TIMED WRITINGS�THE FEAR FACTOR

							    TIMED WRITINGS…THE FEAR FACTOR
• AP essays are written under intense time-pressure, without a
  lesson: “Here’s a passage – read it- write about it – go!” This
  goes against all that you have been taught about good writing:
  drafting, revising, revising again. “Ready, set, write” is difficult
  for all of us, but understand that every student is working under
  the same conditions.
                          SCORING
• AP essays are graded on a 1-9 scale. A 5 is the most
  common score. The problem with 5 essays is their
  superficiality.
• The grader can tell that you understand the content and
  literary/language technique of the given passage, but he also
  sees that you have missed the complexity of the piece.
• 5 responses are typically commonplace, poorly conceived,
  poorly organized, or simplistic.
• The good news – You can write a 5 in your sleep, but 7, 8,
  and 9 is your conscious goal.
Three recent AP English Language exam essay prompts:
2010: Benjamin Banneker, the son of former slaves, was a farmer, astronomer,
   mathematician, surveyor, and author. In 1791 he wrote to Thomas Jefferson, framer
   of the Declaration of Independence and secretary of state to President George
   Washington. Read the following excerpt from the letter and write an essay that
   analyzes how Banneker uses rhetorical strategies to argue against slavery.
2009: The passage below is from “The Indispensable Opposition,” an article by Walter
   Lippmann; it appeared in The Atlantic Monthly in 1939. Read the passage carefully.
   Then write an essay in which you analyze the rhetorical strategies Lippmann uses to
   develop his argument.
2008: In the following passage from The Great Influenza, an account of the 1918 flu
   epidemic, author John M. Barry writes about scientists and their research. Read the
   passage carefully. Then, in a well-written essay, analyze how Barry uses rhetorical
   strategies to characterize scientific research.

What’s the commonality in all of these? They all focus on rhetoric and argument!
    What are the CONCRETE aspects of the prompts? The rhetorical strategies!
Look for these as you annotate. For each of the prompts, what ABSTRACT question
    should you be answering? 2010: What, specifically, is his argument against slavery?
    2009: What specifically, IS his argument? 2008: How does he characterize
    scientific research?
For any of these prompts, your paper must ANALYZE how the author’s argument is
    strengthened or weakened by his use of rhetorical devices. You have to understand
    the argument before you can talk about the rhetorical devices.
          NEATNESS COUNTS
• Unless Ms. Smileyapples told you in 5th grade that
  you have beautiful handwriting, print! Write dark,
  write large, write legibly! Think about this. First
  impressions are hugely important in writing.
  Superficial as it may seem, your book WILL be
  judged on its cover.

                   INDENT!
• First impressions! Your essay should look neat,
  organized, and clear. Make your paragraphs
  obvious. Indent twice as far as you normally
  would.
   THE FIRST TWO SENTENCES
          ARE CRUCIAL
• Again, first impressions! Make sure the grader
  recognizes your skills as a writer by starting off
  well. The glow of the first sentences can carry
  you through the rest of the essay. The grader
  has looked at your writing, is immediately
  attracted to it, and wants to give it a good grade.
  He or she will tend to be more lenient towards
  your errors if you have made that initial good
  impression.
• ATTT
• AQA
             VOCABULARY
• There is a reason we have been forcing you to
  learn the words in Vocabulary Workshop. Now
  is the time to use the particular verbs and nouns
  you wrote on those flash cards.
• This does not mean that you are given license
  to participate in an exercise in verbal
  gymnastics or soil your essay with verbal
  nonsense.
• What the grader wants is that which is less than
  generic. A dash of glitter is better than none at
  all. Just don’t go fully disco on them.
       SOME BASIC REMINDERS
     (THIS IS ON YOUR BLUE SHEET—YOU’VE READ THAT, RIGHT?)

• When you get the prompt, underline the concrete and the
  abstract.
• Concrete—the specific devices you should be looking for.
• Abstract—the “theme” or argument
• Underline the concrete devices that create the abstract
  concept.
• Focus on your commentary.
   – Insight and understanding
   – Balance evidence with interpretation
   – Make sure you answer the question! Focus on the
     prompt.
   – Must explain how or why the concrete elements create or
     illustrate the abstract concept.
           CONCLUSION
• Make it meaningful
• Reflect an understanding of the passage
  as a whole, as well as an understanding of
  the author’s craft.
• Address theme, or meaning, in the
  conclusion. Tie it all together.
                Quick Reminders:
• The author will use the CONCRETE (rhetorical devices, language,
  appeals) to develop the ABSTRACT (the argument/assertion,
  meaning/theme).

• A basic BABY thesis—but aim for something more mature:
• The author effectively develops his assertion that (insert abstract
  concept here) by utilizing (identify the concrete, such as rhetorical
  devices).

• Note: try to be more specific than “by utilizing logos, ethos and
  pathos.”

• By effectively blending logical, rational facts with taste bud-tempting
  imagery, Herrin effectively argues that Thin Mints are superior to
  Peanut Butter Patties.
    Tying it all together with a military
                   analogy:

The FOOT                                                  THE CAUSE
SOLDIERS                     GENERAL       in his        (Winning
             help the
   (The                      (Achilles)   pursuit of     glory)
Myrmidons)


 •Rhetorical                •Logos                        Assertion
  terms and
    triangle                •Ethos                        Argument
    •DIDLS   help build                  to prove or
                            •Pathos       develop        Message
•SOAPSTone
                            •TONE                         Theme
    Tone Passage D Example
The author’s disappointment with the American
  society is expressed as she explains her
  observations. The author scrutinizes Americans
  as they “seem to [her] to be strangely spoiled
  and ‘old-fashioned’”. She uses the word
  “strangely” which explains her disappointment;
  she claims that “I was surprised to find many
  very set in their ways…” The author again uses
  words of shock (“surprise”) to express her
  dissatisfaction with America. Throughout the
  passage, the author’s fixed idea of America is
  ruined with the observation she made upon
  visiting the place.
   Another Passage D example
The tone of this passage is disappointing because
  the author states “Americans seemed to be
  strangely spoiled and ‘old fashioned’. They
  seemed to be lost in the forties and fifties.” This,
  to me, is disappointing because they seem like
  we didn’t live up to what the author expected us
  to be. Also the author clearly expresses
  disappointment by saying, “I expected to find
  Americans more forward and progressive but I
  was surprised to find many very set in their
  ways…” This clearly sets the “disappointing”
  tone because he says “I expected…but.”
       Passage G Example
Human death is something of peace and
 natural order while murder persists as a
 product of evil. To perform this act, one
 must blatantly diverge or detach
 themselves from their instincts. The man
 “scarcely conscious of himself” had to
 separate himself from reason in order to
 “mechanically” swing the axe onto her
 head. He had to dehumanize himself to
 bring himself to kill her.
  Another Passage G Example
There is a detached tonei n the author’s
 passage. He illustrates the character’s
 actions as “without effort, almost
 mechanically”. No emotion is expressed,
 or mood created. Near the end, the
 character’s “strength returned to him,”
 proving that he really was indifferent and
 distant in his actions. The author’s
 detachment leaves a netural mood to the
 audience.