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COMPOSITION WORKSHOP
Writing about Character
AP Enduring Understanding (LAN-1)
®
Readers establish and communicate their interpretations of literature through arguments
supported by textual evidence.
Explaining an Interpretation through
Commentary
KEY POINT
Teaching the Composition Workshop When reading, watching, or listening to stories, we often react most intensely to
Commentary serves
the characters. We cheer for protagonists when they overcome obstacles. We cringe
to link the evidence
to the writer’s when they make questionable choices. We feel sad or even cry when they come to a
interpretation by tragic end. As readers, we genuinely care about them. And sometimes, we see a bit
The composition workshop in each unit is where the skills of the unit are applied to
of ourselves in certain characters — whether we hope to emulate them or whether
explaining the rela-
tionship among the
we hope to avoid their bad decisions and misfortunes.
the student’s own writing. While the Big Idea workshops cover literary analysis, here
It is no wonder that our reactions to fictional characters are so passionate. Using
evidence, the line of
we practice application. reasoning, and the different methods of characterization, authors create their characters strategically
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
claim in the thesis
to represent commonly shared values. These values may (or may not) belong to both
statement. the characters and the author. Like real people, characters are complex. They strug-
Ideas fuel good writing gle in a world in which they must make difficult choices. The way an author presents
a character directly affects the readers’ interpretation of the work.
In this composition workshop, you will learn how to write a literary argument
As AP® teachers and exam readers, it’s become clear to us that one key component
that analyzes a character (or characters) in a text. Building on your work in Units 1
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
and 2, you will develop a defensible thesis statement that conveys your interpretation
makes the difference between a strong essay and a weak essay, and that’s an idea. A
(idea + insight) as it relates to characterization. Next, you will support your thesis with
a line of reasoning and evidence. Finally, you will learn the important step of writing
weak essay might only discuss a topic or might make a vague assertion about a work
commentary that explains your evidence by linking it to your reason or topic sentence.
of literature. For instance, Edgar Allan Poe draws on literary elements such
as symbols, allusions, and images in his story, “Masque of the Red Death.” YOUR ASSIGNMENT
A strong essay will express an interesting idea about that topic, which will Choose a text from Unit 3 or one that your teacher has assigned. Then, write a literary
argument that analyzes a character and conveys an interpretation of the work. Sup-
fuel the literary argument. For instance, Edgar Allan Poe’s “Masque of the port your thesis with evidence from the text.
Red Death” employs symbols, allusions, and images to reveal that humans Your argument should interpret a literary work and include the following:
cannot escape the inevitability of death. Throughout this book, we have • An introduction that identifies the title, author, context, and character
• A thesis statement with a claim that conveys an interpretation (a unifying idea +
emphasized the importance of moving beyond summarizing a work to insight about that idea) Composition Workshop ■ Writing about Character 385
having a perspective on how to interpret that work, and that emphasis can • A line of reasoning that justifies the interpretation in the claim
• Relevant textual evidence that supports the line of reasoning
be found in the composition workshops as well. Potential Subjects
• Commentary that links the evidence to the unifying idea in the line of reasoning
384 • A character who is driven by a selfish or immoral motive COMPOSITION WORKSHOP
• A character who demonstrates growth or maturity 193
Composition Workshop ■ Writing about Tone
Authentic writing assignments give students Composition Workshop ■ Writing about Tone t h e r c h a 185 c t e r i n t h e s t o r y o r p l a y
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• A character who contrasts with another character in the story or play
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• A character who commits an evil act
a reason to write Student Model: Writing about Tone
Review the following student model to observe how the thesis statement, line of
• The structure of the text • A character who rebels against society COMPOSITION WORKSHOP 23/09/22 10:49 AM
04_williamlit1e_46174_ch03_208_415.indd 384
You will also notice that the composition workshops are reasoning, and evidence work together to convey an interpretation of the literary COMPOSITION WORKSHOP
• A character who suffers from illness or disease
• Shifts in tone
argument.
• Complexity of tone, perspectives, or ideas
where we incorporate writing about literary elements. All • A character who must respond to temptation
• A character who makes a sacrifice
• Literary techniques
assignments in the composition workshops present students Escaping Expectations
You must have a line of reasoning for your literary argument; however, you
Sophia Amstalden
with a writing concept similar to those they might find on Explaining Complexity
may choose whether to preview this line of reasoning within your thesis statement.
To analyze the complexity of a character, you should consider the conflicts and
Review the following templates that may help you write your thesis statement.
Question 3 (Literary Argument) on the AP® Exam. These May Swenson recognizes how societal pressures burden her into hiding
tensions that the character faces within the text. In some cases, the character
contrasts with one or more other characters, or even with the society in which the
workshops set up an authentic process-writing experience as her true playful, childish nature as a young girl as she looks at a memory thesis statement with
character lives. Conflict is also possible within a single character if that character’s
of her playing outside and embodying the freedom of a horse. In “The
behavior contrasts with his or her inner thoughts or values (e.g., a woman who
students develop the skill of writing longer literary analyses. WRITING A THESIS FOR ANALYSIS OF TONE interpretation
Centaur,” through a shift in tone from carefree to judgmental developed by
abandons a dream for a domestic obligation, a soldier who must obey a direct
poetic devices, May Swenson depicts the freedom her younger self felt idea: freedom
order even though he may find it immoral).
In [title of work], the author conveys a [adjective]
Template 1: playing as a horse in a tone that shifts and becomes more reserved under insight: humans
When these types of conflict are present, you should examine the nature of
Student voices matter Thesis connects tone to the idea and previews tone using [literary technique] and [literary desire freedom
the judging eyes of her mother, who represents the societal norms placed
technique], in order to reveal that [unifying idea
the conflict or tension and consider what the author wishes to reveal through the
the line of reasoning.
tone: shifts from
on girls from a young age to be good-mannered and composed.
+ insight].
incongruity. External and internal conflicts shed light on these tensions within the
Through metaphors and similes in the first several stanzas of the
In the composition workshops, we include a student Template 2: poem, the girl explores her freedom when she is alone in the yard, carefree to reserved
In [title of work], the author/speaker/narrator
character. By exploring those internal tensions, close readers can identify the val-
claim: societal
conveys a [adjective] tone to reveal that [unifying
Thesis connects tone to the idea and insight.
ues and motivations of a character and arrive at an interpretation of the text. This is
exemplar of literary argumentation, intended to illustrate depicting the persona of the adventurous and playful nature of youth. expectations for girls
idea + insight].
especially true of dynamic characters who come to a realization as a result of tensions
impede their freedom
the assignment. Each student sample has been annotated to May Swenson’s younger self becomes the perspective of the audience topic sentence:
Template 3:
In [title of work], the author/speaker/narrator shifts
or conflicts.
through her poem. By following her as she uses her “brother’s jack knife”
from a [adjective] to a [adjective] tone to illustrate
Finally, by closely studying a character’s appearance, actions, interactions,
freedom associated
Thesis reveals complexity in tone and connects
highlight the ski lls of the unit. to the idea. to “cut [herself] a long limber horse,” the audience understands her with the playfulness
that [unifying idea + insight].
speech, emotions, and inner thoughts, you can explore how the character changes
playful nature. She cuts herself a horse which symbolizes her freedom of youth
and what those changes reveal. Here are some questions to help you dig a little
and carefree nature as she plays outside, but her attention to detail as
deeper into character complexity:
she makes her toy shows how these moments of freedom have great
• What conflicts or tensions does the character experience in the story?
Good models create good writers importance to her. The detail of her brother’s knife depicts how she has
importance to her. The detail of her brother’s knife depicts how she has
to use a boy’s object to create this free world she can play in, as this
to use a boy’s object to create this free world she can play in, as this
LITERARY ARGUMENTATION • What does the character’s reaction to the conflict or tension reveal about
evidence: figurative
® SKILLS
the character’s values?
Students develop their writing following AP PRACTICE Developing a Thesis Statement for Tone language illustrates
playful and rambunctious nature is more closely associated with little
playful and rambunctious nature is more closely associated with little
Analysis
boys. She embodies the freedom the horse represents as her head
boys. She embodies the freedom the horse represents as her head
the joy from freedom
• How does the character change (in appearance, behavior, speech, or
a process that helps them practice and becomes “shaped like a horse” and her hair is “like a mane of a horse in found outside the
thinking) within the story?
becomes “shaped like a horse” and her hair is “like a mane of a horse in
apply the same skills they developed in the Record the unifying idea and insight of the text you are analyzing in the following home
the wind.” These similes show her transformation into a creature that is
the wind.” These similes show her transformation into a creature that is
• What does the character’s change reveal about his or her values?
graphic organizer. Next, using the thesis templates as a guide, write a defensible
wild and free, roaming where she wants and playing however she sees fit.
wild and free, roaming where she wants and playing however she sees fit.
• What other characters contrast the character, and how are their values at odds?
reading workshops for the unit. Through thesis statement. You may choose whether or not to preview your line of
She is not confined by any societal ideas of how she should play with tea
She is not confined by any societal ideas of how she should play with tea
• How does the character’s behavior contrast with the character’s thoughts or
reasoning.
sets or dollhouses, she is free of all judgment to explore her youth and
sets or dollhouses, she is free of all judgment to explore her youth and
the AP® Skills Practice graphic organizers, Developing a Defensible Thesis Statement for Literary Argument
values?
childhood. The wind is also representative of freedom as it twists and
childhood. The wind is also representative of freedom as it twists and
students learn to write interpretive thesis Topic Claim Set a Purpose for Reading
moves anyway and anywhere it wants. It is again referenced as “the wind
moves anyway and anywhere it wants. It is again referenced as “the wind
twanged in [her] mane.” The sense of freedom that the wind represents
twanged in [her] mane.” The sense of freedom that the wind represents
Insight
statements with a claim, develop a line Title, Author, and Focus Unifying Idea + As you review your selected text for your analysis, you must first select a character
(author choices)
calls her and she allows herself to roam free for a short while until she has
of reasoning, find relevant and sufficient to return home. The tone of carefree youth is exemplified through the
(or characters) to analyze. As you have already learned throughout the reading
poetic devices used to depict this young girl’s adventures playing horse.
textual evidence, generate insightful
commentary, and tailor their language and
style for a specific audience and purpose. 04_williamlit1e_46174_ch03_208_415.indd 385 23/09/22 10:49 AM
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Welcome to Ideas in Literature TE-xv
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