AP English Literature and Composition
Mrs. Jennifer Mont
Class Website: https://sites.google.com/site/mrsjmont/
Welcome to AP English Literature & Composition! This course is designed to develop your reading, writing, listening, and critical thinking skills. You will read works from a variety of genres-short stories, poetry, novels, and plays- from the 1600’s to contemporary literature. Both the philosophy and content of this course follow College Board guidelines and recommendations. By the end of the course, you will have mastered speaking, reading, and writing skills that will serve you in your academic life and beyond.
In this course, we will study a wide range of works to evaluate:
The author’s purpose
The inter-relationship of content and form
The historical, cultural, social, economic, political, religious, psychological and philosophical influences on the author and his or her work
Our personal reactions to each piece’s elements and themes
The literary and social impact of a work
Each member of this class will be able to take the AP Literature and Composition Examination on May 8th, 2019. Most colleges and universities will award college credit for your successful completion of the examination (a score of 3, 4 or 5 on the 1-5 scale of evaluation.) The most competitive schools require a score of 4 or 5. To help you accomplish your goal, we will cover a small number of works thoroughly – rather than a great number of works superficially – and sharpen your skills in analysis, synthesis, and evaluation. Clearly, your commitment to the course is essential to your success.
The AP Literature exam consists of two parts: multiple choice and essay:
Multiple Choice (45 percent of the test): This section of the test consists of prose, dramatic passages and poems you probably will not have read or studied before. Therefore, your on-the-spot analytical skills must be sharp. Your proctor will give you 60 minutes to read 4-6 works, analyze them, and answer multiple-choice questions to analyze such elements as point of view, character, symbolism, style, diction, syntax, tone, musical devices, theme, figurative language, irony, and paradox. The total number of questions in this section generally runs between 52-60.
Essay Section (55 percent of the test): This section consists of three analytical essay prompts. Usually the test presents: (1) one moderately long poem or two shorter ones with directions to analyze, in essay form, specific elements of the poem(s) and their relationship to theme; (2) a fictional prose or dramatic passage or two with directions for an analytical essay; and (3) a “free response” question which students may answer either by selecting a title or author from the list given on the examination or by selecting an appropriate author or work of comparable merit from their own reading and study. 120 minutes are allotted for the essay section, which means you’ll want to allot approximately 40 minutes to complete each essay. Generally the works presented for the first and second essays will be new to you; therefore, as in the multiple-choice section, your on-the-spot analytical skills must be well developed. This course, therefore, emphasizes both analysis and composition.
Perrine's Structure, Sound and Sense; 9th Edition
How to Read Literature Like a Professor
Between the World and Me
Student Selected Works:
Student Selected Play- One of the following: Oedipus Rex or Antigone by Sophocles, Death of a Salesman by Miller, Candide by Voltaire, Fences by Wilson, A Doll’s House or An Enemy of the People by Ibsen
Lit. Circle 2-One of the following: The Awakening by Chopin, Pride and Prejudice by Austen, Crime and Punishment by Dostoyevsky, Anna Karenina by Tolstoy, Jane Eyre by C. Bronte, The Adventures of Huckleberry Finn by Twain
Lit. Circle 3- One of the following: 1984 by Orwell, Brave New World by Huxley, Never Let Me Go by Ishiguro, The Handmaid’s Tale by Atwood, Oryx and Crake by Atwood, Do Androids Dream of Electric Sheep? by Dick
Lit. Circle 4- One of the following: Slaughterhouse Five by Vonnegut, Catch 22 by Heller, As I Lay Dying by Faulkner, A Farewell to Arms by Hemingway, Alias Grace by Atwood, Kafka on the Shore by Murakami, The Color Purple by Walker, Go Tell It on the Mountain by Baldwin
*Many texts are provided by the school. Students having personal copies of individual works is recommended but not required.
3-ring binder – Dividers (Vocabulary and 1 for each unit (5 units)
Black or Blue ink pens and pencils
Course Writing Goals:
- Students will gain/enhance/hone grammar and mechanics skills through whole class instruction and one-on-one conferences with peers and me.
- Students will practice writing timed responses with bi-weekly in class writing prompts.
- Students will pay special attention to the writing process for all formal writing assignments. Students must conference with me for each assignment with a rough draft.
- Each conference will address student needs directly with emphasis on the following as required:
- increasing purposeful vocabulary
- correct use of punctuation
- increasing sentence fluency by varying sentence structures
- subject/verb and pronoun/antecedent agreement
- including detailed textual support
- Students will build vocabulary through the use of a Vocabulary Journal. Students will include new vocabulary through revisions of formal writing assignments.
- Students will have opportunities to reflect on readings through writing responses.
In all your writing, you should strive to develop and increase your:
3. Use of transitions
4. Specific detail
5. Getting to the HOW of the prompt
6. Effective use of rhetoric (even in poems, there is rhetoric!)
7. Your own development of voice, diction, and tone as well as recognizing and discussing that of the author
8. Control over grammar, mechanics, and sentence structure
Items you will be graded regularly on in AP:
Vocabulary Journal and Vocabulary Quizzes
Independent Writing Assignments
In-class Writing Assignments
Tests and Quizzes on works studied
Practice AP Exams and questions
Standards and Expectations for an Advanced Placement English Student:
Course work for this class requires a serious commitment of both time and energy. These are the expectations I will require of you:
1. You are responsible for your own learning. I try to make every resource available to you, but it is up to you to take advantage of all there is to discover.
Be an ACTIVE learner.
2. ALL reading/homework assignments must be completed by their deadline.
3. AP will require you to work at home every day, even if there is not a specific homework assignment you should be reading and working on your Independent Assignments. This is not a class for those who cannot manage their time.
4. Assignments from home are to adhere strictly to MLA formatting (points will be taken off if not).
5. Remember that this is a COLLEGE LEVEL class; you are expected to be prepared, on task, mature, and resourceful at all times.
Policies and Procedures:
Make-up and Late Work:
- Planned assignments that are turned in 1 day late will receive a 50. After that, the grade is a 0.
- If you are absent on a due date, the assignment is due on the day you return. The second day the grade will be a 70. On the third day the grade will be a 50. After that, the grade is a 0.
- If you are absent when an activity is assigned you have 3 days to make up that work. This is the Guilford County Schools policy. On the 4th day, the grade will be 0.
- If you are on a field trip, the assignment is due the day you return. The second day, the grade is a 50 and after that, it is a 0.
- You should communicate with your teacher regarding any planned absence from class regarding assignments or due dates.
For major papers and essays, I will make detailed comments, suggestions and revisions, and I will point out your strengths. For all Independent Assignments, you must come see me for a conference mid- way through your work. During these conferences I will provide specific, constructive feedback on your work so far. For other classwork grades, such as responses to study questions, vocabulary notebook, etc., I will typically not provide detailed feedback but will instead briefly check for overall completion, accuracy, and effort. For most minor assignments, you will receive a standard grade following this key:
Plus = 100/A+ perfect, you did it to the best of your ability
Check Plus = 90/A- you did most of it pretty well
Check = 80/B you did the minimum to get by
Check Minus = 70/C you did it very poorly, or it’s incomplete
Minus = 60/D you barely did anything
Major Grades (Tests, AP timed essays, Independent Assignments)- 50%
Daybook Entries/Reflective and Informal Writings/Reading Journal- 35%
Vocabulary Journals/Quizzes/MC Practice- 15%
Final Grade: Semester Long: Each Quarter is 40% and the Exam is 20%
Your final exam will be a released AP Literature Exam from a previous year. It will be scored according to the College Board’s specification, 0-150 points, and converted to the 100-point value. The final exam counts 20% of your final grade.
An Important Note on Academic Integrity
You are expected to abide by Weaver’s Honor Code which states: I will not give or receive unpermitted assistance in preparation of any work or assessment that is to be used by the instructor as the basis of grading. Cheating or plagiarism of any kind cannot be tolerated. At minimum, parents will immediately be notified, plagiarized work will receive no credit and there will be no opportunity to re-submit. Cheating and plagiarism are offenses warranting a Disciplinary Referral that administrators handle according to GCS school policy.
An Important Note on Works Studied
Literary texts studied in the high school classroom are complex, higher-level texts which may contain mature content and themes. ‘Mature content’ may include, but is not limited to pervasive strong language, disturbing violence and behavior, sexual acts, drug/alcohol use or references, controversial content, or culturally diverse themes. These books are selected based on their literary merit and will be studied through their historical and cultural context. Our instructional purpose is to expose students to perspectives unlike or in opposition to their own in order to analyze complex themes and to promote individual reflection and academic growth.