ANNOUNCEMENTS
Bring your Language of Composition books starting Monday 23 September through October 4 |
HOMEWORK
Environmental Project CR= Close Reading RQ=Reading Questions LoC= Language of Composition |
COURSE DESCRIPTION
AP focuses on reading and writing a variety of rhetorical modes—exposition; narrative; argumentative; expository—on a variety of different subjects such as personal experience; political issues; public policies; popular culture. The course is designed to prepare students to be, according to the College Board, “skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and ... skilled writers who compose for a variety of purposes.”
Students will examine a variety of essays from the Language of Composition, Walden and The Narrative of Frederick Douglass as well as two non-fiction texts they choose. Students will read some fiction books such as The Adventures of Huckleberry Finn, The Great Gatsby, and Their Eyes We’re Watching God, focusing on the author’s use of rhetorical strategies and techniques. In order to dedicate sufficient time to our primary focus—reading a wide variety of nonfiction texts and learning to write in a wide variety of rhetorical modes—we will read these works during our weeks off: Thanksgiving week; Winter break; Spring break; ski week. Students will recognize choices authors make when they communicate through written work or speeches, choices authors and speakers make to best suit their aims. Through our weekly analysis of newspaper articles beginning with the second quarter we will focus on argument specifically writers appeals based on logic(logos), emotion(pathos) and the writers character(ethos).
Students must have a strong understanding of literary vocabulary and students will develop the skills to write articulately about the choices authors and speakers make regarding their message. Students will develop their own skills making the best stylistic choices when writing to best suit their point, purpose and audience whether writing a narrative essay about their lives, a reflective composition about their research experience or whether they are trying to persuade the teacher or class why their suggestion about a policy issue is the best choice to make. Students will be able to recognize style in other works and to use their own and have the language to write about it. Students will write a variety of major and minor essays, which define, narrate, compare and contrast, persuade and analyze rhetorical structure.
One of our main aims as defined by the College Board is the stylistic development by emphasizing the following:
AP focuses on reading and writing a variety of rhetorical modes—exposition; narrative; argumentative; expository—on a variety of different subjects such as personal experience; political issues; public policies; popular culture. The course is designed to prepare students to be, according to the College Board, “skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and ... skilled writers who compose for a variety of purposes.”
Students will examine a variety of essays from the Language of Composition, Walden and The Narrative of Frederick Douglass as well as two non-fiction texts they choose. Students will read some fiction books such as The Adventures of Huckleberry Finn, The Great Gatsby, and Their Eyes We’re Watching God, focusing on the author’s use of rhetorical strategies and techniques. In order to dedicate sufficient time to our primary focus—reading a wide variety of nonfiction texts and learning to write in a wide variety of rhetorical modes—we will read these works during our weeks off: Thanksgiving week; Winter break; Spring break; ski week. Students will recognize choices authors make when they communicate through written work or speeches, choices authors and speakers make to best suit their aims. Through our weekly analysis of newspaper articles beginning with the second quarter we will focus on argument specifically writers appeals based on logic(logos), emotion(pathos) and the writers character(ethos).
Students must have a strong understanding of literary vocabulary and students will develop the skills to write articulately about the choices authors and speakers make regarding their message. Students will develop their own skills making the best stylistic choices when writing to best suit their point, purpose and audience whether writing a narrative essay about their lives, a reflective composition about their research experience or whether they are trying to persuade the teacher or class why their suggestion about a policy issue is the best choice to make. Students will be able to recognize style in other works and to use their own and have the language to write about it. Students will write a variety of major and minor essays, which define, narrate, compare and contrast, persuade and analyze rhetorical structure.
One of our main aims as defined by the College Board is the stylistic development by emphasizing the following:
- A wide ranging vocabulary used appropriately and effectively
- A variety of sentence structures, including appropriate use of subordination and coordination
- A logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions and emphasis.
- A balance of generalizations and specific illustrative detail
aplangsylabrvtd.docx | |
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apclassproc1.2.docx | |
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aplangprocedurespage2.docx | |
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