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← Arii's AP LANG FRQ GUIDE:

AP Lang's FRQs are each worth 6 points, totaling to 18, with the points being weighted to 55% of the total exam score. You have 2 hours, 15 minutes for all three essays, 40m for each with a 15m reading period is recommended.

Synthesis:

How well can you combine others' arguments to make your own?

Two sources are visual, one is quantitative, the remaining are text-based with less than 500 words.

Formula:

INTRO

  • Introductory Ramble
  • Thesis - Although X, Y, because A and B.
    COUNTERCLAIM
  • Evidence for Counterclaim X and Explain
  • Evidence for Refute Y and Explain
    PARAGRAPH 2
  • Evidence A for Y
    • Perhaps Another Piece of Evidence for Y
  • Evidence B for Y
    • Perhaps Another Piece of Evidence for Y
      CONCLUSION
  • Restate Argument
  • So What?

Objectives:

  • Respond to the prompt with a thesis that presents a defensible position.
  • Select and use evidence from at least three of the provided sources to support. indicate clearly the sources used through direct quotation, paraphrase, or summary.
    • Provide specific evidence to support all claims in a line of reasoning.
    • Adequate evidence clearly explained.
    • Uniformly offer evidence.
  • Explain how the evidence supports the line of reasoning.
    • Consistently explains how the evidence supports a line of reasoning.
    • Explains how multiple rhetorical choices in the passage contribute to the writer's argument, purpose or message.
  • Demonstrate an understanding of the rhetorical situation.
  • Use appropriate grammar and punctuation in communicating the argument.
    • Vary the sentence structure, use proper conventions.
  • Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
    For Complexity: (Which You Want)
  • Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation (only if a part of the argument, not merely a phrase or reference).
    • Crafting a nuanced argument by consistently identifying and exploring complexities or tensions across the sources.
    • Articulating the implications or limitations of an argument (either the student's argument or arguments conveyed in the sources) by situating it within a broader context.
      • So what!
    • Making effective rhetorical choices that consistently strengthen the force and impact of the student's argument throughout the response.
    • Employing a style that is consistently vivid and persuasive.

Tips:

  • Clarify self with topic sentences at the start and end of each body paragraph "steal" from your thesis (subclaims, the A or B because Y of thesis).
  • Outline your argument before writing it.
  • Close read prompt topic and articles: organize and evaluate the main point of each.
  • Focus on specific details to build an argument.
  • Establish in the introduction "voices in the conversation" start broad, and narrow to the thesis statement.
  • Contextualize and lead in your quotes.
  • Vary your methods of development when explaining evidence.
  • Vary sentence structure, diction, appeals.
  • When restating your argument at the end restate the thesis while including your specific evidence.
  • Group all of your sources beforehand.
    • Into "pro" as well as "anti".
    • AND for complexity, into other groups (prompt dependent).
      • e.g. Is this a good quality source? Is there an extra bit of nuance in the opinion? (Free college vs reduced college vs no college, as well as pro vs anti).
    • Note anything interesting about the authors.
      • e.g. Are they being paid to say this? What's their stake?
  • Form your thesis based on where the evidence leads you, even if you don't agree.
    • If there's a source that's obviously biased/wrong (and if pro/anti are equal or one side outweighs said source) - make that source is the evidence for the counterclaim as it's easier to refute.

Rhetorical Analysis:

What choices did the author make to convey their purpose?

You are provided with one passage of nonfiction prose approximately 600-800 words long.

Formula:

INTRO

  • Introductory Ramble ABOUT THE RHETORICAL SITUATION!!!
  • Thesis - AUTHOR in their TYPE OF WORK "WORK TITLE" uses CHOICE/STRATEGY X and CHOICE/STRATEGY Y to create EFFECT (or EFFECTS), furthering their message of AUTHOR THESIS.
    PARAGRAPH 1
  • Evidence A for X
  • Evidence B for X
    PARAGRAPH 2
  • Evidence C for Y
  • Evidence D for Y
    CONCLUSION
  • Restate Argument
  • So What?

Objectives:

  • Respond to the prompt with a defensible thesis analyzes the writer's rhetorical choices.
  • Select and use evidence to support your line of reasoning.
    • Provide specific evidence to support all claims in a line of reasoning.
  • Explain how the evidence supports the line of reasoning.
    • Consistently explains how the evidence supports a line of reasining.
    • Explains how multiple rhetorical choices in the passage contribute to the writer's argument, purpose or message.
  • Demonstrate an understanding of the rhetorical situation.
  • Use appropriate grammar and punctuation in communicating the argument.
    • Vary the sentence structure, use proper conventions.
  • Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
    For Complexity: (Which You Want)
  • Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation (only if a part of the argument, not merely a phrase or reference).
    • Explaining the significance or relevance of the writer's rhetorical choices (given the rhetorical situation).
    • Explaining a purpose or function of the passage's complexities or tensions.
    • Employing a style that is consistently vivid and persuasive.

Tips:

  • Clarify self with topic sentences at the start and end of each body paragraph "steal" from your thesis (subclaims, the A or B because Y of thesis).
  • Outline your argument before writing it.
  • Establish in the introduction "voices in the conversation" start broad, and narrow to the thesis statement.
  • Focus on specific words and details.
  • Contextualize and lead in your quotes.
  • Analyse the author's context, points, purposes, strategies, mindset, process, etc.
  • Analyse a variety of choices/strategies:
    • Foundational strategies:
      • Tone
      • Diction
      • Imagery
      • Metaphor
    • Ornamental strategies:
      • Parallelism
      • Repetition
      • Anaphora
      • Antithesis
      • Juxtaposition
      • Simile
      • Symbol
      • Syntax
  • Vary your methods of development when explaining evidence.
  • Vary sentence structure, diction, appeals.
  • When restating your argument at the end restate the thesis while including your specific evidence.

Argument:

How well can you use evidence to support your claim/thesis?

You are not provided with any stimuli for this question, just a literary or rhetorical concept or idea.

Formula:

INTRO

  • Introductory Ramble
  • Thesis - Although X, Y, because A and B.
    COUNTERCLAIM
  • Evidence for Counterclaim X and Explain
  • Evidence for Refute Y and Explain
    PARAGRAPH 2
  • Evidence A for Y
    • Perhaps Another Piece of Evidence for Y
  • Evidence B for Y
    • Perhaps Another Piece of Evidence for Y
      CONCLUSION
  • Restate Argument
  • So What?

Objectives:

  • Respond to the prompt with a thesis that presents a defensible position.
  • Provide evidence to support your line of reasoning.
    • Provide specific evidence to support all claims in a line of reasoning.
  • Explain how the evidence supports the line of reasoning.
    • Consistently explains how the evidence supports a line of reasining.
    • Explains how multiple rhetorical choices in the passage contribute to the writer's argument, purpose or message.
  • Demonstrate an understanding of the rhetorical situation.
  • Use appropriate grammar and punctuation in communicating the argument.
    • Vary the sentence structure, use proper conventions.
  • Writing that suffers from grammatical and/pr mechanical errors that interfere with communication cannot earn the fourth point in this row.
    For Complexity: (Which You Want)
  • Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation (only if a part of the argument, not merely a phrase or reference).
    • Crafting a nuanced argument by consistently identifying and exploring complexities or tensions.
    • Articulating the implications or limitations of an argument (either the student's argument or arguments conveyed in the sources) by situating it within a broader context.
      • So what!
    • Making effective rhetorical choices that consistently strengthen the force and impact of the student's argument throughout the response.
    • Employing a style that is consistently vivid and persuasive.

Tips:

  • Clarify self with topic sentences at the start and end of each body paragraph "steal" from your thesis (subclaims, the A or B because Y of thesis).
  • Be aware of the rhetorical situation.
  • Be wary of tangents.
  • Outline your argument before writing it.
  • Establish in the introduction "voices in the conversation" start broad, and narrow to the thesis statement.
  • Vary your methods of development when explaining evidence.
  • Vary sentence structure, diction, appeals.
  • When restating your argument at the end restate the thesis while including your specific evidence.
  • Avoid fallacies like generalizations, circular reasoning, or ad hominem arguments.
  • Use ethos, pathos and logos.