Advanced Placement English Literature and Composition
Bishop Amat High School
Ms. Christine Anne Shaw
Course Description
This course is designed to teach the fundamentals of beginning level college
writing and analysis of literature while adhering to the curricular requirements outlined in
the AP English Course Description. Students are exposed to both English and American
authors of poetry and prose whose works span from the sixteenth century to
contemporary times, and whose styles discover multifarious uses of language exposing
purposeful diction, many types of figurative language, varied syntax, and culturally and
analytically challenging themes.
Through rigorous reading and writing assignments, students learn to respond
through specific modes of composition including: writing to understand, writing to
explain, and writing to evaluate. Students compose formal essays, in-class timed
writings, quizzes, and daily homework assignments designed to promote this learning.
Students prepare during the summer with five works of literature and detailed
assignments to accompany them; this is to allow for a solid foundation from which to
spring.
As far as the administration of material, I follow the scheduling of the school year
which is divided into four, nine week quarters with one week at the end of each semester
allotted for exams. At the onset of the course, I familiarize the students with the course
demands at the same time bolstering their confidence to allay certain fears that they might
have about their ability to tackle the material. This is not to say that I make light of the
intensity of the workload, but I find that a student is more apt to use their own “voice” if
they feel that it is valuable right from the start.
Reading and Writing Assignments
Within the first weeks of school, I introduce the students to the approach that we
will take as a basis for how we read and write with respect to each work. I ask that these
three questions be considered of every work of literature:
 What are the observable characteristics of the world as presented by the author?
 Who is the protagonist, what is their main desire, and to what extent do the
parameters of their defined world influence that desire?
 Does this protagonist succeed or fail in attaining their goal, and how is their
identity, or the way in which the reader views them, affected as a result?
As a review for the test on whatever work is being covered, and as a method of
assessment of the student’s retention of lectured material, we interactively answer these
questions as a class, through volunteer discussion and student answers recorded on the
board and then into notes. I also introduce each poet and author that is covered in detail,
stressing the poignancy of their time period, to elucidate the influence that culture and
history has upon all works of literature.
For works of poetry, the students are asked to read the poems before class, and
then they are revisited in class three times: silently, student-read, and then instructor read;
after this a line-by-line explication and discussion of both form and content ensues.
Reading
The following is a description of the types of reading that the students are exposed
to throughout the year:
 Summer Reading Texts:: The students are asked to read five works during the
summer that are designed to introduce them to a variety of styles, with an
emphasis on diction, syntax, figurative language, and imagery. They are also
responsible for projects that are associated with each text, asking them to analyze,
interpret, and evaluate textual detail.
 Poetry: Students are exposed to a multitude of poems grouped according to
specific poetic devices and figurative language. They are given an in-depth
worksheet which outlines the explication of poetry considering both form and
content, and they are asked to explicate an average of two poems of their
choosing per assignment. Poetry is also visited through multiple choice sections,
and Advanced Placement essay questions.
 Short Story: The students approach literary analysis through a variety of styles of
writing, with a specific emphasis attached to each of the seven to ten stories that
are completed. Due to the length of the works I have chosen , often a more
comprehensive understanding is had in one class session, and a firm
understanding of each mechanical element is ascertained whereby students can
more easily associate and recognize these elements within dramas and novels.
 Drama: We read plays from the classical period through to the contemporary
period, so as to allow a broad range of styles to be analyzed. The approach that I
take with dramas is to remind the students that these are written to be seen and
heard, and not simply just read. From there, the student learns the historical
background of each play, and the significance of it to the culture from which it
came. This allows for an appreciation of the different style of writing that they
are encountering. The students will be exposed to both comedy and tragedy in
class, as well as, through outside discovery with respect to projects and
assignments.
 Novels: Students will read three novels that will be discussed in class through
lecture, group work, and class discussion. These are considered separate from the
summer reading novels and the themes are complimented by at least two works
that are read outside of class time, again, assigned as outside projects. The
students are asked to answer the three basic questions (see above) of each novel
which helps form a more cohesive understanding of comparative analysis. This
method of questioning also promotes much discussion and debate most especially
in questioning the success or failure of such characters of Captain Vere or Edna
Pontellier. Students become more comfortable with the confidence of their voice
through this exercise, as well as witness a variety of styles and themes concerning
various different protagonists.
 Non-Fiction Essays: Students will be exposed to certain non-fiction essays in
preparation for their end of the year research paper. They will become familiar
with expository writing and how to effectively produce it on their own, while
learning the basics of higher level research skills. They are given a month to
produce a 12-14 page paper after the completion of the Advanced Placement
Exam.

AP Preparation and Review: At the beginning of the school year, I take about
one week to introduce the Advanced Placement test to the students via samples of
multiple choice sections and essay prompts. This functions as a means for the
students to understand the fundamentals of what will be focused upon during the
entire year. I find it important for the students to see through my eyes concerning
the level of reading and writing that I am expecting from them right as they enter
the classroom. It tends to be overwhelming at first, as it should be, but I allow
them to discover their own ability as the year progresses. They are given multiple
choice segments and essay prompts once a week, so that they will be completely
aware of format and time restrictions. In the weeks previous to the test, they are
given an intensive review of the Advanced Placement test that, coupled with their
Spring Break assignment, will help them with test anxiety as well as readiness.
Writing
The following is a description of the types of writing that the students are
expected to complete throughout the course:
 Critical Writing (Formal)
o Process Papers
o Spring Break Assignment
o Research Paper

Critical Writing (Informal)
o In-class Timed Writes
o Tests: Short Answer and Essays

Creative
o Quarter Projects
Testing and Quizzing
 At the beginning of the school year, a test is given covering each work that the
student read over the summer. This is designed to test their independent
reading skills.
 Tests are given for each work and section of poetry
 Comprehension quizzes are given throughout each work
 Advanced Placement multiple choice quizzes are given once every two weeks
during first semester and then once a week throughout second semester
 Vocabulary in context quizzes are given
Grading
The standard grading policy that I use is broken down as follows:
Tests:
15%
Quizzes:
Projects:
Compositions
Homework/Class work/Participation
Midterm and Final
10%
10%
30%
15%
20%
I revise my standard quiz grading when considering the multiple-choice quizzes that I
give students to prepare them for the types of questions that they will encounter on
the Advanced Placement Exam. These are graded on a sliding scale depending on the
number of questions assigned to each particular section of the AP Exam (I use half as
the average percentage). This is also true for the Advanced Placement essay rubric of
1-9 that I employ when grading their in-class timed writing prompts including
questions 1, 2 and 3 from the AP Exam.
Students are given a detailed rubric at the beginning of the year that outlines the
various elements that are necessary for each type of formal essay written, and this is
continuously utilized for peer editing before the rough draft is turned in, and is
revisited when allowing for essay corrections and resubmissions.
Texts (both required and supplementary):
Advanced Placement Binder.
Advanced Placement Course Description: English. USA: College Entrance Examination
Board, (several years used).
Abrahms, M.H. Glossary of Literary Terms. 7th edition, New York: Harcourt Brace
College Publishers, 1999.
Austen, Jane. Pride and Prejudice. London: Orion Publishing Group, 1993.
Bishop Amat High School AP Literature and Composition Anthology. Logan, Iowa:
Perfection Learning Corp, 2006.
Table of Contents:
“The Rocking-Horse Winner”
“A Rose For Emily”
“A Modest Proposal”
“The Pardoner’s Tale”
“There Will Come Soft Rains”
Romantic Poetry
“The Metamorphosis”
5 Steps to a 5
Norton Anthology
Sophocles. Oedipus Rex. New York: Dover Publications, Inc., 1991.
Beckett, Samuel. Waiting For Godot.
Chopin, Kate. The Awakening. New York: Bantam Books, 1988.
Conrad, Joseph. Heart Of Darkness: “A Norton Critical Edition”. 3rd edition, London:
W.W. Norton and Company, 1988.
Melville, Herman. Billy Budd. New York: Penguin Group, Inc., 1986.
Naipal, V.S.. Miguel Street. New York: Vintage International, 2002.
Orwell, George. 1984. New York: Signet Classic, 1950.
Perrine, Laurence, and Arp, Thomas, R.. Sound And Sense, “An Introduction to Poetry”,
Eighth edition. Harcourt Brace College Publishers. 1956.
Shakespeare, William, “Comedy Of Errors”, William Shakespeare: The Comedies. Ed.
Wilco McLaren. New York: Smithmark, 2000.
Shakespeare, William. King Lear. New York: Dover Publications, Inc. 1994.
Wilson, August. Fences. New York: Penguin Group, 1986.
Woolf, Virginia. To The Lighthouse. New York: Harcourt, Inc., 1981.