AP Language and Composition A Syllabus

Advanced Placement Language and Composition Course Description: This advanced language and composition course will engage students in careful reading and analysis of prose written in a variety of rhetorical contexts. Students will become skilled and diverse in their writing. They will become aware of the writer's purpose, expectations, and subjects, as well as the conventions and language used to make a writer's work effective. The focus of the course will be on intensive reading and discussion of prose, as well as an intensive focus on expository writing. Emphasis will be placed on the composition process. Students will explore ideas, reconsider and take risks in their writing, and revise their work. Writing will be informal and formal, personal and reflective. Grammatical conventions and language in prose will be studied and applied, as well as research and the citation process using MLA format. Both primary and secondary sources will be studied and read as a guide for writing. The course is intended to provide students with an academic experience parallel to that of a college level literature course. This course will also include a writing component that focuses on expository, analytical and argumentative writing about the literature through both discussion and essay format. Students are expected to be active readers as they analyze and interpret textual detail, establish connections among their observations, and draw logical inferences leading toward an interpretive conclusion. This course also prepares students who do all the coursework for the Advanced Placement Language and Composition Exam administered each May. Students will read, write and discuss prose at an advanced college level while using online resources to develop skills including sophisticated use of literary elements and terminology, close readings of various texts, creating, drafting, and editing collegelevel analytical essays, preparing and writing timed essays, and advanced use and mastery of standard English. Throughout the course, students will be provided instruction and feedback on writing assignments, both before and after the revision of their work that helps them develop: • • • •

A variety of sentence structures, including appropriate use of subordination and coordination. Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis. A balance of generalization and specific, illustrative detail. An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.

Learning Outcomes (comprehensive): At the completion of Language and Composition, the student will be able to: • • • • •

Write about a variety of subjects from a variety of disciplines. Demonstrate an awareness of audience and purpose. Enable students to write effectively and confidently in college level courses across the curriculum and in their personal and professional lives. Understand that expository, analytical, and argumentative writing forms the basis of academic and professional communication. Understand that personal and reflective writing fosters the development of writing facility in any context. Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org

Advanced Placement Language and Composition

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Understand that the expository, analytical, and argumentative writing done in college is based on reading as well as personal experience and observation. Read primary and secondary sources carefully to synthesize material from those texts in student compositions. Cite sources using conventions recommended by professional organizations. Enable students to read complex texts with understanding. Write prose of sufficient richness and complexity to communicate effectively with mature readers. Place emphasis on content, purpose and audience and to follow this focus to guide the organization of student writing. Be aware of his/her own composing process. Understand how they explore ideas, reconsider strategies and revise work. Write essays that proceed through several stages or drafts, with revision aided by teacher and peers. Become more self-aware and flexible writers. Identify writer’s strategies and practice them themselves. Study language itself. Understand the difference between oral and written discourse, formal and informal language, historical changes in speech and writing. Participate in imitation exercises, journal keeping, collaborative writing and in-class responses. Use research materials and synthesize varied sources—evaluate, use, and cite. Take up projects that call on students to synthesize and evaluate sources. Write a researched argument paper. Be able to form a varied and informed argument. Consider texts as a source written for particular audience and purpose. Sort through disparate interpretations to analyze, reflect upon, and write about a topic. Practice reinforcing writing conventions Sharpen grammar and style. Use grammatical conventions appropriately and to develop stylistic maturity in prose. Develop a wide range of vocabulary and use it appropriately and effectively. Use a variety of sentence structures, including appropriate use of subordination and coordination. Formulate logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis. Balance generalized and specialized illustrative detail. Use rhetoric effectively by controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure. Be aware of how stylistic effects are achieved by writer’s linguistic choices. Analyze and interpret samples of good writing. Identify and explain 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.

Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


• • • • • •

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. Evaluate and incorporate reference documents into research papers. Answer multiple-choice questions similar to those on the Language and Composition exam, and use computer technology and the Internet to complement an understanding of literature.

Throughout the course, students will be provided instruction and feedback on writing assignments, document based essays, and free response essays both before and after the revision of their work. Content Standards: This Advanced Placement Language and Composition course is written to the content standards outlined by the College Board’s AP Language and Composition Guidelines. Prerequisites: At least a B in most recent English courses and appropriate writing skills. Required Texts: Primary Text: Title: Literature for Composition Author(s): Barnet, Burto, Cain Publisher: Pearson Longman Year published: 2005 ISBN 0-321-28034-2 Title: Rhetorical Grammar Author(s): Kolln, Martha Publisher: Allyn and Bacon Year published: 1999 ISBN 0-205-28305-5 Student Supplements: Title: Narrative of the Life of Frederick Douglass, an American Slave Author(s): Douglass, Frederick Publisher: Barnes & Noble Classics Year published: Reprint edition 2003 ISBN 978-1-59308-041-9 Title: Incidents in the Life of a Slave Girl Author(s): Jacobs, Harriet Publisher: Townsend Press Year published: 2004 ISBN 978-1-59194-026-5


Advanced Placement Language and Composition Title: Angela’s Ashes Author (s): McCourt, Frank Publisher: Simon and Schuster Adult Publishing Group Year Published: May 1999 ISBN-13: 9780684842677 Title: Naked Author (s): David Sedaris Publisher: Back Bay Books Year Published: 1998 ISBN-13: 978-0316777735

Course Methodology: This is an inquiry-based course where you will discover and utilize knowledge of English language and composition via the textbook, videos, and other readings, along with websites, and synchronous and asynchronous discussions with other students and the instructor. Acting as a facilitator, your instructor will guide you through the process; however, as the learner, you are responsible for actively acquiring and constructing knowledge by completing all assigned readings and activities. Both formal and informal assessment will be used in evaluating your performance throughout the course. Informal assessment will include an evaluation of the quality and timeliness of your participation in class activities. Formal assessment will involve multiple-choice quizzes, written essays, timed writings, and a final exam.



Semester One Unit

Topic

Activities

1

The Reader as a Writer

Unit Goals: • • • • • • • •

Read critically and discussed several short stories. Learned components for the AP exam. Written several dialectical journal entries. Successfully completed an author and theme study. Prepared for a unit quiz. Responded to readings aurally and visually. Studied and completed a full essay assignment covering argument and theme. Explored the online lab and Internet resources.

Lectures: • • • •

Reading and Responding to Literature How to Read Literature: Dramatic Literature, Epic, Poetry, Prose Study of works by Kate Chopin A Story of an Hour by Chopin

Study Guide: • • • •

Self-assessment questions Glossary of terms/individuals/events Additional terms/individuals/events Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles)

Required Reading: • • • • •

Ripe Figs The Reader as Writer Desiree's Baby by Kate Chopin The Storm by Kate Chopin The Story of an Hour by Kate Chopin

Required Viewing: • •

Elements of Setting Values and Story of an Hour

Online Supplements: My Literature Lab I and II Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester One Unit

Topic

Activities Recommended Reading: • •

MLA Formatting and Style Guide Writing About Literature

Assignments: • • • • • • • • •

Writing response to Ripe Figs by Chopin Literature Lab I- Chopin Theme topics on works by Chopin Point of View chart Essay response to Desiree's Baby or The Storm by Chopin Literature Lab II- Diagnostic Exam on literary elements Dialectical Journal SOAPST one responses to Desiree’s Baby and The Storm by Kate Chopin Developing a thesis: Draft and write and argument

Threaded Discussion Forum Topics: • •

Values and the Story of an Hour Learning Styles Assessment

Assessment: • • • • 2

Rhetoric

Quiz (20 multiple choice items and one essay question) Timed Writing – Free Response Essay 1: The Storm by Chopin Objective Test: Problematic characters in The Storm Diagnostic Exam of Literary and Critical Terms

Unit Goals: • • • • • • •

Familiarized themselves with learn, and discussed basic rhetorical terms and grammar. Written several dialectic journal entries. Read and applied the Art of Rhetoric in literature, composition, advertising, and communication. Explored the online resources of the class. Reinforced their knowledge of terms through a quiz. Response to readings aurally and visually. Prepared for a timed essay/assessment.



Semester One Unit

Topic

Activities Lectures: • • • • •

Preface and Introduction to Rhetorical Grammar The Structure of Sentences Sentence Rhythm Rhetorical Triangle Rhetoric of Advertising

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: Rhetorical Grammar Text: • • • •

Preface- Pages Viii-X Introduction-Pages 1-4 The Structure of Sentences- Pages 5-23 Sentence Rhythm- Pages 24-39

Required Viewing: • •

Rhetorical Practice Writing About Literature

Online Supplements: •

Center for Media Literacy

Assignments: • • • • • •

Journal for rhetorical devices Rhetorical Grammar Exercises Rhetoric of Advertising- five selections/responses Rhetorical Grammar Exercises Power, Persuasion, and Propaganda Project Revision of Theme Essay from Unit I



Semester One Unit

Topic

Activities Threaded Discussion Forum Topics: • Identify underlying assumptions in ads, restate the advertisers claim and describe your response. • Pathos, Logos, Ethos Assessment: • Quiz (20 multiple choice items and one essay question) • True/False quiz- rhetorical grammar devices • Timed Essay- Traditional Definition of Rhetoric

3

Reading Literature Closely

Unit Goals: • • • • • • •

Familiarized themselves with and demonstrated effective use of essential critical reading and essay evaluation skills Demonstrated effective analysis of a variety of textual genres including expository, literary, poetic and essay forms Understood and utilized the essential elements of effective literary evaluation and analysis in written form Effectively synthesized material from a variety of texts into their own writing Completed a variety of textual analysis activities including expository, reflective and critical forms Understood and demonstrated the differences between explicative and analytic writing genres Completed timed writings that demonstrate competency in textual explicative and analysis

Lectures: • •

Why value literature: Explication and Explication de Texte Analysis and its Forms: Writing an Effective Literary Analysis

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading:



Semester One Unit

Topic

Activities • • • • • • • • • • • • • • • • •

Reading Literature Closely: Explication Other Kinds of Writing about Literature Rhetorical Grammar: Cohesion Judgement of Solomon The Parable of the Prodigal Son James Thurber: The Secret Life of Walter Mitty Aphra Behn: Song: Love Armed Edgar Allen Poe: The Cask of the Amontillado Guy de Maupassant: The Necklace Katherine Anne Porter: The Jilting of Granny Weatherall Jose’ Armas: El Tonto del Barrio Leslie Marmom Silko: The Man to Send Rain Clouds Robert Frost: Come In Elizabeth Bishop: Filling Station Robert Herrick: To the Virgins, to Make Much of Time Lyn Lifshin: My mother and the Bed by Lyn Lifshin Martin Espada: Bully

Online Supplements: • •

Explication de Texte MyLiteratureLab


Topics for Critical Thinking and Writing: Sonnet 73 Topics for Critical Thinking and Writing: Spellbound by Emile Bronte Explication: The Death of the Ball Turret Gunner Analysis: Poem or Short Story Dialectical Journal MyLiteratureLab responses to literature


Differences between Explication and Analysis Main Points between Writing and Effective Comparison

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Writing – Freedom: the Necklace and El Tonto del Barrio • Timed Writing- Parallelism and Pedagogical Principles 4

Narrative of the Life of

Unit Goals:



Semester One Unit

Topic

Activities

Frederick Douglass an American Slave

• • • • • • • •

Examined and identified rhetorical strategies utilized in writing focusing on specific topical themes Identified and understood effective stylistic writing choices and how they influence effective writing strategies to engage readers Completed a variety of writing activities that demonstrate understanding of writing strategies and styles Identified and understood historical identifiers in specific written works and the evolution of writing strategies over time Read and evaluated secondary essays on their critical analysis of historical texts Completed thematic writing activities to demonstrate understanding of the rhetorical components of thematic composition Analyzed and understood the effectiveness of point of view in written texts Conducted revised writing activities and provided critical feedback on other student writing pieces

Lectures: •

• • •

(Review) Native American Works, the Colonial Period in New England and the South, Major Writers and works from the Revolutionary Period, the Romantic Period, Transition between Romanticism/Realism (Civil War), The Realistic Period The Antebellum South Analyzing the Language of freedom in Frederick Douglass Frederick the Protagonist

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: •

Narrative of the Life of Frederick Douglass an American Slave


Google Books Online: Narrative of the Life of Frederick Douglass Reading Douglass’s Rhetoric

Assignments:



Semester One Unit

Topic

Activities • • • • • • •

Journal of Critical Observations from the text (Dialectical Journal) Study Guide’s for each chapter Critical Analysis: Harriet Beecher Stowe Response: Dehumanization as a Theme Symbolism Through the Use of Characters SOAPST one Questions Response to Reading Douglass’s Rhetoric

Threaded Discussion Forum Topics: • • •

First Person Narrative: Effective? The Antebellum South Slavery vs. Wage Labor

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay- Critical Analysis from Douglass Text: Freedom 5

Reading and Writing About Visual Culture: Your Personal Voice

Unit Goals: • Demonstrated understanding of visual and graphical components of texts and interpretive or textual analysis • Familiarized themselves with the concept of images in a variety of forms as textual representatives themselves • Demonstrated appropriate analysis methodologies when evaluating images as texts • Understood and applied appropriate written interpretive and analysis to a variety of graphics and images • Understood and applied key rhetorical differences and similarities in analyzing texts and images • Developed appropriate understanding of the narrative components of images as texts • Completed writing activities that explicate, interpret and analyze images as texts • Completed assessments including timed writing to demonstrate ability to incorporate these methodologies in their own written compositions • Revised written assignments based on critical feedback by peers Lectures: • •

The Language of Pictures: Critically Reading Images Analyzing Photography: Techniques for Critique of Photos

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester One Unit

Topic

Activities • •

Additional terms/individuals/events Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles)

Required Reading: • • • •

Reading and Writing about Visual Culture Rhetorical Grammar: Your Personal Voice Navajo Dancers Entertaining a Tourist Train, June 1963: Durango, Colorado Migrant Mother, Nipomo, California, 1936


MyLiteratureLab

Assignments: • • • • •

Annie Liebowitz Analysis MyLiteratureLab responses to literature The Qualities of Good Photograph—Illustrations Dialectical Journal Short Story


Reading Images Analyzing Photography vs. Analyzing Literature

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Writing – Photo Analysis • Timed Writing—Personal Voice in Analysis 6

Incidents in the Life of a Slave Girl written by Herself

Unit Goals: • •

•

Familiarized and understood connection between stylistic effects in writing are influenced by authors’ linguistic and rhetorical choices Understood and applied rhetorical components of compare contrast strategy to conduct critical and evaluative analysis of different texts within a specific genre or theme Complete writing assignments and analysis activities to demonstrate ability to identify differences between texts and explain how rhetorical elements effect tone, meaning, and thematic explication



Semester One Unit

Topic

Activities •

• • • •

Completed timed essays, writing revisions, and unit exam to demonstrate understanding of subtle rhetorical differences in similar texts Composed analytical writing that compares/contrasts multiple texts focused on a specific theme or experience Conducted effective revision strategies on their own writing piece to demonstrate understanding of how rhetorical changes effect meaning Completed quiz to reinforce knowledge and learning outcomes Utilized a variety of secondary sources including digital forms to further strengthen understanding

Lectures: • •

Character Development in Incidents Freedom Through Personal Sacrifice


Google Books Online: Incidents in the Life of a Slave Girl Written by Herself, by Harriet Jacobs Site Index, Images, Timeline 1808-1897 (Chronicle of Historical Events during Jacob’s Life)


Incidents in the Life of a Slave Girl written by herself by Harriet Jacobs


Compare/Contrast: Analysis of Jacob’s text and Douglass text Revision: Compare/Contrast Analysis Study Guide’s for each chapter Journal of Critical Observations from the text (Dialectical Journal) SOAPST one Questions Critical Analysis: Argument on one of the major themes: The Corrupting Power of Slavery, Domesticity as Paradise or Prison, The Psychological Abuses of Slavery



Semester One Unit

Topic

Activities Threaded Discussion Forum Topics: • •

Types of Slavery: Jacob’s vs. Douglass The Corrupting Power of the Institution of Slavery

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay- Symbolism Through Jacob’s Characters 7

Critical Thinking: Asking Questions and Making Comparisons, Reading and Writing About Essays, Rhetorical Grammar: Long and Short Sentences

Unit Goals: • • • •

• • • • •

Familiarized themselves and demonstrated effective critical evaluation techniques on literature Demonstrated ability to effectively analyze a variety of textual genres, specifically poetry, through written responses Familiarized themselves with techniques for analyzing and evaluating both primary and secondary evidence within written texts Understood and demonstrated ability to identify and incorporate rhetorical strategies to effect voice and tone within their own written work Demonstrated ability to evaluate legitimacy and purpose of evidence and sources within writing Demonstrated ability to use compare / contrast strategies in evaluating and writing about literary texts Complete timed writings and quiz to demonstrate understanding of effective literary analysis Understand key concepts of rhetorical grammar in writing and revision process of their own written works Demonstrated understanding of sentence structure in textual analysis and written strategies

Lectures: • •

Critical Thinking: Compare/Contrast, Asking and Answering Questions, Analyzing and Evaluating Evidence Critical Reading Essays: Persona, Voice, and Tone


MyLiteratureLab

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester One Unit

Topic

Activities • •

Additional terms/individuals/events Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles)

Required Reading: • • • • • • • • • • • • • • •

Critical Thinking: Asking Questions and Making Comparisons Reading and Writing About Essays Rhetorical Grammar: Long and Short Sentences e.e. Cummings: Buffalo Bills Emily Dickinson: I felt a Funeral, in my Brain Emily Dickinson: I felt a Cleaving in my Mind Emily Dickinson: The Dust behind I strove to join William Butler Yeats: The Wild Swans at Coole Gwendolyn Brooks: We Real Cool Andrew Hudgins: The Wild Swans Skip School Anonymous: The Silver Swan Brent Staples: Black Men and Public Space Langston Hughes: Salvation Laura Vanderkam: Hookups Starve the Soul Amy Tan: fish cheeks


Essay Review: Essayist David Sedaris Persona, Voice, and Tone: Critical Analysis Poetry: Six Critical Questions-Compare/Contrast/Analyze/Evaluate Long and Short Sentence Exercises MyLiteratureLab responses to literature Dialectical Journal


Critiquing a Work of Literature Thinking Critically When reading: Identifying an Essayist Critical Thinking Outside Academia

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay- Critical Analysis: Essay • Objective Test: Revising an Essay: Rhetorical Grammar: Long and Short Sentences 8

Reading and Writing about

Unit Goals:



Semester One Unit

Topic

Activities

Fiction, Thinking and Writing Critically, Fiction into Film

• • • • • • • •

Familiarized and demonstrated understanding of literary analysis strategies for understanding, evaluating and analyzing fiction Demonstrated critical thinking and evaluative writing responses on short stories Demonstrated understanding of film as text and the associated strategies for evaluating film as text Understood and demonstrated critical analysis of narrative and sub-text components of film as literature Completed a variety of writing activities that demonstrate an awareness of audience and purpose Accomplished effective film analysis as text and demonstrated understanding of rhetorical components of visual literary works Completed revision process of student written text based on feedback from teacher and peers in class Completed timed writing essays and exam to demonstrate understanding of analysis of fiction and film as narrative

Lectures: • •

Short Story Analysis through the Author’s Flannery O’Connor and John Updike Thinking and Writing about Film

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: • • • • • •

Reading and Writing about Fiction Thinking and Writing Critically about Short Stories: Two Case Studies Fiction into Film Flannery O’ Connor: A Good Man is Hard to Find Flannery O’ Connor: Revelation John Updike’s: A & P, Pygmalion, The Rumor, Oliver’s Evolution


MyLiteratureLab Collegeboard.com

Assignments: Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester One Unit

Topic

Activities • • • • • •

•

Critical Analysis: Film and Technique MyLiteratureLab responses to Literature Critique a Film Now Playing in Theatres Review Collegeboard.com Sample Examinations Dialectical Journal Essay: Compare/Contrast any two theme focuses from this course of study with a freedom emphasis: Example: Douglass/Jacbos, Chopin/Jacobs, El Tonto Del Barrio/The Necklace Essay Revision: Theme Focus


Short Story: A Powerful Genre of Literature What does the Title of Updike’s Pygmalion evoke? Writing about Film: Different than Literature or Photography?

Assessment: • Diagnostic Examination: Language and Composition (Multiple Choice) • Timed Writing – Free Response Essay 2 • Timed Writing: Compare/Contrast O’Connor and Updike

Semester Two Unit

Topics

Activities

1

Reading and Writing about Drama, Thinking Critically about Drama

Unit Goals: •

• •

• • •

Familiarized and demonstrated understanding of critical strategies and approaches to understanding, evaluating and questioning drama as literature Demonstrated understanding of the dramatic structure, dramatic elements and rhetorical base of various accepted works of drama Understood historical changes in rhetorical and stylistic dramatic devices in pieces of drama through analysis of drama from different historical periods Demonstrated ability to successfully alter writing strategies and focus based on different analytic lenses Completed analysis of a variety of secondary critical essays pertaining to drama as literature Demonstrated understanding of various elements of drama including, character analysis, dramatic structure, plot and narrative



Semester Two Unit

Topics

Activities • •

Continued familiarization with a variety of effective rhetorical components including active/passive voice, and grammar Completed revision of their own writing based on teacher feedback and focused peer review

Lectures: • • •

Critically Reading Drama Overview of Tennessee Williams and Works Ancient Greece and Rome

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: • • • • • •

Reading and Writing about Drama Thinking Critically about Drama Rhetorical Grammar: Choosing Verbs Sophocles: Antigone August Wilson: Fences Tennessee Williams: The Glass Menagerie

Assignments: • • • • • • • • • •

Chart of Elements of Drama: Play Character Analysis: Note Taking Chart of Dramatic Elements: The Glass Menagerie Character Analysis Critical Analysis of Freedom: (Laura, Amanda, and Tom) Critical Analysis: Revision Verbs and Grammar Passive/Active Voice The Abstract Subject Dialectical Journal


Differences between Tragedy and Pathos Discuss the rising action, climax, and falling action in The Glass Menagerie



Semester Two Unit

Topics

Activities Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Writing – Dramatic Elements: Antigone • Timed Writing- Character Analysis: Troy

2

Reading and Writing about Poetry

Unit Goals: Familiarized themselves with the rhetorical elements of poetry and consider strategies to effectively evaluate and respond to literary poetic works Understood figurative and literal structural elements of poetic devices and the poetic form and completed multiple analysis of these rhetorical elements Read and evaluated a variety of poems from across multiple historical periods, thematic groups and structural elements Considered and demonstrated understanding of the changes in structural and symbolic elements of poetry and their effects on meaning, tone, symbolism and the audience Understood and demonstrated ability to cite appropriately according to MLA guidelines including quoting, paraphrasing, summarizing and bibliographies Completed a variety of writing assignments demonstrating ability to effectively analyze and evaluate poetry Completed timed writings and quizzes to demonstrate mastery of knowledge of poems, poetic devices and rhetorical structures and ability to write logic and cohesive poetry analyses

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•

• •

•

• •


Elements of Poetry Figurative Language, Imagery, and Symbolism Religion: The Impact of Christianity

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: • •

Reading and Writing about Poetry Rhetorical Grammar: Choosing Adverbials



Semester Two Unit

Topics

Activities • • • • • • • • • • • • • • • • • • • • • • • • • •

Emily Dickinson: I’m Nobody! Who are you? Emily Dickinson: Wild Nights-Wild Nights Shakespeare: Sonnet 130 and 146 Robert Frost: The Telephone and The Hardship of Accounting Anonymous: Thirty Days hath September Dan Gioia: Money Edmund Waller: Song (Go lovely rose) William Blake: The Sick Rose Linda Pastan: Jump Cabling Robert Herrick: Upon Julia’s Clothes Christina Rosetti: In An Artist’s Studio William Butler Yeats: The Balloon of the Mind William Butler Yeats: Sailing to Byzantium Billy Collins: Sonnet Robert Browning: My Last Duchess e.e. Cummings: anyone lived in a pretty how town Sylvia Plath: Daddy Louise Erdrich: Indian Boarding Schools: The Runaways Etheridge Knight: For Malcolm a Year After Basho: An Old Pond Thomas Hardy: Neutral Jones James Wright: Living in a Hammock at William Duffy’s Farm in Pine Island, Minnesota Anonymous: Deep River William Carlos Williams: The Red Wheelbarrow Walt Whitman: A Noiseless Patient Spider Thomas Hardy: The Photograph

Recommended Reading: • •

MLA Formatting and Style Guide Writing About Literature

Online Supplements: • • • •

MyLiteratureLab Explication de Texte Glossary of Terms Byzantine Gallery of Art

• •

Explanation: The Red Wheelbarrow - from Thomson-Gale's Poet's Corner On the Red Wheelbarrow - from Modern American Poetry

Assignments:



Semester Two Unit

Topics


Elements of Poetry Explication of a poem MyLiteratureLab response to literature Adverbials SOAPSTone questions: Two stories of choice Topics for Critical Thinking and Writing Dialectical Journal


Symbolism: William Blake: The Sick Rose Not a Haiku Masterpiece? Basho’s: An Old Pond

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay-Main Argument: Robert Frost’s: The Telephone 3

Thinking Critically about Poetry, Writing about Literature

Unit Goals: • Identified and understood various poetic genres and evaluate rhetorical composition of various genres against each other • Demonstrated ability to evaluate, analyze and explicate poetry and poetic devices through written analysis • Incorporated a variety of writing strategies including dialectical journals, timed writings, and essay analysis to demonstrate understanding of the poetic genre and associative structural elements • Complete revision of students’ own work through guided teacher feedback and focused peer review • Demonstrated understanding of imagery, tone and how words or linguistic choices effect poetic structure • Completed timed essay demonstrating ability to write comparative analysis of two poems or poetic forms identifying the differences and/or similarities • Demonstrated understanding of music and musical lyrics as poetic text • Applied strategies for analysis of music as poetic text Lectures: • • •

A Closer Look: Emily Dickinson, American Blues, and Literary Visions Ekphrastic Poetry- Emily Dickinson Literary Criticism: Techniques

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester Two Unit

Topics

Activities •

Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles)

Required Reading: • • • • • • • • • • • • • • • • • • • • • • •

Thinking Critically about Poetry Writing about Literature Anthology: Chapter 18 Various Works by Emily Dickinson W.C. Handy: St. Louis Blues Bessie Smith: Thinking Blues Robert Johnson: Walkin Blues Paul Laurence Dunbar: Blue W.H. Auden: Funeral Blues Langston Hughes: Too Blue Johnny Cash: Folsom Prison Blues Merle Haggard: Working Man Blues Linda Pastan: Mini Blues Allen Ginsberg: Father Death Blues Charles Wright: Laguna Blues Sherman Alexie: Reservation Blues Jane Flanders: Van Gogh’s Bed William Carlos Williams: The Great Figure Adrienne Rich: Morning Picture Cathy Song: Beauty and Sadness Mary Jo Salter: The Rebirth of Jesus Anne Sexton: The Starry Night John Updike: Before the Mirror


• •

MyLiteratureLab I heard a fly buzz when I died – Bartleby.com The soul selects her own society – Bartlby.com

Recommended Listening: • • •

Johnny Cash: Folsom Prison Blues Merle Haggard: Working Man Blues The Beat Generation: Allen Ginsberg

Assignments: •

Literary Movements: Interpretation



Semester Two Unit

Topics


Literary Techniques and Critiques: Poetry MyLiteratureLab responses to literature Dialectical Journal Interpreting Poetry vs. Literature TPCASTT Analysis of two poems Lyrics Essay Lyrics Essay Revision


Differences in a song vs. poem How do words paint images?

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Writing – Comparative Analysis 4

Literature of Journeys and Themes of Love and Hate

Unit Goals: • • • • • • •

Familiarized themselves with thematic focus on literature including themes of love and hate and journey literature Demonstrated ability to compose evaluative essays that approach critical analysis of a variety of literary forms centered on specific themes Demonstrated understanding of the various conventions of citing primary and secondary sources Completed writing assignments such as dialectical journal to demonstrate thoughtful consideration of their own evaluative and composition process Complete timed writing and quiz to demonstrate understanding of rhetorical composition of themes in literature Completed literary analysis using evidence and reasoning and appropriate secondary sources Completed revision of students’ own work based on teacher feedback and focused student peer responses


Literature of Journeys Themes of Love and Hate in Literature Symbolism in Poetry

Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester Two Unit

Topics

Activities interactive crossword puzzles) Required Reading: • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Literature of Journeys Themes of Love and Hate Joan Didion "On Going Home" Montesquieu "Persian Letters" Tony Cade Bambara "The Lesson" Bobbie Ann Mason "Shiloh" Anonymous "The Mountain-Climber" John Keats "On First Looking into Chapman's Homer" Percy Byshhe Shelley "Ozymandias" Alfred, Lordy Tennyson "Ulysses" Carl Sandburg "Limited" Countee Cullen "Incident" William Stafford "Traveling Through the Dark" Robert Frost "The Pasture" Wendell Berry "Stay Home" Adrienne Rich "Diving into the Wreck" Derek Walcott "A Far Cry from Africa" Sherman Alexie "On the Amtrak from Boston to New York City" Christina Rossetti "Uphill" Emily Dickinson "Because I could not stop for Death" Judith Ortiz Cofer, " I Fell in Love, My Hormones Awakened" Ernest Hemingway, " Cat in the Rain" William Faulkner, " A Rose for Emily" Zora Neale Hurston, "Sweat" Bel Kaufman, "Sunday in the Park" Christopher Marlowe, "Come Live with Me and Be My Love" John Donne, "A Valediction: Forbidding Mourning" Kitty Tsui, "A Chinese Banquet" Terrence McNally, "Andre's Mother"

Assignments: • • • • • • • •

Critical Analysis: Travel in Literature (Film, Narrative, Poetry) Critical Analysis: Revision Dialectical Journal MyLiteratureLab responses to literature TPCASST Analysis of two poems Use of Imagery in Poetry Explication de Texte Ekphrastic Poetry-Keats



Semester Two Unit

Topics

Activities Threaded Discussion Forum Topics: • •

Whom does the soul choose? Significance of the title: Sweat

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay-Ekphrastic Poetry: “The Pasture” by Frost • Timed Essay-Freedom through Travel 5

Angela’s Ashes by Frank McCourt


• •

Demonstrated understanding of the rhetorical elements of the memoir genre employed in various literary forms Understood character study in literature Familiarized themselves with point of view and focus in literature and its effect on meaning and audience perspective Employed a variety of external secondary sources in alternative formats such as online, and images to further analyze and evaluate rhetorical elements of the required readings Completed a variety of writing assignments such as journals and free responses to provide evaluative feedback Complete timed writing and quiz to demonstrate understanding of terms, events, and elements of memoir literature


The Genre of Memoir Frank McCourt: Works Immigration and Industrialization


Angela’s Ashes by Frank McCourt

Recommended Reading:



Semester Two Unit

Topics

Activities •

Google Books Online: Angela’s Ashes by Frank McCourt

Assignments: • • • • •

Dialectical Journal: Character Study Journal of Critical Observations from the Text (Dialectical Journal) SOAPStone responses Study guides for each chapter Point of View

Threaded Discussion Forum Topics: • Author’s Perspective • Songs and Stories: Effective? • Freedom from Mother Country: Ireland? Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Writing – The Role of Women in McCourt’s Memoir • Timed Writing-McCourt’s Primary Motivation for the Memoir 6

Women and Men and Literature: Subjects and Objects, Naked by David Sedaris, Rhetorical Grammar: Choosing Adjectivals


•

• •

Familiarized themselves with the concept of gender and literature as well as its effects on thematic, stylistic and other rhetorical elements Continued understanding of various elements of rhetorical grammar employed in writing from the perspective of author and audience Demonstrated understanding of the thematic topics of feminism and sexuality as major topics in a variety of literary genres Completed critical comparative essay analyzing two major literary works that demonstrates logical understanding of topic, structure of argument and use of appropriate evidence and citations Completed variety of alternative writing assignments including journal writing to further explore and evaluate thematic elements of gender and literature Completed timed writings and exam to demonstrate competency of unit outcomes Completed short essay evaluating film as text with thematic approach to analysis of gender


Women and Men and Literature The Genre of Autobiography David Sedaris: Background



Semester Two Unit

Topics

Activities Study Guide: • Self-assessment questions • Glossary of terms/individuals/events • Additional terms/individuals/events • Resources (chapter outlines, flash cards, interactive maps, Web links and interactive crossword puzzles) Required Reading: • • • • • • • • • • • • •

Women and Men and Literature: Subjects and Objects David Sedaris, “Naked” Rhetorical Grammar: Choosing Adjectivals Steven Doloff, "The Opposite Sex" Gretel Ehrlich "About Men" Charlotte Perkins Gilman, "The Yellow Wallpaper" Richard Wright, "The Man Who Was Almost a Man" Gloria Naylor, "The Two" Alice Munro, "Boys and Girls" Dorothy Parker, "General Review of the Sex Situation” Frank O'Hara, "Homosexuality" Julia Alvarez, "Woman's Work" Henrik Ibsen, " A Doll's House"


MyLiteratureLab


Gender and Literature/Film (Short Essay) Critical Analysis: Your Turn (2 Works to Compare) Theme Study: Gender, Innocence, American Life Dialectical Journal MyLiteratureLab responses to literature Rhetorical Grammar: Making Choices


Differences between Gender and Sex Feminism Today

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay- Comparative Analysis: Two of Sedaris’ Works (Your Choice) Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Semester Two Unit

Topics

Activities

7

Studying America in Crisis, Identity in America, Rhetorical Grammar: Making Stylistic Choices and Word Classes

Unit Goals: •

• • •

• •

•

Familiarized themselves with literary texts associated with specific historical events or time periods and their associative rhetorical qualities and elements Demonstrated ability to identify and explicate these differences in cohesive, complete, and thoughtful essays. Focused on evaluative and comparative approach of literary texts through thematic lens of crisis in America Focused on rhetorical grammatical elements of stylistic choice and word classes in grammar and its relation to focus, purpose, theme, tone and audience Demonstrated mastery of written English and maturity of style in student’s own writing Completed variety of writing assignments including journal writing and academically sound, structured arguments provoking thoughtful discussion of the theme of crisis in America Completed timed writings and exam that demonstrates competency in understanding and use of rhetorical elements of writing


Brief History Review: the Civil War, the Great Depression, the Vietnam War, September 11, 2001 Studying America in Crisis: Literature What does it mean to be American?

Required Reading: • • • • • • • • • • • • •

Studying America in Crisis: Responding to Literature of the Civil War, the Great Depression, the Vietnam War, and September 11, 2001 Identity in America Rhetorical Grammar: Making Stylistic Choices Rhetorical Grammar: Word Classes Jefferson Davis, "Inaugural Address of Jefferson Davis " Abraham Lincoln, "Address at the Dedication of the Gettysburg National Cemetery" Stephen Crane, "An Episode of War" Herman Melville "The March into Virginia," "Shiloh" Ben Shahn "Untitled Photographs" Tillie Olsen "I Stand Here Ironing" E.Y. Harburg, "Brother, Can You Spare a Dime?" David Wagoner, "Hooverville" Tim O'Brien, "The Things They Carried" Yusef Komunyakaa, "Facing It"



Semester Two Unit

Topics

Activities • • • • • • • • • • • •

John Updike, "Talk of the Town: September 11, 2001" Catharine R. Stimpson, "Staffing" Deborah Garrison "September Poem" Thomas Jefferson, "The Declaration of Independence" Anna Lisa Raya, "It's Hard Enough Being Me" Amy Tan, "Two Kinds" Alice Walker, "Everyday Use" Emma Lazarus, "The New Colossus" Aurora Levins Morales, "Child of Americas" Jimmy Santiago Baca, "So Mexicans Are Taking Jobs from Americans" Pat Parker, "For the white person who wants to know how to be my friend" Luis Valdez, "Los Vendidos"


MyLiteratureLab


Characteristics of the Chinese American Family: Amy Tan September 11, 2001: Your Experience Rhetorical Grammar: Words are Powerful

Assignments: • • • • • • •

Explication de Texte: Crisis Dialectical Journal MyLiteratureLab responses to literature Soapstone responses Rhetorical Grammar: Stylistic Choices Rhetorical Grammar: Word Classes Point of View

Assessment: • Quiz (20 multiple choice items and one essay question) • Timed Essay-Relevance of the Declaration of Independence • Timed Essay-An American Definition of Freedom 8

Law and Disorder, Rhetorical Grammar: Pronouns and

Unit Goals: •

•

Demonstrated understanding and utilization of punctuation, purposes, hierarchy, and rhetorical effects in their own individual essays and writing projects Completed comparison essay demonstrating understanding and ability to



Semester Two Unit

Topics

Activities

Punctuation: Purposes, Hierarchy, and Rhetorical Effects

• • •

•

produce compositions that explore a complex central idea, coupled with appropriate evidence and reasoning drawn from both primary and secondary texts Demonstrated ability to utilize appropriate MLA citation in written text and provide cogent explanations Completed post-assessment diagnostic exam and activities to prepare for final exam Completed a variety of writing assignment such as dialectical journal writing to demonstrate ability to utilize a variety of rhetorical strategies in the writing process Completed revision activity in conjunction with focused feedback from teacher and peer revision

Required Reading: • • • • • • • • • • • •

Law and Disorder Rhetorical Grammar: Pronouns Rhetorical Grammar: Punctuation, Purposes, Hierarchy, and Rhetorical Effects Henry David Thoreau, From "Civil Disobedience" Martin Luther King Jr. "Letter from Birmingham Jail" Franz Kafka, "Before the Law" Elizabeth Bishop, "The Hanging of the Mouse" Ursula K LeGuin, "The Ones Who Walk Away from Omelas" Ralph Ellison, "Battle Royal," pgs.1271-1281 and "Life in Oklahoma City" A.E. Housman, "The Carpenter's Son," "Eight O'Clock," "Oh who is that young sinner" Jimmy Santiago Baca, "Cloudy Day" Susan Glaspell, "Trifels"

Lecture: •

The Need for Order and Law through Writing

Online Supplements: • • • •

MyLiteratureLab Slavery In Massachusetts 1854: Thoreau A Plea for John Brown 1859, 1860: Thoreau Collegeboard.com


Ellison: Battle Royal: Two Chief Meanings Do Law and Order Contradict Freedom



Semester Two Unit

Topics

Activities Assignments: Critical Analysis: Violence as a Form of Social and Political Protest Critical Analysis: Revision Dialectial Journal (Final Submission) MyLiteratureLab response to literature Rhetorical Grammar: Pronouns Rhetorical Grammar: Punctuation, Purposes, Hierarchy, and Rhetorical Effects • Essay: Compare/Contrast any two theme focuses from this course of study with a freedom emphasis • Essay Revision: Theme Focus: Freedom Assessment: • Diagnostic Exam-Language and Composition • Timed Essay-Free Response Essay • Timed Essay- MLK Jr. Injustice • • • • • •

Assessment: Semester One Activity

Points

Assignments (52) Project (1)

10 points each assignment 30 points (1 project)

Threaded Discussion Forums (19)

10 points each

Quizzes/Tests (11)

Units 1-7 – 25 points each Unit 8 – 75 points

Timed Writings – DBQ/FRE (12)

50 points each

Essay Revisions (2)

10 points each

Synchronous Discussions

Instructor determined

Points Possible: 2230

Semester Two Activity

Points


Advanced Placement Language and Composition Assignments (49)

10 points each

Threaded Discussion Forums (18)

10 points each

Quizzes (8)

Units 1-7 – 25 points each Unit 8 – 75 points

Timed Writings – DBQ/FRE (13)

50 points each

Essay Revisions (5)

10 points each

Synchronous Discussions

Instructor determined

Points Possible: 1645 Grading Scale: Letter Grade

Percentage Earned

A

90% - 100%

B

80% - 89%

C

70% - 79%

D

60% - 69%

F

59% and lower

Student’s Role and Responsibilities in this Course Expectations: Students are expected to conduct themselves in a responsible manner that reflects sound ethics, honor, and good citizenship. It is the student’s responsibility to maintain academic honesty and integrity and to manifest their commitment to the goals of NUVHS through their conduct and behavior. Students are expected to abide by all NUVHS policies and regulations. Any form of academic dishonesty, or inappropriate conduct by students or applicants may result in penalties ranging from warning to dismissal, as deemed appropriate by NUVHS. Communication: Throughout this course students will need to be in close contact with their instructor and fellow students. Students are expected to communicate via email and electronic discussion boards. Therefore, students should plan on checking email at least three times a week and participate in the discussion boards during the weeks they are live. Instructors strongly encourage and welcome open communication. Clear, consistent, and proactive communication will ensure a successful experience in this course. It is the student’s responsibility to notify the instructor immediately if and when a personal situation occurs that affects your performance in this class. Being proactive with communication will result in a quick solution to any problems that may occur. Technical Support is offered through Spectrum Pacific Learning Company (SPLC). Should a student need any technical assistance, he/she should email the Help Desk as soon as possible at [email protected] or call 1-877-252-7715. SPLC will help resolve technical problems and walk through the solution with students. If a problem persists for more than 48 hours, the student must also notify their teacher and NUVHS. Phone: 858.642.8850 | Fax: 858.642.8750 | Web: www.nuvhs.org


Time Required For This Course: To complete this course in eight weeks, students should plan to allocate at least 12-15 hours a week on assigned readings, assignments, discussions (asynchronous and synchronous), quizzes, and exams. NUVHS wishes every student great success in their online class. Please contact us at 1.866.366.8847 if any questions arise.


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