Looking back at our essays…

Upper-Level Scores (8-9) Perceptively analyzed the causal relationship between past events and present actions, behaviors, or attitudes Evidence from the text is specific (nothing is general) Analysis analyzes relationship to past and connects the relationship to an overall theme Theme is not cliché

Mid-Range Essays (6-7) Reasonable analysis (though not persuasive) of how a character’s relationship to the past affects their attitude/morals/behaviors Less specific textual evidence than 8-9 Demonstrates how the relationship contributes to the meaning of the work throughout (though the meaning may be more superficial) Analysis is less thorough, less perceptive, and/or less specific in supporting detail

Almost there… (5) Respond to prompt with plausible claims, but the analysis is superficial or underdeveloped Relies mostly on plot summary with SOME analysis Attempts to discuss the effect of the past on the actions/ attitudes/values of a character and what that relationship contributes to the work as a whole But it is a simplistic understanding of the work

Re-evaluate & Practice (3-4) Less than thorough understanding of the task Incomplete or oversimplified understanding of the work OR Fails to establish the nature of the effect of the past on a character’s actions, attitudes, or values Doesn’t address or develop a response to how the relationship to the past contributes to the work as a whole Plot summary Irrelevant information included / wordy / repetitious

Complaints of AP Readers ST. do not discriminate between descriptions of events/behaviors and analysis of the causal relationship between past events and later ones ST assume audience does not know novel/play, and thus shifted their focus away from a character analysis to explain events ST neglect prompt and failed to consider why the details they described mattered ST frequently substitute summary/paraphrase for detailed analysis (the need for analysis cannot be overstated)

Comments from AP Readers ST substitute cinematic versions of texts rather than texts they have read ST fail to integrate evidence into sentences or paragraphs; some even fail to provide specific evidence at all – it’s so general that Readers were uncertain if they had even read the novel ST do not have a working knowledge of the terms necessary to analyze literature ST waste time repeating the prompt – it does not demonstrate higher-level competencies

LEARN Pre-Writes are SO important! Write for an audience that is familiar with your novel Focus on proving the issues raised by prompt, not on retelling story Must be familiar with text. Inability to remember names, events, sequence, or the crux of an action suggests unfamiliarity with the text USE SPECIFICS from the text when giving evidence *Paragraphs formed organically from prompt

Basic Errors (Learn these this moment) Do not use “YOU” in an academic essay “Most likely” “probably” – get rid of it Keep literature living! Use present tense