Attacking the Poetry and Prose Prompts AP English Literature and Composition

Meaning and Method: Writing the Rhetorical Analysis The poetry and prose prompts are different from open- ended prompt in that they require the student to analyze the devices/strategies/tools the author employs (rhetorical analysis). Open-ended prompts focus primarily on meaning (theme), which may or may not reflect author’s purpose. Rhetorical analysis requires that we address purpose, which means we must evaluate the choices a writer makes. (Meaning + Method) Meaning refers to the “what?” of the piece, while method refers to the “how?”

2004 prompt: “We Grow Accustomed to the Dark” (Dickinson” and “Acquainted with the Night” (Frost) The poems below are concerned with night and darkness. Read each poem carefully. Then, in a well-written essay, compare and contrast the poems, analyzing the significance of dark or night in each. In your essay, consider elements such as point of view, imagery, and structure. What is the meaning you’re asked to find? What method(s)? Write a meaning and a method question for this prompt.

2004 prompt Meaning: What is the significance of light and dark in each poem? Method: How do the poets use elements such as point of view, imagery, and structure to convey significance? Now, you would structure your intro around setting up the discussion and answering these specific questions.

Breaking down the prompt Looking at the 2010 comparative analysis prompt, what meaning are you expected to uncover? What methods are you expected to analyze? ***Write these as questions. This will help you think about WHAT you have to answer in the intro. Meaning: Method: ***Identifying these components is necessary in developing and writing the introduction.

Meaning: How does each writer make his point regarding the coming of age? Method: How do the poetic techniques, such as point of view and tone, contribute to his argument? These are the questions you must address in your intro.

Sample Intro for 2010 prompt Coming of age at last, and finally being in the position of being able to exert oneself as an adult of the world, one can be overly confident from lack of experience. Both Johnson’s “To Sir John Lade, On His Coming of Age” and Housman’s “When I was One-and-Twenty” deal with this headstrong yet delicate time in a young man’s life which is full of the optimism and enthusiasm of youth and unaware of the true sorrows or follies of the real world. Through use of irony, imagery, and contrast, both poems effectively describe the danger that may follow from the headstrong confidence of young adulthood, while one expresses caution from a friend and the other shows a regretful account of the young man past twenty one.

Mark the prompt. Underline, circle, or highlight key words or phrases. STEP 1: READ THE PROMPT CAREFULLY. MAKE SURE YOU UNDERSTAND WHAT THE QUESTION IS ASKING. Misreading the question is a common mistake in timed writing. Study the question/prompt thoughtfully. Mark the prompt. Underline, circle, or highlight key words or phrases. Ask yourself: Exactly what am I being asked to do? Identify meaning and method. Writing them as questions will help you establish focus.

For the Poetry Prompt. . . Ask yourself What does this poem mean? (meaning) How did the author get you to see that? (method)

Frankenstein prompt Meaning: the impression of the creature as a baby Method: the various techniques ***limit yourself to no more than 3.

STEP 2: PLAN Give yourself a couple of minutes and write a BRIEF outline of what you want to say Ask yourself: How many requirements do I have to fulfill? How can I organize a cohesive response? Think logically. What response leads to what response? Which quotes PROVE my ideas? HOW do they prove my ideas? Organize ideas and quotes/textual evidence Try one of these techniques for organizing your thoughts: - Outline - Brainstorm - Make a list of your ideas and textual evidence Does anything in the text contradict your answer?

STEP 3: START WRITING Introduction: Answer the prompt! The first paragraph SPECIFICALLY answers the prompt. A creative opening draws readers in. However, if you are struggling to think of one, skip it and leave space to go back later. Move directly to your answer. Avoid making general statements—you are writing only about this poem (or a set of poems). Use the language of the prompt in your answer, but do not simply restate it. Leave NO DOUBT that you have addressed what the prompt is asking you to address. Give the author’s FULL name and the title of the work (For a short work, the title should be in quotes. For longer works: play, novel, epic poem, you must underline.) If you use the author’s name again, just give the last name. NEVER use the author’s first name.

Sample Intro: The moment in which one begins to realize his place in the world is no doubt a monumental event. Though at times exciting, the understanding that one is both a part of and yet separate from the world around them can bring with it a wide range of emotions. In the passage from Frankenstein by Mary Shelley, the creature outlines his experiences of learning about the world around him and his attempts to assimilate. Through imagery and diction choices, the creature’s narrative highlights the joy and pain of self awareness as the creature begins to recognize his separateness even as he tries to emulate the world around him.

Sample Intro. In the passage from Frankenstein by Mary Shelley, the creature is learning about the world around him. He hears the sounds of the birds and tries to emulate them. He notices various images of light and darkness, which is both liberating and oppressive. Through various techniques, the author conveys the first impression of the creature learning about life and his world.

Step 4: BODY PARAGRAPHS Each body paragraph must begin with a topic sentence that gives a specific example to prove one aspect of your answer/thesis. The topic sentence can contain a quote, but it cannot BE a quote. The body of the paragraph should elaborate or explain the example in your topic sentence. Use textual evidence to support your assertion. NOTE: When you quote (phrases or words), you MUST address the quote. Why did you offer that quote? What is your commentary? Look at the prompt again and again. Be sure each paragraph is addressing some aspect of the prompt. USE the language of the prompt. --Embed your quotes into the sentence. Don’t just write a quote. --Make ALL comments relevant to the prompt. DO not editorialize or preach. You are analyzing a text so keep your tone and language scholarly and analytical. Cover the entire text in your answer. Organize your essay from beginning of the text to middle to end.

Step 5: CONCLUSION Come up with a conclusion that ties back to your answer, but does more than simply restate your answer. Make a statement that makes a judgment based on what you have proven. For timed writing, the conclusion can be 2-4 sentences. Or you may choose to exclude a concluding paragraph because of time. However, make sure you have clarified your points and given some sense of finality. RUNNING OUT OF TIME? Unless the directions require a conclusion, a conclusion is not always needed. It might be better to spend your time editing and proofreading, making sure you have answered the prompt.

From the scorer’s perspective. . . If you want a high score, keep the following in mind Neatness counts Indent paragraphs (the overall look of your essay is a first impression—make it count!) Write perfectly—for the first paragraph This is your second “first” impression; take extra care in crafting this paragraph—it is your answer Show off your literary vocabulary Scorers do not give high grades for merely parroting the prompt. Use snappy verbs and tasty nouns  Juice up your writing, add some pizazz! (avoid cliché’s, colloquialisms.)

Reminders…. Write in present tense  Don’t end a paragraph with a quote. What is your point? Relate your ideas to the prompt.  Don’t Use “I,” “me,” “you.” Try to avoid saying “the reader,” but never say “the audience” unless the work is a play.    Do not offer insights into the author’s state of mind or reasons for writing what he does. NOT RELEVANT. Focus only on the text.  Avoid “it is obvious” or “it is very clear” unless you KNOW that everyone would agree.  NEVER begin the concluding paragraph with “In conclusion.”  DO NOT flatter the author or say anything about the quality of the work.  DO NOT start a paragraph with a pronoun. You need an antecedent. Start with a noun. Also, watch pronouns. BE CAREFUL that the meaning is clear.   DO NOT include rhetorical questions. Your purpose is to ANSWER the prompt, not ask questions. Also avoid saying “etc.”  Do not abbreviate “and,” “without,” or other words. Look sophisticated. Sound sophisticated.  Do not use exclamation marks. They are disturbing (and not very scholarly)