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AP English Literature and
Composition Course Syllabus
Course Overview:
AP English Literature and Composition is designed to prepare students to excel
on the AP English Literature and Composition exam. It is also designed to ensure
that students are successful at the post-secondary level in reading, writing, and
literary analysis. AP English Literature and Composition will challenge each
student to improve in critical thinking; writing; reading literary works and
analyzing them; and increasing their knowledge of the components of literature.
The ultimate goal is for students to walk away from the course as keen observers
of the world through the eyes of literature and provide concise expression
through their writing skills.
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Every day students will engage in discussion concerning literature and writing.
Topics for discussions and writings will include: rhetorical appeals, structure and
style. But more importantly, it’s an opportunity for students to think critically and
apply the knowledge they obtain from the works to the world around them.
[SC11, SC12 & SC13]
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Every nine weeks students will complete at least one major writing assignment
with all the process pieces from pre-writing to publishing. They will cite textual
evidence to support their ideas. students will learn the effective use of rhetoric
including controlling tone and voice appropriate to the writer.[SC15] A writing
portfolio will be required along with a progress chart in order to maintain and
readdress problem areas concerning their writing. [SC11, SC12, SC13 & SC14]
Each piece will consist of a pre-write, first draft, revisions and edits, second draft,
teacher consultation, and the final draft of the essay. Revision workshop will
include peer and self-editing, ratiocination, clocking, grammar check, sentence
pattern count, and other editing strategies to improve their essay. Students will
develop logical organization, enhanced by specific techniques to increase
coherence in all writing assignments.[SC13] Products will include essays with
vocabulary and grammar skills embedded in the writing which most often uses
the literature as a beginning for the writing process. Grammar is taught as a
function of writing and focuses on sentence structure and syntax.
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Other types of writing that will occur throughout the year include: annotating,
dialectical journal writing, free writing, blogging, poetry and literary analysis.[SC7]
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Course Text:
Prentice Hall Literature New Mexico: The British Tradition. Boston, MA:
Pearson, 2010.
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Analysis Strategies:
TPS-FASTT (poetry)
SIFTT (literary analysis)
OPTIC (visual analysis)
Socratic Seminars (oral discussion)
Says/Does
Dialectical journal
Reading reflection journal SOAPSTone (literary analysis)
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Writing Evaluation:
Major writing will be evaluated by the AP rubric, which evaluates:
• Ideas and Content
• Insight and Support
• Voice
• Organization
• Word Choice and Sentence Fluency
• Conventions
Other writing will be evaluated based on rubrics provided by the instructor. [SC11,
SC12 & SC13]
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Course Objectives:
Literature:
1. Practice close reading of texts for stylistic devices that enhance the
meaning of the text.
2. Analyze texts for archetypal elements.
3. Recognize symbolism, imagery, figurative language, tone and theme in
literary works. [SC2]
4. Apply literary terms in the context of any literary work when discussing
the meaning of the work. [SC2]
5. Study and review the elements of poetry, drama, fiction, and nonfiction. [SC1]
6. Add to knowledge base through reading a wide range of literature in all
genres. [SC1]
7. Understand how advanced concepts such as comedy, satire, and irony
are created, so as to be able to recognize and analyze these concepts
in complex works, and use these concepts in writing. [SC4]
8. Analyze parallelism in texts and use parallelism in writing. [SC3, SC8]
9. Research well-documented literary analysis and use research to
support and enhance evaluations and conclusions. [SC4, SC8]
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Composition:
1. Create (synthesize) original products in writing while effectively using
AP-caliber vocabulary. [SC11]
2. Develop a variety of sentence structures, including appropriate use of
subordination and coordination. [SC11]
3. Write proficient and effective essays in a timed writing environment.
[SC5]
4. Exhibit awareness of audience and purpose in writing. [SC15]
5. Devise clear, effective thesis statements, topic sentences, transitions,
and conclusions when writing. [SC13]
6. Select and correctly connect evidence, facts and quotations when
writing critical essays. [SC13]
7. Master the writing process, i.e. pre-write, draft, revise, proofread, and
publish. [SC13]
8. Organize and revise writing for content and clarity, i.e. coherence,
balance of generalization and specific details, and effective use of
rhetoric. [SC11- SC15]
9. Practice creating dynamic thesis statements while analyzing difficult
literature and tailoring responses to AP prompts from previous national
tests. [SC5]
10. Learn to write effectively, analyzing the literature studied in class in a
step-by-step format with ongoing feedback from peers and teacher.
[SC11- SC15]
11. Practice timed writings with AP test prompts on open-ended questions
where they must use literature studied in class, but adapt their essays
to the prompt to be compared to range finders from the actual test.
[SC5]
12. The study of rhetorical devices such as ethos, pathos, logos and
kairos. [SC9 & SC10]
Assignments Throughout the Year
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Regularly assigned outside of class reading [SC1]
Regular exams, both essay and objective of AP caliber [SC5]
Consistently working with literary terms and devices in both reading
and writing [SC2]
Application of critical approaches to literature [SC1]
AP practice exams which will be graded and reviewed in depth
[SC5]
Detailed notebook of class activities, annotations, free writing,
journal writing, response papers, dialectical work [SC7]
Weekly analysis of and response to poetry, fiction, drama, and nonfiction (based on literature read) [SC1]
Free-response or reflective writings on a consistent basis based on
topics of study with feedback from the instructor [SC7]
Essays of multiple drafts allowing for instructor feedback and
student evolution of thought [SC12-SC15]
Specific lessons throughout the course are designed to help
students recognize themes in literature; prepare thesis statements
which include themes and prompts on AP exams; paraphrase and
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discuss important points from literature; and respond to a variety of
possible interpretations based on point of view and tone. [SC2,
SC3]
Frequent self-evaluation of work based on teacher and peer
comments as well as sample range finders from former exams
used for comparison. [SC11-SC15]
Weekly Units:
The course is designed to comply with the curricular requirements described in
the AP English Literature and Composition course description. [SC1]
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First Semester
Weeks 1-4
Epics
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Composition Elements
Introduction of practice AP exams which include free response
questions from previous year and the use of actual range finders to
compare and assess student responses [SC5]
Poetry analysis within AP practice exams [SC2, SC3 & SC4]
Double journal entry responses [SC7]
Précis – students create a statement of theme quickly after reading
a selection. Students must write a theme statement of a selection in
as few words as possible including the title and author to practice
analyzing new material on an AP exam. [SC7]
“Bridge” technique used to create thesis for timed writing that
includes the prompt where students practice writing prompts from
previous AP Literature Composition tests. One side of the bridge is
the main idea the prompts asks to be discussed. The other side is
the theme or précis statement over the literature to be used. The
bridge is the thesis statement students create. This assures that
students address the prompt write to the theme of the work, as this
is two common areas of weaknesses on student tests. [SC5]
Analysis chart of student’s errors must be filled out by student
noting every mark or comment written by the teacher or a peer on
a graded composition. After charting their errors, they must write
a paragraph discussing their mechanics, summarizing their errors
followed by a paragraph discussing their content. If the
assignment was an AP prompt where range finders were
provided, they must explain why their score is higher or lower
based on the criteria on the rubric while looking at a highly rated
model. A final paragraph is written discussing the form, which
varies with each assignment. [SC11-SC15]
Major Essay- Students will write an argument essay based on any
of the focus texts, but must tie to the social, historical or cultural
values. An example would be from the epic poem Beowulf. What
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does the epic poem Beowulf teach us about the social values,
especially concerning the code of a hero? Do these values still hold
true today? [SC10]
Building Skills
Introduction and practice AP exams – 7th edition of Multiple Choice and
Free-Response Questions in Preparation for the AP English Literature and
Composition Examination [SC1, SC5, SC12, SC13,SC14 & SC15]
Grammar and Expression of Ideas – Comma usage and sentence
structure [SC12]
Literary and Tone Vocabulary Weekly lessons, exercises, and unit tests
[SC11 & SC15]
Timed writings – AP exam essay questions using books read during the
unit [SC5]
Personal essays assigned monthly to develop voice [SC5, SC15]
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Essential Questions
What is the definition of an epic?
What role do oral traditions play in a society?
Why is important for a culture to have heroes?
What is the role of legendary figures in a society?
Literature Elements
Focus Texts:
The Iliad by Homer (sparks.eserver.org)
The Odyssey by Homer (sparks.eserver.org)
Beowulf Translation by Burton Raffel
Grendel by John Gardiner
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Poems:
“Leda and the Swan” by W.B. Yeats
“Leda’s Sister and the Geese” by Kathryn Howd Machan
“Ulysses” by Robert Graves
“On First Looking into Chapman’s Homer” by John Keats
“Ode on a Grecian Urn” by John Keats
“An Ancient Gesture” by Edna St. Vincent Millay
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Weeks 5-9
Short Stories
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Composition Elements
SIFTT analysis of short stories [SC2]
Analysis using a study guide requiring an outline of each story;
answers to author’s questions at end of the stories; three questions
of their own (at various taxonomy levels); and an outline of the
discussions of plot, character, theme, and point of view. [SC3]
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Major Essay- Students will write a formal analytical essay that
engages judgements about a work’s artistry and quality. For
example, an essay examining Chaucer’s ability to masterfully
record life during Medieval times would be acceptable. [SC4]
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Building Skills
Continuation of practice AP exams [SC5]
On-going study of grammar based on student needs [SC13]
Timed writings based on AP prompts [SC5]
All literary elements are present in short pieces; this will enable
introduction and beginning mastery of these concepts (many should
be review only for the students) [SC2, SC3 & SC4]
Socratic Seminars -How to maintain academic dialogue.
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Essential Questions
How does setting play a role in a piece of work?
What is social commentary?
How does literature shape or reflect society?
What is a frame story?
What is an allegory?
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Literature Elements
Focus Texts:
The Canterbury Tales by Chaucer (poetry)
“The Prologue”
“The Pardoner’s Tale”
“The Wife of Bath’s Tale”
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Outside Reading: (to be discussed in class)
“Hills Like White Elephants” by Ernest Hemingway
“Mrs. Brill” by Katherine Mansfield
“The Story of an Hour” by Kate Chopin
“Everyday Use” by Alice Walker
“The Drunkard” by Frank O’Connor
“The Lagoon” by Joseph Conrad
“Next Term, We’ll Mash You” by Penelope Lively
“The Rocking-Horse Winner” by D.H. Lawrence
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Weeks 10-12
Plays
Performance Literature
Composition Elements
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Resume to be used in their portfolios, for college and scholarship
applications, and to provide background to teachers to help write
their recommendations.
Critical response to the works studied using AP prompts [SC5]
Poetry practice – “An Ancient Gesture” Edna St. Vincent Millay
[SC7]
o Précis statement of theme on poem [SC7]
o MGF- Multi-genre free response - Students respond to a
selection of literature from a variety of viewpoints as they
explore tone and theme [SC5]
o TPS-FASTT- practice use of poetry analysis taught in earlier
grades [SC7]
o Using the précis, MGF, and TPS-FASTT students respond to
a prompt on “An Ancient Gesture” in a timed setting as
preparation for AP Literature and Composition poetry
analysis question [SC5]
o Following study of Greek tragedies, students will respond to
AP prompts using the play as the subject in timed writing.
They are to practice the “bridge” and précis devices to help
them form their thesis statements. [SC5]
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Major Essay -Organize and revise writing analysis of The Odyssey.
In depth, step-by-step process of writing an expository essay with
periodic peer and teacher feedback during writing process followed
by student response to teacher evaluation after papers have been
graded to ensure students understand all feedback received [SC8
& SC11-SC15]
Building Skills
Continuation of practice AP exams [SC5]
On-going study of grammar; comma rules; punctuation; sentence
structure [SC12]
Grammar and expression – sentence variation; parallel structure
[SC12]
Essential Questions
How does one know oneself?
What does the work reveal or imply about the relationship between
humans and the divine (the gods)?
How does literature shape or reflect society?
What message is the author trying to convey?
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Literature Elements
Focus Texts:
Oedipus the King by Sophocles
The Trojan Women by Euripides
Medea by Euripides
Outside Reading:
Death of a Salesman by Arthur Miller – class discussion of this in class
A Raisin in the Sun by Lorraine Hansberry
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Lecture Notes
1. On parts of Greek play tragedies; Greek drama terms (i.e. hubris)
2. Differences and similarities between plays and other genres of
literature
3. Introduction and mastery of rhetorical embellishments
Weeks 13-16
Shakespearean Drama
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Composition Elements
Timed writing practice using AP Free Response prompts to answer
using Greek plays and employing the “bridge” and précis
techniques [SC5]
Dialectical journal- personal responses, class discussions,
question, connect, predict, clarify, reflect evaluate
SIFTT along with paraphrase, summary, discussion exercises over
key passages of Hamlet –students are assigned famous passages
to paraphrase line-by-line; summarize in brief; and write a
discussion paragraph where they create a topic sentence. They will
use a combination of paraphrasing, summary, and discussion
techniques for support and conclusion. Each is evaluated by
teacher and returned before they write another. This skill will enable
them to understand and write well on anything they will encounter
on an AP test [SC8]
Quotation logs listing speaker, circumstances, and relevance to
character and plot [SC7]
Reflective writing, “How do these works apply to me?” –Personal
response papers which explore plot and character to determine
motivation by personal connection. [SC7]
Practice multiple responses to prompts using Hamlet – Two to three
days of writing to AP test prompts, followed by time to read their
papers, pick what they think is best, have a peer review, revise, and
turn in for teacher evaluation [SC8]
Précis practice using AP tests prompts and poetry [SC8]
Critical response to work studied [SC8]
Major Essay - Students will select a literary device such as
structure, style, themes/motifs and develop an essay that explores
this device in relation to the pieces of literature. For example, an
essay on the theme of complexity of action or the impossibility of
certainty in Hamlet would be acceptable. [SC3]
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Building Skills
AP practice exams – in addition to on-going practice on AP prompts
for timed writings, the final test in the semester is a full AP test
[SC5]
Grammar and expression [SC12]
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Essential Questions
Can anyone be true to themselves?
What is a true friend?
What role, if any, does fate play in our lives?
Why do people behave the way they do? What motivates them?
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Literature Elements
Focus Texts:
Hamlet by William Shakespeare
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Outside Reading:
Macbeth by William Shakespeare
Othello by William Shakespeare
Rosencrantz and Guildenstern are Dead by Tom Stoppard
Other Optional Texts:
Much Ado About Nothing by William Shakespeare
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Weeks 17-18
Poetry
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Composition Elements
Analysis of grammar, mechanics, vocabulary content of own writing
[SC11]
TPS-FASTT- analysis of a poem [SC2, SC3 & SC4]
Critical response to the works studied – all poetry studied to teach
analysis techniques will be assessed [SC7 & SC8]
Literary analysis of poems [SC2, SC3, SC4 & SC8]
Research paper of poets – formal paper and presentation to class
[SC6]
Plagiarism awareness lessons
Individual writing conference – each student must make an
appointment with the teacher to discuss his/her progress in
composition and analysis skills and what they feel they need to
concentrate on the remainder of the year to be prepared for the AP
test. We talk specifically about techniques that have been taught
such as the “bridge,” précis, paraphrasing, and composition
techniques. The teacher and student look at the most recent writing
samples from the student and compare their progress from the
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beginning of the year to the current pieces. They look at their own
weaknesses and what they would like the teacher to cover more in
depth during the review weeks. (completed after Winter Break)
[SC11, SC12, SC13, SC14 & SC15]
Building Skills
Grammar and expression of ideas [SC12 & SC15]
Timed writing prompts – practice on short stories and poetry; use
released AP prompts [SC5]
Twenty-First Century research skills, including proper internet use
and finding creditable information
Presentation skills – students will present their poet and poem to
the class
In depth analysis of poetry through the study of specific authors
[SC1, SC2, SC3 & SC4]
Individual conference with teacher over sonnet to be presented –
Each student meets with me before their day to present to go over
their analysis. If they have made an error or overlooked something,
I will help them so that they do not misinform or confuse the class
[SC1, SC2, SC3, SC4 & SC14]
Specific study of literary devices used in poetry – poetic devices
such as figures of speech; sound; form and structure of sonnets;
and alliteration [SC1, SC2, SC3 & SC4]
Essential Questions
Why read poetry?
What are the different types of poetry?
What tools are needed to examine the author’s message?
What role does time play in a piece of poetry?
What cultural values are embedded in the piece?
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Literature Elements
Focus Texts:
“An Ancient Gesture” by Edna St. Vincent Milay
“Since There’s No Help” by Michael Drayton
“Youth’s Progress” by John Updike
“When in Rome” by Mari Evans
“Ballad of Birmingham” by Dudley Randell
“Those Winter Sundays” by Robert Hayden
“Amoretti” by Edmund Spenser
“Heart Exchange” by Sir Philip Sidney
Shakespeare’s Sonnets: #18, #29, #30, #55, #73, #116, #130
Holy Sonnets by John Donne: #7 & #10
“On His Having Arrived at the Age of Twenty-Three” by John Milton
“On His Blindness” by John Milton
“The World is Too Much With Us” by William Wordsworth
“It is a Beauteous Evening” by William Wordsworth
“Ozymandias” by Percy Bysshe Shelley
“When I have Fears” by John Keats
“Thou Art Indeed Just, Lord” by Gerard Manley Hopkins
“God’s Grandeur” by Gerard Manley Hopkins
“Dreamers” by Siergfried Sassoon
“The Next War” by Wilfred Owen
“Who’s Who” by W.H. Auden
“Sonnet 10” from “Sonnets from the Portuguese” by Elizabeth Barrett
Browning
“She Walks in Beauty” by George Gordan, Lord Byron
“Ode to a Grecian Urn” by Pablo Neruda
“Ulysses” by Alfred, Lord Tennyson
“To an Athlete Dying Young” by A.E. Housman
“Journey of the Magi” by T.S. Eliot
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Other Optional Texts:
Sir Gawain and the Green Knight by Pearl Poet
Paradise Lost by John Milton
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Lecture Notes
The Language of Poetry: Denotation, Connotation, and Diction
a. “The Eagle” by Alfred, Lord Tennyson
b. “There is No Frigate Like a Book” by Emily Dickinson
Exercises
a. Each student is assigned a poetic literary term such as a simile.
They will write an example of the term and have an illustration
which can be their own art work, clip art, or cut from magazines.
This will be done on an 8.5” by 11” piece of paper. On the back
of the paper, they will list the term. This will be used to quiz the
students on the terms once completed. This can also be shared
with lower level classes to help them understand terms used in
the AP level. [SC2]
Practice Explication
a. “Those Winter Sundays” by Robert Hayden
b. Using TPS-FASTT students will analyze this poem and write an
essay to support their thesis based on what they believe to be
the theme. [SC3]
Practice AP Prompt
a. “One Art” by Elizabeth Bishop
i. Time allowing, students will answer the AP prompt
question over this poem. They will learn about
punctuation, repetition, and voice in this exercise.
b. Could also be done using another released poetry AP prompt
[SC1 & SC5]
Poems for Research & Presentation
1. “Amoretti” by Edmund Spenser
2. “Heart Exchange” by Sir Philip Sidney
3. Shakespeare’s Sonnets: #18, #29, #30, #55, #73, #116, #130
4. Holy Sonnets by John Donne: #7 & #10
5. “On His Having Arrived at the Age of Twenty-Three” by John Milton
6. “On His Blindness” by John Milton
7. “The World is Too Much With Us” by William Wordsworth
8. “It is a Beauteous Evening” by William Wordsworth
9. “Ozymandias” by Percy Bysshe Shelley
10. “When I have Fears” by John Keats
11. “Thou Art Indeed Just, Lord” by Gerard Manley Hopkins
12. “God’s Grandeur” by Gerard Manley Hopkins
13. “Dreamers” by Siergfried Sassoon
14. “The Next War” by Wilfred Owen
15. “Who’s Who” by W.H. Auden
16. “Sonnet 10” from “Sonnets from the Portuguese” by Elizabeth Barrett
Browning
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Major Essay- Students will write literary analysis that analyzes and interprets a
piece of poetry. They will evaluate significant writing techniques such as
figurative language, imagery, symbolism and tone used by the poet. [SC2]
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Major Report-Students will write a research paper based on the life of the poet
in order for them to understand how the life and times of the writer influenced
their writing.[SC6]
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Presentation - Students will prepare a presentation based on the their research
and analysis. The project can be presented using various modes such a Keynote
(Powerpoint), iMovie, audio file via GarageBand, Comic Life, Prezi or any other
presentation mode of their choosing.
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Second Semester
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Week 1
Presentation of Poetic Research
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Weeks 2-9
Comedies, Satire and Social Commentary
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Composition Elements
On-going study of grammar in practice [SC12]
Critical responses to works studied [SC8, SC9 & SC10]
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Compare/Contrasts of works studied – Taming of the Shrew by
William Shakespeare—San Francisco Conservatory Theatre;
William Ball, Parody on Moonlighting [SC8 & SC6]
Original satirical writing—use “A Modest Proposal” as a model
[SC6]
Parody on material read in class adding a chapter [SC6]
Non-Fiction Critique – Students read an article from SMU “Writing
in the Core” outlining their expectations of student writing
throughout all disciplines, which is not unlike other universities. It is
very critical of many things that students do use in their writing.
Doing a critique on this article serves two purposes: it exposes
areas of their own writing that colleges discourage, and it is a
different way of analyzing a piece which works just as well as fiction
to convey the genre of satire. Students will outline the article, and
write a non-fiction critique where they analyze how the article was
written. This will include the style, tone, audience, format, title, and
point of view. [SC2, SC3, SC4, SC6 & SC8]
Major Essay- Students will write an argument essay based on any
of the focus texts and using any of the essential questions or any
question approved by the instructor. Students must look at the
quality and artistry of the text they choose. They must support their
writing with evidence from the text. An example would be to argue
the portrayal of women in the Taming of the Shrew.[SC9]
Building Skills
Continuation of practice AP exams [SC1 & SC5]
On-going study of grammar [SC12]
Grammar and Expression – Sentence variation, parallel structure
[C4, C5]
Twenty-First Century research skills, including proper internet use
Complete AP practice test [SC1 & SC5]
Timed writings based off of previous AP prompts [SC5]
Study and analysis of comedy [SC7 & SC8]
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Essential Questions
How does social position play a role in the quality of the piece?
How do gender roles affect the attitudes of the characters and how
to these roles surface in the piece?
How does the piece show hatred toward mankind?
Do author’s use their writing to promote social commentary?
Literature Elements
Focus Texts:
Taming of the Shrew by William Shakespeare
“A Modest Proposal” by Jonathon Swift
Gulliver’s Travels by Jonathan Swift
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Other Optional Texts:
Les Miserables by Victor Hugo
Grendel by John Gardner
Frankenstein by Mary Shelly (British)
Things Fall Apart by Chinua Achebe
Their Eyes Were Watching God by Zora Neale Hurston
The Picture of Dorian Gray by Oscar Wilde
Poems:
“The Rape of the Lock” by Alexander Pope
Selections from Don Juan by George Gordon, Lord Byron
“The Love Song of J. Alfred Prufrock” by T.S. Eliot
“The Forecast” by Dan Jaffee
“The Law of the Jungle” by Rudyard Kipling
“Gunga Din” by Rudyard Kipling
“The Charge of the Light Brigade” by Alfred, Lord Tennyson
“One Perfect Rose” by Dorothy Parker
“The Times they Are a Changing” by Bob Dylan
“Hotel California” by The Eagles
Non-Fiction:
Selections form Addison and Steele
(http://classicalauthors.net/Addison/essaytales/)
Selections from Art Buchwald
(www.washingtonpost.com/wp-dyn/style/columns/buchwaldart)
The Onion
(http://www.theonion.com)
Weeks 10-18
Contemporary Literature
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Composition Elements
Complete practice AP Exam—last full length exam given [SC1 &
SC5]
Compare and contrast – best and least enjoyed work of literature
studied; recommendations for teacher
Reflection Paper
o Which elements learned this year had the largest impact on
how the student views the world and expresses that point of
view? [SC7]
Major Essay- Students will write a persuasive/argument essay
based on the essential questions: What is the true nature of man?
Is he inherently good or intrinsically evil? Support your thesis with
evidence from the text (Heart of Darkness or Lord of the Flies) as
well as contemporary examples from current events and other
sources. [SC10]
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Building Skills
Take the AP Exam [SC1 & SC5]
Grammar and Expression – a reflection of what has been learned
[SC5, SC6]
Final AP Literature and Composition practice test to be taken in a
single sitting (three hours in length). The multiple choice will be
graded on the spot, so that the students have instant feedback and
know what scores they need on the compositions to earn the
desired final score. The compositions will be student graded in
committees using the range finders and rubrics. The committees
will make presentations to the class discussing strengths and
weaknesses found. They will read the top three essays that they
graded. Students will share what they learned about themselves
and the AP test experience in this activity. Every part of this lesson
is a learning opportunity and is designed to be a confidence builder.
[SC1 & SC5]
Essential Questions
What significant role does contemporary literature play in today’s
society?
What is the true nature of man?
Is man inherently good or intrinsically evil?
Does a character deserve a reader’s sympathy?
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Literature Elements
Focus Texts:
Heart of Darkness by Joseph Conrad (British)
Lord of the Flies by William Golding (British)
A Handmaiden’s Tale by Margaret Atwood (Canadian)
Rosencrantz and Guildenstern Are Dead by Tom Stoppard (British)
The Invisible Man by Ralph Ellison (American)
Other Optional Texts:
Brave New World by Aldous Huxley (British)
Killing Mr. Griffin by Louis Duncan (American)
Ethan Frome by Edith Wharton (American)
Pride and Prejudice by Jane Austin (American)
Beloved by Toni Morrison (American)
Teacher Resources
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1. Arp, Thomas. Perrine’s Literature Structure, Sound, and Sense.
Harcourt Brace College Publishers. 2002
2. Arp, Thomas. Perrine’s Sound and Sense: An Introduction to Poetry.
Harcourt Brace College Publishers. 2008
2. Hamilton, Edith. Mythology. Boston: Back Bay Books, 1998.
3. Meyer, Michael. The Bedford Introduction to Literature. Boston, MA:
Bedford/St. Martins, 2008.
4. DiYanni, Robert. Literature: Reading Fiction, Poetry, and Drama.
Boston, MA: McGraw Hill, 2007.
5. Meyer, Michael. Poetry: An Introduction. Boston, MA: Bedford/St.
Martins, 2007.
6. Vogel, Richard. AP English Literature & Composition Examination.
Brooklyn, NY: D&S Marketing Systems, Inc., 2006
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Web Sites
AP Central –apcentral.collegeboard.com