AP English Literature and Composition engages students in the careful
reading and critical analysis of classic literature. Through the close
reading of selected texts, students deepen their understanding of the ways
writers use language to provide meaning and pleasure for their readers. As
they read, students consider a work’s structure, style (syntax and diction),
and themes as well as the author’s use of figurative language, imagery,
symbolism, and tone. Students will read a variety of works from different
genres and eras, and on a daily basis will discuss the connections they make
with the works as well as the connections they find among the works.
Writing is an integral part of the AP English Literature and Composition
course. Writing focuses on the critical analysis of literature, and includes
expository, analytical, and persuasive essays. Students are expected to
complete writing assignments of varying lengths and complexity. Short, timed
writings will be done on a weekly basis. Critical analyses will be written for
each major work read as well as for thematic poetry groupings. Students will
be encouraged to revise their writings to practice the recursive nature of
writing, and to increase their growth as writers, readers, and thinkers. All
students are expected to take the AP English Literature and Composition exam
in early May.
Students will use the following method for revision from Chaffee, Mc
Mahon, and Stout’s Critical Thinking, Thoughtful Writing. Boston: Houghton
Mifflin, 2005.
1. Look at the draft as a whole.
Does it fulfill the assignment in terms of topic and length?
Does it have a clear focus?
What parts of the draft, if any, do not relate to its focus?
How could the draft be reorganized to make it more logical?
What evidence could be added to help to accomplish your purpose?
How could the flow between paragraphs be made smoother?
Is your point of view consistent throughout?
2. Look at the draft paragraph by paragraph.
How can you make the lead more interesting?
How can you make the tone of the introduction match the rest of the paper?
Does each paragraph support the thesis?
Does each present relevant, specific details?
Does each have an effective topic sentence?
How can you improve transitions?
How can you make the conclusion more effective?
Is the tone of the conclusion appropriate?
3. Look at the draft sentence by sentence.
Which sentences are difficult to understand? How can you reword them?
Which sentences are too long?
Which short, choppy sentences can be combined?
Which sentences seem vague? How can you clarify them?
Which sentences have usage errors? How can you correct them?
Which words are unclear or not quite right? Which could you use instead?
Are any words spelled incorrectly?
September: Grammar, usage, and sentence structure review: Ann Raimes’ Keys for
Writers (4th edition). Topics addressed are Part 6, “Style: The 5 C’s of
Style;” Part 7, “Common Sentence Problems;” Part 8, “Punctuation, Mechanics,
Spelling;” Part 10, “Glossaries of Grammar and Usage.” Students will use Keys
for Writers as their handbook, and will be expected to use it when they revise
and edit their writing.
September – April: Vocabulary acquisition and skill development
Vocabulary will be addressed not only by the wide reading done throughout the
course but also with monthly, targeted vocabulary units. Margaret Ann
Richek’s Vocabulary for Achievement (5th Course) provides challenging units
featuring thematic groupings of words, Latin and Greek roots and prefixes, and
skill features dealing with reading and reasoning. Knowledge of Latin and
Greek roots and prefixes will increase students’ vocabularies and reading
ability. Students will be expected to incorporate their newly acquired
vocabulary words both in their writing and in class discussions.
September – April: Close reading/analytical writing - classical literature
Intensive close reading, lively class discussions, and frequent writing are
the main activities of AP English. Writing assignments will include timed
writings in the following forms: critical analysis, expository, persuasive,
TPCASTT poetry explication. Class discussions will also include the more
formal Socratic seminar. We will study the following list of works:
The Adventures of Huckleberry Finn Mark Twain (summer assign.)
The Crucible Arthur Miller
King Lear Shakespeare
Othello Shakespeare
Tess of the D’Urbervilles Thomas Hardy (indep. reading)
The Scarlet Letter Nathaniel Hawthorne
Catch-22 Joseph Heller
Death of a Salesman Arthur Miller
Wuthering Heights Emily Bronte (indep. reading)
A Raisin in the Sun Lorraine Hansberry
The Piano Lesson August Wilson
Fences August Wilson
The Things They Carried Tim O’Brien
May – June: ELA 11 Regents preparation – multiple-intelligences research paper
based on war literature (The Things They Carried, Slaughterhouse-5)