The language of composition : essential voices, essential skills for the AP course / Renee H. Shea, Robin Dissin Aufses, Lawrence Scanlon, Megan M. Harowitz, Katherine E. Cordes, Carlos A. Escobar. [print]

Chapter 1 Rhetorical Analysis

Section 1 -- The Rhetorical Situation -- Context, Exigence, and Purpose -- Writer, Audience, Subject, and Message -- Rhetorical Appeals -- Ethos -- Logos -- Pathos -- Combining Ethos, Logos, and Pathos -- Analyzing Rhetoric and Style -- Diction -- Figurative Language -- Syntax -- Tone -- Close Reading Visual Rhetoric -- Section 1 / Culminating Activity --

Section 2 -- From Reading to Writing: Crafting an AP® Rhetorical Analysis Essay -- Preparing to Write: Annotating Nonfiction -- Developing a Thesis Statement -- Writing an Introduction -- Supporting Your Thesis -- Crafting a Conclusion -- Revising an AP® Rhetorical Analysis Essay -- Analyzing a Sample AP® Rhetorical Analysis Essay -- Section 2 / Culminating Activity --

Section 3 -- Developing Sophistication in an AP® Rhetorical Analysis Essay -- Explaining the Significance of the Writer’s Rhetorical Choices -- Section 3 / Culminating Activity -- --

Chapter 2 Argument

Section 1 -- What Is Argument? -- Understanding Claims -- Types of Claims -- Understanding and Analyzing Evidence -- Types of Evidence -- Logical Reasoning and Organization: Shaping an Argument -- Induction -- Deduction -- Classical Argument -- Rogerian Argument -- The Toulmin Model -- Methods of Development -- Logical Fallacies -- Section 1 / Culminating Activity --

Section 2 -- From Reading to Writing: Crafting an AP® Argument Essay -- Preparing to Write: Establishing a Position -- Developing a Thesis Statement -- Introducing Your Argument -- Supporting Your Thesis -- Concluding Your Argument -- Revising an AP® Argument Essay -- Analyzing a Sample AP® Argument Essay -- Section 2 / Culminating Activity --

Section 3 -- Developing Sophistication in an AP® Argument Essay -- Exploring the Complexities or Tensions of an Argument -- Analyzing Assumptions and Exploring Complexities in an AP® Argument Essay -- Section 3 / Culminating Activity -- --

Chapter 3 Synthesis

Section 1 -- Approaching Sources in Arguments -- Examining Sources in Arguments -- Synthesizing Sources -- Using Sources to Inform an Argument -- Using Sources to Appeal to an Audience -- Section 1 / Culminating Activity --

Section 2 -- From Reading to Writing: Crafting an AP® Synthesis Essay -- A Sample AP® Synthesis Prompt: The Value of Celebrity Activism -- Preparing to Write: Identifying Key Issues and Formulating Your Position -- Developing a Thesis Statement -- Writing an Introduction -- Supporting Your Thesis -- Concluding Your Argument -- Revising an AP® Synthesis Essay -- Analyzing a Sample AP® Synthesis Essay -- Section 2 / Culminating Activity --

Section 3 -- Developing Sophistication in an AP® Synthesis Essay -- Articulating the Implications or Limitations of an Argument -- Section 3 / Culminating Activity -- --

Chapter 4 Identity -- Central Essay -- >Amy Tan, Mother Tongue -- Classic Essay -- <Zora Neale Hurston, How It Feels to Be Colored Me -- Other Voices -- <Frances Willard, from How I Learned to Ride the Bicycle: Reflections of an Influential Nineteenth Century Woman -- <Virginia Woolf, Professions for Women -- <James Baldwin, A Talk to Teachers -- <Judy Brady, I Want a Wife -- <Brent Staples, Just Walk on By: A Black Man Ponders His Power to Alter Public Space -- <Jesmyn Ward, Cracking the Code -- <Rahawa Haile, How Black Books Lit My Way along the Appalachian Trail -- <Sarah Smarsh, Country Pride: What I Learned Growing Up in Rural America -- <Ilya Kaminsky, from Searching for a Lost Odessa — and a Deaf Childhood -- <Wesley Morris, from My Mustache, My Self -- <Vivek Ramaswamy, The Plural Individual -- <Ariana Remmel, Organic Chemistry Taught Me to Fully Inhabit My Mixed Identities -- <Viet Thanh Nguyen, Advice for Artists Whose Parents Want Them to Be Engineers -- <Héctor Tobar, from Home Country: What Does It Mean to Be Latino? -- Visual Text -- <Frida Kahlo, Self-Portrait on the Borderline between Mexico and the United States -- <Conversation: Redefining Masculinity -- <Paul Theroux, 1 Being a Man -- <Stephanie Coontz, 2 from The Myth of Male Decline -- <Roberto A. Ferdman, 3 The Perils of Being Manly -- <Collier Meyerson, 4 Do We Need to Redefine Masculinity or Get Rid of It? -- <5 Gender and Social Pressure -- <Kehinde Wiley, 6 Portrait of Oluranti Olaose -- <David French, 7 Grown Men Are the Solution, Not the Problem -- <Andrew Yang, 8 The Data Are Clear: The Boys Are Not All Right -- AP® Multiple-Choice Practice -- <Amy Tan, from Mother Tongue -- <Zora Neale Hurston, from How It Feels to Be Colored Me -- Composition Questions -- <Suggestions for Writing: Identity -- --

Chapter 5 Environment -- Central Essay -- <Bill McKibben, 2050: How Earth Survived -- Classic Essay -- <Rachel Carson, from Silent Spring -- Other Voices -- <Ralph Waldo Emerson, from Nature -- <Terry Tempest Williams, The Clan of One-Breasted Women -- <Wangari Maathai, Nobel Prize Lecture -- <Pope Francis, from On Care for Our Common Home -- <E. O. Wilson, A Biologist’s Manifesto for Preserving Life on Earth -- <Katharine Hayhoe, How to Talk about Climate Change -- <Fuzzy Bitar, Climate Change, My Daughter, and Me -- <Robin Wall Kimmerer, Greed Does Not Have to Define Our Relationship to Land: On Choosing to Belong to a Place -- <David McDermott Hughes, To Save the Climate, Give Up the Demand for Constant Electricity -- <Ayana Elizabeth Johnson, What I Know about the Ocean -- <Xiye Bastida, Calling In -- <Greta Thunberg, There Are No Real Climate Leaders Yet -- Visual Text -- <Brittany Greeson, from We Fear the Water -- <Conversation: Animal Conservation -- <R. Alexander Pyron, 1 from We Don’t Need to Save Endangered Species. Extinction Is Part of Evolution -- <World Wildlife Fund, 2 We Endanger the Future with One Shot -- <Mylène Ratelle and Jeffrey Fabian, 3 Indigenous Hunters Are Protecting Animals, Lands, and Waterways -- <4 Threats to Species Populations -- <Karlyn Marcy, 5 Why Zoos and Aquariums Are Beneficial -- <Emma Marris, 6 from The Case against Zoos -- AP® Multiple-Choice Practice -- <Bill McKibben, from 2050: How Earth Survived -- <Rachel Carson, from Silent Spring -- Composition Questions -- <Suggestions for Writing: Environment -- --

Chapter 6 Money -- Central Essay -- <Barbara Ehrenreich, from Serving in Florida -- Classic Essay -- <Jonathan Swift, A Modest Proposal -- Other Voices -- <Andrew Carnegie, from The Gospel of Wealth -- <Booker T. Washington, The Atlanta Exposition Address -- <Peter Singer, The Singer Solution to World Poverty -- tCarmen Maria Machado, Luxury Shopping, from the Other Side of the Register -- <Matthew Desmond, Dollars on the Margins -- <Michelle Alexander, Tipping Is a Legacy of Slavery -- <Anne Helen Petersen, The Future of the Middle Class Depends on Student Loan Forgiveness -- <Eyal Press, America Runs on “Dirty Work” and Moral Inequality -- <Josh Dzieza, from Revolt of the Delivery Workers -- <Jay Caspian Kang, A Quietly Big Idea on How We Think about Homeless People -- Visual Texts -- <Diego Rivera, Night of the Rich -- <Warren Chang, Invisible People -- <Conversation: Paying for College -- <Steve Breen, 1 Trade School -- <Tressie McMillan Cottom, 2 Why Free College Is Necessary -- <Sandy Baum and Sarah Turner, 3 “Free Tuition” Is the Opposite of Progressive Policymaking -- <Jason D. Delisle and Preston Cooper, 4 The False Promise of Progressive Free-College Plans -- <Larry Strauss, 5 Fair or Not, We Need Free College and Student Loan Forgiveness — and So Does Democracy -- <6 Voters’ Views on Free College Tuition Pew Research Center -- AP® Multiple-Choice Practice -- <Barbara Ehrenreich, from Serving in Florida -- <Jonathan Swift, from A Modest Proposal -- Composition Questions -- <Suggestions for Writing: Money -- --

Chapter 7 Community -- Central Essay -- <Rebecca Solnit, from A Paradise Built in Hell: The Extraordinary Communities That Arise in Disaster -- Classic Essay -- <Martin Luther King Jr., Letter from Birmingham Jail -- Other Voices -- <Oliver Goldsmith, National Prejudices -- <John F. Kennedy, Inaugural Address -- <Robert D. Putnam, Health and Happiness -- <Lori Arviso Alvord, Walking the Path between Worlds -- <Malcolm Gladwell, Small Change: Why the Revolution Will Not Be Tweeted -- <Ted Closson, A GoFundMe Campaign Is Not Health Insurance -- <Mitch Landrieu, Truth: Remarks on the Removal of Confederate Monuments in New Orleans -- <Hua Hsu, When Immigrants Are No Longer Considered Americans -- <Jacinda Ardern, Christchurch Memorial Speech -- <Priya Basil, Make Yourselves at Home: The Meaning of Hospitality in a Divided World -- <Isabel Wilkerson, from America’s Enduring Caste System -- <George Will, Our Notions of Patriotism Are Mistaken -- Visual Text -- <Kerry James Marshall, Our Town -- <Conversation: Reparations for Slavery -- <Khalil Bendib, 1 Apology, Hold the Reparations -- <2 Americans’ Views on Reparations -- <Robert L. Woodson Sr., 3 Embracing Reparations Debases Blacks, Raises Troubling Questions -- <Ta-Nehisi Coates, 4 Congressional Testimony on Reparations -- <Charles Lane, 5 Would Reparations for Slavery Be Constitutional? -- <Michelle Singletary, 6 Yes, Black Americans Are Entitled to Reparations. We’ve Earned Them. -- <A. Kirsten Mullen and William A. Darity Jr., 7 from Ten Things We Get Wrong about Reparations -- AP® Multiple-Choice Practice -- <Rebecca Solnit, from A Paradise Built in Hell -- <Martin Luther King Jr., from Letter from Birmingham Jail -- Composition Questions -- <Suggestions for Writing: Community -- --

Chapter 8 Justice -- Central Essay -- <Ta-Nehisi Coates, from Between the World and Me -- Classic Essay -- <Henry David Thoreau, On the Duty of Civil Disobedience -- Other Voices -- <Frederick Douglass, from What, to the Slave, Is the Fourth of July? -- <Ida B. Wells-Barnett, from Southern Horrors: Lynch Law in All Its Phases -- <Emmeline Pankhurst, from Freedom or Death -- <Ronald Reagan, Speech at the Brandenburg Gate -- <Mary Fisher, A Whisper of AIDS -- <Atul Gawande, from Hellhole -- <Barack Obama, Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches -- <Bryan Stevenson, A Presumption of Guilt -- <Tarana Burke, Me Too Is a Movement, Not a Moment -- <Amal Clooney, Addressing Threats to Media Freedom -- <Clint Smith, Let the Incarcerated Vote -- <Joseph Margulies, Who Deserves to Be Forgiven? -- <David Treuer, from Return the National Parks to the Tribes -- Visual Texts -- <Eugène Delacroix, Liberty Leading the People -- <Kadir Nelson, American Uprising -- <Conversation: The Second Amendment -- <Akhil Reed Amar, 1 from Second Thoughts: What the Right to Bear Arms Really Means -- <Victor Davis Hanson, 2 The War between the Amendments -- <Thomas Sowell, 3 Do Gun-Control Laws Control Guns? -- <Pew Research Center, 4 Some Agreement and Many Divisions between Owners and Non-Owners on Gun Proposals -- <Leah Libresco, 5 I Used to Think Gun Control Was the Answer. My Research Told Me Otherwise -- <Nicholas Kristof, 6 How to Win an Argument about Guns -- <Joseph Blocher and Reva Siegel, 7 Guns Are a Threat to the Body Politic -- <Drew Sheneman, 8 The Second Amendment -- AP® Multiple-Choice Practice -- <Ta-Nehisi Coates, from Between the World and Me -- <Henry David Thoreau, from On the Duty of Civil Disobedience -- Composition Questions -- <Suggestions for Writing: Justice -- --

Chapter 9 Culture -- Central Essay -- <Toni Morrison, Nobel Lecture -- Classic Essay -- <Joan Didion, On Self-Respect -- Other Voices -- <George Orwell, Politics and the English Language -- <Alice Walker, In Search of Our Mothers’ Gardens -- <Stephen Jay Gould, Women’s Brains -- <Joyce Carol Oates, The Cruelest Sport -- <David Sedaris, Me Talk Pretty One Day -- <Lee Smith, Raised to Leave: Some Thoughts on “Culture” -- <Shuja Haider, The Invention of Twang -- <Gabrielle Bellot, Why Do We Read Plague Stories? -- <Elizabeth Méndez Berry and Mónica Ramírez, How Latinos Can Win the Culture War -- <Zadie Smith, from What Do We Want History to Do to Us? -- <Bryan Washington, A Lesson in Acceptance -- <Natalie Diaz, A Practice of Momentum -- <Chris Hayes, On the Internet, We’re Always Famous -- Visual Texts -- <Faith Ringgold, For the Women’s House -- <Andy Warhol, Myths -- <Kehinde Wiley, Go -- <Conversation: Cultural Exchange and Appropriation -- <Nissan Motor Company, 1 The Black Experience Is Everywhere -- <Jia Tolentino, 2 Lionel Shriver Puts On a Sombrero -- <Lauren Arnold, 3 We Don’t Appreciate the Appropriation -- <K. Tempest Bradford, 4 Cultural Appropriation Is, in Fact, Indefensible -- <Zadie Smith, 5 from Fascinated to Presume -- <Brian Morton, 6 from All Shook Up: The Politics of Cultural Appropriation -- <The Nielsen Company, 7 Sports Fans Want More Than Mascots -- AP® Multiple-Choice Practice -- <Toni Morrison, from Nobel Lecture -- <Joan Didion, from On Self-Respect -- Composition Questions -- <Suggestions for Writing: Culture -- Practice AP® English Language and Composition Exam -- --

Grammar Workshops

MLA Guidelines for a List of Works Cited.

"The Language of Composition, 4th edition is a textbook designed specifically for the AP English Language and Composition course, typically taken in 11th grade. Chapters 1-3 cover the reading and writing skills key to success in the course and on the AP exam. Chapters 4-9 are anthology chapters arranged by theme: Identity, Environment, Money, Community, Justice, and Culture. Each of the thematic chapters includes a wide variety of classic and contemporary readings and visual texts that offer students myriad ways to analyze and respond to rich, interesting arguments on complex issues. Carefully developed questions throughout the book provide students guidance and support as they hone their analytical skills and craft their own arguments"--

Shea, R. H., Scanlon, L., Aufses, R. D., Pankiewicz, M. H., Cordes, K. E., & Escobar, C. A. (2023). The language of composition: essential voices, essential skills for the AP course (4th ed.). Bedford, Freeman and Worth Publishers. APA - CHECK FORMATING BEFORE USE

Shea, Renee H., Lawrence Scanlon, et al. The Language of Composition: Essential Voices, Essential Skills for the AP Course. 4th ed., Bedford, Freeman and Worth Publishers, 2023. MLA - CHECK FORMATING BEFORE USE

Shea, Renee H., Lawrence Scanlon, Robin Dissin Aufses, Megan Harowitz Pankiewicz, Katherine E. Cordes, and Carlos A. Escobar. The Language of Composition: Essential Voices, Essential Skills for the AP Course. 4th ed. Bedford, Freeman and Worth Publishers, 2023. Chicago/Turabian - CHECK FORMATTING BEFORE USE

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Renee H. Shea is a distinguished educator and author known for her work in AP English Language and Composition. With a career spanning several decades, Shea has contributed to the development of AP English curricula and teacher training. She has co-authored numerous educational texts, focusing on literature and composition, aiming to enhance the skills of high school students. Her expertise in blending critical analysis with accessible teaching methods has made her a respected figure in educational circles.

Robin Dissin Aufses has carved out a significant niche in the field of English education, particularly in AP Literature and Composition. Formerly an English department chair at John F. Kennedy High School in Bellmore, New York, Aufses has a rich background in teaching and curriculum development. Her contributions to literature and composition textbooks are well-regarded for their depth of analysis and ability to engage students. Aufses is passionate about fostering a love for literature among students and helping them develop critical thinking and writing skills.

Lawrence Scanlon is an educator and author with a profound impact on AP English Literature and Composition. With years of teaching experience, Scanlon has dedicated his career to enhancing students' understanding of literature and the art of composition. His work often focuses on integrating literary theory with practical teaching strategies, providing valuable resources for both students and teachers. Scanlon's publications are celebrated for their insightful analyses and pedagogical effectiveness.

Katherine E. Cordes is an educator with a focus on English and literature studies. Her work in developing curriculum materials for AP courses has been influential in shaping the way literature is taught at the high school level. Cordes brings a practical approach to teaching, emphasizing skill development alongside literary appreciation. Her contributions to educational texts aim to prepare students for college-level coursework by developing their analytical and compositional abilities.

Carlos A. Escobar is recognized for his contributions to education, particularly in the realm of AP English and Composition. His approach combines a strong foundation in literary analysis with a focus on language skills development. Escobar's work on educational materials reflects his commitment to providing students with the tools they need to succeed in both AP exams and future academic endeavors. His expertise adds a unique perspective to the interdisciplinary approach of teaching literature and composition.

Carol Jago is an accomplished author and educator with extensive experience in the teaching of English and literature. Having served as president of the National Council of Teachers of English (NCTE), Jago's influence extends beyond the classroom to national educational policy and curriculum development. She is particularly noted for her advocacy of rigorous academic standards and her belief in the power of literature to transform lives. Jago's publications are essential resources for teachers seeking to inspire and educate their students at the highest levels.