Are you taking the AP English Literature and Composition exam? If you’re taking the course or self-studying, you know the exam is going to be tough. Of course, you want to do your best and score a five on the exam. To do well on the AP English Literature and Composition exam, you’ll need to score high on the essays. For that, you’ll need to write a complete, efficient essay that argues an accurate interpretation of the work under examination in the Free Response Question section.
The AP English Literature and Composition exam consists of two sections, the first being a 55-question multiple choice portion worth 45% of the total test grade. This section tests your ability to read drama, verse, or prose fiction excerpts and answer questions about them. The second section worth 55% of the total score requires essay responses to three questions, demonstrating your ability to analyze literary works: a poem analysis, a prose fiction passage analysis, and a concept, issue, or element analysis of a literary work.
From your course or review practices, you should know how to construct a clear, organized essay that defends a focused claim about the work under analysis. Your should structure your essay with a brief introduction that includes the thesis statement, followed by body paragraphs that further the thesis statement with detailed, well-discussed support, and a short concluding paragraph that reiterates and reinforces the thesis statement without repeating it. Clear organization, specific support, and full explanations or discussions are three critical components of high-scoring essays.
General Tips to Bettering Your Odds at a Nine on the AP English Literature and Composition Exam.
Your teacher may have already told you how to approach the poetry analysis, but for the poetry essay, it’s important to keep the following in mind coming into the exam:
- Carefully read, review, and underline key to-do’s in the prompt.
- Briefly outline where you’re going to hit each prompt item–in other words, pencil out a specific order.
- Be sure you have a clear thesis that includes the terms mentioned in the instructions, literary devices, tone, and meaning.
- Include the author’s name and title of the poem in your thesis statement.
- Use quotes—lots of them—to exemplify the elements throughout the essay.
- Fully explain or discuss how your element examples support your thesis. A deeper, fuller, and focused explanation of fewer elements is better than a shallow discussion of more elements (shotgun approach).
- Avoid vague, general statements for a clear focus on the poem itself.
- Use transitions to connect sentences and paragraphs.
- Write in the present tense with generally good grammar.
- Keep your introduction and conclusion short, and don’t repeat your thesis verbatim in your conclusion.
The newly-released 2016 sample AP English Literature and Composition exam questions, sample responses, and grading rubrics provide a valuable opportunity to analyze how to achieve high scores on each of the three Section II FRQ responses. However, for purposes of this examination, the Poetry Analysis strategies will be the focus. The poem for analysis in last year’s exam was “The Juggler” by Richard Wilbur, a modern American poet. Exam takers were asked to analyze the following:
- how the speaker in the poem describes the juggler
- what the description shows about the speaker
- how the poet uses imagery, figurative language, and tone to convey meaning
When you analyze the components of an influential essay, it’s helpful to compare all three sample answers provided by the CollegeBoard: the high scoring (A) essay, the mid-range scoring (B) essay, and the low scoring (C) essay. All three provide a teaching opportunity for achieving a nine on the poetry analysis essay.
Start with a Succinct Introduction that Includes Your Thesis Statement
The first sample essay, the A essay, quickly and succinctly introduces the author, title, thesis, elements, and devices. The writer’s introduction sentences are efficient: they contain no waste and give the reader a sense of the cohesiveness of the argument, including the role of each of the analyzed components in proving the thesis. The specificity of the details in the introduction shows that the writer is in control, with phrases like “frequent alliteration,” “off-kilter rhyme”, and “diction evoking an almost spiritual level of power”. The writer leaves nothing to guesswork.
The mid-range B essay introduction also cites some specific details in the poem, like “visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanza)”. However, the writer wastes space and precious time (five whole lines!) with a vague and banal recitation of the prompt. The mid-range answer also doesn’t give the reader an understanding of an overarching thesis that he or she will use the elements and devices to support, merely a reference to the speaker’s “attitude”.
The third sample lacks cohesiveness, a thesis statement, and organization. The sentences read like a shotgun spray of facts and descriptions that give no direction to the reader of the writer’s approach: how he or she will use the elements and details listed to prove a thesis. The short, choppy sentences don’t connect, and the upshot is something so commonplace as Wilbur describes a talented juggler, who is also a powerful teacher. That doesn’t respond to the prompt, which requires an argument about what the juggler’s description reveals about the speaker.
To sum up, make introductions brief and compact, using specific details from the poem and a clear direction that address the call of the prompt. Writing counts. Short, choppy, disconnected sentences make an incoherent, unclear paragraph. Don’t waste time on sentences that don’t do the work ahead for you. Cut to the chase; be specific.
Use Clear Examples to Support Your Argument Points
The A answer first supports the thesis by pointing out that alliteration and rhyme scheme depict the mood and disconnection of both the speaker and the crowd. The writer does this by noting how alliteration appears when the juggler performs, but not before. The student also notes how the mood and connection to the crowd cohere when the juggler juggles, the balls defying gravity and uplifting the crowd with the balls. Then, the writer wraps up the first point about description, devices, and elements by concluding that the unusual rhyme scheme echoes the unusual feat of juggling and controlling the mood of the crowd.
With a clear focus on attaching devices to individually quoted phrases and poem details, the student leads the reader through the first pass at proving the attitude of the poem’s speaker while commenting on possible meanings the tone, attitude, and devices suggest. Again, the student uses clear, logical, and precise quotes and references to the poem without wasting time on unsupported statements. Specific illustrations anchor each point.
For example, the student identifies the end rhyme as an unusual effect that mimics the unusual and gravity-defiant balls. Tying up the first paragraph, the student then goes on to thoroughly explain the connection between the cited rhyme scheme, the unique defiance of gravity, and the effect on the speaker. The organizational plan is as follows: point (assertion), illustration, and explanation.
The mid-range sample also cites specific details of the poem, such as the “sky-blue” juggler, a color that suggests playfulness, but then only concludes that euphony shows the speaker’s attitude toward the juggler without making that connection clear with an explanation. The writer simply concludes without proving that assertion. Without further explanation or exemplification, the author demonstrates no knowledge of the term “euphony”.
Sample C also alludes to the “sky-blue” juggler but doesn’t explain the significance. In fact, the writer makes a string of details from the poem appear significant without actually revealing anything about the details the writer notes. They’re merely a string of details.
Discussion is Crucial to Connect Your Quotes and Examples to Your Argument Points
Rather than merely noting quoted phrases and lines without explanation, the A response takes the time to thoroughly discuss the meaning of the quoted words, phrases, and sentences used to exemplify his or her assertions. For example, the second paragraph begins with an assertion that the speaker’s view of the world is evident through the diction used when describing the juggler and the juggler’s act. Immediately, the writer supplies proof by directing the reader to the first and last stanzas to find “lens,” “dusk”, and “daily dark”.
The selection of these particular diction choices demonstrates the writer’s knowledge of the term “diction” and how to support a conclusion the student will make by the end of the sentence that the speaker’s attitude toward the world around him is “not the brightest”. The writer gives a follow-up sentence to further convince the reader of the previous point about the speaker’s dim view by adding, “All the words and phrases used just fall flat, filled with connotations of dullness…”
Using the transition, “however”, the A response goes on to further explain that the juggler’s description contrasts with that of the speaker’s in its lightness, by again providing both specifically-quoted words and complete one or two full sentence follow-ups to the examples. In that way, the writer clarifies the connection between the examples and their use and meaning. Nothing is left unexplained–unlike the B response, which claims Wilbur uses personification, then gives a case of a quoted passage about the balls not being “lighthearted”.
After mentioning the term, the B essay writer merely concludes that Wilbur used personification without making the connection between “lighthearted” and personification. The writer might have written one additional sentence to show that balls as inanimate objects don’t have the emotions to be cheery nor lighthearted, only humans do. Thus, Wilbur personifies the balls. Likewise short of support, the writer concludes that the “life” of the balls through personification adds to the mystery and wonder–without further identifying the wonder or whose wonder and how that wonder results from the life of the balls.
Write a Brief Conclusion
While it’s more important to provide a substantive, organized, and clear argument throughout the body paragraphs than it is to conclude, a conclusion provides a satisfying rounding out of the essay and last opportunity to hammer home the content of the preceding paragraphs. If you run out of time for a conclusion because of the thorough preceding paragraphs, that is not as fatal to your score as not concluding or not concluding as robustly as the A essay sample (See the B essay conclusion).
The A response not only provides a quick but sturdy recap of all the points made throughout the body paragraphs (without repeating the thesis statement) but also reinforces those points by repeating them as the final parting remarks to the reader. The writer demonstrates not only the points made but the order of their appearance, which also showcases the overall structure of the essay.
Finally, a conclusion compositionally rounds out a gracious essay–polite because it considers the reader. You don’t want your reader to have to work hard to understand any part of your essay. By repeating recapped points, you help the reader pull the argument together and wrap up.
Write in Complete Sentences with Proper Punctuation and Compositional Skills
Though pressed for time, it’s important to write an essay with clear, correctly punctuated sentences and properly spelled words. Strong compositional skills create a favorable impression to the reader, like using appropriate transitions or signals (however, therefore) to tie sentences and paragraphs together, making the relationships between sentences clear (“also”–adding information, “however”–contrasting an idea in the preceding sentence).
Starting each paragraph with a clear topic sentence that previews the main idea or focus of the paragraph helps you the writer and the reader keep track of each part of your argument. Each section furthers your points on the way to convincing your reader of your argument. If one point is unclear, unfocused, or grammatically unintelligible, like a house of cards, the entire argument crumbles. Good compositional skills help you lay it all out orderly, clearly, and fully.
For example, the A response begins the first body paragraph with “In the first and last stanzas, no alliteration beyond ‘daily dark’ appears, evoking a tone that could hardly be described as cheerful”. The sentence, with grammatically-correct commas inserted to section off the lead-in phrase, “In the first and last stanzas,” as well as the dependent clause at the sentence’s end, “evoking a tone that…,” gives a road map to the reader as to the paragraph’s design: alliteration, tone, darkness. Then the writer hits all three of those with a complete explanation.
The next paragraph begins with a rather clunky, unwieldy sentence that nevertheless does the same as the first–keys the reader to the first point regarding the speaker’s view of the world and the devices and elements used to do so. It’s clear the writer tackles the speaker’s view, the juggler’s depiction, and diction choice–both as promised from the beginning in the thesis statement of the introductory paragraph and per the prompt. The writer uses the transition “In the first and last stanzas”, to tie the topic sentence to the examples he or she will use to prove the topic sentence; then the writer is off to do the same in the next paragraph.
So by the time the conclusion takes the reader home, the writer has done all of the following:
- followed the prompt
- followed the propounded thesis statement in exact order promised
- provided a full discussion with examples
- included quotes proving each assertion
- used clear, grammatically correct sentences
- wrote paragraphs ordered by a thesis statement
- created topic sentences for each paragraph
- ensured each topic sentence furthered the ideas presented in the thesis statement
Have a Plan and Follow it
It’s easier than it sounds. To get a 9 on the poetry analysis essay in the AP Literature and Composition exam, practice planning a response under strict time deadlines. Write as many practice essays as you can. Follow the same procedure each time.
First, be sure to read the instructions carefully, highlighting the parts of the prompt you absolutely must cover. Then map out a scratch outline of the order you intend to cover each point in support of your argument. Try and include not only a clear thesis statement, written as a complete sentence but the topic sentences to each paragraph followed by the quotes and details you’ll use to support the topic sentences. Then follow your map faithfully.
Be sure to give yourself enough time to give your essay a brief re-read to catch mechanical errors, missing words, or necessary insertions to clarify an incomplete or unclear thought. With time, an organized approach, and plenty of practice, earning a nine on the poetry analysis is manageable. Be sure to ask your teacher or consult other resources, like albert.io’s Poetic Analysis practice essays, if you’re unsure how to identify poetic devices and elements in poetry, or need more practice writing a poetry analysis.
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When your task is about writing a research paper or any other academic paper, there is nothing worse than coming up with the title for your masterpiece. Some of you may think it is an easy task to get the title for your research paper, but you should not be too optimistic in this case. This task requires a great effort from a writer as the title is some kind of a face of your essay. So, if you don't know how to title an essay effectively, here are few suggestions and tips for you to deal with.
Writing Your Essay Title from Scratch
Most of students and beginner writers ignore one aspect that is extremely important at the very beginning of the writing process. The title is not a joke, and you should be very serious about it.
The rule that most of the tutors give to their students says that most readers judge a book by its cover.
Yes, even academic essays suffer from this awful trend of ignoring great essays with poor titles. The title of your essay acts as a trigger for a reader that makes him or her make decisions very quickly. And it is the only essay title that can make your audience to start reading your essay, especially in the case when they don't need to.
Most readers just give an essay one chance to make it happen, and you as an author should make a lucky strike with the title right away. And that is what you should be prepared to. You should start thinking how to title an essay before even starting it. The blank page may seem a nightmare for you, but a blank page even without title should make you scare your pants off.
Three aspects of a good essay title
Here you have three main aspects that make a title to look like a crown on a king's head (in case your paper is really worth of reading it):
- Main topic summary
- Hook to capture reader's attention
- Makes your essay to stand out from the crowd
Three Tips on How to Title an Essay
Let's start with three useful tips that will help you to title your essay effectively.
Keep it simple
Just try to be brief and accurate. Any essay title has its primary function of naming a paper. It means you don't need to go overseas and tell the entire story right in the beginning. Just make a summary with few words. It should be clear and brief like a header in your favorite newspaper or slogan to a blockbuster. Just use few words that will get your reader right to the point, and that's it.
Use appropriate words
While some of you don't know where to start, other ones just don't know where to stop. An effective name will not contain too fancy word structures with no use. Just get to the point and do not waste your time. Use few main keywords as triggers that will hook your reader and make him continue reading.
Avoid abbreviations and jargon
You're trying to serious, aren't you? So why do you try to use those slope jargon words in your science work? Do you want to look smarter than you are? Well, it is not necessary to use those less-known abbreviations in your essay's title. You can use those that are connected to the main topic but don't try to impress your audience with those cheap tricks. It doesn't work, but just scares your reader and makes him go further to the next work on the table.
20 Tips on How to Title an Essay
- Take out just one sentence from your draft and make it serve as a title.
- Come up with something different than your draft contains.
- Use famous What, Who, When, or Where question to start your paper.
- How and Why questions also in the game.
- Any other question trick also makes sense.
- Get an image that will attract your audience.
- Get a surprising image that has nothing in common with your topic.
- Those names with - ing words always work.
- Those names with On word are also interesting.
- Make your header lie about your main topic.
- Describe your main topic with just one word. Is it possible? If yes, you have your title.
- Or if there is no obvious word, you can try to get some mystery around with another not too obvious word.
- Any two-word title.
- Any three-word title.
- Any four-word title.
- Any five-word title.
- Steal or rewrite any famous book, movie, album title that fits your essay.
- Did you get something too obvious and simple? Pretend you're Yoda and twist the words.
- Pretend you're Yoda repeating any famous book, movie, album title that fits your essay.
- Join two simple titles in a double one.
Our company doesn't want to say that the head of your essay plays the main role in its success. No. We just want to say that it matters and matters a lot. It is up to you to decide where the border of this "a lot" ends. Just keep in mind these four simple rules about title functions:
- Content prediction
- Attention grabbing
- Tone reflection
- Keywords keeping.
While keeping these four tips in your mind, you get a better view of the entire role of the header.
Title-writing is not just a task for a few minutes. It is a process, and you should treat it like that. While writing your essay, you're working as a painter who is creating his masterpiece, the process of title-writing makes you feel more like an archivist or compressor. You need to compress the entire message and topic into just one simple, brief, but a clear and catchy phrase. Take your time and do not rush, of course, if your deadline allows you. If you still have any questions or want to get professional help, just fill in our simple order form, and we will help you out.
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