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AP English: Language and Composition
Fall Trimester: Review Packet
Chapter One: An Introduction to Rhetoric (1-39)
Glossary
Audience
Concession
Connotation
Context
Counterargument
Ethos
Logos
Occasion
Pathos
Purpose
Refutation
Rhetoric
Rhetorical Appeals
Speaker
Subject
Text
Aristotle’s Rhetorical Triangle (4)
SOAPS (5):
 “A checklist to help you organize your ideas rhetorically”: Subject, Occasion, Audience,
Purpose, Speaker
 You should be able to apply SOAPS to any rhetorical situation
Rhetorical Appeals (7)
 Be prepared to identify and analyze rhetorical appeals in a passage or image.
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Ethos:
o Automatic Ethos:
o Building Ethos:
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Logos:
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Pathos:
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(Mythos):
Counterarguments, Concession, and Refutation (11)

“The combination of concession and refutation appeals to logos by demonstrating that
you understand a viewpoint other than your own, you’ve thought through other evidence,
and you stand by your view”
Rhetorical Analysis of Visual Texts (21)
 Rosa Parks Cartoon, Toles, Washington Post (21)
 “Protecting the Future of Nature,” World Wildlife Fund (23)
 “Feeding Kids Meet is Child Abuse,” PETA (25)
 “Stop for Pedestrians,” US Dept of Transportation (29)
Chapter Two: Close Reading (39-79)
Glossary
Alliteration
Allusion
Anaphora
Archaic Diction
Juxtaposition
Metaphor
Oxymoron
Parallelism
Personification
Rhetorical Question
Analyzing Style (40)
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Diction:
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Syntax:
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Tone:
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Mood:
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Speech to the Troops at Tilbury, Queen Elizabeth (40)
Blood, Toil, Tears, and Sweat, Winston Churchill (43)
Talking with the Text (44)
 “Effective close reading requires active reading, an exchange between the reader and the
text that eventually reveals layers of meaning”

Questions to ask when you analyze diction:
o What type of words draw your attention? Is the language general and abstract or
specific and concrete?
o Is the language formal, informal, colloquial, or slang?
o Are some words nonliteral or figurative, creative figures of speech such as
metaphors?
o Are there words with strong connotations? Words with a particular emotional
punch?

Questions to ask when you analyze syntax:
o Are many of the sentences simple? Complex? Compound? Are the sentences on
the long side, or are they on the short?
o Does the writer ask questions?
o How does the writer connect words, phrases, and clauses?
Developing a Thesis Statement (61)
Close Reading a Visual Text (65)
 “It’s a Big Fat Juicy Cheeseburger in a Land of Tofu,” Dodge (66)
 “What did you do today,” Girl Scouts (68)
Chapter Three: Analyzing Arguments
Glossary
Ad Hominem
Ad Populum
Argument
Claim
Claim of Fact
Claim of Policy
Claim of Value
Classical Oration
Introduction:
Narration:
Confirmation:
Refutation:
Conclusion:
Deduction
Hasty Generalization
Induction
Logical Fallacy
Rogerian Arguments
Toulmin Model
Arguments
Warrant
What is Argument (81):

Discussion of Rogerian Argument
Staking a Claim (85):
 What separates a statement from a claim

Claims of Facts:
o “Arguments of fact often pivot on what exactly is ‘factual.’ Facts become
arguable when they are questioned, when they raise controversy, when they
challenge people’s beliefs”

Claims of Value:

Claims of Policy
Logical Fallacies (98):
The Classical Oration (111)
 Five-part Structure
 “Not by Math Alone,” Sandra Day O’Connor (112-14)
Induction and Deduction (115)

Induction [Example]
Regular exercise promotes weight loss
Exercise lowers stress levels
Exercise improves mood and outlook
GENERALIZATION: Exercise contributes to better health

Deduction [Example]
Major Premise: Celebrities are role models for young people
Minor Premise: Lindsey Lohan is a celebrity
Conclusion: Lindsey Lohan is a role model for young people
Using the Toulmin Model (125):

Example:
Claim: Buy Colgate’s extra whitening toothpaste
Data/Grounds: People are attracted to clean, white teeth and good breath.
Evidence shows that teeth are 65% whiter after using this product.
Warrant: People want whiter teeth.
Analyzing Visual Texts as Arguments (131):
 Questions to ask:
o Where did this visual first appear? Who is the audience?
o What do you first notice?
o What topic does the visual address or raise?
o Does the text tell or suggest a narrative or story?
o What emotion does the visual text evoke?
o Are the figures realistic, caricatures, distorted?
o Are any of the images visual allusions?
o What cultural values are viewers likely to bring to the issues?
o What claim does the visual make about the issue(s) it addresses?
Additional Vocab
Figures of Speech
Figurative Language
Imagery
Inference
Organization
Point of View
Selection of Detail
Voice
Readings/Visual Texts
Community
 Martin Luther King Jr., Letter from Birmingham Jail (280)
 Henry David Thoreau, Where I Lived and What I Lived For (296)
 Ellen Goodman, The Family That Stretches Together (314)
 Scott Brown, Friendonomics (342)
 Norman Rockwell, Freedom from Want (Painting) (356)
The Economy
 Lars Eighner, On Dumpster Diving (421)
 Matthew B. Crawford, The Case for Working with Your Hands (449)
 Jeff Parker, The Great GAPsby Society (cartoon) (471)
Education
 James Baldwin, A Talk to Teachers (197)
 David Sedaris, Me Talk Pretty One Day (218)
 David Foster Wallace, This is Water (232)
 Norman Rockwell, The Spirit of Education (Painting) (242)
In-Class
 Stephen King, What Writing Is
 Richard Lederer, English is a Crazy Language
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
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Mary Ewald, Letter to Saddam Hussein
Controversial Yearbook Photos: Case Studies
AP Rhetorical Analysis and Argument Prompts