AP English Literature and Composition Syllabus

AP English Literature and Composition Syllabus May 2011

Course Description

AP English Literature and Composition is a course designed for the student who is dedicated to reading, analyzing, discussing, and writing about literature. This course develops the student's critical analytic reading and writing skills as he or she explores different genres, styles, and periods of literature. Emphasis is placed on the historic archetype, how writers have adapted and reinvented the archetype using the historic and cultural influences of the times in which the works were written, as well as the writer’s use of structure, style, themes, and other influences. In the process of this exploration, students will not only make connections with historic time periods, themes, and values but also apply them to their twenty-first century world. Students will engage in the process of reading, analyzing, writing, rewriting, and conferencing with the teacher to prepare for the AP examination to earn college-level credits. Summer reading is required.

AP Units Overview

Students in our school have one-to-one computer access in English classes. Wherever possible, students will access materials online. Classroom sets of novel and plays by British and American writers are provided. The literature anthology has many of the poems, short stories, and essays, with inclusive sections on writing and analysis. An assessment of the quality and artistic achievement of literary works and a consideration of their social and cultural values are essential components. Students will examine the writer’s style, structure, and themes by comparing/contrasting archetypes, the historical period, literary period, cultural group, roles of men and women, etc. Critical thinking and synthesis of all aspects are crucial.

The teacher will pre-test and posttest students on grammar and usage. Emphasis will be placed on development of sentence structure coordination, subordination, and sentence variety. Correct placement of modifiers and parallel structure will be stressed. Grammar and usage lesson will evolve with rewrites and continuing instruction with writing style and structure. (Reading Jonathan Swift usually puts coordination and subordination into perspective.)

Note-taking is required for background and historical information on the literary time periods, archetypes, and other reading. Cornell Note-Taking templates and other graphic organizers will be used. Documentation of sources is required.  A word about plagiarism: When in doubt, document. Students are expected to submit some assignments using Turnitin.com.

Students will practice timed writing in class and are expected to conference with the teacher both in and out of class. The teacher is available before and after school as well as during the preparation period. Instruction and feedback on students' writing assignments both before and after they revise their work will be provided in order to help the students develop a balance of generalization and specific, illustrative detail. Practice for the AP English Literature Test will ongoing throughout the year.

Summer Reading Requirements: Students will check out selected novels and plays. Journals will be kept using journal format provided by teacher. Students are expected to read the texts and write in journals to enhance critical thinking and record observations, reflections, and reactions. Some writing assignments during the course may be derived from the students’ journals. Active participation in journaling will be one way of acquiring points for the inevitable grade. Please answer in your journal the question “What is metafiction?”

Summer Reading List: Please use the Double-Entry Journal Template ***for a guide to complete the Summer Reading Assignment. These journals will be used to for discussion, possible study groups, and writing assignments. (More is better.) Journals will be assessed.

The List: Mandatory texts for summer are noted. All are recommended. Novels Alvarez, Julia. In the Time of Butterflies. Conrad, Joseph. Heart of Darkness. Huxley, Aldous. Brave New World Kingsolver, Barbara. The Poisonwood Bible. Miller, Walter, Jr. A Canticle for Leibowitz. Shelley, Mary. Frankenstein.

Plays Marlowe, Christopher. Doctor Faustus. Shakespeare, William. The Taming of the Shrew Shakespeare, William. Othello Sophocles, Antigone

Mythology Links: Some have student resources links including some quizzes that you might find helpful. Other sites are inappropriate. You will be better served to check out some mythology texts at our local library or ask your teacher for one of her many resources.

Short Stories Asimov, Isaac. “Nightfall” Benet, Stephen Vincent. “By the Waters of Babylon” Bradbury, Ray. Read 3 choices from The Martian Chronicles. (Recommended: “There Will Come Soft Rains” (August 4, 2026/2057) “Usher II” (April 2005/2036), “Night Meeting” (August 2002/2033). Vonnegut, Kurt. “Harrison Bergeron”

First Quarter

The first week will include the grammar and usage pretest.

 Introduction to Course: Some Common Writing Assignments: Explication, Analysis, Comparison and Contrast (Literature, The Human Experience. 49- 62.)

Unit I-Poetry - 3 Weeks Intensive

The study will include aspects of historical, cultural, and societal natures as well as analysis of structure, style, theme, imagery, and scansion. In Literature, The Human Experience, students will be introduced to “Responding to Literature,”( 22); “Reading Actively,” (5); “Reading and Thinking Critically,” “Reading Poetry,” (11); “Annotating While You Read,” (19); etc. Instruction includes “Word Choice,” (12); “Figurative Language,” (13); and “The Music of Poetry” (15). Packets may be provided.  Students will study a cross-section of poetry from Anglo-Saxon epic and lyric poetry, and sonnets to Chaucer’s Canterbury Tales, Milton, Blake, Keats, Shelley, Browning, Marlowe, and Yeats from Literature, The Human Experience. (Boccaccio’s influence will be covered with Chaucer.)  War poetry and social/cultural themes, including Longfellow, Randal Jarrell, Pablo Neruda, Ruben Dario, Gabriela Mistral, Jose Marti, Alfonsin Storni will be presented in packets and online.  Character development, point of view, satire, voice, tone, syntax, artistry and quality, and poetic conventions of each writer will be emphasized.  Kings James Edition of The Holy Bible will be used for some archetypal references.  Students will read “Writing About Literature” (Literature, The Human Experience. 37).  Weekly analytical writing assignments will be given in class for as well as overviews of AP Poetry sample testing, reaction papers, and vocabulary study.  These assignments will build to the creative and larger assignments for writer’s workshop. Writer’s Workshop: 2 Weeks - Expository and creative pieces are required. Required: Choose 1. 1. Expository, analytical essays and/or analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work's artistry and quality. Choose 1.  Compare/contrast 3 poems or one longer work of one of the major poets studied doing complete analysis of structure, scansion, style, theme, any literary devices and uses of imagery. Is the writer’s work and style representative of the literary time period? Is the writer’s work relevant in the twenty-first century? Who uses similar themes today? Is this writer’s work an archetype? Example: William Blake’s “Songs of Innocence” and “Songs of Experience” or Samuel Taylor Coleridge’s The Rime of the Ancient Mariner. or  Compare/contrast 3 poems of two of the major poets studied doing complete analysis, of structure, scansion, style, theme, any literary devices and uses of imagery. Is the writers’ works and styles representative of their literary time periods? Are the writers’ works relevant in the twenty-first century? Who uses similar themes today? Is this writers’ works following an archetype? or  Propose analysis of 3 war or protest poetry writers. Pattern your thesis following the format of the other choices.

Creative assignments include using epic, lyric, blank verse, rhyme, and meter as well as creative writing. Students are expected to meet with the teacher for conferences before, during, and after for help with format and revisions so the students develop a balance of generalization and specific, illustrative detail.

Required: Choose one from the following.  Synthesize and apply what you have learned about the Anglo-Saxon time period and Anglo-Saxon poetry by creating an original narrative poem and an original lyric poem employing the conventions and artistry of the genre as well as effective use of rhetoric including controlling tone and a voice appropriate to the writer. (2 POEMS) or  CSI Canterbury: Students will synthesize their knowledge of Chaucer’s time period and Canterbury Tales as they exercise ingenuity in creating the murder of the Wife of Bath and in solving the crime scenario using what they have learned about characterization, voice, the period, language, societal customs, and men and women’s roles. (Yes, you will have to create your character as well.) or  Propose a creative assignment that will dazzle and amaze your AP teacher and any writer you have studied. The project must be well-planned and achievable in the time frame allotted for the proposal to be accepted.

Papers due: September 6th at 3:05 p.m.

Unit II - Drama - 4 weeks This genre contains poetry and prose. Introductory reading includes the following. “Reading Drama” (Literature, The Human Experience. 22). “Responding to your Reading” ” (Literature, The Human Experience. 37). “Looking Deeper: From Myth to Tragedy, Aristotle/from The Poetics” (238-245) Required: The Purdue OWL Logic in Argumentative Writing handout available online (http://owl.english.purdue.edu) “Using Logic,” “Logical Fallacies,” “Improprieties,” “The Rhetorical Situation: Audience and Text” “Essay Writing, The debatable thesis statement.”  Analyze Sophocles’ Antigone, (514-545): focusing on themes of justice, authority, men and women’s roles, minor characters, and chorus and other Greek Theater conventions.

 Christopher Marlowe’s Doctor Faustus (Research Faust Legend from Goethe and archetype).

 William Shakespeare’s Othello. (Literature, The Human Experience. 1144-1235.) Tragedy: Manipulation, men’s and women’s roles are some of the highlights. Students will explore the use of catharsis in tragedy.  Shakespeare’s The Taming of the Shrew. Comedy: Manipulation, men’s and women’s roles…. Students will explore the use of catharsis in comedy.

The Drama Unit will feature timed writings about catharsis, themes, Greek Theatre and its dramatic structure versus that of Shakespeare and Marlowe’s time, protagonist/antagonist. Persuasive and argumentative essays as well as essays dealing with artistry and imagery are expected.

 An argumentative research paper exploring the historical, cultural time periods and societal mores will be combined with the students’ literary analysis as well as primary and secondary sources. Length is five to seven pages. Read “The Research Paper” (Literature, The Human Experience, 63-77).  Rewrites are expected. There is no good writing; there is only good rewriting." ~ Justice Louis Brandeis

Writer’s Workshop: Instruction and feedback on students' writing assignments both before and after they revise their work will be provided in order to help the students develop a balance of generalization and specific, illustrative detail. Students will be given mini-lessons on thesis writing and graphic organizers for the organization of argumentative essays and other papers. Students will meet individually with the AP teacher to critique thesis, structure of preliminary outlines, rough and final drafts. Evaluation of areas to be revised and then final rewrites will be reviewed with the student. Students are reminded to keep up with assignments so their needs can be met in a timely manner. *Preliminary Drafts due by October 3rd Final paper due by October 12th - 3:05 p.m.

Second Quarter Unit III - Reflection 1-2 Weeks Reflection is an integral part of learning.  Students will meet with AP teacher to evaluate, reflect, and assess their writing and growth as a writer.  Students will evaluate their writing using AP Rubrics.  Study groups will choose topics from reflections and writings for Socratic Seminar.  Meeting with the AP teacher one last time, students will create a final revision on the drama research paper.

Unit IV – Essays and Other Prose - 3 Weeks Read “The Sting of Satire” by Robert DeMaria, Jr. (Elements of Literature, 6th Course, 614). The historic time period of the Restoration with the social, governmental, and religious aspects will be featured. Writers will include Jonathan Swift, Thurber (637- 642), Mark Twain (633). Writers will not be limited to one period. Looking Deeper: From History to Literature (657-665). Teach “A Modest Proposal,” (625) and then excerpts from Gulliver’s Travels.  Critical analysis of texts, compare/contrast issues, explications and reaction/reflections are required. Tone and rhetoric used by the writer will be emphasized. Keep up on the reading! Students will be participating in timed writing essays in class during this portion unit.  Emphasis will be place on students’ use of language, sentence structure, and format when addressing writing prompts and analysis of essays structure, style, and voice.  Feedback will be given to the class as a group and individually.  Mini-lessons and packets reviewing grammar usage and problem areas of student writings are part of this unit. Individual instruction will be available in revision conferences. Unit IV – Novel - 4 Weeks The English Romantic Hero will be studied in Mary Shelley’s Frankenstein and the archetype of Prometheus Myth. Who is the real monster? Socratic Seminars may be used to generate discussion for writing topics with analysis of literary devices, structure, character development, men’s and women’s roles. Is Beowulf’s Grendel an archetype for The Creature? (Gardener’s Grendel is a possibility for comparison.)  Nonfiction argumentative essays topics may include research into the ethics of organ transplant, cloning, and stem cell research. Is Victor Frankenstein the archetype for today’s researcher?  Is the Victor Frankenstein a monster or a role model? Are religious and cultural beliefs secondary to science?  Graphic organizers, vocabulary study, quizzes and tests are part of the process. Students are required to choose argumentative essay topics that tie issues in Mary Shelley’s Frankenstein to topics that are relevant today. Students must meet with the AP teacher to finalize topics, thesis statements and structure of argumentative essay. Working outlines and rough drafts are due by the end of Week 3. Final Paper due December 16th by 3:05 p.m. Students must make and keep appointments with AP teacher outside of class to discuss the assessment and any revision of the Frankenstein paper before the end of January. (This counts as participation and responsibility.)

End of First Semester: Review Sentence Structure, Writing Concepts Conferences, Finals (Posttest on grammar, usage, sentence structure!)

Third Quarter-Second Semester Begins!

Unit V - Modern Novels – 6 weeks Novels will be outlined and discussed in detail. Assessments will be given.  Both the teacher and students will prepare Socratic Seminar questions on social issues from texts. Writing assignments: Students may choose two of the following novels to compare and contrast for literary and artistic quality as well as to examine the historical, political, societal, and cultural time periods. Asterisks denote the novels to be paired. Short writings and journals may be used to develop final argumentative papers to culminate the novel study.  Documentation: Writing a Research Essay in Literature  Online sources such as the Owl at Purdue with its segments on Argumentation, Logic; MLA documentation (use current edition); other forms of documentation.

*Heart of Darkness, Joseph Conrad (Also, read poem “Voice of Africa” by Antonio de Castro Alves) *You must research the historical background involving Africa and its conquest Belgium Congo, King Leopold, the involvement of the United Nations and the United States.

*Poisonwood Bible, Barbara Kingsolver Compare/contrast to characters, themes, settings, archetypes studied. Be aware of the importance of palindromes, malapropisms, puns, satire, and irony of all kinds. * Kingsolver’s female characters all carry the “horror” of their experiences in Africa. How is this so?

*In the Time of Butterflies, Julia Alvarez - Compare to today or to any of the oppressions in other reading about Dominican Republic’s Trujillo  Can you find Christ figures, martyrs, historical fiction, the role of religion/church, treatment of women/girls?  Make sure you read Julia Alvarez’s own discussion of event in her life and why she wrote the book!  Conquest, dictators and freedom fighters are all part of the cultural and historic

**Canticle for Leibowitz, Walter Miller, Jr. Please look up the Latin phrases! **Brave New World, Aldous Huxley  (Students, having read science fiction short story selections from Bradbury, Asimov, and Vonnegut from the Summer Reading List, will decide how the stories fit into the literary time period and genre.)  (Do you find elements from Frankenstein in Brave New World? Others?)

Alternate: O’Brien, Tim. The Things They Carried. This novel, set in Vietnam and telling O’Brien’s story through the experiences of the band of soldiers, brings in another story of political, social, geographic, etc., upheaval. Compare to the Congo and to 21st century struggles around the globe.

Putting it all together! Students will choose their research and analytical assignment from the foregoing choices of novels, comparing issues, styles, artistry, and injustices to create the final argumentative research paper. (8-10 pages required) Topics should be chosen by the end of January.

Writer’s Workshop – 2 Weeks Conferences, writing, rewriting. Students must meet with the AP teacher to finalize topics, thesis statements and structure of argumentative essay/ literary analytical papers. Working outlines and rough drafts are due by February 16th.  Students must meet with AP teacher for critiquing, revising, etc., to ensure the success of the assignment.  Final Papers due February 24th at 3:05 p.m.

Fourth Quarter **Final conferences to discuss the assessment and any revision of Modern Novel papers. AP Rubric.

Unit VI - Final Prep and AP Testing - 4 Weeks  AP Exam Practice will consist of following formats and materials provided by instructors at AP College Board sessions and other materials provided.  Intensive review and critiquing of student work to ensure the structure and syntax of students’ prose is polished and precise.  Instruction on and analysis of sample tests.  Times practice testing.  Peer evaluation of student papers using the AP rubric  Study Groups focus on review of key concepts, topics, and formation of theses for analysis, reflection, and reaction. Groups, using Intelliboard, multimedia resources in classroom or otherwise, will present reviews of major genres and concepts studied. Example: Explication of an essay or annotating of a poem.

Week of AP Test: (Required: A positive mental outlook, good eating, and stable sleep habits. Turn off your electronic devices!!!) Unit VII - End of Course after AP English Literature and Composition Exam – 1-2 weeks (approximately)

 Create final portfolio of best writing and a digital storytelling of your AP odyssey.  Final: Presentation of your multimedia odyssey using digital storytelling.  The final also includes a Final Reflection and a letter to next year’s AP students.

Grading Scale Course Work Percent of Final Grade In-class writings, discussion, and activities - 30% Out-of-class writings and other assignments - 40% Completion of other class requirements (reading the material; attendance; commitment) - 30%

Numerical Average Letter Grade 90-100 A 80-89 B 70-79 C 60-69 D Below 60 F No work submitted 0

*AP Scoring Rubrics will be used.

AP English Literature and Composition Textbooks

Abcarian, Richard and Marvin Klotz, eds. Literature, the Human Experience. Ninth Edition. Boston: Bedford/St. Martin’s Press. *Abrams, M.H. et al, eds. The Norton Anthology of English Literature, Third Edition, Vol.1. Holman, C. Hugh and William Harmon, eds. A Handbook to Literature, Fifth Edition. Elements of Writing, Complete Course. Holt, Rinehart and Winston. Elements of Literature, Sixth Course. Holt, Rinehart and Winston. The Holy Bible, KJB edition (text or online) Bullfinch, Thomas. Bullfinch’s Mythology: The Age of Fable Zimmerman, J.E. Dictionary of Classical Mythology

Novels - Selected from these Alvarez, Julia. In the Time of Butterflies. Conrad, Joseph. Heart of Darkness. Kingsolver, Barbara. The Poisonwood Bible. Huxley, Aldous. Brave New World Miller, Walter, Jr. A Canticle for Leibowitz. O’Brien, Tim. The Things They Carried. Shelley, Mary. Frankenstein. Plays Marlowe, Christopher. The Tragicall History of the Life and Death of Doctor Faustus. Shakespeare, William. The Taming of the Shrew Shakespeare, William. Othello Sophocles. Antigone

Short Stories Asimov, Isaac. “Nightfall” Benet, Stephen Vincent. “By the Waters of Babylon” Bradbury, Ray. Read 3 choices from The Martian Chronicles. Recommended: “There Will Come Soft Rains” (August 4, 2026/2057) “Usher II” (April 2005/2036), “Night Meeting” (August 2002/2033). Vonnegut, Kurt. “Harrison Bergeron”

*Assorted poems and short stories from anthologies as listed in syllabus