We reviewed Joshua's practice test essay analyzing a poem. We discussed how to implant critical AP words such as complex and perspective and then addressed how to incorporate certain images into the essay in order to avoid the essay appearing to summarize the poem. We then worked on tying these images into the claim. Overall, Joshua 's essay was very good and demonstrated his grasp of AP curriculum .
Today we reviewed the MCQs for practice test #2. We analyzed a difficult poem by Donne as well as a complex passage by Henry Adams. I provided explanations for questions where Joshua had difficulty ,,mostly by directing him to pay close attention to the language of the answers and by demonstrating how the correct response is often in the lines just above or below the cited lines. We discussed the AP's technical interpretation of symbols in the answers .
Today we reviewed Joshua's work on the MCQs from Practice Test 1. I provided instruction and strategy for analyzing and answering the poetry questions. I noted the importance of first reading the introductory material. I then walked Joshua through an analysis of the first poem suggesting that while he reads to make sure he can recognize the significance of metaphors, and be able to identify shifts, and the narrative tone.I further explained the correct response to questions he missed and provided suggestions for choosing the best answer.
We began our review for the May 6 AP exam today. We first reviewed Joshua's essay on Hamlet and discussed the need to formulate a thesis i.e. a debatable interpretation that addresses the overall meaning of the play. I then on the board placed a review outlining the literary elements and techniques that are on the exam: first-character, narration, plot sequence and setting. Second, the techniques that implement these elements such as : figurative language, symbolism, imagery, juxtaposition , allusion, and symbols. I elaborated on the distinction between perspective and point of view and the AP exam's focus on complexity or tensions.
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Today we concluded our analysis of Hamlet by tracing his psychological journey from a young man with a moral imperative -revenge- to a disinterested nihilist. We first reviewed Hamlet's earlier declaration that "a divinity shapes our ends, "followed by his final declaration of "let it be." We explored the significance of "let it be" in the context of disinterest or not caring. Given Hamlet's nihilistic tendencies , he concludes that values are meaningless or illusions and hence so is revenge which assumes the existence of moral values.. Joshua interestingly noted ,however, that Hamlet simultaneously is worried how posterity will view him and similarly wants to ensure that Fortinbras takes the throne.In the final analysis, we see Hamlet as one of the most complex characters in literature.
Today we examined Hamlet's search for meaning in the face of inevitable mortality. We noted how Hamlet's grappling with this issue occurs while he is in a cemetery . Joshua discussed Hamlet's initial observation that human endeavors and accomplishments are futile and meaningless as we all dissolve into dust that can be used for the most "base purposes." We then ,however, noted the symbolic significance of Hamlet's leaping into Ophelia's open grave and then arising , a type of apotheosis. Hamlet then seems to shift his view noting that "there is a Divinity that shapes our ends." We discussed how this view suggests there is a divine plan greater than fate and free will. We will finish the play this week and continue Hamlet's exploration of his purpose in life as we study his final soliloquies.
We continue to trace Hamlet's psychological journey in his soliloquies as it relates to Hamlet's oscillating commitment to revenge his father's death. We then studied the use of repetition as a literary technique ,specifically repetition of the word "shuffling." Here , again in Act IV , the King tells Laertes he can ,through trickery or "shuffling" ,be sure to slay Hamlet. We studied how trickery or shuffling relates to the motif of reality /illusion. We then discussed the death of Ophelia noting how Hamlet is a villain -hero as he is responsible thus far for 4 deaths.Last, we began Act V and studied the use of the gravediggers as comic relief ,noting how they banter about the meaning of the word"act" ,the very thing Hamlet is yet to do other than in the dramatic sense of an actor.
We analyzed Shakespeare's use of a triple foil as developed in Act IV. We first studied Hamlet's soliloquy after he encounters Fortinbras' army as evidence of Hamlet's view of Mankind- a brute in the absence of action- and his renewed view toward the need for urgent action. Here Hamlet again commits himself to immediate action. I explained how the characters act as foils or contrasts in that Hamlet and Fortinbras both have consciousness of their mortality but Fortinbras subsumes his fear by bravely confronting death even for minor cause.. Later,we studied how Laertes "rash " and emotional demand for revenge in response to his father's death also contrasts with Hamlet who struggles to subsume his thoughts to action, Last, I explained how Act IV dramatizes chaos which the tragic structure will resolve in Act V.
We explored the implications of Shakespeare's motif of seeming vs reality and of "shuffling." We reviewed how Shakespeare uses and then repeats the word "shuffling", here not meaning to mix but meaning to trick or to deceive. Joshua discussed in this context the connection between Hamlet's questioning the consequences of "shuffling off the mortal coil" and Claudius' acknowledging he can not achieve absolution because for him "there is no shuffling" or tricking God into absolution since Claudius has maintained the fruits of his crime, the crown. We further noted how Polonius' death by Hamlet marks a sudden rash but misdirected action . Last, we discussed Hamlet's harsh treatment of his mother and the appearance of the ghost of Hamlet's father. We continue to note language and metaphor similarities between this play and MacBeth .
