1. AP Lang Review Notes 5.2016

2. Review of Overall Analysis Terms {diction + syntax = tone} Style – author’s use of language to get his point across. (informal, scientific, pedantic, preachy, formal, colloquial). Attitude – author’s opinion/feeling about the subject (also point of view). Tone – how the author expresses those feelings; tone of voice (see your tone words – must be an adjective) How does SOAPSTone convey these elements?

3. Classical Persuasive Appeals/Modes (these are not devices – author doesn’t USE logos, ethos, pathos. Writer/speaker appeals to/develops it) Logos – appeal to reason and logic using objective evidence, hard facts, statistics, data – or logical strategies/MODES like cause and effect, compare/contrast, juxtaposition, etc. = development. Ethos (ethics) – connection with speaker’s credibility/morals/ethics/values/character. Speaker establishes ethos or you use a speaker’s credibility to develop your argument. Providing background of experts or yourself/writer or writer’s background establishes this. Pathos (root of pathetic) – appeal to emotions, values, desires through the use of deliberate diction to evoke strong emotions.

4. Figurative Lang/Lit Device Words to Know Imagery Hyperbole Understatement/litotes Simile Metaphor/extended metaphor Symbolism Denotation/Connotation – evocative Oxymoron Paradox – statement that appears contradictory but actually has some truth/used to illustrate an opinion contrary to accepted traditional ideas/wants reader to think in an innovative way. – “I can resist anything but temptation.” Oscar Wilde

5. Figurative Lang/Lit Device Words to Know Personification Rhetorical Question Bombast – adj. bombastic - (overly rhetorical, pompous speechifying) Pun Metonymy – aspect of thing represents whole; can’t remember the difference call it metonymy Synecdoche – part of thing represents whole Aphorism – concise, pithy (brief and forceful) statement of an opinion or truth. “Haste makes waste” Euphemism/Circumlocution

6. Syntactical Devices to Know Phrases Clauses Syntax – sentence order; way author chooses to join words into ph/cl/sent Scheme – umbrella term for deliberate deviation from ordinary syntax for rhetorical effect. Alliteration Anaphora – rep of w/ph/cl at beginning of 2 or more sentences in a row; makes point more coherent. Antimetabole – rep of w in successive cl in reverse order (take boy out of country; can’t take country out of boy) Antithesis – opp. ideas/words in a balanced & parallel construction Anadiplosis – rep of last word of clause at the beginning of the next (Talent is adornment; adornment is also a concealment)

7. Syntactical Devices to Know Asyndeton – string of w/ph/cl, commas but not conj. Cumulative Sentence – main ind cl + successive addition of modifying clauses (point at beginning) Periodic Sentence – point at end in ind cl preceded by ph/cl can’t stand alone. Elliptical Sentence – omission of grammatically needed w/ph (some people prefer cats; others, dogs) Inversion – Yoda, I am Parallelism – same structure in a pair/series of related w/ph/cl Polysyndeton Polyptoton – rep of words derived from same root/diff meaning (Choosey mothers choose Jif) Repetition – umbrella term of repeated use of the same word/word pattern.

8. Techniques to Know Irony – situational, verbal SATIRE – target, reveals hypocrisy, very specific purpose Rhetorical modes: 1.narrative and description 2.definition, classification, and example 3.cause-and-effect 4.Comparison and contrast 5.assertion/justification. Remember: pairings have cues to help identify dominant and subordinate forms. Refer to Rhetorical Toolbox notes.

9. Establishing Ethos for Q3/ Argumentation 1.List all texts we’ve read in class this year (including essays – record full name of text and AUTHOR’S NAME – this is essential because you need to use the author as evidence not his/her fictional characters/stories) 2.Brainstorm everything you can remember for each of them (character names, events, pivotal moments, central themes) 3.List texts you’ve read in other/previous classes including science, history, etc. (in class and outside). Repeat process 2. 4.Brush up on current political/social issues (education, work, gender issues, human rights issues, etc.). Skim through the beginning of each chapter in your textbook.

10. TACKLING MC: THE BIG PICTURE Do NOT read questions 1 st (narrow lens = bad! Inhibits big pic analysis) While reading, assume 1 st ? is “What’s the gist of the passage?” Need to be comfortable with forest before you analyze trees Several ?’s will try to trick you into identifying the wrong answer b/c you’re focusing too narrowly on the sentence (or section) to which the ? refers.

11. TACKLING MC: THE BIG PICTURE CONT. Big pic ?’s will ask you to characterize speaker’s tone, style or attitude in the passage OR ask you to describe how a particular detail fits into the big picture – what a word means in context or how the reader is meant to interpret a word based on tone, style, or attitude of the passage as a whole. Word meaning IN CONTEXT: knowing def won’t be enough to answer correctly. “In context” = won’t be the 1 st answer that pops into your head. Look at other parts of speech around the word that impact its usage/meaning and then zoom out to the big pic.

12. TACKLIG MC: STRATEGIES TWO PASS SYSTEM 50-55 questions 60 minutes 1 minute to answer each ? 12-15 minutes on each passage and its questions

13. TWO PASS SYSTEM CONT. Two Pass Strategy: (AFTER reading for big pic) 1.Make a first pass at MC questions. 2.Answer easy ?’s 3.Circle hard ones to come back to 4.Check watch for allotted time for this passage (12-15 min). 5.If you have 5 minutes left, tackle questions you circled. 6.If you have no time left, then come back to circled ones after you’ve finished rest of passages. Be careful with bubbling when you skip questions!!

14. TACKLING MC: STRAGEGIES PROCESS OF ELIMINATION (POE) AND GUESSING Does guessing help? Yes, random selection = if you blindly guess on 15, you’ll get 3 right. No deductions for wrong answers so those wrongs will just equal zero points. If you guess without POE, don’t waste time wondering what the best answer is. Just pick one and move on. Blindly guessing helps minimally. Use in conjunction with POE to increase “correctness” odds. 15 “guesses” eliminated to 3 choices = 5 answers right.

15. RECAP of Strategies: 1.Read the passage for the big picture 2.Pace yourself 3.Use the 2 Pass system 4.Pace again 5.Use POE on EVERY QUESTION! 6.DO NOT LEAVE ANY BLANK!!!!! NO!!!!

16. Tackling Essays You must write in pen; do not double space. You don’t need a heading. You have a 15 minute reading period and then 2 hours to write all 3 essays. They will alert you when writing time begins and at both 40 minute points. You may begin writing, if you are ready, during the reading period. Remember time management strategy: 7 min to plan, 30 min to write, 3 minutes to revise. Write a PERFECT 1 st paragraph! Make sure your thesis is strong, specific, precise and develops a clear, solid point. Go in with a Plan A and Plan B for how you want to approach the essays.

17. Tackling Essay Q1 SYNTHESIS Develop very clear position/thesis (just like AD theses). MUST use at least 3 sources. ANSWER THE PROMPT!!!!!!! Perfect 1 st paragraph. YOUR ARGUMENT IS CENTRAL; SOURCES SUPPORT YOU. DON’T ARGUE FOR THE SOURCES. If you use parenthetical citation at end of sentences do it like this: Blah blah blah blah blah (Source F). Stronger writing weaves it in: 1. Blah blah blah, according to Source F. 2. According to Source F, blah blah blah. 3. Blah blah blah wants to “blah blah blah” because blah blah blah (Source F).

18. Tackling Essay Q2 RHETORICAL ANALYSIS ANSWER THE PROMPT!!! Info you need for your intro is IN the prompt. Figure out point the author is making IMMEDIATELY! Complete a precis intro paragraph. A PERFECT ONE! You MUST identify his/her purpose specifically. DO NOT SAY “Kermit uses rhetorical strategies to develop his argument.” SAY “Through the use of parallel structure, symbolisms, and allusions, Kermit develops a passionate tone to decry that ‘it ain’t easy being green’. He criticizes those who would judge him and appeals to his homogenous audience’s sense of social justice.” Deeply analyze, specific to the content, why the writer uses the strategy, what it means, how it affects the audience, then how it supports your thesis/his purpose for the text. DON’T FORGET THE RHETORICAL AUDIENCE. The writer is using specific language choices to comment on a topic and appeal to his audience in some way. That’s what you’re analyzing. You are proving to readers you can read and determine how the author is making his point. Shoot for 3 DOMINANT strategies.

19. Tackling Essays Q3 ARGUMENTATIVE Don’t misread the prompt. ANSWER THE PROMPT! WRITE A FULLY DEVELOPED THESIS (like AD essay). YOUR ARGUMENT IS CENTRAL, not the person’s who wrote the quote. Intro should slightly reflect the prompt and then leave it alone. You MUST use strong LOGOS. AT LEAST 3 strong logical examples in argumentative. Shoot for 5 paragraphs. IF USING FICTION: AUTHOR IS YOUR SOCIAL CRITIC, NOT HIS FICTION CHARACTERS/STORIES! DON’T MAKE YOUR WHOLE PARAGRAH ABOUT THE NOVEL. YOU ARE NOT ANALYZING THE NOVEL. YOU ARE APPLYING WHAT THE AUTHOR SAYS ABOUT HUMAN NATURE AS PRESENTED IN THE NOVEL TO YOUR REAL WORLD ARGUMENT. Don’t create a laundry list (list many examples without any analysis reasoning of how evidence supports thesis). Provide in-depth explanation for each example of evidence. Personal observation/experience is weakest. Be sure to establish full ethos for any evidence.