ap literature sample essays 2023

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Advanced Placement (AP)

If you're planning to take the AP English Literature and Composition exam, you'll need to get familiar with what to expect on the test. Whether the 2023 test date of Wednesday, May 3, is near or far, I'm here to help you get serious about preparing for the exam.

In this guide, I'll go over the test's format and question types, how it's graded, best practices for preparation, and test-day tips. You'll be on your way to AP English Lit success in no time!

AP English Literature: Exam Format and Question Types

The AP Literature Exam is a three-hour exam that contains two sections in this order:

• An hour-long, 55-question multiple-choice section
• A two-hour, three-question free-response section

The exam tests your ability to analyze works and excerpts of literature and cogently communicate that analysis in essay form.

Read on for a breakdown of the two different sections and their question types.

Section I: Multiple Choice

The multiple-choice section, or Section I of the AP Literature exam, is 60 minutes long and has 55 questions. It counts for 45% of your overall exam grade .

You can expect to see five excerpts of prose and poetry. You will always get at least two prose passages (fiction or drama) and two poetry passages. In general, you will not be given the author, date, or title for these works, though occasionally the title of a poem will be given. Unusual words are also sometimes defined for you.

The date ranges of these works could fall from the 16th to the 21st century. Most works will be originally written in English, but you might occasionally see a passage in translation.

There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition exam. I'll break each of them down here and give you tips on how to identify and approach them.

"Pretty flowers carried by ladies" is not one of the question types.

The 8 Multiple-Choice Question Types on the AP Literature Exam

Without further delay, here are the eight question types you can expect to see on the AP Lit exam. All questions are taken from the sample questions on the AP Course and Exam Description .

#1: Reading Comprehension

These questions test your ability to understand what the passage is saying on a pretty basic level . They don't require you to do a lot of interpretation—you just need to know what's going on.

You can identify this question type from words and phrases such as "according to," "mentioned," "asserting," and so on. You'll succeed on these questions as long as you carefully read the text . Note that you might have to go back and reread parts to make sure you understand what the passage is saying.

#2: Inference

These questions ask you to infer something—a character or narrator's opinion, an author's intention, etc.—based on what is said in the passage . It will be something that isn't stated directly or concretely but that you can assume based on what's clearly written in the passage. You can identify these questions from words such as "infer" and "imply."

The key to these questions is to not get tripped up by the fact that you are making an inference—there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage .

In many ways, inference questions are like second-level reading comprehension questions: you need to know not just what a passage says, but also what it means.

#3: Identifying and Interpreting Figurative Language

These are questions for which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase . You can identify these as they will either explicitly mention figurative language (or a figurative device, such as a simile or metaphor ) or include a figurative phrase in the question itself.

The meaning of figurative phrases can normally be determined by that phrase's context in the passage—what is said around it? What is the phrase referring to?

Example 1: Identifying

Example 2: Interpreting

#4: Literary Technique

These questions involve identifying why an author does what they do , from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem, and to what effect?

You can identify these questions by words/phrases such as "serves chiefly to," "effect," "evoke," and "in order to." A good way to approach these questions is to ask yourself: so what? Why did the author use these particular words or this particular structure?

#5: Character Analysis

These questions ask you to describe something about a character . You can spot them because they will refer directly to characters' attitudes, opinions, beliefs, or relationships with other characters .

This is, in many ways, a special kind of inference question , since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than they do for poetry ones.

#6: Overall Passage Questions

Some questions ask you to identify or describe something about the passage or poem as a whole : its purpose, tone, genre, etc. You can identify these by phrases such as "in the passage" and "as a whole."

To answer these questions, you need to think about the excerpt with a bird's-eye view . What is the overall picture created by all the tiny details?

#7: Structure

Some AP Lit questions will ask you about specific structural elements of the passage: a shift in tone, a digression, the specific form of a poem, etc . Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing.

Being able to identify and understand the significance of any shifts —structural, tonal, in genre, and so on—will be of key importance for these questions.

#8: Grammar/Nuts & Bolts

Very occasionally you will be asked a specific grammar question , such as what word an adjective is modifying. I'd also include in this category super-specific questions such as those that ask about the meter of a poem (e.g., iambic pentameter).

These questions are less about literary artistry and more about the fairly dry technique involved in having a fluent command of the English language .

That covers the eight question types on the multiple-choice section. Now, let's take a look at the free-response section of the AP Literature exam.

Keep track of the nuts and bolts of grammar.

Section II: Free Response

The AP Literature Free Response section is two hours long and involves three free-response essay questions , so you'll have about 40 minutes per essay. That's not a lot of time considering this section of the test counts for 55% of your overall exam grade !

Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time however you want. Just be sure to leave enough time for each essay! Skipping an essay, or running out of time so you have to rush through one, can really impact your final test score.

The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt. The final essay is an analysis of a given theme in a work selected by you , the student.

Essays 1 & 2: Literary Passage Analysis

For the first two essays, you'll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development . One of the passages will be poetry, and one will be prose. You will be provided with the author of the work, the approximate date, and some orienting information (i.e., the plot context of an excerpt from a novel).

Below are some sample questions from the 2022 Free Response Questions .

Essay 3: Thematic Analysis

For the third and final essay, you'll be asked to discuss a particular theme in a work that you select . You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any "work of literary merit."

So while you do have the power to choose which work you wish to write an essay about , the key words here are "literary merit." That means no genre fiction! Stick to safe bets like authors in the list on pages 10-11 of the old 2014 AP Lit Course Description .

(I know, I know—lots of genre fiction works do have literary merit and Shakespeare actually began as low culture, and so on and so forth. Indeed, you might find academic designations of "literary merit" elitist and problematic, but the time to rage against the literary establishment is not your AP Lit test! Save it for a really, really good college admissions essay instead .)

Here's a sample question from 2022:

As you can see, the list of works provided spans many time periods and countries : there are ancient Greek plays ( Antigone ), modern literary works (such as Margaret Atwood's The Handmaid's Tale ), Shakespeare plays ( The Tempest ), 19th-century English plays ( The Importance of Being Earnest ), etc. So you have a lot to work with!

Also note that you can choose a work of "comparable literary merit." That means you can select a work not on this list as long as it's as difficult and meaningful as the example titles you've been given. So for example, Jane Eyre or East of Eden would be great choices, but Twilight or The Hunger Games would not.

Our advice? If you're not sure what a work of "comparable literary merit" is, stick to the titles on the provided list .

You might even see something by this guy.

How Is the AP Literature Test Graded?

The multiple-choice section of the exam comprises 45% of your total exam score; the three essays, or free-response section, comprise the other 55%. Each essay, then, is worth about 18% of your grade.

As on other AP exams, your raw score will be converted to a score from 1-5 . You don't have to get every point possible to get a 5 by any means. In 2022, 16.9% of students received 5s on the AP English Literature test, the 14th highest 5 score out of the 38 different AP exams.

So, how do you calculate your raw scores?

Multiple-Choice Scoring

For the multiple-choice section, you receive 1 point for each question you answer correctly . There's no guessing penalty, so you should answer every question—but guess only after you're able to eliminate any answer you know is wrong to up your chances of choosing the right one.

Free-Response Scoring

Scoring for multiple choice is pretty straightforward; however, essay scoring is a little more complicated.

Each of your essays will receive a score from 0 to 6 based on the College Board rubric , which also includes question-specific rubrics. All the rubrics are very similar, with only minor differences between them.

Each essay rubric has three elements you'll be graded on:

• Thesis (0-1 points)
• Evidence and Commentary (0-4 points)
• Sophistication (0-1 points)

We'll be looking at the current rubric for the AP Lit exam , which was released in September 2019, and what every score means for each of the three elements above:

To get a high-scoring essay in the 5-6 point range, you'll need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, but you’ll also need to stay focused, organized, and clear. And all in just 40 minutes per essay!

If getting a high score on this section sounds like a tall order, that's because it is.

Practice makes perfect!

Skill-Building for Success on the AP Literature Exam

There are several things you can do to hone your skills and best prepare for the AP Lit exam.

Read Some Books, Maybe More Than Once

One of the most important steps you can take to prepare for the AP Literature and Composition exam is to read a lot and read well . You'll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills .

I suggest checking out this list of notable authors in the 2014 AP Lit Course Description (pages 10-11).

In addition to reading broadly, you'll want to become especially familiar with the details of four to five books with different themes so you'll be prepared to write a strong student-choice essay. You should know the plot, themes, characters, and structural details of these books inside and out.

See my AP English Literature Reading List for more guidance.

Read (and Interpret) Poetry

One thing students might not do very much on their own time but that will help a lot with AP Lit exam prep is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language.

We know that poetry can be intimidating. That's why we've put together a bunch of guides to help you crack the poetry code (so to speak). You can learn more about poetic devices —like imagery and i ambic pentameter —in our comprehensive guide. Then you can see those analytical skills in action in our expert analysis of " Do not go gentle into that good night " by Dylan Thomas.

When you think you have a grip on basic comprehension, you can then move on to close reading (see below).

Hone Your Close Reading and Analysis Skills

Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won't hurt you. Close reading is the ability to identify which techniques the author is using and why. You'll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions.

Here are some helpful close reading resources for prose :

• University of Wisconsin-Madison Writing Center's guide to close reading
• Harvard College Writing Center's close reading guide
• Purdue OWL's article on steering clear of close reading "pitfalls"

And here are some for poetry :

• University of Wisconsin-Madison's poetry-reading guide
• This guide to reading poetry at Poets.org (complete with two poetry close readings)
• Our own expert analyses of famous poems, such as " Ozymandias ", and the 10 famous sonnets you should know

Learn Literary and Poetic Devices

You'll want to be familiar with literary terms so that any test questions that ask about them will make sense to you. Again, you'll probably learn most of these in class, but it doesn't hurt to brush up on them.

Here are some comprehensive lists of literary terms with definitions :

• The 31 Literary Devices You Must Know
• The 20 Poetic Devices You Must Know
• The 9 Literary Elements You'll Find In Every Story
• What Is Imagery?
• Understanding Assonance
• What Is Iambic Pentameter in Poetry?
• Simile vs Metaphor: The 1 Big Difference
• 10 Personification Examples in Poetry, Literature, and More

Practice Writing Essays

The majority of your grade on the AP English Lit exam comes from essays, so it's critical that you practice your timed essay-writing skills . You of course should use the College Board's released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well supported with textual evidence.

Take Practice Tests

Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and overall experience . You can get sample questions from the Course and Exam Description , the College Board website , and our guide to AP English Lit practice test resources .

Be aware that the released exams don't have complete slates of free-response questions, so you might need to supplement these with released free-response questions .

Since there are three complete released exams, you can take one toward the beginning of your prep time to get familiar with the exam and set a benchmark, and one toward the end to make sure the experience is fresh in your mind and to check your progress.

Don't wander like a lonely cloud through your AP Lit prep.

AP Literature: 6 Critical Test-Day Tips

Before we wrap up, here are my six top tips for AP Lit test day:

• #1: On the multiple-choice section, it's to your advantage to answer every question. If you eliminate all the answers you know are wrong before guessing, you'll raise your chances of guessing the correct one.
• #2: Don't rely on your memory of the passage when answering multiple-choice questions (or when writing essays, for that matter). Look back at the passage!
• #3: Interact with the text : circle, mark, underline, make notes—whatever floats your boat. This will help you retain information and actively engage with the passage.
• #4: This was mentioned above, but it's critical that you know four to five books well for the student-choice essay . You'll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout.
• #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. An outline will take you a few minutes, but it will help your writing process go much faster.
• #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to write. This way you'll be able to get through it while thinking about the other two essays.

And don't forget to eat breakfast! Apron optional.

AP Literature Exam: Key Takeaways

The AP Literature exam is a three-hour test that includes an hour-long multiple-choice section based on five prose and poetry passages and with 55 questions, and a two-hour free-response section with three essays : one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by you, the student.

The multiple-choice section is worth 45% of your total score , and the free-response section is worth 55% . The three essays are each scored on a rubric of 0-6, and raw scores are converted to a final scaled score from 1 to 5.

Here are some things you can do to prepare for the exam:

• Read books and be particularly familiar with four to five works for the student-choice essays
• Read poetry
• Work on your close reading and analysis skills
• Learn common literary devices
• Practice writing essays
• Take practice tests!

On test day, be sure to really look closely at all the passages and really interact with them by marking the text in a way that makes sense to you. This will help on both multiple-choice questions and the free-response essays. You should also outline your essays before you write them.

With all this in mind, you're well on your way to AP Lit success!

What's Next?

If you're taking other AP exams this year, you might be interested in our other AP resources: from the Ultimate Guide to the US History Exam , to the Ultimate AP Chemistry Study Guide , to the Best AP Psychology Study Guide , we have tons of articles on AP courses and exams for you !

Looking for practice exams? Here are some tips on how to find the best AP practice tests . We've also got comprehensive lists of practice tests for AP Psychology , AP Biology , AP Chemistry , and AP US History .

Deciding which APs to take? Take a look through the complete list of AP courses and tests , read our analysis of which AP classes are the hardest and easiest , and learn how many AP classes you should take .

Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

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AP English Literature Practice Exams

Be sure to work through some of these AP English Literature practice exams. There are hundreds of challenging practice questions to try. Perfect for your test prep and review.

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Do you know how to conduct a close reading of prose and poetry? Can you write effectively under time constraints? The AP ® English Literature and Composition exam tests topics and skills discussed in your AP English Literature course. If you score high enough, your AP English score could earn you college credit!

Check out our AP English Literature Guide for what you need to know about the exam:

• Exam Overview
• Structure & Question Types
• How to Prepare

What’s on the AP English Literature & Composition Exam?

The College Board lists 6 Skill Categories that should be covered in your AP English Literature and Composition course, or as you prepare for the test:

•  Character—Characters in literature show a wide range of values, beliefs, assumptions, biases, and cultural norms, and provide an opportunity to study and explore what the characters represent.
• Setting—A setting and the details associated with it represent a time and place, but also convey values associated with the setting.
• Structure—Structure refers to the arrangements of sections and parts of a text, the relationship of the parts to each other, and the sequence in which the text reveals information. These are all choices made by a writer that allow you to interpret a text.
• Narration—Any narrator’s or speaker’s perspective controls the details and emphases that readers encounter; therefore, narration affects how readers experience and interpret a text.
• Figurative language—Comparisons, representations, and associations shift meaning from the literal to the figurative. Figurative language can include word choice, imagery, and symbols. Simile, metaphor, personification, and allusions are all examples of figurative language.
• Literary argumentation—How do you write about literature yourself? You develop your interpretation (using the first five of the Big Six!) and then communicate it. You need to develop a thesis—a defensible claim—and support it with textual evidence. 

The multiple-choice section of the AP English Literature and Composition exam will be testing your knowledge of the Big Six. Each one is weighted a certain amount in the multiple-choice questions.

AP English Literature & Composition Book List

There is no required reading or book list for the AP English Literature exam, but the College Board provides a list of authors and poets with whom you should be familiar and whose work is of the caliber and density that you are expected to understand. These lists include:

• Poetry: W.H. Auden, Elizabeth Bishop, William Blake, Anne Bradstreet, Edward Kamau Brathwaite, Gwendolyn Brooks, Robert Browning, George Gordon/Lord Byron, Lorna Dee Cervantes, Geoffrey Chaucer, Lucille Clifton, Samuel Taylor Coleridge, Billy Collins, H.D. (Hilda Doolittle), Emily Dickinson, John Donne, Rita Dove, Paul Laurence Dunbar, T.S. Eliot, Robert Frost, Joy Harjo, Seamus Heaney, George Herbert, Garrett Hongo, Gerard Manley Hopkins, Langston Hughes, Ben Jonson, John Keats, Philip Larkin, Robert Lowell, Andrew Marvell, John Milton, Marianne Moore, Sylvia Plath, Edgar Allan Poe, Alexander Pope, Adrienne Rich, Anne Sexton, William Shakespeare, Percy Bysshe Shelley, Leslie Marmon Silko, Cathy Song, Wallace Stevens, Alfred, Lord Tennyson, Derek Walcott, Walt Whitman, Richard Wilbur, William Carlos Williams, William Wordsworth, William Butler Yeats
• Drama: Aeschylus, Edward Albee, Amiri Baraka, Samuel Beckett, Anton Chekhov, Caryl Churchill, William Congreve, Athol Fugard, Lorraine Hansberry, Lillian Hellman, David Henry Hwang, Henrik Ibsen, Ben Jonson, David Mamet, Arthur Miller, Molière, Marsha Norman, Sean O’Casey, Eugene O’Neill, Suzan-Lori Parks, Harold Pinter, Luigi Pirandello, William Shakespeare, George Bernard Shaw, Sam Shepard, Sophocles, Tom Stoppard, Luis Valdez, Oscar Wilde, Tennessee Williams, August Wilson
• Fiction (Novel and Short Story): Chinua Achebe, Sherman Alexie, Isabel Allende, Rudolfo Anaya, Margaret Atwood, Jane Austen, James Baldwin, Saul Bellow, Charlotte Bronte, Emily Bronte, Raymond Carver, Willa Cather, John Cheever, Kate Chopin, Sandra Cisneros, Joseph Conrad, Edwidge Danticat, Daniel Defoe, Anita Desai, Charles Dickens, Fyodor Dostoevsky, George Eliot, Ralph Ellison, Louise Erdrich, William Faulkner, Henry Fielding, F. Scott Fitzgerald, E.M. Forster, Thomas Hardy, Nathaniel Hawthorne, Ernest Hemingway, Zora Neale Hurston, Kazuo Ishiguro, Henry James, Ha Jin, Edward P. Jones, James Joyce, Maxine Hong Kingston, Joy Kogawa, Jhumpa Lahiri, Margaret Laurence, D.H. Lawrence, Chang-rae Lee, Bernard Malamud, Gabriel García Márquez, Cormac McCarthy, Ian McEwan, Herman Melville, Toni Morrison, Bharati Mukherjee, Vladimir Nabokov, Flannery O’Connor, Orhan Pamuk, Katherine Anne Porter, Marilynne Robinson, Jonathan Swift, Mark Twain, John Updike, Alice Walker, Evelyn Waugh, Eudora Welty, Edith Wharton, John Edgar Wideman, Virginia Woolf, Richard Wright
• Expository Prose: Joseph Addison, Gloria Anzaldua, Matthew Arnold, James Baldwin, James Boswell, Joan Didion, Frederick Douglass, W.E.B. Du Bois, Ralph Waldo Emerson, William Hazlitt, bell hooks, Samuel Johnson, Charles Lamb, Thomas Macaulay, Mary McCarthy, John Stuart Mill, George Orwell, Michael Pollan, Richard Rodriguez, Edward Said, Lewis Thomas, Henry David Thoreau, E.B. White, Virginia Woolf

Read More: Review for the exam with our AP English Literature Cram Courses

AP English Literature Structure & Question Types

The AP English Literature & Composition exam takes 3 hours to complete and consists of two sections: a multiple-choice section and a free response section.

Multiple-Choice

AP English Literature multiple-choice questions are grouped in sets.  You will be given 5 passages or poems to read, with 8-13 multiple-choice questions to assess your reading comprehension. Each multiple-choice question has 5 answer choices (A through E). That’s a lot of reading then recalling, understanding, and interpreting. Use your time effectively and wisely! 

Free Response

• Respond to the prompt with a thesis that presents an interpretation and may establish a line of reasoning.
• Select and use evidence to develop and support your line of reasoning.
• Explain the relationship between the evidence and your thesis.
• Use appropriate grammar and punctuation in communicating your argument.

How to Interpret AP English Literature Scores

AP scores are reported from 1 to 5. Colleges are generally looking for a 4 or 5 on the AP English Literature exam, but some may grant credit for a 3. (Here's a quick overview of AP credit policy .) Each test is curved so scores vary from year to year. Here’s how AP English Lit students scored on the May 2022 test:

Source: College Board

How can I prepare?

AP classes are great, but for many students they’re not enough! For a thorough review of AP English Literature content and strategy, pick the AP prep option that works best for your goals and learning style.

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The 2023 AP® Lang FRQ Questions Were Just Released: Now what?

Written by Katie Upton

At the end of each year, AP teachers patiently wait for College Board to release the free response questions from each exam, and AP Lang teachers are no different . . . except that we may be just a little impatient. AP Lang teachers are giddy about FRQ prompts because they’re like the magical unicorn of assessments. They help students sprout critical thinking and writing skills, simulate real-life writing adventures, unleash creativity, align with the curriculum, and even sprinkle some professional development fairy dust. It’s like a joyride on a rainbow of learning. Luckily, College Board does make any teacher wait too long to see the FRQs, and this year, AP Lang teachers have two sets of FRQs to study. If you haven’t seen the 2023 AP Lang FRQ prompts yet, you can find them here and here .

Why are these past Free Response Questions valuable?

1. Opportunity for Skill Development: FRQ prompts in AP Lang are designed to assess students’ ability to analyze and respond to complex texts effectively. These prompts often require students to engage in critical thinking, close reading, and argumentation. Teachers see these prompts as valuable opportunities for students to develop and refine their analytical and communication skills.

2. Authentic Assessment: FRQ prompts in AP Lang aim to simulate real-world writing tasks, such as persuasive essays, argumentative analysis, or rhetorical analysis. We can appreciate the authenticity of these prompts, as they reflect the kind of writing tasks students may encounter in college or professional settings. They believe that tackling these prompts prepares students for future academic and professional endeavors.

3. Creativity and Flexibility: AP Lang FRQ prompts often allow room for students to demonstrate their creativity and originality in crafting their responses. The prompts may be open-ended, requiring students to form and support their own arguments or interpretations. Teachers enjoy seeing the diverse range of responses students generate, as it showcases their unique perspectives and writing styles.

4. Curriculum Alignment: AP Lang teachers invest significant time and effort in designing their curricula to align with the AP course framework. They appreciate FRQ prompts that align with the skills and content they have covered throughout the year. Well-aligned prompts allow teachers to gauge the effectiveness of their instruction and provide valuable feedback to students.

5. Professional Development: Engaging with FRQ prompts offers teachers an opportunity for professional development. By analyzing and discussing the prompts with colleagues, attending workshops, or reviewing scoring guidelines, teachers can deepen their understanding of the skills assessed and enhance their instructional strategies. This ongoing professional growth benefits both teachers and their students. In a few months, College Board will release a High, Medium, and Low scoring essays for each prompt, which provides great insight for both teachers and students. 

Overall, AP Lang teachers view FRQ prompts as valuable tools for assessing and fostering students’ critical thinking, writing, and analytical skills. The prompts offer opportunities for students to showcase their abilities in authentic and creative ways, while also facilitating professional development for teachers. They provide us a glimpse into the mind of College Board so we can prepare appropriately for the exam each year. 

Let’s take a look at the first set of Free Response Questions for the 2023 AP Lang Exam. 

Question 1: The Synthesis Essay

Historically, this essay has earned the highest global average score. However with the new 6-point rubric that was introduced in 2019, the global average scores for both the synthesis essay and the rhetorical analysis have hovered around 3.56. Remember, we want students to score 4 or higher on the 6-point rubrics, so we have some work to do! 

2023 Free Response Question #1 Prompt

Urban rewilding is an effort to restore natural ecological processes and habitats in city environments. Many cities around the world have embraced rewilding as part of larger movements to promote ecological conservation and environmentally friendly design. Now, a movement to promote urban rewilding is beginning to take shape in the United States as well. 

Carefully read the six sources, including introductory information for each source. Write an essay that synthesis material from at least three of the sources and develops your position on the extent to which rewilding initiatives are worthwhile for urban communities to pursue.

After looking at this prompt, there is a lot to consider before moving into analyzing the sources, and we certainly want to unpack the prompt because there is helpful information within it such as: 

• The definition of urban rewilding 
• A brief summarization of the benefits of urban rewilding 

Often, the introductory paragraph includes information from multiple perspectives; however, this one does not, so students will have to closely examine the sources. 

Now, let’s review the sources: 

Source A: this infographic includes statistical evidence that supports how urban rewilding can improve our global environment and was published by a credible source in 2021. 

Source B: The excerpt introduces rewilding as a powerful concept in conservation that combines passion for nature with ecological science. It outlines seven principles guiding rewilding, including restoring natural processes, embracing a gradated approach, and creating self-sustaining ecosystems. Rewilding aims to reconnect policy with public sentiment and allows for interpretation based on local traditions and landscapes.

Source C: The excerpt highlights a keynote speech by Dr. Scott Sampson, emphasizing the importance of reconnecting children with nature and promoting urban rewilding. Dr. Scott discusses the decline in outdoor experiences for today’s youth and suggests that urban rewilding, starting with planting native plants, can help restore ecosystems and create a welcoming environment for nature in cities. The movement to rewild children aligns with pillars of conservation, health and wellness, and social equity. Dr. Scott encourages collaboration and big thinking to shape a successful and sustainable future for communities.

Source D: The excerpt discusses the challenges of implementing rewilding in urban areas of the United Kingdom. The author questions the feasibility of dedicating large urban spaces to rewilding due to space constraints and the need for compact urban development. Concerns include public perception, ecological limitations, and the condition of urban soils. The author suggests alternative approaches to urban nature conservation.

Source E: The graph, published by Sustainable Earth, suggests that more forest cover within urban areas may correlate to less depression, stress, and anxiety. 

Source F: The excerpt highlights the benefits of urban rewilding, such as reducing air pollution, urban overheating, and noise pollution. It mentions the creation of green corridors and linear parks in cities like New York and Madrid. Singapore’s approach to incorporating nature in urban design is also mentioned, including landscape replacement policies and park connectors.

Students must determine the extent to which rewilding initiatives are worthwhile for urban communities to pursue; therefore, they must first develop their stance. Some teachers direct students to develop their stances before reading the sources while others suggest developing them after. We say – students should do whatever makes them feel most confident! Most importantly, students must utilize at least three of the six sources, and it is important that they synthesize the sources with the body paragraphs; they should avoid incorporating only one source in each body paragraph.

When developing a position for the synthesis prompt, students must consider the multiple perspectives and nuances involved around the topic which could help them in both Row B and Row C of the rubric. 

Now, let’s take a look at my approach to this prompt: 

Thesis Statement:  Urban rewilding initiatives are essential for promoting environmental sustainability, enhancing well-being, and fostering a deeper connection with nature.

Remember, there are many different ways that students can develop the synthesis essay, and this “extent to which” prompt allows for students to qualify their stances in a variety of ways. Most importantly, students must remember to use three sources, develop a line of reasoning by situating the supporting claims and evidence intentionally. Now, let’s move on to rhetorical analysis. 

Question 2: The Rhetorical Analysis 

2023 Free Response Question #2 Prompt

Michelle Obama was the First Lady of the United States during the presidential administration of her husband, Barack Obama (2009–2017). During that administration, she led programs including the Reach Higher Initiative, which encourages students to continue their education after high school. One way it does so is by supporting high school counselors’ efforts to get students into college. On January 6, 2017, Obama gave her final speech as First Lady at an event honoring outstanding school counselors. The following passage is an excerpt from that speech. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.

When dissecting the rhetorical analysis prompt, students must look for the elements of the rhetorical situation. Below, I have identified those elements: 

Remember, the rhetorical situation information that is included in the prompt is imperative to the analysis. Students must include this information in the commentary, drawing connections between the rhetorical choices and the rhetorical situation to illustrate how the writer’s choice illustrates their understanding of the audience’s beliefs, values, and/or needs. 

As students analyze the passage, they will look for specific choices that exhibit those connections. Below are some of the most effective choices that they could examine. 

1. Inclusive language: Obama uses inclusive language throughout her speech to address a diverse audience and emphasize unity. She refers to “young people in this room and those who are watching” (line 5) and states that the country belongs to “all of you, from every background and walk of life” (lines 7-8). This inclusive language appeals to individuals of different backgrounds, faiths, and creeds.

2. Personal anecdotes: Obama shares personal anecdotes to connect with the audience and make her message relatable. She discusses her own experiences and those of her husband, illustrating how they overcame obstacles and achieved success through hard work and education. By sharing these stories, she inspires the audience and encourages them to believe in their own potential.

3. Repetition : The use of repetition is a prominent rhetorical choice in Obama’s speech. She repeatedly emphasizes the importance of hope as a driving force for progress. Phrases such as “the power of hope” and “the belief in the power of hope” (lines 61-62) are repeated throughout the speech, reinforcing the central theme and encouraging the audience to maintain their aspirations.

4. Appeals to shared values: Obama appeals to shared values to unite the audience and emphasize the importance of certain ideals. She highlights the values of justice, compassion, honesty, and religious diversity, stating that these values are taught by different religions and should be practiced with pride (lines 22-26). By appealing to shared values, she encourages the audience to embrace diversity and work towards a common goal.

5. Call to action: Throughout her speech, Obama issues a call to action, urging the young people to prepare themselves for active participation in society. She encourages them to be informed, engaged citizens who uphold American values, contribute to their communities, and pursue education to attain a better future. This call to action inspires the audience to take responsibility and make a positive impact in their own lives and society.

These are just a few of the rhetorical choices that Michelle Obama employs in her speech to effectively convey her message and engage the audience. If students are concerned about “naming” rhetorical strategies, it is important to remind them to identify text evidence that they can analyze in relationship to the rhetorical situation. 

Finally, let’s look at the argument prompt. 

Question 3: The Argument Essay

2023 Free Response Question #3 Prompt

In a 2016 interview published in the Los Angeles Review of Books , Maxine Hong Kingston, an award-winning writer famous for her novels depicting the experiences of Chinese immigrants in the United States, stated: “I think that individual voices are not as strong as a community of voices. If we can make a community of voices, then we can speak more truth.” 

Write an essay that argues your position on the extent to which Kingston’s claim about the importance of creating a community of voices is valid.

After looking at this prompt, there is a lot to consider before developing a stance. The students must consider the different stakeholders and perspectives related to this prompt, and we certainly want to unpack the prompt because there is helpful information within it such as: 

• Elie Wiesel 
• Nelson Mandela 
• Malala Yousafzai 
• Martin Luther King Jr
• Ceasar Chavez
• Berta Cáceres
• Barack Obama 
• Winston Churchill
• Mahatma Gandhi
• The Civil Rights Movement
• MeToo Movement
• Marriage Equality
•  Environmental Activism
• Online Communities and Social Media

Once students have considered the stakeholders and ensure that they have evidence to support multiple positions, they should develop their stance, discerning the multiple supporting claims and evidence that could create the strongest line of reasoning. In analyzing Maxine Hong Kingston’s claim about the importance of creating a community of voices, there are different stances a student could take:

1. Strongly Agree: This stance asserts that Kingston’s claim is entirely valid and holds significant weight. It argues that individual voices, while important, lack the collective power and impact that a community of voices can have in speaking the truth. It emphasizes the need for unity, solidarity, and shared experiences to effectively challenge dominant narratives and effect societal change.

2. Agree with Qualification: This stance acknowledges the validity of Kingston’s claim but suggests that there may be some situations where individual voices can still carry substantial strength. It recognizes the value of diverse perspectives and the ability of individuals to make an impact through their unique experiences. However, it ultimately supports the idea that a community of voices has a greater potential to generate comprehensive understanding and challenge systemic barriers.

3. Disagree with Qualification: This stance challenges Kingston’s claim, asserting that individual voices can be just as potent as a community of voices. It argues that individual perspectives carry their own unique strengths and can make significant contributions to truth-telling and social change. It acknowledges the importance of collaboration and collective action but emphasizes the power of individual agency and the ability to challenge narratives from a personal standpoint.

4. Strongly Disagree: This stance rejects Kingston’s claim entirely, arguing that individual voices hold more power and authenticity compared to a community of voices. It suggests that collective voices might dilute the truth by prioritizing consensus or compromising individual perspectives. This stance might emphasize the strength of individual expression and the potential for transformative change that arises from independent voices.

The stances presented here are not exhaustive, and there can be variations or combinations of these positions based on the writer’s perspective and interpretation of Kingston’s claim. Again, students must determine which stance they can defend with multiple claims pieces of evidence. 

Let’s take a look at the second set of Free Response Questions for the 2023 AP Lang Exam. 

Vertical farms are indoor agricultural facilities in which plants are grown, often in a hydroponic (soilless) environment, on tall stacks of shelves. Plants are given water, nutrients, and light mostly through automated processes. Advocates say that vertical farms are key to providing food for the future, yielding high-quality produce while making efficient use of land and water. Critics warn about the energy consumption associated with vertical farms’ automated processes as well as problems related to cost and nutritional value.

Carefully read the following six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the value, if any, of vertical farms to the future of agriculture.

Analyzing the prompt:

The prompt introduces the concept of vertical farms, which are indoor agricultural facilities that use stacked shelves to grow plants in a soilless environment. It highlights the benefits of vertical farms, such as the ability to provide high-quality produce while maximizing land and water efficiency. However, it also acknowledges the criticisms regarding energy consumption, cost, and nutritional value associated with vertical farming.

The task is to write an essay that synthesizes information from at least three sources and formulates a position on the value, if any, of vertical farms to the future of agriculture. This requires examining the arguments presented by both advocates and critics of vertical farming and developing a stance based on the evidence provided.

In the essay, it is important to consider the advantages of vertical farms, such as their potential to address food security challenges and optimize resource utilization. Simultaneously, the concerns raised by critics should be analyzed, including the energy requirements and the potential drawbacks in terms of cost and nutritional content.

Source A: This source discusses the emergence of high-tech hydroponic farms, including a large greenhouse and a vertical farm. These farms utilize advanced technology to create precise growing conditions and customize flavors and textures of produce. They aim to address climate change and vulnerabilities in the food supply chain. However, critics raise concerns about the long-term health impacts and the ability to replicate the taste and nutritional value of organic farming.

Source B: This interview discusses the advantages of vertical farming, including the ability to grow crops indoors year-round, easy access to fresher produce, and efficient use of land. The limitations of vertical farming are the reliance on artificial light sources and energy-intensive HVAC systems. Lettuce and leafy greens are currently the most popular crops for vertical farming, while small fruits and fruiting vegetables are being investigated. Vertical farming is also being explored for its potential in space missions, with NASA and the USDA conducting research on crop production in controlled environments.

Source C: This table, published in a book on vertical farming, compares four types of plant production systems based on their stability, controllability, vulnerability of yield and quality, initial investment, and yield. Open fields have low stability and controllability, while vertical farms have high controllability but low stability. Greenhouses with hydroponics offer relatively low vulnerability and high controllability of the root zone. Vertical farms require extremely high initial investment but yield high results.

Source D: The excerpt raises concerns about vertical farms, emphasizing their high costs, expensive food prices, and significant energy consumption. It questions the need for indoor farming and argues against using renewable energy to replace natural sunlight.

Source E: Vertical farming aims to increase agricultural land by constructing multi-level buildings. It offers clean, green, and gourmet food production with year-round availability, reduced pesticide use, and minimal weather-related crop failures. Recycled water and nutrients enhance food security, while monitoring technologies detect pests and diseases. Consumer perception and labeling concerns exist, but growing conditions are similar to existing systems. The closed environment minimizes pollution.

Source F: This image suggests that, by 2050, we will not have enough arable land globally to feed the world’s population. 

Thesis Statement: Vertical farms have the potential to revolutionize future agriculture by addressing the challenges of food production, resource efficiency, and sustainability, despite concerns regarding energy consumption, cost, and nutritional value.

Below, I have outlined a few sample body paragraphs that effectively synthesize multiple sources from the packet.

I would argue that it is difficult to take any stance other than a qualifying one, but that is a challenging tasks for student. Make sure to encourage them to take these kinds of risks with prompts in your classroom to help them prepare for a prompt such as this one.  Now, let’s move on to rhetorical analysis. 

On May 21, 2016, the poet Rita Dove delivered a commencement address to graduating students at the University of Virginia at Charlottesville, where she was a professor of English at the time. Dove received a Pulitzer Prize for her poetry and served as the United States poet laureate from 1993 to 1995. She also writes in a variety of genres including fiction and drama. The following is an excerpt from her speech. Read the passage carefully. Write an essay that analyzes the rhetorical choices Dove makes to convey her message about what she wishes for her audience of graduating students.

• The prompt presents various elements of the rhetorical situation surrounding Rita Dove’s commencement address. These elements include the time and place of the speech, Dove’s background and credentials as a poet and professor of English at the University of Virginia, her recognition as a Pulitzer Prize winner and former U.S. poet laureate, and her experience in writing across different genres. 
• The time and place of the speech, May 21, 2016, at the University of Virginia, indicate that Dove’s address is specifically tailored to the graduating students of that particular year. This temporal and spatial setting suggests a sense of relevance and immediacy, as Dove’s words are meant to resonate with the students on the cusp of embarking on their post-graduation journeys.
• Dove’s background as a renowned poet, professor, and former poet laureate lends her credibility and establishes her ethos as a speaker. Her Pulitzer Prize recognition further enhances her authority and expertise in the field of poetry. Additionally, mentioning her versatility in writing across genres highlights her breadth of knowledge and creativity, which can potentially inform her rhetorical choices in the address.

Considering the elements of the rhetorical situation, Dove’s rhetorical choices can be analyzed in relation to her message and wishes for the graduating students. Examining her use of language, tone, structure, and appeals to ethos, pathos, and logos can provide insights into how she seeks to connect with the audience and convey her desired message effectively.

Overall, understanding the rhetorical situation helps frame the analysis of Dove’s choices, allowing for a deeper exploration of how her background, the occasion, and the audience’s context may have influenced her rhetorical strategies and contributed to the overall impact of her address.

As students analyze the passage, they will look for specific choices that exhibit those connections. Below are some of the most effective choices that they could examine.

Analyzing Dove’s Line of Reasoning 

• She begins by acknowledging the traditional role of a commencement speaker in giving life advice.
• Dove highlights the limitations of generic advice in a broad commencement setting.
•  She argues that effective advice must be specific, which is impossible to achieve in this context.
• Dove strategically shifts her speech to offer wishes instead of advice.
• By reframing her message as wishes, she creates a more personal and relatable tone. 
• The use of personal anecdotes and references strengthens her line of reason.
• Dove shares stories from her own life, such as her journey as a shy student and her achievements as a poet.
• These anecdotes serve as evidence to support her wishes and provide relatable examples for the graduating students.

– Overall, Dove’s line of reason is logical and persuasive, engaging the audience on a personal level.

In a 2018 interview about the importance of collaboration, then United States Representative Carlos Curbelo stated: “If you’re trying to convince someone that they need to get involved in an issue or perhaps change their thinking on an issue, trying to scare them is not always effective and can actually sow 1 resentment.”

Write an essay that argues your position on the extent to which Curbelo’s claim about persuading others is valid.

The given prompt presents an opportunity to analyze and evaluate Carlos Curbelo’s claim regarding the effectiveness of using fear as a persuasive tactic when trying to engage others in an issue or change their perspective. To formulate a well-rounded essay on the validity of Curbelo’s statement, students must consider various perspectives and examples that support or challenge his assertion. 

• Firstly, it is essential to delve into the context of Curbelo’s claim. As a former United States Representative, Curbelo likely encountered numerous situations where he had to engage with individuals who held differing opinions or were resistant to change. His statement suggests that relying solely on fear tactics to persuade others can be counterproductive, leading to resentment rather than fostering collaboration.
• To argue the extent to which Curbelo’s claim is valid, it is important to present both supporting and opposing viewpoints. A student could explore instances where fear has been successfully employed as a persuasive strategy, highlighting its ability to elicit action or mobilize individuals. For example, in public health campaigns, fear appeals have been used to raise awareness about the consequences of smoking or reckless driving, leading to behavior change in some cases.
• However, it is crucial to balance this perspective with counterarguments. Curbelo’s claim aligns with research and psychological studies that suggest fear-based tactics may trigger defensive reactions, such as denial or resentment, ultimately hindering productive dialogue. When individuals feel attacked or overwhelmed by fear-inducing messages, they may become less open to considering alternative viewpoints or engaging in constructive conversations.
• To further analyze the validity of Curbelo’s claim, a student can explore real-life examples and case studies. Instances where fear tactics have backfired and resulted in increased resistance or polarization could be examined. This could include political campaigns or advocacy efforts where fear-based messaging led to heightened divisiveness or the entrenchment of existing beliefs.
• Additionally, students can consider alternative approaches to persuasion that prioritize empathy, shared values, and open dialogue. Building trust, establishing common ground, and fostering understanding are often more effective methods of engaging others and inspiring genuine change. By exploring these alternative strategies, the essay can provide a comprehensive evaluation of Curbelo’s claim.

Evaluating the extent to which Carlos Curbelo’s claim about the effectiveness of fear as a persuasive tactic is valid requires a thoughtful analysis of various perspectives and examples. While fear can sometimes prompt action, it is crucial to consider its potential negative consequences, such as resentment and resistance. By considering both supporting and opposing viewpoints, as well as real-life examples, the essay can present a nuanced evaluation of Curbelo’s claim and provide insights into more effective approaches to persuasion.

That’s a wrap, folks!

In a nutshell, using those previously released AP Lang tests is a total game-changer for teachers and students. It’s like having the ultimate cheat code to ace the exam! These tests give teachers the inside scoop on the format, offer legit practice opportunities, and help hone those essential skills. So, buckle up and tap into the treasure trove of past exams. Get ready to rock the AP Lang course like a boss and unlock your students’ full linguistic potential. It’s time to level up!

Katie Upton has been teaching English courses for 15 years, helping students become college and career ready. She is an expert in AP ® Language and Composition and a leader of the AP ® Capstone program, and has led professional development as well, helping teachers blend 21st century learning with educational practices that have stood the test of time. A former basketball coach herself, Katie spends her free time cheering on her two boys in all that they do and supporting her husband, a head girls’ basketball coach.

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• All of your User Contributions do and will comply with these Terms of Use.

You understand and acknowledge that you are responsible for any User Contributions you submit or contribute, and you, not the Company, have full responsibility for such content, including its legality, reliability, accuracy, and appropriateness.

For any academic source materials such as textbooks and workbooks which you submit to us in connection with our online tutoring services, you represent and warrant that you are entitled to upload such materials under the “fair use” doctrine of copyright law. In addition, if you request that our system display a representation of a page or problem from a textbook or workbook, you represent and warrant that you are in proper legal possession of such textbook or workbook and that your instruction to our system to display a page or problem from your textbook or workbook is made for the sole purpose of facilitating your tutoring session, as “fair use” under copyright law.

You agree that we may record all or any part of any live online classes and tutoring sessions (including voice chat communications) for quality control and other purposes. You agree that we own all transcripts and recordings of such sessions and that these Terms of Use will be deemed an irrevocable assignment of rights in all such transcripts and recordings to us.

We are not responsible or liable to any third party for the content or accuracy of any User Contributions posted by you or any other user of the Website.

Monitoring and Enforcement: Termination

We have the right to:

• Remove or refuse to post any User Contributions for any or no reason in our sole discretion.
• Take any action with respect to any User Contribution that we deem necessary or appropriate in our sole discretion, including if we believe that such User Contribution violates the Terms of Use, including the Content Standards, infringes any intellectual property right or other right of any person or entity, threatens the personal safety of users of the Website or the public, or could create liability for the Company.
• Disclose your identity or other information about you to any third party who claims that material posted by you violates their rights, including their intellectual property rights or their right to privacy.
• Take appropriate legal action, including without limitation, referral to law enforcement, for any illegal or unauthorized use of the Website.
• Terminate or suspend your access to all or part of the Website for any or no reason, including without limitation, any violation of these Terms of Use.

Without limiting the foregoing, we have the right to cooperate fully with any law enforcement authorities or court order requesting or directing us to disclose the identity or other information of anyone posting any materials on or through the Website. YOU WAIVE AND HOLD HARMLESS THE COMPANY AND ITS AFFILIATES, LICENSEES, AND SERVICE PROVIDERS FROM ANY CLAIMS RESULTING FROM ANY ACTION TAKEN BY ANY OF THE FOREGOING PARTIES DURING, OR TAKEN AS A CONSEQUENCE OF, INVESTIGATIONS BY EITHER SUCH PARTIES OR LAW ENFORCEMENT AUTHORITIES.

However, we do not undertake to review material before it is posted on the Website, and cannot ensure prompt removal of objectionable material after it has been posted. Accordingly, we assume no liability for any action or inaction regarding transmissions, communications, or content provided by any user or third party. We have no liability or responsibility to anyone for performance or nonperformance of the activities described in this section.

Content Standards

These content standards apply to any and all User Contributions and use of Interactive Services. User Contributions must in their entirety comply with all applicable federal, state, local, and international laws and regulations. Without limiting the foregoing, User Contributions must not:

• Contain any material that is defamatory, obscene, indecent, abusive, offensive, harassing, violent, hateful, inflammatory, or otherwise objectionable.
• Promote sexually explicit or pornographic material, violence, or discrimination based on race, sex, religion, nationality, disability, sexual orientation, or age.
• Infringe any patent, trademark, trade secret, copyright, or other intellectual property or other rights of any other person.
• Violate the legal rights (including the rights of publicity and privacy) of others or contain any material that could give rise to any civil or criminal liability under applicable laws or regulations or that otherwise may be in conflict with these Terms of Use and our Privacy Policy .
• Be likely to deceive any person.
• Promote any illegal activity, or advocate, promote, or assist any unlawful act.
• Cause annoyance, inconvenience, or needless anxiety or be likely to upset, embarrass, alarm, or annoy any other person.
• Impersonate any person, or misrepresent your identity or affiliation with any person or organization.
• Involve commercial activities or sales, such as contests, sweepstakes, and other sales promotions, barter, or advertising.
• Give the impression that they emanate from or are endorsed by us or any other person or entity, if this is not the case.

(collectively, the “ Content Standards ”)

Copyright Infringement

If you believe that any User Contributions violate your copyright, please contact us  and provide the following information:

• An electronic or physical signature of the person authorized to act on behalf of the owner of the copyright interest;
• A description of the copyrighted work that you claim has been infringed;
• A description of where the material you claim is infringing is located on the website (and such description must reasonably sufficient to enable us to find the alleged infringing material);
• Your address, telephone number and email address;
• A written statement by you that you have a good faith belief that the disputed use is not authorized by the copyright owner, its agent, or the law; and
• A statement by you, made under the penalty of perjury, that the above information in your notice is accurate and that you are the copyright owner or authorized to act on the copyright owner’s behalf.

We may terminate the accounts of any infringers.

Reliance on Information Posted

From time to time, we may make third party opinions, advice, statements, offers, or other third party information or content available on the Website or from tutors under tutoring services (collectively, “Third Party Content”). All Third Party Content is the responsibility of the respective authors thereof and should not necessarily be relied upon. Such third party authors are solely responsible for such content. WE DO NOT (I) GUARANTEE THE ACCURACY, COMPLETENESS OR USEFULNESS OF ANY THIRD PARTY CONTENT ON THE SITE OR ANY VERIFICATION SERVICES DONE ON OUR TUTORS OR INSTRUCTORS, OR (II) ADOPT, ENDORSE OR ACCEPT RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY OPINION, ADVICE, OR STATEMENT MADE BY ANY TUTOR OR INSTRUCTOR OR ANY PARTY THAT APPEARS ON THE WEBSITE. UNDER NO CIRCUMSTANCES WILL WE BE RESPONSBILE OR LIABLE FOR ANY LOSS OR DAMAGE RESULTING FROM YOUR RELIANCE ON INFORMATION OR OTHER CONENT POSTED ON OR AVAILBLE FROM THE WEBSITE.

Changes to the Website

We may update the content on this Website from time to time, but its content is not necessarily complete or up-to-date. Any of the material on the Website may be out of date at any given time, and we are under no obligation to update such material.

Information About You and Your Visits to the Website

All information we collect on this Website is subject to our Privacy Policy . By using the Website, you consent to all actions taken by us with respect to your information in compliance with the Privacy Policy.

Online Purchases and Other Terms and Conditions

All purchases through our site or other transactions for the sale of services and information formed through the Website or resulting from visits made by you are governed by our Terms of Sale, which are hereby incorporated into these Terms of Use.

Additional terms and conditions may also apply to specific portions, services, or features of the Website. All such additional terms and conditions are hereby incorporated by this reference into these Terms of Use.

Linking to the Website and Social Media Features

You may link to our homepage, provided you do so in a way that is fair and legal and does not damage our reputation or take advantage of it, but you must not establish a link in such a way as to suggest any form of association, approval, or endorsement on our part without our express written consent.

This Website may provide certain social media features that enable you to:

• Link from your own or certain third-party websites to certain content on this Website.
• Send emails or other communications with certain content, or links to certain content, on this Website.
• Cause limited portions of content on this Website to be displayed or appear to be displayed on your own or certain third-party websites.

You may use these features solely as they are provided by us, and solely with respect to the content they are displayed with and otherwise in accordance with any additional terms and conditions we provide with respect to such features. Subject to the foregoing, you must not:

• Establish a link from any website that is not owned by you.
• Cause the Website or portions of it to be displayed on, or appear to be displayed by, any other site, for example, framing, deep linking, or in-line linking.
• Link to any part of the Website other than the homepage.
• Otherwise take any action with respect to the materials on this Website that is inconsistent with any other provision of these Terms of Use.

The website from which you are linking, or on which you make certain content accessible, must comply in all respects with the Content Standards set out in these Terms of Use.

You agree to cooperate with us in causing any unauthorized framing or linking immediately to stop. We reserve the right to withdraw linking permission without notice.

We may disable all or any social media features and any links at any time without notice in our discretion.

Links from the Website

If the Website contains links to other sites and resources provided by third parties (“ Linked Sites ”), these links are provided for your convenience only. This includes links contained in advertisements, including banner advertisements and sponsored links. You acknowledge and agree that we have no control over the contents, products, services, advertising or other materials which may be provided by or through those Linked sites or resources, and accept no responsibility for them or for any loss or damage that may arise from your use of them. If you decide to access any of the third-party websites linked to this Website, you do so entirely at your own risk and subject to the terms and conditions of use for such websites.

You agree that if you include a link from any other website to the Website, such link will open in a new browser window and will link to the full version of an HTML formatted page of this Website. You are not permitted to link directly to any image hosted on the Website or our products or services, such as using an “in-line” linking method to cause the image hosted by us to be displayed on another website. You agree not to download or use images hosted on this Website or another website, for any purpose, including, without limitation, posting such images on another website. You agree not to link from any other website to this Website in any manner such that the Website, or any page of the Website, is “framed,” surrounded or obfuscated by any third party content, materials or branding. We reserve all of our rights under the law to insist that any link to the Website be discontinued, and to revoke your right to link to the Website from any other website at any time upon written notice to you.

Geographic Restrictions

The owner of the Website is based in the state of New Jersey in the United States. We provide this Website for use only by persons located in the United States. We make no claims that the Website or any of its content is accessible or appropriate outside of the United States. Access to the Website may not be legal by certain persons or in certain countries. If you access the Website from outside the United States, you do so on your own initiative and are responsible for compliance with local laws.

Disclaimer of Warranties

You understand that we cannot and do not guarantee or warrant that files available for downloading from the internet or the Website will be free of viruses or other destructive code. You are responsible for implementing sufficient procedures and checkpoints to satisfy your particular requirements for anti-virus protection and accuracy of data input and output, and for maintaining a means external to our site for any reconstruction of any lost data. TO THE FULLEST EXTENT PROVIDED BY LAW, WE WILL NOT BE LIABLE FOR ANY LOSS OR DAMAGE CAUSED BY A DISTRIBUTED DENIAL-OF-SERVICE ATTACK, VIRUSES, OR OTHER TECHNOLOGICALLY HARMFUL MATERIAL THAT MAY INFECT YOUR COMPUTER EQUIPMENT, COMPUTER PROGRAMS, DATA, OR OTHER PROPRIETARY MATERIAL DUE TO YOUR USE OF THE WEBSITE OR ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBSITE OR TO YOUR DOWNLOADING OF ANY MATERIAL POSTED ON IT, OR ON ANY WEBSITE LINKED TO IT.

YOUR USE OF THE WEBSITE, ITS CONTENT, AND ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBSITE IS AT YOUR OWN RISK. THE WEBSITE, ITS CONTENT, AND ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBSITE ARE PROVIDED ON AN “AS IS” AND “AS AVAILABLE” BASIS, WITHOUT ANY WARRANTIES OF ANY KIND, EITHER EXPRESS OR IMPLIED. NEITHER THE COMPANY NOR ANY PERSON ASSOCIATED WITH THE COMPANY MAKES ANY WARRANTY OR REPRESENTATION WITH RESPECT TO THE COMPLETENESS, SECURITY, RELIABILITY, QUALITY, ACCURACY, OR AVAILABILITY OF THE WEBSITE. WITHOUT LIMITING THE FOREGOING, NEITHER THE COMPANY NOR ANYONE ASSOCIATED WITH THE COMPANY REPRESENTS OR WARRANTS THAT THE WEBSITE, ITS CONTENT, OR ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBSITE WILL BE ACCURATE, RELIABLE, ERROR-FREE, OR UNINTERRUPTED, THAT DEFECTS WILL BE CORRECTED, THAT OUR SITE OR THE SERVER THAT MAKES IT AVAILABLE ARE FREE OF VIRUSES OR OTHER HARMFUL COMPONENTS, OR THAT THE WEBSITE OR ANY SERVICES OR ITEMS OBTAINED THROUGH THE WEBSITE WILL OTHERWISE MEET YOUR NEEDS OR EXPECTATIONS.

TO THE FULLEST EXTENT PROVIDED BY LAW, THE COMPANY HEREBY DISCLAIMS ALL WARRANTIES OF ANY KIND, WHETHER EXPRESS OR IMPLIED, STATUTORY, OR OTHERWISE, INCLUDING BUT NOT LIMITED TO ANY WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT, AND FITNESS FOR PARTICULAR PURPOSE.

THE FOREGOING DOES NOT AFFECT ANY WARRANTIES THAT CANNOT BE EXCLUDED OR LIMITED UNDER APPLICABLE LAW.

Limitation on Liability

TO THE FULLEST EXTENT PROVIDED BY LAW, IN NO EVENT WILL THE COMPANY, ITS AFFILIATES, OR THEIR LICENSORS, SERVICE PROVIDERS, EMPLOYEES, AGENTS, OFFICERS, OR DIRECTORS BE LIABLE FOR DAMAGES OF ANY KIND, UNDER ANY LEGAL THEORY, ARISING OUT OF OR IN CONNECTION WITH YOUR USE, OR INABILITY TO USE, THE WEBSITE, ANY WEBSITES LINKED TO IT, ANY CONTENT ON THE WEBSITE OR SUCH OTHER WEBSITES, INCLUDING ANY DIRECT, INDIRECT, SPECIAL, INCIDENTAL, CONSEQUENTIAL, OR PUNITIVE DAMAGES, INCLUDING BUT NOT LIMITED TO, PERSONAL INJURY, PAIN AND SUFFERING, EMOTIONAL DISTRESS, LOSS OF REVENUE, LOSS OF PROFITS, LOSS OF BUSINESS OR ANTICIPATED SAVINGS, LOSS OF USE, LOSS OF GOODWILL, LOSS OF DATA, AND WHETHER CAUSED BY TORT (INCLUDING NEGLIGENCE), BREACH OF CONTRACT, OR OTHERWISE, EVEN IF FORESEEABLE.

THE FOREGOING DOES NOT AFFECT ANY LIABILITY THAT CANNOT BE EXCLUDED OR LIMITED UNDER APPLICABLE LAW.

Indemnification

You agree to defend, indemnify, and hold harmless the Company, its affiliates, licensors, and service providers, and its and their respective officers, directors, employees, contractors, agents, licensors, suppliers, successors, and assigns from and against any claims, liabilities, damages, judgments, awards, losses, costs, expenses, or fees (including reasonable attorneys’ fees) arising out of or relating to your violation of these Terms of Use or your use of the Website, including, but not limited to, your User Contributions, any use of the Website’s content, services, and products other than as expressly authorized in these Terms of Use or your use of any information obtained from the Website.

Governing Law and Jurisdiction

All matters relating to the Website and these Terms of Use and any dispute or claim arising therefrom or related thereto (in each case, including non-contractual disputes or claims), shall be governed by and construed in accordance with the internal laws of the State of New Jersey without giving effect to any choice or conflict of law provision or rule (whether of the State of New Jersey or any other jurisdiction).

Any legal suit, action, or proceeding arising out of, or related to, these Terms of Use or the Website shall be instituted exclusively in the federal courts of the United States or the courts of the State of New Jersey in each case located in the County of Monmouth although we retain the right to bring any suit, action, or proceeding against you for breach of these Terms of Use in your country of residence or any other relevant country. You waive any and all objections to the exercise of jurisdiction over you by such courts and to venue in such courts. You may not under any circumstances commence or maintain against us any class action, class arbitration, or other representative action or proceeding.

Arbitration

By using this Website, you agree, at Company’s sole discretion, that it may require you to submit any disputes arising from the use of these Terms of Use or the Website, including disputes arising from or concerning their interpretation, violation, invalidity, non-performance, or termination, to final and binding arbitration under the Rules of Arbitration of the American Arbitration Association applying New Jersey law. In doing so, YOU GIVE UP YOUR RIGHT TO GO TO COURT to assert or defend any claims between you and us. YOU ALSO GIVE UP YOUR RIGHT TO PARTICIPATE IN A CLASS ACTION OR OTHER CLASS PROCEEDING. Your rights may be determined by a NEUTRAL ARBITRATOR, NOT A JUDGE OR JURY. You are entitled to a fair hearing before the arbitrator. The arbitrator can grant any relief that a court can, but you should note that arbitration proceedings are usually simpler and more streamlined than trials and other judicial proceedings. Decisions by the arbitrator are enforceable in court and may be overturned by a court only for very limited reasons.

Any proceeding to enforce this arbitration provision, including any proceeding to confirm, modify, or vacate an arbitration award, may be commenced in any court of competent jurisdiction. In the event that this arbitration provision is for any reason held to be unenforceable, any litigation against Company must be commenced only in the federal or state courts located in Monmouth County, New Jersey. You hereby irrevocably consent to the jurisdiction of those courts for such purposes.

Limitation on Time to File Claims

ANY CAUSE OF ACTION OR CLAIM YOU MAY HAVE ARISING OUT OF OR RELATING TO THESE TERMS OF USE OR THE WEBSITE MUST BE COMMENCED WITHIN ONE (1) YEAR AFTER THE CAUSE OF ACTION ACCRUES, OTHERWISE, SUCH CAUSE OF ACTION OR CLAIM IS PERMANENTLY BARRED.

Waiver and Severability

No waiver by the Company of any term or condition set out in these Terms of Use shall be deemed a further or continuing waiver of such term or condition or a waiver of any other term or condition, and any failure of the Company to assert a right or provision under these Terms of Use shall not constitute a waiver of such right or provision.

If any provision of these Terms of Use is held by a court or other tribunal of competent jurisdiction to be invalid, illegal, or unenforceable for any reason, such provision shall be eliminated or limited to the minimum extent such that the remaining provisions of the Terms of Use will continue in full force and effect.

Entire Agreement

The Terms of Use, our Privacy Policy, and Terms of Sale constitute the sole and entire agreement between you and Marco Learning LLC regarding the Website and supersede all prior and contemporaneous understandings, agreements, representations, and warranties, both written and oral, regarding the Website.

Communications and Miscellaneous

If you provide us your email address, you agree and consent to receive email messages from us. These emails may be transaction or relationship communications relating to the products or services we offer, such as administrative notices and service announcements or changes, or emails containing commercial offers, promotions or special offers from us.

Your Comments and Concerns

This website is operated by Marco Learning LLC, a New Jersey limited liability company with an address of 113 Monmouth Road, Suite 1, Wrightstown, New Jersey 08562.

Please contact us   for all other feedback, comments, requests for technical support, and other communications relating to the Website.