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text selections are NOT downloadable

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not released yet

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Book online
Activities are all online
Resources for ELL/SWD
Extra texts are included online
You can create your own ideas

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Lesson Plans and Pacing Guides Provided for planning

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Lesson Plans and Pacing Guides Provided for planning

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Student annotations can be downloaded as a PDF

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Student annotations can be downloaded as a PDF

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Composition Essentials (Interactive component) is robust

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Composition Essentials (Interactive component) is robust

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Teachers can upload their own supporting documents to online units

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Graphic organizers/reproducibles are not easy to download

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Graphic organizers/reproducibles are not easy to download

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Hard copy textbook only

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MLA & APA and research paper information is included

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MLA & APA and research paper information is included

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Rhetorical analysis focus from the beginning and spiraled throughout

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Rhetorical analysis focus from the beginning and spiraled throughout

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Online access for materials
Online technical support for both teachers and students
Organized correlation between activities and standards
Multiple choice practice

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Online environment cannot be easily shared across different school site

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Online environment cannot be easily shared across different school site

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Chapter assessments at the end of each chapter don't seem like something teachers would actually use.
Instruction about annotation and models show mostly questions instead of analysis comments.
Instruction about thesis does not connect to CED and the models do not reference CB rubric.
Sample essays don't seem like authentic student work.
Big jump from content that provides instruction to sample essays; teachers would have to fill in with a lot of supplemental materials and instruction.
The book looks like a standard textbook; it isn't that student comprehensible even though the packaging is attractive.
The questions at the end of each unit after the synthesis practice (rhetorical analysis) are off task... for synthesis students aren't analyzing the rhetoric of the documents; they are using them to support their own arguments... questions make this confusing.
This product is really tech heavy but the content that clarifies skills is not strong.
There are lots of reading selections, but not enough skill building instruction for kids to know how to think through them or respond to them.
The info at the end (p 672) doesn't model citation of digital sources which is what students will use most frequently.
Teachers (and students) will need a lot of training to integrate the hard cover book and the digital sources into their daily practices; they will also need a lot of time to plan and get familiar with everything to understand how to use it and teach kids how to navigate.  Since this is always a challenge, we could end up paying for books and resources that are too much of a hassle to use and teachers will default to what they have created instead.
I still feel like I am getting used to AP classroom, where "real" College Board resources are available because it is kind of cumbersome and there is so much there... I don't know if I have the professional time to really integrate all of this very comprehensive digital platform that is actually not College Board Approved and doesn't seem to build the core Lang skills as well.
In the teacher guide, the instruction or model of an essay outline (p 121, 125, 167, etc.) follows the Jane Schaeffer (TS, CD, CM,CM, CD, CM, CM, CS... This is formulaic and is a starting point, but not an end point.
Where is Line of Reasoning? I don't see it mentioned anywhere...
The rubrics are at the back of the teacher guide but they are bare skeletons of the CB rubrics.

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Activities lack rigor

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Curriculum and Pedagogy Literacy routine and organization

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Curriculum and Pedagogy Literacy routine and organization

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Organized well
includes pacing guide
thematic approach taken per chapter
does a good job of incorporating strategies: compare and contrast, definition, exemplification, etc..

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teacher edition contains teacher guidance for activities-including scripts for discussions and clarification

power point slides available

auto graded tests with reports for data analysis

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When the Interactive Program is live it will include the Immersive Reader which is valuable for EL & SWD students

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When the Interactive Program is live it will include the Immersive Reader which is valuable for EL & SWD students

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Translations for 60 languages will be available

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Translations for 60 languages will be available

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Students can annotate & it updates across the platforms 

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Students can annotate & it updates across the platforms 

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Good graphic organizers/reproducibles in Teacher Materials that can be downloaded as PDFs

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Good graphic organizers/reproducibles in Teacher Materials that can be downloaded as PDFs

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Sturdy cover (materials will last if consumable budget disappears).
Includes the research process but information is not excellent.
Comes with a teacher edition.
It's colorful and attractive and organized in a predictable pattern... kids like pretty things.
This product includes longer anchor texts of several pages which kids need.
Thematic link through each chapter is really strong... all documents and practice passages and discussion connects to theme.
The digital platform has a lot of options and it is organized and seems like it could be helpful, but it is almost too much. Lots of texts and lots of sample questions... but the entire product is very thin on the practical "how to" of how to teach important skills and information that helps kids understand important skills.
There are class opener and closer ideas and ideas for homework. Some of the ideas for homework are a little flimsy but they can be adapted.

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In alignment with CED and written by leaders in college board

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In alignment with CED and written by leaders in college board

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Updates are automatic and new print copies are sent

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Updates are automatic and new print copies are sent

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Thesis, Line of Reasoning, and Conventions appear later in the book

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Thesis, Line of Reasoning, and Conventions appear later in the book

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Binding might be too flimsy for student copies

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Binding might be too flimsy for student copies

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The routine is solid, but the integration of skill building resources and the texts that are interacted with is weak. Most skill building resources are presented as separate to each text.

Although the organization is easy to follow, the texts chosen are appropriate, and analysisn and argument are dealt with in each chapter, the activites do not seem to be supportive in helping students reach the rigor that the course demands with out having a strong reading and writing background. The book looks as if it would be beneficial for students who are not strong in their literacy skills, but in the end it might lead to less effective products due to the lack of detail and rigor in the activities.

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AP Rubrics are only mentioned in passing in the teacher materials

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AP Rubrics are only mentioned in passing in the teacher materials

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The multiple choice tests are okay.
Each chapter has material to assign rhetorical analysis writing assessments, but the writing resources are also lacking.

Lack of correlation with rubric

lack of sample essays

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Student self-pacing is an option - valuable for differentiation

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Student self-pacing is an option - valuable for differentiation

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Textbook does have a rich collection of texts.
they do have a varied collection of authors from different backgrounds, but the texts make up too much of the book. It could sacrifice some of the passages for more reading and writing resources and instruction.

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Digital- online access to book, activities, tests, editable activities. Online supports for ELL/SWD is fantastic. Audio, vocabulary, bilingual, focused annotations that assist all students. Online bank of classic AP texts for additional practice and lessons.

pedagogy- depth of thinking is fantastic, activities are aligned and accurately address the skills required. the activities are set up to be used slow and thoroughly helping teachers stay engaged with students

Assessments are present and have some sample sentences and connects them to AP rubric

Supports- the book has excellent graphic organizers that
have detailed directions that lead to deeper understanding.

The thorough activities support the teacher to both execute the lesson effectively, but it also helps improve teacher competency and mastery of the curriculum. There is also a professional development component.

The consumable nature of the book makes it great for keeping students engaged, multiple interactions with a text. And can help serve as review materials for summative assessments.

The use of "Anchor texts" is perhaps a pedagogical switch for some teachers who move from text to text, to reimagine their craft. This approach can be seen as a way to increase social and emotional health by reducing anxiety.

The focus on Argument and Synthesis ensures that students will improve this aspect of writing.

The first chapter focuses on Rhetorical analysis, and then peppers activities for RA throughout the units that follow.

The book format will allow for more CFA data to track student success and struggles before summative assessments.

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Might be helpful for students who have test anxiety for practice - low stakes

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Might be helpful for students who have test anxiety for practice - low stakes

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Level of rigor is not appropriate. Questions aren't different enough to justify a new version annually 

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Level of rigor is not appropriate. Questions aren't different enough to justify a new version annually 

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Some questions are poorly worded and/or do not address the appropriate skill

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Some questions are poorly worded and/or do not address the appropriate skill

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Uses literature for the rhetorical analysis essay. The AP test never has literature for the rhetorical analysis
multiple choice tests are present but are accessible on other mediums
rubrics are dumbed down and not supportive of effective writing.

Books like this are not used with fidelity by most students.

This could end up being a unused resource, or worse, it could be used as a way to just assign work without teaching. This may serve a review purpose at the end of the year, but there are a lot of ways to go about this.

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Although the book covers rhetorical analysis in the first unit, and then returns to it throughout the book, it lacks a unified approach to rhetorical analysis. The components that are present are a bit scattered. This is also a possible problem for teachers that like to approach the three essays separately, as the organization and the incorporation of the anchor texts leads to a combined approach for analysis and argument, and synthesis. However, this issue is not impossible to address.

It also lacks central word banks for the most important language for the rhetorical analysis essay: power verbs, tone list, types of diction, types of syntax, etc... Some of this language is in each chapter, but it lacks focus.

Although the samples sentences and paragraphs are present, they lack effective uses of language. Specifically, they utilize the words "use", "shows" which are hallmarks of lower end papers. In addition the graphic organizers for entire essays lack directions that clarify what exactly is expected. The lack of samples and explicit explanations of different levels of paper effectiveness is the biggest deficiency.

*The vast majority of materials that are missing in the text book can be found on the website Garden of English created by Tim Freitas, one of the authors of the book. It is free and extremely beneficial no matter what text book we choose.

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This is a test prep book, not a stand alone product.
This presumes students have skills and understand the different tasks on the AP test.
- The "Walking through the Diagnostic/Master Exam" (p 19-37) has the same first two passages as the Diagnostic?Master Exam (51-63).
-The descriptions of the CB rubric are THIN... and do not really reflect the acutal rubrics (p 86-87, 115).
+ The essays appear in the order of the CED (RA, ARG, SYN).
- I have previous editions of this book, and many of these passages are the same... (Pictures from Italy etc. 187)
-I think CB synthesis essays since 2019 have 6 sources, these have 7.
-Practice Exam 2 has a passage from literature... (p 225)
-Practice exam 2 RA prompt doesn't match the stable prompt language (it says "Identify the author's purpose and analyze the rhetorical strategies he uses to convey his purpose"
Stable prompt lang is: Stable Prompt Wording:
[Background on the rhetorical situation]. Read the passage carefully. Write an essay that analyzes the rhetorical choices [the writer] makes to [develop/achieve/convey] [his/her] [argument . . . /purpose . . . /message . . .].
+ Teachers need sample tests and prompts that are premade. Usually if there is a problem with a question or wording, you can fix it... but extra work.

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Arranged in order of exam.
Each unit has an anchor text that all skills integrate.
Aligned with CED and used same language as CED.
Materials tightly reflect shift in course since 2019.
Instructions are directed toward students.
Refers to Kenneth Burke in Ch 1 (our district has purchased his reader).
Check Box "remember" boxes pull out key ideas for kids.
Pages are filled with content about skills and strategies that I already teach, but they are all in one lace instead of all of the many resources that I have to link and remind kids about.
Perfection learning has a blog for teacher networking and PD.
Since it was written by CB experts it will also include updates  if CB makes changes.
Core book is a consumable which students can interact with and keep.
AP Classroom titles of other readings provided as supplements.
Connects to Google class.
The sample online interactive version they showed us looked very comprehensive and pretty user friendly but we haven't had a chance to explore it for ourselves.
This product is skill and strategy and instruction heavy so it will be useful for expert and novice teachers.
Even if there are fewer anchor readings, the work done with those readings is more thorough; teachers who want more readings for each unit can always add to extend.

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Even though the themes are modern and timeless, the cohesion of shorter texts and additional activities within each unit does not really connect to the themes very well.
Images and visual texts are small and not in color.
Rhetorical modes/ methods of development are introduced late (p 154) and it only addresses 5 of them.
The units vary in page length (1: 42; 2: 37; 3: 73; 4: 53; 5: 61; 6: 79; 7: 80; 8: 96; 9: 43.
The pacing is unclear and the rep said it matches unit by unit with CB; later she said that really we should spend much ore time with units 1-2 which cover RA.
Only one practice at the end of the core book... she referred to all the material at AP classroom.

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The first chapters are in the order of the CED.
The thematic chapters are interesting and modern... I think even as the adoption ages, the themes will still work if we have to add current texts.
The thematic chapters have several interesting readings each, and the same Lang ingredients (visual texts, readings, MC practice, synthesis practice, writing prompts.
The selections are diverse and complex.
It says the teacher edition has wrap around margins with good insights and ideas but we can't see it.
Supplemental materials such as a flash drive with resources, test bank that we can manipulate and create with, graphic organizers, vocabulary in context ideas, grammar for writing etc... but we can't see any of it.
I like this "reader" better than the Language and Composition book, but it doesn't have instructional resources that we can preview.

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Ochoa-
Supports for EL and SWD-
none in book(online?)

SEL-
Lacks focused group activities, not a lot of self regulation

Curriculum, Pedagogy and Literacy Routine Organization-
Activities lack specific products, too many questions that do not demand writing.
Some definitions of key ideas are inaccurate (ethos, logos, pathos)
Lack of process details in taking students from the content knowledge, to the annotations. The organization and writing is better, but provides weak essay samples.
Much of the concepts are taught through long sections of text. This multi-paragraph approach is not always best for kids.

Language Analysis-
faulty analysis, lack of accurate verbs and tones to use as tools, analysis is random and at times to advanced.

Culturally Responsiveness- It did not contain a lot of activities aimed at cultural identity. It did allow some discussions about issues that marginalized authors dealt with, but not with a culturally responsive lens. Gender thematic unit does not mention multiple genders

Standards and Allignments-
There were not any standards present in the textbook.

Assessments-
No assessments were available in the book,  samples essays were faulty. The end of chapter MC tests are available for students  to see.

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Ochoa
Great visual rhetoric texts
Good organization in big picture view, some good text selections and thematic subjects, decent grammar activities in the back of the book, good break down of the Toulmin argument model and the Rogerian approach,
Good lists and examples for Logical Fallacies

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What is the pacing supposed to look like? How would teachers integrate the content in the first four chapters into the daily lessons in the thematic chapters if they were new or didn't really understand how it is supposed to work?
I didn't see any mention of the Writing MC Qs.
From pg 176-1144 the book is a reader; not really a skill focus.
Lots of writing prompts at the end of the chapters, but they don't all correlate to the AP test, which is fine, but are there rubrics? Sample essays? Instructional materials how to teach students how to organize or support their responses? Some questions are compare/contrast... but there doesn't seem to be instructional support about how to teach this...
Some of the writing prompts at the end seem ok, but in practical application may not work (p 885 #4)... evaluate the validity of these proposals to reduce poverty... This is a huge question and kids would need a lot more context about a lot of things to understand this question and respond to it.
While the chapters are engaging and interesting, some of the topics take some experience to know how to integrate into the class so the environment is respectful and supportive of lots of perspectives.

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Chapters 1-4 review key concepts which is how we teach

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Chapters 1-4 review key concepts which is how we teach

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Visual Text Analysis incorporated throughout

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Visual Text Analysis incorporated throughout

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Diverse authors and texts selected across time periods

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Diverse authors and texts selected across time periods

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A lot of MC questions are EXCEPT questions which are no longer included in the test

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A lot of MC questions are EXCEPT questions which are no longer included in the test

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Teacher resources - sound good but we need to see them

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Teacher resources - sound good but we need to see them

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Organized thematically from chapter 5 onward

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Organized thematically from chapter 5 onward

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I don't see any EL or SWD supports/materials

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I don't see any EL or SWD supports/materials

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States that their are specific supports for ELs 

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States that their are specific supports for ELs 

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Graphic design is color-coded and sidebars are consistent and spiraled throughout

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Graphic design is color-coded and sidebars are consistent and spiraled throughout

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ELL and SWD support:
key terms translated into Spanish, lots of great graphic organizers, word banks.

SEL-
Organized writing instruction will help students work independently, and allows for self regulation with editing. Organizers can also allow for group work (reciprocal teaching)

Teacher Guidance-
Thorough organizers, directions and word banks will help a new teacher get grounded.

Curriculum Pedagogy and Literacy Organization-
Covers almost everything important from summative AP tests, to work banks, tone, strategies, etc.... It's organized approach can build familiarity for students and teachers, and the critical thinking questions at the end of the Rhetorical Analysis passage have increasing rigor to them as the book progresses. thoroughly addresses various types of argument essays, with reasonable samples. It also gives list of important vocabulary to front load.

Culturally Responsiveness:
Good selection of texts, deals with a lot of important issues.

Standard Alligment;
Excellent. Standards are present and it is aligned with the AP Classroom pacing approach.

Assessments and rubrics_
Good prompts for all three tests, but they are not always connected by theme.

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Provides strong model texts and readings that are a good mix of diverse authors and time periods

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Provides strong model texts and readings that are a good mix of diverse authors and time periods

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Provides sentence stems for ELs and SWDs

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Provides sentence stems for ELs and SWDs

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Not enough Rhetorical Analysis and it is spread out too much.
Some student argument essays are random and follow rhetorical analysis, some Rhetorical analysis is about complexity (Lit).

Pacing is not always going to be easy considering different approaches.

No cultural activities, no diversity in authors and advisory board.

Annotations were not as deep as the student samples analysis. rubrics are also absent.

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Only textbook we have seen that covers MLA, APA, and CSE citation methods

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Only textbook we have seen that covers MLA, APA, and CSE citation methods

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Professional Development has 3 components

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Professional Development has 3 components