AP English Language and Composition: Semester 2

*Discounts are available. If cost is a deterrent to your family, please contact me.*

BIG IDEAS
This class follows the AP requirements set forth by College Board. To that end, there are four “Big Ideas” addressed:
–Rhetorical Situation
–Claims and Evidence
–Reasoning and Organization
–Style

CLASS ORGANIZATION AND STRUCTURE
This is the second semester of the year-long class, which is divided into nine units, each spanning three weeks (per AP requirements). This semester contains Weeks 15-27.

Each unit addresses specific standards, taught in a “spiral” as designated by College Board. There are multiple readings assigned for each unit, one primary writing assignment, and smaller writing assignments, either in-class or as homework.

Students are expected to read all texts outside of class. In-class time is primarily spent on analysis and discussions, in-class writing, critiques of sample AP essays, assignment assistance, and grammar lessons addressing specific writing challenges. 

Based on feedback during the 2024-2025 academic year, this class has been restructured as a reverse classroom. Students are required to watch assigned AP Classroom videos before coming to class but will complete most of their writing assignments in class, allowing me to give individualized feedback in real time. To avoid students becoming distracted or completing activities not related to this class, students must complete writing assignments within the Writer's Notebook so that I may see and comment on their progress during the class.

Each class will start with an activity from Nancy Dean’s “Voice Lessons”, and students will complete the activity either individually or as a group.

Each unit, students will choose one “Headline Roundup” from AllSides and complete a short response about media bias in the articles' content. They will share their observations with their peers at the end of the unit.

Students are strongly encouraged to complete the three practice tests as the end of the semester to help them prepare for the AP exam.

Schedules can change, but class activities will most often include the following:
–A “bell ringer” activity from Nancy Dean's "Voice Lessons". (~12 minutes)
–Students asking questions regarding the video lectures (time varies, as needed)
–Discussion of the assigned readings. As the year progresses, discussions will become more student-led. (~30-45 minutes)
–Short break (~5 minutes)
–Students work on writing assignments, either that are previously assigned or that are given spontaneously in class, depending on what I believe would most benefit the students. (~30-55 minutes)
–Closing and Homework Reminder (~3 minutes)

Possible variations on this schedule:
–If we have at least 45 minutes remaining after break, we might have a “fully-timed” FRQ. This allows me to see how students write under pressure and find areas needed for improvement.
–I may lecture on any struggling concepts. This may include lectures on recurring grammar problems or trouble with recent MCQs and FRQs. Additionally, if I feel like the AP Classroom videos did not explain a concept well enough, I will give a supplemental lecture on it during class.
–At the beginning of each unit, I will preview the unit, which can take a significant amount of time.
–I may pose multiple choice questions about the readings, which students will answer, and potentially defend, as a group. This will likely be part of the discussion, and it helps prepare students for the MCQ portion of the exam (and all the MCQs they’ll have to complete in this class).
–Students may have the opportunity to work on peer feedback during class.
–If we are discussing Foster’s book, the time we spend on discussing reading may be extended.
–If students are wholly unfamiliar with the bell ringer topic, that exercise may require more time. For example, in my experience, students struggle with tone significantly more than they do with imagery.
–Students will be asked to share some of their assignments during class. Depending on the class size, presentations typically take 10-30 minutes.

READINGS AND TEXTS
Most readings are found in the primary textbook. Some handouts and/or links will be provided. There is one additional nonfiction text required during this semester. Please see “Supply List” for more information, and feel free to message me if you have any questions.

GRADING
Grading division for this semester is as follows:
-Unit Writing Assignments: 35% (7% each)
-Revising Unit Writing Assignments: 18% (6% each)
---Students revise essays from Unit 5, 6, and 7.
-Peer Feedback: 8% (2% each)
---During this semester, students will provide formal peer feedback for each of the four essays. The grade of this feedback will be calculated based on the quality of their feedback.
-Completion of In-Class Writing Assignments and Activities: 3%
---As long as students put forth genuine effort into these activities, they will earn a grade of 100%. Writings showing a significant lack of effort will receive a 0%.
---Unless other arrangements are made, students who miss class are responsible for making up the in-class activities by the end of the unit.
-Individual Writing Assignments: 5% 
---Other than the primary unit writing assignments, this includes all writing assignments completed outside of class. As with in-class assignments, students may earn a 100% or 0%, depending on effort.
-Writing Portfolio: 11%
---The Personal Reflection Statement counts as 20% of this grade.
-Progress Checks (MCQs): 5% (1% each, completion grade only)
-Progress Checks (FRQs): 15% (3% each, completion grade only)

HOMEWORK
AP classes typically average five to six hours of homework each week. In each unit, students are expected to read all of the assigned texts independently. They will also complete the MCQ and FRQ for each unit in AP Classroom to help them further prepare.

Unit specific homework includes:
-Unit 1: Writing a synthesis essay either on language or on an argument based on the four memoirs read in the previous units. Additionally, students select two readings from the list and complete a short response that details the texts’ line of reasoning validity, organization, word choice, comparisons, and syntax. 
-Unit 2: Writing an argument essay on politics, which may or may not include information from the unit’s readings, with extra attention given to word choice and style. Also, students annotate at least one piece of writing to further close reading skills, giving special attention to word choice and syntax. Additionally, students select two readings from the list and complete a short response that details the texts’ claims and theses and how the theses contribute to the texts’ arguments’ structures, as well as how style is used in the texts. They will share these responses with their peers.
-Unit 3: Writing a rhetorical analysis essay of Nelson Mandela’s “I Am Prepared to Die” speech. This requires students to closely read and annotate Mandela’s speech. Furthermore, they annotate at least one other reading that they notice uses a modifier, counterargument or alternative perspective. They share this with their peers.
-Unit 4: Writing a synthesis essay on gender. Furthermore, students annotate at least one letter and one essay to examine sentence structure. Their thoughts on the effectiveness of sentence structure in these texts is discussed with their peers.
-Unit 5: Revising their previous essays to incorporate at least two modifiers, counterarguments, or alternative perspectives, which they research themselves. Students will also complete practice AP exams.

AP CLASSROOM
Per College Board requirement, students must complete the practice MCQs and FRQ(s) at the end of each unit. These only count as a completion grade. Students will also take practice exams in the second semester.

Students will need an AP Classroom account. They must watch the AP Classroom videos outside of class and ask for any needed clarification. This allows more time for reading discussion and real-time feedback on writing assignments.

FURTHER INFORMATION
This class has been approved by College Board as an official AP class. Students will register for access to AP Classroom, and I can provide documentation of the class's official status.

Please note that 54% of students who take the AP Language and Composition exam score 3 or more, and taking an AP course can provide tools to maximize success. However, a passing score on any AP exam is not guaranteed, and students are responsible for putting forth effort into their work to help maximize the chances of a passing score.

This class will NOT meet the week of March 30 (spring break).