AP Language and Composition

AP Language and Composition
09-10
Mr. Potts
Overview of the Course:
The AP course in English Language and Composition helps students to become skilled
readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to
become skilled writers who compose for a variety of purposes. The purpose of the course
is to enable students to read complex texts with understanding and to write prose of
sufficient richness and complexity to communicate effectively with mature readers. Both
their writing and their reading should make students aware of the interactions among a
writer's purposes, audience expectations, and subjects as well as the way certain
conventions and the resources of language contribute to effectiveness in writing. The
acquisition of these reading and writing skills should prepare students to perform
successfully on the AP Examination on English Language and Composition in May, 2007
Overview of the AP Exam:
According to Hephzibah Roskelly, Chief Faculty Consultant of the Advanced Placement
Program administered by The College Board, "The AP Language and Composition Exam
consists of two parts: a multiple-choice section that tests the candidate's understanding of
passages that have been drawn from a variety of periods and written in a variety of styles,
and a free-response section that requires the candidate to write essays on specified topics.
Together, these sections test the full range of the student's ability to recognize and use
rhetorical strategies, to analyze texts, and to make his or her own arguments."
Mr. Potts’ Expectations:
Summed up best by the writer Haruki Murakami:
“These are the things that really frighten me; what I absolutely fear and loathe: Narrow
minds devoid of imagination. Intolerance, theories cut off from reality, empty
terminology, usurped ideals, inflexible systems. Of coarse it’s important to know what’s
right and what’s wrong. Individual errors in judgment can usually be corrected. As long
as you have the courage to admit mistakes, things can be turned around. But intolerant,
narrow minds with no imagination are like parasites that transform the host, change
form, and continue to thrive. They’re a lost cause, and I don’t want anyone like that
coming in here!”
Materials Needed:
• At least one fluorescent colored “hi-liter” marker
• Any “Writer’s Handbook,” literary term book, or rhetorical device reference
book.
• Stickies/Post-it Notes
• Four non-fiction outside reading books. One for each quarter.
• A good sized three ring binder that will serve as a Writing Portfolio/Study Guide
which will be divided into the following sections:
1. Terminology – You will be given at least 4 different colored sheets that contain terms
that you must commit to memory. We will have “90/90” quizzes until you can
demonstrate mastery of each list.

2. Vocabulary – This is a collection of words that I (Mr. Potts) want to see in your
essays and other assorted writing assignments that we will do throughout the year.
Although mastery of these words is not required, you will see the benefit in your grade if
you choose to learn them.
3. Collection of My Writing—This section should contain everything that you write
throughout this course.
4. Phrases that Work/Tricks of the Trade- As we go throughout the year, you should
keep track of phrases you come across in others’ writing, or your own writing that you
find successful. We will also cover some key elements in the form of handouts that can
never hurt to include in your papers and tricks to use when reading text.
5. In-Class Readings- This section should contain every single article we read in class.
It wouldn’t hurt to keep your notes on these readings as well.
6. Factoid Friday and Beyond – This section will help you to understand the Synthesis
Essay that is just being added to the exam. This assignment requires you to do some
ongoing research throughout the year, and to document where that information is coming
from.
7. Outside Reading – (Reading Log)
As we discussed in class, reading comprehension directly affects writing ability;
therefore, in addition to the non-fiction books you will need to read quality books that can
challenge your comprehension. I feel it is necessary to read at least one award winning
(Booker, Pulitzer, Nobel, Best sellers, or something you have approved with me)
“outside” reading book per quarter. I will be able to evaluate what you are reading by
examining this section at the end of the quarter.
This section should meet the following requirements:
• A complete breakdown of S.O.A.P.S
• Contains 2-3 paragraphs of plot summary
• References to diction, syntax, figures of speech, and tone with examples from the
reading
• A creative rating system
It is up to you to choose how you want to present this information. I encourage you to be
unique and creative.
Your Writing Portfolio will be turned in once a quarter and will serve
as a Final Project for the course.
Syllabus
1 st Quarter:
UNIT 1 – Entering The Conversation: The focus of this unit is to give us the vocabulary
to effectively discuss the readings throughout the year and to practice Rhetorical
Analysis.
Diction – Introduce first list of terminology (Red Sheet). EXAMPLES: Allegorical,
Cacophony, Colloquialism, Connotation, Denotation, Idioms, etc…

1. Read The Box Man by Barbara Ascher
• What is close reading Paraphrasing and Annotating a text
• Details and Imagery: Creating a sense of place
• Connotation and Denotation
2. First practice AP Exam (1991 Released Exam)
3. Discuss Rhetorical Analysis Essay
• Practice Highlighting important uses in Diction with the reading
My Average Uncle by Robert Coffin.
4. First In-class essay: 2002 Question 1 Free-Response “Lincoln’s Second
Inaugural Address”
5. Go ever Holistic Scoring. Read several samples and score them as a class.
• Have students take the first essay response and have them work
with a peer partner for editing to fit with holistic scoring rubric.
Turn in a finalized copy next class period. Read some of the
students papers that fit into each of the categories for scoring.
6. Introduce the role of Figurative Language in analysis. I Have A Dream
Speech to model.
Syntax – Introduce second list of terminology (Blue Sheet). EXAMPLES: Balanced
Sentences, Intransitive Verbs, Loose Sentences, Periodic Sentences, Parallel
Construction.
1. Read “Paret was a Cuban” and discuss how the sentence structure
contributes to the pace of a boxing match.
2. Review of sentence construction and parts of sentences:
• Phrases
• Clauses
• Parts of speech
3. Sports Writing: Students will cover their favorite sporting event, paying
close attention to syntax, in order to create a pace that reflects the pace of
the event.
4. Rhetorical Analysis of Death of A Moth
• Cover strategies and skills for multiple-choice questions.
2 nd Quarter:
Tone – Introduce third list of terminology (Yellow Sheet). EXAMPLES: Didactic,
Persona, Sardonic, Voice, Parody, Satire, Irony
1. Introduce the persuasive value of the writer’s voice.
• Write a description of the person who stated the following line,
“Treat servants nicely, take an interest in them, and they’ll do
anything for you.”
• Read the journal entry of William Byrd in order to see how the
tone and voice changed upon publication.
2. Cover all of the levels of Irony (Epithet, Parody, Satire Sardonic, Sarcasm)
• Read Swift’s Modest Proposal

• Watch Episode of “Cobert Report”
• Examine political cartoons
• Read examples from Twain
• Discuss the concept of corrective ridicule
• Read Benjamin Franklin’s Rattle-Snakes for Felons
3. “Dear Students Writing Practice” – Activity to help students recognize the
author’s rhetorical intentions.
4. In-class essay: Question 3 from past AP exam (correspondence between
Ira Herbert of Coca-Cola and Richard Seaver of Grove Press). The focus
for this essay will be on Tone. Before the essay is assigned, we will go
over several samples of student writing that contains a strong writers
voice.
• All papers scoring under a 7 on the holistic scoring rubric must be
rewritten
• All rewrites for this essay will be scored by one of the readers from
our Essay Reader Program
UNIT 2 – Argumentation and Persuasion: The focus of this unit is to help students in
building and supporting their opinions.
Argumentation – Final list of terminology based on argumentation appeals and logical
fallacies (Green Sheet). EXAMPLES: Ethos, Logos, Ad Hominem, Slippery Slope,
Smoke-Screen
1. Analysis of Advertisements – Focus on appeals of persuasion
2. Read Martin Luther King’s Letter from Birmingham Jail
• Color matching different appeals
3. Introduce Factoid Friday: As a student you will be responsible for a topic
that you will follow for the rest of the year. You will become an expert on
this topic as you compile information on the subject.
4. Prepare an argument for your Factoid Friday Topic to present to class.
(Both pro and con)
5. Read E.M. Forster’s My Wood. Write an essay in which the students
choose a subject that needs defending. The focus will be on transitions.
We will work on finding the delicate balance between describing a place
and presenting an argument.
6. Take 2 nd Practice Multiple Choice Exam (1996) Focus on types of
Multiple choice questions that examine the sources of the piece
7. Practice analyzing an image, and discuss how to incorporate images into
your writing
Synthesis Essay:
1. Students will create their own topics based on their Factoid Friday
assignment. This assignment is a research based assignment that requires
the students to document a subject throughout the year in order to write a
final paper

3 rd Quarter:
• Work on Citation with Writers INC. Go over all of the
requirements for MLA style. Use the activities provided in the
Writers Inc. books to help students understand the proper way to
cite sources
2. In-class sample Essay on Women’s Rights
UNIT 3 – Putting the language to use: Practice the skills we have been working on in a
American Literature format.
• Sections of The Scarlet Letter by Nathaniel Hawthorne
o Vocabulary—In context, individual vocab journals
o Rhetorical strategies—Description: Hawthorne as artist
o Literary strategies—Tone, Narrative Point of View, Symbolism
o Archetype—The fall from grace (Biblical allusions)
• Sections of The Crucible by Arthur Miller
o Connections/Comparisons—Abigail & Hetsser; Procter & Dimmesdale
o Characterization—Subtext
o Reading—Close reading using subtext
• “Children of the Sea” by Edwidge Danticat from Krik Krak!
o Patterns & Connections—Them of “The Other”
o Big Question—How do the oppressed/persecuted cope
• Grammar & Usage
o Prose Style—Compete
o The Art of Styling Sentences—Complete
• John Winthrop—“A Modell of Christian Charity”
o Argument—Refutation
o Structure of a Sermon
o Archetype—City on a Hill
• Jonathan Edwards—“Sinners in the Hands of an Angry God”
o Argument—Use of appeals
o Imagery
• Nathaniel Hawthorne—“Young Goodman Brown”
o Romanticism
o Allegory
o Narrative Structure
o Archetype—Faust
• Nathaniel Hawthorne—“The Minister’s Black Veil”
o Symbolism
o Characterization
o Tone
o Parable
• Nathaniel Hawthorne—“Rappacini’s Daughter”
o Ambiguity
o Allusions

4 th Quarter:
o Structure
o Socratic Seminar
o Benjamin Franklin—excerpts from The Autobiography & “Rules by Which to
Govern a Nation”
o Aphorisms
o Archetype—The American Dream
o Satire
o Thomas Paine—The Crisis, No. 1
o Argument
o Thomas Jefferson—“The Declaration of Independence”
o Argument
o Parallellism
o Bias
o Rebecca Harding Davis—“Life in the Iron Mills”
o Realism
o Symbolism
o Willa Cather—“The Sculptor’s Funeral”
o Rhetorical Strategy—Contrast
o Details, Imagery
o Comparison—“Life in the Iron Mills”
o Henry David Thoreau—“Resistance to Civil Government”
o Paradox
o Persuasion
o Martin Luther King, Jr.—“Letter from the Birmingham Jail”
o Argument
o Periodic Sentence/Details
o Parallelism
o AP Prompt—“Why We Can’t Wait
Begin the review process.
1. Practice Essay once a week.
2. Final Practice Multiple Choice Exam
3. Review Outside reading projects
4. Rhetorically Analyze film.
We will spend the majority, if not all, our time examining different strategies for taking
the AP Exam, taking practice exams, and reading at least one class novel.
Although this class is difficult, you will appreciate the advancements you will make
in your writing skills. And who knows, you might have some fun along the way.