Homework: 15%
Quizzes: 15%
Tests: 25%
Writing (Reports): 25%
Projects: 20%
I couldn't attach the document, so I copied and pasted it...which is why this post is so long...and why the formatting may be off. If you have questions, let me know. I will also try to email it to the class this week...after I figure that out with your new addresses.
AP English
Literature
Course Guidelines and Syllabus
Text: Roberts, Edgar, and Henry Jacobs. Literature:
An Introduction to Reading and Writing. 6th ed. Upper Saddle River, NJ:
Prentice Hall, 2001.
Overview: This course is designed to prepare students
for successful entry into college English courses and to prepare them for the
AP English Literature Exam. The skills focused on in this course are the skills
that students are expected to develop and use in college classrooms. This is a
literature-based program that challenges students to read, interpret, and
provide literary criticism of the classic works that we encounter. In addition
to this, students will study grammatical structure and advanced vocabulary. Writing
is a major component of this class, and students will be expected to develop
and refine their writing skills. This class will develop the students’ critical
thinking skills, critical writing skills, and overall communication skills. No
set of skills will serve them more frequently than these as they enter college
and, eventually, the work force.
Goals:
1) Students will acquire an appreciation for and
demonstrated knowledge of the development of British Literature, World
Literature, and American Literature.
2) Students will develop the skills necessary for mature
critical responses -- both written and oral -- to literary selections.
3) Students will acquire mastery in various forms of
writing, including formal essays, research papers, critiques, and college
application essays.
4) Students will develop an enhanced vocabulary for both
academic and personal use.
5) Students will develop the time management skills and
study skills required for successful studies.
6) Students will acquire the skills necessary to perform
well on the AP English Literature exam.
Curriculum:
Reading: We will be using Literature: An Introduction to Reading and Writing (Roberts and Jacobs) as a resource text for surveying a wide array
of British, American, and World Literature. In addition to this, we will be
reading at least eight major works (novels, plays, memoirs), biographical
sketches of major writers, professional journal articles, magazine articles,
newspaper articles, and online resources. You will also be provided with reading
that will serve as an addendum to the lessons we have in class. Self-selected
independent reading will also be required in this course.
Writing: We will cover major forms of
expository writing in this class. Critical essays on the literature we read
will be required, as well as a formal research paper. We will be writing
journal entries and completing reading logs, and each student will be required
to develop a writing portfolio to highlight their best work. We will be writing
several processed essays during each term, in addition to in-class response
writing (2-3 paragraphs each, usually) and brief reading responses on a blog.
Students will also take several practice AP essay tests per term that will
cover fiction, nonfiction, poetry, and novels.
Writing Lab – Three days a week, approximately half of our
class time will be devoted to writing. During this time, students will receive
detailed instruction on writing skills, and students will meet with the
instructor individually for conferencing.
Writing Instruction -- In addition to those essay types
indicated in the detailed syllabus, students will receive specific instruction
on analytical and argumentative essays, as well as instruction in the following
areas during our Writing Lab time:
• Choosing and using specific details from a text to support
and explain statements about an author’s artistic choices, the quality of a
work(s), and the social and cultural values of a specific work(s). The use of
specific textual references to support assertions in an essay is an essential
part of any academic paper, and this skill will be revisited many times.
Students must master this skill to do well in this class.
• Using a controlling tone; developing and maintaining
voice; using appropriate diction and sentence structure based on the given
assignment (for example, journal vs. formal
essay).
• Maintaining an acceptable balance between the use of
generalizations and specifics in an essay; proper and effective use of details
to illustrate and support a thesis statement and/or topic sentence.
• Using logical organization in an essay; effective use of
repetition, transitions, emphasis, and other writing techniques in order to
enhance an essay.
In addition to the instruction the class will receive during
the Writing Lab, time will also be spent in individual conferencing. The
purpose of these conferences is to assist with the prewriting, writing, and
rewriting of individual essays. Feedback will be given to students concerning
their use of the bulleted skills above, as well as other areas in which they
can improve their writing. Time will also be spent on reviewing other areas a
student is struggling with once they have received their initial and final
assessment on each assigned essay. Students may set up a time with the
instructor for more individual conferencing before or after school. Writing is
a process, and that process does not end once an essay is evaluated for a
grade. Students are to use the Writing Lab time to continually improve themselves
as writers.
Vocabulary: Enhancement of personal and
content-specific vocabulary is another aim of this course. Vocabulary will be
handled in the context of the literature we encounter, as well as through lists
provided for each unit. Each student will learn the meaning and use of literary
terms in order to write analytical papers more precisely. Assessments will be
given over these terms, and vocabulary work will be a part of our novel
studies.
Grammar: Students will practice advanced
grammar skills within the context of their own writing and as it appears in the
works we are covering. Instruction will
occur in these contexts, as well.
Semester One
First Quarter
9/3 – 10/31
9/3-13:
Reading Check test over summer reading of Extremely Loud
&Incredibly Close, by Jonathan Safran Foer, and The Story of Edgar
Sawtelle, by David Wroblewski – 9/3
• Summer paper rewrites – Papers returned with comments: 9/9
• Review and discussion of blog commentary on summer reading
• Vocabulary Unit 1 – Basic Prose Literary Terms
Instruction on Writing: Supporting your thesis and using
quotations properly and effectively in an essay.
Outside Reading Selection Choice Due: 9/10
In-class essay test over summer reading: 9/11
The final draft of summer essay is due 9/13.
9/16-27:
Literature Assignment: The Tragedy of Hamlet, Prince of
Denmark, by William Shakespeare
Vocabulary Unit 2 – Drama Literary Terms
Poetry Focus: Sonnets
– Francis Petrarch, John Milton, William Shakespeare, and Edmund Spenser.
Elements of Literature Focus: Rhythm and Meter; Scansion
(apply to work of poets listed above)
Instruction on Writing: Revision as Re-Vision
Writing the College Application Essay
Processed Essay: Comparison Paper – The Story of Edgar Sawtelle/The Tragedy of Hamlet: Rough Draft Due 9/23,
Final Draft Due 9/27
Final Assessment The
Tragedy of Hamlet, Prince of Denmark 9/26
9/30- 10/11:
Literature Assignment: The Importance of Being Earnest,
by Oscar Wilde
Vocabulary Unit 3: Literary Terms of Drama (cont’d)
Poetry Focus: Kenneth Koch, Lawrence Ferlinghetti, Robert
Creeley
Elements of Literature Focus: Tone, Choice, and Response (p.
808)
• Apply to selected poems of poets above
Outside Reading Project Due: 10/10
In-Class Essay on The Importance of Being Earnest 10/11
Instruction on Writing: MLA Formatting and Works Cited
Begin Work on Research Paper
Topic Choice for Research Paper due 10/9
10/14-25:
Literature Assignment: Selections from Thomas Malory’s Le
Morte D’Arthur
Vocabulary Unit 4: Intermediate Prose Literary Terms
Poetry Focus: Lord Alfred Tennyson, from Idylls of the
King: Passing of Arthur
Elements of Literature Focus: The Romantic/Chivalric Code
• Apply to Le Morte D’Arthur
Instruction on Writing: Incorporating direct quotations into
text seamlessly
Research Paper Notes Due 10/14
Research Paper Outline Due 10/17
Research Paper Rough Draft Due 10/23
Final Test on Le Morte D’Arthur 10/25
10/28 – 10/31: Review/End of Quarter Test
Second Quarter
11/4 -- 1/22
11/4 – 11/15
Literature Assignment: Heart of Darkness, by Joseph
Conrad
Vocabulary Unit 5 – Intermediate Prose Literary Terms
(cont’d)
Poetry Focus: “The Hollow Men” by T.S. Eliot
Elements of Literature Focus: Point of View (p. 58-60;
240-249)
“Paul’s Case” by Willa Cather (p. 177)
“I’m a Fool” by Sherwood Anderson (p. 250)
“The Song of Songs” by Ellen Gilchrist (p. 264)
“How to Become a
Writer” by Lorrie Moore (p. 274)
Instruction on Writing: Citation of Sources -- When, Why,
and How
Outside Reading Selection Choice Due: 11/5
Final Draft Research Paper Due 11/4
Processed Essay: Analysis -- Literary allusions to Heart
of Darkness in the poem “The Hollow Men”: Rough Draft Due 11/11,
Final Draft Due 11/15
Final Test Heart of
Darkness 11/14
11/18 – 12/6:
Literature Assignment: Angela’s Ashes, by Frank
McCourt
Vocabulary Unit 6: Basic Poetry Terms
Poetry Focus: Robert Burns, Seamus Heaney
Elements of Literature Focus: Style
- “Soldier’s Home” by Ernest Hemingway (p. 348)
- “The Found Boat” by Alice Munro (p. 353)
- “First Confession” by Frank O’Connor (p. 360)
- “A & P” by John Updike (p. 369)
Instruction in Writing: Finding your voice
Poetry Explication Essay Rough Draft Due 12/2
Poetry Explication Essay Final Draft Due 12/5
In-Class AP Essay test over Angela’s Ashes on 12/6
12/9 – 1/22:
Literature Assignment: Shipping News, by Annie Proulx
Vocabulary Unit 7: Intermediate Poetry Terms
Poetry Focus: Elizabeth Bishop, Anne Sexton, Denise Levertov
Elements of Literature Focus: Characters and
Characterization
- “Barn Burning” by William Faulkner (p. 190)
- “Shopping” by Joyce Carol Oates (p. 202)
- “Two Kinds” by Amy Tan (p. 226)
Instruction in Writing: Sentence Structure Variation
Outside Reading Project Due: 1/7
Characterization Paper Rough Draft Due 1/9
Characterization Final Draft Due 1/15
Final Test over Shipping News – 1/10
Final Exam Review – 1/16-17
Final Exams for
Semester 1 – 1/21-22
Semester 2
Third Quarter
1/23 – 3/28
1/23 – 2/14
Literature Assignment: Black Boy, by Richard Wright
Vocabulary Unit 8: Advanced Poetry Terms
Poetry Focus: Gwendolyn Brooks, Lucille Clifton, Rita Dove
Elements of Literature Focus: Tone – The Creation of
Attitude
- Apply to selected poems of the poets above
Instruction in Writing: Supporting your thesis
Outside Reading Selection Choice Due: 1/28
Tracking the Creation of Tone in a Poem Essay Rough Due
2/7
Tracking the Creation of Tone in a Poem Essay Final Due
2/13
In-Class AP Essay Test over Black Boy on 2/15
2/17 – 3/7:
Literature Assignment: selections from Long Walk to
Freedom, by Nelson Mandela
Vocabulary Unit 9: College Vocabulary
Poetry Focus: Robert Hayden, Langston Hughes, Amiri Baraka
Elements of Literature Focus: Theme – The Meaning and
Message
- “The Lesson” Toni Cade Bambara (p. 470)
- “Araby” by James Joyce (p. 495)
- “The Horse Dealer’s Daughter” by D.H. Lawrence (p. 499)
Instruction in Writing: Choosing Your Support
In-Class AP Poetry Test 2/27
Exploring Theme in a Short Story Essay Rough Due 2/26
Exploring Theme in a Short Story Essay Final Due 3/6
3/10 – 3/28:
Literature Assignment: Wuthering Heights, by Emily
Bronte
Vocabulary Units 10: College Vocabulary
Poetry Focus: John Donne, Sir Walter Raleigh, Christopher
Marlowe
Elements of Literature Focus: Setting – Background of Place,
Objects, and Culture in Stories
- “The House on Mango Street” by Sandra Cisneros (p. 290)
- “And Sarah Laughed” by Joanne Greenberg (p. 322)
- “The Shawl” by Cynthia Ozick (p. 331)
Instruction in Writing: Syntax and diction
Outside Reading Project Due: 3/19
In-Class AP Poetry Test 3/25
Effect of Setting in Wuthering Heights Essay Rough Due
3/26
Quarter Review: 3/26-27
Final Test for Quarter 3: 3/28
Fourth Quarter
3/31 – 5/22
3/31 – 4/18:
Literature Assignment: A Prayer for Owen Meany, by
John Irving
Vocabulary Unit 11: College Vocabulary
Poetry Focus: James Wright, Thomas Hardy, Robert Lowell
Elements of Literature Focus: Allusion
- Apply to Irving’s novel
Note: The following
deadline dates and due dates are the final day to get the paper in or the test
taken. You must take the test and turn in your paper prior to these
dates if you are planning to leave early for spring break. You may not take the
test or turn in the paper for full credit after spring break. Plan ahead!!! That
is your responsibility, not mine.
Outside Reading Selection Choice Due: 4/1
Effect of Allusion Essay Rough Due 4/10
Effect of Allusion Essay Final Due 4/17
In-Class AP Essay on Poetry 4/15
Final Test on A Prayer for Owen Meany 4/17
4/28 – 5/16
Literature Assignment: Great Expectations, by Charles
Dickens
Vocabulary Units 12: College Vocabulary
Poetry Focus: William Wordsworth, Samuel Taylor Coleridge,
John Keats
Elements of Literature Focus: Prosody – Sound, Rhythm, and
Rhyme
- Apply to selected poems of poets above
Instruction in Writing: Connotation and Word Choice
Final Test on Great Expectations 5/15
Outside Reading
Project Due: 5/6
Effect of Prosody Essay Rough Due 5/7
Effect of Prosody Essay Final Due 5/14
Review for Final Exam – 5/16, 5/19
Final Exams – 5/20 Hours 6,7; 5/21 Hours 3,4,5;
5/22 Hours 1,2
This syllabus is subject to change by the instructor.
Changes will be given to students orally and in writing.
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