ap english essay prompts

AP English Language and Composition

Review the free-response questions from the 2024 ap exam, new for 2024-25: mcqs will have four answer choices.

Starting in the 2024-25 school year, AP English Language and Composition multiple-choice questions (MCQs) will have four answer choices instead of five. This change will take effect with the 2025 exam. All resources have been updated to reflect this change.

Exam Overview

Exam questions assess the course concepts and skills outlined in the course framework. For more information, download the  AP English Language and Composition Course and Exam Description (.pdf)  (CED).

Encourage your students to visit the  AP English Language and Composition student page  for exam information.

Wed, May 14, 2025

AP English Language and Composition Exam

Exam format.

The AP English Language and Composition Exam has question types and point values that stay consistent from year to year, so you and your students know what to expect on exam day.

Section I: Multiple Choice

45 Questions | 1 hour | 45% of Exam Score

• 23–25 Reading questions that ask students to read and analyze nonfiction texts.
• 20–22 Writing questions that ask students to “read like a writer” and consider revisions to stimulus texts.

Section II: Free Response

3 Questions | 2 hours 15 minutes (includes a 15-minute reading period | 55% of Exam Score

• Synthesis Question:  After reading 6 texts about a topic (including visual and quantitative sources), students will compose an argument that combines and cites at least 3 of the sources to support their thesis.
• Rhetorical Analysis:  Students will read a nonfiction text and analyze how the writer’s language choices contribute to the intended meaning and purpose of the text.
• Argument:  Students will create an evidence-based argument that responds to a given topic.

Exam Questions and Scoring Information

Ap english language and composition exam questions and scoring information.

View free-response questions and scoring information from past exams.

Score Reporting

Ap score reports for educators.

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AP® English Writing Prompts and Analysis Resources

Human language is completely different from all other means of animal communication. The complexity of human communication exceeds that of some primates' use of sign language. Neanderthals, who are the closest genetic ancestors of our species, also never evolved complex communication like our own. 1 But even more than our ability to speak in complete sentences—and with an entire system of grammatical rules (regardless of which language is spoken)—nothing highlights the difference between humans and animals quite like the human ability to communicate with writing .

AP® English classes are centered around written communication. In both AP Literature and AP Language, students must be able to analyze a variety of written texts and also be able to construct their own. Students in AP Lang focus on rhetorical analysis, which requires students to analyze the rhetorical strategies employed by an author in a given text. AP Lit students, on the other hand, focus on literary analysis, which requires students to examine and interpret a literary work. Since both types of analyses require strong writing responses, it’s important to make sure students build strong communication and critical thinking skills through consistent writing and critical thinking practice.

AP English Language and Composition Writing Prompts

To develop their skills in AP Lang, students should regularly practice writing with AP Language writing prompts that encompass a wide range of rhetorical strategies and topics. These prompts can be incorporated into various classroom activities every day—five-minute bell-ringers, quick exit tickets, or even full writing assignments. The more AP Lang students practice writing with rhetorical prompts, the more they will refine their ability to analyze and respond effectively to complex texts. Additionally, practicing with AP Language writing prompts cultivates critical thinking, enhances persuasive writing techniques, and prepares students for the rigorous exam format.

The following section includes several AP Language writing prompts you can use in your AP Lang class. Each prompt correlates with specific course units and a big idea.

RHS (Rhetorical Situation): Units 1, 2, 4, 7, & 8

Individuals write within a particular situation and make strategic writing choices based on that situation.

CLE (Claims and Evidence): Units 1, 2, 3, 4, 6, 7, & 9

Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

REO (Reasoning and Organization): Units 3, 4, & 5

Writers guide understanding of a text’s lines of reasoning and claims through that text’s organization and integration of evidence.

STL (Style): Units 5, 6, 7, & 8

The rhetorical situation informs the strategic stylistic choices that writers make.

*AP® English Language and Composition Course and Exam Description 2

AP Lang Rhetorical Analysis Resources

In AP English Language and Composition, rhetorical analysis reigns supreme. But before students can practice applying their knowledge of constructing responses to rhetorical analysis prompts, they must first learn how to do so. Therefore, when teaching its concepts and processes to students, having quality rhetorical analysis resources is especially helpful to AP Language teachers.

The following is a list of our favorite free rhetorical analysis resources for the AP Lang classroom:

• Stacie Kaminski: A Deep Dive into Rhetorical Analysis
• The Garden of English: How to Write a Rhetorical Analysis Essay from Beginning to End
• Angie Kratzer: Rhetorical Analysis
• Christy’s Classroom: Rhetorical Analysis Portfolio
• Coach Hall Writes: AP Lang Teachers

AP English Literature and Composition Writing Prompts

AP English Literature and Composition students should practice writing prompts that challenge their ability to analyze and interpret literary works across different genres and time periods. These AP Literature writing prompts can be seamlessly integrated into brief 5-minute bell-ringers or concise exit tickets, as well as longer assignments that delve deeper into literary analysis. By engaging with AP Literature writing prompts regularly, students sharpen their critical thinking skills, develop a nuanced understanding of literary techniques, and hone their ability to craft insightful and cohesive responses. The following table includes

The following section includes several AP Literature writing prompts you can use in your AP Lit class. Each prompt correlates with specific course units and a big idea.

CHR (Character): Units 1, 2, 3, 4, 6, 7, & 9

Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.

SET (Setting): Units 1, 3, 4, & 7

Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.

STR (Structure): Units 1-9

The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

NAR (Narration): Units 1, 4, 6, 7, & 9

A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text.

FIG (Figurative Language): Units 2, 5, 6, 7, & 8

Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

LAN (Literary Argumentation): Units 1-9

Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

*AP® English Literature and Composition Course and Exam Description 3

AP Lit Literary Analysis Resources

Literary analysis is perhaps the most important skill in AP English Literature and Composition. However, before students can put their understanding of this skill into practice with prompt responses, they must first learn how to do so. This is why, when teaching literary analysis concepts and processes to students, having high-quality and relevant resources is especially helpful to AP Literature teachers.

Here is a list of our top free literary analysis tools for AP Literature classes:

• The Garden of English: Literary Analysis Templates for Poetry, Prose, and Literary Argument
• Mrs. Wilensky: Welcome to AP Literature
• Study.com: Examples of English Literary Analysis
• Lit & More: Teaching Line of Reasoning to AP English Lit
• Reading and Writing Haven: 10 of the Best Literary Analysis Activities to Elevate Thinking

Key Takeaways

In both AP Literature and AP Language courses, students must learn to analyze diverse written texts and construct compelling written compositions. AP Language emphasizes rhetorical analysis skills, whereas AP Lit students must immerse themselves in the art of literary analysis. Given that both types of analysis require adept written responses, AP English teachers must foster the development of strong writing and critical thinking abilities among their students through consistent practice.

Learn more about how UWorld can support AP English teachers who want to help their students develop their critical analysis skills with our Learning Tools for AP Courses .

• Pagel, M. (2017, July 24). Q&A: What is human language, when did it evolve and why should we care? - BMC biology . BioMed Central. https://bmcbiol.biomedcentral.com/articles/10.1186/s12915-017-0405-3#:~:text=Human%20language%20is%20unique%20among,is%20nothing%20like%20human%20language .
• The College Board. (2020). AP English Language and Composition: Course and Exam Description . AP Central. https://apcentral.collegeboard.org/media/pdf/ap-english-language-and-composition-course-and-exam-description.pdf
• The College Board. (2020b). AP English Literature and Composition: Course and Exam Description . AP Central. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition
• Recco, W., & Schultz, C. (2003). 501 writing prompts - mrsmitchellsaplanguage.weebly.com . EBSCO Learning Express. http://mrsmitchellsaplanguage.weebly.com/uploads/5/9/1/2/59122629/501writingprompts.pdf

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AP® English Literature

Literary argument, literary analysis, irony in literature, paradox and "profound truth", literary awareness, structural analysis, form of a novel, character analysis, failure in les miserables, systems of oppression, character versus caricature, a character's vulnerability, poetry analysis, love (iii), by george herbert (1633), george herbert's "love (iii)", sonnet 1, by sir philip sidney (1500s), the production of poetry in sidney's sonnet 1, one art, elizabeth bishop (1976), elizabeth bishop's relationship to loss in "one art", the lake isle of innisfree, william butler yeats (1890), speaker's attitude in "the lake isle of innisfree", the flea, john donne (1633), central metaphor in john donne's "the flea", the naming of the parts, henry reed (1942), "naming of parts" and internal conflict, the tempest, william shakespeare (1623), prospero's epilogue from "the tempest", the charge of the light brigade, alfred, lord tennyson (1854), the merits of dying in battle, prose fiction analysis, cold mountain (charles frazier, 1997), cold mountain, a rose for emily (william faulkner, 1930), complex attitudes in "a rose for emily", crime and punishment (fyodor dostoevsky, 1866), the beginning of "crime and punishment", in cold blood (truman capote, 1966), author's tone in opening passage of "in cold blood", life of pi (yann martel, 2001), martel's mood in life of pi, the great gatsby (f. scott fitzerald, 1925), characterization in "the great gatsby", all the pretty horses (cormac mccarthy, 1992), the atmosphere of loss in "all the pretty horses", dune (frank herbert, 1965), setting and characterization in "dune", invisible man (ralph ellison, 1952), the "invisible man's" complex relationship with the world, a tale of two cities (charles dickens, 1859), characterizing the monseigneur, barn burning (william faulkner, 1939), fathers and sons in "barn burning".

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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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AP English Notes

Sample essays.

• Rhetorical Terms
• Bonus Knowledge

Use these sample AP English essays to get ideas for your own AP essays. These essays are examples of good AP-level writing.

1. Sample Definition Essay - "Success"

Do you know someone rich and famous? Is he confident, popular, and joyful all of the time—the epitome of mainstream success? Or, on the other hand, is he stressed, having second thoughts about his life choices, and unsure about the meaning of his life? I am willing to be that it is the second one....

2. Sample Character Analysis Essay - "Hamlet"

What is mankind? Who am I? What is the meaning of life? These are multifaceted existential questions that ancient and modern philosophies have yet to adequately answer. Countless philosophers have spent their lifetimes in search of answers to these questions but died before finding a suitable answer...

3. Sample Thesis Statements

In , by Barbara Lazear Ascher, the protagonist reveals that a life of solitude need not always be lonely. Though the Box Man lives a life of solitude as a homeless wanderer, Ascher describes his “grand design” and “grandmotherly finger licking” to convince readers that their ...

4. Essay Tips: Style Analysis - Tone of Voice Words

When you are writing a for an AP English Language or AP English Literature prompt you need to make sure that you use to describe the . Here are 80 tone and attitude words to spruce up your essays.

1. angry 2. sarcastic 3. sweet 4. harsh 5. cheerful 6. ...

5. Sample Compare and Contrast Essay - "Lincoln/Douglass"

During the Civil War era there existed many factions seeking to dramatically change America. Remarkable speakers spread their ideas through oratory, thrilling their audiences through powerful speeches that appealed to both emotion and logic. Frederick Douglass, a black American, fought for black ...

6. Sample Literary Devices Essay - "Things Fall Apart"

In by Chinua Achebe, the reader is taken on a literary journey to a Nigerian tribe, the Umuofia, to experience first-hand the struggles of a warrior named Okonkwo. At first glance, the novel appears to be written for a very specific audience: scholars familiar with Nigerian history, traditions, and...

7. Sample Character Analysis Essay - "Dead Poet's Society"

The movie explores the concept of individualism in great depth. The numerous conflicts that the characters face throughout the movie demonstrate the fundamental principles of existentialism and transcendentalism. Neil Perry’s suicide, for instance, illustrates the disturbing existential consequen...

8. Sample Compare and Contrast Essay - "Langston Hughes"

Langston Hughes was a central figure in the Harlem Renaissance, the flowering of African-American literature and artistic forms in Manhattan during the 1920s. Not only did his writing promote African-American culture, but it sought to bring attention to the plight of the African-Americans sufferin...

9. Sample Informative Essay - "Great War"

The Great War, more commonly known as World War I, influences F. Scott Fitzgerald’s novel in many important ways. The War directly causes Gatsby to lose his lover Daisy and is responsible for his Montenegro medal and significant “Oxford education”.

World War I forced many young American men to l...

10. Sample Literary Devices Essay - "American Scholar"

Literary devices like metaphor, simile, and repetition are used in literature to convey a special meaning to the reader. Often these devices are used to make an idea clearer, emphasize a point, or relate an insight to the reader. In his famous oration , Ralph Waldo Emerson uses literary devices to c...

11. Essay Tips: Syntax - What to Say About It

I would recommend that you discuss syntax AFTER you have discussed the basics, diction, tone, and imagery. Alternatively, you might discuss syntax IN RELATION TO the basics. For example, you might discuss how the final lines in "The Crossing" convey-the sense of wonder in almost poetic form as the s...

12. Sample Research Paper - "The Patriot Act"

Forty-five days after the September 11 terrorist attacks on the United States, Congress passed the USA PATRIOT Act, also known as the “Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism” Act, or more simply, the Patriot Act. The Patri...

13. Sample Author Analysis Essay - "Edgar Allan Poe"

The American Romantic period was essentially a Renaissance of American literature. “It was a Renaissance in the sense of a flowering, excitement over human possibilities, and a high regard for individual ego” (English). American romantics were influenced by the literary eras that came before them,...

14. Sample Cause and Effect Essay - "Great Gatsby"

In F. Scott Fitzgerald’s 1920s era novel , the character George Wilson shoots the protagonist Jay Gatsby dead. But who is to blame for this moral lapse in judgment? Obviously the person who pulled the trigger, right? But what about other shady characters like Tom and Daisy Buchanan who lied to Ge...

15. Sample Classification Essay - "Hamilton vs. Jefferson"

Two competing political philosophies have always existed throughout the United States’ relatively short history: one seeking to increase the power of the central government, and one seeking to decrease it. During the 1800s these two conflicting philosophies were acted out by the Federalist and th...

16. Essay Tips: 5 Ways to Improve Your Essay Scores

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17. Violent Video Games are Not as Harmful as Parents Make Them Seem

The purpose of this report is to give the reader an understanding of the growing arguments of whether or not violent video games damage the mentality of children and lead teens to juvenile tendencies. This presentation will go into detail of how violent video games not only benefit children, but the...

18. Sample Letter to the Editor - "Animal Rights"

Dear Editor:

I would personally like to thank Jeremy Rifkin for his earth-shaking findings published in “A Change of Heart about Animals”. Without Rifkin’s article, I never would have realized that animals can experience pain, suffering, and affection (2). The global community is truly indebted t...

19. Morality: Fate Is Not In the Eye of the Beholder

We, as people, all have morals. Morals determine if what we’re doing is considered the best for us or for others. Judgment plays a huge role in morality since we are judged by our actions which then can develop into our character and in return dictate our fate. In Joseph Conrad’s , regarding Kurtz a...

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Ap english sample essays.

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• How to Answer the AP English Language and Composition Essay Questions 

April 7, 2024

Answering the AP English Language and Composition Synthesis Essay Question

Sample synthesis essay question.

SUGGESTED TIME: 

15 MINUTES FOR READING THE QUESTION AND SOURCES 

40 MINUTES FOR WRITING AN ESSAY 

Homework has always been part of going to school. In recent years, efforts to improve education have included assigning more homework to students from kindergarten to twelfth grade. Many teachers, parents, and others applaud this increase. Critics, in contrast, claim that heavier loads of homework do more harm than good, not only to children but also to their families. 

Carefully read the following six sources, including the material that introduces each source. Then, in an essay that synthesizes at least three of the sources, take a position on the claim that large amounts of homework have more negative consequences than positive ones. 

Source A (Kohn) 

Source B (Gill and Schlossman) 

Source C (Loveless) 

Source D (Chart) 

Source E (Haley) 

Source F (Chaika) 

Source G (Hanson) 

Instructions: 

• Respond to the prompt with a thesis that may establish a line of reasoning. 
• Provide evidence from at least three of the provided sources to support the thesis. Indicate clearly the sources used through direct quotation, paraphrase, or summary. Sources may be cited as Source A, Source B, etc., or by using the descriptions in parentheses. 
• Explain the relationship between the evidence and the thesis. 
• Demonstrate an understanding of the rhetorical situation. 
• Use appropriate grammar and punctuation in communicating the argument.

Alfie Kohn, “Homework: An Unnecessary Evil?” Psychology Today , published online at www.psychologytoday.com , November 24, 2012.

The following passage is an excerpt from an article written by an author and specialist in behavior and education. His books include The Homework Myth and What Does It Mean to Be Well Educated?

At the high school level, the research supporting homework hasn’t been particularly persuasive. There does seem to be a correlation between homework and standardized test scores, but (a) it isn’t strong, meaning that homework doesn’t explain much of the variance in scores, and (b) one prominent researcher, Timothy Keith, who did find a solid correlation, returned to the topic a decade later to enter more variables into the equation simultaneously, only to discover that the improved study showed that homework had no effect after all.

. . . When homework is related to test scores, the connection tends to be strongest—or, actually, least tenuous—with math. If homework turns out to be unnecessary for students to succeed in that subject, it’s probably unnecessary everywhere. 

Along comes a new study, then, that focuses on the neighborhood where you’d be most likely to find a positive effect if one was there to be found: the effect of math and science homework on grades in high school . . . . 

This result clearly caught the researchers off-guard. Frankly, it surprised me, too. When you measure “achievement” in terms of grades, you expect to see a positive result—not because homework is academically beneficial but because the same teacher who gives the assignments evaluates the students who complete them, and the final grade is often based at least partly on whether, and to what extent, students did the homework. 

It’s important to remember that some people object to homework for reasons that aren’t related to the dispute about whether research might show that homework provides academic benefits. They argue that (a) six hours a day of academics are enough, and kids should have the chance after school to explore other interests and develop in other ways—or be able simply to relax in the same way that most adults like to relax after work; and (b) the decision about what kids do during family time should be made by families, not schools.

Brian P. Gill and Steven L. Schlossman, “My Dog Ate My Argument,” Op/Ed page of the Los Angeles Times , December 11, 2003.

The following passage is an excerpt from an opinion article written by a social scientist at the RAND Corporation and a history professor at Carnegie Mellon University. 

In our view, homework is the prime window into the school for parents to see, understand and connect with the academic mission of the teachers. It is the primary arena in which children, parents and schools interact on a daily basis. Yet it gets less systematic thought and attention than any other key component of education. Other than the admonition that kids should do more of it, we pay almost no attention to how to improve its design and content. Nor do we do much to prepare teachers to use and evaluate homework, to hold administrators accountable for monitoring the homework load or to cultivate parents’ collaboration. Homework remains an orphan child of the educational excellence movement. 

. . . After half a century of failure to increase student buy-in, it’s time to rethink how to make homework a more valued part of the pedagogic process. In addition to promoting academic achievement, homework can inculcate habits of self-discipline and independent study and can help inform parents about the educational agenda of their school. We must find ways to make homework an interesting and challenging educational experience for students, instead of the uniform, seat-bound, memorization-focused solo exercise it has been. Otherwise, all our talk about high standards and improving student achievement will run up against the same roadblock that has stymied the pursuit of educational excellence in the past.

Tom Loveless, “Do Students Have Too Much Homework?” A report for the Brown Center on Education Policy at the Brookings Institution, Washington, D.C., 2003.

The following passage is excerpted from a report on American education.

The most reliable data support the following conclusions: 1) the typical student, even in high school, does not spend more than an hour per day on homework, 2) the homework load has not changed much since the 1980s, 3) the students whose homework has increased in the past decade are those who previously had no homework and now have a small amount, 4) most parents feel the homework load is about right and, of those who would like to change it, more parents would rather see homework increased than decreased.

. . . Research shows that the relationship of homework with student achievement is positive for both middle and high school students and neutral for elementary school students. The research does not prove causality, an ever-present difficulty with research on many educational practices. High-achieving students in high school, for example, may do more homework because they enjoy studying. They take tough classes that require a lot of work. That does not necessarily mean that homework is boosting their achievement. Low-achieving students in elementary school, on the other hand, may do more homework because they are struggling to catch up. The homework is not causing their learning problems.

“Average NAEP Reading Scale Scores of Students by Age and Amount of Assigned Daily Reading Homework,” Digest of Education Statistics , National Center for Educational Statistics, 2012. 

See image below.

Brian Haley, “What Is the Value of Homework?” July 6, 2006. SearchWarp.com . Accessed August 2, 2006, http://www.searchwarp.com  

The passage that follows is adapted from an article published by a website that promotes the writing of authors in many disciplines, including education. 

Assigning homework serves various educational needs. It serves as an intellectual discipline, establishes study habits, eases time constraints on the amount of curricular material that can be covered in class, and supplements and reinforces work done in school. In addition, it fosters student initiative, independence, and responsibility, and brings home and school closer together. 

. . . Like mowing the lawn or taking out the garbage, homework seems to be a fact of life. . . . But the value of homework extends beyond school. We know that good assignments, completed successfully, can help children develop wholesome habits and attitudes. . . . It can teach children to work independently, encourage self-discipline and responsibility (assignments provide some youngsters with their first chance to manage time and meet deadlines), and encourage a love of learning. . . . Homework can help parents learn about their children’s education and communicate both with their children and the schools. 

Research in the last decade has begun to focus on the relationship between homework and student achievement and has greatly strengthened the case for homework. Although there are mixed findings about whether homework actually increases students’ academic achievement, many teachers and parents agree that homework develops students’ initiative and responsibility and fulfills the expectations of students, parents, and the public. Studies generally have found homework assignments to be most helpful if they are carefully planned by the teachers and have direct meaning to students.

Gloria Chaika, “Help! Homework Is Wrecking My Home Life,” Education World , August 8, 2000. 

The following passage is from an article for school administrators published in an online educational journal. 

“Teachers should devote energy to creating homework that is stimulating and provocative rather than banal,” says Howard Gardner of the Harvard Graduate School of Education. “And parents or mentors should go shoulder-to-shoulder with youngsters, helping to motivate them, thinking of ways in which to help them without giving the answer, and being aware of the child’s special gifts and weaknesses.” 

It sounds great, “but you need parent input for kids to perform, and with the increase in single-parent families, there’s no one at home to help,” veteran fifth-grade teacher Loretta Highfield told Education World. 

“It isn’t that the kids don’t want to do homework; the majority of my students don’t have the skills to go home and do it independently,” added Highfield, a teacher at Florida Avenue Elementary in Slidell, Louisiana. “Even young students are not getting the help at home that they used to.” 

The same seems to hold true for older children. “I have students who have been thrown out of the house or have a financial situation brought on by an ill parent,” Northshore High School (Slidell, Louisiana) teacher Kathleen Modenbach told Education World. “There are others whose after-school jobs pay for car insurance and clothes or whose involvement in extra-curricular activities, private lessons, or sports leaves little time for homework.” 

“For some students, a lot of homework can seem irrelevant,” Modenbach added. “High school students become expert at evaluating the validity of assignments and assigning priorities to them. Kids who wouldn’t dream of cheating on a test or copying a research paper think nothing of copying homework. I find students will do homework when it must be done to pass the class. Anything else is a waste of time and feeds into the vicious circle of beating the homework system.” 

Therefore, as kids deal with assigned homework in their own ways—or grow increasingly frazzled—their too-busy parents are uncertain what to do. Some, wanting their children to be academically competitive, demand extra homework, while others wonder just how much is too much.

Michael Hanson, “Analyzing ‘the Homework Gap’ Among High School Students,” Brown Center on Education Policy, 2017. 

Researchers have struggled for decades to identify a causal, or even a correctional, relationship between time spent in school and improved learning outcomes for students. Some studies have focused on the length of the school year while others have focused on hours in a day or week, and others on hours spent on homework. 

Measuring the relationship between homework and outcomes like test scores can be difficult. Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities. Are those who spend more time on homework just extra motivated? Or are they struggling students who need to work harder to keep up? What role do social expectations from parents and peers play? 

Previous studies have examined the impact of this outside time use on educational outcomes for students. A recent study from Berea College in Kentucky identified a causal relationship between hours spent studying and a student’s academic performance through an interesting measure. The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with smart phones packed with video games. They hypothesized students randomly assigned to a roommate without much interest in video games would study more, since all other factors remained equal. That hypothesis held up, and that group also received higher grades, demonstrating a causal relationship. 

Other research has relied on data collected through the American Time Use Survey, a study of how Americans spend their time, and [has] shown the existence of a gender gap and a parental-education gap in homework time. Other studies have looked at the relationship between holding a job and students’ time use in discretionary activities, like sleep, media consumption, and time spent on homework.

SOURCE D (referenced above)

The table below has been adapted from research conducted by the National Association of Educational Progress, the nation’s largest testing agency responsible for assessing what America’s K–12 students know and can do in various subjects.

How to Answer the Synthesis Essay Question

Homework. Now, there’s a topic that you must know something about. Being a seasoned doer of homework, you’re probably bursting with ideas on the pros and cons of the stuff and could probably argue brilliantly for or against homework, or come down somewhere between the two poles. Regardless of where you stand, you’re not apt to find yourself short of ideas on the issue. In fact, you may be overloaded and find yourself sifting out only the best arguments among many to include in an essay on the subject.

But beware. This essay assignment is not intended simply to give you a chance to vent about homework. Although your biases will no doubt shape your argument, you mustn’t rely solely on your personal experience and observations. This, after all, is what the AP people call a “ synthesis essay ,” a label that you’ve got to take seriously.

AP English Language and Composition Synthesis Essay Step #1: Cite Sources

Stylistically, it may serve you well to use phrases like “According to Source C, . . .” or “In Loveless’s opinion . . .”, or “A study of students’ reading scores (Source D) shows that . . . ,” etc. Or you can simply cite your sources with parenthetical references—(Source A, Source B)—in your text. Another approach is to name the author or even the title of the sources, but writing out lengthy titles uses up precious time. AP essay readers will look for citations and will penalize essays that contain fewer than three. At the same time, however, you won’t earn extra credit for citing more than three. 

Whether or not you agree with the premise that “large amounts of homework have more negative effects than positive ones,” your task is to write an argument that defends your point of view. Because a researched argument is meant to sway readers whose views may be contrary to yours, you need to gather compelling evidence in support of your position. 

Let’s say that you think homework is generally good for you and the more you get, the better. Right off the bat, then, you have a main idea, or thesis, for your essay. But even if you know immediately where you stand on the issue, take the time to read all the sources carefully, underscoring or circling those ideas you might consider mentioning in your essay. It’s good to read the material with which you don’t agree, too, because in making your case, you can bolster your argument by refuting and revealing the weaknesses in what you’d expect your opponent to say.

AP English Language and Composition Synthesis Essay Step #2: Support Your Position

In building a convincing case, it often pays to gather at least three compelling reasons  to support your position. Although AP students ought not be constrained by the familiar “five-­paragraph” essay, you won’t go wrong following its structure: an introduction, three paragraphs of development, and a conclusion. Why three paragraphs of development? Mainly because three is a number that works. If you can come up with three different arguments, you appear to speak with the voice of authority. One paragraph is too simple. Two is better but still shallow. Three is thoughtful. It suggests depth and insight. Psychologically, three also creates a sense of wholeness for the reader, like the beginning, middle, and end of a story. (Incidentally, it’s no accident that the number three recurs in all literature, from Goldilocks and the Three Bears to the Bible.) Use the sources to bolster your arguments for or against large amounts of homework. But you needn’t depend totally on the sources. In fact, AP readers are likely to look kindly on your own original ideas, provided they are relevant to the issue, clearly expressed, and well-­ developed. On the positive side, you might pick out such ideas as: 

• Homework permits parents to participate with teachers in the education of their children. (Source B)
•  “[T]he relationship between the amount of reading homework and performance on reading tests is especially positive for high school students.” (Source D) 
•  Homework fosters the development of individual initiative and effective study habits. (Source B) 
• Homework provides opportunities for low-achieving students to catch up. (Source C) 
• Homework leads to a lifelong love of learning. (Source F) 
• Homework generally contributes to higher grades, and higher grades can lead to admission to higher-quality colleges. (Source G) 

Or, if you have an unfavorable view of homework, the following ideas can be used to support your argument: 

• Years of educational research have found only a weak correlation between homework and student achievement. (Source A) 
• Large amounts of homework can keep a student from pursuing worthwhile personal interests. (Source C) 
• Homework assigned during vacations is counterproductive; it turns kids away from the joys of learning and deprives them of reading for pleasure. (Source E) 
• More homework does not necessarily lead to better grades. (Source E) 

The given sources either support or decry homework. A middle-of-the-road position may be difficult to defend unless you build a case by refuting arguments presented on both sides of the issue. Source F, which argues against homework, for example, quotes an apparently frustrated teacher: “It isn’t that kids don’t want to do homework; the majority of my students don’t have the skills to go home and do it independently.” 

Because the word “majority” can mean almost all or just over half , the teacher appears to have overlooked the fact that some students can be counted on to work on their own. By generalizing about all students, the teacher in effect deprives some of her kids the opportunity to learn at home. An essay that argues neither for nor against homework might emphasize that universal policies regarding homework don’t work. In other words, when it comes to education, one size cannot fit all.

AP English Language and Composition Synthesis Essay Step #3: Determine Order

Once you’ve collected your ideas for or against the issue, stop for a moment to figure out which idea to put first, which to put second, and so on. Order is important. The best order is the clearest order, the arrangement that readers can follow with the least effort. No plan is superior to another, provided you have a valid reason for using it. The plan least likely to succeed is the aimless one, the one in which you state and develop ideas in random order as they happened to come to mind. It’s better by far to rank your ideas in order of importance by deciding which provides the strongest support for your thesis. Although your best argument may be listed first in your notes, save it for last on the essay. Giving it away at the start is self- defeating because everything that follows will be anticlimactic. An excellent way to arrange your ideas is to lead with your second best, save your best for the end, and sandwich the others in between. This structure recognizes that the end and the beginning of an essay are its most critical parts. A good opening draws the reader in and creates an all-important first impression, but a memorable ending, coming last, is what readers have fresh in their minds when they assign you a grade. But, as always, don’t just follow these guidelines slavishly. If you can justify another organization, by all means use it. 

AP exam readers won’t judge your essay based on the opinion you express. Even if they disagree with you, they are obliged to ignore their own biases and grade you according to the criteria of good writing. They may think that your view is off the wall, but a cogent, forceful essay that smoothly integrates the sources and demonstrates mastery of argumentation will merit a high score.

Answering the AP English Language and Composition Rhetorical Analysis Essay Question

Sample rhetorical analysis question.

SUGGESTED TIME: 40 MINUTES

Read the following passage published back in 1967 by The New York Times. Then write an essay in which you analyze how the structure of the passage and the use of language help convey the writer’s views.

Instructions:

• Respond to the prompt with a thesis that may establish a line of reasoning.
• Select and use evidence to develop and support the line of reasoning.
• Explain the relationship between the evidence and the thesis.
• Demonstrate an understanding of the rhetorical situation.

Rhetorical Analysis Passage

Americans and Western Europeans, in their sensitivity to lingering problems around them, tend to make science and progress their scapegoats. There is a belief that progress has precipitated widespread unhappiness, anxieties, and other social and emotional problems. Science is viewed as a cold mechanical discipline having nothing to do with human warmth and the human spirit. 

But to many of us from the nonscientific East, science does not have such repugnant associations. We are not afraid of it, nor are we disappointed by it. We know all too painfully that our social and emotional problems festered long before the age of technology. To us, science is warm and reassuring. It promises hope. It is helping us at long last gain some control over our persecutory environments, alleviating age-old problems—not only physical but also, and especially, problems of the spirit.

Shiraz, for example, a city in southern Iran, has long been renowned for its rose gardens and nightingales; its poets, Sadi and Hafiz; and its mystical, ascetic philosophy, Sufism. Much poetry has been written in glorification of the spiritual attributes of this oasis city. And to be sure, Shiraz is a green, picturesque town, with a quaint bazaar and refreshing gardens. But in this “romantic” city thousands of emotionally disturbed and mentally retarded men, women, and children were, until recently, kept in chains in stifling prison cells and lunatic asylums. 

Every now and again, some were dragged, screaming and pleading, to a courtyard and flogged for not behaving “normally.” But for the most part, they were made to sit against damp walls, their hands and feet locked in chains, and thus immobilized, without even a modicum of affection from their helpless families and friends, they sat for weeks and months and years—often all their lives. Pictures of these wretched men, women, and children can still be seen in this “city of poetry,” this “city with a spiritual way of life.” 

It was only recently that a wealthy young Shirazi who, against the admonitions of his family, had studied psychology at the University of Teheran and foreign universities, returned to Shiraz and after considerable struggle with city officials succeeded in opening a psychiatric clinic, the first in those regions. After still more struggle, he arranged to have the emotionally disturbed and the mentally retarded transferred from prison to their homes, to hospitals, and to his clinic, where he and his staff now attend them. 

They are fortunate. All over Asia and other backward areas, emotionally disturbed men and women are still incarcerated in these medieval dungeons called lunatic asylums. The cruel rejection and punishment are intended to teach them a lesson or help exorcise evil spirits. 

The West, still bogged down in its ridiculous romanticism, would like to believe that emotional disturbances, dope addiction, delinquency are all modern problems brought on by technological progress, and that backward societies are too spiritual and beautiful to need the ministrations of science. But while the West can perhaps afford to think this way, the people of backward lands cannot. . . . 

. . .The obstacles are awesome, the inertia too entrenched, the people’s suffering too anguished, their impatience too eruptive. Moreover, the total cultural reorganizations such as Asia and Africa are undergoing inevitably engender their own temporary dislocations and confusions. But their goals, the direction, remain constant. We are on the move, however awkwardly at first, to a saner, better world.

How to Answer the Rhetorical Analysis Question

Go back to the original question, which asks you to analyze two features of the passage: (1) its structure, or organization, and (2) its language. The first aspect is fairly specific. As you read the passage, you need to observe what the author discusses first, second, third, and so on. Your essay should explain not only the order of ideas but the reasons the author may have chosen that order. 

The second part of the question is more general. It invites you to analyze the use of language, which may include the author’s choice of words (diction), syntax (word order), figures of speech, use of evidence (such as statistics or logical reasoning), sentence structure, rhythm, sound, tone, or just about any other characteristics of style and rhetoric you choose.

Although the question directs you to write about two different aspects of the passage, the essay itself should be unified. That is, a good essay should not consist of, say, two disparate paragraphs, one exclusively devoted to structure and another to language. Rather, the essay should include material that shows the interrelationship of structure and language in the passage and how those elements contribute to the meaning and effect of the passage. This might be covered in a separate paragraph, or it could be woven into the overall fabric of the essay. 

Before you begin to write , read the passage at least twice: once for an overview and once as you write your analysis. You may notice early on that the opening paragraph contains generalizations about Westerners’ concepts of science and progress. Then the author contrasts the Western view of science and progress with the Eastern view. Immediately, you see that the author, by using the first-person pronoun (as in “many of us”) is speaking from the perspective of an Easterner. Consequently, his discussion of Eastern views is apt to come across as more well-informed, more authoritative, perhaps more personal. 

To support his position, the author gives an extended example—the city of Shiraz—to illustrate just how different the East is from the West. The description and vivid images of Shiraz memorably convey the idea that the “spiritual way of life” has a side to it that many Westerners don’t know about. This is the heart of the passage. The use of quotation marks around “romantic” and “city of poetry” is meant to point out the discrepancy between the idealized and real versions of Shiraz. 

Nearing the end, the author reiterates his initial contrast between West and East, with emphasis on the East. The last paragraph offers a generalized statement about conditions in Asia and Africa, reminding the reader of the contrast made at the very beginning of the passage. Tying the end to the beginning of the passage creates a sense of unity—a desirable feature in any piece of writing.

Answering the AP English Language and Composition Argument Essay Question 

The third essay on the exam requires you to respond to an idea contained in a short statement or paragraph. Your response must be written as an argument that either supports or refutes a writer’s views on a particular subject. Or, if you prefer not to take an either/or position, you can adopt a stance somewhere in between the two.

Writing a persuasive essay involves more than simply expressing your opinion on an issue. The validity of your position must be based on sound evidence. Passion alone won’t do it. You need to corral evidence from your experience, reading, studies, and observation in order to prove that your opinion has merit. 

To argue on behalf of your position, find at least two (three is even better) distinct arguments to support it. It helps, too, to develop a counterargument—an argument most likely to be used by someone who opposes your views—that you can refute in order to persuade readers that you are right and your opponent is not. 

Because topics for AP persuasive essays are unpredictable, it makes sense to arm yourself with a ready-to-use essay-writing strategy—one that, regardless of the topic, lays out the steps to take during the approximately forty minutes it takes to complete the essay. Chances are that you’ve written reams of essays during your school career. Over the years, you may have developed a method for writing blue-ribbon essays. But in case you haven’t, here is a list of steps you can count on. Follow them while you write essays for practice. Then, based on the results you get, amend the list in ways that enable you to write the best essays you can.

• Read and analyze the prompt.
• Jot down ideas that might be used to argue both sides of the issue.
• Review the ideas and choose a position on the issue.
• Articulate a main idea, or thesis, for your essay.
• Arrange supporting ideas purposefully—not simply in the order they occurred to you.
• Introduce the main idea of your essay.
• Develop unified paragraphs in support of your main idea.
• Devote at least part of your essay to refute an argument likely to be used by someone whose opinion differs from yours.
• Choose words and structure sentences that concisely convey your thoughts.
• Write a memorable conclusion but not a brief summary of your essay.
• Edit your essay for clarity, interest, and correctness.

Experience shows that these steps do not need be taken in the order presented, nor is each step discrete. Rather, they often overlap and blend into each other. While composing your essay, for example, you may also be revising and proofreading. Late in the process, you may weave new ideas into your text or shift the location of ideas. In short, no step really ends until the final period is put into place or the AP proctor calls “Time!” We can't tell you exactly how much of the suggested 40-minute writing period to devote to each step. A plan that works for other students may not work for you. In general, however, you won’t go wrong by devoting more than half the time—about 25–30 minutes—to composing an essay and no more than 5–10 minutes planning and polishing it. By now you may have noticed that the basic process of writing a persuasive essay hardly differs at all from that used in writing synthesis or analytical essays. All three require you to read the prompt over and over until you are absolutely sure of what it says and what you are expected to do. The prompt may not interest you right away, but if you really concentrate on the issue, you may soon be bursting with ideas for your essay.

Sample Argument Essay Question

SUGGESTED TIME: 40 MIINUTES

The following paragraph is adapted from Mirror for Man, a book written by anthropologist Clyde Kluckhorn in the middle of the twentieth century. Read the passage carefully. Then, write an essay that examines the extent to which the author’s characterization of the United States holds true today. Use appropriate evidence to support your argument.

Technology is valued as the very basis of the capitalistic system. Possession of gad- gets is esteemed as a mark of success to the extent that persons are judged not by the integrity of their characters or by the originality of their minds but by what they seem to be—so far as can be measured by their wealth or by the variety and material goods which they display. “Success” is measured by their investments, homes, and lifestyles— not by their number of mistresses as in some cultures.

How to Answer the Argument Question

Whether you agree, disagree, or have mixed views on the content of the passage, your job is to write a convincing argument that expresses your opinion. Initially, the word argument may suggest conflict or confrontation. But rest assured that your essay need not be combative. Rather, make it a calmly-reasoned explanation of your opinion on a debatable subject. Your goal is to persuade the reader that your opinion, supported by examples, facts, and other appropriate evidence, is correct. 

If you have strong feelings about the topic, of course you should state them in your essay. But express them in calm, rational language. Be mindful that the essay should not be an emotional rant for or against the issue. 

Consider first whether you agree with Kluckhorn’s definition of “success.” Is it, as Kluckhorn asserts, measured by income and material possessions? Or do you think that a more accurate standard of success in today’s America should be determined by less tangible criteria—things such as happiness or self-respect? Or do you stand somewhere in between those two extremes? 

The actual position you take on the issue is less crucial than your ability to support it fully by drawing from your knowledge, background, experience, or observation. Regardless of your position, be sure to include more than one example. An argument that relies on a single example, however compelling, will fall flat. 

In the prompt, Kluckhorn’s notion of success seems to refer broadly to American society. Resist responding in kind. That is, a short essay shouldn’t focus on the whole of society but only on an identifiable segment—perhaps college-educated professionals or urban, blue-collar Americans. The point is that a narrowly focused essay on a limited topic will always turn out better than one that tries to cover too much ground in just a few paragraphs.

AP Biology Resources

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AP Psychology Resources

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AP English Language and Composition Resources

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Expert's Guide to the AP Literature Exam

Advanced Placement (AP)

If you're planning to take the AP English Literature and Composition exam, you'll need to get familiar with what to expect on the test. Whether the 2023 test date of Wednesday, May 3, is near or far, I'm here to help you get serious about preparing for the exam.

In this guide, I'll go over the test's format and question types, how it's graded, best practices for preparation, and test-day tips. You'll be on your way to AP English Lit success in no time!

AP English Literature: Exam Format and Question Types

The AP Literature Exam is a three-hour exam that contains two sections in this order:

• An hour-long, 55-question multiple-choice section
• A two-hour, three-question free-response section

The exam tests your ability to analyze works and excerpts of literature and cogently communicate that analysis in essay form.

Read on for a breakdown of the two different sections and their question types.

Section I: Multiple Choice

The multiple-choice section, or Section I of the AP Literature exam, is 60 minutes long and has 55 questions. It counts for 45% of your overall exam grade .

You can expect to see five excerpts of prose and poetry. You will always get at least two prose passages (fiction or drama) and two poetry passages. In general, you will not be given the author, date, or title for these works, though occasionally the title of a poem will be given. Unusual words are also sometimes defined for you.

The date ranges of these works could fall from the 16th to the 21st century. Most works will be originally written in English, but you might occasionally see a passage in translation.

There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition exam. I'll break each of them down here and give you tips on how to identify and approach them.

"Pretty flowers carried by ladies" is not one of the question types.

The 8 Multiple-Choice Question Types on the AP Literature Exam

Without further delay, here are the eight question types you can expect to see on the AP Lit exam. All questions are taken from the sample questions on the AP Course and Exam Description .

#1: Reading Comprehension

These questions test your ability to understand what the passage is saying on a pretty basic level . They don't require you to do a lot of interpretation—you just need to know what's going on.

You can identify this question type from words and phrases such as "according to," "mentioned," "asserting," and so on. You'll succeed on these questions as long as you carefully read the text . Note that you might have to go back and reread parts to make sure you understand what the passage is saying.

#2: Inference

These questions ask you to infer something—a character or narrator's opinion, an author's intention, etc.—based on what is said in the passage . It will be something that isn't stated directly or concretely but that you can assume based on what's clearly written in the passage. You can identify these questions from words such as "infer" and "imply."

The key to these questions is to not get tripped up by the fact that you are making an inference—there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage .

In many ways, inference questions are like second-level reading comprehension questions: you need to know not just what a passage says, but also what it means.

#3: Identifying and Interpreting Figurative Language

These are questions for which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase . You can identify these as they will either explicitly mention figurative language (or a figurative device, such as a simile or metaphor ) or include a figurative phrase in the question itself.

The meaning of figurative phrases can normally be determined by that phrase's context in the passage—what is said around it? What is the phrase referring to?

Example 1: Identifying

Example 2: Interpreting

#4: Literary Technique

These questions involve identifying why an author does what they do , from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem, and to what effect?

You can identify these questions by words/phrases such as "serves chiefly to," "effect," "evoke," and "in order to." A good way to approach these questions is to ask yourself: so what? Why did the author use these particular words or this particular structure?

#5: Character Analysis

These questions ask you to describe something about a character . You can spot them because they will refer directly to characters' attitudes, opinions, beliefs, or relationships with other characters .

This is, in many ways, a special kind of inference question , since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than they do for poetry ones.

#6: Overall Passage Questions

Some questions ask you to identify or describe something about the passage or poem as a whole : its purpose, tone, genre, etc. You can identify these by phrases such as "in the passage" and "as a whole."

To answer these questions, you need to think about the excerpt with a bird's-eye view . What is the overall picture created by all the tiny details?

#7: Structure

Some AP Lit questions will ask you about specific structural elements of the passage: a shift in tone, a digression, the specific form of a poem, etc . Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing.

Being able to identify and understand the significance of any shifts —structural, tonal, in genre, and so on—will be of key importance for these questions.

#8: Grammar/Nuts & Bolts

Very occasionally you will be asked a specific grammar question , such as what word an adjective is modifying. I'd also include in this category super-specific questions such as those that ask about the meter of a poem (e.g., iambic pentameter).

These questions are less about literary artistry and more about the fairly dry technique involved in having a fluent command of the English language .

That covers the eight question types on the multiple-choice section. Now, let's take a look at the free-response section of the AP Literature exam.

Keep track of the nuts and bolts of grammar.

Section II: Free Response

The AP Literature Free Response section is two hours long and involves three free-response essay questions , so you'll have about 40 minutes per essay. That's not a lot of time considering this section of the test counts for 55% of your overall exam grade !

Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time however you want. Just be sure to leave enough time for each essay! Skipping an essay, or running out of time so you have to rush through one, can really impact your final test score.

The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt. The final essay is an analysis of a given theme in a work selected by you , the student.

Essays 1 & 2: Literary Passage Analysis

For the first two essays, you'll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development . One of the passages will be poetry, and one will be prose. You will be provided with the author of the work, the approximate date, and some orienting information (i.e., the plot context of an excerpt from a novel).

Below are some sample questions from the 2022 Free Response Questions .

Essay 3: Thematic Analysis

For the third and final essay, you'll be asked to discuss a particular theme in a work that you select . You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any "work of literary merit."

So while you do have the power to choose which work you wish to write an essay about , the key words here are "literary merit." That means no genre fiction! Stick to safe bets like authors in the list on pages 10-11 of the old 2014 AP Lit Course Description .

(I know, I know—lots of genre fiction works do have literary merit and Shakespeare actually began as low culture, and so on and so forth. Indeed, you might find academic designations of "literary merit" elitist and problematic, but the time to rage against the literary establishment is not your AP Lit test! Save it for a really, really good college admissions essay instead .)

Here's a sample question from 2022:

As you can see, the list of works provided spans many time periods and countries : there are ancient Greek plays ( Antigone ), modern literary works (such as Margaret Atwood's The Handmaid's Tale ), Shakespeare plays ( The Tempest ), 19th-century English plays ( The Importance of Being Earnest ), etc. So you have a lot to work with!

Also note that you can choose a work of "comparable literary merit." That means you can select a work not on this list as long as it's as difficult and meaningful as the example titles you've been given. So for example, Jane Eyre or East of Eden would be great choices, but Twilight or The Hunger Games would not.

Our advice? If you're not sure what a work of "comparable literary merit" is, stick to the titles on the provided list .

You might even see something by this guy.

How Is the AP Literature Test Graded?

The multiple-choice section of the exam comprises 45% of your total exam score; the three essays, or free-response section, comprise the other 55%. Each essay, then, is worth about 18% of your grade.

As on other AP exams, your raw score will be converted to a score from 1-5 . You don't have to get every point possible to get a 5 by any means. In 2022, 16.9% of students received 5s on the AP English Literature test, the 14th highest 5 score out of the 38 different AP exams.

So, how do you calculate your raw scores?

Multiple-Choice Scoring

For the multiple-choice section, you receive 1 point for each question you answer correctly . There's no guessing penalty, so you should answer every question—but guess only after you're able to eliminate any answer you know is wrong to up your chances of choosing the right one.

Free-Response Scoring

Scoring for multiple choice is pretty straightforward; however, essay scoring is a little more complicated.

Each of your essays will receive a score from 0 to 6 based on the College Board rubric , which also includes question-specific rubrics. All the rubrics are very similar, with only minor differences between them.

Each essay rubric has three elements you'll be graded on:

• Thesis (0-1 points)
• Evidence and Commentary (0-4 points)
• Sophistication (0-1 points)

We'll be looking at the current rubric for the AP Lit exam , which was released in September 2019, and what every score means for each of the three elements above:

To get a high-scoring essay in the 5-6 point range, you'll need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, but you’ll also need to stay focused, organized, and clear. And all in just 40 minutes per essay!

If getting a high score on this section sounds like a tall order, that's because it is.

Practice makes perfect!

Skill-Building for Success on the AP Literature Exam

There are several things you can do to hone your skills and best prepare for the AP Lit exam.

Read Some Books, Maybe More Than Once

One of the most important steps you can take to prepare for the AP Literature and Composition exam is to read a lot and read well . You'll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills .

I suggest checking out this list of notable authors in the 2014 AP Lit Course Description (pages 10-11).

In addition to reading broadly, you'll want to become especially familiar with the details of four to five books with different themes so you'll be prepared to write a strong student-choice essay. You should know the plot, themes, characters, and structural details of these books inside and out.

See my AP English Literature Reading List for more guidance.

Read (and Interpret) Poetry

One thing students might not do very much on their own time but that will help a lot with AP Lit exam prep is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language.

We know that poetry can be intimidating. That's why we've put together a bunch of guides to help you crack the poetry code (so to speak). You can learn more about poetic devices —like imagery and i ambic pentameter —in our comprehensive guide. Then you can see those analytical skills in action in our expert analysis of " Do not go gentle into that good night " by Dylan Thomas.

When you think you have a grip on basic comprehension, you can then move on to close reading (see below).

Hone Your Close Reading and Analysis Skills

Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won't hurt you. Close reading is the ability to identify which techniques the author is using and why. You'll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions.

Here are some helpful close reading resources for prose :

• University of Wisconsin-Madison Writing Center's guide to close reading
• Harvard College Writing Center's close reading guide
• Purdue OWL's article on steering clear of close reading "pitfalls"

And here are some for poetry :

• University of Wisconsin-Madison's poetry-reading guide
• This guide to reading poetry at Poets.org (complete with two poetry close readings)
• Our own expert analyses of famous poems, such as " Ozymandias ", and the 10 famous sonnets you should know

Learn Literary and Poetic Devices

You'll want to be familiar with literary terms so that any test questions that ask about them will make sense to you. Again, you'll probably learn most of these in class, but it doesn't hurt to brush up on them.

Here are some comprehensive lists of literary terms with definitions :

• The 31 Literary Devices You Must Know
• The 20 Poetic Devices You Must Know
• The 9 Literary Elements You'll Find In Every Story
• What Is Imagery?
• Understanding Assonance
• What Is Iambic Pentameter in Poetry?
• Simile vs Metaphor: The 1 Big Difference
• 10 Personification Examples in Poetry, Literature, and More

Practice Writing Essays

The majority of your grade on the AP English Lit exam comes from essays, so it's critical that you practice your timed essay-writing skills . You of course should use the College Board's released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well supported with textual evidence.

Take Practice Tests

Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and overall experience . You can get sample questions from the Course and Exam Description , the College Board website , and our guide to AP English Lit practice test resources .

Be aware that the released exams don't have complete slates of free-response questions, so you might need to supplement these with released free-response questions .

Since there are three complete released exams, you can take one toward the beginning of your prep time to get familiar with the exam and set a benchmark, and one toward the end to make sure the experience is fresh in your mind and to check your progress.

Don't wander like a lonely cloud through your AP Lit prep.

AP Literature: 6 Critical Test-Day Tips

Before we wrap up, here are my six top tips for AP Lit test day:

• #1: On the multiple-choice section, it's to your advantage to answer every question. If you eliminate all the answers you know are wrong before guessing, you'll raise your chances of guessing the correct one.
• #2: Don't rely on your memory of the passage when answering multiple-choice questions (or when writing essays, for that matter). Look back at the passage!
• #3: Interact with the text : circle, mark, underline, make notes—whatever floats your boat. This will help you retain information and actively engage with the passage.
• #4: This was mentioned above, but it's critical that you know four to five books well for the student-choice essay . You'll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout.
• #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. An outline will take you a few minutes, but it will help your writing process go much faster.
• #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to write. This way you'll be able to get through it while thinking about the other two essays.

And don't forget to eat breakfast! Apron optional.

AP Literature Exam: Key Takeaways

The AP Literature exam is a three-hour test that includes an hour-long multiple-choice section based on five prose and poetry passages and with 55 questions, and a two-hour free-response section with three essays : one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by you, the student.

The multiple-choice section is worth 45% of your total score , and the free-response section is worth 55% . The three essays are each scored on a rubric of 0-6, and raw scores are converted to a final scaled score from 1 to 5.

Here are some things you can do to prepare for the exam:

• Read books and be particularly familiar with four to five works for the student-choice essays
• Read poetry
• Work on your close reading and analysis skills
• Learn common literary devices
• Practice writing essays
• Take practice tests!

On test day, be sure to really look closely at all the passages and really interact with them by marking the text in a way that makes sense to you. This will help on both multiple-choice questions and the free-response essays. You should also outline your essays before you write them.

With all this in mind, you're well on your way to AP Lit success!

What's Next?

If you're taking other AP exams this year, you might be interested in our other AP resources: from the Ultimate Guide to the US History Exam , to the Ultimate AP Chemistry Study Guide , to the Best AP Psychology Study Guide , we have tons of articles on AP courses and exams for you !

Looking for practice exams? Here are some tips on how to find the best AP practice tests . We've also got comprehensive lists of practice tests for AP Psychology , AP Biology , AP Chemistry , and AP US History .

Deciding which APs to take? Take a look through the complete list of AP courses and tests , read our analysis of which AP classes are the hardest and easiest , and learn how many AP classes you should take .

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., guide to the ap english language and composition exam.

Can you apply the rhetorical triangle to a piece of writing? Are you able to argue a position? The AP ® English Language and Composition exam tests topics and skills discussed in your Advanced Placement English Language course. If you score high enough, your AP English Language score could earn you college credit!

Check out our AP English Language Guide for what you need to know about the exam:

• Exam Overview
• Sections and Question Types
• How to Prepare

What’s on the AP English Language & Composition Exam?

The College Board is very detailed in what they require your AP teacher to cover in his or her AP English Language & Composition course. The exam tests your abilities to understand how authors use rhetoric and language to convey their purpose. Students are also expected to apply these techniques to their own writing and research projects. Some of the major skills tested include the ability to:

• Identify an author’s purpose and intended audience
• Recognize rhetorical devices and strategies in an author’s work
• Demonstrate understanding of citations in research papers
• Apply these skills and techniques to their own writing
• Create and organize an argument defended with evidence and reasoning
• Plan, write, and revise cogent, well-written essays

Check out our line of AP guides  for a comprehensive content review.

AP English Language Sections & Question Types

The AP English Language & Composition exam is 3 hours and 15 minutes long and consists of two sections: a multiple-choice section and a free response section.

Read More: Review for the exam with our  AP English Language Crash Course 

Multiple-Choice

For AP English Language multiple-choice questions, you are presented with two Reading Passages and three Writing passages. The two Reading passages are nonfiction passages taken from all sorts of works. The idea is to get you to focus on rhetorical devices, figures of speech and intended purposes, under rigid time constraints and with material you haven’t seen before. The three Writing passages are student-produced essays. The idea is to get you to revise the essay that help the writer accomplish his or her goal.

Free Response

The AP English Language section contains three essay prompts: a synthesis essay, a rhetorical analysis essay, and an argument essay.

• Synthesis essay: You’ll be given a scenario and tasked with writing a response using at least three of six or seven short accompanying sources for support.
• Rhetorical analysis essay: Asks you to analyze the techniques an author uses, and discuss how they contribute to the author’s purpose.
• Argument essay: Presents a claim or assertion in the prompt and then asks you to argue a position based on your own knowledge, experience, or reading.

How to Interpret AP English Language Scores

AP scores are reported from 1 to 5. Colleges are generally looking for a 4 or 5 on the AP English Language exam, but some may grant AP credit for a 3. Each test is curved so scores vary from year to year. Here’s how AP English Lang students scored on the May 2022 test:

Source: College Board

How can I prepare?

AP classes are great, but for many students they’re not enough! For a thorough review of AP English Language content and strategy, pick the AP prep option that works best for your goals and learning style.

• AP Exams  

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• How to Write an AP English Essay?
• How to Write AP English Essay: Prompts, Tips, Examples

Exam Format

How to write ap english essay prompts: know the challenge in face, ap english language essay prompts & grading rubric, ap english essay examples of 1st part questions, practice ap english exam essay example, ap english language and composition exam essay prompts.

The Advanced Placement essay exam is one of the best ways to check the English proficiency of the particular student. If you master some of the expert AP English essay prompts, you will succeed in your task. Having some powerful AP English essay examples may help you to write a winning personal statement – these challenges have a lot in common.

Is there a need to hire an essay expert to enter the college of your dream? To increase the chances of being accepted to the target institution, contact professional essay writers online who can compose the entire essay for cheap! At our service your can hire someone to do my homework and admission writing 24/7. 

One of the most important AP English language essay prompts is the definition of this special task: A challenging college course made of 2 separate courses to train reading, comprehension, writing, and creativity:

• Language and Composition
• English Literature and Composition

Rhetoric and literature analysis are two components the student need to succeed in a further essay writing career. A synthesis essay is at the heart of the course’s exam. This essay is a written discussion that draws on a single/multiple sources (s) such as scholarly articles, essays, textbooks, magazines, newspapers, documentaries, websites, etc.

The exam essay prompts are different for both courses. An essay prompt refers to the specific topical article a student has to analyze and synthesize in order to come up with analytical pieces as one whole. It is important to remember the essay structure and essay grading rubric to succeed.

A student can either develop a high-scoring essay, a mid-range essay, or a complete failure essay (low-scoring piece). This article focuses on the winning exam scenario. The rubric will look this way in case you are interested in hitting the highest score (8-9 points):

• Effectively stated point of view
• Relevant exam essay content
• Complete understanding of the offered AP English essay prompts
• Well-developed position towards the topic discussed in the given prompt(s)
• Instead of driving the sources, the essay focuses on the claim
• The main essay idea sounds persuasive & meaningful
• Only specific evidence for every mentioned idea is present
• “So what?” question is the clue to an essay
• A coherent and concise essay content
• Does not have any grammar, spelling, punctuation, or formatting mistakes

Keep in touch with the process with the help of special learning mobile phone apps. Download some helpful writing apps to get ready!

The 1st group of examples includes those associated with the Language & Composition part. Be ready to work on 3 essays. A couple of pieces should evaluate the offered literary text. A student will need to read the attached poem, narration, mini story, or essay by a famous American author to succeed. One more assignment requires responding to a given prompt the writer had to observe before the exam. A student will face:

• Up to 20 questions on the contemporary literature
• Up to 20 questions on Romantic/ Victorian literature
• No more than 10 questions related to XVII-century Elizabethan epoch in art

If the teachers make it possible, try to add a bit of fun to your responses. Discover some of the great ways to save a day thanks to humor.

Expert Advice: “I work in the admissions team that grades the AP English exam essays several years, and I can say there is no need to focus on the contemporary literature. The college boards do not consider most of the XX century authors. A student may cover just the most popular and top-rated pieces from the Middle English period – those authors are not regular guests in AP exams.” Lola Brendon, an AP English course teacher and expert online writer at JustDoMyHomework

It is time to move to the Literature part of the examination, and have a look at other AP English exam essay examples of prompts. To get ready, experts recommend taking the time-tested steps:

• Find numerous poems and pieces of prose to train the reading & comprehension skills. Try to read and analyze them in mind ASAP. Mind that it is important to select the literary pieces from many various epochs as required by the exam’s instructions.
• Train a lot by reading a prompt a few minutes before moving to the offered piece and before getting to write. Annotate it. Many students benefit from searching for the particular keywords & key phrases – they are helpful during the writing process.
• Annotate the passage by keeping in mind the chosen keys and major themes.

You will find a useful blog we prepared for all students in our database. It will tell you how to memorize a paragraph . Read it as it is so important for the whole studying process.

It is important to practice different AP English language exams and composition essay prompts before joining the examination to stand the test. One of the good examples is a famous poem by Robert Frost :

Nature's first green is gold Her hardest hue to hold Her early leaf's a flower But only so an hour Then leaf subsides to leaf, So Eden sank to grief So dawn goes down to day Nothing gold can stay.

After reading & analyzing this piece, think about the answers to multiple-choice questions.

• A rhyme in the given literary piece is present to :
• Allow easier reading
• Taking part in a literary convention
• Expanding a simile
• Developing imagery
• Eden in the line number 6 stands for:
• The mourning
• Religious aspect of the author
• Woman with the same name
• Judeo-Christian approach
• Under ‘Nothing gold…,” what do you understand?
• Wealth is transient
• People are evil by their nature
• Gold tarnishes without special efforts
• Things that are good will remain this way
• Pick a sentence, which reflects the essence of the mood in the offered text?
• The underlying mood is exciting & fun
• The mood is outraged/emotional
• The mood is romantic & calm
• The mood is melancholic/depressive

The prompt may be given as the one, which requires a broad response. Some students believe such instructions are more complicated.

Think about how the structure of a particular literary piece adds up to the essence of the topic. Pretend the offered structure is villanelle and try to come up with the original explanation of its reflection of the work. Cover such aspects as repetitiveness. Do not forget to include the poem’s line numbers that prove your point. Need some exam cheating tips? We are here to help you!

That is everything an average student needs to know about AP English exam essay prompts. To succeed, we recommend getting extra essay help. No parent or classmate will be able to prepare you better than a professional online essay writing service full of certified writers. Order a custom essay from the native-speaking English team now!

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AP English Literature and Composition

Learn all about the course and exam. Already enrolled? Join your class in My AP.

Not a Student?

Go to AP Central for resources for teachers, administrators, and coordinators.

About the Course

Learn how to understand and evaluate works of fiction, poetry, and drama from various periods and cultures. You’ll read literary works and write essays to explain and support your analysis of them.

New for 2024-25: MCQs Will Have Four Answer Choices

Starting in the 2024-25 school year, AP English Literature and Composition multiple-choice questions (MCQs) will have four answer choices instead of five. This change will take effect with the 2025 exam. All resources have been updated to reflect this change. 

Skills You'll Learn

Read a text closely and draw conclusions from details

Identify the techniques used by an author and their effects

Develop an interpretation of a text

Present your interpretation and make an argument for it in writing

Equivalency and Prerequisites

College course equivalent.

An introductory college-level literature course

Recommended Prerequisites

Wed, May 7, 2025

AP English Literature and Composition Exam

This is the regularly scheduled date for the AP English Literature and Composition Exam.

About the Units

The course content outlined below is organized into commonly taught units of study that provide one possible sequence for the course. Your teacher may choose to organize the course content differently based on local priorities and preferences.

Course Content

Unit 1: short fiction i.

You’ll learn critical reading skills to help you critically read, interpret, and analyze prose.

Topics may include:

• Interpreting the role of character in fiction
• Identifying and interpreting setting
• Understanding how a story’s structure affects interpretations
• Understanding and interpreting a narrator’s perspective
• Reading texts literally and figuratively
• The basics of literary analysis

Unit 2: Poetry I

You’ll continue your critical reading exploration in poetry and learn to analyze similar elements within a wide variety of poems.

• Identifying characters in poetry
• Understanding and interpreting meaning in poetic structure
• Analyzing word choice to find meaning
• Identifying techniques like contrast, simile, metaphor, and alliteration

Unit 3: Longer Fiction or Drama I

You’ll observe how the literary techniques you’ve explored in prior units unfold over the course of longer works and analyze how characters develop and interact over the course of a narrative.

• Interpreting character description and perspective
• Character evolution throughout a narrative
• Conflict and plot development
• Interpreting symbolism
• Identifying evidence and supporting literary arguments

Unit 4: Short Fiction II

You’ll delve deeper into the roles of character and conflict in fiction and explore how a narrator’s perspective can color storytelling.

• Protagonists, antagonists, character relationships, and conflict
• Character interactions with setting and its significance
• Archetypes in literature
• Types of narration like stream of consciousness
• Narrative distance, tone, and perspective

Unit 5: Poetry II

You’ll study different forms of poetry and examine how structure and figurative language can create and impact meaning.

• Traits of closed and open structures in poetry
• Use of techniques like imagery and hyperbole
• Types of comparisons in poetry including personification and allusion
• Identifying and interpreting extended metaphors

Unit 6: Longer Fiction or Drama II

You’ll analyze how various literary techniques play out and shift over the course of longer works, charting how characters change (or don’t) as they’re affected by developments in the plot.

• Interpreting foil characters
• Understanding and interpreting character motives
• Understanding nonlinear narrative structures like flashbacks and foreshadowing
• The effect of narrative tone and bias on reading
• Characters as symbols, metaphors, and archetypes
• Developing literary arguments within a broader context of works

Unit 7: Short Fiction III

You’ll examine how works of fiction interact with and comment on the world around them and the society their authors live or lived in.

• Sudden and more gradual change in characters
• Epiphany as a driver of plot
• Relationships between characters and groups
• Character interactions with settings
• The significance of the pacing of a narrative
• Setting as a symbol
• Interpreting texts in their historical and societal contexts

Unit 8: Poetry III

You’ll develop your interpretation of poetry further by examining how contrasts, ambiguous language, and various other techniques can add layers of meaning to a poetic work.

• Looking at punctuation and structural patterns
• Interpreting juxtaposition, paradox, and irony
• How ambiguity can allow for various interpretations
• Identifying symbols, conceits, and allusions
• Learning proper attribution and citation in literary analysis

Unit 9: Longer Fiction or Drama III

You’ll consider longer narratives in the context of the various techniques and interpretations you’ve learned in prior units and build a nuanced analysis of each complex work as a whole.

• Looking at a character’s response to the resolution of a narrative
• Suspense, resolution, and plot development
• Narrative inconsistencies and contrasting perspectives

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An Olympics Scene Draws Scorn. Did It Really Parody ‘The Last Supper’?

Some church leaders and politicians have condemned the performance from the opening ceremony for mocking Christianity. Art historians are divided.

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By Yan Zhuang

A performance during the Paris Olympics’ opening ceremony on Friday has drawn criticism from church leaders and conservative politicians for a perceived likeness to Leonardo da Vinci’s depiction of a biblical scene in “The Last Supper,” with some calling it a “mockery” of Christianity.

The event’s planners and organizers have denied that the sequence was inspired by “The Last Supper,” or that it intended to mock or offend.

In the performance broadcast during the ceremony, a woman wearing a silver, halo-like headdress stood at the center of a long table, with drag queens posing on either side of her. Later, at the same table, a giant cloche lifted, revealing a man, nearly naked and painted blue, on a dinner plate surrounded by fruit. He broke into a song as, behind him, the drag queens danced.

The tableaux drew condemnation among people who saw the images as a parody of “The Last Supper,” the New Testament scene depicted in da Vinci’s painting by the same name. The French Bishops’ Conference, which represents the country’s Catholic bishops, said in a statement that the opening ceremony included “scenes of mockery and derision of Christianity,” and an influential American Catholic, Bishop Robert Barron of Minnesota, called it a “gross mockery.”

The performance at the opening ceremony, which took place on and along the Seine on Friday, also prompted a Mississippi-based telecommunications provider, C Spire, to announce that it would pull its advertisements from Olympics broadcasts. Speaker Mike Johnson described the scene as “shocking and insulting to Christian people.”

The opening ceremony’s artistic director, Thomas Jolly, said at the Games’ daily news conference on Saturday that the event was not meant to “be subversive, or shock people, or mock people.” On Sunday, Anne Descamps, the Paris 2024 spokeswoman, said at the daily news conference, “If people have taken any offense, we are, of course, really, really sorry.”

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