AP® English Literature and Composition 2017-2018
What will students understand (about what big ideas) as a result of the unit? Students will understand that:
• Literature provides a mirror to help us understand others and ourselves.
• Writing is a form of communication across the ages.
• Literature reflects the human condition.
• Literature deals with universal themes, i.e., man vs. man, man vs. nature, man vs. self, man vs. God.
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?
• How does literature help us understand others and ourselves?
• How has writing become a communication tool across the ages?
• How does literature reflect the human condition?
• How does literature express universal themes?
AP® English Literature and Composition is designed to be a college/university-level course, thus the “AP” designation on a transcript rather than “H” (Honors) or “CP” (College Prep). This course will provide you with the intellectual challenges and workload consistent with a typical undergraduate university English literature/Humanities course. The curriculum follows the requirements outlined by the AP Course Description and prepares interested students for the examination. As a culmination to the course, you will take the AP English Literature and Composition Exam given in May (required). A grade of 4 or 5 on this exam is considered equivalent to a 3.3–4.0 for comparable courses at the college or university level. A student who earns a grade of 3 or above on the exam will be granted college credit at most colleges and universities throughout the United States. Finally, preparation and success in the class depends upon a student’s curious, critical, and committed nature to the close reading and re-reading of and communicating (speaking, listening, writing, and re-writing) about challenging literature.
1. To carefully read and critically analyze imaginative literature.
2. To understand the way writers use language to provide meaning and pleasure.
3. To consider a work’s structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery, symbolism, and tone.
4. To study representative works from various genres and periods (from the sixteenth to the twentieth century) but know a few works extremely well.
5. To understand a work’s complexity, to absorb richness of meaning, and to analyze how meaning is embodied in literary form.
6. To consider the social and historical values a work reflects and embodies.
7. To write focusing on critical analysis of literature including expository, analytical, and argumentative essays as well as creative writing to sharpen understanding of writers' accomplishments and deepen appreciation of literary artistry.
8. To become aware through speaking, listening, reading and chiefly writing of the resources of language: connotation, metaphor, irony, syntax, and tone.
In the AP Literature and Composition course, the student should consider obtaining a personal copy of the various novels, plays, epics, poems, and short fiction used in the course. Students may purchase copies from a local new or used bookstore, or from an online book source. Amazon is a great source to find used books, also.
You must purchase textbooks since this is a combined Coastal Alabama course. English 271 will be first semester. English 272 will be second semester. You may purchase new or used--I linked to Amazon, but you can find these at other places, as well.
ENG 271 – Norton Anthology of Western Literature, Vol. 1; 9th edition, ISBN: 9780393933642
ENG 272 - Norton Anthology of Western Literature, Vol. 2; 9th edition, ISBN: 9780393933635
*Preliminary list of novels, drama and anthologized material—students will need hard copies of works (not e-copies or borrowed copies, so that we can annotate by hand):
The Handmaid’s Tale, by Margaret Atwood
The Road, by Cormac McCarthy
The Lord of the Flies, by William Golding
The Color Purple, by Alice Walker
The Poisonwood Bible, by Barbara Kingsolver
Antigone, by Sophocles (needs to be a translation by Robert Fagles—there’s a great one called Three Theban Plays)
Othello, by Shakespeare (published by Bantam, Signet, Folger, or Pelican, preferably)
*We will also read:
Short fiction and essays—as selected
Hard copies of your two summer reading novels
Lots of college-ruled loose leaf paper
At least a 1.5” binder
Composition notebook (they are usually black and white)
Index cards (3x5)
Plenty of sticky notes (a variety of sizes)
Pens—black or blue ink ONLY
Highlighters (multiple colors)
WEPA card if home printer is not available
Hard copies of major works we’ll read in class (used copies are okay!)
Types of Assignments and Tasks:
Timed essays based on past AP prompts
Essay questions as required of college-level writers
Reading/responding/analyzing novels, drama, fiction, non-fiction and poetry
Imaginative writing including but not limited to: poetry, imitative structures
Literary analysis Papers—expository and persuasive
Verbal participation in academic discussions
Graphic organizers, dialectical journals, paragraph responses, questions
Vocabulary; grammar work as needed
Research project and various projects that incorporate technology
Midterm exam (designed to approximate the AP test) is given at the end of first semester.
Learning is a cooperative, communal, and lifelong endeavor. Questioning is essential to learning. Challenge what you learn. However, be mindful of the fact that others may differ with your opinions. Think before you speak. Look for textual validation. Make connections. Participation will figure into your grade based upon completed classroom activities, note taking, and more.
This AP class is a college-level course and will cover, at times, challenging topics in literature. The ability to communicate effectively is essential to one’s success in the world today and in AP Literature. How we communicate reveals so much about who we are and how we view our relationship to society. Remember where you are and what your role is. Your job is to participate in a free, open, and respectful learning environment. My job is to ensure that such an environment exists.
When dealing with others, remember the ancient proverb of physicians: first of all, do no harm. Maintaining a positive and appropriate learning environment is essential.
Language that is offensive, abusive, or obscene will not be tolerated. Likewise, language that promotes sexual, social, or racial bias will not be tolerated and will result in immediate disciplinary action.
As this is a literature and a composition course, you will be expected to use every assignment that involves writing to practice your best composition skills. Composition assignments will include: statements, paragraphs, timed writes (essay tests), and formal essays (personal, expository and argumentative). No matter the kind of writing assigned, your best composition skills should be practiced. We will work with various composition constructions, Standard Written English, sentence variety, tone, and word choice.
1. When an assignment calls for a “paragraph” please check your work against the paragraph criteria below:
Stand-Alone Paragraph Evaluation Criteria
Use these criteria to evaluate paragraphs that are not part of a longer piece of writing.
1. The first, second, or last sentence contains the main idea and key words from the question or assigned topic. (The first sentence is usually preferable.)
2. Paragraph contains one to three explanatory sentences.
3. Paragraph contains two to four sentences about specific details.
4. Details are colorful, interesting, and appropriate.
5. Paragraph ends with a good closing sentence that refers to the main idea without repeating it.
6. Paragraph contains no run-ons or sentence fragments.
7. Paragraph is free of errors in agreement.
A. Subject/verb—singular or plural,
B. Pronoun selection correct—singular or plural
C. Pronoun selection correct—subject or object
8. Free of punctuation errors.
9. Free of spelling errors.
10. Free of punctuation errors.
11. Handwriting is easy to read.
2. Many times you will be asked for your opinion or idea about an aspect of a work of literature. You will post these to a discussion board. Please use complete sentences with clear support for your ideas.
3. All assignments for formal papers will include a specific grading rubric. We will go over the rubrics prior to submitting papers and review expectations for the particular composition or paper. Please consult each rubric carefully before submitting your work. You will be expected to rewrite larger papers and literary analysis after you receive feedback.
4. Timed writes (essay tests) will present a scoring guide as feedback. These will be scoring guides as used by the AP English Literature and Composition Exam for that specific question. If completed online, essay tests will need to be typed directly into the test blank. Do not type an essay onto a Word document and then cut and paste it into the answer space.
5. Grammar and usage: As a senior in an AP English Literature and Composition course, you should have a good command of Standard Written English. There will be mini-lessons throughout the course dealing with complex grammar and usage issues, sentence constructions, and diction. Occasionally you may need some additional help with this.
There are many good online guides to grammar. The link below is one such guide. Please consult this guide or a writing handbook for grammar problems. http://grammar.ccc.commnet.edu/grammar/index.htm
6. Vocabulary: For 10-15 weeks through the fall semester, students take weekly vocabulary and literary terms quizzes on Fridays, designed to develop the diction needed to write effectively about literature. Quizzes involve students on levels from simple recall to application and analysis/synthesis (e.g. identification of a term in an example to student-produced usage).
Standard English Department Scale:
*Eighth Period Information
This year, in order to best meet the needs of students and teachers, we have built an 8th period, "Dolphin Time," into the school day schedule. Dolphin Time will run from 2:43-3:13 each afternoon and will be used to hold assemblies and pep rallies, conduct student organization meetings, allow for special help and tutoring, and facilitate other teacher/student collaboration needs. As a special privilege, many students will be allowed to leave school at 2:43. In order to be eligible for this privilege, students must have a passing average in all classes. In addition, all students must meet minimum state-mandated benchmark standards on appropriate grade level assessments. Students who do not meet these benchmark standards must remain on campus for remediation in indicated areas. These students will be dismissed at the end of the school day at 3:13.
*AP Literature and Composition students will also be responsible for meeting with me at least once per quarter for a writing conference during 8th period or before school in the morning.
Responsibility: It is the responsibility of the student to complete all assignments on time. Most major assignments will be accepted late at a penalty of half credit. Students should questions if they do not understand expectations. Students must come to class prepared with all needed materials. Students are responsible for keeping organized folders on their Google Drives to share with the teacher. This class is a combination of handwritten assignments and typed work. Some work will be handwritten, and some will be typed. All typed work will be submitted to Turnitin.com and printed to turn in a hard copy to the teacher.
Students who use another person's work as their own without giving written credit have committed plagiarism—that is, literary theft. Such work results in a grade of zero or "F" for the assignment, ruins your credibility with the instructor, and undermines the learning community we are attempting to create in the class. All other forms of cheating (copying another person's homework, copying another person's test paper, cutting and pasting from online chat-rooms, bulletin boards, essay sites, or sites such as Sparks Notes) bear the same stigma and carry the same penalty of a zero or "F". If students have any questions about what is or is not appropriate on a particular assignment in terms of "group work," "group studying," or "online research," they must ask. Never assume that having identical papers is okay.
Other Policies: These policies will be taught, reviewed, practiced and assessed throughout the year.
Cellphone/Portable Devices – Cellphones are not allowed in this classroom. They should be turned OFF before entering the room. The first time a student is caught with their cellphone out for any reason, she/he will receive a warning, and it will be available in the office at the end of the day. The second time a student is caught with their cellphone out, it will be sent directly to the grade level administrator, and the school cellphone policy will be enforced.
Chromebook Device Use Policy: Technology, while an excellent tool to facilitate and enhance student learning, can be abused and misused in the classroom. Therefore, there will be strict guidelines that all students must know and follow. 1. Devices can only be used and out on the student's desk when the teacher has explicitly announced their allowable use. 2. If a student is using their device at a time deemed inappropriate by the teacher and/or if the student is not using the device for instructional purposes (i.e. visiting or using apps or sites the teacher has not expressly allowed), students will follow the three-strike policy:
First strike: student will be given a verbal warning.
Second strike: Chromebook will be taken up for the remainder of the class period, parent/guardian will be notified, and detention will be assigned.
Third strike: Chromebook will be turned over to the grade level administrator and a formal write-up will be issued, and the administration will provide the necessary discipline.
All other policies in the Student Handbook related to technology will be strictly enforced.
Extra Help: I am always willing to help students who desire extra assistance. Please see me to schedule a time.
*AP Literature and Composition students will also be responsible for meeting with me at least once per quarter for a writing conference during 8th period or before school in the morning in order to discuss their writing and receive suggestions for revision.
**Students will also be responsible for keeping a reading/dialectical journal to respond to the literature that we read. This will be an on-going assignment.
Ongoing—Vocabulary: For 10-13 weeks through the fall semester, students take weekly vocabulary and literary terms quizzes on Fridays, designed to develop the diction needed to write effectively about literature. Quizzes involve students on levels from simple recall to application and analysis/synthesis (e.g. identification of a term in an example to student-produced usage).
First Quarter Thematic Focus: The Search for Self/Identity
Through the investigation of character identity and theme in the required summer novels and poems, the student begins to classify personal values, interests, goals, and insights and begins to analyze the elements that shape personal identity.
Students will be given an introduction to literary and poetic terminology, the structure, ethics, and rubrics of AP exams, and my rubrics for assignments. Class will also begin with analysis of the summer reading novels in the first two weeks interspersed throughout the Poetry Boot Camp and Writers’ Workshop. The emphasis of weeks one through nine: instruction in composition and analysis of poetry. Students write a series of out of class essays over poetry (from old AP prompts) with an emphasis on improving composition skills and honing analysis of poetry. The poems will change from year to year. Students use the TP-CASTT template (title, paraphrase—connotation, attitude, shifts, title, and theme) and PSTT (plot, subject, technique, theme) as a rubric for analyzing poetry, with an emphasis on understanding the techniques the poet uses and how those techniques produce theme. Early in the year, students work to distinguish author/speaker/reader/text in order to distance themselves from various points of views and become analytical readers.
Unit 1: Summer Reading, Poetry Boot Camp/Writing Workshop
1. Summer Reading In-Class Essays
The first and second weeks of school, students will write a timed essay, which will provide diagnostic information about their writing skills and demonstrate their completion of the summer reading assignment. Students will have the opportunity to revise one of the essays after receiving feedback and completing group discussions of the text.
2. Summer Reading Group Project (out of class assignment)
Groups will be assigned to work on projects/presentations of the summer reading novel, Things Fall Apart. Presentations will be at the end of the unit and will require a visual aide. Details will be provided soon.
3. Introduction to Poetry
Students will learn that:
Reading poetry well means responding to it: if one responds on a feeling level, he or she is likely to read more accurately, with deeper understanding, and with greater pleasure.
Reading poetry accurately, and with attention to detail, will enable one to respond to it on an emotional level.
Reading poetry involves conscious articulation through language, and reading and responding come to be, for experienced readers of poetry, very nearly one.
Paying close attention to the text in poetry makes one appreciate and understand textuality and its possibilities.
Study and analyze poetry from the Renaissance to contemporary American and British poetry: the poems students read during this unit span several centuries, but all can be addressed by annotating and applying the principles detailed in a TP-CASTT. Students will be expected to read and annotate assigned poems each night, and to come to class prepared to discuss their analysis. Students will read more poems than we study formally in class; this is because part of our goal is to make sure students read a broad range of representative pieces on their own, as well as in the context of the class discussions. Students will submit a dialectical journal based on their reading of all the poems. Students will then use one of their entries as a jumping off point for a formal essay.
“Harlem”, by Langston Hughes
“The Emperor of Ice Cream” by Wallace Stevens
“Mirror” by Sylvia Plath
“We Real Cool” by Gwendolyn Brooks
“Dirge Without Music” by Edna St. Vincent Millay
“Storm Warnings” by Adrienne Rich
“XIV” by Derek Walcott
“I Go Back to May 1937” by Sharon Olds
“Love Is Not All” by Edna St. Vincent Millay
“Barbie Doll” by Marge Piercy
“Diving into the Wreck” by Adrienne Rich
“Her Kind” by Anne Sexton
“One Art” by Elizabeth Bishop
“Lady Lazarus” by Sylvia Plath
“somewhere i have never travelled gladly beyond” by ee cummings
“Sonnet 18” by William Shakespeare
“Danse Russe” by William Carlos Williams
“The World is Too Much With Us” by William Wordsworth
“The Chimney Sweeper” by William Blake
“Leda and the Swan” by William Butler Yeats
“A Study of Reading Habits” by Philip Larkin
“Those Winter Sundays” by Robert Hayden
“Mending Wall” by Robert Frost
“Ode on a Grecian Urn” by John Keats
Writing Workshop Introduction: Essays of analysis. These essays are literary analysis (expository)— including teacher model and rubric. Essays will be shared in class and emphasis includes form, paraphrase, imagery, syntax, and poetic language. Direct composition instruction: summary/paraphrase, thesis statement, logical organization, syntax/sentence structures, tone, author’s voice, audience (may be in-class or out of class, and workshop criteria expand with each essay).
Major Works Data Sheets
Ballad—analyze using callouts
Discussion of AP scoring guide, sample essays, and Question Leader’s commentaries (we will do this frequently throughout the year)
Sonnet—study and analyze multiple sonnets, write a original sonnet
Composition Logs (student responses to all markings on essays, designed to individualize lessons on grammar, style, the elements of effective writing). Students have opportunities to schedule conferences about their writing during my planning period, 8th period, or before school.
Timed Write—literary analysis comparing and contrasting two Renaissance sonnets] including samples and scoring guide. Direct Composition Instruction: comparison and contrast, thesis statement.
Unit 2: Personal Essay for College Admission/Scholarship Application
*Students will begin reading and annotating Antigone now outside of class, and they will use a dialectical journal to record observations and textual evidence.
Writers often use the personal reminiscence/personal essay/essay of experience to state an opinion, explain a viewpoint, and clarify the significance of a person or event.
The personal essay may take one of three forms: personal essay, personal reminiscence, and essay of experience.
Students will explore ideas about themselves to determine their topics for writing.
Students will understand and work with personal writing including but not limited to anecdote, dialogue, details, language, syntax, and varied structures.
Direct composition instruction on introduction/openings, voice, use of first-person pronouns, apostrophe, and conventions
Students will work with conventions of Standard Written English.
Students will participate in peer editing, rewriting/revising
Students will complete at least one personal essay for college admission.
Students will share essay with a small group writing workshop.
Unit 3: 5 weeks
Thematic Focus: Tragic Heroes/Heroines, Antiheroes; Fate v. Free Will
World Literature in Translation: National Standards
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Major Works Explored:
1. Sophocles: Antigone
It was not going to happen because it was foretold. It was foretold because it was going to happen. Character is Fate.
2. William Shakespeare: Othello (will read aloud in class)
Active reading/Cornell Notes incorporated into understanding drama, including dramatic irony, theater beginnings, the origin and function of the chorus, imagery, and myth. Emphasis is on close reading of text, beginning with paraphrase and analyzing syntax, and elements of language (e.g. precision of diction, use of image, pun). Students have a short, focused question to which to respond after a day’s text—crawling through Othello to prepare for the next class period/discussion.
Formal analysis/literary paper comparing and contrasting the tragic fate of both protagonists. Essay will be expository and analytical in nature. Students will write, edit, and rewrite. Paper will emphasize imagery and dramatic irony and will work with incorporating quotes, word choice, syntax and understanding of the dialogue and details presented as support to writing. Direct composition instruction: active verbs, clear viable thesis statement, incorporation of lines and dialogue, conventions as necessary. Writing Workshop.
Direct composition instruction: format— clear thesis, incorporation of lines and quotes, pronoun usage, support paragraphs, introduction necessary for audience, thesis followed throughout, strong concluding paragraph.
Timed write on tragedy, including scoring guide.
Discussion: character is fate; free will.
Students write essays using old AP prompts, which I change and rotate over the years.
Literary analysis paper — formal, persuasive essay evaluating Othello based on one of the two questions-- Why is Othello considered by many to be one of Shakespeare’s greatest tragedies? How and why does Shakespeare reveal social and cultural values in Othello?
Unit 4: 3 Weeks Thematic Focus: The Monsters Inside Us
Major Work: The Lord of the Flies
Dialectical Journal—record observations, literary elements, and textual evidence
Socratic Seminar—thematic questions discussed
Research-based writing—literary précis
Timed write using old AP prompt
Midterm Exam—AP style exam
As in the fall semester, students read their novels out of class. While students wrote several out of class essays in the fall, they write more timed, in-class essays in the spring, and the analysis includes prose. When discussing returned essays, students examine College Board scoring guides and sample essays.
Unit 5: 6 Weeks
Thematic Focus: Truth and Lies—the thin line between civilization, savagery, and hypocrisy
Study/discussion guides; focus on symbolism, imagery, character development, foreshadowing, setting, mood
Multiple Choice Practice
Review of Novel Types
In-class essay #1: Close Reading (passage analysis)
In-class essay #2: Q3 Practice (free response: students must use one of the major works we have read as their chosen text)
Unit 6: 4 weeks
Thematic Focus: The Duality of Human Nature; Cycles of Abuse, Violence, Discrimination (especially racism and sexism)
Major Works: The Color Purple and assorted shorter works
Formal literary paper—persuasive format—subject of choice (out of class)
Timed write on old AP prompt
Timed In-Class Essay: Writers often highlight the values of a culture or society by using characters who are alienated from that culture by gender, race, class, sexual orientation, or creed. In a well-developed essay, show how such a character plays a significant role in The Color Purple, and analyze how that character’s alienation reveals the surrounding society’s assumptions and moral values.
Multiple Choice practice
End of quarter test—AP style
Unit 7: 2 weeks
Thematic Focus: Return to Poetry—Struggle—how do conflict and experience shape and define the individual?
The poetry selections in this unit will change from year to year. As in the Poetry Boot Camp, TP-CASTT and PSTT will be used to analyze poems.
“Poetry is a mirror which makes beautiful that which is distorted.”
Responding to poetry involves remembering and reflecting.
Your knowledge and life experience informs your reading of what is before you, and allows you to connect things within the text—events, images, words, sounds—so that meanings and feelings develop and accumulate.
Poems, even when they are about things we have no experience of, connect to things we do know and order our memories, thoughts, and feelings in new and newly challenging ways.
Reading poetry can ultimately enrich your life by helping you become more articulate and more sensitive to both ideas and feelings: that’s the larger goal. But the more immediate goal-and the route to the larger one—is to make you a better reader of texts and a more precise and careful writer yourself.
Poems, perhaps even more than other texts, can sharpen your reading skills because they tend to be so compact, so fully dependent on concise expressions of feeling. In poems, ideas and feelings are packed tightly into just a few lines.
The Norton Introduction to Poetry
Multiple Choice Practice
Timed Write using an old AP poetry prompt
Direct composition instruction: as needed.
Poetry Group Presentations—students will be assigned groups, and they will choose a poem we have studied to discuss/analyze as a group. This assignment will focus on a close reading of the poem. The discussion will start with reading the poem aloud twice. Students will then discuss/analyze the poem using a tool of their choice. They will record and submit the entire discussion to me. They will present the best five minutes of their discussion to the class.
Unit 8: 3 Weeks Thematic Focus: Injustice, Perception v. Reality, Social Concerns—can human beings overcome their differences? How do authors use literature to express their criticism of society?
Short Fiction and Satire
Major Work: Candide
Analytical Focus: Satire in historical context, verbal irony, analogy
“Satire is a sort of glass, wherein beholders do generally discover everybody's face but their own; which is the chief reason for that kind of reception it meets in the world, and that so very few are offended with it.“
Study of short fiction, literary terms and techniques, emphasizing point of view and tone.
Analysis of multiple short stories using graphic organizers.
Two short interpretation papers based on point of view and tone, using two short story structures
Timed write on short fiction including samples and scoring guide
Timed write on irony and satire
d) Novel Study Reviews due (a review of the major works students read during the year, emphasizing elements of plot, technique, and theme, as well as quotations which students use to prepare themselves for the open-ended question on the AP Exam.)
Unit 9: AP Practice Exam and Return to Poetry (again!) 1.5 Weeks
Poetry—we read a variety of poems, largely for enjoyment, which students bring to class. The theme will relate to transitions, carpe diem, growing up and moving on.
AP Multiple Choice
AP Prompt Timed Writes
Discussion—test-taking strategies; review strategies for answering AP prose, poetry, and open-ended questions
*This unit will be completed by May 8, 2017. Exam is May 9, 2017.
I. Every one must read Things Fall Apart, by Chinua Achebe.
II. Choose one additional novel from this list:
Brave New World—Aldous Huxley
The Kite Runner—Khaled Hosseini
Pride and Prejudice—Jane Austen
Wuthering Heights—Emily Bronte
*For each of the books, you must journal. Please purchase a composition notebook/journal to do
so. The journals will provide information that will help me see how you interact with text, as
well as how you think and analyze.
2017-2018 Essay Assignments:
Summer Reading In-Class Essays #1 & 2—two timed writes. One will be critiqued and revised to write revision and submit for final grade.
Literary analysis—out of class #1; Writing Workshop
In-class Timed Write #3—literary analysis comparing and contrasting two Renaissance sonnets, including samples and scoring guide.
Personal Essay for College Admission/Scholarship Application (out of class #2; Writing Workshop)
Formal analysis/literary paper comparing and contrasting the tragic fate of both protagonists in Othello and Antigone (out of class #3 and Writing Workshop)
In-class Timed Write #4 on tragedy, including scoring guide.
In-class Timed write #5 using old AP prompt
Research-based writing—literary précis (out of class #4 and Writing Workshop)
In-class Timed Write #6 using old AP prompt
In-class essay #7: Close Reading (passage analysis)
In-class essay #8: Q3 Practice (free response: students must use one of the major works we have read as their chosen text)
Formal literary paper—persuasive format—subject of choice (out of class #5 and Writing Workshop)
In-class #9: Timed write on old AP prompt
In-Class Essay #10: Writers often highlight the values of a culture or society by using characters who are alienated from that culture by gender, race, class, sexual orientation, or creed. In a well-developed essay, show how such a character plays a significant role in The Color Purple, and analyze how that character’s alienation reveals the surrounding society’s assumptions and moral values.
In-class Timed Write #11 using an old AP poetry prompt
In-class Timed Write #12 on short fiction including samples and scoring guide
In-class Timed Write #13 on irony and satire
In-class Timed Writes #14 and #15