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TRANSCRIPT
AP Lit & Comp12/11 – 12/12 ’18
1. Look at some sample prose body
paragraphs for “Eleven.”
2. Revisit how to write a theme essay
3. Choose open-ended prompts
4. IRP information
5. For next class…
Jump onto Classroom, and check
out the feedback I left you for your
body paragraphs.
Let’s look at a few samples I pulled out.
“◍Rachel’s narration throughout “Eleven” is colored by striking
similes and imagery to illustrate her depth of imagination. In
describing the aging process, she explains that “the way you grow
old is kind of like an onion or like the rings inside a tree trunk or
like my little wooden dolls that fit one inside the other.” Later, as
Rachel struggles to distance herself from the ugly red sweater, she
pushes the sweater to the edge of the desk until “it’s hanging all
over the edge like a waterfall.” In using these bright similes to
lend rich detail and imagery, Cisneros demonstrates how Rachel’s
mind instinctively makes creative comparisons, portraying herself
as an innately imaginative girl.
“
◍Cisneros constructs the main protagonist, Rachel, with the characteristic and
expected immaturity of an eleven year-old through the use of childish diction
and selection of details. Like any other eleven year-old, Rachel cries when
faced with adversity. Her reaction is involuntary and she describes it as such:
“My face all hot and spit coming out of my mouth because I can’t stop the little
animal noises from coming out of me.” Although Rachel possesses shares
uncharacteristic wisdom for her age, her youth still shows through her actions
and Cisneros’ selection of details. Rachel utilizes the vocabulary of a young
child through words such as, “tippy-tip” and “stupid,” the repetition of phrases
such as, “Not mine, not mine, not mine,” and references to “runaway
balloon[s].” Rachel’s diction is explained by the limited frame of experience
she has as an eleven year-old. For example, to her a balloon lost to the sky
carries more meaning and importance than it would to someone older.
Cisneros’ clear choice of words works to build Rachel’s character as an
expectedly immature child of her age.
Thesis Statement: Rachel, as depicted by Sandra Cisneros in her
short story “Eleven,” is an irresponsible and sensitive child -- as
many eleven year olds are-- yet she has a uniquely developed
comprehension, as exhibited by her visualization of age. Cisneros
illustrates Rachel’s adolescence utilizing dramatic diction,
accusatory tone, imaginative similes and repetition.
Cisneros characterizes Rachel as being reserved and lacking confidence through her use
of syntax as well as the inclusion of Rachel’s specific thoughts. When the teacher asks
Rachel if the red sweater belongs to her, she responds with, “That’s not, I don’t, you’re
not… Not mine” as if she is too afraid to fight back. Her response is incoherent and is
reflective of a person who doesn’t have the courage to stand up for themself. Rachel’s
absence of a voice also shines through in her thoughts about her peers. In response to
Sylvia Saldivar, a girl in her class, suggesting that the sweater belongs to Rachel, Rachel
harshly cuts her down saying, “Maybe because I’m skinny, maybe because she doesn’t
like me, that stupid Sylvia Saldivar says…” which contributes to Cisneros’s efforts to
characterize Rachel as lacking confidence. She cannot find the courage to actually insult
Sylvia, so she conjures up harsh attacks in her mind that make up for her actual
helplessness.
Cisneros illustrates Rachel’s young age and childish perception with immature
similes and imagery. This is clear when she says that Rachel, “put one arm
through one sleeve of the sweater that smells like cottage cheese, and then the
other arm through the other and stand there with my arms apart like if the
sweater hurts me and it does, all itchy and full of germs that aren’t even mine.”
Her fixation on germs, similar to the idea of cooties, and her comparison of the
sweater to cottage cheese reveal a child like interpretation of the event, as does
her unwillingness to disobey her teacher. Another example would be when she
says, “ the sick feeling goes away and I open my eyes, the red sweater’s still
sitting there like a big red mountain.” The description of her dread and nausea
as “the sick feeling,” and her description of the lumped up sweater as a “red
mountain” both portray a childish diction.
The Open Ended Essay
(AKA: the theme essay)
◍Essay #3 is also known as the open ended question or the
free response essay.
• This essay will give you a specific prompt, and you will
CHOOSE a piece of literature to use when addressing that
prompt.
• College Board (the AP exam givers) will always provide
you with a list of approximately 20 works to choose from;
however, you can also choose any work of literary merit
from your mental arsenal to use, even if it’s not on the list.
Reminders
• This essay will average anywhere from 3-6 paragraphs in length.
You will have 40 minutes to write it.
• After reading the prompt and figuring out which theme will work
best, you will start the essay with a thematic theme statement
which can serve as your essay’s introductory paragraph.
• Then, jump right into the body of your essay with the first
example of HOW the author demonstrates that theme.
• You will need to use specific characters or situations from the
work to demonstrate how the theme is illustrated.
#MOWAW
• Remember that essay #3 is all about theme. You MUST discuss the meaning
of the work as a whole in this essay, or you can’t score above a 5. Let’s look at
a general rubric for essay #3 now.
• MOWAW = meaning of the work as a whole.
• Remember: this entire essay revolves around showing HOW the author uses
specific instances, characters, situations, etc. to demonstrate the theme you’re
discussing.
• Theme is what your essay needs to focus on. Tie each paragraph back to that
central idea.
◍The _______________ ___________________, by
◍ (name the specific genre) (title of text)
________________ is about ________________
◍ (author’s full name) (topic/abstract concept)
◍and reveals _________________________________.
◍ (assertion about human condition = AKA: theme)
◍The novel Frankenstein, by Mary Shelley, is about one man’s
quest to overcome death by creating life and reveals humans must
respect the laws of nature and realize there is a cost for seeking
ultimate knowledge.
◍
◍
◍ In the ___________________ ____________________,
(name the specific genre) (title of text)
________________, _________________
(author’s full name) (reflects upon, examines, or other strong verb)
__________________________ highlighting the tension
(idea, issue or problem)
between _______________ and _________________
(central opposition) (central opposition)
ultimately revealing _______________________________.
(THEME – statement about the human condition that transcends setting.)
In the novel Frankenstein, Mary Shelley explores the inner psyches of two
men, highlighting the tension between the creator and the creation,
ultimately revealing that truth is in the eye of the beholder.
“1. Read through the open-ended prompts.
2. Choose a minimum of three that will
work for Frankenstein. Write them
down.
3. Write a thematic THESIS for each
prompt. (Do this on your own doc.)
4. Plan how you’ll write the essay.
You can find all the IRP materials on the
Independent Reading Project page of our
website or on our Classroom page.
These are due on January 22nd.
For next class…
1. Come to class in B102 ready to write your
Frankenstein essay.
2. Have your chosen prompt & thesis with you.
3. Turn in the Frankenstein major works data sheet.
4. Have the annotation and prompt done for the
Frankenstein prose prompt.
A picture is worth a thousand words
A complex idea can be conveyed with just a single still image, namely making it possible
to absorb large amounts of data quickly.
White Black
Use charts to explain your ideas
Gray
And tables to compare data
A B C
Yellow 10 20 7
Blue 30 15 10
Orange 5 24 16
Maps
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Our process is easy
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Let’s review some concepts
YellowIs the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
BlueIs the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
RedIs the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
YellowIs the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
BlueIs the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
RedIs the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
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