12 AP English Literature and Composition

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1 12 AP English Literature and Composition Essential Questions Whether discussing class goals and expectations, reading Beowulf, or writing an essay, the following questions will guide our thinking toward work that is challenging, purposeful, and enriching. Why AP? Why read old books? What does effective writing look like? To what extent can we learn about ourselves by studying literature? Enduring Understandings An effective AP course prepares students not only to pass the tests in the spring, but also to read and write at a collegiate level and to think critically and creatively in a variety of contexts. Literature offers timeless insights into the human condition; as we study literature, we study ourselves. Writing is a craft that can meet the intellectual, creative, and analytical needs of writers and readers. Major Concepts / Content In this course, students prepare for the AP English Literature and Composition exam. At the same time, they experience the environment of a college class through individual study, class discussions and writing assignments that focus on analysis, literary appreciation, and critical thinking. Moreover, the curriculum and grading system are consistent with that of the College Board AP course description and scoring guides and comparable classes offered at the college or university level [C-1]. To that end, students scoring a 3 or above on the exam will be granted college credit at most colleges and universities throughout the United States. Course Goals C-1 The teacher has read the most recent AP Course Description. 1. To read and critically analyze imaginative literature. 2. To understand the way writers use language to provide meaning and pleasure. 3. To consider a work s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, tone, and other literary elements. 4. To study works from various genres and periods but know a few works extremely well. 5. To understand a work s complexity, to absorb richness of meaning, and to analyze how meaning is embodied in literary form.

2 6. To consider the social and historical values a work reflects and embodies. 7. To write critical analysis of literature; expository, analytical, and argumentative essays; and creative works to sharpen understanding of literary artistry. 8. To become aware of various modes of communication of the resources of language: connotation, metaphor, irony, syntax, and tone. 9. To develop AP testing skills through study and practice during the year. Required Texts and Materials [C-2] Dante, Inferno Bronte, Jane Eyre Milton, Paradise Lost Shakespeare, Othello, Macbeth, and Hamlet Dostoyevsky, Crime and Punishment Ellison, Invisible Man Conrad, Heart of Darkness Sophocles, Oedipus the King and Antigone Plato, Republic and Apology Beowulf Chaucer, Canterbury Tales Perrine (ed.), Sound and Sense: An Introduction to Poetry Meyer (ed.), The Bedford Introduction to Literature McGinty, Sarah Myers, The College Application Essay an intensive study of Performance Tasks: Course Syllabus Timed essays based on past AP prompts Essay questions as required of college-level writers Reading / Responding / Analyzing fiction, drama, non-fiction, and poetry Imaginative writing poetry, drama, and imitative structures Literary analysis (expository and persuasive) Personal essays (e.g. college application essays) Interpretative essays Graphic organizers and other reading strategies All written work, presentations, and other assessments will follow this guide. In doing so, students will learn to perform according to a set standard and develop the ability to self-assess. Grading Guide (Based on Writing Traits, AP exams, and Understanding by Design) Signs of an A : 1. Mature understanding of a given topic (offers fresh and insightful analysis; understands subtleties; can see several sides of an issue)

3 2. Thorough, organized work 3. Creative, well-supported ideas 4. Critical-thinking clearly present 5. Effective at communicating (superior control of language and ideas) 6. Applies previous knowledge and concepts to new situations and problems with skill and insight Signs of a B : 1. Solid understanding of a given topic (starts to take basic ideas to deeper levels) 2. Skilled work, but lacks the care and detail of an A 3. Ideas supported, for the most part 4. Competent organization overall 5. Communication hindered by some flaws in spelling, punctuation, etc. Signs of a C : 1. Basic understanding of a given topic (gets the main ideas, but does not go beyond the surface) 2. Work is done adequately 3. Ideas may be over-generalized and / or lack support in places 4. Should re-organize work to make it more effective 5. Quite a few errors and problems with spelling, punctuation, etc. Signs of a D : 1. Limited understanding of a given topic (struggles to grasp main ideas, let alone more sophisticated aspects) 2. Ideas are vague and rarely supported 3. Lacks organization 4. No evidence of proofreading or rethinking of ideas in order to communicate effectively. Signs of an F : 1. Does not grasp even the basics of a given topic 2. Incomplete, unsupported, and sloppy 3. Seems thrown together at the last minute; overall, misses the assignment s goals Additionally, students will be trained to write according to specific AP scoring guides (e.g.: 9, 8, 7, 6, 5, etc.). Not only will they evaluate writing samples based on those guides, but they will also write, evaluate, and revise their own work based on those guides as well as feedback from peers and the instructor [C-5]. C-5The AP teacher provides instruction and feedback on students writing assignments, both before and after students revise their work. Note on grammar and usage: Seniors in AP Literature and Composition are expected to have a good command of standard written English. Mini-lessons and individual work will be done as appropriate in order to help individual writers. Pre-Course Assignment (summer before senior year) Students will read one of the following: Dante s Inferno Milton s Paradise Lost Bronte s Jane Eyre Dostoyevsky s Crime and Punishment Or two of the following: Shakespeare s Henry V, King Lear, or Othello

4 Students will take notes on rhetorical strategies and literary devices such as tone, imagery, diction, and structure (among others) in preparation for an in-class essay at the beginning of the year based off of an AP prompt. Unit 1: Some years we teach Heart of Darkness as our first unit; other times we teach Invisible Man. Here we describe both units. Heart of Darkness (4 weeks) The sea molds character, he said, yet, in setting the conditions for shipboard drama- as to some extent it inevitably must- it reveals, like a mirror, the face of character itself. Joseph Conrad s Heart of Darkness vividly moves the European s colonization of Africa to a dramatic level. It is a document of historical importance as well as a literary classic. Students will explore the literary techniques of impressionistic writing, frame narrative, inference, and symbolism through small- and largegroup discussion, intensive written analysis of passages, and multimedia presentations that challenge students to synthesize their learning. In-class written analysis and AP-style multiple-choice final are part of the assessment. This gives students an early chance to practice and to begin understanding the AP-test format. Invisible Man (4-5 weeks) What does it mean to be invisible? What constitutes effective writing? What techniques does Ellison use to explore the main ideas of his work? These questions form the basis of our study of Invisible Man, a complex novel rich with literary and rhetorical elements that offer students the chance to analyze literature at an increasingly sophisticated level. Drawing on the historical and cultural contexts of this work including civil rights, jazz, and socialism students are challenged to understand on interpretive, expository, and empathetic levels. Assessment includes a short in-class essay, analysis of supporting texts by Giovanni, Cullen, and Hughes, and a final project (predominantly written but with a multi-media component) that asks students to explore the nature of invisibility in the world around them as informed by Ellison s ideas.

5 Unit 2: The Oedipus Trilogy (3-4 weeks) In this unit, students study the elements of Greek tragedy (based on Aristotle s model) and to what extent Oedipus and his family reflect those elements. The trilogy raises questions of fate v. free will, family loyalty, and civic duty. Furthermore, students analyze the ways in which Sophocles uses language (e.g. stichomythia) in order to develop his characters and create in his audience a cathartic experience. To demonstrate their understanding of the trilogy s literary complexity and rhetorical strategies, students produce their own version of the trilogy by creating a new setting and using language that fits both that new setting and the original meaning. While this might not directly prepare students for the AP exam, it does force students to wrestle with the language and the major ideas of the play. Ultimately, it pushes them toward deeper analysis which transfers to their written expression as well. It also gives them the chance to practice their imaginative writing skills. Unit 3: Macbeth (3-4 weeks) After reading Sophocles, students will have a chance to explore the evolution of the tragedy by reading this early modern masterpiece. Focusing on the ways in which Shakespeare modifies the tragic form from the Aristotelian model into something new, students interpret the extent to which Macbeth is a tragic figure. By carefully observing the way Shakespeare sets up his tragic figure through monologue, dialogue, downfall, and response to downfall (i.e. cathartic moment or lack thereof), students consider why Macbeth is still a tragedy despite wavering from the classical formula of the genre [C-3]. Multiple choice tests including questions they generate after looking at AP test samples help students to read the text closely; comparisons of different performances give students further opportunity to analyze the language. An interpretive multidraft essay provides students the chance to go through the writing process, beginning with an AP-style in-class write and revising after writing workshops, including student-teacher conferences [C-4]. Unit 4: College Application Essays (1 week) To prepare for their college applications and to gain valuable experience in personal writing, students read sample essays (from works such as C-5The AP teacher provides instruction and feedback on writing assignments, both before and after students revise their work. C-3 Students write an interpretation of a piece of literature that is based on a careful observation of textual details. C-4 Students have frequent opportunities to write and rewrite formal, extended analyses and timed, in-class response in all of the following modes: writing to understand, writing to explain, and writing to evaluate.

6 McGinty s College Application Essay) and learn what works and what doesn t work based on those samples and the analysis included in the book. From there, students research their colleges of interest and the essay prompts given by those respective colleges in order to begin crafting a multi-draft essay. Students receive feedback during peer workshops and during conferences with instructor on aspects such as logical organization, sentence structure, and strategic details to communicate their ideas effectively [C-5]. This short unit not only gives students practical tools but also sharpens their analytical skills. Unit 5: Plato (3-4 weeks) Guiding Questions: What rhetorical devices does Socrates use? What is so dangerous about a question? What is the just life? We will use the above questions to guide our study of Plato. Discussion Topics: Plato s consideration of nature and value of justice as they appear in the structure of society as a whole and in the individual. Human nature Achievement of knowledge Distinction between appearance and reality Effective education Foundation of morality- Human beings, given the opportunity to do so without being caught and therefore without suffering any punishment or loss of good reputations would naturally choose a life of injustice, in order to maximize their own interest. Things to know: Rhetorical strategies (Logos, Ethos, Pathos) Theory of forms. The examined life. The myth of the metals. Allegory of the cave. The Apology (examined life) Assessments: Reading checks C-3 Students write an interpretation of a piece of literature that is based on a careful observation of textual details.

7 Written rhetorical analysis of a passage Written interpretive essay on Socratic ideas and their application to a contemporary context [C-3] Socratic seminar (dialogue) Imaginative Socratic dialogue with other characters we ve studied this semester In the Republic and the Apology, Socrates questions the assumptions of Athenians and challenges them to examine their own lives. Socrates argues for a life led by philosophy as opposed to passions or societal conformity. Even in the face of adversity, and ultimately death, Socrates exemplifies the just life. While studying these dialogues, students will question their own assumptions and test the relevance of Socratic ideas to today s society. Unit 6: Beowulf (2 weeks) Frequently considered among the earliest examples of British literature, Beowulf gives students the chance to read this narrative epic poem not only as a seminal work, but also as a masterpiece of rhetorical and linguistic strategies. How do writers craft effective narratives? What poetic devices enhance stories by developing characters? Students will continue to ask such questions in the more sophisticated Canterbury Tales, of course, and this work provides a solid foundation for them. Assessments have included timed, in-class analyses based on AP prompts (Second Essay Question); multiple-draft analytical essays; the creation of Beowulf graphic novels; and multiple-choice exercises, among others [C-4]. Unit 7: Canterbury Tales (4 weeks) C-4 Students have frequent opportunities to write and rewrite formal, extended analyses and timed, inclass response in all of the following modes: writing to understand, writing to explain, and writing to evaluate. Guiding Questions: What can we learn about the various social classes, ranks, and occupations by studying Chaucer? Discussion Topics: In Canterbury Tales, students have a chance to analyze meter, poetic structure, and gain insight into the human experience like very few other works of literature. Chaucer s background.

8 Cross Section of life, Window on the world Theory of the Humours Feudalism Chivalry and Courtly Love Things to know: Genres of Tales Storytelling techniques Poetic structure Iambic Pentameter Physiognomy Seven Deadly Sins Thematic Interlace- Join a collection of tales into one poem. All and each correspond to each other Four Cardinal Virtues Possible Assessments: Reading checks Analysis of a passage for meter, tone, and other devices. Memorization of lines Write own Canterbury Tale Final assessment multiple choice or interpretive essay [C-3]. C-3 Students write an interpretation of a piece of literature that is based on a careful observation of textual details. Unit 8: Hamlet (4 weeks) Few literary works demand as much from students as does Hamlet, which might account for its frequent appearance on AP exams. Its range of characters, language, and themes provide numerous possibilities for analysis, interpretation, argumentation, and even reflection. Whether looking at the ways different characters respond to crisis, the way ghosts (literal and figurative) haunt us, or the struggles between individual needs and societal expectations, students have a wealth of resources to consider. Assessments include short writing assignments (e.g. reflective, argumentative, and analytical), comparisons of film versions, paraphrases of passages, and performance of a scene. Unit 9: Poetry (4 weeks) While poetry is taught during other units throughout the year (e.g. Cullen s Incident during Invisible Man), students still devote an genres C-3 Students from the write sixteenth an interpretation century of to contemporary a piece of literature times. that is based on a careful observation of textual details.

9 extended amount of time to the genre itself. In particular, students learn strategic approaches to reading for appreciation and analysis; they also write several short essays based on former AP poetry questions [C-3]. Meter, diction, imagery, metaphor, irony, syntax, and tone receive ample attention. Poets frequently represented include Donne, Shakespeare, Wordsworth, the Brownings, Dickinson, Auden, Plath, and others. Practice Exams In addition to unit assessments that are based on AP exam questions, both the multiplechoice and essay sections, students will also take practice AP exams on several occasions. Students will learn to evaluate their performance and seek strategies to improve their work. After the Exams Frequently, we will spend the last few weeks of school on a film studies unit, in which students apply many of the reading strategies and critical approaches they have learned during the year to reading film. This not only keeps students focused, but it also provides them a sense of practical application for their skills, as film is a very relevant artistic medium in their lives. Students receive an overview of film history, consider different cinematographic techniques, and write a short film review. Other options for closing the year have included a reflective written assignment by students on their growth as readers, writers, and ultimately, as thinkers.