• https://www.husd.org/cms/lib/AZ01001450/Centricity/Domain/1473/HHS%20Shield%2001.gifAP English Literature and Composition - ENH 110/111

    2017-2018 Course Syllabus and Policies                                           

    Instructor: Mrs. Yvonne Warner                                                            

    Email address:  yvonne.warner@husd.org

    Phone:  480.279.7329           

    Office Hours:  Tues/Thurs 1:15 to 2:45, or by appointment



    Introduction & Personal Philosophy –

    Welcome to my class! I am a native Arizonan who has been teaching 24 years and I thoroughly love my career choice. I strive to create a positive, challenging environment as I watch AP seniors mature into successful, confident, and stellar young adults.


    AP English Literature Course Introduction -

    Welcome to AP English Literature 7-8, a rigorous and challenging course taught on a college level, which includes intensive writing, the study of a variety of literary genres and works, and careful and deliberate reading for multiple levels of meaning. This course will develop your writing skills, and as you become concise and illuminating writers, you will see that writing is a craft, which is something more than just function and formula.  You will learn to write on a college level as you examine and analyze forms of literature from poetry and short stories to drama and novels. My primary goal is to teach you to be analytical readers who grasp basic plot as well as dissect literature for form, function, and meaning.  Many of the works in this class will fall under both American and World Literature, in order to be in compliance with the dual enrollment courses (ENH 110/111- should you choose to pay for the college credits), and our district standards for senior English. 


    Goals and Objectives -

    If you are electing to take this advanced English course, I assume that you have already mastered the specifics of the AZMerit and AIMS rubrics as well as standard English grammar.  This course will enable you to move beyond the pragmatic responses of the AZMerit and AIMS rubrics and the five paragraph essay which affords minimal organization, but often encourage unnecessary repetition.  In this class you will be encouraged to place emphasis on content, purpose, and audience to focus your organization.  The focus of this course is on literary analysis, and you will be expected to read widely and then reflect on your reading through extensive discussion, analysis, writing, and re-writing.  Ultimately our goal together will be to prepare for the AP English Literature Exam in the spring, and we will accomplish this through well-designed activities, discussions, and practice exams. 


    Each member of this class is expected to take the cumulative AP Literature exam in May. Highly competitive colleges and universities look for AP scores and will expect that a student who takes an AP course has also taken the AP test that concurs with the course. A passing score on the AP exam is a 3, but many colleges look for scores of 4 or 5.


    The AP exam consists of 2 parts: Multiple choice and Essays.


    • 45% of the test is multiple choice. The passages consist of both prose and poetry and test on elements such as point of view, character, symbolism, style, diction, syntax, tone, theme, figurative language, and irony. The number of questions generally ranges between 52 and 60. 60 minutes are allotted for this section.

    • 55% of the test is essay. There are three analytical essay prompts given. One will most likely consist of a comparison and contrast, one will be a response to a passage, and a third is typically an open-ended question. The open-ended question can be answered using evidence from any number of works of literary merit. It is this question that demands AP Literature students read a number of novels, plays, short stories, and poems. 120 minutes are allotted for this section. Due to recent changes in AP scoring, the essay readers have been more rigorous in grading this section.


      Upon completion of this course students will understand:


    • How to use a wide-range, college-level vocabulary, both appropriately and effectively;
    • How to craft a variety of sentence structures, including appropriate use of subordination and coordination;
    • How to use logical organization, enhanced by specific illustrative detail;
    • How to apply the effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure;
    • How to use, analyze, and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;
    • How to use, create, and sustain arguments based on readings, research, and/or personal experience;
    • How to write in a variety of genres and contexts, both formal and informal, employing appropriate conventions;
    • How to write about rhetorical contexts, including circumstances, purpose, topic, audience, and writer, as well as the writing’s ethical, political, and cultural implications;
    • How to use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics;
    • How to use feedback obtained through peer review, instructor comments, and/or other sources to revise writing;
    • How to assess your own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods;
    • How to generate, format, and edit writing using appropriate technologies;
    • How to create writing that is analytical and evaluative, incorporating textual support, demonstrating judgment/critique about multiple texts’ artistry and quality; and
    • How to move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and review.


    Essential Materials -


    • One 3 inch, 3 ring binder with 1 package loose leaf, preferably college-ruled paper to only be used in our class. This will serve as your Interactive Note Book. (Needed tomorrow to set up!)
    • 6 divider tabs
    • 6 single subject notebooks
    • An email address (These are free. Have one by this Friday if you don’t already.)
    • Pens (Blue or Black). Red pens are ONLY allowed for revision and editing purposes.

    I will not grade an assignment in red or any other color that isn’t in blue or black ink (and lightly written pencil).


    • Highlighters for annotation and close reading (if the book/resource is your own).
    • Post-it notes or Post-it flags for annotation and remarks, esp. if the book/resource is NOT your own.
    • Index dividers for your 3 ring binder to organize handouts (large enough for each semester) as you are required to keep all materials for test prep.
    • 3 – 4 Pocket folders that fit in your binder for different elements/pieces of curriculum for this class.
    • Dictionary (compact size - needed often. This is optional as I have several at the back of the room for your use.) Phones may be used but teacher approval has to be granted first.


    Course Outline

    This outline is a general map of where we’ll be going, what we’ll be studying, and the approximate time frames.  While major areas are listed here, we may deviate from this outline.


    **This syllabus is subject to change at the discretion of the instructor or administration.**


    Fall Semester, 2017


    Weeks 1- 2:  Getting Started—The Basics for AP Study


    • Review the syllabus and discussion of cheating and plagiarism
    • Set up accounts for turnitin.com
    • Introduce the AP English Literature Essay Rubric
    • Learn Rhetorical Strategies / Terms
    • Introduce AP Vocabulary Assignments


    A. Students will engage in the following activities during this unit:

    • Student introductions and class norms
    • Individual presentations of goals, dreams, and aspirations
    • Review of Mythical / Biblical allusions and archetypes


    B. Things to think about (and write about when directed):

    • I wish I knew (a person, a character, an idea)…
    • I can’t live without…
    • My dream job would be…
    • A unique talent I have…
    • Best friends/old friends/lost friends or new friends…
    • Colors in my life…
    • The most moving thing I have ever read/heard or seen is…
    • If I could change one thing…


    C. Introduction to multiple choice practice questions from previous AP English Lit exams


    D. Introduction to Free Response Essays from previous AP English Literature exams


    E. Additional Readings/Presentations:


    • Excerpts from How to Read Literature Like A Professor – Thomas C. Foster


    NOTE: This syllabus has been created in conjunction with HHS Site and District Administration. All texts herein are listed on the AP College Board reading list, and have been approved by the College Board. This syllabus has been carefully created to prepare HHS students for the cumulative AP exam administered at the end of this course in May. By signing the syllabus acknowledgment, you are permitting your teen to read the texts listed herein, as well as other supplemental reading selections (AP test prompts/AP multiple-choice questions, etc.) which have been reviewed/approved by the HHS Administration. Parents, you are encouraged to review and research these and other titles as they are assigned. If, at any time you have questions for me, please email me directly at Yvonne.warner@husd.org.


    Weeks 2 - 4: Short Stories


    A. Students will read numerous short stories to discuss and analyze tone, characterization, mood, syntax, historical significance, criticism, description, etc. 


    This unit may include (but is not limited to) the following short stories:

    “The Story of An Hour” (1894) – Kate Chopin

    “A & P” (1962) – John Updike

    “A Rose For Emily” (1930) – William Faulkner

    “The Jilting of Granny Weatherall” (1930) – Katherine Anne Porter

     “A Clean Well-Lighted Place” (1926) – Ernest Hemmingway

    “Birthday Party” (1946) – Katharine Brush

     “Hills Like White Elephants” (1927) – Ernest Hemingway

     “Good Country People” (1955) – Flannery O’Connor

     “The Rocking-Horse Winner” (1933) – D.H. Lawrence

    “The Chrysanthemums” (1938) – John Steinbeck

    “A Good Man is Hard to Find” (1953) – Flannery O’Connor

     “The Lottery” (1948) – Shirley Jackson

    “Everyday Use” (1973) – Alice Walker

    “Carnal Knowledge” (1994) – T.C. Boyle

     “Little Things” (1988) – Raymond Carver



    B. Each student will create an analytical, multi-paragraph essay incorporating textual support

         which argues the author’s artistry, style, and effectiveness of the short story.


    C. Independent Novel Project – Each month, students will be asked to select a novel from the

         list of most commonly used novels on the AP English Literature Exam. Written and oral

         presentations will be required. This project will focus on identifying and analyzing historical

         information of the time period, biographical information, characteristics of the genre, author’s

         style, memorable quotes and their significance, characters, diction, syntax, tone, symbols,

         possible themes, and other elements.


    DUE Dates for these are as follows:


    Tuesday, September 5, 2017

    Friday, October 17, 2017

    Thursday, November 16, 2017

    Wednesday, December 13, 2017

    Tuesday, January 16, 2018

    Tuesday, February 20, 2018

    Tuesday, March 27, 2018

    Monday, April 16, 2018


    *** Late written and/or oral presentations will not be accepted. No exceptions ***



    D. Review of Multiple Choice Practice Questions from previous AP English Literature



    E. Dissection and Analysis of Writing Free Response Essays from previous AP

         English Literature exams.



    Weeks 5 - 7: Their Eyes Were Watching God 


    A. The first novel for our class is Their Eyes Were Watching God by Zora Neale Hurston. Students will read and analyze the novel for tone, symbolism, characterization, setting, parallelism, archetypes, and other narrative and rhetorical techniques. 


    Students should address the following questions and discussion topics during reading: 

    • How does Hurston’s novel reflect the setting, culture, society, and historical events of the time period in her novel?
    • How does Hurston’s novel reflect society at that time period?
    • How does Hurston’s novel reflect issues such as: race, women’s rights, civil rights, the evolution of demographics in America, poverty, etc.


    B. Review of Multiple Choice Practice Questions from previous AP English Literature



    C. Dissection and Analysis of Writing Free Response Essays from previous AP

         English Literature exams.


    Weeks 8 - 10:  The Importance of Being Earnest


    A. Students will read Oscar Wilde’s The Importance of Being Earnest, and analyze for elements of tone, absurdity, characterization, setting, satire, themes, and other narrative and rhetorical techniques. 


    Students should address the following questions and discussion topics during their reading: 


    • What the relationships are between characters and the natural world.
    • How can characters as individuals be considered “a work of art”?
    • How does the play reflect culture, society, and historical events of the time period?
    • Search for elements of irony within the play.
    • How does the play challenge conventional notions of sex and gender in public and private spheres?
    • How does this play reflect issues such as: humanity, class order or rank, values, love, honesty, etc.


    B. Participation in Timed Multiple Choice Practice Questions from previous AP English

        Literature exams.


    C.  Participation in Timed Writing Free Response Essays from previous AP English

         Literature exams.



    Weeks 11 - 13: Brave New World


    A.Students will read and analyze the novel, Brave New World, by Aldous Huxley. This novel, commonly utilized on the AP English Literature Exam, will be analyzed for themes, motifs, symbols, characterization, satire, setting, archetypes, and other narrative and rhetorical techniques.

     Students should address the following questions and discussion topics during their reading: 


    • How does Huxley’s novel reflect the setting, culture, society, and historical events of the time period?
    • How does Huxley’s novel reflect a dystopian society?
    • How are ideals and inward questionings juxtaposed with conformity to society?
    • How does this novel reflect issues such as: humanity, class order or rank, exile, personal rights, personal ideals - vs - rift in society, etc.


    B. Each student will create an analytical essay which uses textual support from the novel to

         explain judgments about the social, historical, and cultural values in Brave New World.


    C. Participation in Timed Multiple Choice Practice Questions from previous AP English

         Literature exams.


    D. Participation in Timed Writing Free Response Essays from previous AP English

         Literature exams.


    Weeks 14 - 16:  Death of a Salesman 

    A. Students will read Arthur Miller’s Death of a Salesman, and analyze for elements of dialogue, irony, characterization, tragedy, voice, mood, etc. Discussion of the following questions:


    • What does it mean for a work to be didactic?

    • Explain the extent to which the play seems to invite audience participation.

    • How does irony reveal character?

    • Explain the importance of situational irony to characterization and theme.

    • Explain the importance of dramatic irony to characterization and theme.

    • Discuss the ideas of “hamartia” and “hubris.” In what other works can these be seen?


      B. Participation in Timed Multiple Choice Practice Questions from previous AP English

          Literature exams.


    C.  Participation in Timed Writing Free Response Essays from previous AP English

         Literature exams.


    D. Additional Readings:

    • Excerpts from Paradise Lost – John Milton
    • Excerpts from Inferno – Dante Alighieri



    Weeks 17 - 19: Oedipus Rex


    At the end of the semester, seniors will read a play that is often used on the AP English Literature Exams: Oedipus Rex by the ancient Greek playwright, Sophocles. 


    As students begin preparing for college, students will also be asked to focus on writing personal essays, in addition to analyzing the plays for thematic, rhetorical, and narrative techniques.


    Analytical/Argumentative Paper:  Students will write an essay focusing on one of the major themes from the play:

    • The role of Fate in the characters’ story arcs

    • The protagonist as a Tragic Hero.

    • The rights of the individual vs. the rights of the state; personal conscience vs. governmental law; human laws vs. heavenly laws.

    • The notions of “hamartia” and “hubris” as reflected in the works. 

    B. Participation in Timed Multiple Choice Practice Questions from previous AP English

         Literature exams.


    C.  Participation in Timed Writing Free Response Essays from previous AP English 

         Literature exams.


    D. Additional Readings: Excerpts from Antigone



    Spring Semester, 2018


    Weeks 1-6:  Shakespearean Drama - Hamlet


    A. Students will read and analyze Hamlet along with Shakespearean sonnets. Ongoing analysis of Shakespeare’s style and tragic structure will take place. Not only will students practice the processing and deciphering of Shakespeare’s language, but also they will examine how Hamlet contains the elements of a Shakespearean Tragedy and how that compares to Aristotle’s elements of tragedy. In addition, students will examine the poetic structure and devices used in Shakespearean sonnets while analyzing and critiquing the works. Discussion and analysis will also take place focusing on the elements of drama and its structure. 


    Students should address the following questions: 

    • Where do we see multiple plot strands linked with common themes in Hamlet?
    • How is disorder developed to nearly tragic results in Hamlet?
    • What are Shakespeare’s attitudes toward women in Hamlet?  How are those different or

          similar to modern authors’ portrayals of women?

    • Contrast the attitudes towards the death of the old King as expressed by Claudius and Hamlet.
    • Discuss the thematic connection between Hamlet’s scene with Ophelia where he speaks of honesty, his speech to the Players on acting, and his speech to Horatio on flattery.


    B. Students will write argumentative essays (citing specific textual support) about the following topics:

    • Trace the way Claudius tries to manipulate the following characters in order to achieve his own ends:  Gertrude, Rosencrantz and Guildenstern, Hamlet, and Laertes.

    • Discuss the professions of love and grief expressed at Ophelia’s funeral by Laertes and Hamlet, as compared to similar scenes featuring Claudius, in terms of their implications for the play’s outcome:  who is honest, deserving, and just, among the play’s key players?

    • Discuss the use of dramatic techniques used in Hamlet and at least two Shakespearean sonnets citing specific examples. Analyze the effectiveness of the devices in each excerpt.  

    • Discuss (then make judgments about) the social, historical, and cultural values of Shakespeare’s Hamlet

    C. Analytical/Argumentative Research Paper:  Students will write a research report after selecting a social or scientific issue. Students will be asked to narrow and refine a topic to a manageable size. After in-depth, thorough research, students will create a 6-8 page report analyzing and supporting information from a variety of sources. The research process with include the following:


    • A formal typed proposal which includes topic, thesis, and initial list of sources. 
    • MLA outline with Works Cited in progress.
    • Rough draft with parenthetical citation.
    • Final copy of revised, typed report. 


    D. Participation in Timed Multiple Choice Practice Questions from previous AP English

         Literature exams.


    E. Participation in Timed Writing Free Response Essays from previous AP English Literature



    Additional Readings:

    • Shakespeare’s Sonnets
    • Emmett Till Sonnet



    Weeks 7- 10: Poetry


    A. Introduction of “TPCASTT” and other poetry analysis strategies. Students will then use the above strategies to analyze poetry in great detail. Poetry is a specific unit on the AP English Literature Exam; therefore, students will analyze poetic devices used in poetry including the following: theme, allusion, diction, hyperbole, mood, tone, etc. The unit will include analyzing any and/or all of the following pieces (as well as others from the AP text aligned with this course):


    • “The Last Night that She Lived” – Emily Dickenson
    • “A Valediction: Forbidding Mourning” – Christopher Marlowe
    • “The Red Wheelbarrow” – William Carlos Williamson
    • “Break of Day” – John Donne
    • “To An Athlete Dying Young” – A.E. Houseman
    • “Do Not Go Gentle Into That Good Night” – Dylan Thomas
    • “The Tyger” - William Blake
    • “The Hollow Men” – T.S. Eliot
    • “Between the World and Me” – Richard Wright
    • “There is no Frigate like a Book” – Emily Dickenson
    • “Nothing Gold Can Stay” – Robert Frost
    • “The Lovesong of J. Alfred Prufrock” – T.S. Eliot
    • “Dover Beach” – Matthew Arnold
    • “Miniver Cheever” – E.A. Robinson
    • “Death Be Not Proud” – John Donne
    • “Winter” – and other sonnets by William Shakespeare
    •  Other poems from the Western literary tradition.


    B. Student Annotation Reports: Students will complete weekly “SPOTTTS” and “TPCASTT” reports whereby they will focus on annotating poetry outside of the selected course pieces. Students will identify each of the concepts and discuss their significance to the work: subject, purpose, occasion, title, tone, theme, and speaker. Students will also discuss their response/reaction to the work. 


    As students create “SPOTTTS”, they will focus on and consider the following:

    • What does the title tell you? How does the title reflect the message?
    • Discuss the genre. Who is the speaker? The audience? The occasion? The situation?
    • How does the poet use form or pattern to develop the message?
    • What is the theme or central idea of the poem? How is this message conveyed?
    • Discuss the sensory images used by the poet.
    • Analyze the poet’s use of figurative language. What are the common figures of speech? What is the purpose of the symbolism? Are there any allusions?
    • How are rhythm and sound effects such as alliteration, assonance and consonance used? How does end rhyme and repetition affect meaning? What is the meter?
    • Discuss the mood or emotional structure. Is there a shift? Does the tone remain constant or change, and if so, what creates the change and where does it occur?
    • How do the connotations of words create figurative or extended meaning?
    • What is your reaction the poem (reader response)?



    C. Students will create analytical, multi-paragraph essays incorporating textual support which argues the poet’s artistry, style, and effectiveness (quality) of the poem.


    D. In order to continually prepare for the AP English Literature Exam, students will be assigned:

    • Further analysis of multiple choice practice questions from previous AP English Literature exams that focuses on poetry.
    • Further analysis of Free Response Essays from previous AP English Literature exams that focuses on poetry.



    Weeks 11-13: Heart of Darkness

    Students will finish the second semester by reading and analyzing the novel Heart of Darkness by Joseph Conrad. In addition to analyzing the novel and focusing on literary criticism, students will be focusing primarily on the preparation for the AP English Literature Exam. Students will prepare through the following:


    A. Re-examination of the AP English Literature Test Rubric


    B. Timed multiple choice questions relating both to Heart of Darkness and other AP Literature works


    C. Timed Free Response Essay practices past AP Literature works


    Weeks 14-16: A Doll’s House


    A. To round out our study of dramatic literature, students will read A Doll’s House by Henrik Ibsen. 


    Students should address any of the following questions or topics:

    • How has the drama changed from earlier works to Ibsen’s time?
    • How does a predominately one setting play differ from other plays studied?
    • What questions are raised when analyzing a work through:

                            Historical Criticism    

                            Biographical Criticism     

                            Mythological Criticism          

                            Gender Criticism

                            Psychological Criticism

                            Sociological Criticism

                            Cultural Criticism

                            Formalist Criticism



    B. Students will write about several prompts choosing from, but not limited to the following:

    • Realism is the philosophy that understands that those who are in power set the societal expectations. Discuss power and the character’s attempt to use power over others in A Doll’s House (1879).
    • A Doll’s House “exemplifies Ibsen’s contributions to the theater: his probing of social problems, realistic dialogue, and depiction of his character’s inner lives as well as actions. Rich in symbolism it deals convincingly and provocatively with the universal human emotions of greed and fear, and confronts the eternal, conflict between reality and illusion.” Defend the aforementioned statement-using examples from the text.

    • Discuss the function of Dr. Rank in A Doll’s House.

    • Using any work previously studied, create an overview of the work from two different types of criticism.

    • Critics argue that the worth of a piece of literature is how much it tests the audience to examine its own ethics and ideals. Using A Doll’s House, discuss how you have had to rethink your stance on particular issues.


    C. Students will also continue to practice in preparation for AP English Literature examination:

    • Timed multiple choice practice questions from previous AP English Literature exams
    • Timed Free Response Essays from previous AP English Literature exams


    D. Students will engage in other activities as assigned during this unit:



    Weeks 16 - 18: AP Crash Course / Capstone / Closure


    • Intense AP Test Review
    • Senior Reflection/Capstone Presentations and Speeches
    • Final Exam



    Course Resources

    • Arp, Thomas R., and Greg Johnson. Perrine’s Literature: Structure, Sound, and Sense. Boston: Wadsworth. 2009. Print. 
    • Conrad, Joseph. Heart of Darkness and The Secret Sharer. New York: Signet Classics. 2008. Print. 
    • Foster, Thomas C. How to Read Literature Like A Professor. New York: Harper. 2003. Print.
    • Hurston, Zora Neale. Their Eyes Were Watching God. HarperCollins Publishers. 1998. Print.
    • Kennedy, X.J., and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. New York: Pearson Publishing. 2009. Print.
    • Meyer, Michael. The Bedford Introduction to Literature: Reading, Thinking, and Writing. Boston:  Bedford/St. Martins. 2005. Print. 



    **This syllabus is subject to change at the discretion of the instructor or administration.**



    Class Expectations


    A. Cheating and Plagiarism We will discuss cheating during the first week of class. I will

        define it for you clearly, but suffice it to say that it will not be tolerated in any form, particularly


    • First offense: You will receive an F for the assignment and your parents and administrator will be notified through a referral.
    • Second offense: You will receive an F for the assignment, and the administration may give you an out-of-school suspension. You may possibly not receive credit for the course.
    • Subsequent offense: You may be removed from the course permanently. Do not expect me to write you a letter of recommendation for college, and do not expect me to lie to a college recruiter if contacted. 


    B. Basic Rules

    • BE PROMPT. Get to class on time. NO EXCUSES. Tardy students will receive ASD (After School Detention) with Mrs. W and in the case of A Hour, will be asked to enroll in an AP course offered during the day. A Hour is a privilege.
    • BE HERE. It is extremely important for you to attend EVERY DAY. AP students who miss class are lost, struggle to understand concepts, and their grades typically drop. Independent study does not work well for an AP class.
    • BE PREPARED. Late work is generally not accepted; but extenuating circumstances may be considered.
    • BE POLITE. Do not pack up to leave early, as we will use all of our class time, plus it’s rude to Mrs. W and your classmates when you pack up early if class hasn't been dismissed.
    • BE ATTENTIVE. Talking occurs only in reference to the current lecture, discussion, or group work.  Silent work periods are just that—silent for work!
    • BE IN CLASS. Passes will be extremely limited.
    • BE RESPECTFUL. Do not use profanity in this class or even think about cheating.
    • BE COURTEOUS and RESPONSIBLE. Each student is responsible for his or her desk and desk area. No coffees/sodas/foodstuffs are allowed in HHS classrooms.
    • BE IN YOUR SEAT. Mrs. W reserves the right to move your assigned seat at anytime, and will do so often to keep the class exciting. 
    • BE SUCCESSFUL. Earn an A or B in this course, and you will be super successful!


    C. Late Work

    Really none without penalty, so don’t bother! Assignments are due when they are due. You will have an appropriate window of time with set deadlines to complete and re-work major papers. Procrastination results in “the excuses” (i.e., “My printer is out of ink,” “My computer crashed,” “My internet was down,” etc.). Mrs. W cannot run a copy/printer service, and will not print your papers, so utilize the media center or computer labs. Having said this, I reserve the right to consider evaluating circumstances for late work.  The key is to communicate with me. Smaller assignments, such as homework cannot be turned in late, and in class quizzes often cannot be made up. Due to the fast pace of this class, even work such as quizzes or warm ups for excused absences often may not be made up.


    D. Absences

    Excused absences: Depending on the circumstances, you have as many days to make up work for an excused absence as the number of days missed; however, if you are aware of an upcoming deadline and you leave for a school sponsored activity, you will still be expected to have your work ready the day it was originally due. You are responsible to find out what work is due before you leave for athletic and/or club events.


    Unexcused absences:  Unexcused absence work will receive no credit. At Mrs. W's discretion, larger assignments can be made up for partial credit depending on the circumstances.  Unresolved absences (ones not called in) or ditches are considered unexcused. Honestly, because this class is taught at a college level, absences and missing work will be your worst enemy!  Zeros affect your grade tremendously, and your chances of getting an A are drastically limited.


    Per Higley High School the definition of an absence is defined as a student’s non-attendance in the student’s assigned classroom during an assigned period. The difference between an excused absence and an unexcused absence is that parents have followed HHS procedures to excuse a student by calling the attendance line. However, the accumulation of excused and unexcused occurrences will result in potential consequences. ALL absences accrue towards the limit of 10 per semester. HUSD has implemented a limit of ten absences per semester. If the student acquires more during a semester, the student will lose credit in those classes and be placed on audit status. To earn credit while on audit status, the student must submit an appeal to administration, attend all classes after the appeal is presented, and pass the semester final exam with a minimum of 75%. Subsequent appeals can be appealed to the school board.


    E. Tardy Policy  A tardy is defined as a student’s late arrival to my class.  Students are expected to be in their assigned seats by the time the final bell rings for class to begin. Students who are running in at the ringing of the bell will be considered tardy. When three tardies have been accrued in AP English Lit and Comp, ASD will be assigned. If behavior and lateness isn’t changed (after successive ASD referrals to administration have to be written), students will be dealt with on an administrative level and in the case of A hour, asked to enroll in a class during the day. Tardies are a disruption to student learning.


    F. Missed Quizzes/Tests

    Certain quizzes and tests (teacher discretion) that are missed because of excused absences cannot be made up. Too many times, there is only ONE prompt to address or only ONE version of the quiz and if you are not here, you may not be able to make up the assignment (quiz, timed writing, or test). No make up opportunities will be given for unexcused absences.


    G. Grading 

    A student’s grade will be based on his or her performance in the following categories: Learning Activities/Practice, Writing Assignments, Unit Tests, Quizzes, Novel Projects, Research Project, and the Final Examination. Per district policy, final letter grades will be expressed on reports according to the following scale:



    Percent             Letter Grade

    90-100%                    A

    80-89%                      B

    70-79%                      C

    60-69%                      D

    0-59%                        F


    In this class, student performance, in connection with important course components, contribute to each student’s final grade for the course in the following manner:

    ·         Assessments/Quizzes/Presentations/Project – 60% of Class Grade

    ·         Classwork/Homework/Warm Ups/Practice – 20% of Class Grade

    ·         Final Exam (for each semester) – 20% of Class Grade


    H. Formatting Papers

    All word-processed papers and assignments will be formatted with standard MLA headings. See below:


    Example of header used in this class for every single typed assignment:





    Brown 1

     Charlie Brown

     Mrs. Warner

     AP Lit: Period ____

     Date of the Assignment


     Notice that the header is left justified and double spaced, and your last name is in the header on the right side with the page number (even on p. 1).

    I. Advice for Success


    The AP Exam… Take it!

    The cumulative objective for this class is to take the AP exam in May. As a student, you will spend the whole year preparing for the exam, so it behooves you to give it your best (Yes, you will be prepared!). In addition, colleges expect to see this on your transcript—failure to take the exam is looked upon as a weakness by admissions offices. Depending on your university of choice, a grade of 5 could ensure English credit. Some schools (Arizona universities included) require a grade of 4 or better for credit. A score of 3 is considered a passing score and some universities will honor it. Talk to your counselor if you have questions.


    J. Buy Your Books

    You are encouraged to purchase copies of all novels for this class. If you purchase your own books you can take notes in them and highlight important passages. This will aid you in the literature aspect of this course. Please note that no student is required to purchase these books, and there will be copies made available in the media center. Oftentimes, there are e-books, stories, or poems available on the internet in lieu of checking out a copy from HHS.


    K. What if I don’t do my work or what if I don't usually read novels?

    Any student is permitted to register for AP English Literature 7-8, but it takes a hard-working and intelligent student to do well in this course. I know you are all brilliant, but if someone proves me wrong by not completing assignments or by relying on Cliff Notes to "read" novels, (s)he will probably earn a C-D average in class. That's just the way it is, so make time for AP English Lit, read and do all of the assignments and you can be successful in this course.


    L. Tardy Policy - Tardies are viewed as a disruption to the classroom environment. (This has been addressed earlier in the syllabus). Coming in late not only deprives the tardy student of the full learning time, but also disrupts the education of your peers. Any student who is not in his or her assigned seat when the tardy bell rings, will be considered tardy and upon the 3rd tardy can expect ASD. (See below). Tardy exceptions will include those with a medical situation (crutches/wheelchairs/etc.).


    M. After School Detention - Timeliness and preparedness are vital to ensuring student academic success. To this end, ASD (After School Detention) is an intervention designed to encourage and reinforce student academic success especially for those students who are consistently tardy or who don't complete their work. Throughout the day, per HHS Administration, students may be assigned ASD by their teachers for being tardy, for missing homework, and/or for unpreparedness for class. Students assigned ASD will serve it after parent notification. 


    N. Behavior Plan 

    In case there is an issue with behavior in class, the following plan will be adhered to:

    1. Teacher will speak with student and contact parent to address the issue.
    2. Teacher will assign student to ASD (After School Detention).
    3. If the behavior continues after ASD has been served, student will receive a referral to Administration.


    Note: If the behavior is for gross misconduct, student will be immediately sent to the office for further Administrative discipline.


    O. For the Parents In an effort to help your daughter or son be more successful in class and as a part of our Higley High community, our district offers a number of parent tools.


    • E-Alerts: Our school sends out automated email alerts for various school functions like dances, athletics, testing dates, yearbook sales, etc., but you must be on the list to receive them. To register go to www.husd.org > click on the silver “parents” link under the orange bar under the photos > click on the E-Alert link > fill out the form.


    • ParentVUE: Our school uses a software program called Synergy (Genesis), which compiles student grades, attendance, transcripts, and contact information. Teachers may include digital documents, classroom assignments, points and percentages, and individual feedback and comments. To register get an activation code from the front office (480) 279-7300 > go to the same “parents” link as above > click on the ParentVUE image button in the center of the page > click on the “I am a parent” link > Click on “I have an activation key and need to create my account” > read the privacy statement and hopefully click “I Accept” > Fill out the fields (fname, lname, and activation code) > Fill out the fields for Username, Password, and email > You should now see your child’s account information > at the top are two tabs, click on the My Account tab > here you can change your password, add additional email addresses, and choose to get email updates for attendance issues and notification for grade postings.


    • Warner’s Website: I carefully put a calendar on my website for your student’s class. Please go to our school’s homepage, click on teacher pages, then Warner, Yvonne. On that page, you’ll see Class Calendar, and you can view what we do each day.


    P. 5 Ways to Help Your Student


    1. Quiz students weekly on their vocabulary lists and/or other material related to our class.

    2. Proofread writing assignments before due dates. Help students elaborate in their writing,

         and ensure they are answering the prompt and staying on topic.

    3. Check the class calendar weekly for assignments, assessments, and due dates for major

         assignments. Additionally, view your students’ grades frequently in Synergy and discuss with

         them. (Please note that calendars and documents found on the teacher pages are subject to

         change based on adjustments and modifications necessary on a day-by-day basis.)

    4. Provide your student with a quiet place to read, write, and study.

    5. Encourage your student to peruse a wide variety of sources. 


    Q. Diversity

    All individuals have a right to an educational environment free from bias, prejudice, and bigotry. As members of the Higley High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability, or sexual orientation.
































    Syllabus Acknowledgement – 2017 – 2018 School Year

    Warner’s AP English Lit & Composition - Dual Enrollment ENH 110/111


    NOTE: The syllabus for this class has been created in conjunction with HHS Site and District Administration and is posted on Mrs. Warner’s website. All texts herein are listed on the AP College Board reading list, and have been approved by the College Board. This syllabus has been carefully put together to prepare HHS students for the cumulative AP exam administered at the end of this course in May. By signing the syllabus acknowledgment, you are permitting your teen to read the texts listed herein, as well as other supplemental reading selections (AP test prompts/AP multiple-choice questions, etc.) which have been reviewed/approved by the HHS Administration. Parents, you are encouraged to review and research these and other titles as they are assigned. If, at any time you have a question, please email me at Yvonne.warner@husd.org.



    I acknowledge that I have received, read, and understand Mrs. Warner’s HHS AP English Lit and Comp / Dual Enrollment ENH 110 / 111 syllabus in its entirety as evidenced by my signature below. I understand that in an effort to conserve paper, this syllabus is available on Mrs. Warner’s website. If need be, I will print off a copy for continued use as our class continues.  I am also aware of the Advanced Placement recommended reading selections listed within this syllabus that will be used in this course.  I acknowledge that I have shared this syllabus with my parent(s) as evidenced by his/her/their signature(s) below mine.



    ___________________________________________                    _______________________________________________

    Printed Student Name                                                                         Student Signature



    Student Contact Information (Address)



    Student Email and Phone Number




    I have read the syllabus for AP English Literature and Composition – Dual Enrollment ENH 110 and 111 as evidenced by my signature(s) below.


    __________________________________________                ______________________________________________

    Printed Parent Name                                                                           Parent Signature



    Parent Cell Phone and Contact Information (if different from the student’s)



    Parent Email and Additional Contact Person Name and Phone #

Last Modified on February 8, 2018