Student: Taya Advisor: Bernarda Del Course: AP Eng. Language & Comp.

Kerwin Villar
Exam Grade: B Trimester Grade: B+ Engagement Grade: Meets Final Grade: Not
Expectations Applicable

In AP English Language and Composition, we have continued our work as developing, discerning
citizens. In order to amplify students analytical dexterity, reading comprehension, and argumentative
practice, we endeavored into intensive close reading this term. Beginning with Poetry Out Loud, a
national recitation competition, students began detecting literary devices and weighing the connotative
and denotative values of words. After students sifted through a variety of poems, they dove into the
immersive practice of memorizing two poems of their choosing, to be performed before the whole class.
Over the course of three weeks between Thanksgiving and Holiday Break, we learned about the effects
of literary devices, memorized poems, discussed performance strategies, and generally immersed
ourselves in poetry. In addition to giving two graded performances, students wrote close-reading
analyses of one of their chosen poems.

After our time spent close reading poetry, we moved on to more literary and rhetorical analyses,
focusing on race in America. We studied Ta-Nehisi Coates Between the World and Me and James
McBrides The Color of Water. Students also read and analyzed the work of Beverly Daniel Tatum,
Rainier Spencer, and Carlos Hoyt all the while, they considered different definitions of racism, race,
power, privilege, and oppression. Coupled with our glimpse into some of the tactics from They Say, I
Say, we set out, not to simply agree or disagree with each scholar, but to use their perspectives as
launching points into comprehensive, applicable synthesis. Students collected their own data from these
writers works, formed and adjusted their own opinions, and, during their exam, wrote synthesis essays
on the most productive definition of racism for the American discourse. Students are well primed to
continue developing their authentic, powerful argumentative skills as we move into spring term.

Taya continues to be warm, open, and gracious in the classroom. During our December Poetry Out Loud
unit, she was a strong memorizer, emotionally flexible performer, and careful conversationalist with the
poems she chose. Taya brought fantastic presence to her poetry recitalsas she did in Once on This
Island, as well. In her writing, Taya brings passion about topics that matter to her and interest her, as was
evidenced in her recent rhetorical analysis and synthesis essays about saudades. She has clear direction
in her writing but needs to work on her organization, particularly the way that she organizes topic
sentences. In her rhetorical analysis, she exuberantly explores the what of a particular work, whether
an excerpt of prose, a poem, or a song. She carefully examines what is happening in the text. Whats
missing is her exploration of the how: she needs to more critically investigate how the writer is
achieving the message of the whatthrough language features, syntax, literary devices, and order of
ideas. Taya will also do well to reduce the number of block quotes she uses, eliminate redundancy, and
implement more vivid verbs. In the discussion ring, she is curious and congenial and demonstrates real
leadership qualities. This spring, I would like her to become even more of a leader by leading with
questions rather than analytic responses if she invites others with thought-provoking questions, she will
elevate the complexity and inclusivity of the conversation. It is a pleasure to work with Taya, and I look
forward to her continued growth and success as a reader, writer, and thinker.

Rachael Jennings
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