AP Literature Survival Guide

AP LIT
SURVIVAL
GUIDE

Sarah Chavan-Janke, Bhavya Krishna, Ami Modha,

Varun Vaidya

You've made it to the end of your
thrilling journey through high school,
and on to your final trail - Your final
high school English course! Out of all
the choices, you've found yourself in
the challenging, yet rewarding world
of AP Literature and Composition. As
you're thrown into this confusing and

new territory, you have an added
edge - this manual! Use it wisely!

General
Advice

AP Lit Test Breakdown

Section 1: Multiple Choice
55 Questions in 1 hour
45% of Exam score

Questions are in sets of 8-13. There are 5
total sets.

At least two prose passages and two poetic
passages

Section 2: Free Response
3 questions in 2 hours
55% of exam score

3 Questions: Literary analysis of poem,
literary analysis of prose, analysis of
previously read literature.

Multiple Choice

Multiple choice strategy
“The most correct answer” - there might two
answers that are technically correct, but it's your
job to see which answer has more support and is
more impactful/”true”
Try to keep it 1 min per question
Answer a question, even if its a guess
Annotate the passage
Eliminate obviously wrong choices

M/C Focuses on primarily:
Antecedent
Tone
Look at the diction/word choice of the
passage - see what kind of feeling is evoked
Meaning
Vocabulary:
Place the different word choices in the
sentence itself, see which one fits the best
If you don’t know a word, use context clues
and elimination strategies to help yourself.
Purpose
Characterization
Point of View
Plot
Speaker/Narrator
Setting

Multiple Choice Stems

The passage focuses primarily on
The first two paragraphs suggest that (meaning)
In lines ____ - ____, “line quoted” is an example of (literary
term)
In the second paragraph (lines ____ - ____), the narrator
characterizes X as
Why does X react as he does in lines _____- _____
(plot/meaning)?
In context, the phrase “____” suggests
The writer uses the term “_____” to
The capitalization of X and Y and Z suggest that these terms
(syntax)
The narrator suggests that X’s actions are characterized by
Lines ____ - _____ characterizes the poem’s subject as
The narrator suggests that minor characters are
characterized by
Lines ____ - _____ characterizes the poem’s subject as
In line X, (specific word) refers to
In context, the repetition of the “M” sound in line X is
suggestive of
Which of the following is true of the rhyme scheme in the first
stanza
In line X, the word _____ most likely refers to
The poem’s three stanzas suggest
The poem is notable for its sustained use of (literary device)
The antecedent of “it” in line x is
The poem is best described as (poetic term)
The tone of the statement in line X is best characterized as

Creating a Thesis Statement

DO:

Create a thesis statement that builds analysis; i.e., “The
author utilizes (literary device) in order to build (tone or
mood) which emphasizes/disavows (an aspect of the
human condition) with the intent of (larger purpose)”.

NOTE: DO NOT USE DEVICES IN A QUESTION 3
THESIS UNLESS YOU ARE TALKING ABOUT
DEVICES THAT REPEAT THROUGHOUT THE
TEXT, SUCH AS EXTENDED METAPHOR OR
MOTIF.
Use complex syntax, making appropriate use of
sophisticated grammatical structures. Em dashes and
semicolons are helpful.
Use specific language that most thoroughly articulates
your point while also being concise and avoiding
flowery language.

DON'T:

Use vague language (“Tone” instead of “demanding
tone”, “varied syntax”, etc. )
Restate the question and fail to make a claim
List arguments
Summarize plot points
Use simple structure; i.e. “The author’s use of metaphor
advances the interpretation of Blanche’s character.”

Creating a Strong AP Lit Essay

Make sure to read the question carefully
and close read the text given (Questions 1
& 2) or make a small list of works from the
year that could fit the prompt (Question 3)
Remember to organize your analysis in
chronological order of the text/book, and
use keywords from the prompt throughout
the essay and analysis in order to keep a
good flow
Remember CSA (Claim, Support, Analysis)
for your evidence
Use a variety of syntax and diction
intentionally in order to make your writing
more sophisticated (and to get the style
point!)

Remember to consider your pace,
rhythm, and patterns to strengthen
your essay
See where your analysis seems to fall (in
comparison to the rest of the essay) and
try to expand upon it in order to go more
in-depth
Once you think you’re done, add one
more sentence to make sure that you
have gone as deep as you can with
your analysis

Answering a Prompt

Read the prompt and determine what the
question is asking about; whether it is
about themes or devices the author uses.
Make sure to answer the prompt in your
thesis statement using keywords but
without rephrasing.

Parallel Structures

Parallel structure: structural similarity
between parts or a sentence or multiple
sentences.

It allows parts of the analysis that
are equal in importance to be
developed the same way
Creating patterns in this way helps
strengthen your analysis/point for the
audience by reinforcing it with the
repetition
Example: “Up one went, down one sank”
(Virginia Woolfe, A Room of One’s Own)

Literary Lenses Intro

Literary lenses are a form of literary
criticism used to analyze or interpret a
text under a specific thematic influence.
This in turn allows a literary work to be
explored in depth.
The thematic interpretations covered
include the Marxist lens,
Psychoanalytic/Psychological lens,
Feminist lens, Critical Race lens, and
Gender Construction Lens (which will be
described in detail later on in the
presentation)

Marxist Lens: Othello
Psychoanalytic/Psychological Lens:
A Streetcar Named Desire
Feminist Lens: Pride and Prejudice
Critical Race Lens: Beloved
Gender Construction Lens: Their Eyes
Were Watching God

How to
Read
Literature
Like a
Professor

How To Read Literature Like a
Professor

How to Read Literature Like a Professor is a guide
by English professor Thomas C. Foster to navigating
literary analysis, as well as explanations of certain

common literary tropes.

In this Section

Close Reading
General advice

Close Reading

When close reading, trends that are built upon over the course of the passage are often
more important than one-off devices such as similes and are usually more fulfilling to
analyze.

However, if simile and other such devices are important to developing an overarching
pattern in the text, such as a tone, or juxtaposition between two ideas, they are worth
noting.
Notice the syntax and diction used; both of these can help build tone or characterization;
choppy syntax combined with simple diction, for example, can emphasize a character’s
childlike or simple-minded nature.
Tone is easily the easiest thing to analyze because all the devices and structures in the
passage serve to build it up and provide insight into the mind of the narrator, allowing for a
more in-depth analysis.
Juxtaposition between tone and content is always important to note.
Always note literary tropes; HTRLLAP particularly notes
The Hero’s Journey
Communion, or eating together
Vampirism, literal or figurative
Recurring figures, i.e. the archetypes of popular characters— Carroll’s Alice, Wilde’s
Dorian Gray, The Bible’s Virgin Mary, etc.

Shakespearean, Biblical, Greek, and Fairy Tale references in particular carry
weight

Think Christ figures, Baptism, etc
Weather patterns, geography, and season i.e.:”It was a dark and stormy night” and
how they shape the text
The fate of secondary characters and how they influence the protagonist
Violence, and what it means for the text as a whole
Symbols of any stripe or feather
Political references or allegories
Christ figures
Bonds between characters and what they signify
“Chosen One” narratives
Figurative disability or illness
Irony in the execution of tropes
You can use any of these to build tone and mood, furthering the overall analysis of your
text. Make sure that when you close read on the exam, your analysis builds throughout
your reading. It will save you time later.

General Advice

Take deep breaths. You’re not going to be able to focus if
you’re panicked. Your outcome on an exam does not
dictate who you are as a person. You’re going to be fine
regardless of how you perform.

That being said, try your best! If you don’t understand
a question and have tried other methods of solving it,
take a guess. Don’t leave any questions unanswered!
Remember that you can’t go back on the exam! Make
sure you’re sure with your answer before continuing.
Remember to eat a good meal on test day and to drink
plenty of water. Get a good night’s sleep the day
before to make sure you’re in top shape for the test.
Not a tip, but a reminder. You’ve prepared for this all
year. You are capable, and you can do this. Thomas
Foster writes in the envoi of How to Read Literature
Like a Professor, “There comes a point in anyone’s
reading where watching for pattern and symbol
becomes almost second nature, where words and
images start calling out for attention” (304). Hopefully,
that applies to each of us now, and so with that, we
wish you luck!

The
Handmaid's
Tale

The Handmaid's Tale

The Handmaid's Tale is a dystopian novel
wherein women have little to no autonomy and

behave at the behest of the patriarchal
authoritarian government. The story follows
Offred, who is a Handmaid and therefore is
bound to bear the children of her Commander.

In This Section
Impact of Allusions
Hero's Journey

Impact of Allusions

Allusion: An indirect reference to another piece of literature or
a real-life event

Allusions to the Bible or other religious works are very
frequent in many works of literature; The Handmaid’s Tale is
one notable example of this
Allusions give deeper insight into the personality traits of a
character
The title of “Martha” is a reference to the Biblical story
where Martha and Mary meet Jesus but Martha is too busy
making preparations for him to listen to his teachings with
Mary
The name of Martha gives the readers insight into the roles
of the Marthas within the houses of the Commanders
Allusions can help ground a text; by calling upon allusion, the
author provides a frame of reference for their work, so these
are important to note.
The Handmaid’s Tale depicts a society built on the stories of
the Bible, specifically the story of Jacob, Rachel, and Leah.
By depicting a society where church and state are not
separated (since it is a theocratic society), Atwood creates
a commentary on the lives of women and the manipulation
of power by the government.

Hero's Journey

Seven Basic Steps - There are seven basic steps to the
hero's journey, listed below:

Call to action
Crossing the threshold
Challenges and Trails
Abyss (Death and Rebirth)
Transformation/New Challenge
Atonement
Return
There are also substeps within these basic principles of
the hero's journey, that though common, are not
required.
Refusal to call
Meeting a mentor
Allies and Enemies
Innermost cave
Reward
Applied to The Handmaid's Tale: (Discuss some key
points in her journey, but not all)
Offred works to subvert and escape the oppressive
and authoritarian control she is subjected to within
the society of Gilead.

Pride and
Prejudice

Pride and Prejudice

Pride and Prejudice depicts the love story between
Elizabeth Bennet and Fitzwilliam Darcy, and how
they each overcome their pride and prejudice for
the other in order to successfully marry one
another.

In This Section
The Feminist Lens
Social Norms
Archetypes
Authorial intent in the use of syntax

Feminist Lens

The Feminist Lens interprets and analyzes the text through
the examination of how a literary work represents the
complex relationship between the patriarchy and the
oppression of women in both an economic, social, political,
and psychological setting. The text can either enforce these
dynamics or undermine them. Some basic principles include
the ideas that:

Western society is inherently based around the
patriarchal standards put in place.
Patriarchal ideas are found throughout most pieces of
literature
These gender biases are inherently found in every
aspect of human behavior and society, whether the
people participating in upholding these ideals are aware
of it or not.
Pride and Prejudice can be examined through a feminist lens,
specifically when examining Elizabeth Bennets place in
society and how she is forced to confirm to societal
expectations (ie. her worth being equated to her marital
status). Furthermore, she works to subvert these standards
by rejecting numerous marriage proposals from unwanted
suitors and by being strong willed, independent and
intelligent - all characteristics not typically expected from
women during this time period.

Social Norms

Definition of beauty: round face, bright/dark hair (usually in curls),
fair complexion, bright and lively eyes, red cheeks, small waist
Gloves: elements of etiquette and luxury, usually worn in public by
men and women
Cap: usually denoted as higher class and economic status (simpler
caps were worn by women of lower class and ornate ones by wealthy
women)
Lace: symbolized elegance, whether it was manufactured or
handmade lace denoted status, often used in caps/gloves/outdoor
dresses for women
Hair: hair was pulled up onto the crown of the head in simple buns for
most women, some younger women tied a loose bun on top but left the
bottom of their hair out
Outdoor Clothing: women's dresses were longer and fancier and had
high waistlines/necklines, and were usually accompanied by an outer
garment. Men wore a three piece suit (trousers, waistcoat, coat), a
top hat/bowler hat, and tuxedos/suits for formal occasions.
Indoor Clothing: women wore plain long sleeve dresses with large
skirts and lace caps indoors. Men wore their outdoor clothing indoors
as well.
Introductions: gentlemen should be introduced to the lady, and the
socially inferior individual should be introduced to the superior
Gentleman: polite, self-disciplined, have no job besides for being a
gentleman, care for women around them
Lady: proper and dignified, should not gossip, and should suppress
their emotions to seem composed at all times. Main concern was
reputation because that affected marriage prospects. Reputation was
protected by marrying into a higher rank and by not being
compromised by a gentleman before marriage.

Archetypes

An archetype describes characters that are developed and
modeled after key, identifiable traits. Most, if not all characters
can fit into one of these basic archetypes.
Caregiver, Chosen One, Creator, Cynic, Damsel, Devil, Sidekick,
Shrew, Lover, Warrior, Underdog, Vampire, Redshirt, Reluctant
hero, Magician, Outlaw, Black Night, Skeptic, Monster, Idealist,
Ineffectual leader, Explorer, Fool, White Night, Rake, Soldier,
Destroyer, Orphan, Rebel, Anti-hero, Seeker, Scapegoat, Hero,
Ruler, Sage, Storyteller, Tempter, Turncoat, Fop, Jezebel, Mentor
In Pride and Prejudice:

Within Pride and Prejudice, for example. Elizabeth Bennett is
seen as the hero archetype along with Darcy since they are
the main characters of the story and embody the attributes
stereotypically applied to heroic characters (confidence,
intelligence, etc).
Furthermore, Lady Catherine follows the Shrew archetype,
since she is known for her excessive complaining and causes a
general disturbance for the main characters.
One final example would be Mr. Bennett as the mentor. He, out
of everyone within Elizabeth's family, offers the most support
and helpful guidance to his daughters as they navigate what is
expected of them in society.

Authorial Intent in the Use of

Syntax

Syntax is the relation of words to each other as parts of a
sentence, with their arrangement expressing clearly the
intended meaning.
What to pay attention to:

Punctuation: colons, dashes, parentheses, and commas.
Sentence Classification: Declarative, Imperative,
Interrogative, Exclamatory, and Conditional
Sentence Length: Staccato, Telegraphic, Short, Medium,
and Long
Structure: Simple, Compound, Complex, Compound-Complex
Arrangement of Ideas: Loose or Periodic, Parallel Structure
The syntax is deliberate and contributes to the meaning the
author is trying to get across.
Ex. Pride and Prejudice “As for Elizabeth, her thoughts were at
Pemberley this evening more than the last; and the evening,
though as it passed it seemed long, was not long enough to
determine her feelings towards one in that mansion; and she lay
awake two whole hours endeavoring to make them out".
The long structure of the sentence, with main ideas in the
middle, parallel Elizabeth’s confusing, long evening at
Pemberley. The word “long” is repeated, in tangent to the
phrase “two whole hours” and the verb “endeavoring” helps
characterize her time as less than pleasant.

Oedipus
Rex and
Antigone

Oedipus Rex & Antigone

Oedipus Rex is a play by the Ancient Greek
playwright Sophocles, concerning the story of
a man who married his mother and killed his
father in his quest to avoid that very fate.

Antigone was a sequel to Oedipus, and it
concerned Oedipus' daughter, Antigone, as
she disobeyed her uncle the king's orders by
performing funeral rites for her deceased
brother.

In This Section
Classical Studies
Hubris
Annotation

Classical Studies

Parts of a Play
Prologue: Introductory scene that gives info about events before the
play.
Parados: Chorus enters and establishes the mood.
Episodes: Usually 3-6 scenes, develops the main plot, separated by
choral dance songs known as stiasma.
Exodus: The final actions and concluding scene.

Chorus: A group of actors that speak, sing, and dance in unison, acting as
a single character that expresses opinions, asks questions, and takes part
in the action of the play. It establishes an ethical and social framework.
They are essentially spectators.
Important Differences:

Plays were religious in nature, and even prisoners and slaves were
released to attend.
Anyone could attend the play
The performances were outside
Most plays were based on well-known myths and legends.
Ex.: Oedipus Rex
Prologue: A Priest appeals to Oedipus on behalf of the people
suffering from drought and plague. Creon returns with the information
that the killer of the former King Laius must be banished to stop the
plague and drought
Parados: The chorus enters and describes the effects of drought and
plague on the people.
Episodes: Contain most of the events of the play from rising action to
climax. Oedipus searches for this killer to save his people but finds out
that the killer is him. His wife kills herself and Oedipus blinds himself
out of shame.
Exodus: Creon becomes king, which restores order to Thebes, and
Oedipus is exiled.

Hubris

Hubris in Greek theater relates to a
character possessing excessive pride
towards or defiance of the gods. This
leads to a path that leads to certain self-
destruction of the person.
Ex.: Antigone

Creon displays Hubris in Antigone
when he believes himself to be above
all others. This leads to him not
listening to other people in the play.
This leads him arguing with his son and
eventually his son’s death.
Antigone displays Hubris when she
believes that her ideals are correct
about family and the gods. This leads
to her disobeying Creon and her
confidence turning into hubris.

Annotation

Tips for annotating
Look for literary devices (tone, figurative
language, symbolism/motif, allusion,
lenses) to analyze within the passage
Make connections between terms and
phrases within the text to broaden your
analysis

Ex. from lines 751-761 of Antigone

Othello

Othello

Othello is the story of a general who was
betrayed one of his subordinates, Iago,
because he was refused a promotion. Iago
swears his revenge and causes misery for
Othello and the other characters of the play.

In This Section
Approaching a poem
Marxist Lens
Iambic Pentameter
Shakespearean Structure

Approaching a Poem

Music/Sound - patterns of rhyme and
rhyme, structure and form
Tropes - Figurative enhancement or
emphasis
Tone - Diction connotation, attitude
towards subject
First look at the Stanzas

Odd or even number
End a summary
Move from abstract to concrete
Thesis a couplet
Left of the poem
Point of view
Shifts in structure
Words setting up the relationship of
ideas
Right of the poem
Rhyme scheme or pattern

Marxist Lens

This lens, specifically modeled after the thought processes of Karl
Marx and Friedrich Engels, focuses on how those in power
(specifically, groups of people) exploit and take advantage of those
who are subordinate to them. It focuses on how someone could
become out of touch with those around them and those whom they
are in charge of due to the unavoidable allure to money, power, and
more political standing. When analyzing literature with this lens, you
should focus your attention on:

How class influences the text.
What propaganda is being used against those who are
oppressed by the people in power?
How do characters process and react to their own systematic
oppression through either economic or political means?
When examining Othello through a Marxist lens, the true complexity
of Iago's and Othello's relationship comes to light. Othello, in taking
the position Iago wanted and subverting his initial working-class
status, becomes part of the upper-class society. This privilege
causes resentment to build within Iago, as he becomes obsessed
with taking Othello's status, money, and power for himself. This
conflict highlights a class struggle within this society, as Iago yearns
for a more comfortable life, while Othello utilizes his education and
expertise to achieve this goal. Othello, being a member of the upper
class, is inherently more powerful than Iago - the working class
often view their struggles, as a result of the wealth disparity
created by those in power, as a constant fight against their fellow
class members. They see life as a game to be conquered and won,
with the prize being an increase in status, and they will stop at
nothing to achieve this goal. This perfectly personifies Iago's role in
Othello.

Iambic Pentameter

Lines with ten syllables that end with a rhyming
word.
Unstressed, stressed pattern
Ex.“But jealous souls will not be answered so.

They are not ever jealous for the cause,
But jealous for they’re jealous. It is a monster
Begot upon itself, born on itself.”

Shakespearean Structure

Shakespearean Sonnets are a 14-line highly structured poem.
Written in Iambic Pentameter
Composed of three stanzas in quatrains (four lines) and a
closing couplet (four lines)
Rhyme pattern for the stanzas is ABAB, CDCD, EFEF, GG
Usually the stanzas present a problem and the couplet
presents a solution
Ex.: Act I Scene iii, Iago’s Soliloquy

Rhymed Iambic Pentameter
Lines that have 10 syllables and end with a rhyming word

Second highest form of poetry for characters to speak. Those
who speak this in plays are in elevated positions in society
and/or posing moral or personal truths.
Can also be used for emphasis
Blank Verse
Lines with 10 syllables with no rhyme
Characters that generally use these kinds of lines have
acceptable levels of morality and purpose.

Can also be used for exposition and Clarity
Prose:

Lines that run to the end of the page, no poetry
Used by characters in the lowest levels of society, and/or low
moral character or purpose
Consider shifts between line structure, what caused the character
to change the way they speak.

Their Eyes
Were
Watching
God

Their Eyes Were Watching God

Their Eyes Were Watching God portrays the life
of Janie, who learns how to empower herself
after various marriages with different men

throughout the years. The novel explores gender
stereotypes and roles in traditional society.

In this Section

Dialect and Diction
Gender Construction Lens.

Dialect/Diction

Dialect: A particular form of a language that is
specific to a group of people

Dialect can be specified within works of literature
in order to differentiate between different groups
of people
In Their Eyes Were Watching God, the people in
her town and the Everglades spoke with different
dialects, which helps the reader differentiate
between the different parts of her life
Dialect can also be used to make the story more
compelling because the readers are able to imagine
the scene with the dialogue more vividly

Gender Construction Lens

The gender construction lens focuses on the way
gender and sexual roles are reflected within the
novel, and the way the author’s perspective
influences such roles

Some things to analyze when looking at a piece
through the gender construction lens:

Would this novel be different if it were
written by a man instead of a woman?
How do the characters defy gender
stereotypes?
Can any elements of the text be perceived
as masculine (active, powerful), feminine
(passive, marginalized), or in-between
(outside of the masculine/feminine binary)
Their Eyes Were Watching God depicts the way
Janie’s experiences in relationships with men help
her eventually break gender stereotypes and
become a powerful (and single) woman at the end
of the novel. Throughout the novel, Janie slowly
begins to defy the roles she was given, from
becoming a housewife to Logan, to running Joe’s
shop by herself for months, and to standing up for
herself against Tea Cake and the jury after Tea
Cake contracted rabies.

Beloved

Beloved

Beloved is a novel portraying the horrors of
slavery and racism in American society. It
depicts the story of Sethe, a former slave,
and the manifestation of her dead daughter,

a ghost named Beloved.

In this Section

Psychoanalytic Lens
Motif Tracking
Syntax Creating Characterization

Critical Race Lens

The Critical Race Lens focuses on how race affects
American society, and how it dominates the way
different people and cultures interact with one another.

Some things to analyze when looking at a work
through the critical race lens:

What is the significance of race in the society
depicted in this text?
In what ways and to what extent does race
dominate American culture and shape the way
we interact with one another?
How can we accurately reflect the experiences
of victims of racism?
Beloved depicts the horrors and trauma associated with
slavery with the characters of Sethe, Paul D, and
Beloved herself. Sethe and Paul D’s race solidified their
status in the eyes of the plantation owners, leading to
their mistreatment and disregard as actual human
beings. By depicting the backstory of Beloved—how
she is the manifestation of Sethe’s oldest daughter
whom she murdered—Morrison allows the audience to
see how critical race was in shaping the lives of many
Americans, and how important it is that modern society
work to combat the prejudice that is currently present.

Symbolism

Example of symbolic analysis:
In Beloved, by Toni Morrison, the symbols of
baby’s blood and pink gravestone chips clash.
“It was as though one day she saw red baby
blood, another day the pink gravestone chips,
and that was the last of it” (Morrison 23).
The redness of Sethe’s violent action juxtaposes
with the innocence represented by the pink chips
in the gravestone. The idea that the chips are
fragmented lends itself to an image of the baby’s
shattered innocence, which in turn fuels the
paranoia of the haunting. Sethe’s act serves as
the cause to the effect; the bright red blood of
the child therefore dims to pink in memory,
though it maintains that warm undertone that
made it so frightening in the first place. The
dulling of the red through the pink chips
represents the fade from violence to memory; the
warmth that remains is therefore made more
permanent in that it doesn’t fade further.





A Streetcar
Named
Desire

A Streetcar Named Desire

A Streetcar Named Desire is a play about
Blanche DuBois, who visits her sister and her

husband in New Orleans. The play depicts
her descent into madness due to her inability

to maintain her grip on reality.

In this Section

Psychoanalytic Lens
Motif Tracking
Syntax Creating Characterization

Psychoanalytic Lens

The psychoanalytic lens uses the work of
psychologists like Sigmund Freud and Carl
Jung in order to better understand the
characters of a story. Focus is typically lent
to basic aspects of their theory, such as the
Oedipus and Electra complexes, the balance
between id, ego, and superego. The
Oedipus and Electra complexes relate to an
unhealthy or romantic longing of a child for
their mother or father, respectively. Id is a
concept that relates to humanity’s most
primal urges. The superego dictates what is
societally appropriate and mediates the id,
while the ego is the conscious projection of
id and superego into action.
In A Streetcar Named Desire, wherein the
protagonist, Blanche, often has to reconcile
her id and her superego. This manifests
itself at one point, with her nursing her
drinking habit (id), which she knows is
socially unacceptable (superego) by
pretending she doesn’t have a problem
(ego). This interpretation of the interplay
between aspects of Blanche’s inner psyche
is reflected in the conflicted nature of her
character, and ultimately contributes to her
downward spiral at the end of the play.

Motif Tracking

Motif tracking is important to making note of
building patterns in a work. Each mention of
the motif advances its efficacy and scope,
allowing for analysis to naturally grow as the
motif expands. Common examples of motifs
include treasured items, or a spatial concept
that is frequently mentioned, like stars or walls
or light. Each of these can have their meaning
developed throughout the text, and it is
important to make note of its progress; i.e.,
has anything about what it symbolizes
changed throughout the piece? Has it become
more or less important to the characters? If
your motif is an object, has it undergone any
physical changes? All of these are good
questions to ask when dealing with this
literary device.
Ex. Motif tracking is particularly useful in
longer, more layered works, like A Streetcar
Named Desire. Light, in particular, is an
important motif so much so that one
character, Blanche, will go to any length to
avoid it, though she ultimately is viewed in it.
This symbolizes her avoidance of truth and
builds the perception that nobody can hide
from reality forever. Blanche does long for
light, at one point being compared to a moth
in doing so, and so this motif is made even
more complex, paralleling human fear and
hypocrisy when it comes to the truth.