Guidebook for 2014-2015 AP Lang

Nathan Foulk
Mr Cassel
Advanced Placement Language and Composition
13 June 201
Visual Rhetoric
!ame rules o" te#tual rhetoric appl$ to visual rhetoric
%t has a su&'ect( speaker( audience( purpose( and conte#t)
Lots o" visual rhetoric is satirical( &ut it doesn*t have to &e
M$ visual rhetoric +as supposed to sho+ m$sel" looking in a mirror
and seeing a "uture version o" m$sel"( one that is success"ul
o !peaker, M$sel"
o -ccasion, .nglish Pro'ect(
o Audience, M$ class( as +ell as Mr Cassel
o Purpose, /o in"orm the class that ever$ person has potential to
&e something great
o /one, 0ope"ul( -ptimistic
Basic Rhetoric
1hetorical /riangle
o 1hetoric2 the "acult$ o" o&serving an an$ given case the
availa&le means o" persuasion
o /he rhetorical triangle2 a visual representation o" the interaction
&et+een su&'ect( speaker( and audience
!-AP!/one 3 A +a$ that Mr Cassel insists $ou &reak do+n notes)
4rite do+n,
o !peaker2 Not necessaril$ the author( +riters o"ten take a
persona( a character the author creates +hen +riting) /hat
persona can &e the +riter( &ut it isn*t al+a$s
o -ccasion2 5ate( conte#t( and an$thing related to conte#t that
can &e insight"ul to &etter understand the passage
o Audience2 4ho the author is speaking to) 6ut more o" +ho the
author is tr$ing to speak to) /he &est analog$ +ould &e a target
market in the &usiness sector)
o Purpose2 4h$ is the author +riting this7 A passage likel$ has
more than one purpose) .ach purpose starts +ith either, /o
in"orm( to persuade( or to entertain)
o !u&'ect2 4hat the author is +riting a&out
o /one2 the "eeling stated or implied &$ the author) N-/.,
5i""erent "rom mood2 the "eeling or emotion conve$ed &$ the
su&'ect alone
.thos( Logos( and Pathos
o .thos2 !hort 5e"inition, credi&ilit$8 Long 5e"inition, the
convincing &$ the character o" the author
o Pathos2 !hort 5e"inition, .motion8 Long 5e"inition, the 9ualit$
o" an e#perience in li"e or a +ork o" art that stirs up emotions
o Logos2 !hort 5e"inition, 1eason and Logic8 Long 5e"inition,
the utili:ation o" inductive and deductive reasoning methods to
&e e""ective
Advanced Rhetoric
AP Test Prep
Multiple Choice
o .liminate +rong choices
o ;nderstand +hat the$*re asking $ou( think like the e#aminer
o Look "or 9uestions +ith phrases like <%n lines 1=222> and then
&racket lines 1=222
o Ans+er all o" the ones $ou kno+ "irst( then come &ack and
"inish the rest
o Make notes in the margins o" the passage( summari:ing each
paragraph
o 5on*t tr$ to use all o" these strategies( "ind out +hat +orks "or
$ou and stick +ith it
?uestion 1
?uestion 2
?uestion 3
Writing- My Philosophy
Nate Foulk,
;ses his voice +hen +riting) Al+a$s
%s al+a$s honest) 0e +rites e#actl$ ho+ he "eels
Connects +ith the su&'ect in one +a$ or another
4rites e#tremel$ logicall$) 0e values logic over an$thing else)
;ses conviction) /he +riter needs to &e con"ident in his argument
&e"ore the reader can)
?uali"ies the argument) A lot) /his goes hand in hand +ith +riting
ho+ $ou "eel@think)
-"ten &reaks grammar rules "or the sake o" A+riting like he talksA) !ee
&ullet a&ove "or e#ample) AA lotA is not a sentence)
5oes things "or the right reasons) 0e never does something simpl$ "or
the sake o" originalit$ or st$le8 he does it i" it strengthens his
argument)
0as a "ull kno+ledge o" grammar rules to strengthen the appeal to
.thos) .ven Cassel is suscepti&le to Bsu&consciousC pre'udice through
loss o" .thos)
;ses lots o" dr$ humor) Nothing too complicated( and nothing that
insults an$thing &ut himsel")
;ses sel" deprecation( &ut never to the point o" a loss to the appeal to
.thos
5oesnDt care a &it as to ho+ long his essa$s are( as long as heDs proud
o" them
5oesnDt see +riting as a process( no matter ho+ man$ times Cassel
sa$s other+ise
Writing- What I Learned
% learned that,
;sing $our voice is crucial8 +rite like $oursel"
% needed to var$ m$ sentence structure
Punctuation is e#tremel$ important) /he di""erence &et+een a comma
and a period is huge)
% needed to e#perimentE % needed to tr$ everything to "ind m$
strengths and to "ind m$ +eaknesses)
-nce % "ound m$ strengths( % needed to use them) All the time)
/hat all the rules that % learned through grade school reall$ didnDt
appl$ an$more)
Anal$sis o" m$ essa$2 % connected it to m$sel"( used a variet$ o"
sentence structures( punctuation( and &roke several common +riting
rules)
Nathan Foulk
Mr Cassel
Advanced Placement Language and Composition
1F Januar$ 201
/he Mold and the Cast
Goung men are like "ossils( there are molds2 cavities in the rock( outlining the
organism( and there are casts) Casts( the opposite o" molds( pro'ect out+ard "rom the rock
in the shape o" the organism) Men are either molds or casts( there isn*t much gre$ area)
!ociet$ e#amines individuals and groups them together( +hether it &e &$ gender( age(
race( religion( or creed) %t assigns certain characteristics and traits to each group) /hese
characteristics and attri&utes &ecome a certain groupDs mold) -ne o" the most commonl$
understood molds o" societ$ is that i" a $oung man) % don*t "it the mold set &$ societ$ o" a
male teenager( and % donDt tr$ to)
4hat is the stereot$pical male teenager7 4eDve all seen him) 0eDs athletic(
immature( strong( and A"unA) /his is +hat societ$ e#pects all males to &e) Gou have to
pla$ sports( $ou drink( $ou like to drive prett$ "ast( $ou get &aked on the +eekends( $ou
live &$ $our o+n rules( etc) All o" these little e#pectations add up to "orm a mold) !ociet$
ma$ hope gu$s arenDt like this( &ut it e#pects that the$ are) %" a gu$ doesnDt "it this mold(
he us seen as di""erent( our uni9ue( i" heDs luck$) %" heDs not( heDs 'ust plain +eird)
%" thatDs the mold( %Dm the cast) % have little to nothing in common +ith that mold)
%Dm HD 2A and a &uck "i"t$2"ive)
/here goes strong)
% go to church ever$ +eek) % donDt drink) % donDt even have m$ permit $et)
0asta luego( Alive &$ $our o+n rulesAE
% +ill pla$ m$ "irst sport this $ear at !eneca2 gol"8 % once pla$ed kick&all in g$m and
made t+o errors, on the same pla$)
Athletic
Needless to sa$( +hen $ou think o" a t$pical male teenager( Nathan Foulk is not the "irst
gu$ that pops into $our head) 1ather( % cook8 % pla$ instruments8 % spend m$ hours
tr$ing to &e a&le to a""ord college) Ne#t Monda$ +e have o"" o" school( and %Dll &e
participating in a service pro'ect) %Dm not the A"unA( Apart$ at m$ placeA gu$8 % donDt tr$ to
&e) % en'o$ m$ uni9ueness8 % delight in m$ individualit$)
/his mold( this e#pectation o" men didnDt al+a$s e#ist) %t arose a"ter so man$ o" the
ApopularA $oung men con"ormed to +hat their peers +ere doing) %" enough people stop
con"orming and decide to think "or themselves( perhaps societ$ +ill start to 'udge them
"or +hat the$ are( and not +hat the$ arenDt) /he cast has al+a$s &een 'ust as credi&le as
the mold) Archeologists accept &oth kinds o" "ossils( +h$ canDt +e accept &oth kinds o"
men7
Speeches/e!ating
Ieneral,
o MAJ. .G. C-N/AC/EE /his is so critical it isn*t even
"unn$8 the onl$ +a$ $ou can connect +ith the audience is i" $ou
look at them) Gou can still +rite out $our speech( &ut $ou need
to look up ever$ once in a +hile)
o Pro'ect $our voice
o !ound con"ident2 Gou are correct( no dou&t a&out it)
o Avoid use o" vocali:ed pauses Be)g) uh( um( like( annnnnd(
soooC
o ;se simple( direct sentences2 Not onl$ is this more e""ective(
&ut it*s also harder to scre+ up
5e&ating
o Listen to e#actl$ +hat $our opponent sa$s( and 'ust crush their
arguments
o %" $ou go "irst( make a variet$ o" strong points( anticipate
attacks( and de"end them)
o Make direct( e$e contact +ith $our opponent2 Not onl$ +ill this
look good to the audience( &ut it +ill make $our opponent "eel
e#tremel$ uncom"orta&le