Ap Lang Essays 2014 Movies

Found on AskReddit.

1. An essay on a made-up book.

One of my teachers that is an APUSH grader posts Facebook statuses each day about the dumbest things she reads, so they are allowed to say. But my favorite story was from a teacher that did the AP Lit grading. The teachers are allowed to read the responses to open ended questions on books they haven’t read, but she says that if people aren’t too familiar with them they tend to pass it off to someone who has actually read it. One day she got a response on a book she had never heard of, so she tried to pass it on to someone else. But no one else at her table, or in her room, had heard of it either. Which in this case is strange, because this is a room full of English teachers, and all of the source works for that response are supposed to be of a certain academic caliber. After finally resorting to looking the book up online and calling around to a few bookstores, they determined the book did not exist. Someone had made up an entire plot-line, and then analyzed it and wrote an essay on it.

2. An illustration of College Board’s annihilation.

My comparative government teacher told me about the essay that contained no words — just a picture of Godzilla and King Kong attacking the College Board building.

3. At least he was an honest test-taker?

My stat teacher told us that all he saw on a FRQ was ” I know I failed this, but the teacher was a milf, so it was totally worth it.”

4. A pretty brief summary of the reformations in England and Germany.

Best story from my AP European History teacher, who was also an AP grader. An essay question one year asked to describe the similarities and differences between the protestant reformation in England and Germany. One student wrote, “In Germany, Martin Luther nailed his 95 theses to the door of the church in Wittenberg. In England, Henry VIII nailed Anne Boleyn.”

5. This is what happens when you translate “laughter” in spanish to “crying”:

I took AP Spanish this year. I mistranslated the words for laughter and smile in my head as crying and sadness. I ended up writing 200+ words about the health benefits of being sad.

6. A slip-up on the AP Music Theory exam.

Friend of the family used to grade AP Music Theory exams. There’s a sight-singing section on the exam where, at least when I took it, you had to sing onto a tape that would be scored based on accuracy. He had to hear a TON of really horrible ones, but he told us one story that I remember.

The student’s recording began fine, and then the student made a mistake, yelled “Ahh FUCK!” and then proceeded to start singing “Tooty Fruity”.

7. An AP Euro student who evidently didn’t know one Enlightenment thinker.

My AP European history teacher told us that one year, the essay was on Enlightenment thinkers. One student wrote “The Enlightenment had many great thinkers, none of which come to mind currently.” and nothing else.

8. A kid who wrote a two-act play across two different AP tests.

When I was taking AP exams my senior year, one kid in my class wrote a two-act play about a couple trapped in zoo over night. While trapped there, a radioactive source causes the animals to mutate into human/animal hybrids and the human/animal hybrids chase the couple throughout the zoo, trying to eat them (the giraffe was named puzzles). The first act was in his AP English Lit exam; the second act was in his AP Euro exam.

9. A somewhat hostile illustration.

My English teacher told us that one of his favorite essays that he graded was actually not an essay at all, but a “perfectly drawn and shaded” picture of a middle finger.

Said he almost didn’t have the heart to give him that zero.

10. When in doubt: fake poor handwriting.

When I took AP US history I couldn’t remember which amendment abolished slavery, so I made the number look like really bad hand writing. I got a 5.

11. A student trying to make light of a bad situation.

My History teacher told us that one time there was a test where the student just traced an outline of their hand, with a small caption underneath that said “high five! :D.”

She gave the paper a high five, but still gave the student a zero.

12. An essay that never really got to the point, but was funny nonetheless.

My AP US History teacher grades the AP Exam ever year and his favorite was one sentence: “Booker T. was a guy who take a trip.” That was all that was on the essay. The question was about how W.E.B. DuBois and Booker T. Washington planned to improve the condition of blacks following the Civil War.

13. An essay about ice cream for the AP US History exam.

For US History, my teacher always showed us this one example of a DBQ essay that a kid wrote. It was about ice cream and he drew a stick figure and labeled it George Washington. The essay was supposed to be about slavery…

14. A very creative short story.

My AP Human Geography teacher told us about how he graded a paper where a kid wrote a 6-page short story about a rabbit and managed to incorporate the correct answer and got full credit. I called bullshit but he swore it was true.

15. A $5 bill taped to the exam.

I read AP exams in the past. Most memorable was an exam book with $5 taped to the page inside and the essay just said, “Please, have mercy.” But I also got an angry breakup letter, a drawing of some astronauts, all kinds of random stuff.

16. A very creative poem about Joseph Stalin.

A poem about Joseph Stalin. It was fucking amazing. The only line I really remember was ‘he had eyes made of death and a ‘stache of pig iron.’

17. A pretty glaring mistake on the AP US History exam.

One of my high school history teachers was one. He told us he once read an entire essay about a sex scandal between Betsy Ross and Thomas Jefferson.

18. The ol’ writing dirty jokes and then crossing them out trick.

When I took my test, I would put really irrelevant jokes/dirty jokes in the middle of my essays, then cross them out (because they can’t be graded) but sure as hell could be read.

19. A two-act play plus a review of it on an AP Physics exam.

One of my friends decided that a good use of his AP Physics-C exam was to write a 2-act play and then top it off by writing a review of it. If I remember correctly, he gave it 4/5 stars.

20. A student who couldn’t handle the elitist tone on his AP English exam.

When I took my AP English exam, the final of the three essays had a prompt that said “Pick a work from this list or one of similar literary quality and discuss character foils.”

Well, I got pissed off at the elitist tone of the “literary quality” bit, so I started my essay: “Literary quality is a very subjective thing. Nowhere are character foils more evident than in Dr. Seuss’s masterpiece, Go Dog Go.”

I then proceeded to write an entire essay on character foils in Go Dog Go, comparing the black dogs to the white dogs, the dogs over the house to the dogs under the house, etc.

21. An essay written backwards.

My Government teacher is a reader and told us of an essay they received one year that was written perfectly backwards. The grader had to hold it up to a mirror to decipher it.

22. This is what happens when you take an AP exam that you haven’t studied for.

When I took the AP World History exam, I had the option of taking the Comparative Politics exam for free. Sure, why not. I didn’t study for it at all. After answering a few of the essay questions, I got bored/stumped/wanted to leave because I had bronchitis and felt bad for the serious test takers who had to listen to me coughing…so I drew an elaborate picture of a dinosaur holding a sign that said “Sorry, I didn’t even take this class.” Got a 2!

23. A sympathetic letter to the grader.

I just took my AP Lit test today. I think they might get a bit of a chuckle out of my third essay. I didn’t intentionally do something funny, it just sucks so bad.

But relating to the question, my English teacher told my class of how she knew of one student who just didn’t write the final essay. Instead, they wrote a letter to the grader telling them to take a break and go get a cup of coffee. They went on to compare themselves to the grader, talking about how they were both confined in a room to do something that they didn’t want to do, yet they’re still doing it all the same. Somehow, they got a 2.

24. An essay that fully channeled Billy Madison.

On my AP Euro test a few years back there was an Essay about post WWII life and we hadn’t gotten that far in the class and I wasn’t sure of the answer. I wrote as much of an essay as I could but the majority of it was a detailed sketch of the entire bathtub scene from Billy Madison. Shampoo vs. Conditioner.

25. A pretty harsh “free response” essay.

Fun fact. The teachers of your AP classes get the free response parts back. I wrote awful things about my AP physics teacher on the exam (essays about how he didn’t teach), and the next school year he came and showed the booklet to me.

26. The entire lyrics to N.W.A’s “Fuck The Police.”

I took the AP Lit exam today. My friend, in order to increase the essay length, wrote out the entire lyrics to N.W.A’s “Fuck The Police” in the middle of his essay and proceeded to cross it out, which meant they can’t grade the test. As we were in the back of the room, I was able to be shown a glance of his test, and can confirm this.

27. A virus written on the AP Computer Science exam.

When I took the AP computer science exam, one of my classmates, frustrated with his inability to figure out what the hell they wanted versus his years of actual programming experience, wrote a virus.

28. When in doubt, go for panda facts.

One of my friends was taking the Lit one, but she totally blanked on one of the essay responses and just ended up writing every fact she knew about pandas. Got a 2.

29. A one-sentence essay.

I took my AP Lit test about three years ago and one of the prompts was about an incredibly dull poem called the “Century Quilt.” I couldn’t muster any enthusiasm, so with 10 minutes to go I wrote a grammatically correct 2-page single sentence essay.

My AP Lit teacher’s face turned purple when I told him- but I still got a 4!

30. A plea of sorts.

My AP US History teacher had a few funny stories. One kid wrote a rap about how his mother made him take the class and begged the reader to give him a 5. Her group also got a lot of bribes in the booklets. She said that they put it all together and bought lunch with it. Solid.

31. A scary-looking clown and Breaking Bad quotes.

I took an AP Chemistry exam and I had no idea what I was doing. So on one of the pages where I was supposed to be answering a question about batteries I put a very large, very menacing picture of an evil clown. Also, a bunch of “Breaking Bad” quotes.

Keep laughing: read our bestselling ebook Not a Match.

AP English Language FRQs

Have you ever wondered what it takes to get the best score possible on the AP English Language exam?

In this guide we have compiled the do’s and don’ts of the 2014 AP Language test to provide you with the best information to conquer the exam. As you prepare, keep a close watch for the best practices for each type of essay, and the things to avoid.

Let’s breakdown the test to see how it is scored and what you’re expected to do.

Test Breakdown

The Free Response Questions (FRQs) are the essay portion of the AP Language exam. The exam itself has two parts: the first is a multiple choice section, and the second is the FRQs. This guide provides an overview, strategies, and examples of the FRQs from the CollegeBoard. There is a guide to the multiple choice here.

The FRQ section has two distinct parts: 15 minutes for reading a set of texts and 120 minutes for writing three essays. The 15 minute “reading period” is designed to give you time to read through the documents for question 1 and develop a thoughtful response. Although you are advised to give each essay 40 minutes, there is no set amount of time for any of the essays. You may divide the 120 minutes however you want.

The three FRQs are each designed to test a different style of writing. The first question is always a synthesis essay – which is why they give you 15 minutes to read all of the sources you must synthesize. The second essay is rhetorical analysis, requiring you to analyze a text through your essay. The third is an argumentative essay.

Each essay is worth one-third of the total grade for the FRQ section, and the FRQ section is worth 55% of the total AP test. Keep that in mind as you prepare for the exam, while the multiple-choice section is important, the essays are worth more overall – so divide your study time evenly.

The scale for essay scores ranges from 1-9. A score of 1 being illegible or unintelligible, while a score of 9 is going to reflect the best attributes and aspects of early college level writing. You should be shooting to improve your scores to the passing range, which is 5 or above. Note that if you are struggling with the multiple choice section, a 9-9-9 on the essays will help.

The Tale of Three Essays

If you are currently taking an AP class, you have probably experienced the style and formats of the three assignments. You may have learned about the specifics of the different types of essays in class, and you may have already found out which of the three is easiest for you. However, you must possess skill in all three to master the AP test.

The First Essay (Synthesis)

The first essay on the test is going to be the synthesis essay. This essay can be the trickiest to master, but once you do get the hang of it, you will be one step closer to learning the others. The synthesis requires you to read six texts, which can be poems, articles, short stories, or even political cartoons.

Once you have read and analyzed the texts, you are asked to craft an argument using at least three of the documents from the set. The sources should be used to build and support your argument, and you must integrate them into a coherent whole.

On the 2014 FRQ section of the AP exam, the synthesis essay focused on the value of a college education. The complete prompt for the section is below:

If we break down the task, it is asking you to use the six sources to create a “coherent, well-developed argument” from your position on whether or not college is worth the cost. As you read this, you might have some experience with discussions of college costs and the value of a degree; perhaps you have had the discussion with your parents or at school. You can use that experience, but your response needs to focus on the given texts.

To find the actual documents you can go here. Taking a look at the documents will provide some context for the essay samples and their scores.

The question is scored on a scale from 1-9, with 9 being the highest. Let’s take a look at some examples of student essays, along with comments from the readers – to break down the do’s and don’ts of the FRQ section.

Do’s

You should always strive to get the highest score. Writing a high scoring paper involves learning some practices that will help you create the best possible synthesis essay. Let’s look at two examples of student writing:

Create a Clear Argument

One of the key elements of scoring high on the synthesis essay is to make your argument as clear as possible. Let’s look at the clarity in the example below:

This sample comes from a high scoring essay. If we examine the words closely, we can pick out some specific ways that this essay is clear:

  1. The student identifies one of the key components of the debate when he talks about “dollars and cents” – showing that he understands most people associate the worth or value of a college education to cost and future earnings.
  2. The student redirects the argument though to encompass “so much more” – giving the reader a clue that he is going to be discussing other definitions or explanations of the value or worth of a college education.

For the reader of this essay, it was laid out clearly by the student. The student addressed the main arguments usually made about the value of a college education, but then using clear wording redirected his argument to focus on a more broad definition of value.

Integrate Sources Seamlessly

Another essential part of scoring well on the synthesis essay is to integrate sources into your writing. The student example below demonstrates the skill:

The student who wrote this essay was able to integrate the different sources into his writing. Notice that in this particular passage the student was able to integrate a negative source (A) and positive source (B). The sources are integrated into the essay, supporting the student’s point about the emotional value of college.

When using sources, whether they support or oppose your point, you should always strive to integrate and explain how they connect to your argument. This student demonstrated the ability to have his writing flow through embedded quotes, which only added to the idea that he has a strong command of language.

Don’ts

There are some practices that students should avoid on FRQ 1 of the test. Students who do these things can expect to receive low scores on their essays, and if you wish to score above a five, you should avoid them at all costs.

Don’t Use the Wrong Tense or Words

One of the simplest changes you can make to score some extra points is to ensure you use the correct diction and grammar. The example below demonstrates what you shouldn’t do on the test:

This student doesn’t demonstrate his command of the English language. Instead, he shows that he does not have a grasp on simple structures like grammar. The student says, “…many of my friends and families yell and start to panic” – which shows that his command of language is weak because the word families should not be plural.

Unless the student has “many” “families” the correct word he should use would be family, and then it wouldn’t go with the verb “yell” in the sentence. This could be easily fixed with a re-read of the essay and changing the word “families” to “family members”.

It seems like it shouldn’t matter that much, but using the wrong word or tense can decrease the confidence a reader has in your writing skills. Students that make these “simple” mistakes, generally have more glaring errors in their essays – meaning they will be reading the rest of your paper more closely than before.

Make sure you proofread your essay before you move on – it could mean the difference between a high score and a low score. Even if it saves you just one point, that point could make the difference.

Don’t Misuse Sources

One of the easiest ways to fail question one is to write an essay that doesn’t utilize sources correctly. The student in this example doesn’t integrate the source they use:

This student doesn’t use the information provided by source F correctly. They give a quote, but then do not explain how the source relates to his argument, or what the given quote even means.

The information provided by source F is an argument against college education – stating that it isn’t as valuable as a good work ethic or being personable. The student cites this evidence, but then gives an argument against what it says without substantiating his argument.

The student provides no proof as to how college benefits the character of people. Instead the student writes some vague examples of how college can benefit the character of a person, which doesn’t refute the evidence he cites from the text.

If you want to score high, make sure you understand the sources you use and that they add to your argument. If you are using a source that opposes your argument, use another source that supports it in your refutation. Don’t use sources if you don’t know what they are saying.

AP Readers’ Tips:

  1. Read every text before you start your essay. One of the pitfalls of many students is that they do not use enough sources and try to fit them in after the fact.
  2. Plan ahead. Ensure that you understand what you are going to be saying and how you will incorporate the different sources into your writing. You will need at least three sources to get above a 6, so ensure you have at least that many mapped in your plan.

The Second Essay (Rhetorical Analysis)

The second essay on the FRQ section is always a rhetorical analysis essay. This essay will focus on analyzing a text for an important aspect of the writing. In the case of the 2014 FRQ, the analysis was supposed to concentrate on rhetorical strategies:

The prompt asks the reader to carefully read a letter written by Abigail Adams to her son and write an essay analyzing the rhetorical choices she uses in the letter. Rhetorical choices are simply another term for rhetorical strategies and include things like the rhetorical appeals, and rhetorical devices.

Let’s examine the do’s and don’ts for the second essay.

Do’s

When analyzing rhetorical strategies, you should pay close attention to the details within the text. The students below use some valuable strategies to enhance their analysis.

Provide Different Reasons to Support Your Argument

In this high scoring essay, the student provides many reasons that support her argument. In particular, she points out how Adams uses “maternal tone, historical allusions, qualified flattery, patriotic appeals, and lists” as the concrete rhetorical strategies in the letter.

Each of the reasons the student highlights provides support to the essay’s primary claim that Adams is writing to convince her son to be diligent and apply himself. The student makes it clear how she is going to argue in the rest of the essay by laying out these reasons in the beginning.

To make your essay easier to read, you should have distinct reasons and that each supports your claim in a different way. The more reasons you have, the stronger your argument will be by the end.

Use Outside Knowledge Effectively to Strengthen Your Argument

The ability to pull in outside knowledge from your classes or books you have read will help enhance your analysis. Let’s take a look at how a student did this on the 2014 exam:

In the example above, the student can provide a more in-depth analysis of Adams’ words by connecting her mention of “difficulties” to the American Revolution and rebellion from Britain.

The student can connect what she has learned in her history and literature classes to what is being discussed in the letter. This brings a new dimension to her writing and allows her to go into more detail in her analysis. It gives the student an edge over others who don’t use their background knowledge.

Whenever possible, bring in background information that will help with your analysis. It might only seem like extra knowledge about the topic or author, but it could provide some insight into why they chose to write about something or show the full effect of their argument.

Don’ts

Some things to avoid on the literary analysis essay include misreading the passage and providing inadequate analysis of the text.

Don’t be Vague about Your Argument

One way to receive a low mark on your essay is to be unsure about your claim, reasons, or evidence. Any essay grader is going to want to see proof of thought and planning throughout the essay, so you cannot afford to be vague. Let’s look at one of the examples of this from a student essay:

The student seems to have been rushed for time, but that is no excuse for leaving out necessary details. This is the entire first paragraph of the student’s essay. The student at the very least provides the reader with an idea that will be analyzing “pathos, repetition, and diction,” but she doesn’t go into detail about their argument.

The student is very vague about her overall argument. The student doesn’t specify a claim, and she does not go into detail about what the rhetorical strategies are doing in the letter. Leaving out those essential details led to the essay receiving a low score.

In your essay be sure to specify your claim and the reasoning behind your analysis in your thesis. It is a clear sign of good writing when the thesis makes sense, and you can connect your claim to the specific reasons you give for why your argument is correct.

Don’t Miss the Chance to Include Textual Evidence

Textual evidence is the bread and butter of a rhetorical analysis – so you will want to include as much evidence from the passage as possible. Here is an example of a student not including enough textual evidence:

The student references lines from the text, mentioning this as the primary rhetorical strategy she is showing, but doesn’t give enough evidence to show what the choices in diction do in the letter. The student would need to cite an example of how Adams uses diction.

Whenever there is a chance to show evidence from the text that supports one of your reasons, you should insert a quote from the evidence you’ve collected. Explicitly putting the evidence in your essay in the form of a citation is one way to make your essay stronger. Never give a reason without supporting it with evidence, otherwise you might as well not include it.

AP Readers’ Tips

  1. Pay attention to both the holistic (overall) and analytic (particular) views of the piece. You will need to understand both the text as a whole and the specific parts of the text to analyze it effectively.
  2. Don’t just analyze the rhetoric used, but instead connect the rhetoric to the specific purpose of the author. This rule applies to any rhetorical analysis essay.

The Third Essay (Argument)

The third and last essay of the FRQ does not respond to a particular text. Instead, the prompt focuses on crafting an argument about a particular issue. Your essay will need to argue a particular position, though most of the questions put forth by the exam will not be simple either/or questions.

Let’s look at the prompt for the third essay from 2014:

Before we get into the do’s and don’ts of the essay, let’s talk about the particular challenge of this task. You are presented with a scenario, in this case, it deals with the need for creativity in the world, and you are asked to create an argument dealing with that issue.

For 2014, the scenario asks you to argue the value of creating a specific class to teach students creativity. You are invited to use your experience and understanding to write to your school board arguing for or against the idea of a class in creativity.

It is important to note that students are not being asked to argue about the value of creativity. The prompt assigns a significant value to creativity, so in the essay, a student would need to argue from that knowledge. The student must focus on the value of a class in creativity, if he instead discussed the importance of creativity itself he would lose points for the task.

The Do’s

A few of the most important things you can do to ensure you score well on the essay include providing strong examples and define the examples you discuss.

Provide Strong Examples to Substantiate Your Reasoning

There is always a need when arguing to provide strong examples to make your reasons and argument clear. In the student writing below, he goes to great lengths to provide strong examples of his argument:

The student gives a very thorough explanation and many good reasons why he is against the idea of a creativity class. In this case, he gives his reasoning why a separate class would be detrimental to the act of thinking creatively, and then the student gives an example from his experience.

The concrete example of his creativity class, coupled with his explanation of why a class on creativity would not be useful both serve to further his argument. The amount of detail present in the paragraph is indicative of a high scoring essay.

When you write, you will want to ensure that you give credible and concrete examples that are then supported with thorough explanation and detail.

Define the Terms and Reasoning You Use

An excellent essay should provide a definition for the terms used or an explanation of the ideas presented in the argument. If you are arguing that a class in creativity is not useful, it would be helpful to define or articulate what creativity needs to look like to be helpful.

Let’s take a look at one example of how one student articulated creativity:

The student gives a definition to what creativity looks like in the real world. He says that it is, “being able to develop novel ideas, apply, and adapt them…” This definition gives the student a way to explain the process of creativity – and show how a class in creativity is not useful.

If you are going to write an essay about the value of a topic or idea, it will suit your needs to determine what that topic or idea entails. In the case of the student above, by defining what valuable creativity looks like, he was able to explain then how it is only useful in the context of other issues – not in a disconnected class focusing on creativity.

Don’ts

If we take a look at the essay samples from 2014, there are few examples that stand out as don’ts. In particular, you should avoid going off topic and rambling in your essay.

Don’t Go Off Topic

One of the cardinal sins of essay writing is to go off topic. Students that fail to address the prompt are sure to get a very low score.

Let’s take a look at a sample from an essay that goes off topic and fails to adequately address the prompt:

The student does not address the prompt properly in his essay. He starts off the paragraph by talking about how some people are creative, and others are not. He goes on to explain how creativity is just thinking outside the box, and finally, he offers the idea that there are pros and cons to having a creativity class.

At the end of the paragraph, despite all of the words he has written, he has said nothing of importance. He has not formed an argument; he has not presented new ideas, instead he has just danced around the issue and offered some ideas that are off topic like “some people are born with creativity”.

You must always address the prompt. It is important that you take a stance. It may be a moderate or middle of the road position, but there has to be something concrete that you are arguing. It doesn’t do any good to write an essay that goes off topic and doesn’t address the prompt.

Don’t Ramble

It seems simple, but many low scoring essays show that the student didn’t know what he was going to say ahead of time. This type of “word vomit” leaves the reader confused, and shows that the writer didn’t have a good grasp of the subject. Let’s look at the example below:

The student seems to be rushed in this essay, but he writes whole sentences that do not add anything to his points. The first sentence in the example above doesn’t tell the reader anything new and simply serves as fluff. It is useless and will not earn you extra points to include sentences that say nothing.

The rest of the writing doesn’t go into any more detail, and the entire paragraph above could be cut from the essay without costing it any of its argument, evidence, or support. If you find that you are writing just to write, and not saying anything important – you should stop and figure out if you have anything left to write that will add to your argument.

AP Readers’ Tips

  1. Keep track of all parts of the prompt. One of the easiest ways to drop points is to forget to answer an important aspect of the prompt. In the case of the 2014 prompt, the essay needs to discuss the creation of a creativity class.
  2. Try to reference literary examples in your writing. There wasn’t much opportunity to reference readings in the 2014 prompt, but if you can reference the different literature you have read as evidence, it can help boost your scores.

General AP Readers’ Tips

Make a plan. One of the best things you can do for any essay you are writing under a time crunch is make a thought-out plan. Sometimes, in the heat of writing, it is easy to forget where you are in your arguments. Having a simple outline can save you from that misfortune.

Answer the question in your introduction, and be direct. Directly answering the prompt is one of the easiest ways to ensure you get a higher score.

Clearly, indent your paragraphs, and ensure that you always have an easy to navigate structure. Topic sentences are a must, so make sure those figure into your structure.

Use evidence, especially quotes, from the texts, and explain what they mean. You need to make an explicit connection between the evidence you use, and how it supports your points.

Part of all great writing is variety. Vary your sentence structures, don’t make all of your sentences short or choppy, but instead try to inject some creativity into your writing. Utilize transitions, complex sentences, and elevated diction in your writing.

Use active voice, and make every word add to the paper as a whole. Avoid fluff – you don’t want your paper to look bad because you are trying to pad your word count.

Go Forth and Conquer

Now that you better understand the expectations of the AP English Language FRQ section, you are one step closer to getting your five on the exam. Take what you have learned in this guide, and work on applying it to your writing. So, now it is time to go practice to perfection.

If you have any more tips or awesome ideas for how to study for the AP English Language FRQ add them in the comments below.

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