Course Title: AP Language and Composition Goals and Objectives Essential Questions SWBAT: Detect, analyze, and evaluate how an author uses rhetorical devices/strategies to achieve an effective argument. Develop an understanding of the relationship between the speaker, audience, and subject in fiction or non-fiction. Develop a global understanding of how the texts are connected to larger ideas. How do authors use rhetoric to achieve their purpose? How does the understanding of rhetorical devices and its role in persuasion help in analysis of complex text? How important is close reading and annotation when evaluating text? Assignment Description Each student will be required to read two texts this summer: Freakonomics by Levitt and Dubner A non-fiction text of your choice (list attached) Any questions please contact me at dhernandez@unioncity.k12.nj.us. Please submit your assignments through Edmodo! Timetables & Deadlines; Pacing Guide Assignment #1: the essay for Freakonomics is due the second day of school in September. If you cannot print, submit through Edmodo. Assignment #2 is due the second week of school Assessments The rubric for the dialectal journal and the essay has been provided. Please read it carefully to obtain the best possible grade. Instructional Materials Grading Weight for MP1 The non-fiction book you must purchase on your own (new or used); Freakonomics will be provided to you. Both assignments are worth 10% of the final grade for the first marking period. AP ENGLISH LANGUAGE AND COMPOSITION SUMMER READING ASSIGNMENT
Advanced Placement Language and Composition is an intensive study of rhetoric and how language works. Through close reading of fiction and non-fiction prose, students develop their ability to analyze, synthesize, and evaluate language and text with a greater awareness of purpose and strategy, while strengthening their own composition abilities. Course readings feature American literature and an extensive variety of non-fiction texts. The course is intended for motivated students who wish to increase their abilities in analytical reading and writing, especially of the argument. Purpose for Reading What is your purpose for reading a classic novel as well as a nonfiction work for AP Language and Composition? As AP students studying language and composition your purpose is not to study the novel as a work of fiction or the nonfiction work as a source of information, but as masterpieces of language. The novels we will be reading are considered American classics because their authors are artists whose medium is language. Your purpose for reading is to discover which elements of language these authors use and to what effect. You are ultimately studying STYLE and the components that comprise it. Style involves the author s choice and arrangement of words in sentences (diction and syntax), the use of sensory and/or figurative language, the tone, and the mood. Look for such things as the length and complexity of the sentences; the use of words that are unusual or sophisticated or colloquial; and the use of elements such as allusion and irony. As you read think of adjectives that you could use to describe the author s style. Annotate the books assigned as you read. Your notations should move beyond personal comments and more into analysis of how the piece is crafted. Suggestions for annotations are listed below. Annotation should not be on every single page. The purpose is to help you engage in the reading in a way to prepare you for rhetorical analysis, argument and synthesis and to show evidence of that engagement on the page.
Use the following list to help direct your annotations as you read: 1. Reader Response: Be able to trace your reactions, to ask questions in class, to remind yourself when you find answers to earlier questions. This should help note the writer s effectiveness. Your reactions/emotional responses Your questions or lack of understanding or doubts (ask Why? ) Your revelations: when things become clear to you, when you make links Similarities to other works: Reminds me of Wonderful writing- passages that strike you artistically/aesthetically and why 2. Speaker: Think about how who the writer is and what he/she knows is communicated. This should help you decide the author s credibility. Introductory facts: author backgrounds and relationship to the topic, bias, etc. Ethos- how the author establishes credibility and character on the given topic Note words and language that indicate the author s attitude/tone and where it shifts/changes and why When the author directly or indirectly states how he/she feels Note key lines that stand out as crucial to the author s argument 3. Occasion: Think about what caused the author to write about this topic and whether or not it is a valid reason. The author s reasons for writing- what is the motivation? Historical, political, social issues surrounding the topic The author s personal reasons and well as the greater world/national reasons for the piece Descriptions of class judgments, racism, gender biases, stereotypes, etc. 4. Audience: Think about what kind of person or people the author intended as the audience and whether or not the author is able to connect with that audience effectively. Evidence of who (and it can be more than one) the author is trying to reach. Where the author directly or indirectly address a specific audience
Pathos- where the author appeals to your sense of emotion through anecdotes and figurative language 5. Purpose: Think about the author s purpose in writing this book and whether or not they are effective in that purpose. Specific reasons for writing: informing, persuading, arguing, refuting, exemplifying- but make sure you note specifics. Logos: the author s appeal to reason. Examine how he/she makes the reader believe in that purpose. 6. Subject: Think about what the book is discussing and whether or not the author shows why this subject is important. Elements related to the problem and issue How the author develops or deepens the aspects of the problem/issue How the author show the complications related to the subject and the implication of it to you, the nation, the world, etc. 7. Authorial Devices and Structures in the Argument: Think about the author s techniques in delivery and how effective author s methods are for rhetorical purposes - the use of subtleties, patterns, style, structure, etc. Changes in point of view/emphasis Crucial language/vocabulary- not just a word that you don t understand, but one that seems crucial to understanding the argument- look these up. Stylistic techniques: irony, satire, humor, exaggeration, repetition/patterns, possible symbols, significant metaphors and other notable literary and rhetorical devices How the author s structure of the argument/book influence the reader and relate to the subject, audience and purpose
Assignment 1: Freakonomics Essay Prompt Write an argument essay for the following prompt. Your essay needs to be at least 2-3 pages in length, typed, and in MLA format. It should include a strong introduction with a clear thesis, strong supporting evidence both from the book and from any further research you may need, and a strong conclusion. If you reference other sources, then you must include a Works Cited page. Please title your paper with the chapter number and its title. You have now read the book Freakonomics by Steven Levitt ( a well-known economist and professor) and Stephen Dubner ( a popular author and radio personality) in which the authors link seemingly disparate aspects of society and culture in order to prove various economic theories. Though these theories seem outside of mainstream thinking, the authors manage to create believable links through various tools of argumentation. Re-read one of the chapters of Freakonomics carefully. Then, write an essay that examines the extent to which Levitt and Dubner s claims in that chapter hold true. Use appropriate evidence from the text as well as history, literature, current events, and/or personal experience to support your argument. Assignment 2: Non-fiction Reading Presentation Read one non-fiction piece from the list below and perform the same annotation process that you performed for Freaknonomics. To demonstrate your understanding of the process of annotating a non-fiction text you will be required to do a PPT or Prezi for the second week of school where you will demonstrate your understanding of the novel. Address the following topics as you prepare your presentation: Speaker (role) Central argument Rhetorical devices/strategies Supporting evidence of the argument Intended audience Author s purpose Counter-argument, concession, and/or refutation Aspects you uncovered through annotation using the strategy provided to you. Please post on Edmodo the novel you have selected before the end of the school year as no one else will be allowed to read it.
Below is a list of suggested nonfiction novels: (Please note: Some of these novels include mature language and adult content) The Overachievers by Alexandra Robbins Escape by Carolyn Jessup The Immortal Life of Henrietta Lacks by Rebecca Skloot The Glass Castle by Jeannette Walls Running with Scissors by Augusten Burroughs Beautiful Boy by David Sheff Kabul Beauty School by Deborah Rodriguez Prozac Nation by Elizabeth Wurtzel Seabiscuit by Laura Hillenbrand A Child Called It by Dave Pelzer Electroboy by Andy Behrman Black Hawk Down by Mark Bowden She Said Yes by Misty Bernall Teacher Man by Frank McCourt Catch Me If You Can by Frank Abagnale Tweak by Nic Sheff The Zookeeper s Wife by Diane Ackerman The Innocent Man by John Grisham Reading Lolita in Tehran by Azar Nafisi Dress Your Family in Corduroy and Denim by David Sedaris How Starbucks Saved My Life by Michael Gates Gill Outliers by Malcolm Gladwell Three Cups of Tea by Greg Mortenson* The Perfect Storm by Sebastian Junger A Little Bit Wicked by Kristin Chenoweth Miss O Dell by Chris O Dell In a Heartbeat by Leigh Anne and Sean Tuohy The Sound of a Wild Snail Eating by Elisabeth Tova Bailey Your Father s Voice by Lyz Glick Fighting Back by Deena Burnett Girl, Interrupted by Susanna Kaysen A Devil in the White City by Erik Larson Improbable Scholars by David Kirp The Last Lecture by Randy Pausch Lucky by Alice Sebold My Friend Leonard by James Frey.
Generic AP English Language and Composition Rubric 9 8 7 6 5 4 3 2 1 Essays earning a score of 9 meet the criteria for 8 papers and, in addition, are especially full and apt in their analysis or demonstrate particularly impressive control of language. Essays earning a score of 9 effectively analyze how language works (or, for the argument question, how well the author develops his/her argument). They refer to the text, explicitly or implicitly, assessing how specific elements cause certain effects. Their prose demonstrates an ability to control a wide range of the elements of effective writing but is not flawless. Essays earning a score of 7 fit the description of 6 essays but provide a more complete analysis or demonstrate a more mature prose style. Essays earning a score of 6 adequately demonstrate an understanding of the relationship of language to meaning, but their discussion is more limited. While the essays refer to the text, explicitly or implicitly, they offer a less convincing explanation of how its language functions. A few lapses in diction or syntax may be present, but generally the process demonstrates control of ideas and writing. Essays earning a score of 5 analyze the use of language but their discussion is uneven or inconsistent. They may treat style or arguments in a superficial way, demonstrate unsophisticated ideas or offer superficial explanations. These essays may contain lapses in diction or syntax, but their prose conveys the writer s ideas. Essays earning a score of 4 offer an inadequate response to the prompt. They may misrepresent or merely touch on the relationship between techniques and meaning. The prose generally conveys the writer s ideas but may suggest immature control of writing. Essays earning a score of 3 meet the criteria for the 4 but are less perceptive about the techniques the author uses, as well as about their effectiveness. They are less consistent in controlling the elements of writing. Essays earning a score of 2 demonstrate little success in analyzing how language works. They may offer vague generalizations. They may lack development or substitute simpler tasks such as summarizing the passage or simply listing techniques. The prose often demonstrates weaknesses in writing such as a lack of development or organization, grammatical problems, or lack of control. Essays earning a score of 1 meet criteria for a 2 but are especially simplistic in their discussion or weak in their control of language.