PROMPT DECONSTRUCTION AP Literature Exam Prep FRQ 1

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PROMPT DECONSTRUCTION AP Literature Exam Prep

PROMPT DECONSTRUCTION AP Literature Exam Prep

FRQ 1 TIPS • Read the poem first. Poems require multiple readings. Mark where

FRQ 1 TIPS • Read the poem first. Poems require multiple readings. Mark where the tone shifts occur. • Mark up the prompt!!! Isolate what is important to know and leave the rest alone. • Remember: Most prompts are essentially asking you to identify some sort of theme. • Reread the poem after identifying what the prompt is asking you to write about, and MARK THE TEXT.

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) With the frenzy of an old snake

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) With the frenzy of an old snake shedding its skin, the speckled road, scored with ruts, smelling of mold, twisted on itself and reentered the forest Line where the dasheen 1 leaves thicken and folk stories begin. 5 Sunset would threaten us as we climbed closer to her house up the asphalt hill road, whose yam vines wrangled over gutters with the dark reek of moss, the shutters closing like the eyelids of that mimosa 2 called Ti-Marie; then — lucent as paper lanterns, 10 lamplight glowed through the ribs, house after house — there was her own lamp at the black twist of the path. There’s childhood, and there’s childhood’s aftermath. She began to remember at the minute of the fireflies, to the sound of pipe water banging in kerosene tins, 15 stories she told to my brother and myself. Her leaves were the libraries of the Caribbean. The luck that was ours, those fragrant origins! Her head was magnificent, Sidone. In the gully of her voice shadows stood up and walked, her voice travels my shelves. 20 She was the lamplight in the stare of two mesmerized boys still joined in one shadow, indivisible twins.

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) In the following poem by Caribbean writer

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) In the following poem by Caribbean writer Derek Walcott, the speaker recalls a childhood experience of visiting an elderly woman storyteller. Read the poem carefully. Then, in a well-developed essay, discuss the speaker’s recollection and analyze how Walcott uses poetic devices to convey the significance of the experience. THEM E Not the focus of the paper, but rather HOW YOU GET THEME. Literary Devices: - TONE - Imagery - Diction - Syntax

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) Tone: _______ With the frenzy of an

FRQ 1 EXAMPLE (XIV BY DEREK WALCOTT) Tone: _______ With the frenzy of an old snake shedding its skin, the speckled road, scored with ruts, smelling of mold, twisted on itself and reentered the forest Line Tone: _______ where the dasheen 1 leaves thicken and folk stories begin. 5 Sunset would threaten us as we climbed closer to her house up the asphalt hill road, whose yam vines wrangled over gutters with the dark reek of moss, the shutters closing like the eyelids of that mimosa 2 called Ti-Marie; then — lucent as paper lanterns, 10 lamplight glowed through the ribs, house after house — there was her own lamp at the black twist of the path. There’s childhood, and there’s childhood’s aftermath. She began to remember at the minute of the fireflies, to the sound of pipe water banging in kerosene tins, 15 stories she told to my brother and myself. Her leaves were the libraries of the Caribbean. The luck that was ours, those fragrant origins! Her head was magnificent, Sidone. In the gully of her voice shadows stood up and walked, her voice travels my shelves. 20 She was the lamplight in the stare of two mesmerized boys still joined in one shadow, indivisible twins. Key: Diction Syntax Imagery Thesis Statement: ________________ __

FRQ 2 TIPS • Read the passage first. While you won’t need to mark

FRQ 2 TIPS • Read the passage first. While you won’t need to mark it for the same things as the poem essay, you will need to understand what the passage is about. • In the margins, write a thematic statement about the passage. • Ask yourself these questions: Who is the Speaker? Who is the Audience? What is the Occasion? What is the Tone? What Stands out? • Then, read the prompt. Make sure to MARK THE PROMPT UP! • After identifying what the prompt is asking you to do,

FRQ 2 EXAMPLE (BELINDA BY MARIA EDGEWORTH) In the following passage from Maria Edgeworth’s

FRQ 2 EXAMPLE (BELINDA BY MARIA EDGEWORTH) In the following passage from Maria Edgeworth’s 1801 novel, Belinda, the narrator provides a description of Clarence Hervey, one of the suitors of the novel’s protagonist, Belinda Portman. Mrs. Stanhope, Belinda’s aunt, hopes to improve her niece’s social prospects and therefore has arranged to have Belinda stay with the fashionable Lady Delacour. Read the passage carefully. Then write an essay in which you analyze Clarence Hervey’s complex character as Edgeworth develops it through such literary techniques as tone, point of view, and language. Theme(ish) You do not have to use these

FRQ 3 TIPS • Read AND MARK the prompt. • If you have not

FRQ 3 TIPS • Read AND MARK the prompt. • If you have not read any of the novels on the list provided for you, you may use any novel or play of literary merit. (So please do not use Harry Potter, Hunger Games, or things of that level. Also, don’t use any poems or short stories. ) You may want to create your own list of works that would answer the prompt. • Select a title that a) answers all aspects of the prompt and b) you are sufficiently familiar with and comfortable writing about. • Craft a QUICK outline.

FRQ 3 EXAMPLE Names are often keys to the significance of literary characters. Select

FRQ 3 EXAMPLE Names are often keys to the significance of literary characters. Select a novel or play in which a central figure’s name gives access to that character’s ambiguity or complexity. Then write a well-organized essay analyzing how the name illustrates that character and informs the meaning of the work as a whole. First Task Second Task Just ONE character THEM E Literary Devices

FRQ 3 EXAMPLE • 1984 Winston Smith, Big Brother, Emmanuel Goldstein • Fences Troy

FRQ 3 EXAMPLE • 1984 Winston Smith, Big Brother, Emmanuel Goldstein • Fences Troy Maxson, Rose Maxson • Hamlet, Ophelia, Polonius, Laertes • Slaughterhouse-Five. Billy Pilgrim • As I Lay Dying. Bundren, Jewel, Dewey Dell

FRQ 3 EXAMPLE Outline Thesis: In the novel “ 1984”, George Orwell uses the

FRQ 3 EXAMPLE Outline Thesis: In the novel “ 1984”, George Orwell uses the character of Emmanuel Goldstein to prove the danger of totalitarianism and its influence on history. Body Paragraph One: The symbolism of Goldstein’s name – Goldstein is a Jewish name and Emmanuel is another name for Jesus. Illustrates that Goldstein, though he never appears in person, is an important leader, etc. Body Paragraph Two: Impact of history. Holocaust and Stalinism. Conclusion: Answers 3 Questions: - What did I say? - What does it mean? - Why does it matter?

OTHER TIPS FROM ACTUAL AP READERS • ALWAYS use paragraphing. If you forget to

OTHER TIPS FROM ACTUAL AP READERS • ALWAYS use paragraphing. If you forget to indent, go back and put in editor symbols to indicate the beginnings of paragraphs. • Show respect for the authors. Don’t say they’re stupid or that they wrote great works of fiction. Your job is not to evaluate the authors but to show you understand them and can analyze their style. • Refer to the authors by first and last name in your introduction (part of your TAG) and then by their last name in the rest of the essay. • Spell out words like “and, ” “with, ” and “because. ” Don’t use shorthand like &, w/, b/c. • Avoid clichés like “Don’t judge a book by its cover, ” or “A picture’s worth a thousand words, ” etc. Too many students use them because they can’t come up with something original.

OTHER TIPS FROM ACTUAL AP READERS • Avoid “paints a picture in the reader’s

OTHER TIPS FROM ACTUAL AP READERS • Avoid “paints a picture in the reader’s mind. ” Too many students use it, and it doesn’t say anything. Identify and explain the effect or tone the author is creating. Identifying is not enough; you need to explain HOW the author creates the effect. • Prewrite. Use an outline, a list, a web, or any form you are comfortable with, but organize your thoughts on the green booklet pages and then write your essay in the answer booklet. • Whatever you do, finish all 3 essays. Upper half papers are usually developed enough to reach 2 -3 sides of the exam booklet pages (which do not equal college ruled paper. ) Less than one and a half sides is not detailed enough for a score of 5 or above. Papers receiving an 8 or 9 are usually 3 sides or more of the page of fluid, insightful analysis.