AP English Literature
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1 Vocabulary and Concept Development	LIT.1.1 Understand unfamiliar words that refer to characters or themes in literature or history. [11.1.1/12.1.1] Examples: Understand the meaning of words like Pollyannaish (like Eleanor H. Porter’s 1913 heroine Pollyanna, who tended to find the good in everything), Dickensian (like characters and behaviors created by Charles Dickens), or Draconian (like severe laws made by Athenian lawmaker Draco).	literary terms
	LIT.1.2 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the meaning of vocabulary in literature or other subject areas.[11.1.2/12.1.2] Examples: While reading Lives of a Cell: Notes of a Biology Watcher by Lewis Thomas, or other essays on biology, understand specialized terms related to heredity, such as genes, genetic, deoxyribonucleic acid (DNA), genotype, and organism. Understand the origin of the specialized vocabulary in excerpts from British physicist Stephen W. Hawking’s Black Holes and Baby Universes and Other Essays.	prefixes, roots, inference
	LIT.1.3 Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. [11.1.3/12.1.3] Examples: Consider what is meant in a sentence that defines a story character with nonliteral comparisons, such as Our softball coach wanted everyone to think he was a bear, but we all knew he was really a big teddy bear. Consider what is meant by literary comparisons and analogies, Examples: Consider what is meant in a sentence that defines a story character with nonliteral such as Shakespeare's phrases: a sea change or A rose by any other name would still smell as sweet.	analogies, nonliteral comparisons, similes, metaphors.
	LIT.1.L1 Understand literary terminology likely to be present on the AP Literature and Composition exam, such as tone, motif, colloquial, diction, theme, metaphor, structure, and image.
	LIT.1.L2 Identify factors which contribute to the development of the English Language.
Standard 2 Analysis and Critique of Nonfiction	LIT.2.1 Analyze both the features and the rhetorical (persuasive) devices of different types of public documents, such as policy statements, speeches, or debates, and the way in which authors use those features and devices. [11.2.1/12.2.1] Examples: Evaluate the rhetorical devices used to capture the audience’s attention and convey a unified message in a famous speech, such as Martin Luther King, Jr.'s, "I Have a Dream" speech; Edward R. Murrow's "Speech to the Radio and Television New Directors Association (RTNDA) Convention" in Chicago on October 15, 1958; Abraham Lincoln's "Gettysburg Address"; John F. Kennedy's 1960 inaugural address; astronaut Frank Borman’s “Christmas Eve Greeting back to Earth” from lunar orbit (1968); the speeches of Barbara Jordan (U. S. Congresswoman from Texas in the 1970s); the speeches and writings of Nelson Mandela; or the fourteenth Dalai Lama’s “Acceptance Speech” for the 1989 Nobel Peace Prize.	rhetorical devices, allusion, simile, metaphor, alliteration, personification, parallelism, attention getter, conclusion, tone, induction, deduction, setting, imagery, motif, thesis, rhetorical question, logical fallacy, voice, anecdote, syntax, inference, pun, logic, point of view, theme.
	LIT.2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text. [11.2.2/12.2.2] Examples: Read The Assassination of Lincoln: History and Myth by Lloyd Lewis and The Day Lincoln Was Shot by Jim Bishop and evaluate how each communicates information to the reader and which style is more effective for the reader. Analyze speeches of Winston Churchill, including “We Shall Fight on the Beaches” delivered before the House of Commons on June 4, 1940, to examine the way his language influences his message. Read excerpts from The Pillow Book by Sei Shonagon (translated by Ivan Morris) to see how a personal diary format effectively conveys an understanding of life in an imperial court in tenth-century Japan.	logic, reasoning, organizational pattern, repetition, word choice, diary, journal.
	LIT.2.3 Verify and clarify facts presented in several types of expository texts by using a variety of public or historical documents, such as government, consumer, or workplace documents, and others. [11.2.3/12.2.3] Examples: Check information learned in a driver's training course with information in the printed Indiana Driver's Manual. Verify information in state and federal work safety laws by checking with an employer about internal company policies on employee safety. Examine 2000 Census Records to see the demographics of the population and read government reports on the status of adult literacy in the different segments of the population. Examine Ben Franklin’s Poor Richards’s Almanac for information about the 1700s in Philadelphia. Read excerpts from The Diary of Samuel Pepys by Samuel Pepys for eyewitness accounts of the Plague (1665) and the Great Fire (1666) in London and his accounts of attending Shakespeare’s plays. Check travel guides, such as Fodor’s, Frommer’s, Michelin’s and others, for information on great art museums in London,	expository text, public document, workplace document
	Madrid, Paris, and Rome. Explore cookbooks, such as Julia Child’s Mastering the Art of French Cooking or Craig Claiborne and Virginia Lee’s The Chinese Cookbook, for authenticity and ease of use.
	LIT.2.4 Make reasonable assertions about an author’s arguments by using hypothetical situations or elements of the text to defend and clarify interpretations. [11.2.4/12.2.4] Examples: Read Alexis de Tocqueville's Democracy in America (1831) or John Steinbeck's Travels with Charley (1960) or Chasing the Red, White, and Blue: A Journey in Tocqueville’s Footsteps through Contemporary America (2001) by David Cohen and support agreement or disagreement with the authors’ assertions by citing evidence from the text. Read General Dwight Eisenhower's June 1944 "D-Day Pre-Invasion Address to the Soldiers" and evaluate the validity of his arguments for succeeding during the Normandy Invasion (World War II). Read excerpts from Tom Brokaw’s The Greatest Generation and evaluate his assertions that the World War II generation was a hero generation.	assertion, interpretation.
	LIT.2.5 Analyze an author’s implicit or explicit assumptions and beliefs about a subject. [11.2.5/12.2.5] Examples: Relate core concepts in self-government as they are conveyed by the Bill of Rights, the Declaration of Independence, and the U.S. Constitution. Discuss how these concepts and ideals continue in American society today. After reading excerpts from Undaunted Courage (Lewis and Clark Expedition) by Stephen Ambrose, Into Africa: The Epic Adventures of Stanley and Livingstone (discovery of the headwater of the Nile River) by Martin Dugard, The 8:55 to Baghdad: From London to Iraq on the Trail of Agatha Christie (train travel, including the famous Orient Express) by Andrew Eames, or The Voyage of Christopher Columbus (personal diary of the first voyage to America) by Christopher Columbus (translated by John Cummins), analyze the various authors’ assumptions, beliefs or intentions about their subjects.	implicit/explicit assumptions; beliefs.
	LIT.2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims. [11.2.6/12.2.6] Examples: Critique how Martin Luther King, Jr.'s, use of biblical, philosophical, and political references in "Letter from Birmingham Jail" advance the purpose of his essay. Read selected essays by Abigail Adams, Jane Adams, Susan B. Anthony, Eleanor Roosevelt, Elizabeth Cady Stanton, Sojourner Truth, and others and critique the authors' respective arguments about women's suffrage, gender equity, and women's place in organized labor and women’s roles in the culture. Evaluate campaign documents from different candidates for a local or school election or opposing position papers on a policy issue, such as building a new state highway or raising taxes, and critique the arguments set forth. Address such issues as how candidates/supporters of an issue try to persuade readers	power, validity, truth, appeal, audience, reader, critique
	by asserting their authority on the issues and appealing to reason and emotion among readers. Read Earl Charles Spencer’s “Funeral Oration” (September 6, 1997) for his sister, Diana, Princess of Wales, and evaluate the appeal of his words to both a friendly and hostile audience. Critique the writings and speeches of Mahatma Gandhi to discover how he anticipates and addresses counter arguments.
	LIT.2.1.A. Understand the format of the AP English Language and Composition test, including grading rubrics, standards, and best practices.
	LIT.2.5.A Analyze how an author's assumptions or beliefs about a subject may change over time; i.e. Shakepeare's beliefs about marriage and family.
Standard 3 Literary Analysis and Criticism of Fiction	LIT.3.1 Evaluate characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. [11.3.1/12.3.1] • Satire: using humor to point out weaknesses of people and society. • Parody: using humor to imitate or mock a person or situation. • Allegory: using symbolic figures and actions to express general truths about human experiences. • Pastoral: showing life in the country in an idealistic — and not necessarily realistic — way. Examples: Read and evaluate the short story, "The Celebrated Jumping Frog of Calaveras County," by Mark Twain, as an example of Twain's gentle satirizing of human behavior. Listen to the audio version of The Hitchhiker’s Guide to the Galaxy by Douglas Adams as an example of satirizing culture. Read and evaluate the allegorical aspects of the novel Animal Farm by George Orwell. Read Zorro: The Novel by Isabel Allende to analyze how this novel is an allegory.	subgenre, satire, parody, allegory, pastoral, poetry, prose, play, novel, short story, essay.
	LIT.3.2 Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. [11.3.2/12.3.2] Examples: Evaluate the soldier’s insights about dealing with a war environment in The Killer Angels by Michael Shaara (Battle of Gettysburg). Analyze the development of the theme of self-reliance in Master and Commander by Patrick O’Brian. Evaluate the theme of a work, such as The Return of the Native by Thomas Hardy, The Flight of the Phoenix by Elleston Trevor, or The Brothers Karamazov by Fyodor Dostoevsky, and locate the words or passages that support this understanding.	theme
	LIT.3.3 Evaluate the ways in which irony, tone, mood, the style, and the “sound” of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. [11.3.3/12.3.3] Examples: Analyze or evaluate the impact of style in the poems of Carl Sandburg or James Whitcomb Riley or T. S. Eliot in “Cats,” the musical. Evaluate the use of irony and tone that Jane Austen uses in her novels Pride and Prejudice or Sense and Sensibility and that Miguel de Cervantes uses in his novel Don Quixote.	irony, tone, mood, style, sound.
	LIT.3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. [11.3.4/12.3.4] Examples: Respond to a variety of poems that serve as examples of the poem's power, such as Robert Browning's "My Last Duchess," Elizabeth Bishop's "Fish," Robert Frost's "Out, Out. . .," and Amy Lowell's "Patterns." Explore the relationship between the figurative and the literal in texts such as "The Nun's Priest's Tale" and "The Pardoner's Tale" by Geoffrey Chaucer, "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge, or The Thousand and One Nights: The Second Voyage of Sinbad the Sailor.	imagery, personification, figures of speech.
	LIT.3.5 Analyze and evaluate works of literary or cultural significance in American, English, or world history that: [11.3.5/12.3.5] • reflect a variety of genres in the respective major periods in literature. • were written by important authors in each historical periods. • reveal contrasts in major themes, styles, and trends in these historical periods. • reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time. Examples: Evaluate different works of American fiction as representations of a certain period in American history, including works such as Uncle Tom's Cabin by Harriet Beecher Stowe, Red Badge of Courage by Stephen Crane, The Great Gatsby by F. Scott Fitzgerald, and The Joy Luck Club by Amy Tan. Read and evaluate works from different periods of British or world literature, such as Beowulf (Anglo-Saxon), The Prologue: The Canterbury Tales by Geoffrey Chaucer (Medieval), Shakespeare's Sonnets (Renaissance), Paradise Lost by John Milton (seventeenth century), Robinson Crusoe by Daniel DeFoe.	literary/cultural significance, genre, historical period, theme, style, trend, philosophy, religion, ethics.
	Blake (Restoration and the eighteenth century), Frankenstein by Mary Shelley and "Ode to the West Wind" by Percy Bysshe Shelley (Romantic Age), "My Last Duchess" by Robert Browning and “The Cherry Orchard” by Anton Chekhov (Victorian Age), and Across the Bridge by Graham Greene or One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn or Night by Elie Wiesl (twentieth century).
	LIT.3.6 Evaluate the way in which authors have used archetypes (original models or patterns, such as best friend, champion, crusader, free spirit, nurturer, outcast, tyrant, and others) drawn from myth and tradition in literature, film, political speeches, and religious writings. [11.3.6/12.3.6] Examples: Evaluate the archetypes or characterizations developed by works such as A Raisin in the Sun by Lorraine Hansberry, The Crucible or Death of a Salesman by Arthur Miller, or Exodus by Leon Uris. Explain how the archetype of the fallen creature or outcast in the banishment of Adam and Eve from the Garden of Eden, may be used to interpret and evaluate the characterizations in Shakespeare's The Tragedy of Macbeth or Othello and in the Greek tragedy, Oedipus Rex by Sophocles.	epic, epic hero, archetype, champion, crusader, mentor, character, tone, kennings, alliteration, caesura, riddle, heroism, modesty.
	LIT.3.7 Analyze recognized works of world literature from a variety of authors that: [12.3.7] • contrast the major literary forms, techniques, and characteristics from different major literary periods, such as Homeric Greece, Medieval, Romantic, Neoclassic, or the Modern Period. • relate literary works and authors to the major themes and issues of their literary period. • examine the influences (philosophical, political, religious, ethical, and social) of the historical period for a given novel that shaped the characters, plot, and setting. Example: Read and evaluate works of significant literature, such as The Inferno of Dante by Dante Alighieri (translated by Robert Pinsky), Candide by Voltaire, I Have Visited Again by Alexander Pushkin, Question and Answer Among the Mountains by Li Po, Anna Karenina or War and Peace by Leo Tolstoy, and The Ring by Isak Dinesen.	literary techniques, characteristics, literary periods, theme, influences, characters, plot, setting.
	LIT.3.8 Demonstrate knowledge of important writers (American, English, world) of the eighteenth and nineteenth centuries, such as Jane Austen, Emily Bronte, Albert Camus, Miguel Cervantes, James Fenimore Cooper, Joseph Conrad, Stephen Crane, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Nathaniel Hawthorne, Victor Hugo, Herman Melville, Edgar Allan Poe, Mary Shelley, Mark Twain, Leo Tolstoy, , and others. [12.3.10]
	LIT.3.9 Evaluate the clarity and consistency of political assumptions in a selection of literary works or essays on a topic. [11.3.7/12.3.8] Examples: Analyze or evaluate how the assumptions in Sinclair Lewis’ Babbitt or All Quiet on the Western Front by Erich Maria Remarque (World War I) advance the story. Read excerpts from different novels by Charles Dickens and evaluate the treatment of children throughout these works.	clarity, consistency, assumption.
	LIT.3.10 Evaluate the philosophical arguments presented in literary works or the use of dialogue to reveal character to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. [11.3.8/12.3.9] Examples: Read Herman Melville's Billy Budd or Richard Wright's Native Son and debate whether any one work offers a defensible philosophical argument about capital punishment. Read Samuel Becket's Waiting for Godot, Shakespeare's Hamlet, or Moliere’s The Miser or Tartuffe, and evaluate the philosophical approach presented in each, and what each author seems to be saying about the human condition.	philosphical argument, dialogue, credibility, human condition.
	LIT.3.L1 Create various subgenres in their own writing.
	LIT.3.L2 Research the philosophical, political, religious, ethical and social influences of the time period to better understand the nature of each author's work.
	LIT.3.L3 Write essay answers that require not only an intellectual level of thought, but the emotional or affective level as well.
	LIT.3.L4.A Utilize imagery, personification, figures of speech, and sounds in their own writing assignments.
	LIT.3.L5.A Analyze examples of "great" literature, works that have touched the life of the student. Determine characteristics for what makes literature "great".
	LIT.3.L6 Analyze the positions of various literary critics and determine which position is intellectually strongest for the given work. Write an essay which describes in detail what makes a particular critique valuable to the reader.
	LIT.3.L7 Compare and contrast writers within and between various genres of literature in order to better understand the characteristics of each genre and author.
	LIT.3.L8 Direct a discussion about a particular author in which students assume the persona of that author to demonstrate knowledge of their life, times, and works.
	LIT.3.L9 Demonstrate listening and speaking skills within the demands of each unit.
	LIT.3.L10 Carefully evaluate an unfamiliar piece of literature as is required on the AP Literature and Composition test.
	LIT.3.L11 Produce and present a stage production of a literary work; for example, Act IV of Shakespeare's "Hamlet."

Advanced Placement English Literature and Composition is a rigorous semester-long course intended for the serious, accelerated student. Through careful reading, critical analysis of a cross-section of British, American, and world literature, and through extensive writing, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. After intensively examining several global, canonical literary works, students will be encouraged to take the AP English Literature & Composition exam for possible college credit.

The AP English Literature and Composition course examines elements of literature over several genre and subgenre. Students read novels, novellas, short stories, short-shorts, drama (including comedies, tragedies, and realistic), and poetry from a wide range of time periods and cultures. Students learn to read closely for basic elements of theme, characterization, setting, diction, pacing, point of view, plot development, and tone. However, students move beyond identification of these elements; instead, they learn to become cognizant of patterns within the writer’s craft. Students begin to analyze text differently than they do in most of their former traditional literature study: instead of reading a text to gauge comprehension, students begin to ask “How does the author create his work?” and “What effect does the writer’s use of ‘x’ have on the overall piece?” When they learn how to answer these questions, they begin to understand the tools of literature, such as irony, foreshadowing, and figurative language, because they begin to understand writing strategies behind the literature.

All students during their senior year are required to take one semester of literature and one semester of composition. The school organizes the semester course by three levels: basic, regular, and advanced (AP). Students who wish to pursue the advanced composition course take AP English Language and Composition, and those who wish to take an advanced literature course take AP English Literature and Composition. Because AP English Literature and Composition is currently only offered as a semester course, the curriculum reflects the skills required for successfully completing the objective questions and the essays in the AP English Literature and Composition exam. By focusing on these skills, the course covers standards and objectives recommended by the College Board, the State of Indiana, and the school district. The course is organized by genre, with each of the semester’s three six-week grading periods sharpening skill with each of the following genres: fiction, drama, and poetry. Since students have more experience with fiction than any other genre, the class revisits this genre first; however, students re-examine this genre with a critical lens and look at literature differently. During the course of the semester, students also read novels independently in conjunction with their readings for that particular grading period. In order to provide students with as much opportunity as possible to read longer works, students

For the 2009-2010 school year, AP English Literature and Composition will become a full-year course. Because AP Literature and Composition requires several writing assignments, students who take AP English Literature and Composition will meet both literature and composition requirements for graduation. This syllabus will include both semester- and year-long course planners, though the order of texts may be modified.

AP English Literature and Composition students are evaluated according to their mastery of interpreting and evaluating text, their mastery of writing skills, the efficacy of their rhetoric, their written and oral presentation skills, and identification and application of rhetorical strategies and devices. Students are consistently assessed according to the Six +1 Traits of Writing (Idea Development, Organization, Voice, Sentence Fluency, Word Choice, Conventions, and Presentation). The Traits afford an opportunity for systemic, analytical breakdown of student writing. Through revision of these Traits, students learn to recognize their strengths while at the same time focusing on their weaknesses. Traditional “grammar” study emerges as errors emerge in student essays. “Mini-lessons” over specific problems tackle common errors as they occur during the semester. The “Presentation” Trait requires students to follow teacher-specific guidelines not covered in the other Six Traits. MLA formatting and citation fall under this category.

Students are provided copies of writing rubrics at the beginning of each semester. Though specific task requirements may change per assignment, overall writing expectations remain constant. As students draft their essays, they are expected to dialogue about their writing in a variety of conferencing and editing opportunities. Students may always receive extra help before or after school or electronically via e-mail or following the link to the instructor web site. In addition, students in AP English Literature and Composition revise regularly. Any or all of these activities support student revision: applying multiple rhetorical devices, peer editing, and “glossing.” The latter is an activity where students, after the teacher has identified areas in need of improvement, articulate what they revised and why. Once students have revised, they conference with the instructor. During these conferences, student and teacher discuss the changes and negotiate a new grade (usually no more than 5% of the original score).

Eventually, AP English Literature and Composition students identify characteristics of successful writing and evaluate their peers’ and their own writing more objectively as they approach the road to rhetorical independence. Students write in a variety of modes and discourse openly as they make sense of various texts and the texts’ connection to their world.

A note on plagiarism: All student work must be original. Any researched and cited sources must be documented both parenthetically in text and on a separate works cited page. Students will submit their essays to the school’s Turnitin.com account prior to handing them in. Any student who fails to document sources or who misrepresents another’s work as his/her own will receive zero credit and fail the assignment, or possibly, even the course. “Recycled” essays from other classes, which have already received a grade, will be treated in the same manner as a plagiarized paper (will receive a zero). In addition, blatant plagiarism will result in disciplinary action in accordance with the Student Code of Conduct. Plagiarism is a serious infraction, and academic integrity is an expectation, not a choice.

As would be expected in an accelerated college preparatory class, the pace of this course is intense and the work intensive. AP English Literature and Composition demands self-discipline, rigor, initiative, and the willingness to “think outside the box.” In addition, like a college class, AP English Literature and Composition closely examines the process of critical reading, writing, and thinking. Therefore, students in this course do not complete traditional worksheets or study guides. Instead, as serious scholars, students are expected to complete all readings on time and interact with the text (highlighting, writing on or about the text, discussion, etc.).

Further, grades are determined largely through a combination of objective timed and untimed tests that mirror multiple-choice questions found on the AP exam, writing (both formal and informal, timed and untimed) assessments, in-class participation, and weekly quizzes in the terminology of literary criticism and college-level vocabulary.

Not only are students in AP English Literature gauged according to their ability to evaluate literature and language, but they are also assessed on their ability to use it. Writing assignments include journaling, dialoguing with the text, formal and informal essays (written in various modes of discourse), letters, memoirs, stories, dramatic scenes, and poems. As students practice writing their own literature, they begin to understand the writer’s craft, the implementation of imaginative strategies for a unified purpose. Improving writing is a fundamental goal of this course. Students rewrite and revise every major, formal assignment. Although difficult, learning how to evaluate one’s own writing objectively emerges as students critique both their peers’ essays and previously scored AP English Literature essays. Students gauge their evaluations by comparing their findings to their peers’, the teacher’s, and the AP readers’ scores. Finally, students should expect to communicate often through discussion and Socratic seminar as an informal means to brainstorm and synthesize ideas from their peers.

In addition to any assignments or texts, students should procure the following materials and bring them to class on a regular basis (or per teacher’s instructions):

· 1”—3-ring binder (up to 2” acceptable) to house drafts and final copies of essays

Texts (Note: Some titles may not be used every year, and some titles may include only excerpts.)

Booth, Alison, J. Paul Hunter, and Kelly J. Mays, eds. The Norton Introduction to Literature (Media Version). 9^th ed. Eds.. New York: Norton, 2005.

Casson, Allan. Cliffs AP: English Literature and Composition. 2^nd ed. Wiley Publishing, Inc., 2001.

Chaucer, Geoffrey. The Canterbury Tales. Trans. Nevill Coghill. Penguin Books, 2003.

Dostoyevsky, Fyodor. Notes from Underground. Trans. Mirra Ginsburg. Bantam, 1992.

Edson, Margaret. Wit. The Norton Introduction to Literature. Eds. Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: Norton, 2005.

Ellison, Ralph. The Invisible Man. 2^nd ed. New York: Vintage International, 1995.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6^th ed. New York: The Modern Language Association of America, 2003.

Hamilton, Sharon. Essential Literacy Terms with Exercises. New York: W. W. Norton & Company, 2007.

Homer. The Odyssey. Trans. E. V. Rieu and D. C. H. Rieu. New York: The Penguin Group, 1991.

Ibsen, Henrik. A Doll’s House. The Norton Introduction to Literature. Eds. Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: Norton, 2005.

Kafka, Franz. The Metamorphosis. Trans. Stanley Corngold. New York: Bantam Books, 1988.

Murfin, Ross and Supryia M. Ray. The Bedford Glossary of Critical and Literacy Terms. 2^nd ed. Boston: Bedford/St. Martin’s, 2003.

Rankin, Estelle and Barbara L. Murphy. 5 Steps to a 5: AP English Literature. New York: McGraw Hill, 2002.

Roberts, Edgar V. Writing About Literature. 11^th ed. Upper Saddle River, New Jersey: Pearson, 2006.

Shakespeare, William. Hamlet. Four Great Tragedies: Hamlet, Othello, King Lear, and Macbeth. Signet Classics, 1998.

Shakespeare, William. King Lear. Four Great Tragedies: Hamlet, Othello, King Lear, and Macbeth. Signet Classics, 1998.

Shakespeare, William. Othello. Four Great Tragedies: Hamlet, Othello, King Lear, and Macbeth. Signet Classics, 1998.

Sophocles. Antigone. The Norton Introduction to Literature. Eds. Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: Norton, 2005.

Sophocles. Oedipus Rex. The Norton Introduction to Literature. Eds. Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: Norton, 2005.

Williams, Tennessee. A Streetcar Named Desire. The Norton Introduction to Literature. Eds. Alison Booth, J. Paul Hunter, and Kelly J. Mays. New York: Norton, 2005.

“Glossary of Terms.” Gale Cengage Learning. 25 Apr 2008. < http://gale.cengage.com/free_resources/glossary/index.htm>.

Harris, Robert A. A Handbook of Literary Devices. Virtual Salt. < http://www.virtualsalt.com/rhetoric.htm>.

“Lit Web: The Norton Introduction to Literature Website.” 2005. W. W. Norton. <http://www.wwnorton.com/college/english/litweb05/students.asp>.

“Plagiarist.com—Poetry, Analysis, Articles, Etc.” 1998-2008. Plagiarist.com. < http://www.plagiarist.com/>.

“The Purdue Online Writing Lab (OWL).” Purdue University. 1995-2008. <http://owl.english.purdue.edu/>.

“Six +1 Trait Writing.” NWREL. 25 Apr 2008. <http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF>.

Wheeler, L. Kip. “Literary Vocabulary.” Last updated April 14, 2008. Dr. Wheeler’s Website for Composition and Literature at Carson-Newman College. 25 Apr 2008. <http://web.cn.edu/kwheeler/lit_terms.html>.

Course Planner “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”—J. Quincy Adams

During a semester of AP English Literature and Composition, students read and write for a variety of purposes and audiences. Students receive reading and writing opportunities under many contexts. For example, students receive practice in timed close readings as well as reading longer works over an extended period of time. In addition, students write a variety of texts (journals, “quickwrites,” letters, dialogue journals, critiques, and formal essays) for a variety of audiences and purposes during the course. Discourse is not limited only to the written medium, however. Students discuss their impressions and findings on a regular basis and explore non-print texts, such as film. Finally, students take weekly, cumulative vocabulary quizzes that both expose them to the language of literature and provide practice in college-level vocabulary.

· Independent summer reading of Crime and Punishment (Dostoyevsky) OR Lolita (Nabokov). These titles are independent of the required summer reading that the high school requires for all students.

· Weekly vocabulary quizzes: SAT vocabulary and literary elements/devices (Quiz formats vary week to week. After the first grading period, vocabulary quizzes usually require some form of knowledge beyond definition—toward identification, interpretation, and analysis in text.)

· Timed writing assignments (both formal (graded) and informal (graded or not graded))

· Practice AP exams (informal and formal assessments; individual and group practice)

· Objective assessments (multiple choice, content-specific questions, skill-based questions, AP exam question stems)

· Essays: Process writing, including evaluating and improving idea development, organization,

· Whole class discussion, cooperative groups, Socratic seminars, and various student presentations

· Glossing: Students must not only revise their papers, but they must also, in writing, explain

· Articulating revision through glossing and applying standard writing conventions from reviser's handbook of most frequent errors

· Applying rules and art of rhetoric: Students include and identify rhetorical devices in their writing to achieve desired effect

· Formatting essays and citing sources according to the guidelines set by the Modern Language Association (MLA)

· “It says—I say” journaling of assigned text prior to discussion, along with various other journal topics and formats

· Annotation of texts during whole-group practice exams/discussions in the CliffsAP English Literature and Composition text

· Responding to various non-print media (i.e., films) and the development of literary elements

· Writing in various modes (narrative, descriptive, expository, and persuasive)

· Drama Project (for year-long course only): Groups of students choose a play and read it independently. Groups then present a brief description of the play before performing a scene that represents one of the work’s defining moments. In addition, in a chart, students analyze a section of the play (100 lines) for subtext. They search for implicit meaning from stage direction, diction, dramatic conventions, tone, pacing, syntax, and indirect characterization.