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Advanced Placement
Literature and Composition Syllabus |
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Instructor: Carol Ann
Bevan
The academic year is four,
nine week grading periods. We are on a year round
schedule. Each unit represents one nine weeks. Outside
Reading Journals are assigned over the three week breaks
between grading periods. The Oral presentations are done
within the nine weeks period.
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primary text:
The Bedford Introduction
to Literature,
seventh edition |
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supplemental texts:
The Lively Art of Writing
The Center for Learning:
Advanced Placement Poetry, Advanced Placement English
In Depth Literary Analysis, Advanced Placement Short
Story, Advanced Placement Writing 1 and 2
Barron's How to Prepare
for the Advanced Placement Exam English Literature and
Composition
Patterns for College
Writing A Rhetorical Reader and Guide |
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This is a college level
course designed to encompass wide, reflective, critical
and close reading of texts and analytical analysis of
literature
through expository,
analytical and argumentative essays that are composed
with stylistic maturity, and a deepening awareness of
the literary artistry. |
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It should be noted that
the critical thinking and writing questions from The
Bedford are not listed individually in this
syllabus, however, they are assigned for collaborative
discussion and study groups or as individual journal
assignments |
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Underpinnings for the
Journey |
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1. Critical strategies for
reading (pages 2029 - 2062 in the Bedford) Formalist
Strategies
Psychological strategies
Biographical strategies
Historical strategies
Gender strategies |
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Mythological strategies
Reader response strategies
Deconstructionist strategies Perspectives on critical
reading |
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11. Reading and Writing
(pages 2063-2095 in the Bedford) The purpose and value
of writing about literature
Reading the work closely
Annotating the text and
journal note taking
Choosing a topic
Developing a thesis
Arguing about literature
Organizing a paper
Writing a draft
Revising and editing
Manuscript form
Types of writing
assignments |
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Targeting APE curriculum
writing standards
·
"First Steps Toward Style"
The Lively Art of Writing, ch 5, pages 59- 69)
read and discuss the
chapter, do 68-69
20 minute essay, rubric
evaluation focused on elimination of "there" and first
person |
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·
coherence (The Lively
Art of Writing, ch. 7, pages 80-91).
read and discuss chapter,
do 91-93
20 minute essay, rubric
evaluation for coherence - logical flow between sentence
and logical flow between paragraphs |
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·
passive voice (The
Lively Art of Writing- ch. 8, pages 93-103)
read and discuss, do
101-103
20 minute essay,
evaluation for active voice verbs - 1) highlight the
subjects in your essay that are performing and 2)
highlight all passive verbs in the essay and assess if
they should be revised |
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the sound of sentences
(The Lively Art of Writing, ch. 9, pages 103-12 read
and discuss chapter, do 121-123, discuss in
collaborative groups, share examples on Smart Board
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parallel structure (The
Lively Art of Writing , ch. 10, pages 123-103) read
and do 130-133 |
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show video of J.F.K's
Inaugural Address and discuss
provide written copy and
ask students to underline examples of parallelisms
discuss their use and
impact in the address
do #3 and share on smart
board for class analysis
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introductory and
concluding paragraph strategies (Patterns of Writing,
ch. 1)
mini lesson and analysis
of student samples using the strategies
20 minute essay, rubric
evaluation of intro and concluding paragraph strategies |
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The AP test rubric
General rubric
Rubrics with specific
targets (i.e. active, passive voice, coherence, etc.) |
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1. The elements of fiction
(pages 9-372 in the Bedford) |
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Reading
fiction
Writing about fiction
Plot
Character
Setting
Point of view
Symbolism
Theme
Style, tone, and irony
Combining the elements of
fiction |
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11. Approaches to fiction
(pages (pages 373-580 in the Bedford) |
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A study of Flannery
O'Conner
A critical case study:
William Faulkner's "Barn Burning" A cultural case study:
James Joyce: "Eveline"
A thematic case study: the
nature of storytelling |
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111. Selections from an
album of contemporary stories (pages 581-634) |
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I. The elements of poetry
(pages 677-970 in the Bedford) Reading poetry
responsively
Writing about poetry
Word choice, word order,
and tone
Images
Figures of speech
Symbol, allegory, and
irony
Sounds
Patterns of rhythm
Poetic forms
Open form
Combining the elements of
poetry |
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II. Approaches to poetry
(pages 971-1154 in the Bedford)
A study of
A critical case study:
T.S. Eliot's "The Love Song of J. Alfred Prufrock" Two
thematic case studies: The love poem and teaching and
learning |
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III. Selections from an
anthology of poems (pages |
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I. The study of drama
Reading
drama
Writing about drama
A study of Sophocles
A study of William
Shakespeare
Modem drama
A critical case study:
Henrik lbsen’s A Doll's House |
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11. Selections from a
collection of plays |
Because writing is such an integral component of the AP English
Literature and Composition course, writing assignments focus on the
critical analysis of literature, including expository, analytical,
and persuasive methods of development. Critical thinking and
analysis will be sequenced to facilitate the increase the students'
ability to clearly, precisely, and vividly explain and to support
their understanding and interpretation of literature.
APE
students will write formally and informally. Informal writing will
be evaluated and discussed in collaborative groups. Additionally, it
will be evaluated for specific elements and/or scored model AP
essays from the Barrons or AP preparation materials will be
analyzed and evaluated. Critiques of these essays are assigned for
reflection, discussion, and insight for revisions.
Formal writing will be in MLA format and evaluated and recorded as
major grades. Grading will be done according to the rubric
established
by
Princeton, New Jersey's Advanced Placement program and teacher
generated rubrics that focus on specific curricular requirements.
Instruction and evaluation will be planned and implemented so that
the emphasis will be placed on facilitating students' development of
stylistic maturity. In this context, maturity is characterized by
the following:
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balance of generalization with specific illustrative detail
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logical organization, enhanced by specific techniques of coherence,
such as repetition, transitions, and emphasis
- a
variety of sentence structures, including appropriate use of
subordinate and coordinate constructions
- a
wide-ranging vocabulary used with denotative and connotative
resourcefulness
Grammatical issues will be addressed as needed.
COURSE
REQUIREMENTS
The
course includes frequent opportunities for students to write and
rewrite formal and extended analyses and timed, in-class responses.
Writing to evaluate: Analytical, argumentative essays in which the
students draw on textual details to make and explain judgments about
the artistry and quality, and its social and cultural values.
Evidence: The Bedford Introduction to Literature, chapter 34
pages
1099-1117
journal writing; page 1106, 1-5; 1007, 1; 1108, 1-3; 1112, 1-3;
1117, 1-2
#1
Example of formal literary analysis - prompt: Using copious
quotations from the poem, develop a well-crafted, stylistically
mature
analytical, argumentative essay evaluating "Prufrock's" the quality
of the literary artistry of the poem and the social and cultural
values
of the poem
#2
Formal, analytical, argumentative essay - prompt: Macbeth is a
deeper character than Lady Macbeth
The
Bedford,
chapter 51, Reading and Writing about Literature, pages 2063 - 2071
Students choose a work of significant literary merit and develop a
literary analysis based on formalist questions 1-4,
historical questions 2 and 3, and gender studies 1 and 2
The
Bedford,
pages 751-754
Collaborative groups discuss the listed elements.
Assign
analysis of at least five of the elements on page 751.
After
in class first draft is completed, assign a careful review of the
student sample and ask for student evaluations
based
on one of the APE curricular driven rubrics (sample below)
Revise
and submit for evaluation:
APE
curricular requirements rubric (evaluation will be based on basic
rubric and the rubric below, 1-10)
Reflect on #1-10. These are aspects of your stylistic maturity we
have addressed since the class began.
1 use
of wide - ranging, effective and appropriate vocabulary
2
sentence structure variety
3
subordination and coordination
4
balance of general to specific
5
logical organization and coherent thought
6
coherence through repetition, transitions, and emphasis
7
control of tone
8
maintaining voice
9
diction
10
sentence structure
Evidence:
v
wide-
ranging vocabulary used effectively and appropriately
Advanced Placement Writing #1, lesson 5, pages 35-40
page
36, 1-3; 37, 4-5
Advanced Placement English, In-depth Analysis of Literary Forms
page
197-201, collaborative groups page 201, 1-3
in
groups, create a vocabulary list of words that would be vital to
developing a persuasive essay that affirms or denies our American
Super Bowl
as a
myth, using the four functions of a properly operating mythology as
criteria
v
effective use of rhetoric, including controlling tone, establishing
and maintaining voice, and achieving appropriate emphasis through
diction and sentence structure
Advanced Placement Writing, #2
"Lean
prose = focus + word choice + sentence structure
essay,
lesson 4, handout 8
Explain how well Conrad helps his reader see the multi-leveled
world, paying particular attention to focus, diction, and sentence
structure.
Advanced Placement Writing #1
chapter 17, lesson 43-44
levels
of diction
v
a
variety of sentence structures, including appropriate use of
subordination and coordination
Advanced Placement Writing #1,
lesson 20 & 21
page
144 - 45, collaborative groups, part A and B
journal response/reaction to page 146
page
147, mini lesson on form, including: coordination, subordination,
appositives, absolute phrases, prepositional phrases and single
words, and parallelism
Advanced Placement Writing #1,
lesson 21, sentence variety, pages 151-152
read
part A, discuss responses to part B
lesson
22, total effect and literary style, pages 155-58
journal questions 1-5, be prepared to discuss
v
balance of generalization and specific, illustrative detail
Advanced Placement Writing #2,
lesson 2, pages 16-19
read
Hemingway's "In Another Country"
Advanced Placement English In-Depth Analysis of Literary Forms
assign
Super Bowl and myth persuasive essay
v
logical organization, enhanced by specific techniques to increase
coherence
The
Lively Art of Writing,
chapter 7, pages 80-90
read
the chapter and do 88-93
collaborative group activity– exhaustive list of traditional
transitional words and expressions
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Timed essays
Section II of the AP exam consists
of three
essays that must be completed in two hours. The essays
will enable the scorers to determine your facility with
literary analysis and your ability to write an
analytical essay with time constraints.
Many of the activities and all the writing you have done
with the APE Writing #1 and #2, the Center for
Learning materials, The Lively Art of Writing,
and the critical thinking and writing activities in The
Bedford have been designed to facilitate your growth as
a thinker and mature writer. |
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The time has come to take the plunge into the Barron's.
All essays
will be eligible for peer review and teacher evaluation
based on the AP rubric. Other rubrics will also be used
for evaluation. |
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Chapter 3, pages 28-58
Read and complete the entire chapter |
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Advanced Placement Writing #1 |
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Chapter 31-. Strategies for organizing in a limited
amount of time - lessons 70, 71, and 72
Chapter 32-. The organization of an argument, lessons
73-74
Chapter 33: Descriptive writing, lessons 75-78
Chapter 34-. Developing an effective thesis, lessons
79-80
Chapter 35: Analyzing essay questions, lessons 81-82
Chapter 36: embedding quotations, lessons 83-84
Chapter 37: general strategies for timed writings,
lessons 85-87
Chapter 38: more strategies for timed writings, lessons
88-89 |
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Timed, in-class essays
Section two of the practice tests throughout the
Barron's will be used as in- class timed essays.
1 practice test essay questions, page 284-288 |
The
notes on pages 293-295 are also your responsibility
2
practice test essay questions, page 317-320
Study
notes on pages 326-328
3
practice test essay questions, page 348-350
Study
notes on pages 357-360
Grades:
All students will be given an
assignment sheet. Due dates, descriptions of assignments, and a
place for grades is provided. Seniors need to keep this sheet
current. Individual averages can be calculated at any time during
the grading period if this is done. Parents, please use this sheet
to monitor your child’s progress in English.
Rubrics will also be used to clarify
expectations. Grades on tests, quizzes, essays, seminars, reading
journals, novel critiques, presentations, projects, outside
readings, homework, projects, and presentations.
A
participation grade will also be given. These points will be based
on being on time and prepared for class, as well as staying on –
task during the class period. Reading materials unrelated to class,
doing homework for another class, napping, talking, passing notes,
playing on an electronic device, etc. will result in the loss of
class participation points.
A
make-up notebook will be available in the room on the trapezoid
table. If a student is out, h/s is to check the notebook for missing
assignments. A log will be in the notebook, with assignments listed
and if possible (size constraints), relevant materials.
Additional guidelines:
All
out of class essays must be typed.
Disks
will not be accepted.
Any
assignment may be typed.
Ink is
required on written work. Any color is fine as long as it is highly
legible.
Assignments written in pencil can be redone in ink and turned in for
late credit the following day. This also applies for
assignments that are to be typed.
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Thank
you. I’m anticipating an engaging, productive year.
