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AP Literature and Composition

Literary Device Glossary Project

Part of being successful in this class and on the AP exam is being able to write and talk confidently and precisely about literature. The only way a student can do this is if they know the lingo. Students need to be able to, not only recognize when an author has made a particular decision, but also be able to communicate their findings to others.

TASK:

You are to familiarize yourself with the definitions of the provided list of literary devices. As you encounter the devices in your reading, you are to research and write glossary entries. Submit weekly entries for scoring. Keep all scored glossary entries in a safe place and you will submit them all together at the end of the term.

STANDARD:

CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

LEARNING TARGETS:

- Demonstrate an understanding of how language functions in different contexts. - Demonstrate how a knowledge of language helps to interpret a text for meaning and style - Demonstrate how a knowledge of language helps to comprehend more fully when reading.

SUBMISSION GUIDELINES: >> Remember to use academic language (e.g. complete, punctuated sentences, no slang, etc.). >> You may only submit two (2) entries per week maximum. >> You are responsible for keeping all of your literary devices once they have been graded. >> You may revise every entry one time (and submit them, together with new entries, on any Wednesday) >> Upon final submission, plagiarized entries will result in a zero (0) for the entire trimester literary device glossary assignment. >> All entries must be typed, edited, and in the correct format in order to be graded. (See below) If they are incomplete or in the wrong format they will be returned to you. Upon resubmission, they will be considered “revised.”

FORMATTING GUIDELINES:

Note: Feel free to use the template found at the following web address: goo.gl/

>> Font Size: 12-point font >> Font Style: Ariel, Times New Roman, Calibri, or Cambria >> Margins: Default (1” all sides) >> Line Spacing: Single Space >> Text Alignment: Everything is left aligned - not justified, not indented. >> Paragraph Spacing: Add a space between paragraphs and between sections. >> Header, Title Page, and Title: Do not use a header, title page, or title.

DUE DATES:

Date

1st Trimester: Submissions are due on _____________________ 2nd Trimester: Submissions are due on _____________________ 3rd Trimester: Submissions are due on ______________________

100% _____________________ _____________________ _____________________

DEVICE SELECTION GUIDELINES:

You can only use each device one time per trimester. Your entries should come from the Device Options List. You should not feel completely restricted to the list, but the words listed should represent the bulk of the entries you record. Any device that you wish to use that is not on the list should be cleared with your instructor first.

First Trimester:

You may find your examples from any source, including online.

Device Options List o o o o o o o o o o o o

Allusion Ambiguity Anaphora Antimetabole Antistrophe Apostrophe Asyndeton Colloquialism Dialect Epiphora Foil / Antithesis Foreshadowing

o o o o o o o o o o o o

Hyperbole/Overstatement Imagery In medias res Irony (Dramatic) Irony (Situational) Irony (Verbal) Jargon Juxtaposition Metaphor Metaphor (Implied) Metonymy Onomatopoeia

o o o o o o o o o o o o

Oxymoron Paradox Paralipsis Personification Polysyndeton Simile Stream-of-Consciousness Symbol Synecdoche Synesthesia Understatement (Litotes) Zeugma

Second/Third Trimester:

You must find all submissions from your reading. You may not use internet sources or books that you were assigned in school (e.g. To Kill A Mockingbird, Huck Finn, etc.) You should be ready to defend your selection, if needed.

Device Options List o o o o o o o o o o o o o

o Allusion o Anaphora o Antimetabole o Antistrophe o Apostrophe o Asyndeton o Epiphora Hyperbole / Overstatemento o In medias res o Irony (Dramatic) o Irony (Situational) Irony (Verbal) Jargon

Metonymy Onomatopoeia Paradox Paralipsis Personification Polysyndeton Stream-of-Consciousness Synecdoche Synesthesia Understatement (Litotes) Zeugma

Find these in Poetry: o o o o

Alliteration Assonance Cacophony Euphony

GLOSSARY ENTRY CONTENT: Literary criticism is based in part on the assumption that writing is a purposeful activity and that good writing is not merely a “happy accident”. In this assignment, you are trying to discover and explain the author’s purpose in employing these particular language resources at a given point in the work. How does this particular device enhance what the writer is conveying? Your glossary entries will be composed of four main section:

Identification: Assignment title, your name, and class period in the upper left. Device Name + Definition: Use the definitions found one website at Literary Devices: Definitions and Examples

or from the handout of the same name. If you don’t understand the term look it up someplace else. The most important thing is that you truly understand the definition.

Context: This sets up the text portion you are about to discuss. In other words, you need to briefly introduce the

general circumstances in your example. This does not mean you need to summarize the entire plot of a novel - just get right to it. You know you are on the right track, if you start with “In this part...”

Example Text: Author, Text Source, A quotation. Use page number after the source(s) if possible. How The Device Works In The Text: (In this section, you are writing about the text.) Discuss in clear and specific

terms exactly how the literary device contributes to the passage/poem/novel as a whole. In other words, how does the literary device reinforce and contribute to what is occurring in the larger context? Remember that merely pointing out that the literary device exists does not mean that you understand its effect on the passage as a whole. You have to be specific about its function.

Author’s Stylistic Choice: (In this section, you are writing about the author and the reader.) Of all of the language

that the author could have used to tell his or her story, why did they decide to use this specific literary device? Why didn’t they just use plainer language? What happens inside the head of a reader?

HOW THE DEVICE WORKS IN THE TEXT: The killing of Tim Johnson, the rabid dog, foreshadows the death of Tom Robinson later in the novel. The death of Tom Robinson is the supreme example of the concept of “bad things happening to good people.” The author foreshadows the death of Tom Robinson through many examples in the novel. This particular scene offers many direct parallels to Robinson’s death. One example is that neither Tom, nor the dog, had done anything wrong when they put themselves in the position to be killed. Tom was unjustly incarcerated and the dog and had been bitten by another rabid animal. Another parallel is that both Tom and the dog were insensible just before they were killed. In reporting Tom’s death to his sister, Atticus said, “They said he just broke into a blind raving charge at the fence and started climbing over.” (Lee 42) This is not normal behavior for Tom just as the dog was erratic just before death, “We could see him shiver like a horse shedding flies; his jaw opened and shut; he was alist, but he was being pulled gradually toward us.” Both were not in a normal state of mind. Also, both Tom and the dog were shot to death, at long range, with a rifle. Tom was shot by a prison guard and the dog was shot by Atticus. AUTHOR’S STYLISTIC CHOICE: Lee could have used any number of literary devices to tell her story. She chose this one because it allows the careful reader to pick up on clues in the text in order to predict a later event. Noticing the clues also builds anticipation in the mind of a reader and adds tension. Also, using the dog’s death as foreshadowing, mentally prepares the reader to accept Tom’s death.

example example

EXAMPLE TEXT: Harper Lee, To Kill A Mockingbird: “Tim Johnson was the property of Mr. Harry Johnson and was the pet of Maycomb.” (Lee 98) “He made a few hesitant steps and stopped in front of the Radley gate; then he tried to turn around, but was having difficulty.” (100) “The rifle cracked. Tim Johnson leaped, flopped over and crumpled on the sidewalk in a brownand-white heap. He didn’t know what hit him.” (100)

example

CONTEXT: In this scene, the protagonists, Jem and Scout, spot a rabid dog as it walks down the street. The housekeeper calls the children’s father, Atticus, who comes home and shoots the dog in the street. The story takes place in a small town and after the housekeeper called Atticus, she had the operator call all of the other houses on the block to warn them to stay indoors. The concept of “bad things happening to good people” is recurrent throughout the novel. The title of the novel, To Kill A Mockingbird, itself references this concept. The children learn that “shootin’ a mockingbird”, an innocent songbird, is senseless and “a sin” and should be avoided. (Lee 97)

example

FORESHADOWING: A device used to suggest what is to come in the future

example

Literary Device Glossary Steve Rogers Period 5