This document provides an overview and study guide for the AP English Language and Composition exam. It outlines the different sections of the exam, including the multiple choice, rhetorical analysis, argument, and synthesis essays. It provides advice on time management, sample exam questions, and vocabulary terms that may appear on the exam. Sample passages and prompts are also included to help students practice the different question types. The guide aims to prepare students for the format and content of the AP English Language exam through an overview of the test structure and providing practice materials.

1. Allison Meza, Nayeli Acosta, Grace
Gerges, & Isabelle Chavira
Period 8
March 18th, 2017
AP English Language and Composition Exam Preparation
Digital Study Guide

2.  Advanced Placement Language and Composition Basics
 Vocabulary
 Schemes
 Tropes
 Basic Academic Vocab
 Multiple Choice Section
 Question Stems
 Types of passages
 Rules
 MCS Advice
 Annotation advice
 Sample passages with questions
 Rhetorical Analysis Section
 Rhetorical analysis
 Template
 Advice
 Rubric
 Sample prompts
 Argument Section
 Argument essay
 Template
 Advice
 Rubric
 Sample prompts
 Synthesis Section
 Synthesis essay
 Template
 Advice
 Rubric
 Sample prompt with sources
Overview

3. What sections are included on
the test?
 Multiple choice and free response
How long is the test?
 The exam is approximately three hours
and 15 minutes long
When and where is the test?
 Wednesday, May 11, 2016 at 8 a.m. at
Jefferson/ Silva High school
When must you register?
 Contact AP Services no later than March 1
to get the names and telephone numbers
of local, participating AP Coordinators.
How is your score calculated?
 The multiple choice section is worth 45%
and the free response section is worth
55% of the final exam grade
Advanced Placement Language and Composition
Basics

4. What constitutes a “passing score”?
 If you score a 2 on the exam this is the same as scoring a 79% therefore it is
passing
Where can someone go to find out if their college will
accept AP tests in lieu of college courses?
 Collegeboard.org
Basic testing advice
 You should ideally spend no more than forty minutes on each essay.
 Footnotes are important because they provide further information that may be
vital to a concise answer
Advanced Placement Language and Composition
Basics Cont.

5.  Anaphora: deliberate repetition of the first part of the sentence in order
to achieve an artistic effect.
 Ex: “My life is my purpose. My life is my goal. My life is my
inspiration.”
 Chiasmus: two or more clauses are balanced against each other by the
reversal of their structures.
 Ex: “Never let a fool kiss you or a kiss fool you.”
 Diacope: Repetition of words broken by some other words.
 Ex: “To be, or not to be!”
 Ellipsis: the omission of one or more words that are obviously
understood but that must be supplied to make a construction
grammatically complete
 Ex: “So…what happened?”
 Hyperbaton: an inversion of the normal order of words, especially for the
sake of emphasis.
 Ex: “His coward lips did from their color fly”
 Neologism: a newly coined word or term which has emerged into
everyday usage.
 Ex: “that movie was so sick!”
 Metaplasmus: any alteration in the form of a word, in particular the
addition, subtraction, or substitution of letters or sounds.
 Ex: “Oh frigging heck!”
 Polysyndeton: a stylistic device in which several coordinating
conjunctions are used in succession
 Ex: “And Joshua, and all of Israel with him, took Achan the son of
Zerah, and the silver, and the garment, and the wedge of gold, and
his sons, and his daughters, and his oxen, and his asses, and his
sheep, and his tent, and all that he had.”
 Syncope: the contraction or the shortening of a word by omitting sounds,
syllables or letters from the middle of the word
 Ex: “Thou thy worldly task hast done,
Home art gone and ta’en thy wages”
 Tsmesis: the breaking down of a phrase or a word into two parts.
 Ex: “This is not Romeo, he’s some other where.”
Vocabulary: Schemes

6.  Apostrophe: a figure of speech sometimes represented by
exclamation “O”
 Ex: “Welcome, O life! I go to encounter for the millionth time the
reality of experience and to forge in the smithy of my soul the
uncreated conscience of my race.”
 Erotema: A question that is asked without expecting an answer
because the answer is strongly implied; a rhetorical question.
 Ex: “Marriage is a wonderful institution, but who would want to live
in an institution?”
 Hyperbole: involves an exaggeration of ideas for the sake of
emphasis.
 Ex: “I had to wait in the station for ten days-an eternity.”
 Metaphor: a comparison of two unlike things.
 Ex: “He drowned in a sea of grief.”
 Metonymy: replaces the name of a thing with the name of
something else with which it is closely associated.
 Ex: “The pen is mightier than the sword.”
 Oxymoron: two opposite ideas are joined to create an effect.
 Ex: “The comedian was seriously funny!”
 Puns: a play-on words.
 Ex: “I used to be addicted to soap, I’m clean now.”
 Personification: giving inanimate objects human qualities.
 Ex: “The River swallowed the earth as the water continued to rise
higher and higher.”
 Synecdoche: a part of something represents the whole or it
may use a whole to represent a part.
 Ex: “The suits walked with confidence into the courtroom.”
 Simile: comparing two unlike objects using “like” or “as”.
 Ex: “Her eyes were like a piercing blue ocean”
 Zeugma: a word, usually a verb or an adjective, applies to
more than one noun, blending together grammatically and
logically different ideas.
 Ex: “[They] covered themselves with dust and glory.”
Vocabulary: Tropes

7.  Annotate: add notes to (a text or diagram) giving explanation or
comment.
 Ex: They basically love each other (referring to Romeo and Juliet)
 Brainstorm: produce an idea or way of solving a problem by holding
a spontaneous group discussion.
 Ex: The Scooby-doo gang would brainstorm ideas to catch the
monster.
 Context: the words and sentences that surround any part of
a discourse and that help to determine its meaning.
 Ex: the sentence “I was very mournful of my lovely grandmother”
gives context that mournful has something to do with being sad.
 Diction: style of speaking or writing determined by the choice of
words by a speaker or a writer.
 Ex: “Ah, happy, happy boughs! That cannot shed
your leaves, nor ever bid the spring adieu.”
 Expository: any form of writing that conveys information and explains
ideas.
 Ex: Imagine that you had no TV, computer, or video games for
one week. Think of some activities that you can do instead to
keep you busy and out of trouble. Write an essay to explain what
you can do to keep occupied in a week of no TV, computer, or
video games.
 Foreshadow: a writer gives an advance hint of what is to come later
in the story.
 Ex: a raven foreshadows death in the plot.
 Genre: the type of art, literature or music characterized by a specific
form, content and style.
 Ex: Non-fiction, fiction, poetry, etc.
 Hypothesize: to assume by hypothesis.
 Ex: Imagine you were interested in investigating the influence of
humor in ads on sales. Your hypothesis could be ”A funny ad will
result in more sales than an ad that is not funny.”
 Intermittent:
stopping or ceasing for a time; alternately ceasing and beginning
again.
 Ex: a relay race is intermittent.
Vocabulary: Basic Academic

8.  Judge: to decide on or form an opinion about something.
 Ex: smelling the milk and you judge whether it is actually
good or expired.
 Key: to identify the number of categories present in a
graph. It is also called a legend.
 Ex: Red=apples, yellow=bananas, and
purple=grapes.
 Logical: something that makes sense according to the
rules of logic, or something that is rational.
 Ex: using common sense to make good decisions.
 Motivation: an internal process that can cause someone
to move towards a certain goal.
 Ex: A person who is motivated by the desire to help
others may become a volunteer for a nonprofit and
donate a significant amount of money to nonprofits
 Narrative: a report of related events presented to the
listeners or readers in words arranged in a logical
sequence.
 Ex: Pretend your favorite book character or comic
book character came to life for a day. Write a story
for your classmates about the character that came
to life for a day.
 Outline: a plan for--or a summary of--a writing project
or speech.
 Ex: my narrative is about helping others so my three
main points will be the American Red Cross, the
American school system, and the humane society.
 Plausible: possibly true: believable or realistic.
 The lawyer made a plausible case, so he won it.
 Quotation: a group of words taken from a text or
speech and repeated by someone other than the
original author or speaker.
 Ex: “quote”- author
Vocabulary: Basic Academic (Cont. )

9.  Requisite: made necessary by particular circumstances or regulations.
Ex: My requisite essay needs a thesis, transition words, and evidence.
 Succinct: (especially of something written or spoken) briefly and clearly
expressed.
 Ex: My short answer was quite succinct.
 Theme: the subject of a talk, a piece of writing, a person's thoughts, or an
exhibition; a topic (universal statement).
 Ex: Love conquers all.
 Utilize: make practical and effective use of.
 Ex: I utilized well grammar in my essay.
 Valid: having a sound basis in logic or fact; reasonable or cogent.
 Ex: All my points were valid due to all the evidence I had.
Vocabulary: Basic Academic (Cont. )

10.  Questions about Rhetoric
 The shift in point of view has the effect of …
 The syntax of lines _____ to _____ serves to …
 The author’s reference/allusion to “___” serves primarily to …
 The second sentence is unified by metaphorical references to
…
 As lines _____ and _____ are constructed, "_____" is parallel to
which of the following?
 The antecedent for "_____" is …
 The diction in the piece is best described as…
 The syntax in the piece is best described as …
 In paragraph __ the author employs which of the following
rhetorical strategies …
 One prominent stylistic characteristic of the piece is the use
of…
 The primary rhetorical function of lines--- “____” is to …
 In the sentence “___” the speaker employs all of the following
EXCEPT…
 Questions about the Author's Meaning and Purpose
 Which of the following best identifies the meaning of
"_____"?
 Which of the following best describes the author's
purpose in the last sentence?
 The author’s primary purpose is to…
 The primary audience of the piece could be described
as…
 The authors uses (this certain image) for the purpose of…
 The author emphasizes "_____" in order to …
 The reason for the shift in tone in paragraph __ is due to
…
 The sympathy (or other word) referred to in line _____ is
called "adjective" because it …
 What is the function of _____?
 The phrase, “__” functions primarily as …
Multiple Choice Section: Question Stems

11.  Questions about the Main Idea
 The theme of the second
paragraph is …
 The speaker's attitude is best
described as one of …
 The tone of the piece (or parts
of it) is one of…
 In context, the sentence "_____"
is best interpreted as which of
the following?
 The atmosphere is one of …
 Which of the following would
the author be LEAST likely to
encourage?
 Which of the following best
summarizes the main topic of
the passage …
 In the piece, the author makes
all of the following assumptions
about his/her readers EXCEPT…
 Questions about Organization
and Structure
 The quotation "_____" signals a
shift from …
 The tone of the passage shifts
from one of___ to one of ___.
 The speaker's mention of "_____"
is appropriate to the
development of her argument
by …
 The type of argument employed
by the author is most similar to
which of the following?
 The author uses a pattern of
organization best described as
… 36. The relationship between
_____ and _____ is explained
primarily by the use of which of
the following?
 Which of the following best
describes the function of the
____ paragraph in relation to the
paragraphs that precede it …
 Questions about Rhetorical
Modes
 The pattern of exposition
exemplified in the passage can
best be described as …
 The author's use of description
is appropriate because …
 Which of the following best
describes the author's method?
 Because the author uses
expository format, he is able to
…
 The speaker's rhetorical strategy
is to …
 The author contrasts ___ and ___
in order to …
 Multiple Choice Section:
Question Stems (Cont. )

12. 5-7 prose passages
 Non-fiction: prose writing that is based on facts, real events, and
real people, such as biography or history.
 Fiction: literature in the form of prose, especially short stories and
novels, that describes imaginary events and people.
 Poetry: literary work in which special intensity is given to the
expression of feelings and ideas by the use of distinctive style and
rhythm
Multiple Choice Section: Types of Included
Passages

13.  Bring a no. 2 pencil for the scan Tron and some type of I.D. for yourself.
 Do not bring any type of electronics (even a watch that beeps) or any type of food/drink that includes bottled water.
 During the break you may not consult with anyone or anything about the test.
 Even after taking the test do not communicate in any type of media about the test.
 Free- response questions may only be talked about two days after the test has been administered and if they are found on the
College Board website.
 Notify the AP coordinator is there is any problem with you taking the test.
 The multiple-choice section is scored by computer. Each answer sheet is scanned and the total number of correct responses
equals the multiple-choice score.
 The free-response section (essays and open-ended questions) is scored at the annual AP Reading held during the first two
weeks in June. Specially appointed college professors and experienced AP teachers score this section of the exam.
 The total scores from the free-response section and the multiple-choice section are combined to form a composite score. These
composite scores are then translated into the 5-point scale using statistical processes designed to ensure that, for example, a 3
this year reflects the same level of achievement as a 3 last year.
 Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted
for incorrect answers and no points are awarded for unanswered questions.
Multiple Choice Section: Rules

14.  Decide whether to read the questions or the passages first before taking the test.
 Don’t feel like you must read the passages in order. Do the ones that are most interesting to you.
 Do not guess wildly, try critical thinking to higher your chances for getting the right answer.
Make educated guesses.
 Relax, stay calm.
 Read passage thoroughly and efficiently
 Be mindful of your time.
 Read questions thoroughly
 Reread portions of the text that are called out by the questions.
 Process of elimination.
 Skip difficult question, but make sure to circle them just in case you have extra time to go back to
them.
 If you don’t understand the passage, go to the questions to see if they add more understanding.
Multiple Choice Section: MCS Advice

15. Your annotations should add something to what is already in the text you
are annotating. Annotations that rephrase the text isn’t as helpful.
Break passage down and reread if you don’t understand.
Use arrows of underline things to help illuminate the details.
Highlight unfamiliar words.
Take note of important characters.
Look for symbolic meaning or figurative language.
If you have any suspicions or ideas about the plot, write it down, you might
forget it.
Don’t mark everything! Just mark things that seem extremely important.
Multiple Choice Section: Annotation Advice

16. Multiple Choice Section: Sample Passages

17. Multiple Choice Section: Sample Passages (Cont. )

18. Multiple Choice Section: Sample Questions

19. Multiple Choice Section: Sample Questions

20. Multiple Choice Section: Sample Passages

21. Multiple Choice Section: Sample Passages (Cont. )

22. Multiple Choice Section: Sample Questions

23. Multiple Choice Section: Sample Questions (Cont.
)

24. Rhetorical Analysis Section
What is a rhetorical analysis?
a form of criticism (or close reading) that employs
the principles of rhetoric to examine the interactions
between a text, an author, and an audience. Also
called rhetorical criticism or pragmatic criticism.

25. Rhetorical Analysis Section: Possible Template

26. Rhetorical Analysis Section: Possible Template
(Cont. )

27. Rhetorical Analysis Section: Advice
Understand the Question
Choose Your Side
Create a Thesis
Build a Strong Body
Be Specific
Use Your Resources
Develop a Tone
 Avoid Clichés

28. Rhetorical Analysis Section: Rubric

29. Rhetorical Analysis Section: Sample Prompt

30. Rhetorical Analysis Section: Sample Prompt (Cont.
)

31. Rhetorical Analysis Section: Sample Prompt (Cont.
)

32. Argument Section
What is an argument essay?
a genre of writing that requires the student to
investigate a topic; collect, generate, and evaluate
evidence; and establish a position on the topic in a
concise manner.

33. Argument Section: Possible Template
 INTRODUCING POSITIONS IMPLIED OR ASSUMED:
 Although X does not say so directly, she/he apparently assumes that __________________.
 While they rarely admit as much, _______________ often take for granted that ______________.
 INTRODUCING AN ONGOING DEBATE:
 In discussions of X, one controversial issue has been ________________. On the one hand,
____________ argues _______________. On the other hand, ______________even contends
__________________.
 When it comes to the topics of _____________, most people will readily agree that
________________. Where this agreement usually ends, however, is on the question of
_______________. Whereas some are convinced that __________________, others maintain that
_________________.
 As suggested earlier, defenders of ___________ cannot have it both ways. Their assertion that
____________ is contradicted by their claim that_____________.

34. Argument Section: Advice
Take one clear position, don’t waver between positions
Make clear connections between claims and data
Read the prompt
Draw examples from personal experiences and the world
beyond
Consider the issue from different angles and point of views
before deciding on a position
Decide first whether you want to defend, challenge, or
qualify the claim with your position

35. Argument Section: Rubric

36. Argument Section: Sample Prompt One
 “Every day you may make progress. Every step may be fruitful. Yet
there will stretch out before you an ever-lengthening, ever-ascending,
ever-improving path. You will never get to the end of the journey. But
this, so far from discouraging. Only adds to the joy and the glory of
the climb.”
 -- Winston Churchill. “Painting as a Pastime,” Thoughts and Adventures
 Winston Churchill’s description of the process of painting suits anyone
approaching a daunting task. Take a position on the value of
attempting difficult tasks. Particularly when there is a possibility that
“you will never get to the end.” Support your position with personal
experiences, observations. Readings, and history.

37. Argument Section: Sample Prompt Two
For years corporations have sponsored high school sports. Their
ads are found on the outfield fence at baseball parks or on the
walls of the gymnasium, the football stadium, or even the locker
room. Corporate logos are even found on players’ uniforms. But
some schools have moved beyond corporate sponsorship of
sports to allowing “corporate partners” to place their names and
ads on all kinds of school facilities—libraries, music rooms,
cafeterias. Some schools accept money to require students to
watch Channel One, a news program that includes advertising.
And schools often negotiate exclusive contracts with soft drink
or clothing companies. Some people argue that corporate
partnerships are a necessity for cash-strapped schools. Others
argue that schools should provide an environment free from ads
and corporate influence.

38. Argument Section: Sample Prompt Two (Cont.)
 Using appropriate evidence, write an essay
in which you evaluate the pros and cons of
corporate sponsorship for schools and
indicate why you find one position more
persuasive than the other.

39. Synthesis Section: What is a Synthesis Essay?
A synthesis essay is a written discussion
that draws on one or more sources. It
follows that your ability to write syntheses
depends on your ability to infer
relationships among sources - essays,
articles, fiction, and also non-written
sources, such as lectures, interviews,
observations.

40. Synthesis Section: Template
Introduction
Include background on issue – what the issue is, context, history
Address issue and the argument or claim
Include your position statement – to support, refute, or qualify the claim
Reason 1 for your position
support your position with evidence from the provided source material
Reason 2 for your position
Again support your position with evidence from the provided source
material

41. Synthesis Section: Template (Cont. )
Counterargument
Address a counterargument
Give evidence of counterargument from source
material
Refute counterargument with evidence from source
material
Conclusion

42. Synthesis Section: Advice
Read the prompt and all of the sources
provided carefully.
Plan and develop your position statement first,
then focus on evidence
Plan out the way you want to back up your
position with evidence from at least three
sources.
Remember to cite all sources used.

43. Synthesis Section: Rubric

44. Synthesis Section: Sample Prompt
 Prompt: Thanks to applications like Siri, Google, Wikipedia, SparkNotes,
and countless others, the answer to any question you can think of is at
your fingertips. But, at what cost? What role do we play? Does instant
information affect our ability to think deeply or critically?
 The Claim: Technology is weakening our ability to think critically and
engage in the learning process.
 Your job: Support, refute, or qualify this claim by crafting a well-reasoned,
well-supported, and proofread argument.

45. Synthesis Section: Sample Sources
 The Ney York Times article by Matt Richtel: “Growing up Digital, Wired for
Distraction”
 http://www.nytimes.com/2010/11/21/technology/21brain.html?hp=&pagewanted=all
&_r=0
 Newsweek editorial by Sharon Beagley: “The Dumbest Generation? Don’t
Be Dumb”
 http://www.thedailybeast.com/newsweek/2008/05/24/the-dumbest-generation-don-t-
be-dumb.html
 Wall Street Journal article by Thomas Spence: “How to Raise Boys That
Read”
 http://www.online.wsj.com/article/SB10001424052748704271804575405511702112290.
html

46. Synthesis Section: Sample Sources (Cont. )
 Philadelphia Magazine article by Sandy Hingston: “Is It Just Us,
Or Are Kids Getting Really Stupid?”
 http://www.phillymag.com/articles/feature-is-it-us-or-are-kids-getting-
really-stupid
 The National Review: Reprint of the preface to the new edition
of The Dumbest Generation
 http://www.nationalreview.com/articles/227469/cultural-illiteracy/mark-
bauerlein?page=1-