AP English Language

✍️ AP Lang 1-hour Cram Makeup Finale

Last-Minute Q+A with Kevin Steinhauser

✍️ AP Lang 5-hour Cram Finale

AP Language Cram Finale Review Trivia

In my previous two blogs, it sounds like I have listed a truckload of seemingly insurmountable hurdles to jump before a teacher can teach a classic text in the modern classroom. Maybe so – seems like a truckload for sure. 

Yet, if the truckload hasn’t deterred me, and I am still interested in tackling the classic, the next question I have to answer would be: 

For a teacher to find a classic he or she truly loves, then to study it backward and forward, and then to create engaging lessons that bring the ancient text to life – that requires more time than just about any modern teacher has. 

Plus, the time it takes to teach a book like that – a teacher has to be prepared to dedicate a significant portion of his or her semester to this one book. Few teachers are willing to devote that kind of time to one text, and some experts advocate reading excerpts from many different books instead – a teasing or tasting for the students instead of feasting on one text.  

All of these are valid considerations, and a teacher would probably need to make his or her peace with the reality of the workload and time a classic novel takes to be successful before he or she starts planning the instruction.  

After all that work, though, what is the payoff? Why would anyone put that kind of work into an old book? 

I have four reasons listed here, but there could be many more. However, rather than explaining all the reasons myself, I have included comments from some of my former students – some from this past year, some from as many as ten years ago or more. I would rather let them speak about the value of reading a classic text together - especially since they were the ones who should have learned something valuable from the instruction. 

I asked students who have connected with me on social media to tell me how they had benefited from reading classic texts such as 

 and why. For each reason I give, they will offer their explanations. All the quotations included are from my former students, and they all posted these responses on either Facebook or Instagram. 

Another student artist's interpretation of Hester Prynne. Photo courtesy of K. Camp.

The interplay between a teacher and a student when reading a classic novel together can create a bond and serve as a foundation for a deeper connection between them. In order to help my students see the relevance of a particular passage, I would often tell them stories from my life. This makes me seem more human and accessible to them, but it also encourages them to open up with their own stories. Plus, the act of thinking aloud as we read aloud means I am opening a window to my thought processes - which again, helps us to connect with each other, especially when I ask them their thought patterns as they read. 

Here is what my students had to say about classic texts building relationships: 

“The dissection and conversation over classic novels have been particularly influential on my life specifically, as the different ideals and interpretations have helped me pursue a career in teaching higher level English courses to students and hopefully inspiring the same way that past English classes and teachers have inspired me.” - Kai Sparks. 

“Even though I had always enjoyed reading before 11th grade English class, it wasn’t until that year, your class, that I fell in love with English. Through our readings of classic novels, your help through the dissection, and our class discussions, I learned so much about myself and life.” - Madison Galloway. 

“Not only did it help with the exam, it gave me a chance to read classics I had always wanted to read and to understand parts of the story I may not have on my own through classroom discussion and the introduction of outside knowledge.” - Autumn Foster. 

“The way you taught, both this book and others, really taught me just how much a teacher can actually teach you about the world and not just the subject they specialize in.” - Brianna Conwell. 

“Such a good book! One of my favorite memories from your class is all of us making our own 

Since the term “classic” almost always refers to an old book, we learn that reading the old book gives us a look into history in a way we don’t have in history class. A classic novel teaches about people’s attitudes of the time, the social status system of the day, and many other historical facts we wouldn’t learn in a history text dedicated to political and military history only – facts such as what people wore or what they ate or what people did for a living. 

In fact, my students often say that they are better able to deepen their historical analysis in AP United States History as a result of the books we have studied in AP English Language class. 

My students seemed to appreciate what they learned about history from these novels: 

“Not only is it educational, but it allows students to see history through a literary perspective as opposed to just learning history from a history book. I also believe it inspires the desire to learn more about history.” -Mirranda Figueroa. 

“I feel like classic novels are much more eye opening to the social, economic, and political issues that the authors faced. I wasn’t a history buff in high school, but I feel like I was able to picture a much more vivid image of the past by reading those books than I ever did from a history textbook.” - Margaret Anne Queen. 

“For a history nerd like myself, classic texts give me a deeper understanding of the time in which they were written. They foster a love of literature that goes beyond anything that could ever be written today.” - Allison Cantrell. 

“As a student in AP US History class, reading the classics in AP English provided intriguing contextualization for the history of our nation and culture, during some of the most profound eras in history.” - Matthew Goins. 

A classic is a classic because it has stood the proverbial test of time, and to do that, it must have something profound to say about life. The universality of the stories helps us to understand some basic truths about humans and our world. 

Below are comments from my students about how classic texts helped them understand some truth in life: 

“Aside from now being able to identify allusions in film and television to classic novels (which is pretty cool), the themes represented in some of the texts we read are not as archaic as one might think. Especially 

. I think a lot of people today might have a little less hate in their hearts if they had read that book. ...In my personal experience, I definitely feel like more of a well-rounded individual for having read the books I was taught in high school.” - Sydney Hudson. 

“I started your class thinking that because I was 16 in the modern era, those stories wouldn’t pertain to myself and my peers, but obviously I was wrong. Some of the same social issues brought up in those classics are topics that we still know and relate to all too well.” - Alena Brock. 

“Being able to explore historical concepts that are still relevant to current issues today is a critical component to student learning experiences,” says Sandrea Poole. She continues: “Studying classic novels/texts helped to broaden my exposure as a student, has helped me to teach relevancy through historical contexts as an educator, and helped me to think critically while gaining a different appreciation for literature as an individual.” 

 teaches us that people will put us down and banish us for one wrong doing, but we shouldn’t let that stop us from doing what we want to do, for what we believe in.” - Catherine Blanton. 

“Classic texts are still relevant to our society because those themes are timeless and open for interpretation.... These examples of classic literature helped me realize the tendencies of human nature and helped me as a person to see and understand more clearly the way the world functions.” - Marissa Barrera. 

“All of these classics are important because they all embrace a reminder that humans are always outgrowing social norms. Humans keep on evolving.” - Ansleigh Touchberry.  

If I can guide my students through a classic text with language they are not used to reading or speaking, then I am building their reading skills. Again, effective read-alouds will teach students how to determine word meaning from breaking down a word into its components/parts or by using context clues. 

Accompanying think-alouds can model reading strategies, such as predictions, questioning, and drawing conclusions. I can draw students’ attention to particularly effective or controversial word choice and discuss how those words create a particular tone. All of these shared reading experiences teach students how to tackle a difficult text, and they are better prepared when they confront another difficult text on their own.  

Below are ways reading a classic texts has spurred future and better reading experiences for my students:

“I enjoyed reading all of the classics so much in high school that I have even added some of them to my own personal collection. But to me, it was very beneficial because I still think back to some of the stuff you taught me about them as I read them and continue to read them.” - Hannah Byars. 

“I remember the connections we made while reading those two pieces [

] and I was able to take that knowledge into a college level course at Winthrop and develop an argument on 

“Many people think that classic novels have no place in today’s society. They’re too old to fit in, but that is completely wrong.... Hidden inside classic books are modern tales; all we have to do is just go reading.” -Catherine Blanton. 

“The skills I learned from deep rhetorical analysis to close reading, ...I was able to apply those beyond an English classroom. I am so thankful that we had the opportunity to learn from such texts, and it has made the difference in my approach to other subjects.” - Marissa Barrera. 

“Reading classic literature was very beneficial for me and helped me read and understand the older literature on the [AP] exam.” - Autumn Foster. 

The benefits of teaching a classic text are there if they are taught effectively, which takes time and effort. What does it mean to teach a classic effectively? I will discuss that question in my next blog. Hope to see you there. 

Why Bother with Teaching the Classics? 

💡 List of Rhetorical Terms and Devices

Taking AP English Language? This is a list of rhetorical terms that you should know for the exam. These terms will mostly show up on the multiple-choice section, so it’s important to be able to identify them in a work of writing, but you won’t actually have to use the device in your own writing.

In your essays, you will need to identify which devices are used and their effect on the work as a whole. Sometimes, a writer will use a device (for example: alliteration), but it doesn’t have a huge effect on the work or the writer’s argument. In that case, don't spend an entire paragraph talking about alliteration. You need to focus on what matters most, and you need to specifically show 

 these choices make the work effective, and 

the rhetorical analysis essay is an argument essay

You aren't required to use rhetorical vocabulary in your essays at all — in fact, it’s probably better if you don’t. If you force the vocabulary into your essay, you risk sounding clunky, and the vocabulary almost always leads you to switch to passive voice. Instead, just describe what is happening! (ex: The author uses imagery → The author’s vivid images). This method also ensures that you are showing how the device is contributing to the work, rather than simply identifying it.

Find the 2020 exam schedule, learn tips & tricks, and get your frequently asked questions answered on 

Fiveable's Guide to the 2020 AP Exam Updates

And, without further ado… Here are some words you should know for the AP Lang exam:

references to artistic elements or expressions within a textual work

“The Flapper” by Dorothy Parker (1922)


You might say, au contraire.Her girlish ways may make a stir,

 of flapper culture in her poem in order to support women who defied social norms and who adopted more liberal attitudes towards makeup, drinking, smoking, and sex.

Note: aesthetic is not necessarily a specific device; it is the bigger picture. An author would use a rhetorical device (e.g. imagery, allusions, etc.) to achieve a certain aesthetic.

the expression by means of symbolic fictional figures and actions of truths or generalizations about human existence

All that year the animals worked like slaves. But they were happy in their work; they grudged no effort or sacrifice, well aware that everything they did was for the benefit of themselves and those of their kind who would come after them, and not for a pack of idle, thieving human beings.

, overworked farm animals rise up against their owner and subscribe to the concepts of Animalism, which proclaims that “all men are enemies” and “all animals are comrades.” The animals, who now work “like slaves” for the “benefit of themselves and those of that their kind,” run a society that mirrors that of the Russian Revolution. Orwell’s use of animals to describe contemporary political events creates distance between his novel and his potentially incendiary critique of the rise of Communism, which makes the topic more approachable.

the repetition of the same sound at the beginning of successive words

 Ronald Reagan’s Address at the Vietnam Veteran’s Memorial (1988)

Our liberties, our values — all for which America stands — is safe today because brave men and women have been ready to face the fire at freedom's front. And we thank God for them.

 Reagan acknowledges that the veterans of the Vietnam War were prepared to “face the fire at freedom’s front.” Through his use of 

, Reagan emphasizes the soldiers’ willingness to sacrifice themselves for freedom, focusing the audience’s attention on the value of the veterans’ deeds.

a reference, explicit or implicit, to something in previous literature or history

 “I Have a Dream” by Martin Luther King, Jr. (1963)

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

 King begins his speech with both an indirect and direct 

 to Abraham Lincoln’s “Emancipation Proclamation.” The first phrase of King’s speech, “Five score years ago,” directly mirrors Lincoln’s historic speech, which opens with “four score and seven years ago.” By associating himself with a prominent figure in the fight against injustice, King implies that he shares Lincoln’s values and establishes a sympathetic relationship with his audience.

a word, phrase, or sentence whose meaning can be interpreted in more than one way

Exhaustion was pressing upon and overpowering her.

"Good-by— because I love you." He did not know; he did not understand. He would never understand. Perhaps Doctor Mandelet would have understood if she had seen him — but it was too late; the shore was far behind her. And her strength was gone.

, Edna lends herself to the tide with the vague last words, “good-by— because I love you,” leaving Victor to question whether her death was intentional. Chopin’s use of 

 to depict Enda’s death illustrates Victor’s lack of closure and his feeling of utter helplessness and confusion as he watches his loved one, both physically and metaphorically, swept away by the current.

an extended comparison between two things/instances/people etc. that share some similarity to make a point

 “What True Education Should Do” by Sydney J. Harris (1994)

Pupils are more like oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the riches within. There are pearls in each of us, if only we knew how to cultivate them with ardor and persistence.

 Harris compares students to oysters whom we should help “open and reveal the riches within.” Through her 

, Harris establishes a basis on which readers can shift their perspective. Rather than simply listing specific traits of students, Harris helps her readers change their perception of how students should be treated, and gives readers a concrete and memorable lense through which readers should view the classroom.

repetition of the same word or group of words at the beginning of successive clauses, sentences, or lines

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

 King repeats the phrase, “I have a dream” to emphasize his vision for racial equality in the United States. By employing 

 to underscore his beliefs, King connects his ideas with a common motif, helping his audience follow his speech and make it more memorable. King thus invites his audience to share in his “dream,” as he reminds them that it is their dreams for a more equal future that unite their movement.

a usually short narrative of an interesting, amusing, or biographical incident

 “Gender Equality is Your Issue Too” by Emma Watson (2014)

Rhetorical Devices in AP English Language

Now that I have stepped out on the ledge that is the endorsement of an ancient text like 

, it might be time to look at why I would take that step. My personal affinity lies with Hawthorne and always has; in fact, one might say I have an unhealthy obsession with him (or the person I imagine him to have been), but never would I advocate for every 11th grade ELA teacher in America to teach his work.

Even when the teachers in our district get together to talk about common texts for our students, I try to back away from acting too much like the cheerleader for my favorite romantic writer. Not like I have to try too hard – everyone knows how I feel anyway. I love 

, and it works in my classroom because I love it, but for it to work in any classroom, a few realities have to be in place. So even as I advocate for choice for students and their independent reading, I advocate for choice for teachers when selecting a whole-class text.

What makes a classic text work in the modern classroom? 

There is little chance I would do a fantastic job teaching 

 – a decent job, maybe, but not a fantastic job. I recognize it as a definitive contender for the title of Great American Novel; I see it as the masterpiece it is, but at the risk of alienating even more readers, I must confess that I just don’t enjoy reading it over and over again. I totally place it on the altar of worthy and legendary art where it belongs, but Twain’s irony exhausts me. I simply get tired of the smarty pants tone that exudes nearly every line. So, I don’t teach it – not because it is not worthy but because I cannot do it justice in my classroom. 

Love for the text itself is a key indicator of whether a teacher will be able to make the classic work in the modern classroom. Because I love 

, because I love Hester and all she stands for, and because I love Hawthorne’s tortured and conflicting messages about love, guilt, and revenge, I don’t mind putting in the work to make the book relevant and accessible to my students - and work is quite the understatement.

Only out of love would I spend an entire day in Salem, Massachusetts, during my week-long vacation in Boston, so that I could visit the custom house where Hawthorne wrote the novel, take photos of his quill and desk to show my students, and then buy a shirt with a red ‘A’ on the chest and a quote on the back just so I can wear it when we read 

 in class. Only out of love would I collect an album’s worth of songs that relate to different moments of the story - just so that I could have an eclectic playlist to punctuate those magical moments in the classroom. Plus, analyzing the songs is a great way to bridge the time warp between the novel and my students. 

Only out of love would I save boxes and boxes of student art work to use as illustration of that one difficult or exciting scene – like the ‘A’ carved into Dimmesdale’s chest portrayed on a poster in front of my room. My students look at it all year without really knowing much about it, but then, as we read 

 together, and we see Chillingworth acting much like Rumpelstiltskin when he pulls back Dimmesdale’s shirt, someone looks up at the poster and gasps. Love for this book has made me willing to search and dig and scavenge in order to create that perfect gasping moment.

And since I don’t feel that way about Huck Finn, I would dread poring back over the pages or scouring for the perfect accompaniment - because might even tempt me to compromise on the lessons. Undoubtedly, that is good for no one. So, the only way a classic is worth that kind of time and effort is if the teacher loves it. My enthusiasm for Hawthorne inevitably spills over to the students, who are much more willing to give the book a try if I am unabashedly gaga over it. One of my former students, Brianna C., posted this about her experience with 

 in my class: “This was the book that really made me fall in love with reading classic novels!! I loved the way you taught it and the ways you helped me understand it, it’s one of my favorite books to this day because of you!!”

Truly, teacher enthusiasm can be key to success in any classroom (See these articles for more info on the impact of teacher enthusiasm: 

.) For those teachers who hate Hawthorne, please leave him alone. Teach the classic that sets your soul on fire like 

 is a long book, and the language is difficult to manage. Hawthorne takes three pages to describe an image that we probably could understand in two sentences. I do not need to subject my students to his every word, nor do I need to overanalyze every chapter to exhaustive proportions. Overexposure to any text most likely will lead to frustration and exhaustion. Plus, part of the glory of a good book is that we each can relate to it on different levels for different reasons. In order to make 

 work in my classroom, I have to know how much is too much, and I have to choose my emphasis wisely. 

Yet, for every tiring description or for the drawn-out teasing Hawthorne seemingly enjoys, there are moments of pure magic – moments where the story and characters are so real that we clutch our own hearts as Dimmesdale does. Other moments could arise - like the ones when we sit in a movie theatre. We become mesmerized by the images on the screen, which transports us to a world where we don’t even think about suspending our disbelief because we completely believe. I have to know where those moments are in the book. I have to know to stop at the moment in 

 when Hester’s eyes meet Chillingworth’s in the crowd, to act out Hester’s movement in 

 when she turns on Dimmesdale in “little less than madness,” and to watch in wonder as the meteor fades across the night sky into the face of Satan in 

I can’t teach the book effectively, I can’t make the book relevant to my students, and I can’t make productive use of class time if I don’t know the book I am teaching as intimately as I know my favorite song.  

The teacher has to have freedom in selecting the text and in how to teach the text.

I know quite well that other high school English teachers do not enjoy the freedom I have in choosing a text to teach. I have been blessed with a large store room of text options and with administration that has supported a reasonable amount of academic freedom for us, and I am very grateful for both. I am able to teach a book I love, and the other 11th grade ELA teachers in my building can choose the one they love only because we are not locked into a step-by-step, all-together-now curriculum and pacing guide (plus we have enough funds to purchase a few different options). 

If we believe the research that says students will learn better if we give them more choices and options, then would it be a logical jump to say making choices available to teachers will help them teach better? Won’t they dig deeper for the perfect lesson and show more enthusiasm when they are given some choice in the texts they use? We all know that we have standards of instruction, and we are more than aware that success on standardized assessments and teacher evaluations rests on how well we teach those standards.

Photo courtesy of Brianna’s post about reading THE SCARLET LETTER in class.

The National Council of Teachers of English (

) agrees. In their 2014 statement of Principles for Intellectual Freedom in Education, they say, “The preservation of intellectual freedom in education depends upon the fostering of democratic values in the classroom, critical thinking stances and practices among teachers and students, open inquiry methods and access to information, and the exploration of multiple points of view.”

If the question is whether or not freedom will allow some teachers to slack off, or if principals and instructional leaders need to know whether a teacher is doing a decent job within this freedom to choose, I know they can rely on any number of sources for objective data to evaluate progress. I don’t know many teachers whose students are not subject to regular benchmark tests and skills assessments all year long.

And here’s an idea – why not visit the classrooms regularly? Meet with teachers and discuss their plans and listen to their reasoning. I can promise any principal who asks me about what my students are learning at any given point will get a solid earful. In fact, they will probably have to tell me they are late for another meeting so they can get away from my verbal avalanche about what we are learning from 

Next up on the agenda: What makes a classic text worth the effort?

Look for more comments from my former students on the next entry. Until then, read something you love – and celebrate it! 

AP English Language Exam Prep 2020

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Live Cram Sessions 2020

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Multiple Choice Questions

Free Response #1: Synthesis

Free Response #2: Rhetorical Analysis

Free Response #3: Argument

Cram Review 2019

Blogs

discussions

creators

Stephanie Kirk

Jenni MacLean

Aaron Levin

Robby May

Kristie Camp

Kevin Steinhauser

Ashly Johnston

Shawna Lynch

Ruben Rodriguez

Brandon Wu

Justin Nazario

Kathryn Howard

Caytie Tedder

Aly Williams

Samantha Himegarner

AP English Language Exam Prep 2020

browse by unit

Live Cram Sessions 2020﻿

Free Reviews 2020﻿

Multiple Choice Questions﻿

Free Response #1: Synthesis ﻿

Free Response #2: Rhetorical Analysis﻿

Free Response #3: Argument﻿

Cram Review 2019﻿

Blogs﻿

discussions

creators

Stephanie Kirk﻿

Jenni MacLean﻿

Aaron Levin﻿

Robby May﻿

Kristie Camp﻿

Kevin Steinhauser﻿

Ashly Johnston﻿

Shawna Lynch﻿

Ruben Rodriguez﻿

Brandon Wu﻿

Justin Nazario﻿

Kathryn Howard﻿

Caytie Tedder﻿

Aly Williams﻿

Samantha Himegarner﻿