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2012 ap english language essay questions

Then think of examples independent from the text that will support it. Having a list of evidence to choose from as you go makes writing your essay that much faster. Create an outline. One you have formulated a clear thesis statement and made a list of evidence to draw from, it is imperative that you now create an outline. This is because an outline helps you organize your ideas so that your essay is clear and direct.

The first paragraph is the intro paragraph, followed by at least 3 body paragraphs, and ends with a conclusion sentence. Map out this outline on paper before starting the essay. Method 2. Make sure the opening is strong. Although AP readers are told to grade the essay in its entirety, essays that stand out are the ones that begin with a strong lead-in. In this paragraph, you should introduce the author and title of any literature you are analyzing, followed by a reiteration though not repetition of the prompt.

You should also include any literary elements that would help your analysis. Use topic sentences. Topic sentences guide each paragraph and create a claim for each one. Make sure each topic sentence relates back to the thesis sentence. It is also useful to use transition words in the topic sentences to make the essay flow better. Include specific evidence and explain it. You should include quotes and examples within body paragraphs to prove that your thesis sentence and each topic sentence is true.

Evidence gives your essay credibility, because other people and circumstances agree with you. Evidence is how you convince a reader to agree with your argument.

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Make sure you frame each quote or example so that it connects to the topic sentence. Avoid using quotes longer than 4 lines. This formatting can take valuable time away from your writing, and you need every moment you can spare. Write a strong conclusion. When you get to the conclusion, it is wise to restate your thesis and the main idea of each body paragraph.

However, be careful not to simply swap out words you have already used for new words that mean the same thing.

All Homework - AP English Language and Composition - Doral Academy Preparatory School

Restate the thesis in new words entirely. The same goes for summarizing body paragraphs. Finish the conclusion paragraph with a sentence that challenges the reader without bringing in new ideas. This sentence can push the reader to think about your topic for themselves. Method 3. Vary your sentence length. Your writing will be very choppy and not flow well if you do not use sentence length variety.

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Such variety displays an understanding of writing and reading. Ensure that your vocabulary fits. The AP English essay is a good time to employ your knowledge of vocabulary, of course, but make sure that each word makes sense when you use it. Using them appropriately is just as important for scoring a 9 on this essay. Make sure you use proper grammar. Whenever something you write sounds wrong, this is usually an indication of incorrect grammar.

Proper grammar is imperative for making a 9 on this essay. Grammar is learned over time through reading and school classes, but a basic review of grammar during your AP studies is helpful.


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Review things like sentence structure, subject-verb agreement, pronoun agreement, and so on. How many body paragraphs do I need? Can I write only two and still score a 7 or 8? Phone or email sbarish jhu. This web-based distance writing AP English Language and Composition course spans seven months, ending in April just before the exam is administered, and consists of fourteen lessons — completed every two weeks, the majority culminating in a formal essay — along with accompanying readings, discussions and writing workshops.

Critiques explain successes and delineate problems needing further work.

Along with instructor feedback, each student receives at least one workshop critique from his or her peers in the class, and completes one comprehensive revision based upon comments. A process letter for each lesson gives students a chance to reflect upon the effectiveness of their prewriting strategies, to score their essays based upon given rubrics, and to share ideas for revision.

At this level, the instructor assumes that students already command Standard English grammar and are ready to delve into more sophisticated issues. While preparing students to take the Advanced Placement Test in English Language and Composition, this course provides training in prose analysis as well as descriptive, analytical and persuasive writing. In addition to practicing essay test-taking techniques, organization and time management, students use a variety of posted readings and discussion questions to explore the interactions among subject, authorial purpose, audience needs, generic conventions, and the resources of the English language.

Exposure to classical rhetoric, including a study of schemes and tropes and the use of the Aristotelian appeals, increases understanding of and access to critical reading and writing skills. Most lessons focus on an examination of past AP testing prompts, responses and scoring guides, and composition of persuasive arguments and rhetorical analyses similar to those found on the exam and in college classrooms.

Guidance in the evaluation, use and proper citation of both written and visual sources prepares students to write a synthesis essay and a researched argument. Finally, in addition to work on essays, students practice and analyze the multiple-choice portion of the exam. Using this guide, they analyze rubrics and model student essays as well as writing their own essays in response to specific prompts.

Online class discussions are often based upon posted readings covering a variety of rhetorical genres, from such writers as Annie Dillard, W. Adams, John.

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Letter to Thomas Jefferson. Inaugural Address. Classical Rhetoric for the Modern Student. Dillard, Annie. The Writing Life. New York. DuBois, W. Booker T. Washington and Others. Irving, John. Arcade Publishing.

AP English Language and Composition

Jefferson, Thomas. Letter to John Adams. They discuss what worked best for them in the planning stage, how they budgeted their time, what rhetorical and stylistic elements worked best within their essays, and what they would do differently for a better result. Students often use rubrics to score their own AP practice essays, in addition to comparing their work to the high- and middle-scoring essays included in their CliffsAP book.

Process letters help students to plan revisions, as well as to gain comfort and confidence with the process of self-evaluation. Discussions are roughly the equivalent of homework in a school-based AP English class. For example, in one discussion students read Booker T. Students are required to post at least three thoughtful, substantive comments of at least half to three quarters of a page for each discussion.

At times discussion takes the form of a writing exercise designed to increase skills in a certain area, such as citation, thesis revision, and analysis of visual texts. Discussion is also the place for workshops of student writing, and conversations about process, test-taking strategies, current events, and favorite writers. Each final essay is given a score of between 1 and 9 based as closely as possible upon a given rubric, so that students may get a sense of how they are likely to do on the exam.

Although essays are also awarded letter grades, critiques emphasize encouragement and concrete suggestions for ways to improve.

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Effort, and improvement over time, are considered in the assignment of a grade, especially as the course progresses. Process letters are graded based upon the amount of time and effort they reflect. Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas. This lesson introduces the basics of the course and exam, describing rhetorical analysis, persuasive and synthesis essays.

Students read about the importance of memory and observation as sources of evidence for persuasive essays, and are reminded to be specific and support their opinions. In addition to reviewing with plenty of examples such literary terms as diction, connotation, denotation, syntax, parallelism, metaphor, structure and tone, this lesson explains the process of making inferences and collecting evidence from a text. Their response to these essays is included in their process letter.