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Questions 1 and 2

THE AP EXAM

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All questions 1&2 have these two parts

The WHAT = the message, the thematic concern, the meaning of the work as a whole

The HOW = the literary elements used to create meaning

The HOW might be called: literary devices, literary techniques, resources of language,

narrative techniques, stylistic devices

THE “WHAT” AND THE “HOW”

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The HOW part of the question asks you to …

• demonstrate your ability to identify literary devices (characterization, setting, diction, irony, imagery)

• connect those to meaning (the WHAT).

This, as you know, is the heart of analysis.

NO MATTER WHAT THE COLLEGE BOARD CALLS IT…

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1. Read over the sample College Board essay questions 1&2 from 2005-6.

2. Mark the WHAT and the HOW for each question by underlining the WHAT once, and the HOW twice

ACTIVITY

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(Q1)Read the two poems carefully. Then in a well-written essay, compare and contrast the two poems, taking into consideration the poetic techniques Blake uses.

(Q2)Then in a well-developed essay, discuss how the narrator’s style reveals his attitudes toward the people he describes.

2005 (Q1) AND 2006 (Q2)

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Carefully read the following poem by the poet and novelist John Updike. Then, using specific references to the poem’s language and techniques, write a well-organized essay analyzing how Updike conveys the complex relationship between the novelist and the characters in the novel.

The following passage is from Charlotte Brontë’s novel Shirley (1849). In the passage, the narrator describes the age of eighteen as an important threshold. In a well-organized essay, analyze how Brontë uses literary techniques to

characterize the phases of life her protagonist is leaving and entering.

QUESTIONS 1&2: 2014

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From a novel or a play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then in a well-organized essay, identify each of the conflicting forces and explain how this conflict within one character illuminates the meaning of the work as a whole.

HOW IS THIS DIFFERENT FROM QUESTIONS 1&2?

QUESTION 3: OPEN ENDED, FREE RESPONSE

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In many works of literature, relationships between siblings (brothers or sisters) create, clarify, or complicate central themes of the work. Choose a novel or play in which a sibling relationship—positive or negative—functions to deepen a central theme. Write a well-organized essay in which you analyze how the sibling relationship contributes to the meaning of the work as a whole. Do not merely summarize the plot.

QUESTION #3: 2014

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Strategies and techniques for timed writings

PROSE ANALYSIS FOR THE AP EXAM

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The WHAT = the message, the theme, the meaning of the work as a whole

The HOW = the literary elements used to create meaning

2005: Read the passage below and write an essay discussing how the characterization in the passage reflects the narrator’s attitude toward McTeague. In your essay, consider such elements as diction, detail, and syntax.

2006: The following passage is an excerpt from Lady Windermere’s Fan, a play by Oscar Wilde. Read the passage carefully. Then write a well-organized essay in which you analyze how the playwright reveals the values of the characters and the nature of their society.

QUICK REVIEW: THE “WHAT AND THE “HOW”

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Prewriting—it can make or break your response

1. Read the question and the piece of literature without making any notations.

2. Read the question again and analyze it for the “what” and the “how.”

3. Read the selection again and analyze it for the elements suggested in the prompt. This means: mark it up and annotate!

4. Re-examine the prompt

5. Sift through your annotations, looking for patterns and elements that seem especially significant in light of the prompt.

6. Compose your thesis. Try to answer the prompt in one or two sentences.

ANALYZING UNDER TIME CONSTRAINT

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• Look for repetition (words, phrases, images, sentence structure)

• Note unusual word choices or phrases that jump out at you

• Note figurative language (simile, metaphor, personification)

• Note imagery (visual, auditory, tactile)• Think about purpose (why write about

that subject?)

ANNOTATION REMINDERS

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“STORY OF AN HOUR”Activity

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PROMPT

Read the short story below and write an essay discussing how the development of character in the story reflects Kate Chopin’s attitude toward the role of women. In your essay, consider such elements as diction, imagery, and syntax.

Independently:

1) Analyze the question and find the “what” and the “how.” Bracket and label.

2) Re-read the story and do a focused analysis according the “how.”

PREPARING TO WRITE AP TEST QUESTION 2

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BEFORE YOU WRITE…

Text examples• List and

identify all the best ideas

• Look for patterns to emerge

Thesis• After noting

patterns, write thesis

• answer the prompt, include theme+because

Specific examples:• Narrow choices

from the first column

• List only those that best support thesis

• Be sure to label them: syntax, image

As a group:1. Compare annotations2. Decide which you’ll include to meet the expectations of

the prompt.3. Put your ideas together on a sheet of poster paper as

you see below.

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Short introduction: • 2-3 sentences that make clear reference to the question• Use key words from prompt• But don’t just restate it, answer it!

Body:• At least 2 fully developed paragraphs.• Address each technique and relate each to meaning.• Always come back to the “what.”• Use text references, both quotes and direct reference. Quote only the

most apt sections of a line/lines…make use of your ellipsis mark.

Conclusion:• Not absolutely necessary• If you have time, a sentence or two is sufficient.

TIMED ESSAY STRUCTURE

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• Writing to discover your ideas• Writing a reader response (your opinions and

reactions) rather than analysis• Defining terms—just use them correctly• Major “scratch-outs”—just draw a line through error• Skipping lines• Sloppy writing• Praising the author

WHAT TO AVOID IN TIMED ANALYSIS

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Remember the timing for these experiences:

• Total 40 minutes• Spend about 13-15 minutes on pre

writing/planning• This includes: analyzing the prompt , reading

the text, marking the text, designing a thesis that ANSWERS the prompt.

• Spend remaining time (27-25 minutes) writing your response

PROSE QUESTION- “POST-TEST”

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Remember organizational issues• Answer the prompt in a solid thesis—this

is not the same as simply repeating the prompt!

• Short introduction• Well-developed body• Use apt and specific references to the

text• Use the language of analysis (but don’t

define it)• Short conclusion that returns to the

WHAT

PROSE “POST-TEST”

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Grading of this “post-test”

• I will score it on the College Board rubric (9-1)• I will multiply your score by 2 and give you that

number of points (formative)18-16 A (9-8)

15-14 B (7)

13-12 C (6)

11-10 D (5)

PROSE “POST-TEST”