Poetry III · ⁨詩歌 III⁩

Enduring Understanding (STR-1): The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

Learning Objective 3.C: Explain the function of structure in a text.

• STR-1.AC Ideas and images in a poem may extend beyond a single line or stanza.
• STR-1.AD Punctuation is often crucial to the understanding of a text.
• STR-1.AE When structural patterns are created in a text, any interruption in the pattern creates a point of emphasis.

Enduring Understanding (STR-1): The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

Learning Objective 3.D: Explain the function of contrasts within a text.

• STR-1.AF Juxtaposition may create or demonstrate an antithesis.
• STR-1.AG Situational or verbal irony is created when events or statements in a text are inconsistent with either the expectations readers bring to a text or the expectations established by the text itself.
• STR-1.AH Paradox occurs when seemingly contradictory elements are juxtaposed, but the contradiction—which may or may not be reconciled—can reveal a hidden or unexpected idea.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 5.B: Explain the function of specific words and phrases in a text.

• FIG-1.AG Ambiguity allows for different readings and understandings of a text by different readers.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 5.C: Identify and explain the function of a symbol.

• FIG-1.AH Symbols in a text and the way they are used may imply that a narrator, character, or speaker has a particular attitude or perspective.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 6.B: Identify and explain the function of a metaphor.

• FIG-1.AI A conceit is a form of extended metaphor that often appears in poetry. Conceits develop complex comparisons that present images, concepts, and associations in surprising or paradoxical ways.
• FIG-1.AJ Often, conceits are used to make complex comparisons between the natural world and an individual.
• FIG-1.AK Multiple comparisons, representations, or associations may combine to affect one another in complex ways.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 6.D: Identify and explain the function of an allusion.

• FIG-1.AL Because of shared knowledge about a reference, allusions create emotional or intellectual associations and understandings.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.B: Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.

• LAN-1.D A thesis statement expresses an interpretation of a literary text, and requires a defense, through use of textual evidence and a line of reasoning, both of which are explained in an essay through commentary.
• LAN-1.E A thesis statement may preview the development or line of reasoning of an interpretation. This is not to say that a thesis statement must list the points of an interpretation, literary elements to be analyzed, or specific evidence to be used in the argument.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.C: Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

• LAN-1.F A line of reasoning is the logical sequence of claims that work together to defend the overarching thesis statement.
• LAN-1.G A line of reasoning is communicated through commentary that explains the logical relationship between the overarching thesis statement and the claims/evidence within the body of an essay.
• LAN-1.U More sophisticated literary arguments may explain the significance or relevance of an interpretation within a broader context, discuss alternative interpretations of a text, or use relevant analogies to help an audience better understand an interpretation.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.D: Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

• LAN-1.H Writers use evidence strategically and purposefully to illustrate, clarify, exemplify, associate, amplify, or qualify a point.
• LAN-1.I Evidence is effective when the writer of the essay uses commentary to explain a logical relationship between the evidence and the claim.
• LAN-1.J Evidence is sufficient when its quantity and quality provide apt support for the line of reasoning.
• LAN-1.K Developing and supporting an interpretation of a text is a recursive process; an interpretation can emerge from analyzing evidence and then forming a line of reasoning, or the interpretation can emerge from forming a line of reasoning and then identifying relevant evidence to support that line of reasoning.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.E: Demonstrate control over the elements of composition to communicate clearly.

• LAN-1.W Writers must acknowledge words, ideas, images, texts, and other intellectual property of others through attribution, citation, or reference. Note: Students are not expected to use a specific attribution style (like MLA) within the timed essays on the AP Exam, but should follow such guidelines for any extended papers they develop in class through multiple revisions.