Presentation on theme: "Helping you write a better response to an AP prompt"— Presentation transcript:
1Helping you write a better response to an AP prompt PrewritingHelping you write a better response to an AP prompt
2A thesis must…be conciseinclude a “why”be arguableanswer prompt
3Body paragraphs Must be organized organically Must NOT be organized by device
4Language of prompt Rhetorical devices Are more than just rhetorical appeals like pathos, logos and ethosLook for repetition, rhetorical questions, parallelism, paradox or analogy (to start!)
5Tone Is the author or speaker’s attitude Is the author’s feelings about the topicYou must analyze language in order to determine toneLook at word choice: connotations, loaded languageLook for irony, hyperbole, repetition
6Point of viewUsually 1st person (narrator is part of story) or 3rd person (narrator is outside of story).3rd person can be omniscient (knows everything about what everyone is thinking) or limited (knows everything about what some people are thinking)Can be free indirect speech: third person narration that takes on some of the characteristics of 1st person narration (Austen employs this)
7POVIf a prompt asks you to focus on POV, it is usually because POV is interesting and important.Look for shifts in POV.Consider why the author chose this POV. What is gained? What is lost? How does it achieve author’s purpose?
8“Theme for English B” prompt Write an essay in which you analyze how the poem’s tone, point of view and rhetorical devices reveal the speaker’s changing attitude towards the assignment. Develop your essay with specific references to the poem’s text.
9Example Langston Hughes expresses a changing attitude in the poem as it progresses from one of simple observation toone that expresses how what he writes will be looked atdifferently. He expresses that he is still American andlives a normal life despite being labeled black. (46)What’s wrong?WordyBuries prompt’s language in verbiageNot specific
10Fixed it! In his poem “Theme for English B,” Langston Hughes’s tone changes from dubious to assertive as he reflectsupon his writing assignment. (21)Concise!Includes title of poem!Specific (describes the tone)!Arguable!Uses prompt’s language (change, tone, assignment)!
11Example In “Theme for English B,” Hughes employs rhetorical devices, first person point of view, and tonal shifts toenhance the speaker’s progress from dubiousness of thevalue of his instructor’s homework to realization of thereciprocity of such an assignment. (40)What’s wrong?Wordy!!“employs” is almost as bad as “uses”
12Fixed itIn “Theme for English B,” Hughes’s rhetorical questions, first person point of view, and tonal shifts reveal the speaker’s attitude as it changes from playful dubiousness to wry acceptance. (29)
13Song of Solomon promptRead the passage carefully. Then write an essay in whichyou analyze Michael-Mary Graham’s character asMorrison develops it through such literary techniquesas tone, point of view, and language.
14Example Morrison uses bombastic language, interjected by brief moments of practicality, to use Michael-Mary Graham’sown perspective to depict her as an artistic phonydeluded within the world. (27)What’s wrong?OMG! “Use” is in there twice!Wordy and unclearCould better reflect prompt
15Fixed it Morrison’s bombastic language contrasts with her more reasoned narration, and the resulting irony makes itclear that Michael-Mary Graham is an artistic phony. (23)Much more clear!Less wordy!
16Example Toni Morrison incorporates irony and hyperbole as well as free indirect point of view to satirize thepretentiousness of certain writers. (21)What’s wrong?It’s not wordy!It uses prompt’s language!But why say “certain writers” when, in fact, it is Michael-Mary Graham she is satirizing?
17Example In Toni Morrison’s passage from Song of Solomon, she displays Michael-Mary Graham’s character in a negative,self-centered, and inconsiderate light in order to furthercommunicate the overarching theme of the primevalstrength of spoken language. (35)What’s wrong?Does not answer prompt! It’s a good idea usually to relate part to whole, but for this prompt you have only the passage.Too wordy
18Fixed itIn Toni Morrison’s passage from Song of Solomon, the ironic tone and loaded language reveal Michael-Mary Graham’s character to be self-centered and inconsiderate. (23)
19Example Michael-Mary Graham is a socialite who poses as a poet. Her concerns include appearances and her ownimportance, not her art. She is published, whichprovides her with followers to impress. Her own highopinion of herself fuels her need to appear importantand impress everyone, but does not accept competition. (51)What’s wrong?Quite wordySo what? Where’s the argument?Does not address the promptWould make good topic sentences for body paragraphs!
20You fix itMichael-Mary Graham is a socialite who poses as a poet. Her concerns include appearances and her own importance, not her art. She is published, which provides her with followers to impress. Her own high opinion of herself fuels her need to appear important and impress everyone, but does not accept competition. (51)
21For compare/contrastWhen asked to compare and contrast, remember that because one text uses devices x, y and z does not mean that the second text uses the same devices.Look at the poem’s overall meaning and how the author achieves that meaning regardless of the devices involved.Answer the prompt! What, specifically, is it asking for?
22Compare/contrastDO NOT bounce back and forth between poems/prose in your analysis.DO NOT write paragraphs about poem A’s diction/syntax/tone and then write paragraphs about poem B’s diction/syntax/tone.DO analyze one poem organically, and thenAnalyze the other poem organically with reference to the first
23Compare/contrastYour thesis and conclusion should bring the poem’s together.Example of introduction:Both Poem A and Poem B present autumn as atransitional moment , but they differ in theirappreciation of this time. (short and to the point)Example of conclusion:While both poems discuss autumn, their interpretations are different. The first speaker sees autumn as a positive time for change, while the second sees it as the melancholyharbinger of death. (short and to the point again)