AP English Language

Online for the 2025-2026 School Year

Teacher: Ms. Kacie Kress

Email: bookkace@gmail.com

Note: You must complete out this application and be accepted to the course before submitting payment. Please fill out the application here: https://docs.google.com/forms/d/e/1FAIpQLSeJF2gEJUkpSzAiW_0X8pyFKK6Ak7BypuogZuw4gPCqvGkF1A/viewform?usp=dialog 

Course Description: This section of AP English Language and Composition will focus on linguistic proficiency and literacy for modern times and for real-world application. 

We will read, analyze, and learn from world-changing media from across every era and genre—from speeches by politicians and public figures, to memoirs from throughout history, bits of classical philosophy, pieces of comedy, online news, TEDx Talks, Instagram posts/TikToks, headlines, and more. 

My hope for this class beyond academic goals is that students will have a space to deeply engage with one another, share about their passions, and respectfully debate the “big issues” facing our world today. In high-school, my classes at PA Homeschoolers gave me the chance to connect with other intellectual young people who were from backgrounds, belief systems, and opinions vastly different from my own. The profound respect and human commonality we ultimately found across those seemingly opposing points-of-view changed my life; it equipped me to enter an increasingly disconnected, unstable, politically divisive, and often hate-filled, frightening world with unconditional empathy, respect, and understanding. I strive to offer the same opportunity for all students, and cultivate not just tolerance for all backgrounds and belief systems, but genuine enthusiasm and appreciation for diverse perspectives and personal differences. 

As a teacher, I bring a professional background in journalism which will inform our approach to AP English Language & Composition. We will learn about how to utilize elements of writing to serve a specific purpose in a specific context–and how to analyze in reverse, to determine the purpose of an existing piece. For example, consider the news we read: for whom is it written? What is it trying to say, or what argument is it making? What purpose does that serve? Whose interest might it serve? When we understand not just how nonfiction writing is crafted and why, we’re not only able to employ those strategies ourselves (for our own purposes), but to navigate our information-flooded landscape with greater media literacy and a more discerning eye. 

Our approach is three-pronged: 

1. Toolbox: Developing robust linguistic and compositional skills that will equip students to sail through educational, personal, and professional goals (such as passing the AP^® exam, becoming a skilled creative writer, obtaining entry/scholarships to universities, etc.). I am a proud “AP Homeschoolers Alumna,” and credit the courses I took here with making me feel confident and at ease in achieving my undergraduate and graduate degrees as well as my personal and professional goals. Developing our “toolbox” will include honing our grammar/prosaic skills, capacity for close and analytical reading, understanding of literary devices and how they are used, essay and writing structure, AP^® exam prep, etc. 
2. Sword-Fight: Regardless of what job, field, hobbies, or personal interest one pursues, language lies at the heart of connection and success. A lawyer arguing their case is not so different from negotiating a family dispute; a journalist crafting an impactful story is not so different from a friend sharing a personal anecdote. Social workers, spouses, doctors, parents, veterinarians—we all have one thing in common: language. It is our greatest weapon for reaching, understanding, educating, engaging, empathizing—and sometimes disagreeing with, as well as changing the minds of, others. We will learn to analyze, debate, and craft linguistic semantics in a “sword-fighting” style, with agility and flexibility, keen and quick analysis, comfort in a variety of styles and formats, and of course, a collaborative mindset and mutual respect. Doing so will involve developing advanced skills in writing essays, discussion posts, and personal narratives, as well as understanding persuasive and empathy-building techniques in writing. 
3. Butterfly Effect: We will track our progress not only academically and towards succeeding on the AP^® exam/further educational goals, but also personally as individuals and members of families, societies, etc. We will reflect on how we have grown as writers and readers, as well as the way literature, writing, language, and media impact us—and how we can use them to impact others, and the broader world—via journal entries and class discussions. 

Course structure: This course is primarily asynchronous, with students encouraged to craft their own schedules and break down tasks to achieve them comfortably within deadlines. Essay writing will be highly emphasized, as will discussion posts and student interaction. Students will also practice crafting personal narratives and persuasive pieces, and have the chance to try their hand at other forms of composition (such as speech or news writing). 

Instruction will come largely in the written format, via both daily posted messages and written lectures, but every two weeks we will have live discussions via Google Meet. The day and time will be determined by polling students at the beginning of the class, although likely they will be within 9AM-3PM EST. I will also host live office hours via Google Meet on weeks we do not have live discussion; the day and time will vary so that students will have a chance to attend regardless of schedule. Students will also be able to reach out to me directly via email and, if needed for any reason, request a one-on-one meeting. 

There will also be “real-time” meetings amongst students, in audio, video, or text formats (such as via WhatsApp/Skype/Gmail groups) to discuss readings/course materials in a “book club” style. Students will be empowered to form their own groups based on which materials interest them most, and communicate amongst themselves to decide day, time, and format of live meeting.

Students do not have to attend every live meeting. They can choose which discussions to attend based on topic, but each student must attend at least three class discussions per semester, and at least one “real-time” discussion with other students. If this is an issue for any reason, such as for international students or those with unique schedule constraints, please reach out to me and we can consider modifying course structure for individuals. 

Who should apply: 

• Students who love language, in all of its forms, and want to not only understand it more deeply but also wield it more effectively 
• Students who are already fairly skilled writers and want to learn to efficiently and clearly communicate complex and emotionally resonant ideas, in a variety of formats
• Students who enjoy reading, and want to learn how to dissect, analyze, and better understand what they read (in all genres) 
• Self-motivated, internally driven students who enjoy challenging content with real-world applications—and who see education as a chance to grow not only academically, but also personally 
• Impassioned students who love to (respectfully!) argue, as well as discuss and engage with the many issues that affect our everyday lives as well as society as a whole, from the socio-political to the deeply personal (i.e. all realms of humanity)

Required texts/materials:

• The Language of Composition: Reading, Writing, Rhetoric (Second Edition) 
  
• Upstream (Mary Oliver) 
• You will receive scanned-in chapters from How to Listen with Intention (Patrick King) and Win Every Argument (Mehdi Hasan), but are also free to purchase your own copies if you prefer reading hardcopies 
• Most of our readings will be provided in PDFs or links. For example, we'll read Sally Rooney's essay "Even if You Beat Me" and some articles from The Atlantic; we'll watch a speech by musician Halsey and some TedXTalks; etc. 

Students will also be asked to choose additional AP-level works for small group discussion. Further short nonfiction readings, from a range of eras and on a range of topics, will be provided for free throughout the course (via free online access or PDFs).

If any student has financial difficulties and is struggling to afford the texts, please reach out to me and we can find a solution. 

Registration deadline: Applications will be accepted through August 10th or until the class is full. 

Tech needs: Students must have full web access and a functioning word processor app (e.g. Pages, Microsoft, Google Docs, etc.). Students will need a Gmail account (free) to access Google Meet. 

Expectations: Generally, students must complete a variety of weekly readings, discussion responses, and essay writing. Some weeks will be consumed more by working towards completion of a large project or exam practice testing. Grades will be updated regularly so that students can track their progress and determine their own success. 

Late submissions, schedule changes, illnesses, etc. will always be accommodated so long as a student contacts me ahead of time (excepting extreme/extenuating circumstances, of course). I only ask this to prepare students for college and the work world; it is an instructor or manager’s job to be kind, understanding, and flexible, so long as the student or worker is communicative! :)  

Course fee: $775 Early Bird / $800 After July 1

Length of course: Monday, Sept. 1, 2025 to Wednesday, May 13, 2026

Breaks: No assignments will be due on U.S. National Holidays. Students will also have one week off for fall break, three days off for Thanksgiving (not including the weekend), 2.5 weeks over late December-New Years, and one week for Spring break. 

Instructor:

Kacie Faith Kress graduated summa cum laude from Lesley University with a BA in Liberal Studies, focusing in Literary Arts. In 2024, she earned a Master of Science in Journalism from Northwestern University. Born and raised in East Tennessee, she currently lives (mostly) in Chicago and works as a freelance investigative journalist, for outlets from Cosmopolitan to The Chicago Reporter and 100 Days in Appalachia. 

Kacie was homeschooled from fourth grade until college; she is a proud AP Homeschoolers “alumna” who still uses the thesis statement format Ms. Inspektor taught her in high-school and remains good friends with some of her AP Homeschoolers classmates. Outside of teaching and journalism, she can be found exploring the city, writing literary fiction (novels), painting (with oils), or pestering her friends (again) to come hiking in the Smokies with her.