AP 12 Literature and Composition

Mr. Lutz’s Course Syllabus 2015-16

Welcome back and good luck to you in your senior year! English 12 AP is designed to provide the literature survey you would be getting in the second semester course of your freshman year at college. In addition to close reading for rhetorical structure and effect (i.e., 11AP), we will approach literature as an analysis of literary structure, via prose, drama and poetry. The AP College Board defines the foci of this class as:

…careful reading and critical analysis of imaginative literature…

through close reading…of the ways writers use language to provide both meaning and pleasure for their readers…[Students] should consider a work’s structure, style

and themes as well as…figurative language, imagery, symbolism, and tone…accompanied by thoughtful discussion and writing…

Literature and Composition Exam Date: Wednesday, May 4, 2016 (morning exam)

  • Note: You will not earn the quality point from AP 12 unless you take the exam.

Texts

  • Perrine’s Literature: Structure, Sound, and Sense(9th ed., Thomson / Wadsworth, 2006)
  • Elements of Literature: Essentials of British and World Literature, 6th course. (Holt, Rinehart and Winston, 2007)
  • Elements of Language, 6th course. (Holt, Rinehart and Winston, 2007)
  • Writing About Literature(Edgar Roberts, 11th ed., Prentice Hall, 2006)
  • Select chapters from 5 Steps to a 5: AP English Literature (Murphy and Rankin, McGraw-Hill)
  • Writing With Style: Conversations on the Art of Writing(J.R. Trimble, 2nd ed., Prentice Hall, 2000)
  • How to Read Literature Like a Professor(Thomas C. Foster, Quill, 2003)
  • Various novels and supplemental texts

Materials

  • 3 different colored highlighters
  • Blue and blackball point pens (available from the school store)
  • 3-ring binder (large size, to be used only for English) with loose leaf paper
  • 4dividers, labeled literature, writing,vocab,and resources
  • Composition book (Theme Journal)

Elements of the course

Reading Assignments

The most important requirement for this course is that students read every assignment – read it with care and on time. Students unused to literature courses will need to plan time in their schedules for more reading than most courses require. Poetry, though usually not as long as prose, is dense and complicated and should always be read several times. Novels in particular require planning.

  • Each unit will fall under the operative theme of Power and will incorporate concepts called “Enduring Understanding” and “Essential Questions.” Both will direct our reading to help us explore the thematic and real-world relevancies.
  • Likewise each unit’s readings will consist of an “anchor text” which the entire class will read and a “choice text” which will be thematically or conceptually related to the anchor text. These will be chosen by the student based on directives for our study.
  • Close reading and the CIA: Any text that I give you is rich enough forclose study. You will be required to look beyond the most obvious, surface-level structures and observations to the more subtle nuances of the works. For this we will consistently approach literature in search of the CIA (i.e., complexities, ironies, and ambiguities).
  • Beyond the CIA, close reading entails exploring the author’s purposeful use of theme, structure, style, figurative language, and any rhetorical shifts that may occur.
  • There will be pre-, during, and post-reading focuses for each assignment that will help hone your literary vocabulary, help you master your command of complex syntax, and help keep you organized both conceptually and with reading comprehension.
  • Expect periodic reading quizzes, most often requiring synthesis of notes and discussion into a written response that explicates some element of the CIA.
  • In addition, we will explore various critical approaches that will help you define a perspective for uncovering those CIA elements. The critical perspectives will likewise help you to define a thesis and a foundation for note taking as you read.
  • Socratic seminarwill be our primary vehicle for discussion of the readings. While there will often be fine differences in the structure and format of the seminars, they will consistently be Socratic in that the students are expected to do the following:
  • Facilitate the discussion process by independently engaging an issue, actively listening to peer responses, and building upon those in their own responses
  • Come with completed work which prepares them to focus in the appropriate direction. (Note: those students without this “ticket for admission” into seminar will be asked to remove themselves from the circle until they can properly prepare, minus a point deduction.)
  • To make statements of insights, inferences and argumentation, to support your stance using direct quotations from the texts, and to offer commentary that serves to connect your points to the overall discussion and the greater significance of the reading
  • To prepare their own theses and argumentative stances by taking notes from the discussion to incorporate into their own written responses later.

Writing Assignments

  • Students will take part in and account forthe writing process throughout the writer’s workshop (i.e., brainstorming, prewriting, drafting, conferring, revising, editing).
  • Students will write a series of critical assignments based on various prose, poeticand dramatic readings. These papers will explicate their discoveries from close reading works in these genres. Each paper will use specific and well-chosen evidence to articulate an argument relative to close textual analysis of structure, style and social / historical valuesor literary devices and will not include summary elements.
  • Students will write to explain (e.g., expository and analytical essays that draw upon details),

to understand (e.g., Reader Response essays, reaction papers and journals that explicate their own connections to the texts and their degree of comprehension) and to evaluate (e.g., style analysis, argumentation about artistry and its effectiveness, analysis / evaluation of social and cultural elements)

  • Students will also respond to AP prompts under timed conditions, relativelymonthly and during class time. These will be followed by writer’s workshop to troubleshoot and revise.
  • In addition, students will have some opportunities for creative writing, including original poetry and personal narratives that take on the rhetorical forms and styles of the literature we will have studied. Appropriate focuses and techniques will be defined specifically per assignment, but they will include elements such as theme, structure, and style.
  • I will reinforcegrammar w/in the context of student writing, in addition to grammar concept lessons.
  • For initial instruction and discussion of the writing process, I will be using the terminology of the Jane Schaffer writing model to help ensure that students develop and use
  • a wider writing vocabulary
  • command of syntax
  • organization techniques (such as prewriting or using transitions)
  • a balance of generalized and specific, illustrative details
  • rhetoric, including thoughtful application of tone, voice and emphasis

Policy notes

Essay / revision policies

  • Each writing experience should be a learning experience that helps you to get better at the craft. Therefore, we will be using a writer’s workshop format for the majority of the formal compositions. This means that I will be conferring with you along the way, and that you will often use each other as peer editors before submitting a final draft.
  • As part of the writer’s workshop, we will be making, addressing, and revisingwriting goals throughout the year.
  • Any formal, out-of-class compositionsshould be typed. Final drafts must represent your best work. If I feel that there are an inordinate amount of errorsin the final draft that hamper my understanding of your thoughts, I will return the work un-graded and will determine the next steps with you.
  • I expect all work to be original. Avoid plagiarism by crediting the source of the idea or language, whether directly quoted or paraphrased. All citations should be in MLA format. Anyone whose essay contains questionable citation matter will be required to meet privately with me to address this problem and possible solutions. For citation assistance, visit my website resources.
  • I will accept revisionsup to two weeks prior to the end of the quarterIF you complete an additional conference with me.

Homework policy

  • Expect consistent homework, especially reading, analyses and composition-driven assignments. These are designed to challenge you to think, so please put your best mental foot forward each time.
  • The Collegiate Standard: Homework is done for the sake of your learning progression, not solely so that I can check it. However, every assignment counts, as each leads you one step toward what is coming tomorrow.What ultimately counts is your learning experience during the process (which only you can control) and the final product (which I will ALWAYS check). Here you are doing assignments for the sake of learning and for the ability with which they afford you to function as a member of this class, not for the grade, necessarily – a new concept for some of you, yet the standard you’ll find in college.

Late work and makeup policies

  • Again, the Collegiate Standard: In the case of an unexcused absence, don’t even ask about credit, although to continue in a given unit you most likely will need to submit the work for my review or while you await attendance clearance.My advice: be in class.
  • In the case of an excused absence…
  • Check my website for agendas and links to assignments. Email me if you need clarification. Bottom line: keep pace with the class.
  • In addition, I tend to publish the scope and sequenceof each entire unit by posting it online and/or via handouts. This allows you to plan ahead if you need to. If there are circumstances that prevent you from working or from sending me your completed material via email (such as medical or technological complications), then please communicate this to me, and I will give you alternatives.
  • I expect you to submit all work in its entirety by the appointed deadline. Failure to do so will result in the following:
  • One school day late: credit is capped at a B.
  • Two school days late (i.e. most probably the next meeting date): credit is capped at a C
  • Three-five school days late (i.e. a week): credit is capped at 50%
  • Remember that if uploads are required, then the grade is pending and late deductions apply until you comply.

Behavioral Rules

  • Keep hats, phones, headphones, etc. out of sight unless directed otherwise.
  • Between bells, be in your seat and ready to work. Be responsible about leaving class; be aware that when you step out, class continues.
  • Accept responsibility for your actions, including being present and prepared and on track.
  • Use the resources you have to function independently. (Maintain your binder and consult other resources before asking me.)
  • Show respect to your teachers, to your peers and to yourself in your words, your actions, and your efforts.Life’s too short; let’s enjoy our time together.
  • Take healthy risks – with thinking, writing, discussing and presenting. I love to see you pushing yourselves. Never be afraid of risking looking foolish!

Discipline procedure

  • Warning
  • Student / teacher conference
  • Loss of privilege / Intervention meeting
  • Teacher / parent / counselor conference
  • Referral to administrator

*Note: Every situation is unique, and more serious disruptions will not necessarily follow this hierarchy.

Grade weights

Assignment point values will be designated according to their complexity, length, time required, etc. The categories I use are such:

15% Class work (warm-ups, notebook maintenance, note taking, class work, etc.)

20% Composition / AP Essays (timed and processed essays)

20% Presentation / Seminar (including seminar prep)

20% Test

10% Quiz

15% Homework

The final exam will count as 20% of the year’s grade.

Marking Period and Final Exam Grading Scale

A = 90-100 (4.0) B+ = 87-89 (3.5)C+ = 77-79 (2.5) D+ = 67-69 (1.5)E = 0-59 (0.0)

B = 80-86 (3.0)C = 70-76 (2.0) D = 60-66 (1.0)

*marking period and final exam percentage grades will be rounded up from .5 to the next number (not Quality Point), with .75 being a passing grade for the quarter / year. Grades are a reflection of student achievement, not student behavior. Homework (and other formative assignments) will not exceed 15% of the quarter’s weight; 85% will be represented in what you know (i.e., summative).

Grade Rounding to Determine Final Course Quality Points
A = 3.75-4.0B+ = 3.25-3.74C+ = 2.25-2.74 D+ = 1.25-1.74 E = less than .75
B = 2.75-3.24 C = 1.75-2.24 D = .75-1.24
Restroom

Be in class! However, if you must step out, ask for a pass. This is a privilege, not a right, and can be revoked if abused. Remember, while you are out we are not sitting and waiting for your return. We are working, and you are responsible for what you miss.

Attendance

I follow APS policy which states that I am not to credit you for work that you missed due to any unexcused absences or tardies. This means that if you miss class, you may not get credit. Be in class!

If you are tardy and if I have already collected or addressed the homework, I will not accept yours without a pass, nor will you be able to make up credit for any work missed. Again, be in class!

Contact numbers / times

Office number 703-228-6724

  • I prefer contact via email: (Feel free to email assignments or ask questions regarding work under study, but understand that I will maintain my deadline guidelines defined above. Any email posts its time of delivery, and you must meet the required deadline time.)
  • I am available every morning(7:30-8:00), first lunch, and afternoons by appointment (3:00-3:30).
  • Most importantly, I strongly recommend that you routinely check my websitevia the English department links on the WHS homepage for agenda information, assignments, resources, announcements and changes to the schedule.

Course Overview

The overarching theme for any APS English 12 is Power, and the following is a general guideline to provide some idea of the direction we will take. As we progress, keep in mind that deadlines matter, attendance counts, and your participation is imperative!

Each day will be a combination (ideally of all) of the following:

  • AP Exam prep / skills practice (warm-ups):terms, strategies, multiple choice practices, essay prompt work, vocabulary development, close reading annotation, etc.
  • Literature: anchor text study, introduction to concepts, seminar discussion, project work
  • Reader’s Workshop: choice text study which supports / extends the literature study (i.e., theme journals, conferences, scaffolding work, literature circles, seminar prep, assessment work, reading strategies, etc.)
  • Writer’s Workshop: the writing process, including consistent one-on-one conferences
  • Exit Ticket: Eureka Moments

September:Literary Empowerment 101: Power of the Codeand Perspective

Exam prep:

  • Debunking the AP Exam
  • Smartwords
  • Working the prompts – Lost In Translation
  • Close reading annotations and coding – “I Stand Here Ironing” (A. Walker) / essay anchor study

Literature Anchor Study:

  • Summer Reading due / review
  • Author’s purpose
  • Foster and the Code (Summer Reading practice)
  • Isms
  • Critical Perspectives

Anchors: fairy tales; The Crimson Permanent Assurance (film); Good Country People (O’Connor)

Writer’s Workshop:

  • Letters to Self
  • audience awareness
  • critical analysis vs summary
  • pre-writing techniques
  • structural elements – theses, topic sentences, transitions, etc. / Summer Reading “lean” essay
  • writing goals

October: Power of the Hero

Exam prep:

  • Smartwords
  • multiple choice strategy
  • essay time management
  • Close reading – “To Helen” (E.A. Poe) / “Helen” (H.D.)\
  • prose terms

Literature Anchor Study:

  • Evolution of English language
  • Hero Cycle and the Quest / film study: Alice in Wonderland
  • Literary hero forms / prose test
  • Essential Questions / Enduring Understanding
  • Beowulfselections / comparative film study

Reader’s Workshop:

  • Theme journals
  • Levels of Questions
  • Choice: Dracula, The Sun Also Rises (perm),The Once and Future King, One Flew Over the Cuckoo’s Nest, The Red Badge of Courage, Moby Dick, The Adventures of Huckleberry Finn (perm), Fahrenheit 451

Writer’s Workshop:

  • College Essays / Trimble Chapter 7 – “Readability” / “General English” voice
  • comparative writing / transitions
  • pre-writing techniques
  • leads
  • writing goals

November: Power of VoiceforChange

Exam prep:

  • Smartwords
  • multiple choice strategy
  • Multiple Choice Trial Run
  • essay time management
  • Close reading – “Eleven” (S. Cisneros) / essay anchor study

Literature Anchor Study:

  • satire / socially conscious literature
  • subtext
  • Essential Questions / Enduring Understanding
  • The Canterbury Tales(G. Chaucer) selections

Reader’s Workshop:

  • Theme Journals
  • Choice: Candide, Nervous Conditions, Brave New World, The Jungle, A Tale of Two Cities, Catch 22, Things Fall Apart, The Crucible (perm), A Raisin in the Sun (perm)

Writer’s Workshop:

  • pre-writing techniques
  • Trimble Chapter 3 – “Openers”
  • audience awareness / voice: Trimble Chapter 1 – “Thinking Well”
  • Trimble Chapter 4 – “Middles”
  • writing goals

December: Power of the Spirit

Exam prep:

  • Smartwords
  • multiple choice strategy
  • Poetry terms / forms / poetry test
  • essay time management
  • Close reading – “Blackberry Picking” (S. Heaney)

Literature Anchor Study:

  • Essential Questions / Enduring Understanding
  • Metaphysical poets (17th cent) - TBD
  • Wise Blood (F. O’Connor)

Reader’s Workshop:

  • Theme Journals
  • Choice: Great Expectations, Peace Like a River, Life of Pi, The Violent Bear It Away, The Grapes of Wrath, A Yellow Raft in Blue Water, Of Mice and Men (perm), Shipping News, Siddhartha (perm)

Writer’s Workshop:

  • pre-writing techniques
  • Trimble Chapter 5 – “Closers”
  • sentence variety
  • Zero Drafting / Thought Paper
  • writing goals

January: Power of Choice and the Weight of Self-Determinism