First, Read the Passages:
April 27,4: Of course, you want to do your best and score a five on the exam. This section tests your ability to read drama, verse, or prose fiction excerpts and answer questions about them. From your course or review practices, you should know how to construct a clear, organized essay that defends a focused claim about the work under analysis.
Your should structure your essay with a brief introduction that includes the thesis statement, followed by body paragraphs that further the thesis statement with detailed, well-discussed support, and a short concluding paragraph that reiterates and reinforces the thesis statement without repeating it.
Clear organization, specific support, and full explanations or discussions are three critical components of high-scoring essays. Be sure you have a clear thesis that includes the terms mentioned in the instructions, literary devices, tone, and meaning.
Use quotes—lots of them—to exemplify the elements throughout the essay.
Fully explain or discuss how your element examples support your thesis. A deeper, fuller, and focused explanation of fewer elements is better than a shallow discussion of more elements shotgun approach. Avoid vague, general statements for a clear focus on the poem itself. Use transitions to connect sentences and paragraphs.
Write in the present tense with generally good grammar. The newly-released sample AP English Literature and Composition exam questions, sample responses, and grading rubrics provide a valuable opportunity to analyze how to achieve high scores on each of the three Section II FRQ responses.
However, for purposes of this examination, the Poetry Analysis strategies will be the focus. Exam takers were asked to analyze the following: All three provide a teaching opportunity for achieving a nine on the poetry analysis essay. Start with a Succinct Introduction that Includes Your Thesis Statement The first sample essay, the A essay, quickly and succinctly introduces the author, title, thesis, elements, and devices.
The writer leaves nothing to guesswork. However, the writer wastes space and precious time five whole lines! The third sample lacks cohesiveness, a thesis statement, and organization. To sum up, make introductions brief and compact, using specific details from the poem and a clear direction that address the call of the prompt.
Short, choppy, disconnected sentences make an incoherent, unclear paragraph. Cut to the chase; be specific. Use Clear Examples to Support Your Argument Points The A answer first supports the thesis by pointing out that alliteration and rhyme scheme depict the mood and disconnection of both the speaker and the crowd.
The writer does this by noting how alliteration appears when the juggler performs, but not before. The student also notes how the mood and connection to the crowd cohere when the juggler juggles, the balls defying gravity and uplifting the crowd with the balls.
Then, the writer wraps up the first point about description, devices, and elements by concluding that the unusual rhyme scheme echoes the unusual feat of juggling and controlling the mood of the crowd. Again, the student uses clear, logical, and precise quotes and references to the poem without wasting time on unsupported statements.
Specific illustrations anchor each point. For example, the student identifies the end rhyme as an unusual effect that mimics the unusual and gravity-defiant balls. Tying up the first paragraph, the student then goes on to thoroughly explain the connection between the cited rhyme scheme, the unique defiance of gravity, and the effect on the speaker.
The organizational plan is as follows: The writer simply concludes without proving that assertion. In fact, the writer makes a string of details from the poem appear significant without actually revealing anything about the details the writer notes.
Discussion is Crucial to Connect Your Quotes and Examples to Your Argument Points Rather than merely noting quoted phrases and lines without explanation, the A response takes the time to thoroughly discuss the meaning of the quoted words, phrases, and sentences used to exemplify his or her assertions.
In that way, the writer clarifies the connection between the examples and their use and meaning.Course.
AP English Language and Composition is a course in the study of rhetoric taken in high school. Many schools offer this course primarily to juniors and the AP English Literature and Composition course to seniors.
Other schools reverse the order, and some offer both courses to both juniors and seniors. The AP English Literature and Composition Exam uses multiple-choice questions and free-response prompts to test students' skills in literary analysis of prose and verse texts.
The multiple choice section tests critical reading skills. AP ENGLISH LITERATURE & COMPOSITION SYLLABUS PREREQUISITE COURSES: Students must successfully complete (final average of 87% or higher) Challenge-Level coursework in. AP Literature Poetry Essay Prompts (–) Poem: “Elegy for Jane” (Theodore Roethke) Write an essay in which you discuss how the diction, imagery, and movement of verse in the poem reflect differences in tone and content between the two larger sections.
This webpage is for Dr. Wheeler's literature students, and it offers introductory survey information concerning the literature of classical China, classical Rome, classical Greece, the Bible as Literature, medieval literature, Renaissance literature, and genre studies.
The following resources contain the remaining available Free Response Questions and Scoring Guidelines for the AP English Literature and Composition Exam. To access the files below, you need to log into your College Board account.