PO2 - Lesson: Literary Argument

People construct an argument like putting together a puzzle.Literary Argument

Over the past three units, you honed your skills in crafting 3-point paragraphs, comprising a claim, supporting evidence, and commentary elucidating the connection between the claim and evidence. In the upcoming three units, our focus will evolve as we advance beyond this framework to construct a more comprehensive 6-point multiple-paragraph literary analysis. This expanded structure will encourage a deeper exploration of literary elements and thematic intricacies, fostering a nuanced understanding of the text. Get ready to delve into a richer analytical approach, building on the foundation laid in the preceding units.

Using Rubrics to Improve Writing

Download a copy of the FRQ Rubrics from AP Central Links to an external site..

In this updated format, we have the ability to earn up to six points:

  • 0-1 points for the thesis
  • 0-4 points for evidence and commentary
  • 0-1 points for sophistication

The rubric provides in-depth details on each of these categories, but let's focus on the biggest pool, the points for evidence and commentary.

Video Review

We watched this video previously, but it is a valuable resource for reviewing thesis creation. Please review before moving on.

The above video is used courtesy of the Advanced Placement YouTube channel.

How to develop the evidence and commentary points (0-4)

For the upcoming paragraphs, the following will apply.

  • 0 - No evidence
  • 1 - The author summarizes evidence from the text, but there is no connection to a thesis. It’s essentially well-summarized random evidence.
  • 2 - The author presents a specific piece of evidence and then directly connects it back to the thesis. Most of the time you must already have a claim to earn a 2 or higher with the evidence point.
  • 3 – The author presents not only specific evidence but also mentions at least one literary technique or device. The evidence is then directly linked back to the claim with specific commentary. Generally, at this point, there should be at least two substantial paragraphs of relevant evidence.
  • 4 – The author has all parts of a specific claim supported with relevant evidence; more than one literary device is named and explained as supporting the claim. The commentary is relevant and accounts for depth of interpretation. Generally, at this level of evidence, there will be multiple well-developed paragraphs.

Practicing the Evidence Points

To begin, download the Sample Poetry Prompts from the 2023 AP Test Links to an external site.. Our activity will focus on the first poem, "Autumn" by Alice Cary.

For this practice activity, there are three sample paragraphs based on the same prompt. Here is the original prompt:

In Alice Cary’s poem “Autumn,” published in 1874, the speaker contemplates the onset of autumn. Read the poem carefully. Then, in a well-written essay, analyze how Cary uses literary elements and techniques to convey the speaker’s complex response to the changing seasons.

In your response you should do the following:

      • Respond to the prompt with a thesis that presents a defensible interpretation.
      • Select and use evidence to support your line of reasoning.
      • Explain how the evidence supports your line of reasoning.
      • Use appropriate grammar and punctuation in communicating your argument.

Each sample response has a different score from 0-6 based on the full AP Rubric. Can you accurately grade each response?

Romantic and hyperbolic imagery is used to illustrate the speaker's unenthusiastic opinion of the of the coming of autumn, which conveys Cary's idea that change is difficult to accept but necessary for growth.

Romantic imagery is utilized to demonstrate the speaker's warm regard for the season of summer and emphasize her regretfulness for autumn's coming, conveying the uncomfortable change away from idyllic familiarity. Summer, is portrayed in the image of a woman who "from her golden collar slips/and strays through stubble fields/and moans aloud". Associated with sensuality and wealth, the speaker implies the interconnection between a season and bounty, comfort, and pleasure. Yet, this romantic view is dismantled by autumn, causing Summer to "slip" and "stray through stubble fields". Thus, the coming of real change dethrones a constructed, romantic personification of summer, conveying the speaker's reluctance for her ideal season to be dethroned by something much less decorated and adored. Summer, "she lies on pillows of the yellow leaves,/ And tries the old tunes for over an hour", is contrasted with bright imagery of fallen leaves. The juxtaposition between Summer's character and the setting provides insight to the positivity of change--the yellow leaves--by its contrast with the failures of attempting to sustain old habits or practices,"old tunes". "She lies on pillows" creates a sympathetic, passive image of summer in reaction to the coming of Autumn, contrasting her failures to sustain "old tunes" According to this, it is understood that the speaker recognizes the foolishness of attempting to prevent what is to come, but her wishfulness to counter the natural progression of time.

Hyperbolic imagery displays the discrepancies between unrealistic, exaggerated perceptions of change and the reality of progress, continuing the perpetuation of Cary's idea that change must be embraced rather than rejected. "Shorter and shorter now the twilight clips/The days, as though the sunset gates they crowd", syntax and diction are used to literally separate different aspects of the progression of time. In an ironic parallel to the literal language, the action of twilight's  "clip"  and the subject, "the days", are cut off from each-other into two different lines, emphasizing a sense of jarring and discomfort. Sunset, and Twilight are named, made into distinct entities from the day, dramaticizing the shortening of night-time into fall. The dramatic, sudden implications of the change bring to mind the switch between summer and winter, rather than a transitional season like fall--emphasizing the Speaker's perspective rather than a factual narration of the experience. She says "the proud meadow-pink hangs down her head/Against the earth's chilly bosom, witched with frost". Implying pride and defeat, and the word "witched", the speaker brings a sense of conflict, morality, and even good versus evil into the transition between seasons. Rather than a smooth, welcome change, the speaker is practically against the coming of fall. The hyperbole present in the poem serves to illustrate the Speaker's perspective and ideas on the coming of fall, which are characterized by reluctance and hostility to change from comfort.

The topic of this poem, Fall--a season characterized by change and the deconstruction of the spring and summer landscape--is juxtaposed with the final line which evokes the season of Spring. From this, it is clear that the speaker appreciates beautiful and  blossoming change, but resents that which destroys familiar paradigms and norms. Fall, seen as the death of summer, is characterized as a regression, though the turning of seasons is a product of the literal passage of time. Utilizing romantic imagery and hyperbole to shape the Speaker's perspective, Cary emphasizes the need to embrace change though it is difficult, because growth is not possible without hardship or discomfort.

Sample Scoring

Previously, we have included sample scoring on the page. However, since the scoring is more in-depth with the extra points, we are instead going to share with you the official sample document from AP Central. 

Download the FRQ Sample Scoring Links to an external site. handout.

Does the analysis from AP match up with how you would have scored these essays?

Reflection

The AP Rubrics offer valuable guidance for constructing a well-organized paragraph that includes a clear claim supported by evidence. As you progress in your writing, consider the benefit of delineating the claim from the body paragraphs. Begin by crafting a succinct 3-4 sentence introduction paragraph that concludes with your central claim, followed by the subsequent paragraph that elaborates on your primary evidence point. Strive for a minimum of three substantial paragraphs when tackling AP English Literature FRQs.

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