Professional Documents
Culture Documents
2015-2016
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Course Objectives:
Students will:
learn to write in a variety of forms including, but not limited to, analytical, argumentative, expository, and narrative
styles. Essay topics will address a variety of issues including personal experience, popular culture, and public policies.
The assigned topics will represent a variety of prose styles and genres.
analyze and interpret samples of good writing, identifying and explaining an authors use of rhetorical strategies and
techniques.
apply effective strategies and techniques in writing.
create and sustain arguments based on readings, research, and/or personal experience.
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Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
learn the process of drafting and revision along with peer editing procedures. A focus of this process will be to
develop reflective skills and apply these strategies to their own individual writing, addressing strengths and
weaknesses and determining what comprises quality work.
demonstrate understanding and mastery of standard written English, as well as stylistic maturity in writing.
keep journals for the purpose of informal responses to both the literature we read as well as their own writing,
focusing on the process and the techniques of writing, bearing in mind the relationship between the authors style
and purpose.
be exposed to a variety of fiction and non-fiction readings with the purpose of analyzing the relationship between
style and purpose. Students will examine and discuss writers choices of rhetorical strategies in an effort to
understand the correlation between these selections and the intent.
be shown a wide variety of graphic and visual images which will serve as alternative text and will further reinforce
the techniques and styles of each particular rhetorical mode.
practice the analysis of a variety of visual images in an effort to understand the importance of visual literacy in
todays world.
work collaboratively to conduct research culminating in the synthesis of various collected data and the relationship
of this data to a given position on an issue of social or historical relevance. A focus of this research will be on the
collection and proper citing of sources consistent with the Modern Language Association.
revise writing assignments, with teachers assistance and input, as they continue to hone their skills in a variety of
writing techniques including, but not limited to, the following:
a. Vocabulary enhancement
b. Sentence structure variety
c. Use of transitions and repetition
d. Use of both general and specific support to create a balanced and well organized argument
e. Diction, syntax, tone, and voice
Pre-Course Assignment
Students are required to complete a summer reading assignment, which includes one classic work (Uncle Toms Cabin) and a
contemporary work (Breath, Eyes, Memory). Students are to read and make annotations of the text and complete a written
assignment based upon the themes and central ideas of the novels. For Uncle Toms Cabin, students write a critical analysis
responding to Alfred Kazins essay defending Harriet Beecher Stowes intentions when writing her novel (Publisher: Bantam
Books). The assignment for Breath Eyes Memory consists of a dialectical journal, highlighting passages that compare and
contrast how the characters deal with both physical and cultural rape. This dialectical journal leads to another analytical
essay.
To further students analysis of the novels, they read and discuss contemporary journal articles written by academic scholars
( Silences Too Horrific to Disturb: Writing Sexual Histories in Edwidge Danticats Breath, Eyes, Memory by Donette A.
Francis, A Homeward Journey: Edwidge Danticats Fictional Landscapes, Mindscapes, Genescapes, and Signscapes in Breath,
Eyes, Memory by Patrick Samway, S.J., and Up to Heavens Gate, Down in Earths Dust: The Politics of Judgment in Uncle
Toms Cabin by Joshua D. Bellin) and work on analyzing the authors purpose and audience, while being introduced to the
task of creating a counter-argument.
In addition, students consider the source as a text that has a particular audience and purpose in mind; they sort through
disparate interpretations before analyzing, reflecting upon, and writing about a topic.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Analytical
o Essential Question: What various styles do authors employ to achieve different purposes in writing?
Comparison
o Essential Question: What similarities and differences exist between short passages that distinguish them as
unique in both style and purpose?
Argumentative
o Essential Questions: Why is it important to recognize that there are often two sides to every issue? Why is
it important to be able to take a stand (defend, challenge, or qualify) on a given issue?
Synthesis
o Essential Questions: How can one synthesize various pieces (often in history or science) to come to an
informed position on an issue (defend, challenge, or qualify)?
Composition
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5)
Informal writings, such as ungraded free-writes, reaction papers, and journal entries, will provide regular and
frequent opportunities to engage in informal exploratory writing. They also allow for reflective writing that connects
reading to personal experience and enables students to examine the process of their own writing. Composition
books (in-class journals that will remain in the classroom) will be used for frequent free-write responses to
prompts related to class reading. Students will also use these journals to analyze and reflect on weekly quotations
and visual texts (cartoons, paintings, graphs, and illustrations) that are often related to thematic reading.
Special writing assignments coordinated with writing workshops will enable students to practice rhetorical
strategies, sentence combination, subordination/coordination, paragraph organization, and the use of transitions.
Particular emphasis in these workshop activities will be placed on balancing generalization and specific illustrative
detail and incorporating direct quotes. These components of effective composition will also be reinforced in regular
peer-revision activities and instructor feedback response. The analysis and effective use of voice and tone will often
be reviewed and practiced through in-class journal exercises from Voice Lessons (Nancy Dean) and other activities.
Students will complete Reading Logs (RLs) for each novel and play. Each RL requires students to engage in analysis,
reflection, and evaluation. Students examine structure, style, tone, characterization, plot, theme, imagery,
symbolism and other rhetorical strategies. Students are also expected to explain biographical, social, and historical
concerns and values that are relevant to the novel/play. The final sections of the RL require students to select and
comment on important quotes and evaluate the work and its significance.
During each semester students will write a minimum of four essays, some of which will be timed, in-class essays. At
least two of these per semester will be composed in conjunction with a writing workshop and will be revised
following peer-editing and instructor feedback. These essays will include expository, analytical, and argumentative
assignments. Scores for all essays, with the exception of the formal researched essay, will be based upon the general
AP rubric provided.
Students are required to write one formal MLA-format extended essay that is persuasive in nature and answers a
question at issue by synthesizing researched support.
Timed Writings
During the year, students complete timed essay questions. Integrating timed writings helps students to build their
confidence and expertise. It also helps to prepare them for the timed writing component on the AP Exam. When students
have the chance to practice their time-writing skills, they begin to learn how to focus themselves towards the task at hand.
Timed writing opportunities begin with the course, so that students can see their own improvement and develop selfconfidence as the year progresses.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Style:
One of the facets of the AP English Language class which delineates it from the AP English Literature course on our campus is
the emphasis on specific elements of writing style. Instead of focusing on academic terms for the analysis of fiction, we focus
on syntax, tone, diction, and imagery for the achievement of writers purpose. Students review syntax, including periodic and
loose sentences, parallel structure, coordination and subordination, and apposition to learn how writers use structure as a
tool for persuasion.
Controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction is also emphasized
from the beginning of the course until the end. Students are asked to identify these elements in the texts presented during
the course and learn to incorporate and control the same strategies in their own writing.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Vocabulary
1) Students will maintain a vocabulary journal in their Reading Logs, defining and correctly using in sentences at least five
unfamiliar words from reading selections each week. Word root discussions and mnemonic stories will be used to enhance
vocabulary awareness and usage skills.
2) Each week ten terms (a combination of student-submitted words and instructor-provided relevant rhetorical terms and
words commonly appearing on AP and SAT exams) will be added to vocabulary journals. These lists will be the basis for
vocabulary quizzes (mostly sentence completion and paragraph composition) administered every Friday.
3) Various handouts and excerpts will be provided. Through participation in exercises related to this content, students will
develop a wide-ranging vocabulary to apply to their own communication, both orally and in writing.
4) Appropriate word choice and correct use of vocabulary is expected in written assignments. The use of wide-ranging
denotative and richly connotative language is rewarded.
A. Fall Semester:
Identifying/Examining Rhetoric with the Lenses of Fiction and Non- Fiction
The main focus of the first semester is for students to move beyond their comfortable ability to analyze literary
themes being able to identify rhetoric, both written and visual. We focus specifically on diction, syntax, imagery
and tone. To begin these concepts, students read The Scarlet Letter with particular focus on the chapter The
Custom House. Through close reading, students identify the elements mentioned above.
Short fiction texts (such as The Yellow Wallpaper, The Jilting of Granny Wetherall, A Rose for Emily, The
Black Cat, The Fall of the House of Usher, The Ministers Black Veil, Young Goodman Brown, The Story of
an Hour, and The Secret Life of Walter Mitty) help to provide students with the opportunity to look at a variety
of manageable chunks of text and make connections between the authors purpose and audience. Imitation
writing by the students is used for assessment of their abilities to identify and practice rhetorical strategies, such
as diction, syntax, imagery, and tone.
During the first semester literature texts may include Narrative of the Life of Frederick Douglass, Huckleberry Finn,
The Crucible and The Great Gatsby. Various other short stories and articles will be used to supplement instruction.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Editorials
The weekly editorial assignment is also initiated during the course to serve as a bridge from the analysis of literature to
the analysis of non-fiction texts. The editorial assignment provides short readable texts which offer an easy way for
students to identify the tools of rhetoric, including such basic elements as thesis and evidence. The assignment is as
follows: Once a week, students are to closely examine an editorial from the newspaper or a popular news magazine
(such as Time or Newsweek). Students are to identify the authors thesis, discuss and analyze the writers argument
and purpose, identify and explain the rhetorical strategies and techniques used by the author, discuss a counterargument to the authors point of view, and relate the topic of the editorial to previous knowledge the student has
learned in school. These assignments help students with the argumentative aspects of the courses writing component.
These editorials also provide excellent opportunities for collaborative learning, for students meet in small groups to
share their work and to check for understanding. Whole class discussion follows. Dates TBA.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Research Papers
Students are given two major research projects to complete during the school year.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
3)
4)
Homework will usually consist of reading and informal writing assignments, including SOAPStone analyses, journal
entries, and reaction papers.
Students should expect regular reading checks and quizzes that require a working knowledge of textual details from
assigned reading. Quizzes will often provide opportunities answer multiple choice questions that require students to
answer reading passage questions similar in approach and format to those on the AP English Language exam.
Tests, administered at the end of each unit, will be similar in format to the AP English Language examination and will
include multiple choice passage analysis items and in-class essay response. The Reading Logs will be a valuable
resource to aid in studying for these exams.
Students will occasionally prepare projects and presentations to enhance class experience and foster greater
appreciation of reading selections and their historical, social, and cultural significance. Students are encouraged to
incorporate technology (power point presentations, digital photography, and digital video) and art (illustration,
music, and, dramatic performance) into projects when appropriate.
Student Evaluation
Students grades are based on an accumulated-point system. Each graded assignment or activity is assigned a certain number
of points based on its complexity and overall importance to the objectives of the course. Typically each assessment within
each quarter equates to about one-eighth of the total average for that marking period. At the end of each quarter, a
students quarter grade is determined by dividing the number of points earned by the number of points possible.
Students are mostly assessed on major assignments, such as out-of class essays, timed writings. Socratic seminars, grammar
exercises, annotated readings, practice on multiple-choice questions based on reading passages, informal writings, and class
participation.
The percentages figured, using the accumulated-point system, translate into the following grades:
90% - 100 =
80% - 89% =
70% - 79% =
A
B
C
60% - 69% =
50% and below =
D
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
students 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 students 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 students own.
Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
C Students working at this level do not yet engage in every assignment and inconsistently demonstrate a willingness to
examine their own thinking and assumptions. Only a minor portion of the students 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.
D Students working at this level seldom engage in any assignment and consistently demonstrate an unwillingness to examine
their own thinking and assumptions. The students 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.
F This level of work is obviously unacceptable. Work is often submitted, or the student may completely ignore the
requirements of the assignment, or the student is in violation of the schools Academic Policy.
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Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Plagiarism Policy:
I take plagiarism & cheating very seriously. Using someone elses words as your own is immoral,
unethical, and does nothing to further your education. With the availability of search engines
like Google that search in-text for documents, it is easy to catch someone if they have bought or
copied information from the Internet.
Buying or borrowing a paper from someone and turning it in as your own work.
Extracting the exact words from a document without placing the text in quotation marks and
citing the author.
Using someone elses published ideas without giving them proper cited credit.
Having a parent, friend, etc. write part or all of your paper for you.
If you are caught violating my rules on plagiarism, you will receive an automatic zero (0) on the
assignment and be referred to the proper authorities. Make sure your work is your own!
Materials Needed
4 report covers with three-hole metal clasps for unit reading logs, 3 ring binder to hold extra paper(NO
SPIRAL NOTEBOOKS PLEASE), paper (lined and white computer paper), colored pencils or crayons, black or
blue pens, red pen (for grading only), #2 pencils, flash drive or Dropbox or some other cloud storage.
CLASSROOM EXPECTATIONS
All school rules are in effect in the classroom. No exceptions.
Students are expected to:
***Please be aware that timeliness is of the utmost importance. Tardiness may affect
your grade by causing you to miss assignments given at the beginning of the period.
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Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
Textbook List
Books on Rhetoric
Barnet, Sylvan and Hugo Bedau. Critical Thinking Reading and Writing: A Brief Guide to Argument.
Boston: Bedford/St. Martins, 2005.
Hephzibah Roskelly and David A. Jolliffe. Everyday Use: Rhetoric at Work in Reading and Writing. Boston:
Pearson Education, Inc, 2005.
Kennedy, X.J., (include other authors). The Bedford Guide for College Writers. Boston: Bedford/St.
Martins, 2005.
Yagelski, Robert P. and Robert K. Miller. The Informed Argument. Boston: Thomson Wadsworth, 2005. 6th
Edition.
Readers
Aaron, Jane E. Ed. 40 Model Essays: A Portable Anthology. Boston: Bedford/St. Martins, 2005.
Atwan, Robert Ed. American Now: Short Readings from Recent Periodicals. Boston: Bedford/St. Martins,
2005.
Cohen, Samuel, Ed. 50 Essays: A Portable Anthology. New York: Bedford/St. Martins,2004.
Kirszner, Laurie G. and Stephen R. Mandell, eds. Patterns for College Writing: A Rhetorical Reader and
Guide. Boston: Bedford/St. Martins, 2004.
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Ms. K. Mitchell
Kdm4952@lausd.net
Class website: http://msmitchellsclasses.weebly.com
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