SYLLABUS
AP English Literature & Composition, ENG 1302
5th and 6th periods-Villegas
2nd period-Haas
3 hours credit
Prerequisites: ENG 1301
Fall 2010 - Spring 2011
Instructor: Kimberly Villegas/Debby Haas AP
Room 1311
Conference Hours: Monday 2:40-3:15pm, Friday 6:45-7:20am
Phone: (281) 641E-mail: Kimberly.Villegas@humble.k12.tx.us
Debby.haas@humble.k12.tx.us
Course Texts:
Meyer, Michael, ed. The Bedford Introduction to Literature. 8th ed. Boston:
Bedford/St. Martins, 2008.
Paperbacks:
Ellison, Invisible Man
Bronte, Wuthering Heights
Conrad, Heart of Darkness
McCullers, The Heart is a Lonely Hunter**
Austen, Pride and Prejudice
Chopin, The Awakening
Hosseini, 1000 Splendid Suns
Morrison, Song of Solomon
Heller, Catch-22
O’Brien, The Things They Carried (2010-11 only)
Shelley, Frankenstein
Huxley, Brave New World
Atwood, The Handmaid’s Tale
Burgess, A Clockwork Orange**
Orwell, 1984
One Hundred Great Essays
**Dual Credit Only
Teaching Resources:
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York:
MLA, 2003.
Arp, Thomas R. and Greg Johnson. Perrine’s Sound and Sense: An Introduction to
Poetry. 11th ed. USA: Thomson Wadsworth, 2005.
Course Description:
This course is an introduction to literature as well as a continuation of
the freshman composition sequence. There are three major areas of emphasis:
1) short analytical or critical essays; 2) the four literary genres; 3) the research
paper.
An AP English Literature and Composition course engages students in
the careful reading and critical analysis of imaginative literature. Through the
close reading of selected texts, students deepen their understanding of the ways
writers use language to provide both meaning and pleasure for their readers. As
they read, students consider a work’s structure, style, and themes as well as
such smaller-scale elements as the use of figurative language, imagery,
symbolism and tone.
The course includes intensive study of representative works from
various genres and periods, concentrating on works of recognized literary
merit. The pieces chosen invite and reward rereading and do not, like
ephemeral works in such popular genres as detective or romance fiction, yield
all (or nearly all) of their pleasures of thought and feeling the first time through.
The AP English Literature Development Committee agrees with Henry David
Thoreau that it is wisest to read the best books first; the committee also
believes that such reading should be accompanied by thoughtful discussion and
writing about those books in the company of one’s fellow students. Reading in
an AP course is both wide and deep. This reading necessarily builds upon the
reading done in previous English courses.
In their AP course, students read works from several genres and
periods—from Ancient Greece to the twenty-first century—but, more
importantly, they get to know a few works well. They read deliberately and
thoroughly, taking time to understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that meaning is embodied in literary
form. In addition to considering a work’s literary artistry, students reflect on
the social and historical values it reflects and embodies. Careful attention to
both textual detail and historical context provides a foundation for
interpretation, whatever critical perspectives are brought to bear on the literary
works studied.
A generic method for the approach to such close reading involves the
following elements: the experience of literature, the interpretation of literature,
and the evaluation of literature. By experience, we mean the subjective
dimension of reading and responding to literary works, including pre-critical
impressions and emotional responses. By interpretation, we mean the analysis
of literary works through close reading to arrive at an understanding of their
multiple meanings. By evaluation, we mean both an assessment of the quality
and artistic achievement of literary works and a consideration of their social
and cultural values. All three of these aspects of reading are important for an
AP English Literature and Composition course. Moreover, each corresponds to
an approach to writing about literary works.
Rationale:
Because of the increasing mechanization of the world, people should take every
opportunity to explore the human nature that still resides within all of us.
Those characteristics that have formed out identities as individuals and as
societies have been part of humankind since recorded time, and although the
circumstances of society change, that which we consider “being human” does
not. This introduction to literature also refines the students’ skills in critical
thinking and writing techniques, providing not only ideas to carry into the
students’ future lives but also abilities to understand or to challenge ideas. By
increasing their knowledge of interpretive literature, not just popular fiction,
students can develop interests that may help give meaning to their lives as they
pursue careers and future relationships.
Learning Outcomes for English Literature &
Composition:
o Analyze a text by implementing rhetorical and/or literary strategies
o Recognize the elements of appropriate literary genres
o Focus a topic and formulate a critical/analytical thesis, focus, main point,
or claim appropriate for an academic audience that analyzes literature—
nonfiction and/or fiction.
o Use a variety of organizational strategies within a single paper to support a
thesis, focus, main point, or claim
o Interpret texts in a variety of cultural and historical contexts
o Demonstrate an ability to use effective research techniques to find
appropriate oral and/or written media such as books, articles, interviews,
visuals, and government documents.
o Avoid plagiarism when incorporating quotations, paraphrases, and ideas.
o Follow standard guidelines in documenting resources
o Synthesize and evaluate various interpretations of texts to complete an
extended research project.
o Compose relatively error-free papers.
Attendance:
Students must attend all lecture periods unless excused for an approved school
event or excused with a parent or doctor note. Students are responsible for
making up any work missed when they are absent from class.
Class Participation:
From time to time, students will be asked in class questions, to participate in
Socratic seminars, to work in small groups, etc. Students are expected to
participate to the best of their ability. These interactions may be graded.
Make-Up Policy:
Students who are absent have one additional day to make up any missed work.
If an assignment was due on the day the student missed, that assignment is due
on the day that student returns. Tests may be made up before or after school in
room 1311.
Essay Requirements:
1. Your short literary analysis essays as well as your research paper must be
typed (and then printed) using a twelve-point standard (Times New
Roman) font. Personal computers are available in the library. See Chapter 4 of
the MLA Handbook for information on manuscript form.
2. Due to the year-long length of this class, we will have a chance to
explore various creative writing assignments for which a semester-long
class might not have time.
3. To avoid a failing grade, your papers must always meet the minimum
length requirements: three FULL pages for the three short literary
analyses; six FULL textual pages for the research paper.
4. You will not consult secondary sources for the short literary analysis
papers. The analysis will come from you and you alone; therefore, you
will only use parenthetical (in-text) citations when quoting from the
primary source (i.e. your literature text). Attach a Works Cited page with
the full bibliography information for your literature text to each essay.
5.
6.
7.
8.
See Chapter 5 of the MLA Handbook for information on creating a
Works Cited page.
You will write a minimum of one timed writing response per six weeks.
These are geared to prepare you for not just the AP Literature &
Composition exam but any timed essay assignment.
You will be asked to keep a reader-response journal throughout the year
that asks you to make connections to the particular text you are reading.
For the research paper, documentation for both primary (the novel) and
secondary (critical) sources must be parenthetical. See Chapter 6 of the
MLA Handbook for information on parenthetical citations.
Please be aware that for written work to be considered acceptable at this
level, it should be thoughtful, clear, and carefully crafted. Furthermore, it
must be free of errors that distract and confuse.
The Research Paper:
DEFINITION: At this level, the research paper will be an
argumentative critical analysis of theme, character, symbolism, setting, or
point of view in an assigned novel. All research topics must have my
approval.
SPECIFICATIONS: The paper must have a minimum of SIX FULL,
typed pages of text and a minimum of TEN secondary (critical)
sources. Remember that the novel is your primary source, not a
secondary source, so you will have a minimum of ELEVEN
entries on your Works Cited page. To locate secondary sources, make
extensive use of online databases such as Literature Resource Center or
Academic Search Premiere. We will have a research orientation with a
reference librarian; do not miss that class. Be aware that at this level, Cliffs
Notes or Spark Notes or any similar summary of plot and criticism is
unacceptable as a secondary source. Likewise, do not use any
information from an Internet source whose address (URL) contains
“.com” or “.net”; addresses with “.edu” and “.org” are, at times,
acceptable, but be selective.
Assignment Weighting:
Formative (daily) grades will be given a weight of 25%. Summative
grades, including essays, timed writing assignments, tests and the
research paper, will be given a weight of 75%.
Scoring Guidelines:
This course will use the AP Scoring Guidelines for writing assignments.
Please find the scoring guide at the end of this syllabus.
Mid-terms and Finals
All students will be required to take the mid-term exam regardless of campus
exemption policies. The mid-term will consist of a full length AP Literature
exam.
For AP students-your Spring AP Exam will replace your final.
For Dual Credit Students-You are required to take a mid-term exam AND a
final exam per Lone Star College.
The Reading and Writing Schedule
Unit 1—How do we form and shape our identities?
Forming Identity: Choice or Destiny? (3 Weeks)
Reading:
How to Read Novels Like a Professor
Rationale: Give students a personal reference point for
analysis of novels, as we will be reading most novels
entirely outside of class.
Moby Dick
Rationale: Study an oft-cited text on the AP Literature
exam. Students are asked to synthesize their
knowledge of Biblical allusions with the text to
determine Melville’s purpose in including them and
how they contribute to the purpose of specific
passages.
A Portrait of the Artist as a Young Man
Rationale: Study an oft-cited text on the AP Literature
exam. Students are asked to synthesize their
knowledge of syntax and sentence structure to
determine how Joyce’s use of stream of consciousness
and historical allusions contribute to the purpose of
specific passages, as well as the work as a whole.
Selected Poems by Tennyson, Shakespeare, Owen, Hayden, Dickinson,
Randall, Brooks, Williams, Hughes, Housman, Rich, MacLeish
Rationale: Focus is on students’ ability to closely read
a poem and analyze the use of poetic devices in a
prose piece. Students are asked to synthesize their
understanding of use of poetic devices with their
historical and cultural understanding of the period.
Writing and Other Major Assignments:
The 11-Sentence Essay—Students fully synthesize their analysis
of Moby Dick to create a mini-essay in response to the given
prompt. Students will have 90 minutes to read the prompt and
compose their responses, using the text.
Writing as a Process—Students begin by responding to a closeread prose prompt from A Portrait of the Artist as a Young Man in a
timed, 90-minute setting. Students then begin an editing, revising,
and self-reflection process that culminates in a final, polished
draft.
Forming Identity: Cultural Influences (9 Weeks)
Reading:
Invisible Man
Rationale: Study the most often cited text on the AP
Literature exam. Focus is on historical and cultural
context as a part of literary criticism, including how a
person’s culture contributes to his/her personal
identity.
Song of Solomon
Rationale: Study an oft-cited text on the AP Literature
exam. Students synthesize their knowledge of Biblical,
historical and cultural allusions, plot structure and
symbolism to analyze the themes of selected passages
and of the novel as a whole, including how a person’s
culture contributes to his/her personal identity.
**Midnight’s Children
Rationale: Dual-Credit students have an additional
cultural point-of-view option in Rushdie’s novel.
Students synthesize their knowledge of historical and
cultural allusions, plot structure and symbolism to
analyze the themes of selected passages and of the
novel as a whole, including how a person’s culture
contributes to his/her personal identity.
Students choose one of the novels below:
The Awakening
1000 Splendid Suns
Pride and Prejudice
Rationale: Students examine one of these texts to
evaluate gender and its influence on identity through
various time periods and cultures.
Selected poems by Hardy, Larkin, Housman, Donne, Dickinson, Plath, and
Blake.
Rationale: Focus is on students’ ability to closely read
a poem and analyze the use of poetic devices in a
prose piece. Students are asked to synthesize their
understanding of use of poetic devices with their
historical and cultural understanding of the period.
Writing and Other Major Assignments:
AP Exam Style-Multiple Choice Assessment: Invisible
Man—Students apply their literary analysis skills to selected
passages from Invisible Man to answer AP Exam-Style Multiple
Choice questions.
Writing as a Process—Students begin by responding to a closeread prose prompt from Song of Solomon (**Midnight’s Children
option for Dual Credit) in a timed, 90-minute setting. Students
then begin an editing, revising, and self-reflection process that
culminates in a final, polished draft.
Writing as a Process—Students begin by responding to a closeread prose prompt from The Awakening, 1000 Splendid Suns or Pride
and Prejudice in a timed, 90-minute setting. Students then begin an
editing, revising, and self-reflection process that culminates in a
final, polished draft.
AP Exam Style-Multiple Choice Assessment—Students apply
their literary analysis skills to selected passages from The
Awakening, 1000 Splendid Suns or Pride and Prejudice to answer AP
Exam-Style Multiple Choice questions.
Socratic Seminar—A student-led discussion—both through
synthesis of both texts from this semester, previous reading, and
outside knowledge—of concepts such as the role of
choice/destiny/luck in the formation of identity, as well as the
role of one’s culture and gender.
Shaping Identity: The Influence of Others (6 Weeks)
Reading:
Wuthering Heights
Rationale: Study one of the most often cited text on
the AP Literature exam. Focus is on Wuthering
Heights as a representative novel of the Gothic
tradition.
Frankenstein:
Rationale: Focus is on bringing students to a further
understanding of the elements that make up gothic
novels.
Jane Eyre
Rationale: Focus is on bringing students to a further
understanding of the elements that make up gothic
novels.
Heart of Darkness
Rationale: Study a text oft-cited on the AP Literature
Exam. Students will synthesize their knowledge of
ambiguous narration, symbolism and syntax with the
text to determine how Conrad develops themes such
as the dark, chaotic forces of the world set against the
only temporary success of human steadfast
resoluteness.
**The Heart is a Lonely Hunter
Dual credit additional option to expose students to a
novel-length example of the Southern Gothic.
“Barn Burning”
Rationale: Students are exposed to the qualities of the
Southern Gothic genre. Additionally, students
examine various literary approaches to the story,
including biographical, race/class literary criticism,
psychological analysis and a formalist approach.
“A Good Man is Hard to Find”
Rationale: Students are exposed to the qualities of the
Southern Gothic genre.
Selected poems of Wordsworth, Frost, Donne, Bishop, Browning, Hopkins,
Heaney, Hayden, Toomer, Keats, Byron, Marvell, Collins
Rationale: Focus is on students’ ability to closely read
a poem and analyze the use of poetic devices in a
prose piece. Students are asked to synthesize their
understanding of use of poetic devices with their
historical and cultural understanding of the period.
Writing and Other Major Assignments:
TBA
Unit 2—How does perspective shape or alter truth?
How do the politics and consequences of war vary based on
individual or cultural perspective? (3 weeks)
Reading:
The Things They Carried (2010-11 ONLY)
Rationale: Introduce students to concept of
Metafiction, literature about literature, and consider
O’Brien’s definition of a “true war story.”
Things Fall Apart
Rationale: An examination of the state of modernism,
the destruction of the past, and the trials war causes.
Catch-22
Rationale: Introduce students to humor, specifically
satire, and the ways in which it operates in a novel.
“How to Write a True War Story”
Rationale: Focus is two-fold: first, O’Brien’s story
should introduce students to elements of dark humor
often found in war stories. Secondly, students will
evaluate O’Brien’s larger claims about the nature of
literature.
“Happy Endings”
Rationale: Students will compare Atwood’s comments
about literature against O’Brien’s assertions to
establish varied attitudes about the purpose of
literature.
Selected poems by A.E. Housman and Wilfred Owen
Rationale: Focus is on students’ ability to closely read
a poem and analyze the use of poetic devices. Students
are asked to synthesize their understanding of use of
poetic devices with their historical and cultural
understanding of the Post-WWI period.
Selected poems by Auden, Oates, Clifton, Milton, Yeats, Emerson, Keats,
Donne, Collins, Drayton.
Writing and Major Assignments:
TBA
Is truth individually created, or does it exist as an external
ideal? (3 weeks)
Reading:
Hamlet
“The Love Song of J. Alfred Prufrock”
Writing and other Major Assignments:
Hamlet/Prufrock Conversation Project
Socratic Seminar: How does perspective shape or alter truth?
What is the nature of truth?
Where does the meaning of text reside—within the text, within
the reader, or in the transaction that occurs between them?
(3 weeks)
Reading and Writing:
Students will read a variety of poets before selecting their own
individual poet for the “Poetry Project”—a series of 3-page essays
written and revised to finally form a 6-page research paper with a
minimum of six sources.
How does one’s perspective of and predictions for the future
influence present actions? How much truth exists in literary
visions of the future? (6 weeks)
Reading: Students will choose 2 of the novels listed below to read.
The Handmaid’s Tale
Rationale: Study an AP-Literature Exam novel and
compare Atwood’s futuristic vision with the visions of
other authors. Examine the futuristic, science fiction
novel as a genre of literary merit.
The Road
Rationale: Study the most recent addition to the AP
Literature exam question 3, and compare McCarthy’s
futuristic vision with the visions of other authors.
Examine McCarthy’s particular syntax and discuss
how it relates to the novel’s overall dark and hopeless
depiction of post-disaster America.
1984
Rationale: Study an often referenced novel and
compare Orwell’s futuristic vision with the visions of
other authors. Examine the futuristic, science fiction
novel as a genre of literary merit.
**A Clockwork Orange
A Dual credit option; students examine how Burgess’s
use of language blending and unreliable narrator
contributes to the novel’s bleak outlook of the future.
Examine the futuristic, science fiction novel as a genre
of literary merit.
Brave New World
Rationale: Focus is on bringing students to an
author’s vision of the future and exposing students to
a science fiction work of literary merit.
“Harrison Bergeron”
Rationale: Focus is on a short story bringing the same
futuristic elements into focus.
“The Ones Who Walk Away from Omelas”
Rationale: Students consider a distopia as another way
to criticize modern society through literature (as
opposed to bleak, futuristic writings).
Selected poems by W.H. Auden (Including “The Unknown Citizen”), W.B.
Yeats, and T.S. Eliot.
Rationale: Students will be exposed to modernist
poet’s perspective on society and the direction it is
headed. These understandings can be compared to
Huxley and Orwell’s vision of the future.
Writing and Other Major Assignments:
Creative Writing—Students imagine a vision of the future in a
creative short story.
Writing as a Process—Students compare their two novels for
differences in views of the future, differences in how those views
are portrayed, and a consideration of the author’s purpose: with
what end in mind does the author write?
Socratic Seminar—Where are we, as a society, headed? As a
global community? What is our role as a community? As
individuals?
Transitions and Recollections: Looking back on the past four
years and forward to the next four. (3 weeks)
Readings:
TBA; readings will largely consist of Flash Fiction and short, modern pieces.
Students will respond to these readings on a personal level in their reflective
journals.
Writing and Major Assignments:
College Plan of Action: Flow Chart, Pick a Professor, Abstract
Reflections Journals: Past, Present, Future