AP Literature and Composition

Corinne Ehrfurth coehrfurth@rochester.k12.mn.usClass blog: http://ehrfenglish.wordpress.com

Amy Monsonammonson@rochester.k12.mn.usClass blog: http://monsonenglish.wordpress.com

Course Description and Overview AP Literature and Composition is a college preparatory class. Therefore, the rigor and expectations of this course emulate that of a college level course. The course is designed to meet the curricular requirements of the AP Literature and Composition College Board.This course will prepare you with critical analysis skills needed for performance on the AP Literature and Composition exam given in May and college level writing and analysis. You will learn to write with your own “stylistic flair” (writing voice) about what you discover and see within the texts. You will learn to evaluate text from multiple perspectives.Each day will include an approach to reading and writing that will require you to experiment, take risks, re-read, revise, and challenge yourself in ways that, perhaps, you have not allowed yourself to be challenged before.

Reading and Writing Assignments ReadingIn order to be successful in this course, students must read all assigned texts. In this course, you will be learning to read in a way that requires a greater depth of understanding; therefore, whole reading of all works is essential. You will also be reading a self-selected novel each semester (from the AP recommended reading list). WritingThroughout the yearlong course, students will be writing for a variety of purposes. The ultimate goal is to prepare you for the AP essay exam. To do so, you will be writing a series of essays based on practice prompts and revising multiple times throughout the course of the year. Some of the writing assignments include daily written responses in reading journals, argument analysis and development, analyzing works from various genres and literary perspectives, language and character analysis, comparative analysis regarding poetry and fiction, and utilizing creativity in projects. Ongoing skill integrationThroughout the year, our lessons and activities will address the following skills: summarizing novels/readings using “Major Works Data Sheet” and reading journals for notes, literary terminology and allusions, reading comprehension skills applied to cold readings, and vocabulary development. Student expectations:

To treat yourself and others with respect and dignity. Do not belittle another’s idea; instead, figure out what perspective the author, peer, or teacher is using.

To ask questions and seek answers To delve deeper into text, even when it is difficult, uncomfortable, or risky To try your best To understand that education is about growth. In order to grow, we must be willing to acknowledge our strengths and

weaknesses To be prepared every day To be honest with yourself, with your peers, and with me To defend your answers with textual evidence but be open to hear and consider other possible answers To develop acute critical analysis skills and express those skills in a variety ways, including formal essays, in class

essays, discussions, online forums, reading journal responses, and creative outlets TO UTILIZE A THREE RING BINDER FOR ALL COURSE MATERIALS (see instructor if you cannot get one)

Grading Philosophy:

Throughout the semester you will receive feedback about how you are performing in AP Literature and Composition. It is much more important for you to take the feedback, learn, and apply your new knowledge to the next task than ask for more points. The assessment in this class is holistic – how are you, on a whole, performing in AP Lit and Comp? Are you growing? Are you challenging yourself? Are you confident in your thinking? Are you taking risks in your writing? Your final grade will reflect your growth and performance that you demonstrate to your instructors.

Much of our time will be spent with writing. When turning in final drafts, our expectations are: Typed MLA formatted Free of egregious errors Complete to the best of your abilitiy Your own work

If these expectations are not met, your paper will not receive feedback (including no grade).

Quarterly graded/assessed work:

Quarters 1-3= process paper Reading journal conferences Class participation Other=daily work, reading quizzes, projects, etc.

**If you have any specific questions about graded assignments, please see your teacher as soon as possible regarding feedback and skill development, since no grades will be changed after 2 weeks; you have 2 weeks from the day assignment is handed back to meet with instructors to discuss and resolve grading issues.

The minimum expectation is that you turn work in on time. Any late work should be turned in as soon as possible. Ultimately, missing/late work will impact your progression in the course. Absolutely NO LATE WORK will be accepted the final week of a grading period NOR after a closed grading period (for example, no work from quarter one will be accepted during quarter two). See Juggling Act Slips/Coupons (handout).The minimum expectation is that you will be in class. Much time in class is spent discussing, analyzing, and processing reading and writing assignments, so it is imperative you are engaged as much as possible. When absent, it is the student’s responsibility to check the website or talk with teacher or classmates to gather necessary materials and information.

Grading scale:Numerical average Letter grade90-100 A80-89 B70-79 C60-69 D59 and below F

Score translations for SkywardTranslation for general skills

Points Percentage4 = 1003.75 = 953.5 = 923 = 862.75 = 822.5 = 802 = 751.75 = 731.5 = 701 = 650 = 0

Translation for AP College Board Writing ScalePoints Percentage9 = 1008 = 957 = 876 = 825 = 784 = 743 = 702 = 651 = 500 = 0

General Rubrics for overall skills

Writer4 – These papers have a clear thesis and sense of purpose. The writer is able to maintain his or her own style with a clear understanding of audience. Variety of sentences, appropriate and strong diction, and a command of syntax is present within the papers. Organization is maintained, controlled, and well defined with the use of natural transitions. The writer is able to seamlessly blend analysis and support together. Both internal documentation as well as works cited pages are documented correctly according to MLA standards. There is a sense of confidence and stylistic flair within these papers.

3 – These papers have a clear thesis and sense of purpose. The writer is able to establish his or her own style and understands the importance of audience consideration. A variety of sentences, appropriate diction, and syntax is present within these papers. Organization is maintained, controlled, and defined with the use of natural transitions. The writer is able to blend analysis and support together. Both internal documentation as well as works cited pages are documented according to MLA standards. There is a sense of confidence and style within these papers.2 – These papers have a thesis and purpose, but both may be unclear. The writer may be able to establish his or her own style, but it is not consistent or is not appropriate for the audience. A variety of sentences, inappropriate diction, and a lackadaisical syntax may be present. Organization may be present, but is not completely under the command of the writer. Transitions may be present, but are not natural nor add to the overall organization of the paper. The writer may attempt to blend analysis with support, but there are holes or inconsistencies. Internal documentation and works cited pages are present, but may not follow the MLA standards. There is not a consistent sense of confidence or style within these papers.1 – These papers do not have a thesis or purpose. The writer is not consistent with his or her own style and does not consider the audience when writing the paper. Sentences, diction, and syntax are not well developed or appropriate. Organization is not commanded, transitions are not present, and there are severe holes or drifts within the paper. The support or analysis is choppy or not present. MLA standards are not represented in documentation. There is very little confidence or style within these papers. 0 – There is not enough writing submitted in order to fulfill this aspect of the course

Reader4 – These readers read the text in its entirety. The text is well annotated and documented within the text and reader’s journal. These readers read for both content as well as the author’s style. The text is analyzed through a variety of perspectives (critical lenses) and is not dismissed at face value. These readers consider the essential questions (“What is the meaning of text?” and “How does the author achieve the goal?”) while reading. Not only does the reader consider the essential questions and critical lenses, but also he or she considers what he or she is drawn to within a text and why. The essential questions are answered accurately and are well supported with textual evidence.3 – These readers read the text in its entirety. The text is annotated and documented within the text and a reader’s journal. These readers read for both content and author’s style. The text is analyzed through the critical lenses, and is not dismissed at

face value. These readers consider the essential questions while reading. The reader may consider why he or she is drawn to a text, but not thoroughly explore the why. The essential questions are answered and supported with text.2 – These readers may read the text in its entirety. The text may be annotated and documented in a journal, but there is insufficient documentation. These readers may consider the essential questions and critical lenses while reading, but the questions may not be answered or may be answered with inaccuracies or lack support.1 – These readers do not read the text in its entirety. The text is not annotated or documented in a journal. There is no consideration for essential questions or critical lenses while reading, which leaves the reader with insufficient understanding of the text. 0 – These readers do not read the text and therefore cannot fulfill this aspect of the course.

Analysis4 – The student decodes the text for meaning using the essential questions and refuses to settle for a surface or cursory understanding. The student is able to probe the text from a variety of multiple perspectives, including critical lens, and find an abundance of textual support for each. 3 – The student decodes the text for meaning using the essential questions, and does not settle for a surface or cursory understanding. The student attempts to probe the text from a variety of perspectives and finds textual support for most.2 – The student attempts to decode the text for meaning using the essential questions, but may fall short in understanding. The student attempts to use a variety of perspectives to access a text, but may not have enough textual support to maintain the analysis1 – The student does not attempt to decode the text and settles for a basic summary. Other perspectives are not considered while reading the text, and support for analysis is insufficient.0 – The student has not submitted enough analysis to fulfill this aspect of the course.

Communicator4 – The student is able to articulate masterfully his or her perspective in a variety of mediums: including but not limited to essays, discussion boards, discussions in class, and presentations. The delivery is appropriate for the audience, demonstrates a command of language, and is eloquent. The student maintains self-confidence even if there is a misunderstanding of the text. The student is able to ask questions and answer questions clearly and appropriately. 3 – The student is able to articulate his or her perspective in a variety of mediums. The delivery is appropriate for the audience, demonstrates an ability to command language, but may not be consistent. The student maintains self-confidence even if there is a misunderstanding of the text. The student is able to ask questions and answer questions clearly.2 – The student attempts to articulate his or her perspective in a variety of mediums. The delivery considers audience, but may not be entirely appropriate with gaps in command and use of language. The student may become frustrated or inappropriate when there is a misunderstanding of text. The student attempts to ask questions and answer questions.1 – The student does not articulate his or her perspective in a variety of mediums. The student does not consider audience and in some cases is inappropriate. The student becomes inappropriate in his or her tone when there is a misunderstanding of text. The student is not able to ask and answer questions clearly or appropriately.0 – The student has not communicated enough to fulfill this aspect of the course.

The following are the major titles we will study this year (subject to change). There are texts available to you if you cannot purchase your own copy. A Prayer for Owen Meany by John Irving Hamlet by ShakespeareOedipus Rex by Sophocles Frankenstein by Mary ShelleyThe Inferno by Dante The Poisonwood Bible by Barbara KingsolverThe Kite Runner by Khaled Hosseini The Bluest Eye by Toni MorrisonThe Awakening by Kate Chopin Their Eyes Were Watching God by Zora Neal HurstonLive theatre play (title TBD) How To Read Literature Like a Professor, Foster

General Outline of course of study:Semester one:Introduction to class, expectations, and handbookAP Philosophy and annotation (reading journal, TPCASTT, Major Works Data Sheet)Literary connections (read a variety of short stories, poems, and essays in order to practice annotation)

Literary Theory (Critical lenses) with “Shrek” and summer readings; ArchetypesThe AwakeningReading Journal conferences Argument development Bloom’s taxonomy questioning strategyFrankensteinOedipusA Prayer for Owen MeanyThe InfernoSatire, Poetry, Non-fictionQuarters one and two process papersMonthly timed writing and multiple choice practice testsIndependent novel projects/literary fair (semester exam) Semester two:HamletThe Poisonwood Bible/ Their Eyes Were Watching GodField trip to see staged playReading journal conferences; Poetry, Non-FictionQuarter three character analysis paper and quarter four critical lens paper Monthly timed writing and multiple choice practice testsFinal project as semester exam

------------------------------------------------------------------------------------------------------------------------------AP Literature and Composition Parent(s)/Guardian(s) and Student should read, sign, and date the signature portion of this sheet and return it to the instructor by ____________.

I have read and understand the class information sheets explaining the expectations of this English class. I also understand that updates may arise as needed for improved class learning. If I have specific questions or concerns or would like to set up times to visit class, I will contact Mrs. Whitney, Ms. Monson, or Ms. Stasko to discuss these.

______________________Student’s Printed Name

_______________________ ___________________________Student Signature Parent/Guardian Signature

_______ _______ ______Date Class Pd. Date