annotated ap english language & composition: course ... english... · annotated ap english...
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Personal Note: Welcome to Somerset Academy Charter High School. I am looking forward to a splendid, yet exigent school year. Working together, it can be a productive year!
Annotated AP English Language & Composition: Course Syllabus / Expectations
Ms. [email protected]4420233 ext.417*The most feasible way to reach meis via email…
General ExpectationsThis is a course students may selfselect; it is probable that it was chosen specifically for a challenging curriculum and preparation for a fouryear college. Maintaining a positive mindset, completing assignments, and being fully prepared for assessments and quizzes will contribute to your success in class. All students will treat people and property with respect, adhering to school and classroom rules.
Bring the following supplies to class everyday. No exceptions!• Looseleaf paper (college ruled preferred) and pen • Assigned books • Free reading book 1.5 or 2 inch ring binder (only one) 6 dividers
NotesClass work
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“Are we forming children who are capable of learning what is already known or should we try to develop creative and innovative young minds capable of discovery from the preschool age on, through
Peeler 2HomeworkVocabularyTests/QuizzesJournaling/Writings
1 portable 3 hole punch –this should fit inside the binder for handouts 1 highlighter 1 pocket size thesaurus/dictionary 1 portfolio folder (three prong folder with pockets)yellow Jump drive and Copy paper
Course OverviewThe purpose of this course is to help students in their college courses across the curriculum and in their development of life skills…professionally and personally. This course is organized according to the requirements and guidelines of the current AP English Course Description, students are expected to read critically, think analytically, and communicate clearly both in writing and speech.
AP English Language and Composition is an enriched, collegelevel course that introduces highly motivated students to the elements of argument, rhetoric, and style, and which takes its content from the canon of American Literature. Students are expected to be very good readers and serious, developing writers. There is considerably more work, both in class and homework, than in other 11th grade English classes; thus, incoming students are cautioned that the course will be demanding on their time and creative energy. All students, in the course, are expected to take the AP English Language and Composition Exam in May.
AP English Language and Composition is skilldriven, resulting in the development of language arts skills in: reading, writing, literary analysis, vocabulary, research, and oral presentation. Though the reading material is rigorous, writing assignments are challenging and vocabulary is augmented, students will learn to read with a discriminating eye, paying close attention to the development of rhetoric. They will analyze microscopically, articulate clearly, and write succinctly.
Textbooks• Lundford, Andrea A. and John J. Ruszkiewiecz. Everything’s an Argument, with
Readings Boston: Bedford/St. Martin’s.• Applebee, Arthur N. et al. The Language of Literature: American Literature.
California edition. Evanston, Illinois: McDougal Littell.• Language Network: Grammar, Writing, Communication. Evanston, Illinois:
McDougal Littell.
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Peeler 3• Thoreau, Henry David. Walden, “Civil Disobedience” and other readings• Choice Reading, including Steinbeck, John. The Grapes of Wrath; Heller,
Joseph. Catch22; Vonnegut, Kurt. SlaughterhouseFive.Novels 3 wk. rd for novels
• Hawthorne, Nathaniel. The Scarlet Letter, Penguin Classics ISBN 01403.90197• Stephen, Crane. Maggie: A girl of the streets,• Twain, Mark. The Adventures of Huckleberry Finn*no need to purchase• Fitzgerald, F. Scott. The Great Gatsby• Chopin, Kate. The Awakening• Miller, Arthur. “The Crucible”*no need to purchase, in the text
Method of Evaluation
Students will be evaluated using the following method: Exam 40% Quizzes 20% Class work 20% Homework 10% Accelerated reader 10%
High School: Point Scoring SystemA 90100 4.0B+ 8789 3.5B 8086 3.0C+ 7779 2.5C 7076 2.0D+ 6769 1.5D 6066 1.0F 059 0.0I Incomplete 0.0*The exam date for the Language Arts department will be Wends. and Thurs.
PreCourse AssignmentThe Assignment!
The following assignment will be due the first Friday of the 2009-2010 school year and will count 25% of the first marking period.
I. Reading Directions: Annotate each book thoroughly (either make notes or mark your personal copy of the book to identify important events, characters, stylistic devices, recurring themes, etc.) because we will work extensively with specific details, quotes and passages.
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Peeler 4Methods of annotation include the use of post-it notes, notes in margins,
symbols and abbreviations used to mark common elements and ideas, and highlighting of important passages and/or quotes. Look for examples of the following stylistic elements and address how these elements contribute to the effect of your various marked passages.
a. tone/attitude/mood – the attitude of the author toward his/her subject or audience; the emotion evoked in the reader by the text.
b. diction- the author’ s choice of words that impact meaning; e.g., formal vs. informal, ornate vs. plain/matter of fact, simple vs. complex, etc. With diction, discuss the connotation of the words and how each word adds to meaning.
c. Figurative language/figures of speech- language that describes one thing in terms of something else ( e.g. metaphor, simile, personification, symbolism, metonymy, synecdoche, etc.)
d. Detail- concrete elements of the text relating to such matters as setting, plot character, Items would be details that contribute significantly to such elements as revealing character, establishing tone, and communicating meaning.
e. Imagery- language that creates a mental picture of some sensory experience.
f. Point of view- the vantage point from which a story or poem is told
g. Organization- how an author groups and orders his/her ideash. Irony-a discrepancy between what is said and what is meant
(verbal), between what a character thinks and what we as an audience know(dramatic), or between what a character and we as an audience expect and what actually happens (situational).
i. Syntax/sentence structure/phrasing- the way a writer orders his/her words; patterns in grammar (including the use of repetition of words, images, phrases, and the use of parallel structure), ideas, punctuation, etc.
j. Motif- a recurrent allusion, image, symbol, or theme.k. Symbol – a person, place, thing, or event that stands for itself,
but has a broader meaning as well; that is, something that has both a literal and a figurative meaning.
l. Allusion- a reference to a past historical person, place, event, or literary work used for the purpose of both comparing and enhancing the idea discussed.
m. Theme- a life insight, issue, or lesson.
2. Look also for potentially symbolic objects and events, and how they add to the message(s) of the story.
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Peeler 53. Characterization is essential in understanding the motivations of the major and minor characters of the novel; make special note of the physical and psychological traits of these characters-try to understand why they say what they do, why they act the way they do(understanding conflict is vital to understanding characterization and conflicts that are prevalent in this novel).
Summer Assignment –Note: Completing this assignment during the summer, will keep you from having to finish during the first week of school.
An American Childhood Dialectical Journal
A dialectical journal is a doubleentry notetaking process done while you are reading literature. Each journal page will be divided in half vertically, and the two columns are in dialogue with each other. The goal is to foster critical reading and encourage the habit of reflective questioning.
For this assignment you will complete the following:
1. Annotated text. Buy a copy of An American Childhood, by Annie Dillard, or Martin Eden, by Jack London, which you will annotate as you read. Your annotations are your interaction with the text. For example, highlight significant passages. Make notes on style, theme, characterization, rhetorical strategies, symbols, and developing ideas. Write down things you do or do not understand, or like or do not like, and be sure to answer why. Be specific. The annotations form a running commentary on your reading, and you should have annotations on every page. Read the autobiography at two levels. Pay close attention to the story—persons, incidents, themes, ideas—and attention to Dillard’s style—diction, syntax, rhetorical strategies—through which she tells her observations
2. Dialectical journal. Use your annotations to develop the writing of your dialectical journal. The goal is to record your response to the literature as you read. The left hand column will be issues with the “text.” Consider for this column such things as significant or compelling quotations, questions that arise, metaphorical subtle embellishments, intriguing passages or ideas, and much more. Be sure to include the page numbers for each entry.
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Peeler 6In the right hand column record “your reaction” to the quotations, summaries, and ideas included in the left hand column. For each entry you made from the text, there should be discussion on your part, which ties the entry to your wider world of thinking and understanding / universal themes. Some possible reactions include your response to the writing style, personal feelings—including pleasure, surprise, anger, agreement, etc.—a connection to something you have read either in school or somewhere else, questions raised, and so on.
Be sure to read and comment on the prologue and epilogue as parts of the book.
A reasonable response to this assignment would be several entries per chapter.Bring these two completed items—the annotated text, and your dialectical journal—to class on August 24, Monday of the first week of school.
In accordance with the College Board expectations, the course includes lessons, activities, and projects which meet the AP Language and Composition Curricular Requirements, listed on the following page:
Curricular Requirements for AP English Language and Composition
C1 The teacher has read the most recent AP English Course Description, available as a free download on the AP English Language and Composition Course Home Page. AP English Language and Composition Course Home Page
C2 The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences).
C3 The course requires students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers.
C4 The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and inclass responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read.
C5 The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.
C6 The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an author's use of rhetorical strategies and techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how
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Peeler 7various effects are achieved by writers' linguistic and rhetorical choices. (Note: The College Board does not mandate any particular authors or reading list, but representative authors are cited in the AP English Course Description.)
C7 The course teaches students to analyze how graphics and visual images both relate to written texts and serve as alternative forms of text themselves.
C8 The course teaches research skills, and in particular, the ability to evaluate, use, and cite primary and secondary sources. The course assigns projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis and synthesis of ideas from an array of sources.
C9 The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style, etc.).
C10 The AP teacher provides instruction and feedback on students' writing assignments, both before and after the students revise their work, that help the students develop these skills
o A wideranging vocabulary used appropriately and effectively o A variety of sentence structures, including appropriate use of subordination and
coordination o Logical organization, enhanced by specific techniques to increase coherence, such as
repetition, transitions, and emphasis o A balance of generalization and specific, illustrative detail o An effective use of rhetoric, including controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through diction and sentence structure
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/51049.html
Organization of this syllabus: The major rhetorical skills, literature, and writing assignments are enumerate for each of the four quarters, crossreferenced to the Curricular Requirements. But first, components of the course that span all four quarters are listed here:
• Rhetorical terms list: contrast, shift, universal themes, inductive and deductive reasoning
• Persuasion ethos, logos, pathos , Narration, Expository, Satire • Vocabulary lessons: connotation, denotation, P.O.S., synonyms, context
Preparation for the AP Language exam, both multiple choice passages and free response essays
• Grammar lessons, as related to writing instruction, e.g. appositives, passive voice, verbals, complex sentence structures, subordination, coordination, parallelism
• Close reading and the skill of annotating a text
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Peeler 8• Visual analysis and Media
Prewriting discussions, in the form: Topic
• Claim (verb: shifts/contrasts) • Direction/detail-specifics (___,
___, and ___)• Universal Idea (abstract noun: love, greed, hubris)• Qualifier (subordinating conjunction: revealing, showing)
• Short quizzes on reading assignments and PP analysis for novels• Inclass writing tests, generally after finishing a novel or unit of study• Review of documentation and citation skills in research• Submission of essays to Turnitin.com, a plagiarism detector program• Editorials and article reviews weekly
Timed WritingsDuring the first three quarters, students will complete four timed essay questions and fifty multiple choice responses; one essay will appear on the semester exam. Integrating timed writings into the natural progression of the course helps build students’ confidence and expertise.
JournalsEach student will need a composition book to record 12 notebook entries on current events, which he or she will obtain from the newspaper, reputable magazines, internet source, or news channel, and the topics could be any of the following: societal issues, gender topics, educational concerns, cultural differences, political issues, scientific discoveries, moral issues, and more. This journal will prepare students for the personal reflective essay as a writing form. In addition, students will examine the characteristics of personal reflective writing, with the essays described in the Modes of Discourse section.
Journals with be due each Monday at the beginning of class. Entries are to be in response to various discourses; Titles include: student’s name and the author, to which you are responding. There are a number of possible approaches you can use in your journals. Any combination of these is acceptable. To start with, try the following:
1. Identify the Subject, Occasion, Audience, Purpose, and Style of the essay (SOAPS).
2. Write what you think, feel, believe and know about what the author says. 3. Use the “It says. . .” “I say . . .” and “So . . .” format 4. Discuss passages that you agree with and disagree with 5. Analyze rhetorical strategies that the author uses i.e. ethos, pathos, logos,
repetition, compare/contrast, irony, hyperbole, allusion, antithesis etc. 6. ***Remember to keep “I” out of the equation; for example, instead of “I believe”
state “One believes… verbosity in writing is complex. 8
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Do not summarize what the essay implies. This is a generic format for the journals, but we will incorporate new and different techniques as we learn them. Don’t forget to annotate the articles/essays/current events and staple them to the journal entries or place them in a folder.
First Quarter (August – mid November) C1
Rhetoric and Style Component• Introduction to the nature of rhetoric and argument. Chapters 17 in Everything’s
an Argument• Introduction to style analysis, chapter 13 in Everything’s an Argument• Rhetorical appeals• Argument• Author’s tone• Rhetorical Focus/Modes of development
Persuasion Characteristics:1. Appeal (logos, ethos, pathos)
2. Concession –acknowledge otherside of the argument
3. Evidence
4. Parallelism + repetition
5. Juxtaposition (union, combination)
6. Analogy/Metaphor
Universal Component with Literature: The American Dream – The Beginning C6
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Amer. Literature/Nonfiction/Novels
• PuritanPilgrims, Age of Reason
• “Sinners In the Hands of An Angry God”Edwards Plymouth”Bradford (predestination)
• “Declaration Independence”Jefferson• “The Crisis”Paine• “Give Me Liberty…”Patrick Henry
• Prientence Hall Reader Lewis Thomas“On Cloning Human Being” (argument) connection to Predestination?
Journal: Natural History
“Natural Historians”journal Natural History Jay Weiner “Sports Centered”: The Prose Reader, 7th edition, 241proposal
• Narrative of the Life of Frederick Douglass plus readings, such aso “The Debt: What America Owes to Black” by Randall Robinsono Text of the Reparations Bill (H.R. 40) by Rep. John Conyers, Jr.o Slave Reward Posters (visual analysis)o “Ten Reasons Why Reparations for Blacks is a Bad Idea for Blacks—and
Racist Too” by David Horowitzo “Mad Bad Ads” by Katha Pollitt in The Nation
• The Scarlet Letter plus readings, such aso “No Name Woman” by Maxine Hong Kingstono “Salvation” by Langston Hugheso excerpt from “Sinners in the Hands of an Angry God” by Jonathan
Edwards
Writing Component• Inclass response journals to quotes or visuals C4• “The Things We Carry” – an autobiographical account imitating the style and
content of Tim O’Brien C2 or• Artifact Memoir• Style Analysis of editorials
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Frederick Douglass C5• Rhetorical précis on Frederick Douglass’ and Malcolm X’s arguments C2, 6 • Process Synthesis Essay: Should reparations be paid for slavery?, with peer
editing and revision C3, 10 • “The Sin Project” – students display the first letter of a “sin” they have
committed, and write a series of journal entries about the experience C4• Process Synthesis Essay: National security versus civil liberties, with peer editing
and revision C3, 10 • Writing Skills Thesis: Topic Claim (verb: shifts/contrasts) Direction/detailspecifics (___,
___, and ___) Universal Idea (abstract noun: love, greed, hubris) Qualifier (subordinating conjunction: revealing, showing)
SAT/ACT VOC: Denotative, POS, and Sentence Application in proper use of contextual narratives…one to two pages
Second Quarter (mid November January)
Rhetoric and Style Component• Introduction to visual rhetoric, chapters 14, 15, 17 in Everything’s an Argument,
chapter 4 in Current Issues, Enduring Questions C7• Rhetoric of advertising, propaganda, war photography C7• Current Events project (see writing component)
Universal Component with Literature: The American Dream – Successes and Failures C6Amer. Literature/Nonfiction/Novels Romanticism, Transcendentalism, Anti Transcendentalist, Fireside PoetNovelThe Awakening Novel Kate Chopin3wksRomanticism:“The Fall of The House of Usher”Poe “Rip Van Winkle”Wahington Irving
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Peeler 12 “The Story of an Hour”Kate Chopin—view metaphors, oxymorons, paradoxes “The Mask of Red Death”PoeSlave Narrative: “Learning to Read and Write”Frederick Douglas50 Essays, 100Transcendentalist:“Civil Disobedience” Thoreau“Self Reliance”Emerson
Gary Soto’s “Autobiographical Narrative” p1996
Lewis Sawaquat’s, “For My Indian Daughter”: The Prose Reader, 7th edition, 116
Journal: Natural HistoryJennifer Price’s, “The Pink Flamingo: A Natural History”_____Newspaper Article_______Washington Post, “A closeup look at tragedy: Lincoln’s bloody clothes are moved,” 2007 by Michael E. Ruane
• Various columnists in national periodicalsTentative works
* “Inaugural Address” by John F. Kennedy* Adventures of Huckleberry Finn and readings, such as* “Selling Huck Finn down the River” by Seymour Chwast* “Say it ain’t so, Huck: Second Thoughts on Mark Twain’s ‘Masterpiece’” by
Jane Smiley* “The Case against Huck Finn” by John H. Wallace* “The Meanings of a Word” by Gloria Naylor
Writing Component• Inclass response journals C4• Current Events Project: choose an contemporary issue, then over the nine week
quarter, read four newspaper articles and write a summary with commentary about each C2, 6, 9
• Timed synthesis essay on the impact of technological development on culture C5, 7
• Imitative paragraphs, based on Huck Finn, converting colloquial dialect writing into Latinate English C4
• “Rant!”, imitative paragraph, based on the character of Pap in Huck Finn C4• Synthesis essay on literary criticism based on the racism controversy in Huck
Finn, with peer editing and revision C3, 10
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Grammar• Coordination clausesequality and balance: Independentcompound sentence• Subordination Clauses—
opposition & concession• Vocabulary Exercisesdenotation, connotation, POS, Syn, Ant, and application• Writingtranslation of oxymoronica, metaphors, paradoxes, and quotes
SAT/ACT VOC: Denotative, POS, and Sentence Application in proper use of contextual narratives…one to two pages
Third Quarter (February – mid April)
Rhetoric and Style Component• The structure of arguments, chapters 810 in Everything’s an Argument• Evidence and logical fallacies, chapters 18 and 19 in Everything’s an Argument• Columnist Project (see writing)• Introduction of research project on contemporary issue (continued 4th quarter)• Continued practice in analyzing expository prose, with an emphasis on argument• Biweekly practice in style analysis, selections from Voice Lessons by Nancy Dean• How to write a rhetorical précis?
Rhetorical Focus/Mode of development Narration
• Characteristics: 1. P.O.V.
2. Structure/Architecture (F/B, F/S,
ORDR)
3. Imagery/motif/archetypes
4. Symbols/figures/allusionalludes to something/metaphor
5. Syntax & Dictionelocution, speech
6. Analogy/Metaphor
Universal Component with Literature: The American Dream – its Responsibilities and its Excesses C6
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Amer. Literature/Nonfiction/Novels
Prientence Hall Reader
Realism & ModernismKatherine Porter“The Value of A College Education”
The Great GatsbyNovelF.Scott Fizgerald Universal Idea
Huckleberry Finn syntax, metaphors, irony, regionalism*selective pieces
Journalist“Discriminating Tastes” by Kelefa Sanneh August 10, 2009, New Yorker “Natural History”50 Essays—Sam Cohen
“The Plastic Pink Flamingo” by Jennifer Price 2—Causation/Definition
“How It Feels to be Colored Me,” Zora Neal Hurston 158—DescriptionDefinition
“Aria: Memoir of a Bilingual Childhood”Richard Rodriguez 292Compare and Contrast
“Where I Lived, and What I Lived For” Henry David Thoreau 416Compare and Contrast
“Mother Tongue” Amy Tan 402 Classification
Tentative works“The Ways we Lie” by Stephanie Ericsson* “Two Ways to Belong in America” by Bharati Mukherjee* “On Being Black and Middle Class” by Shelby Steele* “Class Dismissed” by Neal Gabler* “On Self Respect” by Joan Didion
• Various examples of satirequarter 4
Writing Component• Inclass journals C4• Rhetorical précis on “Civil Disobedience” C2, 6• Civil Disobedience Project: research historical and contemporary examples of
civil disobedience C6, 8• Process essay, “Bad Law Speech” C3, 10
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Peeler 15• Timed Write on style in Thoreau’s Walden C5• Timed Write, argument, on Singer Solution to World Poverty (AP exam, 2005)
C5• Process essay, literary analysis: Theme and Narrative Structure in The Great
Gatsby, with peer editing and revision C3, 10• Interactive journal between student and parent: Can you repeat the past? C4• Synthesis—Narrative Essay MC Strategies• Organization• Topic Sentence
Word Clues Phrases
• Documentation/Evidence Topic Claim (verb) Direction/detailexample/evidence (___,
___, and ___) and commentary. Universal Idea (abstract noun: love, greed, hubris) Qualifier (subordinating conjunction: revealing, showing)
• Grammar: Phrases & Punctuations “Why the writer does this” gerunds, participles, appositives, infinitives, prepositional phrases *Discuss parallelism and repetition
• Vocabulary Exercisesdenotation, connotation, POS, Syn., Ant., and application• Writingtranslation of oxymoronica, metaphors, paradoxes, and quotes• College Application—Essay online college of choiceSAT/ACT VOC:
Denotative, POS, and Sentence Application in proper use of contextual narratives…one to two pages
Fourth Quarter (mid April – mid June)
Rhetoric and Style Component• Review of rhetorical/literary terms• Researched paper on contemporary issue (see writing)• Review MLA style and documentation, chapter 22 in Everything’s an
Argument• Fulllength practice for the AP Language Exam• Introduction to satire, plus rhetorical analysis
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Universal Component with Literature: The American Dream – Contemporary Views
• Literature Circles: Choice reading from various contemporary novels, such as The Grapes of Wrath, Catch22, The Awakening, SlaughterhouseFive
• Poetry in The Language of Literature • Various books of American poetry and handouts• “Moral Perfection for the 21st Century” a parody of Franklin’s list of
moral perfections C4, 6satire
Writing Component• Inclass journals C4• Research paper on contemporary issue. Based on journalistic research
from 2nd and 3rd quarter, the project is to explore arguments on both sides of the studentselected issue, and reach a position of personal conviction C8, 9
• Research and analyses of literary criticism of choice reading• American Poetry Project: Student groups choose a category of American
poetry (the Fireside poets, Harlem Renaissance, Beat poets, contemporary AfricanAmerican poets, Dickinson/Whitman, etc.). They read, explicate, and prepare a “festivaltype” presentation which is the final exam for the course. C2, 8, 10
• Personal writing reflection, based on writing done during spring semester. C4
Resources
Required text:
Applebee, Arthur N. et al. The Language of Literature: American Literature. California edition. Evanston, Illinois: McDougal Littell.
Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. Boston: Bedford/St. Martin’s.
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Peeler 17Shea, Renee H. and Lawrence Scanlon. The Language of Composition. NY: Bedford/St.
Martin’s, 2008.
Supplemental materials:
Applebee, Arthur. et al. The Language of Literature: American Literature. California edition. Evanston, Illinois: McDougal Littell.
Applied Practice (various titles). Austin, Texas: Applied Practice, 1998.
Barnet, Sylvan and Adam Bedau. Current Issues and Enduring Questions New York: Bedford/St. Martin’s.
Carnicelli, Thomas. Words Work. Portsmouth, NH: Boynton/Cook, 2001.
Cohen, Samuel, ed. 50 Essays: A Portable Anthology. NY: Bedford/St. Martin’s, 2004.
College Board. AP English Course Description. NY: The College Board, 2009.
Dean, Nancy. Voice Lessons. Gainesville, Fl.: Maupin House, 2000.
DiYanni, Robert and Pat C. Hoy, II. Frames of Mind. Boston: Thomson Wadsworth, 2005.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. NY: MLA.
Grammar Workbook for the SAT, ACT, and More: Barron’s.
Language Network: Grammar, Writing, Communication. Evanston, Illinois: McDougal Littell.
Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument, with Readings. Boston: Bedford/St. Martin’s.
Miller, George. The Prentice Hall Reader. AP ninth edition. NJ: Pearson 2010.
Roskelly, Hephzibah and David A. Jolliffe. Everyday Use. AP edition. NY: Pearson, 2005.
Weiner, Jay. The Prose Reader. NY:
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