1. AP TEST REVIEW English Language and Composition

2. What you should bring… Several pencils #2 Several pencils #2 Several black or blue pens—no white-out allowed Several black or blue pens—no white-out allowed Watch or other non-cell phone type timer Watch or other non-cell phone type timer H 2 0 H 2 0 Wear something comfortable—and school appropriate Wear something comfortable—and school appropriate Breakfast in your belly Breakfast in your belly

3. Organization of AP Language and Composition Exam 3 hours 15 minutes total 1. MC section I hour 2. Essay 2 hours 15 minutes three possible types of essay -analysis -argument -synthesis Organization of AP Language and Composition Exam 3 hours 15 minutes total 1. MC section I hour 2. Essay 2 hours 15 minutes three possible types of essay -analysis -argument -synthesis *You are responsible for dividing your time appropriately!

4. MULTIPLE CHOICE

5. Multiple Choice Scoring Number right – (number wrong x 0.25)= raw score rounded up or down to the nearest whole number Number right – (number wrong x 0.25)= raw score rounded up or down to the nearest whole number The MC section is 45% of your overall score The MC section is 45% of your overall score Incorrect items do not count for or against you Incorrect items do not count for or against you

6. Types of Multiple Choice Questions 1. The straightforward question 1. The straightforward question 2. The question that refers you to specific lines and asks you to draw a conclusion or to interpret 2. The question that refers you to specific lines and asks you to draw a conclusion or to interpret 3. The ALL… EXCEPT question 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 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 5. The “killer” Roman numeral question 6. The footnote question 6. The footnote question

7. Specific Techniques 1. Process of Elimination 1. Process of Elimination 2. Substitution/ Fill-in the blank 2. Substitution/ Fill-in the blank 3. Using Context 3. Using Context 4. Anticipation 4. Anticipation 5. Intuition/ The Educated Guess 5. Intuition/ The Educated Guess

8. Question Categories Questions about rhetoric Questions about rhetoric Questions about the author’s meaning and purpose Questions about the author’s meaning and purpose Questions about the main idea Questions about the main idea Questions about organization and structure Questions about organization and structure Questions about rhetorical modes Questions about rhetorical modes

9. Approach to MC Section 1. Answer easy questions immediately 1. Answer easy questions immediately 2. On more difficult questions, write in your book—mark eliminated choices 2. On more difficult questions, write in your book—mark eliminated choices 3. On questions that you find very difficult—return after you have answered the following questions—they may help shed some light on previous questions that you had trouble with. 3. On questions that you find very difficult—return after you have answered the following questions—they may help shed some light on previous questions that you had trouble with. Hint: if you can narrow the choices down to two– go ahead and guess Hint: if you can narrow the choices down to two– go ahead and guess

10. For the “uber-difficult” passages… 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. 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.

11. ANALYSIS ESSAY

12. The AP English Language Exam Requires the analysis of another author’s… 1. structure 1. structure 2. purpose 2. purpose 3. style 3. style

13. SAMPLE Analysis Questions Analyze an author’s view on a specific subject Analyze an author’s view on a specific subject Analyze rhetorical devices used by an author to achieve his or her purpose Analyze rhetorical devices used by an author to achieve his or her purpose Analyze stylistic elements in a passage and their effects Analyze stylistic elements in a passage and their effects Analyze the author’s tone and how the author conveys this tone Analyze the author’s tone and how the author conveys this tone

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

15. RHETORICAL STRATEGIES YOU MAY NEED TO ANALYZE (Structure) 1. Example 1. Example 2. Comparison and contrast 2. Comparison and contrast 3. Definition 3. Definition 4. Cause and effect 4. Cause and effect 5. Process 5. Process 6. Analysis 6. Analysis 7. Classification 7. Classification

16. ELEMENTS OF STYLE YOU MAY NEED TO ANALYZE (AKA STYLISTIC DEVICES) 1. subject matter 1. subject matter 2. selection of detail 2. selection of detail 3. organization 3. organization 4. point of view 4. point of view 5. diction 5. diction 6. syntax 6. syntax 7. language 7. language 8. attitude 8. attitude 9. tone 9. tone

17. “CONNECTIVE TISSUE” 1. transition 1. transition 2. subject consistency 2. subject consistency 3. tense consistency 3. tense consistency 4. voice consistency 4. voice consistency 5. voice 5. voice 6. pacing/ sentence variety 6. pacing/ sentence variety

18. Reading the Prompt… Plan to spend 1-3 minutes carefully reading and deconstructing the question Plan to spend 1-3 minutes carefully reading and deconstructing the question Circle or underline the essential terms and elements in the prompt 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! If the prompt requires more than one element, you must use more than one!

19. Reading the Passage… Read the passage absorbing the main idea Read the passage absorbing the main idea Go back and read the passage annotating prompt relative material Go back and read the passage annotating prompt relative material

20. Composition Review the prompt Review the prompt List the elements that need to be included in your introduction: author, title, question elements, the elements that you plan to mention in your essay List the elements that need to be included in your introduction: author, title, question elements, the elements that you plan to mention in your essay Draw a graphic organizer and fill it out for the body Draw a graphic organizer and fill it out for the body After you complete this—composition will be a breeze After you complete this—composition will be a breeze Don’t worry about a “catchy” opening thingy—get to the point and get out if nothing earth shattering immediately pops into your head Don’t worry about a “catchy” opening thingy—get to the point and get out if nothing earth shattering immediately pops into your head After composition, review your pre-write and make sure that you haven’t left anything out of the response After composition, review your pre-write and make sure that you haven’t left anything out of the response

21. Urgent Requests… Structure your essay around a big idea about the structure, purpose or style and not around a list of devices. Structure your essay around a big idea about the structure, purpose or style and not around a list of devices. Follow the pattern of claim, evidence, warrant Follow the pattern of claim, evidence, warrant Avoid paraphrasing or summarizing the material Avoid paraphrasing or summarizing the material Use TEXTUAL evidence —make sure you use quotation marks and put the periods and commas inside. Use TEXTUAL evidence —make sure you use quotation marks and put the periods and commas inside. Actually analyze the textual evidence, explaining how it relates to your claim and the big idea. Actually analyze the textual evidence, explaining how it relates to your claim and the big idea.

22. Urgent Requests… Use connective tissue and transitions Use connective tissue and transitions Vary your syntax and avoid the passive voice. Vary your syntax and avoid the passive voice. USE AP TERMS thoughtfully indicating that you really know what they mean—Remember the ughhhhhh example, “The author uses diction…” USE AP TERMS thoughtfully indicating that you really know what they mean—Remember the ughhhhhh example, “The author uses diction…” Avoid phrases like “the author paints a picture in the reader’s mind” Avoid phrases like “the author paints a picture in the reader’s mind” Don’t define terms Don’t define terms Write in the present tense. Write in the present tense. Don’t refer to author’s by their first names. Don’t refer to author’s by their first names. Avoid Cliches Avoid Cliches

23. ARGUMENTATIVE ESSAY

24. DO THESE THREE THINGS… Understand the nature of the position taken in the prompt Understand the nature of the position taken in the prompt Take a specific stand Take a specific stand Clearly and logically support your claim Clearly and logically support your claim

25. After CAREFULLY Reading the Prompt– ask yourself… 1. Do I think about this subject in the same way as the writer/ speaker?– AGREE 2. Do I think the writer/ speaker is totally wrong?– DISAGREE 3. Do I think some of what is said is correct and some incorrect?– QUALIFY Remember—there are other words for “agree,” “refute,” “qualify”

26. EXAMPLES OF GOOD EVIDENCE FOR YOU TO USE IN YOUR RESPONSE… Facts/ statistics Facts/ statistics Details Details Quotations Quotations Dialog Dialog Needed definitions Needed definitions Recognition of the opposition Recognition of the opposition Examples Examples Anecdotes Anecdotes Contrasts and comparisons Contrasts and comparisons Cause and effect Cause and effect Appeal to authority Appeal to authority

27. Reading the Prompt… Read, think, read, think Read, think, read, think Take some time to decide your position—you may not choose the side that first appeals to you Take some time to decide your position—you 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 Take some time to plan your support and weigh in the potential fallacies of your points Draw a grid for claim, data, warrant Draw a grid for claim, data, warrant Create a strong claim for your thesis Create a strong claim for your thesis Don’t forget to consider the thoughts and position of the opposing side Don’t forget to consider the thoughts and position of the opposing side

28. Classical Argumentative Scheme Part 1: Introductory Paragraph 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

29. Classical Argumentative Scheme Con’t. Part 2: Concession and Refutation 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

30. Classical Argumentative Scheme Con’t. Part 3: Confirmation Paragraphs Part 3: Confirmation Paragraphs -the most important and longest section of the argument -provides the reasons and the evidence of a writer’s 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

31. Classical Argumentative Scheme Con’t. Part 4: Concluding Paragraph 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

32. I am a little worried about… The examples that some of you have used lately… The examples that some of you have used lately…

33. SYNTHESIS ESSAY

34. What is the Purpose? The College Board wants to determine that you can… 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

35. Elements of the DR/CQ Defense Defense Qualified defense/ refutation Qualified defense/ refutation Refutation Refutation Qualified refutation/ reservations Qualified refutation/ reservations Rogerian approach/ argue for compromise Rogerian approach/ argue for compromise

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

37. Remember! Create your own thesis—thus showing a sense of independence Create your own thesis—thus showing a sense of independence YOU are choosing your view and using the sources to support that view YOU are choosing your view and using the sources to support that view Weaker writers have a tendency to paraphrase and list—so, don’t do that Weaker writers have a tendency to paraphrase and list—so, don’t do that Use at least three sources Use at least three sources Cite/ attribute sources Cite/ attribute sources Remember that the best writers create a dialectic– thus offering complexity– they do not simplify Remember that the best writers create a dialectic– thus offering complexity– they do not simplify

38. Strategies for Objective Section In general, on past exams a 50% correct on the objective section and two 5’s and one 6 can enable you to pass the exam with a score of 3.

39. Thanks to Peterson’s Five Steps to a Five and Cliff’s AP for the tips! Thanks to Peterson’s Five Steps to a Five and Cliff’s AP for the tips!