ap English project

AP Lang Syllabus Proposal Project

Throughout the semester, you have completed reading assignments and engaged in discussions on texts that use rhetorical choices to develop complex arguments. Syllabi are dynamic and ever-changing, and Ms. F. would like your input on what to read for our final AP Lang class discussion.

You may work on this project independently or with a partner (no groups of three). First, research a text that you believe fits into the course syllabus (the text could be an article, excerpt from a book, academic journal, personal essay, speech, etc.) and would make a strong addition to the class syllabus. Texts should be school appropriate and suitable for an AP class. If you have questions about a specific text, please reach out to Ms. F.

If you are struggling to find a text, take a look at old AP tests to get a sense of what texts are chosen. You can also review the assigned texts for this semester here .

You can think of selecting texts in several ways:

1. A text that expands upon, disagrees with, or challenges one of the assigned readings you have already completed for this course (i.e. Ahmed’s arguments in “Multiculturalism and the Promise of Happiness” expand on Coates’ arguments about the American Dream in BTWAM)

2. A text that is unrelated to something you have read for this course, but one which would encourage deep discussions of argument and rhetoric.

Then, create a presentation in which you argue three reasons for why this text should be added to the syllabus, addressing a counterclaim, and providing a rebuttal. Please include the following in your presentation:

1. A slide that provides background information on the writer of your text (ALL IN YOUR OWN WORDS)

2. A slide that synthesizes the main arguments of the text

3. A slide that contains three reasons your text should be added to the syllabus

4. A slide that addresses a counterclaim and rebuttal (some counterclaims for texts may include: too challenging or easy, controversial, commonly assigned e.g. MLK’s “I Have a Dream,” relevance, etc.)

5. A slide with 4-5 discussion questions for your reading

6. A slide with any sources you used (and the link to your reading)

Find exemplar presentation here . Review the important dates and rubric below so you know how you will be graded. This project, above all assignments, will demonstrate your understanding of the course content and skills. Please spend the appropriate time preparing for this presentation.

Important dates:

Monday 5/8 11:59pm Submit text selection via google form

Sunday 5/21 11:59pm Submit Syllabus Proposal Presentation via google classroom

Monday 5/22- Weds 5/24 In-Class Presentations

Weds 5/24 Vote on proposed reading

Thurs 5/25 Complete reading and prepare for discussion (Ms. F. will be out this day)

Tuesday 5/30 Final class discussion

Rubric (this will be a formative grade)

Skill	Mastery 5 points	Proficient 3-4 points	Approaching 1-2 points
Text Selection	Student selects a relevant text for proposal. Student provides background information on the author and demonstrates deep understanding of the text’s arguments, rhetorical situation, etc.	Student selects a relevant text for proposal. Student provides background information on author aptly summarizes main arguments of text.	Student does not select a relevant text for proposal and/or does not provide background information on author and summarizes main arguments of text.
Argument	Student provides three compelling reasons for adding text to the syllabus. Student demonstrates deep understanding of course content and skills.	Student provides three reasons for adding text to the syllabus. Student demonstrates adequate understanding of course content and skills.	Student provides less than three reasons for adding text to the syllabus. Student demonstrates basic understanding of course content and skills.
Counterclaim & Rebuttal	Student identifies a counterclaim for adding text to the syllabus and uses a compelling rebuttal to advance their argument.	Student identifies a counterclaim and rebuttal for adding text to the syllabus. Counterclaim and/or rebuttal may need reframing or further development.	Student identifies a counterclaim for adding text to the syllabus but rebuttal is underdeveloped and/or missing.
Discussion Questions	Student develops a variety of 4-5 open ended discussion questions that promote critical thinking.	Student develops some open ended discussion question that promote critical thinking.	Student develops questions that have clear answers and/or do not promote critical thinking.
Presentation	Student speaks at an appropriate volume and pacing. Student has clearly organized and rehearsed their presentation.	Student speaks at an appropriate volume and pacing. Presentation is somewhat organized but may need further refining or rehearsing.	Student does not speak at an appropriate volume or pace. Presentation is unorganized and unrehearsed.
Conventions	Student does all of the following: · Cites sources · Adheres to grammar, spelling, punctuation conventions · Adheres to all deadlines for project	Student does two of the following: · Cites sources · Adheres to grammar, spelling, punctuation conventions · Adheres to all deadlines for project	Student does one of the following: · Cites sources · Adheres to grammar, spelling, punctuation conventions · Adheres to all deadlines for project

Total Points: 30