AP Literature & Composition Syllabus
Sacks 2013-14
Course Overview
The AP Literature and Composition course is designed to present the rigor of an undergraduate
level college course. Our focus will be on close, critical reading of poetry, drama, prose and
major literary works. This course will focus on composition and world literature. Critical
discussion and writing about these works will center on writer’s technique, theme, style and
tones, as well as content. The overarching goal of the literature study will be to help the student
discover and refine critical thinking as an independent reader of and writer about literature. The
course is designed with attention to the AP English Course Description. Students will prepare for
the AP English Literature and Composition Exam and may be granted college credit as a result
of satisfactory performance.
Each text will be studied with a critical eye and an attempt at close reading. Where possible I
recommend students purchase their own copies of books that we read. The school will provide
texts in every instance, but I am a strong advocate for building a personal library. The ability to
annotate and personalize a text will be a great advantage. “A book for me is something to be
read, not kept under glass or in a safe. I want to dog-ear it, to underline it, to annotate it, and
mark my favorite passages, and make my own index on the blank pages at the end.” John Brown
Anthologies and resources:
Cohen, Samuel. Fifty Essays: A Portable Anthology. Boston: Bedord/St.Martin’s, 2004.
Hacker, Diana. A Pocket Style Manual. 4th edition. Boston: Bedford/St. Martin’s, 2004.
Norton Anthology of American Literature. 6th edition. New York: W.W. Norton &
Company, 2003.
Norton Anthology of English Literature. 7th edition. New York: W.W. Norton &
Company, 2003.
Perrine, Laurence. Sound and Sense: An Introduction to Poetry. Florida: Harcourt, 1991.
.
Novels and drama
 Oedipus-Sophocles (Greek)
 Their Eyes Were Watching God – Hurston (American)
 Things Fall Apart-Achebe (Nigerian)
 Othello – Shakespeare (English)
 Waiting for Snow in Havana –Eire (Cuba/America)
 Crime and Punishment – Dostoevsky (Russian)
 Short fiction and poetry as selected
 Choice comedy - novel or play
(As You Like It, Much Ado About Nothing, Me Talk Pretty One Day, Tartuffe, etc . . .)
Vocabulary/Terminology
 AP literary terminology
Teaching strategies and performance tasks
 Compositions-drafts and rewrites
 Grammar as needed
 Frequent reading quizzes
 Timed essays using AP prompts
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Frequent discussion
Socratic Seminar
SOAPS Tone, DIDLS, TP-CASTT
Creative Projects – film trailers, scene staging, profiling, etc…
AP test practice and preparation
Junior/senior research paper with thesis statement and supporting evidence-6 pages
Reading and responding analytically to texts read
Annotation
Reading Assignments
Students must understand that the reading load for this class is substantial. A commitment to
honest, close reading is a must for success. Creating and sticking to a reading schedule is critical.
Frequent reading checks will be provided. For appropriate and sophisticated discussion to occur,
students must commit to the reading. The readings associated with poetry will be shorter, but the
depth will require careful and close reading. Poems should be carefully read more than once to
facilitate successful, critical analysis.
Writing
Students will write several critical papers generally focused on literary analysis of poetry, drama
and novels. These critical essays will be based on close textual analysis of structure, style, social
and historical values of the works read. Essays will be assessed on content and structure. The
process of revision will be emphasized. Students will finish the year with a 6 page min. research
paper.
AP Exam Preparation
Students will receive regular practice with timed essays and multiple-choice practice. Good test
taking strategies will also be taught and practiced. Example prose essay prompts may include:
Brush from the 2005 exam, Hawthorne from the 1996 exam, Fielding from the 2001 exam,
James from the 2004 exam.
First Semester – September through January
Students will return to school in the fall having completed their summer assignment. Students
completed a Reader Response Theory journal. Upon their return to class, they will complete
their first in class essay using a former AP Literature exam prompt with their summer novel to
respond.
Literary Periods
Students will complete a project focused on the exploration and understanding of the
progression of literary periods in the western world. Students will work in small groups to
research key contributors and social, economic, political, and philosophical factors of an
assigned period. In a formal presentation, students will communicate their research along with a
work of poetry, prose, visual art, and music that reflects notable attributes of the period. A
teacher led discussion and lecture will assist in aiding students in their comprehension of the
relationship amongst each period. The Norton Anthology of American Literature will guide the
assignment as well as serve as the source from which all students will read a selection from each
period.
Short Story - Literary Analysis
Reinforce the conceptual understanding of analysis using the basic elements of the short
story through quick study of a varied short story selection including but not exclusive to The
Hunger Artist, A Rose for Emily, The Waltz, The Lottery, The Yellow Wallpaper, A &P, I
Stand Here Ironing …. Students will discuss and write analytically about the effect an author
achieves in a short piece of fiction and how that effect is achieved through symbols, imagery,
diction and organization. In addition to short analytic pieces throughout the unit, students
will be required to write an outside essay interpretation of the author’s purpose. The paper
will include research support in the form of literary criticism (MLA format).
Things Fall Apart
Students will explore the literary techniques of impressionistic writing, framed narrative,
inference, symbolism and theme.
While reading Things Fall Apart, students should ask themselves in what ways Achebe's
novel subverts the themes and techniques of colonial writing and constitutes a different story
or counter-narrative to the European texts. Students will note the ways in which Achebe
represents African culture and the African landscape, and give textual examples of ways in
which he employs narrative techniques that contest colonialist discourse.
Kipling's poem “White Man’s Burden” will be used as a companion piece and to introduce
and review elements of poetry.
Poetry
Study of poetry will continue weekly throughout the rest of the semester. Poetry study will
include careful analytical study of varied poetry selections including Renaissance,
Metaphysical, Romantic, Victorian and Modern. The main source of poetry selections will be
Sound and Sense: An Introduction to Poetry
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TPCASTT
Careful reading, analysis, and explication of poetry will be spread throughout the
semester between major literary units.
Students will learn and practice analysis using literary terms
Extensive exposure and practice with poetry written over the last five centuries
Regular practice with AP poetry prompts for timed essays
Regular practice with AP multiple choice (example: Komunyakaa’s “Facing It”)
AP poetry prompts for timed essays (examples: “The Broken Heart” from the 1996 exam,
1994 exam prompt compare/contrast “To Helen” and “Helen”)
Short analytical papers written on poems studied
Key focus on the following literary elements-tone, figurative language such as simile,
metaphor, personification, apostrophe, imagery, symbolism, irony and paradox
Oedipus - Drama
Students will be assigned the reading and annotating of the play outside of class. In class,
we will practice close reading, monologue and dialogue delivery, blocking, and learn
about Greek theatre. During these “on your feet” readings, we will engage in class
discussion to formalize understanding leading to analysis. Short in-class reflective
writing will occur. Students will work in small groups to perform a contemporary
adaptation of a scene from Oedipus and complete a written description and analysis of
their adaptation choices.
Their Eyes Were Watching God
Students will read this novel in class (limited number of copies). Close reading, Socratic
seminar, and timed essays will occur. Students will keep an interactive journal and explore the
effect of dialect, specific diction, tone, and imagery.
Research Paper
Students will select a topic, narrow the topic, explore the research process, develop a
tentative thesis, find a minimum of five sources to support or refute their thesis, use the sources
facilitate the writing of a first draft, and apply MLA to the writing process. This paper is
connected to the junior/senior project at VSAA and will continue through second semester.
Second Semester – February through June
Poetry
Study of poetry will continue weekly throughout the semester. Poetry study will include
careful analytical study of varied poetry selections including Renaissance, Metaphysical,
Romantic, Victorian and Modern. The main source of poetry selections will be Sound and
Sense: An Introduction to Poetry
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TPCASTT
Careful reading, analysis, and explication of poetry will be spread throughout the
year between major literary units. Some poetry will be paired with various major
literary units.
Students will continue to practice analysis using literary terms and complete timed essays
(example: 2005 exam compare/contrast prompt Blake’s “The Chimney Sweeper” 1789
and “The Chimney Sweeper” 1794, exam prompt Elizabeth Bishop’s “One Art”)
Extensive exposure and practice with poetry written over the last five centuries
Key focus on the following literary elements-tone, figurative language such as simile,
metaphor, personification, apostrophe, imagery, symbolism, irony and paradox
A creative poetry assignment will be completed incorporating an interdisciplinary
approach to poetry analysis. Students will create a composition in either dance, music,
visual art, moving image art, or theatre in to demonstrate their understanding of a selected
poem’s tone, symbolism, figurative language, and meter.
Research paper
Using MLA format and following the research process, students select a subject that is
argumentative in nature. The paper will be 6 pages in length. Students will be scored with
a district created rubric, based on the 6-traits of writing.
Othello – Drama
Students will be assigned the reading and annotating of the play outside of class. In class,
we will practice close reading, monologue and dialogue delivery, blocking, and learn
about the theatrical world of Shakespeare. During these “on your feet” readings, we will
engage in class discussion to formalize understanding leading to analysis. Short in-class
reflective writing will occur along with a timed in-class essay. Students will work in
small groups to create a movie trailer (moving image art format) to market Othello to a
contemporary audience of youth at a movie theatre or on the internet. They will also
complete a written description and analysis of their choices.
Crime and Punishment
Students will read Crime and Punishment both in and outside of class. Close reading,
Socratic seminar, and timed essays will occur. Working in small groups, students will
create a board game to demonstrate their understanding of the interpersonal and
intrapersonal conflict in the novel. In addition, students will complete a video production
that reflects the symbolism and variant tones found in the novel.
Choice novel/play (comedy)
Students will read a novel or play from the provided list. They will work in Literature
Circles to demonstrate close reading skills. Students will generate possible essay
prompts from which I will select one for a timed in-class essay.
Plagiarism Policy
Plagiarism is using another person’s thoughts and accomplishments without proper
acknowledgement or documentation. It is an unconscionable offense and a serious
breach of honor. Students will receive a zero for the plagiarized work. A makeup
opportunity or redo will not be accepted for credit/a grade. Students will also be referred
to administration for further disciplinary action.
Turnitin.com
Designated assignments must be submitted to www.turnitin.com
Our class title is AP Lit and your class period
Our class password is
Assessment
Letter Grade
A
AB+
B
BC+
C
CD+
D
F
lowest %
92
89
86
82
79
76
72
69
66
60
0
Late Work/Extra Credit Policy
Any assignment not turned in at the beginning of a class is late and will be marked down
one letter grade. Late work is accepted only up until the beginning of the next class
period. Revisions for grade changes are accepted only on designated assignments.
Credit will not be given for assignments due when a student has an unexcused absence.
Extra credit is not an option in AP Literature.
Assessment Categories for Semester 1
Essays, analysis (summer assignment, lit. analysis/in class, college essay)
50%
Participation (Socratic discussion, peer exchanges/feedback, group projects/contributions) 15%
Research paper (preliminary work, 1st draft)
15%
Literary analysis paper (questions, first draft and final)
10%
Poetry responses
10%
Assessment Categories for Semester 2
Essays, analysis (essays, reflection writing, Lit Circle essay, etc…)
Poetry (responses, anthology)
Research paper draft 2
Research paper final
Participation (Lit circle assignments, group poetry project, Core, Socratic)
45%
15%
15%
15%
10%
Communication
Students and parents may access grades via the district web service as it provides a look
into my gradebook. Please note that grades are updated frequently and provide only a
snapshot of student progress as some assignments may not yet be assigned or graded.
Please email or contact me with questions or comments at any time:
Jackie.Sacks@vansd.org
Please keep all info above, sign below and return to Mrs. Sacks. Thank you
I have read the syllabus for AP Literature 2013-14. I understand the class expectations and
policies noted in the syllabus.
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Student signature and date
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Parent/Guardian signature and date