Advanced Placement Course Audit
Aventa Learning
Course: English Literature and Composition
Overview of course Resubmission
After this course was initially submitted, it was returned for further information. The comments from the
reviewers indicated that our original submission was not sufficiently clear in demonstrating how the
course meets the standards. The following table repeats the precise wording of the audit statement,
followed by our response. In that response, you will find an explanation of how you will find the
demonstration in this version of our submission.
Audit Commentary
The course includes an intensive study of
representative works such as those by authors
cited in the AP English Course Description.
(Note: The College Board does not mandate
any particular authors or reading list.) The
choice of works for the AP course is made by
the school in relation to the school's overall
English curriculum sequence, so that by the
time the student completes AP English
Literature and Composition she or he will
have studied during high school literature
from both British and American writers, as
well as works written in several genres from
the sixteenth century to contemporary times.
The works selected for the course should
require careful, deliberative reading that
yields multiple meanings.
Lacks contemporary works(after 1970) and
American poetry.
The course teaches students to write an
interpretation of a piece of literature that is
based on a careful observation of the work's
textual details, considering: such elements as
the use of figurative language, imagery,
symbolism, and tone.
Lacks evidence of student writing
Aventa Learning
Response
Specific information about the appropriate works
was absent from the original submission. This
submission includes the specific list of works from
which the students must choose for their final
project. The list comes totally from contemporary
literature. The specific list of contemporary novels
from which students must choose is included in
several places in this version of our submission.
The course is allowed to fit into “the school’s overall
English curriculum sequence,” meaning that it is not
necessary to teach every type of literature in every
course taught in the school. In our program, our
English III and Advanced Placement English
Language and Literature courses each focus on
American Literature. As is explained in the course
description, in this course, the primary literature foci
in the first semester are classical literature and the
novel. The second semester focuses on literature
from the British Isles.
The course also includes extensive instruction in
literary skills and exam preparation, and in so doing
it does include American poetryanyway. These are
included in instructional pieces, timed writings,
close readings, and exam questions. The precise
15 American poems included in these exercises are
listed by title in the grid at the end of this document.
In this course, students hand in more than 30
individual pieces of writing of various lengths and
kinds. They also submit many essays in unit exams,
midterm exams, and semester exams. Finally, they
are given a number of ungraded practice writing
exercises.
Many of these assignments meet the requirements
in this standard. So that you can judge for yourself,
most (but not all) of the written assignments in the
course now have their instructions recreated for you
word for word, although you do not receive all of the
instruction in the cases of the more complex
Page 1 of 23
English Literature and Composition
assignments.
In addition, some of the key assignments are
reproduced within the evidence grid.
The course includes frequent opportunities for
students to write and rewrite formal, extended
analyses and timed, in-class responses. The
course requires writing to explain: expository,
analytical essays in which students draw upon
textual details to develop an extended
explanation/interpretation of the meanings of
a literary text.
Several of the earlier assignments in the class have
a rewriting requirement specifically stated in the
assignment, but here is a key statement from the
teacher guide. It indicates that students not only
have an opportunity to rewrite assignments, it is
intended to be a requirement of the course design.
(Note: this course is taught by many teachers who
each have individual class policies.)
Standards-Based Grading
This course uses a standards-based,
mastery learning approach with written
assignments. In this system, students are
given a cutoff grade that must be achieved.
(This course designer used B as the cutoff
grade.) Any essay not earning that score
has to be revised and resubmitted as many
times as it takes to earn that grade, just as
a plumber must do whatever it takes to fix a
leak perfectly. This allows the teacher to
have very high standards and still have the
student succeed. More importantly, the
student learns effective writing rapidly when
forced to achieve excellence, as opposed
to be given a lower grade and going on.
This is designed to have students learn
from required revisions of assignments.
Lacks rewriting opportunities
The course includes frequent opportunities for
students to write and rewrite formal, extended
analyses and timed, in-class responses. The
course requires writing to evaluate: analytical,
argumentative essays in which students draw
upon textual details to make and explain
judgments about a work's artistry and quality,
and its social and cultural values.
Rewriting is therefore a critical part of the course
design. Students receive instruction within the
course content and from the teacher on writing
skills, and they are given the opportunity on all
major writing assignments to revise their work after
getting feedback from the teacher on their original
submissions.
Several of the earlier assignments in the class have
a rewriting requirement specifically stated in the
assignment, but here is the key statement from the
teacher guide. (Note: this course is taught by many
teachers who each have individual class policies.)
Lacks rewriting opportunities
Aventa Learning
Page 2 of 23
Standards-Based Grading
This course uses a standards-based,
mastery learning approach with written
assignments. In this system, students are
given a cutoff grade that must be achieved.
(This course designer used B as the cutoff
grade.) Any essay not earning that score
has to be revised and resubmitted as many
times as it takes to earn that grade, just as
English Literature and Composition
a plumber must do whatever it takes to fix a
leak perfectly. This allows the teacher to
have very high standards and still have the
student succeed. More importantly, the
student learns effective writing rapidly when
forced to achieve excellence, as opposed
to be given a lower grade and going on.
This is designed to have students learn
from required revisions of assignments.
The AP teacher provides instruction and
feedback on students' writing assignments,
both before and after the students revise their
work, that help the students develop: a wideranging vocabulary used appropriately and
effectively.
Rewriting is therefore a critical part of the course
design. Students receive instruction within the
course content and from the teacher on writing
skills, and they are given the opportunity on all
major writing assignments to revise their work after
getting feedback from the teacher on their original
submissions.
The original submission failed to include an
explanation that every unit includes vocabulary
instruction. Students are expected to apply each
lesson in their work.
Lack of evidence of vocabulary instruction in
other than literary terms
Part I: Course Explanation and Syllabus provide to students
Advanced Placement English Literature and Composition
This is a college level class that ultimately prepares students for the Advanced Placement exam in May.
In addition, it provides students with other skills associated with the most advanced classes in high school
English, including research skills. When they have completed the class, students will have acquired the
reading and critical thinking skills necessary for understanding challenging new material, analyzing that
material to deduce meaning, and applying what they have learned to our world. They will have the
composition skills needed to communicate their understanding effectively to a variety of audiences.
Students will read and analyze classic works of literature because these works contain literary qualities
that merit study and provoke thinking, not because of a requirement to know a particular work or author.
They will also look at modern and contemporary works as they examine all genres: plays, short stories,
poetry, essays, and novels.
Students will learn to apply critical literary terms as tools for learning, understanding, and communication.
Learning activities include close reading, paraphrasing, discussions, essays, short answer exams,
research papers, reflective journals, web quests, oral presentations, and others. The unit structure below
identifies the main headings of the units only. Most units will include a combination of genres and
activities. The structure to the class is not based upon a sequence of chronology, national origin, or
genres. It is instead based upon the sequence that best supports the learning needs of the student.
All students should understand that this is much more difficult than a typical high school course.
Students should expect to put in more homework on a daily basis than they normally do.
Aventa Learning
Page 3 of 23
English Literature and Composition
Unit Structure
First Semester
The first semester uses classic literature and the modern novel as its two areas of literary emphasis.
Major literary works used within units are identified in this schedule. The learning units will also include
poetry and short stories for analysis throughout the year. The primary focus for the entire semester is
learning the important reading, research, and thinking skills necessary to read complex literature. This
includes rhetorical devices and literary terms used as tools for understanding.
Unit One: Introduction to the course - One week.
Unit Two: Observing, Thinking and Learning: an introduction to the analysis of literature - one week.
Unit Three: Oedipus the King; Persuasive essay - two weeks.
Unit Four: The Odyssey: Literature as Ethnology - two weeks.
Unit Five: Reading Skills and Literary Terms: Tools for Understanding - two weeks.
Midterm: Included in two week period for the Reading Skills unit.
Unit Six: First Novel: Introduction to Literary Research - two weeks.
Unit Seven: Poetry Analysis - two weeks.
Unit Eight: Second Novel - Research Paper - four weeks
Unit Nine: Exam Review - one week.
Second Semester
Major literary works used within units are identified in this schedule. The learning units will also include
other genres for analysis throughout the year. The primary focus of the second semester is literature of
the British Isles, but the final project will be inclusive of all.
Unit One: Exam Review and Introduction to the Second Semester - one week.
Unit Two: Medieval Literature - two weeks.
Unit Three: Poetry Analysis: Romanticism - three weeks.
Unit Four Hamlet - four weeks.
Unit Five Romanticism – three weeks
Unit Six: Realism and the 20th Century: The Changing Focus of Literature - four weeks.
Works studied will include
•
•
•
Arms and the Man (Shaw)
Caesar and Cleopatra (Shaw)
The Importance of Being Ernest (Wilde)
Aventa Learning
Page 4 of 23
English Literature and Composition
•
Cyrano de Bergerac (Rostand)
Unit Seven: Exam Review - One week (the exact timing of this unit depends upon the class start and end
dates.
Unit Eight: Independent Thematic Study: the Individual in Society - three weeks.
Students will select and explore a variety of works in all genres as they develop a theme. Students have
required readings, and they must also select from a list of contemporary novels and movies. See the
Reading list for possibilities.
The AP Exam is given in May. For precise details, you should visit the College Board Advanced
Placement Web Site.
At that site, you will find a wealth of information. Explore it carefully. Download all the information that is
available to you, including
•
•
•
•
The Course Description
Sample exam questions
Sample scoring guides
Any other information designed to assist you.
You do not need to take all of this in at once. The sample questions will be very difficult for you at this
point; that is why you need to take the course! In time, though, you should become very familiar with all of
this.
Make sure you know what you have to do at your home school to sign up for the exam. This online
program will not sign you up.
Unit Descriptions, assignments, and exams
Part II: Overview of all content units, assignments, and assessments
Unit: Introduction (one Week)
Establishes the course policies and procedures, teaches elements of key rubrics, and teaches plagiarism.
Discussion: An analysis of a hypothetical discussion
Quizzes: Course Policies; Plagiarism
Assignments: None
Unit: Thinking Skills (one Week)
Students learn how to approach the interpretation of literature using sound thinking skills. They do several
instructional activities related to thinking skills. They learn about tone and theme.
Discussions: 1) thinking skill lesson; 2) analysis of a fictional script of a student group analyzing
a poem.
Quizzes: Thinking Skills
Assignments: Timed writing on “The story of an Hour”; metacognitive analysis of results
Assignment:
The following short story, "The Story of an Hour," was written in 1894. The theme of the
short story is very similar to the theme of The Awakening. Read the story very carefully,
using the thinking processes you have been taught in this unit. Then answer this timed
writing question. Make sure you read the tips for writing a timed writing first. Check the
timed writing rubric for a description of your expectations for this assignment.
Aventa Learning
Page 5 of 23
English Literature and Composition
Question
Authors frequently use literature to express opinions on controversial topics. They usually
try to make their points subtly, as overt preaching often has a negative effect on an
audience. Read the following short story and determine the theme and tone of the story.
In a well-organized essay, explain how Chopin subtly reveals her attitudes, and explain
why a large portion of her 1894 readers might object.
Unit: Oedipus Rex (two weeks)
Students do a constructivist project dealing with the play, using a process that emphasizes the thinking
skills learned in the previous unit. They learn background information on Greek Theater. They also learn
the key concepts in Aristotle’s Poetica, using a detailed description of the entire concepts Aristotle
defined, not the shortened version usually taught. Irony is a focus.
Discussions: 1) Irony in Oedipus Rex; 2) Cosmic Trial—who is at fault?
Quizzes: 1) Greek Theater; 2) comparison of Aristotle’s Poetica and Oedipus Rex
Assignments: Persuasive essay based on discussion results; revision and reflection.
Assignment (partial instructions only):
(The following is part of the directions for the complex discussion activity and persuasive
essay in which they explain the moral lesson in the play; they begin by creating a mock
trial in which they accuse someone of causing the catastrophe.)
Directions
Using the techniques you learned earlier, find and analyze the evidence in the
play. Gather quotations. You may find that more than a few of the ironic
statements you found earlier will help you. When you are ready, define the
person most to blame. Make a brief explanation, like the opening statement you
will make to the grand jury. Go to the discussion area and make your case. Make
a list of the pieces of evidence you found in the story that support your point.
Then, look at the cases presented by others. Probably not all will agree with you.
Reply to those arguments to agree, disagree, or add information.
This discussion will take several days. Make sure you are very active in the
discussion, and that you read everyone else's posts carefully. Don't be afraid to
change your mind!
Your teacher will give you a deadline for completing this part of the discussion. At
that point, the teacher will show you a model argument that shows how almost all
scholars would see this play. As soon as it is on display, continue the discussion.
How does it compare with what you said? Did you learn anything from it?
Persuasive Essay
You are now ready to write a persuasive literary analysis essay in which you
explain what you believe Sophocles' main point was in this play
Unit: Odyssey (Two weeks)
Students should have completed the reading during previous units. Students examine the entire Odyssey
as a reflection of the culture of the people who produced it.
Discussions: 1) Culture and Society; 2) Final analysis of story as a reflection of societal norms
Quizzes: 1) Odyssey Plot; 2) Web quest on key elements of Greek culture
Assignments: 1) Close reading of Ezra Pound’s “Canto 1”; 2) Culture Essay; 3) Timed writing
(and reflection)
Assignments:
Culture Essay:
Your task will be to look at the events in the story and try to determine the
societal/governmental structure in place at the time of the story. (This is very important to
Aventa Learning
Page 6 of 23
English Literature and Composition
understanding the significance of the story itself!) This is very difficult! Experts have been
examining this for years, and there is no definitive answer to some of the questions. The
anachronisms in the story mean there are contradictions, and the author felt no need to
define the point clearly. The author assumes the reader/listener knows all of this already.
There are some points you will not be able to get with any real confidence. At the end,
you will come to the best conclusion you can and write a thorough description with
detailed supporting evidence.
Timed Writing
Throughout the story, Odysseus learns personal qualities that allow him to survive. As he
does, we learn these qualities as well, and we also see how civilized society differs from
barbarism. In their final test before returning home, Odysseus resists the powerful
temptation of Eurylochus's argument on the Island of the Sun and lives, but his men give
in and die. Show how his adventures prepared him for this, and show how what he has
learned serves him well when he returns home to Ithaca and faces the ordeal of the
suitors.
Unit: Reading and Rhetoric (Two weeks)
Students learn a large number or skills and literary terms related to reading and rhetoric. They especially
learn to use these as interpretive and comprehensions skills, and to use them in written and verbal
analysis of literature. Most quizzes and assignments in this unit ask students to perform reading
comprehension and analysis skills of the kind found on the AP Exam.
Discussions: None
Quizzes: 1-4) Four activities (quizzes) of reading comprehension similar to the multiple choice
section of the AP exam; 5) Unit exam.
Assignments: 1) Three assignments similar to the poetry analysis written portion of the AP
exam.
Assignments:
“Her Kind”
In a short essay of about 500 words, explain how syntax, diction, and imagery contribute
to the tone of the poem "Her Kind."
“Dover Beach”
Write a timed writing in which you examine the poetic techniques Matthew Arnold used to
achieve his purpose in this “Dover Beach.”
“Diving into the Wreck”
1. Read Adrienne Rich's poem, "Diving into the Wreck."
2. Go to this web site: http://www.english.uiuc.edu/maps/poets/m_r/rich/wreck.htm. There
you will find a series of paragraphs and other comments about this poem. Read them
carefully, and take notes on any that you find helpful.
3. Use the thinking skills you learned earlier in the year to work toward understanding,
and use the literary terms you just learned to come to your own conclusions about the
author's purpose.
4. Write an essay of at least 800 words in which you explore the author's tone and
purpose. Use the formal writing rubric as your guide. In addition, make sure you use as
many of the literary terms as are appropriate to your purpose. Your essay will be judged
primarily by the thoroughness with which you support your thesis and the ease with which
you incorporate the content of this unit into your analysis.
Unit exam essay question:
“Dream Deferred”
The following poem is by Langston Hughes, a black American Poet who lived from 19021967. He lived most of his life before the Supreme Court decision that struck down racial
Aventa Learning
Page 7 of 23
English Literature and Composition
segregation. Analyze the poetic techniques that allow the poet to communicate his tone.
Use the terms from this unit as effectively as you can.
Unit: Midterm Exam
Students do three analyses of poems demonstrating knowledge learned so far.
Unit: Novel One (Two weeks)
Students should have completed a novel they have been reading for several weeks, choosing from a list
of choices. Students lean to use literary research to support interpretation of literature.
Discussions: 1) Each novel has its own discussion area on a specific prompt.
Quizzes: 1) Each novel has a specific quiz area focused on plot
Assignments: 1) create an outline for a research-based literary analysis essay on the novel.
Assignment (choice)
Students are given a guiding question to answer based upon their novel choice:
For Whom the Bell Tolls
Main Question: This novel follows a group of people who are participating in the Spanish
Civil War. Through their experiences, Hemingway shows his attitudes toward war, human
relations, and personal courage. What are those attitudes, and how does the novel
demonstrate them?
Madame Bovary
Main Question: This novel looks at the horrific demise of a promising young woman and
virtually everyone around her. What is the author's attitude toward this? Why does it
happen? Who can be blamed?
To the Lighthouse
Main Question: This novel traces the progress of a family over a number of years, with a
large gap in between. The family would easily be described as dysfunctional. What does
Woolfe suggest is the cause, and what does she suggest as a solution?
Unit: Poetry Analysis (Two weeks)
Students learn techniques and literary terms related to the interpretation of poetry
Discussions: None
Quizzes: 1) Meter; 2) Unit exam
Assignments: 1) Interpretation of “The Windhover”; 2) Timed writing (and reflection); 3) Oral
interpretation
Writing Assignments:
“The Windhover”
Carefully review the sound section and the rhyme section of this unit. Make sure
you understand all the terms. Then read this poem by Gerard Manley Hopkins.
Write a short essay, using the timed writing rubric as a guide, in which you
explain the way Hopkins uses sound to enhance the meaning of the poem.
“Since There’s no Help”
The following poem was written by Michael Drayton about 1620. In it, he
describes an event that is common everywhere, the decision of two lovers to end
their relationship. Describe the poetic techniques Drayton uses to achieve his
tone.
Aventa Learning
Page 8 of 23
English Literature and Composition
Since there's no help, come let us kiss and part.
Nay, I have done, you get no more of me.
And I am glad, yea glad with all my heart
That thus so cleanly I myself can free.
Shake hands forever, cancel all our vows,
And when we meet at any time again,
Be it not seen in either of our brows
That we one jot of former love retain.
Now at the last gasp of Love's latest breath,
When, his pulse failing, Passion speechless lies,
When Faith is kneeling by his bed of death,
And Innocence is closing up his eyes -Now, if thou wouldst, when all have given him over,
From death to life thou mightst him yet recover.
Essay Question on unit exam:
Choose any one of the three poems on this test. Write a paragraph in
which you describe the poetic techniques the poet uses to achieve his or
her purpose.
Unit: Novel Two (Three weeks)
Students should have completed a second novel from a list of choices. These choices were selected
because of a thematic similarity to the first novel choice. They produce a comparison/contrast literary
analysis research paper using the material they gathered in the first novel unit and this novel unit.
Discussions: 1) Each novel has its own discussion area on a specific prompt.
Quizzes: 1) Each novel has a specific quiz area focused on plot
Assignments: 1) abstract; 2) research paper
Unit: Exam Review (Two weeks)
Students are given instruction for dealing with the different forms of writing assessments on the AP exam
and practice.
Assignments: 1) practice with written questions
Selection from Remembrance of Things Past
Read the following passage carefully. Then write an essay in which you analyze the author’s
depiction of the characters. Pay particular attention to tone and point of view.
Unit: Semester Exam
Second Semester
Unit: Exam Review (One Week)
One of he purposes of this unit is unique to online education, where we have a surprisingly large number
of students begin join the course without having been a part of the first semester. Continuing students are
given instruction for dealing with the different forms of writing assessments on the AP exam and practice.
New students are given the opportunity to learn course policies and procedures and become caught up
on key concepts taught first semester.
Students are given instruction for dealing with the different forms of writing assessments on the AP exam
and practice.
Assignments: 1) practice with written questions
Essay questions:
Aventa Learning
Page 9 of 23
English Literature and Composition
1. The quote below comes from a poem by Robert Burns, and refers to the fact that many
times we are perceived differently by others than we perceive ourselves. Choose a work
of recognized literary merit in which a major character has a self perception that is
decidedly different from the perception many others have of him or her. Explain how the
author demonstrates that how this discrepancy helps establish theme and tone.
O wad some Pow'r the giftie gie us
To see oursels as others see us
--Robert Burns "To a Louse"
2. Many works make use of a motif--a subject, theme, or idea that appears repeatedly
throughout the work. This motif usually relates in some way to the primary theme and
tone of the work. Choose a work of recognized literary merit and explain how the author
uses a motif effectively.
3. Many works of literature included the author’s pointed commentary on a pressing issue
of that time. The author was clearly referencing a contemporary controversy and
expressing an opinion through characters or events. Although that particular controversy
may have long since passed the issues involved are so universal that they can be applied
to our present world. Select a work of recognized literary merit and show how the
author’s view point is still relevant (whether or not you agree with that position) in our
world today.
Unit: Medieval Literature (Two weeks)
Students learn the basics of old English and look more closely at the linguistics of Middle English and the
craft of Chaucer. An important focus is how the literature reflects both the culture and the historical events
of the time.
Discussions: 1) Medieval literature and culture; 2) Irony in the Pardoner’s Tale
Quizzes: 1) Old English; 2) Unit exam
Assignments: 1) Close reading on a segment of Book of the Duchess in Middle English; 2)
Timed writing
Timed Writing:
O wad some Pow'r the giftie gie us
To see oursels as others see us
--Robert Burns "To a Louse"
Many writers create characters who are blissfully unaware of how they are
perceived by others. One of the most complex examples of this is Chaucer's
Pardoner. In once character we see a complex mix of what he is, what he is
supposed to be, what he thinks he is, and how he is perceived by others. Trace
the way Chaucer achieves this in the setup of the entire Canterbury Tales, and
the Pardoner's Prologue and Tale.
Unit: Hamlet (Four weeks)
This thorough analysis of the play includes a variety of constructivist assignments and activities
throughout the unit.
Discussions: 1) Death of Tragedy; 2-3) Loyalty motif (2 discussions); 4) Act V
Quizzes: 1-7) Seven reflective assignments in quiz format; 2) Unit exam
Assignments: 1) Oral interpretation; 2) Act III memo; 3) Timed writing; 4) Close reading; 5)
Analytical essay
This unit has a total of 12 short analytical writing assignments, a major analytical essay, a
reflection, and four discussion topics.
Aventa Learning
Page 10 of 23
English Literature and Composition
Unit: Romanticism (Three weeks)
Students examine Romanticism from an historical and a philosophical context as well as a literary
movement.
Discussions: 1) comparison of idealism and materialism; 2) Irony in the Pardoner’s Tale
Quizzes: 1) Romanticism introductory materials; 2) Neoclassicism; 3) Wordsworth
comprehension quiz; 4) Unit Exam
Assignments: 1) Blake timed writing; 2) Coleridge Timed Writing; 3) Close Reading; Keats
Essay
Writing assignments:
“Garden of Love” (Blake)
Read the poem carefully, and then write a short essay (about 300 words) that
answers the following questions.
1. What are the theme and tone?
2. What literary devices does Blake use?
3. What symbolism is used?
4. Why would this have been considered controversial and revolutionary in
its day?
“Eolian Harp” (Coleridge)
You have read Coleridge's poem "The Eolian Harp." Write a timed writing (using
the timed writing guidelines) in which you answer the following question(s). You
should have a copy of the poem before you for reference. You may also have
copies of Wordsworth's poems for reference as well.
Wordsworth and Coleridge both said that a great poet must also be a great
thinker, and the two brought their complex and controversial philosophical beliefs
into their poetry. Show how Coleridge's musings on the meaning and nature of
existence are interfused into this poem. Judging from the poem, hypothesize on
how his unusual philosophies affected his marriage to his wife, Sara.
“Ode on a Grecian Urn” (Keats)
Assignment: Poetic Analysis
Another of the famous poems Keats wrote in 1819 is "Ode on a Grecian Urn." In
this poem, the poet is in a museum, where he sees a large vase (urn) that was
made by the ancient Greeks. He sees beautiful paintings on the urn, and he
describes them as he talks to the urn. Read the poem over and listen to it
carefully. It will seem very difficult; in fact, you will not really understand it at all
on first reading. Don't worry!
Read each stanza carefully. Make sure you understand each word you did not
know before. Then write a summary of the stanza, similar to those you see
above. Even if you read carefully and understand everything you read, you will
still need some help from research. You will need to see a piece of one of those
letters Keats wrote to a friend.
Go here to see the letter.
In this letter, Keats talks about truth and beauty. He explains how one knows
something is true. He tells what he thinks of the logical world in which we use
our deductive skills ("consecutive thinking") to arrive at truth. Keats was himself
indebted to the thinking of Sir Joshua Reynolds, and artist who made some
similar statements. Keats is essentially quoting Reynolds, which is the reason for
the quotation marks. When you are done with the stanza summaries, write a
Aventa Learning
Page 11 of 23
English Literature and Composition
short analysis in which you explain the symbolism in the poem and the way it
expresses the ideas Keats described in the letter.
Unit Exam essay question “When I Have Fears” (Keats)
Read the following poem. Then write a short essay in which you identify the
theme and tone of the poem, identify the most likely author of the work, and
explain your reasoning for the selection. [Note: it is not essential that you
correctly identify the poet to score well; your grade will be based primarily upon
the accuracy of your understanding of the poem, the soundness of your
reasoning, and your understanding of the author.]
Unit: Realism and the 20th Century: (Four weeks)
th
Students explore the issues related to the major changes in literature taking place at the turn of the 20
century. Comparison and Contrast skills are the focus. Key writers studied include Shaw, Wilde, Rostand,
Crane, Chopin, and Joyce
Discussions: 1) Realism; 2) Joyce
Quizzes: 1) Shaw-Wilde-Rostand comparisons; 2) Crane-Chopin
Assignments: 1) Realism Project
Essay test comparison questions
Essay Question #1
During the latter half of the 19th century, artists debated the purpose of art. Some
writers very much wanted to use their art to express what they felt were important
ideas. Their literary works became the medium through which they
communicated those ideas to the public. Others saw art as an experience for the
public only. The artist created art for no other purpose than to provide some sort
of experience for the public to enjoy. Discuss these contrasting points of view
using your knowledge of these times and the plays Caesar and Cleopatra and
The Importance of Being Earnest.
Essay Question #2
Many people look to literature in search of ideals of human behavior. The history
of literature is filled with heroes of almost unimaginable power and skill. Other
works show humans in a different light, often focusing on the kind of people we
might meet in our own worlds. Discuss these contrasting points of view using
your knowledge of the latter half of the 19th century and the plays Arms and the
Man and Cyrano de Bergerac.
Unit Project
Realism and the 20th Century: The Changing Focus of Literature
This will be your chance to show off some creative talent. Your task is to write
something that demonstrates your overall, general understanding of this era and
your own opinions related to it all. You can choose to write an essay if you wish,
but it will be more fun if you go a different route. You can write a play, a short
story, a debate script, or do whatever it takes to achieve your task. If your writing
is somewhat obscure, you may need to add an explanation, but that will not
normally be necessary. Several of the works you read in this unit were
humorous, and you are encouraged to give it a try. Comedy is not easy, though,
so you are not forced to do that.
Unit: Exam Review (One Week)
Students are given instruction for dealing with the different forms of writing assessments on the AP exam
and practice.
Aventa Learning
Page 12 of 23
English Literature and Composition
Assignments: 1) practice with written questions
Essay questions:
1. Many works of literature include two different settings. These settings may have
parallel or contrasting features that help the writer explore a theme. Select a work that
has two such settings and show how they are used, giving explicit examples from the
work.
2. Many literary works have characters who seem to play no truly important role in the
plot but who in some way help in the development of the theme. They may be friends or
enemies of the protagonist. They may be minor characters who face similar or
contrasting situations to a main character. Select a work that has such a character or
characters and demonstrate how the author uses this device.
Unit: Independent Project: (Three weeks)
Students demonstrate learning from the year in a major project using literature from all genres, including
movies. Some reading is required, and the rest is selected from a list of choices of contemporary
literature.
Required:
o Antigone (Sophocles)
o “Self-Reliance” (Emerson)
o “Civil Disobedience (Thoreau)
o “Letter from Birmingham Jail” (King)
Choice of contemporary literature
o The Last of the Mohicans--Movie version
o Apocalypse Now--Movie
o The Hours Michael Cunningham;
o Beloved (Toni Morrison)
o The Things They Carried (Tim O'Brien)
o Platoon (Oliver Stone):
o I Know Why the Caged Bird Sings (Maya Angelou)
o Bless Me, Ultima (Rudolfo Anaya)
o The House on Mango Street (Sandra Cisneros)
o The Poisonwood Bible (Barbara Kingsolver)
o Things Fall Apart (Chinua Achebe)
o The Bonesetter's Daughter (Amy Tan)
o Typical American (Gish Jen)
o The Last Samurai (Cruise-Wagner)
Discussions: 1) Required readings 2) Final
Quizzes: 1) required readings; 2) Crane-Chopin
Assignments: 1) Project
Final Project
Your final project is an extensive essay in which you define a personal philosophy as
described below. The exact form of the essay is up to you, as long as it accomplishes its
task. In the process of preparing for this, you will read several essays written in several
styles. Feel free to choose the best mode of expression. Just be sure that it works!
One of the purposes of this assignment is to provide you with a wider reading
background to prepare you for the open question on the AP exam. Be sure to do these
readings carefully.
Aventa Learning
Page 13 of 23
English Literature and Composition
Content Instructions
You are an individual human being, but you are not alone in this universe. You are part of
a family. You are part of a community. You are part of a larger society. You are part of a
democratic government, and you are subject to its laws. You are a citizen of the world,
living in a fragile natural environment. Perhaps you have a romantic relationship with
someone now, and you will almost certainly have such a relationship in the future.
Someday you may have children. What do you believe is the proper relationship of an
individual human and the world around him or her?
In preparation for this, you will read a variety of literary works that deal at least in part
with some aspect of this question. Sometimes they address it directly, but more often it is
a question that is only related to the theme of the work. Make your reading selections
according to the instructions in the Reading List. As you read, take notes about ideas that
interest you, whether you agree or not.
Think about some statement you wish to make in relation to the overall idea described
above. You cannot possibly cover everything in the opening paragraph of this
explanation, so you will want to narrow your focus. Think about the works you have read
in this unit and earlier in the year. What examples can you find that relate to your ideas?
Your final product will be a statement in which you support a personal philosophy related
to the idea of the individual and his or her relation to others. Cite the literature you have
read as examples to help support your philosophy when appropriate. You may also
disagree with positions taken in the work you read.
Check the reading list for your reading requirements. For your final project, you will need
to use the required readings and at least one novel from the optional readings. This is
only the minimum requirement, though. It is strongly recommended that you view at least
one of the videos and do as much additional reading as you can in the time you have.
Unit: Final Exam
The final exam has two parts, a multiple choice section similar to an AP exam, and an essay.
Here is the essay question:
Frequently in literature, a protagonist has a friend who plays a complex role. This person
may be a confidant (male) or confidante (female) with whom the main character speaks,
perhaps revealing deep feelings. The person's character and circumstances may also
allow us to look at the protagonist in a different light. Choose any major work you have
read this year and show how such a character functions in that work.
Part III: Required Texts
The course does not use a specific text or anthology. It does use a variety of poems, short stories,
essays, and plays that are either provided in the course, available online, or are available through
purchase or libraries. Novels are also used that the student can purchase or obtain from a school or
library.
Major Titles Used:
Oedipus Rex
The Odyssey
Novel One Choices:
Madame Bovary (Flaubert)
For Whom the Bell Tolls (Hemingway)
To the Lighthouse (Woolfe)
Novel Two Choices:
The Awakening (Chopin)
Catch-22 (Heller)
As I Lay Dying (Faulkner)
Aventa Learning
Page 14 of 23
English Literature and Composition
Hamlet (The course has its own proprietary edition of the play included, including commentary and
original auditory selections.
Arms and the Man (Shaw)
Caesar and Cleopatra (Shaw)
The Importance of Being Ernest (Wilde)
Cyrano De Bergerac (Rostand)
Antigone - Sophocles
Three Essays (all available online)
Self Reliance" - Ralph Waldo Emerson
"Civil Disobedience" - Henry David Thoreau
"Letter from Birmingham Jail - Martin Luther King
Students select from the following contemporary works for their independent project:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
The Last of the Mohicans--Movie version only
Apocalypse Now--Movie
The Hours (Michael Cunningham)
Beloved (Toni Morrison)
The Things They Carried (Tim O'Brien)
Platoon (Oliver Stone):
I Know Why the Caged Bird Sings (Maya Angelou)
Bless Me, Ultima (Rudolfo Anaya)
The House on Mango Street (Sandra Cisneros)
The Poisonwood Bible (Barbara Kingsolver)
Things Fall Apart (Chinua Achebe)
The Bonesetter's Daughter (Amy Tan)
Typical American (Gish Jen)
The Last Samurai (Cruise-Wagner) (Movie)
Part IV: Other details required for audit
This course contains a large number of written assignments for a variety of purposes. Several of these
specifically require drafting with teacher intervention. All assignments are designed to provide full
opportunity for teacher intervention; because this is an online course taught by a variety of teachers, each
teacher will have his or her own method for doing so.
Standard
The course includes an
intensive study of
representative works such as
those by authors cited in the
AP English Course
Description.
(Note: The College Board
does not mandate any
particular authors or reading
list.) The choice of works for
the AP course is made by the
school in relation to the
school's overall English
curriculum sequence, so that
by the time the student
completes AP English
Literature and Composition
she or he will have studied
Aventa Learning
Evidence in Course
In Semester One, Unit Two and Unit Five specifically teach critical
reading skills and strategies. Throughout the course, students
participate in activities that teach them to read and understand
challenging material and demonstrate understanding through proper
response.
Throughout the course, students read classic literature, literature from
the British Isles, and literature from the world. The time span ranges
from ancient Greek to contemporary. Both male and female authors
are included, and the themes selected are carefully chosen to reflect a
wide variety of human experiences. Literary terminology and aesthetic
aspects of literature are studied especially in Semester One, Unit
Five and Semester Two, Unit Two
Reading List:
First Semester
Page 15 of 23
English Literature and Composition
during high school literature
from both British and American
writers, as well as works
written in several genres from
the sixteenth century to
contemporary times. The
works selected for the course
should require careful,
deliberative reading that yields
multiple meanings.
Required Reading:
Oedipus Rex
The Odyssey
Novels (choose a pair from these choices:
Novel Pair One: The role of women in society
Madame Bovary (Gustave Flaubert)
The Awakening (Kate Chopin)
Novel Pair Two: The individual in war
For Whom the Bell Tolls (Ernest Hemingway)
Catch 22 (Joseph Heller)
Pair Three: The dysfunctional family
To the Lighthouse (Virginia Woolf)
As I Lay Dying (William Faulkner)
Second Semester
Required Reading or Viewing:
Hamlet - William Shakespeare
Arms and the Man - Bernard Shaw
Caesar and Cleopatra - Bernard Shaw
The Importance of Being Ernest - Oscar Wilde (Available online, or
student may choose to view via tape or DVD)
Cyrano De Bergerac - Edmond Rostand (Available online, or student
may choose to view via tape or DVD)
Antigone - Sophocles
Three Essays (all available online)
Self Reliance" - Ralph Waldo Emerson
"Civil Disobedience" - Henry David Thoreau
"Letter from Birmingham Jail - Martin Luther King
Students select from a list of optional contemporary readings for a final
project. These must include both a novel and a movie. These choices
include the following:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
The Last of the Mohicans--Movie version
Apocalypse Now--Movie
The Hours Michael Cunningham;
Beloved (Toni Morrison)
The Things They Carried (Tim O'Brien)
Platoon (Oliver Stone):
I Know Why the Caged Bird Sings (Maya Angelou)
Bless Me, Ultima (Rudolfo Anaya)
The House on Mango Street (Sandra Cisneros)
The Poisonwood Bible (Barbara Kingsolver)
Things Fall Apart (Chinua Achebe)
The Bonesetter's Daughter (Amy Tan)
Typical American (Gish Jen)
The Last Samurai (Cruise-Wagner)
A note on American poetry: In the response to the original AP audit,
the course was faulted for not having American poetry. As the
standard states, “The choice of works for the AP course is made by
the school in relation to the school's overall English curriculum
sequence.” American literature is the focus of the English III class and
the AP English Language and Composition class. America poetry is
Aventa Learning
Page 16 of 23
English Literature and Composition
studied in depth in those courses. In this course, the primary literature
focus of the first semester is classical literature and the novel. In the
second semester, the primary focus is on literature of the British Isles.
Even though the focus is not on American literature, the course
includes the following American poems:
o “Musée Des Beaux Arts” (Auden)
o “War is Kind” (Crane)
o “Canto I” (Pound)
o “Aunt Jennifer’s Tigers” (Rich)
o “Diving Into the Wreck” (Rich)
o “Preludes” (Eliot)
o “The Love Song of J. Alfred Prufrock” (Eliot)
o “Her Kind” (Sexton)
o “The River” (Springsteen)
o “A Word is Dead” (Dickinson)
o “Much Madness is Divinest Sense” (Dickinson)
o “Wild nights—wild nights!” (Dickinson)
o “Incident” (Cullen)
o “Passage to India” (Whitman)
o “Dream Deferred” (Hughes)
The course teaches students
to write an interpretation of a
piece of literature that is based
on a careful observation of
textual details, considering the
work's: structure, style, and
themes; the social and
historical values it reflects and
embodies; such elements as
the use of figurative language,
imagery, symbolism, and tone.
Students are taught to write in this manner early in the course, and it is
an expectation throughout. They have numerous interpretative writing
assignments, including essays on Oedipus Rex and the Odyssey in
which they relate the works to social and historical values. In the
second semester, they write interpretive essays on “The Pardoner’s
Tale” and Hamlet. In almost all units, students write an interpretive
essay on a piece of literature. They are also given timed writing
assignments similar to the free response questions on the AP exam in
most units.
Students are taught the key rhetorical devices and literary terms in
three units in the first semester: Thinking Skills; Reading and Rhetoric;
and Poetry Analysis
The following assignments are samples of the kinds of writing
expected of the students.
Samples of student writing assignments :[Note: the specific essay
directions do not always mention imagery, symbolism, tone, and other
elements, but the instruction makes it clear that satisfactory responses
must include these elements.
Thinking Skills unit timed writing:
The following short story, "The Story of an Hour," was written
in 1894. The theme of the short story is very similar to the
theme of The Awakening. Read the story very carefully, using
the thinking processes you have been taught in this unit. Then
answer this timed writing question. Make sure you read the
tips for writing a timed writing first. Check the timed writing
rubric for a description of your expectations for this
assignment.
Question
Authors frequently use literature to express opinions on
controversial topics. They usually try to make their points
Aventa Learning
Page 17 of 23
English Literature and Composition
subtly, as overt preaching often has a negative effect on an
audience. Read the following short story and determine the
theme and tone of the story. In a well-organized essay,
explain how Chopin subtly reveals her attitudes, and explain
why a large portion of her 1894 readers might object.
Oedipus Rex Unit (The following is part of the directions for a
complex discussion activity and persuasive essay in which they
explain the moral lesson in the play; they begin by creating a mock
trial in which they accuse someone of causing the catastrophe.)
Directions
Using the techniques you learned earlier, find and analyze the
evidence in the play. Gather quotations. You may find that
more than a few of the ironic statements you found earlier will
help you. When you are ready, define the person most to
blame. Make a brief explanation, like the opening statement
you will make to the grand jury. Go to the discussion area and
make your case. Make a list of the pieces of evidence you
found in the story that support your point. Then, look at the
cases presented by others. Probably not all will agree with
you. Reply to those arguments to agree, disagree, or add
information.
This discussion will take several days. Make sure you are very
active in the discussion, and that you read everyone else's
posts carefully. Don't be afraid to change your mind!
Your teacher will give you a deadline for completing this part
of the discussion. At that point, the teacher will show you a
model argument that shows how almost all scholars would see
this play. As soon as it is on display, continue the discussion.
How does it compare with what you said? Did you learn
anything from it?
Persuasive Essay
You are now ready to write a persuasive literary analysis
essay in which you explain what you believe Sophocles' main
point was in this play.
Reading and Rhetoric Unit writing assignments:
“Her Kind”
In a short essay of about 500 words, explain how syntax,
diction, and imagery contribute to the tone of the poem "Her
Kind."
“Dover Beach”
Write a timed writing in which you examine the poetic
techniques Matthew Arnold used to achieve his purpose in this
“Dover Beach.”
“Diving into the Wreck”
1. Read Adrienne Rich's poem, "Diving into the Wreck."
2. Go to this web site:
http://www.english.uiuc.edu/maps/poets/m_r/rich/wreck.htm.
There you will find a series of paragraphs and other comments
about this poem. Read them carefully, and take notes on any
that you find helpful.
3. Use the thinking skills you learned earlier in the year to
Aventa Learning
Page 18 of 23
English Literature and Composition
work toward understanding, and use the literary terms you just
learned to come to your own conclusions about the author's
purpose.
4. Write an essay of at least 800 words in which you explore
the author's tone and purpose. Use the formal writing rubric as
your guide. In addition, make sure you use as many of the
literary terms as are appropriate to your purpose. Your essay
will be judged primarily by the thoroughness with which you
support your thesis and the ease with which you incorporate
the content of this unit into your analysis.
Unit exam essay question:
“Dream Deferred”
The following poem is by Langston Hughes, a black American
Poet who lived from 1902-1967. He lived most of his life
before the Supreme Court decision that struck down racial
segregation. Analyze the poetic techniques that allow the poet
to communicate his tone. Use the terms from this unit as
effectively as you can.
Poetry Analysis Unit
“The Windhover”
Carefully review the sound section and the rhyme section of
this unit. Make sure you understand all the terms. Then read
this poem by Gerard Manley Hopkins. Write a short essay,
using the timed writing rubric as a guide, in which you explain
the way Hopkins uses sound to enhance the meaning of the
poem.
Exam Review Unit 1
Selection from Remembrance of Things Past
Read the following passage carefully. Then write an essay in
which you analyze the author’s depiction of the characters.
Pay particular attention to tone and point of view.
Medieval Literature Unit: a timed writing requiring an explanation of
irony to be completed successfully.
O wad some Pow'r the giftie gie us
To see oursels as others see us
--Robert Burns "To a Louse"
Many writers create characters who are blissfully unaware of
how they are perceived by others. One of the most complex
examples of this is Chaucer's Pardoner. In once character we
see a complex mix of what he is, what he is supposed to be,
what he thinks he is, and how he is perceived by others. Trace
the way Chaucer achieves this in the setup of the entire
Canterbury Tales, and the Pardoner's Prologue and Tale.
Romanticism Unit
“Garden of Love” (Blake)
Read the poem carefully, and then write a short essay (about
300 words) that answers the following questions.
5. What are the theme and tone?
Aventa Learning
Page 19 of 23
English Literature and Composition
6. What literary devices does Blake use?
7. What symbolism is used?
8. Why would this have been considered controversial
and revolutionary in its day?
“Eolian Harp” (Coleridge)
You have read Coleridge's poem "The Eolian Harp." Write a
timed writing (using the timed writing guidelines) in which you
answer the following question(s). You should have a copy of
the poem before you for reference. You may also have copies
of Wordsworth's poems for reference as well.
Wordsworth and Coleridge both said that a great poet must
also be a great thinker, and the two brought their complex and
controversial philosophical beliefs into their poetry. Show how
Coleridge's musings on the meaning and nature of existence
are interfused into this poem. Judging from the poem,
hypothesize on how his unusual philosophies affected his
marriage to his wife, Sara.
“Ode on a Grecian Urn” (Keats)
Assignment: Poetic Analysis
Another of the famous poems Keats wrote in 1819 is "Ode on
a Grecian Urn." In this poem, the poet is in a museum, where
he sees a large vase (urn) that was made by the ancient
Greeks. He sees beautiful paintings on the urn, and he
describes them as he talks to the urn. Read the poem over
and listen to it carefully. It will seem very difficult; in fact, you
will not really understand it at all on first reading. Don't worry!
Read each stanza carefully. Make sure you understand each
word you did not know before. Then write a summary of the
stanza, similar to those you see above. Even if you read
carefully and understand everything you read, you will still
need some help from research. You will need to see a piece of
one of those letters Keats wrote to a friend.
Go here to see the letter.
In this letter, Keats talks about truth and beauty. He explains
how one knows something is true. He tells what he thinks of
the logical world in which we use our deductive skills
("consecutive thinking") to arrive at truth. Keats was himself
indebted to the thinking of Sir Joshua Reynolds, and artist who
made some similar statements. Keats is essentially quoting
Reynolds, which is the reason for the quotation marks. When
you are done with the stanza summaries, write a short
analysis in which you explain the symbolism in the poem and
the way it expresses the ideas Keats described in the letter.
Unit Exam essay question “When I have Fears” (Keats)
Read the following poem. Then write a short essay in which
you identify the theme and tone of the poem, identify the most
likely author of the work, and explain your reasoning for the
selection. [Note: it is not essential that you correctly identify
the poet to score well; your grade will be based primarily upon
Aventa Learning
Page 20 of 23
English Literature and Composition
the accuracy of your understanding of the poem, the
soundness of your reasoning, and your understanding of the
author.]
The course includes frequent
opportunities for students to
write and rewrite formal,
extended analyses and timed,
in-class responses. The course
requires:
Writing to understand:
Informal, exploratory writing
activities that enable students
to discover what they think in
the process of writing about
their reading (such
assignments could include
annotation, freewriting,
keeping a reading journal, and
response/reaction papers)
In almost all units, students write an interpretive essay on a piece of
literature. These include a variety of types of interpretation. They are
also given timed writing assignments similar to the free response
questions on the AP exam in most units.
Students have a journal assignment in every unit. The Oedipus Rex
unit includes a metacognitive exercise in which students reflect on
their learning on an essay and then rewrite the essay based on the
result of that exercise.
Standards-Based Grading
This course uses a standards-based, mastery learning approach with
written assignments. In this system, students are given a cutoff grade
that must be achieved. (This course designer used B as the cutoff
grade.) Any essay not earning that score has to be revised and
resubmitted as many times as it takes to earn that grade, just as a
plumber must do whatever it takes to fix a leak perfectly. This allows
the teacher to have very high standards and still have the student
succeed. More importantly, the student learns effective writing rapidly
when forced to achieve excellence, as opposed to be given a lower
grade and going on. This is designed to have students learn from
required revisions of assignments.
Rewriting is therefore a critical part of the course design. Students
receive instruction within the course content and from the teacher on
writing skills, and they are given the opportunity on all major writing
assignments to revise their work after getting feedback from the
teacher on their original submissions.
The course includes frequent
opportunities for students to
write and rewrite formal,
extended analyses and timed,
in-class responses. The course
requires:
Writing to explain: Expository,
analytical essays in which
students draw upon textual
details to develop an extended
explanation/interpretation of
the meanings of a literary text
Aventa Learning
In almost all units, students write an interpretive essay on a piece of
literature. These include a variety of types of interpretation. They are
also given timed writing assignments similar to the free response
questions on the AP exam in most units.
Students are taught to do this initially in the Thinking Skills unit, in
which they write (and then evaluate) an essay on “The Story of an
Hour” by Kate Chopin.
Oedipus Rex persuasive essay
(The following is part of the directions for the complex
discussion activity and persuasive essay in which they explain
the moral lesson in the play; they begin by creating a mock
trial in which they accuse someone of causing the
catastrophe.)
Directions
Using the techniques you learned earlier, find and
analyze the evidence in the play. Gather quotations.
You may find that more than a few of the ironic
statements you found earlier will help you. When you
are ready, define the person most to blame. Make a
brief explanation, like the opening statement you will
make to the grand jury. Go to the discussion area and
Page 21 of 23
English Literature and Composition
make your case. Make a list of the pieces of evidence
you found in the story that support your point. Then,
look at the cases presented by others. Probably not all
will agree with you. Reply to those arguments to
agree, disagree, or add information.
This discussion will take several days. Make sure you
are very active in the discussion, and that you read
everyone else's posts carefully. Don't be afraid to
change your mind!
Your teacher will give you a deadline for completing
this part of the discussion. At that point, the teacher
will show you a model argument that shows how
almost all scholars would see this play. As soon as it
is on display, continue the discussion. How does it
compare with what you said? Did you learn anything
from it?
Persuasive Essay
You are now ready to write a persuasive literary
analysis essay in which you explain what you believe
Sophocles' main point was in this play.
Standards-Based Grading
This course uses a standards-based, mastery learning approach with
written assignments. In this system, students are given a cutoff grade
that must be achieved. (This course designer used B as the cutoff
grade.) Any essay not earning that score has to be revised and
resubmitted as many times as it takes to earn that grade, just as a
plumber must do whatever it takes to fix a leak perfectly. This allows
the teacher to have very high standards and still have the student
succeed. More importantly, the student learns effective writing rapidly
when forced to achieve excellence, as opposed to be given a lower
grade and going on. This is designed to have students learn from
required revisions of assignments.
The course includes frequent
opportunities for students to
write and rewrite formal,
extended analyses and timed,
in-class responses. The course
requires:
Writing to evaluate: Analytical,
argumentative essays in which
students draw upon textual
details to make and explain
judgments about a work's
artistry and quality, and its
social and cultural values.
Aventa Learning
Rewriting is therefore a critical part of the course design. Students
receive instruction within the course content and from the teacher on
writing skills, and they are given the opportunity on all major writing
assignments to revise their work after getting feedback from the
teacher on their original submissions.
In almost all units, students write an interpretive essay on a piece of
literature. These include a variety of types of interpretation. They are
also given timed writing assignments similar to the free response
questions on the AP exam in most units.
In the Poetry Analysis unit, students pay particular attention to the
artistic value of a work. They write several such essays.
Odyssey Timed Writing
Throughout the story, Odysseus learns personal qualities that
allow him to survive. As he does, we learn these qualities as
well, and we also see how civilized society differs from
Page 22 of 23
English Literature and Composition
barbarism. In their final test before returning home, Odysseus
resists the powerful temptation of Eurylochus's argument on
the Island of the Sun and lives, but his men give in and die.
Show how his adventures prepared him for this, and show
how what he has learned serves him well when he returns
home to Ithaca and faces the ordeal of the suitors.
Standards-Based Grading
This course uses a standards-based, mastery learning approach with
written assignments. In this system, students are given a cutoff grade
that must be achieved. (This course designer used B as the cutoff
grade.) Any essay not earning that score has to be revised and
resubmitted as many times as it takes to earn that grade, just as a
plumber must do whatever it takes to fix a leak perfectly. This allows
the teacher to have very high standards and still have the student
succeed. More importantly, the student learns effective writing rapidly
when forced to achieve excellence, as opposed to be given a lower
grade and going on. This is designed to have students learn from
required revisions of assignments.
The AP teacher provides
instruction and feedback on
students' writing assignments,
both before and after the
students revise their work, that
help the students develop:
A wide-ranging vocabulary
used appropriately and
effectively
A variety of sentence
structures, including
appropriate use of
subordination and coordination
Logical organization, enhanced
by specific techniques to
increase coherence, such as
repetition, transitions, and
emphasis
A balance of generalization
and specific, illustrative detail
An effective use of rhetoric,
including controlling tone,
establishing and maintaining
voice, and achieving
appropriate emphasis through
diction and sentence structure
Aventa Learning
Rewriting is therefore a critical part of the course design. Students
receive instruction within the course content and from the teacher on
writing skills, and they are given the opportunity on all major writing
assignments to revise their work after getting feedback from the
teacher on their original submissions.
The course provides opportunity for the online teacher to provide that
feedback throughout the course. In the Oedipus Rex unit and the two
novel units, such feedback is a requirement of the submission
process.
Composition instruction in the course is based upon the NWRELdeveloped 6 + 1 Traits of writing, which includes instruction in the
development of ideas, organization, word choice, sentence fluency,
voice, conventions, and presentation.
Standards-Based Grading
This course uses a standards-based, mastery learning approach with
written assignments. In this system, students are given a cutoff grade
that must be achieved. (This course designer used B as the cutoff
grade.) Any essay not earning that score has to be revised and
resubmitted as many times as it takes to earn that grade, just as a
plumber must do whatever it takes to fix a leak perfectly. This allows
the teacher to have very high standards and still have the student
succeed. More importantly, the student learns effective writing rapidly
when forced to achieve excellence, as opposed to be given a lower
grade and going on. This is designed to have students learn from
required revisions of assignments.
Vocabulary
Every unit has vocabulary instruction built into it. Students are
expected to apply the vocabulary learned in each unit in their work for
that unit.
Page 23 of 23
English Literature and Composition