AP English Literature and Composition Mrs. Theresa Getchell, M.Ed.

Portland High School tgetchell@portlandk12.org

Room 140

Provided Texts:
The Norton Introduction to Literature, 9th ed., 2005, ISBN 0-393-92614-1
Prentice Hall Literature: World Masterpieces, 1991, ISBN 0-13-691692-9
Prentice Hall Literature: The American Experience, 1991, ISBN 0-13-691718-6
Themes in World Literature. Ed. George Elliott. Boston: Houghton Mifflin, 1970.

To be purchased by the student:

 5 Steps to a 5: AP English Literature, 2012-2013 (5 Steps to a 5 on the Advanced Placement Examinations
Series) (Paperback), ISBN 978-0-07-175174-2
 Two self-selected novels per quarter from the provided reading list

Materials: (These should be brought to class each day)

□ Blue or black ink pens (to be used for all essays)
□ #2 pencil
□ 3-ring binder (1”) for use exclusively in AP Literature
□ Indexed Dividers for binder (at least 5-tab)
□ Highlighters
□ USB portable storage device (aka “flash drive”)

Course Description:
This is a full-year, Advanced Placement English course for students who wish to participate in a college-level
experience in Literature and Composition. The course will focus on careful, deliberative reading of English
literature written from Greek literature to contemporary times, and corresponding writing skills involving
responding to, interpreting, and evaluating literature. Accordingly, this course will often consist of college-level
reading and tasks.
AP Literature and Composition is designed to ultimately substitute for one semester of college English
Composition through the successful completion of the Advanced Placement examination administered in May of
each year. Therefore, it is required that students take the Advanced Placement Exam. It is also essential that
students in the advanced placement course be prepared to read, compose and perform tasks that are beyond the
standard and even college-preparatory level.
In preparation for the AP exam, for college English courses, and for both personal and professional
communication, students will be engaged in reading from a variety of periods and contexts as well as in writing a
variety of forms, which will ultimately lead to authority in reading and composition. Students will write both
formally and informally with formal emphasis on literary analysis, interpretation, criticism, and evaluation. Some of
the informal writing tasks may include response and reaction papers, freewriting, reading journals, collaborative
writing, and literary analysis/criticism. Students will regularly write in class literary response essays on given
prompts.
Because of the intense emphasis on language in this course, it is necessary that students already understand
and use standard English grammar that is at or above the eleventh-grade level. Students will be expected to assume
considerable responsibility for his/her own learning through initiative, motivation, and daily consultations with the
instructor and other students. In return, the instructor will provide a collegiate atmosphere where reading,
discussions, and assignments are intriguing, intellectually stimulating, diverse, and fun.

Goals:
Upon successful completion of this course, students will be able to:

 pass the Advanced Placement Literature and Composition Exam

 personally and critically respond to literary works.
 analyze literary works through close reading to arrive at an understanding of their multiple meanings.
 assess the quality and artistic achievement of literary works considering their social and cultural contexts.
 make careful observations of textual detail, establish connections among observations, and draw inferences
from those connections leading to an interpretive conclusion about a work’s meaning and value.
 develop and organize clear and coherent critical analyses, expository, analytical, and argumentative essays
about literature.
 Grading:
Grades will be based on quizzes/daily activities, writing assignments, and participation in class discussions.
The system I use is straight points. I will allot points according to the complexity of each assignment. For instance,
student response essays are generally worth 50 points, unit papers are worth 100, whereas reading quizzes may be
only 5 or 10 points each. There will also be a rubric for class participation, which will result in a 100-point grade
each quarter.

All student essays will be scored holistically using rubrics and standards as outlined by the College Board for the
Advanced Placement English Literature and Composition exam. Since these are scored on a scale of 1-9, I will
provide a chart for converting these to a 100-point scale.

Late homework will not be accepted. Because we usually use homework to discuss or build on in class, it will
generally be futile to make it up after the next class. Because I know that we all have a bad day occasionally, I will
drop one homework grade each quarter. After that, a missed homework assignment means a penalty on your grade.

Major assignments may be accepted late for a penalty of 20% each day. This includes all technical difficulties. If
your printer breaks down or your disk isn’t working, then hand-write the assignment neatly and turn it in on time.
Otherwise, there will be a 20% penalty for each day an assignment is late. Computers are no excuse for late
assignments.

Daily Recording: A student will be designated as the class recorder each day. This student will document absentees
with my help, take clear and thorough notes, list any assignments due, document anything collected or returned, and
make these recordings available in the class binder the following day for anyone who was absent or may need to
review this information in the future. I may not check these on a regular basis, but if you have NOT recorded and a
fellow student needs the information, or if I check at random, there will be a 10 point deduction in the class
participation grade for each recording not done

Policies:
Athletics, clubs, and other organizations are valuable and important experiences. However, they are
extracurricular (meaning “in addition to” or “outside” the regular curriculum). None of these will
have any bearing on the timing or organization of assignments. It is impossible for me to plan our
class activities around every sport, band concert, play, job, and meeting of every student in the class. Therefore, I
will not attempt to do so for any of them. Please do not ask me to schedule assignments around your extra-
curricular activities.

In addition, if you have in-school meetings or activities, you must make prior arrangements with me regarding the
assignments. It is a school rule that when you miss class for a school activity, you must do assignments as if you
were in class. I will not accept late assignments for school activities unless you have personally made
arrangements with me prior to the school event.

Absences:
In this class, chronic absenteeism will negatively affect your grade. Because class participation and direct
instruction are such integral parts of the class, being absent will inevitably reflect poorly in your grade. It is
essential that you be present.

If you are absent from class for any reason, it is your responsibility to make up the assignments you have missed.
You must see me after class on the day you return with any questions regarding missed assignments. I will always
take the time to explain assignments to you, but I will not approach you after an absence; you must take the
initiative.

If your absence is excused, you will have one day for each missed day to submit late work. For instance, if you are
absent on Monday, you return on Tuesday and ask about the assignment, the assignment is due in class on
Wednesday. If you fail to see me about the assignment on Tuesday, Wednesday is still the deadline.

If a due date for an assignment is given before you are absent, the assignment is still due on the assigned date.
Furthermore, if you miss school on the day a major assignment is due, it is still due on the day you return to school.
If you are at school any part of the day that a major assignment is due, you must submit the assignment. It is unfair
and irresponsible to miss my class and attend others just because you have not completed an assignment.
Plagiarism:

Presenting someone else’s ideas as your own is plagiarism. Whether you copy someone else’s homework, use ideas
from a book you have read, or allow someone else to copy your work, plagiarism is a serious offense. If you cannot
do an assignment, seek help. If you feel pressure to perform a task that you are having difficulty with, seek help. If
you have writer’s block, seek help. If it is a bad day and you just don’t feel like doing the assignment, own up to it
and accept the consequences. One bad grade will not break your academic career. There is no dishonor in choosing
another priority over school. There is much dishonor in lying and stealing—which is what plagiarism is essentially.
Your parents, your peers, and the school administration will all respect you more if you try your best and score
poorly than if you compromise your integrity by cheating. If you are caught plagiarizing you will at least fail the
assignment and your parents will be notified. Just don’t do it—it is NEVER worth your honor and reputation.

General:

When in doubt about any assignment, policy or procedure, CLARIFY with the instructor. “I didn’t understand the
reading,” “I didn’t understand the instructions,” or “I didn’t know this was due” will not be acceptable excuses. If
you are not fully confident that you understand instructions, due dates, and materials, then you must take the
responsibility of asking your instructor. Be sure to read all instructions as soon as you receive an assignment so that
there will be time to clarify before it is due. This is true in any class and is an invaluable lesson for your future.
Don’t be shy—I have never abused a student, verbally or physically, for clarifying assignments. I don’t plan to start
with you. If anything, I gain respect and want to help more when you show the maturity of admitting you don’t
understand.
AP English Literature and Composition Course Outline
The AP Literature and Composition course is presented in thematic units. One theme will be represented each
quarter. There will be both short and longer works on every theme. Students will write responses to most of the
works, some will be informal and others will be formal, in-class essays. Students will also write a research paper
each semester.

1st Quarter, The Question of Identity

Students will read a variety of fiction works on the theme of identity. They will also explore their own identities
through expository readings on various aspects of a person’s identity. Students will take surveys on various
attributes of identity and reflect on these through written responses.

Identity Unit Readings

Reader Response to a poem
“The Sun Goes Down on Summer” by Steve Lawhead. (handout)

“from A House on Mango Street” (handout) vignette

“The Unknown Citizen” by W.H. Auden p. 675 (TWL) Verbal irony

“Who Are You” by Andrey Voznesensky p. 658 (TWL)
Parallelism, antithesis
(also used song: “Who I Am” –aka “Rosemary’s Granddaughter”)
“Talking Myself to Sleep at One More Hilton” by John Ciardi p. 673 Point of view, irony, symbolism,
(TWL) personification
“Once Upon a Time” by Gabriel Okara p. 671 (TWL) Contrast, repetition
“Significant Moments in the Life of my Mother”
Characterization, tone, theme
(PH-WM), p. 1260
“From Notes of a Native Son” by James Baldwin p. 662 (TWL) Tone, point of view, allusion
“How it Feels to be Colored Me” by Zora Neale Hurston (handout from
http://www.mrisakson.com/wp- Metaphor
content/uploads/2010/09/How_It_Feels_to_be_Colored_Me.pdf
“The Struggle to be an All-American Girl” (handout) by Elizabeth Wong Inference,

from Emerson’s “Self-Reliance” (PH-AE) by Ralph Waldo Emerson Aphorism, analogy

“The Boys’ Ambition” (PH-AE) by Mark Twain Humor, narration, jargon, hyperbole
Symbolism, description, character,
“Paul’s Case” by Willa Cather p. 643 (TWL)
point of view, argumentative writing
The Metamorphosis by Franz Kafka Point of view

Theme, character, plot, symbolism,

Hamlet by William Shakespeare p. 727 (TWL)
dramatic irony, soliloquy
Several expository texts explaining concepts in identity such as personality
types, theories of multiple intelligence, temperaments, learning styles, etc.
Two self-selected outside readings per thematic unit (quarter)
One (nonfiction)self-help book and one fictional work from the AP
Literature reading list
 Identity Unit Writing
 Various personal response journals about identity in the assigned readings
 Various journals in response to expository readings, surveys and testing regarding identity
 In-class essay prompts in response to at least three readings from this unti
 Character Sketch: Describing the dominant impression and primary traits of one of the characters from this
unit’s readings
 Definition/Explanation Essay: Choose an aphorism (quote or saying) that you identify with to define and
explain.
 Narrative (autobiographical) sketches in response to several topics in the unit (Example: after Twain’s
“The Boys’ Ambition,” students write a narrative sketch about their own childhood ambitions. These are
peer-edited and revised. Later, students combine all of these into a formal, Autobiographical narrative
essay.
 Persuasive essay and speech to “sell” the self-help book chosen for this unit
 One prompt essay from the list of previous AP Literature Open-Ended prompts in response to the second
outside reading choice
2nd Quarter, The Meaning of Greatness
Students will read a variety of fiction works exploring the meaning of greatness through both fiction and non-fiction
texts. There will be expository readings on various “great” people as well as fictional works on the theme. Students
will ultimately write a literary synthesis essay defining greatness based on the readings from this unit.

“The Meaning of Greatness” Unit Readings

Self-selected auto/biography on a person you consider great
And Self-selected novel from reading list
Self-selected article/short reading on a martyr Article Summary and Personal Response
or historical figure who died for his/her cause:
Hero, the movie by Columbia Tristar Satire, characterization, stereotypes

“The Greatest Man in the World” by James Thurber p. 219-225 Satire, irony

“Ozymandias” by Percy Bysshe Shelley p. 228 Irony, sonnet, rhyme scheme

“The Preacher: Ruminates Behind the Sermon” Poetry analysis (TPCASTT), tone
by Gwendolyn Brooks p. 233-234

“The Angels” by John Updike p. 234-236 Paradox, shifts

“I Think Continually of Those Who Were Truly Great” Imagery, connotation, metaphor
by Stephen Spender p. 243-244
“From On Heroes and Hero-Worship” Essay, structure, style
by Thomas Carlyle p. 236-240
“Heroes and Anti-Heroes” by George Elliott (Ed.) p. 241-242 Essay, analysis

“The Myth of Sisyphus” by Albert Camus, p. 229-233 Myth, allusion, absurdity

“Conversation with an American Writer” Diction, definition

by Yevgeny Yevtushenko p. 226-227
“Frederick Douglass: 1817-1895” by Langston Hughes p. 264- Historical context, epitaph
265
“A Simple Heart” by Gustav Flaubert p. 266-289 Characterization, point of view

“from The Autobiography” by Benjamin Franklin p. 110-118

“The Meaning of Greatness” Unit Writing

Response journals reflecting on what each reading says about the meaning of greatness
Quote project—reading journal choosing 10 quotes from the self-selected auto/bio and responding to each.
Prompt essay—prompt on outside reading novel student selected from the list of previous open-ended questions on
the AP Literature exam
Character sketch—description of at least one of the characters from this unit and analysis of characterization
techniques by the autor
Argumentative Essay—argument for whether a character is truly great or not
Comparison/Contrast—compare and contrast “The Angels” and “I Think Continuously of Those Who Were Truly
Great”
Unit Paper—Research/Literary Synthesis—Define Greatness incorporating support from at least 3 of the readings
from this unit and 2 outside sources.
Various in-class prompt essays on selected readings
3rd Quarter, Good and Evil
Students will read a variety of fiction works exploring the nature of good and evil and the relationship between the
two through both fiction and non-fiction texts. There will be expository readings on various good and/or evil
deeds/events as well as fictional works on the theme. Students will ultimately write a literary synthesis essay
choosing from three prompts based on the readings from this unit.

Good/Evil Unit Readings

Genesis 1-3, PH-WM Cultural context, archetypes

From Paradise Lost by John Milton TWL p. 504 Epic poem, in medias res, interpretation, allusion

“Snake” by D.H. Lawrence TWL p. 489 Connotation, diction, point of view, allusion

The Inferno: Cantos I, III, IV, V, XXVI and XXXIV Allegory, motif, allusion, symbolism, symbolic
retribution, imagery
“I Called the Devil and he Came” by Heinrich Heine Stereotype,
TWL p. 481

“Original Sin by Robinson Jeffers TWL p. 529 Diction, imagery, cultural context

“Rashomon” by Ryunosuke Akutagawa TWL p. 492 Symbol, personification, pathetic fallacy

Something Wicked This Way Comes (movie)

“Parable of the Family that Dwelt Apart” by E.B. White Parable vs fable, theme, cause/effect, satire
(TWL) p. 479

“Good and Evil Reconsidered” by Friederich Nietzsche Evaluation, tone, analysis

TWL p. 498

“The False Gems” by Guy de Maupassant TWL p. 483 Inference, theme, connotation,

The Scarlet Letter by Nathaniel Hawthorne Symbolism, allusion, characterization, light/dark

imagery, mood

Good and Evil Unit Writing

Various response journals to the way good and evil are expressed in the readings
Prompt essays on at least 3 of the works from this unit (in-class)
For outside reading, choose a prompt from a list of AP Exam prompts and respond.
Précis—on Genesis
Response essay discussing good/evil archetypes
Analysis of allegory in Dante’s Inferno
Classification essay on attributes in “Good and Evil Reconsidered”
Read 3 critical reviews on The Scarlet Letter and write an argumentative essay supporting,
refuting or defending at least one of them.
Unit Paper: Choose one of 3 prompts adapted from previous AP Exams (open Ended) to respond
to using at least 3 works from this unit as support.
4th Quarter, Love and Hate
Students will read a variety of fiction works exploring the themes of love and hate, and the relationship between the
two through both fiction and non-fiction texts. There will be expository readings such as essays on various topics
concerning love and hate as well as fictional works on the theme. Students will ultimately write a literary synthesis
essay choosing from three prompts based on the readings from this unit.

Love and Hate Unit Readings

The Scarlet Letter (novel) by Nathaniel Hawthorne

“Judas” by Frank O’Connor—p. 575

“Love Song” by Flavien Ranaivo –p. 582

“Elegy for Jane” by Theodore Roethke –p. 584

“Love and Bread” by August Strindberg –p. 588

“Walking Asleep” by Federico Garcia Lorca –p. 597

“Edward” Anonymous –p. 599

“A Poison Tree” by William Blake –p. 602

“My Last Duchess” by Robert Browning –p. 604

“One Intoxicating Evening of Spring Breeze” by Yu Ta-Fu –

p. 606

“The Canonization” by John Donne –p. 626

“Sonnet 116” by Shakespeare –p. 628

“A Rose for Emily” by William Faulkner –p. 630ritin

Love and Hate Unit Writing

Various response journals to the way love and hate are expressed in the readings
Prompt essays on at least 3 of the works from this unit (in-class)
For outside reading, choose a prompt from a list of AP Exam prompts and respond.
Character sketch of Jane from “Elegy for Jane”
Persuasive Essay on the problem with the marriage in “Love and Bread”
Analyze repetition in “Walking Asleep”
Analyze how the author characterizes the Duke in “My Last Duchess”
Paraphrase “Sonnet 116”
Analyze Faulkner’s writing style using specific examples of how it is unique
Unit Paper: Choose one of 3 prompts adapted from previous AP Exams (open Ended) to respond
to using at least 3 works from this unit as support.