COURSE
TITLE: Advanced Placement English
Literature and Composition
ROOM: B1.2
COURSE DESCRIPTION*: An AP English course in Literature and
Composition should engage students in the careful reading and critical analysis
of imaginative literature. Through the close reading of selected texts,
students should deepen their understanding of the ways writers use language to
provide both meaning and pleasure for their readers. As they read, students
should 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. The course should include intensive
study of representative works from various genres and periods, concentrating on
works of recognized literary merit such as those by the authors listed on the
attached reference page. The works chosen should invite and gratify rereading,
and not, like ephemeral works in such popular genres as detective or romance
fiction, yield all (or nearly all) of their pleasures of thought and feeling
the first time through. The AP English Committee agrees with Henry
David Thoreau that it is wisest to read the best books first; the committee
also believes that such reading should be accompanied by thoughtful discussion
and writing about those books in the company of one’s fellow students.
Reading in an AP course should be both wide
and deep. This reading necessarily builds upon the reading done in previous
English courses. These courses should
include the in-depth reading of texts drawn from multiple genres, periods, and
cultures. In their AP course, students should also read works from several
genres and periods—from the sixteenth to the twentieth century—but, more
importantly, they should get to know a few works well. They should 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. In addition to considering a work’s literary artistry, students
should consider the social and historical values it reflects and embodies.
Careful attention to both textual detail and historical context should provide
a foundation for interpretation,
whatever critical perspectives are brought to
bear on the literary works studied. A
generic method for the approach to such close reading involves the following
elements: the experience of literature, the interpretation of literature, and
the evaluation of literature. By experience, we mean the subjective dimension
of reading and responding to literary works, including precritical impressions
and emotional responses. By interpretation, we mean the analysis of literary
works through close reading to arrive at an understanding of their multiple
meanings. By evaluation, we mean both an assessment of the quality and artistic
achievement of literary works and a consideration of their social and cultural
values. All three of these aspects of reading are important for an AP course in
English Literature and Composition.
*Used with permission from The College
Entrance Examination Board, ã
2002.
Moreover, each of the three aspects of reading
corresponds to an approach to writing about literary works. Writing to
understand a literary work may involve writing response
and reaction papers along with annotation,
freewriting, and keeping some form of a reading journal. Writing to explain a
literary work involves analysis and interpretation, and may include writing
brief focused analyses on aspects of language and structure. Writing to
evaluate a literary work involves making and explaining judgments about its
artistry and exploring its underlying social and cultural values through
analysis, interpretation, and argument.
In short, students in an AP English Literature and Composition course
should read actively.
The works taught in the course should require
careful deliberative reading. And the approach to analyzing and interpreting
them should involve students in learning how to make careful observations of
textual detail, establish connections among their observations, and draw from
those connections a series of inferences leading to an interpretive conclusion
about the work’s meaning and value.
Most of the works studied in the course should have been written
originally in English, including works by African, Australian, Canadian,
Indian, and West Indian authors. Some works in translation may also be included
(e.g., Greek tragedies, Russian or Latin American fiction). The actual choice
of works is the responsibility of the AP teacher, who should consider previous
courses in the school’s curriculum. In addition, the AP teacher should insure
that by the end of the course, students will have studied works by both British
and American writers as well as works written from the sixteenth century to
contemporary times.
Although neither linguistic nor literary
history should be the principal focus in the AP course, students should gain some
awareness that the English language writer’s use has changed dramatically
through history and that today it exists in many national and local varieties.
They should also be aware of literary tradition and the complex ways in which
imaginative literature builds upon the ideas, works, and authors of earlier
times.
Writing should be an integral part of the AP
English Literature and Composition course, for the AP Examination is weighted
toward student writing about literature. Writing assignments should focus on
the critical analysis of literature and should include expository, analytical,
and argumentative essays. Although critical analysis should make up the bulk of
student writing for the course, well-constructed creative writing assignments
may help students see from the inside how literature is written. Such experiences will sharpen their
understanding of what writers have accomplished and deepen their appreciation
of literary artistry. The goal of both types of writing assignments is to
increase students’ ability to explain clearly, cogently, even elegantly, what
they understand about literary works and why they interpret them as they
do. To that end, writing instruction
should include attention to developing and organizing ideas in clear, coherent,
and persuasive language. It should include study of the elements of style. And
it should attend to matters of precision and correctness as necessary.
Throughout the course, emphasis should be
placed on helping students develop stylistic maturity, which, for AP English,
is characterized by the following:
• a wide-ranging
vocabulary used with denotative accuracy and connotative
resourcefulness;
• a variety of
sentence structures, including appropriate use of subordinate
and coordinate constructions;
• a logical
organization, enhanced by specific techniques of coherence
such as repetition, transitions, and emphasis;
• a balance of
generalization with specific illustrative detail; and
• an effective use of
rhetoric, including controlling tone, maintaining
a consistent voice, and achieving emphasis
through parallelism
and antithesis.
The writing required in an AP English
Literature and Composition course is thus more than a mere adjunct to the study
of literature. The writing that students produce in the course reinforces their
reading. Since reading and writing stimulate and support one another, they
should be taught together in order to underscore both their common and their
distinctive elements.
Yearly, the Development Committee in English
prepares a three-hour examination that gives students the opportunity to
demonstrate their mastery of the skills and abilities previously described. The
AP Examination in English Literature and Composition employs multiple-choice
questions that test the student’s critical reading of selected passages. But
the examination also requires writing as a direct measure of the student’s
ability to read and interpret literature and to use other forms of discourse
effectively. Although the skills tested
in the examination remain essentially the same from year to year, each year’s
examination is composed of new questions.
College and AP English teachers score the essay part of the examination
under standardized procedures.
Ordinarily, the examination consists of 60 minutes for
multiple-choice questions followed by 120 minutes for essay questions.
Performance on the essay section of the examination counts for 55 percent of
the total grade; performance on the multiple-choice section, counts for 45
percent.
Students will be required to
respond to the literature above utilizing various written and oral formats
throughout the year. Instruction,
practice and application of the 6+1 Traits of writing will be the driving force
behind these responses and the techniques used to accomplish proficiency in
each of the strands.
COURSE GOALS/OBJECTIVES/ STANDARDS:
The following are the DODEA standards for
level 12 Language Arts; AP Literature
is traditionally a grade 12 course, although any level student may enroll.
Strand:
E1 Reading Reading is a
process that includes demonstrating comprehension and showing evidence of a
warranted and responsible interpretation of the text. “Comprehension” means
getting the gist of a text. It is most frequently illustrated by demonstrating
an understanding of the text as a whole; identifying complexities presented in
the structure of the text and extracting salient information from the text. In
providing evidence of a responsible interpretation, students may make
connections between parts of a text, among several texts, and between texts and
other experiences; make extensions and applications of a text; and examine
texts critically and evaluatively.
Standard: E1a: The student reads at least
twenty-five books or book equivalents each year. The quality and complexity of
materials to be read is based on the lexile level for grade twelve
(1100L-1349L). The materials should include traditional and contemporary
literature (both fiction and non-fiction) as well as magazines, newspapers,
textbooks, and on-line materials. Such reading should represent a diverse
collection of material from at least three different literary forms and from at
least five different writers.
Examples: Examples of activities through which students might produce
evidence of reading twenty-five books include:
• Maintain an annotated
list of works read.
• Generate a reading log
or journal.
• Participate in formal
and informal book talks.
Standard: E1b: The student reads and comprehends at
least four books (or book equivalents) about one issue or subject, or four
books by a single writer, or four books in one genre, and produces evidence of
reading that:
Components: E1b.1: makes and supports warranted and responsible assertions
about the texts;
E1b.2: supports
assertions with elaborated and convincing evidence;
E1b.3: draws
the texts together to compare and contrast themes, characters, and ideas;
E1b.4: makes
perceptive and well developed connections;
E1b.5: evaluates writing strategies and elements of the author’s
craft.
Examples: Examples of activities through which students might produce
evidence of reading comprehension include:
• Write a saturation
report (a report that recounts substantial information on a topic gathered by a
student over a period of time).
• Construct a review of
several works by a single author.
• Construct a review of
several archetypal characters or themes found in British literature.
• Produce a literary
response paper (as an example, describe social, historical, or cultural
features of the time indicated in the British literature).
• Produce a thesis based
research report concentrating on British literature.
• Participate in formal or
informal book talks e.g. Socratic seminar and literature circles pertaining to
British literature.
• Create an annotated book
list organized according to author, theme, or genre.
Standard: E1c: The student reads and comprehends informational materials
to develop understanding and expertise and produces written or oral work that:
Components: E1c.1: interprets and analyzes information;
E1c.2: relates
new information to prior knowledge or experience;
E1c.3: extends
ideas;
E1c.4: makes
a connection to related topics or information.
Examples: Examples of activities through
which students might produce evidence of reading informational materials
include:
• Use information to
support or enhance a project.
• Write a report of
information that draws from multiple sources..
• Incorporate expert
opinions into a speech or position paper.
• Incorporate information
from several noted experts to support a thesis in a research paper.
• Use informational
materials to reach a conclusion regarding a controversial topic.
• Use informational
materials to produce a portfolio regarding British authors’ points of view in
contemporary and historical essays, speeches, and critical reviews.
• Summarize key points and
issues of a British historical or artistic exhibit.
• Produce a research paper
about post-secondary training and career choices.
• Write a report that
analyzes several historical records of a single event and attempts to
understand the reasons for the similarities and differences.
Strand:
E2 Writing Writing is a
process through which a written shapes language to communicate effectively.
Writing often develops through a series of initial plans and multiple drafts
and through access to informed feedback and response. Purpose, audience, and
context contribute to the form and substance of writing as well as to its
style, tone, and stance.
Standard: E2a: The student produces a report that:
Components: E2a.1: engages the reader by establishing a context, creating a
persona, and otherwise developing reader interest;
E2a.2: develops
a controlling idea that conveys a perspective on the subject;
E2a.3: creates
an organizing structure appropriate to purpose, audience, and context;
E2a.4: includes
appropriate facts and details;
E2a.5: excludes
extraneous and inappropriate information;
E2a.6: uses
a range of appropriate strategies, such as providing facts and details,
describing or analyzing the subject, narrating a relevant anecdote, comparing
and contrasting, naming, explaining benefits or limitations, demonstrating
claims or assertions, and providing a scenario to illustrate;
E2a.7: provides
a sense of closure to the writing.
Examples: Examples of reports include:
• An I-search essay (an
essay that details a student’s search for information as well as the
information itself; I-search papers are developed through a variety of means;
e.g., interviews, observation, internet, as well as traditional library
research).
• A saturation report (a
report that recounts substantial information on a topic gathered by a student
over a period of time).
• A report produced as
part of studies in subjects such as science, social studies, and mathematics.
• A thesis-based research
paper.
• An investigative report
presented in multi-media format.
• A cross-curricular
report about a British author or American time period.
Standard: E2b: The student produces a response to
literature that:
Components: E2b.1: engages the reader through
establishing a context, creating a persona, and otherwise developing reader
interest;
E2b.2: advances
a judgment that is interpretive, analytic, evaluative, or reflective;
E2b.3: supports
a judgment through references to the text, references to other works, authors,
or non-print media, or references to personal knowledge;
E2b.4: demonstrates
understanding of the literary work though suggesting an interpretation;
E2b.5: anticipates
and answers a reader’s questions;
E2b.6: recognizes
possible ambiguities, nuances, complexities, and analogies;
E2b.7: provides
a sense of closure to the writing.
Examples: Examples of responses to literature include:
• An evaluation of a piece
of literature or several pieces of British literature.
• A comparison of a piece
of British literature with its media (video, tape, radio, television, ballet,
artistic) presentation.
• A
response that focuses on personalizing the theme of a British literary work.
• An analysis of the
significance of a section of a British novel in terms of its significance to
the novel as a whole.
• An evaluation of the
role played by setting in a British novel.
• An analysis of the
effect of a minor character on the plot of a British novel.
• An
evaluation of a recurring motif in a British novel, short story, or a play.
• A comparison of two
critical interpretations of a British poem or a work of fiction.
• A literary
interpretation that explicates the multiple layers of meaning in a poem or work
of fiction based on two expert interpretations.
Standard: E2c: The student produces a narrative (fictional or
autobiographical) account that:
Components: E2c.1: engages the reader by establishing a
context, creating a point of view, and otherwise developing reader interest;
E2c.2: establishes
a situation, plot, point of view, setting, and conflict (and for autobiography,
the significance of events and of conclusions that can be drawn from the
events);
E2c.3: creates
an organizing structure;
E2c.4: includes
sensory details and concrete language to develop plot and character;
E2c.5: develops complex characters;
E2c.7: uses
a range of appropriate strategies, such as dialogue, tension or suspense,
naming, pacing, and specific narrative action, e.g., movement, gestures,
expressions;
E2c.8: provides
a sense of closure to the writing.
Examples: Examples of narrative accounts include:
• A biographical account.
• A fiction or non-fiction
story.
• A personal narrative.
• A narrative poem or song
based on a British hero.
• A historical account.
• A parody of a particular
narrative style; e.g., fable, soap opera.
Standard: E2d: The student produces a narrative
procedure that:
Components: E2d.1: engages the reader by establishing a
context, creating a persona, and otherwise developing reader interest;
E2d.2: provides a guide to action for a
complicated procedure in order to anticipate a reader’s needs; creates
expectations through predictable structures; e.g., headings; and provides
smooth transitions, between steps;
E2d.3: makes
use of appropriate writing strategies, such as creating a visual hierarchy and
using white space and graphics as appropriate;
E2d.4: includes
relevant information;
E2d.5: anticipates
problems, mistakes, and misunderstandings that might arise for the reader;
E2d.7: provides
a sense of closure to the writing.
Examples: Examples of narrative procedures include:
• A set of rules for
organizing a class meeting.
• A set of instructions
for playing computer games.
• A set of instructions
for using media technology.
• A report of a
mathematical investigation.
• A set of instructions
for evaluating searches on the web.
Standard: E2e: The student produces a persuasive
essay that:
Components: E2e.1: engages the reader by establishing a
context, creating a persona, and otherwise developing reader interest;
E2e.2: develops
a controlling idea that makes a clear and knowledgeable judgment;
E2e.3: creates
an organizing structure that is appropriate to the needs, values, and interests
of a specified audience, and arranges details, reasons, examples, and anecdotes
effectively and persuasively;
E2e.4: includes
appropriate information and arguments;
E2e.5: excludes
information and arguments that are irrelevant;
E2e6: anticipates
and addresses reader concerns and counter- arguments;
E2e.7: supports
arguments with detailed evidence, citing sources of information as appropriate;
E2e.8: uses
a range of strategies to elaborate and persuade, such as definitions,
descriptions, illustrations, examples from evidence, and anecdotes;
E2e.9: provides
a sense of closure to the writing.
Examples: Examples of persuasive essays include:
• A position paper.
• A problem-solution
paper.
• Opening and closing
statements for a debate.
• An evaluation of a
product or a policy.
• A critique of a public
policy.
• An editorial on a
current issue that uses reasoned arguments to support an opinion.
Standard: E2f: The student produces a reflective
essay that:
Components: E2f.1: engages the reader by establishing a
context, creating a persona, and otherwise developing reader interest;
E2f.2: analyzes
a condition or situation of significance;
E2f.3: develops
a commonplace, concrete occasion as the basis for the reflection; e.g.,
personal observation or experience;
E2f.4: creates
an organizing structure appropriate to purpose and audience;
E2f.5: uses
a variety of writing strategies, such as concrete details, comparing and
contrasting, naming, describing, creating a scenario;
E2f.6: provides
a sense of closure to the writing.
Examples: Examples of reflective essays include:
• An analysis of the
significance of a British literary work.
• A report about a
concrete occasion and its implications over time.
• An essay comparing a
school issue to broader societal concerns.
• A paper explaining how
some experiences, conditions, or concerns have universal significance.
• A self-reflective essay
evaluating a portfolio to be submitted.
• A comparison of a scene
from a work of fiction with a lesson learned from a personal experience.
• A paper about a common
childhood experience from a more adult perspective.
• A college entrance essay
based on a significant personal experience—anticipates and addresses reader
concerns and counter-arguments;
Strand:
E3 Speaking, Speaking, listening,
and viewing are fundamental processes which
Listening and people use to express,
explore, and learn about ideas. The
Viewing functions of
speaking, listening, and viewing include gathering and sharing information;
persuading others; expressing and understanding ideas; coordinating activities
with others; and selecting and critically analyzing messages. The contexts of
these communication functions include one-to-one conferences, small group
interactions, large audiences and meetings, and interactions with broadcast
media.
Standard: E3a: The student participates in
one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in
which the student:
Components: E3a.1: initiates new topics in addition to
responding to adult-initiated topics;
E3a.2: asks
relevant questions;
E3a.3: responds
to questions with appropriate elaboration;
E3a.4: uses
language cues to indicate different levels of certainty or hypothesizing; e.g.,
“what if…”, “very likely…”, “I’m unsure whether…”;
E3a.5: confirms
understanding by paraphrasing the adult’s directions or suggestions.
Examples: Examples of one-to-one interactions include:
• Analytical discussion of
movies or television programs in a one to one situation.
• Student-teacher
conferences regarding a draft of an essay, the student’s progress on a
mathematics assignment, or the state of a science project.
• Assessment interview by
a teacher about an author or book.
• Dialogue
and discussions on academic, technical, or community subjects.
• Interviews with guest
speakers and community members.
• Teacher/pupil writing
conference to dialogue about the student’s writing.
• Electronic teacher/pupil
writing conference.
• Interview for a job or
college entrance.
Standard: E3b: The student participates in group
meetings, in which the student:
Components: E3b.1: displays appropriate turn-taking
behaviors;
E3b.2: actively
solicits another person’s comment or opinion;
E3b.3: offers
own opinion forcefully without dominating;
E3b.4: responds
appropriately to comments and questions;
E3b.5: volunteers
contributions and responds when directly solicited by teacher or discussion
leader;
E3b.6: gives
reasons in support of opinions expressed;
E3b.7: clarifies,
illustrates, or expands on a response when asked to do so; asks classmates for
similar expansions;
E3b.8: employs
a group decision-technique such as brainstorming or problem-solving sequence
(e.g., recognize problem, define problem, identify possible solutions, select
optimal solution, implement solution, evaluate solution);
E3b.9: divides
labor so as to achieve the overall group goal efficiently.
Examples: Examples of activities involving group meeting include:
• Develop and negotiate a
classroom rubric.
• Engage in classroom town
meetings.
• Participate in book
talks, literature circles, and Socratic seminars with other students.
• Work as part of a group
to solve a complex real life task, conundrum, or problem.
• Role play.
• Participate in peer
writing response groups.
• Participate in
electronic discussion groups.
Standard: E3c: The student prepares and delivers an
individual presentation, in which the student:
Components: E3c.1: shapes information to achieve a
particular purpose and to appeal to the interests and background knowledge of
audience members;
E3c.2: shapes
content and organization according to criteria for importance and impact rather
than according to availability of information in resource materials;
E3c.3: uses
notes or other memory aids to structure the presentation;
E3c.4: develops
several main points relating to a single thesis;
E3c.5: engages
the audience with appropriate verbal cues and eye contact;
E3c.6: projects
a sense of individuality and personality in selecting and organizing content
and in delivery.
Examples: Examples of presentation include:
• An individual talk that
develops several main points relating to a single thesis (e.g., describing a problem
and evaluating alternative solutions to that problem or explaining several
causes leading to an historical event, or constructing different types of
argument, all supporting a particular policy).
• A public panel
discussion during which each member of the panel speaks about a particular area
of expertise relating to the overall topic.
• A forum discussion
during which audience members question and respond to panelists during a
presentation.
• A simulated congress
(e.g., Model United Nations) in which each participant “represents” the
interests of a particular constituency.
• A multimedia
presentation employing sound, jpeg or mpg files, graphics and/or animation.
• Video broadcasting of a
presentation.
• A report that presents
data collected to prove/disprove a particular hypothesis, along with an
appropriate conclusion.
Standard: E3d: The student makes informed judgments
about television, radio, and film productions; that is, the student:
Components: E3d.1: demonstrates an awareness of the
presence of the media in the daily lives of most people;
E3d.2: evaluates
the role of the media in focusing attention and in forming opinion;
E3d.3: judges
the extent to which the media are a source of entertainment as well as a source
of information;
E3d.4: defines
the role of advertising as part of media presentation.
Examples: Examples of activities through which students might produce
evidence of making informed judgments about television, radio, and film
production include:
• Maintain a week’s log to
document personal viewing habits, and analyze the information collected in the
log.
• Summarize patterns of
media exposure in writing or in an oral report.
• Evaluate the appeal of
popular television shows and films for particular audiences.
• Explain and evaluate the
use of “propaganda techniques” (e.g., bandwagon, glittering generalities,
celebrity, greed, fear, exclusivity) in television commercials.
• Create an opinion how
the media reflects and shapes cultural values and biases and defend this
opinion with supporting documentation.
• Interpret and evaluate
ambiguities, subtleties, ironies, and nuances in media on the viewer.
• Analyze and evaluate
information on the internet.
• Create a multiple
perspective of the coverage of a single event from different media sources.
• Create a multiple
perspective of the coverage of a single event from different media sources.
Standard: E3e: The student listens to and analyzes
a public speaking performance; that is, the student:
Components: E3e.1: takes notes on salient information;
E3e.2: identifies
types of arguments (e.g., causation, authority, analogy, patriotism, emotion,
ethics and identifies types of logical fallacies (e.g., ad hominem, inferring
causation from correlation, over-generalization, faulty syllogism, red herring,
begging the question);
E3e.3: accurately
summarizes and evaluates the essence of each speaker’s response;
E3e.4: formulates
and supports a judgment about the issues under discussion.
Examples: Examples of activities through which students might provide evidence
of analysis of public speaking include:
• Take notes of a meeting
of a local government council or of an institution’s governing body.
• Produce charts and/or
diagrams as part of an analysis of a public address.
• Analyze an argument by a
political leader (e.g., demagoguery, political bias, propaganda techniques,
political correctness).
• Summarize key points of
a public speech.
• Analyze the intent and
appeal of public address
Strand:
E4 Conventions, Having control of the
conventions and grammar of the English
Grammar, and language means having
the ability to represent oneself
Usage of the English appropriately
with regard to current standards of correctness (e.g., spelling, punctuation,
paragraphing, capitalization, subject-verb agreement). Usage involves the
appropriate application of conventions and grammar in both written and spoken
formats.
Standard: E4a: The student independently and
habitually demonstrates an understanding of the rules of the English language
in written and oral work, and selects the structures and features of language
appropriate to the purpose, audience, and context of the work. The student
demonstrates control of:
Components: E4a.1: paragraph structure;
E4a.3: punctuation;
E4a.4: sentence
construction;
E4a.5: spelling;
E4a.6: usage;
E4a.7: syntax.
Examples: Examples of activities through which students might demonstrate an
understanding of the rules of the English Language include:
• Demonstrate in a piece
of writing the ability to manage the conventions, grammar, and usage of English
so that they aid rather than interfere with reading.
• Independently and
accurately proofreads the student’s own writing or the writing of others, using
dictionaries, thesauruses, and other resources as appropriate.
• Apply the conventions of
language during formal oral presentations.
• Demonstrate use of a
variety of sentence patterns for stylistic effects.
• Make effective use of
language and style to connect with the audience and content.
• Analyze the language
conventions of other groups and cultures
Standard: E4b: The student analyzes and
subsequently revises work to clarify it or make it more effective in
communicating the intended message or thought. The student’s revisions should
be made in light of the purposes, audiences, and contexts that apply to the
work. Strategies for revising include:
Components: E4b.1: adding or deleting details;
E4b.2: adding
or deleting explanations;
E4b.3: clarifying
difficult passages;
E4b.4: rearranging words,
sentences, and paragraphs to improve or clarify meaning;
E4b.5: sharpening
the focus;
E4b.6: reconsidering
the organizational structure;
E4b.7: rethinking
and/or rewriting the piece in light of different audience and purposes.
Examples: Examples of activities through which students might provide evidence
of analyzing and revising written work include:
• Incorporate
into revised drafts, as appropriate, suggestions taken from critiques made by
peers and teachers.
• Produce
a series of distinctly different drafts that result in a polished piece of writing
or presentation.
• Critique
the writing or presentation of a peer.
• Describe
the reasons for stylistic choices made as a writer or presenter.
• Produce
a series of papers on the same topic, each serving a different purpose.
• Manage
a writing portfolio and/or electronic portfolio.
Strand:
E5 Literature Literature consists
of poetry, fiction, non-fiction, and essays as distinguished from
instructional, expository or journalistic writing.
Standard: E5a: The student responds to non-fiction,
fiction, poetry, and drama using interpretive, critical, and evaluative
processes; that is, the student:
Components: E5a.1: makes thematic connections among
literary texts, public discourse, and media;
E5a.2: evaluates
the impact of authors’ decisions regarding word choice, style, content, and
literary elements;
E5a.3: analyzes
the characteristics of literary forms and genres;
E5a.4: evaluates
literary merit;
E5a.5: explains
the effect of point of view;
E5a.6: makes
inferences and draws conclusions about fictional and non-fictional contexts,
events, characters, settings, themes, and styles;
E5a.7: interprets
the effect of literary devices, such as figurative language, allusion, diction,
dialogue, description, symbolism;
E5a.8: evaluates
the stance of a writer in shaping the presentation of a subject;
E5a.9: interprets
ambiguities, subtleties, contradictions, ironies, and nuances and analogies;
E5a.10: understands the role of tone
in presenting literature (both fictional and non-fictional);
E5a.11: demonstrates how literary
works (both fictional and non-fictional) reflect the culture that shaped them.
Examples: Examples of responding to literature include:
• Analyze stereotypical
characters in British literature.
• Evaluate the effect of
literary devices in a
• Number of poems by one
author or poems on a common topic.
• Compare the literary
merits of several British short stories, biographies of one individual, novels,
or plays.
• Compare different media
presentations of a British literary work.
• Compare several British
works written in different time periods on the same topic or theme.
• Evaluate the persona of
the writer and the impact this has upon the literary work.
• Compare several literary
texts that share a similar theme.
• Develop
a perspective about or empathize by finding value in the author’s point of view
toward an issue raised in one of an author’s works.
• Evaluate the literary,
cultural, and social context of a literary work and the impact it creates upon
the reader and the literature’s salient points.
Standard: E5b: The student produces work in at
least one literary genre that follows the conventions of the genre.
Examples: Examples of literary genres include:
• A reflective essay.
• A memoir.
• A short story.
• A short play.
• A poem.
• A vignette.
Strand:
E6 Public Documents A
public document is a document that focuses on civic issues or matters of public
policy at the community level or beyond. These documents, ranging from speeches
to editorials to radio and television spots to pamphlets, do at least one of
the following: take issue with a controversial public policy; suggest an
alternative course of action; analyze and defend a contemporary public policy;
define a public problem and suggest policy.
Standard: E6a: The student identifies strategies
common to public documents and public discourse, including:
Components: E6a.1: effective use of argument;
E6a.2: use
of the power of anecdote;
E6a.3: anticipation
of counter claims;
E6a.4: appeal
to audiences both friendly and hostile to the position presented;
E6a.5: use
of emotionally laden works and imagery;
E6a.6: citing
of appropriate references or authorities.
Examples: Examples of activities through which students might provide
evidence of identifying strategies used in public documents include:
• Evaluate a political
speech.
• Evaluate and respond to
an editorial or political cartoon.
• Examine campaign
literature to determine underlying assumptions.
• Examine a range of
articles published in a variety of media and draw inferences about the political
stance of that source.
• Evaluate the visual
appear and presentation of information
• Analyze two conflicting
public opinions on a single topic, take a stance, and defend that point of
view.
Standard: E6b: The student creates public
documents, in which the student:
Components: E6b.1: exhibits an awareness of the
importance of precise word choice and the power of imagery and/or anecdote;
E6b.2: utilizes
and recognizes the power of logical arguments—arguments based on appealing to a
reader’s emotions, and arguments dependent upon the writer’s persona;
E6b.3: uses
arguments that are appropriate in terms of the knowledge, values, and degree of
understanding of the intended audience;
E6b.4: uses
a range of strategies to appeal to readers.
Examples: Examples of public documents include:
• A proposal for changing
an existing social or school policy.
• A revision of an
existing state policy or creation of a new policy.
• A policy statement that
closely examines a significant public policy and proposes change or rationale
for its retention.
• A letter to an elected
official or editor taking a position on an issue or concern.
• A press release
announcing a change in public policy or the creation of a new public policy.
• A web page.
• A multi-media
presentation to school officials, student council, public officials, etc.
Strand:
E7 Functional A functional document
is a document that exists in order to get things
Documents done, usually
within a relatively limited setting such as a social club, a business, an office,
a church, or an agency. These often take the form of memoranda, letters,
instructions, and statements of organizational policies. Functional documents
require that particular attention be paid to issues of layout, presentation and
particularly to an audience and the way different audiences will interact with
the documents.
Standard: E7a: The student identifies strategies
common to effective functional documents, including:
Components: E7a.1: visual appeal; e.g., format,
graphics, white space, and headers;
E7a.2: logic
of the sequence in which the directions are given;
E7a.3: point
out possible reader misunderstandings and misconceptions;
E7a.4: