Advanced Placement English Literature and Composition
This course is a rigorous college-level course: the reading is challenging; the writing is
frequent and requires an independent mind. The expectation is that you will prepare for
each class by reading the assigned work and add meaningful insight in the class
discussions. If you commit to this course, we will learn from each other.
This syllabus shows you what we will do in class each day; the reading assignments
should be completed each day before coming to class. Your ability to participate will be
hampered if you fail to do the reading.
Major Texts
Arp, Thomas R. and Greg Johnson, eds. Perrine’s Literature Structure, Sound and Sense.
9th ed. Boston: Thomson, 2006.
Hacker, Diana. A Pocket Style Manuel. Boston: Bedford/St. Martin’s, 2004.
January 26(W)
Introduction/Syllabus/Supplies/Questions/Pretest (Multiple choice
Test/Essay to determine student readiness and introduce them to
the level of questions that they will see on this portion of the test.
Students review answers for the multiple choice test given day 3,
and have an open discussion about the “Taxonomy of Thinking”
i.e. synthesis, analysis, application, comprehension that they must
use to master coursework. The rationale is to prepare them for the
level of commitment that is necessary for success. *For many
students, this is the first time AP course and they are
apprehensive. Students will take scheduled multiple-choice tests
and timed essay test throughout the course. We will evaluate test
results formally and informally)
January 27 (Th)
Writing Assignments
Each student will write several short critical papers, explicating poetry
and drama, and performing a close reading of novels, including one that
is research-based. In general, each paper will use specific and wellchosen evidence to articulate an argument about poems, drama, and
fiction. Specifically, these critical essays are based on close textual
analysis of structure, style (figurative language, imagery, symbolism,
tone, and social/historical values).
Each week students choose one poem from a list of 5 – 10 poems
and write a one-page typed response that may be an analysis,
reader response, or combination of both. These free response
assignments ease students into the mechanics of poetry and draw
on their skills to interpret with textual support. In addition, they
gain exposure to poetry and learn to write an extended
interpretation of the text. This exposure will prove beneficial
when we begin the formal poetry unit. Due dates for papers
indicated with * after each class day.)
Supplemental Reading - AP students must read 600 pages per
nine weeks for a grade of 100. Students select books based on
interest, but selections cannot be required reading for any class.
Students will lead book talks on their books with me. (This is an
opportunity for students to read books based on their interest.)
Students must register for book talks 5 days in advance.
AP Vocabulary Students will receive a Master Vocabulary List for 18 weeks.
Quizzes will be as follows: I will pronounce the word and they will
have to spell it correctly, define it, and use it in a sentence with
contextual clues that help define it further. In addition, we will
practice different syntactical patterns each week (mini lessons) and
they must demonstrate that pattern when they write their
contextual sentence. This will help improve sentence fluency and
mechanics. (Please note there will be mini-lessons throughout the
course dealing with complex grammar and usage issues, sentence
constructions, i.e. simple, complex, compound-complex, etc.)
Quizzes/Test/Alternative Assessments Students receive various assessments
throughout to determine readiness i.e. standardized test, released
AP tests, and individual/group presentations.
Teacher/Student Conference Students are encouraged to meet with me a
minimum of three times during the nine-week session. (Please
note, in formal meetings also occur during book talk sessions.)
Independent Novel Assignments: Students will select novels from old AP
questions to broaden their repertoire of literature (3 novels are the
goal). Each student will be responsible for completing a major
works data sheet.
Student Presentations: Students will prepare presentations that display their
ability to research biographical and historical information on select
authors. In addition, they will analyze author’s style. For
presentations, students will develop literal, inferential and
evaluative questions for the audience for assessment. (Please note
this will be an opportunity for students to enter a discourse with
scholars and delve into the author’s thought via research and
close reading as they prepare their presentations.)
January 28 (F)
Essay Structure - prompt, thesis and elaboration
Give students a visual guide to the AP Essay that shows them the relationship
between the text and thoughtful analysis that I want them to use.
(Claim: Say what is so. Support: Where is it so? Show it.
Explanation: How or why is it so? This introduction will include a
discussion of the effective use of rhetoric including voice and tone
appropriate to the writing task. In addition, The Hacker Pocket
Style Manuel electronic component that offers writing and research
resources. Students will look at model essays and tutorials on this
web site for support. They will demonstrate the essay structure in a
20 minute timed essay on the quote, “The World Needs People
Who Specialize in the Impossible.” Do you agree or disagree?
Support your claim with evidence from personal experiences, or
readings.
Students will be given time to pair/share their responses and I will walk around
just to assess writing visually for organization and elaboration.
Students will be graded based on prompt, thesis, and elaboration.
(Please note students will complete weekly assignments on line
that reinforce the writing that we do in class, i.e. grammar,
sentence structure, essay development/model papers, voice, tone
and interactive tutorials. In addition, they will do at least three
timed writings a week.)
January 31 (M)
Levels of Questions: Literal, Inferential, and Evaluative/”The
Chaser”- Students will evaluate the levels of questions used to
analyze literature. During the evaluation, students will analyze the
piece and construct questions on the literal, inferential and
evaluative level. After they review these questioning techniques,
they will be expected to use them in all future readings nonverbally and verbally.
Fiction Introduction/Perrine - Students will review structure for
analysis of short fiction. Students will review literary terms using
the analytical style notes on imagery, diction, syntax, tone, literary
elements, and organization will be used. Students will identify and
explain the particular effect an author achieves in a piece of short
fiction using the aforementioned rhetorical devices. The plan is to
assist students by introducing mnemonics, graphic organizers and
quick writes for thoughtful analysis. (Please note that students will
engage in quick writes prior to each discussion period to
formulate thoughts and prepare evidence to support thoughtful
reading of the text. These are opportunities to show students the
importance of annotations as they move through the text. In
addition, I will restructure released AP Essay prompts so that
students have the opportunity to explore themes/issues that come
out in the literature as we move through the course.)
February 1 (T)
In-class discussion
“The Jilting of Granny Weatherall,” Perrine 269 (How does point
of view relate to theme? Please note students will be instructed to
read the selection at home and complete a T-Chart that allows
them to organize/review the discussed structure of short fiction i.e.
elements of plot, point of view, theme, character, diction, and tone.
In addition, this pattern of analysis will flow through the short
fiction unit.) Students will consider:
How author’s use of point of view contributes to the theme?
How would you describe the point of view and the effect it has on
the meaning of text?
What cultural/social values are explored? i.e. marital relationships,
gender stereotypes, social expectations placed on women, etc.
February 2 (W)*
“Interpreters of Maladies,” 141-160 Focus: How does plot relate to
theme? Using the biographical approach, reflect on the author’s
personal views and how they connect to the work. How do her
views shape your understanding of cultural values?
February 3 (Th)
“Irony,” Perrine, 334-38 (Focus: How does irony relate to theme?)
“Characterization,” Perrine, 161-66 (Focus: How does characterization relate to
theme?)
“A Worn Path,” Perrine, 212-220 Focus: theme, symbolism, historical
significance, i.e. Great depression, racism, etc. – Formulate
reflections into mini in-class writing assignments.
[Students will complete independent short story presentations on assigned
selections from Perrine’s “The Elements of Fiction” pgs. 67-283]
February 4 (F)
Writing Workshop/Direct Instruction: (Organization, details,
transitions. Discuss AP Essay rubric prior to writing – focus today
on organization and elaboration. The prompt will be a
restructuring of an AP essay from released prompts.*The flight of
guilt takes many forms. A chief character’s attempt to find some
kind of freedom from guilt may become a conscious or an
unconscious motivation for his or her life. Choose a character who
attempts to deal with guilt, and discuss how this motive affects the
action and how it determines meaning in the work as a whole.
Please note that I will use an essay planning guide/visual guide
that shows students how to examine the painting, literary elements
to consider, as well as, thesis, body, elaboration and conclusion.
February 7 (M)
Discussion/fiction
Direct Instruction/Modeling/Peer Editing/Revisions: Essay 1
(Focus on developing the student’s rhetorical style through
modeling. In addition, I will discuss with students the recursive
nature of writing and the difference between revising and editing.
After the draft is completed, I will use peer/teacher/group
conferences to guide reflection and revisions. – Method for review
based on individual student readiness. Students will use a writing
scorecard to record peer evaluations that will simply consist of a
score and area of focus i.e. developing rhetorical style through
control of content, organization, word choice, voice, tone,
conventions, etc. Please note, I will use this same scorecard for
grading and feedback throughout the course. My feedback will
mainly offer encouragement and guidance as students begin to
hone their rhetorical style.)
February 8 (T)
Introduction: Jane Eyre and Charlotte Bronte
(The novel will open the door to all levels of analysis. Based on
student readiness…I may have to do excerpts and come back to the
novel later but I want to try it here. I will build on the foundation
of what students know and introduce mini projects for selfreflection as we move through the novel. We will explore the
biographical approach first as we read with the limitations placed
on the author and cultural influences of the time. This paired with
the historical approach will highlight the culture and time. In
addition, this coupling will help them make connections between
the Victorian worldview and the worldview now. Furthermore, the
mimetic approach will afford students the vehicle for personal
connections i.e. diary entries, response journals. Along with these
aforementioned strategies, mnemonics and group assignments will
help students further connect to the reading.
Please note that students will continue to work on structure and
story development from the analytical standpoint. Analytical style
notes on imagery, diction, syntax, tone, literary elements, and
organization. I will pull free response test for writing/multiple
choice practice throughout the unit.)
Essay I Revising/Editing – Workshop (Students will be working in
writing groups, this is a time for sharing and getting feedback
from peers and teacher on the developing essay - looking at
organization, appropriateness of tone, voice, and content)
February 9 (W)*
Fiction Assessment/Reading Day: Jane Eyre Chapters 1-5
(Notes/Discussions on various perspectives)
February 10 (Th)
Essay #1 due (Typed, DS, 12-inch font)
(Please note that the class will discuss the close reading tests in whole and small
groups, as well as, independently.)
February 11 (F)
February 14 (M)
February 15 (T)
Prose Passage Close Reading test #1 (syntax, tone, vocabulary)
Jane Eyre Chapters 1-5;
Prose Passage close reading test #2 (argumentation, main idea,
vocabulary)
February 16 (W)*
Jane Eyre Chapters 6-10; discussion
February 17 (Th)
Writing an In-Class essay (Literary Analysis: Claim, concrete
detail, commentary, time management)
February 18 (F)
½ Day Professional Development
Introduction of Major Works Data Sheet Assignment - Students will prepare a
data sheet that highlights a work’s plot, significance of selected
quotations, character’s roles and significance, the significance of
the opening and closing scenes, symbols, and themes. Historical
and biographical information are also included – Jane Eyre)
February 21 (M)
Teacher Workday
February 22 (T)
Peer Editing/Focus on In-class from Essay February 17
February 23 (W)*
Jane Eyre Chapters 11-17; reading in-class; discussion
February 24 (Th)
Prose passage close reading test #3 (figurative language, tone,
characterization, vocabulary)
February 25 (F)
Jane Eyre Chapters 20-25; reading in-class; discussion
February 28 (M)
Reading Day: Jane Eyre Chapters 26-30
March 1 (T)
Prose passage close reading test #4 (rhetorical devices, pronounantecedent agreement, vocabulary)
March 2 (W)*
Reading day: Jane Eyre Chapters 31-34
March 3 (Th)
Group Planning: Jane Eyre Critical Approaches to the Novel—
psychoanalytic, feminist, deconstruction, Marxist, etc. (Please
note student groups must compile an annotated bibliography of at
least 5 sources that explore the literature using their selected
criticism. In addition, their final product presentation must
demonstrate application by thoughtful selection of excerpts from
the piece that expound on their criticism. This is just a way to
introduce students to the different critical approaches that
evaluate the artistry, quality, and cultural value of the work.)
Novel Assessment
March 4 (F)
Teacher Workday
March 7 (M)
Final Discussions on Jane Eyre
March 8 (T)
Group planning Jane Eyre
March 9 (W)*
Group Planning Jane Eyre
March 10 (Th)
Presentations Criticisms
March 11 (F)
Presentations Criticisms
March 14 (M)
Prose passage close reading test #5
March 15 (T)
Test review/Reading Day
March 16 (W)*
Essay 2 assigned (Released AP test essay, analytical examination
of a work. 1974. Choose a work of literature written before 1900.
Write an essay in which you present arguments for and against the
work's relevance for a person in 2011. Your own position should
emerge in the course of your essay. You may refer to works of
literature written after 1900 for the purpose of contrast or
comparison considering this released prompt revised.)
March 17 (Th)
Elements of poetry and the mnemonic for analysis.(Perrine 633641/Title, paraphrase, connotations, attitude, shift, theme, and title
–this will begin a more formal study of a familiar genre for
students. Please note that they have been doing poetry responses
since the 2nd week of class, they should be at a place of familiarity
with the genre and ready for this additional layer. After the formal
analysis, students will work on individual poetry presentations.
Using the tpcastt and research to guide a thoughtful reading of the
poem, students will teach the poem to the class. )
“The World is Too Much With Us” Wordsworth; “A Hymn to God
the Father” Donne; “One Art” Elizabeth Bishop; “Barbie Doll”
Piercy, pg. 754 (tpcastt – focus denotation, connotation, imagery)
Poetry passage close reading passage #6
One Art” Elizabeth Bishop; “Barbie Doll” Piercy, pg. 754 (tpcastt
completed prior to class – focus denotation, connotation)
Essay 2 returned, peer editing and revisions [same format as the 1st
essay]
Poetry Presentations (Please note students will follow same
presentation format from the fiction section).
Poetry Presentations/Test review
Poetry Presentations/Test review
Complete poetry presentations
Test on poetry unit
March 18 (F)
March 21 (M)
March 22 (T)
March 23 (W)*
March 24 (Th)
March 25 (F)
March 28 (M)
March 29 (T)
March 30 (W)*
March 31 (Th)
Independent novel assignment #2
Poetry Close reading Passage #7
Reading day to start selections
April 1(F)
Teacher Workday
April 4(M)
***Hamlet Introduction (Discussion on decoding
language, sentence structure, themes, word play, blank verse and
other tools for reading Shakespearean drama. In addition, prior to
reading the drama, I will use two of Shakespeare’s popular
sonnets to review language. All students have had formal
instruction on at least one Shakespearean play. In addition, the
unit will have detailed study guides to direct reading and pulled
questions that coincide with AP released topics for Hamlet.
Students will use free response strategy Activity in the form of a
dramatic literature response sheet (2 column notes) - for
recording words/meanings, unfamiliar phrases,
passages/explanations, mimetic connections, responses from the
character’s perspective, themes, concerns, etc. In addition,
students will have the opportunity to discuss reading in literature
circles. Please note, students will continue to do a quickwrites to
formulate thought prior to class.)
April 5(T)
Hamlet Act I
Hamlet Webquest/Rubric, i.e. Shakespeare’s biography, Focus on language and
structure through a careful paraphrase of a self selected
monologue from Hamlet, Overview of 10 dramatic works by
Shakespeare, Synopsis of Hamlet, AP released prompt self selected
by interest, and 5 annotations (scholarly) thematic discussions –
due 4/22
April 6(W)*
Hamlet Act I
April 7(Th)
(Writing workshop – Review argumentative writing – Hacker)
After reading the soliloquy (“To be, or not to be…”). Then, in a
well organized essay, briefly summarize Hamlet’s thoughts, and
argue how the diction, imagery, and syntax of the soliloquy help to
convey his state of mind.
April 8(F)
Hamlet Act II webquest
April 11(M)
Hamlet Act II
Analysis/annotation of a scholarly work (Students will find themselves engaged in
a discourse with scholars and articulate the nature of the scholarly
arguments presented for more focused reading of the text).
April 12 (T)
Hamlet Act III webquest
April 13(W)*
Hamlet Act III
April 14(Th)
Hamlet Act IV
April 15(F)
Hamlet Act IV webquest
April 18(M)
Hamlet Act V
April 19(T)
Hamlet Act V webquest
April 20(W)*
Essay #4 Formal Analytical/Argumentative paper concerning
Hamlet’s tragic flaw. There is something deeper in Shakespeare’s
creation of Hamlet’s character that does not allow him to fit neatly
into the archetype of the tragic hero. This is a testament to his
mastery as a dramatist. Students will use material generated in
their double entry journal/readings/class discussions/webquest to
write an analytical, argumentative essay that qualifies their
understanding of Hamlet’s tragic flaw and how it is crucial to
the development of the revenge tragedy. Be sure to use specific
examples from the work to support your thinking.(Think about
Fortinbras as a foil for Prince Hamlet, the possible “Oedipus
Complex” – I want students to discover, and articulate a defense of
their interpretation of Hamlet’s flaw and how it relates the plot as a
whole) The essay should reflect careful study and illustrations of
Hamlet’s person and cultural influences from the text that may
allow us a deeper look into his character. Students are encouraged
to revisit scholarship discovered during the webquest. This is a
documented paper; you must use MLA format, 2/3 pages typed
DS.
Review Hamlet
April 21(Th)
Hamlet Test
April 22(F)
AP Test preparations/ questions and concerns
April 25 – 29
Spring Break
May 2 (M)
Independent novels complete/assignments and final presentations
AP Test preparation/questions and concerns
May 3(T)
Final presentations for independent novels
AP Test preparations/questions and concerns
May 4(W)*
AP Test preparations/questions and concerns
May 5(Th)
AP Exam – English Literature and Composition
May 6(F)
Twentieth Century Novel Assignment – Present in groups
biographical information, historical, philosophical background,
plot summary, major themes, and appropriate critical comments.
Groups will meet daily in literature circles. Students will use the
information from the major works data sheet. – please note that
this will be the 3rd independent novel assignment.*
May 7 – June 10
[May 30 Memorial Day/Holiday] Novel Assignment/Literature
Circles/student led study groups on select novels. Keep Reading!!
*Poetry Responses Due
**Each writing workshop will include a specific focus and topics selected from the
reading of student papers. Follow up exercises include essay revision, correction of
mechanical errors, student assessments, and/or exercises based on specific areas for
improvement. Revision assignments vary; students may revise the entire essay or a
selected section. Writing workshops will also include peer evaluation and revision.
***Practice test will be pulled from a variety to of resources, i.e. released test banks,
practice test booklets, etc.
**** Macbeth is also an option
Grading Scale
Poetry Responses
Supplemental Reading
Test/Essays
Daily work?Quizzes/
Presentations/Homework
Prose Reading Test
20%
10%
45%
15%
10%
Grade Conversion for Letter Grades
A+ 100
C+ 84
F 60
A 95
C 81
A- 93
C- 78
B+ 92
D+ 76
B- 86
D- 70
Grade conversion for 1-9 scale for Essays
9 – 100
5 – 84 1-52
8 – 98
4 – 80
7 – 94
3 – 72
6- 91
2 – 62
Teacher Resources
Arp, Thomas R. and Greg Johnson, eds. Perrine’s Literature Structure, Sound and Sense.
9th ed. Boston: Thomson, 2006.
Casson, Allan. CliffsAP English Literature and Composition, 2nd ed. New Jersey: Wiley
Publishing, Inc., 2001
Hacker, Diana. A Pocket Style Manuel. Boston: Bedford/St. Martin’s, 2004.
Harmon, W. and H. Holman. A Handbook to Literature, 9th ed. New Jersey: Prentice
Hall, 2003.
Web Sites
AP Central – apcentral.collegeboard.com
AP English Literature and Composition: Writing about Literature –mshogue.com
A Pocket Style Manual – dianahacker.com/pocket
AP Style Analysis Notes – Jim Burke, englishcompanion.com
Feminist Art Then and Now-http://www.cwrl.utexas.edu/~ulrich/femhist/art.shtml
Open-ended Questions for Advanced Placement English Literature and Composition,
1970-2010 - http://homepage.mac.com/mseffie/AP/APOpenQuestions.html