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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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Teaching the AP Language and Composition Rhetorical Analysis Essay
Updated: Dec 1
Every year, my AP Language and Composition students struggle with the rhetorical analysis essay. Over the years, I've come up with various graphic organizers to walk them through the process, and I also show them various models, but this only gets students so far. I teach highly motivated students, and they want to know exactly what they need to do to earn a high score.
This year, after I graded a stack of so-so papers, I realized that I was going to have 60 students chasing me down and demanding to know how to get a better grade. I suffer from Fear of Student Bombardment (FOSB), so I try and anticipate what students are going to be concerned about and address it in class. Below are the materials I use to teach the rhetorical analysis essay.
I had already used all of my rhetorical analysis graphic organizers and some of my AP models. My students were starting to understand the rhetorical analysis essay but not quite. They were identifying devices and trying to connect to effect, but they weren't keep the big picture in mind. They were also picking out small, unimportant devices to analyze, or they were skipping giants chunks of the passage. I realized that in order to show them exactly what I wanted, I was going to have to model the entire process for them. Tedious? Yes. But I knew it was the only way I would be able to show them exactly what I wanted, and therefore prevent the student onslaught after class. (WHY DIDN'T I GET A BETTER GRADE!?!?)
I did this lesson after students attempted to analyze the 2005 Form B Maria W. Stewart prompt, but you can do it after any rhetorical analysis attempt. The reason I do it AFTER they write the essay is because they are not invested in the process until they get their grades back. That's when the realize that they probably should stop ignoring me and pay attention. The lesson went well and I didn't have any students chasing me down afterwards. You will need about ninety minutes. You can use the steps below with your own passage, or you can use this ready made "Intro the Rhetorical Analysis Essay" for sale on my TpT page. I use Sojourner Truth's "Ain't I a Woman?"
Here is what to do:
1. Give students back their essays and briefly discuss what they did well, but acknowledge that there's work to be done.
2. Give students a handout titled "How to Write a Rhetorical Analysis Essay." This is just a clean document that lists the steps students should follow when attempting to write a rhetorical analysis essay. I sell it on TpT, but it is not necessary for this lesson: https://www.teacherspayteachers.com/Product/How-to-Write-a-Rhetorical-Analysis-Essay-for-the-AP-Lang-and-Comp-Exam-1541269
3. Choose a short passage to work with or use an old AP prompt. Show students how to annotate the first paragraph (summary/function/devices), and then have them annotate the second paragraph on their own and share out.
4. Next go over how to write a rhetorical analysis thesis statement. I have my students write a SOAPStone thesis. They use it in their AP history classes and it works well for the rhetorical analysis essay, so I figure... the fewer acronyms to remember the better. The "SOAPStone" letter meanings are as follows: S=Subject, O=Occassion, A=Audience, P=Purpose, S=Style, and "tone"=tone. Students should identify all of this information about the text they are analyzing and then tie it together in one or two sentences at the end of their introductory paragraphs. Kids always ask if they should list literary devices but I am partial to them identifying and discussing the devices in the body. Really, I don't care it's up to them.
5. Show students how to write a full intro paragraph by typing it out on the spot and thinking aloud. Make students take notes by hand while you are typing.
6. Show students what the body paragraph of a rhetorical analysis essay to look like. I literally type out the paragraph and think aloud while I am writing it. I also make them copy this down by hand.
6. Repeat for another paragraph.
7. Ask students to write their body paragraph own. Despite having a model paragraph right in front of them, students typically make the same three mistakes on their first attempt at the rhetorical analysis:
They do not put a device in their assertion
They speak in generalities in their commentary
They do not include exact evidence.
As students are working, I try and circulate and catch kids who are making one of the above mistakes. Students submit their attempts at the end of class.
During Planning/Before Next Class
8. Look through the paragraphs students submitted and divide them up into “strong,” “medium” and “weak.” Then make groups of three with one student from each category. Basically, you want to match the students who DO understand the rhetorical analysis essay to be paired up with students who DO NOT understand the rhetorical analysis essay. The stronger students can explain and model how to write the essay to the kids who did not get it the first time around.
9. Review any major misunderstandings that you saw in their paragraphs.
10. Start the process over again. Give students Dave Barry’s “Turkeys in the Kitchen.”
(Com plete lesson with handouts for sale here ), and ask them to take out their "How to Write a Rhetorical Analysis Essay" handout .
Go th rough the steps again. Students read the prompt and the passage on their own and annotate. We share out some annotations, and then we go over how to write the thesis statement as a class.
11. Put students into the mixed-ability groups that you made the day before. The students divide up the into “beginning” “middle” and “end” and each person is responsible for writing 1 body paragraph that will be part of a whole essay written by the group. I have students write their paragraph on a Google doc and then share it with me so that I can check in on them as they are writing. I use the commenty function to leave feedback, but if a student is really confused, I call them up to my desk for a quick conference.
12. Once all students in the group have written their paragraph, they need to read the paragraphs of the other two members in the group and give one piece of feedback.
13. Submit essay to teacher.
14. Review all the steps with the students one more time and then have them do a their first timed rhetorical analysis. Give them 55 minutes to complete it, then I look over the essays and figure out my next lesson.
No first attempt at a rhetorical analysis is pretty. The essay is just too new and unfamiliar to my students. I’ve just learned to accept this stumble as an inevitable part on the path to mastery. My students hate it for this reason, but they feel pretty good once they get the hang of it.
Rhetorical Analysis Essay Materials
Every year, I introduce the rhetorical analysis essay differently. This year (2024), I used Jonathan Edwards's "Sinners in the Hands of an Angry God." I put even more scaffolding in than I have in the past and I think the initial attempt by the kids was pretty good.
In the past, I have also used Sojourner Truth to introduce the rhetorical analysis essay.
Rhetorical Analysis Introductory Lesson (w. Sojourner Truth) (paid product)
How to Write a Rhetorical Analysis for the AP Exam (paid product)
Rhetorical Analysis Essay Template (paid product)
Rhetorical Analysis Thesis Statements
3 Graphic Organizers for the Rhetorical Analysis Essay (paid product)
Rhetorical Analysis Group Essay (paid product)
How to do a Compare/Contrast Rh etorical Analysis PowerPoint
Woolf Rhetorical Analysis Compare/Contrast Prompt
I hope that some of these materials are helpful to you!
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Write Your Best AP Lang Rhetorical Analysis Essay with These Expert Tips
It should come as no surprise that the AP English Language and Composition Exam requires students to do a lot of writing. In addition to the multiple choice section at the beginning of the test, the AP Lang exam includes 3 free-response prompts: a Synthesis Question, a Rhetorical Analysis, and an Argument. The second essay task, the Rhetorical Analysis, provides students with a non-fiction text and asks them to write an organized essay that analyzes how the writer’s language choices contribute to the text’s intended meaning and purpose.
If you’re reading this as a current AP Lang student, your teacher should have already taught you many of the ins and outs of a good rhetorical analysis and had you do at least a few practice rounds. The intent of this blog post is not to break down the entire process of writing a successful AP essay, but to give you a few final tips to keep in mind as you prepare for the exam. Check out these expert tips for writing your best AP Lang Rhetorical Analysis essay.
1. Take notes as you read the text the first time.
It’s very important to read the non-fiction text included in the prompt carefully, as it’s the basis for your essay. However, you know that the AP exam also doesn’t give you all day to do this. Make your reading process more efficient by taking notes right off the bat - not on the second reading, but the first time you lay eyes on it.
As for what kind of notes to take, I recommend making just one little note per paragraph that establishes that part’s particular purpose. This will help you stay focused and engaged with the text. In addition to this, make sure to be circling/underlining and labeling all the rhetorical devices you can find. Then you can go back and decide which ones you’d like to write about.
2. Outline before writing!!!!!
If you don’t think you have time to outline before you start writing, consider any time that you’ve tried to do a timed write without planning and then lost your focus, realized you forgot some information, or realized in the middle that you should have organized everything differently. Sound familiar? Outlining prevents all of these little crises.
I recommend just sketching out your thesis and topic sentences and writing down a couple of bullet points for the examples and commentary in the body paragraphs. As for the intro and conclusion? These you can make up as you go along, as (except for the thesis in the intro) these parts are much less important than a strong body. Which brings me to my next point...
3. Don’t agonize over a clever/impactful intro or conclusion.
I know you’ve learned that these parts of an essay are your opportunities to either be
very clever/eloquent or make some sort of emotional impact on your reader, but a
timed essay like this one is neither the time nor the place for such things. Treat the intro
as simply a vehicle for your thesis. Two or three sentences total is enough. As for the
conclusion, AP readers like to see one merely for the sake of overall structure, but if
you’re running out of time, just restate your thesis in one sentence and call it a day.
4. Include the function of the rhetorical devices you’re writing about in your thesis.
This may sound like a no-brainer, but this is among AP readers’ pet peeves when it comes to the Rhetorical Analysis. A student can write an otherwise great essay, but if the thesis just says, “The author uses X and Y,” they’re likely to lose out on the thesis point. The point of this kind of essay is not just to explain what kinds of rhetorical strategies are present, but to detail how these devices come together for the author’s specific purpose(s). Make sure to reflect that in your thesis.
5. Explain the effect that each example has on the audience.
As a related point, in your explanations of each example, make sure to write about the
specific effect the example has on the audience. Don’t just say something like “the author uses humor when they write ‘X’” and just move on to the next thing. Perhaps the author uses humor in that instance to lighten the mood and/or attempt to earn the trust of a skeptical audience. Even if the function seems obvious to you, the reader can’t know you understand the concept if you don’t show them you do.
6. Avoid relying on boring, overused signal verbs.
“Signal verbs” refer to the verbs we use when explaining what an author is doing. Too
often, students rely on the same old boring signal verbs (i.e. the author “explains, says, writes, tells us,” etc.). As easy as these words are to fall back on, they’re both boring and nonspecific. Practice using more interesting, specific verbs like “argues, emphasizes, clarifies, acknowledges,” etc. These words will elevate your style and allow you to write with more precision. For even more great signal verbs, check out this helpful page from the University of Illinois’ Center for Academic Success.
7. Study student samples.
This last tip differs from the others in that it’s not something you can do in the moment of
writing; it’s something you have to carve out separate time to do. This may sound like just another pre-exam chore, but studying student samples from past tests is helpful in so many ways. The main reason why I recommend it is so you can see how different samples are organized. As you’re probably aware, the Rhetorical Analysis is more flexible in that multiple methods of organizing information can be effective. To keep yourself from getting stuck in the same old organizational rut (or just to see how high scorers do it), take a look at past samples to analyze other students’ strengths and weaknesses. The College Board’s online collection of sample responses to AP Lang prompts can be found here .
I’d like to conclude this post with the reminder that no amount of tips will suddenly allow you to just start writing a perfect Rhetorical Analysis overnight. Getting better at writing any kind of free-response question is a process that requires lots of practice and revision. With that being said, I hope these tips help you along the way as you develop more organized, efficient ways to answer these challenging essay questions.
If you’re anxious about preparing for the AP exams this year, I encourage you to check out ThinquePrep’s edition of our annual AP review classes , taking place this April.
If you’d like a little more in-depth academic support, take a look at our academic coaching services , too.
Nina Calabretta is a college English instructor, tutor, and writer native to Orange County, CA. When she’s not writing or helping students improve their skills as readers, writers, and critical thinkers, she can be found hiking the local trails with friends and family or curled up with a good book and her cat, Betsy. She has been part of the ThinquePrep team since 2018.
With offices located in beautiful Orange County, ThinquePrep specializes in the personalized mentorship of students and their families through the entire college preparation process and beyond. With many recent changes to college admissions - standardized tests, financial aid, varied admissions processes - the educational landscape has never been more competitive or confusing. We’re here from the first summer program to the last college acceptance letter. It’s never too early to start thinking about your student’s future, so schedule your complimentary consultation today!
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Thank you for sharing these expert tips for writing a successful AP Lang rhetorical analysis essay! Your insights on outlining and the importance of analyzing rhetorical devices are particularly helpful. For those who may need additional support, consider exploring professional write my dissertation services to enhance your overall writing skills. Keep up the great work!
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