English Language and Composition 1

Carol Elsen
carolelsen@gmail.com
Carol Elsen developed the Advanced Placement* English program in  the Montana high school where she has taught for over 20 years. She has also has taught composition, literature, and methods courses at the Ohio State University and the University of Montana. In 2001, she became a Reader and then a Table Leader of the AP* English Language exam reading and has served as a Faculty Consultant for the College Board* since that time, presenting one-day workshops and weeklong institutes throughout the Western Region and at AP* National Conferences. She also served as a Steering Committee member for the 2011 and 2012 College Board AP* National Conferences. Carol has been involved as a reader and trainer of trainers in developing the Montana Writing Assessment (a pilot project for the ACT writing assessment). A member of NCTE and MATELA, she also teaches online for UCLA in the summer sessions. In 2004, she became a reader and scoring supervisor for the SAT writing sample and has served as a College Board* Mentor Teacher. Her joy is in helping AP* teachers discover new insights and methods for  successful teaching.
Carol Elsen
July 29- August 1, 2019
 
The College Board describes the Advanced Placement English Language and Composition Course as one which “engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of reasons.”
 
Purpose of this Institute:
My intent for this workshop is to provide materials and models for teaching an Advanced Placement English Language and Composition class. When the workshop is completed, you should have a confident plan for designing, enriching and teaching your own Advanced Placement English Language and Composition class.
 
Institute Agenda:
  
Day 1 July 29:
  
•  The AP English Language and Composition Course and Examination
•  Overview of significant changes in the AP English Language Course/Exam:
•     Changes in the Course and Exam Description (New Course Framework)
•     Changes in the Exam and Audit
•      New Instructional Resources (Opening August 1)
• Course objectives: Rhetorical reading, analysis, argument and synthesis. 
• College Board Equity and Access
• Curriculum Development:
•      Big Ideas »
•     Enduring Understandings »
•     Course Skills »
•     Essential Knowledge »
•  Rhetorical Reading and Passage Analysis
• Time for participants to begin building units for their 2019-2020 syllabi
   
Day 2 July 30:
  
• Strategies for teaching Rhetorical Reading and Rhetorical Analysis. 
• Integrating strategies into the course framework to develop skills in analysis
» Employing Instructional Resources (AP Classroom, Progress Checks, AP Question Bank)
• Strategies for assessing free response essays
• Scoring the Rhetorical Analysis Essay on the 2020 Exam
• Time for participants to begin building units for their 2019-2020 syllabi
  
Day 3 July 31:
  
• Discussion of participants’ successful techniques for teaching argument 
• Thesis invention and support, claims, evidence
• Integrating strategies into the course framework to develop skills in argument
 » Employing Instructional Resources (AP Classroom, Progress Checks, AP Question Bank)
• Analyzing visual texts as argument
• Time for participants to begin building units for their 2019-2020 syllabi
   
Day 4 August 1:
     
• Techniques for teaching skills and essential knowledge of synthesis writing
• Factoid Friday and Beyond
• New registration requirements and penalties: rationale and implementation
• Multiple Choice changes and strategies
• Strategies for assessment – a variety of approaches. 
• Wrap-up of ongoing discussions and evaluations.
• Awarding of certificates