AP Language Test Overview: English Language and Composition

This is an AP Lang Test Overview

1. AP TEST REVIEWAP TEST REVIEW
English Language English Language
and Compositionand Composition

2. What you should bring…What you should bring…

Several pencils #2Several pencils #2

Several black or blue pens—no white-out Several black or blue pens—no white-out
allowedallowed

Watch or other non-cell phone type timerWatch or other non-cell phone type timer
HH
2200

Wear something comfortable—and school Wear something comfortable—and school
appropriate appropriate 

Breakfast in your bellyBreakfast in your belly

3. Organization of AP Language Organization of AP Language

and Composition Exam and Composition Exam
3 hours 15 minutes total3 hours 15 minutes total
1. MC section I hour1. MC section I hour
2. Essay 2 hours 15 minutes2. Essay 2 hours 15 minutes
three possible types of essaythree possible types of essay
-analysis-analysis
-argument-argument
-synthesis-synthesis
*You are responsible for dividing
your time appropriately!

4. MULTIPLE CHOICEMULTIPLE CHOICE

5. Multiple Choice ScoringMultiple Choice Scoring

Number right – (number wrong x 0.25)= Number right – (number wrong x 0.25)=
raw score rounded up or down to the raw score rounded up or down to the
nearest whole numbernearest whole number

The MC section is 45% of your overall The MC section is 45% of your overall
scorescore

Incorrect items do not count for or against Incorrect items do not count for or against
youyou

6. Types of Multiple Choice QuestionsTypes of Multiple Choice Questions

1. The straightforward question1. The straightforward question

2. The question that refers you to specific lines 2. The question that refers you to specific lines
and asks you to draw a conclusion or to interpretand asks you to draw a conclusion or to interpret

3. The 3. The ALL… EXCEPT questionALL… EXCEPT question

4. The question that asks you to make an 4. The question that asks you to make an
inference or to abstract a concept not directly inference or to abstract a concept not directly
stated in the passagestated in the passage

5. The 5. The ““killerkiller”” Roman numeral question Roman numeral question

6. The footnote question6. The footnote question

7. Specific TechniquesSpecific Techniques

1. Process of Elimination1. Process of Elimination

2. Substitution/ Fill-in the blank2. Substitution/ Fill-in the blank

3. Using Context3. Using Context

4. Anticipation4. Anticipation

5. Intuition/ The Educated Guess5. Intuition/ The Educated Guess

8. Question CategoriesQuestion Categories

Questions about rhetoricQuestions about rhetoric

Questions about the authorQuestions about the author’’s meaning and s meaning and
purposepurpose

Questions about the main ideaQuestions about the main idea

Questions about organization and Questions about organization and
structurestructure

Questions about rhetorical modesQuestions about rhetorical modes

9. Approach to MC SectionApproach to MC Section

1. Answer easy questions immediately1. Answer easy questions immediately

2. On more difficult questions, write in your 2. On more difficult questions, write in your
book—mark eliminated choicesbook—mark eliminated choices

3. On questions that you find very difficult3. On questions that you find very difficult
—return after you have answered the —return after you have answered the
following questions—they may help shed following questions—they may help shed
some light on previous questions that you some light on previous questions that you
had trouble with.had trouble with.

Hint: if you can narrow the choices down Hint: if you can narrow the choices down
to two– go ahead and guessto two– go ahead and guess

10. For the For the ““uber-difficultuber-difficult”” passages… passages…

Personally, I like to read the passage Personally, I like to read the passage
quickly to get the main idea and then read quickly to get the main idea and then read
it again annotating important points. Pay it again annotating important points. Pay
special attention to tone as you read.special attention to tone as you read.

11. ANALYSIS ESSAYANALYSIS ESSAY

12. The AP English Language Exam The AP English Language Exam
Requires the analysis of another Requires the analysis of another
authorauthor’’s…s…

1. structure1. structure

2. purpose2. purpose

3. style3. style

13. SAMPLE Analysis QuestionsSAMPLE Analysis Questions

Analyze an authorAnalyze an author’’s view on a specific s view on a specific
subjectsubject

Analyze rhetorical devices used by an Analyze rhetorical devices used by an
author to achieve his or her purposeauthor to achieve his or her purpose

Analyze stylistic elements in a passage Analyze stylistic elements in a passage
and their effectsand their effects

Analyze the authorAnalyze the author’’s tone and how the s tone and how the
author conveys this toneauthor conveys this tone

14. SAMPLE Analysis Questions Cont.SAMPLE Analysis Questions Cont.

Compare and/or contrast two passages with Compare and/or contrast two passages with
regard to style, purpose, or toneregard to style, purpose, or tone

Analyze the authorAnalyze the author’’s purpose and how he or she s purpose and how he or she
achieves itachieves it
Analyze some of the ways an author recreates a Analyze some of the ways an author recreates a
real or imagined experiencereal or imagined experience

Analyze how an author presents him or herself Analyze how an author presents him or herself
in the passagein the passage

Discuss the intended and/or probable effect of a Discuss the intended and/or probable effect of a
passagepassage

15. RHETORICAL STRATEGIES YOU RHETORICAL STRATEGIES YOU
MAY NEED TO ANALYZEMAY NEED TO ANALYZE
(Structure)(Structure)
1. Example1. Example
2. Comparison and contrast2. Comparison and contrast
3. Definition3. Definition

4. Cause and effect4. Cause and effect
5. Process5. Process

6. Analysis6. Analysis

7. Classification7. Classification

16. ELEMENTS OF STYLE YOU ELEMENTS OF STYLE YOU
MAY NEED TO ANALYZE (AKA MAY NEED TO ANALYZE (AKA
STYLISTIC DEVICES)STYLISTIC DEVICES)
1. subject matter1. subject matter

2. selection of detail2. selection of detail
3. organization3. organization
4. point of view4. point of view

5. diction5. diction
6. syntax6. syntax

7. language7. language

8. attitude8. attitude

9. tone9. tone

17. ““CONNECTIVE TISSUECONNECTIVE TISSUE””

1. transition1. transition

2. subject consistency2. subject consistency

3. tense consistency3. tense consistency

4. voice consistency4. voice consistency

5. voice5. voice

6. pacing/ sentence variety6. pacing/ sentence variety

18. Reading the Prompt…Reading the Prompt…

Plan to spend 1-3 minutes carefully Plan to spend 1-3 minutes carefully
reading and deconstructing the questionreading and deconstructing the question

Circle or underline the essential terms and Circle or underline the essential terms and
elements in the promptelements in the prompt

If the prompt requires more than one If the prompt requires more than one
element, you must use more than one!element, you must use more than one!

19. Reading the Passage…Reading the Passage…

Read the passage absorbing the main Read the passage absorbing the main
ideaidea

Go back and read the passage annotating Go back and read the passage annotating
prompt relative materialprompt relative material

20. CompositionComposition
Review the promptReview the prompt

List the elements that need to be included in your List the elements that need to be included in your
introduction: author, title, question elements, the introduction: author, title, question elements, the
elements that you plan to mention in your essayelements that you plan to mention in your essay

Draw a graphic organizer and fill it out for the bodyDraw a graphic organizer and fill it out for the body

After you complete this—composition will be a breezeAfter you complete this—composition will be a breeze

DonDon’’t worry about a t worry about a ““catchycatchy”” opening thingy—get to the opening thingy—get to the
point and get out if nothing earth shattering immediately point and get out if nothing earth shattering immediately
pops into your headpops into your head

After composition, review your pre-write and make sure After composition, review your pre-write and make sure
that you haventhat you haven’’t left anything out of the responset left anything out of the response

21. Urgent Requests…Urgent Requests…

Structure your essay around a big idea about Structure your essay around a big idea about
the structure, purpose or style and not around a the structure, purpose or style and not around a
list of devices.list of devices.

Follow the pattern of claim, evidence, warrantFollow the pattern of claim, evidence, warrant

Avoid paraphrasing or summarizing the materialAvoid paraphrasing or summarizing the material

Use TEXTUAL evidence —make sure you use Use TEXTUAL evidence —make sure you use
quotation marks and put the periods and quotation marks and put the periods and
commas inside.commas inside.

Actually analyze the textual evidence, explaining Actually analyze the textual evidence, explaining
how it relates to your claim and the big idea.how it relates to your claim and the big idea.

22. Urgent Requests…Urgent Requests…

Use connective tissue and transitionsUse connective tissue and transitions

Vary your syntax and avoid the passive voice.Vary your syntax and avoid the passive voice.
USE AP TERMS thoughtfully indicating that you USE AP TERMS thoughtfully indicating that you
really know what they mean—Remember the really know what they mean—Remember the
ughhhhhh example, ughhhhhh example, ““The author uses diction…The author uses diction…””

Write in the present tense.Write in the present tense.

23. ARGUMENTATIVE ARGUMENTATIVE
ESSAYESSAY

24. DO THESE THREE THINGS…DO THESE THREE THINGS…

Understand the nature of the position Understand the nature of the position
taken in the prompttaken in the prompt

Take a specific standTake a specific stand

Clearly and logically support your claimClearly and logically support your claim

25. After CAREFULLY Reading the After CAREFULLY Reading the
Prompt– ask yourself…Prompt– ask yourself…
1.1.Do I think about this subject in the same Do I think about this subject in the same
way as the writer/ speaker?– AGREEway as the writer/ speaker?– AGREE
2.2.Do I think the writer/ speaker is totally Do I think the writer/ speaker is totally
wrong?– DISAGREEwrong?– DISAGREE
3.3.Do I think some of what is said is correct Do I think some of what is said is correct
and some incorrect?– QUALIFYand some incorrect?– QUALIFY
Remember—there are other words for Remember—there are other words for
““agree,agree,”” ““refute,refute,”” ““qualifyqualify””

26. EXAMPLES OF GOOD EVIDENCE EXAMPLES OF GOOD EVIDENCE
FOR YOU TO USE IN YOUR FOR YOU TO USE IN YOUR
RESPONSE…RESPONSE…

Facts/ statisticsFacts/ statistics

DetailsDetails

QuotationsQuotations

DialogDialog

Needed definitionsNeeded definitions

Recognition of the oppositionRecognition of the opposition

ExamplesExamples

AnecdotesAnecdotes

Contrasts and comparisonsContrasts and comparisons

Cause and effectCause and effect

Appeal to authorityAppeal to authority

27. Reading the Prompt…Reading the Prompt…

Read, think, read, thinkRead, think, read, think

Take some time to decide your position—you Take some time to decide your position—you
may not choose the side that first appeals to youmay not choose the side that first appeals to you

Take some time to plan your support and weigh Take some time to plan your support and weigh
in the potential fallacies of your pointsin the potential fallacies of your points

Draw a grid for claim, data, warrantDraw a grid for claim, data, warrant

Create a strong claim for your thesisCreate a strong claim for your thesis

DonDon’’t forget to consider the thoughts and t forget to consider the thoughts and
position of the opposing sideposition of the opposing side

28. Classical Argumentative SchemeClassical Argumentative Scheme

Part 1: Introductory ParagraphPart 1: Introductory Paragraph
-catch interest-catch interest
-present the issue or topic with concrete -present the issue or topic with concrete
image or anecdoteimage or anecdote
-provide any relevant background -provide any relevant background
informationinformation
-define pertinent terms-define pertinent terms
-state claim-state claim

29. Classical Argumentative Scheme Classical Argumentative Scheme
ConCon’’t.t.

Part 2: Concession and RefutationPart 2: Concession and Refutation
-ignoring the other side is dangerous-ignoring the other side is dangerous
-perhaps find weaknesses within the opposing -perhaps find weaknesses within the opposing
reasons, facts, testimonies, etc.reasons, facts, testimonies, etc.
--““yes,yes,”” is the concession; is the concession; ““butbut”” is the refutation is the refutation
-you still must demonstrate that your claims are -you still must demonstrate that your claims are
more validmore valid
-you may concede or refute in the introductory -you may concede or refute in the introductory
paragraph or through the body paragraphs as paragraph or through the body paragraphs as
you bring up additional pointsyou bring up additional points

30. Classical Argumentative Scheme Classical Argumentative Scheme
ConCon’’t.t.

Part 3: Confirmation ParagraphsPart 3: Confirmation Paragraphs
-the most important and longest section of the -the most important and longest section of the
argumentargument
-provides the reasons and the evidence of a -provides the reasons and the evidence of a
writerwriter’’s claims claim
-shows the logical development of the argument-shows the logical development of the argument
-should include both logical reasons and evidence -should include both logical reasons and evidence
but also emotional appeals to human needs or but also emotional appeals to human needs or
valuesvalues
-incorporate other modes of discourse to further -incorporate other modes of discourse to further
develop your writingdevelop your writing

31. Classical Argumentative Scheme Classical Argumentative Scheme
ConCon’’t.t.
Part 4: Concluding ParagraphPart 4: Concluding Paragraph
-wrap up the argument-wrap up the argument
-restate the claim-restate the claim
-provide a new appeal to needs or values-provide a new appeal to needs or values
-enrich with additional commentary-enrich with additional commentary
-voice a final plea for readers to take action -voice a final plea for readers to take action
or to change thinkingor to change thinking
-refrain from repeating any information -refrain from repeating any information

32. SYNTHESIS ESSAYSYNTHESIS ESSAY

33. What is the Purpose?What is the Purpose?

The College Board wants to determine that you The College Board wants to determine that you
can…can…
-Read critically-Read critically
-Understand texts-Understand texts
-Analyze texts-Analyze texts
-Develop a position on a given topic-Develop a position on a given topic
-Support a position on a given topic-Support a position on a given topic
-Support a position with appropriate evidence from -Support a position with appropriate evidence from
outside sourcesoutside sources
-Incorporate outside sources into the text of the essay-Incorporate outside sources into the text of the essay
-Cite sources used-Cite sources used

34. Elements of the DR/CQElements of the DR/CQ

DefenseDefense

Qualified defense/ refutationQualified defense/ refutation

RefutationRefutation

Qualified refutation/ reservationsQualified refutation/ reservations

Rogerian approach/ argue for compromiseRogerian approach/ argue for compromise

35. Source PossibilitiesSource Possibilities

Six or seven documentsSix or seven documents

Short worksShort works

At least one visual, non textual (charts, At least one visual, non textual (charts,
cartoons, tables, etc.)cartoons, tables, etc.)

Black and white printBlack and white print

Opposing views—dialecticOpposing views—dialectic

You are invited to join the conversationYou are invited to join the conversation

36. Remember!Remember!

Create your own thesis—thus showing a sense Create your own thesis—thus showing a sense
of independenceof independence

YOU are choosing your view and using the YOU are choosing your view and using the
sources to support that viewsources to support that view

Weaker writers have a tendency to paraphrase Weaker writers have a tendency to paraphrase
and list—so, donand list—so, don’’t do thatt do that

Use at least three sourcesUse at least three sources

Cite/ attribute sourcesCite/ attribute sources

Remember that the best writers create a Remember that the best writers create a
dialectic– thus offering complexity– they do not dialectic– thus offering complexity– they do not
simplifysimplify

37. 
Thanks to PetersonThanks to Peterson’’s s Five Steps to a FiveFive Steps to a Five and and CliffCliff’’s APs AP
for the tips!for the tips!