AP English Language (Semester 2)
Course Description:
AP Language and Composition is a course which explores the relationship between what authors say and how they are trying to say it. The literary component of the course provides a range of genres, including nonfiction, fiction, drama and poetry, and in the analysis of these works students are exposed to the analysis of both style--the more language-based approach to exploring meaning--and rhetoric-the analysis of author argument and structure. In terms of style, students will explore how elements of language--such as tone, diction, syntax--influence the overall meaning. In terms of rhetoric, students will examine various appeals, aspects of writer s credibility, irony, and the overall use of logic to explore how effectively an author presents her/his position.
In any aspect of analysis, students are obliged to consider what the author s overall theme is. By understanding the purpose of a piece of writing, we recognize the elements of language as an integral tool with which authors develop their work.
Writing assignments cover both the expository and argumentative aspects of writing. In addition to the exploration of American and global themes of literature, students will discern how styles of writers have evolved over the last several centuries, as course content includes, but is not limited to: Socrates Meno, Shakespeare s Measure for Measure, F. Scott Fitzgerald's The Great Gatsby, Zora Neale Hurston's Their Eyes Were Watching God and Anne Fadiman's The Spirit Catches You and You Fall Down. The academic objectives of this course adhere to those outlined by the College Board in preparation for the Advanced Placement Exam in Language and Composition, which is offered each year to students during the month of May.
Key Assignments
1. Socratic dialogue and essay of definition.
2. Timed writings that incorporate the argumentative, stylistic and rhetorical objectives of the course, based on the kinds of topics students have seen on the AP Language and Composition exam.
3. Multiple choice tests that require close reading and understanding of author form and purpose, based on the kinds of questions students have seen on the AP Language and Composition exam.
4. Original research paper and PowerPoint project on a local controversial school issue and an awareness of the case history.
5. Creative writing which emulates the syntax of studied authors, such as an original essay modeling the writers of our nonfiction unit.
6. Poetry exam which asks students to contextualize an era of American poetry.
7. Film to text media where students compare the portrayal of schools in both nonfiction and in film.
8. Regular reflection on attainment of course objectives.
9. Regular work with Argument Points, whereby students become conversant with taking current events and/or issues and presenting a cogent discussion on these issues or events.
Instructional Methods and/or Strategies
Instructional methods used include:
1. Independent reading
2. Journaling
3. Teacher feedback on writing
4. Teacher presentation/instruction/lecture
5. Peer review
6. PowerPoint presentation
7. Research via the Internet
8. Timed Writings and Multiple Choice tests in preparation for the AP exam
9. Class discussions on selected topics
Course Details:
| Course Title (District): |
AP English Language (Semester 2) |
| Course Title (NCES SCED) : |
AP English Language and Composition |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
Fuel Education LLC |
| Online Instructor Provided By : |
Fuel Education LLC |
| Standards Addressed : |
CollegeBoard |
| Academic Terms : |
Open Entry / Open Exit |
| NCES SCED Code : 01005 |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
AP English Language and Composition |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
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Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: Most courses have no additional costs; however some have required books or other materials that are not included in the course. Some required books or other materials may be available for checkout from schools or public libraries. See the provider's course description for required books/materials or call 810-591-4401 for assistance.
Students will write both impromptu and process papers that both analyze author style and form, as well as
demonstrate their synthesis of author technique into their original prose.
Students will complete a multi-step research project, using the Internet, as a means of understanding how
research allows us to develop an informed opinion.
Students will read from a variety of texts, including: fiction, nonfiction, poetry and drama, in order to understand
how the elements of argumentation are integral to all aspects of writing.
Students, in small groups and with partners, will complete several assignments whereby they will successfully
interact in the process of peer review and original writing.
Students will acquire familiarity with the AP Language and Composition course goals, as outlined by the College
Board, in preparation for the AP Language and Composition exam.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Partially Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
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| Course Overview and Introduction |
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| Clear, complete course overview and syllabus are included in the course. |
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
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| Legal and Acceptable Use Policies |
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| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
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| Accessing Course Effectiveness |
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| The course provider uses multiple ways of assessing course effectiveness. |
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
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| Course Updates |
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| The course is updated periodically to ensure that the content is current. |
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| Certification |
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| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
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| Instructor and Student Support |
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| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
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| Students are offered an orientation for taking an online course before starting the coursework. |
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| Instructional and Audience Analysis |
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| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
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| Course, Unit and Lesson Design |
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| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
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| Instructional Strategies and Activities |
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| The course instruction includes activities that engage students in active learning. |
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
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| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
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| Communication and Interaction |
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| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
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| Resources and Materials |
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| Students have access to resources that enrich the course content. |
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| Evaluation Strategies |
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| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
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| Feedback |
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| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
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| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
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| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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| User Interface |
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| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
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| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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| Prerequisite skills in the use of technology are identified. |
Fully Met
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| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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| Accessibility |
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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| Data Security |
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| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Review Conducted By: Fuel Education LLC
Date of Review:
07/08/2014
Unit 9: Coming to America Read The Spirit Catches You and You Fall Down by Ann Fadiman Modern perspectives of the American Dream Focus: comparison, creation of bias, author credibility
Unit 10 American Poetry Read selected American poets, including Walt Whitman, Emily Dickinson, Robert Frost, Anne Bradstreet.
Focus: determine the historical and literary trends of American poetry, as well as the key stylistic and rhetorical features of this poetry
Unit 11: Independent Reading--Fiction Select individual title from list Focus: explore non-linear structure Literary Analysis essay--process paper
Unit 12: The Harlem Renaissance - Narrative Read Poetry and Prose from the Harlem Renaissance Read Their Eyes Were Watching God by Zora Neale Hurston Multicultural Awareness Focus: alternate forms of language Incorporation of narrative elements into original memoir Character development
Unit 13: AP Exam Week 4 Synthesis of Unit 11-12 into timed writings and multiple choice questions, modeled on the AP Language and Composition exam
Unit 14: Portrait of Young Adults/Teens Select from independent nonfiction list View selected films on schools Essay of comparison, bias in educational reporting
Unit 15: Satire Read "A Modest Proposal" by Jonathan Swift; write original satire
Unit 16: Research Project: Educational Law Sources: Internet, Supreme Court decisions Topic: Local controversial Issue Focus: Higher Order Thinking Skills
Unit 17: Final Review Incorporation of prior objectives into final timed writings and multiple choice exam questions.
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
|
|
|
|
100 |
$275 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Full refund when withdrawn within 14 days of enrollment. |
EdisonLearning Instructional Support Staff provide instructional feedback on all teacher-graded assignments. Grades are submitted upon course part completion or upon request from the student’s Advisor. |
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
Students can contact their online instructor as needed. Online instructors have posted office hours, and provide contact information.
