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Topic 5: Mastering Literary AnalysisA. Elements of Effective Literary AnalysisTopic 5: Mastering Literary AnalysisA. Elements of Effective Literary Analysis
A sentence that effectively demonstrates skill in
writing literary analysis:
• States the context (title/lines/etc.)
• Identifies a relevant literary device
• Uses a strong verb
• Interprets the meaning/effect evoked by the literary
device
• Integrates quotation(s) or text reference(s) for
support
• Uses connectors to blend sentence parts coherently
A. Elements of Literary Analysis SentencesA. Elements of Literary Analysis Sentences
• Use the Annotation Guide (p. 80) and questions p. 60 to mark “Sonnet 18” to prepare for writing a literary analysis
• Review the elements of an effect literary analysis sentence on p. 104
• Write your own interpretive sentence• Share your writing
Follow the same instructions to write a sentence on Sidney’s “Sonnet 6” if you prefer.
Analyzing “Dover Beach”Analyzing “Dover Beach”
1. Locate “Dover Beach” activity, pp. 108-109. Read the poem silently.
2. Form a small group.
3. Discuss together questions 1-3.
4. Assign questions on Stanzas 1 & 2 (Opposites and Parallels) to group members to prepare. Each member leads group discussion on his/her question.
5. Repeat #2 directions for Stanzas 3 & 4 (Metaphor and Recapitulation).
B. Constructing Literary Analysis SentencesB. Constructing Literary Analysis Sentences
Study the model sentence:Another example:
The use of sibilants—20 times in the first stanza alone—echoes the constant sound of the waves on the shore as well as the somber mood of the speaker, emphasized by the word “sadness” and expanded with “misery,” “vast edges,” “shingles,” “confused alarms,” “struggle, and “armies clash.”
Compose ONE literary analysis sentence on “Dover Beach.” Focus on ONE literary technique or only a line or two of text.
B. Constructing Literary Analysis SentencesB. Constructing Literary Analysis Sentences
Share by asking another group member to read your sentence.
Help each other edit and clarify the sentences your group composed.
At SAS Curriculum Pathways® discover how students can learn this skill independently. Work through a full activity on one poem.
www.sascurriculumpathways.com
SAS UserName: SASCP11 Password: APSummer
Student user name: APEnglish
Paired Poem QuestionsPaired Poem Questions
1. Survey pp. 110-112, notebook2. Read the prompt and the paired poems by
Keats and Longfellow.3. Form a group and use the Guide to
discuss the two poems.
Go online to read a “high” essay on this question.
AP Central/Exams/2008.
Topic 5C. Constructing Close Reading GuidesTopic 5C. Constructing Close Reading Guides
• Choose a paired poem question and form a group:
• “The Chimney Sweeper,” pp. 113-117• “A Barred Owl” and “The History Teacher,”
pp. 118-125
• Use the resources supplied: poems, prompt, scoring guide, samples.
• Annotate, analyze, and discuss the two poems.
• Prepare a presentation for the class: • Focus on what students can learn from this
activity.
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Topic 6:Mastering Prose Analysis Skills
Topic 6:Mastering Prose Analysis Skills
Locate “I Stand Here Ironing” prompt, p. 126ff.
Follow the instructions to study the student essays.
What are the characteristics of an excellent prose analysis essay?
Topic 6:Mastering Prose Analysis Skills
Topic 6:Mastering Prose Analysis Skills
Use the Close Reading Guides to explore prose analysis questions:
• 2009 Exam: From The Street, pp. 131-133
• 2008 Exam: From Feasting, Fasting, pp. 138-143
Go online to AP Central for “high” essays on these questions.
Topic 6: Mastering Prose Analysis Skills
B. Teaching AP NonfictionTopic 6: Mastering Prose Analysis Skills
B. Teaching AP Nonfiction
1. Be the student, explore a lesson:• “I Have a Dream,” pp. 137-143”• “Letter to My Nephew,” pp. 144-147
2. Locate and explore these resources atwww.sascurriculumpathways.comWhat’s the same and what is different?
3. Explore other AP Exam Prose Analysis Samples, See Agenda, Topic 6, C, 1 and 2.
Topic 7Open ChoicesTopic 7Open Choices
Activity B: Short Fiction 2:25-3:10Use the Appendix to discuss Pre-AP Close Reading Guides: O’Henry,
Thurber, and Poe storiesGroup 1: Heather, Lloyd, Joan, ClaraGroup 2: Jim, Mariella, Kevin, Rand
Use the textbook and study questions forGroup 1: “A Rose for Emily” and “A Good Man . . .”Mariella, Angela, Lisa (Lisa, introduce them to “Young Goodman Brown”Group 2: Diversity Stories item # 4Kristen Y., Stephanie, Katie
If you are not assigned to a group, explore C or D#2, Agenda Topic 7
p. iv. Make note of materials that interest you.
Topic 7Open ChoicesTopic 7Open Choices
Activity A: Paired Poems: 3:10-3:45Discuss, compare, make notes for your own Study Guide:
Group 1: “Dover Beach” and “Channel Firing”Rand, Tami, Katie, Kevin
Group 2: “Papa’s Waltz” and “Winter Sundays”Kristen Y., Mariella, Stephanie, Clara
Group3: “Naming of Parts” and “Arms and the Boy”/”Vigil Strange . .. & “First Snow in the Alps”Terra, Gabe, Gayle, Lou Sylvia
If you are not assigned to a group, explore C or D#2, Agenda Topic 7
p. iv. Make note of materials that interest you.
D. Testing Your AlignmentD. Testing Your Alignment
Analyze Prose and Score Essays
From The Spectator, pp. 170-175
Hint: Every number on the scoring guide is
represented in these essays
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ScoresThe Spectator EssaysScoresThe Spectator Essays
CCC = 3
M = 6
BBB = 2
Y = 8
DDDD = 1
JJJ = 4
LL = 9LL = 9SS = 5SS = 5DD = 7DD = 7
Looking AheadLooking Ahead
Explore Open Choices, Agenda, iv
Prepare for Day 4
. . . Collaboration
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