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=Welcome to AP Language & Composition!=

ENG 120 English Composition (Running Start Program)
=Summer Reading 2018 Information:= [|Summer Reading Assignment] [|King Example - Score of 7] [|Article Example - Score of 8] [|Choice book Example - Score of 6]

=Course Evaluation:= [|COURSE EVALUATION for Mrs. Innes 2016]-17

[|Final Course Assessment with Skills]

=Program of Studies:= [|Program of Studies - English options]

=AP/RS Final:=

Portfolio Link:
[|Common Core Portfolio Template]

[|Portfolio Instructions]

[|Portfolio Rubric]

[|Model Reflections]

=Syllabus Overview:=

Click [|here]for a recording of the course content and units
// “I would hurl words into this darkness and wait for an echo, and if an echo sounded, no matter how faintly, I would send other words to tell, to march, to fight, to create a sense of hunger for life that gnaws in us all.” // ~Richard Wright, American Hunger, 1977

__**COURSE DESCRIPTION**__ Welcome to AP English. As Richard Wright remarks above, the “hunger for life that gnaws in us all” will be found in our practice of writing, editing, and rewriting. We’ll be doing a great __#|deal__ of all three to gain power over our words and readers. Our goal will be to make a connection with our readers, so an echo will sound, “no matter how faintly,” so they will experience our visions and marching words. In this introductory college-level course, you will read and carefully analyze a broad range of nonfiction prose selections, which will deepen awareness of rhetoric and how language works.

You will write many different types of assignments with different purposes for various audiences. The ability to make our words march and fight, as in writing persuasively, relies in deciding what you __want__ or __need__ to say, and __how__ to say it. When this decision has been made about something that compels you, you will write from a position of strength. We will spend the majority of our time focusing on how a written piece is constructed – how the words and sentences are put together to shape the reader’s understandings of the story. We will analyze how the author’s description shapes the meaning of a text.

The ability to write powerfully also comes from the regular examination of our language and how it is used around us. These observations and discussions will allow you to become a crafty writer – your language usage will become more balanced, more purposeful, more compelling and more eloquent. Understanding the way that others use language for their purposes can allow you to make very deliberate decisions about how to use it for your purposes. These decisions and practices, paired with a message you need or want to say, can lead to the development of your own writing voice – you and the reader’s shared belief that you’re saying whatever you’re saying with legitimate authority and personal style; thus, making your words echo substantially.

As this is a college-level course, performance expectations are appropriately high, and the __#|work__ is challenging. This is a nationally recognized course and the AP Exam at the end of the year will determine whether the AP objectives have been met. Grades will be reflective of class discussions, long and short-term reading and writing assignments, class work and presentations.
 * __ AP ENGLISH LANGUAGE & COMPOSITION BIG IDEAS __**
 * Written words communicate thought over time and distance
 * Communication has the potential for power
 * Reading, writing and speaking express self
 * We read, write, view, listen and talk to make meaning of our existence.

__**COURSE OBJECTIVES **__ > > > > Course Outcomes >
 * ** Students will learn to sustain discussions of topics in language and American culture and frame cogent arguments about current issues in American literature. They will write argumentative/persuasive pieces for a variety of audiences based on different genres and styles.
 * Students will write an argument based on the synthesis of ideas from an array of sources.
 * Students will learn to respond personally and reflectively to a range of literature, focusing primarily on American literature.
 * Students will demonstrate research skills, while evaluating, using and citing sources according to MLA (Modern Language Association) standards. Students will do research and document information.
 * Students will learn to research within an area of inquiry and publish essays of personal interest for a variety of audiences. They will master a writing process and develop the knowledge and strategies needed for editing their own and others’ work in peer critiques. They will learn to write from a position of strength.
 * Students will recognize the cultural context of language, both past and present, especially understanding the various conventions within language that reflect that context. They will learn to identify the characteristics of the various levels of discourse operative in a given language act.
 * Students will apply their writing, speaking, reading, and listening skills in completing independent projects within their areas of inquiry.
 * Students will gain familiarity with the types of questions and expectations for answers on the AP Language and Composition Exam. They will also practice timed writing.
 * Students will use the writing process, participating in peer to peer evaluations that prepare drafts for evaluation during the semester. Students will edit their own work and comment on the work of others according to the principles of Standard English.
 * Students will use various modes of discourse (narration, description, analysis [comparison-contrast, cause-effect, or classification], definition and argument) to write essays.
 * Each student will produce a portfolio as described below under “Academic Requirements and Grading Policy”.
 * Students will be able to write, critique and revise drafts based on the Essay Evaluation Criteria.
 * Students will be able to provide constructive feedback when responding to peers’ drafts.
 * Working in Peer Groups, students will be able to assimilate feedback to improve each draft.
 * Students will be able to develop and write three-four specified modes of discourse for their essays (narration, description, analysis [comparison-contrast, cause-effect, or classification], definition and argument).
 * Students will be able to evaluate research critically, assessing source credibility and usefulness for specific essays.
 * Students will be able to correctly document source material using MLA or APA documentation systems.
 * Students will be able to produce a portfolio of three required essays and one optional essay.

=__**[|Complete Syllabus]**__=  =[|Plagiarism Policy]= 

GENERAL RUBRICS:


[|9 point scale explained]
[|9 point scale explained Part II]