AP English Language & Composition

In this course students will learn how to read non-fiction texts "rhetorically," meaning that they will learn to approach a text with questions such as, "Who wrote this text, what are they writing about, and who do they intend to receive the text's overall message?" as well as "What is the speaker's overall purpose for writing the text?" They will read texts across genres: speeches, letters, essays, articles, and editorials, refining their abilities to read with these questions in mind. 

They will also learn to write "rhetorically," meaning that they will ask similar questions before writing their own arguments but from the perspective of the speaker. They will ask themselves, "Who am I writing for, and what do they already know and believe about the subject I'm writing about?" and "What examples and evidence can I bring into my argument that will be most convincing to my reader?" They will write source-based synthesis essays, which will require them to bring in material from various sources to support their argument, as well as original argument essays, which require them to draw from their own past experiences and readings as evidence to support their argument.

In the first semester students will learn how to perform rhetorical analysis and compose a rhetorical analysis essay.  The essential question we will return to throughout the semester is, "How does the rhetorical situation of a text affect the speaker's choices?"

In the second semester students will learn how to write an original argument and a synthesis essay. The essential questions to be focused on throughout this semester are, "What makes an argument convincing?" and "How do skilled writers incorporate various sources into an argument to support a claim?"

Unit 5: "I Have a Claim" Speech

Students will demonstrate their skills in making stylistic choices to create ethos, pathos, and logos effects on the audience.

Students will demonstrate their skills in analyzing their own rhetorical situation and choosing strategies appropriate to their rhetorical situation.

Dates: May 16-May 30

Ongoing Assignments

Assertion Journals - Each student will be given a notebook in which they will write once a week in response to a thought-provoking quote. Writing done in the assertion journal will never be graded; it will simply be done for argument writing practice to prepare students for the work they will do in Unit 3 of AP Lang. Research seems to indicate that increased writing frequency improves the quality of student writing, and the assertion journal is an opportunity for students to benefit from low-pressure practice. 

Article of the Week - Each week all AP Lang students will be required to read and respond to an opinion piece on a current issue using a template provided by Ms. Maguire. The template will require students to first show understanding of the writer's argument and then respond to that argument. There will be a vocabulary component of the assignment as well.  The rationale behind this assignment is that it is crucial for students to build knowledge about a range of current events and issues in order for them to most effectively comprehend what they read. Also, reading opinion pieces regularly will allow them to learn from "model texts," seeing how various professional writers use strategies to advance their arguments and convince a reader. 

Students can expect the following from the teacher concerning the following:

• GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.

• RUBRICS AND POLICIES - Once posted here they will not change. However, if a chance is necessary the teacher will inform students well in advance and will clearly mark the changes.