AP TEST REVIEW

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• AP TEST REVIEW
• English Language and Composition

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What I Want YOU to Do
In one of those ideal situation type things

• WEDNESDAY-FRIDAY
• Study your AP cardsI mean, like really
• Go to FLVSgo through the MC review section
  and take a MC practice test tonightALSO go over
  the analysis essay review section tonight and
  virtually write the analysis essays on the
  site.
• SATURDAY-TUESDAY
• Study your AP cards
• Do the same as above for synthesis and argument
  essay sections
• Sleep and relax

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What you should bring

• A photo ID
• Several 2 pencils
• Several blue/black pensno white out allowed
• H20, money for a snack (no cell phone!)
• Wear something comfortableand school appropriate
  ?
• Breakfast in your belly

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Organization of AP Language and
Composition Exam3 hours 15 minutes total1. MC
section I hour2. Essay 2 hours 15
minutesthree possible types of
essay-analysis-argument-synthesis
You are responsible for dividing your time
appropriately!
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• MULTIPLE CHOICE

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Multiple Choice Scoring

• The MC section is 45 of your overall score
• There are no deductions for incorrect answers, so
  answer everything.

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Types of Multiple Choice Questions

• 1. The straightforward question
• 2. The question that refers you to specific lines
  and asks you to draw a conclusion or to interpret
• 3. The ALL EXCEPT question
• 4. The question that asks you to make an
  inference or to abstract a concept not directly
  stated in the passage
• 5. The killer Roman numeral question
• 6. The footnote question

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Question Categories

• Questions about rhetoric
• Questions about the authors meaning and purpose
• Questions about the main idea
• Questions about organization and structure
• Questions about rhetorical modes (Narration,
  Description, Process Analysis, Exemplification,
  Comparison and Contrast, Classification/Division,
  Definition, Cause/Effect)

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Approach to MC Section

• 1. Read actively! Annotate the passages.
• 2. Answer easy questions immediately.
• 3. Read the question and anticipate what the
  answer might be rather than reading all of the
  answer choices right away.
• 4. On more difficult questions, write in your
  bookmark eliminated choices so that you can save
  time when you come back to them.
• 5. On questions that you find very difficult
  (except I, II, III), return after you have
  answered the remaining questionsthey may help
  shed some light on previous questions that you
  had trouble with.

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Approach to MC continued

• 6. Answer EVERYTHING! Watch the clock. If you see
  that you only have 3-4 minutes left, begin
  filling in the remaining bubbles. Incorrect
  answers do no count against you, so you have
  nothing to lose!
• 7. You might look for questions that contain the
  answer without requiring you to refer to the
  text. (The sea slid silently from the shore is
  an example of)
• Personally, I like to read the passage quickly to
  get the main idea and then read it again
  annotating important points. Pay special
  attention to tone as you read.

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• THE ESSAYS

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• Answer the Prompt
• (or get a 2 out of 9)

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SAMPLE Analysis Questions

• Analyze an authors 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 authors tone and how the author
  conveys this tone

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SAMPLE Analysis Questions Cont.

• Compare and/or contrast two passages with regard
  to style, purpose, or tone
• Analyze the authors purpose and how he or she
  achieves it
• Analyze some of the ways an author recreates a
  real or imagined experience
• Analyze how an author presents him or herself in
  the passage
• Discuss the intended and/or probable effect of a
  passage

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Type 1 Rhetorical Analysis

• First and foremost, a reading question
• Ask the student to analyze techniques used by a
  writer or speaker to achieve his or her purpose
  with an audience.
• Requires recognition of these techniques, but,
  more importantly, insight into the effects they
  create and how these effects connect to allow the
  writer to achieve the purpose with the audience.

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The AP English Language Exam Requires the
analysis of another authors

• 1. techniques
• 2. purpose
• 3. effects (so what?)

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RHETORICAL TECHNIQUES(Structure)

• 1. Example
• 2. Comparison and contrast
• 3. Definition
• 4. Cause and effect
• 5. Process Analysis
• 6. Narration
• 7. Description
• 8. Classification

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RHETORICAL TECHNIQUES(Stylistic Elements)

• 1. speaker
• 2. occasion
• 3. audience
• 4. subject matter
• 5. structure/organization
• 6. diction
• 7. syntax
• 8. language
• 9. tone

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Reading the Prompt

• Plan to spend 1-3 minutes carefully reading and
  deconstructing the question
• Circle or underline the essential terms and
  elements in the prompt
• If the prompt requires more than one element, you
  must use more than one!
• Read the passage absorbing the main idea
• Go back and read the passage annotating prompt
  relative material

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Writing the Analysis Essay

• Introduction
• GIST referring specifically to the author and
  title, briefly convey that you have understood
  the reading (summarize)
• Thesis connect the techniques you have
  identified with the purpose, making sure to
  include the techniques specified in the prompt,
  if any. Sometimes the prompt will supply the
  purpose, but sometimes you will be required to
  define it for yourself.

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Writing the Analysis Essay

• Body
• Organizing by technique is usually not as
  effective as moving through the parts of the
  passage. No one has time to cover everything.
  Deal with the most prominent rhetorical features
  that clearly create effects and connect to the
  purpose. Dont worry about terms describe what
  you see going on with the language. Support with
  textual examples, but keep them brief and embed
  them in your own writing.
• ASSERTION EXAMPLES - CONNECTIONS

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WARNINGS

• Dont parrot the prompt in your intro.
• Dont parrot the intro. in your conclusion. Go
  full circle but vary the diction and answer so
  what?
• Provide a multi-paragraph body 2,3,4, whatever.
  One long body paragraph, while not expressly
  prohibited, demonstrates poor control. Use
  organic transitions.
• Avoid merely paraphrasing the material - use
  TEXTUAL evidence
• Write to express, not to impress.

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• ARGUMENTATIVE ESSAY

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DO THESE THREE THINGS

• Understand the nature of the position taken in
  the prompt
• Take a specific stand
• Clearly and logically support your claim

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After CAREFULLY Reading the Prompt ask yourself

1. Do I think about this subject in the same way as
   the writer/ speaker? AGREE (support, agree,
   argue for)
2. Do I think the writer/ speaker is totally wrong?
   DISAGREE (challenge, dispute, refute, argue
   against)
3. Do I think some of what is said is correct and
   some incorrect? QUALIFY (If its not in the
   prompt, dont do it!)

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(No Transcript)
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Reading the Prompt

• Read, think, read, think
• Take some time to decide your positionyou may
  not choose the side that first appeals to you
• Take some time to plan your support and weigh in
  the potential fallacies of your points
• Draw a grid for claim, data, warrant
• Create a strong claim for your thesis
• Dont forget to consider the thoughts and
  position of the opposing side

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Classical Argumentative Scheme

• Part 1 Introductory Paragraph
• -catch interest
• -present the issue or topic with concrete image
  or anecdote
• -provide any relevant background information
• -define pertinent terms
• -state claim

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Classical Argumentative Scheme Cont.

• Part 2 Concession and Refutation
• -ignoring the other side is dangerous
• -perhaps find weaknesses within the opposing
  reasons, facts, testimonies, etc.
• -yes, is the concession but is the
  refutation
• -you still must demonstrate that your claims are
  more valid
• -you may concede or refute in the introductory
  paragraph or through the body paragraphs as you
  bring up additional points

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Classical Argumentative Scheme Cont.

• Part 3 Confirmation Paragraphs
• -the most important and longest section of the
  argument
• -provides the reasons and the evidence of a
  writers claim
• -shows the logical development of the argument
• -should include both logical reasons and evidence
  but also emotional appeals to human needs or
  values
• -incorporate other modes of discourse to further
  develop your writing

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Classical Argumentative Scheme Cont.

• Part 4 Concluding Paragraph
• -wrap up the argument
• -restate the claim
• -provide a new appeal to needs or values
• -enrich with additional commentary
• -voice a final plea for readers to take action or
  to change thinking
• -refrain from repeating any information

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I am a little worried about

• The examples that some of you have used lately

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• SYNTHESIS ESSAY

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What is the Purpose?

• The College Board wants to determine that you
  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 text of the
  essay
• -Cite sources used

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Elements of the DR/CQ

• Defense
• Qualified defense/ refutation
• Refutation
• Qualified refutation/ reservations
• Rogerian approach/ argue for compromise

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Source Possibilities

• Six or seven documents
• Short works
• At least one visual, non textual (charts,
  cartoons, tables, etc.)
• Black and white print
• Opposing viewsdialectic
• You are invited to join the conversation

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Remember!

• Create your own thesisthus showing a sense of
  independence
• YOU are choosing your view and using the sources
  to support that view
• Weaker writers have a tendency to paraphrase and
  listso, dont do that
• Use at least three sources
• Cite/ attribute sources
• Remember that the best writers create a
  dialectic thus offering complexity they do not
  simplify

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• Thanks to Petersons Five Steps to a Five and
  Cliffs AP for the tips!