AP English 12 Literature and Composition

Course Syllabus

Introduction and Goals

This Advanced Placement English Literature and composition course is designed to engage the
students in becoming skilled readers of literary works of prose and poetry written by a wide variety of
traditional and modern authors. This course also encourages students to refine their writing skills, both in
formal and informal assignments. Through the close reading of selected texts, Students will deepen their
understanding of the interactions among a writers purposes, audience expectations, and subjects, as well
as the way genre conventions and resources of language contribute to effectiveness in writing.

The primary goal of the senior Advanced Placement English class is to develop a students abilities
as a reader and writer by giving students a college-level course in which they will learn to write effectively
and confidently, emphasizing the expository, analytical and argumentative writing that forms the basis of
academic and professional communication, as well as the personal and reflective writing that fosters the
development of writing facility in any context. Through the careful reading of primary and secondary
sources, students will learn to synthesize material from these texts to their own compositions and to cite
sources using methods such as the Modern Language Association (MLA) and the American Psychological
Association (APA).
Overview of Course Concerns
All students are expected to take the AP Literature exam in May.

Summer reading and summer writing are essential parts of the course requirements.
A research paper that demonstrates critical analysis and literary knowledge is a course
requirement.
Students will be required to keep a writing portfolio, analytical writing journal and a personal
notebook. They will periodically assess strengths, weaknesses and growth as a reader, writer and
learner.
Various forms of writing will be requiredboth critical and creative. All major papers and most
short assignments must be typed. Late written assignments will only be accepted one day late
with a ten percent cut in the grade.
All formal (and some creative) writing assignments will be revised. Students will receive extra
points towards the first grade of an assignment when they are able to demonstrate, through
revision, that they significantly improved their diction, syntax, style, explanation, clarity, and
organization.
Independent reading of novels, memoirs, essays, and other assignments are an essential part of
the course.
Students will be strongly encouraged to remain up to date with current news and media by
watching political and cultural television programs and by reading newspaper articles, periodicals,
and visual graphics such as political cartoons and advertisements.

Reading Assignments

Students will read a variety of works such as those by authors cited in the AP English Course
Description that also fulfill the requirements of West Virginia CSOs. Students need to read every
assignment carefully. With the majority of assignments being read outside of the class environment,
students need to read and often reread the understanding, critical evaluations, and analysisto become
aware of how stylistic effects are achieved by writers linguistic choices. Although the majority of readings
will be traditional fiction, imaginative, modern literature also has a place in this course so that students
can develop an understanding of authors rhetorical and linguistic choices, rather than to study literary
conventions and movements.
Writing Assignments

Students will write frequently for various purposes in both informal and formal contexts to gain
authority and to learn to learn to take risks in writing. Imitation exercises, journal keeping, collaborative
writing and in-class response are ways of helping students become increasingly aware of themselves as
writers and of the techniques employed by the writers they read. As well as engaging in varied writing
tasks, students become acquainted with a wide variety of prose styles from many disciplines and historical
periods and gain understanding of the connections between writing and interpretive skill in reading.
Concurrently, to reflect the increasing importance of graphics and visual images in texts published in print
an electronic media, students are asked to analyze how such images relate to written texts and serve as
alternative forms of text themselves.

Students will also be writing critical papers that require multiple revisions and teacher feedback
throughout the process with students being given specific grading rubrics for each assignment. Most
formal writing assignments will be evaluated according to the AP 1-9 scale and content rubrics. Students
will write expository, analytical, and argumentative essays that will demonstrate effective word choice,
inventive sentence structure, effective overall organization, supportive evidence, and clear persuasive
connection of the evidence.
All writing assignments, both formal and informal are intended to assess students ability to
evaluate the artistry and quality of the pieces studied and the ability write coherently about the literature
studied. Students are expected to think critically about what is read and provide thoughtful insight into
the literature. Students will incorporate arguments from professional critics in addition to providing
explicit text support for all claims made in writing pieces.

First Semester
Week 1-2: Introduction to the Course and Literary Criticism
Essential Questions: What is the nature of literature? Through what lenses do we interpret what we read,
watch or hear? How do the texts that we read interconnect and how does that affect our understanding of
them?

Summer Reading
o Students will turn in summer reading assignments that are comprised of literary analysis
journals and a creative writing fiction assignment
o In groups comprised of students who read different summer reading texts, students will
analyze similar themes, characters, and plotlines and share conclusions with the whole
class.
Introduction to Literary Criticism
o Bedford Introduction to Literature, Critical Strategies for Reading p. 2079-2102
o Excerpts from How to Read Literature like a Professor by Thomas Foster. Discussion of
archetypes in literature
o Eveline by James Joyce Bedford p. 532-535
o Story of an hour by Kate Chopin Bedford p. 15-16
o Presentation: Pop Culture & Literary Criticism
Students will analyze a popular culture artifact (image, article, or video) from
one of the 8 lenses of criticism studied in class and will present their analysis.

Weeks 3-9: Collection 1: Man vs. Man

Essential Questions: What determines heroism or villainy? How does ambition and bravery make both
heroes and villains? How has our perception of heroes changed overtime?

Anchor Text: Beowulf translated by John Gardner

o Anglo Saxons p 2-16 in Elements of Literature
o Discussion of the epic hero, epic convention, archetype of Germanic warrior. Analysis of
Anglo Saxon literary elements of alliteration and kennings.
o Excerpt from Grendel by John Gardner, focusing on point of view and voice
o Excerpt from Sir Gawain and the Green Knight. Compare and contrast portrayals of
heroes in Anglo Saxon and Medieval literature.
Anchor Text: The Tragedy of Macbeth by William Shakespeare
o Introduction to Renaissance
The Renaissance in Elements of Literature, discuss the cultural and historical
values the period reflects
A Study of William Shakespeare p 1520-1530 in Bedford
o Discussion of Macbeth focusing on tragedy, irony, imagery, metaphor and theme
Discussion of the concept of tragic hero in contrast with epic hero of Beowulf.
Discussion of character development, insanity and gender roles

In small groups students will rewrite and act out the five acts of the play using a
style that is different from Shakespeares, while retaining the same meaning of
the scene and the themes conveyed in it.
Students will view portions of a film version of Macbeth and discuss how the
director portrays the themes and characters of the play through the media of film.
Students will write a short analysis of the film.
Unit Assessments
o Writing about Fiction: Bedford p 57-76
Discuss critical writing expectations for writing about literature. In both of the
following writing assessments, students are expected to create valid and coherent
arguments about the literature discussed in this unit. Students will evaluate the
works artistry and quality using explicit text support in both assignments and
support from professional critics (in analytic argumentative essay)
Review of citation and formatting rules for the MLA writing guidelines.
o Formal Unit Assessment #1: In-Class Essay
Students will write an in-class essay discussing the portrayal of evil in a character
of Macbeth and what motivates the characters actions within the play.
Students are expected to provide clear text support for all arguments made in
their essay.
o Formal Unit Assessment #2: Analytic Argumentative Essay
For this assignment, students will choose from the themes of ambition or
fate/freewill and develop a thesis that displays unique insight into the themes
role in the play.
Students write a formal analytic argumentative essay explicating a theme and its
treatment in Macbeth and in Beowulf. Students should compare and contrast how
the theme is developed in each of these pieces. The purpose of this assessment is
to assess students understanding of the texts and ability to make critical judgment
of literature pieces based on their artistry and quality.
Students are expected to research critical essays pertaining to their chosen theme
and incorporate support from these sources into their essay using MLA format.

Week 10-18: Collection 2: Man vs. Society

Essential Questions: Do we conform to society, or do we confront it? How do literary time periods interact
with the changes society and culture?

Anchor Text: The Awakening by Kate Chopin

o Introduction to Victorian Period: Discuss cultural and historical values
The Victorian Period Elements of Literature p 782-800
The Angel in the House by Coventry Patmore
Killing the Angel in the House by Virginia Woolf
o Analyze The Awakening through various literary lenses. Class discussion will focus on
symbols, characterization, literary allusions, and themes as revealed through the historical
and cultural background.
o Writing Assessment: In Class Essay

Students will write an in class essay on The Awakening analyzing what comprises
Ednas internal and external awakenings and how Chopin conveys suspense in
an introspective text.
Students are expected to incorporate clear text support (quotations) for
arguments made in the essay. Students are expected to make insightful critical
judgments on the thematic issues of The Awakening.
Anchor Text: Heart of Darkness by Joseph Conrad
o Introduction to Modernism and cultural context of imperialism
The Hollow Men by T. S. Eliot
Shooting an Elephant by George Orwell
The White Mans Burden by Rudyard Kipling
o Analyze Heart of Darkness focusing on historical and cultural perspectives of the
nineteenth century. Discussion will focus on imagery, symbolism and characterization.
o Reactions to Imperialism
Image of Africa by Chinua Achebe
Excerpts from Things Fall Apart by Chinua Achebe
o Writing Assessment: In Class Essay
Students will write an in class essay comparing Heart of Darkness to The
Awakening analyzing areas of attitude, motivation, fear, prejudices and
relationships. Students will make critical evaluations on the quality of both pieces
based on the artistic literary elements as well as thematic issues.
Anchor Text: Frankenstein by Mary Shelly
o Introduction to Romanticism and Enlightenment
The Romantic Period p 622-638 in Elements of Literature
A Few Lines Composed above Tintern Abbey and Strange Fits of Passion Have I
known by William Wordsworth
Rime of the Ancient Mariner by Samuel Taylor Coleridge
o Excerpts from Paradise Lost: The Fall of Satan focusing on imagery and elements of style
such as poetic diction and syntax. Students will contrast the character of Satan with
Frankensteins monster.
o Analyze Frankenstein focusing on historical and cultural perspectives of the 18thcentury.
Discussion will focus on implications of authors purpose, frame stories, and
characterization.
Students will argue the responsibility of Frankenstein and his creature in a mock
trial determining who is guilty for the destruction in the novel.
o Writing Assignment: Creative Writing
Students will use elements of gothic and Romantic literature to create a creative
writing short horror story that reflects attitudes of the time period and themes
portrayed in Frankenstein.
Assessment: In Class Essay
o Students will write an in class prose response essay analyzing the portrayal of suspense in
Frankenstein focusing on authors syntax, tone and diction in the passage.
o This writing piece will assess the students ability to read a passage closely and evaluate its
artistry and quality as based on details of the literary elements mentioned above.

1st Semester Exam: The final exam is comprised of the following

Analysis of major time periods discussed this semester and what traits typify literature of the
respective time periods
Identification of work and speaker of 25 quotes from works of the semester
Analysis and explication of 5 quotes
Critical formal essay
o Essay will discuss how a theme is displayed in at least two works discussed during the
semester. Students may choose to analyze one of the following themes:
corruption of power
fate and free-will.
o As with all formal writing assignments, students are expected to make critical judgments
of the pieces and use explicit text examples (quotes) to support all arguments.

Second Semester
Week 19-25: Collection 3: Man Vs. Self
Essential Questions: How do our internal conflicts affect our external actions? How do we understand the
world when what we value most is taken away from us?

Anchor Text: the Tragedy of Hamlet, Prince of Denmark by William Shakespeare

o Brief review of The Renaissance
Sonnet Sonnet 18, Sonnet 130 class discussion focusing on Shakespearian
sonnet structure, tone, figures of speech and diction
Small group discussion and explication of Sonnet 29, Sonnet 55, Sonnet 116,
Sonnet 138, Sonnet 144 and Sonnet 147. Students will closely analyze an
assigned sonnet with their group members and present their analysis of meaning,
tone and diction to the whole class.
o Discussion of Hamlet focusing on tragedy, characterization, themes, irony, imagery
conflicts and use of humor.
Students will be divided into groups to read and discuss critical secondary sources
written about Hamlet. Students will individually write a short article analysis
discussing the arguments made in the sources.
o Excerpt from Rosencrantz and Guildenstern are dead
Students will discuss character development and theme and will contrast this play
with Hamlet
o Writing Assessments:
Article Review: Students will read a selection of short essays on Hamlet from a
variety of critics. Students will summarize two of the essays and evaluate the
claims of the critics in 1.5 written responses for each of the two essays
Formal Essay: Students will write a short formal argumentative essay discussing
one of the following issues from Hamlet. Students are expected to provide text
support for their arguments. As appropriate, students should incorporate
arguments from the critical articles read earlier in the unit.
Treatment of insanity & role of deception
Treatment/portrayal of women
Shakespeares views of Humanity in Hamlet
Public/Private selves in Hamlet
Anchor text: Death of a Salesman by Arthur Miller
o Briefly review Modernism
The Hollow Men and Love Song of J. Alfred Prufrock by T.S. Eliot, The Second
Coming by William Butler Yeats, Hawk Roosting by Ted Hughes. Focus on
imagery, speaker, tone, theme, diction, mood and other figures of speech.
Students will select two of the poems above on which to write an in class
essay. Students will decide which images are the most significant in these
poems and consider the ways the images contribute to the poems
themes, allusions, and tone and write an essay explaining the importance
of these themes.

Tragedy of the Common Man by Arthur Miller; Excerpts from Poetics by Aristotle
Discuss Classic, Shakespearian & Modern definitions of Tragedy. Focus especially
on the traditional elements of a tragic hero as outlined by Aristotle
Formal Argumentative Essay:
Using the definitions of tragedy as outlined by Aristotle, as well as Millers
comments on tragedy, evaluate whether Death of a Salesman should be
considered to be a tragedy according to classical standards.
o Discussion of Death of a Salesman focusing on characterization, symbolism, themes, and
conflicts
In class Essay: Students will contrast the tragic heroes of Hamlet and Willy
Lowman by discussing the characters tragic flaws and resolution of their
respective conflicts in an in class essay.
Anchor texts: Various Poems
o Writing about Poetry Bedford p 793-800
o Review of poetic terms and literary devices used in poetry (including figurative language
devices, types of poems, rhetorical devices)
o Class discussion of: The Red Wheelbarrow by William Carlos Williams, Birches by
Robert Frost, The Second Coming by W. B. Yeats
Discuss imagery, diction, issues of form, thematic significance etc. Discuss the
voice of the poems and what individual personas say about mans interaction with
society
o Poetry analysis: Students will analyze and briefly (1-2 paragraph) explicate 3 poems of
their own choice from a poetry anthology.
o Writing Assignment: Formal Poetry Explication
Students will write a formal poetry explication of one of the following poems:
The World is too much with us Late and Soon by William Wordsworth, Those
Winter Sundays by Robert Haydn, or Do not go gentle into that good night by
Dylan Thomas
Poem explication will ask students to evaluate the artistry and quality of the
pieces by analyzing the thematic elements as well as elements of form, diction
and syntax. Students will make judgments on how the meaning of the poem is
affected by the various poetic elements used in their chosen poem.

o

Week 26-30: Collection 4: Finding Self in Society

Essential Questions: How do we make sense of our role in a changing society? How have the roles of men
and women changed over time? How have social stations changed over time?

Anchor Text(s): Jane Eyre by Charlotte Bronte, Pride and Prejudice by Jane Austen, or Wuthering
Heights by Emily Bronte*
*Students will choose one of the three novels and will discuss the novel in
literature circle format with specific tasks assigned by the instructor
o Review of Victorian literature focusing on how the cultural changes affected the roles of
men and women in society.
A Room of Ones Own by Virginia Woolf
o Analysis of novels
Students will discuss concept of the Byronic hero and analyze Byronic heroes in
the respective texts.
Students will read critical secondary sources on their respective novels in their
literature circle groups and discuss the arguments made in the articles.
Argumentative Research Assignment: Literary Research Paper
o Review: Writing about Literature Bedford p 57-76; brief review of MLA citation
guidelines
o Students will analyze any of the works discussed this school year (1st or 2nd semester)
through one of critical literary lenses. Students will create a unique thesis statement and
support their arguments with critical secondary sources. Students will write a 5 page
analysis of the selected novel.
This is the final major writing assignment prior to the AP exam (with the exception
of after school test review days). The purpose of this final writing piece is to
demonstrate students critical writing skills and ability to make evaluative
judgments on the texts artistry and quality.

Anchor Text(s): Various short stories
o The Garden Party by Katherine Mansfield, The Swimmer by John Cheever, Soldiers
Home by Ernest Hemingway, The Magic Barrel by Bernard Malamud, Yellow
Wallpaper by Charlotte Perkins Gilman, Marriage is a Private Affair by Chinua Achebe
o Students will read a selection of the preceding short stories in their literature circles and
discuss theme, symbolism, characterization, tone, diction, point of view and other
appropriate literary devices.
o Students will discuss how the individual characters interact with their society and whether
they conform to or confront the expectations of their society. Students will also discuss
how the stories respective time periods influenced the text.
Anchor Text: The Importance of Being Earnest
o Discussion of play focusing on use of irony and humor in critiquing roles in society.
Discussion of tone, diction, point of view and characterization
o Discussion of use of irony in earlier literary texts
A Modest Proposal by Jonathan Swift
Fennimores literary offenses by Mark Twain