Written by Julie Adams
What students did well:
Students immediately felt a kinship to the topic of music discussed from the perspective of the two guitars and their contrasting experiences in Victor Hernandez Cruz’s poem titled “Two Guitars.” This was my second year as a Table Leader for Q1 and I absolutely loved this poem, mostly because students connected with it so well and it presented a variety of entry points for robust discussion.
Thesis
Most students earned the thesis point by making an interpretation that “convey[ed] a complex portrayal of the guitar’s musical world.” Since readers do not assess the quality of the thesis or its ability to establish a line of reasoning, students were able to snag the thesis point somewhat easily.
Students quickly noted the different experiences of the two guitars, and often mentioned the following:
- Guitar 1: heavy with sadness and emotion, sentiment, explosive passion
- Guitar 2: tied to a specific time (1944), a broad array of experiences, associated with dreams, effects of music on men and women
Commentary and Evidence
Many students were able to establish a line of reasoning by comparing the first guitar’s experiences to the second while analyzing HOW the author utilized literary elements and techniques to tell their individual stories, especially through personification. Common responses analyzed guitar one in the first body paragraph and then guitar two in the second body paragraph, but more sophisticated responses were often an interwoven comparison or contrast of the two guitars connected by a similar experience or emotion and/or separated by a contrasting experience within each guitar’s musical world.
Students who analyzed the poem at the word-level had more to say about their interpretations of each guitar’s experience because word-level analysis organically leads students to a discussion of nuance and encourages well-developed commentary.
Sophistication
Since the prompt requested that students “convey a complex portrayal of the guitars’ musical world,” students often mentioned the experiences of each guitar, but the best responses demonstrated an understanding of both the opening and closing lines of the poem in addition to the interior conversation between the two guitars. The most sophisticated responses also utilized the information contained in the footnotes while interweaving the significance of musical genres to thematic messages or undertones: boleros, romantic ballads, unrequited love, betrayal, and abandonment.
Where students can improve:
Overall, students performed beautifully on this poem and wrote extensively even when they were uncertain; however, there is always room for growth.
Thesis
Students who did not earn the thesis point most frequently repeated the prompt, meaning that they did not include an interpretation of the “complex portrayal of the guitars’ musical world.”
Commentary and Evidence
Think of Row B from the rubric as a continuum that extends from 0 points to 4 points, from summary to analysis. For students to score in the 3-4 range of Row B, they must establish a line of reasoning, explain how their relevant evidence supports that line of reasoning, and how literary elements or techniques contribute to the poem’s meaning. Students who organized their responses by literary element or technique often scored lower, losing track of their line of reasoning or never having one from the start. Those who identified unifying ideas for each paragraph and organized their responses accordingly tended to establish a line of reasoning that persisted and scored higher.
Most students attempted to analyze Cruz’s use of literary elements or techniques, but less skilled responses often relied on identifying them and stating the definition, falling short of true analysis that explains the function of the device.
Sophistication
Much like a strand of thread that the needleworker uses to sew a garment, sophistication should be present throughout the response, not in isolation. Some students attempted the sophistication point by mentioning the word “complexity” or “tension” without breaking down the poem’s actual complexities or tensions. Others finished their essay and then attempted to cast a quick line for the sophistication point at the end by mentioning the possible interpretations within a broader context, but neither of these strategies worked well. To counteract these types of attempts, teachers can lead students through discussions of word or phrase-level analysis and encourage students to explore word connotations and nuances as they write.
While the rubric lists four ways for students to earn the sophistication point, the most teachable strategy, in my opinion, is the first one: “identifying and exploring complexities or tensions within the poem.” I find that most students rarely have time to respond well to the second or third descriptor: “illuminating [their] interpretation by situating it within a broader context” and “accounting for alternative interpretations of the poem.” Yet, student writers who can “[employ] a style that is consistently vivid and persuasive” are also able to earn this point.
Teaching points/extensions for the classroom:
- Make better use of footnotes and how they influence the poem’s interpretation.
- Know how to discuss the strategic lack of punctuation and its significance in this text or others like it.
- Practice establishing a line of reasoning centered around ideas and interpretations rather than focusing on literary elements or techniques.
- Select relevant evidence that serves the argument.
- Use apostrophes well: guitars, guitar’s and guitars’.
Julie Adams teaches AP English Literature and Composition and junior English at Carl Albert High School in Midwest City, Oklahoma. She enjoys spending time with family and friends, serving at her church, and hanging out with her two dogs, Millie and Lizzy. Her hobbies include reading, writing, and exercising, while cheering on the Carl Albert Titans, the Oklahoma Sooners, and the OKC Thunder.
