Warwick School District

Curriculum❯AP Language and Composition

AP Language and Composition

Grade Levels: 11 | 12 |

Course Description

Prerequisite: B or better in Honors English 10 or 11 or A in College Prep English 10 or 11 along with recommendation of tenth or eleventh grade English teacher and a willingness to read and write extensively and independently.
The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text—from a range of disciplines and historical periods.

Core Curriculum Content Standards

PA Common Core: English Language Arts (2013)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.(1.2.11-12.A)
      • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.(1.2.11-12.B)
      • Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.(1.2.11-12.C)
      • Evaluate how an author’s point of view or purpose shapes the content and style of a text.(1.2.11-12.D)
      • Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.(1.2.11-12.E)
      • Evaluate how words and phrases shape meaning and tone in texts.(1.2.11-12.F)
      • Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.(1.2.11-12.G)
      • Analyze seminal texts based upon reasoning, premises, purposes, and arguments.(1.2.11-12.H)
      • Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.(1.2.11-12.I)
      • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.2.11-12.J)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.11-12.K)
      • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.11-12.L)

  • Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.(1.3.11-12.A)
      • Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.(1.3.11-12.B)
      • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.(1.3.11-12.C)
      • Evaluate how an author’s point of view or purpose shapes the content and style of a text.(1.3.11-12.D)
      • Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.(1.3.11-12.E)
      • Evaluate how words and phrases shape meaning and tone in texts.(1.3.11-12.F)
      • Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)(1.3.11-12.G)
      • Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.(1.3.11-12.H)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.(1.3.11-12.I)
      • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.3.11-12.J)
      • Read and comprehend literary fiction on grade level, reading independently and proficiently.(1.3.11-12.K)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADES 11-12

      • Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.11-12.A)
      • Write with a sharp distinct focus identifying topic, task, and audience.(1.4.11-12.B)
      • Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.(1.4.11-12.C)
      • Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.(1.4.11-12.D)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.E)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.F)
      • Write arguments to support claims in an analysis of substantive topics.(1.4.11-12.G)
      • Write with a sharp distinct focus identifying topic, task, and audience.-Introduce the precise, knowledgeable claim.(1.4.11-12.H)
      • Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.(1.4.11-12.I)
      • Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.(1.4.11-12.J)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.K)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.L)
      • Write narratives to develop real or imagined experiences or events.(1.4.11-12.M)
      • Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.(1.4.11-12.N)
      • Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.(1.4.11-12.O)
      • Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.(1.4.11-12.P)
      • Write with an awareness of the stylistic aspects of writing.-Use parallel structure.-Use various types of phrases and clauses to convey specific meanings and add variety and interest.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.(1.4.11-12.Q)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.R)
      • Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.11-12.S)
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(1.4.11-12.T)
      • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.(1.4.11-12.U)
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(1.4.11-12.V)
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(1.4.11-12.W)
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.(1.4.11-12.X)

  • Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

    • GRADES 11-12

      • Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.(1.5.11-12.A)
      • Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.(1.5.11-12.B)
      • Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.(1.5.11-12.C)
      • Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.(1.5.11-12.D)
      • Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.(1.5.11-12.E)
      • Adapt speech to a variety of contexts and tasks.(1.5.11-12.F)
      • Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.(1.5.11-12.G)

Units

Unit #1 - Rhetorical Situation

Unit #2 - Evidence and Audience

Unit #3 - Methods of Reasoning and Strategies

Unit #4 - Crafting Argument

Unit #5 - Line of Reasoning and Tone

Unit #6 - Crafting Synthesis

Unit #7 - Mechanics and Style

Unit #8 - Strategic and Effective Writing

Unit #9 - Presenting Synthesis

Unit #10 - Personal Narrative and Memoir Study

Course Resources

Textbook Anthology: The Language of Composition: Essential Voices, Essential Skills for the AP® Course, Fourth Edition, BFW Publishers (Students and Teacher Resource) and Advanced Placement Edition: English Language and Composition, AMSCO (Teacher Resource)


Whole Class Novels/Dramas:
  • The Crucible by Arthur Miller, 1953
  • Julius Caesar by William Shakespeare 
  • Night by Elie Wiesel, 1960 
  • Outliers by Malcolm Gladwell, 2008 
  • Excerpts from Anthropocene Reviewed by John Green, 2021


Choice/Independent Study Novels:

  • Into Thin Air by Jon Krakauer, 1997 
  • Everything is Tuberculosis by John Green, 2025 
  • Just Mercy by Bryan Stevenson, 2014 
  • The 57 Bus by Dashka Slater, 2017 
  • The Anxious Generation by Jonathan Haidt, 2024


Short Works:

  • Official Testimony delivered by Charles Manson during trial, 1970
  • Letter from Mary Ewald to Saddam Hussein, 1990
  • A Call for Unity by Alabama Clergy, 1963
  • Living Like Weasels by Annie Dillard, 1982
  • The Stranger in the Photo is Me by Donald M. Murray, 1991
  • Death Tape, recording of Jim Jones at Jonestown, 1978
  • The Perils of Indifference by Elie Wiesel, 1999
  • Keep Memory Alive by Elie Wiesel, 1986
  • Senate Statement on PBS Funding by Fred Rogers, 1969
  • Various poems at teacher discretion

Key Instructional Materials:
  • AP Classroom (online system and material)
  • Previous AP Exams

Documentaries/Videos:
  • The Crucible, 1996
  • The Mask You Live In, 2015
  • 13th, 2016
  • Waiting for Superman, 2010
  • Food Inc, 2008
  • Selected videos of speeches at teacher discretion
  • Selected TedTalks at teacher discretion