AP Language and Composition


      Mrs. Lewis


      Office hours: By appointment 8:15 to 9:00 daily in Room 201

       Limited after school hours by prior arrangement




      Course Description

        The AP Language and Composition is a college-level course designed to aid students in becoming critical readers of “text” (verbal, written, and visual) as well as becoming skilled writers who can write for a variety of purposes in a variety of modes. The focus of the course is on rhetorical analysis, primarily of nonfiction, not literary analysis. The course will also incorporate a survey of American Literature, from Native American myths to contemporary essays.

        “While writing represents a significant component of the course, the core skill required is the ability to read well. In reading another person’s “text,” the student must be able to address four fundamental questions:

      • What is being said?
      • To whom is it being said?
      • How is it being said?
      • Why is it being said?

      The answers to these questions inform students’ own writing processes as they learn to read like writers and write like readers.”  (College Board, AP English Course Description, 2014)


      Course Goals

        The primary goals of the course are:

      • Developing cultural literacy: The course introduces students to the literacy expectations of higher education by cultivating essential academic skills such as critical inquiry, deliberation, argument, reading, writing, listening, and speaking.
      • Facilitating informed citizenship: Beyond their academic lives, students should be able to use the literacy skills practiced in the course for personal satisfaction and responsible engagement in civic life. The AP Language and Composition course focuses students’ attention on the function of language in “texts.” (College Board, AP English Course Description, 2014)

      By the end of the course, students should clearly understand that words matter.

        In addition, students will understand how each of the American literary time periods were a reflection of the reigning philosophy, influential social trends, and major political or civic events of the day.

      AP Language and Composition Course Overview

      Quarter One Topics:

      • Survey of American Literature (Native American, Historical Narratives, Slave

      Narratives, Puritan Literature)

      • Introduction to Rhetoric and Rhetorical Analysis
      • Introduction to Rhetorical Terms and Writer’s Vocabulary
      • Contemporary Connections to literature read
      • Grammar/Mechanics/Usage/Style (as needed)
      • AP Rhetorical Analysis Exam essay
      • AP Exam multiple choice items
      • Hiroshima by John Hersey
      • Introduction to Incremental Essay format
      • SOL Writing Pre-test
      • AP Language Pre-test

      Assignments: Formative and Summative SOAPSTONE Analysis

                               Formative and Summative Rhetorical Analysis essay

                                Formative and Summative Incremental Essay

                               Formative and Summative Hiroshima Rhetorical Analysis quizzes

                               Formative AP Multiple Choice quizzes

                                 Formative and Summative Grammar/Mechanics/Usage (as needed)

                               Formative Rhetorical Analysis and Summative Project for Survey of American  


                               Formative Rhetorical Terms and Writer’s Vocabulary


      Quarter Two Topics:

      • Survey of American Literature (Rationalism, American Romanticism)
      • Introduction to Argumentation, including logical fallacies
      • Introduction to Rhetorical Terms and Writer’s Vocabulary
      • Contemporary Connections to literature read
      • Grammar/Mechanics/Usage/Style (as needed)
      • AP Argument Exam Essays
      • AP Exam Multiple Choice Items
      • The Catcher in the Rye by J.D. Salinger

      Assignments: Formative and Summative Argument Essay

                               Summative Logical Fallacies project

                                        Summative Incremental Essay

                                        Formative AP Multiple Choice quizzes

                                        Formative and Summative The Catcher in the Rye Rhetoric Analysis

                                        Formative Rhetorical Analysis and Summative Project for Survey of American


                                      Formative and Summative Grammar/Mechanics/Usage (as needed)

                                        Formative Rhetorical Terms and Writer’s Vocabulary

      Quarter Three Topics

      • Survey of American Literature (Transcendentalism, Anti-Transcendentalism)
      • Introduction to the Synthesis Essay
      • Concentrated Preparation for the AP Exam
      • Preparation for the SOL Writing Test
      • Contemporary Connections to literature read
      • Introduction to Rhetorical Terms and Writer’s Vocabulary
      • Grammar/Mechanics/usage (as needed)
      • Independent Reading (Non-fiction Book Groups)

      Assignments: Formative and Summative Synthesis Essay

                               Summative Incremental Essay

                               Summative AP Multiple Choice quizzes

                               Formative and Summative Independent Reading Rhetorical Analysis

                                        Formative and Summative Grammar/Mechanics/Usage (as needed)    

                                        Formative and Summative Rhetorical Terms and Writer’s Vocabulary

                                        Formative Rhetorical Analysis and Summative Project Survey of American



      Quarter Four Topics

      • Preparation for AP Exam
      • Preparation for SOL Reading Test
      • Contemporary Connections to literature read
      • Grammar/Mechanics/Usage (as needed)
      • The Crucible by Arthur Miller
      • Words Matter Group Project

      Assignments: Summative Incremental Essay

                                        Summative Words Matter Group Project

                                        Formative Literary Analysis and Summative Project The Crucible

      The AP Exam (May 15, 2019 at 8 am)


      The exam consists of 60 minutes for multiple-choice questions analyzing reading passages, a 15-minute period to read the sources for the synthesis essay and to plan a response, and 120 minutes to respond to three essay prompts for a synthesis essay, an argument essay, and a rhetorical analysis essay. The free-response essay of the exam counts for 55 percent of the total score; the multiple-choice section, 45 percent. The combined scores are then converted to a score on AP’s 5-point scale. AP scores signify how qualified students are to receive college credit or placement:


      AP Exam Scores


      5-- Extremely well qualified

      4-- Well qualified

      3-- Qualified

      2-- Possibly qualified

      1-- No recommendation

      An AP Exam score of 5 is equivalent to an A grade in the corresponding college course. An AP Exam score of 4 is equivalent to grades of A–, B+ and B in college. An AP Exam score of 3 is equivalent to grades of B–, C+ and C in college.

       Late Work Policy

        In college, late work is unacceptable. Falling behind in AP Lang. means students will miss important discussions and activities that support their learning.  Turning in assignments by deadlines allows students to receive timely feedback that will help them improve both their writing and rhetorical analysis skills.

        For in-class assignments, both formative and summative, a reasonable amount of time will be given during class to complete the activity. When students are given class time to complete assignments, it is expected that work is turned in at the end of the block. Extensions will not be granted for students who are distracted by things such as phones/friends/technology, who choose not to do their work, or who choose to work on assignments for other courses during class time. Work not turned in at the end of class will result in a zero.

        Formative homework, while not graded, is essential to the student’s success in AP Lang.  For example, the homework may be referenced when taking a quiz. In college, you will be expected to be an independent learner who sees practice and preparation as a means of reaching mastery.

        For outside-of-class assignments, such as major essays and projects, several “checkpoints” will be built in for each assessment. For an essay, this would include multiple rough drafts. It is expected that students complete these formative or mini-summative assessments by deadlines to receive timely feedback as they work toward content mastery.

        From time to time, students may find they need an extension on a summative assignment. Such situations may include a convergence of personal emergencies, multiple projects due for different classes, or unusually demanding extracurricular requirements coinciding with due dates. To request an extension, students must do the following:

      • The extension must be requested prior to the due date. This means no extensions may be requested during class, or the “morning of,” a summative assignment. Due dates for assignments are announced in advance. No student should be waiting until the last minute to complete them.
      • The extension must be requested in person. Students must have completed any formative and mini-summative assignments leading up to the summative assignment to be granted an extension. For a major essay, this would include rough drafts.
      • At the meeting, the teacher and student will agree to the deadline extension in writing. Students requesting an extension will write a formal email to their parent(s) and teacher, explaining the reason for the extension request and confirming the agreed-upon date work will be turned in. This will help students learn skills in time management and communication they would need to demonstrate as a college student or a working professional.
      • The student will receive full credit for the final summative assessment if turned in on or before the agreed-upon extension deadline.
      • If the student fails to meet the agreed upon extended due date, there will be no further opportunity to turn in the missing work. Instead, the work submitted at the time when the extension was granted (formative assessments and mini summative assessments such as rough drafts, quick writes etc.) will be assessed and entered into Phoenix as the summative grade. Note that the work completed to date will likely not fulfill all the requirements of the final assessment and will result in a low grade on the assignment.


      Grading in AP Language and Composition:

      Formative assessments for review and practice will not be calculated into the final grade. 


      Summative assessments will include quizzes, tests, multi-draft papers, culminating projects

      Each assessment is feedback to the student and the teacher of weaknesses in skills or gaps in knowledge. At the discretion of the teacher, students may be granted an additional opportunity to show mastery on a quiz, test, or project.


      Writing is a recursive process, often consisting of prewriting, drafting, revising, proofing, and finally submitting for summative assessment. Each part of the process is essential to mastery of the unique skills each of the AP Language essay types requires.  First drafts will be considered formative and will not be calculated into the student’s grade average.  Students will be given in-depth feedback on their first drafts.  Revised essays must be submitted on the due dates to continue the revision process. Students who meet the deadlines for revisions may continue to revise their writing until a final date designated by the teacher. Students who fail to meet the first deadline for revision, without requesting an extension, must accept their first draft formative grade as a summative grade.  This adheres to the LCHS late policy stated above.


      Students may receive additional feedback through scheduled one-on-one conferencing before school.  After-school conferences will be limited and must be by appointment in advance.

      Students are responsible for making up assignments, tests, quizzes missed due to absence. Agendas will be posted daily on the Phoenix school website with all the needed information.

      All assignments for each quarter must be submitted two weeks before the end of the quarter to guarantee that they will be calculated into the final grade for the report card.


      Plagiarism is the unauthorized use of the thoughts and words of another author as your own.  Students who plagiarize a work, either a published piece or one that a classmate has written, will receive a zero for the assignment and a parent/guardian will be notified.  At the teacher’s discretion, the student may have an opportunity to redo the assignment.  The assignment may be modified for the second attempt. Any subsequent infractions will result in a zero with no possibility for a second opportunity to complete the assignment.


      Supplies Needed

      • In your binder under English, you should have dividers for the following sections:

      Quick Writes

      Rhetorical Analysis (Handbook can be stored here.)



      American Lit.

      • Highlighter
      • Sticky notes








      Establishing a Positive Learning Environment in our Class

      1. Be respectful
      • Listen attentively to others. Talking or texting when you should be listening sends a message to the person speaking that you don’t care about what that person has to say.
      • Give your full attention to classroom activities so that you and others aren’t distracted. Keep your cell phone in your backpack (not on the table or within your reach) during class, including times when you may be finished with a quiz or activity before others. If your phone abuse is affecting your learning, I will contact your parent or guardian.
      • Be careful to avoid sarcasm and “friendly” teasing, which can be easily misunderstood and hurtful. “I was just kidding” does not always make amends.
      • Only use language that is appropriate to the classroom. Using foul or suggestive language is offensive to me and may also be to others.
      • Care for the environment by using recycled materials as much as possible. Grab a recycled blank paper rather than lined notebook paper.
      • Challenge ideas, but not people. Respect differences in culture, language, beliefs, and appearance.


      1. Be prepared
      • Bring your binder and a writing implement to each class.
      • Arrive to class on time and get started on the first activity.


      1. Be honest (as a person and student)
      • Do your share when working in groups.
      • Complete the warm-up activities and HW even though “they don’t count.”
      • Only use school computers for school assignments.
      • Share the materials and supplies in the room with other students.
      • Take responsibility for your actions. A simple apology can make a big difference.

      I want my classroom to be a place where every student feels welcome and where all students can be successful. Thanks for your help!















Last Modified on August 18, 2018