AP Literature and Composition Syllabus
Mrs. A. Moore-Webb
F-105
COURSE DESCRIPTION: This
accelerated course designed by the College Board is enriching in experience;
analytical and critical in reading, composition, and thought; and probing in
self-awareness. The student probes into
the study of a wide range of literary themes, genres, periods, and
methods. Contemplative and organized
vocal participation, skilled and highly polished writing, and meta-cognitive
evaluation are required. Because of the
given scope and sequence to the course, it is essential that training and
practice in written literary analysis and expository writing form the
foundation of the Advanced Placement course. Hence, evaluation is primarily,
not solely, based on writing and speaking performance. Outside readings are an integral part of the
course as are prepared, timed, or impromptu oral and written
presentations. The summer reading
assignment is essential, as it will serve as a basis for much of the coursework
for this course.
- extensive
composition at the college level to develop stylistic maturity, including
denotative and connotative accuracy, a variety of sentence structures,
appropriate use of subordinate and coordinate constructions, logical
organization, specific techniques of coherence, specific supportive
details for generalization, focus thesis, effective use of rhetoric,
controlling tone, maintaining consistent voice achieving emphasis through
parallelism and antithesis.
- versatility in
modes of writing: expository, analytical, and
argumentative essays
- use of creative
writing assignments to understand writing as a craft
- extensive reading of complex
literary text in English, including fiction, nonfiction, drama, and poetry
- intensive study of
major authors, periods, genres, or themes, including
British, American and World literature
- close reading and
critical analysis of imaginative literature from the 16th
century to the present
- careful
observation of textual detail
- connections among observation
which lead to inferences of meaning
- understanding a
work’s complexity and richness of meaning
- analysis of ways in which
meaning is embodied in literary form
- consideration of a
work’s social, cultural historical and philosophical values and context
- knowledge of literary
techniques and terms
- identification and
use of devices of language, rhetoric, and expository writing
- articulation of
judgments in the evaluation of literary works
- development of critical
thinking and problem-solving skills
COURSE EXPECTATIONS—Students will:
- Develop accurate, perceptive reading through
close study of major test representing various literary genres/movements,
periods, etc.
- Generate independent, thoughtful, and
analytical discourse during class discussion
- Deliver Oral Reports with poise and clarity
- Analyze and understand the technique of poetry
as if it affects and enhances meaning in a poem
- Develop independent thought through avid
critical inquiry and to enhance writing skills through frequent,
challenging assignments
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Required
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Required
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Independent
for the Academic Year
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Pre-Course Reading/Assignments(s)—
Books from the Old/New
Testament of the King James Bible
Strunk and White’s Elements of Style
Film as Art Comparison
Text to Film
Research
Paper: Approaches to Literary Criticisms--
(Historical-Biographical Approach, Moral-Philosophical
Approach, Mimetic Approach, Formalistic/New Critical Approach, Psychological
Approach, Mythological, Archetypal, and Symbolic Approach, and the Feminist
Approach).
*** The literary selections have been chosen to assist
with the understanding of allusion, for there are four (4) kinds of
allusions and they will be addressed throughout the course—historical,
classical, biblical, and literary***
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Academic Year—
Selected Poetry,
Drama, and Short Stories from Perrine’s
Literature: Structure, Sound, and
Sense (Replacement Cost $55.00)
Hodges’ Hodge’s
Harbrace Handbook
Dante’s Inferno
Shakespeare’s
Hamlet
Conrad’s
Heart of Darkness
Song of Solomon
Invisible Man
The Tempest
Note: Supplemental
Text(s) are subject to change per teacher
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Gaarder’s Sophie’s World: A Novel About the History
of Philosophy
Steinbeck’s
Grapes of Wrath
Austen’s
Pride and Prejudice
Shakespeare’s
The Taming of the Shrew
Bronte’s
Wilde’s The Importance of Being Earnest
Note: Supplemental
Text(s) are subject to change per teacher
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TEXTBOOKS: Each student will be issued a textbook for this
course. Novels are also available for
use by each student; however, I strongly recommend obtaining your own copes of
the text, for it will be necessary to highlight, write, and note within the
text. You are not allowed to do so in Fulton County
ADDITIONAL
PERFORMANCE TASKS/ASSESSMENTS: The
majority of all assessments are primarily through essays. Some quizzes are given, such as weekly
vocabulary and knowledge of literary terms.
Students are expected to be active participants in the following:
§
Timed Writing based on AP Writing Prompts
§
Essay Test Questions as required of college-level writers
§
Socratic Seminars
§
Oral Reports
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§
Projects
§
Film as Art*
§
Various Types of Journals (
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Expected Behavior and Attitude: Respect for the teacher, your fellow
classmates, and yourself. You will need
to be in your seat, working, when the tardy bell rings. Come to class prepared to learn;
this includes bringing all necessary materials. All work written in pencil will
receive a grade of 0. You have been
advised! Participate in classroom activities
and assignments. Questions about current assignments should be asked during
class. Questions about grades, makeup or
personal issues must be done after school because I will not write passes for
students to other classes. I am here
Monday- Friday until 4:30. If my light
is off that means I have left for the day.
If I am not in my room, and the
light is on, you should wait.
The Successful Student: Completes
all assignments and earns a passing grade on each of them Places core academics as their main priority
while they are in school. Studies,
reviews, and rewrites of notes every night.
Attends class everyday. Attends
tutorials with Ms. Jones when they have a question or need clarification.
PLAGIARISM/CHEATING: The penalty for
plagiarism is a zero on the assignment, a referral to an administrator, and the
loss of trust in you from your teachers, parents, and friends. Students are encouraged to express their
ideas both in class and outside of the classroom. However all written work should be a result
of an individual’s personal understanding of the material. Plagiarism is presenting another’s words or ideas as though
they are entirely one's own. Any work that is purchased, borrowed, stolen with
the intent to use as your own, original work, created solely by you will result
in a 0. If you allow an individual to copy your work, you
are guilty of cheating as well and will receive the same grade of 0.
Plagiarism is an Honor Code
Violation.
Acts of plagiarism can include, but are not
limited to:
1.
using
words or ideas from a published source or the internet without proper
permission;
2.
using
the work of another student (e.g.,
copying another student’s homework, composition, or project in entirety or in part;
3.
using
excessive editing suggestions of another student, teacher, parent, or paid
author.
Students
who willingly provide other students with access to their coursework or
homework are also in violation of the Honor Code.
Honor
Code:
As explained in the student handbook, cheating
is defined as “the giving or receiving, in any form, information relating to a
gradable experience.” Violations of the honor code will result in a zero
for the assignment, plus an honor code violation form placed in the student’s
disciplinary file. Read the handbook carefully to fully understand what
constitutes a violation.
Additional
information and materials will be distributed throughout the semester as
needed.
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MATERIALS NEEDED
§ 3 ring binder with pockets
§ loose leaf notebook paper
§ Dividers
§ 2 paper folders with prongs
§ 3x5, 4x6, and 5x7 index cards
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MATERIALS NEEDED (cont)
§ Post it notes
§ Highlighter (any color)
§ Black ball point ink pens
§ Red ball point ink pens
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FORMAT FOR ALL ESSAYS
§ MLA style
§ 12 point Times New Roman/ black ink on white paper only
§ Name, Date, Course title, and teacher’s name and assignment name in
upper left-hand corner; title must be centered
§ All out of class essays must be typed
§ All other work must be written in black ink.
§ Stapled in top left corner one time only
No separate title
page
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GRADING SCALE (S1)
Writing
Assignments/Timed-Writing/Projects/Portfolio
……………………......(ESSAY)...............................……….... 25%
Class
Participation, Engagement, & Daily Preparation ……………………
(PARTICIPATION)...……....…….…. 20% Midterm……………(FINAL
S1)……….……….................. 20%
Quizzes
& Small Test (SUMMATIVE)……..…..........,,,,....... 15%
Classwork/Homework/Quizzes..…(FORMATIVE)............. 10%
Pre-Course
………. (Summer Assignment………... 10%
Total = 100%
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GRADING SCALE (S2)
Writing
Assignments/Timed-Writing/Projects/Portfolio
………………….....(ESSAY).............................………... 35%
Class
Participation, Engagement, & Daily Preparation ………………,,,…
(PARTICIPATION)...…...…….. . 20%
Final
Exam/Presentation…………(FINALS2)….….....
20%
Exams …………..…
(SUMMATIVE)……..…............... 15%
Class
Work/Homework/Quizzes..…(FORMATIVE)...
10%
Total = 100%
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Fulton County Board of Education Grading
Policy
90 – 100 =
A 80 – 89 = B
70 – 79 = C
69 or below = F
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COURSE REQUIREMENTS: Students are required to complete all work (in and outside of class)
assigned throughout the semester. Students are required to read all assignments
and take notes on them.
Class Policies--
BEHAVIOR: Disruptive behavior that hinders any student’s
right to a quality education will not be tolerated. Students who feel the need
to impede on others’ education will receive (1) a verbal warning (2) parental
contact (3) referral to the grade level administrator. Please note that ANY
disruptive behavior will be documented and the teacher may override these steps
if deemed necessary. See classroom rules and expectations sheet for further
info.
Behavior Management
·
We shall all respect one another in the classroom.
·
Baseball caps, shades, or bandanas of any kind may not be worn in
the classroom.
·
No electronic devices and electronic gizmos: iPods/headsets/cell
phones etc., are allowed in class. All
cell phones and pagers MUST be turned off. In case of an emergency, your
relatives must call the front office at 404-669
8200.
·
No late work is accepted. All assignments are due at the
BEGINNING of class either typed or handwritten. Diskettes can not be accepted.
(If you are late, so is your work.)
·
Sleep is reserved for one’s home.
·
Students need to use the facilities prior to coming to
class. Bathroom passes will be written except in cases of emergency
only. Requests to go to your locker, get
water, give a student a message or visit another instructor’s classroom /
administrator / or guidance counselor can not be honored. Again these activities need to be taken care
of during your personal time.
·
No candy/food/or drink is allowed.
Failure to abide by this rule will result in confiscation of item until
the end of the period. If you are
caught actually eating or drinking in my class, you will be asked to throw the
item in the trash.
·
No profanity.
·
I can not accept passes for being late to class from other
instructors. Therefore, I will not write passes for you to enter another
instructor’s class late.
ATTENDANCE: Because
this course emphasizes reading and writing as processes and as collaborative
activities, attendance is essential.
Skipping: Students who
miss class are considered truant. Magnet/Athletic activities do not supersede
your responsibilities to this class. Attending rehearsals /practices when you
are scheduled to be in your regularly scheduled class is considered skipping.
Your name and your Magnet teacher’s name will be forwarded to the VPA Magnet
Director/and grade-level Administrator/ Your Guidance Counselor/ and your
parent(s)/guardian will be contacted.
Absences: If you are absent, you need to check with
your study partner to see which assignments you have missed. If you need
handouts, you must speak with me before or after school. Makeup work/ Recovery
must be STUDENT initiated. It is the student’s responsibility to request and make up any missed
work. Please see your Student Handbook regarding this policy.
Field Trips/Games/ Festivals/ etc: If you are attending a
Field Trip, it is your responsibility to turn in work before you leave. For
example: If you are going on a field trip on Thursday at 8:45am and we are
scheduled to have a test and an essay is due, you should do the following:
Before you leave, come to my classroom and turn in your paper and any other
homework that was due that day. You will
be expected to take the exam the day you return to class. You will have 1 week
to make up the exam or the Unit exam grade will become a zero.
Excused Absences: The day
students return to school from an Excused Absence, students must have an excuse
from their parent/guardian. The note must first be processed by the
attendance office in order for the student to receive an “Excused pass”.
Makeup assignments are initiated by the student either before or after
school. Requests made at any other time
will not be honored.
Students
are expected to make up missed quizzes and exams upon the day of their
return. You must inquire about missed
work/assignments within two days of your return. Otherwise, you will not
be allowed to make up missed work Please refer to TCHS Student-Parent
Handbook.
Students and
parents should be aware that absences on days that major assignments are due
shall require a doctor’s note, note from
the court, or a note from the county. Such major assignments
are: Essays, ORR assignments, and group projects/presentations/portfolios. All
assignments are due by the beginning of the class whether you are present for
the entire day or not. Please make
arrangements to have your assignment delivered to Room K115 (T Jones) or F105
(A Moore Webb) if you are going to be absent.
Late work: Students are expected to submit
their work on time. If a situation
arises that is so dire as to require an extension, the student needs to discuss
the situation privately with me prior to the due date for the
assignment. (In the event that something serious happens
to you, I am required to complete a Social Worker Referral).
FYI: Since students are given due dates for typed
assignments well in advance, computer problems/ or not owning one do not
constitute valid excuses for extensions on assignments. Therefore, computer
problems (running out of paper and/or ink) or not owning a computer do not
constitute a valid excuse for an extension. Computer usage is available before
and after school in the media center.
Plan well enough in advance so that you can meet your deadlines and
allow time for printer malfunctions and computer problems. My computer printer
crashed is no excuse!
If your computer or
printer begins to malfunction the night a paper is due, write it by hand.
A. If you do not own a computer, you
can access the school computers in the media center, Student Resource
Center
B. Please note that all computers at school (and in most local libraries)
use Microsoft Word Software. If you only have Microsoft Works on your home
computer then you must print from home. Computers at school can not
read documents saved in MS Works or on Mac/Apple computers.
C. If you bring in your assignment saved on a disk or have it on your
email, IT IS LATE. I can not risk placing a
virus on my computer.
Assignments and Tardies: Tardiness
is unacceptable because it is disruptive to the learning environment.
Excessive tardiness will affect your grade in the class because each student
shall have an assignment to complete within the first ten minutes of class. If you are not in
your seat when the bell rings you will be marked TARDY. Do not enter my room unless you are ready to
begin working. Personal needs (restroom, water, lockers, socializing, etc.) should
be taken care of during the 7 minutes you have between each class
(especially since you have to pass the restroom in order to enter my
class). Please use it if needed prior to
entering.
Recovery: Recovery is STUDENT INITIATED:
Consistent with the Fulton
County
1.
has completed all assignments (no zeros)
2.
has no more than three (3) unexcused absences
3.
completes all recovery work before the last ten
(10) days of the semester
MAJOR PAPERS/PROJECTS: You will be required to type most assignments Papers/projects are due on the day assigned by the start of class whether you are absent or not. If you are absent
on the day an assignment is due, a responsible parent/guardian is responsible
for bringing your work to schools. Parents should have papers delivered to the
office signed by the secretary with the time that your paper was delivered.
Assignments will not be accepted over email or on disk. Any assignment not done in proper format
(MLA) will be returned and given no credit.
There will be
several major papers, a research paper, and the AP Literature & Composition
Exam. REWRITES: Students are allowed to rewrite 3 essays of their
choosing (for up to 10 points higher on the grade earned). These rewrites are
due no later than 5 days after the original paper has been returned. I
determine how many points will be added to the original essay grade depending
on the quality of the rewrite. [DOES NOT
INCLUDE TIMED WRTINGS]
EXAMS: There will be
several unit exams, and one final exam. In addition, students must take the AP
Literature & Composition Exam at the end of the spring semester scheduled
for May6, 2010 at 8:00am.
ACADEMIC-INSTRUCTIONAL PORTFOLIO: Will be checked on
a bi-monthly basis, and at the end of the semester will revert to one (1) major
exam grade. The student is responsible
for maintaining a well organized notebook (see guidelines below), which should
contain all materials covered in class.
This will include all handouts distributed as well as notes taken in
class and the re-writes from homework of the daily notes
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Tentative Schedule
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Introduction/Overview
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Devoted to introducing students to course;
distributing syllabus, discussing course syllabus, course objectives and
expectations, classroom polices, rules, and regulations; and distributing
textbook(s), and diagnostic assessments.
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ESSAY
TOPICS
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Unit 1 – Pre-Course (Summer) Reading/Assognments
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Devoted
to discussing and reviewing material covered through individual
analysis. While not a separate unit of
instruction, the summer reading assignment is necessary to form a basis for
common knowledge throughout the course.
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Unit 2 – THE ANGLO SAXONS –
THE EMERGENT
PERIOD (450-1066)
Examples—
Literary Works: Beowulf, Sir
Gawain and the Green Knight
Writers: Anonymous
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Devoted to literature from Medieval era that
developed from oral tradition. Many of
the works were translated and written with strong biblical and religious
themes from Old English vernacular.
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Tone, Irony -- Oedipus Rex
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Unit 3 – THE MIDDLE AGES (1066-1485)
Examples—
Literary Works: The Canterbury
Tales, Don Quixote, Le Morte de
‘Arthur
Writers: Chaucer, Malory, More
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Devoted from the Medieval era similar to that of
the Anglo Saxons, this time dealt with literature that began to move away
from the biblical and religious writings to a more secular form. Here the ideals of courtly love began to
surface with emphasis on chivalry and knightly behavior, with strong
religious overtones
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Setting or Theme —
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Unit 4 – THE RENAISSANCE (1485-1660)
[The 16th Century 1485-1603]
- [The 17th Century 1603-1660]
Examples—
Literary Works: King James Bible. Hamlet/The Taming of the
Shrew,
Writers: Raleigh, Spencer,
Sidney, Marlowe, Shakespeare, Donne, Jonson, Lovelace, Milton, Marvell, Bacon
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Devoted to literature which was more secular in
nature, it deals with humans as a very worthy subject-- humanism. During this time medieval traditions was
blended with Renaissance optimism.
Also, literature became sophisticated, somber, and conscious of social
abuse and rivalry.
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Responding to a Critical Analysis — William Shakespeare’s Hamlet/Taming
of the Shrew
Compare/Contrast – Selected Poems by John Donne
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Unit 5 – THE RESTORATION &
THE EIGHTEENTH
CENTURY (1660-1798)
Examples—
Literary Works: Pride and Prejudice
Writers: Austen,
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Devoted to literature for its use of philosophy,
reason, skepticism, wit, and refinement and the introduction of English
literary criticism. Writings were produced at a time marked by the
restoration of the monarchy and the triumph of reason and tolerance over
religious and political passion producing the distinctive comedy of
manners. It includes predominant
characteristics of refinement, clarity, elegance, and balance of judgments. Emphasis
is placed on instinct and feelings, rather than judgment and restraint.
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Responding to a Critical
Analysis — Austen’ Pride and Prejudice
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Unit 6 – THE ROMANTC PERIOD (1785-1832)
Examples—
Literary Works: “The Lamb/The
Tyger”
Writers: Blake, Burns, Wordsworth, Coleridge, Byron, Percy Bysshe
Shelley, Keats, Mary Wollstonecraft Shelly
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Devoted to literature characterized by its
personal nature, its strong use of feelings, its abundant use of symbolism,
and its exploration of nature and the supernatural.
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Imagery — William Blake’s “The
Lamb” & “The Tyger”
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Unit 7 – THE VICTORIAN AGE (1830-1901)
Examples—
Literary Works: Wuthering,
Heights, Jane Eyre, The Importance of Being Earnest
Writers: Carlyle, Elizabeth Barrett Browning,
Tennyson. Housman, Robert Browning, Emily Bronte, George Eliot, Arnold,
Carroll, Dickens, Kipling, Hardy, Wilde
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Devoted to literature of contemporary issues,
such as social, economic, religious, an intellectual issues, and problems
surrounding the Industrial Revolution, growing class tension, the early
feminist movement, pressures toward political and social reform, and the
impact of Charles Darwin’s theory of evolution on philosophy and
religion.
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Character — A Doll’s House
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Unit 8 – THE TWENTIETH CENTURY
Examples—
Literary Works: “The Love Song of J. Alfred Prufrock,” Heart of Darkness; Grapes of Wrath
Writers: Hardy*, Shaw, Conrad,
Housman*, Yeats, Woolf, Joyce, Lawrence, T.S. Eliot,, Auden, Heaney, Orwell,
Atwood
*Can also be found within the Victorian Period
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Devoted to literature that was written to reflect
and comment on such social conditions as to how the
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Tone, Attitude — Anton Chekov’s The Boor/The Bear (Selection
is subject to change)
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Unit 9—AP Test Preparation
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Devoted
to training the students to be better test takers, and ultimately to prepare
students specifically for the AP Literature and Composition exam in May. Assignments will familiarize students with
the test format, introduce strategies for the student to implement in taking
the test, and ensure that students have seen most all AP English Literature
and Composition tests given over the past years.
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AP Practice 1 - Part 1 (Poetry)
AP Practice 2 - Part 2 (Prose/Nonfiction)
AP Practice 3 - Part 3 (Novel/Plays)
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Unit 10—Research/Creative Writing
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Devoted
to creative
writing, informal research assignments, analytical reports, original poetry,
prose, lyrical art, or music with an emphasis on a poetry project. The project will detail researching a
single poet whose work the student finds challenging and enjoyable. Students will find five (5) poems by
him\her of moderate length. Also, present evidence that both primary and some
secondary materials on the poet and his/her works have been used. Moreover,
each student must independently utilize his/her school library, the public
library, and a college library, the internet, and any other available
electronic medium, such as CD ROMs, etc. |
Analysis of prose passage—Diction, Tone, Imagery— (Topic TBA )
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Assessments:
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Each of the units
unless stated otherwise will be at a pacing of approximately three (3) weeks of
instruction, investigation, and interaction and will not be taught in any
particular order, but simultaneously. It
is possible that students will be working on numerous units at a time;
therefore, the unit distinction may be more topical than chronological,
providing a greater understanding of knowledge.
Works Cited
”Goodvin, Renee.
“Literary Periods of British and American Literature.” The Literary Explorer. Online Posting. 1995-2005. 20 November 2006 < http://literaryexplorer.blondelibrarian.net/index.html>
“English Literature.” Wikipedia. 2006.
20 November 2006 <http://en.wikipedia.org/wiki/English_literature>
Elements of Literature: Literature of Britain Austin
Abrams, M.H., ed.
The Norton Anthology of English Literature Vol. 1. New York
Abrams, M.H., ed.
The Norton Anthology of English Literature Vol. 2. New York
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