AP LANGUAGE AND COMPOSITION SYLLABUS

AP English Language and Composition Syllabus Course Description This college level course is designed for eleventh grade students who already have a good command of the mechanics of language, the ability to read challenging works and to discuss writing They must also be committed to the hard work required at this level because they are not permitted to drop this course after the initial five weeks without penalty At the end of the course all students are required to take the AP Language and Composition Examination In Advanced Placement English Language and Composition, students learn to be analyzers of language, that is, they become familiar with the various rhetorical modes and techniques that authors use to communicate meaning They learn how to use language more effectively, to think critically and analytically, and to communicate clearly To accomplish this goal, students read and write analytical, argumentative, expository and narrative pieces encompassing both fiction and non-fiction from a wide range of time periods Among the non-fiction authors featured are Abraham Lincoln, Martin Luther King, Jr., George Orwell (essays), William Bradford, John Smith, Jonathan Edwards, Edmund Burke, Patrick Henry, Thomas Paine, Mark Twain, Annie Dillard, and Barbara Ehrenreich Thus students read about 75 pages of nonfiction per quarter, primarily essays and articles Although the AP Language course is primarily a study of nonfiction, some fiction lends itself well to helping students practice analysis of diction and syntax and recognize the relationship between structure and meaning This is particularly true of Nathaniel Hawthorne’s The Scarlet Letter and William Golding’s Lord of the Flies Other writers include Arthur Miller (The Crucible) and some selections of poetry by Anne Bradstreet, Edward Taylor, William Yeats and Thomas Hardy Study of these works also assists students in preparing for the New York State Comprehensive Regents Examination that they are required to take in June The central textbooks of this course are 50 Essays: A Portable Anthology; Student’s Book of College English: Rhetoric, Readings, Handbook; and the eleventh grade literature textbook Literature: The American Experience Summer reading includes Nickel and Dimed by Barbara Erhenreich and 1984 by George Orwell Students come to understand that reading in this course always involves annotation In close, analytical reading, students annotate passages both independently and in small groups To provide a general focus for analysis, they are encouraged to use such strategies as SOAPSTone and the “What, How, Why model Through both reading and writing, students become more aware of how authors accomplish their purpose through the tools of language, such as diction, syntax, and tone They write in a variety of ways, including expository, narrative, and argumentative modes, paying attention to their own audience, purpose, style, and voice Through assignments of varying length and purpose, students are expected to write and revise an average of 50 pages per quarter Informal writing includes reflective pieces, descriptive outlines of their own essays, journal entries, and responses to visual art and graphic material For the first two quarters, at least one weekly paper is formal, untimed, and usually involves a 3-4 page analysis or argument Once student analytical abilities and rhetorical skills have been developed, the third and fourth quarter focus to a greater degree on timed essays Writing Process: The writing process is similar for each essay In order to help students become comfortable with the tools of language, after individual or group close reading and annotation of a prose piece, we engage in class discussion of the resources of language employed by the writer Students are introduced to the rubric by which their essay will be evaluated and then write a first draft of the essay This draft is corrected and graded Teacher written remarks focus on logical, detailed support for points, smooth integration of quotations, cohesion, precise choice of diction, development of a concise writing style and individual voice Student models illustrating these factors are then presented and discussed At this point students have individual conferences with the teacher and may revise their essays as often as they desire They frequently submit their essays to one another for peer evaluation before turning in revisions Teacher comments, noting improvements and making suggestions for further enhancing argument or style, accompany each revision During the third quarter, with the greater emphasis on timed essays and as students have become more familiar with elements of style, less time is devoted to class discussion prior to writing the essay However, models, peer and teacher conferencing, written teacher comments, and revision continue to be important techniques in developing student skills of analysis and argument and in their enhancement of style Grammar: Formal instruction in grammar is given as needed from College English and handouts Topics generally covered in the first quarter of the year include misplaced modifiers, dangling participles, pronoun reference, avoidance of passive voice, use of who/whom, parallel structure, use and punctuation of quotations, and use of the possessive case with a gerund Development of concise style is encouraged through formal instruction and modeling from professional and student writers Vocabulary: In addition to developing a higher level of vocabulary from challenging reading, students engage in limited, formal study of vocabulary, approximately 75 words per quarter Evaluation: Students are evaluated based on the following breakdown: Formal Writing Assignments 70%; Oral presentations, Informal Writing assignments such as journals 20%; Homework 5%; Vocabulary 5% Topics covered in the course are listed in the approximate order in which they are addressed during the year Introduction to Rhetoric Summer Reading Students have read Nickel and Dimed and 1984 for summer reading For Nickel and Dimed they are asked to keep a response journal The assignment for 1984 involves writing two essays, one focusing on how the society of 1984 destroyed the concept of objective truth and the other explaining how the Party accomplished its goal of dehumanizing the individual We begin with Nickel and Dimed as a basis for discussion of elements of style including word choice, tone, and choice of detail Students explore how Ehrenreich uses these techniques to further her argument and appeal to her audience Students are introduced to SOAPSTone as a tool for analysis They apply this tool to several pages of Erhenreich’s preface and communicate their findings in class discussions and in an informal essay They are then introduced to the role of the persuasive appeals in argument and analyze, both verbally and in written form, how Erhenrich uses these appeals to communicate her purpose During the process, annotation of text is modeled to ensure that students understand its purpose and utility For example, they are given an unannotated copy of “The Whistle” by Benjamin Franklin from “Workshop Materials for AP English Language and Composition.” They are asked to annotate the text with a view to discussing the purpose of the letter and the tools of language Franklin employs to achieve his purpose They are then presented with the annotated version for comparison with their own Nickel and Dimed Major Paper: Applying their work on previous assignments and discussion, students write an analysis of a different section of Nickel and Dimed explaining how Ehrenreich uses the rhetorical elements we have discussed to craft her argument and appeal to her audience Students are expected to use MLA format to document direct and indirect citations Evaluation and revision of the paper follows the procedure described above in “writing process.” 1984 Major Assignment: Discussion of 1984 focuses on the issues brought up in their essays written over the summer, with particular emphasis on the role of language control in the society of 1984 Students watch the 1984 Super Bowl Macintosh advertisement and discuss how various aspects such as lack of color, costumes, and chanting correspond to Orwell’s depiction of the inhabitants of Oceania Students then write an essay analyzing the ad on its own merits: how it uses such elements as visual images, sound, color, camera shots, and movement to accomplish its purpose Advice of Writers: Initial Assignment Students read “Dialogue: Giving Good Advice—How to Write” from The Brief Arlington Reader This work presents short excerpts from interviews and the introspection of well-known authors who reflect on the craft of writing Authors included are Roger Rosenblatt, James Thurber, Rita Mae Brown, Ernest Hemingway, Peter Elbow, Anne Lamott, Donald M Murray, George Orwell, Natalie Goldberg, Jane Kenyon, Katherine Anne Porter, and Wendy Bishop In their journals, students write about the advice that they found most thought provoking and beneficial for them as they consider their own development as writers Development and practice of rhetorical analysis skills Multiple Choice Questions Using primarily the SOAPSTone method of analysis, students are required to read and annotate one essay per week from 50 Essays As one method of preparing for the multiple choice questions on the AP exam, they complete the multiple choice questions that accompany each selection and correct the answers individually from an answer key In their journals, they note which questions they answered incorrectly, reflect on the reason for their choice, and suggest reasons why the correct answer is more appropriate Questions that still present difficulty are discussed in class In order to help students understand how multiple choice questions are helping them “unpack the text,” they are presented with the excerpt from Edmund Burke’s Reflections on the Revolution in France as found in “Workshop Materials for AP English Language and Composition.” They are asked to analyze and annotate the text and are then given the multiple choice questions to answer We discuss the process of annotation to help students come to the realization that the questions are focusing them on elements they should be noting as they read Development and practice of rhetorical analysis skills Individual Choice Essays Topics for writing are presented at the end of each essay in 50 Essays In addition to the writing tasks required for the class as a whole, students are asked to choose two pieces each quarter and complete an essay on the suggested topic for each work Persuasive Essays Students are asked to analyze a series of persuasive non-fiction works They begin by discussing and then writing an analysis of “The Gettysburg Address,” focusing on how Lincoln utilizes structure, choice of detail, persuasive appeals, diction, repetition and tone to develop his argument In their journals, students evaluate excerpts from Everett’s speech given on the same day by comparing/ contrasting its rhetorical techniques with those of Lincoln’s address In small groups they then share their findings Students write an analysis of Martin Luther King Jr.’s “I Have a Dream” speech In class discussion, we focus on how and why King uses some of Lincoln’s structure and diction In their essays, students note not only King’s climactic argument construction but also the relationship between his audience and his choice of rhetorical devices, including diction, allusion, example, repetition, and persuasive appeals Students write an analysis of an excerpt from Jonathan Edwards’s sermon “Sinners in the Hands of an Angry God.” They are asked to discuss Edwards’s purpose and how he uses structure, persuasive appeals, diction, tone and figurative language to achieve the goal of his argument Students read Orwell’s “Politics and the English Language” and use the response journal format to reflect on his points They are then asked to choose at least two examples of political speeches from current media and in an argument paper discuss whether Orwell’s analysis of the language of politics is still valid Comparison and Contrast After writing several essays analyzing individual persuasive works, students begin to compare and contrast writers’ purposes and the rhetorical tools they employ to achieve those purposes In the chapter “Comparison and Contrast” from College English, students read about various ways of constructing a comparison/contrast essay and then analyze professional models such as Bruce Catton’s “Grant and Lee: A Study in Contrasts” and works written on a similar topic including William Zinsser’s “Speaking of Writing” and Mohan Sivanand’s “Why I Write Wrong.” Students note such elements as patterns of organization, creation of coherence, and choice of detail They then read excerpts from two narratives: The General History of Virginia by John Smith and Of Plymouth Plantation by William Bradford We discuss how style reveals the purposes for which these historical accounts were written and how diction and choice of events reveal the subjective views of the writers Students then construct a thesis comparing and/or contrasting the rhetorical techniques each author employs to accomplish his purpose Students read “Speech in the Virginia Convention” by Patrick Henry and Thomas Paine’s “The Crisis, Number 1.” In an analytical paper, they compare and contrast the purposes of these two revolutionaries and the rhetorical tools such as persuasive appeals, choice of arguments, diction, and syntax each man chooses to sway his audience Comparison/ Contrast and Timed Essays Once students have become familiar with rhetorical techniques authors use to achieve their purpose and have some experience analyzing these techniques in longer papers, timed essays now begin to be integrated into the curriculum For the first group of about five essays, students are allowed to prepare their thoughts before actually writing the essay under timed conditions Starting with the January mid-term, however, all timed essays are written under AP examination time restrictions Gradually integrating timed essays allows students to build their confidence and expertise for both their mid-term, which includes an analytical and an argumentative piece, and for the AP Language and Composition Examination Already familiar with SOAPSTone, students enhance their repertoire of strategies for analyzing non-fiction with the introduction of “What, How, Why,” a three column graphic method of organizing material for comparing/contrasting passages with a similar topic In small groups, for example, students might use this framework to analyze “On War” by James Boswell and an excerpt from Chapter XXIV of Steven Crane’s The Red Badge of Courage For each selection they write important words or phrases that indicate “What” the passage is about; they list the rhetorical devices each author employs in the “How” column and, for the “Why” column, offer reasons why the author employs these rhetorical tools They then write the essay in a forty minute class period: “Considering such elements as diction, choice of detail, figurative language and tone, discuss how Crane and Boswell use elements of language to establish their particular perspectives on war.” For the next few timed essays, students are again allowed to prepare their thoughts either in a homework assignment or in small group class discussion, perhaps using the “Think, Pair, Share” format For reinforcement purposes, they are asked to utilize the “What, How, Why” organizer to focus their analysis Another timed essay might involve their reading two passages, written ten years apart, on the destructive effects of the atomic bomb on Hiroshima They would then be asked to discuss how the timing of each author’s visit affected the style in which his passage was written Yet another prepared, timed essay might ask students to respond to a question from the 2003 AP exam which asks them to compare and contrast Dillard’s and Audubon’s styles At intervals throughout the year, students write a minimum of fifteen timed essays modeled on the free response questions of the AP Language Exam For questions actually taken from previous AP exams, after writing their essays, students read the student model essays evaluated by AP raters They are asked to rate them according to the AP rubric and then read the rating and comments offered by the AP evaluators Thus they are offered a basis upon which to evaluate their own essays Web sites and visual texts As part of honing their research skills, students read “Arguments in Electronic Environments” from Everything’s an Argument They are introduced to criteria for evaluating Web sites, such as noting their visual and aural elements, persuasive devices, links, graphic layout, source, and updates They are also introduced to strategies for analyzing “visual arguments.” In small groups, students are presented with visual texts that present a position on an issue They analyze the text using the OPTIC (Overview, Parts, Title, Interrelationships, Conclusion) strategy and noting the use of persuasive appeals Finally, students choose an argumentative topic, find a minimum of three Web sites that make argumentative claims on that topic and then, in an essay, explain why the Web-based arguments are effective or ineffective Use of humor to develop an argument To achieve a basic understanding of the use of humor as a rhetorical form, students read the chapter “Humorous Arguments” from Everything’s an Argument They then read Mark Twain’s “A Presidential Candidate,” discuss it in small groups, and write individual essays, analyzing the techniques he utilizes to satirize the typical political campaign speech After discussing some historical background, they read Swift’s “A Modest Proposal,” noting his use of persuasive appeals, exaggeration, choice of examples, diction, and other methods through which he creates his rational persona and ironic tone We examine how Swift crafts his argument, including his refutation of opposing points of view Finally, students draw these elements together in a formal analytical essay discussing how Swift’s use of satire communicates his point In small groups, students then examine more contemporary examples of satire from various media Each group must analyze one example from print media such as articles found in The Onion, and one example from electronic media such as videotapes from The Daily Show with Jon Stewart, The Colbert Report, and episodes of Homer Simpson For the examples from electronic media, they discuss the contribution not only of word choice, but also of visuals, tone of voice and body language to the creation of satire Each group then makes a 10-15 minute presentation of their findings to the class Continuing with the custom of interspersing sample, free response, timed essays whenever relevant, students answer the question from the 2005 AP Language Exam that asks them to analyze the strategies used to satirize how products are marketed to consumers in a mock press release from The Onion Once again, before students actually receive their grades, the model essays are provided, so that students can evaluate them and then compare their ratings with the evaluations of the AP raters This practice helps students become more perceptive about the strengths and weaknesses of their own writing Synthesis Essays To introduce them to the Puritan culture they will encounter in The Scarlet Letter and to give practice in writing synthesis essays, students read and discuss Anne Bradstreet’s “To My Dear and Loving Husband” and “Upon the Burning of Our House, Edward Taylor’s “Huswifery,” and an excerpt from Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God.” They are also referred to William Bradford’s excerpt from Of Plymouth Plantation that they have read earlier They complete the following assignment: “The works of Edwards, Bradstreet, Taylor, and William Bradford reveal the values and beliefs of their Puritan culture In a well-written essay, choose a minimum of authors and analyze how each author’s use of rhetorical strategies and literary devices reveal these values Be sure to use MLA format to document your citations.” Throughout the year, students continue to write essays and research papers that require them to synthesize several works to support an argument Some of these essays are part of the body of timed essays they are required to write during the course One such essay, for example, presents them with three selections: an excerpt from The History of Rasselas by Samuel Johnson, “In Time of ‘The Breaking of Nations’” by Thomas Hardy, and “Politics” by William Butler Yeats They are then asked to develop a thesis on the effects of war and support it by referring to the works and to the rhetorical tools each author uses to communicate his position The Scarlet Letter Nathaniel Hawthorne First, students are introduced to Hawthorne’s place in the Romantic and Transcendental movements They note that just as Ehrenreich had a purpose in writing the preface to Nicked and Dimed, so Hawthorne had a purpose in writing “The Custom House.” We discuss the four phases of its structure as explained by John E Becker in Readings on The Scarlet Letter We note how Hawthorne departs from the traditional first or third person relationship with the reader, in which the author wants the reader to be completely immersed in his world Hawthorne, on the contrary, wants the reader to look at his world from the outside, to stand apart and look at its meaning In annotating, students are asked to note such topics as Hawthorne’s structuring the novel around scaffold scenes and characters and the effect of that structure on meaning; Hawthorne’s motifs; places where Hawthorne’s voice as author is evident; influences of Romanticism (in Nature’s reflection of man’s mood, for example); literary devices particularly irony, allusion, figurative language, parallelism, symbolism, contrast; and the creation of mood through diction and imagery In addition to answering questions on the novel as they read, each student is assigned one chapter upon which to focus and must present to the class an analysis of several passages from that chapter Their presentation must relate the content of the passages to the rest of the chapter, explain the purpose of the passages, (for example, how they are related to themes or motifs of the novel, whether they enhance characterization or mood), and analyze the stylistic devices Hawthorne uses to communicate his point This assignment is designed to allow students to understand the deliberate way that an author crafts his work: the author’s diction and tone, rhetoric, and figurative connotations of words create his message Finally students are asked to write an argumentative, synthesis paper of 5-7 pages on a topic related to the novel They must support their position with references to a minimum of four secondary sources, only one of which may be a website Students must cite all information according to MLA guidelines Suggested topics include the following: • In Robert Louis Stevenson’s Dr Jekyll and Mr Hyde, the main character says that he has been “make to learn that the doom and burthen of our life is bound forever on a man’s shoulders, and when the attempt is made to cast it off, it but returns upon us with more unfamiliar and more awful pressure.” Basing your response on The Scarlet Letter, explore the validity of the assertion that human beings are ultimately unable to liberate themselves from their fates • Take a position on the identity of Hester’s antagonist and prove the validity of your assertion • Explore the validity of the following statement by Aeschylus as it applies to the characters in The Scarlet Letter “In our sleep, pain that cannot forget falls drop by drop upon the heart and in our own despair, against our will, comes wisdom through the awful grace of God.” • Write a thesis paper in which you construct and prove an argument from the novel For example, a student might argue that Roger Chillingworth’s obsession for Hester Prynne motivates his unhealthy attachment to Reverend Dimmesdale For all research papers, students are graded according to the following rubric: Rubric for Grading Research Papers  You have a good thesis that explains what you plan to argue 10  Your paper defends and supports this thesis well and consistently 20  Your organization is logical and coherent 15  You have the correct number of sources  You found good sources and you quote them effectively and sufficiently 10  Your in-text parenthetical citations are correct  The quoted material is integrated smoothly into your own text 10  You quote adequately and effectively from the story itself 10  Your “Works Cited” is formatted correctly  You follow the conventions of standard formal written English 10 Total 100 During the early stages of their work, they share their deliberations over their research in classroom-based study groups After writing a first draft, they have the opportunity to conference with the teacher to discuss the development of their arguments and their use of secondary sources The Crucible Arthur Miller While reading The Crucible, students respond in their journals to five or six questions offered for their consideration in each act and reflect on the characters or issues presented Some examples of questions to which they are asked to respond include the following: Ascertain from Act the prevalent philosophy of Salem during the time in which the play is set; What is the dramatic purpose of John Proctor’s discovery of Elizabeth’s reprieve? What dramatic functions does Giles serve in Act III? Describe how Miller uses irony at the climax of the play; Is Proctor a hero in your eyes? At the end of each act they share their reflections with one another in small group discussion After concluding the play, students read Miller’s essay “Why I Wrote The Crucible: An Artist’s Answer to Politics.” They are required to write a 5-7 page research paper on one of the following topics or on a topic of their choice that receives teacher approval:  Values and attitudes resulting in the Salem witch trials as presented by Miller in The Crucible  The Crucible: a Metaphor for the McCarthy Hearings They must use six to eight secondary sources, three of which may be websites All citations must follow the MLA format Student work is evaluated according to the “Rubric for Grading Research Papers” described above Lord of the Flies William Golding Students are expected to annotate the novel with the goal of answering the following “Essential Questions”: What is the nature of the beast? What is the nature of Jack’s and Ralph’s leadership? What qualities must the citizens of a democracy and of a dictatorship possess in order for these forms of government to survive? They are expected to note how Golding structures his novel in order to answer these questions, for example, his careful delineation of Jack’s and Ralph’s regression and thus his step by step revelation of the beast Each student is assigned a chapter upon which he/she must write a journal entry The journal entry consists of columns: Key Events which include the major plot events of the chapter; Jack in which the student adopts Jack’s persona and responds to each event with Jack’s reaction and voice; Ralph in which the student assumes Ralph’s persona and responds to the key events with Ralph’s reaction and voice; and Personal Reaction in which the student, in his/her own voice, comments on both the events and on the characters’ responses In the few chapters when neither Jack nor Ralph is present, students choose the character upon whom Golding focuses, for example, Simon or Piggy Whenever relevant, the Personal Reaction column must include the student’s thoughts on the following: What implication is Golding making about the kind of leadership necessary for effective governing? What are the implications for democracy in Golding’s view? In a fifth column, Tools of Language, students choose examples of Golding’s diction that they find noteworthy and explain its function in the chapter Students are given a model journal entry for the first chapter of the novel and a rubric delineating the bases upon which their work will be evaluated Students share their entries with each other Class discussion focuses on reasons they adopted a particular voice for a character and the tools of language Golding uses to communicate the key events For example, at one point, when Golding recounts how Jack persuaded the boys to join him in a hunt, he writes, “The mask compelled them.”(italics mine) We discuss the layers of meaning communicated in Golding’s choice of “mask” rather than “Jack compelled them.”(italics mine) After reading the novel, students work in groups to analyze one of the following topics and, using PowerPoint or another form of visual presentation, teach the topic to the class Each analysis depends on very specific support from the novel as well as from any secondary sources they choose to use Students are expected to give page references from the novel and full MLA citations from secondary sources Topics for this presentation: • The nature of the beast or “Why civilization on the island falls apart” • Acts of civilization • The regression of Ralph • The regression of Jack • The characterization of Piggy and Simon 10 In presenting their analysis, students are expected to point out the rhetorical devices Golding employs to construct meaning For example, they note his use of symbolism when discussing Piggy’s characterization and his imagery and syntax when depicting the killing of the sow As the culmination of their study of Lord of the Flies, students write a synthesis, research paper of 8-10 pages They must use a minimum of six secondary sources cited according to MLA format Students are graded according to the “Rubric for Grading Research Papers.” General topics for this paper: • The nature of human nature according to William Golding • Analysis of Jack’s style of leadership • Analysis of Ralph’s style of leadership • Strengths and weaknesses of democracy according to William Golding Students are given some direction concerning points they might consider in their paper:  For “the nature of human nature,” reflect upon the following: the good qualities of human nature that Golding portrays (consider boys like Piggy, Simon, Ralph); the evil qualities of human nature that Golding presents (analyze the evil actions performed on the island and ascertain the desires that give rise to them; you need to understand why things “break up” like they do; you need to consider the various reasons the boys follow Jack)  For the analysis of Jack’s and Ralph’s leadership, consider the following: the strengths of Jack’s/Ralph’s style of leadership; the negative qualities or disadvantages of Jack’s/Ralph’s style of leadership; the characteristics of citizens who live in Jack’s/Ralph’s society; the fate of Jack’s/Ralph’s society as suggested by Golding  For the strengths and weaknesses of democracy, consider the following: strengths and weaknesses of Ralph’s leadership; strengths and weaknesses of Jack’s leadership; necessary characteristics of citizens of a democracy Course Texts Cohen, Samuel 50 Essays: A Portable Anthology Boston: Bedford/St Martin’s, 2004 Ehrenreich, Barbara Nickel and Dimed: On (Not) Getting By in America New York: Henry Holt, 2001 Golding, William Lord of the Flies Casebook Edition, Text, Notes & Criticism Ed James R Baker and Arthur P Ziegler, Jr New York: Berkley Publishing, 1988 Hawthorne, Nathaniel The Scarlet Letter New York: Bantam Dell, 2003 11 Literature: The American Experience, Paramount Edition Englewood Cliffs, New Jersey: Prentice Hall, 1994 Orwell, George 1984 New York: New American Library, 1977 Shee, Renee H., and Lawrence Scanlon Teaching Nonfiction in AP English: A Guide to Accompany 50 Essays Boston: Bedford/St Martin’s, 2005 Squire, David, and Harvey S Wiener Student’s Book of College English: Rhetoric, Readings, Handbook 10th ed New York: Pearson Education, 2005 Course Supplements/Teacher Resources Aaron, Jane E The Little, Brown Compact Handbook 5th ed New York: Longman, 2004 Bloom, Lynn Z., and Louise Z Smith, eds The Brief Arlington Reader: Canons and Contexts Boston: Bedford/St Martin’s, 2004 Brassil, John, Sandra Coker, and Carl Glover, Ph.D Writing the Synthesis Essay Saddle Brook: Peoples Education, 2008 College Board Advanced Placement Program: Professional Development for English Language and Composition New York: College Entrance Examination Board, 2004 Gibaldi, Joseph MLA Handbook for Writers of Research Papers: Sixth Edition USA: Modern Language Association of America, 2003 Lunsford, Andrea A., John J Ruszkiewicz, and Keith Walters Everything’s an Argument 3rd ed Boston: Bedford/St Martin’s, 2004 Pauk, Walter How to Study in College 7th ed Boston: Houghton Mifflin, 2001 Vogel, Richard, and Charles F Winans Multiple Choice and Free-Response Questions in Preparation for the AP English Language and Composition Examination 5th ed New York: D & S Marketing Systems, 2001 12 13 ... Revolution in France as found in “Workshop Materials for AP English Language and Composition. ” They are asked to analyze and annotate the text and are then given the multiple choice questions to answer... uses structure, persuasive appeals, diction, tone and figurative language to achieve the goal of his argument Students read Orwell’s “Politics and the English Language? ?? and use the response journal... which includes an analytical and an argumentative piece, and for the AP Language and Composition Examination Already familiar with SOAPSTone, students enhance their repertoire of strategies for