AP® English Literature Unit 2 Review and Practice Test
Prepare for your AP® English Literature Unit 2 test with a focused review of character and setting. This unit examines how authors develop complex characters, shape relationships, and use setting to convey meaning, all of which are central to passage-based MCQs and literary analysis essays on the AP exam.
This Unit 2 review supports exam preparation through guided lessons, targeted practice, and UWorld progress check MCQs and FRQs that help students evaluate understanding before moving into full-length exam-style questions.
Whether you are reviewing core concepts or practicing Unit 2 MCQ-style questions, this page helps strengthen close reading and evidence-based analysis for exam day.
Boost Your Confidence and Score High with Our AP English Literature Unit 2 Review
Dive into AP English Literature Unit 2: Character and Setting with guided lessons that explain how authors develop characters, establish relationships, and use setting to shape meaning. These skills appear often in AP Literature multiple-choice questions and free-response essays, making a strong understanding essential for exam success. UWorld’s targeted practice and Unit 2 progress check MCQs and FRQs help students reinforce close reading skills and assess readiness before moving on to full exam-style practice.
Engaging Video Lessons
Analyzing character and setting can be challenging when details are easy to overlook. UWorld’s Unit 2 video lessons break down how authors reveal character through dialogue, actions, and relationships, and how setting influences tone, conflict, and meaning. Each lesson focuses on the types of authorial choices students are expected to recognize in AP Literature multiple-choice questions and free-response essays.
Every video is paired with short practice questions that reinforce close reading and interpretation. These checks help students prepare for Unit 2 MCQ-style questions by building clarity and confidence before moving into longer practice sets.
Interactive Study Guides
The AP English Literature Unit 2 study guide breaks down character and setting analysis using annotated passages, guiding questions, and clear explanations. Students learn how to track character development, analyze relationships, and explain how setting contributes to tone, conflict, and meaning in literary texts.
Try These AP English Literature Unit 2 Practice Test Questions
Passage: "Roman Fever" by Edith Wharton
"I wish now I hadn't told you. I'd no idea you'd feel about it as you do; I thought you'd be amused. It all happened so long ago, as you say; and you must do me the justice to remember that I had no reason to think you'd ever taken it seriously. How could I, when you were married to Horace Ansley two months afterward? As soon as you could get out of bed your mother rushed you off to Florence and married you. People were rather surprised—they wondered at its being done so quickly; but I thought I knew. I had an idea you did it out of pique—to be able to say you'd got ahead of Delphin and me. Kids have such silly reasons for doing the most serious things. And your marrying so soon convinced me that you'd never really cared."
"Yes. I suppose it would," Mrs. Ansley assented.
The clear heaven overhead was emptied of all its gold. Dusk spread over it, abruptly darkening the Seven Hills. Here and there lights began to twinkle through the foliage at their feet. Steps were coming and going on the deserted terrace—waiters looking out of the doorway at the head of the stairs, then reappearing with trays and napkins and flasks of wine. Tables were moved, chairs straightened. A feeble string of electric lights flickered out. A stout lady in a dustcoat suddenly appeared, asking in broken Italian if anyone had seen the elastic band which held together her tattered Baedeker*. She poked with her stick under the table at which she had lunched, the waiters assisting.
The corner where Mrs. Slade and Mrs. Ansley sat was still shadowy and deserted. For a long time neither of them spoke. At length Mrs. Slade began again: "I suppose I did it as a sort of joke—."
"A joke?"
"Well, girls are ferocious sometimes, you know. Girls in love especially. And I remember laughing to myself all that evening at the idea that you were waiting around there in the dark, dodging out of sight, listening for every sound, trying to get in—of course I was upset when I heard you were so ill afterward."
Mrs. Ansley had not moved for a long time. But now she turned slowly toward her companion.
"But I didn't wait. He'd arranged everything. He was there. We were let in at once," she said.
Mrs. Slade sprang up from her leaning position. "Delphin there! They let you in! Ah, now you're lying!" she burst out with violence.
Mrs. Ansley's voice grew clearer, and full of surprise. "But of course he was there. Naturally he came—."
"Came? How did he know he'd find you there? You must be raving!"
Mrs. Ansley hesitated, as though reflecting. "But I answered the letter. I told him I'd be there. So he came."
Mrs. Slade flung her hands up to her face. "Oh, God—you answered! I never thought of your answering...."
"It's odd you never thought of it, if you wrote the letter."
"Yes. I was blind with rage."
Mrs. Ansley rose, and drew her fur scarf about her. "It is cold here. We'd better go.... I'm sorry for you," she said, as she clasped the fur about her throat.
The unexpected words sent a pang through Mrs. Slade. "Yes; we'd better go." She gathered up her bag and cloak. "I don't know why you should be sorry for me," she muttered.
Mrs. Ansley stood looking away from her toward the dusky mass of the Colosseum. "Well— because I didn't have to wait that night."
Mrs. Slade gave an unquiet laugh. "Yes, I was beaten there. But I oughtn't to begrudge it to you, I suppose. At the end of all these years. After all, I had everything; I had him for twenty-five years. And you had nothing but that one letter that he didn't write."
Mrs. Ansley was again silent. At length she took a step toward the door of the terrace, and turned back, facing her companion.
"I had Barbara," she said, and began to move ahead of Mrs. Slade toward the stairway.
1. From ROMAN FEVER AND OTHER STORIES by Edith Wharton. Copyright © 1934 by Liberty Magazine. Copyright renewed © 1962 by William R. Tyler. Reprinted with the permission of Scribner, a division of Simon & Schuster, Inc. All rights reserved.

Question
Mrs. Slade's comments in the sixth paragraph (lines 19–21) primarily suggest that she
| A. hopes to receive Mrs. Ansley's forgiveness | |
| B. faces hardship with humor | |
| C. minimizes her responsibility for her past actions | |
| D. blames Mrs. Ansley for her own illness |
Explanation
Consider the events leading up to the paragraph along with the details in Mrs. Slade's comments. Select the answer that best describes what the comments reveal about Mrs. Slade.
| Details leading up to the comment | Mrs. Slade confesses that she, not Delphin, sent the letter to Mrs. Ansley and claims she did it as a joke. |
| Comment | Girls in love are "ferocious," and I even laughed to myself that night as I imagined you nervously waiting in the dark. However, I did feel bad when I heard you were ill. |
Mrs. Slade excuses her behavior by claiming that her actions weren't unusual; girls in love are "ferocious." She weakly attempts to appear compassionate by noting that she was "upset" when she discovered Mrs. Ansley's illness. Although she admits to sending the letter, she takes no responsibility for the pain she has caused, so her comments in the paragraph primarily suggest that she minimizes her responsibility for past actions.
(Choice A) Although Mrs. Slade claims she was upset by the news of Mrs. Ansley's illness, her attempts to downplay her actions and her admission that she laughed when she pictured Mrs. Ansley wandering around in the dark do not suggest she seeks forgiveness.
(Choice B) Mrs. Slade's prior comment that she sent the letter as a "joke" may suggest humor, but her comments in P6 lack humor.
(Choice D) Mrs. Slade's concern for Mrs. Ansley when she became ill suggests she doesn't blame Mrs. Ansley for her own illness.
Things to remember:
Consider the preceding details when determining what the comments in a paragraph suggest.
Passage: Sonnet 55 by William Shakespeare
Not marble nor the gilded monuments
Of princes shall outlive this powerful rhyme,
But you shall shine more bright in these contents
Than unswept stone besmeared with sluttish1 time.
When wasteful war shall statues overturn,
And broils root out the work of masonry,
Nor Mars2 his sword nor war's quick fire shall burn
The living record of your memory.
'Gainst death and all-oblivious enmity
Shall you pace forth; your praise shall still find room
Even in the eyes of all posterity
That wear this world out to the ending doom.
So, till the Judgement3 that yourself arise,
You live in this, and dwell in lovers' eyes.
(1609)
1filthy
2Roman god of war
3According to Christian belief, this is the day that Jesus will return to judge the living and the dead to determine whether they will spend eternity in heaven or hell.

Question
In lines 1–2, the speaker makes use of
| A. allusion to suggest the speaker's disapproval of materialism | |
| B. hyperbole to emphasize the poem's endurance | |
| C. metaphor to convey the speaker's pride in his literary achievements | |
| D. imagery to illustrate the resilience of man-made memorials |
Explanation
A quick glance at the answer choices indicates that the correct answer will be a literary device. Paraphrase the lines and eliminate the answers that include a device not evident in the lines or that aren't supported by the meaning of the paraphrase.
| Text | Paraphrase |
| "Not marble nor the gilded monuments Of princes shall outlive this powerful rhyme" |
Neither marble nor golden monuments Honoring princes will last longer than this poem. |
| (Choice A) allusion to suggest the speaker's disapproval of materialism | Although the lines mention "princes," no reference is made to a historical or literary prince. |
| (Choice B) hyperbole (exaggeration) to emphasize the poem's endurance | The speaker exaggerates the ability of mere words to outlast something made of stone. |
| (Choice C) metaphor to convey the speaker's pride in his literary achievements | No comparison is made. Instead, the speaker contrasts the poem's strength with that of the monuments. |
| (Choice D) imagery to illustrate the resilience of man-made memorials | The description of marble and gold monuments are an example of imagery; however, the lines contradict the resilience of man-made memorials by saying the poem will outlast them. |
Things to remember:
Examine each answer choice and eliminate those with devices that aren't supported by details in the lines.
Passage: Enduring Love by Ian McEwan
The beginning is simple to mark. We were in sunlight under a turkey oak, partly protected from a strong, gusty wind. I was kneeling on the grass with a corkscrew in my hand, and Clarissa was passing me the bottle—a 1987 Daumas Gassac*. This was the moment, this was the pinprick on the time map: I was stretching out my hand, and as the cool neck and the black foil touched my palm, we heard a man's shout. We turned to look across the field and saw the danger. Next thing, I was running toward it. The transformation was absolute: I don't recall dropping the corkscrew, or getting to my feet, or making a decision, or hearing the caution Clarissa called after me. What idiocy, to be racing into this story and its labyrinths, sprinting away from our happiness among the fresh spring grasses by the oak. There was the shout again, and a child's cry, enfeebled by the wind that roared in the tall trees along the hedgerows. I ran faster. And there, suddenly, from different points around the field, four other men were converging on the scene, running like me.
I see us from two hundred feet up, through the eyes of the buzzard we had watched earlier, soaring, circling, and dipping in the tumult of currents: five men running silently toward the center of a hundred-acre field. I approached from the southeast, with the wind at my back. About two hundred yards to my left two men ran side by side. They were farm laborers who had been repairing the fence along the field's southern edge where it skirts the road. The same distance beyond them was the motorist, John Logan, whose car was banked on the grass verge with its door, or doors, wide open. Knowing what I know now, it's odd to evoke the figure of Jed Parry directly ahead of me, emerging from a line of beeches on the far side of the field a quarter of a mile away, running into the wind. To the buzzard, Parry and I were tiny forms, our white shirts brilliant against the green, rushing toward each other like lovers, innocent of the grief this entanglement would bring. The encounter that would unhinge us was minutes away, its enormity disguised from us not only by the barrier of time but by the colossus in the center of the field, which drew us in with the power of a terrible ratio that set fabulous magnitude against the puny human distress at its base.
What was Clarissa doing? She said she walked quickly toward the center of the field. I don't know how she resisted the urge to run. By the time it happened, the event I am about to describe—the fall—she had almost caught us up and was well placed as an observer, unencumbered by participation, by the ropes and the shouting, and by our fatal lack of cooperation. What I describe is shaped by what Clarissa saw too, by what we told each other in the time of obsessive reexamination that followed: the aftermath, an appropriate term for what happened in a field waiting for its early summer mowing. The aftermath, the second crop, the growth promoted by that first cut in May.
I'm holding back, delaying the information. I'm lingering in the prior moment because it was a time when other outcomes were still possible; the convergence of six figures in a flat green space has a comforting geometry from the buzzard's perspective, the knowable, limited plane of the snooker table. The initial conditions, the force and the direction of the force, define all the consequent pathways, all the angles of collision and return, and the glow of the overhead light bathes the field, the baize and all its moving bodies, in reassuring clarity. I think that while we were still converging, before we made contact, we were in a state of mathematical grace. I linger on our dispositions, the relative distances and the compass point—because as far as these occurrences were concerned, this was the last time I understood anything clearly at all.
What were we running toward? I don't think any of us would ever know fully. But superficially the answer was a balloon. Not the nominal space that encloses a cartoon character's speech or thought, or, by analogy, the kind that's driven by mere hot air. It was an enormous balloon filled with helium, that elemental gas forged from hydrogen in the nuclear furnace of the stars, first step along the way in the generation of multiplicity and variety of matter in the universe, including our selves and all our thoughts.
We were running toward a catastrophe, which itself was a kind of furnace in whose heat identities and fates would buckle into new shapes. At the base of the balloon was a basket in which there was a boy, and by the basket, clinging to a rope, was a man in need of help.

Question
The simile in lines 18–19 ("To the…bring") primarily serves to
| A. contrast with the view of the balloon | |
| B. indicate the inevitability of the disaster | |
| C. describe the purpose for the rescuers' actions | |
| D. highlight the emotional intensity of the scene |
Explanation
A simile makes a comparison using "like" or "as" to clarify a point or emphasize an idea. To determine a simile's purpose, identify what is being compared and how these things are similar and then infer what idea the simile emphasizes.
The narrator compares the way he and Parry run to the scene to lovers "rushing toward each other." The image suggests that as they run to help the boy, the narrator and Parry experience an emotional intensity that is similar to the intense feelings the lovers share. From this, it can be inferred that the simile primarily serves to highlight the emotional intensity of the scene.
(Choice A) Although the narrator and Parry are rushing toward the balloon, the simile shows how the two are similar to lovers—not different from the view of the balloon.
(Choice B) The image of two lovers running toward each other evokes feelings of joy—not impending disaster—so the narrator and Parry's actions do not indicate that the disaster is inevitable.
(Choice C) The purpose of the rescuers' actions is to avert a catastrophe, which is not reinforced by the image of lovers running toward each other.
Things to remember:
To infer the purpose of a simile, determine what two things it compares and how they are similar.
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Review AP English Literature Unit 2 topics from any device using the UWorld app. Watch short lessons, practice passage-based questions, or revisit key annotations during study sessions. The mobile platform makes it easier to build consistent habits, which strengthens close reading skills and improves accuracy when analyzing character and setting.
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Frequently Asked Questions (FAQs)
What is AP English Literature Unit 2, and why is it important for the exam?
AP English Literature Unit 2 focuses on character and setting, teaching students how authors develop individuals, relationships, and environments to convey meaning. These skills are tested frequently in AP Literature passage-based multiple-choice questions and free-response essays. Unit 2 builds the foundation for literary analysis used throughout the course.
A strong grasp of characterization and setting helps students interpret tone, conflict, and theme more effectively. Because these elements appear across many exam passages, mastering Unit 2 improves accuracy and confidence on the AP English Literature exam.
What topics are covered in AP Literature Unit 2?
How should I study for the AP English Literature Unit 2 review?
What is the most effective AP English Literature Unit 2 review plan before the exam?
A structured review plan for AP English Literature Unit 2: Character and Setting helps students strengthen interpretation skills, improve retention, and build accuracy on passage-based MCQs and FRQs. Because this unit focuses on how authors develop character and use setting to convey meaning, steady review provides a strong advantage heading into the AP exam.
3 Months Before the Exam:
Begin with core concepts such as characterization, narrative perspective, and the role of setting. Watch short lessons to understand how authors reveal character and establish context. Reinforce each topic with UWorld’s Unit 2 progress check MCQs to identify early gaps. Review class notes alongside pacing strategies outlined in AP English Literature and Composition study plan to stay organized.
1 Month Before the Exam:
Shift toward application by practicing Unit 2 MCQ-style questions that require interpretation of character relationships and setting details. Create brief summary notes connecting character traits to textual evidence. Practice short FRQs that explain how specific authorial choices contribute to meaning.
2 Weeks Before the Exam:
Complete at least two timed Unit 2 practice sets. Review missed questions using detailed explanations. Set aside daily time for mixed MCQs and short analytical writing focused on character and setting.
This balanced routine blends reading, practice, and timing, helping students master Unit 2 skills and build confidence for the full AP English Literature exam.