Ap English Literature And Composition Prose Essay Text

Jonathan Friesen - Writing Coach

For example: why say something like kate chopin was a feminist who wrote about the subjugation of women in her novel the awakening. Just as the ball and chain of misogyny and subjugation seemed most snugly fit around the ankles of american women, louisiana born kate chopin published a novel that would revolutionize gender relations, empower generations of feminists, and tear the social status quo asunder. Write a clear and well stated sentence that explains the what of the prose and introduce the techniques that are used to explain the how of the prompt. Objectives: students will read closely a short story birthday party by katherine brush to examine how she uses literary devices to achieve her purpose. Aim: how does katherine brush use literary devices to achieve her purpose in her short story birthday party? text: a hard copy of the short story birthday party do now: what does authors purpose refer to? the authors purpose is the reason he or she chose certain materials, describe characters in certain ways, choice of words, use of particular point if view etc.

 some verbs that may illustrate an authors purpose include: compare and  contrast,  criticize,  describe/illustrate,  explain,  identify/list:  author wanted to tell the reader about an idea or series of ideas, intensify or  suggest. read the story out loud and identify three literary elements or techniques that stand out for you the most. Consider diction, imagery, anonymity of the characters use of pronouns not proper names , syntax ,point of view, symbolism and irony. Well do notice amp focus and method activity

    what do you find most interesting? strange? revealing? what doesnt fit? make a list of such details you notice.

    What purpose do you think it serves so what? elicit  4 5 examples of literary elements or techniques from the responses and the class will be divided into small groups and each group will focus  on one specific literary element or technique. Based on our observations, we will discuss how katherine brush uses diction, imagery, syntax ,point of view, symbolism and irony to achieve her purpose. Each group pick an element or technique to discuss further how the author uses it to serve her purpose. Be sure to

      make a claim: state what purpose the technique serves so what , i.e. Bush uses abrupt and fragmented syntax to create a sad but tense mood contrary to the occasion, a birthday party. Provide two examples of a specific literary element or technique to illustrate the claim you have made.
    we will share the responses in class by picking groups that focus on different literary elements and techniques.

    Her sympathy for the wife the abrupt and fragmented syntax reveals the disconnection between the couple. How do we combine the ideas and make a thesis statement using a complex sentence? to combine the claims we have drawn, here is the thesis statement it is pitiful and grotesque shift in point of view  to see such disconnection and inequality in a human relationship, in particular. Marriage  where women are voiceless and play an inferior role. whats the authors true purpose? brush uses diction, imagery, various points of view and syntax to criticize the inequality and cruelty of human relationship exhibited in marriage and empathize with those. In this case a woman, who are voiceless and powerless. homework: write an essay in which you show how brush uses literary devices to achieve her purpose.

    ap english literature and composition english literature and composition is an advanced english literature class taught to the upper level high school students with the end goal of preparing the students for the ap english literature and composition exam.   since this is ap literature and composition class, there will be a lot of writing, on the average a composition every two weeks, and a lot of critical reading.   students may expect to take a reading check or write short paper to assess their understanding of a reading assignment.

    This course is designed to comply with the curricular requirements described in the ap english course description and to prepare students to pass the ap english literature and composition test.   in the beginning of the class, students will take a practice ap test and go over the test, and at the end of every quarter students will take a practice ap test to familiarize with the test so students will not be surprised when they take the exam in early may. I believe that good teachers are intentional teachers and good students are intentional students.     though we may not follow the exact sequence nor teach the same books outlined here each year i may add or subtract texts as the year progresses , we will stick to the overall organization.   the class will mainly follow the literary movements in english literature, from medieval literature to modern literature, and will cover representative prose and poetry selections from each literary movement.

    Students may expect to write 2–3 papers 3–6 pages each outside of class, 2–3 in class essays rhetorical or literary analysis , and complete a variety of quiz/short test assignments text 1: thinking and writing about literature: a text and anthology.

      end of year objectives
        students will learn to read prose and poetry writing in order to critically analyze author’s intent and use of rhetorical style. Students will learn to write an interpretative composition of a piece of literature based on a careful observation of textual details.

        Students will learn to write and rewrite formal, extended analyses and times, in class responses.

                                                                  i.       review and learn basic rhetorical strategies through reading and writing classical and shakespearean literature.                                                             ii.       introduce students to different types of writing expository, analytical, exploratory and write these types of compositions.

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                                                              i.       identify and appreciate the use of figurative language, imagery, symbolism, and tone.                                                               i.       introduce students to romantic and impressionistic writings and explore the social and historical values they reflect and embody                                                             ii.       write expository and analytical essays on selected writings, considering the work’s use of figurative language, imagery, symbolism, and tone.       develop students’ vocabulary skills to increase the range and effectiveness of their writing                                                               i.       experiment with rhetorical techniques in timed and un timed essays.

          critique professional and students’ essays to sharpen writing strategies and grade the compositions using writing rubrics given by the teacher.       draw details and ideas from different genres and write critical compositions about a work’s artistry and quality, and its social and cultural values.       review ap test taking strategies, both essay and multiple choice section.       analyze the effective use of rhetoric, tone, voice, diction, and sentence structure from selected writing.

          write a balanced expository essay, using general ideas and specific, illustrative details.           students may have the opportunity to rewrite and make corrections for extra credit if their work is not satisfactory.           late papers lose one half a grade if handed in the same day, one grade if handed in the next day, one half a grade thereafter up to two grades. periodic reading check or reaction papers for reading assignments 30% writing requires students to analyze a piece of writing for its rhetorical strategies, audience, and purpose in paragraph.   then students are required to respond to the reading in a personal way applying the rhetorical strategies they identified in the reading. timed essay amp multiple choice quizzes 30% bi weekly, timed, multiple choice reading comprehension question tests and ap essay topics drawn from past ap english literature and composition exams designed to practice the skills need to take the ap test. Students entering the ap class have already taken american literature 10 th , world literature 9 th , and writing workshop 9 10 th .

      students are familiar with writing about literature and have amassed large vocabulary to write critical analysis of any literary genre. The works discussed in ap class will be chosen from the works that students are not familiar. Students will turn in one or two literary analysis papers ap style after each work is discussed. gulliver’s travels alexander pope: an essay on man, an essay on criticism, the rape of the lock students will learn to identify and write critically about general characteristics of classicism and authors’ use of rhetorical and literary devices.   students will identify the following: universality, noble ideas, dignified language, restraint, clarity, objectivity, and the importance of structure. William shakespeare, hamlet and/or macbeth william shakespeare, selected sonnets students will learn to identify the inventiveness and resourcefulness of this literary genius and write critical literary analysis of shakespeare’s drama and poetry.

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