Advanced Placement English Language -...

Advanced Placement

English Language And Composition

Exam Review

April 28 2007

Broward County Schools

This page intentionally left blank

1

Broward County ReviewApril 28 2007

Virginia WalzCoral Springs High School

1

AP English Languageand Composition

Multiple-Choice Questions



2

Types of Questions

bull Whole Passagebull Specific Parts of the Passage



3

Format of MC Section

bull There are typically four passagesbull There are on average 50-55 questionsbull You have 60 minutes to respondbull Accounts for 45 of your exam score



4

Whole Passage Questions

bull The diction in the passagehellipbull The passage most directly resembleshellipbull Which of the following best describes the

passagehellipbull The intended audience for the passagehellip



5

Specific Parts Questions

bull Analysis of a paragraphrsquos stylebull Analysis of a primary purposebull Analysis of tonebull Analysis of words or phrasesbull Grammatical constructionsbull Antecedentsbull Relating one part of the passage to anotherbull Vocabulary in context



6

Level of Difficulty

bull MC questions vary in level of difficultybull Questions are NOT arranged by order of

difficulty as in some other tests (PSAT SAT)

2



7

Answering the Questions

bull Complete all the questions that you intend to answer on one passage before proceeding to the next one

bull Only return to unanswered questions if you have enough time remaining



8

New for 2007

bull Recognize the contribution andor rhetorical purpose of footnotes used in a passage

bull NOT required to have memorized any particular styles (for example MLA Chicago APA etc)

bull Responsible for gleaning information from citations

Types of Multiple-Choice Questions

Questions on the whole passage Which of the following best describes the passage (A) An appeal for the readerrsquos sympathy and admiration (B) A brief overview of the methods that the author used (C) A summary of the principles according to which the author worked (D) A warning to the reader about the complexity of the ensuing work (E) A challenge to those who would doubt the accuracy of the authorrsquos work The diction in the passage is best described as (A) technical and abstruse (B) lofty and learned (C) pedestriasn (D) colloquial (E) scientific The intended audience for this passage is most probably (A) pious readers (B) educated adults (C) amateur writers (D) professional poets (E) book publishers

The passage most directly resembles the speakerrsquos sense of Parkerrsquos style in its (A) juxtaposition of disparate elements (B) lyrical description of religion and art (C) blatant mimicry of other writersrsquo techniques (D) relentless insistence on a single theme (E) reliance on abbreviated staccato phrases

Questions on specific parts of the passage Analysis of a paragraph

One prominent stylistic characteristic of the first paragraph is the use of (A) metaphor (B) understatement (C) parallel syntax (D) personification (E) euphemism In the third paragraph the speakerrsquos primary purpose is to (A) assert her own qualifications (B) develop an argument for more honesty in writing (C) create an elaborate analogy (D) introduce a new topic for consideration (E) establish a hypothetical situation for analysis The tone of lines 59-72 can best be described as (A) tentative and prudent (B) detached and ironic (C) fervent and emphatic (D) defensive and self-aware (E) supportive and reassuring

Analysis of words or phrases Which of the following best describes Johnsonrsquos use of the terms ldquoslave or

sciencerdquo and ldquopioneer of literaturerdquo (lines 10-11) (A) The contrast between the two terms emphasizes the variety of possible responses to the

dictionary (B) Both sensationalize the difficulty of the lexicographerrsquos research (C) The difference between the two terms illustrates the range of the lexicographerrsquos experience (D) Both exaggerate the publicrsquos lack of admiration for lexicographers (E) Each illustrated what is meant later in the sentence by ldquoLearning and Geniusrdquo The ldquoarrowrdquo in line 38 is a metaphorical reference to (A) unrequited love (B) the envy of other female writers (C) the self-doubt that writers sometimes experience (D) a painful memory (E) criticism from men

Grammatical constructions

In line 12 ldquowhordquo refers to (A) ldquounhappy mortalsrdquo (line8) (B) ldquomankindrdquo (line 9) (C) ldquopupilrdquo (line 10) (D) ldquothe slaverdquo (line 10) and ldquothe pionierrdquo (line 10) (E) ldquoLearning and Geniusrdquo (line 12) Which words when inserted between ldquobutrdquo and ldquocapablerdquo (lines 7-8) best clarify the meaning of the second sentence (A) as if (B) becoming more (C) by being (D) which were (E) that are

Antecedents In line 17 ldquothis negative recompenserdquo refers to (A) freedom from criticism (B) gratitude from future generations (C) personal satisfaction (D) diligence as its own reward (E) absence of recognition

Relating one part of the passage to another part

How is the second paragraph related to the first (A) It qualifies the generalization made in the first paragraph by challenging the scope of the

assertions (B) It refutes the assertion made in the first paragraph by presenting a contrary example (C) It continues the generalization made in the first paragraph by giving it a particular

application (D) It supports the assertion made in the first paragraph by citing the testimony of authority (E) It reiterates the ideas in the first paragraph while noting a possible exception

Vocabulary in context As used in line 46 ldquowantingrdquo is best interpreted to mean (A) desiring (B) capturing (C) lacking

(D) faulting (E) hunting Use of Footnotes The purpose of footnote 4 is to inform the reader that the quotation in line 49

(A) has been attributed to three different designers (B) was first cited in 1918 (C) was the inspiration for an exhibit at the Brooklyn Museum (D) is an article in The Machine Age in America 1981-1941 written by Harry N Abrams Inc

Terminology from past AP Tests Multiple Choice Questions D Fettrow

Literary TermsRhetorical StrategiesAnalysisPurposeabstraction action verb alliteration allusion (literary historical) analogy analysis anecdote antithesis appeal to authority apostrophe argument assertion characterization citing of authorities colloquial expression commentary comparison concrete examples context counterbalance critique criticism data deduction description developing an argument

diction digression discussion distinguish emphasis enumerate enunciate expand on expository extending an example fallacy extending a metaphor generalizations hypothesizing illuminate illustrate image implies irony issues justify juxtaposition narration onomatopoeia overstatement oxymoron paradox

parallelism parody pathos personal observation personification praise proposal pun qualifying rebuttal refute reveal scientific term simile speculation subordinate clause summary (ize) symbol thesis transitions undercut understatement unfold taking exception unqualified assertion verbal irony

ToneStyle Wordsabashed abhorring abstract admiring adoring affectionate agitated ambiguous ambivalent angry annoyed antagonistic anxious apathetic apprehensive arch awkward biting blunt boring

brusque candid celebratory choleric combative complex confusing contemplative confident conciliatory condescending contemptuous cynicism dangerous defensive derisive despairing desperate detached didactic

diffident earnest effusive elegiac empathetic emphatic enigmatic entrapped erratic euphoric fatalistic fateful fervent flippant foreboding gloomy growth hopeful hopeless hostile


incisive indecisive inflammatory informative innovative insolent intimate introspective ironic isolated jocund jovial laudatory lethargic lugubrious lyrical mock solemnity modest naive

nostalgic objective ornamental parochial passionate personal pessimistic pointed prudent reassuring refined reflective resigned resentful respectful reticent sanguine self-assured self-deprecating

self-aware sentimental skeptical solemnity speculative straightforward struggling subtle supportive sympathetic suspicious tentative vitriolic vivid whimsical wistful wry zealous

Grammatical Constructionantecedent subject of sentence

parallel structure prepositions

General Vocabularyadmonitions advisability amplifying appease ascertain awesome barrenness blatant burdensome concept conspicuous contradictions contrived depiction definitive digressive discredit discursive dispense with diverse dubious dyspeptic

emitting entrepreneur erratic exalted exclusive fateful foreknowledge futility hostile inanimate interlocked intimidate invalid linguistic jeremiads magnanimity mimicry monarch nomenclature objective particular perspective

pervasive phenomena preceding predecessors pretext profound regal relentless resolve sensibility serenity staccato subtle subjective surpass tentative treachery undaunted undercut unique unrequited unsophisticated

Sample Footnote Questions 1 Which of the following is an accurate reading of footnote 2

(A) An article by John F Kasson appears on page 427 of Engineering (B) ldquoMachine Tools at the Philadelphia Exhibitionrdquo was published in New York (C) The article ldquoEngineeringrdquo can be found on page 427 of ldquoMachine Tools at the

Philadelphia Exhibitionrdquo (D) ldquoMachine Tools at the Philadelphia Exhibitionrdquo is an article published in the May

26 1876 issue of Engineering (E) Engineering is an article cited by John F Kasson

2 The purpose of footnote 4 is to inform the reader that the quotation in line 49

(A) has been attributed to three different designers (B) was first cited in 1918 (C) was the inspiration for an exhibit at the Brooklyn Museum (D) is an article in The Machine Age in America 1981-1941 written by Harry N

Abrams Inc (E) appears in a book written by Wilson Pilgrim and Tashjian and published in 1986

3 Taken as a whole the footnotes suggest that

(A) the author of the passage wants the text to present highly technical material (B) the author of the passage relies heavily on Kassonrsquos book (C) very little was written about the topic of machinery and ornamentation prior to

1976 (D) engineering magazines are an essential source for technical writers (E) except in rare cases it is best to use the latest published work when documenting

an idea or concept

Answer Key 1 D 2 E 3 B

1


Effective Essay Writing for Rhetorical Analysis and

Argumentation



2

The Prompt

bull The most wonderful essay ever written CANNOT score in the high range if its content is OFF PROMPT

bull Make sure you are reading the prompt correctly and addressing what it is asking of you



3

Types of Prompts

bull Analysis (RhetoricalArgument)bull Argumentationbull Synthesis

ldquoStudents should read essay prompts as texts making certain they have understood what they are

being asked to dordquo ~ M Elkins



4

1 Read the Prompt

bull Read the promptbull Read the prompt againbull Underline key wordsphrasesbull Number those elements that must be

accomplished in the essaybull Do everything the prompt suggests

address every part of the prompt



5

Sample Prompts wNotation

bull See Handoutsbull Annotate the Prompt to discover and stay

focused on your TASK(S)bull Annotate the passage according to the

TASK(S)bull Determine the Authorrsquos IntentPurpose in

the passage



6

Analysis

bull Rhetorical ndash consider tone attitude point of view techniques diction imagery syntax language level

bull Argument ndash consider tone attitude strategies emphasis diction imagery syntax appeals

2



7

General Analysis Terms(Recent Exams)

bull ldquoCrafts the Textrdquobull Rhetorical Strategiesbull Most Compelling (ObservationArgument)bull Strategies Used (to Satirize)bull ldquoConveys the EffectFeelingetchelliprdquo



8

Specific Terms

bull Argumentsbull Assumptionsbull Sentence Structure Syntaxbull Tonebull Point of Viewbull Detail



9

Consider Your Task

bull Analyze techniquesbull ConveyDefine Attitudebull Achieve Purposebull Effect on AudienceReaderbull Reveal Differences in Purpose



10

Authorial Intent

bull Consider Purposebull Consider Audiencebull Consider Occasionbull What is the RHETORICAL purpose of the

passagebull What techniques of LANGUAGE does the

writer use to achieve that purpose



11

2 Read the Passagebull Annotate as you readbull Identify subject and examples usedbull Mark diction ndash connotation and ironybull Use ofChoices in Imagery ndash parallel

themes and symbolsbull Unusual Syntax andor Punctuationbull Connection andor Organization of ideas

paragraphs sentences



12

3 Organization

bull Think before you writebull DO NOT begin by restating ie parroting

the prompt word for wordbull Thesis need to be specific ndash how do the

purpose and language interactbull Characterize the elements under analysis

donrsquot just list them

3



13

Use DetailsExamples

bull Quote from the passage liberallybull Use examples of diction details

assumption figurative language etchellipbull Use short quotes ndash embed into your own

statementsbull Always explain the writerrsquos purpose in

including these devices



14

Write about what you know

bull You cannot possibly explore every rhetorical devicetechnique the author has used

bull Select those for which you can explain the function and purpose

bull Look for connections between the various devicesstrategies



15

Writing the Body pararsquos

bull Be thorough and specific ANALYZEbull Do not simply ldquopoint outrdquo strategiesbull Explain how they are usedbull Provide examples from the textbull Speculate as to why the author included

them what is their effectbull How do they support the purpose



16

Focus on Function

bull Donrsquot guess about the name of a devicebull If you arenrsquot sure if the name is

onomatopoeia or oxymoron or metonymy then donrsquot use the term

bull But do include the ldquobuzzrdquo and ldquoloud silencerdquo and ldquothe crownrdquo hellip

bull And then discuss HOW they contribute to the selection



17

A Good Length

bull No magic number of paragraphsbull Divide into paragraphs ndash donrsquot write one long

paragraph ndash find natural breaks and indentbull Find a pattern of organization order of

appearance words to phrases to paragraphshellipbull WATCH YOUR TIME ndash you want to include

language from the WHOLE passage



18

Style and Voice

bull Write to express not to impress ndash use natural language

bull Demonstrate that you understand style ndashshow how the author developed the selection to create a desired effect

bull Maintain an economy of language ndash say much with few words - CONCISION

4



19

Style and Voice (contrsquod)

bull Best to use third person (he she they) rather than first person

bull Try to use present tense when discussing literaturewritten text

bull Write legibly ndash the readers cannot reward you for what you do well if they cannot read it

bull Let your work stand on its own merits ndash no pity notes (ldquoI was up all nightrdquo etchellip



20

Verbs that contribute

bull Chroniclesbull Delineatesbull Demonstratesbull Depictsbull Exemplifiesbull Featuresbull Illuminates

bull Portraysbull Reflectsbull Specifiesbull Suggestsbull Illustratesbull DO NOT USE

ndash goes shows tells



21

Argumentation

bull Defend ndash Support ndash agree completelybull Challenge ndash Dispute ndash disagree

completelybull Qualify ndash means to agree or disagree

except in certain circumstancesbull Choose the approach for which you can

find the most evidence Take a stand Donrsquot straddle the fence



22

Step One

bull Determine the point of the author in the passage

bull Develop you own position on that point (Agree Disagree Qualify)

bull Choose the side for which you have the most detail for support

bull This provides the details for you introduction



23

Finding Evidence (details)

bull If appropriate find details from a variety of sources

bull Use historybull Use sciencebull Use literaturebull Use current eventsbull Use personal observation



24

Be Specific with Details

bull Reasons ndash use illustrationsbull Examples ndash include names titlesbull Incidents ndash include dates placesbull FactsStatistics ndash DO NOT make them upbull Personal Experience ndash donrsquot generalize

use names places

5



25

Use Quality Detail

bull Avoid inaccuracies ndash BE RIGHTbull Add as many specifics as possible ndash

specific names specific dates specific titles

bull Be coherent ndash include only RELEVANT detailshellipmore is NOT necessarily merrierhellipdonrsquot include details that donrsquot directly support your point



26

Organize the Argument

bull Write a strong thesis ndash state your position clearly

bull Formulate 3-4 paragraphsbull Admit the opposition ndash acknowledge the

opposing argumentbull Make your points relevant and accuratebull Add a conclusion



27

Argument Intro

bull Write a short intro in which youhellipbull Explain the position of the authorbull Present your position and any background

the reader needs to knowbull Include a strong thesis ndash one that clearly

presents the position (defend challenge qualify)

bull Do NOT repeat the promptBroward County ReviewApril 28 2007


28

Concession

bull Think of the argument the opposing side might propose

bull Be willing to concede a pointbull Think of ways to acknowledge those

arguments and refute thembull Might place after your introduction donrsquot

spend more than two sentences



29

The Body

bull Start with the weakest and end with the strongest

bull Divide your assertions into paragraphs with the appropriate support in each

bull Apply effective transitions to match the organization of the content



30

Conclusion

bull Write a brief conclusion in which you return - with force - to your position

bull Try to come full-circle ndash return to idea you usedmentioned in your introduction

bull Consider analogies to your point in the introduction to avoid merely repeating the introduction

6



31

Voice and Style - redux

bull Generally use a less formal style than with analysis essays

bull Use first person if it seems naturalbull AVOID second person - ldquoyourdquobull Write naturally past tense is okaybull Use exact diction (avoid non-specific

language ldquoonerdquo ldquothingrdquo etchellip)



32

Answer the Question

bull Look for key wordsbull Choose only one approachbull Use a variety of evidencebull Be specific

The study of rhetoric stretches back to classical Greece Today the term is most commonly taken pejoratively meaning bombastic or exaggerated language But rhetoric also has a neutral meaningmdashrhetoric as the art or science of persuasion by means of stylistic and structural techniques The study of rhetoric is useful because it encourages us to think of writing (and speaking for that matter) as a series of strategic choices Every attempt to put words together includes choices about which words to use and how to arrange them In this sense all writers like it or not use rhetoric

Even simplicity is a rhetorical and political choice George Orwell for instance was a master of the plain style and used it to devastating effect in his political journalism and novels like 1984 and

Animal Farm (for more on the rhetoric of simplicity see Hugh Kenner ldquoThe Politics of the Plain Stylerdquo in Literary Journalism in the Twentieth Century ed Norman Sims [New York Oxford University Press 1990])

Rhetoric is also useful because it encourages thinking about ones audience Different audiences require different rhetorical choices In the following section Ill list some of the most pertinent rhetorical techniques or tropes when writing for academic audiences

Diction

Perhaps the first rhetorical choice a writer makesmdashand all writers make this choice whether they realize it or notmdashis diction or what words to use Different words even if they ostensibly mean the same thing have different connotations as the poet W H Auden well understood And different audiences have different expectations about appropriate diction Academic writing requires a more formal diction than everyday talk or journalism and within academe writing in the natural sciences requires a more formal diction than writing in the humanities Im no great fan of formality in writing but on the other hand one does need to know and respect the conventions of academe and other professional forums for serious writing

ORIGINAL REVISION

The layers of dirt were not messed up at all The sedimentary levels were undisturbed

In general the more specialized training a profession requires the more it develops its own jargon as a way of differentiating those who have acquired the proper training from those who have not Twist a policemans arm for instance and you still probably couldnt get him to say car or robber or gun or hit or saw long professional training has habituated him to vehicle alleged perpetrator firearm strike and observed This kind of Official Style diction is all around us Students tend to learn it as the epitome of adult discourse and to go too far in incorporating it into their own writing

My general advice regarding diction is to prefer plain to fancy unless the scholarly field expects a particular word Since appropriate choices vary within specific disciplines and sometimes between individual scholars my suggestion to students is to locate model

authors within their chosen fields and study those authors diction and other rhetorical strategies Your professors can help you find good models ask them to recommend respected scholars who write well There are always at least a few in every field

Parallelism

Parallelism is one of the most useful and flexible rhetorical techniques It refers to any structure which brings together parallel elements be these nouns adjectives verbs adverbs or larger structures Done well parallelism imparts grace and power to passage

The princes strength is also his weakness his self-reliance is also isolation

In Machiavellis world Sheldon Wolin observes moral ends have been replaced by ironies answers have been replaced by questions

The characters are all watching one another forming theories about one another listening contriving

One side sees Lincoln as a bold and shrewd leader sincerely committed to abolishing slavery the other sees him as an opportunistic politician concerned only to defend the union in any way possible

Problems with faulty parallelism are very common because many people know (or think they know) what they want to say and dont scrutinize what they actually write In the following examples the parallel elements in the revisions are emphasized

ORIGINAL REVISION

Someone acquiring knowledge is similar to finding a new path in a dense forest

Acquiring knowledge is similar to finding a new path in a dense forest

Machiavelli advocates relying on ones own strength leaving as little to chance as possible and the need to get rid of sentimental attachments

Machiavelli advocates relying on ones own strength leaving as little to chance as possible and ridding oneself of sentimental attachments

Touchstone satirizes courtly manners woos Audrey and he tries to avoid marriage

Touchstone satirizes courtly manners woos Audrey and tries to avoid marriage

One frequent source of trouble is nested listsmdashwhen one sublist occurs within another list The writer of this sentence lost track and thought the final comma signaled the last item in the main list

Open faculty positions are advertised in all regional city and community newspapers in national outlets such as the Higher Education Journal the publications of the Hispanic American Association of Colleges and Universities and the African American

Association of Colleges and Universities

The trick is to recognize that this is actually a nested list and maintain parallelism within each list

Open faculty positions are advertised in all regional city and community newspapers and in national outlets such as the Higher Education Journal and the publications of the Hispanic American Association of Colleges and Universities and the African American Association of Colleges and Universities

The list is technically okay but its complexity makes it a bit hard to read One could rearrange the list to emphasize different elements and allow some pauses

Open faculty positions are advertised in all regional city and community newspapers in national outlets such as the Higher Education Journal and in targeted outlets like the publications of the Hispanic American Association of Colleges and Universities and the African American Association of Colleges and Universities

Note that among other changes the revision adds the word targeted which makes it easier to get the lists logic As ever revision is equal parts rewriting and rethinking

One other problem with parallelism is fairly common though this is a stylistic rather than a grammatical lapse Writers often repeat too much in the parallel elements detracting from parallelisms economical elegance

ORIGINAL REVISION

Socrates led a private life as opposed to a public life

Socrates led a private rather than a public life

Parallelism can be employed in many different ways One spin is inversion or chiasmus in which parallel elements are carefully reversed for emphasis A famous example comes from President John F Kennedys inaugural address (1961)

Ask not what your country can do for youmdashask what you can do for your country

Inversion often gains power by focusing attention on the ends of sentences where readers and listeners naturally pause Kennedys example shows this as does the next example from a 19th-century religious leader defending his honesty despite his change of religion

I have changed in many things in this I have not

By putting the prepositional phrase in this at the beginning of the second clause the speaker is able to end on that emphatic final not

Repetition

Repetition is one of the most useful tools available to writers Repetition allows a writer or speaker to hammer home an idea image or relationship to force the reader or listener to pay attention Two classic examples of the incredible power of repetition are Mark Antonys They are all honorable men speech in Shakespeares Julius Caesar (32) and Martin Luther King Jrs I have a dream speech at the steps of the Lincoln Memorial in 1963

But many writers especially young writers fear repetition apparently believing that repeating a word within a single sentence or short passage is bad style H W Fowler author of the old but still recommended Fowlers Modern English Usage (1st ed 1926) called this tendency elegant variation and observed There are few literary faults so widely prevalent

Heres an example of a student working hard to avoid repeating words within a sentence It doesnt work well the revision repeats words and reads more easily

ORIGINAL REVISION

The test group got an average of seven test questions correct the mean for the control category was thirteen valid responses

The test group averaged seven correct answers the control group averaged thirteen

The originals nervous avoidance of repetition (for instance using first group and then category) makes it a bit hard to follow The revision by contrast is easier to follow because it repeats words and syntactical structures Note that repetition allows the writer to cut some repeated elements and focus attention on the key information the contrast

Practiced writers will also employ all sorts of variations on this pattern of repetition

The test group averaged seven correct answers the control group thirteen

The test group averaged seven correct answers to the control groups thirteen

Another example of a writer afraid of repetition

ORIGINAL REVISION

First the North Koreans made an incursion almost all the way down the peninsula then Americans and South Korean forces drove back into the north

First the North Koreans drove almost all the way down the peninsula then American and South Korean forces drove back into the north

In the revision the writer realizes that repeating the verb drove helps reinforce the passages symmetry

Lets close with one of the classic instances of repetition from a speech by Winston Churchill after the British evacuation from Dunkirk in 1940 France had fallen to Nazi Germany the United States was still neutral and Britain stood alone

We shall go on to the end we shall fight in France we shall fight on the seas and oceans we shall fight with growing confidence and growing strength in the air we shall defend our island whatever the cost may be we shall fight on the beaches we shall fight on the landing grounds we shall fight in the fields and in the streets we shall fight in the hills we shall never surrender

Churchills thundering we shall fights fall like hammerstrokes building to that emphatic defiant and irresistible we shall never surrender In 1940 Churchills rhetoric was perhaps the most important weapon deployed against Adolf Hitler

Using tenses consistently

Tense refers to the time (past present or future) in which actions occur If you start a passage in one tense dont change the tense without reason

ORIGINAL REVISION

Though Machiavelli has said that religion is vital to politics he dismisses Christianity as harmful

Though Machiavelli says that religion is vital to politics he dismisses Christianity as harmful

The historical present

One convention in academic writing that often gives students difficulty is what tense to use when discussing a text Ones first inclination is probably to use the past tense when discussing a book written in the past But thats not what is usually done Most textual analysis and commentary is written in the present tense a convention sometimes called the historical present

ORIGINAL REVISION

Machiavelli also said that Christianity made people slothful

Machiavelli also says that Christianity makes people slothful

Hamlet told Ophelia he never loved her Hamlet tells Ophelia he never loved her

But just to complicate matters you dont always use the present tense in discussing a work When youre presenting facts on its composition you should use the past tense

ORIGINAL REVISION

Machiavelli writes The Prince in 1513 Machiavelli wrote The Prince in 1513

This also often holds if youre simply mentioning a work in passing as support for some other argument

ORIGINAL REVISION

A century before the US Constitution was written John Locke articulates a vision of liberal government in his Second Treatise of Government

A century before the US Constitution was written John Locke articulated a vision of liberal government in his Second Treatise of Government

But if you went on to discuss Lockes Second Treatise in some detail you might then switch to the historical present after this initial mention

Efforts to safeguard individual liberty have a long history A century before the US Constitution was written John Locke articulated a vision of liberal government in his Second Treatise of Government In this famous work Locke locates the origins of government in the desire to safeguard individuals and their property against the violence and insecurity of the state of nature

Alliteration

Alliteration means beginning two or more stressed syllables with the same letter or sound

Throughout the play we are made to witness the force of politics to shape and shatter lives

As with any rhetorical techniques alliteration doesnt make an argument more intelligent Done well however it can please your reader and help make him more receptive to your argument Like a strong spice alliteration should be used sparingly

The rule of three

This is an old trick of the trade that doesnt get mentioned a lot nowadays (its called tricolon in classical rhetoric) but that crops up all the time in good writing The idea is simple lists of all kinds (of things qualities actions reasons examples etc) tend to come across most powerfully when they contain three items Of course that doesnt mean you should manipulate your material to make it fit Sometimes youll want to put two four or more items in a list But when youve got flexibility in what to say keep the rule of three in mind

Coriolanus doesnt hide his contempt for the commoners he doesnt flatter them he

doesnt try to soften his image

A generation ago most scholars believed that an overarching worldviewmdashconservative deeply Christian and essentially medieval in its commitment to order and hierarchymdashshaped the concerns and defined the intellectual limits of Shakespeare and other Elizabethan dramatists

The third term is often slightly larger in its focus than the first two enfolding them to make a more general point

Humor

Humor and other flourishes like slang should be used sparingly Academic writing has room for wry observation and ironic observations but belly laughs and outright jokes dont tend to go over very well Something that seemed hilarious when you were writing it will likely seem foolish in the cold light of day

First and second person

Are the first and second person (I me my we us our you your) appropriate in academic writing As for the first person yes as long as it is used properly It occurs in much writing even in the hard sciences Scientists frequently speak of our research and our findings (though some teachers and editors agree with Mark Twains disdain for the editorial we) As for the first person singular one finds it even in the most serious scientific writing E O Wilson a prominent Harvard biologist notes his formal use of the first person but also the limits he observed very little emotion was expressed beyond the occasional I was interested in the problem of or It turned out to my surprise that Thus both sides of the debate over the propriety of the first person are in a sense right its okay to use I even in the most formal settings but not to venture into editorializing and emotion In less formal academic settings (including student writing by and large) and in some fields like literary studies its even acceptable to write with a certain amount of personal reaction and feeling The right amount of me-ness in ones writing will vary from field to field journal to journal teacher to teacher as you gain expertise in a particular field youll learn what the rules are

You is rather a different kettle of fish It really doesnt belong in the most formal academic writing Directly addressing the reader changes the dynamic of the essay or paper In the hard sciences this would rarely be appropriate though in the humanities one finds the second person more often I happen to use it a fair amount (in part because one of my favorite old authors Machiavelli used it very cleverly) but others will see it differently

Questions and exclamations

Direct questions work well in academic writing but exclamations dont See the discussion in Punctuation for further thoughts

Placing emphasis

If you want to summon up emphasis a far better technique than exclamation marks is to take advantage of the natural rhythm of English sentences Heres an important rule good writers know explicitly or implicitly he end of a sentence packs the most wallop The most common sentence patter puts familiar information at the beginning of sentences and new information at the ends of sentences Thus each sentence can be seen to be a kind of little bridge to what has already been presented the sentence starts out on familiar ground and then takes a step forward Good writing consists of linking these many little steps into a sustained argumentative journey (of course with a few bold exceptions every so often)

These two paragraphs are identical except for their final sentences

ORIGINAL REVISION

True capitalists distrust governments and dont think they make good arbiters of morality They believe that individuals are best qualified to manage their own lives and pursue happiness in their own way Freedom is what capitalists believe in in other words

True capitalists distrust governments and dont think they make good arbiters of morality They believe that individuals are best qualified to manage their own lives and pursue happiness in their own way In other words capitalists believe in freedom

The original throws away its energy in that last sentence because freedom comes right at the beginning of the sentence The revision saves its new mention for the sentences natural emphasis point its end The principle is of fundamental importance start sentences with familiar material end with new

There is much more to be said about rhetoric If this brief introduction has piqued your curiosity I urge you to study the topic further to read lots of good published writing (I recommend for instance William Safires scintillating style in his op-ed columns in the New York Times) and to experiment with your own prose At its best rhetoric is not phony but a worthy art that recognizes the beauty and power of words Writers who know how to use rhetoric understand that audiences want to be enchanted at least as much as they want to be taught Rhetoric can help you persuade Take advantage of it

Rhetorical Strategies Argument All texts contain an argument whether implicit or explicit Finding it will depend upon identification of the authorrsquos motive and his audience Explicit argument an obvious argument Implicit argument a less obvious often hidden argument Themes Linking devices that hold a text together structurally eg the battle between good and evil Repetition of certain words Why with all the words at his or her disposal does a writer choose to repeat particular words Counterpoints contrasting ideas such as blackwhite darknesslight goodbad Imagery Strong visual impressions created through words frequently using color Introduction and conclusion framing strategies Narrator Usually first or third person Is the narrator the same as the author Style tone voice Gut reactions are useful here Examine your own response What is it that makes you respond as you do Are you the authorrsquos intended audience If not who is

Rhetorical Modes Each mode suggests questions that can spark ideas by opening up different approaches diams Description How does the subject look sound smell taste and feel diams Narration How did the subject happen diams Example How can the subject be illustrated diams Division or analysis What are the subjectrsquos parts and what is their

relationship or significance diams Classification What groups can the subject be sorted into diams Process Analysis How does the subject work diams Comparison and Constrast How is the subject similar to or different

from something else diams Definition What are the subjects characteristics and boundaries diams Cause-and-Effect analysis Why did the subject happen What were its

consequences diams Argument and Persuasion Why do I believe as I do about the subject

Why do others have different opinions How can I convince others to accept my opinion or believe as I do

Great BooksAP Language Annotation Ms Walz

Annotating Text Annotate v anmiddotnomiddottatmiddoted anmiddotnomiddottatmiddoting anmiddotnomiddottates v tr

1 To furnish (a literary work) with critical commentary or explanatory notes 2 add explanatory notes to or supply with critical comments The scholar annotated the early edition of a famous novel 3 provide interlinear explanations for words or phrases He annotated on what his teacher had writtenrdquo n an-no-ta-tion

Possible elements to ldquoannotaterdquo in a text

bull figures of speech bull tone bull shifts in tone bull shifts in thought bull conflicts in scenes bull goals and motivations bull describing the import of

statements and actions essential to understanding a character

bull discriminating between stated (or assumed) intentions and concealed intentions

bull identifying and explaining instances of irony

bull rhetorical devicesstrategies bull authorrsquos use of diction (word

choice) bull vocabulary (unfamiliar words) bull dialect

bull connections to current events bull connections to your own life bull connections to other things

yoursquove read bull symbols bull recurring images bull color imagery bull thesis (non-fiction) bull main ideas bull provocative statements bull character descriptions bull points of contention bull multiple meanings bull voice bull syntax bull effective use of language bull anything else that the reader

intuits is of significance to understanding the text

(Source Warren J Bowes Chippewa Falls Senior High School Chippewa Falls WI)

SYNTAX Syntax is the arrangement of words in meaningful patterns The arrangements normally follow the accepted rules of grammar usage (the patterns of grammar) We generally dont need to pay much attention to syntax in conversations and writing because following the rules is so basic to the use of language that we have a breakdown in communication if the patterns of grammar are not observed correctly thus resulting in a what did you say response However knowledge of how syntax works can help us understand how it affects communication We need to examine the concept of syntax in two ways

1) Analyzing our own use of syntax to correct or improve our writing

2) Analyzing an authors use of syntax to achieve a particular effect

Words are symbols of ideas but they do not begin to say anything until we put them together Sentences which are syntactical units composed by words say something partly because of the lexical content (the meaning) of the words and partly because of the grammatical forms that govern words put together in patterns If a basic grammatical competence has been established you are ready to develop the rhetorical competence to compose effective sentences Rhetorical competence plays its part in the writing process when there are choices to be made from among two or more grammatical possibilities Stylistic variations in the syntax of the sentence cannot ignore the grammar of the language Any changes you make must be grammatical (Cohen) Improving writing Analyzing our own use of syntax is probably the more difficult of these tasks As we learn language when we are very small we internalize the rules of grammar For example we learn that saying Me up Mama is more likely to get us held by mother than Up Mama me By the time a student is in high school she has been speaking English for quite a number of years and is quite effective at basic communication tasks

The problems surface when we begin formal writing tasks and a teacher tells us we have misplaced modifiers or dangling modifiers or that our sentence structure isnt parallel Many students have no idea what these terms mean and therefore have difficulty identifying these problems in their own writing These messages generally mean that the student needs to look closely at the way she has put together the words in a sentence to evaluate how clearly the meaning is being communicated

A major cause of scrambled syntax is a bad connection between the beginning and ending of a sentence - an ending that seems to have forgotten how it began For instance in the sentence Depending on how the vote goes will determine if our side wins if we respect the beginning our result will go along these lines Depending on how the vote goes our side may win If we respect the ending the result will probably be The vote will determine whether our side wins Consider this sentence To a conscientious student is a desire to get the assignment done which we might revise as To a conscientious student getting the assignment done is very important or A conscientious student always wants to get the assignment done (Sherbert)

Consider the following sentence The dog bit the man The meaning is clear the dog performed the action of biting and the man received that action Now add in these words Ferocious uniformed baring its teeth delivering the daily mail The first two words are easily incorporated into the sentence The ferocious dog bit the uniformed man But the two phrases can be easily inserted in places that confuse the meaning of the sentence

Delivering the daily mail the dog bit the man

OR ndash

The dog bit the man baring its teeth

Both of these are examples of misplaced modifiers The first example says that the dog was the one who was delivering the daily mail The second example says that the man was baring his teeth These errors are easily corrected as long as the student is thinking as she reads what she has written and paying attention to the structure and meaning of hisher sentences

Analyzing syntax in literature When we examine an authors use of syntax in order to achieve a particular effect in hisher writing we are evaluating tangible devices which the author may have manipulated to create an emotional or intellectual effect How the author organizes the words creates meaning and effect Analyzing the way in which the meaning has been communicated to us and the effect it has on us allows us to more fully appreciate the authors work in crafting that piece of literature Examining the authors choices in hisher arrangement of words allows us to better understand the authors message Sentence length and patternsampemdashrhythm parallelism word order--all contribute to the emotional effects of a literary passage They create connections between the words which creates meaning What do you look for The following are common techniques for manipulating syntax

bull unusual (inverted) or unexpected word order Poets in particular are fond of inverting word order to make it sound poetic rather than just ordinary speech Look at the opening line of Robert Frosts poem Stopping by Woods on a Snowy Evening Whose woods these are I think I know Frost has avoided conventional word order by reversing the two units of four words (I think I know whose woods these are)

bull sentence length (especially variations in the length of sentences) bull punctuation Where do commas semi-colons and periods fall within the sentence What

is the relationship between punctuation and stanzas in a poem bull perspective (point of view) bull interruptions bull parallel structure (creates balance and emphasis - I came I saw I conquered) bull use of similar words (for example a series of sentences or lines of poetry beginning with

participles - running jumping sliding - give a sense of continuous motion) bull a shift in word order (generally signals an important idea)

bull word order that imitates the action the words described (mimetic syntax) Notice how EE Cummings uses mimetic syntax in this poem

o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have

In order to make sense of this poem we must first rearrange it in conventional syntax We can begin with the subject of the sentence in something like the following manner A poisoned mouse who still alive is asking what have I done that you wouldnt have does quietly stare out of the floor up at me By inverting and fracturing syntax the way he does Cummings surprises us into looking more closely not only at his language but also at the experience it conveys

The emotional and intellectual experience in reading Cummings original poem and our revision differ significantly Cummings redistribution of words on the page and his unusual syntactic arrangement compel us to look more deliberately at his subject We are made to see much more clearly the mouses point of view Instead of a speaker looking down at a mouse Cummings creates a perspective in which the dying mouse is looking up at his executioner The reversal of perspective is accentuated by the reversal of grammatical subject and predicate the dispersal of phrases in short poetic lines each of which focuses on one small aspect of the experience (Sherbert)

Bernard Cohen breaks down evaluation of writing style into two main sections choice of diction and arrangements of words in sentences He gives the following list of items for examining diction and syntax

A Kinds of diction 1 General or specific 2 Abstract or concrete 3 Formal or informal 4 Latinate (usually polysyllabic) or Anglo-Saxon (usually monosyllabic) 5 Common words or jargon 6 Referential (denotative) or emotive (connotative)

B Length of sentences (measured in number of words) C Kinds of sentences

1 Grammatical simple compound complex compound-complex 2 Rhetorical loose periodic balanced antithetical 3 Functional statement question command exclamation

D Variety of sentence patterns

1 Inversions 2 Sentence openers 3 Method and location of expansion

E Means of articulating sentences (coherence devices) F Use of figures of speech G Paraphrasing

1 Length (measured in number of words and number of sentences) 2 Kind of movement or development in paragraphs 3 Use of transitional devices

Syntactical patterns such as words organized around the mental associations of the poems speaker rhetorical persuasiveness which suggest a carefully worded argument to persuade the audience syntax designed for poetic smoothness or abruptness - all are intended to be expressive They intensify our experience in reading poetry and prose they alert us to meanings that go beyond individual words and sentences to include the intellectual and emotional implications of unusual verbal arrangements (Sherbert) Works Cited Cohen Bernard Writing About Literature Bev ed Glenview Scott Foresman 1973 Sherbert Pat Structure in Syntax Handout for AP English-Literature and Composition Institute 2000

Diction and Tone Diction is defined as a writers choice of words The particular words an author uses will affect not only the message the audience (reader) receives but the way in which we interpret that idea Words have two meanings

denotation the dictionary definition the literal meaning of the word as a representation of a person place thing idea or action

connotation the implied meaning of a word An authors communication of connotative meaning is usually made clear through context (the surroundings of a given word or image and its relationships to specific elements in its verbal environment) (Sherbert)

Douglas Hunt gives us a clear explanation of the difference between denotation and connotation

The denotation is the direct specific meaning of a word or phrase the literal meaning The connotation is everything else the implications the suggestions the associations the

overtones When [William] Stafford [in his poem Traveling Through the Dark] says that his car aimed its lowered parking lights the denotation is merely an image of a car with its parking lights on but aimed implies (for me at least) an intention on the cars part and lowered suggests the lowering of eyes Combine this with the next lineunder the hood purred the steady engine and you have language that denotes a car but connotes an animal

Diction is classified into four levels (the following definitions are taken from Glossary of Literary Terms A-E)

1 Formal diction a dignified impersonal and elevated use of language It is exacting in its adherence to the rules of grammar and uses complex vocabulary

2 Middle diction still follows the rules of correct language usage but is less elevated It reflects the way most educated people speak

3 Informal diction the plain language of everyday use This often involves idiomatic expressions slang contractions and simple or common words

4 Poetic diction Poets sometimes use an elevated diction that is significantly different from the common speech and writing of their time These can be words that are chosen (or sometimes created) by the poet because they have a special poetic quality - an ability to communicate a complex thought in a word or phrase

Note that words have both denotative and connotative meanings at all four levels of diction The level used by an author to communicate hisher message will depend a great deal on the message to be communicated the intended audience and the form of communication (ie formal speechaddress story with characters and dialogue or poetry) The connotations of words have great rhetorical value for example in prompting the emotional appeal of a discourse Robert H Thouless has ably demonstrated the emotional value of connotations in his analysis of the diction in two verses by John Keats In THE EVE OF ST AGNES Keats has written

Full on this casement shone the wintry moon And threw warm gules on Madelines fair breast

These are beautiful lines Let us notice how much of their beauty follows from the proper choice of emotionally colored words and how completely it is lost if these words are replaced by neutral ones The words with strikingly emotional meanings are CASEMENT GULES MADELINE FAIR and BREAST CASEMENT means simply a kind of window with emotional and romantic associations GULES is the heraldic name for red with the suggestion of romance which accompanies all heraldry MADELINE is simply a girls name but one calling out favorable emotions absent from a relatively plain and straightforward name FAIR simply means in objective fact that her skin was white or uncolored a necessary condition for the colors of the window to show but also fair implies warm emotional preference for an uncolored skin rather than one which is yellow purple black or any of the other colors which skin might be BREAST has also similar emotional meaning and the aim of scientific description might have been equally well attained if it had been replaced by such a neutral word as CHEST Let us now try the experiment of keeping those two lines in a metrical form but replacing all the emotionally colored words by neutral ones while making as few other changes as possible We may write

Full on this window shone the wintry moon Making red marks on Janes uncolored chest

No one will doubt that all of its poetic value has been knocked out of the passage by these changes Yet the lines still mean the same in external fact they still have the same objective meaning It is only the emotional meaning which has been destroyed Consider this example in which H L Mencken in prose is seeking to influence our attitude toward a certain kind of teacher

Such idiots despite the rise of scientific pedagogy have not died out in the world I believe that our schools are full of them both in pantaloons and in skirts There are fanatics who love and venerate spelling as a tom-cat loves and venerates catnip There are grammatomaniacs schoolmarms who would rather parse than eat specialists in an objective case that doesnt exist in English strange beings otherwise sane and even intelligent and comely who suffer under a split infinitive as you or I would suffer under gastro-enteritis There are geography cranks able to bound Mesopotamia and Baluchistan There are zealots for long division experts in the multiplication tables lunatic worshippers of the binomial theorem But the system has them in its grip It combats their natural enthusiasm diligently and mercilessly It tries to convert them into mere technicians clumsy machines

We cannot examine all the techniques that Mencken uses in his satirical writings but we can note here the subtle way in which he influences our reactions simply by his choice of words A good deal of the effect of this passage is produced by Menckens namecalling The names that Mencken used here are heavily freighted with emotional overtones IDIOTS FANATICS

SCHOOLMARMS (one of Menckens favorite derogatory epithets) CRANKS ZEALOTS LUNATIC WORSHIPPERS All of these words carry the discrediting connotation of extreme irrational commitment to a cause the taint of enthusiasm that many critics ascribed to the evangelical sects in the eighteenth and nineteenth century England Where Mencken fails to find an emotional epithet to suit his purpose he invents one GRAMMATOMANIACS Most readers do not know what GASTRO-ENTERITIS means but they do not have to know the word just sounds awful Notice how Mencken in the second sentence of this passage indicates that he is talking about both men and women teachers in pantaloons and in skirts PANTALOONS was an especially clever choice PANTS would have been the word that most of us would have chosen as the counterpart of SKIRTS But Mencken detected an extra connotative value of the word PANTALOONS suggesting to a modern audience something archaic slightly feminine Note too how Mencken uses a simile in the third sentence to deprecate the object of his satire comparing devotees of correct spelling to the lowly back-alley TOM-CAT One of the deadliest words in the English language is the word MERE Mencken uses this word with devastating effectiveness at the end of this passage where he begins to shift his ground attack warning us that these enthusiastic pedagogues are now in danger of being turned into dispassionate machines as a result of their exposure to teachers college bunkum What is more chilling than to be called a mere technician (Sherbert) The relationship between diction and tone Diction is a tool an author uses to communicate hisher feelings about a subject Pat Sherbert defines tone as follows

In a literary work tone is the attitude the author projects That attitude is revealed through his choice of details through his diction and through his emphasis and comments

Although tone and attitude are frequently used in textbooks interchangeably (defined tone is attitude) they can differhellipTone only reflects attitude The writer through his choice of devices such as diction and syntax (style) implies a tone as a result the reader infers an attitude Tone is a musical metaphor for the writers relationships with readers that result from writers making two decisions (1) how they will express their feelings about the subject and (2) how they will place themselves socially intellectually or morally with regard to their implied readers - as their superiors looking down as their inferiors looking up or as their equals addressing them eye-to-eye Tone as the expression of feeling should not be confused with the description of feeling Tone expresses or implies the writers emotional state the feeling about the subject that the writer desires to share it will often differ markedly from the feelings expressed by characters who appear in the writing A writer for example can describe the cheerfulness of the airline flight attendants in a sarcastic tone the self-dramatizing gloom of a spoiled child in a scoffing tone or the pompous pontifications of a political candidate in a tone of good-natured joshing

Clearly writers need not say what they are feeling tone emerges as a quality of the whole utterance whether spoken or written An indignant speaker might say with deep sarcasm Im delighted that you show such contempt for my efforts Nothing pleases me more than to find honesty where I might least expect it The speaker does not need to say Im indignant When Wordsworth says But yet I know whereer I go That there hath passed away a glory from the earth his sense of loss can be heard without his having to say Im sad It is reported that Mark Twain would never smile as he delivered popular speeches that kept his audiences in stitches Tone then is the quality of voice that conveys feelings whether they are stated directly or indirectly With variations of tone we can express love or hate happiness or grief comradeship or contempt compassion or loathing humor or seriousness anger indignation outrage or forgiveness And these tones are only a beginning Writers usually present not only tone but also a mixture of tones anger and pity sorrow and hope and so onhellip An analysis of tone will depend on a precise and accurate understanding of the authors attitude toward

(1) the subject (2) the audience (3) himself

In order to investigate tone and attitude we use the acronym DIDS

Diction The purposeful selection of words for their denotative or connotative value Images The words and phrases that appeal to one or more of the five senses Details Concrete words used to call up an image sometimes called concrete imagery and

not to be confused with a sensory image a referent Syntax The authors arrangement of sounds phrases and clauses that becomes a

rhetorical effect Tim Averill says tone is an end of rhetoric whereas diction imagery selected details and manipulated syntax are tangible means that can reveal an authors tone Averill breaks toneattitude into the following categories which he identifies as language we can use to describe tone Positive lighthearted hopeful exuberant enthusiastic complimentary confident cheery optimistic loving passionate amused elated sympathetic compassionate proud Negative Anger angry disgusted outraged accusing condemnatory furious wrathful bitter inflammatory irritated indignant threatening HumorIronySarcasm scornful disdainful contemptuous sarcastic cynical critical facetious patronizing satiric condescending sardonic mock-heroic bantering irreverent mock-serious taunting insolent pompous ironic flippant grotesque

SorrowFearWorry somber elegiac melancholic sad disturbed mournful solemn serious apprehensive concerned hopeless staid resigned Neutral formal objective incredulous nostalgic ceremonial candid shocked reminiscent restrained clinical baffled sentimental detached disbelieving questioning urgent instructive matter-of-fact admonitory learned factual didactic informative authoritative Averills three simple categories can provide a starting point for analyzing tone in many works of literature but authors often use a combination of attitudes You may need a more comprehensive list of categories in order to adequately describe an authors attitude in a specific manner Sherberts list is as follows Attitudes of logic explanatory didactic admonitory condemnatory indignant puzzled curious guileless thoughtless innocent frank sincere questioning uncertain doubting incredulous critical cynical insinuating persuading coaxing pleading persuasive argumentative oracular Attitudes of pleasure peaceful satisfied contented happy cheerful pleasant bright joyful playful jubilant elated enraptured Attitudes of pain worried uneasy troubled disappointed regretful vexed annoyed bored disgusted miserable cheerless mournful sorrowful sad dismal melancholy plaintive fretful querulous irritable sore sour sulky dismal sullen bitter crushed pathetic tragic Attitudes of passion nervous hysterical impulsive impetuous reckless desperate frantic wild fierce serious savage enraged angry hungry greedy jealous insane wistful Attitudes of friendliness cordial sociable gracious kindly sympathetic compassionate forgiving pitying indulgent tolerant comforting soothing tender loving caressing solicitous accommodating approving helpful obliging courteous polite confiding trusting Attitudes of comedy facetious comic ironic satiric amused mocking playful humorous uproarious Attitudes of animation lively eager excited earnest energetic vigorous hearty ardent passionate rapturous ecstatic feverish exalted breathless hasty brisk crisp hopeful Attitudes of apathy inert sluggish languid dispassionate dull colorless indifferent stoical resigned defeated helpless hopeless dry monotonous vacant feeble dreaming bored blaseacute sophisticated

Attitudes of self-importance impressive profound proud dignified lofty imperious confident egotistical peremptory bombastic sententious arrogant pompous stiff boastful exultant insolent domineering flippant saucy positive resolute haughty condescending challenging bold defiant contemptuous Attitudes of submission and timidity meek shy humble docile ashamed modest timid unpretentious respectful apologetic devout reverent servile obsequious groveling contrite obedient willing sycophantic fawning ingratiating deprecatory alarmed fearful terrified trembling wondering awed astounded shocked uncomprehending

VERBS TO USE IN AP WRITING (and possible tools amp effects)

WRITER OR NARRATOR evokes uses (weak) utilizes (weak) elicits manipulates alludes to twists ignites suggests hints at creates depicts conveys conjures up juxtaposes portrays

differentiates maintains shows (weak) implies connotes explains elucidates emphasizes enunciates clarifies repudiates refutes tackles compares shifts changes evokes invokes delineates

alters describes enhances paints prone to produces reveals ignites asserts stirs inspires explores dispels demonstrates constrain masters construe transcends solidifies

TOOLS imagery syntax diction comic details tone

details figurative lang foreshadowing symbols irony

setting plot details point of view diction

READER EFFECTS pathos intensity empathy laughter images

impact shock anger awareness connections

contrasts mood images imagery tones

Linking words and phrases The following words and phrases will help you show how one idea relates to another They help create flow

Addition and Conclusion amoinliafuathtoainfurthermore to bino

but rather hywoamninnad

ffiimonm

snaafislaapffabuaain

nd equally important in the same way oreover much more interesting then too f even greater appeal next consequently fact just as surely thus

kewies at the outset again s a result as I have said for rther more specifically inasmuch as lso undoubtedly so that erefore indeed it is certain hence o in truth for this reason ccordingly last[lastly] under these conditions other words over and above in addition to

condlude another esides finally in summary conclusion second[secondly] to summarize n the whole at the same time

Contrast and Comparision

or owever conversely nor et although neither hereas though either n the contrary as quite as evident s if on the other hand equally important uch more interesting as though still otwithstanding in spite of of even greater appeal contrast to otherwise likewise evertheless similarly in the manner t the same time just as surely for all that espite

Emphasis and Repetition

or for example in particular or instance in other words in fact n the same way that is to say certainly ndeed undoubtedly as I have said

ore specifically of course to be sure n the account thus therefore aturally obviously emphatically ost important in truth

Time

oon immediatly when ot long after instantly whenever t length at this instant next t last suddenly as naly now once ome time without delay since ter in the first place occasionally fterwards forthwith henceforward resentaly straitaway then

rom this time on quickly meanwhile rom time to time at this point thereupon few minutes later after in the meantime efore formerly sometimes ntil yesterday in a moment t present later in the day shortly ll of a sudden since then whereupon the futur while during

in futur subsequently

Place from where beyond over in the middle around here there near i

ound e de whenever op

eason rpose andi at a conditions se for this purpose is way hpt ount a tanding w y on account of owing to accordingly

n front of in the distance farther here and there above below

at the right before between

in the foregr on this sid besiposite

R Condition Pu Result nevitably inasmuch as in order ths a result under these becau

in th sinceence ifgt thus rovided that so that for this reason herefore granted that on thaat accdmittedly notwiths in case that ith a view to unless consequentl

TRANSITIONS An essay without effective transitions is like a series of isolated islands The reader will struggle to get from one point to the next Use transitions as bridges between your ideas What are transitions and how are they used

Transitions are phrases or words used to connect one idea to the next Transitions are used by the author to help the reader progress from one significant idea to the next in other

words they make an essay coherent Transitions also show the relationship between the main idea and the support the author gives for those

ideas within a paragraph (or even within a sentence) Transitions have a variety of specific uses

1) Transitions within paragraphs Within a single paragraph transitions such as single words or short phrases help the reader anticipate what will come next The transition may signal an additional or similar piece of information or it may prepare the reader for a change or exception to previously stated information For example

Mary Cassatt one of the few female Impressionist painters lived in France although she was of American descent Unlike her fellow painters who chose landscapes as their primary medium Cassatts main subjects were her immediate family In fact her nieces and nephews were captured in many of her most famous works of art

2) Transitions between paragraphs Transitions between paragraphs serve as connections between old and new information A word a phrase or a sentence signals to the reader that something different is coming and transitions the reader from old to new information For example

Mary Cassatt one of the few female Impressionist painters lived in France although she was of American descent Unlike her fellow painters who chose landscapes as their primary medium Cassatts main subjects were her immediate family In fact her nieces and nephews were captured in many of her most famous works of art For instance the painting Mother with Child shows Cassatts sister bathing her child This painting not only illustrates Cassatts use of her family as subjects but also highlights the theme of mother and child The closeness of the mother with her child remains a constant theme of Cassatts painting and sketching throughout the Impressionist period

Note The first sentence of the second paragraph draws the readers attention to a new idea a specific example in this case The following sentence repeats a familiar theme (family members) from the first paragraph and then introduces a new idea (mother and child) ADDITIVE TRANSITIONS These show addition introduction or similarity to other ideas Words that show Addition relationships

additionally also moreover not to mention in addition furthermore further and too either (neither) besides not only but also as well or alternatively nor on the other hand in fact as a matter of fact to say nothing of actually indeed let alone much less

Words that Introduce such as for example for instance as like especially particularly in particular notably including as an illustration to illustrate

Words that Reference speaking about as for considering concerning regarding on the subject of with regard to the fact that

Words that show Similarity similarly likewise in the same way in a like manner by the same token equally

Words that Identify

that is namely specifically thus Words that show Clarification

that is (to say) in other words put another way ADVERSATIVE TRANSITIONS These transitions are used to signal conflict contradiction concession or dismissal Conflict

but however in contrast by way of contrast (and) yet when in fact while whereas conversely on the other hand though (final position) still

Emphasis even more above all indeed more importantly besides surely indeed in fact truly

Concession but even so however still yet nevertheless nonetheless although though even though on the other hand despite in spite of regardless notwithstanding be that as it may granted admittedly albeit

Dismissal either way in either case in either event all the same in any case in any event at any rate

Replacement (or) at least (or) rather instead

CAUSAL TRANSITIONS These transitions signal causeeffect and reasonresultCauseReason

seeing that since as inasmuch as forasmuch as because due to in view of owing to for the (simple) reason that for in that

Condition if in case provided providing on (the) condition in the event that given that granted granting asso long as even if only if unless

EffectResult so that so so much (so) that for this reason as a result because therefore consequently as a consequence thus hence in consequence accordingly

Purpose so so as to so that in order to in order that with this in mind with this intention in the hope that for the purpose of to the end that for fear that lest

Consequence then if so in that case under those circumstances if not otherwise

SEQUENTIAL TRANSITIONS These transitions are used to signal a chronological or logical sequence Numerical

in the (first second etc) place initially secondly at first to start with to begin with for a start first of all Continuation

previously afterwards eventually subsequently next then Conclusion

finally eventually at last in the end at last last but not least as a final point lastly Summation

to sum up given these points therefore consequently thus hence on the whole altogether in all all in all overall in short in a word truly

Embedding Quotes The best way to include quotes is by integrating them smoothly into your own sentences (ie embedding incorporating) Quotation = any word phrase sentence or passage that you would copy from the story Bad ldquoThe author uses the words ldquorigid arrested and thinningrdquo to show his opinion Better ldquoThe snake ldquolay rigidrdquo ldquoarrestedrdquo in time and place in the ldquothinningrdquo light of the desertrdquo Better ldquoIn recognizing ldquothe otherrdquo who ldquolay rigid and was ldquoas suddenly arrestedrdquo the author reveals the equality with which he holds the rattler in the pursuit of self-defenserdquo If you change the form of the quote or add words of your own to the original citation you must enclose those words in brackets to show your reader what you did Ex The snake ldquolay rigidrdquo ldquoarrestedrdquo in time and place as the light ldquo[thinned]rdquo in the desert

Argumentation The ability to advance sound argument is an important skill not only for the AP exam but in everyday life Becoming skilled in clear logical reasoning can aid you in seeing faulty arguments in the news advertising business political speeches and personal relationships Argumentation advances a controversial point ndash one that not everyone will be inclined to accept Arguable assertions may be supported with several kinds of evidence Without evidence writers have no argument Specific information as discussed gives weight to general or abstract assertions In addition as critical writers and readers students should consider the following sorts of evidence

EVIDENCE FOR ARGUMENT Facts verifiable statements Statistics facts expressed in numbers Examples specific cases covered by an assertion Expert Opinion judgments of authority Appeals to readersrsquo beliefs and needs

Kinds of Evidence Facts ndash statements that can be verified by checking the right sources

Richard Caswell was the first governor of North Carolina Nuclear reactors used in the United States consist of three main parts the reactor the

core and the control rods Statistics ndash facts that use numbers

Each year children in the United States consume juice drinks in about four billion of those little individual boxes which because they are not recyclable end up in landfills and take about 300 years to decompose

Examples ndash specific instances that illustrate a point The student-written paragraph under ldquoexpert opinionrdquo (below) has an instance of example Expert Opinion ndash recognized authorities in a given field who can speak knowledgeably and reliably on the subject

As a professional writer for twenty-five years Dorothy Canfield Fisher has earned her right to be an authority on theme writing She targets the beginning writer by assuring him that almost all authors are at first stymied One should just start to write Continue to write as much as one can is her advice When I am at a loss for ideas I also write everything I can and then I go back and use bits and pieces

Appeals to beliefs or needs ndash asks readers to accept assertions because they coincide with something the readers know or believe to be true They are generally used in combination with

other types of evidence The following appeal counts on the readerrsquos desire to the socially correct thing It is sometimes necessary or desirable to use euphemisms The term ldquocorrectional institutionrdquo avoids the negative connotations of ldquoprisonrdquo and speaking of the ldquopassing onrdquo of someonersquos dear departed relative is kinder than talking about her death THE RELIABILITY OF EVIDENCE To work effectively evidence must meet four criteria It must be

Accurate ndash correctly reported drawn from a reliable source quote exactly and undistorted in meaning

Relevant ndash relating directly to the point and drawn from a source with authority on the topic

Representative ndash accurately reflecting the sample from which it is said to be drawn Adequate ndash sufficient and specific enough to justify your conclusions

In the following paragraph the evidence from the American Bar Association could be checked for accuracy and it is directly relevant to the assertion about laws regulating AIDS transmittal Readers could question whether the single expert opinion is representative and adequate for supporting the assertion

Additional laws regulating transmittal of AIDS virus are not needed The criminal justice system already has sufficient power to deal with those who might recklessly endanger others through their actions This position is supported by a report of the American Bar Association which has concluded that existing legislation is adequate for combating the AIDS epidemic and that additional measures to criminalize HIV transmission would be redundant

(Source AP workshop ndash October 1998 ndash Ft Lauderdale FL)

AP English Language General Terms in Argumentation Ms Walz 1 Argument a process in which a speaker writer or artist tries to elicit a desired response

from an audience by identifying commonalities in the interests of both parties 2 Assertion conclusion one draws based on some combination of reasons and assumptions 3 Assumption provides the connection between the evidence or proof and the conclusions

drawn from the proof (the unseen glue in an argument) 4 Thesis the main assertion in an argument 5 Claim an assertion 6 Summary key ideas from an argument 7 Premise another word for assumption and reasons (formal logic) 8 Definition of terms explaining or clarifying a word or expression 9 Analogy suggestion that two ideas situations are comparable in a certain way 10 Syllogism classic outline of deduction used to test the logic of an argument 11 Enthymene a compact deductive argument 12 Deductive a method of organizing arguments by drawing a conclusion based on a general

principle (such as the Declaration of Independence) 13 Inductive a method of organizing an argument by generalizing from the specific data 14 Least-to-most important in organization starts with less strong assertion and builds up to

the strongest ones in order to establish a sense of momentum and emphasize the most important points

15 Conclusion a third statement produced from two statements or propositions taken to be true 16 Inference conclusion reached from something known and going on to something not fully

known or observed 17 Rebuttal proof that an argument or statement is wrong the answer to an assumption point

of view or statement with which one disagrees Errors in Logic 18 Faulty assumption an incorrect connection between the evidence and the conclusion 19 False dilemma an either-or situation in which the writer implies that we have only two

choices 20 Equivocation two meanings at the same time in one word or phrase 21 Begging the question assuming something as a given that has not been proved 22 Ad hominem the writer attacts an individual holding the position rather than the position

itself 23 Red herring a distraction inserted into an argument 24 Non sequitur an erroneous connection between the evidence and the conclusion

APPEALING TO YOUR AUDIENCE When analyzing someone elsersquos argument or constructing your own always ask yourself these questions Who is the speaker Who is the speaker or authorrsquos intended audience How do I know who the audience is How has the audience influenced the speaker or authorrsquos choice of argumentative strategies PATHOS - EMOTIONAL Arguments from the heart are designed to appeal to audiencersquos emotions and feelings Emotions can direct people in powerful ways to think more carefully about what they do In hearing or reading an argument that is heavy on emotional appeals ask yourself these questions How is the speaker or author appealing to the audiencersquos emotions Why Always try to name the emotions being appealed to (love sympathy anger fear hate patriotism compassion) and figure out how the emotion is being created in the audience Emotional appeals are often just examples - ones chosen to awaken specific feelings in an audience Although frequently abused the emotional appeal is a legitimate aspect of argument for speakers and authors want their audience to care about the issues they address Here are some but not all techniques that are used in this type of appeal

bull moving stories and anecdotes that prove your opinion bull using emotional language or ldquocatchy wordsrdquo to appeal to peoplersquo s values or

guilty consciences or vivid description bull slanting Omitting or not using information that may conflict with or weaken the

authorrsquos opinion bull predicting extreme outcomes of eventsdire predication in order to create a

sense of urgency specific examples

LOGOS - LOGICAL Loosely defined logos refers to the use of logic reasons facts statistics data and numbers Logical appeals are aimed at the mind of the audience their thinking side Very often logos seems tangible and touchable When a speaker or writer uses logical appeals he or she will avoid inflammatory language and the writer will carefully connect its reasons to supporting evidence Ask yourself why the author or speaker is using logos Here are some but not all techniques that are used in this type of appeal

bull logical reasons why your audience should believe you (keep in mind that not all reasons are equally persuasive for all audiences)

bull evidence that proves or explains your reasons ~ factsndashusing information that can be checked by testing observing firsthand or reading reference materials to support an opinion ~ statisticsndashpercentages numbers and charts to highlight significant data

~ expert opinionndashndashstatements by people who are recognized as authorities on the subject ~ examples-giving examples that support each reason ~ use of cause and effect compare and contrast and analogy

ETHOS ndash ETHICAL Ethical appeals depend on the credibility or training of the author Audiences tend to believe writers who seem honest wise and trustworthy An author or speaker exerts ethical appeal when the language itself impresses the audience that the speaker is a person of intelligence high moral character and good will Thus a person wholly unknown to an audience can by words alone win that audiencersquos trust and approval Aristotle emphasized the importance of impressing upon the audience that the speaker is a person of good sense and high moral character ORGANIZATION Organization is critical because without it the reader will lose sight of the main issue or argument The most common method of organization is (1) State a thesis that is the opening statement of the authorrsquos opinion or position on an issue (2) Support that point of view with more than one argument and solid evidence (3) Give a summary of the writerrsquos argument ndash ending perhaps with a call to action

Other methods of organizing persuasive writing include

State a thesis then refute it State a thesis refute the other side and then support your side with evidence Suggest possibilities and dismiss all but one Pose a problem and solve it Form a hypothesis and test its implications Tell a story that has a strong argument Narrate several unrelated episodes and link them in a surprising way

THE OTHER SIDE When writing a persuasive essay you need to look at the other side of your issue There are two possible ways to do this refute and concede-counter Refute is when you disprove or rebut the other side A concede-counter gives in to one or two points on the other side and then refuting the stance of the opposition Does your essay acknowledge the opposition and provide evidence to refute that opposition

Logical Fallacies Appeal to Authority bull cites an authority who is not qualified to have an expert opinion bull cites an expert when other experts disagree on the issue bull cites an expert by hearsay only Firemen support Jones as the best choice for our towns future (Firemen would be experts only on the towns fire safety) Appeal to Force bull predicts dangerous outcomes if you follow a course other than the speakers This kind of economic policy will lose you your job - and hurt your childrens future (Is there evidence that it might actually build prosperity and bring additional jobs) Appeal to Popularity bull also known as Bandwagon bull holds an opinion to be valuable because large numbers of people support it Polls show that Americans prefer their current health care system (Are there options Could a majority be missing the boat) Attacking the Person bull also known as Ad Hominem bull attacks the person making the argument instead of the argument bull attacks the person making the argument because of those with whom he associates bull insinuates that the person making the argument would stand to gain by it Certainly hes in favor of a single tax - hes rich (But could it be that a single tax might benefit others too) False Dilemma bull offers a limited number of options - usually two - when there are really more choices Either we continue the failed war against drugs and lose another generation or make marijuana legalrdquo (Are there other ways to deal with the drug issue) Hasty Generalization bull uses a sample too small to support the conclusion Weve seen here in Smallvilles widget factory that free trade doesnt help the American worker (How about the millions of American workers elsewhere) Slippery Slope bull threatens a series of increasingly dire consequences from taking a simpler course of action First its gun show laws and then theyll come to confiscate all guns and then we lose democracy altogether (Do gun laws do imply eventual confiscation)

1



1


Synthesis Question



2

Format

bull Extra 15 minutes - timedbull Access to Questions (all essay prompts)

and all Sources for Synthesisbull First Question in packet in Synthesisbull Access to writing packet only after 15 minbull Most likely asking for an argument or

position on topic addressed in sources



3

Sources

bull Six to eight sourcesbull Texts of no longer than one pagebull At least one graphic chart cartoon or

other visual



4

Types of Sources

bull News articlesbull Opinion articlesbull Graphicsbull Chartsbull Political Cartoonsbull Transcripts (interview)bull Speeches (text)



5

Synthesize the Argument

bull Use a minimum of three Sources to support your position

bull Clearly cite your Sources in the essay eg Source A Source B Source C

bull Cite the Source at the end of a direct or partial quote

bull Cite the Source at the end of a paraphrase



6

Distinctions

bull Use the Sources as your evidencebull Bring in other relevant details as supportbull Use a MINIMUM of three sourcesbull Clearly identify the sources (Source A

Source B etchellip)

2



7

Savvy Writers

bull converse with sources bull incorporate (literally em-body) them in

their argument



8

Six-Part Approach

bull Read bull Analyze bull Generalize bull Converse bull Finesse and bull Argue



9

Readhellip and Analyze

bull Use 15 minutes to readanalyze sourcesbull Read and write on the cover sheetbull Annotate the sources themselves bull Analyze the argument each source is

makingbull Consider claim dataevidence and

assumptions or beliefs that warrant the claim (Toulmin argument analysis)



10

Generalize

bull Generalize about potential stands on the issue

bull Consider possible positions select a strong one

bull Resists the temptation to oversimplify the issue

bull Given thought to the nuances the complexities of the assigned topic



11

Converse

bull Imagine presenting each of the best positions on the issue to each of the authors of the provided sources

bull Create an imaginary conversation with the authorcreator of the source

bull Would the authorcreator agree Why Disagree Why Want to qualify it in some way Why and how



12

Finesse

bull Finesse refine the point about the issue to create a central proposition a thesis

bull Proposition or thesis should appear quickly - after one or two sentences that contextualize the issue for the reader

bull Proposition should be as complex and robust as the topic requires

3



13

Argue

bull Argue your positionbull Recreate your ldquoconversationsrdquobull Feel free to say things like Source A

takes a position similar to mine or Source C would oppose my position but heres why I still maintain its validity or Source E offers a slightly different perspective one that I would alter a bit



14

Conclusion

bull Include a brief conclusionbull Try to come full-circle to the original

position statementbull Avoid merely restating the thesis

THE SYNTHESIS ESSAY

WHAT IS A SYNTHESIS ESSAYA synthesis essay draws on two or more sources and combines their ideas into a coherent whole WHAT DO I NEED TO DO TO WRITE ONE Writing a successful synthesis essay will require you to do four things

1 read accurately and objectively 2 see relations among different viewpoints 3 define a thesis based on these relations 4 support the thesis effectively

You will not discuss all the points in every essay but you should use every essay assigned and you should use points from each that are appropriate for the thesis of your own essay THIS LOOKS KIND OF HARD HOW DO I WRITE ITA synthesis essay may be developed in several ways including the following Thesis supported by examples Develop a thesis based on common points among the works and Support the thesis with appropriate examples from each work This strategy works well with essays that approach a subject from highly diverse viewpoints Comparison and contrast Discuss the similarities and differences in the writers viewpoints and draw whatever conclusions are possible from your comparison Argument If you have a clearly defined opinion about the subject support that opinion by incorporating the valid viewpoints of the writers of the essays you have selected and show the weaknesses of those ideas which you feel are not valid WHAT STEPS SHOULD I TAKE TO WRITING THIS ESSAYConsider using the following procedure for writing your essay 1 Read carefully First skimming through the readings and look for similar issues in each essay Reflect on those issues and jot down your ideas Reread and decide on one topic that will unify your essay Note each essays thesis and main points Finally take notes 2 Next determine your thesis A thesis is a direct statement of a main issue or idea that youve developed from studying the essays If youre writing a comparison-contrast essay your thesis may explain the main points of agreement and disagreement among the writers youre dealing with If youre writing a thesis-with-examples essay your thesis may state the main idea youve developed from your readings which will be supported with examples from the readings in the body of your essay If youre writing an argument your thesis will state your opinion about the subject and will indicate that youll be supporting your views through an analysis of the essays

3 Then organize your essay with your thesis in mind The type of organization you use depends on your thesis but in general you should be able to use either block-by-block or point-by-point organization with any of the essay types 4 Write a rough draft after youve decided on the organization youll be using Here are some pointers Early in your paper mention the titles and authors of the essays you will be discussing Quote or paraphrase brief passages from the essays to show how the essays illustrate agree with or disagree with each point you make Whenever you quote or paraphrase cite the author properly 5 And finally REVISE Remember All good writing is rewriting YEESH I STILL HAVE NO IDEA WHAT THIS THING IS SUPPOSED TO BE LIKE The synthesis essay is one of the most difficult essays to write It can be very confusing and the assignment can be hard to understand

EVERYTHING YOU NEED TO KNOW ABOUT WRITING THE EXEMPLARY AP MULTI-PARAGRAPH ESSAY

How to improve your essay writing grade

1 Vocabulary more precise descriptive elevated 2 Effectively written thesis that precisely and interpretively answers the prompt 3 Insight more commentary (CM) that reveals your analysis of the material 4 Precise concrete detail (CD) references from the text 5 Word Count generally speaking write more for every assignment (except when given an

exact word count) The easiest way to do this is to vary your sentence structure and use more compound complex and compoundcomplex sentences

Suggestions for effective THESIS in a prose analysis prompt

The author (name) challenges attacks laments clarifies explores exposes etc (be sure to use an action verb) (WHATEVER) in order to (now use a second action verb) reveal differentiate provoke raise awareness of etc ________________

EXAMPLE

Chinua Achebe in Things Fall Apart exposes the inner feelings of the main character Okonkowo in order to reveal that this is more than just an African novel but also a timeless one that confronts all mankind with the essentials of its humanity

If a student chooses to follow formulaic writing body paragraphs would be constructed as follows NOTE if a student wishes to write organically heshe should still ensure that adequate CD and CM is included in each and every body paragraph Specifics will make your writing stronger

1 TS topic sentence provides evidence relating to thesis of the essay 2 CD For example (a fact quote or paraphrase that supports topic sentence 1) 3 CM This shows thathellipCM sentence 3 comments about CD2 4 CM It also shows CM sentence 4 says more about sentence 3 5 CD In addition (another fact quote or paraphrase that supports topic sentence 1) 6 CM This shows thathellipCM sentence 6 comments about CD5 7 CM It also shows CM sentence 7 says more about sentence 6 8 CD Furthermore (another fact quote or paraphrase that supports topic sentence 1) 9 CM This shows thathellipCM sentence 9 comments about CD8 10 CM It also showshellip CM sentence 10 says more about sentence 9 11 CS As a resulthellip ALL commentary Do not copy or use the same words as in the TS The

concluding sentence of the paragraph should give a finished feeling

Hint Think of the CD as the ldquoplay-by-playrdquo given by a sports announcer Think of the CM as the ldquocolor commentaryrdquo given by a sports announcer

Helpful Hint Write in the literary present tense Another Helpful Hint Be organized and be sure to use transitions

Weaving To break away from the formula

1 Play with vocabulary in concrete detail and add commentary words

2 Delete the transition device and capitalize the next word for example delete ldquoFor examplerdquo and ldquoAs a resultrdquo

3 Flip sentences around to see which way flows the best Change CD CM CM to CM CD CM

4 Chart possible CDs and CMs for topic Put them together the way you want but check all CD words and phrases to ensure that the proper ratio of CD to CM exists

EXAMPLE If your body paragraph is about DICTION and is only 8 sentences1

1 TS The authorrsquos diction gives insight into the formality that Captain MacWhirr assumed to escape childhood memories

2 CD His ship was his ldquoabode of harmony and peacerdquo his respite from ldquothe ant-heap of the

earthrdquo as he led a ldquobare existencerdquo

3 CM MacWhirr ran away from his parents and their judgment of his failure to the archetypal symbol of a motherrsquos womb-of the sea

4 CM There he lived simply and contentedly away from the artificiality of society

5 CD His ldquoflight of fancyrdquo was merely one to achieve greater peace away from his fatherrsquos

ldquosly chaffingrdquo to which he always responded with ldquoundutiful stupidityrdquo

6 CM Although his parents viewed his departure as a foolish adolescent decision MacWhirr knew he was escaping the constant subtle criticism that his father doled out

7 CM He remembered as well how he always failed to win his fatherrsquos approval and love

8 CS At the end of the passage it was MacWhirr who lived a fruitful and rewarding life at

his funeral more would be said than simply ldquoand then he diedrdquo More Helpful Hints bull Donrsquot mention the literary or rhetorical device repeatedly throughout the paragraphmdashdiscuss the

work bull Be very specific with your examplesCD and discuss the purposemdashhow does it relateprove

your thesis bull An author will use a literary or rhetorical device to express point of view further the narrative

develop a character express a theme reveal an argument persuade an audience etc HeShe does not use diction to make the work more interesting to the reader unless the purpose is to convince or persuade the reader on a topic For example an author may use an image to reveal something about a character not to ldquoput pictures into the readerrsquos mindrdquo

bull Donrsquot forget the main idea of the work or passage yoursquore writing aboutmdashlisting devices is not sufficientmdashwhat is the PURPOSE for the literaryrhetorical devices What does it all mean Whatrsquos the point

1 From Jane Schafferrsquos Style Analysis Packet

Top Ten Mistakes

Many students and some teachers think of language as a fixed logical structure with timeless rules A guide such as this one that presumes to teach the right way to write for college may well reinforce this view of an eternal ideal language But such a view misunderstands what language is Language our species greatest invention is a rich rough-and-tumble and ever-changing mix of formal rules and informal custom In a broad sense usage is always logical but the logic of rhetoricians (who have traditionally tried to base all their rules for English on how Latin works) and of a living language can be quite different Things that were once against the rules gradually win popular acceptance to the point that they become part of standard English other things once respectable English are gradually driven into disrepute by scholarly opinion

An example double negatives as a way of emphasizing negation have a long history in educated English stretching back to the time of Chaucer But in the 18th century classically-oriented grammarians aware that in Latin double negatives cancel out applied the same rule to English Two negatives in English destroy one another or are equivalent to an affirmative (Robert Lowth A Short Introduction to English Grammar 1762) Today most people accept this Latinate logic unquestioningly though it has been observed that a different logic that of algebra (-1 + -1 = -2) would support the old sense of amplified negation The grammarians have driven the poor old double negative into the gutter It is not recommended for formal writing

Thus there is an element of artificiality in any list of the leading mistakes in English The list presented here would undoubtedly change over time Apostrophes for instance are probably on the way out in the judgment of most language scholars today But theyre not gone yet and the audience for formal college English tends to be conservative Thus the wisest course is to give your readers what they are used to in terms of usage

And now the Nuts and Bolts top-ten list of usage mistakes in student essays

10 Apostrophes

Apostrophes have two functions to show contractions (I wont) and possession (Shakespeares tragedy) They are not used to show the plural of a noun

WRONG RIGHT

Many have criticized the degree to which Americans revere personal freedom


Machiavelli uses stories of actual princes to support his argument


Contractions are acceptable in academic writing though since some teachers disagree you may have to adapt to different requirements The main problem apostrophes present for students is in showing possession The rule is simple mostlymdashuse an apostrophe followed by s for singular nouns and an apostrophe alone for plurals

WRONG RIGHT

The Prime Ministers memoirs contain numerous inaccuracies


For now the conspirators aspirations survive For now the conspirators aspirations survive

Some writers use an apostrophe alone for nouns ending in s or z (as I did with species above) especially when the next word begins with the same sound But many teachers will mark this as wrong

There is one case where it is preferable to use an apostrophe without an s for multisyllabic names ending in s or z especially those of biblical and classical origin

Moses leadership

Socrates wisdom

Jesus teachings 9 Nouns ending in y

Nouns ending in y often produce similar confusion with regard to possession If you want to talk about something belonging to a country for instance write countrys not countries

8 Conjunction confusion

Conjunctions like and but and for join independent clauses I studied for hours but he never opened a bookmdashand we both got As Students often use however therefore and thus as if they were conjunctions too but they are not Theyre adverbs and cant connect independent clausesmdashyoull still need a semicolon or period

WRONG RIGHT

Truth is a good thing however it is not the highest political good


Its usually more graceful however to place however therefore and similar words not right at the beginning but at some convenient pause later on

Truth is a good thing it is not however the highest political good 7 Infamy and notoriety

Infamous is not a fancy way of saying famous It means quite the opposite famously wicked or bad Churchill was famous Hitler was infamous

Likewise notoriety doesnt mean just being widely knownmdashit means being known for being bad (though in British as opposed to American usage this distinction doesnt hold) Calling someone with a record of hefty contributions to charity a notorious altruist is a gaffe

WRONG RIGHT

Although point-of-sales (POS) equipment was introduced over two decades ago it is only now receiving the notoriety it deserves

Although point-of-sales (POS) equipment was introduced over two decades ago it is only now receiving the attention it deserves

6 Cannot

One word not two (not can not)

5 Affect and effect

Many writers confuse these two words The common mistake is to use effect when you should use affect typically when using it as a verb Effect can be used as a verb but its meaning is restricted and is synonymous with produce

She effected a change in the way the IRS conducted its audits

For the sense of to have an effect upon use affect

She affected the IRSs procedures

WRONG RIGHT

A legacy of foreign rule significantly effects a nations political culture

A legacy of foreign rule significantly affects a nations political culture

4 Intents and purposes

Not intensive purposes

WRONG RIGHT

For all intensive purposes Microsoft has won the browser wars

For all intents and purposes Microsoft has won the browser wars

3 Plural or singular

It or they In American English corporations and other collective entities are singular

WRONG RIGHT

The Limited has been experiencing problems with their Limited Express and Lerner New York divisions

The Limited has been experiencing problems with its Limited Express and Lerner New York divisions

Criterion or criteria The former is singular the latter plural

2 Principalprinciple

Dont bother with that The principal is your pal stuff because thats not the usage that trips students up In terms of what causes problems principal is an adjective meaning foremost or most important while principle is a noun meaning fundamental law or guiding idea

WRONG RIGHT

Grand Forks Industrial Works was founded in 1917 on the basic business principals of honesty and quality

Grand Forks Industrial Works was founded in 1917 on the basic business principles of honesty and quality

Heres how to remember the difference

principal a for adjective and the first or foremost letter

principle e for ethics or elementary rule

1 Itsits

Because apostrophes are used for possession as well as contraction many students get confused about the distinction between its and its The solution here is to remember that its is a contraction not a possessive Its = it is It like other pronouns (he his she her) doesnt take an apostrophe to show possession

WRONG RIGHT

The essays comic tone clashes with its dark subject


Whos and whose have the same distinction

WRONG RIGHT

Sicinius whos modern equivalent would be a congressman accuses the old warrior of being a traitor

Sicinius whose modern equivalent would be a congressman accuses the old warrior of being a traitor

(Source The Nuts and Bolts of College Writing Michael Harvey)

When a writer gets good at her craft she can make it seem easymdashalmost effortlessmdashto write elegant and well-thought-out prose But writing is never as easy as it seems when you read a polished piece of work Beneath the surface is a hidden history of struggle false starts and dead ends inarticulate and uncertain ideas laboriously worked into clear lucid sometimes lovely prose

Good writing like any craft is the product of training practice and persistence That can be discouraging but it should also encourage you if you persist if you work if you try you will become a better writer a good writer able to express your thoughts with elegance and clarity

Nuts and Bolts in a nutshell

These are rules of thumb not commandments Break them when you think you should but follow them most of the time

1 Be playful Dont lock yourself into a particular argument too quickly As you think and develop your ideas expect them to change and go in directions you hadnt anticipated Expect to be surprised by what you say

2 Build your thesis on a strong verb Try to sum up your argument in one clear active sentence

3 Develop a plain style characterized by active verbs and straightforward syntax Avoid big words being verbs the passive voice nominalizations and jargon

4 Be sensitive to the rhythm of your sentences Balance long against short fast against slow general against specific

5 Pay close attention to the beginnings and ends of paragraphs These are natural emphasis points

5 Remember that an argument unfolds in steps In essays the natural way to 6xpress these steps is in paragraphs (not to say that each logical unit = one paragraph) Make sure your paragraph structure is in sync with your argument

7 When youre done with the draft compare your initial claim with what you actually end up arguing over the course of the essay If your claim and the essay itself dont quite fit figure out how to reconcile them You may have strayed from the right pathmdashor you may have thought up a better approach Make sure to check back with the original assignmentmdashis your essay in tune with it

8 Consider your evidence Have you ended up using the best source material Have you pruned quotations so as to use only the most effective passages Have you woven your quotes into your paper Have you followed the formatting requirements for your course and field

9 Now that youre done polish your beginning and ending Fast start and strong ending

10 When you (think you) are done spell-check the document Also print out a draft and read it pencil in hand expecting to find mistakes Youll find them

Why it matters

In the end other peoples rules and advice can only do so much Over the long term the best thing you can do to become a better writer is to read a lot and develop your own judgment and skill Read stories newspaper and magazine articles novels poetry bureaucratic forms email online stuff magazine ads cereal boxes movie reviews whatever Youll find lots of good writing and lots of bad writingmdashand once you have a bit of a critical eye you can learn useful lessons from everything you encounter

What about one of the staples of college life textbooks Are they useful Actually whatever the subject in terms of writing textbooks tend to give you lessons in what not to do since they are usually written by committee in as inoffensive and bland a style as possible Textbooks also become with each new piecemeal revision (there are tremendous competitive pressures to revise every year) ever more shapeless heaps of words For better models ask your teachers to recommend their favorite books in their fields Eventually you should build a storehouse of good writing that you can draw on regularly

Above all just read read read Learn to stop worrying and just love words In the end write for yourselfmdashwrite to twrite to learn write to become a wiser and better person

hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf

TypesofMCQuestionsdoc

Questions on the whole passage

Questions on specific parts of the passage

Analysis of a paragraph

Analysis of words or phrases


Antecedents


Vocabulary in context

MCVocabdoc

Literary TermsRhetorical StrategiesAnalysisPurpose

ToneStyle Words

Grammatical Construction

General Vocabulary

MC_Passage for Reviewpdf

Sample Footnote Questionsdoc

ScorCalculpdf

APAnalysisPacketpdf

AP Analysis Essay Reviewpdf

Rhetoricdoc

Rhetorical Strategiesdoc

Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing

Analyzing our own use of syntax is probably the more difficult of these tasks As we learn language when we are very small we internalize the rules of grammar For example we learn that saying Me up Mama is more likely to get us held by mother than Up Mama me By the time a student is in high school she has been speaking English for quite a number of years and is quite effective at basic communication tasks

Analyzing syntax in literature

Diction and Tonedoc

Diction and Tone

VERBS TO USE IN AP WRITINGdoc

Linking Words and Phrasesdoc

TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc

APPEALINGTOYOURAUDIENCEdoc

Logical Fallaciesdoc

APSynandGenpdf

AP Synthesis Reviewpdf

THE SYNTHESIS ESSAYdoc

Howtoimproveyouressaywritinggradedoc


TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

This page intentionally left blank

1



1





2

Types of Questions




3





4






5





6

Level of Difficulty



2



7






8

New for 2007
















































an idea or concept


1



Argumentation



2

The Prompt





3

Types of Prompts






4

1 Read the Prompt






5





the passage



6

Analysis



2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

1



1





2

Types of Questions




3





4






5





6

Level of Difficulty



2



7






8

New for 2007
















































an idea or concept


1



Argumentation



2

The Prompt





3

Types of Prompts






4

1 Read the Prompt






5





the passage



6

Analysis



2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

2



7






8

New for 2007
















































an idea or concept


1



Argumentation



2

The Prompt





3

Types of Prompts






4

1 Read the Prompt






5





the passage



6

Analysis



2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf













































an idea or concept


1



Argumentation



2

The Prompt





3

Types of Prompts






4

1 Read the Prompt






5





the passage



6

Analysis



2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

1



Argumentation



2

The Prompt





3

Types of Prompts






4

1 Read the Prompt






5





the passage



6

Analysis



2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

2



7





8

Specific Terms




9

Consider Your Task




10

Authorial Intent






11






12

3 Organization





3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

3



13

Use DetailsExamples







14







15






16

Focus on Function







17

A Good Length







18

Style and Voice




4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

4



19








20







21

Argumentation







22

Step One







23






24



use names places

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

5



25

Use Quality Detail






26







27

Argument Intro






28

Concession







29

The Body






30

Conclusion




6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

6



31







32

Answer the Question






Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf





Diction


ORIGINAL REVISION





Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf


Parallelism







ORIGINAL REVISION
















ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf








ORIGINAL REVISION








Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

Repetition




ORIGINAL REVISION








ORIGINAL REVISION









ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf







ORIGINAL REVISION





ORIGINAL REVISION





ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

ORIGINAL REVISION



ORIGINAL REVISION





Alliteration




The rule of three






Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf




Humor







Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf



Placing emphasis



ORIGINAL REVISION

































OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf





























OR ndash









o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf


o Me Up At Does

Me up at does

out of the floor

quietly Stare

a poisoned mouse

still who alive

is asking What

have I done that

You wouldnt have






















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf




















































ffiimonm










Time

























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf























Words that Identify




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf




























































1



1


Synthesis Question



2

Format






3

Sources


other visual



4

Types of Sources




5








6

Distinctions


Source B etchellip)

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

2



7

Savvy Writers


their argument



8

Six-Part Approach




9







10

Generalize







11

Converse






12

Finesse




3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

3



13

Argue





14

Conclusion



THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

THE SYNTHESIS ESSAY











EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf








EXAMPLE





























Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf





















Top Ten Mistakes





10 Apostrophes


WRONG RIGHT






WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf


WRONG RIGHT






Moses leadership

Socrates wisdom





WRONG RIGHT







WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf





WRONG RIGHT



6 Cannot


5 Affect and effect





WRONG RIGHT





WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf


WRONG RIGHT





WRONG RIGHT






WRONG RIGHT






1 Itsits


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf


WRONG RIGHT




WRONG RIGHT


















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf















Why it matters




hink

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

AP Review coverdoc

APMCPacketpdf

AP MC Reviewpdf







Antecedents



MCVocabdoc


ToneStyle Words


General Vocabulary



ScorCalculpdf

APAnalysisPacketpdf


Rhetoricdoc


Rhetorical Modesdoc

promptpdf

Annotating Textdoc

Syntaxdoc

SYNTAX

Improving writing



Diction and Tonedoc

Diction and Tone



TRANSITIONSdoc

Embedding Quotesdoc

Argumentationdoc

Argumentvocabdoc



APSynandGenpdf





TopTen Mistakesdoc

In a Nutshelldoc

2005Bpdf

2006Bpdf

Advanced Placement English Language -...

Documents

Transcript of Advanced Placement English Language -...