Synthesis of Course Material: Part Four- Multiple Choice

Multiple Choice.

We have done multiple choice questions of many types throughout our years of school. From math to science to history to literature, what makes this multiple choice different from the others?

To start out, it's not easy. That was one of the first things we've learned. The multiple choice section of the AP English test is confusing and difficult, and is separated into different types of multiple choice. Given a passage, test takers will be instructed to understand and analyze the passage of literature and answer questions about it. The passage may be a poem or an excerpt from a novel, play, etc. Some of the questions will be direct (such as 'What happened in this part of this passage?'), some will be inferencing (like 'what can be inferred from the author's word choice in this passage?'), while others will be more conceptual (such as 'The use of this literary technique can be attributed to what symbolism?').

The first type of question is rather simple, and can be directly found in the text. They don't require as much work as the other two.

The second type of question requires a bit more work. Readers must understand the text, and be able to see behind the surface meaning of things (Annotations have helped us develop this skill! See Part 2 of Synthesis of Course Materials). Although this type of question is a bit more tricky than the first, it requires no previous knowledge about the subject, unlike the third type of question.

The third type of question is the trickiest of them all. It requires readers to be knowledgeable about literary techniques, terms, symbols, and such. (This is the type of question the AP Class needs to prepares us for the most!) We've read the bible, as well as the Greek mythology, which all help with these questions. We've also studied literary terms that are commonly used, and how to spot them within a text. These questions are arguably the most important multiple choice questions on the AP test, as they probably make up for the majority of the multiple choice portion!

Well there you have it, the final portion of the Synthesis of Course Material for AP English!

Synthesis of Course Material: Part Three- Writing

In AP Literature, we've been focusing on two types of essays to write, and one way to write them. The Closed Prompt, the Open Prompt, and the Plain Language style.

The closed prompt is simple: answer the question. The prompt simply asks a question, and the goal is to answer said question through literature. This question involves (a) work(s) of literature, and any literature of merit can be used, such as Pride and Prejudice, Ceremony, and any other work that we have studied in class. (Unfortunately, Harry Potter is not included in this list...)

Using examples and details from the pieces of literature, the answer should be answered to its fullest extent, but remember to not be too wordy, yet still complete the task!

The open prompt is a bit different. In the open prompt, readers will be given a passage to read and analyze. Instead of using additional works of literature to analyze this, readers use DIDLS (Diction, Imagery, Details, Language, and Syntax) to delve deeper into the text to understand the author's perspective, as well as the meaning behind the text. There isn't quite a question to be answered for this prompt, but it is important to fully explain the text. Usually, we use three parts of DIDLS to assist us to achieve a decently detailed essay.

Plain Style is the style of writing that we have learned to write in. Writing in plain style means to write in language that isn't too simple but isn't too complex. Overusing high level vocabulary doesn't help, and AP readers most likely don't want to see high schoolers writing like a Graduate student! Too many adjectives and adverbs aren't necessary either; they complicate the writing. (Compare "the great, pearly shiny opalescent blue balloon" to "the blue balloon". Both mean the same thing, but one gets the message across much faster).

Another point about the plain style of writing is lessening repetition and wordiness. ("I read the book. The book I read was good. It was good because I liked it." as compared to "The book I read was good because I liked it". The second one makes much more sense, and complies with plain style writing.)

Most importantly, remember to write both the close and open prompt essays with plain style!

Synthesis of Course Material: Part Two- Annotations

Part two of the Synthesis of Course Material is Annotations.

It's closely related to the reading portion, which is why it's been placed back to back.

In this course, we have learned to annotate works of literature. Here are some of the basics of annotations.

What exactly is annotating, and what is it for?

Annotating literature is what some like to call "Talk-to-the-text", or reading into the work. Annotating literature is used to provide a deeper understanding or a personal connection to the text.

What things are worth annotating in a work of literature?

Anything important is worth annotating, that is, anything of literary critique, discussion, or significance. Symbols, motifs, themes, and puns are all important to note, as are controversial, static, and dynamic characters. Also worth notating are foil characters, unreliable narrators, and generally, any notable characters.

Also worth annotating are parts of the literature that can be personally connected to. Similar experiences, resentment for a character, love for a character, or any feelings in general towards the text can be expressed through annotations.

So what is the point of annotating literature?

Annotating literature has a significant purpose. Annotating helps readers to understand a deeper meaning to the text, and this meaning will in turn enhance any other connections to your life. On a more surface level, though, annotating will help us do better on the AP exam because we will understand the deeper meaning to a novel, and not only will this skill be applicable to works that have already been read in class (possibly increasing the level of the free responses), it will also be applicable to reading passages on the multiple choice portion of the AP exam.

Synthesis of Course Material: Part One- Reading

One important aspect of this course is learning a variety of texts.

So far, texts covered have included: Albee's The American Dream, Miller's Death of a Salesman, Silko's Ceremony, Austen's Pride and Prejudice, and Shakespeare's Hamlet.

For the AP test in May, it will be important to have read and understood each of the works (see Part Two- Annotations) of literature. It will also be important to be able to apply the texts in a variety of contexts.

With each text, we have learned to appreciate and analyze the book through many critical lenses, and with each critical lens, we have learned to see behind the story.

Five Important facts to remember about each work of literature:

Albee's The American Dream:

1. The meaning of the American Dream
2. Symbols of sex
3. Woman's roles in society
4. Mommy and Daddy's immaturity and the significance of it (ie. with the baby, or the hat)
5. Significance of lighting (viewing things in different perspectives)

Miller's Death of a Salesman:

1. Importance of family relations
2. The meaning/ emptiness of the American Dream [never being fully content]
3. Linda's role in the house, Willy's role in society, The Woman's role in society
4. Biff and Happy's resemblance of Willy and Ben, Bernard's resemblance of Charley
5. Money doesn't bring happiness, especially for Willy

Silko's Ceremony:

1. Post World War II Veteran's PTSD problems
2. Role of racism in Tayo (and others)'s lives (On the reservation and in town)
3. Motif of finding oneself
4. Significance of colors, directions, nature, numbers and seasons in Tayo's life (symbols)
5. Significance of stories/rumors in a person's life

Austen's Pride and Prejudice

1. Role of women in society (especially Jane, Elizabeth, Lydia, Mrs. Bennet, Catherine, and Caroline Bingley)
2. Influence of pride and prejudice on people's lives (through Elizabeth and Darcy)
3. Theme of deception
4. Societal norms of Austen's time compared to current times- differences in how people think and how it has changed overtime
5. Forgiving, redemption, Apologizing (family forgives Wickham's deeds, Darcy redeems himself for his behaivior, and Bingley apologizes for leaving Jane)

And last for now...

Shakespeare's Hamlet:

1. No clear sides in foul vs. fair (Hamlet v. Uncle/King)
2. Insanity of the characters- whether it is real or not (Claudius, Ophelia, Hamlet)
3. Tragedy of Ophelia's life and why it became that way (deception, betrayal, love)
4. Right vs. Wrong also has no clear sides- both sides make mistakes.
5. Gaining and/or loosing trust (Queen and Hamlet, Ophelia and Hamlet)

And now for Part Two- Annotations~ COMING SOON

Open Prompt 6 Revision

1984. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

Certain scenes from a play can be very memorable. Take the balcony scene from Shakespeare’s Romeo and Juliet. This scene can be described as both romantic and enjoyable, but more than that, it effectively creates a setup for the impending heartbreak and doom.

The balcony scene (Act II, Scene 2) of Romeo and Juliet is one that many remember. Romantic and spontaneous, Romeo and Juliet confess their love for each other in a way that can only be admired for centuries. However, the balcony scene later becomes remembered as one of the only romantic scenes before the tragic death of the star-crossed lovers. When both characters die an untimely death, readers look back at this scene and wish that Romeo and Juliet could be preserved in their “Balcony Scene” state.

This scene effectively causes remorse near the end of the plot by using vivid language. The poetic vibe and metaphors used help to create the romantic setting, such as when Romeo says “But soft! What light through yonder window breaks? / It is the East, and Juliet is the sun!” (Act II, Scene 2) , or when Juliet says “O Romeo, Romeo! wherefore art thou Romeo? / Deny thy father and refuse thy name; / Or, if thou wilt not, be but sworn my love, / And I'll no longer be a Capulet.” (Act II, Scene 2). With the powerful language used in this passage, readers can feel a strong emotional connection and reverence to the characters, so when tragedy strikes, readers reminisce the balcony scene, which effectively bring tears to emotional readers.

Through strong and effective use of language, the balcony scene from Shakespeare’s Romeo and Juliet is remembered especially for the romantic and heartwarming vibe, as well as the tragic overtone to the play.

Open Prompt 4 Revision

1982. In great literature, no scene of violence exists for its own sake. Choose a work of literarymerit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. Avoid plot summary.

Violence exists for a reason, and even scholar Thomas C. Foster said so in his book, How to Read Literature Like a Professor. Thus, even with Shakespeare, violence has a purpose, such as in his tragedy Romeo and Juliet. In Romeo and Juliet, Romeo finds himself in a quarrel, representing a loss of innocence and a tragic future.

Near the climax of the play, Romeo has a brawl that leads to the deaths of Tybalt and Mercutio. Before the fight, Romeo was a carefree young man in love with his rival family’s daughter. However, after the violent scene, Romeo seems to have matured quite a bit; he realizes that he murdered his cousin in law and is in deep grief. He even marries Juliet before he leaves Verona due his banishment. Marriage is a well-known sign of maturity, and it was caused by the violent brawl, it can be assumed that violence is symbolic of the loss of innocence for Romeo ins Romeo and Juliet.

Not only does this scene symbolize the loss of innocence in Romeo and Juliet, it also foreshadows the tragic ending of the play. The death of Tybalt and Mercutio foreshadows the tragic deaths of Romeo and Juliet. Tybalt and Mercutio are members of the rival families, just like Romeo and Juliet, and when they are slain in a tragic moment, it can only be assumed that it was only the beginning of the tragedy. The violence lead to their untimely deaths and through all of this tragedy, the families still kept up their bickering, ultimately leading to Romeo and Juliet’s death.

Violence does not exist for its own sake. Seen in the tragedy Romeo and Juliet, the use of a violent scene portrays the loss of innocence and the foreshadowing of future of the two star-crossed lovers, Romeo and Juliet.

Open Prompt 3 Revision

1971. The significance of a title such as The Adventures of Huckleberry Finn is so easy to discover. However, in other works (for example, Measure for Measure) the full significance of the title becomes apparent to the reader only gradually. Choose two works and show how the significance of their respective titles is developed through the authors' use of devices such as contrast, repetition, allusion, and point of view.

Many titles works have significance to the piece as a whole, such as in The Adventures of Huckleberry Finn. Other works, such as Harper Lee’s “To Kill a Mockingbird” and Shakespeare’s Much Ado About Nothing, also have a significant meaning as well. Through the authors’ point of view and use of repetition, a significant meaning is created for their respective works.

To Kill a Mockingbird by Harper Lee is a great example of a title with significance. The Mockingbird is a symbol of innocence, and the killing of the Mockingbird resembles the loss of innocence, which is exactly what happens in the novel. Seen mostly from Scout’s point of view, the novel has an innocent perspective for the most part. Scout is a young child who has an innocent perspective on the world at first, but after the trial, Scout seems to have grown up, and is no longer as innocent as she was. Scout’s change of point of view shows that the title indeed signifies Scout’s loss of innocence.

In Shakespeare’s Much Ado About Nothing, the title uses a pun, giving it significance to the play as a whole. The entire play is centered around the mishaps that happen to a group of people. All of these mishaps are caused by eavesdropping. One example is the entire misunderstanding between Hero and Claudio. Problems due to eavesdropping repeat themselves many times through out this novel. Due to this strong repetition of eavesdropping, it is clear that the word “nothing” in the title is a pun to the word “noting”, which means eavesdropping because the word “nothing” also can be pronounced, “noting”.

Through the use of the point of view of an innocent child, the novel To Kill a Mockingbird by Harper Lee has given the title of the novel a significant meaning. Similarly, the play Much Ado About Nothing has also a significant title, this time through the use of a repeated theme.

Open Prompt 2 Revision

1978. Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary.

Almost every plotline has a character that is implausible or strikingly unrealistic, such as in literature like An Inspector Calls, where Inspector Goole is quite an unrealistic character. However unrealistic Inspector Goole is, there is definitely a realistic element of his presence to the rest of the play.

Seemingly, the entire plot revolves around Inspector Goole’s mysterious appearance at the Birling household. When he first enters the scene, Goole seems to be a normal person, just there to investigate the suicide of an “Eva Smith”. As the story progress, Goole just seems to get more unrealistic. He knows little details about every family member, as well as specific details relating them to this girl, Eva Smith. The family members find it strange how he knows everything, and this adds to the realistic elements of the drama. The fact that all of the family members had done something undeniably wrong is enforced with his presence.

Inspector Goole's name is already unrealistic- it resembles Ghoul, which means ghost, thus implying that Inspector Goole is a ghost. This is related to his ghost-like features, such as foresight and excessive knowledge about the family's deeds and behaviors. He appears and shows the Birlings their wrongdoings, acting as a ghost that steers the family in the right direction. Had it not been for Inspector Goole’s ghostly qualities, the story would not have been as eerie as it was. Close to the end of the drama, it is revealed that at that point, there was no Eva Smith that had committed suicide, deeming Inspector Goole to be a fake. However in the last moments of the plot, it was revealed that an Eva Smith had just been checked in to the infirmary for the exact reasons that Inspector Gool had just questioned them about; this makes Inspector Goole seem even more like a ghost. If Inspector Goole had not ghost like qualities, the fact that Eva Smith had died would not have been as important. The fact that Inspector Goole was unrealistic only made the family’s wrongdoings more realistic, enhancing the moral of the play.

Although An Inspector Calls has many unrealistic characters, Inspector Goole is the one unrealistic character that stands out of the crowd due to his many traits, causing most of the realistic elements in this drama.