Advanced Placement English Literature and Composition Syllabus Community Christian Academy Instructor: Jessica Lanier Office Hours: planning periods 3 and 6 and by appointment after school THE COURSE This course will follow the curricular requirements outlined by the College Board in the AP English Literature and Composition Course Description, which focuses on building skills necessary for college-level reading and writing. The texts include works from a variety of time periods and genres, and the writing assignments include in-class essays as well as formal process essays with several opportunities for revision. This is considered a college-level course, which means that you will be asked to read and analyze challenging, provocative, dense, and sometimes controversial material. You will also be expected to come to class prepared to challenge yourself and others with interesting discussion points. The course design is based on the premise that the AP English Literature exam measures those skills that students need in order to be successful in college. Students will work together and explore a variety of reading and writing strategies proven effective in preparing for success on the Advanced Placement English Literature exam. The course will focus on improving skill sets related to confidence and facility with language; skill in critical reading, writing, and thinking; and success in academic endeavors. All students are expected to take the exam in May. If you do not take the exam in May then you will have to take a cumulative final that will count towards 20% of your grade. This course includes using approaches that develop skills to study and write about poetry, drama, fiction and non-fiction. This course will build a vocabulary of rhetorical techniques, as well as introduce additional terms of literary analysis for poetry and fiction. We will concern ourselves with the construction of style analysis covered in the AP English Literature Examination, and with several other modes of writing. Discussion of the AP examination will include test materials and student exemplars from previous examinations. We will explore the multiple-choice section to develop close reading skills and literary terms and techniques. We will also look specifically at strategies to identify tone, and how to apply critical theory to the texts we study. This course is a rigorous college-level course: the reading is challenging; the writing is frequent and requires an independent mind. I will expect you to prepare for each class by reading the assigned work alertly, curiously, and critically—that is, in a way that generates meaningful questions and ideas about the reading that you then bring to class and make a part of our discussion. If you are committed to the work as well as to listening and learning from each other, this class will ultimately become one in which we are all teachers and students. We will learn from each other. This syllabus shows you what we will do in class each day; the reading assignments should be completed each day before coming to class. Take your texts home consistently so that you can complete the reading assignments if class is canceled or if you are absent; your ability to participate is seriously hampered if you have not finished the reading for that day or if you fail to bring your text to class. HOMEWORK AND PREPARATION In order to be successful in this class, you will come to class every day prepared to work with the text assigned the day before. Discussing varying aspects of literature, including style and structure, will be a daily practice. In preparation for these discussions, you will often be asked to complete written homework to accompany your reading homework. Plan on doing some reading and writing every night. FORMAL ASSESSMENTS AND WRITING TASKS In addition to written homework, you will complete a number of significant assessments in response to, or inspired by, what we read. These varied assignments are intended to help you comprehend, analyze and evaluate the texts we read. You will need to master all three of these purposes of writing in order to become an effective critical reader of texts. On occasion, you will have the opportunity to rewrite and resubmit writing assignments you have completed after conferencing with the instructor. Conferences will address issues in your writing such as idea development and argumentation, organizational choices, sentence structure and variety, and appropriate word choice. IN-CLASS ASSESSMENTS Over the course of the year you will complete a number of in-class (timed) essays to help you prepare for the AP exam. Each time, we will discuss and debrief the prompt and quality of responses. You can expect constructive feedback for all in-class essays. At times, we will examine anchor papers (student exemplars) from previous AP exams in order to identify elements of excellent writing. Similarly, we will periodically practice answering multiple choice questions, followed by a discussion of the test items. Some of these practices will be informal, while others will be graded for credit. Students will also be asked to keep a journal (composition notebook) and will do short writing exercises once per week. Classroom rules for conduct: Students will be RESPECTFUL Student will be RESPONSIVE Student will be RESPONSIBLE *Other rules at Teacher's discretion Students are also expected to abide by all policies in the CCA Student Handbook at all times. Course Objectives: After completing AP English Literature and Composition students will be able to: analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques; apply effective strategies and techniques in their own writing; create and sustain arguments based on readings, research and/or personal experience; write for a variety of purposes; produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions; demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings; demonstrate understanding of the conventions of citing primary and secondary sources; move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review; write thoughtfully about their own process of composition; revise a work to make it suitable for a different audience; analyze image as text; and evaluate and incorporate reference documents into researched papers Late Assignments Policy: Students are expected to turn in assignments and projects in a timely manner. Late assignments and projects will be graded at teacher's discretion. Generally, late assignments will be penalized 10% of the total point value per day late. However, the instructor reserves the right to refuse late work if the student abuses this policy. Homework Policy: Students are expected to turn in homework in a timely manner. Homework will be graded at teacher’s discretion. All major assignments and projects should be typed and printed on printer paper. Make-up Work: In order to receive maximum points, make-up work must be completed PROMPTLY!!!!! It is the responsibility of the student to check with the teacher and to complete all work within three days. After three days, missing work is subject to be deemed as 0%. Tardy Policy: Students are expected to be on time for class every day. Students who are late to class three times will receive detention. Supplies: Supplies required for AP English Literature and Composition include: -Composition book (Marble/black and white) -2-inch 3 ring binder -Notebook paper -Pencils and Ink Pens -Highlighters -Other supplies as noted by the instructor on particular assignments Grading Policy: Students will be graded on the following elements: Homework 25% Participation 5% Tests, Projects, and Major Assignments 50% In-Class Assignments/Journal Exercises 20% The Semester Grade will be 80% Class-work grade and 20% Semester Exam. Students who take the AP exam will not be required to take a second semester final exam. Instead their AP score will be substituted as follows: 5 = 100 points 4 = 90 points 3 = 80 points 2 = 70 points 1 = 60 points 0 = 50 points Students have the option of taking both the AP exam and the semester final. The instructor will use whatever score is higher as their semester exam grade. The Final Course Grade will be 50% First Semester Grade and 50% Second Semester. Extra Credit Opportunities: Students may be given opportunities throughout the semester in which to earn extra credit by doing additional assignments. The value of these assignments will vary and any additional points received will be averaged into the Class-work Grade. Nine week, semester, and final grades will be represented as letter grades according to the following grade scale: 93-100 A 85-92 B 77-84 C 70-76 D 0-69 F Major Texts Arp, Thomas R. and Greg Johnson, eds. Perrine’s Literature Structure, Sound, and Sense. 8th ed. Boston: Thomson, 2002. Brontë, Charlotte, and Joyce Carol Oates. Jane Eyre. Toronto: Bantam, 1987. Print. Conrad, Joseph, and Joseph Conrad. Heart of Darkness; And, The Secret Sharer. New York: Signet Classic, 1997. Dostoyevsky, Fyodor, Jessie Senior Coulson, and George Gibian. Crime and Punishment: The Coulson Translation, Backgrounds and Sources, Essays in Criticism. New York: Norton, 1989. Kingsolver, Barbara. The Poisonwood Bible: A Novel. New York: HarperFlamingo, 1998. Wilder, Thornton. Our Town. New York: Avon, 1975. Other supplemental material as needed Schedule Week 1: August 8 (Th) August 9 (F) Week 2: August 12(M) August 13(T) August 14 (W) August 15 (Th) August 16 (F) Week 3: August 19 (M) August 20 (T) August 21 (W) August 22 (Th) August 23 (F) Introduction/Syllabus/Summer Reading Assignments/ Supplies/Questions “Landscape with the Fall of Icarus” (Students will view a copy of this painting and list what they see, how it is presented, and why they think the artist made that decision; this assignment parallels the process for literary analysis.) Discussion of Major Work Data Sheet Assignments (Students prepare a data sheet that highlights a work’s plot, significance of selected quotations, characters’ roles and significance, the significance of opening and closing scenes, symbols, and themes. Historical and biographical information are also included.) Assignment: “The Closing of the American Book” (This essay will be basis of class discussion on benefits of reading.) Poetry Response Assignment (Each week students choose one poem from a list of 10-15 poems and write a one-page typed response that may be an analysis, reader response, or combination of both. These should be written in the composition notebook and due every Friday) “The Closing of the American Book” discussion College Application Essay Assignment (Essay #3) (Explanation of personal narrative with samples) Rhetorical Triangle College Application Essay Assignment continued Levels of Questions: Literal, Inferential, and Evaluative/”The Chaser” (handout) Fiction Introduction, Perrine P. 49 “Point of View,” Perrine, 238-245 “The Jilting of Granny Weatherall,” Perrine, 272 (How does point of view relate to theme?) “Plot,” Perrine, 107-115 “Interpreters of Maladies,” 147-167 (How does plot relate to theme?) Summer Reading Literary Circles (Using Harvey Daniels’ techniques, students will assume roles of literary luminary, researcher, word wizard, passage master, etc. for group discussions of summer reading.) Discussion of Crime and Punishment and assignment due Discussion of Glass Menagerie Test over Glass Menagerie Resume How-To Resume How-To In-class reading: Bring Perrine to class “Irony,” Perrine, 337-342 (How does irony relate to theme?) “A Good Man Is Hard to Find,” Perrine, 495 “Characterization,” Perrine, 168-173 (How does characterization relate to theme?) “Everyday Use,” Perrine, 173 “Hunters in the Snow” 187 “Theme,” Perrine, 203-210 “A Worn Path,” Perrine, 233 (theme) Week 4: August 26 (M) August 27 (T) August 28 (W) August 29 (Th) August 30 (F) Week 5: September 2 (M) September 3 (T) September 4 (W) September 5 (Th) September 6 (F) Week 6: September 9 (M) September 10 (T) September 11 (W) September 12 (Th) September 13 (F) Week 7: September 16 (M) September 17 (T) September 18 (W) Writing Workshop: Essay #1 (Organization, details, transitions) Assign Essay #2 : Literary Analysis (Students will choose one literary technique—point of view, plot, irony, or characterization--and one short story to explain how that technique contributes to a theme of the short story.) Discussion: August 23 Perrine assignment Introduction: Jane Eyre and Charlotte Brontë (Background material on Brontë, Victorian period and status of women writers, the novel genre, and frame story) Reading day: Jane Eyre Essay #2 due (Point of view, plot, irony, or characterization and relationship to theme) Labor Day “A Jury of Her Peers” Perrine, 406 “Where Are You Going, Where Have You Been” (Handout) Midterm Resume due Prose passage close-reading test #1(syntax, tone, vocabulary) Reading day Jane Eyre: Chapters 1-5; discussion Prose passage close-reading test #2 (argumentation, main idea, vocabulary) Writing an In-class Essay (Literary analysis: claim, concrete detail, commentary; time management) Jane Eyre Major Works Data Sheet Assignment Writing Workshop: Essay #2 (Thesis statement, topic sentences, support, transitions, conclusion) Essay #3 due: College application essay Jane Eyre: Chapters 6-15; discussion Prose passage close-reading test #3 (figurative language, tone, characterization, vocabulary) September 19 (Th) Read “Eveline” Perrine, p. 218 In-class essay #4 (1972/”Eveline”/elements of fiction that prepare reader for Eveline’s decision) September 20 (F) Reading day Week 8: September 23 (M) September 24 (T) September 25 (W) September 26 (Th) September 27 (F) Week 9: September 30 (M) October 1 (T) October 2 (W) October 3 (Th) October 4(F) Prose passage close-reading test #4 (rhetorical devices, pronounantecedent agreement, vocabulary) Prose passage close-reading test #5 (characterization, comparisoncontrast, imagery, juxtaposition, satire) Reading day Jane Eyre: Chapters 16-25; discussion Prose passage close-reading test #6 (vocabulary, syntax, inference) Writing Workshop: Essay #4 (Rubric review and revision for final grade) “Eleven” (Handout) In-class essay #5 (1995/”Eleven”/literary techniques/ characterization) Jane Eyre: Chapters 26-34; discussion Prose passage close-reading test #7 (characterization, repetitive phrases, theme, vocabulary) Writing workshop: Essay #5 (Dialogue, repetition, syntax, imagery, diction, structure, point of view) Second Quarter Week 10: October 14 (M) In-class essay #6: Jane Eyre (1991/ Contrasting places/ theme or 1992/how confidant functions) October 15 (T) Writing workshop: Essay #3 (Review of rhetorical triangle, controlling tone, establishing voice, and revision) October 16 (W) Final Discussion of Jane Eyre (Family relationships, romantic or ill-fated love, revenge, and nature versus civilization; themes) October 17(Th) Group Planning: Jane Eyre presentations (Groups will present different schools of criticism--psychoanalytic, feminist, deconstruction, Marxist, and cultural—as approaches to a study of Jane Eyre.) October 18 (F) Group Planning: Jane Eyre presentations Week 11: October 21 (M) October 22 (T) October 23 (W) October 24 (Th) Prose passage close-reading test #8 (syntax, allusion, tone, metaphor, vocabulary) Writing Workshop: Essay #6 (Organization, support, theme) Jane Eyre presentations Schools of criticism essay #1 assignment—for next quarter. (Students will select a school of criticism and then write an essay on “Little Red Cap” based on that approach.) Jane Eyre Film October 25 (F) Week 12: October 28 (M) October 29 (T) October 30 (W) October 31 (Th) November 1 (F) Week 13: November 4 (M) November 5 (T) November 6 (W) November 7 (Th) November 8 (F) Week 14: November 11 (M) November 12 (T) November 13 (W) November 14 (Th) November 15 (F) Week 15: November 18 (M) November 19 (T) November 20 (W) November 21 (Th) Jane Eyre film Test on Jane Eyre and critical approaches to Jane Eyre; Jane Eyre MWDS due “The Lady with the Dog” Perrine, 467 and “The Lady with the Pet Dog” Perrine, 555. In-class essay #2—for next quarter (2004, characterization, tone, and point of view) Writing Workshop: Essay #1: Little Red Cap/Schools of Criticism due (Peer revisions/assessments; subordination and coordination) Heart of Darkness Introduction (Background information on Conrad, imperialism, frame story) As You Read Assignment (Students look for details, images, symbolism, conflict that will be basis of discussion after book is read.) Reading Day Heart of Darkness: Part I Heart of Darkness: Part I: discussion Writing Workshop: Essay #2 (In-class peer response revisions: organization, support, thesis statement, topic sentences, and transitions) Heart of Darkness: Part II: Heart of Darkness: Part II: discussion Heart of Darkness: Part III Heart of Darkness: Part III discussion Achebe’s “An Image of Africa: Racism in Conrad’s Heart of Darkness” Heart of Darkness Inner-Outer Circle Seminar (Students will respond to level-two and level-three questions from other students.) Writing Workshop #3: (Student groups will plan thesis statements and outlines for 5different prompts for Heart of Darkness essays: 1972, First chapter; 1991, Contrasting places; 1994, character who appears briefly; 1996, spiritual reassessment in ending; 2000, mystery and investigation) In-class essay #4: Heart of Darkness (Students will have one prompt from Tuesday’s group work.) Midterm Test: Heart of Darkness Heart of Darkness MWDS due Writing Workshop: Essay #4 (Peer revision; students will then have option to rewrite essays.) Poisonwood Bible Introduction (Kingsolver background information; point of view; parallels to imperialism and contemporary world situations) Literary Devices Assignment (Students will find 12 examples of literary terms from this novel; they will turn in the definition, the example, and a discussion of its function.) November 22 (F) Poisonwood Bible Book 1 Week 16: November 25 (M) November 26 (T) Poisonwood Bible Book 1 Poisonwood Bible Book 1discussion November 27 (W) November 28 (Th) November 29 (F) No School No School No School Week 17: December 2 (M) December 3 (T) December 4 (W) December 5 (Th) December 6 (F) Poisonwood Bible Book 2 discussion Poisonwood Bible Book 3 Poisonwood Bible Book 3disucssion Poisonwood Bible Book 4 Poisonwood Bible Book 4 discussion Week 18: December 9 (M) December 10 (T) December 11 (W) December 12 (Th) December 13 (F) Poisonwood Bible Book 5 Poisonwood Bible Book 5 discussion Poisonwood Bible Book 6 Poisonwood Bible Book 6 discussion Semester Review Third Quarter Week 19: January 6 (M): January 7 (T): January 8 (W): January 9 (Th): January 10 (F): Week 20: Poisonwood Bible Book 7 Discussion Poisonwood Bible Discussion Poisonwood Bible Seminar (Students will have 8 minutes to prepare responses and textual support for an essential question; after the initial student response, all others must build upon or connect to the previous one. Textual support must accompany each response.) Poisonwood Bible MWDS due Poisonwood Bible Test TP-CASTT (Students will use this technique for analyzing poetry) (Introduction to metaphysical poetry, metaphysical conceit, and Petrarchan conceit) John Donne: Perrine: “The Apparition,” 889; “Batter My Heart,” 840; “The Canonization,” 1000; “Death, Be Not Proud,” 971 January 13 (M): January 14 (T): January 15 (W): January 16 (Th): January 17 (F): Week 21: January 20 (M): January 21 (T): January 22 (W): January 23 (Th): January 24 (F): Week 22: January 27 (M): January 28 (T): January 29 (W): January 30 (Th): January 31 (F): Week 23: February 3 (M): February 4 (T): February 5 (W): February 6 (Th): John Donne: “Hymn to God, My God, in My Sickness,” 825; “Song, Go and Catch a Falling Star,”1041; “The Sun Rising,” 831; “A Valediction: Forbidding Mourning,” 901. In-class essay #1: John Donne (1995: “The Broken Heart”) Writing Workshop: Essay #4 (Focus: using AP reading rubrics) Writing Workshop: (Student groups will score student essays using rubric.) Poetry close reading test #1 (metaphor, internal rhyme, end-stopped lines, vocabulary) No School Writing Workshop: Introductory and concluding paragraphs William Wordsworth: Perrine: “Composed upon Westminster Bridge, September 3, 1802,” 1106; “I Wandered Lonely as a Cloud,” 1106; “The Solitary Reaper,” 1107; “The World Is Too Much with Us,” 766. (Background information on Wordsworth and Romantic period) In-class essay #1 (1992: The Prelude: speaker’s changing responses to nature) John Keats: Perrine: “Ode on a Grecian Urn,” 1102; “On First Looking into Chapman’s Homer,” 965 “To Autumn,” 783 “When I Have Fears that I May Cease to Be,” 995. (Background information on Keats and Romantic Period) Poetry close reading test #2 (metaphor, imagery, paraphrase, vocabulary) Writing Workshop: essay #1 (Review of TP-CASTT and organization) Poetry close reading test #3 (paraphrase, versification, vocabulary) In-class essay #2 (1988: Compare and contrast “Bright Star” and “Choose Something Like a Star”) Poetry close reading test #4 (tone, symbolism, paraphrase, vocabulary) Writing Workshop: essay #2 (Choosing apt details and incorporating quotations) In-class essay #3 (2000: Compare and contrast two Sirens poems: Homer’s Odyssey and Margaret Atwood’s “Siren Song”) Midterm 3rd Quarter Poetry close reading test #5 (tone, shifts, paraphrase, vocabulary) Independent novel assignment (Students will select a contemporary novel from the AP contemporary novel book list. They then complete a study of stylist prose techniques, prose analysis, and reader responses.) Poetry close reading test #6 (tone, apostrophe, simile, vocabulary) SENIOR PLAY AUDITIONS February 7 (F): Week 24: February 10 (M): February 11 (T): Presentation February 12 (W): February 13 (Th): February 14 (F): Week 25: February 17 (M): February 18 (T): February 19 (W): February 20 (Th): February 21(F): Week 26: February 24 (M): February 25 (T): February 26 (W): February 27 (Th): In-class essay #4 (1994: Compare and contrast two Helen poems by EA Poe and HD) Writing Workshop: essay #3 (Peer evaluations and revisions) Writing Workshop Essay #4 (Review of timed-writing skills) Poetry assignment Poetry close reading test #7 (pun, imagery, tone, paraphrase, vocabulary) Poetry close reading test #8 (mood, shift, repetition, paradox, paraphrase, metaphor, Writing Workshop: essays #5 and #6 (Review of AP reading rubrics; revision) Last day to register independent novel assignment President’s Day No School Poetry Presentation: “Denotation and Connotation” “Imagery” Figurative Language: Simile, Metaphor, Personification, Apostrophe, Metonymy” “Figurative Language: Symbol, Allegory” “Figurative Language: Paradox, Overstatement, Understatement, Irony” “Allusion” “Tone” “Sound and Meaning” In-class essay #5 (1993: Florence Nightingale/narrator’s attitude) In-class essay #6 (1990: Soliloquy from Henry IV, Part II) Othello Introduction (Role playing exercises from Shakespeare Set Free; AC Bradley’s Shakespearean Tragedy) Othello Dramaturgy Reports: (Venice, Turks, Cyprus, Moors, epilepsy, Ira Aldridge, Paul Robeson, Recent Othello productions) February 28 (F): Othello Act I, Perrine: Othello Act I, Perrine: Othello Act II, Perrine Writing Workshop (Run-on sentences and fragments; integrating quotations) Othello Act III, Perrine Week 27: March 3 (M): March 4 (T): March 5 (W): March 6 (Th): March 7 (F): Othello Act III, Perrine Othello Act IV, Perrine Othello Act IV, Perrine Othello Act V, Perrine Othello Act V, Perrine End of 3rd Quarter Fourth Quarter Week 28: March 10 (M): March 11 (T): March 12 (W): March 13 (Th): March 14 (F): Week 29: March 17 (M): March 18 (T): March 19 (W): March 20 (Th): March 21 (F): Week 30: March 24 (M): March 25 (T): March 26 (W): March 27 (Th): March 28 (F): March 31-April 4: Week 31: April 7 (M): April 8 (T): April 9 (W): April 10 (Th): April 11 (F): Week 32: April 14 (M): Othello Discussion Performance of Othello @ MSU In-class essay #1: Othello (1995: alienated character and how that alienation reveals surrounding society’s assumptions and moral values) Othello Test Othello MWDS due No School Writing Workshop: essay #7 (Appropriate use of subordination and coordination; stylistic analysis: diction, sentence structure, treatment of subject matter, and figurative language) In-class essay #2 1996-“The Author to Her Book”/metaphor and attitude) Writing Workshop: Essay #1 (Controlling metaphor and organization techniques) Introduction The Canterbury Tales Reading Day The Canterbury Tales General Prologue (Students will bring Level 1, 2, and 3 questions to class.) In-class essay #3 (1996:Judge Pyncheon; 1997: Obasan; or 1998: Middlemarch) AP Major Works Test Assignment Writing Workshop: Essay #3 (Review of rubric and scoring timed writing) The Canterbury Tales The Knight (Students will bring Level 1, 2, and 3 questions to class.) Spring Break No School In-class essay #4 (1997:”Death of a Toad” or 2002: “Convergence of the Twain”) Writing Workshop: (Review of Open Question and selection of novel or play for those questions; thesis statements) Poetry Test (Review of terms, forms, patterns, etc) Practice Exam (1994 released exam) Practice Exam (1994 released exam) The Canterbury Tales The Miller, The Reeve, The Cook, The Man of Law, The Shipman, The Prioress, Chaucer, The Monk, The Nun’s Priest (Students will bring Level 1,2, and 3 questions to class.) April 15 (T): April 16 (W): April 17 (Th): April 18 (F): Week 33: April 21 (M): Mid-term, 4th Qtr. Independent Novel Assignment due Review of Practice Exam The Canterbury Tales The Wife of Bath (Students will bring Level 1, 2, and 3 questions to class.) The Canterbury Tales The Friar, The Summoned, The Cleric, The Merchant, (Students will bring Level 1, 2, and 3 questions to class.) Good Friday No School April 24 (Th): April 25 (F): The Canterbury Tales The Merchant, The Squire (Students will bring Level 1, 2, and 3questions to class.) The Canterbury Tales The Franklin, The Physician, The Pardoner, The Second Nun (Students will bring Level 1, 2, and 3 questions to class.) The Canterbury Tales The Canon’s Yeoman, The Manciple, The Parson, Chaucer’s Retraction/Final Discussion (Students will bring Level 1,2, and 3 questions to class.) Canterbury Tales Test Faulkner Short Stories Week 34: April 28-May 2 Junior Senior Trip Week 35: May 5 (M): May 6 (T): May 7 (W): May 8 (Th): May 9 (F): titles, authors, Drama Unit Elements of Drama: p. 1115-1119 Trifles Fences Our Town Drama Unit Test Major Works Test (Covering all major works, this test is a review of setting, plot, and characters) Senior Play April 22 (T): April 23 (W): Week 36: May 12 (M): May 13 (T): May 14 (W): May 15 (Th): May 16 (F): May 19-21: AP English Literature and Composition Exam Semester Exams Semester Exams