Friday

 We are going to go over your thesis statements for the analysis question and look at some student responses.

I will also give you some time to write a precise on "Why We Crave Horror Movies"

1. Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work. First - AP Classroom.

2. An explanation of how the author develops and/or supports the thesis, usually in chronological order.

3. A statement of the author’s apparent purpose followed by an “in order to” phrase.

4. A description of the intended audience (and/or the relationship the author establishes

   with the audience) and a description of his or her tone.
   

HW: Assata

Reading schedule:

9/2 - 12-13

9/3 - 14-15

9/4 - 16-19

9/5 - FINISH and dance in Haiti.

 

Thurssday

 We will discuss Assata, look at "Why We Crave Horror Stories" by Stephen King and then attempt the rhetorical question.https://apcentral.collegeboard.org/media/pdf/ap25-frq-english-language-set-1.pdf

 

Wednesday

 Today I'll give you some time to finish your precise on "Shooting An Elephant" and then we will look at "Why We Crave Horror Stories" by Stephen King. First let's discuss Assata and then look at the rhetorical question.

https://apcentral.collegeboard.org/media/pdf/ap25-frq-english-language-set-1.pdf

HW: Assata & AP Classroom.

 

^^^^ The Rhetorical Triangle (Aristotle)

What in the World is Rhetoric???
Well, according to the book, rhetoric is "a thoughtful, reflective activity leading to effective communication, including rational exchange of opposing viewpoints." This to me sounds like the act of opening your mouth and conversing, or perhaps, debating with someone.  

KEY ELEMENTS:

-Context
The context is the occasion that the essay/speech was given. This can be somewhat like the setting of a story, and by knowing this, you can properly assess who the intended audience is and whether or not the context increases the effectivity of the piece. 
-Purpose
The goal that the speaker/writer/author wanted to achieve. This coincides with the context and allows the writer to choose the best possible audience in which to present the piece.
-Thesis/claim/assertion
This could be the 
-Subject
What the piece is about, the topic, y'know... so the author should have a very good grasp on what he/she/it wants to talk about in order to express the ideas/comments thoroughly and with as much consistency as possible.


Ethos:
     Ethos is the character of the writer or the speaker. Good ethos is when the writer presents his/her/itself as a classy individual while also coming off as "credible and trustworthy". Allowing the audience to connect with the author is something that really helps push the point across and deliver the best results for giving a great speech/rhetoric.

Logos:
     Logos is the appeal to logic/reason, by offering the audience clear and easy-ro-understand ideas that make as much sense as possible, while remaining rational. Presenting a main idea in a concise manner, showing another side/counterargument, credible statistics and facts, and/or expert testimony. (See "Things Fielding told us to include in Persuasive Essays.") 

Pathos:
     Pathos is the appeal to emotion. While this isn't something that should be emphasized as it can come off as propaganda which is not what you want. Appealing to the emotions means using vivid word choice that can easily stimulate the readers' thoughts and using the first-person perspective. 

The Classical Arrangement of Rhetoric:

1. Introduction (exordium)
-Brings the reader into the discussion, emerging them into the world of rhetoric. Introductions can be a couple short sentences, or several lengthy paragraphs (pages...!). Drawing the reader in is important (hook) and presenting the main idea (thesis statement) and stating the order of development. Normally, this is where the author would establish ethos. 
2. Narration (narratio)
-Factual information is presented and background information give the reader that much more insight into the subject. This is typically when you would begin to appeal to logos, yet it is smart to consider appealing to pathos as you are inclined to evoke an emotional response form the reader so that they can firmly decide on your opinion with the facts and statements you present.
3. Confirmation  (confirmatio)
-A large portion of the writing that sets up the proof of your argument and why the audience should agree. The details in this section should be strong and thorough, while making the biggest appeal to logos in this section. 
4. Refutation (refutatio)
-This part of the writing takes a look at the other side of the topic, the counterargument, if you want to call it that. Used as a "bridge between the writer's proof and conclusion" but also as appeal to ethos, as the audience can see that you are passionate enough about your subject that you chose to research both sides to get as informed as possible.
5. Conclusion (peroratio)
-Closing the essay, appealing to pathos one final time as well as connecting with ethos set up in the beginning of the piece. Instead of repeating what has already been said (guilty of this on several occasions... :l ), the writer's ideas should all get compacted into one and "answers the question, so what?" The last words are usually the ones that the audience is going to remember, so make them count. Throw it all out on the table and sum up the essay with as much intelligence as possible! 

Patterns of Development:
Authors can change their arrangement by writing in order of purpose. Each method of writing purposefully has its own way of organizing thoughts and piecing together all the little eccentricities neatly and professionally. 

Types of Essays We'll Be Writing:
Narration: Tells a story and recounts tales of slaying dragons and mystical creatures. Not really, but narration is typically a recollection of previous events, usually chronologically, or as a means to enter into the main idea of an essay.

Description: Much like narration and just as detailed (if not, more so), but the details focus more on the sensory responses from the readers. These include, the ways things taste, the sounds around the writer, textures and feelings, sights, colours, setting up an atmosphere for the piece. The descriptive language is a way to help make thoughts more approachable to the readers and helps in being more persuasive.
 
Process Analysis: An explanation. A how-to. The steps on how to achieve something or engage in a process. These can best be found in (according to the book) self-help books. Because these are going to help the way someone lives or acts, you must be as clear as possible in the instruction with smooth, flowing transitions as to not miss a step or confuse anyone.
 
Exemplification: Hopefully, this is readable... Facts, examples, testimonies are all ways to make an idea complete. With complete ideas, come more acceptable readers and easier persuasion. 
 
Comparison and Contrast: Highlighting similarities and differences in an organized fashion allows clear presentation of points that can be easy to digest for the audience. With careful analytics, the author can find interesting tidbits of information that could open up ideas to readers that otherwise couldn't be achieved, as well as highlighting both sides of an argument or multiple angles of a topic.
 
Classification and Division: Sorting information into how topics go together and why. Connections can be made between things that are seemingly unrelated and thus, like Comparison and Contrast, can reveal difference aspects to the reader that otherwise were unknown.
 
Definition: Defining something can allow more points to come through and allow "meaningful conversation". Example: (See what I'm doing here?) Let's talk about how awesome alligators are. But before we do this, we must DEFINE what counts as "awesome". Perhaps a dictionary definition.
 
Cause and Effect: Causes and Effects. Self explanitory... "The effects that result from a cause is a powerful foundation for argument." Seems legit.

Tuesday

 Today we are going to discuss your Assata outlines, themes, scenes, and purpose.

We will then read "To Shoot An Elephant" on page 456 in 100 Great Essays and write a precise.

1. Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work. First - AP Classroom.

2. An explanation of how the author develops and/or supports the thesis, usually in chronological order.

3. A statement of the author’s apparent purpose followed by an “in order to” phrase.

4. A description of the intended audience (and/or the relationship the author establishes

   with the audience) and a description of his or her tone.
   

HW: Assata

Reading schedule:

8/27 - chap 7-8

8/28 - chap 9-10

8/29 - chap 11

9/2 - 12-13

9/3 - 14-15

9/4 - 16-19

9/5 - FINISH and dance in Haiti.

 

Monday

We need to finish chapter 1 of Language of Composition.

For Tuesday) Write a summary outline of Assata's autobiography, and discuss one major theme of the book, and an detail example of a scene of how that theme works, and discuss the author's purpose in writing the book as a whole.  You also need to discuss strategies Assata uses to bring out her ideas (structure, use of syntax or diction, use of imagery, use of metaphors or symbols, etc).

 

Friday

 We need to finish chapter 1 of Language of Composition.

For Tuesday) Write a summary outline of Assata's autobiography, and discuss one major theme of the book, and an detail example of a scene of how that theme works, and discuss the author's purpose in writing the book as a whole.  You also need to discuss strategies Assata uses to bring out her ideas (structure, use of syntax or diction, use of imagery, use of metaphors or symbols, etc).

 

Wednesday

Today we will discuss chapter 4 of Assata and return to PRECISE writing. Note, you will have a precise for every essay until you master it. 

We will read chapter 1 of THE LANGUAGE of COMPOSITION

HW

1) Read chapter 5 of Assata

2) (For Tuesday) Write a summary outline of Assata's autobiography, and discuss one major theme of the book, and an detail example of a scene of how that theme works, and discuss the author's purpose in writing the book as a whole.  You also need to discuss strategies Assata uses to bring out her ideas (structure, use of syntax or diction, use of imagery, use of metaphors or symbols, etc).

https://youtu.be/oUHqSShNGbQ?si=H3PQD9FnGRPvqH87

 

Tuesday

 Today, we will finish talking about "Fly the Partisan Skies". Then discuss "No Named Woman". In groups you will write a precise on "No Name Woman". Finally we will look at chapter 1 of Language of Composition (take notes).

1. Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work. First - AP Classroom.

2. An explanation of how the author develops and/or supports the thesis, usually in chronological order.

3. A statement of the author’s apparent purpose followed by an “in order to” phrase.

4. A description of the intended audience (and/or the relationship the author establishes

   with the audience) and a description of his or her tone. 

    

   HW: read chapter 4 Assata and AP Classroom.
   

   
   
   

   
   

Monday

 

 Today, we discuss Assata. Then look at another example of precis writing - "Fly the Friendly Skies" and begin "No Named Woman"

1. Name of author, [optional: a phrase describing author], genre, title of the work, date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a that clause containing the major assertion (thesis statement) of the work. First - AP Classroom.

2. An explanation of how the author develops and/or supports the thesis, usually in chronological order.

3. A statement of the author’s apparent purpose followed by an “in order to” phrase.

4. A description of the intended audience (and/or the relationship the author establishes

   with the audience) and a description of his or her tone. 

    

   HW: read chapter 3 Assata (if you did not finish it) and finish "No Name Woman"

Friday

Today we are going to discuss chapter 1 of Assata - particularly her use of rhetorical devices, look at thesis statements (perhaps come up with a thesis statement for chapter 1 of Assata), read "The Ugly Truth About Beauty" and discuss precis writing.

Read "The Ugly Truth About Beauty"
By Dave Barry

-Written work
    1.) Discuss thesis, point of view, audience, and Purpose.

    2.) What claims does the essay make about beauty?

 

    3.) What evidence does the essay use? 

 

 

Precis Writing Notes

The Ugly Truth About Beauty

Monday we will look at another essay and work on Precis writing - probably "No Name Woman". 

HW: Read chapter 2&3 of Assata

Welcome to Class

Note, some of the readings below will be changed as the class has already read them. 

 

 

INFO from the College Board: 

https://apcentral.collegeboard.org/media/pdf/ap-english-language-and-composition-course-and-exam-description.pdf

Rubrics: https://drive.google.com/file/d/1Lz_-POb-fokDSIqmrjtolL7IWOdjSZp2/view?usp=sharing

Exam Day May 13, 2026

 

Course Skills

The updated AP English Language and Composition framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like writers.

Skill Categories	Description	Exam Weighting (Multiple-Choice Section)
1. Rhetorical Situation: Reading	Explain how writers’ choices reflect the components of the rhetorical situation.	11%–14%
2. Rhetorical Situation: Writing	Make strategic choices in a text to address a rhetorical situation.	11%–14%
3. Claims and Evidence: Reading	Identify and describe the claims and evidence of an argument.	13%–16%
4. Claims and Evidence: Writing	Analyze and select evidence to develop and refine a claim.	11%–14%
5. Reasoning and Organization: Reading	Describe the reasoning, organization, and development of an argument.	13%–16%
6. Reasoning and Organization: Writing	Use organization and commentary to illuminate the line of reasoning in an argument.	11%–14%
7. Style: Reading	Explain how writers’ stylistic choices contribute to the purpose of an argument.	11–14%
8. Style: Writing	Select words and use elements of composition to advance an argument.	11–14%

 

Three Essays: Synthesis; Prose Analysis; Open

• Synthesis Question: After reading 6 texts about a topic (including visual and quantitative sources), students will compose an argument that combines and cites at least 3 of the sources to support their thesis.
• Rhetorical Analysis: Students will read a nonfiction text and analyze how the writer’s language choices contribute to the intended meaning and purpose of the text.
• Argument: Students will create an evidence-based argument that responds to a given topic.
  

https://apcentral.collegeboard.org/media/pdf/english-lang-frq1-source-synthesis.pdf

https://apcentral.collegeboard.org/media/pdf/ap-english-language-and-composition-frqs-1-2-3-scoring-rubrics.pdf

 

AP English Language and Composition

Instructor: Kent Fielding

Email: kfielding@skagwayschool.org

Course Overview:

The purpose of this course is to help students “write effectively and confidently in their college courses across the curriculum and in their professional lives.” (The College Board, AP English Course Description p. 6)  In addition the purpose of the course is to “emphasize the expository, analytical and argumentative writing that forms the basis of academic and professional communication” (p. 6).  In order to do this the class will read/explore various nonfiction writing that offer students a chance to explain the authors’ use of rhetorical strategies and techniques.  These readings provide models for the student’s own writing.  As defined by David Jolliffe, a former AP exam creator, AP English Language and Composition is a college-level course examining rhetoric as “the art of finding and analyzing all the choices involving language that a writer, speaker, reader, or listener might make in a situation so that the text becomes meaningful, purposeful, and effective for readers or listeners, and examining the specific features of texts, written or spoken that cause them to be meaningful, purposeful, and effective for readers or listeners in a situation.”  In addition to readings students will be required to analyze graphs, political cartoons, photographs, and video media weekly.  They will also be required to keep a blog to record their reactions to media and to post “short writes”, précises and prewriting work. 

 

Learners Goals:  By the end of the course students will understand

·      the main point or thesis, the occasion or context, the motivation, the tone and style of a piece of writing

·      how a text is created to develop meaning and purpose including genre, organization, and syntax

·      the relationship of text’s creation to its accomplishment, meaning and effect

·      how to articulate an analysis of what they read

·      how to create, develop and support an argument, acknowledging the complexities and nuances of important issues that adults argue about in contemporary intellectual circles

·      that good citizenship is about being aware of public discourse issues

·      how to develop a thesis and argument or exposition by synthesizing information from many places into their writing

·      how to analyze visual texts and use this analyzes in their own writing

·      how to cite information in proper MLA format

(Many of these goals come directly from successful AP teacher, Mr. Rolf M. Gunnar, http://www.mrgunnar.net).

Writing Assignments

Most of following writing assignments will be developed, reviewed and discussed, in class but primarily written outside of class.  Each essay will go through many drafts that will be feature a self-evaluation, a peer review and a teacher-student review. 

·      

·      Real World Analysis/Oration: Students read current event articles and research an issue or problem of their interest and write an analysis or an oration concerning it.  These will be presented to a larger audience..

·      Synthesis Essay: Students synthesize materials from a number of sources (including visual) to develop an argument and compose an argumentative essay.

·      Research Essay.  To help students understand the process of conducting research, gathering and synthesizing information from a variety of sources, and incorporating MLA citation. 

·      Analytical Essay: Students compose a rhetorical analysis from a prompt focusing on one of their readings.

·     
MODES Project (developed by Valerie Stevenson and presented at the AP by the Sea Summer Institute in San Diego): This project allows students to explore six modes of writing – narration, analysis, compare and contrast, classification, definition, and persuasion – first by reading essays and writing rhetorical précis on each mode, and then by choosing one topic and writing an essay from each mode on that topic.

In addition to the above essays, students will write In-class Timed essays, responding to AP or AP-like prompts.  Initially, these timed essays will be shared in groups and revised.  As the year progresses, the essays will be discussed and assessed but without the ability to revise. 

Grammar/Structure/Style:

Students will review and use in their writing transitions, various types of phrases (appositive phrases, participial phrases, absolute phrases), parallelism,   various types of sentence structures (simple, complex, compound, complex-compound, periodic), irony, metaphor, alliteration, simile, hyperbole, litotes, among others.   

Strategies:

To help students analysis both written and visual materials they we learn various strategies including SOAPSTone (developed by Tommy Boley); Rhetorical Precis writing and checklist (developed by Chris Baris, Mark Frerichs, Therese Frerichs and Valerie Stevenson); Syntax Analysis Chart; Dialectical Journal writing; and, Overview-Parts-Title-Interrelationships-Conclusion (OPTIC).  Each of these is described in more detail at the end of this syllabus.

Required Textbooks (we will read some of the following):

Diyanni, Robert – One Hundred Great Essays 4^th Edition.

Haley, Alex and Malcom X.  The Autobiography of Malcolm X.

Roskelly and Jolliffe – Everyday Use 2^nd Edition.

Shea, Renee, Lawrence Scanlon and Robin Dissin Aufses – The Language of

Composition

Trimmer and Hairston, eds. – The Riverside Reader 9^th Edition.

Modern Language Association – MLA Handbook for Writers of Research Papers

7^th Edition

       Thoreau, Henry David. Walden

       Shakur, Assata.  Assata, An Autobiography

       Daivs, Angela.  An Autobiography

       Maxine Hong Kingston The Woman Warrior

First Quarter: An Introduction to Rhetoric

The Language of Composition chapters 1-3  (pages 1-84)

 

“No Name Woman" by Maxine Hong Kingston

“Why We Crave Horror Movies” by Stephen King

“Shooting An Elephant” by George Orwell

"Notes on 'Camp'" by Susan Sontag

"The White Album" by Joan Didion

"Okinawa: The Bloodiest Battle of All" by William Manchester

“The Allegory of the Cave” by Plato

“The Libido for the Ugly” by H.L. Mencken

“Why I Went Into the Woods” by Henry David Thoreau

Assata: An Autobiograhpy by Assata Shakur

In-class activities:

·      Close reading and annotation

·      Hand-outs and practice writing Rhetorical Precis and SOAPSTone

·      Group and individual analysis of readings

·      Analyze the “keys”: persona, appeals, subject matter and treatment, context, intention, and genre

·      Writers workshop – grammar and style exercises

·      Group editing and assessment sessions

·      

 Journal Assignments:

Each week students are responsible for writing one short response (250-500 words) to a reading assignment or a particular quote in which they provide a clear explanation of the writer’s assertion, and then defend or challenge it.  These will be posted on their blogs where other students will have a chance to comment on their position.  As we progress in the quarter these responses will sometimes be Rhetorical Precis of readings. 

Further, students will need to find two news sources on the same subject.  One of these must come from a television/video source such as CNN News, Democracy Now!, or Fox News, and the other must be a written source coming from an on-line newspaper or news blog.  Students are required to write a short (200-300 words) analysis of these news items noting point of view, claims or thesis, major points and write a defense or challenge. 

Writing Assignments:

Analysis (explained above)

2 – In-class Timed Essays addressing AP prompts

Analysis Essay will be graded on rubrics developed by the instructor.  Each essay will go through at least three drafts and will receive feedback from peers and the teacher.  The In-class Timed Essay will be graded on the AP essay rubric and will be work-shopped in groups and rewritten, and then scored a second time. 

Second Quarter: A Study of Justice or Civil Rights and Responsibilities

Everyday Use chapters 4-6 (pages 93-153)

“The Times They Are a-Changin’” by Bob Dylan

“Ain’t I a Woman?” by Sojourner Truth

“Civil Disobedience” by Henry David Thoreau

“Letter from the Birmingham Jail” by Martin Luther King Jr.

“The Position of Poverty” by John Kenneth Galbraith

“Notes of a Native Son” by James Baldwin

“The Gettysburg Address” by Abraham Lincoln

“Second Inaugural Address” by Abraham Lincoln

“How It Feels to be Colored Me” by Zora Neale Hurston

“A Vindication of the Rights of Woman” by Mary Wollstonecraft

“Speech on the Signing of the Treaty of Port Elliott” by Chief Seattle

“The Declaration of Independence” by Thomas Jefferson

The Autobiography of Malcolm X by Alex Haley and Malcolm X

Walden by Henry David Thoreau

In-class activities:

·      Analyzing appeals to logos, pathos, and ethos

·      Hand-outs on keeping a Dialectical Journal

·      Group and individual analysis of readings

·      Writers workshop – grammar and style exercises

·      

 Journal WRITING:

Students will continue to write précis on selected readings and on all film clips.  Further, they will keep their dialectical journal on The Autobiography of Malcolm X on their blog so that it can be reviewed and commented on by the teacher while in-process, and by fellow classmates.  They will do 1 media write up (like quarter 1) every two weeks.

Writing Assignments:

Synthesis Essay on a topic of the students choice that relates to the theme of Justice and Civil Rights.  Students must use at least five sources, one of which must be visual – either a chart, photography, political cartoon, video, etc.  All sources must be cited in MLA format.  The essay will go through multiple drafts.

Analytical Essay – explained above, a response to a prompt based on one of the assigned readings.

2 In-class Timed Essays based on AP prompts.

 

The Synthesis and Analytical Essay will be graded on rubrics developed by the instructor.  The In-class Timed Essays will be graded on the AP rubric.

Quarter Three: THE MODES PROJECT (developed by Valerie Stevenson and M. Frerichs)

·      Everyday Use chapter 7

·      “The Conversation” by Wendy Lesser

·      “The Keyboard” by William Zinsser

·      “The Golden Spike” by John Steele Gordon

·      “Selected Web Sites” by Dave Barry

·      “Women and Children First: Gender and Settling of the Electronic Frontier” by Laura Miller

·      “Welcome to Cyberbia” by M. Kadi

·      “Looking for Community on the Internet” by Evan I Scharz

PROJECT OVERVIEW

1)   Student will read “Resources for Writing” (Thematic Unit – The Internet) in their Riverside Reader pages 549 – 649.

 

The purpose of this aspect of the assignment is to further their understanding of seven different rhetorical modes of development and to show them a model for the writing project that they will be doing.  Reading the selections, which are all on the same topic, the Internet, but which utilize the various “modes of development”.

2)    

Read two additional essays of their choice of each mode and write a précis (posted on their blog) for each.  These readings should come from The Riverside Reader.  While students are doing this aspect of the project the class will be studying and working with various modes in class.

3)   Write six papers on the same topic, each in a different mode. 

Each paper should clearly demonstrate the distinct characteristics of the mode.  Before writing the student should review the different chapters for tips on purpose, audience, strategies, and in some cases, potential pitfalls.  Especially important will be the “Points to Remember” charts handed out during the writing.

Students will choose a topic that is well known and interesting to them and broad enough that they can readily adapt it to seven different treatments:  1) narration, 2) analysis, 3) compare and contrast, 4) classification, 5) definition, 6) cause and effect, and 7) persuasion

 

Topics that have be suggested include: shopping, a favorite sport, school, friends, teenagers, grades, parents, teacher, TV, movies, reading, dating, music, holidays, fashion, presidential elections, politics, religion, vegetarianism, health, food or cooking, nature, etc.

Each paper should be approximately 500 words, labeled with the mode of development, double-spaced, typed, have a creative title, and a word count at the end.

 

Total project should be approximately 3500 words.

 

Each paper will be work-shopped in a group setting and discussed 1-1 with teacher.

Journals: During this quarter journals will function as a writer’s journal.  Students will be required to post pre-writing, reflections, comments on the writing process, ideas and concerns.  During this quarter, students will be writers fully engaged in the writing process.  Three blogs entries will be due each week.

Assignments:

·      Reading test on Thematic unit on the Internet.

·      Independent Reading and Precis Writing

·      Writing the Seven Modes

·      Blogs

·     
Vocabulary Lists

Quarter Four: The Research Paper and Preparing for the AP test.

·      “The Communist Manifesto” by Karl Marx and Friedrich Engels

·      “On Ben Franklin’s Virtues” by D. H. Lawrence

·      “Me Talk Pretty One Day” by David Sedaris

·      “A Woman’s Beauty: Put-Down or Power Source?” by Susan Susan Sontag

·      “Nonverbal/Verbal” by Leonard Shlain

·      “Mother Tongue” by Amy Tan

·      “Superman and Me” by Sherman Alexie

·      Selections from the MLA Handbook 
     Angela Davis: An Autobiography (this might be a suggested reading)

Assignments:

·      AP multiple choice questions/exercises

·      Precis on selected readings

·      Vocabulary Lists

·      Writer’s Workshop – grammar and style exercises

·      Group discussions of topics and theses; determining viability of research topic

·      Library: gathering information and ideas from diverse sources

·      Saturday morning PRACTICE AP LANUAGE TEST

Journals:

During this quarter journals will be the place students begin to list their sources and notes for their research essay.  I expect to see three entries per week.

Writing:

Research Paper: Three drafts of a researched argumentative or expository paper synthesizing diverse sources and cited in MLA format. 

3 AP In-class Writing Prompts.

The research essay will be graded on a rubric developed by the instructor.  The AP In-class writing prompts will be graded on the AP rubric. 

During this quarter students will also be encouraged to read and review 5 Steps To A 5 by Barbara L. Murphy and Estelle M. Rankin.  The school has copies of the 2012-2013 book that can be borrowed.

Exam Date: