Pre-AP English I
AP Language and Composition Mrs. Oualline2012-13IntroductionWelcome to AP Language and Composition. This is a college-level course with college-levelexpectations. At the end of the next school year, you will take the AP Language exam to earncollege credits. The AP Program is rigorous and demands your dedication and determination.You will be challenged to move beyond the basics of English Language Arts and embrace ahigher level of reading, writing, and critical thinking. You will be required to refine your studypractices, manage your time effectively, and work responsibly.What is AP Language and Composition?The Advanced Placement (AP) Program provides an opportunity for high school students topursue and receive credit for college-level course work completed at the secondary school level.The AP Program, sponsored by the College Board, is based on the premise that college-levelmaterial can be taught successfully to able and well-prepared high school students. Like otherCollege Board programs, the AP Program is worldwide in scope; its policies are determined byrepresentatives of College Board member institutions and agencies throughout thecountry and are implemented by the College Board. The examinations are open to anycandidate who wishes to participate. The AP exams are required of any student whoparticipates in an AP class as of 2006-2007.An AP course in English Language and Composition engages students in becoming skilledreaders of prose written in a variety of periods, disciplines, and rhetorical contexts and inbecoming skilled writers who compose for a variety of purposes. Both their writing and theirreading should make students aware of the interactions among a writer’s purposes, audienceexpectations, and subjects as well as the way generic conventions and the resources of languagecontribute to effectiveness in writing. The AP Language and Composition course enablesstudents to read complex texts with understanding and to write prose of sufficient richness andcomplexity to communicate effectively with mature readers. (The College Board, 2008)Students entering AP English are already skilled in basic composition, and are proficient intheir use of standard English grammar and mechanics. Expected here is refinement of theseskills to develop sophistication and stylistic maturity in writing. The course will emphasizecritical reading of various prose styles and require numerous essays demonstrating students’skill in analyzing the standard rhetorical modes. Thoughtful reading will be reflected in AP testpractices-both objective and open-ended questions, journals, daily assignments, classdiscussions and an individual oral presentation based on independent reading. Additionally, inaccordance with Texas standards, the course will follow a skeletal chronological core of thecanon of American literature.1
Summer AssignmentIn order to keep minds active and prepare for more intense reading, AP Language students will berequired to read TWO fiction/drama pieces and ONE nonfiction piece before the first day of school. Thebooks you will read are: The Scarlet Letter by Nathaniel HawthorneThe Crucible by Arthur MillerChoose ONE of the Following Nonfiction Pieces:Tuesdays With Morrie by Mitch AlbomHave a Little Faith by Mitch AlbomSame Kind of Different as Me by Ron Hall and Denver MooreThe Color of Water by James McBrideIn addition to reading these books, you will also complete book-specific assignments that are designed toprepare you for AP Language and Composition.Nonfiction Selection: This reading selection should be read COVER-TO-COVER. Cliff’s Notes, Internet notes,and/or movies will not suffice. You must set up an account with turnitin.com. Click “new user” on the home page andfollow the instructions. If you already have an account, you may log in and select “add acourse,” then fill in our class information.-Class ID:5135281-Enrollment Password: APLang12 After reading this book, you will enter the discussion board (on turnitin.com) for yournonfiction selection and post a 500-word response in which you:- Discuss your reaction to and your feelings about this story- Discuss your favorite and least favorite character in the story- Answer the following question: “What is the author’s reason(s) for writing this book?” You must also read the response of (at least) one of your classmates on the discussion boardand post a comment (e.g., agree or disagree with his/her analysis; discuss how the responsehelps you see something you missed in the novel, etc.) This assignment is due by July 15.Fiction/Drama Selections: Both of these literary pieces should be read COVER-TO-COVER. Cliff’s Notes, Internetnotes, and/or movies will not suffice. You will also be required to produce “intelligent” dialectical journals for each selection.These journals will be an integral part of our first six weeks. See instructions for Dialectical Journals for more information. The Scarlet Letter and The Crucible are both set in Puritan New England. However, the authorsare both writing at different time periods and both have very different interpretations of thisculture and different purposes for writing these pieces.2
Dialectical Journals Must Include The Following:In addition to passages that appeal to you as a reader, you should include the following novelspecific journal entries.The Scarlet LetterThe CrucibleInclude quotations that: Reveal the narrator/point of viewInclude quotations that: Describe the characters Describe the time period-Protagonist and Antagonist Describe the setting-What they say about themselves Include key points about the plot-What others say about them Show an understanding of theconnection between the historical eventon which the play is based (The SalemWitch Trials) and the modern allegorythat Miller is creating (McCarthyism). Reveal a theme or life lesson (findquotations that prove your point)Describe the characters:-What the author says about them Include important minor characters Reveal and describe the setting-Images that are particularlybeautiful-Images that show the author’swriting style Include key points about the plotAt the end of this dialectical journal, answerthe following question: “What is the author’sreason(s) for writing this book?”-Beginning incident-Main conflict(s)-Key points-Climax Reveal symbols, motifs, allusions, andother literary devices. (Be sure toexplain the function of these devices inyour commentary!) Theme (life lesson/main idea); what wasthe author’s point in writing this novel.All Reading Selections: ANALYSIS. Lots and lots of analysis. Icannot reiterate this point enough. Youshould be reading beyond surface leveland exploring the literature with depthand insight. Surface-level observations,while important, are not enough towarrant a passing grade on thisassignment. Surface-level observationsmust exist only in combination with lotsand lots of your analysis.DIALECTICAL JOURNALS ARE DUE ON THE FIRST DAY OF SCHOOL – NO EXCUSES!-andBE READY FOR AN EXAM OVER ALL BOOKS ON THE FIRST DAY OF SCHOOL!3
Guidelines for Dialectical JournalsBy now, you should be very familiar with dialectical journals. A dialectical journal is aconversation between you and what you are reading. I am looking for depth of thought in yourselections and in your notations. This process is an important way to understand both thesurface-level and deeper meanings of a piece of literature. By writing about literature, youcreate your own meaning of the work and, in effect, truly come to understand it. ( And youshould find YOUR OWN meaning in the literature. Regurgitating someone else’s ideas from astudy guide is not finding your own meaning.) But just in case you are not sure what I expect inyour dialectical journals, here are a few pointers: Journals are evaluated on the QUALITY of your responses. Summarizing the plot is notadequate. Your responses should go far beyond simple summary.Select important passages related to character development, plot, setting, theme, tone, figures ofspeech, etc.For The Scarlet Letter, you should select 3-5 passages per chapter.For The Crucible, you should select 7-10 passages per act.Note when things do not make sense, but be specific about what confuses you. Simply saying “Idon’t get it,” is not appropriate.Note ways in which the story teaches you about life or makes a connection to another work of artor even another academic discipline.Note your initial reaction to the reading.Offer your interpretation of the text as well as evidence to support your interpretation.You must use a composition notebook for your dialectical journal. Any other type of notebookwill not be accepted.You may use ONE NOTEBOOK for both reading selections; however, please create a COVERPAGE for each selection.Each page of your journal should have three (3) columns. The first column is for the passagethat you are discussing; the smaller middle column is for the page number; and the thirdcolumn is for your all-important comments about the passage.4
Exactly what does a Dialectical Journal look like?SAMPLE:(from All Quiet on the Western Front by Erich Maria Remarque)Passage:Page #: Analysis:His features have become uncertain and faint, like aphotographic plate from which two pictures havebeen taken. Even his voice sounds like ashes.14-15Kantorek would say that we stood on the thresholdof life. And so it would seem. We had as yet takenno root. The war swept us away. For the others,the older men, it is but an interruption. They areable to think beyond it. We, however, have beengripped by it and do not know what the end may be.We know only that in some strange and melancholyway we have become a waste land. All the same, weare not often sad.Earth! – Earth! – Earth! Earth with thy folds, andhollows, and holes, into which a man may flinghimself and crouch down. In the spasm of terror,under the hailing of annihilation, in the bellowingdeath of the explosions, O Earth, thou grantest usthe great resisting surge of new-won life. Ourbeing almost utterly carried away by the fury of thestorm streams back through our hands from thee,and we, thy redeemed ones, bury ourselves in thee,and through the long minutes in a mute agony ofhope bite into thee with our lips!2055-56Then we change our posy and lie down again toplay cards. We know how to do that: to play cards,to swear, and to fight. Not much for twenty years; and yet too much for twenty years.89I love this analogy where Paul is speakingabout Kemmerich as he lay dying. Inphotography, long before film or digital, silverplates were used to capture pictures. Ofcourse, the exposure time was much longer.The description here refers to a plate that isdouble exposed and, therefore, blurred. Such abeautifully vivid description.Paul’s beautifully poetic discussion of life andcircumstance are intoxicating. His insight anddepth are impressive for a young man of 20.Even though the war has aged him far beyondhis few years, his mature perspective is stillextraordinary.There is so much to say about this passage.First of all, it is an apostrophe – the Earth ispersonified and addressed as if it were a living,breathing being capable of understanding andresponding. There is also both polysyndetonand asyndeton effectively used in this passageto add weight and urgency to this moment.The passage breaks from the style of the rest ofthe novel. Paul’s language seems almost like atraditional prayer spoken King Jameslanguage. In a way, Paul is praying to theEarth to protect him as if the Earth were a deity(perhaps Demeter from Greek mythology).Yet another of Paul’s beautiful insights into thesoul of a young soldier. I wonder how manymillions of young men have felt the samethings that Remarque craftily describes in thisbook. So many young men pawn their lives tothe government at eighteen only to never havethose lives returned to them. Their lives stop ateighteen and, even if they survive, they havenot had enough life experience for the sum oftheir years. And yet, they have experienced farmore than a person of any age ever should.5
Grading Rubric for Dialectical Journals90-100Complete – Covers the book thoroughly.Passage Selection – Chosen with careful thought and specific purposeComments – Insightful comments; demonstrates understanding beyond the literalor the expected; makes a connection with the writing or characters; providesa unique perspective.80-89Complete – Covers the book wellPassage Selection – Chosen with obvious thought and purposeComments – Reflects some depth of thought; understands and appreciates themeaning of the passages; makes some connection with the writing orcharacters; provides an authentic or original perspective.70-79Complete – Covers the book adequatelyPassage Selection – Chosen with some thought and purposeComments – Superficial, with little evidence of depth of thought; questionsmeaning without searching for an answer; demonstrates little connectionwith writing or characters; provides only generic or literal understanding.60-69Incomplete – Covers the book inadequately (not enough entries)Passage Selection – Chosen at randomComments – Superficial, showing little evidence of thought; makes little or noconnection with writing or characters; demonstrates literal understanding atbest; comments contain only summary and no analysis.Below 60Student turned something in, but the assignment meets few, if any, requirements.NOTHING TURNED IN – Dismissal from the AP Program and moved to English III.6
*Return this letter by May 21, 2012*May 21, 2012Dear Parent/Guardian:Next year, your child will be transitioning from Pre-AP English to AP Language andComposition. AP Language and Composition is an intensive, college-level reading and writingcourse. The goal of this course is to produce mastery of expository, analytical, narrative, andargumentative writing styles. This accelerated track is rigorous, demanding, and requires thededication of the student. While I appreciate the many demands of high school (includingextracurricular activities), I expect the students in my AP classes to be fully committed to thecurriculum. Please take the time to review the information I have provided in this packet. Thiswill help avoid any confusion about the purpose of the class and the expectations of your child.Please sign below to verify that you have read through the information in this packet and letterwith your child and that you understand the expectations of the AP English Program.Best Regards,V. Beth Ouallineboualline@franklinisd.netParent SignatureParent Contact InformationStudent SignaturePrint Student Name7
Aug 12, 2010 · The Crucible by Arthur Miller Choose ONE of the Following Nonfiction Pieces: Tuesdays With Morrie by Mitch Albom Have a Little Faith by Mitch Albom Same Kind of Different as Me by Ron Hall and Denver Moore . Cliff’s Notes, Interne
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Title: Std. 5th Perfect English Balbharati Workbook, English Medium (MH Board) Author: Target Publications Subject: English Balbharati Keywords: 5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra b
French English or German English; instead we have a variety of English spoken in India, such as Hindi English, Bengali English, Urdu English, Tamil English, Kannada English, Malayalam English, Telugu English based on all these variations it can be named as Ind
5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra board, 5th standard english balbharti, 5th standard english
Pre-AP English 1. 8. About Pre-AP. Pre-AP Professional Learning. The summer before their first year teaching a Pre-AP course, teachers are required to . engage in professional learning offered by College Board. There are two options to meet this requirement: the Pre-AP Summer Institute (Pre-APSI) and the Online Foundational Module
Change in Spherical Aberration - Flap then LASIK Pre-0D N 17 Pre-1D 16 Pre-1W 17 Pre-1M 17 Pre-2M 15 Pre-1DLSK 16 Pre-1WLSK 15 Pre-1MLSK 15 Z4 Microns of Aberration, or Z40 (µm) 0 6 mm pupil Condition 20min. PO 1D 1W 1M 2M 1DLSK 1WLSK 1MLSK-0.3-0.2-0.1 0 0.1 0.2 Ablation Flap Only 2 months "Positive" S. Aberration"
English UK - ATC Winchester is a member of English UK - the Association of Recognised English Language Services - and follows the English UK Code of Practice. Quality English - ATC Winchester is a member of Quality English: an association of privately owned English language schools that are committed to providing high quality English courses to
26 English Global English APSACS Edition 1 Cambridge University Press 27 English Global English APSACS Edition 2 Cambridge University Press 28 English Global English APSACS Edition 3 Cambridge University Press 29 English Global English APSACS Edition 4 Cambridge University Press 30 English AFAQ - IQBAL Series 1 AFAQ Publishers Lahore
