Part I: Synthesis

Prompt

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Lesson SYN.1: The Synthesis Prompt, page 1

• Watch this video (tinyurl.com/3ywemdnk) about the Cheyenne Mountain Zoo, which earned a clean report of inspection from the Association of Zoos and Aquariums (AZA). Though Cheyenne Mountain Zoo isn’t an aquarium, it gets certified by the same national organization that covers aquariums. This establishment is only the fourth organization to ever earn such a report. After watching the quick video, you may want to consider the rarity of the achievement, the visuals intermixed with the speakers’ reflections, the implications of the language and visuals, and the messages of the speakers, and then revise what you have written in response to Task 1 and Task 2.
  Watch Timm Freitas go through the two types of synthesis tasks based on the aquariums prompt (see Author Videos).

Lesson SYN.2: The Synthesis Prompt, page 12

• Watch this video (tinyurl.com/3swwx5m5) about the how electric vehicles respond to salt-water flood conditions. After watching the video, you may want to consider the sources listed, the visuals intermixed with the speakers’ reflections, the implications of the language and visuals, and the messages of the speakers and then revise what you have written in response to Task 1 and Task 2.

LESSON SYN.3 Mining the Prompt for Ideas, page 23

• Watch this video (tinyurl.com/y74yet29) by AP teacher Timm Freitas in which he models how to break down a synthesis prompt with ideas in mind.

LESSON SYN.4 Turning the Prompt into a Question, page 27

• Watch this video (tinyurl.com/mr27j4r2) produced by the reputable UK news source The Guardian. It focuses on how “green” electric cars are. After watching the video, consider going back and revising the original claims you created for each task in the Write activity of this lesson.

LESSON SYN.5 Reading Source Information, page 31

• Go to this video (tinyurl.com/49nydz75) produced by the Union of Concerned Scientists. Before watching the video, evaluate the video title, the publishing group, date of publication, and other source information you can find in the video’s description. Discuss what you can infer about the video’s potential perspective(s), position(s), bias(es), or limitation(s) before viewing the content.

LESSON SYN.6 Reading Sources with Ideas in Mind, page 34

• Watch this video (tinyurl.com/2n8k8958) in which Beth Hall provides very useful quick tips for annotating synthesis sources. Reflect on any strategies that you may want to adopt and combine with techniques you’ve learned and practiced above.

Thesis

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LESSON SYN.7 From a General Claim to a Complex Thesis, page 39

• Watch this video (tinyurl.com/5n7cy7x2) in which Marco Learning CEO John Moscatiello gives his own tips for writing synthesis thesis statements. Then revise your complex thesis statements based on his suggestions.

LESSON SYN.8 Composing a Thesis with Opposing or Concessionary Views, page 42

• Watch this video (tinyurl.com/25zsbwwp) by AP English teacher Beth Hall in which she explains how to write thesis statements that address opposing views. Consider revising one of your complex thesis statements based on her recommendations.

SYNTHESIS Thesis Review (Row A), page 45

Check your knowledge of the synthesis rubric with these quizlet flash cards (tinyurl.com/45pu8hd).

Evidence and Commentary

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LESSON SYN.9 Finding Evidence That Supports and Complements Your Argument, page 48

• Watch this video (tinyurl.com/3uaejp99) produced by CNET and narrated by Antuan Goodwin. As the speaker makes his claims, identify what evidence he includes to support his claims, and then explain how the evidence functions as he creates his arguments. While doing this, ask yourself these questions: “Does this evidence directly support a claim the speaker makes?” “Does this evidence complement a claim the speaker makes?” “Does this evidence complement other evidence that the speaker has already offered?” Compare your answers with those of your classmates.

LESSON SYN.10 Finding Evidence That Challenges Your Position, page 52

• Watch this video (tinyurl.com/5yrfy8yz) from Edutopia about hexagonal thinking. Write your thesis on a hexagon and use this as your middle foundational shape. Then record your supporting and/or complementary evidence from Lesson SYN.9 and your opposing evidence from Lesson SYN.10 on other hexagons. Then connect and rearrange your evidence hexagons around your central argument while you consider the multitude of ways that all of the sources and lines of text relate to one another and your argument.

LESSON SYN.11 Writing Topic Sentences with Evidence and Argument in Mind, page 57

• Watch this video (tinyurl.com/mup4fbzm) by AP English teacher Beth Hall in which she reviews writing topic sentences for synthesis. Then consider revising one of your topic sentences using the sentence frame she offers.

LESSON SYN.12 Writing Topic Sentences with Organization and Transitions in Mind, page 60

• Watch this video (tinyurl.com/mtnrzw62) produced by Scribbr in which Jessica Liu models transitional language and its uses. Then consider revising one of your transitions in your topic sentences based on her recommendations.

LESSON SYN.13 Synthesizing Supporting and Complementary Sources, page 63

• Access this guide (tinyurl.com/8wa9fpw4) produced by Ursinus College’s Center for Writing and Speaking for more in-depth methods and explanations of ways to integrate evidence in your essays. Consider revising your writing based on information found in the document.

LESSON SYN.14 Synthesizing Opposing Sources, page 68

• Review this resource (tinyurl.com/y7m4uw29) from Cleveland State University, which further explores counterarguments. Based on information here, generate a list of additional ways you can include counterarguments in your essays and explain why you would consider doing so.

LESSON SYN.15 Providing Commentary for Supporting and Complementary Sources, page 71

• Watch this video (tinyurl.com/rcknw4s5) by AP English teacher Timm Freitas in which he models how to produce commentary in synthesis essays. Then, watch this video (tinyurl.com/5n6ajfv4) by AP English teacher Beth Hall. Consider the models and the points that each video makes and consider revising your work to more accurately convey the commentary in your supporting body paragraphs.


• Access this handout (tinyurl.com/5dx9c5e9) about qualifiers produced by University of North Carolina at Chapel Hill. It lists common qualifiers and then goes on to compare absolute language and qualified language and explain strategies for using qualifiers. After reading this, revise your body paragraphs, changing some absolute language to qualified language.

LESSON SYN.16 Providing Commentary When Conceding and Refuting, page 75

• Watch this video (tinyurl.com/mrxd3m4d) by AP English teacher Brian Tolentino. Then engage in the counterargument activity he presents.


• Watch Timm Freitas explain how to avoid pseudo-commentary using the aquariums prompt. (see Author Videos)

SYNTHESIS Evidence and Commentary Review (Row B), page 79

Review the sample essays on this site (tinyurl.com/2cwabaj2) and the scores and comments they received from exam readers. Pay special attention to the Row B score.

Sophistication

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LESSON SYN.17 Conclusions That Situate the Argument in a Broader Context, page 82

• Watch this video (tinyurl.com/y4mcdsrw) by AP English teacher Timm Freitas in which he provides alternative methods for generating synthesis conclusions to involve emotions. Then consider revising your conclusion based on his advice.

LESSON SYN.18 Adding Advanced Punctuation, page 85

• Watch this video (tinyurl.com/mr3hb9fb) created by the Texas A&M University Writing Center, which offers alternative explanations for the use of semicolons and colons. Then watch this video (tinyurl.com/3zfsdd55) created by AP English teacher Beth Hall in which she clarifies how to use dashes in your writing (and applies this knowledge to the ACT and SAT exams as well).

LESSON SYN.19 Integrating Sources into Commentary, page 89

• Read this article (tinyurl.com/mkmdvwb2) about good and great writing written by educator Samuel Armen. Then consider revising your paper, attempting to make it more sophisticated based on his suggestions.

LESSON SYN.20 Addressing Complexities and Tensions Among Sources, page 91

• Explore this website (tinyurl.com/23xyf7vb) produced by Middle Tennessee State University. As you do, record the various ways that you are instructed to evaluate different sources to find their value and limitations.

Watch Timm Freitas demonstrate finding tensions among sources using the aquariums prompt. (see Author Videos)

SYNTHESIS Sophistication Review (Row C), page 95

Watch this video by AP Teacher Beth Hall (tinyurl.com/2p95mter) on earning the sophistication point in a synthesis essay. After watching, discuss with your classmates concrete steps you can take to help you earn that point.

Sample Essays

Lesson SYN.21 Sample Essay: From a 3 to a 4, page 97

Lesson SYN.22 Sample Essay: From a 4 to a 5, page 101

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Part II: Rhetorical Analysis

Prompt

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Lesson RA.1 The Rhetorical Analysis Prompt, page 115

• Watch this video (tinyurl.com/33ce9eu6) by AP teacher Timm Freitas about breaking down the AP rhetorical analysis prompt. After watching, you may want to revise what you have written for the description of your four paragraphs to add more information.


• Watch Beth Hall explain the details of the rhetorical analysis task using the Reagan liberty speech prompt (see Author Videos).

Lesson RA.2 Unpacking the Prompt: The Rhetorical Situation, page 118

• Watch this video (tinyurl.com/y38mdwbd) from the Jamestown University Writing Center. It explains the rhetorical situation from the point of view of the writer instead of the reader and may help you understand rhetorical choices.

Lesson RA.3 Annotating the Passage, page 122

• Watch Obama deliver the entirety of his speech to Morehouse graduates (tinyurl.com/yc6w4s8b). (The portion of the speech presented here starts at 6:10 in the recording.) After watching, you may want to make additional annotations to the excerpts above.

Lesson RA.4 Lines of Reasoning, page 128

• While Reagan focused on newcomers to America, this 1923 speech by Ruth Muskrat Bronson to President Calvin Coolidge (tinyurl.com/mtw4bc3p) presents the perspective of Native Americans. Read it and identify its parts and line of reasoning.

Lesson RA.5 Identifying Rhetorical Choices, page 131

• Use these Quizlet flashcards (tinyurl.com/2p8u4fes) to help you review the variety of rhetorical choices and devices writers and speakers tend to choose. After working your way through the deck, review you list of choices and devices in Obama’s speech and make any additions you might have noticed.

Thesis

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Lesson RA.6 From Claim to Thesis Statement, page 134

• Watch this video (tinyurl.com/2k6dd7sw) by AP Teacher Beth Hall on writing a defensible thesis and note how you can make a strong thesis when avoiding the word use. Revise your thesis to eliminate use if it is now in your thesis statement.

Lesson RA.7 Crafting an Engaging Introduction, page 137

• Visit this site (tinyurl.com/yc4prh3a) to get another perspective on the introductory paragraph. It includes two videos—one on hooks and one on background. When you have finished reading and watching, revise your paragraph if appropriate.

Lesson RA.8 Topic Sentences for Body Paragraphs, page 141

• Watch AP teacher Timm Freitas present topic sentence templates (tinyurl.com/mwcebvd). After you watch, review your work and make any changes you think will improve your topic sentences.

Rhetorical Analysis Thesis Review (Row A), page 143

Watch AP teacher Beth Hall talk through Row A of the Rhetorical Analysis rubric (tinyurl.com/mr2rf9fr) beginning at 1:24 and continuing until 6:15.

Evidence and Commentary

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Lesson RA.9 Selecting Evidence, page 146

• Watch this video by AP Teacher Beth Hall (Coach Hall) on how to select evidence for rhetorical analysis essays (tinyurl.com/2z2a2d8z). Then review your evidence choices and make any changes that might improve your selection.

Lesson RA.10 Analyzing Word Choice and Tone, page 150

• Watch this video (tinyurl.com/mwe4fxfb) for more on denotation and connotation and the power of words to convey tone.

Lesson RA.11 Embedding Evidence, page 152

• Check out these tips (tinyurl.com/46594zmt) from the University of Indiana Bloomington about using evidence effectively. Scroll down to read the short section called Using Quotations: A Special Type of Evidence. Then consider revising your sentences to apply the tips from the post.

Lesson RA.12 Commentary Part 1: Commentary Language, page 155

• Watch this video (tinyurl.com/26k2jv6y) from Timm Freitas (the instruction begins at 00:49) and consult this verb list (tinyurl.com/3nzk4jar). Then consider revising your sentences to incorporate the knowledge you’ve gained from these additional resources.


• Watch Beth Hall discuss limited commentary using the Reagan liberty speech prompt. (See Author Videos.)

Lesson RA.13 Commentary Part 2: Connecting to the Rhetorical Situation, page 158

• Watch this video (tinyurl.com/33kx6kt8) by Beth Hall (Coach Hall) about her best tip for rhetorical analysis commentary. Then review your work and try to make improvements.

Lesson RA.14 Including Quotes in Commentary, page 161

• This link (tinyurl.com/2szbnrk7) to the website of the San José State University Writing Center takes you to an explanation of several very clear techniques for working in quoted material.

Lesson RA.15 Writing an Effective Conclusion, page 163

• For more tips on writing an effective conclusion, check out this blog (tinyurl.com/5d6x7evm) from Grammarly. After reading it, make any revisions to your concluding paragraph that are likely to improve it.

RHETORICAL ANALYSIS Evidence and Commentary Review (Row B), page. 165

Begin watching this video about the Rhetorical Analysis rubric from Marco Learning at 3:32 (tinyurl.com/3chsr9eh) to learn about a wall between score 2 and 3 and how to break past it.

Sophistication

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Lesson RA.16 The Broader Context, page 168

• Although you won’t have access to outside sources on exam day, use these resources now to gain knowledge you can use to situate Obama’s speech in a broader context. Then use that knowledge in the essay you have been developing in response to the Morehouse prompt.


• The History of Historically Black Colleges and Universities (tinyurl.com/3f4nprwc)


• The Legacy of Dr. Martin Luther King, Jr. (tinyurl.com/3p3sa92h)


• Martin Luther King at Morehouse College (tinyurl.com/3ub748zc)

Lesson RA.17 Vivid and Persuasive Style, page 171

• Read this blog (tinyurl.com/226sum2t) from University of the People to learn about advanced punctuation that you can use to elevate your writing style. Also, check out this blog post (tinyurl.com/mrxwy8yd) from Marco Learning for more tips about creating a sophisticated writing style. You may want to complete a chart like the one at the bottom of the page to count the words in your sentences and identify the types of sentences you used.


• Watch Beth Hall demonstrate vivid and descriptive writing using the Reagan liberty prompt. (See Author Videos.

Lesson RA.18 Complexity and Tension, page 174

• For more information on the sophistication point, here are two excellent videos, each about 15 minutes long.


• Garden of English (Timm Freitas): How to Write for SOPHISTICATION (Get That Point!) (tinyurl.com/45kayhfx)


• Coach Hall Writes (Beth Hall): Sophistication Point AP Lang (tinyurl.com/2jpbz5jv)

RHETORICAL ANALYSIS Sophistication Review (Row C), page 179)

Watch this video (tinyurl.com/2jpbz5jv) by Beth Hall in which she reviews the sophistication point and how to earn it.

Sample Essays

Lesson RA.19 Sample Essay: From a 3 to a 4, page 181

• Before continuing with this lesson, review the entire rhetorical analysis rubric at this link (tinyurl.com/yckwdjj9). Scroll down to Scoring Rubric for Question 2: Rhetorical Analysis.

Lesson RA.20 Sample Essay: From a 4 to a 5, page 185

• You may want to review the entire rhetorical analysis rubric at this link (tinyurl.com/yckwdjj9). Scroll down to Scoring Rubric for Question 2: Rhetorical Analysis.

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Part III: Argument

Prompt

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Lesson ARG.1 The Argument Prompt, page 193

• Watch this video (tinyurl.com/53szehrk) by AP teacher Timm Freitas about the AP argument prompt. After watching, look back over Prompts A and B to find the springboard into the prompts.


• Watch Brandon Abdon discuss the wording of argument prompts using the challenging classes prompt (see Author Videos).

Lesson ARG.2 Unpacking the Task, page 196

• Watch this video (tinyurl.com/5an2zxsd) from an AP English teacher and the test preparation experts at Marco Learning.

Lesson ARG.3 Big Ideas in the Prompt, page 198

• Watch this video (tinyurl.com/yc6j5f5k) by AP teacher S. Abuel explaining SOMA (Self, Others, Matrix, and Abstract) as domains in which ideas and examples for arguments are found. After watching, review your work and try to make additions to your list in Practice Part 1.

Lesson ARG.4 Selecting Good Examples as Evidence, page 200

• Watch this video (tinyurl.com/v7xxvy28) by AP teacher Timm Freitas about specific examples as evidence in the argument essay.


• You may also watch this video (tinyurl.com/3kcsrdeu) by AP teacher Crystal Laliberte about using personal examples in your argument essay.

Thesis

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Lesson ARG.5 Claim and Thesis, page 203

• Watch this video (tinyurl.com/4ucexc64) by popular YouTube teacher Brian Tolentino. In this video, he discusses other approaches to the open and closed thesis statements.

Lesson ARG.6 Thesis Statement and Introduction, page 207

• Watch this video (tinyurl.com/5n82398m) from Tolentino Teaching, which recommends spending no more than five minutes on an introduction and gives you a chance to practice five introductions. Give it a try!

Lesson ARG.7 Thesis and Opposing Views, page 209

• Watch this video (tinyurl.com/3x4d9zwk) by Beth Hall starting at 7:23. The video provides a sentence frame for a thesis statement that includes opposing views.

Lesson ARG.8 Thesis and Topic Sentences, page 212

• Watch this video (tinyurl.com/mxntbpur) by AP teacher Beth Hall about different ways to approach topic sentences.

ARGUMENT Thesis Review (Row A), page 215

Watch as Beth Hall describes a formula for writing an effective thesis statement (tinyurl.com/2s4hhhp9). Then try using that formula to revise the thesis in the sample essay ARG.3.B.

Evidence and Commentary

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Lesson ARG.9 Specific Examples as Evidence, page 218

• Watch this video (tinyurl.com/42sc5j76) by AP teacher Timm Freitas with an outstanding strategy for identifying and understanding your own experiences so you can use them effectively on the exam.


• Watch Brandon Abdon discuss audience and assumptions using the prompt on challenging classes (see Author Videos).

Lesson ARG.10 Commentary: Explanation of Examples, page 221

• Watch this video (tinyurl.com/2mtkvj6x) by AP teacher Beth Hall with some similar advice for writing commentary (and some additional help, too).

Lesson ARG.11 Commentary: Signal Words, page 224

• Watch this video (tinyurl.com/es8phsp6) by AP teacher Timm Freitas with some similar advice for writing commentary.

Lesson ARG.12 Paragraph Organization, page 227

• Visit this site (tinyurl.com/399ntp8e) for a similar model for organizing a paragraph but with different letters: PEEL. Watch the video on this site as well.

Lesson ARG.13 Essay Structure, page 230

• Watch this video (tinyurl.com/3hzhsbu4) by AP teacher John Moscatiello from Marco Learning with some advice for planning the essay on exam day.

Lesson ARG.14 Subordinate Clauses and Opposing Viewpoints, page 233

• Watch this video (tinyurl.com/2dkury53) from Khan Academy for some more thinking about subordinating conjunctions.

Lesson ARG.15 Rebuttal and Refutation of Opposing Viewpoints, page 235

• Watch this brief video (tinyurl.com/yc6wype8) explaining how Supreme Court Justice Ruth Bader Ginsberg addressed a counterargument about affirmative action.

ARGUMENT Evidence and Commentary Review, page 237

Review the sample essays on this site (tinyurl.com/2953ubar) and the scores and comments they received from exam readers. Pay special attention to the Row B score.

Sophistication

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Lesson ARG.16 Joining the Conversation: The Broader Context, page 240

• Watch Brandon Abdon discuss the broader context using the challenging classes prompt (see Author Videos).

LESSON ARG.17 Rhetorical Moves, page 242

• Watch this video (tinyurl.com/3xcryj5u) from AP Teacher Beth Hall for another approach to improving writing style for the sophistication point.

Lesson ARG.18 Stylistic Moves, page 249

• Watch this video (tinyurl.com/3wv88bdd) from AP Teacher Beth Hall for another approach to improving writing style for the sophistication point.

Lesson ARG.19 Complexity and Tension in Argument, page 255

• Watch this video (tinyurl.com/bdfmuuk8) from AP Teacher Timm Freitas for other approaches for the sophistication point.

ARGUMENT Sophistication Review (Row C), page 257

Watch this video (tinyurl.com/22wb982f) by Timm Freitas in which he offers advice for writing a conclusion that will help you earn the sophistication point.

Sample Essays

Lesson ARG.20 Sample Essay: From a 3 to a 4, page 260

• Read this blog (tinyurl.com/yesmanat) to see another sample essay with comments showing its strengths and weaknesses.

Lesson ARG.21 Sample Essay: From a 4 to a 5, page 264

• Watch this video (tinyurl.com/58zcztwm) by AP teacher Beth Hall, which includes valuable information on commentary, including suggestions for strong verbs. After watching, make additional revisions to your paragraph using those suggestions.