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Advanced Placement Literature and Composition
Syllabus 2016-2017
Advanced Placement Literature and Composition is an intensive English class and writing workshop. The course focuses on close reading of
literature and effective critical analysis of plays, poetry, short stories, and novels. Additionally, the course focuses on helping you to develop your own voice as a writer through peer editing, teacher conferencing, and intensive revision.
The primary goal of the class is to develop your abilities as an independent reader and writer by giving you a college-level course during your senior year. One of the central aims of the course is that you begin to think more like a writer. You will hone your analytical and critical thinking skills and work on finding your voice as a writer. You will develop stylistic maturity in your writing through the use of accurate and varied vocabulary, varied syntax, effective organization, and apt and accurate use of detail. The standards for quality literary analysis and writing for this class are aligned with the expectations for AP Literature and Composition established by the College Board. At the end of this course you will be well prepared for the AP Literature and Composition exam. When you successfully complete the examination in May and earn a passing score, you may qualify for up to one year's credit in English at the college or university at which you matriculate. While the exam is not the be-all, end-all, it is important; so we will also practice the skills you need to be successful on the exam. The skills you will be developing are not only important for the exam, but they also go beyond the exam: they are critical skills that will help you to be successful in a college classroom.
Advanced Placement English is both demanding and intellectually stimulating. Classroom discussion and active participation are vital and help you develop your ideas and writing. Therefore, it is imperative that you come to class well-prepared and ready to work. Written assignments, both short and long-term, will be an important and frequent feature of the course. We will work with both canonical and contemporary fiction and poetry, concentrating on teaching you to encounter new works and respond in your own informed voice.
Using the Writing Process and Types of Writing:
1. Annotations: notes you take while reading independently
2. Close Reading: writing that looks specifically at the connections between language and
meaning
3. T.O.P.s: (Thinking on Paper) -- These “freewrite” responses are a chance to explore
ideas within works of literature in an informal and unstructured way. These writings can
jumpstart us into deeper inquiry and analysis.
4. Class Discussion Notes: notes that deepen your thinking, connect “the pieces to the
whole,” and illuminate themes
5. Critical Inquiry and Analysis: writing that is driven by student-generated questions that
are answered using detailed evidence from the text. They explore in depth the ways that
a writer creates meaning and effect. These analyses are generally narrowly-focused on
one or several literary devices, symbols, motifs, or a singular thematic idea. They
emphasize literary devices and are a mini version of timed essays
6. Timed Essays: persuasive essay written in third person; confident in voice; intense use of
language as evidence; compressed form of take home essay
7. Take Home Essays: expanded form of timed essay
8. Metacognitive Review & Revision: writing that self-assesses process, strengths, and
areas for improvement; targeted revision
9. Creative Writing (poetry and prose): writing that helps to develop voice as well as to
deepen understanding of the craft and style of other writers.
Language Development and SECs:
In order to be a more effective student of literature, it is imperative to speak the language of literature. Therefore, language development will largely center on literary terminology. We will also review SEC rules, discuss their impact on style, tone, and meaning, and use the understanding of these conventions to refine one’s own writing and improve syntax.
Attendance and In-class Work
Your attendance in class is important. When you are absent, you miss the benefit of hearing the ideas of others and the instructional material for the day. You are expected to see me for the work from the day you were absent and to make up what can be made up within the timeframe outlined in the YHS Handbook on Excused Absences. Because discussions and collaborative learning are essential to success in an AP course, your absence has a big impact not only on you and your learning but also on your peers’.
Late Work
It is my expectation that you will have work completed by the date it is due, and work that is not turned in on time will receive a lower grade, reflected in your work habits grade. Work should be turned in at the beginning of class. Work will be considered “one day late” if it is received on the next class day. Please be familiar with the school’s policy on late work.
Homework
Homework is an integral part of this class; homework is designed to help you develop your thinking and writing skills. The assignments you are given out of class will be tied to skill development, and it is crucial that you complete your work thoroughly, thoughtfully, and on time. Your writing brain (logical and creative) is a muscle; it needs to be pushed and worked regularly to help it grow and develop! Reading assignments need to be completed on time. Read “actively,” taking notes and annotating as you go.
Materials for Class
You are expected to keep a binder and laptop folders that will help you organize and keep track of your essays and class notes. Your notebook will serve as the record of your learning and your growth as a writer. You should organize your notebook as follows:
- Literature -- chronologically keep each work/unit: notes, reading responses, discussion questions
- Literary Terms/Analysis: lists of terms and definitions, analysis tips, analysis models
- Composition & SEC: essays and revisions, feed forward, writing reflections, info on syntax, rules, etc
- Exam Practice & Info: practice tests, self-assessments, exam tips, score record
- Research
Assessment and Grades
All of your grades will fall into one of the seven categories of the study of English: Reading Process, Analysis, Writing Process, Standard English Conventions, Research, Speaking and Listening, and Language Development, and you will receive multiple grades on most assignments. You will have rubrics for all graded assignments. The rubrics for take home and in-class analytical essays are based on the scoring criteria for the essays on the AP exam. Numerical grades will follow the YHS grading scale.
Grading Guidelines:
(Analysis)
(Homework)
When a check system is used for small homework assignments and “quick checks” on work, use this scale:
√ ++ = 100 √ /√ - = 85
√ + = 97 √- = 81
√ /√ + = 92 √ -/√ -- = 77
√ = 88 √ -- = 70
inc or unacceptable = 50
Cornerstone Assessments and Graduation Expectations:
You must meet school-wide and English graduation expectations in this course. In order to earn credit, you must demonstrate proficiency on cornerstone assessments in addition to a passing grade of 70 for the course. Each cornerstone is tied to one or more graduation expectations. To show proficiency in the expectations being measured, you will need to achieve a score of 80 or higher on each cornerstone assessment. If you don’t initially meet expectations on a cornerstone assessment, you will have additional opportunities to show proficiency which may require efforts outside of class time.
Graduation Expectations for English
As a YHS student, you will
- read to comprehend appropriately complex text for analysis and interpretation (Reading Process)
- analyze language and structure of a text to evaluate thematic and cultural meaning (Analysis)
- write effectively for a variety of purposes (Writing Process)\
- create questions, research, and synthesize information from a variety of sources (Research Process)
- effectively communicate with a variety of audiences in a variety of formats (Speaking and Listening)
- use appropriate Standard English Conventions in speaking and writing (SEC)
- develop and use complex and appropriate vocabulary (Language Development)
School-Wide Graduation Expectations
As a YHS student, you will
- Communicate effectively
- Exhibit personal responsibility, civic engagement, and global awareness
- Work independently and collaboratively
- Demonstrate critical, creative, and innovative thinking
- Develop understanding through inquiry, research, and synthesis
Cornerstone Assessments for AP Literature and Composition:
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Syllabus 2016-2017
SEMESTER 1
Quarter 1 (Sept 6-Nov 4)
Weeks 1-3 (Sept 6-23)
A Prayer for Owen Meany by John Irving
- Visual notes, notetaking
- Introduction to Fiction Terms, The Big Four+One, Close Reading, and Literary Analysis
- Writing about Theme: The “Q3” (Open Response Timed Essay)
- Introduction to 3 Levels of Questions
Weeks 4-6 (Sept 26-Oct 14)
Voice and Style: College Essay
- College Essay Workshop
- Finding Your Voice
- Using Language Devices to Enhance Your Voice and Heighten Meaning
- Syntax study
- Quiz/Test on grammar
Begin SEC and Style Mini Lessons — ongoing all year
Weeks 7-9 (Oct 17-Nov 4 --end of Quarter 1)
Macbeth by William Shakespeare
- Literary Terms
- Close reading
- Guided reading questions
- Practice Q3 and Q2 Analysis
- Literary Theory Analysis Essay
- Unit Test
Quarter 2 (Nov 7-Jan 29)
Weeks 10-13 (Nov 7- Dec 2)
Introduction to Poetry and the Q1 Essay (Poetry)
- Poetry Terms
- Poetry Analysis and Writing
- Poetry Out Loud Class Competition
- Unit Test
- Poetry Portfolio
- The “Q1 Essay”
Weeks 14-16 (Dec 5-22)
Frankenstein by Mary Shelley
- A Study on the Romantic Era: Historical, Cultural, Literary Reference
- Timed Essay: The Q3
- Unit Test
Weeks 17-19 (Jan 3-27 -- end of Quarter 2)
Poetry Research: Live Poets Project
- Library Research
- Continue work on Q1 Writing and Poetry Analysis
- Research Paper
- Poetry Out Loud school competition January 6th
SEMESTER 2
Quarter 3 (Jan 30-Apr 7)
Weeks 20-22 (Jan 30-Feb 17)
The Great Gatsby by F. Scott Fitzgerald
- Symbol and Imagery
- Close Reading and Inquiry
- Passage Analysis and Q3 Essay
(February Break)
Weeks 23-25 (Feb 27-Mar 17)
(Spirit Week: Feb 27-Mar 3)
Fiction Boot Camp / Portland Stage Trip
- Short Stories and Introduction to the Q2 (Prose Passage Analysis Essay)
- Student-Led Discussions on Short Stories
- Review of Fiction Terms
- Analyzing & Writing about Characterization, Plot, Setting, and Language
- Original Short Story Writing
Portland Stage: Thursday, March 16: Buyer and Cellar by Jonathan Tollins
Weeks 26-29 (Mar 20-Apr 13)
The Things They Carried by Tim O’Brien
- Continue with Passage-based Q2 Analysis
- Vietnam War era and background
- Q3 Essay
- Visit from Vietnam Veterans
April Vacation Apr 14-21
Quarter 4 (Apr 24-May 30)
Week 30-31 (Apr 24-May 5)
Exam Review and Preparation
Exam: Wednesday, May 3rd
Weeks 32-35 (May 9-27)
Rumors by Neil Simon
End of Year Projects: Synthesis Paper; Future Me; Portfolio Review; Appreciation Letters;
Advice to a Future Student
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Discussion, Group Work, and Notetaking Expectations and Norms
Remember that the purpose of discussion is to work cooperatively to deepen our understanding of the text and its ideas. The goals of any discussion of literature are to illuminate the subject, unravel its mysteries, interpret and share and learn from others’ points of views. As a group, we are putting together the pieces of the puzzle, using everyone’s contribution.
1. Students are focused and engaged in the discussion or group work from start to finish.
2. Students take notes during discussions/group work and use the text to comment on the
literature.
3. Students listen actively, respond to student comments positively and reflectively. A good
listening skill is to reflect back on the previous speaker’s ideas before you begin your own.
4. Students take responsibility for the discussion: keep it rolling, focused, and engaging.
5. Students work cooperatively to make the discussion work. Don’t dominate the discussion,
invite quieter students to reveal their thinking, and make it a discussion not an argument.
It’s okay to disagree, but make your points based on textual evidence rather than personal
bias.
6. Students ask clarifying questions of each other, make positive comments about their
peers’ ideas, and look for ways to help the group actively and in a focused manner.
Students remember that all questions are worthy of consideration.
7. Each member of the group contributes to the work of the group.
Some thoughts to consider:
We are gathered as a community to learn. Because this is a writing and thinking course, the thinking, discussing, and writing can be challenging, demanding, frustrating. I do not expect anyone in our class to “know it all” or to be a literary genius. What I do expect is that everyone walks in the room with an open mind, a willingness to be focused and engaged on the class work, a positive attitude, and a willingness to ask questions, explore ideas, and challenge his or her thinking.
All year, you should be keeping in mind that our AP Literature exam is in early May. The essay questions will always be asking you to focus on language, theme, characterization, setting, POV, and plot. So, as you take notes, BE ACCURATE and BE METICULOUS. Though you may remember the details of A Prayer for Owen Meany now, you won’t come May unless you’ve taken GOOD NOTES.
A lot of students feel unsure about what to put into their notes. In the past, some students have stressed about putting the “right things” down or about not getting down every single thing discussed. For most people, the act of note taking is part of what helps to make ideas stick, to keep them focused, and to provide material to refer back to later to jog memory and draw conclusions. Therefore, simply recording ideas is half the process. Going back and making connections and studying is the other half. You should be taking notes while you read and while you participate in discussion. In discussion, record
what your classmates say, what I say, what is written on the board, and what dawns on you during the discussion. Keep notes about the author, the time period, key dates and facts about the writer and the work, as well as insights beyond the factual. Look to make connections and find those “ah-ha!” moments.
Here are a few simple guidelines:
Take notes by hand during our class discussions. Be sure you always have paper, pen, book, and your binder to write in. In small group discussions, always start with hand-written notes that you can then transfer onto the computer. There will be time after the discussions to record your notes onto your “computer notes.” The process of recording these notes is also helpful in processing and making sense of information.
Remember that the goal of your notes is to create a rich and diverse “field” for your thinking and writing. The more good ideas and insights you have in your notes, the more you have to choose from when it comes time to write about the literature and poetry we’re studying.
IMPORTANT: As you begin to think about how to take good notes and how to create an interesting topic for discussion, consider the following:
What does the story signify (meaning/theme) and how does it signify (what devices does the author use to reveal his/her meaning?) So, for instance, if you are looking at the central conflicts of a story, consider how the writer’s use of figurative language helps to enhance or reveal that conflict and the story’s themes. Also, in your notes, you want always to be asking how the devices reveal “the work as a whole” or the work’s themes. What is the writer’s purpose for including this character, this scene, this language, this plot twist, this point of view? Also remember to discuss tone!
Here are some other ideas:
- Look for ideas and scenes that help to illustrate the writer’s thematic ideas
- Look for interesting observations about characters: what makes this character tick, what conflicts does this character encounter, how does this character change throughout the book (positive or negative), do you agree with the choices the character makes, how does the character perceive him/herself or his/her world, are there things the character can’t see about his or herself, has the character changed for the better at the end of the book?
- Look for interesting motifs, symbols, or metaphors the writer is using to help develop the theme.
- How does this story/novel/play/poem connect to what’s happening in today’s society? Does the work have something to say to us today--why/why not? What can we learn from the characters in the text--their choices, their relationships, their tragedies?
- How does the setting impact what’s happening in the work? How does the setting
impact the characters and their lives?
- Look at the writer’s style, consider how she/he develops a scene, a moment of dialogue, describes the characters, describes the setting. What do you notice about the writer’ style?
- Look at the conflicts in the work (these are always interesting), what do the conflicts
reveal about the characters, the characters’ personalities and choices, the way that
the characters deal with stress and conflict, the way that the conflicts reveal the
power relationships among them (who is in control? who is dominant and why?).
- What is the novel’s/play’s/story’s historical, cultural, political, social, economic
context? What time period was the writer writing in?
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