AP English Literature and Composition Margaret Jacobs – Instructor Room 703 Phone: 770-684-5432 E-mail: mjacobs@polk.k12.ga.us 2013 – 2014 *Please bookmark our virtual classroom on EDMODO (obtain your passcode from your student) and bookmark my Teacher Website located on the RHS webpage!* Course Description: AP Literature and Composition is a challenging and demanding course consisting of an intense analysis of literary works of prose fiction, nonfiction, drama, and poetry. The student analyzes literary works and discusses and writes about them thus demonstrating competence in literary analysis and composition using literary terminology. Through close reading of selected texts, students will deepen their understanding of the ways writers use language to creature structure, style, theme, symbolism, imagery and tone. Overview: AP English Literature and Composition is designed to be a college/university-level course to provide students with the intellectual challenges and workload consistent with a typical undergraduate English Literature/Humanities course. Critical reading, thoughtful discussion, analytical thinking and writing are the cornerstones for this course. As a culmination to the course, students will take the AP English Literature and Composition Exam given on May 8th. A grade of 4 or 5 on this exam is considered equivalent to a 3.3-4.0 for a comparable course in college. A student who earns a grade of 3 or above on the exam will be granted college credit at most colleges and universities. A grade of 2, while not granting college credit, shows that the student is well-prepared to work at the college level. Course Goals and Understandings To read literature deliberately and thoroughly to understand a works complexity, to absorb its richness of meaning, and analyze how that meaning is embodied in literary form. To understand the way writers use language to provide meaning and pleasure. To consider a work’s structure, style and themes as well as the use of elements of fiction, figurative language, imagery, symbolism and tone. To study representative works from various genres and periods of American and British literature. To reflect on the social and historical values reflected in a work of fiction. To write focused critical analyses of works from all genres under both formal and timed, in-class conditions. To participate in thoughtful discussions about a variety of works in the company of one’s fellow students To evaluate literature and respond in a meaningful way about the author’s effect on the reader. Essential Questions How does literature give value to our lives and help us understand ourselves and others? How does literature reflect the human condition in a personal and universal way? How does writing about literature and our response to literature become a communication tool as well as a means of personal reflection? How does a writer develop a personal style and a command of the English language to clearly express ideas? How does literature convey social values and norms of a particular period or culture? Performance Tasks: Timed essays based on past AP prompts with opportunities for revision Essay questions as required of college-level writers Reading, responding, analyzing novels, drama, short fiction and poetry Literary analysis papers (expository, persuasive, and analytical) Frequent multiple-choice practice based on the AP format Journal Writing and written responses to literature and discussions Research Project Objective Tests and quizzes over assigned readings Presentations and projects to enhance and demonstrate understanding of literature In-class writing to respond to literature Discussion and application of literary terminology in class discussions and essays Writing Expectations: Since this is a literature and composition class, students will be given numerous opportunities to hone writing skills. Writing is an integral part of the course and the AP Exam and critical analysis will include expository, analytical, and argumentative essays. Expect an in-class, timed writing assignment every week and periodic out of class assignments. The class will concentrate on improving each student’s ability to write quickly and decisively from AP-style prompts. Using Strunk and White’s Elements of Style and advanced grammar instruction, you will be given frequent opportunities to revise these essays before a final objective test grade is given. All assignments for formal papers will include a specific grading rubric which will be provided prior to submission of any papers. Timed essays will be graded according to AP guidelines using and appropriate rubric. Scoring guides as well as opportunities for self-evaluation will be provided and discussed. As a senior in an AP English Literature and Composition course, you should have a good command of Standard Written English and a wide-ranging vocabulary. Mini-lessons in grammar and sentence structure as well as access to Strunk and White should provide the instruction necessary to improve essays. Ongoing vocabulary instruction adding new words each day will broaden your use of language. Papers will also be evaluated for effective word choice (use of vocabulary words studied), inventive sentence structure, effective overall organization, and effective use of evidence from the text. Required Texts: Kennedy, X.J. and Gioia, Dana. Literature: An Introduction to Fiction, Poetry, and Drama. New York: Pearson Longman, 2005. Roberts, Edgar V. and Jacobs, Henry E. Literature: An Introduction to Reading and Writing. Upper Saddle River, N. J: Prentice Hall, 1998. Strunk, William, Jr. and White, E.B. The Elements of Style. 3rd Edition. Boston: Allen and Bacon, 1979 Possible list of novels and drama (Available through the English Department or School Library) Austen, Jane. Pride and Prejudice Beckett, Samuel. Waiting for Godot. New York: Grove Press, 1954. Chopin, Kate. The Awakening. New York: Dover Publications, Inc., 1993 Conrad, Joseph. Heart of Darkness. Cheswold, Delaware: Prestwick House Literary Touchstone Press, 1918. Dante. The Inferno Guterson, David. Snow Falling on Cedars. New York: Vintage Books, 1995. Hardy, Thomas. Tess of the D’urbervilles. New York: Dover Publications, Inc., 2001 Hemingway, Earnest. A Farewell to Arms. New York: Scribner, 1957. Ibsen, Henrik. A Doll’s House. New York: Dover Publications, Inc., 1992. Shakespeare, William. King Lear, Othello, Macbeth, Hamlet, The Tempest Shelley, Mary. Frankenstein Stoker, Bram. Dracula Stoppard, Tom. Rosencrantz and Guildenstern Are Dead. New York: Grove Weidenfeld, 1967. Sophocles. Oedipus Rex. Clayton, Delaware: Prestwick House Literary Touchstone Classics, 2005 Wilde, Oscar. The Importance of Being Earnest and A Picture of Dorian Gray Walker, Alice. The Color Purple. New York: Harcourt, Inc., 1982. Short fiction as selected Poetry as selected Selected nonfiction (essays, criticism, biographies, etc.) Modern novels (student’s choice) Titles might include A Prayer for Owen Meany by John Irving, The Secret Life Of Bees by Sue Monk Kidd, The Poisonwood Bible by Barbara Kingsolver, A River Runs Through It by Norman Maclean, The Handmaid’s Tale by Margaret Atwood * Literary Circles are the dominant method for discussion of major novels and plays. Groups provide a leader, recorder, and literary critic. Note: Although some of these novels may contain questionable language or subject matter, the literary value far exceeds any objectionable material. Signing the syllabus indicates your permission for your child to read any of the books on the list. Units of Instruction, Reading Schedule, and Course Sequence Unit 1: Evaluating Prose and Poetry and Discovering Style in Writing – The main objective of this unit is to discover what determines the quality of a piece of writing, and the language a reader uses to discuss someone else’s work. Various selections of short prose and poetry and a novel will be read and evaluated through in-class discussions and in writing. Emphasis will be placed on literary terms and writing styles. Students will write in class and begin keeping a journal. The culminating assignment will be a formal essay on the novel focusing on Assignments and Assessments: Read the novel as assigned Complete class work and discussion related to the novel Write in class about the themes in the novel (provide feedback on relevance and support for theme selected) Write an argumentative essay about the author’s view of prejudice and how it relates to the novel – share with peers and revise as necessary Take a test on the novel Begin journal assignments Group projects on literary terms used to evaluate and discuss literature. Unit 2: Fiction – This unit focuses on an analysis of the writer’s craft and ability to use the elements of style and fiction in short fictional works as well as the novel. A Socratic Seminar approach will provide the basis of our discussion of works by Joseph Conrad, Hemingway, Walker, Hardy, Chopin and masters of the short story. Students will lead at least one discussion as well as write an in-class essay using an AP style prompt. Assignments: Read novels as assigned Write an essay to interpret the structure and style the author uses in his/her presentation of the works Take a test on the novels Participate in class discussion to explore impressionistic narrative, frame narrative, inference, and symbolism Unit 3 Poetry The interpretation and analysis of poetry is perhaps the most difficult skill for most students. This unit uses a wide variety of poetry and uses a step-by-step approach through the analytical process. The students will be evaluated on their ability to write an in-class, timed essay, as well as a formal paper on a poem of their choice, and complete frequent multiple choice practice. Review the basics and style, tone, and voice in poetry Read aloud a variety of poems to illustrate these basics Complete an explication of a poem of the student’s choice in a writing assignment – provide feedback and have students share with the class. The structure of poetry – sonnets to lyrical ballads – selected poems by British and American poets Exploration of major British poets – read and discuss selected poems and apply terminology In class essay on a selected poem that focuses on interpretation of the text in terms of figurative language, imagery, and symbolism Exploration of major American poets – read and discuss a variety of poems from the 18th and 19th centuries Explication and analysis of an assigned poem – share with class and discuss Modern Poetry – the evolution of style and structure in the 2oth century Test on major poetic terms and language associated with poetry Revise one of the earlier essay assignments and turn in final copy. Unit 4: Drama Most of you come into the course with a background in Shakespearean tragedy and comedy. Though we will still review the elements of tragedy with Oedipus Rex, we will spend most of our time with a work from Shakespeare and contemporary plays such as Ibsen’s A Doll’s House, Rosencrantz and Guildenstern are Dead, and Waiting for Godot Discussions will center upon the differences inherent between the craft of the fiction writer and the dramatist. Test grades will be derived from multiple choice questions, in-class essays, and performance (if time allows). The origins of tragedy – Most students have already read Oedipus Rex – Review and discuss Sophocles archetype Introduce Absurdist Drama with artwork and poetry Read Waiting for Godot aloud and discuss Small groups will explore a theme and present findings to the class Essay test on the novel – in class Read Rosencrantz and Guildenstern are Dead aloud Write an essay that evaluates and analyzes the significance of absurdist literature by using specific examples from the two plays. Test on the play Socratic seminar discussion with questions raised in the plays. Unit 5: Exam Review The final weeks prior to the exam date will be spent in working under timed conditions on sample AP tests to provide opportunities for self-evaluation as well as teacher evaluation. Students will complete practice versions of the AP Test – go over answers – score essays and compute AP score – continued improvement is expected Students will evaluate and rewrite essays that score 5 or below Using all of the works students have read in a 4 year Honors Program students and teacher will discuss past writing prompts and which novels would work and how they apply to the prompt. Each student will select a work read earlier and reread the play or novel and complete an overview and analysis to share with the class – These will be copied and distributed to each student Review literary terms and figurative language and how they relate to specific works Practice multiple choice questions on poems and prose passages will be completed and discussed Unit 6: Modern Fiction After the AP Test on May 8, 2014, students will select current fiction from a list to read and discuss in class. They will explore modern criticism and book reviews and compare the assessment of others to their own assessment of the book. The unit will culminate in a student written book review and a presentation to the class. In groups of 3 – 4 students will select a Modern novel of their choice to read outside of class In class discussions will be scheduled and an in-depth presentation of the novel will be planned for the end of the semester Students will research modern criticism of the works read earlier in the semester and select one to complete a short research project Students will write a Book Review of a selected work *Note: This schedule is tentative and could change due to inclement weather, assemblies or other factors that affect the school calendar. Units may not be covered in this order, and the rate of student mastery and/or need for re-teaching may alter the schedule. Each unit may be evaluated by one or more objective grades, including tests, essays, and/or projects. Materials needed: A 2” 3 ring notebook and blue or black pen for all in class essays. Out of class essays should be typed. Grading Policy: 60 % Objective Grade (Includes unit tests, compositions, and presentations) 20 % Daily and homework grade 20 % Final Exam Make-up Work Policy: Students whose absences are excused shall be permitted to make up work missed. Within three (3) days after returning to school, it shall be the responsibility of the student to make arrangements with the teacher for making up work. Students who are absent for unexcused reasons shall not be permitted to make up missed work. Make-up work will be allowed after short-term suspensions under the following conditions: (1) First suspension--make-up work is allowed for all classes. (2) Subsequent suspensions--No make-up work. Upon returning to school after first suspension the student must make a request to the principal to make up work. The work must be made up after school and must be made up within five school days. Students who are placed on short-term suspension during final examinations will be given the opportunity to take final examinations. When progress reports are issued every four weeks, students have five (5) days to make arrangements with teachers to handle any missing tests and complete that work. Once the five days have passed, work from that grading period CANNOT BE MADE UP under any circumstances. Re-Test Policy Guidelines for Re-testing: 1. Re-tests are allowed only with a completed Re-Test Request Form. The form must have appropriate signatures before the re-test can occur (teacher, student, parent). 2. Re-testing must occur within 2 weeks after the failed test, unless extenuating circumstances arise (illness, death in family, family emergency, McKinney-Vento, etc.....) 3. Extenuating circumstances can allow for an additional re-test. Parents must re-submit a ReTest Request Form with an explanation of why a re-test is needed. This would require administrative approval. Extenuating circumstances included, but are not limited to: illness, death in family, family emergency (must include note from parent with an explanation), McKinney-Vento (transportation issues). 4. Teachers must keep a copy on file of all re-test requests. 5. Grades on re-tests cannot exceed 70. The final grades on re-tests are not an average of the first test and the re-test. The higher of the two grades will be the final recorded grade (original test grade or re-test grade) not to exceed a 70. 6. There are to be NO variations on these procedures, unless prior approval has been obtained from the principal and the curriculum director of PSD. Class Policies/Rules: All policies of the Polk School District Board of Education and student handbook will be enforced. Homework Policy: Students are to complete homework assignments when assigned and be prepared to turn in completed assignments when requested. Failure to turn in homework assignments will result in to after school detention at each occurrence. Parents will be notified if students are continually failing to turn in homework. Students who continually fail to turn in homework can be referred to administration for disciplinary action. Daily work and homework submitted late will not be accepted. Late Assignment Policy: Students are expected to turn in all completed assignments at the time scheduled by the teacher. Any project or composition/paper turned in late will result in a ten-point deduction per day late. Computer or printer problems DO NOT excuse late work Sting Tutoring: A bus will take students home who need tutoring after school. A designated teacher from the English department is available for tutoring after school Monday through Friday until 4:00. I have read and I understand the information presented on this syllabus. Signing this syllabus further grants permission for students to read all listed course material indicated on this class syllabus. Student and Parent/Guardian Information: If you have access to the Internet and would like to send and receive e-mail, please give your e-mail address. Student e-mail: ___________________________ Parent/Guardian e-mail: ____________________ Telephone number and time when you can be reached: _________________________________ ________________________________________________ Student signature ___________________ Date ________________________________________________ Parent signature ___________________ Date