1. EXAM TIPS AP LANG AND COMP

2. EXAM LAYOUT 1.Multiple Choice Section (55 questions) - 1 hour 2.Break - 10 minutes 3.Reading Period - 15 minutes a. use this time to read and annotate the 3 prompts, this is a good time to develop thesis statements 4.Essay Section (3 essays) - 2 hours a. Synthesis Essay - 40 minutes b. Rhetorical Analysis - 40 minutes c. Open Prompt - 40 minutes

3. MULTIPLE CHOICE TIPS 1.Don’t spend too much time on any one question. 2.Save “except” questions for later (unless you can answer them right away). 3.If you are having trouble understanding the passage, read the questions to get a better idea (don’t read the answers) 4.Answer ALL questions. If you are running out of time, try to find the questions that you can answer the quickest. Select one letter and answer all of the questions you have left blank at the end. 5.With 1 minute left, choose one letter choice and fill it in for the questions you left blank.

4. ESSAY POINTS TO REMEMBER

5. SUCCESSFUL WRITERS DO THE FOLLOWING: ● Use a wide range vocabulary appropriately and effectively ● Use a variety of sentence structures ● Use a logical organization for their arguments (2- Chunk ACECon) ● Allow their commentary to control their arguments, not summaries of writing pieces, sources, or examples.

6. BASIC REMINDERS... ● You will be given 15 minutes to read all three essay sections. However, you will not be allowed to open and write in the actual test booklet until the end of the 15 minute period. ● You will have a total of 2 hours to write the essays. Each essay carries the same weight, so do not spend an inappropriate amount of time on any one essay.

7. BASIC REMINDERS... ● You do not have to answer the essays in the order they appear. You may choose to begin with the easiest essay. Be sure to number your essay response on the top of the page so that you receive credit!

8. BASIC REMINDERS ● Keep your quotes short, and text weave! You need not always write out the actual quotations; sometimes you can simply make a reference to a particular section. ● Discuss and Explain. Do not Retell, List, or Summarize. ● Four to five paragraphs is fine.

9. BASIC REMINDERS ● You may use your observations, readings, and experiences for the synthesis and argumentative pieces. ● If you make a mistake, cross it out neatly.

10. THE SYNTHESIS PROMPT (Q1) ● Don’t be alarmed by the length or complexity of the sources. You will choose your position, and you will choose which texts to incorporate. As long as you address the prompt and cite the required number of sources, you will be fine. ● You must be able to analyze the argument each source is making. What claim is the source making about the issue? What data or evidence does the source offer in support of the claim? What are the assumptions or beliefs (explicit or unspoken) that warrant using this evidence or data to support the claim?

11. REMEMBER: ● Assert your reason why. ● Cite evidence from a source. ● Explain the evidence and how it supports your assertion ● Cite more evidence from a source ● Explain that evidence ● Conclude how this all ties into your thesis.

12. SYNTHESIS ● Read the prompt carefully. The introduction part will help guide you. Take that as a gift from the college board. ● At the same time, remember they are interested in how you tackle the issue. Figure out which “road” you want to take, and then take it with confidence.

13. SYNTHESIS ● After reading the background info, take the issue they present, and write it out in the form of a question. ● Have an answer to the question in your head, and then go “source shopping” for info that will support your claim

14. SYNTHESIS ● Underline supporting info for your argument. Do not sit idly and read. ● Find strong arguments against your argument as well. Write a “-” in the margins.

15. SYNTHESIS ● When finished reading and gathering support, create a thesis that is based on the “although, your claim, since” thesis. ● Then, create a “dash outline” for your points

16. SYNTHESIS Remember to cite each source like this: (Source A). Have a conversation with your readers. Don’t interrupt your “flow” with stand-alone quotes. Incorporate your quotes into your commentary on the topic at hand. Very important to have your sources “talk to each other.” (i.e.: Have sources agree or disagree with each other).

17. SYNTHESIS:WHERE TO PUT THE REFUTING SIDE? Anywhere. You all are ready to incorporate the other side of the argument wherever you see fit.

18. SYNTHESIS INTRO PARAGRAPH 2-3 sentences long. Make the hook sentence as creative as you can, but at the very least, begin with a statement that isn’t obvious (i.e. “The locavore movement is…”)

19. SYNTHESIS CONCLUSION PARAGRAPH ● 2-3 sentences ● Provide the further thought. o How is this topic relevant to today? o Is there a solution you can offer? ● Remember: Merely repeating everything you just wrote is an insult to your audience! ● If you’re running out of time, spend it on developing your points in your body paragraphs, not writing an elaborative conclusion.

20. AND… Chances are high you will get a topic you don’t particularly care about (think: Locavores). Make yourself care for the 40 minutes you’re forced to write about the topic, and then you’ll never have to deal with it again.

21. RHETORICAL ANALYSIS (Q2) ● Annotate the question. ● Bracket the concrete, the abstract, then create a question from the abstract. ● Read the selection, underlining the things you notice ● Patterns, writing style, rhetorical devices, things you notice. ● Figure out the author’s claim and tone,

22. REMEMBER… You don’t have to provide technical terms if you don’t want to. Just point out what the writer does. (i.e. If you notice the writer capitalizes “Freedom,” then that’s what you discuss in your analysis. There’s no technical term for that.)

23. RHETORICAL ANALYSIS (Q2) If you can only come up with “provides emphasis” or “draws the reader’s attention,” in your analysis of a rhetorical style or device, then you are not being specific enough. These kinds of phrases send the message that your ability to analyze ends at the “I noticed this” level. Phrases to avoid: draws attention to, packs a punch, makes the sentence pop, gets the reader’s interest, paints a picture in the readers’ minds. Weak: Martin Luther King’s repetition of the clause “I have a dream” provides emphasis and gets the reader’s attention right away. Much better: Martin Luther King’s repetition of the clause “I have a dream” suggests to the reader that the dream is attainable, but still not a reality. By using “I have a dream” throughout the paragraph, King gives his speech cohesiveness and a meditative quality, as if he is repeating a calming mantra.

24. RHETORICAL ANALYSIS PREWRITING... ● Write your thesis. o Is not an “Although, your claim, since” thesis. o It does answer the concrete and abstract question (i.e.: Kennedy appeals to a sense of sacrifice in order to rally Americans to change their ways.). o Thesis will reveal writer’s explicit purpose ● Scribble some implicit purposes

25. RHETORICAL ANALYSIS INTRO PARAGRAPH 2-3 sentences. A word or two that displays your understanding of the prompt, then the thesis statement.

26. RHETORICAL ANALYSIS BODY PARAGRAPHS ● Assert: Discusses an implicit purpose (may also discuss concrete evidence). ● Cite examples from the piece ● Explain the effect of the writer’s chosen writing style or rhetoric on his audience ● Cite more examples from the piece ● Explain ● Conclusion: How does this implicit purpose help him argue his explicit purpose?

27. RHETORICAL ANALYSIS CONCLUSION PARAGRAPH ● 1-2 sentences ● Further thought: How may the writer’s claim be relevant to today or another part of today’s society?

28. REMEMBER… ● Don’t use the word “audience.” Say who the audience is (i.e. Americans, readers, citizens, parents, kids, school board members, etc.) ● If you quote, it is because you’re pointing out single words the writer uses, or because you’re pointing out his particular writing style (i.e. parallel structure or antithesis). Otherwise, you run the risk of discussing what the writer says and not how she says it.

29. AND... Don’t be thrown by the complexity of the passage. You choose the references you want to incorporate into your essay. Even if you don’t understand everything, you can write an intelligent essay as long as you address the prompt and refer to the parts of the passage you understand.

30. OPEN PROMPT (Q3) ● Read and pay attention to the background information. Will help guide you. ● Read the “assignment.” Turn it into a question. Answer that question in your thesis statement. ● Do a quick dash outline.

31. OPEN PROMPT INTRO PARAGRAPH ● 2-3 sentences. Show the reader you understand the topic at hand. Be as creative and original with your sentences as you can. ● Last sentence should be your thesis. Take the “although, your claim, since” or some variation of that format.

32. USE SPECIFIC EVIDENCE ● Assert: Answers “how?” or “why?” ● Cite evidence: can be historical, current events, literature, your own observations ● Explain how your evidence is relevant to your assertion ● Cite more evidence ● Explain ● Conclude how your assertion supports your thesis

33. OPEN PROMPT FORMAT ● Intro ● Refutation: First chunk supports the other side, second chunk refutes it. ● Supporting side ● Supporting side (if there’s time) ● Conclusion

34. OPEN PROMPT CONCLUSION 1-2 sentences. Further thought. How is it relevant to something else? Are there any solutions to the issue?

35. REMEMBER... ● No Kardashian references or anything else that loses your credentials as a serious, educated writer. ● If you use Zeitoun or Long Way Gone or other more obscure, yet respectable pieces of literature, provide a brief synopsis (no more than two sentences in length).

36. A WORD ON TIMING It may be helpful to note what time you should finish up the essays in your margin. For example, if you begin writing the synthesis at 9:15, you may want to note “9:55” in the margin.

37. TEST TAKING FINAL TIPS... o Don’t cram the night before. o Bring several pencils o Bring several black pens (black ink is easier on the eyes than blue). You must write in pen for the essay. Do not choose a pen that will bleed through. o No highlighters o A watch (no beeps or alarms) o Something to drink (water helps the brain think) o A quiet snack (peppermints help stimulate the brain) for the break between the multiple choice and essay (fruit, energy bar, juice, water). o Tissues (not for crying)

38. TEST TAKING FINAL TIPS o Wear comfortable clothing and dress in layers to adjust to the temperature o Get plenty of sleep the night before o Rub your ears when you become brain dead. It stimulates blood to your brain. o Don’t freak out. Take a deep breath. Do a quick prayer/mediation if you find yourself having anxiety (I will be sending up positive thoughts for you while you’re taking the test!). o Eat a breakfast that will sustain you (protein, whole grains, fruit, NOT high sugar cereals, Poptarts, or soda)

39. SOME PERSPECTIVE... Keep in mind that this test is in no way a reflection of who you are as a person. It does not indict your past or determine your future. It is merely a snapshot. Sometimes a snapshot shows your very best appearance; however, just as often, you are caught with your eyes half closed and your mouth hanging open. No snapshot—good or bad—is able to show who you really are. Likewise, a test cannot say with any real accuracy who you are as a human being. Just do your best to make these folks proud: yourself, your parents, your teacher, your school. But mostly you. Success means writing that last word with satisfaction, knowing your effort was unquestionably a “5.”

40. BREAKFAST! Provided by the NEHS 7:00 in this room.

41. AND IF YOU NEED SOME MOTIVATION... https://www.youtube.com/watch?v=d6wRkzCW5qI