AP Exam Multiple Choice 2013 Section: 19th century Essay excerpt ***NO QUESTION #52

First paragraph starts with analogy of good teachers who prompt skill application and thinking rather than right answers to good writers who, rather than make pronouncements, compel readers to think and discover for themselves. Second paragraph addresses the influence of Carlyle’s writings (two specific titles are mentioned), even on people who don’t necessarily agree with him.

No background is given about Carlyle or his writings; familiarity is assumed. Passage doesn’t address reader’s comprehension; it addresses strength of writer, and Carlyle’s legacy This isn’t a how-to or self-help kind of piece Piece isn’t about education; it’s isn’t a how-to Passage has no biographical content

Dissemination of knowledge Cultivation of powers

TEACHER in the first part WRITER in the second part

You know about “planting” metaphors You know about “planting” metaphors! A single oak cut down doesn’t destroy the forest b/c the acorns have already embedded in the ground to continue to grow. So, too, does Carlyle’s influence continue; losing his books won’t matter b/c the ideas are seeded in people’s minds.

EPOCH: beginning of a distinctive period; so, even if readers don’t agree with Carlyle’s ideas, they at least have found the reading of them to be a kind of turning point in their intellectual lives

You know from argument that these lines make a concession in acknowledging that not everyone AGREES with Carlyle.

There is no “attack-” just a concession. She does acknowledge, but she doesn’t necessarily discredit for the reason of misunderstanding Rather, she notes that despite disagreements, critics were still influenced by Carlyle’s ideas She never makes that claim Again, she concedes, but critics never claim that Carlyle is unimportant, so she doesn’t need to counter that She references two Carlyle pieces and talks about that “epoch”

Writer who confirms your ideas While=contrast word Writer who challenges them

HARD QUESTION! Carlyle isn’t critical of everyone else What’s between the dashes is generality; no actual ideas or opinions are provided See adverbs in red; they aren’t really dramatic or urgent Um, okay? Well, she does delay the independent clause. I guess the reader is “anticipating” what the reaction to Carlyle’s writing is ???