Advanced Placement English Language and Composition Essay Sample
This Advanced Placement English Language class includes the survey of rhetoric in concurrence with expounding. analysis. and statement. In conformity with College Board’s 2008 AP English Course Description. this class teaches “students to read primary and secondary beginnings carefully. to synthesise stuff from these texts in their ain composings. and to mention beginnings utilizing conventions recommended by professional organisations such as Modern Language Association ( MLA ) . ” Students analyze both fiction and non-fiction from the seventeenth through the 21st centuries.
They write 16 in-class essays. three out-of-class analysis documents. and three out-of-class persuasive statements with ascription. Most of the unsmooth bill of exchange on the out-of-class persuasive documents are begun in category. and the pupils go through at least two revisions and peer redacting before taking the essays place and typing the concluding transcripts. Using a category set of Glencoe’s eleventh grade edition of Grammar and Language Workbook. pupils refresh themselves in the proper usage of American Standard English. Ocular debate is used from 5 Stairss to a 5 and from The Bedford Reader. Students are required to set away many hours of survey and readying since development of reading. authorship and vocabulary is both extended and intensive.
• Homework will be given on a regular footing. and it will dwell chiefly of reading and analyzing. • There will be frequent quizzes on assigned reading.
• Students should anticipate trials over each major unit.
• Students should anticipate to finish 1-3 outside undertakings per 9 hebdomads. • The school issues advancement studies every 4 ? hebdomads. The first 9 hebdomads class is averaged with the 2nd 9 hebdomads grade in order to calculate the concluding class. Please experience free to reach me if you have any inquiries or concerns. The best manner to reach me is by electronic mail. I will make my best to react to all electronic mails within 24-48 hours. • Cheating in any manner will NOT be tolerated. A class of 0 will be assigned for any assignment on which a pupil has cheated. This includes plagiarism. All East Coweta Plagiarism policies apply. See Handbook. • Late Work: We do non accept any late work. Work is late when a pupil can non bring forth it when we call for it. Students will non be allowed to go forth category in order to recover work from a cabinet. friend. auto. etc. Students will non be allowed to name place to hold person bring in his or her prep. • Makeup Work: Makeup work is the exclusive duty of the pupil. Students should see me before or after school to have make-up work.
There will be no category clip to discourse make-up work for single pupils. IF A STUDENT IS PRESENT THE DAY AN ASSIGNMENT IS MADE. BUT ABSENT WHEN IT IS DUE. THE Student WILL STILL BE REQUIRED TO TURN IN THE ASSIGNMENT ON THE DAY HE RETURNS TO CLASS. IF A STUDENT IS PRESENT THE DAY A TEST IS ANNOUNCED. BUT ABSENT THE DAY BEFORE THE TEST. THE Student WILL STILL BE REQUIRED TO Take THE TEST. Makeup trials may differ from the original trial and will be required to be made up during a preset clip set by the instructors. Students are encouraged to e-mail us to acquire assignments when they are absent. • Rating Policy: All assignments will be graded on a point system. Each assignment will hold a point value. In order to find the class. merely divide the points earned by the points available. Please see all returned work as a changeless “progress study. ” Students may see us before or after school if they have inquiries sing their class. There will be no category clip to discourse single classs.
First NINE WEEKS
The first twenty-four hours of school. pupils turn in their summer composing assignment: Respond to a prompt refering information learned from The Last of the Mohicans and how it can be related to his/her life. Throughout the twelvemonth. pupils will associate author’s aim or attitude and general subjects from each of the novels read and relate them to other readings the category will analyze. peculiarly current events and articles from essay texts such as The Bedford Reader.
Every six hebdomads. pupils will read a fresh outside of category and bend in a fresh diary. To further pro-active reading. pupils must make the followers for each chapter: sum-up. personal response. quotation mark. significance of quotation mark. open-ended inquiry. and unfamiliar vocabulary.
As pupils begin analysing literature and composing statements. they use several lists of rhetorical schemes. including the manners of discourse. Exposition is besides portion of analysis and statement. Students must explicate the why. how. and “so what” of an analysis. In carrying their audience to take an statement earnestly. they must include commentary or accounts to back up their claims. Students analyze op-ed pieces from the local newspaper. The Times-Herald in Newnan. Georgia and from the Atlanta Journal Constitution.
To ease the existent procedure of analysis and statement. pupils will collaboratively interact. Two pupils will come to the forepart of the room and take the analysis with teacher counsel. Student voluntaries will compose the analysis examples on the board as their equals contribute to the category treatment. Then all pupils copy the notes from the board. After pupils have completed several of these preparation Sessionss. they will get down composing in-class essays and practising on AP English Language multiple pick samples.
Throughout the semester. there is a continual redress of job countries in grammar: subject/verb understanding. pronoun/antecedent understanding. apostrophes. parallel construction. commas. run-ons. fragments. and compound/complex sentences. There is besides a heavy accent on broadening vocabulary use.
Each nine hebdomads. pupils read novels. dramas. essays. columns. addresss. etc. and either participate in preparation Sessionss during category. take in-class essays. pattern multiple pick samples and/or discourse the inquiries that the pupils answered in The Bedford Reader. The inquiries from The Bedford Reader focal point on the manners of discourse and rhetorical schemes that will help pupils in analysing their statements. Students answer inquiries that reflect intending. scheme. linguistic communication. and manner.
Novels for the First Nine Weeks
The Scarlet Letter ( Nathaniel Hawthorne ) – This assignment besides includes the article “Iron Bird: Cal Ripken’s Work Ethic” by Steve Wulf. Students analyze the influence of the Puritan work ethic shaped the baseball star’s professional character.
Any novel by a authoritative American author – This assignment is in concurrence with the student’s required research paper.
Students take comprehension quizzes over each of their assigned readings and discourse the doctrines. characters. and author’s intent behind each hebdomad. These treatments are in Socratic seminar format and require pupils to take part and take notes. Since the subjects from the novels are dateless 1s. pupils are encouraged to convey these subjects into the modern universe for a comparing between past history and current events.
In-Class Essays for the First Nine Weeks
1. Carry the School Newspaper Faculty Advisor ( before authorship. pupils learn about persuasive authorship ) This paper employs the undermentioned prompt: “You have worked on the newspaper since you entered high school. Recently you’ve noticed that several of your articles researching somewhat controversial subjects have non appeared in print. After talking to the editor-in-chief. you both realize that the new module adviser is baning your work and that of others. Write a address that you could utilize to turn to the affair with the adviser. Remember your audience and develop your statement to the full with grounds and illustrations. ” Students follow a hierarchy of thoughts. impart acceptance. and heighten their statement with two or three beginnings. This statement is the springboard for the remainder of their debate and persuasion documents throughout the twelvemonth. After pupils write their persuasive documents. they so annotate in the borders their schemes of statement. including false beliefs. In this mode. pupils are acknowledging emotional. ethical and logical entreaties that they use with their people every twenty-four hours. This metacognition so sets the tone for the remainder of the class when pupils continue to analyze and utilize rhetorical schemes. expounding and argumentation/persuasion.
2. Dave Barry’s essay. “Home Schooling” from The Miami Herald ( little group analysis )
3. Frederick Douglass – 1994 AP English Language and Composition analysis
4. Synthesis prompt – “America at 400” in Time
Out-of-Class Essays for the First Nine Weeks
1. Ad Analysis ( before composing pupils learn about analysing ads )
2. Analysis – “Indian Education” by Sherman Alexie from The Bedford Reader
Non-fiction Essaies in The Bedford Reader
At the terminal of each of the undermentioned essays. pupils answer the inquiries which focus on manners of discourse and other rhetorical schemes that each writer uses. As clip licenses. pupils take bends taking category treatment on these inquiries and replies.
“Champion of the World” by Maya Angelou and “Fish Cheeks” by Amy Tan
“Arm Wrestle with My Father” by Brad Manning and “Shooting Dad” by Sarah Vowell
“On Compassion” by Barbara Lazear Ascher and “Homeless” by Anna Quindlen
Comparison and Contrast
“Neat Peoples vs. Sloppy People” by Suzanne Britt and “Batting Clean-Up and Striking Out” by Dave Berry
“Behind the Formaldehyde Curtain” by Jessica Mitford and “Body Ritual Among the Nacirema” by Horace Miner
Multiple Choice Practice
Students will be given sample trials from 5 Stairss to a 5 and sample trials from Applied Practice and College Board’s released tests.
Students will be taught a close reading procedure to assist them reply the different types of inquiries. Students will utilize graphs to maintain records of their tonss. Students so better their ability to reply certain types of inquiries ( stems ) . including ascription type inquiries.
To better their persuasive statements. pupils should include the following in their documents: a dynamic debut. background information when appropriate. and passages between sentences and paragraphs. Students must utilize anecdotes from history. current events. literature. or their ain lives. They must besides include expositive commentary about these anecdotes and illustrations and have a hierarchy of thoughts. The paper builds to the most of import point by the stopping point of the essay. The reasoning sentence should “wow the reader” and convey the piece to a logical stopping point. Students will avoid words like in decision and in drumhead. etc. Since AP English Language takes the topographic point of first-year composing. pupils will travel beyond the five-paragraph essay.
When pupils use certification. they should research at least one of the writer’s beginnings. Possibly the secondary beginning took the primary source’s information out of context. On the other manus. the secondary beginning may hold used the primary beginning right. Students are responsible for rectifying an mistake or formalizing the certification of this primary beginning.
Second NINE WEEKS
By the 2nd nine hebdomads. pupils will experience more comfy in the analysis and statement procedure. They will go on to read novels and a drama. concentrating on critical reading accomplishments and vocabulary development with the fresh diaries. Students will besides derive more experience in composing their in-class essays. As they did in the first nine hebdomads. pupils will read short essays such as columns and concentrate on attitude. tone. author’s intent. a peculiar manner of discourse and other rhetorical schemes that will enable pupils to break analyze and write persuasive statements.
Novels for the Second Nine Weeks
Ethan Frome ( Edith Wharton ) – This assignment besides includes “The Ways We Lie” by Stephanie Ericsson from The Bedford Reader. Students must see how efficaciously she supports her generalisations. so take the generalisations from the essay and compare them to prevarications used in the novel.
The Adventures of Huckleberry Finn ( Mark Twain ) – This assignment besides includes “Remembering my Childhood on the Continent of Africa” by David Sedaris in The Bedford Reader. Students will necessitate to find how earnestly Sedaris wants his readers to take him. and so find how earnestly Twain wants his readers to take him.
In-Class Essays for the Second Nine Weeks
1. Richard Rodriquez ( 1991 AP English Language and Composition analysis ) .
2. Dickens/Austen comparison and contrast ( 1993 AP English Language and Composition analysis ) .
3. Lapham’s extract from Money and Class in America ( 1996 AP English and Language and Composition open-ended statement ) .
Out-of-Class Essays for the Second Nine Weeks
1. Rewrite the “Indian Education” analysis from the first nine hebdomads. Students rewrite one page of their analysis. unless the class is 95 % .
2. Thoreau’s Walden Pond analysis essay. Students read three of Thoreau’s essays in this aggregation. After taking voluminous notes. they choose one of Thoreau’s essays. happen a quotation mark. and agree. disagree or measure up. This is an open-ended piece. no research required.
3. “Little Red Riding Hood” emulation. Using Garner’s take-off on political rightness. take a fairy narrative or build your ain and emulate the elements of wit in this lampoon ( reprinted in Reflections on Language. page 430 ) .
Multiple Choice Practice
Students pattern on College Board released tests with at least 31 inquiries.
[ Students once more study the MLA manner parenthetical and plants cited certification in The Bedford Reader. ]
First SEMESTER EXAM
Students will take a mock AP test. composing on one analysis piece and one synthesis prompt.
For their first essay. pupils write on the undermentioned College Board English Language and Composition prompt about telecasting and its influence on the presidential elections: “In an essay that synthesizes at least three of the beginnings for support. take a place that defends. challenges. or qualifies the claim that telecasting has had a positive impact on presidential elections. ”
For their 2nd essay. pupils write on the Coca-Cola letters comparing and contrasting the two statements ( 1998 English Language and Composition comparison and contrast ) . The multiple pick is an extract ( 31 inquiries ) from one of the antecedently released AP English Language tests.
Third NINE WEEKS
By the 3rd nine hebdomads. pupils are ready to rewrite their essays from the test. Time is spent over the vacations rating and composing helpful remarks on grammar. punctuation. analysis. and statement. In-class essays are graded holistically and are marked for grammatical mistakes. Classs are reminded that this class is a work in advancement: pupils are larning to compose. to proofread. and to rewrite. Individual conferences with pupils are scheduled to aim grammar. sentence construction. and expounding. analysis. and statement.
Students participate in Socratic seminars analysing and reasoning about the doctrines and thoughts presented by each novelist or litterateur. If the novel is fiction. so the pupils relate the thoughts to current events. Students are expected to utilize their ain list of rhetorical schemes culled from lists presented to them and from their ain perceptual experiences of an author’s manner. At the beginning of the new semester. many pupils have besides become more expert at grammatical construction. although other pupils must go on to rewrite documents with inordinate grammatical and structural jobs.
Teachers are required to give AP pupils a 2nd semester trial even though they will hold taken the national test. The 2nd semester test will be one hundred multiple pick grammar and punctuation inquiries formatted like the OSAT and SAT. At the terminal of the 3rd nine hebdomads. pupils will reexamine several synergistic grammar sites ( World Wide Web. ccc. commnet. edu/grammar/quiz_list. htm ) and reexamine the last PSAT grammar trials.
Students must besides go on to familiarise themselves with MLA ascription. concentrating on both in-text commendations ( parenthetical ) and a plants cited page. When composing their statements. pupils include anecdotal information on history. current events. literature. and the students’ ain personal experience. Students must synthesise their thoughts. remaining in control of their statements.
In order for pupils to better their paragraph development accomplishments. which will of class better their statements. pupils will convey an column to category one time a hebdomad. During the first 20 proceedingss. pupils will hold. differ. or measure up with the editorial’s thesis. compose a one-page anecdote from history. literature. current events. or a personal narrative. and supply equal commentary.
Novels for the Third Nine Weeks
1. The Jungle ( Upton Sinclair ) – “Probing Disease Clusters” by Gina Kolata. Students will do comparings between the article and the novel about illness that are linked to environmental causes.
2. Non-fiction book ( Life on the Mississippi by Mark Twain ) – Students must take three chapters from a non-fiction book. The instructor suggests commentary. lifes. and autobiographies from history or current events. Students must include visuals. utilizing AP American History OPTIC to analyse their images when they teach the category and discourse three chapters from their non-fiction pieces. As each pupil nowadayss. the other category members take voluminous notes and interact with the presenter. Every pupil keeps a manila booklet of the notes on each presentation ; in this manner. pupils are exposed to more anecdotal and expositive information that they may utilize in on open-ended and ascription essays. Through this locale. pupils are assisting each other become informed citizens and authors.
3. The Bedford Reader – non-fiction essays with inquiries on rhetorical schemes.
Division or Analysis
“Notes from the Hip-Hop Underground” by Shelby Steele and “Our Barbies. Ourselves” by Emily Prager
“The Plot Against People” by Russell Baker and “Ever Et Raw Meat” by Stephen King
Cause and Consequence
“Safe-Sex Lies” by Meghan Daum and “Videotape” by Don DeLillo
“The Equality of Inequality” by George F. Will and “The Holocaust” by Bruno Bettelheim
1. Rewrite of two essays from the semester test: One essay is an analysis ( the Coca-Cola letters ) and one essay is the synthesis statement ( telecasting and its influence on presidential elections ) .
2. Analysis of the extract from Martin Luther King’s “Birmingham Jail”
3. Concerted Learning analysis of the Earl Stuart Toyota ad from the Palm Beach Post
4. Synthesis Argument- Barbara Murphy’s ( Second Edition 5 Steps to a 5 ) prompt: “In an essay that synthesizes at least three of the beginnings for support. take a place that defends. challenges. or qualifies the claim that the flag should be protected under a constitutional amendment. ”
5. Analysis of Chief Seattle’s Oration to Governor Isaac I. Stevens reprinted in Barbara Murphy and Estelle Rankin’s 5 Steps to a 5.
1. The pro/con statement with a spouse – Subjects from Everything’s an Argument and Elementss of Argument ( a synthesis paper with ascription ) . One pupils argues for ( pro ) and his/her spouse argues against ( con ) the agreed upon subject. After pupils review chapters 4 thru 12 in Everything’s an Argument with readings. they begin synthesising and documenting. The concluding transcript will be a six-page. typed try with in-text certification and a plants cited page. Students must besides reexamine their MLA texts.
2. Students choose an assignment from one of the four picks at the terminal of the Cause and Effect subdivision in Short Takes ; seven pupils reread Rodriguez’s “Desert Religions” under Division and Classification and follow the instructions for essay one while six pupils choose one of the four subjects at the terminal of the Narration subdivision. Using their ain thoughts. pupils will emulate the construction of one of the essays in each subdivision when they write their documents. Students read aloud and evaluate equals while the instructor classs and provides immediate feedback.
Students will besides work on more vocabulary development. concentrating on words from the Barron’s 1100 Words You Need to Know and on words from the multiple pick pattern trials. Students must internalise more vocabulary than the mean college-bound pupils since this class is taking the topographic point of first-year composing. After pupils find the definitions of their vocabulary from the hereafter multiple pick pattern pieces. they will go ace at replying the multiple pick inquiries. Students will go on to reexamine certification that targets primary and secondary beginnings. When composing their statements. pupils will use the manners of discourse such as narrative. cause and consequence. and definition.
FOURTH NINE WEEKS
Students are now composing their in-class essays on analysis and open-ended statement in 40 proceedingss and their synthesis essays in 50 proceedingss. Students will go on with their vocabulary development and their critical readings of transitions from novels every bit good as transitions from essays. addresss. lifes. and letters. Students continue practising mature sentence construction composing more compound. complex. and compound-complex buildings.
Novels and Play
1. To Kill a Mockingbird ( Harper Lee ) – After reading this novel of historical fiction. pupils take a multiple pick reading cheque trial. “Choose a page from this portraiture of the Southern judicial system and racism in 1930’s Alabama and compose your ain prompt ; you may analyse or compose an statement. ”
2. Alas Babylon ( Pat Frank ) – Students will reply 50 inquiries that follow the secret plan from get downing to stop and include inquiries on imagination. manner. and analysis of cardinal subdivisions. Students use their rhetorical schemes sheets to analyse Frank’s word picture of Randy as loath hero. Students may besides hold. differ. or measure up with the undermentioned prompt: “Frank intended Alas. Babylon to be a satirical piece about the distinction of war and the ultimate resiliency of humanity. In making so he creates a narrative that. in the words of Thomas Paine. produces terrors [ that ] . in some instances. have their utilizations ; they produce as much good as injury. Their continuance is ever abruptly ; the head shortly grows through them. and acquires a firmer wont than earlier. ”
3. A Raisin in the Sun ( Lorraine Hansberry ) – This assignment requires pupils to analyse each page and happen at least one illustration of racism. prejudice. or pigeonholing of African Americans. and/or thoughts on matriarchal households and functions of black adult females and black work forces.
AP English Language Texts
The Bedford Reader – Students review the statement subdivision that includes logical false beliefs.
Students answer the inquiries after each essay and engage in category treatment. Those treatments are insightful reappraisals before pupils construct their concluding out-of-class synthesis statement.
“Too Much Pressure” by Colleen Wenke and “Why Don’t We Complain” by William F. Buckley. Jr.
During this last nine hebdomads. pupils rewrite two transitions of their pro/con statement documents from the 3rd nine hebdomads. Before the revisions. pupils exchange essays and rewrite remarks on each other’s documents. The construction. rhetorical devices. expounding. and commentary discussed are expected to be seen in at least one page of their revisions. Then pupils begin their research for their last out-of-class argument paper. which is due the last hebdomad in April. Students must lucubrate on and better upon a old in-class statement prompt. Students are responsible for their in-text commendations and their plants cited page. Students must besides reason a local issue. suggesting a solution or via media.
Students’ vocabulary will go on to come from Barron’s 1100 Words You Need to Know. In add-on. vocabulary development now includes multiple pick enunciation culled from College Board released tests every bit good as from other pattern books such as 5 Stairss to a 5.
Rewrite of pro/con statement from the last nine hebdomads – equal redaction
Meena Alexander – 1999 AP English Language and Composition Analysis
Ruskin – 1994 AP English Language and Composition argument/analysis
Artist – 1987 English Language and Composition open-ended statement
Synthesis prompt on faith versus scientific discipline – This assignment will be peer edited before the pupils manus in their documents after the needed 55 proceedingss of proving. Students have one last assignment to synthesise their ain thoughts and include primary and secondary beginnings. The students’ thoughts and voice will be in control of the essay.
1. Students choose one of the open-ended pieces that they have written and include four beginnings to back up the thesis. Students refer once more to the formats on definition and proposal statements. Before pupils begin composing. they review chapter 18 in Everything’s an Argument with readings.
2. Students will rewrite the synthesis prompt on faith versus scientific discipline and right mistakes in rhetorical. grammatical. structural. and MLA certification.
At the terminal of the twelvemonth. pupils will transition into their AP English Literature and Composition category better prepared for their hereafter college and university experience in critical reading. analysis. expounding. statement. and certification of primary and secondary beginnings. My pupils will go out this class as informed citizens who write with a stronger voice and a batter appreciation of standard written English.
Teacher Resource Books
Bromberg. Murray and Melvin Gordon. Barron’s 1100 Words You Need to Know. New York: Barron’s Educational Series. Inc. 2000.
College Board Advanced Placement Program. P English Language and Composition: 2005-2006 Professional Development Workshop Materials. Particular Focus: Writing Persuasively. The College Board. 2005.
Hacker. Diana. A Writer’s Reference. Boston: Bedford/St. Martin’s. 2003.
Kennedy. X. J. and Dorothy Kennedy. The Bedford Reader. Boston: Bedford/St. Martins. 2003.
Lunsford. Andrea A. Easy Writer. Boston: Bedford/St. Martin’s. 2006.
Lunsford. Andrea A. . John J. Ruszkiewicz. and Keith Walters. Everything’s an Argument: with Readings. Boston: Bedford/St. Martin’s. 2004.
Murphy. Barbara L. . and Estelle M. Rankin. 5 Stairss to a 5. New York: McGraw-Hill. 2002.
Penfield. Elizabeth. Short Takes: Model Essays for Composition. New York: Pearson Longman. 2005.
Rottenburg. Annette T. . and Donna Haisty Winchell. Elementss of Argument: A Text and Reader. Eighth Edition. New York: Bedford/St. Martin’s. 2006.