1. AP Exam
Exam Prep

2. Overview 3 hours Multiple Choice- 1 hour, 55 questions
Essay- 2 hours, 3 questions
BEFORE THE TEST
Review literary terms we have covered
Review books, authors, characters
Find a watch
Rest, eat

3. Nature of the Exam 3 Essay Questions 2 hours
1 prose passage (C&P essay on Petrovich)
1 poetry essay (Winter final exam question)
1 free response (Scarlet Letter essay)
2 hours
40 minutes each essay
Each essay worth same amount of points—plan accordingly!

4. Importance of Essay Section
55% of total score
Do the easiest essay 1st, next easiest, hardest for last
THIS IS WHERE WE SHINE!
Essay points add up fast
One extra point per essay = 10% improvement on total score
Improve from a 5 to a 7—new scoring bracket!

5. Butter up the Reader
Readers want to reward you—make it easy for them to do so
High scoring essays are CLEAR
Neatness counts
Indent your paragraphs
Write a perfect 1st paragraph
Use LITERARY VOCABULARY (correctly)
Use specific nouns and verbs
“looks” could be “spies, glances, spots”

6. Literary Vocabulary Show you understand the vocabulary
Diction = word choice
“The author’s diction” NOT “The author’s use of diction”
Speaker in a poem = _____________
Sentence structure = _______________

7. The Approach Bring a watch (no cell phones allowed) and time yourself
Identify key words in the prompt
Characterized
Tone
Dramatize
Skim the passage, underlining as you go

8. The Classic Question
Read the following work carefully. Then, write a well-organized essay in which you discuss the manner in which the author conveys ideas and meaning. Avoid summary.

9. Answer These Questions
What is the meaning of the work?
What is the literal-face value meaning of the work?
What feeling(s) does the work evoke?
How does the author get that meaning across?
What are the important images and what do those images suggest?
What specific words and phrases produce strong feelings?
What elements are in opposition? (The tension)

10. Sample Thesis Statements
In a reflective and ultimately scathing tone, Wilber describes the toad’s death not only as a literal event but suggest that it has spiritual dimensions for both the toad and suburban citizens; both are dead by the end of the poem.

11. Sample Thesis Statements
Employing highly connotative diction, sound devices and imagery, Dickinson proposes in a witty and fanciful tone that literature can lead readers on an imaginary adventure without costing anything.

12. Sample Thesis Statements
In Letter One of Mary Shelley’s Frankenstein, the author establishes point of view, novel structure, the character of Walton, mood, setting, and a hint regarding the theme that messing with nature brings dire consequences.

13. Some Formulas for a Thesis
In a _________ tone, (author) proposes, explains, illustrates, the idea that (meaning of the work—not simply the topic).
Using (devices) (the author) creates (effect).
In (name of work) (author) establishes (effect/tone and meaning of work)

14. What They Said/What to Do
Students often emphasize form over content—providing meaningless introductions and repetitious conclusions
Students frequently used a simplistic organizational plan, like discussing one poem and then the other, or using literary devices as the structure—they should organize by concepts or ideas

15. What They Said/What to Do
You are not married to a 5-paragraph format.
Write a stellar introduction that does not repeat the prompt, but instead provides a clear argument in response to the prompt.
A 1-2 sentence conclusion is fine.
Organize your essay by ideas! This should not look like a series of unrelated paragraphs—they need to build in order to create a strong argument.
Only organize by literary device as a last resort

16. What They Said/What to Do
Students seem to have memorized lists of terms, but are unable to integrate them into intelligent commentary
Students are unable to show how a technique contributes to the meaning of the poem
Do not just point out literary devices—explain how they contribute to the meaning

17. What They Said
Students fail to support generalizations with specific references to the text
Students substitute summary for analysis
Use specific references to the text—embedding works better than using full sentences in a timed test
Don’t paraphrase without offering analysis

18. What They Said
Students chose texts they had not read recently and recalled only dimly
Students sometimes chose texts they had studied but which were not appropriate to the prompt.
Choose a text we have studied in class.
Be familiar with plot, characters, and author.
Do not refer to film versions.

19. What They Said
Students were unable to speak to the ambiguity of these poems
Students simplified the complexities
Look for contradictions and use them—reveal the complexity of characters, situations, etc.
Don’t attempt to make everything black and white

20. Final Thoughts Get off to a great start
Strong thesis that answers WHAT and HOW
Spend a bit of time considering the entire passage, then have confidence in your interpretation
Discuss unusual language and imagery
Why did the author use THAT word?
Look for elements of opposition