AP Language & Composition
Syllabus and Classroom Guidelines
Creekside High School 2016-2017
Ms. Cocchiola
Email:
Website: http://www-cshs.stjohns.k12.fl.us/teachers/
Required Text (class set):
Shea, Renee and Scanlon and Aufuses. The Language of Composition: Reading, Writing, Rhetoric, First Ed. Boston: Beford/St. Martin’s, 2008.
Prerequisite: Successful completion of previous English and teacher recommendation Credit: 1.0
Course Description: AP Language And Composition (AP Lang)
The course overview and objectives for the course are taken from the AP® English Course Description published by the College Board. The choice of texts is predominantly nonfiction. In addition, since the stated purpose of the course is to “emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication,” it is most appropriate that the reading selections provide models for such writing.
While the AP English Language and Composition course assumes that students already understand and use standard English grammar, it also reflects the practice of reinforcing writing conventions at every level. Therefore, students will be expected to understand usage to reflect the link between grammar and style. The intense concentration on language use in the course enhances students’ ability to use grammatical conventions appropriately and to develop stylistic maturity in their prose. Stylistic development is nurtured by emphasizing the following:
• a wide-ranging vocabulary used appropriately and effectively;
• a variety of sentence structures, including appropriate use of subordination
and coordination;
• logical organization, enhanced by specific techniques to increase coherence, such
as repetition, transitions and emphasis;
• a balance of generalization and specific illustrative detail; and
• an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.
When students read, they should become aware of how stylistic effects are achieved by writers’ linguistic choices. Since imaginative literature often highlights such stylistic decisions, some fiction and poetry will be used to aid students in understanding rhetorical and linguistic choices, rather than to study literary conventions.
The use of thematic units will enable students to be exposed to a depth and breadth of material so that deep analysis can be developed.
Academic Integrity –
“No legacy is so rich as honesty” – William Shakespeare
It is a non-negotiable that students will exhibit academic integrity at all times and in all classes at Creekside High School. All work submitted should be your own, with credit given to any expert used. Cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify will not be tolerated. Aiding others in their desire or attempts to cheat is also not permitted. Academic dishonesty will result in a zero on the assignment, a referral to the dean, and a phone call home. NO EXCEPTIONS.
Required Materials – To Be Brought Daily
Student Planner
5 subject spiral
Black or blue pens, pencils, and highlighters
*ALL ESSAYS MUST BE WRITTEN IN PEN
Loose leaf notebook paper
Novels (when applicable)
Small Post-it notes and flags
Classroom Expectations
You will determine the type of classroom we will have. Hopefully, by following these few basic expectations we will have a classroom that will be stimulating and productive for all.
-Read the student handbook. Please familiarize yourself with our school’s expectations concerning technology, absences, tardies, dress code, etc.
If a student fails to comply with these expectations, the following procedure will be used:
1st offense: Warning to student
2nd offense: Call home
3rd offense: Referral to Dean
-Come ready to engage in class discussions and activities.
-Be in your seat and working on the opening assignment when the bell rings. If you are not in the classroom when the tardy bell rings, you will be marked tardy.
-No food or drinks, except water, are to be consumed in the classroom.
-Time is allotted between classes for locker and bathroom breaks. Please do not ask for a pass to leave the classroom for water or bathroom privileges, unless it is an emergency.
-All students have the right to learn and teachers have the right to teach; therefore, treat other people the way you would like to be treated.
- Adhere to the “Knights Code of Honor” (respect others and yourself at all times, show good character every day, set goals, stay focused, think and act like a leader, and strive for excellence.)
- Students who successfully earn a 3, 4, or 5 on the AP Language Exam given in May will earn college credit for this course
Assignments
All assignments are due at the beginning of the period (when the tardy bell rings).
Please use blue or black ink. Write legibly.
Make-Up Work –Missed tests and quizzes can be taken before school during office hours. For excused absences, a day for each day absent is allowed for makeup work. Please refer to The Student Code of Conduct for The District Makeup Policy if you have any questions.
Extra Help - Assistance is available by appointment. Please let me know if you are having difficulty understanding or completing assignments. Communication is key, and I cannot help you if I do not know that you are having trouble. My goal is to help you to succeed!
Academic Integrity – It is a non-negotiable that students will exhibit academic integrity at all times and in all classes at Creekside High School. All work submitted should be your own, with credit given to any expert used. Cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify will not be tolerated. Academic dishonesty will result in a zero on the assignment, a referral to the Dean, and a phone call home.
Evaluation – Students are evaluated based on their ability to be successful on the AP exam. All essays, Multiple Choice practices, novel work, vocabulary, etc., will be graded with those standards in mind. The “Rubric of all Rubrics” will be used for all essay writing.
Grading Scale
A= 90- 100B= 80- 89C= 70- 79D= 60-69F= 0- 59
ESE & ELL accommodations will be addressed within the classroom.
Office Hours: I will hold office hours for all students on Monday and Thursday between the hours of 8:00 and 9:00. Any students needing extra help or needing to make up a quiz/test/time writing/MCQ practice MUST see me during office hours only for the make-up work. Work that is not made up within one week (in accordance with St. John’s County Absence policy) will be given a 0.
In addition to Office Hours AP students will have the opportunity to sign up for additionally essay help during Writing Workshop hours. These workshops will be held before and after school on Tuesdays and Thursdays and students will be encouraged to work with both Ms. Cocchiola and Mrs. Padgett during these times.
Please return this portion of the syllabus by Monday, August 15, 2016
Student Contract:
I have read and understand the classroom guidelines and syllabus (including the grading policy) and I understand the consequences of failure to do what is expected of me in this class.
______
Student Signature Print Student Name
Dear Parents:
Please email me at () if you have any questions or concerns regarding the AP Language course. It is my goal to help your child succeed this year, and I have found that when parents and teachers work together, students are the ones who benefit.
Also, be sure to bookmark and frequently check my website found on the Creekside webpage. I do update the homework and assignments regularly, and put reminders and updates as well.
I have read and understand the syllabus and classroom guidelines and am aware of what is expected of my student in her class, including outside reading and daily homework assignments.
______
Parent Signature Parent Printed Name
Preferred email address:______
Preferred daytime contact #:______
COURSE CONTENT AND STRUCTURE:
I. The student will, through activities, assignments and classroom instruction:
§ Analyze and interpret samples of good writing, identifying and explaining an author’s use of language to create and sustain arguments based on readings, research, and/or personal experience.
§ Write for a variety of purposes.
§ Produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions.
§ Demonstrate understanding and mastery of standard written English as well as stylistic maturity in his or her own writings.
§ Demonstrate understanding of the conventions of citing primary and secondary sources.
§ Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.
§ Write thoughtfully about his or her own process of composition.
§ Revise a work to make it suitable for a different audience.
§ Analyze image as text.
§ Evaluate and incorporate reference documents into researched papers.
II. Course introduction, background and entry level skills/terminology.
§ Introduction AP Exam, and Primary Course requirements
§ Introduction to Rhetoric
§ Introduction to analysis and close reading
III. Thematic Reading and Analysis Units (each approximately 6 weeks)
Based on the use of current text, and may be altered/supplemented with additional outside resources.
§ Close reading of central thematic essay with dialectical journal responses
§ A minimum of three classic essays (from a selection of 5) to be analyzed and used as the basis of written responses and in-class discussions
§ Reading of focus essays (2 – 6) to form basis of argumentative writing.
§ Dialectic journal writing.
§ Self selected current media article – students will locate three current news articles that relate to the unit theme, and submit their findings on the subject, occasion, audience, purpose, perspectives, use of language, and types of and effectiveness of arguments presented.
§ Thematic essay – student will write a response to a given topic on the unit theme, using their journal notes, for each thematic unit ( once every 4 weeks).
§ Students will write and evaluate their essays using rubrics, review the works of others, and revise one in three essays. The evaluation process will occur after every writing so that students receive all class members’ comments with regard to the student’s (anonymous, by code) performance on the rubric as well as teacher comment. These comments will help students’ calibrate their understanding as to what AP essays should look like. The objective being to reflect upon their own writing as well, which is often a post-calibration assignment.
§ Students will understand and participate in the writing process, drafting, revising and resubmitting.
§ Imitation writing – students will be given a sample essay on the unit topic and are asked to imitate the author’s particular style and a teacher-selected rhetorical device that author successfully employs. These vary by period, author’s purpose, and rhetorical device. An example would be using Judy Seyfrus’s “I Want a Wife” during our gender unit. It is an essay satirizing her stereotyped gender-role. Based on this essay, students would create a similar “I Want a Husband” considering from a husband’s point of view and imitate in a sophisticated fashion, author’s purpose, style, and rhetorical device. Students may creatively play with tone.
§ Novel/Major Works studies – students will be assigned or choose from a short list, one to two pieces to read and study for each unit (see list at end)
IV. Research Project/Papers
§ Students will use an assigned topic and create their own synthesis prompts, going through all stages of the research process, evaluating, using and citing primary and secondary sources.
§ Students will write responses to the synthesis prompts.
§ Students will research a variety of topics and present findings in a written format – topics will be common rhetorical terms, Biblical and mythological allusions, irony and its types, propaganda, current events, and historical events. The written formats vary by technology-based, magazine-layout based, etc. The content, however it is viewed though, is essentially a formalized essay. In addition to format evaluation, students will also have these research assignments scored using the same rubric we use for essays.
§ Students will use MLA style documentation in every assignment.
§ Students will use multiple sources to prove their own original analytical thesis.
§ Students will consider their audience and purpose when creating these assignments.
V. Ongoing course assignments:
Daily Practice
· “4 Card Do Now” start-of-class prompts on the topics of “Analyzing the Passage,” “Elements of Voice” “Famous Quotations,” “Cultural and Historical Allusions,” “Argument,” “Famous Speeches,” “Figures of Speech,” “Genre,” “Grammar,” “Philosophers,” “Political Terms,” “Social Sciences,” “Test-Taking Tips” “Practice Exercises.” Students record in writing their answers. After 3 minutes, students are called upon to orally answer their question choice, answers are shown, comparisons are made, and correct answers are recorded. Every attempt possible is made to link these cards to the MCQ (Multiple Choice Question) set we use that week.
Weekly Practice
· Vocabulary enhancement exercises using SAT and ACT appropriate vocabulary, including the traditional activities, morphology studies, and additional work each unit creating a vocabulary-in-context story, real-world document, movie or food review, informational, nonfiction, memoir/diary entry, song variation document. These included embedded context clues for a reader to “solve” from the evolving vocabulary word list. Word endings, subject-verb agreement, tense and number shifts are usually part of the product. Every vocabulary test is a teacher-created VIC creation. Students consider these tests far more difficult than any standard test they would encounter. Students are held responsible for ongoing and cumulative vocabulary development to enrich their mature academic voice that is essential to the course. Mastery of new content and language is assessed, cumulative and ongoing.
· Visual Media analysis: Students will analyze visual media several times a week, concentrating on how the image incorporates the ideas of print.
· Weekly Multiple Choice question analysis practice. Occasionally, this is partnered work. It is always assessed and students are required to analyze in writing their performance on missed items. Students routinely graph buddied MCsets as well as their individual ones. These are done on separate graphs of course.