<p>For the rhetorical analysis I basically had one big body paragraph with like 10 rhetorical strategies and examples with how it strengthened his argument. Is this okay? I don’t think organization is too important…</p>
<p>‘If Caeser had ceased and created a ceasefire…’ was part of a sentence I wrote and am proud of.</p>
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<p>I didn’t address the opposing side in my argument essay either. I only had 2 solid examples with a good conclusion. Will not adreesssing opposing side matter?</p>
<p>Also, I feel many people will get 5-6s on synthesis. The topic is really unrelatable and majority of people’s factors probably originated from the sources. Dumb essay</p>
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<p>"@insurrection: For the second question: guys. stop being so fixated on naming devices. it’s not the names themselves which are important, its the effect the language has on the argument/story that matters."</p>
<p>This is absolutely correct. In addition, rhetorical analysis is about making connections across a text, not name-dropping any and all devices in the text. Surely the College Board chooses passages in which there are a variety of rhetorical techniques, but the more insightful students will talk about large-scale techniques such as structural elements and elements of tone while the average student will talk about things such as dashes and repetition.</p>
<p>For anyone’s information, not citing 3 sources in synthesis automatically precludes you from getting a 6 or above, even if you write a 9.</p>
<p>I don’t think not having a counterargument is a huge deal. It can help to strengthen an essay, but it definitely isn’t a significant part, imo at least.</p>
<p>Yeah I hated the synthesis but I tried to not look at the sources until I came up with the factors. </p>
<p>My english teacher told us throughout the tear that if you look at the sources before coming up with your own factors, you’re gonna take your factors from the sources, and the AP readers know the sources EXTREMELY well, and will instantly notice when you do that and they will give you an extremely low score.</p>
<p>Thought I did good on synthesis. What factors did you guys write about? Mine were: contextual significance (Lincoln memorial and Christopher Columbus), different perspectives (mt. Rush more), ethical considerations (cementary), and relevant information (names).</p>
<p>Analysis: ethos, pathos, logos + anaphora (we), rhetorical questions and metaphors</p>
<p>Argumentative: brain was fried at this point. Gave personl examples and talked about einsteining owning E=mc^2. Didn’t do good on this one.</p>
<p>I thought the MC was pretty manageable. The synthesis essay was easy, but the topic was odd. I used 6 sources, but I’m afraid I may have drawn to much from the articles instead of coming up with more of my own points. I think I did fairly well on the rhetorical analysis. My argument essay was terrible. The prompt was pretty difficult and broad. It was difficult for me to come up with solid examples. Oh well, I’m really hoping for a 4, though.</p>
<p>I hate to barge in, but careful is correct. Look at sample response Q2 for 2012. The student earned a 9 without listing a single rhetorical device.
[AP</a> Central - The AP English Language and Composition Exam](<a href=“Supporting Students from Day One to Exam Day – AP Central | College Board”>AP English Language and Composition Exam – AP Central | College Board)</p>
<p>And actually, considering the factors of something for the synthesis essay has appeared before. For example, the 2009 synthesis essay asked students to determine “what issues should be considered most important in making decisions about space exploration.”</p>
<p>Likewise, a similar argument prompt has appeared before where it asked students to take their own stance on a broad topic. Actually, in 2012, the argument essay prompt asked students to “take a position on the relationship between certainty and doubt.”</p>
<p>These were essentially the same types of prompts, so it’s really unfair to say they were unexpected. They were easy. Instead of asking what factors should be considered with space exploration, they asked what factors should be considered with momument creation. Instead of asking to take a position on the relationship between certainty and doubt, they asked to take a position on the relationship between ownership and identity.</p>
<p>As long as your teacher prepared you well or you familiarized yourself with typical AP Language prompts, you should have been fine.</p>
<p>What’s the average score on the MC questions typically?</p>
<p>But, I want to know: what did you guys focus on for the argumentative essay? (As in, what was essentially your thesis?)</p>
<p>Also, what examples did you use?</p>
<hr>
<p>My focus was that tangible belongings provide a sense of lasting identity while intangible skills and ideals provide a sense of fleeting identity.</p>
<p>My examples were the relics at Auschwitz (I used the interview with Oprah and Elie Wiesel) and how the physical remnants each provide a glimpse into a prisoner’s identity. I also talked about how in my job interview, they asked me what my most prized possession was in order to gauge my personality. My final example for this section was consumerism and the 1920’s: even if people who bought stuff for security were/are seen as superficial, it did change people’s opinions about them and provided them with a great sense of identity.</p>
<p>My examples for the other hand were mainly main dropping, I talked about how Lance Armstrong lost success when his medals were revoked and that Steve Jobs lost health. I also talked about how my sister broke her back and lost her skills in gymnastics.</p>
<p>My counterargument was that even though skills and ideals CAN last perpetually, people know they can be taken away and as a result, the sense of identity is temporary. And even though physical belongings can be taken away, they always remain special memories to their owners.</p>
<p>For every FRQ question I used the five-paragraph layout. My teacher emphasized that we should only use the five-paragraph layout for the argument essay and not the others, but I forgot under the pressure and ended up doing it for all three out of instinct.</p>
<p>I was just wondering if it really matters that I did this?</p>
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<p>I don’t know what it is with English tests that makes people over-analyze into oblivion. No reader is going to count 5 paragraphs and slap you with a 1 or something. If you wrote a good essay, you’ll get a good score.</p>
<p>Same principle for rhetorical analysis - naming devices doesn’t matter at all; it’s understanding their effect and how they tie into the piece as a whole.</p>
<p>Overall I think the free response wasn’t too bad, and the multiple choice was ridiculously easy.</p>
<p>Some clarification - sorry guys, but it has to be said.</p>
<p>If you did not answer the prompt, the highest you can get on that essay is a 4. Chief readers who teach at AP conventions tell teachers that even if it’s a beautifully crafted essay, if it doesn’t answer the prompt, it’s a 4. Simple as that. And yes, that means if you discussed the general subject of the synthesis instead of specifically stating considerations and factors, you will get a 4 out of 9 on that essay.</p>
<p>Second, if you didn’t cite 3 sources, same deal. Highest is a 4 on that essay because you didn’t fill basic requirements.</p>
<p>This isn’t to say you can’t be creative - you can write an amazing rhetorical analysis without listing devices, though to do so is risky and hard to pull off - but you simply MUST answer what they ask of you in the prompt in some way.</p>
<p>Okay question, I’m not sure if I misread the directions for the argumentative, but it said “consider various types of ownership” right? Because I did my essay on ownership of self choice and personal freedoms and then tied in with one’s sense of self, Is that off topic?</p>
<p>I approached the essay more creatively than I ever written before. Which idk if it’s a good thing or a bad thing.</p>
<p>If I used all of the sources effectively, what score would I get? On my practice exams, I would consistantly score 8 (Q2) or 9 (Q1 & Q3). My teacher would be shocked if he saw a lower grade o_o</p>
<p>For the analysis essay, I talked about rhetorical questions, dialects & quotes, and descriptions. </p>
<p>Anybody agree?</p>