Preface
AP Literature and Composition is a course in which you read, read, read, and write, write, write.
It is a demanding, exhilarating experience. Through literature you will travel abroad to England,
Scotland, France, Germany, India, Japan, and to fantastical places such as Lilliput and Brobdingnag.
Through literature, you will drift aimlessly in a lifeboat with a tiger; you will enter a world void of war
and disease; you will meet a black woman who is haunted by a ghost; you will encounter a man-made
Creature who destroys those most dear to his creator. Through literature, you will discover love stories,
contend with tragedies, and find beauty. All this and more awaits you.
Your writing ability is as definitive a characteristic as is your hair, your face, your clothing. If your
hair is tangled and gnarled like that of a cave man, and your face is replete with blemishes, and your
shirt or blouse is disheveled, and these match your writing style, then there is work to do. If your hair is
well-groomed, your face smooth, and your apparel fashionable, your writing skills should be as
impeccable. Welcome to the world of AP Literature and Composition.
On Literature
We will read six novels (two in the summer, two first semester, and two second semester). One
will be from the 18th century, two from the 19th century, two from the 20th century, and one from the
21st century. Three were written by men and three by women. We will witness differences in culture
and mores, and we will delve into each author’s perspective about individuals and their conflicts within
their societies in which they live. Consequently we will analyze and then synthesize what we have
learned from each of these writers. The books are Gulliver’s Travels by Jonathan Swift, Frankenstein by
Mary Shelley, Pride and Prejudice by Jane Austen, Brave New World by Aldous Huxley, Beloved by Toni
Morrison, and Life of Pi by Yann Martel.
We will read two plays in the second semester. It is said that “action speaks louder than words”,
but in these plays it is the words of the characters that directs their actions. Each play sets up a dilemma
in which the protagonist confronts issues of integrity, beliefs, and motivation . We will read
Shakespeare’s comedy A Midsummer Night’s Dream and attend a performance of it by the
Shakespeare Theater at Navy Pier in Chicago. Also we will read August Wilson’s Fences.
We will read a number of short stories in which we will examine the basic components of a story
(i.e. conflict, setting, characterization, symbols, theme). Some of the stories will include “The
Destructors” by Graham Greene, “Everyday Use” by Alice Walker, “The Lesson” by Toni Cade Bambara,
“The Rocking-Horse Winner” by D.H. Lawrence, “The Jilting of Granny Weatherall” by Katherine Anne
Porter, and “Hills Like White Elephants” by Ernest Hemingway. We will explore each author’s writing
style as well as content.
We will have a five-week period of time in the first semester and a three-week period in the
second semester to explore and relish poetry. We will read from Perrine’s Literature: Structure, Sound,
and Sense. We will learn about the basic elements of poetry (i.e. denotation, connation, imagery, simile,
metaphor, symbol ). We will study a variety of poetic formats from tightly constructed sonnets to free
verse. We will become familiar with poets of different centuries and different localities (i.e. Andrew
Marvel to Emily Dickinson to Robert Frost to Billy Collins). There are so many wonderful poets and we
will have the opportunity to meet them.
You will read with care assessing the noted arguments in a piece. You will be required to read
and the re-read (yes, that includes novels) to glean pertinent information to prepare for class
discussions and projects. Historical, ethical, relevant issues demand insightful reading, analysis, and
synthesis. The literary tools (i.e. narrator’s voice, symbolism, structure) will be means for assisting you to
achieve a deeper perception of the piece of literature you will studying and as a consequence will beget
greater pleasure in the reading.
On Writing
You will write and frequently re-write three or four in-class essays per quarter. These essays will
be drawn from AP prompts or prompts from my own making. I will make duplicate copies of the essays.
One I will mark with observations designed for you alone, and the other we will critique on an Elmo
before the class. Your writing will be public domain.
You will write one summer take-home paper and four take-home papers each semester. You
are to provide two copies. Again they will be public domain. We will focus on not only how germane
your content is to the question, but we will examine your writing style (i.e. organization, coherency,
word choices, use of series, etc.). Revision will be a necessary and constant tool. Your papers will be
expository, analytical or argumentative in nature.
Too many students do not employ the fine vocabulary they have already in their possession;
instead they rely upon their fifth grade vocabulary (i.e. show, tell, feel, begin to). They frequently abuse
these words by using them ad nauseam. THUS, I have provided a forbidden word list that forbade these
words in your compositions. You will create a personal vocabulary from the literature. You will be
quizzed on the words and will be expected to incorporate them into your writing.
We will use College Writing Skills with Readings by John Langan and handouts as tools to
enhance your writing ability. By the course’s conclusion, you should re-read your earlier essays and
compare them to your more recent ones. You should rejoice in the marked improvement in your
writing.
Grading
My expectation is that you will earn an A or a B in this course. Your fervor to learn will
drive you, and your grade will be a happy consequence rather than a goal. There will be quizzes to
reward you for being current on your reading assignments, but the majority of your grade will be based
on your writing, tests, and class participation. The following rubric is a general AP scale for evaluating
your compositions. A more definitive one will be necessary to evaluate each specific topic of a
composition.
AP Grading Scale for Composition
9 - This paper is so well-written that I wish I had written it. It is not only marvelous in the
presentation of the content, but its writing style exceeds expectations.
8 - This paper is an astoundingly well-composed paper but does contain some minor flaws.
It, too, exceeds expectations.
7 - This paper achieves the excellence expected for a high mark. The paper is solid in it content
and excellent for its writing style.
These three levels are “A” quality (A, Super A, Super-Duper A, if you will).
6 - This paper is adequate in its development of content and writing style. Its quality is above
average and would represent the grade of “B”.
5 - This paper is superficial in content, and the writing style lacks the preciseness of word choice
and solid sentence structure to excite the imagination. Its grammar may exhibit weakness.
It may have failed assessing some new insight on the topic. The grade would be a “C”.
4 - This paper failed to meet the standard in content, writing style, and grammar. It may have
regurgitated information rather than analyze it. It may not have achieved a proper length.
The grade is a “D”.
3 - This paper is similar to a 4 paper but is unquestionably too brief and/or has too many
errors. The grade is an “F”.
2 - This paper is an abomination.
1 - This paper, unbelievably, is worse than a 2.
0 - This paper was not turned in.
Course Agenda
Summer
Do some research about Romanticism and take notes so you are familiar with this era of
literature. Read Frankenstein by Mary Shelly. NEVER use Cliff notes or such devices. I want to discover
what you have learned on your own.
Write a paper on this issue: Explain how Mary Shelley focuses on Nature as a means of finding
beauty, truth, and solace. This paper is due in the main office by July 6. I will appraise both the
strengths of your paper and those issues that require attention. I will return you paper by August 1.
First Semester
Weeks One and Two
An Introduction to AP Literature and Composition
A review of the summer’s work
1) We will review your Frankenstein paper.
2) We will write a 300-word narrative using only single syllables. You will be
conscientious about your word choices, a characteristic I wish for you to develop in
your regular compositions.
3) We will delve into Nature’s role in Frankenstein. We will examine The Creature---Why did Shelley choose particular books to develop his intellectual background?
Why did Society reject The Creature?
Why was it necessary that both Frankenstein and The Creature perish?
4) From Life of Pi we will analyze Pi’s perspective toward religion.
We will determine the validity of the two possible tales of Pi’s experience in the
lifeboat.
Weeks Three through Five
We will read Gulliver’s Travels. We will examine the caricatures of Swift’s governmental
figures, his expose on English government, his disenchantment with human kind, and his
concept of the ideal society.
We will write two in-class essays.
Students will write a composition (5 to 8 pages) to address Swift’s satire by comparing
Land of the Houyhnhnms and England. Use the Houyhnhnms as the base of the
analysis and draw from any/all sections of Gulliver’s Travels for the English antithesis.
Weeks Six through Eight
We will read Brave New World. We will examine the old world and new world cultures,
the role Shakespeare plays in the novel, and address these questions: Is it a brave, new
world? What parallels exist in our world? Of Lenina, Bernard Marx, Helmholtz Watson,
John Savage, and Mustapha Mond, who is happy? Who finds value in life? Can these
last two questions be one and the same?
We will write one in-class essay.
Students will write a take-home paper (5 to 8 pages) debating the angst of Brave New
World. They should draw upon the conversation between John Savage and Mustapha
Mond, but they should not feel limited to that conversation.
Weeks Nine through Thirteen
Using Perinne’s Literature: Structure, Sound and Sense, we will examine the opening
question: What is Poetry? We will learn to read a poem aloud, to study the various
forms of poetry and to learn the function of the numerous elements (i.e. connotation,
denotation, imagery, simile, metaphor, personification, apostrophe, metonymy) that
breathes life into poetry.
We will write two in-class essays.
We will write a poem modeling it after one we have studied.
We will write a take-home paper (4 to 5 pages) about selected poem. It will explore the
role of structure and of poetical devices to synthesize the experience offered in the
poem.
Weeks Fourteen through Sixteen
Using Perinne’s Literature: Structure, Sound and Sense, we will study a number of
short stories and the elements that compose short stories(i.e. conflict, setting, theme,
characterization). Our experience with novels should be an invaluable resource.
We will write one in-class essay.
We will write a short story (5-8 pages).
Second Semester
Weeks One through Five
We will read Pride and Prejudice. We will use the title as a thematic approach to the
study of the novel. We will examine the tightly-knitted plot and its cathartic
development. We delve into character portrayals.
We will write two in-class essays.
Students will write a take-home paper in which they will address the theme of pride and
prejudice as it relates to one of the supporting characters (i.e. Mr. Collins, Lady
Catherine de Bourgh).
Weeks Six through Ten
We will read A Midsummer Night’s Dream. We will differentiate between the flat
characters (i.e. Lysander and Demetrius) and the more personable roles (i.e. Puck and
Bottom). We will examine its comedic components (i.e. misdirection, hyperbole, puns).
We will focus on the “dream” theme. We will address the staging of the play as
presented by Shakespeare Theater in Chicago, its 1935 movie version with James
Cagney and Mickey Rooney, and its 1999 movie version with Kevin Kline.
We will read Fences. We will scrutinize the African-American dilemma within American
society of 1950’s and the discord within the family. We will address the relevance of
these issues for the Twenty-first Century. We will investigate the symbolism of fences,
those created by society and those self-constructed. We will address the staging of the
play.
We will write two in-class essays.
Students will write a take-home paper ( 5-8 pages). They will choose either a novel or a
play and write about the “fences” that exist.
Weeks Eleven through Thirteen
We will read Beloved. We will examine the issues of slavery and post-civil war
experiences for African Americans. We will analyze the fears and hopes, the conflicts
and triumphs found in Toni Morrison’s novel.
We will write one in-class essay.
Students will write a take-home paper (5 to 8 pages) about the impact the past has on
the present and perhaps the future. Students are to choose any character except Sethe
to model this thesis.
Weeks Fourteen through Sixteen
Using Perrine’s Literature: Structure, Sound, and Sense, we will have an extension of
the study of poetry begun in the first semester.
We will include the use of symbol, allegory, allusion, tone, rhythm and meter.
We will differentiate between what is poor poetry and what is good, and what is good
poetry and what is excellent.
We will write one in-class essay.
Week Seventeen
We will work on practice AP tests prior to taking the test on May 10.
Weeks Eighteen and Nineteen
We will have a mini-creative writing session. Students will share poems or short stories
that they have written.
Texts:
Frankenstein by Mary Shelley
Life of Pi by Yann Martel
Gulliver’s Travels by Jonathan Swift
Brave New World by Aldous Huxley
Pride and Prejudice by Jane Austen
Beloved by Toni Morrison
Perrine’s Literature: Structure, Sound, and Sense by Thomas R. Arp and Greg Johnson
College Writing Skills with Readings by John Langan