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AP English Literature and Composition
Course Outline
Alpharetta High School
Mrs. Kelly Clinch
2011-2012
“In the beginning when the world was young there were a great many
thoughts, but no such thing as a truth.”
--Sherwood Anderson
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Course Description: AP English Literature and Composition is a college-level course designed to develop
careful readers and critics of imaginative literature and to offer a worthy setting for a lifelong pursuit of meaning.
A shared inquiry of the great literary texts will provide these scholars with the essential tools for joining the great
conversation of ideas.
Course Goals: As set forth in the College Board’s AP English Course Description May 2007/2008, the primary
goals of this course are summarized as follows:
1.)
to cultivate in students the skills of careful observation of textual details while reading and
writing to experience and understand literature subjectively
2.)
to teach students analytical and interpretive skills in reading and writing to explain literature
and its myriad meanings
3.)
to foster the capacity in students while reading and writing to evaluate literature for “quality
and artistic achievement” and its inherent “social and cultural values” (45-46).
The works studied during this course build onto the rich reading experience of students enrolled in high school
English classes in our school system prior to entering AP English Literature and Composition. Having already
encountered timeless texts spanning the scope and sequence of early to contemporary American literature,
major classics from world literature, and a variety of selections from British literature, the students in an AP
English Literature and Composition course will explore through close reading fiction, poetry, drama, and literary
criticism that encompass a variety of literary traditions throughout the history of English. The foundational
readings in this course include the intensive examination of representative works from the medieval period
through contemporary times in British, American, and World literature. In this course we will discuss the way
writers throughout history have expressed what it means to be human. In our study, we will compare old and
new, looking for patterns, archetypes, and comparative themes. Students will be expected to read closely, citing
specific textual support in the primary works and often the ideas of other literary scholars.
The language experiences of the class will include reading, writing, listening, speaking, and thinking. Class
activities and assignments will include the following examples: reading assignments with mandated due dates;
continued vocabulary development emphasizing both denotative and connotative implications and both general
vocabulary and vocabulary particular to literary analysis; one (1) out-of-class formal literary analysis paper a
semester; five (5) to seven (7) timed AP in-class writings a semester, approximately two per unit; out-of-class
reflective journals; projects; writing workshops requiring peer feedback and re-writing of formal, extended
analyses; individual writing conferences with the instructor regarding both out-of-class formal, extended writings
as well as in-class writings; both oral research presentations and formal written research papers; Socratic
seminars; Shared Inquiry discussions, and quizzes/tests. Finally, students will prepare for success with the
Advanced Placement Exam in English Literature and Composition by taking previously released AP multiple
choice exams and timed writings.
AP Exam Requirements: Per Fulton County and College Board policy, any student that does not take their AP
exam FOR ANY EXCUSED OR UNEXCUSED REASON is responsible for the returned/unused exam fee of $13.
Any student that is passing their AP class, even if it is with a 70%, MUST take their AP exam.
Textbooks and Auxiliary Materials:
Student Textbooks
Perrine’s Literature: Structure, Sound, and Sense. -- $55.00
Supplementary Texts: Novels and Major Works
We may not study every work listed here and in the unit descriptions, but we will cover as many as time
allows. Price of these texts varies by work, but most run between $10-$15 each to replace.
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Warren, Robert Penn. All the King’s Men
Anderson, Sherwood Winesburg, Ohio
Chopin, Kate The Awakening
Heaney, Seamus (Trans.) Beowulf (excerpts)
Gardner, John Grendel
Shelley, Mary, Frankenstein
Ellison, Ralph Invisible Man
Williams, Tennessee A Streetcar Named Desire
Edson, Margaret. Wit
Shakespeare, William. Hamlet
Stoppard, Tom. Rosencrantz and Guildenstern Are Dead
Wilde, Oscar The Importance of Being Earnest
Supplementary Novels: Additionally, independent novels of student/teacher choice may be required reading
each semester. While no student is required to purchase any books for this course, it is my hope that you will
choose to do so. Writing in a book makes one an active reader – a more conscientious reader. I believe
books beg to be marked up, dog-eared, and consumed again and again in one’s lifetime—in fact, my writing
teacher told me to always read with a pen in hand, and I still do! To purchase inexpensive titles on-line, visit
abebooks.com and a1books.com. These are wonderful resources! However, as with any assigned reading in
this class, I will supply a book from our supply in the English department bookroom to all who choose
not to purchase one. Please let me know BEFORE we begin reading if you need a school copy, but do not
hesitate to see me if you wish to borrow a work listed in the required text list.
Lost/damaged book policy: Students are financially responsible for all books issued by Alpharetta
High School. Textbooks may not be left in classrooms, and teachers are not responsible for students’
books once books have been issued to the student. The copy issued to the student must be turned in at
the end of the course. Students will not receive credit for turning in another student’s book, and
students may not turn in replacement books. The cost of replacement will be assigned to any student
that fails to turn in the exact book she/he was issued and/or to any student that turns in a damaged
book. If a student is issued a damaged book (i.e. broken binding, torn pages, water damage, writing,
etc…), then the book must be brought to room 1330 for a replacement book or to document the
damage. There is a two week grace period for students to document damage before the student will be
held accountable.
Writing Portfolios and Workshops: One of the rigorous requirements of AP English Literature and
Composition is the constant pursuit of the sharpened, focused written expression in our study of a work of
literature. This goal requires the relentless process of writing, reflecting, re-writing, reflecting, editing, and rewriting again. For the purpose of championing that individual growth within each student of this class, writing
portfolios and the writing workshop will be an on-going practice throughout the semester. We will collaborate in
class, peer edit, conference, revise, and rewrite. You will file all your drafts and completed papers in your writing
portfolio so that you can see your progress and continue revisions if necessary. After we workshop three timed
writings in class, you will choose your best essay to turn in for a final grade. If you score below a 5 on this final
essay, you may see me for the opportunity to revise it again for a higher grade. However, we will work in a
variety of writing genres, including informal personal response, literary analysis, comparison contrast, narrative,
and poetry. You will also write several full-process papers outside of class.
Writer’s workshops and the resulting editing will follow the objectives for developing students’ abilities to explain
clearly and soundly their understanding and interpretation of literary works as presented in the College Board’s
AP English Course Description May 2009:
o wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness
o variety of sentence structures, including appropriate use of subordinate and
coordinate constructions;
o logical organization, enhanced by specific techniques of coherence such as
repetition, transitions, and emphasis
o balance of generalization with specific illustrative detail
o effective use of rhetoric, including controlling tone, maintaining a consistent voice,
and achieving emphasis through parallelism and antithesis.
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Literature Blogs
Instead of a paper/pencil journal, we are going on-line! Each of you will create a Blogspot account to use as your
reading journal. You will be required to post to your blog at least once a week and write about your personal
reactions/connections to what we are reading or discussing that week. Entries are to be approximately 500
words. Blogs that do not meet the word requirement will not be accepted. I rarely assign topics for journals;
rather, students should glean ideas for topics from our units of study as well as what we are reading and
discussing in class—but stay appropriate. The spirit of blogging is to continue our insightful conversations about
literature and analysis outside of class. Blogs are due each Monday at 11:59pm for the preceding week. Entries
must be original work and not come from any other assignment in any class or course. I will grade your blog
assignment based on completion and the serious thought and effort you give to it. See my website for a complete
explanation of the blog/journal requirements for this class and for information on how to safely and privately set
up your blog accounts for our class.
Weekly Allusion Presentations
Twice a week, students will give a prepared short presentation of a “weekly allusion.” You must provide the
class with a detailed, researched and documented handout on your allusion--and present the information in an
interesting manner (visuals highly suggested!). Be creative with this and help us learn more about intertextuality
and the vocabulary of literary analysis. You must present at least ONCE per semester, although you may be
asked to present several times if needed. Expect to see the information presented in class on your final exam
each semester.
Poetry Notebooks
During each semester, students are to keep a poetry “notebook” due approximately 3 weeks before exams.
Notebooks should contain 5 poems of the student’s choice from a variety of styles, subject, and time periods—
but all should be AP Lit worthy. Students will annotate these works thoroughly, identify stylistic techniques and
literary devices, examine critical responses, and write detailed written responses on each chosen work. See the
handout on this assignment for more detailed information on expectations and requirements.
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Thematic Units of Study
Unit One – The Quest for Meaning in Literature: An Introduction to Close Reading
The purpose of this unit focuses on discovering meaning in what we read. We will discuss what it means to be
included in humankind’s “conversation of ideas” and how master writers communicate those ideas. Drawing on
key literary works from the summer reading assignment and Anderson’s Winesburg, Ohio, we will begin the
rigorous task of learning the art of close textual analysis. Thematically, we will consider humankind’s search for
self and the discovery of personal truth and philosophy of life, examining what we can learn about ourselves from
studying literature. Students will explore such essential questions as Who am I? Do I have one self or many
selves? Is there a real me apart from my social selves? What do I believe in and how do I discover this?
Highlights of the unit include:

The search for patterns in literature is a search for meaning and the introduction to close
textual analysis and literary terminology

Summer reading seminars on All the Kings Men

Detailed group presentations on summer reading choice books

Discussion of literary archetypes and allusions

Exercises in “Writing to Read”—exploration of style

Selections from Anderson’s Winesburg, Ohio and the definition of novel and short story

Seminars on Winesburg, Ohio

Formal literary analysis essay on summer reading assignment

Vocabulary, allusions, and literary terms

Master Works Charts on major texts in the unit

At least (2) diagnostic timed writings: prose and open question
Unit Two – Gender Roles: The Patriarch and the Matriarch
In this unit, students will examine the role of women, their rights, their roles as mothers, and their changing place
in society. We will also examine different theoretical approaches to literary analysis by looking at traditional fairy
tales through a variety of lens. Then we will embark on a study of feminist literature with more literary fiction.
Students will consider such essential questions as Do men control women? Do we live in a patriarchal society?
How does a woman manage motherhood and selfhood? How are strong women portrayed? What does it mean
to be a strong woman? Who defines gender roles in society? Are women liberated now? Highlights of this unit
may include:
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Introduction to types of Literary Criticism, especially feminist approaches
Selected fairy tales and the archetypal role of women in Western literature
Poetry Study on the works of Sylvia Plath, Anne Sexton, Margaret Atwood
Close study of Chopin’s The Awakening
Short stories study through the gender lens—literary circles and presentations
Socratic Seminar on feminist literature
Vocabulary and literary terms
Master Works Charts on major works in the unit
In-class timed writings with an emphasis on prose
Unit Three -- The Hero and the Monster—the Ageless Fight Between Good and Evil
The thematic purpose of this unit is to explore our perceptions of good and evil. We will also study the literary
device known as the double, used to represent good and evil within the same character. Comparing a work from
the past (Beowulf) to more modern works (Frankenstein and Grendel), students will explore such questions as
How is evil defined? How is good defined? What is a hero? Does the definition of hero change with time and
culture? How can man sometimes be both hero and villain? Highlights of the unit include:

Excerpts from Beowulf, the epic tradition, and Anglo Saxon poetic devices

A viewing of Joseph Campbell’s The Hero’s Journey from The Power of Myth

Gardner’s Grendel and a discussion of revisionist literature

Shelley’s Frankenstein and the study of “doubles” read and discussed in 3 student-lead
seminars
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Excerpts from Milton’s Paradise Lost as relevant to Frankenstein

Socratic seminar comparing the archetypal hero and the archetypal villain

In-class timed writings with an emphasis on poetry
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Poetry Study of Romantic poetry, particularly focusing on Blake
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Master Works chart on major texts in the unit
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Poetry Notebook due at end of semester
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Vocabulary and literary terms
Unit Four -- Wit and Wisdom
The focus of this unit will be the versatility of the English language and the study of the role of tragedy and
comedy in the dramatic arts. In our comparative study of past and present, students will explore questions such
as Why are we drawn to tragedy? How is the tragic hero like the common man? How does tragedy provide a
release for society? What is the role of comedy? Why do we laugh when we really should cry? We will also
spend time analyzing Renaissance and metaphysical poetry in an intense study of language and meaning.
Connecting the word play of Donne to Edson’s play Wit will round out the students’ study of “wit” in all its
meanings. Highlights of this unit include
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Hamlet and the tragic hero
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Comparison of various film versions of Hamlet

Socratic Seminar discussions of Hamlet
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Analysis and explication of one soliloquy in Hamlet
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Selected Renaissance and Shakespearean sonnets
th
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17 century metaphysical poetry—focusing mainly on John Donne, including many of his
sonnets and prose works
o Poetry explication essay (workshop)
o Students will discuss the meaning of the word “wit” in relation to Donne, Hamlet and this
play.
o Viewing the film version of Edson’s play Wit
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In-class writings with an emphasis on poetry
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Master Works Charts on major texts in the unit
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Poetry Study of sonnets and Renaissance poetry
Unit Five -- Social Protest and Society’s Invisible
The focus of this unit will be man's conflict with society and his struggle to express personal values and achieve
self-fulfillment in the world. Universal questions addressed in this unit are What does it mean to be invisible in
society? Is suffering what makes us stronger? Is there meaning to be found in a life of suffering? Without love,
without people, what is a person? What gives man his dignity? Does society have the right to control the
individual for the greater good? Students will also then lead a seminar on an assigned topic related to the novel
and create a museum piece based on their understanding of the novel. Highlights of this unit include:

Ellison’s Invisible Man
o Study of informational texts related to the novel
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In depth group research, presentation, and seminars on Invisible Man
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Artistic and visual museum project representing a theme in the novel
Literature Circles based on a selection of thematically connected works which may
include:
o In the Time of Butterflies
o Fight Club
o The Stranger
o Metamorphosis
o Middlesex
o White Teeth
Poetry Study of social protest poetry
Poetry Responses
Master Works Charts on major works in the unit
In-class writings with an emphasis on prose and the open question
Unit Six – Thoughtful Laughter
The focus of this unit will be the examination of satire and its relevance and importance to society. Universal
questions for this unit are What is the purpose of satire? How can it be used for social criticism? What is
“thoughtful laughter”? How do we define satire? The main texts for this unit will be

Exceprts from The Onion, The Daily Show, The Colbert Report, and SNL to identify
elements and types of satire
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Discussion of Horatian and Juvenalian satire
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Wilde’s The Importance of Being Earnest (with film exceprts)
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Stoppard’s Rosencrantz and Guildenstern are Dead (with film excerpts)
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Socratic Seminars on major works
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Master Works Charts
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Poetry Notebooks due at the end of the semester
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In-class writings with emphasis on the open question
Unit Seven – Final Exam Preparation and Your Last Lecture
Final emphasis on test preparation for the AP exam during this unit will be toward the Open Question, in
particular. While students have had some experience with this question previously during their studies this year,
students will be putting final touches on the research of several works that portray a variety of thematic topics to
ensure that students will feel confident for that aspect of the exam. After final preparation is made for the AP
English Literature and Composition exam, students will write and present their own “Last Lecture” based on the
lecture by Randy Pausch. Highlights of this last unit include:

Test Preparation Blitzo Review Open Question Charts
o Literary Terms review
o Self-reflection and analysis of timed writings
o Timed writing practice
o Outside Reading by student choice
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The AP Lit and Comp Exam
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Last Lecture presentations
Grading Rules and Class Policies:
Grading: Grades will be based on tests, compositions, projects, quizzes, homework, and seminars. Each
assessment will be worth 100 points and will make up a certain percentage of your grade.
Summative Assessments--55% (tests, major essays, projects, etc)
Formative Assessments--30% (quizzes, blogs, homework, classwork, etc)
Final Comprehensive Semester Exam--15%
Please note the Fulton County Grading Scale is as follows:
100-90
A
89-80
B
79-70
C
69-0
F
Class Management, Expectations, and Discipline: Good grades go along with good behavior. You are old
enough to know what is expected of you in the classroom. My rules are simple: BE POLITE, BE PREPARED,
AND BE ON TIME. Failure to abide by these simple rules or the rules outlined in your student handbook may
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result in detention and/or office referral. Please be respectful of me, your classmates, and the work we are
doing.
Every day please bring to class your notebook, a pen (black or blue ink only), paper, and your literature book
or supplementary novel. (NOTE one of my personal pet peeves: I do not accept work written in pencil. It is
usually messy and smeared and difficult to read. Use a PEN.) Consequences will be given if a student
repeatedly comes to class unprepared—this includes not having your text in hand. Come to class PREPARED
every day! This is VITAL for success.
I will consider you TARDY for class if you are not in my classroom when the bell rings. If you are in the not in
class at that time, you are tardy. Please sign in on the clipboard at the front of the room. After three (3) tardies, I
will refer you for public detention and possibly to an administrator. Please be in class on time.
Make up Work: Regular class attendance leads to better performance. However, if you are absent from class
for any reason, it is YOUR responsibility to find out missed assignments and to schedule a time with me to make
up tests and quizzes. Every Monday, I will hand out an agenda for the week outlining what we will cover in class
and what your homework will be. You should file these in your notebook. If you are absent, you can refer to the
agenda or access my website to see what you missed. Students with excused absences will be allowed to make
up work for full credit, but must complete all make-up work within the same number of days they were absent—
so, if you were absent three days, you have three days to make up your work. Be sure to see me for an
appointment when you return. HOWEVER, if you are absent the day a long-term project or composition is due,
you must email me your assignment on the due date and bring a hard copy when you return. Failure to do this
will result in a late grade. Unexcused absences will be handled according to school policy. The most important
thing to remember is that make up work is YOUR responsibility. If work is not completed in a timely fashion, I
may not accept it, and you will receive a zero for that assignment. Some work I do not accept late. Keep up with
due dates.
Late Work: All assignments are due at the BEGINNING of class. Turning in assignments at the end of or after
class will result in a late grade. The quickest way to kill your average is to turn assignments in late—or not turn
them in at all. It is very difficult to recover from zeroes. Late assignments will lose 25 points per day.
NOTE: Papers must be typed and printed ahead of time, stapled before class, and physically
turned in to me. NOTE: All written assignments must be turned in to turnitin.com as well as
handed to me in hard copy. Papers that are NOT submitted to turnitin.com may receive a zero.
Remediation and Academic Dishonesty:
Recovery Policy: Opportunities designed to allow students to recover from a low or failing cumulative grade
will be allowed when all work required to date has been completed and the student has demonstrated a
legitimate effort to meet all course requirements including attendance. Students must contact the teacher
concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery
work to be completed during the semester. All recovery work must be completed ten school days prior to the
end of the semester. The teacher will determine when and how students with extenuating circumstances may
improve their grades. To be eligible for recovery, you must have no missing assignments and have not been
excessively absent. Students (YOU) have to start this process!
Remediation: Your success in this course is important to me. I willingly offer extra help to my students on
Tuesday mornings from 8:00-8:30 in room 2323, during my lunch period (4A), and BY APPOINTMENT. You can
also keep track of assignments on our class website where I will post our weekly agenda and any class notes or
relevant information for this course. This is a wonderful resource for parents as well.
AHS Re-teaching/Instructional Support and Enrichment Policy Statement 2011-2012:
RISE is an opportunity for students to relearn course standards OR receive other instructional support in the form
of more focused instruction from their teachers. All teachers are available for extra help, should a student want
or need it. However, once a student’s course average drops below a 75, RISE policy requires that the student
AND parent be notified AND that the student spend a minimum of 30 minutes per week with the teacher for that
course (or another teacher of the same course) until the student attains a course average of 75*. RISE sessions
are offered according to the schedule below in order to avoid conflicts with individual teachers’ office hours.
Departmental RISE Schedule:
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Mondays: All Electives (Lunch/PM)
Tuesday: Language Arts (AM/Lunch)
Wednesday: Science (AM/Lunch/PM)
Thursday: Math (AM/Lunch)
Friday: Social Studies (AM/Lunch)
RISE is separate from and should not be confused with FCS Recovery policy. NOTE: If the below-75 student
average is a consequence of failure to make up work missed when absent, student should follow the teacher’s
standard make-up policy.
Academic Dishonesty…will not be tolerated under any circumstances. I am VERY strict about this. Any
assignment (homework, test or paper) which does not represent YOUR work results in a zero for that
assignment. This includes reading something like reading Spark Notes in place of the actual text. Just show
integrity. See below….
AHS Plagiarism Statement: A particular kind of honor code violation occurs with plagiarism.
Plagiarism is defined as the use of another’s words or ideas and the presentation of them as though
they are entirely one’s own. Acts of plagiarism include but are not limited to using words or ideas from a
published source without proper documentation; using the work of another student (e.g., copying
another student’s homework, composition or project); using excessive editing suggestions of another
student, teacher, parent, or paid editor. Plagiarism on any project or paper at Alpharetta High School
will result in a zero for the assignment, two days of Saturday school, and an Honor Code Violation.
Unless directly stipulated by the teacher, collaboration on written work is not acceptable. Students who
willingly provide other students with access to their work are in violation of the Alpharetta High School
Honor Code. From time to time, students will be required to register with and post assignments to the
Fulton County approved plagiarism detection site, turnitin.com. Should the teacher require posting the
particular assignment to turnitin.com, the assignment must have been posted to the website prior to the
time the assignment is collected in class or the assignment will be considered late.
Alpharetta High School Academic Honesty Expectations: It is the AHS administration and faculty’s
sincere hope that all students will demonstrate the highest level of academic honesty. The following
information is designed to encourage this desire. Violations of the AHS Academic Honesty Expectations
include, but are not limited to:
1. using words or ideas from a published source without proper documentation;*
2. using the work of another student (e.g. copying another student’s homework, composition,
or project);
3. using excessive editing suggestions of another student, teacher, parent, or paid editor;
4. using any electronic device for sharing information prior to, during, or after a graded
experience.
*plagiarism-the use of another’s words or ideas and the
presentation of them as though they are entirely one’s own.
Academic dishonesty of any graded experience, project, or paper will result in a zero on the assignment, an
honor code violation and 2 days of Saturday School. Administering of punishment will be done by the teacher,
grade-level administrator, and academic counselor. Unless stipulated by the teacher, collaboration on graded
experiences is not acceptable. Students who willingly provide other students with access to their work are in
violation of the Alpharetta High School Honor Code.
Computer Network Policy
Unauthorized intrusion of computer networks is a major disciplinary infraction. Students are prohibited
from
1. unauthorized/unsupervised use of the computer network
2. shelling-out to network directories
3. adding software packages of any kind to the network
4. causing damage to the network environment
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Internet Access Guidelines
Access to the Internet is available at AHS. It will be used only as a part of research in the academic area.
We believe the Internet offers vast, diverse, and unique resources to the community. Our goal in
providing this service to you is to help promote educational excellence.
We at Alpharetta H.S. firmly believe that the access to valuable information and interaction available on this
worldwide network far outweighs the possibility that users may procure material inconsistent with the educational
goals of Fulton County Board of Education. Internet access is coordinated through a complex association of
government agencies, and regional and state networks. In addition, the smooth operation of the network relies
upon the proper conduct of the end users who must adhere to strict guidelines. These guidelines are provided
here so that you are aware of the responsibilities you have. In general this requires efficient, ethical and legal
utilization of the network resources.
Statements and/or information provided by the Internet's World Wide Web do not necessarily reflect those views
held by AHS. Any information you gather from various World Wide Web sites while you are using the Internet is
your sole responsibility. This is also true for any damages incurred. This includes loss of data, non-deliveries, or
service interruptions caused by the Internet or by your own error(s) or omission(s). Alpharetta High School,
Fulton County Board of Education accepts no responsibility for accuracy and/or quality of information obtained
through the use of its Internet services. Additionally, vandalism will result in immediate cancellation of privileges,
disciplinary action and may result in school suspension and/or criminal charges. Vandalism is defined as any
malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other
networks that are connected to the Internet provider. This includes, but is not limited to, the uploading or creation
of computer viruses. Moreover, you do not have permission to create "homepages," directories, or establish
additional network addresses here at Alpharetta High School.
PARENT AND TEACHER CONTACT
Parents should feel free to contact me if at any time you should have concerns or questions about their child’s
progress in this class. Due to limited phone access during school hours and my part-time status, it is best to
contact me first via email at clinch@fultonschools.org or at clinch@fulton.k12.ga.us.
Home Access Center: As you may already know, Alpharetta High School has a program called Home Access
Center that allows you to view your child’s academic progress and attendance on-line. You may contact the AHS
Counseling Office to obtain a log on password to your account. Due to limited access to a telephone during the
day, the best way for us to keep in contact with you is by email
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