AP English Literature Exam Notes
Question 1: Poetry Analysis (Ralph Waldo Emerson's Terminus)
Prompt
Analyze how Emerson uses poetic elements and techniques to convey the speaker’s complex perspective on aging.
Requirements for Response
Thesis: Presents an interpretation and may establish a line of reasoning. A strong thesis should offer a clear and arguable interpretation of Emerson's poem, focusing on the speaker's perspective on aging. It should not merely summarize the poem but make a claim that can be supported with textual evidence.
Evidence: Select and use evidence to develop and support your line of reasoning. Evidence should include specific examples of poetic elements (e.g., metaphors, similes, imagery, diction) and techniques (e.g., personification, alliteration, enjambment) that contribute to the poem's meaning. The selection of evidence should be purposeful and directly relevant to the thesis.
Explanation: Explain the relationship between the evidence and your thesis. Commentary should clearly and explicitly connect the chosen evidence to the thesis, demonstrating how the poetic elements and techniques function to create the speaker's complex perspective on aging. Avoid simply stating what the elements are; instead, analyze their effect.
Grammar and Punctuation: Use appropriate grammar and punctuation.
Scoring Guidelines
Row A: Thesis (0-1 points)
0 points: No defensible thesis, restates the prompt, summarizes the issue without a coherent claim, or thesis doesn't respond to the prompt. A response earning zero points typically fails to make an interpretive claim about the poem.
1 point: Responds with a defensible thesis that presents an interpretation and may establish a line of reasoning. A thesis earning one point offers a clear, arguable interpretation of the poem's perspective on aging.
Examples that do not earn the point:
Restating the prompt. Example: "This essay will analyze how Emerson uses poetic elements to show the speaker's view on aging."
Not relating to the prompt. Example: A thesis that discusses Emerson's life without connecting it to the poem's meaning.
Describing the poem or its features rather than making a claim. Example: "The poem uses metaphors and similes."
Examples that earn the point:
Provide a defensible interpretation, without establishing a line of reasoning.- Example: “While many people view aging as a progression toward the pain and loss of death, the speaker in Emerson’s poem ‘Terminus’ views aging as ‘well worth the cruise’ as death approaches and the ship of life comes home to port.” This thesis presents an interpretation but does not outline the specific elements that will be analyzed.
Provide a defensible interpretation that establishes a line of reasoning.- Example: “Throughout his poem ‘Terminus’ Emerson conveys his perspective that aging is a time to settle down through an extended metaphor, similes, metaphors, diction, imagery and personification. Emerson explores the idea that aging is a calm time at the end of a chaotic life.” This thesis offers a clear interpretation and suggests the specific poetic elements that will be discussed.
Row B: Evidence and Commentary (0-4 points)
0 points: Simply restates thesis, repeats provided information, or provides irrelevant/incoherent examples. A response earning zero points provides no evidence or commentary that relates to the thesis.
1 point: Summarizes plot/text without reference to thesis, provides non-specific references, or vaguely relevant references with little to no commentary. A response earning one point might mention a poetic element but fails to connect it to the thesis.
2 points: Makes relevant textual references but commentary repeats, oversimplifies, or misinterprets the cited information. A response earning two points identifies relevant textual references but struggles to analyze their significance.
3 points: Makes relevant textual references and provides commentary that explains the relationship between evidence and the thesis; however, commentary is uneven, limited, or incomplete. A response earning three points offers some analysis but could be more consistent or thorough.
4 points: Makes relevant textual references and provides well-developed commentary that consistently and explicitly explains the relationship between the evidence and the thesis. A response earning four points demonstrates a strong understanding of the poem and its elements, providing insightful analysis.
Row C: Sophistication (0-1 points)
0 points: Does not meet criteria for 1 point. A response earning zero points lacks depth and complexity.
1 point: Demonstrates sophistication of thought and/or develops a complex literary argument. A response earning one point showcases nuanced understanding and insightful analysis.
Ways to demonstrate sophistication:
Crafting a thesis that demands nuanced consideration of textual evidence and successfully proves it. A sophisticated thesis is not immediately obvious and requires careful analysis to support.
Explaining the significance or relevance of an interpretation within a broader context. Connecting the poem's themes to larger cultural or philosophical ideas.
Discussing alternative interpretations of a text. Acknowledging other possible readings of the poem and explaining why the chosen interpretation is the most convincing.
Recognizing and accounting for contradictions and complexities within the text. Addressing any ambiguities or tensions within the poem.
Using relevant analogies to help an audience better understand an interpretation. Employing metaphors or comparisons to clarify complex ideas.
Utilizing a prose style that is especially vivid, persuasive, convincing, or appropriate to the student’s argument. Writing with clarity, precision, and rhetorical skill.
Question 2: Prose Fiction Analysis (Jamaica Kincaid's Lucy)
Prompt
Analyze how Kincaid uses literary elements and techniques to portray the complexity of the narrator’s new situation.
Requirements for Response
Thesis: Presents an interpretation and may establish a line of reasoning. The thesis should offer a clear and arguable interpretation of how Kincaid portrays the complexity of the narrator's new situation, focusing on Lucy's internal and external conflicts.
Evidence: Select and use evidence to develop and support your line of reasoning. Evidence should include specific examples of literary elements (e.g., imagery, symbolism, metaphor) and techniques (e.g., point of view, diction, syntax) that contribute to the portrayal of Lucy's complex situation. The selection of evidence should be purposeful and directly relevant to the thesis.
Explanation: Explain the relationship between the evidence and your thesis. Commentary should clearly and explicitly connect the chosen evidence to the thesis, demonstrating how the literary elements and techniques function to create the portrayal of Lucy's complex situation. Analysis should delve into the nuances of Kincaid's writing and its effect on the reader.
Grammar and Punctuation: Use appropriate grammar and punctuation.
Scoring Guidelines
Row A: Thesis (0-1 points)
0 points: No defensible thesis, restates the prompt, summarizes the issue without a coherent claim, or thesis doesn't respond to the prompt. A response earning zero points typically fails to make an interpretive claim about the text.
1 point: Responds with a defensible thesis that presents an interpretation and may establish a line of reasoning. A thesis earning one point offers a clear, arguable interpretation of how Kincaid portrays Lucy's complex situation.
Examples that do not earn the point.
Restating the prompt. Example: "This essay will analyze how Kincaid uses literary elements to show the complexity of Lucy's new situation."
Not responding to the prompt. Example: A thesis that discusses Kincaid's biography without connecting it to the text's meaning.
Describing the text or features of the text. Example: "The novel uses imagery and symbolism."
Examples that earn the point:
Provide a defensible interpretation that establishes a line of reasoning.- Example: “Kincaid, through the use of imagery, em dashes, and repetition, revealed her complex dilemma of wanting to go home or staying in a newer environment.” (Minimally acceptable thesis) This thesis identifies literary devices but lacks depth in its interpretation.
Example: “In 1990, Jamaica Kincaid’s novel Lucy, depicts this life change and the narrator’s feelings. Kincaid uses repetition of phrases, diction that illicits pathos, and a mood of uncertainty and questioning to show how the narrator feels unsure and worried about moving from her hometown and how, despite a chance to restart her life, she still wants to go back” This thesis offers a stronger interpretation and suggests specific literary techniques that will be discussed.
Row B: Evidence and Commentary (0-4 points)
0 points: Simply restates thesis, repeats provided information, or provides irrelevant/incoherent examples. A response earning zero points provides no evidence or commentary that relates to the thesis.
1 point: Summarizes plot/text without reference to thesis, provides non-specific references, or vaguely relevant references with little to no commentary. A response earning one point might mention a literary element but fails to connect it to the thesis.
2 points: Makes relevant textual references but commentary repeats, oversimplifies, or misinterprets the cited information. A response earning two points identifies relevant textual references but struggles to analyze their significance.
3 points: Makes relevant textual references and provides commentary that explains the relationship between evidence and the thesis; however, commentary is uneven, limited, or incomplete. A response earning three points offers some analysis but could be more consistent or thorough.
4 points: Makes relevant textual references and provides well-developed commentary that consistently and explicitly explains the relationship between the evidence and the thesis. The response demonstrates a strong understanding of the text and its elements, providing insightful analysis.
Row C: Sophistication (0-1 points)
0 points: Does not meet criteria for 1 point. A response earning zero points lacks depth and complexity.
1 point: Demonstrates sophistication of thought and/or develops a complex literary argument. A response earning one point showcases nuanced understanding and insightful analysis.
Ways to demonstrate sophistication:
Crafting a thesis that demands nuanced consideration of textual evidence and successfully proves it. A sophisticated thesis is not immediately obvious and requires careful analysis to support.
Explaining the significance or relevance of an interpretation within a broader context. Connecting the text's themes to larger cultural or philosophical ideas, such as post-colonialism or identity formation.
Discussing alternative interpretations of a text. Acknowledging other possible readings of the text and explaining why the chosen interpretation is the most convincing.
Recognizing and accounting for contradictions and complexities within the text. Addressing any ambiguities or tensions within Lucy's character or her relationships.
Using relevant analogies to help an audience better understand an interpretation. Employing metaphors or comparisons to clarify complex ideas.
Utilizing a prose style that is especially vivid, persuasive, convincing, or appropriate to the student’s argument. Writing with clarity, precision, and rhetorical skill.
Question 3: Literary Argument (Return Home)
Prompt
Analyze how the character’s response to his or her “home” contributes to an interpretation of the work as a whole. Do not merely summarize the plot.
Requirements for Response
Thesis: Presents an interpretation and may establish a line of reasoning. A strong thesis should offer a clear and arguable interpretation of how the character's response to "home" shapes the meaning of the work as a whole. The thesis should avoid simply summarizing the plot and instead make a claim about the character's motivations and the broader themes of the work.
Evidence: Select and use evidence to develop and support your line of reasoning. Evidence should include specific examples of the character's actions, thoughts, and interactions with their environment. The selection of evidence should be purposeful and directly relevant to the thesis.
Explanation: Explain the relationship between the evidence and your thesis. Commentary should clearly and explicitly connect the chosen evidence to the thesis, demonstrating how the character's response to "home" contributes to the overall interpretation of the work. Analysis should explore the psychological, social, and cultural implications of the character's response.
Grammar and Punctuation: Use appropriate grammar and punctuation.
Scoring Guidelines
Row A: Thesis (0-1 points)
0 points: No defensible thesis, restates the prompt, summarizes the issue without a coherent claim, or thesis doesn't respond to the prompt. A response earning zero points typically summarizes the plot or makes a generalized comment without addressing the prompt's central question.
1 point: Responds with a defensible thesis that presents an interpretation and may establish a line of reasoning. A thesis earning one point offers a clear, arguable interpretation of the character's response to "home" and its significance to the work as a whole.
Examples that do not earn the point:
Restating the prompt. Example: "This essay will analyze how the character's response to home contributes to the meaning of the work."
Making a generalized comment about the topic of the prompt without responding to it. Example: "Home is an important theme in literature."
Examples that earn the point:
Make a claim about the character’s response to his or her “home.”- Example: “Orestes is an example of someone who returns home only to find that home no longer fits the day to day description. … Orestes is disgusted by this and feels a need to save the city.” (Minimally acceptable thesis) This thesis identifies Orestes' disillusionment but could be more specific about its impact on the play's meaning.
Identify the character’s response to his or her “home” and makes a claim about the meaning of that response to the work as a whole.- Example: “In Jean-Paul Sartre’s The Flies, the main protagonist, Orestes, experiences a disillusionment with the idea of home when he makes his return to [the] city of Argos. Orestes’ anger and frustration with the state of Argos upon his return informs every decision he makes for the duration of the play, and it highlights Sartre’s greater point: allowing one’s decisions to be influenced by external establishments without independent determination is the ultimate disservice to oneself” This thesis offers a clearer interpretation of Orestes' response and its connection to Sartre's message.
Make a claim about the character’s response to his or her “home” and the meaning of that response to the work as a whole- Example: “Ultimately, [Santiago from Coelho’s The Alchemist] is disappointed when he comes home to find that things aren’t the same as they once were year prior. Santiago’s disappointment helps Coelho display his message: Focus on the present and look forward, never back” This thesis provides a specific interpretation of Santiago's disappointment and its relevance to the novel's theme.
Row B: Evidence and Commentary (0-4 points)
0 points: Simply restates thesis, repeats provided information, or provides irrelevant/incoherent examples. A response earning zero points provides no evidence or commentary that relates to the thesis.
1 point: Summarizes plot/text without reference to thesis, provides non-specific references, or vaguely relevant references with little to no commentary. A response earning one point might mention a character's action but fails to connect it to the thesis.
2 points: Makes relevant textual references but commentary repeats, oversimplifies, or misinterprets the cited information. A response earning two points identifies relevant textual references but struggles to analyze their significance.
3 points: Makes relevant textual references and provides commentary that explains the relationship between evidence and the thesis; however, commentary is uneven, limited, or incomplete. A response earning three points offers some analysis but could be more consistent or thorough.
4 points: Makes relevant textual references and provides well-developed commentary that consistently and explicitly explains the relationship between the evidence and the thesis. The response demonstrates a strong understanding of the text and its elements, providing insightful analysis.
Row C: Sophistication (0-1 points)
0 points: Does not meet criteria for 1 point. A response earning zero points lacks depth and complexity.
1 point: Demonstrates sophistication of thought and/or develops a complex literary argument. A response earning one point showcases nuanced understanding and insightful analysis.
Ways to demonstrate sophistication:
Crafting a thesis that demands nuanced consideration of textual evidence and successfully proves it. A sophisticated thesis is not immediately obvious and requires careful analysis to support.
Explaining the significance or relevance of an interpretation within a broader context. Connecting the text's themes to larger cultural or philosophical ideas, such as alienation, identity, or the search for meaning.
Discussing alternative interpretations of a text. Acknowledging other possible readings of the text and explaining why the chosen interpretation is the most convincing.
Recognizing and accounting