AP Literature and Composition -- Mrs.

Lurkins
Contact Info: PLEASE do not hesitate to contact me if you ever have any questions about an assignment or due date. I check my
email multiple times a day, every day. This is the easiest and most timely way to contact me and receive a response, but all attempts
to contact me will be responded to in a timely manner. I am here to help you…make me earn my paycheck!
Room: 3205
Phone: 314-415-5593
Email: dlurkins@parkwayschools.net
Class Website: http://whslurkins.weebly.com
Plan Periods: 2 & 5 (A-Days); 5 (B-Days); 1, 2 & 5 (C-Days)
After School Availability: MOST days from 2:30-3:30 (See me for an appointment).

Essential Questions:
1. How can the human spirit triumph in a world of chaos?
2. How does authorial intent shape both print and non-print texts?
3. What makes up identity, and how does a person acquire that identity? When and why does identity matter?
4. How and when are we willing to embrace the truth? To what degree does truth matter?

Goals (most of these are from the College Board):

1. Have exposure to a variety of literary works, including British and American canonical texts.
2. Interpret a piece of literature based on careful observation of textual details, considering the work’s structure, style, and
themes; the social and historical values it reflects and embodies; and through elements such as figurative language, imagery,
symbolism, and tone.
3. Compose to understand in a variety of forms including informal responses and exploratory writing pieces in order to discover
thoughts about a text.
4. Compose to explain in a variety of expository and analytical forms, drawing upon details to develop an extended
explanation/interpretation of a literary text.
5. Compose to evaluate in a variety of analytical, argumentative essays drawing upon textual details to make/explain judgments
about a work’s artistry and quality as well as its social and cultural values.
6. Develop and use a wide range of vocabulary appropriately and effectively.
7. In composition, incorporate a variety of sentence structures; use a logical organization enhanced by specific techniques to
increase coherence, such as repetition, transitions, and emphasis; have a balance of generalization and specific, illustrative
detail; and effectively use rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate
emphasis through diction and sentence structure.
8. Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the task, purpose, and audience; and integrate information selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
9. Initiate and participate in a range of discussions with diverse partners building on others’ ideas and expressing your own
clearly and persuasively.

Expectations:
Reading Responses: In preparation for both informal and formal class discussions as well as for formal processed writing, you
should employ a method of text response. This can simply be annotating with post-it notes, a handwritten response in your class
notebook, or a google doc (if you have a way to access this in-class). We will practice/review some annotation strategies for shorter
texts, but you will have more freedom to choose the method that works best for you with the longer texts.
Graded Discussions: For most of the whole-class texts, you will take part in at least one graded discussion in which you dissect a
text and defend your interpretation of the material. These discussions will have some parameters, but will be primarily student-led.
You will be graded on your ability to provide support from the text, explore the ideas presented by the text, and enhance the
discussion. You will write a reflection after each discussion to synthesize your thoughts for each piece.

AP Practice Exams: Approximately every three weeks, you will take either a portion of the released multiple choice section of the
AP exam or take part in a timed-write. Time will be spent after each segment discussing and analyzing the passage and the prompt.
You will also have the opportunity to examine sample scored essays as a means to understand how your writing will be assessed.
Poem-a-day: Every day you will be exposed to poetry from a variety of authors (i.e. Wordsworth, Eliot, Szymborska, etc…). On
some days, these poems will be simply used for appreciation or to enhance the anchor text we are exploring. Some days we will spend
a longer time annotating and explicating the poem. Very often these poems will serve as a starting point for longer written analyses.
Finally, some poems will be used a means to practice the AP exam. If you ever have a poem you want to share with the class, let me
know. I am open to you all finding poems on your own to share.
Vocabulary: We will be using the Vocabulary Workshop text (Level H this year). Purchasing the vocab books is optional based on
your self-assessed needs. Additionally, we will go over academic vocabulary necessary for literary analysis and discourse. Your
vocab quizzes are required for all students and will combine a selection of both sets of words.
Processed Essays: In addition to your summer writing, you will have multiple other essays that you will be able to naturally take
through the writing process. You will have the opportunity to receive both teacher and peer feedback throughout this writing process.
Conference time will be available to discuss essays before school (beginning at 7), during 1/2 period on C days, and after school on
most days (until 3:30). Essays may be revised for a replacement grade if you have conferred with me and made changes beyond
editing.

1st Semester Schedule:

Aug./Sept. Identity and Culture (6 weeks)
Primary Text: Interpreter of Maladies by Jhumpa Lahiri
Unit Focus: Review and strengthen academic behaviors in writing and discussion.
Summative Assessments: Vocabulary quizzes 1-2,summer reading reflection, graded discussion, reader’s
showcase reflection

Sept./Oct. Seeing the Invisible through a Historical Lens (8 Weeks)

Primary Text: Invisible Man by Ralph Ellison
Unit Focus: Analyze a novel on both a textual level and through a historical lens, examining the
rhetorical situation of the work as well as dissecting the contemporary relevance of a piece.
Compose a research-based literary analysis.
Summative Assessments: Vocabulary quizzes 3-5, graded discussion, research-based literary analysis,
AP prose timed write.

Nov./Dec. Shakespeare (4 weeks)

Primary Texts: Macbeth and various sonnets (Shakespearean & Petrarchan)
Unit Focus: Analyze stylistic techniques and thematic trends of authors; research historical and cultural
contexts that gave rise to the play/poetry; present with poise and clarity
Summative Assessments: Vocabulary quizzes 6-7, Scene Interpretation

FINAL EXAM SEMESTER 1

Policies and Procedures:

Grading: Grades will be calculated based on the following weighted scale.
30% Process (in-class assignments, reading responses, writer’s workshop, vocabulary, etc…)
70% Product (essays, presentations, tests, formal graded discussions, etc….)
Citizenship
O (Outstanding) 0 Unexcused Absences, 0 Tardies, and outstanding community building
S (Satisfactory) 0 Unexcused Absences, 1 Tardy, and/or satisfactory community building
I (Improvement Needed) 1 Unexcused Absence, 2 + Tardies, and/or poor community building
U (Unsatisfactory) 2 + Unexcused Absences, 3 + Tardies, and/or disrupt the classroom community

Electronic Devices: You will have numerous opportunities to use electronic devices in this class for educational purposes.
However, the use of electronic devices at inappropriate times (i.e. SSR, discussion, student presentations) is prohibited. If you are
using a device at one of these times you will be asked to store it for the remainder of class. If you continue to use it, it will be taken
until the end of class. Subsequent inappropriate uses will lead to an administrative referral and call home.
Technology in the Classroom: This course will use a combination of the class Weebly website, Google Classroom, and
Schoology as vehicles to disseminate, generate, and submit course materials and assignments. Their purposes are outlined below:
● Weebly Site → The class website can be found at www.whslurkins.weebly.com. This website will serve as a hub
for the other electronic resources we will be using. Here you will find information about me, general course
information (syllabus, parent letters, etc.), and instructions to access Google Classroom and Schoology.
● Google Classroom → We will use Google Classroom primarily for assignments that require ongoing check-ins,
interaction, or feedback (i.e.: reading logs, process writing pieces, essay drafts, etc.). Because Google Classroom
allows me to provide you ongoing feedback, I expect that you compose all essays through Google Docs. You will
connect to this site in class during the first week of school. Because this is open only to students,
parents/guardians who wish to have assignment updates can log in with their student to orient themselves with
course content.
● Schoology → Schoology is an online bank of all the class materials, tools, handouts, and readings that we will use
 throughout the year. The resources will be organized in folders by topic, unit, and date. This will be a valuable
resource if materials are lost, students are absent, or if certain materials need revisiting outside of school. Several electronic
quizzes and assignments will also be posted to Schoology. Students will complete assignments within Schoology and/or
complete assignments outside of Schoology and submit them to a Schoology assignment drop-box. Students will be
automatically loaded into their individual courses in the first week of school. Because this is open only to students,
parents/guardians who wish to have assignment updates can log in with their student to orient themselves with course
content.

Academic Dishonesty:
Academic dishonesty is a serious violation of the trust upon which an academic community depends. Cheating will not be tolerated.
If you are found guilty of any of the following infractions you will receive a zero on the assignment.
● Plagiarism – Plagiarism exists when all or part of an essay is copied from an author, or composed by another person, and
presented as original work. Plagiarism also exists when there is inadequate recognition given to the author for phrases,
sentences, or ideas of the author incorporated into an essay.
● Cheating – Cheating on an examination or performance event. This includes the unauthorized sharing of material, e.g. two or
more students using the same textbook during an "open book" examination; or the use of course notes or any aids not
approved by an instructor during a "closed book" examination; unauthorized possession or use of an examination or
assignment. Using or attempting to use other students' answers; providing answers to other students; failing to take
reasonable measures to protect answers from use by other students in assignments, projects or examinations; or submitting
identical or virtually identical assignments by students who studied together are also violations of academic honesty.

Turnitin.com: To avoid plagiarism and insure that your work is your own, most of the writing assignments in class will be turned
into a website called “Turn-it-in.” Each student will be responsible for creating his/her own account and submitting his/her papers on
time. No excuses will be accepted in regards to papers not appearing on the website, so double check that your essay was successfully
turned in!

Attendance and Make-up Work:

All students should do their best to be present and on time to class every day; however, I realize sometimes absences are unavoidable.
In the case of an absence, students will be given one day of attendance to complete work missed for each day of an excused absence.
YOU are to initiate necessary arrangements the first day you return to class. The first thing you should do when you walk into the
classroom after an absence is check the absent board (directly to your left when you walk in the door). Better yet, check the
homework website http://whslurkins.weebly.com to see what assignments you are missing while absent. I will update this website by
3:00pm every day. This will allow you to complete missed assignments on the days you are absent.

Assignments made by the teacher and known by the student prior to an excused absence of the student are to be turned in by the
student on his/her return date. The student will take tests assigned to in advance by the teacher, and known by the student prior to an
excused absence of the student, on the return date.

Late Work:
It is extremely important that all students turn their work in on time. “On time” means at the BEGINNING of the class period on the
due date. All late homework and classwork will automatically receive half credit (50%). Large projects and papers turned in late will
be docked 10% for each late day up to 5 days. I WILL NOT accept any late work from a unit that is already completed.

Parents and Guardians:

Hello and welcome! My name is Diana Lurkins, and I will be your child’s instructor for AP Literature & Composition this year. This
is my 11th year teaching English, my 5th at Parkway West High School, and I am ecstatic to be teaching your child. I am looking
forward to getting to know you and your child very well throughout the course of the school year. I would like to take this opportunity
to invite you to visit with me during West High Open House on Thursday, August 22nd from 6:30-8:30pm. Through events such as
Open House and parent-teacher conferences I will be able to keep you informed and involved in the classroom. In between time, do
not hesitate to call (314-415-5593) or email (dlurkins@parkwayschools.net) me if you have any questions, comments or concerns. I
am always happy to help! I also have a website that I update everyday where you can find a calendar, homework assignments, and
other resources to help your child be successful in AP Literature & Composition. The website can be found at
http://whslurkins.weebly.com.

Please take some time to read and discuss the attached syllabus with your child and sign in the designated spaces below as a
confirmation of your child’s agreement to abide by the policies and expectations outlined in the class syllabus. Again, I look forward
to working closely with you and your child this year in an effort to help mold him/her into a curious, capable, and confident learner!

Sincerely,
Mrs. Diana Lurkins

Students: Please sign and print your name below after you have read the syllabus and agree to adhere to the policies and expectations
for this course.

Print Name: ________________________________ Signature: ______________________________

Parents/Guardians: Please indicate below your preferred method of contact and sign indicating that you have reviewed the contents
of this syllabus with your child.

Phone: ____________________________________ Email: ________________________________

I prefer to be contacted by ________________ (phone or email)

Print Name: ________________________________ Signature: ______________________________

What questions do you have for me?

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