AP English Literature and Composition
SYLLABUS
Mrs. Jamie R. Vega
AP English IV Department Instructor
Jtorre07@sisd.net
915-937-2583
Welcome to the last English class of your high school career. Although our days are numbered, the skills
you acquire will be utilized long after you have left. Before continuing, let me commend you for your
bravery in taking AP English Literature and Composition. You are the proud, the few, and at times, you
will think the insane. Do not heed to the pressure to pursue an easier route. Your efforts will be
recognized and rewarded, now and in your future.
Course Description:
This Advanced Placement English Literature course follows the curricular requirements described in the
most current AP English Course Description and is designed to provide students with the opportunity to earn
college credit while still in high school. Throughout the course, students will develop a critical awareness
about literature; recognize connections among works of literature that span time, nationality, and genre;
increase their awareness of literature and effective writing as major sources of civilization’s significant ideas;
respond thoughtfully to literature; vary the tone and form of their writing; evaluate their own writing as well
as the writing of their peers; and grow intellectually and develop the skills necessary for critical reading,
writing, and thinking. As an AP Literature instructor, my main goals for this course are to foster love of
learning, reading, writing, and philosophical exploration and to help prepare students for the Advanced
Placement English Literature Exam.
The AP Exam
The AP English Literature and Composition Exam is a three-hour exam that gives students the opportunity to
demonstrate their mastery of the skills and abilities previously described. The exam is divided into two
major sections. First, the exam consists of approximately 55 multiple-choice questions that test students’
critical reading of five selected passages. A total of 60 minutes are allotted for the multiple choice
questions. Multiple choice scores are based on the number of questions answered correctly. Points are not
deducted for incorrect answers; therefore, students are encouraged to answer all multiple choice questions.
The second section of the exam consists of three essay questions with an average time of 40 minutes for
each. These essays are in response to two different types of questions: (1) both the first and second essay
will consist of an analysis of a poem and passage in which students are required to discuss how particular
literary elements or features contribute to meaning; and (2) an “open” question in which students are asked
to select a literary work and discuss its relevant features in relation to the question provided. All essays are
graded on a rubric that ranges from a score of a zero to a nine. Performance on the multiple-choice section
of the test counts for 45 percent, while performance on the free-response section of the exam counts for 55
percent of the total score.
Students should aim to receive a final score of a 3-5. Students should consult the university they are
intending to attend in order to know what score is needed to receive college credit. Use the following
web address to locate the information for your hopeful university:
http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp.
Reading Assignments
Reading in an AP course is both wide and deep. This reading builds upon and complements the reading
done in previous English courses so that by the time students complete their AP course, they will have read
works from several genres and periods – from the 5th century to the 21st century. More importantly,
students will become especially familiar with a few key, representative literary pieces. In the course,
students will read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to
considering a work’s literary artistry, students will reflect on the social and historical values it reflects and
embodies. Careful attention to both textual detail and historical context provides a foundation for
interpretation, whatever critical perspectives are brought to bear on the literary works studies. In short,
students in an AP English Literature and Composition course will need to be active readers. Therefore, the
most important requirement for this course is that students read every assignment – read it with care, on
time, and sometimes more than once. This will require students to plan time in their schedule for large
loads of readings.
Students will also need to be prepared to hold discussions about their reading and analysis. At first, a whole
class discussion will be facilitated by me, but eventually, students will hold discussion via Socratic seminars
in which students lead and maintain the discussion. In the seminar, students will be required to ask
questions about the text and share their analytical interpretations. Analysis may be derived from noting
parallels between the literature and its historical or social contexts, drawing connections to previous pieces
read, taking note of poetic devices, figurative devices and noting major themes. This is an integral part of
students’ grades; therefore, all students are expected to participate.
Writing Assignments
Writing is an integral part of the AP English Literature and Composition course and exam. Since reading and
writing stimulate and support one another, they are taught together in order to underscore both their
common and their distinctive elements.
There will be frequent opportunities for students to write timed, in class responses. Students will be
expected to write an organized and well developed essay in a 40 minute period. These essay prompts will
be taken from released AP exams; this will assist students in their test-taking skills for the AP Literature and
Composition exam. In addition to this, formal, typed writing assignments will focus on (1) critical analysis of
our primary literature and (2) well constructed creative writing pieces. Such experiences will sharpen
students’ understanding of what writers have accomplished and deepen their appreciation of literary
artistry. The goal of both types of writing assignments is to increase students’ ability to demonstrate clearly,
cogently, and even elegantly, what they understand about literary works and why they interpret them as
they do. To that end, writing instruction includes attention to developing and organizing ideas in clear,
coherent and persuasive language.
Students may at times be required to collaborate with their peers on creative writing assignments. This will
require all members to equally participate and possibly make arrangements outside of class.
Writing Instructions/ MLA Format
All assignments must follow MLA guidelines using an MS-Word processing program.
2.
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6.
1. Please refer to the following sources and internet sites for MLA format for your essays: Review – A
Writer’s Reference, Diana Hacker:
http://www.dianahacker.com/pdfs/hacker-Daly-MLA.pdf
http://owl.english.purdue.edu/owl/resource/747/13/
All papers must be typed (12 pt., Times New Roman or similar font, double spaced)
1” right/left and top bottom margins
Heading goes on first line of document - not in header & footer. Do not double space your heading.
Your Name
Mrs. Vega
AP English IV - Period____
Date (26 August 2015)
Title of Assignment (Centered)
Each page must include a header on the upper right hand corner The header will include your last
name and the page number.
Plagiarism/Cheating
A.
Plagiarism:
Plagiarism is the use of another person’s work or original idea without giving credit to that person.
Plagiarism also includes unauthorized collaboration with another person in preparing an assignment.
Examples of plagiarism include, but are not limited to:
1) copying word for word out of a book, magazine, or the internet and not giving credit to the
original source
2) turning in another person’s work with your name on it
3) paraphrasing too closely or changing only a few words in a sentence or paragraph
B.
Cheating:
Cheating is copying another student’s work and includes: homework, class-work, or test answers.
This applies whether copying is done with or without the other person’s knowledge. Cheating also
includes the use of “cheat sheets” or writing information and/or answers on clothing, arms, or hands
(text messaging an answer with a cell phone or other electronic device).
C.
Penalties for plagiarism and cheating:
These penalties apply to all assignments, including research papers. A student who plagiarizes
and/or cheats will receive an automatic zero on the assignment. District grading policy will be
upheld. A referral may also be sent to the assistant-principals’ office for documentation of the
violation.
Rules/Discipline
I have high expectations in my classroom in order to prepare students for their next educational objective. I
will do my very best to assist students in achieving these expectations. However, in order to provide
students with the excellent learning environment they deserve, I am implementing the following discipline
plan. My philosophy is that all students can succeed if they apply effort and commitment to the class.
Therefore, I WILL NOT tolerate any student disturbing, distracting or stopping me from teaching or
preventing any student from learning.
Classroom Rules
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Treat everyone, the classroom and school property with respect and courtesy.
Be prompt to class and in your seat when tardy bell rings
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Be prepared for class everyday – bring books, homework, supplies
Technology may be used at teacher discretion for academic purposes, but may not be used for social
purposes!
Follow all other school rules as outlined in Student Handbook
Passes
 Every moment in class is precious. So, students are expected to make every effort to address their
needs on their own time. Students will only be able to leave the room if they have their student ID
with them. Also, students will be given the privilege of using the pass if they are working productively
and leaving class has not become a habit. Emergencies will be handled on an individual basis and a
student can lose their privileges if they are found abusing the pass, off task, or misbehaving. The
pass MUST be filled out completely before any student leaves the room.
Negative Behavior/Academic Performance
 The following consequences will be implemented:
1st offence- Verbal/Written warning
2nd offence – Student conference/ Parent contact
3rd offence – Office Referral w/ possible recommendation for Saturday school
Severe Consequence: Immediate office or security referral
School Supplies
The following supplies must be with you at all times. Please do not interrupt the class by asking for supplies.
I will not have supplies to give you.
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Agenda/calendar
USB
Pens/Pencils/ Highlighters
College Ruled Paper
Sticky Notes
3 Ring Binder - optional organization: 8 dividers labeled (1.) Dark Ages (2.) Medieval Period
(3.) Renaissance Period (4.) Enlightenment Period (5.) Romantic Period (6.) Victorian Period
(7.) Modern Period (8.) Research Paper (We will be keeping all of our work. Please do not ask
me if you can throw your work away. All of the work we do builds upon each other, so you
may need to make reference to work we have done in the past.)
Tissue/Hand Sanitizer/Disinfectant Wipes/ Hand Lotion (Choose one)
Grading Policy/ Makeup Work/Tutoring
Grading Scale
50% - Daily Work; 30% - Tests/Projects; 20% - Final Exams
Corresponding Grading Lingo
Alphabetical Grade Numerical Grade
A+
95-100
A90-94
B+
85-89
Essay/Creative Writing Grade
9
8
7
BC+
CD+
DF
80-84
75-79
70-74
65-69
60-64
0-59
6
5
4
3
2
1
1
Absences/ Make-up Work
Students with an excused absence have two days to complete the work. It will be the student’s
responsibility to attain the work missed. Students with unexcused absences will receive zeros for work
missed.
Students that would like to make up assignments that received a failing score may do so within five days of
receiving notification of their grade; however, the new grade will be averaged out with the original grade as
per district policy.
Tutoring
I will be available for tutoring every Monday & Wednesday from 8:00-8:40 am. There will be select Fridays
each month that I will be available as well. These dates will be announced in class.
Extra Credit Opportunities
There will be one extra credit opportunity available quarter. These will be explained the first week of each
quarter and will be due during the last week of each quarter.
Course Units:
At the beginning of each unit, we will note the essential questions and discuss them. At the end of each unit,
we will apply the essential questions of the works that we have studied.
Summer Assignment (May 30 – July 27):
Students will write a critical review over one title from the AP Reading List provided in which they analyze
how the social/historical context and writing style of the author influences the work as a whole. (Students
may not choose a piece that they have already read in previous English I – English III courses.)
Suggested Novels:
 Great Expectations - Charles Dickens
 Crime and Punishment – Fyodor Dostoevski
 Heart of Darkness – Joseph Conrad
 King Lear – William Shakespeare
Quarter 1 – (July 28-September 25)
Unit One (Approximately July 28-August 21)
Essential Questions:
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What is a hero?
In what sense is society in need of a savior?
How does one live through legacy?
Does fate control our lives?
How do humans distinguish between good and evil?
How does narrative point of view affect the presentation of good and evil?
How can isolation be all consuming?
Primary Text:
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Beowulf
Secondary Text(s):
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Poetry from The Exeter Book: “The Seafarer”; “The Wanderer”; “The Wife’s Lament”
Genesis 4:1-16
John Gardner’s Grendel (excerpts)
Creative Writing Prompt:
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In line with the characteristics of an epic hero, students will create their own epic hero that faces
challenges and eventually must prove himself. (500-1000 words) Then, in a separate piece, they will
write create a twist in narrative perspective, and write a short excerpt from the antagonist’s point of
view. (300-400 words). In both creative pieces, students will need to implement literary devices.
Critical Writing Prompt:
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Students will write a well-developed essay in which they analyze how poetic devices help to convey
the universal themes within Beowulf.
***Final assessment will be at the end of Unit One
Unit Two: (Approximately August 24-September 25)
Essential Questions
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What is the purpose of life?
What is “the soul” and what is necessary in order to be considered for an afterlife?
Is it possible for people to live up to the high ideals of God?
How does the corruptness of the church change the perception of God and morality?
Primary Text:
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The Canterbury Tales – Geoffrey Chaucer
Secondary Text(s):
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John Milton’s Paradise Lost (excerpts)
The Confessions of Saint Augustine (excerpts)
Creative Writing Prompt:
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Students will write a frame narrative in groups of no more than 4. They will write a prologue no less
than 20 lines and individual tales no less than 60 lines. They must also integrate poetic devices
similar to that of Geoffrey Chaucer.
Critical Writing Prompt:
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“The true test of comedy is that it shall awaken thoughtful laughter.” Choose a scene or character
from The Canterbury Tales that awakens “thoughtful laughter” in the reader. Write an essay in which
you show how the author presents this laughter, why this laughter is “thoughtful” and how it
contributes to the meaning of the work.
***Final assessment will be at the end of Unit Two
Intersession Assignment (September 28 - October 9):
Students will write a critical review over one of the following novels in which they analyze how the
social/historical context and writing style of the author influences the work as a whole.
 Dante Alighieri’s The Inferno
 Barbara Kingsolver’s The Poisonwood Bible
 Robert Brown’s The DaVinci Code
Quarter 2 – (October 12 - December 18)
Unit Three: (Approximately October 12-November 6)
Essential Questions:
 What is our individual importance on this earth?
 What can we each personally accomplish to make the world a better place?
 Does man need God to be happy?
 What ultimately leads to man’s ruination?
Primary Text:
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William Shakespeare’s Macbeth
Secondary Text(s):
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Various Petrarchan, Spenserian, Shakespearean Sonnets
Creative Writing Prompt:
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Students will write a Shakespearean, Petrarchan and Spencerian sonnet. They will include proper
structure and rhyme scheme. These sonnets should also incorporate poetic devices.
Critical Writing Prompt:
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One definition of madness is “mental delusion or the eccentric behavior arising from it.” But Emily
Dickinson wrote:
Much madness is divinest Sense –
To a discerning Eye –
Novelists and playwrights have often seen madness with a “discerning Eye.” Students will analyze
how a character’s apparent madness or irrational behavior plays an important role in Macbeth. Then
they will write a well organized essay in which they explain what this delusion or eccentric behavior
consists of and how it might be judged reasonable. They must explain the significance of the
“madness” to the work as a whole.
***Final assessment will be at the end of Unit Three
Unit Four: (Approximately November 10-December 18)
Essential Questions
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What is the ideal society?
How does government harm and/or help society? When do the negatives supersede the positive?
In what way does technology/new innovations harm and or help societies? When do the negatives
supersede the positive?
Must humans utilize their freedom of speech?
Will mankind ever be truly happy if humans are in control?
When does man ever become satisfied and stop wanting?
Primary Text:
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Voltaire’s Candide
Secondary Text(s):
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Jonathan Swift’s “A Modest Proposal”
Mary Wollstonecraft’s “A Vindication of the Rights of Women”
Creative Writing Prompt:
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Students will write a piece in which they incorporate satire as its primary literary technique.
Students will particularly be commenting on a social issue that they feel needs to particularly be
addressed. (500-1000 words)
Critical Writing Prompt:
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“The true test of comedy is that is shall awaken thoughtful laughter.” Students will analyze how one
of Voltaire’s scenes or characters awakens “thoughtful laughter” in the reader. They will write an
essay in which they show why this laughter is “thoughtful” and how it contributes to the meaning of
the work.
***Final assessment will be at the end of Unit Four
Intersession Assignment (December 19- January 4):
Students will write a critical review over one of the following novels in which they analyze how the
social/historical context and writing style of the author influences the work as a whole.
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Charlotte Bronte’s Jane Eyre
Emily Bronte’s Wuthering Heights
Daphne DuMaurier’s Rebecca
Quarter 3 – (January 5- March 5)
Unit Five: (Approximately January 5- February 5)
Essential Questions:
 Is it nature or nurture that determines the reactions of humans to the world?
 What laws of thinking are needed for survival?
 What determines if our thinking is valid?
 Is it necessary for humans to have companionship?
Primary Text:
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Mary Shelley’s Frankenstein
Secondary Text(s):
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Robert Browning’s “Porphyria’s Lover”
Creative Writing Prompt:
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Utilizing their understanding of the gothic genre, students will create a short story that employs
gothic elements. (500-1000 words)
Critical Writing Prompt:
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Many writers use specific settings to establish values within a work of literature. For example, the
country may be a place of virtue and peace or one of primitivism and ignorance. Students will
analyze how setting plays a significant role in Frankenstein. Then they will write an essay in which
they analyze how the setting functions in the work as a whole.
***Final assessment will be at the end of Unit Five
Unit Six: (Approximately February 8- March 4)
Essential Questions:
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What is a woman’s role in public life?
Does individual happiness supersede sacrificing for collective happiness?
How does one live life to the fullest?
Primary Text:
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Henrik Ibsen’s A Doll’s House
Secondary Text(s):
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Various articles from SISD Database collection
Creative Writing Prompt:
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Students will employ their knowledge of drama and create a one act play. They should focus on
creating well-developed characters with literary devices that that lead to one’s understanding of the
themes found within the work as a whole.
Critical Writing Prompt:
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A symbol is an object, action, or event that represents something or that creates a range of
associations beyond itself. In literary works, a symbol can express an idea, clarify meaning, or
enlarge literal meaning. Students will focus on one symbol within A Doll’s House and write an essay
analyzing how that symbol functions in the work and what it reveals about the characters or themes
of the work as a whole.
***Final assessment will be at the end of Unit Six
Intersession Assignment (March 7-22):
Students will write a critical review over one of the following novels in which they analyze how the
social/historical context and writing style of the author influences the work as a whole.
 George Orwell’s 1984
 Ayn Rand’s We The Living
 Margaret Atwood The Handmaid’s Tale
Quarter 4 – (March 23-May 22)
Unit Seven (Approximately March 23- April 17)
Essential Questions
 Why is there always war?
 Who is “big brother”?
 Are we all alone?
 Should we fear change?
 How much grief can one endure?
 How can words deceive?
Primary Text:
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George Orwell’s Animal Farm
Secondary Text(s):
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T.S. Eliot’s “The Hallow Men”
Creative Writing Prompt:
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Students will write a speech in which they incorporate propaganda to persuade their fellow
classmates regarding a topic of their choosing. Students should specifically focus on rhetorical
devices. (500-1000 words)
Critical Writing Prompt:
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In Kate Chopin’s The Awakening (1899), protagonist Edna Pontellier is said to posses “That outward
existence which conforms, the inward life that questions.” Students will identify a character within
Animal Farm who outwardly conforms while questioning inwardly. Then they will write an essay in
which they analyze how this tension between outward conformity and inward questioning
contributes to the meaning of the work.
***Final assessment will be at the end of Unit Seven
Unit Eight (Approximately April 20 – May 22)
Essential Questions
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Why is conducting research necessary and valuable?
Students will develop essential questions pertaining to their research topic.
Primary Text:
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Students will choose their primary text
Secondary Texts:
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Students will choose their secondary texts
Research Paper:
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Students will choose a controversial issue and complete an 8-10 page research paper proving their
position. Students should conduct research, develop an outline, annotated bibliography, rough draft,
and a final draft with a works cited page in MLA format.
***Final assessment will be at the end of Unit Eight
Final Thoughts:
This class is about learning, and as an AP instructor, I want students to have the experience of college-level
learning. The level of learning is not only about rigor and challenging oneself, but it is about responsibility
and acceptance of one’s self as a more mature student, reading and thinking about and writing more mature
texts. Ultimately, the difficulty of the texts is a stimulus for students to make their own decisions about
published authors, about themselves as a writer, about their colleagues as writers, about deep and ongoing
questions that relate to what it means to be a responding, acting human being both individually and as part
of a society.
Because of the demands associated with this course, sometimes you may feel as though you want to give up
and move into a less challenging course. Don’t! By progressing through this course, you are setting yourself
on a path in which you are better prepared and much more likely to graduate from a university. Always seek
help if you feel discouraged so that you can stay on a path to success. At the end, you will have grown as a
person and in your confidence to successfully accomplish challenging tasks in the future.
Acknowledgement:
I have read the descriptors for the AP English Literature and Composition course that I will be taking for the
2015-2016 school year. I acknowledge that it will be a challenging course, but I will comply with the
standards set forth and I will put forth my best effort to successfully fulfill the requirements of the course. I
understand that it is my duty to be responsible for my learning, and that I will immediately seek assistance
throughout the course if necessary. My final goal for this class will be to take the AP Literature and
Composition exam and to be well prepared for university courses.
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