AP LANG: UNIT 2 Argument
“In a heated argument, we are apt to lose sight of the truth” - Publilius Syrus
Calendar
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Last Year’s Argument Prompt:
Thesis Point:
Evidence and
Commentary
Points:
Sophistication:
Essay Format Exemplar:
Introduction Paragraph:
●
●
Connect to what you can with the prompt - MAKE SURE YOU PRESENT THE PROMPT in some manner
Thesis: Present your response to the prompt with a three-pronged (or at least two-pronged) REASONING.
Body Paragraph 1:
●
Topic Sentence: Strongest reason in response
to the prompt
○
Evidence 1: Connect to reason/thesis
○
Evidence 2: Connect to reason/thesis
○
Evidence 3: Connect to reason/thesis
Body Paragraph 2:
●
Topic Sentence: Second strongest reason in
response to the prompt
○
Evidence 1: Connect to reason/thesis
○
Evidence 2: Connect to reason/thesis
○
Evidence 3: Connect to reason/thesis
Body Paragraph 1:
●
OR
Body Paragraph 2:
●
Topic Sentence: Second strongest reason in
response to the prompt
○
Evidence 1: Connect to reason/thesis
○
Evidence 2: Connect to reason/thesis
Body Paragraph 3:
●
Make sure your evidence is varied and
scholarly
Topic Sentence: Strongest reason in response
to the prompt
○
Evidence 1: Connect to reason/thesis
○
Evidence 2: Connect to reason/thesis
Topic Sentence: Third reason in response to the
prompt
○
Evidence 1: Connect to reason/thesis
○
Evidence 2: Connect to reason/thesis
Paragraph Creation Exemplar:
Topic Sentence: Your claim that you chose in support of your thesis
Example 1: Use one of your chosen examples. Establish context and provide details. Be as specific as
possible.
Commentary (Analysis): 1-2 sentences that explain the evidence and link it to your thesis; what
does this imply about society/culture?
Transition: Smoothly, cohesively transition to your next example so that they both work in the same
paragraph together.
Example 2: Use your other chosen example. Establish context and provide details. Be as specific as
possible.
Commentary (Analysis): 1-2 sentences that explain the evidence and link it to your thesis and
previous example; what does this imply about society/culture?
Transition: Smoothly, cohesively transition to your next example so that they both work in the same
paragraph together.
Example 3: Use your other chosen example. Establish context and provide details. Be as specific as
possible.
Commentary (Analysis): 1-2 sentences that explain the evidence and link it to your thesis and
previous example; what does this imply about society/culture?
Concluding Sentence: Remind your audience of what is “at stake” in the examples discussed (“SO
WHAT??”)
“In a world where perceptions and assumptions of each other
dictate our connections and social statuses that we can build
for one other, our fragile reputation is a key pathway to the
many doors of life.” The quote by Benjamin Franklin highlights
this…”
LINE OF REASONING (n): a set of reasons used in order to reach a conclusion
Evidence ➜ logic ➜ conclusion
Because I’m sick, I’m not going to school today. Going to school sick makes
me sicker and can infect other people as well.
I’m sick ➜ Sickness worsens the health of people ➜ I’m not going to school
How the thesis guides the topic sentence
➜
How the transitions connect the paragraphs
➜
How all the paragraphs connect to the unifying idea (thesis!)
LINE OF REASONING (n): a set of reasons used in order to reach a conclusion
Evidence ➜ logic ➜ conclusion
Go back to your turkey . . . write out YOUR line of reasoning via your
topic sentences as it stands . . . Then consider:
● Is it logical?
● Is the movement between paragraphs strong or would you change
something? If so, what?
● Check your transitions . . . what do you need to add or change?
SAVE THE TURKEYS!
GOBBLER
COBBLER
MAC
CHEESE
HONEST
DRUMSTICK
COB
ABE
HOMEWORK:
1.
2.
3.
Watch the videos/read the “LoR”
entry
Practice with this reading
Create an index card that fleshes
out HOW and WHAT Frederick
Douglass to explain how he learns to
read