AP English Literature and Composition
AP English Literature 7-8
2014-2015 Course Syllabus and Policies
Instructor: Anne (Amy) Hardgrove
Room: 520
Email address: anne.hardgrove@husd.org
Office Hours: 2:10-3:00 or by appointment
Phone: 480-279-7366
Introduction
Welcome to AP English Literature 7-8, a rigorous and challenging course taught on a college
level, which includes intensive writing, the study of a variety of literary genres and works, and
careful and deliberate reading for multiple levels of meaning. This course will develop your
writing skills, and as you become concise and illuminating writers, you will see that writing is a
craft, which is something more than just function and formula. You will learn to write on a
college level as you examine and analyze forms of literature from poetry and short stories to
drama and novels. My primary goal is to teach you to be analytical readers who grasp basic
plot as well as dissect literature for form, function, and meaning. Many of the works in this class
will fall under both American and World Literature, in order to be in compliance with the district
standards for senior English.
Goals and Objectives
If you are electing to take this advanced English course, I assume that you have already
mastered the specifics of the AIMS 6-point rubric and Standard English grammar. This course
will enable you to move beyond the pragmatic responses of the AIMS 6-point rubric and the five
paragraph essay which affords minimal organization, but often encourage unnecessary
repetition. In this class you will be encouraged to place emphasis on content, purpose, and
audience to focus your organization. The focus of this course is on literary analysis, and you
will be expected to read widely and then reflect on your reading through extensive discussion,
analysis, writing, and re-writing. Ultimately our goal together will be to prepare for the AP
English Literature Exam in the spring, and we will accomplish this through well-designed
activities, discussions, and practice exams.
Each member of this class is expected to take the cumulative AP Literature exam in May.
Highly competitive colleges and universities look for AP scores and will expect that a student
who takes an AP course has also taken the AP test that concurs with the course. A passing
score on the AP exam is a 3, but many colleges look for scores of 4 or 5.
The AP exam consists of 2 parts: Multiple choice and Essays.
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45% of the test is multiple choice. The passages consist of both prose and poetry and test on elements
such as point of view, character, symbolism, style, diction, syntax, tone, theme, figurative language, and
irony. The number of questions generally ranges between 52 and 60. 60 minutes are allotted for this
section.
55% of the test is essay. There are three analytical essay prompts given. One will most likely consist of a
comparison and contrast, one will be a response to a passage, and a third is typically an open-ended
question. The open-ended question can be answered using evidence from any number of works of literary
merit. It is this question that demands AP Literature students read a number of novels, plays, short stories,
and poems. 120 minutes are allotted for this section. Due to recent changes in AP scoring, the essay
readers have been more rigorous in grading this section.
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Upon completion of this course students will understand:
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How to use a wide-range, college-level vocabulary, both appropriately and effectively;
How to craft a variety of sentence structures, including appropriate use of subordination
and coordination;
How to use logical organization, enhanced by specific illustrative detail;
How to apply the effective use of rhetoric, including controlling tone, establishing and
maintaining voice, and achieving appropriate emphasis through diction and sentence
structure;
How to use, analyze, and interpret samples of good writing, identifying and explaining an
author’s use of rhetorical strategies and techniques;
How to use, create, and sustain arguments based on readings, research, and/or
personal experience;
How to write in a variety of genres and contexts, both formal and informal, employing
appropriate conventions;
How to write about rhetorical contexts, including circumstances, purpose, topic,
audience, and writer, as well as the writing’s ethical, political, and cultural implications;
How to use appropriate conventions in writing, including consistent voice, tone, diction,
grammar, and mechanics;
How to use feedback obtained through peer review, instructor comments, and/or other
sources to revise writing;
How to assess your own writing strengths and identify strategies for improvement
through instructor conference, portfolio review, written evaluation, and/or other methods;
How to generate, format, and edit writing using appropriate technologies; and
How to move effectively through the stages of the writing process, with careful attention
to inquiry and research, drafting, revising, editing, and review.
Essential Materials
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An interactive notebook (a plain notebook of at least 70 pages, preferably college-ruled).
An email address (These are free. Have one by this Friday if you don’t already.)
Pens (Blue or Black). Red pens are ONLY allowed for revision and editing purposes.
I will not grade an assignment in red or any other color that isn’t blue or black ink.
Highlighters for annotation and close reading (if the book/resource is your own).
Post-it notes or Post-it flags for annotation and remarks, esp. if the book/resource is
NOT your own.
A 1” binder or section of a larger binder for handouts (large enough for each semester)
as you are required to keep all handouts and materials each semester.
Folders that fit in your binder or dividers for that binder for different parts of this class.
Dictionary (compact size - needed often. This is optional as I have several at the back of
the room for your use.)
A ream of standard copy paper (8.5” X 11”). You will donate this to Mrs. Hardgrove in
order to help offset the cost of the printed materials you will receive throughout the year.
Course Outline
This outline is a general map of where we’ll be going, what we’ll be studying, and the
approximate time frames. While major areas are listed here, we may deviate from this outline.
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**This syllabus is subject to change at the discretion of the instructor.**
Fall Semester, 2014
Weeks 1-2: Getting Started—The Basics for AP Study
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Review the syllabus and discussion of cheating and plagiarism
Set up accounts for turnitin.com
Introduce the AP English Literature Test Rubric
Learn Rhetorical strategies
Introduce AP Vocabulary Assignments
A. Students will engage in the following activities during this unit:
 Student introductions and voice comprehension
 Individual presentations of goals, dreams, and aspirations
 Review of mythical archetypes
B. Things to think about (and write about):
 I wish I knew (a person, a character, an idea)…
 I can’t live without…
 My dream job would be…
 A unique talent I have…
 Best friends/old friends/lost friends or new friends…
 Colors in my life…
 The most moving thing I have ever read/heard or seen is…
 If I could change one thing…
C. Introduction to multiple choice practice questions from previous AP English Lit exams
D. Introduction to Free Response Essays from previous AP English Literature exams
E. Additional Readings/Presentations:
 Excerpts from How to Read Literature Like A Professor – Thomas C. Foster
 Review of The Great Gatsby – F. Scott Fitzgerald
Weeks 3-4: Their Eyes Were Watching God
A. After the introductory weeks, students will be reading and analyzing the novel Their Eyes
Were Watching God by Zora Neale Hurston. Students will analyze the novel for tone,
symbolism, characterization, setting, parallelism, archetypes, and other narrative and rhetorical
techniques.
Students should address the following questions and discussion topics during reading:
 How does Hurston’s novel reflect the setting, culture, society, and historical events of the
time period in her novel?
 Thinking back to last semester, how does Hurston’s novel resemble Fitzgerald’s The
Great Gatsby? What similarities do the authors share in terms of the following: tone,
syntax, symbolism, etc.
 How does Hurston’s novel reflect society at that time period?
 How does Hurston’s novel reflect issues such as: race, women’s rights, civil rights, the
evolution of demographics in America, poverty, etc.
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B. Independent Novel Project – Each month, students will be asked to select a novel from the
list of most commonly used novels on the AP English Literature Exam. Written and oral
presentations will be required. These projects will focus on identifying and analyzing historical
information of the time period, biographical information, characteristics of the genre, plot
summary, author’s style, memorable quotes and their significance, characters, setting, symbols,
significance of opening scene/chapter, significance of closing scene/chapter, possible themes,
and other elements.
DUE Dates for these are as follows:
Monday, September 9, 2014
Thursday, October 9, 2014
Monday, November 10, 2014
Thursday, December 11, 2014
Monday, January 12, 2015
Thursday, February 12, 2015
Tuesday, March 17, 2015
Monday, April 20, 2015
Thursday, May 14, 2015 (may drop or alternate project assigned)
*** Late written and/or oral presentations will not be accepted. No exceptions ***
C. Review of Multiple Choice Practice Questions from previous AP English Literature
Exams.
D. Dissection and Analysis of Writing Free Response Essays from previous AP
English Literature exams.
Weeks 5-6: Short Stories
A. Students will read numerous short stories to discuss and analyze tone, characterization,
mood, syntax, historical significance, criticism, description, etc.
This unit may also include (but is not limited to) the following short stories:
“The Story of An Hour” (1894) – Kate Chopin
“A & P” (1962) – John Updike
“A Rose For Emily” (1930) – William Faulkner
“The Jilting of Granny Weatherall” (1930) – Katherine Anne Porter
“The Storm” (1898) – Kate Chopin
“A Clean Well-Lighted Place” (1926) – Ernest Hemmingway
“Birthday Party” (1946) – Katharine Brush
“Hills Like White Elephants” (1927) – Ernest Hemingway
“Good Country People” (1955) – Flannery O’Connor
“The Rocking-Horse Winner” (1933) – D.H. Lawrence
“The Chrysanthemums” (1938) – John Steinbeck
“A Good Man is Hard to Find” (1953) – Flannery O’Connor
“Carnal Knowledge” (1994) – T. Coraghessan Boyle
“Everyday Use” (1973) – Alice Walker
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“The Children’s Story” (1964) – James Clavell
B. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
C. Participation in Timed Writing Free Response Essays from previous AP English Exams.
Weeks 7-9:
Brave New World
A. Students will read and analyze the novel, Brave New World, by Aldous Huxley. This novel,
commonly utilized on the AP English Literature Exam, will be analyzed for themes, motifs,
symbols, characterization, setting, archetypes, and other narrative and rhetorical techniques.
Students should address the following questions and discussion topics during their reading:
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How does Huxley’s novel reflect the setting, culture, society, and historical events of the
time period?
How does Huxley’s novel reflect a dystopian society?
How are ideals and inward questionings juxtaposed with conformity to society?
How does this novel reflect issues such as: humanity, class order or rank, exile,
personal rights, personal ideals vs rift in society, etc.
B. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
C. Participation in Timed Writing Free Response Essays from previous AP English
Literature exams.
Weeks 10-11: The Importance of Being Earnest
A. Students will read Oscar Wilde’s The Importance of Being Earnest, and analyze for
elements of tone, absurdity, characterization, setting, themes, and other narrative and rhetorical
techniques.
Students should address the following questions and discussion topics during their reading:
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What the relationships are between characters and the natural world.
How can characters as individuals be considered “a work of art”?
How does the play reflect culture, society, and historical events of the time period?
Search for elements of irony within the play.
How does the play challenge conventional notions of sex and gender in public and
private spheres?
How does this play reflect issues such as: humanity, class order or rank, values, love,
honesty, etc.
B. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
C. Participation in Timed Writing Free Response Essays from previous AP English
Literature exams.
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Weeks 12-14: Death of a Salesman
A. Students will read Arthur Miller’s Death of a Salesman, and analyze for elements of
dialogue, irony, characterization, tragedy, voice, mood, etc. Discussion of the following
questions:
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What does it mean for a work to be didactic?
Explain the extent to which the play seems to invite audience participation.
How does irony reveal character?
Explain the importance of situational irony to characterization and theme.
Explain the importance of dramatic irony to characterization and theme.
Discuss the ideas of “hamartia” and “hubris.” In what other works can these be seen?
B. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
C. Participation in Timed Writing Free Response Essays from previous AP English
Literature exams.
D. Additional Readings:
 Excerpts from Paradise Lost – John Milton
 Excerpts from Inferno – Dante Alighieri
Weeks 15-17: Oedipus Rex
At the end of the semester, seniors will read a play that is often used on the AP English
Literature Exams: Oedipus Rex by the ancient Greek playwright, Sophocles.
As students begin preparing for college, students will also be asked to focus on writing personal
essays, in addition to analyzing the plays for thematic, rhetorical, and narrative techniques.
Analytical/Argumentative Paper: Students will write an essay focusing on one of the major
themes from the play:
 The role of Fate in the characters’ story arcs
 The protagonist as a Tragic Hero.
 The rights of the individual vs. the rights of the state; personal conscience vs.
governmental law; human laws vs. heavenly laws.
 The notions of “harmatia” and “hubris” as reflected in the works.
B. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
C. Participation in Timed Writing Free Response Essays from previous AP English
Literature exams.
D. Additional Readings:
 Excerpts from Beowulf
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Spring Semester, 2015
Weeks 1-6: Shakespearean Drama - Hamlet
A. Students will read and analyze Hamlet along with Shakespearean sonnets. Ongoing
analysis of Shakespeare’s style and tragic structure will take place. Not only will students
practice the processing and deciphering of Shakespeare’s language, but also they will examine
how Hamlet contains the elements of a Shakespearean Tragedy and how that compares to
Aristotle’s elements of tragedy. In addition, students will examine the poetic structure and
devices used in Shakespearean sonnets while analyzing and critiquing the works. Discussion
and analysis will also take place focusing on the elements of drama and its structure.
Students should address the following questions:
 Where do we see multiple plot strands linked with common themes in Hamlet?
 How is disorder developed to nearly tragic results in Hamlet?
 What are Shakespeare’s attitudes toward women in Hamlet? How are those different or
similar to modern authors’ portrayals of women?
 Contrast the attitudes towards the death of the old King as expressed by Claudius and
Hamlet.
 Discuss the thematic connection between Hamlet’s scene with Ophelia where he speaks
of honesty, his speech to the Players on acting, and his speech to Horatio on flattery.
B. Students may write essays on the following topics:
 Trace the way Claudius tries to manipulate the following characters in order to
achieve his own ends: Gertrude, Rosencrantz and Guildenstern, Hamlet, and
Laertes.
 Discuss the professions of love and grief expressed at Ophelia’s funeral by Laertes
and Hamlet, as compared to similar scenes featuring Claudius, in terms of their
implications for the play’s outcome: who is honest, deserving, and just, among the
play’s key players?
 Discuss the use of dramatic techniques used in Hamlet and at least two
Shakespearean sonnets citing specific examples. Analyze the effectiveness of the
devices in each excerpt.
C. Analytical/Argumentative Research Paper: Students will write a research report after
selecting a social or scientific issue. Students will be asked to narrow and refine a topic to a manageable
size. After in-depth, thorough research, students will create a 6-8 page report analyzing and supporting
information from a variety of sources. The research process with include the following:
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A formal typed proposal which includes topic, thesis, and initial list of sources.
MLA outline with Works Cited in progress.
Rough draft with parenthetical citation.
Final copy of revised, typed report.
D. Participation in Timed Multiple Choice Practice Questions from previous AP English
Literature exams.
E. Participation in Timed Writing Free Response Essays from previous AP English Literature
exams.
Additional Readings:
 Shakespeare’s Sonnets
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Emmett Till Sonnet
Weeks 7-9: Poetry
A. Introduction of “TPCASTT” and “SPOTTTS” strategies. Students will then use the above
strategies to analyze poetry in great detail. Poetry is a specific unit on the AP English Literature
Exam; therefore, students will analyze poetic devices used in poetry including the following:
theme, allusion, diction, hyperbole, mood, tone, etc. The unit will include analyzing any and/or
all of the following pieces:
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“The Last Night that She Lived” – Emily Dickenson
“The Red Wheelbarrow” – William Carlos Williamson
“Break of Day” – John Donne
“To An Athlete Dying Young” – A.E. Houseman
“Do Not Go Gentle Into That Good Night” – Dylan Thomas
“The Tyger” - William Blake
“Between the World and Me” – Richard Wright
“There is no Frigate like a Book” – Emily Dickenson
“Nothing Gold Can Stay” – Robert Frost
“Journey of the Magi” – T.S. Elliot
“Winter” – and other sonnets by William Shakespeare
Other poems from the Western literary tradition.
B. Student Annotation Reports: Students will complete weekly “SPOTTTS” reports whereby
they will focus on annotating poetry outside of the selected course pieces. Students will identify
each of the concepts and discuss their significance to the work: subject, purpose, occasion,
title, tone, theme, and speaker. Students will also discuss their response/reaction to the work.
As students create “SPOTTTS”, they will focus on and consider the following:
 What does the title tell you? How does the title reflect the message?
 Discuss the genre. Who is the speaker? The audience? The occasion? The situation?
 How does the poet use form or pattern to develop the message?
 What is the theme or central idea of the poem? How is this message conveyed?
 Discuss the sensory images used by the poet.
 Analyze the poet’s use of figurative language. What are the common figures of speech?
What is the purpose of the symbolism? Are there any allusions?
 How are rhythm and sound effects such as alliteration, assonance and consonance
used? How does end rhyme and repetition affect meaning? What is the meter?
 Discuss the mood or emotional structure. Is there a shift? Does the tone remain
constant or change, and if so, what creates the change and where does it occur?
 How do the connotations of words create figurative or extended meaning?
 What is your reaction the poem (reader response)?
C. Students will engage in the following activity during this unit:
 Create soundtracks outside of class to coordinate with a poem’s tone, mood, rhythm,
etc. Students will write an essay detailing these aspects of their poem in relation to the
soundtrack that they create.
D. In order to continually prepare for the AP English Literature Exam, students will be assigned:
 Further analysis of multiple choice practice questions from previous AP English
Literature exams that focuses on poetry.
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Further analysis of Free Response Essays from previous AP English Literature exams
that focuses on poetry.
Weeks 10-12: A Doll’s House
A. To round out our study of dramatic literature, students will read A Doll’s House by Henrik
Ibsen.
Students should address any of the following questions or topics:
 How has the drama changed from earlier works to Ibsen’s time?
 How does a predominately one setting play differ from other plays studied?
 What questions are raised when analyzing a work through:
Historical Criticism
Biographical Criticism
Mythological Criticism
Gender Criticism
Psychological Criticism
Sociological Criticism
Cultural Criticism
Formalist Criticism
Reader-Response
B. Students may write on several essays choosing from, but not limited to the following:
 Realism is the philosophy that understands that those who are in power set the societal
expectations. Discuss power and the character’s attempt to use power over others in A
Doll’s House (1879).
 A Doll’s House “exemplifies Ibsen’s contributions to the theater: his probing of social
problems, realistic dialogue, and depiction of his character’s inner lives as well as
actions. Rich in symbolism it deals convincingly and provocatively with the universal
human emotions of greed, fear, …and confronts the eternal, conflict between reality and
illusion.” Defend this statement-using examples from the text.
 Discuss the function of Dr. Rank in A Doll’s House.
 Using a work previously studied, create an overview of the work from two different types
of criticism.
 Critics argue that the worth of a piece of literature is how much it tests the audience to
examine its own ethics and ideals. Using A Doll’s House, discuss how you have had to
rethink your stance on particular issues.
C. Students will also continue to practice in preparation for AP English Literature examination:
 Timed multiple choice practice questions from previous AP English Literature exams
 Timed Free Response Essays from previous AP English Literature exams
D. Students will engage in other activities as assigned during this unit:
Weeks 13-16: Heart of Darkness
Students will finish the second semester by reading and analyzing the novel Heart of Darkness
by Joseph Conrad. In addition to analyzing the novel and focusing on literary criticism, students
will be focusing primarily on the preparation for the AP English Literature Exam. Students will
prepare through the following:
A. Re-examination of the AP English Literature Test Rubric
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B. Timed multiple choice questions relating both to Heart of Darkness and other past AP
Literature works
C. Timed Free Response Essay practices both on Heart of Darkness and other past AP
Literature works
Weeks 17-18: Closure
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Senior Reflection/Capstone Presentations and Speeches
Final Exam
Course Resources
 Arp, Thomas R., and Greg Johnson. Perrine’s Literature: Structure, Sound, and
Sense. Boston: Wadsworth. 2009. Print.
 Conrad, Joseph. Heart of Darkness and The Secret Sharer. New York: Signet
Classics. 2008. Print.
 Foster, Thomas C. How to Read Literature Like A Professor. New York:
Harper. 2003. Print.
 Hurston, Zora Neale. Their Eyes Were Watching God. HarperCollins
Publishers. 1998. Print.
 Kennedy, X.J., and Dana Gioia. Literature: An Introduction to Fiction, Poetry,
Drama, and Writing. New York: Pearson Publishing. 2009. Print.
 Meyer, Michael. The Bedford Introduction to Literature: Reading, Thinking, and
Writing. Boston: Bedford/St. Martins. 2005. Print.
**This syllabus is subject to change at the discretion of the instructor.**
Class Expectations
A. Cheating and Plagiarism: We will discuss cheating during the first week of class. I will
define it for you clearly, but suffice it to say that it will not be tolerated in any form, particularly
plagiarism.
 First offense: You will receive an F for the assignment and your parents and
administrator will be notified through a referral.
 Second offense: You will receive an F for the assignment, and the administration may
give you an out-of-school suspension. You may possibly not receive credit for the
course.
 Subsequent offense: You may be removed from the course permanently. Do not
expect me to write you a letter of recommendation for college, and do not expect me to
lie to a college recruiter if contacted.
B. Basic Rules
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BE PROMPT. Get to class on time. NO EXCUSES. Tardy students will receive ASD
(After School Detention)
It is extremely important for you to attend EVERY DAY.
BE PREPARED. Late work is not accepted.
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BE POLITE. Do not pack up to leave early, as we will use all of our class time.
BE ATTENTIVE. Talking occurs only in reference to the current lecture, discussion, or
group work. Silent work periods are just that—silent.
BE IN CLASS. Passes will be limited.
BE RESPECTFUL. Do not use profanity in this class or even think about cheating.
BE COURTEOUS and RESPONSIBLE. Each student is responsible for his or her desk
and desk area.
BE IN YOUR SEAT. I reserve the right to move your assigned seat at anytime, and I will
do so often.
BE SUCCESSFUL. Earn an A or B in this course, and you will be!
C. Late Work
None, so don’t bother! Assignments are due when they are due. You will have an
appropriate window of time to complete and revise major papers. Procrastination results in “the
excuses” (i.e., “My printer is out of ink,” “My computer crashed,” “My internet was down,” etc.). I
cannot run a copy/printer service, and I will not print your papers, so utilize the media center or
computer labs. Having said this, I reserve the right to consider evaluating circumstances for late
work. The key is to communicate with me. Smaller assignments, such as homework and inclass activities cannot be turned in late, except for excused absences.
D. Absences
Excused absences: You have as many days to make up work for an excused absence as
days missed; however, if you are aware of an upcoming deadline and you leave for a school
sponsored activity, you will still be expected to have your work ready the day it was originally
due. You know what work is due before you leave for athletic and club events.
Unexcused absences: Unexcused work will receive no credit. At my discretion, larger
assignments can be made up for partial credit depending on the circumstances. Unresolved
absences (ones not called in) are considered unexcused.
Honestly, because this class is taught at a college level, absences and missing work will be your
worst enemy! Zeros affect your grade tremendously, and your chances of getting an A are
drastically limited.
E. Missed Quizzes/Tests
Quizzes and tests missed because of an excused absence must be made up within five school
days of the absence. No make up opportunities will be given for unexcused absences.
F. Grading
A student’s grade will be based on his or her performance in the following categories:
Learning Activities/Practice, Writing Assignments, Unit Tests, Quizzes, Novel Projects,
Research Project, and the Final Examination.
Per district policy, final letter grades will be expressed on reports according to the following
scale:
Percent
Letter Grade
90-100%
A
80-89%
B
70-79%
C
60-69%
D
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0-59%
F
G. Formatting Papers
All word-processed papers and assignments will be formatted with standard MLA headings. See
below:
Example of header used in this class for every single typed assignment:
Student Name
Last Name 1
Mrs. Hardgrove
Brown 1
AP English
Lit – Period ___
Charlie
Brown
DateWarner
of Assignment
Mrs.
AP English Lit: Period ___
Title of Assignment
in and start writing. You will continue writing to the end of the page and when you
15 AprilTab
2013
start on the second page of the assignment, you’ll only put the top right heading which is your
last name and then number 2. Continue your assignment and pagination as instructed until your
assignment is complete.
Notice that the header is left justified and double spaced, and your last name is in the
header on the right side with the page number (even on p. 1).
H. Advice for Success
The AP Exam… Take it!
The cumulative objective for this class is to take the AP exam in May. As a student, you will
spend the whole year preparing for the exam, so it behooves you to give it your best (Yes, you
will be prepared!). In addition, colleges expect to see this on your transcript—failure to take the
exam is looked upon as a weakness by admissions offices. Depending on your university of
choice, a grade of 5 or better could ensure English credit. Some schools (Arizona universities
included) require a grade of 4 or better for credit. A score of 3 is considered a passing score.
I. Buy Your Books (Optional)
You are encouraged to purchase copies of all novels for this class. If you purchase your own
books you can take notes in them and highlight important passages. This will aid you in the
literature aspect of this course. If you show me annotated copies of your novels at the end
of each quarter you may be rewarded. Please note that no student is required to purchase
these books, and there will be copies made available in the media center. Oftentimes, there are
e-books, stories, or poems available on the internet.
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J. What if I don’t do my work?
Any student is permitted to register for AP English Literature 7-8, but it takes a hard-working and
intelligent student to do well in this course. I will assume you are all brilliant students, but if
someone proves me wrong by maintaining below a “C” average, you may be removed from this
course.
K. Tardy Policy: Tardies are viewed as a disruption to the classroom environment. Coming
in late not only deprives the tardy student of the full learning time, but also disrupts the
education of your peers. Any student who is not in his or her assigned seat when the tardy bell
rings will be considered tardy. Tardy students will be assigned ASD. (See below). Tardy
exceptions include those with proper medical documentation.
L. After School Detention: Timeliness and preparedness are vital to ensuring student
academic success. To this end, ASD (After School Detention) is an intervention designed to
encourage and reinforce student academic success. Throughout the day, students may be
assigned ASD by their teachers for being tardy, for missing homework, and for unpreparedness
for class. Students assigned ASD will serve it the following day to provide for parent notification.
A late bus is available for students in need.
M. Behavior Plan: In case there is an issue with behavior in class, the following plan will be
adhered to:
1. Teacher will speak with student.
2. Teacher will contact parent to address the issue.
3. Teacher will assign student to ASD (After School Detention).
4. If the behavior continues after ASD has been served, student will receive a referral to
Administration.
Note: If the behavior is a gross misconduct, student will be immediately removed from class
and referred to Administration for further discipline.
N. For the Parents: In an effort to help your daughter or son be more successful in class and
as a part of our Higley High community, our district offers a number of parent tools.

E-Alerts: Our school sends out automated email alerts for various school functions like
dances, athletics, testing dates, yearbook sales, etc., but you must be on the list to
receive them. To register go to www.husd.org > click on the silver “parents” link under
the orange bar under the photos > click on the E-Alert link > fill out the form.

ParentVUE: Our school uses a software program called Synergy (Genesis), which
compiles student grades, attendance, transcripts, and contact information. Teachers
may include digital documents, classroom assignments, points and percentages, and
individual feedback and comments. To register get an activation code from the front
office (480) 279-7300 > go to the same “parents” link as above > click on the ParentVUE
image button in the center of the page > click on the “I am a parent” link > Click on “I
have an activation key and need to create my account” > read the privacy statement and
hopefully click “I Accept” > Fill out the fields (fname, lname, and activation code) > Fill
out the fields for Username, Password, and email > You should now see your child’s
account information > at the top are two tabs, click on the My Account tab > here you
can change your password, add additional email addresses, and choose to get email
updates for attendance issues and notification for grade postings.

Hardgrove’s Website: I carefully put a calendar on my website for your daughter’s or
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son’s class. Please go to our school’s homepage, click on teacher pages, then my
name. On that page, you’ll see Class Calendar, and you’ll view what we do each day.
O. 5 Ways to Help Your Student:
1. Quiz students weekly on their vocabulary lists and/or other material related to the class.
2. Proofread writing assignments before due dates. Help students elaborate in their writing,
and ensure they are answering the prompt and staying on topic.
3. Check the class calendar weekly for assignments, assessments, and due dates for major
assignments. Additionally, view your students’ grades frequently in Synergy and discuss with
them. (Please note that calendars and documents found on the teacher pages are subject to
change based on adjustments and modifications necessary on a day-by-day basis.)
4. Provide your student with a quiet place to read, write, and study.
5. Encourage your student to peruse a wide variety of sources.
What Else?
__________________________________________________________________
__________________________________________________________________
Students, please sign and have your parent/guardian sign the acknowledgement below
and return it to me no later than Friday.
------------------------------------------------------------I have read and understand the policies and procedures for this AP English Literature
and Composition course. I am also aware of the Advanced Placement recommended
reading selections listed within this syllabus that will be used in this course.
______________________________________________________________________
Student Printed Name
Signature
Date
______________________________________________________________________
Parent Signature
Date
Parent Printed Name: _______________________________________________
Address: _________________________________________________________
Phone (Home): ____________________________________________________
Phone (Cell): ______________________________________________________
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Email: ___________________________________________________________
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