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Ms. W.'s Classroom Edit display name

  • Academy of American Studies
  • Long Is. City, NY
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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I teach several sections of an AP English Language and Composition class which focuses on the analysis of rhetoric and the power of argument. However, the books available at school for the 11th grade are primarily American Literature, which I have to supplement with photocopies of non-fiction texts. By giving my students the opportunity to read high-quality non-fiction books of their choice in small groups with their peers, they will have the chance to interact authentically with the text. Not only will my students be able to read a good book, but they also will be asked to challenge what they're reading- what is the author doing that is leading them to think or feel certain ways? Why is the author sharing this information? What rhetorical tools are being used? Do their peers feel the same way? While critically reading non-fiction texts with their peers at least 2-3 times throughout the year, it is my hope that my students will have a more well-rounded experience than by depending solely on shorter texts.

About my class

I teach several sections of an AP English Language and Composition class which focuses on the analysis of rhetoric and the power of argument. However, the books available at school for the 11th grade are primarily American Literature, which I have to supplement with photocopies of non-fiction texts. By giving my students the opportunity to read high-quality non-fiction books of their choice in small groups with their peers, they will have the chance to interact authentically with the text. Not only will my students be able to read a good book, but they also will be asked to challenge what they're reading- what is the author doing that is leading them to think or feel certain ways? Why is the author sharing this information? What rhetorical tools are being used? Do their peers feel the same way? While critically reading non-fiction texts with their peers at least 2-3 times throughout the year, it is my hope that my students will have a more well-rounded experience than by depending solely on shorter texts.

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About my class

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