AP Literature & Composition Syllabus Snapshot 2021-2022 Mrs. Urrutia

AP Literature & Composition Syllabus

Mrs. Urrutia Clovis High School

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CONTACT INFORMATION:

Katherine Urrutia

Available by email katherineurrutia@cusd.com or phone 327-1000

Additional hours: I’m available most days before school. Please note that I may have meetings before school, so it’s best to make an appointment or check ahead. For specific course information please refer to my Google Site and/or Classroom.

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AP Literature is designed to be a challenging, engaging exploration of literature as art. Through critical reading, discussion, and written analysis of novels, plays, poetry, and non-fiction from various literary periods and perspectives, students will develop the reading and composition skills necessary for success in college coursework and on the AP exam in literature. Students carry considerable intellectual responsibility for course preparation. This is a joint venture between the teacher and the student; the student’s intellectual curiosity, dedication, and integrity are critical to growth, understanding, and refinement of ideas.

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COURSE ELEMENTS:

Reading: Readings for this course include poetry, prose, short stories, and drama; texts will be selected from the list below, and will also include selections from past AP exams. Students will learn to “read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form.” Students will study the various stylistic elements – diction, detail (figurative language, imagery), point of view, organization, syntax, and many other literary techniques – an author uses to establish tone and develop ideas in a text. Analyzing and interpreting the material taught during this course will involve students in learning “how to make careful observations of textual detail, establish connections among observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.” It is important to note that students should have some familiarity with the Bible and Greek and Roman Mythology, as these religious concepts and stories are central to Western literature. They have greatly informed the literary tradition in the West since the middle ages, and they continue to influence modern writers as they attempt to give the human experience literary form (College Board, 2014).

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Possible Text Choices:

Educated Tara Westover

A Raisin in the Sun Lorraine Hansberry

California Collections - 12th Grade Edition Houghton Mifflin Harcourt

Frankenstein: A Modern Prometheus Mary Shelley

Macbeth, Othello, or King Lear William Shakespeare

1984 George Orwell

Perrine’s Sound and Sense/Story and Structure Thomas R. Arp & Greg Johnson

Various selections of short stories and poems

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*A note about course texts: The works of literature which appear on the Advanced Placement Readings lists are challenging, college-level reading for mature, discerning students. The purpose of literature is not to please but to make the reader think. The purpose of literature is not to affirm the reader’s beliefs, but, rather, to challenge them, and open their learning to multiple views. Each work of art is an expression of the human experience in all its richness, its diversity, its conflicting opinions. Some literature at this level may be seen by some as dark and depressing; however, a mature reader knows that light and dark, pleasure and pain, joy and sadness are inextricably intertwined as part of the human experience, each defining and making possible the alternative. The theme of these diverse works attempts to question life’s important issues: the nature of man, the purpose of life, the existence of a higher power, the acquisition of knowledge and wisdom, the moral dilemma of good and evil, and more.

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Course Goals:

• To thoroughly read, comprehend, analyze, and appreciate works of recognized literary merit.
• To look at the overall themes, societal connections, imagery, symbolism, of a literary work.
• To examine characters on a deeper level, making personal connections and gaining the ability to empathize with literary characters.
• To sharpen the ability to analyze literature by developing an awareness of a work’s structure, style, and themes, as well as smaller-scale elements such as figurative language, imagery, symbolism, and tone.
• To understand the intricacies of writing and the way a good writer uses vivid and imaginative language to provide and create meaning.
• To write mature and insightful commentary (with a global scope), analysis, interpretation, and discussion based on careful observation of textual details.
• To write with style and function equal to that of college students, focusing on diction, syntax, tone, and overall artistry.
• To participate in discussion and sharpen discussion techniques by leading other members of a group in a fruitful exchange of ideas.

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9) To be prepared for the AP test through diligent practice, discussion, analysis and dissection of the multiple choice questions and responsive essays.

10) To gain a new passion, love, and understanding of literature.

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Possible Clips and/or Videos: The following are brief definitions of terms used in some of the above class readings: Adult language and teen swearing indicate the use of profanity. Mature topics and situations may include one or more of the following: murder, rape, suicide, questioning religious beliefs, extreme violence, questioning marital vows, ethical dilemmas, depressions and self-doubt, identifying with one's own ethnicity, superiority, honor, racial power, and substance abuse.

Young Frankenstein (parody to Frankenstein) - (PG)

Macbeth, Othello or King Lear BBC version; The Globe Theater stage production – (PG)

Miscellaneous TED Talks, PBS , A&E, History Channel, and National Geographic biographies and documentaries.

National Theatre from London productions

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Writing: Most major writing assignments will be timed analytical essays, written under the time constraint of the AP exam. Some essays may be revised for a higher grade with the teacher’s permission. Students will also complete less formal writing assignments, such as quick-writes, dialectical journals, notes, self-evaluations, and reflections. Assignments will focus primarily on critical analysis of literature. Students will strive for clarity and grace in their prose. With practice, participation in peer response, revision, and individual writing conferences with the teacher, students should begin to develop stylistic maturity. Additionally, students will be required to complete one independent reading assignment (IRA) per semester, which will require a formal literary analysis essay.

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Participation / Preparation: According to the College Board, “reading should be accompanied by thoughtful discussion and writing…in the company of one’s fellow students.” In order to have fruitful discussions, students must be active, energetic readers who interact with and question the text. They must come to class not only having completed the reading, but with comments and questions to share with their peers. There will be partner, small group, and whole class discussions and activities intended to aid understanding of a work and prepare for formal essays. Students must interact intellectually with their peers if they wish to be successful. Exchange of ideas should sustain and fuel thinking!

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COURSE REQUIREMENTS:

Attendance: Your attendance is vital to your success. It is your responsibility to manage your time and make good choices about your workload. If you are absent for a legitimate reason, your top priority should be to obtain and complete your make-up work immediately. This is your responsibility, not mine.

Make-up work:

• Make-up work is for excused absences only.
• You have the same amount of days that you are absent to complete and return make-up work. I expect you to keep track of your deadlines and what you have missed.
• Do not ask me for make-up work during class. You may see me during my prep period (end), lunch (end), or after school. You can also use a reliable friend to check what you are missing while you are out, or you may check my Google Classroom. If you know you will be out for an event ahead of time, please see me to get your work before you leave. This is especially important your students involved in extracurricular activities.
• Make-ups for tests and timed writings must occur within one week of your return from an absence and are during conference hours only. Please do not plan to make-up a timed writing during lunch, as there will not be enough time for you to write your essay. Make-ups are also not given during class time unless we are going over the very essay you need to write.

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Grades: Grades are calculated using points in weighted categories as follows:

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Each assignment will be given points that reflect the amount of work and degree of time and difficulty it takes to complete it. Semester grades will be determined by the percentage of points earned. You will always have an opportunity to obtain the maximum number of points, but the amount you earn will be determined by your performance and effort. Standard percentages will be taken from the final total of all available points for the semester. The following is a breakdown of the percentages, and this breakdown is adhered to without exception. I will not round up percentages.

A = 100% - 90.0% B = 89.9% - 80.0% C = 79.9% - 70.0% D = 69.9% - 60.0% F = 59.9% - below

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Late work: Work is due when you enter the classroom, or on the date and time assigned if submitting online. All work must have your full name, date, period, and appropriate assignment labeled/titled. This is considered a college level course so late work is not accepted.

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Plagiarism: I am aware that the Internet has created many opportunities for plagiarism. Plagiarism is considered the stealing of intellectual property and is illegal, particularly in the classroom setting and especially in a college-level course. Anyone who chooses to take advantage of such opportunities insults not only his/her own intelligence but mine as well. Please refrain from placing yourself in that embarrassing situation. I would rather read a weak essay, honestly written, than a fine essay in someone else’s voice. Copying an assignment from a fellow student is also considered plagiarism; as an AP student, it is expected that all work you turn in is original and your own. A plagiarized assignment will earn a zero, with no opportunity for make-up, and the student will be referred to school and district discipline.

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CHS CHEATING AND PLAGIARISM POLICY

Students determined to be cheating or plagiarizing will be referred to the Student Services Office for each offense.

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CHEATING is the act of deception by which a student misleadingly demonstrates that he or she has mastered information on an academic exercise. Examples include, but are not limited to:

• Copying or allowing another student to copy a test, paper, project, or performance.
• Using unauthorized materials during a test or quiz – for example notes, formula lists, “cheat” sheets or electronic devices.
• Taking a test for someone else or permitting someone to take a test for you.
• Disseminating test materials. (ex. Texting a picture of a test or scantron)
• PLAGIARISM: Plagiarism is taking someone else’s words, ideas, and/or production and claiming or using them as one’s own without crediting the source. Plagiarism includes, but is not limited to:
• Writing an essay or assignment that uses one person’s work as a basis for another’s. It may be word for word or changed somewhat, in order to appear original.
• Copying sentences, phrases, or terminology from a formal source without quotation marks and/or without giving appropriate documented credit. A formal source is anything in printed form that is published in books, pamphlets, magazines, newspapers, etc., or posted on reliable internet web sites.
• Representing as one’s own another’s artistic or scholarly works, such as musical compositions, computer programs, photographs, etc.
• Students who provide their work to others are at risk of their work being plagiarized.

DISCIPLINARY ACTION for CHEATING or PLAGIARISM

• FIRST VIOLATION: results in an automatic “ZERO” on the assignment, test or project. Refer to Student Services. Student will receive After School Detention and/or Saturday school. Suspension may be considered for all cheating offenses.

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• SECOND VIOLATION: results in an automatic “ZERO” on the assignment, test or project. Refer to Student Services. Student will be suspended.

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• THIRD VIOLATION: results in an automatic “ZERO” on the assignment, test or project. Refer to Student Services for a suspension and a possible referral to CUSD Student Services and School Attendance.

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Students determined to be cheating or plagiarizing will be referred to the Student Services Office for each offense.

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HOW TO AVOID PLAGIARISM:

1. Know the types of documentation your teachers require or allow.

2. Know if your teachers allow you to work together with other students on assignments. This may vary from teacher to teacher and from assignment to assignment. This includes copying of class notes.

3. Know the difference between “working together” and plagiarism. There is a point at which working together can become plagiarism. Ask your teachers to discuss their policies on plagiarism and working together, if they do not cover it within the first two weeks of the semester.

* The following guidelines are for all printed works, as well as the Internet use:

4. When taking notes, use NO complete sentences; briefly note the information or idea in your own words.

5. When paraphrasing, read whole sections at a time, then look away from the text and put the ideas in your own words. List the source of this information in your bibliography (works cited page) and parenthetically cite it in your paper.

6. If you want to use another writer’s exact phrases or sentences, put them in quotation marks. ONLY A SMALL PORTION OF YOUR PAPER SHOULD CONSIST OF QUOTES, and these must all be parenthetically documented.

7. Do not cut and paste Internet material into a word processing program. Only the information should appear in your paper and you must cite it carefully. Printed Internet material is not exempt from citation rules.

8. Any ideas or information that is not your own or is not common knowledge must be cited. This includes: written or spoken material of any length, original theories or ideas (even if not repeated word for word), facts, statistics, graphs, drawings, photos, lab results -- ANY material you borrow from other sources.

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Statement of Non-Discrimination:

The Clovis Unified School District does not discriminate on the basis of race, color, disability, or national origin in admission or access to and treatment of employment in its programs and activities as required by Title VI, Title IX, and Section 504.  Complaints:  Contact Mr. Barry Jager, Human Resources, (559) 327-9308.

  Favor de llamar a la oficina para asistencia en español.

  Thov tiv tauj peb lub hoob kas yog xav tau kev pab nrog lus Hmoob.

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PLEASE PROCEED TO GOOGLE CLASSROOM TO FILL OUT SIGNATURE FORM. THIS IS DUE FRIDAY, AUGUST 20TH. IT IS YOUR RESPONSIBILITY TO SHARE THE SYLLABUS WITH YOUR PARENTS/GUARDIANS!

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