SAINT LOUIS UNIVERSITY
1818 Advanced College Credit Program
http://www.slu.edu/colleges/AS/1818acc
ENG x190 Advanced Strategies of Rhetoric and Research
ENG x202 Introduction to Literary Studies
Hazelwood West High School
AP Senior English
Course Syllabus
Fall 2010 / Spring 2011
Instructor: Mr. Doug Jameson
Contact Information:
Voicemail: 314.953.5203 ext. 38248
Email: djameson@hazelwoodschools.org (Primary)
djameson@slu.edu
Web:
http://mrjsenglish.ning.com
http://www.hazelwoodschools.org (High Schools -> West -> Mr. Jameson)
Course Description:
This year-long, honors course is a thematic, cross-cultural approach to world literature. It is designed to
be a college/university-level course and will provide you with the intellectual rigor consistent with
typical undergraduate English literature and composition courses. Emphasis is on the development of
the skills of analytical reading, critical thinking, and research methodology.
This course fosters the experience of reading, analyzing, and enjoying literary texts. It will introduce
you to methods of analyzing literature and to the basic concepts and terminology of literary criticism. It
also offers you the opportunity to improve your speaking, writing, and research skills. We will study the
more complex structures of language with respect to their logical and persuasive possibilities and work
to help you integrate your own reasoned opinions with the fruits of reading and research in order to
produce coherent, persuasive essays.
Reading and writing emphasis will be analytical and critical in nature. Reading materials will come
from various genres and periods, concentrating on works of recognized literary merit. Writing
assignments will focus on the process of composing written discourse, both formal and informal, for
academic, professional, and public audiences. Significant attention will be given to generating, shaping,
and editing the written word in its preliminary stages. We will focus on methods of research, invention,
organization, audience analysis, and style as you integrate your personal experiences with the academic
knowledge gained throughout a college curriculum. The use of MLA (Modern Language
Association) formatting is emphasized.
Over the course of the semester, you should become increasingly aware of the decisions you must make
in order to communicate effectively in specific rhetorical situations, and of the complex nature of the
writing process. Effective writing emerges out of consistent practice, multiple drafts, and careful
editing. Without developing these intellectual habits, you cannot expect to communicate effectively in
writing.
There are two options for earning college credit via this course:
1) Six hours of 1818 credit from Saint Louis University may be available (three each semester)
pending the successful completion of both semesters and tuition payment (Course
information can be found at the top of the syllabus).
2) At least three hours may be earned by scoring a 3, 4, or 5 on the AP English Literature and
Composition exam in May.
No matter which option you choose, you MUST contact your potential colleges/universities and verify
what types of credit they will accept.
Course Expectations:
All rules and procedures found in the school behavior guide should be followed, of course. In addition, I
expect that you attend class every day on time, complete assignments on time, and are always prepared,
attentive, and willing to participate.
In order for this class to function smoothly and for you to benefit the most, you will need to be an active
participant in discussions, complete reading assignments carefully and on time, and actively work to
critique and revise your writing.
Major writing assignments can be turned in by hand during class or via email by midnight on the due
date. However, I am not responsible for ―lost‖ emails. If you have any doubts, it would behoove you to
double check that my email address is correct, verify that the email is in your sent items, ask for a
delivery/read receipt (if your email program has this capability), and/or bring a copy to our next class
meeting.
I want you to leave this course having grown as a writer, reader, and thinker. I also expect that if you are
having difficulties on any level, you seek my assistance either through a conference, email, or chat after
class.
Course Content:
The thematic organization of this course allows for the addition and subtraction of texts as the year
progresses. Our year consists of 9-week quarters; you should expect to never be without a reading
assignment or an essay due date.
Reading Assignments:
The reading materials covered in this course will build upon reading done in previous courses. You will
read works from around the world written between the sixteenth and twenty-first centuries. While
covering a wide range of genres and periods, you will most importantly focus on becoming intimately
familiar with a few works. In addition, you will read a variety of non-fiction essays as well as peer
writing samples. While these will cover a wide range of topics, you will most importantly focus on
becoming intimately familiar with compositional style and purpose.
If you are unaccustomed to literature and composition courses you will need to make sure you
plan carefully for the amount of reading and writing required in this course. The works you will
read and create require careful, deliberate attention.
Please consider obtaining a personal copy of the various novels, plays, epics, poems, and short fiction
used in the course so that you may actively make notes as you read. You may purchase new or used
copies from a local bookstore or an online retailer. Please review the syllabus and take into
consideration the dates these books will be needed in class to avoid ordering / shipping delays. Books
may also be checked out from the English Department or from the school/local library. Some works
may even be available online.
Text Information:
Supplementary Texts:
Faigley, Lester. Writing: A Guide for College and Beyond. New York: Longman, 2007.
Munger, David. 80 Readings for Composition. 2nd Ed. New York: Longman, 2006.
Shea, Renée H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of
Composition. Boston: Bedford, 2007.
Preliminary list of novels, plays and anthologized material:




Beowulf.
Don Quixote. Miguel De Cervantes.
Fast Food Nation. Eric Schlosser.
Haroun and the Sea of Stories. Salman Rushdie.
Literature: An Introduction to Fiction, Poetry, and Drama. 8th edition. New York:
Longman, 2002.
Love Medicine. Louise Erdrich.
Macbeth. Shakespeare.
A Modest Proposal. Jonathan Swift.
Oedipus Rex. Sophocles [available in Literature]
One Day in the Life of Ivan Denisovich. Alexander Solzhenitsyn.
Things Fall Apart. Chinua Achebe.
Short fiction and essays—as selected.
Poetry—as selected.
Modern novels—as selected.
 = Books which it would behoove you to own.
Performance Assignments
Further instructions and expectations for writing assignments will be given as the course progresses, but
the assignments will focus on the critical analysis of literature and include expository, analytical, and
argumentative essays. The goal of this course is to help you develop stylistic maturity and to increase
your ability to explain clearly, convincingly, and even elegantly, what you understand about literary
works and the world around you. In writing, you will also work to use well-chosen, specific textual
references to support your specific interpretations and arguments.
In writing critically about a work of literature, you will be asked to analyze and interpret aspects of
language, structure and style, explain judgments of the work‘s artistry and explore its social/historical
context. Writing assignments will focus on organization, audience, purpose, and style. They will also
involve careful attention to editing and revision, so that you may become conscious of your diction,
syntax, organization, attention to detail and effective use of rhetoric. Expect the writing you produce in
this course to reinforce your reading as the two are closely interconnected.
Your out-of-class writing will need to be typed using appropriate MLA formatting. This will make
proofreading, peer editing, and revisions of your paper easier to accomplish. You may get some class
time in the Writing Lab, however, time in the Writing Lab during scheduled class hours is not
guaranteed and, therefore, you should be prepared to type before or after school, or at home.
Assignments:
Reflective reader-response journal—writing you complete here will most often be self-guided,
informal and exploratory. Typically you will respond in the journal after each reading
assignment. Consider the journal a place to discover your thoughts and feelings about the
literature; a place where you may analyze and evaluate elements of language and style, but
might also talk through character actions, personal experiences and connections to other
literature you‘ve read. Many of the strongest ideas and conclusions used in your essays may
come from the observations and inferences you make in this journal.
This year we will be using a class ‗NING‘ for our journaling and extended discussions. You
will want to sign up on http://mrjsenglish.ning.com ASAP! Students who prefer the tried-andtrue method of journaling by hand in a notebook certainly may choose that option instead, but
will still need to sign up for the Ning in order to access class documents, receive occasional
updates, and participate in extended discussions.
In-class writing—this will include responses to ―cuttings‖(passages from a novel or poem)
covering literary elements (syntax, diction, imagery, tone…), responses to essays or articles,
free-writing, quick reflections in preparation for discussion, and timed essays based on various
prompts in order to provide you with the experience needed to learn how to write effectively
under time constraints. You should be prepared to share some of these pieces with the class.
Major essays—typically 750-1500 words (3-5 pages) in length, but one of these papers will be a
formal research paper. Here you will be asked to either write to explain or write to evaluate. We
will discuss a variety of critical approaches used when analyzing literature. In these essays you
will develop a thesis or an argument to present an interpretation or analysis in response to the
literature using clear, coherent, and persuasive language. Some of these essays will involve
research beyond the primary works.
Exams—exams on literature may consist of passage-identification questions, multiple-choice
questions, short-answer questions, and essay questions similar to what students would see on
the AP exam.
Oral presentations—you will be asked to present your observations, inferences, analyses and
criticisms in both formal and informal situations. You will be expected to participate in Socratic
Seminar discussions of the literature, and you may be asked to facilitate said discussions on
occasion. Being able to communicate effectively both orally and in writing is crucial.
Portfolio—during the course of the semester you will need to maintain a portfolio of your
writing. This artifact will be collected and reviewed as an exam grade at the end of each
semester with the key focus being on your self-awareness of strengths, weaknesses, and growth
as a writer.
Major Essays and Assessments:
Please note:
Daily work completed during this class will need to be included in the final portfolios, but may
not be individually graded. As it is a college-level course, grades will be based on a few exams
and the major assignments outlined below. That does not mean the daily work and smaller
writing assignments are not significant. They are meant to develop analytical thinking skills,
improve compositional skills, and guide students towards success on the major assessments. It
is expected that each student will take ownership of his learning and complete all assigned
work. Failure to complete these smaller assignments may not seem to impact the overall grade;
however that choice WILL hinder a student‘s ability for success in this course and may lead to
mandatory conferences with the instructor.
 Upon completing each of the following assignments, you will be asked to write a process essay
in which you reflect upon the steps involved in completing the assignment. You will need to
trace the process you used from start to finish, discuss any problems you encountered and
how/if you solved them, and determine what worked well and what you might do differently.
These essays will help you focus on your writing process and help you strategize methods for
success on future assignments.
Assignment One – Due September 6th (Essay) / September 6th-10th (Presentation)
For this assignment, you will write a 500-750 word reflection on the mythologies that are a part
of your life. You will want to examine your personal experiences, but you may also want to
research the mythologies that guided your cultural ancestors. The successful reflection will
engage readers and allow them to see these mythologies through your eyes, but more important,
by thinking about your reflections, readers often find out something about themselves (Faigley
52). The information contained in your reflection may come from different sources—your own
experiences, interviews, recognized authorities, surveys, experiments—and may take on
different forms—visuals and written texts. You may choose to use visual information to help
convey information so long as those visuals do not overwhelm the essay, and they make sense
in relation to your topic and the context of your report.
You will also make a 2-3 minute oral presentation to the class in which you share your findings.
Your presentation must make use of visuals—these may be incorporated into a PowerPoint,
pamphlet, advertisement, or other type of display as long as they convey additional meaning to
the presentation and do not distract from your purpose. If you do not create your own original
images for the presentation, stock photos are available at sites such as
 http://creative.gettyimages.com/source/frontdoor/DefaultRfLanding.aspx
 www.everystockphoto.com
*Please note the terms of use for these stock images.
Assignment Two – October 18th
For this assignment, you will write a 500-1000 word literary analysis of Salman Rushdie‘s
Haroun and the Sea of Stories in which you will need to write an arguable thesis that connects
one or more literary elements—characters, setting, language, metaphors, and so on—to the
overall theme. In preparation for this essay, you will want to examine the characterization
(including major and minor characters), consider the point of view, language, style, and tone of
the story, and identify the central theme (the particular message Rushdie conveys). Do the
elements Rushdie uses help him achieve his goal? Additional research is not necessary, but you
may find it beneficial. Make sure to provide specific evidence from the novel and any other
sources.
Assignment Three – November 24th
For this assignment, you will write a 500-1000 word literary analysis of Louise Erdrich‘s Love
Medicine in which you will need to write an arguable thesis that connects one or more literary
elements—characters, setting, language, metaphors, and so on—to the overall theme. In
preparation for this essay, you will want to examine the characterization (including major and
minor characters), consider the point of view, language, structure, style, and tone of the story,
and identify the central theme (the particular message Erdrich conveys). Make sure to provide
specific evidence from the novel and any other sources.
Assignment Four – Due January 24th
For this assignment, you will observe people in a public setting you frequent and write a
detailed field observation (500-750 words) that includes concrete details and quotations from
people at your site. You will need to plan to spend at least three hours a week for two weeks at
your site and gather the equivalent of at least ten pages of notes per week. Listen and observe
carefully so you can gather direct quotations and specific details. Focus attention on each
individual‘s various daily conflicts with society. Include analysis of what constitutes normal and
abnormal behavior for the chosen setting and discuss what happens when the norm is violated.
Make your paper interesting to readers by showing them something about the setting they didn‘t
already know, or had never noticed.
Assignment Five – Due April 4th
For this assignment, you will write a 500-1000 word literary analysis of Shakespeare‘s Macbeth
in which you will need to write an arguable thesis that connects one or more literary
elements—characters, setting, language, metaphors, and so on—to the overall theme. In
preparation for this essay, you will want to examine the characterization (including major and
minor characters), consider the point of view, language, structure, style, and tone of the story,
and identify the central theme (the particular message Shakespeare conveys). Make sure to
provide specific evidence from the play and any other sources.
Assignment Six – Due May 12th
Research Project:
You will choose a work of literature from the AP list that you believe is a highly influential
work of its time. You will then research its historical reception, the evolution of thought about
said work, and its impact on both the societal and literary worlds. While your mission is
initially that of research, the overarching point is to create a persuasive work that asserts why
your selection is highly influential.
Possible structure:
Section I—Background. In this section, you will examine the target audience for your work.
Be sure to include any important historical events that may have shaped the work.
Section II—Reception History. Trace the critical responses to the work from its inception
onward. Explore any divergent thought and posit why those differences may have occurred, be
they as a result of opposing schools of thought or as a result of the natural progression of
history.
Section III—The Influence. This is your persuasive argument. Be sure to draw upon the
information you gathered in the first two sections. In addition, you should employ rhetorical
argument, devices, etc.
This essay must quote extensively from additional resources for support. You may choose to
use visual information to help convey your solution so long as those visuals do not overwhelm
the essay and they make sense in relation to the context of your topic.
Final Portfolios – Due December 16th & May 20th
You will need to maintain a portfolio of your work in the course. It is mandatory that you
include rough and final drafts of the major assignments, but you should include your response
journal, in-class writings, and any other relevant samples of writing as well. For the final
portfolio each semester, you will choose one piece of writing from the semester to revise.
Revisions must be clearly documented using Microsoft Word‘s ―Track Changes‖ functionality
or by hand with a pen and highlighter.
The purpose of the portfolio is to compile a representation of your ability and growth as a
writer. You may find that you‘ve made great strides in composing the written word, or you may
struggle to find areas of growth. The key is to closely examine and reflect upon where you were
and where you are. Thus, when you submit your portfolio for review, you will need to include a
short (500 words or less) process essay/cover letter that calls the readers‘ attention to what you
believe are the strengths of the portfolio, provides reflections on yourself as a writer, and
discusses the learning that is demonstrated by the whole collection. Please avoid summarizing
the assignments and focus on reflective analysis of your experiences and development. If you
feel it would benefit the portfolio, you may also choose to include pieces written prior to this
semester.
Reading and Writing Schedule – All dates are subject to revision due to unforeseen circumstances or course needs.
Major writing assignments are listed within each unit; however, there will be various opportunities for
writing, editing, and revising that are not specifically referenced here.
Within the block schedule, classes will work as follows in order to foster a college-like atmosphere of
being in class for three hours each week in a three credit hour course:
 M/W/F classes: Will begin or end with ~30 minutes of independent work time. This time should
be used for tasks students will be required to complete outside of class in college (i.e. teacher
conferences, independent reading, peer-editing & revision, group work). Students MUST
dedicate this time to work required for THIS course. The remaining hour each day will be spent
on the coursework noted in the syllabus.
 T/Th classes: Will utilize the entire 90 minutes for class activities/discussions as per syllabus.
First Semester:
Week 1 [August 16th – 20th]
AP Common Assessment #1
Introductions, review of course syllabus, and expectations.
Composition: Reflections
Discuss general information about composition and the writing process.
Discuss Assignment One
o ―Ch. 7: Reflecting‖ (Faigley)
o ―Ch 6: Writing Effectively‖ (Faigley)
o ―Ch 5: Writing in College‖
o Examine sample reflections; ‗This I Believe‘
Literature: Beginnings, Myths, and Heroes
Discuss Ch. 24 ―Myth and Narrative‖ (Literature)
Essential Questions:
o What are the origins of literature?
o What is the definition of ―mythology,‖ what are its origins, and what impact has it had/does it have on
human life?
o Why is it important to study and understand myths from cultures around the world?
Week 2[August 21st – 27th]
Discuss APCA#1 and initial reactions to the process of responding to a timed essay prompt.
Composition: Reflections
Begin an ongoing discussion of techniques needed to clearly convey analysis and demonstrate stylistic maturity
through a response.
Discuss:
o ―An Introduction to Rhetoric‖ (Shea)
o ―Become a critical reader‖ (13)
o ―Read actively‖ (16)
o ―Respond as a reader‖ (20)
o ―Ch. 19: Exploring in the Field‖ (Faigley)
Literature: Beginnings, Myths, and Heroes
Mythology / Oral Tradition Exploration
o How are myths, fables, fairy tales, folk tales, and legends different? How are they similar?
o What are archetypes and why are they significant to literature?
Week 3 [August 30th – September 3rd]
Composition: Reflections
In-class expository writing in response to study of myths/mythology.
Discuss presentation techniques and guidelines.
―Ch 4: Returning and Revising‖ (Faigley)
Literature: Beginnings, Myths, and Heroes
Continue Mythology discussion
o How has Joseph Campbell shaped understanding of mythology, religion, modern mythologies and
pop culture?
o How do allusions and archetypes shape our understanding of literature and life?
Discuss, Metamorphoses (Ovid); ―Nothing Gold Can Stay‖ (Frost); ―Bavarian Gentians‖ (Lawrence); ―The
World is Too Much with Us‖ (Wordsworth); ―Cinderella‖ (Sexton)
Week 4 [September 6th – 10th]
Composition: Reflections
Assignment One Due (9/6)
Assignment One Presentations
Week 5 [September 13th – 17th]
Composition: Literary Analysis
Discuss:
o AP Handouts and Terms;
o ―Writing with Chunks‖,
o ―Ch 10 Analyzing Texts‖ (Faigley).
Literature: Beginnings, Myths, and Heroes
Discuss the Hero Cycle.
Essential questions:
o What are the origins of literature?
o What are the origins of the hero?
o To what extent do heroes reflect the culture‘s mores?
Discuss selected passages from The Epic of Gilgamesh.
Discuss Beowulf.
Week 6 [September 20th – 24th]
Composition: Literary Analysis
In-Class analysis of Beowulf
Discuss:
o ―The Perfect Paragraph‖ (Safire)
o ―How to Write with Style‖ (Vonnegut).
o ―Ch 3: Planning a Journey‖ (Faigley).
Literature: Beginnings, Myths, and Heroes
Discuss Beowulf.
Week 7 [September 27th – October 1st]
Composition: Literary Analysis
Discuss citing sources using MLA formatting. Briefly discuss other formatting styles.
Discuss Assignment Two
Literature: Beginnings, Myths, and Heroes
Discuss Haroun and the Sea of Stories.
Essential Questions:
o How does Rushdie treat the classical elements of storytelling, mythology and the hero story in his
contemporary novel?
o In what ways does Haroun fit the mold of the traditional hero? Does he follow the mythological hero
cycle? How? In what ways is he unique?
Week 8 [October 4th – 8th]
AP Common Assessment #2
Composition: Literary Analysis
In-Class literary analysis
Literature: Beginnings, Myths, and Heroes
Discuss Haroun (Rushdie)
Essential Questions:
o What allusions to classical stories does he include? What impact do these allusions have on the story?
o How does this novel work on multiple levels to convey/criticize mores of the culture in which it was
created?
o What are the major themes of the novel?
Week 9 [October 11th – 15th]
Discuss APCA#2
Composition: Literary Analysis
Assignment Two drafting and revision
Literature: Beginnings, Myths, and Heroes
Discuss Haroun (Rushdie) [if needed]
Discuss ―The Tunnel‖ (Lessing)
Essential Questions:
o How can the mythological hero cycle be applied to Lessing‘s main character?
Week 10 [October 18th – 22nd]
Composition: Literary Analysis
Assignment Two due (10/18).
Literature: Beginnings, Myths, and Heroes
Selected short stories or poems TBD.
Week 11 [October 25th – 29th]
Composition: Literary Analysis
Literature: Decisions
Discuss ―Greasy Lake‖ (Boyle)
Essential Questions:
o Why is the inner conflict of making decisions such an important theme in literature?
o What are some of the different types of decisions man makes and what impact do they have on individual,
societal, and global levels?
o How do the pressures of relationships impact decisions?
Week 12 [November 1st – 5th]
Composition: Literary Analysis
Discuss Assignment Three
Literature: Decisions
Discuss Love Medicine
Essential Questions:
o What impact does the chronology of the novel have on the reader?
o How effective is the use of multiple narrators?
Week 13 [November 8th – 12th]
Composition: Literary Analysis
In-Class AP-style writing prompts
Literature: Decisions
Discuss Love Medicine
Essential Questions:
o What are some of the different types of decisions the characters make and what impact do they have on
individual, societal, and global levels?
o How do the pressures of relationships impact decisions?
Week 14 [November 15th – 19th]
Composition: Literary Analysis
In-Class AP-style writing prompts
Literature: Decisions
Discuss Love Medicine
Essential Questions:
o How does Erdrich use symbols throughout the novel?
o What other literary devices does she utilize? How effective are they?
o What are the themes of the novel and how do they shape the story?
Week 15 [November 22nd – 26th]
AP Common Assessment #3
Composition: Literary Analysis
Assignment Three Due (11/24)
Literature: Decisions
Discuss Love Medicine
Love Medicine Exam
Week 16 [November 29th – December 3rd]
Composition: Literary Analysis
Review APCA#3: Writing workshop / essay scoring activity to determine what makes a strong literary analysis
essay. We will examine several past prompts and corresponding sample student responses, point out wellconstructed thesis statements, support, transitions and details, and determine ways of improving weaker sample
essays.
Literature: Decisions
Selected short stories or poems TBD.
Week 17 [December 6th – 10th]
Composition: Revision; Portfolios
Discuss portfolios and ―Appendix B: Creating Portfolios‖ (Faigley), sample process essays/cover letters.
Peer review of revisions, cover letters, etc.
Revision work.
Literature: Decisions
Selected short stories or poems TBD.
Week 18+ [December 13th – 21st]
Composition: Revision; Portfolios
Final Portfolio due (12/16).
Review for exam.
Discuss ―Ch 8: Observing‖ (Faigley) and Assignment Four.
Exams – AP Common Assessment #4.
Course evaluation.
Literature: Decisions
Selected short stories or poems TBD.
Second Semester:
Over winter break, students will make observations for Assignment Four. Upon returning
to class, students will begin work on the observation essay and reflect upon the
observational experience.
Week 1 [January 5th – 7th]
Composition: Observing
Literature: The Individual and Society
Discuss ―A & P‖ (Updike)
Essential Questions:
o How does the individual shape society?
o How is the individual shaped by society?
Week 2 [January 10th – 14th]
Composition: Observing
Literature: The Individual and Society
Discuss satire and ―A Modest Proposal‖ (Swift).
Essential Questions:
o In what ways do authors use fiction as a means of commenting on society and history?
Week 3 [January 17th – 21st]
Composition: Observing
Assignment Four drafting, review and revision.
In-Class AP prompts
Literature: The Individual and Society
Read and discuss:
o ―Harrison Bergeron‖ (Vonnegut)
o What elements of society act against an individual‘s search for and understanding of self?
Week 4 [January 24th – 28th]
Composition: Observing
Assignment Four Due (1/24).
Writing Lab – Assignment Five Exploration Day.
Literature: The Individual and Society
Discuss:
o ―The Second Coming‖ (Yeats)
o Heart of Darkness (Conrad) cutting
Week 5 [January 31st – February 4th]
Composition: Arguing/Analysis
In-class writing: Literary analysis of TFA cutting.
Literature: The Individual and Society
Discuss TFA
Essential Questions:
o
o
o
Is Achebe successful in communicating an alternative to the dominant Western account of missionaries in
Africa?
Is Okonkwo a hero? Is he a tragic hero?
Is Things Fall Apart a tragedy of both the individual and society?
Week 6 [February 7th – 11th]
Composition: Arguing/Analysis
AP Common Assessment #5
Literature: The Individual and Society
Discuss TFA
Week 7 [February 14th – 18th]
Composition: Arguing/Analysis
Review APCA#5.
Literature: The Individual and Society / Tragic Downfalls
Discuss TFA
TFA Exam
Week 8 [February 21st – 25th]
Composition: Arguing/Analysis
In-class literary analysis
Discuss Assignment Six
MLA Research Paper Review.
Discuss credible sources, ―Ch 13: Arguing for a Position‖ (Faigley).
Literature: Tragic Downfalls
Discuss:
o ―Ozymandias‖
o ―Ulysses‖
o ―On the Vanity of Earthly Greatness‖
o Oedipus Rex (Sophocles)
Essential Questions:
o What is the definition of a tragedy?
o What makes a protagonist a tragic hero?
o What devices does Sophocles use to shape our judgment of Oedipus?
Week 9 [February 28th – March 4th]
Writers Week!
Week 10 [March 7th – 11th]
Composition: Arguing/Analysis
In-class literary analysis
Discuss Assignment Five
Continue work on Assignment Six
Literature: Tragic Downfalls
Discuss Macbeth (Shakespeare)
Essential Questions:
o How is Macbeth a tragic hero?
o How does the play act as a tragedy on multiple levels (moral, familial, social, military, political)?
o How does Shakespeare‘s play fit Aristotle‘s definition of tragedy?
o What techniques does Shakespeare use to shape the audience‘s understanding of characters and theme?
Week 11 [March 21st – 25th]
AP Common Assessment #6
Composition: Arguing/Analysis
In-class literary analysis
Continue work on Assignment Five/Six
Literature: Tragic Downfalls
Discuss Macbeth (Shakespeare)
Week 12 [March 28th – April 1st]
Composition: Arguing/Analysis
In-class literary analysis
Continue work on Assignment Five/Six
Literature: Tragic Downfalls
Discuss Macbeth (Shakespeare)
Macbeth Exam
Week 13 [April 4th – 8th]: Research / Literary Analysis
Composition: Arguing/Analysis
Assignment Five Due (4/4)
In-class literary analysis
Continue work on Assignment Six
Literature: The Search for Truth
Selected short stories or poems TBD.
IMC Research
Week 14 [April 11th – 15th]
Composition: Arguing/Analysis
In-class literary analysis
Continue work on Assignment Six
Literature: The Search for Truth
Selected short stories or poems TBD.
Week 15 [April 18th – 22nd]
Composition: Arguing/Analysis
Continue work on Assignment Six
AP Common Assessment #7 (Full Practice Exam)
Literature: The Search for Truth
Selected short stories or poems TBD.
Week 16 [April 25th – 29th]
Composition: Arguing/Analysis
Continue work on Assignment Six
Review Practice AP Exam (APCA #7)
Literature: The Search for Truth
Selected short stories or poems TBD.
Week 17 [May 2nd – 6th]
Composition: Arguing/Analysis
Continue work on Assignment Six
Literature: The Search for Truth
Selected short stories or poems TBD.
Week 18 [May 9th – 13th]
Composition: Arguing/Analysis
Work on final revisions and portfolio.
Literature: The Search for Truth
Assignment Six Due (5/12).
Week 19+ [May 16th – June 1st]
Final Portfolio Due (5/20)—Dependent on seniors’ last day and impact of snow days.
Final exam-AP Common Assessment #8. Course evaluation.
Grading:
Feedback:
Your major essays will be returned in as timely a fashion as possible. At times you may be
asked to submit a rough draft for editing and comments before turning in a polished final draft,
other times you may submit only a final draft. Either way, your paper will be returned with
reader response comments about the strengths of your argument, organization, purpose,
audience, goals, diction, syntax and use of textual support (especially making sure not to simply
dump quotes for the sake of having quotes). Consistent, repetitive errors will form the basis for
writing instruction as the needs of the class dictate. Essays, especially particularly strong essays,
may be used (anonymously and with author permission) as sample papers for discussion.
Scoring Guides:
Major essays will be scored according to a 9-point AP scale specific to the assignment. Other
assignments, in-class writing and extended essays may be scored using a 6-trait scoring guide or
an additional analytic grid. The writing portfolio will be the basis of your final course grade and
will be graded using the 6-point portfolio scoring guide. General examples of these scoring
guides are included at the end of this syllabus.
Overall Grading:
Your course grade will be based on the following:
Learning activities: 30%
Pre-writing assignments
In-class writing (non-exam)
Response Journal (submitted with
portfolio)
Quizzes
Participation
Oral Presentations
Performance activities: 70%
Literature Exams
Major Assessments
Final Portfolios
The grading scale is as follows:
A
B
C
D
F
90-100
80-89
70-79
60-69
0-59
Plagiarism:
If you turn in work that is not your own you will receive a zero.
A copy of the C.S. Department policy is available on my Hazelwood School District Website.
Saint Louis University policies are available online at
http://academicintegrity.slu.edu/
Literary Analysis Scoring Guide
9-8 With apt and specific references to the story, these well-organized and well-written essays clearly
analyze how _____ uses literary techniques to _____. The best of these essays will acknowledge
the complexity of this _____. While not without flaws, these papers will demonstrate an
understanding of the text as well as consistent control over the elements of effective composition.
These writers read with perception and express their ideas with clarity and skill.
7-6 These papers also analyze how ___ uses literary techniques to ___, but they are less incisive,
developed, or aptly supported than papers in the highest ranges. They deal accurately with
technique as the means by which a writer _____, but they are less effective or less thorough in their
analysis than are the 9-8 essays. These essays demonstrate the writer's ability to express ideas
clearly, but they do so with less maturity and precision than the best papers. Generally, 7 papers
present a more developed analysis and a more consistent command of the elements of effective
composition than do essays scored 6.
5 These essays are superficial. They respond to the assignment without important errors in
composition, but they may miss the complexity of _____'s use of literary techniques and offer a
perfunctory analysis of how those techniques are used to _____. Often, the analysis is vague,
mechanical, or overly generalized. While the writing is adequate to convey the writer's thoughts,
these essays are typically pedestrian, not as well conceived, organized, or developed as upper-half
papers. Usually, they reveal simplistic thinking and/or immature writing.
4-3 These lower-half papers reflect an incomplete understanding of the _____ (story, passage, essay,
poem, etc.) and fail to respond adequately to the question. The discussion of how _____ uses
literary techniques to _____ may be inaccurate or unclear, misguided or undeveloped; these
papers may paraphrase rather than analyze. The analysis of technique will likely be meager and
unconvincing. Generally, the writing demonstrates weak control of such elements as diction,
organization, syntax, or grammar. These essays typically contain recurrent stylistic flaws and/or
misreadings and lack of persuasive evidence from the text.
2-1 These essays compound the weaknesses of the papers in the 4-3 range. They seriously
misunderstand the _____ or fail to respond to the question. Frequently, they are unacceptably
brief. Often poorly written on several counts, they may contain many distracting errors in
grammar and mechanics. Although some attempt may have been made to answer the question, the
writer's views typically are presented with little clarity, organization, coherence, or supporting
evidence. Essays that are especially inexact, vacuous, and/or mechanically unsound should be
scored 1.
0 This is a response with no more than a reference to the task or no response at all.
Portfolio Scoring Guide
Upper-range portfolios demonstrate a degree of proficiency at organizing, developing, and conveying in standard written
English the writer's ideas to an appropriate audience; the portfolio provides evidence of a suitable degree of writing selfawareness.
A 6 portfolio demonstrates exceptional writing competence but may exhibit minor lapses in one of the items below. A
portfolio in this category:
shows clarity, depth, and complexity of thought
explains or illustrates key ideas clearly with a good deal of elaboration and specificity
shows syntactic variety and demonstrates a sophisticated command of language appropriate to the audience
is generally free from errors in mechanics, usage, and sentence structure
A 5 portfolio demonstrates strong writing competence but may have minor lapses which are not serious enough to confuse
the reader. A portfolio in this category:
shows clarity of thought, with some depth or complexity
is overall well organized and developed with a moderate amount of elaboration and specificity
shows some syntactic variety and displays a strong command of language appropriate to the audience
is generally free from errors in mechanics, usage, and sentence structure
A 4 portfolio demonstrates adequate writing competence but may contain more frequent lapses than the 5 or 6 portfolio. A
portfolio in this category:
shows clarity of thought but may show less evidence of depth or complexity
explains or illustrates key ideas with some elaboration and specificity
is generally unified, organized, and coherent, generally supporting ideas with reasons and examples
shows adequate command of language usually appropriate to the audience
may have some errors, but generally demonstrates control of mechanics, usage, and sentence structure
Lower-range--or developing--portfolios demonstrate a degree of difficulty at organizing, developing, or conveying in
standard written English the writer's ideas to an appropriate audience.
Category 2 or 3 portfolios that demonstrate STRONG writing self-awareness may be scored one point higher.
Thesis
Writing Assessment
The essay contains a claim, though it may
be difficult to pinpoint its location in the
The essay contains a clear, arguable claim that is
text and a particular passage may stray
sustained throughout the piece. The thesis has
from that stance. The thesis may be
enough substance to be developed throughout
simplistic or obvious enough that it cannot
the essay.
develop throughout the essay but proves
the same point repeatedly.
The essay lacks a single identifiable
claim (it may make none or several that
don‘t cohere) or makes a claim that
does not become the focus of the piece.
Clear, logical
organization
The organization fully supports the reader‘s
understanding of the argument‘s logic—most essays
will typically move from introduction to support to
conclusion, although other strategies could work well
too. Transitions between paragraphs give readers cues
about the structure of the argument. Paragraphs each
focus on one central concept and are structured in a
way that is clear and compliments the content.
With some exceptions, the organization aids the
reader‘s understanding of the argument‘s logic.
Transitions between paragraphs cue readers into
the structure of the argument but may not
always do so consistently or clearly. A few
paragraphs may not always address one central
concept or may be structured in a way that does
not compliment the content or seems jumbled.
The organization does not aid the reader‘s
understanding of the argument‘s logic.
Transitions between paragraphs may be
missing or vague. Some paragraphs may
jump between central concepts or may not
contain a central concept.
Evidence that supports
the thesis
The essay presents persuasive evidence to support all
of the main points of the argument and makes clear to
the reader how the evidence supports the argument
rather than leaving the reader to draw conclusions.
The essay presents sufficient evidence to
support some of the main points of the
argument though may not always explain how
the evidence supports the argument.
The essay seldom presents evidence to
support its main points. When it does, it
leaves readers to draw conclusions about
the evidence.
Clear sentences that use
grammar and
punctuation correctly
The essay is easy to read; the reader can understand
sentences clearly when reading at normal pace and
does not have to reread any passages. There are no
problems or a few isolated problems with grammar
and punctuation.
The essay is easy to read in some places, but
some problems cause the reader to slow down
or reread in others. Recurring problems with
grammar and punctuation exist and may
occasionally impede the reader‘s understanding.
The essay is difficult to read in many
places. Recurring problems with grammar
and punctuation interfere with the reader‘s
ability to understand the argument.
Writing style and logic
designed to appeal to the
stated audience
Through its style and logical appeals, the essay
responds effectively to its audience‘s interests and
rhetorical situation.
Through its style and logical appeals, the essay
responds effectively to its audience‘s interests
and rhetorical situation in some places.
The style and logical appeals of the essay
seldom show an awareness of its audience.
The essay may use a more standard
academic style or a style more akin to
spoken language.
Comments: