EKAMAI INTERNATIONAL SCHOOL

AP Literature and Composition

COURSE OUTLINE

A.P English Literature and Composition Syllabus

(Organized by Units)
This is a 1 year plan.
2018-2019

Teacher: Ms. Shireen. R. Bazliel

School: Ekamai International School
Students Enrollment: 1565 approximately

The course description for AP Literature and Composition

The AP Literature and Composition is only for those students who wish to take the AP
Exam at the end of the year. This course is aimed at helping a selected group of students who
wish to achieve their academic best and are ready to get ahead in College. The Students will be
taught to deal with some of the laborious routines prevalent at the college level. This AP Class
helps develop the student’s critical thinking skills, analytical skills and last however not the least,
synthesis skills. They will be asked to determine and will be made familiar with the Rhetoric
terms and literary terminology as well as will be introduced to the various writing skills so
important for the AP course.

As all teachers and life -long learners know this class will be rigorous and demanding
however there will be certain latitude given and it is negotiable. The delivery of assignments is
based on the activities planned by the school as it then needs to mesh with the school calendar.
However once the date is set then it is written in stone and will NOT be moved. This AP class
will mold you to become a mature student and you will be encouraged to think differently as
well as seek the sameness to agree to disagree with another respectfully is a hallmark of a true
mature adult.

AP Preparation: A Note from the teacher:

As it has been previously stated that hard work never killed anyone and that is the test of
a true AP student. It is a wise saying and to be successful in today’s world it is imperative to
work hard. The choice to enroll in an AP class was your personal one so it is you the student
who must decide to go for it. It has been stated that the best way to get a “3” or higher is to put
your back into it and keep it there. Anyone can read but it is imperative that one is well
informed, reflective thoughtful and manages to convey the meaning to the reader rather clearly.
We as a team of student and teacher will achieve excellence in writing and reading skills. While
preparing for the AP exam is imperative and it is essential it needs to be done on your own time.
The majority of the time will be spent on learning new ways to think about literature and writing
critical essays based on the literature.

As AP Students of Literature it is essential that they be taught how to read in depth and to DIG
deep at each level. Superficial and skimming by reading only the cheat notes available on the
internet will not suffice. Each passage, book novel poem is taken apart and put together using all
the strategies and the analytical prowess, to get the best out of the literature book read.

Students at the AP Level read not only for understanding of the basic elements, but excavate the
very depths of the book. On this path of excavation and along the way they look for Syntax,
diction, Figurative language, the role of plot and setting, the ability to see the importance of the
mere mention of symbols and their contribution to the work at hand. The POV of the author and
the speaker’s intentions for writing the book. The in depth study of the historical background
against which the book is set. The authors need to write the book. Then the impact the book has
on society as well as the problem they dealt with at that time. Understanding the psychologically
approach as to why the character’s behaved the way they did. Dealing with themes and
ideologies of the government and the cultural influences of that time. They will read and give
their opinion using the subjective or objective journaling to analyze the lack of or the importance
of the feminine aspect and its contributions to the piece of literature.

Objectives:

 By the end of the course the students will be able to enjoy the variety of literature as they
read it closely and develop their reading skills to savor its richness. (C2)
 Be able to read and enjoy link and make connections from Greek literature to the modern
day poetry, epics, novels, fiction, non-fiction, (C2,4)
 Create confidence in terms of sharing insights, differentiate genre and style, determine
text structure, and build their analytical skills as they negotiate the paths of figurative
speech, tone, point of view, setting, characterization and irony. ( C2,4)
 Be able to develop and sustain a respect for other people’s understanding of the text and
to be able to take on board respect for the differences in gender, race, religion, culture the
time it was written in and share an unbiased opinion with others. (C,3, 5,7)
 By the end of the course the student will be able to have grown as a writer who can
demonstrate a careful analysis of a text, which can and should be explained clearly and
cohesively the writer’s point as a persuasive text, which has a balanced interpretation and
appreciation of the text based on the above mentioned statement of respect. (C6,7)
 The students will be community learners and will at the end of the course have
developed the 5 Minds of the Future by (Howard Gardner).
The Essential Assignments: For all major works.

The Analysis Chart: (It deals with the analysis of the main character in each chapter; it is
inclusive of the action/event/ cause of the event/action and the direct
effect/consequences of the character.) This helps the students who do not
like to read ahead to know the reasons the character is behaving in such a
manner). (C 11)

The quote Chat: The book is divided into 3 equal sections, The Drama is in acts and there
are 10 questions which need to be quoted to see the relevance of the quote
and the development of the character using his/her tone, point of view,
characterization, emphasizing voice and Diction. ( C 13)

The related essays: Each assignment has an essay which is added to it where the analyze the
quotes and define the reasons for the character’s behavior. Along with it
there is timed writing in the class which is of various durations for each of
the text read. This activity serves to encourage the students to better their
skills at using appropriate and effective use of vocabulary, grammar,
syntax organization as well as provide the evidence and details, rhetorical
strategies and voice. (C6, 7).

The Reflective essay: In preparation for most college application essays (C5- 8-12)

The Literary Term papers: These are the double and triple entry journals which the students
are required to complete as it deals with the literary terms and their
response to it. (C.2,3,4, 6).

The Character Journal: The students are required to write 7 character journals which are
subjective (as the character in the text) and then objective (as the student).
This helps the students see both sides of the character. They need to write
about 7 different characters from the text. They could be major or minor
characters. ( C 5)

The Research paper: Each student is required to write a 4-6 pages paper requiring qualitative
research strategies on one of the assigned books of their choice. No form
of plagiarism will be accepted and an F will be assigned for the particular
assignment. Each student must have their topic and the book approved by
me as the teacher and must follow the plan given, There will be an in class
presentation. 20 minutes per student (10 minute presentation, 10 minutes
question and answer session). ( C6-12)
Major works data Sheet: The students will be given a list of books for which they need to
submit a Major works data sheet. This is done either individually or in
pairs.(C5, 9-12)

AP Essay Revision of Prompts : Students will analyze the prompts, in class they will be asked to
write essays at home and this will be dependent on the teacher’s
discretion. (C 6,7)
In class quizzes: Students are required to take all the tests which will be based on the
readings and the text. The tests will test the student’s practical use of
syntax, complexity of sentence structure, grammar, vocabulary from the
text, analysis and synthesizing of the text. The quizzes will contain
reading comprehension texts, recalling of details, literary and vocabulary
definitions as well as identification of various texts from a variety of
genre. (C6, 7),

Writing Assignments:

Reading and Writing go hand in hand. For AP it is no different and it is essential that we
aid and abet in the building of the skills in their essay writing.
All students will be encouraged to write and improve their thought process as they
convey their opinions, to the reader. All students are required to devise a clear thesis statement
which helps to focus on the essay as the thesis is the central idea of the paper which explains the
main intentions. Students need to consider the elements of the work of literature and it is
advised to think along the lines of the intricacies of the plot, identifying the characteristics of
the characters the significance of the setting, point of view of author and story as well as the
relevance of symbolism, themes the consistence of style, tone and irony as well as effective
identification of all literary terms along with examples. All information needs to be annotated.
I will be using the AP 9 point Rubric to grade your essays, in class writings and any
other work. (www.tip.duke.edu/resources/ap_manuals/english_literature_introduction,pdf).
(C5-7)
All essays will go through the wiring process and each draft will be revised with
comments on it. The students are required to submit the next draft on the appointed day and
meet for a one on one conference at the end of the 2nd draft. Mini-lessons will address the bigger
flaws as students review the area of weakness. I will meet with each student to discuss the
problems/ areas of weakness’/ just a friendly catch up chat as well as am here to help you
conferences officially 1 a month but every day after school. (C 9-12).
All evaluations will be done in a constructive humane, and with the idea to build up the
students confidence yet be clear and concise as it is meant to be kind and encouraging.
As every student knows that this class is going to be rigorous and yet it will be light hearted and
respectful. The students need to be prepared for the course they have signed up for and they need to be
ready to tackle the task. The students will be taught to deal with stress and will also be taught time
management lessons. There will be discussions and light creative writing assignments.

15 books (C,1,)
 Students are required to choose form the AP listing and take a total of 15 books. Each of
the books must be related to a theme, from the main course reading list. They will need to write a
compare and contrast essay for at least 2 different themes from at least 6 books. There will be an
in class writing and open discussions pertaining to the books read. Each student will select and
have the books and themes approved to prevent overlapping of the same theme. Then each
student will be peer evaluated and critiqued by his/her peers.

Extra Credit Book Units (C,1, 5,7)

The students are encouraged and given extra credit for joining the Classic Club where
they will be coached, surrounded and immersed in the richness of literature. These students will
need to cover the following books.

1. Great Expectations = Charles Dickens (2002)

2. Robinsons Crusoe = Defoe (2004, 2005)
3. The servant has two master = Goldoni
4. The Red badge of Courage = Stephen Crane
5. The Canterbury tales = Geoffrey Chaucer
6. Beowulf
7. The Farcie Queen = Edmund Spenser

All this reading and various forms of it are in preparation to match the requirements of
introductory English at College level. The level of maturity demanded for the AP Course is
challenging to put it mildly. All of the above mentioned reading is in preparation for the students
to seek the differences and appreciate the similarities. This will be accomplished by discussions
and in-depth analysis of text.

Classroom Policies

1. All students are required due to consideration for others to respect another’s opinion and
wait their turn to disagree, or add to the point of discussion.
2. No Late papers will be accepted. All dates are to be negotiated before the date is set and
then it is set in stone. (in case of unforeseen crisis please communicate with me and then
set the date. If you are absent the assignment is still due. Coming late to classis
unacceptable and 3 tar dies is equal to one absent (Please check Student Handbook)
Students who are diligent and show effective management of time will be rewarded and
the marks will be added to their ESLO points.
3. No Extra makeup work and no extra assignment will be given to any student who has an
“F” grade which has been caused by failure to turn in an assigned assignment.
4. Essays not written in the class need to be typed in Times New Roman font size 1.5
spacing or as per instructions of the teacher.
5. Cutting class is inexcusable and will result in a zero for that days classwork. Class work,
class participation and in class discussions are all part of your grade.
6. It is imperative that you as a student respect the opinions and feelings of the others and
avoid derogative remarks.
Cheating and Plagiarism

Students who are caught cheating and plagiarizing will be dealt with according to the
policy of the school Parents will be notified. There will be a warning given followed by a letter,
and then a call to the parents. All the while the student will get an “F” for plagiarized work and a
one letter grade at the first warning. A “D” for the second and an “F” along with parent
notification.

Extracurricular Activities

Students have chosen to enter the AP field and they will be held to the high standard set
by the College board. As a student of AP you are required to complete all your assignments,
meet the deadlines and requirements as well as taking the test and achieving the grades. Your
extracurricular activities in NO way need to obstruct the progress of your studies. If it is a school
sponsored function a weeks’ notice needs to be given and the date for the assignment class work
missed is then set, failure of advance notification results in a zero for that assignment.

Parents’ permission;

Parents’ permission will be requested for certain films if they are shown as this is highly doubtful
however students will go on a literary field trip to watch a live performance of the play in town.
(This list will vary from year to year depending on the literary work in town.)

Good Students have the following characteristics.

1. They ask questions respectfully.

2. They are attentive and know when to switch to the task provided without delay.
3. They are always prepared with the material at hand.
4. Hand in assignments on time.
5. Contribute to class discussions wisely and do not disregard others opinions.
6. They are curious and they go and do research to build their own understanding.
7. They experiment by adding to ideologies, theories and build their own theory.
8. Generate an active communicative debate.
9. Read with awareness and add new insights.
10. Challenge their own beliefs and find cultural justifications for the text.

Grades are as follows:

Classwork, Major Essays: 60%
Tests/ Quizzes = 40% of the total score.
Exams

Classwork: --------
100%
Grading/ Assessment in detail

Classwork: Essay writing covers three sections. 1. Impromptu (no formal preparation is
necessary. 2. Planned essay (the information is provided) There will be at least
one essay a week. 3. In class speed writing essays where the AP criterion is
followed. The essay which does not meet the criterion set by AP will be required
to be redone and the essay needs to submitted within a week of it being returned.

A major Assignment: This is a package of assignments and needs to be completed for at least 6
of the literature texts. (They will be announced and will vary according to the
year to avoid students passing in work from older students.)

1. The Analysis Chart

2. The Quote Chart
3. 3 Character Journals
4. 7 Triple Entry journals
5. 3 Double entry journals

A Major works data Sheet: This is used for certain texts and is done individually for their book.

Writing: In the two year span the students will cover the various essay formats.

1. The Cause and Effect essay (C- 9)

2. The Compare and Contrast essay ( C- 9,11,12)
3. The Argumentative essay (C-11,12, RL 3.8 and 3.9)
4. A Reading report which is persuasive essay on each subject. (6) (C-12)
5. A case study OR A Research paper (C- 11, 12)
6. A movie review, OR A critical review of a play/opera/ drama
/watched. (C- 9,10,11,12)
7. The Analytical Paper (C-9,10,11,12)
8. A personal essay (C- 9, 10)

Essay Assignment Correction: ( How this works in practicality)

All Assignments which are submitted are typed.

New Times Romans Font size = 12
Spacing = 1.5

1. The assignment is given and discussed and a deadline set.

2. The assignment is handed back to only those students who do not meet the criteria of 8-9.
3. The assignment is then discussed in a one on one interview after school in my classroom
(624).
4. The revised draft is then due one week later from the day of discussion. If the student
does not hand in the final draft then the student gets an F for that essay. *** ( However I
 am available to see the corrections made to the first draft during the week of correction to
add or subtract)
5. The students are asked to re-do the assignments only if they do not meet the criteria of 8-
9.

Each essay is taught in a step by step method and only then the
assignment is given.

Writing is organized structured and mature. The audience is the class and the teacher or the
academia. The students are required to write to the intellect and need to follow the logical stance
of the topic. Students’ essays will be graded along the AP guidelines and these guidelines will be
explained in depth. (As explained below) ( The essay is graded as per the AP rubric and the
grading is as such = 9 =A+, 8 = A/A-, 7=B/B+, 5=C UNACCEPTABLE Re-do Mandatory.)

AP Test in May 2019.

Students should understand that by enrolling in AP Literature they agree to sit for the AP Exam
in English Literature and Composition on the due date.

From the ADVANCED PLACEMENT PROGEA COURSE DESCRIPTION (C 1).

“Preparing for either of the AP Examinations in a cooperative venture between students and their
teachers, Students should read widely and reflect on their reading through extensive: discussions,
writing, and rewriting. Although they may do so independently to supplement the work of a
conventional course, ideally they should work with a teacher in a small class or tutorial session.
In any case students should assume considerable responsibility for the amount of reading and
writing they do. Teachers of course in AP Literature can complement the efforts of their students
by guiding them in their choice of reading and writing. Because the Bible and Greek and
Roman mythology are central to much of Western Literature, students have some familiarity
with them. These religious concepts and stories have influenced aid informed Western literary
creation since the Middle Ages and they continue to provide material for modern writers in
their attempts to give literary form to human experience. Additionally, the growing body of
works written in English reflecting non-Western cultures may require students to have some
familiarity with other traditions.” ( May 2001, May 2002: page 5)

Other opinions

 Opinion 53-266 (June10, 1955) from the office of the Californa Attorney General: Even
the Bible itself need not be excluded. It has exerted, and still exerts a great influence on
English and American literature. Not only may it be discussed in a general way in a
appropriate literature class, but specific passages, because of their eloquence or poetic
beauty, may be used for special study, such as the Song of Ruth, or Paul’s great tribute to
Charity.
 California . Education Code Section 51511: “ Nothing in this code shall be constructed to
prevent, or exclude from the public schools references to religion or references to or the
use of religions literature, art or music or other things having a religious significance.”
Major concepts and content: AP. English Literature and Composition

Students taking the AP. English Literature and Composition exam in May, need to be
prepared to study at the college level. They need to be mature and responsible. They need to be
free of dependence and need to become independent critical thinkers, effective communicators
and public speakers who fight passionately for their individual points of view to be heard and
they then apply it to their lives. Students who earn a 3 and above score or higher will receive
college credit at most colleges and universities. Taking this has helped students to rationalize and
think out of the box as well as it acts as a confidence booster. However it is an uphill task and it
is not for the faint at heart.

STUDENTS WHO TAKE THE AP WILL BE HELD TO A HIGHER STANDARD.

The Text Centered Philosophy of AP Literature (C2,3,4)

Whatever, the range of text selected by any AP teacher it will always employ close
reading, careful analysis of the text, and precise use of the text to develop the writing response.
As one of the major requirements of AP the students need to become independent and put their
efforts into analyzing the various unfamiliar texts when faced with the examination. It is the
teachers job to encourage her students to “internalize the approach to literature” which in turn
helps them to make reasonably sound judgments. The teacher needs however to make her
students masters in reflection of the theory as a result of studying strategies associated with
robust regard for textual authority, along with critical thinking a keen disciplined mind a
creatively trained mind which generates ideas under stress and time constraints. Adapted from
(pg. 3 Teacher’s Guide AP English Literature and Composition…@ 1999, The College Board,
New York.)

By The beginning of the year the student must be able to:

 Understand narrative fiction as a form of philosophy. (C3,7)

 Must be able to appreciate the writer’s craft and demonstrate this appreciation with
literary analysis.(C7)
 Bring additional information and knowledge to the text.
 Take notes, annotating, asking questions and noting the significances (C 5)
 Essential to recognize the terms and the techniques used in a wide variety of genre.
(C2,3,4)
 Must be able to write under time constraints and score timed writes with confidence (C6-
7)
 Students are required to write and evaluate argumentative and analytical essay where the
students are required to draw on textual references and make educated, explanations
along with judgments based on social and cultural values. (C-7)
 Students are given the SAT word list along with vocabulary from the text at hand. They
are required to master each of them. The wide selection of text and variety of reading
along with reading comprehension tests which build the vocabulary and they see the
context. ( C-8)
  Students are required to reach the standard set by AP in creating and using a variety of
complex and compound sentence structures to convey a clear meaning to the reader. ( C-
9)
 Students are required to follow the Jane Shaffer method of writing where there is logical
flow cohesion of thought and clear proof of details. Along with this they are required to
use the list of AP words for tone, setting and literary devices. (C -10)
 Students are required to show a reflective and in depth analytical skills in their essay to
show the transition from general to specific. (C-11)
 Students writing needs show a clear use of rhetoric by showing tone, maintaining voice,
diction and the emphasis of diction through sentence structure.( C -12).

Course Requirements:

 All students taking the course will be given the reading list and they need to follow the
directions carefully.
 Students will be required to read the material beforehand and analyze the text in classes
via discussions..
 Students will be made aware of the various styles of literature and genre and they will
need to identify and communicate the various ideas. (The various literature time periods
which are covered are from the ancient civilization, the British Literature, American
Literature, the global literature of modern times). The scope of material to be covered is
wide however most of the literary selections will be dealt with in depth.
 Students will be given the chance to be creative and share their insights with their peers
as they lead them in discussions, teach them a section, debate a point of view or just write
their own individual piece of journal, an argumentative essay, a persuasive essay or an
expository essay or just a plain analysis in response to the lesson at hand.
 Students will become proficient in art of literary terms and they will be able to enhance
their ability to deal with each term as it appears in the literature.

Required Texts and Materials

Students will be required to read up on the material provided and to obtain copies of their
works from the library when required. Each student will have access to the e-book learning
which will be posted on the web site before the class starts.

**Many of these will be covered with one section of students and the rest will be covered with
the other. This is to prevent the students from getting into a predictable pattern and helping each
other for the next year.

A List of Major works, novels and plays from which the students will choose and that will
be covered in a year a minimum of 5 to 10 major works will be covered over a period of the
year.(This will vary as these students will do what was not covered in the previous year to avoid
cheating.)

A Selected List of Prose

 1. Iliad
2. Canterbury Tales.
3. Sir Gawin and the Green Knight.
4. Robin hood, and the three squires.
5. The Tragedy of Hamlet Prince of Denmark.
6. King Lear
7. Macbeth
8. Othello
9. Paradise Lost
10. The anatomy of Melancholy
11. “Rime of the Ancient Mariner.”
12. The Pilgrims’ Progress
13. Sinners in the hands of an Angry God.
14. The Scarlet Letter
15. The House of seven gables.
16. The Gettysburg Address
17. I have a dream
18. Uncle Tom’s Cabin
19. The Art of War
20. Gulliver’s Travels
21. Passage to India (Walt Whitman)

Strategies which will be covered.

1. Toulmin’s method of Argument.

2. SOAPSTONE
3. SHIPS-MS (The 8 Approaches to Literature.)
4. SMELLER (Speech).
5. Rhetorical analysis.
6. Freytag’s Pyramid.
7. 21 variations of plots.
8. A wide variety of Vocabulary.
9. Study of sentence structure
10. Analysis Chart.
11. Characterization
12. Quote chart
13. Logical progression of thought through the essay. (Open Question).
14. Answering the Free Response with in all fields.

Poetry: A List poetry from which the students will choose and that will be covered in a year
a minimum of 15 major poets and their work will be covered over a period of 2 years.

1. Ozymandias ( P.B. Shelly)

2. Apology ( Plato)
3. The Prophet (Khalil Gibran)
 4. Beowulf
5. Morte De Arthur (Sir Thomas Malory)
6. The Farie Queen (Edmund Spenser)
7. Love is not love when alteration Finds (William Shakespeare)
8. Shall I compare Thee to a summer’s day. (William Shakespeare)
9. When my love swears that she is mode of truth (William Shakespeare)
10. Farewell thou art too dear for my possessing(William Shakespeare)
11. There is a garden in her face (Thomas Campion)
12. Never Love unless you can (Thomas Campion)
13. Love’s Alchemy (John Donne)
14. When I consider how my life is spent (John Milton)
15. On His blindness. (John Milton)
16. To althea from Prison (Richard Lovelace)
17. The ode to solitude ( Alexander Pope)
18. The Rape of the lock (Alexander Pope)
19. Rip Van Winkle (Washington Irving)
20. The legend of Sleepy hollow (Washington Irving)
21. The Lake (Edgar Allan Poe)
22. Alone (Edgar Allan Poe)
23. The Raven (Edgar Allan Poe)
24. The City in the Sea (Edgar Allan Poe)
25. Life without principles (Henry David Thoreau)
26. Moby Dick (Herman Melville)
27. I like the look of agony (Emily Dickerson)
28. Tell it all the truth but tell it slant (Emily Dickerson)
29. I cannot live with you(Emily Dickerson)
30. God We ask one favor(Emily Dickerson)

Strategies which will be covered.

1. TP-CASST
2. All the Literary terms and Devices
3. SMELLER
4. De Bono’s 6 hats.
5. Jane Shaffer’s 5 paragraph writing model (depending on the student’s level).
6. Analysis Essay for Poetry.

Short Stories/ Prose SIFT

Students will be given a packet of short stories. Each student will have to
select one of the short stories. Then each student is required to do the
following:

Complete a SIFT Analysis;

 Symbol: Examine the title and text of the story for symbolism
Imagery: Identify imagery and sensory detail.
Figurative Language: analyze figures of speech (personification,
metaphors, etc.)
Tone and Theme: Discuss how all devices reveal tone and theme.
Symbol: Since symbols often hint at or develop theme, identify and explain any symbols
you find in the text or the title of the story. Explain how and why the author uses those symbols.
Don’t forget that colors are also used in symbolism.

Imagery: Writers use language to create sensory impressions and to evoke specific
responses to characters, objects, events, or situations in their works. The writer “shows” rather
than “tells,” thus allowing the reader to participate in the experience more fully. Explain what
imagery the author uses to help you see, hear, taste, smell, or feel what is happening. What effect
is the author trying to convey with these images?

Figures of Speech: Writers form images by using figures of speech such as similes,
metaphors, hyperbole, personification, etc. Find examples in the story and discuss how these
figures of speech help to convey effect and meaning in the story.

Tone: Tone is the author’s attitude, stated or implied, toward a subject. Some possible
tones are pessimistic, optimistic, earnest, serious, bitter, humorous, and joy. A close examination
of word choice, imagery, and detail reveals the narrator’s attitude or tone and contributes to the
reader’s understanding. In a few words, explain the tone. And then give 2-3 examples from the
text that support your choice of tone.

Theme: Finally, identify central themes. Remember: ask yourself what subjects (thematic
words) emerge from your reading -- injustice, social protest, corruption, tradition, individuality,
etc. List two thematic words, and then explain in one or two sentences what the author says
about each of these subjects based on insights you gained from analyzing SIFT: symbolism,
imagery, figurative language, and tone. Then you have identified a central theme.

All Students will be made aware of the above mentioned literature list and they will be
required to read psychology, philosophy as well as dabble in the past and as they dig into
the author’s past, understand why and understand leadership theories as well as the
required genre.

Methods of instruction are:

 Students will be given a lot of in class timed essay writing practice which will be
corrected in its entirety and grade on the scale of 9.
 Students will be writing essays based on the text.
  Students will be asked to write a reflective journal at the end of the class on what they
learnt that day.
 Students will be asked to analysis papers, texts, speeches, and use various literary
techniques.
 To prepare the students for college they will be encouraged to write the personal letters
and scholarship essays.
 Research will be specified and it will be incorporated in smaller doses.
 In class discussions and leading out in the class material presentation.
 Students will be given surprise and planned tests. There will be a mixture of Traditional
and non-traditional tests

Material and Notebooks:

 Students are required to have a separate three-ring binder for class notes, homework
assignments class handouts.
 Journal entries need to be submitted every-day on the website as it improves e-learning.
 Students need to bring this folder to class everyday along with the assigned homework
given.

Last but not the least if the students give their work on time and they meet and understand
the strategies for the various ways of analyzing the text it is to be understood that they are
already a head above the rest. They can if they put their minds to it add to the work at hand by
handing in quality work.

Good Luck students as you enter and stand at the threshold of a very difficult however
mature phase of life.