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activity Providing Peer Feedback for Revision
1
TRM Suggested Responses Carefully read the student sample essay on “Girl” and answer the following questions
Suggested responses to the activity on for revision.
this page can be found in the Teacher’s Questions for Revision
Resource Materials. Analyzing Short Fiction
1. What is the greatest strength of this literary interpretation? Why?
2. In what ways is the thesis strong enough to preview and sustain the argument? How
might it be improved?
3. Which paragraph do you think has the most persuasive analysis? Why?
4. What is one place where the writer incorporates textual evidence well and provides
effective commentary?
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
5. Where does the writer’s textual evidence and commentary need more development?
Explain why the additions would improve the clarity and persuasiveness of the
argument.
6. To what extent does the concluding paragraph answer the “so what?” question
about the student’s interpretation of the story? How might that paragraph be
improved to leave a lasting impression?

section 2 / culminating activity

®
TRM Rubric Crafting an AP Prose Fiction Analysis Essay
A rubric for this prompt can be found in the The following question refers to an excerpt from Edith Wharton’s The House of Mirth,
Teacher’s Resource Materials. published in 1905. In this passage, Lily Bart, a woman determined to ensure her position
in upper-class society by marrying a wealthy man, is meeting with Lawrence Selden, an
intellectual with modest resources. Read the passage carefully. Then, in a well-written
essay, analyze how Wharton uses literary elements and techniques to depict Lily’s
DIFFERENTIATION complex and conflicting emotions about her relationship with Selden.
Inquiry
Ask students to independently research the from The House of Mirth
social values Edith Wharton addresses in
her novel. What was the value placed on Edith Wharton
wealth vs. the value placed on intelligence? The afternoon was perfect. A deeper stillness air grew lighter, and ascending the long slopes
How did the gender roles of the time period possessed the air, and the glitter of the American beyond the high-road, Lily and her companion
factor into societal status? Ask students autumn was tempered by a haze which diffused reached a zone of lingering summer. The path
to share their findings with the class, the brightness without dulling it. wound across a meadow with scattered trees;
and encourage them to incorporate this In the woody hollows of the park there was
information into their understanding of the then it dipped into a lane plumed with asters
complex situation presented in the passage. already a faint chill; but as the ground rose the and purpling sprays of bramble, whence,

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TRM Annotation Handout CLOSE READING
A student handout for annotating this text can
be found in the Teacher’s Resource Materials. Ask students to divide the text into sections in
which the setting conveys a distinct mood or
atmosphere. Then, have students mark the text
in each section to indicate the words, phrases,
clauses, and images that contribute Lily’s com-
plex and conflicting emotions about her rela-
tionship with Selden.

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