AP Literature and Composition Course Outline2015-2016
OVERVIEW:What is my position as a speaker? What is my ethos? What is my narrative stance?You are poised at a position in your life where you will have to start answering these questions, embodying/establishing the answer to these questions through right action and critical thinking. Further, these are questions you will begin asking about the characters in the novels/plays/poems we read. As an Advanced Placement English Literature and Composition class, our main focus is close readings and text-driven analysis. Through in-class discussions, group discussions, Socratic Seminar, analytical essays, multiple choice AP style tests on prose, poetry, and drama, this class is driven to prepare you for the final test as well as prepare you as thinkers who are prepared for college. This class is run in accordance with the College Board’s expectations for an Advanced Placement class.
It has been my goal since my first day of AP English Literature when I was in high school to become an AP Literature teacher myself. At UC Irvine, I majored in English and continued my education by earning a MA in English and Comparative Literature. Through the rigorous course of study, you will be well prepared not only for the AP English Literature and Composition exam, but also for life after college, a life during which you will rely on your ability to think critically and make decisions for yourselves. Literature is the medium for honing our thinking skills.
AP English Literature Syllabus
Mr. Evans 2015-2016
It seems quite obvious that literature’s position in society becomes more precarious as technology improves. There is less time to quietly curl up in the corner of the couch and enjoy reading when cell phones are ringing, i-pods are blaring, and text messaging is just so addicting. Bound within these seemingly endless cords we stumble. Bogged down by technology, we hope our curious little paperbacks find solace in the only comfort they share, standing at attention on the book shelves. However, it is through the analysis of literature that life takes on new meaning. From the Greek “ana” meaning “up, throughout” and “lysis” meaning a “loosening,” our task as literary students becomes clear. As we devote time to analyzing texts, we “loosen” ourselves from the complexities of life. As we become buried under advertisements and societal glitz, barely recognizing ourselves, through literature, we climb out of the complicated maze of society, and solve the inner workings of our selves. As we become analyzers of literature, we become readers of society and ourselves.
Course Objective: The purposes of this course are varied and complex, making this year a demanding, yet provocative one. With this in mind, each student must understand my goals: (1) to deepen your understanding and appreciation of different types of literature (poetry, drama, novels, short stories), (2) to improve your critical skills and apply them to in class discussions as well as expository, analytical and timed writing (3) to prepare you for the Advanced Placement English Literature Exam (May 2016). It is expected that you will take this exam. To these ends, each student must understand the following:
1. This is a year long course, and we assume and expect you will take the AP exam in May. We will continue to work even after the AP test. The AP Exam is on Thursday, May 4th.
2. Excellent attendance is a must. If you are not here, you cannot participate in class discussions, which could negatively affect your grade on assessments.
3. In my class you will do my work only.
4. Work will be turned in on time.
5. You will read what is assigned at least once before class discussions.
CELL PHONE POLICY: Now that we are steeped in technology, cell phones are ubiquitous in our lives and the opportunity for misuse and discourtesy is widespread. I ask that students TURN OFF and PUT AWAY their phones before entering my classroom to reduce disruption as well as eliminate the "texting" temptation. This is a professional courtesy you should get used to for college and the “real world.”
Grades: Students will be graded on a traditional points scale, but the grades will be approximately divided as follows:
45% = essays (in-class, timed writings and take home papers)
-As the semester progresses, the essays will be worth more. This should reward you for your development as a writer and your understanding of the analytical writing skills we develop.
-Your early in class essays will be “double graded,” with the grade that would be given if it were the actual AP test / the current grade. As the year progresses, these grades will become identical.
35% = tests and quizzes
10% = participation
10% = projects
*Late Work Policy: It is a busy year, please plan accordingly. It is best to work ahead and avoid putting yourself in situations where you miss a due date. Please note that late work is accepted, although it is penalized up to 5% each day it is late.
*The Final for each semester will ask you to perform tasks that are aligned with the AP Test (timed reading/writing/multiple choice). The approximate value of the final will be 200 points or about 10% of your grade.
*Grades will be posted on Infinite Campus
**Please note that no grades will be changed for AP results
It should be understood that not everyone earns an “A” in my class. As you move up the ladder of challenging courses, the competition is stiffer and the expectations are proportionally raised.
Further, the school’s academic honesty code will be enforced strictly. It is much better to turn an assignment in late, than turn one in on time that is not your own. It is a requirement to be dutiful and faithful students; when in doubt, cite your source. MLA format required.
AP Test Policy: It is assumed that because you are taking this class that you are taking the AP Test. It is our philosophy that there are certain expectations that come with an AP class—most are positive: extra GPA point, looks good for college application, preparation for college atmosphere—with this comes taking the AP class. Please know that if choose not to take the test, you will be given an AP Test that you will have to take home and complete which will go into your grade. The philosophy is that everyone will have the final, summative AP Test as a mark to determine how much knowledge you have gained.
Participation: Since this class depends on class discussion to propel the appreciation and deepen the understanding of the literature, students will be evaluated on their consistent contributions, which can only occur if you attend each class. Students should expect to contribute at least once per class period, and be prepared to be called on at random. Daily note-taking will take place in your literary sentence notebook. Notice of collection of these notebooks will be given in advance. The assignments within this notebook will make up your participation grade.
**Essays: With each novel/play that we read, we will be writing at least one formal essay. These essays will ask you to provide a close reading of a passage, establish an argument about the text, or even ask you to compare a poem or philosophical idea from supplemental reading to an idea from the main text. Regardless, each take home essay will require a drafting process during which we will have peer and teacher feedback. Scoring will be based on the rubric provided, and teacher comments will be encouraging you to that end.
-In class essays for both poetry and prose will be scattered throughout each text. At times we will work on our close reading skills, and analyze a passage from the text, evaluating the impact of literary devices. Other times, we will address the novel as a whole; addressing its connection to major themes. Many will be in the AP format as to prepare you for the test in May.
-Informal writing will provide much of our impetus for discussion. These writings will allow you time to compose your thoughts about a philosophical idea illuminated by the text or the efficacy of a character’s actions. From these writings, you will begin to elicit your perceptions of the text.
**Literary/Poetic/Rhetorical Terms:Our main focus as analyzers of literature is the evaluation of language. Language, often imperfect, fallible and ambiguous, is our best means of communication; often, it has to be re-figured artistically to successfully convey the content of our message. We will address these terms both holistically and formally. As we read poems we will identify ones that influence the message and then relate how they influence the message. We will also take quizzes on these terms that ensure you know not only their definitions, but also their use. With prose we will also use them to identify tone and other important fiction elements. Through our reading of Shakespearean plays and modern plays, we will analyze the use of stage directions, monologues etc… and how their use has differed over 400 years.There will be ongoing assignments throughout the year that will help to improve your ability to analyze these terms within an essay. These will turned in and graded on Turnitin.com.
Syllabus: In an attempt to improve your chances of making connections about the literature we read, I have designed a class that follows a thematic organization rather than a chronological one. What follows is a list of novels and plays that we will read in addition to the short stories, poems and critical essay we will also cover from our in-class text (Sound and Sense: An Introduction to Poetry, Laurence Perrine). Be prepared for reading quizzes to ensure you have completed your assigned reading.See below
AP English Literature Rubric
Introduction Paragraph (20)
-introductory sentence that engages the reader and the topic
-engages the main point of the prompt in a general but definitive way
-thought follows a logical pattern
-strong thesis statement that presents an arguable point and clarifies the essay
Body Paragraphs (50)
-Topic sentence: explains the purpose of the paragraph and connects to the thesis statement
-Exhibit skillful use of language through a varied vocabulary
-Effectively argues point: strong evidence supported by appropriate examples
-Demonstrates a clear understanding of the analyzed passage
-In-depth analysis of concrete details that supports thesis
-Proper integration of quotations
-Concluding sentence: ties ideas together and leads to next paragraph
Conclusion (20)
-Provides closure to the analysis and the argument
-Reiterates the main points
-Resolves the argument
-Re-addresses the main points
Mechanics (10)
-Varied and appropriate use of vocabulary
-Follows MLA format
-Contains few, if any, errors in spelling or grammar
-Original and creative title
-Varied sentence types
-_-_ pages
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100
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Advanced Placement Literature
’15-‘16 Syllabus
Dates / Theme / Major text(s) / Out of class text / Supplemental reading / Expected assignments / Essay (take home) / Essay (in-class) / A.P. Focus8/13-9/7 / Fate/Free Will
(Approx 300 points) / -Collected Short Stories and poems
-Literary Analysis workshop / -Short stories provided in class / “Appt. in Samarra” Maugham,
“Convergence of the Twain” Hardy,
Merwin,
Aristotle’s Elements of Tragedy,
Hegel,
Nietzsche’s Birth of Trag. / -Short story with analysis
-Reading Quizzes (approx. 3)
-Literary sentence notebook check (9/12)
-Lit terms analysis check / Literary analysis / Summer reading
TWs / -test format
multiple choice prose
9/8-9/28 / Love & Pain
(Approx 300 points) / Othello / -None / “The Flea”
sonnets,
Donne, Arnold, Chopin, Roethke,
“The Child by Tiger” Wolfe / -Write your own sonnet
-Reading Quizzes (approx. 3)
-Analytical DQ (approx.2 )
-Othello Test (9/28) / Depiction of love essay / Outside reading
TWs
-Othello in class essay / -essay rubrics
-open-ended essay
9/30-10/19 / Man v. Man
(approx. 400 points) / Heart of Darkness / None / Achebe, Owen, Rich, Colonial/post colonial criticism / -reading quizzes (approx. 4)
-Literary Theme/Quote Poster
-Literary Theme Notebook
-Literary Terms check / College Essay
10/22-10/26 / Prose TWs / -m.c. poetry
-prose essay
10/29-11/21 / Life and Death
(approx. 500 points) / Hamlet / None / Dickinson, Cummings, Thomas,
“Batter my heart” Donne
Nietzsche: Birth of Tragedy
Truth and Lying in a Nonmoral Sense / -Shakespeare recitation
-Reading Quizzes (approx 3)
-Hamlet Passage Analysis Essays (approx 2)
-Lit. Theme Notebook check (12/8)
-Literary Terms Quiz 5/6 / Literary Analysis / Poetry TWs / -m.c. prose
-poetry essay
4/13-17 / Life and Death
(Approx 300 points) / The Stranger
(we may not get to this novel) / Dickinson,
“l(a”
“On this Day”
“When I have fears” Milton
Existentialism
Philosophical readings Satre / -Reading Quizzes (approx 2)
-Analytical Discussion Questions (approx 3)
-Poetry Explication Essay
-Lit. sentence Notebook check / Persuasive Essay / Prose TWs / -m.c poetry
-prose essay
11/28-12/18
2/16-3/15 / Reality & Perception / R&G are Dead
Pride and Prejudice / Winter Reading / “Not My Best Side” Fanthrope,
“Miss Brill” Mansfield,
“Grecian Urn” Keats,
Plato’s Allegory of the Cave,
Hawthorne,
Austen criticism / -Rhetorical Speech Analysis
-Reading Quizzes (approx 3 per literature)
- Lit. Theme Notebook check / -Question Essay (R and G)
Comparative analysis: Literary Terms Essay (Pride and Prej) / Poetry TWs
Final
With AP essays / -m.c. prose
-poetry essay
1/18-2/15 / Individual v. Society / Portrait of an Artist as a Young Man / Winter Reading / Yeats, O’Casey, Joyce,
Criticism / -Reading Quizzes (3)
-Discussion Analysis Questions (2)
-Poetry choice essay
- Lit. Theme Notebook check / Literary Analysis / Prose TWs / -m.c. poetry
-prose essay
3/18-4/10 / Man & Nature / Frankenstein / “Angry Winter” Burns,
“Praise in Summer” Wilbur,
Wordsworth, Byron, Keats, Shelly, Blake / -Picture/ quote
-Literary Terms Analysis
-Reading Quizzes (approx 2)
-Poetry Analysis / Literary Review: AP Lit. / Poetry TWs / -m.c. prose
-poetry essay
4/10-5/4 / *****Advanced Placement Preparation/Testing*****
AP Test-End of school / Independent Reading and Criticism Project
**note: sequence of novels may change due to availability
**note: 2nd semester novel/play order may change
**note: number of points per unit may change depending on time and assignments
Final Thoughts: I respect your decision to take on this rigorous yet fulfilling course. We will read great literature; we will find the inextricable connections between our lives and the ones depicted in the literature, which will help us grow as critical analyzers benefiting us in years to come; we will be prepared for the AP test. I take the responsibility to create an academic environment that fulfills the expectation of AP very seriously. I look forward to you gaining a deeper appreciation of literature and sharing in my passion. Welcome.