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 AP English Language Study Guide -- Multiple Choice Section

Types of questions
1. The 45 multiple-choice questions are broken down into two different categories
a. You will see between 22-25 reading questions and 20-22 writing questions
b. Each category is then further divided into 4 more categories where each question
will stem from
c. The categories are Rhetorical situations, Claims and evidence, Reasoning and
organization, and style

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2. Now let’s look at the 8 types of questions that stem from these categories
a. The first type of question is reading comprehension

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i. This question tests if you understood the passage on a concrete level
ii. To be successful on these questions, go back and re-read the part of the
passage the question is asking about. Do so carefully, and when you

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answer the question, focus on what the passage is saying outright. Don't
infer on reading comprehension questions.

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b. The second type of question asks about implications
i. This question asks about what the author is trying to say without directly
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saying it
ii. Even though the answer may not be clear in the passage, the question will
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still have a clear correct answer based on textual evidence. You can
identify implication questions from phrases like "best supported,"
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"implies," "suggests," and "inferred."

iii. Reread the section that the question is talking about and then see Which
interpretation put forth by the answer choices does the passage most
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support?
c. The third type of question asked is overall passage and author questions
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i. Here, the goal is to identify the key overarching elements of the passage or
the author’s view on the subject matter, their audience, their attitude, etc
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ii. While these questions can be a little bit more challenging, it is helpful to
write down some overall impression that you notice in the margins while
you are reading the passage. This will help you figure out which answer
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choice is best supported by the passage

d. The fourth type of question asks about the relationship between two parts of the
passage
i. The goal here is to accurately describe the relationship between two
different lines of text, two paragraphs, or just two different sections
ii. To best answer the question go back and read each part that the question is
talking about to make sure that the information is fresh in your mind
 iii. Then jot down a one-sentence summary for each section and see how they
relate to each other. Keep in mind that your summary does not have to be
perfectly accurate it just has to make the relationship clear to you
e. The fifth type of question asks about the interpretation of figurative language or
imagery
i. The question is aiming to ask what the author is trying to accomplish by
using the particular phrase, metaphor, or structure
ii. Again, to be successful for these types of questions you need to reread the
portion of the passage that the question is asking about and reread a couple

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of lines before and after as well to get a sense of what is going on
iii. Then try to take a step back and envision why the author would write in

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that specific way and what they were hoping to accomplish
f. The sixth type of question asks about the purpose of a part of the text
i. This question asks about what the author hoping to accomplish with this

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specific example/sentence/device. These questions can usually be
identified because they will ask specifically about the purpose or function

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of a specific moment.
ii. In order to answer this question, think about why the author includes this
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portion of text and how it servers their bigger argument
iii. Moreover, think about how the author’s point in that moment and in the
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larger picture would be affected if you removed that portion of the text.
Thinking about what it would lose will help you find why it is there in the
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first place
g. The seventh type of question asks about rhetorical strategies
i. For these questions, you'll need to identify the specific rhetorical strategy
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used by the author in the specific place in the passage.

ii. This means you will have to identify the particular rhetorical strategy that
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the author uses to try to convince the audience of their position.

iii. The best way to prepare for these questions is to make a list of all the
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rhetorical strategies you know and define them. Then continually look
over that list until you are familiar with all of them and can easily identify
them.
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h. The eighth and final type of questions are style and effect questions
i. These questions ask about a stylistic portion of the passage and the effect
that is created from using that particular style
ii. Reread that portion of the text and keep in mind not only the meaning but
the way it looks and the way it sounds.
iii. Remember to keep in mind what the text evokes, not just what it says
Strategies for answering them
1. Decide, in advance, in what order to address the questions
a. On test day, the time given for the multiple-choice is very limited so you want to
have a clear plan of action before the test is administered
b. There are several different strategies available so do not feel like there is a “best”
strategy. You are looking for the strategy that you are most comfortable with and
yields the best results
2. Don’t feel obligated to complete the exam in order
a. There is no rule that says the questions must be answered in chronological order

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nor do they go from easiest to hardest
b. Since each question is worth the same you should look for the questions and

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passages that you feel most comfortable answering to make the most efficient use
of your time
c. This allows you to gain confidence early on in the test as well as keep you from

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missing easy questions due to time restraints
3. Don’t Guess Wildly, but Think Critically

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a. Instead of just guessing because you cannot find the correct answer, try to look for
what makes each answer choice wrong
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b. This way you will typically be able to eliminate at least 1-2 answers and at the
worst, you will be guessing between 2 answers instead of 4
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c. Stemming from this, if you are not making any headway on a question after 30
seconds skip it and move on to the next one to make effective use of the time
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remaining
d. Again since each question is worth one point you are not rewarded more for
getting the harder ones right
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4. Read the entire excerpt

a. Always skim the questions first in order to see if there are any that you can
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answer without reading the whole passage first

b. Once you have answered all of those questions then make sure you then read the
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entire passage to answer the questions that reflect the whole passage
c. This will allow you to avoid making any mistakes about the rhetorical devices as
well as the meaning behind the passage
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5. Reread lines that are directly referenced

a. Whenever a question refers to specific lines of text make sure you reread those
lines in order to find the best answer
b. Remember that the answer should not pertain to other areas of the text but should
focus on the specific lines that are mentioned in the question
6. Wisely divide your time
a. Since you a little over a minute per question you want to make sure that you are
moving efficiently throughout the test in order to answer all 45 questions
 b. If you have to guess on some questions, guess the same letter for each question
because it allows you to statistically get more right than just randomly guessing
7. Notes along the page margins
a. Writing notes down in the margins can be a huge help and time saver when you
are looking at the questions
b. Write things down such as any rhetorical devices you notice being used, the point
the author is trying to make, a contrast that you notice, or anything that you think
will be important to answer a question you read earlier

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Tips for reading or annotating
Why Annotate?

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1. Annotating a text is beneficial for several reasons
a. The first is that it helps you isolate important information that can be found very
quickly when looking back for it

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b. Annotating also helps identify key concepts and rhetorical elements
c. It helps your understanding of the passage so that you do not miss any key details

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d. It is much more efficient than writing notes after the reading
e. Engaging with the material while reading it will lead to the questions being more
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clear and easier to answer
Effective ways to Annotate a Passage
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1. Underlining or Highlighting
a. Although this is the least engaging method of annotation it is the fastest method if
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you are pressed for time and can only make note of a few things
b. Be careful with this method since students typically go into an underlining frenzy
and tend to underline a lot of needless things.
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2. Summarize key points in your own words

a. Use the headers and words that stand out to jot down short notes in the margins of
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the video
b. Look for main ideas, arguments, evidence, or the way the text organizes itself
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3. Circle key phrases for concepts

a. What parts of the text are crucial to the understanding of the passage
b. Notice anything that relates or contradicts each other and make sure you link them
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4. Write brief questions or comments in the margins

a. Be as specific or broad as you would like—use these questions to activate your
thinking about the content
b. Look at the questions beforehand to see if there are anything you can write that
will answer those questions
Multiple Choice Steps to Follow
1. Interact with the passages as you read them for the first time.
2. Identify the main ideas—the author's purpose, argument, and audience—right after the
first time you read the passage.
 3. Always go back and re-read the part of the passage in question—don't rely on memory
4. Watch out for answer choices that are clearly off-topic and eliminate them!

AP English Language Study Guide -- Essay section

Overview:

● The 2021 format is free response: 3 questions | 2 hours 15 minutes (including reading period) |

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55% of exam score

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● The 3 questions require students to write response essays to the following:

○ Synthesis questions: Compose an argument that combines and cites at least 3 sources

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from 6-7 texts about a subject that support their thesis

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○ Rhetorical analysis: nonfiction text is read. Student must analyze how the writer’s
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language choices contribute to the intended meaning and purpose of the text.

○ Argument: students create an evidence-based arugment that responds to the topic.

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● This guide covers how to earn 6 points each for question
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○ Thesis (0-1 points)

○ Evidence and commentary (0-4 points)

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○ Sophistication (0-1 points)

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How to Begin Writing

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1. Take a deep breath. The AP English language exam is composed of three separate questions.

With the exception of the synthesis question (which requires you to synthesize multiple sources
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together to form a cohesive argument), the questions will generally ask you to form an argument

using specific evidence from the text. Be relaxed but focused.

2. After you’ve read the text the first time, think about your first impressions that contribute

to what you believe the author is trying to say; this is the beginnings of your intended thesis.

This method can be applied to any of the prompts; Run through the text once more, underlining
 what you believe is their central statement -- the thesis. It must not be an undisputed fact, but an

idea that is open to interpretation itself. It is neither right nor wrong. However, it must be able to

be backed up by evidence within the text. It cannot only restate the prompt. This text must

strongly provide the basis for your claim. It must be a defensible thesis. The sources must support

your position. Avoid paraphrasing or mere summary. The argument should be central; the sources

will support this argument. You, as the writer, will take a position that defends, challenges, or

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qualifies the claim given in the prompt. Remember that the thesis doesn’t necessarily have to be

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one sentence, as long as the sentences are in close proximity to one another.

a. Example: If the claim is that schools should delay their start time in order to provide

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students with much-needed sleep, you must take a stance (prompt created by Eileen

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Bach, 2010).

b. Source for the prompt:

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https://mseffie.com/assignments/synthesis/Synthesis%20Prompts/Sleep%20Deprivation
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%20Synthesis.pdf
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2. Read through or look at all the sources given to you. The sources will all relate to the subject but

there are several mediums -- graphs, charts, essays, cited information, articles by various experts,
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scholarly publications, etc. You must understand that not all of the information given will support
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your specific argument and must decide for yourself which strongly and mostly supports your
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defense, challenge or qualification of the claim. Discard the sources you think go against your

body of evidence.
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3. In your introductory paragraph that includes the thesis, list at minimum two (2) pieces of

evidence from two (2) sources that support your claim.

a. **When it comes to rhetorical analysis and argument, rather than take your evidence

from multiple sources, you would take from the text itself. This is a singular source,

rather than multiple.

4. Now you’ve reached the body of the argument. Now that you’ve decided what sources are the

overarching branches of your thesis, you must supply the evidence behind the choice of those

sources. What evidence do you see in your text that means the sources you chose are correct? You

must be able to integrate the evidence within a sentence by not simply quoting it, but

incorporating analysis while you do so.

a. Example thesis: “My assertion is that schools should delay their start time to provide

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students with much-needed sleep so that components such as health, focus and overall

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academic performance do not suffer.”

b. The body of the argument includes Source G and Source H, both of which can be found

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in the link above.

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c. Example body that addresses the facet of health in the thesis that incorporates
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Source G and Source H: First and foremost, lack of sleep due to the strenuous pace of

school affects health. The stress and workload accompanied by educational standards
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cause many students to stay up late in order to complete schoolwork assigned to them.
H

Soon after, students are compelled to attend early school hours without sufficient sleep,

which “appears to put adolescents at risk for cognitive and emotional difficulties” and
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“psychopathology” (Source G). Constant strain is made on the body by early and long
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school routines. Because of this, overall health deteriorates. Not only does sleep loss
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“result in irritability” and “impatience”, but “serious sleep disorders have been linked to

hypertension, increased stress hormone levels and irregular heartbeat” (Source H).
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5. Now that you’ve integrated the evidence in each paragraph, be sure to add a transition sentence in

between these paragraphs, to allow for smooth shifts to the next facet of your argument.

a. In this instance, referring back to the last example that included Sources G and H, add a

transition sentence for the next subtopic of supporting evidence:

i. “Such a heavy toll on pupil health caused by early school attendance after

inadequate amounts of sleep due to workloads inevitably then affects focus,

 another aspect to consider.” Now you can write the next paragraph, and have it

focus on...well, focus.

6. Remember that when you have evidence, do not forget to cite the original text you’ve taken from.

Building your argument with reputable sources requires citations, always citations. The academic

world relies on citations to avoid plagiarism of another’s work, using another’s words and passing

them off as your own (whether intentionally or unintentionally).

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7. Consider the number of paragraphs to be the number of points of reasoning that support your

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rhetorical argument.

8. The last thing to consider is your conclusion. This simply reframes or restates your thesis, with a

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concluding sentence that brings the reader back to the subject at hand.

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Now you’ve read through important strategies for creating your amazing rhetorical argument. However,
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you must keep in mind the constraints of the exam itself:
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Budgeting Time
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Planning Stage

● Have a scrap of paper to sort together all your thoughts and jot down quick notes and the structure
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you aim to have for the essay. The above bullet points give strategies for how to write the essay,
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but it is important to essentially have a pre-formal writing stage somewhere. The concrete nature
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of jotting notes should help to focus your thought process.

Reading
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● Read through the text given twice so you fully understand what the material is telling you. You

cannot expect to have a well-thought essay without comprehension of the premise behind your

analysis.

● You should prepare prior to the exam with an understanding of the point of the AP English

Language course and practice your ability to formulate an argument since you have much more

time. Content to consider knowing well: logos, pathos, ethos, understanding what correlates a
 casual relationship, determine what information should be considered relevant in the arguments,

etc.

Underlining

● Underline the quotes you want to use so you don’t have to keep looking for them in the text. It is

useful to save time by referring back to easily identifiable language.

Key words

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● Dependent on the prompt, search for key words for your thesis within the text. Additionally, keep

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in mind the vocabulary for the key words in a prompt that allow you to aptly describe your

analysis further than the text gives you.

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● Some prompts ask you to look for tone --

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○ Ex. light, bitter, scornful, vitriolic, whimsical

○
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Therefore, if you believe the tone of a body of work is loving, recall synonyms in your

repertoire that can be synonyms in the analysis (devoted, affectionate, caring, etc.)
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Variety
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● Variety is the spice of life, and it is the spice of interesting essays!

● Try not to start consecutive sentences with the same word and vary the structure of the sentence.
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○ Ex. I like the sky. I like the nature.

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■ Change to “I appreciate the sky; nature itself is so pleasing.”

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● Avoid having overly lengthy sentences. Vary the length of the sentences to avoid eye fatigue.

Write short sentences for impact in between longer statements.Additionally, make use of shifts in
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punctuation where appropriate --- dashes to make a punctuated statement, semi-colons to link two

related sentences together, etc.

Proofreading

● Grammar -- Spelling is almost a given in essays that score higher than others. Be sure to review

vocabulary you generally intend to use in your essays beforehand, whether this is for vocabulary

that you have yet to use or a commonly misspelled word.

 ○ defiantly vs definitely

○ they’re/their/there

○ Loose versus lose

○ Then versus than

Diction

● Is this what you meant to say? Intention is absolutely valuable for the scoring of this exam when

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constructing an argument. Be critically sure what you said is what you meant, and that the word

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utilized is a word whose definition you know and how to use it within your sentences. Some

students intend to sound intelligent but accidentally work against themselves when they use

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words without comprehension. This is especially important when a student may know the word

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but not the synonym of the word they’re using.

○
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Example. A student may mean that the protagonist they’re describing is malevolent, but

instead says they are bitter. This may very well shift the meaning of the word and the
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intent of the analysis. Be absolutely certain you mean what you write.
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Concision

● Part of the strength of reasoning and claims is the concise nature within which the argument
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operates. Being straight to the point in your essay and avoiding unnecessary or flowery language
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will help focus your reader and help them understand your thought process linearly and logically.
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Clarity is just as important as the evidence laid out.

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Now you’re ready for the exam. Do not overthink. Have confidence. You’ve acquired so many strategies

and practiced hard. You will only do as well as you believe you can. Good luck
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