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AP Literature and Composition Assignments

Instructors
Term
Fall 2014
Department
English
Description

Advanced Placement Literature and Composition emphasizes the development of skills in critical reading of imaginative literature and in analytical writing. Through a close chronological study of British poetry, drama, short stories, and novels, supplemented by additional non-British works, students will practice identifying and interpreting how stylistic patterns contribute to and construct meaning within a text. Students will examine texts within their historical and cultural context, aided by an introduction to various critical theories. As this is a college-level course, students are expected to come to class with the level of preparation required for a seminar course and to continue to develop their academic voice and university-level writing through vocabulary work, a refined understanding of literary terms, and various timed and process papers.

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Past Assignments

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Due: TPR Explaining the way that Dryden’s structure, organization, and diction convey his speaker’s message in “A Song for St. Cecilia’s Day” (578-581).  Note the tone and style of this poem without using those two words.  Also note the speaker’s persona (should be relevant to your understanding of the poem’s implicit message), and explain what this poem reveals about that speaker.  Any sort of strategy worth mentioning?  Keep your intro to two sentences.  Map out first along the DISFOPT continuum.

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Final Timed Writing.  Bring Essay Scantron.

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Due: Read "Beau's Head" and "Coquette's Heart" (supplemental poetry folder).  Quiz.

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Vocab L9-L10 Exam, bring scantron

Due: TPR on "To the Virgins"

Bring “To the Virgins” to class. You can find it in your "Supplemental Poetry" folder.

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Essay starter on “Sonnet 77” (550).

We will be working on this poem in class, so do not worry about reading it beforehand.

 

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In class reading of “Holy Sonnet 10” (500).

Page 500 in your big books.

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Due: Read Paradise Lost (511-519).  Type a TPR and related 5 CD-CMs exploring the way that Milton's use of language and syntax characterizes Satan, and how this characterization relates to the MOWAW.

Bring your vocab books to class!!! We are going over vocab.

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We are reading "Harlem" by Langston Hughes. We will be reading this in class, but make sure to bring a copy. I attached the poem in the homework description below.
 

Harlem

BY LANGSTON HUGHES
What happens to a dream deferred?

      Does it dry up
      like a raisin in the sun?
      Or fester like a sore—
      And then run?
      Does it stink like rotten meat?
      Or crust and sugar over—
      like a syrupy sweet?

      Maybe it just sags
      like a heavy load.

      Or does it explode?
 
 

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Due: KPP Reflection
 

“To Althea from Prison” (533). We are reading this in class, so bring your big textbook.


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Due: Macbeth Timed Writing (not open book)

Book Brief due to turnitin.com by 8am.  

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Due: Typed Paragraph.  Choose one image or motif that is common throughout Macbeth (such as blood, stars, darkness, plant imagery, etc.) and show how it relates to the MOWAW.
 
We are reading more of ACT IV on this day. Bring your books.

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Due: Read Macbeth Act III. Bring your books to class. Don't worry about reading Act IV yet. We will start reading it on Monday. If we don't finish Act IV on Monday, you will have to read some of it for homework on Monday night. 
Bring your vocab book. We are going over vocab. 

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Due: Finish reading Act II.  Quiz.

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Terms Test.  Bring a Scantron.  This will cover any terms I've written on the board in class as well as terms from your lexicon up through the letter "L".

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Due: Typed, 5 CD-CMs for what we've read of Macbeth so far.  Go beyond what we've discussed in class and try to focus on stylistic elements.

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Bring Macbeth indefinitely.  (It's in your big book, but you may wish to purchase or borrow a more conveniently-sized version.)

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Due: Research Paper Final Draft due to turnitin.com by 8am.  

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Due: Research Paper Final Draft due to turnitin.com by 8am for extra credit.

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Due: KPP Reflection.
 
Bring Sidney's Sonnet 1 (from supplemental poetry folder)

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Due: Edited peer draft.

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Due: Reading Journal 7: Read the poems from Marlowe and Raleigh.  Complete an essay starter (TPR, Topic Sentences, and Concrete Details) analyzing the way the poets’ use of tone conveys one message common to both literary works.  
 
  • Possible template for comparative essay:  In Christopher Marlowe’s “The Passionate Shepherd to His Love,” the speaker’s tone conveys __________ while in Sir Walter Raleigh’s “The Nymph’s Reply,” the speaker’s tone __________; however, in both Renaissance poems, the tone __________, thus suggesting……………
 

*Reading Journal Due* to turnitin.com by 8am

  1. Beowulf - 5 CD-CMs
  2. "The Wife's Lament" - TPR
  3. Sample Essays - Read and Score
  4. Le Morte D'Arthur - TPR
  5. "Ubi Sunt" - TPR (and train of concision revisions)
  6. "Doubt of Future Foes" - TPR
  7. "Passionate Shepherd" and "Nymph's Reply" - Essay Starter

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Bring Sonnet 190 by Petrarch to class

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Thursday: Research Paper Rough Draft Due.  Must be 8-10 pages, typed, double spaced, must include works cited page.  Have it printed out in class.

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Due: Read "Doubt of Future Foes."  Reading Journal 6: TPR.  Taking into consideration the poem’s title, analyze how the poetic devices reflect and convey the speaker’s message.  Make certain to identify the speaker’s character, and explicate an underlining tension or overarching organizational pattern in Elizabeth’s verse (or a possible rhetorical strategy used to present the speaker’s message).  Incorporate the DISFOPT continuum into your two-three sentences, and answer the so what question without providing a worldwide proclamation.

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Due: KPP Reflection

 

Also due: Read "The Pardoner's Tale".  Quiz.

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Bring Research Paper supplies.  Save useful documents on google drive.  You will have time in class to work on your rough draft.

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Due: Chaucer Character analysis presentations

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Vocab L3-L4

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Due: RP Outline Due to turnitin.com by 8am.  Must include MLA Works Cited. 

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Due: RJ 5: Read "Ubi Sunt" (175-177) and write a TPR addressing how the poet uses the resources of language to convey the poem’s message.  Use DISFOPT to map out your intro before you begin writing.  Save on Google Drive.

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Due: RJ 4: Read Le Morte D'Arthur and complete a TPR discussing Mallory's use of religious motifs.

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Due: RJ 3: Read Sample Essays.  Using the AP rubric, assign each essay a grade and write 3-5 sentences each, justifying your score.

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Due: RJ 2: Describe the way that the speaker’s use of language reflects and conveys the overall meaning in “The Wife’s Lament.” (101-104)  Two sentences maximum. (TPR-style)  Include one power verb and no dead verbs.  Outline first using DISFOPT.  (Very informal - you don't need to turn in the outline.)  Your discussion of stylistic devices (resources of language) should make clear the way that those devices fit into a larger strategy or overarching organizational pattern or underlying tension inherent in the literary work and how it presents that work’s ideas.

 

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Due: Read Beowulf.  RJ 1: 5 CD-CMs.

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Due:  First research paper step: Sonnet Analysis (DISFOPT) and Research Paper Thesis due to turnitin.com by 8 am.

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Bring "Hazel Tells Laverne" (found in Poetry Folder in Google Drive)

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Vocab L1-L2.  Scantron.

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Due: Typed Thesis statement about how character foil for Edna relates to meaning of the work as a whole

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Monday: The Awakening book brief on google classroom

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Due to turnitin.com: Consider this passage from "Modern Fiction" by Woolf: "Look within and life, it seems, is very far from being 'like this'. Examine for a moment an ordinary mind on an ordinary day. The mind receives a myriad impressions — trivial, fantastic, evanescent, or engraved with the sharpness of steel. From all sides they come, an incessant shower of innumerable atoms; and as they fall, as they shape themselves into the life of Monday or Tuesday, the accent falls differently from of old; the moment of importance came not here but there; so that, if a writer were a free man and not a slave, if he could write what he chose, not what he must, if he could base his work upon his own feeling and not upon convention, there would be no plot, no comedy, no tragedy, no love interest or catastrophe in the accepted style, and perhaps not a single button sewn on as the Bond Street tailors would have it. Life is not a series of gig lamps symmetrically arranged; life is a luminous halo, a semi-transparent envelope surrounding us from the beginning of consciousness to the end. Is it not the task of the novelist to convey this varying, this unknown and uncircumscribed spirit, whatever aberration or complexity it may display, with as little mixture of the alien and external as possible? We are not pleading merely for courage and sincerity; we are suggesting that the proper stuff of fiction is a little other than custom would have us believe it."  Choose one idea about modern fiction from this excerpt and write a well-structured paragraph analyzing the way To the Lighthouse adheres to Woolf's writing philosophy.

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Bring To the Lighthouse all week.
 
Due: To the Lighthouse book brief (either format) shared on google classroom.

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Due: Passage to India book brief on google classroom.  (There are two different book brief formats shared with you in Classroom.  Choose the one that works for you.)

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Due: Collect 3 Passage quotes showing how the British viewed Indians and 3 Passage Quotes showing how Indians viewed the British.  (Note: As Forster showed so well, "the British" and "the Indians" were far from monolithic groups.  Don't panic if your quotations are varied.)
 
(I'm merely going to walk around the room and check that you have six quotations written down or typed out.)

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Binder Check
 
Bring A Passage to India all week

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Due: Signed Contract, Paperwork
 
Summer Reading Exam, Scantron Section

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Summer Reading Essay!  Bring paper and a pen.