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activity Providing Peer Feedback for Revision through the light quiver of ash-leaves, the But Lily, though her attitude was as calm as his, 1
1
was throbbing inwardly with a rush of thoughts.
country unrolled itself in pastoral distances. . . .
Carefully read the student sample essay on “Girl” and answer the following questions Lily had no real intimacy with nature, but There were in her at the moment two beings, DIFFERENTIA TION chapter 1
DIFFERENTIATION
for revision. she had a passion for the appropriate and could one drawing deep breaths of freedom and
Inquir
Questions for Revision be keenly sensitive to a scene which was the exhilaration, the other gasping for air in a little Inquiry y
Ask students to consider the symbolic
1. What is the greatest strength of this literary interpretation? Why? fitting background of her own sensations. The black prison-house of fears. But gradually the Ask students to consider the symbolic
s name, especially in the
landscape outspread below her seemed an captive’s gasps grew fainter, or the other paid Section 2 / Culminating Activity significance of Lily’s name, especially in the
significance of Lily’
2. In what ways is the thesis strong enough to preview and sustain the argument? How enlargement of her present mood, and she less heed to them: the horizon expanded, the air
context of the setting. What is the definition
might it be improved? context of the setting. What is the definition
of a lily
found something of herself in its calmness, its grew stronger, and the free spirit quivered for of a lily, what kinds of associations are
, what kinds of associations ar
e
3. Which paragraph do you think has the most persuasive analysis? Why? breadth, its long free reaches. On the nearer flight. made with lilies, and at which events
made with lilies, and at which events
Analyzing Short Fiction
4. What is one place where the writer incorporates textual evidence well and provides slopes the sugar-maples wavered like pyres of She could not herself have explained the might lilies be used? Ask students to
might lilies be used? Ask students to
effective commentary? light; lower down was a massing of grey sense of buoyancy which seemed to lift and then consider how this information may
then consider how this information may
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
5. Where does the writer’s textual evidence and commentary need more development? orchards, and here and there the lingering green swing her above the sun-suffused world at her contribute to Lily’s complex emotional
contribute to Lily’
s complex emotional
Explain why the additions would improve the clarity and persuasiveness of the of an oak-grove. Two or three red farm-houses feet. Was it love, she wondered, or a mere attitude.
attitude.
argument. dozed under the apple-trees, and the white fortuitous combination of happy thoughts and
6. To what extent does the concluding paragraph answer the “so what?” question wooden spire of a village church showed beyond sensations? How much of it was owing to the
about the student’s interpretation of the story? How might that paragraph be the shoulder of the hill; while far below, in a spell of the perfect afternoon, the scent of the
improved to leave a lasting impression? haze of dust, the high-road ran between the fading woods, the thought of the dullness she CLOSE READING
fields. had fled from? Lily had no definite experience Ask students to consider the following
Ask students to consider the following
section:
“Let us sit here,” Selden suggested, as they by which to test the quality of her feelings. She section:
reached an open ledge of rock above which the had several times been in love with fortunes or But Lily, though her attitude was as calm
careers, but only once with a man. . . . If Lily
section 2 / culminating activity beeches rose steeply between mossy boulders. 5 recalled this early emotion it was not to compare as his, was throbbing inwardly with a
Lily dropped down on the rock, glowing with
rush of thoughts. There were in her at
her long climb. She sat quiet, her lips parted by it with that which now possessed her; the only the moment two beings, one drawing
®
Crafting an AP Prose Fiction Analysis Essay the stress of the ascent, her eyes wandering point of comparison was the sense of lightness, deep breaths of freedom and exhilara-
peacefully over the broken ranges of the of emancipation, which she remembered tion, the other gasping for air in a little
The following question refers to an excerpt from Edith Wharton’s The House of Mirth, landscape. Selden stretched himself on the grass feeling, in the whirl of a waltz or the seclusion of
published in 1905. In this passage, Lily Bart, a woman determined to ensure her position black prison-house of fears. But grad-
in upper-class society by marrying a wealthy man, is meeting with Lawrence Selden, an at her feet, tilting his hat against the level a conservatory, during the brief course of her ually the captive’s gasps grew fainter,
intellectual with modest resources. Read the passage carefully. Then, in a well-written sun-rays, and clasping his hands behind his youthful romance. She had not known again till or the other paid less heed to them: the
essay, analyze how Wharton uses literary elements and techniques to depict Lily’s head, which rested against the side of the rock. today that lightness, that glow of freedom; but horizon expanded, the air grew stronger,
complex and conflicting emotions about her relationship with Selden. He had no wish to make her talk; her now it was something more than a blind groping and the free spirit quivered for flight.
quick-breathing silence seemed a part of the of the blood. The peculiar charm of her feeling Y ou may wish to ask students to cir cle
You may wish to ask students to circle
general hush and harmony of things. In his own for Selden was that she understood it; she could binary oppositions that suggest tension
binary oppositions that suggest tension
mind there was only a lazy sense of pleasure, put her finger on every link of the chain that was
using two different marker colors. For
from The House of Mirth using two dif fer ent marker colors. For
veiling the sharp edges of sensation as the drawing them together. example, “freedom” vs. “prison-house
eedom” vs. “prison-house
example, “fr
Edith Wharton September haze veiled the scene at their feet. 1905 of fears.” Then ask them to draw a line
of fears.” Then ask them to draw a line
to other words that are connected to the
The afternoon was perfect. A deeper stillness air grew lighter, and ascending the long slopes to other wor ds that ar e connected to the
ds using the same color coding.
wor
possessed the air, and the glitter of the American beyond the high-road, Lily and her companion words using the same color coding.
autumn was tempered by a haze which diffused reached a zone of lingering summer. The path
the brightness without dulling it. wound across a meadow with scattered trees;
In the woody hollows of the park there was then it dipped into a lane plumed with asters
already a faint chill; but as the ground rose the and purpling sprays of bramble, whence,
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chapter 1 / Culminating Activity 49

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