AP English Literature - ENH 110 - 113 Syllabus 2019-2020

AP English Literature / ENH 110 & ENH 113 William Field High School (WFHS): AP English Literature 12 Dual Enrollment Option: ENH 110 (Introduction to Literature) and ENH 113 (Writers/Directors and Current Issues), Chandler-Gilbert Community College 2019-2020 Course Syllabus and Policies Instructor: J Scott Shields Room: WFHS 218 Email address: james.shields@husd.org Phone: 480-279-8159 Office hours: Monday & Wednesday 1:15-2:15 and by appointment Class Contact Days: Monday through Friday as per the official approved HUSD Calendar Introduction Welcome to AP English Literature 12 / ENH 110 & ENH 113 (Dual Enrollment Option), a rigorous and challenging course taught on a college level, designed to develop your writing and literary analysis skills In this class, you will learn that writing is a craft, something more than function and formula My primary goal is to create analytical readers who can not only grasp basic plot but also dissect a piece of literature for form, function, and meaning In turn, you will learn to support and defend your analysis in the form of college-level writing AP English Literature: Goals and Objectives If you are electing to take an advanced English class, it is assumed that you have already mastered specifics of the AzMERIT rubric and Standard English grammar This course will instruct you on how to move beyond the pragmatic responses of the AzMERIT rubric and the five-paragraph essay Although such approaches afford minimal organization, they often encourage unnecessary repetition Students in this class will be encouraged to place emphasis on content, purpose, and audience to focus your organization The focus of the course is on literary analysis You will be expected to read widely and reflect on the reading through extensive discussion, analysis, writing, and rewriting Ultimately our goal together will be to prepare for the AP English Literature Examination in the spring, and we will accomplish this through welldesigned activities, discussions, and practice exams Upon completion of this course you will understand the following: • A wide-ranging, college-level vocabulary used appropriately and effectively; • A variety of sentence structures, including appropriate use of subordination and coordination; • How to use logical organization, enhanced by specific illustrative detail; • • • • • • • • • • How to apply effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure; How to use, analyze, and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques; How to use, create, and sustain arguments based on readings, research, and/or personal experience; How to use write in a variety of genres and contexts, both formal and informal, employing appropriate conventions; and How to write about rhetorical contexts, including circumstances, purpose, topic, audience, and writer, as well as the writing’s ethical, political, and cultural implications; How to use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics; How to use feedback obtained through peer review, instructor comments, and/or other sources to revise writing; How to assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods; How to generate, format, and edit writing using appropriate technologies; How to move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review ENH 110 – Introduction to Literature (Dual Enrollment Option - Fall Semester) Course Description: Introduction to international literature through various forms of literary expression; e.g., poetry, drama, essay, biography, autobiography, short story, and novel Provides a global overview of literature with special emphasis on diverse cultural contributions of women, African Americans, Asian Americans, Hispanic Americans, and Native Americans Requisites: None Course Type: Academic Sections: General Education Designation: Cultural Diversity - [C] General Education Designation: Humanities and Fine Arts - [HU] Credits: MCCCD Official Course Competencies Identify the setting and point of view in a work of fiction (I) Describe the way an author develops characterization in a work of fiction (I) Analyze the way in which an author`s gender identity and/or ethnic or cultural background influences the development of his or her work (I, II, III) Differentiate between plot and theme in a work of fiction (I) Differentiate between a subject and a theme in a poem (II) Identify the most common poetic devices (II) Identify and give examples of symbolism in fiction, poetry, and drama (I, II, III) Identify the major types of plays (III) Interpret a poem, as short story, and a play through oral and/or written discourse using literary criticism as a basis (II, III) ENH 113 – Writers/Directors and Current Issues (Dual Enrollment Option - Spring Semester) Course Description: In-depth analysis of literary texts by contemporary writers/directors throughout the world, including essayists, journalists, playwrights, novelists, directors, short story writers, and/or poets Examines perspectives representing a variety of cultures Critical responses to current issues of worldwide interest examined, including topics as environment, technology, medicine, economics, politics, education, human rights, law and order Requisites: None Course Type: Occupational Course Notes: ENH113 may be repeated for a total of eight (8) credit hours Sections: General Education Designation: Humanities and Fine Arts - [HU] Credits: MCCCD Official Course Competencies Outline/explain the chronology of key events related to the issue (I) Name the key figures involved in the issue and explain the role each plays (I) Explain the major theories on the causes of the controversy/issue (I) Describe current theories on how to deal with this issue (I) Analyze a text to determine the writer`s/directors views on a given issue (II) Evaluate a writer`s/directors contribution to our understanding of a given issue (II) Required Course Materials: • Bedford Introduction to Literature and other selected novels (see Course Resources) • An email address (These are free Have one by Friday.) • Pens (Blue or Black) Red pens are allowed for revision and editing purposes only • Highlighters for annotation and close reading • A binder for handouts (large enough for each semester) • A standard composition book (wide or college ruled) • Folders (optional) • Dictionary (compact size; needed every day) Third Party Learning Tools: Students will utilize the HUSD Teacher Pages, CANVAS, and Turnitin.com to access and submit assignments Students may be required to establish a user name or password, submit work and/or download information from these tools Therefore, there is always some risk that individuals electing to use the products and services made available by these tools may be placing any information shared with the tool vendor at a risk of disclosure Student Responsibilities: Students are responsible for the information in the syllabus and college policies included in CGCC’s college catalog and student handbook Dual Enrollment Contact/Study Hours: Students taking this class for dual enrollment may earn three college credits per semester These 3-credit courses meet face-to-face for 45 clock hours per semester, and students are expected to commit at least 90 additional hours (135 hours total) for reading, writing, research, and completing assignments If you are not prepared to dedicate at least 135 hours to these courses, you should seriously reconsider your enrollment Students requiring Special Accommodations: - If you have a documented disability (as protected by The Americans with Disability Act Amendment Act), please contact Disability Resources & Services Office - If you are pregnant or parenting (as protected under Title IX) and would like to discuss possible academic adjustments, please contact Disability Resources & Services Office - If you are experiencing difficulty accessing course materials because of a disability, please contact your instructor and the Disability Resources & Services Office All students should have equal access to course materials and technology Disability Statement: Chandler-Gilbert Community College and WFHS will make reasonable accommodations for persons with documented disabilities Students should notify Student Services at Chandler-Gilbert Community College and the instructor of any special needs Diversity Statement: All individuals have a right to an educational environment free from bias, prejudice, and bigotry As members of the Williams Field High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability, or sexual orientation FERPA Acknowledgement (for Dual Enrollment Students): FERPA gives parents certain rights with respect to their children's education records These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level Instructors must speak with the student regarding standing in the class unless the student has signed the form granting permission to inform parents of the student’s standing Please contact Chandler-Gilbert Community College with questions regarding this law CGCC Statement: Information Regarding Counseling Services Counseling Services at CGCC offers students free, confidential individual counseling for academic, career, and personal issues Services are offered at the Pecos and Williams campus locations Connections with community resources and referrals are also available For contact information, please refer to our website at Counseling Services or call us at 480-732-7158 (Pecos), or 480-988-8001 (Williams) Academic Honesty/ Integrity: Besides academic performance, students should exhibit the qualities of honesty and integrity Every student is expected to produce his/her original, independent work Any student whose work indicates a violation of the MCCCD Academic Misconduct Policy including cheating, plagiarism, and dishonesty will be subject to disciplinary action Refer to the CGCC Student Handbook for information regarding Academic Misconduct and due process procedures Academic Misconduct (from CGCC’s Student Handbook) A Academic Misconduct - includes any conduct associated with the classroom, laboratory, or clinical learning process that is inconsistent with the published course competencies/ B objectives and/or academic standards for the course, program, department, or institution Examples of academic misconduct include, but are not limited to: (a) cheating and plagiarism (including any assistance or collusion in such activities, or requests or offers to so); (b) excessive absences; (c) use of abusive or profane language; and (d) disruptive behavior C Cheating is any form of dishonesty in an academic exercise It includes, but is not limited to: (a) use of any unauthorized assistance in taking quizzes, tests, examinations, or any other form of assessment whether or not the items are graded; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; (c) the acquisition, without permission, of tests or other academic material belonging to or administered by the college or a member of the college faculty or staff; and (d) fabrication of data, facts, or information D Plagiarism is a form of cheating in which a student falsely represents another person’s work as his or her own – it includes, but is not limited to: (a) the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment; (b) unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; and (c) information gathered from the internet and not properly identified -Any student found by a faculty member to have committed academic misconduct may be subject to the following academic consequences, based on the faculty member’s judgment of the student’s academic performance -Warning - A notice in writing to the student that the student has violated the academic standards as defined in 1.A -Grade Adjustment - Lowering of a grade on a test, assignment, or course -Discretionary assignments - Additional academic assignments determined by the faculty member -Course Failure - Failure of a student from a course where academic misconduct occurs Syllabus Changes: This syllabus is subject to change at the discretion of the instructor Students will be notified by the faculty member of any changes in course requirements or policies Course Outline This outline is a general “map” of where we’ll be going, what we’ll be studying, and the approximate time frames While major areas are listed here, we may deviate from this outline Fall Semester / ENH 110: Introduction to Literature Weeks 1-2: Getting Started—The basics for AP Study • • • • Reviewing the syllabus and discussion of cheating and plagiarism Introducing the AP English Literature Test Rubric Rhetorical strategies Introduce “TPCAST” and “SPOTTTS” strategies • • Introduce AP Vocabulary Assignments Completing Summer Reading Project components Students will engage in any of the following activities during this unit: • Student introductions and voice comprehension • Review of mythical archetypes • Individual presentations of Classical Myths How would you answer the following? • I wish I knew (a person, a character, an idea…): • I can’t live without: • My dream job would be: • A unique talent I have: • Colors in my life: • The most moving thing I have ever read or heard or seen is: • If I could change one thing: • My most salient feature is: • • Introduction to multiple choice practice questions from previous AP English Lit exams Introduction to Free Response Essays from previous AP English Literature exams Additional Readings: • Excerpts from How to Read Literature Like A Professor – Thomas C Foster • Excerpts from Edith Hamilton’s Mythology • Excerpts from Beowulf • Independent Novel reading – Students will be asked to select a novel from the list of most commonly used novels on the AP English Literature Exam • Students will complete an FRQ essay over their selected Independent Novel Weeks 3-4: Short Stories Students will read numerous short stories to discuss and analyze the elements of: description, characterization, setting, conflict, mood, tone, syntax, historical significance, criticism, etc This unit may also include (but is not limited to) the following short stories: • “A Clean Well- Lighted Place” (1926) – Ernest Hemmingway • “Hills Like White Elephants” (1927) – Ernest Hemingway • “Young Goodman Brown” (1835) – Nathaniel Hawthorne • “A Rose For Emily” (1930) – William Faulkner Modern Fiction • “The Things They Carried” (1990) – Tim O’Brien • “Two Kinds” (1989) – Amy Tan • “Everything That Rises Must Converge” (1965) – Flannery O’Connor • “A & P” (1962) – John Updike • “Woman Hollering Creek” (1991) – Sandra Cisneros • “Harrison Bergeron” (1961) – Kurt Vonnegut • • • “Gimpel the Fool” (1953) by I.B Singer “The Diary of Adam and Eve” (1905) by Mark Twain “Eveline” (1914) by James Joyce Students will also continue to practice with short stories to prepare for the AP English Literature examination: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature exams Weeks 5-6: Poetry Students will begin to analyze poetry in great detail Poetry is a specific unit on the AP English Literature Exam Therefore, students will analyze poetic devices used in poetry including the following: poetic devices, theme, allusion, diction, hyperbole, mood, tone, etc The unit will may include analyzing any and/or all of the following pieces: • • • • • • • • “The Last Night that She Lived” – Emily Dickenson “The Red Wheelbarrow” – William Carlos Williamson “Break of Day” – John Donne “The Tyger” – William Blake “There is no Frigate like a Book” – Emily Dickenson “Nothing Gold Can Stay” – Robert Frost “The Hollow Men” – T.S Eliot Other poems from the Western literary tradition Student Annotation Papers: Students will complete weekly “TPCAST” papers where they will focus on annotating poetry outside of the selected course pieces Students will identify each of the concepts and discuss their significance to the work: subject, purpose, occasion, title, tone, theme, and speaker Students will also discuss their response/reaction to the work Students will engage in any of the following activities during this unit: • Create soundtracks outside of class to coordinate with a poem’s tone, mood, rhythm, etc Students will write an essay detailing these aspects of their poem in relation to the soundtrack that they create • Create a commercial to promote their independent novel and influence other students to read it (presentation includes the following: multimedia elements, quotes, analysis, etc.) Students will write an analytical essay on additional poems outside of class Responses may focus on, but not be limited to, the following: • What does the title tell you? How does the title reflect the message? • Discuss the genre Who is the speaker? The audience? The occasion? The situation? • How does the poet use form or pattern to develop the message? • What is the theme or central idea of the poem? How is this message conveyed? • Discuss the sensory images used by the poet? • Analyze the poet’s use of figurative language What are the common figures of speech? What is the purpose of the symbolism? Are there any allusions? How are rhythm and sound effects such as alliteration, assonance and consonance used? How does end rhyme and repetition affect meaning? What is the meter? • Discuss the mood or emotional structure Is there a shift? Does the tone remain constant or change, and if so, what creates the change and where does it occur? • How the connotations of words create figurative or extended meaning? • What is your reaction the poem (reader response)? In order to continually prepare for the AP English Literature Exam, students will be assigned: • Further analysis of multiple choice practice questions from previous AP English Literature exams • Further analysis of Free Response Essays from previous AP English Literature exams • Weeks 7-9: The Theban Plays by Sophocles (Oedipus Rex and Antigone) Two plays that are often used on the AP English Literature Exams: Oedipus Rex and Antigone by the ancient Greek playwright, Sophocles As they are beginning to prepare for college, students will also be asked to begin to focus on writing personal essays in addition to analyzing the plays for thematic, rhetorical, and narrative techniques Analytical/Argumentative Paper: Students will write an essay focusing on one of the major themes from the plays: • The role of Fate in the characters’ story arcs • The protagonists as Tragic Heroes • The rights of the individual vs the rights of the state; personal conscience vs governmental law; human laws vs heavenly laws • The notions of “harmatia” and “hubris” as reflected in the works Students will also continue to practice in preparation for the AP English Literature examination: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature exams Weeks 10-15: Shakespeare, Hamlet, and the Sonnets Students will read and analyze Hamlet along with other Shakespearean sonnets Ongoing analysis of Shakespeare’s style and tragic structure will take place Not only will students practice the processing and deciphering of Shakespeare’s language, but also they will examine how Hamlet contains the elements of a Shakespearean Tragedy and how that compares to Aristotle’s elements of tragedy In addition, students will examine the poetic structure and devices used in Shakespearean sonnets while analyzing and critiquing the works Discussion and analysis will also take place focusing on the elements of drama and its structure The following questions may be addressed: • Where we see multiple plot strands linked with common themes in Hamlet? • How is disorder developed to nearly tragic results in Hamlet? • What are Shakespeare’s attitudes toward women in Hamlet? How are those different or similar to modern authors’ portrayals of women? • • Contrast the attitudes towards the death of the old King as expressed by Claudius and Hamlet Discuss the thematic connection between Hamlet’s scene with Ophelia where he speaks of honesty, his speech to the Players on acting, and his speech to Horatio on flattery Students may write essays on the following topics: • Trace the way Claudius tries to manipulate the following characters in order to achieve his own ends: Gertrude, Rosencrantz and Guildenstern, Hamlet, and Laertes • Discuss the professions of love and grief expressed at Ophelia’s funeral by Laertes and Hamlet, as compared to similar scenes featuring Claudius, in terms of their implications for the play’s outcome: who is honest, deserving, and just, among the play’s key players? • Discuss the use of dramatic techniques used in Hamlet and at least two Shakespearean sonnets citing specific examples Analyze the effectiveness of the devices in each excerpt Students will engage in any of the following activities during this unit: • Independent Novel reading – Students will be asked to select a novel from the list of most commonly used novels on the AP English Literature Exam • Students will complete an FRQ essay over their selected Independent Novel Analytical/Argumentative Paper: Students will write a research paper stemming around the literary criticism of Shakespeare’s Hamlet Students will be asked to identify a specific aspect of the play and research literary criticism related to that topic Students will then write a 6-8 page paper analyzing and evaluating the criticism of their particular piece of the play Their papers will discuss the following: • How does the textual evidence support, qualify, or defend the literary criticism? • How you judge the criticism of this aspect of the play? • Does the criticism present an accurate and qualified argument? • How does this criticism affect the artistry of the play? Students will also continue on the following in regards to Shakespeare’s Hamlet: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature exams Additional Readings: • Shakespeare’s Sonnets • Excerpts from Paradise Lost – John Milton • Excerpts from Inferno – Dante Alighieri Weeks 16-17: A Doll’s House To round out our study of dramatic literature, students will be asked to read A Doll’s House by Henrik Ibsen Students may address any of the following questions or topics: • How has the drama changed from earlier works to Ibsen’s time? • How does a predominately one setting play differ from other plays studied? • What questions are raised when analyzing a work through: • Historical Criticism • Biographical Criticism • Mythological Criticism • Gender Criticism • Psychological Criticism • Sociological Criticism • Cultural Criticism • Formalist Criticism • Reader-Response Students may write on several essays choosing from, but not limited to the following: • Realism is the philosophy that understands that those who are in power set the societal expectations Discuss power and the character’s attempt to use power over others in A Doll’s House (1879) • A Doll’s House “exemplifies Ibsen’s contributions to the theater: his probing of social problems, realistic dialogue, and depiction of his character’s inner lives as well as actions Rich in symbolism it deals convincingly and provocatively with the universal human emotions of greed, fear, …and confronts the eternal, conflict between reality and illusion.” Defend this statement-using examples from the text • Discuss the function of Dr Rank in A Doll’s House • Using a work previously studied, create an overview of the work from two different types of criticism • Critics argue that the worth of a piece of literature is how much it tests the audience to examine its own ethics and ideals Using A Doll’s House, discuss how you have had to rethink your stance on particular issues Students will also continue to practice in preparation for AP English Literature examination: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature exams Spring Semester / ENH 113: Writers/Directors and Current Issues Weeks 1-4: The Great Gatsby and “Social Class in American Society” Students will begin this semester by reading and analyzing the novel The Great Gatsby by F Scott Fitzgerald Students will use the novel to analyze rhetorical strategies including the following: tone, syntax, symbolism, characterization, archetypes, and narrative techniques Students may address the following questions and discussion topics during their reading: • What is the difference between a grammatical and a stylistic sentence? • What effect does sentence length have on content? On tone? • How does Fitzgerald use symbols to create complexity in the plot? • How does syntax play a role in analysis, specifically in The Great Gatsby? • What types of sentences does the writer predominately use? • What assumptions does the author make about the audience and the subject? What specific words and phrases suggest this? 10 Students will engage in any of the following activities during this unit: • Independent Novel reading – Students will be asked to select a novel from the list of most commonly used novels on the AP English Literature Exam • Students will be assigned to complete a “Major Works Data Sheet,” which includes identifying and analyzing the following: historical information of the time period, biographical information, characteristics of the genre, plot summary, author’s style, memorable quotes and their significance, characters, setting, symbols, significance of opening scene, significance of closing scene, and possible themes • Multiple choice practice questions from previous AP English Literature exams • Free Response Essays from previous AP English Literature exams Students will engage in any of the following activities during this unit: • Individual presentations on The Great Gatsby and “The Roaring Twenties” • Independent Novel reading – Students will be asked to select a novel from the list of most commonly used novels on the AP English Literature Exam • Students will complete an FRQ essay over their selected Independent Novel As per the Course Competencies for ENH 113, the students will examine The Great Gatsby as a commentary on “Social Class in American Society.” This will include: • Outlining/explaining the chronology of key events related to the issue • Naming the key figures involved in the issue and explain the role each plays • Explaining the major theories n the causes of the controversy/issue • Describing current theories on how to deal with the issue • Analyzing a text to determine the writer’s/director’s views on a given issue • Evaluating a writer’s/director’s contribution to our understanding of a given issue Excerpts from film adaptations of the novel will be included throughout the unit, as well as other related texts Weeks 4-9: Their Eyes Were Watching God and “Race and Gender in Society” In this unit, students will read and analyze the novel Their Eyes Were Watching God by Zora Neale Hurston This novel, commonly utilized on the AP English Literature Exam, will be analyzed for tone, syntax, characterization, setting, parallelism, and other narrative and rhetorical techniques Students may address the following questions and discussion topics during their reading: • • • • How does Hurston’s novel reflect the setting, culture, society, and historical events of the time period in her novel? How does Hurston’s novel resemble Fitzgerald’s The Great Gatsby? What similarities the authors share in terms of the following: tone, syntax, symbolism, etc How does Hurston’s novel reflect society at that time period? How does Hurston’s novel reflect issues such as: race, women’s rights, civil rights, the evolution of demographics in America, poverty, etc Students will engage in any of the following activities during this unit: 11 • • Multiple choice practice questions from previous AP English Literature exams Free Response Essays from previous AP English Literature exams As per the Course Competencies for ENH 113, the students will examine Their Eyes Were Watching God as a commentary on “Race and Gender in Society.” This will include: • Outlining/explaining the chronology of key events related to the issue • Naming the key figures involved in the issue and explain the role each plays • Explaining the major theories n the causes of the controversy/issue • Describing current theories on how to deal with the issue • Analyzing a text to determine the writer’s/director’s views on a given issue • Evaluating a writer’s/director’s contribution to our understanding of a given issue Excerpts from a film adaptation of the novel will be included throughout the unit, as well as other related texts Weeks 10-11: Death of a Salesman and “The American Dream” After analyzing Shakespearean style drama and plays, students will be asked to read Arthur Miller’s Death of a Salesman, analyzing elements such as: dialogue, irony, characterization, tragedy, voice, mood, etc They will discuss any/or of the following questions: • What are the characteristics of a tragedy according to Aristotle? • Does Miller’s play reflect a tragedy similar to Shakespeare’s Hamlet? • What does it mean for a work to be didactic? • Explain the extent to which the play seems to invite audience participation? • How does irony reveal character? • Explain the importance of situational irony to characterization and theme • Explain the importance of dramatic irony to characterization and theme • Discuss the ideas of “harmatia” and “hubris.” In what other works can these be seen? Students will also continue on the following in regards to Miller’s Death of A Salesman: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature exams • Independent Novel reading – Students will be asked to select a novel from the list of most commonly used novels on the AP English Literature Exam • Students will complete an FRQ essay over their selected Independent Novel As per the Course Competencies for ENH 113, the students will examine Death of a Salesman as a commentary on “The American Dream.” This will include: • Outlining/explaining the chronology of key events related to the issue • Naming the key figures involved in the issue and explain the role each plays • Explaining the major theories n the causes of the controversy/issue • Describing current theories on how to deal with the issue • Analyzing a text to determine the writer’s/director’s views on a given issue • Evaluating a writer’s/director’s contribution to our understanding of a given issue Excerpts from film adaptations of the play will be included throughout the unit, as well as other related texts 12 Weeks 12-14: Heart of Darkness and “Imperialism in a Global Society” Students will finish the second semester reading and analyzing the novel Heart of Darkness by Joseph Conrad However, in addition to analyzing the novel and focusing on literary criticism, students will be focusing primarily on the preparation for the AP English Literature Exam Students will prepare through the following: • Timed multiple choice questions relating both to Heart of Darkness and other past AP Literature works • Timed Free Response Essay practices both on Heart of Darkness and other past AP Literature works As per the Course Competencies for ENH 113, the students will examine Heart of Darkness as a commentary on “Imperialism in a Global Society.” This will include: • Outlining/explaining the chronology of key events related to the issue • Naming the key figures involved in the issue and explain the role each plays • Explaining the major theories n the causes of the controversy/issue • Describing current theories on how to deal with the issue • Analyzing a text to determine the writer’s/director’s views on a given issue • Evaluating a writer’s/director’s contribution to our understanding of a given issue Excerpts from films highlighting the effects of imperialism and colonialism will be included throughout the unit, as well as other related texts Weeks 15-17: Final AP Testing Preparation and Closure • • • • • Re-examination of the AP English Literature Test Rubric Timed multiple choice practice questions from previous AP English Literature exams Timed Free Response Essays from previous AP English Literature exams Senior speeches and presentations Final Exam Course Resources • Fitzgerald, F Scott The Great Gatsby New York: Scribner, 2004 • Hurston, Zora Neale Their Eyes Were Watching God HarperCollins Publishers 1998 • Conrad, Joseph Heart of Darkness and The Secret Sharer New York: Signet Classics 2008 • Kennedy, X.J., and Dana Gioia Literature: An Introduction to Fiction, Poetry, Drama, and Writing New York: Pearson Publishing 2009 • Arp, Thomas R., and Greg Johnson Perrine’s Literature: Structure, Sound, and Sense Boston: Wadsworth 2009 • Foster, Thomas C How to Read Literature Like A Professor New York: Harper 2003 Class Expectations Cheating and Plagiarism: We will discuss cheating the first week of class I will define it for you clearly, but suffice it to say that it will not be tolerated in any form, particularly plagiarism 13 First offense: You will receive an F for the assignment and your parents and administrator will be notified through a referral Second offense: You will receive an F for the assignment, and the administration may give you an out-of-school suspension You may possibly not receive credit for the course Subsequent offense: You may be removed from the course permanently Do not expect me to write you a letter of recommendation for college, and not expect me to lie to a college recruiter if contacted Basic Rules • BE PROMPT Get to class on time NO EXCUSES • It is extremely important for you to attend EVERY DAY • BE PREPARED • We will use all of our class time; not pack up early • Talking occurs only in reference to the current lecture, discussion, or group work Silent work periods are just that—silent • Do not use profanity in this class or even think about cheating • BE COURTEOUS • Each student is responsible for his or her desk and desk area • I reserve the right to move your assigned seat at anytime, and I will so often • BE SUCCESSFUL Late Work None Don’t bother! Assignments are due when they are due You will have an appropriate window of time to complete and revise major papers Procrastination results in “the excuses” (i.e., “My printer is out of ink,” “My computer crashed,” “My internet was down,” etc.) I am not running a copy/printer service, and I will not print your papers Utilize the computer labs or the library Having said this, I reserve the right to consider extenuating circumstances for late work The key is to communicate with me Smaller assignments, such as homework and in-class activities, cannot be turned in late, except for excused absences Absences Excused absences: You have as many days to make up work for an excused absence as days missed However, if you are aware of an upcoming deadline and you leave for a school sponsored activity, you will still be expected to have your work ready the day it was originally due You know what work is due before you leave for athletic and club events Unexcused absences: Unexcused work will receive no credit At my discretion larger assignments can be made up for partial credit depending on the circumstances Unresolved absences (ones not called in) are considered unexcused Absences and missing work will be your worst enemy! Zeros affect your grade tremendously, and your chances of getting an A are drastically limited Missed Quizzes/Tests 14 Quizzes and tests missed because of an excused absence must be made up within five school days of the absence No makeup opportunities will be given for unexcused absences Grading A student’s grade will be based on his or her performance in the following categories: Learning Activities/Practice Assessments Final Examination Percentage of Overall Grade 20% 60% 20% Final letter grades will be expressed on reports according to the following scale: Percent 90-100% 80-89% 70-79% 60-69% 0-59% Letter Grade A B C D F Food and Drinks Only water is allowed in class All other food and drinks will be confiscated and thrown away Cell Phones These must be put away during class unless they are being utilized for instructional purposes as permitted by the teacher Cell phones may be confiscated and turned in to administration if students fail to comply with this request Lunch Time Students who wish to meet with teachers during lunch must procure a pass prior to tutoring Passes will be requested before students are admitted to the buildings during lunch time Formatting Papers All word-processed papers and assignments will be formatted with standard MLA headings Also, create a template from which to format all your papers and homework assignments I will supply a sample formatted paper the first week of school Example of header used in this class for every single typed assignment: Brown Charlie Brown 15 Mr Shields AP English Lit: Period 15 April 2020 Notice that the header is left justified and double spaced, and your name is in a header on the right side with the page number (even on p 1) Suggestions for Success The AP Exam… Take it! The cumulative objective for this class should be to take the AP exam in May As a student, you will spend the whole year preparing for the exam, so it behooves you to give it your best (Yes, you will be prepared!) In addition, colleges expect to see this on your transcript—failure to take the exam is looked upon as a weakness by admissions offices A grade of or better on the exam (out of 9) might insure English credit at the school of your choice Some schools (Arizona universities included) require a grade of or better for credit *Students who choose not to take the AP exam in May will be required to complete a separate assignment in addition to the regularly assigned class work This assignment will be due on the day of the scheduled AP English Literature examination Late assignments will not be accepted after the due date No exceptions! Buy Your Books You are encouraged to purchase copies of all novels for this class, if they are not provided for you If you purchase your own books you can take notes in them and highlight important passages This will aid you in the literature aspect of this course If you show me annotated copies of your novels at the end of each quarter you may be rewarded Please note that no student is required to purchases these books, and there may be available copies at times for anyone who does not purchase his or her own copies What if I don’t my work? Any student is permitted to register for AP English Literature, but it takes a hard-working and intelligent student to well in this course I will assume you are all brilliant students, but if someone proves me wrong by maintaining below a “C” average, you may be removed from this course Tardy Policy: Tardies are viewed as a disruption to the classroom environment Coming in late not only deprives the tardy student of the full learning time, but also disrupts the education of other students Any student who is not in his or her assigned classroom or area when the tardy bell sounds is considered tardy Tardy exceptions include those with proper medical documentation Students with excessive tardies (3, 5, or more occurrences) will be dealt with in accordance with school policy 16 Behavior Plan: In case there is an issue with behavior in class, the following plan will be adhered to: Teacher will speak with student about the behavior Teacher will contact parent to address the behavior issue Teacher will assign student detention (before or after school) If the behavior continues after detention has been served, student will be referred to Administration for further discipline Note: If the behavior is a gross misconduct, student will be immediately removed from class and referred to Administration for further discipline For the Parents: In an effort to help your child be more successful in class and as a part of our WFHS school community, our district offers a number of parent tools E-Alerts: Our school sends out automated email alerts for various school functions like dances, athletics, testing dates, yearbook sales, etc., but you must be on the list to receive them To register go to www.husd.org > click on the silver “parents” link under the orange bar under the photos > click on the EAlert link > fill out the form ParentVUE: Parents may access their child’s grades and assignments by going to the school’s website and clicking on ParentVue/StudentVue on the quick links bar (right side of the page) Teachers may include digital documents, classroom assignments, points and percentages, and individual feedback and comments Students’ information is only accessible by using an individualized password assigned by the school Parents may contact office personnel/counselor for their child’s password at 480-279-8000 Ways to Help Your Student: Quiz students weekly on their vocabulary lists and/or other material related to the class Proofread writing assignments before due dates Help students elaborate in their writing, and ensure they are answering the prompt and staying on topic Check the class calendar weekly for assignments, assessments, and due dates for major assignments Additionally, view your students’ grades frequently in Synergy and discuss with them (Please note that calendars and documents found on the teacher pages are subject to change based on adjustments and modifications necessary on a day-by-day basis.) Provide your student with a quiet place to read, write, and study Encourage your student widely from a variety of sources NOTE: All texts herein are listed on the AP College Board reading list and have been approved by the College Board This syllabus has been carefully created to prepare WFHS students for the cumulative AP English Literature examination administered at the end of this course in May By signing the syllabus acknowledgment, you are permitting your teen to read the texts listed herein, as well as other supplemental reading selections (AP test prompts/AP multiple-choice questions, etc.) which have been reviewed/approved by the WFHS Administration Parents, you are encouraged to review and research these and other titles as they are assigned If you prefer an alternate text or reading assignment for your student, please email me directly at james.shields@husd.org with your request and an alternate assignment will be created for independent study for your student 17 ENH 110 & ENH 113 Dual Enrollment Option What is dual enrollment? Dual enrollment is an opportunity for eligible high school students to earn lower-division college credit during their regular high school classes The credits students earn through dual enrollment are treated the same as regular college credit, i.e they can be transferred to other Maricopa Community Colleges, Arizona’s state universities, and even some out-of-state colleges What’s the difference between AP classes and dual enrollment? Dual enrollment isn’t the same as AP credit A student can spend the whole year in an AP class, but receiving college credit is dependent upon earning an adequate score on the AP test at the end of the year, and the requirements to get college credit on these tests are sometimes higher than what the student may expect Dual enrollment classes are based on the grade the student receives in the class; if they pass (usually with a grade of C or better), they get credit What are the benefits of dual enrollment? •Credit is based on the grade received in the class, not on one test taken at the end of the year •Community college tuition rates are much lower than state universities’ Dual enrollment students pay roughly 1/3 the tuition they would pay at a state university •Students can start college with several credits already completed, with a semester or even a whole year of credits completed before even starting their freshman year This allows the student to focus more on their college major, explore other interesting disciplines, or even graduate early •Since the college credit from dual enrollment comes with a grade, students can start college with an already well-established GPA •These challenging courses enhance high level thinking skills, which prepare students for college/university classes How much does dual enrollment cost? For the 2019-2020 year, the in-state in-county tuition rate is $85 per credit hour There are additional charges for students classified as out-of-state There is a $15 registration fee once per semester (Tuition is subject to change.) How I enroll? Chandler-Gilbert will drop off registration packets at participating high schools at the beginning of the semester, then the teachers will distribute the packets during the first week of classes Students will turn in their completed packets 1-2 weeks after school starts, after which CGCC staff will come to the school to conduct on-site registration If a student's packet is not submitted in that time, it is up to them to drop it off at our Admissions and Records office Some classes (including ENH 110 and ENH 113) require placement testing, which is administered on-site at the high school or at the CGCC Testing Center 18 What if I don’t pass the placement test? Students are allowed to take the placement test again 24 hours after the original test A third test is allowed no sooner than three months from the oldest test date Is tuition assistance available? Yes, tuition assistance is available to students who can demonstrate financial need See the CGCC website for more information CGCC’s credits transfer directly to BYU, ASU, U of A, and also NAU If you are considering an out of state school, it is your responsibility to check with the admissions office to see if they will accept your ENH 110 & ENH 113 credits through dual enrollment Source: https://www.cgc.edu/Academics/Dual/Pages/Home.aspx AP English Literature / ENH 110 & ENH 113 (Dual Enrollment Option) Please sign and have your parent/guardian sign the acknowledgement below and return it to me no later than Friday I have read and understand the policies and procedures for this AP English Literature / ENH 110 & ENH 113 (Dual Enrollment Option) course I am also aware of the Advanced Placement recommended reading selections listed within this syllabus that will be used in this course _ Student Name (Please Print) _ Student Signature Date _ Parent Name (Please Print) _ Parent Signature Date Address (Home/Mailing): 19 Phone (Home): Phone (Cell): Email: 20 ... they will accept your ENH 110 & ENH 113 credits through dual enrollment Source: https://www.cgc.edu/Academics/Dual/Pages/Home.aspx AP English Literature / ENH 110 & ENH 113 (Dual Enrollment Option)... for the AP English Literature examination: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature. .. preparation for AP English Literature examination: • Timed multiple choice practice questions from previous AP English Literature exams • Timed Free Response Essays from previous AP English Literature