AP® English Language and Composition
Syllabus
In this AP English Language and Composition course, students will cultivate an understanding of
writing and rhetorical arguments through reading, analysis, and writing texts. Students will
explore topics like rhetorical situation, claims of evidence, reasoning, organization, and style.
Students will work independently, collaboratively in small groups, and as a whole class, as well
as one on one with the teacher, through discussion threads devoted to these activities. The
course is 33 weeks long and divided into quarters with overarching themes for semester one
and semester two.
Weeks 1-8 Introduction to Rhetoric, Style, & Language
Text: Excerpts from Bird by Bird by Ann Lamott and various other supplemental readings
In weeks 1-4, Aristotle’s Rhetorical Triangle will be featured as the primary analytical tool, and
students will practice identifying different appeals in non-fiction writing. Students discuss Anne
Lamott’s view on first drafts, practice writing techniques designed to eliminate writer’s block,
and identify rhetorical situations in a variety of different writings. Weeks 5 and 6 focus on style,
the use of specific word and sentence choices that shape the author’s message by creating the
tone. They identify several grammar and punctuation resources and read several classic essays
about punctuation, discover a set of writer’s toolbox tools to help in the writing process, and
look closer at the idea of tone in writing. The primary focus of Week 7 will be on using a
summary/analysis tool called the rhetorical précis: a 4-sentence paragraph that precisely and
concisely addresses the rhetorical situation and strategy in a given essay.
Activities in weeks 1-8 will focus on the following objectives:
- Learn the basic definition and terminology used in the study of rhetoric
- Identify examples of each of the five (5) rhetorical situation components by comparing/contrasting different readings.
- Practice identifying different "appeals" in non-fiction writing
- Use the reading reduction as a method of improving reading comprehension.
- Develop "Writer's Toolbox" techniques for becoming better writers
- Learn to both recognize and develop greater context in writing
- Identify examples of each of the five (5) rhetorical situation components by comparing/contrasting different readings.
- Practice identifying different "appeals" in non-fiction writing
- Use the reading reduction as a method of improving reading comprehension.
- Analyze figures of speech, and in particular, tropes and schemes.
- Look at different syntactical structures in order to understand their impact on meaning and purpose.
- Experiment with different tropes and schemes in order to understand their impact on meaning and purpose.
- Identify and discuss the hidden value of punctuation marks.
- Use Writer's Workshop techniques to begin or refine the writing process
- Write a rhetorical précis
- Use all the tools of rhetorical analysis to reflect a deep understanding of why writer's write (purpose), and how they write (rhetorical strategy)
Weeks 9-15 Argumentation
Various Supplementary Readings
In Weeks 9-15, students will look at some actual AP essay questions, analyze the
prompts, and examine the rubric. They will learn about the Toulmin model of
argumentative analysis and practice methods for how to respond to open-ended and
directed argument prompt questions. Lessons in this term also cover how to effectively
use citations when answering prompt questions. Weeks 12-14 address satire as a
specialized form of argument and how to avoid logical fallacies in an argument. In week
15, the unit on argumentation culminates in a series of AP prompt practices.
Activities in weeks 9-15 will focus on the following objectives:
- Understand the differences between "effective", "adequate", and "inadequate" on the 6-point AP Rubric
- Learn the structure of the rhetorical analysis prompt question
- Develop a method for how to respond to the rhetorical analysis prompt question
- Understand the differences between "effective", "adequate", and "inadequate" on the 6-point AP Rubric
- Learn how to contextualize a response to a rhetorical analysis essay question
- Learn how to effectively use citations when answering a prompt questions
- Practice timed AP essay prompt responses
- Learn about the Toulmin method of argumentative analysis.
- Learn the structure of the open-ended and directed argument prompt questions.
- Practice methods for how to respond to the argument prompt questions.
- Use the reading reduction as a method of improving reading comprehension.
- Identify the six (6) attributes of "argument" by comparing/contrasting different readings.
- Use the reading reduction as a method of improving reading comprehension.
- Identify examples of each of the three (3) logical appeals of "argument" by comparing/contrasting different readings.
- Integrate multiple logical appeals in one essay to achieve purpose.
- Critically reflect on rhetorical choices in your own writing.
- Write an argument précis.
- Use the reading reduction as a method of improving reading comprehension of satires.
- Identify general rhetorical (e.g., purpose, audience) and specific argumentative
- (e.g., persuasive appeals) by comparing/contrasting different satires.
- Understand the need to avoid logical fallacies when writing arguments.
- Write a cohesive argument.
Weeks 16-18 Synthesis and Visual Literacy
Texts: Fast Food Nation
Various Supplementary Readings
In weeks, 16-18, student will read, discuss and research Eric Schlosser's New York Times
2001 Bestseller, Fast Food Nation. They will use the book to evaluate arguments and
practice writing arguments. They will also evaluate political cartoons using the Library of
Congress website, look at the role of advertisements directed at children, and examine
the role of logical fallacies in influencing audiences in advertising.
Activities in weeks 16-18 will focus on the following objectives:
- Demonstrate an understanding of the "art of argument" by presenting an effective argument in brief.
- Use the reading reduction as a method of improving reading comprehension of political cartoons.
- Identify five (5) persuasive techniques used in political cartoons - Symbolism,
- Exaggeration, Labeling, Analogy, Irony - and use them in comparing/contrasting different cartoons.
- Use the reading reduction as a method of improving reading comprehension of advertisements directed at children.
- Understand the role of logical fallacies in influencing audiences by comparing/contrasting different advertisements.
- Synthesize ideas from multiple sources into a cohesive argument.
- Critically evaluate source material.
- Write a synthesis argument essay using multiple sources
Weeks 19-20 Argument: Research (Nonviolent Protests) and Visual Literacy
Text: Various Supplemental Readings
In weeks 19 and 20, students apply the Aristotle Rhetorical Triangle to visual works. In
addition, they will conduct primary research to write a five page argument about
nonviolent protests in history.
Activities in weeks 19-20 will focus on the following objectives:
- Analyze selected paintings and photos for visual literacy. Use the reading reduction as a method of improving reading comprehension.
- Analyze different paintings & photos for rhetorical structure
- Select a nonviolent protest topic, find some online sources, and write an annotated bibliography.
- Identify examples of visual attributes by comparing/contrasting different paintings and photos.
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
- Conduct primary research to support an argument.
Weeks 21 – 22 Argument: Annotated Bibliography, Endnotes, Footnotes, and Visual Literacy
Text: Various Supplemental Readings
Week 21-22 continue the concept of including visual works to construct arguments by
focusing on charts and graphs. Students will review the use of footnotes and endnotes
in writing and analyze an essay by David Foster Wallace. They will continue with practice
for the AP multiple choice test and write a researched argument essay using multiple
authoritative print and digital sources.
Activities in weeks 21-22 will focus on the following objectives:
- Use the reading reduction as a method of improving reading comprehension of charts & graphs.
- Conduct online research, integrate visual elements, and conduct primary (original) research of their own - usually, a survey or interview to support an argument.
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
- Review the use of footnotes in writing.
- Analyze an essay by David Foster Wallace's for footnote and endnote use.
- Write a researched argument essay using multiple authoritative print and digital sources
Weeks 23-25 Argument: AP Synthesis Prompts and Argument Prompts
Texts: Various Supplemental Readings
In weeks 23-25, students will review synthesis prompts on the AP Exam, discuss how to
approach a synthesis essay, and practice with timed AP prompts. They will create a
graphic organizer as a guideline for approaching the synthesis essay question and
practice creating a synthesis essay prompt with a partner. Finally, they will return to
Argument essays *without* Sources, and practice timed AP essay prompt responses to
these as well.
Activities in weeks 23-25 will focus on the following objectives:
- Use graphic organizers as a writing strategy to help organize writing ideas.
- Use technology within the content area to communicate ideas, gather and synthesize information, and to communicate knowledge.
- Practice timed AP essay prompt responses.
- Use a Web 2.0 Graphic Organizer to create a guideline to approach answering the synthesis essay question.
- Create a synthesis essay prompt question.
Week 26 Argument: Historic Speeches
Texts: Various Supplemental Readings
In week 26, students analyze the rhetorical style and argument strategies of
famous political orators. They practice emulating these orators and using diction
and syntax to create tone in their argumentative writing.
Activities in week 26 will focus on the following objectives:
- Analyze famous political speeches for rhetorical and argumentative strategies.
- Practice imitating the rhetorical style of famous political orators.
- Use the reading reduction as a method of improving reading comprehension.
- Use diction and syntax to create tone in argumentative writing.
Week 27 Argument: Fiction
Texts: Supplemental Readings by James Joyce
Week 27 concentrates on analyzing the rhetorical strategies used in fiction.
Students examine a short story by James Joyce and write a two-page essay
examining his strategies.
Activities in week 27 will focus on the following objectives:
- Use the reading reduction as a method of improving reading comprehension.
- Combine both strategy and style in one essay to achieve purpose.
- Critically reflect on rhetorical choices in your own writing.
- Practice the 3-Draft approach to writing essays.
Weeks 28-33 AP Exam Preparation
The last six weeks of the course are dedicated to AP Test Prep. Students
complete several multiple choice tests and essay responses to AP essay
prompts for practice. The look for patterns in questions from the past
decade and discuss patterns with classmates. They share techniques to
prepare for the exam and take a full essay test and a recently released
multiple choice test.