The following items are required for a minimum score of a 5 on the in-class essays.
1. Introduction: Always specifically address the prompt. Address the FAT-P (Format, Audience, Topic, and Purpose). Your thesis needs to be the last sentence of the introduction. It should clearly outline the three "big" ideas that you will discuss. Use AP Jargon (Syntax for sentence structure, repetition, parallelism; diction for word choice; figurative language for metaphors, similes, personification; narrative structure, etc.) Don't include an empty quote (no analysis).
2. Body Paragraphs: The ideas in your thesis should be ordered from weakest to strongest. Your body paragraphs should follow the order of your thesis. Use transitions between paragraphs to establish sequence (initially, furthermore, ultimately). Use transitions within the paragraph (for example, for instance, specifically, in addition, additionally, however, moreover, therefore, specifically, in particular, etc.). Always have a topic sentence that links to your "big idea" in your thesis. Have at least 2-3 specific examples within the body paragraph. State the rhetorical strategy used. Provide quoted material illustrating the term. Elaborate and analyze how this rhetorical strategy supports, enhances, or achieves the author's purpose (or the task defined in your AP prompt). Don't saturate your text with too many examples (the words of the passage are more than your analysis). Stay on topic! Many people wrote an entire paragraph identifying the passage and diction as archaic and old English. Queen Elizabeth would obviously not have written in modern English because it was not the modern period. Your task was to identify the rhetorical strategies she used to achieve her purpose. Specifically identify the purpose (motivate the troops, inspire the soldiers, create passionate fervor for their country before a battle, etc.)
3. Conclusion: Use a transition (to conclude, in conclusion, in summation, in essence). Find a new and "fresh" way to restate your thesis. Discuss the significance of the thesis. Advance the idea further. Provide a compelling final statement. If you know the impact of the piece, tie this into the conclusion (the troops were successful and England was protected from the Spanish Invasion).
Things to Avoid:
1. Contractions
2. First Person (I, we, my)
3. 2nd Person (you, your)
4. Poor Handwriting: If they can't read it, they can't give you credit
5. Grammatical and Mechanical Errors
6. Criticizing the piece, style, or rhetorical strategies used: All your examples and discussion should focus on how the rhetorical strategies enhance a piece or achieve a purpose. Many people criticized her long sentences or labeled the queen as egotistical because of her use of personal pronouns (my people, my land, my God)
7. "Stretches"-Don't over exaggerate the impact of a piece or your knowledge of the piece. Bologna is quickly identified by AP readers.
8. Weak statements ("this probably means" "this could be" "I think"). You know the AP terms and you know how to dissect a passage. Write with confidence and authority.
9. Analyzing or summarizing the ideas in the speech instead of the rhetorical strategies used to achieve a purpose.
Things to Do:
Use sophisticated vocabulary.
Use language purposefully!
Use complex sentence patterns.
Use AP Jargon: Syntax, Diction, Figurative Language, Narrative Structure, Imagery, Tone, Anaphora ("I myself..." at beginning of sentences), Epiphora/epistrophe ("my people, my blood, my kingdom" end of sentences), Charged Words (tyrant, armed multitudes, treachery), Pathos (use of emotion to persuade-fear, love, respect, etc.), Antithesis and Juxtaposition ("weak, feeble woman" beside "heart and stomach of a man")
Commendable Score (6-7): Original Thinking (makes the reader go "hmm"). Sophisticated syntax and rich vocabulary!
Exemplary Score (8-9): Original Thinking and Artful impact (gives the readers goosebumps!). Keen insight, rich and substantive integration of material, breaks grammatical rules artfully, varied and elegant sentences. Uses figurative language within analysis.