AP English Language & Composition

In this course, you will investigate how great writers use language to describe our world and make arguments about how it works.  While you examine the words of others, you will also strengthen your own writing technique and develop the clarity of your ideas.  Expect to do a significant amount of the following:

 

  • WRITING in your class notebook, as well as COMPOSING ESSAYS,

  • DISCUSSING your ideas -- both by  SPEAKING your mind and by LISTENING to others,

  • Closely READING and RESPONDING to assigned essays

ASSIGNMENTS AND RESOURCES

Browse through Poetry Foundation's "Poem Guides" for high-quality examples of essays written to guide a reader through a single poem. Use these as models for your Semester 2 final essay.

This is a reputable database of published poetry. You can search by poet or by the poem's title, or browse collections organized by themes.

This website is a reputable source of a wide range of poetry. You can browse poems by theme, poetic form, or occasion.

See the attached document for instructions to create an erasure poem. Poems are due by Friday!

Please use this document for instructions for classwork on March 21, which will help you prepare for the in-class FRQ on March 23. You must be signed into your WCCUSD Google Drive in order to access this document.

Follow the instructions in this document to complete Thrusday and Friday's classwork. Submit your work by sharing your document with ms.sanders.dahs@gmail.com by the end of the block.

See the attached document for all instructions for the February Break homework; please note the different deadlines. Read all instructions first, and then reach out if you need help or clarification.

Use this assignment sheet to complete the work for class on February 6 and February 7.

This document contains the full assignment for the homework due Monday, January 22, and links to all associated readings.

Here is a study guide for our Semester 1 final. Please feel free to reach out if you have questions, or if you're just feeling too stressed. Remember: finals do matter (a lot!), but you all, as people, matter more.

See the attached document for our winter break homework.

​In your notebook, write down all claims and warrants from this essay by American writer Mark Twain regarding the freedom of the press.

In your notebook, write down all claims and warrants from this essay by Chinese artist Ai WeiWei on censorship and freedom of expression.

Complete these reading questions and share via email by the end of class on Monday, Dec. 4.

Here is the assignment sheet for the Monument/Memorial Rhetorical Analysis Project. All relevant deadlines and requirements should be in this document.

Read the opinion editorial published in the Los Angeles Times that compares the experience attending the 9/11 museum with the experience of attending the Museo de la Memoria in Santiago, Chile, and the Lugar de la Memoria in Lima, Peru.  In your notebook, answer the following:

1) What are the specific rhetorical choices in the design of the 9/11 museum that produce a negative reaction in the author? What is it about those specific design elements that feels inappropriate to her?

2) What are the specific rhetorical choices in the design of either the Museo de la Memoria or the Lugar de la Memoria that the author prefers? What is it about those design choices that she seems to feel is more appropriate or effective?

3) Based on the author's analysis, what are the lessons that these memorials should teach the designers of future memorials? Support your claim with direct quotations from the text and an explanation of how that evidence supports your claim.

Here is a sample of this weekend's homework -- a three-quarters-of-a-page paragraph analyzing one device in either Stevenson's speech or "The Yellow Wallpaper." Feel free to comment on the document or send me an email if you have specific questions about how to write it.

Here is a link to the transcript of Stevenson's speech. Scroll down to view; you may change the language if that is helpful.

For homework, write a paragraph that fills 3/4 of a page analyzing Stevenson's use of ONE rhetorical strategy. Use the template from our class notes.

To use this video for the homework due on Tuesday, 10/10, complete the following handwritten or typed, on a sheet of paper to turn in (not in your notebook):

 

Write one paragraph that describes the rhetorical situation of the speaker, Stephen Colbert. Make sure to include all aspects of the rhetorical situation (SOAPS), though you don't need to mention each item in the same order as it is listed in SOAPS.

Then, write one paragraph that identifies a specific rhetorical strategy or device that the speaker used, and analyze how that rhetorical strategy helped the speaker fulfill his rhetorical purpose. Remember, our categories of rhetorical strategies are DIDSFOP -- specific terms for each of these categories can be found in the Master List of Rhetorical Strategies and Devices.

If you need help, reach out!

To use this video for the homework due on Tuesday, 10/10, complete the following handwritten or typed, on a sheet of paper to turn in (not in your notebook):

 

Write one paragraph that describes the rhetorical situation of the speaker, Jimmy Kimmel. Make sure to include all aspects of the rhetorical situation (SOAPS), though you don't need to mention each item in the same order as it is listed in SOAPS.

Then, write one paragraph that identifies a specific rhetorical strategy or device that the speaker used, and analyze how that rhetorical strategy helped the speaker fulfill his rhetorical purpose. Remember, our categories of rhetorical strategies are DIDSFOP -- specific terms for each of these categories can be found in the Master List of Rhetorical Strategies and Devices.

If you need help, reach out!

After reading this article, create a list in your notebook that identifies the rhetorical mode of each paragraph. Use the Master List of Rhetorical Strategies for a reminder of rhetorical modes. You may use this article OR the other article about the massacre that is posted.

Due in notebook at the start of class on Thursday, October 5, or Friday, October 6.

After reading this article, create a list in your notebook that identifies the rhetorical mode of each paragraph. Use the Master List of Rhetorical Strategies for a reminder of rhetorical modes. You may use this article OR the other article about the massacre that is posted.

Due in notebook at the start of class on Thursday, October 5, or Friday, October 6.

Attached is a master list of our rhetorical strategies and concepts.

For homework, due 10/2: Read these remarks written by Jonathan Franzen, which he gave at the memorial service for his close friend, writer David Foster Wallace. Then, write approximately one page in your notebook in which you answer the following: "What is ONE category of rhetorical strategies that Franzen uses to create a specific portrayal of Foster Wallace, and how does he use those rhetorical strategies to create that portrayal?"

As a reminder, the categories of rhetorical strategies are the acronym DIDSFOP: Diction, Imagery, Detail, Syntax, Figurative Language, Organization, and Perspective.

Please reach out if you're struggling. My responses to requests for help may be a bit delayed this weekend as I am observing a religious holiday.

Listen to this podcast and read the "Stuff Happens" reading in order to complete the homework due September 28/29.

Read this article and listen to the "Imagined Plaque" podcast in order to complete the homework due September 28/29.

Read this article to prepare for writing your celebrity profile of a classmate.

Class Syllabus

This document contains the essential information that you will need in order to be sucessful in this class.  This includes a supplies list, a breakdown of how your grade is calculated, and ways to reach me.

Parent and Family Letter

This is a letter home to your family from me, which introduces me and invites your parent to Back-to-School Night.  Please make sure to return the slip at the bottom of this letter with a signature from a parent, gaurdian, or family member.

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