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