Please be sure to also attach This web-based distance writing AP English Language and Composition course spans seven months, ending in April just before the exam is administered, and consists of fourteen lessons – completed every two weeks, the majority culminating in a formal essay – along with accompanying readings, discussions and writing workshops.
In response to student essays, instructors comment on form, style, and content, generally holding students’ work to college-level standards.
This lesson introduces the basics of the course and exam, describing rhetorical analysis, persuasive and synthesis essays.
Students read about the importance of memory and observation as sources of evidence for persuasive essays, and are reminded to be specific and support their opinions.
Guidance in the evaluation, use and proper citation of both written and visual sources prepares students to write a synthesis essay and a researched argument. Online class discussions are often based upon posted readings covering a variety of rhetorical genres, from such writers as Annie Dillard, W. Students often use rubrics to score their own AP practice essays, in addition to comparing their work to the high- and middle-scoring essays included in their Discussions are roughly the equivalent of homework in a school-based AP English class. At times discussion takes the form of a writing exercise designed to increase skills in a certain area, such as citation, thesis revision, and analysis of visual texts.
Finally, in addition to work on essays, students practice and analyze the multiple-choice portion of the exam. Students enter the web-based classroom several times over the course of each lesson’s two-week time frame, reading posted thematically linked texts and responding to discussion questions along with each other’s comments. Discussion is also the place for workshops of student writing, and conversations about process, test-taking strategies, current events, and favorite writers Lessons are worth 70% of the final grade, with the process letter accounting for about 20% of the lesson grade.Exposure to classical rhetoric, including a study of schemes and tropes and the use of the Aristotelian appeals, increases understanding of and access to critical reading and writing skills. The process letter accompanying each lesson is an informal self-assessment of about a page in length, in which students are invited to explain and evaluate their process, from planning through drafting and proofreading/revision. Washington and Others,” and answer questions about each author’s purpose and audience as well as the influence of his background upon the position he takes.Most lessons focus on an examination of past AP testing prompts, responses and scoring guides, and composition of persuasive arguments and rhetorical analyses similar to those found on the exam and in college classrooms. Using this guide, they analyze rubrics and model student essays as well as writing their own essays in response to specific prompts. They discuss what worked best for them in the planning stage, how they budgeted their time, what rhetorical and stylistic elements worked best within their essays, and what they would do differently for a better result. Students are required to post at least three thoughtful, substantive comments of at least half to three quarters of a page for each discussion.Discussions, worth 30% of the final grade, are evaluated based upon the depth, insight and thoughtfulness of each posted comment.Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas.The lesson’s written component asks students to defend, based upon opposing philosophical statements by Immanuel Kant and Jean-Paul Sarte, their own definition of what makes a person “good.”In addition to reviewing with plenty of examples such literary terms as diction, connotation, denotation, syntax, parallelism, metaphor, structure and tone, this lesson explains the process of making inferences and collecting evidence from a text.Students read and evaluate sample essays based upon an AP prompt analyzing Michel-Guillaume-Jean de Crevecoeur’s (Swovelin 48).Knowledge of persuasive appeals will help them evaluate sources for Lesson 4’s synthesis essay, as well as helping them to construct their own arguments.textbook, their student handbook, the introductory letter for the course and other sources to create a synthesis paragraph providing information about the AP exam.While preparing students to take the Advanced Placement Test in English Language and Composition, this course provides training in prose analysis as well as descriptive, analytical and persuasive writing.In addition to practicing essay test-taking techniques, organization and time management, students use a variety of posted readings and discussion questions to explore the interactions among subject, authorial purpose, audience needs, generic conventions, and the resources of the English language.