AP English Literature & Composition
Course Syllabus: 2012-2013
Adapted from the College Board web site:
Much of our work in AP English Literature and Composition will involve the careful reading and critical
analysis of imaginative literature. Through the close reading of selected texts, you will deepen your
understanding of the ways writers use language to provide both meaning and pleasure for their
readers. As you read, you will be asked to consider a work’s structure, style and themes, as well as
such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.
The course includes intensive study of a variety of representative works of recognized literary merit
composed between the 16th and 21st centuries. You will be exposed to many writers and writing
styles, but you will get to know a few works very well. As we closely read these texts, we will
concentrate on: (1) the experience of literature (the way we respond to in initially, on an emotional
level); (2) the interpretation of literature (the careful analysis we do to reveal multiple meanings);
and (3) the evaluation of literature (the final assessment we make of the text’s
quality and artistic achievement and how it reveals social and cultural values).
The most important requirement for this course is that you read every
assignment—read it with care and on time. You will likely need to plan time in
your schedule to get the readings—especially the novels—done! Poetry, though
usually not long, is complicated and should be read at least twice. The goal of
such close reading is to generate independent interpretations that go beyond the obvious.
Journaling, blogging, and/or marginal/sticky-note annotation will *always* accompany readings.
As we read, we will write. Writing is an integral part of the AP English course and exam. We will
sharpen our writing skills so that we may develop and organize our ideas in clear, coherent and
persuasive language, using:
• a wide-ranging vocabulary;
• a variety of sentence structures;
• a logical organization;
• a balance of generalization with specific, illustrative detail; and
• an effectively controlling “writing voice” or tone.
As we write together this year, you will collect your work in a Writing Portfolio. By revising selected
works, you will not only correct errors but reflect on the development of your skills as a writer.
Writing Assignments—In Detail
In this course, you will write many short, critical papers explicating poetry, short stories,
plays, and novels. Each paper is based on close textual analysis of structure, style
(figurative language, imagery, symbolism, tone), and social/historical values. You will
use specific and well-chosen evidence to articulate an argument about these texts.
These critical papers must be typed, double-spaced, and proofread (especially spellchecked) and will be approximately two-to-three double-spaced pages. I will often
require a rough draft for papers. Major writing assignments will typically be workshopped during class with peer support. You are encouraged to use the Writing Center, where I will
be Mon-Thurs after school from 3-4:30 pm, for additional support.
You will also be asked to write creative assignments— poems, drama, and short stories that take on
the rhetorical forms and styles of the literature we’re studying, or, that ask you to “rewrite” a story
from a different perspective. I will not grade these assignments on “creativity” alone, however. I will
also be looking for your knowledge and application of appropriate structures and styles as outlined
by the assignment; in other word: Did you understand, then apply, the techniques of art used in the
literature we’re studying? These techniques include structure, theme, and style (diction, syntax,
figurative language, symbolism, and tone).
OVER 
In-Class Writing, Quizzes and Exams
Expect to be quizzed after most reading assignments. I may not announce quizzes ahead of time,
and we will have a number of them, both straightforward “reading checks” and ones that ask you
dig a little more deeply into the text. At the end of some units, you will be given an exam that
features a new text or set of texts that you must write about using the skills gained
during that unit. Vocabulary quizzes will be weekly.
You will also be asked to write frequently in and out of class: For example, you will
journal in response to your reading assignments on a regular basis, either in your
notebook or on the blog. We will also use writing as an assessment: As the year
progresses, we will practice for the AP Exam with more frequent in-class timed
assessments, where you will be given a new text (poem, story, excerpt) and asked
to read, interpret, analyze, and compose an essay in 40 minutes.
The AP Exam
In May, you will take the three-hour AP English Literature & Composition Exam,
which is made up of about 55 multiple-choice and three free-response essay
questions.
The multiple-choice questions assess your ability to critically read passages. There
will be four or five passages: usually, there are two poems, two prose passages, and
one “wild card”—sometimes, a play excerpt or literary criticism essay. There are
about 10-15 questions per passage. Since you have one hour to complete this
section of the exam, reading these passages efficiently is essential!
The essays, with an average time of 40 minutes for each, are in response to two
different types of questions: (1) an analysis of a passage or poem in which students
are required to discuss how particular literary elements or features contribute to
meaning; and (2) an “open’’ question in which students are asked to select a
literary work from their memory and discuss its relevant features in relation to the
question provided.
Quick Facts about the Exam:
 Performance on the free-response section of the exam counts for 55% of the
total score; performance on the multiple-choice section is worth 45%.
 Multiple-choice scores are based on the number of questions answered
correctly. Points are not deducted for incorrect answers, and no points are
awarded for unanswered questions.
 Because points are not deducted for incorrect answers, students are
encouraged to answer all multiple-choice questions.
 On any questions students do not know the answer to, students should
eliminate as many choices as they can, and then select the best answer
among the remaining choices.
Intro To Literature: Short Stories
Modern Short Novel:
The Prime of Miss Jean Brodie
Week 7-10
Week 2-6
Week 1
Summer Reading
Review &
Intro to the Course
Course Scope & Sequence
Texts & Topics
Summer Reading Review
 Thomas C. Foster’s How to Read
Literature like a Professor
 Dracula by Bram Stoker
 Set of 10 student-selected poems
 “Why Literature Matters” by Donald
G. Smith
 “Marginalia” by Billy Collins
Objectives & Skills
Assignments
 Set expectations for the year
 Summer Reading
 Share and discuss highlights from
Dialectical Journal
summer reading
 Summer Reading
 Begin Vocabulary Sets
Test
 Introduce the class WikiSpace
 HTRLLAP Chapter
and Blog
Wall Project
 Introduce Writing Center Tutor
Project
 The Elements of Fiction [Short Stories Unit]
(Guiding Text: Lawrence Perrine’s Literature:
Structure, Sound and Sense)
(1) “The Most Dangerous Game” by Richard
Connell
(2) “How I Met my Husband” by Alice Munro
(3) “The Interpreter of Maladies” by Jhumpa
Lahiri
(4) “Hunters in the Snow” by Tobias Wolffe
(5) “Sonny’s Blues” by James Baldwin
(6) The Use of Force” by Williams Carlos
Williams
(7) “Desiree’s Baby” by Kate Chopin
(8) “The Lottery” by Shirley Jackson
(9) “Paul’s Case” by Willa Cather
(10) “The Jilting of Granny Weatherall” by
Katherine Anne Porter
(11) “A Rose for Emily” by William Faulkner
(12) “Hills Like White Elephants” by Ernest
Hemingway
(13) “The Worn Path” by Eudora Welty
(14) “The Story of an Hour” by Kate Chopin
 The Prime of
Miss Jean Brodie
by Muriel Spark
 The Prime of
Miss Jean Brodie
(film) directed by
Ronald Neame
Texts & Topics
 Review and
master elements
of literature
 Become skilled at
independently
noting key ideas
in literature and
presenting /
defending them
in writing and
class discussions
 Increase breadth
of academic
vocabulary
 Practice
annotation
 Write and rewrite
responsive,
analytic,
evaluative, and
creative pieces
 Dig deeper into key elements of literature
 Analyze author’s use of time-shift, flashback,
foreshadowing, allusion
 Analyze narration and author’s tone
 Consider historical and cultural context
 Become skilled at independently noting key
ideas in literature and presenting / defending
them in writing and class discussions
 Increase breadth of academic vocabulary
 Write and rewrite responsive, analytic,
evaluative, and creative pieces
Objectives & Skills
 Blog posts and study
questions for each story
 Weekly vocabulary
quizzes
 Reading checks on
Perrine chapters
 In-Class Writing Prompts
 Creative
Characterization Short
Story
 Point-of-View MiniScene Presentations
 Theme Statements
 Short Story Evaluation:
Comparison Essay
 Literary Terms Test
 Short Story (student’s
Choice) Final Analysis
Essay
 Vocab Test
 Writing Portfolio
Reflection / Revision of
one piece
 Dialectical Journal entries
and blog posts for each
chapter
 Weekly vocabulary
quizzes
 Reading checks
 In-Class Writing Prompts
 Literature Circles
 Graded Class Discussions
 Novel/Film Evaluative
Comparison Essay
 Writing Portfolio Reflection
/ Revision of one piece
Assignments
Intro to Literary Criticism
Victorian Novel: The Turn of the Screw
Week 11-15
 Turn of the
Screw by
Henry James
 A Case Study
in
Contemporary
Criticism,
edited by Peter
G. Biedler
 Turn of the
Screw (film)
directed by Tim
Fywell
 Dig deeper into literary theme
 Analyze author’s use of a frame
 Consider historical and cultural context
 Deconstruct and paraphrase complex
writing
 Become skilled at independently noting
key ideas in literature and presenting /
defending them in writing and class
discussions
 Increase breadth of academic vocabulary
 Write and rewrite responsive, analytic,
evaluative, and creative pieces
 Study four critical literary theories—
Reader-Response, Psychoanalytic,
Gender, Marxist—and apply these lenses
to James’ text and
 Student group presentations preand post-reading on Victorian
England / Critical Literary
Theories
 Presentation notes, post-it
annotations, and blog posts for
each section
 Weekly vocabulary quizzes
(Sadlier-Oxford)
 Reading checks
 In-Class Writing Prompts
 Graded Class Discussions
 Novel/Film Critical Literary
Theory Application Essay
 Writing Portfolio Reflection /
Revision of one piece
Introduction to Drama
Week 16-19
Mid-Term Exams
 The Elements of Drama
[Plays Unit] (Guiding Text:
Lawrence Perrine’s
Literature: Structure, Sound
and Sense)
(1) “Tape” by Jose Rivera
(2) “POOF!” by Lynn
Nottage
(3) “The Sandbox” by
Edward Albee
(4) “Los Vendidos” by Luis
Valdez
(5) “Oedipus Rex” by
Sophocles
(6) “Macbeth” by William
Shakespeare
 Review the essential elements of
drama, including evaluating its art as
a read versus performed medium
 Consider how drama employs
realistic and nonrealistic conventions
 Establish conventions of dramatic
tragedy
 Analyze dramatists’ exploration of
theme
 Consider historical and cultural
context
 Deconstruct and paraphrase complex
writing and perform dramatic scenes
 Become skilled at independently
noting key ideas in literature and
presenting / defending them in writing
and class discussions
 Increase breadth of academic
vocabulary
 Write and rewrite responsive,
analytic, evaluative, and creative
pieces
 Cornell Notes, post-it
annotations, and blog
posts for each play / act
 Weekly vocabulary
quizzes (Sadlier-Oxford)
 Reading checks
 In-Class Writing Prompts
 Graded Class
Discussions /
Presentations /
Performances
 Drama Terms Test
 Writing Portfolio
Reflection / Revision of
one piece
Introduction to Poetry
Week 20-23
 The Elements of
Poetry (Part 1)
(Guiding Text:
Lawrence Perrine’s
Literature:
Structure, Sound
and Sense)
 Curriculum
during this fourweek unit includes
whole-class, small
group, and
individual study of
dozens of poems
by male and female
classical and
modern American
and World poets.
 Review the essential elements of poetry, including
differentiating between ordinary and poetic
language and connotative vs. denotative meanings
 Be able to identify a poem’s speaker and establish
the poet’s exploration of theme and purpose
 Analyze poet’s use of imagery and how its use
creates emotion
 Analyze poet’s use of simile, metaphor,
personification, apostrophe, and metonymy
 Be able to close-read a poem toward fruitful
interpretative ends
 Consider historical and cultural context
 Deconstruct and paraphrase complex poetic lines
and read aloud to demonstrate understanding and
appreciation for the form
 Become skilled at independently noting key ideas in
literature and presenting / defending them in writing
and class discussions
 Increase breadth of academic vocabulary
 Write and rewrite responsive, analytic, evaluative,
and creative pieces
 Cornell Notes,
post-it
annotations, and
blog posts for
select poem
 Weekly vocabulary
quizzes (SadlierOxford)
 Reading checks
 In-Class Writing
Prompts
 Individual and
Paired Poem
Presentations
 Poetic Terms Test
 Poem Explication
Essay
 Writing Portfolio
Reflection /
Revision of one
piece
Digging Deeper into Poetry
Week 25-28
SPRING BREAK
Week 29
Week 30-32
 The Elements of
Poetry (Part 2)
(Guiding Text:
Lawrence Perrine’s
Literature:
Structure, Sound
and Sense)
 Curriculum
during this fourweek unit includes
whole-class, small
group, and
individual study of
dozens of poems
by male and female
classical and
modern American
and World poets.
 Continue to review the essential elements of
poetry, including paradox, allusion, tone,
sound devices, and meter.
 Be able to identify a poem’s speaker and
establish the poet’s exploration of theme and
purpose
 Be able to close-read a poem toward fruitful
interpretative ends
 Consider historical and cultural context
 Deconstruct and paraphrase complex poetic
lines and read aloud to demonstrate
understanding and appreciation for the form
 Become skilled at independently noting key
ideas in literature and presenting / defending
them in writing and class discussions
 Increase breadth of academic vocabulary
 Write and rewrite responsive, analytic,
evaluative, and creative pieces
Test Prep (Test Date is May 9!)
Post-Test Unit
FINAL EXAMS
 Cornell Notes, post-it
annotations, and blog
posts for select poem
 Weekly vocabulary
quizzes (Sadlier-Oxford)
 Reading checks
 In-Class Writing Prompts
 Individual and Paired
Poem Presentations
 Poetic Terms Test
 Poem “Sound on the
Page” Essay
 Writing Portfolio
Reflection / Revision of
one piece
Contact Information
PHONE: Leave a message for me by at Freire’s main number: 215-557-8555
E-MAIL (preferred!) stacey.carlough@freirecharterschool.org
WEB SITE: http://freireapenglish.wikispaces.com
Academic Dishonesty
You are expected to turn in your own work. If the information did NOT come from your head – for
example, the information was taken from a web site, a book, or even a friend -- that source must be
noted!
If plagiarism in ANY form—including but not limited to cheating on a quiz or test, copying
homework, or using non-cited material—is suspected, there will be an investigation by the Dean
and penalties will be put into place, including a ZERO on the plagiarized assignment. I take this
matter very seriously, and so should you: Take pride in your work, it is your voice.
Also, actually read everything I assign. I will not overburden you with hundreds of pages *because* I
intend for you to read carefully and thoughtfully. DO NOT USE SPARK NOTES OR OTHER ONLINE
SUMMARY TOOLS AS A REPLACEMENT FOR READING! You will obviously not have such resources on the
tests or the AP exam. If you do, you are cheating yourself out of the opportunity to truly develop your
reading skills, which you will need for the rest of your life. Be a scholar! Have original thoughts! Our
world needs your brains fully maximized!
Respect
It’s my hope that you will feel invested in the content, and therefore find that learning the skills comes
more easily. Everyone has bad days. I LOVE my students, and I am open and flexible, but I will not
be disrespected and I will not allow the safety and progress of our community to be disrupted.
The number one rule in my class is respect. Students must show respect by not talking while the
teacher or another student is talking. Disrespect may also take the shape of using insulting or
derogatory language or making mocking or inappropriate gestures or expressions. Anything that
attacks a person’s gender, sexuality, race, religion, social class, or physical or mental aptitude will
NOT be tolerated, even “as a joke.”
Grading Policy*

Homework/Class work/Participation: These “effort” assignments are typically worth 10-20
points each—together, they always average to 30% of the quarter grade.

Quizzes are worth 10-30 points each—they average to 20% of the quarter grade.

Writing assignments are worth 50-100 points each—they average to 25% of the quarter grade.

Final Essay/Quarterly Exam is typically worth 100-200 points each—these two items average to
25% of the quarter grade. Collectively, these three “mastery” categories
average to 70% of your quarterly grade.
*For the first marking period, 20% of the total grade will come from the summer
reading assignment, so each remaining category above will be worth slightly less
toward the quarterly average.
Homework: Expect homework (including reading) every night!

All homework is due at the start of class the day it’s due, unless otherwise noted on the
SmartBoard when you walk in.

Some assignments will be checked for content and returned at a later date, others will be
logged as complete and returned for use in class.

No late homework will be accepted—this includes homework that you try to hand in midperiod, at lunch, or that is “magically” found in your locker after school: The answer is “no”!
If you are absent, you are responsible for finding out what you missed. This is where most students fall
behind! Try to be in class every day. If you are not, you must:
1. E-mail me for your missed work/assignment
2. Check the class web site: <http://freireapenglish.wikispaces.com>
3. Contact me or a classmate before your absence or, if the absence was unplanned, the day
you return (after class, at lunch, or after school).
4. You have as many days as you were absent to make up the missed assignment… so, if you are
out Monday, you have one day (Tuesday) to turn it in by Wednesday. You are expected to
come after school review missed class work/notes.
Your Binder & Journal Notebook: Remember, this class is all leading up to probably one of
the toughest, longest exams you’ll ever take. If you’re organized throughout the year, you’ll find
reviewing all this material in preparation for the exam much easier. Keep all handouts and notes in
your binder such that you can quickly find them as needed. Complete all journal assignments in
order, dated and titled. *I will be doing periodic, unannounced binder/journal checks every few
weeks – they will count for a grade!* You must be ready or you will receive a ZERO!
VOCAB
Over the course of the year, we will learn new vocabulary words to help us describe literature. We
will use Sadlier-Oxford’s vocabulary books, with one unit being due each week. Many of these
words will be helpful when trying to describe an author’s tone, a scene’s mood, or a character’s
personality.
Quizzes

Reading Checks: Expect a reading check any time you are assigned reading for homework.
These will usually be very short and count for a homework grade. Sometimes, these reading
checks may or may not be open note, so always do your annotations and complete your
Cornell Notes!

Vocabulary Quizzes: After each set of words, we will have a quiz. These quizzes may be
cumulative.

Grammar & Writing Quizzes: Each quarter, we will focus on reviewing a few key
grammar/writing skills. After each mini-lesson, you will practice using the skill(s) and be quizzed.
These are also cumulative.
If you are absent on the day of an assessment, you must be prepared to take it after school on THE
DAY YOU RETURN unless other arrangements have been made. A different version of the quiz or test
may be administered as a make-up. If you fail to make-up your quiz, you will receive a ZERO – no
exceptions!
Final Essay/Quarterly Exam
At the end of each quarter, we will have a final major writing project. If you hand in a major
assignment late, your grade will suffer: You will lose 15% each day it is late. You have two days before
you receive a ZERO – no exceptions. We will also have a final exam at the end of each quarter that
tests your mastery of key reading and writing skills.
Scholarly Work Ethic
Preparation, effort, participation, and improvement may be factors in your grade, especially at the
end of the semester (if your grade is hovering on the border). In my eight years of teaching, I have
seen many bright students fail and not-so-naturally-bright students succeed based on their varying
ability to be positive, humble, and determined in the face of challenges. If you need help, ask. If you
need an extra day, ask. If you’re having a personal crisis, tell me. We are all human. I want you to
succeed, but I’m not psychic! But I need to see the best of you, every day – no excuses. Be hungry.
2013-2014 Signature Page
Students and parents/guardians: Please read this WHOLE document carefully and sign below. You
will be held responsible for upholding its contents!
Then, show this page by: ______.
I, __________________, have read and understand the contents of this syllabus, and am fully aware of
Print name here
the policies stated within.
Student’s signature:_____________________________
Date: _______________
I, __________________, have read and understand the contents of this syllabus, and am fully aware of
Print name here
the policies stated within.
Parent/Guardian’s signature:_____________________________
Date: _______________