Rose
2010-2011
Advanced Placement Literature and Composition
Syllabus
Introduction
This course will provide students with a college-level learning experience, which
requires the ability to read, respond to, evaluate, and analyze a variety of literature.
Because of the rigorous nature of the course, students must be able to manage their time
effectively. The reading and writing load of this course far exceeds any English course
students may have previously taken. Through close reading of mature texts, students will
engage in discussion and analysis of complex words and ideas, which may stretch them
beyond their comfort zones. The culmination of the course will be the Advanced
Placement Literature and Composition Exam, which is given Thursday May 5, 2011.
This timed test consists of both a multiple choice section and an essay section. Students
who receive an adequate score (usually a 3 or above) may earn college credit.
Course Work
Vocabulary Assignments:
Each week, students will complete the exercises in the vocabulary book. After each unit,
students will be given a quiz. A cumulative test will be given after every three units.
Mastery of words in the vocabulary book will help improve scores on SAT tests;
moreover, an increase in vocabulary will result in more sophisticated writing.
Grammar and Composition Review:
Frequently, I will give mini-lessons on a variety of grammar and composition skills.
Any student in an A.P. English course should have already mastered the basics of
standard written English. The goal of these lessons is to sharpen those skills.
Reading Assignments:
Students will read a variety of literature from American, British, and World authors.
Frequently, students will be reading a novel or play outside of class while we are working
on grammar, vocabulary, composition, or poetry in class. When an assigned novel or play
is due, students may be quizzed on the work before we discuss it. Because these novels
and plays belong to the school, students are expected to use sticky notes to mark
significant passages. When we begin discussion of a work, students must be prepared
with questions or comments that will help facilitate the discussion.
Writing Assignments:
Students will write a variety of both timed and un-timed essays including informal
responses, poetry analysis, evaluation, and analysis.
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Informal Responses: Occasionally, students will read a piece of writing (article,
essay, etc.) and write a response. The goal of this assignment is to develop voice
through more informal response essays.
Poetry Analysis: Students will do a close reading of a poem or poems and write
an analysis. These essays will be peer reviewed then revised before submitting a
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final draft. I will evaluate these essays on the student’s reading of poetry with
emphasis on identifying and analyzing various poetic devices, such as figurative
language, imagery, symbolism, and tone as they relate to structure, style, and
theme.
Short Story Interpretation: Students will write an essay comparing and contrasting
two assigned stories with a focus on setting. These essays will be peer reviewed
with a focus on logical organization, coherence, appropriate use of transition, and
emphasis. Students will revise their essays before submitting a final draft. I will
evaluate these essays on the student’s ability to present a thesis, use textual
evidence for support, and offer a cogent analysis of the two stories.
Novel/Drama Evaluation: Twice during the course, students will write longer
essays that assess more complex issues. Students will be given a rubric before
writing these essays. These essays will be evaluated on the students’ use of
rhetoric, including controlling tone, establishing and maintaining voice, and
appropriate emphasis through diction and sentence structure.
Timed-Essays: In preparation for the A.P. Exam, students will complete three
timed essays using prompts from previous tests. One of these essays will count as
the mid-term exam.
Final Project
After the A.P. Exam, students will complete a project. I will give more details about the
assignment after the AP Exam.
Required Texts and Materials
Computer Access
Students who do not have a computer or Internet access at home may use the
computers in the library or in the classroom.
Thumb Drive, Post-It Notes, Notebook Paper, Pens, Highlighters
Foster How to Read Literature Like a Professor. New York: Harper, 2003.
Meyer, Michael. The Compact Bedford Introduction to Literature, 8th edition.
Shostak, Jerome, Sadlier-Oxford Vocabulary Workshop, Level H
Teacher Handouts
Various Poems
For each poetry unit, we will study a variety of poetry focusing on particular
poetic devices and forms.
Each student will be provided with a paperback or hardback edition of the following
texts. Some of these works appear in the Bedford text.
Achebe, Chinua. Things Fall Apart.
Chopin, Kate. The Awakening.
Conrad, Josef. Heart of Darkness
Gaines, Ernest J. A Lesson Before Dying
Guterson, David. Snow Falling on Cedars
Hardy, Thomas. The Mayor of Casterbridge
Hosseini Khaled. The Kite Runner (summer reading assignment)
Ibsen, Henrick. A Doll’s House
Shakespeare, William. Othello
Stoppard, Tom. Rosencrantz and Guildenstern are Dead
Wilde, Oscar. The Importance of Being Earnest
Williams, Tennessee. A Streetcar Named Desire
Wilson, August. Fences
Grading Policies
The student’s grade will be derived from the following formula. These percentages may
vary for the progress report.
Homework/Classwork
Tests/Essays
Quizzes
Preparation
25%
35%
25%
15%
Each grading period, the student will begin with a 100% preparation grade. Each time the
student is unprepared for class either because he/she does not have the text or has not
completing the reading due that day, his/her grade will be reduced 5 points.
Absences and Late Work
In order to be successful in this class, students must attend regularly. Obviously, class
discussion cannot be made-up. Students should contact their classmates or see me prior to
an absence to discuss missed work. Any student who has an excused absence will be
given three days to make up the work. Any essay, quiz, or test assigned prior to a
student’s absence will be due on the designated date. Points will be deducted for late
work.
Academic Integrity
As an educator, I welcome academic honesty and tenacity in a student’s work. On the
other hand, I abhor academic dishonesty (copying any work, cheating, plagiarizing, using
films, Cliff’s Notes, or Spark Notes rather than reading the original works). This type of
behavior has no place in an advanced placement course and will not be tolerated. If a
student chooses to plagiarize or cheat at any time during the course, disciplinary action
will be taken according to the policy stated in the Honor Code.