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AP EXAM FINAL NOTES, TIPS & HELPFUL REMINDERS

Multiple Choice
Reading
Between 52 – 54 Questions
Time = 55 minutes / Question 1:
Synthesis
Btwn. 6 – 8 Sources: 4 to 5 pgs. Time = 55 minutes / Question 2:
Rhetorical Analysis
Write at least 2 ½ to 3 pages40 min. (pick 2 strategies) / Question 3;
Argumentative
Write at least 2 ½ pgs.
40 minutes
Take your time --- focus on getting the RIGHT answers / Develop an argument
Fully analyze counterargument / Analyze argument + style / Defend an argument
Agree, Disagree, Qualify
Guessing is Okay if you have no idea about the correct answer: there is no penalty for guessing; the goal is to try to get as many correct answers as possible…if you are really stumped and have ABSOLUTELY NO IDEA – then guess; do NOT leave any blanks. Blanks are automatically wrong. / Goal is to TEACH – to elevate or enhance the thinking of your audience. Look for nuanced ideas. YOUR argument is central. You must agree to disagree with the sources at the onset, so you do not care if you persuade them or not. Your goal is to teach them about the importance of the argument. This is a conversation. This is a discussion – NOT a debate. You do not care if the person’s behavior ever changes. You only care about whether the person fully understands the important nuances of the issue. / What repeats –how does it connect to the claim – and what device is used?
What contrasts – how does it connect to the claim – and what device is used?
What is different, strange, or unusual, - how does it connect to the main idea – and what device is used?
INTRODUCTION
1. Contextualize
2. Author’s main idea
3. Add strategies – or generalize about strategies if you plan to discuss them in the body. / Goal is to ADVANCE an ARGUMENT – to elevate the thinking of your audience based on outside sources. You are taking a stand on someone else’s argument, but you will not be provided sources – only what is in the quote or passage. Here’s where your outside knowledge of current events, news, and other classes will come in handy. You agree with it and defend it the author’s position. You disagree with it and defend it. You agree with some of it, and defend that part but disagree with other parts and state your reasons for doing so.
Questions are a combination of easy, medium, and hard- - -do EASY and MEDIUM questions first– save hard questions for last…questions will follow the chronology of the passage
If you find yourself running out of time, look for short questions or “line” questions - - these will direct you to a particular line. Look for answers that do not require you to read the text. Example: “Peter Piper picked a peck of pickled…” is an example of (B) Alliteration / LOGOS IS KEY – be formal and academic – do not engage in pathos.
Fully analyze (make meaning of) the COUNTERARGUMENT – then refute it…acknowledge the parts of the counterargument with which you agree – then refute the rest / BODY
CLAIMS
1. claim can be topic only or topic + human condition
2. sub claims should be connected to thesis and arguable – do not introduce sub claims as introductory items
3. mention a strategy – and discuss FULLY
EVIDENCE
1. at least 3-4 pieces per claim
2. cite sources
3. directly quote, or para-phrase, or summarize
COMMENTARY
1. analyze & explain evidence use DETAIL & RENNS
2. should be largest part of paragraph / LOGOS and PATHOSare key – be formal, but it’s also okay to be informal…
Mention COUNTERARGUMENT, but don’t waste time explaining it – just refute it and move on (sometimes counter argument disguises itself as contrasts…so mention the contrasting element, and you would have included the counter argument)
USE SOURCES – AVOID COMMON KNOWLEDGE
Use fact-based knowledge / CONCLUSION
1. restate thesis
2. remind the reader of strategies & include the “so what” about the issue / Use the author as a source (if one is given)…but DEFINITELY USE COMMON KNOWLEDGE SOURCES
For some students, reading questions 1st helps – for others, this is a waste of time. You decide. I like to glance at questions 1st. / NO CLAIMS OF FACT
PRESENT TENSE
1ST OR 3RD OKAY, BUT TRY TO REMAIN IN 3RD / NO CLAIMS OF FACT
PRESENT TENSE
3rd PERSON ONLY / NO CLAIMS OF FACT
PRESENT TENSE
1ST OR 3RD OKAY
Multiple Choice
Reading
Between 52 – 54 Questions
Time = 55 minutes / Question 1:
Synthesis
Btwn. 6 – 8 Sources: 4 to 5 pgs. Time = 55 minutes / Question 2:
Rhetorical Analysis
Write at least 2 ½ to 3 pages40 minutes (pick 2 strategies) / Question 3;
Persuasive
Write at least 2 ½ pgs.
40 minutes
Contextualize the introduction, so that you understand how to slowly DEVELOP an argument. Write at least 4 – 5 pages. / Contextualize if you can, but you might only have 25-30 min, so if this is the case, do not waste time with contextualization – get to the argument immediately! Show that you know how to DEFEND an argument. Write at least 2 ½ pgs.
Take a strong stance – don’t waver…You know what you think. Read the prompt. When annotating do this: develop a position before you read the sources…read sources – then modify your position to add information from the sources if your mind changed – OR modify your position a bit if you thought of a different perspective while you were reading the sources – then write your thesis& explain your argument to the reader / Take a strong stance – don’t waver…You know whether you agree or disagree with the source.
Most difficult questions will be the “all of the following “except” questions. - - these consume an inordinate amount of time - - you might even want to skip these / Do NOT get fancy - - - argue from logic NOT pathos / Get fancy - - - use rhetoric - - - use IMAGERY – use figurative language - - - argue from logos and pathos
Types of Questions:
1. Main idea/meaning in context (EASIEST)
2. Refers to/function of
3. Rhetorical strategies
4. Speaker (the speaker / Control your temper – be temperate – be measured – be conversational…this is a discussion…you will do a ton of listening to your sources so that you fully understand their points…fully explain the points in a counterargument, so listen well. You are not debating the sources. FULLY EXPLAIN counterargument – don’t merely paraphrase it; show that you understand. / Control your temper somewhat – it’s okay to yell at times, however. It’s also okay to use any tone that helps you win the argument. BE persuasive. Express your passion. This is not a discussion. This is a debate. You will only listen to the sources so that you can counter their arguments. Mention counterargument – then POUNCE with the rebuttal. Don’t try to explain. Try to pick holes in the argument.
When questions ask the meaning of a word…”in line 23, what is the antecedent of this”…Read one or two sentences BEFORE line 23 and read one sentence AFTER line 23…this will help you determine the meaning. / Ideas – solid thesis, main pts.
Organization: claim, evidence, commentary
Word choice: high to medium vocabulary & strong verbs, literal (denotative meanings)
Voice: abundant evidence, show that you really know the topic by adding nuanced details about the issue
Sentence Fluency: mostly medium length sentences, but subordinate & coordinate sentences strategically
Conventions: grammar A (be careful of homophones: there, they’re, their…)
Presentation: be neat and legible / Ideas – solid thesis, main pts.
Organization: claim, evidence, commentary
Word choice: high to medium vocabulary & strong verbs, literal (denotative meanings)
Voice: abundant evidence, show that you really know the topic by adding nuanced details about the issue
Sentence Fluency: mostly medium length sentences, but subordinate & coordinate sentences strategically
Conventions: grammar A (be careful of homophones: there, they’re, their…)
Presentation: be neat and legible / Ideas – solid thesis, main pts.
Organization: claim, evidence, commentary
Word choice: high to medium vocabulary & strong verbs, literal (denotative meanings)
Voice: abundant evidence, show that you really know the topic by adding nuanced details about the issue
Sentence Fluency: mostly medium length sentences, but subordinate & coordinate sentences strategically
Conventions: grammar A (be careful of homophones: there, they’re, their…)
Presentation: be neat and legible
Study vocabulary on list … it’s hard to know which ones you’ll see, so read over all of them, especially the ones you remember seeing on past reading exams
“Only see the positive; …your brain will seek to give you what you say…if you think you can, you can.” / “You’ve got this!” / “You’re already good enough.” / “Have faith that you have learned what you need to know. I have faith in you.”