Advanced Placement Language & Composition Course Syllabus Maggie Pettit Malden High School- D447 Email: mpettit@malden.mec.

edu or maggiepettit@gmail.com Phone: 781.397.______ ext. _____ Course Textbooks & Novels Supplied: Everyday Use: Rhetoric at Work in Reading and Writing 50 Great Essays: A Portable Anthology Everythings An Argument On Writing Well In Cold Blood Into the Wild Great Gatsby The Sun Also Rises Selected Chapter & Passages The Norton Sampler The Essay Connection Picturing Texts The Vietnam Reader One Hundred Great Essays The Bedford Reader The Well-Informed Argument Student Selected Novels/Memoirs for Literature Circles Documentary Research Personal Philosophy My goal as a teacher is to help the student to become an independent, self-directed learner with a critical, questioning approach to various texts and to life. As a teacher of Advancement Placement Language and Composition, my goal is to help students discover how and why language matters. I ask my students to use their voices as they express ideas that make a difference, not only to them but to those around them, with our emphasis on non-fiction; this class immerses students in real-life texts as reader and writers. By examining such texts, students learn to value voice- their voice as well as the voices of others.

Course Overview Students in this introductory, college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. The goals of an AP course in Language and Composition, according to the 2007 AP College Boards AP English Course Description, are diverse because the college composition course is one of the most varied in the curriculum. Through close reading and frequent writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own composing abilities. Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Also, this course requires the students to write in several formsnarrative, expository, argumentative, personalon many different subjects, from public policies to personal experiences. Ultimately, all AP Language and Composition students will be taking the AP Test in May, which offers the possibility of college credit. Course reading and writing should help students deepen textual understanding, making them more alert to the authors purpose, the needs of an audience, the demands of a subject, and the resources of language: syntax, word choice, and tone. By early May, the students will have nearly completed a course in close reading and purposeful writing. The skills students learn (close reading, analysis of several of texts, etc) will be used in their own writing as they gain an increased awareness of these strategies. This is a college-level course that demands a high performance in and out of the classroom setting. The workload is challenging. The discussion is meaningful. The writing is lengthy and revised. Because of these factors, students must bring to the class a willingness to try, a sufficient command of mechanical conventions, and an ability to read and discuss prose.

1st Quarter: Close Reading for Purpose Overview: The course opens up with an immediate continuation of the summer assignments, which consists of reading memoirs and keeping response journals. In light of purpose, you will consider rhetorical contextspurpose, audience, and strategiesas you focus on close reading. You will study the introduction to course readers and begin annotating, accounting for purpose and context and recognizing strategies and tactics This helps you become an active, reflective reader Units: Reading for Purpose, Writers Duty We will begin the course with an introduction on how to read critically. By reading and annotating selected texts (from various course readers), we will begin to investigate the concept of purpose. Once a broad introduction is made, we will then turn to the selection of essays assigned for summer reading and revise them accordinglyhoning annotation skills, purpose, and diction. Students will then read William Faulkners Nobel Prize acceptance speech, Dillards To Fashion a Text, and selections from Wolffs This Boys Life with the idea of purpose in mind. Class discussion will be based on these readings while we are completing Reading Sheets and practicing our annotation skills. Students will then complete their first essay, which examines how Dillard, Faulkner, and Beard fulfill the writers duty. Building off the concept of purpose, students will read several selected essays from One Hundred Great Essays with the distinct goal of identifying purpose, diction, and style. You will meet with me to conference your essays, along with your peers before turning in a polished final draft. Finally, students will transition into a final cluster of readings Dillards Transfiguration, The Death of a Moth, and How and Why I Wrote the Moth Essay, and Woolfs The Death of the Moth. After reading, annotating, and deciphering purpose, style, and diction, students will complete their second essay. This essay compares the purpose of Dillard and Woolf. To close the unit, we will compose our own personal memoirs. Students, like in Donald Murrays piece, The Stranger in the Photograph is Me, will relate to a particular photograph in which they appear. The images they choose will lead them and the reader somewhere. Students will use details, memories, perceptions, and ideas that can be gathered and purposefully arranged. Students will be given teacher feedback during conferences along with peer feedback before publishing our final drafts into a class journal.

Focus A) How to Read Critically

Skill Understanding & Applying critical strategies

Readings Introduction to course readers: 100 Great Essays, The Norton Sampler -Dillards To Fashion a Text -Faulkners Nobel Acceptance Speech

B) Introduction to Purpose: The Writers Duty

Annotation & Purpose

C) Close Reading practice

Annotation Accounting for purpose Recognition of strategies (review of terms/strategies)

Cluster 1: Moth -Dillards Transfiguration, The Death of a Moth, and How and Why I Wrote the Moth Essay. Woolfs The Death of the Moth Readings: -Whites Once More to the Lake, Didions Marrying Absurd, Kincaids The Ugly Tourist, Sedaris Me Talk Pretty One Day, Cofers The Myth of the Latin Woman Application Essay/photo: -Kincaids Biography of a Dress, Murrays The Stranger in the

Assignments -Review chart -Descriptive outline -Annotate Readings -Reading sheets -Essay #1: The Writers Purpose essay which explores how both authors fulfill the writers duty -Reading Sheets -descriptive outlines -annotated photocopies -journals -SRD Essay #2: compare purpose & diction Readings: -Reading Sheets -Annotations -Dialectical Journals -Socratic Seminars

D) Memoir

Arrangement & Context; style/syntax/diction

Application: Essay #3: Students will write their own personal memoir based off

Photo is Me Picturing Texts (ch. 3 & 4) -Lamotts Bird by Bird and Zinsser's On Writing Well

a photograph

Picturing Texts: Outline chapters 3&4

2nd Quarter: Rhetoric & The Rhetorical Analysis

Overview: During the second quarter, we will encounter cluster of essays that are generally related by subject, but are different in purpose and strategy. You will focus on answering the central questionHow do particular features of style enable the writer to achieve her/his purpose? They will write essays that compare different rhetorical strategies as studied in different texts. We will then focus on rhetoric by studying the definitions, parts, and appeals. Once we gain a foundation of these concepts, we will apply them to various texts. Units: The Complete Rhetorical Analysis In the second quarter, students will complete a Rhetorical Analysis. You will follow the guidelines of completing a rhetorical analysis and start by stating the title of your essay as the first point of contact you have with your reader. You will then detail the Rhetorical Situation by answering the following questions: How will you describe the rhetorical situation? What will you say about the speaker, subject, context, aims, and the purpose/aim of the text? How would you summarize the essay in one or two sentences? What is the speakers thesis/claim? (try not to digress into a lengthy paraphrase!) Next you, will note the features of substance and style in the body of your essay, and consider why they are important to the discourse? (And this is your thesis.) The main focus of the essay will be to discuss the content of the text by noting how the speaker develops and arranges the discourse, why she/he has chosen these methods of development, and arrangement.

We will learn to appreciate purpose and audience, examine their validity, evaluate associate support, and recognize types of appeals: ethos, pathos, and their combined se in arguments. Furthermore, we will then break into student groups each assigned to a different mode: description, narration, exposition (through comparison, contrast, cause/effect analysis, definition, division and classification, and argumentation (through induction, deduction, or some combination). Each group will prepare a lesson, activity, notes, and worksheets to present to the class

Focus Introduction to Rhetoric

Skill Understanding the rhetorical triangle, appeals, terms and concepts and definitions -Recognizing different types of purpose -examining the rhetorical strategies use for different purposes -Says/Does

Difference in Purpose & Strategy & Appeals

Reading Everyday Use (Jolliffe) -Thoreaus Civil Disobedience and Walkers Everyday Use Letters & Speeches: -Bushs 911 speech -Braveheart excerpt -The Onion -Malcolm X The Ballot or the Bullet -Obama The audacity of Hope Edwards Sinners in the Hands of an Angry God -movie speech from Clueless Macbeth

Assignments Ch. 1, 2, 3, 4, 5 with Corresponding Interchapter assignments TestKey elements and terms -Rhetorical Analysis on each focusing on the content and language features of each -Says/Does Analysis Paragraph revision students will choose to revise one paragraph from any of the assignments and refine strategies Essay: Macbeth

Analyzing varying types of rhetorical strategies and language features

Comparing and contrasting different types of appeals/techniques based around a common topic Language Features: diction, tone, figurative language, symbolism, allusion, irony, number and lengths of paragraphs, length and style of sentences/syntax, rhythm and repetition Understanding different types of modes used for specific reasons.

Cluster #1: -disability: Nancy Mairs, Soyster, McBryde Johnson, Davis Cluster #2 -Home: Tan, Soto, Kothari, Edwards

Major rhetorical analysis paper (focus: rhetorical purpose) on how the writer uses language to achieve claim

The Modes

Subjects/StrategiesCorresponding chapters according to mode

Student as Teacher: Students will prepare a lesson that introduces, explains, and applies an assigned mode

3rd Quarter: Argument & Research Paper Overview The purpose is to reach, articulate, and support a reasoned position on a debatable matter or questions of importance. Much of this unit will be based on Everythings An Argument along with corresponding readings. After we are familiar with basic terms, types, and functions, we will produce a lengthy argument paper of their ownincluding research, annotated bibliographies, citations, and evaluations. Unit: Argument First, we will ask and answer the question--What is Argument? What we commonly call argument embraces ideas associated with persuasion, logic, and even propaganda. Then we will look at form, specifically at how induction requires thoughtful use of collected information and data while deduction requires building logical order. By reading and discussing several essays from Everythings An Argument, you will be able to recognize that a position can be clearly and readily discerned, and is often stated implicitly and explicitly. Finally, as the complexities of warrants and fallacies are introduced, students will discuss their complexities as well as the rhetors position and how they may concede and refute points associated with opposing views Unit: Website Analysis For this unit, you will investigate how advertisements bombard us through magazines and newspapers, on television, and just about everywhere on the Web. Although these are sometimes annoying, advertisements are also an opportunity to study the elements of rhetoric. Advertisements are, after all, arguments. As such, they engage us in critical thinking about claims, assumptions, counterargument, types of appeals, logical fallacies, and audience the basic elements of rhetoric and argument. You can put all of these analytical tools to work by studying Web sites, particularly those for political candidates and corporate entities. All are rich possibilities to get you thinking rhetorically, a crucial step toward analyzing the complex texts that appear on the AP English Language and Composition Exam. After reading Chapter 3 in Everythings an Argument, you are to complete the following assignment: Write an evaluation of a website choosing from the following: After you peruse the website, formulate an opinion on what that website is advertising using specific and relevant evidence to support your claim. Complete the following the process 1. Answer the questions to consider 2. Apply website to Everythings An Argumentconsider the categories in chapter 1, the line of argument from chapter 2, and context and credibility from chapter 3. 3. Complete a chart outlining the rhetorical situation and appeals Once you have complete the above pre-work write an essay that clearly articulates an analysis of your website. You will, at this point, have your first conference where we will determine your next step in your analysis.

Focus Introducing Argument

Skill Distinguishing among occasion, type, and definition

Reading Everythings An Argument: -Ch. 1 (3-24) -Constructing Arguments from Subjects/Strategies Ch. 2 Reading and writing arguments from Everythings An Argument Ch. 8-13 Definition: Creating a Criminal & Pink Think Evaluations: Why I Hate Britney: Causal: What Makes a Serial Killer? Proposal: The Fat Tax Humorous: Texas Nerds Ch. 18-What Counts as Evidence Ch. 19- Fallacies & Shulmans Love is a Fallacy Ch. 20-Avoiding Plagiarism Ch. 22Documenting Sources

Assignments Identifying arguments in media

Claims

Writing Arguments

Understanding, reading, and writing claimsespecially the Toulmin Model, Understanding, identifying, and applying the structure and logic of arguments, such as: -Structuring arguments -Arguments of definition, evaluations, causal, proposals, humorous Understanding what counts as evidence and identifying fallacies

Website Analysis & Evaluating Advertisements Test -Outline each chapter -Notes on guide to writing -Answer corresponding questions to essay -Analysis Steps -Dialectical Journals -Website Analysis

Conventions of Argument

-Outline for each chapter -Selected chapter questions -Guess that fallacy Timed essays -Outline for chapter -Student sample edit and revise

Documentation

MLA, in-text citation, annotated bibliographies

4th Quarter: Synthesis & Test Preparation Unit: War & Photography Previous discussion on images (websites, advertisements, cartoons) lead to a unit that focuses on War & PhotographyWhats True? As a class, we consider several images from the Vietnam War, view a selection of Nick Uts South Vietnamese Children burned by Napalm and Eddies Adams Executing of a Viet Cong Suspect, as well as photographs taken by North Vietnamese war photographer (in Stewart ONans The Vietnam Reader). Next, we will read segments of Michael Herrs Dispatches (excerpted in The Vietnam Reader) along with selected letters from Vietnam veterans published in Dear America: Letter Home from Vietnam. Finally, we will listen to the video adaptation of Dear America: Letters Home from Vietnam before they view the images. To transition into our synthesis essay focusing on the authenticity of war, we will read selections from Picturing Texts (Constructing realities and Making Lives visible) and Current Issues and Enduring Questions (Visual Rhetoric) as an introduction to analyzing visual texts. We will then apply these strategies (along with the OPTIC) to the following essays: Cluster: A) Andy Grundgergs Oliver North, Fawn Hall, and the View of Life from Life B) Annette Kuhns Remembrance: The Child I Never Was C) Dennis Roddys Power of Prison Photos May Have a Lasting Impact D) Susan Sontags Regarding the Torture of Others E) Malcolm Gladwells The Picture Problem F) N. Scott Momdays For Edward Sheriff Curtis Once we have completed a complete analysis followed with class discussion, we will consider the passage from Sontags Regarding the Pain of Others in which she asserts the authenticity of war photographs remain removed from wars grim reality. Her assertion provides a point of departure for you to produce an essay of their own in which you must draw on the texts above to form a response to her assertion. In addition to the above texts, you are asked to locate, read, annotate, and cite three addition texts that offer valuable insights on the authenticity of war images. Unit: Transcendentalism & Nature Readings We will then move forward to a new challengecombining and applying rhetoric, argument, and synthesis. We will encounter various texts revolving around a single assertion by Thoreau: Those who write about nature and the obligation to the self have differing viewpoints. Specifically, the transcendentalists argue that the path to true happiness is the obligation to the self. Thoreau claims, In wildness is

the preservation of the world (from Walking) as the source to ultimate truth and complete self-reliance and, therefore, complete happiness. This question requires you to integrate a variety of sources into a coherent, well written essay. You are to read the following sources (including any introductory information) carefully. Then, in an essay that synthesizes at least five of the sources for support, take a position hat defends, challenges, or qualifies the claim that the path to true happiness is the obligation to the self. You will need to refer to the sources to support your position; avoid mere paraphrase or summary. Most importantly, the argument should be central; the sources should support this argument. Sources Source Source Source Source Source Source Source Source Source Source Source A = Into the Wild B = Emersons Self-reliance C = Emersons Nature D = Thoreaus Journals E = Thoreaus Where I Loved, and What I Lived For F = Carsons The Obligation to Endure G = Dead Poets Society H = Whitmans Song of Myself I = Brysons A Walk in the Woods J = The Dalai Lama & Cutlers Inner Contentment K = Edens Autumn Journal

Unit: Author Research Paper Once the foundation of argument and its facets have been discussed, you will complete a research paper. The objective is to research, study, and rhetorically analyze one author and his/her accompanying texts. You will also be able to compile and execute a wellformatted Works Cited page according to MLA standards. The objective of this assignment has several facets. Lets get started! Once you have selected an author from the AP Language and Composition suggested reading list, you are to extensively research the authors life, background, credentials, and any other information you deem worthy of including. You will select two (or the equivalent to two) texts composed by this author. Carefully read these texts while compiling detailed notes of several natures. After the reading and annotated bibliographies (according to MLA), complete a rhetorical analysis of the texts, which will include: the rhetorical triangle, authors purpose, authors style, discourse used. Finally, conduct research on published reviews, which serves as an introduction to secondary criticism. An integral part of this paper is that you will submit a carefully documented Works Cited according to MLA guidelines.

Focus War & Photography

Skill Students will be able to analyze visual texts, synthesize that information into a sound argument, and research current and relevant images with proper citations.

Readings Assignments -Nick Uts South -OPTIC Vietnamese -Essay with Peer Children burned by review Napalm -Eddies Adams Executing of a Viet Cong Suspect, -student selected photographs in Stewart ONans The Vietnam Reader). -Excerpts of Michael Herrs Dispatches (excerpted in The Vietnam Reader) -Letters from Vietnam veterans published in Dear America: Letters Home from Vietnam. -Video adaptation of Dear America: Letters Home from Vietnam Student directed Website research -Write-up an analysis of research with proper MLA citation Emersons Self- -Close Reading Reliance and Sheet Nature -Dialectical Thoreaus Journals Journals -Says/Does And Where I -Rhetorical Loved, and Analysis What I Lived For -Carsons The -Close Reading Obligation to Sheet

Introduction to Transcendentali sm Reading Transcendentali sm

Understanding and researching Emerson and Thoreau Decipher and evaluate arguments made and rhetorical strategies used by Emerson and Thoreau Integrating and synthesizing

Contemporary Counterparts

different perspectives

Endure -Dead Poets Society -Whitmans Song of Myself -Excerpts from Brysons A Walk in the Woods -The Dalai Lama & Cutlers Inner Contentment -Edens Autumn Journal

-Dialectical Journals -Says/Does -Rhetorical Analysis -Discussion Questions

Grading Policy Distribution of quarterly grading components Category 1. Daily Participation Explanation Since this class heavily focuses on class discussion and participation, coming to class prepared is crucial. Class time will focus on discussion of readings making your participation a key element to learning. Homework assigned in this class is not about quantity but quality. Assignments may include response sheets, blog entries, outlines, etc. Assignments may not be long in length, but require careful and thorough thought. Rushed homework assignments will not be conducive to class discussions. Late homework assignment will not be given half credit. All writing assignments are to be typed according to MLA format. Late essays will be heavily penalized. All drafts and work leading up the essay are to be turned in with the final draft. This class is about Weight 25%

2. Homework & Reading Responses

25%

3. Writing Assignments

40%

4. Quizzes & Tests

process and not product, so your drafting process is heavily weighted. AP practice test and periodic reading checks (unannounced, if I feel the class as whole is not reading) will occur throughout the course. AP practice tests will account for more weight as the year progresses and will be scored on the AP scale.

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