H. Brinkerhoff
A.P. Lit. & Comp.
2013 – 2014
A.P. English Literature and Composition
Syllabus
Course Description
This course is the equivalent of a college level writing and literature course, preparing students
for the arduous writing and reading demands of higher education. The course is offered to seniors who
have demonstrated readiness for the challenge in both their composition and comprehension skills.
Success in the course will necessitate a serious time commitment to reading, writing, revising, and
discussion.
Literature
A.P. English replaces the Senior English course which surveys the British contribution to the
literature of the English language; therefore, A.P. English will draw heavily on – but not be limited by –
this British heritage. Also, consideration is given to authors and works studied in courses prior to the
senior year in order to provide a representative collection of works, both fiction and non-fiction, in the
English language tradition.
Writing
The writing instruction goals are two-fold: to prepare students for college writing and to
facilitate the comprehension of complex texts through writing. This focus on writing will be an integral
part of the entire learning process. From editing common grammatical errors, to thesis development, to
identifying sophisticated rhetorical techniques that take writing to a higher level, the writing process of
both published author and student will be examined.
Writing Endeavors
Writing in Response to Reading:
1. The Response Paper
This short paper (generally two type-written pages) must demonstrate the student’s ability
to make connections with contemporary issues through application of the reading
assignment. These papers are not summaries. They are how the student views the material
in light of his/her own experiences or in historical context. The student’s reaction to what is
read is reflected in these writings.
2. Notebook
This is a daily collection of notes from class discussion, ideas, questions about readings that
discussion generated, and any research notes associated with sourced papers.
3. Free writing responses
These short writings are in class, non-structured, personal responses to a text-based
question; primarily a vehicle of discovery used for class discussion.
4. Focused reading responses
In class writing in response to a specific idea that requires focused analysis to achieve a
developed response – specificity is a necessity.
A.P. Mock Exam-type Essays
Based on the content of works under study, these timed (40 min.) writings simulate the A.P.
exam essay experience as well as college essay exams. Students will actually practice this writing skill
repeatedly with instructor feedback concerning areas most needing improvement.
Research Supported Analytical Essays
These essays require critical support for the student’s own interpretations and are analytical
arguments in style. Knowledge and implementation of research techniques is necessary as well as indepth understanding of the work under scrutiny. Comprehensive instruction concerning research
techniques will involve a review of the components of research writing and draft revision.
Creative Writing and Expression
Students will convert the text of a novel into a script for presentation to demonstrate
knowledge, understanding, and insight of content.
Usage and Style
Editing skills will be the focus, especially on the formal papers. Grammatical nuances, rhetorical
styles, vocabulary enhancement will be encouraged in reviewing rough drafts. Writing workshops
before and after school will be offered to provide the vehicles for this focused study and application.
Also, deconstruction of A.P. Multiple Choice Mock Exams will be offered through the year in a workshop
setting.
RESOURCES
AP Central. Apcentral.collegeboard.com
AP Literature and Composition: Preparing for the Advanced Placement Examination. Mary Bevilacqua,
Elfie Israel, Rosemary Timoney. Amsco Publications.
The Bedford Introduction to Literature. Michael Meyer. St. Martin’s/Bedford Press.
The Bedford Glossary of Critical and Literary Terms. Ross Murfin and Supryia M. Ray. St. Martin’s/
Bedford Press.
The Elements of Style. William Strunk and E.B. White. Macmillan.
Glossary of Literary Terms. M.H. Abrams. Thomson Publishers.
A Handbook for Critical Approaches to Literature. William Guerin, Earle Labor, Lee Morgan. Oxford
University Press.
How to Read a Poem: And Fall in Love with Poetry. Edward Hirsch. Harcourt Brace.
NTC’s Dictionary of Literary Terms. Kathleen Morner and Ralph Rausch. National Textbook Company.
Literature: An Introduction to Fiction, Poetry, and Drama. Ed. Kennedy and Gioia. Longman.
Making Sense: Teaching Critical Reading Across the Curriculum. Anne Chapman. The College Board.
The Norton Reader. Norton.
Norton Introduction to Literature. Jerome Beaty and J. Paul Hunter. Norton.
Perrine’s Literature: Structure, Sound, and Sense. Thomas. Harcourt Brace.
A Pocket Style Manual. Diana Hacker. St. Martin’s Press.
Poetry: An Introduction. Michael Meyer. Bedford/St. Martin’s.
Riverside Anthology of Literature. Douglas Hunt. [mcdougallittell.com]
The Riverside Shakespeare. Houghton/Mifflin.
A Writer’s Reference. Diana Hacker. St. Martin’s Press.
TEXTBOOKS
Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition. X.J. Kennedy and Dana Giola, eds.
Pearson Longman, 2005.
Titles found in the textbook:
Othello
Hamlet
Chopin, “The Story of an Hour”
Class sets will provide copies of the following:
Beowulf
Grendel
Tenth Man
Macbeth
Siddhartha
Chaucer, “The Wife of Bath’s Tale”
Wolf, “Shakespeare’s Sister”
No Exit
1984
Brave New World
Heart of Darkness
Lord of the Flies
Midsummer’s Night Dream
Waiting for Godot
Poetry selections will come almost exclusively from the textbook; some of the poets students will study
include:
Marlowe
Shakespeare
Milton
Wordsworth
Keats
Dickinson
Hardy
Auden
Donne
Coleridge
Tennyson
Arnold
Yeats
Blake
Shelley
Browning
Houseman
Eliot
Hughes
Sexton
Short stories named in this syllabus appear in the textbook.
GRADING SCALE:
92 – 100 A
83 – 91 B
74 – 82 C
65 – 81 D
CUMULATIVE POINT VALUES:
Reading Notes 5 – 25 pts/page
In class writings 25 – 50 pts
Essays 50 pts – 100 pts
Research Essays 150 – 200 pts
Creative writing/projects 50 – 100 pts
Multiple Choice quizzes 50 pts
UNITS OF STUDY
I.
Summer reading assignment: The Tenth Man
3 weeks
Discussion will stem from assigned reading. Questions concerning motif, themes, and literary elements
that convey meaning will be addressed.
Writing:
In class discussion will analytically probe structure, diction, and characterization comprising
Greene’s narrative voice.
Response paper that provides reference to the text and shows relevance to student’s own
Experience or historical context. These are analytical essays that primarily focus on how the
work connects with historical, social and/or cultural values.
Writing Workshop: editing for a thesis-driven essay, grammar errors, thesis-derived structure
Annotation of text: included in notes or added to personal texts
II. Heroes and Anti-Heroes
5 weeks
Beowulf
“The Collective Unconscious and Archetypes” Jung
“Mythological Criticism” Bloom
“Mythic Archetypes” Frye
Joseph Campbell’s The Hero with a Thousand Faces concerning the theory of the journey of the hero will
be used to reflect on heroes in pop culture, religion, myth and epics – fact and fiction. Students will
read and examine the three listed authors and be able to apply them to Beowulf.
Writing
A response paper will be written discussing how the overarching theme resonates with today’s
world, or the student may choose to focus on two or three poignant issues and insightfully
communicate how they relate the text to historical, social and/or cultural values.
A.P. Lit Mock Exams: MC & Essay [released 2006]: workshops for MC with deconstruction of text and
essay question development.
Grendel
Textual annotations and discussion notes are especially important for this novel. How does this text
redefine the hero? Identify the motifs Gardner uses to create a theme.
Writing:
In class reading responses, notes, and annotations will be used for in class discussion.
Response paper analyzing an overarching theme using textual support. The theme should
comment on historical, social and/or cultural values.
Annotation of text
Waiting for Godot
Selected poetry from the above list to complement this play
After Grendel, the student will be encouraged to note how he/she feels about the role of choice and
chance in one’s future and overall life. Also, how many examples from film, books, current events
revolve around a trial or test of some sort. This play deserves an in class representation.
Writing: In class free response
Response paper discussing an overarching theme that reveals historical, social and/or cultural
values
Annotation of text
A.P. Mock MC & Essay Exam
III. Tragic Heroes
4 weeks
Aristotle’s Poetics: excerpt from course text, “Defining Tragedy”. Examine definitions of tragedy, tragic
heroes, fallen angels, fatal flaws; draw contemporary parallels, real and fictional.
Othello
FALL BREAK
Assignment: read Macbeth and determine his tragic flaw. Paraphrase key soliloquies. How would you
stage key scenes: dagger scene, banquet scene, or any of the witches’ scenes? Determinism: forces at
work on all matter. Where do choice and chance coexist, or do they? This study of human nature
applies not only to Macbeth but also to those who experience the play. Character development in this
work is excellent preparation for free response writing on A.P. exam.
Writing:
Write a 3 – 5 page argumentative essay using textual support that analyzes the role of ambition
in the fall of Macbeth. Consider how Macbeth’s fall reflects current social or cultural values.
Writing Workshop: revision writing
Writing Workshop: peer review of draft
Macbeth essay due prior to starting Hamlet by the third week of this unit.
A.P. Mock Exam: MC & Essay
Hamlet
What is his problem? Is his dilemma one of an existential nature? Is his conflict our conflict?
Are Hamlet’s questions our questions: “who am I?” “why am I here?” “what should I do?” Since
Hamlet is reputed to be such a crucial work of Shakespeare, students will do some research to
delve into critical interpretations of the play. The writing assignment will become a critical
essay, 3 – 5 pages, incorporating interpretation and analysis supported by research. The
primary interpretation is the student’s. Class discussion will focus on critical perspectives as the
play is read aloud and discussed. As we discuss, students are encouraged to draw their own
conclusions. The writing of the essay will not be complete until the end of the semester.
Writing:
Paraphrasing exercises to enhance understanding of speeches
Quoting, paraphrasing, and summarizing source content in notebook
Writing Workshop: reviewing research writing techniques
Writing Workshop: organizing and drafting the research essay
Selected poems by Shakespeare will be included in this unit. These selections are in the Lit. text.
Siddhartha
Tao Te Ching
We will begin Hesse’s novel with a survey of basic precepts of Buddhism and Taoism, as well as
Hinduism, all of which Hesse synthesizes in the novel. Siddhartha’s story will provide an
uncanny resemblance to Hamlet’s dilemma – the questions concerning one’s existence.
Writing:
Three groups convert novel content into three scripted scenes that are presented.
VI. Forces of Evil
4 weeks
1984
Brave New World
The Heart of Darkness
Lord of the Flies
Selected poems from the above list to complement each of these works
Students will explore definitions of evil, those of literary critics and their own. How do we have these
values, and how are they abused or validated in our culture? Why do the above novels synchronize so
well?
Writing:
Free and focused in class writings for discussion purposes
Response papers on two of the above novels which reflect social, historical and/or cultural
values
Workshop for A.P. MC exam deconstruction
A.P. Mock Exam
VII. Poetry then and now
Students will end the semester with poetry appreciation through their own creations that mirror those
they have studied in past units. Music and other forms of art will be submitted by students to
supplement and enhance the poetry of their own composition. The objective is to span the course of
time that each unit has represented in poetry and represent in their own poetic expression.
Writing:
Poetry selections and presentation with art accompaniment
2nd Semester
Writing: Revisions to Hamlet essay
IV. What Do Women Want?
5 weeks
Chaucer’s “The Wife of Bath’s Tale”
Chopin’s “The Story of an Hour”
Wolf’s “Shakespeare’s Sister”
Students will be presented with Chaucer’s idea (who also borrowed the idea) if men and women want
different things, why is this a gender question, or is it? This question will be asked for each of the
female characters in the above listed readings and we will attempt to derive an answer. Could the
answers be applied to the male gender? Do males even need to ask such a question?
Writing:
Critical/comparative essay on the above readings
A.P. Mock Exams: MC & Essay
V. What Holds Us Back?
3+ weeks
No Exit
Metamorphosis
Existential questions to the question, “what holds you back?” “From what are you held back?”
Writing:
Response papers based on the central issues of these works incorporating the above
questions. Focus your analysis on how these works reflect social, historical and /or cultural
values.