ap spanish argumentative essay outline

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52 Spanish Essay Phrases for Your AP Exam and Beyond

In order to do well on the AP Spanish exam’s   free-response  section, you must be able to write a persuasive essay based on three Spanish-language sources.

You can conjugate any irregular verb , you’ve got conditionals down and your vocabulary is out of this world.

But can you form a coherent argument… in Spanish?

Here we’ve put together a list of 52 vocabulary words and essays phrases that will come in handy for making and supporting arguments in your AP Spanish essays, and in any other piece of Spanish writing !

Handy Essay Phrases for Writing a Strong Spanish AP Composition

Starting your essay, agreeing and disagreeing, stating an opinion, supporting an opinion, contrasting (or comparing), transitional phrases, changing topics, concluding your essay, how to prepare for the ap spanish essay, what are the details of the ap spanish essay, and one more thing….

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Para empezar – To begin with

Hoy en día – Nowadays…

Hoy en día, las personas están en Internet hasta ocho horas por día. (Nowadays, people are on the Internet up to eight hours per day.)

A manera de introducción – We can start by saying…

Como punto de partida – As a starting point

Al principio – At the beginning… 

En primer lugar  – To start… 

Empecemos por considerar – Let’s begin by considering…

Estoy de acuerdo/No estoy de acuerdo — I agree/I disagree

Estoy de acuerdo con lo que dice el autor. (I agree with what the author says.)

No estoy de acuerdo con la idea principal de la fuente número dos . (I disagree with the main idea of source number two.)

En mi opinión — In my opinion

En mi opinión, los jóvenes deberían comer más sano. (In my opinion, young people should eat healthier.)

La verdad es   — The truth is

La verdad es que todavía hay mucha desigualdad en los Estados Unidos . (The truth is there is still a lot of inequality in the United States.)

Es verdad  — It’s true

Es verdad que las redes sociales pueden ser peligrosas . (It’s true that social media can be dangerous.)

Es falso   —   It’s false

Hay gente que dice que las redes sociales son peligrosas, pero esto es falso . (There are people who say that social media is dangerous, but this is false.)

Me parece/No me parece   —   It seems to me/It doesn’t seem to me

Me parece bien que los niños asistan a colegios bilingües . (I think it’s a good idea that children attend bilingual schools.)

No me parece bien que los niños asistan a colegios bilingües . (I don’t think it’s a good idea that children attend bilingual schools.)

Remember that since me parece implies an opinion or emotion, you must conjugate the verb in the subjunctive tense.

(Yo) pienso que   —   I think that

Yo pienso que no hay nada más importante que la familia . (I think that there is nothing more important than family.)

(Yo) creo que  — I believe that

Yo creo que todos los adolescentes deberían aprender a tocar un instrumento . (I believe that all adolescents should learn to play an instrument.)

The following phrases all have the same structure: Es  + adjective +  que .

This structure is similar to the English “It’s [adjective] that…” and is great for expressing and supporting opinions in a strong and confident manner. Here are some phrases that are especially useful when making and defending claims in a persuasive essay:

Es evidente que   —   It’s evident that

Es claro que   —   It’s clear that

Es cierto que  —   It’s certain that

Es obvio que   — It’s obvious that

Es importante que  — It’s important that

Es necesario que   — It’s necessary that

Es probable que   —   It’s probable that

Es dudoso que  — It’s doubtful that

For some of these phrases, the verb following the word que must be conjugated in the indicative, while others require the subjunctive . A good rule of thumb is that when implying that something is certain, use the indicative. When expressing doubt or expressing some other emotion, use the subjunctive.

On this list, evidente, claro, cierto  and obvio use indicative verbs, and importante, necesario, probable  and dudoso use subjunctive verbs.

Es cierto que nuestro clima está cambiando . (It is certain that our climate is changing.)

Es importante que la gente sepa hablar más de un idioma . (It’s important that people know how to speak more than one language.)

These words will help you refer to your three sources, which contain information that will help you support your argument. This section also contains transition words to connect one part of your argument to the next.

Según   — According to  

Según el autor… (according to the author…)

La fuente  —   The source

Según la fuente numero 1… (According to source number one…)

El tema   —   The theme/topic

Esto es un tema muy importante. (This is a very important topic.)

Mostrar   —   To show

La fuente muestra la importancia de la diversidad. (The source shows the importance of diversity.)

Remember, mostrar is an o-ue stem-changing verb—pay attention to conjugation!

Demostrar   —   To demonstrate

La tabla demuestra que muchos jóvenes en España juegan al fútbol. (The table demonstrates that many youths in Spain play football.)

Demostrar is also an o-ue stem changing verb. Luckily for you, it follows the exact same conjugation rules as mostrar !

Indicar   —   To indicate

La tabla indica que hay muchas familias pobres en ese barrio. (The table indicates that there are many poor families in that neighborhood.)

Apoyar   —   To support

Estos datos apoyan la idea de que el clima está cambiando. (This data supports the idea that the climate is changing)

Sin duda   — Without a doubt

Sin duda, el cambio climático es el problema más grave que enfrenta nuestra planeta. (Without a doubt, climate change is the most serious problem that our planet faces.)

Por otra parte   — On the other hand

Es importante que la economía crezca, pero por otra parte, tenemos que cuidar el medio ambiente. (It’s important that the economy grows, but on the other hand, we have to care for the environment.)

Aunque   — Even though/Although

Aunque is followed by an indicative verb when the outcome is known, but a subjunctive verb when the outcome is speculative.

Aunque cuesta mucho dinero, tenemos que buscar una solución. (Even though it costs a lot of money, we have to search for a solution.)

Aunque cueste mucho dinero, tenemos que buscar una solución . (Even though it may cost a lot of money, we have to search for a solution.)

Al igual que  —   Just like

Al igual que en los años 40, hoy en día hay mucha gente que no quiere ayudar a los refugiados de guerra . (Just like in the 40s, today there are many people who don’t want to help war refugees.)

Tanto… como… — … as well as…

Fill in this phrase with two nouns to emphasize that you’re talking equally about two different things.

Tanto chicos como chicas deberían aprender a cocinar, limpiar, coser y cuidar a los bebés. (Boys as well as girls ought to learn how to cook, clean, sew and care for babies.)  

Sino   —   But rather

Remember that Spanish has two translations for the English word “but.” The word sino is like the English phrase “but rather,” used to introduce an alternative.

En comparación  —   In comparison

En comparación, la fuente número 2 indica que hay más obesidad en Estados Unidos que en España . (In comparison, source number 2 indicates that there is more obesity in the United States than in Spain.)

Leer no es una pérdida de tiempo, sino una manera de aprender y de conocer otras culturas . (Reading isn’t a waste of time, but rather a way to learn and understand other cultures.)

Además  — Additionally

This word is usually seen at the beginning of a sentence, and it’s useful for transitioning from one idea or argument to another.

Además, es evidente que la tecnología nos ayuda mucho. (Additionally, it’s evident that technology helps us a lot.)

Sin embargo   —   However

This is another good transition word. In your essay, you may want to present an alternate argument and then explain why you disagree with it. Sin embargo is very helpful for this.

Obviamente, estudiar es muy importante. Sin embargo, es necesario que los adolescentes tengan tiempo para jugar con sus amigos . (Obviously, studying is very important. However, it’s necessary that teenagers have time to play with their friends.)

Por lo cual   —   For this reason/That’s why/Which is why

This phrase is used in the middle of a sentence to connect ideas.

La Amazonía tiene un alto nivel de biodiversidad, por lo cual la conservación de esta región debe ser una prioridad.  (The Amazon has a high level of biodiversity, which is why the conservation of this region must be a priority.)

Sobre un tema relacionado — On a related topic

Sobre un tema relacionado con la inteligencia artificial, se están llevando a cabo investigaciones para mejorar la capacidad de aprendizaje de los algoritmos de machine learning.  (Regarding a topic related to artificial intelligence, research is being conducted to enhance the learning capacity of machine learning algorithms.)

Cuando se trata de –  When it comes to

Relacionado con esta idea — Related to this idea

Una idea similar es — A similar idea is

Una idea similar es utilizar la realidad virtual como herramienta educativa para mejorar la experiencia de aprendizaje de los estudiantes. (A similar idea is to use virtual reality as an educational tool to enhance the learning experience of students.)

Ahora estoy pasando a  — Now moving onto

In your final paragraph, you’ll want to provide a summary of your main argument and your main supporting points. You can use the following helpful phrases:

En conclusión   —   In conclusion

En resumen   —   In summary

En fin   —   Finally

En conclusión,/En resumen,/En fin, las tres fuentes muestran que la contaminación del aire es un problema muy grave para todo el mundo . (In summary, the three sources show that air pollution is a very serious problem for the whole world.)

After summarizing your essay, you’ll want to re-state your main argument in a succinct, strongly-worded sentence. Start with these phrases:

Por estas razones   —   For these reasons

Por eso  — That is why

Así que   —   Therefore

Entonces  — So

Por estas razones,/Por eso,/Así que/Entonces, afirmo que los adolescentes no deberían usar las redes sociales. (For these reasons, I affirm that teenagers should not use social media.)

In many ways, preparing for the free-response section is the same as preparing for the rest of the AP exam.

It involves studying grammar and vocabulary, and it also means immersing yourself in the Spanish language as much as possible. The more exposure you have to Spanish-language sources leading up to the exam day, the easier it’ll be for you to understand and analyze the three sources you encounter in the essay task.

There are also some targeted ways to practice for the free-response section.

• Do practice exams and read sample essays. The College Board  has posted the full AP exams from the last several years. Try to read the sources and write the essay in the allotted 55 minutes. When you’re done, go back and slowly revise your essay for errors in grammar, spelling and logic. After that, you can also check out the grading rubric provided by the College Board and several sample persuasive essays . Try to compare your essay against the rubric and the samples to see how you can improve your writing.
• Practice summarizing and analyzing Spanish-language sources. Remember all those great resources listed above? Well, it’s not enough to just read or listen to them. The whole point of the presentational essay is to measure your ability to summarize, synthesize and argue. So, after you read or listen to a Spanish-language source, take five minutes to summarize it—on paper. Identify the main argument, and then make a bulleted list of important points. Finally, write a few sentences summarizing your personal opinion.
• Learn targeted vocabulary for talking about opinions and arguments. Is there anything more frustrating than knowing exactly what you want to say, but not having the vocabulary to say it? This article lists many crucial vocabulary words for expressing and supporting opinions in persuasive essays. Using these words and phrases will make your writing flow more smoothly—and they’ll allow you to argue with more credibility and style.

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You can also find some great info on great news outlets , podcasts , YouTube channels  and blogs —all in Spanish. Even following some Spanish Twitter feeds or listening to Spanish music can be a great way to work a little language practice into your day.

The free-response section of the exam is meant to test your ability to communicate with others in spoken and written Spanish.

There are two essays in the free-response section. The interpersonal essay asks you to respond to an email. The presentational essay  tests how well you can draw information from Spanish-language sources, form an argument and write formally. This second essay is a little less straightforward, so we’ll walk you through it here.

So, how does it work?

The presentational essay is based on three sources . Two of them are written sources and one is an audio source.

These sources can be just about anything: Advertisements, articles, infographics, letters, maps, interviews, radio programs, podcasts and conversations are just some examples of the types of sources you may encounter.

You’ll have about 55 minutes to complete this particular essay. First, you’ll have six minutes to read the prompt and the two written sources, and then you’ll hear the audio source twice. Finally, you’ll have 40 minutes to plan and write your essay.

The essay is graded on the basis of Spanish language skills like reading, listening, writing and grammar—but it’s also based on your general ability to analyze the sources and make a strong, coherent argument.

Learn and study the words listed above—they’ll help you express yourself more fluidly in your AP Spanish essays.

But, of course, learning vocabulary and essay phrases is just one way to prepare for the free-response section.

Remember to expose yourself to as many Spanish-language sources as you can before test day, and don’t forget to think critically about those sources as you read them!

With practice, writing strong essays for the AP Spanish exam will be a breeze.

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Ideas and Resources for Spanish Teachers

The Argumentative Essay on the AP Spanish Exam: Part 1

The Argumentative Essay on the AP Spanish Language and Culture Exam is “arguably” one of the most difficult tasks. It is the open-ended section that takes the most time. It really challenges students to demonstrate excellent reading and listening comprehension skills. Their vocabulary and grammar skills are also put to the test. In addition, the argumentative essay also requires some specific knowledge of good writing skills and how to include the requirements that AP Scorers are looking for.

How To Teach the Argumentative Essay

There are many ways to approach teaching AP Spanish students how to tackle this task. This is my way, and I have had great success! I’m sure there are many other ways too!

First, I start by doing some direct instruction with THIS Google Slides presentation . It contains information like: the rules and requirements of the task, what skills it tests, what the instructions are, Do’s and Don’ts, helpful hints and a short vocabulary list and Quizlet with words and expressions that will raise the level of sophistication of their writing.

I post this presentation in their Google Classroom so that they can refer to it all year long.

The last general strategy I use is to introduce this task early in the year. I find that it takes students several attempts to put it all together, so I don’t want to have just one or 2 practices before the exam in May.

The Sources

After showing students what the Argumentative Essay entails, I give them the 3 sources from the AP Training book (Does everyone take that course for New AP Spanish Teachers? If not, any practice essay will do! Leave me a comment below if you need names of resources!)

I give time for everyone to read the sources individually. We highlight reading what the question is. That’s really important! I encourage them to underline and note what they think may be helpful in the written sources.

Then I play the listening. I remind them to take notes on what they understand, and not to panic if they don’t understand the first time. (The listening is always played twice.)

Look at Some Examples

In my opinion, starting with a really strong intro paragraph sets students up for success. We look at several intro paragraphs and analyze them for what they did well and what could be improved. HERE are some free samples!

Would you agree that the combination of telling students about requirements and SHOWING them what we mean leads to better understanding? I have found that to be the case, especially with this argumentative essay!

Start With a Group Practice

Now I break students up into groups of 2-3. I do this for 2 reasons. Working together, students have a little more support and confidence. And, when they turn in their work, I give feedback 1/3 the amount of student work. I remind students that they should choose to defend the side that is easiest to write about, not necessarily the side that they personally agree with! This can be really hard for kids!

In their small groups, students are asked to write the entire introductory paragraph. They bring it (or submit it) to me for feedback. I check to be sure that they have a) introduced the topic in a general manner b) have brought up at least 3 points they plan to make in the body of the essay and c) have ended their paragraph with a CLEAR thesis statement (taking a side on the issue).

Next I ask them to write the topic sentence for body paragraphs 1 and 2 of the Argumentative Essay, and to choose one quote that will go with that paragraph. I remind them in the instructions of their work that they must use a quote from each of the 3 sources. I check these as they go or all 3 at once. It depends on my class size that year! I encourage them to have a topic sentence to help them to stay on message. Some students can go off on tangents within their body paragraphs. They won’t have time to finish if they do that, and they won’t be as persuasive either.

Last, I ask them to write the entire conclusion paragraph. It is simpler to write since it goes in opposite order of the intro paragraph. The challenge is to vary vocabulary! And again- feedback on how students did!

The 3rd Body Paragraph of the Argumentative Essay

To be honest, this has been a point of confusion for during my tenure as an AP Spanish Teacher. Some say that the 3rd body paragraph should present an opposing viewpoint, but then negate it. Recently, I have read in the AP Spanish Teacher Forum that students do NOT need to do this.

I feel that it adds a level of sophistication if students are able to do this, so I teach my students how. One of the biggest confusions I see here is that students will use a quote from one of the sources that supports the opposing viewpoint. I encourage them to remove that quote and find one that actually supports THEIR thesis. It requires practice for sure, but students CAN learn how to do this! However, teachers can decide for themselves how to teach this task, or even differentiate for individual students, asking some to negate a point and others to stick with 3 solid reasons why their stance is the right one.

In their practice groups, I have them write the entire paragraph to practice the skill of presenting an opposing argument and proving it wrong.

Next Steps For the Argumentative Essay

In my next blog post, I will write about how we tackle the Argumentative Essay when it’s time to grade them and give feedback.

In the meantime, here are the links to some of the resources I have already created to help students with the Argumentative Essay. If you find them helpful, please use them! However, you can also make up your own resources too using the ideas I presented above.

Test Prep Growing Mega Bundle

AP Spanish Argumentative Essay: How To

AP Spanish Argumentative Essay: Sample Intro Paragraphs

Other Blog Posts You May Like

Building Confidence with AP Spanish Students

How To Teach AP Spanish Students the Cultural Comparison

Teaching Spanish Students How To Present

AP Spanish Email Reply

AP Lesson Plan, Posters, Lesson Plan Templates, Goal-Setting, Presentations How-To Handouts, and more!

Get the password to my FREE Resource Library!!

Click here!

How to Teach the Argumentative Essay for AP Spanish for Best Results

When I first started teaching AP Spanish, I panicked. How was I going to teach students how to write an argumentative essay for AP Spanish Language and Culture when I had never learned?  (Or, if I HAD learned, that information was irretrievable from the depths of my brain.)

I went running to the English teachers at my school asking for direction. And they came through.

Using their templates and resources (I spent months reading books), I created PowerPoints and activities in Spanish to help my students succeed on the argumentative essay (previously called the persuasive essay).  The curriculum took several years to perfect.

During this period of trial and error, I revised the lessons to further help students do their best writing. And they DID some excellent writing, organizing their essays, using transitions, and supporting their thesis statements. I was so proud of them!

I’D LIKE TO SHARE THE 15 STRATEGIES I USED THAT HELPED THEM SUCCEED ON THE ESSAY PORTION OF THE AP SPANISH LANGUAGE EXAM.

1. Don’t assume anything. Begin at the beginning

A novice teacher mistake (Yes, I’m talking about myself!) is to assume students know the basics.

Many of them don’t. Teach each concept from the bottom up, one step at time. First, teach students how to write a sentence, then a paragraph. Don’t assume students know how to capitalize words at the beginning of the sentence and end with a period, or that they even know how to keep to one topic in a paragraph. (Stream of consciousness writing anyone? UGH!) Do several practices, then give them incorrect sentences and paragraphs and have them write correct ones.

2. Teach the vocabulary necessary for writing a convincing persuasive essay.

Provide students with the vocabulary for expressing cause and effect, addressing opposing views, citing sources, introducing topics, expressing opposing viewpoints, and making comparisons. Teach them transition words and phrases as well as synonyms to prevent repetition of words.  Give them lists of vocabulary that they can use as a reference as well as model essays using the vocabulary.

3. Teach them how to write a thesis statement. Begin at the beginning.

Before teaching students how to organize their essays, teach them how to write a thesis statement with three reasons and practice with them until they have mastered it. Show students model thesis statements.

4. How do you get a 5 on the AP Spanish Essay? Practice, practice, practice!

Don’t move to the next step until students have thoroughly practiced and mastered the previous step. The most important step is the writing of the thesis statement. Once that is perfected, students are on their way to organizing their essays. And organization is KEY! I used to ask my students repeatedly, “What’s your point?”

Give students plenty of model thesis statements. Have them analyze good and bad “tesis con tres razones”. Then, in pairs, direct them to write their own. Choose exemplary thesis statements from student volunteers and show them to the class. Project sub-par statements from College Board examples and have them tell you how to improve them.

5. Teach students how to organize their argumentative essays for AP Spanish.

I spent a large chunk of my time correcting the organization of the essays as well as the writing. Students need to be organized in their thinking. Give them an outline template and tell them to write “un bosquejo” using the template . Here is the one I use.

It’s also helpful to provide students with a   graphic organizer to help them plan.

6. Teach students how to write an introductory paragraph.

 Model how to include the requisite components of the intro paragraph: the hook, the thesis statement with three reasons (a strong opinion), some effects, and a conclusion or transition. And, of course, practice, practice, practice. Tell students to pair up and write an introductory paragraph.

7. Next, teach students how to write developing paragraphs.

Move on to paragraphs and teach them how to write topic sentences that correspond to the three reasons in the thesis. Teach the developing paragraphs separately.  Have students peer edit using a checklist .  If not possible, give samples of student work with no names or samples you have made up.

8. Then, teach students how to write a conclusion.

Model all the required elements of a concluding paragraph: propose a solution or action, address the opposing arguments, reaffirm the thesis, end with a strong statement.

9. Teach and practice transitions.

Give students three paragraphs with no transitions and have them write connecting words or sentences.

10. Analyze model argumentative essays for AP Spanish.

After teaching students the components of each part of the essay, have them analyze a model essay and label the parts: 3 reasons, topic sentences, transitions, hook, topic sentence, evidence. (I divide the class up and use this activity as a competition.)

AND NOW THE SOURCES!

11. focus on the question..

Direct students to read and underline the question.

Have students read the written source and listen to the audio underlining and recording any information that answers the question.

12. Ensure students comprehend the written and audio texts.

Tell students to write a short title for each paragraph to help them thoroughly understand the written source. Occasionally, I had students write “una síntesis” and lift their white boards to show me what they had written.

For the audio texts, I had students practice pronouncing words using the pronunciation of the speaker’s particular region, for example: omitting the “s,” practicing the Castillian “z” and “c.” They also previewed and practiced the vocabulary they would encounter before reading or listening to the texts.

13. Insist students make a decision.

After reading and listening to the sources, students must make a decision: Yes, no, or both. They can’t be on the fence and they MUST not resort to summarizing the sources. Remind students to write THEIR opinion, not to begin with the sources. You will have to keep repeating this as students will initially summarize the sources instead of writing their own thesis statements. Ask them, “How can you use the sources to support YOUR thesis? Insist they use the sources ONLY to support their position. Show them several possible examples of thesis statements for each position, yes, no, or both.

14. Teach and practice the formal register.

Teach students how to use the third person instead of the first and second. Give them informal sentences with the first and second person and have them convert them to the third person, then do the reverse. These FORMAL ESSAY TASK CARDS help students practice.

AND NOW THE HARD PART

15. give frequent feedback..

This is why so many teachers don’t want to teach AP Spanish. In order for students to improve their writing, they need frequent feedback, which, translated, means HOURS of daily correcting. No life. I’m serious. Tell your family members or significant others that, for a few months, you will be unavailable.

I corrected the essays the first time using codes . I modeled for them how to use the codes to correct their essays. I circled the errors and gave the papers back to students to correct using the codes. I actually corrected each essay twice, first for organization (Does it have an introduction, a thesis statement with three reasons, corresponding topic sentences, transitions, conclusion, supporting evidence…?) Then, I corrected for grammar, vocabulary, and fluency.

After the students turned in the revised versions, I corrected them twice again, for organization and grammar, this time writing in the corrections and giving them a grade.  I staple their essays to the College Board Rubric , circling the areas on the rubric where they need to improve.

In the five years that I taught AP Spanish, only one of my students did not pass, so I know these strategies work. I believe they will work for your students also.

All of these tips and activities are included in my PowerPoints and Activities “ How to Write an Essay for Spanish Three and Four ” and “ El ensayo argumentativo .”

Teaching AP Spanish is rewarding, but also a time sucker. If you would rather not spend hours writing lesson plans in addition to correcting a mountain of essays and other assignments, use the ones I have created. Everything is done for you! All you have to do is teach, correct, and go home. Click on the link to see them. AP Spanish Lesson Plans and Curriculum for an Entire Year: Triángulo aprobado

AP Spanish Lesson Plans and Curriculum for an Entire Year: Vista Higher Learning and Temas

Here is the link to all the AP Spanish PowerPoints

If you would like to give your Spanish Four students a good foundation in expository essay writing, essential to success in writing an argumentative essay, click on the following link: How to Write an Essay in Spanish No-Prep Lesson Plans and Curriculum

I hope these strategies are helpful to you as you guide your students to mastery of the Argumentative Essay for AP Spanish.

In case you missed the other posts related to AP Spanish, here they are:

Three Tips for Teaching AP Spanish

What do I Teach After the AP Spanish Exam?

Why I teach AP Spanish the Way I Do

If you would like to receive these blog posts with teaching tips and freebies in your email, subscribe to my monthly newsletter, Best PowerPoints for Spanish and French . Just scroll down to the bottom and click, “Sign up.”

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• You are saving this new teacher countless hours of work!!! The preview showed great resources and examples for AP students can't wait to begin using! Worth every single penny. Gracias for all your time and energy spent on creating awesome curriculum! Angela A
• Such a lifesaver! Love the lessons! Creative and excellent resources. Thanks so much. You made my year much easier.
• My kids loved it and said it helped clarify this very difficult concept. Muchas gracias! Mrs. F's Room

This is SO helpful, Angie. Thank you so much for this. Two questions:

1) There are many different elements in which you say “have students practice X, Y, and Z”. This seems really time consuming. I see my students for 350 minutes every two weeks, as long as there are 5 day weeks, and we started school on Aug 30th. How can a teacher possibly give enough time to look at all of these different individual pieces?

2) For my own personal writing, and then when I have taught writing when students are using word processing (Google Docs or Word), I have always said they should write their opening statement / introduction last. Once you have said what you’re going to say, then you can go back and introduce what you have said. I learned this summer though that these are all written by hand. Would it be bad to teach students to leave some space to go back and write their full intro paragraph + thesis statement after they’ve done a bit of brainstorming?

Appreciate you and your resources!

Hi, Chris: So sorry I took so long getting back to you. There is no way for students to improve their writing without a ton of practice. If you have a limited amount of time, focus on essay writing and listening practice because those are the hardest parts for the students.

Yes, I would have students practice writing by hand since that is what they will be doing on the exam. The more similar the practice activities are to the exam itself, the better for the students. It also relieves test anxiety.

I’m not sure I understand the last question. I would have students brainstorm first, then write their thesis statement and three reasons, then organize their essay using a graphic organizer, then filling in with the details. Does this help?

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I taught world language for 31 years and have created countless resources for Spanish and French during that time.  I am a top seller on Teachers Pay Teachers and for the past 11 years I have devoted my time and energy to helping teachers save time, avoid burn-out, and bring their students to proficiency in the target language through the use of my proven resources. During the five years that I taught AP Spanish, all but one of my students (primarily non-native speakers) passed the AP exam most with fours and fives.

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AP® Spanish Language

How to approach ap® spanish language free-response questions.

• The Albert Team
• Last Updated On: March 1, 2022

The AP® Spanish Language Course targets interpersonal, interpretive, and presentational modes of communication through writing, reading, speaking, and understanding. Strategies that emphasize vocabulary, language structure, communication, and culture in both contemporary and historical contexts are taught almost exclusively in Spanish. Instruction is often interactive, using Spanish books, music, and patterns of social interactions within a culture to familiarize students with the language.

This AP® Spanish study guide will briefly outline the format of the AP® Spanish Language Exam, putting particular emphasis on the AP® Spanish Language Free-Response section. It will provide insights into why the free-response section is important to the overall test results, mention content covered in the free-response section, and discuss how to prepare for AP® Spanish Language Free-Response section. Finally, this guide will provide you with AP® Spanish Language Exam tips to help you answer the free-response questions on the day of the test, and provide AP® Spanish Language practice questions.

What is the Format of the AP® Spanish Language Exam?

The AP® Spanish Language Exam is approximately three hours long and consists of two sections divided into several components.

The first section asks test takers to complete a number of listening and reading comprehension questions. Here students are asked to listen to prerecorded interviews, radio programs, podcasts, or to read articles from newspapers, web pages, special reports, or literature, and answer multiple choice questions about each of them.

The second section, also referred to as the “AP® Spanish Free-Response” section, lasts about one hour and 30 minutes. It deals with writing and speaking both informal and formal Spanish. The Interpersonal Writing component, for example, asks that students look over a document – an email, perhaps – and respond with a written answer. The Presentational Writing component asks students to draw together an argument from a number of sources like articles, tables, graphs, or an audio artifact to express their views on a particular topic.

Students also interact with documents in the informal and formal speaking component as well. In the Interpersonal Speaking component, test takers are given five listening passages meant to provoke conversation. Students then respond to the clip for about 20 seconds per question. The Presentational Speaking component asks that test takers speak for a bit longer – for two minutes, to be exact. Here they are given a prompt on a cultural topic, where they are asked to compare how such an issue may be similar or different in their own community and that of a Spanish-speaking country.

Why is the AP® Spanish Language Free-Response Important?

The AP® Spanish Language Exam is scored by a team of college faculty and seasoned AP® teachers trained in fair-mindedness and uniformity. This Free-Response section, like the multiple choice section, is 50% of your final exam grade – so it’s pretty important. The weighted scores from the Free-Response section are combined with those from a machine-graded multiple choice. These are summed and given an AP® composite score of a 5, 4, 3, 2, or 1 (5 being the highest and 1 being the lowest).

What Content is Covered in the Free-Response Section of the AP® Spanish Language Exam?

The exam tests the social, cultural, academic, and workplace skills you have been developing throughout your AP® Spanish course. In particular, test-takers are presented with questions on global challenges, science & technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Within these themes, students are asked to interact with an assortment of media, voice their opinions, and make connections and comparisons between English and Spanish speaking communities.

How can Test Takers Prepare for the AP® Spanish Language Free-Response Section?

In this section, you’ll find a few suggestions on how you can conduct your own AP® Spanish review during your free time. The CollegeBoard also offers some additional insights to get test-takers ready for test day. You can find out more by clicking here .

One way to prepare for the writing section of the exam is to look through various review books — in addition to your textbook, AP® Spanish: Preparing for the Language and Culture Examination by José M. Díaz, Prentice Hall’s Una Vez Más (Once More), or Triángulo (Triangle) by Barbara Gatski all come highly recommended. When looking through these books, check out a few practice questions that are modeled after writing prompts from the test. Doing a few practice drills will better acquaint you with the sorts of essay questions asked on the test. If your AP® Spanish teacher has the time, ask them to go over any mistakes you may have made while working out your answers.

You’ll improve your Spanish skills by speaking the language on a daily basis. As mentioned, the exam asks you to discuss various topics in Spanish, for times ranging from a few seconds to a few minutes. Practicing this skill will be invaluable. Without limiting yourself, speak in simple, frank sentences that use vocabulary and grammar you are most conversant in. Investing in a digital recorder so that you can practice speaking into it is one way to improve your oral communication skills while developing muscle memory for particular tough-to-pronounce Spanish sounds.

How can Test Takers Answer the AP® Spanish Language Free-Response Questions?

Albert offers test takers some useful tips to prepare them for the writing section of the AP® Spanish Language exam (see Albert’s The Ultimate List of AP® Spanish Language Tips for further details). Here are a few more insights regarding how you may want to tackle answering these during the exam.

AP® Spanish Language Essay Tips & Advice

• Begin your paragraphs with clear topic sentences and follow them with well-organized supporting sentences. Link paragraphs with transitional phrases like De esta manera, como resultado, además de eso.
• Write neatly in pen.
• If using difficult sentence structures, be sure you use them correctly. Practice these prior to the example so that you’ll have them down to a science!
• Incorporate each of the sources you’re being asked to discuss.
• Be sure to follow the directions so that you answer what is being asked of you. If, for example, an email prompt asks that you “include a greeting and a closing,” so be sure to include this in your reply.
• Show off your language skills by using the subjunctive.
• The Presentational Writing component asks that you write a persuasive essay. Be sure that you include a strong argument backed up with the sources provided to support your position. You may want to reference and disclaim the opposing arguments first, to strengthen your point.

Interpersonal and Presentational Speaking Examples and Tips

• Use the time you have to talk! If you get stuck, return to the main idea to help jog your memory.
• Rather than using filler words in English (ahh, but, so, and…), try Spanish fillers instead (pues, bueno, y, o sea, entonces… )
• Don’t be afraid to correct any mistakes you’ve made.
• Keep your Interpersonal Speaking answers casual.
• Be sure to address the task or answer the question presented to you.
• Consider who you are talking to and decide if you should use informal ( tú ) or formal ( Usted ) pronouns.
• Jot down an outline, grammar notes, or a vocabulary bank to glance upon in case you get stuck.
• The Presentational Speaking component is formal, so remember who your audience is and adjust accordingly.
• Stay organized by building your comparisons off of a thesis or main idea, then go into differences and similarities with supporting evidence. Remember to conclude with a summary of your arguments.
• Outline key ideas, but do not script what you want to say.
• Remember that in this section you are being asked to compare aspects of your culture with those of a Spanish-speaking culture. Jot down a Venn diagram or other visual tools to help you organize your claims.
• Research a few specifics on Spanish speaking countries so that you’ll have cultural references to draw from.
• Use transition words like además, por ejemplo, por otro lado, aunque, por el contrario…
• Remember it is okay to talk about your personal experiences. Use this to support your opinion.

What are the AP® Spanish Language Free-Response Questions Like?

Below you’ll find some examples of real Free-Response Questions from the CollegeBoard’s AP® Central (you can check out specific details and more sample questions here ). Try a few of these questions in the months before the test to ensure you are getting your fill of AP® Spanish practice!

Example 1 : You will write a reply to an e-mail message. You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing and should respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Also, you should use a formal method of address.

Example 2 : You will write a persuasive essay to submit to a Spanish writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then, you will have 40 minutes to prepare and write your essay. In your persuasive essay, you should present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.

Example 1 : You will participate in a conversation. First, you will have one minute to read a preview of the conversation, including an outline of each turn in the conversation. Afterward, the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible.

Example 2 : You will make an oral presentation on a specific topic to your class. You will have four minutes to read the presentation topic and prepare your presentation. Then you will have two minutes to record your presentation. In your presentation, compare your own community to an area of the Spanish-speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the Spanish-speaking world. You should also organize your presentation clearly.

How can Test Takers Practice for the AP® Spanish Language Free-Response Section?

In summary, there are a lot of resources that test takers can draw from to help them with the AP® Spanish Language Free-Response section. Wrap your mind around as many interviews, radio programs, podcasts, newspapers, web pages, special reports, or literature in Spanish as you can handle. Meet with your fellow students or Spanish speakers in your community to attend Spanish cultural events and films, Discuss current global events; the latest tech gadgets; or your love, family, or work life. In other words, if you engage with the language on a daily basis, you’ll not only be developing skills that will help you practice for the test, but you’ll be opening yourself up to unique social worlds in new and dynamic ways.

Looking for AP® Spanish Language practice?

Kickstart your AP® Spanish Language prep with Albert. Start your AP® exam prep today .

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AP Spanish Language & Culture Exam: How to Tackle the Free Response Questions When Time Is Running Out even Behind The Screen – Part I

Ready or not, here we go. Our students will be taking the full AP Language and Culture Exam next month. We only have a few weeks left, but these weeks are very important. We need to be intentional so our students can have the best possible chance, especially with the free response questions. 

How? In our new, two-part blog post series, we will share our 5 top strategies on how to tackle the free response questions when time is running out, even if you’re behind the screen. 

The challenges of this year are real and big, but we still have a few weeks before our students sit in front of a full AP exam. During this time, we would like to focus on the free response questions. We feel our students can show their proficiency much better in this second section of the test, so we want to focus on this. 

In Part I of this blog post series, we will share with you the first two strategies. In Part II, we will share our last three strategies to help your students with free response questions. Now, let’s start with our strategies.

#1 - Provide or Create Model Texts

One of the most common questions our students ask us when they have to write the formal email, essay, the cultural comparison, or even the simulated conversion is,  “How do I start?”  We may think our students already know how to write a formal response or thesis, or how to elaborate or to compare, but the reality is that a lot of them don’t even know how to do it in their first language. 

We can explain in detail how to complete all these tasks, but at the end, it is so much more efficient and effective to show them. You will get these “AHA” expressions from them more often when you show them how a great formal response or thesis looks. Providing model texts to your students will not only give them the visual of what elements they need to include in all these tasks but also make the tasks doable and accessible. 

What is a Model Text?

It’s a text that exhibits all the elements of successful writing or speaking in a given context. Where can you find them? Our #1 place to find these model texts is on the AP Exam College Board site. Every year the College Board puts together samples of the different responses by score. Those samples are gold, and you can use them with your classes at any time. Click here to find the samples for the AP Spanish Language and Culture Exam.

Can you prepare your own model texts or use samples from your students? Of course you can! Using samples from your students is also very powerful to create connections with them. Using their work as part of your curriculum is a great practice. 

Dissecting  the Model Text 

Once you have identified your model text, have your students identify the important elements and desirable language of that specific text. Those elements and language are the ones you’re looking for in an exemplary text.   

For example, in the argumentative essay, ask your students to identify the thesis, supportive arguments, use of the different sources, and language that make that text successful. We also like to ask students to identify impressive language features.  

Behind the screen, we like to use a tool that allows the entire class to see a student’s dissection. Tools like Nearpod, PearDeck, GoFormative, or Jamboard are great.

Focus On Simple Features of Model Text

When your students dissect the model text, there will be tons of great features and elements you may want to highlight and go deeper with. However, we only have a few weeks before the exam. You know your students best, and where they are and what they need. Focus on features that will create the biggest impact on their performance.

This year, we have a lot of students who are only in the intermediate low level. Should we focus on advanced structures? Not really. We want to focus on simple structures; structures that they’ve already acquired. We can show them how they can use those simple structures and simple language to complete the tasks. Making these tasks accessible and doable to them is huge at this point. 

#2 - Chunk Tasks Using Graphic Organizers

The four response tasks of the AP exam require students to complete several steps. They need to read, understand, identify, analyze, and then complete the task itself.

Chunking those steps will help them complete the tasks easier and will keep the level of engagement high and level of frustration lower.  Here are different ideas on how to do that with each task:

EMAIL REPLY:

• Who is sending the email?
• What is the role of the student?
• What is the email asking?
• Have students brainstorm possible answers to the questions and possible questions as a class.
• Have students complete the task and provide scaffolds.  Click here to receive some of the scaffolds in your inbox.

Argumentative Essay:

Have students read the question or prompt and write a simple response assuming a position. 

Then, students can read the sources in pairs or groups. Provide a graphic organizer so they can write at least one argument in favor, or against, for the sources.  

Have the students write the essay one paragraph at a time with specific instructions per paragraph. Provide scaffolds to help them start each paragraph . You can use the language identified by students when they were dissecting the model text. 

Cultural Comparison:

Have students read the prompt in pairs.

Provide a Venn Diagram or 3 Column Organizer so students can brainstorm similarities and differences related to the topic. 

Provide scaffolds and have students create an outline of the cultural comparison before they record.

Simulated Conversation:

Have students identify the situation: Who they’re talking to, why they’re talking, who they are, and if it’s a formal or informal situation. 

Give students the script and let them identify what they need to do each time they respond. Have them brainstorm possible sentence starters or expressions.

Play the audio or provide the script. Stop the audio, then as a class also brainstorm possible answers following the script. 

Finally, pair up students with different levels of proficiency. Let the most proficient students go first to complete the task so the second student will have one more opportunity to get more ideas.

More Strategies to Help Your Students

This was a lot, but hopefully you either feel validated with the strategies you’re already using or you added even more tools to use in your class during these last few weeks. Remember, we want to be intentional during this time, and these strategies will help you focus your students on what will help them pass the AP Language & Culture Exam.

In the second part of this series, we’ll share with you our last three strategies to help your students have their best chance at their AP Language & Culture Exam, especially the free response questions. Click here to read.  

By Bertha Delgadillo and Claudia Elliott

Check out our conversation about the topic here via my YouTube channel.

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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 Lang Rhetorical Analysis Essay

AP language exams are held for numerous subjects. Students have to choose a specific subject and get higher scores. The higher the score, the higher the chance of pursuing the best 700 colleges or universities overall in the world, including the United States and Canada.

When it comes to AP English language, it involves a section called rhetorical analysis essay. This is a part of three free-response essays that have to be answered within 2 hours and 15 minutes from the overall 3 hours 15 minutes exam. 

If you are taking the AP Lang exam this year, guidance on how to answer this part will be useful. This article is specially curated to help you score the best. Read on to learn more about the AP language rhetorical analysis essay and get an idea of how to prepare for the associated exam successfully.

What is the AP Lang Rhetorical Analysis Essay ?

AP elaborated that the Advanced Placement is the exam conducted by the College Board in the United States of America. The exam is generally offered at the high school level and helps students to pursue higher education at the university level. The exam holds two sections: MCQs and Rhetorical Essay. MCQ sections are for 1 hour, and the rest of the time is for the essay section. The free-response essay holds three essays: rhetorical analysis essay, synthesis essay, and argumentative essay. 

• The rhetorical analysis essay in the AP Lang exam involves students having to discuss how the authors’ contribution to the passage gives a theme or meaning. 
• A synthesis essay involves students creating arguments on the passage or piece of information delivered to them.
• An argumentative essay requires students to pick a side ‘for or against ‘ for an argument or debate.

Since we are here to discuss rhetorical analysis essays in AP language, you must know the essay is added to test students’ ability to analyze and interpret the deeper meaning in the provided passage. Through rhetorical essays, the examiner examines how students connect with the author’s style of writing and syntax within 40 minutes. Some students may face challenges while dealing with this essay because it requires a better understanding of rhetorical strategies and the method to apply them.

Tips to Write a Rhetorical Analysis Essay AP Lang ?

Since a rhetorical essay is quite tricky in comparison to other essays, it requires certain tips for a better approach to answering. Let us explore the method of writing a rhetorical essay for the AP Lang exam that helps you score well.

• Outline Essay Prior to Writing

Not only good content but providing a readable structure is an important part of the rhetorical analysis essay AP Lang . First, you must read the passage thoroughly and develop a brief outline or key points before writing the essay. This helps you write with respect to the chronology of the given passage and maintain the flow of writing.

• Understand Rhetorical Strategies

You aren’t alone in thinking about where to start writing a rhetorical essay. Many students face the same and are required to learn and implement rhetorical strategies. First, understand what rhetoric actually means. It refers to language sensibly chosen and structured for an impressive effect on the audience. This involves persuasive appeal, logical fallacies, and syntax such as anaphora, anthesis, parallelism, and so on. There is a vast range of elements that you can assess in the provided essay and develop a strong grasp with consistent practice.

• Make your Essay Well-Structured

Sometimes, students understand the rhetorical strategies but still get confused about where to initiate. It is recommended to start with an introduction that delivers the purpose of your writing. In the last introductory line, you must talk about the rhetorical strategies you will discuss in the piece. However, there are so many styles, syntax, and tones. You must be specific while listing them and then move to develop a body paragraph. 

Now, you have to collect all the rhetorical strategies you mentioned in the introduction to discuss your point of view chronologically. Be specific while discussing strategy, as only the crucial ones among them must be discussed. Never forget to cite the line from the original passage. Your write-up must maintain the flow and should include relativity among the paragraphs. End the rhetorical essay by summarising key points.

• Never Forget to Explain your Examples

Do not just state the examples or deliver statements like ‘this is an example of pathos or logos.’ It is advisable to explain the example you have listed in context to the rhetorical elements you have mentioned and how it aids the author in their viewpoint. Stay detailed yet precise while writing the rhetorical analysis essay AP Lang .

AP Lang Rhetorical Analysis Essay Rubric

Did you know that the rhetorical analysis essay AP Lang is graded into three rubric categories? Students must pay heed to the categories, as the examiner seeks specific things in each of them. Also, learn about some dos and don’ts to score well.

When it comes to grading the thesis of the rhetorical analysis essay AP Lang , there is nothing nebulous. Either you get one point, or you lose one. Thesis points help you get close to higher scores, and thus, you must be mindful of the following points.

• Developing an argument states that your interpretation leads to a risk of disagreement. Thus, your thesis statements must be in context with the author’s rhetorical choice. 
• If you create a phrase in your mind initiating with ‘I think that..’, your phrase should not go in a negative argumentative direction.
• Never provide a thesis with summaries but not an argument.
• Try not to provide the thesis with repeated prompts.

Evidence is provided to prove the argumentative context in the thesis. This rubric category is graded from 0 to 4 points. To score higher, you must follow the points below.

• You must aim to provide multiple types of evidence in your argumentative thesis.
• Each statement you provide must be backed up with evidence in context to the text or arguments about the author’s theoretical choices.
• Add more and more evidence, which must be specific.
• Examine whether your evidence is linked with your overarching argument.
• Deliver your interpretation and never rely on just quotes or phrases. 
• Steer clear of generalization for text or author
• Avoid quotes that speak for themselves. You must elaborate on the evidence you provided.
• Sophistication

According to The College Board, this category holds 0 to 1 points. The higher grading in rhetorical analysis essays indicates the delivery of the sophistication of thoughts or a complex understanding of rhetorical elements. In this, you have to mainly focus on the number of semicolons you use and not the fancy terms. Here is what you need to follow:

• Focus on delivering the right connection between the thesis and your evidence.
• Create a brief framework and then proceed with writing the essay in the right flow to stay precise and clear in your piece.
• Do not include arguments that you won’t be able to provide evidence for.
• Ignore complex or fancy words or phrases that are hard to follow.

Ways to Improve Your Rhetorical Analysis Essay AP Lang

Now that you know what a rhetorical analysis essay is and how it is developed, you must be thinking about how tricky it is to understand the passage. Many find themselves in a completely blank position when it comes to where to begin during the exam. They find the rhetorical analysis essay AP Lang quite challenging to deal with and understand the author’s perspective and viewpoint. Practicing rhetorical strategies does not help if you do not have the right approach, which only comes from the field experts and their guidance.  Turito offers a platform where you get mentors to teach you all the concepts and approaches you apply in writing effective rhetorical essays in less time. Their course helps you get higher scores, which you can use to get college admission to your favorite college and country. Hey, you ambitious one, what are you waiting for? Contact us now and give your dreams a flight!

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