<p>Argumentative essay help is needed!</p>
<p>AP</a> Central - Welcome to AP Central</p>
<p>sample student responses of all essays ^</p>
<p>I have a soccer practice right now, I will be back later to talk. I don't want you to think that I am the be all end all, but I may be able to offer some insight. If you feel like I have taken over that strand with advice-just let me know and I will butt out.</p>
<p>Good advice so far-look at College Board for seeay examples and also types of prompts. There are really the 3 main ones then twists to those. I will be back later to talk time strategy and tips on APM/C and essays.</p>
<p>Most of the heavy lifting should be done at this point, so it should be more tips on little things. See ya in a few.</p>
<p>PaPa</p>
<p>Thanks guys, straight studying from now until 11ish and hopefully I'll get the ever elusive 5</p>
<p>I don't know if this will help anyone but this is how my teacher told us to approach the rhetorical essay:</p>
<p>1.) identify the task</p>
<p>2.) read through the prompt and pay attention to tone and diction</p>
<p>3.) skim through the passage again quickly</p>
<p>4.) things to consider about the passage:
- appeals? like ethos, pathos, logos
- humor? tone?
- purpose of the author?
- diction?
- any allusions? comparisons?
- overall organization of the piece?</p>
<p>My class also uses a very effective system called "SOAPSTA."
It stands for:
S.peaker
O.ccasion
A.udience
P.urpose
S.trategies
T.one
A.ppeals</p>
<p>It's something to consider. It works well for me and helps me formulate my ideas.</p>
<p>Anyways, that's it :)
I'm soo nervous for this, but good luck everyone!</p>
<p>Don't be nervous; it really won't affect your life very much one way or another. Staying calm will help your score.</p>
<p>That helps a lot! Thanks.</p>
<p>I think archaic prose is my weakest area. But my teacher has given my class some great advice on how to approach it. My one question is, are there any other words besides "want" that have completely different meanings? I got screwed on the Hazlitt 40-minute write, because I took want to mean desire, not lack, so I'm really hoping to avoid that...</p>
<p>Sorry four the double post, but I wrote this in another thread, but I think more people are here... so...</p>
<p>My teacher went to an AP Lang teachers conference, and has told us some very helpful things for the MC:</p>
<p>Spend 2/3 time w/passage, 1/3 w/questions
There are patterns to wrong answers!!
-"out there" options (most ?s with have one)
-Right word/wrong concept- when the right words are yoked to the wrong concept
-Wrong word/right concept
-Pretentius sounding answers (rarely correct, look for crazy lit terms... syllogism is almost always wrong... but make sure you know what it is just in case!)
-Authority effect ("Well this sounds like something a teacher would say...")
At least one, maybe two passages will be archaic prose (before 20th C)
At least one by a woman
At least one by ethnic minority
At least one by "dead white male"
Usually one about art of writing
These may be combined, such as a dead white male writing archaic prose about the art of writing</p>
<p>He also told us some great stuff about the essays, but MC is what they were wondering about in the other thread.</p>
<p>Are you all going to be studying a lot for this? If so, what will you be doing? I'm really not sure what to do... I feel like I'm either there or not.</p>
<p>The only studying my teacher really recommended is catching up on current events. At the conference he was at, they said that the persuasive and synthesis essays are really about citizenship.</p>
<p>And he is no longer as sure as he was about the synth being about immigration. He thinks it's too obvious...</p>
<p>I don't think you really can study for this, other than knowing literary terms. I'm not worried about it at all, personally.</p>
<p>Hey blinkangel... can you give us any more insight on the essays? All help is greatly appreciated.</p>
<p>This is kind of irrelevant, but do you guys know if you have to get a certain score to get credit for completing class from the **high school?<a href="all%20APs">/B</a></p>
<p>No, you don't, not where I come from anyway. You don't have to take the test if you don't want to here.</p>
<p>What is the literary device called when you go from talking to a broad audience to a specific person? I can't remember!</p>
<p>I got a 41/55 on the multiple choice in the cliffs practice test, does anyone know if the practice tests are easier than the real thing because I didn't think that I would do as well. Oh and btw I'm aiming for a 4, if that helps at all.</p>
<p>Probably talking about deductive reasoning/syllogistic reasoning.</p>
<p>All blondes are dumb
she is a blonde
she is dumb.</p>
<p>Abbie's formula is sound if you can remember it, which many of you may be able to do. If you get stuck look for the big three. </p>
<p>D diction
I imagery
S syntax</p>
<p>And ALWAYS relate it back to PURPOSE. All of the AP trainers we saw talked about there being 2 questions in a rhetorical analysis. 1)What is his purpose, and 2) How did he get there.</p>
<p>Hey powerhawk,
Here's some of the stuff my teacher learned from the conference regarding the essays:</p>
<p>Synthesis
-Cite both direct and indirect references ["Smith claims that 'xxx' " (Source C)] *failure to do so could result in a dramatically decreased score!
-Avoid summarizing/paraphrasing... direct quotes are best
-The introduction is NOT the question
-This is an analytical argument, not content based (like APUSH)
-Two positions will always be apparent in the issue and sources
-Sources often appear weighted to one side (on a side note, my teacher says that it is always easier and in his opinion smarter to DISAGREE)
-After choosing one side, read sources with thesis in mind, have a dialogue with sources (Do I agree? How would I counter? Qualify?)
-Good essays are based on questions to be answered. What do you want to answer? (Do not state questions in the essay)
-Address the other side
-Admit other side's valid points and hammer sources with which you disagree
-Good to subtly qualify
-In my teacher's opinion, it would be a great idea to put the source you most disagree with in the your intro paragraph</p>
<p>What "they" are looking for:
-Subtly, qualified argument
-Understanding of complexities</p>
<p>Analysis
-Exigence: "Why was this text written?" ex. "The essay's exigence grows out of the lack of control that Lord Chesterfield feels now that his son has left home and is living abroad."
To whom and for what?
Exigence = Why?
Audience = For whom?
Purpose = What for?
-Audience: immediate vs. mediated AND primary vs. secondary
-Argumentative moves... know the big stuff before getting into the small stuff</p>
<p>Persuasive
-All about citizenship
-Qualify ("Admittedly," "granted," "it's sensible that," "although")</p>
<p>Tidbits
-Breaking the rules (using "I"/"you", rhetorical questions, starting sentence with conjunction... intentional strategies) are ALL okay when DONE STYLISTICALLY
-CB HATES 5-paragraph essay w/passion of 1000 suns (it is perfectly fine if your essay is 5 paragraphs... they don't like the formulated intro w/thesis talking about A, B, C, then body paragraphs A, B, C, then conclusing summarizing thesis)
-Meaning/purpose/effect most important tools to good analysis</p>
<p>That's all I've got in my notes it seems.</p>