Course overview

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Pinecrest Preparatory Middle/High


This AP junior level English course will

• provide the rigors of the Advanced Placement course in English Language and


• satisfy the criteria for Florida state standards.

“An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and 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 generic conventions and the resources of language contribute to effectiveness in writing. The AP Language and Composition course …enables students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.” (The College Board, 2006)

Students entering AP English are already skilled in basic composition, and are proficient in their use of standard English grammar and mechanics. Expected here is refinement of these skills to develop sophistication and stylistic maturity in writing. The students will demonstrate their writing skills through journals, timed essays, multi-draft essays and a persuasive research paper of some length.

The course will also emphasize critical reading of various prose styles and require numerous essays demonstrating students’ skill in analyzing the standard rhetorical modes. Thoughtful reading will be reflected in AP test practices-both objective and open-ended questions, journals, daily assignments, class discussions and an individual oral presentation based on independent reading. Additionally, in accordance with Florida standards, the course will follow a skeletal chronological core of the canon of American literature.

Upon completing the AP Language and Composition course, 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;

  • demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings;

  • write in a variety of genres and contexts, both formal and informal, employing appropriate conventions;

  • produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from source material, cogent explanations, and clear transitions;

  • demonstrate an understanding of the conventions of citing primary and secondary source material;

  • move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review;

  • analyze images as text; and

  • evaluate and incorporate reference documents into research papers

ORGANIZATION of CONTENT: Reading, Writing, & Vocabulary
A. Reading

Purpose: To enable students to read complex texts with understanding.

  1. Intensive and close reading

a. Paraphrasing of difficult prose or poetic passages

b. Rhetorical analyses of selected prose passages (Reference AP Exam questions)

c. Recognizing patterns

  1. Out-of-class reading

a. Background material on literary periods, authors, historical settings, philosophical trends

as necessary to understand the content of particular works

b. In-depth research of a topic/issue of national or global interest

  1. Reading practice in understanding rhetoric, in and out of class

a. Importance of title

b. Recognition of syntax as it relates to tone and flow of ideas

c. Poetic diction, tone, loaded words (connotation/denotation)

d. Imagery, including metaphor, simile, oxymoron, analogy, symbol

e. Author’s purpose

  1. In-and-out-of-class reading assignments

a. In-class: nonfiction, fiction, poetry, speeches, essays, and plays

b. Out-of-class: novels, short stories, essays—followed by either formal or informal comprehension checks (see In-class writing below), discussions of difficult and/or key passages

c. Both in-class and out-of-class: While course work is being discussed in class, students will be responsible for participating in thoughtful discussions of both in-class and out-of-class reading assignments.
B. Writing

Purpose: to enable students to write effectively and confidently across curriculum and in their professional and personal lives.

Note: The AP Language and Composition course assumes that students already understand and use standard English grammar. The intense concentration on language use in this course should enhance their ability to use grammatical conventions both appropriately and with sophistication as well as to develop stylistic maturity in their prose. Stylistic development is nurtured by emphasizing:

  • a wide-ranging vocabulary used appropriately and effectively

  • a variety of sentence structures, including appropriate use of subordination and coordination;

  • a logical organization, enhanced by specific techniques to increase coherence, such as repetition, transition, 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.

(AP English Language and Composition: 2005-2006 Workshop Materials, 51-52).

  1. Out-of-class writing

    1. Initially, students write journals, short analyses, précis, and annotations

    2. Students develop comprehensive expository, analytical, and argumentative essays

    3. Students model modes of discourse: narration, description, compare/contrast, example, definition, cause and effect, argument and persuasion, analysis or division, classification, and process analysis

    4. Students conference with teacher and peers during drafting and revision stages

  1. In-class writing

    1. Students practice responding to timed analytical prompts

    2. Students participate in drafting, peer-editing, and deep revision workshops

Note: For essays and process papers, we will use the most practical method of scoring both in-class and out-of-class essays involving the 1 through 9 AP grading rubric scale.* Since AP Examination essays are scored on this scale, sample scoring guides (recommended) and samples essays are available for study and reference.

*Grades will be converted from a 1-9 point scale to a traditional 100 point scale.
C. Vocabulary & Rhetorical Terminology

  • Students develop and improve vocabulary by utilizing the Sadlier-Oxford series.

  • Students are expected to incorporate vocabulary into their compositions, in-class essays, and conversation.

  • Students develop an understanding of rhetorical terms and strategies for discussing an author’s purpose and style.

COURSE STRUCTURE: This course has four major components:

1. Rhetorical Analysis and Close Reading

2. Argumentation and Persuasion

3. Synthesis and Documentation

4. Evaluation
INSTRUCTION: This course has five procedures for study:

1. Students will read, interpret, analyze, argue, and synthesize.

2. Students will collaborate in small groups for discussion and editing and revising.

3. Students will choose an area of inquiry and research for information and validation

of material using correct MLA documentation with multiple sources.

4. Students will write, revise, and edit position papers on course readings.

5. Students will respond to both AP prompts and practice released AP Language and Composition exam questions.

Tests 45%: Tests include objective tests, major writing assignments or projects, and comprehensive assessments.
Quizzes 25%: Quizzes are used primarily to check for reading and vocabulary mastery. This category also includes discussion, class participation and presentations, and minor writing assignments.
In-Classes 20%: In-classes are predominately students’ responses to AP prompts.
Daily/Homework 10%: Daily/homework involves completion of vocabulary prep exercises, preliminary outlines, drafting, participation in peer-editing process, discussion preparation, and close reading responses. Grammar, usage, mechanics, and sentence construction assessed through mini lessons.

Semester Exam: 15% of semester average


A. Submitting Work

Written work: All work must have your full name, date, period, and the appropriate assignment label. The assignment label is something we give for recording purposes, not the title you will create for your own writing. These four items—name, date, period, and label—are important in protecting you against recording errors. They are more important than ever on late or make-up work. Additionally, keep all drafts, essays, returned written projects in a separate portfolio.

Papers completed outside of class must be typed, double-spaced, set for one-inch margins, 12-point Times New Roman font, numbered pages, and an original title. Save all work in two places!
Assignments completed outside of class are due and should be prepared to turn in when the student enters the classroom.

Technical Difficulties: If the student experiences computer/printer problems, s/he should print in the school’s computer lab/media center before class (the classroom computer is not available for this purpose) or submit a final draft written in ink by the deadline in order to avoid the “late penalty” (explained below). This copy will be held for one day until the student replaces it with the typed version. Work written in class should be done in dark ink (blue or black ink; no pencil please).

B. Late and Make-up Work
Students should make every effort to submit all work on time, even if they are ill or not on campus the day an assignment is due. Without an excused absence, late work is not accepted. Students must make up missed work within a week. Please follow the PPMH Late-work policy—25% reduction of points for assignments turned in one day late; assignments turned in second day late will receive no credit. No matter what, it is impossible to get an “A” on a late assignment. Always speak to me about turning in late work before you try to do it. All late work (even if excused) will be recorded as “late” for grading purposes in order to help the teacher, student, and parent monitor the quantity and pattern of late work.
D. Citizenship

  • Citizenship in this class calls for the highest possible standards of civility and respect: for self, our learning community, property, and the learning process. All school and district rules and policies will be consistently upheld.

  • Academic Honesty Policy: Trust is essential in a learning community and needs to be protected. Students are expected to know and adhere to the academic honesty policy as stated in the PPMH student handbook.

  • Plagiarism: In the event a student is guilty of plagiarism, a zero will be recorded.

Cliffs AP English Language and Composition, 3rd edition

Capote, Truman. In Cold Blood. New York: Vintage Books, 1994.

Hawthorne, Nathaniel; Twain, Mark; Crane, Stephen; Melville, Herman. Four Classic American Novels. New York: Signet Classics, 2007.

Chopin, Kate. The Awakening. New York: W.W. Norton and Co., 1994.

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner Paperback Fiction, 1992.

Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers, Sixth Ed. New

York: The Modern Language Association of America, 2003.

King Jr., Martin Luther. Why We Can’t Wait. New York: Signet Classic, 2000.

Larson, Eric. The Devil in the White City: Murder, Magic, and Madness at the Fair that

Changed America. New York: Vintage Books, 2004.

Kennedy, X.J., Dorothy Kennedy, and Jane Aaron. The Bedford Reader. 7th ed. Boston:

Bedford St. Martin’s, 2000.

O’Connor, Flannery. The Complete Stories. New York: Farrar, Straus and Giroux, 1973.

Steinbeck, John. The Grapes of Wrath

Welty, Eudora. The Collected Stories. San Diego: Harcourt, Inc., 1980.

Selected novels, plays, essays, and speeches from a variety of scholarly sources.
Note: In keeping with the college-level approach to the course, students are strongly encouraged to purchase their own copies of all supplemental plays and novels so that they may write in and keep their books.

Although this is a college-level course, I understand that you are a high school student. As such, I will be available after school to offer assistance to anyone who arranges a student-teacher meeting.

Please feel free to contact me by e-mail:
E-mail: I check email accounts often, and it is generally a better way to reach me.

SYLLABUS: English AP Language and Composition

Fall Semester
Introduction: AP English Language Course Description, Class Expectations, Grading Practice, Rhetorical Terms, Rhetorical Devices, and Summer Reading Assignments
First Quarter


  • Hawthorne, Nathaniel. The Scarlet Letter and “The Minister’s Black Veil”

  • Thomas, Cathy Booth. “A New Scarlet Letter”

  • Miller, Arthur. The Crucible and selected critical essays

  • Historical readings of the Colonial Period

  • Bradford, William. Excerpts from Of Plymouth Plantation

  • Bradstreet, Anne. “To My Dear and Loving Husband” and “Upon the Burning of Our House”

  • De Las Casa, Bartolome. from The Very Brief Relation of the Devastation of the Indies

  • Smith, John. from “The General History of Virginia”

  • Edwards, Jonathan. from “The Sinners in the Hands of an Angry God”

  • Sadgrove, Michael. “Sermon: A Fierce and Fiery Happiness”

  • Taylor, Edward. “Huswifery”

  • from The Iroquois Constitution

  • Historical readings from the American Revolution

  • Franklin, Benjamin. from The Autobiography of Benjamin Franklin and Poor Richard’s Almanac

  • Henry, Patrick. “Speech in the Virginia Convention”

  • Jefferson, Thomas. Declaration of Independence

  • Adams, Abigail. “Letter to John Adams”

  • de Crevecoeur, J. Hector St. Jean. from Letters from an American Farmer

  • Paine, Thomas. from Crisis, No. 1

  • Wheatley, Phyllis. “Letter to the Reverend Samson Occom”

  • King, Jr., Martin Luther. from Why We Can’t Wait and “I Have a Dream”

  • MacArthur, Douglas. “Duty, Honor, Country”

  • Wiesel, Elie. “The Perils of Indifference”

  • Roosevelt, Eleanor. “The Struggle for Human Rights”

  • Bush, George W. “9/11 Address to the Nation”

  • Clinton, Hillary. “Women’s Rights Are Human Rights”

  • O’Brien, Tim. The Things They Carried

  • Johnson, Lyndon B. “Peace without Conquest”

  • Nixon, Richard. “Vietnamization—War In Vietnam”

  • Laurence, Charles. U.S. Soldiers Flee to Canada to Avoid Service in Iraq”

  • The Informed Argument


  • film The Crucible

  • dvd PBS Lecture Series: “Tim O’Brien”

  • film The Majestic

  • Danger: Registered Sex Offender Lives Here”

  • film We Were Soldiers Once and Young


Quizzes: Units #1-6 Sadlier-Oxford Series F Vocabulary—weekly quizzes

Quizzes: Literary Terms—5 weekly quizzes

Quiz: Précis of The Crucible critical readings

Test: Essay Responses to Summer Reading

Test: Close Reading assignments of The Scarlet Letter (Independent and group)

Tests: Units #1-3 and #4-6 Cumulative Vocabulary Tests

Test: Thematic Essay of The Scarlet Letter and The Crucible (Students will analyze how the authors use language to convey a central theme.)

Test: Novel/Film Analysis of The Things They Carried and Were Soldiers Once and Young (Students will analyze the effectiveness of O’Brien’s rhetorical appeal versus the visual impact of Moore’s account.)

Test: First Response Analyses of Colonial Literature (Dialectical responses)

Test: Reader’s Response Notebook Analyses of Revolutionary Speeches/Writings (Analyses of purpose, rhetorical strategies, audience, speaker, occasion, and tone)

Test: Imitation of Declaration of Independence (Students model Jefferson’s style while declaring their independence from an outside force.)

Test: Argument Essay (Students research a controversial social issue, develop and write a position paper that documents secondary sources, compose and turn in the essay on the chosen social issue.)

Test: Writing a Vignette (Students model O’Brien’s style by capturing a moment in time and visually illustrating the essence of their vignette.)

In-Class: Scarlet Letter

The Scarlet Letter’s opening scene, in which Hester stands on the scaffold and defiantly refuses to name her lover, signals a complex swerve of high or elite literature from the popular pressure toward a literature that could be understood by the masses. This pressure, to make all things visible or accessible, has manifested itself across a continuum of social, political, and cultural practices. As such, the Puritans were justified in their quest to know who had fathered Pearl. Write an essay in which you defend or refute that the Puritans were justified in their actions toward Hester Prynne. Use appropriate evidence as you support view.
In-Class: from Testaments Betrayed—

Write an essay in which you support, qualify, or dispute Kundera’s claim. Support your argument with appropriate evidence. (2002 AP English Language and Composition Free-Response Question 3)

In-Class: “The Author to Her Book” by Anne Bradstreet—

Write a well-organized essay in which you discuss how the poem’s controlling metaphor expresses the complex attitude of the speaker. (former AP writing prompt)

In-Class: excerpt from a lecture in Boston in 1832 by Maria W. Stewart—

Write an essay in which you analyze the rhetorical strategies Stewart uses to convey her position. (2005 AP Language and Composition Free-Response Question 1)

In-Class: speech in Philadelphia in April 1861 by Alfred M. Green—

Write an essay in which you analyze the methods that Green uses to persuade his fellow African Americans to join the Union forces. (2003 AP Language and Composition Free-Response Question 2)

Homework: Vocabulary Checks and Discussion and Close Reading Preparation and Participation

Homework: Rhetorical Journal: students find specific rhetorical strategies from the novels, class readings, and essays discussing what the strategies are and what purpose they serve.

Second Quarter


  • Chopin, Kate. The Awakening and Critical Readings

  • Stanton, Elizabeth Cady. “Address: First Women’s Right Convention”

  • Clinton, Hillary Rodham. “Women’s Rights are Human Rights”

  • Emerson, Ralph. from “Nature” and “Self-Reliance”

  • Thoreau, Henry David. from Walden and “Civil Disobedience”

  • Melville, Herman. Billy Budd

  • Twain, Mark. The Adventures of Huckleberry Finn and Extensive Critical Readings


  • cartoon of Emerson

  • film Grande Isle

  • film Billy Budd, the Sailor

  • film Mark Twain and Realism

  • Women’s Suffrage Pictures


Quizzes: Units #7-12 Sadlier-Oxford Series F Vocabulary—weekly quizzes

Quiz: Webquest on Billy Budd

Quizzes: Document Huckleberry Finn as primary source and literary criticism as secondary sources. Synthesize research on note cards for Huckleberry Finn Position Research Paper.

Quizzes: Huckleberry Finn Reading Quizzes

Tests: Units #7-9 and #10-12 Cumulative Vocabulary Tests

Test: Objective and Short Answer on The Awakening

Test: Outline, Annotation, and Presentation of Critical Reading of The Awakening

Test: Textual Analysis of Billy Budd

Test: Reflection – How does the use of pathos influence viewers’ reaction to Billy Budd

Test: Annotation of Critical Readings and Research Paper on Huck Finn

Test: How do Chopin, Melville, and Twain use rhetoric to highlight social issues? (Students will synthesize how the authors use language to convey an understanding of the status of women, moral absolutes, civilized society, religion, family, government and slavery.)

Test: Students research and develop a documented position paper as to whether Huckleberry Finn (used as the primary source) should be required reading for all 11th grade students.

In-Class: The Awakening by Kate Chopin--

“An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness, filled her whole being with a vague anguish. It was like a shadow, like a mist passing across her soul’s summer day. It was strange and unfamiliar; it was a mood. She did not sit there inwardly upbraiding her husband, lamenting at Fate, which had directed her footsteps to the path which they had taken” (8). In the previous quote, Chopin clearly alludes to Edna’s dissatisfied state of being. However, it is in chapter VI that Edna has the first stage of her awakening. Discuss how Chopin uses diction, imagery, and tone to convey the internal conflict Edna faces.

In-Class: Lincoln’s “Second Inaugural Address”—

Write an essay in which you analyze the rhetorical strategies President Lincoln used to achieve his purpose. Support your analysis with specific references to the text. (2002 AP English Language and Composition Free-Response Question 1)

In-Class: Captain Vere’s Speech from Billy Budd

The following speech comes from Herman Melville’s short novel Billy Budd (published in 1924). Set on a British warship during England’s war with revolutionary France, the story concerns the plight of a young sailor, Billy Budd, who in a moment of frustration at being falsely accused of mutiny by one of the ship’s officers, strikes and kills that officer. Billy is consequently brought before a court of three officers who must decide his fate. It falls to the ship’s commander, Captain Vere, to argue the prosecution’s case against the popular, angelic Billy. Read the following excerpt of Captain Vere’s words thoughtfully. Then write a carefully-constructed analysis of the rhetorical strategies Vere uses to compel the court to do as he wants them to do.

In-Class: from Antigone by Sophocles—

The wise Teiresias observes “Think: all men make mistakes,/ But a good man yields when he/ knows his course is wrong,/ and repairs the evil: the only/ Crime is pride.”

Write a carefully reasoned essay that explores the validity of the assertion, using examples from your reading, observation, or experience to develop your position.
Homework: Vocabulary Checks and Discussion and Close Reading Preparation and Participation
Semester Exam: Using at least three selections as primary sources from first semester readings, write an essay that discusses the position of the outsider in society.
Spring Semester
Third Quarter


  • Kennedy, X.J, Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader, 8th ed. (All essays)

  • Fitzgerald, F. Scott. The Great Gatsby

  • Hansberry, Lorraine. A Raisin in the Sun

  • King, Martin Luther. “I Have a Dream”

  • Jefferson, Thomas. Declaration of Independence

  • de Crevecoeur, J. Hector St. Jean. from Letters from an American Farmer

  • Lincoln, Abraham. “The Gettysburg Address”

  • Green, Alfred M. “Speech in Philadelphia in 1861”

  • Brooks, Gwendolyn. “Life for My Child Is Simple”

  • Robinson, Edward Arlington. “Richard Cory” and “Miniver Cheevy”

  • Hughes, Langston. “I, too Sing America”

  • Whitman, Walt. “I Hear America Singing”

  • Miller, Zell. from A National Party No More

  • Kennedy, John F. from Profiles in Courage

  • Trunk, Penelope. “Crafting the New American Dream”

  • Clinton, Hillary, Tom Carpter and Tom Vilsak. “Saving the American Dream”

  • Terry, Mick. “Ain’t It the American Dream” and Other Student Incorporated Lyrics Defining the American Dream


  • 2000 cartoon by Barry Blitt from Mother Jones Magazine

  • photograph Doug and Mizan’s House East River, 1993

  • photograph Rural Rehabilitation Client, photograph

  • photograph American Gothic

  • cartoon by Mike Thompson “Garbage In”

  • portrait The Expulsion from The Garden of Eden by Masaccio

  • oil on canvas Nighthawks by Edward Hopper


Quizzes: Units #13-15 Sadlier-Oxford Series F Vocabulary—weekly quizzes

Quizzes: Units #1-5 Sadlier-Oxford Series G Vocabulary—weekly quizzes

Quiz: Discussion and Presentation of Modes Essay Analysis

Quizzes: AP Multiple Choice Practice Tests

Quizzes: Reading check quizzes on The Gatsby and A Raisin in the Sun
Tests: Units #13-15 F and #1-3 G Cumulative Vocabulary Tests

Test: Mixing the Methods—Modes of Discourse Bedford Readings

Test: Précis (Students develop 20 précis on essays from The Bedford Reader)

Test: Modeling the Modes (Students compose five well-developed essays utilizing five different

modes of discourse)

Test: Final Mode Essay (Upon completion of Modeling the Modes, students select from portfolio their best work, participate in peer-editing workshop, revise, and publish best essay.)

In-Class: from Pilgrim at Tinker Creek by Annie Dillard and from Ornithological Biographies by John James Audubon—

Write an essay in which you compare and contrast how each writer describes the birds and conveys their effect on writer as observer. (2003 AP English Language and Composition Free-Response Question 3)

In-Class: from Moments of Being by Virginia Woolf—

Write an essay in which you analyze how Woolf uses language to convey the lasting significance of these moments from her past. (2002 AP English Language and Composition Free-Response Question 2)

In-Class: “Owls” by Mary Oliver—

Write an essay in which you analyze how Oliver’s style conveys the complexity of her response to nature. (2001 AP English Language and Composition Free-Response Question 2)

In-Class: E.B. White’s “Once More to the Lake and Robert Frost’s “Nothing Gold Can Stay”—

Write an essay in which you compare the tone of the two works. Be sure to support with references to both the essay and poem.

Homework: Vocabulary Checks and Discussion and Close Reading Preparation and Participation
Fourth Quarter


  • Steinbeck, John. The Grapes of Wrath

  • Yagelski, Robert, and Robert K. Miller. The Informed Argument 6th edition. (Chapters 8 & 11)

  • Hurston, Zora Neale. Their Eyes Were Watching God

  • Gaines, Ernest. A Lesson Before Dying

  • Williams, Tennessee. The Glass Menagerie

  • Steinbeck, John. Of Mice and Men

  • Douglass, Frederick. The Narrative of the Life of Frederick Douglass


  • Student representations of “The American Dream”

  • Visuals to accompany The Informed Argument

  • film The Grapes of Wrath

  • film Crash


Quizzes: Units #6-9 Sadlier-Oxford Series G Vocabulary—weekly quizzes

Quizzes: Reading Checks on The Grapes of Wrath

Tests: Units #4-6 and #7-9 G Cumulative Vocabulary Tests

Test: Synthesis Essay, “What Is the American Dream?” (Students will craft an essay analyzing how rhetoric from America’s defining moments reflects the evolution of the American Dream.)

Test: Visual Illustrations & Captions Product of the “Evolution of the American Dream” (Students research and locate both visual and textual examples that synthesize the evolution of the American Dream and creatively showcase their vision through multi-media.)

Test: Dialectical Notebook for The Grapes of Wrath

Test: Textual Analysis of Characterization, Theme, and Symbolism in The Grapes of Wrath

Test: Book Talks (Students will choose an independent read, collaborate with peers who also read the same novel, and prepare a class discussion and presentation that highlight the novel’s literary merit, i.e. characterization, theme, style, and structure.)

In-Class: Synthesis #1—Prompt: Television has been influential in United States presidential elections since the 1960s. But just what is this influence, and how has it affected who is elected?

Has it made elections fairer and more accessible, or has it moved candidates from pursuing issues to pursuing image? In an essay that synthesizes at least three of the sources for support, take a position that defends, challenges, or qualifies the claim that television has had a positive impact on presidential elections.
In-Class: Synthesis #2—Prompt: The right to privacy has been debated in both private and political sectors. What is the right to privacy? Does the civilian of the information age have the entitlement to privacy or does the government have a duty to supercede the rights of the citizen to insure domestic safety? In an essay that synthesizes at least three of the sources for support, take a position that defends, challenges, or qualifies the individual’s right to privacy.
In-Class: Synthesis #3—Prompt: Censorship is debated in both private and political sectors. What is censorship? Does the government or individual private sectors have the right to censor the arts and information from society for the protection of the common good? In an essay that synthesizes at least three of the sources for support, take a position that defends, challenges, or qualifies the claim that censorship needs to be exercised for the protection of the common good.
In-Class: Synthesis #4—Prompt: How does an individual judge right from wrong? What is the role of the individual in confronting injustice? In an essay that synthesizes and uses for support at least three intercalary chapters from The Grapes of Wrath (primary source) as well as three other selections from The Bedford readings (secondary sources), discuss the role of the individual in confronting injustice. (Sample AP Audit Syllabi #4 p. 8).
Homework: Vocabulary Checks and Discussion and Close Reading Preparation and Participation
Semester Exam: Since the state of Georgia requires administration of an End of Course Exam, this class does not have an exam for the second semester. Additionally, all AP Language students are encouraged to take the AP Exam as a measurement of their college preparedness.

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