Скачать 186.7 Kb.
I. COURSE DESCRIPTION:
Composition and Literature AP is a course emphasizing the development of skills in close and careful reading and critical analysis of imaginative and discursive literature by American, British and Continental writers from the sixteenth century through the twentieth century and into the twenty-first century. It is for students capable of doing college-level work in English while they are in secondary school and willing to devote the energy necessary to complete a course more rigorous and demanding than other high school English courses designed for the college-bound student. This course will enable students to demonstrate their achievement in college-level work by taking the Advanced Placement English Examination in Literature and Composition, administered by Educational Testing Service for the College Board in May.
Important long-term goals of the course are to enable students to learn at a rate commensurate with their ability; to deal with material that intellectually mature students find engaging; to refine reading and writing skills important for success, not only in college but also in the business and professional world; and to cultivate habits of reading, writing, and thinking that characterize life-long learning and enjoyment.
II. COURSE GOALS: (From College Board)
For the literature component, students should develop abilities to:
1. read critically, asking pertinent questions about what they have read, recognizing assumptions and implications, and evaluating ideas;
2. read with understanding a range of literature that is rich in quality and representative of different literary forms and historical periods;
3. read a literary text analytically, seeing relationships between form and content;
4. describe how language contributes both literally and figuratively to the meaning of a work; i.e., deal systematically with the “what’s” and “how’s” of a literary work;
5. respond actively and imaginatively to a literary work by describing its stylistic features, evaluating them in light of the theme, entertain alternative approaches, or dramatizing the circumstances or effects of the work;
6. draw conclusions about the themes of a work, appraising them and speculating independently on related ideas;
7. think reflectively about what they have read and discussed and apply their findings to their own lives;
8. finally, value literature as an imaginative representation of truth or reality;
For the writing component, students should develop abilities to:
1. view writing as a developed discipline that includes collecting information, formulating ideas and determining their relationships, drafting paragraphs and arranging them in an appropriate order with transitions between them, revising what they have written, and sharing what they have written;
2. write as a way of discovering and clarifying ideas;
3. respond directly and efficiently to questions that require a timed essay, organizing quickly and clearly, focusing on major points that provide a competent response to the question as asked and developing each major point fully;
4. write appropriately for different occasions, audiences and purposes (persuading, explaining, describing, interpreting and evaluating);
5. use the conventions of standard written English with skill and assurance;
6. maintain a consistent tone and appeal (emotional, logical, or ethical) through precise syntax, phrasing, and diction;
7. summarize clearly and accurately the ideas of others;
8. collect data from secondary sources, use it judiciously, and document it accurately;
9. write creatively for their own enjoyment and the pleasure of others.
Literature: An Introduction to Reading and Writing, Edgar J. Roberts and H. Jacobs
Heart of Darkness, Conrad
The Sound and the Fury, Faulkner
The Rivals, Sheridan
Pride and Prejudice, Austen
Portrait of the Artist As A Young Man, Joyce
Crime and Punishment, Dostoevsky
Waiting for Godot, Beckett
*Other texts may be used throughout the year.
IV. GENERALASSIGNMENTS AND EVALUATION:
1. AP class requires much practice in writing about literature; consequently, we will be writing every week. All major works of literature read as a class and as independent reading will require a one page AP form. These will be excellent resources for you as you review for the open question on the AP exam
2. Every five weeks you will be required to read a novel or play outside of class. You may want to select your first two or three novels by the same author, as second quarter you will have a major research paper on an author due. A list of authors and titles is at the end of the syllabus.
3. During second semester you will be required to write a research paper on a specific English or American poet and two to three of his or her poems. After the AP exam in May, you will teach one of the poems by your poet to the class, using a variety of methods, such as a power-point presentation.
4. Outside essays will be varied in scope, subject and length. However, keep in mind that no essays will be accepted late. Keep an assignment calendar and use it, so that you don’t forget any of your assignments!
5. Individual projects, as well as group projects, and Socratic seminars will comprise much of our in-class work.
6. Notebooks are imperative! Taking careful notes during classroom lectures and discussions is extremely important as exam questions will invariably focus on what we discuss. You must also take notes on your outside readings and use a reading form, such as dialectical journals or quotations-response journals; these will be used for in-class discussions and may be graded.
7. Vocabulary building will be ongoing throughout the year and will take a variety of methods: words found in your novels, drama, and poetry, such as the vocabulary list from HOD., and through encounters during in-class readings and discussions; 230 words that have been used in prose and poetry sections from former AP exams that you will receive the first week of school; and literary and rhetorical terms handouts. Learning these words should not only improve your reading enjoyment and understanding, but also enhance your writing for precision and clarity.
8. All grading will be done on a point system: Exams, quizzes, essays, critiques, reports and presentations--both individual and group--, and timed-writings will be assigned a specified number of points that will be given to you at the time of the assignment.
9. Grading will be based upon the following scale:
10. Your semester grade will be determined by the following method:
First quarter 40%
Second quarter 40%
Semester Exam 20%
UNIT I: “The moving finger writes…” The tools of the writer meet the skills of the reader.
A. Close reading of selected short stories from LITERATURE --Roberts and Jacobs and
teacher handouts: “Little Things” Carver; “Young Goodman Brown” Hawthorne; “Paul’s Case” Cather; “Araby” Joyce; “A&P” Updike; “The Door” White
1. Review of literary terminology, such as diction, detail, point of view, allusion, foreshadowing, symbolism, setting, denouement, epiphany, characterization, figurative language, ambiguity, irony, etc.
2. Small group practice of close readings of different stories; each group teaches its findings to the class; full class discussion of stories. Review and/or introduce writing instructions that address the concept of concrete detail and commentary.
B. Write a style analysis of “Paul’s Case” by Willa Cather that focuses on how theme/meaning is revealed through the “tools” the author utilizes, such as diction, point of view, dialogue, organization, detail, setting, etc.
1. Prewriting: explication of text
2. First draft: type and use student number instead of name as these will be peer reviewed.
3. Read-arounds with critical comments. [Papers will be mixed up from both classes.]
4. Whole class discussion of insights and problems.
5. Second draft: revise draft for teacher response.[ Teacher will address not only the accuracy of the content but also the style of the paper, including appropriate diction, tone consistency, methods of transitions, paragraph and sentence coherency and appropriate use of coordination and subordination.]
6. Final draft after teacher response; include all drafts.
AP = AMBIGUITY PRESENT
C. Close reading of Heart of Darkness by Joseph Conrad.
1. Vocabulary from HOD handout; teacher guided and small group close readings of significant passages; discussion on Impressionism, Imperialism, Conrad’s life.
2. Character logs on Marlow and Kurtz: three columns—1st is type of information, i.e., what character says, does, and/or thinks; what others say about character, etc--; 2nd is quotations or summary with page; and 3rd is your commentary/response as what information says about the character.
3. Comparison/Contrast essay on Marlow and Kurtz, interpreting, analyzing, and evaluating their characters and Conrad’s techniques of presenting them.
4. Same procedure as short story essay: peer critiques, teacher response, rewrite.
D. Capturing an author’s style through creative writing.
1. Write a letter as if you were Marlow using Marlow’s voice [vocabulary, syntax, organization] to a character in the novel, such as the doctor or a relative of Kurtz, in which you describe your journey and what you learned.
2. Read-arounds in small groups; select one per group to be read to class.
3. Class discussion of what makes a writer’s style distinctive.
E. Poetry and Novels—a symbiosis?
1. “The Hollow Men” by T. S. Eliot, an in-class explication.
2. In class essay: How does Eliot’s poem relate to Conrad’s novel—your interpretation may focus on any aspects you find relevant, such as style, theme, diction, symbolism, and tone, but make certain to use specific details to support your analysis.
3. Small group read-arounds and whole class discussion of approaches to the essay and the different interpretations.
F. Students read seven outside novels, one every five weeks, and fulfill the following writing requirements for each novel:
1. Complete AP form that requires student’s interpretation and analysis of work’s characters, setting, plot (exposition, climax, etc) style, point of view, themes and four representative quotations with relevant commentary.
2. Timed Writing: Using a previous AP question 3 prompt, (students are given three prompts from which to choose to ensure their novel is appropriate for the question) students will write a well-organized essay in which they clearly and cogently answer the prompt focus using their outside novel.
3. Read-arounds in small groups, using AP scoring rubric designed for the essay prompts.
4. Teacher response to essays will focus on how well the students’ address the prompt and note problem areas in grammar, standard written English, syntax, and organization. Students will select four of these seven timed writes to revise.
G. Writing Workshops and Individual Conferences: Since this course is designed to improve the students’ writing; one of the tools used for review of essays is peer editing and evaluation. Frequently, students will evaluate one another’s first drafts considering style, organization, diction, etc. and provide constructive criticism in order to improve student writing. After peer editing sessions, students are allowed to consider their peer’s suggestions and rework their compositions for teacher grading. Lessons involving standard written English—usage, punctuation, agreement—will be provided as the need arises. During the first few weeks of school, the teacher will address issues relating to effective style not only in writing about literature but in all modes of composition. Instruction will cover such areas as: 1) appropriate word choice that remains consistent throughout essay; 2) ways to begin sentences, such as infinitive and participial phrases; 3) variety of sentences structures, including appropriate use of subordination and coordination; 4) ways to organize paragraphs and essays that fit the student’s purpose of the writing; 5) methods that aid in coherence, such as transitions, repetition and emphasis; and 6) an examination of rhetorical effectiveness, including controlling tone, maintaining a consistent voice, achieving emphasis through parallelism and antithesis, and providing supportive evidence—concrete detail/quotations and clear, convincing, and insightful commentary. Feedback on student essays will address these issues and individual conferences will be held for those students who need extra instruction.
UNIT II: “The true end of tragedy is to purify the passions.” Aristotle
A. The author research paper
1. Requirements: Ten to twelve pages using MLA style, ten secondary and three primary sources, 26 citations and a research log.
2. Focus: Author biography that focuses on his/her influences, philosophy, and literary period; your interpretations of three of the author’s novels accompanied by professional criticisms that cover themes, style, and social and historical values reflected in the works.
3. Peer review and editing of first draft.
4. Teacher feedback on organization, focus, style and MLA form.
B. Entering Shakespeare’s World through close reading of his poetry and drama.
1. The sonnet: analysis of language, structure and meaning—In-class explications of Sonnets 1-3; 64, 116, and 154.
2. Timed in-class analysis of a Shakespeare sonnet that focuses on figurative language, imagery, structure and tone and how these reveal meaning, followed by group read-arounds using AP rubric; and teacher responses to essays that address clarity of ideas and effectiveness of style and word choice.
3. Close reading of Macbeth, both in and out of class, and response journals that focus on methods of exposition, characterization, and imagery.
4. Style analysis of a Macbeth soliloquy: Prewriting—explication; draft one followed by peer reviews using AP style analysis rubric; draft two for teacher response; rewrite of essay following teacher comments on clarity of thesis, variety of sentence structures, including coordination and subordination, appropriate use and emphasis of details, sophistication of word choice, and establishing and maintaining tone.
5. Macbeth project: student choice—newspaper from era; television interview with characters and/or Shakespeare; modern version of play; a scene that could be in the play; or …?
6. Close reading of Hamlet accompanied by scenes from different Hamlet videos.
7. In-class response/reaction papers on specific scenes, such as Hamlet’s treatment of Ophelia in Act III, scenes i and ii, and his philosophizing in Act V, scene I.
8. Essay: 3-4 page argumentative paper: Example-- In Act IV, Claudius notes that “sorrows come ...in battalions.” By the end of the play, these sorrows include the deaths of all major characters except Horatio. To what degree can Claudius be held responsible for all of the sorrows of the play? Which sorrows may be particularly traced to Hamlet?
9. After memorizing Hamlet’s “To be…” soliloquy and reciting in front of the class, write a parody of it, keeping to the blank verse lines and the shifts in thought.
|History of English Literature Top ten General Miscellaneous Modern English literature (1500-) Top ten||The purpose of the new ba honours course in English, under the semester system, is to provide a thorough grounding in literature written in the English|
|12th Grade College Prep British Literature Fall 2010/ /Mrs. Gaines||English Literature medieval literature|
|Course Title: English 1101 Composition||Advanced Placement English Language and Composition|
|English 101-23 Composition and Rhetoric mwf 12: 00-12: 50pm Classroom: Moore 329||American Studies / Mrs. Ladd & Mrs. Mammana|
|Irish Literature in English||Кафедра истории зарубежной литературы Дипломная работа Студента V курса Лысенкова Антона Сергеевича|
Об этой пишет известный французский критик, много занимавшийся творчеством Эдгара По, Клод Ришар (Claude Richard): «If you approach...