ap english language and composition practice exam essay

AP English Language and Composition Practice Tests

The new AP English Language and Composition Exam is 3 hours and 15 minutes long and broken up into two sections.

Section I: One hour (45 percent of total score)

50–60 multiple-choice questions about several nonfiction prose passages

Section II: Two hours and 15 minutes

Three essays (55 percent of total score)

Essay 1: an argument for or against an idea presented in a short passage incorporating provided published sources

Essay 2: an analysis of a prose passage

Essay 3: an essay commenting on the validity of an opinion expressed in a statement or short passage

AP English Language and Composition Glossary

If you are a mobile user, click here: Do AP English Language and Composition Practice Questions .

AP English Language and Composition Multiple-Choice Practice Tests

• AP English Language and Composition Practice Test 1
• AP English Language and Composition Practice Test 2
• AP English Language and Composition Practice Test 3
• AP English Language and Composition Practice Test 4
• AP English Language and Composition Practice Test 5
• AP English Language and Composition Practice Test 6
• AP English Language and Composition Practice Test 7
• AP English Language and Composition Practice Test 8
• AP English Language and Composition Practice Test 9
• AP English Language and Composition Practice Test 10
• AP English Language and Composition Practice Test 11
• AP English Language and Composition Practice Test 12
• AP English Language and Composition Practice Test 13
• AP English Language and Composition Practice Test 14
• AP English Language and Composition Practice Test 15
• AP English Language and Composition Practice Test 16
• AP English Language and Composition Practice Test 17
• AP English Language and Composition Practice Test 18
• AP English Language and Composition Practice Test 19
• AP English Language and Composition Practice Test 20
• AP English Language and Composition Practice Test 21
• AP English Language and Composition Practice Test 22
• AP English Language and Composition Practice Test 23
• AP English Language and Composition Practice Test 24
• AP English Language and Composition Practice Test 25
• AP English Language and Composition Practice Test 26
• AP English Language and Composition Practice Test 27
• AP English Language and Composition Practice Test 28
• AP English Language and Composition Practice Test 29
• AP English Language and Composition Practice Test 30
• AP English Language and Composition Practice Test 31
• AP English Language and Composition Practice Test 32
• AP English Language and Composition Practice Test 33
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• AP English Language and Composition Practice Test 35
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• AP English Language and Composition Practice Test 37
• AP English Language and Composition Practice Test 38
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• AP English Language and Composition Practice Test 40
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• AP English Language and Composition Practice Test 46
• AP English Language and Composition Practice Test 47
• AP English Language and Composition Practice Test 48
• AP English Language and Composition Practice Test 49
• AP English Language and Composition Practice Test 50
• AP English Language and Composition Practice Test 51
• AP English Language and Composition Practice Test 52
• AP English Language and Composition Practice Test 53

AP English Language and Composition Free-Response Practice Tests

• AP English Language and Composition Free-Response Practice Test 1
• AP English Language and Composition Free-Response Practice Test 2

AP English Language and Composition Downloads

• AP English Language Practice Test 1 pdf download
• AP English Language Practice Test 2 pdf download
• AP English Language Practice Test 3 pdf download
• AP English Language Practice Test 4 pdf download
• AP English Language and Composition Introduction to the Analysis Essay
• AP English Language and Composition Introduction to the Argumentative Essay
• AP English Language and Composition Introduction to the Synthesis Essay
• AP English Language and Composition Knowledge Review: Analysis
• AP English Language and Composition Knowledge Review: Argument
• AP English Language and Composition Knowledge Review: Synthesis
• More AP English Language and Composition Downloads

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2024 AP English Language and Composition Exam Guide

12 min read • august 18, 2023

Your guide to the 2024 AP English Language and Composition exam

We know that studying for your AP exams can be stressful, but Fiveable has your back! We created a study plan to help you crush your AP English Language and Composition exam. This guide will continue to update with information about the 2024 exams, as well as helpful resources to help you do your best on test day.  Unlock Cram Mode  for access to our cram events—students who have successfully passed their AP exams will answer your questions and guide your last-minute studying LIVE! And don't miss out on unlimited access to our database of thousands of practice questions.

Format of the 2024 AP English Language and Composition exam

This year, all AP exams will cover all units and essay types. The 2024 AP English Language and Composition exam format will be:

Section I: Multiple Choice - 45% of your score

45 questions in 1 hour

Section II: Free Response Section - 55% of your score

2 hours and 15 minutes for:

1 synthesis essay

1 rhetorical analysis essay

1 argument essay

Scoring Rubric for the 2024 AP Lang Essays

Synthesis Essay

1 point for a defensible thesis that responds to the prompt

Evidence and Commentary

Max of 4 points for providing evidence from at least 3 sources that support the line of reasoning AND commentary that explains and analyzes the evidence

Sophistication

1 point any of the following:

Creating a nuanced argument

Showing the limitations of the argument

Making effective rhetorical choices

Employing a style that is vivid and persuasive

Rhetorical Analysis Essay

1 point for a defensible thesis that analyzes rhetorical choices

Max of 4 points for providing specific evidence AND consistently explaining how the evidence relates to the line of reasoning AND showing how the rhetorical choices contribute to the author's message .

1 point for any of the following:

Explaining the significance of the rhetorical choices ( rhetorical situation )

Explaining the complexities of the passage and their purpose

Argument Essay

1 point for a defensible thesis

Max of 4 points for providing specific evidence AND consistently explaining the relevance of that evidence .

Crafting a nuanced argument by identifying complexities

Explaining the limitations of the argument by placing it in a broader context

Making rhetorical choices to improve the argument

Check out our study plan below to find resources and tools to prepare for your AP English Language and Composition exam.

When is the 2024 AP English Language and Composition Exam and How Do I Take It?

How should i prepare for the ap lang exam.

First, take stock of your progress in the course so far. What areas have you excelled and which sections need more focus? Download the AP English Language Cheatsheet PDF - a single sheet that covers everything you need to know at a high level. Take note of your strengths and weaknesses!

Build your study plan to review every unit and question type, but focus most on the areas that need the most improvement and practice. We’ve put together this plan to help you study between now and May. This will cover all of the units and essay types to prepare you for your exam

Practice essays are your best friends! The more essays you write, the more automatic the process will come, and the easier the AP exam will be!

Try some of the past exam questions here

We've put together the study plan found below to help you study between now and May. This will cover all of the units and essay types to prepare you for your exam. Pay special attention to the units that you need the most improvement in.

Study, practice, and review for test day with other students during our live cram sessions via  Cram Mode . Cram live streams will teach, review, and practice important topics from AP courses, college admission tests, and college admission topics. These streams are hosted by experienced students who know what you need to succeed.

Pre-Work: Set Up Your Study Environment

Before you begin studying, take some time to get organized.

🖥 Create a study space.

Make sure you have a designated place at home to study. Somewhere you can keep all of your materials, where you can focus on learning, and where you are comfortable. Spend some time prepping the space with everything you need and you can even let others in the family know that this is your study space. 

📚 Organize your study materials.

Get your notebook, textbook, prep books, or whatever other physical materials you have. Also, create a space for you to keep track of review. Start a new section in your notebook to take notes or start a Google Doc to keep track of your notes. Get yourself set up!

📅 Plan designated times for studying.

The hardest part about studying from home is sticking to a routine. Decide on one hour every day that you can dedicate to studying. This can be any time of the day, whatever works best for you. Set a timer on your phone for that time and really try to stick to it. The routine will help you stay on track.

🏆 Decide on an accountability plan.

How will you hold yourself accountable to this study plan? You may or may not have a teacher or rules set up to help you stay on track, so you need to set some for yourself. First, set your goal. This could be studying for x number of hours or getting through a unit. Then, create a reward for yourself. If you reach your goal, then x. This will help stay focused!

2024 AP Lang Study Guide

🚧 unit 1 foundations of rhetoric: analysis of the rhetorical situation and claims ., big takeaways:.

Unit 1 is an introductory unit that lays the foundations for the reading skills associated with how to understand and analyze complex texts. Skills here include identifying the ASPECTS of a text, analyzing the claim given and the evidence used to support that claim, and determining the function of the “chunks” in the argument. Because the content in this unit is very foundational, it is looped throughout the rest of the course instruction.

Definitely do this:

📚 Read these study guides:

Unit 1 Overview: Claims , Reasoning , and Evidence

1.1 Identifying the purpose and intended audience of a text

1.2 Examining how evidence supports a claim

1.3 Developing paragraphs as part of an effective argument

🎥 Watch these videos:

College Board’s Instructional Video: Overview of The Rhetorical Situation .

Fiveable’s How to Read Like an AP Student .

Rhetorical Analysis Thesis Statements  

Rhetorical Analysis Body Paragraphs

✍️ Practice:

Use the Fiveable ASPECTS Guidesheet to help you break down a complex text.

🗺 Can you identify these rhetorical devices?

You won’t be asked to name drop on the exam, but it can be helpful to use devices when discussing strategies. Try this Quizlet to help prepare.

Unit 2 Foundations of Argument: Analysis of an author’s choices in appeals and evidence

Unit 2 is an introductory unit that builds onto the foundations of rhetorical ASPECTS and moves toward planning and writing your own arguments. This unit focuses on the relationships between subject, speaker, and message, including examination of the structure and purpose of the given argument. The unit then moves into the developing thesis statements and building your own arguments with a clear line of reasoning .

Unit 2 Overview: Organizing Information for a Specific Audience

2.1 Analyzing audience and its relationship to the purpose of an argument

2.2 Building an argument with relevant and strategic evidence

2.3 Developing thesis statements

2.4 Developing structure and integrating evidence to reflect a line of reasoning

College Board’s Instructional Video: Identify Rhetorical Situation in a Pre 20th Century Text .

Fiveable’s video on How to Find Rhetorical Devices  

📰 Check out these articles:

Here’s a list of recommended rhetorical devices with definitions and examples!

Use the Fiveable Rhetorical Precis Guidesheet to help you break down a complex text.

🗺 Can you identify these elements of practical argument?

You won’t be asked to name drop of the exam, but it can be helpful to use devices when discussing strategies. Try this Quizlet to help prepare.

👥 Unit 3 Confluence: Synthesis of multiple sources in argumentation

Unit 3 approaches multiple perspectives in argument through the lens of synthesis (that’s FRQ 1). In this study, you learn to identify effective and faulty reasoning while integrating a variety of evidence from credible resources that is properly cited in an original text.

Unit 3 Overview: Perspectives and How Arguments Relate

3.1 Interpreting character description and perspective

3.2 Identifying and avoiding flawed lines of reasoning

3.3 Introducing and integrating sources and evidence

3.4 Using sufficient evidence for an argument

3.5 Attributing and citing references

3.6 Developing parts of a text with cause-effect and narrative methods

Fiveable’s Introduction into Synthesis Essays and How to Begin Your Argument

College Board’s Instructional Video: Complexity in Argument .

🗺 Can you identify these elements of synthesis?

👀 Unit 4 Reasoning : Analysis of argument from introduction to conclusion

Unit 4 includes a greater depth of focus on the writing of effective arguments -- the line of reasoning created in the introduction, built with modes of discourse, and strengthened in the conclusion. An important note about these skills of argumentation is that they build toward all parts of every FRQ. 

Unit 4 Overview: How writers develop arguments, intros, and conclusion

4.1 Developing and connecting thesis statements and lines of reasoning

4.2 Developing introductions and conclusions

4.3 Adjusting an argument to address new evidence

College Board’s Instructional Video: Understanding a Line of Reasoning .

Fiveable’s Effective Annotations .

Try Fiveable’s Guide to LOR Body Paragraphs .

🗺 Can you identify the rhetorical modes?

You won’t be asked to name drop them on the exam, but it can be helpful to use devices when discussing strategies. Try this Quizlet to help prepare.

🧐 Unit 5 Commentary and Analysis: Analysis of complex argument and intentional rhetoric

In Unit 5, the skills look at the minutiae involved in argumentation: development of the line of reasoning that produces strong commentary and maintains the primary claim through all parts of the writing. To achieve these goals, this unit includes a focus on transitions , modifiers , and qualifications for argumentative perspective .  

Unit 5 Overview

5.1 Maintaining ideas throughout an argument

5.2 Developing commentary throughout paragraphs

5.3 Using modifiers to qualify an argument and convey perspective

5.4 Using transitions

Fiveable’s video on How to Improve Analysis Part 1 and Part 2

As well as how to Embed Quotes into Body Paragraphs  

Rhetorical Analysis Body Paragraphs  

Synthesis Essay Body Paragraphs  

Argument Essay Body Paragraphs

Tara Seale’s adaptation for Creating a Line of Reasoning .

🏃‍♂️ Unit 6 Rhetorical Risks: Analysis of multiple perspectives , bias , and shifts with new evidence

In Unit 6, you will notice a direct link building on the ideas of Unit 3 as this instruction looks at position and perspectives while synthesizing information strategically to support a claim.  For greater depth, this unit moves to modify a current argument to include new evidence .

Unit 6 Overview: Position, Perspective , and Bias

6.1 Incorporating multiple perspectives strategically into an argument

6.2 Recognizing and accounting for bias

6.3 Adjusting an argument to new evidence

6.4 Analyzing tone and shifts in tone

College Board’s Instructional Video: Creating a Nuanced Argument .

Fiveable’s video on Tracking an Author’s Argument  

🚀 Unit 7 Complex Argumentation: Analysis of effective arguments, including concession and refutation

The skills of Unit 7 are about putting all units of study together to look at the complexity of a given argument and the effectiveness of the pieces built into that argument.  Though many teachers will have addressed counterarguments, concessions, and refutations before reaching this unit, those skills are highly scrutinized in this segment of learning.

Unit 7 Overview: Successful and Unsuccessful Arguments

7.1 Examining complexities in issues

7.2 Considering how words, phrases, and clauses can modify and limit an argument

7.3 Examining how counterargument or alternative perspectives affect an argument

7.4 Exploring how sentence development affects an argument

Fiveable’s video on Arguments and Counterarguments  

College Board’s Instructional Video: How Argument Demonstrates Understanding .

Check your progress with Fiveable’s AP Language Skills Matrix .

📝 Unit 8 Style: Analysis of how style influences the audience movement

Unit 8 covers how to understand the influence style has on the audience , and the purpose behind each decision. By analyzing these various tactics, students are able to understand the author’s audience , and how to effectively persuade them. Style is an important part in connecting the rest of the course and understanding how the rhetorical choices and devices are used to accomplish a purpose .

Unit 8 Overview: Stylistic Choices

8.1 Choosing comparisons based on an audience

8.2 Considering how sentence development and word choice affect how the writer is perceived by an audience

8.3 Considering how all choices made in an argument affect the audience

8.4 Considering how style affects an argument

Fiveable’s Analysis of the Mindset of the Audience

College Board’s Instructional video: Analyzing and Understanding the Audience

College Board’s explanation of Elements and Context for Style  

Review this quizlet on Elements of Style for more practice.

✏️ Unit 9 Craft: Creation of your own complex argument with synthesis and rhetoric

The final unit of AP Language and Composition covers how to effectively form your own arguments by acknowledging and understanding complexities to create a nuanced and sophisticated argument. It focuses on your ability to comprehend and connect multiple sources to create a well reasoned, and detailed argument as well as how to add in your own rhetorical devices and choices to make your writing more persuasive and effective.

Unit 9 Overview: Developing a Complex Argument

9.1 Strategically conceding, rebutting, or refuting information

9.2 Crafting an argument through stylistic choices like word choice and description

Fiveable’s video on Creating your own Synthesis Arguments

College Board’s video on Complexities within Arguments and How to Create a Nuanced Argument

Key Terms to Review ( 38 )

Argument Structure

Author's Message

Cause-Effect Method

Comparisons

Conclusions

Counterargument

Introductions

Line of Reasoning

Multiple Perspectives

Narrative Method

Objective Reasoning

Perspective

Qualifications

Rhetorical Choices

Rhetorical Situation

Sentence Development

Stylistic Choices

Subjective Reasoning

Textual Evidence

Thesis Development

Thesis Statement

Tone Shifts

Transitions

Word Choice

Stay Connected

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Expert Guide to the AP Language and Composition Exam

The AP Language and Composition Exam is a comprehensive assessment of students' reading, writing, and critical thinking skills. Here is an expert guide to help you navigate and excel in this exam:

1. Exam Format: The AP Language and Composition Exam consists of multiple-choice questions and free-response tasks. The multiple-choice section tests your reading comprehension and analysis skills, while the free-response section assesses your ability to write coherent and persuasive essays.

2. Analyzing Rhetorical Strategies: A key focus of the exam is analyzing and understanding rhetorical strategies used in various texts. This includes identifying and evaluating techniques such as ethos, pathos, logos, and rhetorical devices like imagery, figurative language, and tone. Practice analyzing different types of texts, including speeches, articles, essays, and advertisements.

3. Essay Writing Skills: The free-response section requires you to write three essays: a synthesis essay, a rhetorical analysis essay, and an argument essay. Develop strong essay writing skills, including thesis development, evidence selection, and paragraph organization. Practice constructing well-structured, coherent, and persuasive arguments within the given time constraints.

4. Close Reading and Annotation: Effective close reading and annotation skills are crucial for success in the exam. Learn to identify the main ideas, key details, and rhetorical elements in the provided passages. Annotate the text to mark important points, make connections, and track your understanding of the author's purpose and argument.

5. Vocabulary and Grammar: Enhance your vocabulary and grammar skills to express your ideas clearly and precisely. Use varied and appropriate language to convey your analysis and arguments effectively. Pay attention to sentence structure, punctuation, and word choice to ensure coherence and precision in your writing.

6. Practice and Timed Mock Exams: Regular practice is essential to build your skills and confidence. Take timed mock exams to simulate the exam conditions and develop your time management skills. Review your performance, identify areas for improvement, and seek feedback from teachers or peers.

7. Read Widely: Expand your reading repertoire by engaging with diverse texts from different genres and time periods. Reading extensively will improve your comprehension, vocabulary, and ability to recognize different writing styles and rhetorical strategies.

8. Critical Thinking and Analysis: Develop your critical thinking skills by analyzing the effectiveness of arguments, evaluating evidence, and recognizing biases and logical fallacies. Practice constructing well-reasoned arguments and counterarguments to strengthen your analysis.

9. Stay Updated with Current Events: Stay informed about current events and societal issues as they often form the basis of essay prompts and analysis passages. Familiarize yourself with contemporary debates, social, and political issues, and be prepared to apply your knowledge to the exam questions.

10. Seek Resources and Guidance: Utilize available resources, such as study guides, practice exams, and online resources, to enhance your preparation. Seek guidance from teachers, tutors, or peers to clarify any doubts and improve your understanding of the exam requirements.

The AP English Language and Composition Multiple-Choice

The multiple-choice section of the AP English Language and Composition exam assesses your reading comprehension and analysis skills. Here are some key points to understand and excel in this section:

1. Format and Structure: The multiple-choice section consists of a series of passages followed by a set of questions. The passages can include a variety of genres such as essays, speeches, articles, and excerpts from books or plays. Each passage is accompanied by multiple-choice questions that require you to analyze the author's purpose, rhetoric, and style.

2. Close Reading: Effective close reading is crucial for success in the multiple-choice section. Read the passages carefully, paying attention to details, tone, and the author's use of rhetorical devices. Underline or annotate important sections to help you remember key points and refer back to them when answering the questions.

3. Understanding Rhetorical Devices: Familiarize yourself with common rhetorical devices such as ethos, pathos, logos, irony, figurative language, and tone. These devices are frequently used by authors to convey their message and persuade the reader. Be prepared to identify and analyze how these devices contribute to the author's overall argument or purpose.

4. Analyzing Text Structure: Pay attention to the structure of the passages, including the organization of ideas, transitions, and the use of evidence. Identify the main idea, supporting details, and the logical flow of the author's argument. Understanding the structure of the passage will help you answer questions related to the author's intent and the development of their ideas.

5. Answering Strategies: Develop effective strategies for approaching multiple-choice questions. Read each question carefully, making sure to consider all the answer choices before selecting the best option. Pay attention to qualifiers such as "most likely," "least likely," "best supports," etc. Eliminate clearly incorrect choices and make an educated guess if you are unsure.

6. Time Management: The multiple-choice section is timed, so it is important to manage your time effectively. Pace yourself and allocate a specific amount of time for each passage and its corresponding questions. If you encounter a challenging question, mark it and move on, returning to it later if time permits.

7. Practice with Sample Questions: Familiarize yourself with the types of questions commonly asked in the AP English Language and Composition exam by practicing with sample questions. This will help you become more comfortable with the format and style of the questions and improve your ability to identify key elements in the passages.

8. Review Test-Taking Strategies: In addition to content knowledge, review general test-taking strategies that can improve your performance. This includes strategies for eliminating answer choices, using process of elimination, and managing your time effectively.

The AP English Language and Composition Free Response

The free response section of the AP English Language and Composition exam is designed to assess your ability to analyze and respond to rhetorical prompts effectively. Here are some key points to understand and excel in this section:

1. Format and Structure:

The free response section consists of three essay prompts: a synthesis essay, a rhetorical analysis essay, and an argument essay. Each prompt presents you with a specific task and requires you to analyze and respond to a given passage or passages.

2. Synthesis Essay:

In this essay, you are asked to combine information from multiple sources to create a coherent and well-supported argument. You must demonstrate your ability to understand and synthesize different perspectives on a given topic. It is important to analyze the sources critically, identify their main arguments, and use evidence from the sources to support your own argument.

3. Rhetorical Analysis Essay:

In this essay, you are required to analyze the rhetorical strategies employed by the author of a given passage. You need to identify and explain the author's use of rhetorical devices, such as ethos, pathos, logos, figurative language, and tone. Your analysis should focus on how these devices contribute to the author's overall argument and purpose.

4. Argument Essay:

In this essay, you are expected to construct and support your own argument on a given topic. You must develop a clear and coherent thesis statement, provide relevant evidence, and effectively address counterarguments. It is important to use persuasive techniques and rhetorical devices to strengthen your argument.

5. Organization and Structure:

Structure your essays in a clear and logical manner. Each essay should have an introduction that presents your thesis statement, body paragraphs that support your thesis with evidence and analysis, and a conclusion that summarizes your main points and reinforces your argument. Use topic sentences and transitions to ensure a smooth flow of ideas.

6. Evidence and Analysis:

Support your claims and arguments with evidence from the given passages or external sources. Use specific examples, quotes, and references to demonstrate your understanding and provide strong evidence for your analysis. Avoid making unsupported generalizations or relying solely on personal opinions.

7. Time Management:

The free response section is time-limited, so it is crucial to manage your time effectively. Allocate a specific amount of time for each essay and stick to it. Leave some time at the end to review and revise your essays for clarity, coherence, and grammatical correctness.

8. Practice and Preparation:

Familiarize yourself with the expectations and requirements of each essay type by practicing with past exam prompts and sample essays. Pay attention to the scoring guidelines provided by the College Board to understand how your essays will be evaluated. Seek feedback from teachers or peers to improve your writing skills and address any weaknesses.

AP English Language Prep Tips

Preparing for the AP English Language exam requires a strategic approach to enhance your reading, writing, and analytical skills. Here are some detailed tips to help you excel in your preparation:

1. Read Widely:

Develop a habit of reading a variety of texts, including fiction, non-fiction, essays, newspaper articles, and editorials. This will expose you to different writing styles, perspectives, and rhetorical devices. Pay attention to the author's tone, purpose, and argumentative strategies.

2. Analyze Rhetorical Devices:

Familiarize yourself with common rhetorical devices such as ethos, pathos, logos, figurative language, and rhetorical appeals. Practice identifying these devices in various texts and analyze how they contribute to the author's message and overall effectiveness.

3. Expand Vocabulary:

Enhance your vocabulary by reading challenging texts and keeping a vocabulary notebook. Learn new words, their definitions, and how they are used in context. Utilize these words in your writing to demonstrate a strong command of language.

4. Practice Timed Writing:

Time yourself while writing essays to simulate the exam conditions. Aim to complete essays within the time limit while maintaining clarity and coherence. Practice different essay types, such as synthesis, rhetorical analysis, and argument essays, to strengthen your skills in each area.

5. Read Sample Essays:

Study well-written sample essays from previous AP exams to understand the expectations and scoring criteria. Analyze their structure, use of evidence, and clarity of argument. Take note of effective introductions, strong thesis statements, and well-supported analysis.

6. Develop Writing Strategies:

Learn to effectively structure your essays with clear introductions, body paragraphs, and conclusions. Use topic sentences, transitions, and evidence to support your claims. Craft strong thesis statements that clearly state your position and guide your essay.

7. Analyze Visual Texts:

Practice analyzing visual texts such as graphs, charts, and images. Understand how visual elements convey information, make arguments, and support claims. Pay attention to the intended audience and the overall impact of visual texts.

8. Practice Multiple-Choice Questions:

Regularly practice multiple-choice questions to improve your reading comprehension and analysis skills. Read passages carefully, annotate as you go, and answer questions based on the given information. Pay attention to details, context, and authorial intent.

9. Seek Feedback:

Share your essays with teachers or peers and seek constructive feedback. Learn from their suggestions to improve your writing skills and address any weaknesses. Consider joining or forming study groups to discuss and analyze different texts and essay prompts.

10. Review Grammar and Mechanics:

Brush up on grammar rules and punctuation to ensure your writing is clear and error-free. Pay attention to sentence structure, verb tense, subject-verb agreement, and pronoun usage. A strong command of grammar enhances the clarity and effectiveness of your writing.

Remember that consistent practice, focused study, and critical reading are key to success in the AP English Language exam. Develop a study schedule, allocate time for reading and writing practice, and stay disciplined in your preparation. With dedication and effort, you can improve your skills and perform well on the exam.

AP Language and Composition Test Day Tips

On the day of the AP Language and Composition exam, it's important to be well-prepared and approach the test with confidence. Here are some detailed tips to help you make the most of your test day:

1. Get a Good Night's Sleep:

Ensure you have a restful night's sleep before the exam day. Being well-rested will help you stay focused and maintain mental clarity throughout the test.

2. Eat a Nutritious Breakfast:

Start your day with a healthy and balanced breakfast. Fueling your body with nutritious food will provide you with the energy you need for the duration of the exam.

3. Arrive Early:

Plan to arrive at the exam location early to avoid any unnecessary stress. Familiarize yourself with the exam venue and locate your assigned room beforehand.

4. Bring Necessary Materials:

Double-check that you have all the required materials for the exam, such as your admission ticket, identification, pens, pencils, erasers, and a watch to keep track of time. Be aware of any specific items allowed or prohibited by the testing guidelines.

5. Read Instructions Carefully:

Take the time to carefully read the instructions provided on the exam booklet and answer sheet. Understand the format, timing, and specific requirements for each section of the test.

6. Pace Yourself:

Time management is crucial in the AP Language and Composition exam. Allocate your time wisely, making sure to complete each section within the specified time limits. Pace yourself and avoid spending too much time on any single question or passage

7. Skim the Questions First:

Before diving into the reading passages, quickly skim the multiple-choice questions to get a sense of what to look for as you read. This can help you focus your attention and save time while reading and analyzing the passages.

8. Read Actively and Annotate:

As you read the passages, actively engage with the text. Underline key points, annotate important details, and mark passages that you may want to refer back to later. This will help you remember crucial information and facilitate your analysis.

9. Plan Your Essays:

For the essay sections, take a few minutes to plan your response before writing. Outline your main points, supporting evidence, and a clear thesis statement. This will provide structure to your essay and ensure a more coherent and organized response.

10. Review Your Work:

If time permits, take a moment to review your answers before submitting your exam. Check for any errors or incomplete responses, and make any necessary corrections or additions. Ensure that you have followed the instructions and provided clear and concise answers.

11. Stay Calm and Focused:

Throughout the exam, maintain a calm and focused mindset. Manage test anxiety by taking deep breaths, maintaining a positive attitude, and focusing on the task at hand. Remember that you have prepared for this exam and trust in your abilities.

12. Follow Exam Regulations:

Adhere to the exam regulations and guidelines provided by the College Board. Maintain academic integrity by refraining from any prohibited behavior, such as cheating or using unauthorized materials.

By following these tips, you can approach the AP Language and Composition exam with confidence and maximize your chances of success. Remember to stay calm, trust your preparation, and showcase your skills in analyzing and responding to complex texts. Good luck!

In conclusion, the AP Language and Composition exam can seem challenging, but with the right preparation and approach, you can excel. Understanding the exam format, practicing multiple-choice questions, mastering the free response section, and developing strong analytical and writing skills are essential for success. Additionally, following test day tips and maintaining a calm and focused mindset will help you perform at your best. By leveraging these insights and strategies, you can navigate the AP Language and Composition exam with confidence and achieve a high score. Good luck on your exam!

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Free Resources

Tackling the AP English Language and Composition essays: part 1

So, what are the three AP Lang Essays? The College Board shares a lot of general information about these essays on its website, as well as a large number of excellent sample essays. I suggest you take the time to review all of that material, here. But here’s my primer:

On the AP Lang Exam, there are three essays to write, all in a row (during the second half of the exam, after an initial multiple-choice portion). They are:

• The Synthesis Essay: You’ll be given a general topic or question for debate (like: should public libraries continue to exist? Or: is eminent domain just?). Multiple short sources taking positions on that topic will follow the prompt. You will then be asked to write your own, short essay taking a position on the topic, citing at least three of the sources that you read.
• The Rhetoric Essay: You’ll be given a short, rhetorically interesting passage, either taking a position on a topic, telling a story, or performing some other function. You will then be asked to write a short essay analyzing this passage’s use of language/rhetorical approach.
• The Argument Essay: You will be given some position, usually stated in some brief excerpt from an author’s work. For example, you might be given an excerpt from Proust that suggests that people often regret their choices, or an excerpt from Eleanor Roosevelt praising the virtue of courage. You will then be asked to take your own position on the topic. This time, you won’t be given sources to help you make your arguments; all of your arguments must come from your own brain. 

The scoring rubric for each essay is roughly similar, with six possible points awarded: there is one point for argument, four points for evidence and analysis, and one point for “sophistication.” What this means is that, in brief, you need to do three things on every essay to get a perfect score: 

• Have an argument.
• Back up your argument with evidence and analyze how that evidence supports your argument.
• Have an ineffable, excellent quality to your writing, a sort of dexterity of mind and language, for which the scorers have reserved one, sacred point. 

You can’t really control whether or not you can achieve #3, and a lot of that will be based on your prior level of experience writing/reading; but you can control whether or not you achieve #1-2. So, a high score is totally within your power! The TLDR version of this post is: make a clear argument and back it up with concrete, analyzed evidence. But, of course, that’s not as easy as it looks, and I have many more thoughts on how to actually achieve it, and achieve it well...

The six major components of successfully writing a timed essay on an exam are:

• Organizing your time
• Reading and Annotating
• Outlining Part 1: Thesis
• Outlining Part 2: Structure
• Writing Part 1: Paragraphs (Intro, Evidence, Analysis, Conclusion)
• Writing Part 2: Sentence by Sentence

#1 Organizing your time

On the AP Lang exam, you get a total of 2 hours and 15 minutes to write your three essays. This time is split into chunks. First, there is a 15 minute “reading period”; next, there is a 2 hour “writing period.” What this seems to imply is that the exam would like you to read all of the questions and their supplemental texts (the Synthesis Essay question and texts, the Rhetoric Essay question and passage, the Argument Essay question and short question blurb) in the 15 minute reading period, and then proceed to write the essays, in response, in the two hour writing period. This, however, is obviously an insane approach. For one thing, it’s kind of impossible: no one could keep the details of three different essay questions and associated readings together in their head all at once. For another, it’s really time inefficient: if you read all the material for all three essays first, you’re going to have to go back to it, a lot, each time you start to write a new essay, to jog your memory. Basically, no one in their right mind would (or does) advise this approach. And even the College Board seems to know it makes no sense, because they allow you to continue reading and referring to the questions and texts after the reading period. 

What you should do instead? Simply treat the whole 2 hours and 15 minutes as a single time block. Divide it into three units of 45 minutes. Then, read and answer each of the three questions one after the other, giving 45 minutes to each. Start with the Synthesis Essay, followed by the Rhetoric Essay, and then the Argument Essay. 

Your process should look like this: during the 15 minute reading period, begin work on the Synthesis Essay by reading the question and texts and planning that essay. Then, when the 2-hour timer starts, devote the first 30 minutes to actually writing that essay. Next, spend 45 minutes reading the Rhetoric Essay question and passage, and writing the Rhetoric Essay. Finally, spend the last 45 minutes reading the Argument Essay question/blurb and then writing the Argument Essay. The Argument Essay should actually take you less time than the first two, which means you should end up with 5-10 minutes to proofread your other essays. That said, I advise that you leave time at the end of each 45-minute block to check over each individual essay. 

Now let’s talk about the Rhetoric Essay in particular. How should you organize your 45 minutes here? I suggest mapping out your time roughly like this: take about ten minutes to read the passage, take notes, and brainstorm; then, take about five minutes to make an outline for your essay; next, take about twenty to twenty-five minutes to write. Leave an extra five to seven minutes at the end to re-read and edit your work. As you practice, you might notice that slightly different divisions of time work best for you – feel free to be flexible! You don’t have to stick to your timetable exactly . BUT you should try to stick to a version of this timetable so that you have enough time for each of the steps. How? Watch the clock!

#2 Reading and Annotating

The Rhetoric Essay asks you to analyze the language or rhetoric that a passage uses to achieve its ends. In your first ten minutes of reading, you should be keeping an eye out for two things: 

• What is this passage trying to achieve? Is it trying to persuade the reader of an argument (often the case)? Is it trying to entertain the reader with a story (sometimes the case)? Is it trying to make the reader laugh? Is it trying to make the reader think? Identify the passage’s main purpose.
• What rhetorical methods or devices does the passage use to achieve its aims? What exactly is it doing to achieve its aims? Yes, you should be watching out for rhetorical devices that already have fancy names, like “allusion” or “alliteration,” but you should also be using your OWN language/descriptive powers to identify the passage’s methods. You might, for example, note things like: “makes argument largely through anecdote” or “addresses counterarguments” or “lists so many absurd situations that they start to feel normal.” Try to identify not just rhetorical methods the passage uses, but also the central ones it uses.

To achieve this, I suggest proceeding as follows: read one paragraph. Once you’re done, stop, reflect, and note (in the margins) the most important rhetorical devices the passage used to achieve its aims (as far as you understand them thus far). Do this for each paragraph you read. Once you’re done, you should have a handy list in the margin of rhetorical tactics the passage uses. Which ones, looking back, seem to come up the most frequently? Which ones, even if they don’t come up frequently, seem particularly central to the passage’s aims? The tactics you identify will soon play a role in your essay’s thesis. 

Next, you’ll be ready to write an outline for your essay, mapping out (as best you can) its thesis and structure. In the next blog post , we’ll begin with that step. 

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Sat / act prep online guides and tips, expert guide to the ap language and composition exam.

Advanced Placement (AP)

With the 2023 AP English Language and Composition exam happening on Tuesday, May 9, it's time to make sure that you're familiar with all aspects of the exam. In this article, I'll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips.

Exam Overview

The AP Language and Composition exam tests your rhetorical and composition skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis.

The exam has two parts: the first section is an hour-long, 45 question multiple-choice section. It includes five sets of questions, each based on a passage or passages. In this section, there will be 23-25 rhetorical analysis questions which test your rhetorical skills. There will also be 20-22 writing questions which require you to consider revisions to the texts you're shown.

The second section is free response. It starts with a 15-minute reading period, and then you'll have 120 minutes to write three analytical essays:

• One essay where you synthesize several provided texts to create an argument
• One essay where you analyze a nonfiction passage for its rhetorical construction
• One essay where you create an original argument in response to a prompt.

You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay—you can structure the 120 minutes as you wish.

In the next sections I'll go over each section of the exam more closely—first multiple choice, and then free response.

The AP English Language and Composition Multiple-Choice

The multiple-choice section tests you on two main areas. The first is how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. The second is how well you can "think like a writer" and make revisions to texts in composition questions.

You will be presented with five passages, about which you will receive a small amount of orienting information, e.g. "This passage is excerpted from a collection of essays on boating" or "This passage is excerpted from an essay written in 19th-century Haiti." Each passage will be followed by a set of questions.

There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I've taken my examples from the sample questions in the " Course and Exam Description ."

Magic eight-ball says there are eight types of multiple-choice questions!

Type 1: Reading Comprehension

These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like "according to" "refers," etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully.

Type 2: Implication

These questions take reading comprehension one step further—they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like "best supported," ‘"implies," "suggests," "inferred," and so on.

Type 3: Overall Passage and Author Questions

These questions ask about overall elements of the passage or the author, such as the author's attitude on the issue discussed, the purpose of the passage, the passage's overarching style, the audience for the passage, and so on.

You can identify these questions because they won't refer back to a specific moment in the text. For these questions, you'll need to think of the passage from a "bird's-eye view" and consider what all of the small details together are combining to say.

Type 4: Relationships Between Parts of the Text

Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like "compared to the rest of the passage."

Type 5: Interpretation of Imagery/Figurative Language

These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish?

You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing.

Type 6: Purpose of Part of the Text

Still other questions will ask you to identify what purpose a particular part of the text serves in the author's larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question?

You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like "serves to" or "function."

Type 7: Rhetorical Strategy

These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase "rhetorical strategy," although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities.

Type 8: Composition

This is the newest question type, first seen in the 2019/2020 school year. For these questions, the student will need to act as though they are the writer and think through different choices writers need to make when writing or revising text.

These questions can involve changing the order of sentences or paragraphs, adding or omitting information to strengthen an argument or improve clarity, making changes to draw reader attention, and other composition-based choices.

Some very important stylish effects going on here.

The AP English Language and Composition Free Response

The free response section has a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks.

Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay.

Essay One: Synthesis

For this essay, you will be briefly oriented on an issue and then given anywhere from six to seven sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents.

If this sounds a lot like a DBQ , as on the history AP exams, that's because it is! However, this essay is much more argumentative in nature—your goal is to persuade, not merely interpret the documents.

Example (documents not included, see 2022 free response questions ):

Essay Two: Rhetorical Analysis

In the second essay, you'll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage's argument. You will also be given some orienting information—where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed.

Example (excerpt not included, see 2022 free response questions ):

Essay Three: Argument

In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your "reading, experience, and observations."

This doesn't look like a very well-constructed argument.

How The AP Language and Composition Exam Is Scored

The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score.

As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 10% of test takers received a 5 in 2022 , although 56% of students received a score of 3 or higher.

In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing.

The grading rubrics for the free-response questions were revamped in 2019. They are scored using analytic rubrics instead of holistic rubrics. For each free-response question, you will be given a score from 0-6. The rubrics assess three major areas:

#1: Thesis (0 to 1 points): Is there a thesis, and does it properly respond to the prompt?

#2: Evidence and Commentary (0 to 4 points): Does the essay include supporting evidence and analysis that is relevant, specific, well organized, and supports the thesis?

#3: Sophistication (0 to 1 points): Is the essay well-crafted and does it show a sufficiently nuanced understanding of the prompt?

Each scoring rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I'll go over each rubric—and what it really means—for you here.

Synthesis Essay Rubrics

EVIDENCE AND COMMENTARY

SOPHISTICATION

Time to synthesize this dough into some cookies.

Rhetorical Analysis Essay Rubrics

Examine your texts closely!

Argumentative Essay Rubrics

The best kind of frenzy is a puppy frenzy!

AP English Language Prep Tips

Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare.

Luckily for you, I have a whole slate of preparation tips for you!

Read Nonfiction—In a Smart Way

A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction— particularly nonfiction that argues a position , whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following:

• What is the author's argument?
• What evidence do they use to support their position?
• What rhetorical techniques and strategies do they use to build their argument?
• Are they persuasive? What counterarguments can you identify? Do they address them?

Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills.

Learn Rhetorical Terms and Strategies

Of course, if you're going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here's my guide to the most important AP Language and Composition terms .

• We've compiled a list of 20 rhetorical devices you should know.
• A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It's 27 pages long, and you definitely shouldn't expect to know all of these for the exam, but it's a useful resource for learning some new terms.
• Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument , which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It's a fun way to think about rhetorical devices and get familiar with argumentative structures.
• Finally, a great book—which you might already use in your class—is " They Say, I Say. " This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond.

You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience.

You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don't necessarily need to turn all of the practice writing you do into polished pieces, either—just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style.

Not the most auspicious start to an argumentative essay.

Practice for the Exam

Finally, you'll need to practice specifically for the exam format. There are sample multiple-choice questions in the " AP Course and Exam Description ," and old free-response questions on the College Board website.

Unfortunately, the College Board hasn't officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling "AP Language complete released exams." I also have a guide to AP Language and Composition practice tests .

Once you're prepped and ready to go, how can you do your best on the test?

AP Language and Composition Test Day Tips

Here are four key tips for test-day success.

You are one hundred percent success!

Interact With the Text

When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author's argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage.

Think About Every Text's Overarching Purpose and Argument

Similarly, with every passage you read, consider the author's overarching purpose and argument. If you can confidently figure out what the author's primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author's main point.

Plan Your Essays

The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them.

Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You'll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well.

Anticipate and Address Counterarguments

Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's also a fairly sophisticated move in a timed essay that will win you kudos with AP graders.

Address counterarguments properly or they might get returned to sender!

Key Takeaways

The AP Language and Composition exam tests your rhetorical skills. The exam has two sections.

The first section is an hour-long, 45 question multiple-choice test based on the rhetorical techniques and composition choices.

The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given.

You'll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you'll get a score based on a rubric from 0-6. Your total raw score will be converted to a scaled score from 1-5.

Here are some test prep strategies for AP Lang:

#1 : Read nonfiction with an eye for rhetoric #2 : Learn rhetorical strategies and techniques #3 : Practice writing to deploy rhetorical skills #4 : Practice for the exam!

Here are some test-day success tips:

#1 : Interact with each passage you encounter! #2 : Consider every text's overarching purpose and argument. #3 : Keep track of time #4 : Plan your essays #5 : Identify and address counterarguments in your essays.

With all of this knowledge, you're ready to slay the AP English Language and Composition beast!

Noble knight, prepare to slay the AP dragon!

What's Next?

Want more AP Lang review? We have a complete collection of released AP Language practice tests , as well as a list of the AP Lang terms you need to know and a guide to the multiple choice section .

Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature test and our list of AP Literature practice tests .

Taking other AP exams? See our Ultimate Guides to AP World History , AP US History , AP Chemistry , AP Biology , AP World History , and AP Human Geography .

Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests .

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

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• AP English Language and Composition Exam Sample Essay Questions

April 9, 2024

After an hour of answering multiple-choice questions , you’ll have two hours to write three essays : 

• A synthesis essay in which you use sources to argue your point of view on a given issue. 
• An analytical essay that examines, interprets, and explains the meaning and structure of prose passage. 
• An argumentative essay that supports, refutes, or qualifies an opinion expressed in a statement or brief passage. 

Before you’re given the signal to begin writing your essays, you’ll have 15 minutes to read the questions and the sources for the synthesis essay. However, you don’t have to spend the whole time reading. During those 15 minutes you can plan your essay, underline noteworthy ideas, formulate a tentative thesis, or prepare a brief outline. You might even glance at the other essay questions. Essentially, the time is yours to fill as you wish but with one exception: you may not start writing your essay. That begins only after the proctor gives you the green light. 

Write the essays in any order. The choice is yours. The suggested writing time for each essay is 40 minutes.

Sample Essay Questions

The following sample essay questions have been taken from previous AP English Language and Composition exams.

2014 AP English Language and Composition Essay Questions

• In recent years college graduates in great numbers have failed to find jobs for which their education has prepared them. As a result, many people, including high school students and their parents, question whether a college degree is worth the expense required to attain one. Others, however, argue that a college education is not meant solely to prepare students for a job or career. After reading six sources related to this issue, write an essay that discusses whether a college education is worth the cost. Synthesize information from at least three of the sources into your essay. 
• In 1780, Abigail Adams wrote a letter of advice to her son John Quincy Adams, then traveling in Europe with his father, John Adams, the future second president of the United States. Read the letter carefully. Then, write an essay that analyzes the rhetorical strategies that Mrs. Adams uses to advise the young man. 
• Research by experts in education reveals that the creativity of children from kindergarten through sixth grade has suffered in recent years. A decline in creativity is alarming, especially when present and future world problems related to climate, economics, war and peace, and much more will require increasingly creative solutions. One proposal to reverse the decline in creativity is to actively teach creative thinking in school. Opinion is divided on whether this approach is worthwhile. State your view on this issue by writing to your school board. Explain what you mean by creativity and argue for or against starting a course in creativity.

2015 AP English Language and Composition Essay Questions

• Many schools, colleges, and universities have instituted honor codes meant to discourage such practices as cheating, stealing, and plagiarizing. Students violating established codes are subject to a variety of punishments. After reading six sources related to the issue of honor codes, compose an essay that supports your position on whether your school should establish, maintain, revise, or eliminate an honor code or honor system. Your argument should incorporate ideas, quotations, paraphrases, or summaries found in at least three of the six sources that accompany this question. 
• To commemorate the tenth anniversary of Dr. Martin Luther King’s assassination, labor union organizer and civil rights leader Cesar Chavez wrote an article that discusses nonviolent resistance as a means to achieve certain social goals. After reading Chavez’s words, write an essay that analyzes the rhetorical choices he uses to develop his argument. 
• Friendly phrases such as “How’s it going?” and “Nice to meet you” are known as polite speech and are usually not taken literally. In an essay, develop your position on the value or function of polite speech in a culture or community with which you are familiar. To support your argument, use evidence drawn from your reading, experience, or observation.

2016 AP English Language and Composition Essay Questions

• With the spread of globalization in recent decades, English has become the primary language for communicating in international finance, science, and politics. As the use of English has spread, foreign language learning in English-speaking countries has declined, making the use of only one language—English—the norm. Carefully read the six sources accompanying this question and then write an essay that takes a position on the claim that people who speak only English and no other language are at a disadvantage in today’s world. In your discussion, synthesize appropriate quotations, ideas, paraphrases, or summaries found in at least three of the sources. 
• In 2004, upon the death of former president Ronald Reagan, the ex–prime minister of Great Britain, Margaret Thatcher, who had worked closely with Reagan, delivered a eulogy to the American people honoring her former colleague and friend. Read the eulogy carefully, and then write an essay that analyzes the rhetoric Thatcher used to convey her thoughts and feelings. 
• Back in the nineteenth century, the Irish author Oscar Wilde noted that “Disobedience, in the eyes of anyone who has read history, is man’s original virtue. It is through disobedience that progress has been made, through disobedience and through rebellion.” In an essay, argue your position on Wilde’s claim that disobedience and rebellion promote progress. Support your views with evidence drawn from your reading, studies, experience, or observation.

2017 AP English Language and Composition Essay Questions

• The growth of the Internet has, among other things, changed what and how people read and in so doing has generated controversy about the need for and future of traditional public libraries. Some observers question the relevance of today’s libraries, while others see opportunities for libraries to grow and thrive in new ways. After reading six sources related to the future of libraries, write an essay that discusses your position on the future role, if any, of public libraries. As you develop your argument, be sure to incorporate, or synthesize, material from at least three of the sources that accompany this assignment. Whether you quote directly from a source or put its ideas into your own words, clearly identify each source you use either in the text of your essay or in a footnote. 
• At the beginning of a speech to the Women’s National Press Club in 1960, the American journalist and politician Clare Booth Luce expressed her objections to a tendency of the press corps to give readers sensationalist stories rather than maintain journalistic integrity by writing serious, consequential news stories. After carefully reading her opening remarks, write an essay that analyzes the rhetorical strategies Luce used to prepare the audience for the disapproval that was central to the remainder of her speech. 
• In Empire of Illusion, the author Chris Hedges, referring to the world of politics and the consumer culture, argues that “the most essential skill . . . is artifice.” That is, as Hedges explains, successful politicians “no longer need to be competent, sincere, or honest. They need only to appear to have these qualities.” In other words, deception succeeds. After reading a short passage that develops Hedges’s views, write an essay stating your opinion on the issue. Use appropriate, specific evidence to develop and illustrate your position.

2018 AP English Language and Composition Essay Questions

• The power of a government to confiscate people’s private property for public use is known as eminent domain. Although eminent domain is centuries old, it remains a contentious issue throughout the world. Read the six sources on the following pages. Then, using at least three of the sources, write a coherent essay that supports, opposes, or qualifies the principle that the govern- mental right of eminent domain is useful and productive. When quoting, paraphrasing, or summarizing material, be sure to identify each source in parentheses either with its letter (A, B, C, etc.) or with a description. 
• In 1997, U.S. Secretary of State Madeleine Albright delivered the commencement address at Mount Holyoke College, a women’s college in Massachusetts. After reading a given excerpt from the speech, write a well-developed essay that identifies and analyzes the rhetorical choices Albright made to help convey her message to the audience. 
• In her book Gift from the Sea, the author and aviator Anne Morrow Lindbergh (1906– 2001) reflects on how people make choices: “We tend not to choose the unknown which might be a shock or a disappointment or simply a little difficult to cope with. And yet it is the unknown with all its disappointments and surprises that is the most enriching.” After carefully considering Lindbergh’s position on choosing the unknown, write an essay that develops your own view on the value of exploring the unknown. Support your position with appropriate and specific evidence.

2019 AP English Language and Composition Essay Questions

• Our society’s increasing demand for energy has drawn attention of governments and consumers to large-scale wind power and away from traditional materials, such as coal, oil, and natural gas. Yet, the creation of large commercial wind farms has created controversy for a variety of reasons. Carefully read the following six sources, including the introduction to each one, and then write an essay that develops your position on the most important factors that an individual or agency should take into account when determining whether to establish a wind farm. As you develop your position, synthesize material from at least three of the sources. 
• In 1930 Mohandas “Mahatma” Gandhi led a nonviolent march in India protesting Britain’s colonial monopoly on the taxation of salt. The Salt March, as it was called, triggered a civil disobedience movement that won India independence from Britain in 1947. Just prior to the march Gandhi had written to Viceroy Lord Irwin, who represented the British crown in India. The passage that follows is the conclusion of that letter. Read it carefully and then write an essay that analyzes the rhetorical choices Gandhi made to present his case to Lord Irwin.
• The term “overrated” is commonly used to diminish concepts, geographic places, roles, books, movies, etc., that the speaker thinks fail to live up to their reputation. Choose something that in your judgment is overrated and then write a well-developed essay explaining your views. Use appropriate evidence from your reading, experience, or observation to support your argument.

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How to Write the AP Lang Argument Essay + Examples

What’s covered:, what is the ap language argument essay, tips for writing the ap language argument essay, ap english language argument essay examples, how will ap scores impact my college chances.

In 2023, over 550,148 students across the U.S. took the AP English Language and Composition Exam, and 65.2% scored higher than a 3. The AP English Language Exam tests your ability to analyze a piece of writing, synthesize information, write a rhetorical essay, and create a cohesive argument. In this post, we’ll be discussing the best way to approach the argumentative essay section of the test, and we’ll give you tips and tricks so you can write a great essay.

The AP English Language Exam as of 2023 is structured as follows:

Section 1: 45 multiple choice questions to be completed in an hour. This portion counts for 45% of your score. This section requires students to analyze a piece of literature. The questions ask about its content and/or what could be edited within the passage.

Section 2: Three free response questions to be completed in the remaining two hours and 15 minutes. This section counts for 55% of your score. These essay questions include the synthesis essay, the rhetorical essay, and the argumentative essay.

• Synthesis essay: Read 6-7 sources and create an argument using at least three of the sources.
• Rhetorical analysis essay: Describe how a piece of writing evokes meaning and symbolism.
• Argumentative essay: Pick a side of a debate and create an argument based on evidence. In this essay, you should develop a logical argument in support of or against the given statement and provide ample evidence that supports your conclusion. Typically, a five paragraph format is great for this type of writing. This essay is scored holistically from 1 to 9 points.

Do you want more information on the structure of the full exam? Take a look at our in-depth overview of the AP Language and Composition Exam .

Although the AP Language Argument may seem daunting at first, once you understand how the essay should be structured, it will be a lot easier to create cohesive arguments.

Below are some tips to help you as you write the essay.

1. Organize your essay before writing

Instead of jumping right into your essay, plan out what you will say beforehand. It’s easiest to make a list of your arguments and write out what facts or evidence you will use to support each argument. In your outline, you can determine the best order for your arguments, especially if they build on each other or are chronological. Having a well-organized essay is crucial for success.

2. Pick one side of the argument, but acknowledge the other side

When you write the essay, it’s best if you pick one side of the debate and stick with it for the entire essay. All your evidence should be in support of that one side. However, in your introductory paragraph, as you introduce the debate, be sure to mention any merit the arguments of the other side has. This can make the essay a bit more nuanced and show that you did consider both sides before determining which one was better. Often, acknowledging another viewpoint then refuting it can make your essay stronger.

3. Provide evidence to support your claims

The AP readers will be looking for examples and evidence to support your argument. This doesn’t mean that you need to memorize a bunch of random facts before the exam. This just means that you should be able to provide concrete examples in support of your argument.

For example, if the essay topic is about whether the role of the media in society has been detrimental or not, and you argue that it has been, you may talk about the phenomenon of “fake news” during the 2016 presidential election.

AP readers are not looking for perfect examples, but they are looking to see if you can provide enough evidence to back your claim and make it easily understood.

4. Create a strong thesis statement

The thesis statement will set up your entire essay, so it’s important that it is focused and specific, and that it allows for the reader to understand your body paragraphs. Make sure your thesis statement is the very last sentence of your introductory paragraph. In this sentence, list out the key points you will be making in the essay in the same order that you will be writing them. Each new point you mention in your thesis should start a paragraph in your essay.

Below is a prompt and sample student essay from the May 2019 exam . We’ll look at what the student did well in their writing and where they could improve.

Prompt: “The term “overrated” is often used to diminish concepts, places, roles, etc. that the speaker believes do not deserve the prestige they commonly enjoy; for example, many writers have argued that success is overrated, a character in a novel by Anthony Burgess famously describes Rome as a “vastly overrated city,” and Queen Rania of Jordan herself has asserted that “[b]eing queen is overrated.”

Select a concept, place, role, etc. to which you believe that the term “overrated” should be applied. Then, write a well-developed essay in which you explain your judgment. Use appropriate evidence from your reading, experience, or observations to support your argument.

Sample Student Essay #1:

[1] Competition is “overrated.” The notion of motivation between peers has evolved into a source of unnecessary stress and even lack of morals. Whether it be in an academic environment or in the industry, this new idea of competition is harmful to those competing and those around them.

[2] Back in elementary school, competition was rather friendly. It could have been who could do the most pushups or who could get the most imaginary points in a classroom for a prize. If you couldn’t do the most pushups or win that smelly sticker, you would go home and improve yourself – there would be no strong feelings towards anyone, you would just focus on making yourself a better version of yourself. Then as high school rolled around, suddenly applying for college doesn’t seem so far away –GPA seems to be that one stat that defines you – extracurriculars seem to shape you – test scores seem to categorize you. Sleepless nights, studying for the next day’s exam, seem to become more and more frequent. Floating duck syndrome seems to surround you (FDS is where a competitive student pretends to not work hard but is furiously studying beneath the surface just like how a duck furiously kicks to stay afloat). All of your competitors appear to hope you fail – but in the end what do you and your competitor’s gain? Getting one extra point on the test? Does that self-satisfaction compensate for the tremendous amounts of acquired stress? This new type of “competition” is overrated – it serves nothing except a never-ending source of anxiety and seeks to weaken friendships and solidarity as a whole in the school setting.

[3] A similar idea of “competition” can be applied to business. On the most fundamental level, competition serves to be a beneficial regulator of prices and business models for both the business themselves and consumers. However, as businesses grew increasingly greedy and desperate, companies resorted to immoral tactics that only hurt their reputations and consumers as a whole. Whether it be McDonald’s coupons that force you to buy more food or tech companies like Apple intentionally slowing down your iPhone after 3 years to force you to upgrade to the newest device, consumers suffer and in turn speak down upon these companies. Similar to the evolved form of competition in school, this overrated form causes pain for all parties and has since diverged from the encouraging nature that the principle of competition was “founded” on.

The AP score for this essay was a 4/6, meaning that it captured the main purpose of the essay but there were still substantial parts missing. In this essay, the writer did a good job organizing the sections and making sure that their writing was in order according to the thesis statement. The essay first discusses how competition is harmful in elementary school and then discusses this topic in the context of business. This follows the chronological order of somebody’s life and flows nicely.

The arguments in this essay are problematic, as they do not provide enough examples of how exactly competition is overrated. The essay discusses the context in which competition is overrated but does not go far enough in explaining how this connects to the prompt.

In the first example, school stress is used to explain how competition manifests. This is a good starting point, but it does not talk about why competition is overrated; it simply mentions that competition can be unhealthy. The last sentence of that paragraph is the main point of the argument and should be expanded to discuss how the anxiety of school is overrated later on in life. 

In the second example, the writer discusses how competition can lead to harmful business practices, but again, this doesn’t reflect the reason this would be overrated. Is competition really overrated because Apple and McDonald’s force you to buy new products? This example could’ve been taken one step farther. Instead of explaining why business structures—such as monopolies—harm competition, the author should discuss how those particular structures are overrated.

Additionally, the examples the writer used lack detail. A stronger essay would’ve provided more in-depth examples. This essay seemed to mention examples only in passing without using them to defend the argument.

It should also be noted that the structure of the essay is incomplete. The introduction only has a thesis statement and no additional context. Also, there is no conclusion paragraph that sums up the essay. These missing components result in a 4/6.

Now let’s go through the prompt for a sample essay from the May 2022 exam . The prompt is as follows:

Colin Powell, a four-star general and former United States Secretary of State, wrote in his 1995 autobiography: “[W]e do not have the luxury of collecting information indefinitely. At some point, before we can have every possible fact in hand, we have to decide. The key is not to make quick decisions, but to make timely decisions.”

Write an essay that argues your position on the extent to which Powell’s claim about making decisions is valid. 

In your response you should do the following:

• Respond to the prompt with a thesis that presents a defensible position. 
• Provide evidence to support your line of reasoning. 
• Explain how the evidence supports your line of reasoning. 
• Use appropriate grammar and punctuation in communicating your argument.

Sample Student Essay #2:

Colin Powell, who was a four star general and a former United States Secretary of State. He wrote an autobiography and had made a claim about making decisions. In my personal opinion, Powell’s claim is true to full extent and shows an extremely valuable piece of advice that we do not consider when we make decisions.

Powell stated, “before we can have every possible fact in hand we have to decide…. but to make it a timely decision” (1995). With this statement Powell is telling the audience of his autobiography that it does not necessarily matter how many facts you have, and how many things you know. Being able to have access to everything possible takes a great amount of time and we don’t always have all of the time in the world. A decision has to be made with what you know, waiting for something else to come in while trying to make a decision whether that other fact is good or bad you already have a good amount of things that you know. Everyone’s time is valuable, including yours. At the end of the day the decision will have to be made and that is why it should be made in a “timely” manner.

This response was graded for a score of 2/6. Let’s break down the score to smaller points that signify where the student fell short.

The thesis in this essay is clearly outlined at the end of the first paragraph. The student states their agreement with Powell’s claim and frames the rest of their essay around this stance. The success in scoring here lies in the clear communication of the thesis and the direction the argument will take. It’s important to make the thesis statement concise, specific, and arguable, which the student has successfully done.

While the student did attempt to provide evidence to support their thesis, it’s clear that their explanation lacks specific detail and substance. They referenced Powell’s statement, but did not delve into how this statement has proven true in specific instances, and did not provide examples that could bring the argument to life.

Commentary is an essential part of this section’s score. It means explaining the significance of the evidence and connecting it back to the thesis. Unfortunately, the student’s commentary here is too vague and does not effectively elaborate on how the evidence supports their argument.

To improve, the student could use more concrete examples to demonstrate their point and discuss how each piece of evidence supports their thesis. For instance, they could discuss specific moments in Powell’s career where making a timely decision was more valuable than waiting for all possible facts. This would help illustrate the argument in a more engaging, understandable way.

A high score in the “sophistication” category of the grading rubric is given for demonstrating a complex understanding of the rhetorical situation (purpose, audience, context, etc.), making effective rhetorical choices, or establishing a line of reasoning. Here, the student’s response lacks complexity and sophistication. They’ve simply agreed with Powell’s claim and made a few general statements without providing a deeper analysis or effectively considering the rhetorical situation.

To increase sophistication, the student could explore possible counterarguments or complexities within Powell’s claim. They could discuss potential drawbacks of making decisions without all possible facts, or examine situations where timely decisions might not yield the best results. By acknowledging and refuting these potential counterarguments, they could add more depth to their analysis and showcase their understanding of the complexities involved in decision-making.

The student could also analyze why Powell, given his background and experiences, might have come to such a conclusion, thus providing more context and showing an understanding of the rhetorical situation.

Remember, sophistication in argumentation isn’t about using fancy words or complicated sentences. It’s about showing that you understand the complexity of the issue at hand and that you’re able to make thoughtful, nuanced arguments. Sophistication shows that you can think critically about the topic and make connections that aren’t immediately obvious.

Now that you’ve looked at an example essay and some tips for the argumentative essay, you know how to better prepare for the AP English Language and Composition Exam.

While your AP scores don’t usually impact your admissions chances , colleges do care a lot about your course rigor. So, taking as many APs as you can will certainly boost your chances! AP scores can be a way for high-performing students to set themselves apart, particularly when applying to prestigious universities. Through the process of self-reporting scores , you can show your hard work and intelligence to admissions counselors.

That said, the main benefit of scoring high on AP exams comes once you land at your dream school, as high scores can allow you to “test out” of entry-level requirements, often called GE requirements or distribution requirements. This will save you time and money.

To understand how your course rigor stacks up, check out CollegeVine’s free chancing engine . This resource takes your course rigor, test scores, extracurriculars, and more, to determine your chances of getting into over 1600 colleges across the country!

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Hey, I'm enrolled in AP English Language and Composition this year, and I'm looking for some effective resources to help me really grasp the material. What are your go-to materials for this course?

Hey there! AP English Language and Composition can be a challenging course, but there are definitely some great resources available to help you along the way. Here are a few go-to materials that many students have found useful:

1. College Board resources: The College Board's AP Classroom is a wonderful starting point with plenty of official practice materials, including multiple-choice questions and free-response prompts from previous years. Familiarizing yourself with their resources and guidelines will give you insight into what they expect on the exam.

2. Review books: Popular review books, such as The Princeton Review's "Cracking the AP English Language & Composition Exam" or Barron's "AP English Language and Composition," offer comprehensive overviews and test-taking strategies specifically geared towards the exam. They often include practice tests as well.

3. Books on rhetoric and essay writing: A good understanding of rhetoric is essential for this course. Books like "They Say / I Say" by Gerald Graff and Cathy Birkenstein or "The Elements of Style" by Strunk and White can help you improve your essay-writing skills and rhetorical analysis.

4. Online practice quizzes and resources: Websites like Albert.io offer quizzes, practice questions, and lesson plans specifically tailored for AP English Language and Composition. CollegeVine also provides plenty of helpful guidance on the course and exam, including blog articles and strategies.

5. Your peers and teacher: Forming a study group with your classmates can be a great way to review and discuss concepts together. Additionally, don't hesitate to ask your teacher for guidance—they're the expert in the subject and can offer individual advice tailored to your needs.

6. High-quality articles, speeches, and essays: Reading and analyzing a wide variety of non-fiction texts from different time periods, genres, and rhetorical styles will improve your analytical skills and give you a better understanding of the types of texts you'll encounter on the exam. Some examples include Martin Luther King Jr.'s "Letter from Birmingham Jail," George Orwell's "Politics and the English Language," and Virginia Woolf's "A Room of One's Own."

By utilizing these resources and actively engaging with the course material, you can develop a strong foundation for success in AP English Language and Composition. Good luck!

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AP English Language and Composition Free-Response Practice Test 1

• AP English Language and Composition Practice Tests

(Suggested time—40 minutes)

1. Q. A new word has entered the American vocabulary: affluenza . A 1997 PBS documentary titled Affluenza introduced this new term and defined it: " n. 1. The bloated, sluggish, and unfulfilled feeling that results from efforts to keep up with the Joneses. 2. An epidemic of stress, overwork, waste, and indebtedness caused by dogged pursuit of the American Dream. 3. An unsustainable addiction to economic growth."

Since then, scholars, journalists, political leaders, artists, and even comedians have made America's ever-increasing consumption the subject of dire warnings, academic studies, social commentary, campaign promises, and late-night TV jokes.

Carefully read the following sources (including any introductory information). Then, in an essay that synthesizes at least three of the sources, take a position that supports, opposes, or qualifies the claim that Americans are never satisfied. They are constantly wanting new things and are never content with what they have. There is a superabundance of "stuff," and Americans have lost their sense of meaning. As Sheryl Crow's 2002 lyrics state, " it's not having what you want. It's wanting what you've got."

Make certain that you take a position and that the essay centers on your argument. Use the sources to support your reasoning; avoid simply summarizing the sources. You may refer to the sources by their letters (Source A, Source B, etc.) or by the identifiers in the parentheses below.

Source A (Aristotle's Ethics )

Source B ( The Declaration of Independence )

Source C (John Stuart Mill's Utilitarianism )

Source D (Cartoon by Jim Sizemore)

Source E (Jessie H. O'Neill's The Golden Ghetto: The Psychology of Affluence )

Source F (Lewis Lapham's Money and Class in America )

Source G ("Wealth" by Andrew Carnegie)

Aristotle's Nicomachean Ethics

Certainly the future is obscure to us, while happiness, we claim, is an end and something in every way final. . . . If so, we shall call happy those among living men in whom these conditions are, and are to be fulfilled.

Happiness is desirable in itself and never for the sake of something else. But honor, pleasure, reason, and every virtue we choose indeed for themselves, but we choose them also for the sake of happiness, judging that by means of them we shall be happy. Happiness, on the other hand, no one chooses for the sake of these, nor, in general, for anything other than itself. Happiness, then, is something final and self-sufficient.

He is happy who lives in accordance with complete virtue and is sufficiently equipped with external goods, not for some chance period but throughout a complete life.

To judge from the lives that men lead, most men seem to identify the good, or happiness, with pleasure: which is the reason why they love the life of enjoyment. The mass of mankind are evidently quite slavish in their tastes, preferring a life suitable to beasts.

With regard to what happiness is (men) differ, and the many do not give the same account as the wise. For the former think it is some plain and obvious thing, like pleasure, wealth, or honor. They differ, however, from one another—and often even the same man identifies it with different things, with health when he is ill, with wealth when he is poor.

The Declaration of Independence

From the opening paragraph of The Declaration of Independence.

We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights: that among these are Life, Liberty, and the Pursuit of Happiness. That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed . . .

Utilitarianism , written by John Stuart Mill, an eighteenth-century British philosopher, in 1863. Available at http://www.utilitarianism.com/mill2.htm.

The following is an excerpt from Chapter 2 entitled "What Utilitarianism Is."

. . . The creed which accepts as the foundation of morals, Utility, or the Greatest Happiness Principle, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure. . . .

. . . no intelligent human being would consent to be a fool, no instructed person would be an ignoramus, no person of feeling and conscience would be selfish and base, even though they should be persuaded that the fool, the dunce, or the rascal is better satisfied with his lot than they are with theirs. They would not resign what they possess more than he for the most complete satisfaction of all desires which they have in common with him. If they ever fancy they would, it is only in cases of unhappiness so extreme, that to escape from it they would exchange their lot for almost any other, however undesirable in their own eyes. A being of higher faculties [humans] requires more to make him happy, is capable probably of more acute suffering, and certainly accessible to it at more points, than one of the inferior type [animals]: but in spite of these liabilities, he can never really wish to sink into what he feels to be a lower grade of existence. . . . Whoever supposes that this preference takes place at a sacrifice of happiness—that the superior being, in anything like equal circumstances, is not happier than the inferior—confounds two very different ideas, of happiness and content. It is indisputable that the being whose capacities of enjoyment are low, has the greatest chance of having them fully satisfied; and a highly endowed being will always feel that any happiness which he can look for, as the world is constituted, is imperfect. But he can learn to bear its imperfections, but only because he feels not at all the good which those imperfections qualify. It is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than the fool satisfied. And if the fool, or the pig, are of different opinion, it is because they only know their own side of the question. The other party to the comparison knows both sides.

Cartoon by Jim Sizemore

Available at http://www.cartoonstock.com/blowup.asp?imageref=jsi0087&artist=Sizemore, +Jim&topic=consumerism.

This cartoon appeared in a recent issue of The New Yorker .

O'Neill, Jesse H. The Golden Ghetto: The Psychology of Affluence, The Affluenza Project: Milwaukee, Wisconsin, 1997.

The following is adapted from passages in Jesse H. O'Neill's book and from the mission statement of The Affluenza Project founded by O'Neill. http://www.affluenza.com.

The malaise that currently grips our country comes not from the fact that we don't have enough wealth, but from a terrifying knowledge that has begun to enter our consciousness that we have based our entire lives, our entire culture and way of being on the belief that "just a little bit more" will finally buy happiness.

Although many people in our culture are beginning to question the assumptions of the American Dream, we still live in a time of compulsive and wasteful consumerism.

Statistics to consider:

• Per capita consumption in the United States has increased 45 percent in the past twenty years.
• During the same period, quality of life as measured by the index of social health has decreased by roughly the same percentage.
• The average working woman plays with her children forty minutes a week— and shops six hours.
• Ninety-three percent of teenage girls list shopping as their favorite pastime.

Lapham, Lewis. Money and Class in America: Notes and Observations on Our Civil Religion, Grove Press: New York, 1988.

The following is a passage from Mr. Lapham's text.

I think it fair to say that the current ardor of the American faith in money easily surpasses the degrees of intensity achieved by other societies in other times and places. Money means so many things to us—spiritual as well as temporal—that we are at a loss to know how to hold its majesty at bay. . . .

Henry Adams in his autobiography remarks that although the Americans weren't much good as materialists they had been "so deflected by the pursuit of money" that they could turn "in no other direction." The natural distrust of the contemplative temperament arises less from the innate Philistinism than from a suspicion of anything that cannot be counted, stuffed, framed or mounted over the fireplace in the den. Men remain free to rise or fall in the world, and if they fail it must be because they willed it so. The visible signs of wealth testify to an inward state of grace, and without at least some of these talismans posted in one's house or on one's person an American loses all hope of demonstrating to himself the theorem of his happiness. Seeing is believing, and if an American success is to count for anything in the world it must be clothed in the raiment of property. As often as not it isn't the money itself that means anything; it is the use of money as the currency of the soul.

Against the faith in money, other men in other times and places have raised up countervailing faiths in family, honor, religion, intellect and social class. The merchant princes of medieval Europe would have looked upon the American devotion as sterile stupidity; the ancient Greek would have regarded it as a form of insanity. Even now, in the last decades of a century commonly defined as American, a good many societies both in Europe and Asia manage to balance the desire for wealth against the other claims of the human spirit. An Englishman of modest means can remain more or less content with the distinction of an aristocratic name or the consolation of a flourishing garden; the Germans show to obscure university professors the deference accorded by Americans only to celebrity; the Soviets honor the holding of political power; in France a rich man is a rich man, to whom everybody grants the substantial powers that his riches command but to whom nobody grants the respect due to a member of the National Academy. But in the United States a rich man is perceived as being necessarily both good and wise, which is an absurdity that would be seen as such not only by a Frenchman but also by a Russian. Not that the Americans are greedier than the French, or less intellectual than the Germans, or more venal than the Russians, but to what other tribunal can an anxious and supposedly egalitarian people submit their definitions of the good, the true and the beautiful if not to the judgment of the bottom line?

"Wealth" written by Andrew Carnegie ( Late nineteenth-century American capitalist and philanthropist ), published in North American Review , CCCXCI, June 1889. Available at http://facweb.furman.edu/~benson/docs/carnegie.htm.

The following is excerpted from the article by Andrew Carnegie.

The problem of our age is the proper administration of wealth, so that the ties of brotherhood may still bind together the rich and poor in harmonious relationship. The conditions of human life have not only been changed, but revolutionized, within the past few hundred years. In former days there was little difference between the dwelling, dress, food, and environment of the chief and those of his retainers. The Indians are today where civilized man then was. When visiting the Sioux, I was led to the wigwam of the chief. It was just like the others in external appearance, and even within the difference was trifling between it and those of the poorest of his braves. The contrast between the palace of the millionaire and the cottage of the laborer with us today measures the change which has come with civilization.

This change, however, is not to be deplored, but welcomed as highly beneficial. It is well, nay, essential for the progress of the race, that the houses of some should be homes for all that is highest and best in literature and the arts, and for all the refinements of civilization, rather than that none should be so. Much better this great irregularity than universal squalor. Without wealth there can be no Maecenas. ( Patron of the arts in ancient Rome ) The "good old times" were not good old times. Neither master nor servant was as well situated then as today. A relapse to old conditions would be disastrous to both—not the least so to him who serves—and would sweep away civilization with it. But whether the change be for good or ill, it is upon us, beyond our power to alter, and therefore to be accepted and made the best of. It is waste of time to criticize the inevitable.

Correct Answer:

Rubric for the Synthesis Essay

THESIS = 1 Point

• 1 pt. Addresses the prompt with a thesis that makes it clear HOW the thesis will be developed.
• 0 pts. Merely repeats the prompt, or statement is vague, avoids taking a position, or presents only an obvious fact.

DEVELOPMENT WITH EVIDENCE = 4 Points

• 4 pts. With references to at least three of the given sources, the writer presents support for the thesis explaining the relationships between the evidence and the thesis.
• 3 pts. With references to at least three of the given sources, the development may be uneven, limited; there may be minor errors or weak links between thesis and support.
• 2 pts. With references to at least three of the given sources, the development repeats, oversimplifies, or misinterprets cited references; points made are not supported by the text.
• 1 pt. With references to two or fewer of the given sources, the writer merely summarizes the referenced sources, or references to the text are not clear or relevant; provides little or no commentary that links the source to the thesis.
• 0 pts. May lack a thesis; or presents irrelevant or too few references to the text in support of a clear thesis; or does not address the prompt; or writes about something totally unrelated to the prompt.

Note: Writing that lacks grammatical or syntactical control that interferes with a clear presentation of ideas cannot earn a 4.

SOPHISTICATION (Complexity and Style) = 1 Point

• 1 pt. (sophistication of thought or development of complex argument) Writer develops the thesis with nuanced explanation of evidence; and/or recognizes and discusses a broader context; and/or recognizes and engages with opposition; and/or makes strong, convincing rhetorical choices in developing the thesis; and/or prose is especially convincing or appropriate.
• 0 pts. Oversimplifies complexities of the text or the thesis; and/or diction and/or syntax does not enhance the presentation; and/or may overuse sweeping generalizations.

Rating the Student Essays: Affluenza

This is a high-range essay for the following reasons:

• The essay opens dramatically, immediately catching the reader's attention. It creatively defines the term and implies the argument to follow.
• The writer establishes a tone and voice through diction and allusion: shout, tweaked, Bergdorf, and eBay .
• The writer illustrates the argument by presenting an extended analogy.
• Following a rhetorical question that serves as a transitional device, the writer adeptly incorporates and comments on one of the sources.
• Personal examples and strong details and images continue to support and develop the writer's position.
• The writer employs proper citation guidelines.
• The conclusion is especially effective because it enforces the opening, leaves the reader with the essence of the argument, and presents the writer's thesis as a parting comment.

This is a mid-range essay for the following reasons:

• The writer states a position on Americans being afflicted with affluenza: "The claim that Americans are never satisfied holds much validity and gains more validity as the economy continues to flourish."
• The writer recognizes and addresses the demands of the prompt.
• The writer properly integrates transitions.
• Varied sentence structure is evident in the analysis.
• The development is organized into an orderly presentation.
• The essay presents a clear thesis in the next-to-last paragraph: "Money is what drives us to work extra hours, but what will that money buy us? Not happiness, but simply objects—objects that may bring us happiness for a day or so, but will never satisfy us in the long run."
• The analysis of the writer's sources is brief, leaving the reader looking for more development.

2. Q. Carefully read Chief Seattle's oration to Governor Isaac I. Stevens, who had just returned from Washington, D.C., with orders to buy Indian lands and create reservations. In a well-written essay, identify Chief Seattle's purpose and analyze the rhetorical strategies he uses to convey his purpose.

Sample Student Essays

Rubrics for seattle passage.

Students apparently found the question quite accessible. Most recognized the figurative language used in the passage and were able to incorporate examples into their essays. They were able to recognize the purpose and emotional appeal of Seattle's oration. The more perceptive writers recognized the subtleties of Seattle's manipulation of the situation—his implied sarcasm and his subtle threatening predictions.

Chief Seattle Passage—Student Sample A

Chief seattle passage—student sample b, rating student sample a.

• An immediate and clear indication of Seattle's purpose and attitude
• Understanding and discussion of Seattle's attitude and purpose (paragraph 2)
• Demonstration of a mature voice
• Thorough and effective connection between texts and insights (last two sentences of paragraph 2)
• Superior use of connective tissue—transitions and echo words ("in addition," "despite his calm," "acting respectfully," "winning favor")
• Refers to a variety of rhetorical strategies and devices to support the writer's assertion (paragraph 3: rhetorical questions), (paragraph 3: cause and effect), (paragraph 4: details), (paragraph 4: figurative language)
• Mature perceptions and insights (paragraph 2, sentence 2), (paragraph 4, sentence 2), (paragraph 5, next to last sentence)
• Mature writing style (last sentence)

This high-range essay indicates the clear voice of a mature writer and reader. Once the writer has committed to Seattle's purpose and attitude, the writer develops in each successive paragraph a supporting aspect of the stated purpose and/or attitude.

Rating Student Sample B

• Concise, on-target development of prompt
• Indicates an understanding of the oration
• Makes intelligent points, but does not always develop them or defend them (paragraph 3, last sentence)
• Each paragraph deals with a different strategy (paragraph 2: emotional details), (paragraph 3: rhetorical questions), (paragraph 4: simile), (paragraph 5: antithesis)
• Good connective tissue
• A few lapses in syntax and diction (paragraph 3, next to last sentence)

This essay is indicative of a writer who understands both the passage and the prompt. There is an adequate analysis of the rhetorical strategies and devices present in the text, and the student reaches for unique insights (paragraph 4, last sentence). The lack of development of a couple of the cited points places this essay squarely in the mid-range.

3. Q. In his essay "The Wilderness Idea," Wallace Stegner states the following.

Without any remaining wilderness we are committed wholly, without chance for even momentary reflection and rest, to a headlong drive into our technological termite-life, the Brave New World of a completely man-controlled environment.

Write a well-constructed essay that supports your position on Stegner's statement about conservation of wildernness.

Rubrics for the Stegner Essay

This prompt posed some difficulties for students. Many had a tendency to address only one aspect of it: the loss of wilderness. Often, they did not adequately connect this to the Brave New World concept of a human-controlled environment. The stronger writers included references to and discussions of the "reflection and rest" in their essays. Many student writers opposed Stegner's position by expanding on the concept of wilderness. Those who agreed with Stegner cited pertinent illustrations ranging from the rain forest to gasoline princes to overpopulation and the ozone layer. Contradictory and qualifying essays relied heavily on humankind's "frontier spirit" and artistic endeavors.

Stegner Passage—Student Sample A

Stegner passage—student sample b.

• Effectively covers the points made by Stegner in his statement
• Clearly takes a position regarding Stegner's statement
• Thoroughly develops the argument with specific examples and historical references (paragraphs 2 and 3)
• Indicates and discusses the fallacy of Stegner's statement (paragraphs 4 and 5)
• Good topic adherence
• Thorough development of the points of the writer's argument
• Mature voice, diction, and syntax

This high-range essay was written by a student who is both confident and well-versed and one who has balanced the presentation with scientific and introspective illustrations in support of the argument.

• Clearly understands Stegner's statement and the demands of the prompt
• Creative voice is present
• An interesting objectification of humanity (paragraph 2 —"Homo Sapiens")
• Strong conclusion
• Linkage between man's destruction of the wilderness and its consequences needs further development
• Development of the argument needs further support
• A few syntactical errors
• Lacks needed transitions

This student writer has a definite opinion to which he or she gives a strong voice. Although there is a strong, clear opening and conclusion, the body paragraphs containing the argument need further development.

Test Information

• 3 questions
• 120 minutes
• See All test questions

Multiple-Choice Tests

• AP English Language and Composition Test 1
• AP English Language and Composition Test 2
• AP English Language and Composition Test 3
• AP English Language and Composition Test 4
• AP English Language and Composition Test 5
• AP English Language and Composition Test 6
• AP English Language and Composition Test 7
• AP English Language and Composition Test 8
• AP English Language and Composition Test 9
• AP English Language and Composition Test 10
• AP English Language and Composition Test 11
• AP English Language and Composition Test 12
• AP English Language and Composition Test 13
• AP English Language and Composition Test 14
• AP English Language and Composition Test 15

Free-Response Tests

• AP English Language and Composition Free-Response Test 1
• AP English Language and Composition Free-Response Test 2
• AP US Government and Politics
• AP Comparative Government and Politics
• AP Human Geography
• AP Psychology
• AP US History
• AP European History
• AP World History: Modern
• AP Art History
• AP English Language & Composition
• AP English Literature & Composition
• AP Spanish Language and Culture
• AP Macroeconomics
• AP Microeconomics
• AP Statistics
• AP Chemistry
• AP Physics 1
• Physics C: Mechanics
• Physics C: Electricity and Magnetism
• AP Environmental Science
• AP Computer Science Principles
• AP Computer Science A

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About paul a..

Essay Writing

Bachelors in Writing, General from Saginaw Valley State University

Masters in English Language and Literature, General from Central Michigan University

Masters in Writing, General from University of Arkansas at Monticello

Career Experience

I've been an English professor for over ten years. I teach composition, creative writing, and literature courses. In this time, I've built a reputation as a hospitable, fun, funny, and unique classroom leader, and I take pride in helping students recognize the real-world benefits of developing their writing and thinking skills.

I Love Tutoring Because

I enjoy helping students discover their true potential as writers, thinkers, and researchers. I take pride in watching students build confidence, and I consider it an honor to play a role in their education.

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