1. AP Review – The Essays

2. RHETORICAL ANALYSIS TIPS. ~organize your essay
RHETORICAL ANALYSIS TIPS ~organize your essay chronologically (in order of the text you’ve been asked to analyze) ~analyze the strategies most prominent and/or most recognizable to you, and connect each of your examples to the BIG question of the prompt (author’s purpose, author’s view, author’s argument, etc.)

3. RHETORICAL ANALYSIS – BASIC OUTLINE I. Intro. A. SOAPS. B. Thesis II
RHETORICAL ANALYSIS – BASIC OUTLINE I. Intro A. SOAPS B. Thesis II. Body Paragraph I: A. Topic Sentence B. Textual evidence C. Analysis III. Body Paragraph II: A. Topic Sentence B. Textual evidence C. Analysis IV. Body Paragraph III (optional): A. Topic Sentence B. Textual evidence C. Analysis V. Conclusion

4. (In the following passage from a letter to her daughter, Lady Mary Wortley Montagu (1689 – 1762) discusses the education of her granddaughter.) [Read the passage carefully. Then write in essay in which you analyze how Lady Mary uses rhetorical strategies to convey her views about the role knowledge played in the lives of women of her time. Support your analysis with specific references to the text.] little question = analyze… BIG question = convey her views…

5. Introduction (SOAPS): In the letter to her daughter about the education of her granddaughter, Lady Montagu attempts to instruct her daughter to take intricate care in the education of her granddaughter, arguing for restraint and humility in the education of 18th century females. Thesis: In order to convey her progressive view that knowledge played a beneficial role in the lives of 18th century women, Lady Montagu utilizes __________________. Body P 1:beginning Body P 2: middle Body P 3 (optional): end

6. Body P 1: Forceful diction Topic sentence: In the opening sentences of her letter, Lady Montagu expresses that women should be knowledgeable “in things, not words” with forceful diction. Example: By employing language like “corrupted” and “injured” to describe what happens to books in translation, Montagu establishes the importance of proper education: proper education results in “true knowledge,” not just familiarity with literature. Analysis: With the word “corrupted,” Montagu causes the reader to associate a lack of education with unstable mentality, destruction, and despair. Likewise, “injured” calls to mind something crippled, broken, incapable. The word choice allows Montagu to effectively make her point that women in the 18th century need an education beyond that which they normally receive.

7. Body P 2: Continuing to utilize forceful words and phrases like, “damsel who has been ruined,” “saved from destruction,” “triumph,” and “with scorn he deserved,” Montagu expresses the necessity of education for women. Without knowledge, women are vulnerable to male trickery. Through the use of her words –references to literary archetypes and motifs – she emphasizes the benefits of literary knowledge for females. Additionally, the middle portion of the letter allows Lady Montagu to establish an emotional connection with her audience and build her credibility by offering a personal anecdote that illustrates her experience with education.

8. Body P 3 (optional): Furthering the personal connection with the reader and her own credibility, Montagu uses motivational diction in the final few sentences of her letter. By employing verbs such as “encourage,” “take care.” ANALYZE In addition to motivational diction, Montagu also uses cautionary diction. For instance, “caution,” “conceal,” “moderate,” “mistake,” “learn to be contented with a small expense.” ANALYZE

9. -TURN IN EXAMPLE CARDS! -Pick up AP Lang & Comp Review (In this letter to an acquaintance, Mary Wollstonecraft responds to what she considers an inappropriate interference.) [Read the letter carefully. Then write an essay in which you analyze the rhetorical strategies Wollstonecraft uses to achieve her purpose. Support your analysis with specific references to the text.] little question = analyze… BIG question = achieve her purpose.

10. To do CORRECTIONS on Practice Test 3: -For each question you missed, highlight the correct answer in your test packet (using scantron) -Write down why this answer is the correct answer.

11. AP Lang & Comp Exam Review THE ESSAYS

12. On the subject of the AP Language and Composition Exam, a wise person once said: “EXPECT NOTHING. EXPECT EVERYTHING.”

13. What do the synthesis, rhetorical analysis, and argument essays have in common?

14. Answer the stinkin’ prompt (A.P.)
What else do the synthesis, rhetorical analysis, and argument essays have in common?
Answer the stinkin’ prompt (A.P.)

15. FOR EACH of the 3 ESSAYS
-Annotate the prompt. Make sure you know precisely what you are being asked to do.
-Your thesis should be a clear statement expressing your opinion and showing what you will argue. Use the prompt to create your thesis. Stick to the limits of what you are being asked to do – do not go “rogue” and wander away from the prompt.

16. (a short research paper)
THE SYNTHESIS ESSAY
(a short research paper)
READ & ANNOTATE PROMPT.
READ SOURCES (7 minutes).*
ANNOTATE SOURCES (8 minutes).*
WRITE THESIS.
QUICKLY OUTLINE YOUR MAIN POINTS ON YOUR PLANNING PAGE.
USE AT LEAST THE MINIMUM NUMBER OF SOURCES REQUIRED.
DO NOT MERELY ECHO THE SOURCES. THIS IS YOUR ARGUMENT; THE SOURCES ARE YOUR MINIONS.
INCORPORATE DIRECT AND INDIRECT REFERENCES.
9. ANALYZE THE EVIDENCE PROVIDED.
10. HAVE NO FEAR.

17. How to make sure you analyze evidence:
After you give evidence, begin your next sentence with one of the following words or phrases:
Thus,
Therefore,
Also,
In addition,
This is why
EX: John Doe express the same claim when he asserts that “blah, blah, blah, blah, blah.” This is why…

18. Some verbs to introduce sources:
reveals
claims
emphasizes
underscores
indicates
suggests
recommends
advises
proposes
asserts
speculates
implies

19. THE RHETORICAL ANALYSIS ESSAY
READ & ANNOTATE PROMPT.
READ & ANNOTATE TEXT.
USE SOAPS TO WRITE INTRODUCTION.
WRITE A THESIS THAT UNEQUIVOCALLY ADDRESSES THE TASK OF THE PROMPT.
MAKE A QUICK OUTLINE TO ENSURE STRONG ORGANIZATION. YOU MIGHT MOVE CHRONOLOGICALLY THROUGH THE TEXT, ADDRESSING THE TEXT’S STRATEGIES PARAGRAPH BY PARAGRAPH, OR YOU MIGHT ORGANIZE BY RHETORICAL STRATEGY BEING ANALYZED. REGARDLESS OF ORGANIZATION, YOU MUST ANALYZE STRATEGIES FOR THEIR EFFECT.
HAVE NO FEAR.

20. EVERY ANALYSIS BODY PARAGRAPH MUST:
IDENTIFY THE PORTION OF THE TEXT YOU ARE ANALYZING BY USING TRANSITION WORDS AND STRONG VERBS (EX. “Reagan begins his address by acknowledging…”).
IDENTIFY THE STRONGEST RHETORICAL STRATEGIES (OR WHATEVER THE PROMPT ASKS YOU TO ANALYZE) WITHIN EACH SECTION OF THE TEXT. DON’T TRY TO ADDRESS EVERY STRATEGY – ONLY THE STRONGEST.
INCORPORATE TEXTUAL EXAMPLES.
CLEARLY AND SPECIFICALLY EXPLAIN HOW THE STRATEGY(IES) IS/ARE USED EFFECTIVELY TO HELP THE WRITER ACHIEVE PURPOSE (OR WHATEVER THE PROMPT HAS TOLD YOU TO CONNECT YOUR ANALYSIS TO)

21. THE ARGUMENT ESSAY
READ & ANNOTATE PROMPT. IF YOU HAVE A PARTICULARLY COMPLEX TOPIC, DO YOUR BEST TO SIMPLIFY IT. YOU MIGHT TRY TURNING IT INTO A QUESTION.
DEVELOP A THESIS THAT FULFILLS THE PROMPT’S TASK.
BRAINSTORM EXAMPLES TO SUPPORT YOUR THESIS AND CREATE A QUICK OUTLINE.
WRITE INTRO THAT INTRODUCES TOPIC AND PROVIDES THESIS.
EACH BODY PARAGRAPH SHOULD PROVIDE BOTH REASONING AND EXAMPLES TO SUPPORT YOUR REASONING.
HAVE NO FEAR.

22. EVIDENCE FOR THE ARGUMENT ESSAY
REMEMBER: THE EVIDENCE YOU’RE USING IS FROM YOUR OWN ARSENAL OF EXAMPLES.
ADMISSABLE EVIDENCE:
personal examples
historical events
historical figures
news stories
current figures
nonfiction text
other genres of literature (last resort)
REASONING TRUMPS EXAMPLES. DON’T BE AFRAID TO USE EXAMPLES WITH WHICH YOU ARE BEST ABLE SUPPORT YOUR REASONING.