AP English Literature & Composition Syllabus
2015-2016
Credits Earned: 1 credit (.5 per semester)
College Credits Earned (AP Lit. Exam in May): Varies (check with the college you are planning to attend)
I. Introduction: A.P. English Literature is similar to an undergraduate introductory literature course at a
university. In fact, this course will help to prepare you for college level writing, reading, speaking, and,
most importantly, thinking. It is in the close reading of novels, short stories, plays, and poems that you will
engage in the analysis of imaginative literature in terms of structure, styles, themes, figurative language,
imagery, symbolism, and tone. Additionally, literary vocabulary and general college-level vocabulary will
be crucial components of this course.
Philosophical concepts in history will also be important as we engage in studying various authors through
time. Students will have the opportunity to look through a variety of critical “lenses,” in addition to
focusing on historical, social, and biographical contexts.
Students will write a number of essays about literature which will often be timed. These essays will usually
focus on some aspect analysis, such as a particular critical lens, structure, style, figurative language,
imagery, symbolism, etc. Also, students will be assessed on their reading of literature in class. My
expectation is that you will take the AP Literature Exam on May 4th of 2016 (3 hours). Depending on your
score, you can earn up to two semesters of college credit at most colleges & universities; however, students
should check with the college they are planning to attend to confirm this and the needed score (usually 3-5
on a scale of 5). Cost assistance is available, but it costs about $88.00 ($12-$15 for free & reduced lunch).
II. Reading Literature: In this course, we will adhere to the AP College Board’s principle that it is better
to know a few works well than attempting to read “everything” and consequently having a surface
understanding of many novels, short stories, poems, and plays. It will be important for you to read closely
in this course, being attentive to the text in order to appreciate the works you read at a deeper level.
III. What You Should Gain from This Course:
 Develop accurate reading skills through the close study of major novels, short stories, plays, and
poems
 Deepen understanding and appreciation of all kinds of literature
 Learn how poetic techniques relate to and enhance meaning in poems
 Generate thoughtful and analytical discourse during class discussions
 Deliver competent oral reports and participate fully in class and group discussions
 Develop college-level writing skills for compositions, especially in timed situations
IV. Expectations:
 Participate in class discussions and group activities
 Willingness to read 20-25 pages per night when necessary
 Have a willingness to share your ideas and listen and respond to the ideas of other students
 The completion of all assignments by the specified due dates
 Be a thinking person who is actively developing advanced literary and writing skills
 To read texts thoroughly: read more than once (if needed), and look up all unfamiliar words in the
dictionary
 Be willing to work on more than one assignment at a time: both long-range assignments and daily
work
 Take the Advanced Placement Literature and Composition Exam on May 4th, 2016 (3 hours)
 Write compositions during the semester, and take unit tests and quizzes
 Willingness to take notes during lecture and discussion
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V. Discussion: A key component of this course is the critical discussion of literature. If students were only
to read and write about literature, this course would be incomplete. It is, in fact, discussing this literature
with your peers which not only impacts your understanding of the works we study, but also impacts your
writing and your reading. It is also highly recommended to take notes during this time.
VI. Chosen Works for This Class:
Typically, the works chosen will cover a variety of genres and periods, mainly from the sixteenth to the
twenty-first centuries. These texts will be those typically studied at the collegiate level.
Novels & Plays
Montana 1948 by Larry Watson (20th Century)
The Great Gatsby by F. Scott Fitzgerald (20th Century)
Hamlet by William Shakespeare (17th Century)
Snow Falling on Cedars by David Guterson (20th Century)
The Road by Cormac McCarthy (21st Century)
Literature: Reading Fiction, Poetry, and Drama 6th Edition (Diyanni)
Short Stories and Short Prose Pieces
Various Selections from Literature: Reading Fiction, Poetry, and Drama 6th Edition (Diyanni)
(The above text also serves as a textbook for the course)
Poems & Myths
Mythology by Edith Hamilton (Ancient Roman & Greek myths retold)
Sonnets by Shakespeare
Various poems from the 16th to 21st centuries
VII. Senior Paper:
Students will have the option to complete their culminating project Senior Paper requirement in this class.
However, this is a minor component in this class for those students.
VIII. Grading:
Your grade is cumulative (based on points), and the scale is as follows:
85-100%:
A
84.99-82%: A81.99-77%: B+
76.99-75%: B
74.99-72%: B71.99-67%: C+
66.99-65%: C
64.99-62%: C61.99-57%: D+
56.99-55%: D
N/A :
D- (This grade does not exist at R.A. Long)
54.99% and below: F
The weight of each grade is the following:
Writing/Projects:
50%
Oral:
20%
Tests/Quizzes:
20%
Miscellaneous:
10%
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IX. Late Work:
Work missed due to excused absences: one day is allowed for each day absent if the assignment was given
during the absence. If you were given a due date and then are absent, the same due date is used. On days
where you are in school but are absent due to a school-related activity, you are still expected to turn in any
assignments due that day.
Late work will not be accepted for credit unless a request for extension form with the late work is
completed. This form would be filled out by the student and signed by parent and teacher before the due
date and then stapled to the late submission. The teacher is responsible for determining whether the
extension is accepted.
X. Class Rule:
Do not do anything that gets in the way of any student’s right to learn or my right to teach. That’s it.
XI. Plagiarism or Cheating:
There is no tolerance for cheating and plagiarism in this class. The school rules apply. Plagiarism includes
using any part of someone else’s written thoughts and not giving credit to that source. Cheating includes
using online summaries and not reading the actual text, or copying someone else’s work for written
assignments, tests, and projects.
XII. Be Prepared for Class:
Always bring the required text with you to class that we are currently studying. Additionally, I recommend
the purchase of highlighters, sticky notes, and other supplies like a loose leaf notebook or section of your
binder dedicated to this class. The stickies and loose leaf notebook are especially important for annotating
the texts we’re reading, since that will be a critical aspect of that process. Also, be on time and in your desk
when the bell rings.
XIII. Common Core: This course will cover a variety of Common Core State Standards relating to 11-12
Reading Literature, Reading Informational Texts, Writing Argumentatively and Informatively (and in
research), Speaking and Listening. Texts have also been chosen based on levels of complexity required for
upper division college courses.
UNITS IN DEPTH:
Part I: Foundations
As we begin the course, a foundation needs to be laid for the entire year. We’ll start with discussing the
summer assignment and link this to the class. Then I will explain and assign the ongoing assignments. We
will need to then discuss how to be an effective reader with strategies for active reading. Also, we’ll
discuss how to approach literature in this course effectively. Finally, we will cover the elements of style
and connect this to prose and poetry analysis.
Foundational Elements:
 Course Outline
 Thinking about Literature
 Summer Assignment – One Work of Literary Merit
 Works of Literary Merit – Ongoing
 Being an Effective Reader
 Literary Terminology Assignment – Ongoing
 Approaching Literature – Experience, Analysis, & Extension
 Active Reading: A-I-M – Annotate, Inference, Main Idea
 The Elements of Style – Diction, Figurative Language, Imagery, Syntax, Tone & Mood
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Part II: Montana 1948 – Point of View, Coming of Age, Structure
Structure
Structure is defined as the intentional design or internal arrangement of parts to create a unified whole. In
other words, it is the planned framework of a literary work. In narrative fiction, the structure is determined
by the order of events as they are told, from first, to middle, to last. Note that chronology is often toyed
with intentionally.
Objectives:
 Analyze how connections among motifs, setting, character traits, character development and plot
suggest multiple themes
 Analyze the effect of specific literary devices, including foreshadowing and symbolism, on specific
passages and how they operate within the context of the novel as a whole
 Analyze the different roles and functions that characters play in Montana 1948 and how the
relationships among character actions, dialogue, thoughts, and feeling portray nuances of complex
characters and advance the narrative
 Analyze the social, cultural, and historical significance of the setting, and analyze how the setting
functions as a metaphor to reinforce themes
 Analyze how the coming of age structure operates in Montana 1948
 Write an in-class essay that responds to a specific prompt that addresses elements within Montana
1948
In-Class Essay
The in-class essay will be based on the standards for the AP test for English Literature and Composition.
We will also look at how these essays are scored and focus on the scoring rubric.
Part III: Poetry (Elements of Poetry and the Application of Literary Devices)
The poems you read during this unit span several centuries, but all can be addressed by annotating and
using the Exploring a Poem Grid. You will be expected to read, annotate, and discuss assigned poems. We
will also cover elements of style and structure particular to poetry, including rhyme, meter, form, syntax,
and sound.
Objectives:
 Analyze elements, form, and sound to derive meaning from poetry
 Analyze figurative language, imagery, symbols, and allusions to deepen comprehension
 Analyze how form and organizational patterns influence meaning
 Analyze how themes, main ideas, and supporting ideas both within and between texts
 Analyze implicit and explicit references to elements of the social, cultural, and historical context
 Analyze how variations in standard written English can enhance meaning in a poem
Writing Tasks
For several of the assigned poems, you will complete prewriting activities addressing a specific prompt.
This will include writing a thesis statement and creating an outline for body paragraphs which includes
textual support. These prewriting practices will be evaluated through class discussion as well as peer
and instructor feedback.
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At the end of this unit, you will write an in-class timed essay comparing and contrasting two poems. This
essay will allow you to demonstrate the development of your poetry analysis and writing skills.
Part IV: The Great Gatsby (Narrative, & Comparative Media)
In this unit you will examine the effects of narrative perspective and authorial style; specifically, the
narrative structure and style in Fitzgerald’s work. You will also view the film The Great Gatsby directed
by Baz Luhrmann. This will be used as a comparative piece.
Objectives
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To analyze the context of the sentences and larger sections of text to clarify the meaning of
ambiguous passages
To analyze how psychological dilemmas within characters serve to refine both the characters and
the narrative
To analyze how multiple settings, motifs, and characters suggest multiple levels of themes
To analyze the different roles and functions characters – both primary and secondary -- play in a
narrative, and how the relationships among and between the characters advance the plot and help
determine the reliability of each character
To analyze how narrative perspectives are influenced by social, cultural, and historical contexts
To analyze how settings function as metaphor to reinforce themes
To analyze how language represents and constructs how readers perceive events
Identifies and refines increasingly complex purposes for reading
Analyzes an author’s implicit and explicit purpose for writing
To analyze and critique how production elements and techniques (e.g., camera shots, montage,
sound, lighting, editing) are used to create specific effects (in particular, the tone of a scene)
Analyze how contextual variables (e.g., viewing the movie having studied The Great Gatsby) affect
the interpretation of the media message
Analyze and critique the credibility of a media communication by evaluating accuracy and
relevancy to the original text
Critique and analyze a director’s use of cultural and historical references to achieve specific
purposes
Close Reading Activities
Students will closely read and respond to several passages from The Great Gatsby, and examine the
author’s use of narrative perspective and syntax. You will independently complete an active reading guide
as you read the novel.
In Class Essay
You will complete an in-class timed essay that is modeled after a question on the AP exam.
Example: Project – Compare and Contrast
We will watch The Great Gatsby in class. As you watch this film, pay close attention to how Baz
Luhrmann makes similar statements about the aristocratic elite during the 1920s in the Northeastern part
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of the US as Fitzgerald does in his novel. You will be given a list of technical film terms on a separate
handout; keep them in mind as you watch the film.
The Writing Task: Write a comparison/contrast essay on the film The Great Gatsby and the novel of
the same title. Limit your topic to a single scene in both works. Your goal in this essay is to show
how Fitzgerald manipulates the tools of his craft - writing – to create a statement and compare
and/or contrast how Luhrmann creates a similar statement by manipulating the tools of his craft –
film.
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An important aspect of this assignment is first the scene you choose. Be careful to choose a scene
from both works that creates a similar effect on you the reader and you the viewer. This effect
can concern character development, emotional response, tone, or theme.
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Be cautious in choosing a scene that is either too brief or too long for adequate development.
Planning will be crucial for this assignment. As you watch the movie take careful notes on a
number of scenes that might serve as appropriate for this analysis. In the evening look for the
parallel scene in the novel. You must brainstorm and pre-write for this assignment as you watch
the movie. One major problem with this assignment will be your inability to remember specifics
from the movie the following week about that particular scene. As you watch, keep in the back of
your mind this assignment and how each scene parallels one another.
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When you discuss language aspects of the novel, you will refer to the many components of
writing that an author uses to create tone, make a statement, develop a character, or imply his
theme. You can choose from such elements as syntax, word choice or diction, figurative
language, selection of detail, and/or imagery. Naturally, you may think of other components of
language that Fitzgerald uses and you should feel free to use them if you so desire.
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When viewing Luhrmann’s film, you should consider such elements as light, space, and sound.
Some of you know more about film techniques than others – use your expertise. Because you will
not have the film to review and analyze when you begin writing your essay, your discussion about
the novel should be more completely developed. There should still be insight into the film and
some intelligent discussion of the film’s techniques.
Essay Requirements: The paper should be 2 ½-3 pages in length, typed, and should follow MLA format.
The citation for the film will be provided. The essay should also be carefully edited and should exhibit all
of the qualities of strong writing that you have been practicing the last few years.
Note: Please be warned about plagiarizing ideas and papers from the web. There are so many
sources on the web that make these comparisons for you – try to not even look at them—then you will not
be tempted to parrot ideas, phrases, or even whole papers.
Part V: Hamlet, Rhetoric, and Critical Lenses
The Tragedy of Hamlet:
We will focus our study of Hamlet on questions including, but not limited to, the following list:
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How does this text address the concepts of madness and revenge?
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How does this text address the concepts of fate and free will? Do things happen out of choice or
destiny?
How does this text address the concepts of sin and justice?
How does this text address the concepts of seeming vs. being?
Close Reading Activities
Before beginning the play, we will engage in an introduction activity having to do with the last set of
concepts above – sin and justice. This will ask you to read portions of Edmund Spenser’s The Faerie Queen
and the “Seven Deadly Sins” and design your own image for your assigned sin. For the play, we will
engage in a variety of close reading activities as we move through the play, including paraphrasing and
summarizing particular scenes and speeches, chunking the text for a variety of purposes, and annotating
particular passages with varying goals in mind, including stage direction, diction and connotation, etc.
Below is a list of the major scenes/portions of the play we will address:
Act 1: Tales of the Ghost, Claudius’ Initial Speech, Family Dynamics, The Ghost Speaks
Act 2: Ophelia’s Closet, Spying and Hamlet’s Madness, Rosencrantz and Guildenstern Arrive, Rogue and
Peasant Slave
Act 3: To Be or Not To Be, Nunnery Scene, Advice to the Players, The Dumbshow and Performance,
Dramatic Irony in Claudius’ “Prayer,” Gertrude’s Closet
Act 4: Scene summary groups (small group presentations)
Act 5: The Gravediggers, The Rest is Silence
Multiple Choice Practice
Over the course of reading this play, we will have the opportunity to engage some practice multiple choice
questions that reference specific passages of Hamlet. These will serve as both informal (for discussion),
graded (as quizzes) assessments, and practice for the AP Exam.
Rhetoric
You will also link the rhetorical analysis to argument to expose how writers, namely Shakespeare,
manipulate language in order to construct meaning.
Critical Lenses
In this unit you will examine the concept of critical theory focusing on an array of critical theories. These
critical theories will include psychoanalytic, feminist, Marxist, archetypal, and new criticism.
Objectives:
 To analyze how critical theory represents and constructs how readers interpret the same text in
multiple ways
 To examine how language conveys intended and unintended meaning for readers
 To resolve ambiguity and detect nuance in order to infer meaning across multiple lines of text
 To challenge critical texts (read “against the text”)
 To use reading strategies such as questioning the text, activating prior knowledge, paraphrasing,
questioning the characters, using appropriate background information in order to apply a critical
lens to a complex text.
 To apply knowledge of a critical theory to infer multiple possible readings of a single text
 To make claims that are clearly stated and appropriately supported by evidence.
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To analyze how organizational patterns organize and relate multiple levels of ideas in informational
texts
To apply and evaluate ideas within and across a variety of informational texts
To apply ideas to a new setting in an oral presentation
To work effectively within a group setting, managing both the goals of the group and the individual
responsibility
To apply and evaluate alternative perspectives (i.e., critical theories) of a single text
To evaluate the validity and usefulness of informational resources
To formulate a claim based on research, and to continue to evaluate that claim through additional
exploration
Introduction to Critical Lenses
Over the first week you will be introduced to the feminist, psychoanalytic, Marxist, archetypal, and new
criticism lenses. You will read and analyze information on these lenses in Literature: Reading Fiction,
Poetry, and Drama, 6th edition (Diyanni).
You will apply critical theory in two different ways:
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First, you will work with a small group and present a short story through a critical lens. In
preparation for this presentation, you will engage in research of a critical lens, focusing their efforts
on academic resources.
The second major assessment will ask you to focus on a part of Hamlet and write a process paper,
explaining how your selected criticism might work in a passage or section of the play. This type of
analysis, which asks you to apply a theory to a text, is the type of analysis you will most often
complete in college.
Texts
Literature: Reading Fiction, Poetry, and Drama 6th edition by Robert DiYanni
The Giving Tree Shel Silverstein
Group Project
You will work in small groups and present a reading of a portion of Hamlet through a single critical
perspective. For this presentation you will need to research a single critical perspective in depth. You will
focus on how different questions that your critical school raises can lead to interpretations that reveal
qualities of the text that may have otherwise gone unnoticed. You will first research a critical school using
the library and online resources for your information. You will then connect your research about critical
theories when explaining how your critical perspective would view a scene from Hamlet. The purpose of
this presentation is twofold. First, it will require you to engage in research that will deepen your
understanding of a single critical perspective which will then enable you to read a portion of Hamlet
through your single critical lens. Second, after viewing all of the presentations you will have a much better
understanding of all five critical theories. Ultimately, this will prepare you for the second major assessment
in the unit which is an essay in which you will analyze a portion of Hamlet through a single critical
perspective.
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Process Paper
You will have had the opportunity to practice applying a critical lens to a portion of Hamlet, and to view a
number of presentations that introduced you to a range of critical schools. You will now explore a
particular scene, set of scenes, character or set of characters in Hamlet using one of the critical perspectives
you have explored. This essay should include a critical reading of a particular scene, set of scenes,
character or set of characters in Hamlet through a particular critical lens. The essay should analyze
how the text is viewed through a particular critical perspective. In other words, what elements, themes,
or characters are prioritized? Which ones are devalued or ignored? What critical questions are asked? What
aspect of the culture from which this text arose is highlighted?
You must use direct citations from scholarly readings on your critical perspective in support of your
analysis. This does not mean that your outside sources need to directly mention Hamlet; it does mean that
you will need to support your analysis with direct references to an outside expert.
Remember to cite all references using proper MLA format and to include a works cited page. If you
chose to use a critical perspective other than the one you presented, you will need to do additional research
in support of your analysis. If you select the same critical school, you are welcome to use the same
resources you referenced for your presentation.
This essay will have a number of complex elements. It will need to have adequate text references from the
play as well as references to at least one outside expert source. It will also need to focus on an aspect of the
text that lends itself well to the critical perspective that you select. For example, concentrating on certain
characters and interactions in a feminist reading of Act 3, Scene 1 would be beneficial due to the
complicated exchange between Hamlet and Ophelia. Conversely, trying to apply a feminist reading to an
exchange between Polonius and Hamlet might not yield adequate results. Your essay will need to be 4-5
pages in length, MLA format.
Essay Requirements
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4-5 pages, typed and carefully edited
MLA format, including a Works Cited page
Adequate number of embedded text references from the play
Must have at least two embedded text references and/or paraphrased reference from at least one
outside critical theory source(s) (other than the play)
Must analyze the text using a single critical lens
Some possible questions to consider as you write your essay:
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Does your critical reading offer newly raised questions?
Does your critical reading explore major themes?
Does your critical reading illuminate the text in a new way?
Does your critical reading reveal the author’s biases?
Does your critical reading allow for a better understanding of the play’s language and rhetoric?
Does your critical reading allow for a better understanding of the playwright’s era?
Does your critical reading effectively synthesize the critical perspective and the text?
Additional Texts for Classroom Activities/Discussion
“Seven Deadly Sins” by Yusef Komunyakaa
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Excerpt from The Faerie Queen by Edmund Spenser (Book 1, Canto 4, Stanzas 17-36)
Part VI – Snow Falling on Cedars - Setting
Texts: Snow Falling on Cedars by David Guterson
During this unit, we will focus on developing close reading skills to aid you in your analysis of setting,
characterization, and shifting viewpoints.
Learning Objectives
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Analyze the social, cultural and historical significance of the various settings to deepen
comprehension of Snow Falling on Cedars
Analyze how setting reinforces the developments in characters, plot, and themes
Analyze how settings function as a metaphor in Snow Falling on Cedars
Analyze how plot developments produce psychological dilemmas for the main characters
Analyze how connections among motifs, setting, and character traits suggest multiple themes
In-Class Essay
You will write a timed essay which will examine your understanding of the above learning objectives.
Setting Analyses
A focus on setting guides our close reading (or rereading) of sections of Snow Falling on Cedars. You
will select descriptive passages (approximately one page long each) from each setting and explore
Guterson’s use of setting details (imagery, symbolism) and characterization to create a tone and build
meaning.
Part VII – The Road – Putting “IT” All Together – Links to Human Experience
We will complete “the circle” with a return to Cormac McCarthy’s Pulitzer Prize winning novel The Road.
Everything we have studied thus far will be linked to this novel as we try to answer the question, “So
What?” That is, how can a great novel be linked to human truth? A journal will be used for this novel and
an in-class essay that will serve as a transition to the Advanced Placement Exam.
Part VIII – AP Exam Review
During this period, you will focus on several elements of exam preparation: the analysis of poetry and
prose, multiple choice stems and distracters, essay prompt analysis, and text review to prepare for question
3 on the exam.
Texts
“Not My Best Side” (U.A. Fanthorpe)
“If We Must Die” (Claude McKay)
“Holy Sonnet #9” (John Donne)
“Sonnet #5” (Seamus Heaney)
“Easter Wings” (George Herbert)
“Do Not Go Gentle into That Good Night” (Dylan Thomas)
“The House on the Hill” (Edwin Arlington Robinson)
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“Sestina” (Elizabeth Bishop)
“Dusting” (Julia Alvarez)
“Flash Cards” (Rita Dove)
“Those Winter Sundays” (Robert Hayden)
“miss rosie” (Lucille Clifton)
Close Reading Activities
You will review poetry, focusing especially on how structure and imagery each contribute to a poem’s
meaning. You will also read and annotate passages of both poetry and prose, with which you will practice
analyzing related essay prompts and answering AP multiple choice questions.
Question 3 Review and Preparation
You will review the major texts you have read over the past two years in order to prepare for question 3.
Your review will focus on the specific details you may have forgotten (I assume you remember character
names and the basic plot). You will also practice analyzing question 3 prompts. In groups and as
individuals, you will select appropriate texts to use for the various prompts and practice writing rich thesis
statements to guide essays. You will also outline essays for some of these prompts, identifying the specific
details you would use to support your thesis.
In-Class Essays
At the beginning of this unit, you will read several sample AP exam essays and score them using the AP
rubric. This will improve your understanding of the qualities of strong essays. With this in mind, you will
review all of your timed essays from this course, focusing especially on the results from the practice exam
essays scored by the AP reader, and complete a guided self-reflection on areas of strength and areas in need
of improvement.
Part IX – Big Questions Essay
Big questions – that is in part what great literature explores. To what extent certain works provide
answers to big questions is a point that you are going to explore in this essay. At a university, you will
be most often asked to respond to large principles or to impose a critical perspective synthesizing
multiple texts; for this essay, you will be doing just that.
Below is a list of questions from which you are to select one. In order for this to be as interesting to you
as possible, try and work with a question that is in some way compelling to you. Once you have
selected the question, select two texts you have studied this year. One of the texts needs to be a major
work we have studied in class: Montana 1948, Hamlet, Snow Falling on Cedars, The Road, or The
Great Gatsby. The second text needs to be one of the works of literary merit you have chosen to read
this year from 1st or 2nd semester. Use your selected texts as a basis to explore the extent to which they
offer a response to one of the questions below. In other words, compare and contrast the extent to
which your two selected texts offer answers to one of these questions:
1. To what extent are humans free?
2. Are there moral laws of humanity that are not tied to a time or a place?
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3. What is the reason for living?
4. Is justice situational or eternal (for all time)?
5. To what extent does the past influence the present?
6. How do humans determine what is ethical and what is unethical?
7. In what ways is individual experience linked to the experience of others?
8. How do humans determine what makes them fulfilled?
Essay Requirements
 2000-2300 words
 12 font Times New Roman or equivalent
 Double-spaced or 1.5-spaced
 MLA format with works cited
 Due: 6/12/15 (for seniors I will still take these on this day even though you will have already
gone through graduation ceremonies)
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