AP TEST REVIEWAP TEST REVIEW

English Language English Language and Compositionand Composition

What I Want YOU to Do…What I Want YOU to Do…• Thursday: Study your AP Language Terms: I mean, like really go over your Thursday: Study your AP Language Terms: I mean, like really go over your

handout and the glossary in your 5 Steps bookhandout and the glossary in your 5 Steps book • Friday: Practice Test 2 MC Pages 213-223 (Time yourself) and then check Friday: Practice Test 2 MC Pages 213-223 (Time yourself) and then check

over answers and explanationsover answers and explanations

• Saturday: Synthesis essay Pages 224-228: Do an outline for an essay or Saturday: Synthesis essay Pages 224-228: Do an outline for an essay or actually write an essay. Then look at the Samples pages 234-238actually write an essay. Then look at the Samples pages 234-238

• Sunday: RA Pages 228-229; Do an outline or write the analysis essay. Then Sunday: RA Pages 228-229; Do an outline or write the analysis essay. Then look at the Samples pages 239-241look at the Samples pages 239-241

• Monday: Argument Page 229; Do an outline or write the essay. Then look at Monday: Argument Page 229; Do an outline or write the essay. Then look at the Samples pages 242-244the Samples pages 242-244

• Tuesday: Study your AP terms for 15 minutes onlyTuesday: Study your AP terms for 15 minutes onlySleep and relaxSleep and relax

What you should take to testing…What you should take to testing…

Several pencils #2Several pencils #2Several black pens—no white out allowedSeveral black pens—no white out allowedHH2200Wear something comfortable—and school Wear something comfortable—and school

appropriate appropriate (take a light jacket) (take a light jacket)Breakfast in your belly – protein included!Breakfast in your belly – protein included!

Organization of AP Language Organization of AP Language and Composition Exam and Composition Exam3 hours 15 minutes total3 hours 15 minutes total

1. MC section I hour1. MC section I hour

2. Essay 2 hours 15 minutes2. Essay 2 hours 15 minutesthree possible types of essaythree possible types of essay-analysis-analysis-argument-argument-synthesis-synthesis

*You are responsible for dividing your time appropriately!

MULTIPLE CHOICEMULTIPLE CHOICE

Multiple Choice ScoringMultiple Choice Scoring

Number rightNumber rightThe MC section is 45% of your overall The MC section is 45% of your overall

scorescoreAnswer all questionsAnswer all questions

Types of Multiple Choice QuestionsTypes of Multiple Choice Questions

1. The straightforward question1. The straightforward question 2. The question that refers you to specific lines 2. The question that refers you to specific lines

and asks you to draw a conclusion or to interpretand asks you to draw a conclusion or to interpret 3. The 3. The ALL… EXCEPT questionALL… EXCEPT question 4. The question that asks you to make an 4. The question that asks you to make an

inference or to abstract a concept not directly inference or to abstract a concept not directly stated in the passagestated in the passage

5. The “killer” Roman numeral question5. The “killer” Roman numeral question 6. The footnote question6. The footnote question

Specific TechniquesSpecific Techniques

1. Process of Elimination1. Process of Elimination2. Substitution/ Fill-in the blank2. Substitution/ Fill-in the blank3. Using Context3. Using Context4. Anticipation4. Anticipation5. Intuition/ The Educated Guess5. Intuition/ The Educated Guess

Question CategoriesQuestion Categories

Questions about rhetoricQuestions about rhetoricQuestions about the author’s meaning and Questions about the author’s meaning and

purposepurposeQuestions about the main ideaQuestions about the main ideaQuestions about organization and Questions about organization and

structurestructureQuestions about rhetorical modesQuestions about rhetorical modes

Approach to MC SectionApproach to MC Section

1. Answer easy questions immediately1. Answer easy questions immediately2. On more difficult questions, write in your 2. On more difficult questions, write in your

book—mark eliminated choicesbook—mark eliminated choices3. On questions that you find very difficult3. On questions that you find very difficult

—return after you have answered the —return after you have answered the following questions—they may help shed following questions—they may help shed some light on previous questions that you some light on previous questions that you had trouble with.had trouble with.

For the really difficult passages…For the really difficult passages…

Personally, I like to read the passage Personally, I like to read the passage quickly to get the main idea and then read quickly to get the main idea and then read it again annotating important points. Pay it again annotating important points. Pay special attention to tone as you read.special attention to tone as you read.

ANALYSIS ESSAYANALYSIS ESSAY

The AP English Language Exam The AP English Language Exam Requires the analysis of another Requires the analysis of another

author’s…author’s…1. structure1. structure2. purpose2. purpose3. style3. style

SAMPLE Analysis QuestionsSAMPLE Analysis Questions

Analyze an author’s view on a specific Analyze an author’s view on a specific subjectsubject

Analyze rhetorical devices used by an Analyze rhetorical devices used by an author to achieve his or her purposeauthor to achieve his or her purpose

Analyze stylistic elements in a passage Analyze stylistic elements in a passage and their effectsand their effects

Analyze the author’s tone and how the Analyze the author’s tone and how the author conveys this toneauthor conveys this tone

SAMPLE Analysis Questions Cont.SAMPLE Analysis Questions Cont.

Compare and/or contrast two passages with Compare and/or contrast two passages with regard to style, purpose, or toneregard to style, purpose, or tone

Analyze the author’s purpose and how he or she Analyze the author’s purpose and how he or she achieves itachieves it

Analyze some of the ways an author recreates a Analyze some of the ways an author recreates a real or imagined experiencereal or imagined experience

Analyze how an author presents him or herself Analyze how an author presents him or herself in the passagein the passage

Discuss the intended and/or probable effect of a Discuss the intended and/or probable effect of a passagepassage

RHETORICAL STRATEGIES YOU RHETORICAL STRATEGIES YOU MAY NEED TO ANALYZEMAY NEED TO ANALYZE

(Structure)(Structure)1. Example1. Example2. Comparison and contrast2. Comparison and contrast3. Definition3. Definition4. Cause and effect4. Cause and effect5. Process5. Process6. Analysis6. Analysis7. Classification7. Classification

ELEMENTS OF STYLE YOU ELEMENTS OF STYLE YOU MAY NEED TO ANALYZE (AKA MAY NEED TO ANALYZE (AKA

STYLISTIC DEVICES)STYLISTIC DEVICES) 1. subject matter1. subject matter 2. selection of detail2. selection of detail 3. organization3. organization 4. point of view4. point of view 5. diction5. diction 6. syntax6. syntax 7. language7. language 8. attitude8. attitude 9. tone9. tone

““CONNECTIVE TISSUE”—THIS IS CONNECTIVE TISSUE”—THIS IS FOR YOU—USE IT…FOR YOU—USE IT…

1. transition1. transition2. subject consistency2. subject consistency3. tense consistency3. tense consistency4. voice consistency4. voice consistency5. voice5. voice6. pacing/ sentence variety6. pacing/ sentence variety

Reading the Prompt…Reading the Prompt…

Plan to spend 1-3 minutes carefully Plan to spend 1-3 minutes carefully reading and deconstructing the questionreading and deconstructing the question

Circle or underline the essential terms and Circle or underline the essential terms and elements in the promptelements in the prompt

If the prompt requires more than one If the prompt requires more than one element, you must use more than one!element, you must use more than one!

Reading the Passage…Reading the Passage…

Read the passage, absorbing the main Read the passage, absorbing the main ideaidea

Go back and read the passage, annotating Go back and read the passage, annotating prompt relative materialprompt relative material

CompositionComposition

Review the promptReview the prompt List the elements that need to be included in your List the elements that need to be included in your

introduction: author, title, question elements, the introduction: author, title, question elements, the elements that you plan to mention in your essayelements that you plan to mention in your essay

Do some sort of planning: an outline for the body Do some sort of planning: an outline for the body paragraphs would be greatparagraphs would be great

After you complete this—composition will be a breezeAfter you complete this—composition will be a breeze Don’t worry about a “catchy” opening thingy—get to the Don’t worry about a “catchy” opening thingy—get to the

point and get out if nothing earth shattering immediately point and get out if nothing earth shattering immediately pops into your headpops into your head

After composition, mark the grid and intro. list and make After composition, mark the grid and intro. list and make sure that you haven’t left anything out of the responsesure that you haven’t left anything out of the response

WARNINGS…WARNINGS… SUMMARY IS DEATHSUMMARY IS DEATH LISTING IS DEATHLISTING IS DEATH Use TEXTUAL evidence – refer to the text or quote small, important Use TEXTUAL evidence – refer to the text or quote small, important

passagespassages Actually analyze the textActually analyze the text Use connective tissue and transitionsUse connective tissue and transitions Vary your syntax!Vary your syntax! USE AP TERMS thoughtfully indicating that you really know what USE AP TERMS thoughtfully indicating that you really know what

they mean—Remember the ughhhhhh example, “The author used they mean—Remember the ughhhhhh example, “The author used diction…” (of course she does…she’s a writer, so she obviously diction…” (of course she does…she’s a writer, so she obviously uses words! Instead: “The writer’s ominous diction conveys a tone uses words! Instead: “The writer’s ominous diction conveys a tone horror.”horror.”

DO NOT define rhetorical strategies and terms: your readers know DO NOT define rhetorical strategies and terms: your readers know the definitionsthe definitions

ARGUMENTATIVE ARGUMENTATIVE ESSAYESSAY

DO THESE THREE THINGS…DO THESE THREE THINGS…

Understand the nature of the position Understand the nature of the position taken in the prompttaken in the prompt

Take a specific standTake a specific standClearly and logically support your claimClearly and logically support your claim

After CAREFULLY Reading the After CAREFULLY Reading the Prompt– ask yourself…Prompt– ask yourself…

1.1. Do I think about this subject in the same Do I think about this subject in the same way as the writer/ speaker?– AGREEway as the writer/ speaker?– AGREE

2.2. Do I think the writer/ speaker is totally Do I think the writer/ speaker is totally wrong?– DISAGREEwrong?– DISAGREE

3.3. Do I think some of what is said is correct Do I think some of what is said is correct and some incorrect?– QUALIFYand some incorrect?– QUALIFY

Remember—there are other words for Remember—there are other words for “agree,” “refute,” “qualify”“agree,” “refute,” “qualify”

EXAMPLES OF GOOD EVIDENCE EXAMPLES OF GOOD EVIDENCE FOR YOU TO USE IN YOUR FOR YOU TO USE IN YOUR

RESPONSE…RESPONSE… Facts/ statisticsFacts/ statistics DetailsDetails QuotationsQuotations DialogDialog Needed definitionsNeeded definitions Recognition of the oppositionRecognition of the opposition ExamplesExamples AnecdotesAnecdotes Contrasts and comparisonsContrasts and comparisons Cause and effectCause and effect Appeal to authorityAppeal to authority

Reading the Prompt…Reading the Prompt…

Read, think, read, thinkRead, think, read, think Take some time to decide your position—you Take some time to decide your position—you

may not choose the side that first appeals to youmay not choose the side that first appeals to you Take some time to plan your support and weigh Take some time to plan your support and weigh

in the potential fallacies of your pointsin the potential fallacies of your points Draw a grid for claim, data, warrantDraw a grid for claim, data, warrant Create a strong claim for your thesisCreate a strong claim for your thesis Don’t forget to consider the thoughts and Don’t forget to consider the thoughts and

position of the opposing sideposition of the opposing side

Classical Argumentative SchemeClassical Argumentative Scheme

Part 1: Introductory ParagraphPart 1: Introductory Paragraph

-catch interest-catch interest

-present the issue or topic with concrete -present the issue or topic with concrete image or anecdoteimage or anecdote

-provide any relevant background -provide any relevant background informationinformation

-define pertinent terms-define pertinent terms

-state claim-state claim

Classical Argumentative Scheme Classical Argumentative Scheme Con’t.Con’t.

Part 2: Concession and RefutationPart 2: Concession and Refutation-ignoring the other side is dangerous-ignoring the other side is dangerous-perhaps find weaknesses within the opposing -perhaps find weaknesses within the opposing

reasons, facts, testimonies, etc.reasons, facts, testimonies, etc.-“yes,” is the concession; “but” is the refutation-“yes,” is the concession; “but” is the refutation-you still must demonstrate that your claims are -you still must demonstrate that your claims are

more validmore valid-you may concede or refute in the introductory -you may concede or refute in the introductory

paragraph or through the body paragraphs as paragraph or through the body paragraphs as you bring up additional pointsyou bring up additional points

Classical Argumentative Scheme Classical Argumentative Scheme Con’t.Con’t.

Part 3: Confirmation ParagraphsPart 3: Confirmation Paragraphs-the most important and longest section of the -the most important and longest section of the

argumentargument-provides the reasons and the evidence of a -provides the reasons and the evidence of a

writer’s claimwriter’s claim-shows the logical development of the argument-shows the logical development of the argument-should include both logical reasons and evidence -should include both logical reasons and evidence

but also emotional appeals to human needs or but also emotional appeals to human needs or valuesvalues

-incorporate other modes of discourse to further -incorporate other modes of discourse to further develop your writingdevelop your writing

Classical Argumentative Scheme Classical Argumentative Scheme Con’t.Con’t.

Part 4: Concluding ParagraphPart 4: Concluding Paragraph-wrap up the argument-wrap up the argument-restate the claim-restate the claim-provide a new appeal to needs or values-provide a new appeal to needs or values-enrich with additional commentary-enrich with additional commentary-voice a final plea for readers to take action -voice a final plea for readers to take action

or to change thinkingor to change thinking-refrain from repeating any information -refrain from repeating any information

WARNINGSWARNINGS

Do not use personal examplesDo not use personal examplesYou may use general observationsYou may use general observationsSUMMARY IS DEATHSUMMARY IS DEATHConsider examples from: history, politics, Consider examples from: history, politics,

society, religion, literature, the newssociety, religion, literature, the news

SYNTHESIS ESSAYSYNTHESIS ESSAY

What is the Purpose?What is the Purpose?

The College Board wants to determine that you The College Board wants to determine that you can…can…-Read critically-Read critically-Understand texts-Understand texts-Analyze texts-Analyze texts-Develop a position on a given topic-Develop a position on a given topic-Support a position on a given topic-Support a position on a given topic-Support a position with appropriate evidence from -Support a position with appropriate evidence from

outside sourcesoutside sources-Incorporate outside sources into the text of the essay-Incorporate outside sources into the text of the essay-Cite sources used-Cite sources used

Elements of the DR/CQElements of the DR/CQ

DefenseDefenseQualified defense/ refutationQualified defense/ refutationRefutationRefutationQualified refutation/ reservationsQualified refutation/ reservationsRogerian approach/ argue for compromiseRogerian approach/ argue for compromise

Source PossibilitiesSource Possibilities

Six or seven documentsSix or seven documentsShort worksShort worksAt least one visual, non textual (charts, At least one visual, non textual (charts,

cartoons, tables, etc.)cartoons, tables, etc.)Black and white printBlack and white printOpposing views—dialecticOpposing views—dialecticYou are invited to join the conversationYou are invited to join the conversation

Remember!Remember! Create your own thesis—thus showing a sense Create your own thesis—thus showing a sense

of independenceof independence YOU are choosing your view and using the YOU are choosing your view and using the

sources to support that viewsources to support that view Weaker writers have a tendency to paraphrase Weaker writers have a tendency to paraphrase

and list—so, don’t do thatand list—so, don’t do that Use at least three sourcesUse at least three sources Cite/ attribute sourcesCite/ attribute sources Remember that the best writers create a Remember that the best writers create a

dialectic– thus offering complexity– they do not dialectic– thus offering complexity– they do not simplifysimplify