AP Literature and Composition

Transcription

1 AP Literature and Composition Ms. Wlock Appoquinimink High School Room D222 TEXTS **NB: these titles exist as possibilities and may change depending on the class need and teacher s discretion. Updates will be communicated via , websites and syllabus updates. The Bedford Introduction to Literature, ed. Michael Meyer (8 th edition, ISBN-13: ) How to Read Literature Like a Professor, Thomas C. Foster (ISBN: ) Various readings, poetry, novels, and plays will be assigned throughout the year, including but not limited to: o 1984 (ISBN: ) o A Modest Proposal (we may use the 12 th grade textbook for these; ISBN: o Beowulf (same as above) o Macbeth (same as above) o Oedipus Rex (Bedford textbook ISBN-13: ) o Dracula (ISBN: ) o Power of Myth ISBN: o Frankenstein ISBN-13: Various paired/group lit circle novels Summer Reading Selection: Various films and video clips and other visual components COURSE DESCRIPTION: An AP English Literature and Composition course engages students in the careful reading and critical analysis of literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Emphasis placed on analysis of literature and literary composition. This is a rigorous course and students are expected to take the AP exam. METHODS OF INSTRUCTION: The class will focus on class discussion, some lecture, group and individual presentations, style and literary analysis of various works and writing/vocabulary/analytical skills. You should take notes each day, for tests and quizzes will cover notes and reading assignments. Also, thoughtful and detailed notes 1

2 provide valuable ideas and support for essays. Do not merely take notes on what I say; take notes on what your peers say as well. Along with notes from your readings, provocative questions should also be written and brought to every class. Student leadership roles and participation in class discussions are vital to the quality of learning for which we are all responsible. A TYPICAL WEEK IN AP ENGLISH: A typical week in AP English includes a reading assignment each night (and weekends), and one writing assignment. Some writing assignments are shorter, including notes, outlines and reader response; other assignments may be longer, particularly the formal essays. Occasionally there will be timed in-class writing, typically on the subject of the readings that we are currently studying in class or a sample AP exam prompt. In addition, students are expected to learn and incorporate new vocabulary assigned with during each unit of study. The intensive focus on analysis of literature will require that students bring pithy questions to every class. You may rewrite TWO papers, one PER SEMESTER. The revision grade will be added to the original grade. Conferencing with me before you edit a paper is REQUIRED. COURSE MATERIALS: Students are expected to bring their English materials each day to class. Students are responsible for replacing damaged or lost books/materials. All students are provided with access to textbooks and literature circle novels. All novels and textbooks are to be checked out from and returned to the library, not to me. STRUCTURE OF COURSE: Each unit of study is based on a literary concept. Each unit of study may include a major unit assessment (exam), possible reading/vocabulary quizzes, and some informal writing pieces in class. Some units may include a group project or a creative (non-essay) project that is designed to reflect your understanding of a text, theme, or concept. The formal essays assigned are analytical essays in which students are expected to draw upon specific, relevant textual details to support their thesis. Each unit also includes a timed-writing that directly connects to the major works of literature studied. Throughout the year, students will also write two major, longer analytical essays. Timed writings and multiple choice practices throughout the units will be frequent in order to prepare for the AP exam in May. UNITS OF STUDY: NB: This timeline is an estimation and an overview. It is subject to change at the teacher s discretion. 2

3 Pre Unit: Summer Reading Discussion and Essay Exam Students will review and discuss their summer reading book Students will work on excerpt analysis, specifically, of key passages from the text and practice thesis statement formulation. Texts include: 1984 by George Orwell Language as the Ultimate Weapon in Nineteen Eighty-Four "Politics and the English Language," 1946 by George Orwell Assessments will include a timed essay exam (excerpt analysis) and summer work. For the timed essay, students will first go through a graphic organizer of explicit prewriting steps to focus on the logical organization of their ideas. As a class and in groups/pairs, students will be given scaffolded instruction on the creation of various types of outlines that would still answer their essay prompt logically. Once that and the essay has been completed, students will conference with teacher with a focus on rhetoric and transition to achieve a cohesive expression of their analysis. Unit 1: Introduction to Critical Perspectives Students will learn the requirements of the course, as well as approaches to critical reading and theories. Students will be exposed to new strategies for discussing and interpreting literature from chapter 51 of the Bedford. Also, students will preview former AP exams and various short stories and poems in order to apply those strategies. Chapters in the Bedford will be frequently cited in order to study the ways to read and write at an AP level. The first writing assignment may be on summer reading (1984). Possible texts include: ch of The Bedford Introduction to Literature a selection from William s Wordsworth s The Prelude (from a former AP Examination), Poetry from Bedford as well as outside sources will frequently supplement the unit ch. 23 & 28 from The Bedford Introduction to Literature regarding irony, tone, etc. a selection of short stories from Bedford and supplemental outside resources Birthday Party by Katherine Brush Story of an Hour by Kate Chopin Excerpt from Main Street by Sinclair Lewis Eveline by James Joyce (ch. 14 Bedford) The Use of Force by William Carlos Williams Goblin Market by Christina Rossetti 3

4 Assessments may include a timed writing on Wordsworth s poetry; an in-class essay on the application of a literary theory on a text studied in class; a formal essay on the application of a literary theory on a text of the students choosing; unit exam Literary theories: Formalist, Feminist, Marxist, Biographical, Historical/Cultural, Psychoanalytic, Mythological Unit 2: Foundations of Literature This unit seeks to interrogate the connection between mythology and literature; namely, how can a knowledge of mythology help us understand literature and show driving thematic connections and universal characterizations? This unit will familiarize students with myths to which literature frequently alludes and will ask them to question how myths open up culture, literature, psychology, symbolism, archetypal elements, and larger philosophical questions. Students additionally will be exposed to essential texts that are part of the classical literature canon. Possible texts include: Excerpts from Beowulf Excerpts from The Power of Myth by Joseph Campbell Excerpts from Mythology (e.g. Hercules, Oedipus, Odysseus, Narcissus, etc) by Edith Hamilton (ISBN: ) Excerpts from the Bible Excerpts from The Republic by Plato Oedipus Rex and Sigmund Freud Film clips from Star Wars, Indiana Jones, Harry Potter, Wizard of Oz, Lord of the Rings Literary critique articles Assessments may include at least one journal entry; unit exam; informal responses and writings to film clips; review essay assessing the effectiveness of a film adaptation Literary theories: Mythological and Psychoanalytic Unit 3: The Hero versus Anti-Hero This unit will look at the evolution of the Hero and Anti-Hero in literature, beginning of English literature with the Anglo-Saxon tradition and Beowulf. With Beowulf students examine the traits of the epic, particularly those most directly evident in English epics, and consider the Hero as a representative of different literary periods. From this early text, students will examine the evolution of the Hero through medieval romance narratives, the Renaissance and Tragic Hero, into the Byronic Hero. The Byronic Hero will continue to shift the idea of the hero and be the bridge between the Renaissance Hero and the Anti-Hero; we will also build students understanding of archetype. The final evolution for this unit will be the development of the Hero into the Anti-Hero. In this part of the unit students will continue to discuss how the protagonist has started to 4

5 develop some of the antagonistic traits and how he has broken the mold of the ideal hero Possible texts include: Beowulf, Anonymous Sir Gawain and the Green Knight, Anonymous Macbeth, William Shakespeare Excerpts from the Harry Potter series, J.K Rowling Nineteen Eighty-Four, George Orwell Rime of the Ancient Mariner, Samuel Tyler Coleridge This unit of study will be assessed primarily through tests and quizzes on these works and the literary traits of each genre, as well as an analytical essay on the evolution of the hero. All topics are related to the focal points of our class discussions, but students will begin forming their own opinions and therefore will choose which analytical approach to take. Students will submit a rough draft and an edited, revised draft for each essay and consult with the teacher after each revision in order to produce a quality essay. Assessments during this unit will also include tests on the individual readings. To address Shakespeare s theatricality, students may act out a scene from Macbeth as a group, as well as compose a review essay comparing Macbeth to a staged/movie version assessing the adaptation s effectiveness. Specifically for the essays addressing Shakespeare, there will be a focus on the author s artistry and word play as it relates to the overall generation of themes and how that adds value to the quality of his writings. Unit 4: Satire This study of satire examines the development of the satire in English literature, and analysis of four major satires that represent different literary periods. The first reading is a selection of excerpts from Geoffrey Chaucer s The Canterbury Tales (e.g. the General Prologue, the Wife of Bath s Tale, the Knight s Tale, and the Pardoner s Tale); the focus is on the General Prologue, but includes the three tales and discussions of Chaucer s view of medieval English society. The second reading is Jonathan Swift s Gulliver s Travels, and focuses on Swift s views and criticisms of English society and government during the Restoration. Students will also study A Modest Proposal and consider the various forms of satire that Swift employs, and the effects of each of them. The third major work studied is Oscar Wilde s play The Importance of Being Earnest, which examines the frivolity of Victorian society. Within each of these works, students will compare the satirical elements and approaches by each author and consider the effectiveness of those traits. In addition, students will study the appropriate literary elements for each work, such as elements of poetry during Chaucer, elements of drama during Wilde, and the novel with regards to Swift and Orwell. During this unit, students may explore literary criticism of these 5

6 works, considering the views of the critics with regards to students own ideas regarding the works. Possible texts include: The Canterbury Tales: The Pardoner s Tale, Geoffrey Chaucer A Modest Proposal, Jonathan Swift Excerpts from Gulliver s Travels, Jonathan Swift The Importance of Being Earnest, Oscar Wilde Sonnets from William Blake and William Wordsworth Excerpts of 1984, George Orwell Bedford (ch. 16, 39, & 49) clips from TV shows like The Colbert Report and The Daily Show articles from The Onion the films Hot Fuzz, Monty Python and the Holy Grail, Shrek, Spaceballs, Robin Hood: Men in Tights Assessments for this unit of study include test and quizzes on the readings, as well as two different literary analysis essays, and one opinion essay that focuses on the literary criticisms studied during this unit. The first analytical essay assigned is on the subject of the techniques of satire employed by Swift and the effectiveness of those techniques. This first essay will include a rough draft and an edited, revised final draft. For the second writing, students will complete a creative writing assignment and develop their own satire; through this creative piece students will be asked to demonstrate the skills from their previous essay on controlling tone and having an appropriate voice by blending opinion with facts. Due to the nature of the genre, the satire created will also demand that the students have instruction in and pay particular attention to sentence structure and rhetorical devices. In-class practice on varying sentence structure (examples will likely come from previous essays as a way to edit and revise previous work) and reviews of rhetoric and rhetorical devices are to be expected. Students will first conference with the teacher on their idea (whether they choose a fiction or nonfiction writing) and then develop both a rough and final draft (after conferring with the teacher and a peer). Unit 5: Transgression What does it mean to cross boundaries, and why is it so significant when that happens? How do people transgress and that are the larger repercussions for doing so? In this unit, students will examine how the politics of space, gender, culture, etc are constructed and deconstructed, and how this helps us understand the formation of Other. Possible texts include: Dracula by Bram Stoker Frankenstein by Mary Shelley 6

7 A Voice from the South by Anna Julia Cooper David Walker s Appeal by David Walker The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson A Vindication on the Rights of Woman by Mary Wollstonecraft The Subjection of Women by John Stuart Mill Rime of the Ancient Mariner by Samuel Tyler Coleridge Recitatif by Toni Morrison LGBTQ spoken word poetry films like Jurassic Park, The Island pgs of Bedford Literary critique articles Assessments may include in-class writing, as well as test and quizzes on the readings Literary Theory: Gay and Gender/Queer, Feminist, Psychoanalytic, Mythological Unit 6: Getting Our Poem On This unit of poetry concentrates on the literary elements and terminology applied to poetry, and will be an intensive study of poetry with regards to recognizing and understanding the elements of poetry and how they work in a single poem to create tone, mood, and theme. In the study of these poets, students will consider the features of pastoral poetry, the forms of the English sonnet, characteristics and traits of the English Romantic movement, and the amalgamation of earlier poetic traits into Victorian and Modern poetry. Students will be asked to identify the poetic and literary devices used in a specific poem, and create an interpretation of the poem based on those devices. Students will also consider the impact of poetic elements on the theme of a poem(s) and how the elements connect to the traits of the periods present in the selected poem(s). Possible texts include: Sonnets and Elizabethan: Shakespeare, Petrarch, Spenser, Marlowe, Jonson Metaphysical: Marvell, Donne Romantics: Wordsworth, Blake, Shelley, Keats, Coleridge, Rossetti, Byron Victorians: Elizabeth Barrett and Robert Browning, Tennyson, Arnold, Hopkins, Wilde Modern: Yeats, Eliot, Heaney, Pound, Johnson, Ni Dhomhnaill, Auden, Hughes, Hurston, Parker, Plath, Rios Ch of Bedford Literary critique articles Assessments may include reader-response writings to poetry; quizzes on the literary terms and their application to the poems studied; in-class analysis and creative production of poems. As a creative assignment, students may also identify and interpret one poem and create a visual interpretation based on their analysis of the poetic devices 7

8 and elements employed by the poet. The explanation and defense of their visual interpretation should include an examination of the poem s artistry and how the quality of diction and figurative language generates imagery. Literary Theory: practice with all AP Preparation This course is primarily a study of British literature and its cohesive thematic connections between historical and cultural time periods; however, students will also spend ample time preparing for the AP Literature and Composition exam in May. The preparation for the exam is layered: Students will complete in-class and at home assignments that will gauge their test taking abilities and support their weaknesses through practice. Students will practice AP approved samples of the exam, applying both past and present literature to the poetry and prose questions (questions will be both multiple-choice and extended response questions from past exams). Students will complete an array of assignments including quizzes, tests, readerresponse writings, analytical writings, creative writings, and more. Literature Circles Students will complete a couple of Literature Circles throughout the year. In order to prepare for the passage analysis and open response portions, students will study various short stories from past AP Literature & Composition exams, while they may select from the following prose pieces found on past AP exams. Wuthering Heights, Emily Bronte Catcher in the Rye, J.D. Salinger Pygmalion, George Bernard Shaw The Things They Carried, Tim Emma, Jane Austen O Brien Jane Eyre, Charlotte Bronte A Doll s House, Henry Ibsen A Portrait of the Artist as a Young Man, James Joyce Rosencrantz and Guildenstern are Dead, Tom Stoppard Dorian Gray, Oscar Wilde A Tale of Two Cities, Charles Dracula, Bram Stoker Dickens Brave New World, Aldous Huxley For Whom the Bell Tolls, Ernest Water for Elephants, Sara Gruen Hemingway Each group will read the story, develop discussion questions, and identify key literary devices employed by each author. Then each group will instruct the others on their book, completing another teaching project where they are expected to closely study a work and develop their own interpretation, provide analysis of literary elements, and consider literary criticism of the work. Last, to conclude literature circles, students may work in small groups to study a Shakespearean drama (Twelfth Night, Henry IV, or Hamlet) and present a lesson to the 8

9 class, teaching the text and presenting critical analysis of the text as a tragedy or comedy. PAIRED/GROUP LITERATURE PRESENTATION: Students in pairs or small groups (3-4) will agree upon and choose a novel or play supplied by AHS. Reading will be done primarily outside of class time. I will be more than happy to help students who need assistance choosing a suitable novel or play; a list of suggested readings is provided below and is based on texts found on past AP exams. Student pairs/groups will read the story, explore analytical critiques, and identify key literary devices employed by each author, and prepare a minute presentation in which you employ the Internet and other research tools to teach the class about an outof-class novel or play that your duo/team read. You may consider critical, social, historical, or biographical backgrounds, illustrations, contemporary responses, etc. that will enhance our understanding of a text. Then each group will instruct the others on their book, where they are expected to closely study a work and develop their own interpretation, provide analysis of literary elements, and consider literary criticism of the work. Your objective is to give the class a comprehensive run-down of the novel s plot, characters, literary devices, and themes. Your presentation is also to include your own interpretation of the novel/play and 2-3 literary articles offering other interpretations and critiques of your novel or play (this will mostly be a summary of the components of the article with a few examples of textual support and quotes; articles can be found via library databases). Students will choose dates that range from January to March. Suggested reading: Wuthering Heights, Emily Bronte Pygmalion, George Bernard Shaw Emma, Jane Austen Jane Eyre, Charlotte Bronte A Portrait of the Artist as a Young Man, James Joyce Portrait of Dorian Gray, Oscar Wilde The Importance of Being Ernest, Oscar Wilde Brave New World, Aldous Huxley Beloved, Toni Morrison Catcher in the Rye, J.D. Salinger The Things They Carried, Tim O Brien A Doll s House, Henrik Ibsen Hedda Gabler, Henrik Ibsen Rosencrantz and Guildenstern are Dead, Tom Stoppard A Tale of Two Cities, Charles Dickens For Whom the Bell Tolls, Ernest Hemingway Invisible Man, Ralph Ellison Atonement, Ian McEwan Crime and Punishment, Fyodor Dostoevsky Heart of Darkness, Joseph Conrad King Lear Hamlet Othello Henry IV 9

10 Twelfth Night GRADING: You can expect to be graded fairly. Please feel free to see me should you ever have any questions about a grade. Grade sheets will be available upon request. o Parents You may contact me by phone or . You also have online access to grades through the Home Access Center. o Students You may request a grade sheet at a convenient time before or after the school day (or during lunch or HR), or you can access grade from Home Access. I will grade a variety of assignments, including class work, homework, group work, discussion responses, outside reading, writing, projects, tests/quizzes, presentations, and participation. Some work will not be graded but should still be completed in order to reinforce skills and concepts relevant to our studies. If you have a question or concern about your grade, please see me to schedule an appointment. I can best answer your questions before or after school. All scores will be recorded in my computer grade book, and assignments will then be returned to you. Please be sure to keep all assignments, as these will help you prepare for unit assessments and final exams. Essays will be scored primarily with the AP Rubric (given to student). ASSIGNMENTS: All work falls into one of two categories: Formative or Summative. o Formative assignments are formative assessments (practice): class work, homework, some group work, rough drafts, some quizzes, and participation. These assignments will account for 20% of your overall grade. Process assignments handed in late may not receive credit. o Summative assignments are summative assessments: essays, projects, tests, and quizzes. These assessments will account for 80% of your overall grade. Product assessments must be turned in on the due date. A product assignment that is submitted after the due date will have 5 points deducted per each day late. o Late Work must be marked as such and turned in. Make-up Work (see below) - Work that you are turning in from an excused absence (according to the guidelines set forth in the agenda book). Late work - Assignments that are not being turned in during whole class collection. Please keep in mind that late product assessments will receive a point deduction. Keep track of your stuff! There will be extra handouts available at the student table (in a marked folder), should you accidentally misplace something; however, staying organized is an invaluable habit. You will be much more productive if you keep all of your materials in one well-organized space. All papers must follow the English Department Policy for paper submission (see below). 10

11 AHS English Department Essay Guidelines Unless otherwise noted by your teacher, all essays should: Be typed, double-spaced, 12 point, Times New Roman. o I reserve the right to return any paper that is formatted incorrectly. The paper will then be considered late when it is returned in the proper format. Include a cover page (in APA format). Follow APA standards. Have margins between 1 and Be submitted on white paper with black ink. Be ready to be turned in when class starts (this includes stapling). o I reserve the right to deduct points if the paper is not in the bin or to me by the time the lesson starts. o Not having a paper printed also may be considered late and have points deducted. Follow all instructions regarding length. Be free of plagiarism (see explanation below). Be well-proofread and relatively free of grammatical and typing errors. o It is my policy that if a paper reflects a lack of proofreading, revision, and editing, I reserve the right to return the paper to the student. The paper will then be considered late after it is turned in error-free. Be submitted in your class period on the due date. o Issues with computers, disks, Internet, printers, etc. are not excusable reasons for late work. Students should consider bringing their work on a thumb drive, when possible. Students experiencing issues with printers can always the paper to the teacher and submit a hard copy as soon as possible. Computers and printers are available in the library before HR, during lunch, and after school. o Papers submitted late, except in the case of an Excused Absence will receive point deductions (see Code of Conduct/Agenda Book for a definition of Excused Absence ). HOMEWORK: In addition to the independent reading and notes, students are expected to spend time EVERY NIGHT preparing for weekly vocabulary and grammar quizzes, class discussions, unit tests, essays, projects, etc. Any and all information from class is subject to appear on announced and unannounced assessments. Students will have homework every night, even if class does not meet the following day. Homework can range from writing/answering essential questions and writing thesis statements to writing journals and literary criticisms. Students should utilize their personal agenda books (provided by the school) to record and organize their assignments. MAKE-UP WORK: All work missed because of an excused absence (as recorded in e-school) may be made up for full credit. You will be given one day for each day absent to hand in missed work. Students 11

12 are not permitted to make up work from an unexcused absence. (Please see agenda book for clarification.) It is your responsibility to find out what you missed while you were gone. Start by asking a trusted classmate, but also be sure to check with me. Please take care of this as soon as you return from an absence, so that you don't fall too far behind. Keep in mind that there are a number of resources to help you find this information and should be utilized (teacher website, schoology, reminder text messages)! Any tests or quizzes are to be made up outside of class. See me to schedule an after school appointment. You have ONE WEEK to make up a test or a quiz. Tests/quizzes that are not made up within that time frame may receive a zero. Tests and quizzes are announced in advance. It is your responsibility to find out if you missed a test or a quiz. Please do not depend on me to remind you. Make-up work may not be accepted unless it is marked as make-up work or late work. Please do not do a fly-by turn in of your late work (in the hallway, etc.). It will likely be misplaced. Place all late work and make-up work in the appropriate basket on my desk. Please understand that I will try hard to return your late/make-up work in a timely manner, but I usually do not get to it until after I ve returned the work that was submitted on the due date. PLAGIARISM: Appoquinimink High School takes plagiarism very seriously. Any evidence of plagiarism may result in a zero on the assignment. Teachers are under no obligation to allow a student to revise any work that contains plagiarism. Please refer to the Code of Conduct for disciplinary actions related to plagiarism. WHAT IS PLAGIARISM? Plagiarism means using another's work without giving credit. You must put others' words in quotation marks and cite your source(s) and must give citations when using others' ideas, even if those ideas are paraphrased in your own words (sja.ucdavis.edu/avoid.htm). Plagiarism is the act of presenting someone else's work as your own. Plagiarism is theft of intellectual property. The most obvious form of plagiarism consists of stealing an author's exact words and failing to use quotation marks or to cite the author. However, other more subtle degrees of plagiarism exist (springfield.k12.pa.us/rguide/page7.html). Provide citations whenever you use: direct quotations paraphrases and summaries borrowed ideas facts that are not common knowledge (hamilton.edu/academics/resource/wc/ AvoidingPlagiarism.html). 12

13 To avoid plagiarism, you must give credit whenever you use another person's idea, opinion, or theory; any facts, statistics, graphs, drawings--any pieces of information--that are not common knowledge; quotations of another person's actual spoken or written words; or paraphrase of another person's spoken or written words. These guidelines are taken from the Student Code of Rights, Responsibilities, and Conduct (indiana.edu/~wts/wts/plagiarism.html). HOW TO HELP YOUR CHILD BE AS SUCCESSFUL AS POSSIBLE IN ELA (for parents but also helpful for students): Check your student s notebook to help with organization, review grades, and look at notetaking strategies. o Review his/her class notes. Feel free to ask questions to check for understanding. If something is unclear, have your child write a question in his/her notes and ask me the next day. o Be sure that work is filed properly: Work should be well-organized according to unit. Vocabulary, grammar, quizzes, and tests can be in separate sections for easy access. o Encourage students to use graphic organizers: We have studied the Cornell Method for note-taking, and we have made several diagrams for better understanding stories. Check your student s agenda book each night. o Homework is listed on the board daily. o I m happy to sign agenda books if you think it would help your student be more successful. Help students learn patterns and learning styles. o Frequency of tests, quizzes, homework, etc. o Type of learning: audio, kinesthetic, visual, etc. Encourage your student to come in for extra help. o I am available almost every day after school and am more than happy to meet with your student. Please have the student come to arrange a time to meet. o Meetings usually require about 30 minutes but can be scheduled as necessary. Ensure that your student comes to school every day. o Absences make it difficult to keep up, especially on a block schedule. o Please avoid making appointments during ELA class, although I know it is sometimes unavoidable. Check grades on Home Access: o I will do my best to enter grades promptly. o A missing grade automatically counts as a 0 in the gradebook and will negatively affect the student s overall grade. As soon as a grade or EX is given, the more authentic grade will be reflected. o An EX is an excused grade and that item will not count against the student s average. 13

14 CONTACT INFORMATION: Please feel free to contact me at any time. You can reach me at or , ext I will return your call or ASAP but certainly within 24 hours. Parents/Guardians, please be sure to return the Letter to Parents with your contact details so that I can reach you in an efficient manner. ASSIGNMENTS AND DUE DATES: See website on a daily basis for updates. SUPPLY LIST: 1 three-ring binder (minimum 1 thick) One set of dividers (minimum of 5) A journal/spiral notebook White, ruled binder paper Blue or black pens Highlighters Any books assigned Extra printer cartridge This item is OPTIONAL, but encouraged. (Please plan ahead for printer ink issues. Running out of ink is not a valid excuse for a missing assignment). Flash Drive --This item is OPTIONAL but STRONGLY encouraged!!! Google Drive Account for paired/group work Please see me if obtaining supplies is an issue. 14

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16 APPOQUINIMINK HIGH SCHOOL AP Literature and Composition Terms of Agreement As the teacher of this course, I am committed to abide by this syllabus and the AHS Code of Conduct. The dates and timelines are subject to change based on students understanding of the material. Any changes will be communicated to the class by myself. Amanda Wlock Teacher Signature 30 August 2016 Date As a student of this course, I have read and agree to abide by the guidelines, recommendations, and policies stated in this syllabus. I understand that I am a young adult who is in control of myself and humbly accepts the consequences positive and negative of my actions and choices. Student Signature Date As the parent/guardian, I have read and agree to support this student in an effort to follow the guidelines, policies, and agreements stated in this syllabus. Parent/Guardian Signature Date This document should be signed by the student and parent and returned to Ms. Wlock by 6 September