The CHHS Pre-AP and AP English program attempts to include a variety of college-level reading tasks. Each teacher and/or grade-level selects specific works to use in class. Classes are often given choice-reads in which students must select appropriate level works themselves. students reading
    CollegeBoard's guiding principles in regards to reading for AP classes can be found below:
    Reading for AP English Literature (excerpted from Collegeboard.org)
    The course should include intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. The works chosen should invite and gratify rereading.
    Reading in an AP course should be both wide and deep. This reading necessarily builds upon the reading done in previous English courses. These courses should include the in-depth reading of texts drawn from multiple genres, periods, and cultures. In their AP course, students should also read works from several genres and periods -- from the sixteenth to the twenty-first century -- but, more importantly, they should get to know a few works well. They should read deliberately and thoroughly, taking time to understand a work's complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work's literary artistry, students should consider the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context should provide a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.
    Reading for AP English Language (excerpted from Collegeboard.org)
    In this course, students become acquainted with a wide variety of prose styles from many disciplines and historical periods and gain understanding of the connections between writing and interpretive skill in reading. Concurrently, to reflect the increasing importance of graphics and visual images in texts published in print and electronic media, students are asked to analyze how such images both relate to written texts and serve as alternative forms of text themselves.


    When students read, they should become aware of how stylistic effects are achieved by writers’ linguistic choices. Since imaginative literature often highlights such stylistic decisions, fiction and poetry clearly can have a place in the AP English

    Language and Composition course. The main purpose of including such literature is to aid students in understanding rhetorical and linguistic choices, rather than to study literary conventions.


    Upon completion of the course, students  should be able to analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques.

    When instructors choose novels (and other works), they often choose writing which exhibits a high degree of complexity - allowing for deeper class discussions, student recognition of numerous literary or rhetorical devices and student analysis of an author's style or strategy. The links below contain a number of works that are considered college-level or college-prepatory. In many cases, other works by the listed authors would also be of appropriate rigor and complexity.