THE YELLOW PAGES (updated 8/14)

(2014-2015 - everything you always wanted to know about AP English IV, but were afraid to ask!)

Table of ContentsTopic Page

Tone: Positive (happiness, pleasure, friendliness/courtesy, animation, romance, tranquility

Tone: Neutral (general, rational/logical, self-control, apathy)

Tone: Humor/Irony/Sarcasm

Tone: Negative (general, sadness, pain, unfriendliness, anger, passion, arrogance/ self-importance, sorrow/fear/worry

Tone: Negative (submission/timidity)

Verbs: for literary analysis

Verbs: to use instead of exemplifies

Adjectives for Use in Literary/Rhetorical Discussion: Describing the author

Adjectives for Use in Literary/Rhetorical Discussion: Describing the style/content

Adjectives for Use in Literary/Rhetorical Discussion: Describing the diction

Adjectives for Use in Literary/Rhetorical Discussion: Describing the syntax

Adjectives for Use in Literary/Rhetorical Discussion: Describing the organization/structure/point of view

Adjectives for Use in Literary/Rhetorical Discussion: Describing the imagery

Adjectives for Use in Literary/Rhetorical Discussion: Describing the characters (physical qualities)

Adjectives for Use in Literary/Rhetorical Discussion: Describing the characters (mental qualities)

Adjectives for Use in Literary/Rhetorical Discussion: Describing the characters (moral qualities)

Adjectives for Use in Literary/Rhetorical Discussion: Describing the characters (spiritual qualities)

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Adjectives for Use in Literary/Rhetorical Discussion: Describing the characters (social qualities)

Nouns for Use in Literary/Rhetorical Discussion (analyzing characters, structure/organization/point of view, syntax, genre/purpose, sound devices)

The Language of Argument

Transition Words

Theme (vocabulary and identifying theme)

How to Connect Rhetorical Choices to Meaning (diction, syntax, imagery)

How to Connect Rhetorical Choices to Meaning (metaphor, simile, personification)

How to Connect Rhetorical Choices to Meaning (hyperbole, symbol)

How to Connect Rhetorical Choices to Meaning (detail, allusion)

Writing Errors to Avoid

Generic Rubric for AP Assignments

Poetry Focus Statement

Literary Terms on Previous AP Exams

AP Poetry Terms

Correction and Commendation Guide

TP-CASTT

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THE YELLOW PAGES (2014-2015)Mrs. Abby Ray, East View High School

Welcome to AP English IV (Advanced Placement Literature and Composition). File these yellow pages in the reference section of your 3-ring notebook and bring these pages to class with you daily. The yellow pages are designed to provide you with a ready reference for information you will need in order to complete some course requirements and class assignments.

BOOK LIST:1. Hamlet – William Shakespeare (available for checkout)2. The Metamorphosis – Frank Kafka (please purchase)3. Frankenstein by Mary Shelley (please purchase)4. The Poisonwood Bible by Barbara Kingsolver (please purchase)

ALSO:Short stories, independent reading of selected novels, and extensive poetry analysis throughout the

year

MAKE-UP WORK: 1. Inform me in advance of or as soon as you return from an absence.2. Major assignments are due on the assigned date whether you are present in class on that day or

not. If you are unable to attend class on the due date, send your assignment with a friend, sibling, or parent. Major assignments are penalized at a rate of 10 points per day, beginning with the day when the assignment is due (the block when you would be in class).

3. Quizzes, tests, and other assessments assigned in advance must be taken on the assigned date even if you are absent the preceding class. In other words, keep up with your reading schedule! Unless there are special circumstances (usually approved in the student handbook), absences do not relieve you from your reading schedule.

4. Make-up quizzes, tests, and timed writings must be scheduled within two days upon your return to school. After that point, I will begin to deduct points for late work. Failure to make up work in a timely manner may result in a fraction of the original grade.

5. As in a college course, when you miss class, it is expected that you will obtain any notes or directions you missed from a classmate. Write the names and contact information of two classmates in your block below.

* *

6. Take advantage of my website to keep up, but remember that I may alter the lesson plans and assignments listed there for instructional purposes.

7. Consult my school telephone # and e-mail address below.

School number – 943-1800 x8060E-mail – raya@georgetownisd.org

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SUPPLIES1. 3-ring notebook, dividers, and loose-leaf notebook paper

2. pens – blue or black ink for writing, red for editing activities3. #2 pencils4. highlighters – at least four colors (including pink, yellow, blue, and green)5. copy of the novel or play we are currently reading

ALL OF THE ABOVE ARE NEEDED IN CLASS DAILY.

NOTEBOOK ORGANIZATION (suggested):Section 1: Yellow PagesSection 2: AP Multiple ChoiceSection 3: Poetry AnalysisSection 4: Prose AnalysisSection 5: Materials for the novel or play we are currently reading

GRADING POLICY: Refer to EVHS student handbook See also “Make-up Work” in Yellow Pages. Note especially the information concerning reading

assignments. See also “Generic Rubric” for AP assignments.

Types of grades and their value:

daily, homework, in-class (generally, a “daily” grade refers to an assignment that constitutes a step in the writing or reading process rather than a final product), and quizzes over reading assignments - 30%

major grades such as timed writings, final drafts of process papers, major tests over entire works or units of study, APMC tests (Advanced Placement Multiple Choice Practice Tests), and projects – 70%

Extra Credit:Senior Scrapbook – at the end of each nine weeks a portion will be due that will count as an extra test grade. OR (not and)… Extra Credit Outside Reading Project – each nine weeks you can read one book from a specified genre and create a specified project for that book that will count as one extra test grade for the nine weeks. You may NOT do both projects – only one extra test grade is possible per nine weeks.

ADDITIONAL NOTES:

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A VOCABULARY FOR DESCRIBING LANGUAGE

TONETONE (POSITIVE)Happinessamiable* cheery contented* ecstatic elevated*elevated* enthusiastic exuberant* joyful jubilant*sprightly*

Pleasurecheerful enraptured* peaceful playful pleasantsatisfied amused appreciative whimsical*

Friendliness, Courtesyaccommodating* approving caressing comforting compassionateconfiding cordial* courteous forgiving gracious*helpful indulgent* kindly obliging* pityingpolite sociable solicitous* soothing sympathetictender tolerant trusting

Animationardent* breathless brisk crisp eagerexcited earnest* ecstatic energetic exalted*feverish* hasty hearty hopeful inspiredlively passionate rapturous* vigorous* impassioned*

Romanceaffectionate amorous* erotic* fanciful* ideal*lustful sensual* tender

Tranquilitycalm hopeful meditative* optimistic serenerelaxed soothing spiritual dreamy

TONE (NEUTRAL)Generalauthoritative* baffled* ceremonial clinical* detached*disbelieving factual formal informative learnedmatter-of-fact nostalgic* objective* questioning reminiscent*restrained* sentimental* shocked urgent

Rational/Logicaladmonitory* argumentative candid* coaxing criticalcurious deliberate didactic* doubting explanatoryfrank* incredulous* indignant* innocent insinuating*instructive oracular* pensive* persuasive pleadingpreoccupied* puzzled sincere studied* thoughtfuluncertain unequivocal* probing*

Self-Controlsolemn* serious serene simple mildgentle temperate* imperturbable* nonchalant* coolwary* cautious prudent*

Apathyblasé* bored colorless defeated dispassionate*dry* dull feeble* helpless hopelessindifferent* inert* languid* monotonous* resigned*sluggish* stoical* sophisticated* vacant*

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TONE (HUMOR/IRONY/SARCASM)amused bantering* bitter caustic* comicalcondescending* contemptuous* cynical* disdainful* droll*facetious* flippant* giddy* humorous insolent*ironic* irreverent* joking malicious* mock-heroic*mocking mock-serious* patronizing* pompous* quizzical*ribald* ridiculing sarcastic sardonic* satiric*scornful* sharp silly taunting teasingwhimsical* wry* belittling haughty* insultingplayful hilarious uproarious

TONE(NEGATIVE)Generalaccusing aggravated* agitated* angry arrogantartificial audacious* belligerent* bitter brash*childish choleric* coarse* cold condemnatorycondescending contradictory critical desperate disappointeddisgruntled* disgusted disinterested passive furiousharsh hateful hurtful indignant* inflammatory*insulting irritated manipulative* obnoxious* quarrelsome shameful superficial surly* testy*threatening uninterested

Sadnessdespairing despondent* foreboding* gloomy bleakmelancholy* maudlin* regretful tragic

Painannoyed biter bored crushed disappointeddisgusted dismal* fretful* irritable miserablemournful pathetic plaintive* querulous* soresorrowful sour sulky sullen” troubleduneasy* vexed* worried

Unfriendlinessaccusing belittling boorish* cutting derisive*disparaging* impudent* pitiless reproving* scoldingsevere spiteful suspicious unsociable reproachful*

Angerbelligerent* furious livid* wrathful* savageindignant* enraged

Passionfierce frantic* greedy voracious* hystericalinsane impetuous* impulsive* jealous nervousreckless wild

Arrogance/Self-Importanceboastful bold condescending contemptuous pretentious*pompous* supercilious* pedantic* didactic* bombastic*self-righteous* assured confident defiant dignifieddomineering egotistical imperious* impressive smug*knowing lofty peremptory* profound* proudresolute* sententious* stiff saucy*

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Sorrow/Fear/Worryaggravated anxious apologetic* apprehensive* concernedconfused depressed disturbed embarrassing fearfulgrave* hollow* morose* nervous numbominous* paranoid* pessimistic poignant* remorseful*serious staid* enigmatic*

Submission/Timidityaghast* alarmed ashamed astonished astoundedawed contrite* self-deprecatory* docile* fawning*groveling* ingratiating* meek* modest* obedient]obsequious* resigned respectful reverent* servile*shy submissive* surprised sycophantic* terrifiedtimid tremulous* unpretentious* willing

VERBS These verbs will be especially effective when the subject is the author or a character. They are excellent replacements for “be” verbs and instrumental in the formulation of thesis and theme statements. Careful use of these verbs can result in precise identification of an author’s purpose. Follow your teacher’s directions to categorize the verbs as transitive, intransitive, positive, negative, or neutral.

VERBS FOR LITERARY ANALYSISaccentuates accepts achieves adopts advocates*affects alleviates allows alludes* alters*analyzes approaches argues ascertains* assesses*assumes attacks attempts attributes* avoidsbases believes challenges changes characterizeschooses chronicles claims comments comparescompels* completes concerns concludes condescendsconducts conforms confronts* considers contends*contests* contrasts contributes conveys convincesdefines defies demonstrates depicts* describesdelineates* despises details determines developsdeviates* differentiates* differs directs disappointsdiscovers discusses displays disputes disrupts*distinguishes distorts* downplays dramatizes elevateselicits* emphasizes encounters enhances enrichesenumerates* envisions evokes excludes expandsexperiences explains expresses extends extrapolates*fantasizes focuses forces foreshadows functionsgeneralizes* guides heightens highlights hintsholds honors identifies illustrates illuminatesimagines impels* implies* includes indicatesinfers* inspires intends interprets interruptsinundates* justifies juxtaposes* lambasts” laments*lampoons* lists maintains makes managesmanipulates minimizes moralizes* muses* notesobserves opposes organizes overstates outlinespatronizes* performs permits personifies* persuadesponders* portrays postulates* prepares presentspresumes produces projects promotes proposesprovides qualifies* questions rationalizes reasonsrecalls recites recollects records recountsreflects refers regards regrets rejectsrepresents results reveals ridicules satirizes*seems sees selects specifies speculates*states strives* suggests summarizes suppliessupports suppresses* symbolizes sympathizes tracesunderstands vacillates* values verifies*

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VERBS TO USE INSTEAD OF EXEMPLIFIESappears asserts attests to certifies confirmsconnotes* corroborates* defines demonstrates denotes*depicts discloses* elucidates* endorses* establishesevinces* exhibits expounds* exposes intimates*manifests* points to proves ratifies* relatesshows substantiates* suggests typifies* upholdsvalidates*

ADJECTIVES FOR USE IN LITERARY/RHETORICAL DISCUSSIONDESCRIBING THE AUTHORcultured intellectual erudite* well-read sagacious*sensible rational philosophic* analytical imaginativeperceptive visionary* prophetic* optimistic broad-minded*idealistic* spiritual orthodox* unorthodox* sympatheticsophisticated* original whimsical* humorous conservative*liberal* progressive* radical* reactionary* unprejudicedrealistic* romantic* shallow superficial bigotedopinionated* intolerant hypocritical* fanatical* provincial*narrow-minded* sentimental skeptical* cynical*

DESCRIBING STYLE/CONTENTlucid* graphic* intelligible* explicit* preciseexact concise* succinct* condensed* pithy*piquant* aphoristic* syllogistic* allusive* metaphoricalpoetic prosaic* plain simple homespun*pure vigorous* forceful eloquent* sonorous*fluent glib* natural restrained* smoothpolished* classical artistic bombastic* extravagantrhetorical* turgid* pompous* grandiose* obscure*vague diffuse* verbose* pedantic* ponderous*ungraceful harsh abrupt* labored* awkwardunpolished crude* vulgar* formal artificialutilitarian* humanistic* pragmatic* naturalistic* impressionistic*subjective* melodramatic* fanciful* authentic* plausible*credible* recondite* controversial mystical* improbable*absurd trivial commonplace heretical*

DESCRIBING DICTIONhigh or formal low or informal neutral precise exactconcrete abstract* plain simple homespunesoteric* learned cultured literal* figurative*connotative* symbolic picturesque* sensuous* literaryprovincial* colloquial* slang* idiomatic* neologistic*inexact euphemistic* trite* obscure* pedantic*bombastic* grotesque vulgar* jargon* emotionalobtuse* moralistic* ordinary scholarly insipid*proper pretentious* old-fashioned

DESCRIBING SYNTAX loose sentence periodic* balanced* interrupted simple*compound* complex* compound-complex* declarative* interrogative*imperative* exclamatory* telegraphic* antithetic* inverted*euphonic* rhythmical epigrammatic* emphatic incoherentrambling tortuous jerky cacophonic* monotonousspare austere* unadorned* jumbled chaoticobfuscating* journalistic* terse* laconic* mellifluous*musical lilting* lyrical* elegant solid

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DESCRIBING ORGANIZATION/STRUCTURE/POINT OF VIEWspatial* chronological flashback flash forward* in media res*step-by-step objective* subjective* nostalgic* reminiscentcontemplative* reflective* clinical* impersonal* dramatic*omniscient* limited*

DESCRIBING IMAGERY (Substitute these precise adjectives for less precise ones such as vivid, colorful, and powerful.)bucolic* pastoral* gustatory* olfactory* tactile*kinetic* kinesthetic* sensual* sacred sexualauditory* religious animal war/military chaoticDESCRIBING CHARACTERS (Great substitutions for pretty and ugly!)Physical Qualitiesmanly virile* robust* hardy* sturdystrapping* stalwart* muscular brawny* lovelyfair comely* handsome dainty delicategraceful elegant shapely attractive winsome*ravishing* dapper* immaculate adroit* dexterous*adept* skillful agile* nimble* activelively spirited* vivacious* weak feeble*sickly frail decrepit* emaciated* cadaverous*effeminate* unwomanly hideous homely* course*unkempt* slovenly* awkward clumsy ungainly*graceless bizarre* grotesque incongruous* ghastlyrepellent* repugnant* repulsive odious* invidious*loathsome*

Mental Qualities (Great substitutions for smart and stupid! Which comments would you like to see on your papers?)educated erudite* scholarly wise astute*intellectual precocious* capable competent giftedapt* rational reasonable sensible shrewd*prudent* observant clever ingenious* inventivesubtle* cunning* crafty* wily* unintelligentunschooled* unlettered* ignorant illiterate* inane*irrational puerile* foolish fatuous* vacuous*simple thick-skulled* idiotic imbecilic* witless*deranged* demented* articulate* eloquent*

Moral Qualities (Great substitutions for good and bad!)idealistic* innocent virtuous* faultless righteous*guileless* upright* exemplary chaste* pureundefiled* temperate* abstentious* austere* ascetic*puritanical* truthful honorable trustworthy straightforward*decent respectable wicked corrupt* degenerate*notorious* vicious incorrigible* dissembling* infamous*immoral* unprincipled* reprobate* depraved* indecent*ribald* vulgar* intemperate* sensual* dissolute*deceitful dishonest unscrupulous* dishonorable* base*vile* foul* recalcitrant* philandering* opportunistic*

Spiritual Qualities (More great substitutions for good and bad!)religious reverent pious* devout* faithfulregenerate* holy saintly angelic skeptical*agnostic* atheistic* irreligious* impious* irreverent*profane* sacrilegious* materialistic carnal* godlessdiabolic* fiendlike* blasphemous* unregenerate* altruistic*charitableSocial Qualities (Terrific substitutions for nice and mean!)civil* amicable* contentious* unpolished* sullen*

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tactful* courteous cooperative genial* affable*hospitable* gracious* amiable* cordial* congenial*convivial* jovial* jolly urbane* suave*anti-social* acrimonious* quarrelsome antagonistic* misanthropic*discourteous impudent* impolite insolent* ill-bredill-mannered unrefined rustic* provincial* boorish*brusque* churlish* fawning* obsequious* sniveling*grumpy fractious* crusty* peevish* petulant*waspish* taciturn* reticent* gregarious* garrulous*

NOUNS FOR USE IN LITERARY/RHETORICAL DISCUSSION

ANALYZING CHARACTERSfoil* nemesis* adversary* protagonist* antagonist*confidante* doppelganger* narrator (unknown, reliable, naïve)

ANALYZING STRUCTURE/ORGANIZATION/POINT OF VIEWforeshadowing epiphany* analogy* extended metaphor* shiftsparallel structure comparison/contrast transition sequence definitionjuxtaposition* anecdote* frame story* arrangement classificationcategorization placement person (first, second, third)*perspective (chronological, geographic, emotional, political)*

ANALYZING SYNTAXrepetition parallelism anaphora* asyndeton* polysyndeton*subject* predicate* object* direct object* indirect object*phrase* clause* infinitive* participle* gerund*modifier* dependent clause* independent clause* subordinate clause* preposition*conjunction* interjection* deliberate fragment* appositive* emphatic appositive* semicolon* colon* rhetorical question* noun*comma pronoun* proper noun* common noun* collective noun*abstract noun* concrete noun* dialogue* apostrophe* chiasmus*parenthetical expression footnote capitalization for effect inversion* antecedent*hyphen* dash* active voice* passive voice* tensecatalogue* compound nouns/adjectives

IDENTIFYING GENRE/PURPOSEnovel novella* autobiography* memoir* biographyletter sermon speech treatise* abstract*précis* synopsis critique* personal narrative journeytravelogue essay* diatribe* polemic* commentary*farce* conceit* editorial* tirade* reviewassessment eulogy* elegy* parody* allegory*apology soliloquy* monologue* portrayal archetype*fable* argument verse

IDENTIFYING SOUND DEVICESalliteration* assonance* consonance* repetition* rhyme*end rhyme* feminine rhyme* masculine rhyme* meter* slant rhyme* incremental rhyme*

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THE LANGUAGE OF ARGUMENT

VERBSattack charge claim propose defendchallenge qualify counter repudiate* allege*validate confirm affirm* argue assumeanswer agree/disagree verify resolve concede*grant* generalize specify debate disputeassert

NOUNSwarrant validity plausibility* practicality proposalsolution resolution bias credibility accountabilityvested interest conflict of interests enthymeme* pathos* ethos*logos* counterargument premise* syllogism* deduction*induction* fallacy* ad hominem exigence* speakeraudience purpose message precedent* testimonial*rebuttal* antithesis* non sequitur* circular reasoning* bandwagon*refutation slippery slope* anecdote* advocacy* rhetoric*invective* proponent* assertion adherent * red herring*qualifier* begging the question* justification cause/effect

TRANSITION WORDS

Time Place Idea Extending elaboration by comparing

Extending elaboration by contrasting

Extending elaboration by emphasizing/clarifying

Extending elaboration by adding another example

after, afterward,at first, as before, finally, immediately, later, next, now, previously, soon, then

above, ahead, among, beyond, down, elsewhere, farther, here, in front of, in the background, near, nearby, next to, there

first, second, third,similarly, as, in the same way, for instance, likewise, however

as, at the same time, by comparison, equally, in the same manner, likewise, similarly

although, and yet, as, as though, at the same time, but, in contrast, conversely, even so, unlike, even though, however, in spite of, instead of, neither, nevertheless, on the one hand, on the other hand, provided that, though, unfortunately, whereas, yet

especially, for instance, in fact, indeed, that is, in other words

moreover,most important, now, so , additionally, again, also, especially, in addition, in fact, last, again, also, besides, equally important, furthermore, similarly, in contrast

Transition list from Crafting Expository Argument by Michael Degen

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THEME VOCABULARY

Brendan Kenny’s List of Abstract Ideas for Forming Theme Statements:

alienationambitionappearance v. realitybetrayalbureaucracychance/fate/luckchildrencourage/cowardicecruelty/violencecustom/traditiondefeat/failuredespair/discontent/disillusionmentdomination/suppressiondreams/fantasies

dutyeducationescapeexilefaith/loss of faithfalsity/pretencefamily/parenthoodfree will/willpowergame/contests/sportsgreedguiltheart v. reasonheaven/paradise/Utopiahome

identityillusion/innocenceinitiationinstinctjourney (literal or psychological)law/justiceloneliness/solitudeloyalty/disloyaltymaterialismmemory/the pastmob psychologymusic/dancepatriotism

persistence/perseverancepovertyprejudiceprophecyrepentancerevenge/retributionritual/ceremonyscapegoat/victimsocial status (class)the supernaturaltime/eternitywarwomen/feminism

IDENTIFYING THEME

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Method A (sample from Writing Essays about Literature by Kelley Griffith):

Subject1. What is the work about? Provide a one to three word answer. See “Theme Vocabulary” above.

Theme2. What is the author’s message with regard to #1 as it pertains to the human condition? In other words, what comment does the work make on human nature, the human condition, human motivation, or human ambition?3. In identifying and stating theme, be sure that the observation

(a) is not too terse to express the complexity of the human experience(b) avoids moralizing words such as should and ought(c) avoids specific reference to plot and characters(d) avoids absolute words such as anyone, all, none, everything, and everyone

4. Using both dependent and independent clauses, write a complex sentence which fulfills the requirements above and which explains one of the major themes of the work.

Sample for Anna Karenina:

Subject: sacred versus profane love

Theme: Although people can, through no fault of their own, become entrapped in long-lasting and destructive relationships, “sacred” commitments, like marriage and parenthood, take precedence over extramarital “loves,” no matter how passionate and deeply felt they may be.

IDENTIFYING THEME

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Method B (adapted from material by Brendan Kenny):

1. Theme is an abstract idea (See “Theme Vocabulary” above.) coupled with a universal comment or observation which addresses one of the following: (a) human motivation (b) the human condition (c) human ambition.

2. A strategy for discovering a work’s theme is to apply questions about these areas to the work.

* What image of humankind emerges from the work? If people are good, what good things do they do? If people are “no damned good” (Mark Twain), how and to what extent are they flawed?

*What moral issues are raised in the work? Who serves as the “moral center” of the work? Who is the one person with whom the author vests right action and right thought? What values does the moral center embody?

* Is the society or social scheme portrayed by the author life-enhancing or life-destroying? What causes and perpetuates this society?

* What control over their lives do the characters have? Are there forces beyond their control?

* How do the title, subtitle, epigraph, and names of the characters relate to the theme?

3. In identifying and stating theme, be sure that the observation (a) is not too terse to express the complexity of the human experience(b) avoids moralizing words such as should and ought(c) avoids specific reference to plot and characters(d) avoids absolute words such as anyone, all, none, everything, and everyone

4. Sample for “The Most Dangerous Game”:Men, when they are courageous and lucky, even in a hostile environment, can overcome the odds against their survival.

Sample for The Catcher in the Rye:In the presence of corruption, escape may provide some hope of preserving our innocence but denies our responsibility to alter, rebel against or sometimes grow to accept what we see as threatening.

How to Connect Rhetorical Choices to MeaningNOTE: In general, a connection of device to meaning should be 3-5 sentences long. The templates below are

a starting place; you will eventually learn to vary them to suit your purposes. A connection must articulate the meaning a device suggests and HOW this suggestion is achieved.

Diction Identify the grammatical unit (phrase, noun, verb, adjective, adverb, etc.) and provide the context

in which it appears in the text. Consider connotation as well as denotation. Do NOT write: The writer uses diction. That’s like saying: The writer uses words.

Connect the diction to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.

Model:The phrase* ____________________________ used to describe/identify__________________________________

conveys _______________________ since / because / in that ___________________________________________

______________. This is significant because _______________________________________________________.

* or the noun, verb, adjective, adverb Example:

The phrase, “a thin beard of ivy,” used to describe Jay Gatsby’s mansion conveys both intrigue and inexperience. Since the ivy is “thin,” Fitzgerald suggests a wealth without lineage, newly formed and barely veiled; yet, the ivy as a “beard” suggests a worldly desire to conceal. This is significant because through the description of his mansion, Gatsby is portrayed as both ingénue and chameleon, alerting the reader to the protagonist’s dual and perhaps contradictory nature.

Syntax Identify the syntactical choice the author has made and provide the context in which it appears in

the text. Do NOT write: The writer uses syntax. Since syntax refers to the order and structure of words, phrases, etc, it always exists – even if you do not find it noteworthy.

Connect the syntax to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.

Model:

The ________________________________ function(s) to ____________________________________

____________________________________________________________________. This structure

supports the author’s purpose to _________________________________________________________.

Example:

Gatsby’s interrupted sentences dramatize his nervousness and hesitation as he discusses his upcoming meeting with Daisy at Nick’s bungalow. Stuttering, “Why, I thought – why, look here, old sport, you don’t make very much money, do you,” Gatsby reveals his true vulnerability and weakness showing a

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stark contrast to the “greatness” that has been established in the early chapters of the novel. Fitzgerald continues to reveal chinks in Gatsby’s armor as the novel progresses preparing the reader for protagonist’s ultimate fall.

Helpful hint:Some other examples of purposeful syntactical choices an author might make: parallelism, anaphora, rhetorical question, appositives, polysyndeton, asyndeton, prepositional phrases, etc. According to Jeff Sommers and Max Morenberg, authors of The Writer’s Options, appositives define, summarize, and clarify. Prepositional phrases may elaborate and clarify by indicating how, where, when, why.

Imagery (word pictures appealing to one of the 6 senses (visual, auditory, gustatory, olfactory, tactile, kinesthetic)

– if you can’t identify which one, it isn’t a valid example of imagery) Identify the image and provide the context in which it appears in the text. Connect the image to the meaning of this text. Avoid generic commentary. Provide an original

insight. Pay attention to your own diction. It enhances your analysis.

Model:

The image of ______________________________ depicts a (picture, sense, state, etc.) of __________

_____________________________ because the reader (sees, envisions, realizes) that ______________

___________________________________________________________________________________.

This is significant because ______________________________________________________________.

Example:

The image of an “argument . . . pull[ing]” Nick back to the party “as if with ropes” conveys his helpless struggle to get away from the gathering in Tom and Myrtle’s apartment at the same time that it dramatizes his fascination with the inebriated and adulterous events that are occurring. The reader can see that much as ropes confine, restrain, and render one helpless, Nick, due perhaps to a lack of experience or a flawed moral code, remains discomfited yet seems unable to confront or reject the lies and pretenses of the party guests. This is significant because the reader must question Nick’s declaration that he is tolerant and honest.

Figurative Language: Metaphor or Simile Identify the metaphor or simile and provide the context in which it appears in the text. Connect the metaphor or simile to the meaning of this text. Avoid generic commentary. Provide

an original insight. Pay attention to your own diction. It enhances your analysis.

Model:

The subject of (x) _____________________ is compared to (y) ____________________. This is fitting

because (x) _______________________ and (y) ______________________ share these characteristics:

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(a) ____________________________________ and (b) ______________________________________.

This is significant because ______________________________________________________________._

Example:

In his “I Have a Dream” speech, Martin Luther King, Jr. compares the condition of poverty to a “lonely island.” This is a fitting comparison because poverty and a lonely island share these characteristics: (a)isolation and alienation from the “vast ocean of material prosperity” which surrounds them and (b) both are small, singled out, vulnerable, and surrounded by something they don’t possess. This comparison causes the audience to consider the tangible social barriers created by an invisible financial limitation to feel sympathy for the isolated poor.

Figurative Language: Personification (a figure of speech in which animals, abstract ideas, or inanimate things are referred to as if they were human)

Identify the animal, abstract idea, or inanimate thing and provide the context in which it appears in the text. Identify the human characteristic that is ascribed to it.

Connect the effect of the personification to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.

Model:

In _______________________________, ___________________is personified as possessing the human

characteristic(s) of ___________________________________________ . The author employs

personification in order to___________________________________________________________.

Example:

"Today, we begin a new chapter in the history of Louisiana. I've said throughout the campaign that there are two entities that have the most to fear from us winning this election. One is corruption and the other is incompetence. If you happen to see either of them, let them know the party is over."

-- Bobby Jindal, Louisiana Governor-Elect victory Speech (as posted on americanrhetoric.com)

In Bobby Jindal’s victory speech, the abstract ideas of corruption and incompetence are personified as possessing human form and consciousness. The governor-elect suggests that members of his audience might encounter or “see” them and should inform them that their “party” is over. Through this characterization, Jindal simultaneously emphasizes his strength as a leader and sends a strong message, without naming specific perpetrators, that those who may possess those qualities will be driven out of the state’s government.

Figurative Language: Hyperbole (deliberate exaggeration used to heighten effect or create humor – remember that this is a figure of speech not meant to be interpreted literally – e.g., I’m so hungry I could eat a horse.)

Identify what is being exaggerated and provide the context in which it appears in the text. Connect the effect of the hyperbole to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis.

Model:16

The deliberate exaggeration of _________________________________ serves to express ____________

________________________. Through this heightened image, the reader_________________________.

Example:

From Robert Frost’s poem, “After Apple-Picking”

For I have had too muchOf apple-picking: I am overtiredOf the great harvest I myself desired.There were ten thousand fruit to touch,Cherish in hand, lift sown, and not let fall.

In Frost’s poem, “After Apple-Picking,” the speaker deliberately exaggerates the number of apples in order to emphasize his shift from excitement and desire to his extreme weariness during the harvest. The speaker has had “too much” as a result of the “ten thousand” fruit to touch. Through this image, the reader comes to understand that the speaker is not only weary of body, but is also “overtired” in spirit as well. [Example taken from A Contemporary Guide to Literary Terms by Edwin J. Barton and Glenda A. Hudson (Houghton Mifflin, 2004)]

Symbol Identify both the concrete and abstract meanings of the symbol and provide the context in which it

appears in the text. Connect the symbol to specific characters in this text. Avoid generic commentary. Provide an

original insight. Pay attention to your own diction. It enhances your analysis.

Model:

The ________________________________ symbolizes ________________________________ concrete abstract

for _______________________________ because it represents __________________________

_________________________Through this symbol, the author ____________________________.

Example:

The pearls Daisy Buchanan rescues from the trash and subsequently wears “around her neck” symbolize her ultimate choice of money over love because they represent Tom’s vast wealth (they were “valued at three hundred and fifty thousand dollars”) in contrast to Gatsby’s avowal of love, symbolized by the letter she “wouldn’t let go of.” By highlighting Daisy’s donning of the pearls, Fitzgerald comments on the shallow and misguided values of the 20th Century American, one who pursues the elusive “dream” instead of concrete relationships.

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Detail Identify the detail and provide the context in which it appears in the text. Describe the function of the inclusion of that detail in this text. Avoid generic commentary.

Provide an original insight. Pay attention to your own diction. It enhances your analysis.

Model:

The detail of _____________________________________________ conveys _____________________

___________________ since/because/in that ______________________________________________.

The author wants the reader to see ______________________________ because/so that ____________

Example:

The detail of the string of polo ponies Tom Buchanan brought east with him from Chicago conveys his vast wealth and hedonism. Moving the ponies is expensive and unnecessary, suggesting that Tom does not need to concern himself with cost but does concern himself with appearing more powerful than his peers. Fitzgerald wants the reader to see Tom as spoiled and self-indulgent so that Tom will appear distasteful even before the reader learns of his current affair.

Allusion Identify the allusion (indirect reference by an author to another text, historical occurrence, or to

myths and legends) and provide the context in which it appears in the text. Describe the function of the allusion in this text. Avoid generic commentary. Provide an original

insight. Pay attention to your own diction. It enhances your analysis.

Model:

The author or speaker alludes to ________________________________________ in order to

______________________________________________. Through this reference, the reader connects

___________________________ to _________________ and can more fully understands the author’s

purpose to _________________________________________.

Example:

“For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sahn.”Barack Obama

Obama’s allusions to Concord, Gettysburg, Normandy, and Khe Sahn offer examples of struggles that Americans have faced in the past which parallel the unique struggles Americans believe they are currently facing with our economy, environment, and world conflict. Even though the references are meant to show these struggles, the president’s desired effect is to provide hope and resolve to the listener since these battles resulted in victories for America. Citizens are reminded that they can be victorious in our modern struggles.

Examples of “generic” commentary: gets the reader’s attention, draws the reader in, etc.

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Writing Errors to Avoid

#1: Incorrect Punctuation of Two Independent Clauses (An independent clause has a subject and a verb and can stand alone as a sentence.)

Good writers know that correct punctuation is important to writing clear sentences.  If you misuse a mark of punctuation, you risk confusing your reader and appearing careless.  Notice how the placement of commas significantly affects the meaning of these sentences:

Mr. Jones, says Ms. Moore, is a boring old fool.Mr. Jones says Ms. Moore is a boring old fool.

Writers often combine independent clauses in a single compound sentence to emphasize the relationship between ideas.  The punctuation of compound sentences varies depending upon how you connect the clauses. 

The rules are: (a) Separate independent clauses with a comma when using a coordinating conjunction (and, but, or, for, nor, so,

yet).(b) Separate independent clauses with a semi-colon when no coordinating conjunction is used. (c) Separate independent clauses with a semi-colon when using a conjunctive adverb (e.g., however, therefore,

thus, consequently, finally, nevertheless).

Examples of Correct Punctuation, Rule a: 1. We all looked worse than usual, for we had stayed up studying for the exam. 2. This room is unbelievably hot, and I think that I am going to pass out.

Examples of Correct Punctuation, Rule b: 1. We all looked worse than usual; we had stayed up all night studying for the exam.2. This room is unbelievably hot; I think I am going to pass out.

Examples of Correct Punctuation, Rule c: 1. We all looked worse than usual; however, we were relieved we had studied.2. The discussion is really interesting; nevertheless, I think I am going to pass out.

#2: Misuse of the ApostropheUse the apostrophe to indicate possession and to mark omitted letters in contractions. Writers often misuse apostrophes when forming plurals and possessives. The basic rule is quite simple: use the apostrophe to indicatepossession, not a plural. Yes, the exceptions to the rule may seem confusing: hers has no apostrophe, and it's is not possessive. Nevertheless, with a small amount of attention, you can learn the rules and the exceptions of apostrophe use.

Possessives Form the possessive case of a singular noun by adding 's (even if the word ends in s).

Hammurabi's code, Dickens's last novel, James's cello

Form the possessive case of a plural noun by adding an apostrophe after the final letter if it is an s or by adding 's if the final letter is not an s.

the students' desks, the children's toys

Remember: the apostrophe never designates the plural form of a noun. A common error is the use of the apostrophe to form a non-possessive plural. Compare the following correct sentences:

The student's disk was missing.Several students' disks were missing.The students searched for their missing disks.

Possessive pronouns, such as yours, hers, its, and ours, take no apostrophe.The decision is yours.

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Indefinite pronouns, such as anyone, everybody, no one, somebody, use the singular possessive form.Somebody's dog stayed in our suite last night.

Contractions The apostrophe is used to mark omitted letters in contractions.

(Note: contractions are often considered too informal for academic writing.)

Avoid the dreadful it's/its confusion.It's is a contraction for it is. It's is never a possessive.Its is the possessive for it.

As Professors Strunk and White remind us in Elements of Style,“It's a wise dog that scratches its own fleas” (1).

#3: Pronoun Problems Pronouns are useful as substitutes for nouns, but a poorly chosen pronoun can obscure the meaning of a sentence. Common pronoun errors include:

Unclear Pronoun ReferenceA pronoun must refer to a specific noun (the antecedent). Ambiguous pronoun reference creates confusing sentences. Poor Example: Writers should spend time thinking about their arguments to make sure they are not superficial.

(Unclear antecedent: who or what are superficial?)

If a whiff of ambiguity exists, use a noun:A key difference between banking crises of today and yesterday is that today’s crises have greater global impact.

Vague Subject PronounPronouns such as it, there, and this often make weak subjects.

Poor Example: Pope Gregory VII forced Emperor Henry IV to wait three days in the snow at Canossa before granting him an audience. It was a symbolic act. (To what does it refer? Forcing the Emperor to wait? The waiting? The granting of the audience? The audience? The entire sentence?)

Use a pronoun as subject only when its antecedent is crystal clear.

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RUBRIC (GENERIC) FOR AP ASSIGNMENTS

9: Papers earning a score of 9 meet the criteria for 8 papers and, in addition, are especially full or apt in their analysis, sophisticated in their explanation and argument, or impressive in their control of language.

8: Papers earning a score of 8 respond to the prompt effectively, answering all parts of the question completely and demonstrating clear understanding of the passage; recognizes complexities of attitude or tone; demonstrates stylistic maturity through an effective command of sentence structure, diction, and organization; insightful thesis clearly linked to the evidence or assertions presented; seamless incorporation of quotations; consistent focus

7: Papers earning a score of 7 fit the description of 6 papers, but provide a more complete analysis, explanation, or argument OR demonstrate a more mature prose style.

6: Papers earning a score of 6 respond to the prompt adequately, accurately answering all parts of the question and using appropriate evidence, but they are less fully or effectively developed than essays in the top range;. discussion of techniques used in a passage may be less thorough and less specific; well-written in an appropriate style, but with less maturity than the top papers; demonstrates sufficient control over the elements of writing to present the writer’s ideas clearly; clear, accurate thesis 5: Papers earning a score of 5 analyze, explain, or argue in response to the prompt, but do so unevenly, inconsistently, or insufficiently. The writing may contain lapses in diction or syntax, but it usually conveys the writer’s ideas. May be simplistic, imprecise, overly general or vague. Organization is attempted, but not fully realized.

4: Papers earning a score of 4 respond to the prompt inadequately. They may analyze or explain incorrectly, merely paraphrase, or offer little discussion. The prose generally conveys the writer’s ideas but may suggest immature control of writing. The writer attempts to answer the question, but does so either inaccurately or without the support of specific, persuasive evidence; may misinterpret or misrepresent the passage.

3: Papers earning a score of 3 meet the criteria for a score of 4, but demonstrate less success in analyzing, explaining, arguing, or providing specific textual evidence. They are less consistent in controlling the elements of writing.

2: Papers earning a score of 2 demonstrate little success in analyzing, explaining, or arguing. They may misunderstand the prompt or the passage, offer vague generalizations, substitute simpler tasks such as summarizing the passage or simple listing rhetorical strategies. The prose often demonstrates consistent weaknesses in writing.may be unacceptably brief or poorly written on several counts; response lacks clarity

1: Papers earning a score of 1 meet the criteria for a 2 but are undeveloped, especially simplistic in their explanation and /or argument, or weak in their control of language.

0: Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt._: Indicates a blank response or one that is completely off-topic.

8: Demonstrates competence 9 = an enhanced eight6: Suggests competence 7 = an enhanced six4: Suggests incompetence 3 = a diminished four2: Demonstrates incompetence 1 = a diminished 2

5: Goes in and out like static when you’re trying to tune in a radio station

UPPER HALF PAPERS employ an “enriched” vocabulary. The writer “does the work” of guiding the reader through effective organization and fluid syntax.

LOWER HALF PAPERS demonstrate an “impoverished” vocabulary. The reader “does the work” trying to make sense out of what the writer has written.

POETRY FOCUS STATEMENT21

DEFINITION:A ONE TO TWO-SENTENCE SUMMARY OF THE NARRATIVE SITUATION, THEME AND TONE OF A POEM.

USE:AS A POTENTIAL THESIS FOR A FREE-RESPONSE POETRY QUESTION ON THE AP LIT EXAM

CRITICAL ATTRIBUTES:(1) INCLUDES THE TITLE OF THE POEM AND THE NAME OF THE POET

(2) IS WRITTEN IN “LITERARY PRESENT TENSE”

(3) SPECIFIES THE NARRATIVE SITUATION OF THE POEM

(4) INCLUDES A THOUGHTFUL, BUT CONCISE INDICATION OF THEME

(5) IDENTIFIES THE TONE(S) OF THE POEM. THESE MAY BE DIFFERING BUT COMPLEMENTARY. SHIFTS IN TONE MAY BE IDENTIFIED AS WELL.

DIRECTIONS:1. THE SYNTAX OF POETRY FOCUS STATEMENTS IS COMPOUND OR COMPLEX BECAUSE YOU ARE

ADDRESSING BOTH THE LITERAL (THE NARRATIVE SITUATION) AND THE THEMATIC.

2. DRAW A STRAIGHT LINE UNDER THE LITERAL PART OF THE STATEMENT. IT SHOULD BE SUBORDINATED TO THE THEMATIC. THAT IS, IT SHOULD BE FOUND IN THE DEPENDENT CLAUSE.

3. DRAW A SQUIGGLY LINE UNDER THE THEMATIC PART OF THE STATEMENT. IT SHOULD BE FOUND IN THE MAIN OR INDEPENDENT CLAUSE.

4. ARTICULATE YOURSELF IN A SCHOLARLY MANNER. SEE “VERBS FOR LITERARY ANALYSIS” AND “TONE WORDS” IN THE YELLOW PAGES.

MODEL:

In “Sonnet 29,” William Shakespeare creates a depressed and despairing speaker who

serendipitously reflects upon the love of a close friend in order to prove to the reader that no matter

how difficult life becomes, we can be content in the blessings of love.

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Literary Terms on Previous AP Exams

1. Apostrophe – A figure of speech in which someone (usually absent), some abstract quality, or a nonexistent personage is directly addressed as though present.

2. Didactic – Either prose or poetry that is intended to teach a lesson.

3. Epigram – A pithy saying. Example: “Only those deserving of scorn are apprehensive of it.”

4. Grotesque – A term applied to a decorative art in sculpture, painting, and architecture, characterized by fantastic representations of human and animal forms often combined into formal distortions of the natural to the point of absurdity, ugliness, or caricature. By extension, grotesque is applied to anything having the qualities of grotesque art, including literature.

5. Hyperbole – Exaggeration…to heighten effect or perhaps for humor.

6. Jargon – Obscure and often pretentious language marked by circumlocutions and long words.

7. Paradox – A statement that although seemingly contradictory or absurd may actually be well founded or true. Example: “For when I am weak, then I am strong.”

8. Parody – A composition imitating another, usually serious, piece. It is designed to ridicule a work or its style or author.

9. Litotes – A form of understatement in which a thing is affirmed by stating the negative of its opposite. Example: Saying “she was not unmindful” when one means that “she gave careful attention.”

10. Synecdoche – A figure of speech by which a part is put for the whole (“wheels” for a car)

11. Metonymy – The substitution of the name of an object closely associated with a word for the word itself. Example: a monarch as “the crown.” This is a form of synecdoche.

12. Parallelism – Such an arrangement that one element of equal importance with another is similarly developed and phrased.

13. Chiasmus – A pattern in which the second part is balanced against the first but with the parts reversed. Example: “Flowers are lovely, love is flowerlike.”

14. Epistrophe – A rhetorical term applied to the repetition of the closing word or phrase at the end of several clauses. Example: “And all the night he did nothing but weep Philoclea, sigh Philoclea, and cry out Philoclea.”

15. Zeugma – The use of a word to modify or govern two or more words usually in such a manner that it applies to each in a different sense or makes sense with only one (as in “opened the door and her heart to the homeless boy.”

16. Apposition – A grammatical construction in which a word or phrase is placed beside another in explanation. (as the poet and Burns in “a biography of the poet Burns.”)

17. Idiolect – The language or speech pattern of one individual at a particular period of life.

18. Authorial Intrusion – Any uninvited or unwelcome manifestation of the writer within the story. Usually treated as a flaw, the authorial intrusion can sometimes be deployed to good effect.

19. Horatian Satire – Satire in which the voice is indulgent, intolerant, amused, and witty. The speaker holds up to gentle ridicule the absurdities and follies of human beings, aiming at producing in the reader not the anger of a Juvenal but a wry smile.

20. Juvenalian Satire – Formal satire in which the speaker attacks vice and error with contempt and indignation.

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English IV AP – Poetry Terms

1. Petrarchan Sonnet (Italian sonnet) – A poem of 14 lines with an octave rhyming abbabba and sestet rhyming cdecde. It avoids couplets in the sestet and limits rhymes to five.

2. Spencerian Sonnet – A poem of 14 lines with three quatrains and one couplet. Quatrains are joined through linking rhymes: abab bcbc cdcd ee

3. Shakespearian Sonnet (English sonnet) – A poem of 14 lines with three quatrains and one couplet. Quatrains rhyme: abab cdcd efef gg.

4. Kenning – A figurative phrase used in Old Germanic languages as a simple noun. Examples: “the sea-wood” for ship; “the whale-road” for sea; “leavings of the file” for sword.

5. Anaphora – Repeated expression at the beginning of two or more lines.

6. Epanalepsis – The repetition at the end of a clause of a word or phrase that occurred at its beginning. Example: “Blood hath bough blood, and blows have answer’d blows.”

7. Enjambement – The continuation of the sense and grammatical construction of a line on to the next verse or couplet.

8. End-stopped Lines – Lines in which both the grammatical structure and the sense reach completion at the end.

9. Asyndeton – A condensed form of expression in which elements customarily joined by conjunctions are presented in a series without conjunctions. Example: “Veni, vidi, vici” (I came, I saw, I conquered.)

10. Conceit – The term designates fanciful notion, usually expressed through an elaborate analogy and pointing to a striking parallel between ostensible dissimilar things. A Petrarchan Conceit may elaborately and extensively compare love to some tangible object such as a rose, a ship or a garden.

11. Polysyndeton – The use of more conjunctions than is normal. Example: “…pursues his way, and swims, or sinks, or wades…”

12. Alliteration – The repetition of initial identical consonant or vowel sounds in successive or closely associated syllables.

13. Assonance – Same or similar vowel sounds in stressed syllables that end with different consonant sounds.

14. Consonance – The relation between words in which the final consonants in the stressed syllables agree but the vowel sounds that precede them differ. Example: blood, food, good.

15. Blank Verse – Unrhymed but otherwise regular verse, usually iambic pentameter.

16. Foot – The unit of rhythm in verse.

17. Dactyl – A foot consisting of one accented syllable followed by two unaccented. Example: mannequin.

18. Free Verse – Few instances of verse are totally free in all respects, but free verse usually lacks rhyme and meter.

19. Heroic Couplet – Iambic pentameter lines rhymed in pairs.

20. Hexameter – A line of six feet. In Latin or Greek, hexameter was the conventional medium for epic and didactic poetry.

21. Trimeter – A line of three feet.

22. Tetrameter – A line of four feet.

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23. Pentameter – A line of five feet. Serious verse in English since the time of Chaucer have made pentameter the staple measure.

24. Iamb – A foot consisting of an unaccented syllable and an accented. Example: untamed.

25. Trochee – A foot consisting of an accented syllable and an unaccented. Example: happy.

26. Internal Rhyme – Rhyme that occurs at some place before the last syllables in a line.

27. Onomatopoeia - Words that by their sound suggest their meaning. Examples: hiss, buzz, sizzle.

28. Rhyme Royal – A seven-line iambic pentameter stanza rhyming ababbcc.

29. Terza Rima – A three-line stanza, supposedly devised by Dante, with rhyme scheme aba bcb cdc ded and so forth.

30. Villanelle – A fixed nineteen-line form, originally French, employing only two rhyme schemes and repeating two of the lines according to a set pattern. Line 1 is repeated as lines 6, 12, and 18; line 3 as lines 9, 15, and 19. The first and third lines return as a rhymed couplet at the end. The scheme of rhymes is aba aba aba aba aba aba abaa. Example: “Do Not Go Gentle into That Good Night” by Dylan Thomas.

**All definitions from A Handbook to Literature by Harmon & Holman.

Created by Gretchen Polnac and Brendan Kenny25

Correction and Commendation Guide

The numbers below and the accompanying remarks will replace some comments usually made by the scorer (teacher or peer/group assessment). Use the guide in two ways: first, to note corrections necessary to improve writing generally and this paper particularly; second, note the successes you have had in the writing of the paper and continue to practice these stylistic patterns.

Introduction of Essay1. Introduction needs to develop the concept you wish to discuss more completely. Give more emphasis to the

background of your topic and why it is important.

2. Introduction is strong and illuminating; a good start reflecting organization and interest.

3. Thesis is weak; this critical statement lacks sequenced and related ideas needed to build a clear argument; name characters and concepts you will discuss in the essay. Thesis map should guide your reader through the paper.

4. Thesis works well making an intelligent and interesting argument.

Body Paragraphs5. Assert a clear idea at the beginning of the paragraph as part of the topic sentence (consider this a body thesis).

Make it a sharp and precise statement of the issue you will prove. Do not assert an element of plot, or a fact, as an idea of the topic’s sentence.

6. Strong topic sentence or body thesis that should help control of paragraph.

7. More examples will help prove this point. Examples are too few to convince the reader of validity of the argument.

8. Examples make a good point for your assertion; nice choices and analysis.

9. Explain how this example makes your point; discuss the example and draw more from it.

10. Examples are well explained providing good analysis and support.

11. Close a paragraph with an idea that concludes what your topic sentence and examples have proven; do not simply mimic the assertion nor end with your last point. Draw a large idea that is the logical extension of your points made in the body.

12. Effective conclusion to the paragraph.

Essay Conclusion13. Concluding paragraph is weak and thereby ineffective. Draw a larger idea of the essay’s close that grows out of the

assertions you have given. Leave the reader with a better opinion of the logic and correctness of your essay.

14. Effective closure; you successfully draw together assertions and examples.

15. Enrich the thematic statement; usually the theme follows the several sentences wrapping up the essay; then move to making an observation about the human condition, ambition, or motivation.

16. Strong thematic observation

Spelling/Grammar/Syntax/Reference

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17. Spelling error; use spell check, a dictionary, or a peer editor

18. Effective word choice (diction)

19. Ineffective and weal word choice (diction)

20. Effective sentence structure (syntax)

21. Revise for sense and logic – idea lost in current phrasing and syntax

22. References to title and author nicely made and subordinated to principal idea

23. Refer to author and title at start of essay

24. Sophisticated, confident, and knowledgeable voice

25. Grammar error. Learn rule now!

26. Sophisticated use of grammatical choices

27. Correct the form and placement of heading

28. Effective use of MLA heading (left side of first page – no cover sheet)

29. Sentence fragment; learn to recognize the basic writing error; have a peer editor read paper before submitting; this mistake is a costly error

30. Nice use of the “effective fragment”

31. Use present tense in literature discussion and analysis

32. Effective verb tenses consistently used to help literature live

33. Indefinite reference; this, that, these are used incorrectly when they carry the weight of a large idea. Restate the idea; clarify the connection between indefinite pronoun and the noun it replaces.

34. Clear references that effectively clarify ideas

35. Avoid absolute words: all, every, each, any, anyone. These words suggest naïve thinking and weak logic.

36. Effective use of transitions which help the organic whole

37. Provide a transition between ideas both within a paragraph and when moving to another paragraph.

38. Effective use of quotations; embedded nicely into your own syntax.

39. Ineffective use of quotations. Quotations should be nicely embedded in your own prose.

40. Effective style throughout, pleasant and enjoyable to read. Kudos!

TP-CASTT27

The following is a breakdown of the TP-CASTT method for reading and analyzing poetry. There is not a required length for each entry, but you will be evaluated on the quality of your entries. Daily poetry analysis will be a test grade each nine weeks.

1. Title: Look at the title and attempt to predict what the poem will be about.

2. Paraphrase: Translate the poem into your own words. Paraphrase the literal meaning or “plot” of the poem. A true understanding of the poem must evolve from comprehension of “what’s going on in the poem.”

3. Connotation: Contemplate the poem for meaning beyond the literal level Connotation indicates that students should examine any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. Students may consider imagery (especially simile, metaphor, personification), symbolism, diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). Find and explain examples of literary devices used in the poem.

4. Attitude: Observe both the speaker’s and the poet’s attitude (tone). Having examined the poem’s devices and clues closely, you are ready to explore the multiple attitudes that may be present in the poem. Discuss the tone of the poem and what literary devices help to convey the tone.

5. Shifts: Note shifts in speakers and attitudes. Rarely does a poet begin and end the poetic experience in the same place. Discovery of a poet’s understanding of an experience is critical to the understanding of a poem. Trace and explain the feelings of the speaker from the beginning to the end, paying particular attention to the conclusion.

Look for the following to find shifts:

1. Key words (but, yet, however, although) 2. Punctuation (dashes, periods, colons, ellipsis) 3. Stanza division 4. Changes in line or stanza length or both 5. Irony (sometimes irony hides shifts) 6. Effect of structure on meaning 7. Changes in sound (rhyme) may indicate changes in meaning 8. Changes in diction (slang to formal language)

6. Title: Examine the title again, this time on an interpretive level. Discuss how the title’s significance is clearer once the poem has been more closely analyzed.

7. Theme: Determine what the poet is saying Identify the theme by recognizing the human experience, motivation, or condition suggested by the poem. Look at the plot (in step one); next, list the subject or subjects of the poem (moving from literal to figurative.) Once you examine the topics, you write a statement indicating what the author is trying to teach about the subject. (ex. “friendship” is NOT a theme, it’s a topic. However, “Friends are the most important thing in your life,” is a theme.

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