A rubric will be provided. As mentioned in other parts of this syllabus, students will also learn specific revision strategies in teacher-to-peer and peer-to-peer conferences. Conversely, when students do revise them, the higher grade earned will be applied.
Throughout the course, emphasis is placed on helping students develop stylistic maturity [SC3], which, for AP English, is characterized by the following: An effective use of rhetoric, including controlling tone, maintaining a consistent voice, and achieving emphasis through parallelism and antithesis.
Unlike previous years, grammar instruction will be narrower, focusing on advanced sentence structures for use of complex, compound, periodic, loose, balanced, antithetical, and simple sentences, as well as other techniques to make writing more advanced.
While not always explicitly stated in the week-to-week syllabus, students will always receive instruction and feedback about their grammatical aptness.
After this explicit instruction, students will be expected to make improvements in their final drafts and in subsequent units. The writing required in an AP English Literature and Composition course is thus more than a mere adjunct to the study of literature.
The writing that students produce in the course reinforces their reading [SC8]. Since reading and writing stimulate and support one another, they are taught together in order to underscore both their common and their distinctive elements.
Participation consists of the following areas: In order for you to achieve the highest level of learning possible, it is essential that you are an active participant in the activities of the classroom on a daily basis. You will in turn become an active participant in your own education and future.
Reading assignments and writing homework is only a small part of the learning experience. Interacting with others in an academic environment is the best way to reinforce and expand your learning. I will collect typed journals most weeks, so plan to have it in class the first class of each week.
You need not share with anyone but me. No other writing besides these entries go in the journals. I will also ask you to complete a brief, sentence self-reflection that has you touch based with me about how are you doing beyond the cognitive self. This can be an opportunity for you to communicate personal struggles, social-emotional issues, personal successes beyond the academic world, or anything else that will help me help you!
A note about confidentiality: As a mandatory reporter for the state, I need to report any time I learn someone is hurting you; you are going to hurt someone else; or you are going to hurt yourself.
Four of the five units will culminate with a typed essay more information for each assignment will be provided. Author and Reader Voice: Monstrosity in Modern Humanity: Who was I Then? Who am I Now? Who am I Going to Be? These will include, but not necessarily be limited to: Full Mock AP Exams 3: You should expect to use outside sources and scholarly research to inform your work throughout the semester.
While all assignments will provide opportunities for developing Information Literacy skills, we will have at least one assignment built with this specific purpose in mind. Final Exam More information will be given at the appropriate time. Literary Allusion-Infused Presentation of Self: Who was I then?
Who am I now? Who am I going to be? With acceptance comes a responsibility to uphold and build upon the values and the traditions that have served to define and to strengthen this community over time. New students are welcomed as partners in a fellowship of learning and personal growth.
Membership in the University of Connecticut academic community should be considered a privilege and an honor by those students who are invited to join.“Eleven” by Sandra Cisneros, uses many literary devices to characterize a complex eleven-year-old. Rachel, the ingenuous 1st person narrator, relates the details of her humiliating eleventh birthday.
Although her diction reflects her age, Rachel conveys the difficulty of growing up with adult. COMMON ASSESSMENTS. A district-wide assessment will be administered at the end of the semester. This will be a timed test (90 min) that mimics a GMAS writing assessment, including paired passages, 3 selected response items, a short constructed response item, and an essay.
Rhetorical Precis- used to practice Essay Checklist—Process Writing The big difference between a timed essay and one that goes through multiple steps and revisions (hence, process) is the hyperbole--an extravagant exaggeration of fact, used either for serious or comic effect; e.g.
"Your beauty, that did haunt. Download-Theses Mercredi 10 juin A MODEST PROPOSAL For preventing the children of poor people in Ireland, from being a burden on their parents or country, and for making them beneficial to the public.
by Dr. Jonathan Swift It is a melancholy object to those, who walk through this great town1, or travel in. Writing a "9" essay is a quantifiable and measurable act. Although a "9" need not be perfect, some suggests that typically represent a upper third score: sophisticated vocabulary, clear transitions, apt quotes and examples, stylistic integration of quotes, sophisticated punctuation, stylish use of parallel structure, active.