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Advanced Placement English Language and Composition/
UCONN Early College Experience (English 110 Seminar in Academic Writing)
Syllabus 2008-2009
I. Course Description
This college-level course is the culminating experience for students in the
honors program in English. Students enrolled in this full year course
engage in an intensive study of both writing and literature. Students must
possess ability consistent with advanced study in composition, research, and
literature and be committed to an intensive study of literature and
writing. The curriculum follows the requirements of the College Entrance
Examination Board as stated in the AP English Course Description handbook AP
English is a nationally recognized program that prepares students to take
the Advanced Placement examination and to receive college credit and/or
advanced standing in college. Students taking the course will be prepared
to take the Advanced Placement Examination in English Language and
Composition. In addition, the course follows the curricular requirements of
the University of Connecticut Early College Experience program. Students
who meet the criteria set by UCONN and who receive a final grade of at least
a B in the course will also earn four credits in English from the University
of Connecticut. The four credits will be for the successful completion of
English 110: Seminar in Academic Writing.
The course description for UCONN English 110 states that students
receive “instruction in academic writing [integrated with]
interdisciplinary readings. Assignments emphasize interpretation,
argumentation, and reflection [as well as] revision of formal assignments
and instruction on grammar, mechanics, and style.” At the end of English
110, students should be able to compose an expository essay that reflects
their own point of view and that demonstrates a thoughtful engagement with
complex readings of some length.
The course is devoted to intensive instruction in academic writing
with an emphasis on critical thinking, interpretation, reflection, and
argumentation. Through an extensive study of various forms of nonfiction
and fiction texts, students discover ways to interact with texts and produce
thoughtful, reflective, and critical essays. The goal is to make students
proficient in the kinds of expository and analytical writing they will be
asked to produce in their high school courses this year and in their college
courses next year. The classroom is the center for discussion of
appropriate writing models, all kinds of writing activity (including
drafting, revising, editing, and giving feedback). Both formal writing
(essays, AP practice prompts, and timed analytical essays) and informal
writing (reflective journals, free write journals, and focused question
journals) are important requirements of this year’s work. In addition,
writing groups are an essential component of the classroom structure.
Students revise their writing based on teacher-student conferences and peer
revising groups. Revision is an essential element of the course. Through
revision, students discover their writing voices, gain a clear understanding
of their ideas, and become thoughtful writers. Through discussions with
their peers and the teacher during writing conferences, students sharpen
their thinking about the texts they have read, refine their thinking in
their own writing, and engage in a lively exchange of ideas with their
classmates. Writing conferences determine the nature and amount of revision
required for each essay.
Students write essays in several forms about a variety of subjects.
They write essays using the following rhetorical modes: description,
narration, comparison and contrast, definition, cause and effect, and
persuasive/argumentative. They also write literary analysis. Students
also engage in creative writing as a way to extend the ideas of the fiction
and nonfiction texts they read for class. In addition, students study all
aspects of the research process to produce argumentative/persuasive essays
which show their ability to engage in critical thinking and discussions
about texts, to take a critical stand on important issues, and to compose
informed arguments. This type of writing is in keeping with the
expectations of the College Board’s course description: “In addition, the
informed use of research materials and the ability to synthesize varied
sources (to evaluate, cite, and utilize source material) are integral parts
of the AP English Language and Composition course” (9).
During this course, students work on several essential writing
skills. The course offers students review with standard English grammar.
Students are also expected to use a wide-ranging vocabulary appropriately
and effectively. The course also seeks to develop their writing style by
offering students numerous opportunities to study the essential components
of style: the variety of sentence structures and sentence length; the use
of appropriate diction (including general and specific word choices; formal
and informal word choices), the effective use of rhetoric, effective syntax,
ways of creating voice and establishing tone, and techniques to enhance
coherence and emphasis. Students complete several exercises imitating the
writing style of published writers both to identify writers’ unique styles
and to develop their own writing style. When necessary, students complete
mini-lessons (exercises from St. Martin’s Handbook) to review elements of
style, effective vocabulary, grammar, and usage.
Discussion and classroom participation are important elements of
this course. Class participation includes: a willingness to share ideas
with the rest of the class; a willingness to listen to and respect other
classmates' ideas; an openness to new ideas; a high quality of expressed
ideas; and the successful completion of class and homework assignments.
Attendance is another important factor in the course. Daily
attendance is essential. This means not only coming to class every day but
also coming to class prepared: assignments read and homework completed. If
on a day when a writing draft is due, a student comes without an adequate
draft, he/she will receive a zero for that day's work. If a student misses
class on the day of peer revising, it will not be possible to make up the
assignment. If a student misses a class, he/she is responsible for all
assignments. Contact a classmate or the teacher immediately upon returning
to the class.
Textbooks:
A complete listing of texts for the course can be found at the end of
this document under the section titled “Textbooks.”
Assessments:
Response journals, quizzes, tests, essays, AP practice prompts, projects,
research paper, class discussions and participation, group activities,
homework and class work, web-based lessons, and oral presentations will
comprise the various assessments for this course.
Grading: Marking period grades will be determined by
the following criteria (percentages may vary depending upon the marking
period's work):
class participation, class work, homework, and attendance
10%
essays and tests
70%
quizzes
10%
journal writing
10%
**subject to minor revisions, if necessary
Grades on individual essays will be determined using several
rubrics. Essays will be graded using an Advanced Placement Essay Writing
Rubric. AP Practice prompts will be graded using an AP Essay Prompt
rubric.
All students are expected to take a mid-term exam in January which
counts 10% of their final average for the course. The exam follows the
structure of the College Board AP Language exam and serves as preparation
for that exam which all students will take in May. There is no June final
exam for this course.
Late papers will be penalized ten points for each day late. If not
in class on the day a paper is assigned, I expect you to e-mail the paper to
me at dpallanti@milforded.org. On the day of return, bring a hard copy
along with drafts.
Successful completion of this course will enable students to qualify
for 4 credits from the University of Connecticut. It will also prepare them
for the Advanced Placement Examination in English Language and Composition.
Participating colleges will grant credit and appropriate placement of
students who score successfully on the examination.
Academic Honesty: In this course students are expected to perform
to the best of their ability, and in an honest and sincere manner.
Cheating, plagiarism, the use of unauthorized materials or any other form of
academic dishonesty will result in a severe penalty. Ordinarily, cheating or
plagiarism will result in a "0" (zero) for the assignment. Other
appropriate forms of punishment may also result.
Do not hesitate to ask me for help and guidance during the year. I
am available most afternoons for writing conferences or extra help. I look
forward to working with you this year!
II. Unit Information
The course is organized around rhetorical modes, thematic units and
essential questions. Each thematic unit focuses on the study of a specific
rhetorical mode and includes essential questions specific for the unit.
Texts, writing assignments, and activities are based on these thematic units
and essential questions. Texts cover a range of literary, expository, and
visual texts from a variety of cultures and historical time periods.
First weeks of school:
Introduction to the course description, assessment tools, grading
criteria, and required readings and writing assignments for the course.
Summer Reading is due the first week of school; required reading--2
nonfiction texts; 2 fiction texts.
Summer reading assignment: Several AP practice prompts using the summer
reading and a creative writing assignment.
Thematic Unit One: The Reading Life/The Writing Life
Essential questions:
Why do we read? Why do we write?
How does literature enrich our lives?
How do writers use descriptive language to vividly create a dominant
impression?
How do we write and speak effectively?
What stylistic devices do authors use to achieve their purpose?
How can I develop my writing style?
How can I develop my writing style?
How do language devices support and shape meaning?
Rhetorical Mode: Description and Examples
In this unit, students will explore their first encounters with
reading and writing. They will read several essays in which writers discuss
their encounters with the written word. These writers explore the
importance of reading and writing in their lives. Through class discussions
and focused journal writing, students will compare their own personal
experiences and literacy development to the experiences of these writers.
They will learn how to use the descriptive details and examples to develop
their ideas.
Assigned texts:
Texts which focus on: Why Do We Read?
The Bedford Reader, Introduction-- “Why Read? Why Write? Why Not Phone?”
Chapter 1: Reading Critically
Chapter 2: Writing Effectively
Sven Birkets, “What, Me Read?”
Anna Quindlen, “How Reading Changed My Life”
John Stone, “Listening to the Patient”
Virginia Woolf, “How Should One Read a Book?”
Lawrence Beyer, “The Highlighter Crisis”
Katha Pollitt, “Why Do We Read?”
Texts which focus on: Why Do We Write?
The Bedford Reader, George Orwell, “On Writing” pp. 653-654
Erich Fromm, Symbolic Language”
Joan Didion, “Why I Write”
George Orwell, “Why I Write”
excerpt from Eudora Welty, One Writer’s Beginnings
Anna Quindlen “How Reading Changed My Life”
Amy Tan, “Why I Write”
Stephen King, excerpt from On Writing
Roger Rosenbaltt, “I Am Writing Blindly” from Time magazine
Texts which are models for using descriptive details and examples:
The Bedford Reader, Chapter 5: Description
E. B. White, “Once More to the Lake” p. 686
Virginia Woolf, “The Death of the Moth” p. 695
Annie Dillard, “Death of a Moth”
David Wagoner, “Moth Flight”
The Bedford Reader, Chapter 6: Examples
Major assigned text for the unit: Virginia Woolf, A Room of One’s Own
Companion essays for A Room of One’s Own:
Alice Walker, “In Search of Our Mothers’ Gardens”
Adrienne Rich, “When We Dead Awaken: Writing as Re-Vision”
Reading skills: (ongoing throughout all units)
Describe, interpret, and analyze a literary and expository text
Make critical evaluations and draw inferences from a literary and expository
text
Make personal connections to the text
Understand the essential elements of poetry, drama, fiction, and nonfiction
Identify and use literary, stylistic, and rhetorical techniques
Understand and appreciate selected literary and expository masterpieces from
a variety of cultures, both past and present, in order to understand the
human experiences that they convey
Analyze how graphics and visual images relate to written texts and serve as
alternative forms of texts themselves
Writing skills:
The Writing Process: Review of the writing process, including exploring a
topic, gathering and organizing information, generalization and detail in
writing --The New St. Martin’s Handbook, Part 1: The Writing Process, pp.
4-135
Sentence variety; sentence structure; subordination and coordination;
achieving appropriate emphasis through diction and sentence structure -- The
New St. Martin’s Handbook, Part 4: Marking stylistic choices and varying
sentence structures—using balanced, periodic, loose, cumulative, inverted,
and rhetorical sentences; using sentences with dashes, parentheses, colons
and semi-colons. pp. 247-284.
Using descriptive details and examples to develop ideas—The Bedford Reader,
Chapters 5 and 6
Use appropriate and effective diction (ongoing in all writing lessons
throughout the year)--- The New St. Martin’s Handbook, Part 5: Selecting
Effective Words—vocabulary, diction, and language variety. pp. 285-348.
Logical organization with techniques to increase coherence, (repetition,
transitions, and emphasis)—The New St. Martin’s Handbook, Part I, Section
6: Constructing Paragraphs. pp. 102-134.
Writing assignments: (Writing assignments in this syllabus are subject to
change.)
1. Focused journal questions.
2. AP practice prompts.
3. In class essay.
4. Major Writing Assignment #1: Using Description and Examples--Writing a
Literacy Autobiography
Thematic Unit Two: The Personal Life - Memoirs
Essential questions:
What are the conventions of narrative essays?
How shall I write my personal story?
How have personal events shaped who I am?
Rhetorical Mode: Narration
In this unit, students will explore how writers use a personal story
to express universal ideas. They will explore how to shape the events of
their personal lives into a story which engages the reader as well as
expresses important ideas about the human spirit. They will also explore
the narrative techniques that writers use to tell their stories: developing
a strong voice, using descriptive details, using chronological sequence and
flashbacks, using transitions to link events in the narrative, creating
effective dialogue, and using literary techniques such as irony,
foreshadowing, and symbols.
Assigned texts:
The Bedford Reader, Chapter 4: Narration
James Thurber, “University Days”
Christopher Scanlan, “The Young Who Died Delivered Us”
Major assigned text for the unit: Maya Angelou, I Know Why the Caged Bird
Sings
Companion essays for I Know Why the Caged Bird Sings:
Alice Walker, “Beauty: When the Other Dancer is the Self”
Poetic texts which use narrative techniques:
Margaret Atwood, “This is a Photograph of Me”
Emily Dickinson, “I’m Nobody! Who Are You?”
Emily Dickinson, “Remorse is Memory Awake”
Steve Smith, “Not Waving But Drowning”
Writing skills:
Effective use of rhetoric, including controlling tone, establishing and
maintaining voice The New St. Martin’s Handbook, Part I, Section 2:
Considering Rhetorical Situations. pp. 18-31.
Achieving sentence variety through sentence imitations
Creating suspense through periodic paragraphs
Using transitions effectively in writing--St. Martin’s Handbook, Part I,
Section 6d. pp. 108-116.
Using chronological order—St. Martin’s Handbook, Part I, Section 3d. pp. 39-
43.
Using narrative techniques -- The New St. Martin’s Handbook Part 1 Section
6: Constructing paragraphs; Part I, Section 6e: narrating. pp. 122.
Using narrative techniques—The Bedford Reader, Chapter 4
Writing effective introductions --The New St. Martin’s Handbook Part 1,
Section 6f: Special purpose paragraphs--opening paragraphs. pp. 126-128.
Writing Assignments:
1. Focused journal questions.
2. AP practice prompts.
3. Creative writing assignment.
4. Major Writing Assignment #2: Writing a Narrative Essay
Thematic Unit Three: The Rich Life/The Poor Life
Essential Questions:
Is the American Dream still possible in America?
How do writers use classifying methods to develop their ideas?
Rhetorical Mode: Classification
In this unit, students will explore how classification helps them
create order in the world around them by giving them a structure to use to
group ideas, people, or objects. Students will learn that classification is
the orderly arrangement of items into specific categories--things of similar
kinds are placed together. Students will discover ways to arrange items in a
large group by using a principle of selection. Students will learn how to
use this organizing structure to develop their essays.
Assigned texts:
Texts which are models for classification structure and techniques:
The Bedford Reader, Chapter 10: Classification
Kenneth H. Cooper, “How Fit Are You?”
Jan Morris, “A Passion for Cities”
Texts which explore the concept of the American Dream:
The Bedford Reader, Chapter 6, Examples
Barbara Ascher, “On Compassion”
Anna Quindlen, “Homeless”
Stephanie Coontz, “A Nation of Welfare Families”
Ralph Whitehead, Jr., “Class Acts: America’s Changing Middle Class”
Robert Reich, “Why the Rich Are Getting Richer and the Poor Poorer”
Major assigned texts for the unit: Arthur Miller, Death of a Salesman
Frank McCourt, Angela’s Ashes
excerpts from Inventing the Truth, ed. by William Zinsser--Frank
McCourt, “Learning to Chill Out”
Selected readings on the American Dream—including contemporary newspaper
articles from New York Times, Hartford Courant and New Haven Register as
well as contemporary magazine articles from Time magazine; visual texts,
including photographs of the immigrant experience; graphs and tables which
show economic indicators of income, wealth distribution, and homelessness
Martin Luther King, “I Have a Dream”
Sojourner Truth, “Ain’t I A Woman?”
Selected poems on the American Dream
Gwendolyn Brooks, “The Lovers of the Poor”
Gwendolyn Brooks, “The Bean Eaters”
Maya Angelou, “Alone”
Langston Hughes, “A Dream Deferred”
Langston Hughes, “Dreams”
Langston Hughes, “I, Too, Sing America”
Langston Hughes, “Life Is Fine”
Langston Hughes, “Let America Be America Again
Edwin Arlington Robinson, “Richard Cory”
Walt Whitman, “I Hear America Singing”
William Carlos Williams, “The Poor”
e. e. cummings, “net to of course god America I”
Writing skills:
Writing creative titles
Writing effective conclusions --The New St. Martin’s Handbook, Part 1,
Section 6f: Special purpose paragraphs--concluding paragraphs. pp. 128-
130.
Using classifying techniques -- The New St. Martin’s Handbook, Part 1,
Section 6e: Developing paragraphs fully: dividing and classifying;
comparing and contrasting. pp. 119-121.
Using classifying techniques and structure —The Bedford Reader, Chapter 10
Using MLA form in documenting sources—The New St. Martin’s Handbook, Part 8,
Section 44. pp. 516-563.
Bedford Reader, Chapter 3, Using and Documenting Sources
Writing assignments:
1. Focused journal questions.
2. AP Practice prompts.
3. Major Writing Assignment #3: Writing an Essay Using Classification and
Definition Techniques (Synthesis essay)
Thematic Unit Four: The Intelligent Life
Essential questions:
How do writers use definition methods to develop their ideas?
What definition methods can I use to define who I am?
What makes me an intelligent person?
Rhetorical Mode: Definition
In this unit, students will learn that definition is the process of
explaining unfamiliar terms to their readers. They will learn that with
logical definitions, they can communicate their ideas to others precisely
and clearly. They will also learn that words can have different meanings
for different people. They will study types of words: cultural, technical,
regional, colloquial, and slang. They will also explore the various methods
that writers use to define words. Students also will learn about word
etymologies and explore the process used to compile the Oxford English
Dictionary. They use this knowledge to write an essay in which they explore
the significance of a single word.
Assigned Texts:
Texts which are models for definition structure and techniques:
The Bedford Reader, Chapter 12: Definition
Nancy Mairs, “Disability” p. 13
NCTE “Guidelines for Gender-Fair Use of Language”
Selected readings on intelligence—including contemporary newspaper and
magazine articles, websites, and intelligence inventories from online sources
Isaac Asimov, “What Is Intelligence, Anyway?”
Lev Grossman, “The Trouble With Genius” in Time, March 15, 2004
Major assigned text for the unit: Simon Winchester, The Professor and the
Madman
Jennifer Huget, “Defining Moments” Connecticut magazine, November 2000 (an
article about Jesse Sheidlower, the first U. S. based editor of American
English the Oxford English Dictionary
Soukhanov, “Word Sleuth” in Victoria, July 2001
Gleick, “Cyber-Neologoliferation” New York Times, November 5, 2006
Writing Skills:
Methods of defining words
Distinguishing denotative and connotative meaning of words
Using effective diction and using definition techniques--The New St.
Martin’s Handbook, Part 5: Selecting Effective Words, Sections 25-29;
Part 1, Section 6e: Developing paragraphs fully: defining. pp. 285-401;
118-119..
Using definition techniques—The Bedford Reader, Chapter 12
The Bedford Reader, Chapter 9, Fifth Edition
Bruno Bettelheim, “The Holocaust”
Joseph Epstein, “What Is Vulgar”
Jamaica Kincaid, “The Tourist”
Writing Assignments:
1. Focused journal questions.
2. AP Practice prompts.
3. Major Writing Assignment #4: Writing an Essay Using Definition
Techniques (Synthesis Essay)
Thematic Unit Five: People: The Way We Are
Essential Questions:
How do writers use comparing and contrasting methods to develop their ideas?
How are people similar? How are people different?
Rhetorical Mode: Comparison and Contrast
In this unit, students will explore how comparison-contrast allows
them to sort out the similarities and differences between people, objects,
and ideas. With this structure, students can explore the superiority of one
idea (object or person) over another or explain the unfamiliar by comparing
it to the familiar. Students will learn how to use this structure to develop
ideas in their essays.
Texts which are models for comparison and contrast structure and techniques:
The Bedford Reader, Chapter 7: Comparison and Contrast
Eric, Sevareid, “The Landscape of Our Lives”
Paul Goldberger, “Quick! Before It Crumbles!”
William Zinsser, “The Transaction”
John Updike, “A & P”
T. Coraghessan Boyle “Greasy Lake”
Ernest Hemingway, “Hills Like White Elephants”
Ernest Hemingway, “The Short Happy Life of Francis Macomber”
Ernest Hemingway, “A Clean Well Lighted Place”
Charlotte Perkins Gilman, “The Yellow Wallpaper”
William Faulkner, “A Rose for Emily”
Emily Dickinson, “Much Madness is Divinest Sense”
Robert Browning, “Porphria’s Lover” and “My Last Duchess”
Major text assigned for the unit: Tennessee Williams, A Streetcar Named
Desire
Reading skills:
Analysis of literary elements: point of view, symbolism, setting, dialogue,
character
Writing Skills:
Using comparison-contrast techniques and structures—The New St. Martin’s
Handbook, Part I, Section 6e: Comparing and Contrasting. pp. 120-121.
Using comparison-contrast techniques and structures—The Bedford Reader,
Chapter 7
Using block and alternate block structure to compare and contrast
Writing effective introductions and conclusions--revisited
Logical organization with techniques to increase coherence, (repetition,
transitions, and emphasis) (revisited)—The New St. Martin’s Handbook, Part
I, Section 6: Constructing Paragraphs. pp. 102-116.
Writing assignments:
1. Focused journal questions
2. AP practice prompts.
3. Major Writing Assignment #5: Writing an Essay Using Comparison and
Contrast Techniques
Thematic Unit Six: The Heroic Life
Essential Question:
Who are our heroes in society and how do they reflect the values of their
society?
What makes people act on their values to perform heroic deeds?
How do writers use different literary genres to illustrate the actions of
heroes?
What values are important in my life?
How do writers use causal analysis to develop their ideas?
Rhetorical Mode: Cause and Effect
In this unit, students will explore the various ways that writers
investigate subjects to discover the reasons why something happened
(causes) or the results of an occurrence (effects). They will learn the
importance of answering the questions—Why? and What followed as a result?
They will learn how to use causal analysis to develop their own ideas.
Texts which are models for causal analysis:
The Bedford Reader, Chapter 11: Cause and Effect
Texts which explore the concept of heroism:
Fiction:
William Shakespeare, Hamlet
Arthur Miller, Death of a Salesman--revisited
Albert Camus, The Stranger
Harold Pinter, The Dumb Waiter
Gabriel Garcia Marques, Chronicle of a Death Foretold
Poetry:
T. S. Eliot, “Hollow Men”,
T. S. Eliot, “Love Song of J. Alfred Prufrock”
A. E. Housman, “To an Athlete Dying Young”
John Updike, “Ex Basketball Player”
David Evans, “I Met an Old Acquaintance”
Ernest Hemingway, “A Clean Well-Lighted Place” -- revisited
Ernest Hemingway, “A Day’s Wait”
Nonfiction:
excerpt from Aristotle, Poetics
excerpt from A. C. Bradley, Shakespearean Tragedy
Arthur Miller, “Tragedy and the Common Man”
Christina Kelly, “Why Do We Need Celebrities?”
Matthew Goodman, “Where Have You Gone Joe DiMaggio?”
Roger Rosenblatt, “The Man in the Water”
Charles Krauthammer, “The End of Heroism”
Writing Skills:
Analyzing literary elements: symbolism, characterization, stream of
consciousness, point of view
Analyzing poetic elements: symbolism, imagery, and metaphor
Causal analysis of character motivation and behavior
Using causal analysis—The Bedford Reader, Chapter 11
Using causal analysis -- The New St. Martin’s Handbook, Part 1, Section
6e: Developing Paragraphs Fully: Exploring Causes and Effects. pp. 121-
122.
Distinguishing between immediate and long-range causes
Distinguishing between immediate and long-range effects
Writing assignments:
1. Focused journal questions
2. AP practice prompts.
3. Creative writing assignment: parody.
4. Major Writing Assignment #6: Using Causal Analysis in Analyzing a
Literary Work--Causal Analysis of Character Motivation and Behavior
Thematic Unit Seven: The Argumentative Life
Essential questions:
How do authors use expository methods to construct an argument?
How do authors use persuasive techniques to construct an argument?
What arguments can I use to persuade someone to agree with my position on a
controversial issue?
What argumentative structure and rhetorical devices are the best to use in
developing an argument?
How do I synthesize varied research materials to formulate an informed
argument?
How do I analyze graphics and visual images as text?
How do I incorporate and properly cite reference documents into research
papers?
Rhetorical Mode: Argument and Persuasion
In this unit, students will explore the ways that expository writing
differs from argumentative/persuasive writing. They will learn how writers
use persuasive strategies to convince readers of the validity of their
positions on controversial issues. They will use their critical reading
skills –their ability to analyze, make inferences, and synthesize--to
evaluate persuasive essays. As they develop their own essays, they will
learn how to give evidence (facts, statistics examples, and expert opinions)
to support their positions. They will also study persuasive techniques as
well as inductive and deductive reasoning as ways to develop their ideas.
Assigned Texts:
Texts which are models for argumentative structure and persuasive techniques:
The Bedford Reader, Chapter 13: Argument and Persuasion
Jonathan Swift, “A Modest Proposal”
Thomas Jefferson, “The Declaration of Independence”
Elizabeth Cady Stanton, “The Declaration of Sentiments
George Bush, Speech delivered before a Joint Session of Congress and the
American People, Sept. 20, 2001
Visual texts: graphs and tables collected from online sources, newspapers,
and magazines
Writing skills:
Completing the steps of the research process—The New St. Martin’s Handbook,
Part 8, Section 40: Doing Research and Using Sources—Becoming a
Researcher. pp. 430-443.
Writing a research essay—The New St. Martin’s Handbook, Part 8, Section 43.
pp. 499-515.
Using research skills, including the ability to evaluate, use, and
synthesize sources; using online databases and the Internet-- The New St.
Martin’s Handbook, Part 8, Sections 41 and 42: Doing Research and Using
Sources—Conducting Research and Using Sources. pp. 444-498.
Using MLA form in citing primary and secondary sources and writing
parenthetical citations The New St. Martin’s Handbook, Part 8, Section 44:
Doing Research and Using Sources—Documenting Sources: MLA. pp. 516-563.
Using and Documenting Sources, Bedford Reader, Chapter 3.
Using inductive/deductive patterns of reasoning--The New St. Martin’s
Handbook, Part 1, Section 5: Thinking Critically: Constructing and
Analyzing Arguments, pp. 70-101; The Bedford Reader, Chapter 10.
Using argumentative-persuasive techniques and argument structures—The
Bedford Reader, Chapter 13.
Recognizing fallacies—The Bedford Reader, Chapter 10; The New St. Martin’s
Handbook, Part 1, Section 5: Thinking Critically: Constructing and
Analyzing Arguments. pp. 79, 85-86.
Understanding inductive and deductive reasoning and logic patterns in
syllogisms---- The New St. Martin’s Handbook, Part 1, Section 5: Thinking
Critically: Constructing and Analyzing Arguments. pp. 83-85.
Using argumentative/persuasive techniques and argument structures—The New
St. Martin’s Handbook, Part I, Section 5: Thinking Critically:
Constructing and Analyzing Arguments. pp. 86-90.
Using personal, emotional, and logical appeals—The New St. Martin’s
Handbook, Part 1, Section 5: Thinking Critically: Constructing and
Analyzing Arguments. Pp. 80-82; 86-87.
Writing Assignments:
1. Focused journal questions.
2. AP practice prompts : Synthesis essays .
3. Major Writing Assignment #7: Writing an Essay Using
Argumentative/Persuasive Techniques (Synthesis Essay Using Research)
4. Letter assignment.
III. Textbooks
Kennedy, X. J. An Introduction to Fiction. Fifth Edition. New York:
Harper
Collins, 1991.
Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader.
Ninth Edition. Boston: Bedford Books of St. Martin's Press, 2006.
Lunsford, Andrea, and Robert Connors. The New St. Martin’s Handbook. New
York: Bedford/St. Martin’s, 1999.
Murphy, Barbara and Estelle Rankin. 5 Steps to a 5: AP English Language.
New
York: McGraw-Hill, 2002.
Perrine, Laurence. Sound and Sense: An Introduction to Poetry. Seventh
Edition.
New York: Harcourt Brace Jovanovich, 1987.
Other Course Materials
Angelou, Maya. I Know Why the Caged Bird Sings. New York: Bantam Books,
1969.
Camus, Albert. The Stranger. New York: Vintage Books, 1946.
Marques, Gabriel Garcia. Chronicle of a Death Foretold. Trans. Gregory
Rabassa. New
York; Ballantine Books, 1982.
McCourt, Frank. Angela’s Ashes: A Memoir. New York: Touchstone, 1996.
Miller, Arthur. Death of a Salesman. New York: Viking Press, 1949.
Pinter, Harold. The DumbWaiter. New York: Grove Press, Inc., 1988.
Shakespeare, William. Hamlet. New York: Signet Classics, 1963.
Williams, Tennessee. A Streetcar Named Desire. New York: Signet Classics,
1974.
Woolf, Virginia. A Room of One’s Own. New York: Harcourt, Brace and
World, Inc.
1929.
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