English Language and Composition 1

Carol Elsen
Carol Elsen developed the Advanced Placement* English program in the Montana high school where she has taught for over 20 years. She has also taught composition, literature, and methods courses at the Ohio State University and the University of Montana. In 2001, she became a Reader and Table Leader of the AP* English Language exam 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, Internationally, and at AP* National Conferences. She also served on the Steering Committee for 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 26- July 30, 2021 

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 26:
• The AP English Language and Composition Course and Exam Description (CED)
• College Board Resources: AP Central, AP Classroom, Early Registration
• Course Objectives, Course Skills required such as rhetorical reading skills and writing skills, analysis, argument and synthesis.
• Unit Planning: Rhetorical Situation
• Building confidence in Rhetorical Analysis
Day 2 July 27:
• Review of Day 1
• Discussion of participants’ successful practices in teaching Rhetorical Analysis
• Continue Rhetorical Analysis Strategies: RAPS
• Unit Planning: Rhetorical Choices and Analysis: Evidence and Commentary
• Strategies for assessing free response analysis essays
• Scoring the Rhetorical Analysis essay
Day 3 July 28:
• Review of Day 2
• College Board Equity and Access
• Discussion of participants’ successful practices and techniques for teaching argument
• Unit Planning: Thesis invention and support: Evidence and Commentary
• Teaching students the art of using specificity in argument
• Scoring the  Argument essay
Day 4 July 29:
• Review of Day 3
• Discussion of participants’ successful practices and techniques for teaching synthesis writing
• Unit Planning: Visual text as argument
• Unit Planning:  Factoid Friday and Beyond (a synthesis project)
• Scoring the Synthesis essay
Day 5 July 30:
• Review of Day 4
• Multiple Choice Strategies
• Developing strategies for crafting Composition Choices (multiple choice)
• Strategies for assessment – a variety of approaches.
• Wrap-up of ongoing discussions