AP Literature & Composition Summer Homework:
The Poisonwood Bible
Part I: Biblical Allusions
The Poisonwood Bible makes extensive use of allusions, especially Biblical allusions. As an educated reader of
literature, you should be able to not only recognize allusions, but also be able to explain how the allusion is
being used. Read the following chapters/verses (ideally in the King James Version) and take notes on each one.
You should have an “AP Literature Glossary” started in a NEW notebook with detailed notes on these Bible
passages. These notes will be what I check on the first day of school – organize them how you would like, but
there should be a clear, clean organizational method. Learning more Biblical allusions is one of the main
pieces of feedback from previous AP Literature students at Muchin.
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Psalms 23, 66, 100, 121, and 137,
Genesis 1-3, 4:1-16, 6-9, 11:1-9, 12:1-9, 13, 16-19, 21, 22:1-19,
Exodus 1-14, 19, 20:1-21,
Ruth 1-4,
Job 1-4, 38-42,
Matthew 1-3, 4:1-11, 5-7, 13, 15:29-39, 26-28,
Revelation 21-22
If you do not have a Bible to use as a resource, http://www.biblegateway.com has free downloadable versions.
You can borrow one at the library as well.
(The first number is the chapter number; the number after the colon is the verse number. So “Genesis 1-4:16” means read
all of chapters 1 through 3 and also verses 1-16 of chapter 4.)
Part II. The Poisonwood Bible – Read & Take Notes
Take notes as you read The Poisonwood Bible (if you choose to annotate, you may purchase another copy to do
so, but try to find the same version – it is a popular book in used book stores). Use post-its if you are using a
school copy or write out very detailed notes (with page numbers) in a notebook. Whichever method you choose,
you should be able to demonstrate that you have performed active, close reading throughout this text.
Suggestions for things you should be annotating and responding to in your text:
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Kingsolver’s use of allusions, Biblical and others
Words that are new to you – define
How Kingsolver uses literary devices, symbols and motifs
Character descriptions – how does Kingsolver portray them, specifically over the course of the text?
Themes and patterns
Voice and perspective – consider reliability of narrator’s voice and the impact of multiple
perspectives
 Connections you make to other works of art or historical references (*look these up!)
 General comments or questions
 Absolutely anything else that occurs to you!
Part III: Blog Postings
Ponder and be prepared to discuss the following from The Poisonwood Bible (both in class upon return from
break and in your blog postings):
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The significance of setting
The purpose of differing perspectives
The difference between telling one’s story as it unfolds and telling it from memory
Allegory and the symbolic roles of characters
The role of the U.S. in the politics of Congo
Kingsolver’s organizational technique
And the all-important question: The larger message/meaning of the novel – what do you think
Kingsolver wants us as readers to understand?
Commentary Posting Dates:
You will be responsible for responding to a particular prompt on my class website. After each due date, I will
post the next prompt; you have two weeks in between each due date to ensure that this happens on time. All
comments on the website are due by 10pm of that day. Any late responses will not be accepted. For the June
23rd posting, you will find an example to follow.
Class website link: http://muchinapliterature2015.wordpress.com/
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June 17th – This is not a complete blog, but you need to visit the blog for the quick assignment.
June 23rd
July 7th
July 21st
August 4th
Part IV: AP Essay
In a 2-3 page typed paper (MLA formatted – heading included, size 12 font, Times New Roman, doublespaced), respond to the following prompt. The AP Scoring Guide we will use all year is attached.
“You can leave home all you want, but home will never leave you.” - Sonsyrea Tate
Sonsyrea Tate’s statement suggests that “home” may be conceived of as a dwelling, a place, or a state of
mind. It may have positive or negative associations, but in either case, it may have a considerable
influence on an individual.
Choose a central character from The Poisonwood Bible who leaves home yet finds that home remains
significant. Write a well-developed essay in which you analyze the importance of “home” to this
character and the reasons for its continuing influence. Explain how the character’s idea of home
illuminates the larger meaning of the work.
Essay Rubric
A note: we will use a similar rubric throughout the year, but for each timed essay, the rubrics are sometimes a
bit more specific to that essay. Typed portfolios will use a different rubric, but given the subjective nature of
this essay and your own lack of awareness of my expectations, I am giving you a broad one to reference.
AP English Literature and Composition Rubric:
9–8
These essays offer a well-focused and persuasive analysis of the topic. Using apt and specific textual
support, these essays fully explore the topic and demonstrate what it contributes to the meaning of the
work as a whole. Although not without flaws, these essays make a strong case for their interpretation
and discuss the literary work with significant insight and understanding. Generally, essays scored a 9
reveal more sophisticated analysis and more effective control of language than do those scored an 8.
7–6
These essays offer a reasonable analysis of the topic. They explore the topic and demonstrate what it
contributes to the meaning of the work as a whole. These essays show insight and understanding, but the
analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of those in
the 9–8 range. Generally, essays scored a 7 present better-developed analysis and more consistent
command of the elements of effective composition than do those scored a 6.
5
These essays respond to the assigned task with a plausible reading, but they tend to be superficial or
underdeveloped in analysis. They often rely on plot summary that contains some analysis, implicit or
explicit. Although the essays attempt to discuss the topic and how it contributes to the work as a whole,
they may demonstrate a rather simplistic understanding of the work. Typically, these responses reveal
unsophisticated thinking and/or immature writing. They demonstrate adequate control of language, but
they may lack effective organization and may be marred by surface errors.
4–3
These lower-half essays offer a less than thorough understanding of the task or a less than adequate
treatment of it. They reflect an incomplete or oversimplified understanding of the work. They may not
address or develop a response to how that relationship contributes to the work as a whole, or they may
rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy,
elliptical, or repetitious, these essays may lack control over the elements of college-level composition.
Essays scored a 3 may contain significant misreading and demonstrate inept writing.
2–1
Although these essays make some attempt to respond to the prompt, they compound the weaknesses of
those in the 4–3 range. Often, they are unacceptably brief or are incoherent in presenting their ideas.
They may be poorly written on several counts and contain distracting errors in grammar and mechanics.
The ideas are presented with little clarity, organization, or supporting evidence. Particularly inept,
vacuous, and/or incoherent essays must be scored a 1.
0
These essays do no more than make a reference to the task.
— These essays either are left blank or are completely off topic.
Grade Equivalents:
AP Score
Average
1
2
3
4
5
6
7
8
9
60%
65%
70%
75%
80%
85%
90%
95%
100%
Letter
Grade
DD
CC
BB
AA
A
Another Note: I do give “half grades” – I
love the “grey” area for the sake of a
grade (and giving the occasional B+, but
not an A-); however, the AP scale does
not allow for that.