Interpretation of of literary works through close reading to arrive at an understanding of their multiple meanings. Evaluation of literature—an assessment of the quality and artistic achievement of literary works and a consideration of their social and cultural values. Draw from connections a series of inferences leading to an interpretive conclusion about a piece of writing’s meaning and value. Become acquainted with a wide variety of prose styles from many disciplines and Identify and analyze the audience, purpose and message of an informational or persuasive text. Identify and analyze how an author’s use of language appeals to the senses, create imagery, and suggests mood. Identify, analyze, and evaluate similarities and differences in how multiple present information, argue a position, or relate a theme. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 2C—relate the figurative language of a literary work to its historical and cultural setting and genre) TPC/FASSSTT SIFFTT Create prior knowledge of these influences through research or activities 3—analyze the effects of diction and imagery in poetry (poetry) TPC/FASSSTT DIDLS SIFFTT Which of the following best describes an effect of the repetition of the phrase “ask us” in line 33? Which of the following best describes the poem as a whole? In line 14-15, the breeze is compared to… Lines 4-48 can best be described as… It can be inferred that Sara’s attitude toward the speaker’s speculations is one of… The poem is an example of which of the following free verse forms… 4—dramatic conventions enhance dramatic texts (drama) DRAMA Play excerpts are not used on the AP Literature test multiple choice; however, students may select a play they read during course work to address the prompt in Question 3. 5A—analyze non-linear plot development and compare it to linear plot development (fiction) Plot diagram that includes climactic events and subplot diagram Maud Martha decided to say “nothing” (line 30) chiefly because… Which of the following most clearly distinguishes Maud Martha’s attitude from that of Mama and Helen? Maud Martha’s mother looks quickly at Maud Martha line 65) because she… The paragraph of the passage (lines 86-89) reveals primarily that Helen… analysis
historical periods and gain understanding of the connections between writing and interpretive skills in reading. Study, intensively, representative works from various genres and periods, concentrating on works of recognized literary merit. Develop awareness of literary tradition and the complex ways in which imaginative literature builds upon the ideas, works, and authors of earlier times. Gain awareness of how writing style has changed dramatically through history, and its existence in many national and local varieties. Identify new words and concepts acquired through study of their relationships to other words and concepts. Apply knowledge of roots and affixes to infer the meanings of new words. Use reference guides to confirm the meanings of new or concepts. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Read a wide variety of texts from American, 5B—analyze how authors develop complex yet believable characters in of fiction through a range of literary devices, including character foils (fiction) Char. Crew Method of Char. DC/IDC SIFFTT DIDLS Maud Martha decided to say “nothing” (line 30) chiefly because… Which of the following most clearly distinguishes Maud Martha’s attitude from that of Mama and Helen? Maud Martha’s mother looks quickly at Maud Martha line 65) because she… The final paragraph of the passage (lines 86-89) reveals primarily that Helen… 5C—analyze the way in which a work of fiction is shaped by the narrator’s point of view (fiction) Powerful Reading Words Basic Literary Terms 5D—demonstrate familiarity with works by authors from literary traditions with emphasis on classical literature (fiction) 6—analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event (literary nonfiction) TTRAPS SIFTT SMELL Rhetorical Appeals and Fallacies 7—explain the role of irony, sarcasm, and paradox in literary works (sensory language) Basic Literary Terms 8—explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less Topic to Main Idea to Theme Author’s Purpose Pizza
Accompany reading with thoughtful discussion and writing about works in the company of one’s fellow students. Read complex texts with understanding and write prose of sufficient richness and complexity to communicate effectively with mature readers. Reflect on the social and historical values a work reflects and embodies. Underscore the commonalities and distinctive elements of evocative literary language European, and world literatures. Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature. Analyze works of literature for what they suggest about the historical period and culture contexts in which they were written. Analyze and compare the use of language in literary works from a variety of world cultures. Explain how literary and texts evoke important details that support the author’s purpose (culture and history) 9A—summarize text and distinguish between a summary that captures the main and elements of a text and critique that take a position and expresses an opinion (expository text) BME 9B—differentiate between opinions that are substantiated and unsubstantiated in the text (expository text) Pizza 9C—make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns (expository text) Textual Evidence Genre structure 9D—synthesize and make logical connections between ideas and details in several text selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence (expository text) Main idea Topics Textual evidence Venn Multiple texts are addressed in the AP Language Question 1 essay, known as the synthesis question. 10A—analyze the relevance, quality, and credibility of evidence to support or oppose an argument for a specific audience (persuasive text) Textual Evidence Rhetorical appeals and fallacies 10B—analyze famous speeches for the SMELL TTRAPS
personal experience and reveal character in particular historical circumstances. Describe insights gained about oneself, others, or the world from reading specific texts. Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film. rhetorical structures and devices used to convince the reader of the authors’ propositions (persuasive text) Textual evidence 11A. analyze the clarity of the objective(s) of procedural text (procedural text) Textual evidence Genre structure 11B—analyze factual, quantitative, or technical data presented in multiple graphical sources (procedural text) OPTIC Guided Questions 12A—compare and contrast how events are presented and information is communicated by visual images versus texts (media literacy) OPTIC Venn Guided Questions 12B—analyze how messages in media are conveyed through visual and sound techniques (media literacy) 12C—compare and contrast coverage of the same event in various media (media literacy) 12D—evaluate changes in formality and tone within the same medium for specific audiences (media literacy) Shift Tone OPTIC Fig.19A—reflect on understanding to monitor comprehension (e.g. asking questions, summarizing and synthesizing, making connections, creating sensory images) SWBST BME SIFFT DIDLS
Writing—the student is expected to… 13A—plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies, and developing a thesis or controlling ideas (writing process) in several forms—narrative, exploratory, expository, argumentative—on many different subjects from personal experiences to public policies, from imaginative literature to popular culture. Move beyond such programmatic responses as the five-paragraph essay and place emphasis on content, purpose, and audience. Identify and practice writers’ strategies. Write in both formal and informal contexts to gain authority and learn to take risks in writing. Vary writing experiences for literary works depending upon the following purposes: writing to understand, writing Compose a variety of texts that demonstrate clear focus, the logical development of ideas in paragraphs, and the use of appropriate language that advances the author’s purpose. Determine effective approaches, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience. Generate and gather information relevant to the topic and purpose, keeping careful records of outside sources. Evaluate relevance, quality, sufficiency, and Reporting Category 4: Compose a written text 14A, 15Ai-v Read (text/passage) Think (tasks/annotate) Write (prompt) 13B—structure ideas in a sustained and persuasive way and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning (writing process) Reporting Category 5: Revise written 13C, 15Ai-v, 16ACDE, Rhetorical Appeals and fallacies Transitions and their jobs Outline 13C—revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed (writing process) Reporting Category 6: Edit written texts 13D, 17Ai-iiiC, 18ABi-ii, 19A SCAM Baseball 13D—edit drafts for grammar, mechanics, and spelling (writing process) CUPS Baseball organized
to explain, and writing to evaluate. Write to understand through the use of response and reaction papers, annotation, and reading journals. Write to evaluate through the use of judgments about a work’s artistry, and explore a work’s underlying social and cultural values through analysis, interpretation, and argument. Produce imitation exercises, journals, collaborative writing, and responses. Write essays that proceed through several stages or drafts, with revision aided by teacher and peers. depth of preliminary ideas and information, organize material generated, and formulate a thesis. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose. Edit writing for proper voice, tense, 13E—revise final draft in response to feedback from peers and teachers and publish written work (writing process) an engaging story with a conflict and resolution, interesting and believable characters, and a range of literary strategies and devices to enhance the plot (literary text) Plot diagram Basic literary terms 14B—write a poem using a variety of poetic techniques and a variety of poetic forms (literary text) 14C—write a script with an explicit or implicit theme and details that contribute to a definite mood or tone (literary text) 15Ai-v—write an analytical essay of sufficient length that includes: effective introductory and concluding paragraphs and a variety of sentence structures, rhetorical devices, and transitions between paragraphs, a controlling idea or thesis, an organization structure appropriate to purpose, audience, and context, and relevant information and valid references (expository and procedural texts) Read Write Pizza Transitions and their Jobs Research Outline
Construct essays with logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis. Develop and organize ideas in clear, coherent, and persuasive language. Produce projects that call on evaluation of the legitimacy and purpose of sources used. Formulate varied, informed arguments. Consider each source as a text that was itself written for a particular audience and purpose. Sort through disparate interpretations to analyze, reflect upon, and write and syntax, assuring that it conforms to standard English, when appropriate. 15Bi-ii—write procedural or document that include: and accurately conveyed information and reader friendly formatting techniques (expository and procedural texts) Read Think Write Outline 15Ci-iii—write an interpretive response to an expository or a literary text that: extends beyond a summary and literal analysis, addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations, and analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices (expository and procedural texts) Pizza Basic literary terms 15D—produce a multimedia presentation with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience (expository and procedural texts) Various programs 16A—write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence (persuasive texts) Read Outline Rhetorical appeals and fallacies Research related
about a topic and through such activity enter into conversations with other writers and thinkers. Write for a variety of purposes. Write to explain through the use of and brief focused analyses on aspects of language and structure. Write to explore, discovering ideas through the process of writing about text. Write effectively under time constraints. Create essays that balance 16A—write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence Read Think Write Outline Rhetorical appeals and fallacies 16B—write an argumentative essay to the appropriate audience that includes consideration of the whole range of information and views on the topics and accurate and honest representation of these views (persuasive texts) 16C—write an argumentative essay to the appropriate audience that includes based on evidence to anticipate and address objections (persuasive texts) Read Think Write Outline Counter claims brainstorm Research 16D— write an argumentative essay to the appropriate audience that includes an organizing structure appropriate to the purpose, audience, and context (persuasive texts) Read Write Outline
sentence structures, including appropriate use of subordination and coordination. Research—The student is expected to… 20A—brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (research plan) Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing, and reviewing. Increase ability to explain clearly, cogently, even elegantly, understanding and interpretation of literary works. Cite source material conventions recommended by professional organizations such as the Modern Language Association (MLA), the American Psychological Association (APA), and the Council of Science Editors (CSE). Consider each source as a text that was itself written for a particular audience and purpose. Demonstrate understanding of the conventions of citing Formulate topic and questions. Formulate research questions. Explore a research topic. Refine research topic and devise a timeline for completing work. Select information from a variety of sources. Gather relevant sources. Evaluate the validity and reliability of sources. Synthesize and organize information effectively. Use source material ethically. Produce and design a document. Design and present an effective product. Use source material ethically. 20B—formulate a plan for engaging in research on a complex, topic (research plan) 21A—follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry (gathering sources) 21B—organize information gathering from multiple sources to create a variety of graphics and forms (gathering sources) 21C—paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (gathering sources) 22A—modify the major research question as necessary to refocus the
23E—uses a style manual to document sources and format written materials (organizing and presenting ideas) Listening, Speaking, and Teamwork—the student is expected to… 24A—listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker’s ideas for reflection and by asking questions related to the content for clarification and elaboration (listening) The AP English course description does not identify specific goals or expectations directly related to the listening or speaking or teamwork strands of the TEKS. Speaking: Understand the elements of communication both in informal group discussions and formal presentations. Understand how style and content of spoken language varies in different contexts and influences the 24B—follow and give complex oral instructions to perform specific tasks, answer questions, solve