This document provides feedback from AP English Literature exam readers on student responses from the 2013 exam. It discusses common student errors like providing summaries instead of analysis and focusing on literary elements instead of their effects. The feedback emphasizes analyzing how elements like figurative language convey meaning and shape understanding of relationships in poetry and prose. It aims to help teachers improve student performance by emphasizing close reading, differentiation of summary and analysis, and consideration of complex ideas in works.
Writing Great College Application Essays That Pop!!! Rebecca Joseph
I gave this presentation at the Orange County School of the Arts 2013 College Night. It is essential that students and families see the importance of college application essays and the ways students can use these powerful essays to communicate unique stories and qualities.
Writing skill is an advanced level secondary skill of a language. Strong writing skills in English come from practice and determination. No one is born an excellent writer. Learning to be an excellent writer in English takes a lot of time and practice. Anyone can be a good writer if they are determined enough.
Dr. M. Enamul Hoque is a prominent researcher and ELT specialist. He teaches English as a Foreign Language (EFL) at the undergraduate and postgraduate levels. He has long experience in curriculum and syllabus design. He is an M.A. in English from Dhaka University. He has also obtained his M.Phil. and PhD Degree in Applied Linguistics and ELT. He publishes a wide range of materials for Teacher Development in the recognized journals in home and abroad. He is the author of a number of books taught at the Higher Secondary and Undergraduate levels. He presents papers in national and international conferences. He leads two International Journals registered with the ISSN International Center as the Executive Editor of The EDRC Journal of Learning and Teaching, and The Journal of EFL Education and Research.
Writing Great College Application Essays That Pop!!! Rebecca Joseph
I gave this presentation at the Orange County School of the Arts 2013 College Night. It is essential that students and families see the importance of college application essays and the ways students can use these powerful essays to communicate unique stories and qualities.
Writing skill is an advanced level secondary skill of a language. Strong writing skills in English come from practice and determination. No one is born an excellent writer. Learning to be an excellent writer in English takes a lot of time and practice. Anyone can be a good writer if they are determined enough.
Dr. M. Enamul Hoque is a prominent researcher and ELT specialist. He teaches English as a Foreign Language (EFL) at the undergraduate and postgraduate levels. He has long experience in curriculum and syllabus design. He is an M.A. in English from Dhaka University. He has also obtained his M.Phil. and PhD Degree in Applied Linguistics and ELT. He publishes a wide range of materials for Teacher Development in the recognized journals in home and abroad. He is the author of a number of books taught at the Higher Secondary and Undergraduate levels. He presents papers in national and international conferences. He leads two International Journals registered with the ISSN International Center as the Executive Editor of The EDRC Journal of Learning and Teaching, and The Journal of EFL Education and Research.
Submit one well-developed, thorough paragraph synopsis of Chapter 4 .docxjames891
Submit one well-developed, thorough paragraph synopsis of Chapter 4 no later than 11 pm Tuesday. Consider the relevance of the chapter's headings as you prepare your summary.
essays submitted in this course MUST conform to the following standards in order to be graded: MUST BE IN MLA FORMAT
CHAPTER 4
ELLEN MACNAMARA ARRIVED AT COLLEGE excited but also anxious. She had grown up in a small town far from the college, had not taken calculus, and had never written more than a five-paragraph essay. So when she got her first college writing assignment—in a political science class, to write a ten-page essay on how the relationship among the three branches of the US government has evolved—she felt a little panic. She had read all her assignments and done some research, and she had even met with her instructor during office hours. She had quite a bit of material. But her first attempts at writing just didn’t sound right. She wasn’t sure what college writing sounded like, but this wasn’t it. Following her instructor’s advice, MacNamara studied several of the political science articles on her course reading list. Compared to her usual writing, they were much more formal, full of complicated sentences. What she eventually came up with wasn’t a particularly good essay (and she knew it), but it served its purpose: it had gotten her thinking about college-level writing. Looking back at the work she had done to get this far, she thought, “Wow, this is almost like learning a new language.” MacNamara had a point. Many students have experiences similar to hers, especially multilingual students who’ve grown up in other cultures. One Romanian student we know put it this way: In my country we care very much about the beauty of what we write. Even with academic and business writing, we try to make our texts poetic in some way. When I got to the U.S.A., I discovered that writing that I thought was beautiful struck my teachers as wordy and off-task. I was surprised about this. This student, like Ellen MacNamara, needed to set about learning a new language—in this case, the language of US academic writing. Habits of Mind for Academic Success Learning the language of US academic writing is key to succeeding in college. Luckily, you don’t need to guess at what strategies will lead to success. In Framework for Success in Postsecondary Writing, researchers and scholars have identified several key habits characteristic of students who do well in college—and beyond. Practice these habits in your coursework and you’ll be “approaching learning from an active stance.” In other words, you’ll be on the path to succeed as an active, engaged writer and thinker. Be curious. Inquire, investigate, poke and pry until you find answers to questions you have or until you discover or create something new. Without curiosity, you’ll miss much of what is really going on around you—in the courses you take and the sources you read. You can practice curiosity by asking questions: Why ar.
English 111 Composition 21st Century Reflection _Summer 2019Wr.docxkhanpaulita
English 111 Composition 21st Century Reflection _Summer 2019
Writing in the 21st century has become increasingly important to the overall success of professionals and recent college graduates. Read the THREE articles that follow the instructions. After reading the articles, submit a 2 page paper (800+ words) outlining how you plan to maintain or continue your growth as a writer. In addition, discuss how refining your writing skills can essentially become a major part of your career or profession. Finally, include your understanding of the article entitled “ The Future of Self-Improvement….”and how “Grit” can be applied to your current development as a writer into your chosen career.
The length of the paper is required and you must provide an in depth explanation of each aspect of your paper. Finally, the paper must be submitted in the following format:
MLA FORMAT
CriterionStandard
Responsiveness to Topic
Score / 15
15 – clearly addresses the topic and responds effectively to all aspects of the assignment;
12 – clearly address the topic, but may respond to some aspects of the assignment more effectively than others
8 – addresses the topic, but may slight some aspects of the topic
5– indicates confusion about the topic or neglects important aspects of the assignment
2 – suggests an inability to comprehend the assignment or to respond meaningfully to the topicCommunication of Ideas
Score / 20
20 – explores the issues showing thorough comprehension of the text; goes beyond the obvious or class discussion
17 – shows some depth and complexity of thought
10 – may treat the topic simplistically or repetitively; doesn’t demonstrate sufficient comprehension of the text
7 – lacks focus, demonstrates confused or simplistic thinking, or fails to communicate ideas
4 – is unfocused, illogical, incoherent or disorganized
Organization
Score / 20
20 – is coherently organized, with ideas supported by apt reasons
17 – is well organized and developed with appropriate reasons and examples
10 – is adequately organized and developed, generally supporting ideas with reasons and examples
7 – is poorly organized and/or undeveloped; lacks support from the text
4 – is undeveloped; provides little or no relevant support
Control of Mechanics, Sentence Structure, Grammar, Spelling
Score / 20
20– is generally free from errors in mechanics, usage, and sentence structure
17 – may have a few errors in mechanics, usage, and sentence structure
10 – may have some errors, but generally demonstrates control of mechanics, usage, and sentence structure
7 – is marred by an accumulation of errors in mechanics, usage, and sentence structure
4 – has serious and persistent errors in word choice, mechanics, usage, and sentence structureWord Count
(750-800) 1 ½-2 Pages
Score / 5
10 Point Deduction- Not Presenting a Visual Aid (Approved Visual Aids…PowerPoint Presentations.
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. What We Can Learn from AP
English Lit Reader feedback
2. Looking to past prompts and AP Reader feedback for
clues to succeed on the AP English Literature Exam
• AP Readers are the folks who actually read and score your exams, so
we need to closely look at THEIR advice on what to do for each
prompt, as well as pitfalls to avoid.
• If you are WISE, you will heed their advice over that of any test-prep
books, friends, etc. Remember that many people may offer advice
and strategies, but many of the companies that publish that are out
to MAKE MONEY—they don’t necessarily have your best interest at
heart.
3. Feedback from 2013 AP Literature Exam: Q1
What was the intent of this question?
This question asked students to carefully read the poem “The Black Walnut Tree” by contemporary
American poet Mary Oliver and to write a well-organized essay analyzing how figurative language and
other poetic techniques help Oliver convey her ideas about the relationship between the tree and the
family.
With a continued emphasis on devices and techniques as a means of conveying meaning, the question
was designed to help students examine ideas and their relationships, as well as how those ideas and the
relationships between them are conveyed to the reader. While the beginning of the poem focuses on the
relationship between a mother and daughter and a particular black walnut tree, the poem’s meaning
broadens to include how the particular family views itself against the backdrop of its heritage and the
sacrifices made by “the fathers” to cultivate the land and develop roots in America. Imagery is one form of
figurative language that students readily cited, and many of them discussed a number of other poetic
techniques in their essays.
The red
section is
the TASK OF
THE
WRITER.
Notice it
focuses on
the EFFECT
of the
literary
elements,
not on the
elements
themselves.
Literary
Analysis
Square to
focus on
relationship
between
writer,
reader, and
effect
4. How well did students
perform on this question?
The mean score was 4.21 out of
a possible 9 points.
5. Where did students go wrong?
Responses that earned upper-half scores often
were characterized by an amazing insight, depth,
and control that reflected these student writers’
understanding of the complexity of the poem.
Lower-half essays tended toward a simplistic
summary; moreover, these student writers did
not see the complexity in the poem and missed
the shift in the poem altogether.
Summaries
are BAD!!!
6. What were common student errors or omissions?
Students are generally not able to write persuasively about
poetry in language appropriate to the genre. For example,
while many students found Oliver’s “The Black Walnut Tree”
accessible, they often could not discuss common elements of
poetry like rhyme, rhythm, form, and meter. Furthermore,
many students tried to apply rhetorical strategies from the AP
English Language Exam, i.e., ethos, pathos, and logos, rather
than choosing more appropriate poetic devices to demonstrate
their understanding of the craft and meaning of the particular
poem. As with previous poems, students often provided a list
of devices but presented little insight with their listing of the
various devices; thus, the responses tended to be device-
driven rather than insight-driven.
You can see
that a “listy”
thesis
statement
won’t work.
You HAVE to
focus on
EFFECT!!
7. Students also tended to oversimplify the poem as merely a debate
between a mother and daughter over whether or not to cut down the
walnut tree and sell the wood for money to pay the mortgage. They did
not see, or ignored altogether, the shift in the poem that gives it its
richness and complexity. Also, many students often misread the latter
part of the poem and presupposed that the reference was to the father
of the family rather than “fathers” of the larger family of immigrants.
This oversight or misreading again kept students from appreciating the
complexity offered by the poem.
By far the most common problem with this year’s responses—and this is
not significantly different from previous years—is that students do not
differentiate between summary/paraphrase and analysis. One Reader
termed this the “So What?” factor: students are often able to say
“what,” but they cannot, or do not, go the necessary distance to say
“why” and “toward what end.”
More errors…
Notice it’s
not enough
to say
“what,” but
to answer
also “why”
and
“toward
what end”
or “to what
effect” to
provide
true
analysis
8. Based on your experience of student responses at the AP ® Reading, what message
would you like to send to teachers that might help them improve the performance
of their students on the exam?
• Help students not only identify poetic devices, but also connect them with
meaning. This will help students avoid writing essays that are device-driven
rather than insight-driven.
• Emphasize the teaching of language appropriate to the analysis of poetry. For
many students, poetic language is almost like a foreign language. More
opportunities to practice using poetic language in the service of poetry analysis
will surely increase students’ ability to deliver a fully competent analysis of a
poem or poems.
• Help students see the difference between summary/paraphrase and analysis.
Superficiality is another perennial problem with student essays on the AP Exam.
More opportunities to dig for details and textual support will no doubt
strengthen students’ ability to provide analysis.
• Provide students with more opportunities to practice identifying complex
“both/and” attitudes.
9. Question 2 -- the prose passage that year
What was the intent of this question? Students were asked to carefully read a passage
from D. H. Lawrence’s early-20th-century novel The Rainbow (1915) and to write an essay
analyzing how Lawrence employs literary devices to characterize the woman and capture
her situation.
Students were prompted to focus on the female character in the passage as she begins to
come into a new stage of self-awareness and to analyze how the author uses literary
devices to characterize her. Further, students were invited to analyze how literary devices
were employed by the author to capture the woman’s situation as depicted in the
passage. The question was designed to assess students’ ability to read closely for detail
and nuance and to choose for analysis appropriate literary devices employed by the
author as vehicles to convey the character and her situation. Because no particular device
was specified, students were presented with the additional important of task of
identifying literary devices and then analyzing how they are used.
10. How well did students perform on
this question?
The mean score was 4.39 out
of a possible 9 points.
11. Those responses scoring in the upper half were
often sophisticated discussions of the complexity
in the woman’s character and her situation.
Those responses falling in the lower half of the
scoring range were often characterized by
misinterpretation, as students were unable to
identify clearly which parts of the passage were
important or explain how the parts functioned as
a whole.
Where did students go wrong? Notice that
without
explaining
how/why/what
effect, you can’t
score a 5 or up
out of 9. DON’T
EVER focus on
just the parts!!!
12. What were common student errors or omissions?
The most common shortcoming was that students did not distinguish
between summary and analysis. As they do in the poetry question
responses, students can often get to the “what” but cannot, or do not,
take the necessary steps forward to address the “why” or discuss the
results or outcomes.
Also, students who wrote weaker essays attempted to make major points
with less apt choices of literary devices, like alliteration, and struggled to
show how such a device might work in the prose passage. Many student
writers also struggled with the complex and implicit language and prose
style employed by Lawrence in his characterization of the woman and her
situation. Likewise, many students had great difficulty reading and
accessing a work that is somewhat distant historically and culturally from
their own experience.
13. Based on your experience of student responses at the AP ® Reading, what message
would you like to send to teachers that might help them improve the performance of
their students on the exam?
Students writing about prose are often challenged when the author moves from the more
common forms of characterization like physical description and dialogue to more complex and implicit
devices. The following suggestions may prove beneficial:
• Teach students how to analyze, that is, help them identify important constituent parts of the prose
passage and use those pieces to create a unified interpretation of the passage.
• Teach students to understand complexity in prose works, especially in character analysis. Using
something as simple as a template may help students move from a single, oversimplified focus on one
trait. For example, “The woman is characterized not only by ________ but
also by ___________” might be a helpful way to invite students to explore
other elements of character and situation that might not be readily
apparent.
• Work with prewriting so that students arrive at a thesis before engaging a long passage. Students tend
to begin writing without reading the passage carefully for the insights it might yield under close
examination.
Copy the
template
into your
notes!!!
14. Question 3—The Open Question where a student picks a work to analyze
What was the intent of this question?
Students were asked to choose a single pivotal moment in the psychological or moral
development of the protagonist in a bildungsroman, or coming-of-age novel, and
then write a well-organized essay that analyzed how that single moment shapes the
meaning of the work as a whole.
The question was designed to challenge students to confront the complexities of a
bildungsroman by first focusing on a single pivotal moment and then analyzing how
that moment figures in shaping the meaning of the entire novel. Students were
directed away from plot summary by having to focus on a single moment, and they
were challenged to think in broad and complex ways about how a single moment
affects the larger work. This question is the “open question,” and, accordingly,
students were invited to select a bildungsroman from a list of works supplied with
the question, or they could select another work of comparable literary merit for their
analysis.
15. How well did students perform on
this question?
The mean score was 4.61 out of a
possible 9 points.
Remember that 5-9 is passing, below
5 is NOT!
16. Where students went wrong:
Students typically perform better on the “open” question than on the poetry
or prose prompts, and that is the case again with performance on this year’s
exam, although the mean score is somewhat lower than last year’s. That is
likely because the prompt is slightly more difficult and rather more restricted
than last year’s. Even so, students, for the most part, fully understood the
definition of bildungsroman and the focus on the transition from youth to
maturity. Students wrote on a wide variety of texts (nearly 400), and those
responses that earned upper-half scores demonstrated a high level of
depth and sophistication in their analyses.
Responses that earned lower scores tended to overgeneralize the novel
they had read, and although they were able to summarize the plot in broad
strokes, they could not provide adequate detail or textual support to
demonstrate that they understand analysis.
17. What were common student errors or omissions?
• Many students simply did not respond to the actual prompt; rather, they
simply narrated a summary of what happened in the novel. This summary,
coupled with a lack of focus on pertinent details and textual support, often
yielded essays that were at best superficial.
• Furthermore, many students were unable to express the novel’s meaning
without resorting to simplistic contraries, like “man vs. nature,” or mere
platitudes, such as “look before you leap.” Such hackneyed and overused
phrases prohibited students from probing the novel for its complexities.
• In focusing on the pivotal moment, some students did not root the impact
of that moment in relevant details that occurred earlier or later in the text;
instead, they discussed only the moment itself. Also, students were mostly
unable to comprehend the subtlety of the word “moment” and chose
instead an event that was a turning point in the plot.
18. Based on your experience of student responses at the AP ® Reading, what message
would you like to send to teachers that might help them improve the performance of
their students on the exam?
Because students can prepare ahead of time for the open question, teachers should assist them in a
careful preparation for the task that can be both rewarding and enjoyable, even under exam pressures.
The following suggestions may be helpful:
• Discourage students from simply restating the prompt as their thesis. Students who find their own
entrée into the prompt by constructing their own thesis tend to demonstrate a certain ownership of
the work and thus deliver a more confident analysis.
• Teach the close reading of a few novels and plays rather than a cursory reading of many works. The
extra time spent with fewer works will help students appreciate the depth and complexity of those
works, and their ability to probe for deeper meaning will likely yield more substantive, less superficial
analyses.
• Help students strategize for the open-ended question. While students come to the exam with a
general sense of the novel or play, they need additional instruction on how to focus on the pertinent,
important elements of the work. At a minimum, students should be conversant with the characters
(including their names), places, major themes, and other devices that the author uses to construct
the novel or play.
• Provide as much opportunity as possible for students to practice differentiating summary from
analysis.
19. So in a nutshell…
• DON’T parrot the prompt
• DO answer the blooming question of the prompt
• DO include the writer’s name, genre, and names of characters that are applicable.
• Be specific
• DON’T assume that the poem, passage, or prompt is simple.
• Always DIG DEEPER for meaning
• DON’T SUMMARIZE.
• DON’T have a “LISTY” thesis statement.
• ALWAYS focus on greater impact—think in context of a passage, a novel, a
poem—as a result of a the literary elements in the prompt you need to examine.
• ALWAYS use TEXTUAL SUPPORT. Think transition word/phrase, “partial quote,”
proves/shows/demonstrates (element to address) because…
Everything after the “because” should be YOUR ANALYSIS!!! Then add at
least 11-2 more sentences elaborating on that point!!