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AP English Literature and Composition Arkansas State University, Jonesboro, Arkansas Advanced Placement Summer Institute July 15 – 18, 2013 AP English Literature and Composition Jerry Brown [email protected] AP English APSI 2013 Table of Contents AP Access and Equity and Pre-AP 1 Prose/MC Camp 104 AP English Language and Composition Exam 2 Analyze the Prompt graphic 105 AP English Literature and Composition Exam 5 How to answer the prose essay 106 Exam Day 7 Writing the prose essay 108 Levels of Reading and Questioning the Text 8 The Birthday Party – Lesson and student samples 111 Poetry/MC Camp 9 Grandmother (MC) 118 Things to remember when reading poetry 10 Coketown (MC) 121 Things to remember when analyzing poetry 11 Welcome to the Monkey House (lessons) 124 Poetry Terms (Brief list) 12 Long Walk to Forever 129 Multiple Choice Strategies 13 EPICAC 133 Multiple Choice Practice 14 Elements of Fiction graphic 141 Beasts (MC) 15 Story Pyramid graphic 142 Sonnet 130 – Shakespeare (MC) 17 Irony (Thanks to Sharon Kingston) 146 Church Monuments (MC) 20 Satire: What do we want to change? 149 Dialogue between the Soul and the Body (MC) 24 Just In Time For Spring 156 I Dreaded that First Robin (MC) 27 “Baby Cakes” 157 Storm Warnings Lesson 30 Question 2 (2000) – The Spectator 159 Poetry Pairs, Triplets, Quads: 41 Question 2 (2006) – Lady Windermere’s Fan 160 Piazza Piece, When I Was One-and-Twenty 42 Question 2 (2002) – Kiss and Tell 161 688 Song, How do I love three? 43 Question 2 (2010) – Belinda 163 My Papa’s Waltz, good times 44 Madam and the Rent Man 164 You Are Happy, Traveling Through the Dark 45 Sarah Cynthia Sylvia Stout 165 Anthem For Doomed Youth 46 Fascinating Shakespeare: Macbeth 166 XIX. To an Athlete Dying Young 47 You are quoting Shakespeare 167 The Death of the Ball Turret Gunner 48 Kolhberg Moral Development 170 Cain 48 Macbeth Act IV, scene1 lesson 172 The Death of a Toad 49 Macbeth activities 174 The Sun Has Set 50 “Out, out…” – Robert Frost 181 All Day I Hear the Noise of Waters 50 Hamlet Reading Questions 184 Night 51 Hamlet Close Reading Assignment 188 the Cambridge ladies who live in furnished souls 51 Denmark/Norway Family Trees 189 Sadie and Maud, Aunt Helen 52 Hamlet Homework 190 My Aunt 53 Conflict in Hamlet 195 Question 1 – The Chimney Sweeper 55 Gertrude Talks Back 196 Question 1 – A Barred Owl, The History Teacher 56 Hamlet Essay 197 Question 1 – When I Have Fears, Mezzo Cammin 57 Hamlet Mandala: Sun/Shadow 198 “Batter my heart”: the (meta)physical poets 58 Pyramid Notes 201 Batter my heart, three-person’d God 59 The Embassy of Death 202 The Collar (MC) 61 Oedipus the King (Abridged and Adapted) 208 The Flea 66 The Gospel at Colonus (Selections) 223 To his Coy Mistress 67 Antigone and Ismene Argument 230 Great Chain of Being 70 Haemon and Creon Argument 233 A Valediction: Forbidding Mourning 70 The Tempest: the magic of Shakespeare activities 237 Death, be not proud; A Hymn to God the Father 72 Earth Abides: various post-apocalyptic novels 255 The Retreat 73 The Scarlet Plague (excerpt) 260 Renunciation, I felt a funeral in my brain 74 The Road (excerpt) 261 Quarrel in Old Age, The Balloon Of the Mind 75 After London (excerpt) 264 Question 1 (2005 B) 76 Alas, Babylon (excerpt) 264 Question 1 (2005 B) Student Reponses 78 On the Beach (excerpt) 265 Question 2 (2005 B) 83 By the Waters of Babylon (excerpt) 267 Question 2 (2005 B) Student Responses 85 Tomorrow, When the War Began (excerpt) 268 Question 3 (2005 B) 90 The Hunger Games (excerpt) 268 Question 3 (2005 B) Student Responses 92 Oryx and Crake (excerpt) 270 Scores (2005 B) 97 A Canticle for Liebowitz (excerpt) 271 Samples of a score of “9” 98 Lucifer’s Hammer (excerpt) 272 AP English APSI 2013 Table of Contents Heart of Darkness activities 275 Essay: Evil 277 Learning is really Basket-Weaving 299 Ingress to the Heart of Darkness 300 The White Man’s Burden 303 The Black Man’s Burden 305 The Poor Man’s Burden 306 Frankenstein: In search of my father lessons 307 In the Absence of Fathers: A Story of Elephants and Men 311 Another Angry Fatherless Black Man with a Gun 313 From: Dreams from my father (pages 26-27) 315 The Heart Grows Smarter 316 Leonard Pitt interview – NPR Fathers 318 Importance of Fathers - Sarah Laing 322 The Gazer’s Spirit lessons 325 Question 1 (2005) 341 Question 1 (2005) Student Responses 343 Question 3 (2006) 363 Question 3 (2006) Student Responses 365 English Literature and Composition syllabus 385 Reading Record Cards 394 How to Read to Analyze Literature 399 The Overwhelming Question(s) 411 Calendar Bookmark 413 AP Strategies for Any Class 414 Acronyms Are Our Friends 418 What AP Readers Long to See… 433 Action Plan for the year 437 AP Access and Equity Initiative Access for All Students The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access for AP courses to students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. Preparing Every Student for College Pre-AP is based on the following two important premises. The first is the expectation that all students can perform well at rigorous academic levels. This expectation should be reflected in curriculum and instruction throughout the school such that all students are consistently being challenged to expand their knowledge and skills to the next level. The second important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning. Labeling Courses Pre-AP The College Board does not officially endorse locally designed courses labeled "Pre-AP." Courses labeled "Pre-AP" that inappropriately restrict access to AP and other college-level work are inconsistent with the fundamental purpose of the Pre-AP initiatives of the College Board. The College Board strongly believes that all students should have access to preparation for AP and other challenging courses, and that Pre-AP teaching strategies should be reflected in all courses taken by students prior to their enrollment in AP. The College Board discourages using "Pre-AP" in the title of locally designed courses and listing these courses on a student's transcript, because there is no one fixed or mandated Pre-AP curriculum that students must take to prepare for AP and other challenging coursework. Rather than using Pre-AP in course titles, the College Board recommends the adoption of more comprehensive Pre-AP programs that work across grade levels and subject areas to prepare the full diversity of a school's student population for AP and college. CollegeBoard Access and Equity: http://apcentral.collegeboard.com/apc/public/program/initiatives/22794.html Pre-AP Programs http://apcentral.collegeboard.com/apc/public/preap/index.html 1 About the Exam The three-hour and fifteen-minute exam usually consists of a one-hour multiple-choice section and a two-hour and fifteen-minute free-response section. Section I: Multiple-Choice The multiple-choice questions test your ability to read closely and analyze the rhetoric of prose passages. Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions. Section II: Free-Response After a fifteen-minute reading period, you'll write three essays to demonstrate your skill in composition. Free response questions require close reading, thoughtful rhetorical analysis, and purposeful argumentation, and include a synthesis question that tests your ability to effectively make an argument of your own by combining and citing several supplied sources, including at least one visual source. Scoring the Exam The multiple-choice section counts for 45 percent of your grade. The free-response section contributes the remaining 55 percent. Study Skills: Reading In an AP English course, you may feel you have never been given so much to read. AP English demands plenty of serious reading, and you might be tempted to "speed-read." You may try to scan paragraphs and pages as fast as you can while hunting for main ideas. In a word: Don't. First, main ideas usually aren't quickly accessible from "speed-reading" complex texts. Also, if you race through good writing, you are likely to miss the subtlety and complexity. A paragraph of text by Frederick Douglass or Joyce Carol Oates, a speech by Abraham Lincoln, or a letter by E. B. White cannot be appreciated—or even minimally understood—without careful, often-repeated readings. In reading your AP assignments, be sure to: Read slowly Reread complex and important sentences Ask yourself often, "What does this sentence, paragraph, speech, stanza, or chapter mean?" Make Your Reading EfficientHow can you balance the careful reading AP English requires with your demanding chemistry and calculus workloads, plus get in play practice, soccer games, and whatever else you've got on your busy schedule? We've compiled some helpful tips to make your AP reading more efficient, fun, and productive.
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