Analysis
The goal of the analysis essay is to show your competence in rhetorical theory and
rhetorical analysis. Trust me; you have been doing this all year with every text. It asks
you to use and understand such concepts as audience, purpose and occasion (context);
tone; establishment of central contention (claim); appeals to the author’s character and
credibility (ethos) and to the audience’s emotions (pathos); organization and structure;
and diction, syntax, imagery and figurative language. Essentially, the analysis asks you
to show how the organization, structure, form and style relate to and support the author’s
meaning, purpose, and effect. These statements should sound very familiar because the
whole year has been dedicated to showing how method reflects and affects the author’s
purpose, meaning, and effect.
Considerations
-Provide a clear thesis in the introduction that identifies the two major parts of the essay:
use of language and purpose, effect or tone.
-Make sure your topic sentences reflect both parts.
-Establish the context of your quote. What is the author discussing at this moment?
-Use any elements of rhetoric that you feel help establish your point about the essay.
LIDDS can help, but don’t feel restricted by it. You can refer to a metaphor, simile, and
personification instead of simply saying figurative language. Appeals, irony, and
elements of argumentation are just as acceptable as diction and details. As long as you
can show how the method relates to the effect, you are in good shape.
-Remember that details are specific facts. Don’t use the term in place of “example” or
simply a general quote from the text.
-With language and diction, be as specific as possible. Saying the author uses diction or
the author uses language really doesn’t mean anything. Try to identify the type of words
and language that is creating the effect. At the beginning of the year, I gave you a list of
words that define language and tone; review this list.
-With diction, refer to specific words. Don’t simply list a bunch of words or refer only to
line numbers. The goal is to show how the words are similar and how they are used
together to serve the author’s purpose.
-Avoid stating what the reader may feel; explain what the author does.
Most often, students lose points on the analysis because they only complete one part
of the prompt. They either explain the effect yet provide very few examples of the
rhetoric or they provide several rhetorical devices without explaining how they
convey an effect.
Argument
The goal of the argument essay is to show your ability to take a position on a current
issue and defend your position with relevant examples from current events, personal
encounters, and contemporary history. The best arguments show that the author
understands that his reader’s perspective may be different than his own; therefore, he
provides a description of the logic that generated his opinions, offers specific evidence
from several different sources of information, and develops that evidence by providing
abundant details, not relying on readers to fill in the gaps. The College Board wants to
see that you can maintain a logical, persuasive tone and that you have insights and
opinions on current events and issues related to the topic.
Considerations
-Accurately identify the claim in the prompt. Don’t oversimplify it. It usually concerns a
complex issue that can be addressed from multiple angles. If you feel there is only one
way to look at it, you are probably misinterpreting the prompt.
-Clearly state your claim in your thesis statement. Don’t simply write I agree or I
disagree; state your claim as a fact. Do not sit on the fence with this claim. You must
take a clear stance on the issue.
-Use concrete examples that contribute new elements to your point. The best support
constantly builds from previous examples. Avoid making the same point in three
different ways. Every paragraph should prove a new element of the claim.
-Avoid making simple, broad generalizations about an issue or relying on personal
stereotypes and hypothetical situations.
-Always make the connection for us. Explain your examples and how they prove your
claim is valid. Thus, every example must be applied directly to the prompt.
-Stay organized. Even in an argument, you need topic sentences that refer back to your
claim.
-You can refute the other side or make a brief concession, but the focal point of the essay
is proving you are correct. Do not spend the entire essay proving the other side is wrong
and don’t set up an entire argument for the other side.
-Use a consistent point of view. The only time you need first person is for a personal
anecdote.
-Think logically. Make sure your examples relate to the whole issue, not just isolated and
easily refuted instances. You have to think about the concerns of the other side of the
argument and make sure your proof will convince any reader, regardless of his or her
views on the issue.
The Issues
Although there is no real pattern to the topics of the arguments, every prompt deals with
contemporary issues that are often sources of debate in newspapers, on television or
online. Past issues include:
With the many avenues available to broadcast information, whose
opinions are valid?
What elements of American society discreetly control us?
How should the wealthy or middle class help the impoverished?
What effect does entertainment have on contemporary society?
Do we have a right to privacy?
How have advances in media affected politics?
Although you can’t study for a particular issue, you can have opinions. Open a
newspaper, watch the news or explore controversial issues online. A lot of the issues
relate to the following topics: celebrity and entertainment, the influence of media,
governmental authority and control, the environment, wealth and poverty, the desire to
conform, and the effects of technology. Most deal with you sense of morality or your
values
Synthesis
The synthesis essay asks students to read a number of related sources and respond to a
prompt that requires them to cite three or more sources in support of an argument. This
type of essay is most similar to the DBQ from the AP History classes except you must
make specific references to the sources in order to prove a point YOU are trying to make.
If you haven’t taken an AP History class, the essay is a pared down version of the
research paper in the sense that you establish a claim and use your knowledge and
citations from outside sources to support it.
On the day of the test, you will be given 15 minutes to read over the sources and prepare
your argument. Then, you should spend about 40 minutes actually writing the essay.
The best essays take a clear position on the provided claim. Then, they combine the
sources with their position to form a cohesive, supported argument with accurately cited
sources. Organize and defend your position in the same way you would write the regular
argument. However, instead of using only your common knowledge to support your
point, use the information from the sources.
Considerations
-Make sure you are consistent in your position. The introduction talks of problems and
benefits. All of your examples must clarify a problem or a benefit.
-General conclusions need specific support. If you take a general statement from a
source, you need to establish its validity. Use other sources or your common knowledge.
-Make sure your proof applies to more than just one isolated case or moment.
-If your paragraph includes 5 sentences or more about one source, you probably are
relying too much on that source.
-TOPIC SENTENCES!!!!!—THEN CLARIFY—THEN EXAMPLES.
-Be graceful in your quote integration. Make the quotes fit into the context of your
sentence. However, make sure you introduce context when necessary. Vietnam, Walter
Cronkite, Kennedy/Nixon debate need introduction. Broad conclusions need less
introduction. Don’t be afraid to cite at the end, but cite every thing you take.
-Quote and interpret fairly. Clinton did not randomly talk about underwear, ratings have
not steadily increased or decreased for every year, Walter Cronkite is not a random
celebrity simply stating an unsupported opinion. If you are very extreme in your
position, you often oversimplify—beware of “always” and “never”.
-Use the introduction to show understanding of issue—or provide concession or
refutation.