Harrells Christian Academy Course Syllabus
Course Title: English AP Language
Credit Hours: 1
Grade Level: 11
Description :
The AP Language and Composition course is a rigorous, college level class designed to “make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing” (www.collegeboard.com). Students will engage in numerous and diverse complex readings and writings of fiction and non-fiction texts to prepare them to achieve a score of 3 or higher on the AP Language exam.
Textbook: Renee H. Shea, et al. The Language of Composition. New York:
Bedford/St. Martin’s. 2008.
Instructor Contact: Mrs. Sandy Strock
(910) 532-4575
sstrock67@yahoo.com
Required Materials:
Pens (Blue or Black and at least one Red)
Pencils
Two highlighters – any color OK, but yellow is preferred
Sticky notes – 3x3 size or 1x1
Pocket folder for home/school use
Loose-leaf paper
3-ring binder or other separate spiral notebook or section of binder
for notes/ journals (subject to collection)
Access to Internet and Microsoft Office
Memory stick highly recommended
Tissues for classroom use appreciated J
Recommended Text Purchases:
Sparkcharts: AP Composition and Rhetoric
Peterson’s Master AP Language & Composition
Major Course Objectives:
(taken from apcentral.collegeboard.com)
Upon completing the AP English Language and Composition course,
students should be able to:
• analyze and interpret samples of good writing, identifying and explaining an
author’s use of rhetorical strategies and techniques;
• apply effective strategies and techniques in their own writing;
• create and sustain arguments based on readings, research, and/or personal
experience;
• write for a variety of purposes;
• produce expository, analytical, and argumentative compositions that
introduce a complex central idea and develop it with appropriate evidence
drawn from primary and/or secondary sources, cogent explanations,
and clear transitions;
• demonstrate understanding and mastery of standard written English as well
as stylistic maturity in their own writings;
• demonstrate understanding of the conventions of citing primary and
secondary sources;
• move effectively through the stages of the writing process, with careful
attention to inquiry and research, drafting, revising, editing, and review;
• write thoughtfully about their own process of composition;
• revise a work to make it suitable for a different audience;
• analyze image as text; and
• evaluate and incorporate reference documents into researched papers.
Requirements & Grading:
Marking period grades will be based on the average of test grades, quiz grades, homework and class participation. Class Participation will be worth approximately 20% of the marking period average, while tests, quizzes and homework will vary. Mid term and Final Exams are each worth 25% of the final grade, and marking periods are worth a total of 50% of the final grade for the course.
Major tests will usually be writing assignments and will be graded using a rubric that follows AP standards. Quizzes will be short answer, multiple choice or other small assessments. Homework assignments will vary widely in format, and may encompass tests or quizzes on occasion. I do not generally give homework assignments that are due the next day, but prefer longer-term tasks that require more involvement and flexibility. Writing assignments may usually be revised for increased score, with the exception of reading checks, on-demand essays and open note activities. Other exceptions may apply and will be indicated.
Policies & Procedures:
A.K.A Our Daily Grind:
Literature is valuable because it offers us the opportunity to investigate the human condition and potential. We will be discussing numerous aspects of the outside world and the human heart as revealed/inspired by our readings. To whit, there can be no discussions without active participants. Active participants are on time, prepared, and engaged. They are respectful of each other and willing to speak their mind as well as listen attentively. When something confuses active participants, they ask questions and try to get clarifications. When they disagree, they politely and clearly explain their position and concerns.
My expectations are simple and are listed here in brief.
- If it is wrong, don’t do it. If it is right, do.
- The only foolish question is the one to which you already have the answer. ASK!
- Coming to class on time and prepared is not optional.
- “I was absent” is NOT a valid excuse. If you are absent it is YOUR job to find me and arrange make-ups.
- Try your best. Always.
As for the other minor rules like bathroom and drinks, etc., I believe in maximum freedom until and unless people show me they are not able to function appropriately (see Rule1) and then life gets progressively more restrictive. We will deal with whatever arises as it does.
Home contact: I will be requesting contact information at the beginning of the year. This will include your home phone, address, email and parent/guardian name. I can then theoretically find you if I need to for some reason. My first preference is email, as I prefer that method for myself. I will only contact you at home if there is a real need. Your time out of school is your time. I will also attempt to address any class issue with you before “going over your head”. THERE IS ONE VERY IMPORTANT EXCEPTION. If you do something that may harm you or someone else, or someone else’s property, I will take whatever measure I deem necessary. THIS INCLUDES PLAGIARISM!
Speaking of PLAGIARISM: If a student hands in an assignment as his/her own that is someone else’s intellectual property (this includes copied work, as well as uncited research work) then this is considered PLAGIARISM. Plagiarized work will automatically result in a zero for the assignment (that cannot be revised) and a call to the parents/guardians. Additional penalties may also be incurred if the situation warrants.
Timeline:
The course will follow a timeline of approximately 11 pages of the textbook per class, to complete the study in time for the AP exam in May. The exact sequence will vary slightly, according to class interests and skills. Substitute texts may apply on occasion, as will supplemental areas of study or remediation as necessary. The first three chapters will take longer, as they establish the framework for all future activities.
Sample Grading Rubric attached
