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The preface explains that the Course and Exam Description (2019) sets a structured, teachable order for writing-focused and literature-focused competencies, bridging test preparation with deeper literacy. The introduction frames literature as an art of human observation, emphasizing emotional truth, personal connection, and the role of stories, poetry, and prose techniques in engaging readers through complexity and 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on the Advanced Placement English Literature and Compositionexam.While the Course and Exam Description (CED)released by the CollegeBoard in 2019 is not a redesign of the course,it does—for the first time inthe seventy-five-plus year history of the course-provide specific skills andknowledge that students need to use to demonstrate the important conceptsrelated to writing.The CED also—again,for the first time—suggests an orderfor teaching those skills and concepts to provide foundations on which studentsand teachers can build.This book is organized around those skills and conceptsand their suggested order,providing students the opportunity to work with adiverse array of authors and poets,a variety of text types and dificulties,andtexts both old and new.Users of this book will closely read and analyze textsthev encounter and also engage in writing their own texts using literary skillsthey are studying.In this way,students can learn by doing—a creative approachthat has often been lost in the world of skills-focused education.  \nThis book fills the gap between test prep handbooks and costly Englishtextbooks and anthologies.Mostimportant,whileit usesthe CED asa frameworkand provides exam practice,it focuses on making students more literate-thatis,better readers and writers.It is thorough enough to be a student's go-to bookespecially if used in conjunction with other print and online resources.It can beread and practiced gradually over an entire course,reviewed in just a few weekswith the built-in review tools,or used in some combination of the two.  \nFirst,thanks go to my parents and grandparents as readers and my granas a(and my!)teacher.Next,I would like to thank my co-writer and colleagueBecky McFarlan for her mentorship,kindness,and patience;English professorsWill Nash,David Kirkland,Michael Wood,Julie Cyzewski,Jennifer FletcherDavid Miller,Jim Egan,Tarshia Stanley,Erin Suzuki,Kim Coles,Tom FosterLisa Eckert,Erica Still,Warren Carson,Les Burns,and the late Bruce Holle fortheir inspiration;and my friends and colleagues Timm,Lauren,and Darrin forpicking up their phones.Thanks to the reviewers who are listed on pages i-iiand to Rudy,Amy,Kristina,Erik,Kathy,Minaz,Carlos,Eileen,Dana,TonyTerri.Kav.Enithie.Brian,and so many others—you're all in here.Special thanksgo to John Williamson and Brian Robinson as colleagues and mentors.  \nNot enough can be said about Carol Francis (the editor of this work)andher team,who fought through the pandemic and other challenges to keep thisproject on pace while maintaining professionalism,grace,and the patience ofJob.And,of course,thanks to AMSCO/Perfection Learning and Steve Keay forbelieving in us and our work.  \nBut more than anything,thanks to Jeep;the rest of Becky's family;andAngie,Hilton,and Dorian for the sacrifices that allowed this book to becomea reality.  \n# Introduction\n\n\"I did not know if the story was factually true or not,but it was emotionally true.\"  \nRichard Wright,Black Boy  \niterature captures us:it is an art like painting or sculpture or music,andthe authors are artists.All artists are observers of humanity,and they all drawon their unique experiences as they create their artworks and represent thoseexperiences.  \nLike much other art,literature does not always look familiar.For example,at first look,a French countryside painted by Claude Monet may not seemespecially relevant to you if you have never seen a French countryside.A songfrom ancient China may not seem to communicate to you if you have noknowledge of ancient China.Literature from a hundred years ago or a poemwritten last week by someone with experiences different from your own maynot seem to speak to you.So why read it you if you cannot connect with it?  \nBefore attempting to answer that,think about what you can connect to:the song you have on repeat","cbCaioTYRCGXkQU1","https://ap.wps.com/l/cbCaioTYRCGXkQU1","pdf",20653092,29,"English","# Introduction\n## Preface\n## Introduction Themes: Emotional Truth and Connection\n## Literature’s Forms: Prose, Poetry, and Complexity","[{\"question\":\"What is the purpose of AMSCO English Literature and Composition: AP Edition?\",\"answer\":\"It builds the skills and concepts required for college-level literature courses and for the AP English Literature and Composition exam, emphasizing students’ ability to read and write with purpose.\"},{\"question\":\"How does the Course and Exam Description (2019) influence the book?\",\"answer\":\"It provides an order for teaching key skills and concepts, offering foundations that students and teachers can expand, alongside exam practice.\"},{\"question\":\"Why should readers connect to literature before studying it?\",\"answer\":\"Because literature can be harder to engage when it feels unfamiliar; connecting personal experiences to stories, films, songs, and poems helps readers relate to themes and characters.\"}]","AMSCO English Literature and Composition - AP Edition - Preface and Introduction | 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