Ap english Language and Composition/ American Literature 2016-2017 Teacher: Dr. Glanton



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AP English Language and Composition/ American Literature

2016-2017

Teacher: Dr. Glanton

Contact Information:
Dr. Glanton

478-779-4500

carla.glanton@bcsdk12.net

AP English Language and Composition – the rhetoric course—emphasizes the elements of audience, purpose, and context in primarily nonfiction texts. Students learn how to analyze, synthesize, and evaluate nonfiction texts: essays, biographies, autobiographies, speeches, sermons, and passages from writings in the arts, history, social science, politics, science, and other areas of study. Students learn to evaluate and construct arguments drawn from articles found within newspapers, magazines, and online. The course is interdisciplinary, immersing students in a variety of sources. The course explores visual media, including advertising and the Web. Students construct arguments drawn from their own observations, experiences, and readings; they learn to synthesize as a result of their own research opportunities; and they learn to analyze arguments both for their appeals – ethos, logos, pathos – and for the contexts in which these arguments appear. Additionally, the students will read a variety of texts from American Literature and will be held accountable for standards that dictate American Literature as mandated by the Georgia Department of Education. Please realize that the AP Curriculum far exceeds those standards.


Course Overview: All the work we do in class is to prepare students to pass the AP English Language and Composition exam as well as the American Literature Milestones End-of-Course Assessment, which occurs in May. The course focuses on expository, analytical and argumentative writing assignments that are heavily based on readings representing a wide variety of prose styles and genres, emphasizing nonfiction. As this is a college-level course, performance expectations are appropriately high, and the workload is challenging. Students are expected to commit to devoting substantial time each week to reading outside of class.
Course Objectives – The student will

  • Read critically, think analytically, and communicate clearly.

  • Analyze and interpret complex texts orally and in writing.

  • Understand relationships among an author’s purpose, audience, and subject.

  • Develop stylistic consciousness in both reading and writing.

  • Evaluate and write expository, analytical, and argumentative essays.

  • Apply effective writing strategies and techniques.

  • Collaborate in small groups on oral presentations and written assignments.

  • Develop research skills, particularly evaluating and integrating information.


Course Textbooks:

The Language of Composition, Shea, Scanlon and Aufses. Bedford/St. Martin’s, 2008.

50 Essays: A Portable Anthology, Samuel Cohen, 1st Edition, 2003.

Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters

Grading

Weights

Assessments During Learning (Guided, Independent or Group Work) 15%

These are completed in class and may include participation, effort and attitude, as well as work.

Assessments for Learning (Projects & Quizzes) 35%

These are completed as a checkpoint for learning and help us understand where we are at.

Assessments of Learning (Tests, Finals, Papers & Projects) 50%

These are completed to gauge our learning and show us our level of understanding.

Scale

90-100 = A

80-89 = B

70-79 = C

00-69 = F
Formative assessments:

Vocabulary quizzes

Reading check quizzes

Timed writings (AP Essays)

Class participation

Questions on readings from textbooks

Journal entry assignments

Multiple choice practice tests

Harkness tables

Socratic seminar


Summative assessments:
Novel tests

Rhetorical terms test

Out of class essays

Timed writings (AP Essays)

AP multiple choice tests

Out of class projects

Speech presentation

Research/Debate paper and presentation

Synthesis project

Course Objectives:
Style and Rhetoric:
The first twelve weeks are dedicated primarily to developing the reading and writing skills necessary for the depth of writing and analysis required to pass the AP exam in May. During the first twelve weeks, students will build a “tool box” of skills they will utilize throughout the year. For each of our assigned readings, we will focus on how the author’s rhetorical or stylistic choices convey the purpose of his/her piece.


  • Overview of rhetoric and style (the rhetorical triangle)

  • DIDLS (Diction, Imagery, Detail, Language, Syntax) analysis

  • Writing the analysis paragraph

  • Close reading skills

  • Rhetorical terms

  • SOAPSTtone technique of analysis

  • Writing the rhetorical précis

  • from The Language of Composition:

Ch. 1 An Introduction to Rhetoric

Ch. 2 Close Reading; The Art and Craft of Analysis

Ch. 3 Synthesizing Sources
Minor Works: Minor works are generally essays taken from our various texts and sources that have been selected on the basis of their richness and depth. For every minor work read, students will do one or more of the following: write a rhetorical précis, answer stylistic/analysis questions, answer AP style multiple choice questions, or write a 200 word journal entry. Additionally, all articles should be annotated for rhetorical and stylistic devises unless denoted by the teacher.
Major Works: (The following list includes the possible novel choices for this class.)
Grapes of Wrath, John Steinbeck

Glass Castle, Jeanette Walls

Scarlet Letter, Nathaniel Hawthorne

The Crucible, Arthur Miller

Catcher in the Rye, JD Salinger

In Cold Blood, Truman Capote

Into the Wild, John Krakauer

Nickel and Dimed, Barbara Ehrenreich

The Things They Carried, Tim O’Brien

The Great Gatsby, F. Scott Fitzgerald
Writing Assignments: Writing will focus on the writing process (including revision) of student drafts in various modes of discourse. Our ideal is to form a “writing community” within our classroom utilizing peer and self analysis to better improve our writing skills. Our ultimate goal will be successful writing to the AP prompts that will make up the bulk of the AP exam in May. Grading of essays is based on the standards of the AP rubric created by the College Board. Please note that students will complete in-class timed writings as preparation for the AP Examination; these writings will be scored according to the rubric used by the College Board.
Sunday’s News/Monday’s Views: Each Monday students will select an editorial or article from the Sunday newspaper, synthesize the message, identify key rhetorical elements, and discuss the tone and audience. See editorial rubric and handout.
Thematic Units: Most of our readings will come from The Language of Composition textbook and will focus around the following themes:

Education: To what extent do our schools serve the goals of a true education?

Work: How does our work shape or influence our lives?

Community: What is the relationship of the individual to the community?

Gender/Race/Identity: How do society’s roles define who we are?

Nature: What is our responsibility to nature?

Popular Culture: To what extent does pop culture reflect our society’s values?

Politics: What is the nature of the relationship between the citizen and the state?

Argument and Synthesis:

The AP English Language and Composition course highlights research skills that will help align the AP course with first-year courses in college composition. Begun in 2007, the free-response section of the exam contains, as one of the three questions, a synthesis essay that asks students to use sources in support of an argument. This question will contain four to seven sources and a prompt that relates to these sources. At least one of these sources will be an image (e.g., photo, cartoon, graph). Students will be asked to write essays that incorporate three to four of the sources into an argumentative or analytical response; the sources must support the student's particular argument or position. This revised emphasis of the English Language and Composition course will also be reflected in the multiple-choice section of the exam, which will contain questions about documentation or citations found in a passage.


AP English Language and Composition exam date: _________________________________________________

Policies & Procedures
Classroom Behavior Expectations:

  1. Respect the teacher, your classmates, the school, and yourself. This rule prohibits profanity, bullying, rudeness, vandalism and any other act deemed disrespectful to any individual in the classroom.

  2. Talk WITH permission, unless it is a designated time for group and peer discussions.

  3. Obey directions the first time they are given.

  4. Keep hands, feet and other objects to yourself.

  5. Complete assignments on time, and come prepared to work. This means bring your homework, notebook paper, and a writing instrument.


Failure to comply with the behavior expectations will result in the following consequences:



  1. First offense—Warning

  2. Second Offense—Student conference & call home

  3. Third Offense—Call home, advisor notification, & teacher detention

  4. Fourth Offense—Call home & Office Referral*



*If an offense should be deemed severe, the teacher reserves the right to skip steps 1-3 and immediately refer student to the office.


Attendance Policy

Students in grades 9-12 who take year-long classes and exceed ten (10) unexcused absences will not receive credit for the course. Students are responsible to communicate with their teachers about making up missed work.


Electronics Policy

Students are not to have electronics on or out in the classroom. This includes cell phones, smart watches, tablets, etc. Students may not charge devices in class.


Academic Honesty/Plagiarism Policy:

Plagiarism is “an act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own, as by not crediting the original author” (Dictionary.com Unabridged). If a student is found to be plagiarizing material, the student will receive a grade of a 0 for that assignment. They have the opportunity to complete the assignment within one week of receiving the 0 plagiarism grade; however, the highest grade that can be earned at that point will be a 50 (much better than a 0).



Makeup Assignments Policy

ANY missing work will be posted in the grade book as “Missing” and calculates as a zero. For any work missing due to excused absences, students will have five days upon return to turn it in for no penalty. After five days, ten points will be deducted for each day late with a maximum/minimum assigned grade of 50 for late work. Any work more than two weeks late will NOT be accepted.



Tardy Policy—Students are expected to be in school and in class on time.
Student’s Supply List:

5-subject spiral notebook

3-ring binder

Subject dividers for 3-ring binder

Composition notebooks

Pencils and Pens, Highlighters, Folder

Flash Drive

Increased Learning Time:

Southwest High School offers Increased Learning Time to students as a tool for remediation, tutoring, and academic support. ILT occurs every Wednesday during class time.


P.R.I.D.E of Patriot Behavior

Personal Responsibility

Respect

Integrity



Determination

Excellence


Southwest High School Vision: Our Vision is to provide a secure learning environment where each student has the opportunity to grow personally, socially and academically to become confident and successful in a global environment.
Southwest High School Mission: To develop a highly trained staff and an engaged community dedicated to educating each student for a 21st Century, Global Economy.

By signing below, I acknowledge that I have read and understood the Course Syllabus and Class Policies & Procedures for Dr. Glanton’s Advanced Placement English Class. It is my goal to help you be successful in this class, but I cannot do it alone. I need your full commitment to keeping an open mind and a willingness to work. You will enjoy and benefit from class discussions if you come prepared each and every day. If there is something you don’t understand, please do not hesitate to contact me via email or set up a time to meet. Please share this syllabus with your parents. Then, please sign the form and have your parents sign it.

Student Name: __________________________________________


Student Signature: _______________________________________

Parent/Guardian Name: ____________________________________

Parent/Guardian Signature: _________________________________

E-mail address: ___________________________________________

Phone number/s (HOME and CELL): _________________________________________



_________________________________________
Return this to Dr. Glanton by Monday, August 15, 2016


Notice: This syllabus is subject to change.


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