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Cracking the AP Poetry Prompt 3 Free-Response essays: 2 hours One of them is the Poetry Prompt. Let’s take a gander at the sample question from 2012’s.

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Presentation on theme: "Cracking the AP Poetry Prompt 3 Free-Response essays: 2 hours One of them is the Poetry Prompt. Let’s take a gander at the sample question from 2012’s."— Presentation transcript:

1 Cracking the AP Poetry Prompt 3 Free-Response essays: 2 hours One of them is the Poetry Prompt. Let’s take a gander at the sample question from 2012’s AP Poetry… If you have a difficult relationship with poetry, I understand. But, let’s get over it. Come to a poem with a loving heart and open mind. A poet write a poem to try to convey the deepest and most complex aspects of the human experience. KNOW that! There’s a human behind it, trying to connect in a deep way. Be patient, stay open. Kno’ what I’m saying?

2 The Prompt In the following poem by Sir Philip Sidney ( ), the speaker addresses the subject of desire. Read the poem carefully. Then write a well- developed essay in which you analyze how poetic devices help to convey the speaker’s complex attitude toward desire. Prompt Clues: Sidney--Renaissance Renaissance; English Counter Reformation; Mary Elizabeth I Which poetic devices? Complex=more than one

3 Sonnet Traits Review Sonnets = lyrics---they convey intense emotion 14 lines; iambic pentameter; two rhetorical parts Italian/Petrarchan Octave + (volta) Sestet abba abba cdcdcd or cdecde English/Shakespearean 3 Quatrains + (volta) Couplet abab cdcd efef gg Spenserian 3 Quatrains + (volta) Couplet abab bcbc cdcd ee Sidney 2 Quatrains + (volta) 2 Tercets* (Quatorzain) abab baba bcc bcc *(always ending in a couplet) Volta (turn) = main shift in all sonnets Two Rhetorical Parts of an Argument Question—Answer Problem—Solution

4 “Thou Blind Man’s Mark”: Quatorzain Rhyme Scheme Thou... snare, a Fond... thought;b Band... care; a Thou... wrought;b Desire... bought,b With... ware; a Too... brought,b Who... prepare. a But... sought;b In... aspire;c In... fire;c For... taught—b Within... hire, c Desiring... desire.c

5 WhatYou Need to Look For… Who is the speaker? Who is addressed? What is the situation? Poetic devices? What are the attitudes?How do you know? Poetic Terminology Complexity: (more than one) of Attitude toward desire Irony: Title--What is a blind man’s mark (target)? Final couplet Classical Allusion: Cupid (blind man) Structure: sonnet; shift; recognize problem/solution argument; irony of final couplet Figurative Language: alliteration, apostrophe, personification, metaphors Imagery: Not just visual Rhetorical Devices: repetition, parallelism, anaphora (repetition of initial words, phrases), puns, paradoxes/opposites, chiasmus, catalog, juxtaposition, asyndeton Syntactical: anastrophe (inversion); length of line Point of View: 1 st ; 2nd person familiar (thou, thee, thy, thine) Analysis: Use poetry terminology and textural support; show HOW you know

6 Poetry Analysis Cheat Sheet LEAD (Diction Analysis) L=Low or Informal (dialect, slang, jargon) E=Elevated or Formal A=Abstract or Concrete D=Denotation or Connotation Monosyllabic Polysyllabic Colloquial (Slang) Informal (Conversational) Formal (Literary) Old-Fashioned/Antiquated Euphonious Cacophonous (Any new words? Look them up!) Perrine’s Question Who is the speaker? Who is addressed? What is the situation? What is the tone? Are there any shifts? Other Poetry Elements form (e.g., sonnet, sestina) figurative language: figures of speech figures of sound rhyme scheme meter rhetoric syntax symbols details Imagery: visual tactile gustatory auditory olfactory organic kinetic kinesthetic ***HOW does the language convey the COMPLEX TONE, MEANING, AND THEME?****_________________________ TONE HOT Tone words convey emotion COMPLEX = MORE THAN ONE (+ ) (-) IRONY HUMOR________________ TP-CASTT DIDLS T=title D=Diction P=paraphrase I=Imagery C=connotation D=Details A=attitude L=Language S=shifts S=Sentence Structure T=title T=theme

7 “Thou Blind Man’s Mark” Thou blind man’s mark, 1 thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, 2 Desiring naught but how to kill desire. 1 target 2 reward

8 Beginning Analysis: Diction, Imagery, Language Circle tone words (nouns, adjectives, adverbs) Bracket imagery Box figurative language Underline other observations (e.g., repetition, alliteration, parallelism, point of view) Categorize—What are the effects?

9 Poetry Analysis: Diction Thou blind man’s mark, thou fool’s self-chosen snare,A Fond fancy’s scum, and dregs of scattered thought;B Band of all evils, cradle of causeless care;A Thou web of will, whose end is never wrought;B Desire, desire! I have too dearly bought,B With price of mangled mind, thy worthless ware;A Too long, too long, asleep thou hast me brought,B Who should my mind to higher things prepare.A But yet in vain thou hast my ruin sought;B In vain thou madest me to vain things aspire;C In vain thou kindlest all thy smoky fire;C For virtue hath this better lesson taught—B Within myself to seek my only hire,C Desiring naught but how to kill desire.C

10 Thou blind man’s mark, 1 thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, 2 Desiring naught but how to kill desire. 1 target 2 reward Imagery and Alliteration

11 “Thou Blind Man’s Mark”: Metaphors and Anastrophe Thou = Desire Thou blind man’s mark, 1 thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, 2 Desiring naught but how to kill desire. 1 target 2 reward

12 “Thou Blind Man’s Mark”: Repetition and Parallelism Thou blind man’s mark, 1 thou fool’s self-chosen snare, Fond fancy’s scum, and dregs of scattered thought; Band of all evils, cradle of causeless care; Thou web of will, whose end is never wrought; Desire, desire! I have too dearly bought, With price of mangled mind, thy worthless ware; Too long, too long, asleep thou hast me brought, Who should my mind to higher things prepare. But yet in vain thou hast my ruin sought; In vain thou madest me to vain things aspire; In vain thou kindlest all thy smoky fire; For virtue hath this better lesson taught— Within myself to seek my only hire, 2 Desiring naught but how to kill desire. 1 target 2 reward

13 Evidence for the Best Argument Which language elements reveal meaning the best? Analyze and explicate; don’t merely list observations Jane Schaeffer’s Chunk Ratio: Chunk = 1 CD: 2-3 CM’s (CD = Concrete Detail CM = Commentary) Use 2-3 chunks per paragraph.

14 Show How You Know Author uses x to reveal y, implying z. x = language element (quote it) y = effect, meaning, tone z = theme, thoughtful inference Sidney uses the repetition of the words “ in vain” in the sestet to emphasize the malicious yet unsuccessful attempts of desire to deceive and mislead the speaker. “Vain,” also used as an adjective in the line “to vain things aspire” to pun upon connotation of vain meaning excessive pride or vanity. This implies the speakers knows he is susceptible to desire’s temptations, but knowing this does not make the resisting less difficult.

15 Activity In small groups, read the following sample essays and attempt to score them using the rubric given to you (1-9). Make a note of what these students did well…

16 THINGS TO COME -Beowulf Projects or Essays Due 10/6 -*****Chapters 10-16: Wednesday, 10/8 This has been changed!!! -Read and annotate “Words” from Francine Prose’s Reading Like a Writer for Monday, 10/6 -AP Style Poetry Essay (In-Class: 75 Points): Friday, 10/10


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