Erin Pellarin

Epellarin@piedmontclassical.com
Advanced Placement English Composition

As an Advanced Placement course, this class is designed to develop, deepen,

and broaden your rhetorical and analytical awareness and skills in both your
reading and writing. The course will examine the use and efficacy of
numerous rhetorical devices through the critical investigation of non-fiction
and fiction from a variety of authors and historical contexts. Readings will
include expository, analytical, argumentative, and personal or reflective texts
in the forms of essays, treatises, speeches, letters, and fictional literature.
Readings will be conducted in and out of class and will always be paired with
a discussion component, whether it be in the form of independent journaling,
group projects, or class-wide discussions. As a mature reader, you will learn
not just to recognize the authors purpose and strategy, but also to articulate
in meaningful and relevant ways.
As reading and writing are intimately connected, this class also seeks to
hone your skills as an effective writer of expository, analytical,
argumentative, and reflective prose. Students will frequently be asked to
compose essays in one of the above styles, paying close attention to
purpose, argument, and the particular rhetorical strategies most pertinent to
the demands of the subject. Subject matter may be drawn from class texts,
in-class discussions, journal entries, and other interests of the individual
student. As writers, we will seek to not only be clear and purposeful, but also
relevant/interesting and insightful. Consequently, longer assignments will
either be workshopped with me and/or with peer groups, and students will be
required to revise and edit based on received suggestions.
This is a college level course, and as such will require constant discipline and
hard work both in and out of the classroom. You can expect to spend a
minimum of five hours outside of class on assignments. You will be expected
to write three major papers that will be intensely workshopped, as well as
keep up with regular journal assignments and contribute to class discussions.
In addition, students will write one longer research paper in which they
conduct research on a suggested topic and then formulate their own
viewpoint with which to enter the conversation.
Finally, while the obvious end goal of the class may be scoring a three or
above on the exam and obtaining college credit, my overall goal is that you

grow as independent and thoughtful readers and writers. While the study of
language and literature may seem distanced from the demands of everyday
life, I would argue that the skills you learn in this classroom are absolutely
necessary to the successful navigation of the world as responsible and
critical thinkers and citizens. To this extent, we will read all texts with an eye
to our current situationsunderstanding that literature never dies as long as
it is read, but is instead constantly evolving.
Textbook and Novels: The Norton Reader, Their Eyes Were Watching
God (Hurston), Into the Wild (Krakeur), The Things They Carried (OBrien),
Othello (Shakespeare), more t.b.d.
Needed: Pens (any color except red), pencils, loose leaf notebook paper,
single subject spiral notebook (journaling), one-inch binder (or you may
share a binder with another class), three-hole pocket folder, highlighters
(yellow, blue, pink), dividers, notecards, index box for filing note cards.
Grading Scale and Breakdown of Grading: A = 90-100, B = 80-89, C =
70-79, D = 60-69, F = < 59 Engagement (homework, discussion, classwork,
AP practice, etc.) 50%; Tests/Projects/Major Essays 35%; Quizzes/Minor
Essays 15%. All students will be permitted to make corrections by asking for
an alternative assignment within two days of receiving a grade. Students will
complete the alternative assignment for a possible total of ten points. If your
student needs help in my class, I am available most days before school
or Thursday at tutoring. I will communicate with parents and students
through Power School Parent Assist, My School Website, and Remind 101.
General Classroom Expectations: My AP English class is based on indepth and mature reading, discussions, and questioning. The subject matter
confronted in an AP class will necessarily be challenging and will potentially
push you out of your comfort zone (this is where, I believe, true learning
takes place). Consequently, my classroom needs to be a safe space where
students feel free and encouraged to discuss tough questions and to
disagree. Disrespect to me or another student for any reason will not be
tolerated. In the upcoming year we have a lot of material to master, so
everyone must do his/her part to make sure that we all learn in a safe,
friendly, academically dedicated environment. This includes being
responsible for completing your work, participating in discussions, and
monitoring your behavior in critical discussions. In an AP class, more than
other classes, you are expected and required to complete all your work all
the time. Failure to do so hinders both your own and your classmates

learning, which will not be tolerated. Behavioral expectations are the same
as any other class. If you become disruptive, hostile, or disrespectful, I will
verbally correct your behavior. On the second occurrence, I will contact your
parents. On the third occurrence, you will be sent to Mrs. Cobb. Phones must
be on silent and put away while in my class unless otherwise instructed. If I
see your phone, I will ask you to put it away. If I see it again, I will take it and
you can pick it up after class. If I see it again, I will take it and your parents
will have to pick it up for you.
Attendance: Daily attendance is essential to academic success. Students
are expected to attend school daily. In the event that a student needs to miss
school, the absence may be excused if the absence has 1) been approved in
advance or 2) falls into one of the excused absence categories. A parent note
is required within three days of the students return to school to be excused.
Class work and homework that is missed due to an unexcused absence may
be made up, but it will be recorded at no more than 50%. Students are
responsible for obtaining all missed work. Students are reminded that the AP
test is May 11th so time is of the essence. This class will be demanding and
fast-moving, and too many absences will seriously hinder a students
progression. Tardies: Students are expected to be in class on time. Excessive
tardiness disrupts classroom instruction and exhibits disrespect to me and
the other students in class. Three or more tardies in one quarter will be
considered excessive. Parents will be notified if tardiness becomes excessive
and Mrs. Cobb will be notified. Class time missed due to excessive tardies
may need to be made up. Late Work: I do accept late work up to three days
past the original due date for 50% of the grade.
1st Quarter: Introduction to AP and Rhetoric; Personal Narrative and
Descriptive Essays
-Voices Across AmericaAssessment:
Regular vocabulary quizzes
Summer reading discussions and group projects
Brainstorming and dialectical journals
Major assignments: Students will write a slice of life short story in which
they examine a small moment, memory, experience, success, failure, etc.
that has stuck with them, even if they are unsure what larger meaning or

significance this memory has. In the second part of the assignment, students
will turn these descriptive short stories into a personal reflective essay in
which they reflect on the memorys significance and consequences in their
life. They will be sure to include the appropriate elements of style, will
undergo peer review, and will eventually share with the class.
Readings:
Short Stories (We begin with these to exemplify the major elements of
style.) Selections out of Complications (Gawande), Shooting an Elephant
(Hemmingway), Cathedral (Carver), Beauty: When the Other Dancer is
Yourself (Walker), Graduation (Angelou), The Red Convertible (Erdrich),
and On Dumpster Diving (Eichner)
Novels: A Streetcar Named Desire (Williams), Narrative of the Life of
Frederick Douglass, an American Slave (Douglass), Their Eyes Were
Watching God (Hurston)
AP Practice
Introduction to (and strategy of) the multiple choice section in groups and
individually; Socratic hot-seat discussions in literature circles to encourage
thinking on ones feet (quick thought, analysis, and cogent articulation);
practice with the rhetorical analysis essaystudents will be asked to create a
sample question and a sample answer and will complete at least one
released AP rhetorical essay.
2nd Quarter: Exemplification and Process Essays; Cause and Effect
-The Power of Persuasion (This is a non-fiction unit based primarily around analyzing speeches, letters,
and documentaries)
Assessment:
Regular vocabulary quizzes
Short response papers (1-2 pages). Students will respond to the assigned
texts focusing on one or two rhetorical strategies per essay.
College essay: Students will draft a sample college essay modeled on the
exemplification essay. Topics might include: how obstacles they have faced
have made them more successful people; lessons they have learned from

experiences in which they stepped out of their comfort zones; what

experiences they have had with an honor code and what steps they take (or
would take) to enforce it, etc.
Documentary project. Students will pick a documentary and create a
presentation on its overreaching themes, rhetorical strategies, effectiveness,
and memorable moments.
Readings and Viewings:
The Declaration of Independence (Thomas Jefferson), The Gettysburg
Address (Abraham Lincoln), Aint I a Woman (Sojourner Truth), Letter from
the Birmingham Jail (Dr. Martin Luther King, Jr.), Rewriting American
History(Fitzgerald), Fast Food Nation (Richard Linklater), Super Size Me
(Morgan Spurlock), Man on Wire (James Marsh), Blackfish (Mark Mylod)
not all documentaries will be viewed in class or by all students.
Mini unit on visual arguments

AP Practice
Practice using documentaries as an introduction to the synthesis and
argument essay. Students will imagine how the documentary could be used
as source material for these essays. Students will write an initial argument
essay based off of their chosen documentary.
Students will complete sample rhetorical analysis essays from released AP
exams and will be introduced to the argument essay.
3rd Quarter: Synthesis and Argumentative Writing
-Transcendental Truths : The pursuit of truth and genre conventionAssessment:
Regular vocabulary quizzes
Regular journals on Into the Wild. Students will address rhetorical devices,
memorable quotes, and questions they may have surrounding the text.

 Argumentative essay: Students will compose an argument on Into the

Wild that puts the novel in conversation with one secondary text and
employs rhetorical devices to propel and bolster their argument.
Students will be responsible for writing a series of short essays that present
an argument regarding The Things They Carried. The goal in these essays is
that students present a more unified, holistic argument that integrates
rhetorical device into their argument as opposed to being structured around
rhetorical devices.
Students will lead discussions on Into the Wild and The Things They
Carried. They will come prepared with appropriate discussion questions and
quotes to accompany them, a visual aid, and an extension exercise (making
the text relevant).
Readings and Viewings:
Into the Wild (Krakeur), Walden (Thoreau), Once More to the Lake (E.B
White), Intimations Above Tintern Abbey (Longfellow), poems from Gerald
Manly Hopkins, Seeing (Joan Didion), The Things They Carried (OBrien)
AP Practice:
Students will complete two sample argument essays from released exams.
Students will be introduced to the synthesis essay by means of a backward
approach: students will be asked to draft a synthesis essay question and
include appropriate sources.
Students will take practice timed multiple choice sections.

4th Quarter: Documentation and Research

-The American Dream (Re) Defined
Assessment:
*Students will spend four weeks writing an eight-page research paper.
Students will choose an American short story writer and pick three of his or
her short stories. Students will then formulate a mature argument regarding
the authors writing style/purpose, etc., using the short stories, literary
criticism, interviews, research, and rhetorical analysis. Students will reach
four preliminary deadlines before writing the final paper. These steps include:

1) Selecting an author and three short stories; 2) Analysis on two of the

three short stories; 3) An annotated bibliography for most relevant sources;
4). A thesis statement and introductory paragraph.
Readings: (In-class unit on immigrant fiction and what it means to be
American)
The Namesake (Jhumpra Lampri), Coming Home Again (Chang Rae-Lee),
Aria, (Richard Rodriquez), Mother Tongue (Amy Tan)
AP Practice:
Students will practice completing the synthesis essay. Students will learn
techniques for how to organize and integrate sources.-Students will practice
taking timed multiple choice exams.

**Please note: this syllabus is also subject to modification