AP English Literature and Composition
Margaret Jacobs – Instructor Room 703
Phone: 770-684-5432 E-mail: mjacobs@polk.k12.ga.us
2014 – 2015
*Please bookmark our virtual classroom on 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
GeorgiaBEST: All pathway classes will be participating in the GeorgiaBEST soft skills
(work ethics) training this school year. Students will focus on these skills in their
Advisement Class and their pathway classes. A grade in the 20% category will be given
each semester.
Class Policies/Rules: All policies of the Polk School District Board of Education and student handbook will be
enforced.
Make-up Work Policy: For each grading period, makeup work must be completed no later than two
weeks after progress reports are issued. Students may not make up work outside of the grading period
window once the time has passed.
Re-Test Policy: Any student can retest any chapter test regardless of the grade on the test provided that
the student attends tutoring as directed by the teacher. The student must retest within two weeks of the
grade being returned. The higher of the two grades will be recorded. This excludes benchmark
assessments, final exams, standardized tests (such as EOCT, Milestones, EOPA, AP Exams, etc.), and
major projects and research that required an exorbitant amount of time in and outside the classroom (ie:
research paper).
Exam Exemption: Exam exemption policies must be approved by the superintendent each school year.
Any and all exemption policies do not apply to EOCTs, AP exams, or any other PSD mandated
examinations.
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
Plagiarism/Cheating: The OWL Purdue website indicates that plagiarism is the use of someone
else’s words or ideas without crediting the source. It is also possible to self-plagiarize. Whether
intentional or unintentional, plagiarism is considered academic dishonesty. Additionally,
copying another student’s work or sharing answers without specific permission from the
instructor is also academic dishonesty (aka cheating). If a student is caught plagiarizing or
cheating in any form, the student will receive a zero for the assignment with no make-up/retake
permitted. A referral will be made to administration, and parents/guardians will also be
contacted. An academic dishonesty referral will result in dismissal from National Honor Society
according to the club’s by-laws.
Progress Report Dates: Sept. 16, Oct. 28, Dec. 2, Feb. 24, March 31, May 7
Report Card Dates: January 21, 2015; June 10, 2015