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

 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

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

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 well-designed 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: 3

MCCCD Official Course Competencies

1 Identify the setting and point of view in a work of fiction (I)

2 Describe the way an author develops characterization in a work of fiction (I)

3 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)

4 Differentiate between plot and theme in a work of fiction (I)

5 Differentiate between a subject and a theme in a poem (II)

6 Identify the most common poetic devices (II)

7 Identify and give examples of symbolism in fiction, poetry, and drama (I, II, III)

8 Identify the major types of plays (III)

9 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: 3

MCCCD Official Course Competencies

1 Outline/explain the chronology of key events related to the issue (I)

2 Name the key figures involved in the issue and explain the role each plays (I)

3 Explain the major theories on the causes of the controversy/issue (I)

4 Describe current theories on how to deal with this issue (I)

5 Analyze a text to determine the writer`s/directors views on a given issue (II)

6 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 do 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 do 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 do 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 do 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?

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