AP LITERATURE _ COMPOSITION by zhangyun

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									                AP LITERATURE & COMPOSITION
Mrs. Hauser
Career Center
2010-2011                                               E-mail: kwhauser@wsfcs.k12.nc.us

Welcome to your senior year! Throughout this course, I hope you will find personal
parallels with the frequently-employed journey motif in literature. Like a journey, your
success this year won’t be marked solely by the answers you give, but by the questions
you ask along the way.

COURSE DESCRIPTION
This course is, by design, a college-level course. Our objectives are ambitious; therefore,
I will expect the abandonment of immature syntax, superficial analysis, or major
grammatical errors.

           Reading Objectives
    To improve the student’s reading ability for comprehension, interpretation, and
     evaluation.
    To improve the student’s vocabulary
    To furnish the student with ideas for discussion and writing
    To improve the student’s thinking skills through critical reading and analysis
    To introduce the student to literary terminology and its use
    To introduce the student to the genres of fiction, drama, poetry
    To make the student a better reader of his native language through the analysis of how
     that language is used in a variety of forms
    To enable the student to read complex texts with understanding and appreciation

               Writing Objectives
      To review and refine for the student writing as a process that includes invention, drafting,
       revising, and editing
      To provide students the opportunity to master the art of writing about fiction, drama, and
       poetry
      To improve the student’s thinking skills by writing critical essays about literature
      To expect student to write prose of sufficient richness and complexity in order to
       communicate effectively with mature readers
      To introduce the student to a variety of writing techniques, including formal papers,
       informal responses, and timed writing drills
      To allow students to refine their own style of writing
      To review, as needed, problems in mechanics, usage, and grammar

              The AP Examination
    To prepare students for the AP Examination by familiarizing them with the test’s format
    To improve the student’s test-taking skills through timed drills of multiple choice and
     essay questions
    To deal with effective test-taking strategies
    To instill confidence in the student which should ensure the student’s achieving AP credit
     or advanced standing
TEXTS

Meyer, Michael. The Compact Bedford Introduction to Literature. 7th Ed. Boston: Bedford
Books, 2006.

Supplementary novels:
(Summer reading: Frankenstein & How to Read Literature Like a Professor)
Bronte, Charlotte. Jane Eyre
Cather, Willa. My Antonia
Faulkner, William. As I Lay Dying
Gaines, Ernest. A Lesson Before Dying
McCarthy, Cormac. The Road
O’Brien, Tim. The Things They Carried

Supplementary Dramas:
Shakespeare, William. King Lear
Shakespeare, William. Macbeth
            I recommend the ―No Fear, Shakespeare‖ Series for these dramas

Supplementary Poetry:
Texts to be distributed in class or student-generated from online resources

SUPPLIES

REQUIRED EACH DAY:
         One binder with a minimum of three dividers, labeled as follows:
               Classroom Materials, AP Practice Tests, Vocabulary/Grammar
         College-ruled loose-leaf paper
         Pencils
         Blue/Black ink
         Highlighter

AS-NEEDED BASIS:
         Memory stick/Thumb Drive

ATTENDANCE
A student’s FIRST responsibility is to be in class. At this point in your life, your education IS
your job! Since class sessions will mix lectures with student reactions to reading and discussion,
attendance is absolutely vital.



CREDIT AND ASSESSMENT
Your numeric average will be determined as follows:
    Major Tests, Projects- 40%
    Quizzes, Classwork, Homework – 30%
    Writing, Poetry Responses – 30%
        AP ENGLISH LITERATURE AND COMPOSITION

Mrs. Hauser
Career Center
2010-2011
                     CLASSROOM POLICIES AND PROCEDURES
HOMEWORK
The daily average for homework will be approximately 30 – 45 minutes. Students are
often assigned reading or long-term projects that require them to plan their time carefully
so that they are not overwhelmed by deadlines. Developing self-discipline and time
management skills will be essential to your success.

LATE WORK
Assuming you are present in class, late assignments are penalized twenty (20) points per
day.
As noted on my syllabus, I consider attendance to be essential. Therefore, if you are
absent, it is your responsibility to procure all make-up work and to turn in assignments
which were collected during your absence. To expedite this process, I maintain a Make-
Up Notebook for each class. In this notebook, you will find all directions, assignments,
and any pertinent handouts filed by date. Therefore, if you are absent on the 7th of
September, you should locate the #7 tab in the Make-Up Notebook for the necessary
work. Daily in-class quizzes may be made up in class; tests require you to come before
or after school to complete.

READING EXPECTATIONS
Most of the time, assigned reading is to be done outside of class. There may be times
when you will be reading one text in class and another outside of class at the same time.
Aside from group assignments, each student is expected to do his/her own work. Your
reading should NOT be dependent on outside sources, such as Sparknotes. Outside
sources, including your peers, are best used to supplement your reading, not to replace
your reading.

WRITING EXPECTATIONS
Writing is an integral part of the class. Students will be required to write responses
including: formal writing of varying lengths, informal assignments, and time in-class
dills.
       WARNING! Papers must be submitted AT THE BEGINNING OF THE CLASS
PERIOD! Late papers—regardless of reason, including computer failure, will be
penalized twenty (20) points per day, even if they are only one period late.

ASSESSMENT
Your numeric average will be determined as follows:
    Major Tests, Projects- 40%
    Quizzes, Classwork, Homework – 30%
    Writing, Poetry Responses – 30%
    The AP Literature and Composition Exam will be administered on the morning of
         Thursday, May 5, 2011 – MARK YOUR CALENDERS NOW!

POETRY RESPONSES
60% of the AP Exam deals with poetry; therefore, we will address this genre on a
consistent basis throughout the year. In addition to our in-class studies, you will write
personal responses to a set of poems every two to three weeks, selected from a provided
list. These responses will help you develop the skills to analyze poetry and the elements
of poetry, as well as explication of the poetry.


FORMAL PROCESS WRITING ASSIGNMENTS
Mrs. Hauser – Career Center
The following writing rubric will be used:

The A paper is a SUPERIOR paper in every way, marked by the following traits:
     Outstanding word choice, syntax, and organization
     Outstanding syntax with a wide variety of sentence patterns
     Maturity of thought and language
     Clear purpose with detailed development, supported by examples, quotations, and indirect
        references
     No major errors in grammar, spelling, or punctuation
     No more than one or two minor errors, depending on length

The B paper is an EXCELLENT paper, marked by the following traits:
     Good word choice, syntax, an organization
     Good maturity of thought and logic
     A state purpose with less development, examples, and details, lacking the more mature style of the
        superior paper
     No major errors in grammar, spelling, or punctuation
     No more than several minor errors, depending on length

The C paper is an AVERAGE paper, marked by the following traits:
     Average word choice, often simple, immature, perhaps inappropriate
     Adequate organization
     Good sentence structure but often simple and without variety
     Fair logic, clear enough to convey the paper’s purpose
     Average maturity of thought but lacks adequate development
     Only one major error in grammar, spelling, and punctuation and/or several minor errors

The D paper is a BELOW AVERAGE paper, marked by the following traits:
     Poor diction, misuse of words, non-standard expressions
     Some attempt at organization
     Garbled, fragmented, or unclear sentence patterns
     Little thought, resulting in poorly conceived, expressed, and developed ideas
     Serious errors in grammar, spelling, punctuation, mechanics

The F paper is a FAILURE, marked by the following traits:
     Poor and immature word choice
     Lack of organization
      Disconnected or garble syntax
      Long, uncontrolled, short, or choppy sentence patterns
      Lack of logic which fails to conceive, state, or develop an idea
      Three major errors and/or multiple minor errors

NOTE: MAJOR grammatical/mechanics errors:
         1. Comma Splices
         2. Lack of subject-verb agreement
         3. Lack of pronoun-antecedent agreement
         4. Fragments
         5. Run-ons or Fused sentences
         6. Misuse of to, too, two
         7. Misuse of their, there
         8. Misuse of its, it’s AND/OR your, you’re

								
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