AP Lang Unit 1 and 2

Define exigence in the context of the rhetorical situation.

• A specific issue or problem that prompts the writer to speak.
• The purpose or argument the writer develops.
• The audience’s perception of the text’s purpose.
• A call to action or solution suggested by the writer.

Tags

CCSS.RI.11-12.6

List the three main rhetorical appeals and provide a brief description.

• Ethos, logos, pathos: appeals to ethics, logic, emotion.
• Ethos, logos, emotion: appeals to credibility, logic, ethics.
• Pathos, logos, ethos: appeals to logic, emotion, ethics.
• Ethos, pathos, logos: appeals to ethics, emotion, logic.

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

Identify the components of a strong thesis statement.

• A specific, clear, and arguable statement.
• A broad and general statement about the topic.
• A vague idea about the topic.
• An unclear statement about the topic.

Tags

CCSS.W.11-12.1B

CCSS.W.11-12.1A

CCSS.W.11-12.4

Name two types of evidence used to support claims in argumentative writing.

• Statistics and anecdotes.
• Analogies and quotations.
• Examples and opinions.
• Research and expert opinions.

Tags

CCSS.W.11-12.1B

CCSS.W.11-12.1

Compare and contrast ethos, pathos, and logos by providing examples.

• Ethos is credibility; logos is logic; pathos is emotion.
• Ethos is emotion; logos is logic; pathos is credibility.
• Ethos is credibility; logos is ethics; pathos is logic.
• Ethos is logic; logos is credibility; pathos is emotion.

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

Summarize the role of context in shaping a piece of writing.

• Context influences the purpose of writing.
• Context is the setting of the writing.
• Context is the time and place the text was written.
• Context doesn’t affect the writing.

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Classify the following claims as strong or weak: "Reading improves vocabulary" and "Reading is a waste of time."

• The first claim is strong, the second is weak.
• Both claims are weak because they lack evidence.
• The first claim is weak, the second is strong.
• Both claims are strong based on common sense.

Tags

CCSS.W.11-12.1B

CCSS.W.11-12.1

Estimate how a writer's background might influence their perspective.

• The writer’s culture or education shapes their ideas.
• The writer’s financial situation shapes their ideas.
• The writer’s political views shape their ideas.
• The writer’s family influences their perspective.

Tags

CCSS.RI.11-12.6

CCSS.RI. 9-10.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.6

Investigate how understanding the audience affects the writer's choices.

• Audience affects tone and choice of examples.
• Audience affects only the examples chosen.
• Audience doesn’t influence the examples chosen.
• Audience affects tone but not the examples used.

Tags

CCSS.RI.11-12.6

CCSS.RI. 9-10.6

CCSS.RL.11-12.6

CCSS.RL.9-10.6

CCSS.RI.8.9

Formulate a strong thesis based on social media’s impact on mental health.

• Social media harms mental health by encouraging comparison.
• Social media has no impact on mental health.
• Social media improves mental health by promoting connection.
• Social media’s impact is not significant.

Tags

CCSS.W.11-12.1B

CCSS.W.11-12.1

CCSS.W.11-12.1A