Advanced placement literature and composition: world literature

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ADVANCED PLACEMENT LITERATURE AND COMPOSITION:

WORLD LITERATURE

SYLLABUS

I. Course Description

AP Literature and Composition: World Literature is an academically rigorous course and will cover a survey of Western and world literature from ancient to modern times. Emphasis is placed on critical thinking and reading and writing of an analytical nature such as required by the AP Literature and Composition test which may be taken senior year. The Course follows the curricular requirements described in the AP English Course Description. Students will engage in a variety of writing styles for the purposes of understanding, explaining, and writing about literature. In order to improve their writing about literature, students will be given instruction in using vocabulary effectively and appropriately; using a variety of sentence structures, including subordination and coordination; planning logical organization and coherence; including a balance of generalization and specific details; and effectively using rhetoric, including controlling, tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure. On formal writing assignments, students always have the option of revising the composition for a better grade after receiving feedback from the instructor; in some instances revision will be mandatory.

Students who take the Advanced Placement test in May will be required to pay the test fee. A summer reading/writing project is required.

Prerequisites: All students will have passed American Literature or Honors American Literature ; most students will have also received credit for British Literature or Honors British Literature; some students will have received credit for Contemporary Literature, Multicultural Literature, Film and Literature, or Humanities rather than British Literature.


II. Course Content

1st Quarter


Contemporary American Literature (Summer Project)

Heller – Catch-22 (summer reading/writing project is a reading journal)

Writing assignments:

Timed AP Writing on Catch-22 using choice of 4 past prompts (Students

are given instruction and feedback on logical organization and developing a balance of generalization and detail)

Formal literary essay on Catch-22 After reading excerpts from Story and Structure, students write a critical analysis of Catch-22, focusing on character, setting theme, structure, or tone.; feedback on sentence structure, diction, organization, illustrative detail, and tone is given in individual writing conferences and students are required to revise the essay.

Pre-writing technique: color-marking a passage from the text

Written interpretation of passage from the text of Catch-22 . Instruction

Is focused on vocabulary, tone, voice, and diction.


Ancient Greek and Roman Literature

Vocabulary study: Instruction and practice in developing a wide-ranging

vocabulary through analysis of combinations of Greek and Latin root words. Throughout the course, the teacher will provide instruction and feedback to help the students to develop a wide-ranging vocabulary and employ it effectively in their writing

Hesiod – genealogy of the deities and creation of man from Theogony

(from Classical Mythology)

Homer – excerpts from the Iliad and the Odyssey



Writing assignment: explanation of methods of persuasion used on

Achilles to get him to return Hector’s body to Priam Instruction and feedback

in the form of group discussion is focused on logical organization, coherence,

and transitions.

Sophocles – Oedipus the King and Antigone

Observation of textual details: interpretation of Helen poems from

past AP prompt

Aristophanes – Lysistrata

Socrates – summary of philosophy from Before and After Socrates

Plato – “Levels of Reality and the Allegory of the Cave” from The



Republic and “The Death of Socrates” from the Phaedra

Aristotle - “Natural Slaves and Natural Masters” and selection from


Poetics


Virgil – Books I and II of the Aeneid

2nd Quarter


Research paper – Any topic related to world literature or the humanities. Must

use MLA documentation. Instruction is given in documentation. Students are

instructed on parallel structure in a pre-writing outline to develop logical organization

and coherence. Students are given instruction and feedback on effective use of rhetoric, including controlling tone, establishing an maintaining voice, and achieving appropriate emphasis through diction and sentence structure. The students have the option of revising the research paper after individual conferences.


English Literature

Review of major literary periods of British and Western Literature

Shakespeare – Hamlet

Reading response for Hamlet is a creative project which may involve

poetry writing, web site creation, fictional revision, art, or oral

presentation

Stoppard – Rosencrantz and Guildenstern are Dead



Timed AP writing from choice of past AP prompts

3rd Quarter



French Literature

Excerpt from The Song of Roland

Selected fabliaux

Marie de France – selected lais (“Eliduc”)

Rabelais – excerpts from Gargantua and Pantagruel

Moliere – The Physician In Spite of Himself

Montaigne – “Of Cannibals” and “Of the Inconsistency of our Actions”

Voltaire – Candide



Composition: In-class writing on AP prompt using Candide and/or in-class

color-marking and written response to text based on careful observation of

textual details Peer evaluation focuses on appropriate use of vocabulary, variety of sentence structure, and coherence.

Rousseau – excerpt from Confessions

Flaubert – Madame Bovary (independent reading)

Pre-writing technique: color-marking / discussion on passage from the text

Composition: Timed writing on Madame Bovary using choice of past

Prompts from AP tests.

“A Primer of Existentialism”

Sartre – No Exit

Timed writing from choice of past AP prompts

Camus - “The Guest”

Maupassant - selected short stories

4th Quarter


Letter to the Editor Persuasive writing; must be revised until it is approved

for mailing


Poetry Study Review of poetry devices; oral explication and color-marking of text

Using the text Sound and Sense, students will review poetry techniques and practice

using the appropriate vocabulary to write and speak about poetry.

Italian Literature

Marco Polo – excerpt from Travels

Story from The Little Flowers of St. Francis (folktale)

Petrarch - sonnets

Dante – selections from The Divine Comedy

Boccaccio – excerpts from the Decameron

Machiavelli – excerpt from The Prince

Cellini – excerpt from the Autobiography



Castiglione – excerpt from The Book of the Courtier

Composition: examination of the Renaissance man and comparison of

style and purpose in writings of Cellini, Castiglione, and Machiavelli

Pirandello - Six Characters in Search of an Author

Russian Literature

“The Fish in the Forest” (folktale)

Gogol – Act I of The Government Inspector

Tolstoy – The Death of Ivan Ilyich



Checkhov – “The Bet” and “The Slanderer”

German Literature

Remarque – All Quiet on the Western Front (independent reading)

Kafka – The Metamorphosis

Composition: existentialist themes in The Death of Ivan llyich and The

Metamorphosis

Spanish Literature

Cervantes – excerpt from Don Quixote

Marquez – “Death Constant Beyond Love”

Cortazar – “House Taken Over”

III. Course Materials

Students are advised to purchase their own copies of the summer reading so that they can mark the text.

Course textbooks:

Arp, Thomas R., and Greg Johnson. Perrine’s Sound and Sense: An Introduction to


Poetry. 11th ed. Boston: Thompson Wadsworth, 2005.

Arp, Thomas R. and Greg Johnson. Perrine’s Story & Structure: An Introduction to Fiction.

Twelfth Ed. Boston: Wadsworth Cengage Learning, 2009.

Lawall, Sarah, et al., eds. Norton Anthology of World Masterpieces. 7th edition. 2 vols.

New York: Norton, 1999.

Students should have access to word processors and are expected to acquire a style guide for

MLA research papers..

IV. Course Policies



Attendance: Students are expected to be in class on time every day. School attendance

policies will be strictly adhered to.



Make-up/late work: Students are responsible for obtaining work missed during an

absence. Make-up work is expected to be completed within a reasonable time,

generally within the number of days of the absence. Work is expected to be turned

in on the due date; late work, if accepted, will receive a reduction of the grade.

Because AP students tend to miss class frequently for other activities, they should plan

to get work prior to planned absences rather than waiting to make it up.



Classroom Rules and Expectations: Appropriate behavior is expected; inappropriate

behavior will be dealt with accordingly. Students are expected to know the school

rules as listed in the Student Handbook.
V. Grading Policy/Assessment

Grades: Grades will be determined on a point system with letter grades assigned

according to the school district’s set percentages. Students will be informed of the

point value of each assignment.


Assessment: There will be a variety of assessments, including tests, quizzes,

compositions, oral presentations, and daily assignments. Formal compositions may be

revised, more than once if necessary, for a higher grade. Students will also engage in

timed, in-class writings using prompts from past AP tests which are appropriate for

readings in the course curriculum. Close readings and text-based written responses to

reading selections will focus on structure, style, themes, literary devices and social and

historical and social values.

Progress Reports: Students and parents may access grades at any time on Powerschool.

VI. Course Procedures

Unless specifically told that assignments are collaborative, students are

expected to do their own work without the help of other students or print or

electronic sources. Plagiarized work will receive no credit, and the student

will be referred to the Academic Integrity Committee.

Students are expected to come prepared to class with textbooks, notebooks, and writing

utensils every day.

VII. Personal Statement

It is assumed that students voluntarily signed up for AP Literature and Composition and are, therefore, self- motivated, enthusiastic, and disciplined. The teacher has had AP training and experience and is prepared to help all students succeed and grow as lovers of literature and citizens of the world.



VIII, Contact information

E-mail: priwers@westerville.k12.oh.us


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