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com

AP English Literature & Composition

Course Syllabus
Course Overview:
Advanced Placement Literature and Composition is a college level English course that, in addition to
satisfying the 12th grade English requirement, also fosters the ability to read and analyze literary texts
closely and insightfully. Our focus is on close, critical reading of English prose and poetry from the
sixteenth century to the present as well as classical works from the Greek and Roman canon. Students
will also be exposed to literary criticism and theory. Critical discussion and writing about these works
will center on the techniques that writers use to develop theme, style, and tone. The overarching goal
of A.P. English is to help the student develop mature habits of critical thinking as an independent reader
of and writer about literature. This class is both demanding and intellectually stimulating. On the
average students will be required to write a composition every two weeks. Students are expected to
learn terminology specific to college level literary analysis and will also receive grammar instruction as
the need dictates. Classroom discussion and active participation are vital for obtaining critical skills necessary for college level
analysis.

The AP Exam:
In addition to preparing students for college level literary analysis, this course is also designed to prepare students for the A.P.
Literature exam administered in May. The skill set required to succeed on this exam will be a major focus of this course. These
skills include but are not limited to: responding to complex literary works that require high-level critical thinking skills; analyzing
classical as well as modern English poetry; addressing essay prompts with accuracy and precision; compose single drafts of writing
tasks under timed conditions. A score of 4 or 5 on this exam is considered equivalent to a 3.3 to 4.0 for comparable courses at the
college or university level. A student who earns a score of 3 or above on the exam will be granted college credit at most colleges
and universities throughout the United States.

Course Goals:
Using Bloom’s Taxonomy, students will move from thinking at a concrete level to the abstract concept of the universality of theme.
They will explore the ways that literature is a mirror for understanding the individual’s role in society and how it reflects the
human condition. Students will also understand that writing is form of communication across the ages.

Through Socratic Seminar, shared inquiry and discussion groups, essential questions will be examined. These essential questions
include:

• How does literature help us understand ourselves and others?

• How has writing become a communication tool across the ages?
• How does literature reflect the human condition?
• How does literature express universal themes?

In accordance with students’ individual capacities, students will grow in the ability to:
• Respond to complex literary works that require high-level critical thinking skills.
• Evaluate, revise and edit papers always checking for unity, coherence, balance, emphasis, logical order and transition,
appropriateness of diction, economy and directness of expression and conventions of standard written English.
• Develop supporting skills to check pronoun reference, parallelism and other syntactical features.
• Analyze how diction determines the tone of a fictional piece.
• Analyze how imagery develops characters and themes in literature.
• Analyze arguments and conclusions in literary works.
• Compose single drafts of writing tasks under timed conditions.

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Assessment and Evaluation:

In-class writing consists of two types; free-response questions taken from past AP exams (which are given under timed
conditions) and tests on class texts. Free-response questions are graded holistically, using specific rubrics. Peer
evaluation is used consistently throughout the course in order to encourage cooperative learning as well as exposing
the students to the AP grading system.

Students gain familiarity with the AP test format through recurrent encounters with essay and multiple-choice sections
of past AP Exams. Students are expected to write several papers prepared outside of class.
• Tests on the literature consist of several passage-identification questions, short-answer questions, and essay
prompts. There will be a test at the end of each unit. You will need to make arrangements to take it early in
the event of a planned absence.
• There will also be a vocabulary test every Friday. You will need to make arrangements to take it early in the
event of a planned absence. Late vocabulary tests will not be administered.

Students' overall grades for the course will be based on the following items:
A standard point system will be used to determine
• Tests/ quizzes / out-of-class projects / essays
assignment grades (grades will NOT be curved):
• Class work (including oral performance / A= 90-100%
presentations / in-class projects)
B= 80-89%
• Homework C= 70-79%
• Participation (contributing to class discussion) D= 60-69%
F= 59% & BELOW

Late Work:

I DO NOT accept late work. Turn it in on time, or you will earn a zero for the assignment. Those on a team are
expected to turn work in on the day that it is due – being on a team is not an excuse to turn in assignments late.

Classroom Expectations
• All school rules are in effect in the classroom. No exceptions.

Students are expected to:

• Pay attention to the teacher/speaker/presenter.
• Use common courtesy at all times (i.e., treating others with respect, no interruptions, etc.).
• Maintain a positive attitude and a solid work ethic.
• Turn all assignments in on time. Late work will not be accepted.
• Cause no distractions to the learning environment.
• Refrain from using foul language.
• Have ALL ELECTRONIC DEVICES turned off – cell phones, iPods, etc.
• Come in QUIETLY, sit and begin warm up activity.
• Come to class on time. (excessive tardiness will result in excessive detention, and will adversely affect your
grade)

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Ms. K. Mitchell – [email protected] Class website: http://msmitchellsAPlit12.weebly.com

Plagiarism Policy:
I take plagiarism & cheating very seriously. Using someone else’s words as your own is immoral, unethical, and
does nothing to further your education. With the availability of search engines like Google that search in-text for
documents, it is easy to catch someone if they have bought or copied information from the Internet.

My definition of plagiarism is:

• Buying or borrowing a paper from someone and turning it in as your own work.
• Extracting the exact words from a document without placing the text in quotation marks and citing the
author.
• Using someone else’s published ideas without giving them proper cited credit.
• Having a parent, friend, etc. write part or all of your paper for you.
If you are caught violating my rules on plagiarism, you will receive an automatic zero (0) on the assignment and
be referred to the proper authorities. Make sure your work is your own!

“What Makes Plagiarism a Serious Offense?

Plagiarists are seen not only as dishonest but also as incompetent, incapable of doing research and
expressing original thoughts. When professional writers are exposed as plagiarists, they are likely to lose
their jobs and are certain to suffer public embarrassment, diminished prestige, and loss of future credibility.
The same is true of other professionals who write in connection with their jobs, even when they are not
writing for publication. The charge of plagiarism is serious because it calls into question everything about the
writer’s work: if this piece of writing is misrepresented as being original, how can a reader trust any work by
the writer? One instance of plagiarism can cast a shadow across an entire career.

Schools consider plagiarism a grave matter for the same reason. If a student fails to give credit for the work
of others in one project, how can a teacher trust any of the student’s work? Plagiarism undermines the
relationship between teachers and students, turning teachers into detectives instead of mentors, fostering
suspicion instead of trust, and making it difficult for learning to take place. Students who plagiarize deprive
themselves of the knowledge they would have gained if they had done their own writing. Plagiarism also can
undermine public trust in educational institutions, if students are routinely allowed to pass courses and
receive diplomas without doing the required work.”

---"The MLA Style Center." Plagiarism and Academic Dishonesty –. Web. 17 Aug. 2016

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Reading and Writing Schedule

Pre-Course Assignment
Students are required to complete a summer reading or research assignment, which may include research of
important concepts necessary in the understanding and analysis of literature; or reading one classic work (ex. Test of
the d’Urbervilles by Thomas Hardy) or one contemporary work (ex. Their Eyes Were Watching God by Zora Neale
Hurston), or both. A written assignment is also required, consisting of one or two essays entailing analysis of the
summer works. The first few days of the course will be dedicated to testing and discussion of the summer research or
reading.

Unit 1: The Novel: Pre-twentieth Century

Texts: Frankenstein by Mary Shelley; Heart of Darkness by Joseph Conrad; The Picture of Dorian Gray by Oscar Wilde

Students will explore the literary techniques of frame narrative, inference and symbolism. Through close textual
reading and analysis of one or more of these texts, students will examine the nature of human evil and explore ethical
conflict.

Unit Expectations

a) Active reading / reader-response logs incorporated into understanding the conventions of the pre-20th
century novel
b) Formal analysis/literary paper comparing and contrasting the notions of the concept of evil and man’s
inhumanity to man. The essay will be expository and analytical in nature. Students will revise and work in
peer editing groups. Paper will emphasize the ways in which the author’s technique mirrors the themes.
c) Timed write on the nature of human evil, including scoring guide.
d) Discussion: ethics and morality. We will also discuss Chinua Achebe’s condemnation of the text as an
precursor to the “cultures in conflict” unit
e) Socratic seminar.
f) Shared inquiry.

Unit 2: The Novel – Cultures in Conflict

Texts: Things Fall Apart by Chinua Achebe; Invisible Man by Ralph Ellison; Beloved by Toni Morrison.

Students are urged to question the role of power in society. As they examine cultural conflict, students will come to a
deeper understanding of identity and its place in society.

Unit Expectations

a) Active reading / reader-response logs incorporated into understanding themes of culture and identity
b) Formal analysis/literary paper examining cultural conflict. The essay will be expository and analytical in
nature. Students will revise and work in peer editing groups. Paper will emphasize the ways in which the
author’s technique mirrors the themes.
c) Timed write on the theme of cultural conflict, including scoring guide.
d) Discussion: cultural conflict
e) Socratic seminar.
f) Shared inquiry.

Ms. K. Mitchell University High School Charter AP Literature and Composition 4

Ms. K. Mitchell – [email protected] Class website: http://msmitchellsAPlit12.weebly.com

Unit 3: The Novel – Modernity and Alienation

Texts: The Stranger by Albert Camus; Metamorphosis by Franz Kafka; Sound and Fury by William Faulkner.

Students will explore how industry, technology, war and bureaucracy have affected modern humanity. They will
examine the ways in which these forces have impacted humanity in the twentieth century, exploring the themes of
alienation, individualism, and the search for meaning.

Unit Expectations

a) Active reading / reader-response logs incorporated into understanding themes of modernity and
alienation
b) Formal analysis/literary paper examining man’s place in the modern world. The essay will be expository
and analytical in nature. Students will revise and work in peer editing groups. Paper will emphasize the
ways in which the author’s technique mirrors the themes.
c) Timed write on the theme of alienation, including scoring guide.
d) Discussion: the modern world
e) Socratic seminar.
f) Shared inquiry.

Unit 4: Drama: Classical and Shakespearean Tragedy

Texts: The Oedipus Trilogy by Sophocles, translated by Fitts and Fitzgerald; Hamlet by William Shakespeare, Folger
edition

Through a close study of the Oedipus Trilogy, students are introduced to Aristotelian dramatic theory. Concepts such
as fate, tragic flaw, hubris, and catharsis are covered, ultimately leading to an understanding of the universality of the
human condition. A close reading of Hamlet further demonstrates this universality, exposing students to the
timelessness of themes such as suffering and redemption. In this unit, students are exposed to literary critical theory,
learning to examine texts through certain specific literary theories, such as feminist, Marxist, and psychoanalytical
theory. Students also learn terms specific to drama and tragedy. They are assessed on reading comprehension
throughout the readings. Students are required to do close textual analysis through a variety of assignments. This unit
involves several writing assignments, including at least two in-class timed essays as well as an out-of-class essay
requiring students to create and develop a focused thesis.

Unit Expectations

a) Active reading / reader-response logs incorporated into understanding drama, including dramatic irony,
theater beginnings, the origin and function of the chorus, imagery of sight and blindness, myth.
b) Formal analysis/literary paper comparing and contrasting the tragic fate of both protagonists. The essay
will be expository and analytical in nature. Students will write, edit and rewrite. Paper will emphasize
imagery and dramatic irony and will work with incorporating quotes, word choice, syntax and
understanding of the dialogue and details presented as support to writing. Direct composition instruction:
active verbs, clear viable thesis statement and conventions as necessary.
c) Timed write on tragedy, including scoring guide.
d) Discussion: character is fate; free will.
e) Socratic seminar.
f) Shared inquiry.

Ms. K. Mitchell University High School Charter AP Literature and Composition 5

Ms. K. Mitchell – [email protected] Class website: http://msmitchellsAPlit12.weebly.com

Unit 5: Poetry

Texts: Perrine’s Sound and Sense edited by Arp & Johnson; The Norton Anthology of Modern Poetry.

I. What is Poetry?

This unit will introduce students to explication and analysis of poetry spanning from Classical English poetry through
Post-Modern poetry. Students will learn to read a poem closely and carefully, paying attention to the poet’s use of
diction and syntax. They will learn how poets construct meaning through the economic use of language.

II. Figurative Language and Imagery

This unit will teach students the nature of figurative language and how vital it is to poetry. Symbolism, allegory,
metaphor, irony, and many other poetic concepts will be covered. Students will learn how poets use these techniques
in order to convey ideas and/or create emotional impact. They will learn how poetry uses concrete images to convey
abstract ideas.

III. Sound, Sense and Form

This complex unit will cover the variety of musical and sound devices that poets use in conveying ideas, concepts and
emotions. Special attention will be paid to the ways in which poets use rhythm and meter for aesthetic effects as well
as for enhancing meaning. The relationship between the poet’s use of sound devices and the poet’s creation of
meaning and idea will be emphasized. Students will learn about the variety of poetic forms, from the sonnet to the
limerick.

Unit Expectations

a) Formal explications and analyses of specific poems.

b) Timed write on actual AP exam poetry prompts, including scoring guide.
c) A research paper on a number of poems by the same author or on a number of poems with some feature
other than authorship in common; formatted using MLA style
d) Oral presentation on a specific poem
e) Socratic seminar.
f) Shared inquiry.

AP Exam Practice

Texts: Cliffs AP English Literature and Composition Prep Guide; Previous AP exams.

Throughout the school year, preparation for the AP exam will be embedded within each unit. Multiple choice and
essay questions are practiced. Several AP style essays will be done in class including peer and teacher review and
assessment. Review sessions will be held in the weeks prior to the exam.

Though the AP Exam has come and gone, class does not end. There will be other lessons that follow.

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Student Expectations

1. Students will come to class on time and be prepared to work (have all necessary materials). I define on time as in your
seat and ready to work BEFORE the tardy bell rings. BE HERE ON TIME. If you are late, you are to pick up and complete a
Demerit for Irresponsible Behavior (to be kept of file by the teacher). For every minute you are late, you will receive 30
minutes of detention.
2. Students with unexcused tardies may not receive full credit for the previous nights’ homework.
3. Coming to Attention: When the bell rings you are expected to end all conversations, immediately. I need to take roll, and
if I have to wait, you will owe me time, later.
4. When Class Begins: You must be in your seat, quiet, and beginning your daily journal or grammar assignment when the
bell rings. If you are not in your seat ready to start your work, you are tardy. Being tardy three times earns a U in
cooperation on your report card. These will also affect your class participation grade.
5. There should not be anything on your desk except the materials you are working with. No backpacks or purses on the
desks. I would also prefer if they are not in your lap. If the floor looks dirty, feel free to ask to sweep it.
6. Homework is an obligation for this class. Failure to complete your homework will result in a lower grade.
7. Take care of your beauty and bathroom needs BEFORE you get here. YOU HAVE PLENTY OF TIME BETWEEN CLASSES AND
DURING NUTRITION OR LUNCH. There will be NO HALL PASSES ISSUED….DON’T ASK. *In the event of an extreme
emergency, you will be allowed out of class. However, for every minute that you are gone, you will owe double at the
end
8. Turn ALL electronic devices OFF and keep them put away. Any cell phone that rings or radio that comes on during class
time will be confiscated and turned in to the Dean’s Office. THEY ARE NOT ALLOWED UNLESS INSTRUCTED BY TEACHER.
9. There is no eating allowed in class. You may, however, have gum and drink water (no sweet drinks, please)
10. Raise your hand to speak or if you need help. DO NOT YELL across the room.
11. Moving around the classroom: You may only leave your seat with permission from me. NEVER just get up to do anything
unless I have given you permission. Do not raise your hand to ask about throwing trash away. Hold it at your desk until
the end of class. If you sit near a trashcan, do not throw papers in there from your seat. Do not crumple up papers when
you make mistakes. It is loud and disrupts the class; just set that piece aside and throw it away as you leave the room.
12. Respect: In this classroom, every student has the right to express his or her opinions, thoughts, and ideas. This should
be done in a thoughtful and genuine manner. Although disagreements will certainly arise, it is never acceptable to attack
another person for his/her opinions.
13. Do not use foul, obscene, or offensive language in this classroom. Find another way to make your point. The use of such
language can hurt you severely in the future, so learn how to control your mouth now. Additionally, when you use those
words, you show a severe lack of respect for whomever you are talking to. Swearing may be a habit of yours, but learn
how to control it now. For every word your say that is a swear word, you will owe me outside-of-class time, during your
lunch or after school. A no-show will also affect your participation grade. A research essay will be assigned to the whole
class if profanity is used. There is a time and a place for everything. School is not the place for the actions listed above.
14. Everything on my desk is my personal property. If you need something that is on my desk (the stapler, hole-punch, or
tissue) please ask, do not just take things.
15. Respect yourself and others. No swearing, teasing, name-calling, pushing, kicking, or yelling. A research essay will be
assigned to the whole class if profanity is used. There is a time and a place for everything. School is not the place for the
actions listed above.
16. Copy your homework upon entering class and then begin the warm up (journal) activity, IMMEDIATELY. Failure to do so
will result in loss of positive participation points.
17. Do all homework and classwork on time. NO LATE WORK WILL BE ACCEPTED. There are deadlines in the real world and
you will practice meeting them, now. Three missed assignments will severely affect your grade, will result in detention
and will result in a U in work habits.
18. No make- up exams will be given. Be here on test days or make prior arrangements for excused absences.
19. Bring your own class supplies.
20. Honesty is the best policy: No matter what the circumstances, always be honest. Even if you have done something wrong,
it is best to admit it, because I will respect that, and often will forget any disciplinary measures because of your honesty.
However, I have the habit of calling those who tell lies liars. If you do not want to be called a liar, do not lie. Take
responsibility for your actions. If you do something and I ask you about it, own up to what you did. This will be good
practice for when you become an adult.
21. Everything else: Before you do something, please consider whether it might be rude to others, including the teacher. Do
not sleep during class, no personal grooming during class (I will confiscate these items), and please do not conduct
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another conversation (verbal, visual, technological, or written) while I am speaking. Especially do not do these things
when your classmates are speaking to the class. They are all very rude. Do not write or pass notes in this class. If you
need to tell someone something, do it during the appropriate times, not during class. Do not spend your time drawing.
22. Turn ALL electronic devices OFF and keep them put away. No electronics may be used in this room unless specifically
assigned to do so by me. These items will also be confiscated and turned in to the Dean's Office. THEY ARE NOT
ALLOWED TO BE ON DURING CLASS TIME AT SCHOOL.
23. Dismissal: You may begin to pack up to leave when I tell you to. If you pack up early, I might make you get everything
back out.
24. The bell does not dismiss you, I do. You should leave your area as neat as it was when you arrived. Look around before
the bell rings to make sure your area is clean so I will not hold you after the bell to clean.

Thank you for reading and abiding by the rules and procedures of this classroom. These rules will not change, so if
you decide to follow them now, we will all have a better year.

Materials Needed
6 report covers with three-hole metal clasps (or ½ inch binders – NO LARGER) for unit reading logs (DISTANCE LEARNING
REQUIREMENTS WILL NEED ADJUSTMENTS – SCHOOLOGY PORTFOLIOS MAY BE USED INSTEAD OF REPORT COVERS.), 3 ring
binder to hold extra paper(NO SPIRAL NOTEBOOKS PLEASE), paper (lined and white computer paper), colored pencils or crayons,
black or blue pens, red pen (for grading only), #2 pencils, flash drive or Dropbox or some other cloud storage.

After you have read and discussed this with your

parent(s)/guardians(s), please click on the following link to a
Google Form to submit confirmation and communications
regarding the syllabus: Syllabus Signature

If there are any of the movies on the next page that you’d
prefer your student not view, please note on the Google Form
at the above link.

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Ms. K. Mitchell University High School Charter AP Literature and Composition 9