GRAB BAG for AP English Language and Composition (Work in progress [always]) 3-3-3

Dr. Humble
(Qualifier: You should bring your thoughtful mind to the exam in May. In this series of lists, I
am trying to review and preview ideas that, I hope, will be of some benefit to you as your
develop your writing skills, and your AP compositional skills, in particular. So, it would be
foolish, unwise, senseless, immoral, and dishonorable (R of 5!) to bring an aid to your testing
site. Bring your thoughtful mind. This metaphorical grab bag is intended as a reviewing tool. Use
it as you wish and leave it at home. --Dr. Humble)

ACE​. Basically, write thoughtfully on your exam. Write ​A​ccurately (read the passage carefully
and respond accurately), ​C​learly (write an organized, clear response), and ​Ec​ onomically (don’t
worry about economy on your draft: if you have time to review your writing--after all three of
your essays are written--review and revise and ​singlestrikethrough​ words you wish to omit and
add words and ideas you wish to add).

A-C​. The Abstract-Concrete Continuum. Whether you are decoding (reading) or encoding
(writing), keep the large picture in mind and don’t lose sight of the details.
● A​bstract: In the multiple-choice world, you will look for the whole passage’s meaning,
purpose, or tone. In your FREs, you will have a sense of a passage’s meaning, purpose, or
tone.

● C​oncrete: In the multiple-choice world, you may be asked for a word’s or phrase’s
specific meaning. Remember to think of reading for context (moving a little abstractly).
In FREs, you should write specifically, as needed.
○ The Synthesis Essay: In your argument, specific sources should interact with
(converse with) each other.
■ Read
■ Analyze
■ Generalize: Establish a position to argue (your argument is central)
■ Converse: Imagine a conversation between yourself and each source
writer. Also, read the conversations between and among sources. Write
about these links in a paragraph and, perhaps, in a sentence.
■ Finesse (verb): Refine a complex, central, centered argument
■ Argue
■ Demonstrate your thinking--always
○ The Analysis of Prose Essay: Analyze how rhetorical strategies (rhetorical
devices, language resources) WORK to convey a passage’s meaning, purpose, or
tone. The terms are important to know (see below), but more important is your
 understanding of the work or rhetoric. And often, that work is hierarchical
(​diction conveys imagery which, in turn, may convey tone​).
○ The Construction of Argument Essay: When you use appropriate (specific and
concrete) evidence (whether from experience [personal], observation, or reading),
you are still proving a higher concept or idea, moving inductively from the
concrete to the abstract.

The Classical Appeals

● Ethos. Consider the character of the writer (positive attributes and flaws, such as vested
interest [Of course, he wants to eliminate the penny: he’s from a state that makes
nickels!]).
● Pathos. Consider the appeal to the audience’s emotions, including vested interests,
empathy and sympathy, and humor.
● Logos. Avoid using this term. Remember you can use “logic” when you mean logic, and
any of the more specific terms below. Logos is such a general term.

Rhetorical Modes ​(​The Prentice Hall Reader​ has headnotes on these modes. Sometimes verb
forms of these words carry the meaning and message. This list is selective, not
comprehensive.)
● Cause and effect reasoning, causal reasoning, causation. For my money, the current
champion of the modes, the highest order of thinking rhetorically. ​Vocabulary​: therefore,
because, since, to affect (verb), effect (noun), produce.
● Definition. Also, very high on the scale. You can define by convention (dictionaries,
thesauruses), negation, or context. In your analysis and argument, choosing the verb, to
define, yields a pay off.
● Comparison. Compare or contrast elements. The verbs “to compare” or “to contrast” (or
their synonyms) will convey that you are using this mode in your argument. ​Vocabulary​:
but, however, to compare (verb), to contrast (verb).
● Description. Sometimes the mere use of the word, “describes,” carries the work of this
mode.
● Exemplification (or Illustration). Writers give examples or illustrations to convey their
more abstract meanings. ​Vocabulary:​ to exemplify (verb), to illustrate (verb), for
example, for instance.

Elements of Style:​ Diction, Imagery, Syntax, Tone, Rhythm, Repetition (mnemonic device:
DIRTS)
Important ​Binary ​Elements: Irony, Humor (Look for irony in passages, and don’t be afraid to
analyze humor. Contrast is often involved in humor. Your comfort in analyzing humor
would illustrate your brilliance and your bravery.)

Irony ​is a distance or contrast between what is said and what is meant or the difference between
appearance and reality.
Verbal irony: when words oppose the speaker’s intended meaning.
Situational irony: when events turn out to be the opposite of what might normally be
expected
Dramatic irony: when a character in a fiction, but particularly in a play, does not understand
something that the audience or another character does
Socratic irony: when a teacher claims not to understand something in order to tease out
responses from students, as, say, Socrates was wont to do.

One word. I am always looking to reduce a complex thing like our exam to its simplest terms.
Today, my one word is … ​control​. Your AP readers will be impressed by the amount of control
you exhibit on your three essays. You will be controlling language (i.e., rhetoric) at lots of levels
(note that the Abstract-Concrete Continuum frames this list):

● Your whole essay and its rhetorical structure

● Your paragraphs with their level of ​details​, including numbers of examples
● Your sentences, mostly complex sentences conveying complex ideas
● Your diction. Use vocabulary accurately and definitively.

Write like a 13th-grader, not like a 7th-grader. Follow the chronology of the text, and don’t use
formulas to convey your thinking energy. Formulas do not convey thinking energy well.

Think about ​hierarchy of ideas​. Rank ideas, and control that ranking with your language skills.
● Subordinate ideas, when appropriate. (Work ​deductively​, from the higher order to the
lower.)
● Superordinate ideas, when appropriate. (Work ​inductively​, from the specific to the
general.)

The Rule of Three​ (R3!): Whenever you can, use three descriptors to define the fullness of your
discussion (diction, definition). Use three phrases or clauses to bolster your argument (syntax).
Use three sentences to define a quality or a process (rhetorical structure).

Four Chief Types of Composition​ (I have trouble differentiating among these since I believe
that ​Everything’s an Argumen​t.)
 ● Exposition: identification, definition, classification, illustration, comparison, analysis
● Narration: time, space, description
● Description
● Argumentation: establishing truth or falsity of a proposition

Other Rhetorical and Literary Resources (See our list of literary and rhetorical terms.)

Selected Vocabulary (We’ll continue to build this list.)

To want = to lack
To gainsay = to deny (as in “to ​say​ a​GAIN​st”)
Resignation = acceptance of the inevitable, unresisting acceptable of the inescapable
Indifferent = unbiased, emotionally unaffected, apathetic
Nonplussed = bewildered, perplexed (Latin, ​non plus​ means “no more”)
Ephemeral = short-lived; fleeting
Philistine = one who lacks refinement