Transcript Organization of AP Language and Composition Exam 3 hours 15

Rhetorical Analysis
Deconstructioning the Text
and the Author’s Purpose
These essays examine how an author writes a
piece of text
 It examines all writing elements to show how
it is effective or not effective
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◦ Structure-how the piece is organized
◦ Purpose-why the piece was written
◦ Style-the writing tricks that make it appealing and
effective
Analyze an author’s view on a specific subject
 Analyze rhetorical devices used by an author
to achieve his or her purpose
 Analyze stylistic elements in a passage and
their effects
 Analyze the author’s tone and how the author
conveys this tone
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Compare and/or contrast two passages with
regard to style, purpose, or tone
 Analyze the author’s purpose and how he or
she achieves it
 Analyze some of the ways an author recreates
a real or imagined experience
 Analyze how an author presents him or herself
in the passage
 Discuss the intended and/or probable effect of
a passage
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Descriptive
Narrative
Example
Comparison and contrast
Cause and effect
Process/Division Analysis
Definition
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Subject matter
Selection of detail
Organization
Point of view
Diction
Syntax
Language
Attitude
Tone
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Use transition words/phrases
Have subject consistency
Have verb tense consistency
Have voice consistency
Use pacing/ sentence variety
Plan to spend 1-3 minutes carefully reading
and deconstructing the question
 Circle or underline the essential terms and
elements in the prompt
 If the prompt requires more than one element,
you must use more than one!
 DO A SOAPSTone to help you organize your
thoughts
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Each prompt has an implicit and explicit
subject it wants you to deconstruct and
examine
 Each subject (implicit and explicit) must be
answered in order to receive a high score
 Only answering the explicit prompt will get
you no higher than a score of 5 on this essay
 You must look for the real subject they want
you to analyze
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In 1962, the noted biologist Rachel Carson published Silent Spring,
a book that helped to transform American attitudes toward the
environment. Carefully read the following passage from Silent
Spring. Then write an essay in which you define the central
argument of the passage and analyze the rhetorical strategies that
Carson uses to construct her argument.
◦ Explicit Prompt: analyze the rhetorical strategies that Carson uses
to construct her argument
◦ Implicit Prompt: define the central argument of the passage (what
is Carson’s attitude toward the environment)
◦ What You Should Write About: Write an essay discussing
Carson’s attitude towards the environment & how she used
rhetorical strategies to change other people’s views towards the
environment
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Read the passage absorbing the main idea
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Go back and annotate all rhetorical
devices/patterns you can find (mark your
CD’s)
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Do a SOAPSTone on the passage
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Outline a plan of attack
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Begin with a provocative statement. You can do this in any of
the following ways, or more:
◦ Write an informational statement that helps prompt
comprehension.
◦ Make a statement of truth that shows a connection to the
meaning of the passage.
◦ Write a statement that judges the overall effectiveness of
the passage.
◦ If you cannot think of a beginning, just start and end the
introduction with one sentence (a full thesis.)
◦ Clearly state Audience, Purpose, and Subject
◦ DO NOT RESTATE THE PROMPT!
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Make a correct interpretation of the author's message in
your thesis statement. This statement should go beyond
the subject to the metaphorical meaning of the passage.
The thesis should reveal a thoughtful interpretation of
the importance of the passage analyzed, based on the
focus of the essay prompt.
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Base your organization on the author's organization.
Focus your causations on the essay prompt's focus. The body of
your writing should show a progression of thought that leads to a
new understanding expressed in the final thesis, your conclusion.
Discuss ideas fully. Count the number of different quotes used.
Count the number of quotes ignored. What is the sum of each?
Which is greater?
Embed quotes to show an appreciation of the author's talents. Make
a continual connection between the language and the meaning:
How does the author's choice of language devices create meaning?
Analyze the author's use of language in simple, clearly
understandable ways. Example: “Stravinsky’s use of simile clearly
demonstrates his disgust with those that seek favor.”
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Each 2-3 chunk paragraph should do the following:
◦ Have a thesis (TS)
◦ Identify the rhetorical device/strategy used (TS)
◦ Give an example (embed the quote-don’t copy word
for word) (CD)
◦ Tell the purpose of the rhetorical device/strategy used
(COM)
◦ Tell the effect of the rhetorical device/strategy used
(COM)
◦ Find a unifying factor or theme for the author’s
purpose in using this rhetorical device/strategy (CS)
The last paragraph of your essay.
 It may sum up ideas, reflect on what you said
in your essay, or say more commentary about
your subject.
 Your conclusion is all commentary and does
not include concrete details. It does not repeat
key words from your paper.
 DO NOT RESTATE YOUR THESIS OR THE
PROMPT!
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Use active verbs. Avoid "is, was, were" as much as
possible.
Write legibly. BE NEAT!
Always try to select the best word.
Practice emulating stylistic devices that have been used
effectively by accomplished writers.
End with closure that demonstrates your
comprehension of the passage.
Begin with a thesis that shares the deepest insight
discovered about the reading.
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Avoid paraphrasing the material
Use TEXTUAL evidence
Actually analyze the textual evidence—make sure
you use quotation marks and put the periods and
commas inside!!!
Use transitions, pacing and correct subject and
verb tenses
Vary your syntax!
USE AP TERMS thoughtfully indicating that you
really know what they mean—Remember the duh
example, “The author used diction…”
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Avoid clichés.
Do not begin by renaming the essay and the prompt.
Do not organize around the devices.
 Bad Assertive Sentence Example: Stravinsky uses the simile to
compare.
 Good Assertive Sentence Example: Stravinsky possesses
disgust for the unoriginal.
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If you name devices in your thesis, tie them to the
abstract the device creates or carries. No thesis should
read thusly: “Stravinsky uses analogies, similes and tone
in order to state his true feelings concerning conductors.”
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The body of your writing should show a progression of
thought that leads to a new understanding expressed in the
final thesis.
Do not make general statements that do nothing but list and
name the device. Define the connotation of the words. Be
specific. Define the image the words paint, etc.
Do not quote whole sentences unless you need whole
sentences.
Do not make empty statements that say nothing about the
language:
◦ “Using those two statements, one can clearly see the
imagery that the author is trying to create”.
Transition based on “first,” “second,” and such.
Never say “you,” “I,” “the reader,” “we,” or “one.”