AP English Language and Composition
ESSAY WRITING STRUCTURE AT A GLANCE
Thesis
Synthesis Elements
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qualifier
topic
claim
universal truth (UT)
directions (reasons as indicated by the
documents; 9 World connections)
Rhetorical Analysis
Elements
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topic
shift/contrast
qualifier
directions (rhetorical
devices/strategies)
claim
universal truth (UT)
words/phrases from the text
Synthesis Example
Rhetorical Analysis
Example
Although proponents of a common English
curriculum may argue the benefits of a
standardized education, a universal
English curriculum deteriorates student
learning by rejecting student learning
differences, disregarding text diversity,
and marginalizing the role of the teacher.
Gary Soto’s autobiographical
narrative “The Pie,” which contrasts
childhood innocence and guilt,
employs religious allusions,
connotative diction, and a reflective
point of view to reveal that
deceptively “sweet and goldencolored” guilt can haunt and destroy
the purity of childhood.
or
Although proponents of a common English
curriculum may argue the benefits of a
standardized education, a universal
English curriculum is ineffective as
demonstrated by the rejection of student
learning differences, a disregard for text
diversity, and a marginalization of the role
of the teacher, which proves that the true
goal of American education is not
developing the individual but
manufacturing a conformed public.
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qualifier – “Although proponents of a
common English curriculum may
argue the benefits of a standardized
education”
topic – “a universal English
curriculum”
claim – “deteriorates” or “proves that”
universal truth (UT) – “student
learning” or “the true goal of
American education is not developing
the individual but manufacturing a
conformed public”
directions (reasons as indicated by the
documents; 9 World connections) –
“rejecting student learning
differences, disregarding text
diversity, and marginalizing the role
of the teacher”
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qualifier
topic
claim
universal truth (UT)
directions (9 World connections)
*Note: This structure is nearly identical
to the Synthesis Essay thesis.
Argument Example
While some may claim that technology
is merely promoting the next step in
human evolution, the ubiquitous
presence of technology debilitates
American culture as demonstrated by
social media, inescapable corporate
advertising, and the smart phone wars.
or
While some may claim that technology
is merely promoting the next step in
human evolution, technology has a
destructive role in American culture as
demonstrated by social media,
inescapable corporate advertising, and
the smart phone wars, which
underscores the fact that a constant link
to technology has disconnected human
relationships in America.
Synthesis Example
Deconstructed
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Argument Elements
Rhetorical Analysis
Example Deconstructed
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topic - Gary Soto’s
autobiographical narrative
“The Pie”
shift/contrast – “childhood
innocence and guilt”
qualifier – “employs”
directions (rhetorical
devices/strategies) – “religious
allusions, connotative diction,
and a reflective point of view”
claim – “to reveal that”
universal truth (UT) –
“deceptively ‘sweet and
golden-colored’ guilt can haunt
and destroy the purity of
childhood”
words/phrases from the text –
“sweet and golden-colored”
Argument Example
Deconstructed
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qualifier – “While some may claim
that technology is merely
promoting the next step in human
evolution”
topic – “technology”
claim – “debilitates” or
“underscores”
universal truth (UT) – “American
culture” or “a constant link to
technology has disconnected human
relationships in America”
directions (9 World connections) –
“social media, inescapable
corporate advertising, and the smart
phone wars”
Topic Sentences
Synthesis Elements
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topic
reasons/examples
claim
universal truth link
Rhetorical Analysis Elements
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Synthesis Example
Rejecting student differences, such as
learning styles and learning needs,
diminishes a student’s education.
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topic – “rejecting student
differences”
reasons/examples – “learning
styles and learning needs”
claim – “diminishes”
universal truth link – “a student’s
education”
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Rhetorical Analysis Example
Religious allusions, such as the squirrel
that “nailed itself” on a tree and the
reference to Adam and Eve, emphasize
the guilt after a child sins.
Synthesis Example
Deconstructed
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topic
reasons/examples
claim
universal truth link
Argument Elements
Argument Example
Social media, such as Facebook and
Twitter, actually breaks social
connections within American culture.
Rhetorical Analysis Example
Deconstructed
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topic – “religious allusions”
reasons/examples – “the squirrel
that ‘nailed itself’ on a tree and the
reference to Adam and Eve”
claim – “emphasize”
universal truth link – “guilt after a
child sins”
topic
reasons/examples
claim
universal truth link
Argument Example
Deconstructed
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topic – “social media”
reasons/examples – “Facebook and
Twitter”
claim – “breaks”
universal truth link – “social
connections within American
culture”
Body Paragraphs
Synthesis Elements
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example/reason #1
description or explanation of
example/reason #1
explanation of how example/reason
#1 supports the thesis (consider
using the writing modes of
definition, cause-effect, or
compare/contrast)
transition
example/reason #2
description or explanation of
example/reason #2
explanation of how example/reason
#2 supports the thesis (consider
using the writing modes of
definition, cause-effect, or
compare/contrast)
clincher (conclusion or insight
gained from this paragraph) and/or
transition to the next paragraph
Rhetorical Analysis Elements
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example #1
discussion of the writer’s purpose
in using this particular rhetorical
device/strategy
discussion of the effect of using
this particular rhetorical
device/strategy (consider the effect
on the speaker, universal truth,
text, reader, and tone)
transition
example #2
discussion of the writer’s purpose
in using this particular rhetorical
device/strategy
discussion of the effect of using
this particular rhetorical
device/strategy (consider the effect
on the speaker, universal truth,
text, reader, and tone)
clincher (conclusion or insight
gained from this paragraph) and/or
transition to the next paragraph
Argument Elements
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example/reason #1
description or explanation of
example/reason #1
explanation of how example/reason
#1 supports the thesis (consider
using the writing modes of
definition, cause-effect, or
compare/contrast)
transition
example/reason #2
description or explanation of
example/reason #2
explanation of how example/reason
#2 supports the thesis (consider
using the writing modes of
definition, cause-effect, or
compare/contrast)
clincher (conclusion or insight
gained from this paragraph) and/or
transition to the next paragraph
Concession/Refutation
Synthesis Elements –
Topic Sentence
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Rhetorical Analysis Elements –
Topic Sentence
Argument Elements –
Topic Sentence
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topic
claim
universal truth link
reasons/examples
topic
claim
universal truth link
reasons/examples
not applicable
*Note: A writer may choose to
concede and refute within body
paragraphs instead of writing a
concession/refutation paragraph.
Synthesis Example –
Topic Sentence
Proponents may argue a common
English curriculum benefits education
by promoting common knowledge and
holding students to a common standard.
Synthesis Example
Deconstructed
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topic – “a common English
curriculum”
claim – “benefits”
universal truth link – “education
“reasons/examples – “common
knowledge and holding students to
a common standard”
Synthesis Elements –
Concession/Refutation
Paragraph
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example/reason #1
description or explanation of
example/reason #1
explanation of how example/reason
#1 supports opponents’ argument
concession or refutation of
example/reason #1
transition
example/reason #2
description or explanation of
example/reason #2
explanation of how example/reason
#1 supports opponents’ argument
clincher (transition that moves the
reader from the errors of
opponents’ arguments to the
writer’s argument)
Rhetorical Analysis Example –
Topic Sentence
not applicable
Argument Example –
Topic Sentence
“Techies” claim that technology is
merely promoting the next step in
human evolution by increasing our
knowledge and eliminating human
weaknesses and diseases.
Rhetorical Analysis Example
Deconstructed
Argument Example
Deconstructed
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not applicable
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Rhetorical Analysis Elements –
Paragraph
Argument Elements –
Concession/Refutation
Paragraph
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not applicable
topic – “technology”
claim – is promoting
universal truth link – “human
evolution” (this is an aspect of
American culture)
reasons/examples – “increasing our
knowledge and eliminating human
weaknesses and diseases”
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example/reason #1
description or explanation of
example/reason #1
explanation of how example/reason
#1 supports opponents’ argument
concession or refutation of
example/reason #1
transition
example/reason #2
description or explanation of
example/reason #2
explanation of how example/reason
#1 supports opponents’ argument
clincher (transition that moves the
reader from the errors of
opponents’ arguments to the
writer’s argument)
Conclusion
All Essays –
Topic Sentence Element
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Final conclusion or insight about the universal subject/truth
Synthesis Example –
Topic Sentence
Rhetorical Analysis Example –
Topic Sentence
Argument Example –
Topic Sentence
The American educational system, with
its experimental approach to
discovering “best practices,” is leaving
behind generations of students.
Unfortunately age and experience spoil
the innocence of childhood and can
replace this purity with guilt and
knowledge.
For now, the seemingly omnipresence
of technology has deeply rooted itself
in American culture with false promises
of making our lives better.
All Essays –
Conclusion Paragraph Elements
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example #1 (from one of the 9 Worlds not discussed) explanation that further illustrates the topic sentence
transition
example #2 (from one of the 9 Worlds not discussed) explanation that further illustrates the topic sentence
clincher (final witty or memorable statement)
*Note – attempt to use a literary example whenever appropriate and possible
Synthesis –
Conclusion Paragraph
Example
Rhetorical Analysis –
Conclusion Paragraph
Example
Argument –
Conclusion Paragraph
Example
Ralph Waldo Emerson would argue that
such an approach to education denies
the dignity and integrity of the
individual, “for whoso would be a man
must be a non-conformist.” While
Emerson would applaud America’s
goal to offer its citizens a high-quality
and free education, he would grimace at
the industrial one-size-fits-all approach
that a standardized curriculum takes
because it negates the individual and
conforms citizens to cogs in a social
machine. Just as Emerson favors
individuality, our own history shows
that we are a people who embrace
individuality over conformity. Our
democracy has been founded on the
revolutionary principle of individual
liberty over the confines of a
government that dictates how its
citizens should conduct their lives.
Why should our educational system
lack such focus on individual liberty?
If we embrace conformity, we may lose
the hallmarks of American culture:
ingenuity, tolerance, and creativity.
In The Lord of the Flies, Ralph learned
the price of exchanging innocent
childhood with the guilt of an adult’s
knowledge and experience. When
Ralph, the initial leader of the
survivors, was forced to face Jack after
the other boys had burned down the
forest, killed Piggy, and began turning
against each other, Ralph understood
that the monster to be feared was
themselves—human nature. The purity
and innocence of childhood had given
way to the hate, fear, and guilt of young
adults trying to compete for dominance.
Psychology might help explain this
change in human behavior, for as a
person ages, the brain further develops,
thus increasing knowledge and complex
reasoning ability. As a result,
childhood beliefs and behaviors give
way to adult knowledge and survival
techniques, and perhaps guilt is a signal
to individuals that certain behaviors,
while helpful to the individual, are not
beneficial to the survival of the species.
Maybe ignorance is bliss, for
knowledge creates individual
responsibility for one’s actions.
Children cannot be responsible or feel
guilt for what they do not understand;
however, adults bear the burden of
knowing their actions are detrimental to
themselves and society. The bridge
from childhood to adulthood is a
bittersweet transition led by the power
of knowledge and unfortunately littered
with moments of guilt.
All social classes within the novel
Brave New World would certainly agree
that their technology made their society
a better place than the barbaric Malpais.
Their technology stabilized the social
structure, population growth, and
contentedness of its citizens, but such
technology robbed citizens of their
individuality and potential by
programming them into a social
hierarchy, removing family bonds, and
drugging them to escape unpleasant
feelings. In the society of Brave New
World, technology chipped away at
everyone’s humanity. Likewise, our
current technology, such as the internet
and innumerable gadgets, promises to
make our lives better with convenient
innovations and the power to bring
diverse people together. While
technology does have the capability to
do both, do people actually use
technology to its fullest potential?
Instead of using the internet as a virtual
library that houses the knowledge of
humankind, we treat it as a gateway to
mindless games, fad videos, and
opportunities to sell a product. Instead
of using social networking sites to learn
from each other, we use it to rant about
inane aspects of our lives, create
arguments, and further divide ourselves
from those who are different from us.
Without a doubt, current technology,
with its promise to connect us, is
actually disconnecting us from reality
and each other.