You must be able to write on any assigned subject.
Your paragraphs should be well developed, your overall essay organization should make sense, and your writing should demonstrate college-level thinking and style. The basic writing format of presenting an introduction, body, and conclusion is helpful, but to achieve a high score, you must demonstrate depth of thought. Overall, you must show that you can read the question and any subsequent passages carefully, plan an intelligent thesis, organize and present valid and sufficient evidence while connecting such evidence to the thesis, and demonstrate college-level skill with your own language.
Each essay topic has its own wording and, therefore, its own directions, but general instructions are printed on the cover of the essay booklet.
Although each essay topic has its own specific requirements, use these general suggestions for all of your essays:. Use the test booklet to plan your essay. A poorly planned or an unplanned essay frequently reveals problems in organization and development.
Use the standard format with an introduction, body, and conclusion, but do not force a formulaic and overly predictable five-paragraph essay. Sign In. In general, most high-scoring essays are at least two full pages of writing.
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Save about 5 minutes to proofread your essay. This allows you time to catch the "honest mistakes" that can be corrected easily, such as a misspelled word or punctuation error. In addition, this time lets you set the essay to rest, knowing what you've written, so that you can go on to the next topic and give it your full attention. A traditional essay includes an introduction, body, and conclusion.
The body should be made up of several paragraphs, but the introduction and conclusion require only one paragraph each.
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In your introduction, make sure that you include a strong, analytical thesis statement, a sentence that explains your paper's idea and defines the scope of your essay. Also, be sure that the introduction lets the reader know that you're on topic; use key phrases from the question if necessary. The introductory paragraph should be brief-only a few sentences are necessary to state your thesis. Definitely try to avoid merely repeating the topic in your thesis; instead, let the thesis present what it is that you will specifically analyze. The body paragraphs are the heart of the essay.
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Each should be guided by a topic sentence that is a relevant part of the introductory thesis statement. For rhetorical analysis essays, always supply a great deal of relevant evidence from the passage to support your ideas; feel free to quote the passage liberally. In your argument essays, provide appropriate and sufficient evidence from the passage s and your knowledge of the world.
Essay conclusion paragraph
Prove that you are capable of intelligent "civil discourse," a discussion of important ideas. However, always be sure to connect your ideas to the thesis. Explain exactly how the evidence presented leads to your thesis. Avoid obvious commentary. A medium- to low-scoring paper merely reports what's in the passage. The College Board advises that students choosing AP English Language and Composition be interested in studying and writing various kinds of analytic or persuasive essays on non-fiction topics, while students choosing AP English Literature and Composition be interested in studying literature of various periods and genres fiction, poetry, drama and using this wide reading knowledge in discussions of literary topics.
The AP English Language and Composition exam consists of two sections: a one-hour multiple-choice section, and a two-hour fifteen-minute free-response section. The multiple-choice section of the test is approximately 55 questions, with the exact number of questions varying from 52 to 55 with each test administration.
The questions typically focus on identifying rhetorical devices and structures from the passages, as well as their general functions, purposes in a passage, the relationships between the devices, and the formal features of the text. In , questions were added that ask about citation information included in the passages. These citation questions are not designed to test knowledge about MLA , APA , Chicago Style , or any other particular citation format, but instead focus on how the citations reference and enhance information from the passage.
The Free-Response section of the test consists of three prompts, each of a different type: synthesis , passage analysis , and argument. Each is scored on a scale from 0 to 9.
With the introduction of the synthesis essay in , the College Board allotted 15 additional minutes to the free-response exam portion to allow students to read and annotate the three prompts, as well as the passages and sources provided. During the reading time, students may read the prompts and examine the documents.
They may use this time to make notes, or begin writing their essay. The synthesis prompt typically requires students to consider a scenario, then formulate a response to a specific element of the scenario using at least three of the accompanying sources for support.
While a total of six or seven sources accompany the prompt, using information from all of the sources is not necessary, and may even be undesirable. The source material used must be cited in the essay in order to be considered legitimate. The analysis prompt typically asks students to read a short less than 1 page passage, which may have been written at any time, as long as it was originally written in modern English.
250 AP® English Language & Composition-Semester 1 (Honors Process of Composition)
After reading the passage, students are asked to write an essay in which they analyze and discuss various techniques the author uses in the passage. The techniques differ from prompt to prompt, but may ask about strategies, argumentative techniques, motivations, or other rhetorical elements of the passage, and how such techniques effectively contribute to the overall purpose of the passage.
The prompt may mention specific techniques or purposes, but some leeway of discussion is left to the student. The argument prompt typically gives a position in the form of an assertion from a documented source. Students are asked to consider the assertion, and then form an argument that defends, challenges, or qualifies the assertion using supporting evidence from their own knowledge or reading.
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