Writing assignments will emanate from the readings. Experiences in effective oral communication will also be drawn from readings. Vocabulary studies will come from the junior vocabulary workbook, as well as novels, textbook activities, and student discovery. The course will develop interpretive reading, critical thinking skills, vocabulary, and expository, analytical, and argumentative essay writing. Skill with 40-minute timed writings will also be developed. Reading comprehension, grammar, mechanics, and usage exercises will be incorporated as appropriate in the form of mini-lessons. Most grammar, mechanics, usage, spelling, etc. will be addressed on individual writings. The teacher will provide specific feedback for all writings, and students will offer constructive, specific feedback to peers. Students should track feedback observations and incorporate these insights in future writings.

Students will be expected to read throughout the year beyond class assignments, keeping a reading log of annotated bibliographies and sharing their reading discoveries with classmates. At the beginning of the year, they will learn annotated bibliography and précis format, and these reading logs will be evaluated at the end of each semester. Students will prepare a research project, using a variety of resources, fiction/nonfiction, primary and secondary, print and internet. All students are expected to take the AP Literature and Composition test in May 2011.

Texts: Norton Introduction to Literature, 5 Steps to a 5, Interpreting Poetry, Improving Vocabulary Skills, Guide to MLA Documentation, Wuthering Heights, The Scarlet Letter, Othello, Their Eyes Were Watching God, The Awakening, Kite Runner, March, The Great Gatsby, A Raisin in the Sun, The Glass Menagerie, and other selected American dramas such as Death of a Salesman, and Streetcar Named Desire. The three summer readings ( The Adventures of Huckleberry Finn, Catcher in the Rye, and Merry Wives of Windsor) round out the reading list.

Required Materials: Students need a notebook for English only because it will be turned in periodically. They should also have a folder for handouts. Each student should have working pens in class each day since ALL WORK IS TO BE COMPLETED IN INK – PENCIL WORK WILL NOT BE GRADED. The English notebook, pens, and textbook or novel we are studying should be brought to class each day.

Study and Work Procedures: AP students must be self-motivated and pay attention to schedules and deadlines. Classroom activities will incorporate a variety of methodologies and tasks. Students can expect to discuss, work cooperatively, listen to lectures and take notes, prepare creative academic projects individually and in groups, read extensively and write formally and informally. Complete preparation and total participation in all activities is essential. Throughout the year, students are expected to help develop and maintain a positive learning environment in which everyone prepares, participates and grows. WE SINK OR SWIM TOGETHER!

Students should expect to study every night, reading an assignment, reviewing notes, preparing for unannounced quizzes or for active participation in the next day’s activities/discussion. Summative assessment occurs at the end of each unit and upon completion of major works, with formative assessments along the way. Assessment may include tests, formal or informal writings, projects, and graded discussions/presentations. Students are expected to take notes as they read and on lectures/discussions. Since the primary text is a rental, students should NOT write in the text but should take notes in their notebook.

All work should be prepared in black or blue ink, following the SPX Guidelines about Writing Standards and MLA format. Pencil work will not be graded. Outside of class writing assignments are to be typed.

Students need to be in class daily; BUT if a student must be absent, he/she has one day per day absent to turn in work missed. Responsibility for make-up work rests with the student. Beyond class assignments, students should cultivate the habit of life-long reading. Preparing ongoing annotated bibliographies of personal reading and the book reports will document the reading and facilitate this habit.

Course Objectives: The student will · practice academic integrity · approach all work with intellectual curiosity · improve oral and written communication skills by expanding vocabulary and improving grammatical, mechanical and spelling skills · organize ideas into coherent, unified expository, analytical or argumentative essays or presentations · increase proficiency in writing the formal five-paragraph essay, focusing primarily on exposition, analysis or argument o write an effective introduction o develop a clear, concise, effective thesis statement o identify and speak to an 'audience' with a 'voice' o create clear, effective topic sentences in body paragraphs that develop the thesis sentence o write paragraphs and essays that effectively communicate and demonstrate stylistic maturity, careful selection of vocabulary, sentence variety, and logical organization of thought o write body paragraphs that develop main ideas using carefully-chosen, very specific examples, quotes, supports · use MLA format in all work, including parenthetical documentation · critically analyze and evaluate literary works including poetry, prose, fiction and nonfiction, in terms of structure and content, reading inferentially and comprehending subtleties of meaning · read literary works with an awareness that lessons for life, vicarious experiences, pleasure and enjoyment, and numerous other benefits await the reader · apply critical thinking skills to any reading matter to which reader is exposed · read quality fiction and nonfiction regularly beyond those selections assigned · develop proficiency in timed writings that connect what is being said with how the message/statement is conveyed · write informal reflective writings on a regular basis: journals, responses to visual or audio representations, responses to questions or quotes · edit and revise all work · learn and demonstrate the steps of the process for writing a research paper. o limit topic and develop a 'discovery question' o create working bibliography, evaluate sources, differentiate primary and secondary sources o compose a working outline o read and take notes - notecards in proper MLA format o compose informational outline o write a rough draft that presents research findings and processes the material in the researcher's own individual way, w/parenthetical documentation using MLA format as outlined in the MLA Handbook, 6th edition and A Guide to MLA Documentation, 7th edition (Joseph F. Trimmer) o construct 'Works Consulted' and 'Works Cited' pages according to proper MLA format o revise and edit to make the research paper very specifically the writer's own o understand and eliminate all plagiarism, intended or accidental · achieve a score of "3" or better on the AP Exam Grading Procedures: AP sophomores should be mindful that meeting minimal expectations is C work. A is Wow! Work, and B is the expected, achievable norm. Approximately 40% of the semester's points is formal, out of class writings or free-response timed writings, in-class writings; 20%, participation in class discussion; 20%, homework, projects, quizzes; 20% tests. · In-class writings, journals are evaluated for creativity, content, effort, initiative, focus on prompt's direction and expectations and scoring guides provided by The College Board. · Formal papers and projects are evaluated according to rubrics provided to the student at the time the assignment is made. Rubrics may focus on one or more areas, but all areas are considered to some degree. · Most tests are essay questions or a five-paragraph essay, but objective tests may be given to check for reading and comprehension. Grading Scale: 100-94% A 82-80% B- 69-67 D+ 93-90% A- 79-77% C+ 66-63 D 89-87% B+ 76-73% C 62-60 D- 86-83% B 72-70% C- Less than 60% F