AP English Literature and Composition

Arkansas State University, Jonesboro, Arkansas Advanced Placement Summer Institute July 15 ? 18, 2013

AP English Literature and Composition

Jerry Brown jerry@

AP English APSI 2013 Table of Contents

AP Access and Equity and Pre-AP

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AP English Language and Composition Exam

2

AP English Literature and Composition Exam

5

Exam Day

7

Levels of Reading and Questioning the Text

8

Poetry/MC Camp

9

Things to remember when reading poetry

10

Things to remember when analyzing poetry

11

Poetry Terms (Brief list)

12

Multiple Choice Strategies

13

Multiple Choice Practice

14

Beasts (MC)

15

Sonnet 130 ? Shakespeare (MC)

17

Church Monuments (MC)

20

Dialogue between the Soul and the Body (MC)

24

I Dreaded that First Robin (MC)

27

Storm Warnings Lesson

30

Poetry Pairs, Triplets, Quads:

41

Piazza Piece, When I Was One-and-Twenty

42

688 Song, How do I love three?

43

My Papa's Waltz, good times

44

You Are Happy, Traveling Through the Dark

45

Anthem For Doomed Youth

46

XIX. To an Athlete Dying Young

47

The Death of the Ball Turret Gunner

48

Cain

48

The Death of a Toad

49

The Sun Has Set

50

All Day I Hear the Noise of Waters

50

Night

51

the Cambridge ladies who live in furnished souls

51

Sadie and Maud, Aunt Helen

52

My Aunt

53

Question 1 ? The Chimney Sweeper

55

Question 1 ? A Barred Owl, The History Teacher

56

Question 1 ? When I Have Fears, Mezzo Cammin

57

"Batter my heart": the (meta)physical poets

58

Batter my heart, three-person'd God

59

The Collar (MC)

61

The Flea

66

To his Coy Mistress

67

Great Chain of Being

70

A Valediction: Forbidding Mourning

70

Death, be not proud; A Hymn to God the Father

72

The Retreat

73

Renunciation, I felt a funeral in my brain

74

Quarrel in Old Age, The Balloon Of the Mind

75

Question 1 (2005 B)

76

Question 1 (2005 B) Student Reponses

78

Question 2 (2005 B)

83

Question 2 (2005 B) Student Responses

85

Question 3 (2005 B)

90

Question 3 (2005 B) Student Responses

92

Scores (2005 B)

97

Samples of a score of "9"

98

Prose/MC Camp

104

Analyze the Prompt graphic

105

How to answer the prose essay

106

Writing the prose essay

108

The Birthday Party ? Lesson and student samples 111

Grandmother (MC)

118

Coketown (MC)

121

Welcome to the Monkey House (lessons)

124

Long Walk to Forever

129

EPICAC

133

Elements of Fiction graphic

141

Story Pyramid graphic

142

Irony (Thanks to Sharon Kingston)

146

Satire: What do we want to change?

149

Just In Time For Spring

156

"Baby Cakes"

157

Question 2 (2000) ? The Spectator

159

Question 2 (2006) ? Lady Windermere's Fan

160

Question 2 (2002) ? Kiss and Tell

161

Question 2 (2010) ? Belinda

163

Madam and the Rent Man

164

Sarah Cynthia Sylvia Stout

165

Fascinating Shakespeare: Macbeth

166

You are quoting Shakespeare

167

Kolhberg Moral Development

170

Macbeth Act IV, scene1 lesson

172

Macbeth activities

174

"Out, out..." ? Robert Frost

181

Hamlet Reading Questions

184

Hamlet Close Reading Assignment

188

Denmark/Norway Family Trees

189

Hamlet Homework

190

Conflict in Hamlet

195

Gertrude Talks Back

196

Hamlet Essay

197

Hamlet Mandala: Sun/Shadow

198

Pyramid Notes

201

The Embassy of Death

202

Oedipus the King (Abridged and Adapted)

208

The Gospel at Colonus (Selections)

223

Antigone and Ismene Argument

230

Haemon and Creon Argument

233

The Tempest: the magic of Shakespeare activities 237

Earth Abides: various post-apocalyptic novels

255

The Scarlet Plague (excerpt)

260

The Road (excerpt)

261

After London (excerpt)

264

Alas, Babylon (excerpt)

264

On the Beach (excerpt)

265

By the Waters of Babylon (excerpt)

267

Tomorrow, When the War Began (excerpt)

268

The Hunger Games (excerpt)

268

Oryx and Crake (excerpt)

270

A Canticle for Liebowitz (excerpt)

271

Lucifer's Hammer (excerpt)

272

Heart of Darkness activities Essay: Evil Learning is really Basket-Weaving Ingress to the Heart of Darkness The White Man's Burden The Black Man's Burden The Poor Man's Burden Frankenstein: In search of my father lessons In the Absence of Fathers: A Story of Elephants and Men Another Angry Fatherless Black Man with a Gun From: Dreams from my father (pages 26-27) The Heart Grows Smarter Leonard Pitt interview ? NPR Fathers Importance of Fathers - Sarah Laing The Gazer's Spirit lessons Question 1 (2005) Question 1 (2005) Student Responses Question 3 (2006) Question 3 (2006) Student Responses English Literature and Composition syllabus Reading Record Cards How to Read to Analyze Literature The Overwhelming Question(s) Calendar Bookmark AP Strategies for Any Class Acronyms Are Our Friends What AP Readers Long to See... Action Plan for the year

AP English APSI 2013 Table of Contents

275 277 299 300 303 305 306 307

311 313 315 316 318 322 325 341 343 363 365 385 394 399 411 413 414 418 433 437

AP Access and Equity Initiative

Access for All Students The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access for AP courses to students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

Preparing Every Student for College Pre-AP is based on the following two important premises. The first is the expectation that all students can perform well at rigorous academic levels. This expectation should be reflected in curriculum and instruction throughout the school such that all students are consistently being challenged to expand their knowledge and skills to the next level.

The second important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.

Labeling Courses Pre-AP The College Board does not officially endorse locally designed courses labeled "Pre-AP." Courses labeled "Pre-AP" that inappropriately restrict access to AP and other college-level work are inconsistent with the fundamental purpose of the Pre-AP initiatives of the College Board.

The College Board strongly believes that all students should have access to preparation for AP and other challenging courses, and that Pre-AP teaching strategies should be reflected in all courses taken by students prior to their enrollment in AP. The College Board discourages using "Pre-AP" in the title of locally designed courses and listing these courses on a student's transcript, because there is no one fixed or mandated Pre-AP curriculum that students must take to prepare for AP and other challenging coursework. Rather than using Pre-AP in course titles, the College Board recommends the adoption of more comprehensive Pre-AP programs that work across grade levels and subject areas to prepare the full diversity of a school's student population for AP and college.

CollegeBoard Access and Equity:

Pre-AP Programs

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About the Exam The three-hour and fifteen-minute exam usually consists of a one-hour multiple-choice section and a two-hour and fifteen-minute free-response section. Section I: Multiple-Choice The multiple-choice questions test your ability to read closely and analyze the rhetoric of prose passages. Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions. Section II: Free-Response After a fifteen-minute reading period, you'll write three essays to demonstrate your skill in composition. Free response questions require close reading, thoughtful rhetorical analysis, and purposeful argumentation, and include a synthesis question that tests your ability to effectively make an argument of your own by combining and citing several supplied sources, including at least one visual source. Scoring the Exam The multiple-choice section counts for 45 percent of your grade. The free-response section contributes the remaining 55 percent.

Study Skills: Reading In an AP English course, you may feel you have never been given so much to read. AP English demands plenty of serious reading, and you might be tempted to "speed-read." You may try to scan paragraphs and pages as fast as you can while hunting for main ideas. In a word: Don't. First, main ideas usually aren't quickly accessible from "speed-reading" complex texts.

Also, if you race through good writing, you are likely to miss the subtlety and complexity. A paragraph of text by Frederick Douglass or Joyce Carol Oates, a speech by Abraham Lincoln, or a letter by E. B. White cannot be appreciated--or even minimally understood--without careful, often-repeated readings.

In reading your AP assignments, be sure to: Read slowly Reread complex and important sentences Ask yourself often, "What does this sentence, paragraph, speech, stanza, or chapter mean?"

Make Your Reading EfficientHow can you balance the careful reading AP English requires with your demanding chemistry and calculus workloads, plus get in play practice, soccer games, and whatever else you've got on your busy schedule? We've compiled some helpful tips to make your AP reading more efficient, fun, and productive.

? Get a head start. Obtain copies of as many assigned texts as you can. Then you won't waste time searching for a text when you absolutely need it.

? Preview important reading assignments. By previewing, you carefully note:

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o Exact title o Author's name o Table of contents o Preface or introduction; this section often states the author's purpose and

themes o In essays and certain types of prose, the final paragraph(s). ? Pause to consider the author's principal ideas and the material the author uses to support them. Such ideas may be fairly easy to identify in writings of critical essayists or journalists, but much more subtle in the works of someone such as Virginia Woolf or Richard Rodriguez. ? Know the context of a piece of writing. This technique will help you read with greater understanding and better recollection. A knowledge of the period in which the authors lived and wrote enhances your understanding of what they have tried to say and how well they succeeded. When you read Truman Capote's In Cold Blood, find other sources to learn about social attitudes and cultural conditions that prevailed in the late 1950s. ? Read text aloud. Slow down when you are having trouble with complex prose passages, and read them aloud. Reading aloud may help you to understand the tone of the passage. ? Reread difficult material to help you understand it. Complex issues and elegant expression are not always easily understood or appreciated on a first reading. ? Form the habit of consulting your dictionary, thesaurus, encyclopedia, or atlas. Through such resources, you'll discover the precise meanings of words as well as knowledge about the content of what you are reading. Similar resources are available online or as computer software.

Study Skills: Writing Writing is central to the AP English courses and exams. Both courses have two goals: to provide you with opportunities to become skilled, mature, critical readers, and to help you to develop into practiced, logical, clear, and honest writers. In AP English, writing is taught as "process" -that is, thinking, planning, drafting the text, then reviewing, discussing, redrafting, editing, polishing, and finishing it. It's also important that AP students learn to write "on call" or "on demand." Learning to write critical or expository essays on call takes time and practice.

Here are some key guidelines to remember in learning to write a critical essay: Take time to organize your ideas. Make pertinent use of the text given to you to analyze. Quote judiciously from the text to support your observations. Be logical in your exposition of ideas.

If you acquire these skills -- organizing ideas, marshalling evidence, being logical in analysis, and using the text judiciously -- you should have little trouble writing your essays on the AP Exam. Practice in other kinds of writing -- narrative, argument, exposition, and personal writing -- all

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have their place alongside practice in writing on demand. As you study and practice writing, consider the following points. Reading Directly Influences Writing Skills & Habits Reading and writing are intertwined. When you read what published authors have written you are immersed not just in their ideas, but in the pulsing of their sentences and the aptness of their diction. The more you read, the more that the rhythm of the English language will be available to influence your writing. Reading is not a substitute for writing, but it does help lay the foundation that makes good writing possible. Writing is Fun When you have penned what you think is a great sentence or a clean, logical paragraph, read it over to yourself out loud. Enjoy it. Delight in the ideas, savor the diction, and let the phrases and clauses roll around in your mind. Claim it as part of your self. You may discover you have a voice worthy of respect. A Tip from E. M. Forster He is reputed to have said that he never knew clearly what it was he thought until he spoke it; and once he had said it, he never knew clearly what it was that he said until he had written it down. Then, Forster noted, he could play with it and give it final form. Be like Forster: think, speak, write, analyze your writing, then give it final shape. Write Purposefully with Rhetorical Awareness When you write, fashion your text with awareness of key rhetorical elements. What is the message of your text? How do you intend to convey your message to your particular audience? Give shape to your thinking with language that enlightens your readers and lets you achieve your aims.

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About the Exam The three-hour exam usually consists of a one-hour multiple-choice section and a two-hour free-response section. Section I: Multiple-Choice The multiple-choice section tests your critical reading skills. You'll read several passages and answer questions about the content, form, and style of each. Total scores on the multiplechoice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions. Section II: Free-Response In this section you'll write essays to show your ability to analyze and interpret literary texts in clear and effective prose. Scoring the Exam The multiple-choice section counts for 45 percent of your grade. The free-response section contributes the remaining 55 percent. Study Skills: Reading See Language Exam (The skills are the same with the following additions or changes)

? Pause to consider the author's principal ideas and the material the author uses to support them. Such ideas may be fairly easy to identify in writings of critical essayists or journalists, but much more subtle in the works of someone like Virginia Woolf or Emily Dickinson.

? Know the context of a piece of writing. This technique will help you read with greater understanding and better recollection. A knowledge of the period in which the authors lived and wrote enhances your understanding of what they have tried to say and how well they succeeded. When you read John Steinbeck's The Grapes of Wrath, find other sources to learn about the difficult conditions for migrant laborers in California in the 1930s.

To understand and appreciate much of English and American literature, you should have some acquaintance with the major themes of Judaic and Christian religious traditions and with Greek and Roman mythology. These religious concepts and stories have influenced and informed first English and then American literary traditions from the Middle Ages through modern times.

As you study Literature and Composition, you should study extensively several representative works from various genres and periods from the Renaissance forward. You are advised to concentrate on works of recognized literary merit, worthy of scrutiny because of their richness of thought and language.

Study Skills: Writing See Language Exam (The skills are the same with the following additions or changes)

Grammar, Mechanics, and Rhetoric Think of them as elements that you can order to clean up your ideas, to sharpen your statements, to make your words and sentences glisten and stick.

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