Welcome to AP English Language and Composition

The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text— from a range of disciplines and historical periods. 

College Course Equivalent: 

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum. 

Prerequisites: 

There are no prerequisite courses for AP English Language and Composition. Students should be able to read and comprehend college-level texts and to express themselves clearly in writing.

Course Objectives & Expected Learning Outcomes:

By the end of this course, students will be able to:

• Analyze rhetorical/literary strategies in non-fiction/fiction texts.

• Develop and present well-reasoned arguments in writing.

• Synthesize information from multiple sources to construct a cohesive argument.

• Write in a variety of genres, including narrative, expository, analytical, and argumentative essays.

• Prepare for and achieve a score of 3 or above on the AP Language and Composition Exam.

These objectives align with the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, and College Board standard ensuring that students are prepared for both the AP Exam and future academic endeavors.

Required Materials:

Textbooks: The Language of Composition (3rd edition) by Shea et al.

Additional Reading Materials: Selected essays, speeches, fiction, and non-fiction works (titles will be provided in advance).

Supplies: Notebook, notebook paper, pencils, pens, highlighters, sticky notes, and a binder for organizing handouts and notes.

Technology: Harlingen CISD-provided device for accessing online resources and submitting assignments.

from The College Board: 

What AP® Stands For 

Thousands of Advanced Placement teachers have contributed to the principles articulated here. These principles are not new; they are, rather, a reminder of how AP already works in classrooms nationwide. The following principles are designed to ensure that teachers’ expertise is respected, required course content is understood, and that students are academically challenged and free to make up their own minds.

1. AP stands for clarity and transparency. Teachers and students deserve clear expectations. The Advanced Placement Program makes public its course frameworks and sample assessments. Confusion about what is permitted in the classroom disrupts teachers and students as they navigate demanding work. 

2. AP is an unflinching encounter with evidence. AP courses enable students to develop as independent thinkers and to draw their own conclusions. Evidence and the scientific method are the starting place for conversations in AP courses. 

3. AP opposes censorship. AP is animated by a deep respect for the intellectual freedom of teachers and students alike. If a school bans required topics from their AP courses, the AP Program removes the AP designation from that course and its inclusion in the AP Course Ledger provided to colleges and universities. For example, the concepts of evolution are at the heart of college biology, and a course that neglects such concepts does not pass muster as AP Biology. 

4. AP opposes indoctrination. AP students are expected to analyze different perspectives from their own, and no points on an AP Exam are awarded for agreement with any specific viewpoint. AP students are not required to feel certain ways about themselves or the course content. AP courses instead develop students’ abilities to assess the credibility of sources, draw conclusions, and make up their own minds. As the AP English Literature course description states: “AP students are not expected or asked to subscribe to any one specific set of cultural or political values, but are expected to have the maturity to analyze perspectives different from their own and to question the meaning, purpose, or effect of such content within the literary work as a whole.” 

5. AP courses foster an open-minded approach to the histories and cultures of different peoples. The study of different nationalities, cultures, religions, races, and ethnicities is essential within a variety of academic disciplines. AP courses ground such studies in primary sources so that students can evaluate experiences and evidence for themselves. 

6. Every AP student who engages with evidence is listened to and respected. Students are encouraged to evaluate arguments but not one another. AP classrooms respect diversity in backgrounds, experiences, and viewpoints. The perspectives and contributions of the full range of AP students are sought and considered. Respectful debate of ideas is cultivated and protected; personal attacks have no place in AP. 

7. AP is a choice for parents and students. Parents and students freely choose to enroll in AP courses. Course descriptions are available online for parents and students to inform their choice. Parents do not define which college-level topics are suitable within AP courses; AP course and exam materials are crafted by committees of professors and other expert educators in each field. AP courses and exams are then further validated by the American Council on Education and studies that confirm the use of AP scores for college credits by thousands of colleges and universities nationwide. 

The AP Program encourages educators to review these principles with parents and students so they know what to expect in an AP course. Advanced Placement is always a choice, and it should be an informed one. AP teachers should be given the confidence and clarity that once parents have enrolled their child in an AP course, they have agreed to a classroom experience that embodies these principles