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AP Literature and Composition
“If a story is not about the hearer he will
not listen. And here I make a rule- a great
and interesting story is about everyone or it
will not last.” – Steinbeck’s East of Eden
Mrs. Garcia 2015-2016
WELCOME The purpose of this course according to the College Board is
to allow students to demonstrate critical reading and
analytical writing skills equivalent to those gained by
students who have successfully completed a college-level
introduction to literature course. You will all be working
towards taking and passing the AP Literature Exam.
Our goal is certainly to pass the exam but you will take so
much more away from the course. You have the rare
opportunity to understand more about yourself and the
world through reading and discussing great literature. This
is truly a class that is designed by you, the student. Needless
to say, the more you put into this course, the more you will
get out of it. We will work together toward preparing for the
AP exam, being part of a vigorous learning community and
preparing for your passage into a greater learning
community next year.
Important Date
5/4/16 8:00 am
AP Literature
and
Composition
Exam
pg. 3
Contact me:
Heather Garcia
Phone: (941) 575-5450
ext.1212
email:
heather.garcia@yourcharlot
teschools.net
Website:
www.aplitandlang.wordpre
ss.com
2
Qualities for Success: Instructors in the AP learning community have observed that the
students who demonstrate most of these qualities are the most
successful on the AP exam, earning scores of 4’s and 5’s.
• The ability to read actively, to question while reading an author’s purpose, intentions, biases, to
read with the larger picture in mind; always making connections to the outer world.
• The ability to discuss intelligently and logically, while recognizing that listening is as important to
talking in holding an intellectual conversation.
• The motivation to go beyond the assignment, beyond the superficial.
• A sense of responsibility regarding reading and writing assignments (no Spark notes, no late
papers, no avoidance, no excuses).
• The ability to ask “how could I have improved upon this assignment” rather than “why is this
wrong”.
• The willingness to wrestle with questions that may have no definitive answer rather than
constantly requiring closure.
• The desire to develop a writing style that defines your search for knowledge rather than
demonstrates knowledge of formula, syntax, organization, diction and mechanics.
• The ability to focus on mastering the material and preparing for the test rather than merely the
grade.
The textbook we will use to help reach these goals is:
• “Literature: An Introduction to Reading and Writing” by Edgar Roberts and Robert Zweig
• ISBN: 978-0-13-267787-5
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Literature Objectives
• To study poetry, plays, novels, short stories, and essays by major authors
• To study a variety of works representing a balance between older and contemporary works
written by both genders and from a variety of cultures.
• To sharpen analytical skills such as inference, learn to recognize independent key passages, and
understand their contribution to overall meaning.
• To read critically, evaluating ideas as they relate to other works and to personal experience.
• To understand the uses of literal and figurative language, i.e., knowing the difference between
cliché and striking metaphor, recognizing the subtleties of language and style, visualizing
imagery, and understanding symbolism.
• To understand how form relates to content, how an author’s style contributes to meaning.
• To draw conclusions about character and theme based on close reading of a text, examination of
related works, and through independent thinking.
• To appreciate aesthetically the ‘value’ of a work, both for the truth or reality it depicts and for its
originality of expression.
• To connect personally to the issues, themes, and characters an author presents, which is why
readers love to read. After all the analysis and thought and discussion, if we remain untouched,
we’ve gained little.
Writing Objectives
• To view writing as both craft and art requiring the ability to collect and synthesize information
from a variety of sources, arrive at insightful conclusions, as well as attend to a logical flow of
sentences and paragraphs, focus theses and paragraphs, and revise as necessary (and revision is
always necessary).
• To learn that writing is thinking, a path to the discovery and clarification of ideas.
• To produce valid responses to in-class essay questions, organizing and focusing within a given
time frame on the major points which the question demands.
• To produce writing with a clear and appropriate purpose, i.e. interpretation, exposition,
argument, and persuasion.
• To demonstrate control of tone through precise diction, appropriate syntax, and logical
sequencing of paragraphs.
• To use authors as models of excellence for one’s own writing.
• To develop a confident personal ‘voice’ and style in one’s writing.
• To use standard written English with minimal error.
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Materials:
• One composition book
for dialectical journals
• One LARGE binder (I
recommend a 2 inch
binder or larger. Trust
me, we will fill it.)
• 11 dividers
• Blue or black pens
(a LOT of them)
• A LOT of college ruled
paper
• A copy of each of the
novels we will be
reading so that you
can annotate on your
books. I recommend
that you start looking
for books NOW to
ensure you can find
them in yard sales,
used book stores, or
online at discount
websites.
The books will read this
year include:
• 1984
• The Poisonwood Bible
• Dr. Jekyll and Mr.
Hyde
• Wuthering Heights
• Frankenstein
• King Lear
• Life of Pi
• Beloved
Divider Labels for your
notebook (This is
mandatory):
1. Important Handouts
2. Do Nows
3. Multiple Choice
Practice Test and
Score Sheets
4. Poetry Analysis Essay
5. Prose Analysis Essay
6. Open Response Essay
7. Class Notes and
Assignments
8. Poetry
9. Literature
10. College Essays
11. Vocabulary and
Grammar
Materials Requirements
If you have difficulty acquiring any of the
following materials, please let me know as
soon as possible.
5
Course Outline
Quarter 1: Writing Focus
on Prose Analysis Essay
and College Essays
• Syllabus/ expectations
• Close reading exercises
• Reviewing, Discussion
and Testing: 1984; The
Poisonwood Bible
• Literary Movements and
Historical Timeline
• College Entrance Essays
Unit 1- Setting
• 7 functions of setting
lecture and handouts
• Close reading of novel
and short story excerpts
for functions of setting.
• Multiple choice prose
practice with setting
• Free response Q3
focusing on setting (and
must use 1984 or The
Poisonwood Bible.
Unit 2- Writing With Purpose
• Literary Movements and
Timeline Review (and
how to work it into an
essay effectively)
• Handouts and lectures
on writing purposefully
(the “So What?” factor!)
• “The Strange Case of Dr.
Jekyll and Mr. Hyde”
analysis and fishbowl
discussion- analyze for
setting, imagery and
diction
• Voice lessons focusing
on the effects of various
literary devices
• Multiple choice practice
with poetry and prose
• Q2 Prose essay
including anchor paper
analysis
• Q3 Free Response essay
using Dr Jekyll and Mr.
Hyde
Breakdown of Units by Quarter:
This outline is a general overview of where we’ll be going, what we’ll be studying and the approximate
time frames. While major assignments are listed here, we will most likely deviate from this outline.
*Summer reading assignments are due by August 10th,
*Multiple Choice AP Test Preparation and Practice Essays will be conducted regularly leading
up to the exam.
*Our weekly schedule for class-time will look like this:
• Monday= Introduction to grammar, SAT vocabulary and literary device of the week. Then,
multiple-choice practice for the AP test, SAT or ACT.
• Tuesday= Literature (quizzes, discussion, close readings, etc.)
• Wednesday= Writing Instruction or Essay Writing (or peer scoring once a month)
• Thursday= Textbook and other AP Language assignments OR, we will be going over the Wed
pm extravaganza homework and using it as the basis of our discussions and rhetorical analyses.
• Friday= Test on grammar and SAT words of the week (cumulative). Literary Devices tested at
the end of the quarter (cumulative)
* Our Weekly schedule for homework and due dates will look like this:
• Due Monday= Nothing
• Due Tuesday= Novels/Literature (keep up with the pages assigned)
• Due Wednesday= Literary Device Assignment
• Due Thursday= Wednesday Night Extravaganza Homework
• Due Friday= SAT Words/ Grammar Packet- Test
6
Continued
Quarter 2: Writing Focus on Prose Analysis
Unit 3 - Diction, Attitude, Tone, Style and Close Reading
• Diction handouts and lectures
• Frankenstein analysis and fishbowl discussions
• Multiple choice practice for poetry and prose that focus closely
on diction
• Q2 Prose essay focusing on diction and including anchor paper
analysis
• Close reading exercises from novel and short story excerpts
• Poisonwood Bible key scene analysis of diction and its effects
• “Everyday Use” analysis and discussion
Unit 4 -Point of View and Voice
• Handouts and lectures on POV and its functions as well as its
limitations for writers and readers and how POV and Voice are
connected (and how they can be separate entities in a text)
• Gothic Literature Introduction
• Wuthering Heights Introduction, analysis and discussion
• Q2 prose prompt writing and anchor paper analysis
• Q3 essay prompt practice where POV is essential
• “Barn Burning” analysis and discussion
Quarter 3: Writing Focus on Poetry Analysis
Unit 5- Poetry
• Handouts and lectures on devices and elements
• Multiple choice poetry practice
• Q1 poetry practice including analysis of anchor papers
• Over 20 different poems will be closely read and analyzed
using a variety of teaching and learning styles
• King Lear analysis and discussion
• Q3 Practice utilizing the text King Lear as the subject of the
essay
Unit 6- Symbol and Allegory
• Handouts and lectures
• Review all previous novels for symbolic analysis (in groups
with research based presentations)
• “Young Goodman Brown” analysis and discussion
• Multiple Choice poetry practice (“The Mirror” certainly, plus
others)
• Life of Pi analysis and fishbowl focusing on voice, POV, setting,
symbol, tone, style and diction (this will carry over into quarter
4)
• Q3 Essay Writing Practice using the text “Wide Sargasso Sea”
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Quarter 4: Writing Focus on Open Response
Unit 8 - Characterization
• Handouts and lectures/discussions
• Excerpt practices with actions and dialogue from popular
characters in literature
• Multiple choice practice with poetry and prose that centralizes on
characterization- close readings included
• Q1 poetry practice with anchor papers (The Odyssey excerpt and
The Sirens)
• Q2 prose practice with anchor papers (2014 prompt)
• Q3 Instruction and practice with any novel we have read so far.
Unit 9- Theme
• Handouts and lectures/discussions
• Excerpt practices with actions and dialogue from popular
characters in literature
• Multiple choice practice with poetry and prose that centralizes on
characterization- close readings included
• Q1 poetry practice with anchor papers
• Q2 prose practice with anchor papers
• “Beloved” analysis and fishbowl discussions
• Q3 open response practice using 2014 sacrifice prompt and using
“Beloved” as the text
Unit 10- Syntax and Structure
• Handouts and lectures/discussions
• Excerpt practices with actions and dialogue from popular
characters in literature
• Multiple choice practice with poetry and prose that centralizes on
characterization- close readings included
• Q1 poetry practice with anchor papers
• Q2 prose practice with anchor papers
• “1984” analysis and fishbowl discussion
• Q3 open response essay practice using “1984” as the text
Unit 11 - AP Exam Review
• Testing Skills boot-camp
• Writing for purpose review
• Free Response Essay Preparation for two novels and one play
Unit 12 - Post-Exam
• Sonnet Writing
o Read
Continued
8
How grades are roughly distributed:
1) Literary Analysis/Dialectical Journal/ Annotations: approx 20-35%
2) Writing: approx 20-40%
Major writing assignments are listed in the course calendar. As models, we’ll be reading many nonfiction essays, and
discussing effective style-moving out of the box, so to speak, and learning how to write more interesting and appealing styles.
You will learn several methods for improving writing- both technical and creative-and help you develop a writing style unique
to you. In this class, we will focus on the depth of your writing, not the breath. Most essays will be approximately 500 words,
although we will write some formal researched essays of greater length. I expect your writing to evolve and improve as the
year progresses. Improving your writing is up to you; I can only make suggestions and teach strategies.
Generally, the more difficult and lengthy the essay, the more point value. We will write a variety of essays, including
argument, personal, definition, expository and analytical writing.
3) Classwork/ Homework/Vocabulary: approx 30-40%
These will be assignments, sometimes pass/fail, which will encompass such things as prewriting, topic selections, research,
grammar and vocabulary exercises, etc. Major players in this category include:
• Presentations/ Speeches & presentations
• Small homework and practice assignments
• In-class assignments and activities
• Rhetorical devices and Vocabulary:
Vocabulary: Vocabulary is due weekly through the semester.
All Vocabulary is taken from the SAT, the GRE, and AP Lang & Comp terms. You are required to study all words for the
entire year since they are tested cumulatively.
There simply is no getting around that actively studying and increasing your vocabulary will result in improving your
SAT and AP scores. Students who complete vocabulary work weekly almost always pass the AP exam.
5) Semester Exams (finals): All students registered for AP Language and Composition are required to take the fall
semester exam. If you take the AP exam in May, you will automatically be exempt from the writing portion of the spring exam
entirely. These tests will evaluate the skills we have covered during the term. Expect a reading passage with comprehension
and analytical questions for the fall exam, and a timed writing in the spring. Both semester exams will be patterned after and
actual AP exam.
Extra Credit: Given purely by my discretion, but you should not expect an exorbitant amount of extra credit in this course.
Your evaluation is based on performance in class, not extra credit. If you have a habit of not turning in work or missing
extensive school, do not expect me to offer you ample extra credit.
Cheating and Plagiarism (see Code of Student Conduct for a complete explanation)
We will discuss cheating the first week of class. I will define it for you clearly, but suffice it to say that it
will not be tolerated in any form, particularly plagiarism.
Turning in work if you are absent
See Student Code of Conduct for Make-up work involving a documented excused absence.
• No cell phones or other
electronic devices in class
unless I explicitly ask you
to take them out.
• Get to class on time.
• Attend class every day!
• Be prepared for class
daily.
• Do not pack up early. We
use ALL of our class time
every day.
• Treat classmates with
respect.
• Don’t talk when I am
talking. It makes me
grumpy.
12-point font
Times New Roman
Double Spaced
Numbered pages
Stapled in left hand corner
ALWAYS!
Can I turn this in late? See Student Code of Conduct for Make-up work
involving a documented excused absence.
Half-credit: Assignments are due when they are due.
A long-range assignment is due on the due date
whether you are in class or not. If your assignment is
late, for any reason, I will still accept it for another
week, however, the most it will be worth is half-
credit, and after the week has passed, I will not
accept the assignment AT ALL! I will not accept
electronic assignments other than as proof that the
assignment is complete. It is your responsibility to
provide me with a hard copy of the assignment upon
your return to class. If you are absent and email me
the assignment, it must be in my inbox by the
beginning of class the day the assignment is due.
Procrastination results in “the excuse”, i.e., “my
printer is out of ink”. Please do not expect me to print
out your papers. EVER!
Classroom Management/ Basic Rules
How do I format a paper? ow do I format a paper?