Mrs. Musgrave 2014-2015 AP Language & Composition Course Description AP Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. 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 genre conventions and the resources of language contribute to effectiveness in writing. To that end, the goals of an AP English Language and Composition course are diverse because the college composition course is one of the most varied in the curriculum. Although the college course provides students with opportunities to write about a variety of subjects from a variety of disciplines and to demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. As in the college course, the purpose of the AP English Language and Composition 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. An AP English Language and Composition course should help students move beyond such programmatic responses as the fiveparagraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing. At the conclusion of the course students will be prepared to take the AP Language and Composition Examination. The AP English Language and Composition Exam employs multiplechoice questions to test the students skills in analyzing the rhetoric of prose passages. Students are also asked to write several essays that demonstrate the skills they have learned in the course. Students who earn a 3 or higher on the AP Language and Composition exam are expected to earn credit for a first-year college composition course. Grading System / Student Evaluation Grades in AP Language & Composition are averaged based on total points possible. However, the work can be viewed as 3 distinct categories. Participation Students are expected to be active participants in class by engaging in discussions, offering pertinent opinions, and listening to others. Participation is tallied on an on-going basis. Some class sessions such as Socratic seminars, fish bowl discussions, workshop time and small group participation will graded in this category. Points in this category will likely range from 10-25 per assignment. Preparation Students are expected to come to class prepared to work. Daily assignments consist of a variety of tasks. Some of these tasks involve individual steps leading to a larger product, such as plans, research, drafts, and edits for an essay. Completion of homework, grammar reviews, vocabulary exercises, annotation of texts, and short writings all fall into this category.
Points in this category will likely range from 25-50 per assignment. Achievement Mastery of content as demonstrated through timed-writings, process writing (formal compositions), quizzes, tests, speeches, presentations, etc. Points in this category will likely range from 50-100 per assignment and will account for the bulk of the points earned. A few additional thoughts about. Writing: Students will participate in two types of writing: timed-writings which mimic the types of prompts and time constraints students will encounter on the AP Language & Composition exam in May and process essays -- traditional compositions done over several days outside of class. Students can expect to complete approximately 20-25 timed-writing prompts before the exam. These assignments may be self-edited, peer-edited, and/or receive teacher feedback. Timed-writings will often serve as a vehicle for further writing instruction. For process essays, students must submit all drafts with final copies. Rewrites are allowed on process essays. Half the total points lost on the first attempt are eligible to be regained. For example, if you earned a 70/100 on an essay the maximum points you could earn on a rewrite is 15 (half of the 30 lost). To qualify for a rewrite you must conference with me and return the essay within a predetermined time. Graded final copies are kept in a portfolio that counts as part of the final exam grade for the semester. All graded essays will be graded by rubric. Rubrics will be available to students before they begin each essay. Tests & Quizzes: Tests may consist of multiple-choice questions based on the texts studied, but will primarily be short answers and full form essays. Quizzes are used primarily to check for reading and basic understanding of a text. Quizzes will often mimic the style and form of AP exam multiple choice section questions. Quizzes may also cover vocabulary words in context and grammar skills. Class Participation: Student participation is an important part of the quarter score. As a result, it is my intention to create an environment where all students are comfortable. It is important if a student does not understand something we are working on he/she must speak up and ask for clarification. My philosophy is if you are confused, chances are good so are at least ten more people around you. Don t be shy! Many of our classes will be discussion based. It is imperative that upon arrival students have completed the assignment and are ready to contribute to the lesson. Proper student preparation will make the experience much more enjoyable. Instructional Strategies Timed Writings Students will be required to complete writing prompts under time constraints. These in-class timed writings are intended to mimic the AP Language and Composition Examination. Students will receive teacher feedback on timed-writings and may be used as models for whole class analysis. Practice Tests Students will participate in timed, multiple-choice practice tests intended to mimic the AP Language and Composition Exam format. Test will be scored and analyzed in a whole-class setting for best/correct answers and test-taking strategies.
Close-Reading and Notebooks/Journals Students are required to keep extensive notes of the class readings. The Springboard techniques of SOAPStone and SMELL will continue to be used along with general strategies of guided reading/annotating and summarizing/paraphrasing. Double-entry journals, quotation journals, and quick-write strategies will be frequently employed. Journals will serve to focus and aid in class discussion and individual student writing. A rubric for the journal will be provided. Summer Work Students were required to read The Jungle by Upton Sinclair. Students can expect to complete a timed-writing prompt related to this text during the first week of school. The essay will be graded on an AP-style rubric with appropriate feedback and is intended to serve as a base-line assessment for all students. Independent Reading (Semester One ) Along with teacher-assigned supplemental readings by unit, students are required to read two self-selected independent books on which they will base a comparative-analysis. Books must be approved by the teacher. The culminating assessment is a 10-12 minute presentation worth 20% of the 1 st semester exam score. Inquiry Project (Semester Two) For the second semester independent project, students will research a topic of personal interest (excluding environmental issues). Students will synthesize information on the topic from a variety of pertinent sources (both print and visual media) to develop a personal commentary on the subject. The culminating assessment is a 10-12 minute presentation worth 20% of the 2 nd semester exam score. Class Debates Students will frequently engage in small group and whole class debates over classic and contemporary topics. Topics will be impromptu and planned. Students will hone their ability to argue, recognize the impact of audience and present strong, relevant evidence. Précis Assignment A précis is a concise summary of essential points. The assignment requires students to stay abreast of current events and contemporary issues and study divergent viewpoints on a single subject. This weekly assignment has two parts, both of which will be due each Monday at the beginning of class. News articles and a précis will be presented in small groups and a written portion submitted. District-wide Grading Scale A 100-95 B+ 91-89 C+ 82-80 D+ 69-67 A- 94-92 B 88-86 C 79-73 D 66-63 B- 85-83 C- 72-70 D- 62-60 F 59-0 Note: AP Courses receive additional weight in the calculation of a student s quarter, semester and cumulative grade point average. The AP student who earns an A in an AP course will receive an additional one-third of a letter grade in the grade point calculation. An A- would become a 4.00 and would hold true for an AP grade above a C. A grade of C in an AP course will continue to receive a 2.00 value. See page 26 of the handbook for additional info.
Course Expectations & Classroom Policies Missed/Late Work It is the student s responsibility to make up work missed when absent from school. Whenever a student is absent, for whatever reason, he/she should always speak to me or see the assignment bin regarding missed assignments upon return to school. Make-up time for tests/quizzes will be held after school only. Make-up for class work will follow the handbook s policy (i.e. If a student misses two days, two days are allowed to make up the work). If a student misses a single day on a test day or the due date of an essay the work must be completed immediately upon return to school. Failure to complete make-up tests before the said date will result in a ZERO for all work involved. No homework assignments will be accepted late, subsequently earning a zero. Compositions/papers will be 10 points off each day the assignment is late. Papers that are not printed and in-hand at the beginning of the bell will be counted one day late. Assignments will be accepted up to 3 days late or 30 points off after such time the student will receive a zero. Format of Assignments All assignments must be presented in a neat, orderly, and legible format. Hand-written assignments should be done in blue or black ink. Loose leaf, fringe-free paper should be used. Papers/compositions should be typed in MLA format unless otherwise noted. A format example will be provided. Hall Passes & Tardies Students will be allowed to leave the room for emergencies only. A class pass and sign out sheet is located on the front chalk rail. This system should be used for emergencies only. When a student comes into the classroom, prior to the bell, he/she should get materials ready to begin class. When the bell sounds, students must be seated. Detentions for tardies are awarded on Mondays. Cheating and Plagiarism Cheating is not condoned and will result in strong penalties for both the student who copied the material and the student who supplied the material. Students are responsible for their own work and are to neither give nor receive aid on tests, quizzes, and individual in-class work. Plagiarism/Cheating on any assignment will result in total loss of credit and may result in one day in ISS. Plagiarism is reviewed at length throughout the year so expectations are clear. Technology Students are expected to obtain and utilize accounts for the school s computer system, Gmail,
Google Drive for documents and Turnitin.com. Students should obtain these log-ins by the 2 nd week of school. With the advent of Google Drive, there should be no excuses about deadlines, printing, converting or transporting the file. Supplies Please purchase blue/black ink pens and a large three-ring binder for notes, handouts and writing assignments. You must have loose-leaf paper for this class. Students will be provided with a textbook and various supplemental novels and plays. Other supplies may be announced as needed. While not required, I have found a thumb drive to be very helpful, but Google Drive may be more efficient. A thumb drive is a great back up when assignments are due and printers and email fail. Rules Work Hard and Be Nice to People Be respectful, Be prepared, Be on time, Be honest, No cursing, no slurs, No food, no pop, No electronic devices Communication If you have concerns please let me know. I hope you find me to be accessible and understanding. I am available before & after school in rm. 220. My email is Jennifer_Musgrave @tiffincityschools.org I look forward to working with you.
Course Objectives Writing & Writing Process The course teaches and requires students to write in several forms (e.g. expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences). The course requires students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers and to write essays under time constraints. The course requires students to write in informal contexts (e.g., journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read. The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. The AP teacher provides instruction and feedback on students' writing assignments, both before and after the students revise their work, that help the students develop these skills: A wide-ranging vocabulary used appropriately and effectively A variety of sentence structures, including appropriate use of subordination and coordination Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis A balance of generalization and specific, illustrative detail An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure Reading The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an author's use of rhetorical strategies and techniques. The main purpose of fiction and poetry should be to help students understand how various effects are achieved by writers' linguistic and rhetorical choices. Viewing The course teaches students to analyze how graphics and visual images both relate to written texts and serve as alternative forms of text themselves. Speaking The course requires students deliver informational and persuasive presentations that present a clear and distinctive perspective on the subject; present events or ideas in a logical sequence; support the controlling idea or thesis with well chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes The course requires students deliver informal descriptive presentations (class discussion) that convey relevant information and descriptive details. Research The course teaches research skills, and in particular, the ability to evaluate, use, and cite primary and secondary sources. The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language Association).