AP English Literature & Composition
Mrs. C. Tieman
Course Syllabus and Expectations
Course Description:
This college-level course follows the curricular requirements explained in the AP English
Literature and Composition Course Description. Students are expected to closely read and
critically analyze a wide variety of imaginative literature genres from the 16th to the 21st
centuries. Each work’s structure, style, tone, and themes as well as other literary devices are
analyzed. Additionally, students write in response to literature so as to derive meaning and to
make relevant connections. Student-written critical analyses range from expository and analytical
pieces of writing to the argumentative and creative. It is through this intensive reading and
writing relationship that students are to fully understand and appreciate literature.
Student Evaluation:
An assortment of the following will be used to determine your AP grade:
Reading (assignments), active discussion/class participation, response journals, In-class writings,
reading quizzes, vocabulary, research and argument papers, presentations, projects, and tests.
The AP English grading scale follows the WHS adopted 100-90 = A, 89-80 = B, 79-70 = C, 69-60 =
D, 59-0 = F. Term grades are weighted, as per WHS Student Handbook Guidelines.
Required Texts for the Year:
Primary text: (anthology – for short fiction, poetry, drama)
Arp, Thomas R., and Greg Johnson, eds. Perrine’s Literature: Structure, Sound, and Sense.
Ninth Edition. Boston: Thomson-Wadsworth, 2006.
Supplemental texts: (models for composing in response to literature)
Roberts, Edgar V. Writing About Literature. Ninth Edition. New Jersey: Prentice Hall, 1999.
Richek, Margaret Ann. Vocabulary for Achievement: Sixth Course, Wilmington: Great Source, 2010.
Major Works: (most, if not all, may be borrowed from me!)
The Awakening by Kate Chopin
Oedipus Rex by Sophocles
Tartuffe or The Misanthrope by Moliere
Invisible Man by Ralph Ellison
Hamlet or King Lear by William Shakespeare
Other novels and plays of student choice
Overview of Composition:
As this AP course advises, there are numerous opportunities for student response to literature.
Interpretative pieces of writing range from the formal to the informal; from timed in-class essays
to critical analyses – based upon the author’s artistry and quality, and the work’s social, historical,
and cultural values. Evidence of the writing process, including revision and editing, are
imperative for the student writer’s growth in composition. Hence, teacher conferences as well as
peer conferences about various writings are essential. Grammar in writing and vocabulary will
also be regularly studied.
First Semester Overview– Genre Studies
Unit 1: The Short Story (3-4 weeks for the unit)
Primary text: (anthology)
Arp, Thomas R., and Greg Johnson, eds. Perrine’s Literature: Structure, Sound, and Sense.
Ninth Edition. Boston: Thomson-Wadsworth, 2006.
Supplemental texts:
Grammar and Usage for Better Writing. US: Amsco School Publications, 2004.
Roberts, Edgar V. Writing About Literature. Ninth Edition. New Jersey: Prentice Hall, 1999.
Unit 2: The Novel (3-4 weeks for the unit)
The Awakening by Kate Chopin, and/or Madame Bovary by Gustave Flaubert
Supplemental texts: same as Unit 1
Unit 3: Poetry (3-4 weeks for the unit)
In addition to the Primary and Supplemental texts from Unit 1:
Manear, John. Advanced Placement Poetry (a curriculum guide). US: The Center for Learning, 1988.
Various collections of poetry
Unit 4: Drama (3-4 weeks for the unit)
Primary and supplemental texts: (same as Unit 1)
“The Sandbox” by Edward Albee
The Glass Menagerie by Tennessee Williams
Oedipus Rex by Sophocles
The Misanthrope or Tartuffe by Moliere’
“Los Vendidos” by Luis Valdez
“Death Knocks” by Woody Allen
Class Policies:
Time on task
You are expected to not only be in class daily, but to also participate in the writings, discussions,
and activities in order to learn at the higher levels of Bloom’s Taxonomy. Expect to study, read,
write, etc. for a minimum of one-hour outside of class per day. (1:1 ratio) Depending on the unit,
you may need even more time to read, review, research, conference, revise and edit. Be sure to
keep the AP quarterly calendar handy so you are well-informed of upcoming due dates.
Absenteeism
If you are absent from class, it is expected that you continue to follow the AP quarterly calendar
and that missing work must still be completed and turned in upon return. Remember if you are
chronically absent from class, this cuts into your discussion and class participation points. Mostly
though, your presence is critical for the growth and development of our entire AP class– so please
make every effort to be here! You MAKE A DIFFERENCE.
Late work
Generally, there is deduction of points for late work. Reading assignments, journals, grammar,
vocabulary, and other short writing responses are cut 50%, if late. Major papers, projects,
presentations, and other long writing responses are marked one letter grade lower for each day
beyond the due date. If you know you will be “out”(college visits, early dismissals, sports events,
etc.), prepare to email me your work or send it in with a friend or family member on the day that
it is due if you are unable to deliver it yourself.
Plagiarism and Academic Integrity
At this advanced pace, it may be tempting to find ways to ‘cut corners.’ Words of warning:
Please don’t. Do your own work…it is not only the right thing to do (as your character is on the
line), but also supports the high standards and work ethic this very class demands. Any form of
cheating, falsifying information, or inappropriate copying of work is grounds for violation of
academic integrity and will be brought to immediate attention of the English Department. The
student in violation, his/her parents, the principal, guidance counselor, and the English
Department will meet to discuss the incident. Possible results may include, but are not limited to
the following: “0” grade for the assignment/paper/exam/project, a re-writing of
assignment/paper/ or a re-taking of exam/project, an apology letter to the rest of the AP class.
This is a very serious matter, and it will be taken very seriously! Additionally, please refrain from
using SparkNotes, Cliff Notes, or other summaries for response writing. Unfortunately, these
sources are too general for the nature of this course.
Notebook and Journal
Keep a 3” three-ring binder for filing all class assignments, papers, notes, research, quarterly
calendars, etc. (Organize according to your own ‘system.’) Include either a separate journal (an
inexpensive 8” X 11” spiral-bound notebook will work fine) or use a tab divider in your binder
(to designate a section of loose-leaf filler paper as your ‘journal’).
Other class materials
Be prepared to use blue or black ink for written assignments OR type. No pencil, please. You
will also need several highlighters and several pads of 2” X 3” post-it notes. If you have the
option (and permission), you are welcome to bring a lap top, I-Pad, or other technology to use in
our wireless classroom.
My role
As your AP teacher, my mission is to prepare you for college, to teach you college-level literature
& composition, and to help you earn college credit for this course. In sum, I will challenge to you
to higher levels of critical and analytical thinking in the area of English Literature & Composition
than you have ever been. I will be fair, firm, and friendly to each and every one of you. It is my
aim to build a positive relationship with you as guide and mentor. I am looking forward to a
successful and productive year!
Your role
As an AP student, it is imperative to keep up with the readings, writings, and other assignments.
Consider yourself a ‘detective’, whose special ‘mission’ is to reveal deeper ‘motives’ in each
‘case’ studied . You need to be an ‘active learner’ by asking questions, initiating discussions,
examining textual pieces, and giving me your best efforts in all that you do for class. You also
need to keep a respectful, open mind to the opinions and experiences of your classmates – and
they are expected to do likewise. Consider differences as opportunities for growth.
If you have any questions or need extra help, do not hesitate to see me. I am usually here most
days by 7 a.m. and stay until 3:30 p.m. – or we can set up another time to meet.
Welcome, AP Students!! 
Let’s have a super year!