The Thirteen American Arguments by Howard Fineman ... Be able to list, discuss,
and evaluate all thirteen arguments with examples from history and from ...
AP English Language and Composition Summer Assignment 2013 Booker T. Washington High School for the Performing and Visual Arts Instructors: Townsel and Chapman Introduction: AP English Language and Composition is a college-‐level course that addresses controversial subjects; therefore, students should be skilled readers of complex prose from various periods as well as writers who can compose in different modes and for a variety of purposes. In this class, students will learn how professional writers use elements of language in order to achieve particular effects, and they will also develop their own writing skills. This class focuses on rhetoric. Most but not all of the assigned selections are nonfiction. Because this is an advanced class, students must understand that they will be held to a high standard of academic excellence. Students will complete challenging reading and writing assignments regularly and on time. In addition, it is expected that students will take responsibility for their learning and behave accordingly. Enrollment in an Advanced Placement course offers substantial benefits to those who are intrinsically motivated; however, students who either do not plan to work diligently or do not enjoy reading and writing should reconsider their choice of English class. Assignments: 1. Reading Assignment: Since an awareness of recurring issues and debates within our society is expected in this course, the summer reading assignment centers around identifying and exploring these critical, evolving arguments. Please obtain a hard copy, not an electronic copy, of the following book and then complete the assignments listed: The Thirteen American Arguments by Howard Fineman • Read and annotate the entire book, including the introduction, the conclusion, and the afterword. Your annotated book is due the first day of school and is a grade. No extensions or excuses will be accepted. •
Be able to list, discuss, and evaluate all thirteen arguments with examples from history and from current events. A test over the content is highly likely during the first week of school. Please be prepared for a thorough and challenging assessment.
2. Writing Assignment: After reading Fineman’s book and considering carefully the arguments outlined therein, select one of the following writing assignments to complete. Choice A: What essential argument, in your opinion, has Fineman neglected to include in his book? Outline the nature of this argument clearly and completely, using examples
from both history and current events to do so. You must include a minimum of six examples. Your sources for both historical information and current events must be cited appropriately. Use MLA format and be sure to include a Works Cited page. Do not use first person in your essay. Choice B: What flaws or biases do you notice in any one of Fineman’s arguments? How would you argue that this debate should be reclassified or reimagined? You must use a minimum of four details from the text and an additional four sources from current events, history, or philosophy. All sources, including Fineman’s text, must be cited using MLA format. You must create a Works Cited page. Do not use first person in your essay. All essays should be typed using either Times New Roman or Calibri, 12-‐point font. Margins must be set at one inch. Set line spacing at 1.5. Essays must be 4-‐5 pages.
Guidelines and Rubrics
BTWHSPVA’s AP Language & Composition: Annotation Guidelines and Rubric AP Language Annotation Guidelines Diction (word choice) Is the language formal or colloquial in specific parts of the text? Concrete or abstract? Are the words monosyllabic or polysyllabic? Do the words in specific sections of the book have interesting connotations? Does the level of diction change in the course of the text? What can you infer about the author’s tone from his word choice? Syntax (the arrangement of words in sentences) Are the writer’s sentences simple and direct, or complex and convoluted? How do his dependent clauses relate to main clauses? Are his or her sentence structures varied? Are rhetorical questions used? Unusual word arrangements? Does the writer use repetition or parallel sentence structure for emphasis? Imagery (verbal representations of sensory experiences) Are there interesting images or patterns of imagery in the text? Do the images suggest a deeper meaning?
Detail (facts, observations, and incidents used to develop a topic, character or setting) How does the writer present important details? How effective is the writer in bringing the text to life? Figurative Language (elements an author uses to create imagery, feeling mood) How does the text create comparisons with similes, metaphors, allusions, etc.? Does the writer use personification or apostrophe? (look these terms first) Is there deliberate hyperbole or understatement? Does the writer use paradox or oxymoron to add complexity? How do rhythm and sound devices like assonance, consonance, or onomatopoeia work in the book? Tone (the writer’s attitude toward the characters, the subject, or the audience) What does his attitude seem to be? Does it shift or remain constant? Does the text have a noticeable emotional mood or atmosphere? Can anything in the text be described as irony? What specific elements in the text lead you to your interpretation?
AP Language Annotation Rubric: AP Rubric Score 8-‐9: Gradespeed Score A (91-‐100) An A-‐level annotation submission is fully annotated, comprising comments either on sticky notes or directly on the page throughout the book or text. An A-‐level assignment fully applies the instructions, suggestions, questions, and analytical elements cited in the BTWHSPVA Annotation Guidelines, and does not neglect the text’s forward, afterword, appendices or acknowledgement sections. Further, an A-‐level submission does not fail to annotate individual chapters or larger sections of the book. AP Rubric Score 6-‐7: Gradespeed Score B (81-‐90) A B-‐level annotation submission includes many comments, but is less thorough than an A-‐level performance, and may fail to address one or more areas of the Annotation Guidelines. A B-‐level annotation submission may also fail to include parts of the text, or may overlook critical parts of the text. AP Rubric Score 5: Gradespeed Score C (71-‐80) A C-‐level annotation submission comprises insufficient notation or commentary – and frequently is limited to obvious statements or questions. A C-‐level submission may attempt to use a color-‐coded key
for multi-‐color highlighting, but fails to move below this surface-‐level analysis to engage on a deeper basis with the text. AP Rubric Score 3-‐4: Gradespeed Score D (51-‐70) A D-‐level annotation submission contains few comments, and many notations are shallow, obvious or incomplete. Most D-‐level annotation is limited to highlighting, underlining or bracketing with little or no commentary. AP Rubric Score 1-‐2: Gradespeed Score F (50 or below) An F-‐level annotation submission contains little or no commentary and, typically, limited highlighting or underlining. In an F-‐level assignment, it is impossible to determine what, if any, engagement the student entered into with the text at hand.
BTWHSPVA’s AP Language & Composition: Essay Guidelines and Rubric Use the rubric below to guide you in writing your composition. For help with MLA format, consult the Purdue University Online Writing Lab here: https://owl.english.purdue.edu/owl/resource/747/01/ AP Rubric Score 8-‐9: Gradespeed Score A (91-‐100) Essays of this caliber are effective and persuasive, which indicates doing more than the minimum specified in the instructions. These essays include: a logical and original argument; compelling examples (of at least the number specified) that have been thoroughly developed; strong organization; a mature prose style; and correct MLA format for both internal citations and the Works Cited page. In addition, these essays have followed all directions and are free from errors in mechanics, including typographical errors. AP Rubric Score 6-‐7: Gradespeed Score B (81-‐90) Essays in this category are sufficient; they meet the requirements listed in the directions. They include an adequate argument with the requisite number of examples, and those examples do a satisfactory job of supporting the argument. While these essays lack the originality and/or the polished style of the A-‐ level papers, they are written clearly, with planning and organization that makes the argument easy to follow, and with a good command of grammar and style. MLA format for both the internal citations and the Works Cited page is largely correct. AP Rubric Score 5: Gradespeed Score C (71-‐80)
Essays that meet the requirements for a C meet many of the requirements for the assignment but do so in an uneven, inconsistent, or limited fashion. These essays tend to be superficial in argument, in examples, or, most commonly, in their development. There may be more significant errors in grammar, but the prose is still clear enough to be understood easily. The writing may be less advanced. Organization may be a problem, and some portions of the essay may be better developed or more clearly linked to the argument than others. MLA format is at least half correct and does include at least a reasonable attempt at a Works Cited page. AP Rubric Score 3-‐4: Gradespeed Score D (51-‐70) Essays in this category meet many of the following criteria: the argument may be unclear or poorly developed; the examples are insufficient and not explained thoroughly; there may be a weak connection between the argument and the examples; evidence may consist of lists rather than developed paragraphs; organization may be so weak as to inhibit comprehension or at least to inhibit the development of the central argument; MLA format is incomplete and/or incorrect; writing style may be immature and/or marked by significant errors in mechanics; and directions may not have been followed. AP Rubric Score 1-‐2: Gradespeed Score F (50 or below) Essays in this category are incomplete and/or meet many of the following criteria: the argument may be incoherent or there may not be a central argument; the evidence may be very weak, perhaps including personal examples, and does not contribute materially to the argument; the writing style is immature; there are many, significant errors in mechanics; MLA format is largely incomplete; directions have not been followed. These essays demonstrate little success in following the directions outlined in the assignment.
We look forward to becoming acquainted with you over the course of the upcoming school year. Should you have questions or concerns about these assignments, please contact one of the instructors:
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