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Below you will find the AP Lang syllabus for 1st semester. You will receive
a hard copy of the syllabus for the entire year the first day of school.
This syllabus has been authorized by AP Central. You will receive AP
designation for this course. We will follow this outline closely; however,
I, Mrs. Hooven,reserve the right to make minor adjustments and additions as
needed. Please note the amount of reading involved in this course. You must
complete the assigned readings in order to survive this class. I look
forward to working with you this year.
AP Language and Composition—Syllabus 405-406
Goal of the Course: Advanced Placement courses offer a student the
opportunity to work at an accelerated pace with other peers who have similar
interests and academic goals. This class will explore different modes of
discourse with an intense study on tone, diction, imagery, details,
language, and style. The students will read modern essays as well as
selections from an American literature anthology. The course focuses on the
study of rhetoric and composition. Students will read various genres,
including nonfiction, fiction, poetry, drama, essays, etc. Students will be
able to discuss their ideas openly and without prejudice. Writing is a
mandated part of this curriculum, with the focus on prose analysis and
synthesizing. We validate sources and explore the concept of argument through
an exploration of articles and sources necessary to synthesize a topic. We
examine the canons of argument and rhetoric. With a thorough study of the
characteristics of the different modes of discourse, students will learn
terminology necessary to allow them to express their ideas with the language
of rhetoric. Through the exposure of different writers and views, students
will become global learners.
Additional Comments:
· The American literature course is required of all 11th graders; therefore,
the syllabus reflects a blending of American literature with various other
selections from different sources.
· In addition, we are mandated by the standards set forth by the State. The
AP curriculum far exceeds those standards.
· All AP students must do outside reading, and the homework load is heavier
than an honors or college preparatory class. Students must be dedicated to
reading and writing.
· Reading materials used for this class are often for a mature audience.
· A thorough study of readings and the use of rhetoric are major components
of this class.
· Writing is a critical component of this course. Feedback is provided in a
timely manner.
· AP grades are weighted .05 each nine weeks grading period.
· Grading Scales: Each 9 weeks: 45% essays and compositions; 45% tests
(written and performance based); 10% homework
Textbooks Used:
Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron, eds. The Bedford
Reader.8th Edition. Boston: Bedford/St. Martin’s, 2003.
Miller, Robert K. The Informed Argument. 7th Edition. Boston: Thomson
Wadsworth, 2007.
Roskelly, Hephzibah, and David A. Joffiffe. Everyday Use: Rhetoric At Work in
Reading and Writing. AP Edition. New York: Pearson/Longman, 2005.
Skiba, Laurie, et al. Literature and the Language Arts The American
Tradition. Minnestota: EMC Paradigm Publishing, 2003.
All literary works (with the exception of summer reading) required in this
course are provided for the students.
Welcome!!! Reading is a crucial and mandatory component of this class;
therefore, you must read assignments before coming to class. Be prepared for
a quiz on any reading assignment. Also, you may receive an AP objective
sample activity or AP prompt at anytime. Surprises are a part of a GREAT
class!!! Diverse opinions are respected in this class; remember since your
voice is important, so are other voices. Our goal is to learn
much and to expand our horizons—so let the journey begin.
>>Please note: Timed writings may be assigned at any time during the
semester. These particular writings may or may not be designated in the
syllabus below.
Week 1:
· Welcome and expectations.
· Collection of summer essays. NO LATE PAPERS ACCEPTED.
· Introduction of the student’s role in the class by reading “The Voice You
Hear When You Read Silently.”
· Exploration of the concepts of tone through the premise of DIDLS (Diction,
Imagery, Details, Language, and Style).
· Handout: Passages from The Crucible, Tuesdays with Morrie, and The
Scarlet Letter (Summer Reading)—Discuss the tone of each passage.
· Inclass Group Work—Each group will be given one of the passages to complete
the DIDLS graphic organizer.
· Present findings to class.
> Discuss plan for nonfiction summer reading
Next Reading Assignment: Over the next two weeks, students will read the
following history sections in the EMC American Literature anthology and
complete
the graphic organizer on each period:
1. Origins of the American Tradition—pgs. 80-86;
2. The American Revolution—pgs 140-145;
3. The New England Renaissance—pgs. 191-198;
4. Slavery and the Civil War—pgs. 317-323;
5. Frontiers—pgs. 403-410;
6. The Modern Era—pgs. 475-483;
7. The Harlem Renaissance—pgs. 612-618;
8. Modern Drama—pgs. 683-685;
9. Postwar Literature—pgs. 757-764;
10. Contemporary Literature—pgs. 941-948
(The graphic organizer includes major historical events, literary movements,
literary genres, literary devices, noted writer—each period has a separate
organizersheet. This becomes a tool to be used all year; we frontload the
history sections of American literature.)
Week 2:
· Discussion of Miller's purpose and message. Analyze the power of societal
influence as seen in Miller's characters.
· Emulate Miller's style by creating an additional scene to the play. Finish
for homework.
· Respond to an AP English Language essay prompt (Important to analyze
starting point) (Topic will be an excerpt from Civil Disobedience by Thoreau
and will examine the use of language to display message.)
Week 3:
· Check progress on History Graphic Organizers.
· Discussion of Hawthorne’s purpose and message. Analyze the power of lies as
seen in Hawthorne’s characters. Read “The Ways We Lie” by Stephanie Ericsson
—pages 389 - 396— The Bedford Reader. Analyze the concept of lying and
parallel a modern view with Hawthorne’s message on lying.
· Lesson on Hawthorne’s syntax—Examine a particular passage and analyze
syntax.
· Create a scene in The Scarlet Letter; emulate Hawthorne’s style—Finish for
homework.
· Presentations of nonfiction summer reading
Week 4:
· Finish nonfiction summer reading presentation
· View excerpts from Tuesdays with Morrie
· Examine Albom’s diction and details necessary to expand the definition of
courage.
· Test on three works—(Prose Analysis Activity).
Next Reading Assignment: Due on Wed. of the next week:
1. “Song of the Skyloom”—p. 93;
2. From “The General History of Virginia”—pgs. 103107;
3. “The Way to Rainy Mountain”—by N. Scott Momaday (Will give
students this piece);
4. Bring a Native America myth to class (research)
· Begin discussion of historical periods—Frontloading activities (This will
take the week).
· Quiz on literary movements.
· Begin literary terms and examples reference guide (Independent activity)—
Terms are a compilation from AP language guides, as well as the Performance
Standards for American literature.
Week 5:
· Continue with terminology and information from graphic organizers.
· RAFT Activity on historical periods (Differentiation Activity)
· Examine the passages or poems:
1.“Hunger in New York City”—Simon Ortiz;
2. Excerpt for SelfReliance— Ralph Waldo Emerson;
3. “Letter to John Adams, May 7, 1776”—Abigail Adams;
4. “The Battle Hymn of the Republic”—Julia Howe;
5. Excerpt from “The Outcasts of Poker Flat” –Bret Harte;
6. “To My Dear and Loving Husband”—Anne Bradstreet.
Students will determine historical time period using what they learned in
their history readings—Discussion
· Discussion of tone on readings dealing with Native American imagery.
· AP timed writing on Momaday essay—p. 90 in Teaching Nonfiction in AP
English; objective MC—pages 90 91.
Week 6:
· Complete prose worksheet on myth (DIDLS) (Finish for homework).
· Read and discuss “Indian Education” by Sherman Alexie (The Bedford Reader);
analyze tone and diction; Weekend Emulation Writing Assignment
· Quiz on rhetoric terminology studied thus far; all terminology quizzes and
test contain examples—not mere definitions.
Next Reading Assignment:
1. The Crucible;
2. “Upon the Burning of Our House—Anne Bradstreet—p. 126;
3. “Huswifery”—Edward Taylor—p.126;
4. “Sinners in the Hands of an Angry God”—Edwards—p.119 (Due at
the beginning of Week 8)
Week 7:
· Research Activity (Based on nonfiction summer reading)—analyze your
nonfiction selection through the validity of the author’s premise. Pull three
different sources dealing with your topic. Make a valid assertion about the
writer’s presentation.
· Research Guidelines—Refer to Chapter 67
(Informed Argument)
· Review information on correct documentation—MLA as set by county
curriculum.
· Library.
· Writing Lab.
· Paper due on Monday.
Week 8:
· Research essay due; feed back will be provided this week
· Focused discussion of Miller’s The Crucible; examination of dramatic
elements.
· View the movie—graphic organizer on differences in media presentation.
· Tone in Bradstreet’s and Taylor’s poems—debate purpose and effectiveness.
· Receive graded research activity and discuss grading.
Next Reading Assignment:
1. Their Eyes Were Watching God—Zora Neale Hurston;
2. “To S. M., A Young African Painter, on Seeing His Works” by Phillis
Wheatley (EMC anthology)
3. “The Meanings of a Word” by Gloria Naylor (The Bedford Reader)
4. “Being a Chink” by Christine Leong (The Bedford Reader)
5. from Appeal to the Christian Women of the Southern States by
Angelina Grimke (EMC)
6. “Ain’t I a Woman?” by Sojourner Truth (EMC)
7. “I, too, sing America” by Langston Hughes (EMC)
8. “somewhere i never travelled, gladly beyond” by e. e. cummings
(EMC)
Week 9:
· AP Practice Multiple Choice Test {Taken from 2005 test}.
· Review of Answers.
· Persuasive Techniques—Chapter 13—The Bedford Reader.
· Context of Arguments—Chapter 2—Informed Argument.
· Analysis of Jonathan Edward’s sermon—worksheet on persuasive techniques—
focus on pathos, logos, and ethos.
Week 10:
· Test on Miller, Bradstreet, Taylor, Edwards—Objective AP style, along with
an essay question.
· Inclass AP timed writing—sample question from 2006 test.
· Inclass reading time.
· An indepth study of literary terminology necessary for the next unit taken
from the AP list and the state standards.
· Begin discussion of what voice constitutes and the impact of language—pull
sample prose and poem samples and evaluate the voice and the language; begin
with Wheatley, Naylor, and Leong (will continue into week eleven).
Week 11:
· Continue with discussion from last week
· Create a comparison/contrast chart on tone words, voice, impressionable
verbs,vivid adjectives, pertinent nouns: Grimke, Truth, Hughes, and Cummings.
· Refer to comparison and contrast chapter in The Bedford Reader—pages 213
220.
· Sample AP objective—selection from Kacick (Princeton Review—page 165) and
the Wollstonecraft piece [deals with language}.
· Inclass reading on Hurston’s novel.
Week 12:
· Characteristics of Hurston’s novel; select at least 10 passages from the
novel; in a literary circle and with guided note taking, students will
evaluate the different voices of Hurston. They will examine Hurston’s
manipulation of language {approximately five days}.
· Objective test on novel—based on discussion and notes.
· Weekend out of class writing: Read “How It Feels to Be Colored Me,” “The
Resurrection of Zora Neale Hurston and Her Work” (EMC) and 2 research
articles from the EMC supplement novel and write an essay (I will give
specifics and a rubric). Topic: Why was Zora Neale Hurston a writer that was
controversial for her time, and why did Walker believe her worthy of
resurrection? Use the cause/effect mode of discourse—Refer to Unit 11 in the
BR.
Week 13:
Next Reading Assignment for unit on personal and societal identity—style and
message:
1. Falling Leaves—Adeline Yen Mah
2. “Only Daughter”—Sandra Cisneros (BR)
3. “No Name Women”—Maxine Hong Kingston (BR)
4. “Silent Dancing”—Judith Cofer (BR)
5. “The Love Song of J. Alfred Prufrock—T.S. Eliot (EMC)
6. “A Clean, WellLighted
Place”—Ernest Hemingway (EMC)
7. from “Song of Myself”—Walt Whitman (EMC)
8. “Fish Cheeks”—Amy Tan (BR)
· Mini lesson on various sentence structures for introduction to syntax and
the importance when evaluating style—Refer to Everyday Use: Rhetoric at Work
in Reading and Writing (Sections on Sentences and Parallel Structure, Style
and Passive Voice), plus several handouts received in AP training—Analysis of
specific prose selections and selfevaluation
of own writing.
· Mini lesson on the importance of understanding punctuation; pull a sample
prose selection (place on the Smartboard) and evaluate as a class.
· Inclass reading.
Week 14:
· Complete “Questions on Meaning, Questions on Writing Strategy and Questions
on Language” on “Only Daughter”—discuss and evaluate the message of
personal identity.
· Examine “No Name Women”—Take four paragraphs from the piece and examine
syntax—Response Writing: Is her style effective? Why or why not?
· Pair/share response writing: Evaluate your classmate’s style.
· Analyze how Hemingway develops the theme of identity in his short story;
look at language and imagery. What tone do you acquire as a reader?
· Weekend Writing: Answer “Questions on Writing Strategy”—Cofer’s “Silent
Dancing”; analyze through an essay the different tones of Cofer herself, her
cousin, and her tia politica. How do their tones convey the different
expectations and experiences of these three women? Refer to page 584 (BR).
Week 15:
· Turn in essays.
· A review of terminology on language and style (Quiz).
· Divide into groups: each group will evaluate the theme of personal/societal
identity in T.S. Eliot’s poem and Whitman’s poem; each group should identify
the speaker of the poem; denotative words that impact the theme; connotative
meanings that impact the theme; the power of punctuation; and literary
devices.
· Discussion as a class of the two poems.
· AP Objective—Choose objectives that deal with style (focus on syntax).
Week 16:
· Falling Leaves (Lab Activity): Give students eleven questions dealing with
meaning, writing strategy, language, and parallelism between fiction and
nonfiction; this is a detailed, individual study of Yen Mah’s style. {This
will take two days in the lab}.
· Find a literary selection that shows a different view of the Chinese
culture.
· Discussion on literary pieces—Circle discussion on the validity of Yen
Mah’s
writing.
· Evaluate persuasive devices—Does Yen Mah successfully use them? Where is
bias? Etc.
Week 17:
· Sample AP Language Test—Take four days (just to evaluate knowledge at this
point).
· Give the students a series of AP essays as graded by College Board. Have
students score the essays and compare with the actual received score.
Week 18:
· Exam week.
Holiday Reading: The Things They Carried –Tim O’Brien (due Jan. 1)
End of January: As I Lay Dying—William Faulkner
End of February: All the Pretty Horses—Cormac McCarthy
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