My Packet

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My Packet

  1. 1. Mrs. Wendy Scruggs’s AP English Language Brain Dump **Don’t forget that rhetorical analysis (Question 2) must always address any tropes, schemes, or devices in terms of effect or intended effect on the audience! Your thesis and topic sentences should focus on OUTSIDE of PAPA SQUARE **Synthesis and Argumentative you should have more of your analysis and thoughts and use LOGOS (facts) to make your claims! Also, don’t forget to address the other side of the claim like with Rogerian logic. Tips from AP Readers: For conclusions: Evaluation of the argument Evaluate the author’s argument or style in rhetorical analysis. Evaluate the moral/ethical/philosophical dilemma present in the argument or synthesis prompts. Solution Discuss the solution the author is searching for in the rhetorical analysis and discuss the pros/cons. Identify a “fix” for the dilemma present in argument/synthesis. What is a theoretical or utopian solution? A “look to the future” can also work in the conclusion. It asks students to discuss the global issues at stake or the possible ramifications of the topic. For each prompt, I’d usually post a series of two questions students would need to touch on in the conclusion. They would be from the categories above but be prompt specific.
  2. 2. Argument: *The support you generate should be related on more than just the surface--don't try to use only the contention you're using as their unification as support. They should flow logically. For instance, avoid using the "as seen in (event), (Book), and (my own life) *If prompt is abstract, then you may consider if literary examples are appropriate!! *Think of the audience as skeptical, so you must prove your rationale as valid via your examples- -not obvious cultural choices *Consider your argument for an audience other than yourself:) *Examples should fit the task of the prompt** *The first thing that pops in your mind probably did in everyone else's mind, too--dig deeper *” Students were asked to consider the quotation and write an essay in which they defended, challenged, or qualified that assertion about the role of adversity in developing character. The prompt suggested some possible types of adversity—financial or political hardship, danger, misfortune. (This did not deter some students from writing about advertising.) *Less-successful essays frequently relied on detailed narration or description for support without discussing the causation implicit in Horace’s quotation. These essays were often able to relate an example of adversity but weren’t able to connect this experience to the development of character. Less-successful essays often belabored one example rather than providing a cascade of examples, as more adept student writers often did. * Errors: Many students relied on the formula of the five-paragraph theme, which fit poorly with the demands of this prompt. The prompt allowed students the opportunity to truly “essay” a topic, often in a personal way, and formulaic approaches to organization frequently interfered with the freedom of a classical essay. True to the formulaic nature of such writing, some students dutifully devoted one paragraph to reading, one to observation, and one to experience. **Mere assertion is not argument, no matter how frequently that assertion is repeated. In many cases, students simply recalled—often at great length—a tale of adversity and then trumpeted the triumph; the connection, the causality, the logic were often left unstated. *Rather than providing students with formulas, teachers need to help students organize their essays conceptually, according to the demands of the argument. This particular topic focused essentially on causality: adversity is the cause, and the development of character is the effect. Whether using exposition or narration, students had to analyze a causal relationship to respond to this question successfully. Since the five-paragraph theme focuses primarily on exemplification (with a particular fondness for three examples), it was ill-suited to this particular task. *reflect upon and examine the connections between their reading and the public questions facing the various communities they inhabit. *reflect upon and examine the connections between their reading and the public questions facing the various communities they inhabit. From College Board Q& A Feedback with Readers

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