AP® English Language & Composition

Course Overview
Students in AP® English Language & Composition, an introductory college-level course, learn to read deeply and analyze thoroughly the strategies writers use to achieve meaning. By close reading of a challenging array of texts, students develop insight into how language, rhetoric, and argument work and learn how to incorporate the techniques of masterful writing into their own compositions while developing personal style and unique voices. Focusing primarily on nonfiction, the course also meets the objectives of American Literature by studying important imaginative literature in the context of rhetorical and stylistic analysis. Students learn to evaluate an author’s purpose, the needs of
an audience, the demands of the subject, and the structure of language: syntax, word choice, and tone Since our students live in a world in which “text” includes the visual and electronic,

selections studied in the course also include visual media such as music video, advertisements, film, photographs, graphics, cartoons, and art. Featured authors include: Annie Dillard, Anna Quindlen, Joan Didion, Jon Krakauer, J.D.Salinger, Shelby Steele, Henry David Thoreau, Ralph Emerson, Alice Walker, Tim O’Brien, Kate Chopin, Deborah Tannen, John Steinbeck, Joyce Carol Oates, and F. Scott Fitzgerald. Central course textbooks are: The Bedford Reader. 8th edition; 50 Essays: A Portable Anthology; Spunk & Bite: A Writer’s Guide to Bold Contemporary Style; Harbrace College Handbook; The Language of Literature: American Literature; The Well-Crafted Sentence: A Writer’s Guide to Style; They Say, I Say; Hot Words for the SAT . For full publication data, see
Teacher Resources below. Expectations in a college-level course are high, and the workload is challenging. Students are expected to commit to a minimum of five hours of course work per week outside of class. Often, this work involves long-term writing and reading assignments, so effective time management is important. Because of the demanding curriculum, students must bring to the course sufficient command of mechanical conventions and an ability to read and discuss prose. Summer reading

and writing are required and designed to prepare students for rhetorical analysis through the use of a writer’s notebook based on Joan Didion’s essay “On Keeping a Notebook.” Students prepare for AP® English Language and Composition Exam and may be granted
advanced placement, college credit, or both as a result of satisfactory performance. The course overview and objectives for the course are taken from the AP® English Course Description published by the College Board.

Course Objectives
Students should be able to: • analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques; • apply effective strategies and techniques in their own writing; • 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 their 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 their own process of composition; • revise a work to make it suitable for a different audience; • analyze image as text; and • evaluate and incorporate reference documents into researched papers.

Assessment
All writing will be assessed using the McIntosh High School Rubric or an AP® 9-point rubric. Writing assignments will generally count 100 points. In-class essays will count 50 with a revision turned in for an additional 50 points for a total of 100 points. Out-of-class essays will count 100 points. Preparation for in-class and online discussion is critical to the success of a student in the class. Students will complete data sheets for major works and reading précis and analysis for articles and essays which will count for 50 points. Additional grades may include quizzes, reading checks, vocabulary activities, class work, homework, discussions, and presentations. Points on these assignments may range from 5 to 50 points depending on the length and importance of the assignment. Grading scales will be progressive. At the beginning of the year, a 6 on an in-class essay will earn an 85 but as skills increase at the end of the year to same score will earn a 79. Writing and additional assignments count for 65 percent of the course grade first semester and 80 percent of the course grade second semester. All juniors must complete a research paper or project worth 20 percent of the course grade each semester. See more details about research under course planner. Additionally, students in the course will complete a final exam including a modified AP® English Language and Composition test including a multiple choice section and two writing prompts first semester worth 15 percent of the final grade. No exam exemptions apply to the final in this course. In the second semester students are expected to take the AP® examination and will be exempt from a final.

Problems. coach. and the Pursuit of Happiness Fall Semester First Quarter August 9. The Scarlet Letter. The class slide presentation will be available online and viewed periodically for mini-lessons and review. Into the Wild. rhetorical strategy. Moment of Voice presentations Students draw from passages reflected upon in their writer’s notebooks to present short (less than 5 minutes) excerpts from their reading that captured their attention as good examples of a writer’s voice. Liberty. 2010 Theme: Life Language and Rhetoric Introduction to the Course Summer Reading “The Writer’s Notebook” by Joan Didion The Catcher in the Rye by J. suspension of judgment. 2010. and the slide will be assessed for visual impact as well as content. questioning. the teacher serves as a guide. audience. Topics for first quarter discussions may include: The Writer’s Notebook—Purpose. reasoning. the student will share the excerpt. Madness. textual support and evidence. Students will be expected to prepare for the discussions prior to class by completing either a data sheet for major works or the “Reading / Analysis / Précis / Discussion Preparation” process for essays and articles.Course Planner Life. summarizing. Each student will then create a PowerPoint slide to illustrate one of the terms. Socratic Café In Socratic Café style discussions. meaningful content. dialogue versus debate. Salinger Into the Wild by Jon Krakauer Walden by Henry David Thoreau Book of choice Rhetorical terms pre-test/slide presentations Students will take a pre-test on important terms to be studied in the course. identify the writer/speaker. In the presentation to the class. shared and collective inquiry. The Catcher in the Rye. purpose. and subject and explain one or more aspects of the passage in its context as rhetoric. Man’s Desire to Return to Nature. Guidelines for visual presentations will be covered prior to the assignment. students will learn the techniques of contribution. paraphrasing. clarification. and Potential. Their .D. In the first nine weeks. three classical appeals. and questioner urging student participation in discussion. and civility.October 11. and Walden.

25-45 Spunk & Bite “Freshness/The Wallop of the New” pp. Strong Subjects and Verbs Reading Selections Textbooks The Bedford Reader Introduction pp. Gender in America. SOAPSTone. 9-31 Chapter 2 “Writing Effectively” pp. Skill Focuses: Reading critically Annotating texts Strategies: TAPS. I Say “Entering Class Discussion: A Brief Appendix” pp. 1-14 “Elementary Principles of Composition” pp. 15-33 They Say. ethos.Eyes Were Watching God. 1-6 Chapter 1 “Reading Critically: pp. quoting Slicing quotations to 3-4 words Integrating quotations Grammar: Clauses. DIDLS.) format Summarizing. 49-70 Chapter 13 “Argument and Persuasion” pp. Active and Passive Voice. 9-24 Chapter 2 “Well-Focused Sentences: The Subject-Verb Pair” pp. SMELL Writing effectively Persuasion Classification Comparison-Contrast Deconstructing writing prompts Language of rhetoric The rhetorical triangle The classical appeals (logos. 133-135 “Part One: They Say” pp. DUCATS. 10-46 “Texture/Writing into the Mood” pp. paraphrasing. 33-48 Chapter 3 “Using Sources” pp. 499-513 The Well-Crafted Sentence Chapter 1 “The Sentence’s Working Parts” pp. and The Awakening: The Heroine’s Journey. 44-71 The Elements of Style “Elementary Principles of Usage” pp. and Race in America. 15-47 The Language of Composition “Grammar as Rhetoric and Style: Pronouns” pp. pathos) The Toulmin method Aristotle’s rhetoric Using sources Avoiding plagiarism Documenting sources using MLA (7th ed. 420-26 . SQUIDS.

Pattison “Listening” by Eudora Welty “Reading Student X” by Robert Barsanti “Never Do That to a Book” by Anne Fadiman “Reading Critically” from Thinking. Too” by Langston Hughes Essays on Rhetoric “Girl Moved to Tears by Of Mice and Men Cliffs notes” The Onion “How to Say Nothing in 500 Words” by Paul Roberts “How to Write an ‘F’ Paper” by Joseph C. 172-189 Fiction: The Scarlet Letter by Nathaniel Hawthorne Associated readings: “Shaming and the Digital Scarlet Letter” by Daniel J. Reading and Writing . 252-256 Grammar Snobs are Great Big Meanies “Complete Sentences? Optional” pp. Solove “Just Walk On By: Black Men and Public Space” by Brent Staples “Sinners in the Hands of an Angry God” by Jonathan Edwards “Whatever Happened to Shame” by Ellen Goodman Tiger Woods’ apology speech Activity: Kohlberg’s Moral Development and the Heinz Dilemma Their Eyes Were Watching God by Zora Neale Hurston Associated readings: “How It Feels to Be Colored Me” by Zora Neale Hurston “In Search of Our Mother’s Gardens” by Alice Walker The Awakening by Kate Chopin Associated readings: “The Story of an Hour” by Kate Chopin “I Want a Wife” by Judy Brady Nonfiction Whiskey speech by Noah Sweat “Are We Better Off?” by Henry Louis Gates “Two Ways to Belong in America” by Bharati Mukherjee “On Being Black and Middle Class” by Shelby Steele “Race Matters” by Cornel West “The Body Ritual Among the Nacirema” by Horace Miner “What is an American?” by Michel-Guillaume Jean de Crevecouer “Declaration of Sentiments and Resolutions” by Elizabeth Cady Stanton From The Declaration of the Rights of Women by Olympe de Gouges “There is Not Unmarked Woman” by Deborah Tannen “Aren’t I a Woman” by Sojourner Truth “Girl” by Jamaica Kincaid “Marrying Absurd” by Joan Didion Poetry “I Hear America Singing” by Walt Whitman “I.“Grammar as Rhetoric and Style: Short Simple Sentences and Fragments”pp. 150-151 “Satan’s Vocabulary” pp.

From “Preface to Lyrical Ballads” by William Wordsworth 4.“How and Why to Annotate a Book” by Nick Otten “Good Readers and Good Writers” by Vladimir Nabokov “Preparing for the Synthesis Question: Six Steps Toward Success” by David Jolliffe “Remembering my Childhood on the Continent of Africa” by David Sedaris “Introduction to Logic” by John C. Played Out Lesson 5: Lessening Pain. too. and/or Conflict Lesson 6: Friendly and Agreeable Lesson 7: Quarrelling. novels. From “Remembering My Childhood on the Continent of Africa” by David Sedaris 7. short stories. From Lanterns on the Levees by William Alexander Percy 2.—Joseph Reynolds I Think (and Write in a Journal). readable prose. blogs magazine articles. From 1848 Speech at Seneca Falls by Elizabeth Cady Stanton 6. music. Queen of Scots by Lady Antonia Fraser 3. Student-created multiple choice practice Writing Assignments Writer’s Notebook My journal is a storehouse. essays. or Showing Concern for Others Lesson 9: Cheapness or Care with Spending Money Multiple Choice Practice: 1. a treasury for everything in my daily life: the stories I hear. the people I meet. . I become a craftsman. hone it into clear. From Mary. From My Antonia by Willa Cather 5. I see connections and conclusions that otherwise would not appear obvious to me. . By writing in my own journal. Unless I capture these things in writing. and where better to practice my writing than in my journal. editorials and editorial cartoons. It will include reflections on a variety of written material: required reading.. From “I Want a Wife” by Judy Brady 8. 1981 A writer’s notebook will demonstrate diligence and effort in recording the student’s life as a reader and writer.. Student-created multiple choice practice based on book of choice from summer reading 9. I often make discoveries. . Fighting. Sherwood “You Are What You Say” by Robin Lakoff Vocabulary Hot Words for the SAT Lesson 1: Using Few Words or Being Quiet Lesson 2: Speaking Lesson 3: Feeling Superior Lesson 4: Unoriginal. and even the subtle signs and symbols I encounter that speak to me indirectly. the quotations I like. Writing is a source of pleasure when it involves such invention and creation. I lose them. I want to work on my writing. Therefore I Am. Tension. Dull. newspaper articles or reflections on media: advertising. and Bitter Feelings Lesson 8: Generosity in Spending Money or Time. . like a potter or a carpenter who makes a vase or a wooden stoop out of parts.

or creator in the work? • How can you incorporate the techniques used in the piece in your own work? The student may consider a variety of elements that make up rhetoric: style. Evaluation of the essay will be based on the McIntosh High School rubric. social network media. and causal analysis. maps. others will be the student’s choice. definition. syntax. R-rated . message. description. thesis analysis in small and whole class discussion. Methods of Discourse (Classification) Essay #3 Students will consider the question—what are the types of Americans? After brainstorming several ways to approach the question and considering three or more classifications for the approaches. Document the source of any excerpts. diction. or ideas directly from another writer or creator using MLA 7th format. quotation. Students will participate in writing conferences for teacher feedback and commentary and work with partners for peer editing and proofreading. and ethos). genre. Entries will include outstanding examples you have encountered and reflect on the effect the writer or speaker achieves in the passage. Topics may include but are not limited to school dress code. passages. teacher feedback and commentary in writing conferences. the first rough draft. the thesis. passage. An entry is a note. and Charlene Tibbetts and “The Function of a Paragraph” by Richard Weaver and completing a paragraph analysis of prose selections. The notebook should include a minimum of 27 entries per 9-week grading period. the Internet. and humor. small group read-around for rough draft comments. pathos. idea with a full reflection in your own voice. Entries will consider: • What makes this piece good or bad? • What was the purpose of the piece? • What drew your attention to the piece? • What was the big idea you learned from reading this piece? • What techniques are used by the author. example. students will select one topic and write about in seven patterns of development: narration. and proofreading. tone. editing. movies. cartoons. the introduction and conclusions. The notebook will show the student’s enthusiasm and reflection for language and meaning through regular entries and reflection on the content of the notebook prior to its submission. revision. altering the language as needed but maintaining the irony and structure. Writer’s Notebooks will be graded using the Writer’s Notebook rubric.television. vocabulary. division and classification. artist. and graphs as well. The Students will choose another topic or audience and write a variation on the speech. Evaluation of the essay will be based on the McIntosh High School rubric. Seven Ways) Essay #2 After reading “Writing Successful Paragraphs” by A. students will select one of the approaches on which to write an essay. Methods of Discourse (One Topic. appeals (logos. The writing process will include discussions as discovery. The student may include graphic elements such as charts. comparison/contrast. Some will be assigned by the teacher. Imitation Essay #1 Students will write an in-class essay on a current topic imitating the style and technique of Noah Sweat’s Whiskey Speech.M. Peer reviews will be conducted for the plan of classifications. Methods of Discourse (Comparison-Contrast) Essay #1 Students will write an out-of-class essay comparing and contrasting some aspect of the writers’ strategies in two of the summer reading books. audience.

texting. students will look at student samples of the essay and evaluate the essays using the AP® 9-point rubric. and proofreading. political figures. Persuasive Essay #3 Language as a key to identity Q3 (1995) The paragraph below comes from a 1979 essay by expatriate African American writer James Baldwin. supporting your view with appropriate evidence. from popular magazines to Web blogs. Synthesis Essay #1 Students will write an in-class synthesis essay on the topic “Lies. Evaluation of the essay will be based on the AP® 9-point rubric. experience. students will collaborate in the process of writing a persuasive essay from discovery. ordinary citizens. Q3 2008. homework. Are these opinions worthwhile? Does the expression of such opinions foster democratic values? Write an essay in which you take a position on the value of such public statements of opinion. they will develop an essay imitating three distinct characteristics of Sedaris’ essay. cell pones. steroids.” Selections will include: A) Excerpt from “Advice to Youth” by Mark Twain (speech) B) “When I was a kid” Cartoon by Mark Parisi (cartoon) C) “To tell the truth but tell it slant” by Emily Dickinson (poem) . After writing the in-class essay. Students must specify the audience and subject and list the changes made to achieve the effect they intended. social media. In-class writing workshop and out-of-class online discussions using Google Documents and/or Wave will assist students in the collaborative process. video games. Read the paragraph carefully and then write an essay that defends. or qualifies Baldwin’s ideas about the importance of language as a “key to identity” and to social acceptance. revising. Students will have the opportunity to revise the in-class essay after feedback and commentary. Students will have an opportunity to revise the in-class essay after feedback and commentary. required courses. Evaluation of the essay will be based on the McIntosh High School rubric. underaged drinking. Use specific evidence from your observation. drafting. students will evaluate previously written essays on the same prompt to determine strengths and weaknesses. editing.movies in class. argumentative essay on Q3 2006: From talk radio to television shows. Imitation Essay #2 Students will read and discuss David Sedaris’ “Remembering My Childhood on the Continent of Africa” and then create a Writer’s Notebook entry on something they have envied in the life of a friend or relative. or reading to develop your position. Students must specific the audience and subject and list the three distinct characteristics they have imitated and how they have incorporated the elements into their essays and changes that they have made. From the journal entry. Persuasive Essay #2 Using an AP® prompt. and entertainers express their opinions on a wide range of topics. challenges. Evaluation of the essay will be based on the AP® 9-point rubric. Persuasive Essay #1 Students will write a persuasive. As part of the instruction.

Students will have an opportunity to revise the in-class essay after feedback and commentary. Evaluation of the essay will be based on the AP® 9-point rubric. the prompt creator will evaluate the essay. Topics may include: Witch Hunts—Old and New.D) Excerpt from The Ethicist “Attack from Beyond” by Randy Cohen (column) E) “How Many Times Have You Done This in the Past Year?” Josephson Institute (survey) F) “The Ways We Lie” by Stephanie Ericsson (essay) G) “Back to School Cheating Tips” from The Onion (satire) H) “Too Much Pressure” by Colleen Wenke (essay) Evaluation of the essay will be based on the AP® 9-point rubric. Synthesis Essay #3 Gender Synthesis project: Students will create a synthesis prompt and slices from seven sources on gender issues provided to them in order to analyze how the synthesis prompts are constructed for the AP® English Language and Composition Exam. Analysis Essay #1 Students will write an in-class analysis of the rhetorical strategies and style in a passage from The Scarlet Letter by Nathaniel Hawthorne. The prompts created by the students will then be used in class for an in-class essay and will be evaluated by the creator of the prompt using the AP® 9-point rubric.December 16. Ethnic Cleansing or Genocide. and the Rule of Law. Analysis Essay #2 America Needs Its Nerds Q2 2008 (B) Read the following passage from “America Needs Its Nerds” by Leonid Fridman. Civil Disobedience. Students will participate in a read-around of the essays produced in-class using the rubric. 2010. The writer will evaluate the prompt created. Students will have an opportunity to revise the in-class essay after feedback and commentary. Evaluation of the essay will be based on the AP® 9-point rubric. Then write an essay in which you analyze how Fridman develops his argument. 2010 Theme: Liberty Moment of Voice: presentations continue Socratic Café: Socratic Café discussions continue with less direction from the teacher. or A World without War Skills Focus: Propaganda Logical Fallacies Satire Research . Synthesis Essay #2 Q1 (2007B) Museum artifacts. Second Quarter October 12. Students will have an opportunity to revise the in-class essay after feedback and commentary. Protest. Evaluation of the essay will be based on the AP® 9-point rubric. Students will have an opportunity to revise the in-class essay after feedback and commentary. Students will participate in a read-around of the essays produced in-class using the rubric.

as long as. Nicholas Hytner Hollywood on Trial dir. 412-419 The Well-Crafted Sentence “Well-Balanced Sentences” pp. 46-60 “Well-Developed Sentences” pp. Walter Bernstein Occurrence at Owl Creek Bridge dir. Julie Taymor Excerpt from Mr. Parallel Structure Reading Selections: Textbooks: The Bedford Reader Chapter 11 “Cause and Effect: Asking Why” pp. 61-74 Spunk & Bite “Word/Language—Aerobatic and Incandescent” pp. 592-95 “Grammar as Rhetoric and Style: Parallel Structures” pp. due to the fact that Usage—commonly confused and misused words Grammar—Compound Sentences. 339-345 “Grammar as Rhetoric and Style: Coordination in the Compound Sentence” pp. 66-85 “Words and Expressions Commonly Misused” pp. 72-93 The Elements of Style “An Approach to Style” pp. Ken Burns Non-fiction: The Declaration of Independence The Bill of Rights “The Gettysburg Address” by Abraham Lincoln “Fourteen Points” by Woodrow Wilson “A Luta Continua” by Will Kearney . 39-65 They Say. 698-705 Fiction: Excerpt from The Things They Carried by Tim O’Brien “Occurrence at Owl Creek Bridge” by Ambrose Bierce “Armistice” by Bernard Malamud Drama: The Crucible by Arthur Miller Film: The Crucible dir. Smith Goes to Washington dir.Synthesis Cause and Effect How to Understand the Rhetoric of Popular Music Using Adverb Clauses of Cause and Effect-because. Frank Capra Excerpt for Civil War dir. I Say “I Say” pp. 51-98 The Language of Composition “Grammar as Rhetoric and Style: Concise Diction” pp. Jim Brown Excerpt from Across the Universe dir. Robert Enrico Excerpts from American Masters Pete Seeger: The Power of Song dir. since.

Buckley “Civil Disobedience” by Henry David Thoreau Associated reading: The Night Thoreau Spent in Jail by Robert E. 157º 52´W” by Joan Didion Point/Counterpoint: The Japanese-American Internment (literature textbook) Excerpt from “American History: A Survey” by Richard N. Redfern . and David Javerbaum “Why Don’t We Complain” by William F. Gandhi Letter to Sarah Ballou by Sullivan Ballou “No News from Auschwitz” by A. Rosenthal From Survival in Auschwitz by Primo Levi “Berlin-East Prussia: Summer-Autumn. Nash. and Young “We Didn’t Start the Fire” written and performed by Billy Joel “Subterranean Homesick Blues” written and performed by Bob Dylan “It’s The End of the World As We Know It (And I Feel Fine)” written and performed by REM “Washington Bullets” written and performed by The Clash Essays on Rhetoric: “The Making of the Gettysburg Address PowerPoint” by Peter Norvig “Shot With Its Own Bullets” by Peter Norvig “Revolution in Style” from Lincoln at Gettysburg by Garry Wills “Popular Music and Rhetoric” by Brian K. 21º 19´ N. performed by Crosby. Stills. 1940-1941 by Ian Kershaw “The Holocaust” by Bruno Bettelheim “Why Soldiers Don’t Talk” by John Steinbeck “Letter from Paradise.D. NPR. Lee “On Civil Disobedience” by Mohandas K. Union song “Ohio” written by Neil Young. Ehrhart “Lincoln” by Delmore Schwartz “Abraham Lincoln Walks at Midnight” by Vachel Lindsey “O Captain. Rebecca Williams. Ben Kalin. Current et al. 4 May 2010 Poetry: “The Death of the Ball Turret Gunner” by Randall Jarrell “The Naming of Parts” by Henry Reed “In Response to Executive Order 9066: ALL AMERICANS OF JAPANESE DESCENT MUST REPORT TO RELOCATION CENTERS” “Ode for the American Dead in Asia” by Thomas McGrath “At the Vietnam Memorial” by George Bilgere “Beautiful Wreckage” by W.M. My Captain” by Walt Whitman Music “Roll.“Chapter 7: The Media: Democracy’s Guardian Angel” from America: The Book by Jon Stewart. Root. audio essay. 1941” from Fateful Choices: Ten Decisions That Changed the World. Kent State Shooting Divided Campus and Country. Talk of the Nation.. Pagels “Politics and the English Language” by George Orwell “A Brief Lexicon of Jargon” by Richard K. host. Eds.. Roll” CSA song “Battle Cry of Freedom” written by George F. Alabama.

Disapproving. PowerPoint.. Seuss “Mighty Trapper But He Misses the Big Ones” Dr. Moto” Texaco advertisement. the students will write reflections on the limitations. “A Hanging” by George Orwell From Man’s Most Dangerous Myth: The Fallacy of Race by Ashley Montagu From You Can’t Go Home Again by Thomas Wolfe From “Tale of a Tub” by Jonathan Swift From “On Liberty” by John Stuart Mill From The Things They Carried by Tim O’Brien Student-created multiple choice practice Writing Assignments Writer’s Notebook The notebook should include a minimum of 27 entries per 9-week grading period.) to parody a classic American speech or essay in the style that Peter Norvig does his PowerPoint of Abraham Lincoln’s “Gettysburg Address. Bush” poster “Put ‘em up. photo by John Filo The Gettysburg PowerPoint Presentation by Peter Norvig Vocabulary: Lesson 10 Problems Puzzlements. or Scolding Lesson 13 Lacking Interest or Emotion Lesson 14 Lacking Energy of Movement Lesson 15 Humility and Obedience Lesson 16 Enthusiasm and Passion Lesson 17 Being Stubborn Lesson 18 Sound Multiple Choice Practice: From The Proud Tower by Barbara Tuchman “Letter from Birmingham Jail” by Martin Luther King Jr. Facebook. and Disasters Lesson 11 Harmful Lesson 12 Criticizing. challenges. Students will consider fateful decisions in history and explain the causes and effects of the decision. 1942 “Waiting for the Signal from Home. Kent State. and power of new media on discourse. IM.Visuals: Shoes.” After completing the project and presenting it to the class.” 1942 “Stay on the Job Until Every Murdering Jap is Wiped Out” poster “Go Ahead.. Methods of Discourse (Cause and Effect) Essay #4: In an out-of-class essay. Texting. Mr. others will be the student’s choice. The model for the essay will be a paragraph from an American history textbook . Over Again” Latuff 2009 “Don’t Let Them Carve Those Faces on Our Mountains” Dr. photograph from the Auschwitz-Birkenau Museum “Never Again. Some will be assigned by the teacher. Please Take a Day Off” Texaco advertisement “War Is Not Healthy for Children and Other Living Things” poster Mary Vecchio cries over the body. etc. GoogleGroup. Seuss “We Can Do It” poster “Up Yours. Imitation “Essay” #3: Students will select a new media (Twitter.

Boorstin and consider the implications of the distinction Boorstin makes between dissent and disagreement. Methods of Discourse (The List) Essay #5: Using Woodrow Wilson’s “14 Points” and Will Kearney’s “A Luta Continua” as models. 2008 Form B Read the following excerpt from The Decline of Radicalism (1969) by Daniel J. Read the following items carefully and then write an essay presenting a logical argument for or against the Supreme Court decision. The students must clearly define the audience. and indeed. a desire for justice. 1990 Recently the issue of how much freedom we should (or must) allow student newspapers was argued all the way to the Supreme Court. students will write an essay outlining points. or Lincoln’s decision to block Southern ports. write a carefully reasoned essay in which you defend. Joan. challenges. Board of Education. Gore. using appropriate evidence. Analysis #3 George Bernard Shaw Saint Joan Q2 2006 (Form B) In the following passage from George Bernard Shaw’s play Saint Joan. the Yalta Conference. in all human affairs. or qualify Boorstin’s distinction. which is based on the life of Joan of Arc (1412?-1431). Use evidence from your reading and/or observation to develop your position. 1941-41 by Ian Kershaw. a young French woman. Then. Is the term witch hunt viewed in the same context today? When. Persuasive Essay #6 Wooden-headedness Q2. but by a sense of morality. Persuasive Essay #4 Newspapers Q3. if ever. is on trail in a church . Brown v. Synthesis Essay #4 Introduction: The term “witch hunt” has become synonymous with the Salem Witch Trials and the McCarthy hearings. 1994 Some people would claim that what Tuchman calls wooden-headedness plays a remarkably large role in all organizations. or qualifies the idea about the prevalence of wooden-headedness in human actions and decisions. The prompts created by the students will then be used in class for an in-class essay and will be evaluated by the creator of the prompt using the AP® 9-point rubric. is a witch hunt morally correct? Who appoints the hunters? Does the desire for the good of the people or a sense of justice outweigh the risks of a witch hunt? Who determines the difference? Synthesis Project: Students will create a synthesis prompt and slices from seven sources on documents associated with HUAC provided to them in order to analyze how the synthesis prompts are constructed for the AP® English Language and Composition Exam. Congress passing No Child Left Behind. the prompt creator will evaluate the essay. and purpose of the task and define the method of discourse they will be using. challenge. As evidenced by history. using the atomic bomb. Write a carefully reasoned persuasive essay that defends. The writer will evaluate the prompt created. Events students may consider but they are not limited to: Supreme Court decision on Bush v. these witch hunts were driven not only by fear and superstition. subject. and even superiority and power. Persuasive Essay # 5 Dissent Q3.about President Lyndon Johnson’s decision to escalate the war in Vietnam and a chapter from Fateful Choices: Ten Decisions That Changed The World.

analyzing. as well as a short sentence or two to indicate the author’s credentials. second. Its purpose is to introduce the source by. 3. examining reasoning. Carefully read the Inquisitor’s speech to the church court whose members were to decide Joan’s fate. analyze the rhetorical strategies the Inquisitor uses to argue his case against Joan. Any biases should be taken into consideration when considering the writer’s statements. Finally. and analyzing evidence. (2) explains the range of positions discovered. He or she will aim to select articles that are especially credible. present at least one pertinent question arising from a consideration of this article. and then tried by French clerics who supported the English. 2. and (3) introduces the five to seven articles and visual the casebook will feature by placing them into the context of the range of positions described. The following steps are all necessary components of this assignment: 1. and the controversy surrounding the topic. The writer’s aim in presenting information about the author and the publication is to help establish the source’s credibility or lack of credibility. The student will write a Headnote (1-2 paragraphs) to each of the articles highlighted in the casebook. (4) helps students learn to identify and evaluate a writer’s use of argumentation by identifying claims. and how.court for allegedly spreading heresy (beliefs at variance with established religious doctrine). first. in a well-written essay. (2) helps students become knowledgeable about a controversial or debatable issue by exploring and analyzing more than one side of an arguable issue. She was eventually captured. Dressed in armor. The student will write an Overall Introduction to the casebook (1-2 pages) which (1) presents the topic. to readers in an engaging way. (3) provides an opportunity for students to practice critical thinking skills such as questioning. . the writer may be able to determine whether the article is likely to be biased. Then. the Headnote should contain a brief summary of the article and a reminder of how it fits into the overall context of the casebook as a whole. By this kind of careful examination. The Headnote appears before each article on a separate sheet of paper. The student will select at least four articles and one visual that explore and help demonstrate the range of positions that people take on this issue. Thirdly. Joan led the French troops against the English. The student may also wish to explore pieces that he or she feels are especially not-credible to provide an instructive contrast. The most serious crime she was charged with was her claim that she had received direct inspiration from God. though not persuasive one way or the other as background in an appendix. and evaluates. Research Project Students will assemble a casebook of at least four articles and one visual which demonstrate the range of positions that are possible on a debatable issue. and (5) asks students to produce editorial writing that questions. Ideas for the casebook will develop out of the Socratic Café discussions on The Bill of Rights. stating where you found the article—in print (where?) on the Internet (where? describe the site). turned over to the English. and synthesizing. that argue their position effectively or persuasively. Students may also wish to include articles which they feel are especially informative. This exercise (1) helps students to learn methods for gathering and selecting information. stating the title and the author. analyzes.

or some combination of both and explain whether the opinions are presented persuasively or not and why. opinion. From the casebook. Poverty and Hunger in Our Times. The Next Hundred Years Skills Focus: How to read the rhetoric of a poem How to read a painting (cartoon. Science. Spring Semester First Quarter January 4. 2011 Theme: The Pursuit of Happiness—The American Dream. The student will write an Endnote (1-2 paragraphs) to each of the articles and visual. 5. visual) Description Example Grammar: Modification Style and Clarity Thesis Statements Reading Selections Textbooks: The Bedford Reader “Joyce Carol Oates on Writing” pp. he or she discuss whether the article is based on fact. 176-182 The Well-Crafted Sentence “Modifiers Following the Noun: Adjective Clauses and Adjective Phrases” pp. Unintended Consequences of Technology. the student will create a synthesis prompt with excerpts from the articles and visual to be used for a 40-50 minute writing assignment with 15 minutes for reading and annotating the sources. 170-171 “Anna Quindlen on Writing” “Barbara Lazear Ascher on Writing” “Bill Bryson on Writing” Chapter 5 “Description: Writing with Your Senses” pp. The American Myth. 6. Business Ethics—an Oxymoron. The research project will be assessed using the Casebook Assignment Rubric. 2011-March 16. At the end of each article. focusing in this grading period on Poetry Out Loud. 128-135 Chapter 6 “Example: Pointing to Instances” pp. The prompt should be prepared according to the template with documentation and excerpts. Technology and Society Theme: Liberty Moment of Voice: presentations continue. Students will memorize and recite poems and write an analysis of the poem selected. 75-88 . Then present an evaluation of the stronger position. The student will write an Overall Conclusion to the casebook which outlines the major questions it reasonable to ask before making a decision on the issue. Socratic Café: Discussions will continue and may include the topics The American Dream.4.

Evening. Richard Fleischer “Panhandling: Can You Spare a Buck?” Channel 8 Richmond News. Krutch Poetry: “Edward Hopper’s Nighthawks.“Modifiers Built from Verbal Phrases” pp. Thurow “ Our Values Hurt the Environment” by Joseph W. 2010 . Periodic. 89-104 Spunk & Bite “Force/Stimulation by Any Means” pp. 893-900 Grammar Snobs Are Great Big Meanies “Is That A Dangler in Your Memo or Are You Just Glad to See Me?” pp. 790-95 “Grammar as Rhetoric and Style: Cumulative. 106-147 “Form/Life Between the Marks” pp. 25-28 Fiction: The Great Gatsby by F. 148-187 They Say. Scott Fitzgerald Of Mice and Men by John Steinbeck “Harrison Bergeron” by Kurt Vonnegut “EPICAC” by Kurt Vonnegut Slaughterhouse Five by Kurt Vonnegut Non-fiction: “On Compassion” by Barbara Lazear Ascher “Homeless” by Anna Quindlen “Live Free and Starve” by Chitra Divakaruni “The Singer Solution to World Poverty” by Peter Singer “The Equity of Inequality” by George F. Jack Clayton Modern Times dir. 1942” by Joyce Carol Oates “In California: Morning. Scott Fitzgerald dir. Davis Guggenheim Soylent Green dir.M. I Say “Tying It All Together” pp. Late January” by Denise Levertov “The Great Colossus” by Emma Lazarus “Saturday’s Child” by Countee Cullen Visuals: Nighthawks by Edward Hopper “Cellular Phones of the Future” cartoon by Barry Blitt Film: The Grapes of Wrath dir. Forster “Economic Growth Requires Environmental Consequences” by Lester C. John Ford The Great Gatsby by F. Nate Eaton. Charles Chaplin An Inconvenient Truth dir. Will “Design Flaws” by Bill Bryson “TV Addiction” by Marie Winn “Pornviolence” by Tom Wolfe “My Wood” by E. 99-134 The Language of Composition “Grammar as Rhetoric and Style: Modifiers” pp. and Inverted Sentences” pp.

Locate yourself in a public place—a bleacher at a ball game. Date.g. Methods of Discourse (Explanation) Essay #7: Q 1 (1984) In a well-organized essay. Methods of Discourse (Description) Essay #8: Mall Watching.Frontline: Growing Up Online and The Digital Nation Music “God Bless America” by Irving Berlin “This Land Is Your Land” by Woody Guthrie Essays on Rhetoric: “How to Write with Style” by Kurt Vonnegut “How to Write Clearly” by Edward T. a bench at a park.” or other means. 7:00-8:00 p.m. visual. tactile. you may consider recurring events. but remember that good descriptive writing puts the reader in your place but also makes a claim that is supported by the description. (You are not limited to familiar time-keeping devices. . and aural—to observe the scene before you. Georgia. olfactory. Warren’s Profession by George Bernard Shaw From On Native Grounds by Alfred Kazin From Rabbit. a pew at a church. “Turner Field. Some will be assigned by the teacher. recording your observations. Run by John Updike From The Monastery and the Clock by Lewis Mumford From The Night Country by Loren Eiseley From The Life and Times of Geoffrey Chaucer by John Gardner From “The Tell-Tale Heart” by Edgar Allan Poe Student-created Multiple Choice Practice from Author’s Style Project Student-created Multiple Choice Practice from Author’s Style Project Writing Assignments Writer’s Notebook The notebook should include a minimum of 27 entries per 9-week grading period. Focus on the sensory imagery and use all your senses—gustatory. Thompson “The Thesis” by Sheridan Baker Vocabulary: Lesson 19 Praise and Respect Lesson 20 More Than Enough Lesson 21 Food and Hunger Lesson 22 Being Careful Lesson 23 Short-lived in Time or Place Lesson 24 The Old or the New Lesson 25 Being Sneaky or Hardly Noticeable Lesson 26 People You Will Meet on the SAT Lesson 27 Things of Little Importance or Value Multiple-Choice Practice: From the Preface to Mrs. Atlanta.” Your thesis may be direct or implied. others will be the student’s choice. a wall at The Avenue—and observe for at least an hour. e. ‘inner clocks. Time. explain the nature and relative importance of two or three means by which you keep track of time and discuss what these means reveal about what kind of person you are. 1 June 2010. Write a descriptive essay based on your observations titled: Name of Place.

Money and Class in America. Support your argument with appropriate evidence.” students will select an American painting and write an analysis of the painting. An online article “Buy Nothing Day: 2006 Press Release” urged world-wide acceptance of taking a “24-hour consumer detox as part of the 14th annual Buy Nothing Day” in order to expose the environmental and ethical consequences of overconsumption” (“Buy Nothing Day. Topics: Accepting Death.Research Project #2 Students will research a common theme in American literature and develop a persuasive essay prompt based on the argument prompt on the AP English Language and Composition exam. Self-Deception/Absurdity. and the analysis of the style written by the student. Analysis #4 After analyzing and comparing “This Land Is Your Land” by Woody Guthrie and “God Bless America” by Irving Berlin in class. Drawing on your own knowledge and experience. Pride and Self-Knowledge. Nature. Ego. challenging. Knowledge and Wisdom. Change. The final product will be a handout that includes: a photo of the writer.adbusters. Then write an essay in which you develop a position on the establishment of an annual Buy Nothing Day.org). Consider the implication of a day on which no goods are purchased. a bibliography of the writer’s seminal works. (Source: Paul Laurence Dunbar High School.” After discussing the handout “How to Read Artwork. or The Limitations of Society.” Persuasive #8 Buy Nothing Day Q3 (2010) Form B The first Buy Nothing Day—a day on which people are urged to purchase no goods—was organized in Canada in 1992 as a way to increase awareness of excessive consumerism. Violence. After writing and sharing the analysis. Family Relationships. Hopefulness. Lexington. Persuasive #7 Attitudes Toward Wealth Q3 (1996) In his book Money and Class in America. A Buy Nothing Day has been held yearly since then in many nations. the students will write a creative response—poem or short story—based on the painting. Alienation. Freedom and Independence.) Methods of Discourse (Analysis) # 6 and Imitation Essay # 4: Students will study Edward Hopper’s painting Nighthawks and read Joyce Carol Oates’ poem “Edward Hopper’s Nighthawks. Lewis Lapham make the following observations about attitudes toward wealth in the United States. Kentucky. and three quotations selected as illustrative of the writer’s style. Synthesis Question # 5: Panhandling . students will select two popular songs by different artists or from different time periods on the same subject and write a comparison/contrast of the styles of the songs. or qualifying Lapham’s view of “the American faith in money. columnist. www. Analysis #5 Students will select one contemporary author. The topics are drawn from those used or implied on the exam since the 1980s. or essayist and read a minimum of three short pieces by the author and write an out-of-class analysis of the writer’s style.” courtesy of Adbusters. Passion versus Responsibility. 1942. Copies of the handouts will be distributed to each student and evaluated by the teacher. Language as Key to Identity. The analysis will be written in-class as a timed essay and then revised based on peer and teacher feedback. write a carefully reasoned essay defending.

2011-May 27. a blog essay about a panhandler on a commuter train in Toronto. and a research report on the economic consequences of panhandling. 285-289 The Well-Crafted Sentence “Noun Phrases Working as Modifers: Appositives and Absolutes” pp. 224-254 The Language of Composition “Grammar as Rhetoric and Style: The Appositive” pp. 74-83 Chapter 8 “Process Analysis: Explaining Step by Step” pp. 188-223 “Contemporaneity /A Leg Up on The Competition” pp. 276-280 “How to Dump a Friend” by Lucinda Rosenfeld pp.P. Fans and Fanatics: Sports and the Games We Play Skills Focus: Narration Process Analysis Grammar: Appositives Review Reading Selections Textbooks: The Bedford Reader Chapter 4 “Narration: Telling a Story” pp. The Price of Privilege. 167-174 Fiction: A Prayer for Owen Meany by John Irving “Shoeless Joe Comes to Iowa” by W. Praise and Remembrance. a guide from an organization that supports the homeless about how to offer help outside of cash for beggars. 268-275 “How to Poison the Earth” by Linnea Saukko pp. an editorial calling for stricter laws against panhandling. Kinsella Non-fiction: Reading Group Selection “Gifts” by Ralph Waldo Emerson . 105-120 “Special Effects: Expectations and Exceptions” pp. 2011 Theme: The Pursuit of Happiness—Pastimes. The Price of Admission. a how-to article on panhandling. photos of panhandlers’ signs.Articles are forthcoming but will include a city ordinance against panhandling. 281-284 “Thorny Truths About Flowers” by Niala Maharaj and Donovan Hohn pp. Moving On Moment of Voice: presentations continue Socratic Café: Discussions will continue with topics to include The American Way of Death. All Work and No Play Makes Jack A Dull Boy. Students will be placed in the role of a city attorney making recommendations for the city council on a new policy concerning panhandling. Synthesis Question # 6: The Penny Q1 (2008) Second Quarter March 17. 120-136 Spunk & Bite “Clarity/’A House of Great Spickness and Spanness’” pp. a news report on a journalist disguised as a panhandler and the experience.

Kinsella “Our Barbies. Scudder Multiple Choice Practice: From The Education of Henry Adams by Henry Adams “Take This Fish and Look at It” by Samuel H.P. Kent “The Rhetoric of Eulogy: Topoi of Grief and Consolation” by Michael L. Ourselves” by Emily Prager “Can an Engine Pump the Values in Your Heart” by Jean Kilbourne “Behind the Formaldehyde Curtain” by Jessica Mitford “Videotape” by Don DeLillo “Cystic Fibrosis” by Frank DeFord “Secondhand Prose” by Anne Fadiman “The Death of the Moth” by Virginia Woolf “John Doe No. Housman “Because I Could Not Stop for Death” by Emily Dickinson “Kaddish” by Allen Ginsberg “Holy Sonnet 10” by John Donne “Do Not Go Gentle” by Dylan Thomas Film: The Natural dir. Ourselves” by Emily Praeger “Theater: Hoffman. Auden “To An Athlete Dying Young” by A.E. Sam Wood Music: “John Doe #24” by Mary Chapin Carpenter “Shannon” by Henry Gross “Candle in the Wind” by Elton John as performed for Princess Diana’s funeral “Tears In Heaven” by Eric Clapton “Hallelujah” by Leonard Cohen as performed by Jeff Buckley Essays on Rhetoric: “The Rhetoric of Funeral Oratory and Eulogy” by Michael L. 24 Takes His Secret to the Grave” The New York Times 5 December 1993 Excerpt from God Knows His Name: The True Story of John Doe No.H. ‘Death of a Salesman’” Review by Frank From On Death and Dying by Elisabeth Kubler Ross Student-Created Multiple Choice Practice .“Pearls Before Breakfast” by Gene Weingarten “Our Barbies. Phil Alden Robinson The Pride of the Yankees dir. Kent “Take This Fish and Look at It” by Samuel H. Barry Levinson Field of Dreams dir. Scudder “Hallelujah” by Leonard Cohen “The Death of the Moth” by Virginia Woolf “Shoeless Joe Comes to Iowa” by W. 24 by David Bakke Drama: Our Town by Thornton Wilder Death of a Salesman by Arthur Miller Poetry: “Funeral Blues” by W.

Methods of Discourse (Narration) Essay #8: How did it get here? Students will select an object important in the hobby or pastime in which they are engaged. observation. In a well-written essay. end to beginning or a combination. the journey that the product took to get into their possession. develop a position on the ethics of offering incentives for charitable acts. for example knitting needles. This assignment will be completed in the final weeks of the course after the AP® English Language and Composition exam in May. But Have Different Meanings Lesson 30 More Tricky Twins and Triplets Lesson 31 Hottest of the Hot Words A to G Lesson 32 Hottest of the Hot Words H to P Lesson 33 Hottest of the Hot Words Q to Z Lesson 34 Millennium Hot Words Lesson 35 More Millennium Hot Words Writing Assignments Writer’s Notebook The notebook should include a minimum of 27 entries per 9-week grading period.net/famous-eulogies/> Analysis Essay #6 Two views of death Analysis Essay #7 Pink Flamingo Q1 (1999) Analysis Essay #8 The Coca-Cola Letters Q3 (1998) Persuasive Essay # 9 Randy Cohen “The Ethicist” Fundraising incentives Q3 (2007) The practice of offering incentives for charitable acts is widespread. a student who likes to cook may write a process of analysis script for a cooking show demonstrating how to make snickerdoodles. Imitation #5: The Eulogy <http://www. Some will be assigned by the teacher. and present the finish product along with the recipe and samples to the class.eulogyspeech. and/or experience. or guitar strings. to federal income tax deductions for contributions to charities. from school projects to fund drives for organizations such as public television stations. others will be the student’s choice. Students will consider the most effective narrative organization to present their items origin—beginning to end. For instance. Methods of Discourse (Process Analysis) Essay #9 with Presentation: Students will focus and narrow a skill from one of their pastimes to teach to members of the class through a process analysis essay and oral presentation/demonstration to the class. Persuasive Essay #10 Schopenhauer Q3 (2006) Form B . videotape an episode of her cooking show. a soccer ball. They will then trace from their ownership back to creation. support your position with evidence from your reading.Vocabulary: Lesson 28 Being Wise and Sharp-Minded Lesson 29 Words That Sound and/or Look Alike.

state school: Will an expensive school really pay off in the long run with a better job?” by Walter Updegrave.R. 23 September 2005 .Read the following passage by German philosopher Arthur Schopenhauer (1788-1860).. Synthesis # 7 Boxing A) “My Fights with Jack Dempsey” by Gene Tunney B) “The Loser” by Gay Talese C) “Who Killed Benny Paret” by Norman Cousins D) “Blues for Benny ‘Kid’ Paret” by Dave Smith E) “Benny Kid Paret” song by Gil Turner F) “Champion of the World” by Maya Angelou G) “The Cruelest Sport” by Joyce Carol Oates H) “Death Under the Spotlight” by Joseph V. or qualifies one of Schopenhauer’s claims. 1832: Muhammad Ali Boxing Reform Act J) Visual: Both Members of this Club. Then write a carefully reasoned essay that defends. Support your argument with appropriate evidence. painting by George Bellows Synthesis #8 College Admissions A) “Tense Times at Bronxville High” by Susan Dominus B) “HOW THE "Z-LIST" MAKES THE A-LIST: Harvard's Payback for Big Donors” from The Price of Admission by Daniel Golden C) “I've Got 99 Problems.” by Barbara Smaller. G) 2010 Ivy League Admissions Statistics H) “Ivy League vs. 27 October 2008. Admissions Is Not One” by Bryan Nance D) “Parenting: Young. The New Yorker. Gifted and Not Getting Into Harvard” by Michael Winerip E) “Getting In: The Social Logic of Ivy League Admissions” by Malcolm Gladwell F) “I'm worried about a monster under my bed and I'm worried about college. challenges.. Svinth I) H.

The Elements of Style. Chicago: The Great Books Foundation. Grammar Snobs Are Great Big Meanies: A Guide to Language for Fun and Spite.B. 2006. and E. Berkeley: U of CP. Boston. Logan. The: Readings in American Democracy. Textbooks American Studies. 6. Rhetoric. Lunsford. Mass. The Well-Crafted Sentence: A Writer’s Guide to Style. Graff. Language of Literature: American Literature. AP Ed. and Homer Simpson Can Teach Us About the Art of Persuasion. Print. 2009. Arthur. et al. X. I Say: The Moves That Matter in Academic Writing.. New York: Pearson. Richard A. Dorothy M. Print. Longman. Print. 1988. Print. Print. Jolliffe. Print. William. Fort Worth: HBJ College P. Heinrichs. Contemporary Style. ---. New York: McMillan. Edward. 2003. Plotnik. Lawrence Scanlon and Robin Dissin Aufses. Thank You for Arguing: What Aristotle. 2007. New York: W. Print. Schuster. 7th ed. Boston: Bedford/St. McDougallLittell. 1988. 1991. Bacon. 2006. Andrea A. Readings for Writers. New York: The Modern Language Association. Hargrove. Julia. Lindemann. Martin’s.Teacher Resources Casagrande. Print. 2007. Print. Renee H. 1979. Print. Erika. Vol. New York: McGraw Hill. Vol. “Using Bloom’s Taxonomy to Teach Students About Plagiarism” 97: 6 (July 2008) English Journal: 43-46. Print. 8th Ed. 2001. Print. Writing. New York: Nextext. 2003. Print. Murphy. Roskelly. Easy Writer: A Pocket Reference. Applebee.J. Kennedy. Print. 3rd ed. Arthur N. 2001. 2009. Print. Melissa. IA: The Perfection Form Co. 3rd ed. Boston: Bedford/St. Everyday Use: Rhetoric at Work in Reading and Writing. eds. A Handlist of Rhetorical Terms. 1992. . McCuen. The Primary Source: Historical Documents: Early American Speeches.W. Donald. Boston: Bedford/St.. New York: McDougall-Littell. Lanham. Martin’s. New York: Oxford University Press. Boston: Bedford/St. A Rhetoric for Writing Teachers. Hephizibah and David A. Estelle and Barbara L. 2003 Vosen. Print.: Heinlen. Nora. Rankin. 3rd ed. Logan. 2009. Print. Kennedy. Jay. Martin’s. Print. 2006. Gerald and Cathy Birkenstein. Will of the People. June. The Bedford Reader. Martin’s. A. Heinemann. New York: Random House Reference. 2010. Jo Ray and Anthony Winkler. 2008. 7th ed. Language Network. 2002. 2nd ed. The Language of Composition: Reading. 7. Lincoln. MLA Handbook for Writers of Research Papers. 1993. 2nd ed. The Primary Source: Historical Documents: Modern American Speeches.. White. A Writing Teacher Teaches Writing Revised. Strunk. Print. Norton. IA: The Perfection Form Co. They Say.. New York: Three Rivers P. Shea. Jr.. Murray. Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction. Print. New York: Penguin. Aaron. 2001. and Jane E. 5 Steps to a 5: AP English Language 2010-2011. Spunk & Bite: A Writer’s Guide to Bold.

The Awakening. Well-organized grammar and style manual M-W Online Merriam-Webster Online dictionary Re:Writing. Bantam. Bedford-St. Bedford-St. Bedford-St. Tradebooks Chopin. Kurt. spelling and grammar check. Mineola. 2004. Using and documenting sources Research and Documentation Online. The Night Thoreau Spent in Jail. New York. Krakauer. J. Grammar and Usage Resources Guide to Grammar and Style. Multiple Choice Questions in Preparation for the AP English Language and Composition Examination. Print. Jon. K’s Socratic Cafe. 1996. Course Websites Mrs. Hurston. NY: Dover. readability statistics. Charles F. New York. Boston: Beacon P. Martin’s Using and documenting sources Visual Literacy Resources Seeing and Writing 3. 1964. Slaughterhouse Five. and Richard Vogel. Into the Wild. Online writing helper Purdue’s Online Writing Lab (OWL). 1981. Print. Fitzgerald. Reliable advice about writing and documenting Rhetorical Terms Resources . Shery Kearney. Martin’s Writing and grammar exercises online Research and Topical Resources Top Links for Reading Critically. Visual literacy exercises online Writing and Composition Resources PaperRater. Arthur. IL: Permabound. McIntosh High School. Free online plagiarism detector. Print. The Catcher in the Rye. Google Groups. The Scarlet Letter. Bantam.D. The Great Gatsby. 1993. New York: Ballantine. Jerome and Robert E. Martin’s. New York: D & S Marketing. 1988. 1990. Lawrence. Print. Rutgers University. Nathaniel. 1998. Miller. 2005. Zora Neale. John. Print. New York: Harper. Print. A Prayer for Owen Meany. Print. Writing Well. Purdue University. 1991. John. Hawthorne. Salinger. Scott. Walden. Print. New York: Viking P. McIntosh Advanced Placement English Language and Composition . Print. Print. F. Vonnegut. Diana Hacker. Jacksonville. 1978. 1993. Paradigm Online Writing Assistant by Chuck Guilford. Print. Kate. London: Penguin. Steinbeck. Thoreau. Jacksonville. Their Eyes Were Watching God. and style and usage analysis. Print. Print. Bedford-St. Of Mice and Men. Bedford-St. Lee. IL: Permabound. New York: Dell. Martin’s Online resources on topics and issues The Research Room. New York: Anchor. Irving. Martins.Winans. Henry David. Jack Lynch. 1999. Death of a Salesman.

Brigham Young University. A Glossary of Rhetorical Terms with Examples. . by Michael Edenmuller. The Forest of Rhetoric: silva rhetoricae.American Rhetoric. University of Kentucky.

and mechanics. convincing. usage. usage. topic sentences. sound sentence structure.) Ideas and Content: Addresses the “what” but misses the “how” or “why. effective conclusion. but they need variety to add interest and rhythm. paragraph unity. appropriate use of transitions. Virtually no errors in conventions such as spelling. Presentation: MLA manuscript form. Superior Original thought beyond class readings and discussions. grammar. precise. marked with stylistic finesse. in-text documentation. Organization: Formulaic essay structure. insightful. usage. Clear and convincing content. high level and varied diction. . Follows MLA manuscript form precisely and uses in-text documentation and Works Cited format correctly. Gives obvious. and general ideas and support in most of the paper.” and the “why” in the prompt.” Sound organization with full development. excellent thesis. and Works Cited format may have errors.” but may miss the “why. Conventions: Frequent distracting errors in spelling. problems with diction. Ineffective Demonstrates understanding of topic Lacks clear and convincing content. Competent (The paper meets minimum requirements. 61-70 • • • • • • • • • Below 61 Unacceptable • No examples or inappropriate ones. and transitions Voice: Glimpses of voice but fades away in parts of essay Word Choice: Some immature. May have some. thesis. Commentary and interpretation is free of plot summary and expressed with clarity and finesse. Cogent. errors in conventions—spelling. usage. little textual support.” the “how. logically ordered with seamless transitions. Well organized with careful development. with some sentence variety. Effectively chosen and specific concrete details and references through most of the paper. Rambling generalizations which do not address question or topic Poorly constructed thesis. Skillful Ideas limited to class discussion. and mechanics. Voice: Sings Skillfully addresses the “what. MLA manuscript form and/or in-text documentation and Works Cited format has serious errors. Misguided observations and conclusions. grammar. Fluent sentence variety. grammar. Effective introduction.”. sophisticated. Distracting errors in conventions—spelling. memorable conclusion. Effectively addresses the “what” and the “how. good sentence structure. Immature syntax and/or vocabulary. Follows MLA manuscript form and uses in-text documentation and Works Cited format with minimal errors.Appendices McIntosh High School Rubric* 100 • 90-99 • • • • • • • • • • • 80-89 • • • • • • • • • • 71-79 • • • • • • • Distinctive The exceptional written product— fresh. and mechanics. Lack of control over organization and development. Commentary and analysis is thoughtful and convincing but less mature. Sound introduction and thesis. and mechanics. Thoughtfully chosen and specific concrete details and references throughout the paper. but not serious. Well-written. repetitive syntax and/or vocabulary. and clear content. Sentence Fluency: Sentences are mostly correct. fresh diction. superficial.

Syntax meltdown.• • • • • • 0 • Too brief or underdeveloped OR incoherently long. only passing reference to the topic. MLA manuscript form and/or in-text documentation and Works Cited format has fatal errors. Weak or non-existent thesis. a response that is no more than a reference to the task. Empty observations and conclusions. *School rubric may be replaced by district rubric Summer 2010. No paper or plagiarized essay. Weak control and distracting errors in conventions. .

Steven D. Into Thin Air: A Personal Account of the Mount Everest Disaster by Jon Krakauer. Feynman The Year of Magical Thinking by Joan Didion An American Childhood by Annie Dillard The Culture of Fear: Why Americans Are Afraid of the Wrong Things by Barry Glassner The Price of Privilege By Madeline Levine Me Talk Pretty One Day by David Sedaris Fast Food Nation by Eric Schlosser. Mr. This Boy’s Life by Tobias Wolff The Color of Water by James McBride A Walk Across America by Peter Jenkins The Water Is Wide by Pat Conroy All Over But the Shoutin’ by Rick Bragg Hiroshima by John Hersey John Adams by David McCullough The Great Bridge by David McCullough Man’s Search for Meaning by Viktor E. Feymman!" Adventures of a Curious Character by Richard P. Levitt The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell A Heartbreaking Work of Staggering Genius by Dave Eggers In Cold Blood by Truman Capote Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich and Frances Fox Piven What is What By Dave Eggers Silent Spring by Rachel Carson "Surely You're Joking. Dubner.Non-fiction Reading List for Book Circles and Reading Guides Freakonomics A Rogue Economist Explores the Hidden Side of Everything by Stephen J. Frankl The Jungle by Upton Sinclair .

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