Syllabus
May 23, 2009
AP English Literature and Composition
Syllabus for 2009-2010
Overview
The AP English Literature and Composition course prepares college-bound students for the rigors of college-level reading and writing. The course provides an intensive study of representative works from both American and British literature from Shakespeare to modern day. The course teaches students to interpret pieces of literature through careful observation of textual details, including theme, style and structure. Students analyze the historical and social values reflected in various literary works as well as the author’s use of literary devices and figurative language, with special emphasis placed on symbolism, imagery and tone.
The course allows for frequent opportunities for students to write and revise timed, in-class compositions, as well as formal, extended analyses. The course demands that students write compositions using the following rhetorical methods:
- Narrative writing / Writing to understand
- Informal and exploratory - used to concentrate on the thinking involved during the writing process
- Types: reading journals, free writing, responses, reactions, annotations
- Expository / Writing to explain
- Expository and analytical compositions
- Using textual details to create extended interpretations of meaning in literary works
- Persuasive / Writing to evaluate
- Argumentative, analytical and synthesis compositions
- Using textual details to make inferences and draw conclusions about a work’s social and cultural values, as well as a work’s artistic quality
Writing Instruction Emphasis
- Direct writing instruction
- Conferencing with feedback both before and after students revise
- Developing and effectively using an extensive vocabulary
- Balancing specific and general details for illustrative purposes
- Logical organization – emphasizing techniques used for increasing coherence, such as emphasis, transitions and repetition
- Varied sentence structure – balancing use of subordination and coordination
- Effective use of rhetoric –appropriate voice, proper tone, correct emphasis via word choice and sentence structure
Course Structure
Classroom Focus
- Varied readings
1. Full span of American literature
2. British literature from Shakespeare to present day
3. World literature
4. Novels, poetry, short stories, expository essays and articles, and speeches
- Comprehensive, detailed discussions of reading
- Writing process – writing, conferencing, revising
- Timed writings resembling AP Exam
- Multiple choice exams modeled after AP Exam
- Weekly vocabulary
- Grammar – as problems appear
- AP Notebook
- Reading Journal
- Weekly AP modeled exams
Outside Individual Student Focus
- Strong emphasis placed on reading literary works
- Reading journal
- Annotating works as preparation for in-depth class discussions
- Composition writing
- Vocabulary handouts
- Weekly Poetry Analyses
- Independent book reviews
Expectations for Students:
1. Purchase copies of novels to annotate while reading
2. Demonstrate a commitment to excellence and hard work by meeting all deadlines
3. Take the AP exam at the end of the course
Goals of Course:
- Prepare students to score a 3 or higher on AP Exam
- Teach students critical analysis skills with significant emphasis on literary devices
- Broaden students’ exposure to a wide range of literary pieces
E-mail requirement: All AP students must have a school e-mail account.
AP Notebook:
Your AP Notebook will play an important role in your success in AP English and will enhance your learning experience. Your notebook will be due at the end of each quarter and should contain the following tabs:
- Reading Journal
- Summer Reading
- Novels
- Short Stories
- Poetry
- Compositions
- Writing Handouts
- Literary Terminology Handouts
- Practice Exams
- Poetry Analyses
As handouts are provided throughout the course, their placement in your notebook will be determined at that time to ensure continued maintenance of a well-organized notebook.
WEEKLY POETRY ANALYSIS:
Because a major focus of the AP exam deals with poetry, students will be provided two to three poems each week to which they will respond. More specific information regarding the weekly responses will be provided at a later date; however, the response, in general, will focus on annotating the poem and writing a discussion of various literary elements and analyzing how these elements contribute to the meaning of the poem.
