Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
AP 12 English Literature and Composition
2014-2015
Course Intro:
Welcome to Advanced Placement 12 Literature and Composition. AP
courses are taught by high school teachers who utilize course
descriptions developed by committees of university professors and
experienced AP teachers. AP Lit 12 is specifically designed to provide
you with a learning experience equivalent to the introductory year of
college or university literature course work; successful completion of the
exam (4-5/5) will earn you credit for a first year university or college
English class. In addition, successful completion of the course (50% or
higher) will earn you credit for English 12, English Literature 12, and AP English Literature 12.
In this course, we will read, write, and talk….a lot. And although the course culminates in two
exams, I want you to think of this course not as a mountain to conquer but a land to explore.
Through our reading and writing about others’ works, we will explore different cultures and
histories; through your experimentation with different lenses to view literature and different
styles to express your thoughts, you will also explore how you are an integral part in a larger
cultural experience that will eventually become another history. To emphasize this process and
to recognize your work as cultural and historical artefact, I ask that you keep all of your
expository and analytical writing, or essays, in a separate section in your binder, and your freewritten, personal responses and creative works in a journal. [SC7, 8, 9]
To understand any whole, we must first examine the parts and thus we will start to understand
the enormity and complexity of the human experience by first examining the single word. My
goal is to have you explore the impact of your choice of diction, the way you combine these
words to create logic and coherence (syntax), the way you add to this base to create
illustrative detail and, overall, how you combine a variety of processes into an effective whole.
[SC9, 10, 11, 12, 13]
This journey will be demanding. The reading and writing will challenge you. You will need to
be focused, curious, and diligent. If you are, you will be successful and you will reap rewards
beyond the scope of this subject and this room, beyond grades or praise. The world will just
start to mean more; you will see things in books, movies, the media, and people that you just
didn’t see before. Studying literature has enriched my own life so greatly and I hope that you
will experience similar rewards in the years to come.
I am so excited to begin this journey with you. Let’s get started!
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
Course Description:
Below are the curricular requirements, or learning outcomes, on which you will be assessed.
Scoring
Component
SC1
SC 2-4
SC 5-10
SC 10-15
Curricular Requirements
Engage in intensive study of different types and genres of literature written by British,
American, and Canadian writers from the Renaissance through Contemporary times
(post-1960).
Write interpretations of literature through careful observations of textual details such
as:
• structure, style, or theme.
• the social and historical values it reflects and embodies.
• elements such as figurative language, imagery, symbolism, point of view and tone.
Have frequent opportunities to write and rewrite formal, extended analyses and timed,
in-class responses. We will
• write to understand/interpret: informal, exploratory, often creative writing activities
that enable students to discover what they think in the process of writing about
their reading (such assignments could include a dialectical (double entry)
notebook, annotation (creating guiding questions, keeping a reading journal, and
response/reaction papers)
• write 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.
• write 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, historical, and cultural values.
Receive teacher instruction and feedback on writing assignments, both before and
after you revise, in order to help you to 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.
Assessment and Evaluation:
I will assess you regularly and informally every day. I will listen to your contributions to class
discussion, read your personal responses to readings, and make judgments on what you are doing well
at, what you need to improve on, and how to improve, and share these thoughts with you. I will provide
you with many opportunities to practice and improve on the scoring components above. [SC5] But not
everything will “be for marks.” In fact, for the first few weeks of the class, very little of your writing will be
“set in stone” by a mark in the gradebook.
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
I will, however, need to assign marks throughout the semester and will use the course’s Scoring
Guidelines, or 9-point scale, to evaluate timed and take-home essays [SC5, 6]. I will use the English 12
6-point scale for writing evaluated on the English 12 Provincial Exam—expository paragraph writing, 5paragraph essay (hello, YELLOWBOOK), and original composition on a writing prompt—and other
types of creative or informal writing, such as the writing of poetry, short stories, scripts, and personal
responses.
Grading:
The good news is that you will not be punished for taking a harder course. Because you are doing
university-level work and you are only in grade 12, you will receive a mark that reflects the ability of any
grade 12 English student to comprehend, explain, analyze, and evaluate. If your work is sophisticated
in vocabulary, mechanics, organization, and analysis at the grade 12 level but not at the university
level, you will still receive an “A.”
Course Plan:
During the course, we will engage in the following activities:
• silent reading
• vocabulary “workouts”
• literature circles
• grammar work (need only basis)
• reading quizzes
• AP and English 12 Terms practice
• AP exam practice
• University Application “how to’s”
• Personal response
• Creative writing
• Analytical essay writing
UNIT 1 (3-4 WEEKS)
Reading, Writing, and Rhetoric
Topics: Close Reading: a look at how diction, syntax, sentence structure, tone, figurative language,
rhetorical appeals work together to help an author construct a hero and a villain.
Works:
From The Language of Composition “Introduction to Rhetoric”
“Close Reading: The Art and Craft of Analysis,”
“Analyzing arguments: from Reading to Writing”
Martin Luther King I Have a Dream
Barack Obama Yes We Can
From Adolf Hitler Mein Kampf
George Carlin “The American Dream” (video)
*establish lit circles and forums for student-directed novel studies (from AP reading list)
Evaluation: Speech assignment (write, revise process)
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
UNIT 2 (3 WEEKS)
The Middle Ages 449-1485
Topics: diction, tone, meter (sound as meaning); characterization; the Hero and the Villain; Good vs.
Evil Paradigm; the archetypal Quest; Birth of the Epic; the absence and presentation of women;
constructs of gender; social criticism; satire
Works:
The Anglo-Saxon Period from Beowulf
“The Coming of Grendel”
“The Coming of Beowulf”
“Unferth’s Taunt”
“The Battle with Grendel”
“The Burning of Beowulf’s Body”
The Medieval Period
Geoffrey Chaucer’s “The Prologue” from The Canterbury Tales
Evaluation: For your first analytical essay I will lead you through the writing process. [SC 2, 3 5]
• re-read and annotate
• brainstorm (web)
• create a thesis
• create a supporting argument
• peer edit: give and receive advice on how to strengthen the argument itself
• fix your outline and meet again with peer editor
• write your first draft
• peer edit
• revise and rewrite
• submit for teacher feedback
• edit, revise, and rewrite second draft for a mark.
UNIT 3 (6 WEEKS)
The Renaissance 1485-1660
Topics: humanism, idealism, rationalism; the presentation of women; constructs of hero, villain, love,
gender, morality; shifts in the good/bad paradigm; the development, terminology, and functions of
drama, the Essay, the Sonnet; form as function; critical approaches to literature, intertextuality
Works:
The Elizabethan Age
Christopher Marlowe “The Passionate Shepard to his Love”
Sir Walter Raleigh “The Nymph’s Reply to the Shepard”
Hecht “The Dover Bitch”
Sir Thomas Wyatt “Whoso List to Hunt”
William Shakespeare Sonnets 29,116,130
Ted Berrigan “A Certain Slant of Sunlight,” Billy Collins “The Poet at Seven”
Francis Bacon “Of Studies”
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
The Jacobean Age
John Donne “A Valediction Forbidding Mourning”
“Holy Sonnet 10” (Death, be not proud)
Robert Herrick “To the Virgins”
King James Bible from Genesis
Psalm 23
The Puritan Age
John Milton from Paradise Lost
Evaluation: second analytical essay, response to one work’s speaker using one of the critical lenses,
research essay, roles in the Elizabethan Feast [SC6]
UNIT 4 (2 WEEKS)
The Restoration and Eighteenth Century 1660-1798
Topics: Neoclassicism, Romanticism, Transcendentalism; rise of the weak/marginalized (poor, women,
etc.); humour, satire, and irony; constructs of gender; norms and social values
Works:
Lady Mary Chudleigh “To the Ladies”
Marge Percy’s “Barbie Doll”
Alexander Pope from “The Rape of the Lock”
Jonathan Swift A Modest Proposal (prose)
The Pre-Romantics
Thomas Gray “Elegy Written in a Country Churchyard”
Robbie Burns “To a Mouse”
William Blake “The Lamb”
“The Tyger”
Evaluation: third analytical essay and a choral reading.
UNIT 5 (2 WEEKS)
The Romantic Era 1798-1832
Topics: Romanticism, Impressionism; birth of the short story, ode; elements of style—diction, tone,
syntax, imagery, voice; construct of anti-hero; Romantic and Gothic tropes
Works:
William Wordsworth “My Heart Leaps Up”
“The World is Too Much with Us”
Samuel Taylor Coleridge “The Rime of the Ancient Mariner”
Lord Byron “Apostrophe to the Ocean”
Percy Bysshe Shelley “Ode to the West Wind”
John Keats “Ode to a Nightingale”
“When I Have Fears”
Edgar Allen Poe “The Cask of Amontillado”
“Synthesizing Sources: Entering the Conversation” from The Language of Composition
Page 5|8
Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
Evaluation: fourth essay: synthesis
UNIT 6 (2 WEEKS)
The Victorian Age 1832-1900
Topics: Realism; speaker as character; the unreliable narrator; voice, characterization, individual and
cultural/collective identity
Works:
Alfred, Lord Tennyson “The Lady of Shallot”
“Ulysses”
Elizabeth Barrett Browning Sonnet 43
Robert Browning “My Last Duchess”
Emily Bronte “Song”
Matthew Arnold “Dover Beach”
Thomas Hardy “The Darkling Thrush”
Emily Dickinson “Because I Could not Stop for Death”
Jane Austen Pride and Prejudice (film)
Evaluation: fifth analytical essay
UNIT 7 (6 WEEKS)
The 20th -21st Centuries
Topics: Modernism, Postmodernism, Existentialism; the American Dream; The Hero, Villain, and Quest
in review; the impact of war; society and belonging, the “other”, alienation; constructs of gender, cultural
norms; impact of language on identity; look at the theme of redemption, faith, trust, dialogue,
performance and sincerity can work to transcend postmodern irony.
Works:
William Butler Yeats “The Second Coming”
Wilfred Owen “Dulce et Decorum Est”
TS Eliot “The Hollow Men”
Dylan Thomas “Do Not Go Gentle into That Good Night”
“Materialism in American Culture” from The Language of Composition
F. Scott Fitzgerald The Great Gatsby
Shirley Jackson “The Lottery”
Vladimir Nabokov “Signs and Symbols”
Margaret Atwood “Happy Endings”
“Disembarking at Quebec”
“Siren Song
“The Handmaid’s Tale” (film)
Stevie Smith “Pretty”
Woody Allen Annie Hall or Blue Jasmine (film)
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
from Ntozake Shange’s for colored girls who have considered suicide/when the rainbow is enuf
Lunsford and Connors “making oral presentations”
“designing documents”
“working with hypertext and multimedia”
Khaled Hosseini The Kite Runner
Evaluation: sixth and seventh analytical essays, choral reading, socratic seminar
Summary of Themes/Topics:
We will explore the following issues in the literature we read.
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Society vs. the individual
Personal vs. collective responsibility
Fairness vs. injustice
Power and corruption
Search for meaning
Fate vs. free will
Inclusion and the social pariah (exclusion): “The Other”
Humour, satire, parody
Cultural and traditional images/constructs of gender
Racism, Misogyny, Homophobia / Marginalized peoples
Endings: conclusive/Inconclusive, satisfactory/unsatisfactory
The tragic figure
The changing Hero, the changing “enemy”/antagonist
Love, lust, sensuality
Death
Historical perspectives on these and other concepts
Exams
AP Literature and Composition Exam: Wednesday, May 6 2015, 8:00am
The AP Examination in English Literature and Composition is a three-hour examination which employs
multiple-choice questions in order to test the student’s critical reading of selected passages (one-hour
part of examination). The examination also requires writing in order to measure the student’s ability to
read and interpret literature and to use other forms of discourse effectively (two-hour part of
examination).
Multiple-Choice Section
Prose and poetry will be tested
Passages may come from 16th, 17th, 18th, 19th, 20th, or 21st Centuries
Approximately 55 questions covering four to five passages
No penalty for guessing (as of 2011)
Time limit: 60 minutes
Weight: 45% of total exam score
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Ms. R. Friederich
ÉCOLE PANORAMA RIDGE SECONDARY SCHOOL
13220 - 64th Avenue
Surrey, B.C., V3W 1X9
Phone: 604-595-8890
Free-Response Section
One prompt requiring analysis of a prose passage
One prompt requiring analysis of a poem
One open-ended question, usually related to a literary element
Time limit: 120 minutes to write all three essays
Weight: 55% of total exam score
Essays are graded out of 9 – please see the AP rubric for details
Final marks on the exam are reported out of 5. Students who receive a 4 or 5 will gain credit for first
year university or college English. Students who receive a 3 will gain credit at many, but not all
schools.
English 12 Provincial Exam: Monday, June 19 2015, 9:00am
• Part A: Reading Comprehension, Stand Alone Text (one literary work)
Task 1: Read, then answer 7 multiple choice questions
Task 2: Write a 150 word PARAGRAPH on the work (irony, symbolism, etc)
•
Part B: Reading Comprehension, Synthesis Texts (2 literary works)
Task 1: Read a poem, then answer 6 multiple choice questions
Task 2: Read a story or article, then answer 7 multiple choice questions
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Part C: Reading Comprehension, Analysis of Sythesis Texts 1 and 2
Task 1: Answer 2 multiple choice questions on the works from Part B
Task 2: Write a 300 word, 4-5 paragraph ESSAY comparing and contrasting
one element of both works (attitude, tone, mood, symbolism, etc.)
•
Part D: Composition
Task 1: Write a 300 word 3 or 5 paragraph NARRATIVE ESSAY on a general statement,
such as “We learn from our mistakes.”
__________________________________________________________________________________
For more information about AP in general or about this course specifically, see
http://apcentral.collegeboard.com
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2124.html
keep up on twitter @ MsFPR
email: [email protected]
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