2.  This type of prompt, more than the Rhetorical analysis or Synthesis prompts, more closely resembles the type of writing you will undertake in a college composition course.  You will employ rhetorical strategies as well as stylistic devices to persuade your audience that your argument is reasoned, responsible, and persuasive.

3.  AKA- Defend/Challenge/To describe the characteristics of the qualities of something (touch upon the relevance of both sides of the claim/argument- “there are aspects I agree with and some of it I disagree with”)  Try to use Qualify, if at all possible  Answer based off of evidence developed from observation, experience and/or reading  When answering, take the “road less traveled.” Come up with examples that are more unusual, something other students might not think of at first.

4.  Define the assertion/claim being made  State the meaning of the assertion in your own words  Be aware of any prejudicial attitudes, sentiments, or stereotypes you may have. (Touch upon ALL possible Multiple Perspectives you can)  3 examples in each paragraph is the best  A misinterpretation or omission in the beginning will doom you to failure.

5.  As long as you are addressing the prompt and appropriately supporting your position, there is no danger of your losing points on your essay, because you've decided to take a different approach. Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader.

6.  Evidence used to support the "Agree/Disagree/Qualify Question" should:  be specific and accurate—named and factually correct  avoid using movies and other more informal aspects of society as evidence (pop culture)  reflect a well-educated, widely-read, mature individual's thoughtful reaction  be unified, specific, accurate, adequate, relevant, and representative- Do not use an INFORMAL VOICE  avoid evidence that everybody will cite (To avoid this, reject first thoughts and keep digging until you find things that are not so easy to grasp at first.)

7.  Remember that you've been taught how to write an argument throughout your school years, and you've even studied it in detail in your AP Comp course this year. Here is a brief overview of the kinds of support/evidence you could include to bolster your argument: — facts/statistics — details — quotations — dialogue — needed definitions — recognition of the opposition — examples — anecdotes — contrast and comparison — cause and effect — appeal to authority

8. 1. Begin by writing a meaningful opening sentence or two which makes a personal observation about the focus of the question that reveals your thinking. Do not write flowery, general beginnings. Get right to the point. Use the first sentence or two to begin to define the meaning of the assertion. Allude to something here that will be finished in the conclusion. End with the thesis you wrote while brainstorming. (Note: Weak openings are forgiven if the paper ends strongly. If running out of time, skip part of the body to make your conclusion.) 2. Qualify- use an “although” thesis (Example: “Although grass is green, it can also be other colors.” Then your first para. will be about green grass, next para. about the other colors, 3 rd paragraph rebuttal and concession, then conclusion.) Watch out for contradicting yourself. 3. Agree or disagree with an assertion naturally by explaining your stance. Avoid saying things like I feel this statement is correct. Instead state your belief: "Change can be big or small, personal or public, but if a person is not confident enough or is worried about what others think, changes will never happen."

9.  If the question requires an agree or disagree stance, be sure to demonstrate an understanding of argumentation by acknowledging both sides of the argument. This is usually done by writing a con-pro paragraph immediately after the introduction and the remainder of the essay becomes different paragraphs which confirm or amplify your agreement or disagreement with the assertion.  If the question requires a defend, challenge, or qualify stance on a political or philosophical assertion, be sure to address all the issues raised by the claim/assertion. Your evidence would be specifically named examples that support the claim you make in your topic sentence. If you can find examples in two unrelated areas or more (from your personal experience, observations, and reading) that make the same conclusion, your claim will be more valid. Each paragraph then would end with an interpretation of the similar conclusion that can be reached after examining differing types of evidence.

10.  The College Board and the AP Comp readers are open to a wide range of approaches. You can choose to be informal and personal, formal and objective, or even humorous and irreverent, and anything in between. Just be certain that your choice is appropriate for your purpose.  ***Avoid “I believe” statements*** (They also come in the form of “I think” or “I feel” as well.)

11.  When answering the prompt, try to incorporate one of these models of argumentation  Remember: Rogerian to explain the argument, Toulmin to win

12.  Learning to budget your time is a skill that can be most helpful in writing the successful essay. The following is a sample timeline for you to consider:  1–3 minutes reading and working the prompt  3 minutes deciding on a position  10–12 minutes planning the support of your position  20 minutes writing the essay  3 minutes proofreading

13.  Intro: Hook- State the issue/position of the speaker Thesis- Although, (part you agree with), (part you disagree with). *vice versa*  Body #1:Topic sentence – Part you agree with -Concrete detail sentence #1 Personal example (For Example…) -Commentary -Concrete detail sentence #2 APUSH example (In addition…) -Commentary -Concrete detail sentence #3 Reading example (Furthermore…) -Commentary -Concluding sentence – sums up the paragraph  Body #2:Topic sentence – Part you disagree with (THIS SHOULD BE THE SIDE YOU FEEL STRONGEST ABOUT) -Concrete detail sentence #1 Personal example -Commentary -Concrete detail sentence #2 Your choice of “perspective” example -Commentary -Concrete detail sentence #3 Your choice of “perspective” example -Commentary -Concluding sentence – sums up the paragraph  Body #3:Topic sentence – Your final position -Reasoning -Common goal -What makes this a win/win situation?  Conclusion- sum up your final thoughts, end with a quote or lasting example

14. * Get out your handout on Multiple perspectives*  Educators should encourage the current popularity of email, texting, & instant messaging among teenagers because this trend is sure to improve their students' reading and writing skills.  If you support the military, then you will join the military  Passing the AIMS test should NOT be a requirement in order to graduate high school.

15.  Susan Sontag prompt On Photography