1. AP Language & Composition Argument Essay Review Activity Source: http://desantisenglish.weebly.com/uploads/5/4/1/2/5412869/e_la_ass embling_an_argument_2009_t_pe-1.pdf

2. Five Canons of Rhetoric 1.Inventio – Invention 2.Dispositio – Arrangement 3.Elocutio – Style 4.Memoria – Memory 5.Pronuntiatio - Delivery DAY 1

3. Canons of Rhetoric: Inventio (Invention) Think of what to write and how to convince your audience. Brainstorm, prewrite, use graphic organizers, etc. to plot out ideas for your essay. Find (recall) the evidence you are going to use in your essay. DAY 1

4. Canons of Rhetoric: Dispositio (Arrangement) Use step-by-step guidelines: 1.Thesis 2.Counter & Argue 3.Argue 4.Argue 5.Close Claim Evidence Warrant ABE Evidence Warrant ABE Claim Evidence Warrant Assumpti on Backing Effect(s) DAY 1

5. Canons of Rhetoric: Elecutio (Style) Grammatically correct Clear Appropriate for the subject and audience Ornamented using language in an unusual or inventive way to draw in and hold your audience (use figurative language, but avoid cliché) DAY 1

6. Canons of Rhetoric: Memoria (Memory) Examples and knowledge of the subject (from memory) that establish your credibility as an author: anecdotes, facts, allusions, etc. Watch world news. Read local newspaper. Read snooty, East Coast literary journals named after dead white guys. Pay attention in history, art, science, etc. DAY 1

7. Canons of Rhetoric: Pronuntiatio (Delivery) Method of presenting the material Already chosen in advance – essay DAY 1

8. First-Person Point of View The jury is out. “I believe/think” is implied and, therefore, redundant. ??? Personalizes an argument, making it warmer and more palatable. ??? Many of the texts used by the exam itself are first person explorations of a topic. You will have to decide based on your reading of the prompt and your evaluation of the topic’s seriousness. AP readers are instructed to reward you for your argument, not penalize you for your style choice. DAY 1

9. Unpack the Prompt 1.Read the prompt. 2.What is the subject of the paragraph and prompt? 3.What are the tasks of the prompt? 4.Where will the evidence for support come from? DAY 1

10. Reasons to allow minors to create personal web pages Evidence to support your claimType of Appeal Minors’ primarily use for web pages to discover their world and themselves. Fact/Statistic: According to watchdog groups the average blogger is a teenage girl who communicates with 5-10 friends. logical and ethical Find two more reasons…and provide evidence… and identify appeal(s). Reasons to NOT allow minors to create personal web pages Evidence to support your claimType of Appeal Peer pressure often makes people post things they later regret. Anecdotal: Current media campaign to keep teens from posting revealing personal photos. logical and emotional Find two more reasons…and provide evidence… and identify appeal(s). Make TWO Charts DAY 1

11. Thesis Statement What is the topic / question at hand? Make a general statement about it (summarize both sides of the issue in your own words). Write a thesis statement in which you take a stand you can defend with appropriate evidence: Although counterargument, minors should or should not be allowed to create personal web pages because give a GENERAL statement of your reasoning. DAY 2

12. Introduction: Practice short anecdote that deals with the “big idea” concession interesting or controversial fact or statistic question(s) that will be answered in your argument relevant background material an analogy or image you will revisit throughout the essay a definition of a term or idea that is central to your argument DAY 2

13. Introduction: Example As states initiate more and more strict legislation of cell phone use, the greater public seems to find ever more foolish things to do with their devices. From text messaging while driving to blatant disregard of safety warnings, one conclusion seems inescapable: cell phones are, indeed, dangerous tools. DAY 2

14. Conclusion: Practice Ask a pertinent question Present a final vivid and memorable image Provide an accurate and useful analogy Dismiss an opposing idea Predict future consequences Call for further action Return to a scene or anecdote from the introduction DAY 2

15. Conclusion: Example Whether it is because of handheld use while driving or ignorance of the dangers of unshielded radiation, the federal government is absolutely in the right to regulate cell phone use in public. It is a fact that cell phones have saturated society to the point where even elementary school children regularly use them—they are simply too entrenched in daily life to ban outright; however, efforts must be enacted to control their public use to protect society against the reckless, and to protect society’s health against a poorly recognized danger. DAY 2

16. Counterargument / Body Paragraph Use step-by-step guidelines: Counter & Claim Evidence Warrant ABE Evidence Warrant ABE Counter & Claim Evidence Warrant Assumptio n Backing Effect(s) DAY 2 OR