Thibodaux High School Advanced Placement ® English Tool Box This tool box belongs to _________________________. The mission of Thibodaux High School is to actively facilitate the academic and social development of all students. Vision and Purpose: The staff of Thibodaux High School believes that learning is a continuous process. The responsibility for learning should be inspired by teachers, encouraged by parents, embraced by the community, and accepted by the students. We believe that only with faculty efforts, community backing, parental involvement, and student commitment a child will have the best opportunity to realize his or her fullest potential. Taking Initiative to Gain Excellence while Reaching for Success
Transcript
Thibodaux High School Advanced Placement® English
Tool Box
This tool box belongs to _________________________.
The mission of Thibodaux High School is to actively facilitate the academic and social development of all students.
Vision and Purpose: The staff of Thibodaux High School believes that learning is a continuous process. The responsibility for learning should be inspired by teachers,
encouraged by parents, embraced by the community, and accepted by the students. We believe that only with faculty efforts, community backing, parental involvement, and student commitment a child will have the best opportunity to
realize his or her fullest potential.
Taking Initiative to Gain Excellence while Reaching for Success
2
How does the pre-AP®
/AP®
English
class differ from an on-level class?
Class Content:
Less or no use of the chronological and historical approach to English, World,
and American Literature.
More use of thematic and skill approaches to literature study.
Longer, more challenging research projects, with emphasis on literary
analysis.
A heightened level of commitment and responsibility.
A summer reading requirement.
To succeed, AP students must:
Be able to read very well.
Be confident in class discussion and oral expression.
Be able to listen and participate in the thoughtful exchange of ideas.
Take responsibility for reading and writing assignments without relying on
Cliff Notes, Internet summaries, and other available resources.
Be able to accept and offer constructive criticism.
Be able to accept and offer questions for which there are no clear answers.
Possess writing abilities which demonstrate control of mechanics, grammar,
and using, organization, diction, and syntax.
Seek out challenges and new concepts.
Possess a respect and regard for literature, composition, and learning in
general.
Be willing to go beyond the minimum requirements of any assignment.
3
OVERVIEW OF PRE-AP®
/AP®
ENGLISH
Course Description At the high school level, Pre-Advanced Placement and Advanced Placement classes serve two
purposes: (1) to prepare high school students for college level work and (2) to allow students to receive
accreditation based upon several successful performances on the College Board AP Exams following AP
English III and AP English IV.
Pre-AP classes give the students the opportunity to practice (at the appropriate level) skills that
will enable them to be successful in the AP classes taken their 11th and 12th grade years. Pre-AP classes
will expose student to the type of expectations and activities required by the AP program. Pre-AP classes
lay the foundation for success not only in the upper level English classes, but also ultimately in college
course work itself.
Successful Pre-AP/AP students are typically task oriented, proficient readers who are able to set
priorities with regard to time and responsibilities. Parent support of the program also plays a key role in
success of these students.
Research has proven that reading comprehension is the best indicator of future success in upper-
level studies and college courses. The only way for that skill to develop is through consistent practice;
therefore, Pre-AP/AP English courses require students to read many works of literature each year.
Students are encouraged to purchase their own novels for these courses. To be successful on the
AP English exams, students must have an in-depth knowledge of a wide range of literary works. These
novels studied are chosen to help build this knowledge during the course of a student’s high school career.
Having students purchase their own novels serves two purposes: (1) students can review the works they
know best before taking the AP exams, and (2) students learn valuable note-taking skills by marking their
novels, skills that help prepare them for college work.
Expectations Late work:
Pre-AP/AP courses do not allow credit for late work. If students do not turn in assignments by the due date and time, they will receive a zero for that project.
Academic Dishonesty: Plagiarism is the use of another’s original ideas or writing as one’s own without giving the other person credit. Plagiarism can occur discussing and/or copying answers to homework assignments, copying information from the Internet without citing the source, and copying research papers. Students guilty of plagiarism are subject to
a zero on the project and disciplinary action.
Reading: Students enrolled in Pre-AP/AP courses must complete the summer reading assignments for that grade level. If a student fails to complete the assignment, having known the assignment all summer, they may be asked to enroll in Advanced English. In addition, students and parents should know that reading assignments for the school year are both strenuous and strict and that readings have been selected on literary merit and from AP College Board Recommendations.
meticulous, thorough reading reading that is careful and precise with attention to details
Annotation is:
the act or process of making an explanatory note or translation
usually inserted in the margin or between lines of a text
What do you annotate?
Annotate items such as:
Character description Connected ideas Diction (effective or unusual word choice) Figurative language (simile, metaphor, personification) Important ideas or passages Key words, phrases, or sentences Literary elements (foreshadowing, symbolism, theme) Passages important to understanding Questions or comments in the margins Significant plot elements (conflict, setting, mood, resolution) Words that are unfamiliar
How do you annotate?
Here are a few suggestions – you will develop your own style and use the methods that work best for
A reading log is an effective way to keep a record of your reading responses, whether they are positive or negative, sure or unsure. It offers a change to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text. Do not summarize! Instead, record your textual observations.
Instructions for keeping a reading log are as follows:
1. Use notebook paper (one side only) or you may type it. 2. Your responses may begin –
a. The imagery reveals… b. The setting gives the effect of… c. The author seems to feel… d. The tone of this part is… e. The character(s) feel(s)… f. This is ironic because… g. The detail seems effective/out of place/important because… h. An interesting word/phrase/sentence/thought is… i. This reminds me of… j. Something I notice/appreciate/don’t appreciate/wonder about is…
3. Or you may start with something else you feel is appropriate. 4. Generally each response should be 5 sentences or more and should include your
analysis of the literary techniques present in the quotations, the author’s attitude, purpose or tone, and relation to personal experience.
5. Show me that you have read the entire book by responding to the novel from the first to the last page. Don’t just stay in one area of the work.
6. Make sure that you note the page number for the quotes.
Your journal will be used to determine your comprehension of the text. Be sure that
your responses are thorough and that you complete the journal for all chapters of the
book.
Remember that these logs are not meant to be personal diaries. They are meant to be read by others and should relate only to the assigned material. You will be sharing your journals in class, so keep this in mind as you write. When sharing, you will have the opportunity to confirm, clarify, and modify your responses through discussion. You will also find that your journals can be helpful in writing literary analysis of the text.
12
Double-entry Journal
First Name Last Name
Teacher
preAP English 9—class period
DD MMMM YYYY
Author Last Name, Author First Name. Novel Title. City of Publication: Publisher,
Date of Publication.
Quotation Analysis
“Exact quotation (page number).”
Relate this quotation to your life, to the section of the novel, and to the novel as a whole. Written reactions, reflections, commentary, musings (“Hmmm…”) What strikes you about this? What was your first thought when you read this? And then? And then? What does this passage/idea make you think of or remember? Do you want to challenge or qualify this author’s claim? In what ways do you agree with it? Disagree? What else have you read/heard/experienced that connects with this author’s ideas? Does something confuse you or lead to further questions? How do you feel about this? What is the author's tone/attitude toward the subject? What particular words indicate the author's feelings? Is there any specific imagery or use of detail that indicates the author's attitude or evokes a particular reaction from the reader? What does the author demonstrate any characteristic style that may help with interpretation? What theme does the author present in the passage or poem? What is the issue, problem, or situation that caused or prompted the author to write or speak? What is the effect of the author’s use tone, diction, and details to achieve his purpose? Identify and explain any figurative language.
13
THEMEssage STATEMENTS Complete the following sentence using the instructions below:
[Title] is a novel/short story/poem/essay about ____________. It shows that _________.
1. Place a single word or a short phrase (an abstract idea or concept) in the first blank. Then explain the truth about human condition as it relates to the work.
2. Your completion of the sentence should show insight into the issues in the novel. You should ask yourself: “What is the book really about?”
3. Do not complete the sentence with plot summary. Do not just tell what happens in the story.
Ex. 1: Huck Finn is a book about the horrors of slavery and the denigration of human beings.
Ex. 2: Huck Finn is a book about one person’s ethical stand against the immoral practices of society.
Ex. 3: Huck Finn is a book about the hypocrisy of religion.
The length of the sentence is up to you, but it must be only one sentence. You may choose to write a lengthy statement or a short one, but insightfulness is key!
Abstract Ideas and Concepts to Consider:
Alienation falsity / pretense music / dance Ambition family / parenthood mysterious / stranger Appearance vs. reality free will / will power persistence / perseverance Custom / tradition games / contests / sports patriotism Betrayal greed poverty Bureaucracy guilt prejudice Chance / fate / luck heaven / paradise / utopia prophesy Children home reason Courage / cowardice initiation repentance Cruelty / violence illusion resistance / rebellion Defeat / failure innocence revenge / retribution Despair / discontent instinct ritual / ceremony Domination / suppression journey scapegoat / victim Dreams / fantasies law / justice social status Duty loneliness supernatural / time / eternal Education / school loyalty war Escape materialism women / feminism Exile memory faith / loss of faith
14
TWISTER Method:
Literary Analysis of Fiction
T Tone What is the author's tone/attitude toward the subject?
W Word choice What particular words indicate the author's feelings?
I Imagery and detail Is there any specific imagery or use of detail that indicates the
author's attitude or evokes a particular reaction from the reader?
S Style What does the author demonstrate any characteristic style that may
help with interpretation?
T Theme What theme does the author present in the passage or poem?
E Exigence What is the issue, problem, or situation that caused or prompted
the author to write or speak?
R Result What is the effect of the author’s use tone, diction, and details to
achieve his purpose?
Tone
Tone is the attitude of the author or speaker toward the subject
Word Choice (Diction)
This refers to the specific words of clusters of words in the selection that are loaded with connotation, associations, or emotional impact.
Imagery and Detail
Imagery refers to sense impressions created by the writer.
Images may be those of sound, touch, smell, taste, or sight
Detail refers to facts or objects
Style
Style refers to the author's characteristic use of language and the tools of a writer: figurative language, point of view, literary techniques, punctuation, etc.
Theme
Theme concerns the meaning of the passage, the insight, both particular and universal, that an author has to offer about life itself and has to do with the overall effect or impact of a piece of writing.
It is the core of the work, its reason for being.
Exigence
A situation or moment that requires a response – the context that compels the author to write or speak.
Result
How the author effectively gets his purpose across to his audience.
15
TPCASTT/TPFASTT Poetry Analysis
Title Read the title and write what you THINK it means before you read it.
Paraphrase Rewrite the poem in your own words.
Connotation Write the connotative or interpretive meaning of the poem. What’s below the surface?
Figurative Language
Identify figurative language and discuss its effect on the work.
Attitude How does the speaker/poet use words to express his or her attitude toward the subject (tone, diction, images, mood, etc.)
Shifts Note shifts in speakers and in attitudes (are there any changes?)
Title Now look at the title again and discuss the meaning on an interpretive level.
Theme What is the main idea behind the poem? What is the poet saying?
16
Analyzing Artwork
Can art save lives? Not exactly, but our most prized professionals (doctors, nurses, police officers) can learn real world skills through art analysis. Studying art can enhance communication and analytical skills, with an
emphasis on both the seen and unseen.
Subject matter:
Study the characters in the scene. Describe their actions and attitudes.
Analyze what is happening in the picture.
Explain the significance of these actions/events.
Consider how the artist interpreted or "staged" the story. Explain the significance of what he included or edited away.
Consider the decisive moment has he chosen. Justify possible reasons for the selection of this moment.
Formal qualities:
Analyze artist’s use of color, proportion, perspective, and composition.
Historical context:
What does this painting tell us about the time and place where it was made?
Can we deduce anything about the human values of this civilization? Explain.
What was important to them? What did it mean to be a human being?
Interpretation:
How do we know if we are "reading" an artwork properly? What do artworks say and how do we get at the meaning of artworks?
never rate the author’s work or style (by saying, “He does an excellent job of portraying the theme.” Or “The book is wonderful.”)
never explain the technique that you are writing about (like “Irony is expecting one thing to happen and the opposite occurring.”)
always have a strong thesis
always put quotations around the title of a poem or short story
always underling the title of a novel or book
always refer to the author by his/her full name or last name only
always use quotations as concrete details whenever possible
always avoid use of “be” verbs always make the conclusion worth
reading by including new, insightful
analysis, connection to another similar
work of literature, and an interesting,
yet relevant, ending (a quote if possible)
Point-of-View
QUESTIONS TO CONSIDER:
What is the dominant point-of-view from which the story is told? Does the point-of-view create irony? How?
If told in first person, does the narrator seem reliable? Why or why not? If told in third person, is the narrator omniscient? If so, is the omniscience overall or limited to one character?
How does the point-of-view accomplish the author’s purpose? How does the point-of-view contribute to meaning? Is there anything unusual about this point-of-view?
Does the point-of-view shift at any time? What is the purpose of the shift?
How would the story change if told in a different point-of-view?
18
SOAPStone Non-fiction Analysis
S Speaker
The voice that tells the story. Decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
O Occasion
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response.
A Audience
The group of readers to whom this piece is directed. Determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why a particular text has been written
P Purpose The reason behind the text (exigence). Consider the purpose of the text in order to develop the thesis or the argument and its logic.
S Subject State the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process
Tone Tone
The attitude of the author toward his subject. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
19
Archetypes
Characters: The Hero The Scapegoat The Devil Figure The Initiates The Mentors The Friendly Beast The Creature of Nightmare The Loyal Retainers
Star-Crossed Lovers Young Man from the Provinces Hunting Group of Companions The Outcast The Woman Figure:
Earthmother; Temptress; Platonic Ideal; Unfaithful Wife; Damsel in Distress
Situations: Creation Death and Rebirth The Quest The Task The Initiation The Journey The Fall
Escape from Time Nature vs. The Mechanistic
World Battle of Good and Evil The Unhealable Wound The Ritual The Magic Weapon
Symbols and Associations: Light and Darkness Water and Desert The Sea Rivers Heaven and Hell Sun Colors: red; green; black; white Circle
Wind and Breath Ship Garden Innate Wisdom vs. Educated
Stupidity Supernatural Intervention Fire vs. Ice
20
Tips for Oral Presentations When you are invited to present material to a group, whether it be within the classroom setting, a work-related environment, or any situation in which you will be evaluated on your performance, here are a few commonsense tips: 1. Do not ever chew gum, candy, or anything else during a presentation. 2. Avoid jewelry or clothing which could distract your audience’s attention from your
material and your delivery. A conservative appearance is best, unless the subject of the presentation itself calls for a special uniform or costume.
3. Never wear a cap or hat unless it is part of a costume needed for your presentation.
4. Keep your hands away from your face and hair. Hold your hands at your side, in a relaxed posture, or lightly place your hands at the edge of the podium.
5. Stand up straight. Do not lean against the podium or appear to be supporting your weight against it.
6. Maintain as much eye contact with your audience as possible, although it is all right to glance at notes frequently and as needed.
7. As you plan your presentation, keep the requirements and time limitations in mind. Practice several times and commit as much of your presentation to memory as possible.
As a member of the audience, keep in mind that your classmate deserves your full attention. You would like to have everyone’s full attention and respect when it is your turn to present.
Giving full attention to a speaker includes: • looking at him/her and maintaining a comfortable level of eye contact • sitting as still as possible • appearing to listen and offering some kind of non-verbal encouragement
Giving full attention to a speaker does not include:
• turning the pages of a magazine or book • shuffling through a stack of papers or a notebook whispering to the person next to
you • digging around in your purse or backpack • sleeping or giving the impression of total boredom • gazing out of the window or anywhere else besides the speaker
If you must leave the room during oral presentations, try to wait until one speaker has finished and leave before the next speaker begins. It is extremely distracting to a speaker to have a member of the audience stand and walk around the room when he or she is trying to concentrate on the delivery of the material. Obviously, emergency situations do arise, so if you must leave, be as discreet and quiet as possible.
21
Fishbowl Discussion Guidelines
Each person is to do his own page of notes for the Fishbowl Discussion. There are to be no groups for this activity – it is strictly individual.
Each page of notes is to be typed. The font is to be a regular, non-fancy one and the size is to be no larger than 14.
Each page of notes is to include the following:
CHAPTERS
TOPICS
CHARACTER DEVELOPMENT
AUTHOR’S PURPOSE
KEY PASSAGES
This discussion will take place with an “Inner Circle” and an “Outer Circle.”
The “Inner Circle” will be comprised of the individuals that have prepared certain chapters for discussion. You will need to participate without being told to do so. Participation is half of your grade.
The “Outer Circle” is responsible for taking notes and staying quiet. If anyone in the “Outer Circle” wishes to discuss a topic that the inner circle is engaged in, he or she is welcome to sit in one of the empty chairs in the “Inner Circle” and participate. However, your presence in the “Inner Circle” must be brief – don’t hog the chair in case someone else needs to make a point.
Sample Fishbowl Chapters: Chapters IV and V of
1984 by George Orwell Topics:
Julia buys items off of the free market (make-up, coffee, scent)
Winston and Julia are frequenting the upper room in Charrington’s store almost every week
Winston is scared of rats
Syme has been vaporized Character Development:
Winston – he truly loves Julia at this point and their relationship is real and
touching; Winston also has gained weight, stopped drinking, and is exercising with no coughing
Julia – is starting to care for Winston as she prepares for their meetings together by getting things that he would like
Author’s Purpose: Orwell is showing us that Winston and Julia are getting lax about their relationship and that someone is bound to be watching as they both change.
Key Passages: 3+ that are significant to you with explanations
22
WRITING
“If people cannot write well,
they cannot think well, and
if they cannot think well,
others will do their thinking
for them.”
-George Orwell
23
Avoiding Common Writing Errors
1. Write in active, not passive, voice (e.g. The information confused the student instead of The student was confused by the information).
2. Punctuate compound sentences correctly to avoid comma splices and run-ons. 3. Avoid contractions. Then you will never confuse the contraction it’s (meaning it is or it has) with the
possessive pronoun its (The dog wagged its tail). 4. Avoid announcing your intentions (This report will examine…; In this paper I will argue…). 5. Develop your paragraphs. One or two sentences cannot form a developed paragraph. 6. Vary your sentence pattern by combining sentences to create a balance of complex, simples, and
compound patterns. 7. Avoid opening your paper with “dictionary definition” and ending your paragraphs with a
“concluding” sentence. 8. Avoid the excessive use of the expletives there is; there are; there would have been. 9. Avoid redundant rhetoric (separate out; focus in on; exact same). 10. Eliminate empty phrases: in today’s society (in today’s anything); hopefully; in my opinion; due to the
fact. 11. Replace the words he/she or him/her with a plural subject if appropriate: Students realize they must
develop solid study habits replaces A student realizes he/she must develop solid study habits. 12. Avoid the use of this, that, which, and similar pronouns to cover more than one specific antecedent (the
noun or pronoun that the pronoun refers to). 13. Avoid faulty predication or faulty pronoun reference: This is when; The reason is because; In the book it
says. 14. Avoid shifting voice: The speech students learned that you had to prepare carefully to hold an audience’s
attention. 15. Distinguish subjective from objective forms of pronoun case: he/him; she/her; they/them; we/us; etc. 16. Refer to a usage glossary to avoid using who’s for whose; affect for effect; loose for lose; to for too;
presently for currently; etc. 17. Place quotation marks outside commas and periods; generally place them inside semicolons. 18. Adhere to the “10% Rule” when writing introductions and conclusions. That is, your introduction as well
as your conclusion should each measure around 10% of the length of the entire paper. 19. Underline or italicize only that portion of a title you borrow from another author. 20. Avoid the use of the verb feel when you think or believe (e.g. The character feels like he needs to get
revenge.) The character believes that… is acceptable usage. 21. Refer to an author’s full name only when it is initially used; thereafter, use last name only, and with few
exceptions, never with a title such as Dr. or Ms. (Doctor Johnson replaces Samuel Johnson, a notable exception).
22. Indent four lines or more of quoted material without the use of quotation marks because indention in itself is the “signpost” to your reader that you have borrowed the information. Use a single quotation mark, however, to indicate a speaker within the indented citation.
23. Underline or italicize those works that are long enough to be published separately. They include television sitcoms, movies, epic poems, and music albums.
24. Space ellipses correctly, space/period/space/period/space/period (. . . ) 25. Use brackets to reflect a change in capitalization if different from the text you are quoting: John
Kennedy’s philosophy was to “[a]sk what you can do for your country. 26. Spell out all numbers to (0-10) and below. Always spell any number if it is the first word of the
sentence. 27. Avoid using a quotation as a thesis statement or topic sentence. 28. Avoid using ellipsis to indicate an omission from the beginning of a quotation.
24
Diction
a word choice intended to convey a certain effect
is never more than two words – usually one
the denotative and connotative meanings of words must also be considered
Example from Tennessee Williams’ Cat on a Hot Tin Roof
Maggie: “I’m not living with you [Brick]. We occupy the same cage.” Act I
The diction word “cage” shows that Maggie doesn’t feel she is living in a home with
her husband, but something more confining for her that she cannot escape from.
Examples:
A writer might refer to a house as a hovel, a hut, a dwelling, a home, a
residence, a mansion.
*each word has a certain association to the reader making the effect positive or negative, yet important
Denotation Connotation • the dictionary definition of a word • words can have more than one denotative meaning • to fully understand a writer, a reader must know multiple definitions of words Example: He is a hard teacher. The word “hard” can be defined as… 1. not easily penetrated 2. firm or definite 3. severe or unfeeling 4. powerful 5. strenuous or difficult 6. having mineral salts that interfere with lathering, etc. The best definition for the word “hard” in this context is “strenuous or difficult.”
• the connotation of a word that refers to the feelings and associations created by the word • words can have positive, negative, or neutral connotations • with poetry, connotation refers to devices used within the poem’s text Example: • Positive – slender • Neutral – thin • Negative – skinny
Basic English sentences begin with a subject followed by a verb. However,
beginning every sentence with a subject makes your writing dull. Notice how boring
the following paragraph sounds.
The theater was packed. Jan and I managed to find our seats. The play
began thirty minutes late. We were bored. We read the program four times. Jan
wanted to find out the reason for the delay. She asked an usher. The usher was
amused. The usher said that the star’s costume had been damaged by her dog.
We laughed because the play was Cats.
Now, notice how much more interesting the same paragraph sounds with
varied sentence beginnings. To create the varied beginnings, the writer has
combined sentences. Some sentences became words, some became phrases, and
others became subordinate clauses.
Although the theater was packed, Jan and I managed to find our seats. The
play began thirty minutes late. Bored, we read the program four times. To find out
the reason for the delay, Jan asked an usher. Amused, the usher said that the star’s
costume had been damaged by her dog. We laughed because the play was Cats.
Single-word Modifiers
Phrase Subordinate
Clauses Excitedly, Marcia opened
her presents. (adverb)
Hungry, the family
stopped at the restaurant.
(adjective)
With tears of joy, Carla
received her prize.
(prepositional phrase)
Smiling happily, Tanya
told us the good news.
(participial phrase)
To make good grades,
you must study. (infinitive
phrase)
Because the coach was
angry, the team ran ten
laps. (adverb clause)
When Tom found the
kitten on his doorstep, he
decided to keep it.
(adverb clause)
28
Schaffer Writing Terminology for essay preparation
The Basics: o Introduction o Body Paragraph(s) o Concluding Paragraph
Within each paragraph: o Thesis/Topic statement o Support o Concrete Detail o Commentary o Concrete Detail o Concluding statement/
Transition/Clincher
Ingredients for AP® Essays
Intro
du
ction
T = title and author T = topic of prompt A = attitude (tone, in verb or adj. form)
T+A+because = thesis DT = device or technique *P = point-of-view *P = purpose *S = structure of the piece (*ONLY when applicable) 2+ sentences
Body
2+
T = topic of section/part T = technique
T +A+because = topic statement D= device/characteristic E = explain how device works in section, purpose Q = quotes, examples I = interpretation and analysis T = tie it back to the prompt
Conclu
sion
A = author’s lesson R = reader’s learning, specific and global C = character’s learning when applicable C = connections B = biases revealed (non-fiction) E = ending of the work 2+sentences
29
How to Write Analytical Responses An “Analytical Response” is much different from a normal “response” where the reader
offers an opinion with no base as to why they feel as they do.
In an Analytical Response, I require two quotes (concrete detail - CD) and two
commentaries (CM). I present it to them as a formula.
Introductory phrase to Concrete Detail
Commentary
Introductory phrase to Concrete Detail
Commentary
Answer open ended literacy questions with:
R-restate the prompt A-answer all questions
C-cite evidence from text
E-explain answer
How to Write an AP® Style Essay Paragraph 1
Restatement of prompt with general thesis (plan of discussion)
Paragraph 5 Give a new view of the prompt using your knowledge an prompt terms
How does the author use ___ to accomplish ___? How does it affect the work as a whole?
There must be NO ARGUMENT. Instead, support how and why based in the prompt and work.
30
Transition Words
Transitions are words or phrases that connect an author’s thoughts, thereby making a composition coherent. They come in what seems like an infinite number of varieties, yet transitional strategies do fall into categories. This list of transition words and phrases is divided according to function.
Addition: additionally in addition after all also and another as well (as) besides for one thing further furthermore including likewise let alone moreover not to mention similarly specifically too ultimately along with in the first place equally important to tell you the truth above and beyond
Reference: as for concerning considering in a like manner such as the fact that with regards to regarding on the same subject of by the same token
Clarification, Illustration: as I have said as an illustration after all by comparison incidentally in general for example for instance to illustrate specifically such as the fact that in other words to put it another way with regards to
Emphasis: above all actually again in fact besides certainly especially indeed particular naturally let alone much less of course surely truly to emphasize as a matter of fact for this reason in more importantly to repeat
Contrast: although though but conversely however in spite of instead in contrast not only notwithstanding nevertheless nonetheless otherwise still whereas (and) yet despite on the contrary on the other hand to say nothing of
31
Concession: admittedly all the same at least either way granted in any case in any event regardless be that as it may whatever happens
Cause or Reason: because being that due to ___ given that inasmuch as in view of __ seeing that since owing to the fact for the reason that
Effect or Result: accordingly and that’s why as a result consequently hence so therefore thus as a consequence because of this
Purpose: in order to in hope that for this purpose for that reason so so that to this end with this in mind
Condition, Consequence: if so if not in that case lest once otherwise whether or not whether that being the case under the circumstances
Time and Sequence: about after a few days afterward at length as soon as before during eventually finally later lastly immediately in the past meanwhile next since still subsequently then thereafter until when whenever while at the same time first (second..) in the meantime soon to begin with yesterday
Digress and Resume: by the way incidentally before I forget by and by anyhow anyway at any rate in any case to change the subject to get back to the point
Summarize: all in all altogether as a result as has been said in simpler terms in brief in conclusion in summary in other words on the whole to summarize to sum it up as we have seen to put it differently
32
Integrating Quotations
In your reading responses, it is best to integrate quoted material smoothly into your sentence structure. When used properly, quotations strengthen the concrete detail of your essay. The following guidelines can help you set up your quotations within your own commentary.
Always begin your concrete detail sentences with transitions –
For example… In addition… Furthermore…
Lead-In: These orient your reader and help your sentence to flow smoothly. After the transition, mention
the speaker and situation –
For example, after Scout pummels Walter Cunningham in the schoolyard, she says “…
In addition, while spending Christmas at Finch Landing, Francis tells Scout “…
Furthermore, when Scout and Jem are walking home from the pageant, “…
Quotes: May be direct dialogue, indirect dialogue, or narration (author’s description) –
For example, after Scout pummels Walter Cunningham in the schoolyard, she says,
“He made me start off on the wrong foot” (27).
In addition, while spending Christmas at Finch Landing, Francis tells Scout that Atticus
is “ruinin’ the family” (87).
Furthermore, when Scout and Jem are walking home from the pageant, they hear a
man “running toward [them] with no child’s steps” (264).
Correct: In “The Chrysanthemums,” we are presented with a character who is stifled by her environment. “On every side it sat like a lid on the mountains and made of the great valley a closed pot” (489). In such claustrophobic surroundings it is not surprising that Elisa has few creative and emotional outlets. “Her face was eager and mature and handsome, even her work with the scissors was over-eager, overpowerful” (489).
Incorrect: In “The Chrysanthemums,” we are presented with a character who is stifled by her “closed off” environment. Even the sky above “sat like a lid on the mountains and made of the great valley a closed pot” (489). In such claustrophobic surroundings it is not surprising that Elisa has few creative and emotional outlets. Her only source of fulfillment and passion is her ability to “stick anything in the ground and make it grow” (490).
33
Other Quoting Tips:
If you leave out words or phrases in the middle of a quote, use an ellipses mark. Use brackets to insert changes in a quote that will make it fit your sentence structure smoothly. Ex. – Elisa becomes more interested when the peddler tells her of a “lady down the road [who] has got…nearly every kind of flower but no chrysanthemums” (492).
Quotes can be used as epigraphs (block intended quotes placed before your introductory paragraph which set the tone, theme, or topic of your essay).
If your quote is longer than three lines, block indent it (10 spaces from left margin, no quotation marks). Long quotes should be used sparingly, especially in short papers. They are most often introduced with a complete sentence followed by a colon.
After quoting (especially long quotes), comment on the quote by connecting it to your ideas. A good trick is to pick up some of the language from the quote in the sentence that follows it.
It is generally not a good idea to put quotes in the first sentence of a body paragraph (where the topic sentence should be). Quotes should be used as supporting evidence and thus should be places towards the middle of the paragraph.
Sample Sentences Using Assertions, Data Sentences, and Quotations:
Gatsby is not to be regarded as a personal failure. “Gatsby turned out all right at the end,” according to Nick (176).
For Nick, who remarks Gatsby “turned out all right,” the hero deserves respect but perhaps does not inspire great admiration (176).
“I know you blame me,” Mrs. Compson tells Jason (47). Is she expressing her own sense of guilt?
Vivian hates the knights for scorning her, and she dreams of achieving glory by destroying Merlin’s: “I have made his glory mine” (390).
Cassio represents not only a political but also a persona threat to Iago: “He hath a daily beauty in his life / That makes me ugly…” (5,1,19-20).
Satan’s motion is many things he “rides” through the air, “rattles,” and later explodes, “wanders and hovers” like a fire (63,65,293).
Even according to Cleopatra, Mark Antony’s “duty” is to the Roman state.
34
Modern Language Association (MLA)
All written work (in-class and out-of-class) must follow MLA Format and must abide by these expectations:
Typed or neatly written in BLUE OR BLACK ink. It must include proper heading in the upper left hand corner: Create a header in the top left corner.
Student’s First and Last Name Teacher's Name Course Date
Paper should be wrinkle free, and should not have rips/tears that are highly recognizable.
Writing that is done by hand can be in print or cursive, but IT MUST BE NEAT. Each continuous page must have an identifying name (Student’s Last Name)
and a page number. WORKS CITED
You must give credit to any outside sources you use including literary quotations.
The final page of your response must be the Works Cited when applicable. It must be started on the next numerical clean page following your conclusion and must be labeled Works Cited at the top.
Entries must be in Alphabetical Order starting with the first word of the entry. Entries that require more than one line must use a hanging indentation.
Last Name, First Name. Title of Book. City of Publication: Publisher,
Year of Publication.
Should any component be missing (i.e., anonymous author) eliminate that
section of the entry. Current formulas for each entry style can easily be located online.
35
TYPING* Type your paper on a computer and print it out on standard, white 8.5 x 11-
inch paper.
Double-space the text of your paper, and use the font Times New Roman or
Arial. The font size should be 12 pt. Leave only one space after periods or other punctuation marks. Set the margins of your document to 1 inch on all sides. Indent the first line of paragraphs one half-inch from the left margin by using
the Tab key as opposed to pushing the Space Bar five times. Documents that are submitted through email, etc. must be in one of the
following formats: .doc; .docx
*These instructions can also be applied when using Google Drive.
M.L.A. In-Text (Parenthetical) Citations
Standard format: double quotation mark / quoted material / double quotation mark / left parenthesis / page number / right parenthesis / period
When Jem and Scout are building their snowman, they “[cannot] wait for Atticus to
come home for dinner” (71).
If the quote ends with a question mark or an exclamation point, put it inside the last quotation mark and put a period after the page citation.
In discussing the group of men who want to hang Tom Robinson before the trial
begins, Atticus says, “Every mob in ever little Southern town is always made up of
people you know – doesn’t say much for them, does it?” (160).
Use brackets IF YOU MUST alter words from the original quotation.
Actual text: Atticus “went to the court reporter and said something, nodded to Mr.
Gilmer, and then went to Tom Robinson and whispered something to him” (214).
Your quote: Before leaving the courtroom, Atticus “[goes] to the court reporter and
[says] something, [nods] to Mr. Gilmer, and then [goes] to Tom Robinson and
[whispers] something to him” (214).
36
Scoring Guide for
AP® Essay Questions
6
These papers demonstrate clear and consistent competence though they may have occasional errors. Such a paper:
Takes a clear, focused position that insightfully defends or challenges the assertion.
Supplies specific, detailed supporting evidence and is well-organized.
Is distinguished by varied sentence structure, effective word choice, and a sense of voice.
Demonstrates consistent and effective control of standard English grammar and mechanics although the paper may not be completely without errors.
5
These papers demonstrate reasonably consistent competence though they will have occasional errors or lapses in quality. Such a paper:
Takes a generally clear position that effectively defends or challenges the assertion.
Uses appropriate supporting evidence and is generally well-organized.
Contains some examples of varied sentence structure and effective word choice.
Demonstrates effective control of standard English grammar and mechanics although the paper will not be completely without errors.
4
These responses demonstrate adequate competence with occasional errors and lapses in quality. Such a paper:
Defends or challenges the assertion adequately.
Presents supporting evidence and shows organization.
Displays limited variety in sentence structure and adequate word choice.
Demonstrates adequate control of standard English grammar and mechanics although the paper may have several errors.
3
These responses demonstrate developing competence. Such a paper may contain one or more of the following weaknesses:
Unclear position on the assertion.
Minimal supporting evidence and / or weak organization.
Almost no examples of varied sentence structure and effective word choice.
Recurrent errors in grammar and mechanics.
2
These responses demonstrate some incompetence. Such a paper is flawed by one or more of the following weaknesses:
Misunderstanding of the prompt.
Disjointed evidence, inadequate development, or vague generalizations.
Confusing or poor organization.
Frequent errors in grammar and mechanics that interfere with the reader’s understanding.
1
These papers demonstrate incompetence. Such a paper is seriously flawed by one or more of the following weaknesses:
Unacceptable brevity, with only a passing reference to the task.
Consistent lack of organization and development.
Serious errors in grammar and mechanics.
0 These papers are completely off-topic or topic or are blank.
37
Argumentative Appeals
Ethos (Ethical Appeal)
in Greek, loosely translates to “character”
writers try to establish credibility with the audience by not using inappropriate language or slang
ethical appeals make qualified claims and note exceptions to rules; restates opposing views accurately and fairly
Core questions: How does the speaker present his or herself – reliable or good? How does the speaker or writer aim to build bridges with the audience or opposition?
Logos (Logical Appeal)
a writer or speaker appeals to the audience’s logic by constructing a logical, well-reasoned argument
logical reasoning also relies on facts as evidence, research, and authorities
Core Question: How has the writer or speaker attempted to appeal to the audience’s reasoning?
Pathos (Emotional Appeal)
in Greek, is loosely translated to “pain”
uses passionate language to take a stand
writers use imagery metaphors, appeals to pity and compassion to draw others in
Core Question: How has the writer appealed to his or her audience’s emotions?
38
Jolliffe’s Rhetorical Framework Diagram
Start at either the top and work your way down (or vice-versa) to determine everything you need to know when deconstructing an argument (written or visual).
