AP® English Literature and Composition with J. Ryan Hoague of Altadena, California
Mr. Hoague has been serving as an exam reader for the College Board for 16 years and has been presenting at Advanced Placement® Summer Institutes since 2003. He cochairs the English department at Temple City High School where he has been an active leader and teacher for 23 years. He describes himself as a student-centered teacher and believes that experiencing success in an AP® course prepares students for the future that awaits them, focusing especially on the ability to write, think, and engage with others. Participants in this workshop will explore all the parts of AP® Literature and Composition as well as practice strategies that are useful in teaching any English course.
AP® English Literature and Composition—Tentative Syllabus
Our session is designed to engage all aspects of teaching AP® Literature and Composition from overall philosophy to pragmatic details. While we have an agenda packed full of activities and materials, the very nature of bringing together a group of teachers suggests a collegial atmosphere conducive to the exchange of ideas. Consequently, some adjustments may occur to meet the needs and concerns of the participants.
Monday, June 25, morning
For a full brochure with course information, instructors, pricing, schedules, download flyer.
Mr. Hoague has been serving as an exam reader for the College Board for 16 years and has been presenting at Advanced Placement® Summer Institutes since 2003. He cochairs the English department at Temple City High School where he has been an active leader and teacher for 23 years. He describes himself as a student-centered teacher and believes that experiencing success in an AP® course prepares students for the future that awaits them, focusing especially on the ability to write, think, and engage with others. Participants in this workshop will explore all the parts of AP® Literature and Composition as well as practice strategies that are useful in teaching any English course.
AP® English Literature and Composition—Tentative Syllabus
Our session is designed to engage all aspects of teaching AP® Literature and Composition from overall philosophy to pragmatic details. While we have an agenda packed full of activities and materials, the very nature of bringing together a group of teachers suggests a collegial atmosphere conducive to the exchange of ideas. Consequently, some adjustments may occur to meet the needs and concerns of the participants.
Monday, June 25, morning
- Introductions: name/nickname; where do you teach? What do you teach? How long? Tell us one interesting thing about yourself.
- Review the agenda and assignments.
- Brainstorming: What do you want to take away from this workshop? What should students learn and be able to do in AP® English Literature and Composition? Which students should take the course? College Board Equity Policy.
- Introduce Global Commentary: Cardinal Woolsey’s speech from Henry VIII.
- Small group and class discussion: Philosophies of student writing. How often should students write? What kind of writing do you assign? How do you provide feedback? What is the role of the revised, typed essay in your classroom? Do you assign a research paper? Why or why not?
- Mr. Hoague’s philosophy of writing (handout).
- The Big Picture: AP® English Literature and Composition course design in connection with philosophies of writing. How many novels and plays? How many poems? How many in-class essays? How many at-home essays? What to do about AP® multiple-choice practice? The Course Audit.
- Assignment #1 HW: Carefully read and annotate the 2018 Poetry Prompt and Scoring Guide. Write at least three questions or comments related to the prompt. We will discuss before the mock scoring session tomorrow afternoon.
- E-tour of AP® Central.
- Distribute College Board materials.
- Discuss syllabus design and the course audit.
- Assignments and activities for poetry, novels, and plays.
- Activity: Analysis of past AP® prompt (handout). Focus on close reading.
- Brainstorming and handout: Differentiating instruction.
- Discuss Assignment #1: Analysis of the 2018 Poetry Prompt and Scoring Guide.
- Mock scoring session of sample student poetry essays.
- Assignment #2 HW: Carefully read and annotate the 2018 Prose Prompt and Scoring Guide. Write at least three questions or comments related to the prompt. We will discuss before the mock scoring session tomorrow afternoon.
- Read “Answer the Question!: Guidelines for timed writing.”
- Discuss “Guidelines for Questions 1 and 2” and “Guidelines for Question 3.” AP® prompt activity.
- The role of the typed revised essay in AP® Literature and Composition.
- Summer work and after the exam.
- Ask the AP® Reader: structure and atmosphere of the AP® Reading, standards and rubrics, and reader expectations.
- Discuss Assignment #2: Analysis of the 2018 Prose Prompt and Scoring Guide.
- Mock scoring session of sample student prose essays.
- Assignment #3 HW: Carefully read and annotate the 2018 Open Prompt and Scoring Guide. Write at least three questions or comments related to the prompt. We will discuss before the mock scoring session tomorrow afternoon.
- Pacing of curriculum units and the academic year.
- An apology for the nonfiction research paper.
- Analyze/discuss more past AP® Literature and Composition prompts or TBA.
- Discuss Assignment #3: Analysis of the 2018 Open Prompt and Scoring Guide.
- Mock scoring session of sample student open essays.
- Filling in the gaps and coming to conclusions.
- Evaluation of our week.
For a full brochure with course information, instructors, pricing, schedules, download flyer.
| 2018 Montana APSI flyer.pdf |
