English Language and Composition | Odysseyware
This is a college-level course to prepare students for the Advanced Placement Language and Composition exam by engaging in critical reading, writing, and discussion. The stated purpose of the course from the College Board is to "emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication. In addition to various passages and articles, students engage in analysis of images to better understand the processes of communication, persuasion and argument.
The goal is to develop skills in analyzing, explaining, and arguing through the analysis of texts from various time periods and genres and through writing formal and informal responses to them in a varietyof modes. Thus, the central focus is the forty-minute timed test and strategies that will help students to be successful. Students will work on analysis by answering short answer questions.
Their responses should be well developed, correctly spelled, and complete. Students will also become accustomed to the basic structure of the College Board's 9 Point Rubric, as it will be used for scoring all essays in this course.
What is AP English?
Plan for two to three traditional class periods, in order to allow students ample time to complete their work. Each lesson contains specific notes regarding work time, for teacher reference. Note that the minimum length requirement assumes FULL pages. For instance, a two to three page paper should fill at least two full pages. Any other texts are included in the test for the convenience of the students and teachers.
Below is a list of resources that are not included in this course and must be acquired separately.
Shea et al. Skip to main content. English Language and Composition This is a college-level course to prepare students for the Advanced Placement Language and Composition exam by engaging in critical reading, writing, and discussion. Course Planner UNIT I: Introduction to Rhetoric - Students begin looking through the text and learning what it takes to closely read a text, examining the different parts of the rhetorical triangle, and looking at the rhetorical situation, as well as the occasion and context of a piece of writing and the way all these concepts affect a piece of writing.
Students examine various modes of writing such as narrative and cause and effect, and appeals to ethos, logos, and pathos.
AP English Language Essay: The Receipt for Success
Other schools reverse the order, and some offer both courses to both juniors and seniors. The College Board advises that students choosing AP English Language and Composition be interested in studying and writing various kinds of analytic or persuasive essays on non-fiction topics, while students choosing AP English Literature and Composition be interested in studying literature of various periods and genres fiction, poetry, drama and using this wide reading knowledge in discussions of literary topics.
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The AP English Language and Composition exam consists of two sections: a one-hour multiple-choice section, and a two-hour fifteen-minute free-response section. The multiple-choice section of the test is approximately 55 questions, with the exact number of questions varying from 52 to 55 with each test administration. The questions typically focus on identifying rhetorical devices and structures from the passages, as well as their general functions, purposes in a passage, the relationships between the devices, and the formal features of the text.
In , questions were added that ask about citation information included in the passages.
AP English Language Essay: The Receipt for Success
These citation questions are not designed to test knowledge about MLA , APA , Chicago Style , or any other particular citation format, but instead focus on how the citations reference and enhance information from the passage. The Free-Response section of the test consists of three prompts, each of a different type: synthesis , passage analysis , and argument.
heatsticwordpan.ml Each is scored on a scale from 0 to 9. With the introduction of the synthesis essay in , the College Board allotted 15 additional minutes to the free-response exam portion to allow students to read and annotate the three prompts, as well as the passages and sources provided. During the reading time, students may read the prompts and examine the documents. They may use this time to make notes, or begin writing their essay.
The synthesis prompt typically requires students to consider a scenario, then formulate a response to a specific element of the scenario using at least three of the accompanying sources for support. While a total of six or seven sources accompany the prompt, using information from all of the sources is not necessary, and may even be undesirable. The source material used must be cited in the essay in order to be considered legitimate.
The analysis prompt typically asks students to read a short less than 1 page passage, which may have been written at any time, as long as it was originally written in modern English. After reading the passage, students are asked to write an essay in which they analyze and discuss various techniques the author uses in the passage.
The techniques differ from prompt to prompt, but may ask about strategies, argumentative techniques, motivations, or other rhetorical elements of the passage, and how such techniques effectively contribute to the overall purpose of the passage. The prompt may mention specific techniques or purposes, but some leeway of discussion is left to the student.
The argument prompt typically gives a position in the form of an assertion from a documented source. Students are asked to consider the assertion, and then form an argument that defends, challenges, or qualifies the assertion using supporting evidence from their own knowledge or reading.
Detailed Course Information
The multiple-choice section is scored by computer. No points were taken away for blank answers. The free-response section is scored individually by hundreds of educators each June. Each essay is assigned a score from , 9 being high.
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Scoring is holistic, meaning that specific elements of the essay are not assessed, but each essay is scored in its entirety. The scores from the three essays are added and integrated with the adjusted multiple-choice score using appropriate weights of each section to generate a composite score. The composite is then converted into an AP score of using a scale for that year's exam. Students generally receive their scores by mail in mid-July of the year they took the test.
Alternately, they can receive their scores by phone as early as July 1 for a fee.