2017 AP ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS ENGLISH LITERATURE AND COMPOSITION

Transcription

1 2017 AP ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS ENGLISH LITERATURE AND COMPOSITION SECTION II Total time-2 hours Question 1 (Suggested time-40 minutes. This question counts as one-third of the total essay section score.) The following poem is by Rachel M. Harper. Read the poem carefully. Then, considering such elements as imagery, form, and tone, write a wellorganized essay in which you analyze the relationship between music and the speaker s complex memories of her family. The Myth of Music for my.father If music can be passed on like brown eyes or a strong left hook, this melody is my inheritance, lineage traced 5 through a title track, displayed on an album cover that you pin to the wall as art, oral history taught on a record player, the lessons 10 sealed into the grooves like fact. This is the only myth I know. I sit on the hardwood floors of a damp November, my brother dealing cards 15 from an incomplete deck, and I don t realize that this moment is the definition of family, collective memory cut in rough-textured tones, 20 the voice of a horn so familiar I don t know I m listening, Don t know I m singing, a child s improvisation of Giant Steps or Impressions: 1 25 songs without lyrics can still be sung. Line In six months, when my mother is 2,000 miles away, deciding if she wants to come home, 30 I will have forgotten this moment, the security of her footsteps, the warmth of a radiator on my back and you present in the sound of typing 35 your own accompaniment, multiphonics disguised as chords in a distant room, speakers set on high to fill the whole house with your spirit, your call 40 as a declaration of love. But the music will remain. The timeless notes of jazz too personal to play out loud, stay locked in the rhythm 45 of my childhood, memories fading like the words of a lullaby, come to life in a saxophone s blow. They lie when they say music is universal-this is my song, 50 the notes like fingerprints as delicate as breath. I will not share this air with anyone but you. 1 Giant Steps is a jazz album (1960) by John Coltrane. Impres sions (1963) is another album by Coltrane From The Myth of Music in Mending the World: Stori es of Family by Conremporary Black Writers by Rachel M. Harper, copyright I 999. Reprinted by permission of Basic Civitas Books, a member of The Perseus Books Group The College Board. Visit the College Board on the Web: GO ON TO THE NEXT PAGE. 1

2 AP English Literature and Composition 2017 Scoring Guidelines Question 1: Rachel M. Harper, "The Myth of Music" General Directions: This scoring guide will be useful for most of the essays that you read, but in problematic cases, please consult your table leader. The score that you assign should re lect your judgment of the quality of the essay as a whole-its content, style, and mechanics. Reward the writers for what they do well. The score for an exceptionally well written essay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a three (3) 9-8 These essays offer a persuasive analysis of how the relationship between music and the speaker's complex memories of her family is conveyed through elements such as imagery, form, and tone. The writers of these essays offer a range of interpretations ; they provide convincing readings of the relationship between music and the speaker's complex memories and Harper's use of elements such as imagery, form, and tone. They demonstrate consistent and effective control over the elements of composition in language appropriate to the analysis of poetry. Their textual references are apt and speci ic. Though they may not be error-free, these essays are perceptive in the ir analysis and demonstrate writing that is clear and sophisticated, and in the case of a nine (9) essay, especially persuasive. 7-6 These essays offer a reasonable analysis of how the relationship between music and the speaker's complex memories of her family is conveyed through elements such as imagery, form, and tone They are less thorough or less precise in their discussion of how the relationship between music and the speaker's complex memories of her family is conveyed through elements such as imagery, form, and tone. Their analysis of the relationship and the use of elements is less thorough or convincing. These essays demonstrate the writer's ability to express ideas clea rly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a seven (7) present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a six (6). 5 These essays respond to the assigned task with a plausible analysis of how the relationship between music and the speaker's complex memories of her family is conveyed through elements such as imagery, form, and tone, but tend to be super icial or pedestrian in their analysis of the relationship and the use of elements. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis of the relationship between music and memory or of Harper's use of such elements as imagery, form, and tone may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These writers demonstrate some control of language, but their essays may be marred by surface errors. These essays are not as well conceived, organize d, or developed as 7-6 essays. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or may ignore the relationship between music and memory or Harper's use of elements. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The writing often demonstrates a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a three (3) may contain signi icant misreading and/or demonstrate inept writing. 2-1 These essays compound the weaknesses of the papers in the 4-3 range. Although some attempt has been made to respond to the prompt, the writer's assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a one (1) contain little coherent discussion of the poem. 0 These essays give a response that is completely off-topic or inadequate; there may be some mark or a drawing or a brief reference to the task. These essays are entirely blank 2017 The College Board Visit the College Board on the Web: 2

3 ESSAY: A B C Notes. M J N K Q L O R P Use the back of this page for questions and comments about the poem, the prompt, the scoring guide, and the essays. 3

4 Notes: 4

5 2017 Question 1 Sample Essays Rachel M. Harper s The Myth of Music M If music can be passed on like brown eyes or a strong left hook, this melody is my inheritance. (line2-4). Throughout this poem Rachel M. Harper expresses her emotions and memories, connecting them with music. Focusing only on one person in particular she shows a distant remembrance of the memories linked with certain songs of Jazz. Rachel M. Harper demonstrates imagery, and tone is basically all throughout the poem. The relationship between music and the speaker s complex memories of her family is quite complicated to explain all together, the use of several comparisons, symbolism and imagery can better explain her relationship. Many individuals try to look for several things that would link them closer to their families or ancestors. As for Rachel, she found music to help her with her family memories. The human mind can better remember something when associated with music, and that is proven with several cases. Throughout the poem she links several memories with songs such as Giant Steps or Impressions. She gives exact detail of what she was doing, demonstrating imagery, I sit on the hard wood floors of a damp November, my brother dealing cards from an incomplete deck, and I don t realize that this moment is the definition of family Even without her noticing she remembers exact details with linking a memory with music. Later on, in the poem when Rachel is going through some trials in her family; she does not tell the reader exactly what is happening leaving them to infer on what is happening. Therefore, one can infer that she is going through a separation of her parents. In the text it states, In six months I will have forgotten this moment, the security of her footsteps, the warmth of the radiator on my back and you present in the sound of typing your own accompaniment...speakers on high to fill the whole house with your spirit... Her dad was with her throughout this trial and both looked to fill the whole house with music. To fill up again that warmth that the mother took away. Nevertheless, she will still remember with music, the jazz will bring to life memories so long forgotten. Rachel expresses, They lie when they say music is universal this is my song, the notes like fingertips as delicate as breath. I will not share this air with anyone but you. Meaning that she has gone through the same trials as her father and she relates those feelings with him. Everyone might hear the same song, but everyone has different memories associated with it. As for Rachel M. Harper, her songs of Jazz will forever remind her of her complex family relations. J Music has many forms of connection. It can connect emotionally, mentally or physical. Music can also be used to solve problems & relate to a person s past. Music is like a person s best friend. Rachel M. Harper uses music to explain her connection with family. Like a melody her lineage can be traced back to a single note. She uses similes, metaphors and imagery to do such a task. Rachel family life will always remain. Like music her life has beats & rhythms that she can vibe to. For example, Rachel rembers her mother wanting to come home; she feels the viberation or security of that lost love that was once there. However, she doesn t rember any of it. Another example would be when she was with her brother. Like music, she feels the connection but unlimately don t understand why she is vibing with it. Ultimately, Rachel life is like the breath of lfie. For life is so special, that it can only be shared with those close to her. N Without music, life would be bland. Without memories, humans would be nothing. In The Myth of Music by Rachel Harper, the narrator describes the relationship between music and memories through the use of metaphors and imagery in order to portray the unique rhythm of her own life. To the narrator, music is everywhere and in everything even with the absence of instruments. Each scene is a track on an album, each person is an accompaniment, and each memory as timeless as a song. Harper begins her poem by telling the stories of her childhood. She describes sitting on the hard, damp floors while her brother shuffles an incomplete deck of cards. Through use of visual imagery, the narrator 5

6 illustrates a scene that most closely resembles family. At the time, Harper says that the horn was so familiar, the tune so commonplace, that she was unaware of listening. To her, the hardwood floors and playing cards with her brother was a familiar song one she had heard many times before but it was still unique to her. She says that songs without lyrics can still be songs. Just because there is no singing does not mean that it is not music. In the next paragraph, Harper describes the people in her life as notes in her song. She describes the sound of her father typing as accompaniment, multiphonics as chords. These sounds that her father makes are notes in her own life album. The olfactory imagery of hearing a typewriter, or footsteps, or a voice supplies the reader with the rhythm of Harper s music. The reader is able to hear the memories of the young girl. Harper says that her father s voice, the sounds he made, was like a declaration of love. Her father meant safety, and when she was with him, she knew that she was loved unconditionally. The part he played in her music impacted her memories. The last paragraph describes how timeless and unique Harper s memories are. She says that jaz music is too personal for everyone to hear. The author s diction shows that she believes her memories are too be cherished. They are hers to keep and play on repeat when she needs to. However some memories fade, like a lullaby. Harper employs a simile in order to show that some of her childhood memories have been forgotten, like the lyrics of a song that once meant contentment. Each person s memories are unique, like fingerprints and delicate as breath, that fade with each sharing. It is simple to forget the lyrics to a song you haven t heard for a while. The simile shows how fragile memories are, and how unique each memory is to a single person. Through the use of comparisons and imagery, Harper was able to show that memories are the music of our lives. Each is a new track for our album and each person is a different sound. K If music can be passed on.this melody is my inheritance. This anallogy indicates ow strongly the author feels for music, She s comparing something so mundane to something so cherished. Music is beautiful, family is beautiful. However, the music she has always loved will never change, her family can, whether it s through death or sickness or just a change in personality. When family has passed, her memories will remain, when certain genres of music aren t in style anymore, the song itself still remains; the notes of a song are timeless. Some music, just as some memories, are too personal to play aloud. The memories stay locked in the rhythm of her childhood. The author uses whimsecal images to paint a child-like image in the reader s mind, her tone is delicate, yet effective. To her, music is not universal, some music is only for certain people, she will not share her memories with anyone but her father. Q No one knows any group of people more intimately or for a longer period of time than their family. Good things, bad things, strange things; all is shared between family members. As a result, many have conflicting memories and emotions towards their family. In her poem The Myth of Music, Rachel M. Harper utilizes conflicting imagery, jazz-like form and nostalgic tone to detail how music reflects her conflicting memories of family. The author uses a variety of images to describe the music that accompanies various childhood memories. Good times are remembered through multiphonic, chords and music which [fills] the whole house (Harper). When her mother is present, Harper remembers the security and comfort she felt by associating it with pleasing sounds and musical ideas. Her life is in harmony at these times, so the music associated with them is also harmonious. However, she also sees family as collective memory, cut in rough textured tones, a more discordant association. Harper also recognizes the hard times and clashing that families go through, and as her family has apparently experienced their fair share of discordance, her overall memory of family is rough, and uneven. Using music as an image of the past does not create a symphony for the author. Rather, it is a cacophony, with good times and music tempered by the bad, just as her meaningful family memories have been tempered by the loss of her mother. The poem s form follows the author s memories of jazz music and takes on its inconstancy and unpredictability. Each stanza is of different length, each line has a different, apparently random number of words and syllables, and there is no rhyme scheme, 6

7 save for a few accidental slant rhymes. In other words, the form of the poem is free and interpretive, just like jazz. There are times where words almost seem to rhyme, such as with on and strong and with listening and singing, and there are times in which there is no rhyme whatsoever. This agrees with the author s conflicted memories of her family. At times in her childhood, the stars aligned and a sort of harmony was achieved, but at other times there was no harmony to be found at all. In concordance with the ephemeral harmonies of her childhood, the author adopts a nostalgic tone in her work. She fondly recalls listening to John Coltrane and the presence of her mother to complete their family, yet at the same time sadly remembers her mother s absence, and the damp and cold times playing cards with her brother on the floor. The complex nature of nostalgia: a longing for the past, as well as a willingness to forget bad times mirrors the authors memories of her family. She longs for the jazz of her father, yet does not miss the other discordant notes of her past. By visualizing music in a variety of conflicting ways, adopting an interpretive jazz-like form, and by taking on a sadly nostalgic tone, Harper is able to demonstrate how memories of music are linked with memories of family. Music can t always sound nice, and families will not always get along, but Harper can lay out her life in a complex orchestra of memories. L The narrator likens music to memories and an inherited history while citing specific, detailed accounts of her childhood to convey the significance of her father s Jazz records on how she remembers family life at a young age. Throughout the poem, Harper uses metaphors which associate vinyl records to a family history passed down to her. Immediately, she conveys the importance of the music she heard as a child, which served as her inheritance an oral history taught on a record player. When the narrator begins to recall a moment from her childhood, her description is vivid enough to fully picture the scene, from the damp wooden floors to the deck of cards, which is missing some. She compares the random snippets of her childhood that make up her memory of the time as a whole to rough textured tones and the familiar sound of a horn on her father s Jazz records. The speaker claims that, while the vivid moment she referred to has faded, and she has forgotten the feeling of protection brought by her mother, the music will remain. Just as the Jazz served as a history passed down to her, it acts as her recollection of the time she spent at home with her family after memoryl fails her. She references the sound of the record player the speakers on high to fill the whole house with (her father s) spirit as he typed. His records would serve as an intimate, personal connection to the narrator s childhood. The music is hers, and would not be shared with anyone but her father, the source of the Jazz that stayed locked in the rhythm of [her] childhood. O In the poem, The Myth of Music by Rachel M. Harper, the author uses several elements and techniques to convey the relationship between music and the speaker s memories of her family. Through elements such as imagery, tone, and form, the speaker makes it evident that music and her memories have a very deep and complex connection. Imagery is very crucial throughout the entirety of the poem. This key element emphasizes how the speaker s sensory experiences are etched in her mind as memories, and how listening to music brings those memories to the forefront of her consciousness. The speaker says, If music can be passed on like brown eyes or a strong left hook, this melody is my inheritance, lineage traced through a title track, displayed on an album cover that you pin to the wall as art, oral history taught on a record player, the lessons sealed into the grooves like fact. This first phrase, filled with visual and auditory imagery serves to convey, right away, how important music is to the speaker and how pervasive it is in her life. The imagery of music being an inherited trait further connects the speaker to her family, suggesting how deeply ingrained the music is within her, and how it intertwines into her very self; how it s part of her and her father. This imagery evokes a very strong connection between the speaker and her father, as well as her memories of him. The speaker also describes her song as having notes like fingerprints as delicate as breath. The imagery of comparing the notes to finger prints further emphasizes how deeply personal this song is to the speaker. It is such a treasured memory that is evoked by this song, and the memories the speaker has of her family and her 7

8 own unique upbringing are spurred on by this song. Comparing the notes to breath plays on the foggy nature of the memory, mentioned by the speaker in lines The memory is fading for the speaker, but music brings it back. By saying the notes are delicate as breath the speaker emphasizes how fragile and fading this memory of her family is, even though it is very precious to her. Tone is also important in conveying the relationship between music and the speaker s memories of her family Throughout the poem, the tone can be described as wistful and pensive. The speaker recalls both joyful times and times of hardship, such as when her mother left the family. The speaker muses over the relationship between music and memories, and how the music she shared with her father has led to a complex recollection of past times. The tone is conveyed through phrases such as memories fading like the words of a lullaby, speakers set on high to fill the whole house with your spirit, your call as a declaration of love, and notes like fingerprints as delicate as breath. Another key element that the writer employs is form. This poem has no specific form or rhyme scheme. It is written in blank verse and has a flowing and freeform nature to it, much like the jazz that prompts the speaker to recall memories of family. Many of the sentences and phrases of the poem are long and extended. For example, lines 1-10 are a single sentence. However, the short sentence at the end, with line breaks serves to emphasize the the gravity of what the speaker is saying. I will not share this air/with anyone/but you. This summarizes complex and personal connection that the speaker has with these musical memories of her father. The sudden change in form highlights this statement and draws the reader s attention to it. Rachel M. Harper s poem, The Myth of Music employs many techniques to convey the deep relationship the speaker has with music and the memories of her family. Elements such as imagery, tone, and form elaborate on this connection for readers. R There is a certain, undeniable power present in music. For those who play it and even those who do not a single bar can whisk one away to a time burned in memory. Rachel M. Harper explores this idea as she reflects on the role music has had in her life. In Harper s poem The Myth of Music, she illuminates the crucial and unifying role music has had in anchoring her identity to her family and its past. Harper s poem begins by launching straight into free verse, a deliberately free form method of recounting her story. In lines marked with enjambment, the poet likens music to her family s past as a sort of mythos, noting that this melody is my inheritance, lineage traced through a title track. The first stanza, in this way is an immersive experience the reader truly feels as though they are audience to an oral history taught on a record player as Harper leads them through lucid descriptions of her brother playing cards and emotive music playing in the background. Towards the end of the stanza, the poet confesses that she doesn t know if or what she is listening to/singing, creating a feeling of blurred memory made opaque by time. Indeed, it is abundantly clear to the poet that there is little distinction between her concept of familial memory and the music which peppers her thoughts of the past. As a whole, the stanza serves to draw a clear parallel between music and filial history, and in the same way that songs without lyrics can still be sung, this free-versedommated passage without clear structure can still authentically convey her thoughts. The poet then shifts to a more conflict-filled section. The second stanza opens tumultuously, with the threat of a future without her mother nearby looming over her. However, despite this conflict, Harper maintains a warm mood in the stanza. The negativity of the circumstances are juxtaposed against comfortable, familiar descriptions with her father s music the sound of typing your own accompaniment, multiphonics disguised as chords, to name a few. It is evident that, despite the loneliness of the mother s absence on the family, Harper s father is still able to retain a sense of normalcy within the family by turning to what is most recognizable to all of them: music. The inclusion of this anecdotal account seeks to reinforce that, although Harper has experienced troubles within her family, music stands as a unifying force, the bedrock upon which her filial identity is built and weathers the storm. The final stanza takes a turn away from the poet s family to an introspective view of herself. Phrases such as too personal and a refutation of the universality of music in favor of the argument that is this is my song colors this third section with a 8

9 possessive tone. It is in this stanza that Harper brings together her ideas of past and present and unifies them. Her defensive diction underscores the importance of the memories in her life the rhythm of my childhood which acts as a cornerstone of her sense of self. It is particularly fitting, therefore, that this final section eventually takes a turn from first to second person, as she addresses her father who is mentioned in the dedication of the poem. This final stanza is a culmination of exactly what music means to the poet: a link to her past and a thread holding her family together, even when it is unraveling at the edges. Music is a deeply intimate experience, and Harper s poem highlights just how significantly music can be asso-ciated to parts of one s life. Her poem is a reflection of her past and her future, an ode to her identity. Music, in her eyes, is the vehicle to bridge these two worlds and offer her comfort through familiarity. P In Rachel M. Harper s poem The Myth of Music, the speaker describes the importance of music that has saturated her life. By contrasting the timeless, personal nature of music with the fading impermanence of mere memories, the speaker conveys the ability of music to connect her to her father. The speaker begins with an analogy to establish the significance of music to her memories of her father. By claiming that this melody is my inheritance the speaker argues that her connection with music is a quality that connects both her and her father, much like how brown eyes or a strong left hook connects parents and their children. The speaker s description of lessons from her father sealed into the grooves [of a record player] like fact reinforces the idea that music serves as a way to connect her to memories of her father. This connection is permanent, sealed like fact, and does not dissipate like the faulty memories of human nature. After this initial portrayal of music to her life, the speaker then describes the ubiquity of music in her life. The imagery of her playing cards with her brother while having music in the background suggests that music is vital to her recollection of past memories with her family. The paradox of hearing the voice of a horn so familiar/i don t know I m listening evokes the degree to which music saturated her life. It was so common, so familiar, that it is regarded as background sounds in her memories. The speaker s memories with her family, though, is not permanent. She states that in six months I will have forgotten this moment. She will have forgotten the security of her [mother s] footsteps and even her presence with her father busy writing and playing music. The vividness of the imagery of her father with music and her claim that she will forget it all suggests some sort of distant and estranged relationship between the speaker and her family. However, she contrasts music with her memories in the last verse, asserting that the music will remain. Her claim that memories fading come to life in a saxophone s blow encapsulates her view of music as a timeless connection to her father. Moreover, the speaker develops another idea in the last verse, stating that music is in fact personal and not universal. Her claim that this is my song, the notes like fingerprints as delicate as breath add another dimension to the uniqueness of music to hers and herself alone, just as fingerprints are unique to all. The concluding sentence and the last line of simply but you alone reinforce the idea of music being personal to her. The fact that the speaker only addresses her father in the last verse further reinforces the idea that music is the foundation for her memories, and that without it, her memories of other family members will be forgotten. While music is important as a way to keep her memories, the speaker also develops the idea that it is personal and unique to each person. It is not a universal way for all to connect with each other, but rather a gem hidden within fading memories, serving as a reminder to the speaker as to who was truly important and dear to her. 9

10 Notes:

11 2017 AP ENGLISH LITERATURE AND COMPOSITION FREE RESPONSE QUESTIONS Question 2 (Suggested time 40 minutes. This question counts as one-third of the total essay section score.) In the passage below, from The Adventures of Peregrine Pickle (1751) by Tobias Smollett, Mr. Pickle encounters Godfrey Gauntlet, the brother of his beloved Emilia. Consider how the two men confront their own uncontrolled emotions and yet attempt to abide by their social norms. In a welldeveloped essay, analyze how the author explores the complex interplay between emotions and social propriety in the passage. You may wish to consider such literary techniques as dialogue, narrative pace, and tone. Mr. Pickle, you have carried on a correspondence with my sister for some time, and I should be glad to know the nature of it. To this question our lover Line replied, Sir, I should be glad to know what title you 5 have to demand that satisfaction? Sir, answered the other, I demand it in the capacity of a brother, jealous of his own honour, as well as of his sister s reputation; and if your intentions are honourable, you will not refuse it. Sir, said Peregrine, I am not 10 at present disposed to appeal to your opinion for the rectitude of my intentions: and I think you assume a little too much importance, in pretending to judge my conduct. Sir, replied the soldier, I pretend to judge the conduct of every man who interferes with 15 my concerns, and even to chastise him, if l think he acts amiss. Chastise! cried the youth, with indignation in his looks, sure you dare not apply that term to me? You are mistaken, said Godfrey; I dare do anything that becomes the character of a 20 gentleman. Gentleman, God wot! replied the other, looking contemptuously at his equipage,* which was none of the most superb, a very pretty gentleman, truly! The soldier s wrath was inflamed by this ironical 25 repetition, the contempt of which his conscious poverty made him feel; and he called his antagonist presumptuous boy, insolent upstart, and with other epithets, which Perry retorted with great bitterness. A formal challenge having passed between them, they 30 alighted at the first inn, and walked into the next field, in order to decide their quarrel by the sword. Having pitched upon the spot, helped to pull off each other s boots, and laid aside their coats and waistcoats, Mr. Gauntlet told his opponent, that he himself was 35 looked upon in the army as an expert swordsman, and that if Mr. Pickle had not made that science his particular study, they should be upon a more equal footing in using pistols. Peregrine was too much incensed to thank him for his plain dealing, and 40 too confident of his own skill to relish the other s proposal, which he accordingly rejected: then, drawing his sword, he observed, that were he to treat Mr. Gauntlet according to his deserts, he would order his man to punish his audacity with a horsewhip. 45 Exasperated at this expression, which he considered an indelible affront, he made no reply, but attacked his adversary with equal ferocity and address. The youth parried his first and second thrust, but received the third in the outside of his sword arm. Though the 50 wound was superficial, he was transported with rage at the sight of his own blood, and returned the assault with such fury and precipitation, that Gauntlet, loath to take advantage of his unguarded heat, stood upon the defensive. In the second lunge, Peregrine s 55 weapon entering a kind of network in the shell of Godfrey s sword, the blade snapped in two, and left him at the mercy of the soldier, who, far from making an insolent use of the victory he had gained, put up his Toledo with great deliberation, like a man who 60 had been used to that kind of rencounters, and observed that such a blade as Peregrine s was not to be trusted with a man s life: then advising the owner to treat a gentleman in distress with more respect for the future, he slipped on his boots, and with sullen 65 dignity of demeanour stalked back to the inn. *carriage and horse 2017 The College Board. Visit the College Board on the Web: GO ON TO THE NEXT PAGE. 1

12 AP English Literature and Composition 2017 Scoring Guidelines Question 2: Tobias Smollett, The Adventures of Peregrine Pickle General Directions: This scoring guide will be useful for most of the essays that you read, but in problematic cases, please consult your table leader. The score that you assign should re lect your judgment of the quality of the essay as a whole-its content, style, and mechanics. Reward the writers for what they do well. The score for an exceptionally well written essay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a three (3) 9-8 These essays offer a persuasive analysis of how Smollet explores the interplay between emo ons and social propriety through such literary techniques as tone, narra ve pace, and dialogue. The essays make a strong case for their interpreta on of how the interplay works in this passage. While writers may consider a variety of literary techniques, they engage the text through apt and specific references. Although these essays may not be error-free, the ir percep ve analysis is apparent in wri ng that is clear and effec vely organized. Essays scored a 9 reveal more sophis cated analysis and more effec ve control of language than do essays scored an These essays offer a reasonable analysis of how Smollet explores the interplay between emo ons and social propriety through such literary techniques as tone, narra ve pace, and dialogue. While writers may consider a variety of literary techniques, they provide a sustained, competent reading of the passage. Although these essays may not be error-free and are less percep ve or less convincing than 9-8 essays, the ideas are presented with clarity and control and refer to the text for support. Essays scored a 7 present beter developed analysis and more consistent command of the elements of effec ve composi on than do essays scored a 6. 5 These essays respond to the assigned task with a plausible reading of the passage, but they tend to be superficial or thin in their analysis of how Smollet explores the interplay between emo ons and social propriety through such literary techniques as tone, narra ve pace, and dialogue. They o en rely on summary or paraphrase which may contain some analysis, imp licit or explicit. The analysis of the interplay between emo ons and social propriety and/or the use of literary techniques may be slight. While these essays demonstrate adequate control of language, they may be marred by surface errors These essays are not as well conceived, organized, or developed as 7-6 essays. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be par al, unconvincing. or irrelevant; the essays may ignore the interplay between emo ons and social propriety and/or the use of literary techniques. These essays may be characterized by an unfocused or repe ve presenta on of ideas or an accumula on of errors. Evidence from the passage may be slight or misconstrued, or the essays may rely on summary or paraphrase only. Essays scored a 3 may contain significant misreading and/or demonstrate inept wri ng. 2-1 These essays compound the weaknesses of the essays in the 4-3 range. They may persistently misread the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some atempt has been made to respond to the prompt, the ideas are presented with litle clarity, organiza on, or support from the passage. Essays scored a 1 contain litle coherent discussion of the passage O These essays give a response that is completely off-topic or inadequate; there may be some mmk or a drawing or a brief reference to the task. These essays are en rely blank 2017 The College Board Visit the College Board on the Web: 2

13 ESSAY: A B C Notes. M L O J P R Q K N Use the back of this page for questions and comments about the passage, the prompt, the scoring guide, and the essays. 3

14 Notes: 4

15 2017 Question 2 Sample Essays Tobias Smollett s The Adventures of Peregrine Pickle, M In Tobias Smollett s The Adventures of Peregrine Pickle, an altercation is displayed between two men of different social classes. In the passage, Smollett uses social propriety as the main source of the conflict, having the man of lower class question the man of upper class, showing a sign of disrespect to the man of upper class, which resulted in a sword fight. Mr. Pickle was upper class and was the lover of Gauntlet s sister, he who is of the lower class. Gauntlet became angered with Mr. Pickle due to his offensive responses about social class when he questioned Mr. Pickle about his relationship with Gauntlet s sister, Emilia. The soldier, Gauntlet, confronts his emotions by challenging Mr. Pickle to a sword fight, which he accepted. In the dialogue, Gauntlet portrays a respectful tone while talking to Mr. Pickle, who developed a defensive tone towards Gauntlet. Gauntlet continues to address Mr. Pickle as Sir while Mr. Pickle does the same, his responses become more defensive and rude. He states and I think you assume a little too much importance, in pretending to judge my conduct. Overall, Gauntlet remained respectful until he initiated the fight at the end, which the narrator describes. The author shows that although Mr. Pickle displayed a more angered and disrespected tone, the soldier was filled with more inferior, and was more willing to act upon the conflict rather than just avoiding it and taking the disrespect. L In this passage from The Adventures of Peregrine Pickle, Tobias Smollett depicts an encounter and battle between Mr. Pickle and Godfrey Gauntlet, brother of Pickle s love interest. Throughout the passage, Smollett employs various literary devices to suggest that Pickle, Gauntlet, and mankind in general attempt to construct rules and regulations around confrontation and violence to give the appearance of conforming to social norms as civilize individuals despite petulant irresponsible behavior. In Pickle & Gauntlet s initial verbal exchange, Tobias uses various forms of repetititon, including anaphora, polyptoton, and epistrophe, to stress the attempt to normalize, or even make noble, petty insults. At the start of their back and forth conversation, each starts his comment with sir. This anaphora with the repetition of sir in subsequent phrases highlights the mens attempts to force a civilized façade on to their questioning of each other s position and intents with regards to Pickle s love interest. Similarly, later in the piece, Smollett employs polyptoton with the words pretending and pretend, as Pickle question s Gauntlet s judgement of his relationship and Gauntlet snaps back that this is his approach to all his sister s admirers, to highlight that even as the men keep their language controlled and civilized, their inner desires and attitudes towards each other burn with anger and contempt below the surface. Finally, Smollett employs epistrophe with the repetition of gentlemen at the end of Gauntlet s defense of his character, at the beginning of Pickle s retort of Gentleman, God wot! This repetition of the word gentleman further stresses that the two are attempting to adhere to social norms for civilized men, yet below the surface desire to ridicule and blatantly fight each other. Throughout the pair s verbal exchange, Smollett employs various forms of repetition to stress that while the men attempt to adhere to social norms for civilized gentlefolk, the subtext of their language is nothing classier than insults and conflict. Similarly, later in the passage as the two men resort to a sword fight to settle their differences, Smollett employs irony to ridicule their attempts to normalize violence and even portray their petulant battle as civilized. As they prepare for the sword fight, Smollett inserts situational irony in that the two men helped to pull off each other s boots, a show of civilization as they head into battle. This instance of situational irony ridicules the attempt to normalize acts of violence by imposing rules for seemingly proper behavior when the very act of violent fighting is inherently uncivilized. Later in the piece, when the battle is in progress, Smollett employs situational irony as Gauntlet attempts to level the playing field, suggesting they should be upon more equal footing 5

16 in using pistols. Smollett inserts this ironic suggestion, as Gauntlet knows he will win the sword yet suggests a fairer instrument of violence, to further emphasize that even with imposed rules or attempt at fairness, violence is still violence and thus inherently uncivilized. Throughout the fight, Smollett uses situational irony to argue that even imposed rules attempting to give violence the illusion of civility, do not normalize aggression, making such societal norms ridiculous. In conclusion, Smollett employs various literary devices to ridicule the attempt of the characters and humanity in general to make violence and fighting normalized through imposing rules. O Fighting over a woman is no new arena for men, particularly when egged on by each other s insults. In this passage from The Adventures of Peregrine Pickle, Mr. Pickle & Godfrey Gauntlet confront each other with escalating emotions while trying to keep in line with social decency. Tobias Smollett does an excellent job of describing this first verbal, then physical duel between the men themselves as well as their internal struggles to abide by proper social standards through narrative pace, dialogue, and tone. The conflict between Pickle & Gauntlet begins with a verbal attack which Smollett executes icely through peppered dialogue in which each man attempts to maintain their dignity as they slowly lose their tempers. Gauntlet s first words are not very insulting, but the fact that he questions Pickle & the nature of his & Emilia s correspondence is enough to upset Pickle. Pickle s unwillingness to directly respond to Gauntlet s eloquent demand triggers Gauntlet to retort with a slight doubt of Pickle s honor- if your intentions are honourable, you will not refuse it. Annoyed by this challenge, Pickle believes he has no need to appeal to [Gauntlet s] opinion & insults Gauntlet in telling him that he assumes a little too much importance, in pretending to judge [his] conduct. Here, the tone of each man becomes slightly more aggressive as the pleasantries practically disappear. Gauntlet pretends to chastise him, if he acts amiss, hurting Pickle s pride by assuming status as a gentleman, which Prickle then questions & contemptuously repeats to mock him. Through this passage, Smollett moves from neutral words like replied, answered, and said, as the men converse to more emotionally charged words like cried, indignation, & contemptuously, to show the progression of aggression the men continuously feel toward each other. Switching into narration from the dialogue, Smollett marks a transition in the feelings of animosity between the two men that struggle to disagree with as much dignity as possible. Gauntlet becomes inflamed by Pickle s insults and openly insults him with presumptuous boy, insolent upstart, to which Pickle retorted with great bitterness. Both men have stepped out of line from their initial feigned courtesy. Past the point of apology a formal challenge ensues to decide their quarrel by the sword. Maintaining their dignity & upholding social standards they both pitch upon the spot, help pull off each other s boots. Gauntlet continues to upset Pickle by offering to use pistols instead of swords due to his expertise in swordmanship, but Pickle s pride will not allow it. Unable to contain their rage further & giving up on even perjorative words, the conflict becomes physical & violent. The narrative pace quickens during this scene to symbolize the escalation of the quarrel & prove how human rage inevitably leads to physical violence. The conclusion of this duel however, exemplifies the honor & dignity required of a soldier & gentleman of this time in society as Gauntlet, far from making an insolent use of the victory he had gained from Pickle s sword snapping in two, puts down his sword with great deliberation. Gauntlet assumes the position of the bigger man, so to speak, by not killing Pickle when he had the chance. This final act of honor & sullen dignity of demeanour successfully demonstrates how Gauntlet has overcome his rage over a petty argument with the man courting his sister. J Society consists of generalizations, which are often times constructed and enforced by the people within that society. However, as individuals, there are certain cases in which the actions of an individual do not align with the established rules of social conduct. Tobias Smollett s The Adventures of Peregrine Pickle incorporates the conflicting desire to remain civil and act based on personal sentiment and elaborates upon the repercussions of such thoughts through the use of rushed narrative pacing, frustrating tone, and selection of detail. In the first paragraph, various hyphens are used to separate the belligerent dialogue of Peregrine and 6

17 Godfrey. By creating such a dissonant, tumultuous syntax, the vehement fury of the two men is conveyed and made evident to the reader. Arguments are usually disjointed and chaotic, so the abundant use of hyphens serves as a parallel. As the fight escalates within the second paragraph, the sentences become elongated and finicky. While rage fuels an intense need for rapid and successive damage in a fight, the societal norms restrict such behavior and cause the two gentlemen to become more intricate and precise. The two men held so much contempt towards each other that a fight began, but the limitations set by the ranking of the label gentleman was an obstacle that ultimately ended the fight between Peregrine and Godfrey. The tone in the passage not only conveyed the intense feelings of hatred present within the scene, but also the frustration of having to adhere to the constraints of civil conduct. Words such as inflamed, antagonist, and punish all culminate the unbridled rage felt by the characters. This tone of anger then transitions into a tedious, unsatisfying one during the brawl. While the suggestion made by Godfrey to make the match fair was a civil one, it is describes as a plain dealing. Only when the fight becomes out of hand is (essay ends here) through their voices, but instead decided to show them through actions. The two men may not have wanted to fight, but did so because the social norms they were raised with insisted that they did. Through descriptive language of the fight scene the men s reluctance to fight is revealed. First, Mr. Gauntlet told his opponent they are not equal. While this was a clue to Mr. Pickle to not fight, he could not bring himself to back down, as society would frown upon, but instead he informed Mr. Gauntlet of his audacity. Similarly, when Gauntlet had the opportunity to kill Mr. Peregrine, he insted stalk[s] back to the inn. Smollett is showing through this description, the compassion Gauntlet and his avoidance to actually follow through with what society asks him to do. In many cases, the emotions of the men in the passage were strong, as they both wanted to protect the one they loved. These emotions were not normally expressed by these men, as it contrasted social norms. Due to this, the men followed social norms but showed a conflicting nature with the things they were asked to do. This conflict eventually lead to an adaptation of what society asks them to do and they both let their emotions drive their actions instead of the social norms. P Breaking social norms may lead to reprocussions or bring shame to a family. In many cases, men may try and follow social norms to ensure their character /reputation is still held by high standards. Tobias Smollett shows a contrast between showing emotions and social norms, as expressing emotions is looked down upon. Smollett shows the characters in The Adventures of Peregrine Pickle understanding of this social norms through his use of dialogue, and descriptive language. The dialogue between Mr. Pickle and Gauntley can be viewed as slightly hostile and accusatory. As one character demands information while the other takes these demands offensivly. The argument, is enough to evoke emotion in both of the men. This wrath and bitterness could not be overcome, but instead, in following with societal norms, they made the choice to decide their quarrel by the sword. Both men have strong emotions towards each other, but they did not want to show these emotions R In this passage written by Tobias Smollett we see two men Mr. Pickle and Godfrey exchange in a fight over respect for one another. We start the exchange off with Godfrey addressing Peregrine with a insightful tone. Godfrey is curious to who the man is that his sister is in a courtship with. The exchange between the two men go left when Peregrine refuses to explain himself to Godfrey. Godfrey feels that it is his right to know of Mr. Pickle and his intentions, so when he refuses this causes Godfrey to immediately be on defense. When both men start fight we soon realize that Godfrey is more of the gentleman because he spared Peregrine s life. Q The need for a man to defend his honor is mocked in the passage by Tobias Smollett. Smollett uses dialogue, a mocking tone, and strategic narrative pacing to convey that 7