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e c
ut them on the s
ond
y and p
Why not? Is
Wash the white clothes on Monday and put them on the stone
ash the whit
one
First the mother W W ash the whit e c lothes on M ond a a y and p ut them on the s t t one Why not? Is So far in “Girl,” the mother seems really bossy. This is kind of like a rant, but it’s not clear if 1
First the mother
lothes on M
tells what to do that about
that about
1
about laundry, now
appearance?
about laundry, now appearance? the mother is angry or what caused it. The things she is telling her daughter to do are
DIFFERENTIATION
heap; wash the color clothes on Tuesday and put them on the
heap; wash the color clothes on Tuesday and put them on the
cooking — like a he a p; w ash the color c lothes on T ues d a y and p ut them on the Health? mainly domestic chores, so she’s very traditional or at least she wants her daughter to DIFFERENTIA TION chapter 1
Health?
cooking — like a
servant?
follow a traditional path, perhaps becoming a wife and mother in the future. The
Scaffolding
don’t walk bare-head in the hot sun;
clothesline to dry; don’t walk bare-head in the hot sun; Reference to her daughter speaks up in the italicized section, defending herself against her mother’s Scaffolding
ad in the hot s
e-he
ar
clothesline to dry; don’t w
alk b
un;
Reference to her
Reference to her
period? How old is
period? How old is
period? How old is
period? How old is
If students have written their own exploratory
this girl?
this girl? accusation that she sings “benna” in church. Benna is popular music that includes gossip, If students have written their own exploratory
um
ak
ur lit
tle
tle
ur lit
ak
ok p
ok p
er
er
y hot s
y hot s
s in v
s in v
er
er
w
pk
et oil; s
um
pk
in fr
w
et oil; s
in fr
co ok p um pk in fr it it it t t t er s in v er y hot s w e e e et oil; s o o o ak y y y o o o ur lit tle so the mom probably finds it offensive or dangerous. The mother tells her daughter that paragraphs, you may wish to ask them
co
cook pumpkin fritters in very hot sweet oil; soak your little
cook pumpkin fritters in very hot sweet oil; soak your little
co
paragraphs, you may wish to ask them
e their observations with those
Emphasis on to compare their observations with those
to compar
Emphasis on
cleanliness and
cleanliness and she is “bent on” becoming a “slut,” which is a pretty harsh word. Maybe she’s afraid her
gh
u
gh
i

r

yin

i
r

e them off
e them off
er y
er y
o
u tak
u tak
o
found in the model. They could create a

when b
t aft
t aft

;
;

on t
t
g cot
o m
cloths right after you take them off; when buying cotton to make
e
ak
Based on the cloths right after you take them off; when buying cotton to make washing again. daughter will rebel, perhaps in ways that wind up hurting her. Is the mother angry that found in the model. They could cr eate a
washing again.
footnote it seems two-column chart with their observations
footnote it seems
Analyzing Short Fiction
two-column chart with their observations
like a tradition from
like a tradition from she’s losing control of her daughter, or is she afraid that she won’t be able to protect her
yourself a nice blouse, be sure that it doesn’t have gum in it
in column 1 and the model observations in
a tight-knit yourself a nice blouse, be sure that it doesn’t have gum in it , daughter? in column 1 and the model observations in
model
community.
2. For example, the
column
paragraph
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
More focus on column 2. For example, the model paragraph
More focus on
ash
us
appearances.
b
on’t hold up w
.” What
because that way it won’t hold up well after a wash; soak appearances. Notice that the language of such a paragraph is not formal, but more conversational. suggests that the mother is “bossy.” What
a
y it w
t w
e
ell aft
a
c
a
suggests that the mother is “bossy
er a w
e th
because that way it won’t hold up well after a wash; soak
She’s expected to
She’s expected to
was the student’
ession of the
s first impr
behave a certain
behave a certain It also poses open-ended questions — it’s okay at this point if you don’t know how to was the student’s first impression of the
e at least two
mother? Ask them to compar
way.
t y
a
a
ue th
t y
e y
ue th
e y
g
g
; is it tr
; is it tr
u s
in
u s
in
o
u co
o
o
ok it
ok it
u co
o
efor
t b
salt fish overnight before you cook it; is it true that you sing
t b
Feminine rules!
v
s s
gh
gh
erni
v
erni
alt fish o
Feminine rules! salt fish overnight before you cook it; is it true that you sing way. answer them. Some of the ideas are subjective, even judgmental (e.g., the mother is Section 2 / From Reading to Writing: Crafting an AP ® Prose Fiction Analysis Essay mother? Ask them to compare at least two
efor
alt fish o
Being “a lady”
Being “a lady”
similarities and/or differences between the
seems to involve
seems to involve “bossy”), and while this kind of language probably shouldn’t make it into a more academic similarities and/or dif fer ences between the
seems to involve
exploratory paragraphs.
d in s
a
t y
a
y
a
s e
benna in Sunday school?; always eat your food in such a way
enn
uc
a in S
ow
, an ugly term.
h a w
y
und
ur fo
o
o
W

Wow, an ugly term.
y s

c
a
ho
ol?;
alw
a lot of cleaning,
a lot of cleaning,
a lot of cleaning, b benna in Sunday school?; always eat your food in such a way Wow, an ugly term. analysis, it’s an honest representation of first impressions and an interpretation of the text exploratory paragraphs.
“[B]ent on
“[B]ent on
washing, and “[B]ent on
becoming” one
silence. becoming” one you’ll want to return to and reconsider. In general, though, this kind of informal writing TRM Graphic Organizer
that it won’t turn someone else’s stomach; on Sundays try to
that it won’t turn someone else’s stomach; on Sundays try to
th a t it w on’t t urn s ome one els e ’ s s t om ac h ; makes it sound helps bridge the gap between annotating a text with your thoughts and writing an
makes it sound
A graphic organizer for this activity can be
like it’s her goal A graphic or ganizer for this activity can be
like it’s her goal
somehow.
somehow. analysis that crafts a literary argument to support your interpretation of the text’s meaning.
found in the Teacher’s Resource Materials.
walk like a lady and not like the slut you are so bent on
e a l
o b
o b
w w w alk lik e a l ad y and not lik e the s lut y o o o u ar e s o b en t on In this case, focusing on the way the mother speaks to the daughter may lead to some found in the T eacher’ s Resour ce Materials.
e s
e s
lut y
e a l
and not lik

t on

t on
and not lik
en

en
alk lik
alk lik
u ar
y
y
u ar
ad
ad
e the s
e the s
lut y
walk like a lady and not like the slut you are so bent on
Lots of commands
Lots of commands
Lots of commands
Lots of commands
(“mustn’t” and
(“mustn’t” and
(“mustn’t” and
Repetition of benna,
Repetition of benna, ideas about the mother’s motivations.
here!
“don’t”) here!
“don’t”) here!
“don’t”)

becoming; don’t sing benna in Sunday school ; you mustn’t

church. Religion becoming; don’t sing benna in Sunday school ; you mustn’t “don’t”) here!
must be a big part TRM Suggested Responses
Is the “girl” talking?
of life in the Is the “girl” talking?
Is the “girl” talking?
esponses to the activity on
Suggested r
speak to wharf-rat boys , not even to give directions ; don’t eat
not even to give directions ; don’t eat ; don’t eat not even to give directions ; don’t eat ; don’t eat ; don’t eat ; don’t eat ; don’t eat ; don’t eat

At last! But no
At last! But no
At last! But no
community. But speak to wharf-rat boys , At last! But no Annotating Short Fiction activity Suggested responses to the activity on
s
eacher’
this page can be found in the T
focus on gossip name, doesn’t this page can be found in the Teacher’s
name, doesn’t
seems almost even get to finish Annotate the remainder of “Girl.” Consider whether some of the patterns noted in the Resour ce Materials.
even get to finish
Resource Materials.
but I don’t sing benna but I don’t sing benna but I don’t sing benna

uits on the s

;
o
tr
u
w y
fruits on the street — flies will follow you ; but I don’t sing benna
flies w
—
fr
e
ill follo
et
paranoid. fruits on the street — flies will follow you ; her sentence.
her sentence.
opening paragraphs continue, but also look for different ways in which Kincaid uses
While the mother
Telling her who she on Sundays at all and never in Sunday school this is how to sew While the mother literary elements and techniques to convey the complex relationship between mother
Telling her who she
on Sundays at all and never in Sunday school ; this is how to sew
issues a lot of
can associate with. issues a lot of and daughter.
can associate with.
DIFFERENTIATION
Controlling? orders, sometimes DIFFERENTIA TION
on a button; this is how to make a buttonhole for the button you she shares
knowledge and
Scaffolding
tradition, too. Developing a Thesis Statement Scaffolding
have just sewed on ; this is how to hem a dress when you see the
have just sewed on ; this is how to hem a dress when you see the Is the whole story AP ®
AP Teaching Tip. You may wish to remind
Is the whole story
This ugly phrase is one long sentence? Annotation helps you prepare to write, but you won’t be able to use every idea you’ve students that complexity can be found complexity can be found
one long sentence?
This ugly phrase is
students that
repeated, making Unusual syntax. The noted in a focused, coherent close analysis — especially if you have time or length
Unusual syntax. The
ur
hem coming down and so to prevent yourself from looking like
hem comin
s
n and s
om lo
elf fr
g do
t y
o pr

e
v
en
o

w
ok
o t
g
in
mother is basically
the mother sound hem coming down and so to prevent yourself from looking like mother is basically by looking at the contrasting values or by looking at the contrasting values or
steamrolling the
paranoid, since her
paranoid, since her steamrolling the constraints. Even with an assignment as specific as our sample prompt, there’s no “right motivations in
motivations in characters. They might use characters. They might use
daughter denies the s lut I kno w y o o o o u ar e s o b en t on b e e e e comin g g g g ; reader! answer” and certainly more than one way to write an effective response. Keep in mind
reader!
t on b
en
t on b
t on b
en
u ar
u ar
e s
e s
e s
u ar
en
o b
o b
o b
;
lut I kno
the slut I know you are so bent on becoming ;
the s
the s
the slut I know you are so bent on becoming ;
lut I kno
lut I kno
w y
comin
w y
comin
comin
the s
w y
the following structur
e: One character’
singing benna. the following structure: One character’s s
that, as we discussed earlier in the chapter, to interpret a specific aspect of a text you value, bias, or cultural assumption is set value, bias, or cultural assumption is set
must make an arguable claim about what you think it means and support that claim with in direct opposition to another character’s s
in dir
opposition to another character’
ect
While this annotation definitely shows an active, engaged reader, there are so many evidence from the text. In this case, the prompt is asking you to make a claim about the value, bias, or cultural assumption. In this value, bias, or cultural assumption. In this
insights and ideas and questions and observations — it’s a bit of a noisy process. So, to complex relationship between a mother and her daughter. But, as the prompt states, excerpt, what the mother thinks she knows excerpt, what the mother thinks she knows
begin sorting through to figure out what you need to do next to deepen your understanding, your essay must link your interpretation of the mother-daughter relationship to literary about her daughter may be set in dir
about her daughter may be set in direct ect
let’s write a paragraph of exploratory writing. Doing so should help you sift through your elements of style. It may help to think of these elements as evidence to support your claim. opposition to what the daughter knows opposition to what the daughter knows

observations and order your thoughts. about herself. about herself.
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®
chapter 1 / From Reading to Writing: Crafting an AP Prose Fiction Analysis Essay 41
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