By: Leah Duffill
(Source: media.istockphoto.com)
In this article, you will see a chart below that compares the three senior English classes, covering topics from the synopsis, class and student expectations, course benefits, class structure, work load, and teacher advice and comments.
| AP Literature & Composition | WRT 105: Practice of Academic Writing (SUPA) | English IV | |
| Ms. Hernandez | Mr. Kruger | Mrs. Cirone & Mr. Buonadonna | |
Synopsis: | Focuses on reading, analyzing, and writing about imaginative literature from various time periods. Students consider and evaluate a work’s structure, style, themes, figurative language, imagery, and symbolism. Writings include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. | Challenges students to understand that effective communication requires people to be aware of the complex factors that shape every rhetorical context, such as issues of power, history, difference, and community. This course focuses a lot of peer review, revisions, and constructive criticism that is to be applied towards improvement. Students are responsible for their own progress, and are responsible for writing formal papers, in addition to informal writing assignments and a culminating portfolio. (This course is offered through Syracuse University and is available for credit and a SU transcript by paying a (discounted) fee. | This course has a strong emphasis on analysis, writing, project synthesis/presentation. Students will read a cross-section of literature from a number of cultures and time periods. Different genres will be covered, such as poetry, fiction, non-fiction, and drama that allow students to identify common aspects of human experience and the triumph of the human spirit. Writings include the college essay, response journals, analysis papers, a research paper, and various literature-based essays. |
| Typical Day in Class: | Focuses on reading, analyzing, and writing about imaginative literature from various time periods. Students consider and evaluate a work’s structure, style, themes, figurative language, imagery, and symbolism. Writings include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. | Challenges students to understand that effective communication requires people to be aware of the complex factors that shape every rhetorical context, such as issues of power, history, difference, and community. This course focuses a lot of peer review, revisions, and constructive criticism that is to be applied towards improvement. Students are responsible for their own progress, and are responsible for writing formal papers, in addition to informal writing assignments and a culminating portfolio. (This course is offered through Syracuse University and is available for credit and a SU transcript by paying a (discounted) fee. | This course has a strong emphasis on analysis, writing, project synthesis/presentation. Students will read a cross-section of literature from a number of cultures and time periods. Different genres will be covered, such as poetry, fiction, non-fiction, and drama that allow students to identify common aspects of human experience and the triumph of the human spirit. Writings include the college essay, response journals, analysis papers, a research paper, and various literature-based essays. |
| Rigor (based on teacher ratings): | Students usually come to class, having read an assigned text, ready to collaborate and engage with classmates to perform deep and narrow analysis of text – contributing to daily microblogging on Google Classroom and to lively class discussions. | Review assigned, text, share insights about the topic and the writer’s style, and continue revising, reviewing, and drafting your work. | Some sort of close reading activity/analysis and discussion. Classes vary – quizzes, classwork, presentations, writing, discussion and analysis. |
| Main Topics: | 8 or 9/10 | 6 or 7/10 | 5 or 6/10 |
| Class Structure: | The course examines literary works (novels, plays, poetry) from assorted time periods and movements — Renaissance, Romantic Era, Modernism, Existentialism, Post-Modernism, Atemporality (bringing us from the late 1500s to present day, with writers from England, America, Latin America, France, Austria, Ghana, among other places). | Contains three main units: Unit 1: writing a blog about the college admissions process Unit 2: a visual analysis (analytical paper, photo essay or documentary, etc) – student chooses the topic. Unit 3: an argument paper regarding cultural resistance (choose a topic based on the conformity of cultural resistance) | Fate, Destiny, + Human Agency, Existentialism + Nihilism, Magical Realism + The Hero’s Journey, Rebellious Voices of Women |
| Texts Covered: | Collaborative — as students work in groups of 3-4 at tables daily, to share ideas and post analysis of texts. Students then speak to the larger group about their interpretations. | Studio style class with focus on peer review and open discussion. Readings are typically longer than the AP Lang texts, but similar in style and type. | Works as a typical English Honors class at BT with readings of different texts, with essays and assessments based on the themes and details of the texts. |
| Workload: | The course usually utilizes the following main units: Dreaming in Cuban, Macbeth, The Stranger, Homegoing, As I Lay Dying, The Metamorphosis, Pride and Prejudice, one independent reading of student’s choice (from a given list), poetry studies in Satire, Renaissance/Metaphysical Era, 20th Century (from assorted cultures), and Romanticism, and some assorted short stories. | Based on the textbook, “Writing Analytically,” and various articles from both academic and general audiences. | Some of the texts covered include, The Stranger, The Alchemist, A Doll’s House and Poetry, and Macbeth |
| Grade Breakdown: | Most written work is done in class, however, there are consistent nightly readings and one major independent research paper (of approximately 6-7 pages). | Small homework assignments every night. Papers are typically 4-6 pages each. | Expect 1-2 hours of at-home work per week. Most of the workload is at home reading, and every week there will be a quiz. |
| Requirements/Expecations | The expectations are that students enjoy reading and can work efficiently in managing many works over the course of the year – with most of the written work done in class. The course curriculum is governed by the three hour AP Lit Exam (which has 55 multiple choice questions based on approx. 4 mixed readings of poetry and prose and three essay questions on poetry, prose, and a full literary work of the student’s choice) | Be a motivated student, who is interested in refining their own writing process with a good work ethic. | Students should be prepared to participate and learn using the week’s assigned reading. |
| Ideal Student: | AP Lit. students benefit from enjoying reading and from being able to read a range of texts in an efficient way, along with the capacity to manage timed writings and timed multiple choice assessments. | Hard-working, driven, and self-motivated to do the work and improve your writing. | Someone is trying to learn the material and may not want the stress and workload of the other senior English class options. |
| Advice from Teachers: | Students should focus on planning ahead in order to read texts nightly by a fast-paced schedule – and be prepared to share in daily discussions and tackle assorted timed writings. | The class is a challenging course without the pressure of formal assessments. Simply put: do your work, be willing to share insights, and share your opinions/feedback. | Take this class if you have a heavy workload from other classes and want less work. |
| Extra Details: | Can possibly earn college credit (as an elective college credit) AP Lit. covers a range of philosophical and artistic movements throughout history – so students may enjoy literature as an expression of the human condition in the face of global experiences. | Can possibly earn college credit, through SUPA transcript The fee for the credit is $345, but there is financial aid and can be paid in installments. Classes are limited to 20 students each class Class ends by Spring Break and then the following two months are an abbreviated literature unit, but there are still no tests or quizzes. | Standard English credit that fulfills the school requirement. |
| General Comments: | AP Lit. is likely different as the bulk of the written work is done in class and there are consistent, fast-paced nightly readings required. AP Lit. also focuses on a balance of novels, plays, and poetry. | Isn’t as rigorous as AP, but still allows the student to improve their writing and receive feedback | Good to take if you are in a lot of APs and/or if English is not your main priority. |
| Student Benefit | leStudents should choose this class if they enjoy fiction works (novels, drama) and poetry – and like to explore works with their classmates in a fast-paced setting. Valuable for college, “as it moves at a fast pace and fosters the kind of critical thinking and independence required in college classes.” | Prepares students for college level writing, the acceptance of constructive criticism, and growing comfortable with peer review and sharing insights about a variety of topics. | Students look at a variety of human experiences, and the class isn’t as strenuous. |
A big thank you to Ms. Hernandez, Mr. Kruger, Mr. Buonadonna, and Mrs. Cirone for meeting with me to break down these classes to allow students a comparison that allows them to decide the best senior English class for them.
Sources: Bergen Tech Course Catalog & interviews with Senior English teachers.
