Advanced Placement English Literature and Composition
2011-2012
Course Outline and Syllabus
Welcome:
You have entered the world of Advanced Placement English Literature and Composition. Your year will
be both challenging and rewarding, and it will also be revealing as your growth in literary analysis and
composition begins to emerge. You are to strive to become critical readers of literature and conscientious
and thoughtful writers of and about literature. The goal at the end of this course will be to gain college
credit based upon scores achieved through the AP test.
Reading:
Great thought has been given toward your reading selections. You are expected to complete the reading
prior to the scheduled class, unless specifically told otherwise. I understand that you have many activities
and responsibilities in your personal lives, but you must also realize that, in order to participate in class
discussion and literary analysis, some time must pas between your reading and the formation of your
opinions and thoughts. Please be prepared, and keep your syllabus near and dear to your heart. Study
guides such as Cliff’s Notes may aide in your understanding of the text, but, if that is your only source, it
will not serve to earn you a good grade in this class!!!
Writing:
In Kentucky, we have the responsibility of completing a senior portfolio. Regardless of your opinion—I
hear that—we are, at Warren East High School, committed to providing you with every opportunity to
achieve the score of “Distinguished” on your portfolio. You will be required to write in preparation for
both the portfolio and the AP exam. The portfolio is a product of your growth as a writer over (at least)
four years of writing, and the writing for the AP exam is a product of your ability to critically analyze prose
and poetry under specific time constraints. Writing is an integral part of this course, and you will be
expected to tackle large quantities.
Your portfolio writing will be reviewed and discussed according to the Kentucky assessment for writing,
and your writing for the exam will be critiqued following rubrics designed by the College Board.
When examining the following syllabus, please note the categories listed as “Paper due:, Paper due:,
Paper due:, Paper due:” This section is for your use in keeping track of the timeline for completion of
papers examining the textual elements of each selection. You will research primary sources for literary
criticism for each of the major works listed. You will then develop your own literary criticism regarding
a particular aspect of the novel. The paper is to follow the writing formula of rough draft, revised draft,
edited draft, and published draft. At each stage, the paper will be reviewed by me, your teacher, and then
returned. Each time a new copy is turned in, the previous drafts are to be stapled, in order of
submission, to the back. Evidence of change is vital to your finished grade. Please pay close attention to
the comments and suggestions made to your papers. This is not idle feedback.
Timed Drills refers to the writing practice you will receive in class. Occasionally, I will request the
honor system and allow you to take home an essay practice. On these occasions, I will ask that you
adhere to the “40 minute rule” and confine your prewrite, rough draft, and final copy to that time limit.
Otherwise, you will be asked to write in that prescribed amount of time, a practice essay on one of the
areas of the AP test. Prior AP essay questions that have been released will be utilized. After the timed
work has been completed, we will score the practice essays using the AP/College Board rubrics and
scoring guides. We will analyze the essays and then you will rewrite yours to improve the writing, based
upon group discussion, analysis, and self-reflection. The final paper will be submitted for a grade upon
evidence of thoughtful change and meaningful conferencing with the teacher and peers of the class.
Again, all drafts must be submitted throughout the process and must be evident in the final submission.
Major Works Data Sheets: For each major novel, a Major Works Data Sheet (MWDS) must be
submitted. The MWDS focuses on various aspects of the novel and its prescribed form. Research of the
social and political influences taking place within the novel’s setting and the author’s life are crucial to
achieving a depth of knowledge about the work. Examining the fundamental elements of the work will
enhance the meaning and the themes that shift ordinary writing to the extraordinary. The MWDS is
extensive in its examination of the novel’s structure and the author’s writing technique. Care and time
should be devoted to this document. You will also be expected to research, read, select, and annotate one
published (from a scholarly journal!!!!) literary criticism pertaining to the major work. Your
annotations should be thoughtful and insightful—I’ll help you with this—and pertain to the author’s
comments regarding the topic.
Finally, each day, we will be working from Voice Lessons: Classroom Activities to Teach Diction,
Detail, Imagery, Syntax, and Tone. Each day, we will examine one of these literary elements, and you
will be asked to respond to a prompt analyzing one of these concepts. You will then be asked to write a
response practicing the skill discussed. At the end of each week, I will collect your papers, review and
comment, grade and return on the next school day. These points accumulate; therefore, be very careful
to submit your work on time. You will also be expected to show growth in your own writing by using the
techniques studied, so close and considerate thought is expected in your answers—both verbal and
written.
AP Exam:
While it is wonderful to have the benefit of challenging assignments and magnificent teachers, the primary
purpose of offering an AP class is to provide students with the opportunity to earn college credit. This
class will be conducted as a college course, and you should be prepared to take the test for possible credit
on May--, 2012. You are along for the ride—you may as well go to the party.
Grading Policy:
The grading scale for the class will follow the standard grading scale for the school:
100-90
89-80
79-70
69-60
59-
=
=
=
+
=
A
B
C
D
F
Components of Grade:
25%
25%
50%
Quizzes, short in-class and out-of-class writing assignments
Daily preparation, attendance, and participation
Papers (include portfolio, here) and tests (and an occasional presentation)
Note: Assignments are due on the specified date. I adhere to the “tardy to class=zero for the day” school
policy. Please be on time. I will accept papers that are late, but I do deduct substantial credit from the final
grade. Because you will have plenty of time to write your papers, please be prepared and conscientious in
getting your papers to school-even though you, yourself, may not be able to attend class.
TEXTS
Aarp, Thomas R., and Greg Johnson, eds. Perrine’s Literature: Structure, Sound, and Sense. 8th
8th Ed. Boston: Heinle & Heinle, 2002.
Cappillo, Diane, and Others, eds. Literature: Timeless Voices, Timeless Themes. New Jersey:
Prentice Hall, 2000.
Dean, Nancy. Voice Lessons. Gainesville: Maupin House, 2000.
Degen, Michael. Crafting Expository Argument. Garland: Telemachus Publishing, 2000.
Strunk. William,. and E.B. White. The Elements of Style. 3rd ed. New York: McMillan, 1979.
Planned Assignments
Fall Semester
Week 1 (4 Days)
Procedures
Overview and Introduction to Course and Responsibilities
Quizzes over summer reading (if applicable)
Week 2-4
Reading:
Fiction
Inferno text
Beowulf text-school text (40 – 60)
“The Wanderer” – school text (20)
“Sir Gawain and the Green Knight”- handout
Lord of the Rings, Tolkien (selected pages – handout)
Topics for Discussion:
Historical contexts
Anglo – Saxon word origins
The hero’s journey
Symbolism and Imagery
Word choice
Introduction to diction, syntax, and tone
Writing:
Portfolio introduction and threats
Annotating text
Overview of writing for the year
MLA format
Narrowing a topic
Thesis development
Organization
Style: Voice
Timed Drill:
Fiction
Weeks 5-7
First Novel Study:
Reading:
Heart of Darkness, Joseph Conrad
“General Prologue” from Canterbury Tales, Geoffrey Chaucer - pback
“Pardoner’s Prologue” and “Tale”
Flannery O’ Connor, “ The Drunkard” – Perrine (342)
“Wife of Bath Prologue” and “Tale”
Dorothy Parker, “ The Waltz” –handout
Rules of love from “The Art of Courtly Love,” Andreas Capellanushandout
Lorri Moore, “You’re Ugly, Too” - Perrine (352)
Topics for Discussion:
Point-of-view, the original feminist, the Feminist Approach, gender
issues, Setting , character, style, diction, frame stories, imagery
Writing:
The writing process
Style: syntax, diction, and tone
Types of resources for students
Timed Drill:
Fiction
Literary Criticism:
Topic to be selected from “Discussion Topics”
Paper Due (RD):
Paper Due (Rev.D):
Paper Due (ED):
Paper Due (PD):
See above for detail in use.
Weeks 8 – 9
Reading:
“Miller’s Prologue and Tale”
“Knight’s Prologue and Tale”
Flannery O’Connor, “A good man is Hard to Find”-Perrine (495)
Eudora Welty, “A Worn path”-(223)
John Updike, “A&P”-handout
Susan Glaspell, “A Jury of Her Peers”-(406)
Topics for Discussion:
The Journey motif, humor and the grotesque, nobility, irony
Symbolism, theme, style, pt.-of- view, character, plot, heroes,
Villians, and irony
Writing:
Portfolio check
Conferencing
Practicing syntax, and diction
Timed Drill:
Fiction
Literary Criticism Paper:
Topic to be selected from “Discussion Topics”
Paper Due:
Paper Due:
Paper Due:
Paper Due:
Drama
Weeks 10 – 11
Second Novel Study: Wuthering Heights, Charlotte Bronte
Reading:
Susan Glaspell , Trifles (1132)
“The Nature of Drama” (1116-1119)
Tragedy and Comedy”
(1301-1310)
Oedipus Rex, Sophocles (1310)
Othello, Shakespeare
(1361- )
*Unless otherwise noted, all numbers indicate pages from Perrine text.
Topics for Discussion:
Greek Tragedy, Shakespearean Tragedy, tragic hero, tragic flaw
catharsis, Syntax, melodrama, the villain, psychoanalytical approach to
Criticism, imagery, symbolism, pt.- of –view, pt.- of – view vs.
dialogue, conflict
Writing:
Style, diction, syntax
Revision strategies
Analyzing personal style
Character development – improving the portfolio
Timed Drill
Free Response
Topics to be selected from “Discussion Topics”
Literary Criticism Paper:
Paper Due:
Paper Due:
Paper Due:
Paper Due:
Weeks 12 – 14
Reading:
Macbeth, Shakespeare- student text (272)
Topics for Discussion:
Tragic heroes (new facets), flaws, character development, themes
(ambition, Lust, desire,,envy) the supernatural,and prophecy
Writing:
Transactive pieces
Persuasive techniques
Revisiting MLA
Timed Drill:
Non-fiction
Weeks 15 - 17
Reading:
Topics for Discussion:
Writing:
Timed Drill:
Arthur Miller, Death of a Salesman
Fences, August Wilson (1641)
King Lear, Shakespeare-pback text
American tragedy, family tragedy,catharsis and drama
Review of portfolio for semester
Portfolio self-assessment
Style: self-assessment
Free Response
Topics to be selected from “Discussion Topics”
Literary Criticism Paper:
Paper Due:
Paper Due:
Paper Due:
Paper Due:
Week 18
Complete drama unit
Review
Complete semester exam
Spring Semester
Week 1
Third Novel Study:
The Awakening , Kate Chopin
Poetry
Weeks 2 - 3
Reading:
“Elements of Poetry” (715)
“What is Poetry” (717)
Shakespeare, “Winter”
(720)
Shakespeare, “Spring”
(730)
W. C. Williams, “The Red Wheelbarrow” (730)
D. Randall, “Ballad of Birmingham” (728-9)
Dickinson, “There’s been a Death, in the Opposite House” (748)
Topics for Discussion:
Analyzing poetry
TP-CASTT
Poetry terms-an overview
Diction, syntax, shifts, tone, punctuation
The “Superman” theory, class struggle and civil unrest
Racism and poverty
The Russian Revolution, Peasants’ revolt
Redemption ; death and rebirth
Internal struggles and external conflict
Writing:
Creating a poem- see “Suggestions for Writing” (735)
Writing about poetry
Experimentation with diction and syntax
Timed Drill:
Poetry
Literary Criticism Paper:
Topics to be selected from “Discussion Topics”
Paper Due:
Paper Due:
Paper Due:
Paper Due:
Weeks 4 - 6
Reading:
“Denotation and Connotation” (757-63)
Henry Reed, “Naming of Parts” (764)
Langston Hughes, “Cross” (766)
John Dunn, “A Hymn to God the Father” (768)
“Imagery” (771-774)
Dickinson, “I Felt a Funeral, in my Brain” (776)
Robert Frost, “After Apple – Picking” (780 – 1)
Jean Toomer, “Reapers” (782)
“Simile, Metaphor, Personification, Apostrophe, Metonymy” (785)
Sylvia Plath, “Metaphors” (798)
---------------“Sow”- handout
Langston Hughes, “Dream Deferred” (805)
“Figurative Language 2: Symbol, Allegory” (807)
Robert Frost, “The Road Not Taken” (807)
Walt Whitman, “A Noiseless Patient Spider” (809)
“Figurative Language 3: Paradox, overstatement, understatement,
Irony” (829)
Marge Piercy, “Barbie Doll” (835)
Percy Bysshe Shelly, “Osymandias” (838)
Elisavietta Ritchie, “Sorting Laundry” (841)
“Allusion” (852)
Robert Frost, “Out, Out.” (853)
John Milton, “On His Bilndness” (857)
Dickinson, “Abraham to kill him” (861)
Topics for Discussion:
Writing:
Timed Drill:
Literary Criticism:
See above.
Continue with portfolio
Experiment with writing poems
Practice various styles of poets
Poetry
Topics to be selected from “Discussion Topics”
Paper Due:
Paper Due:
Paper Due:
Paper Due:
Weeks 7 – 9
Reading:
“Meaning and Idea” (865)
William Cullen Bryant, “To a Waterfowl” (869)
Dudley Randall, “To the Mercy Killers” (875)
“Tone” (880 -4)
Shakespeare, “My Mistress’ eyes” (885)
Thomas Hardy, “The Oxen” (887)
Mathew Arnold, “Discover Beach” (892)
Philip Larkin, “Church Going” (893)
“Musical Devices” (899 – 905)
Gwendolyn Brooks, “We Real Cool” (907)
Maya Angelou, “Woman Work” (908)
Robert Frost, “Nothing Gold Can Stay” (913)
“Sound and Meaning” (941 – 951)
John Donne, “At the round earth’s imagined corners” (956)
W.C. Williams, “The Dance”
Analysis of Poems:
T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1010)
R.S. Gwynn, Snow White and the Seven Deadly Sins” (1052)
Langston Huges, “Theme for English B” (1062)
Randall Jarrell, “Death of the Ball Turret Gunner” (1064)
Writing:
Completion of portfolio
Portfolio Due:
Portfolio Due:
Portfolio Due:
Portfolio Due:
Last Quarter: AP Review
Fourth Novel Study:
Catch 22, Joseph Heller
The final weeks of AP will involve preparation for the AP exam and completion of the portfolio. Intensive
Preparation and review of the skills learned during the previous three quarters will happen. You are
expected, again, to participate fully and eagerly attack any and all reviews given to you. I’ll get back to
you on this one.