AP English / May 3-May 10, 2020 Class / KP’s Class Page 1 · 2020. 5. 5. · AP English / May...

AP English / May 3-May 10, 2020 Class / KP’s Class

AP English— Today’s lesson Use transitional elements to guide the reader through the line of reasoning of an argument.

In today’s lesson, we’re not just talking about using one or two transitional words here and there. We’re going to focus on a deeper concept: What are good transitions to include in your writing, and when and where to use them? Why do you need transitions in your writing?

● Communicate your line of reasoning ● Guide your reader ● Signal new ideas ● Add cohesion (make your sentences build upon each other and flow better)

Sentence Frames (ie. sentences that you can plug into your essay at certain points) Here’s an example:

At the start of the passage, the writer ______________________________ ______________________________

Example sentence:

At the start of the passage, the writer uses repetition to emphasize . the importance of the battle. .

Paragraph to Paragraph Typical Transitional Words that many students use: First Second Next Furthermore Likewise Similarly There’s nothing wrong with these words, but perhaps you could consider phrases that help ease the reader a little more into your next paragraph. Here are some examples:


Transitional Phrases Chronological/Idea-Driven

● At the start of the passage, the writer _____________ ● The writer opens the passage _____________ ● The writer concludes by _____________ ● The writer shifts from _____________ to _____________

Reference Previous Paragraph ● After _____________, the writer _____________ ● Other than _____________, the writer also _____________ ● Beyond ___________, the writer further conveys that ___________ by ___________

—> example: The writer opens the passage with a scientific tone… (next body paragraph) The writer shifts from a scientific to an impassioned tone.

—> example: Beyond incorporating repetition, the writer further conveys that Reagan was a great man by highlighting his traits and values. (this references back to the previous paragraph)

Conclusion *In conclusion… is another common transition that many students use, but it’s overused. So, try one of these phrases (if you have time).

● Ultimately, the writer argues _______ by _____________ in order to _____________ ● By and large, the writer _____________ ● When considering _____________ (topic), the writer incorporates _____________ ● By exploring _____________, the writer _____________

—> example: By exploring Reagan’s politics and values as a man, the writer suggests that his memory should be held in high regard. (This helps you address the broader context, which helps with the sophistication point) Within the Paragraph (Example to Example) A lot of students might use: Another example… For example… This is also shown when… But there are more nuanced ways, such as:

Signal an Addition ● This point is reiterated when the writer _____________ ● The writer echoes the idea _____________ when he/she _____________ ● This writer’s argument is advanced when/by _____________ ● The choice is further realized when the writer _____________

Reference Previous Example ● While _____________, the writer _____________ ● Other than _____________, the writer _____________ ● After _____________, the writer then _____________

—> Example: While the use of repetition is effective, the writer also embeds imagery to appeal to the audience. (The rest of the example will focus on an image and how it appeals to the audience.)


—> Example: Other than repetition, the writer also incorporates imagery to appeal to the audience. (In this case, it’s a different example) —> Example: After repeating the phrase ‘finally and precisely,’ the writer then creates an image of the man’s funeral. These are things you can plug into an essay other than “for example” or “another example is… ” The goal is to help your fluidity of your writing, your cohesion, and make it seem more natural, more like your own language.

Example to commentary Explicit / Direct: This shows _______; This example highlights _________ These are fine, but they are often overused and become repetitive. Try to mix it up a little to have a more nuanced transition — depending on what your function is. Explaining the Quotations/Choice

● Basically, the writer is _____________ ● In other words, the writer believes _____________ ● The writer conveys _____________ ● By incorporating _____________, the writer _____________ ● The writer utilizes _____________ in order to _____________

Analyzing the Quotation ● This distinction is important because _____________ ● By doing this, the writer is suggesting _____________ ● This signifies _____________ ● Ultimately, the writer _____________ ● Essentially, _____________ ● In making this comment, the writer urges the audience to _____________ ● While _____________ is exploring _____________, the real issue is _____________

—> Example: The writer conveys that Reagan maintained a sense of humor even after an assassination attempt.

(It’s kind of like describing what the quotation is telling us. It’s highlighting to the reader what you want us to look at.) —> Example: By incorporating imagery, the writer is helping the reader picture the scene. (So, you’re explaining how that choice operates in that example.) —> Example: While Albright is exploring the high expectations that graduates have set for themselves, the real issue is she’s espousing is the power of women’s rights. —> Example: Ultimately, the writer argues for gender equality. —> This will help you pull into the broader context, which is something that will help you earn that sophistication point.


Sentence to Sentence BORING: The writer provides imagery. The image is that the river is devouring itself. (These sentences are short and begin with: The… The… The…. very little sentence variety!!) “Known-New Contract” Remind readers of known information at the start of the sentence. Finish the sentence with new information. —> Begin by writing a sentence.

● Start with something the reader knows in the first part of the sentence. ● Tell the reader something new toward the end of the sentence.

By repeating the word “choice,” the writer is emphasizing that she made the decision to name herself “cripple.” —> Use pronouns and introductory phrases to connect the first and second sentence. Selecting this word to describe herself gives Mairs power over an illness that has ultimately left her powerless in a physical sense.

By repeating the word “choice,” the writer is emphasizing that she made the decision to name herself “cripple.” Selecting this word to describe herself gives Mairs power over an illness that has ultimately left her powerless in a physical sense.

You will notice this “known-new” method helps build a connection between the “known” info and the “new.” Example:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.

they = all men these = unalienable rights these = life, liberty and the pursuit of happiness


that they are endowed by their Creater with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. “Known-New Contract” in a Timed Setting

● Practice, practice, practice! ● Write a sentence.

○ Before starting the next, ask yourself: “What piece of information did I write in this sentence could serve as the bridge to my next?”

○ How can I extend this into a new idea? ● Use the sentence frames provided. (ie. pages 2 to 3 of this handout)

Paragraph to Paragraph (from page 2) ● The writer shifts from _____________ to _____________

● After _____________, the writer _____________ ● Other than _____________, the writer also _____________ ● Beyond ___________, the writer further conveys that ___________ by ___________

Example to Example (from page 2) ● This point is reiterated when the writer _____________ ● The writer echoes the idea _____________ when he/she _____________ ● This writer’s argument is advanced when/by _____________ ● The choice is further realized when the writer _____________

● While _____________, the writer _____________ ● Other than _____________, the writer _____________ ● After _____________, the writer then _____________


Example to Commentary (Page 3) ● By incorporating _____________, the writer _____________ ● The writer utilizes _____________ in order to _____________

● This distinction is important because _____________ ● By doing this, the writer is suggesting _____________ ● In making this comment, the writer urges the audience to _____________ ● While _____________ is exploring _____________, the real issue is _____________

Perhaps write out 4 or 5 of these sentence frames on your notes sheet that you may use on your essay. Summary: Why do you need transitions in your writing?

● Communicate your line of reasoning ● Guide your reader ● Signal new ideas ● Add cohesion

○ Paragraph to Paragraph ○ Example to Example ○ Example to Commentary ○ Sentence to Sentence

Remember: phrases that reference previous ideas > transitional words


See next page for this lesson’s AP Exam Practice.


AP Exam Practice

TASK: Write a transition for sentence 3, 4, 5, and 10. Remember that this is the first paragraph. The second paragraph starts at sentence 10. You might simply add a word or phrase or might rewrite the whole sentence. [1] Albright begins by presenting her audience with America’s accomplishments and continued work in this growing world. [2] She states the past, “the Berlin Wall is now a memory”, then a hypothetical, “We could be satisfied with that,” and then America’s continued work, “creating a future” and building world peace. [3] ****This is a powerful way to allude to the idea that accomplishing is not enough, we must never stop trying to get better. [4] **** Her statements engender awe and pride in her audience for the progress of America wants. Albright wants her audience to understand that this continued effort is optional, we could be enjoying our technological advancements while ignoring the world. [5] ****She forces her audience to acknowledge the America is going above and beyond something hard to do but accomplishable. [6] Albright does not do this once. [7] She does it five times. [8] The Berlin Wall, nuclear weapons, Bosnia, a World economy, and last but not least Women’s right: She includes Women Rights last to reveal that this urge to push onwards is not confined to America but to also her audience, a class of women with the potential to bring about change. [9] With this series of contrast between hypothetical and reality, the audience, a class of women cannot help but nod their heads in understanding that this could them, spearheading the continued struggle for gender equality in a relentless manner. [10] ****Albright provides a series of personal anecdotes of what women across the world are doing. Transition for Sentence 3: Transition for Sentence 4: Transition for Sentence 5: Transition for Sentence 10:


Next lesson: Precise Language and Sentence Variety

● Being concise ○ Eliminating redundancies ○ Combining sentences ○ Using precise language ○ Using active voice

● Syntax / Sentence variety ○ Sentence structures ○ Adverbs and phrases ○ Inverting the sentence order

Why? For clarity, for fluency, for sophistication

When there are too many words, your message is diluted and your audience has a more difficult time understanding your message.

Being concise ● Eliminating extraneous words ● Avoiding redundancies ● Combining sentences ● Using more precise language

*We will look at ‘easy’ examples here just to make sure you understand these concepts. Later, the examples in the passages will be more difficult.

Eliminating extraneous/ redundant words

X: This morning, at 9 AM, I am going to really work on my homework, which is due at a later time tomorrow so I can get better grades. BETTER: At 9 AM, I am going to work on my homework, so I can get better grades.

Combining sentences using conjunctions (and, but, or, for, nor, yet, so)

X: My mom went to the grocery store. I also went to the grocery store. BETTER: My mom and I went to the grocery store. X: Should we go to the grocery store? Should we go to the department store? BETTER: Should we go to the grocery story or the department store? X: We should do all our homework. Doing our homework means we will be better prepared for the exam. BETTER: We should do all our homework, for that means we will be prepared for the exam.

Combining sentences that have the same subjects and verbs into one sentence

X: Cats are pets. Cats are good companions. BETTER: Cats are pets that make good companions.


Combining sentences using appositive phrases

X: My aunt has won several Oscar Awards. My aunt is a famous movie star. BETTER: My aunt, a famous movie star, has won several Oscar Awards.

Using precise language Precise language adds clarity by replacing vague words and phrases with clearer ones. Get rid of vague words and phrases such as -really, a lot, very, stuff, things, great and use more specific choices. X: I am very upset without concerts to go to and stuff. BETTER: I am miserable without concerts and sporting events to attend. X: I am not good at things. BETTER: I am not good at baking. X: I am not having a great day. BETTER: I am struggling to finish work today. X: They have a tough relationship. BETTER: They have a hard time communicating without losing patience.

Using active voice Active voice — the subject is doing the action Passive voice — the action is being done to the subject

X: The act was being voted on by Congress. BETTER: Congress voted on the act.

X: The homework was being done by the students who were more successful. BETTER: The more successful students did the homework.


When sentences are all the same length, nothing stands out. Too many short sentences is choppy. Too many long sentences is rambling.

Improving sentence variety

● Using different types of sentences ● Using adverbs and phrases ● Inverting the sentence order

Types of sentences Vary the sentence length and structure to add interest for the reader. Too much of the same length and structure is boring.

Sentence structures — 4 basic types

Clause: has a subject and a verb

Independent clause: can stand alone as a sentence Eg. I went to the store.

Subordinate (dependent) clause: cannot stand alone as a sentence Eg. Before I went to the store — what about it?? We must finish the thought.

● Simple: 1 independent clause ○ I went to the store.

● Compound: 2+ independent clauses ○ I went to the store, and I bought milk.

● Complex: 1 independent, 1+ subordinate ○ Because I am going to the store, I will buy milk.

● Compound/complex: 2+ independent, 1+ subordinate ○ Because I am going to the store, I will buy milk, and

I will pick up a magazine.

Adverbs and phrases You can also start with an adverb or add phrases to add variety to your sentences.

X: John went to the store. He bought some ingredients. He made a nice dinner. His friends came over, too. They ate the meal. They were all satisfied. Then they sat and talked.

BETTER: John went to the store to buy the ingredients he needed for a nice dinner. Later, his friends came over to enjoy it with him. By the end of the meal, they were all satisfied.

Inverting the sentence order A basic sentence is subject, verb, object. However, you can invert the order to add variety.

X: You should not go in the water until you learn how to swim.

BETTER: Not until you learn how to swim should you go in the water.


Practice Rhetorical Analysis essay paragraph *Note: This is a student sample.


To improve the student sample…

Here is a sample answer, with the original words kept to show what changed and how it changed.


AP EXAM PRACTICE

Brief Reminders for 2020 Exam (May 20th)


Sample Answers


Sample Answers AP Exam Practice answers to Abigail Adams student sample:

Note that this student body paragraph is ‘great,’ very strong with great commentary — the color-coded sections reflect that. Pay special attention to the purple and blue segments: Relationships to the claim / Relationships to the rhetorical situation. The more blue and purple you have, the better. —> Remember this about writing the rhetorical analysis essay: Am I relating back to my claim? Am I relating back to the rhetorical situation as explicitly and as thoroughly as possible?


AP Exam Practice TASK: Write a transition for sentence 3, 4, 5, and 10. Remember that this is the first paragraph. The second paragraph starts at sentence 10. You might simply add a word or phrase or might rewrite the whole sentence.


*Note: the orange = known information ; the blue = new information (ie. the orange transitions us from the previous sentence with something that we already know into new information)


Sample Answer for the Gatsby passage:

AP English / May 3-May 10, 2020 Class / KP’s Class Page 1 · 2020. 5. 5. · AP English / May...

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