Lesson: As is typical for an AP class, we discussed the selected literary readings. Our main focus for this class was the author's craft --- why he or she might choose a particular point of view or setting or pacing, etc. I encouraged them to look past whether they like the story, past the overall theme or impact, into whether or how the author's choices work effectively. Our aim was to evaluate the stories not as readers but as writers.
By way of example, when I listen to music, I enjoy it (or not) based simply on whether it appeals to me. If I think about it more, I might say it depends on the overall sound, especially the melody and lyric, and perhaps the mood. I usually don't hear more than that unless I make a deliberate effort. However, my husband and children who can work a soundboard and play various instruments (among them, guitar, bass, drums, piano, clarinet, mandolin, harmonica) easily hear much more than that. With their musical sensibilities more attuned, my family cannot help but hear each instrument, how it contributes to the overall sound, and how the production values affect the mix. They can appreciate the skill (or notice the lack thereof) in a musical piece, whether the style suits them or not.
Likewise, literary analysis is not about how we like a story, but, rather, how the author weaves the various literary elements into a finished composition. It is linguistic 'backwards engineering.'
Assignment:
Students were to submit their literary analysis papers for their selected short story.
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