THE AP EXAM
Questions 1 and 2
1
THE “WHAT” AND THE “HOW”
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
2
NO MATTER WHAT THE
COLLEGE BOARD CALLS IT…
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.
3
ACTIVITY
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
4
2005 (Q1) AND 2006 (Q2)
(Q1)Read the two poems carefully. Then in a wellwritten 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.
5
QUESTIONS 1&2: 2014
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.
6
QUESTION 3: OPEN ENDED, FREE
RESPONSE
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?
7
QUESTION #3: 2014
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.
8
PROSE ANALYSIS FOR THE AP
EXAM
Strategies and techniques for timed writings
9
QUICK REVIEW: THE “WHAT AND
THE “HOW”
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.
10
ANALYZING UNDER TIME
CONSTRAINT
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.
11
ANNOTATION REMINDERS
• 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?)
12
“STORY OF AN HOUR”
Activity
13
PREPARING TO WRITE
AP TEST QUESTION 2
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.”
14
BEFORE YOU WRITE…
.
As a group:
1. Compare annotations
2. 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.
Text examples
Thesis
Specific examples:
•
•
•
•
List and identify all
the best ideas
Look for patterns to
emerge
•
After noting
patterns, write
thesis
answer the prompt,
include
theme+because
15
•
•
Narrow choices
from the first
column
List only those that
best support thesis
Be sure to label
them: syntax, image
TIMED ESSAY STRUCTURE
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.
16
WHAT TO AVOID IN TIMED
ANALYSIS
• 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
17
PROSE QUESTION- “POST-TEST”
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
18
PROSE “POST-TEST”
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
19
PROSE “POST-TEST”
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)
20