Chris Dantes email: cdantes@live.com 1 AP Language and Composition" Welcome to Advanced Placement Language and Composition As you know, this is a college-level reading, writing, and speaking course and you are expected to do collegelevel work in both difficulty and volume. You will analyze the stylistic and rhetorical structure of mostly non-fiction works. You will learn to write persuasively with precision, concision, and clarity. This is not a creative writing or poetry class. The volume of work is generally estimated to be 50 percent more than a non-ap English course. Part of any AP class includes required summer work in order to (1) adequately prepare you for the upcoming year and (2) the entire class shows up to school the first day with the same set of knowledge. Our goal is to make the best use of the limited class time we share together. This completed summer packet is due the first day of classes. Be prepared to discuss these assignments. Review the formatting guidelines the word processor documents you will produce for this course.you must pace yourselves over the summer and not leave this assignment for the last minute. Create a packet that is tidy and easy for me to navigate and grade. I. Define the literary terms list below." Literary terms are labels for the precise language tools writers use to create meaning. Your understanding and use of these writing tools is crucial to your success. While deconstructing a piece of writing, identifying the tool or technique an author uses is also crucial. Knowing how and why they used the tool is even more crucial. Define each of these terms concisely in your own words. Do not cut and paste a definition from an online source for each term. You must interpret the definition for yourself. You must internalize it. Cut and paste this list into a separate Word document and add your definitions. You will use these terms this year when you analyze the readings for many of the AP assignments and the exam. You will also use these terms when you analyze the summer readings. A. Word Use and Meaning (all tools are used for a literary effect, even cliches)" Diction Prose Verse Alliteration Onomatopoeia Connotation
Chris Dantes email: cdantes@live.com 2 Denotation Colloquial Language Slang Imagery Sensory Detail Figures of Speech/Figurative Language Metaphor Extended Metaphor Simile Abstract and Concrete Language Hyperbole Understatement Cliché Irony Literary Tone Literary Style Literary Theme Satire/Humor Sarcasm Voice Syntax Parallelism B. Sentences and Paragraphs
Chris Dantes email: cdantes@live.com 3 Repetition Clause Phrase Sentence Paragraph Juxtaposition Climactic order Rhetorical question Anecdote C. Literary Genres/Rhetorical Modes Novel Non-fiction Short story Dramatic literature (plays) Memoir Autobiography Biography Diary Expository essay Narrative essay Cause-and-effect Compare and contrast Classification
Chris Dantes email: cdantes@live.com 4 Process analysis D. Fictional Elements Point of View (POV) Plot Setting Exposition Rising action Climax Falling action Resolution/denouement Episodic Ambiguous ending Protagonist Antagonist Archetype Personification Anthropomorphism Objectification Audience Dialogue Parable Allegory Symbol/symbolism
Chris Dantes email: cdantes@live.com 5 Motif Foreshadowing Flashback E. Argument and Persuasion Rhetoric Ethical Appeal (Ethos) Rational Appeal (Logos) Emotional Appeal (Pathos) Thesis Claim Evidence Concession Inductive Reasoning Deductive Reasoning Oxymoron Paradox Logical Fallacies II. Read The Best American Essays of the Century (TBAEOTC) by Joyce Carol Oates" The AP folks expect you to have read hundreds of different essays written by hundreds of different authors about dozens of different subjects.this collection of twentieth century works is just the beginning of a year spent reading and analyzing essays. This text will provide a solid base from which we can build exposure to effective non-fiction work. 1. ReaderResponses for TBAEOTC (no more than 14 pages total writing)
Chris Dantes email: cdantes@live.com 6 A. Use Microsoft Word to create the reader responses document (no more than one page, double-spaced for each) for the 14 separate essays listed on the next page. You will write 14 responses in order. Be clear and concise. Follow the formatting rules. B. Analyze each essay for any one or more of the four aspects below and you must provide clear evidence to support your analysis. Use quotations from the piece. C. Vary your analysis. Do not repeat the same type of analysis for every essay. D. Vary your application of the literary terminology. Do not repeat the same term more than a few times. Challenge yourself to find literary tools that each writer uses uniquely. E. Analyze for one of the four aspects of SPAM (you may blend more than oneaspect): 1. Stylistic devices and rhetorical (persuasive) strategies used in the piece. Use your literary terms list to identify and briefly explain what tool(s) the author used and why. AP Comp is mostly about how well you can deconstruct or construct an argument. 2. Purpose (thesis or main point) for writing the piece. What are your clues? 3. Audience. For whom do you think this piece was written? How do you know? 4. Meaning of the piece to you. This is where you can (briefly) elaborate about your personal reaction to the piece. Specific textual evidence is crucial to thoughtful analysis. Include the author and the title of each essay. Explain what specifically in the essay is effective and how and why something was effective. Never flatter an author and never criticize an author. Whether you like or enjoy (or not) the essay is not important. Be objective, clear, and concise. You are an architect studying the structure of each piece. Do not summarize. Summary is not analysis." We will continue to analyze essays in this same structured method throughout the year. There are hundreds of authors on the must-read AP Language and Composition List and TBAEOTC contains a good number of them. Some will confuse and confound you - that is ok. Don t focus on what confuses you - look for what is effective or interesting or artistic or weird or powerful. TBAEOTC list of essays for analysis (14 out of 55 essays in the text). 1. 1901: Mark Twain, Corn-pone Opinons 2. 1909: John Muir, Stickeen 4. 1925: H.L. Mencken, The Hills of Zion 3. 1923: Ernest Hemingway, Pamplona in July
Chris Dantes email: cdantes@live.com 7 5. 1928: Zora Neale Hurston, How It Feels to Be Colored Me 6. 1937: Richard Wright, The Ethics of Living Jim Crow: An Autobiographical Sketch 7. 1941: E.B. White, OnceMore to the Lake 8. 1949: Langston Hughes, Bop 9. 1955: James Baldwin, Notes of a Native Son 10. 1957: Eudora Welty, A Sweet Devouring 11. 1967: N. Scott Momaday, The Way to Rainy Mountain 12. 1970: Maya Angelou, I Know Why the Caged Bird Sings 13. 1972: John McPhee, TheSearch for Marvin Gardens 14. 1980: Richard Rodriguez, Aria: A Memoir of a Bilingual Childhood Reader Response Score Guide (0-1 is bad, 4 is perfect; no one is perfect all of the time)." Use this score guide to determine what you must do to craft a successful analysis of a writing piece. 4" Each aspect of SPAM analysis was addressed thoroughly and thoughtfully. Student supported analysis with appropriate textual references; quotations formatted and framed seamlessly. Students identified author s stylistic and rhetorical choices by using a variety of appropriate literary terminology. Student conducted effective background research about the author, the era or period, and the piece of writing to determine audience and context. Student made connections to historical, political, cultural, or his or her personal life, conveying a sense of scope larger than the text analyzed. Student s voice (personality) is apparent in the writing; student conveys their own defined sense of style. Writing is mature; language choices are clear, concise, and academic; no common errors, writing flows from idea to idea and paragraph to paragraph. Student has a clear and confident command and control of their own syntax and diction. Annotation of piece shows constant and intelligent interaction with the text. 3"
Chris Dantes email: cdantes@live.com 8 Most aspects of analyis were not as developed as a 4. Each aspect of SPAM analysis is addressed. Student offered quotations as evidence of author s choices. Student used some literary terminology to identify author s writing choices. Language choices are mostly appropriate; few errors, flow is interrupted or less developed than a 4. Student conducted superficial research to determine audience or simply guessed: all adults, literature human beings, all Americans, anyone with a pulse, etc. Some language choices are less academic and mature: got, a lot, kind of, cliches, cheesy phrases, high school slang or colloquialisms (not on purpose for effect), etc. Response lacks voice; the analysis is complete but there is no detectable personality. Student has some command of their own syntax and diction. Annotation is engaged but not always deep or constant. 2" Most aspects of analyis were not as developed as a 3. Aspects of SPAM are thinly analyzed. Student offered very little textual evidence to support analysis (or used very long quotations to fill page). Student used few literary terms to identify basic author choices (diction and syntax). Student s language choices are immature; several common errors, little evidence of proofreading. Student has poor command of word choice and sentence structure; response flow is choppy. Annotation of original text is sporadic or simplistic (highlighted a few phrases here and there). 0/1" Most, if not all, aspects of analyis were not as developed as a 2. Student summarized or retold the information from the text; analysis is missing or simplistic. Student did not use a single quotation as evidence or support. Student s language choices are immature, redundant, and vague; paper riddled with common errors. Annotation of original text is sporadic or non-existent. III. Understanding composition and a common sense approach to style."
Chris Dantes email: cdantes@live.com 9 Read chapters of On Writing Well by William Zinsser." Read Zinsser s Introduction and chapters 1-7. They are short chapters. Take bullet-point notes for each chapter. Read Elements of Style, by Strunk and White" 1. This is a style, grammar, and usage book. I don t expect you to curl up with this book in front of the fire or out on the beach, intimately absorbed in each unfolding plot point. No, I expect you to trot through this short book, taking note of advice you desperately need and ignoring some of the obvious points. It s a reference book, so don t labor over each page. But learn this stuff because I will point out those confusing or careless choices in your writing. 2. Craft a concise formal outline of this short text, listing only the most significant points (in your opinion). IV. Understanding the AP Composition Test Structure and the Course Description" Reading the official course description will give you a clearer idea of what s expected of you. When we meet in August, I will ask you to describe the overall description of the AP Composition course. You will receive a syllabus from me that details the weekly assignments and thematic units. Download the PDF AP Course Description: https://secure-media.collegeboard.org/apstudent/course/ap-english-language-english-lit-composition-2012-course-examdescription.pdf 1. Go to the Table of Contents page. Read: A. AP Reading B. AP Exam Scores C. Overview D. The Course/Introduction (Goals) E. Skim the Authors section. F. The Exam (explanation) G. Read the first multiple-choice passage and complete questions 1-10.
Chris Dantes email: cdantes@live.com 10 H. Skim the rest of the multiple-choice sections and questions. I. Read Sample Free-Response Question 1 and write an introduction paragraph for this essay. J. Skim the rest of the Free-Response questions, including the synthesis question (#4) through page 48. Note: Do not read the information for AP Literature. V. Understanding MLA In-Text Citations andworks Cited Page" 1. Go to: http://owl.english.purdue.edu/owl/resource/747/02/ 2. Read this page. Know this stuff. 3. Go to: http://owl.english.purdue.edu/owl/resource/747/05/ 4. Read this page. Know this stuff. Formatting Guidelines" Handwritten Papers: Do not handwrite a paper unless it is an in-class assignment. Font Size: 12-point font for everything, even your title. This is 12-point font. Margins: One inch margins. Font Type or Style: Times New Roman Spacing: For anything that will be read and corrected by me or peer editors, you need to double-space. When in doubt, double-space. Heading: Center. Single-space the heading. Do not handwrite a heading. Space twice below your heading and begin your text. Paragraph Format: Indent for each paragraph and do not skip an extra line between paragraphs. Shorter paragraphs are easier to read. You should try to contain one idea to each paragraph. Page numbers: Do not handwrite the numbers. Go to Insert pull-down menu and choose Page Numbers. Then click on the page number example that is in the top right corner. Underline, Bold and Italics: Use italics for titles of books and other periodicals. Quotations are used for in-text quotations and short stories.
Chris Dantes email: cdantes@live.com 11 Note" This is an involved project. Pace yourself throughout the summer to complete it. Of course, I want you to have a great summer full of fun and sun. However, we need to be on the same page once school starts. Break up the assignment into parts. For example, give yourself two hours a day to complete the work; that way, you will have the assignment done weeks before school actually starts. Or, you can break it up into an hour a day - whatever works for you. Do not wait until the last minute to complete the project - you will not complete it in time. PROJECT DEADLINE/LATE WORK POLICY/ACADEMIC DISHONESTY This project must be turned in at the beginning of the first day of class. You will not receive credit for any late assignments. Any student that transfers from another school or moves from an on-level class to an Advanced Placement class will receive two weeks to complete the assignment. Academic dishonesty will be punished according to district policy. Academic Dishonesty includes cheating or copying the work of another student, plagiarism, and/or collusion.