A.P. 12: English Literature and Composition
Ms. Jones
Academic year 2015-16
There is no frigate like a book
To take us lands away,
Nor any coursers like a page
Of prancing poetry.
This traverse may the poorest take
Without oppress of toll;
How frugal is the chariot
That bears a human soul!
-Emily Dickinson
Course Description:
Advanced Placement English Literature and Composition is a challenging, year-long, college-level course in the
careful reading and critical analysis of literature. Through the close reading of selected texts from various
genres and periods, students will deepen their understanding of the ways writers use language to provide
both meaning and pleasure for their readers. Each literary work is carefully analyzed, usually in a seminar
approach, and often with the students leading the discussion. Students write frequent analytical pieces,
ranging from paragraphs to timed essays to longer essays. This course is designed to comply with the
curricular requirements described in the A.P. English Course Description.
Major Texts:
Achebe, Chinua. Things Fall Apart. 1958
Alighieri, Dante. Inferno. Approx. 1314
Brontë, Charlotte. Jane Eyre. 1847.
Chopin, Kate. The Awakening. 1899.
Conrad, Joseph. Heart of Darkness. 1899
Eliot, T.S. The Waste Land. 1922
Hurston, Zora Neale. Their Eyes Were Watching God. 1937.
Morrison, Toni. Love. 2003.
O’Neill, Eugene. Long Day’s Journey Into Night. 1941.
Roberts, Edgar V. Writing About Literature.
Shakespeare, William. Othello. 1603
Sophocles. Antigone and Oedipus Rex. Approx. 400 B.C.
Stevenson, Robert Louis. Dr. Jekyll and Mr. Hyde. 1886.
Swift, Jonathan. Gulliver’s Travels. 1726
Warren, Robert Penn. All the King’s Men. 1946.
Wilde, Oscar. The Importance of Being Earnest. 1895
Woolf, Virginia. Mrs. Dalloway. 1925.
and a range of poetry and articles.
Writing:
This class strives to help students master the process of writing, both analytically and personally. The major
assessment for each unit will always be writing based. Students will always get feedback on their writing from
instructor in both formal (use of rubrics with space for specific comments on targeted assessment areas) and
informal ways. All feedback will address elements of writing, such as:
- Indication of most effective sentence(s).
A.P. 12: English Literature and Composition
Usage and skill of detailed textual evidence, strong vocabulary, varied sentence structure, flow and
voice
- Questions about inconsistencies in argument, organization, voice, tone, word choice, etc.
Students will also complete timed essays in class, as well as other, more informal, writing during time in the
classroom. Due dates for all work are available on the class website, as well as any supplemental information.
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Class discussion:
The nature of the A.P. class is to have focused and meaningful discussion of the literature. Participation on a
daily basis is expected. Typically once a term, students will lead a Socratic-style discussion and be assessed on
their preparation and management of the class. Students will also be expected to complete in-class or home
assignments designed to help focus thinking and allow students ample opportunity to contribute to
conversation. Reading schedules and due dates will always be posted on the class website.
Grading:
Students will be assigned points for assignments. The total number of points achieved will provide the grade
for the term; no assignments are weighted. Students can regularly check the on-line student grade portal for
grade updates. All grade assignments will be made based on student performance through the use of rubrics,
in keeping with the grading expectations published in the student handbook.
A.P. Exam:
The A.P. exam for English Literature and Composition will be held on Wednesday, May 4 at 8 a.m. As stated in
the 2015-16 Student Handbook: “All students enrolled in Advanced Placement© courses are required to take
the Advanced Placement© examinations in the spring. Students who are unable to pay the examination fee(s)
due to financial hardship, should speak to an administrator” (12).
Students choosing to go on senior project must remain in class through the A.P. exam: this is non-negotiable.
Addressing any issues
Step 1: Come and talk to me. I cannot help you if I do not know there is an issue.
Step 2: If you do not feel the issue is resolved after speaking with me, please have your parent or guardian
contact me and I will be happy to speak or meet with him/her.
Step 3: If the issue is more involved, we can set up a meeting with guidance with your parent/guardian and
myself.
Step 4: If the issue is still not resolved, the school administration will be contacted.
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A.P. 12: English Literature and Composition
Unit: Summer Reading "Boot Camp" (September)
Students present their summer reading work, discuss summer reading books, and hone their literary analysis
skills by writing six essays; five on a different aspects of Jane Eyre and one on poetry.
Summer Assignments:
Jane Eyre by Charlotte Brontë
You will be spending a lot of time with Jane. Take careful notes to help you write five essays through
September; this process is affectionately called “boot camp”. Notes on the novel should focus on conflict,
theme, setting, character, and point of view. Also note significant quotations. Cite page numbers for easy
reference.
Heart of Darkness by Joseph Conrad
Students will take notes, specifically focusing on the function of the two contrasting settings in anticipation for
planned classroom work in September. Notes will be checked as part of the assignment.
Things Fall Apart by Chinua Achebe
A modern post-colonial writer, Achebe shows the other side of white imperialism. Read the novel while taking
note of both setting and point of view, and complete a 40 minute timed A.P. essay.
Love by Toni Morrison
Morrison never gives you anything without making you work for it, and the resolution of this novel may take a
reading or two: be prepared. After digesting the novel, select one character and write a two page (doublespaced) character analysis, using support from the novel. You will use these notes to guide in-class discussion,
so be sure to include page numbers.
Unit Assignments (September):
Analytical composition for prose:
Read appropriate chapters and corresponding texts in Writing About Literature by Edgar V. Roberts. Write five
Jane Eyre essays following each Roberts’ chapter: character, setting, plot, theme, and close reading. Prior to
turning in each essay:
- Underline your thesis (Double underline the central idea)
- Italicize your evidence (examples/quotations) within each body paragraph
Supplemental Material:
*“The Necklace” by Guy de Maupassant
*“Trifles” by Glaspell
*“The Cask of Amontillado” by Poe
*“The Three Strangers” by Hardy
*“An Occurrence at Owl Creek Bridge” by Bierce
*“The Bear” by Chekhov
Analytical composition on poetry:
Using two of the poems you selected from the Writer’s Almanac, you will write an analytical essay on the
works, using Chapters 5, 13, and 14 in Roberts as a guide.
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A.P. 12: English Literature and Composition
Unit: The Darkness Within
Students will explore the darkness of Man’s heart and the choices he makes though class discussions of the
literature, which will cover several texts. Students will also continue their work on developing strong analytical
writing skills.
Part I: Heart of Darkness by Joseph Conrad (two weeks)
Students will read the novel as part of their summer reading, taking notes and then writing a short analytical
essay for the opening of school. Classwork will seek to place the novel in a historical and cultural context, as
well as establish an understanding of the potential of human beings and the effect of time and place on an
individual’s actions. Work on this novel will set the groundwork for the class in terms of discussion norms,
class activities and involvement, and assessment of work. At the end of the text, students will complete a 40minute timed essay.
Supplemental Material:
“The Hollow Men” by T.S. Eliot
“An Image of Africa: Racism in Conrad’s Heart of Darkness” by Chinua Achebe
Part II: Jekyll and Hyde by Robert Louis Stevenson (one week)
In this short unit students read the entire novel, taking notes based on the reading guide and making
connections to the poems listed below. The focus of the discussions will be a continuation of some of the
concepts from Heart of Darkness, including seeking to understand the darker capabilities of a person. The
students will write a timed essay on the novel at the end of the unit as a final assessment.
Supplemental Material:
“My Shadow” by R.L. Stevenson
Part III: Othello by William Shakespeare (2.5 weeks)
Students will explore the many elements of darkness while reading Othello. Students will journal daily as a way
to prepare for formal discussions and theatrical presentations of key scenes in the play. Students will be not
only analyzing the play as a complex work of literature, but also as a piece of performance art by comparing
film interpretations and making their own artistic choices. Students will maintain logs as part of assessment, as
well as completing a formal, multi-paragraph essay on point-of-view.
Supplemental Material:
Othello dir. Wilson Milam, 2008
Othello dir. Oliver Parker, 1995
Part IV: Long Day’s Journey into Night by Eugene O’Neill (1.5 weeks)
Students will continue their exploration of human suffering through reading and analyzing the play. While
reading, students will create character portraits through words to illustrate the sufferings for the characters in
the play. Students will also highlight specific scenes which are instrumental to understanding the characters
and their interactions and relationships with each other. Students will also view selected scenes of the play
and do a text to film comparison as a final assessment, learning the skills of compare and contrast.
Supplemental Material:
Long Day’s Journey into Night, dir. Sydney Lumet, 1962
Long Day’s Journey into Night, dir. Michael Blakemore, 1973
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A.P. 12: English Literature and Composition
Unit: The Voice of Women
Students will explore the female perspective as created by women, while continuing their analytical work in
writing and class discussion.
Part I: Their Eyes Were Watching God by Zora Neale Hurston (two weeks)
Students will begin the unit by listening to Ruby Dee read the opening of the novel, after which students will
document their reading experience in a journal. As part of the journal students will track recurring images and
write analytical paragraphs. These paragraphs will be used to guide class discussion (students will be given
specific images as a focus for a formal, Socratic-style discussion) and as a way to track developing ideas; they
will also serve as a pre-writing exercise for the final analytical essay on imagery.
Supplemental Material:
“I am Not Tragically Colored” by Zora Neale Hurston
“Georgia Dusk” by Jean Toomer
Article on Zora Neale Hurston by Alice Walker published in Ms. Magazine 1976
Part II: The Awakening by Kate Chopin (one week)
Continuing their work thinking about women as both authors and protagonists, students will read the novel
labeled “poison” by critics when published. Students will frame their class discussions around the public
reaction to this novel over time, seeking to find some understanding to the changing perception of this text.
Students will complete a timed writing sample at the end of the unit.
Supplemental Material:
“The Storm” by Kate Chopin
“The Story of an Hour” by Kate Chopin
Unit: The Satirical Edge
Students will explore literature defined by a sense of wit and a keen understanding of society, while
continuing to hone their analytical skills.
Part I: Gulliver’s Travels by Jonathan Swift (two weeks)
Students will read a novel which, along with other satirical pieces such as Twain’s The Adventures of
Huckleberry Finn, has been societally misappropriates as literature for children. Leaving the Lilliputians behind,
students will further examine the Yahoos and other characters created by Swift in his harsh criticism of his
time. The focus of in-class work, as well as the final essay, will examine what power satire has, both historically
and in present day.
Supplemental Material:
“A Modest Proposal” by Jonathan Swift
Assorted poems by Alexander Pope
Part II: The Importance of Being Ernest by Oscar Wilde (one week)
A very different voice from Swift, Wilde’s play on Victorian society will be a continuation of the discussion
around Swift, as well as some ground previously covered by Stevenson. Students will compare the effect of a
satirical play to Swift’s novel and Pope’s poetry. The final assessment will come in the form of a critical essay
on tone, which will also include Swift’s work.
Supplemental Material:
The Importance of Being Earnest, dir. Oliver Parker (2002)
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A.P. 12: English Literature and Composition
Unit: Justice and Redemption
Students will explore the ideas of transgression, seeking and finding justice, and the journey or redemption
through a series of texts. Students will be asked to understand how different authors arrive at definitions for
these ideas, as well as seeking to clarify their own personal views on the concepts.
Part I: Inferno by Dante (two weeks)
Students will begin the unit examining what it means to sin or transgress. While reading the cantos, students
will be taking notes on the crimes, punishments, and the logic behind these punishments, which will be used
in class to determine how Dante defines punishment and justice. Students will be responsible for explaining
the sin and logic behind the suffering for specific cantos, and will be assessed at the end of the unit with a
critical essay on symbolism or motif.
Part II: Oedipus Rex and Antigone by Sophocles (2 weeks)
Going back to the foundations of Western literature and civilization will enrich the students’ understanding
and discussion of the ideas of divine justice and involvement. Students will read the two plays, answering
focused questions to further discussion, especially to pick up on continuing ideas and concepts between the
two plays. At the end of the plays, the students will complete a timed essay in class.
Part III: All the King’s Men by Robert Penn Warren (four weeks)
The focus of the novel is for students to lead Socratic discussions of the chapters, exploring the language,
allusions, vocabulary, and themes. Students write nightly “3-2-1 notes” as preparation for class. Students will
also complete two timed in-class writing assignments tailored to fit the specific Socratic topics for each class
(to be graded with in-class rubric). As a final assignment, students will complete a multi-paragraph, analytical
essay examining a problem in the work.
Supplemental Material:
“Kubla Khan” by Samuel Taylor Coleridge
“A Patient Spider” by Walt Whitman
Unit: The Search for Meaning
The literature of the Existential addresses the great human question of seeking and defining meaning in life
and students will compare and contrast how different authors arrive at an answer, or lack of one.
Part I: Mrs. Dalloway by Virginia Woolf (one week)
Clarissa Dalloway is throwing a party. Over the course of the day’s preparations and into the event itself, the
hostess and many guests each contemplate their lives and the decisions they have made. Students will use this
novel to familiarize themselves both with the fundamentals of Existentialism and with Woolf as an author.
Students will complete a timed essay at the end of the unit.
Part II: The Waste Land by T.S. Eliot (one week)
Arguable one of the most important poems written in the 20 th century, students will take on Eliot’s work as a
text which both defines and challenges the idea of seeking and finding purpose. This work will also prepare the
students for their next unit in poetic analysis. Students will conduct a close reading poetic analysis at the end
of the unit.
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A.P. 12: English Literature and Composition
Unit: Appreciating Poetry (two weeks)
After analyzing several poems as a class and reading poetry which is connected to the literature in some way,
students will make presentations comparing the works of a contemporary poet and an established poet of
their choosing. This assignment allows students to apply the skills they have been developing all year in
focused poetry analysis. Complete assignment below:
Samples of Poems analyzed as a class:
 Other selections from Understanding Poetry
 Essay practice from previous A.P. exams
 Multiple choice samples from previous A.P. exams
The Poetry Connection
After finishing the major literary units for the year, we will be connecting new poets and established poets in a series of
presentations which you will make to the class.
1. Choose a living (or recently deceased) poet (no duplicates in the class) and read at least one book by that
poet. The goal is to find a poet who is contemporary and about whom the critics haven’t written a great
deal. Some suggestions are listed at the end of this handout.
2. Write an essay focusing on the contemporary poet and his/her poetry that includes
a. Analysis of 2-4 poems by the poet (see list of questions to consider)
b. The connection you made with the poetry
c. Hallmarks of the poet’s style
d. Copies of the poems you analyze
[Due the day prior to your presentation]
3. From the book(s) of poetry by your contemporary poet, select a poem which you feel can be thematically
or structurally connected with a poem by a more established poet. Poetry anthologies are a good
resource. Copies of Understanding Poetry are available for your reference.
4. Create a handout with the two poems you are comparing (one by a newer poet and the other by a wellknown poet). Distribute the handout a minimum of a day before your presentation.
5. Prepare a presentation (approximately 30 minutes):
a. Introduce the two poets and their poetry
*Focus (brief) biographical information on what influenced the poets’ writing
*You may use PowerPoint or other visuals if they enhance your presentation
b. Lead a discussion of the specific poems (include the connection you made between them)
6. As participants in the class, keep copies of all the poems distributed during the presentations. They will be
helpful as practice for the AP exam.
Some contemporary poets to consider: Any poets featured in The New Yorker or Atlantic Monthly
Margaret Atwood
Gary Soto
Rodney Jones
Donald Hall
Sonia Sanchez
Michael Blumenthal
Raymond Carver
Ruth Daison
Richard Wilbur
Peter Davison
Louise Gluck
Jane Kenyon
Sharon Olds
Ellen Bryant Voight
Li Young Li
Adrienne Rich
Baraka
Robert Pinsky
Stephen Dunn
Rachel Hadas
Galway Kinnell
Leland Kinsey
Kevin Young
Mary Oliver
Philip Levine
Naomi Shihab Nye
etc., etc.
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A.P. 12: English Literature and Composition
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