AP Unit 2: Critical Writing   
Sept. 14 - Oct. 8

OBJECTIVES:

• Introduction to and application of writing structures (methods of development—paragraphs).
• Introduction to and application of an argument, its elements, and a student’s analysis of the argument.
• Focus on thesis as central foundation for argument.
• Review of sentence structure.
• Review of punctuation.

STUDENTS WILL BE ABLE TO:

• Identify and evaluate an author’s central thesis.
• Analyze an author’s argument through examination of his purpose, methods, persona, and tone.
• Develop a unique argument
• Begin to support argument with sources and evidence.
• Integrate mastered knowledge of sentence structure and improving vocabulary in informal journals and formal critical essay.
• Write a revised and cogent essay with a central argument and comprehensive support.

READINGS & VIEWINGS:
from Current Issues and Enduring Questions
“Writing an Analysis of an Argument” (177-220)
“Bringing Back Flogging” (Jacoby)
“Wrestling with Title IX” (Irving)
“Animal Liberation” (Singer)
“A Modest Proposal” (Swift)
“Developing an Argument of Your Own” (221-256)
“Why I Don’t Spare ‘Spare Change’” (Andrews)

from Warriner’s Handbook
“The Parts of a Sentence” (30-51)
“Punctuation” (292-319)
“Punctuation” (cont’d) (320-359)

from 5 Steps to a 5
“Introduction to the Analysis Essay" (77-110)
"Introduction to the Argumentative Essay” (111-123)


MAJOR ASSIGNMENT: 

Argument Essay #1 (Major Writing Assignment) Students are expected to utilize newly acquired vocabulary and literary devices in all of their unit essays. Students must choose their own essay topic for each essay category. The scope of the topic must be appropriate. Students must display a clear thesis and clearly support this thesis. Please see writing assignment
rubric for further details.


Students must also use all stages of the reading process as detailed in Current Issues… to complete the assignment. Then, student must use the following process to write the essay (process to be explained in detail):


Stage 1: Planning (includes journaling, listing, and speculating)
Stage 2: Drafting (includes scratch outline, discovery draft, descriptive outline, formal outline, and rough draft)
Stage 3: Revising (includes peer draft, 1st draft, and final draft
after teacher review)
Stage 4: Designing (includes final draft, MLA conventions, and layout)