Course Syllabus
AP English 12 (Literature and Composition)
2013 - 2014
Instructor:
Phyllis L. Carr
Classroom – E104
Phone:
480.883.5167
E-mail
carr.phyllis@cusd80.com
3700 South Arizona Avenue
Chandler, Arizona 85248
Office Hours:
6:00 – 6:30 a.m.
2:30 - 4:00 p.m.
and by appointment
TEXTS:
The Norton Introduction to Literature; 9th Edition
Literature: British Literature; McDougal Littell, 2008
Daybook of Critical Reading and Writing; 12th Grade; Great Sources
Voice Lessons; Nancy Dean
How to Read Literature Like a Professor, Thomas C. Foster
Teacher- / Student-Selected Books, Essays, Short Stories, Poems
DESCRIPTION:
This AP English Literature and Composition class engages students in the careful reading and critical analysis of
imaginative literature. Through the close reading of selected texts, students deepen their understanding of the
ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider
a work’s structure, style, and themes, the author’s purpose, and what literary devices the author used to achieve
that purpose (figurative language, imagery, symbolism, tone, etc.).
GOALS – Students will
 Use close reading strategies to experience, interpret, and evaluate literature from several genres and
periods – from the 16th to the 21st century, becoming aware of literary tradition and the complex ways in
which imaginative literature builds upon the ideas, works, and authors of earlier times.
 Increase ability to explain with clarity and sophistication what they understand about literary works and why
they interpret them as they do; complete writing assignments that focus on the critical analysis of literature
through expository, analytical, and argumentative essays; use creative writing to understand from the
inside how literature is written.
 Acquire academic vocabulary to enhance the understanding of and the ability to discuss diverse literature,
as well as develop a wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness
 Develop stylistic maturity as evidenced by use of sophisticated syntax; logical organization; balance of
generalization with specific illustrative detail; and effective use of rhetoric, including controlling tone,
maintaining a consistent voice, and achieving emphasis through parallelism and antithesis.
 Use past exams to develop skills in analysis of short passages and poems, as well as skills in writing to
address a prompt with “Open” analytical questions.
REQUIREMENTS:
Students must demonstrate self-motivation to actively engage in their own learning and complete all assignments,
possess strong reading and writing skills, and participate in class discussion and activities.
EVALUATION:
Class Participation (50 pts. per quarter) 10%
Practice / Homework
15%
Summative assessment
35%
Writing (timed and MLA)
40%
FINALS
Quarter One – 40%
Quarter Two – 40%
Final Exam (no final exemption) – 20%
Course Syllabus
Quarter
Thematic Questions and Literary Period
Following are questions to consider as we read the various texts.
Quarter One
Classical / Anglo-Saxon / Medieval
Academic
Vocabulary:
Assigned
vocabulary;
DIDLS; Critical
reading;
literary
analysis;
Research
Classical: How can a protagonist be both noble and tragic? How do fate
and free will operate in our lives? Is perception the same as reality
and/or truth? How do we negotiate personal belief, morality, justice, and
judgment?
Anglo-Saxon: What is the history and development of the English
Language? What are the differences and similarities between the
Christian and pagan heroic codes? How do cultures interpret biblical /
mythological themes? How do notions of fate and free will impact the
community’s views of honor, defense, and revenge?
Medieval: What elements of humanity can we gently laugh at through all
ages? Why is it important for us to be able to laugh at ourselves? What
purposes do fables, folktales, legends, etc. serve in humanity? What do
they say bout mankind’s needs? How are biblical / mythological allusions
used to portray character?
Quarter Two
Academic
vocabulary;
Assigned
vocabulary;
Literary
criticism.
Major Assignments
Reading: Summer
Reads; Oedipus;
Beowulf; Canterbury
Tales
Writing:
Summer Read
analysis;
Literacy
Autobiography;
College Application;
Research Paper;
Assorted prose
passages, poems,
essays
Elizabethan Renaissance; Age of Reason
Elizabethan Renaissance: What issues arise when the body politic is
diseased, evil? How can a man with Renaissance intelligence and
sensitivity survive in a Medieval Society? How does language shape our
perceptions of the world? How does one cope with disloyalty?
Dishonesty?
Age of Reason: In what ways does man use religion for comfort, for
guidance, for motivation? To what degree does the metaphysical conceit
add intellectual intensity to poetry? What values do these authors
represent from the historical time period? What is rationality and to what
degree can humanity live a life that is rational? How desirable is that life?
How does satire reflect society’s foibles? What contemporary issues are
open to satire? To what degree does satire affect society? To what
degree can poetry be considered a rational art? How do the traditional
conventions of poetry affect the works of this time period?
Reading: Hamlet, -0King Lear, Macbeth,
and Tartuff; Assorted
prose passages,
poems, essays and
literary criticism;
Writing: Narrative
Essay; Literary
Analysis;
Comparative essay;
Course Syllabus (cont.)
Quarter Three
Romantic, Victorian, Late Victorian
Academic
vocabulary;
Assigned
vocabulary;
Media analysis
Romantic: To what degree are the philosophical principals found in the
1800 preface to Lyrical Ballads evidenced in Romantic poetry? In
contemporary poetry? How can the individual find a balance between
nature and industrialized society? In what way can Romantic Philosophy
influence all arenas of society? How do Gothic elements reflect cultural
and political issues of society?
Victorian: What is the relationship between religion and science? What
effect did Darwin’s Origin of the Species have on literature (and society in
general)? What social conditions did authors of the time period see the
need to improve? Which of these conditions are still relevant issues
today? What factors should dictate or affect gender roles in society?
What changes from the Victorian Times to today’s modern society affect
women’s roles?
Late Victorian: How does one discover his or her own identity? In what
way is comedy the vehicle for “thoughtful laughter”? To what degree
does nationality affect identify? Religion? Gender? What other factors
affect one’s identity? What rites of passage, in general, help youth
become adults? What re they necessary? To what extent do these works
represent social upheaval and cultural change?
Quarter Four
Existentialism, Modernism, Post-Modernism
Reading:
Assorted prose
passages, poems,
essays and literary
criticism;
Writing:
9 to a 9; Movie
Analysis; Magazine
Analysis;
Existentialism / Modernism: What is the relationship between
Reading:
government and the individual? What relationship does language have to Candide; The
Stranger; Brave New
our perceptions, including the use of propaganda? What commonalities
World; Their Eyes
are found between existentialism and anarchy? What differences? How
Were Watching God;
do anti-utopian themes inform contemporary political issues? How does
Things Fall Apart;
modern literature reflect alienation, despair, loneliness, and cynicism?
What are the elements of society that keep man “civilized”? Under what
Assorted prose
conditions does modern man lose his civility? What effect does
passages, poems,
environment have on shaping an individual? How do the time period and
essays and literary
setting affect conflict and theme?
criticism;
Post-Modernism: We will now reconsider the questions we began the
year discussing: How can a protagonist be both noble and tragic? Has
the role of the protagonist changed? How do fate and free will operate in
our lives? What are post-modern perceptions of fate and free will? Is
perception the same as reality and/or truth? What is the post-modern
view of reality and truth? How do we negotiate personal belief, morality,
justice, and judgment? How do these negotiations compare with the
classical period? What issues of the 20th century dominate global
literature?
This syllabus is subject to changes; follow the web page for daily assignments. As each day’s instruction builds on
previous instruction, it is imperative that you fully engage in class activities and avoid any unnecessary absences.
Late work will not be accepted. If you must miss school, be sure the assignment is submitted via email or brought
to school prior to your class period. You are responsible for ensuring delivery of the assignment.
Academic
Vocabulary;
Assigned
vocabulary;
Novel project
and
presentation
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