IF YOU ARE AN AP LIT STUDENT LOOKING FOR SUMMER WORK FOR THE COMING SCHOOL YEAR (2017-2018, GO TO THE SITE CALLED AP Literature 2017-18.
So, if you were out on Friday, and you were looking for the prompt on Do Not Go Gentle Into That Good Night,” which I was supposed to put on this iblog, so you could write it for today, Monday, May 1… and then I forgot to post it, so you could not write it and hand it in today, and now Emma Scott told me this morning and embarrassed me in front of the class…well, here it is now. Hand it in by Wednesday, May 3. Sorry.
Here is another AP objective test with the answers supplied. Take a look at this, do it. Good practice. Remember to review at least of two of the major works we read, so you can be prepared for the open-ended prompt. I suggest perhaps Catcher in the Rye and/or Death of a Salesman, plus one of the others. At most review the characters, plot, big themes of three of the works. Look at example essays from previous tests on the College Board site. Review the poetry terms we have covered. The most useful ones are tone, imagery, diction (connotations), irony, paradox, oxymoron, metaphor, simile. Take a look at the chapter 12 and chapter 14 stuff. Here’s the link to the objective exam for practice:
This is an AP Style poetry prompt with an accompanying essay, modeling the elements of a strong response. It should prove useful in preparing to write the poetry essay in class later this week.
Complete the AP Exam Objective portion for next Monday, April 24. Print the answer form provided. Record your answers and your corrections on the form. Bring the completed answer form to class on Monday.
Look at, don’t complete the essay topics after the objective exam.
Here’s exam link:
Here’s the answer form to print:
This is a response to the open-ended prompt you will answer with Native Son. I wrote it using The Death of a Salesman. I thought this might prove helpful for your thinking in writing the same prompt using Bigger. Also included is a charted version identifying the elements of a solid response: prompt focus, narrative details, and significant meaning.
Here are a couple materials for you to assist you in your studying.
First, a summary of Chapter 11, Sound and Sense, regarding musical devices. You know many of these terms, but a bit of review would probably help.
Second, this link presents the three types of timed essays you will do on the test: the poetry essay (essay 1), the prose essay (essay 2), and the open-ended essay (essay 3). Go to this link. Scan downward until you reach the sample essays and responses. They are listed by year. Looking at these and studying them should give you further insight into the task of writing the essays. Very good resource.
Third, some advice on preparation. For the terms on poetry, just go over them several times. Don’t go crazy memorizing. Just have them in the forefront of your mind, as they can come in very handy on the objective portion of the test. The biggies for writing are the ones we keep talking about in class: irony, imagery, metaphor, simile, personification, paradox, oxymoron, tone, mood, symbol, descriptive detail, connotation, apostrophe.
As for the open-ended essay, I would choose 2, maybe 3, of the major works we have read, and re-familiarize myself with the characters, action, themes, so I could write about them in some detail. I want to know the work well, so I can use supporting details to back up my claim in relation to a broad prompt. Looking at those past year’s prompts and the student responses should give you a good idea of how to review. Sparknotes and the like can prove useful for review, as well.
So these are the last of the poetry study assignments, Chapter 12 and Chapter 14, uploaded here for your convenience.
Chapter 12, Rhyme and Meter: Due April 14.
Don’t expect that I expect you to become experts on meter. For AP test takers, this is good terminology for answering an occasional multiple choice item. Not the sort of thing you will be expected to write about extensively.
Read the material. Take notes on bold terms in your notebook. Answer the questions on “Virtue,” “The Aim was Song,” “Break, Break, Break,” and “Because I Could Not Stop for Death.”
Here’s the stuff. Enjoy.
Chapter 14: Due April 21.
Once again, read, take the notes on bold terms in your notebook. Answer the questions for the poems “These are the Days…,” “That Time of Year…,” “Death be Not Proud,” and “Do Not Go Gentle…” Being able to recognize certain features of fixed forms can help you on the exam.
This chapter is about various fixed forms, including the sonnet forms and the villanelle, forms that often come up on the exam (especially sonnet). Knowing how to identify a Shakespearean sonnet can come in handy. The Italian sonnet is also quite common. Being able to recognize certain features of fixed forms can help you on the exam.
This is the prompt regarding Bigger’s development into a tragic hero, of sorts. This is what you will write, without access to book or notes, in class on April 18. You must use Native Son, no other work, to answer this prompt.
Here is the handout to complete the analysis of Bigger’s final epiphany, in which all of his learning comes together, solidifying his journey from inarticulate thug to a budding tragic hero who recognizes the truth of his life. Use it to assist you in developing your answer to the Langer prompt you will write in class on April 18