AP Exam Exam Prep

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

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!

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!

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”

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 = _______________

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

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.

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)

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.

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.

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.

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)

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

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

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

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

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.

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

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