My students and I have a pattern for the AP Lang argument question: 1. Read and discuss the prompt itself. 2. Read any quote or passage that accompanies it. 3. In a single sentence, paraphrase the central claim of that quote or passage. 4. If possible, underline that claim. 5. In a single sentence, take a position, from which an argument will be developed, on that claim. 6. View and discuss the Q and A, the scoring commentary, and (in detail) the student samples that the College Board has posted. 7. Write the essay response. —Kim Grinder Here is something someone posted:

HOW TO CREATE AN AP LANGUAGE PERSUASIVE ESSAY For an argument, you must take a position for or against something, usually a statement or an idea in a short passage or quotation. You will be asked to agree or disagree. Alternate wording is to defend or challenge. Sometimes you will be allowed to qualify your answer. This means that you will take a combination position, creating your own view. The easiest way to do this is to create a complex sentence, putting the lesser part of your argument in a dependent clause and the strongest part in the main sentence, the independent clause. “Although the death penalty…, sometimes it is….” This question is NOT for argument analysis. YOU support an argument yourself—**STEPS: 1. First, make a short SUMMARY SENTENCE that states that whole question you are to answer. Sometimes the prompt has several parts, so make certain you are tackling each one. (Sometimes there are four or five related assertions in an argument) What is the argument really about? 2. Next, draw two columns to amass EVIDENCE. Write the author's name (or just the word “prompt”) on one side and the word "opposite" on the other side. Assemble as much evidence as possible that could be used for each position, pro and con. (This keeps you open-minded and ready to offer concessions easily) *NOTE: The given position might have evidence in it, so read every word, jotting down quick ideas. 3. Decide which side you are on and draw a line underneath the two columns. On this line write a THESIS SENTENCE. Put a dependent clause on one half of the line and an independent clause on the other half. Your main position—obviously—is in the independent clause. To build your argument, think of ideas (evidence) you can use to prove your point. One good method is to use a handy acronym like the Five-S strategy for analysis. One helpful acronym for persuasive writing is REHUGO: • Reading • Entertainment • History • Universal truths • Government • Observations STRATEGIES TO BUILD YOUR ARGUMENT:

-- specific, factual examples -- expert opinion -- hypothetical example -- analogy -- personal anecdote -- reasons

-- repetition of wording -- developing & arranging details (order) -- case study or studies -- quotations of lines or passages from literature (including historical documents) -- cause and effect -- compare/contrast reasoning -- definition-

AP Language and Composition Essay Hints Scoring The Multiple Choice section counts for 45% and the essay section counts for 55%. Each essay is read by a different trainer. Each essay is scored as a 9, 8, 7, 6, 5, 4, 3, 2, 1, or 0 There are 27 points possible divided into 55% of the total possible score. The formula would look something like this.

o (pts. X 3.055) + (pts. X 3.055) + (pts. X 3.055)= Essay Raw Score Essay 1 Essay 2 Essay 3

150 is the total composite score for the AP Language and Composition test. 55% of this is essay section; that equals 82.5 points. 45% of this is the multiple choice section, which equals 67.5 points. Each essay is graded on a 9 point scale; therefore, each point is worth 3.055. Divide the number of multiple choice questions by 67.5. For example, if there were 55 questions, each point of the raw score would be multiplied by 1.227. Add together the raw scores of the two sections and you will have a composite score. Based on the data of the past, this is how the total composite scores will translate into levels.

o 150-100 =Level 5 o 99-86= Level 4 o 85-67=Level 3

Successful writers do the following: o Use a wide range vocabulary appropriately and effectively o Use a variety of sentence structures o Use a logical organization enhanced by specific techniques to increase coherence such as judicious repetition,

strong transitions, and appropriate emphasis o Use a balance of generalization and specific illustrative detail o Use an effective rhetoric, controlling tone, establishing and maintaining a voice, and achieving appropriate emphasis

through diction and sentence structure Always consider the rhetorical triangle of each piece of writing. This is simply the speaker/writer, the audience, and the

subject. You might want to complete this for each piece as a form of pre-writing. Ex. Speaker-Helen Keller. Audience-those at Mt. Airy listening to the speech. Subject-Helen’s feelings about learning how to speak. Also consider the purpose and context of the writing.

Things to bring to the exam and do on the day of the exam o Don’t cram the night before. Start preparing daily NOW (AP test prep book, read the newspaper (editorials, political

cartoons, articles, etc.) o Several pencils o Several black pens (black ink is easier on the eyes than blue). You must write in pen for the essay. Do not choose a

pen that will bleed through. o No highlighters o A watch (no beeps or alarms) o Something to drink (water helps the brain think) o A quiet snack (peppermints help stimulate the brain) for the break between the multiple choice and essay (fruit,

energy bar, juice, water). o Tissues o Allow plenty of time to get to the test site o Wear comfortable clothing and dress in layers to adjust to the temperature o Get plenty of sleep the night before o Rub your ears when you become brain dead. It stimulates blood to your brain. o Don’t freak out. Take a deep breath. Do a quick prayer/mediation if you find yourself having anxiety (Mrs. Spriggs will

be sending up oodles of prayers for you while you’re taking the test ). o Eat a breakfast that will sustain you (protein, whole grains, fruit, NOT high sugar cereals, poptarts, or soda) o Be on Time! Latecomers are not permitted.

Introduction to the Essays o You will be given 15 minutes to read all three essay sections. However, you will not be allowed to open and write in

the actual test booklet until the end of the 15 minute period. You will have a total of two hours to write the essays. Each essay carries the same weight, so do not spend an inappropriate amount of time on any one essay.

o You do not need to answer the essays in the order they appear. You may choose to begin with the easiest essay. Be sure to number your essay response on the top of the page so that you receive credit!!!

o Keep your quotes short. A direct quote of more than one or two lines of text is too much. You need not always write out the actual quotations; sometimes you can simply make a reference to a particular section by giving line numbers. The synthesis essay will require you to incorporate sources.

o Discuss and Explain. Do not Retell, List, or Summarize. o As a rule, five paragraphs (introduction, three body paragraphs, and a good conclusion) make an adequate essay.

However, the cookie-cutter 5 paragraph structure may not be the best for developing your ideas. Choose the structure that supports your position.

o You may use your observations, readings, and experiences for the synthesis and argumentative pieces. o If you make a mistake, cross it out neatly.

The Analysis Essay o You will be presented with a prose passage that can be drawn from various genres and time periods. Although the

specific tasks asked vary from year to year, they almost always involve the analysis of language, including rhetorical strategies and stylistic elements.

o The prompt will most likely be a two-level system. What did the author do (main idea, central attitude, purpose, etc.) and how did the author do it?

o It is very unlikely that you will be familiar with the passage. However, if you are, do not feel the need to cram in everything you know about the piece into your essay. At the same time, do not feel overwhelmed if you have never seen the passage before. By the time of the exam, you will have been thoroughly prepared to analyze any passage that you are presented with. Don’t be thrown by the complexity of the passage. You choose the references you want to incorporate into

your essay. Even if you don’t understand everything, you can write an intelligent essay as long as you address the prompt and refer to the parts of the passage you understand.

o The level of your writing should be a direct reflection of your critical thinking. AP is looking for connections between analysis and the passage. Identify, connect, and analyze the items. Don’t just list them.

o Possible prompts Analyze an author’s view on a specific subject Analyze rhetorical devices used by an author to achieve his or her purpose Analyze stylistic elements in a passage and their effects Analyze the author’s tone and how the author conveys the tone Compare/and or contrast two passages with regard to style, purpose, or tone Analyze the techniques the author used to express an attitude of ____ Analyze the rhetorical strategies the author employs to convey an attitude of Analyze the attitude of the speaker Analyze the attitudes of the author using tone and style Analyze the distinctive style of each passage and reveal the purposes of the author Analyze the author’s purpose and how he or she achieves it Analyze some of the ways an author recreates a real or imagined experience Discuss the intended and/or probable effect of a passage

The AP readers use a rubric to grade your essay. They are trained to reward you for things you do well, and they are NOT looking to punish you. Become familiar with the sample rubric provided. The readers understand that this is a draft of your writing.

Planning your Essay Time o In the margin, not what time you should be finished with the essay. For example, the test starts at 1:00. You write

1:40 in the margin. o 1-3 minutes reading and working the prompt o 5 minutes reading and making marginal notes about the passage. Try to isolate two references that strike you. This

may give you your opening and closing. o 10 minutes preparing to write

Underlining, circling Use a shorthand system to mark repeated themes, author’s purpose, supporting details, etc. Marginal Mapping Charts

o 20 minutes writing your essay o 3 minutes proofreading

Strategies

o Read the prompt and highlight, circle, or underline the essential terms and elements in the prompt. It should take 1-3 minutes.

o When the prompt reads such as, you are not required to use only those ideas presented; you are free to use your own selections of techniques, strategies, and devices. The prompt requires more than one element. You must use more than one.

o The incidental data given in the prompt can help your analysis. Pay attention to titles, footnotes, the author, the date of publication, etc.

o After you have quickly analyzed the prompt, read the passage. Read quickly the first time to get the gist of the

passage. Reread, using highlighting and marginal notes analyzing the text. Concentrate on the parts of the passage that apply to what you highlighted in the prompt.

Opening Paragraph o Your opening paragraph is the one that catches the eye of the reader and sets the expectation and tone of your

essay. A suggested approach is to relate a direct reference from the passage to the topic. Make certain that the topic is very clear to the reader. Always identify both the text and the author in the first paragraph.

o A lengthy opening is unnecessary o Create a strong thesis statement that addresses the prompt with three main areas of focus/rhetorical devices and

literary tools used. o Self-Check

Have you included the author and title? Have you addressed the prompt/task? Have you specifically mentioned the elements and techniques you will refer to in your essay? Example Prompt and Opening Paragraph

• Prompt: The following paragraphs are from the opening of Truman Capote’s In Cold Blood. After carefully reading the excerpt, write a well-organized essay in which you characterize Capote’s view of Holcomb, Kansas and analyze how Capote conveys this view. Your analysis may consider such stylistic elements as diction, imagery, syntax, structure, tone, and selection of detail.

• Opening Paragraph A: In the opening of In Cold Blood, Truman Capote presents a picture of the town of Holcomb, Kansas. Through structure, selection of detail, and a detached tone, he makes clear that he views Holcomb as dull and ordinary.

• Opening Paragraph B: “Like the waters of the river, like the motorists on the highway, and like the yellow trains streaking down the Sante Fe tracks, drama in the shape of exceptional happenings, has never stopped here.” This is the town of Holcomb, Kansas. Using a reportorial tone, specific structure, and selection of detail, Capote introduces the reader to this unremarkable town in the opening of In Cold Blood.

• Opening Paragraph C: In Cold Blood is a very appropriate title because Capotes presents a cold and unemotional view of Holcomb, Kansas. His tone, structure, and selection of detail create a distant and detached picture of this desolate farm community.

Body Paragraphs o Use your three ideas listed in your thesis to create your topic sentences for each paragraph. The 1st idea in your

thesis should be the 1st idea in your essay and so forth. Each paragraph should have a specific focus and topic sentence!

This paragraph develops the idea of tone:

• Throughout the passage, Capote maintains a tone that resembles a detached reporter who is an observer of a scene. Although the impact of the passage is seeing Holcomb in a less than positive light, the author rarely uses judgmental terminology or statements. In describing the town, he uses words such as “float,” “haphazard,” “unnamed,” “unshaded,” and “unpaved.” Individuals are painted with an objective brush showing them in “denim,” “Stetsons,” and “cowboy boots.” Capote maintains his panning camera angle when he writes of the buildings and the surrounding farm land. This matter-of-fact approach is slightly altered when he begins to portray the townspeople as a whole when he uses words such as “prosperous people,” “comfortable interiors,” and “have done well.” His objective tone, interestingly enough, does exactly what he says the folks of Holcomb do. He “camouflages” his attitude toward the reality of the place and setting.

o Use specific references and details from the passage. Don’t always paraphrase the original. Refer directly to it and use quotations marks around the words/phrases used in the exact passage.

o Use connective tissue in your essay to establish adherence to the question. Try using echo words (synonyms) to build cohesion of ideas without redundant repetition (town/village;

bland/ordinary/undistinguished) Use transitions between paragraphs

• Numerical: first, second, third, primarily, secondly • Sequential: initially, furthermore, ultimately, in conclusion, to conclude • Additional: furthermore, moreover, similarly, additionally • Illustrative: for example, for instance, to illustrate • Contrast/comparative: nevertheless, conversely, instead, however, none the less, on the contrary • Cause and effect: therefore, consequently, as a result, accordingly • Affirmation: of course, obviously, indeed

Concluding Paragraphs o Spend more time developing solid body paragraphs rather than elaborate conclusions. o In your BRIEF conclusion, try to link your ideas to particularly effective line or image from the passage. o A conclusion does not have to be a paragraph; it can be your final remark or observation in a sentence or two o You may ask a question to conclude

If Capote chooses to illuminate this contrast, does it indicate more to come?

Argumentative Essay o The argumentative essay will present you with an excerpt or a statement. Once you understand what the

passage is saying, you have to ask yourself: Do you think in the same way as the author (agree)? Do I think the writer is completely wrong (disagree)? Do I think some of it is correct and some incorrect (qualify)? You might be given a controversial quotation and asked to defend, challenge, or qualify what has

been stated You might be presented with an argument and asked to analyze it. In this case, you are expected

to look at the logic of the argument, but not necessarily offer your opinion You may be presented with two different views on an idea or belief, and then asked to explain each

side of the argument and develop your opinion The test is beginning to involve. Some prompts have asked students to consider two viewpoints

before beginning their response. Be aware of the Prompt’s Purpose. If it does not ask for your opinion or position do not give it but

instead analyze the argument presented. o You will use your observations, readings, and experiences to support your position. Your support should be

rational and logical, not emotional. It should be objective rather than biased. o The prompt might ask you indicate which idea in a given set is more valid or explore the validity of an

assertion o The prompt will ask you to defend (agree with), challenge (disagree with) or qualify (agree with some and

disagree with other parts of the text) the: Author’s position Statement’s main idea The narrative’s main point

o You need to do three things for this essay Understand the nature of the position taken in the prompt Take a specific stand-argue, qualify, or disagree-with the assertion in the prompt Clearly and logically support your claim

o You may use any of the following to support your argument Facts/statistics Details Quotations Recognition of the opposite Examples Anecdotes Compare and contrast Cause and effect Appeal to authority

o Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader

o Pre-writing. See notes above. List ideas for defense (agree), challenge (disagree), and qualify (agree with some parts and disagree with others).

o Introduction Refer specifically to the prompt (speaker and occasion, topic) and clearly state your position on the given

issue. The classical formula for an argument is

• Present the issue/situation/problem • State your assertion/claim/thesis • Support your claim • Acknowledge and respond to real or possible opposing views • Make your final comment or summary of the evidence

This essay also works well with the cause/effect format opening. • Ask Question about specific focus,

• Use Indeed, transition and state the opposite of your position. • Use However, and list two to three big ideas supporting your stance. • Example:

o Does television have the power for limitless capabilities for good-and for evil? Indeed, television allows individuals to experience vast worlds unbeknownst to the common man. However, television has the capacity to negatively impact the mental, social, and physical well-being of those who become addicted to it.

o Body Paragraphs Traditional Argumentative Essays follow this basic guideline:

• State the purpose/claim (strong thesis with specific stance) • Anticipate objections from the reader (1st body paragraph) • Counter objections by supporting the claim with solid evidence (2nd-4th body paragraphs) • Conclusion restating stance that was derived from evidence

Four Elements of a Logical Argument • Claim-The specific proposition of a writer is the claim. A claim may be made directly or indirectly. • Objections-Knowing the main points of the opponent helps a writer answer objections effectively. • Evidence-A writer supports a claim with facts, interprets the facts, and explains- giving statistics,

reasons, examples, or other evidence) • Conclusion-The end of an argument is often a restatement of the claim. It may be a summary of

the main points or a logical generalization. It may attempt to motivate the reader to act. You may briefly set-up your essay with the cause/effect opening format and use the first paragraph to

address and anticipate objections to your stance. Use your last two paragraphs to build support for your position. Always leave your most powerful examples for the last body paragraph. Build up to your “power points”; don’t begin with them.

• Block Organization:

o Main points of opposing side appear in one chunk (1st body paragraph) before proponent’s argument. This conveys a sense of fairness but also postpones disagreement. In the body paragraphs following the 1st, the writer counters the opponent’s points and builds his or her position with specific evidence.

• Alternating Method: o This organization pairs one of the opposing points with one of the proponent’s, arguing

back and forth, emphasizing the answer to each point. A possible disadvantage is that it introduces disagreement early into the essay, and it requires more transitions. Always begin with a con point and answer with a pro. Remember con is simply whatever stance is against you, and pro represents your stance. Con and Pro do not mean “Good” and “Bad.”

o Any unanswered points pose serious flaws for your argument. If you cannot answer a point adequately and decide to reverse your opinion within your paper, it is fine to do so. It shows you have an open, logical mind.

o Main points are arranged in least-to most-important so that the argument gradually builds. The best point is placed last, where it receives the most emphasis.

o Common Ground prepares the reader for a fair and reasonable argument. This should be established within the 1st body paragraph. If you can find any similar or “common ground” within the topic, state this to your reader.

o Agreeing before disagreeing is a great way to draw your reader in. Use phrases such as It is true…but Proponents realize/agree…yet they believe… Supporters recognize….; still they do not acknowledge Indeed….however,…. Certainly….despite these claims Granted…in contrast…

Have an appropriate and respectful tone when first introducing the opponent’s possible objections. This is a “fair fight/discussion” in which you listen and hear what your opponent says before you begin. You must show that you heard them by addressing their specific concerns with specific evidence and details.

Refuting Opposing Points • To refute a point you show that it is irrelevant or only partly true or completely false.

• In answering objections, avoid any hint of disrespect for the reader’s view. This will cause you to lose “points” in your reader’s mind.

• To be convincing, a writer needs adequate evidence. The opinion of just one source is inadequate, you need multiple sources. Opinion must be substantiated by facts, reasons, and examples.

• Use quality evidence and avoid weak evidence. However you set up your essay, support your ideas with specific examples Your argument can be

• Ethical-appeal to the reader’s good sense, good will, and the desire to do the “right thing” • Emotional-an appeal to the reader’s fear, patriotism, and so forth. This particular essay should

have its central focus on logical and rational support and be free of bias. Use caution with ethical and emotional appeals for this reason.

• Be aware of logical fallacies and AVOID them in your writing o Non sequitur argument (“Does not follow”). Diane graduated from Harvard. She’ll make a

great lawyer. o Begging the Question (writer assumes something that is yet to be proven). Taking

geometry is a waste of time, and high school students should not be required to take it. o Circular Reasoning (restates the premise rather than giving a reason). I like to eat out

because I enjoy different foods and restaurants. o Straw-man Argument (attributing false or exaggerated characteristics or behaviors to the

opponent and attacks him on falsehoods or exaggerations). o Ad hominem (attacks the person rather than the argument) o Hasty generalization (draws a conclusion on an entire group based on insufficient

evidence). Ex. A voluntary national service would solve the United States’ problems. o Overgeneralization (stereotyping: writer makes a conclusion about a large number of

people based on very limited evidence) o Post Hoc argument (cites an unrelated even that occurred earlier as the cause of a

current situation). I saw a black cat cross the street five minutes before the accident. Therefore, the black cat is the cause of the accident.

o Either/or argument: the writer asserts that there are only two possibilities when in reality there are more.

Logical-appeal to inductive and deductive reasoning • Induction-forming a generalization from a set of specific examples. Margo has 17 stuffed bears, 3 stuffed cows, 11 monkeys,

4 camels, and 6 stuffed elephants. Margo loves to collect stuffed animals. • Deduction-reaching a probable conclusion based on given premises. A premise is a proposition that is proven or taken for

granted. All high school seniors at this high school must write a research paper. Sean is a senior at this high school. Therefore, Sean must write a research paper.

• Possible problems: Avoid making broad assumptions with words like ALL, ALWAYS, NEVER, etc. Conclusion

Your conclusion is the final nail in the building of an argument. A conclusion should restate the thesis and leave the reader persuaded that the reasoning is valid. If action is advocated, the conclusion should convey a sense of immediacy. The conclusion of an argument should be sound, appropriate, and complete.

Quickly restate your position and main examples of support. If you can find a powerful way to reconnect all ideas, do so (quote, anecdote, etc.). If a creative conclusion doesn’t come to you immediately, sum up your ideas quickly in one to two sentences and move on to your next essay. You may use an anecdote, question, or challenging/powerful image/statement to close your argument.

Synthesis Essay o You will be presented with an introduction to and a description of an issue that has varying viewpoints associated

with it. Accompanying this is a selection of sources that address the topic. These sources can be written texts that could include nonfiction, fiction, poetry, drama, visual texts, photos, charts, art work, cartoons, etc. After reading and annotating the sources, the student is required to respond to the given prompt with an essay that incorporates and synthesizes at least THREE of the sources in support of your position on the subject. You will NOT be given “extra points” for incorporating more than three sources. You will NOT pass this essay if you fail to cite sources at any time.

o Use the sources as springboards or buttresses for your argument. Do not let the sources drive your essay. o The College Board wants to determine how well a student can read critically, understand texts, analyze texts,

develop a position on a given topic, support a position on a given topic, support a position with appropriate evidence from outside sources, incorporate outside sources into the texts of the essay, cite sources used in the essay

o Use the sources and your observations, readings, and experiences to support your thesis. o This essay is a chance to demonstrate your ability to develop a “researched idea” using not only your personal

viewpoint, but also the viewpoints of others. o Don’t be alarmed by the length or complexity of the sources. You will choose your position, and you will choose

which texts to incorporate. As long as you address the prompt and cite the required number of sources, you will be fine.

o You must be able to analyze the argument each source is making. What claim is the source making about the issue? What data or evidence does the source offer in support of the claim? What are the assumptions or beliefs (explicit or unspoken) that warrant using this evidence or data to support the claim?

o Ask the questions: What are two or three possible positions that I could take on this issue? Which of these positions do I want to take? Why? Keep an open mind, and choose the topic that you will

have the best essay and supporting details. Many of the best essays don’t have a simple and “easy” thesis but instead take a more critical approach

that recognize the complexities of the issue. Imagine arguing the topic with an individual. Argue your position and feel free to say things like, “Source A

takes a position similar to mine,” or Source C would oppose this position, but here is why I still maintain its validity,” etc.

o This essay has two main approaches First: Expository essay in which you develop your thesis and support it with specific examples from

appropriate sources. You may use compare/contrast, cause and effect, or analysis Second: Argumentative essay in which you take a position on a particular topic and support the viewpoint

with appropriate outside sources, while indicating the weaknesses of other viewpoints. o Common Errors

not taking a clear position or wavering between positions Substituting a thesis-oriented expository essay (informing the reader of the different topics/positions) for an

argumentative essay Being reluctant to engage in verbal combat because “everybody’s entitled to his or her opinion” so there’s

nothing to argue about Slipping out of focus by discussing imagery in general Trying to argue about photography by using evidence from a literary reading list (for example, The Scarlet

Letter) and sliding off topic into theme of appearance and reality Lacking clear connections between claims and the data, and the warrants needed to support them Trying to analyze style or rhetorical strategies instead of arguing a point (wrong essay…that would be

analysis!!!) o Carefully read the prompt and all introductory material. Many times the extra information will provide you with time-

saving information. With visual texts

• Identify the subject/s • Identify the major components • Identify verbal clues such as titles, date, cartoonist, and dialogue • Notice position and size of details of images • Identify the primary purpose • How do the details support the purpose?

o Pre-writing: See Notes in previous section. Clearly mark and decide which position you will take and which sources will support your viewpoint.

o Opening Paragraph: Specifically address the prompt and clearly state your position on the topic (thesis with 3 ideas). You may uses anecdotes, personal experiences, observations, startling facts/statistics, etc. to “catch” your reader’s attention.

o Body Paragraphs: Use transitions to connect ideas. Build up to your strongest point with each paragraph. When citing sources, all you need to do is put the source in parenthesis (Source A) or say, “According to Source A…..”

o Use a mixture of direct quotations, summary, and paraphrases when incorporating your sources. Remember that you MUST establish a position and each source you choose MUST support and develop your position. Summary: read a text closely and locate the key words/phrases that enable you to reduce the piece to its

essential points

Paraphrase: transpose the original material into your own words. It will be close to number of words in the original text.

Inference: drawing a conclusion based on specific material Quotations:

• Direct Quotation/Full citation provided at beginning of sentence: John Broder in his February 21, 2006, New York Times article titled “States Curbing Right to Seize Private Homes,” quotes Scott G. Bullock, “….”

• Direct Quotation/Citation placed outside the text: In a 60 Minutes interview presented on July 4, 2004, Jim Saleet, a homeowner, stated, “.….” (Source E).

• Paraphrase of and direct quotation third paragraph citation placed outside of the text: John Echeverria sees a danger arising from doing away with the powers of eminent domain. There is real danger the areas will experience “economic decline” (Source E).

• Combination of Direct Quotation and Paraphrase citation provided outside of the text (note the use of ellipsis): In 2005, a supreme court decision ruled that “…the government taking of property from private owner…” (Source C).

• Direct Quotation Citation after Sentence: 68% of survey respondents said that they “favored legislative limits on the government’s ability to take private property away from owners…” (Source G)

• Direct Quotation with Citation with Sentence: According to a survey conducted by CNN on July 23, 2005, 66% of those responding said “never” to the question, “Should local governments be able to seize homes?”

• Paraphrase Citation Outside Sentence: In recent polls conducted by both the Washington Times and CNN, over 60% said no when asked if local governments should be able to take over private homes and businesses (Source G).

o Conclusion: Restate main idea but do not simply summarize. Try to powerfully connect ideas or find another source that somehow unites all items discussed.

AP Exam – Multiple Choice

*4-5 passages…50-55 questions…1 hour (1.09 minutes per question, including reading time)

Tips:

-After 45 seconds of reading a passage, determine if you want to stay with it or skip it. Skip it if it is difficult. Odds are there is an easier passage around the bend.

-Do not look at the questions first. You don’t have time for that.

-You don’t have time for detailed annotation.

-Skip any question you can’t answer in 45 seconds and come back to it.

-Use POE

-In the final 30-60 seconds, blind guess all questions that are blank. Pick a letter and answer every question using that letter.

-Do not leave any answer blank.

-Be careful bubbling in the scantron.

Argumentative Essay o The argumentative essay will present you with an excerpt or

a statement. Once you understand what the passage is saying, you have to ask yourself: Do you think in the same way as the author (agree)? Do I think the writer is completely wrong (disagree)? Do I think some of it is correct and some incorrect (qualify)? You might be given a controversial quotation and

asked to defend, challenge, or qualify what has been stated

You might be presented with an argument and asked to analyze it. In this case, you are expected to look at the logic of the argument, but not necessarily offer your opinion

You may be presented with two different views on an idea or belief, and then asked to explain each side of the argument and develop your opinion

o You will use your observations, readings, and experiences to support your position.

o The prompt will ask you to defend (agree with), challenge (disagree with) or qualify (agree with some and disagree with other parts of the text) the: Author’s position Statement’s main idea The narrative’s main point

o You need to do three things for this essay Understand the nature of the position taken in the

prompt Take a specific stand-argue, qualify, or disagree-with

the assertion in the prompt Clearly and logically support your claim

o You may use any of the following to support your argument Facts/statistics Details Quotations Recognition of the opposite Examples Anecdotes Compare and contrast Cause and effect Appeal to authority

o Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader

Assignment Do the following for each prompt:

• Reword the prompt (what you actually have to argue) in its simplest form.

• Explore multiple sides (if applicable) and list possible supporting

points.

• List outside knowledge that you will bring in for support. Example: Reword the prompt and/or reword the author’s claim: Is creativity something that can and should be taught in school? Multiple Sides/Supporting Points: Defend- Yes it should be (or needs to be) taught. -Like other academic skills, creativity can be enhanced through instruction. - Due to technology, creativity has been crippled…thus it needs to be taught. Challenge- No it should not be (or cannot be) taught. -You either got it or you don’t. -School is not the place for this type of instruction. Focus on the core subjects. Qualify- (A combo of “Defend” and “Challenge”) Outside knowledge/Support: -Creative Writing Courses in high school (benefit or an obstacle?) -The positive benefits of a creative mind -Historical creative minds – Einstein, Gates, Jon Stewart, 3rd Block AP English

Exam Review Strategies: Boil It Down Jodi Rice (with some changes/additions by Chris Folk)

Analysis

Every analysis prompt boils down to WHAT is the author trying to accomplish, and HOW is he or she doing it? Answer this question as precisely as you can, and you have the rudiments of your thesis. Annotate the text carefully (but quickly); consider some type of shorthand code (D for Diction, Syn for Syntax, Fig for Figurative Lang.). Remember, knowing the technique and mentioning the technique is not ANALYZING the technique. Do not bring anything from the text that you are not willing to Examine and Analyze.

Argument

The basic structure of an argument is a claim that is explained by a reason, a set of reasons, or a chain of reasoning, and illustrated with supporting examples.

The claim is the basic reaction to the problem. If offered a proposition (e.g. “Entertainment has the ability to ruin society”), you may be invited to defend, challenge, or qualify, in which case your claim is “I agree,” “I disagree,” or “I agree in part.” (If possible, try to avoid using the 1st person pronoun in the statement of agreement/disagreement.) Other argument types ask you to argue the extent of a proposition, in which case the wording of the question is a bit different, but ultimately the claim types are the same: “yes,” “no,” and “perhaps, if….”

The reason follows the claim and is introduced with because: “Entertainment has the ability to ruin society because it encourages mass consumption and a dissatisfaction with ordinary life that keeps people searching for ever-more sensationalistic experiences at the expense of genuine interaction.” Usually one very solid reason or two complementary ones are a good way to structure this planning. Notice how this feeds nicely into a basic thesis for the essay!

Then, of course, you need examples. I encourage you to draw on self, school, and society when brainstorming: what has happened in your own experience; what have you learned in any of your school subjects that’s applicable; what have you observed in current or historical events? You may not decide to use all of your brainstormed points, but you should choose the best two or three—the ones that are the most applicable and, ideally, complement each other in developing the reasons outlined in the thesis.

Argument boiled down: I believe (CLAIM), because (REASONS), as illustrated by (EXAMPLES from self, school, or society).

Preparing for the Synthesis Question: Six Moves Toward Success In most college courses that require substantial writing, you are called upon to write researched arguments in which you take a stand on a topic or an issue and then enter into conversation with what has already been written on it. The synthesis question provides you with a number of relatively brief sources on a topic or an issue -- texts of no longer than one page, plus at least one source that is a graphic, a visual, a picture, or a cartoon. The prompt will call upon you to write a composition that develops a position on the issue and that synthesizes and incorporates perspectives from at least three of the provided sources. You may, of course, draw upon whatever you know about the issue as well, but you must make use of at least three of the provided sources to earn an upper-half score. What moves should a writer make to accomplish this task? Essentially, there are six: read, analyze, generalize, converse, finesse, and argue. Read Closely, Then Analyze First, you must read the sources carefully. There will be an extra 15 minutes of time allotted to the free-response section to do so. You will be permitted to read and write on the cover sheet to the synthesis question, which will contain some introductory material, the prompt itself, and a list of the sources. You will also be permitted to read and annotate the sources themselves. You will not be permitted to open your test booklet and actually begin writing the composition until after the 15 minutes has elapsed. Second, you must analyze the argument each source is making: What claim is the source making about the issue? What data or evidence does the source offer in support of that claim? What are the assumptions or beliefs (explicit or unspoken) that warrant using this evidence or data to support the claim? Note that you will need to learn how to perform such analyses of nontextual sources: graphs, charts, pictures, cartoons, and so on. After Analysis: Finding and Establishing a Position Third, you need to generalize about your own potential stands on the issue. You should ask, "What are two or three (or more) possible positions on this issue that I could take? Which of those positions do I really want to take? Why?" It's vital at this point for you to keep an open mind. A stronger, more mature, more persuasive essay will result if you resist the temptation to oversimplify the issue, to hone in immediately on an obvious thesis. All of the synthesis essay prompts will be based on issues that invite careful, critical thinking. The best responses will be those in which the thesis and development suggest clearly that the writer has given some thought to the nuances, the complexities of the assigned topic. Fourth – and this is the most challenging move – you need to imagine presenting each of your best positions on the issue to each of the authors of the provided sources. Role-playing the

author or creator of each source, you need to create an imaginary conversation between yourself and the author/creator of the source. Would the author/creator agree with your position? Why? Disagree? Why? Want to qualify it in some way? Why and how? Fifth, on the basis of this imagined conversation, you need to finesse, to refine, the point that you would like to make about the issue so that it can serve as a central proposition, a thesis – as complicated and robust as the topic demands – for your composition. This proposition or thesis should probably appear relatively quickly in the composition, after a sentence or two that contextualizes the topic or issue for the reader. Sixth, you need to argue your position. You must develop the case for the position by incorporating within your own thinking the conversations you have had with the authors/creators of the primary sources. You should feel free to say things like, "Source A takes a position similar to mine," or "Source C would oppose my position, but here's why I still maintain its validity," or "Source E offers a slightly different perspective, one that I would alter a bit." From: Jolliffe, David.“Preparing for the 2007 Synthesis Question: Six Moves Toward Success.” College Board: AP

Central 28 November 2006

How to Tackle the AP Lang Test – The 3 Essays

Facts

-You have a total of 2 hours and 15 minutes to plan and write 3 essays (rhetorical analysis, synthesis, argumentative).

-The first 15 minutes you CANNOT (yes, it’s one word) write in the lined booklet. You can only plan. After the 15 minutes are up, you can open the booklet and start writing.

Suggestions

-For the 15 min. of planning, use this time for the Synthesis essay ONLY. 15 minutes gives you enough time to plan the paper and read the sources. You can even write your thesis on the prompt if you have time, maybe even jot down the opening lines. When you can open the booklet, write THIS paper!

-Write the rhetorical analysis next. This is time consuming as well due to the reading.

-Save the argumentative essay for last. Lately these prompts have been brief in terms of reading.

Here is a good breakdown of the time you should devote to each paper:

Synthesis – 50 minutes (includes the 15 min of prep time)

Rhetorical Analysis – 50 minutes

Argumentative – 35 minutes

Plan for 3-4 paragraph essays. Whichever you choose, make sure the body paragraphs in all 3 essays are DEVELOPED with specific information (source references, quoted passages, background knowledge, rationale argumentation, effective analysis of Purpose and Audience).

Nuggets and Tidbits from an AP Reader

I'm returning for my fifth year of reading the Lang exam and have read all three questions. I'll send some thoughts and may add to them later as more come to mind, or as I see what others have contributed. For any question, but especially the argument and the synthesis, it is important that students know what position they will take. It is not important to create a full-blown introduction as that takes too much time from the rest of the essay. A thesis statement and maybe one more sentence establishing the position is sufficient. For this reason, some sort of plan helps. That way, students don't waste time wandering around their position. After the position is established, for the argument/persuasive essay, if students provide evidence that is developed sufficiently, they should move from point to point, making logical connections between the points. With the argument, even though the prompt may say to include personal experiences, the better (in my opinion) essays do not have too much of that as when incorporating personal experience as evidence, it becomes very easy to move from argument/persuasion to narrative. A one or two sentence conclusion, connecting all evidence to the thesis, helps at the end. For the synthesis essay, students must incorporate the required number of sources. They may use more than the required number, but it is not necessary. What is necessary for this question is that students develop a position on the issue and then develop it, citing the sources as support. Citing in MLA format is not necessary, either. Students may write that "In Source C, . . ." or incorporate the author's name in the sentence or cite the source at the end of the sentence. What does help readers, and what I appreciated when reading this question, is underlining or boxing the sources as they are used (Source A) so that it is easier to count the number used. It is important to take a position; if no position is taken, the essay may lack form. Again, with the Rhetorical Analysis essay, students need to follow the directions. What these questions usually as is "How the author . . . ." It is not important to list devices used (I think there has been a recent discussion about using the names of devices), but it is important that students express HOW the author creates the EFFECT. Whether or not the student agrees with what is said in the passage is not important. This may seem petty, but handwriting is also important because if I, as a reader, have to struggle to decipher what a student says, I may lose track of what has been said and have to reread a number of times. It is true that readers are able to read almost anything, and that if a reader can't read a student's work, someone else will be able to, but students need to remember that readers are human and appreciate clear penmanship. Above all, students need to remember that AP also means ANSWER THE PROMPT, so they need to do what is asked. This may be wordy, and I know I've neglected other points, but I am sure others will add to this.

Rhetorical Analysis Reminders

Intro: Provide a brief Intro that mentions the author/speaker, the title of the piece, the audience (if there is a specific one), and the purpose. Also, end with a thesis statement that clearly states that the author/speaker used rhetorical strategies (name them, don’t name ‘em…doesn’t matter) for a purpose.

In their editorial “My Life or My Cell Phone? That’s Easy…My Life,” Maddie Lewis and Claire Goldstone discuss their warm, cozy kinship with their cellular devices. Throughout the piece, they employ various rhetorical strategies to implore their parents’ generation to cut them some slack when it comes to their “technological addiction.”

Body Paragraphs: Separate the text into 3 sections (opening, middle, closing), and write a well-developed supporting paragraph for EACH. Each S.P. needs to:

Summarize WHAT the text is about

Discuss HOW the writer wrote/spoke

Analyze WHY the writer/speaker wrote/spoke this way.

• DON’T scour and hunt for rhetorical devices. They will emerge as you summarize and analyze the text. Consider diction, tone, syntax, 3 appeals, fig. lang., selection of detail…Anything and everything a writer does on purpose is worth discussing. If the writer wrote it down, it’s important.

• SHOW what you are discussing by quoting or summarizing the text. Always SHOW syntactical devices by quoting the text. The reader shouldn’t have to go back to the text to find that repetition you are analyzing.

Example: Lewis and Goldstone open their article with an anecdote about how their AP English teacher would call his students “slaves” and their cell phones their “master.” They quickly laugh off this assertion by calling their teacher “a 70’s child who was probably addicted to Nintendo and Atari and Gameboy and whatever pre-historic technological gadget his mommy bought him.” This anecdote – along with their use of polysyndeton here – reaffirms their annoyance with today’s “hypocritical, holier-than-thou” adults and how they poke fun at teenage technological use. After this opening anecdote, Lewis and Goldstone dive straight into the heart of their argument. Clearly still annoyed, they claim that today’s generation has a “healthy relationship” with technology. They employ a lengthy list as well to showcase all the benefits of cell phones: “we use them for directions, for reconnecting with old friends and family on Facebook, for math homework (who needs graphing calculators?), for reminders to pick up groceries at the store for our parents, for snapping pics of our friends, for communicating with our parents about our whereabouts…you know, all the things teenagers are expected to do since, like, forever!”

Concluding Paragraphs:

o In your BRIEF conclusion, wrap up the heart and soul of the passage without being too repetitive.

o A conclusion does not have to be a paragraph; it can be your final remark or observation in a sentence or two. The following example is the final few sentences of the last supporting paragraph. This writer did not write a separate Conclusion.

…Lewis and Goldstone end their article with a telegraphic pleading to humanity – “We need our phones.” This final plea reinforces their overall thesis throughout the entirety of the article. Their generation’s infatuation with technology is not a fleeting romance. It is an eternal, healthy relationship.

Synthesis Essays: A Plan of Action

Synthesize – To produce something new by combining outside elements

Step 1: BEFORE READING YOUR SOURCES

A) Examine and annotate the prompt B) Jot down ideas/opinions/examples that

you might use in your paper. C) Determine your stance or opinion

concerning the topic if applicable. The prompt DOES NOT always ask for an opinion or stance.

Step 2: Read the sources. Look for relevant data/statistics. Write a big fat “F” next to a relevant fact. Look for well-written argumentation or good writing to quote. Write a big fat “Q” next to these. Write a big fat “O” next to a relevant opinion.

Also note the slant/opinion of the source if there is one.

Writing the Synthesis Paper

Intro:

- Show the AP reader right away that you understand the complexity of the topic. Consider acknowledging both sides.

- Then segue into your thesis where you clearly state where you stand on the issue.

Supporting Paragraphs: -Write 2-3 well-developed supporting paragraphs where YOU make YOUR argument.

- Bring in specific examples (from history, from textbooks, from your readings, from life) to support your argumentative point. Hypothetical examples can work, but be careful.

- Use the SOURCES for help. Don’t rely on them. (Make sure you clearly label each source.)

Closure:

Bring your paper to a close (in a separate Conclusion or at the end of the final S.P.) by reaffirming your stance.