AP® English Literature and Composition



English IV—AP

Literature and Composition

Course Syllabus

Ms. Jennifer Datray

jdatray@

Course Objective:

The course overview and objectives for the course are taken from the AP® English Course Description published by the College Board. The majority of the texts and reading material is based on the representative authors list found within the Course Description. The AP English Literature and Composition course is designed to prepare students for college level writing, close and critical reading, as well as analysis of “imaginative literature.” One of the goals of the course is to teach students to derive meaning from a text’s structure, style, in addition to figurative language, theme, diction and other language and literary devices. This course engages in a thorough, intensive study of several genres and literary criticism, as well as some schools of literary criticism, such as psychoanalytic, feminist theory, formulism and reader- response theory. Students will be expected to understand existentialism, rhetoric and tragedy according to Aristotle, and other philosophers. Students will read closely, discuss periodically and write often.

***Special Note*** As an extension of providing students with essential literary background, selections from the New King James Bible will be read in class. These selections will be referenced from a purely academic standpoint, and will not be referred to in a religious context per se.

This course is set up in two components. The first is the focus on literary analysis. The second will be focused on the writing process, its application to academic and real-world situations, and a heavy emphasis on the revision process. Additional readings will be suggested from the McGraw Hill Handbook. Students will frequently be asked to write and revise their work. Peer review and drafting will occur on a bi-weekly basis.

In addition, this course is expected to prepare you for the AP Literature and Composition Exam. As a means to ensuring your success, bi-weekly timed writings and mock multiple choice tests will occur throughout the entire year. Be prepared to be challenged!

Class Expectations and Grading

AP English IV is expected to be attended by students with a maturity and motivation level equivalent to those students in actual college classrooms. The expectations for this classroom are no less. You will work, and you will work hard; but my hope is that the reward you receive in preparation for your future coursework will make the effort you expend now well worth the prize.

Preparedness: You are expected to read and complete all assignments BEFORE coming to class. There will be interaction, discussion and/or group work every day. If you do not do your part, I cannot do my part in helping you to succeed.

In-class writing, discussions and workshops: AP English IV is not a lecture course. Expect to discuss and write each day. Many times there will be group activities as well. In-class writing and group work cannot be made up if it is missed. Because of the workshop atmosphere of AP English IV, class discussion is encouraged. However, members of the class need to respect other students' contributions to class discussion. Talking that disrupts the group discussion or talking that hampers the learning of the class as a whole is inappropriate and will not be tolerated.

Class Participation: Your participation is required in class. One of the ingredients for a successful student is having the ability to bring your own thoughts, considerations and opinions to a discussion. There is no wrong answer or thought. We are all different people coming to this educational experience with something to offer. Your thoughts offer a diversity of perspective that can inform a conversation, offer insightful dialogue, and present potential new avenues of discussion. Please try to take the risk of sharing yourself with the class, we will ALL benefit from each other if we can achieve this.

Format for Papers: Use Times New Roman 12pt font ONLY, double spaced with a 1” margin all the way around. Check your default settings. Refer to this syllabus as a visual reference for what your papers should look like. Always follow standard MLA format for papers. Each paper will be submitted via hardcopy, printed on white, standard, 8”x11” paper.

Late work: Present all work in class, in person, and on time. I collect essays at the beginning of the class hour. Any essay submitted after the first 5 minutes of class will be considered late and will lose 5 points. Essays will not be accepted after this point.

Secondary Guidelines for teachers in the state of Texas requires me to give you opportunity to make up work within a reasonable time. I define reasonable as the exact number of days you missed with an excused absence.

If a student is absent, any make-up work may be retrieved from the daily envelopes in the room. There is a folder for each class period where copies of missed assignments may be found. In addition, a weekly assignment calendar will be posted on the board. Do not come and ask me what you missed. Do not ask me for notes. Ask a classmate you trust to let you copy their notes.

If you attend school at any time during the day an assignment is due, you are required to bring me your assignment.  Field trips are not excuses for not turning in your work. 

An absence prior to a test or quiz will excuse the student ONLY if they missed new instruction that the test/quiz covered (not review information).

A student absent on the day of a test is expected to make up the test after school on their return to campus. If the student does not report to make up the exam within the previously stated time frame, NO CREDIT (0%, ZERO) will be given for that test. You may not make up tests during class, lunch or another class period. Be advised that make-up exams will be more rigorous due to the student having more time to prepare. It is in your best interest to be present on all exam days.

Plagiarism Policy

Plagiarized papers or projects will receive a grade of “0” (zero) -- no exceptions. Cheating or collusion will also result in a grade of “0” (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in the course. This includes in-class or discussion questions assigned to students. I read everything you turn in, and I will notice if two students turn in verbatim answers. I will give both students a “0” (zero), because I can not determine the cheater and the cheated.

Students need to be aware that the instructor will be utilizing plagiarism software and internet sources to check student work for potential plagiarism. This will be discussed in more detail during class lecture.

COURSE GRADING SCALE

Essays/Tests/Projects 50%

Quizzes / Classwork 30%

Homework 20%

Assignment Grading Scale

A (90–100%)

• Outstanding, and therefore rare

• exceptional in mechanics, style, and content

B (80–89%)

• Superior work, surpasses an “average” performance

• superior in one or two areas — mechanics, style, content

C (70–79%)

• Has satisfied requirements for college work, performed in an average manner, good but unexceptional

D (60–69%)

• Less than adequate, frequently slipshod,

• noticeably weak in mechanics, style, content

F (0–59%)

• Not at all adequate, little effort shown, and almost no contact with instructor

IP “In Progress” grades: an essay that does not meet the minimum grammatical requirements for college level writing will not be graded. These essays will be returned with a grade of IP and must be rewritten in order to bring the material up to college level. Essays that fail to meet the minimum passing criteria for grammar after this rewrite will earn grades of F.

***Extra credit will rarely be made available. These assignments are not mandatory and will be at instructor’s discretion.***

Remember that your grade is your responsibility. If you have any questions or concerns, it is up to you to make an appointment with the instructor for additional tutoring or assistance. The instructor will always be available during conference periods or after school. Parents are welcome and encouraged to visit at any time to assess how the student is progressing toward successful completion of this course.

General Reading Schedule

First Semester---The Gentlemen

1st Six Weeks—Introduction to AP Literature & Composition and Skills

Author Poem/Novel

Various Short Story Collection

This unit will introduce students to the format of the AP Literature and Composition exam. Although students have experience with previously taken AP exams, the Literature and Composition exam has a different format.

Essential Skills/ Techniques covered

• Connecting literature to cultural and historical contexts

• Identification of literary devices to include (but not limited to) metaphor, asyndeton, polysyndeton, parallelism, allegory, allusion, etc

2nd Six Weeks—Tragedy Exposed

Author Poem/Work

Aristotle Poetics (excerpts only)

Sophocles Oedipus Rex

Focusing on Aristotle’s definition of Tragedy, our goal is to understand the classic layout of a tragedy as well as Aristotle’s definition of what constitutes a “good” tragedy. By looking at the two literature selections above, we will come to an understanding of the denotations of tragic and tragedy as two separate elements. The application of this information will be essential in the third unit of this semester.

Essential Skills/ Techniques covered

• Connecting literature to cultural and historical contexts

• Identification of literary devices to include (but not limited to) metaphor, asyndeton, polysyndeton, parallelism, allegory, allusion, etc

• Understanding of the genre of drama, and the effectiveness of using this genre to socially criticize

3rd Six Weeks—Tragedy in Action

Shakespeare The Tragedy of Hamlet, Prince of Denmark

Instructor’s Version ISBN-10: 0812036387

This unit is going to require students to handle a difficult reading selection. Although we will be reading some of this selection aloud, it is essential that students read on their own. Note: Although students may purchase any version of the play, new or older, the version selected has been rendered more accessible for students and provides both a modern version and the original version. I advise students to purchase the above version if possible.

Essential Skills/ Techniques covered

• Connecting literature to cultural and historical contexts

• Identification of literary devices to include (but not limited to) metaphor, asyndeton, polysyndeton, parallelism, allegory, allusion, etc

• Application of analysis on cross-textual pieces of literature\

General Reading Schedule

Second Semester—The Ladies

4th Six Weeks—A Look at Slavery from the Feminist Perspective

Author Poem/ Novel

Toni Morrison Beloved

A basic introduction to feminist literary theory will assist students in understanding the selected text. Some of the content of this selection is of a delicate nature. Students will be asked to maintain an air of maturity and respect while discussing the various aspects of this work. Students will also be asked to compare how the female experience of life differs from the male experience of life.

Essential Skills/ Techniques covered

• Connecting literature to cultural and historical contexts

• Identification of literary devices to include (but not limited to) metaphor, asyndeton, polysyndeton, parallelism, allegory, allusion, etc

• Application of feminist literary theory to modern literature

5th Six Weeks—Gothic Romance

Author Novel

Charlotte Bronte Jane Eyre

This unit will begin with an introduction to gothic literature and the application of these elements to a “love story.” Students will be asked to complete a considerable amount of reading outside of class. In addition to the longer work of fiction, students will be reading various short stories that relate and represent the elements of gothic literature

Essential Skills/ Techniques covered

• Connecting literature to cultural and historical contexts

• Identification of literary devices to include (but not limited to) metaphor, asyndeton, polysyndeton, parallelism, allegory, allusion, etc

• Application of feminist literary theory to classic literature

6th Six Weeks—Awakening Identity

Author Novel

Kate Chopin The Awakening

The final unit of the year will focus on a novel that is highly cited on the AP Literature and Composition exam. It will require students to consider issues of identity and social expectations. This unit will culminate in a final portfolio that represents the students’ awareness of their own identity and the social expectations placed on them.

Please be advised that I will be adding supplemental readings where necessary. We will read, in and out of class, critical analyses of these texts, and we will compose our own responses to the literature.

General Writing Schedule

Each 6 weeks, time permitting, will see students completing 2 in-class timed writings based on previously released AP Literature and Composition exams.

In the beginning, the instructor will help students calibrate the timed essays, offer opportunities for peer review, and allow students revision time in-class. However, as the course progresses, students will be expected to increase in skill and dexterity in responding to in-class timed assignments, both essay and multiple-choice.

In addition, students will also respond verbally as well as via multi-media presentations to the works they read. Students will complete in-class discussion questions and prepare mini-essays in response to analytical questions regarding the texts.

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