EXAMPLE:
The following passage comes from the opening of “New Year’s Day” (1924), a short story by Edith Wharton set un a upper-class social circles of new York City early in the twentieth century. Read the passage carefully. Then, in a well- organized essay, analyze the literary devices Wharton uses to show that social values and customs of the day had changed since days gone by.
CHARACTERIZATION: Is it important to identify the different characters in a passage because they are the ones that play out the story. ALL characters are in the story for a purpose! They act a certain way for a reason! They say things for a reason!
Being able to identify:
*Protagonist, The main character in the story.
*Antagonist, The character or force that opposes the protagonist.
* Foil characters, a character that provides a contrast to the protagonist.
*Dynamic characters, a character that changes inside as a result of what happens to him.
** ALWAYS ASK YOURSELF THE QUESTION WHY??**
THEME: The main idea or meaning of a literary work. A theme may be stated or implied. Theme differs from the subject or topic of a literary work in that it involves a statement or opinion about the topic. A major theme is an idea the author returns to time and again. It becomes one of the most important ideas in the story. Minor themes are ideas that may appear from time to time.
Four ways in which an author can express themes are:
1. Themes are expressed and/or emphasized by the way the author makes us feel. By describing the feelings of the main character. You also share the ideas that go through his mind.
2. Themes are suggested through the characters. The main character usually illustrates the most important theme of the story. A good way to get at this theme is to ask yourself the question, what does the main character learn in the course of the story?
3. Themes are presented in thoughts and conversations that characters have internally or externally. Authors put words in their character’s mouths only for good reasons. Look for thoughts that are repeated throughout the story.
4. The actions or events in the story are used to suggest or tell us what the theme is. One thing authors think about is what an action will "say". In other words, how will the action express an idea or theme?
IN ADDICTION TO LITERAY ELEMENTS…
** USE THE GRADING RUBRIC TO YOU ADVANTAGE!!**
EXAMPLE:
AP English Language Essay Scoring Rubric
8-9 These are well-organized and well-written essays. With apt and specific references to the passage, they will analyze the prompt in depth and with appropriate support. While not without flaws, these papers will demonstrate an understanding of the text and a consistent control over the elements of effective composition. These writers read with perception and express their ideas with clarity and skill.
6-7 They are less incisive, developed, or aptly supported than papers in the highest ranges. They deal accurately with the prompt, but they are less effective or thorough than the 8-9 essays. These essays demonstrate the writer's ability to express ideas clearly but with less maturity and control than the better papers. Generally, essays scored a 7 present a more developed analysis and a more consistent command of the elements of effective exposition than essays scored a 6.
* The rubric is there to help you, it shows you what you have to have to score the highest and lowest grade you can. THE ANSWERS ARE INFRONT OF YOU!
THEMATIC FOCUS
EXAMPLE:
The following passage comes from the opening of “New Year’s Day” (1924), a short story by Edith Wharton set un a upper-class social circles of new York City early in the twentieth century. Read the passage carefully. Then, in a well- organized essay, analyze the literary devices Wharton uses to show that social values and customs of the day had changed since days gone by.
It is important to know beforehand, that I am not the type of student to use typical test taking strategies taught by teachers (which is maybe why I don’t get high grades on them). Well I’m not exactly sure if they count as “good” grades or what I do count as strategies but I shall share my process of thought when I come across these types of essays. Especially one with a difficult prose given to analyze in your writing.
Things you need to keep in mind:
*The question: understand and re-read the question, taking the question part by part, circling what they want over and over. Ex: I would’ve circled “social values,” “customs,” and “had changed”
*Understanding the question: the question addresses what we should address in our essay, make sure you understand the question! At times, I would read the prose before the directions so I would just understand the story first and what happened before going back and rereading with the question in mind
*Timing: don't take too much time on outlining, or getting perfect examples to back up your essay. Find ones that you can explain and analyze rather than something overly difficult
*When you don't understand the question? Or the prose given to you? Break down the question part by party, maybe as a whole it can be complicated and confusing and too much all at once. But once you break it down, you can at least identify some small and simple examples to back up your essay
** ALWAYS CONNECT BACK TO THE QUESTION!!!**
Depending how much information I have understood from the prose, I make an outline or I don’t. Let me explain, if I have read through the prose given and understood what was happening in the story and could identify examples that I could use in my essay—I don’t make an outline. Now if I half understood the story and only identified 1-2 examples I could use in my essay, I would make an outline. This outline should not be over detailed (at least I don’t make them that way). It should consist of the essential points, usually I only outline my body paragraphs (3 of them). And I leave the introduction and conclusion to my own thought. To me, when I make an outline I feel that I’m limiting myself from what I can write—like I have to stick with what I wrote in my outline. Therefore when I’m trying to free write it doesn’t come out as well. Don’t forget to quote or refer to lines in the prose where you extracted your example from and then analyze the sentence. Don’t just wrote it down and say this is how “social customs have changed,” give another sentence or two breaking down the “pretty” sentence the author wrote into your own simple words. It may not seem as sophisticated as how the author made it sound, but it shows analyze-a-tion in your essay and when breaking down the sentence in your own words you might get more ideas of what to write in that body paragraph. Spend 30 seconds or so after you finish a body paragraph and just re-read the paragraph you just wrote and see if its relevant to the question! Look at your work as a whole, with each paragraph as important towards the one before it and after.
**WATCH THE TIME!!**
I don’t spend a lot of time on the outlining but more of trying to connect back to the question in every body paragraph of mine, and finishing a 5 paragraph essays (at dire times only 3 paragraphs).
