Advanced Placement English III: Language and Composition
Instructor: Mrs. Sarah Esberger Email:
Room #: 337
Course Description and Objectives
The English Language and Composition course is a college-level course with curriculum standards set by the College Board. Students who take this course will prepare for the AP test in May, which will consist of a multiple choice section based on non-fiction readings and an essay section consisting of three essays: synthesis, argument, and rhetorical analysis. Thus, the focus of this class is largely on argument. Students will read the arguments of others in non-fiction and fiction pieces, as well as other types of persuasive media. Students will become skilled in dissecting how other authors craft their arguments and their reasons for doing so. Students will also be expected to hone their own skills in developing convincing arguments with and without researched support. Therefore, students should expect regular reading and writing assignments in this class. Because most Tennessee junior English courses focus on American literature, an effort has been made to include a wide variety of American texts in this course, but we will not be doing a chronological study as is normal in the honors courses. For a complete course overview, please go to
Major Course Texts
Book of choice for summer reading
Capote, In Cold Blood(available online)
Fitzgerald The Great Gatsby(some school copies available by request)
Hawthorne The Scarlet Letter(some school copies available by request)
Heinreichs, Thank You for Arguing (summer reading)
Hurston, Their Eyes Were Watching God (some school copies available by request)
Twain, The Adventures of Huckleberry Finn (some school copies available by request)
Selections from Holt McDougal, Elements of Literature, Fifth Course, 2012 (School provided textbook, available online)
Selections from Shea, Scanlon, and AufsesThe Language of Composition (School provided textbook)
Hodges Harbrace Handbook, 15th edition, 2012 Second Edition, 2013 (School provided – in class)
*Other selections of essays and shorter readings to be provided by the instructor; a book of choice may be chosen later in the year from American literature; texts may change due to student interest as the school year progresses, but ample notice will be provided.
Required Materials
*Paper
*Pens/pencils
*Course folder/binder for notes/handouts
*Composition book
Student Evaluations and Grades
*Mock Exam: All students are required to take a mock exam in March during one of the following times:Saturday, March 10th (morning or afternoon); Sunday, March 11th in the afternoon, and Tuesday/Wednesday, March 12th/13th immediately after school. Several grades will be associated with the results from this test, and this will provide you with a simulation of the testing experience and valuable feedback on how you might do on the real test. You will receive an AP-calculated score after Spring Break, as well as teacher suggestions on how to improve your score by May.
*Essays and other writings: All major writing assignments will be graded using a version of the AP grading scale (ranging from scores of 0-9), but these writings will be worth 100 points in the gradebook. I will use a “scaled” system for scoring where scores earned in the first 9-weeks will be higher than the last. For instance, a score of a 6 (a satisfactory score) will be a 92 the first quarter, an 87 the second quarter, and so on. The hope is that students will grow in writing skills throughout the year. All out-of-class essays will also be workshopped in class, focusing on various stages of the writing process and using peer review and self-evaluation as tools. Assuming that time remains in the grading period, any essay may be rewritten for a better score. Some essays may receive a score of “no grade” and will be required to be rewritten to better meet the assignment’s expectations. Students will submit out-of-class writings on turnitin.com. They are expected to use MLA essay format on all writings unless otherwise stated.
-Major Essays: We will have out-of-class essay assignments in response to our major texts. Students will be required to write at least one rhetorical analysis essay, one synthesis essay, and one argument essay. Students will increasingly be encouraged to develop their own essay assignments and topics. Students will complete essay corrections following the rules of the Harbrace Handbook in order to refine grammar, style, and syntax.
-Informal Essays and other writings: While these will still be graded seriously, these are generally considered more creative and can be more informal in theme, tone, and/or arrangement to allow students the opportunity to develop their voices as authors. Shorter writings that are written over smaller periods of time may be worth less than 100 points.
-TimedIn-Class Essays: We will regularly practice the types of essays that will be seen on the AP test. These will be timed essays, just as they are on the real test. Students should be aware that another AP English Language and Composition teacher in the county may occasionally grade these essays to provide a different audience.
*Common Book: The study of rhetoric has its roots in Ancient Greece with Aristotle. The Greek Agora was a place of trade, oration, and community. One of the facets of this space was the Common Book. In it, men would record excerpts from effective speeches and then imitate them. In this class, all students will keep their own common books, which we will write in, typically on block days and Fridays. Sometimes, there will be scripted activities (voice or argument exercises), and sometimes students will be allowed free time to write. Students may want to work on writing of their own or on pieces for this class. We will often share from our common books (either whole class or small groups) to foster a communally encouraging environment. Work in the common books is intended to help students develop greater awareness of diction, style, modern issues, and communication skills.
*Multiple Choice Practice: We will have Multiple Choice Mondays every other week the first semester and eventually progress to practicing every week. Students will complete practice multiple choice sections that mimic the AP test and will be expected to chart their success throughout each quarter. Students will not be expected to get all of the questions correct at first and will be even allowed to read and annotate ahead of time at first. We will progress to harder grading and timed practice as the year goes on.
*Newsday Tuesdays: First semester, I will assign opinion pieces by columnists the prior Friday or Monday. Students will receive instructions on how to respond to the rhetoric of these pieces and will bring their typed responses to class. We will use these to gain a better understanding of the current political and world discourse, as well as to learn rhetoric from authentic modern sources. Second semester, students will complete a columnist project where they will analyze and eventually incorporate elements of a chosen columnist’s rhetoric into their own opinion editorial.
*Projects/Presentations: Each quarter, expect 1-2 projects, which may be done individually or in groups. These will be worth anywhere from 50-100 points, depending on the scope of the assignment.
*Socratic Seminars: We will occasionally conduct Socratic seminars. Students will be responsible for holding an in-depth analytical discussion of the course material within a unit. This will involve both writing about the texts before class and then speaking during the discussion. The purpose is for students to synthesize the information of various texts within the unit, sometimes even pulling in their own research, to provide coherent and text-supported opinions, helping students prepare for both the synthesis and argument questions on the AP test. These will be valued at 50-100 points.
*Daily Work and Homework: This course will involve regular practice with all the skills introduced, some of which may be done in class and some outside. Students should know that every piece of work assigned is designed to move them closer to the goals of the course. Students will receive grades based on how successfully they complete these assignments, usually ranging from 10-40 points, depending on the assignment.
Policies and Procedures
Internet Access: You can access my website via the Central website. You will be required to check this page often. I will post what we did each day, any assignments given, and links to any handouts/documents/power points used in class that are also available electronically. You will also be required to submit papers on turnitin.com and will need access to the Internet to do this. Students who do not have Internet access at home may use school computers.
Electronic Devices: Per school policy, you may use electronic devices as classroom resources. This includes cell phones, e-readers, tablets, and laptops. I reserve the right to ask students to put these away. Also, students should use devices only for legitimate classroom purposes. If you inappropriately use a device, I may take it up for the day and notify parents of the offense.
Make-Up Work: If you are absent from school and miss in-class work and assignments, you are expected to check my website while out. If any handouts were given, you should print these off from the website or see me for a copy. Please consult these resources before speaking to me about your makeup work. Due to school policy, students have a total of five days to turn in an assignment given while absent without a late penalty. If, however, if you were merely absent when an assignment was due, not when it was assigned, it is due the day you return to school. Make-up work is your responsibility and will remain a zero in the grade book until you turn in the missing assignment. “I was absent” is never an excuse for missing work. Turn make-up work into your class's tray, and make a note that it is make-up work so that it is not counted late.
Late Work: All major essays will have a “due date” and a “deadline date.” The due date is when I want the assignment turned in; however, a student having difficulties (whether they be with time management, other course work, or trouble with the assignment) may have until the later deadline. To have this extra time, you must pick up in class or print off a “missing work sheet” before or on the due date. Often, I will also require a visit to the writing lab. This allows me to see which students need extra help with their work and forces them to take responsibility for making a plan to complete their work. Homework and other work are expected to be turned in on time, but students may still use a missing work sheet if difficult or unforeseen circumstances arise. We will negotiate a reasonable deadline in these situations. If you do not turn in the missing work sheet or fail to contact me in any way before the due date and miss the due date, you may earn 70% if the assignment is turned in by the deadline. Any assignments turned in later than the deadline cannot earn higher than 50%.Homework assignments may receive a zero if doing them after we have gone over them in class will not yield further learning benefits.
If a student turns in missing work sheets regularly, this will lead to contact with parents, and the student may lose the privilege to use the deadlines altogether.
Cheating and Plagiarism: Per school policy, cheating and plagiarism are grounds for a zero on any work.
Classroom Expectations
- Respect yourself.
-Give yourself every chance to learn to the best of your ability each day. Do this by being well-rested and prepared for class. Believe in yourself and your abilities. Be open to challenges.
- Respect all others.
-Allow others space to speak and listen to them without interruption. Handle disagreements, intellectual and otherwise, with recognition that your words affect others' feelings. Keep in mind that everyone is entitled to his/her own point of view and that every other person has some knowledge that you lack. Make certain that your actions do not interfere with anyone else's right to learn. This rule applies to fellow classmates, me, and any guests in our room. Keep in mind that rude comments about the class and its coursework are both disrespectful to the teacher and to other classmates who may be enjoying themselves. Your opinion is valued, but try to recognize when it is more productive to keep your thoughts to yourself.
- Respect our space.
-You can eat, but clean up after yourself. Throw away all trash, take your belongings with you, and treat all aspects of the room with care. If something breaks, let me know.
- Respect our time.
-You may leave the room when necessary, but do not make a habit of it. Come to class on time, ready to work, and focused. If you request to leave too often, you may be denied the privilege.
- RespectCentralMagnet School.
-We will follow all CentralMagnet School rules in this classroom. We will conduct ourselves in a manner that reflects positively on CMS.