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specifically behavior expected of women. How might we use this as a starting point for someone you don’t like at all” and “how you smile to someone you like completely.” She 1
1
a more sophisticated and nuanced argument? reminds her daughter “how to love a man,” yet reassures her that if it doesn’t work, “don’t
Let’s first revisit the idea that interpretations are arguable — which means that any feel too bad about giving up.” Perhaps ironically, while this girl’s mother sounds as though chapter 1
interpretation you’ve developed can lead to other possibilities, too. One approach to she’s trying to assert her power over her daughter, she’s modeling, in her own way, the
deepening your interpretation is to argue with yourself, maybe even pretend to disagree power she wants her daughter to have. Thus, when she expresses shock that her daughter
with your thesis, and see where that takes you. Keep in mind, though, that the goal is might become “the kind of woman who the baker won’t let near the bread,” it’s clear that
not necessarily to abandon or reject your interpretation outright but rather to add her goal is not a compliant daughter. Paradoxically, as she seems to drown out her Section 3 / Culminating Activity
nuance to it. In a way, you’re asking, “What if . . .?” Doing this qualifies your daughter’s voice, she is actually challenging her to become a confident, self-reliant
DIFFERENTIA
TION
argument—that is, it shows you’re considering multiple ways to approach and woman. DIFFERENTIATION
Analyzing Short Fiction
ultimately interpret a text. While not everyone would agree with this interpretation, the paragraph draws on
Speaking and Listening
The original thesis presents the mother through the lens of domination, a desire to Speaking and Listening
Divide the class into two groups. One
make her daughter follow a certain path to respectability as the mother defines it. But textual evidence to support a complex reading of the mother’s behavior and language, Divide the class into two gr oups. One
and the essay writer’s commentary thoughtfully defends this line of reasoning. Kincaid
group should argue in support of the
what about that overwhelming love that we usually associate with motherhood? How gr oup should ar gue in support of the
student interpretation, and one group
does that translate into the “domination”? If you explore that question, you might start doesn’t give us a back story for the mother, nor does she offer details of the mother’s student interpr etation, and one gr oup
experiences in her earlier life. We see one glimpse in “Girl,” and an interpretation has to
gue for a dif
should ar
fer
ent interpr
etation.
to see the mother’s motivation, in telling her daughter how to become a certain kind of should argue for a different interpretation.
Give each group 10 minutes to prepare
woman, is to protect her daughter, maybe even to nurture a certain kind of be based on what we know from the narrative voice, the form of a monologue that is Give each gr oup 10 minutes to pr epar e
one long sentence, and the choices of diction and syntax. By focusing on tensions that
a 1-minute position statement which
independence. Maybe the mother herself feels the tension between wanting to offer a 1-minute position statement which
includes specific evidence fr
.
om the essay
love and protection and the urgency of telling the daughter important rules of behavior ask “what if?” rather than explaining a single motivation, this essay paragraph develops includes specific evidence from the essay.
Ask students to select a spokesperson to
into a more complex literary argument. It’s an argument that recognizes and explores
in the society where she lives. Let’s take a look at how we can adjust the original Ask students to select a spokesperson to
esent their position. Then, ask students
pr
example thesis to allow for a more nuanced view of the mother: the skill of the author, Jamaica Kincaid, to draw her readers in to consider some present their position. Then, ask students
esponding to the positions.
ns r
to take tur
unexpected possibilities. to take turns responding to the positions.
In “Girl” by Jamaica Kincaid, a mother’s dominating presence, barrage of scolding
commands, and a pattern of syntax that emphasize accepted norms and values show a
mother’s determination to mold the “girl” into traditional gender roles; a closer look,
however, reveals a protective mother’s determination to encourage her daughter’s section 3 / culminating activity TRM Rubric
independent spirit.
A rubric for this pr ompt can be found in the
A rubric for this prompt can be found in the
This revised thesis goes right to the heart of two sets of tensions in “Girl”: love vs. Developing Sophistication in an AP Prose Teacher’s Resource Materials.
Teacher’s Resource Materials.
®
domination and conformity vs. independence. Each of these tensions feels on the Fiction Analysis Essay
surface like a binary conflict where one or the other should prevail (or “win”), although
that’s rarely the case. In fact, body paragraphs that follow from this thesis would Revise the essay that you wrote on the passage from The House of Mirth by Edith DIFFERENTIATION
TION
DIFFERENTIA
analyze how the mother’s actions (and her words) embody what appear to be contrasts. Wharton (p. 48) to develop a more sophisticated line of reasoning in your interpretation.
Exploring these tensions requires a sophistication of thought about the short As you revise, focus on identifying and exploring complexities or tensions within the Scaffolding
Scaffolding
passage.
story — especially the character of the mother. Ask students to revisit the passage from
Ask students to r
evisit the passage fr
om
Here, for instance, is a possible body paragraph in an essay guided by the thesis The House of Mirth before they revise.
The House of Mirth
we’ve just discussed. © Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
Ask them to track the tone or focus
Ask them to track the tone or focus
shifts thr oughout the passage. Does the
shifts throughout the passage. Does the
Throughout the story, the mother issues stern directives that provide advice about how
tone intensify or shift completely? What
tone intensify or shift completely? What
her daughter should behave in order to take her place as a vital part of her community.
might the focus shifts indicate about
She delivers a barrage of imperative verbs of what to do and not to do: “Wash the might the focus shifts indicate about
Lily’s complex attitude? Explain that a
Lily’ s complex attitude? Explain that a
white clothes on Monday . . . cook pumpkin fritters in very hot sweet oil . . . sew on a line of reasoning that explores tension or
es tension or
line of r
easoning that explor
button . . .” — all chores requiring the conformity expected of women in the traditional
complexity can be made by articulating the
complexity can be made by articulating the
role of housekeepers and likely of wives and mothers. However, the mother also advises significance of these shifts.
significance of these shifts.
her daughter on ways to take control of her life by, for instance, knowing how to “smile to
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chapter 1 / Culminating Activity 53
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