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Malden High School
Academic Year 2014-2015
Course Syllabus
Name of Course AP Language and Composition
!ns"ruc"or Y. Mrquez #oom J 282
$rimary School email ymarquez@maldenps.org
%mail &2 yahaira.marquez@gmail.com (to be used only for sharing on Google Docs, etc)
S"uden" Su''lies
3-ring binder with appropriate sections: (Reading Critically/Rhetoric, Argument, Vocabulary,
Writing Practice)
Writing Implements (black/blue ink) Paper Post-Its
Chat Book* Highlighters Thumb-drive (or Google Docs)
Instructional Philosophy
I hope to help foster and develop my students confidence levels when it come to their abilities as a
reader and a writer, reinforcing the fact that everyone has room for improvement. As an Advanced
Placement Language and Composition teacher, I want to provide my students with a variety of literature,
with a primary focus on non-fiction, as a way to broaden their reading and writing experiences to then
sharpen their analytical and rhetorical skills and help them understand the importance of language. My
ultimate goal through our rhetorical study of non-fiction (real-life texts) is to have my students
become more informed, well-rounded, critical citizens of their society, understanding that their voices
(both verbal and non-verbal) are to be valued as much as anyone elses.
Course Overview
Students in this introductory, college-level course read and carefully analyze a broad and challenging
range of nonfiction prose selections, deepening their awareness of rhetoric and how language works.
The goals of an AP course in Language and Composition are diverse because the college composition
course is one of the most varied in the curriculum. Through close reading and frequent writing, students
develop their ability to work with language and text with a greater awareness of purpose and strategy,
while strengthening their own composing abilities. Course readings feature expository, analytical,
personal, and argumentative texts from a variety of authors and historical contexts. Also, the course
allows the students to write in several formsnarrative, expository, argumentative, personalon many
different subjects, from public policies to personal experiences. Ultimately, all AP Composition and
Language students will be taking the AP Test in May, which offers the possibility of college credit.
Course reading and writing should help students gain textual power, making them more alert to an
authors purpose, the needs of an audience, the demands of a subject, and the resources of language in
connection to persuasive appeals (ethos, logos, pathos): syntax, word choice, and tone. By early May,
the students will have nearly completed a course in close reading and purposeful writing. The skills
students learn (close reading, analysis of various texts, etc) will be used in their own writing as they gain
an increased awareness of these strategies.
This is a college-level course that demands a high performance by the students both in and outside the
classroom setting. The workload is challenging. The discussion is meaningful. The writing is lengthy
and revised. Because of these factors, not only is effective time management important, but students
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must bring to the class a willingness to try, a sufficient command of mechanical conventions, and an
ability to read and discuss prose.
Course Textbooks and Novels
Supplied
Everyday Use: Rhetoric at Work in Reading and Writing
50 Great Essays: A Portable Anthology
Everythings an Argument
In Cold Blood*
The Scarlet Letter*
The Great Gatsby*
Into the Wild*
The Things They Carried*
Student Selected
Independent Reading Novels (in conjunction with class topics of study)
*There will also be a number of essays, passages, visual arguments, etc. that have not been listed here.
3 Major Components to Course Overview
Close Reading Rhetorical Analysis Argument
This helps one become an active,
reflective reader
Tactics Include:
1. Multiple readings (once
is NEVER enough!)
2. Focus on purpose and
strategy, then annotate
3. Thinking notes in
connection with reading
aloud in class
4. Questioning: literal,
interpretative,
experienced-based
5. Reading Journals
6. Reading Sheets
7. Annotating Texts
8. Elaboration: the act of
What is Rhetorical Analysis?
1. Writers always use
language with PURPOSE
2. When asked to do a
rhetorical analysis, one is
to examine how a writer
achieves his/her purpose
Students need to
1. Appreciate purpose and
audience
2. Recognize assertion and
claims
3. Examine their validity
and evaluate associated
support
4. Recognize types of
appeals and their
combined use in
arguments
5. Recognize the strategic
use of rhetoric by
becoming familiar with
Purpose: to reach, articulate, and
support a reasons position on a
debatable matter or questions of
importance
1. What we commonly call
argument embraces ideas
associated with
persuasion, logic, and
even propaganda
2. Form: inductive (requires
careful use of collected
data) vs. deductive
(requires building logical
order)
3. Applies the prompt
follows directions for
writing
4. Position can be clearly,
readily discerned, and is
often stated
Selected Chapters & Passages
The Norton Sampler: Short Essays for
Composition
Picturing Texts
One Hundred Great Essays
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marking a page while
reading helps you read
more attentively and with
better understanding
Students will be marking up the
texts while they read.
Students will be asked Whats
remarkable? while reading, and
jot down ideas, observations, and
questions.
rhetorical modes used by
writing in their efforts to
inform, persuade, or
entertain.
5. Present carefully selected
evidence in support of
key points
6. Offers discussion that
deepens understand and
appreciation of the issue
and its complexities as
well as the rhetors
positions; may concede
and refute points
associate with other
views
Grading Policy
Distribution of quarterly grading components
Category Explanation Weight
1. Daily Participation Since this class heavily focuses on class discussion and
participation, coming to class prepared is crucial. Class
time will focus on discussion of readings making your
participation a key element to learning.
Always label the tops of your pages with your name,
class, and date. For classwork, always copy the days
Objective and immediately begin and complete the
DO NOW. [Note: NO other business is to be
conducted during this portion of class until
directed to do so.]
25%
2. Homework & Reading
Responses
Homework assigned in this class is not about quantity
but quality. Assignments may include response sheets,
blog entries, outlines, etc. Assignments may not be long
in length, but require careful and thorough thought.
Rushed homework assignments will not be conducive to
class discussions, nor to your overall understanding and
growth as a reader and writer.
Late homework assignments will not be accepted
Label all assignments with the appropriate
heading and HW#
+ = 100 = 85 - = 75 n/c = no credit/55*
25%
3. Writing Assignments ALL formal writing assignments are to be typed
according to MLA format (double-spaced, Times New
Roman, font 12, 1 margins). Late essays will be heavily
penalized (and there is a cut off for these). All drafts
and work leading up the essay are to be turned in with
40%
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the final draft. This class is about process and not solely
product, so your drafting process is heavily weighted.
All other hand-written work is to be neat, legible, and
must include a heading (your name, date, class,
assignment # and title). Any work that is illegible
will NOT be graded.
*Cheating or Plagiarism results in an automatic zero!
4. Quizzes & Tests AP practice tests, skills quizzes, and periodic reading
checks (may be unannounced). AP practice tests will
account for more weight as the year progresses and will
be scored on the AP scale.
Make-up Work (quizzes, tests): will only be
granted if absence is accompanied with an
appropriate note. Teacher and student will
arrange a suitable make-up time w/in 2 days of
returning; failure to do so will result in a zero.
10%
Lateness is bla"an" disres'ec"(
Prompt arrival and readiness are essential to success. Any lateness must be accompanied by a pass; if you do not
have a pass, you are to immediately leave your agenda book at the front table and be prepared to make up any
missed time with me after school. Additional consequences for tardies will be followed as per school rules.
**Remember: 3 tardies = 1 class absence**
Absences )ill hinder your learning(
Whenever possible, let me know of an absence in advance. If not, cover yourself with an absence note. Without
a valid absence note, you will not be allowed to make up any work. Work that you have missed due to an
excused absence will not be accepted after your 2
nd
day back to class. There may be exceptions to this rule
depending on the assignment. For example, this grace period will not apply to assignments whose due dates
you have known well in advance. *It is your responsibility to find out what you missed and make up the work!*
Become very familiar with the Extra Handouts basket because chances are that we DID do SOMETHING while
you were out! However, do not interrupt class instruction to try and determine make-up assignments.
*olden Mar+ue, #ules- read them, know them, love them.
o If it is food or a drink other than water, DO NOT bring it into the room. Im not a fan of rodents!
o No electronics!! That means I dont even want to SEE headphones, cell phones, etc. Such items may only
be used as an educational tool and with my permission.
o If it doesnt belong to you, dont touch itwithout permission.
o If it does belong to you, remember to take it with you when you leave!
Finally, I expect everyone to show RESPECT for each other, the teacher, and the resources in the classroom.
Also, always rememberIf you work hard and try your best, youll go far!
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Con"rac" Signa"ures
I have carefully read and reviewed the course policies and procedures. I understand that I am now
responsible for familiarizing myself with the information delineated above, and I know what is expected
of me in this AP Language and Composition class.
__________________________________________________
Students Name (print)
__________________________________________________ __________
Students Signature Date
I have carefully read and reviewed the course policies and procedures, and I know what is expected of
my son/daughter in this AP Language and Composition class.
__________________________________________________
Parents Name (please print)
__________________________________________________ ________________________
Parents Email Address Parents Phone #
_________________________________________________ __________
Parents Signature Date
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