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Special Focus:
Writing Persuasively
me to begin with discussions of two compelling works I assign for summer reading: The
Autobiography of Malcolm X and The Things They Carried by Tim O’Brien.
Benefits
The success of this combined program depends a great deal on the compatibility of the
teachers involved, of course, but generally our collaborative efforts have motivated and
inspired students to see the relevance of information and analytical techniques in one
course to the other. In the best of circumstances, knowledge gained in one class reinforces
and expands that learned in the other. While studying the causes of the American
Revolution, students discuss the significance of Thomas Paine’s pamphlet entitled
“Common Sense.” Armed with the knowledge that Paine’s audiences consisted of Loyalists
and Patriots, students are more likely to recognize the rhetorical strategies Paine used to
balance his argument in order to persuade as many colonists as possible.
This schedule allows us to combine forces when we are working with an especially rich
and important text. Nick and I team-teach several times a month by planning a double
period of related activities. Students might read Lincoln’s Gettysburg Address for both
classes, focusing on the historical context in one, the rhetorical techniques in the other.
We then follow this discussion by asking students to write a piece emulating Lincoln’s
style and strategies, taking into account how the history of the time period informs the
piece. Nick and I jointly evaluate such an activity.
Improved grades on the AP Exams measure the most tangible benefit of this
interdisciplinary approach. At Floral Park High School, exam grades have improved in
both AP English Language and AP U.S. History; last year, we had more students earn a
5 than in any previous year. On the more qualitative side of evaluation, we see students’
motivation improving. Apparently, word is spreading, since enrollment in the AP courses
is growing. Nick and I now teach three sections, which means six of the eight periods
in our school day are combined AP English Language and AP U.S. History sections.
Our success and enthusiasm is leading to more collaborative efforts. Our tenth-grade
advanced English class is now linked to AP World History, and our superintendent is
exploring ways to (re)establish similar linkages in the ninth grade throughout the district.
Finally, this may be anecdotal, but we are hearing reports from students who have gone
on to college that the synergy of our combined program has contributed to their success
by making them better and more confident readers, writers, and analysts who see the
broader picture when approaching written texts.
AP® English Language and Composition: 2006–2007 Workshop Materials 39