A Correlation and Narrative Brief of
Literature
An Introduction to
Reading and Writing
2nd Edition © 2012
to the
Common Core State Standards
for English Language Arts
Grades 11-12
TEXTBOOK NARRATIVE FOR THE STATE OF TENNESSEE
AP Literature & Composition Program Description
(ISBN: 9780132677875)
Roberts, Literature: An Introduction to Reading and Writing 2/e AP Edition blends a rich
selection of college-level literature with a high-school friendly approach to instruction. A
full chapter devoted to Reading, Responding to, and Writing about literature prepares
students to read critically and make clear connections to the writing process. Writing
about literature is thoroughly integrated in every chapter and supported by illustrative
models and annotated student essays to help students organize and progress in their
own writing.
The alternate Table of Contents provides ultimate flexibility to pair selections, foster
classroom collaboration, and engage students in works that are relevant to the lessons
and to their lives. The instruction is clear, accessible, and scaffolded to effectively
support all students in the understanding, application, and mastery of the critical
reading, literary analysis, and synthesis skills they need in preparation for the AP exam.
The Instructor’s Manual provides an overview of the AP course in general, along with
the exam format to help teachers present material on each genre in the context of
preparing for the AP exam. The links to the material in the textbook will demonstrate
how AP strategies and techniques function within a short story or poem. Every selection
includes introductory remarks, interpretive comments, suggestions for incorporating AP
strategies, writing topics, and works for comparison. In addition, the manual provides an
AP Correlation Chart, lesson planning tips, classroom exercises, and suggested
activities, along with sample syllabi for dual enrollment, half-year and full-year AP
programs, to offer customized support for any AP classroom.
The robust teacher support coupled with a full array of AP* test prep ancillaries and
support to help student approach, interpret, and write about literature, Literature: An
Introduction to Reading and Writing is a perfect fit for today’s AP Literature and
Composition classroom.
Student and teacher access to MyLiteratureLab is provided upon adoption.
MyLiteratureLab provides students with variety of ways to approach literature while
fostering a deeper understanding and application of critical thinking, reading, and writing
skills through direct instruction, multimedia activities, exercises, and an interactive
composing space
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
English Language Arts Standards » Reading: Literature » Introduction
The following standards offer a focus for instruction each year and help ensure that students gain
adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that
students read increasingly complex texts through the grades. Students advancing through the
grades are expected to meet each year’s grade-specific standards and retain or further develop
skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
English Language Arts Standards » Reading: Literature » Grade 11-12
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Key Ideas and Details
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
SE: Questions follow all the literature selections
marked “for study” in the table of contents. The
questions help students make sense of the
explicit meaning of the selection and provide
opportunities for analysis. For examples of these
questions, please see the following pages: 88,
90, 96, 107, 249, 290, 324, 339, 403, 519, 688,
710, 733, 776, 794, 813, 1022, and 1517–1518.
In addition, lessons throughout the program
provide instruction in critical analysis. For
examples please see: Reading Literature and
Responding to It Actively, 5; Reading and
Responding in a Computer File or Notebook, 13–
14; Analyze the Work's Economic and Social
Conditions, 24; Make Your Own Arrangement of
Details and Ideas, 43; Use Literary Material as
Evidence to Support Your Argument, 43;
Integrate Passages and Ideas into Your Essay,
56; Distinguish Your Own Thoughts from Those
of Your Author, 56; How to Read a Poem, 647;
Responses and the Poet's Use of Detail, 751;
The Relationship of Imagery to Ideas and
Attitudes, 752; Tone and Common Grounds of
Assent, 830; Tone in Conversation and Poetry,
831; Tone and Irony, 831
2. Determine two or more themes or central
ideas of a text and analyze their development
over the course of the text, including how they
interact and build on one another to produce a
complex account; provide an objective summary
of the text.
SE: Explain the Work's Major Ideas, 25;
Character, Plot, Structure, and Idea or Theme,
66; Ideas and Assertions, Issues, 437; Ideas
and Values, 438; The Place of Ideas in
Literature, 439; How to Find Ideas, 440; Writing
a Paraphrase of a Poem, 665; Illustrative
Student Paraphrase: A Paraphrase of Thomas
Hardy's "The Man He Killed", 666; Commentary
on the Paraphrase, 667; The Relationship of
Imagery to Ideas and Attitudes, 752
SE = Student Edition
3
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Common Core Standards for
English Language Arts, Grade 11-12
Literature: An Introduction to
3. Analyze the impact of the author’s choices
regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are
introduced and developed).
SE: Character, Plot, Structure, and Idea or
Theme, 66-67; The Writer's Tools, 68; Plot: The
Motivation and Causality of Fiction, 110–111;
Character Traits, 160–161; How Authors
Disclose Character in Literature, 162–163; Types
of Characters: Round and Flat, 164–165; Reality
and Probability: Verisimilitude, 166; What Is
Setting?, 224; The Literary Uses of Setting, 225;
Formal Categories of Structure, 271–272;
Formal and Actual Structure, 273
Reading and Writing © 2012
Craft and Structure
4. Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the impact
of specific word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other
authors.)
SE: Choice of Diction: Specific and Concrete,
General and Abstract, 674; Levels of Diction,
675; Special Types of Diction, 676; Decorum:
The Matching of Subject and Word, 678;
Denotation and Connotation, 679; Metaphors
and Similes: The Major Figures of Speech, 787;
Characteristics of Metaphorical Language, 789;
Other Figures of Speech, 791; Tone and Irony,
831; Tone and Satire, 834
5. Analyze how an author’s choices concerning
how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning
as well as its aesthetic impact.
SE: Character, Plot, Structure, and Idea or
Theme, 66-67; The Writer's Tools, 68; Formal
Categories of Structure, 271–272; Formal and
Actual Structure, 273; The Origins of Tragedy,
1297–1298; The Ancient Athenian Competitions
in Tragedy, 1299; Aristotle's View of Tragedy in
Brief, 1306; Performance and the Formal
Organization of Greek Tragedy, 1311–1312; The
Patterns, Characters, and Language of Comedy,
1532–1533; Types of Comedy, 1534–1535;
Elements of Realistic and Nonrealistic Drama,
1613–1614; A Dollhouse as a "Well-Made Play",
1756
6. Analyze a case in which grasping a point of
view requires distinguishing what is directly
stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
SE: An Exercise in Point of View: Reporting an
Accident, 120–121; Point of View and Opinions,
122; Determining a Work's Point of View, 123–
125; Illustrative Student Essay: Shirley
Jackson's Dramatic Point of View in "The
Lottery", 154–157; Tone, Irony, and Style, 334;
Tone, Humor, and Style, 335–336; Tone and
Irony, 831; Tone and Satire, 834
SE = Student Edition
4
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live
production of a play or recorded novel or
poetry), evaluating how each version interprets
the source text. (Include at least one play by
Shakespeare and one play by an American
dramatist.)
SE: Visualizing Plays: Imagining Dramatic
Scenes and Actions (includes suggestion to rent
specific versions of the plays listed below, as
well as images from some of them), 1247–1251.
See the following representative lessons and
selections: Performance: The Unique Aspect of
Drama, 1237–1240; “Oedipus the King,” 1314–
1349; “The Tragedy of Hamlet, Prince of
Denmark,” 1355–1452; “Death of a Salesman,”
1456–1517
8. (Not applicable to literature)
(Not applicable to literature)
9. Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American literature,
including how two or more texts from the same
period treat similar themes or topics.
SE: The program includes a wide range of
foundational works of American Literature—a
representative list is provided below. In addition,
a second table of contents on pp. xlvii–lix
organizes all selections by topic and theme. For
example, one theme listed is Salvation and
Damnation which includes Edgar Allen Poe’s
“The Masque Of The Red Death” and then also
lists Emily Dickinson’s “I Heard a Fly Buzz.”
Other works foundations works include: Mark
Twain, “Luck,” 213–215; Stephen Crane, “The
Blue Hotel,” 229–245; Kate Chopin, “The Story
Of An Hour,” 337–338; Nathaniel Hawthorne,
“Young Goodman Brown,” 390–397; Edgar Allan
Poe, “The Fall Of The House Of Usher,” 505–
515; Edgar Allan Poe, “The Masque Of The Red
Death,” 516–518; Edgar Allan Poe, “The Black
Cat,” 519–524; Edgar Allan Poe, “The Cask Of
Amontillado,” 525–528; Emily Dickinson,
“Because, I Could Not Stop For Death,” 653;
Walt Whitman, “Facing West From California's
Shores,” 816; Emily Dickinson, “To Hear An
Oriole Sing,” 889; Ralph Waldo Emerson,
“Concord Hymn,” 891; Edgar Allan Poe,
“Annabel Lee,” 898; Edgar Allan Poe, “The
Bells,” 899; Walt Whitman, “Reconciliation,”
935; Walt Whitman, “A Noiseless Patient
Spider,” 1000
SE = Student Edition
5
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
Range of Reading and Level of Text Complexity
SE: Questions follow all the literature selections
marked “for study” in the table of contents. The
questions help students make sense of the
explicit meaning of the selection and provide
opportunities for analysis. For examples of these
questions, please see the following pages: 88,
90, 96, 107, 249, 290, 324, 339, 403, 519, 688,
710, 733, 776, 794, 813, 1022, and 1517–1518
10. By the end of grade 11, read and
comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend
literature, including stories, dramas, and poems,
at the high end of the grades 11–CCR text
complexity band independently and proficiently.
English Language Arts Standards » Reading: Informational Text » Grade 11-12
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Key Ideas and Details
SE: The program focuses on fiction, poetry, and
drama. Opportunities for reading informational
text can be found in the instructions and models
for Research writing and in the illustrative
expository essays that serve as examples for
students learning to respond to and analyze
literature. Please see the following essays and
the commentaries that follow them for
examples:
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
Plot in Faulkner's "A Rose for Emily", 113–117;
A Paraphrase of Thomas Hardy's "The Man He
Killed", 666–667; An Explication of Thomas
Hardy's "The Man He Killed", 669–672; The
Problem of Hamlet's Apparent Delay, 1522–1526
SE = Student Edition
6
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Common Core Standards for
English Language Arts, Grade 11-12
Literature: An Introduction to
2. Determine two or more central ideas of a text
and analyze their development over the course
of the text, including how they interact and build
on one another to provide a complex analysis;
provide an objective summary of the text.
SE: Illustrative expository and critical essays
and the commentaries that follow them provide
opportunities for students to study the
development of ideas in informational texts. For
examples in which two or more ideas are
developed, please see the following essays:
Reading and Writing © 2012
The Interaction of Story and Setting in James
Joyce's "Araby", 265–269; Frank O'Connor's
Control of Tone and Style in "First Confession",
377–380; Symbols of Light and Darkness in
Porter's "The Jilting of Granny Weatherall", 426–
430; A Paraphrase of Thomas Hardy's "The Man
He Killed", 666–667; Illustrative Student Essay:
Diction and Character in Robinson's "Richard
Cory", 703–706; Form and Meaning in George
Herbert's "Virtue", 964–967; Eugene O'Neill's
Use of Negative Descriptions and Stage
Directions in Before Breakfast as a Means of
Revealing Character, 1291–1295; Realism and
Nonrealism in Tom's Triple Role in The Glass
Menagerie, 1749–1752; Literary Treatments of
the Conflicts Between Private and Public Life,
1868–1873; Opposite Personal Responses to
W.H. Auden's "Musee des Beaux Arts", 1876–
1880
SE: For related material, see the following
illustrative expository and critical essays:
3. Analyze a complex set of ideas or sequence of
events and explain how specific individuals,
ideas, or events interact and develop over the
course of the text.
SE = Student Edition
Plot in Faulkner's "A Rose for Emily", 113–117;
The Character of Minnie Wright in Glaspell's "A
Jury of Her Peers", 219–222; The Allegory of
Hawthorne's "Young Goodman Brown", 430–
435; D. H. Lawrence's "The Horse Dealer's
Daughter" as an Expression of the Idea That
Loving Commitment Is Essential in Life, 493–
497; Eugene O'Neill's Use of Negative
Descriptions and Stage Directions in Before
Breakfast as a Means of Revealing Character,
1291–1295; The Problem of Hamlet's Apparent
Delay, 1522–1526; Literary Treatments of the
Conflicts Between Private and Public Life, 1868–
1873
7
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
Craft and Structure
4. Determine the meaning of words and phrases
as they are used in a text, including figurative,
connotative, and technical meanings; analyze
how an author uses and refines the meaning of a
key term or terms over the course of a text
(e.g., how Madison defines faction in Federalist
No. 10).
SE: Choice of Diction: Specific and Concrete,
General and Abstract, 674; Levels of Diction,
675; Special Types of Diction, 676; Decorum:
The Matching of Subject and Word, 678;
Denotation and Connotation, 679; Metaphors
and Similes: The Major Figures of Speech, 787;
Characteristics of Metaphorical Language, 789;
Other Figures of Speech, 791; Tone and Irony,
831; Tone and Satire, 834
5. Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition
or argument, including whether the structure
makes points clear, convincing, and engaging.
SE: For related material, see: Formal Categories
of Structure, 271–272; Formal and Actual
Structure, 273. Also see the commentaries that
follow the illustrative essays on the following
pages, 116–117, 222, 269, 380, 429–430, 434–
435, 496–497, 667, 671–672, 706, 967–968,
1294–1295, 1526, 1752, 1872–1873, 1879–
1880
6. Determine an author’s point of view or
purpose in a text in which the rhetoric is
particularly effective, analyzing how style and
content contribute to the power, persuasiveness
or beauty of the text.
SE: For related material see: An Exercise in
Point of View: Reporting an Accident, 120–121;
Point of View and Opinions, 122; Determining a
Work's Point of View, 123–125; Mingling Points
of View, 126; Illustrative Student Essay: Shirley
Jackson's Dramatic Point of View in "The
Lottery", 154–157; also see: Use Exact,
Comprehensive, and Forceful Language, 48
Illustrative Student Essay (Improved Draft), 50
Commentary on the Essay, 54
Integration of Knowledge and Ideas
SE: The program includes a middle section of art
reproductions with notes that connect them with
literature selections on pp. I-1 – I-16. Also see
the following lessons: Visualizing Plays:
Imagining Dramatic Scenes and Actions
(includes suggestion to rent specific versions of
the plays listed below, as well as images from
some of them), 1247–1251. See the following
representative lessons and selections:
Performance: The Unique Aspect of Drama,
1237–1240; “Oedipus the King,” 1314–1349;
“The Tragedy of Hamlet, Prince of Denmark,”
1355–1452; “Death of a Salesman,” 1456–1517
7. Integrate and evaluate multiple sources of
information presented in different media or
formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve
a problem.
SE = Student Edition
8
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Common Core Standards for
English Language Arts, Grade 11-12
Literature: An Introduction to
8. Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises,
purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential
addresses).
SE: For related material, see the following 19th
century literary works which provide insight into
cultural and political context of seminal and
foundational U.S. documents: Ambrose Bierce,
“An Occurrence at Owl Creek Bridge,” 83–88;
Stephen Crane “The Blue Hotel,” 229–245;
Nathaniel Hawthorne, “Young Goodman Brown,”
390–397; Walt Whitman, “Facing West From
California's Shores,” 816; Emily Dickinson, “To
Hear An Oriole Sing,” 889; Ralph Waldo
Emerson, “Concord Hymn,” 891; Illustrative
Student Essay Written with the Aid of Research:
"Beat! Beat! Drums!" and "I Hear America
Singing": Two Whitman Poems Spanning the
Civil War, 1223
9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents
of historical and literary significance (including
The Declaration of Independence, the Preamble
to the Constitution, the Bill of Rights, and
Lincoln’s Second Inaugural Address) for their
themes, purposes, and rhetorical features.
SE: For related material, see the following 19th
century literary works which provide insight into
cultural and political context of seminal and
foundational U.S. documents: Ambrose Bierce,
“An Occurrence at Owl Creek Bridge,” 83–88;
Stephen Crane “The Blue Hotel,” 229–245;
Nathaniel Hawthorne, “Young Goodman Brown,”
390–397; Walt Whitman, “Facing West From
California's Shores,” 816; Emily Dickinson, “To
Hear An Oriole Sing,” 889; Ralph Waldo
Emerson, “Concord Hymn,” 891; Illustrative
Student Essay Written with the Aid of Research:
"Beat! Beat! Drums!" and "I Hear America
Singing": Two Whitman Poems Spanning the
Civil War, 1223
SE = Student Edition
Reading and Writing © 2012
9
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and
comprehend literary nonfiction in the grades 11–
CCR text complexity band proficiently, with
scaffolding as needed at the high end of the
range.
By the end of grade 12, read and comprehend
literary nonfiction at the high end of the grades
11–CCR text complexity band independently and
proficiently.
SE: The program focuses on fiction, poetry, and
drama. Opportunities for reading informational
text can be found in the instructions and models
for Research writing and in the illustrative
expository essays that serve as examples for
students learning to respond to and analyze
literature. Please see the following essays and
the commentaries that follow them for
examples:
The Interaction of Story and Setting in James
Joyce's "Araby", 265–269; Frank O'Connor's
Control of Tone and Style in "First Confession",
377–380; Symbols of Light and Darkness in
Porter's "The Jilting of Granny Weatherall", 426–
430; A Paraphrase of Thomas Hardy's "The Man
He Killed", 666–667; Illustrative Student Essay:
Diction and Character in Robinson's "Richard
Cory", 703–706; Form and Meaning in George
Herbert's "Virtue", 964–967; Eugene O'Neill's
Use of Negative Descriptions and Stage
Directions in Before Breakfast as a Means of
Revealing Character, 1291–1295; Realism and
Nonrealism in Tom's Triple Role in The Glass
Menagerie, 1749–1752; Literary Treatments of
the Conflicts Between Private and Public Life,
1868–1873; Opposite Personal Responses to
W.H. Auden's "Musee des Beaux Arts", 1876–
1880
English Language Arts Standards » Writing » Introduction
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are expected
to meet each year’s grade-specific standards and retain or further develop skills and understandings
mastered in preceding grades. The expected growth in student writing ability is reflected both in the
standards themselves and in the collection of annotated student writing samples in Appendix C.
English Language Arts Standards » Writing » Grade 11-12
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
SE = Student Edition
10
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
a.
Introduce precise, knowledgeable
claim(s), establish the significance of the
claim(s), distinguish the claim(s) from
alternate or opposing claims, and create
an organization that logically sequences
claim(s), counterclaims, reasons, and
evidence.
SE: Explain the Work's Major Ideas, 25; Build
Ideas from Your Original Notes, 28; A PlusMinus, Pro-Con, or Either-Or Method for Ideas,
30; Originate and Develop Your Thoughts
Through Writing, 31; Base Your Essay on a
Central Statement, Argument, or Idea, 32;
Create a Thesis Sentence as Your Guide to
Organizing Your Essays, 34; Use Your Topic
Sentences as the Arguments for Your Paragraph
Development, 37; Develop an Outline as the
Means of Organizing Your Essay, 37; Argument
Essay: Arrive at a Claim for a Thesis Statement,
1882
b.
Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
SE: Use Your Topic Sentences as the Arguments
for Your Paragraph Development, 37;
Completing the Essay: Developing and
Strengthening Your Essay Through Revision, 42;
Make Your Own Arrangement of Details and
Ideas & Use Literary Material as Evidence to
Support Your Argument, 43; Always Keep to
Your Point; Stick to It Tenaciously, 44; Check
Your Development and Organization, 46; Try to
Be Original, 47; Use Exact, Comprehensive, and
Forceful Language, 48; A Short Guide to Using
Quotations and Making References in Essays
about Literature, 56–60; Argument Essay:
paragraph development, 1885–1886
c.
Use words, phrases, and clauses as well
as varied syntax to link the major
sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons
and evidence, and between claim(s) and
counterclaims.
SE: Use Your Topic Sentences as the Arguments
for Your Paragraph Development, 37; Develop
an Outline as the Means of Organizing Your
Essay, 37; Completing the Essay: Developing
and Strengthening Your Essay Through Revision,
42; Make Your Own Arrangement of Details and
Ideas, 43; Check Your Development and
Organization, 46
d.
Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
SE: Write with Specific Readers as Your
Intended Audience & Use Exact, Comprehensive,
and Forceful Language, 48
e.
Provide a concluding statement or
section that follows from and supports
the argument presented.
SE: Conclusion, 38; Argument Essay: concluding
paragraph, 1886; also see concluding
paragraphs in the illustrative student essay on
pages 42 and 54.
SE = Student Edition
11
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
SE: Explain the Work's Major Ideas, 25; Build
a. Introduce a topic; organize complex
Ideas from Your Original Notes, 28; Originate
ideas, concepts, and information so that
and Develop Your Thoughts Through Writing,
each new element builds on that which
31; Base Your Essay on a Central Statement,
precedes it to create a unified whole;
Argument, or Idea, 32; Research Essay on
include formatting (e.g., headings),
Fiction: Selecting a Topic, 608, Introduction,
graphics (e.g., figures, tables), and
630; Comparison-Contrast Essay: Clarify Your
multimedia when useful to aiding
Intention, 1858; Strategies for Organizing Ideas,
comprehension.
1862–1863
b.
Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate to
the audience’s knowledge of the topic.
SE: Use Your Topic Sentences as the Arguments
for Your Paragraph Development, 37; Make Your
Own Arrangement of Details and Ideas, 43;
Always Keep to Your Point; Stick to It
Tenaciously, 44; Check Your Development and
Organization, 46; A Short Guide to Using
Quotations and Making References in Essays
about Literature, 56–60; Research Essay on
Fiction: Refer to Works Parenthetically as You
Draw Details from Them, 626, Body and
Conclusion, 630; Comparison-Contrast Essay:
Integrate the Bases of Comparison, 1859–1860,
body of the essay, 1867, 1872; ReaderResponse Essay: Introduction, 1879
c.
Use appropriate and varied transitions
and syntax to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts.
SE: Writing about Literature Essay: Make Your
Own Arrangement of Details and Ideas, 43;
Comparison-Contrast Essay: words stressing
similarity and contrasts, 1867
d.
Use precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic.
SE: Writing about Literature Essay: Analyze the
Work's Economic and Social Conditions, 24,
Explain the Work's Major Ideas, 25, Describe the
Work's Artistic Qualities, 26; Write with Specific
Readers as Your Intended Audience & Use Exact,
Comprehensive, and Forceful Language, 48
e.
Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
SE: Writing about Literature Essay: Try to Be
Original, 47, Write with Specific Readers as Your
Intended Audience, 48; Research Essay on
Fiction: Consulting Bibliographical Guides, 615,
Follow the Requirements for Documentation Set
by Other Academic Disciplines, 629;
Comparison-Contrast Essay: Find Common
Grounds for Comparison, 1859
SE = Student Edition
12
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
f.
Reading and Writing © 2012
Provide a concluding statement or
section that follows from and supports
the information or explanation presented
(e.g., articulating implications or the
significance of the topic).
SE: Conclusion, 38; Research Essay on Fiction:
Body and Conclusion, 630; Comparison-Contrast
Essay: conclusion, 1867; Reader-Response
Essay: Conclusion, 1880; also see concluding
paragraphs in the illustrative student essay on
pages 42 and 54.
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
SE: For related material, see the essay
a. Engage and orient the reader by setting
assignments which guide students in the
out a problem, situation, or observation
analysis of narrative structure and techniques:
and its significance, establishing one or
Writing About the Plot of a Story, 112; Writing
multiple point(s) of view, and
Topics About Plot in Fiction, 117; Writing About
introducing a narrator and/or
Point of View, 152; Writing Topics About Point of
characters; create a smooth progression
View, 158; Writing About Character, 216;
of experiences or events.
Writing Topics About Character, 222
b.
Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
SE: For related material, see the essay
assignments which guide students in the
analysis of narrative structure and techniques:
Writing About the Plot of a Story, 112; Writing
Topics About Plot in Fiction, 117; Writing About
Point of View, 152; Writing Topics About Point of
View, 158; Writing About Character, 216;
Writing Topics About Character, 222
c.
Use a variety of techniques to sequence
events so that they build on one another
to create a coherent whole and build
toward a particular tone and outcome
(e.g., a sense of mystery, suspense,
growth, or resolution).
SE: For related material, see the essay
assignments which guide students in the
analysis of narrative structure and techniques:
Writing About the Plot of a Story, 112; Writing
Topics About Plot in Fiction, 117; Writing About
Point of View, 152; Writing Topics About Point of
View, 158; Writing About Character, 216;
Writing Topics About Character, 222
d.
Use precise words and phrases, telling
details, and sensory language to convey
a vivid picture of the experiences,
events, setting, and/or characters.
SE: For related material, see the essay
assignments which guide students in the
analysis of narrative structure and techniques:
Writing About the Plot of a Story, 112; Writing
Topics About Plot in Fiction, 117; Writing About
Point of View, 152; Writing Topics About Point of
View, 158; Writing About Character, 216;
Writing Topics About Character, 222
e.
Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
SE: For related material, see the essay
assignments which guide students in the
analysis of narrative structure and techniques:
Writing About the Plot of a Story, 112; Writing
Topics About Plot in Fiction, 117; Writing About
Point of View, 152; Writing Topics About Point of
View, 158; Writing About Character, 216;
Writing Topics About Character, 222
SE = Student Edition
13
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
Reading and Writing © 2012
Production and Distribution of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1–3 above.)
SE: Thinking and Writing About Literature, 19–
54; Research Essay on Fiction, 608–639;
Research Essay on Poetry, 1222–1228; Research
Essay on Drama, 1819–1832; ComparisonContrast Essay, 1857–1872; Reader-Response
Essay, 1874–1886; Essay of Argument, 1881–
1885; Writing About Literature, 112, 152, 216,
263, 324, 374, 422, 491, 665, 701 , 743, 780,
818, 863, 912, 962, 1003, 1287, 1518, 1602,
1746, 1862, 1874, 1881; also see lists of
additional writing topics, 328, 380, 435, 497,
504, 672, 706, 749, 785, 825, 869, 924, 968,
1009, 1104, 1118, 1295, 1526, 1608, 1752,
1873, 1880, 1886
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grades
11–12 on pages 40–43.)
SE: Completing the Essay: Developing and
Strengthening Your Essay Through Revision, 42;
Make Your Own Arrangement of Details and
Ideas, 43; Use Literary Material as Evidence to
Support Your Argument, 43; Always Keep to
Your Point; Stick to It Tenaciously, 44; Check
Your Development and Organization, 46; Try to
Be Original, 47; Write with Specific Readers as
Your Intended Audience, 48; Use Exact,
Comprehensive, and Forceful Language, 48;
Illustrative Student Essay (Improved Draft), 50;
Commentary on the Essay, 54; Selecting a
Topic, 608; Being Creative and Original While
Doing Research, 622; Strategies for Organizing
Ideas in Your Research Essay, 630; Guidelines
for the Comparison-Contrast Method, 1858;
Writing a Comparison-Contrast Essay, 1862;
Important Elements of a Reader-Response
Essay, 1874; Defining an Argument Essay, 1881
6. Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments or
information.
SE: Searching the Internet, 610; Searching
Library Resources, 612; Important
Considerations About Computer-Aided Research,
613; Gaining Access to Books and Articles
Through Databases, 615
Research to Build and Present Knowledge
SE: Research Essay on Fiction, 608–639;
Research Essay on Poetry, 1222–1228; Research
Essay on Drama, 1819–1832
7. Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
SE = Student Edition
14
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Common Core Standards for
English Language Arts, Grade 11-12
Literature: An Introduction to
8. Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
strengths and limitations of each source in terms
of the task, purpose, and audience; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
SE: Locating Sources, 610; Evaluating Sources,
611; Searching Library Resources, 612;
Important Considerations About Computer-Aided
Research, 613; Review the Bibliographies in
Major Critical Studies on Your Topic, 614;
Consulting Bibliographical Guides, 615; Gaining
Access to Books and Articles Through Databases,
615; Taking Notes and Paraphrasing Material,
616; Taking Complete and Accurate Notes, 617;
Plagiarism: An Embarrassing but Vital Subject—
and a Danger to Be Overcome, 618; Being
Creative and Original While Doing Research,
622; Documenting Your Work, 624; Include All
the Works You Have Used in a List of Works
Cited (Bibliography), 625; Integrating and
Attributing Your Sources, 626; Use Footnotes
and Endnotes–Formal and Traditional Reference
Formats, 627; Sample Footnotes, 628; Follow
the Requirements for Documentation Set by
Other Academic Disciplines, 629
Reading and Writing © 2012
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SE: Study the Characters in the Work, 23;
a. Apply grades 11–12 Reading standards
Determine the Work's Historical Period and
to literature (e.g., “Demonstrate
Background, 24; Analyze the Work's Economic
knowledge of eighteenth-, nineteenthand early-twentieth-century foundational and Social Conditions, 24; Explain the Work's
Major Ideas, 25; Describe the Work's Artistic
works of American literature, including
Qualities, 26; Explain Any Other Approaches
how two or more texts from the same
That Seem Important, 26; Build Ideas from Your
period treat similar themes or topics”).
Original Notes, 28; Referring to the Names of
Authors, 35; Critical Approaches in the Study of
Literature: Moral/Intellectual, 1835,
Topical/Historical, 1836–1838, New
Critical/Formalist, 1839–1840, Structuralist,
1841–1842, Feminist Criticism/Gender
Studies/Queer Theory, 1843–1845, Economic
Determinist/Marxist, 1846–1847,
Psychological/Psychoanalytic, 1848,
Archetypal/Symbolic/Mythic, 1849–1850,
Deconstructionist, 1851–1853, ReaderResponse, 1854
SE = Student Edition
15
Literature: An Introduction to Reading and Writing, 2nd Edition, AP* Edition ©2012
Correlated to
Common Core Standards for English Language Arts, Grade 11-12
Literature: An Introduction to
Common Core Standards for
English Language Arts, Grade 11-12
b.
Reading and Writing © 2012
SE: The program focuses on fiction, poetry, and
drama. Opportunities for reading informational
text can be found in the instructions and models
for Research writing and in the illustrative
expository essays that serve as examples for
students learning to respond to and analyze
literature. Please see the following essays and
the commentaries that follow them for
examples:
Apply grades 11–12 Reading standards
to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents]
and the premises, purposes, and
arguments in works of public advocacy
[e.g., The Federalist, presidential
addresses]”).
The Interaction of Story and Setting in James
Joyce's "Araby", 265–269; Frank O'Connor's
Control of Tone and Style in "First Confession",
377–380; Symbols of Light and Darkness in
Porter's "The Jilting of Granny Weatherall", 426–
430; A Paraphrase of Thomas Hardy's "The Man
He Killed", 666–667; Illustrative Student Essay:
Diction and Character in Robinson's "Richard
Cory", 703–706; Form and Meaning in George
Herbert's "Virtue", 964–967; Eugene O'Neill's
Use of Negative Descriptions and Stage
Directions in Before Breakfast as a Means of
Revealing Character, 1291–1295; Realism and
Nonrealism in Tom's Triple Role in The Glass
Menagerie, 1749–1752; Literary Treatments of
the Conflicts Between Private and Public Life,
1868–1873; Opposite Personal Responses to
W.H. Auden's "Musee des Beaux Arts", 1876–
1880
Range of Writing
SE: Thinking and Writing About Literature, 19–
54; Research Essay on Fiction, 608–639;
Research Essay on Poetry, 1222–1228; Research
Essay on Drama, 1819–1832; ComparisonContrast Essay, 1857–1872; Reader-Response
Essay, 1874–1886; Essay of Argument, 1881–
1885; Writing About Literature, 112, 152, 216,
263, 324, 374, 422, 491, 665, 701 , 743, 780,
818, 863, 912, 962, 1003, 1287, 1518, 1602,
1746, 1862, 1874, 1881; also see lists of
additional writing topics, 328, 380, 435, 497,
504, 672, 706, 749, 785, 825, 869, 924, 968,
1009, 1104, 1118, 1295, 1526, 1608, 1752,
1873, 1880, 1886
10. Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and
audiences.
SE = Student Edition
16