1. AP Literature and Composition - 2013-14

2. Group work: 2 minutes –discuss the prompt question and how it relates to “The Death of a Clerk” by Chekhov. What is the author’s exigence, urgency, OR what is the author itching to convey by creating the absurd dramatic situation?

3. Is summarizing all that bad?  If summarizing is all that you do   (we all know the story or the plot)  Summary in the service of analysis  e.g. When Larry returns from World War I, his traumatic experiences transform his character into… (Andrew and Sarah J. !!!) - Which clause is the summary ? - Which clause is the analysis?

4. Analytical Verbs (Siria’s list):  Through a shift from a neutral, objective tone to a comical “achoo,” the storyline rapidly moves from exposition to rising action revealing/exposing/setting up/ launching the mundane action of sneezing as a catalyst or portal into the anxiety – ridden world of our panic-stricken protagonist.  reveal = from the analytical verbs list

5. A weak example of integrating evidence/quotes  Avoid the following: the author says + long quotes + period + that means… * another tip: avoid “you!” Who is “you” in the Adler book? Name the “you.”

6. Example of embedded snippets of quotes + analysis(where’s analysis?) TThe greed of Wang’s uncle’s family causes disharmony between Wang and his uncle who “slapped Wang vigorously on both cheeks” reprimanding him, “Have you no religion, no morals, that you are so lacking in filial conduct?” The uncle presses further by invoking “the Sacred Edicts” which “commanded that a man is never to correct an elder.” At these powerful words, Wang can only “[stand] sullen and immoveable, conscious of his fault” while his guilt tears him apart and forces him to restore the harmony held sacred by his ancestors. (63)

7. Vivid verbs vs. dead language in an essay Vivid Verbs Dead Language  reprimands  insists, apologizes  asserts, accuses  appeals, apologizes  invokes  presses  insults  encourages  denies, blames  tone, diction, syntax, point of view, metaphor (only works if embedded + with a specific adjective)  avoid the laundry list of devices  instead: discuss the devices w/o always naming them  avoid inserting the devices on their own in a main clause: “The author uses a tone and diction in this chapter.” (???)  means, says, makes, puts e.g. he makes a transition vs. he transitions from… to…

8. More examples of imprecise language:  Hurston doesn’t explain what happened to the residents of Suwanee.  Larry and Isabel don’t talk to anyone about what happened.  Tip: Name what happened  name the action by using a specific word for clarity and to create your own tone.

9. How to disagree appropriately in AP and college writing?  Generally, when analyzing literature for AP Lit purposes, students shouldn’t use evaluative language, such as, “The poet successfully portrays the pangs of love…” or “The author effectively describes…” – remember the rhetorical triangle - you are a teenager who is proving your credibility through writing to a grown-up, experienced, highly educated AP reader/judge.

10. However…  You have the right to describe a writer’s tone by supporting your claims with evidence esp. if you can provide a balanced view:  e.g. Adler condescendingly (or patronizingly) commands the reader, “you must …” which makes a more experienced reader wonder… At the same time (here’s your counterpoint) his strong verb “must” may benefit those readers who need more explicit guidance with the reading process

11. Stay away from the following words in formal writing  list of banned words Good, bad, happy, sadStuff, thing, thingy Everything, everyone, everybody, anyone, anything, nothing People (unless NATION) YouAwesome, cool, wonderful, great, amazing, great, nice Basically, actually, reallyseems, appears, kind of, sort of