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Sherwood High School

Mr. Panter


AP English

Supplement to the SHS English Resource Book

Table of Contents

Syllabus 3






Writing the In-class Essay / AP Exam Essay Responses 5

How to approach in-class essays and essay responses on the AP exam 5

Other considerations and suggestions 5

Important terms used in essay prompts 6

Generic Open Essay Rubric 7

AP Essay Score Conversions 9

Writing the AP Take-Home Essay 10

Scoring Take-home Essays 10

Guidelines for Take-home Essays 10

Plagiarism 11

Glossary 12

Literary terms 12

Literary forms 20

Language Terms 21

How to Read and Interpret a Poem 25

“Tone Word” List 26

Taking the AP English Literature and Composition Exam 27

Student Tips for AP English Test Preparation 27

Scoring the AP Literature and Composition Exam 28

Works cited in Free-Response Prompt #3 30

Works from SHS English curriculum 1970-2010 30

Most Frequently Cited Titles 1970-2010 (six or more citations) 32

Shakespeare plays cited 1970-2010 33

Classical Greek literature cited 1970-2009 33

All titles cited 1970-present (including years cited) 35


^ AP English, 2009-2010


Welcome to your senior year and what I am certain will be an exciting and challenging class. As an AP course, this class involves rigorous college-level work. The reading is extensive and demanding; the writing is frequent and requires an independent, critical mind.

What follows is an overview of course content, expectations, and grading policies for AP English. Share this syllabus with your parents.


AP English is a college-level literature and composition course, following the curricular requirements described in the AP English Course Description. A heavy emphasis will be placed on writing the interpretive/analytical essay, an integral part of the AP English Literature and Composition examination. Students should anticipate a minimum of one in-class writing every two weeks and one formal paper every three weeks. These writings will generally grow out of our analysis and discussion of the literature we are reading; prompts will often be adapted from past AP English Literature and Composition exams.

In addition, students will keep a class journal. This journal will be a place to respond informally to the literature that we read as well as to respond to specific questions in quick-writes that we will use as a foundation for class discussion.

It is expected that all AP English students will take the AP English Literature and Composition Exam in May. Consequently, we will spend time preparing and practicing for the exam throughout the year. For students who do not take the AP exam, this course will appear on their transcript as “Accelerated English 12.”



At the completion of three trimesters, it is expected that students will be able to:

  • interpret a variety of literary works in writing, and offer textual support for those interpretations.

  • formulate an effective thesis statement and use that thesis statement to shape an essay.

  • write a clear, focused and coherent essay in which they demonstrate a command of the conventions of English grammar and style.

  • demonstrate a command of the basics of documentation, including selection and evaluation of support, combining support with analysis, and in-text citation.

  • understand the variety of stylistic choices an author makes within a given literary form.

  • place texts in the larger context of specific literary traditions.

  • understand the ways in which an author’s life and the cultural and historical contexts out of which his/her work emerges can influence the text.

  • recognize the possibility of multiple defensible interpretations of a single text.

  • apply their understanding of the conventions of specific literary forms to textual analysis.



The following is a provisional reading list for the year. This list is subject to change. Some works may be substituted and/or added as we move through the year:

  • Heart of Darkness by Joseph Conrad

  • The Poisonwood Bible by Barbara Kingsolver

  • selected poems from An Introduction to Poetry, compiled and edited by X.J. Kennedy and Dana Gioia

  • Wuthering Heights by Emily Bronte

  • Jane Eyre by Charlotte Bronte

  • Northanger Abbey by Jane Austen

  • The Awakening by Kate Chopin

  • Their Eyes Were Watching God by Zora Neale Hurston

  • Beloved by Toni Morrison

  • Selections from Aristotle’s Poetics

  • Antigone by Sophocles

  • Othello and King Lear by William Shakespeare

  • The Stranger by Albert Camus

  • Waiting for Godot by Samuel Beckett

  • Rosencrantz and Guildenstern Are Dead by Tom Stoppard

  • The Wasteland by T.S. Eliot

In addition to the above readings, we will be studying vocabulary using the text Vocabulary from Latin and Greek Roots, Level VI. These will be available for purchase from the book depository.

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