1. Pre-AP II Analytical Writing Mastering the Analytical Essay Emily Steffek, M.Ed. Champion High School Pre-AP II emily.steffek@boerne-isd.net

2. Tips and Strategies TOOLS for the Analytical Essay I. How to approach the prompt II. How to approach the passage III. Tools for writing a thesis and organizing your essay IV. Tips for your composition and analysis V. Characteristics of higher scoring essays

3. How to Approach the Prompt  Read all text on the page no matter what.  What is the prompt asking you to do? Underline the task(s).  Define any abstract concept or word. E.g., “human nature, limits, American culture,” etc.

4. How to Approach the Passage A fter you read and *annotate the passage, ask:  Why was this passage written?  What is the author’s purpose?  How does he or she achieve that purpose?  Is there something that is being claimed that is revolutionary? Why is that significant?  Here, develop a degree of logical argumentation.  How do you know that’s why this passage was written?  How do you know that’s the author’s purpose?  What exactly did the author do with the language/rhetoric that lead you to that conclusion?  How are those rhetorical devices in service of the author’s purpose?

5. Tools (OPTIONS) for Writing a Thesis and Organizing Your Essay  Keep the thesis broad and *explicate the text by thirds (to move from a 4 to 6).  Create a *TAG thesis that is broad or specific, and explicate the text or organize the body around specific rhetoric and how these primary devices are in service of the author’s purpose.  Write a specific thesis, which shows the complexity of the issue and pre-determines the organization of the essay (higher scoring essays).  Thesis should have TAG and a thematic statement as one sentence starting your thesis.

6. Tips for Your Composition and Analysis  Historical context is okay only in the introduction or conclusion; the body needs to be about the passage.  How well can you write about the passage?  Can you make sufficient arguments about your view without using first person?  Don’t pose questions in your composition!!

7. DO NOT:  Don’t over or under inflate devices ; make sure the devices you pull out answer HOW the author achieved his or her purpose.  Do not use first person unless your personal experience is critical to the analysis.  Don’t say that pathos, logos, ethos, diction, syntax, or tone achieved an author’s purpose. Look at the bigger picture that the primary rhetoric accomplishes and why it’s imperative that job is done for that author.  Don’t be implicit. Do not leave the reader to infer anything.  Do not summarize.  Do not simply point out devices. Instead: Evaluate the rhetoric chosen; concentrate in the complexity of the devices— how they achieve the purpose intended by the author.

8. Tips for Your Composition and Analysis Cont.  Avoid such phrases that cause you to paraphrase like: “By this, so and so is saying/showing that…” or By doing/saying this, so and so is showing that…” or “This means that…”  Instead: Use *Evaluative Language!  Evaluate/Analyze the rhetoric, factors, elements, situations, observations, etc.  Use a lens to evaluate/ analyze: oGlobal, Psychological, Sociological, Cultural, Historical, Gender, Political, etc.

9. Characteristics of Higher Scoring Essays:  Recognize AND Evaluate what is so revolutionary, controversial, significant, or inspiring about the purpose of the text/author and how the rhetoric helped bring that to light.  Make claims/points that people with college degrees may not have though about…. convince  Focus on primary rhetorical devices that achieve that bold purpose—not secondary devices  Speak expert to expert  Use elevated language and sentence structure  Use integrated support (direct quotes limited to six words, need to be relevant)  Think outside the text; use support/evidence from prior knowledge, experience, or reading  *Use evaluative language.

10. Characteristics of Higher Scoring Essays Cont.:  Analyze how the devices are in service of the purpose.  Organize the essay around the purpose of the passage/author and not around the devices  Are specific in the thesis, and the body delivers what the thesis promises  Are explicit; the reader simply goes along for the ride.  Are deep in analysis and evaluation

11. AP Calculator http://appass.com/calculators/englishliterature