Page 137 - 2023-bfw-IdeasLit-TE-1e.indd

180 Unit 2 ■ Analyzing Comparisons and Representations UNIT 2

FIGURATIVE LANGUAGE: Word Choice, Imagery, and Symbols COMPOSITION WORKSHOP WORKSHOP OVERVIEW
5. The narrator’s word choice reveals the tension within the story and within Writing about Tone COMPOSITION WORKSHOP The focus of this workshop is to begin working
herself. Give an example of a specific word or phrase that highlights this on developing a line of reasoning to support the
underlying tension within Lourdes or the text. thesis statement in a literary argument. As
®
6. The story’s conclusion includes a range of images. How do these images AP Enduring Understanding (LAN-1) students continue to practice writing defensible
contribute to the story’s figurative meaning? Readers establish and communicate their interpretations of literature through arguments claims within their thesis statement that include
supported by textual evidence. an idea and an insight about that idea, they will
FIGURATIVE LANGUAGE: Comparisons now develop supporting reasons to justify their
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
interpretation in the thesis. These reasons are
7. There are many comparisons in the text. Choose one example and then explain rooted in the author’s literary choices.
how the comparison contributes to your interpretation of the story. Justifying a Thesis through a Line For Unit 2, students will write a literary
8. “Cloud Nine” is often defined as a feeling of elation. Explain how the title of Reasoning argument analyzing how the tone of a text
functions as a metaphor for the story. KEY POINT contributes to an interpretation. Students will
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
When you have conversations with other people, you understand their meaning The line of reasoning practice the skills from the reading workshops in
IDEAS IN LITERATURE: Opportunity and Loss not only by what they say but also by how they say it. For example, the words “have in a literary which they make associations between the
a nice day” can be a warm sentiment or a snarky comeback, depending on the argument provides author’s choices that convey the tone.
9. How does this story dramatize a struggle with opportunity and loss? What context. As a result, we instinctively listen to a speaker’s tone of voice to detect that a logical sequence
elements represent opportunity? What aspects represent loss? How does the speaker’s attitude and true meaning. of supporting
relationship between these two ideas create tension within the story? COMMON MISCONCEPTION
Reading is similar, but instead of hearing an audible voice, we must read beyond reasons to justify the
the literal meaning of words on the page to detect the speaker’s or narrator’s tone. interpretation in the In developing a line of reasoning, many students
PUTTING IT ALL TOGETHER Some people call this “reading between the lines.” When you pay close attention thesis statement. focus solely on identifying the literary techniques
10. The story functions on both the literal and figurative levels. What happens to an author’s choice of words, imagery, and figures of speech, you begin to make A thesis statement (e.g., imagery, comparison, emphasis) and
may or may not
in “Cloud Nine,” literally? How do the actions and dialogue contribute to the associations that will help you detect the tone within a work. preview the line of elements (e.g., diction, images, metaphor)
ambiguous and more figurative ending of the story? In this composition workshop, you will learn to write a literary argument that reasoning for an thinking that identifying these choices is enough
analyzes the tone in a text. First, you will develop a defensible thesis statement interpretation. for their analysis. Instead, students must explain
with a claim that conveys your interpretation (idea + insight) related to the tone, how the author’s use of these literary techniques
and then you will develop this claim with a line of reasoning and textual evidence. and elements links to the idea and insight in the
thesis statement. Teachers should guide students
YOUR ASSIGNMENT to include only the most relevant literary choices.
As students become more skilled in developing
Choose a poem or story from Unit 2 or a text that your teacher has assigned. Then, write a
literary argument that analyzes how the tone contributes to your interpretation of the work. their line of reasoning throughout the course,
Remember that in these early units, you are building the foundation of a literary they will show how the author’s choices work
argument. Throughout the year, your thesis statements and lines of reasoning will con- together to reveal complexities within the text.
tinue to grow more complex.
This argument should interpret a literary work and include the following: COMPOSITION CONCEPTS
• A thesis statement with a claim that conveys an interpretation (a unifying idea +
Defensible thesis
an insight about that idea)
Claim
• A line of reasoning that justifies the interpretation in the claim
Interpretation
• Relevant textual evidence that supports the line of reasoning
Line of reasoning
Potential Subjects
Aspect of analysis
• How metaphor contributes to tone and reveals an idea and insight Relevant evidence
• How simile contributes to tone and reveals an idea and insight
• How repetition contributes to tone and reveals an idea and insight
• How the shifts in tone within the text reveal an idea and insight
181 ADDITIONAL SUBJECTS
How word choice reveals tone
How narrative perspective reveals tone
How details and descriptions reveal tone
03_williamlit1e_46174_ch02_116_207.indd 180 22/09/22 9:47 AM 03_williamlit1e_46174_ch02_116_207.indd 181 22/09/22 9:47 AM
®
®
AP Big Idea: Literary Argumentation AP Key Questions
Enduring Understanding: LAN-1 How do you analyze a text to develop a defensible
claim about that text?
®
AP Skills: 7.A Essential Knowledge: How do you develop a claim that requires a defense
LAN-1A, LAN-1.B, with evidence from the text—and is not simply an
LAN-1.C assertion of fact or statement of the obvious?
How do you develop a claim that you can defend
with logical reasoning and textual evidence?
How do you develop a claim that acknowledges that
contradictory evidence or alternative interpretations
exist?
How do you develop a claim that articulates how a text
explores concepts related to a range of experiences,
institutions, and/or social structures?

Composition Workshop Writing about Tone 181

03_williamlitte1e_47545_ch02_116_207_3pp.indd 181 08/12/22 5:39 PM