AP English Literature & Composition
Syllabus
“Power doesn't have to show off. Power is confident, self-assuring, self-
starting and self-stopping, self-warming and self-justifying. When you have
it, you know it.” Ralph Ellison
Course Overview
Focusing on close reading and analysis of fiction, drama, and
poetry, this year-long course provides students with college-level work in
literature and composition. The class provides intensive reading,
discussions and seminars, and frequent writing assignments. The learning
experiences in this class will encourage understanding, analysis, and
critical thinking as well as challenging students to develop their abilities
to the highest possible level. This includes the open discussion of ideas
and extends to the writing process where students will be encouraged to
become thoughtful, literate writers with unique voices. They will be
encouraged to see relationships between what they are learning and what they
have already learned. These learning experiences will take into
consideration the need of students to function as individuals as well as
members of a group. In addition, students will be nurtured to love ideas,
read widely, and become confident, life-long learners. This course is
designed to comply with the curricular requirements in the AP English Course
Description.
Our Discussions
This course will emphasize the lively exchange of ideas, and to that
end our discussions will require students to be avid readers and competent
writers. Students will be expected to be fully prepared for each discussion
or seminar. This requires the participant to have either Cornell notes on
the reading or often a short paper of analysis on a significant point to
share with the class. Students should be courageous enough to share their
ideas and opinions as well as their writings with their classmates. The
class is expected to respond in a way that fosters both intellectual
exploration and safety for the writer. As the year progresses, the
technical aspects of the works under consideration will be a major focus of
our discussions. We’ll be analyzing not only the meaning of what we read,
but also how this meaning is created by the masters of our language.
Thematic Arrangement
The course is arranged thematically around the idea of “The Quest.”
Our major theme is “The Quest for Knowledge” and entails a lively year-long
discussion of exactly what “knowledge” is, what we should know, and when we
should know it. We may decide that the discovery or quest for this
knowledge is as important (or more important) than the knowledge itself.
First semester we’ll begin questing with “The Quest for Self
Knowledge” hoping that we can embark upon such a journey by reading how
others have struggled with self-discovery. To this end, we will read the
following works:
• Invisible Man—Ralph Ellison
* The Metamorphosis / A Hunger Artist—Franz Kafka
• Hamlet—Shakespeare
• Rosencrantz and Guildenstern Are Dead—Tom Stoppard
• The Catcher in the Rye—J.D. Salinger
• Poetry choices to accompany this theme
from Approaches to Fiction, Poetry, and Drama—DiYanni
The course will continue with the quest idea, but it will turn to
the knowledge gained by other kinds of searches. The second semester begins
with “The Quest for Greatness and Goodness.” The class will explore the
difference between goodness and greatness—ideas so often confused in our
modern society. This will lead us to read works about those who might be
small but great or those who might have to leave some goodness behind in the
quest for greatness or power. We will read:
• The Awakening—Kate Chopin OR Frankenstein--Mary Shelley
• The Kite Runner—Khlaed Hosseini
• The Road--Cormac McCarthy
* The Lone Ranger and Tonto Fistfight in Heaven
• A Doll House—Henrik Ibsen
Writing in this Class
Writing is an integral part of almost all activities in this class—
from discussion preparation to tests and quizzes to formal papers to timed
writings in class. Since writing is thinking, most of the writing
assignments in this course will help students to explain more clearly what
they understand about what they are reading. Students can be expected to
write, in addition to formal papers, a number of shorter papers, such as
explications of text and responses to their readings. Almost without
exception, tests and quizzes will be writing experiences. Often on quizzes
and tests, students will respond in writing to passages from a literary work
we are studying explaining how that passage is significant and illuminates
the work as a whole.
From the beginning of the course to its conclusion, students will be
instructed and required to write about how writers create meaning. This
seems simple on the surface, but requires students to understand important
textual elements such as the work’s structure, tone, symbolism, figurative
language, imagery, diction, and syntax. Not only must students recognize
the existence of these elements, but they must be able to explain how
writers use these elements to create meaning and speculate about the meaning
created.
Students will be expected to consistently incorporate correct
conventions of writing. These include essay form, grammar, punctuation,
spelling, and the style and documentation procedures of the Modern Language
Association (MLA). In essay assignments, both in class and outside,
students will be expected to display a logical organizational pattern
including generalizations, specific support, and explanation of that
support. They will use appropriate transitions to show clear, logical
relationships among their ideas. As an important part of these conventions
of writing, students will be expected to use a wide range of vocabulary and
develop as the year goes on a mature writing style which reflects their
unique voice. They will begin to produce writing that is insightful,
convincing, varied in strategy, and supported by the most compelling
evidence. In short, their papers will become a pleasure to
read.
Since such writing is never easy, students will be expected reflect
upon what they have written and dialogue with the instructor and fellow
students about their work. This may take the form of peer workshops where
students examine each others’ drafts or timed writings or writing
conferences with the instructor. Certainly it is the aim of this course to
give feedback to the writer on one piece of writing before another writing
assignment is made. Students can expect revision to be an ongoing process
throughout the year as they work on their writing and thinking skills.
Preparation for the AP Test
Although the major work of this course is the study of literature
and composition, we will also do work to prepare for the AP Test. This work
will include, but not necessarily be limited to, practice with released AP
exams and other multiple-choice questions created to make students familiar
and comfortable with the test-taking skills they will need to be successful
on the AP Test in Literature and Composition. Much of our writing as well,
will be in response to prompts from released AP tests. Both our writing and
revising activities will also be focused on the released scoring guides used
by AP readers. These rubrics will be a part of the writing process early in
the year, and then become a part of the evaluation and revising process.
Expectations and Grades
The assignments and schedule of activities (and other information)
for this class are available on the website set up for these classes.
Students and their parents may access this website at anytime to learn about
what assignments are due and what is going on in each class session.
Students and their parents should understand that the expectations for this
class are rigorous and that the reading and writing commitment is
significant.
Occasionally students tell me that they have completed every reading
assignment but still cannot pass a quiz or recall sufficient detail to
discuss the material in depth for the class session. My response is that
reading is a skill, and as a skill needs diligent practice. The kind of
reading required for this class will almost certainly include some kind of
note taking. I recommend, and often in this class require, the use of
Cornell notes to aid students in their mastery of the material. This
practice forces students to slow down and thinking deeply about what they
are reading. Most of our discussions will include not only the author’s
meaning but also how that meaning is
created.
Expectations for this class also include diligent preparation for
class discussion. This means not only the careful reading and note taking
already mentioned, but also a kind of diligent attention to class
discussions and seminars. No student is going to excel in this class if he
or she is not paying attention, but more important is the desire to
participate and share specific observations and questions that occurred
during the preparation of the reading assignment. Occasionally, I will give
advance notice regarding the specific topics for discussion, but students
should be prepared for whatever discussion arises concerning their reading
of the night before. This might mean students should do a bit of research
on the work under consideration, and I often include links on the class
website to lead students to a deeper understanding of their reading.
Finally, a word about grades. Academic success is most often
measured by the grade received at the end of the semester. But can students
honestly say that a semester has been a success if they have not learned
something new or had some pleasure along the way? Although a student may
achieve an A in a class, if he or she learned nothing new or had no sense of
achievement or pleasure, has it been a success? I always advise my
students to read with comprehension but also to seek pleasure in the
process. Students stimulated by the texts are almost always able to achieve
the best grades. Be assured there will be plenty of opportunity for
students to achieve letter grades that will please them and their parents.
To do this, though, students may have to work beyond their current
inclination or their supposed capability. I tell my students that if they
only engage in activities in which they know they can succeed, they are not
likely to break through to any new success. If literary analysis is not
their strong suit, this class may be just the incentive to self-
improvement. I expect my students to improve as readers, writers, and
thinkers.
Course Supplements
DiYanna, Robert, ed. Literature: Approaches to Fiction, Poetry, and
Drama. Boston: McGraw-Hill. 2004.
Hacker, Diana. A Pocket Style Manual. Boston: St. Martin’s, 2004.
Shastak, Jerome. Vocabulary Workshop, Level H. New York: Sadlier-
Oxford. 2002.
Teacher Resources
Cole, Donald B. and Robert H. Cornell, eds. Respecting the Pupil: Essays
On Teaching Able Students. Exeter, NH: The Phillips Exeter
Academy Press, 2001.
College Board. AP English Course Description. New York: The College
Board, 2005.
Electronic Discussion Group (EDG) of the College Board.
http://lyris.collegeboard.com
Finkel, Donald L. Teaching With Your Mouth Shut. Portsmouth, NH:
Boynton Cook Publishers, 2000.
