AP Curricular Objectives
This unit covers many of the main goals of an AP English Literature and Composition course. It will certainly begin building the base for the deep analysis required by the AP Literature exam, and it will provide the students with many opportunities to read and write in an analytical and critical way.
AP requires that any AP literature course cover standard C1 which states that a course "include an intensive study of representative works of both British and American writers, as well as well as works written in several genres from the sixteenth century to contemporary times." The inclusion of The Poisonwood Bible into the course meets two of these requirements by providing my students with access to a contemporary piece of writing by a woman. Women are currently quite underrepresented in my course, so this unit is one way to incorporate a broader range of voices for my students. Additionally, students were assigned the text as summer reading and will reread the text as we move through this unit. This rereading satisfies the intensive work required by an AP course that is often neglected simply because teachers feel compelled to cover a vast amount of material quickly.
The students will be writing shorter pieces as well as longer essays in this unit. The writing activities will meet the AP standard C4 which states that, "The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of the works textual details, considering such elements as the use of figurative language, imagery, symbolism, and tone." The act of analyzing voice, which encompasses detail, figurative language, and tone, will enable my students to write about these concepts in more sophisticated way. The practice they get verbally analyzing in discussion will hopefully translate into their writing so that the content of their pieces is enhanced and we can focus on writing convention and style.
When the students complete their writing they will receive various types of feedback from me. They will all receive comments on their papers, but we will also occasionally look at some individual models of student work and develop plans for revision. Students will be expected to revise various pieces of writing throughout the unit to show their growth as a writer. These activities will help the students meet the standard C8 which requires that "the AP teacher provide instruction and feedback on students' writing assignments, both before and after the students revise their work, which help the students develop a wide-ranging vocabulary used appropriately and effectively." These activities also help to meet standard C10 which states, "The AP teacher provides instruction and feedback on students' writing assignments, both before and after the students revise their work, which help the students develop logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis." These standards are met throughout my process of teaching writing. I always provide my students time to meet with me to discuss a paper before it is handed in and after the work has been graded. I have a policy that if you did not earn an "A" on an essay, then that essay may be revised for a better grade. Students who take advantage of this policy greatly enhance their ability to use techniques within their writing for a clear purpose because they are rethinking previous writing choices made during the revision process.
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