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It details recurring instructional strategies including discussion with text/personal/world questioning, Socratic seminars, annotation and dialectical journals, timed writings, vocabulary development, writing conferences, and yearlong writing notebooks with quarterly 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developed using the guidelines outlined in the AP English Course Description published by the College Board.  \nThis introductory, college level course is designed to strengthen and deepen students’  \nreading and writing skills. Throughout the course of the year, students will be exposed to nonfiction, as well as some fiction, from a variety of periods and written for a variety of purposes. As they read, they will explore and practice the techniques writers employ in order to convey and achieve their writing purposes and connect with their audiences. In the course of this study, students will increase their awareness of rhetoric and how language is crafted to achieve particular effects. Through close reading and frequent writing assignments, students will develop their abilities to work with complex and challenging texts while strengthening their composition skills.  \nThe year opens with a focus on the students developing a stronger identity as a reader and writer and developing their ability to respond with insight to what is happening in the world around them, becoming a stronger participant in the larger dialogues occurring in their school, their community, and their nation. With this in mind, the course was developed with a thematic focus, encouraging students to explore with more depth their identities as readers and writers and the concept of identity as informed by personal experience, family, race and culture, and history and politics. The readings for the course are comprised of a number of nonfiction and a few fiction works that address these themes from different perspectives and are reflective of the population of the student body.  \nMany of these chosen readings are based on the represented author’s list found within the AP English Course Description with some additions based on the goals of the course and the goals of the vertical curriculum within the English Department. The course textbooks include Everyday Use: Rhetoric at Work in Reading and Writing; Everything’s an Argument and a number of supplemental essays and texts.  \nCourse Planner  \nStrategies Used Throughout the Year  \nDiscussion  \nAt the beginning of the year, students will begin practicing developing questions using the text/personal/world questioning strategy developed by Leila Christenbury and Patricia Kelly. This strategy will not only give students a format by which to begin  \ndeveloping strong questions that delve more deeply into the readings that we will discuss, but also provide a framework through which to discuss the role of the author in relation to his audience and subject matter. These student-developed questions will initially serve as a supplement to teacher guided discussions and ultimately provide the basis for discussions of class texts. Students will also learn the principles of the Socratic seminar, a strategy the class will implement for some full-class and smaller group discussions.  \nClose Reading  \nThroughout the year, various strategies will be used to support students’ close reading of texts. Annotation, dialectical journals, guided group and class discussions, and says/does analyses will all be used to assist students in developing their close reading skills.  \nTimed Writings  \nThroughout the course of the year, students will complete several timed writings: some former questions from AP tests, some questions that have been developed based off of readings completed in class. The goal of the timed writings is to build students’ ability to respond on demand and in a limited amount of time to the various writing situations they will encounter on the AP exam.  \nVocabulary  \nIn order to help students decipher the difficult texts found on the AP exam, we will slowly develop our vocabulary with a list often words each week. Over the course of the week, four students will be responsible for demonstrating the use of the vocabulary in conte","cbCaidfCcfFFa9on","https://ap.wps.com/l/cbCaidfCcfFFa9on","pdf",523240,"English","# Course Overview\n## Course Planner\n### Strategies Used Throughout the Year\n## First Quarter Plans","[{\"question\":\"What is the main focus of the AP English Language \\u0026 Composition course?\",\"answer\":\"The course strengthens and deepens students’ reading and writing skills through close reading and frequent writing, with an emphasis on rhetoric and how language is crafted to achieve specific effects.\"},{\"question\":\"Which types of texts will students read during the year?\",\"answer\":\"Students will read nonfiction throughout the course and some fiction, with selections connected to themes of identity and informed by different perspectives.\"},{\"question\":\"How will students practice writing and composition skills over time?\",\"answer\":\"Students complete frequent writing tasks including timed writings, and they receive ongoing support through writing conferences and a yearlong writing notebook used for prewriting, reflection, and informal exercises.\"}]","AP English Language & Composition Syllabus - Course Overview, Strategies, and Quarter Plans | PDF"]