AP ENGLISH LITERATURE Assignments
- Instructors
- Term
- ESAT Fall Semester '18-'19
- Department
- English
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
DUE Friday, December 7 -- BRAVE NEW WORLD QUESTIONS (CHAPTERS 16-18). Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
OBJECTIVES: Close-Read and identify the author's (Huxley's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in BRAVE
NEW WORLD. Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the Short Response Rubric).
ACTIVITIES: The Discussion questions (CHAPTERS 16-18) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
ACTIVITIES: The Discussion questions (CHAPTERS 16-18) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
Due:
Assignment
ACTIVITIES: BRAVE NEW WORLD NOVEL) READ AND RESPOND TO THE DISCUSSION QUESTIONS FOR CHAPTERS 10-15. The Discussion questions (CHAPTERS 10-15) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE DATE : Tuesday, December 4. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
DUE DATE : Tuesday, December 4. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
Due:
Assignment
DUE TODAY: BRAVE NEW WORLD QUESTION RESPONSES (CHAPTERS 4-9)
OBJECTIVES: Close-Read and identify the author's (Huxley's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in BRAVE NEW WORLD. Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the Short Response Rubric).
ACTIVITIES: The Discussion questions (CHAPTERS 10-15) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE DATE : Tuesday, December 4. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
ACTIVITIES: The Discussion questions (CHAPTERS 10-15) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE DATE : Tuesday, December 4. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
Due:
Assignment
DUE: The assigned diiscussion questions (CHAPTERS 4-9) on the novel, BRAVE NEW WORLD (or due on Wednesday, November 28 if we do not meet on Tuesday.) Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
OBJECTIVES: Close-Read and identify the author's (Huxley's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in BRAVE NEW WORLD. Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the Short Response Rubric).
ACTIVITIES: The Discussion questions (CHAPTERS 4-9) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
ACTIVITIES: The Discussion questions (CHAPTERS 4-9) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
Due:
Assignment
NOTE: We are nearing the end of the semester. After a long Thanksgiving Break, it's a hard, fast dash to finals. Thus, it is important that we get started on our next book soon-rather-than-later. This is one we will not be reading in class, so you must include some your homework time for reading over the next few weeks.
Attached is a presentation to give you and idea of the topics and themes this book explores. Make sure to review it before you begin reading. Also, you are assigned to read the first 3 chapters. Keep in mind that these initial chapters may seem a bit slow, dull, and a bit confusion -- but they are setting up the "world." Pay attention and remain patient. The really fun stuff will come soon enough.
OBJECTIVES: Close-Read and identify the author's (Huxley's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in BRAVE NEW WORLD. Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the Short Response Rubric).
ACTIVITIES: The attached PRESENTATION and Discussion questions (CHAPTERS 1-3) are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE DATE FOR QUESTIONS: TBA. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
Due:
Assignment
DUE TODAY (see previous post for documents): Close-Reading Analysis/Annotations of JOHNNY GOT HIS GUN (we will continue working on this today.) If you were absent, be prepared to catch-up.
OBJECTIVES: Analyze a prose passage by identifying the literary devices used by author and the textual details that reflects these devices, in order to independently construct an introduction and body paragraph(s) that reflects an interpretation of the literary style/themes/relevant details of the work. Success = 3+ on the Self=Learner Rubric & 3+ on the AP Essay Rubric.
TODAY'S ACTIVITIES:
- You will independently construct an introduction paragraph to be used as a full critical essay on this passage.
HW: Complete an Introduction Paragraph for JOHNNY GOT HIS GUN, and create an OUTLINE for writing an essay next class.
OBJECTIVES: Analyze a prose passage by identifying the literary devices used by author and the textual details that reflects these devices, in order to independently construct an introduction and body paragraph(s) that reflects an interpretation of the literary style/themes/relevant details of the work. Success = 3+ on the Self=Learner Rubric & 3+ on the AP Essay Rubric.
TODAY'S ACTIVITIES:
- You will independently construct an introduction paragraph to be used as a full critical essay on this passage.
HW: Complete an Introduction Paragraph for JOHNNY GOT HIS GUN, and create an OUTLINE for writing an essay next class.
Due:
Assignment
OBJECTIVES: Analyze a prose passage by identifying the literary devices used by author and the textual details that reflects these devices, in order to independently construct an introduction and body paragraph(s) that reflects an interpretation of the literary style/themes/relevant details of the work. Success = 3+ on the Self=Learner Rubric & 3+ on the AP Essay Rubric.
TODAY'S ACTIVITIES:
- Introduction to close-reading and writing strategies toward prose passages.
- We will evaluate a painting to determine how artists implement similar elements as authors (e.g. - tone; symbolism; details; conflicts; characterization; attitude; atmosphere; etc.).
- Next, in small groups we will close-read and evaluate a prose passage, JOHNNY GOT HIS GUN, and determine the literary devices the author uses in the text.
- At the end of the day, you will independently construct an introduction paragraph to be used as a full critical essay on this passage.
HW: Complete an Introduction Paragraph for JOHNNY GOT HIS GUN, and create an OUTLINE for writing an essay next class.
TODAY'S ACTIVITIES:
- Introduction to close-reading and writing strategies toward prose passages.
- We will evaluate a painting to determine how artists implement similar elements as authors (e.g. - tone; symbolism; details; conflicts; characterization; attitude; atmosphere; etc.).
- Next, in small groups we will close-read and evaluate a prose passage, JOHNNY GOT HIS GUN, and determine the literary devices the author uses in the text.
- At the end of the day, you will independently construct an introduction paragraph to be used as a full critical essay on this passage.
HW: Complete an Introduction Paragraph for JOHNNY GOT HIS GUN, and create an OUTLINE for writing an essay next class.
Due:
Assignment
THIS ASSIGNMENT SHOULD BE WORK ON DURING THE ENTIRE WEEK (OCT 26 - NOV 2)
OBJECTIVES: Close-Read and identify the author's (Arthur Miller's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in "All My Sons." Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the Short Response Rubric).
ACTIVITIES: The attached questions are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE FRIDAY (NOV 2) AT THE END OF CLASS. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
STANDARDS:
AP Lit-R 1.1.a Students read a literary work, and then analyze the literary techniques used and make interpretive conclusions about meaning.
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). AP-ENG-
AP Lit-W 1.2.a Produce informal, exploratory writing activities that enable students to discover what they think in the process of writing about their reading (such assignments could include annotation, freewriting, keeping a reading journal,
AP Lit-W 1.4.c Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
ACTIVITIES: The attached questions are given for you to better comprehend the characters, conflicts, and themes of the play – which will serve you well on upcoming quizzes and analytical essays. There will time in class to respond to some (not all) of these questions either in small group or whole class.
DUE FRIDAY (NOV 2) AT THE END OF CLASS. Your responses will be graded based on the depth, insight, level of evidence, and overall expression of your critical-thought. Specifically, you should review the SHORT RESPONSE RUBRIC to gauge expectations.
STANDARDS:
AP Lit-R 1.1.a Students read a literary work, and then analyze the literary techniques used and make interpretive conclusions about meaning.
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). AP-ENG-
AP Lit-W 1.2.a Produce informal, exploratory writing activities that enable students to discover what they think in the process of writing about their reading (such assignments could include annotation, freewriting, keeping a reading journal,
AP Lit-W 1.4.c Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
Due:
Assignment
NOTE: You will be writing and essay on THE ROAD for the first hour of class today. Thereafter...
OBJECTIVES: Close-Read and identify the author (Author Miller's) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present in "All My Sons." Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the self/learner rubric).
ACTIVITIES:
- Review Background of Author Miller and All My Sons (see attachment)
- Whole-Class Reading
- Review Background of Author Miller and All My Sons (see attachment)
- Whole-Class Reading
STANDARDS
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
AP Lit-R 1.1.e Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
AP Lit-R 1.1.e Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Due:
Assignment
OBJECTIVES: Close-Read and identify the author's (Sophocles) choices concerning: story structure; point of view; setting; plot; character; and irony, in order to analyze central themes, character development present "Antigone." Students will "have it" by active listening, questioning, and clarifying matters through independent engagement, small group and whole class discussion (and scoring no less than a "3" on the self/learner rubric).
HW: Read the rest of the play by next class (Tuesday, Oct 16), and be prepared to discuss.
ACTIVITIES:
- Review Background of Antigone
- Whole-Class Reading
- Review Background of Antigone
- Whole-Class Reading
STANDARDS
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
AP Lit-R 1.1.e Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
AP Lit-R 1.1.c Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
AP Lit-R 1.1.e Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
AP Lit-R 1.1.b Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Due:
Assignment
LEARNING OBJECTIVES: Independently write a critical-analysis interpretation of the play, Oedipus, based on a given prompt; incorporate details of the work's plot, structure, style, and themes, while employing effective writing skills (e.g. - introduction; organization of ideas; sophisticated diction. Success = 5+ on AP English Lit Rubric.
ACTIVITIES
- Breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- Review and execute the steps of creating an effective opening paragraph.
- Independently write a full essay in class
- Breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- Review and execute the steps of creating an effective opening paragraph.
- Independently write a full essay in class
HOMEWORK: BRING YOUR OEDIPUS/ANTIGONE BOOKS TO NEXT CLASS (WE WILL BEGIN READING ANTIGONE)
STANDARDS:
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.
Due:
Assignment
Review and peer grade the Oedipus Essay completed in yesterday (Tuesday) class.
Due:
Assignment
LEARNING OBJECTIVES: Independently write a critical-analysis interpretation of the play, Oedipus, based on a given prompt; incorporate details of the work's plot, structure, style, and themes, while employing effective writing skills (e.g. - introduction; organization of ideas; sophisticated diction. Success = 5+ on AP English Lit Rubric.
ACTIVITIES
- We will breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- We will review and execute the steps of creating an effective opening paragraph.
- You will independently write a full essay in class
HOMEWORK: TBA
PROMPT: In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character’s relationship to the past contributes to the meaning of the work as a whole.
STANDARDS:
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.
ACTIVITIES
- We will breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- We will review and execute the steps of creating an effective opening paragraph.
- You will independently write a full essay in class
HOMEWORK: TBA
PROMPT: In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character’s relationship to the past contributes to the meaning of the work as a whole.
STANDARDS:
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.
Due:
Assignment
OBJECTIVE: Demonstrate independence in gathering and correctly defining academic and domain-specific words, appropriate for reading, writing, speaking, and listening in college-level Literature course.
ACTIVITIES: Be able to define up to these 29 words given to you in class
ASSESSMENT: Correctly define, explain the effect of the term (or why it is used), and provide an example of its use in sentence form. *YOU MUST KNOW ALL OF TERMS -- AS YOU WILL BE GIVEN 15 of the 29 FOR THE QUIZ.
Catharsis
Deus ex machina
Dramatic Irony
Flat Character
Foil
Harmartia
Hubris
Round Character
Static Character
Stock Character
Empathy
Exposition
Hyperbole
Motif
Paradox
Persona
Connotation
Denotation
Epic
Resolution
Ambiguity
Analogy
Colloquial
Conceit
Euphemism
Existentialism
Frame
Grotesque
Local Color
AP Lit-W 1.7.a Acquire and use accurately general academic and domain-specific words and phrases, appropriate for reading, writing, speaking, and listening at the college level; demonstrate independence in gathering vocabulary knowledge
ACTIVITIES: Be able to define up to these 29 words given to you in class
ASSESSMENT: Correctly define, explain the effect of the term (or why it is used), and provide an example of its use in sentence form. *YOU MUST KNOW ALL OF TERMS -- AS YOU WILL BE GIVEN 15 of the 29 FOR THE QUIZ.
Catharsis
Deus ex machina
Dramatic Irony
Flat Character
Foil
Harmartia
Hubris
Round Character
Static Character
Stock Character
Empathy
Exposition
Hyperbole
Motif
Paradox
Persona
Connotation
Denotation
Epic
Resolution
Ambiguity
Analogy
Colloquial
Conceit
Euphemism
Existentialism
Frame
Grotesque
Local Color
AP Lit-W 1.7.a Acquire and use accurately general academic and domain-specific words and phrases, appropriate for reading, writing, speaking, and listening at the college level; demonstrate independence in gathering vocabulary knowledge
Due:
Assignment
LEARNING OBJECTIVES: Independently write a critical-analysis interpretation of the play, Oedipus, based on a given prompt; incorporate details of the work's plot, structure, style, and themes, while employing effective writing skills (e.g. - introduction; organization of ideas; sophisticated diction. Success = 5+ on AP English Lit Rubric.
ACTIVITIES
- We will breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- We will review and execute the steps of creating an effective opening paragraph.
- You will independently write at least one body paragraph (in class)
HOMEWORK: Complete a full essay (four paragraph and/or 1.5 page minimum); we will conduct a peer assessment next class (Friday.)
PROMPT: The British novelist Fay Weldon offers this observation about happy endings. “The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events -- a marriage or a last minute rescue from death -- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.”
Choose a novel or play (OEDIPUS) that has the kind of ending Weldon describes. In a well-written essay, identify the “spiritual reassessment or moral reconciliation” evident in the ending and explain its significance in the work as a whole.
STANDARDS:
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.
ACTIVITIES
- We will breakdown the prompt, brainstorm, organize ideas, to structure your essay.
- We will review and execute the steps of creating an effective opening paragraph.
- You will independently write at least one body paragraph (in class)
HOMEWORK: Complete a full essay (four paragraph and/or 1.5 page minimum); we will conduct a peer assessment next class (Friday.)
PROMPT: The British novelist Fay Weldon offers this observation about happy endings. “The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events -- a marriage or a last minute rescue from death -- but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.”
Choose a novel or play (OEDIPUS) that has the kind of ending Weldon describes. In a well-written essay, identify the “spiritual reassessment or moral reconciliation” evident in the ending and explain its significance in the work as a whole.
STANDARDS:
AP Lit-W 1.1.c Write an interpretation of a literary work as a whole that is based on a careful observation of textual details, considering the work's structure, style, and themes; the social and historical values it reflects and embodies;
AP Lit-LC 1.1.e Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
AP Lit-W 1.4.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting.