AP English Language and Composition Syllabus

Ms. Kate Crowe

khcrowe@gmail.com

January 28, 2010

Dear parents:

I would like to welcome your student to my 11th grade Advanced Placement English Language and
Composition class. Primarily a study in both effective writing and critical reading, the course will
develop the student’s appreciation for prose and will focus on analytical and critical thinking skills.
Unlike the traditional survey of American literature class, this college-level course will use both
fiction and non-fiction selections to prepare students for the three-hour Advanced Placement
examination in the spring.

Students will learn to write in different rhetorical modes for a variety of audiences. In addition,
students will learn to become adult writers who possess a repertoire of stylistic options. A close link
between writing and reading will help set high standards. The work load will be challenging:
students will be required to read numerous non-fiction selections throughout the remainder of the
year. I strongly encourage novel reading on an independent basis, and students may need your help
with pacing and time management. Students will also work on essays on a weekly basis.

Certainly one of my biggest goals is to produce 16 students capable of earning a “3” or better on the
spring exam, but my ultimate purpose as your child’s instructor is to cultivate critical thinkers,
powerful writers, and dynamic class participants. I want you to feel free to reach out anytime at
khcrowe@gmail.com to discuss your student’s progress, triumphs, or frustrations. I know you are
invested in your student’s life. To this end, I would appreciate your support at home over the entire
school year. Effective and open lines of parent-teacher communication are imperative to your
student’s academic success, so please do not hesitate to contact me. I look forward to communicating
with you about your student’s successes.

Attached, please find the course syllabus. Review this document with your student and please return
the last page with your signature.

Best wishes,

Kate Crowe
AP English Language and Composition Syllabus
Ms. Kate Crowe
khcrowe@gmail.com

AP ENGLISH LANGUAGE AND COMPOSITION COURSE OVERVIEW

This course has a dual focus: preparing for the AP English Language and Composition exam and
exploring American Literature (fiction and non-fiction from a wide variety of genres) from the 17th
century until the present day. In keeping with the College Board’s AP English Course Description,
our focus will be on rhetoric: the art of constructing and presenting arguments in speech or writing.

Our readings will include essays, articles, speeches, and personal narratives by a diverse group of
American authors who were writing for varied purposes and audiences. In reading and analyzing
these non-fiction and fiction texts, our focus will be on identifying both the what and the how: both
what arguments the authors are making in the texts, and how they use rhetorical strategies effectively
to construct these arguments for their intended purposes and audiences In examining these texts,
students will be investigating several central questions regarding American cultural identity, as well
as learning how to analyze and craft well-developed, well-supported, and analytical and persuasive
arguments in their own writing. Writing assignments and projects will be varied and will enable
students to develop proficiency in the narrative, expository, argumentative, and persuasive modes.

COURSE GOALS FOR READING, ANALYSIS, SYNTHESIS, AND WRITING SKILLS

This course will help students to:
• write effectively and analytically about non-fiction and literature
• synthesize information from other sources in order to support their own arguments
• become experts at rhetorical analysis, including extending their knowledge of rhetorical
devices, literary elements, language and style, and their effects on meaning and tone
• master MLA style, including properly incorporating quotes and citing sources
• develop college-level vocabulary skills
• improve their general test-taking skills such as prompt analysis, close reading under time
constraints, effective pre-writing and time management.

EXPECTATIONS AND WORKLOAD

This course equates in rigor and difficulty to a college-level course in composition. Therefore,
students will be required to take more responsibility for their own critical reading and writing skills
than they may have done in past English courses. The workload will be challenging but appropriate
to a course at this level.

Critical Reading
To read a text critically is to be active in thinking, questioning, and analyzing while one reads. It is
essential that students consistently engage in “close readings” where they are identifying rhetorical
and literary devices, evaluating the author’s purpose, and synthesizing their own arguments with
regard to that text. Class discussions are based upon these “close readings”; students must prepare to
actively engage in these discussions to truly extend their critical analyses.

We will have both reading quizzes and written responses to the readings. Both may be unannounced;
in other words, students must keep up with the reading and be ready for quizzes and written
responses. Both quizzes and responses may focus on factual information or ask students to analyze
or synthesize aspects of the assigned readings. SparkNotes or similar online study guides will not
prepare students adequately for the quizzes and reflections.
AP English Language and Composition Syllabus
Ms. Kate Crowe
khcrowe@gmail.com

The Writing Process

Pre-writing, drafting, peer review, revision, self- and peer-editing are all crucial parts of the writing
process, and students will be expected to participate actively in this process both in and outside of
class. Although some assignments will focus on personal narrative or other creative writing, students
will also be expected to work diligently on developing their academic voice.

I encourage students to seek one-on-one assistance with assignments, either during the student lunch
period, appointment, or via email.

GRADING POLICIES
Important policies regarding written work:

1) Late papers will be accepted until one week after the due date. The late penalty is 20%, irrespective
of the number of days the paper is late. Students should see me individually if they are having
difficulty completing an assignment on time. It is the student’s responsibility to gather class notes
from a colleague, and schedule make-up quizzes and exams upon return from any absence.

2) All written assignments and projects will be evaluated according to the AP rubric (score out of 9;
scaled to a point value out of 90)

Assignments and tests will be weighted according to their degree of difficulty and graded on a
varying point system:

TYPE OF ASSIGNMENT(S) POINT VALUE RANGE

Written responses, in-class essays, take-home essays 36-125
Class participation and quizzes 10-35
Reading, vocabulary exams 36-100

Overall grades are based on a percentage of possible points earned:

A 90-100%
B 80-89.9%
C 70-79.9%
D 60-69.9%
F 59.9 and below

POSITIVE CLASSROOM PARTICIPATION AND BEHAVIOR GUIDELINES

Our class will be largely student-centered, and students should come to class ready to ask questions;
contribute actively to discussions; and to help each other succeed. Any other disrespectful and
disruptive behaviors will not be tolerated. If a student engages in such behaviors, (s)he can expect to
have a private conference with me. If the behavior continues, I will communicate and follow up with
parents or guardians as well as school administrators, in accordance with our school handbook and
guidelines.

Speaking of Disruptive and Disrespectful Behaviors…please silence mobile phones while in class
Our time together is limited and valuable. Please use your phone during passing periods only. I
reserve the right to confiscate any cell phone that is visible in class (under-the-table texting counts as
AP English Language and Composition Syllabus
Ms. Kate Crowe
khcrowe@gmail.com

visible in class) and give it to an administrator. On exam days, students will be required to turn in
their phones to me at the beginning of class before testing begins. They will pick up their phones at
the end of class.
Academic Honesty
This course is conducted in an atmosphere of mutual trust and respect. Breaches of academic ethics,
such as plagiarism and cheating are unacceptable. For any instance of cheating or plagiarism in this
class, the consequences are:

• a zero on the assignment

• a referral to an administrator

Remember that just rephrasing an idea in one’s own words does not elude the crime of plagiarism;
citing all sources and influences will be necessary to avoid it. Students should see me if in doubt
about whether a source citation is required; however, when in doubt, cite!

MAJOR COURSE TOPICS

Topics:
▫ The Basics of Rhetoric: definition and purposes of argument; ethos, pathos and logos
▫ Rhetorical and Literary Devices
▫ MLA Style: review and extension
▫ Introduction to Toulmin Analysis and Rogerian Argument
▫ Introduction to Analyzing Visual Arguments
▫ Arguments About Self and Society in Romantic and Transcendentalist Literature
▫ Arguments about Self and Society in Critical, Political, and Analytical Literature
▫ Arguments about Self and Society in Scientific, Cultural, Natural, and Historical Literature

Texts:
▫ Opinion/Editorial pieces from The New York Times, The New Yorker, Harper’s, Slate, NPR,
National Geographic, The Nation, Newsweek, Time, The Washington Post, and The Los Angeles
Times
▫ Excerpt from Richard Rodriguez’s Hunger of Memory
▫ Dr. Martin Luther King Jr.’s “Letter from a Birmingham Jail”
▫ Excerpts from Ralph Waldo Emerson’s “Self-Reliance”
▫ Henry David Thoreau’s “Civil Disobedience” and excerpts from Walden
▫ Personal essays and excerpts by E.B. White, Alice Walker, John Updike, Leslie Marmon Silko, David
Sedaris, Ishmael Reed, George Orwell, Nancy Mairs, Barbara Kingsolver, James Baldwin, and
Margaret Atwood
▫ Excerpts from Hector St. John de Crevecoeur’s “What is an American?”
▫ Excerpts from Fredrick Douglass’ “Learning to Read and Write”
▫ Excerpts from Frank McCourt’s Teacher Man

Writing Assignments, Projects, Quizzes, and Exams:

▫ Comparative analyses of OpEd pieces: Using an explicit thesis to drive the paragraph and textual
evidence to support the analysis, each student will write a paragraph comparing the purposes,
audiences, personae, and arguments in their choice of two OpEd texts discussed in class.
▫ Literary and Rhetorical Devices Quizzes
AP English Language and Composition Syllabus
Ms. Kate Crowe
khcrowe@gmail.com

▫ Timed Writings on an AP Free Response Questions - Argument: Defend/challenge/qualify a claim.

▫ Timed Writings on AP Free Response Question: Synthesis
▫ Timed Writings on AP Free Response Question: Style Analysis
▫ Literary and Rhetorical Analysis Terms Quiz/AP Multiple Choice practice quizzes
▫ SAT/AP Vocabulary quizzes

CONTACT INFORMATION FOR PARENTS AND GUARDIANS

Should parents/guardians wish to get in touch with me regarding your progress or other concerns,
they should feel free to contact me by email at khcrowe@gmail.com. I am available for pre-arranged
parent-teacher conferences as well, but in order to best serve the needs of students, I ask that students
accompany their parents or guardians to these conferences. Though I am not on-campus all day, I can
adjust my schedule for appointments as needed.

GETTING READY FOR THE AP EXAM

1. Read – a lot. As you become an increasingly fluent reader, your brain will begin to
naturally evaluate the rhetorical and literary devices in place. Additionally, reading will
help you process the text more quickly. This is critical on the AP exam, as your time is very
limited and you will be tasked with close readings of several passages. I strongly
recommend reading the Op/Ed page of the New York Times (nytimes.com) and
Washington Post (washingtonpost.com) as often as possible, as this exam does tend to
focus on of-the-moment essayists, journalists, and political writers.
2. Write – a lot. Translating your thoughts to written words becomes easier with practice.
Consistently recording your assessment of a text will further develop your skills as a
critical writer. Keep a reader’s journal to craft summations and reflections of your reading,
practice supporting or refuting the author’s stance, and analyze the author’s rationale for
employing various literary and/or rhetorical devices.
3. Discuss your reading as often as possible. Go back to the “Analyzing Literature”
document distributed in class. Discuss your thoughts and responses with others. Engaging
with the text at this level will help you to develop clear patterns of thought when it comes
to evaluating your reading.
4. Familiarize yourself with the AP Language Free Response Scoring Rubric. Knowing how
you will be evaluated in this class and on the AP exam is essential. Scoring guidelines can
be found on College Board’s website:
http://www.collegeboard.com/student/testing/ap/english_lang/samp.html?englang
5. Familiarize yourself with the structure of the AP Language exam. The College Board has
posted exams from the past eight years – multiple choice and Free Response Essays. Seize
these tools. Do expect the College Board to present new prompts and passages in the 2010
exam, although it is very beneficial to practice with the posted exam.
http://www.collegeboard.com/student/testing/ap/english_lang/samp.html?englang
AP English Language and Composition Syllabus
Ms. Kate Crowe
khcrowe@gmail.com

PARENT/GUARDIAN PERMISSION FOR TEXTS STUDIED IN THIS COURSE

The texts for this class have been selected to reflect a diversity of effective writing styles and ways of
constructing and presenting arguments about many topics relevant to American culture and society.
Most of the works we study are considered to be classics of American Literature and have been an
integral part of the AP English curriculum for many years. However, students, parents, and
guardians should be aware that some of these texts contain mature content, such as depictions of
wartime violence and occasional instances of profanity. Please rest assured that I require students to
discuss any such content in a responsible and mature manner. Nevertheless, should you have any
serious concerns about any of the texts you see listed above, please let me know on the sheet below,
so that we can discuss your concerns and if necessary, arrange for alternative reading selections.

STUDENT/GUARDIAN SYLLABUS APPROVAL: Please detach and return this sheet to Ms. Crowe
by Monday, February 1, 2010.

Requirements and Policies

Completion of the syllabus requires that both students and parents/guardians acknowledge complete
understanding of the requirements and policies of this course by signing and dating the form below.

Student Signature: _________________________________________ Date: ____________________

Parent/Guardian Signature: __________________________________ Date: ___________________

Reading Selection Permission Slip

I, ________________________________ , parent or guardian of ______________________________,

grant him/her permission to study all of the texts listed above in the syllabus.

If you have serious concerns about any of the reading selections, please describe them here. Please also provide
your contact information, so that we can discuss your concerns as soon as possible: