ap lang argument essay sophistication point

AP® English Language

How to get a 6 on the argument frq in ap® english language.

• The Albert Team
• Last Updated On: March 1, 2022

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Introduction: How to Get a 6 on the Argument FRQ in AP® English Language

Wondering how to get a 6 on the argumentative essay in AP® English Language? 

To score an 5 on the AP® English Argument FRQ question, the CollegeBoard scoring guidelines outline that students need to write an essay that effectively argues a position, uses appropriate and convincing evidence, and showcases a wide range of the elements of writing. Essays that score a 6 do all of that and, additionally, demonstrate sophistication in their argument.

An essay that does all of that is an incredibly well-constructed essay. Such an essay needs a solid framework and excellent support. To do this, it is important to have a clear idea of what you are being asked, to not waffle, to spend time and care with your thesis and outline, and to support every claim you make.

We know the best way to write an AP® English FRQ that does everything right is to understand what you are going to see on the AP® English Language test. Read on to prepare yourself for exam day and earn that 6!

What to Expect from the AP® English Language Argument Free Response Questions

The AP® English argument FRQ is the most straightforward of the AP® English FRQs because it is the most similar to the essays you’re already used to writing. It’s exciting to have free reign and make your own argument, unrestrained from rhetorical analysis devices or documents. But, like most AP® writing, it also can be a little overwhelming.

There’s nothing to read and analyze to provide evidence or help you form an argument. Whether you’re feeling excited or overwhelmed by the AP® writing argument FRQ, consider the rhetorical situation. Be strategic about forming your thesis, craft a strong, chronological argument, and utilize good, supportive evidence to earn a better overall essay response.

Determine the question.

The first question to ask yourself is what am I being asked to do ? This may seem obvious, but it’s surprising how tricky it can be to figure out. Look for keywords and phrases that will answer that question.

Here’s an example from the 2019 AP® English Language argumentative essay.

Though there are just two short paragraphs, there is a lot of room for confusion here. In this case, “Then, write a well-developed essay in which you explain your judgment.” is the key sentence you are looking for. In 2019, AP® English Language test takers were asked to select a concept, place, role, etc. that they believed was “overrated,” and explain why.

If you cannot determine what the question is, go back and reread the prompt. Focus on the last few sentences, as that’s where you’ll usually find it.

Knowing the question you are answering is the most important part of AP® writing. You will not be able to answer the question effectively if you aren’t certain what the question is. Pick out a specific sentence or two to determine the question, and thereby ensure that you aren’t just writing an essay that responds to the general sense of the argument essay prompts

Pick an opinion and stick to it.

The next step is both simple and difficult. Identify your own opinion on the subject.

But remember — the AP® argumentative essay exam format is designed to test how well you can craft an argument. Questions like the 2019 question seem so daunting, because claiming anything to be “overrated” is such a broad topic. It is a bigger question than students are used to encountering on an AP® test.

But, always remember, there is no right or wrong answer for this AP® English FRQ. And whatever argument you choose will not come back later in the exam or in your final grade in the class. This is not to say that you shouldn’t believe in what you are writing. Only that you should remember that both sides are arguable, pick one, and stick to it. Don’t waffle.

Below we break down two sample student answers from this same 2019 prompt. 

In this AP® Lang argument essay example, the student jumps from describing places, to people, to outfits. The prompts asked for only one example and the student gives three.  By doing this, it shows they were not only unable to grasp what the prompt was asking, but that they couldn’t stick to their opinion.  Instead of deeply strengthening one choice, the student gives vague, half-reasons for too many choices. When writing your FRQs, choose just one concept and stick to it.

The following example demonstrates a strong student response:

This student picks one clear concept, capitalism, and clearly outlines their support for it.  They write with clear language that opens the door for the deeper analysis coming later in the essay.

Like this student, choose just one clear argument to delve into when writing your FRQ.

Craft a thesis statement.

The thesis statement should be both simple and elegant. Students often find it one of the more difficult writing skills to master, but we’re here to help. Just remember that it should encompass your entire essay in just one sentence.  So, for the 2019 argument FRQ :

Good thesis: While capitalism undeniably has its upsides, it has many downsides that are rarely recognized. When considering the downsides, capitalism is clearly overrated as it commodifies humanity and uplifts a minority at the expense of the majority.

This thesis breaks down a) that the author clearly states his claim that capitalism is overrated, b) that the author will support that claim with examples on how it commodifies humanity and how it hurts the majority in favor of the minority.

Good thesis: While the Electoral College was created in the name of equality for smaller states, it is ultimately overrated because it undercuts the popular vote, it is an archaic practice that is unsuitable for the modern era.

This thesis claims the Electoral College is overrated by claiming it doesn’t do what it was created to do in the first place- support equality.  It also introduces two supporting examples for the rest of the essay- it undercuts the popular vote and it doesn’t work in the modern era.

Not a good thesis: Kicking a ball in a net and scoring, is not as important as saving lives. Soccer to me would be considered overrated.

This thesis doesn’t give clear direction for the rest of the essay.  The author claims soccer is overrated, but doesn’t tell us why. The example that “it’s not as important as saving lives” is unrelated and also not touched on again later in the essay. This thesis isn’t specific and doesn’t give you a clear idea of what the author will be saying next.

Not a good thesis: The term “overrated” has been used in conversation to diminish the value of roles. In unusual circumstances the term “overrated” should be applied to the idea of freedom in regards to social change, but overall it should not be applied in regards to global devastation and cruel treatment.

This thesis does not directly answer the question.  Is the author arguing that freedom is overrated? They also claim that the term overrated doesn’t apply to global devastation and cruel treatment. This second claim is both unrelated to the first and doesn’t work to answer the initial prompt.

Looking at these four examples, can you see the difference between a strong and weak thesis?

After you’ve determined your thesis, use it as a jumping point to sketch a quick outline. Then, follow your outline, bringing in your own concrete examples and evidence. Doing so will improve your AP® writing.

Return to the Table of Contents

Craft a chronological argument.

A good argument builds as you move through the essay. It does not simply repeat the same points. Instead, the different points of the argument build off one another and work together to advance the author’s point.

Let’s look at the 2018 AP® English argument FRQ for an example.

In this case, students are being asked to argue a position on the value of choosing the unknown. 

All students are likely to have their own definitions of what “choosing the unknown” might mean. You first want to consider what this phrase means to you, and how it applies to the real world.  Could it mean breaking out of your comfort zone in daily routines, or could it mean going to theater school to follow your dreams?  There’s no wrong answers, but try to pin down one. Consider Lindbergh’s quote the prompt gives you, and how shock, disappointment, and enrichment play into choosing the unknown.

Once you’ve nailed down your definition, you can begin to form your arguments. A chronological argument builds off itself. So, in this question’s case, an outline would look something like this:

• Choosing the unknown is necessary for the development of the human race.
• Scientific advancements cannot be made without testing the boundaries of the unknown.
• Cultural and artistic growth can only occur through exploring the unknown.

First, a student must define what choosing the unknown means, and what makes it difficult. Next the student argues for the value of choosing the unknown, in that the human race could never develop without it.  Finally, the student will argue for the invaluable scientific and cultural/artistic advances made throughout history by breaking known boundaries.

When you sketch your outline, quickly ask yourself if the outline would make just as much sense if you rearranged it. If the answer is no, start writing your essay. If the answer is yes, try to structure your argument so that your points build off one another.

Support your claims.

All arguments need evidence. This is the proof you need to support your thesis. And in the case of the AP® English argument FRQ, the evidence all comes from you. What exactly that evidence is will vary from question to question and from student to student. But make sure that every point you make is supported by evidence.

Here’s some good news — you already know quite a bit about effective evidence from what you have learned in AP® English about rhetorical devices. Your main purpose in this essay is to persuade. What have you learned in class about effective ways to persuade? What rhetorical devices can you utilize? Try to pick the best devices to support your argument that you can.

Here are some examples of supportive and non-supportive evidence that students could use to support their claims.

The 2017 AP® English language argument FRQ asked students to argue a position if the most essential skill is artifice. The example student answers given below are from here .

Supportive evidence:   “Throughout history, rulers have utilized countless different methods of achieving power, however none have been so successful as mastering the art of lying.

In his advice to future rulers, Niccolo Machiavelli encouraged them to lie and maintain the illusion of sympathy to the common struggles in order to retain power. He asserts that it is imperative for a ruler to appear caring and sympathetic even if he has no objective but power.

Machiavelli argues that to be sincere and honest is akin to being vulnerable. A ruler must be skilled in the art of deception if he is not to fall prey to usurpers. Thus, it is essential that he appear humble and morally upright to his constituents as he is to appear idealistic, despite his nature being identical to his citizens.”

In this paragraph, the student chooses to discuss the role of artifice in politics. The student claims that mastering lying is essential to achieving political power. The student uses Machiavelli’s leadership and beliefs as specific examples to support this, by analyzing and connecting each point back to his/her claim.

Non-supportive evidence: “Another example would be actors on red carpets or at interviews they sound generous and relatable, but in reality they could be selfish people who don’t care about anyone. To the public they act charming, honest, and sincere. They do this so they can get famous and rich. They do this so they will never get ignored.”

In this paragraph, the student chooses to discuss the role of artifice in the culture of entertainment and celebrities. However, the student does not utilize supportive evidence to do so. The paragraph is full of claims about how actors lie, but does not provide a concrete example to anchor the claims. The student provides a lot of very vague generalizations, but no clear evidence or examples of specific celebrities and how they used artifice to succeed.

There is so much variance in prompts and students’ prior knowledge; it’s impossible to provide a checklist of what makes evidence supportive. But a good trick to decide if you’ve supported your claims well enough is to talk to yourself. No really, it’s a good idea.

Picture yourself discussing your essay with someone. Imagine that this person disagrees with everything that you say. Every time you make a claim, like that it’s important to be polite in an email, your imaginary person shakes their head and tells you no. How would you try to convince them? What examples would you use? Make sure that for each opinion you put forward; you have provided an answer to someone who would disagree with you.

The evidence is an important part of your essay. If your outline and your argument are a framework, your evidence is the brick and mortar. A house without brick and mortar won’t fall, but it won’t be a very nice house to inhabit. Tie every claim you make to a piece of evidence to ensure the best essay possible.

Wrapping Things Up: Scoring a 6 on the Argument FRQ for AP® English Language

The AP® English argument FRQ varies quite a bit. But it is ultimately about how well you can put forth an argument. So, don’t be afraid to spend some time crafting that argument. We’ve covered a lot in this article- here are the main points to remember:

• Determine the question. Figure out what the prompt is asking you to do.
• Pick an opinion and stick to it. Choose one side of the argument and one clear claim to support all the way through.
• Craft a thesis statement. Your thesis should be clear, concise, and introduce the content of your essay.
• Craft a chronological argument. Make an argument that builds on its prior points.
• Support your claims. Support yourself with concrete, specific evidence and examples. 

But most of all, have fun. This essay is the one you should be looking forward to, where you have the freest rein. Enjoy it and earn yourself a 6.

Do the examples shown make sense to you? Can you picture yourself moving through the AP® writing argument FRQ with ease now?

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8 thoughts on “how to get a 6 on the argument frq in ap® english language”.

Thank you for explaining this so eloquently. Excellent post, I will keep this handy and refer to it often from now on. It’s so educative. Great post!

Sure, glad it helped.

I’m an AP® Language teacher and the title of your article caught my eye because the essays aren’t scored on a 0-9 scale anymore. The max score for an essay now is a 6. Essays are now scored in 3 categories: Thesis: 0 or 1 point Evidence and commentary: 0-4 points Sophistication: 0 or 1 point I just wanted to let you know! I saw this was last updated in 2020 and just thought it should reflect the current AP® exam.

Thank you for the heads up! This is an older blog post that must have had something else updated to it this year. We’ve gone ahead and revised the post.

Hi, my AP® Language teacher emphasized on a counterargument at the end of the supporting paragraphs. Could you elaborate on it? Also, how exactly do we get the sophistication point?

Hi Stephanie, thanks for reaching out! Making a solid counter-argument is definitely one way to make sure that you earn the Sophistication point. We recommend having a look at our AP® English Language Review Guide for 2021 for more tips! The College Board’s Free-Response Question and Scoring Information Archive also provides authentic examples of student writing — many of which successfully make counterarguments and rebuttals to earn the Sophistication point.

Hi can I get a 6?

Hi Roy, we certainly believe that earning a 6 on your FRQs is possible with practice and dedication! I’d recommend having a look at our AP® English Language Review Guide for tips and tricks, and you can also browse our AP® English Language and Composition Resource Page and Free Response practice questions for targeted practice.

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Syntax and the Sophistication Point in AP® English Literature and AP® English Language

by Heather Garcia

The new AP ® English Literature rubric , updated most recently in September of 2019, awards students a point if they write an arguable thesis, up to four points if they write an effective essay using evidence and commentary, and a single point if they produce writing that demonstrates sophistication.

An arguable thesis is easily teachable, as is teaching students to write well-developed paragraphs that explore and analyze elements of literature—be it in prose or poetry. What is driving my students crazy is the elusive sophistication point. They want it. Badly! They are willing to work for it, and I am more than willing to let them.

The language on the rubric for earning the sophistication point declares that the essay must “demonstrate[s] sophistication of thought and/or develop[s] a complex literary argument.” This is the same statement for all three essay types on the exam: the Poetry Analysis, the Prose Fiction Analysis, and the Literary Argument.

According to the rubric, essays will not earn this sophistication point if they “use complicated or complex sentences or language that are ineffective because they do not enhance the student’s argument.” So students can’t be unnecessarily wordy. Got it.

College Board then advises that the essays that earn the sophistication point should employ “a style that is consistently vivid and persuasive.” So this means that one way students could earn the sophistication point is to write complex and complicated sentences that actually enhance their argument rather than run the readers through circuits of memorized SAT words and convoluted ideas. Or, students can practice with their syntax and write more than endless strings of back-to-back simple sentences. That may seem like an easy feat for college-bound students—except that my students, and perhaps many others, are seriously lacking in their grammar background. I am not sure if it is a generational problem, or a localized problem, or a result of standardized testing driving educational goals—but my kids need some grammar help. I am certain that my kids are not the only ones. I have a feeling many of us are in this together.

One way that we are working to make their writing more sophisticated is to work on employing intentional syntax choices. Students can usually analyze the function of syntax in a piece that we are studying, and they can write beautiful, fluid sentences when we study specific sentence structures in isolation, but in a timed setting, a transformation happens.

When we practice timed writing—the students transform into a panicked mess. They resort to their old ways: streams of simple sentences—one after another after another—and it feels like I am reading an old “Dick and Jane” primer. Or, they ramble off long convoluted sentences that make little sense.

By forcing this in-depth reflection so quickly after they write, they see the problems they want to fix, and are frustrated when I don’t let them (yet). I have them type a one-paragraph reflection on their writing at the end of the essay, but not before I instruct them to chart their sentences. All of them.

Charting sentences seems tedious, and it can be, but it is worth it. Students don’t always think about sentence lengths or notice that their sentence lengths follow similar patterns until they chart them. Students who write predominantly simple sentences don’t realize it until they chart their sentence lengths, and then they realize that they need to work on combining strategies to make their sentences more complex. And on the converse side, students who write wordy sentences with little content payoff can see that they need variety in their writing as well, that compound and even simple sentences can be effective too.

Students need to have a lesson on simple sentence structures before this will make sense to them. They need to know the difference between a staccato sentence, a telegraphic sentence, a simple sentence, a compound sentence, a complex sentence, and a compound-complex sentence.

Here is a quick reference:

• Staccato (1-2 words—used sparingly for emphasis)
• Telegraphic (5 or fewer words—again, usually for emphasis)
• Simple (one independent clause—subject and verb)
• Compound (two independent clauses connected by a conjunction)
• Complex (one independent cause with one or more dependent clauses)
• Compound Complex (two or more independent clauses with one or more dependent clauses)

The chart that I have students put at the bottom of their essays looks like this:

Each student’s chart will be of varying lengths because they all write different amounts in a timed setting, but having them take the time to examine their sentences to determine which kind they are writing helps them realize so many mistakes they are making during their timed drafts. It’s fabulous as a reflection tool, and they catch fragments long before I ever even glance at their essays.

When I grade I don’t need to comment on their constant strings of simple sentences, fragments, or wordy messes. They already know they exist, which saves me time. When I see their reflections (which I read first), I don’t need to comment on what they already notice. I get to focus on what they missed, which is usually content-based. This speeds up my grading time and it gives students focused, content-based feedback that they can use to enhance their arguments. Each student’s chart will be of varying lengths because they all write different amounts in a timed setting, but having them take the time to examine their sentences to determine which kind they are writing helps them realize so many mistakes they are making during their timed drafts. It’s fabulous as a reflection tool, and they catch fragments long before I ever even glance at their essays.

It isn’t until I hand back graded essays that the students get a chance to revise. In their revisions they work to combine sentences, to clean up sloppy draft writing, and to work that initial timed draft to a place of sophistication. Will the students be able to chart their sentences and go back and revise on test day? Absolutely not. Will they learn to yield syntax to their will as we practice? I can only hope.

Here is a chart for the last paragraph :

Heather Garcia is an English teacher at Charlotte High School, Florida, where she teaches AP English Literature and AP ® English Language. She is a professional development leader in her district, running annual new-teacher trainings and is now the Curriculum and Instructional Specialist for her district for grades 6-12. After 16 years of hands-on experience, Heather has developed a series of strategies to help her students navigate challenging texts. Her favorite book is the Steinbeck classic, East of Eden .

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How to Write the AP Lang Synthesis Essay + Example

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What is the ap lang synthesis essay, how will ap scores affect my college chances.

AP English Language and Composition, commonly known as AP Lang, is one of the most engaging and popular AP classes offered at most high schools, with over 535,000 students taking the class . AP Lang tests your ability to analyze written pieces, synthesize information, write rhetorical essays, and create cohesive and concrete arguments. However, the class is rather challenging as only 62% of students were able to score a three or higher on the exam. 

The AP Lang exam has two sections. The first consists of 45 multiple choice questions which need to be completed in an hour. This portion counts for around 45% of your total score. These questions ask students to analyze written pieces and answer questions related to each respective passage.  All possible answer choices can be found within the text, and no prior knowledge of literature is needed to understand the passages.

The second section contains three free-response questions to be finished in under two hours and 15 minutes. This section counts for 55% of your score and includes the synthesis essay, the rhetorical essay, and the argumentative essay.

• The synthesis essay requires you to read 6-7 sources and create an argument using at least three sources.
• The rhetorical analysis essay requires you to describe how a piece of writing evokes specific meanings and symbolism.
• The argumentative essay requires you to pick a perspective of a debate and create an argument based on the evidence provided.

In this post, we will take a look at the AP Lang synthesis essay and discuss tips and tricks to master this part of the exam. We will also provide an example of a well-written essay for review.  

The AP Lang synthesis essay is the first of three essays included in the Free Response section of the AP Lang exam. The exam presents 6-7 sources that are organized around a specific topic, with two of those sources purely visual, including a single quantitative source (like a graph or pie chart). The remaining 4-5 sources are text-based, containing around 500 words each. It’s recommended that students spend an hour on this essay—15 minute reading period, 40 minutes writing, and 5 minutes of spare time to check over work.

Each synthesis essay has a topic that all the sources will relate to. A prompt will explaining the topic and provide some background, although the topics are usually broad so you will probably know something related to the issue. It will also present a claim that students will respond to in an essay format using information from at least three of the provided sources. You will need to take a stance, either agreeing or disagreeing with the position provided in the claim. 

According to the CollegeBoard, they are looking for essays that “combine different perspectives from sources to form a support of a coherent position.” This means that you must state your claim on the topic and highlight relationships between several sources that support your specific position on the topic. Additionally, you’ll need to cite clear evidence from your sources to prove your point.

The synthesis essay counts for six points on the AP Lang exam. Students can receive 0-1 points for writing a thesis statement, 0-4 based on the incorporation of evidence and commentary, and 0-1 points based on the sophistication of thought and demonstration of complex understanding.

While this essay seems extremely overwhelming, considering there are a total of three free-response essays to complete, with proper time management and practiced skills, this essay is manageable and straightforward. In order to enhance the time management aspect of the test to the best of your ability, it is essential to divide the essay up into five key steps.

Step 1: Analyze the Prompt

As soon as the clock starts, carefully read and analyze what the prompt asks from you. It might be helpful to markup the text to identify the most critical details. You should only spend around 2 minutes reading the prompt so you have enough time to read all the sources and figure out your argument. Don’t feel like you need to immediately pick your stance on the claim right after reading the prompt. You should read the sources before you commit to your argument.

Step 2: Read the Sources Carefully

Although you are only required to use 3 of the 6-7 sources provides, make sure you read ALL of the sources. This will allow you to better understand the topic and make the most educated decision of which sources to use in your essay. Since there are a lot of sources to get through, you will need to read quickly and carefully.

Annotating will be your best friend during the reading period. Highlight and mark important concepts or lines from each passage that would be helpful in your essay. Your argument will probably begin forming in your head as you go through the passages, so you will save yourself a lot of time later on if you take a few seconds to write down notes in the margins. After you’ve finished reading a source, reflect on whether the source defends, challenges, or qualifies your argument.

You will have around 13 minutes to read through all the sources, but it’s very possible you will finish earlier if you are a fast reader. Take the leftover time to start developing your thesis and organizing your thoughts into an outline so you have more time to write. 

Step 3: Write a Strong Thesis Statement 

In order to write a good thesis statement, all you have to do is decide your stance on the claim provided in the prompt and give an overview of your evidence. You essentially have three choices on how to frame your thesis statement: You can defend, challenge or qualify a claim that’s been provided by the prompt. 

• If you are defending the claim, your job will be to prove that the claim is correct .
• If you are challenging the claim, your job will be to prove that the claim is incorrect .
• If you choose to qualify the claim, your job will be to agree to a part of the claim and disagree with another part of the claim. 

A strong thesis statement will clearly state your stance without summarizing the issue or regurgitating the claim. The CollegeBoard is looking for a thesis statement that “states a defensible position and establishes a line of reasoning on the issue provided in the prompt.”

Step 4: Create a Minimal Essay Outline

Developing an outline might seem like a waste of time when you are up against the clock, but believe us, taking 5-10 minutes to outline your essay will be much more useful in the long run than jumping right into the essay.

Your outline should include your thesis statement and three main pieces of evidence that will constitute each body paragraph. Under each piece of evidence should be 2-3 details from the sources that you will use to back up your claim and some commentary on how that evidence proves your thesis.

Step 5: Write your Essay

Use the remaining 30-35 minutes to write your essay. This should be relatively easy if you took the time to mark up the sources and have a detailed outline.  Remember to add special consideration and emphasis to the commentary sections of the supporting arguments outlined in your thesis. These sentences are critical to the overall flow of the essay and where you will be explaining how the evidence supports or undermines the claim in the prompt.

Also, when referencing your sources, write the in-text citations as follows: “Source 1,” “Source 2,” “Source 3,” etc. Make sure to pay attention to which source is which in order to not incorrectly cite your sources. In-text citations will impact your score on the essay and are an integral part of the process.

After you finish writing, read through your essay for any grammatical errors or mistakes before you move onto the next essay.

Here are six must-have tips and tricks to get a good score on the synthesis essay:

• Cite at least four sources , even though the minimum requirement is three. Remember not to plagiarize and cite everything you use in your arguments.
• Make sure to develop a solid and clear thesis . Develop a stable stance for the claim and stick with it throughout the entire paper.
• Don’t summarize the sources. The summary of the sources does not count as an argument. 
• You don’t necessarily have to agree with the sources in order to cite them. Using a source to support a counterargument is still a good use of a source.
• Cite the sources that you understand entirely . If you don’t, it could come back to bite you in the end. 
• Use small quotes , do not quote entire paragraphs. Make sure the quote does not disrupt the flow or grammar of the sentence you write. 

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Here is an example prompt and essay from 2019 that received 5 of the 6 total points available:

In response to our society’s increasing demand for energy, large-scale wind power has drawn attention from governments and consumers as a potential alternative to traditional materials that fuel our power grids, such as coal, oil, natural gas, water, or even newer sources such as nuclear or solar power. Yet the establishment of large-scale, commercial-grade wind farms is often the subject of controversy for a variety of reasons.

Carefully read the six sources, found on the AP English Language and Composition 2019 Exam (Question 1), 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 most important factors that an individual or agency should consider when deciding whether to establish a wind farm.

Source A (photo)

Source B (Layton)

Source C (Seltenrich)

Source D (Brown)

Source E (Rule)

Source F (Molla)

In your response you should do the following:

• Respond to the prompt with a thesis presents a defensible position.
• Select and use evidence from at least 3 of the provided sources to support your line of reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary. Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.

[1] The situation has been known for years, and still very little is being done: alternative power is the only way to reliably power the changing world. The draw of power coming from industry and private life is overwhelming current sources of non-renewable power, and with dwindling supplies of fossil fuels, it is merely a matter of time before coal and gas fuel plants are no longer in operation. So one viable alternative is wind power. But as with all things, there are pros and cons. The main factors for power companies to consider when building wind farms are environmental boon, aesthetic, and economic factors.

[2] The environmental benefits of using wind power are well-known and proven. Wind power is, as qualified by Source B, undeniably clean and renewable. From their production requiring very little in the way of dangerous materials to their lack of fuel, besides that which occurs naturally, wind power is by far one of the least environmentally impactful sources of power available. In addition, wind power by way of gearbox and advanced blade materials, has the highest percentage of energy retention. According to Source F, wind power retains 1,164% of the energy put into the system – meaning that it increases the energy converted from fuel (wind) to electricity 10 times! No other method of electricity production is even half that efficient. The efficiency and clean nature of wind power are important to consider, especially because they contribute back to power companies economically.

[3] Economically, wind power is both a boon and a bone to electric companies and other users. For consumers, wind power is very cheap, leading to lower bills than from any other source. Consumers also get an indirect reimbursement by way of taxes (Source D). In one Texan town, McCamey, tax revenue increased 30% from a wind farm being erected in the town. This helps to finance improvements to the town. But, there is no doubt that wind power is also hurting the power companies. Although, as renewable power goes, wind is incredibly cheap, it is still significantly more expensive than fossil fuels. So, while it is helping to cut down on emissions, it costs electric companies more than traditional fossil fuel plants. While the general economic trend is positive, there are some setbacks which must be overcome before wind power can take over as truly more effective than fossil fuels.

[4] Aesthetics may be the greatest setback for power companies. Although there may be significant economic and environmental benefit to wind power, people will always fight to preserve pure, unspoiled land. Unfortunately, not much can be done to improve the visual aesthetics of the turbines. White paint is the most common choice because it “[is] associated with cleanliness.” (Source E). But, this can make it stand out like a sore thumb, and make the gargantuan machines seem more out of place. The site can also not be altered because it affects generating capacity. Sound is almost worse of a concern because it interrupts personal productivity by interrupting people’s sleep patterns. One thing for power companies to consider is working with turbine manufacturing to make the machines less aesthetically impactful, so as to garner greater public support.

[5] As with most things, wind power has no easy answer. It is the responsibility of the companies building them to weigh the benefits and the consequences. But, by balancing economics, efficiency, and aesthetics, power companies can create a solution which balances human impact with environmental preservation.

More examples can be found here at College Board.

While AP Scores help to boost your weighted GPA, or give you the option to get college credit, AP Scores don’t have a strong effect on your admissions chances . However, colleges can still see your self-reported scores, so you might not want to automatically send scores to colleges if they are lower than a 3. That being said, admissions officers care far more about your grade in an AP class than your score on the exam.

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AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

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clear, concise rhetorical analysis instruction.

Argument Essay Outline

November 5, 2022 by Beth Hall

AP ® Lang argument essays are arguably the most difficult FRQ on the exam because students do not have sources or a passage to work with. However, when planning an argumentative essay, whether it is a timed essay or one you have multiple days to complete, it is important to create an argument essay outline.

Why Do I Need an Argument Essay Outline?

Think of the argument essay outline as your blueprint or your map. When writing a timed essay, your outline helps you know what to include so that you can devote more time to writing your body paragraphs. An outline also allows you to brainstorm a thesis and evidence so that when it comes time to actually write the essay, you will be able to use your time efficiently and also ensure that you are meeting the requirements of the AP ® Lang rubric.

What is an Argumentative Essay Outline?

An argument essay outline typically includes your thesis, which is the overall claim of your essay. For more information about how to write an argument essay thesis, check out this video.

When writing an outline, you can use bullet points if you want to. Make sure that your thesis asserts a clear position that answers the prompt. Don’t try to argue both sides evenly, though. You can can qualify an argument or write a counterargument thesis, but you must assert a clear position.

Next, you have two choices: determine your main ideas or determine your evidence. Your approach may vary depending on the prompt.

If you have an idea of your main points, go ahead and write a bullet point of the claims you want to make for each body paragraph. For a timed AP ® Lang argument essay, you’ll likely have 2, possibly 3, body paragraphs. Think of your main ideas as “sub claims,” meaning that these claims should relate to your thesis. As you’re writing your main ideas, be sure to think about the best order for them.

If you choose your main ideas first, you’ll then need to brainstorm specific evidence to prove your claim. For more information about selecting specific evidence, check out this video.

Choose a Mnemonic

Some students prefer to outline their evidence first. To do this, try using an acronym such as CHORES. CHORES stands for current events, history, outside knowledge, reading, experiences, and science. Outside knowledge is a “catch-all” category for topics like sports, pop culture, music, etc.

There are other acronyms to help you plan specific evidence, such as REHUGO or CHELPS. Honestly, it does really matter which acronym you use as long as it helps you generate ideas for specific evidence.

A tip that has really helped my students is to label the evidence they’ve brainstormed with an S for specific, SS for somewhat specific, and G for general. For a timed essay, you can cross out any evidence that you only have a general understanding of, as we want to prioritize specific evidence in our essays.

Develop Your Line of Reasoning

Once you’ve narrowed down your list to your top examples, think about how you might pair your examples together. While you don’t need two examples per paragraph, oftentimes, having two examples helps you develop your ideas and create a stronger line of reasoning. Think about how the examples are related. For example, are they historical examples? Sports examples? Do they have similar or contrasting outcomes?

You’ll also need to consider which evidence should come first in the paragraph and which evidence should come second. Remember that you’ll want commentary after each example, and you’ll want to use a transition word to lead into your next example.

Speaking of order, think about the order of your main ideas. Which one should be your first body paragraph? Which one should be your second body paragraph?

It might sound simple, but creating a strong topic sentence to lead into your second paragraph can help your line of reasoning. For more information about a line of reasoning, check out this video here.

Here are a couple sentence frames to consider for body paragraph 2:

• Having already established that (main idea 1,) one must also acknowledge that (main idea 2.)
• The topic of X is not limited to (main idea 1), however, as it also applies to (main idea 2.)

Argument Essay Outline Example

Here’s an example argumentative essay outline for a timed essay to help you know what you might include. Remember that depending on how much time you have, you may decide to include more detail. However, for a timed essay, it’s often best to keep your argument essay outline simple so that you have more time to write. In this case, the goal is a simple outline to make sure you have some direction as you begin writing.

Thesis:  Struggle is valuable because it leads to progress.

Main Idea 1:  Women’s Suffrage

Evidence:  Emmeline Pankhurst and Susan B. Anthony

Commentary: For them, the struggle was worth the hardship. Their struggles ultimately led to progress, as women in the US gained suffrage in 1920, demonstrating that struggle is valuable when fighting for equality.

Main Idea 2:  Sports

Evidence:  Billie Jean King and the US Women’s National Soccer Team

Commentary:  These examples demonstrate the value of standing up for one’s beliefs, even if it means enduring public criticism.

Do I Need a Counterclaim and Rebuttal?

If you intend to include a counterclaim and rebuttal or concession and refutation in your essay, then yes, add it to your argument essay outline.

For AP ® Lang, remember that while addressing the counterargument can help create a more nuanced argument, including one is not required, nor does it guarantee the sophistication point.

Given that the goal is to fully develop your claim, many students prefer to address the counterargument at the end of their argument essay. That way, if they run out of time, they still have proven their other sub-claims.

For more information about addressing the counterargument, check out this video.

Additional Resources

Teachers, if you’re looking for a way to help your students create an argument essay outline, check out this Outline Argument Essay resource. These Google Slides compatible digital flipbooks are a quick-and-easy way for students to plan their specific evidence and outline their argument.

AP® Lang Teachers

Looking to help your students improve their rhetorical analysis essays?

[…] While the argument essay thesis is an important part of your essay and an easy point to earn on the AP Lang exam, the thesis is just the beginning. For more tips about outlining an argument essay, check out this blog post. […]

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How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

• Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
• A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
• Avoid a thesis that merely restates the prompt.
• Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

• Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
• Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
• After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
• Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
• Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

• Explaining the significance or relevance of the writer’s rhetorical choices.
• Explaining the purpose or function of the passage’s complexities or tensions.
• Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

• Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
• Explain how each piece of evidence connects to your thesis.
• Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
• Steer clear of generalizations about the author or text.
• Don’t include arguments you can’t prove with evidence from the text.
• Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

• They include lots of specific evidence from the text in the form of quotes.
• They incorporate 3 different types of evidence (diction, long lists, Biblical references).
• After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

• This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
• They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
• They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
• All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
• They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
• In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
• Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

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Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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Seeking sophistication (in an ap lit essay).

Susan’s note: This post is written by  Adrian Nester   who put some thoughts on paper after the pilot reading. I have added a few ideas which are in italics and a teaching point for each path. Before launching into this, I want this sophisticated point (haha) to guide your approach to Row C in the classroom:  Do not worry   about the sophistication point.  Whether they get it or not is a non-issue to me. Of course I want them to do well on the exam and want to prepare them as best as I can, but I will not let myself stress out about it. Nor should you. Teach your students to write essays that explore tensions and complexities within a text, interpret a text within broader contexts, accounts for alternative interpretations, and uses a vivid and persuasive style. If we are teaching these things, our students will not only be prepared for the exam but will more importantly be prepared for future academic writing. My apologies – this was more than one point ;  this is pretty much like a day in my class.

(This post was originally published on APLitHelp.com in February of 2020).

The sophistication point…ah, the pesky sophistication point…do teachers even need to worry about it? Are only the best writers going to get this point? Is trying to teach sophisticated writing a futile effort? Well, honestly, who knows how many sophistication points will be earned on the exam in May, but there do seem to be several entry points to understanding the sophistication point a little more. 

One thing is for sure, to receive the sophistication point, the students have to fully do the work for the reader. It would be hard to get the sophistication point if a writer starts with one thesis and then has a shift in focus to another thesis/claim. This could be an example of the 1-4-0 type of score.

There are four enumerated ways to earn the sophistication point. 

1.  Identifying and exploring complexities or tensions within the poem/passage. 

Paradox, juxtaposition, and irony all seem to be possible vehicles to seeing complexities and tensions in a work. If a student is able to find one of the tensions in a work and fully unpack it they could be on their way to the sophistication point. 

Teachers may want to scaffold students to seeing more complexities and tensions in a work by asking: How does the title/epigraph/last line/shift/etc. complicate the meaning of the text?

This path is the one I struggle with on the sophistication point because a prompt typically asks students to address the complexities within the text. So if students are fully doing this to answer the prompt, does that not fulfill the complexity point? I’ve really got nothing on this path to sophistication and am eager to see more examples of this path at the reading this summer. (I may be wrong because the pilot reading was so fast, but I don’t think I saw any samples for sophistication for this path but am very likely wrong about this). 

Even though we were REPEATEDLY told to go back to the rubric to justify our decisions which we were all very committed to doing, I think this is the type of analysis that when I read it, I want to tell that student, “Just keep doing this and I’m going to stay out of your way.” Or maybe I should say, “ Would you like to teach me how to write?”

My advice may be frustrating for you: look at the samples on  the exam page . that were awarded the sophistication point for exploring complexities and tensions.

• Question 1 – Sample J
• Question 2 – Sample E maybe (wording on this is unclear)
• Question 3 – Sample I
• Question 1 – Sample HH, Sample OO
• Question 2 – Sample GG
• Question 3 – Sample DD, Sample J

Teaching Point: Encourage students to use transitions such as: however, even though, consequently, at the same time, nevertheless, alternatively, in contrast, etc. These words position students to explore complexities and tensions within a passion.

2.  Illuminating the student’s interpretation by situating it within a broader content.

A broad sweeping cliche dropped in at the beginning of a response, such as “since the beginning of time,” is not going to do it here. Random historical references also go in this category. Just because a poem was published in (insert significant historical year) does not necessarily mean that placing it in this historical broader context will work. The context has to “fit”. 

The context must work “in service to” the student’s argument that is developed and sustained throughout. 

The main point about the next three pathways (all of the pathways really) is the additional note at the bottom of the rubric. It reads: “This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or reference.” The broader context, alternative interpretations, and vivid and persuasive writing is  part of the student’s argument  (emphasis mine) and not two or three sentences sprinkled throughout or do not advance the argument. 

My students recently wrote on  Under the Feet of Jesus, and I awarded the sophistication point to Sample CC  below. I’ve highlighted the parts of the essay which I thought aided this student getting the point. 

Under the Feet of Jesus  sample –  sophistication with broader context

Teaching Point: Applying different lens from literary criticism is a good way for students to begin to explore works within a broader context.

3 . Accounting for alternative interpretations of the poem. 

Not staking a claim (“The poem could mean this…or maybe that…”) is not the same as accounting for alternative interpretations. 

Well done alternative interpretations will often use conditional language that acknowledges other interpretations while continuing to make a stand. This could sound something like “Some people may see The Landlady as _____________; however, ____________.” or “Perhaps the unnamed landlady __________________.”

There are many rooms in the house of right, but there are some definite wrongs. If an interpretation can be defended with multiple examples throughout the text, it’s most likely valid. If an interpretation is based on a “feeling” that can’t be supported in the text or an interpretation based on one phrase in the text, it’s most likely  garbage  not valid.

Teaching Point: Silent discussions are a great way for students to explore other students’ thoughts and interpretations of a text.

4. Employing a style that is consistently vivid and persuasive. 

Well, you are on your own teaching this…but I think I know for sure that just using the word “titular” one time in the opening paragraph is not going to do it. (Please don’t take this off your SAT prep list, but readers grew amused at just how many students used this on “The Landlady” as well as so many Q3 responses.)

‘Consistently’ really seems to be a keyword in this point.

These essays are few and far between, and when I read them, I am always amazed at what a student can do on a cold read in 40 minutes. See Sample AA from Under the Feet of Jesus below where I awarded the sophistication point for vivid and persuasive writing.  

Teaching Point: Have students experiment with using figurative language in their writing; this when used consistently – in my humble opinion – makes for vivid writing.

Under the Feet of Jesus  sample –  sophistication through vivid and persuasive writing

At six-years-old  Adrian Nester’s  oldest son was asked to describe what she likes to do for a Mother’s Day project. His response: drink water and grade papers and both of these things are true. Adrian has just completed her 16th year as an educator, but instead of doing the “same-old-thing”, she is ready to throw out the playbook. While Adrian is not drinking water and grading papers, she enjoys traveling, spending time with her family, reading, and playing sports. Read more about Adrian’s journey on her blog  The Learning Curve.

Susan Barber  teaches at Grady High School in Atlanta, Georgia. In addition to reading, writing, and investing in the next generation, she loves watching college football with her family especially when Alabama is playing.

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Rhetorical Analysis Essay How-To

7 min read • november 18, 2021

Kathryn Howard

What is the Rhetorical Analysis Essay?

According to the college board:.

 “The rhetorical analysis free-response essay question presents students with a passage of nonfiction prose of approximately 600 to 800 words. Students are asked to write an essay that analyzes the writer’s rhetorical choices . This question assesses students’ ability to do the following:

Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices .

Select and use evidence to support your line of reasoning .

Explain how the evidence supports your line of reasoning .

Demonstrate an understanding of the rhetorical situation .

Use appropriate grammar and punctuation in communicating your argument."

Essentially, you are being asked to analyze someone’s writing and what strategies they used to help them achieve their purpose.

Rhetorical Analysis Rubric for Scoring

The rhetorical analysis frq is out of 6 points.

To get this point you need to clearly write a defensible thesis about the rhetorical choices the author makes. Do not take a stance on the argument the author is making if he/she is making one. You are only talking about rhetorical strategies.

🎥 Watch: AP Language - How to Find Rhetorical Strategies

Evidence and Commentary (4 points)

To get the four points you need to not only present evidence but explain why it supports your thesis and how it contributes to the author’s message.

Sophistication (1 point)

To get to this point you have to demonstrate a complex understanding of both what that purpose was, and how the rhetorical analysis devices aided the author’s purpose.

There are a few ways that you can earn the sophistication point :

Explaining the significance or relevance of the writer’s rhetorical choices (given the rhetorical situation ).

Explaining a purpose or function of the passage’s complexities or tensions.

Employing a style that is consistently vivid and persuasive.

You have 40 minutes to complete the rhetorical analysis essay for AP Lang:

12 minutes: Read the text and plan out your essay. (TOBI)

6 minutes: Write your introduction paragraph.

18 minutes: Write 2-3 body paragraphs.

2 minutes: Write a quick conclusion.

2 minutes: Proofread and revise your essay.

🎥 Watch: AP Language - Rhetorical Analysis Organization and Timing

How to Maximize Your Time

Outline your rhetorical analysis essay before writing! A great tool for this is a TOBI:

TOBI stands for thesis , outline , and big idea.

TOBI Outline

BI -Big Idea

Here is an example of how to use TOBI given a rhetorical analysis prompt:

From CollegeBoard AP Lang 2017 Exam, FRQ Question 2

T: Luce uses many rhetorical strategies including pathos , antithesis , and a humorous tone to soften up her audience before introducing her true reasons for being there. 

- Pathos Appeal

(“There is no audience more forgiving”)

- Antithesis

(“I am happy, I am less happy”)

- Humorous tone

(“consequently, no audience is more forgiving, I hope”)

BI: Today, just like for Luce, it is very difficult to give criticism to your peers.

Note: It is a good idea to make the TOBI about the size of your hand to make sure you don’t spend too much of your precious essay writing time on it.

What if I can't find any rhetorical devices that I recognize?

You can always go back and rely on tone as every piece of literature has one, even if it is just informative. If you know what they are doing, but not the name of the term, you can still just describe it and get the points. Additionally, make sure that you are familiar with all the rhetorical devices that are a part of AP Lang!

🎥 Watch: AP Language - Reading with an Analytical Mind

If it’s not an argumentative essay, what do you put in your thesis?

You state the most important writing choices the author made in order to impact the audience of the work.

Other Tips and Tricks

The big idea should show how this prompt applies to today. This will help you write your conclusion. In most language arts classes they teach you to simply restate your points, but not in AP Lang!

The first thing you are going to want to do is carefully read through and highlight any strategies you see. 

Even if TOBI doesn’t work for you, it is a good idea to outline the essay. Even though it takes time, it will end up saving you time in the end because it gives you direction.

One of the most useful tools for the introduction is something called Soapstones. In this intro you are introducing the S peaker, O ccasion, A udience, P urpose, S ubject, T one, and S tyle. (Keep in mind: You do not need to include EVERY ONE). But, most successful essays include a few of them.

DON’T SKIM! It will only hurt you in the long run, even if you think it might be saving you time.

If you need to, review strategy names, but if you don’t remember, do your best to describe what is going on and how the author is using it.

Rhetorical Analysis Example Essay Prompt

The speech below was given at the site of the battle of Gettysburg by president Abraham Lincoln. Lincoln went on to describe his desire to save the union. Read the passage carefully and then in a well-developed essay, analyze the writing choices Lincoln makes to share his message with others. Support your analysis of his rhetoric with specific references from the text.

“Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.”

Key Terms to Review ( 20 )

Complex Understanding

Defendable Thesis

FRQ (Free-Response Question)

Grammar and Punctuation

Humorous Tone

Line of Reasoning

Passage's Complexities or Tensions

Pathos Appeal

Rhetorical Analysis Essay

Rhetorical Analysis Rubric

Rhetorical Choices

Rhetorical Situation

Significance or Relevance

Sophistication Point

TOBI (Thesis, Outline, Big Idea)

Vivid and Persuasive Style

Writer's Rhetorical Choices

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AP Lang Rhetorical Analysis Essay

AP language exams are held for numerous subjects. Students have to choose a specific subject and get higher scores. The higher the score, the higher the chance of pursuing the best 700 colleges or universities overall in the world, including the United States and Canada.

When it comes to AP English language, it involves a section called rhetorical analysis essay. This is a part of three free-response essays that have to be answered within 2 hours and 15 minutes from the overall 3 hours 15 minutes exam. 

If you are taking the AP Lang exam this year, guidance on how to answer this part will be useful. This article is specially curated to help you score the best. Read on to learn more about the AP language rhetorical analysis essay and get an idea of how to prepare for the associated exam successfully.

What is the AP Lang Rhetorical Analysis Essay ?

AP elaborated that the Advanced Placement is the exam conducted by the College Board in the United States of America. The exam is generally offered at the high school level and helps students to pursue higher education at the university level. The exam holds two sections: MCQs and Rhetorical Essay. MCQ sections are for 1 hour, and the rest of the time is for the essay section. The free-response essay holds three essays: rhetorical analysis essay, synthesis essay, and argumentative essay. 

• The rhetorical analysis essay in the AP Lang exam involves students having to discuss how the authors’ contribution to the passage gives a theme or meaning. 
• A synthesis essay involves students creating arguments on the passage or piece of information delivered to them.
• An argumentative essay requires students to pick a side ‘for or against ‘ for an argument or debate.

Since we are here to discuss rhetorical analysis essays in AP language, you must know the essay is added to test students’ ability to analyze and interpret the deeper meaning in the provided passage. Through rhetorical essays, the examiner examines how students connect with the author’s style of writing and syntax within 40 minutes. Some students may face challenges while dealing with this essay because it requires a better understanding of rhetorical strategies and the method to apply them.

Tips to Write a Rhetorical Analysis Essay AP Lang ?

Since a rhetorical essay is quite tricky in comparison to other essays, it requires certain tips for a better approach to answering. Let us explore the method of writing a rhetorical essay for the AP Lang exam that helps you score well.

• Outline Essay Prior to Writing

Not only good content but providing a readable structure is an important part of the rhetorical analysis essay AP Lang . First, you must read the passage thoroughly and develop a brief outline or key points before writing the essay. This helps you write with respect to the chronology of the given passage and maintain the flow of writing.

• Understand Rhetorical Strategies

You aren’t alone in thinking about where to start writing a rhetorical essay. Many students face the same and are required to learn and implement rhetorical strategies. First, understand what rhetoric actually means. It refers to language sensibly chosen and structured for an impressive effect on the audience. This involves persuasive appeal, logical fallacies, and syntax such as anaphora, anthesis, parallelism, and so on. There is a vast range of elements that you can assess in the provided essay and develop a strong grasp with consistent practice.

• Make your Essay Well-Structured

Sometimes, students understand the rhetorical strategies but still get confused about where to initiate. It is recommended to start with an introduction that delivers the purpose of your writing. In the last introductory line, you must talk about the rhetorical strategies you will discuss in the piece. However, there are so many styles, syntax, and tones. You must be specific while listing them and then move to develop a body paragraph. 

Now, you have to collect all the rhetorical strategies you mentioned in the introduction to discuss your point of view chronologically. Be specific while discussing strategy, as only the crucial ones among them must be discussed. Never forget to cite the line from the original passage. Your write-up must maintain the flow and should include relativity among the paragraphs. End the rhetorical essay by summarising key points.

• Never Forget to Explain your Examples

Do not just state the examples or deliver statements like ‘this is an example of pathos or logos.’ It is advisable to explain the example you have listed in context to the rhetorical elements you have mentioned and how it aids the author in their viewpoint. Stay detailed yet precise while writing the rhetorical analysis essay AP Lang .

AP Lang Rhetorical Analysis Essay Rubric

Did you know that the rhetorical analysis essay AP Lang is graded into three rubric categories? Students must pay heed to the categories, as the examiner seeks specific things in each of them. Also, learn about some dos and don’ts to score well.

When it comes to grading the thesis of the rhetorical analysis essay AP Lang , there is nothing nebulous. Either you get one point, or you lose one. Thesis points help you get close to higher scores, and thus, you must be mindful of the following points.

• Developing an argument states that your interpretation leads to a risk of disagreement. Thus, your thesis statements must be in context with the author’s rhetorical choice. 
• If you create a phrase in your mind initiating with ‘I think that..’, your phrase should not go in a negative argumentative direction.
• Never provide a thesis with summaries but not an argument.
• Try not to provide the thesis with repeated prompts.

Evidence is provided to prove the argumentative context in the thesis. This rubric category is graded from 0 to 4 points. To score higher, you must follow the points below.

• You must aim to provide multiple types of evidence in your argumentative thesis.
• Each statement you provide must be backed up with evidence in context to the text or arguments about the author’s theoretical choices.
• Add more and more evidence, which must be specific.
• Examine whether your evidence is linked with your overarching argument.
• Deliver your interpretation and never rely on just quotes or phrases. 
• Steer clear of generalization for text or author
• Avoid quotes that speak for themselves. You must elaborate on the evidence you provided.
• Sophistication

According to The College Board, this category holds 0 to 1 points. The higher grading in rhetorical analysis essays indicates the delivery of the sophistication of thoughts or a complex understanding of rhetorical elements. In this, you have to mainly focus on the number of semicolons you use and not the fancy terms. Here is what you need to follow:

• Focus on delivering the right connection between the thesis and your evidence.
• Create a brief framework and then proceed with writing the essay in the right flow to stay precise and clear in your piece.
• Do not include arguments that you won’t be able to provide evidence for.
• Ignore complex or fancy words or phrases that are hard to follow.

Ways to Improve Your Rhetorical Analysis Essay AP Lang

Now that you know what a rhetorical analysis essay is and how it is developed, you must be thinking about how tricky it is to understand the passage. Many find themselves in a completely blank position when it comes to where to begin during the exam. They find the rhetorical analysis essay AP Lang quite challenging to deal with and understand the author’s perspective and viewpoint. Practicing rhetorical strategies does not help if you do not have the right approach, which only comes from the field experts and their guidance.  Turito offers a platform where you get mentors to teach you all the concepts and approaches you apply in writing effective rhetorical essays in less time. Their course helps you get higher scores, which you can use to get college admission to your favorite college and country. Hey, you ambitious one, what are you waiting for? Contact us now and give your dreams a flight!

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