Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
AP® EnglishLanguage and Composition Learning Coach Guide Contents Part C Unit Information12 Course Foundations Unit13 Purpose and Thesis Unit14 Developing an Argument Unit15 The Power of Argument Unit16 Elements of an Argument Unit17 Tone, Bias, and Slant Unit18 Mechanics and Research Project Unit19 Reading and Writing as Skills Unit20 Exam Preparation Unit21 Part AWelcome to AP® EnglishLanguage and Composition Welcome Letter Dear Learning Coach, Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their Advanced Placement (AP®) English Language and Composition course. Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements. The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following: The Unit Overview will tell you what the focus, content, and skills of the unit will be. The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use it as a checklist. You can check off each one as your learner completes it. The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson, so that your learner has exactly what they need at the right time. The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying. In the Unit Notables section, you may find optional activities, literature connections, career connections, technology tips, or ideas to help your learner if they get stuck. CCA wishes you and your learner a terrific school year! Supporting Your Learner Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course. Help your learner know what time guided or live class instruction is scheduled for, and prompt them to attend sessions or watch recordings. Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and even ask the teacher for help. Help your learner navigate technology. That may mean helping them type information or upload work into edio. Always encourage your learner to do their very best. Review the course syllabus for your learner’s course. Advanced Placement® (AP) courses require more from the learners than other courses. You may find that your learner needs more practice, more review, and more support to be successful when compared to non-AP® courses. Excellent AP® learners should strive for mastery. Think of athletes and musicians. They practice until they are excellent. AP® learners should follow that kind of work ethic. Maintain communication with your learner’s teacher. Part BCourse Information Course Goals The AP® English Language and Composition course helps learners develop college-level skills in rhetorical analysis and aids them in applying these skills to their own argumentative and informative writing. Learners will analyze complex nonfiction texts to identify and understand rhetorical situations, analyze claims and evidence, evaluate reasoning and organization, and consider style. They will then apply what they have learned to their own compositions. In AP® English Language and Composition, your learner will use the foundations they learned in prior English classes. By the end of the year, your learner will be able to: write for a particular situation and make intentional rhetorical choices based on that situation; develop claims about a subject, provide evidence that supports their reasonings and claims, and acknowledge or respond to possible opposing viewpoints or claims; perform writing tasks that describe the reasoning, organization, and development of an argument; analyze texts using organization and commentary to elucidate arguments; and identify and explain how a rhetorical situation impacts the stylistic choices of a writer. Course Format Lesson Components: Each day, your learner will spend approximately 50–60 minutes completing an AP® English Language and Composition lesson. Some days may take less time, while other days may take a little more time. It is common for learners taking AP® courses to spend time outside of the scheduled class time completing course reading or studying. This section will help you to understand how your learner’s course is structured in edio. Lesson Bundling: Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day. 1. Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher. 2. Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have. 3. Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more. 4. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding about key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment. Each lesson has its own components to help guide your learner through the lesson. 1. Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length. 2. Engage: The first section of the lesson is Engage. In this section, your learner will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction. 3. Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary, videos, audio, and a variety of activities. Learners will be able to practice and answer questions as they work through the lesson. 4. Show: Your learner will demonstrate what they have learned in the lesson through a series of practice questions. 5. Summary: This section recaps the day’s objectives and prepares your learner for a future lesson or assessment. The course includes assignments and projects. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments and projects include these components. 1. Overview: At the beginning of each assignment or project, your learner will see the overview. This section contains the goals of the assignment or project, materials learners will need, length of the assignment or project, and directions for its completion. 2. Plan: In the Plan section, learners will be introduced to the assignment or project. Your learner may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics. 3. Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work. 4. Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits. In addition to assignments and projects, this course also includes quizzes, tests, and exams. Quiz: A quiz may be given within or at the end of a topic. Test Review: Before a test, learners will have the opportunity to review the content they will be assessed on in the test. Test: A test will assess learning across topics or at the end of a unit. Exam Review: Before an exam, learners will have the opportunity to review the content they will be assessed on in the exam. Exam: An exam assesses learning over multiple units. Exams are usually seen as midterm and final exams in Advanced Placement courses. Course Features The AP® English Language and Composition course is designed to help your learner successfully understand what is on the exam they will be taking at the end of the school year. Your learner will study how to write effective essays for a variety of purposes and situations. They will understand how to make claims and use evidence to support these claims. Your learner will also be able to write cohesive and well-organized essays, practice multiple-choice questions in the style of the AP® Language and Composition exam, and understand how to prepare for the exam. This course includes and uses unique features such as: Free-Response Questions (FRQ) – An FRQ is an open-ended question found on the AP® exam that typically includes a real-world context or scenario. A variety of essay styles, including: Rhetorical Essay – your learner will discuss how an excerpt explains and adds to the overall meaning or theme to a piece of literature; Synthesis Essay – your learner will be given six to seven sources that are similar in content and a claim; they will take a position using at least three of the sources given to create a cohesive essay and argument; and Argumentative Essay – your learner will create a logical argument based on evidence to assert their opinion, for or against, on the given topic. Part CUnit Information Course Foundations Unit Unit Overview In this unit, your learner will be introduced to the AP® English Language and Composition course. They will learn about the College Board exam, including both multiple-choice and written-response sections. They will receive a list of common vocabulary words that are often found on the exam. Your learner will be introduced to the use of rhetoric, rhetorical strategies and devices, a writer’s purpose, audience, and occasion. Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions Is there anything unique about the test that concerns you? What can you do to help prepare for the test? What is something you found new or surprising in the unit? Unit Notables Your learner will be able to explain various rhetorical devices, which include logic, emotion, and ethics. You can encourage them by helping them find an article that interests them. Your learner may be very interested in things that the course only mentions briefly. Encourage that curiosity! They will also begin to review the AP® Language and Composition test to understand its components. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil Purpose and Thesis Unit Unit Overview Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What were your feelings about the W.E.B. DuBois piece? What did you surprising or similar between Eisenhower’s and Nixon’s speeches? How will you use what you have learned to write your argument effectively? Unit Notables Your learner will review arguments written for specific audiences at different times in history and identify how arguments address each audience. Your learner will use thesis statements, claims, evidence, and counterclaims to organize their writing. They will learn how the audience they are speaking to impacts how they structure their essays. They will also complete a unit test. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil In this unit, your learner will discover how writers craft an argument to interest and affect a specific audience. They will learn how a thesis helps to establish a work’s overall point and purpose, as well as how writers use evidence to support a specific argument. Developing an Argument Unit Unit Overview Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you think about Mark Twain’s writing? What is the purpose of satire? What did you find interesting about this unit? Kit Materials highlighter, notebook Household Materials eraser, pen or pencil Unit Notables Your learner will develop an understanding of how to connect claims with evidence in an organized and cohesive essay. They will learn to interpret and cite trustworthy sources in their own work. Your learner will learn about synthesis essays and satirical essays and create both types of essays. Your learner will also take a unit test. If your learner is interested in satire or the use of claims to support evidence encourage them to explore these more in novels, poems, comics or as subjects in college courses. In this unit, your learner will make connections between evidence and a claim. They will learn how to incorporate information and to combine sources in support of a claim, including how to properly cite sources. They will discover different types of sources and how writers use written, visual, and graphic texts to support claims. In addition, they will learn different methods of development. Finally, they will learn different forms of satire and why writers use satire to make a point. The Power of Argument Unit Unit Overview In this unit, your learner will learn the steps to building a great argument. They will continue learning how to write an appealing and interesting introduction with a clear and concise thesis. Your learner will practice how to develop a line of reasoning. To practice identifying a writer’s message and the writer’s purpose, they will learn how a writer creates their message to impact an audience. Your learner will make connections between their conclusion and introduction. Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What is something you learned in this unit that will help you in your writing? What topics or ideas in Frederick Douglass’ writing can be applied to present times? Name one thing about Frederick Douglass’ writing you like. What do you need to work on in order to prepare for the midterm exam? Unit Notables Your learner will learn about Frederick Douglass’ style and use of argument by reading his works, focusing on Narrative of the Life of Frederick Douglass. They will determine the author’s purpose and understand how evidence is best used in arguments. They will also take a quiz, a unit test, and midterm exam. If your learner is interested in Frederick Douglass encourage them to further explore his speeches and essays. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil Elements of an Argument Unit Unit Overview Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you find the most surprising about the unit? What is something you enjoyed or found interesting about The Crucible? Kit Materials highlighter, notebook Unit Notables Household Materials Your learner will learn about diction and syntax and how to use them correctly in an essay. They will demonstrate an understanding of how sentence structure can impact their message. Your learner will learn why analogies can also strengthen an analysis by reading Arthur Miller’s The Crucible. They will also take a quiz and a unit test. If your learner is interested in analogies, encourage them to explore them further or practice using analogy flashcards or games. eraser, pen or pencil In this unit, your learner will learn some of the tools writers use to convey their tone or attitude toward a subject: diction, syntax, and organization of the text. They will learn how effective writers support a thesis statement with evidence and commentary to create a clear line of reasoning. Your learner will evaluate strong lines of reasoning and will identify weaknesses, including the use of faulty evidence and fallacies, or mistaken beliefs that result from incorrect logic. Tone, Bias, and Slant Unit Unit Overview Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions How are you going to determine what you want to argue? What is your claim and how did you establish it? Name a poem you enjoyed from this unit and describe why you like it. Unit Notables Your learner will discover the differences between tone, bias, and slant in writing. They will understand that bias is not always bad or intentional and how to determine if the author has bias. They will read selections from Hughes, Whitman, Thoreau, Poe, and others. Your learner will also take a quiz and a write a synthesis essay. If you learner is interested in the concept of bias, encourage them to complete a bias analysis test. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil In this unit, your learner will discover how to recognize tone, slant, and bias in writing. They will learn how a writer uses tone to impact an audience and to meet their purpose. They will also learn why it is important for readers to recognize both bias and slant. In addition, your learner will review how to analyze evidence in writing, and how to challenge a writer’s stance. Mechanics and Research Project Unit Unit Overview Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What is the difference between citing a book and a website? What did you learn about written arguments? Describe how you determine if a source is valid. Unit Notables Your learner will research a debatable topic and establish a claim. They will acknowledge any counterclaims they find and cite any sources for their essay. Then, your learner will draft and finalize the essay. Your learner will also take a quiz and unit test. If your learner is interested in the skill of debating encourage them to explore debates online or debate competitions. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil In this unit, your learner will review how to analyze evidence, structure an argument with supporting evidence, and address counterclaims. They will learn to vary sentence structures, how to use vocabulary to improve writing, and how punctuation impacts effectiveness. In addition, they will read sample essays and evaluate how a writer uses diction, syntax, ethos, pathos, and logos for effective writing. They will complete a research project with skills learned in this course. Reading and Writing as Skills Unit Unit Overview In this unit, your learner will continue strengthening their reading stamina and skills. They will learn how to analyze texts through close reading and how to tackle multiple-choice questions. In addition, your learner will study satire, ambiguity, and rhetorical choices in American writing. They will learn how repetition in writing impacts readers. Finally, they will learn how to structure an argument based on its Rhetorical Situation. Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What kind of words will help you influence your audience? What do you think of Mark Twain’s influence on literature? What was one thing you enjoyed about this unit? Unit Notables Your learner will review and analyze how to answer the multiple-choice questions for the AP® test. They will analyze how satire and ambiguity work in reading selections. Your learner will also analyze campaign speeches and opening arguments to identify methods of development and claims. If your learner is interested in any of these topics, encourage them to spend time exploring them further. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil Exam Preparation Unit Unit Overview In this unit, your learner will practice using the skills and strategies learned throughout this course. They will practice writing a Rhetorical Analysis, a Synthesis Essay, and an Argument Essay and take a timed, multiple-choice practice test to prepare for the exam. Your learner will learn how to make an effective study plan, with exam tips to guide them along the way. Unit Assessments Quiz ___________________________ Test ___________________________ Assignment __________________ Project _______________________ Exam _________________________ Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions How can your reading skills help prepare you for the exam? How can your writing skills help you prepare for the exam? What can I do to help you prepare for the exam? Unit Notables Your learner will write different types of essays and practice answering multiple-choice questions. They will also develop a study plan and learn helpful study tips for taking the AP® exam. Your learner will take a final exam at the end of this unit. Kit Materials highlighter, notebook Household Materials eraser, pen or pencil
Enrolling Now for 2026-27 School Year.
