Correlations

The Prentice Hall Reader, 7th Edition ©2004

Miller

Correlated to: National Advanced Placement® (AP®) English Literature and Composition Course Objectives (Grades 9–12)

SE = Student Edition
AIE = Annotated Instructor's Edition

ENGLISH LANGUAGE AND COMPOSITION

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, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548
• 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, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548; Writing Link, 57, 64, 70, 76, 84, 105, 110, 115, 124, 133, 154, 163, 171, 179, 189, 208, 213, 222, 230, 239, 250, 274, 278, 283, 288, 295, 306, 326, 332, 340, 347, 357, 364, 386, 392, 398, 404, 411, 422, 440, 445, 450, 458, 464, 470, 496, 501, 505, 511, 516, 524, 531, 549
• a logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis; SE/AIE: Narration, 87–100; Description, 135–148; Division and Classification, 191–203; Comparison and Contrast, 253–270; Process, 308–319; Cause and Effect, 367–380; Definition, 425–436; Argument and Persuasion, 472–489; Writing Suggestions, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548
• a balance of generalization and specific illustrative detail; and SE/AIE: Gathering and Using Examples, 39–86; Description, 135–190; Division and Classification, 191–252; Argument and Persuasion, 472–532
• 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, 57, 65, 71, 78, 101, 106, 111, 116, 125, 150, 156, 164, 172, 180, 204, 209, 214, 223, 231, 240, 271, 275, 279, 284, 289, 296, 320, 327, 333, 341, 348, 358, 381, 387, 393, 399, 405, 412, 437, 441, 446, 451, 459, 465, 490, 497, 502, 506, 512, 515, 525; Questions, 54, 62, 69, 75, 83, 103, 109, 113, 122, 132, 153, 162, 168, 178, 187, 207, 211, 220, 228, 237, 249, 273, 277, 282, 287, 293, 304, 325, 330, 338, 346, 356, 363, 384, 396, 402, 410, 439, 443, 449, 457, 468, 494, 500, 509, 523
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, 87–134; Description, 135–190; Division and Classification, 191–252; Comparison and Contrast, 253–307; Process, 308–366; Cause and Effect, 367–424; Definition, 425–471; Argument and Persuasion, 472–532; Revising, 533–555
• apply effective strategies and techniques in their own writing; SE/AIE: Writing Suggestions, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548; Writing Link, 57, 64, 70, 76, 84, 105, 110, 115, 124, 133, 154, 163, 171, 179, 189, 208, 213, 222, 230, 239, 250, 274, 278, 283, 288, 295, 306, 326, 332, 340, 347, 357, 364, 386, 392, 398, 404, 411, 422, 440, 445, 450, 458, 464, 470, 496, 501, 505, 511, 516, 524, 531, 549
• create and sustain arguments based on readings, research, and/or personal experience; SE/AIE: Narration, 87–134; Description, 135–190; Division and Classification, 191–252; Comparison and Contrast, 253–307; Process, 308–366; Cause and Effect, 367–424; Definition, 425–471; Argument and Persuasion, 472–532; Revising, 533–555
• demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings; SE/AIE: Writing Suggestions, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548; Writing Link, 57, 64, 70, 76, 84, 105, 110, 115, 124, 133, 154, 163, 171, 179, 189, 208, 213, 222, 230, 239, 250, 274, 278, 283, 288, 295, 306, 326, 332, 340, 347, 357, 364, 386, 392, 398, 404, 411, 422, 440, 445, 450, 458, 464, 470, 496, 501, 505, 511, 516, 524, 531, 549; Narration, 87–100; Description, 135–148; Division and Classification, 191–203; Comparison and Contrast, 253–270; Process, 308–319; Cause and Effect, 367–380; Definition, 425–436; Argument and Persuasion, 472–489; Revising, 533–555
• write in a variety of genres and contexts, both formal and informal, employing appropriate conventions; SE/AIE: Writing Suggestions, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548; Narration, 87–100; Description, 135–148; Division and Classification, 191–203; Comparison and Contrast, 253–270; Process, 308–319; Cause and Effect, 367–380; Definition, 425–436; Argument and Persuasion, 472–489
• produce expository and argumentative compositions that introduce a complex central idea and develop it with appropriate, specific evidence, cogent explanations, and clear transitions; and SE/AIE: Argument and Persuasion, 472–489; Essay, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548
• 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, 55, 63, 69, 76, 83, 104, 109, 114, 123, 132, 154, 162, 169, 178, 187, 207, 212, 221, 228, 238, 249, 273, 277, 282, 287, 294, 305, 325, 331, 339, 346, 356, 363, 384, 391, 397, 410, 421, 439, 444, 449, 457, 463, 469, 494, 500, 504, 510, 515, 523, 530, 548; Narration, 87–100; Description, 135–148; Division and Classification, 191–203; Comparison and Contrast, 253–270; Process, 308–319; Cause and Effect, 367–380; Definition, 425–436; Argument and Persuasion, 472–489; Revising, 533–555

Representative Authors

There is no recommended or required reading list for the AP® English Language and Composition course. The following authors are provided simply to suggest the range and quality of reading expected in the course. Teachers may select authors from the names below or may choose others of comparable quality and complexity. The following are a list of authors represented in The Prentice Hall Reader.

Maya Angelou, 106; Margaret Atwood, 465; Bernard Berelson, 231; Duane BigEagle, 144; David Bodanis, 204; Judy Brady, 441; David Brroks, 341; Elizabeth Barrett Browning, 201; Joan Jacobs Brumberg, 387; Tina Burton, 31; Fox Butterfield, 405; Veronica Chambers, 399; Judith Ortiz Cofer, 116, 123; Diana Cole, 333; Edwidge Danticat, 65; Meghan Daum, 296; Brian Doyle, 71; Charlie Drozdyk, 348; Barbara Ehrenreich, 209; Lars Eighner, 320; Nora Ephron, 327; Martin Espada, 267; Cathy Ferguson, 373; E.M. Foster, 381; Frank Gannon, 214; David Gelernter, 506; Malcolm Gladwell, 412; Alicia Gray, 261; Bob Greene, 57, 437; Gordon Grice, 544, 550, 555; Julie Anne Halbfish, 312; Sherry Heck, 429; Leslie Heywood, 78; John Hollander, 459; Evans D. Hopkins, 125; Langston Hughes, 101; Pico Iyer, 240; Beth Jaffe, 481; Evan James, 197; Alice Jones, 434; Robin D. G. Kelley, 446; Martin Luther King, Jr., 490; William Least Heat Moon, 164; Linda Lee, 502; Eric Liu, 150; Bret Lott, 48; Peggy McNally, 96; Janice Mirikitani, 317; N. Scott Momaday, 156; Wilfred Owen, 486; Marge Piercy, 378; Mary Pipher, 279; Anna Quindlen, 52; Jonathan Rauch, 497; Rick Reilly, 111; Nadine Resnick, 140; Richard Rodriguez, 525; Amy Rubens, 584; Robert J. Samuelson, 284; Scott Russell Sanders, 180; Esmeralda Santiago, 271; Lynne Sharon Schwartz, 358; Danzy Senna, 289; Peter Singer, 515; Frank Smite, 45; Frank Staples, 393; Amy Tan, 451; Lewis Thomas, 7; Terry Tempest Williams, 172; William Zinsser, 275; Hope Zucker, 92
Autobiographers and Diarists
Maya Angelou SE/AIE: 106
Judith Ortiz Cofer SE/AIE: 116
Richard Rodriguez SE/AIE: 525
Essayists and Fiction Writers
Margaret Atwood SE/AIE: 465
Scott Russell Sanders SE/AIE: 180
Political Writers
Martin Luther King, Jr. SE/AIE: 490

Reference: http://apcentral.collegeboard.com

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