AP English Language and Composition Class Expectations
Last Reviewed: 09 Aug. 2023
AP® English Language and Composition 2023-2024
Mr. Judd
Course Description:
While the senior level AP English course in literature focuses on the study of fiction to explore the human condition, the AP English course in language focuses on the analysis of nonfiction to develop the skills of argumentation. This junior level course does not teach a particular body of knowledge, but it aims to develop the critical skills necessary to make persuasive arguments in a democratic society whose existence requires an informed electorate. The course will develop students’ research skills in logic and rhetoric so that they can distinguish emotional manipulation from rational argumentation. It will provide students with the opportunity to develop one extended research project based on current social issues. While taught within the English department, this course is cross-curricular in nature and is intended to develop the basic skills of thinking and writing that are essential for success in any field of college study.
Course Overview:
The principles of rhetoric will be presented in order to give students a framework for analysis. Students will analyze arguments in the Aristotelean tradition for appeals to pathos, ethos, and logos. They will examine the basic principles of a Rogerian argument and identify the parts of an argument using Toulmin’s method. Such terminology will give students the vocabulary to analyze an argument’s purpose in conjunction with its intended audience.
The analytical method of the course will be based on three essential questions:
1) What does the text say? (literal meaning)
2) How does the text say it? (rhetorical analysis)
3) Who cares? (social significance)
Rhetoric will be presented as the means to answer questions of meaning that are beyond the parameter of the physical sciences. Through an examination of various topics (e.g., poverty, immigration and globalization, technology, violence), students will come to appreciate the perspective of others whose experiences do not match their own. They will develop the criteria by which to separate prejudice from reasoned inquiry into another person’s perspective. Finally they will learn how to take responsibility for their own positions, anticipating how all stakeholders might be affected by an argument.
Required Textbook: Everything's an Argument, 9th Edition (Bedford/St. Martin’s, 2021)
Required Additional Texts:
1) The Professor and the Madman: A Tale of Murder, Insanity, and the Making of the Oxford
English Dictionary by Simon Winchester (HarperCollins Publishers, 1998)
2) Strength in What Remains by Tracey Kidder (Random House Reader’s Circle, 2010)
3) Socrates: A Man for Our Times by Paul Johnson (Penguin Books, 2012)
4) Narrative of the Life of Frederick Douglass: An American Slave (Bedford/St. Martin’s,
2016), edited with an introduction by David W. Blight.
5) Notes of a Native Son by James Baldwin (Beacon Press, 1955)
Course Objectives (as revised by the College Board for Fall 2019):
By the end of this course, students will develop skills organized by four big ideas:
I. Rhetorical Situation
A. Reading
1. Identify and describe components of the rhetorical situation: the exigence,
audience, writer, purpose, context, and message.
2. Explain how an argument demonstrates understanding of an audience’s beliefs,
values, or needs.
B. Writing
1. Write introductions and conclusions appropriate to the purpose and context of
the rhetorical situation.
2. Demonstrate an understanding of an audience’s beliefs, values, or needs.
II. Claims and Evidence
A. Reading
1. Identify and explain claims and evidence within an argument.
2. Identify and describe the overarching thesis of an argument, and any indication
it provides of the argument’s structure.
3. Explain ways claims are qualified through modifiers, counterarguments, and
alternative perspectives.
B. Writing
1. Develop a paragraph that includes a claim and evidence supporting the claim.
2. Write a thesis statement that requires proof or defense and that may preview
the structure of the argument.
3. Qualify a claim using modifiers, counterarguments, or alternative perspectives.
III. Reasoning and Organization
A. Reading
1. Describe the line of reasoning and explain whether it supports an argument’s
overarching thesis.
2. Explain how the organization of a text creates unity and coherence and reflects
a line of reasoning.
3. Recognize and explain the use of methods of development to accomplish a
purpose.
B. Writing
1. Develop a line of reasoning and commentary that explain it throughout an
argument.
2. Use transitional elements to guide the reader through the line of reasoning of
an argument.
3. Use appropriate methods of development to advance an argument.
IV. Style
A. Reading
1. Explain how word choice, comparisons, and syntax contribute to the specific
tone or style of a text.
2. Explain how writers create, combine, and place independent and dependent
clauses to show relationships between and among ideas.
3. Explain how grammar and mechanics contribute to the clarity and
effectiveness of an argument.
B. Writing
1. Strategically use words, comparisons, and syntax to convey a specific tone or
style in an argument.
2. Write sentences that clearly convey ideas and arguments.
3. Use established conventions of grammar and mechanics to communicate
clearly and effectively.
Course Expectations and Information (In-person instruction):
1) Classes will begin on time and will end when I dismiss you. Lining up at the door is never permitted. You are expected to have all materials with you when classes begin and to conduct yourself in a courteous manner. Failure to be in your seat when the bell rings will result in a detention. Classroom materials include a fully charged and functioning device, a notebook that is exclusively for this class, a folder for this class, and pens/pencils. Failure to have such materials may result in a detention. NO ONE WILL BE ALLOWED TO LEAVE THE CLASSROOM TO RETRIEVE MISSING MATERIALS.
2) All homework must be completed in a professional manner and submitted through the proper link on Google Classroom. From time to time, I may collect written work in class. Such work MUST be completed with a BLUE OR BLACK INK PEN.
3) You have one restroom pass per quarter.
4) Gum is permitted ONLY if it is not a distraction to others. It must NOT be deposited in or on desks.
5) Plagiarism (academic dishonesty) threatens the integrity of all scholarship. It is an act of deception that will be punished according to the school handbook. You will submit all formal compositions to an online originality checker to ensure that the work is your own.
6) Absences: YOU ARE RESPONSIBLE FOR ALL WORK MISSED DURING ANY ABSENCE. It is your responsibility to check the assignments posted on Google Classroom before seeing me for further clarification. You have one day for each day missed to make up work, after which a penalty will be imposed (see "Late Work"). Unexcused absences lose all points. All tests announced prior to an absence are made up the day one returns.
Those who are absent due to school excused activities (volunteer work, athletic activities, band or choir events, etc.) are responsible for turning in all homework on time. You should schedule a make-up time for missed tests and quizzes before the absence.
Make-up work in FACTS will be marked by "M." Such a designation means that your current grade average will be calculated with a zero for that grade. Of course, when the work is completed within the allotted time, full credit will be restored. The only exception to this rule will be if such a missing grade would make one ineligible during one's allotted time to make the work up for full credit.
7) Late Work: All work turned in late will be graded as follows:
Daily Work: 50% credit, no credit after five school days.
Essays and Major Projects: 20% deduction if turned in the next day.
10% additional deduction for each further day late.
(Note: Major essays must be completed in order to receive a passing grade for the quarter.)
8) Participation: It is impossible for me to give an objective grade for participation, but it is a vital component of classroom learning. Therefore, I will note each student’s participation throughout each grading period, using this information to adjust quarter or semester grades that fall on the boundary between two grades. Or, I may take a grade on a particular class discussion. The following consistent behaviors will most negatively affect your participation record and could result in a detention.
a) failure to raise one’s hand during multiple discussions.
b) failure to complete a non-collected homework assignment.
c) failure to give active attention in class (Such failure will be defined as head down on
desk, doing homework for another class, not actively taking notes, unauthorized use of
one’s device).
9) Pop Quizzes: A pop quiz may be given over the content of any homework assignment. These quizzes will normally cover reading assignments or the content of notes taken in class during the previous one or two days. You may always use your completed homework questions or your notes on a pop quiz. If absent for a pop quiz, you will receive no credit or penalty for your first or second absence. The third absence for a pop quiz, however, will result in a make-up quiz being given (one that will be different from the one given to the rest of the class). This cycle will repeat after the third absence.
10) Grades: Your quarter grades will be based on the total points earned during each quarter. Tests and major assignments will be worth 100 points. Announced quizzes will be worth 20-50 points. Daily work and pop quizzes will range from 10-20 points. Your total points earned will convert to a percentage that will become your letter grade based on the school-wide grading scale found in the SHG planner. Your first and second quarter grades will count for 40% of your semester grade and your final exam will count for 20% of the semester grade.
11) Technology Policy: You are expected to have a personal device for accessing the Internet with you at all times. Such devices are for accessing your textbook or completing other assigned activities. They are not for taking notes, checking email or social media, chatting, watching videos, or playing games. If you choose to carry your phone, it must be powered off and deposited in the phone caddy. NO EAR BUDS ARE ALLOWED IN MY ROOM. Failure to observe these limits will result in a detention. Consistent disregard for these policies may result in your loss of privilege to use your device in class and/or confiscation of the device.
Under NO CIRCUMSTANCES may you record ANYONE for ANY REASON without the explicit consent of all involved. Even with consent, such material should NEVER be posted online.
Of course, all technology policies stated within the SHG handbook will be enforced at all times.
12) I am available for extra help both before and after school. Please do not hesitate to ask for assistance.
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Remote Classroom Expectations:
If weather conditions or other circumstances should necessitate a temporary suspension of in-person instruction at school, we may continue to have class online through Google Meets. The link for your class is located on the Google Classroom main page. You will fulfill your online attendance obligation only if you are on time, have your camera on, and remain in class until I dismiss you.
IF YOU ARE INDIVIDUALLY QUARANTINED, you must complete all class work as scheduled through Google Classroom. You will be excused from due dates ONLY IF you are symptomatic and unable to work from home.
Please note the following three points with regard to online instruction:
1) ALL CLASSROOM RULES will apply to the remote learning virtual classroom. If you turn in work late online, you will be penalized in the same manner as specified for in-person instruction.
2) The principal learning platform for all of your classes will be Google Classroom. FACTS will only contain a direct link to my Google page where all assignments will be posted.
3) Lastly, for remote instruction you are required to check your Google SHG email ONCE EACH SCHOOL DAY. If I send you an email that requires YOUR individual response, you MUST REPLY WITHIN 24 HOURS OF THAT EMAIL. Failure to do so could result in a late grade or zero on an assignment.