1

Mr. Michael Tydings Advanced Placement English Literature / Composition Hillgrove High School – Spring 2019michael.tydings@cobbk12.org

Scoring Components Page(s)

SC1 The syllabus includes works from Arthur Miller and William Shakespeare in drama, and Carson McCullers, Cormac McCarthy, and William Faulkner in fiction. Studied poets include Allen Ginsberg, Seamus Heaney, Dylan Thomas, John Keats, Robert Browning, Langston Hughes, Emily Dickinson, A. E. Housman, Robert Frost, and T. S. Eliot.

6–12

SC2 The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of textual details, considering such elements as the use of figurative language, imagery, symbolism and tone. See Journal Assignment for All the Pretty Horses and Poetry Teaching Assignment

7-8, 10

SC3 The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of textual details, considering the work’s structure, style and themes. See Journal Assignment for All the Pretty Horses, analytical essays for Death of a Salesman and Macbeth, and Poetry Teaching Assignment

10, 15-18

SC4 The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of textual details, considering the work’s social, cultural and/or historical values. See research assignment for book of student choice and The Ballad of the Sad Café literary criticism assignment

6, 11-18

SC5 The course includes frequent opportunities for students to write and rewrite timed, in-class responses. See Macbeth, Death of a Salesman, short story, and practice AP Test essays

15-18

SC6 The course includes frequent opportunities for students to write and rewrite formal, extended analyses outside of class. See research assignment for book of student choice and The Ballad of the Sad Café literary criticism assignment

6, 11-18

SC7 The course requires writing to understand: Informal/exploratory writing activities that enable students to discover what they think in the process of writing about their reading (such assignments could include annotation, free writing, keeping a reading journal, reaction/response papers, and/or dialectical notebooks). See Journal Assignment for All the Pretty Horses

10

SC8 The course requires writing to explain: Expository, analytical essays in which students draw upon textual details to develop an extended interpretation of a literary text. See Macbeth, Death of a Salesman, short story essays and The Ballad of the Sad Café literary criticism assignment

6, 15-18

SC9 The course requires writing to evaluate: Analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s artistry and quality. See Journal Assignment for All the Pretty Horses and The Ballad of the Sad Café literary criticism assignment

6, 10

SC10 The course requires writing to evaluate: Analytical, argumentative essays in 6, 11-18

2

which students draw upon textual details to make and explain judgments about a work’s social, historical and/or cultural values. See research assignment for book of student choice and The Ballad of the Sad Café literary criticism assignment

SC11 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a wide-ranging vocabulary used appropriately. See Writing Portfolio assignment

9

SC12 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a variety of sentence structures. See Writing Portfolio assignment

9

SC13 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis. See Writing Portfolio assignment

9

SC14 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students develop a balance of generalization and specific, illustrative detail. See Writing Portfolio assignment

9

SC15 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students establish an effective use of rhetoric including controlling tone and a voice appropriate to the writer’s audience. See Writing Portfolio assignment

9

Course Overview: This course is designed to prepare students for the AP English Literature Exam and collegiate level critical thinking and writing: therefore, the text and selected readings are based on college level expectations. Using various techniques (annotation, TP-CASTT, SOAPSTone, OPTIC, Socratic Seminars, inductive learning, nonlinguistic interpretation of text, and Blau questioning methods) and a variety of differentiated activities, the primary focus of this class will be on the development of critical reading, discussion, and writing skills. The readings for this class, which will be extensive, will be based on multiple genres, to include novels, fiction, non-fiction, drama, short stories, and poetry. Writing assignments will be in class and out of class essays, in class timed cold writes, journal, and quick write responses. As well, students will respond to multiple free write AP writing prompts and take multiple practice AP exams / passages as preparation for the actual exam. Time permitting, the class will also evaluate film as literature as a means to enhance critical evaluation skills.

• Suggest that students purchase a practice AP exam booklet for out of class use as a means to supplement class preparation for the AP exam

In-class text: The Bedford Introduction to Literature, 8th edition Required texts: Macbeth-William Shakespeare-DO NOT USE “NO FEAR SHAKESPEARE” The Ballad of the Sad Café – Carson McCullers As I Lay Dying – William Faulkner

3

All the Pretty Horses- Cormac Macarthy *Pre-course reading: Death of a Salesman-Arthur Miller Materials / supplies: Flash drive or use of online drive (Office 365 or Google Drive) Highlighter Paper and pen3-ring binder (you may share with other classes)Optional: A Pocket Style Manual 6th Edition (Bedford/St. Martin)– Diana Hacker and Nancy Sommers Class Policies / Procedures:

1. Make-up work is per the Hillgrove handbook policy. It is your responsibility to find out what you missed, not mine, so be sure to read the blog. After the allotted time to make up missed work, there will be a 10% reduction in grade per day. Students must schedule time before or after school to complete missed work.

2. Unless otherwise specified, all assignments are due at the beginning of the class period. Those not turned in at that time will be considered late. If there is a scheduled assignment due and you know you will not be in class that day, you are required to email that assignment to the instructor.

3. AP lit. terms are administered on Thursdays. For major exams, the class will eat D lunch.

4. Per school policy (dead time), students are not allowed to leave the room for any reason 15 min. after class has begun and 15 min. prior to the end of the period.

5. Food and drink are allowed (not slushies from the cafeteria). If a mess is left behind, I will put the class on a food ban.

6. Be to class on time. If you are not in the room when the bell rings, you are to get a late pass-no exceptions.

7. Unless offered to the entire class, there is no such animal as extra credit.8. I expect your best effort at all times. A positive attitude is the most important thing

that you can bring to class. Your participation in discussion is vital to the success of this course. As such, please, be courteous to those speaking in class. Everyone’s ideas are important, and there are no unimportant questions.

Grading:

1. Reading 30% 2. Writing (org./content) 30%

Language (vocab/conventions) 3. Research paper 10% 4. Poetry presentation 5% 5. Listening / Speaking 5% 6. Portfolio 10% 7. Final Examination 10%

Semester Overview / Scope and Sequence: Depending upon the needs of students, the school calendar, and instructor discretion, etc., this syllabus is tentative and subject to change. Jan 7-11:

• Opening day procedures: student info., syllabus review, summer reading assignment review, introduction of writing portfolio and literary analysis research paper (novel selection options)

• Letter to self (portfolio entry)

4

• Begin Death of a Salesman (individual prep for Death of a Salesman activity) and summative quiz

• AP lit. terms # 1 with review/practice • Intro. to poetry teaching project; In-class work

Jan 14-18: • Round Robin activity over Death of a Salesman –(summative assessment: essay) • Introduction to The Ballad of the Sad Cafe: Complete novel by Jan 29• Begin research for poetry project• In-class essay over Death of a Salesman

Jan 22-25: • Writing lab – collaborative work on poetry project Aug. 15th

• Reading check and class discussion over The Ballad of the Sad Cafe – assessment: literary criticism research

Jan 28 – Feb 1: • Film intro to Macbeth• Continue with reading, whole class discussion, etc. over Macbeth • Writing lab – collaborative work on poetry project and literary criticism TBSC

Feb 4-8: • Literary criticism due• AP Lit. terms quiz # 1 • Introduction to All the Pretty Horses – Read section 1 by Feb 15• Writing lab - final prep for poetry teaching project Feb 11 (Poetry teaching

project due in folders)Feb 11-15:

• Macbeth reading, discussion, film, and related activities • Reading check and whole class discussion over All the Pretty Horses –Assignment:

read sections 2-3 by March 1

• Poetry presentations

Feb 25 – Mar 1: • Poetry presentations• Macbeth quiz Acts I-III• Reading check and whole class discussion over All the Pretty Horses-sections 2-3 –

Assignment: complete novel by Mar 8Mar 4 - 8:

• Complete poetry presentations and summative assessment • Final discussion over All the Pretty Horses ; final assessment• ATPH journal due • Finish Macbeth

Mar 11-15:

• Start reading independent research novel (due April 8) • Macbeth essay

5

• Begin short story unit: direct instruction and cold read small group Socratic discussions Mar 18-22:

• Continue with short story unit instruction • Short story assessment• Lit terms 2 quiz

Mar 25-29: • AP Lit practice exam 2• Start sonnet instruction• Socratic circles for sonnets

Apr 8-12: • Continue sonnet Socratic circles• Sonnet assessment• Intro to As I Lay Dying; read sections 1-32 by April 19• Writing lab-research papers due April 19

Apr 15 -19: • Continue with sonnet instruction • Lab time for research• Research papers due

Apr 22-26: • Lit terms 3 quiz

Apr 29 – May 3:

• AP Lit practice exam 3• Finish As I Lay Dying• Writing Lab - work on portfolios – due May 7

May 6-10: • As I Lay Dying final assessment• Portfolio Due• AP Lit Exam• SGM Post test

May 13-17: • Film as literature or…• Final exam review and final exam for those who did not take AP exam

6

The Ballad of the Sad Café – Literary Criticism AssignmentName:____________________________Block:_____________Due date:_______________

Along with turning in this sheet with your responses, complete these entries in the order in which they appear and number each entry for clarity of categories

As well as evaluating your response for content, they will also be evaluated for grammar, mechanics, spelling, punctuation, etc. There will be a ½ point deduction for errors, which will be deducted from your overall grade.

1. Title of criticism and author (2 points)_____

2. Works cited entry for the text: use proper format(3 points)_____

3. Summary of the criticism: DO NOT give a summary of the novella, and the summary should be in “your words,” not the author’s or an abstract. 1-2 paragraphs (10 points)_____

4. Bulleted main points of text (more specific than the summary…what are you focusing your evaluation on for # 5) 2 is appropriate (5 points)_____

5. Two paragraph evaluation/analysis of criticism: Support/Refute? – Main reasons for your evaluation with a rationale. Are there any questions / aspects of the criticism not addressed that need addressing? Is there a critical literary approach being used, such as feminist, psychological, sociological, gender, etc., and if so what specific questions are addressed / need addressing? Use your bulleted main points as claims and follow a C.E.I. format in your response. Use evidence from the criticism to substantiate/support your response (20 points)_____

6. “In summation” – One – two paragraph summative statement and how it enhances your understanding of specific aspects of The Ballad of the Sad Café, today’s world, and / or some aspect of the human condition/experience. ( 10 points)_____

Total grade:__________Comments:__________

7

8

AP Lit. / Comp. poetry teaching assignmentObjective: Rather than my pontificating throughout the semester on every poem covered in class, students (groups of 2-3) will research a selected poem and lead the class through a detailed examination of the poem. You should be focusing on theme(s)/tone and what key literary devices are used to develop that theme/tone. You will have time in class and in the writing lab to prepare for your presentation. Students should take detailed notes during each presentation as there will be an instructor summary assessment (may use notes) at the end of the presentations on every poem covered. Project procedures: Group assignment folders will be turned into the instructor on __________. Lesson packets will be returned to each group the day of the presentation. Those projects not turned in on time will lose 10 points per day. Also, although there will be scheduled presentation days, in case of a student absence, each group must be prepared to present at an earlier date, so make sure that presentations can be accessed at any given time from a flash drive, Office 365, or Google…by all students in the group. Project requirements:

1. Individual and group annotation and evaluation of poem 2. Works cited page (typed and separate from power point)3. If groups need printed copies of anything for their presentations, I will be glad

to print for you, but you must ask me several days before your presentation day.

4. For the teacher assessment of group comprehension of text, each member of the group is responsible for his/her equitable share of the analysis of the text.

5. You will have up to 45 min. for your presentations; however, be sure not to fluff your way through the entire period – be detailed, efficient, and concise with the presentation.

6. Must have a visual (Power Point, Prezi, Sway) that effectively supports the presentation / lesson, and your essential questions for the poem are clearly presented to the class. Be sure to keep wording to a minimum so as to avoid reading from slides. I want you to demonstrate YOUR understanding of the text.

7. Lesson should focus on clearly defined essential question(s) and have a well-organized, fluid manner in which poem is presented and taught to the class

8. Speaking/listening grade will be a separate grade

Group Grading rubric: to be turned in with presentation packets

Group names:______________________________________________________________________1. Detailed group / collaborative annotation of poem. Be sure to include 3-5

research based questions at bottom of text to help generate research (5 pts.)_____

2. Visuals (5 points)_____3. Works cited page x 3 sources - typed – ½ point deduction per error

(10pts.)_____4. Lesson essential question(s), historical context/literary movement info.,

organization, procedures (10 points)_____

9

5. Teacher evaluation of group analysis of poem (70 pts)_____6. Total grade:___

*speaking/listening -separate rubric/grade*must include a printed copy of power point (readable) with folder*1/2 point deduction per error with visual

Comments:

AP lit. / comp. poetry group sign-up sheet –Block________

1. “Porphyria’s Lover” – Robert Browning dramatic monologue

Members:_________________________________________________________________________

2. “ Do Not Go Gentle Into That Good Night” – Dylan Thomas villanelle

Members:_________________________________________________________________________

3. “Theme for English B” – Langston Hughes

Members:_________________________________________________________________________

4. “Blackberry Picking” – Seamus Heaney loss of innocence

Members:_________________________________________________________________________

5. “Birches”-Robert Frost symbolism

Members:_________________________________________________________________________

6. “To an Athlete Dying Young” – A. E. Housman

Members:_________________________________________________________________________

7. “Ode on a Grecian Urn”-John Keats

Members:_________________________________________________________________________

8. “A Supermarket in California” – Allen Ginsberg

Members:_________________________________________________________________________

9. “Preludes” – T.S. Eliot modernist

Members:_________________________________________________________________________

10. “There’s a certain Slant of light” - Emily Dickinson

10

Members:_________________________________________________________________________

11

Name:__________________________________________ Block:___________________________

AP Literature / Composition

Writing Portfolio Checklist – Spring 2019

ITEM (IN ORDER OF APPEARANCE)

Cover page (MLA heading and title with a computer generated image to reflect contents of portfolio) – 3 pointsTable of contents – 2 pointsLetter to self: Who am I? –“Where I have been, where I am at, and where I am going” – 2 page (typed-double spaced) -10 pointsResearch paper-original graded text with rubric and revised; revisions should be marked by color ink or manually highlighting (MLA format) -20 pointsliterary analysis – (Death of a Salesman or Macbeth graded essay with rubric AND typed, revised copy; revisions should be marked by color ink or manually highlighting ) -20 pointsCreative writing sample (original poem or short story) with edited revisions – with either selection, on a separate sheet of paper, you must identify the literary elements used and give a detailed explanation/literary rationale as to why those writing devices used -20 points ( 10 points for revisions and rationale - 10 points for final draft)*Edited revisions should show a conscientious effort at the writing process (so changing one or two words here and there will not suffice…this is not a 1-day writing adventure) *Poem - any structure and includes 5 key poetic devices – 14 line minimum*Short story – structure may be standard plot triangle, in medias res, or non-sequitur. You must include conflict, characterization, and any other 3 key literary devices, such as foreshadowing, symbolism, etc. that aid in the development of the story – ½ page minimum and 3 maximum typed and double spacedLetter of appreciation / gratitude to an individual who has had a significant role in your life (1-2 pages, double spaced) -10 pointsCommon app. written response-include the topic at the top of the page (or another college entrance essay) (11/2 -2 page min.-10 points)Organization, professional appearance, grammar, mechanics, etc. – 5 points

Cover page_____Table of contents_____Letter to self_____Research paper_____Literary analysis paper_____Creative writing_____Letter of appreciation_____Common app._____Organization, appearance, grammar, etc._____Total points_____Comments:

12

All the Pretty Horses - Journal AssignmentAs you read All the Pretty Horses, by Cormac McCarthy, you will be completing a journal assignment. This assignment is designed to encourage active reading habits by requiring you to pause and reflect as you read. Because this is a journal assignment, less emphasis is placed on whether your responses are “right” or “wrong,” and more emphasis is placed on how much you authentically engage with the text. All responses must be typed and include specific, quoted, and cited evidence from the text. Also, be sure to follow all writing conventions, such as grammar, mechanics, MLA, etc., as this will be part of the evaluation of each entry (1/2 point deduction for major errors).Please, do not use information from outside sources, as it defeats the overall purpose of the assignment. Besides, I read these sources and know what information they contain. You will complete 5 detailed responses after every 25-50 pages of reading so as to cover the text in its entirety. This assignment is due______________.1. Comment on the author’s style, referring to particular words, phrases, syntax, passages,

etc. What do you notice about McCarthy’s writing that sets him apart from authors you have read in the past? Why might McCarthy use this style of writing?

2. Pick a passage that contains rich symbolism and provide an analysis as related its significance in developing character or theme. (C.E.I.E.I)

3. Comment on a character. What traits does he/she have that are getting in the way or contributing to his/her success? Are there moments when you detect a shift within a character? Does this character remind you of someone you know? What intellectual, philosophical, or spiritual aspects of the characters are being presented and how does one of these elements aid in the development of the character?

4. Select a key passage /aspect of plot and evaluate how each of the characters responds to the situation. Be sure to pull two specifics from the text on which to focus in your analysis.

5. Write a Socratic question and give an analytical response. Be sure that your question is open-ended and is of literary merit.

6. Select two key similes or quotes (or one each) and explain its literary significance, such as in the context of character development or thematic development.

7. Select a passage that lends itself to the examination of tone, whether it be a character’s or maybe even the author himself, and explain its significance. Remember, a tonal statement, just like a thematic statement, needs to be more than just one word.

8. Select one of following recurring images/motifs and examine how it functions throughout the novel: trains, blood, wind, trucks, maps, red, south, skulls, landscape, and clothes.

9. Consider the novel as a bildungsroman. Choose two elements of a bildungsroman and discuss the impact those elements have on the character’s development.

10. Select a passage that deals with a central thematic element in the novel and examine how the passage serves to develop a key theme that runs throughout the novel.

Adapted from Mr. Balla – Bellevue School District

13

AP Literature / Composition research paper requirements, criteria, rubricFrom the following list, you will select a novel for your literary analysis research paper requirement. There will be two open slots for each text, and these slots will be filled on a first come, first served bases. The literary focus of your paper will be based on a selection from a list of free response prompts from the College Board; however, it is highly suggested that you informally submit a thesis statement for instructor review. Your paper should follow a C.E.I. format, with secondary sources used to substantiate YOUR analysis/interpretation. This means primary source material is always cited before secondary source material for any given claim. I also suggest that you use the annotations sheet as you read so as to readily find primary source material. Although I will offer individual assistance while in the writing lab, I encourage your making use of a teacher/student writing conference, too. See the class syllabus for writing lab dates.The Joy Luck Club – Amy TanCider House Rules - John Irving No Country for Old Men – Cormac McCarthyThe Bluest Eye or Beloved– Toni MorrisonThe Scarlet Letter – Nathaniel HawthorneFences – August WilsonA Streetcar Named Desire – Tennessee WilliamsKing Lear – William ShakespeareHuckleberry Finn – Mark TwainWuthering Heights-Emily BronteOryx and Crake or The Handmaid’s Tale - Margret AtwoodHeart of Darkness – Joseph ConradCrime and Punishment – Fyodor DostoevskyThe Kite Runner – Khaled HosseiniThe Awakening – Kate ChopinInvisible Man – Ralph EllisonFrankenstein – Mary ShelleyAtonement-Ian McEwanThe Human Stain – Philip RothThe Iceman Cometh – Eugene O’Neal

A Farewell to Arms-Ernest HemingwayEast of Eden – John SteinbeckNative Son – Richard Wright

14

Winter’s Bone – Daniel WoodrellCold Mountain – Charles FrazierA Passage to India - E.M. ForsterTo the Lighthouse – Virginia WoolfThe Picture of Dorian Gray – Oscar WildeThe English Patient – Michael OndaatjeJane Eyre – Charlotte BronteLight in August – William FaulknerCatch 22 – Joseph HellerA Doll House – Henrik IbsenJude the Obscure or Tess of the d’Urbervilles – Thomas HardyThe Last of the Mohicans – James Fenimore CooperSister Carrie – Theodore DreiserSophie’s Choice – William StyronHamlet – William ShakespeareAffliction or The Sweet Hereafter – Russel BanksThe Known World – Edward. P. JonesA Lesson Before Dying – Ernest GainesTobacco Road – Erskine CaldwellThe Last Picture Show – Larry McMurtryThe House of Sand and Fog – Andre Dubus IIIOne Flew Over the Cuckoo’s Nest – Ken KeseyAnimal Farm or 1984 – George Orwell

15

AP Literature/composition research paper assignment-criteria

Name: Date: _____________

Basic Requirements: MLA format, minimum of 5 secondary sources, 3-5 page length requirement

Content / organization

Skill application demonstrated use which represents . . . 10 8 6 4 2

Introduction: engaging generalized hook clearly connected/leading into thesis.

Thesis is clearly stated, last sentence of the introduction, and open (not pronged)

Evidence: sufficient primary source material that is clear and effectively supports thesis and claims

Text Organization: follows CEI format and flows sensibly and smoothly –effective transition phrases within body paragraphs and developed transitions between body paragraphs; clear, varied, and effective lead-ins to quoted material

Interpretation: Mixture of personal voice (detailed, well-developed interpretation/analysis) interwoven with secondary source material that supports analysis

Conclusion: recap of main aspects of text and beyond by making a connection to reader, world at large, and/or universal human experience / condition

/ 60

Application of Sources

Skill application demonstrated use which represents . . . 5 4 3 2 1

Research information appropriately documented (works cited page)

Enough outside information to clearly represent a research process: meets required number of required sources-point deduction for over / under use of sources

Information effectively connects to and supports thesis and claims; secondary source material interwoven in analysis to support student analysis

Proper parenthetical documentation, and sources on works cited page accurately match sources cited within the text

Evidence of sorting and selecting appropriate/salient secondary sources-encyclopedias, Spark Notes, etc. are not scholarly sources

_____/ 25

Mechanics/Usage/Spelling/Format

Skill application demonstrated use which represents . . . 5 4 3 2 1

Pagination (top right heading on each page), 12 point font, Times New Roman, appropriate margins, and spacing

Usage/Grammar, spelling, etc.

16

Style / tone, proper tense, point of view, MLA format, and formal language

/ 15

Total Grade________/100

AP Literature- Categories for Sticky Notes for the text analysis1. As you read a novel, identify quotes / narration and write comments in your

text that exemplify major literary devices/elements and indicate category on sticky notes

2. Each comment should be hand-written, at least two to three sentences/bulleted notes long, and detailed. On the bottom of the sticky note, give the citation

3. To help prepare you for the in-class assessments, assignments, activities, you may wish to designate a particular color of sticky notes for the topics listed below.

Characterization: How does the author introduce and develop the major characters?-Physical description:-Thoughts/actions/speech/effects on others-Place in society: (social rank/status)-Other character’s reactions:-Relationships between/among characters:-Character changes from beginning to end of text (dynamic):-Foils:-Conflicts (internal/external)-Key quotesSetting: (time/place) How does the setting contribute to the character development, conflicts, theme, tone, etc.TimeClock time-provides suspense or create dramatic tension, develop mood/atmosphereCalendar time: day, week, month, etc.Seasonal time: time associated with a particular activity that is important. Might also be symbolicHistorical time: establishes a psychological, philosophical, sociological, political understanding of behaviors and attitudes:PlacePhysical environment: weather conditionsNon-physical environments: cultural influences, education, social standing, class, religious belief, etc.Structure: in medias res, non sequitur, stream of consciousness, interior monologuesLiterary elements: What is the impact of the devices on the workIrony: can be verbal, situational, or dramaticSatire:Symbolism: thing, action, image, or scene/eventAllusions:

17

Imagery:Diction:Simile:Metaphor:Personification:Paradox:Foreshadowing:Pathetic fallacy:Theme:Others:

Questions: As you read, write questions in the margins of text so as to develop reading interaction with the textSummary: Entries at the end of each chapter/part

Death of a Salesman, Macbeth, Short Story, and Research Essay PromptsSelect one of the following prompts as the focus for your essay thesis. Please, number your selection at the top of the page and be sure to avoid summary of the text.

1. A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth to maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of the work as a whole

2. “And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency.” Pauline Hopkins, Contending Forces

Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole

3. In a novel by William Styron, a father tells his son that life “is a search for justice.”

18

Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the character’s understanding of justice, the degree to which the character’s search for justice is successful, and the significance of this search for the work as a whole.

4. In The Writing of Fiction (1925), novelist Edith Wharton states the following:

“At every stage in the progress of his tale the novelist must rely on what may be called

the illuminating incident to reveal and emphasize the inner meaning of each situation. Illuminating incidents are the magic casements of fiction, its vistas on infinity.”

Choose a novel or play that you have studied and write a well-organized essay in which you describe an “illuminating” episode or moment and explain how it functions as a “casement,” a window that opens onto the meaning of the work as a whole. .

5. Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile can become “a potent, even enriching” experience.

Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole.

6. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole.

7. Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue. Then write an essay in which you analyze how the author uses literary elements to explore this issue and

19

explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot.

8. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

9. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole.

10.Novels and plays often depict characters caught between colliding cultures – national, regional, ethnic, and religious institutions. Such collisions can call a character’s sense of identity into question. Select a novel in which a character responds to such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance to the work as a whole.

11.One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work.

12.The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Write an essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole.

13.Many works of literature are focused around a dream or aspiration, a powerful motivating force that compels and determines the central character’s action. Though this force can be a driving aspiration that spurs and elevates the character to prosperity and prominence, it can just as readily be a seductive illusion that consumes and destroys the character, reducing him to degradation and ruin, or even an artificial world in which the character may escape from reality.

Select a novel or play in which the character’s actions are focused around such a dream or aspiration. Then, in a well-organized essay, discuss the

20

effect this ambition has upon the fortunes of the character and the people around him and show how the pursuit of this dream impacts the meaning of the work as a whole.

14.In many works of literature, a physical journey – the literal movement from one place to another-plays a central role. Choose a novel in which a physical journey is an important element and discuss how the journey adds the meaning of the work as a whole.

15.Critic Roland Barthes has said, “Literature is the question minus the answer.” Considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers an answer. Explain how the author’s treatment of this question affects your understanding of the work as a whole.

16.Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist: main characters may likewise be guilty of treachery or may betray their own values. Select a novel that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole.

17.Choose a novel in which a central character leaves home yet finds that home remains significant. Write an essay in which you analyze the importance of “home” to this character and the reasons for its continuing influence. Explain how the character’s idea of home illuminates the larger meanings of the work.

18.In many works of literature, past events can affect, positively or negatively, the present actions, attitudes, or values of a character. Choose a novel in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character’s relationship to the past contributes to the meaning of the work as a whole.

19.According to critic Northrop Frye, “Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning.”

Select a novel in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole.

21

20.It has often been said that what we value can be determined only by what we sacrifice. Consider how this statement applies to a character from a novel. Select a character who has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole.

21.In Kate Chopin’s The Awakening, protagonist Edna Pontellier is said to possess “that outward existence which conforms, the inward life questions. In a novel or play that you have studied, identify a character who conforms outwardly while questioning inwardly. Then, write an essay in which you analyze how this tension between outward conformity and inward questioning contributes to the meaning of the work.

22.In literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are an important theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and /or victim.

23.Select a novel a novel or play that features a character whose origins are unusual or mysterious. Then write an essay in which you analyze how these origins shape the character and that character’s relationships, and how the origins contribute to the meaning of the work as a whole.

24.Many works of literature contain a character who intentionally deceives others. The character’s dishonesty may be intended either to help or to hurt. Such a character, for example, may choose to mislead others for personal safety, to spare someone’s feelings, or to carry out a crime. Choose a novel or play in which a character deceives others. Then, in a well-written essay, analyze the motives for that character’s deception and discuss how the deception contributes to the meaning of the work as a whole.

25.In many works of literature the idea of atonement-of making up for a self-serving, even iniquitous, or redeeming a cowardly, indifferent inaction-contributes significantly to the author’s thematic purpose.

Choose a novel or play in which a character endeavors to atone for something he has done or perhaps failed to do. Then, in a well-organized essay, illustrate the method or nature of that atonement, the degree to which it succeeds in redressing the character’s action or inaction, and the measure of closure it brings to the character’s conscience. In responding be sure to show how this atonement relates to the meaning of the work as a whole.

22

26.Often times in literature a character feels compelled to honor the terms of a vow, a promise, or a contract. However, honoring this commitment, which may be a social, financial, moral or spiritual one, may prove difficult, forcing the character to compromise, even betray the commitment that he feels he must uphold.

Choose a novel or play in which a character is compelled to honor such a vow, promise, or contract. Then, in a well-organized essay, identify the nature of the character’s commitment, the degree to which the character is able to honor it, and the impact that the character’s honoring or reneging on the commitment has upon the work as a whole

27.Many works of literature feature characters who have been given a literal or figurative gift. The gift may be an object, or it may be a quality, such as uncommon beauty, significant social position, great mental or imaginative faculties, or extraordinary physical powers. Yet this gift is often also a burden or a handicap. Select a character from a novel, epic, or play who has been given a gift that is both an advantage and a problem. Then write a well-developed essay analyzing the complex nature of the gift and how the gift contributes to the meaning of the work as a whole.

23

Student’s name:____________ Class and period:_____________

1. Students may exempt the final exam if they take the AP exam

for this class. 2. Students who take an AP class in the fall but wait to sign-up for

the AP exam in the spring cannot go back and exempt the class final exam.

3. If a student signs up for an AP exam but does not take the AP

exam, his/her transcript for the semester will be amended so as to reflect a grade of zero for the class final examination.

Student’s signature________________________________________ Parent signature___________________________________________ Student’s name:____________ Class and period:_____________

1. Students may exempt the final exam if they take the AP exam

for this class. 2. Students who take an AP class in the fall but wait to sign-up for

the AP exam in the spring cannot go back and exempt the class final exam.

3. If a student signs up for an AP exam but does not take the AP

exam, his/her transcript for the semester will be amended so as to reflect a grade of zero for the class final examination.

Student’s signature________________________________________ Parent signature___________________________________________