English IV Advanced Placement English Literature and Composition
Course Overview:
Welcome to English IV Advanced Placement English Literature and Composition. This is
a course designed to comply with the curricular requirements described in the AP English Course
Description. [C1] The course includes an intensive study of representative works from various
genres and periodsfrom the sixteenth to the twenty first centuryconcentrating on works of
recognized literary merit. The close reading and critical analysis of imaginative literature will
deepen students’ understanding of the way writers use language to provide both meaning and
pleasure. [C2] Students will analyze a work’s structure, style, theme, figurative language,
imagery, symbolism, and tone. Students will need to plan time in their schedules for the
numerous out of class reading assignments. By experiencing, interpreting, and evaluating
literature, the students’ reading experience will be enhanced.
There will also be many writing assignments because a writing to understand a literary
work may involve writing response and reaction papers, along with annotation, freewriting, and
keeping a dialectical reading journal. Writing assignments will include explaining a literary work
that will involve analysis and interpretation. Student papers, will include expository, analytical,
and argumentative essays will be examined for effective word choice, inventive sentence
structure, effective overall organization, clear emphasis, and above all, excellence of argument,
including supportive evidence and clear persuasive connection of this evidence to overall
argument. [C5] Critical writings will consist of papers explicating poetry, drama, and novels, a
few will be research based. These critical essays are based on close textual analysis of structure,
style, figurative language, imagery, symbolism, and tone, and will explore social/historical values.
[C3] There will also be other writing assignments to inspire thinking, stimulate discussion, and
focus on issues of plot, characterization, and theme. These writings may or may not be turned in.
[C4] This course will also involve peer editing, revising and scoring (utilizing AP rubric), and
finally a teacher conference to get feedback before the final rewrite.
Vocabulary development and grammar instruction will be an ongoing process. There will
be a wideranging list of words that will be used with denotative accuracy and connotative
resourcefulness. Sentence structure will include appropriate use of subordinate and coordinate
constructions and there will be a logical organization, enhanced by specific techniques of
coherence such as repetition, transitions, and emphasis. This is a demanding course, but it will
be well worth your time and effort. The secret to success in this class will be directly
proportional to the commitment you make.
Class Policies:
In addition to the policies outlined in the student handbook, students must have assignments in
on time; no late papers (except for excused absences as outlined in handbook) accepted. No extra
credit (department policy). Missing assignments are unacceptable. AP English is a college level
course and students need to work hard to meet the high expectations of this rigorous course. You
will treat each other with respect and confront the ideas in literature with maturity. Regular
attendance is crucial to performance.
Grades:
Students who do their best and work to capacity are students who have made a
commitment to excelling in this course. Selfknowledge and selfimprovement in the study of
literature include handing work in on time, being in class, and working cooperatively to gain
knowledge and help others become better close readers and writers. Given the nature of the
class, grading will be based on class discussion, in and out of class readings and writing and
other class assignments.
Attendance:
Regular attendance is crucial for success in the AP classroom. A large amount of
collegelevel material is covered at a fast pace. If a class is missed for any reason, students are
responsible for that day’s work. Missed test must be made up within one day. Work missed for
prescheduled events, such as a schoolsponsored event, must be turned in before the event. If
class is missed due to an illness, any assignments scheduled for the missed day(s) will be
turned in the next class meeting. District policy regarding absences and tardiness will be
strictly adhered to.
Code of Ethics:
Plagiarism or cheating will not be tolerated. These offenses will result in an automatic
grade of “0” on the assignment. Plagiarism is defined as the act of taking another person’s work,
writing, or ideas and using them as their own. You can avoid plagiarism by correctly
documenting your sources on writing assignments. Cheating is an act of deception and claiming
ownership on someone else’s work. Study and make time to do your own work and you will not
worry about plagiarism or cheating.
Tutorials/AP Exam:
Tutoring opportunities are available to all AP students in preparation for the AP
Literature and Composition test. Teacher dictated.
Summer Reading Assignment: 1984 by George Orwell and Wuthering Heights by Emily
Bronte.
Assessment: Inner/Outer Circle discussion, AP multiple choice and essay questions, and critical
analysis essays over novels.
Unit 1
Literature: Beowulf and Grendel
Additional Readings: from The Ecclesiastical History of the English People, from Sir Gawain
and the Green Knight, Everyman, A Rose for Emily by William Faulkner, The TellTale Heart by
Edgar Allan Poe, Cathedral by Raymond Carver, Miss Brill by Katherine Mansfield, etc.
Composition:
Dialectical journal on novel and drama.
Essay: Comparing and contrasting selections Beowulf and Grendel. (structure, theme, and
point of view)
Students will write a college essay.
Students will write a resume.
Students will select a short story (one read for this unit) and write a paper on how the author’s
choice of a particular point of view helps communicate the central theme of the tale.
Essay writing for this unit will be followed with the following: Peer editing, revision, scoring
(AP rubric), and finally a conference with the teacher before the final rewrite.
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Exam Preparation:
Introduction of AP Free Response Question 3 style prompts
Reading and scoring of model essays using AP writing rubric
Justification for scores
Timed Q3 Free Response Essay
Peer revision and editing utilizing AP writing rubric
Teacher conference over writing and final rewrite
Unit 2
Literature:
King Lear and Macbeth
Additional reading: metaphysical poetry, ( “On My First Son and “Song: To Celia,” by Ben
Jonson) cavalier poetry, ( “To His Coy Mistress” by Andrew Marvell) and puritan poetry,( “How
Soon Hath Time”, “When I Consider How My Light Is Spent” by John Milton), etc.
Analyzing literary elements in poetry (tone, diction, imagery, symbolism, etc.)
Students will apply close reading strategies when reading poetry
Reading and analyzing the structure, diction, and tone, in sonnets
Annotations and notes utilized for analytical discussions
Composition:
Dialectical Journals
Critical Writing: How One Story Illuminates Another: Close textual analysis of structure, style,
common themes, setting, characters, and will explore social/historical values in King Lear and
Macbeth.
Creative Writing: Writing a basic plan of action for achieving a life goal after reading two of
Milton’s sonnets.
Peer revision and editing utilizing AP writing rubric
Teacher conference over writing and final rewrite
Exam Preparation:
Introduction to Free Response Question 2 prompt, reading and scoring of model essays
Justification for scores before writing an essay
Q2 Free Response Essay
Peer revision and editing utilizing AP writing rubric
Teacher conference over writing and final rewrite
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Unit 3:
Literature:
Novel: Heart of Darkness Assessment: Inner/outer circle discussion that will include the
theme of Heart of Darkness as a Quest. Quiz: AP styled multiple choice and essay questions.
Additional Readings: “Barbie Q” by Sandra Cisneros, “Mirror” and “Lady Lazarus,” by Sylvia
Plath, “Sonnet 43” Elizabeth Barrett Browning, “Love Is Not All: It Is Not Meat nor Drink” by
Edna St.Vincent Millay, Percy Shelley’s “Ozymandias,” “Ode to the West Wind,” and “To a
Skylark,” etc.
Composition:
Dialectical Journal
Students will write a passage of their own imitating a writer’s style as closely as possible.
Students will pay close attention to tone, vocabulary, length and variety of sentences, and
amount of description.
Critique: Read the critique by Nigerian novelist, Chinua Achebe, that attacks Joseph Conrad’s
novella, Heart of Darkness, as “racist. Students will then write their view of Achebe’s
comments.
Creative Writing: Students will write a poem about an aspect of nature that they admireperhaps
a tree, a field, a bird, etc. They will address the aspect of nature directly in their poems as
Shelley did in the sonnet and two odes read in this unit.
Research based on analysis of novel. Include literary critiques, author’s biographical
information, and a history of the times. The paper will analyze plot, theme, and
characters for a reflection of the author’s life and/or the times.
Comparing selections “Sonnet 43” and “Love Is Not All: It Is Not Meat nor Drink.”
(tone, themes, cultures and customs)
Peer revision and editing utilizing AP writing rubric
Teacher conference over writing and final rewrite
Exam Preparation:
Introduction to Free Response Question 1 prompt, reading and scoring of model essays
Justification for scores before writing an essay
Practice timed writing using AP Free Response Question 1 prompt
Peer revision and editing utilizing AP writing rubric
Teacher conference over writing and final rewrite
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Unit 4:
Literature: Metamorphosis and Frankenstein
Additional Readings:
Loneliness and Alienation Stories: Cather, “Paul’s Case,” Chekhov’s, “The Woman with the Pet
Dog,” Joyce’s, “Araby,” Gilman’s, “The Yellow Wallpaper,” and Steinbeck’s, “The
Chrysanthemums,” Olsen’s “I Stand Here Ironing,” and Singer’s “Gimpel the Fool.”
Assessments: Oral discussions, AP style multiple choice questions, and essay questions.
Composition:
Dialectical Journals
Research Paper: Write a paper on a fiction writer defending his claim to literary greatness.
Present clear reasons why the author was a major writer and support the argument with both
examples from the writer’s work and statements from critics. Students will read an example of a
research paper where a student discusses why she believes that Franz Kafka was a great writer.
Essay: Existentialism in Kafka's Metamorphosis
Free Response Essay: Some works of literature serve to convey the author’s attitudes about
scientific issues or moral attitudes of their times. In a wellorganized essay, discuss which issues
are being addressed and how the author conveys his or her attitude toward these issues in
Frankenstein.
Creative Writing: Students will write a short story.
Exam Preparation:
Introduction to the AP Multiple Choice Exam
Timed multiple choice exam
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Unit 5
Literature: The Picture of Dorian Gray and A Doll’s House.
Additional Readings: Keillor’s, “ Prodigal Son, Gospel of Luke, Ive’s, “Sure Thing,” etc.
Compositions:
Creative Writing for A Doll’s House: Students will read and role play scenes in class. Students
will then write their own scene and add their own interpretation of characters and their actions.
Novel Essay: Select any one of the sentences in the preface of The Picture of Dorian Gray as
your thesis and write a personal essay or an argumentative essay discussing or arguing the
sentence.
Critical Analysis: Keillor’s Prodigal Son in relation to its source in the Gospel of Luke.
Examine how Keillor uses comedy to dramatize the same themes as the original parables. Note
any moments where you think Keillor departs from the moral spirit of the original parables.
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Timed AP Mock Exam
Multiple choice questions
Q1, Q2, and Q3 response essays
Evaluation of strengths and weaknesses
Unit 6
Literature: A Streetcar Named Desire
Additional Reading: Yeats, “When You are Old,” “The Lake Isle of Innisfree,” and “The
Second Coming,” Lawrence’s, “The Rocking Horse Winner,” Eliot’s, “The Hollow Men,”
Churchhill’s “Be Ye Men of Valor,” Thomas’, “Do Not Go Gentle into That Good Night,” etc.
Composition:
Critical Essay: A Streetcar Named Desire was considered controversial and its bold adult drama
and sexual subjects challenged censors. How did it challenge the Legion of Decency and other
censors and how did it signal the weakening of Hollywood censorship?
Poetry Analysis: Choose several symbols from the poems you have read and write an
explanation of what each one represents on a figurative level, and why. Then evaluate the
effectiveness of each symbol.
Character Sketch of either Paul or his mother in The Rocking Horse
Winner. Peer editing, consultation with teacher, final rewrites for grade.
Evaluation of strengths and weaknesses
Vocabulary:
Vocabulary for Achievement (SAT)
AP Vocabulary List
Vocabulary development from readings
Timed Mock AP Exam:
Multiple choice
Q1, Q2, and Q3 essays
Evaluation of strengths and weaknesses
Materials:
British Literature_. New York, New York: Glencoe, McGraw Hill, 2000.
Bronte, Emily. Wuthering Heights. New York: Glencoe McGrawHill, 2000.
Conrad, Joseph. _Heart of Darkness_. New York: Glencoe McGrawHill, 2001.
Grammar and Language Workbook_. New York, New York: The McGrawHill Companies, Inc.,
1976.
Ibsen, Henrik. A Doll's House. Smith, Philip. New York: Dover Publications, Inc., 1992.
James, Henry. The Turn of the Screw. Appelbaum, Stanley. New York: Dover Publications, Inc.,
1991.
Kafka, Franz. _The Metamorphosis_. Appelbaum, Stanley. New York: Dover Publications, Inc.,
1996.
Kennedy, X.J. and Gioia, Dana. _Literature An Introduction to Fiction, Poetry, and Drama_.
Seventh Edition. New York: Addison Wesley Longman, Inc., 1991.
Rankin, Estelle and Murphy L. Barbara. 5 Steps to a 5: McGrawHill, 2002.
Richek, Margaret Ann. Sixth Course. Vocabulary for Achievement. GreatSource: 2005.
Senn, J.A. and Skinner Carol Ann. _English Communication Skills in the New Millennium_.
Rosenberg, Michael. Level IV. Austin, Texas: Barret Kendall Publishing, 2001.
Shakespeare, William. King Lear. New York: GlencoeMcGraw Hill, 2000.
Shelly, Mary. Frankenstein. New York: Glencoe, McGrawHill, 2001.
The Next Level . Lisa Smith Nielsen. Second Edition: Association of Texas Colleges and
Universities, 2004.
Vogel, Richard and Winans, Charles F. MultipleChoice and Free Response Questions in
Preparation for AP English Literature and Composition Exam. Wilmington, Ma.: D&S
Marketing Systems, Inc, 2001.
Other useful sources:
Applied Practice Booklets for novel and dramas.
Curriculum Units for novels and dramas from the Center for Learning.
My own personal school website that includes useful links, scrapbook, agendas, class and
tutorial schedules, etc.
C1: The teacher has read the most recent AP English Course Description.
C2: The course includes an intensive study of representative works of both British and
American writers as well as works written in several genres from sixteenth century to
contemporary times.
C3: Students write an interpretation piece of literature that is based on a careful
observation of textual details.
C4: Students have frequent opportunities to write and rewrite formal, extended analysis
and timed, inclass responses in all the following modes: writing to understand, writing to
explain, and writing to evaluate.
C5: The AP teacher provides instruction and feedback on students’ writing assignments,
both before and after students revise their work.
Summer Reading Assignment 20072008
English IV AP
L. Leija
VMHS
You will complete the following assignment for both “Wuthering Heights” by Emily Bronte and
“1984” by George Orwell.
Part I
List the title, author, and main characters (protagonist and/or antagonist) of the book.
Part II
Support your answers to the following questions using specific details from the book. Write
complete sentences.
1. a) What were your feelings after reading the opening chapter(s) of this book? Why?
b) After reading half of the book? Why?
c) After finishing the book? Why?
2. Did the book make you laugh? Cry? Cringe? Smile? Cheer? Explain your reaction.
3. What connections are there between the book and your own life? Explain.
4. What parts in the book seem most believable? Why? What parts seem unbelievable?
Why?
5. Do you like the way the book ended? Why or why not? Do you think there is more to
tell?
What do you think might happen next or what else would you like to learn?
Part III
Interpretation/Critical Analysis: Describe the situation of the main character at the end of the
book. Explain the changes that have taken place in his or her life and include attitudes and
feelings.
Global Understanding: Select one character from the story. Describe the character’s quest or
journey. Consider what goals and dreams drive the character’s actions, what obstacles the
character faces in seeking his/her goal, and the outcomes of the quest or journey.
Personal Reflection: What questions (more than one) would you ask the characters about
themselves or their actions?
Part IV: Journal
Directions: * Choose at least 3 passages from each book.
* In at least a halfpassage journal, explain what each passage means.
* You will address the following questions.
1.
2.
3.
4.
5.
6.
Why is it important to you?
How does it relate to society or the real world?
How did it change your thinking?
Do you agree with it?
What do you think?
Any other questions that come to mind?