Course Description

Course Description:

This course is designed to be the equivalent of a college-level class. By your performance on the Advanced Placement Examination, you can earn college credit and/or advanced placement in college composition. We will study examples of prose, drama, and poetry from various fields and periods in literature; moreover, you will learn how to discover meaning in literature by being attentive to language, imagery, character, action, argument, and other various techniques and strategies authors use to evoke readers’ emotional responses and reveal human nature. Through close study and practice, you are expected to gain understanding of the principles of effective reading and writing and thus become an effective reader and writer yourself.

Course Goals:

1.  To carefully 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, and tone.

4.  To study representative works from various genres and periods (from the sixteenth to the twentieth century) 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.

6.  To consider the social and historical values a work reflects and embodies.

7.  To write focusing on critical analysis of literature including expository, analytical, and argumentative essays as well as creative writing to sharpen understanding of writer’s accomplishments and deepen appreciation of literary artistry.

8.  To become aware through speaking, listening, reading and chiefly writing of the resources of language: connotation, metaphor, irony, syntax, and tone.

Required Texts and Materials

In the A.P. Literature and Composition course, you should consider obtaining a personal copy of the various novels, plays, epics, poems, and short fiction used in the course. Copies may be purchased from a local new or used bookstore, from an online book source, or from me when I place my beginning-of-the-year book order. If available, you may check out books from the library, and all titles may be found in the local library branches. Some of the works used can also be accessed online. Preliminary list of novels, drama and anthologized material:

Textbooks:

Perrine’s Literature: Structure, Sound and Sense (8th ed.) by Thomas Arp and Greg Johnson (Class set--This is the primary source for short stories and poetry).

Individual Titles:

Bible. Selections from the King James Version (Summer Reading)

*Conrad, Joseph, Heart of Darkness

*Ellison, Ralph. The Invisible Man

*Faulkner, William. As I Lay Dying

Foster, Thomas. How to Read Literature Like a Professor (Summer reading & referenced throughout course)

Huxley, Aldous. Brave New World (Summer Reading)

*Shakespeare, William. Hamlet, The Prince of Denmark

*Shakespeare, William. King Lear

Socrates. Oedipus the King

*Wells, H.G. 1984

*Wilde, Oscar. The Importance of Being Earnest

*Student choice of one of the following for use in a novel project and choice

novel study:

Austen, Jane. Pride and Prejudice

Bronte, Emily. Wuthering Heights

Bronte, Charlotte, Jane Eyre

Chopin, Kate. The Awakening

Marquez, Gabriel Garcia. Love in the Time of Cholera

Kafka, Franz. The Metamorphosis

Shelley, Mary, Frankenstein

Walker, Alice. The Color Purple

*Books purchased by students. The remaining titles can be checked out from my collection of classroom sets of A.P. novels.

Performance Tasks:

• Timed essays based on past AP. prompts

• Essay questions as required of college-level writers

• Reading/responding/analyzing novels, drama, fiction, non-fiction and poetry

• Imaginative writing including but not limited to: poetry, imitative structures

• Literary analysis Papers—expository and persuasive

• Personal essay

• Graphic organizers, double-entry journals, paragraph responses, questions

Summer Reading Assignments:

·  How to Read Literature Like a Professor by Thomas C. Foster (Short writing assignment per chapter that is due the first day of class. One chapter will be assigned to each student to present to the class.)

·  Brave New World by Aldous Huxley

·  The Bible (selected readings)

Abbreviation Key: PSS=Perrine’s Sound & Sense; PC-Purchased Copy of Novel/Play; CS-Class Set of Novel; HO-Handout from teacher

FIRST SEMESTER

Unit I. Course Introduction and Overview: (3 weeks)

·  A.P. Course Information/Syllabus: (distribution and overview)

·  Summer reading presentations on How to Read Literature Like a Professor

·  Review how to write a thesis statement AND essay structure.

·  Review of and test on definitions and examples of elements of voice (diction, syntax, detail, imagery, tone, etc.)

·  Re-introduction to Voice Lessons by Nancy Dean. This text will be used for daily exercises, and will provide you with exercise in identifying, and writing about how diction, imagery, syntax, details, and how figurative language creates meaning and contributes to the author’s development of theme. [THESE EXERCISES WILL BE ALTERNATED WITH A.P. MULTIPLE CHOICE PASSAGES FROM A VARIETY OF SOURCES].

·  Mini-lessons on integrating quotes, literary present tense, writing rubrics, and general vs. specific details using summer reading novels. [AFTER I READ THEIR PARAGRAPHS/MINI-ESSAYS, STUDENTS WILL BE GIVEN THE OPPORTUNITY TO REWRITE THEM. WHILE REWRITING I CONDUCT ONE-ON-ONE CONFERENCES WITH THE STUDENTS].

·  Brave New World Essay .[STUDENTS WILL BE GIVEN THE OPPORTUNITY TO REWRITE AFTER TEACHER FEEDBACK. THE GOAL WILL BE TO HELP STUDENTS DEVELOP SKILLS IN ESSAY ORGANIZATION AND HOW TO USE TRANSITIONAL WORDS TO INCREASE COHERENCE WITHIN THE ESSAY].

·  Writing an academic resume

·  Bible/Mythology Review followed by objective assessment

·  How to annotate a novel and close reading analysis will be reviewed. Also, requirements for blog/journals will be explained.

Unit Expectations:

Students will …

·  Understand the purpose of A.P. English as defined by the College Board and the objectives of the course set by the course syllabus.

·  Present in front of class analysis of summer reading – HTRLLAP – one chapter per student. Class will discuss each presenter’s selections and ideas and respond constructively.

·  Review how to write a thesis statement and the structure of an essay.

·  Review and understand the concept of writing in literary present tense.

·  Review the elements of style and the elements of voice.

·  Review how to integrate quoted material.

·  Understand the A.P. essay rubric and how to apply it to essays (will be used entire year).

·  Balance generalizations and specifics in their writing.

·  Write an analysis essay on summer reading novel.

·  Write an academic resume.

·  Understand the purpose and objective of annotation, journal writing, and blogging (close reading).

·  Demonstrate knowledge of selected Bible stories and mythological stories and characters.

Unit II. Poetry Bootcamp (1984 & one novel of choice from approved list for out-of-class reading) - (6 weeks)

A.  “What is Poetry?’ (PSS: 717-736)

·  Chapter introduction: “The World is too Much with Us”

·  “The Eagle”

·  “Winter”

·  “Dulce et Decorum” (Bedford AP MC practice - pg. 119)

·  Imagiste poems: “The Red Wheelbarrow,” “In a Station at the Metro,” “Suicide’s Note”

B.  “Reading the Poem” (PSS: 737-756)

·  Chapter Introduction

·  Introduce TP-CASTT analysis method as a mnemonic device for approaching poetry.

·  “Mirror” (pg. 749)

·  “Metaphors” (pg. 798)

·  “A Study of Reading Habits” (pp. 740-741)

·  “Is my team plowing” (pp. 744-745)

·  “There’s been a Death, in the Opposite House” (pp. 748-749)

·  How to read an A.P. poetry prompt (HO with 1971-2008 AP Exam poetry prompts)

·  Shifts in poetry – “The Groundhog” (HO) – Class discussion

·  Study of an essay on “The Groundhog” (released A.P. exam poetry essay question)

·  Read and analyze released exam question and actual essays on a poem. Study scoring and discuss College Board’s scoring rationale.

C.  Types of poetry (PSS, The Making of a Poem, & HO)

1.  Sonnets: HTRLLAP – Chapter 4 and discuss

·  “The world is too much with us” (PSS: 766)

·  “Against Love” (PSS: 754)

·  “Design” (PSS: 870)

·  Compose a sonnet and share with class.

2.  Sestina:

·  Definition and examples from The Making of a Poem

·  “Bilingual Sestina” – Barbara Bloy book

·  “Sestina” (HO) (A.P. Multiple Choice questions [from released exam] on “Sestina”)

·  Compose a sestina (any subject) and share it with class.

3.  Narrative poetry:

·  Epic: Poems that recount the accomplishments of heroic figures, typically including expansive settings, superhuman feats, and gods and supernatural beings. Examples: Beowulf, The Epic of Gilgamesh, and The Odyssey

·  Ballad: Poems with roots in an oral tradition; typically meant to be sung, a ballad uses repeated words and phrases, including a refrain, to advance its story. Examples: “Bonny Barbara Allen,” “Ballad of Birmingham”(pg. 728), “Edward” (pg. 977), and “La Belle Dame sans Merci”(pg. 1067).

4.  Lyric poetry (HO from The Making of a Poem):

·  “Aubade” (pg. 1072)

·  Ode:

o  “Ode to a Nightingale” (pg. 1068) – Bedford AP MC pg. 150

o  “Ode on a Grecian Urn” (pg. 1002)-Applied Practice for Poetry AP MC pg. 25; Group analysis-make a human urn

·  Elegy: Examples: “To an Athlete Dying Young” (pg. 1060)

·  Pastoral: Christopher Marlowe-- “The Passionate Shepherd to His Love” (PH-216-217); Sir Walter Raleigh—“The Nymphs Reply to the Shepherd” (PH-216-217)

·  Dramatic Monologue: Examples: “My Last Dutchess” (pg. 849), “Porphyria’s Lover,” “Ulysses” (pg. 818) Meditation: Examples: “Go Lovely Rose” (pg. 1101)

5.  Villanelles: “Do Not Go Gentle into That Good Night” (PSS: 968-969)

D.  Denotation, Connotation, Imagery (PSS: 757-770)

·  Chapter Introduction

·  “There is no Frigate like a Book” (pg. 758)

·  “When my love swears that she is made of truth” (pp. 759-760)

·  “Pathedy of Manners” (pp. 761-762)

·  Den./Conn. Exercises: (pg. 763)

·  “Cross” (pg. 766)

·  “Desert Places” (pp. 767-768)

·  “One Art” (pp. 769-770)

·  Suggestion for Writing (pg. 770) Consider the denotative meanings of poem titles.

E.  Imagery (PSS: 771-784)

·  Chapter Introduction

·  Imagery Handout – 7 senses

·  “Meeting at Night” (pg. 772)

·  “The Reapers”

·  “I felt a Funeral , in my Brain” (pg. 776)

·  “After Apple-Picking” (pp. 780-781) Journal Entry: How does the imagery in the poem reveal the author’s attitude? Imagery Activity: 5 senses appealed to and specific quotes from poetry for each sense (Center for Learning – Advanced Placement Poetry); Understanding imagery through art-select image and draw it

·  “Those Winter Sundays” (pp. 781-782)

·  Review A.P. Essay from 2006 released exam on “An Evening Hawk.” Analyze essays/scoring; Discuss the elements of poetry essays and their relation to A.P. Exam score; study rubric

·  “To Autumn” (pg. 783) or “The Convergence of the Twain” (pp. 778-779): Students will write a timed essay on released A.P. poetry prompts on one of these poems

F.  Figurative Language of Simile, Metaphor, Personification, Apostrophe, Metonymy, Symbol, Allegory (PSS: 785-828) Resource: Essential Literary Terms (pp. 32-65)

·  Chapter Introduction

·  Graphic organizer of literary techniques

·  “The Guitarist Tunes Up” (pg. 786)

·  “The Hound” (pg. 787)

·  “Bereft” (pp. 787-788)

·  “Schizophrenia” (Bedford HO pg. 915)

·  “Bright Star” (pg. 792) Journal Entry: Why is an apostrophe more effective here than just a description of the star that does not address it? What are the qualities of the star that the speaker would not want to emulate? Why would these be wrong for him in his situation?

·  “To His Coy Mistress” (pp. 803-804) Journal Entry: Is this poem about love or about time? If the latter, what might making love represent? What philosophy is the poet advancing? (Bedford AP MC practice – pg 101)

·  “Dream Deferred” (pg. 805) Journal Entry: List the six images: Five are similes and one is a metaphor. Comment on the position of the one metaphor and its effectiveness.

·  “Weary Blues” (Bedford AP MC practice pp. 223-224)

·  “The Road Not Taken” (pg. 807)

·  “The Sick Rose” (pg. 811)

·  “To the Virgins, to Make Much of Time” (pp. 815-816)

·  “Fire and Ice” (pg. 818)

·  “Curiosity” (pp. 821-822) Journal Entry: What is the deeper meaning of the poem? Of what are cats and dogs, in this poem, symbols? Compare and contrast this poem in meaning and manner with “Ulysses.”

·  “I started Early—Took my Dog” (pp. 826-827) Journal Entry: At its surface level, this narrative allegory describes a woman who walks to the sea, has an apparently fearful experience, and returns to town. What ulterior meanings are suggested by her confrontation with the sea, her fear that the tide would consume her, and her running away? What is the evidence that the speaker’s experience is pleasant as well as frightening? How does this combination of pleasure and fear relate to the poem’s ulterior meaning?

G.  Paradox, Overstatement, Understatement, Irony, Allusion (PSS: 829-864)

·  Chapter Introductions (pp. 830-839)

·  “The Sun Rising” (pp. 831-832)

·  “Barbie Doll” (pp. 835-836)

·  “Batter my heart, three-personed God” (p. 840)

·  “Sorting Laundry” (pp. 841-842)

·  “Mr. Z” (p. 848)

·  Journal writing suggestions: page 851 (PSS)

·  Allusion defined (pp. 852-853)

·  “Out, Out—“ and “Out, out, brief candle” (Macbeth speech) (pp. 853-855)

·  “Abraham to kill him” (p. 861)

·  “Life with Father” (p. 862)

·  “A monkey sprang down from a tree” (p. 863)

·  Compare/contrast two poems - Timed Writing: “The Chimney Sweeper” (pp. 837-838) (See 2006 Released AP exam)

H.  Meaning, Idea, and Tone (PSS: 865-898)

·  Chapter Introductions (pp. 865-869) & (pp. 880-884)

·  “Stopping by Woods on a Snowy Evening” (pp. 867-868)

·  “Design” (pp. 870-871)

·  “Love’s Deity” (pp. 873-874)

·  “The Caged Skylark” (p. 877)

·  “No worst, there is none” (p. 878)

·  “For a Lamb” (p. 882)

·  “Since there’s no help” (p. 884)

·  “Crossing the Bar” (p. 886)

·  “The Oxen” (p. 887)

·  “The Apparition” (p. 889-890)

·  “Church Going” (pp. 893-894)

·  “Love” (p. 897)

I.  Musical Devices (PSS: 899-914) Sounds of poetry – Bedford HO pp. 954-955: onomatopoeia, alliteration, assonance, euphony, and cacophony