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The plan emphasizes close reading, purposeful writing assignments, and visual-text analysis using a critical lens. Instruction includes journal practices, vocabulary development, timed writing with the 9-point AP rubric, major unit essays with drafting and revision, and style/mechanics improvement through grammar and language instruction, plus SOAPSTone and OPTIC strategies for print and visual analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ap-english-language-and-composition-syllabus-course-overview-teaching-strategies/313682/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ap-english-language-and-composition-syllabus-course-overview-teaching-strategies/313682.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Mercer","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of AP English Language and Composition in this syllabus?","Question",{"text":112,"@type":113},"The course is designed to help students read complex texts with understanding and write prose to communicate effectively with mature readers, using rhetorical strategies in their own writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do journals support student learning in AP Language?",{"text":117,"@type":113},"Students maintain a dedicated AP Language/Composition journal for daily warm-ups focused on voice and a dialectical double-entry journal used alongside class readings.",{"name":119,"@type":110,"acceptedAnswer":120},"Which strategies does the syllabus teach for analyzing texts and visuals?",{"text":121,"@type":113},"Students receive instruction in SOAPSTone for analyzing texts and OPTIC for analyzing visual texts, using specific prompts for each step.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},313682,1789899200,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962084925502,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AP English Language and Composition Syllabus  \nCourse Overview  \nAs articulated in the AP English Course Description, the purpose of AP English Language and Composition is to “enable students to read complex texts with understanding and to write prose…to communicate effectively with mature readers”(The College Board 2010) . This course is constructed in accordance with those guidelines. Through close readings and focused written assignments, students become more aware of rhetorical strategies and the purposeful use of language. As this awareness grows, students are more readily able to incorporate these same strategies into their own writing and to cultivate personal writing styles. Students will also develop the skills needed to analyze visuals (photographs, paintings, sculptures, political cartoons, advertisements, etc.) with the same critical lens used on traditional print texts. Expectations for students are appropriately high for a college introductory level course, and the work required of them is challenging.  \nCourse Planner  \nThe course is organized thematically (see syllabus) to provide students access to a broad range of primarily nonfiction texts.  \nTeaching Strategies  \nJournals: Students will be required to maintain a dedicated AP Language/Composition journal. The journal will serve two main purposes:  \n1. Maintain daily warm-up assignments to strengthen an understanding of voice. Students will receive a different quote from a well-known work of fiction or nonfiction and craft short paragraphs that address a specific issue of diction, detail, imagery, syntax, or tone.  \n2. Serve as a dialectical journal to use with class readings. As students will not be able to physically annotate their textbooks, a double entry journal will allow students a way to record their conversations with a particular essay. Modeling will be provided to help students set up and maintain their journals.  \nVocabulary: One of the curricular requirements is to help students develop “a wide-ranging vocabulary used appropriate and effectively”(The College Board 2010) . Students will be provided a range of vocabulary divided into two categories. The first consists of course terminology (for example, the names of specific rhetorical strategies) . The second category consists of high level diction, words that can (for lack of a better term) be called “SAT vocabulary.” Both course terms and high level diction will be taught systematically via direct instruction, with the understanding that students should be able to incorporate rhetorical strategies and high level diction into their writing as they develop individual styles.  \nTimed Writing: Throughout the year, students will complete timed essay questions from past exams. Students will be graded on the 9-point rubric used for the actual exam. This will familiarize students with the expectations of the AP exam in May, building both skills and confidence. In the first semester, students may be provided opportunities to rewrite timed essays after writing conferences with the teacher regarding feedback on the original essay. The purpose of a rewrite opportunity is to encourage students to examine essay feedback and improve writing skills.  \nStudent Writing: For each unit, there will be one major essay, which will require students to show evidence of appropriate drafting, revision, and rewriting. Rough drafts will go through peer edits and self-review before submission to the teacher. Teacher feedback on essays will be provided in a way that allows students to revise prior completing the final product. All papers will be graded with a focus on helping students develop the following skills:  \n▪ A wide-ranging vocabulary used appropriately and effectively  \n▪ A variety of sentence structures, including appropriate use of subordination and coordination  \n▪ Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis  \n▪ A balance of generaliza","cbCaiuDIHyiyEYHU","https://ap.wps.com/l/cbCaiuDIHyiyEYHU","pdf",233585,14,"English","# Course Overview\n# Course Planner\n# Teaching Strategies\n## Journals\n## Vocabulary\n## Timed Writing\n## Student Writing\n## Style and Mechanics\n## Specific Strategies\n### SOAPSTone\n### OPTIC","[{\"question\":\"What is the primary purpose of AP English Language and Composition in this syllabus?\",\"answer\":\"The course is designed to help students read complex texts with understanding and write prose to communicate effectively with mature readers, using rhetorical strategies in their own writing.\"},{\"question\":\"How do journals support student learning in AP Language?\",\"answer\":\"Students maintain a dedicated AP Language/Composition journal for daily warm-ups focused on voice and a dialectical double-entry journal used alongside class readings.\"},{\"question\":\"Which strategies does the syllabus teach for analyzing texts and visuals?\",\"answer\":\"Students receive instruction in SOAPSTone for analyzing texts and OPTIC for analyzing visual texts, using specific prompts for each step.\"}]","AP English Language and Composition Syllabus - Course Overview - Teaching Strategies | PDF",35]