AP English Syllabus
I. Course Description
A. Understandings: “The AP English Literature and Composition
course is designed to engage students in the careful reading and
critical analysis of imaginative literature. Through the close
reading of selected texts, students can deepen their
understanding of the ways writers use language to provide both
meaning and pleasure for their readers. As they read, students
should 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” (Collegeboard.com).
The survey approach provides a humanistic context in which
larger philosophical issues are raised and examined: How does
literature help us to understand ourselves and the world around
us? How does literature reflect time and culture? How has
writing become a communication tool across cultures and time?
The course provides an excellent preparation for the kinds of
writing, reading, discussion and workload consistent with a
typical university English literature course. Students who pass
the AP English Literature and Composition test in the spring with
a 3 or higher on the exam may be granted college credit,
placement, or both. Students should review selected university’s
guidelines for the institution’s policies on qualifying scores for
AP exam grades.
B. Course Goals
1. To carefully and critically analyze literature.
2. To understand the way writers use language to provide
meaning and pleasure.
3. To consider a work’s structure, style, and themes, figurative
language, imagery, symbolism, diction and tone.
4. To study representative works from various genres and
periods.
5. To understand a work’s complexity and analyze how meaning
is embodied in literary form and text.
6. To write analytically about literature including expository,
analytical, argumentative, creative, and personal response
pieces.
7. To incorporate speaking, listening, reading, and writing about
language: connotation, metaphor, irony, syntax, diction, and
tone.
8. To read, understand, and interpret a variety of texts and
media.
9. To use the skills and strategies of the writing process
(prewriting, drafting, revising, editing, and publishing) for a
variety of purposes.
10. To demonstrate a command of the grammatical and
mechanical conventions of language.
11. To increase vocabulary through reading and writing.
C. Topics Covered
1. Literature- representative selections and major works from
multiple genres, periods, and cultures.
a. fiction
b. non-fiction
c. poetry
d. essays
e. drama
2. Writing
a. Composition-informal writing
b. Journal writing
c. Essays-analytical literary writing
d. Timed writings
e. Essay scoring analysis
f. Reading, responding, editing, and revising for
publication
3. Grammar/Vocabulary/Word choice/Style and Voice
II.
Instructional Philosophy
To aid students in reaching course goals, instruction will
incorporate a variety of methods geared toward the
student’s individual learning styles. Although lecture and
discussion will convey information necessary to master
course concepts, these ideas will be introduced and
strengthened with reading, writing, revising, and analyzing
texts through cooperative learning, group work,
independent research and discovery, manipulation of
technological resources, and utilization of audio and visual
aids. Because students are encouraged to be self-directed
learners, the function of the teacher is seen primarily as
that of facilitator. Students are encouraged to work
independently and cooperatively to challenge new ideas,
direct trains of thought, encourage one another to think at
higher levels, and offer support and insight for written
ideas.
III. Performance Tasks: Students will complete the following
tasks as we work our way through the course. Each unit will
focus on vocabulary, writing, reading and responding, peer
editing, and analytical abilities demonstrated through
performance tasks.
A. Oral research presentation
B. TPCASTT- poetry response project. Students must choose a poem from a packet I
supply and write an interpretation of the poem based upon its textual details; those who
wish may present their analysis to the class. This assignment, while primarily drawing
upon skills of interpretation, engages students in writing for understanding. Students will
complete 10 poems through the 1st semester and submit their strongest analysis
determined by self-evaluations, peer responses, and teacher feedback.
C. Reading, responding, and analyzing assigned novels, drama,
fiction, non-fiction, and poetry in a variety of formats
including but not limited to the following strategies listed
from D-L.
D. Literary analysis papers: expository and persuasive. Each student will write
several short critical papers, explicating poetry and drama, and performing a close
reading of novels and short stories. Each paper will use specific and
well-chosen evidence to articulate an argument and/or
compare and contrast poems, drama, and/or fiction pieces.
Specifically, these critical essays are based on close
textual analysis of structure, style (figurative language,
imagery, symbolism, tone, diction etc.), and social/historical
values. Peer editors will follow rubrics and provide
feedback on, but not limited to. such skills as organization,
sentence structure, word choice, and development of ideas.
Teacher comments will include subtle and appropriate
transition statements, and original supportive
and illustrative details to encourage students in their
efforts. Comments will include questions for reflective
purpose and revision. Students will be given multiple
opportunities to revise their writings. Students will be
encouraged to write and revise critical essays to sharpen
their skills. Every three weeks, I will call for papers to be
formally assessed. Students are encouraged to submit their
strongest paper from a group of three. Papers should
include all components of the writing process, including
peer and self-evaluations.
E. Major Works portfolio- Students select novels or plays and
present their findings through their choice of assignment
tasks based on their major works. Assignments include but
are not limited to analysis of style, character, diction,
structure, setting etc. Students will have tasks that help
them to expand their vocabulary and use the newly
acquired words in creative ways. They have tasks to
choose from that allow them to research biographical
information and critical issues of the time period. Students
have tasks to choose that allow them to write critically and
creatively. The Major Works portfolio provides students
with autonomy in determining the tasks and skills they
work on within the framework of performance-based
criteria. Students will provide self-reflections, peer
responses initial drafts, and final copies to complete
portfolio.
F. Concept maps, Power Point presentations, partner, group,
and individual analysis and reflection. Students are
provided with opportunities to visually organize their ideas
for presentation and writing purposes.
G. Personal and creative essays. These essays will follow reading models and allow
students the opportunity to explore their creative writing abilities by emulating the
author’s style of writing.
H. Students maintain daily journals on assigned and free-writing topics. Journal
assignments ask students to show and reflect on their understanding of text.
Students engage in activities to develop high-level questioning skills. Students
share with peers and teacher to develop a respectful and strong learning
community.
I. Timed essays based on past AP prompts. This allows to
students to practice writing on timed prompts. These
essays are peer edited and compared to AP released
essays to note strengths and weaknesses. Students provide
self-reflections on their essays strengths and weaknesses.
They develop strategies for improved timed writing.
J. Visual representations of literary components, which allows
students the opportunities to explore and connect to the
text,
K. Timed objective tests based on past AP prompts. This
provides test prep for students. Students share and discuss
answer choices after completing test. This assignment is
informal and allows students the opportunity to hear other
students’ rationales and “think aloud” for answer choices.
L. Whole group analytical discussion of literature. This builds
our learning community and allows students to participate
in discussing literature focusing on structure, style,
character etc. as “experts” do.
Performance-task summaries will be issued to students with
timelines, due dates, and rubrics.
IV. Required Texts and Materials
Di Yanni, Robert. Literature: Reading, Fiction, Poetry, and
Drama 5th Edition. McGraw. New York. 2002.
Assigned novels.
Assigned dramas, poetry, and prose from a variety of sources.
Students will be assigned and required to obtain a personal copy
of the various novels, plays, poems, and short fiction used in the
course. Some of the pieces will be in our text and in our English
library collection. Students may purchase required readings from
a local, new or used bookstore, or from an online book source.
We will use Purdue University Online Lab (OWL) for writing
lessons.
List of novels, drama, and anthologized material:
Death of a Salesman
Medea
Euripedes
Oedipus Rex
Hamlet
Arthur Miller
Sophocles
Shakespeare
A Street Car Named Desire
The Awakening
Kate Chopin
Heart of Darkness
Candide
Tennessee Williams
Voltaire
Joseph Conrad
Confederacy of Dunces
John Kenedy Toole
Short fiction and essays- as selected from Di Yanni’s Literature
Poetry- as selected from Di Yanni’s Literature, and
by women: an anthology of literature
Unit 1: Genre Study
Students will understand how a writer of poetry and prose crafts
a work of literary merit.
Students will understand how author’s and poets implement all
the tools of literary technique, language, and style to enhance
their work.
Students will learn historical and social values related to great
literature.
Tasks:
Elements of literature including novel, short story, and poetry
Essential Elements:
Close readings of fiction, and poetry
Composition instruction
Timed writing with teacher conferencing, peer editing and
revision.
Journal writing- Students will write to reflect and assert
judgments.
Peer editing and evaluation using AP scoring guides.
Revisions based on peer, teacher, and self-reflections.
TPCASTT ( Topic/Title, Paraphrase, Connotation, Attitude,
Shift, Theme, Title) for poetry analysis.
Analytical writing. Students will write to evaluate a work’s
style and quality. The writing process will include brainstorm,
drafting, Peer editing, teacher conference, self-reflection, and
revisions. Students support ideas with textual detail. Essays
follow each reading or paired readings. Teacher provides
constructive advice and positive assertions about rhetorical
devices, diction, structure, voice etc for reflection and/or
revision.
Direct instruction on the following:
A. Writing strong introductions and conclusions
B. The act of reading fiction, local color, voice, use of first and
third- person point of view, plot structure, theme, symbol and
irony, tone, diction,
C. Conventions of writing. OWL online lab will be our resource
for individualized practice skills.
Students will have a variety of opportunities to participate in
reading, writing, analyzing through whole group, independent,
and cooperative activities that enhance their understanding of
literary components.
Students will interact with teacher and peers to improve writing
skills.
Students will maintain reflective journals on authors, poets,
selected pieces, and historical and social values related to the
pieces. Students write in journals on a daily basis. Students pair
share and comment on peers’ assertions. Students will develop
their vocabularies from selected texts and personal choices
while practicing using the words in journal responses. Teacher
will comment (positive) as students read entries aloud to
encourage students to explore their ideas in a non-threatening
form.
Novel: The Awakening Kate Chopin
Short Stories: “The Yellow Wallpaper”, “Desiree’s Baby”, “The
Story of an Hour”, “A Rose For Emily”, “A Worn Path”, “The
Rocking Horse Winner”, “The Cask of Amontillado”,” Everyday
Use”, “The Kiss”, “Sonny’s Blues”, “The Prodigal Son” “Taking a
Husband” (Sample list)
Poetry: Death of a Toad, Holy Sonnet 10, I Saw in Louisiana a
Live Oak Growing, The Darkling Thrush, Blackberry Picking.
(SAMPLE list). See performance tasks above.
TPCASTT to develop skills needed for analytical essays.
AP Practice timed- objective tests with student, peer, and
teacher “think aloud”
AP practice essay prompts- Students will use rubrics, peer,
teacher, and self-reflection comments. Read and respond groups,
teacher conference, and revisions will assist with the writing
process. Participation grades are given with personalized
comments on improving vocabulary, sentence structure,
organization and support. Students will provide textual detail to
support assertions. Assertions will be analytical and not
generalizations. This creates a non-threatening environment in
which students are free to explore their ideas about a selected
piece of literature.
Visual presentation of literary concepts related to student choice
of selection (s).
Compare and contrast themes of Chopin’s novel and short
stories. Students will brainstorm, draft, peer edit, teacher
conference, and self reflect. Students will follow the writing
process before submitting final drafts. Students will have
opportunities to revise final drafts based on teacher comments
and self-reflections. Teacher comments will include positive as
well as constructive advice. Teacher will note vocabulary,
sentence structure, and organizational improvements. Comments
will focus on rhetorical skills to improve tone and voice.
Comments to improve supporting textual ideas.
Unit 2: Classical and Modern Tragedy
Elements of tragedy.
Students will learn Aristotle’s definition of tragedy and use that
definition as a springboard to their thinking of tragedy.
Students will learn the structure of drama and essential
questions that are timeless.
Students will learn that the tragedies of yesterday are common
to tragedies of today: the human experience has many
dimensions and time changes but people do not; people have
always sought the truth about the world in which they live;
suffering brings about wisdom.
Students will recognize the role of fate and free will.
Students will recognize historical and social values related to the
pieces.
Tasks:
Direct instruction and class discussion on the following:
The act of reading drama
Plot structure, flashback, point of view, tone, irony, symbol,
diction, types of characters, and types of conflicts
Conventions of writing, using individualized instruction from
Purdue’s OWL
Composition instruction; Purdue Instruction- Finding Your Focus:
The Writing Process (OWL)
Organizing Your Argument (OWL)
Timed writing with “think aloud” and released essays for
comparison.
Peer editing and evaluation, using AP scoring guides
and released papers.
Power Point Virtual Museum: A Study of the Greeks- Research
oral project.
Did You Know Fact Sheets, formal research incorporating MLA
format on two of the following works.
Visual for literary devices in selected piece. This assignment is
completed with a group of three.
AP practice timed objective tests with “think aloud” rationale
after testing completed.
AP practice timed essay. These essays are informally assessed
through group conferencing, peer sharing, teacher commenting,
following AP rubrics.
Definition essay, critical analysis paper, and/or argumentative
essay incorporating the writing process: brainstorming, peer
editing, teacher conference, self-reflection, and revisions.
Students respond to two of the following readings. Teacher
comments will include positive as well as constructive advice.
Teacher will note vocabulary, sentence structure, support, and
organizational improvements. Comments will focus on rhetorical
skills to improve tone and voice. Students have opportunities for
revisions after teacher commenting.
Arthur Miller:
Death of a Salesman
Sophocles: Oedipus Rex
Euripedes: Medea
Shakespeare: Hamlet
Unit 3: Satire
“Satire is a sort of glass, wherein beholders do generally
discover everybody’s face but their own: which is the chief
reason for that kind of reception it meets in the world, and that
so very few are offended with it.” -Johnathan Swift
Students will understand the role of satire and appreciate the
author’s wit and skill of literary devices.
Tasks:
Elements of literature, including novel, and essays
Close readings of fiction and non- fiction
Elements of satire: humor and irony
Point of View and tone
Composition instruction- Purdue University Online Instruction
Timed writing with “think aloud” and released essays for
comparison.
Journal writing- See Performance Tasks. Work quality and social
and/or cultural values relating to readings. Informal writing for
personal connections.
Peer editing and evaluation, using AP scoring guides and
released papers
Creative writing: satire and personal issue paper. Students model
writers of satire. Students will follow the writing process: brain
storm, draft, read and respond, peer edit, teacher conference,
revision, final drafts and self-reflection. Teacher comments will
provide comments for reflective purpose.
Analytical writing incorporating the writing process: drafting,
peer editing, teacher conference, self-reflection, and revisions.
Teacher comments will include positive as well as constructive
advice. Teacher will note vocabulary, sentence structure,
support, and organizational improvements. Comments will focus
on rhetorical skills to improve tone and voice. Students have
opportunities for revisions after teacher commenting. Students
will respond to the following:
Novel
Voltaire: Candide
Essay
Johnathan Swift “A Modest Proposal”
Editorials from our local newspaper and THE NEW YORK TIMES
Editorial cartoons and artistic representations of satire:
sketches, drawing, and music.
Visual- satire- A topic of interest
Unit 4: Non-Fiction
Students will understand that non-fiction is a medium by which
most authors will express themselves and their responses to
imagination. It is the form for the analytical, informative, and
critical essays. Man continues to search for the truth.
Tasks:
Critical thinking and discussion of analysis- whole group
Expository and evaluative writing based on readings.
Timed writing with “think aloud” and released essays for
comparison.
Evaluation of AP released papers through partner, group
conferencing and discussion.
Conventions of writing- individualized instruction from Purdue’s
Online Writing Lab.
Improving vocabulary for essay writing- Strategies
“Politics”
Emerson
Representative news articles from local and regional columnists
“Allegory of the Cave”
Plato
“A Man’s Search For Meaning”
Viktor Frank
Research literary Criticism from Twentieth Century Literary
Criticism, Nineteenth Century Literary Criticism and various
reference books.
Argumentative paper and critical analysis paper, incorporating
the writing process: brainstorming, drafting, peer editing, teacher
conference, self-reflection, and revisions. Students respond to
two of the readings. Teacher comments are for reflective and
rewriting opportunities.
Journal writing- See Performance Tasks. Work quality and social
and/or cultural values relating to readings. Informal writing for
personal connections.
Unit 5
Poetry
Students will learn that reading poetry means responding to it by
paying close attention to detail.
Students will understand how the poet’s background many times
contributes to the piece.
Students will understand that approaching analysis through the
strategy of TPCSATT will better prepare them for the analytical
paper.
Students will sharpen their reading skills by focusing on ideas
and feelings that are tightly packed into a few lines.
Students will learn that paying close attention to the text in
poetry helps one to appreciate and understand the poem’s
possibilities.
Tasks:
TPCASTT and Explication
Critical thinking and discussion of analysis refined from first unit.
Essays will emphasize analysis of thesis statement, imagery,
syntax, diction, poetic language, tone, audience, symbolism,
theme, form and figurative devices.
Compare and contrast essay, incorporating the writing process:
brainstorming, peer editing, teacher conference, self-reflection,
and revisions. Students respond to two of the readings. Teacher
comments are for reflective purposes and rewriting
opportunities.
Expository writing, incorporating the writing process:
brainstorming, peer editing, teacher conference, self-reflection,
and revisions. Students respond to two of the readings.
Whole- class discussions on represented pieces from Moderns
and Contemporaries. Discussions will emphasize analysis of
voice, language, diction, structure, tone, theme, form, allusion,
symbol and figurative devices etc.
Concept map or Power Point presentation generated from class
discussions of selected pieces. Students with work with partners
to visually represent important literary and historical aspects.
Pieces represent voices from around the world.
Timed writing with “think aloud” and released essays for
comparison.
Evaluation of AP released essays through partner and group
conferencing and discussion.
Types of poems: ballad, sonnets-multiple forms, parodies,
Carpe diem, and pastoral. (SAMPLE- but not limited to)
Types of Poets: Moderns and Contemporaries
Sonnet 116
Shakespeare
To The Virgins, To Make Much of Time Robert Herrick
To His Coy Mistress
Sonnet 130
Andrew Marvell
Shakespeare
The Passionate Shepherd to His Love Christopher Marlowe
Ballad of the Landlord
Sestina
Elizabeth Bishop
We Real Cool
Incident
Langston Hughes
Gwendolyn Brooks
Countee Cullen
I thank You God for the most this amazing E.E. Cummings
Indian Boy Love Song # 1
Sherman Alexie
Indian Boy Love Song # 2
Sherman Alexie
Anorexic
Eavan Boland
Ego Tripping
Nikki Giovanni
I Ask My Mother to Sing China Li-Young Lee
Submit to You
They change
Japan Ono No Komachi
Japan Ono No Komachi
Imagining her Death and Cremation Ono No Komachi
The Albatross
France
Declaration
China
Chess
Ode to My Socks
Hamlet
Hamlet
Charles Baudelaire
Bei Dao
Mexico Rosario Castellanos
Chili Pablo Neruda
Russia
Nigeria
Boris Pasternak
Wole Soynika
Other representative world pieces if time permits. This is a
representative sample including but not limited to the types of
poetry we read. Due to schedule, at times poems will be omitted
or substituted. Students will keep reflective journals on the
pieces we study. Students will find similar pieces to complement
the choices they have made for their journals. They will compare
and contrast themes, style, and voice. They will have
opportunities to free write about the poems in addition to the
expository, compare contrast, argumentative and timed writings.
All writings will offer opportunities for development, revision, and
reflection. Teacher will provide conferencing and final comments
for revision and/or reflection.
Unit 6:
Summer reading review
Students will understand how literary devices function in the
piece.
Students will learn to read and respond to it detailed passages.
Students will have the opportunity to develop vocabulary.
Students will have the opportunity to work cooperatively.
Students will write evaluative.
A Street Car Named Desire Tennessee Williams
Confederacy of Dunces John Kennedy Toole
Pride and Prejudice Jane Austin
Brave New World
Candide
Aldous Huxley
Voltaire
The Invisible Man
Ralph Ellison
All the Kings Men
Robert Penn Warren
Animal Dreams
Barbara Kingsolver
Students create visuals and work in groups to teach their peers
the important literary elements of the favorite piece of two
selected novels. This presentation will require research, a
product, and a presentation, focusing on critical analysis and
evaluation. This is a district assignment, which focuses on a
major works portfolio. Students have opportunities too develop
vocabulary, analyze text, characterize characters, and think
critically about style, structure, themes, etc.
Evaluative writing, incorporating the writing process:
brainstorming, peer editing, teacher conference, self-reflection,
and revisions. Students respond to two of the readings. Teacher
provides comments for reflection and/or revision.
V. Student Evaluation
Students will be evaluated according to the following 1st and 3rd
quarters:
50% Essays, Compositions, Class discussions and
participation (this includes the writing process: peer editing,
teacher conferencing, self-reflections and revisions.
40% Literature tests, Practice AP tests, Project, Presentation,
and Research
10% Journal, Homework, Class work
There is a district exam that will count 25% of the grade, which
will count the 2nd and 4th quarters.
40% Essays, Compositions, Class discussions and participation,
writing process
30% Literature tests, Practice AP tests, Project, Presentation,
Research
5 % Journal, Homework, Class Work
25% Exam
Performance Standards
Grades for the course will correlate with the following levels of
performance:
Grade Performance Standards- Students, review the
expectations and standards and monitor your performance level
regularly.
A
Independent Learner
Exceeds requirements; goes beyond what is
expected; does research, designs, plans; applies
academic skills, evaluates work and edits
accordingly; produces quality work; seeks out
and finds resources; writing shows significant
understanding due to sophisticated syntax,
diction, support and elaboration. Work is
exemplary.
B Semi-Independent Learner
Meets requirements; Does research, designs,
plans; quality work with a few flaws; revises and
edits to meet standards; focus in writing may be
the obvious rather than insightful, or thesis and
support may be unsupported generalizations.
Writing shows understanding due to above
average syntax, diction, support, and
elaboration. Work represents high quality.
C. Dependent Learner
Meets some requirements; needs assistance to
research, design and plan or must be given a
plan to follow; relies a great deal on the teacher;
must be given procedures for performing tasks;
requires significant help to produce a quality
product; needs extra help to evaluate products/
presentations and/or writings; final product
meets average standards; writing may be
superficial in content, unsupported
generalizations, or more summary than analysis.
Work represents average quality.
D. Minimal Learner
Barely meets requirements; needs continuous
help and
prompting to research, design, and
plan or must be given a plan; dependent on
outside direction; with teacher direction, cannot
produce a quality product; unable to self-assess;
writing summarizes or makes assertions with no
support. Work is below average.
F. Failure
Does not complete projects/essays; if
assignments are
completed, they are of such
low quality that they do not pass; failure to
document procedures followed; does not show
criteria for determining quality; writing
demonstrates
minimal understanding with
little or no clarity due to consistent grammatical
problems or lack of support. Does not use peer
remarks, teacher remarks or self-reflections to
improve writings. Work is unacceptable.