AP Literature: Unit 9 - Character Complexity and Longer Works of Fiction

Session Overview and Unit Transition

The session is led by Susan Barber from Grady High School and Mr. Escobar.
The lesson marks a transition from Unit 8 (Poetry) to Unit 9 (Longer Fiction and Drama).
The instructors address rumors suggesting the AP exam might only focus on poetry; they clarify that Unit 9 skills are applicable to all aspects of the course, including the prose question and short fiction.
A calendar will be released later in the week covering lessons from the current date until May 1st.
Starting the following week, the sessions will shift toward specific exam review and preparation, focusing on critical thinking and writing skills.

Homework Review: Analysis of "To Paint a Water Lily" by Ted Hughes

The exercise focused on the significance of specific words and phrases and what close inspection of text reveals about central ideas.

Significant Word Pairings and Alliteration

The Green Highlights: The instructors highlighted "level of lily leaves," "Flies furious arena," and the later phrase "bullets by." - These phrases use alliteration across the first three stanzas. - Purpose: Ted Hughes uses this device to force the reader to focus on how these ideas are brought together, establishing the natural setting before introducing militaristic imagery.
Duality and Structural Shifts: The phrases "two minds of this lady" (line 4) and "deep in both worlds" (penultimate stanza) were identified. - These pairings highlight a duality or division within the poem. - Readers are encouraged to look back at the structural shift (discussed in the first video) to understand the nature of this division.
Hyphenated Word Sets: - Set 1: "battle-shouts" and "death-cries." These are characterized as negative, violent images. - Set 2: "long-necked lily flower." This is described as gentler and more peaceful. - Contrast: The move from violent hyphenated pairs to gentle ones reinforces the poem's theme of duality.

Developing Claims from Observations

A claim requires an observation tied to a central idea using a scaffolded approach: - Observation (Alliteration): The use of alliteration in the first three couplets focuses the reader's attention on a natural setting ("level of lily leaves") and introduces the dragonfly's militaristic movement ("bullets by"). - Observation (Connection): To complete the claim, the student must connect how this militaristic imagery in a natural setting contributes to the poem's central meaning.
Extended Learning Task: Students are asked to develop their own claims regarding the hyphenated words by creating an observation and tying it to a central idea.

Characterization and the Iceberg Metaphor

Complexity in Character Analysis

In the later stages of the course (Unit 9), the focus shifts from basic descriptions (who the character is) to greater complexities.
Nuance is found in the character’s choices, actions, and speech.
Key focus areas include: - How a character reacts to or contributes to the resolution/conclusion of a work. - How that reaction reveals the character’s value system. - Identifying consistencies versus unexpected developments. - Using ambiguity and nuance to reach deep levels of analysis rather than surface-level summary.

The Iceberg Model

The Tip (Surface Level): This represents what is visible in the text—actions, speech, and explicitly stated thoughts provided by the author.
Beneath the Surface (Complex Driving Forces): - Motivations: Why a character does what they do. - Secrets and Desires: Hidden aspects of the persona. - Hopes and Background: How past experiences shape current behavior. - Passions and Social Issues: The internal and external pressures affecting the character. - Relationships: How interactions with others influence development.

Case Study: Frankenstein by Mary Shelley

Premise and Framing

Frankenstein is a widely taught novel in the AP community.
Clarification: Frankenstein is the name of the creator/scientist (Dr. Victor Frankenstein), not the creature.
The plot involves Victor creating a being from dead body parts, bringing it to life, and then abandoning it, leading to the creature’s search for identity and a relationship with its creator.
The analysis strategy used is "Zoom In, Zoom Out": focusing on specific words/phrases in small passages, then expanding that focus to the broader context of the whole work.

Progression of the Creature's Development

Chapter 11 (Initial Abandonment): - The creature enters a village and is attacked by people using stones and "missile-type weapons." - He finds a primitive shelter with an earth floor that is dry but allows the wind to enter. - Observation: He focuses solely on physical survival and primary needs. He does not discuss emotional hurt despite the trauma of the attack.
Chapter 15 (Awakening of Emotion): - The creature reads Paradise Lost. - His emotions are awakened; he expresses being "sickened" and in "agony." - He begins to curse his creator and recognizes he is "abhorred" and alone. - Inconsistency: Unlike humans, where knowledge often leads to enlightenment and growth, for the creature, knowledge leads to despair.
Chapter 24 (The Conclusion): - Endings are critical for evaluating character growth. - The creature becomes highly reflective, recounting his story to Walton. - He contrasts his original "happy dreams" of love and honor with the "crimes" he committed. - He compares himself to the "meanest animal" and eventually to a "fallen angel" that has become a "devil." - Central Meaning: This progression ties into themes of loneliness, isolation, and the failure of the creator-creation relationship.

Central Ideas Framework

Characters act as a "way in" to broader themes: - Relationship between Creator and Creation: Explores the responsibilities of both parties. - Pursuit of Knowledge: How seeking awareness can lead to torment and grief. - Isolation: The internal and external factors that keep a character separate from society.

Universal Skills for Character Analysis

To create a "hologram" (a 360-degree understanding) of a character, students should ask the following questions: 1. In what ways do the character’s choices, actions, and speech seem contradictory or inconsistent? 2. How do these contradictory or inconsistent traits contribute to the reader’s understanding of the character’s complexity? 3. How do these traits contribute to the overall meaning of the text?
The goal is not to "pin down" a character like a specimen in biology but to allow the character to "pop up" and exist as a complex, multi-dimensional entity.

Practice Exercise: The 2016 AP Literature Prompt

Prompt Analysis

The Prompt: "Many works of literature contain a character who intentionally deceives others. The character’s dishonesty may be intended either to help or to hurt… Choose a novel or play in which a character deceives others then… analyze the motives for that character’s deception and discuss how the deception contributes to the meaning of the work as a whole."
Guidance from Instructors: - Students do not need to provide an example for every single motivation listed in the prompt (help AND hurt, safety AND sparing feelings, etc.). The list provided in the prompt consists of options to help explore the topic. - The prompt is designed to open up a "landscape of plausible interpretations."
Task: Students are asked to choose a novel they have read, select a character who deceives, and write two or three claims about that character’s motives, connecting those claims to a central idea or theme of the work.

Questions & Discussions

Q: How will we learn to write the full essay?A: Instructors Susan Barber and Mr. Escobar state that later in the week they will cover the specific components of the essay, including the thesis statement, developing commentary, and using textual support.

Q: What if students don't have access to the necessary technology or internet connectivity for these sessions?A: Students or friends of students should visit cb.org/tech so the College Board can attempt to provide the required devices and connectivity.