| The Course: The AP* Language and Composition course assumes that students already understand and use standard English grammar. The intense concentration on language use in this course should enhance their ability to use grammatical conventions both appropriately and with sophistication as well as to develop stylistic maturity in their prose. Stylistic development is nurtured by emphasizing the following: |
| • a wide-ranging vocabulary used appropriately and effectively; |
SE/AIE: Questions on Vocabulary and Style, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576 |
| • a variety of sentence structures, including appropriate use of subordination and coordination; |
SE/AIE: Students apply a variety of sentence structures as they complete the following activities: Writing Suggestions and Focus on Grammar and Writing, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576 |
| • a logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis; |
SE/AIE: Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538; Writing Suggestions, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576 |
| • a balance of generalization and specific illustrative detail; and |
SE/AIE: Gathering and Using Examples, 61–109; Description, 161–210; Division and Classification, 211–266; Argument and Persuasion, 473–538 |
| • an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure. |
SE/AIE: Before Reading, 56, 79, 83, 90, 96, 102, 128, 133, 138, 145, 153, 177, 181, 188, 195, 203, 227, 232, 236, 243, 250, 258, 286, 290, 294, 299, 303, 309, 335, 341, 346, 353, 359, 368, 392, 397, 402, 407, 412, 417, 442, 447, 451, 456, 463, 468, 493, 503, 517, 527, 533, 550, 555, 563, 571; Questions, 58, 81, 87, 93, 100, 107, 130, 135, 143, 150, 158, 179, 185, 191, 200, 209, 229, 234, 240, 247, 255, 264, 287, 291, 296, 301, 307, 316, 339, 344, 350, 357, 365, 373, 394, 399, 405, 410, 415, 424, 445, 449, 453, 460, 466, 470, 496, 500, 505, 515, 521, 525, 530, 537, 547, 552, 560, 568, 576 |
| Upon completing the Language and Composition course, then, students should be able to: |
| • analyze and interpret samples of good writing, identifying and explaining an author's use of rhetorical strategies and techniques; |
SE/AIE: Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538; Revising, 32–43 |
| • apply effective strategies and techniques in their own writing; |
SE/AIE: Writing Suggestions and Focus on Grammar and Writing, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576 |
| • create and sustain arguments based on readings, research, and/or personal experience; |
SE/AIE: Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538; Revising, 32–43 |
| • demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings; |
SE/AIE: Writing Suggestions and Focus on Grammar and Writing, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576; Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538; Revising, 32–43 |
| • write for a variety of purposes; |
SE/AIE: Writing Suggestions, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576; Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538 |
| • produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary source material, cogent explanations, and clear transitions; and |
SE/AIE: Argument and Persuasion, 472–489; Essay, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576; Finding, Using and Documenting Sources, 579–613 |
| • move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review. |
SE/AIE: Writing Suggestions, 59, 74, 81, 88, 94, 100, 108, 130, 136, 143, 151, 159, 179, 186, 192, 200, 209, 230, 234, 240, 247, 255, 264, 287, 292, 296, 301, 307, 316, 339, 344, 351, 357, 366, 373, 395, 400, 405, 410, 415, 424, 445, 449, 454, 461, 466, 471, 497, 501, 506, 515, 521, 525, 531, 537, 547, 553, 560, 569, 576; Narration, 110–160; Description, 161–210; Division and Classification, 211–266; Comparison and Contrast, 267–318; Process, 319–374; Cause and Effect, 375–426; Definition, 427–472; Argument and Persuasion, 473–538; Revising, 32–43 |
| • write thoughtfully about their own process of composition |
SE/AIE: Analyzing your own writing, 33–34 |
| • revise a work to make it suitable for a different audience |
Teaching Composition with The Prentice Hall Reader: Using Rewriting Activities |
| Analyze image as text |
SE/AIE: Responding to a visual, 75, 125, 174, 224, 283, 332, 389, 439, 489 |
| Evaluate and incorporate reference documents into researched papers |
SE/AIE: 579–613 |
