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AP® English Literature and CompositionSyllabus 4Understandings:What will students understand (about what big ideas) as a result of the unit? Students will understand that:

Essential Questions:What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?

• Literatureprovidesamirrortohelpus understand ourselves and others.

• Writingisaformofcommunicationacrosstheages.

• Literaturereflectsthehumancondition.

• Literaturedealswithuniversalthemes,i.e.,manvs.man,manvs.nature,manvs.self,manvs.God.

• Literaturereflectsitssocial,cultural, and historical values.

• Howdoesliteraturehelpusunderstand ourselves and others?

• Howhaswritingbecomeacommunicationtoolacrosstheages?

• Howdoesliteraturereflectthehumancondition?

• Howdoesliteratureexpressuniversalthemes?

Major concepts/contentAP®EnglishLiterature andComposition isdesigned tobe a college/university-levelcourse,thusthe“AP”designationonatranscriptratherthan“H”(Honors)or“CP”(CollegePrep).Thiscoursewillprovideyouwith the intellectualchal-lenges and workload consistent with a typical undergraduate university English literature/Humanitiescourse.Asaculminationof thecourse,youwill take theAPEnglishLiteratureandCompositionExamgiveninMay(required).Agradeof4or5onthisexamisconsideredequivalenttoa3.3–4.0forcomparablecoursesatthecollegeoruniversitylevel.Astudentwhoearnsagradeof3oraboveontheexamwillbegrantedcollegecreditatmostcollegesanduniversitiesthroughoutthe United States.

Course Goals1. Tocarefullyreadandcriticallyanalyzeimaginativeliterature.

2. Tounderstandthewaywritersuselanguagetoprovidemeaningandplea-sure.

3. Toconsiderawork’sstructure,style,andthemesaswellassuchsmallerscaleelementsastheuseoffigurativelanguage,imagery,symbolism,andtone.

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4. Tostudyrepresentativeworksfromvariousgenresandperiods(fromthesixteenth to the twentieth century) but to know a fewworks extremelywell.

5. Tounderstandawork’scomplexity,toabsorbrichnessofmeaning,andtoanalyzehowmeaningisembodiedinliteraryform.

6. Toconsiderthesocialandhistoricalvaluesaworkreflectsandembodies.

7. Towrite focusing on critical analysis of literature including expository,analytical,andargumentativeessaysaswellascreativewritingtosharpenunderstanding of writers’ accomplishments and deepen appreciation ofliterary artistry.

8. To become aware of, through speaking, listening, reading, and chieflywriting,theresourcesoflanguage:connotation,metaphor,irony,syntax,and tone.

Required Texts and MaterialsIntheAPLiteratureandCompositioncourse,thestudentshouldconsiderobtain-ingapersonalcopyof thevariousnovels,plays,epics,poems,andshort fictionusedinthecourse.Youmaypurchasecopiesfromalocalneworusedbookstore,orfromanonlinebooksource.

Ifavailable,youmaycheckoutbooksfromyourschool’sEnglishDepartment.Alltitlesmayalsobefoundinthelocallibrarybranches.Someoftheworksusedcanalso be accessed online.

Preliminarylistofnovels,drama,andanthologizedmaterial: [C1]

Frankenstein• , Shelley

TheTragedyofHamle• t,PrinceofDenmark, Shakespeare

HeartofDarkness• ,Conrad

DeathofaSalesman• ,Miller

OedipusTyrannos• , Sophocles [please use selected translation]

Short fiction and essays—as selected•Poetry—as selected•Modernnovels—asselected•WritingAboutLiterature• , E. J. Roberts

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

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Performance Tasks:TimedessaysbasedonpastAPprompts•Essay questions as required of college-level writers •Reading/respondingto/analyzingnovels,drama,fiction,nonfiction,and•poetry

Imaginativewritingincludingbutnotlimitedto:poetry,imitative•structures

Literaryanalysispapers—expositoryandpersuasive•Personal essay•Graphicorganizers,double-entryjournals,paragraphresponses,questions•

Course Syllabus

Writing ExpectationsAs this is a literature and composition course, you will be expected to useeveryassignment that involveswriting topracticeyourbestcompositionskills.Composition assignments will include: statements, paragraphs, timed writes(essay tests), and formal essays (personal, expository and argumentative). [C6,

C7] Nomatterthekindofwritingassigned,yourbestcompositionskillsshouldbe practiced.We will work with various composition constructions, StandardWritten English, sentence variety, and word choice. [C8, C9]

1. When an assignment calls for a “paragraph,” please check your workagainst the paragraph criteria below:

Stand-Alone Paragraph Evaluation CriteriaUse these criteria to evaluate paragraphs that are not part of a longer piece of writing.1. Thefirst,second,orlastsentencecontainsthemainideaandkey

wordsfromthequestionorassignedtopic.(Thefirstsentenceisusuallypreferable.)

2. Paragraphcontainsonetothreeexplanatorysentences.3. Paragraph contains two to four sentences about specific details.4. Detailsarecolorful,interesting,andappropriate.5. Paragraph ends with a good closing sentence that refers to the

mainideawithoutrepeatingit.6. Paragraphcontainsnorun-onsorsentencefragments.7. Paragraphisfreeoferrorsinagreement.

A.Subject/verb—singularorpluralB. Pronoun selection correct—singular or pluralC.Pronounselectioncorrect—subjectorobject

C6—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to explain: expository, analytical essays in which students draw upon textual details to develop an extended explanation/interpretation of the meanings of a literary text.

C7—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to evaluate: analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s artistry and quality, and its social and cultural values.

C8—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a wide-ranging vocabulary used appropriately and effectively.

C9—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a variety of sentence structures, including appropriate use of subordination and coordination.

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8. Free of punctuation errors.9. Free of spelling errors.10. Handwritingiseasytoread.

2. Manytimesyouwillbeaskedforyouropinionorideaaboutanaspectofa work of literature. You will post these to a discussion board. Please use completesentenceswithclearsupportforyourideas.

3. Allassignmentsforformalpaperswill includeaspecificgradingrubric.Wewillgoovertherubricspriortosubmittingpapersandreviewexpecta-tionsfortheparticularcompositionorpaper.Pleaseconsulteachrubriccarefullybeforesubmittingyourwork.ChaptersfromRoberts,EdgarV.WritingAboutLiterature (9th edition. Upper Saddle River, N.J.: Prentice Hall,1999)willsupplementcompositioninstruction.Youwillbeexpectedtorewritelargerpapersandliteraryanalysisafteryoureceivefeedback.

4. Timed writes (essay tests) will present a scoring guide as feedback.Thesewill be scoring guides as used by theAPEnglish Literature andCompositionExamforthatspecificquestion.Essaytestswillneedtobetypeddirectlyintothetestblankonline.Donottypeanessayontoaworddocumentandthencutandpasteitintotheanswerspace.

5. Grammar and usage: As a senior in an AP English Literature andComposition course, you should have a good command of StandardWritten English. Therewillbeminilessonsthroughoutthecoursedealingwith complex grammar and usage issues, sentence constructions, anddiction.Occasionallyyoumayneedsomeadditionalhelpwith this. [C8,

C9, C12]

Therearemanygoodonlineguides togrammar.The linkbelow isonesuchguide.Pleaseconsultthisguideorawritinghandbookforgrammarproblems.http://grammar.ccc.commnet.edu/grammar/index.htm

Pre-Course AssignmentActively read • Frankenstein.

CompletealiteraryanalysisoutlinebasedonE.J.Roberts’technique•questionsfromWritingAboutLiterature.

MythofPrometheus• —Considerthetitleofthenovel.

Actively read • TheRimeoftheAncientMariner—ThinkabouttheconnectionbetweenColeridge’spoemandShelley’snovel.

Speculative writing about the connection between • Frankenstein and TheRimeoftheAncientMariner.

Compositionfocus—clear,competentparagraphs:transitions,topic•sentences,supportsentences,usinglines/quotesfromworks. [C10, C11]

C10— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis.

C11— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a balance of generalization and specific, illustrative detail.

C12— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.

C8—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a wide-ranging vocabulary used appropriately and effectively.

C9—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a variety of sentence structures, including appropriate use of subordination and coordination.

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Unit 1: Genre Study3 Weeks

Whatdoesthetermgenremean?Genre: A category of literarywork. In critical theory, genremay refer to boththecontentofagivenwork—tragedy,comedy,pastoral—andtoitsform,suchaspoetry,novel,ordrama.Thistermalsoreferstotypesofpopularliterature,asinthegenresofsciencefic-tion or the detective story.

What are the different genres of literature?Therearemanywayswemightanswer thisquestion.Thebasic typesor largercomponents of literature, however, can be grouped into categories, includingnovel,shortfiction,poetry,drama,andepic.

Howdoesawriterofpoetryandprosecraftaworkofliterarymerit?Contrarytotheopinionofmanyofmyformerstudents,worksoffabulousimagi-nationseldomfallfromthesky.Writersofgreatliteratureare“techniciansoftheirform,”that is, theyuseall thetoolsof literarytechnique, language,andstyletoenhance their works.

What sort of writing skill will an AP student need to acquire in order to be successful in this class and in college?YourgoalwillbetoemulatethemastersoftheEnglishlanguageandtobecome“technicians,”employingallthetoolsofliterarytechnique,language,andstyle.

Unit Expectations:

Studentswillgainexperiencewith:

Closereadingoffiction,drama,poetry•Compositioninstruction(seewritingexpectations):•

■ Students will take material from their double entry journals deal-ingwithcentralthemesinFrankenstein, [C5] andusethematerialtodevelopaninterpretiveessaybasedonacentralthemeinthenovel.Studentsmayselecta themeof theirown,granted it isapprovedbytheinstructor,ortheymayselectoneofthesetwothemes:thetensionbetweenindividualismandsocialacceptance;orthetensionbetweentechnologyandhumanaspiration. [C2]

■ On-demandwriting—experiencewith timedwriting about prose— complexcharacterization,figurativelanguage,resourcesoflanguage

■ Evaluationofon-demandwriting—workingwithascoringguide

■ Paragraphwriting,shortanswers,graphicorganizers

C2—The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the work’s textual details, consider-ing: structure, style, and themes.

C5—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to understand: informal, exploratory writing activities that enable students to discover what they think in the process of writing about their reading (such assignments could include annotation, freewriting, keeping a reading journal, and response/reaction papers).

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Literarytermsandtechniques•Elementsofliteratureincludingnovel,shortstory,anddrama•

Novel: Frankenstein

Nonfiction: Introduction to Frankenstein

ShortStory:“AJuryofHerPeers”

Drama:Trifles

Poetry: TheRimeoftheAncientMariner,“OdeonaGrecianUrn” [C1]

Unit 2: Personal Essay for College Admission/Scholarship Application 2 Weeks

Writersoftenusethepersonalreminiscence/personalessay/essay•ofexperiencetostateanopinion,explainaviewpoint,clarifythesignificance of a person or event.

Thepersonalessaymaytakeoneofthreeforms:personalessay,personal•reminiscence,andessayofexperience.

Unit Objectives

Studentswillexploreideasaboutthemselvestodeterminetheirtopicsfor•writing.

Students will understand and work with personal writing—including, but •notlimitedto,anecdote,dialogue,details,language,syntax,andvariedstructures.[C8]

Directcompositioninstructiononintroduction/openings,voice,useof•first-person pronouns, apostrophe, and conventions[C12]

■ Students will work with conventions of Standard Written English.

■ Studentswillparticipateinpeerediting,rewriting/revising.

Studentswillcompleteatleastonepersonalessayforcollegeadmission.•

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

C12— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: an effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure.

C8—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a wide-ranging vocabulary used appropriately and effectively.

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Unit 3: Classical and Modern Tragedy4 Weeks

World Literature in Translation: National Standards

Studentsreadawiderangeofprintandnonprinttextstobuildan•understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesandtheworld;toacquirenewinformation;torespondtotheneedsanddemandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionandnonfiction,classicandcontemporaryworks.

Studentsreadawiderangeofliteraturefrommanyperiodsinmany•genrestobuildanunderstandingofthemanydimensions(e.g.,philosophical,ethical,aesthetic)ofhumanexperience.

Aristotle: Tragedy

Sophocles: Oedipus Tyrannus

OedipusTyrannus• is a discussion of the conflict between faith and doubt. Oedipusrepresentsanyofuswhowrestlewithourownproblemsoffaithanddoubt;herepresentsallofourhopesandfears.

SophocleswantedOedipustoteachthatman’sconfidenceinhisown•ability is an illusion if he abandons the idea of a higher power.

Thisplayseekstruthaboutthecosmos.Everydetailof• OedipusTyrannus is contrived so as to reinforce the conception of order disturbed and order restored.

Knowledgecomesthroughsuffering.•Itwasnotgoingtohappenbecauseitwasforetold.Itwasforetoldbecauseit•wasgoingtohappen.CharacterisFate.

Arthur Miller: Death of a Salesman [C1]

Modern playwrights have interpreted Aristotle’s definition to include human-kind’s perception of the universal human lot. The primary amendmentsmadebymodernplaywrightsarethatthetragicheroneednotbehighborn,notthatthelanguageoftheplaybeverse.Inhisessayentitled“TragedyandtheCommonMan,”ArthurMillerassertsthathebelieves“thatthecommonmanisanaptsub-jectfortragedyinitshighestsenseaskingswere.”

Unit Expectations

a) Active reading/Cornell Notes incorporated into understanding drama,includingdramaticirony,theaterbeginnings,theoriginandfunctionofthechorus,imageryofsightandblindness,myth.

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

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b) Formalanalysis/literarypapercomparingandcontrastingthetragicfateof both protagonists. Essaywill be expository and analytical in nature.Studentswillwrite,edit,andrewrite.Paperwillemphasizeimageryanddramatic irony and will work with incorporating quotes, word choice,syntaxandunderstandingofthedialogueanddetailspresentedassupportto writing. [C6]

Directcompositioninstruction:activeverbs,clearviablethesisstatement,incorporation of lines and dialogue, conventions as necessary.

c) Timedwriteontragedy,includingscoringguide.

d) Discussion:Characterisfate;freewill.

Unit 4: Introduction to Poetry4 Weeks

Students will learn that:

Readingpoetrywellmeansrespondingtoit:ifonerespondsona•feelinglevel,heorsheislikelytoreadmoreaccurately,withdeeperunderstanding, and with greater pleasure.

Reading poetry accurately, and with attention to detail, will enable one to •respondtoitonanemotionallevel.

Reading poetry involves conscious articulation through language, and •readingandrespondingcometobe,forexperiencedreadersofpoetry,very nearly one.

Payingcloseattentiontothetextinpoetrymakesoneappreciate,and•understand,textualityanditspossibilities.

Unit Expectations

StudyandanalyzepoemsfromtheRenaissance

a) Introduction:Essayofanalysis.Thisessayisaliteraryanalysis(expository)—Shakespeare’s“Winter”includingteachermodelandrubric.Essaywillbesharedinclassandemphasisincludessonnetform,paraphrase,imagery,syntax,andpoeticlanguage. [C4]

Direct composition instruction: summary/paraphrase, thesis statement,syntax/sentencestructures,audience. [C9, C11]

b) Ballad—analyzeusingcallouts

c) Sonnet—studyandanalyzemultiplesonnets,writeanoriginalsonnet

d) MetricalRomance

C4—The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the works textual details, considering: such elements as the use of figurative language, imagery, symbolism, and tone.

C6—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to explain: expository, analytical essays in which students draw upon textual details to develop an extended explanation/interpretation of the meanings of a literary text.

C11— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a balance of generalization and specific, illustrative detail.

C9—The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: a variety of sentence structures, including appropriate use of subordination and coordination.

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e) Timedwrite—literaryanalysiscomparingandcontrastingtwoRenaissancesonnetsincludingsamplesandscoringguide. [C6]

DirectCompositionInstruction:comparisonandcontrast,thesisstatement

f) Multiple-choicepractice

Unit 5: The Tragedy of Hamlet, Prince of Denmark [C1]

5 Weeks

“Foranythingsooverdoneisfromthepurposeofplaying,whoseend,bothatthefirstandnowwasandis,tohold,as’twere,themirroruptonature,toshowvirtueherownfeature,scornherownimage,andtheveryageandbodyofthetimehisformandpressure.”—Hamlet,PrinceofDenmark.ActIII.Sceneii.

Why is • HamletconsideredbymanyasShakespeare’sgreatestachievement?

Howdidthereligious,scientific,andculturalbeliefsoftheElizabethan•age influence Shakespeare in the writing of Hamlet?

HowandwhyisthecharacterofHamletdepictedasthemostcomplexin•English literature?

WhatisHamlet’sessentialquestion?•Unit Expectations

a) Studyincludesthegreatchainofbeing;Shakespeare’slanguage,form,andfunction of tragedy

b) Essaytest/timedwriteusing1993and1994question#3fromAPEnglishLiteratureandCompositionExams. [C6]

c) Literaryanalysispaper—formal,persuasiveessayevaluatingHamlet based ononeormoreofthequestionsabove. [C7]

Directcompositioninstruction:format—clearthesis,incorporationoflinesand quotes, pronoun usage, support paragraphs, introduction necessary for audience, thesis followed throughout, strong concluding paragraph. [C10]

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

C10— The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, which help the students develop: logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis.

C7—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to evaluate: analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s artistry and quality, and its social and cultural values.

C6—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to explain: expository, analytical essays in which students draw upon textual details to develop an extended explanation/interpretation of the meanings of a literary text.

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Unit 6: Short Fiction and Satire4 Weeks

“Satireisasortofglass,whereinbeholdersdogenerallydiscovereverybody’sfacebuttheirown;whichisthechiefreasonforthatkindofreceptionitmeetsintheworld, and that so very few are offended with it.”—Jonathan Swift

Unit Expectations

a) Studyofshortfiction,literaryterms,andtechniques,emphasizingpointof view and tone.

b) Analysisofmultipleshortstoriesusinggraphicorganizers.

■ Twoshortinterpretationpapersbasedonpointofviewandtone, using two short story structures [C2, C3]

■ Timedwriteonshortfictionincludingsamplesandscoringguide

c) TheStingofSatire:“AModestProposal,”selectionsfrom Gulliver’sTravels,Candide. [C1]

■ Guestspeaker—satirist,JimKershner

d) Timedwriteonironyandsatire.

Unit 7: The Novel: Heart of Darkness, Conrad [C1]

3 Weeks

“‘Theseamoldscharacter,’hesaid, ‘yet, insetting theconditions forshipboarddrama—astosomeextentitinevitablymust—itreveals,likeamirror,thefaceofcharacteritself.’”

JosephConrad’sHeartofDarkness“isthemostvividlyrealizedaccountinlitera-tureoftheexperiencesofaEuropeanincolonialAfrica,andassuchisadocumentofhistoricalimportanceaswellasaliteraryclassic.”

Students will explore the literary techniques of: impressionistic writing, framenarrative,inference,andsymbolism.

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

C3—The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the works textual details, considering: the social and historical values it reflects and embodies.

C2—The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the work’s textual details, consider-ing: structure, style, and themes.

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Unit 8: Metaphysical to Modern Poetry3 Weeks

“Poetryisamirrorwhichmakesbeautifulthatwhichisdistorted.”—Percy Shelley

Respondingtopoetryinvolvesrememberingandreflecting.•Yourknowledgeandlifeexperienceinformsyourreadingofwhatis•beforeyou,andallowsyoutoconnectthingswithinthetext—events,images,words,sounds—sothatmeaningsandfeelingsdevelopandaccumulate.

Poems,evenwhentheyareaboutthingsofwhichwehavenoexperience,•connecttothingswedoknowandorderourmemories,thoughts,andfeelings in new and newly challenging ways.

Readingpoetrycanultimatelyenrichyourlifebyhelpingyoubecome•morearticulateandmoresensitivebothtoideasandfeelings:that’sthelargergoal.Butthemoreimmediategoal—andtheroutetothelargerone—istomakeyouabetterreaderoftextsandamorepreciseandcareful writer yourself.

Poems,perhapsevenmorethanothertexts,cansharpenyourreading•skillsbecausetheytendtobesocompact,sofullydependentonconciseexpressionsoffeeling.Inpoems,ideasandfeelingsarepackedtightlyintojustafewlines.

TheNortonIntroductiontoPoetry [C1]

Unit Expectations

a) StudyandanalysisofpoemsfromMetaphysicaltomodernera.

b) Twoshortpapersanalyzingpoemsinunit.

c) Students will write an interpretive essay comparing the treatment ofa sociohistorical issue in two poems. Students will write on either thedepiction of and attitude toward racism in Cullen’s “Incident” andDunbar’s “WeWear theMask”;or thedepictionof andattitude towardwarinOwen’s“DulceetDecorumEst”andJarrell’s“TheDeathoftheBallTurretGunner.” [C3]

d) Directcompositioninstruction:asneeded.

C3—The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the works textual details, considering: the social and historical values it reflects and embodies.

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

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Unit 9: Modern Novel4 weeks

Novels—Reader’sWorkshopformat

Studentschoosetwonovelstoreadandstudyfromthefollowinglistofpossibletitles: Alias Grace, All the King’sMen, All the PrettyHorses, Angle of Repose, AnimalDreams,Atonement,Awakening,Beloved,BraveNewWorld,Catch22,Einstein’sDreams,EthanFrome,Frankenstein,TheGrapesofWrath,TheGreatGatsby,TheHandmaid’sTale,TheKiteRunner,LordoftheFlies,Montana1948/Justice,1984,Obasan, Player Piano, The Poisonwood Bible, A Prayer for OwenMeany, SnowFallingonCedars,StonesfromtheRiver,TheirEyesWereWatchingGod. [C1]

Unit Expectations

a) Read two novels.

b) Testonboth.

c) Formal literary paper—persuasive format. Students will take the twonovelstheyreadand,againusingmaterialgeneratedintheirdoubleentryjournals, will write an analytical, argumentative essay that attempts topersuade its reader that each novel is making specific sociohistoricalcommentaryonanissueofsocialconcern.Theissuemay,butneednot,bethesameineachnovel.Theessay,developedthroughmultipledrafts,will argue for specificways,with illustrations from the texts, that eachnovel reflects the social concern detected and articulated in writing, in the opening paragraph of the essay, by the student. [C7]

Unit 10: AP Practice Exam1 Week

ThisunitwillbecompletedbyApril1,2007.

C1—The course includes an intensive study of representative works of both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.

C7—The course includes frequent opportunities for students to write and rewrite formal, extended analyses and timed in-class responses. The course requires writing to evaluate: analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s artistry and quality, and its social and cultural values.