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How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

• Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
• A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
• Avoid a thesis that merely restates the prompt.
• Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

• Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
• Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
• After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
• Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
• Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

• Explaining the significance or relevance of the writer’s rhetorical choices.
• Explaining the purpose or function of the passage’s complexities or tensions.
• Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

• Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
• Explain how each piece of evidence connects to your thesis.
• Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
• Steer clear of generalizations about the author or text.
• Don’t include arguments you can’t prove with evidence from the text.
• Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

• They include lots of specific evidence from the text in the form of quotes.
• They incorporate 3 different types of evidence (diction, long lists, Biblical references).
• After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

• This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
• They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
• They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
• All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
• They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
• In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
• Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

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Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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AP® English Language Study Guide

The AP® English Language and Composition exam is one of the most popular and often taken AP exams. It tests your ability to read and analyze prose arguments as well as write college-level argument and analysis essays. The AP Lang exam can be challenging, but the best way to improve your score is to practice reading and answering questions like the ones on the test. Fortunately, UWorld has plenty of practice questions with explanations for all the answers. This AP Lang study guide will give you all the information you need to achieve your dream score.

How to Study for the AP English Language and Composition Exam

In this AP English Language and Composition study guide, we will show you how to get the most out of your preparation for the AP English Language exam . From the moment you sign up for an AP Lang course to exam day, you can take the following steps to prepare and improve your chances of getting your dream score.

How to pass AP English Language

The number of multiple-choice questions (MCQs) you correctly answer and the marks you receive on the free-response questions (FRQs) are what determine your overall score on the AP Lang exam. The score is determined on a sliding scale, which means that the more MCQs you answer correctly, the lower the scores you need on the essays to score a 3 or higher. If you have higher FRQ scores, you can answer more of the MCQs incorrectly and still pass. That is why these guidelines for getting scores can vary from student to student.

How to do well on the AP English Language exam

In general, to achieve a minimum score of 3 on the AP Lang exam, you need to correctly answer at least 55% of the MCQs and obtain a 4 on one FRQ and a 3 on the other two FRQs.

In general, to attain a 4 on the AP Lang exam, you should correctly answer around 60% of the MCQs and secure a score of 4 on all the FRQs.

How do you get a 5 on the AP Lang exam?

In general, achieving a score of 5 on the AP Lang exam necessitates correctly answering approximately 70% of the MCQs and obtaining a score of 5 on all the FRQs.

How do you prepare for the AP English Language class?

Most students take the AP Lang class during their junior year of high school. To enhance your likelihood of earning a good grade and performing well on the exam, you can begin preparing over the summer for the class. Here are some suggestions you can follow to get a head start on success:

• Talk to your AP Lang teacher about class expectations, essential skills, and knowledge you will need for the next year.
• Many schools require summer reading for AP English students to improve their reading skills. Check if your school has this requirement, and start reading a book a month before school starts. If your school does not have a summer reading requirement, try to read or listen to national and world news. This will help you know more about current events, which you can use as evidence in the argument essay during the exam.
• Go through our easy-to-read guide on the AP English Language course and exam description to learn more about the course.
• Review common rhetorical terms like speaker, audience, exigence, context, diction, syntax, qualifier, claim, concession, counterargument, refute, underscore, and undermine (not the same thing).
• Read some contemporary nonfiction and speeches and some older speeches from the 1800s or earlier to reinforce what you’ve learned in previous English classes. Using your own words, express what the speakers are trying to say. Identify the position from which each speaker communicates. This will help you read and analyze arguments quickly and accurately on the exam.

How do you improve your score from a 3 to a 4 on the AP English Language exam?

The easiest way to improve your score from a 3 to a 4 on the AP Lang exam is to improve your essay scores on the synthesis and argument FRQs. Here are some tips to help you:

Synthesis FRQ

• Don't read all six to seven sources. You only need evidence from three sources in your essay. Instead of reading all the sources, spend your time writing a well-developed essay.
• The prompt for this essay will be a topic on which there's not a clear yes or no, good or bad, opinion. It will have complexity; everybody's perspective will have something positive and negative about it. In your essay, acknowledge that, but write in a more opinionated way about one perspective than the other. In other words, write the essay to include 70% of your opinion and 30% of the opposition's point of view. Do not write a 50/50 essay attempting to balance the two sides.
• Pick two pieces of evidence to support your argument and one from the opposition to use as a concession or to refute. That strategy will earn points for using three pieces of evidence and let you write a couple of good body paragraphs.

Argument FRQ

• If you have trouble finding evidence for this essay, try using the "ripple effect." Start with examples of events and situations you are familiar with, then move outward. Think of a personal example, an example from someone you know or something you've seen, then something or someone famous, influential, or historical. Valid examples can come from art, sports, music, gaming, and entertainment. They don't always have to come from what you've learned in school.
• To receive 1 point, you must compose a thesis. If you explain how one example supports your point, you will earn 2 points in the evidence and commentary category. Opting to elaborate on how two examples reinforce your point can help you earn 3 points for evidence and commentary. Employing more than two examples may be necessary to secure 4 points for evidence and commentary, ultimately reaching an overall score of 5 on this FRQ.
• Avoid becoming lost in the details of your examples. Instead, concentrate on the aspects that support your point and invest your efforts into explaining how your examples substantiate it.

How to review for the AP English Language exam

You can look at some FRQ prompts, sample essays, and scoring commentaries from previous exams that will help you review for the AP English Lang exam. You can find these by looking at Past Exam Questions here on the AP English Language page on the College Board® website. The sample questions on how to approach AP English Language MCQs page are also a good place to start your preparation. Also, complete the sample MCQ in the AP English Language Course Guide . It will not provide explanations, but it will give the correct answers.

How to self-study AP English Language

Self-studying for AP English Lang is common for home-schooled students. Self-studying presents two major challenges: you will not have an AP teacher to guide you through difficult concepts, and you will not have access to AP Classroom practice questions. However, you can still prepare yourself to do well on the exam. Here are some resources that can make it easier:

The questions available on the UWorld Qbank are designed to provide you with the kind of questions that you will see on the exam. In addition, each question fully explains why the right answer is right, and the wrong answer is wrong. This helps you identify inaccurate thought patterns and correct them before the exam.

While you cannot access the practice materials on the College Board’s AP Classroom, you can watch their Daily Videos for AP English Lang that are available on YouTube. These videos walk you through MCQ and FRQ strategies to show you how to succeed in each exam section.

The Garden of English website is hosted by a successful English teacher who posts videos and print resources that explain key concepts for success on the AP English Lang exam. The videos are free to view, and many of the print resources are available for purchase.

Many printed resources can be found on Amazon, in used bookstores, and even at your local public library. However, try to get the most recently published versions available. Test questions change in subtle ways on a regular basis. Printed materials have a harder time providing you with the most up-to-date material, while online resources often include the most current reflection of the actual test.

Most students learn best by combining instructor explanations with MCQ and essay practice. We suggest that you do both. 

• Start by watching videos designed to help with MCQ strategies because many students find this section the hardest part of the test. 
• Practice with some MCQs from an online question bank or printed exam study guide. First, go at your own speed. As you gain confidence, time yourself so that you can read a passage and answer the questions at a pace of about a minute apiece. For example, if there are 10 questions about a passage, you should try to read the passage and answer all the questions in 10 minutes.
• Once you have spent time working on the MCQ section, watch videos about one type of FRQ.
• Write a practice essay to simulate what you must do on the exam. Once again, take as much time as you need at first. Later, practice writing your essays in 40 minutes, because that is what you will need to do on the exam.
• Continue this process until you have learned about all three of the FRQ types and can write one in 40 minutes.

You may also find it helpful to consult with a friend who has previously taken the AP Lang exam and may have some helpful advice. Several online communities, such as the APStudents Reddit group, are happy to make suggestions about how to successfully self-study.

AP English Language Study Exam Tips

It is hard to study for the AP English Lang exam at the last minute because it tests specific skills you have developed throughout your educational journey: reading and writing . Trying to cram just before the exam is like trying to train for a marathon by taking up jogging a month before the race! However, you can improve your chances of success by taking some steps in the 1-2 months before the exam.

How to plan AP English Language study schedule

• Every week, read two speeches – one from before 1900 and one from after 1900—and practice rewriting the paragraphs. This will help you get used to the unusual sentence structure that is present in many older pieces of writing. Many times, the hardest part of reading an older passage is the archaic language that it uses, which isn’t very common anymore. Paraphrasing speeches will also expand your vocabulary if you look up unfamiliar words as you go. One place where you can find lots of speeches to practice reading is on the American Rhetoric website.
• Practice two sets of MCQs weekly – one over a reading selection and one over a writing passage. You can select these from a study workbook or online question bank you’ve purchased or ask your teacher to assign some practice questions to you from AP Classroom. Be sure to read any explanations that accompany the answers to get the most out of your practice and pick up some helpful tips along the way.
• Write an essay using an FRQ from a previous AP Lang exam once a week. Compare your response to the rubric and sample essays on the College Board website to score yourself. Be sure to write an equal number of essays for all three types of FRQs.
• Pay close attention to your classwork in your AP English Lang class. Most teachers begin hitting their classes with intensive exam preparation right after Spring Break. Everything you do in class will be designed to get you ready, so take advantage of the practice and take every assignment seriously.
• Adopt any of the suggested tips for the two-month schedule that you can reasonably do in a month. It will all depend on how many AP classes you take and your free time.
• Review common literary terms that show up on the AP exam. Don’t worry about memorizing the exact definitions because you won’t be tested on that information. Terms are typically part of a question stem or answer. Knowing what they mean will be helpful, but frequently, you can arrive at the correct answer without knowing what they mean.
• Start practicing answering MCQs and writing FRQs with a timer. A large part of what makes the AP Lang exam difficult is having to read, think, and write so quickly. To boost your confidence, get used to the time constraints you’ll face on the exam.
• Attend any extra study sessions that your teacher schedules. If they are not hosting official study sessions, ask to schedule a time to work together on your reading and writing skills.
• Every week, read two speeches - one from before 1900 and one from after 1900—and practice rewriting the paragraphs. This will help you get used to the unusual sentence structure that is present in many older pieces of writing. Many times, the hardest part of reading an older passage is the archaic language that it uses, which isn't very common anymore. Paraphrasing speeches will also expand your vocabulary if you look up unfamiliar words as you go. One place where you can find lots of speeches to practice reading is on the American Rhetoric website.
• Practice two sets of MCQs weekly - one over a reading selection and one over a writing passage. You can select these from a study workbook or online question bank you've purchased or ask your teacher to assign some practice questions to you from AP Classroom. Be sure to read any explanations that accompany the answers to get the most out of your practice and pick up some helpful tips along the way.
• Review common literary terms that show up on the AP exam. Don't worry about memorizing the exact definitions because you won't be tested on that information. Terms are typically part of a question stem or answer. Knowing what they mean will be helpful, but frequently, you can arrive at the correct answer without knowing what they mean.
• Start practicing answering MCQs and writing FRQs with a timer. A large part of what makes the AP Lang exam difficult is having to read, think, and write so quickly. To boost your confidence, get used to the time constraints you'll face on the exam.

How much time do you need to dedicate to the AP English Language exam to score a 3, a 4, or a 5?

The amount of time you need to dedicate to preparing for the AP English Language exam and scoring a 3, 4, or 5 can vary depending on several factors, including your current level of proficiency, study habits, prior experience with the subject matter, and the quality of your in-class experience. To score a 3 or above, you should aim to dedicate at least a moderate amount of time (2-4 hours) for consistent weekly preparation over an extended period leading up to the exam.

Be sure to split your time between the following categories of practice:

• Reading contemporary and older prose nonfiction
• Answering MCQs and writing FRQ responses
• Untimed practice and timed practice

Starting early, establishing a study schedule, and maintaining consistent effort are essential steps to enhance your likelihood of success.

AP English Language Review/Study Materials

Here's a list of all the study resources mentioned in this AP Lang study guide. We have given you many ideas for study resources throughout this guide, but here is a list of them all in one place. Make use of as many of them as you can!

• UWorld AP English Lang question bank : AP-level MCQs with in-depth explanations that help you learn from your mistakes
• AP Classroom : Direct from the College Board and includes actual past AP test questions, but you must be enrolled in an AP class to access it
• AP Course Description Guide : Explains how the test is set up, what skills are covered, and offers some practice questions
• Past AP Questions : Lists prompts, sample essays, and commentaries to show you what to do and not do in your essay responses
• AP Daily Videos : Available to anyone on YouTube, they contain valuable instruction from successful AP teachers 
• The Garden of English : A website run by a well-respected AP English teacher with bite-sized videos and tips

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How to Write the AP Lang Rhetorical Essay

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• AP Lang Rhetorical Essay Example

How Will AP Scores Affect College Chances?

The AP English Language Exam is one of the most common AP exams you can take. However, the average score on the exam in 2020 was a 2.96 out of 5. While this may seem a bit low, it is important to note that over 550,000 students take the exam annually. With some preparation and knowing how to study, it is totally possible to do well on this AP exam.

The AP Lang Rhetorical Essay is one section of the AP English Language Exam. The exam itself is 3 hours and 15 minutes long, and is broken into two sections. The first part of the exam is a 60 minute, 45-question multiple-choice section. The questions on this part of the exam will test your ability to read a passage and then interpret its meaning, style, and overall themes. After the multiple-choice section, there is a section lasting 2 hours and 15 minutes with three “free response” essays. This includes the synthesis essay, the rhetorical analysis essay, and the argument essay. 

• In the synthesis essay , you will have to develop an argument using pieces of evidence provided to you. 
• The argumentative essay will have you pick a side in a debate and argue for or against it.
• The rhetorical essay requires that you discuss how an author’s written passage contributes to a greater meaning or theme. 

The rhetorical essay is perhaps the most unique of all AP Lang exam essays because it requires the test taker to analyze and interpret the deeper meanings of the passage and connect them to the author’s writing style and writing syntax in only 40 minutes. This essay can be the trickiest because it requires you to have knowledge of rhetorical strategies and then apply them to a passage you’ve never seen before.

1. Outline Your Essay Before Writing

One of the most important parts of the AP Lang essays is structuring your essay so that it makes sense to the reader. This is just as important as having good content. For this essay in particular, you’ll want to read the passage first and write a brief outline of your points before you begin the essay. This is because you will want to write the essay using the passage chronologically, which will be discussed in detail below.

2. Understand Rhetorical Strategies 

If you feel like you don’t know where to start as you prepare to study for the rhetorical essay portion of the exam, you aren’t alone. It is imperative that you have a grasp on what rhetorical strategies are and how you can use them in your essay. One definition of rhetoric is “language carefully chosen and arranged for maximum effect.” This can include types of figurative language (metaphor, simile, personification, pun, irony, etc.) elements of syntax (parallelism, juxtaposition, anthesis, anaphora, etc), logical fallacies, or persuasive appeals. Overall, there are many elements that you can analyze in an essay and having a good grasp on them through practice and memorization is important.

3. Keep the Essay Well Structured 

Even if you understand the various rhetorical strategies you can use, where do you begin? First of all, you’ll want to write a strong introduction that outlines the purpose of the piece. At the end of this introduction, you will write a thesis statement that encapsulates all the rhetorical strategies you discuss. Perhaps these are style elements, tone, or syntax. Be sure to be specific as you list these.

Next, you will create your body paragraphs. As you discuss the rhetorical elements in the piece and tie them back to the work’s meanings, be sure to discuss the points in chronological order. You don’t have to discuss every single strategy, but just pick the ones that are most important. Be sure to cite the line where you found the example. At the end of the essay, write a short conclusion that summarizes the major points above.

4. Be Sure to Explain Your Examples

As you write the essay, don’t just list out your examples and say something like “this is an example of ethos, logos, pathos.” Instead, analyze how the example shows that rhetoric device and how it helps the author further their argument. As you write the rhetorical essay, you’ll want to be as specific and detail-focused as possible. 

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AP Lang Rhetorical Analysis Essay Example

Below is a prompt and example for a rhetorical essay, along with its score and what the writer did well and could have improved:

The passage below is an excerpt from “On the Want of Money,” an essay written by nineteenth-century author William Hazlitt. Read the passage carefully. Then write an essay in which you analyze the rhetorical strategies Hazlitt uses to develop his position about money.

Student essay example:

In his essay, Hazlitt develops his position on money through careful use of adjectives and verbs, hypothetical situations, and images. His examples serve to impress upon the reader the highly negative consequences of being in “want of money.”

Hazlitt’s word choice in his opening phrase provides an example of his technique in the rest of the essay. It is not necessary to follow “literally” with “truly” yet his repetition of the same ideas emphasizes his point. In his next sentence, one that lasts forty-six lines, Hazlitt condignly repeats similar ideas, beating into his audience the necessity of having money in this world. The parallelism throughout that one long sentence, “it is not to be sent for to court, or asked out to dinner…it is not to have your own opinion consulted or sees rejected with contempt..” ties the many different situations Haziltt gives together. What could have become a tedious spiel instead becomes a melodious recitation, each example reminding you of one before it, either because of the similarities in structure or content. Hazlitt addresses many different negative effects of not having money but manages to tie them together with his rhetorical strategies. 

The diction of the passage fully relays Hazlitt’s position about money. In every example he gives a negative situation but in most emphasizes the terrible circumstance with strong negative adjectives or verbs. “Rejected,” “contempt,” “disparaged,” “scrutinized,” “irksome,” “deprived,” “assailed” “chagrin;” the endless repetition of such discouragement shows how empathetically Hazlitt believes money is a requisite for a happy life. Even the irony of the last sentences is negative, conveying the utter hopelessness of one without money. Through one may have none in life, pitiless men will proceed to mock one’s circumstances, “at a considerable expense” after death! 

In having as the body of his essay one long sentence, Hazlitt creates a flow that speeds the passage along, hardly giving the reader time to absorb one idea before another is thrown at him. The unceasing flow is synonymous with Hazlitt’s view of the life of a person without money: he will be “jostled” through life, unable to stop and appreciate the beauty around him or to take time for his own leisure. 

The score on this essay was a 6 out of 6. This essay started out very strong as the student had a concrete thesis statement explaining the strategies that Hazlitt used to develop his position on money as well as Hazlitt’s belief on the topic. In the thesis statement, the student points out that adjectives, verbs, hypothetical situations, and images help prove Hazlitt’s point that wanting money can be problematic. 

Next, the student broke down their points into three main subsections related to their thesis. More specifically, the student first discusses word choice of repetition and parallelism. When the student discusses these strategies, they list evidence in the paragraph that can be found chronologically in Hazlitt’s essay. The next paragraph is about diction, and the student used specific adjectives and verbs that support this idea. In the last paragraph, the student emphasized how the speed and flow of the essay helped describe Hazlitt’s viewpoint on life. This last concluding sentence is particularly thoughtful, as it goes beyond the explicit points made in the essay and discusses the style and tone of the writing. 

It is important to remember that in some ways, the rhetorical essay is also an argumentative essay, as the student must prove how certain rhetorical strategies are used and their significance in the essay. The student even discussed the irony of the paragraph, which is not explicit in the passage.

Overall, this student did an excellent job organizing and structuring the essay and did a nice job using evidence to prove their points. 

Now that you’ve learned about the AP Lang rhetorical essay, you may be wondering how your AP scores impact your chances of admission. In fact, your AP scores have relatively little impact on your admissions decision , and your course rigor has much more weight in the application process.

If you’d like to know your chances of admission, be sure to check out our chancing calculator! This tool takes into account your classes, extracurriculars, demographic information, and test scores to understand your chances at admission at over 600 schools. Best of all, it is completely free!

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Expert Guide to the AP Language and Composition Exam

Advanced Placement (AP)

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

Exam Overview

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

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

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

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

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

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

The AP English Language and Composition Multiple-Choice

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

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

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

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

Type 1: Reading Comprehension

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

Type 2: Implication

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

Type 3: Overall Passage and Author Questions

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

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

Type 4: Relationships Between Parts of the Text

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

Type 5: Interpretation of Imagery/Figurative Language

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

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

Type 6: Purpose of Part of the Text

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

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

Type 7: Rhetorical Strategy

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

Type 8: Composition

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

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

Some very important stylish effects going on here.

The AP English Language and Composition Free Response

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

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

Essay One: Synthesis

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

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

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

Essay Two: Rhetorical Analysis

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

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

Essay Three: Argument

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

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

How The AP Language and Composition Exam Is Scored

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

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

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

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

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

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

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

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

Synthesis Essay Rubrics

EVIDENCE AND COMMENTARY

SOPHISTICATION

Time to synthesize this dough into some cookies.

Rhetorical Analysis Essay Rubrics

Examine your texts closely!

Argumentative Essay Rubrics

The best kind of frenzy is a puppy frenzy!

AP English Language Prep Tips

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

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

Read Nonfiction—In a Smart Way

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

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

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

Learn Rhetorical Terms and Strategies

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

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

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

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

Not the most auspicious start to an argumentative essay.

Practice for the Exam

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

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

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

AP Language and Composition Test Day Tips

Here are four key tips for test-day success.

You are one hundred percent success!

Interact With the Text

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

Think About Every Text's Overarching Purpose and Argument

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

Plan Your Essays

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

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

Anticipate and Address Counterarguments

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

Address counterarguments properly or they might get returned to sender!

Key Takeaways

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

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

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

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

Here are some test prep strategies for AP Lang:

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

Here are some test-day success tips:

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

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

Noble knight, prepare to slay the AP dragon!

What's Next?

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

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

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

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

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

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Government of Canada’s response to the World Health Organization’s declaration on mpox

From: Public Health Agency of Canada

The Government of Canada is closely monitoring the mpox situation in the DRC and neighbouring countries, and is working with domestic and international partners to determine opportunities for support. There have been no cases of mpox caused by the clade I mpox virus (MPXV) to date in Canada.

August 14, 2024 | Ottawa, ON | Government of Canada

On August 14, 2024, the World Health Organization (WHO) convened the first meeting of its International Health Regulations (IHR) Emergency Committee regarding the upsurge of mpox 2024. Following the meeting, the WHO Director General issued a statement declaring that the increase in mpox cases in the Democratic Republic of the Congo (DRC) and a growing number of countries in Africa, as well as the emergence of a new strain of clade I mpox constitute a public health emergency of international concern (PHEIC). This follows the Africa Centres for Disease Control and Prevention declaration on August 13, 2024, that the situation is a public health emergency of continental security (PHECS) as it is spreading rapidly from the Democratic Republic of the Congo to other African countries.

There have been no cases of clade I mpox virus to date in Canada. Although the risk to people in Canada from clade I mpox remains low at this time, the Government of Canada is closely monitoring the mpox situation in the DRC and neighbouring countries, while working with domestic and international partners to determine opportunities for support.

There has been an ongoing outbreak of clade II mpox in Canada since 2022. Some regions of Canada have continued to report cases of clade II mpox, including a recent uptick of cases in the Toronto area. Current reports suggest that clade II mpox is less severe than clade I.

In collaboration with provincial and territorial partners, the Public Health Agency of Canada (PHAC) has been monitoring for mpox virus through wastewater surveillance in Canada since July 2022 and has the ability to test for clade I and clade II. Mpox cases detected in provinces and territories are required to be reported to PHAC. As part of its routine preparedness activities, PHAC is working with Global Affairs Canada and partners to update risk assessments , public health guidance and travel health advice as appropriate. Since April 2024, a level two travel health notice has been in effect for the DRC, recommending that travellers practise enhanced health precautions. Travellers are urged to protect themselves and those around them from mpox if travelling to countries that are experiencing outbreaks. In particular, be vigilant if planning to attend gatherings or events that entail close, prolonged and frequent interactions among people, such as sexual activity.

In addition, the Government of Canada has secured sufficient supply of mpox vaccines to support provincial and territorial programs for the prevention and control of mpox in Canada. The National Advisory Committee on Immunization (NACI) provided updated guidance in May 2024, recommending a two-dose vaccination series for mpox among adults at high-risk of exposure . Vaccination is expected to protect against both clade I and II. At this time, vaccination of the general public is not recommended.

Canada is a strong supporter of the WHO's multi-donor Contingency Fund for Emergencies (CFE), having contributed $11 million CAD since 2018, including $2 million CAD in 2024. The WHO has made an allocation from the CFE in response to the current mpox outbreak in the DRC and other African countries. Canada is exploring additional avenues to support the global response in close collaboration with WHO and Gavi, the Vaccine Alliance. Global Affairs Canada is actively working with Gavi to look at all options for Canadian engagement, including potential donation, to ensure vaccines reach those who need them the most. Since 2000, Canada has provided Gavi with more than $1.6 billion in core funding. Canada was also a top donor in support of Gavi's efforts to increase global access to vaccines during the COVID-19 pandemic.

The Government of Canada looks forward to reviewing the WHO’s recommendations to be released in the coming days and how it can further assist. The Government continues to monitor the situation closely and will provide updates on its response as the situation evolves.

Media Relations Public Health Agency of Canada 613-957-2983 [email protected]

Media Relations Global Affairs Canada [email protected]

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Boxer Lin Yu-ting wins gold, following Imane Khelif to conclude an Olympics filled with scrutiny

Gold medalist Taiwan’s Lin Yu-ting wipes tears during a medals ceremony for the women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/John Locher)

Taiwan’s Lin Yu-ting celebrates after defeating Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/John Locher)

Taiwanese boxer Lin Yu-ting’'s mother Liao Hsiu-lan, center, New Taipei Mayor Hou Yu-ih, second from left, and supporters cheer during a game watch party to view Lin competing with Poland boxer Julia Szeremeta in Olympic women’'s featherweight boxing final at New Taipei City Hall in New Taipei City, Taiwan, Sunday, Aug. 11, 2024. (AP Photo/Chiang Ying-ying)

Taiwan’s Lin Yu-ting, left, fights Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/Ariana Cubillos)

Taiwan’s Lin Yu-ting celebrates after defeating Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/Ariana Cubillos)

Silver medalist, from left, Poland’s Julia Szeremeta, gold medalist Taiwan’s Lin Yu-ting and bronze medalists Turkey’s Esra Yildiz and Philippines’ Nesthy Petecio pose during a medals ceremony for the women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/Ariana Cubillos)

Taiwan’s Lin Yu-ting carries out a coach after defeating Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/Ariana Cubillos)

Taiwan’s Lin Yu-ting, right, fights Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/John Locher)

Taiwan’s Lin Yu-ting prepares to fight Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/John Locher)

Taiwan’s Lin Yu-ting, left, fights Poland’s Julia Szeremeta in their women’s 57 kg final boxing match at the 2024 Summer Olympics, Saturday, Aug. 10, 2024, in Paris, France. (AP Photo/John Locher)

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PARIS (AP) — Lin Yu-ting fought to remain poised and calm throughout the Paris Olympics boxing tournament, even when it seemed like most of the chattering world was maligning her, misrepresenting her and questioning the very nature of her being.

The flyweight shut off her social media, kept up her training and focused on earning one proficient victory after another.

But when she heard Taiwan’s anthem while standing on the top podium at Roland Garros with a gold medal around her neck, Lin suddenly broke down in cathartic sobs.

She cried not only for the tumult of the past two weeks, but for a lifetime in boxing that culminated in this gold-medal victory over previously unfathomable challenges.

“I saw images flashing, and I thought about the beginning of my career when I started boxing,” Lin said. “All the difficult practices, the times that I got injured, the competitors I fought against. All these images flashed in my head. There are times of great pain. There are times of great joy. I cried because I was so touched.”

Lin completed her domination of her division Saturday night, following Imane Khelif’s lead a day earlier by giving a glittering response to the intense scrutiny faced by both fighters inside the ring and around the world over misconceptions about their womanhood.

Lin routed Julia Szeremeta of Poland 5:0 in the final, capping her four-fight unbeaten run through Paris by winning Taiwan’s first Olympic boxing gold medal.

On Friday, Khelif won Algeria’s first women’s boxing medal with a decisive victory in the welterweight division final, beating Yang Liu of China.

Both fighters persevered through an avalanche of criticism and uninformed speculation about their sex during the Paris tournament to deliver the best performances of their boxing careers.

“Every fight is not easy,” Lin said. “Winning 5-0 might seem easy, but behind that is a lot of practice and hard work.”

World leaders, celebrities and online critics attempted to make it about something other than the boxers’ years of work.

The detractors either questioned their eligibility to be in women’s competitions or falsely claimed they were men, forcing both women to take unwanted starring roles in a debate over changing attitudes toward gender identity and safety regulation in sports.

Lin said she minimized this potentially enormous distraction by managing to avoid learning about it almost entirely. She also said she’ll speak with her team about whether to take legal action against some of the claims.

“As an elite athlete, during the competition it’s important to shut myself off from social media,” she said. “That’s extremely important. Some of the noises or some of the news articles, of course I heard some of the information through my coach, but I didn’t pay too much mind to it. And I was invited by the IOC to participate in the Games. This is what I focused on.”

Both fighters were disqualified last year from the world championships organized by the International Boxing Association, a Russian-dominated governing body that has been banished from the Olympics since 2019.

The IBA said they failed an eligibility test for women’s competition , but it has struggled to defend its claims since they resurfaced at the Olympics, occasionally giving contradictory information or saying they were asked not to give details by the boxers’ national federations. That didn’t stop the criticism and speculation from proliferating online, stoked by Russian disinformation networks .

The two boxers’ detractors included former U.S. President Donald Trump, “Harry Potter” author J.K. Rowling and Italian Premier Giorgia Meloni. Their presence in Paris became a weapon in a largely Western culture clash over eligibility for women’s sports.

Khelif said a gold medal would be the “best response” to the uproar. Both fighters got the last word in Paris, although the chatter and scrutiny could persevere for the rest of their careers.

Lin hadn’t been as dominant or as dynamic as Khelif in Paris, but she steadily rolled toward the final as the top seed in the women’s 57-kilogram division. The 5-foot-9 (1.75 meter) Lin is usually taller and more slender than her opponents, and she uses those advantages to pick them apart with skill and angles, rather than strength or power.

That’s exactly what Lin did to Szeremeta after taking the ring Saturday to loud cheers and dozens of Olympic-style Chinese Taipei flags waving in the stands, with millions more cheering back home.

Lin used her long left jab from the start, keeping the 20-year-old Szeremeta at bay and setting up combinations. Lin’s hands were quicker and more active, and she dominated the first two rounds with a wealth of clear blows landed.

Lin cruised to victory, artfully dodging a few of Szeremeta’s too-slow punches without countering in the final minute. Szeremeta had a bloodied face and a welt under her right eye when the bout ended.

After having her hand raised and holding open the ropes for Szeremeta’s departure in a typical boxing gesture of sportsmanship, Lin went to the center of the ring, knelt on the Paris 2024 logo and touched her head to the canvas.

After leaving the ring, Lin gleefully gave a piggyback ride to one of her coaches. Before taking the medal podium, Lin touched her hand to her heart and raised it high above her head.

The 29-year-old Lin has fashioned a solid career as a top Olympic-style boxer, winning world championships in 2018 and 2022. She reached the semifinals of last year’s world championships before the IBA disqualified her and stripped her of a bronze medal.

While Khelif has been outspoken in the face of criticism, Lin was more circumspect in her public handling of the uproar. Her quarterfinal and semifinal opponents in Paris outwardly showed moderate sportsmanship, but they also made it clear they felt Lin should have been ineligible to compete.

But Lin has been strongly backed by the Paris crowds and by her home country — including its former President, Tsai Ing-wen, who posted a message of support on social media.

“I feel incredible,” Lin said. “I want to thank everyone who has supported me, and thanks to my team and everyone in Taiwan. They gave me the power.”

AP Olympics: https://apnews.com/hub/2024-paris-olympic-games

AP® English Language

How to get a 6 on the argument frq in ap® english language.

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

What We Review

Introduction: How to Get a 6 on the Argument FRQ in AP® English Language

Wondering how to get a 6 on the argumentative essay in AP® English Language? 

To score an 5 on the AP® English Argument FRQ question, the CollegeBoard scoring guidelines outline that students need to write an essay that effectively argues a position, uses appropriate and convincing evidence, and showcases a wide range of the elements of writing. Essays that score a 6 do all of that and, additionally, demonstrate sophistication in their argument.

An essay that does all of that is an incredibly well-constructed essay. Such an essay needs a solid framework and excellent support. To do this, it is important to have a clear idea of what you are being asked, to not waffle, to spend time and care with your thesis and outline, and to support every claim you make.

We know the best way to write an AP® English FRQ that does everything right is to understand what you are going to see on the AP® English Language test. Read on to prepare yourself for exam day and earn that 6!

What to Expect from the AP® English Language Argument Free Response Questions

The AP® English argument FRQ is the most straightforward of the AP® English FRQs because it is the most similar to the essays you’re already used to writing. It’s exciting to have free reign and make your own argument, unrestrained from rhetorical analysis devices or documents. But, like most AP® writing, it also can be a little overwhelming.

There’s nothing to read and analyze to provide evidence or help you form an argument. Whether you’re feeling excited or overwhelmed by the AP® writing argument FRQ, consider the rhetorical situation. Be strategic about forming your thesis, craft a strong, chronological argument, and utilize good, supportive evidence to earn a better overall essay response.

Determine the question.

The first question to ask yourself is what am I being asked to do ? This may seem obvious, but it’s surprising how tricky it can be to figure out. Look for keywords and phrases that will answer that question.

Here’s an example from the 2019 AP® English Language argumentative essay.

Though there are just two short paragraphs, there is a lot of room for confusion here. In this case, “Then, write a well-developed essay in which you explain your judgment.” is the key sentence you are looking for. In 2019, AP® English Language test takers were asked to select a concept, place, role, etc. that they believed was “overrated,” and explain why.

If you cannot determine what the question is, go back and reread the prompt. Focus on the last few sentences, as that’s where you’ll usually find it.

Knowing the question you are answering is the most important part of AP® writing. You will not be able to answer the question effectively if you aren’t certain what the question is. Pick out a specific sentence or two to determine the question, and thereby ensure that you aren’t just writing an essay that responds to the general sense of the argument essay prompts

Pick an opinion and stick to it.

The next step is both simple and difficult. Identify your own opinion on the subject.

But remember — the AP® argumentative essay exam format is designed to test how well you can craft an argument. Questions like the 2019 question seem so daunting, because claiming anything to be “overrated” is such a broad topic. It is a bigger question than students are used to encountering on an AP® test.

But, always remember, there is no right or wrong answer for this AP® English FRQ. And whatever argument you choose will not come back later in the exam or in your final grade in the class. This is not to say that you shouldn’t believe in what you are writing. Only that you should remember that both sides are arguable, pick one, and stick to it. Don’t waffle.

Below we break down two sample student answers from this same 2019 prompt. 

In this AP® Lang argument essay example, the student jumps from describing places, to people, to outfits. The prompts asked for only one example and the student gives three.  By doing this, it shows they were not only unable to grasp what the prompt was asking, but that they couldn’t stick to their opinion.  Instead of deeply strengthening one choice, the student gives vague, half-reasons for too many choices. When writing your FRQs, choose just one concept and stick to it.

The following example demonstrates a strong student response:

This student picks one clear concept, capitalism, and clearly outlines their support for it.  They write with clear language that opens the door for the deeper analysis coming later in the essay.

Like this student, choose just one clear argument to delve into when writing your FRQ.

Craft a thesis statement.

The thesis statement should be both simple and elegant. Students often find it one of the more difficult writing skills to master, but we’re here to help. Just remember that it should encompass your entire essay in just one sentence.  So, for the 2019 argument FRQ :

Good thesis: While capitalism undeniably has its upsides, it has many downsides that are rarely recognized. When considering the downsides, capitalism is clearly overrated as it commodifies humanity and uplifts a minority at the expense of the majority.

This thesis breaks down a) that the author clearly states his claim that capitalism is overrated, b) that the author will support that claim with examples on how it commodifies humanity and how it hurts the majority in favor of the minority.

Good thesis: While the Electoral College was created in the name of equality for smaller states, it is ultimately overrated because it undercuts the popular vote, it is an archaic practice that is unsuitable for the modern era.

This thesis claims the Electoral College is overrated by claiming it doesn’t do what it was created to do in the first place- support equality.  It also introduces two supporting examples for the rest of the essay- it undercuts the popular vote and it doesn’t work in the modern era.

Not a good thesis: Kicking a ball in a net and scoring, is not as important as saving lives. Soccer to me would be considered overrated.

This thesis doesn’t give clear direction for the rest of the essay.  The author claims soccer is overrated, but doesn’t tell us why. The example that “it’s not as important as saving lives” is unrelated and also not touched on again later in the essay. This thesis isn’t specific and doesn’t give you a clear idea of what the author will be saying next.

Not a good thesis: The term “overrated” has been used in conversation to diminish the value of roles. In unusual circumstances the term “overrated” should be applied to the idea of freedom in regards to social change, but overall it should not be applied in regards to global devastation and cruel treatment.

This thesis does not directly answer the question.  Is the author arguing that freedom is overrated? They also claim that the term overrated doesn’t apply to global devastation and cruel treatment. This second claim is both unrelated to the first and doesn’t work to answer the initial prompt.

Looking at these four examples, can you see the difference between a strong and weak thesis?

After you’ve determined your thesis, use it as a jumping point to sketch a quick outline. Then, follow your outline, bringing in your own concrete examples and evidence. Doing so will improve your AP® writing.

Return to the Table of Contents

Craft a chronological argument.

A good argument builds as you move through the essay. It does not simply repeat the same points. Instead, the different points of the argument build off one another and work together to advance the author’s point.

Let’s look at the 2018 AP® English argument FRQ for an example.

In this case, students are being asked to argue a position on the value of choosing the unknown. 

All students are likely to have their own definitions of what “choosing the unknown” might mean. You first want to consider what this phrase means to you, and how it applies to the real world.  Could it mean breaking out of your comfort zone in daily routines, or could it mean going to theater school to follow your dreams?  There’s no wrong answers, but try to pin down one. Consider Lindbergh’s quote the prompt gives you, and how shock, disappointment, and enrichment play into choosing the unknown.

Once you’ve nailed down your definition, you can begin to form your arguments. A chronological argument builds off itself. So, in this question’s case, an outline would look something like this:

• Choosing the unknown is necessary for the development of the human race.
• Scientific advancements cannot be made without testing the boundaries of the unknown.
• Cultural and artistic growth can only occur through exploring the unknown.

First, a student must define what choosing the unknown means, and what makes it difficult. Next the student argues for the value of choosing the unknown, in that the human race could never develop without it.  Finally, the student will argue for the invaluable scientific and cultural/artistic advances made throughout history by breaking known boundaries.

When you sketch your outline, quickly ask yourself if the outline would make just as much sense if you rearranged it. If the answer is no, start writing your essay. If the answer is yes, try to structure your argument so that your points build off one another.

Support your claims.

All arguments need evidence. This is the proof you need to support your thesis. And in the case of the AP® English argument FRQ, the evidence all comes from you. What exactly that evidence is will vary from question to question and from student to student. But make sure that every point you make is supported by evidence.

Here’s some good news — you already know quite a bit about effective evidence from what you have learned in AP® English about rhetorical devices. Your main purpose in this essay is to persuade. What have you learned in class about effective ways to persuade? What rhetorical devices can you utilize? Try to pick the best devices to support your argument that you can.

Here are some examples of supportive and non-supportive evidence that students could use to support their claims.

The 2017 AP® English language argument FRQ asked students to argue a position if the most essential skill is artifice. The example student answers given below are from here .

Supportive evidence:   “Throughout history, rulers have utilized countless different methods of achieving power, however none have been so successful as mastering the art of lying.

In his advice to future rulers, Niccolo Machiavelli encouraged them to lie and maintain the illusion of sympathy to the common struggles in order to retain power. He asserts that it is imperative for a ruler to appear caring and sympathetic even if he has no objective but power.

Machiavelli argues that to be sincere and honest is akin to being vulnerable. A ruler must be skilled in the art of deception if he is not to fall prey to usurpers. Thus, it is essential that he appear humble and morally upright to his constituents as he is to appear idealistic, despite his nature being identical to his citizens.”

In this paragraph, the student chooses to discuss the role of artifice in politics. The student claims that mastering lying is essential to achieving political power. The student uses Machiavelli’s leadership and beliefs as specific examples to support this, by analyzing and connecting each point back to his/her claim.

Non-supportive evidence: “Another example would be actors on red carpets or at interviews they sound generous and relatable, but in reality they could be selfish people who don’t care about anyone. To the public they act charming, honest, and sincere. They do this so they can get famous and rich. They do this so they will never get ignored.”

In this paragraph, the student chooses to discuss the role of artifice in the culture of entertainment and celebrities. However, the student does not utilize supportive evidence to do so. The paragraph is full of claims about how actors lie, but does not provide a concrete example to anchor the claims. The student provides a lot of very vague generalizations, but no clear evidence or examples of specific celebrities and how they used artifice to succeed.

There is so much variance in prompts and students’ prior knowledge; it’s impossible to provide a checklist of what makes evidence supportive. But a good trick to decide if you’ve supported your claims well enough is to talk to yourself. No really, it’s a good idea.

Picture yourself discussing your essay with someone. Imagine that this person disagrees with everything that you say. Every time you make a claim, like that it’s important to be polite in an email, your imaginary person shakes their head and tells you no. How would you try to convince them? What examples would you use? Make sure that for each opinion you put forward; you have provided an answer to someone who would disagree with you.

The evidence is an important part of your essay. If your outline and your argument are a framework, your evidence is the brick and mortar. A house without brick and mortar won’t fall, but it won’t be a very nice house to inhabit. Tie every claim you make to a piece of evidence to ensure the best essay possible.

Wrapping Things Up: Scoring a 6 on the Argument FRQ for AP® English Language

The AP® English argument FRQ varies quite a bit. But it is ultimately about how well you can put forth an argument. So, don’t be afraid to spend some time crafting that argument. We’ve covered a lot in this article- here are the main points to remember:

• Determine the question. Figure out what the prompt is asking you to do.
• Pick an opinion and stick to it. Choose one side of the argument and one clear claim to support all the way through.
• Craft a thesis statement. Your thesis should be clear, concise, and introduce the content of your essay.
• Craft a chronological argument. Make an argument that builds on its prior points.
• Support your claims. Support yourself with concrete, specific evidence and examples. 

But most of all, have fun. This essay is the one you should be looking forward to, where you have the freest rein. Enjoy it and earn yourself a 6.

Do the examples shown make sense to you? Can you picture yourself moving through the AP® writing argument FRQ with ease now?

Interested in a school license?​

8 thoughts on “how to get a 6 on the argument frq in ap® english language”.

Thank you for explaining this so eloquently. Excellent post, I will keep this handy and refer to it often from now on. It’s so educative. Great post!

Sure, glad it helped.

I’m an AP® Language teacher and the title of your article caught my eye because the essays aren’t scored on a 0-9 scale anymore. The max score for an essay now is a 6. Essays are now scored in 3 categories: Thesis: 0 or 1 point Evidence and commentary: 0-4 points Sophistication: 0 or 1 point I just wanted to let you know! I saw this was last updated in 2020 and just thought it should reflect the current AP® exam.

Thank you for the heads up! This is an older blog post that must have had something else updated to it this year. We’ve gone ahead and revised the post.

Hi, my AP® Language teacher emphasized on a counterargument at the end of the supporting paragraphs. Could you elaborate on it? Also, how exactly do we get the sophistication point?

Hi Stephanie, thanks for reaching out! Making a solid counter-argument is definitely one way to make sure that you earn the Sophistication point. We recommend having a look at our AP® English Language Review Guide for 2021 for more tips! The College Board’s Free-Response Question and Scoring Information Archive also provides authentic examples of student writing — many of which successfully make counterarguments and rebuttals to earn the Sophistication point.

Hi can I get a 6?

Hi Roy, we certainly believe that earning a 6 on your FRQs is possible with practice and dedication! I’d recommend having a look at our AP® English Language Review Guide for tips and tricks, and you can also browse our AP® English Language and Composition Resource Page and Free Response practice questions for targeted practice.

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Britain’s Violent Riots: What We Know

Officials had braced for more unrest on Wednesday, but the night’s anti-immigration protests were smaller, with counterprotesters dominating the streets instead.

• Share full article

By Lynsey Chutel

After days of violent rioting set off by disinformation around a deadly stabbing rampage, the authorities in Britain had been bracing for more unrest on Wednesday. But by nightfall, large-scale anti-immigration demonstrations had not materialized, and only a few arrests had been made nationwide.

Instead, streets in cities across the country were filled with thousands of antiracism protesters, including in Liverpool, where by late evening, the counterdemonstration had taken on an almost celebratory tone.

Over the weekend, the anti-immigration protests, organized by far-right groups, had devolved into violence in more than a dozen towns and cities. And with messages on social media calling for wider protests and counterprotests on Wednesday, the British authorities were on high alert.

With tensions running high, Prime Minister Keir Starmer’s cabinet held emergency meetings to discuss what has become the first crisis of his recently elected government. Some 6,000 specialist public-order police officers were mobilized nationwide to respond to any disorder, and the authorities in several cities and towns stepped up patrols.

Wednesday was not trouble-free, however.

In Bristol, the police said there was one arrest after a brick was thrown at a police vehicle and a bottle was thrown. In the southern city of Portsmouth, police officers dispersed a small group of anti-immigration protesters who had blocked a roadway. And in Belfast, Northern Ireland, where there have been at least four nights of unrest, disorder continued, and the police service said it would bring in additional officers.

But overall, many expressed relief that the fears of wide-scale violence had not been realized.

Here’s what we know about the turmoil in Britain.

Where arrests have been reported

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WHO declares mpox virus a public health emergency of international concern

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The chief of the World Health Organization (WHO) declared that the rise in mpox cases constitutes a public health emergency of international concern (PHEIC) , following advice from members at Wednesday’s International Health Regulations (IHR) Emergency Committee meeting.      

A PHEIC is the highest level of alarm under international health law. 

The WHO Director-General, Tedros Adhanom Ghebreyesus, called for the meeting last Wednesday to seek advice on whether the mpox – previously monkeypox – outbreaks are cause for international concern. 

On Tuesday, the Africa Centres for Disease Control and Prevention (CDC) declared the situation a public health emergency.

“The Emergency Committee’s advice to me, and that of the [Africa CDC], which yesterday declared a public health emergency of regional security, are aligned,” Tedros said in a post on the social media platform X, formerly Twitter. 

Clades and cases 

Mpox cases have been spreading throughout many countries in Africa, particularly the Democratic Republic of the Congo (DRC) and neighbouring Burundi, Kenya, Rwanda and Uganda. The potential for further spread in Africa is worrying, said the WHO chief. 

“In addition to other outbreaks of other clades of mpox in other parts of Africa, it’s clear that a coordinated international response is essential to stop these outbreaks and save lives,” Tedros said. 

This year already saw over 14,000 reported cases of the virus with 524 deaths, a significant increase in reported cases from 2023. 

Tedros previously mentioned that the mpox outbreaks have occurred due to different viruses called clades.

At Wednesday’s meeting , he said there was transmission of the so-called clade 1b virus in the DRC last year which was caused “mainly through sexual networks”. This clade is reportedly deadlier and more easily transmitted from person to person.

Clade 1 has been circulating in the DRC for years while clade 2 was responsible for the global outbreak of 2022 which was declared an international public health emergency.  

Tedros said in the past month that around 90 cases of successor clade 1b were reported in countries neighbouring the DRC which had not reported mpox cases before. 

“Stopping these outbreaks will require a tailored and comprehensive response, with communities at the centre, as always,” Tedros said. 

Addressing outbreak drivers

The WHO chief said the UN agency is working with governments of the affected countries, the Africa CDC and other partners to “understand and address the drivers of these outbreaks”.

“For example, we are providing machines to analyse blood samples and confirm cases of mpo [and] supporting laboratories to sequence viral samples,” he said.

He further mentioned “supporting case investigation and contact tracing” on the ground, training for health care workers and much more . 

WHO regional response

“WHO has developed a regional response plan, requiring an initial $15 million to support surveillance, preparedness and response activities,” Tedros said.

This response was funded by $1.45 million from the WHO Contingency Fund for Emergencies.

More funds will be released in the coming days and the WHO chief is also appealing for more donor support. 

Emergency vaccines 

Currently, two WHO-recommended and approved vaccines are being used to combat the mpox virus outbreak.

Under an Emergency Use Listing (EUL) call last week , Tedros also invited manufacturers of mpox vaccines to express interest in producing them to “accelerate vaccine access for lower-income countries which have not yet issued their own national regulatory approval”.

EUL will allow partners like the UN Children’s Fund ( UNICEF ) to gather vaccines for distribution.

 “We are working with all partners to facilitate equitable access to diagnostics, vaccines, supplies for clinical care and other tools," Tedros said.

WHO recommendations

Last August, the WHO chief released standing recommendations under the IHR to monitor mpox cases. 

These recommendations were set to expire in five days, on 20 August 2024, but will be extended for another year to “support countries to respond to the chronic risk of mpox".

Some of the recommendations include enhancing community protection through adapting public health and social measures to local contexts, providing guidance and resources for delivering clinical mpox care and more. 

Tedros said WHO is “committed in the days and weeks ahead to coordinate the global response, working closely with each of the affected countries and leveraging our on-the-ground presence t o prevent transmission, treat those infected and save lives ”.   

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Argument: How Canada Lost Our Munro

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How Canada Lost Our Munro

Canadians felt the literary giant belonged to us—but it turns out we never knew her..

Alice Munro looms large over the lives of middle-class women in Canada. Here, good mothers give her short-story collections to their daughters. Wise and knowing aunts leave them behind at the family cottage. Her works are taught to us in schools. The spines of her books are the wallpaper of a certain kind of well-appointed Canadian home—the type with an assortment of mismatched hand-painted mugs, mostly with fish on them, clustered near the sink. For many of us, it was as if the Nobel Prize-winning author wrote the diaries we never managed to keep.

All of which is to say, the news that Munro had been complicit in her husband’s sexual abuse of one of her daughters broke hard on these shores.

The news made landfall in an essay for the Toronto Star in July, less than two months after Munro’s death. In the piece, Andrea Robin Skinner, Munro’s youngest daughter, revealed that in the summer of 1976, when she was 9 years old, she was sexually assaulted by her mother’s second husband, Gerald Fremlin, then in his early 50s.

What followed was a series of failures that are, or should be, impossible to rationalize. Munro’s three children lived with their father, James Munro, in Victoria, British Columbia, for the school year, spending summers with their mother and stepfather in Clinton, a small town in southern Ontario. This is a region Canadians sometimes call “Alice Munro Country,” the setting of many of her stories.

Upon returning to her father’s home, Skinner told her stepbrother what had been done to her. He encouraged her to tell his mother, who told Skinner’s father, who did next to nothing. Alice Munro was not told at the time. The children continued to visit their mother, the older ones now burdened with the instruction not to leave their little sister alone with Fremlin.

Fremlin did not touch Skinner again, but he continued to abuse her for years. Until she became a teenager and his interest evaporated, he would expose himself to his stepdaughter, sometimes masturbating, and proposition her for sex.

Skinner was 25 before she told her mother her “secret” about what Fremlin had done to her in a letter. Munro left Fremlin, but only briefly—leaving her daughter’s letter behind for him to see. Fremlin in turn wrote letters of his own to his estranged wife.

It’s this bleak epistolary exchange that stops this from being a she said-he said story of the kind that’s easy for apologists to dismiss and makes it a she said-he wrote a letter in which he confessed to being an active pedophile story.

Andrea Robin Skinner, the youngest of Alice Munro’s daughters, in Toronto on July 5, 2024. Steve Russell/Toronto Star via Getty Images

In his letters, Fremlin confessed but compared himself sympathetically to Humbert Humbert, the child rapist in Vladimir Nabokov’s Lolita , writing: “It is my contention that Andrea invaded my bedroom for sexual adventure.” He was not without any remorse, however, writing, “I feel dishonourable and deeply disgusted with myself for having been unfaithful to Alice after I had committed myself to her.” He insisted that the 9-year-old had been a “homewrecker” and threatened to kill Skinner if she now went to the police.

Munro chose to accept the sexual abuse of her child as a love triangle. She quickly returned to Fremlin, insisting, according to Skinner, that she had been “‘told too late,’ she loved him too much, and that our misogynistic culture was to blame if I expected her to deny her own needs, sacrifice for her children, and make up for the failings of men.” She pulled out trusty old pieces of feminist principle and, before her daughter’s eyes, deftly fashioned them into a bear trap and covered it with leaves.

“She was adamant that whatever had happened was between me and my stepfather,” Skinner wrote. “It had nothing to do with her.”

Years later, in 2005, Skinner reported the abuse to the Ontario Provincial Police, and Fremlin pleaded guilty to indecent assault, receiving a suspended sentence and two years’ probation— no thanks to Munro ,  who, years later, was anything but contrite. The case was not reported on in the press.

During this brief interval in her marriage, Munro also told Skinner that she suspected her husband might have committed one of the most notorious crimes in Canadian history.

In June 1959, the body of 12-year-old Lynne Harper was found northeast of Clinton, Ontario. She had been raped and strangled with her white blouse. Her classmate Steven Truscott was wrongfully convicted and sentenced to be hanged.

Truscott, eventually exonerated , lives with his family in my hometown, Guelph, Ontario. The story of Harper and Truscott was local lore. It acted as an all-purpose cautionary tale: Don’t trust friends, don’t trust strangers, and perhaps most of all,  don’t trust the institutions you have, since childhood, been most primed to trust.

Munro never told her daughter why she thought Fremlin capable of this crime, and this dismal cliff-hanger feels like a final story she left for us, unfinished.

This is what those of us who read Munro are left with—along with some very good books, of course. And we are unsettled.

This is the Munro who had, we felt, been slyly winking at us, quietly egging on our naughty selves and letting us in on the jokes for years. The Munro who wrote that “reading books was something like chewing gum, a habit to be abandoned when the seriousness and satisfactions of adult life took over”—one that “persisted mostly in unmarried ladies, would have been shameful in a man.”

This is the Munro who imbued the most fleeting details with meaning when mundane details felt like the only goddamn thing we had in our lives. She saw “the time of year when snowdrifts curled around our house like sleeping whales.”

Munro had been there for many of us, from our years of disappointing mothers to our years of disappointed motherhood. There is a universality to her stories, because restless young people everywhere, even the ones in large cities, feel trapped in some version of a small town.

Munro and fellow Canadian author Farley Mowat at the Governor-General’s Literary Awards in Ottawa, Ontario, on April 4, 1979. AP/Roger Arar/The Canadian Press

It’s already been argued that the decadeslong silence around the abuse is a uniquely Canadian phenomenon. It wasn’t just Munro who kept the secret; others knew, including her biographer . I would answer that labeling things a “uniquely Canadian” phenomenon may be the only uniquely Canadian phenomenon—except I am told the Japanese do this as well. Sorry, Canada.

In fact, what is at work here is the most universally corrosive element on Earth—fame. Fame is more powerful than love, or duty, or even sexual longing. Munro was famous—not just Canadian famous—and the people around her caved to it.

Some of them are still caving. On social media, a number of writers and others were quick to defend Munro on the grounds that one must be selfish to be an artist or that this was “a different time.” Life was impossible for divorced women “back then,” in the 1970s, when they couldn’t get mortgages or a credit card—a comical erasure of all the Munro-reading single women of my ’70s childhood.

Munro was faced with the choice to stay with Fremlin in 1992, for heaven’s sake, and he was her second husband. At the time, she told her daughter that Fremlin had “friendships” with other children. Skinner wrote that when she was 11, “former friends of Fremlin’s told my mother he’d exposed himself to their 14-year-old daughter. He denied it, and when my mother asked about me, he ‘reassured’ her that I was not his type.”

Since then another woman has come forward, of course.

When, as a young mother herself, Skinner told her mother that she did not want her own children around Fremlin, Munro complained that keeping an unrepentant child abuser away from her grandchildren would be inconvenient for her as she did not drive.

That all’s ultimately fair in love, war, and chauffeuring Munro is a fairly common sentiment. Margaret Atwood noted that Munro “wasn’t very adept at real (practical) life. She wasn’t very interested in cooking or gardening or any of that.”

For many in Canada, particularly women, it is as if we had been assigned Alice Munro our whole lives and this was the test.

Had we been paying attention? Were we going to argue that the first duty of this woman was to care for her children?

I am. And for this I will flunk right out of Munro. “To hell with your quiet interior voice,” I would write in the margin, “there is a child screaming.”

Some might ask me: Who do you think you are, to tell the great Alice Munro to do the most conventional things—get a driver’s license, call the cops, mind the kids? But inherent in this demand is the notion that had she done these things—planted a failed garden, grappled with children less in memory and more at McDonald’s—her work, cold as an Alex Colville painting, would not exist. I suspect, however, that her work would have been even better.

Munro sits during an interview at her daughter Sheila’s home in Victoria, British Columbia, on Dec. 10, 2013, shortly after Munro was awarded the Nobel Prize in Literature. AP/Chad Hipolito/The Canadian Press

In what appears to be a stab at rehabilitation, it has been suggested that Munro’s short story “Vandals,” which was published in the New Yorker a year after Munro was told of Fremlin’s abuse, is a quasi-confession. I reread it in hopes that it would reveal Munro’s deep regret over her failure but was disappointed.

In the story, a young woman, Liza, and her husband trash the home of an elderly couple, Bea and Ladner. It is revealed, obliquely, that Ladner sexually abused both Liza and possibly her brother when they were children. The words “tickling” and “shame” are used to suggest the child rape, as if the Hays Code were in effect in these pages. The story lingers on the humiliation inflicted on Bea by Ladner and on her passion for him.

Here, as in life, Munro frames the abuse as a sort of love triangle. The trauma of the abused child is deployed as a literary device. Ladner is portrayed as depleted and damaged by what we can discern is his rape of Liza while her brother watches.

Liza believes Bea can save them: “Bea could spread safety, if she wanted to. Surely, she could. All that is needed is for her to turn herself into a different sort of woman, a hard-and-fast, draw-the-line sort, clean-sweeping, energetic, and intolerant. None of that . Not allowed . Be good . The woman who could rescue them—who could make them all, keep them all, good. What Bea has been sent to do, she doesn’t see. Only Liza sees.”

The parallels to Munro’s life seem obvious. Munro appears eager to distance herself/Bea from the kind of woman who lays down a “Let’s Not Rape Children Rule.” To Liza here, all parties are equally culpable. Once, I might have taken this as the author revealing the pernicious nature of child sexual abuse, but now I am markedly less sure.

In another Munro story, “Silence” (2004), a famous mother mourns the loss of her daughter. The daughter, like Liza, has found religion and, for reasons we are never told, has cut her mother out of her life almost entirely. Previously, what jumped off the page to me was the mother’s pain. Now, it is the question that the mother cries out “furiously, beseechingly” to “Mother Shipton” at the door of a spiritual center: “What did she tell you?”

I will forever reread these stories through the lens of what I now cannot unknow. Munro’s choice of subject was predominantly the lives of girls and women. Some of us, perhaps impudently, took the scrutiny she gave these souls, that steely prose she applied to their lives, to mean she recognized worth in them.

An involuntary reevaluation has begun, because the close observation and meticulous documentation of those lives, divorced from actual concern for those lives, has started to feel less like genuine interest and more like niche marketing.

I am not suggesting—and no one is seriously suggesting—that we burn the books. The work will always be there. Nor should anyone take away Munro’s Nobel Prize in Literature. But maybe, just maybe, we shouldn’t name any primary schools after the woman.

Because if you’d asked me a month ago to select three elements of Canada’s national myth that we got right, I would have gone with hockey, maple syrup, and Alice Munro.

Now, I can only say: Lauren Harris, the Snowbirds, and, sure, maybe Celine Dion have a shot.

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3 strategies to help college students pick the right major the first time around and avoid some big hassles

Postdoctoral Research Fellow in Educational Psychology at the United States Coast Guard Academy, University of Connecticut

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Rachael Cody does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Not long after new college students have finished choosing the college that is right for them , they are asked to declare an academic major. For some students, this decision is easy, as their majors may have actually influenced their choice of college. Unfortunately, this decision is not always an easy one to make, and college students frequently change their minds.

For instance, according to the National Center for Education Statistics, 30% of undergraduates changed their major at least once.

While it may be common for undergraduates to change their major, it can cause them to lose time, money and opportunities . Students who experience the loss of these resources may be at risk for dropping out of college altogether .

While earning a Ph.D. in educational psychology , I conducted a study that highlighted students’ experiences upon changing their majors. I wanted to know why students made the switch and what that experience was like.

The results of my study showed that students became disoriented about their majors during their undergraduate education. Oftentimes, they were influenced by professors and advisers who were dismissive of their aspirations and abilities . These students experienced failure , which sometimes ruined their motivation. Failure may be commonplace in certain majors, but these students believed themselves to be outliers, viewing failure as a hit to their self-esteem .

So, what is a college student to do when faced with such an important decision? It is tempting to give into fear, indecisiveness or worry. But rest assured, using the following strategies to select the right major will also help sustain your motivation when the going gets tough.

1. Make a career plan

Creating a career plan is one of the ways that students can bolster their chances of success in their chosen majors. When creating a career plan, think about the career that you want to have in the future and consider the academic and professional paths that could lead to that career. Researchers have found that students who made career plans were more likely to persist in their academic majors.

When making a career plan, you should reflect on your beliefs about work, your interest in various academic subjects and your abilities. Exploring these factors may be one of the reasons why students who complete career plans are more likely to stick with their majors . Use your reflections to guide you as you search for careers that you would enjoy. Then, identify a specific career and outline the steps that you will have to take during your time at college that will help prepare you for that career.

2. Do your research

College students sometimes drop out of their selected majors because they have become disenchanted with the academic area they have chosen . Or they may find themselves more attracted to a different academic major altogether. For others, the desire to switch majors may occur after they get a taste of what it is like to work in that field, particularly during work-placement opportunities. One study found this to be true for some nursing majors , who shared that their first clinical placements showed them that they were not well suited to perform the duties of a nurse.

To avoid these sorts of outcomes, it is important to do your research about the job that you are interested in pursuing, as well as any related jobs. Is there one that would be better suited to your abilities and your preferences? Is there someone you can talk to who can tell you more about what an average day looks like at a particular job? Ask yourself which aspects of the job you could see yourself enjoying, as well as the parts of the job that you think you might dislike. While it is possible to switch out of your major once your interests become more apparent, you will save a good deal of time and energy by initially choosing a major that is aligned with your interests and abilities.

3. Brace yourself for challenge

It may come as a surprise when you are presented with incredibly challenging material during your first semester at college. Students who were at the top of their class may be particularly shocked when they receive their first low grade on an exam. You should not assume, however, that you have made the wrong choice of academic major simply because you performed poorly on one test. Negative feedback from college advisers and instructors can influence a student’s choice to switch out of their major.

The possibility of failure can be so discouraging to students that they can lose their ambition on the first day of class , before they have experienced any academic failure at all. Hold on to the confidence that guided you to select your major in the first place, and prepare yourself for the academic challenges that await you in whichever major you choose.

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AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

Coach Hall Writes

clear, concise rhetorical analysis instruction.

How to Study for AP Lang

September 12, 2022 by Beth Hall

Whether this is your first AP® class or not, figuring out how to prepare can be overwhelming. No one wants to spend hours studying only to earn a grade lower than desired. Therefore, it is imperative to learn how to study for AP Lang. Reviewing these tips and tricks will help ensure you have a positive mindset during your preparation. Ultimately, these suggestions will help reduce some of your stress and gain self-confidence.

Listening to Podcasts and TED Talks 

If I were a student learning how to study for AP Lang, podcasts and TED Talks would be at the top of my list! This is because the evidence for the argument essay comes from your own knowledge. While students often have great ideas, they struggle to have enough background knowledge to really support their argument. This is precisely why podcasts and TED Talks provide so much help! You will build your knowledge base significantly by listening to a few a week. Then, you can use this information while writing the essay portion. 

But where do I start? What should I watch or listen to?

Start with a subject that interests you. It doesn’t have to be “fancy,” because let’s face it–if you aren’t interested, you won’t want to listen, and you likely won’t remember what you learned.

Bonus tip:  As you watch documentaries or TED Talks or listen to podcasts, be sure to take notes. You can use these notes to study later. These notes can be in a notebook or on a doc–your choice!

Enrolling in Additional Classes 

An AP® Lang assessment includes material over so many subjects and topics. Honestly, you have no idea what the passages or writing will be about until you receive the test. So, it will be essential to learn how to broaden your knowledge. Like podcasts and TED Talks, you want to be sure you understand material on various subjects. A great way to do this involves looking into other classes. For instance, APUSH, AP® World, and AP® Bio, etc. build knowledge on many other topics. The more you know, the more confident you will be on exam day!

Multiple Choice Preparation 

You’ve probably heard about the importance of using the process of elimination for years. Since you’re in an AP® class, I’m sure you’ve practiced this skill multiple times. However, it is essential to look into your practice sources when applying this skill. For instance, utilize practice SAT® or ACT® released items. By studying for those tests, you are also preparing for the Lang exam! Just be sure to look for the nonfiction passages to provide the best help when learning how to study for AP Lang. Additionally, it will be helpful to have a timer on since you will be working against a clock on the AP® test. 

Timed Writing Practice 

The second half of the AP® Lang exam involves writing. Specifically, the FRQ section includes synthesis, rhetorical analysis, and argument essays. You wouldn’t go into a big game or recital without practicing. The same applies to AP® exams.

Since you’re writing against the clock, you should practice writing timed essays as part of your exam prep. You can even use prompts from previous years! However, before you starting looking for past exam prompts, ask your teacher if there are any prompts that they would prefer you don’t use. 

Final Thoughts

While it would be amazing just to walk in and take the test, it is not possible with AP Lang. Honestly, any AP assessment is going to be hard! Therefore, you must learn how to study for AP Lang and practice different techniques and tips repeatedly. The time spent preparing will give you the confidence and background knowledge needed to achieve the score you are hoping for. 

Want more tips about how to study for AP Lang? Be sure to subscribe to Coach Hall Writes on YouTube or f ollow Coach Hall Writes on TikTok.

DISCLAIMER: I am not affiliated with The College Board. The advice and opinions expressed in this blog post are my own.

AP® Lang Teachers

Looking to help your students improve their rhetorical analysis essays?

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