e: Nonfi$tion Sele$tions +B9Qate Chopin o 4The "tory of An 5our6 +@C9o 4A Pair of "il! "toc!ings6 dramati%ation o 40RsirRe(s Ba#y6

3*- 6&A*TE*" 2EE71 @-:% 1onfiction assignment over choice of #oo!s +AP"$ #inder =uly 9:39AP"$ 9:39 #inder pp. 39<-3;;. close reading practice Prepare for 9:3? "tate 2riting Assessment. persuasive essay Elements of Language: Fifth Course. Austin. 5olt /inehart 2inston 9::<. o Chapter 98. 4Ta!ing a "tand6 +C3C-

4O&*T+ 6&A*TE* ?T+ 6&A*TE*" 2EE71 1-3% *eviewing $or the AP E(am 2riting the synthesis essay +/esource. A from A to (: Argumentation)S*nthesis Editiono 4Boot Camp6 review of argumentation rhetorical devices,stylistic elements fallacies appeals o Advertisement and propaganda analyses o Evaluating argumentation Analysis of graphic and visual images o IPT$C +overview parts title interrelationships conclusion- and "IAP"Tone +spea!er occasion audience purpose su#)ect tone- analysis strategies Mastering S*nthesis activities +Applied Practice wor!#oo!-

?T+ 6&A*TE*" 2EE71 ?-8% *eadings $rom Elements of iterature! &nits ? and A /e'uired novel. The Great Gats2* #y G. "cott Git%gerald o A""lied ra$ti$e: The Great Gats2* 1onfiction #oo! o "tudent choice with teacher approval Edwin Arlington /o#inson o 4/ichard Cory6 +839o 4&iniver Cheevy6 +83BT.". Eliot o 4The Love "ong of =. Alfred Prufroc!6 +8@Co Resour$es for Tea$hing Ad&an$ed Students: focus on dramatic monologue and stream of consciousness Edgar Lee &asters o 4/ichard Bone6 +8<@o 4Butch 2eldy6 +8<<-

o 4&rs. Oeorge /eece6 +C::o on-line poems

"hort stories. o Ernest 5emingway. 4"oldier(s 5ome6 +C;9o Eudora 2elty.4A 2orn Path6 +<:9o =ames Thur#er. 4The "ecret Life of 2alter &itty +<?: 4The Ne/ Eor7ers Garewell6 to =ames Thur#er +5olt 9::: p. @9<o Glannery I(Connor. 4The Life >ou "ave &ay Be >our Iwn6 +<?C5arlem /enaissance o Langston 5ughes 4$ Too6 +5olt 9::: p. 8?? 4The 1egro "pea!s of /ivers6 +<C; 4$ntroducing Langston 5ughes6 in Ad&an$ed la$ement Short Stor*: poems and a short story 42ho(s Passing for 2ho[6 +39<-3;:o Claude &cQay. 4America6 +3:3;- and 4$f 2e &ust 0ie6 +handouto Countee Cullen. 4Ta#leau6 +<89- and 4$ncident6 +<8?Beat poets and 4Beatni! CafR6 45omewor!6 #y Allen Oins#erg +3:3B- plus 4Literary "!ills /eview6

?T+ 6&A*TE*" 2EE71 9-: *eadings $rom Elements of iterature Colle tions 18" 1@-20 1onfiction o &ultiple-choice 'uestions in A""lied ra$ti$e: Mastering Nonfi$tion /ith 'o$umentation J 4The VGailure( of American Television +?<o &ultiple-choice 'uestions in A""lied ra$ti$e: Mastering Nonfi$tion /ith 'o$umentation J 4Technologists and Philosophers6 +B:-

o /ichard 2right. from 3la$7 3o* +39@Co &axine 5ong Qingston. 4The Oirl 2ho 2ouldn(t Tal!6 from The Woman Warrior +39C9o Alice 2al!er. from !n Sear$h of 9ur Mothers Gardens +39<9o "andra Cisneros. 4"traw into Oold6 +3?:C &odern author #rochure and presentation assigned Poetry o &arianne &oore. 4Poetry6 +8C;o /o#ert Grost. 4Birches6 +C9:- 4&ending 2all6 +C9B- and 40eath of the 5ired &an6 +C9<o Carl "and#urg. 4Chicago6 +8<:o /andall =arrell. 4The 0eath of the Ball Turret Ounner6 +3:?Co 2.5. Auden. 4The An!nown Citi%en6 +3?9:-N Ad&an$ed la$ement English 4: ra$ti$al A""roa$hes to Literar* Anal*sis +;;"hort "tories o 0onald Barthelme. 4Oame6 +5olt 9::: p. <BB-N 4Critical Comment. A#surd 2orld6 +<@3-N and 4"atire6 +<@9-N Resour$es for Tea$hing Ad&an$ed Students +3C9-3C;o Tim I(Brien. 4"pea!ing of Courage6 +33<;o Amy Tan. from 4/ules of the Oame6 from The Do* Lu$7 Clu2 +39?C&odern 0rama "cene Presentation o 'eath of a Salesman +Arthur &illero The Glass Menagerie +Tennessee 2illiamso A Raisin in the Sun +Lorraine 5ans#erryo 9ur To/n +Thornton 2ilder-