How to Score a 9 on the AP Poetry Timed Write From Albert.io

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1 How to Score a 9 on the AP Poetry Timed Write From Albert.io Are you taking the AP English Literature and Composition exam? If you re taking the course or selfstudying, you know the exam is going to be tough. Of course, you want to do your best and score a five on the exam. To do well on the AP English Literature and Composition exam, you ll need to score high on the essays. For that, you ll need to write a complete, efficient essay that argues an accurate interpretation of the work under examination in the Free Response Question section. The AP English Literature and Composition exam consists of two sections, the first being a 55-question multiple choice portion worth 45% of the total test grade. This section tests your ability to read drama, verse, or prose fiction excerpts and answer questions about them. The second section worth 55% of the total score requires essay responses to three questions, demonstrating your ability to analyze literary works: a poem analysis, a prose fiction passage analysis, and a concept, issue, or element analysis of a literary work. From your course or review practices, you should know how to construct a clear, organized essay that defends a focused claim about the work under analysis. Your should structure your essay with a brief introduction that includes the thesis statement, followed by body paragraphs that further the thesis statement with detailed, well-discussed support, and a short concluding paragraph that reiterates and reinforces the thesis statement without repeating it. Clear organization, specific support, and full explanations or discussions are three critical components of high-scoring essays. General Tips to Bettering Your Odds at a Nine on the AP English Literature and Composition Exam. Your teacher may have already told you how to approach the poetry analysis, but for the poetry essay, it s important to keep the following in mind coming into the exam: 1. Carefully read, review, and underline key to-do s in the prompt. 2. Briefly outline where you re going to hit each prompt item in other words, pencil out a specific order. 3. Be sure you have a clear thesis that includes the terms mentioned in the instructions, literary devices, tone, and meaning. 4. Include the author s name and title of the poem in your thesis statement. 5. Use quotes lots of them to exemplify the elements throughout the essay. 6. Fully explain or discuss how your element examples support your thesis. A deeper, fuller, and focused explanation of fewer elements is better than a shallow discussion of more elements (shotgun approach). 7. Avoid vague, general statements for a clear focus on the poem itself. 8. Use transitions to connect sentences and paragraphs. 9. Write in the present tense with generally good grammar. 10. Keep your introduction and conclusion short, and don t repeat your thesis verbatim in your conclusion. The newly-released 2016 sample AP English Literature and Composition exam questions, sample responses, and grading rubrics provide a valuable opportunity to analyze how to achieve high scores on each of the three Section II FRQ responses. However, for purposes of this examination, the Poetry Analysis strategies will be the focus. The poem for analysis in last year s exam was The Juggler by Richard Wilbur, a modern American poet. Exam takers were asked to analyze the following: how the speaker in the poem describes the juggler what the description shows about the speaker how the poet uses imagery, figurative language, and tone to convey meaning

2 When you analyze the components of an influential essay, it s helpful to compare all three sample answers provided by the CollegeBoard: the high scoring (A) essay, the mid-range scoring (B) essay, and the low scoring (C) essay. All three provide a teaching opportunity for achieving a nine on the poetry analysis essay. Start with a Succinct Introduction that Includes Your Thesis Statement The first sample essay, the A essay, quickly and succinctly introduces the author, title, thesis, elements, and devices. The writer s introduction sentences are efficient: they contain no waste and give the reader a sense of the cohesiveness of the argument, including the role of each of the analyzed components in proving the thesis. The specificity of the details in the introduction shows that the writer is in control, with phrases like frequent alliteration, off-kilter rhyme, and diction evoking an almost spiritual level of power. The writer leaves nothing to guesswork. Sample A = high-scoring Within the poem Juggler by Richard Wilbur, the speaker depicts a juggler s act, and highlight just how much it brings up the audience s spirits, the speaker among those entertained by the juggling brilliance. Through the utilization of frequent alliteration and somewhat off-kilter rhyme, as well as diction evoking an almost spiritual level of power in reference to the juggler, the speaker creates an image of a juggler managing to overcome gravity, to lift spirits as well as objects, and reveals their own inability to overcome dull monotonous days forever lacking brilliance. In the first and last stanzas, no alliteration beyond daily dark appears, evoking a tone that could hardly be described as cheerful. The words, disconnected from each other in terms of outright sounds, mimic the speaker s feeling of disappearing brilliance, of melancholy, of utter normalcy. Before the juggler appears, people appear ununited, disconnected. However, immediately after the juggler appears to shake our gravity up, alliteration, assonance, and consonance begin displaying themselves in droves. The juggler plays with balls and also sounds, making the balls learning, grazing, and swinging. The balls themselves take on a mood of lightness, of free spirit, of airiness; the earth no longer bounds them and, instead, they roll free in the air, swinging a small heaven smoothly. The juggler, through this act, creates some wonder, some disobeyance of earth s permanent gravity, a disobeyance which lightens the mood of the poet and speaker alike. This ability to fight against earth s inevitable pull is further displayed through the unusual rhyme scheme of the poem end rhyme that, unlike much other rhyming poetry, follows a somewhat circular abcbac rhyme. This unusual format continues evoking the break of normalcy which the juggler exhibits balls no longer come back to earth when expected, just like the rhyme doesn t appear when most readers would likely expect it to. The juggler, thus, unlike anyone else, appears to have broken gravity s spell, a feat which the speaker cannot help but be impressed by the juggler s actions reduce them to childlike joy again. The mid-range B essay introduction also cites some specific details in the poem, like visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanza). However, the writer wastes space and precious time (five whole lines!) with a vague and banal recitation of the prompt. The mid-range answer also doesn t give the reader an understanding of an overarching thesis that he or she will use the elements and devices to support, merely a reference to the speaker s attitude. Sample B = mid-range In poetry, devices such as imagery, figurative language and tone establishes the speaker or author s attitude of the subject. Richard Wilbur s poem Juggler utilizes several elements to describe the juggler and provide insight on the speaker; elements such as visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanzas into the awe of the last three.) To begin, Wilbur employs imagery to describe the juggler to reveal the ideas of the speaker. Line six of Juggler states, It takes a sky-blue juggler with five read balls (Wilbur 6); this instance of visual imagery in the first stanza creates a vivid description of the juggler, a nameless figure who controls ordinary objects such as balls and plates and transforms them into tools for his whimsical show. Wilbur s use of sky-blue shows the soft, playful nature of the juggler, and it is through descriptions such as these that euphony constructs a pleasant and playful character for the

3 speaker to take awe of. The use of visual imagery in Juggler both describes the juggler himself and provides insight to the speaker s amazement. The third sample lacks cohesiveness, a thesis statement, and organization. The sentences read like a shotgun spray of facts and descriptions that give no direction to the reader of the writer s approach: how he or she will use the elements and details listed to prove a thesis. The short, choppy sentences don t connect, and the upshot is something so commonplace as Wilbur describes a talented juggler, who is also a powerful teacher. That doesn t respond to the prompt, which requires an argument about what the juggler s description reveals about the speaker. Sample C = low scoring Juggler by Richard Wilbur is a poem about a juggler which Wilbur seems to like and admire. The Juggler is a skyblue juggler. The juggler is an amazing and astonishing juggler. The juggler is a man with powers; He is also a teacher. He teaches balls the ways of lightness (9). The poem is all about the Juggler. Wilbur uses imagery, figurative language and tone to describe him. Wilbur starts the poem by painting an image of a ball that bounces but looses its bounce because of the forces of nature. Then suddenly it comes to a stop and is forgot[ten] (5). He depicts the juggler as a sky-blue juggler (6), not just any juggler and not just any blue. Wilbur describes a unique juggler and a powerful juggler, one that gives life to the simple balls. He transforms them into spheres grazing his finger ends (9-10). The juggler changes the simple balls to objects like a table, a broom, and a plate making him amazing. Wilbur conveys that the juggler has respect for his audience as he bows and says good-bye to them. To sum up, make introductions brief and compact, using specific details from the poem and a clear direction that address the call of the prompt. Writing counts. Short, choppy, disconnected sentences make an incoherent, unclear paragraph. Don t waste time on sentences that don t do the work ahead for you. Cut to the chase; be specific. Use Clear Examples to Support Your Argument Points The A answer first supports the thesis by pointing out that alliteration and rhyme scheme depict the mood and disconnection of both the speaker and the crowd. The writer does this by noting how alliteration appears when the juggler performs, but not before. The student also notes how the mood and connection to the crowd cohere when the juggler juggles, the balls defying gravity and uplifting the crowd with the balls. Then, the writer wraps up the first point about description, devices, and elements by concluding that the unusual rhyme scheme echoes the unusual feat of juggling and controlling the mood of the crowd. Sample A = high-scoring Within the poem Juggler by Richard Wilbur, the speaker depicts a juggler s act, and highlight just how much it brings up the audience s spirits, the speaker among those entertained by the juggling brilliance. Through the utilization of frequent alliteration and somewhat off-kilter rhyme, as well as diction evoking an almost spiritual level of power in reference to the juggler, the speaker creates an image of a juggler managing to overcome gravity, to lift spirits as well as objects, and reveals their own inability to overcome dull monotonous days forever lacking brilliance. In the first and last stanzas, no alliteration beyond daily dark appears, evoking a tone that could hardly be described as cheerful. The words, disconnected from each other in terms of outright sounds, mimic the speaker s feeling of disappearing brilliance, of melancholy, of utter normalcy. Before the juggler appears, people appear ununited, disconnected. However, immediately after the juggler appears to shake our gravity up, alliteration, assonance, and consonance begin displaying themselves in droves. The juggler plays with balls and also sounds, making the balls learning, grazing, and swinging. The balls themselves take on a mood of lightness, of free spirit, of airiness; the earth no longer bounds them and, instead, they roll free in the air, swinging a small heaven smoothly. The juggler, through this act, creates some wonder, some disobeyance of earth s permanent gravity, a disobeyance which lightens the mood of the poet and speaker alike. This ability to fight against earth s inevitable pull is further displayed

4 through the unusual rhyme scheme of the poem end rhyme that, unlike much other rhyming poetry, follows a somewhat circular abcbac rhyme. This unusual format continues evoking the break of normalcy which the juggler exhibits balls no longer come back to earth when expected, just like the rhyme doesn t appear when most readers would likely expect it to. The juggler, thus, unlike anyone else, appears to have broken gravity s spell, a feat which the speaker cannot help but be impressed by the juggler s actions reduce them to childlike joy again. With a clear focus on attaching devices to individually quoted phrases and poem details, the student leads the reader through the first pass at proving the attitude of the poem s speaker while commenting on possible meanings the tone, attitude, and devices suggest. Again, the student uses clear, logical, and precise quotes and references to the poem without wasting time on unsupported statements. Specific illustrations anchor each point. For example, the student identifies the end rhyme as an unusual effect that mimics the unusual and gravitydefiant balls. Tying up the first paragraph, the student then goes on to thoroughly explain the connection between the cited rhyme scheme, the unique defiance of gravity, and the effect on the speaker. The organizational plan is as follows: point (assertion), illustration, and explanation. The mid-range sample also cites specific details of the poem, such as the sky-blue juggler, a color that suggests playfulness, but then only concludes that euphony shows the speaker s attitude toward the juggler without making that connection clear with an explanation. The writer simply concludes without proving that assertion. Without further explanation or exemplification, the author demonstrates no knowledge of the term euphony. Sample B = mid-range In poetry, devices such as imagery, figurative language and tone establishes the speaker or author s attitude of the subject. Richard Wilbur s poem Juggler utilizes several elements to describe the juggler and provide insight on the speaker; elements such as visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanzas into the awe of the last three.) To begin, Wilbur employs imagery to describe the juggler to reveal the ideas of the speaker. Line six of Juggler states, It takes a sky-blue juggler with five read balls (Wilbur 6); this instance of visual imagery in the first stanza creates a vivid description of the juggler, a nameless figure who controls ordinary objects such as balls and plates and transforms them into tools for his whimsical show. Wilbur s use of sky-blue shows the soft, playful nature of the juggler, and it is through descriptions such as these that euphony constructs a pleasant and playful character for the speaker to take awe of. The use of visual imagery in Juggler both describes the juggler himself and provides insight to the speaker s amazement. Sample C also alludes to the sky-blue juggler but doesn t explain the significance. In fact, the writer makes a string of details from the poem appear significant without actually revealing anything about the details the writer notes. They re merely a string of details. Sample C = low scoring Juggler by Richard Wilbur is a poem about a juggler which Wilbur seems to like and admire. The Juggler is a skyblue juggler. The juggler is an amazing and astonishing juggler. The juggler is a man with powers; He is also a teacher. He teaches balls the ways of lightness (9). The poem is all about the Juggler. Wilbur uses imagery, figurative language and tone to describe him. Wilbur starts the poem by painting an image of a ball that bounces but looses its bounce because of the forces of nature. Then suddenly it comes to a stop and is forgot[ten] (5). He depicts the juggler as a sky-blue juggler (6), not just any juggler and not just any blue. Wilbur describes a unique juggler and a powerful juggler, one that gives life to the simple balls. He transforms them into spheres grazing his finger ends (9-10). The juggler changes the simple balls to objects like a table, a broom, and a plate making him amazing. Wilbur conveys that the juggler has respect for his audience as he bows and says good-bye to them.

5 Discussion is Crucial to Connect Your Quotes and Examples to Your Argument Points Rather than merely noting quoted phrases and lines without explanation, the A response takes the time to thoroughly discuss the meaning of the quoted words, phrases, and sentences used to exemplify his or her assertions. For example, the second paragraph begins with an assertion that the speaker s view of the world is evident through the diction used when describing the juggler and the juggler s act. Immediately, the writer supplies proof by directing the reader to the first and last stanzas to find lens, dusk, and daily dark. The selection of these particular diction choices demonstrates the writer s knowledge of the term diction and how to support a conclusion the student will make by the end of the sentence that the speaker s attitude toward the world around him is not the brightest. The writer gives a follow-up sentence to further convince the reader of the previous point about the speaker s dim view by adding, All the words and phrases used just fall flat, filled with connotations of dullness Using the transition, however, the A response goes on to further explain that the juggler s description contrasts with that of the speaker s in its lightness, by again providing both specifically-quoted words and complete one or two full sentence follow-ups to the examples. In that way, the writer clarifies the connection between the examples and their use and meaning. Nothing is left unexplained unlike the B response, which claims Wilbur uses personification, then gives a case of a quoted passage about the balls not being lighthearted. Sample A = high-scoring Within the poem Juggler by Richard Wilbur, the speaker depicts a juggler s act, and highlight just how much it brings up the audience s spirits, the speaker among those entertained by the juggling brilliance. Through the utilization of frequent alliteration and somewhat off-kilter rhyme, as well as diction evoking an almost spiritual level of power in reference to the juggler, the speaker creates an image of a juggler managing to overcome gravity, to lift spirits as well as objects, and reveals their own inability to overcome dull monotonous days forever lacking brilliance. In the first and last stanzas, no alliteration beyond daily dark appears, evoking a tone that could hardly be described as cheerful. The words, disconnected from each other in terms of outright sounds, mimic the speaker s feeling of disappearing brilliance, of melancholy, of utter normalcy. Before the juggler appears, people appear ununited, disconnected. However, immediately after the juggler appears to shake our gravity up, alliteration, assonance, and consonance begin displaying themselves in droves. The juggler plays with balls and also sounds, making the balls learning, grazing, and swinging. The balls themselves take on a mood of lightness, of free spirit, of airiness; the earth no longer bounds them and, instead, they roll free in the air, swinging a small heaven smoothly. The juggler, through this act, creates some wonder, some disobeyance of earth s permanent gravity, a disobeyance which lightens the mood of the poet and speaker alike. This ability to fight against earth s inevitable pull is further displayed through the unusual rhyme scheme of the poem end rhyme that, unlike much other rhyming poetry, follows a somewhat circular abcbac rhyme. This unusual format continues evoking the break of normalcy which the juggler exhibits balls no longer come back to earth when expected, just like the rhyme doesn t appear when most readers would likely expect it to. The juggler, thus, unlike anyone else, appears to have broken gravity s spell, a feat which the speaker cannot help but be impressed by the juggler s actions reduce them to childlike joy again. The speaker s view of the world, as seen through the lens of their observation of the juggler, is also observable within the various diction choices made throughout the poem. In the first and last stanzas once again, the speaker uses words such as resents, less, dust, and daily dark, as well as phrases such as and the earth falls/so in our hearts from brilliance, make evident the fact that the speaker doesn t exactly have the brightest view of the earth. All the words and phrases used just fall flat, filled with connotations of dullness, earthliness. However, when describing the juggler, this atmosphere of gloom is quickly broken, as the juggler controls his act in an almost godlike capacity. He wills balls to swing a small heaven about his ears, balls also compared to worlds and heaven. The speaker describes the juggler with otherworldly diction, creating an atmosphere of adoration and near worship. In this manner, the speaker s own amazement comes into play, clarifying the fact that their admiration of the juggler s ability to soar beyond earthly capabilities is a reflection of their own ability to stop falling; to see someone out of millions be capable of won for once over the world s weight as an almost miraculous ability.

6 Thus, through the speaker s reflection of the juggler, the audience observes not only the performance artist himself, but also the affect of that performance on the speaker s own realization of their lack of continuing brilliance. Alliteration throughout the poem adds a brevity and childlike wonder not seen when the juggler is not present in the speaker s eye; the diction and rhyme scheme make evident the speaker s amazement at the juggler s ability to move objects beyond the earth s pull. Though the juggler may be capable of breaking the pull of gravity on objects and people alike, the speaker realizes by the poem s end that they are hardly capable of the same. After mentioning the term, the B essay writer merely concludes that Wilbur used personification without making the connection between lighthearted and personification. The writer might have written one additional sentence to show that balls as inanimate objects don t have the emotions to be cheery nor lighthearted, only humans do. Thus, Wilbur personifies the balls. Likewise short of support, the writer concludes that the life of the balls through personification adds to the mystery and wonder without further identifying the wonder or whose wonder and how that wonder results from the life of the balls. Sample B = Mid-range score In poetry, devices such as imagery, figurative language and tone establishes the speaker or author s attitude of the subject. Richard Wilbur s poem Juggler utilizes several elements to describe the juggler and provide insight on the speaker; elements such as visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanzas into the awe of the last three.) To begin, Wilbur employs imagery to describe the juggler to reveal the ideas of the speaker. Line six of Juggler states, It takes a sky-blue juggler with five read balls (Wilbur 6); this instance of visual imagery in the first stanza creates a vivid description of the juggler, a nameless figure who controls ordinary objects such as balls and plates and transforms them into tools for his whimsical show. Wilbur s use of sky-blue shows the soft, playful nature of the juggler, and it is through descriptions such as these that euphony constructs a pleasant and playful character for the speaker to take awe of. The use of visual imagery in Juggler both describes the juggler himself and provides insight to the speaker s amazement. Additionally, several forms of figurative language further create the title character s image and identify the speaker. Throughout the poem, Wilbur adopts personification to give the juggler s balls a playful, lifelike nature; [the ball is] not/ A light-hearted thing, resents its own resilience/ falling is what it loves (Wilbur 1-3). Wilbur s choice of personification gives the juggler s balls life, which adds to the mystery and wonder of the juggler. The speaker recognizes the playful spirit of the juggler s balls, which further creates his/her character as an audience member, amazed at the juggler s talent and mastery of his craft. Additionally, the alliteration of Oh, on his toe the table is turning, (19) adds to the dance-like atmosphere of the juggler s performance. Both personification and alliteration make the juggler a playful character and the speaker full of wonder. Further, the changing tone of the piece elaborates on both the juggler and the speaker s identity. Stanzas one and two employ imagery and personification form a lighthearted, airy, and playful tone, depicting the balls falling to earth and the sky-blue juggler who catches them. Line 13 begins with the word but, a common indicator of a tone shift; the stanzas following the shift focus less on the juggler s balls and more on the tone of awe the speaker creates while observing the performance. By utilizing tone, a shift in tone, Wilbur describes both the juggler and the speaker s experience while watching the performance. In summation, Richard Wilbur s Juggler describes the title character and the speaker through use of visual imagery, personification and alliteration and tone. Write a Brief Conclusion While it s more important to provide a substantive, organized, and clear argument throughout the body paragraphs than it is to conclude, a conclusion provides a satisfying rounding out of the essay and last opportunity to hammer home the content of the preceding paragraphs. If you run out of time for a conclusion because of the thorough preceding paragraphs, that is not as fatal to your score as not concluding or not concluding as robustly as the A essay sample (See the B essay conclusion). The A response not only provides a quick but sturdy recap of all the points made throughout the body paragraphs (without repeating the thesis statement) but also reinforces those points by repeating them as the

7 final parting remarks to the reader. The writer demonstrates not only the points made but the order of their appearance, which also showcases the overall structure of the essay. Finally, a conclusion compositionally rounds out a gracious essay polite because it considers the reader. You don t want your reader to have to work hard to understand any part of your essay. By repeating recapped points, you help the reader pull the argument together and wrap up. Sample A = high-scoring Thus, through the speaker s reflection of the juggler, the audience observes not only the performance artist himself, but also the affect of that performance on the speaker s own realization of their lack of continuing brilliance. Alliteration throughout the poem adds a brevity and childlike wonder not seen when the juggler is not present in the speaker s eye; the diction and rhyme scheme make evident the speaker s amazement at the juggler s ability to move objects beyond the earth s pull. Though the juggler may be capable of breaking the pull of gravity on objects and people alike, the speaker realizes by the poem s end that they are hardly capable of the same. Sample B = Mid-range In summation, Richard Wilbur s Juggler describes the title character and the speaker through use of visual imagery, personification and alliteration and tone. Write in Complete Sentences with Proper Punctuation and Compositional Skills Though pressed for time, it s important to write an essay with clear, correctly punctuated sentences and properly spelled words. Strong compositional skills create a favorable impression to the reader, like using appropriate transitions or signals (however, therefore) to tie sentences and paragraphs together, making the relationships between sentences clear ( also adding information, however contrasting an idea in the preceding sentence). Starting each paragraph with a clear topic sentence that previews the main idea or focus of the paragraph helps you the writer and the reader keep track of each part of your argument. Each section furthers your points on the way to convincing your reader of your argument. If one point is unclear, unfocused, or grammatically unintelligible, like a house of cards, the entire argument crumbles. Good compositional skills help you lay it all out orderly, clearly, and fully. For example, the A response begins the first body paragraph with In the first and last stanzas, no alliteration beyond daily dark appears, evoking a tone that could hardly be described as cheerful. The sentence, with grammatically-correct commas inserted to section off the lead-in phrase, In the first and last stanzas, as well as the dependent clause at the sentence s end, evoking a tone that, gives a road map to the reader as to the paragraph s design: alliteration, tone, darkness. Then the writer hits all three of those with a complete explanation. The next paragraph begins with a rather clunky, unwieldy sentence that nevertheless does the same as the first keys the reader to the first point regarding the speaker s view of the world and the devices and elements used to do so. It s clear the writer tackles the speaker s view, the juggler s depiction, and diction choice both as promised from the beginning in the thesis statement of the introductory paragraph and per the prompt. The writer uses the transition In the first and last stanzas, to tie the topic sentence to the examples he or she will use to prove the topic sentence; then the writer is off to do the same in the next paragraph. Sample A = high-scoring response In the first and last stanzas, no alliteration beyond daily dark appears, evoking a tone that could hardly be described as cheerful. The words, disconnected from each other in terms of outright sounds, mimic the speaker s feeling of disappearing brilliance, of melancholy, of utter normalcy. Before the juggler appears, people appear ununited,

8 disconnected. However, immediately after the juggler appears to shake our gravity up, alliteration, assonance, and consonance begin displaying themselves in droves. The juggler plays with balls and also sounds, making the balls learning, grazing, and swinging. The balls themselves take on a mood of lightness, of free spirit, of airiness; the earth no longer bounds them and, instead, they roll free in the air, swinging a small heaven smoothly. The juggler, through this act, creates some wonder, some disobeyance of earth s permanent gravity, a disobeyance which lightens the mood of the poet and speaker alike. This ability to fight against earth s inevitable pull is further displayed through the unusual rhyme scheme of the poem end rhyme that, unlike much other rhyming poetry, follows a somewhat circular abcbac rhyme. This unusual format continues evoking the break of normalcy which the juggler exhibits balls no longer come back to earth when expected, just like the rhyme doesn t appear when most readers would likely expect it to. The juggler, thus, unlike anyone else, appears to have broken gravity s spell, a feat which the speaker cannot help but be impressed by the juggler s actions reduce them to childlike joy again. The speaker s view of the world, as seen through the lens of their observation of the juggler, is also observable within the various diction choices made throughout the poem. In the first and last stanzas once again, the speaker uses words such as resents, less, dust, and daily dark, as well as phrases such as and the earth falls/so in our hearts from brilliance, make evident the fact that the speaker doesn t exactly have the brightest view of the earth. All the words and phrases used just fall flat, filled with connotations of dullness, earthliness. However, when describing the juggler, this atmosphere of gloom is quickly broken, as the juggler controls his act in an almost godlike capacity. He wills balls to swing a small heaven about his ears, balls also compared to worlds and heaven. The speaker describes the juggler with otherworldly diction, creating an atmosphere of adoration and near worship. In this manner, the speaker s own amazement comes into play, clarifying the fact that their admiration of the juggler s ability to soar beyond earthly capabilities is a reflection of their own ability to stop falling; to see someone out of millions be capable of won for once over the world s weight as an almost miraculous ability. So by the time the conclusion takes the reader home, the writer has done all of the following: followed the prompt followed the propounded thesis statement in exact order promised provided a full discussion with examples included quotes proving each assertion used clear, grammatically correct sentences wrote paragraphs ordered by a thesis statement created topic sentences for each paragraph ensured each topic sentence furthered the ideas presented in the thesis statement Have a Plan and Follow it It s easier than it sounds. To get a 9 on the poetry analysis essay in the AP Literature and Composition exam, practice planning a response under strict time deadlines. Write as many practice essays as you can. Follow the same procedure each time. First, be sure to read the instructions carefully, highlighting the parts of the prompt you absolutely must cover. Then map out a scratch outline of the order you intend to cover each point in support of your argument. Try and include not only a clear thesis statement, written as a complete sentence but the topic sentences to each paragraph followed by the quotes and details you ll use to support the topic sentences. Then follow your map faithfully. Be sure to give yourself enough time to give your essay a brief re-read to catch mechanical errors, missing words, or necessary insertions to clarify an incomplete or unclear thought. With time, an organized approach, and plenty of practice, earning a nine on the poetry analysis is manageable. Be sure to ask your teacher or consult other resources, like albert.io s Poetic Analysis practice essays, if you re unsure how to identify poetic devices and elements in poetry, or need more practice writing a poetry analysis.