COURSE TITLE: ADVANCED PLACED ENGLISH 11 LANGUAGE AND COMPOSITION

REVISED AUGUST, 2001

PREPARED BY AIMEE D. MARTIN

ENGLISH  DEPARTMENT

DURATION: FULL YEAR

COURSE IS: REQUIRED

CREDITS: 5 CREDITS

 

PHILOSOPHY

AP English Language and Composition depends on the development of students' interpretive skills. This course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Close examination of texts will provide students experiences that will aid the student in understanding rhetorical and linguistic choices. Students in AP Language and Composition should read and write actively, and begin to develop their ability to recognize and use rhetorical devices effectively.

 

 

GOALS/LEARNING OBJECTIVES BY NJCCCS

 

NJ CORE CURRICULUM CONTENT STANDARDS

 

Ø      READING - NJCCCS 3.1 - All students will speak for a variety of real purposes and audiences

v     Participate in discussion by alternating the roles of speaker and listener

v     Talk with others to identify, explore, and solve problems

v     Speak before a group to express thoughts and ideas, convey an opinion, present information, and tell a story

v     Tell, retell, summarize, and paraphrase ideas

 

Ø      WRITING – NJCCCS 3.2 - All students will listen actively in a variety of situations to information from a variety of sources

v     Demonstrate comprehension of a story, interview, and oral report of an event or incident

v     Listen for a variety of purposes, such as enjoyment and obtaining information

v     Follow oral directions

 

Ø      SPEAKING – NJCCCS 3.3 - All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

v     Use speaking, listening, reading, and viewing to assist with writing

v     Write from experiences, thoughts, and feelings

v     Use writing to extend experience

v     Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems

v     Write on self-selected topics in a variety of literary forms

v     Write collaboratively and independently

v     Use a variety of strategies and activities, such as brainstorming, listing, discussion, drawing, role-playing, note taking, and journal writing, for finding and developing ideas about which to write

v     Revise content, organization, and other aspects of writing, using self, peer, and teacher collaboration feedback (the shared responses of others)

v     Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation

v     Publish writing in a variety of formats

v     Establish and use criteria for self and group evaluation of written products

v     Develop a portfolio or collection of writings

v     Understand that written communication can affect the behavior of others

v     Write technical materials, such as instructions for playing a game, which include specific details

v     All students will read a variety of materials and texts with comprehension and critical analysis.

v     Listen and respond to whole texts

v     Understand that authors write for different purposes, such as persuading, informing, entertaining, and instructing

v     Use reading for different purposes, such as enjoyment, learning, and problem-solving

v     Read literally, inferentially, and critically

v     Read with comprehension

v     Use prior knowledge to extend reading ability and comprehension and to link aspects of the texts with experiences and people in their own lives

v     Identify passages in the text that support their point of view

v     Distinguish personal opinions and points of view from those of the author, and distinguish fact from opinion

v     Demonstrate comprehension through retelling or summarizing ideas and following written directions

v     Identify elements of a story, such as characters, setting, and sequence of events

v     Expand vocabulary using appropriate strategies and techniques, such as word analysis and context clues

v     Read and use printed materials and technical manuals from other disciplines, such as science, social studies, mathematics, and applied technology

v     Recognize propaganda and bias in written texts

v     Analyze main ideas and supportive details

v     Analyze text by using patterns of organization, such as cause and effect, comparison and contrast

v     Analyze text for the purpose, ideas, and style of the author

v     All students will view, understand, and use non-textual visual information

v     Articulate information conveyed by symbols such as those found in pictorial graphs, map keys, and icons on a computer screen

v     Respond to and evaluate the use of illustrations to support text

v     Recognize and use pictorial information that supplements text

v     Use symbols, drawings, and illustrations to represent information that supports and/or enhances writing

v     Compare and contrast media sources, such as book and film versions of a story

 

Ø      CROSS-CONTENT WORKPLACE READINESS

v     All students will use critical thinking, decision-making, and problem-solving skills

v     Recognize and define a problem, or clarify decisions to be made

v     Evaluate the effectiveness of various solutions

v     All students will demonstrate self-management skills.

v     Work cooperatively with others to accomplish a task

v     Provide constructive criticism to others

v     Use time efficiently and effectively

 

 

STUDENT ACTIVITIES

 

Ø      Read complex texts with understanding

Ø      Analyze and interpret samples of good writing; identifying and explaining an author's use of rhetorical strategies and techniques

Ø      Write prose with richness and complexity

Ø      Create and sustain arguments based on readings, research, and/or personal experience

Ø      Demonstrate understanding and mastery of Standard English as well as stylistic maturity in their own writings

Ø      Write in a variety of genres and contexts, both formal and informal, employing appropriate conventions

Ø      Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review

 

 

THE ROLE OF THE STUDENT

Participation in the AP English 11 course of study will require each student to:

Ø      Meet all attendance, grading and discipline requirements as listed in the "Burlington City High School Student Handbook"

Ø      Read a wide variety of fiction and non-fiction, carefully and closely

Ø      Develop the habit of marking texts by underlining, drawing circles, boxes, or arrows, and by writing brief marginal notes

Ø      Keep a journal for responding to and reflecting on course readings

Ø      Share with others opinions and interpretations of course readings and visual presentations

Ø      Demonstrate coherence and clear organization

Ø      Demonstrate the ability to locate areas of strength and weakness in writing and offer appropriate and effective revisions and editing where necessary

Ø      Present oral reports (formal and extemporaneous) on course readings and visual presentations

Ø      Ask questions on course content

Ø      Be able to read a variety of selections with an open mind

Ø      Participate in discussion by alternating the roles of speaker and listener

Ø      Work independently and collaboratively

Ø      Answer multiple choice and open-ended questions in response to various texts

Ø      Compose written responses demonstrating inferential understanding of texts

Ø      Become aware of their own composition process through self-assessment and evaluations by peers and the instructor

Ø      Complete a documented research paper/project

Ø      Take the AP Exam in Language and Composition

 

 

LEARNING  OBJECTIVES

Ø      To improve reading, writing, speaking, and listening skills

Ø      To understand, recognize, and identify rhetorical strategies and stylistic devices

Ø      To evaluate the effectiveness of an authors use of rhetoric strategies and stylistic devices

Ø      To read various literary genres with comprehension and analysis

Ø      To improve critical and creative writing skills

Ø      To gain sharing skills and team building skills

Ø      To write in clear, concise organized language that varies in content and form for different audiences and purposes

Ø      To view, understand, and use non-textual visual information

Ø      To become skilled in composing for different audiences and purposes

Ø      To identify literary structures and conventions and effectively use them in writing

Ø      To identify and evaluate the choices made in the composition process and increase revision skills

Ø      To judge the validity and persuasiveness of different works

Ø      To present arguments logically and persuasively

Ø      To understand and articulate how the use of language influences the audiences position and attitude

Ø      To engage in close reading

Ø      To engage in metacognition for the purpose of clarifying their arguments in persuasive writing

Ø      To learn how to formalize opinions with references to concrete examples

 

 

COURSE ACTIVITIES

Ø      Write response journals recording thoughts and opinions about fiction and non-fiction selections

Ø      Publish writing in a variety of formats

Ø      Present an extemporaneous speech

Ø      Write and speak collaboratively and independently

Ø      Revise content, organization, and other aspects of writing using self, peer, and teacher feedback

Ø      Edit writing for appropriate syntax, spelling, grammar, usage and punctuation

Ø      Establish and use criteria for self and group evaluation of written and oral products

Ø      Develop a portfolio or collection of writings

Ø      Write a research paper that synthesizes and cites data

Ø      Recognize rhetorical strategies, such as tone, parallelism, rhetorical questions, and sentence structure

Ø      Recognize stylistic devices, such as word choice, imagery, and juxtaposition

Ø      Learn the effect of rhetorical strategies and stylistic devices on the reader's interpretation of the text

Ø      Present opinions and analyses of a variety of writings

Ø      Engage in close reading

Ø      Explore various texts to examine methods for incorporating tone, description, persuasion, characterization, and other elements of compositional and narrative writing

Ø      Engage in reflection writing

Ø      Review for the AP Exam by practicing responding to 40 minute timed essay questions and readings with multiple choice questions

 

 

ASSESSMENT

 

Ø      Assessments will measure proficiency in all types of learners. As appropriate, students will be assessed using:

v     class participation

v     double entry journals

v     40 minute timed writing assignments

v     take-home writing assignments

v     revision and rewriting of essays

v     homework

v     groupwork

v     oral and written reports

v     quizzes, tests

v     presentations

v     AP Exam

 

Ø      Product outcomes may include:

v     essays

v     journals

v     projects (group and individual)

v     oral presentations

v     exercise assessments

 

Ø      Critical Thinking Skills—tasks to be assessed which emphasize higher level thinking include:

v     recognizing rhetorical strategies

v     recognizing stylistic devices

v     grasping a concept or purpose

v     discerning a pattern

v     analyzing

v     creating

v     inferring a relationship

v     disproving, revealing or proposing solutions

v     persuading

v     determining cause/effect

v     evaluating

v     demonstrating literal and inferential understanding

v     reflecting

v     drawing conclusions

v     transferring

 

 

MATERIALS

 

Ø      Primary Text:

v     Timeless Voices/Timeless Themes

 

Ø      Supplementary Texts:

v     Building English Skills

v     Dictionary

v     Gulliver's Travels - Swift

v     Jane Eyre - C. Bronte

v     The Mayor of Castorbridge - Hardy

v     Night - E. Weisel

v     Once and Future King - E.B. White

v     Picture of Dorian Gray - Wilde

v     The Return of the Native - Hardy

v     Roget's Thesaurus

v     The Secret Sharer - Conrad

v     Tale of Two Cities - Dickens

v     Tess of the D'Urbervilles - Hardy

v     Vocabulary for Achievement - Fifth Course

v     Wuthering Heights - E. Bronte

 

Ø      Film  Strip/Recording:

v     Everyman

v     Macbeth

v     The Middle Ages

 

Ø      Films:

v     Beowulf

v     John Keats

v     Percy Bysshe Shelley

v     The Return of the Native

v     Shakespeare's Sonnets - Parts 1 and 2

v     The Story of the Holocaust

v     A Tale of Two Cities

v     Tess Thomas Hardy

v     The Tragedy of Macbeth

v     William Blake

v     Wuthering Heights

 

Ø      Suggested  Supplementary Texts:

v     Classical Rhetoric for the Modern Student - Corbett and Connors

v     Elements of Argument - Rottenberg

v     The Solace of Open Spaces - Ehrlich

v     A Small Place - Kincaid

v     A Collection of Essays - Orwell

v     Amusing Ourselves to Death - Postman

v     Essays, or One Man's Meat - E.B. White

v     A Room of One's Own - V. Woolf

v     An American Childhood - Dillard

v     The Woman Warrior - Kingston

v     Down and Out in Paris and London - Orwell

v     Hunger of Memory - Rodriguez

v     One Writer's Beginnings - Welty

v     This Boy's Life - T. Woolf

v     Black Bov - Wright

v     Magazines:  The Atlantic, Harper's, Natural History, The New Yorker