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    30 views16 pages

    Set Speech Explication

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    Jasmine Liu
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    © All Rights Reserved
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    (ContegeBoard Advanced Placement Program AP® English Literature and Composition 2009 Free-Response Questions The College Board "The College Board ia notfor-profit membership association whose isin so connect students to college succes and ‘opportunity. Founded in 1900, the association s composed of more than 3,600 schools, colleges, universities snd other educational organizations Fach year the Cilege Board serves eeven milion stdents nd thir parents, 23,00 highschool and 3,800 colleges through major programs and sevice in college eadnes, college admissions, guidance, sessment financial td, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT® and the Advanced cement Progam’ (AP®) The College Boards const to the principles of excellence and equity and thet commitment is embodied inal ofits programs, services activites and concerns. {© 2009 The College Board, Al sights reserved. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo ae registered trademarks ofthe College Board, PSAT/NMSOT is azegstred trademark ofthe College Board and National Mert Scholarship Corporation Permission to use copyrighted College Board materials may be requested online a wvew.collegeboard.comvinguirylebpermic htm ‘Visit the College Board on the Web: wwvcollegeboard.com. AP Centra isthe official online home for the AP Progeam: apcenteal.collegeboard.com, 2009 AP® ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS ENGLISH LITERATURE AND COMPOSITION SECTION Total time—2 hours ‘Question 1 (Suggested time—40 minutes. This question counts as one-third of the total essay section score.) In the following speech from Shakespeare's play Henry VIII, Cardinal Wolsey considers his sudden downfall from his position as advisor to the king. Spokesmen for the king have just left Wolsey alone on stage. Read the speech carefully, Then write a well-organized essay in which you analyze how Shakespeare uses elements such as allusion, figurative language, and tone to convey Wolsey’s complex response to his dismissal from court So farewell—to the little good you bear me. Farewell? a long farewell to all my greatness! This isthe state of man: to-day he puts forth ‘une The tender leaves of hopes, to-morrow blossoms, ‘5 And beats his blushing honors thick upon him; ‘The third day comes a frost, a killing frost ‘And when he thinks, good easy man, full surely His greatness is a-ripening, nips his root, ‘And then he falls as I do. Ihave ventur'd, 10 Like little wanton boys that swim on bladders.’ This many summers in a ea of glory But far beyond my depth. My high-blown pride ‘At length broke under me, and now has left me, Weary and old with service, to the mercy 15. Of a rude stream that must for ever hide me. ‘Vain pomp and glory ofthis world, Thate yet 1 gel my heart new open’d. O how wretched Is that poor man that hangs on princes’ favors! ‘There i, betwixt that smile we would aspire to, 20 That sweet aspect of princes, and their ruin, More pangs and fears than wars or women have; ‘And when he falls, he falls like Lucifer,? Never to hope again. * ses sace 2 satan, the fllen angel © 2008 The College Board. Al rights reserved. Visit the College Board on the Web: www.collegcboard.com. GO ON TO THE NEXT PAGE. 2 AP® ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES Question 1 (Shakespeare's Henry VIII, Cardinal Wolsey's Speech) ‘The score reflects the quality of the essay as a whole—its content, its style, its mechanics. Students are rewarded for what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score, In no case may a poorly written essay be scored higher than a 3. 9-8 These essays offer a persuasive analysis of Shakespeare's use of literary elements to convey Wolsey's complex response to his dismissal from court. The essays offer a range of interpretations; they provide convincing readings of Wolsey's complex response, Shakespeare's use of literary devices, and the relationship between the two. They demonstrate consistent and effective control over the elements of composition in language appropriate to the analysis of poetic speech. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in thelr analysis and demonstrate writing that is clear and sophisticated, and in the case of an essay eamning a 9, especially persuasive 7-6 These competent essays offer a reasonable analysis of Shakespeare's use of literary elements to convey Wolsey’s complex response to his dismissal. They are less thorough or less precise in their discussion of Walsey's response and Shakespeare's use of literary techniques, and theit analysis of the relationship between the two is less convincing. These essays demonstrate the student's ability to express ideas clearly with references to the text, although they do not exhibit the same level of effective writing as essays in the 8-8 scoring range. While essays scored 7-6 are generally well written, those scored a 7 demonstrate more sophistication in both substance and style. 5 These essays may respond to the assigned task with a plausible reading of Shakespeare's use of literary elements to convey Wolsey's response, but they may be superficial in their analysis of the speech. They often rely on paraphrase, but paraphrase that contains some analysis, implicit or explicit. Their analysis of Wolsey’s response or Shakespeare's techniques may be vague, formulaic, or minimally supported by references to the text, There may be minor misinterpretations of the speech, The essays demonstrate some control of language, but the writing may be marred by surface errors. These essays are not as well conceived, organized, or developed as those in the 7-6 ange. 4-3 These lower-half essays fail to offer an adequate analysis of the speech. The analysis may be partial, unconvincing, or ixrelevant, or may ignore the complexity of Wolsey's response or Shakespeare's use of techniques. Evidence from the speech 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 3 may contain significant misreading and/or demonstrate incompatent writing, 2-1 These essays compound the weaknesses of those in the 4-2 range. Although some attempt has been made to respond to the prompt, assertions are presented with litle clarity, organization, ot support from the speech. The essays may contain serious errors in grammer and mechanics. They may offer a complete misreading or be unaccoptably brief. Essays scored @ 1 contain little coherent Giscussion of the speech. © These essays do no more than make a reference to the task. — These essays are either left blank or are completely off topic. © 2009 The College Board. All sights resorved, ‘Visit the College Board on the Web: www colageboard com. Write in the box the number of the question you are answering ‘on this page as it is designated in the exam. (© 2009'Tne Collage Board. All ights reserved ‘sit the Collage Board on the Web: wr collegeboard, comm. ] Writ in the box the number ofthe question you are answering // con this page as it is designated inthe exarn ‘ach 4 dicweséal of \nblsov, 1S Covel andl Ly Placheg be. Soitnd, BoOnlat Bnd Lesh OF Lithia. ved) chon, Shalestxnre vetted Wale her DM a AMO TOW 770i [ava Shpbegaeace ala es BLM. hapnpe 2 Shh hem MESIC (ny UAE. ine Wey Sata, the. dapel who Fell eA ak Cad ol jin Ha a een The (© 2009 The College Board. All ights reserves, Vist the Collage Board on the Web: wwrw-colegeboard com, ‘Woe in the box the numberof the question you are ane weriig | IA on this page as it is designated in the exam. Tire. belutdey the tyne, lhe chagpe hifitsnass anol hepovessnags wi ies “ine Chalten’ 0 Yb ol) oy i inpeleays hs wihtal deper— labs Uf 1D Bol Sol fly Than.gh WS Qacye shalepnae 1H). CucNonk repdierh dhs Ae} Aon, Nae hne, J PIeapere. ler TOYS td a Chay 1D Ws dams 34 7th hostile dnd decir Wolsey see reed the shrinnth of hes au 2 (ONES HY The Cali), Wal ibe anf 4 Ze8 ld oe $_ Gio We yee. Tale7s (© 2009 The College Bomrd. All rights reserved Visit the College Board on the Web: www colegeboard.com Write in the box the number ofthe question you are answering ‘on this page as its designated in the exam, a4 (© 2009 The College Bcerd. All righta reserved ‘Visit the College Board on the Web: warw-colegeboard com. ‘Write inthe box the number of the question you are answering i 1 /8 an this page as it is designated inthe exam. 13 Ta. Hus speect frome Shakes psoe’S Heary VIC, Cecdinal Wolsay ~Sponds +o hes Vebth. ee phileseplical, dismissah Prom court Bloquent despatr, He blanes Runa tartare his own pacde and the dangers of _ambitinn late the Cee furs Pave sli Bion all too jue Rimself ond the outside world. reali Zation . the dackwess Beginning with a somber dana. sack Ramself te a Pallere sober magathsconee — unti 1, atk [Guat ds je at its. tol, Melson “tompaee oe T anced. — The Cardinal reacts +o his dus maissok, isin, philosophical pki th solemn 2-2 ceazetion bow +e nate Bum Lifes hope and hucd work » tempest to “tender Lees” ancl oheerer “Hs “blossons’ ee line 4 fal to Rat, Thes “a Killing Fret " ( Ine CG) etthest lacteodel metaphor ¢omoaning te Fruits ft famme dee ek oe bemins the speck berwtfue | sacluess. Wolsey mit ew delice te, xatenat = et sees fist the Untnesae implications of fis Situation anh et First blames, no ome fer it tee ting existence. As the Speech. prognsses Welsey _reutizes Pes t ol Gow. pact ja. furs dowe Ree tad blames Aus —> (© 2009 The Collage Board. Allright reserved ‘Visit the College Board on the Vieb: www. colegeboatd.om. 8 4 | Write inthe box the number ofthe question you are ancwering, ae 3- =o ‘on this page as itis designated in the exam. ow peice, Ne codtcs onset Rem fis behenioe ike that of “LHe wanton bey, that Stacie id ee Sen ok shea, “(Lies 1o-il), Probing deeper, the Cardined evs apa Aimself as “Tk Child | os he simi _illustintes who Res iSeum. nc "Rie ket Phe da Chine 12). Ne tess xsponsibili, to Rey * Reh — blow mide” C Lene 1%) ae thet fh Res Drona fig domefulis upon ves el. WHR Hus cathartic entiautin, Comes & torm ct anqer , ot Kesaselt’ aack the woeld . Wolsey cums“ the ‘Vaiw pomp anc along & te world Site Bie, apestapke wo Line 12, He lashes out ect the world ot eourt fe. Bos beaw Goel te ene Behind cain Seip aeage opel cc tees he ee eee faaea (Line 1%), “wmetenet * (bine 0%), pete thene ore Met pangs Hoes wes Or omer hang.” Cf tthe allitemsttar. Lome be one ee ar im Maqnifituree f ‘ opti, Lines — oe) ie '© 2009 The College Boar. Al rights reserved Visit the College Board on the Web ww colageboatd oom, of Swine or women" mood ty te kine. se Wolsents Write in the box the number of the question you are answering. on this page as itis designated in the exam. [ee we ia Back, thrayhact tals metth the cae dean Comper ing fies Ree to thet & Aucthe Chine 22)" “Kut delog seo, fe beth aeknowkdees hes obits “Taner hes Sage any ca at tf, owe hulmin circus tances tact fen lock im te Eee toh u (fine 23). ae 1 lashes ouch 2000 The College Board. All sights reserved, ‘sit the College Bosra on the Vleb: ww eolegeboatd.com. ide is bes ae eon cence ee eee ere cntis page setisdedgnatdintiecem = | Queshon 2 ye, “This 2cerpr from. veny Vill, oy Willian Shakespeare, iy, i ely \ Fes after hi 0 m WMS posit OdVisoy 4 ne king SViGKespeare makes tne, P undu ie aver", woisey sows how Hagiie mops OL Ut W Wing “Vlossone" Ws shows how eve ALAM GQ COME (uit: He 1S AEMONSIEING tree AMT NGIVee oy Khe Wopefi moun ad We one h a WO. WOSEY aoe D SOU Man ea (Ss Qi i i cL_of We Young mon ano his dyeams. Te nevr sence 1S 0 Dimplex Mange housevey. woltey _—_ © 2008 The Colage Board Allright reserved Visit the Colege Board on the Wb: www eolageboard com, on this page ais designated inthe exam. SONS ME YAsses and ye Ends 10. iy prose” 23 Wes. This Yepert ana Kae On voy OP one can we *D 0 manysne pitey uncaring Fiosr eR Ws i wi 1S irude diel NOF & ee sudden nd Ais “nian iornKe under me"Uine 13): THIS personacation oF IS Now _saued is. alse implies Nat 400 much confidence w oneswe can lead A0_ Ones dourfOi1; Milule, is BEE iNevitaule. Wolsey QBes con NW AY Saying: Wiis oid age oO} [s io ne QUaIMs 1" \VOIn poy and cory... | hale ve! "line He). ms persenih canon of pomyand Gorn is varhey(ronic we ca SL HEAWOILY Woe ones, OVO confident nd ne qcsuvéd in We Court oF Yhe Ving . a Wis stokment ne “pomp afd glows" Ore mere pnorr ue é \S7 most he. - Tus. (2 _ uso shows feos 4DWOrd OW who are ester off Yan nim: Wolsey again epzaks OF WIS Jose pit Yen states Now many yeople ywoulct love a> see Me fa oF: tne King, and in a Venger fone gt (ica, " tar _ Sider aspect -- when ne cals, Ne FOUS ike Lucitey —_ queso 4. Winx unter fDgqwion Owe anmeng 47, pee ee {© 2008 The Cabiage Board All rights reserved Visit the College Board on the Web, win collegsboard com, AP® ENGLISH LITERATURE AND COMPOSITION 2009 SCORING COMMENTARY Question 1 Overview This question asked students to read carefully a passage from Shakespeare's play Henry VIll and to write a well-organized essay analyzing Shakespeare's use ofliterary techniques to convey Cardinal Wolsey’s complex response to his dismissal from court, Although the passage is not technically a poem but rather a poetic passage from a play, it contains poetic language and techniques; these include allusion, figurative language, and tone, which the prompt invited students to consider as examples. In its phrasing, the question asked students to analyze Woley’s complex response to his sudden downfall from his position as advisor to the king. With the word “complex,” the question encouraged students to see ‘more than one dimension of thought and feeling in the speech, including potentially contradictory or conflicting responses. It asked students to connect content and technique: not only what Wolsey thinks and feels, but also how the playwright represents those complex responses through the use of literary elements, Sample: 14 Score: 9 ‘The student perceptively develops the premise that Shakespeare employs poetic devices to authentically portray the range of emotions Wolsey feels when he leams of his dismissal. The essay persuasively catalogs Wolsey’s many spontaneous emotions, citing, for instance, Shakespeare's use of metaphor to convey Wolsey's anger (“He uses the metaphor of delicate flower to represent Wolsey's spirit ... putting out ‘the tender leaves ofhopes,’ then blooming, only to be struck by a ‘killing frost.’ .. By placing the sprouting, blooming, and death of the flower within a three-day span, Shakespeare reflect’s [sic] Wolsey’s anger at how suddenly he fell fom favor”) and Shakespeare's manipulation of tone to convey the complexity of | Wolsey’s reaction (‘This tone reveals Wolsey’s hostility, his first reaction. ... [Ajfterwards his speech shifts toa tone ofhopelessness and despair... . [Hlis initial anger gives way to sadness and selfpity. Through this change, Shakespeare reflects that emotional reactions are often multisaceted."). Overall, the essay provides convincing support for the claim that Wolsey’s speech realistically portrays “the range of feelings people often undergo when reeling ftom an unexpected disappointment.” The thin development of the simile referencing Satan in the third paragraph and minor lapses in phrasing (“hostility and despair of Wolsey's reaction”; “shock ofhis dismissal as the king’s advisor”) are evidence that essays that received a score of 9 did not have to be flawless. Sample: IB Score: 6 The introduction—compelling in its claim that Woley’s speech amounts to a “philosophical, eloquent

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