Major Rules for Success:

Be PREPARED to

work hard.

Be PRESENT.

Be RESPONSIBLE.

Be RESPECTFUL of

all people and class

resources!

My Teaching Philosophy:

I hope to help foster and develop my

students’ confidence levels when it comes to their abilities as readers

and writers, reinforcing the fact that everyone has room for

improvement. As an Advanced Placement Language and Composition

teacher, I want to provide my students with a variety of literature,

with a primary focus on non-fiction, as a way to broaden their reading

and writing experiences to then sharpen their analytical and

rhetorical skills and help them understand the importance of

language. My ultimate goal through our rhetorical study of non-

fiction (“real-life” texts) is to have my students become more

informed, well-rounded, critical citizens of their society,

understanding that their voices (both verbal and non-verbal) are to be

valued as much as anyone else’s.

Course Description Students in this introductory, college-level course

read and carefully analyze a broad and challenging

range of nonfiction prose selections, deepening their

awareness of rhetoric and how language works. The

goals of an AP course in Language and Composition

are diverse because the college composition course is

one of the most varied in the curriculum. Through

close reading and frequent writing, students develop

their ability to work with language and text with a

greater awareness of purpose and strategy, while

strengthening their own composing abilities. Course

readings feature expository, analytical, personal, and

argumentative texts from a variety of authors and

historical contexts. Also, the course allows the

students to write in several forms—narrative,

expository, argumentative, personal—on many

different subjects, from public policies to personal

experiences. Ultimately, all AP Composition and

Language students will be taking the AP Test in May,

which offers the possibility of college credit.

Course reading and writing should help students gain

textual power, making them more alert to an author’s

purpose, the needs of an audience, the demands of a

subject, and the resources of language in connection

to persuasive appeals (ethos, logos, pathos): syntax,

word choice, and tone. By early May, the students

will have nearly completed a course in close reading

and purposeful writing. The skills students learn

(close reading, analysis of various texts, etc) will

be used in their own writing as they gain an

increased awareness of these strategies.

This is a college-level course that demands a high

performance by the students both in and outside the

classroom setting. The workload is challenging. The

discussion is meaningful. The writing is lengthy and

revised. Because of these factors, not only is effective

time management important, but students must bring

to the class a willingness to try, a sufficient command

of mechanical conventions, and an ability to read and

discuss prose.

AP Language and Composition 2015-2016

Ms. Y. Márquez ymarquez@maldenps.org Room: J 282

Supplies:

LARGE 3-ring binder with appropriate sections: (Reading Critically, Rhetoric, Argument, Vocabulary, Writing Practice, IR DJs)

Pen (blue/black ink)

Post-Its

Highlighters

Chat Book*

Google Account (professional)

Class Wiki: www.marquezaplc.wikispaces.com

Welcome to a new year!

Cour

se T

exts

:

Supplied: * Everyday Use: Rhetoric at Work in Reading and

Writing *50 Great Essays: A Portable Anthology

*Everything’s an Argument * In Cold Blood *The Scarlet Letter

*The Great Gatsby *Into the Wild *The Things They Carried*

Selected Chapters/Passages: *The Norton Sampler: Short

Essays for Composition *Picturing Texts *One Hundred Great

Essays

Student Selected: Independent Reading Novels (in conjunction

with class topics of study)

Other: There will also be a number of articles, passages,

visual arguments, etc. that have not been listed here.

AP Lang & Comp Syllabus Y. Márquez Page 2

3 Major Components to Course Overview

Close Reading Rhetorical Analysis Argument

This helps one become an active,

reflective reader.

Tactics Include:

1. Multiple readings (once is NEVER enough!)

2. Focus on purpose and strategy, then annotate

3. Thinking notes in connection with reading aloud in class

4. Questioning: literal, interpretative, experienced-based

5. Reading Journals 6. Reading Sheets 7. Annotating Texts 8. Elaboration: the act of

marking a page while reading helps you read more attentively and with better understanding

Students will be marking up the

texts while they read.

Students will be asked “What’s

remarkable?” while reading, and jot

down ideas, observations, and

questions.

What is Rhetorical Analysis?

1. Writers always use language with PURPOSE

2. When asked to do a rhetorical analysis, one is to examine how a writer achieves his/her purpose

Students need to—

1. Appreciate purpose and audience

2. Recognize assertion and claims 3. Examine their validity and

evaluate associated support 4. Recognize types of appeals and

their combined use in arguments

5. Recognize the strategic use of rhetoric by becoming familiar with rhetorical modes used by writing in their efforts to inform, persuade, or entertain.

Purpose: to reach, articulate, and

support a reasons position on a

debatable matter or questions of

importance

1. What we commonly call argument embraces ideas associated with persuasion, logic, and even propaganda

2. Form: inductive (requires careful use of collected data) vs. deductive (requires building logical order)

3. Applies the prompt—follows directions for writing

4. Position can be clearly, readily discerned, and is often stated

5. Present carefully selected evidence in support of key points

6. Offers discussion that deepens understand and appreciation of the issue and its complexities as well as the rhetor’s positions; may concede and refute points associate with other views

Tardies:

Prompt arrival and readiness are essential to

success (lunch block returns are included in

this). Any lateness must be accompanied by

a pass; if you do not have a pass, you are to

immediately leave your agenda book on my

desk and be prepared to make up any

missed time with me after school.

Additional consequences for tardies will be

followed as per school rules (see agenda).

Absences:

Whenever possible, let me know of an absence in advance. Also, try

to get your absences marked as excused with the office. You will

know assignment due dates well in advance, thus it is expected that

you will return from your absence having completed the missed

homework. There may be exceptions to this rule given extenuating

circumstances. If you are to be absent for a school event (e.g.: field

trip), you are to turn in work BEFORE you leave. *It is your

responsibility to find out what you missed and make up the work!*

Familiarize yourself with the “Extra Handouts” basket for materials.

Do not interrupt class time to determine make-up assignments.

AP Lang & Comp Syllabus Y. Márquez Page 3

Grading Criteria

Participation

Quizzes/Tests & IR Journals

Homework & RRs

Writing Assignments

Questions you may still have….

Can I get in contact with you outside of class? Yes, there are a number of ways to get in contact with me outside of our class time. The best way is

to schedule time with me before or after school to guarantee that I’ll set aside time for you; however, know that you can always feel free to

stop by without a scheduled appointment. Also, we may be able to schedule time during a mutually convenient free block. Finally, you can

always send me an email, but know that you should be conscious of the time at which you are sending the email, as I do not stay up all hours of

the night waiting for students to email me. Also, when emailing, please write formally…no text talk or fragmented writing.

Are there any extra credit assignments? Yes, I sporadically provide extra credit assignments to the class as a whole. They are

optional. However, I will not be granting individual extra credit assignments, so please do not ask.

What if I have to go to the restroom? You are allowed 2 OUTS per quarter with your agenda book (that means for water,

locker, or bathroom). Use them wisely. But since we have a rotating schedule, this has rarely proven to be an issue.

Are we allowed to eat in class? No. I don’t want to start seeing additional small, dirty, 4-legged guests in my room.

Participation: 25%

Since this class heavily focuses on class discussion and

participation, coming to class prepared is crucial. Class time

will focus on discussion of readings making your

participation a key element to learning. However,

participation also includes positively contributing to the

class through one’s focused writing, answering/asking

questions, showing of an effort, actively listening to others

when speaking, engaging with other students when

appropriate, and maintaining one’s class notebook (clearly

written notes, handouts, etc).

** Always label the tops of your pages with your name,

class, and date. Copy each day’s Objectives, and be sure to

immediately begin and complete the Do Now. [Note: NO

other business is to be conducted during the Do Now portion

of class]

Quizzes/Tests & IR Journals: 10%

AP practice tests, skills quizzes, and periodic reading checks (may be

unannounced). AP practice tests will account for more weight as the

year progresses and will be scored on the AP scale.

Make-up Work (quizzes, tests): will only be granted if absence is

accompanied with an appropriate note. Teacher and student will

arrange a suitable make-up time w/in 2 days of returning; failure to do

so will result in a zero.

Homework: 25%

Students will be given homework agendas periodically

throughout the year, which will delineate each homework

assignment for the given time period. Be aware that

homework assigned in this class is not about quantity but

quality. Assignments may include response sheets, blog

entries, outlines, etc. Assignments may not be long in

length, but require careful and thorough thought. Rushed

homework assignments will not be conducive to class

discussions, nor to your overall understanding and growth

as a reader and writer.

Late homework assignments will not be accepted

Label all assignments with the appropriate heading and HW#

+ = 100 = 85 - = 75 n/c = no credit/55*

Writing Assignments: 40%

ALL formal writing assignments are to be typed according to MLA

format (double-spaced, Times New Roman, font 12, 1” margins). Late

essays will be heavily penalized (and there is a cut off for these*). All

drafts and work leading up the essay are to be turned in with the final

draft, unless otherwise stated. This class is about process and not

solely product, so your drafting process is heavily weighted.

All other hand-written work is to be neat, legible, and must include a heading (your name, date, class, assignment # and title). Any work that is illegible will NOT be graded.

Writing assignments/major projects will be marked down an entire grade for each day it is late (2 day cut off).

*Cheating or Plagiarism results in an automatic zero!