AP English Language and Composition Syllabus

Course Objectives:The purpose of this course is to help students “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” (The College Board, AP® English Course Description, May 2007, May 2008, p. 6) The course is organized according to the requirements and guidelines of the current AP English Course Description, and, therefore, students are expected to read critically, think analytically, and communicate clearly both in writing and speech. Because our students live in a highly visual world, we also study the rhetoric of visual media such as photographs, films, advertisements, comic strips, and music videos. [C7] In concert with the College Board’s AP English Course Description, our course teaches “students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA).” [C1]

Grading System:Essays and Tests 40%: Many essays in this category are first written as in-class essays and graded in both the rough draft and then the final draft form. Rough drafts move through a self-editing, peer-editing, and teacher conferencing process prior to final submission. [C3, C4, C10] Students must submit all drafts with final copies. Graded final copies are kept in a portfolio that is referenced during periodic writing conferences with instructor.

Quizzes and in-class writes 30%: Often, quizzes consist of multiple-choice questions based on rhetorical devices and their function in given passages. Some passages are from texts read and studied, but some passages are from new material that students analyze for the first time. In-class writes focus on argument, analysis, and document-based responses of both an expository and persuasive nature, and are based on resources from AP Central. Parallel vocabulary study is addressed within each unit; each unit has at least one quiz on vocabulary from the student text Vocabulary for Achievement.

Daily work and homework 20%: Daily assignments consist of a variety of tasks. Some of these tasks involve individual steps leading to a larger individual or group product, examples include planning tasks, researching, drafting, and editing for an essay, small group dialogues, etc. Other daily tasks consist of grammar reviews, vocabulary exercises, annotation of texts, and fluency writing. [C10] Students complete weekly homework lessons from their Vocabulary for Achievement text. Frequently, homework requires the independent reading and annotation of longer texts. Reading checks and class discussion 10%: Discussions and check tests are used primarily to check for reading and basic understanding of a text. Also, each unit has at least one quiz on grammatical and mechanical concepts reviewed within the unit, as well as from the discussions and/or annotations of syntax from the readings and/or student writing.

Grades are as follows: 100-92%=A, 91-82=B, 81-72=C, 71-62=D, <61=F

A—Students working at this level engage fully in every assignment and demonstrate a willingness to examine their own thinking and assumptions. All work reflects a level of thinking far beyond the obvious and the superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. All assignments are

submitted on time and all make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.

B—Students working at this level competently engage every assignment and consistently attempt to examine their own thinking and assumptions. The majority of the student's work reflects a level of thinking beyond the obvious and the superficial. Students come to class fully prepared to discuss assigned readings and to participate actively in all phases of the course. Most assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. All work is the student's own.

C—Students working at this level do not yet engage every assignment and inconsistently demonstrate a willingness to examine their own thinking and assumptions. Only a minor portion of the student’s work reflects a level of thinking beyond the obvious and the superficial. Students are reluctant to challenge themselves beyond what they have already accomplished in reading and writing and, thus, show little or no growth in those areas. Students come to class minimally prepared to discuss assigned readings and to participate actively in all phases of the course. A majority of assignments are submitted on time and most make-up work from authorized absences is managed in a timely fashion. Obviously, all work is the student’s own.

D—Students working at this level seldom engage any assignment and consistently demonstrate an unwillingness to examine their own thinking and assumptions. The student's work reflects a level of thinking that is obvious and superficial. Students come to class ill-prepared to discuss assigned readings and to participate actively in the course. Several assignments are submitted late; some assignments may be missing completely. Make-up work from authorized absences may be missing or seriously late. Obviously, all work is the student's own.

F—This level of work is obviously unacceptable. Work is often not submitted, or the student may completely ignore the requirements of the assignment, or the student is in violation of Ferris High School’s Plagiarism policy.

Course Organization:This year-long AP Language and Composition course is designed around 12 thematic units and their corresponding enduring understandings and essential questions. The questions provide students with a personal connection and a rich foundation for writing. Reading selections from both non-fiction and fiction genres provide variety, challenge, and rigor. Analysis of the rhetorical choices made by the writer guides class consideration of all fiction and non-fiction.

The overarching questions guiding our year-long investigation of the author’s craft are as follows:

Socrates said the unexamined life is not worth living. All artists, whether journalists, essayists, fiction writers, photographers, etc., examine life through their art, posing and exploring such

questions as:The Worthy Life--What is a worthy life as defined by the artist? As defined by the protagonist? The reader? Individual vs. Society--How can the individual (artist, protagonist, or reader) define and live a worthy life despite conflicts with society?Enduring American Values --How do American values impede or enable the individual’s pursuit of a worthy life?

Each unit requires students to acquire and use rich vocabulary, to use standard English grammar, and to understand the importance of diction and syntax in an author’s style. [C10] Therefore, students are expected to develop the following in their writing: [C1]

• a wide-ranging vocabulary used appropriately and effectively; • 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; and • an effective use of rhetoric including controlling tone, establishing and maintaining voice,

and achieving appropriate emphasis through diction and sentence structure. (College Board AP English Course Description, May 2007, May 2008, p. 8)

For each reading assignment students must identify most or all the following (varies by piece): • Thesis or Claim • Tone or Attitude • Purpose • Audience and Occasion • Evidence or Data • Appeals: Logos, Ethos, Pathos • Assumptions or Warrants • Style (how the author communicates his message: rhetorical mode, rhetorical devices

always including diction and syntax)

Primary works first semester: [C6] The Grapes of Wrath by John Steinbeck with intercalary chapter focus; Exodus from Bible (version and/or summary source at students’ discretion); Selected political, science, nature, history, and critical essays from 50 Essays: A Portable Anthology (for more information, see reading lists for each unit, detailed below); The Crucible by Arthur Miller paired with modern art; Revolutionary literature to include Patrick Henry’s Speech to the Virginia Convention (“Give Me Liberty or Give Me Death” speech), Thomas Jefferson’s Declaration of Independence, Thomas Paine’s The Crisis, Number 1, and selected excerpts from Benjamin Franklin’s Autobiography; The Scarlet Letter by Nathaniel Hawthorne; Self-Reliance by Ralph Waldo Emerson; Walden and Civil Disobedience by Henry David Thoreau; and modern media excerpts—various and dictated by students’ researched essay topics.

Primary Works for Second Semester:[C6] Selected political, science, nature, history, and critical essays from 50 Essays: A Portable Anthology(for more information, see reading lists for each unit, detailed below); Fahrenheit 451 by Ray Bradbury; Narrative of the Life of Frederick Douglass by Frederick Douglass; The Adventures of Huckleberry Finn by Mark Twain; selected Essays of Twain; modern media excerpts—various and dictated by students’ researched essay topics; Their Eyes Were Watching God by Zora Neale Hurston; selected Essays of Hurston and Walker; Stephen Crane’s Maggie: A Girl of the Streets paired with non-fiction readings about the Naturalism movement; poetry of Emily Dickinson and selected literary criticism; The Great Gatsby by F. Scott Fitzgerald paired with the letters of F. Scott Fitzgerald to his publisher, wife Zelda, and daughter Scottie. Course Syllabus:

Introduction: AP English Course Description, Class Rules and Responsibilities, Grading System, Rhetorical Terms (Definitions), Rhetorical Modes, Rhetorical Devices.

Unit One: Education of the Human Heart: Discovering Connections

Essential Questions:Worthy Life: To what extent can man create a worthy life alone? How is an individual’s best life dependent on others?Individual vs. Society: Casy tells Tom about a prisoner whose view of history is that "ever' time they's a little step fo'ward, she [mankind] may slip back a little, but she never slips clear back [. . .]” Does society wish to ‘step forward’? Why, then, does it more often ‘slip back’?

Independent Summer Reading: The Grapes of Wrath by John Steinbeckand Exodus from the Bible or summary source

Students do an annotated reading (double entry journal and notations within text) of the novel.[C4] They are responsible for identifying and understanding elements including characterization, setting, mood, tone, style, conflicts, allegory, allusions, structure overall, within, and between chapters, motif, and juxtaposition. Additional study and independent reading is expected to identify basic defining elements of the Romantic, Realist, and Naturalist movements.

Skills: Supporting a thematic idea through rhetorical devices / literary elements; deconstruction of characterization, theme, mood and tone; discussion of author’s use of narrative technique, including introduction to the IDEA analysis model (see Maggie unit for detail), and demonstration of how the writer’s choices impact reader understanding and response.

Knowledge: Understanding of the Depression era, as well as understanding of the play as allegorical to Exodus. Special attention will be given to Steinbeck’s intercalary chapters. The intercalary chapters, which are essays commenting on society in general rather than on the characters in particular, are considered rhetorically during the first weeks of the semester; Steinbeck’s thesis or claim, tone or attitude, purpose, audience and occasion, appeals (logos, ethos, pathos), and style, including diction and syntax are all examined. (See readings below for intercalary chapters.)

In-class / assigned reading might include: [C6]Chapters 1-6 Everything’s An ArgumentFaulkner, William, Nobel Prize Acceptance speech, Internet copy.Eighner, Lars, “On Dumpster Diving” from 50 EssaysEricsson, Stephanie, “The Ways We Lie” from 50 EssaysAscher, Barbara Lazear, “On Compassion” from 50 EssaysModern media / ‘Vintage’ themes/Readings on Current Events: Theme-related

articles that reflect claims or central ideas made by the authors studied in this unit, submissions from students with teacher’s approval

Chapters for Review:Grapes of Wrath Chapter 1 (the corn) Grapes of Wrath Chapter 3 (the turtle) Grapes of Wrath Chapter 5 (plea for change) Grapes of Wrath Chapter 7 (salesmen)

Grapes of Wrath Chapter 9 (tenants forced to sell) Grapes of Wrath Chapter 11 (horse versus tractor) Grapes of Wrath Chapter 12 (Highway 66) Grapes of Wrath Chapter 14 (education of the human heart) Grapes of Wrath Chapter 17 (needs of man) Grapes of Wrath Chapter 19 (repetition of history) Grapes of Wrath Chapter 21 (anger fermenting) Grapes of Wrath Chapter 25 (reason for title) Grapes of Wrath Chapter 29 (winter in California)

Viewing: [C7]Depression Era, 1930s photosDustbowl Documentary, United Streaming VideoModern theme-related photos, video clips, etc., as contributed by students

Assessments: Test: The Grapes of WrathReading checks for multiple choice practice / understanding of meaning / rhetorical strategies. Quiz: Vocabulary from VFAQuiz: Grammar (from in-class exercises, syntax discussions, and/or reading annotations) Composition: Compare/contrast initial writing assignment [C5]

Prompt: “There are five layers to this novel and …readers will find as many as they can and won’t find any more than they have in themselves,” wrote John Steinbeck in a letter to his editor in 1939. Obviously, The Grapes of Wrath is rich with themes about the human condition. Before we discuss these themes in class, I would like to see what you identify as universal themes of the novel. In the next few days peruse newspaper and magazine articles to find stories which reflect the same themes Steinbeck explored over 60 years ago. Clip, photocopy, or print from computer, one article for class, and in a well-written three-paragraph essay explain how such current issues relate to the “vintage” themes in the novel.

Composition: Journal entry [C4] [C2]Prompt: Using Ascher’s essay as a springboard, consider a personal experience that involved misfortune. Have you ever had to beg on the street, been evicted from your home, or had to scrounge for food? Have you ever been asked for money by beggars, worked in a soup kitchen, or volunteered at a shelter or public hospital? Write about this experience.

Composition: Analysis [C5] Prompt: Read Chapter 5 from Grapes of Wrath. In a well-developed essay, identify the theme of this chapter, and explain how Steinbeck supports his main idea. Use short embedded quotations (or paraphrase) from the chapter as evidence for your thesis.

Composition: Analysis [C4]Prompt: Read Chapter 11 from Grapes of Wrath. Identify Steinbeck’s contrasting attitudes toward the tractor and the horse. Explain how the author’s linguistic and rhetorical choices reveal the theme of this chapter.

Composition: Analysis [C4]Prompt: Explain how Steinbeck establishes his claim / thesis in Chapter 19.

Composition: Analysis [C5]

Prompt: Chapter 25 gives the reason for the title of Grapes of Wrath. Explain how Steinbeck develops his claim or thesis in this chapter. Be sure to use evidence from the text. --OR--

Composition: Analysis [C5]Prompt: In Chapter 29, Steinbeck returns to the theme that if people are angry, they will take action. Explain how he uses realism and other linguistic and rhetorical choices to illustrate the horrid conditions that angered the people.

Composition: Argumentation [C4]Prompt: In Chapter 27, Steinbeck comments on honesty. Identify the claim of this chapter, then qualify, defend, or challenge Steinbeck’s claim and assumptions.

Primary performance task: Composition: Synthesis

Prompt: How does an individual judge right from wrong? What is the role of the individual in confronting injustice? In an essay that synthesizes and uses for support at least five intercalary chapters from Grapes of Wrath as well as two other selections from this unit’s readings, discuss the role of the individual in confronting injustice. Remember to attribute both direct and indirect citations. Refer to the sources by authors’ last names or by titles. Avoid mere paraphrase or summary. [C9, C3]

Unit Two: Man and society: Stand up, stand alone?

Essential Questions:A worthy life: What moral values are dearest to you? What values or ideals would you stand up, or even die, for?Society vs. the individual: Is it possible for the individual to control and manipulate society? What is the responsibility of the individual to resist becoming a victim of societal evils?The American dream: How are moral integrity, human dignity, and spiritual freedom connected to the American dream? What has been the cause of departure from these values during the darkest times of our history?

Skills: Supporting a thematic idea through linguistic choices / rhetorical devices / literary elements; deconstruction of characterization, theme, mood and tone; discussion of author’s use of dramatic technique, including what is revealed as antecedent action, present action, and exposition, and demonstration of how the playwright’s choices impact reader understanding and response.

Knowledge: Understanding of the time period in which the play was set, as well as understanding of the play as allegorical to the McCarthy era. Special attention will be given to Miller’s narrative insertions within the first several acts. The purpose of Miller’s rhetoric will be analyzed in order to introduce students to a number of schemes and tropes, including the following categories of schemes:

Structures of balance: parallelism, isocolon, tricolon, antithesis; Changes in word order: anastrophe, parenthesis, apposition; Strategies of omission: ellipsis, asyntedon, brachylogia, polysyndedon; Structures of repetition: alliteration, assonance, antanaclasis, anaphora, epistrophe, epanalepsis, anadiplosis, climax.

And the following categories of tropes:Reference to one thing as another: metaphor, simile, synecdoche, metonymy, personification; Wordplay and puns: antanaclasis, onomatopoeia; Substitutions:

periphrasis; Overstatement/understatement: hyperbole, litotes, meiosis; Semantic inversions: oxymoron, paradox, rhetorical question, irony.

Reading:Miller, Arthur. The Crucible.Edwards, Jonathan. Sinners in the Hands of an Angry God. [C6]Everything’s an Argument, Ch. 17, Ch. 12 [C6]

Viewing: [C7]Miller, Arthur. The Crucible, starring Daniel Day Lewis and Winona Ryder(Clips)Senator Joseph McCarthy attacks Edward R. Murrow on CBS, video clip, PBS Documentary, Arthur Miller and Elia Kazan American Rhetoric.com Good Night and Good Luck, video clip, American Rhetoric.com Theme-related photos and/or cartoons from current periodicals will be discussed as these become available. Students will contribute selections for viewing with teacher’s approval. [C7]

Composition: [C4]Journal: Essential Questions. Unit will begin with a journal – writing prompt allowing students to choose to respond to one of the three essential questions for the unit. This is an informal two – paragraph writing assignment that will be used to set the tone for the inquiry to come. We find that these essential questions help to create a modern connection to the non-fiction and fiction studied in each unit.

Composition:Argumentation: Letter to the editor. [C2]

Prompt: Using Jonathan Edward’s sermon as a model, write a letter to the editor of a local newspaper, using fear tactics to deter your audience from doing something.

Composition: Analysis of Style [C5]After several exercises requiring students to identify multiple schemes and tropes in the narrative sections of Miller’s play, and several discussions (paired with video background) about the ways in which these devices impact persuasion, students choose a thematic and topical focus and will complete a three paragraph style analysis of Miller’s narrative insertions.

Composition: Document-based Analysis [C2, C4, C7]Students will complete one of two, seven-source DBQs on the topic of individual responsibility to society and/or society’s responsibility to the individual. Sources are various, and include philosophical and modern commentary as well as pertinent visual images.

Primary performance task: Presentation developed in support of a pre-determined thematic idea, using creative and textual backing.Assignment: Choose two scenes from two separate acts that support your chosen theme. Explain in writing (25-50 words for each scene) why you chose each and how each reflects your theme. Then, write an analysis of how your theme is revealed in each of the two scenes chosen. Be sure to:1. Discuss both how and why Miller develops his character(s) in support of your scene’s theme.2. Describe the mood and/or tone of the scene.

3. Select three or more vivid word choices or images that Miller uses to create the mood and/or which embody the thematic message of the scene. Pair each image with a color that echoes the mood or tone of your chosen words/image.

4. Discuss at least one other literary technique/rhetorical device (per scene) that Miller uses to enhance the communication of your chosen theme.

5. Select or create a companion piece of art for each of the scenes you’ve analyzed. Either abstract or representational art may be chosen, but your selection should reveal and/or enhance the mood of the scene and the nature of the theme developed, rather than act as a literal rendering of the scene’s events. You must include name of the artist(s) as well as other applicable citation information to identify the work of others. (FYI: The definition of art may be expanded to include music, poetry, photography, video or audio media, etc.) [C7]

Theme statements applicable to The Crucible:1. Truth has no meaning when men believe only what they want to believe.2. Common sense is impotent against fanaticism.3. Evil in a society may more often be created by the denial of personal responsibility than by deliberate villainy.4. Moral integrity, human dignity, and spiritual freedom are of more value than life without them.5. It is possible to appear normal but be committed to evil.6. A mounting tide of evil in society can gain power beyond the evil in any one man.7. Men can insulate themselves from truth and rational behavior by a chauvinistic confidence in their own judgment.8. The infection of evil may be spread by ordinary people who are both mindless agents and victims. (Taken from Perfection Learning resources for teachers)

Unit Three:The Power of our Words: Idealism and Action

Enduring Understandings:Power of language: The powerful expression of ideals can lead people to forgo their safety, liberty, and even their lives for the perpetuation of those ideals. Impact and Action: A controlled and powerful writer or speaker can stir others to action with the right combination of words.Responsibility of the scholar: Controlled and clear reading and writing happens by design, not chance.

Readings:Everything’s an Argument, Chapters 16, 18-20. [C6]

Major Research Project: Introduction to year-long research project on an essayist or writer of choice. Students will read three or more primary sources, as well as 20 or more critical sources, create note cards, a formal sentence outline, and multiple drafts under teacher supervision, on their way to the creation of a researched rhetorical analysis or researched causal argument (student choice based on research). Students will work through multiple check-points: choice of author, reading of primary sources with annotated bibliography, four note card checks, student / teacher conferencing on thesis, creation of a Works Cited and Works Consulted, and rough drafting, revising, and editing process conducted with teacher conferencing. Final papers will be completed by the end of May. [C8]

Readings: [C6]Paine, Thomas. The Crisis, Number One.Franklin, Benjamin. Autobiography.

Henry, Patrick. Speech to the Virginia Convention.Jefferson, Thomas. The Declaration of Independence.

Skills: Students will be able to define and identify targeted rhetorical devices and appeals, as well as use those appeals in both writing and speaking to persuade an audience.Students will be able to identify and model appropriate reading strategies including activating prior knowledge, holding thinking, and making text-text, text-self, and text-world connections.Students will be able to integrate effective use of technology in order to strengthen their persuasive appeals.

Knowledge:Rhetoric consists of reasoned arguments in favor of/against beliefs/actions.

Introduction to persuasive writing and rhetorical techniques through revolutionary literature.Identification of rhetorical devices within the writings of Patrick Henry, Benjamin Franklin, Thomas Paine, and Thomas Jefferson.

Teacher activates prior knowledge (using advertisements, political commercials, student generated examples).

Formative assessment through discussionTeacher models holding thinking with large group (Patrick Henry).

Formative assessment through discussionTech tip: Students practice recording, cutting and pasting in the Audacity program while learning how to identify effective uses of rhetoric and “fixing” a problem audio track.Students practice holding thinking in small groups and model for large group. Groups identify, analyze, and teach devices and their effect on the audience (Thomas Paine, Thomas Jefferson, Benjamin Franklin).

Formative assessment through demonstration and discussion

Composition: Compare/Contrast [C5]Prompt: Compare Paine’s paper with Henry’s speech as persuasive works. In your composition, consider claim, occasion, audience, data or evidence, assumptions, and conclusions.

Composition: Argument [C5]Students must take a position on the rhetorical effectiveness of two letters as based on comparison and analysis of rhetorical strategies. This assignment uses the Coke Letters AP released item. Summative assessment on the AP 9-point rubric.

Primary Performance Task:Synthesis and application of persuasive concepts utilizing rhetorical devices to design and present a persuasive product on a relevant issue. Students will write a script and identify each rhetorical device. Students will create an audio or video version of their persuasive product to share with and be scored by peers (skit, movie, commercial, panel). [C4, C10]

Unit Four: Societal Connections: Judgment and Acceptance

Essential Questions:

Choice, consequence, and a worthy life: To what extent do emotions such as guilt play a role in the choices you make about your life? Do you believe your choices define who you become? Do others have a right to judge your choices?Society vs. the individual: When is it important to stand up for your own truths and beliefs, even if it disrupts society? Can an individual survive in isolation, or must he or she maintain a societal connection? The enduring American dream: What is the American dream? What was it for the Puritans? Does the Puritan conception of the dream have any impact on American society/your life today?

Skills: In-depth thesis development, introduction/review of schemes and tropes, working with supporting detail, presentation skills, citation / Works Cited format, introduction to research, synthesizing multiple literary criticisms to support argument. [C9]

Knowledge: Understanding of the Puritan period (setting), Hawthorne background, and the Romantic literary movement.

Reading: [C6]Hawthorne, Nathaniel, The Scarlet Letter.

Students complete an independent, annotated reading of this novel. [C4] They are responsible for identifying and understanding selected elements (see performance task below).

Evanoff, Alexander. "Some Principal Themes in The Scarlet Letter," in Discourse: A Review of the Liberal Arts, Vol. V, No. 3, Summer, 1962, pp. 270-77. Everything’s an Argument, Chapter 15

Viewing:Modern theme-related photos, video clips, etc., as contributed by students

Composition: [C4]Journal: Essential Questions. Unit will begin with a journal – writing prompt allowing students to choose to respond to one of the three essential questions for the unit. This is an informal two – paragraph writing assignment that will be used to set the tone for the inquiry to come. We find that these essential questions help to create a modern connection to the non-fiction and fiction studied in each unit.

Composition: Comparison/Contrast [C5]Read the following passages from The Scarlet Letter.

Passage 1 is from Chapter 2, “The Market-Place” (paragraph 11, “The young woman… by herself”).

Passage 2 is from Chapter 3, “The Recognition” (paragraphs 1 and 2, “From this intense… his lips”).

Then write a carefully reasoned and fully elaborated analysis of Hawthorne’s attitude toward these two characters. Consider allusion, irony, imagery, syntax, organization of details, and other rhetorical devices.

Composition: Analysis:Read the following passage from chapter 13, Another View of Hester, (from Indeed . . to the scarlet letter had not done its office). Write a well-organized essay in which you analyze Hawthorne’s use of language to explore and represent Hester Prynne’s outlook on her own existence and that of women in general. Consider such elements as diction, tone, imagery, and

other rhetorical strategies and devices. (From 5 steps to a 5: Writing the AP English Essay by Barbara Murphy and Estelle Rankin).

Primary performance tasks: Textual and visual analysis centering on one character and his or her relation to, or development of, an assigned thematic concept. Students are responsible for generating a thesis statement of depth (what, why, and how) and then supporting that thesis through the explication and synthesis of numerous rhetorical devices.You must supplement your presentation with information and insight from at least one critical essay and pair your findings with at least one piece of art, music, poetry, etc. [C7]Character Thematic conceptHester Truth Dimmesdale GuiltChillingworth RevengeTownspeople JudgmentPearl IsolationCreate a thesis statement relating your theme to your assigned character. Be sure your thesis & part two analysis of the character reflects that character’s development throughout the entire novel and the thematic rationale for development. Support your thesis using FOUR or more quotes. Quotes, taken together, must address ALL of the literary elements below.Each quote included in your presentation must explicitly support your thesis and must include ALL parts of IDEA format for each element:

Mood ToneSymbolism StyleForeshadowing Diction Imagery/figurative language Romantic elementsIrony AllegorySetting Ambiguity

Final Composition: Analysis [C5]An in-class write on a character other than the character examined for presentation. Randomly assigned. Examples: Hester:

Read the following passage (paragraph 3, “I might be, … martyrdom.”) from The Scarlet Letter, Chapter 5 “Hester at Her Needle.” Then write an essay showing how Hawthorne depicts Hester’s inner turmoil. Consider such rhetorical devices as diction, figurative language, syntax, irony, and tone.

Chillingworth:Prompt: Read Chapter 9, “The Leech,” from The Scarlet Letter. Then write an essay analyzing how Hawthorne uses setting, allusion, metaphor, irony, diction, and tone to reveal character.

Unit Five: The Worthy Life: Following a Different Drummer

Essential Questions:A worthy life: Why should we march to the beat of our own drummer, listening “to the music which [we] hear, however measured or far away’? To what extent do you believe the statement: “Whosoever would be a man, must be a non-conformist”? What is the “un-hatched abundance” and the wing’d life not visible” in you?

Society vs. the individual: When is it important to obey society’s laws? When is it important to “let your life be counter-friction to stop the machine”?American values: Simplicity: What does it mean to “fritter [your] life away by detail”? Why should we “simplify, simplify, simplify”? Romanticism/nature: Why is it that “in the woods, we return to reason and faith”? Does “nature always wear the colors of the spirit”?

Skills: Independent identification, explication, analysis, and synthesis of rhetorical devices, schemes, and tropes to support one or more main thematic ideas, multiple choice practice. In this unit, the significant scaffolding in place until now is removed, and students have the opportunity to show their individual understanding of the analytical and argumentation skills taught throughout the semester.

Knowledge: Defining characteristics of Transcendentalism and Romanticism; historical perspective on the Transcendental movement including the unique nature of Concord, Thoreau / Emerson background, understanding/debating Transcendentalism’s relevance in the modern world.

Readings: [C6]Emerson, Ralph Waldo, Self-Reliance.Everything’s an Argument, Chapter 13Thoreau, Henry David, Walden.Thoreau, Henry David, Civil Disobedience.Various professional criticism of Thoreau’s works

Viewing:Discovery School: Walden, United Streaming Video.

Composition: Analysis* [C4]Read paragraphs seven and eight of ‘Where I Lived and What I Lived For’ carefully and write an essay in which you explain how Thoreau uses rhetorical strategies to convey his attitude toward life.

Composition: Argument* [C4]Read paragraphs three and four from Thoreau’s ‘Where I Lived and What I Lived For.’ Then write an argument where you defend, challenge, or qualify Thoreau’s attitudes toward the fast pace of modern living. Use evidence from your reading, observation, and experience.*Taken from Teaching Non-fiction in AP English

Composition: Personal Narrative [C2, C3, C10]Read the following passage from the conclusion of Walden:“Everyone has heard the story which has gone the rounds of New England, of a strong and beautiful bug which came out of the dry leaf of an old table of apple-tree wood, which had stood in a farmer’s kitchen for sixty years, first in Connecticut and afterward in Massachusetts,--from an egg deposited in the living tree many years earlier still, as appeared by counting the annual layers beyond it; […] Who does not feel his faith in a resurrection and immortality strengthened by the hearing of this? Who knows what beautiful and winged life, whose egg has been buried for ages under many concentric layers of woodenness in the dead dry life of society, deposited at first in the alburnum of the green and living tree, which has been gradually converted into the semblance of its well-seasoned tomb,- heard perchance gnawing out now for years by the astonished family of man, as they sat round the festive board,- may unexpectedly come forth from amidst society’s most trivial and handselled furniture, to enjoy its perfect summer life at last!”

(p. 221)Now read the following response to Thoreau’s words:“Within some of his texts, in poems, in passages from his journals, or from Walden, Thoreau, using the bricks of his intricate and precise detail, builds a house for his truth. His walls are more solid than Emerson’s. Thoreau write a few good metrical poems on the soul truth, but his prose on the subject is exquisite, high-spirited and elegant. The anecdote of the insect egg he tells very well. The egg remained for years inside the trunk of an apple tree, undisturbed even when the carpenter cut down the tree and made it into a table, and rested dormant there, until, warmed one day, perhaps by coffee pot set above it, it hatched out at last. This is a marvelous tale, and by the anecdote Thoreau suggests that, inside us, too, there may be a winged life that is not visible to us when we sit at a table, or become a table. The story suggests that there is an unhatched abundance inside us that we ourselves have not prepared. Our psyche at birth was not a schoolchild’s slate with nothing written on it, but rather an apple-wood table, full of eggs. We receive at birth the residual remains of a billion lives before us.”

Now that you have read both quotations, answer the following question (s) relating Thoreau’s philosophy to your own life. Make sure you cite key components of his philosophy, relate literary elements to your own life, and include meaningful quotes from the classroom presentations. What is “the winged life not visible” and what is the “unhatched abundance” in you, and how are you prepared to tap this abundance in your life?

Analysis/Argument Jigsaw--Civil Disobedience [C4, C10]Students will work in small groups to outline and present essay responses to one of the following questions:1. In Thoreau’s essay “Civil Disobedience,” the author makes an argument about man’s individual duty to society and the state. Paraphrase Thoreau’s argument. Then write an essay in which you analyze Thoreau’s criticism of government and assess how well Thoreau develops his own position. Remember to consider and address how Thoreau’s choice of imagery, metaphor, and style help develop his argument. (Lang. and Comp.)2. Analyze how changes in perspective and style in Thoreau’s “Civil Disobedience” reflect the narrator’s complex attitude toward the moral life of the individual. In your analysis, consider literary elements such as point of view, structure, selection of detail, and figurative language. (Lit. and Comp.—1997)3. The conflict created when the will of the individual opposes the will of the majority is the recurring theme of many novels, plays and essays. Consider Thoreau’s “Civil Disobedience” and analyze the conflict, discussing the moral or ethical implications for both the individual and society. (Lit. and Comp.-1976)4. Select what you believe to be Thoreau’s most compelling observation. Then write an essay in which you consider the extent to which that observation holds true for the United States or for any other country. Support your argument with appropriate evidence from Thoreau’s essay. (Lang and Comp-2005)

Primary performance task: Presentation on an assigned chapter, to include a thesis statement leading to explication of themes, a creative visual component paired and analyzed, an overview, meaningful quotes, and Romantic and Transcendental characteristics identified and discussed. [C7]

First Semester Final Exam: [C4]Part 1: Multiple Choice

This section is interpretation of new material. Students read four passages and answer 45 to 55 questions. Reading selections and questions are similar to those on AP Released English Language Exam.

Part 2: Free Response Students will have one hour to write an in-class essay. The prompt asks for rhetorical analysis or argumentation. This essay is graded on the AP rubric, or nine-point, scale.

Unit Six: The Documented Essay: Truth or Bias--Perception or Reality?Contemporary Media and Rhetoric

Task and Prompt: [C8]• Choose a current event that reflects one of the themes that we have studied so far this

year. • Research the topic through different types of sources (newspapers, magazines, news

stories, interviews, online sources, radio broadcasts, visuals, etc.). • Take careful notes, making sure that you cite your sources accurately using MLA

format. • Develop an argument about contemporary media’s handling of this topic. • Establish a claim. • Then integrate a variety of sources into a coherent, well-written essay. • Use the sources to support your position; avoid mere paraphrase or summary. • Your argument should be central. • Remember to attribute both direct and indirect citations, using MLA format. (Give

credit where credit is due.) • Create a Works Cited page using MLA format. • Plagiarism will result in a zero.

Unit Seven: Enlightenment vs. Blindness: Man’s Duty himself, man’s duty to the State

Essential Questions:The worthy life: To what extent is a worthy life one that is focused on leaving behind something memorable or worthwhile, no matter how small, once life is over? Individual vs. Society: How do you define ‘enlightenment’? One you are ‘enlightened,’ are you more or less likely to contribute to society? Why? If you are not contributing to your society or to others, how alive are you?American Dream: What is the balance that individuals and society at large should strike between self-indulgence and fun vs. altruism and self-sacrifice?

Bradbury, Ray. Fahrenheit 451.Plato’s Allegory of the Cave.Aristotle’s definition of happinessArnold, Matthew. Dover Beach.Cause and Effect discussion:Buckley, William. Why Don’t We Complain?Winn, Marie. Television: The Plug-in Drug.

Composition: [C4]Journal: Essential Questions. Unit will begin with a journal – writing prompt allowing students to choose to respond to one of the three essential questions for the unit. This is an informal two – paragraph writing assignment that will be used to set the tone for the inquiry to come. We find that these essential questions help to create a modern connection to the non-fiction and fiction studied in each unit.

Composition: Analysis [C4]

After reading section one of Fahrenheit 451 and Plato’s Allegory, students reflect in writing on the thematic connections between Allegory of the Cave and Fahrenheit 451. This written piece is the foundation for the class discussion transitioning students from independent reading to classroom dialogue. Over the two-day, student-led discussion, students typically will make many connections between the work of Bradbury and the work of Henry David Thoreau.

Composition: [C3, C4, C10]Document-based argument (AP released item)

In Part two of Fahrenheit 451, Mildred and her friends discuss the inevitable election of the handsome presidential candidate Noble over the less attractive (and shorter) Hoag. In Montag’s world, over-stimulation of the senses and under-stimulation of the mind has lead to a desensitization of the masses. Superficial values lead to superficial choices.

In our nation, television has been influential in United States presidential elections since the 1960’s. But just what is this influence, and how has it affected who is elected? Has it madeelections fairer and more accessible, or has it moved candidates from pursuing issues topursuing image?

Read the following sources (including any introductory information) carefully. Then, inan essay that synthesizes at least three of the sources for support, take a positionthat defends, challenges, or qualifies the claim that television has had a positiveimpact on presidential elections. *Students self-score based on AP models.

Composition: Analysis [C4]In Part two of Fahrenheit 451, Montag reads an excerpt from the poem “Dover Beach” by Matthew Arnold to Mildred and her friends, Mrs. Phelps and Mrs. Bowles. Matthew Arnold’s poem (full text given here) presents an argument for fidelity and love. In a well-developed essay, discuss the techniques Arnold employs to develop his persuasive poem. Refer to tools such as diction, organization, rhetorical devices, and imagery. (Modified from “5 steps to a 5: Writing the AP English Essay” by Barbara Murphy and Estelle Rankin)

Unit Eight:Individual Identity: The Strength of SelfEssential Questions:

The Worthy Life: What makes up your identity? How can an unclear or false vision of that identity cause harm to you and to others?Individual vs. Society: Should we always do what society says? When is it important to stand up for our own beliefs, even if they are counter to society's beliefs?The American Dream: What makes America, and American heroes and/or icons, unique? Do we also have unique flaws, or as Twain would put it, ‘sins’? How do you define racism? To what extent does racism still exist in our democratic society?

Readings: [C6]Douglass, Frederick. Narrative of the Life of Frederick Douglass.X, Malcolm. Learning to Read.

Alexie, Sherman. The Joy of Reading and Writing: Superman and Me.(Review instruction in Mode: Process Analysis)Didion, Joan. On Keeping a Notebook.Naylor, Gloria. Mommy, What does ‘Nigger’ mean?Dunbar, Paul Laurence. We Wear the Mask.Twain, Mark. The Adventures of Huckleberry Finn.Critical essays on the work of Twain / HuckStaples, Brent, Just Walk on by: Black Men and Public Space.(Review Instruction in Mode: Cause and Effect)

Viewing:PBS Documentary. The Adventures of Huckleberry Finn: Born to Trouble.

Group discussion:A. Twain wrote in a journal that "Huck Finn is a book of mine where a sound heart and a deformed conscience come into collision and conscience suffers defeat." What do you think he meant by "a sound heart and a deformed conscience?" How is "conscience" a theme in the novel in general? B. What is a hero? How is Jim a hero? How is Huck a hero?University professor Maghan Keita explains, "I ask people to do a juxtaposition when confronting Jim. Take for a moment the notion that Huck is not the central character, but Jim is. How does this change notions of what this book is about? How is it that he represents all the best qualities in the book, and how does he humanize Huck? How can Huck rise to heroic proportions without Jim? Jim teaches him how to be a hero." Consider Professor Keita's suggestion that Jim, not Huck, is the central character. Do you agree or disagree? Defend your answer by citing specific passages from the book. C. What does freedom mean to Jim? What does freedom mean to Huck? Frederick Douglass writes, "You have seen how a man was made a slave; now you shall see how a slave was made a man." What does he mean? How can you apply this quote to the story of Jim in Huck Finn?D. Twain contrasts Huck and Jim’s life on the raft with life on shore. Discuss the differences between what the raft represents to Huck and what life on shore is like. Cite lines from the text that describe raft life and shore life to support your argument. What is Twain’s purpose in creating this contrast? (Taken from Penguin Classics Teacher Resources)

Composition: [C4]Journal: Essential Questions. Unit will begin with a journal – writing prompt allowing students to choose to respond to one of the three essential questions for the unit. This is an informal two-paragraph writing assignment that will be used to set the tone for the inquiry to come. We find that these essential questions help to create a modern connection to the non-fiction and fiction studied in each unit.

Composition: Synthesis [C5, C10]Explore a premise about the power of reading and writing as presented by one of the essayists studied with Narrative. In an essay that synthesizes and uses for support at least three selections from this unit’s readings thus far, discuss the role of reading and writing in the life of an individual. Remember to attribute both direct and indirect citations. Refer to the sources by authors’ last names or by titles. Avoid mere paraphrase or summary. [C9]

Composition: Analysis [C5, C7]

Consider our study of Fredrick Douglass’ Narrative, the poem by Dunbar, and Twain’s portrayal of Jim. Make a connection to a form of non-print media (art, music, etc.). Write a three-paragraph essay analyzing themes across the poem, Huck and/or the Narrative, and your medium.

Final Performance Task: [C4]Students will be divided into eight equal groups, in preparation for debates on four possible topics. While each set of two teams will know their topic in advance, they will not know whether they will be debating the affirmative of negative of the resolution, and so will prepare constructive arguments, rebuttals, and closings for both sides of the issue. All four topics will center on one critical essay we have discussed as a class. The debates will focus on the author’s final ten chapters; students will argue for and against Twain’s portrayal of Jim, use of slapstick humor, portrayal of Miss Watson, and Twain’s characterization of Huck during these controversial final chapters. Each 20 to 30-minute debate will be judged by peers and the teacher.

(Mini) Unit Nine: Naturalism: Is Environment Everything?

Readings: [C6]Crane, Stephen. Maggie: A Girl of the Streets.Readings from Donna Campbell’s site <http://www.wsu.edu/~campbelld/amlit/natural.htm>

Annotated reading is to be completed over spring break. *Skills and knowledge for the assignment (also to be completed over break) are delineated below.

Skills and knowledge: Analysis and research [C4, C9]Students will create a definition of Naturalism that is synthesized from at least two sources, will parenthetically cite this information within the definition, and will create a full citation for each of the two sources at the end of document. Students will research Stephen Crane’s life and discuss how his background may have influenced his work.

Students use the IDEA format to analyze Crane’s portrayal of two characters from Crane’s work.I—Identify two or more quotes about the character that you feel

include elements of Naturalism (Be sure to give quote(s) as well as page #s)D-- Describe how the language, action, or other elements of the chosen

quote(s) illustrate aspects of NaturalismE—Evaluate the impact this use of Naturalism has on the reader.

How did you, as a reader, respond? Why?A—Analyze Crane’s intent. In your opinion, what philosophical statement about mankind and life must he be trying to communicate?

Unit Ten: Women and Men: Difference and Identity

Essential questions: Identity and the worthy life: To what extent is it important to challenge yourself and have new experiences in life? Janie, the protagonist of Their Eyes Were Watching God said of her experiences that she has "touched the horizon." What does 'touching the horizon' mean to you?Individual vs. Society: Why is it vital to stand up for what you believe in rather than doing what others want you to do? To what extent is being true to your own wishes, needs, and dreams in conflict with society’s expectations?

Men and Women: In what sense are the dreams and needs of men and women the same? How are men and women different? What experiences lead you to this belief?Identity and the worthy life: How do you feel connected to nature? To what extent do you feel this connection is important to leading a full and good life?

Skills: In addition to the knowledge cited below, the skill focus of this unit will be multiple choice, analysis, and argument practice in preparation for the AP exam. While most of the reading will be annotated outside of class, work on and review of the readings will happen collaboratively in class. Work will be drawn from Teaching Nonfiction in AP English.

Knowledge: It is desirable that students understand Hurston’s significance to the Harlem Renaissance, her subsequent obscurity, and her (posthumous) return to public acclaim in the 70s. Her multiple occupations, from anthropologist to academic to writer, will be explored, along with her significant essays. Eyes will be paired both as an examination of the power of figurative language to create an emotional response and as a study in historical perspective. News articles about Eatonville, the first all-black American town, and articles about the aftermath of Florida’s 1928 hurricane will be paired with the novel.

Reading:Hurston, Zora Neale. Their Eyes Were Watching God.Various news articles, web sites, etc. (Eatonville, 1928 Hurricane, Lake Okeechobee)Walker, Alice. Finding Zora.Hurston, Zora Neale. How it Feels to be Colored Me.Walker, Alice. Our Mothers Gardens.Walker, Alice. Beauty: When the other dancer is self.Truth, Sojourner. Ain’t I a Woman?Gould, Stephen Jay. Women’s Brains.(Review of Mode: Example and Description)

Composition: Example or Description [C3, C5, C10]Students will choose one of the two above modes. After reading several example essays, students will create their own example or description essay, to be shared with the class. This essay will be both peer and teacher-edited.

Composition: Analysis practice [C4]Students will work in small groups to outline and present possible responses to one of six past AP questions as applied to the readings within this unit. These presentations will be used as teacher / peer feedback opportunities for thesis development, essay structure, and backing.

(AP TEST)

The following two units are intentionally scheduled after the administration of the AP exam. Both focus on literary analysis in preparation for the 12th grade English Literature course. While students are moving into a year rigorous in its depth of content, we want them to realize that their expertise in the intentional reading of texts well-prepares them for the challenge of literary analysis and composition.

Unit Eleven: Questions or Answers? The Strategy of Circumference

Essential Questions:

The Worthy Life--What is a worthy life as defined by the artist? As defined by the protagonist? The reader? Individual vs. Society--How can the individual (artist, protagonist, or reader) define and live a worthy life despite conflicts with society?Enduring American Values --How do American values impede or enable the individual’s pursuit of a worthy life?

Readings:Selected poems by Emily Dickinson Viewing:“Emily Dickinson” Voices and Visions PBS video[C6, C7]

Students work together in small groups this week developing readings of Emily Dickinson poetry. This becomes a workshop, where students offer preliminary readings and classmates offer help in the form of questions and additional insights.

Knowledge:Emily Dickinson lives the examined life by exploding traditional viewpoints and, instead, challenging and questioning customary attitudes of what it means to be human. Dickinson surrounds, examines, rejects traditional values and embraces alternative ideas; she calls this the “business [of] circumference.”

Dickinson rejects the traditional ideal of femininity; instead she embraces the American notion of independence and lives life by her own standards.

Dickinson represents many traditions: Puritan, Romantic, Realist, and postmodernist. Dickinson’s various influences included those as diverse as Rousseau, Locke, Emerson, and Jonathan Edwards. She countered the ideas of these icons as much as she adhered to them. Dickinson creates poem groupings, or fascicles, to explore the circumference of an idea.Familiarity with eight of her poems. Note: as she wrote over 1779 in her lifetime, this is not a representative sample. Understanding of how Dickinson used: Meter and rhyme, Syntax, Diction, Structure, Metonymy, Tone, Style, Speaker, Allusion, Caesura, Humor, Eiron, Irony, Pun, Pyrrhics, Animalism, Synesthesia, Imagery, Allegory, Mood, and Style

Skills:Ability to discuss and analyze Dickinson’s use of meter, rhyme, syntax, diction, structure, allusion, caesura, eiron, pyrrhics, animalism, synesthesia, tropes, etc., as well as stylistic choices like unusual or non-standard punctuation and created verb forms. Students will be able to successfully explicate at least eight of Dickinson’s most famous poems and analyze the idea of circumference and the use of fascicles by grouping them according to technical traits and thematic ideas.

Composition: Analysis [C3, C5, C10]Students will create a multi-paragraph, individual paper analyzing their group-created fascicle. Students will be expected to provide citations for individual poem analysis, for example from the original criticism readings from Modern American Poetry provided in class.

Primary performance task: [C4]Students’ understanding that the reading of any text is, indeed, an argument will be put to the test as they design, analyze, and present a mock ‘fascicle’ in Emily Dickinson’s style. Students will validate their choices with textual analysis. Students will first work in expert groups (created in

jigsaw method) to analyze from five to eight poems of Dickinson’s with the intent of ordering the poems to create a fascicle. Students will first come to understand each other’s poems, find common themes, come up with an overarching thematic idea—and then discuss/create order for the poems.

Technology integration: [C4]Students will use pre-created slide groupings to create a Power Point in the order of their proposed fascicle. Students will add a verbal and a bulleted rationale for the ordering on a handout provided to the class, as well as hyperlink their own, individually written explication of the poems in fascicle grouping order.

Unit Twelve: American Values: The Death of the DreamThe Worthy Life: What makes up your identity? How can a false vision of that identity drive you to make destructive decisions? How do our choices both affect and reflect our character?

Individual vs. Society: What does society value that you also value? How do your values differ from society’s values? At what point are you willing to stand up for your values if they are counter to society's?American Dream: What was the American Dream of the 20s? What is it now? Are they different? Why? How can chasing a dream to the exclusion of everything else be harmful?

Knowledge:Explain the term "American Dream' in light of 20s and modern meanings, as well as analyze the failure of Fitzgerald's characters to reach the dream.Identify the dominant rhetorical and literary devices in the book.Discuss societal vs. individual values and analyze the detrimental effect the desire for society's approval has on the characters in The Great Gatsby.--(Gatsby as tragic hero)

Readings:Fitzgerald, F. Scott. The Great Gatsby.Letters of F. Scott FitzgeraldMiller, Arthur. Death of a Salesman* As time permitsHemingway, Ernest. Short Stories* As time permits

Viewing:A & E Biography, F. Scott Fitzgerald

Composition: [C4]Journal: Essential Questions. Unit will begin with a journal – writing prompt allowing students to choose to respond to one of the three essential questions for the unit. This is an informal two – paragraph writing assignment that will be used to set the tone for the inquiry to come. We find that these essential questions help to create a modern connection to the non-fiction and fiction studied in each unit.

Composition: Literary Analysis [C9, C10]Students will be expected to locate multiple critical literary sources (5 or more) and document their ability to synthesize multiple sources into a reasoned analysis on a topic of choice. Papers will be scored on the generic AP 9-point rubric.

Composition: Analysis [C4]

Students will read the poem “The Hollow Men” by T.S. Elliot. After a small-group activity, individual students will complete a three-paragraph in-class write on comparative themes, images, allusions, and other devices of choice.

Bibliography

Student Texts:

Bradbury, Ray. Fahrenheit 451.

Cohen, Samuel. 50 Essays: A Portable Anthology. New York: Bedford/St.

Martin's.

Crane, Stephen. Maggie: A Girl of the Streets.

Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American

Slave, Penguin Classics.

Emerson, Ralph Waldo. Self Reliance.

Fitzgerald, F. Scott. The Great Gatsby.

Franklin, Benjamin. Autobiography.

Hawthorne, Nathaniel. The Scarlet Letter.

Henry, Patrick. Speech to the Virginia Convention.

Hurston, Zora Neale. Their Eyes Were Watching God.

Jefferson, Thomas. The Declaration of Independence.

Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader.

Boston: Bedford/St. Martin's.

Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an

Argument. 4th ed. New York: Bedford/St. Martin’s, 2006.

Miller, Arthur. The Crucible.

Naylor, Gloria. “Mommy, What Does ‘Nigger’ Mean?” Multicultural Readings

for Writers.

Paine, Thomas. The Crisis, Number One.

Steinbeck, John. The Grapes of Wrath.

Thoreau, Henry David. “Civil Disobedience” in Walden.

---. Walden.

Twain, Mark. The Adventures of Huckleberry Finn.

Teacher Resources:

Roskelly, Hephzibah, and David Jolliffe. Everyday Use: Rhetoric at Work in Reading and

Writing. New York: Longman.

Shea, Renee H. and Lawrence Scanlon. Teaching Nonfiction in AP* English: A Guide to

Accompany 50 Essays. Boston: Bedford/St. Martin’s.