Allison Meza, Nayeli Acosta, Grace Gerges, & Isabelle Chavira

Period 8March 18th, 2017

AP English Language and Composition Exam Preparation

Digital Study Guide

Advanced Placement Language and Composition Basics

Vocabulary Schemes Tropes Basic Academic Vocab

Multiple Choice Section Question Stems Types of passages Rules MCS Advice Annotation advice Sample passages with questions

Rhetorical Analysis Section Rhetorical analysis Template Advice Rubric

Sample prompts

Argument Section Argument essay Template Advice Rubric Sample prompts

Synthesis Section Synthesis essay Template Advice Rubric Sample prompt with sources

Overview

What sections are included on the test? Multiple choice and free response

How long is the test? The exam is approximately three

hours and 15 minutes longWhen and where is the test?

Wednesday, May 11, 2016 at 8 a.m. at Jefferson/ Silva High school

When must you register? Contact AP Services no later than

March 1 to get the names and telephone numbers of local, participating AP Coordinators.

How is your score calculated? The multiple choice section is worth

45% and the free response section is worth 55% of the final exam grade

Advanced Placement Language and Composition Basics

What constitutes a “passing score”? If you score a 2 on the exam this is the same as scoring a 79%

therefore it is passingWhere can someone go to find out if their college

will accept AP tests in lieu of college courses? Collegeboard.org

Basic testing advice You should ideally spend no more than forty minutes on each essay. Footnotes are important because they provide further information

that may be vital to a concise answer

Advanced Placement Language and Composition Basics Cont.

Anaphora: deliberate repetition of the first part of the sentence in order to achieve an artistic effect. Ex: “My life is my purpose. My life is my goal. My life is my

inspiration.”

Chiasmus: two or more clauses are balanced against each other by the reversal of their structures. Ex: “Never let a fool kiss you or a kiss fool you.”

Diacope: Repetition of words broken by some other words. Ex: “To be, or not to be!”

Ellipsis:  the omission of one or more words that are obviously understood but that must be supplied to make a construction grammatically complete Ex: “So…what happened?”

Hyperbaton: an inversion of the normal order of words, especially for the sake of emphasis. Ex: “His coward lips did from their color fly”

Neologism: a newly coined word or term which has emerged into everyday usage.

Ex: “that movie was so sick!”

Metaplasmus:  any alteration in the form of a word, in particular the addition, subtraction, or substitution of letters or sounds. Ex: “Oh frigging heck!”

Polysyndeton: a stylistic device in which several coordinating conjunctions are used in succession Ex: “And Joshua, and all of Israel with him, took Achan the

son of Zerah, and the silver, and the garment, and the wedge of gold, and his sons, and his daughters, and his oxen, and his asses, and his sheep, and his tent, and all that he had.”

Syncope: the contraction or the shortening of a word by omitting sounds, syllables or letters from the middle of the word Ex: “Thou thy worldly task hast done,

Home art gone and ta’en thy wages”

Tsmesis: the breaking down of a phrase or a word into two parts. Ex: “This is not Romeo, he’s some other where.”

Vocabulary: Schemes

Apostrophe: a figure of speech sometimes represented by exclamation “O” Ex: “Welcome, O life! I go to encounter for the millionth time

the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race.”

Erotema: A question that is asked without expecting an answer because the answer is strongly implied; a rhetorical question. Ex: “Marriage is a wonderful institution, but who would want

to live in an institution?” Hyperbole: involves an exaggeration of ideas for the

sake of emphasis. Ex: “I had to wait in the station for ten days-an eternity.”

Metaphor: a comparison of two unlike things. Ex: “He drowned in a sea of grief.”

Metonymy: replaces the name of a thing with the name of something else with which it is closely associated. Ex: “The pen is mightier than the sword.”

Oxymoron: two opposite ideas are joined to create an effect.

Ex: “The comedian was seriously funny!” Puns: a play-on words.

Ex: “I used to be addicted to soap, I’m clean now.” Personification: giving inanimate objects human

qualities. Ex: “The River swallowed the earth as the water continued to

rise higher and higher.” Synecdoche: a part of something represents the whole

or it may use a whole to represent a part. Ex: “The suits walked with confidence into the courtroom.”

Simile: comparing two unlike objects using “like” or “as”. Ex: “Her eyes were like a piercing blue ocean”

Zeugma:  a word, usually a verb or an adjective, applies to more than one noun, blending together grammatically and logically different ideas. Ex: “[They] covered themselves with dust and glory.”

Vocabulary: Tropes

Annotate: add notes to (a text or diagram) giving explanation or comment. Ex: They basically love each other (referring to Romeo

and Juliet)

Brainstorm: produce an idea or way of solving a problem by holding a spontaneous group discussion. Ex: The Scooby-doo gang would brainstorm ideas to

catch the monster.

Context: the words and sentences that surround any part of a discourse and that help to determine its meaning. Ex: the sentence “I was very mournful of my lovely

grandmother” gives context that mournful has something to do with being sad.

Diction: style of speaking or writing determined by the choice of words by a speaker or a writer. Ex: “Ah, happy, happy boughs! That cannot shed

your leaves, nor ever bid the spring adieu.”

Expository: any form of writing that conveys information and explains ideas. Ex: Imagine that you had no TV, computer, or video

games for one week. Think of some activities that you can do instead to keep you busy and out of trouble. Write an essay to explain what you can do to keep occupied in a week of no TV, computer, or video games.

Foreshadow: a writer gives an advance hint of what is to come later in the story. Ex: a raven foreshadows death in the plot.

Genre: the type of art, literature or music characterized by a specific form, content and style. Ex: Non-fiction, fiction, poetry, etc.

Hypothesize: to assume by hypothesis. Ex:  Imagine you were interested in investigating the

influence of humor in ads on sales.  Your hypothesis could be ”A funny ad will result in more sales than an ad that is not funny.”

Intermittent: stopping or ceasing for a time; alternately ceasing and beginning again. Ex: a relay race is intermittent.

Vocabulary: Basic Academic

Judge: to decide on or form an opinion about something. Ex: smelling the milk and you judge whether it is

actually good or expired. Key: to identify the number of categories present in a

graph. It is also called a legend. Ex: Red=apples, yellow=bananas, and

purple=grapes. Logical: something that makes sense according to

the rules of logic, or something that is rational. Ex: using common sense to make good

decisions. Motivation: an internal process that can cause

someone to move towards a certain goal. Ex: A person who is motivated by the desire to

help others may become a volunteer for a nonprofit and donate a significant amount of money to nonprofits

Narrative: a report of related events presented to

the listeners or readers in words arranged in a logical sequence. Ex: Pretend your favorite book character or

comic book character came to life for a day. Write a story for your classmates about the character that came to life for a day.

Outline: a plan for--or a summary of--a writing project or speech. Ex: my narrative is about helping others so my

three main points will be the American Red Cross, the American school system, and the humane society.

Plausible: possibly true: believable or realistic. The lawyer made a plausible case, so he won it.

Quotation: a group of words taken from a text or speech and repeated by someone other than the original author or speaker. Ex: “quote”- author

Vocabulary: Basic Academic (Cont. )

Requisite: made necessary by particular circumstances or regulations.Ex: My requisite essay needs a thesis, transition words, and evidence.

Succinct: (especially of something written or spoken) briefly and clearly expressed. Ex: My short answer was quite succinct.

Theme: the subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic (universal statement). Ex: Love conquers all.

Utilize: make practical and effective use of. Ex: I utilized well grammar in my essay.

Valid: having a sound basis in logic or fact; reasonable or cogent. Ex: All my points were valid due to all the evidence I had.

Vocabulary: Basic Academic (Cont. )

Questions about Rhetoric The shift in point of view has the effect of … The syntax of lines _____ to _____ serves to … The author’s reference/allusion to “___” serves primarily to

… The second sentence is unified by metaphorical references

to … As lines _____ and _____ are constructed, "_____" is parallel

to which of the following? The antecedent for "_____" is … The diction in the piece is best described as… The syntax in the piece is best described as … In paragraph __ the author employs which of the following

rhetorical strategies … One prominent stylistic characteristic of the piece is the

use of… The primary rhetorical function of lines--- “____” is to … In the sentence “___” the speaker employs all of the

following EXCEPT…

Questions about the Author's Meaning and Purpose Which of the following best identifies the meaning of

"_____"? Which of the following best describes the author's

purpose in the last sentence? The author’s primary purpose is to… The primary audience of the piece could be described

as… The authors uses (this certain image) for the purpose

of… The author emphasizes "_____" in order to … The reason for the shift in tone in paragraph __ is due

to … The sympathy (or other word) referred to in line _____ is

called "adjective" because it … What is the function of _____? The phrase, “__” functions primarily as …

Multiple Choice Section: Question Stems

Questions about the Main Idea The theme of the second

paragraph is … The speaker's attitude is best

described as one of … The tone of the piece (or parts of

it) is one of… In context, the sentence "_____"

is best interpreted as which of the following?

The atmosphere is one of … Which of the following would the

author be LEAST likely to encourage?

Which of the following best summarizes the main topic of the passage …

In the piece, the author makes all of the following assumptions about his/her readers EXCEPT…

Questions about Organization and Structure The quotation "_____" signals a

shift from … The tone of the passage shifts

from one of___ to one of ___. The speaker's mention of "_____"

is appropriate to the development of her argument by …

The type of argument employed by the author is most similar to which of the following?

The author uses a pattern of organization best described as … 36. The relationship between _____ and _____ is explained primarily by the use of which of the following?

Which of the following best describes the function of the ____ paragraph in relation to the

paragraphs that precede it … Questions about Rhetorical

Modes The pattern of exposition

exemplified in the passage can best be described as …

The author's use of description is appropriate because …

Which of the following best describes the author's method?

Because the author uses expository format, he is able to …

The speaker's rhetorical strategy is to …

The author contrasts ___ and ___ in order to …

Multiple Choice Section:

Question Stems (Cont. )

5-7 prose passages Non-fiction: prose writing that is based on facts, real

events, and real people, such as biography or history. Fiction: literature in the form of prose, especially short

stories and novels, that describes imaginary events and people.

Poetry: literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style and rhythm

Multiple Choice Section: Types of Included Passages

Bring a no. 2 pencil for the scan Tron and some type of I.D. for yourself. Do not bring any type of electronics (even a watch that beeps) or any type of food/drink that includes bottled water. During the break you may not consult with anyone or anything about the test. Even after taking the test do not communicate in any type of media about the test. Free- response questions may only be talked about two days after the test has been administered and if they are

found on the College Board website. Notify the AP coordinator is there is any problem with you taking the test. The multiple-choice section is scored by computer. Each answer sheet is scanned and the total number of correct

responses equals the multiple-choice score. The free-response section (essays and open-ended questions) is scored at the annual AP Reading held during the

first two weeks in June. Specially appointed college professors and experienced AP teachers score this section of the exam.

The total scores from the free-response section and the multiple-choice section are combined to form a composite score. These composite scores are then translated into the 5-point scale using statistical processes designed to ensure that, for example, a 3 this year reflects the same level of achievement as a 3 last year.

Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions.

Multiple Choice Section: Rules

Decide whether to read the questions or the passages first before taking the test.Don’t feel like you must read the passages in order. Do the ones that are most

interesting to you.Do not guess wildly, try critical thinking to higher your chances for getting the right

answer. Make educated guesses.Relax, stay calm.Read passage thoroughly and efficientlyBe mindful of your time.Read questions thoroughlyReread portions of the text that are called out by the questions.Process of elimination.Skip difficult question, but make sure to circle them just in case you have extra time

to go back to them. If you don’t understand the passage, go to the questions to see if they add more

understanding.

Multiple Choice Section: MCS Advice

Your annotations should add something to what is already in the text you are annotating. Annotations that rephrase the text isn’t as helpful.

Break passage down and reread if you don’t understand. Use arrows of underline things to help illuminate the details.Highlight unfamiliar words.Take note of important characters.Look for symbolic meaning or figurative language.If you have any suspicions or ideas about the plot, write it down,

you might forget it.Don’t mark everything! Just mark things that seem extremely

important.

Multiple Choice Section: Annotation Advice

Multiple Choice Section: Sample Passages

Multiple Choice Section: Sample Passages (Cont. )

Multiple Choice Section: Sample Questions

Multiple Choice Section: Sample Questions

Multiple Choice Section: Sample Passages

Multiple Choice Section: Sample Passages (Cont. )

Multiple Choice Section: Sample Questions

Multiple Choice Section: Sample Questions (Cont. )

Rhetorical Analysis Section

What is a rhetorical analysis?a form of criticism (or close reading) that

employs the principles of rhetoric to examine the interactions between a text, an author, and an audience. Also called rhetorical criticism or pragmatic criticism.

Rhetorical Analysis Section: Possible Template

Rhetorical Analysis Section: Possible Template (Cont. )

Rhetorical Analysis Section: Advice

Understand the QuestionChoose Your SideCreate a ThesisBuild a Strong BodyBe SpecificUse Your ResourcesDevelop a Tone Avoid Clichés

Rhetorical Analysis Section: Rubric

Rhetorical Analysis Section: Sample Prompt

Rhetorical Analysis Section: Sample Prompt (Cont. )

Rhetorical Analysis Section: Sample Prompt (Cont. )

Argument Section

What is an argument essay?a genre of writing that requires the student to

investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Argument Section: Possible Template

INTRODUCING POSITIONS IMPLIED OR ASSUMED: Although X does not say so directly, she/he apparently assumes that

__________________. While they rarely admit as much, _______________ often take for granted that

______________. INTRODUCING AN ONGOING DEBATE:

In discussions of X, one controversial issue has been ________________. On the one hand, ____________ argues _______________. On the other hand, ______________even contends __________________.

When it comes to the topics of _____________, most people will readily agree that ________________. Where this agreement usually ends, however, is on the question of _______________. Whereas some are convinced that __________________, others maintain that _________________.

As suggested earlier, defenders of ___________ cannot have it both ways. Their assertion that ____________ is contradicted by their claim that_____________.

Argument Section: Advice

Take one clear position, don’t waver between positionsMake clear connections between claims and dataRead the promptDraw examples from personal experiences and the

world beyond Consider the issue from different angles and point of

views before deciding on a positionDecide first whether you want to defend, challenge, or

qualify the claim with your position

Argument Section: Rubric

Argument Section: Sample Prompt One

“Every day you may make progress. Every step may be fruitful. Yet there will stretch out before you an ever-lengthening, ever-ascending, ever-improving path. You will never get to the end of the journey. But this, so far from discouraging. Only adds to the joy and the glory of the climb.” -- Winston Churchill. “Painting as a Pastime,” Thoughts and Adventures

Winston Churchill’s description of the process of painting suits anyone approaching a daunting task. Take a position on the value of attempting difficult tasks. Particularly when there is a possibility that “you will never get to the end.” Support your position with personal experiences, observations. Readings, and history.

Argument Section: Sample Prompt TwoFor years corporations have sponsored high school sports. Their

ads are found on the outfield fence at baseball parks or on the walls of the gymnasium, the football stadium, or even the locker room. Corporate logos are even found on players’ uniforms. But some schools have moved beyond corporate sponsorship of sports to allowing “corporate partners” to place their names and ads on all kinds of school facilities—libraries, music rooms, cafeterias. Some schools accept money to require students to watch Channel One, a news program that includes advertising. And schools often negotiate exclusive contracts with soft drink or clothing companies. Some people argue that corporate partnerships are a necessity for cash-strapped schools. Others argue that schools should provide an environment free from ads and corporate influence.

Argument Section: Sample Prompt Two (Cont.)

Using appropriate evidence, write an essay in which you evaluate the pros and cons of corporate sponsorship for schools and indicate why you find one position more persuasive than the other.

Synthesis Section: What is a Synthesis Essay?

A synthesis essay is a written discussion that draws on one or more sources. It follows that your ability to write syntheses depends on your ability to infer relationships among sources - essays, articles, fiction, and also non-written sources, such as lectures, interviews, observations.

Synthesis Section: Template

Introduction Include background on issue – what the issue is, context,

historyAddress issue and the argument or claimInclude your position statement – to support, refute, or qualify

the claimReason 1 for your position

support your position with evidence from the provided source material

Reason 2 for your positionAgain support your position with evidence from the provided

source material

Synthesis Section: Template (Cont. )

CounterargumentAddress a counterargument

Give evidence of counterargument from source material

Refute counterargument with evidence from source material

Conclusion

Synthesis Section: Advice

Read the prompt and all of the sources provided carefully.

Plan and develop your position statement first, then focus on evidence

Plan out the way you want to back up your position with evidence from at least three sources.

Remember to cite all sources used.

Synthesis Section: Rubric

Synthesis Section: Sample Prompt

Prompt: Thanks to applications like Siri, Google, Wikipedia, SparkNotes, and countless others, the answer to any question you can think of is at your fingertips. But, at what cost? What role do we play? Does instant information affect our ability to think deeply or critically?

The Claim: Technology is weakening our ability to think critically and engage in the learning process.

Your job: Support, refute, or qualify this claim by crafting a well-reasoned, well-supported, and proofread argument.

Synthesis Section: Sample Sources

The Ney York Times article by Matt Richtel: “Growing up Digital, Wired for Distraction”http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewant

ed=all&_r=0

Newsweek editorial by Sharon Beagley: “The Dumbest Generation? Don’t Be Dumb”http://www.thedailybeast.com/newsweek/2008/05/24/the-dumbest-generation-

don-t-be-dumb.html

Wall Street Journal article by Thomas Spence: “How to Raise Boys That Read” http://www.online.wsj.com/article/SB100014240527487042718045754055117

02112290.html

Synthesis Section: Sample Sources (Cont. )

Philadelphia Magazine article by Sandy Hingston: “Is It Just Us, Or Are Kids Getting Really Stupid?”http://www.phillymag.com/articles/feature-is-it-us-or-are-kids-gett

ing-really-stupid

The National Review: Reprint of the preface to the new edition of The Dumbest Generationhttp://www.nationalreview.com/articles/227469/cultural-illiteracy/

mark-bauerlein?page=1-