AP English Literature and Composition (Sem 2)
Course Description:
This is the second semester of a two-semester course. This course provides high school students with college-level instruction in active, close reading, and analysis of imaginative literature. Through the close reading of works of literary merit, students learn to consider how a work's style, figurative language, theme, and other literary elements contribute to its meaning and cultural significance. This approach to analyzing prose and poetry allows students to establish connections, make observations about textual details, and sharpen their understanding of these nuances through their own writing. This course will effectively prepare students for the AP Exam and learning beyond the exam by enabling them to read, analyze, and write about complex texts.
Course Details:
| Course Title (District): |
AP English Literature and Composition (Sem 2) |
| Course Title (NCES SCED) : |
AP English Literature and Composition |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
National Collegiate Athletic Association, CollegeBoard |
| Alignment Document : |
https://drive.google.com/file/d/1YjC92JjyOF3V2hsUiv5CYA_tQ6ZrbTnq/view?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 01006 |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
AP English Literature and Composition |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
Students will be required to provide their own copies of the some reading materials. The following titles are required reading (Students must provide their own copies of, or otherwise access, the following books):
- The Grapes of Wrath by John Steinbeck
- Hamlet by William Shakespeare
- One of the following:
- Alias Grace by Margaret Atwood
- Sense and Sensibility by Jane Austen
- *Post Office by Charles Bukowski
- The Stolen Child by Keith Donohue
- As I Lay Dying by William Faulkner
- Still Alice by Lisa Genova
- *Jude the Obscure by Thomas Hardy
- Portrait of the Artist as a Young Man by James Joyce
- Poisonwood Bible by Barbara Kingsolver
- The Moor’s Account by Laila Lalami
- The Spanish Prisoner by David Mamet
- *The Road by Cormac McCarthy
- *Lolita by Vladimir Nabokov
- Binti: The Trilogy by Nnedi Okorafor [NOTE: This is a trilogy of novellas, so all three books would be the equivalent of one of the other choices.]
- *Fight Club by Chuck Palahniuk
- *Confederacy of Dunces by John Kennedy Toole
- *The Hummingbird’s Daughter by Luis Alberto Urrea
- Bury My Heart at Wounded Knee by Dee Brown
- The Boys in the Boat by Daniel James Brown
NOTE: All of the above works have rhetorical merit for the AP English student; texts marked with asterisks (*) deal with mature subject matter or contain adult language or situations. If this is a concern for you or your family, please choose a different text from the list.
Upon completion of this course, students will be able to...
- Analyze poetry, novels, and short stories and dramatic works in relation to plot, setting, theme, characterization, point of view, imagery, structure, motif, mood, stage direction, and narration
- Compose essays that meet the essay requirements of the AP Exam
- Compose literary analyses, prose analyses, literary arguments, and poetry analyses
- Engage in textual structure analysis
- Detect and avoid plagiarism
- Format a works cited page in meeting MLA style requirements
- Engage in research processes, including locating credible sources, outlining, and source citations
- Analyze works of literature in light of historical context
- Analyze and critique Shakespearean tragedies and comedies
- Make and analyze claims and lines of reasoning within essays
- Analyze and apply figurative language
- Analyze poetry in terms of syntax, tone, diction, imagery, figurative language, rhythm devices, sound devices, and comparisons
- Demonstrate preparedness for the AP Exam
NSQ National Standards for Quality Online Courses
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| A1. A course overview and syllabus are included in the online course |
Pilot: Review Pending
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Pilot: Review Pending
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| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Pilot: Review Pending
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Pilot: Review Pending
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Pilot: Review Pending
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Pilot: Review Pending
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Pilot: Review Pending
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| A8. Learners are offered an orientation prior to the start of the online course. |
Pilot: Review Pending
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Rating
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Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Pilot: Review Pending
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| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Pilot: Review Pending
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Pilot: Review Pending
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Pilot: Review Pending
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| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Pilot: Review Pending
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Pilot: Review Pending
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| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Pilot: Review Pending
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Pilot: Review Pending
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Pilot: Review Pending
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Pilot: Review Pending
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Rating
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| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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Pilot: Review Pending
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Pilot: Review Pending
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Pilot: Review Pending
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
Pilot: Review Pending
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Pilot: Review Pending
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| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Pilot: Review Pending
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| C7. The online course provides regular opportunities for learner-learner interaction. |
Pilot: Review Pending
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Pilot: Review Pending
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Pilot: Review Pending
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| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Pilot: Review Pending
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| D2. Valid course assessments measure learner progress toward mastery of content. |
Pilot: Review Pending
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Pilot: Review Pending
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Pilot: Review Pending
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Pilot: Review Pending
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| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Pilot: Review Pending
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| E2. The online course design facilitates readability.* |
Pilot: Review Pending
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Pilot: Review Pending
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| E4. Course multimedia facilitate ease of use.* |
Pilot: Review Pending
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Pilot: Review Pending
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| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Pilot: Review Pending
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| F2. The online course tools support the learning objectives or competencies.* |
Pilot: Review Pending
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Pilot: Review Pending
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| F4. The course allows instructors to control the release of content.* |
Pilot: Review Pending
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Pilot: Review Pending
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Rating
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Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Pilot: Review Pending
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| G2. The online course is reviewed to ensure that the course is current. |
Pilot: Review Pending
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Pilot: Review Pending
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Review Conducted By: Michigan Virtual
Date of Review:
10/01/2021
Module 5: Family
Module 6: More Than One Way
Module 7: Discovery
Module 8: The Irony
Module 9: Review and Exam
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
02/07/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$440 |
|
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
02/07/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements
