Advanced Placement Literature and Composition Syllabus 2008-2009

Mrs. Marx Room N201 693-7583 x188

Website: www.teacherweb.com/FL/PaxonSAS/MrsMarx

Email: marxt@duvalschools.org

COURSE DESCRIPTION:

According to the official course description from the College Board, this course “engages students in the careful reading and critical analysis of imaginative literature” and “deepens[s] their understanding of the ways writers use language to provide both meaning and pleasure for their readers.”  In order to meet the curricular requirements set by The College Board in the complete official course description, and in order to succeed in this course, which is intended to replace your first college English course, you must be (or become) passionate about reading and writing, and you must commit yourself to the rigorous demands of this course, which include extensive, daily reading and writing.   

 

How exactly will we accomplish this task together?  To start, we will read a wide variety of literary works from various time periods, authors, genres, and geographic locales.  Not only will we read, we will learn how to read more closely, using a wide variety of strategies, and, equally important, we will learn to look for (and perhaps answer!) the essential questions a text raises:  Who are we?  How do we fit into this world?  How does literature affect and reflect us? 

Be forewarned: this course is going to challenge you and your beliefs.  You will read, write, and think incessantly about how the texts relate to who you are, how you have become that person, how you think, and why you think that way.  You will seek to recognize and connect the “patterns” woven into, through, and by texts (and humanity), patterns intentionally drawn by the author and patterns that exist because they are part of the interwoven fabric of life and literature.  All of this you will accomplish through your critical understanding, thoughtful analysis, and sophisticated use of the powerful creation we call language. 

 

COURSE MATERIALS: 

Blue or black ballpoint pens,  highlighters in two colors, two red or green pens, a large three-ring binder, sticky notes, paper, and a planner.  In addition, every student should have a current, college-level dictionary and thesaurus at home; I highly recommend the Abridged Oxford Dictionary, which is available on CD or as an on-line subscription.  Every student will need regular internet access to utilize the course website, which will serve as an invaluable communication tool and necessary informational resource throughout the year.

 

COURSE TEXTS:

Perrine’s Literature: Structure, Sound, and Sense, 8th ed. serves as our primary district-approved text.  Additional works of fiction anticipated for study this year are listed below.  Students may check these books out of a library, though I recommend purchasing a copy for the purpose of annotating the texts as we read them.  Chamblin’s Bookmine is an excellent resource for purchasing used books.  Please do not acquire these books until I task you to do so, as texts MAY change, with the exception of the summer reading selections, which should have been acquired and read prior to the beginning of the school year.

 

Lysistrata, Aristophanes

Tess of the D’Urbervilles, Thomas Hardy

Their Eyes were Watching God, Zora Neale Hurston OR Passing, Nella Larsen

1984, George Orwell

Frankenstein, Mary Wollstonecraft Shelley

Othello, William Shakespeare (in Perrine’s—do not need to purchase)

If any family has financial difficulty acquiring the books, contact me at least two weeks before the date we are to begin the work and I will make arrangements for your student to obtain the book.

 

Additionally, if the student or parents find(s) any of the works listed above, either the film or text version, unsuitable or inappropriate, please inform me, and we will set up a parent conference.  If, after the conference, the family deems it necessary, another work will be assigned to the individual student instead. That being said, parents, please take the time to review these works in the next few weeks to prevent any future concerns.

 

COURSE GOALS, EXPECTATIONS, AND WORK LOAD:

Upon entering this course, you will take a diagnostic AP practice exam, which will include a test of literary devices, vocabulary, and conventions of writing.  At this level, you are expected to have a grasp of the basics!  In addition, students are expected to discuss and analyze literature with maturity and respect—and never to make an assertion without using textual evidence to back it up!  You will read—closely, analytically, critically--major works (novels or plays), short stories, and poetry quarterly, as well as two dramatic pieces this year.    You will produce two AP style essay responses, with revisions, per quarter;  first quarter will focus on the college essay.     Reading quizzes, close reading exercises, and informal oral and/or written analyses on the writer’s style, use of literary devices, or construction of meaning are also part of the regular class diet.  You will take AP style multiple choice exams each quarter and, through analysis, determine your strengths and weaknesses and create quarterly goals for yourself.  As intentionally and closely as we look at the craft and style of our authors, so also will we look at your own writing style and maturity.  AP rubrics, review of sample prompts and essays, teacher-student conferences, self-assessment, and goal-setting will serve as tools to improve your skill and sophistication in every part of the writing process from prewriting to drafting to revising. Other, overlapping goals in this course include expanding your vocabulary, improving your ability to read and analyze literature with insight, support, and purpose both orally and in written composition, and ultimately helping you learn to become a more sophisticated (and correct) writer in three primary arenas: writing to understand, writing to explain/analyze, and writing to evaluate.  In order to develop your skills as a writer, you must be prepared to meet with me often  to evaluate your progress toward your goals—in the areas of writing content/accurate analysis, mechanics, and style.  In the first semester, I will provide written commentary on each essay I assess; this commentary, along with individual conferences, peer conferences, and evaluation of other writing samples will work together to produce a proficient, sophisticated writer:  you!

 

COURSE ROUTINES AND RITUALS: 

Teachers vary in their methodologies;  students vary in learning styles.  Therefore, class structure may vary and might need adjustment, not only from one text or assignment to another, but from one class to another.  Please know as you continually assess yourselves through your exam and writing response logs, I am also continually assessing your learning styles, speed, and needs.    Learning retention is highest when you teach someone;  be prepared to teach each other!  Ways we teach and learn include peer evaluation of writing assignments, group dissection of prompts and analysis of sample essays, analysis of multiple choice exam questions, individual writing conferences, style emulations, text explications, topic/element journals, and self-assessment of writing. 

 

ASSESSMENT, SAFETY NETS, AND GRADE RECOVERY:

 

***ALL students in an AP class are required to take the AP exam.*** 

 

Each year, the Development Committee in AP English prepares a three-hour examination that gives students an opportunity to demonstrate their mastery of the skills and abilities previously described.  The AP Examination in English Literature and Composition employs multiple-choice questions to test the students’ skills in analyzing the style, vocabulary, and devices of prose and poetry.  Students are then asked to demonstrate their skill in analytical composition by writing three essays:  a response to prose, a response to poetry, and an open-ended response to literature.  In this AP course, practice multiple-choice tests and essays based on past AP prompts will be used to assess students’ progress in the course.  Roughly 50% of a student’s grade is based on exam and essay grades, with the other 50% based on classwork/homework, which will include reading response quizzes, informal writing responses, group projects/writing, and seminar discussions.  Evaluation of the response(s) will follow the AP rubric where feasible and will include, but not be limited to, such aspects as the quality of the writing (or presentation) as it relates to the interpretation of the literature, the specificity, strength, logic, and relevance of the support, and the grammar, mechanics, syntax, organization, and coherence of the work.  Other considerations in determining the grade include preparedness, appropriate class participation and completion of assigned readings.*

 

Students will also create a college portfolio, and write a formal critical analysis.

 

Safety nets include the revision of essays, peer coaching, the repeated practice of necessary AP skills (in class and outside of class), and available one-on-one remediation during teacher’s designated help days.

 

According to MANDATORY district policy, these GRADE RECOVERY guidelines apply:

 

Any student receiving a D or an F in a course for a quarterly grade may be eligible to attempt grade recovery, provided the student has made a good faith effort to pass the quarter.   A good faith effort is indicated by the student’s attempt to succeed throughout the quarter by completing work and attending tutoring sessions to get help.   Once eligibility has been confirmed, three requirements must be fulfilled: the creation of a success plan, satisfactory completion of any work not successfully completed during the quarter, and completion with a passing score of a comprehensive AP style exam.  Any written assignment (not including timed essays) that previously received a grade less than “C” must be submitted.  The assignments must be submitted prior to the administration of the comprehensive AP exam, the administration of which will take place after school on a date determined by county deadlines and my availability.  Because the exam includes a complete multiple-choice section and an essay, the exam will take 120 minutes to complete.  No previous tests may be retaken for the purposes of grade recovery.

 

            In order for the grade to be “recovered,” the following must occur:

(1) All of the required assignment submissions must receive a satisfactory grade (“C”) or higher; (2) The score on the comprehensive AP exam must be one letter grade higher than the original quarter grade:   at least a “D” if your original grade was an “F” and at least a “C” if your original grade was a “D.”

(3) The success plan must be completed and submitted.

 

The grading scale for the county is listed in the student planner;  grades are determined on a point scale, with which you all should be familiar by now.  (If not, see me.) 

 

Progress reports are sent out once per quarter;  those students receiving a D or an F will receive a scholarship warning; an updated grade will be provided approximately two weeks afterwards.

 

ABSENCES/MAKEUPS/TUTORING:

 

School Attendance Policy regarding quarter grades:  Paxon policy states that any student missing more than four classes within a grading period will be required to take a comprehensive quarter exam at the teacher’s discretion in order to pass the quarter, in addition to the regular quarter exam and regardless of the student’s current quarter grade.

 

We will be working from Day 1 to Day 180 in this class.  I am well aware of the joys and flurries of the senior year of high school, but attendance is not optional in this class, just as passing this class is not optional for those of you hoping to walk across the stage at graduation in the spring. 

 

Homework will consist of assigned reading and writing on a daily basis.   Some outside group work may also be required. Due to the alternating schedule and the rigor of the curriculum, attendance is vital.  Please read the attendance policy below.  Per county policy, a student has one day for each day of absence to make up the work.  It is always the student’s responsibility to get all missed assignments—but not during class.  Missed work and assignments are in a file on top of the cabinet by my door;  students may pick them up at their earliest convenience between classes or before or after school.   Reading assignments are posted weekly on the website;  responsible students should always be caught up on reading, regardless of absence, so as not to fall behind in our class discussions and on quizzes.   I make no guarantees about web connection, computer crashes, etc. so please be sure to have a classmate’s phone number to call for assignments if you are absent.

 

Missed tests and quizzes must be made up after school within two weeks of the original administration date, or the grade becomes a zero.  BEING ABSENT FROM CLASS THE DAY BEFORE A TEST OR READING QUIZ DOES NOT EXCUSE THE STUDENT FROM SAID TEST/QUIZ;  every night that a reading is assigned, a quiz will follow the next class meeting.  Likewise, test dates are given one week in advance and posted on the website.  I reserve the right to format a different test for each and every class and for make-ups. Make-up work, of any sort, including tests and quizzes will NOT be completed in class.  Do not disrupt class for individual make-up issues.

 

I am generally available the first and third Tuesday after school for tutoring and the second and fourth Tuesday for make-ups.   Take advantage of this opportunity!  Students needing assistance or make-ups must sign up in advance.   During essay and research paper times, I will be available more often, and I will offer a spring exam review as well.  Please see me if you need help!

 

Students or parents are encouraged to contact me at the email or phone number listed at the top of this paper, or via the website;  I will respond within 48 hours.

 

 

STUDENT  DECORUM:

All students are here to learn and make adequate progress toward meeting the course standards, to include those of The College Board and those of the county and state.  Therefore, students are expected to be active participants in the learning process and uphold the academic integrity policy.  Students are also expected to maintain a certain level of decorum in their behavior.  Disruptive behavior is a disservice to the learning process; those students engaging in such behavior will be dealt with according to county policies.  I am sure that you all are familiar with the rules by now, but let’s review.  Of course, the County Code of Conduct is mandatory.  While you will learn the routines and rituals of the classroom as we go along, some rules are immediately and always in effect to ensure that your learning in this class will be safe, successful, and without disruption:

 

Courtesy toward teacher and peers is mandatory; profanity/insults/slurs are not allowed.

No eating or drinking (exception: water) in class.

If the bell has rung, place your tardy in the tardy box and find your seat quietly. 

Electronic devices, including but not limited to cell phones, i-pods, and pdas, along with playing cards are prohibited and will be confiscated per county policy.  If I see or hear your phone/ipod, I will take it and your parent can pick it up from student services.

The dress code is strictly enforced.  Guys: no hats, no underwear or butts hanging out;  girls none of the three Bs should be visible:  bellies, butts, and you-know-whats.  Absolutely no strapless or halter tops, and no hats. 

No grooming in class—including make-up and hair.

No hall passes except for “emergencies”; one “emergency” per nine weeks.  No one is allowed out of class during the first or last ten minutes of class, during a test/essay, or after 2:45 per school policy.

 

ACADEMIC INTEGRITY:

While I realize that the rigor of the coursework can seem overwhelming, cheating is never the right answer and garners serious consequences.   Giving and/or receiving help on any individual assignment will result in a zero for everyone involved, as well as a call home and possibly, an academic integrity referral.  Paraphrasing someone else’s work, even from the internet, is plagiarism.  Allowing someone to copy your work is cheating.  Reusing your work from year to year or obtaining someone else’s old work is cheating.   Not citing a source—any source, including another person--is cheating. Protecting your work is your responsibility, both in and out of class.  Additionally, cheating on an exam or quiz will result in a referral. 

 

A final note:  I do NOT allow Sparknotes, Cliff Notes, or any “notes” of that sort to be used for reference, for essays, for any reason.  You will never achieve the depth of learning necessary to succeed here or in college if you depend on these “summaries” to do the thinking for you.  Is someone describing a luscious piece of Godiva chocolate as good as you actually eating one?  I didn’t think so.  Any “notes” found in class will be confiscated; notes found and/or paraphrased on an assignment will be construed as an attempt at cheating.  In fact, you are cheating—cheating yourself of your own learning.   Use or possession of an electronic device in class may be considered an attempt to cheat.  

 

 

 

*I would like to credit and thank the following people

 for their words and wisdom used in this document:

K. Puhr, S. Counsil, E. Davis, J. Nerf

 

 

 

 

 

 

 

 

 

 

This page is to be detached and returned by the fifth class meeting date.

 

Student Name (printed)___________________________________Day/Period_________

 

Students, please sign below.  Your signature indicates that you have read this curriculum paper and agree to work within its parameters as outlined above.

 

Student signature and date

 

 ______________________________________________

 

 

Parents,   I hope that my expectations are clearly outlined in this paper. Please remember that Advanced Placement coursework is designed to simulate college-level work.  I look forward to working with you to ensure your student’s success in learning, and hope that you will aid in this process by making sure that your student is in class daily and that (s)he completes the work on time. Please read this curriculum paper carefully, and sign below, making sure to review the listed works we are going to study;  your signature below indicates your consent for your student to study all of these works.  I will check for signatures and the required materials on the third meeting day for a grade.  Thank you!

 

Parent/guardian signature and date

 

______________________________________________