AP Test Preparation: Crib Sheet

 

 

Expect to write three distinct essays: Synthesis, Rhetorical Analysis, and Persuasive Argument.

 

Do understand that the test-writers are not obligated to have one of each; however, for the past five years—on both the A and B exams—they have.

 

You will have 2:15 to complete the writing section. The time begins with a 15-minute reading and planning period for the synthesis prompt. Then, you will have two hours to write three essays. Budget 40 minutes per essay. Do NOT exceed that time. Each essay counts equally. To short-change yourself on one essay invites disastrous scoring consequences.

 

 

To Do:

1. Read Mr. Wevodau’s webpage “Writing for the AP Exam.” Read the advice on the three subpages (one for each of the three essay types).
2. Read the sample files, “Writing the AP Introduction,” “Writing the AP Conclusion,” “Writing Body Paragraphs for the AP Synthesis and Persuasive Argument Essays,” and “Writing Body Paragraphs for the Rhetorical Analysis.” These files contain writing advice and samples from published essays scoring 8 or 9.
3. On Mr. Wevodau’s webpage, “Advanced Placement Essay Reviews,” click on the subpage “Released AP Test Materials.” This page contains all prompts and sample essay files since 1999. Many have been reviewed in class. Some have not. Focus on the 2007 or more recent exams. Your test will look similar to these.
4. For the Multiple Choice Section: Know the 100 terms in the AP English Language terms study set. Studying your vocabulary and word parts sets has value. On the test, use word deconstruction strategies (look for familiar elements to predict meaning). You have 60 minutes. Monitor the time closely. Answer each question. Remember: The easiest reading passage and the easiest questions just may be the last ones.

 

 

Quick Notes:

 

Persuasive Argument Prompt.

 

1. Begin with an engaging opening paragraph. Recommended: Start with an anecdote that works persuasive. The anecdote should lead directly to the issue and your specific thesis.
2. Each body paragraph should have a specific, illustrative example. Use history, current events, or personal experience. The more detailed the better.
3. HOW? WHY? These are the key questions. HOW does your specific, illustrative example prove/support your thesis? WHY should your audience think as you do on this issue? If you have 3-4 sentences per body paragraph that do just this, then you should expect a high score.
4. End your paper with a final, persuasive appeal. Do NOT summarize. Try to win the argument with your last paragraph.
5. Remember: Your audience is people who either disagree with you or have not yet made up their minds. Write in a manner to persuade this audience to your way of thinking. Reach out to them and fully explain WHY they should think as you do.
6. Address the Opposition: Related to the last point: You can’t persuade someone who disagrees with you if you don’t address their thinking. Explain why they are incorrect. Or, if they have a good point, explain why your position is still the best choice.
7. Be sure that you have a clear position. This is an argument FOR one position. Don’t try to play both sides. That’s not persuasion.

 

Synthesis Prompt

 

1. The synthesis prompt is argumentative. All advice for the Persuasive Argument prompt applies here.
2. Write one body paragraph in which you synthesis three sources in support of one of your points. The graders are evaluating your ability to merge outside facts/sources with your own. Show off!
3. Be sure to cite all facts, etc., taken from the sources. Consider this a research paper. Failure to cite sources can lead to a failing score, as you would be plagiarizing.
4. Use at least four sources. Five or more is recommended. The more, the better.
5. As you read over the documents, be sure to underline, circle, etc., all potential evidence/facts/quotes that you might use. On exam materials, create a simple chart (t-chart, etc.) to compile ideas on which to write. After each idea, put the document source (A, B, etc.). At the end of the reading, you want to quickly and easily see all possible ideas on which to write and which sources contain that information.
6. Recent prompts have used phrasing like, “Take a position…on what the most important considerations should be…..” Keep in mind that BOTH the considerations and the order in which they appear may differ from others. What should the most important consideration be? Be prepared to argue WHY.

 

Rhetorical Analysis

 

1. Your introduction should clearly establish the issue, the writer’s rhetorical purpose, and specifically reference the primary rhetorical strategy. (But avoid a “laundry list” of tactics. Don’t say, “The writer uses emotional appeal, metaphors, and an analogy.” Say, “The writer attempts to make his audience feel guilty by comparing their behavior to…..”)
2. Your body paragraphs do three essential things: (1.) Identify a rhetorical choice. (2.) Present specific evidence—with direct quotes being preferable.) And (3.) Explain WHY the writer made this choice and HOW this choice affects/shapes the way the audience thinks or feels. The more time spent on (3.), the higher your score will be.
3. Consider the order of ideas/choices in your analysis: Most arguments build, such that the ending naturally follows a series of steps. Address these steps (or stages) in order as you write. (For example: In America Needs Its Nerds, Leonid Fridman first established that America has an anti-intellectual culture; then he established that our international rivals have a pro-intellectual culture; and then he ends by suggesting that America’s future is endangered unless we changed our habits. –In this example it would be silly to begin your analysis by talking about strategies used at the end first. Follow the argument! Show your understanding as to how the writer develops the argument through his or her choices.)
4. End your paper by analyzing the writer’s concluding strategy or choices. Do NOT end with a dull sentence like, “In conclusion, the author used the above-described strategies to convince his audience that ________.”
5. Worth repeating: Talk about the intended effect on the audience. WHY did the writer make this choice? HOW does this choice affect/shape the way that the audience thinks?
6. Do NOT give your opinion in this essay unless asked. In rare cased, students have been asked to first analyze and then evaluate an argument. Be sure to do exactly what you are asked to do.

 

Edward Wevodau
Colleyville Heritage High School
5401 Heritage Avenue
Colleyville, TX 76034
817-305-4700

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