Mr. Dainty

Course Syllabus—Advanced Placement Literature and Composition

Learn as much by writing as by reading.
~ Lord Acton ~

There is no such thing on earth as an uninteresting subject;

the only thing that can exist is an uninterested person.
~ G.K. Chesterton ~

By the way, everything in life is writable

about if you have the outgoing guts to do

it, and the imagination to improvise. The

worst enemy to creativity is self-doubt.

~Sylvia Plath

Course Profile

AP Literature and Composition

Syllabus—2013-2014 academic year

Instructor: Mr. Ryan Dainty

Grade level (s) offered: 11

Contact Information

  1. By email: (please email from parent’s email address if able)
  2. By telephone: (574) 850-7849. Please do not call past 11 pm. Text messaging is not permitted.
  3. Mr. Dainty has a teacher page on Marian’s server that will help students keep track of materials and assignments. The URL is

Prerequisites: A “B” in Honors English 10 (or an “A” in Regular English 10) and the recommendations of English and Social Studies teachers. It is expected that students enrolled in AP English Literature and Composition will also take the AP English Language and Composition course offered senior year. Students are expected to take both AP English exams. Check with various colleges to see what credits they offer for each or both tests.

Course Description

The AP English Literature and Composition course is a year-long intensive course offered to high school juniors. On a macro-scale, this course will help prepare students for college-level academic study and will prepare students for the AP Literature and Composition exam, which, if passed, can help earn students various college credit.

This AP English Literature and Composition course is designed to engage you in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, you will deepen your understanding of the ways writers use language to provide both meaning and pleasure for their readers. Such close reading involves the experience of literature, the interpretation of literature, and the evaluation of literature. All these aspects of reading are important for an AP course in English Literature and Composition, and each corresponds to an approach to writing about literary works. To assess these various levels, students will write informal reader responses, “40 minute” in class essays and longer, more formal, analytical, interpretive and evaluative essays that consider a work’s structure, style, and themes as well figurative language, imagery, symbolism, and tone. Throughout the course, emphasis is placed on helping students develop stylistic maturity, which, for AP English, is characterized by the following:

• a wide-ranging vocabulary used with denotative accuracy and connotative

resourcefulness;

• a variety of sentence structures, including appropriate use of subordinate

and

coordinate constructions;

• a logical organization, enhanced by specific techniques of coherence such as

repetition, transitions and emphasis;

• a balance of generalization with specific illustrative detail; and

• an effective use of rhetoric, including controlling tone, maintaining a consistent

voice, and achieving emphasis through parallelism and antithesis.

The writing required in an AP English Literature and Composition course is thus more than a mere adjunct to the study of literature. The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and support one another, they are taught together in order to underscore both their common and their distinctive elements. We will talk about writing everyday, and we will learn to be intentional about diction and tone, to use a variety of sentence structures to effectively communicate meaning, to logically organize an argument for coherence, to write succinctly, to balance general insight with specific supporting details, and to use rhetoric effectively.

The reading for this course is both broad and deep. We will read works from several genres and periods—from the sixteenth to the twenty-first century and analyze a work’s meaning, literary artistry, and the social and historical values it reflects and embodies. We will learn to read critically and with a questioning eye. We will develop reading, writing and speaking skills as well as metacognitive strategies that will deepen your understanding and appreciation of texts.

Classroom Rules

  1. Be On Time and Prepared. Being on time constitutes being inside the classroom before the bell rings. If you are outside of class or entering as the bell rings (and do not have a pass), you are tardy.
  2. Tardy Policy: 1st offence—warning; 2nd offence—loss of participation points; 3rd offence—writing assignment and call home; 4th and 5th offences—detention with me, call home, and alert administration; Subsequent offences—not allowed to attend class (see handbook).
  3. Preparedness: Students must come prepared to every class. This means having with you all necessary texts, loose-leaf paper, blue or black ink pens (NO PENCILS!), any relevant handouts, and your writing notebook. Additional texts and materials are available on the bookshelves in case you forget materials in your locker. Failure to be prepared at the start of class will result in loss of participation points.
  4. Respect… all persons and objects in the classroom. This includes keeping your hands, feet, and any objects to yourself, listening silently when others are talking, thinking before you speak (otherwise you look and sound silly), as well as being polite and respectful when registering complaints (box located on bookshelves).
  5. Participate. Your participation in asking questions and in sharing your ideas is indispensable to the success of this course. In other words, you will get out of this course what you put into it. When participating, raise your hand and wait to be called upon.
  6. Bringing other homework to class is absolutely unacceptable,and will result in the loss of participation points for that day.
  7. Restroom policy: If you need to go the restroom, go during passing periods or during your lunch hour. If you need to go before my class, you must come to me before the bell rings and ask for permission to go to the restroom. Otherwise, you are to remain in class the entire time. This policy also applies to the drinking fountain.
  8. Policy on food, drinks, gum, and candy: You may not have any drinks in class (see handbook) unless you have a pass from the nurse of the administration. Otherwise, any gum, food, or candy is permitted as long as I don’t hear it, see it, smell it, or it leaves a mess. In other words, it cannot be a distraction.
  9. 1st offence—Warning and loss of food to end of period; 2nd offence—loss of food and detention with me; 3rd offense—detention and loss of privilege for rest of semester
  10. Rewards: When we have a week of class in which we are respectful, prepared, on-task, efficient, and focused, part of class on Friday will be reserved for the following:
  11. Story time: reading from class book
  12. Word games: puzzles for Junior Firefighter awards, Apples to Apples, or Bananagrams
  13. Theology with Dainty: open conversation on any of your burning theological questions

Classroom Procedures

  1. Entering Class/Bell-work: My door has magical powers. Once you pass through it from the hallway and into the classroom, talking ceases and work commences. (1) Check to see you have the materials you need for the day (if not, grab extras off the shelves); (2) Go straight to your seat; and (3) begin the work that is posted on the SMART Board at the front of the room. You will have from the time you enter class until 5 minutes after the bell rings to complete the work. (4) If you finish early, check the side blackboard for the day’s schedule and any upcoming assignments. If there is still time remaining (5) read silently. This assures that we maximize classroom time to enhance learning and stay on task. Bell-work can be checked randomly for completion.
  2. Quieting Down: I will simply say the word “FOCUS” once and then I will wait for you to (1) stop what you are doing; (2) turn and face me; (3) be silent; (4) and wait for instructions. Class time is precious and you are mature enough that I should not have to do a song and dance to get you quiet.
  3. Prayer and Announcements:1st hour—when the opening day prayer is announced, students will stop working on bell-work, will stand and face the Crucifix, and will be silent (of course, you may pray during this time). 2nd hour—when announcements are on, continue working on bell-work. You all do not listen to announcements anyway, so we might as well work. 10th hour—stop bell-work, stand and face Crucifix, and be silent for the end of the day prayer. Be seated and resume bell-work while announcements are running. Other periods—upon the completion of bell-work, I will lead the class in prayer and reflection. Whether or not you actually want to pray in that time is up to you. You will, however, be silent and respectful.
  4. Homework and Essay turn-in: When you enter the classroom on a day an assignment is due, (1) be sure your work is stapled (if necessary) and ready to be collected. (2) Once seated, begin bell-work and (3) place your paper on the upper left corner of your desk. I will come around and collect papers while you are working silently. This way, we do not interrupt effective work time to collect assignments
  5. If you have been absent, you are to check the board and the webpage for work and material you may have missed before you come to me. Come and see me if you have any further questions concerning make up work, scheduling to take a missed quiz or test, or regarding class notes.
  6. Quizzes: Reading and Vocabulary quizzes are given orally (I ask the questions, you write the answers). When I announce the quiz has begun you will (1) be completely silent; (2) I will give each question twice the first time through; (3) at the end of the quiz I will ask for questions you need repeated a third time, etc.; (4) once finished, you will put your pens down and pass the quizzes to the front of the classroom.
  7. Exams: On the day of an exam your bell-work will be to (1) study silently. Once I have completed any administrative tasks, (2) I will ask if there are any last minute questions; (3) I will hand out the test materials; (4) you will work silently on your test only, keeping your eyes on your own paper; (5) if you have a question, raise your hand and I will come to you; (6) when you are finished, turn your test in at the front of class in the assigned place; and (7) sit or read silently in your seat.
  8. Essay Format: (1)We use MLA format in this class. (2) Any work you do must be accompanied by a properly formatted Works Cited page if you are using material that is not your own. (3) You will turn in three different types of papers: levels 1, 2, and 3. Level 1 writing is quick, informal, and thought-driven. Students will not be assessed on spelling, grammar, organization, or structure. Examples are daily in-class reflections, pre-writing, and journal writing. Level 2 writing is formal, handwritten work (think an in-class essay assignment or blue book exam). Such writing will be evaluated for organization, structure, coherence, while spelling and grammar mistakes will not incur major deductions. Level 3 writing is polished, out-of-class, type-written work. These papers should be Mary Poppins, practically perfect in every way.
  9. Going to the Library: On days we go to the Library to do research, (1) I will dismiss you to line up at the door; (2) you gather your all your materials, push in your chairs, and line up in two parallel lines at the door; (3) we walk silently and in lines downstairs to the library. While we are in the halls, other students are having class, taking quizzes and tests, etc. It is imperative that we are silent and respectful so as not to disturb student learning.
  10. Classroom Discussion: This course is discussion based, which means that your ideas matter and that your participation is essential. (1) Classroom discussion includes the entire class, not just the student speaking and the teacher. In other words, there is one conversation taking place, not several; (2) One subject is treated at a time; (3) one person may speak at a time; (4) when teacher or classmate is talking, you listen silently and respectfully; (5) student or teacher comments do not invite free response among peers; (6) if you have a response or reaction to what is being said, you can (a) note it in your notebook, (b) raise your hand, or (c) react visibly but silently. Often times we have a long line of participants so if you want to address a topic, be sure you write down what you want to say because the topic may have changed by the time we get to you.
  11. Classroom Dismissal: I dismiss you, the bell does not. If the bell rings and I or another student is still speaking, remain seated and quiet until I dismiss you. Do not begin to pack up your stuff unless I say it is okay to do so. Fear not, for I believe every minute I keep you after the bell earns me a week in purgatory .

Overall Course Goals:

  • to offer students the opportunity to read a variety of literature for aesthetic pleasure, analysis, interpretation, and evaluation
  • to give students knowledge and skills they need to score well on the AP English Literature and Composition exam in May
  • to help students hone their writing skills, especially in interpretative essays
  • to give students a rich exposure to poetry and the skills to understand and make meaning of various genres
  • to help students find and explain (through discussion and writing) what is of value in literature
  • to understand the nature of literature in an artistic sense and in its historical context
  • to study the elements of fiction as well as rhetorical stance
  • to study vocabulary in the context of the literature
  • to deepen their metacognitive abilities to reflect on their own learning

Major Course Outcomes (See Indiana English/ Language Arts Common Core, English 11, Comp, and Lit Standards)

Course Work

Reading Assignments

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

Writing Assignments

Students will write a number of creative assignments in parallel with the critical writings completed per unit. Creative writing will include a sonnet and other forms of poetry, a short one-act play, a short story, and others. Students will also write several critical papers, including an explication of a poem and a play, and a close reading of a novel, plus a research-based literary analysis in which the student adopts a literary-critical perspective.

Writing Assignments—Critical

Each student will write several short critical papers, explicating poetry and drama, and performing a close reading of novels, including one that is research-based. I will be more specific on what I expect from these critical assignments later on, but in general each paper will use specific and well-chosen evidence to articulate an argument about poems, drama, and fiction. Specifically, these critical essays are based on close textual analysis of structure, style (figurative language, imagery, symbolism, tone), and social/historical values. These critical papers must be typed, double-spaced, and proofread (especially spell-checked) and will be approximately two-to-three double-spaced pages, with the research-based paper around five-to-six pages. I will often require a rough draft for papers. Writing will be work-shopped during class. These assignments will be assessed using the AP Holistic scoring guide, a 9-point scale.

Writing Assignments—Creative

Students will be asked to write creative assignments— poems, maybe drama, and short stories that take on the rhetorical forms and styles of the literature we’re studying. I will not grade these assignments on aesthetic criteria; rather, I will be looking for the student’s knowledge and application of appropriate structures and styles as outlined within the assignment’s parameters; that is, the student’s capacity to understand, then apply the techniques of art used in the literature we’re studying. These techniques include structure, theme, and style (diction, syntax, figurative language, symbolism, and tone). Although we may begin these assignments in class, I will expect them to be typed and proofread (especially spell-checked) before being handed in to me. Often, these, too, will be work-shopped during class.