AP Language and Composition, Unit 4, Waters
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Achievement First
Unit 4: Gender Roles in Society: Their Source, Their Power
AP English Language & Composition
Dates of Instruction (NY): December 2-January 10 (approximately 4 weeks, or 20 days, of instruction, with IA 2 scheduled for
January 14-16)
Dates of Instruction (CT): December 2-January 16 (approximately 4 weeks, or 23 days, of instruction, with IA 2 scheduled for
January 22-24)
The Big Picture
In the second half of the second quarter, scholars
transition into a four-week unit focused on gender, a
broad and multi-faceted topic which has invited
and provoked intense debate and writing since time
began. Frame your classroom discussions and focus
your reading efforts with these Essential Questions:

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Reading and Text Analysis Skills:
Over the course of Unit 4, scholars should pay
particular attention to examining a writer’s use of
literary and rhetorical devices. Within the context of
the key text, push them to specifically analyze tone,
hyperbole, synecdoche, allusion, personification,
understatement, and metaphor. Scholars should
also be led to examine a writer’s use of sentences,
and can analyze the relationship between sentence
length and structure and an author’s tone and
message.
What is the difference between sex and
gender?
Where do our ideas around gender roles and
sexual stereotypes come from? To what extent
are gender roles innate (natural) or
superimposed (created)?
What ideas do we receive about gender
throughout our lives?
How can social stereotypes around gender limit
our potential and curtail our attainment of
happiness?
How can author’s apply literary devices to
enhance their arguments?
Writing Skills:
Scholars will carefully analyze Virginia Woolf’s
oration, “Professions for Women,” which will be the
focus for a FRQ#2 that they will spend multiple days
work shopping towards the end of the unit. The unit
also includes at least two on-demand drills which
require scholars to write analytical paragraphs in a
timed setting and, as a final summative assessment,
an on-demand essay in the style of the FRQ #2. At
this point, push scholars to select a judicious amount
of clearly related evidence, and to present that
evidence in a way that supports the logic of their
thesis statement and reads in a way that is both fluid
and compelling. Scholars should also focus on the
organization of their ideas, and on varying sentence
length and structure to create an effective style and
tone for their own writing.
Recognize that these questions are iterative
(meaning, you’ll come back to them again and
again over the course of the unit) and framing
(meaning that the core texts in the unit should be
read through the lens they provide).
By the end of the unit, scholars should have a solid
grasp of the following Enduring Understandings:
 People continually grapple with identifying the
source of gender characteristics, considering
how much of what it means to be masculine or
feminine can be accredited to biology and
how much is socially constructed.
 When a chasm exists between who we really
are as men and women and who society
expects us to be, we suffer—on an individual,
familial, and social level.
 The heart of rhetorical analysis is not
recognizing literary devices in context, but
rather, in understanding why they are there,
and how the author has used them to enhance
his or her argument.
 Short sentences can draw attention to a
crystallized, distilled idea, rendering it power,
while long sentences create a rhythm or tone
that may achieve an intentional effect on the
reader.
AP Language and Composition, Unit 4, Waters
Unit Themes and Reading Selections:
Week 1: What is difference between sex and
gender, what stereotypes do we have around
gender? Where do these come from? Readings
include an excerpt form “Sex and Temperament in
Three Primitive Societies,” by Margaret Mead, “Girl,”
by Jamaica Kincaid; and a political cartoons by Liza
Donnelly.
Week 2: Continue identifying the ideas we receive
about gender throughout our lives, and begin
addressing the question, “How can social
stereotypes and expectations around gender limit
our potential and curtail our attainment of
happiness? “Readings include excerpts from “Give
Her a Pattern,” by D.H. Lawrence; rhetorical devices
glossary project; begin identifying and analyzing
literary devices in context.
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Week 3: Continue considering how gender
stereotypes and expectations impact our lives while
emphasizing the analysis of literary devices in
context. Readings include “Being a Man” and
“Professions for Women.”
Week 4: FRQ#2 Workshop and MCQ Practice; time
on-demand FRQ#2 assessment
AP Language and Composition, Unit 4, Waters
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Driving Forces
Achievement Goals:

On-Demand Writing: The MOY 12th Grade
Thresholds for on-demand writing are as follows:
Argument- 5; Evidence-4; Language-4. It may
however be more appropriate to strive towards
having all scholars earning at least a 5 on the AP
Lang 9-Point Scoring Guide at this point in the
year, or towards having all scholars score 1-2
points higher on their FRQ#2 response for IA2
than they did on FRQ#1.

Multiple Choice Questions: By the end of IA
Cycle 2, you should aim to have 60% of scholars
answering 40% of the MCQ items on IA#2
correctly. (On a 55 question IA, this equates to
answering 22 items correctly.) Alternatively, strive
towards having scholars achieve a 10% boost in
their MCQ scores from IA1 to IA2. For example, a
scholar who answered 10 questions correctly on
IA1 (18%) might aim to answer 15 questions
correctly on IA2 (28%). Individual growth and
improvement is as important, if not more, than
increases in your group averages.
Focus on Summative Assessment:
Over the course of the unit, each scholar should
complete…

One process-based rhetorical analysis essay (FRQ #2)
written in a workshop setting across multiple class
sessions.

One timed on-demand rhetorical analysis essay (FRQ
#2) written in a single setting.

At least one timed end-of-unit assessment consisting of
a fresh passage and 10-15 MCQs.

At least one seminar reflecting on an author’s literary
and rhetorical devices.

One illustrated glossary that provides definitions,
examples, and simple illustrations for 25 key rhetorical
and/or literary devices. (See the resource
“Rhetorical_Devices_Glossary Project” for examples.)

Multiple analytical paragraphs, written independently
or in collaboration.
Focus Common Core State Standards:
The following CCSS are emphasized within Unit 4:
RI11-12.3: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g.,
how Madison defines faction in Federalist No. 10).
RI11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
SL11-12.1: Initiate and participate in a range of collaborative discussions with diverse partners on grades 11-12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
W11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
W11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
AP Language and Composition, Unit 4, Waters
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Key Skills
Reading: Rhetorical Strategies and Appeals
Reading: Literary Devices
New for Unit 4:

Analyze how an author’s sentence length and
sentence type impacts the tone, power, and
clarity of his or her argument.
New for Unit 4:

The act of defining, identifying, and analyzing
literary devices as rhetorical tools is a key part of this
unit.

Identify, describe, and analyze the rhetorical effect
of an author’s use of synecdoche, hyperbole,
allusion, tone, understatement, paradox, and
personification found within the context of core
texts.

Define, illustrate, and provide examples for all key
rhetorical and literary terminology, to include at
minimum 50 terms from the following list: Allegory,
To continue, with increasing independence: SWBAT...

Analyze how the rhetorical situation influences the
writer’s argument.

Analyze an author’s argument, claims, evidence
and appeals to logos, pathos, ethos.

Identify words, phrases, and sentences which
contribute to the tone of a piece, and/or which
reveal an author’s point of view or purpose.

Perform technical close reading
(pronoun/antecedent, synonyms, navigating
complex syntax, following idea references).
To continue, with increasing independence: SWBAT...

Identify examples of juxtaposition and repetition
within the context of the core texts.

Alliteration, Allusion, Anaphora, Analogy, Anecdote,
Anachronism, Antithesis, Aphorism, Apostrophe,
Argumentation, Assonance, Asyndeton, Attitude, Begging
the question, Canon, Chiasmus, Claim, Colloquial,
Concrete Language, Consonance, Description, Diction,
Euphemism, Ethos, Example, Exposition, Generalization,
Humor, Imagery, Juxtaposition, Litote, Logos, Loose
Sentence, Metaphor, Narration, Oversimplification,
Oxymoron, Paradox, Parallelism, Pathos, Periodic
Sentence, Personification, Prose, Realism,
Rebuttal/refutation, Repetition, Rhetoric, Rhetorical
question, Sarcasm, Satire, Simile, Style, Symbolism,
Synecdoche, Syntax, Theme, Tone, Understatement,
Vernacular, Voice, Zeugma
Additional “challenge terms” for Glossary Project
could include: Syllogism, Isocolon, Anadiplosis,
Invective, Euphony, Cacophony, Induction,
Deduction, Inversion, Polysyndeton, Asyndeton, Ad
hominem. Hasty Generalization, Slippery Slope
Writing
Test-Taking Skills
New for Unit 4:

Select relevant, compelling evidence to support
assertions.

Contextualize and present relevant and sufficient
evidence in a way that is fluent, clear, and
compelling.

Frame analysis within the introductory paragraph
by providing appropriate background information
regarding the text’s author, context, and purpose.

Apply to their own writing an awareness of the
impact sentence length, variety, and structure
can have on the tone and clarity of an argument.
New for Unit 4
 Identify and practice attacking MCQs categorized
as “Rhetoric” within the contexts of the core texts
 Read, annotate, and apply the main ideas found in
the article “How to Approach Multiple Choice
Questions on the AP English Language &
Composition Exam” (see Week 4 Text Resources).
 Calculate current average response time per MCQ
and compare this against target response time of 5060 seconds per question.
 Calculate reading speed for the passages on the AP
Lang exam, aiming to read at a rate of 1 ½ minutes
per page.
To continue, with increasing independence: SWBAT...

Compose thesis statement responding to FRQ#2
prompts.

Draft clear, concise, and compelling assertions
that support the thesis statement.

Articulate clearly how identified rhetorical
devices, appeals, and strategies serve an author’s
purpose.
AP Language and Composition, Unit 4, Waters
To continue, with increasing independence: SWBAT...
 Independently apply the MCQ approach and Steps
1, 2, and 3 of the FRQ Approach.
 Continue tackling MCQs categorized as “Main
Idea,” “Organization and Structure,” and “Author’s
Meaning and Purpose,” within the context of the
core texts.
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Unit 4 Text Selection
The following reading selections will be addressed and analyzed over the course of the unit.
Week 1 Core Texts
Excerpt from “Sex and
Temperament in Three
Primitive Societies,” by
Margaret Mead
The full-text PDF is available
here:
From the introduction to the text: “The work of anthropologist Margaret Mead laid
the foundation for much of our contemporary sociological research and debate on
gender. Are “masculine”” and “feminine” traits innate or learned? Do men and
women differ because of nature (heredity) or nurture (socialization)? Based on her
studies of three “primitive peoples” in New Guinea, Margaret Mead argues that
cultural conditioning is more important than biology in shaping women’s and men’s
behavior. “
http://homepage.smc.edu/de
lpiccolo_guido/Soc1/soc1rea
dings/sex%20and%20temper
ment_final.pdf
“I don’t know what I want
to be when I grow up, a
good girl or a slut,” by Liza
Donnelly (Political Cartoon)
Liza Donnelly is a cartoonist frequently published in The New Yorker who often uses
humor to comment on issues around gender.
Use to foreshadow and reinforce the main ideas presented in “Girl,” also to return to
the idea of argument in visual texts.
Available online here:
http://www.englishalanglitinthinking.co.uk/gender-andsexuality/cartoons-forchange.htm
Teachers can either simply show, enjoy, and briefly discuss this visual, OR, if time
allows, they can engage in a deeper analysis of the text by responding to the
following questions (which can be repurposed to analyze any political cartoons in
the future):
“Girl,” by Jamaica Kincaid
Available online here:
http://bcs.bedfordstmartins.c
om/virtualit/fiction/Girl/story
.asp
1. People: What kinds of people are in the image? What are they doing, literally?
2. Objects: What physical items are included in the image? What do these stand for
or symbolize?
3. Debatable issue: What is the contentious or controversial issue that the cartoon
comments on?
4. Artist’s technique: To what degree is the artist’s style abstract, iconic, or realistic?
Is there use of caricatures, exaggerated features, symbols?
5. Humor technique: irony, parody, satire, understatement, pun, black humor,
juxtaposition, analogy, allusion?
6. Agree/Disagree: What side of the debate are you or other people on?
This very short story, published in At the Bottom of the River in 1983, is written in a
stream-of-consciousness style, in the voice of a mother lecturing a daughter (who
can barely get a word in edgewise). In short, she is giving her daughter a litany of
instructions on how to become a lady, not a slut.
Through the story, Kincaid “analyzes the domain of the title female, both the roles
she is This short story complements many of the themes and ideas of the unit well,
especially those presented by “Professions for Women.” It also pairs perfectly with
Liza Donnelly’s political cartoons on gender. Both can be analyzed deeply or
skimmed as a way to reiterate the main themes introduced in Woolf’s speech.
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It also introduced the idea that our ideas about proper gender manifestations
come also from our parents.
Have scholars analyze the style and organization of the piece. What effect does
the stream-of-conscious delivery of instructions have on the tone? Why does the
daughter not get a chance to interrupt until the very end? What categories of
information are presented? Why does the mother organize the instruction into these
categories?
Because this is a short, accessible piece, you might have students comprehend and
interpret this piece in collaborative reading/discussion groups.
Potential discussion questions:

What kind of life does the mother depict for her daughter?

Why did Kincaid write her story as one long sentence? What does this achieve?

What effect would the spitting line have if it were the last line of the story?

What categories of female obligations do you see? How do they help organize
the story?

Think about genre. Based on the text, what theme or main idea is Kincaid
attempting to convey? Why did she chose to communicate her ideas in a short,
fictional story rather than in a nonfiction essay?
This sample analysis may be useful as you prepare to teach “Girl”:
http://voices.yahoo.com/jamaica-kincaids-girl-structure-language-convey2318519.html
Week 1 Supplemental Text Options
“Not All Men are Sly Foxes,”
by Armin Brott
Included in unit materials.
Armin Brott is called a “parenting expert” who left his career in marketing when his
first child was born because he “wanted to be an active, involved parent.” He has
written 6 books on parenting and has contributed to such magazines as New York
Times Magazine, the Washington Post, and Readers’ Digest.
From The Bedford Reader, which includes the essay as a model: “In this essay from a
1992 Newsweek magazine, Brott offers a different view of men from that taken by
Judy Brady in the previous essay [“I Want a Wife”]. While acknowledging that
women and men are not yet equal in child care, Brott holds that children’s books
are hardly helping. He uses analysis to show that the Sly Fox remains much more
common than the Caring Dad.
Use this readily accessible essay as an anchor text, introducing the following themes
and skills for the unit:
Themes: Gender, as different from sex, is to a debatable degree something we
learn from the world around us. Media (such as children’s literature) can reinforce
negative stereotypes which get in the way of establishing equality between the
sexes. The text also introduces the idea that stereotypes can be harmful, in that
they can shape our identities in a way that restricts our options and hurts the way
we relate to one another.
Consider having scholars write a definition of “masculine” and “feminine” as Brott
suggests the roles are presented in children’s literature. How are each of these
stereotypes hurtful, both to the gender they depict, and to the opposing gender?
Skills and Content Knowledge:

Focus on Brott’s use of analysis. Review the term, identify what he analyzes, and
discuss why he conducts this analysis.

In discussing the overall organization of the essay, ask scholars to identify the
placement of Brott’s thesis statement. Why does he wait until the end of the
essay to state it so clearly?

Look at the last line of the essay. Why does it end like this?

Also on organization: Ask scholars to identify the purpose of paragraph 7, with
its reference to books for parents. Why did Brott include it in an essay about
children’s books?
AP Language and Composition, Unit 4, Waters
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

Highlight the descriptive language in paragraph 4, when Brott provides vivid
description of Mother Goose an the Sly Fox. What concrete details help explain
these differences?
Organization: Where in the essay does Brott air and refute a counterargument?
As a follow on short research assignment, have scholars analyze examples of
children’s literature in class. (Consider having small groups that each look at a
different form of contemporary media: children’s lit, commercials, sitcoms, etc.)
Have images of fathers in children’s books changed since then, or have they
remained essentially the same? If time allows, have scholars write an essay reporting
their findings, being sure to analyze several specific books.
Week 2 Core Texts
Excerpts from “Give Her a
Pattern,” by D.H. Lawrence
Excerpt available in Unit
Materials
Full text available here:
http://bebekim.wordpress.co
m/2010/10/25/give-her-apattern-by-d-h-lawrence1885-1930/
Week 2 Supplemental Text Options
“About Men,” by Gretel
Ehrlich
Available in Unit Materials,
and here:
http://www.360sxm.com/nimifi
nnigan/wpcontent/uploads/2010/06/Ab
out-Men_Gretel-Ehrlich.pdf
Originally published in Time magazine; also published in her collection of essays, The
Solace of Open Spaces. This four-page essay discusses the differences between
how cowboys are depicted by the media and how cowboys are in real life.
Since it is called “About Men” and not “About Cowboys,” we can extend what she
says to general social stereotypes around men and masculinity. Theme: This text
reinforces some key themes of the unit:
1) That the media invents and reinforces gender stereotypes
2) That the media doesn’t usually get it right
3) That there is a cost to this disconnect
Week 3 Core Texts
“Being a Man,” by Paul
Theroux
Available in Unit Materials,
and here:
http://dana.ucc.nau.edu/v
rs26/english_105/PDF%20do
cuments/Theroux__Being_a_man_PDF.pdf
See Unit Materials for a
completed Teacher Text
Prep Sheet on this
selection.
This essay was published in 1983 in the New York Time Magazine. Theroux is a wellknown, well-regarded essayist known for his fiction, literary criticism, and travel
writing. Scholars who enjoy his style might also want to read The Great Railway
Bazaar or The Mosquito Coast.
From Wikipedia: “As a traveler he is noted for his rich descriptions of people and
places, laced with a heavy streak of irony, or even misanthropy.”
A funny tidbit also from Wikipedia: “By including versions of himself, his family, and
acquaintances in some of his fiction, Theroux has occasionally disconcerted his
readers. "A. Burgess, Slightly Foxed: Fact and Fiction", a story originally published in
The New Yorker[10], describes a dinner at the narrator's home with author Anthony
Burgess and a book-hoarding philistine lawyer who nags the narrator for an
introduction to the great writer. Burgess arrives drunk and cruelly mocks the lawyer,
who introduces himself as a fan. The narrator’s wife is named Anne and she
shrewishly refuses to help with the dinner. The magazine later published a letter from
Anne Theroux denying that Burgess was ever a guest in her home and expressing
admiration for him, having once interviewed the real Burgess for the BBC: “I was
dismayed to read in your August 7th edition a story … by Paul Theroux, in which a
very unpleasant character with my name said and did things that I have never said
or done.”[11] When the story was incorporated into Theroux’s novel, My Other Life
(1996), the character of the wife was renamed Alison and reference to her work at
the BBC is excised.”
Consider how Theroux’s experiences as a traveler and travel writer impact his point
of view.
AP Language and Composition, Unit 4, Waters
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Have scholars find sentences and paragraphs in which Theroux organizes ideas
using comparison and contrast. Which transitions allow him to move from one topic
to the other, within a sentence and/or across sentences/paragraphs?
Examine how the figurative language in paragraph 2 helps Theroux convey the
contrasting images of masculinity and femininity. How does this literary device
enhance his message?
Theroux discusses a paradox in his essay, that it is easier for a woman to write and
for a man to be published. Use this to review the term paradox, and ask scholars,
Would Woolf agree?
Explore the repetition found in the sentence constructions in the second to last
paragraph.
Discussion Questions:
1. Why does Theroux think that “the whole idea of manhood in America is pitiful”?
2. Describe Theroux’s tone, and compare/contrast it with other writers we’ve read
this unit. Who does he most resemble in tone and style, and why?
3. In par.2, Theroux uses a simile to compare and contrast masculinity and
femininity. Paraphrase and react to it. What do you think?
“The version of masculinity is a little like having to wear an ill-fitting coat for
one’s entire life by contrast, I imagine femininity to be an oppressive sense of
nakedness.”)
4. In par 1, what does Theroux suggest that the phrase “Be a man” means? What
is the problem, as he sees it, by what this phrase implies? (After reading this,
consider how he might react to Tannen’s views.)
5. The author compares and contrasts how boys and girls are raised. What ideas
does he suggest are inculcated at an early age? Who is to blame?
6. What is the purpose and meaning of par 4?
7. In paragraph 5, why does the author “regard hs sports as a drug far worse than
marijuana?” Summarize his opinion, and then react to it. What do you think?
8. Vocab study: List all of the adjectives Theroux assigns to the contemporary
version of masculinity. How would you describe these words as a group? How
do these words contribute to the overall tone of the essay?
9. In par 6, why does he suggest that being a writer is incompatible with being a
man? From this sentiment, what conclusions can you make about how,
according to Theroux, gender stereotypes can stunt our development and
expression?
10. In paragraph 8, what paradox does the author present? How does this agree or
disagree with the ideas presented in Woolf’s “Professions for Women”?
11. Towards the end of the article, Theroux lists a number of authors. Why does he
do so? What generalizations do these examples support?
12. Sentence study: What kinds of sentences are most common in Theroux’s style?
Look again at the shortest sentences in the essay. What effect does this brevity
achieve?
13. In the second to last paragraph, Theroux calls “being manly” the “subversion of
good students” and “the most primitive insecurity.” Why does he say this? Is he
justified? Do you agree?
14. What generalization does Theroux make in the last sentence, why does he
make it, and what does it reveal about his point of view? Do you agree with it?
“Professions for Women,”
Virginia Woolf
Looking across texts:
In his essay, Theroux discusses what it means to be a writer who is a man, much in
the same way that Virginia Woolf discussed what it means to be a writer who is a
women. How is the “Angel in the Corner” the same as “The Hemingway
personality”? It what way is each author’s experience with the phantom similar?
How, and possibly why, is it different?
From the website noted to the left:
“The essay is an abbreviated version of a speech Woolf delivered to a branch of
the National Society for Women’s Service on January 21, 1931. It became the seed
Available in the Unit
for much of the work Woolf completed after A Room of One’s Own, eventually
AP Language and Composition, Unit 4, Waters
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Materials, and here:
http://s.spachman.tripod.c
om/Woolf/professions.htm
See Unit Materials for a
completed Teacher Text
Prep Sheet on this
selection.
evolving into “The Years,” published in 1937, and Three Guineas, published in 1938.
The excerpt concentrates on that Victorian phantom known as the Angel in the
House (borrowed from Coventry Patmore’s poem celebrating domestic bliss)—that
selfless, sacrificial woman in the nineteenth century whose sole purpose in life was
to soothe, to flatter, and to comfort the male half of the world’s population. “Killing
the Angel in the House,” wrote Virginia Woolf, “was part of the occupation of a
woman writer.” That ahs proved to be a prophetic statement, for today, not only in
the domain of letters, but in the entire professional world, women are still engaged
in that deadly contest in their struggle for social and economic equality.”
Consider having scholars also read excerpts from “The Angel in the House,” which is
the poem by Coventry Patmore that Virginia Woolf references. This poem is very
long (multiple books/Cantos, etc), but if you want scholars to access the primary
source and get the general gist of things, you could use an excerpt from “Prelude,
“The Fount of Honor,” Canto III, Part II, lines 6-24; OR Prelude: “The Rose of the
World,” Canto IV, Part 1, lines 1-16.) Both excerpts can be found at
http://www.victorianweb.org/authors/patmore/eron2.html
Consider Woolf’s purpose and audience. How does her task, the interest and
background of her listeners, and her point of view shape her message?
Identify Woolf’s tone: at which points in the essay is she especially sarcastic? Why
does she use sarcasm at these points?
In the first paragraph, “the cheapness of writing paper” and “Pianos and models,
Paris, Vienna, and Berlin” may be read as synecdoche. What larger ideas are
represented by these details? The Persian cat in paragraphs 2 and 3 also represents
a larger whole. Why does she use this concrete detail instead of the larger idea it
represents? (funny, it engages the audience and gives them something clear to
imagine; it also makes her seem more trivial and unthreatening, which contrasts
better with the confrontational writer she grew into being.)
In paragraph 2: “You have only got to figure to yourselves a girl in a bedroom with a
pen in her hand,” is a kind of irony that depends for its effect on understatement.
Why does Woolf simplify herself as she was at the beginning? (It makes a jarring
contrast with her later self, which set out to “kill the angel of the house.)
Note the impact of the personification in the middle of paragraph 2. Why does
Woolf personify the notion of womanhood that she battled as a young writer? What
allusions, imagery, sensory language, and concrete details enhance this
personification, and thereby increase the strength, power, and appeal of the
speech?
Here’s a doozey of an idea: “In other words, now that she had rid herself of
falsehood, that young woman had only to be herself. Ah, but what is "herself"? I
mean, what is a woman? I assure you, I do not know. I do not believe that you
know. I do not believe that anybody can know until she has expressed herself in all
the arts and professions open to human skill.”
In short, she’s asking, “What is a woman after you strip away the role that society
has pinned on her? What is fundamentally female?”
It’s powerful to think that she didn’t know, and we probably don’t know yet, either.
It is this tension she feels—and that we all feel on some level—that search for
essential identify, that was probably the source of her lifelong emotional struggles.
In any light, I like picturing Sojourner Truth, standing up to answer her and saying,
“Ain’t I a Woman?” Might be an awesome supplemental resource.
Also, consider asking if “What is a woman” is a rhetorical question or not; if you bring
in Sojourner Truth, extend that scrutiny to her question, “Ain’t I a woman?”
Week 3 Supplemental Text Options
“Ain’t I a Woman,” by
Sojourner Truth
Virginia Woolf asks “What is a woman?” just as Truth asks, “Ain’t I a Woman?” Is
either, both, or neither question a rhetorical question?
AP Language and Composition, Unit 4, Waters
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Available here:
Could also compare/contrast use of repetition and listing with Jamaica Kincaid’s
http://www.fordham.edu/hal “Girl.”
sall/mod/sojtruth-woman.asp
Week 4 Core Texts
“How to Approach Multiple
Choice Questions on the
AP English Language &
Composition Exam”
Available here:
http://www.education.com/st
udy-help/article/ap-englishlanguage-multiple-choicequestions/
Susan B. Anthony’s 1973
Speech Demanding the
Right to Vote for Women
This great article provides practical information about the AP English Language and
Composition exam, test-taking skills, and coping methods for dealing with testanxiety
Some of the guidelines it suggests:
1.
Try to answer questions at a rate of 1 per minute. (However, if scholars are
to answer 55 items in an hour in addition to reading the passages, it would
be smarter to aim for an average response time of 50 seconds per item.)
2. When reading the passages, aim for a reading rate of 1 ½ minutes per
page.
3. Strategies and Techniques for approaching MCQs
4. Focus on the survival plan. One point from it: If time is running short, answer
self-contained questions (i.e., ones that don’t require going back to the
passage).
Educated guesses are smarter than leaving items blank.
For Final Summative Assessment: FRQ#2
Included in Appendix C at
the end of this Unit Plan
Unit 4 Additional Texts The following articles are NOT included in the unit in its present form, but may be
incorporated (a) in later years; or (b) at the teacher’s discretion.
This contemporary, high-profile article garnered a great deal of attention when it
“Why Women Still Can’t
Have It All,” by Anne-Marie was published in The Atlantic in the summer of 2012.
Slaughter
Available here:
http://www.theatlantic.co
m/magazine/archive/2012/
07/why-women-still-canthave-it-all/309020/
“But What Do You Mean?”
by Deborah Tannen
In Unit Materials.
The subheading to the article:
It’s time to stop fooling ourselves, says a woman who left a position of power: the
women who have managed to be both mothers and top professionals are
superhuman, rich, or self-employed. If we truly believe in equal opportunity for all
women, here’s what has to change.
According to the introduction provided in The Bedford Reader, much of Tannen’s
research and writing has been motivated by the question, “Why do men and
women so often communicate badly?”” In this essay, she classifies the
conversational areas where men and women have the most difficulty.”
“In an essay, define each sex as portrayed by Barry and Tannen, and then agree or
disagree with the definitions.”
Gets at the cost of our not understanding our gender differences. The
organizational structure: classification, but it gives a good chance to point out
example, definition, and compare/contrast as modes.
As always, this is a good time to consider the author’s purpose. What does Tannen
hope to accomplish with her writing? Also, identify her primary audience.
Questions for main idea:
1. What does Tannen mean when she writes, “Conversation is a ritual” (par
1)?
2. What does Tannen see as the fundamental differences between men’s
and women’s conversational strategies?
3. What problem is posed by these fundamental differences?
4. Are the differences, in your opinion, always “unfortunate?”
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5.
6.
Why does Tannen think it is important to examine ritualistic speech?
Re: Section 2, Criticism. Since many high school teachers are female, and
many college professors are male, what might you anticipate about the
kind of feedback you might get on your writing at college?
Questions for style, organization, and structure:
1. Although Tannen well-educated university professor and researcher, her
tone in this essay is quite conversational and relaxed, as opposed to being
more formal and academic. Why did she chose to present her ideas like
this?
2. Look at her use of the pronoun “you” in par 9 and par 19. Who is Tannen
addressing here? Why?
3. Identify sections of the text in which Tannen uses example, definition,
description, and comparison and contrast. How does each of these modes
contribute to the strength of her argument?
4. In what way is Tannen’s article a strong example of “classification” as a
writing mode?
In par. 1, “at least avoid appearing one-down” is possibly a litote, along with the
sentence, “Because women are not trying to avoid the one-down position, that is
unfortunately where they end up.” Litote? ?
In par. 4, she includes an anecdote about a newspaper columnist.
Have scholars identify and evaluate Tannen’s generalizations, considering how
relevant they are in the context of their own lives.
You might point out her use of figurative verbs (“barking,” par 11, and “erupted,”
par 20)
In section 2, have scholars analyze Tannen’s sentences and use of the semicolon.
What is the effect of her varied sentence lengths? Have students identify the three
shortest sentences in the section. What is the purpose of each one? How does the
sentence length effect the delivery of her ideas?
The last paragraph includes the sentence “just as English won’t do you much good
if you try to speak to someone who knows only French” is an example of hyperbole.
Ask scholars what Tannen emphasizes or conveys through this exaggeration.
To boost comprehension, have scholars create a brochure titled How to
communicate effectively in the workplace. Each “rule” listed should be a onesentence summary of a section from Tannen’s essay.
Vocabulary: synonymous, self-deprecating, lucid, intrinsic, reciprocate, contentious,
rebuttal adage, commiserate, malcontent
Across Texts:
Have scholars compare Tannen’s essay with Ehrlich, Theroux, or Brott, then write an
essay in which they define each sex as portrayed by the two authors, then agree or
disagree with the definitions.
--Help students connect Dillard’s ideas with seeing to Tannen’s idea with speaking.
Why is it important to notice and comment on what is normally unseen, just as it is
important to notice and analyze ritualistic, automatic speech?



“Can a Boy Wear a Skirt to
School?” by Jan Hoffman
“Male, Female, Neither?
Gender Identity Debated
at Same-Sex Colleges,” by
Stephanie Chen
“Research Shows Lack of
Support for Transgender
These three contemporary newspaper articles present the some of the ways in
which debates around gender show up in high schools and colleges.
These newspaper articles are short and fairly easy to read, so you should allow
students to do most or all of the heavy lifting when it comes to comprehending and
interpreting them.
Before or after reading them, you may want to consider the relationship between
genre, purpose, and author’s craft. Since these are newspaper articles, they are put
AP Language and Composition, Unit 4, Waters
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Achievement First
and GenderNonconforming Youth in
U.S. School System,” by
Tonei Glavinic
In Unit Materials.
together differently from memoirs or essays. Quickly review the characteristics and
elements of journalistic writing (i.e., headlines, bi-lines, photographs, quotations,
short paragraphs, length, reading level, bias, etc.) and discuss how each of these
elements contributes to the article’s function.
Once scholars have understood the articles, help them in making text-supported
generalizations around gender and sexuality.
Take this opportunity to discuss the function of statistics, quotations, and
photographs in journalistic text.
Reflect also, on headline writing. What are the goals of the headline editor?
Focus on how information is organized in the articles.
This is also a good time to screen for bias. Do the journalists here reveal their points
of view, or do they try to remain unbiased? Compare this with Brevard. Why is bias
acceptable in one genre but denied in another?
AP Language and Composition, Unit 4, Waters
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Achievement First
Unit 4 Aims Calendar
Week 1: Laying the Foundation Introduce the unit themes and focus specifically on the questions, “What is the difference between sex and gender?” “Where
do our ideas around gender and sexual stereotypes come from?” and “What ideas do we receive, as children, about gender?” Within the context of these
provocative conversations and readings, practice summarizing the central ideas of an argument and grasping an author’s purpose. Consider this week a “warm up”
in which scholars develop comprehension skills and engage themselves in the conversation.
Day 1
Day 2
Day 3
Day 4
Day 5
Content Acquisition
Comprehension
SWBAT differentiate between sex
and gender by completing
internet-based research.
SWBAT describe unit goals and
essential questions.
Text: Internet Resources
Possible Agenda:
1) Do Now: Anticipation Guide
(See Appendix)
2) Present question for brief
internet-based research: What is
the difference between sex and
gender?
3) Internet-based research
4) Come Together and Share Out:
What is the difference between
sex and gender?
5) Present overview of unit goals
and essential questions.
6) Exit Slip: Freewrite: What
expectations, questions, or
opinions do you have at this point,
going into the unit?
HW: Present a rough-draft
argument, written in the firstperson, that answers the following
question:
In your opinion, are gender roles
innate (something biological that
we are born with) or socially
constructed? Is gender something
we have from birth, or something
we learn? Provide evidence from
your life to support your response.
Analysis
Comprehension
Analysis
Given a seminal text focused on the
origin of gender roles, SWBAT
comprehend and summarize the
author’s main ideas and purpose for
writing.
SWBAT analyze and explain an
author’s use of evidence by
writing an in-class timed
analytical paragraph.
SWBAT comprehend and
summarize the argument made
by two different types of text: a
political cartoon and a work of
short fiction.
SWBAT analyze and explain an
author’s structural decisions by
writing an in-class timed analysis.
Text: Excerpt from “Sex and
Temperaments in Three Primitive
Societies” by Margaret Mead
Text: Excerpt from “Sex and
Temperament in Three Primitive
Societies” by Margaret Mead
Text: “I don’t know what I want
to be when I grow up...” by Liza
Donnelley (Political Cartoon);
“Girl,” by Jamaica Kincaid
Text: “Girl,” by Jamaica Kincaid
Possible Agenda:
1) Do Now: Describe what people
mean when they tell someone to
“Act like a man!” In contrast, when
they describe someone as
“ladylike,” what are they saying?
2) Discuss, then ask, where did these
ideas around gender come from?
3) Briefly summarize Mead’s
research.
4) First reading, followed by focused
annotation: Highlight Mead’s main
assertions and consider her purpose
for writing.
5) Think/Pair/Share: What
conclusions does Mead reach
about the origins of assigned
gender roles? Do we agree or
disagree?
6) Share Out
Possible Agenda:
1) Do Now
2) Review/Model components of
an analytical paragraph. Discuss
the importance of developing
the ability to analyze an author’s
method quickly.
3) Give scholars 10 minutes to
draft a response to the following
prompt:
In the article, Mead asserts that
gender behaviors and roles are
a product of socialization. What
strategies or devices does she
employ in making the case for
this idea?
4) Share student writing on the
dot cam. Discuss.
Note: This rigorous text may provide
a good opportunity for close
reading practice.
AP Language and Composition, Unit 4, Waters
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Possible Agenda:
1) Do Now: Show Donnelly’s
political cartoon. Have scholars
respond to prompt: Donnelly is
using humor to make a very
serious point. What is she trying
to say about the choices
available to women in American
society? What tools or devices
does she use to make her point?
2) Discuss
3) Read “Girl” aloud—perhaps
selecting a student to read ital
text for a more dramatic effect.
Possible Agenda:
1) Do Now: What is Kincaid’s
purpose for writing the short story,
“Girl”? In what way is it an
argument?
2) Discuss
3) Ask: What do we notice about
Kincaid’s craft here?
4) Have scholars write 1-2
paragraphs in response to the
following prompt:
How does Kincaid’s structural
decision to present her story as a list
of instructions serve to convey tone
and theme?
5) At end of class, present the
glossary assignment and give due
date.
HW: Work on Glossary Projects.
Optional Scaffolding:
1) Consider allowing scholars to
draft their analysis in a group of
three, OR provide scholars with a
paragraph frame like this:
In the story, Kincaid uses X, which
allows her do do Y. For example,
[insert examples of strategy from the
passage]. [Insert link/connection
back to topic sentence].
Achievement First
Week 2: Literary Devices in Action Take two days to support scholars’ essential acquisition of key terminology, knowing that learning the language is key to
their ability to fluently discuss and analyze texts. During the last three days of the unit, begin pushing scholars to identify and analyze those literary devices within the
context of the core texts, starting with a reading of “About Men,” by Gretel Ehrlich. This text also initiates a shift in topic: whereas Week 1 centered around defining
gender roles and determining their origin, Week 2 begins to explore how social ideas and expectations around gender influence our lives and development.
Day 6
Day 7
Day 8
Day 9
Day 10
Content Acquisition
Content Acquisition
SWBAT review, illustrate, and
SWBAT apply effective
exemplify terms on a
comprehensive list of literary and
rhetorical devices.
public speaking skills and
active listening skills when
delivering and listening to
“one-minute teach”
presentations.
Possible Agenda:
1) Do Now: 2-3 Rhetorical Devices
MCQs
2) Provide time in class for
scholars to work on their glossary
projects. Remind them of the
challenge to find examples in
context of previous class readings
for each term on the list.
Possible Agenda:
1) Do Now: 2-3 Rhetorical
Devices MCQs
2) Conduct “one-minute
teach” presentations.
3) Exit Slip: Which are your
favorite literary or
rhetorical devices, and
why?
HW: Finish Glossary Projects and
prepare for one-minute teach
presentations.
Prompt: Once you’ve completed
your project, prepare to present
one of the terms to the class.
(Your teacher may assign specific
terms to individual scholar.) You
will have one minute to present
the term’s definition, an example
of the definition in context, and a
way of remembering the term
(mnemonic device). You may use
pre-made visual aids or the
whiteboard/chalkboard to
support your presentation.
Comprehension
SWBAT identify literary
devices within the context of
a core text.
SWBAT comprehend the
central ideas of a text written
in the early twentieth
century.
Text: excerpts from “Give Her
a Pattern,” by D.H. Lawrence
Possible Agenda:
1) Do Now: Freewrite: Are
there different types of men?
Different types of women? Is
there something all men, or
all women, have in
common?
2.) Discuss, then introduce
D.H. Lawrence text. Discuss
context.
3) Read the text together.
4) Think-Pair-Share: What
essentially is the text about?
What does Lawrence want
us to believe?
5) Discuss literary devices:
What devices do you notice
in the text? (Focus on
identification, with analysis
being the focus of the
following class.)
6) Challenge question: What
assumptions about gender is
Lawrence implying? From the
article, what can you infer
about the what ideas about
gender must have been
implicit during Lawrence’s
time?
AP Language and Composition, Unit 4, Waters
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Analysis
Analysis
SWBAT analyze the
rhetorical purpose and
effectiveness of literary
devices in context.
SWBAT analyze the impact of sentence length on the
tone, power, and clarity of an author’s argument.
SWBAT make generalizations about the impact
sentence length can have on the one, power, and
clarity of a message.
Text: excerpts from “Give
Her a Pattern,” by D.H.
Lawrence
Text: excerpts from “Give Her a Pattern,” by D.H.
Lawrence, “Girl,” by Jamaica Kincaid, and “Consider
the Lobster” or “In the Strawberry Fields,” from Unit 3.
Possible Agenda:
1) Do Now
2) Model with one literary
device from the passage.
(For example, do a close
reading of paragraph 1.
Label the repetition of
“When a woman is..” as
anaphora and the repeated
syntactical pattern in the last
sentence “what to be, which
pattern to following, which
man’s picture...” as
asyndenton. Share the pen
or collaborate to write a
Says/Does Statement for one
of these devices.
3) Small Group Work: Assign
each group a paragraph,
and task each with analyzing
the purpose and
effectiveness of any literary
devices they might find
within that paragraph. (Note
that paragraphs 2, 5, 6, and
12 are especially rich.)
4) Share and discuss as time
allows.
Possible Agenda:
1) Do Now
2) Model/We Do: Look at and discuss sentence length
in the Lawrence essay. Identify the content and
function of the 3 or 4 shortest sentences in the essay.
3) Small Group Research. Give one group the story
“Girl,” another group the excerpts from “Give Her a
Pattern,” and another group one of the texts from Unit
3 (either “Consider the Lobster” or “In the Strawberry
Fields.” Ask them to answer the following questions:
--Identify and list the three longest sentences in the
article.
--What impact do these sentences have on the tone,
power, or clarity of the argument? Why are they so
long?
--Identify and list the three shortest sentences in the
article.
--What impact do these sentences have on the tone,
power, or clarity of the argument? Why are they so
short?
--What generalizations can you take with you from this
class, to either apply to your own writing or to future
analysis of text?
4) Discuss as time allows.
HW: Read “Being a Man,” by Paul Theroux and
“Professions for Women,” by Virginia Woolf.
Achievement First
AP Language and Composition, Unit 4, Waters
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Achievement First
Week 3: The Angel in the Corner vs. The Hemingway Personality
To continue the conversation about the power of gender roles and expectations in our lives,
engage scholars in a deep analysis and comparison of two rich and powerful texts: “About Men” and “Professions for Women.” The purpose of this comparison is not just to find similarities
but to sharpen scholars’ understanding and awareness of how such elements as tone and figurative language serve to develop a writer’s style and argument. While it may appear that
focus hops around quite a bit this week from one rhetorical device to the next, remember that the key is not to MASTER one rhetorical or literary device, but rather, to recognize and
understand more deeply how these techniques can enhance and develop an argument.
Day 11
Day 12
Day 13
Day 14
Day 15
Comprehension
Analysis
Comprehension
Analysis
Synthesis/Seminar
SWBAT apply comprehension
strategies and close reading
strategies to comprehend and
interpret text.
SWBAT analyze and describe
an author’s use of tone,
paradox, and simile.
SWBAT apply comprehension strategies
and close reading strategies to
comprehend and interpret text.
Text: “Being a Man,” by Paul
Theroux
Text: “Being a Man,” by Paul
Theroux
Text: “Professions for Women,” by Virginia
Woolf
Possible Agenda:
1) Do Now: Freewriting: Briefly
summarize Theroux’s essay, “Being
a Man.” What was it essentially
about? Did you agree or disagree
with his main points?
2) Reread essay as a class, pausing
throughout reading to ask such
TDQs as these:

In par 1, what does Theroux
suggest that the phrase “Be a
man” means? What is the
problem, as he sees it, by what
this phrase implies?

The author compares and
contrasts how boys and girls
are raised. What ideas does he
suggest are inculcated at an
early age? Who is to blame?

In par 6, why does he suggest
that being a writer is
incompatible with being a
man? From this sentiment,
what conclusions can you
make about how, according
to Theroux, gender stereotypes
can stunt our development
and expression?
Exit Slip: Identify at least one literary
device Theroux uses in making his
argument, and explain why he uses
the device.
Possible Agenda:
1) Do Now
2) Have scholars work in small
groups, with each group
writing an analytical
paragraph (or Says/Does
Analysis) in response to one
of the following questions:
Possible Agenda:
(1) Do Now
(2) DI: Background Information on Virginia
Woolf (engage scholars’ prior knowledge
and experience where possible) Ask:
Based on what you know about who she
was and why she was speaking, what
ideas about gender do you predict Virginia
Woolf might suggest in this oration? How
does understanding the rhetorical situation
allow us to make predictions about the
author’s argument?
(3) Scholars scan text, noting striking
passages and recording two questions
they have about Woolf’s meaning or craft.
(4) Class Discussion: Discuss as many
observations and questions as time allows.
(5) Close reading to develop scholar’s
understanding of Woolf’s main ideas
6) Ask TDQs to ensure scholar
comprehension.
(6) Discuss HW expectations; share model
responses




Describe the author’s
use of paradox in
paragraph 8.
Describe the author’s
use of simile in
paragraph 2.
Describe the author’s
tone. Does this tone
contribute to or detract
from the author’s
argument?
What is the purpose and
meaning of par 4?
3) Have each group share
their paragraphs under the
dot com; make revision
suggestions and clarifications
as needed. Invite other
scholars to do the same.
HW: Answer the following questions.
1. Identify passages where Woolf’s
sentences are mainly long. What impact
does this have on tone?
2. What are the three shortest sentences in
the essay?
3 What impact does this brevity have on
the delivered message or tone?
AP Language and Composition, Unit 4, Waters
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SWBAT analyze and describe
an author’s rhetorical use of
tone, personification,
hyperbole, understatement,
or synecdoche.
Text: “Professions for
Women,” by Virginia Woolf
Possible Agenda:
1) Do Now
(2) Review Homework
(3) Have scholars work in
small groups, with each
group writing an analytical
paragraph (or Says/Does
Analysis) addressing Woolf’s
use of tone, personification,
hyperbole, understatement,
or synecdoche. Remind
them to be mindful of Woolf’s
purpose and audience. Ask:
How has her use of this
device allowed her to more
successfully make her
argument to her specific
audience?
3) Have each group share
their paragraphs under the
dot com; make revision
suggestions and clarifications
as needed. Invite other
scholars to do the same.
HW: Provide the seminar
prompt for tomorrow’s
discussion. Have scholars
prepare by freewriting their
initial response to the
question.
SWBAT compare and contrast two
authors’ rhetorical use of allusion
by participating in a seminar
discussion.
Text: “Professions for Women,” by
Virginia Woolf; “Being a Man,” by
Paul Theroux
Possible Agenda:
1) Do Now
2) Conduct seminar discussion
addressing the following prompt:
In his essay, Theroux discusses what
it means to be a writer who is a
man, much in the same way that
Virginia Woolf discussed what it
means to be a writer who is a
women. How is the “Angel in the
Corner” the same as “The
Hemingway personality”? It what
way is each author’s application of
allusion similar? How, and possibly
why, is it different?
HW: Have scholars write rough
drafts of an FRQ#2 style rhetorical
analysis:
In her seminal speech, “Professions
for Women,” master rhetorician
Virginia Woolf uses a variety of
literary devices to vividly explain
how social expectations around
gender have impacted her as a
writer. Using your notes from this
week, write an analysis that
highlights at least two of the
devices Woolf uses in making her
argument.
Achievement First
Week 4: Summative Assessment During this week, a few different types of assessment happen. You can evaluate scholars’ writers’ workshop (i.e., the FRQ#2s
on “Professions for Women,” as well as their MCQ test results from Day 18 and their on-demand writing efforts from Day 20. Remember that the focus as scholars
tackle MCQs on on-demand writing prompts is pacing and time management, and that the focus for processed FRQ#2s should be on the treatment of evidence.
Day 16
Day 17
Day 18
Day 19
Day 20
Writers’ Workshop
Writers’ Workshop
Analysis
Test Literacy
Analysis
SWBAT present, contextualize,
and interpret relevant evidence
in a way that is clear and
compelling.
SWBAT make and respond to
constructive suggestions for
revision and editing suggestions
during a writers’ workshop session.
SWBAT apply pacing
suggestions and a strategy for
approaching multiple choice
questions.
SWBAT analyze and evaluate the
multiple choice questions from the
previous class.
Text: “Professions for Women,” by
Virginia Woolf
Text: “Professions for Women,” by
Virginia Woolf
Text: MCQ Assessment (see
Appendix)
Possible Agenda:
1) Do Now
2) Mini-lesson: (DI) Briefly review
the qualities of an exemplary
analytical paragraph, pointing
out the clear assertion/topic
sentence, the fluid
contextualization, organization,
and interpretation of evidence,
and the final sentence which links
the evidence back to the writer’s
topic and.or thesis sentences.
3) Give scholars time to draft their
body paragraphs, or to work with
a partner for revision suggestions.
Possible Agenda:
1) Do Now
2) Review what elements to look
for when reading the paper of a
peer (revision=logic, ideas,
evidence, organization;
editing=spelling, grammar,
punctuation, capitalization).
3) Have scholars circulate papers
with members of a small group.
4) Give scholars time to review the
suggestions they’ve received.
5) Exit Slip: How will you revise, edit,
and generally improve your essays
based on the feedback you’ve
gotten today?
Possible Agenda:
1) Review MCQ pacing
suggestions and approach
2) Give scholars 8 minutes to
read and annotate a fresh
passage.
3) Give scholars 15 minutes to
answer approximately 12-15
multiple choice questions that
predominately address the
author’s use of literary devices
(i.e., those MCQs which fit into
the “Rhetoric” category).
4) Exchange and correct
papers as time allows.
5) Exit Slip: How did you do?
What is difficult about reading
and answering questions in a
timed setting?
Text: “How to Approach Multiple
Choice Questions on the AP English
Language & Composition Exam” ;
“MCQ Assessment” (see Appendix)
HW: Complete drafts of rhetorical
analysis essays.
HW: Complete your essays.
HW: If scholars haven’t already,
have them read the article
“How to Approach Multiple
Choice Questions on the AP
English Language &
Composition Exam”
AP Language and Composition, Unit 4, Waters
Page 18
SWBAT apply pacing suggestions and
time response time to multiple choice
questions.
Possible Agenda:
1) Do Now: How long do you think it
takes you to answer one multiple
choice question? How long should it
take on the AP Lang exam?
2) Review take-aways from the article
scholars read for homework.
3) After discussing pacing suggestions
(one question a minute,
approximately) give scholars the
chance to time themselves
answering a new MCQ. Have them
record and reflect on their times.
(Remind them to apply this
awareness of pace to the upcoming
IA.)
4) Ask: What happens when you
can’t answer a question in a minute?
Discuss options (skip it, come back to
it, logical guess, etc.)
5) Work through the items from
yesterday’s assessment, discussing
until scholars understand the correct
answers.
SWBAT demonstrate
comprehension, analytical skills,
pacing strategy, and growth in
writing ability while writing
rhetorical analysis essays in
response to a fresh text in a timed
setting.
Text: excerpt from Susan B.
Anthony’s 1973 speech.
Possible Agenda:
1) Review pacing plan and
approach strategy.
2) Give scholars 8-10 minutes to
read and annotate the passage.
3) Give scholars 30-32 minutes to
write their rhetorical analysis essays.
Note: Remind scholars that if time
runs out, they should spend the last
five minutes outlining their
remaining points. An outline is
better than an unfinished essay.
Achievement First
Appendix A: Anticipation Guide
Unit 4: Gender Roles in Society: Their Source, Their Power
Anticipation Guide
Before we begin our next unit, take a minute to consider how you feel about the following statements.
Mark each as True or False, and then write one sentence that justifies or explains your response.
1. T
F
Guys need to man up, just as girls should be ladylike.
2. T
F
It is easier to be a girl than a boy in this world.
3. T
F
Women are better at nurturing and child raising than men.
4. T
F
Men are biologically more aggressive and violent than women.
5, T
F
Movies, television shows, commercials, and magazine gender advertisements
represent gender accurately.
AP Language and Composition, Unit 4, Waters
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Appendix B: Multiple Choice Assessment
Part 1: Multiple Choice Questions
Passage 1
Questions 1-6 refer to the first paragraph from Virginia Woolf’s essay, “Professions for
Women,” reprinted here.
5
10
15
When your secretary invited me to come here, she told me that your Society is
concerned with the employment of women and she suggested that I might tell you
something about my own professional experiences. It is true I am a woman; it is true I
am employed; but what professional experiences have I had? It is difficult to say. My
profession is literature; and in that profession there are fewer experiences for women
than in any other, with the exception of the stage--fewer, I mean, that are peculiar to
women. For the road was cut many years ago--by Fanny Burney, by Aphra Behn, by
Harriet Martineau, by Jane Austen, by George Eliot--many famous women, and many
more unknown and forgotten, have been before me, making the path smooth, and
regulating my steps. Thus, when I came to write, there were very few material
obstacles in my way. Writing was a reputable and harmless occupation. The family
peace was not broken by the scratching of a pen. No demand was made upon the
family purse. For ten and sixpence one can buy paper enough to write all the plays
of Shakespeare--if one has a mind that way. Pianos and models, Paris, Vienna and
Berlin, masters and mistresses, are not needed by a writer. The cheapness of writing
paper is, of course, the reason why women have succeeded as writers before they
have succeeded in the other professions.
1. When Woolf refers to the smooth path, she making a reference to
a. the “professional experiences” she has had
b. the occupation of writer in general
c. her experiences traveling through “Paris, Vienna and Berlin”
d. “the road” that “was cut many years ago”
e. “the reason why women have succeeded as writers”
2. Which of the following details from the paragraph is an example of
understatement?
a. “It is true I am a woman...”
b. “...but what professional experiences have I had? It is difficult to
say.”
c. “many famous women, and many more unknown and
forgotten, have been before me...”
d. “...there were very few material obstacles in my way”.
e. “The family peach was not broken by the scratching of a pen.”
3. Each of the following examples from paragraph 1 is an example of
synecdoche EXCEPT
a. “the road”
b. “the family purse”
c. “pianos and models”
d. “the scratching of the pen”
e. “The cheapness of writing paper”
4. Woolf uses the repetitive syntax of the phrases “the family peace” and
“the family purse” to represent
AP Language and Composition, Unit 4, Waters
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a. those household elements which most benefit from women
engaging in writing.
b the sense of peace and prosperity characteristic of happy
families.
c. elements frequently in jeopardy when women take on careers
d. the material obstacles standing in the way of would be writers.
e. the necessary sacrifices made by working women.
5. The sentence below is an example of what rhetorical device?
Pianos and models, Paris, Vienna and Berlin, masters and mistresses, are
not needed by a writer.
a. Anaphora
b. Loose Sentence
c. Antithesis
d. Periodic Sentence
e. Balanced sentence
6. The speaker’s tone can best be described as
a. arrogant
b. haughty
c. sardonic
d. sanguine
e. humble
Passage 2
Questions 7-15 refer to the passage below, which was written in the 20th
century. **
5
10
15
20
25
What are the practical results of the modern cult of beauty? The exercises
and the massages, the health motors and the skin foods—to what have they
led? Are women more beautiful than they were? Do they get something for
the enormous expenditure of energy, time, and money demanded of them
by the beauty cult? These are questions which it is difficult to answer. For
the facts seem to contradict themselves. The campaign for more physical
beauty seems to be both a tremendous success and a lamentable failure. It
depends how you look at the results.
It is a success insofar as more women retain their youthful appearance to a
a greater age than in the past. “Old ladies” are already becoming rare. In a
few years, we may well believe, they will be extinct. White hair and wrinkles,
a bent back and hollow cheeks will come to be regarded as medievally
old-fashioned. The crone of the future will be golden, curly, and cherrylipped, neat-ankled and slender. The Portrait of the Artist’s Mother will
come to be almost indistinguishable, at future picture shows, from the
Portrait of the Artist’s Daughter. This desirable consummation will be due
in part to skin foods and injections of paraffin wax, facial surgery, mud
baths, and paint, in part to improved health, due in its turn to a more
rational mode of life. Ugliness is one of the symptoms of disease; beauty, of
health. Insofar as the campaign for more beauty is also a campaign for more
health, it is admirable and, up to a point, genuinely successful. Beauty that
is merely the artificial shadow of these symptoms of health is intrinsically
of poorer quality than the genuine article. Still, it is a sufficiently good imitation to be sometimes mistakable for the real thing. The apparatus for
mimicking the symptoms of health is now within the reach of every modAP Language and Composition, Unit 4, Waters
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Achievement First
30
35
40
erately prosperous person; the knowledge of the way in which real health
can be achieved is growing, and will in time, no doubt, be universally acted
upon. When that happy moment comes, will every woman be beautiful—
as beautiful, at any rate, as the natural shape of her features, with or without surgical and chemical aid, permits?
The answer is emphatically: No. For real beauty is as much an affair of
the inner as of the outer self. The beauty of a porcelain jar is a matter of
shape, of color, of surface texture. The jar may be empty or tenanted by spiders,
full of honey or stinking slime—it makes no difference to its beauty
or ugliness. But a woman is alive, and her beauty is therefore not skin deep.
The surface of the human vessel is affected by the nature of its spiritual contents.
I have seen women who, by the standards of a connoisseur of porcelain,
were ravishingly lovely. There shape, their color, their surface texture
were perfect. And yet they were not beautiful. For the lovely vase was either
empty or filled with some corruption. Spiritual emptiness or ugliness shows
through. And conversely, there is an interior light that can transfigure forms
that the pure aesthetician would regard as imperfect or downright ugly.
7. The word “cult” (line 1) as used in the passage means primarily
a. A group with a particular obsession.
b. a subculture dedicated to a pagan rite.
c. A movement sponsored by patrons of beauty salons.
d. the devotees of a unique ideology.
e. the followers of a charismatic leader.
8. Which of the following is an example of hyperbole?
a. “tremendous success and lamentable failure” (line 7)
b. “It is a success” (line 9)
c. “they will be extinct” (line 11)
d. “a bent back and hollow cheeks” (line 12)
e. “old-fashioned” (line 13)
9. The primary rhetorical strategy used to develop the idea that old ladies are becoming
rare is best described as
a. a series of metaphors.
b. rhetorical questions and answers.
c. examples with repetitive sentence structure.
d. parallel and periodic sentences.
e. allusions and analogies.
10. Which of the following best characterizes the tone of the phrase “crone of the future”
(line 13)?
a. anger
b. bitterness
c. sympathy
d. ridicule
e. irony
11. In the development of the last paragraph (lines 31-42), the rhetorical device most in
evidence is
a. extended analogy
b. compound subject.
c. appeal to authority.
d. emotional exclamation.
AP Language and Composition, Unit 4, Waters
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e. antithesis.
12. “The surface of the human vessel is affected by the nature of its spiritual contents”
(lines 36-37) is a statement best described as
a. an epigram
b. a simile
c. a platitude
d. a witticism
e. a symbol.
13. Which of the following represents the author’s main purpose?
a. To highlight the successful aspects of the beauty cult.
b. To comment on a phase of female psychology.
c. To describe a change of values in contemporary society.
d. To expose the shortcomings and omissions of the beauty cult.
e. To extol the virtues of aging.
14. The principal contrast employed by the author of the passage is between
a. crones and fair ladies.
b. inner beauty versus outer beauty.
c. healthy and good looks.
d. staying young an dying longer.
e. youth and age.
**Passage 2 was taken from Practice Test B from the study guide, Barron’s AP English Language
and Composition. Answer explanations are available on pp. 294-295 of the print copy.
AP Language and Composition, Unit 4, Waters
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Appendix C: On-Demand FRQ#2 Assessment
Part 2: Free-Response Question# 2
(Suggested time-40 minutes)
Susan B. Anthony was fined $100 for casting an illegal ballot in the 1872 presidential election. Seething at the
injustice, she embarked on a speaking tour in 1873 in support of female voting rights, during which she gave this
speech. Read the speech carefully. Then write an essay in which you analyze the strategies used in the speech to
strengthen and enhance Anthony’s argument.
Friends and Fellow Citizens: I stand before you tonight under indictment for the alleged crime of having voted at the last
presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus
voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United
States citizens by the National Constitution, beyond the power of any State to deny.
The preamble of the Federal Constitution says:
"We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility,
provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our
posterity, do ordain and establish this Constitution for the United States of America."
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who
formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves
and the half of our posterity, but to the whole people--women as well as men. And it is a downright mockery to talk to
women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them
provided by this democratic-republican government--the ballot.
For any State to make sex a qualification that must ever result in the disfranchisement of one entire half of the people is
to pass a bill of attainder, or an ex post facto law, and is therefore a violation of the supreme law of the land. By it the
blessings of liberty are for ever withheld from women and their female posterity. To them this government has no just
powers derived from the consent of the governed. To them this government is not a democracy. It is not a republic. It is
an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe;
an oligarchy of wealth, where the right govern the poor. An oligarchy of learning, where the educated govern the
ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex,
which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters of every
household--which ordains all men sovereigns, all women subjects, carries dissension, discord and rebellion into every
home of the nation.
Webster, Worcester and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold office.
The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will have the
hardihood to say they are not. Being persons, then, women are citizens; and no State has a right to make any law, or to
enforce any old law, that shall abridge their privileges or immunities. Hence, every discrimination against women in the
constitutions and laws of the several States is today null and void, precisely as in every one against Negroes.
AP Language and Composition, Unit 4, Waters
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Focusing on Multiple Choice Questions
In Unit 4, teachers should explicitly target Organization and Structure multiple choice questions. Use this type of item to
review a MCQ approach (ACUTE?), requiring scholars to independently apply that approach. When reading the core texts,
zero in on specific lines and sections of text that reveal the author’s purpose and meaning. You should also routinely
incorporate MCQs addressing Main Idea, Rhetoric, and Author’s Meaning and Purpose into your daily and weekly CFUs.
Organization and
Structure
These questions test students’
ability to perceive how the
passage is organized. For
example, they need to know if
the passage follows a
compare/contrast structure or if
it gives a definition followed by
examples. Other passages may
be organized around descriptive
statements that then lead to a
generalization. These methods
are just a few of the ones an
author may use to organize
ideas. You also need to
understand how the structure
of the passage works. For
example, you must know how
one paragraph relates to
another paragraph or how a
single sentence works within a
paragraph.
Item Stems
Passage-Based Item Bank
Here are some of the ways
this question type may be
worded:
“Not All Men Are Sly Foxes”



1. In paragraph 8, the word “nevertheless” signals a shift from
a. a description of the problem to a summary of the solution.
b. a list of examples to a generalization.
The quotation "_____"
c. a concession to a refutation of a counterargument.
signals a shift from . . .
d. one category of information to another
The speaker's mention e. an anecdote to the main idea it illustrates.
of "_____" is
appropriate to the
“Professions for Women”
development of her
argument by . . .
1. In paragraph 6, the phrases “a rock to be dashed against” refers back to which line
from the speech?
The type of argument
employed by the
author is most similar
to which of the
following?

a.
“For the road was cut many years ago--by Fanny Burney, by Aphra Behn, by
Harriet Martineau, by Jane Austen, by George Eliot--many famous women,
and many more unknown and forgotten, have been before me, making the
path smooth, and regulating my steps” (par. 1)
b. “Thus, when I came to write, there were very few material obstacles in my
way.” (par. 1)
C. “I discovered that if I were going to review books I should need to do battle with
a certain phantom.” (par. 3)
d. “My excuse, if I were to be had up in a court of law, would be that I acted in selfdefence.” (par. 3)
e. “The imagination had dashed itself against something hard.” (par. 5)
The relationship
between _____ and
_____ is explained
primarily by the use of
which of the following?
2.
Woolf’s thesis statement is most clearly presented in
a.
the first paragraph of the speech.
b. the second paragraph of the speech.
c.
the center of the speech.
d. the last paragraph of the speech.
e. the last sentence in the speech.
“Being a Man”:
1.
The relationship between masculinity and femininity in paragraph 2 is explained
primarily by the use of which of the following?
a.
Simile and metaphor
b. Personification and metaphor
c.
Anaphora and synecdoche
d. Hyperbole and synecdoche
e. Metaphor and alluson
2.
The sentence “I take this as a personal insult because for many years I found it
impossible to admit to myself that I wanted to be a writer” signals a shift from
a.
his explanation of the “whole idea of manhood in America” to his description
of the effects this idea has on the development of young men.
b. his condemnation of sports to his revelation of his “guilty secret.”
c.
his complaints about the socialization of young boys to his assertion that male
writers must demonstrate a narrow image of masculinity to be respected.
d. His description of masculinity in general to his description of specifically
masculine writers.
e. His attack on the “quest for manliness” to an enumeration of the various
factors which make it easier to be a writer.
“But What Do You Mean?”
AP Language and Composition, Unit 4, Waters
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Achievement First
1. In the first two paragraphs of Section 7 (“Jokes”) what method does Tannen use to
present her ideas?
a.
She presents examples that lead to a generalization.
b.
She presents a generalization and that provides examples that support it.
c.
She presents a number of causes that lead to a specific effect.
d.
She presents descriptive statements that illustrate a concept, then defines the
concept.
e.
She presents ways that two things are similar, then suggests how they are
different.
2. Within each of the seven sections, Tannen makes use of
a.
cause and effect
b. problem and solution
c.
comparison and contrast
d. description
e. classification
Author’s Purpose and
Item Stems
Meaning

Description of Category:
Multiple-choice questions
often ask about meaning and
purpose. What is the purpose
of the passage? How does it fit
a meaning? Why was it
written? Because so many of
the passages on this exam are
taken from nonfiction
speeches, letters,
autobiographies, and essays,
the author typically had a very
strong reason for writing the
passage. Usually you can
discover the meaning by
looking at the connotation of
the author’s words.






You will have to determine
how or why the specific word
choice demonstrates the

author’s thematic intention(s).




The purpose of
lines___ can best be
interpreted as…
The writer clarifies
“___” by…
The writer
emphasizes “---” in
order to…
By saying “---”, the
author intends for us
to understand that….
By “___.” the author
most likely means….
The purpose of the
sentence/ paragraph.
Passage can best be
summarized as….
The passage can be
interpreted as
meaning all of the
following EXCEPT…
Which of the
following best
identifies the
meaning of "_____"?
Which of the
following best
describes the
author's purpose in
the last sentence?
The author
emphasizes "_____"
in order to . . .
The sympathy
referred to in line
___ is called "___"
because it...
What is the function
of _____ ?
AP Language and Composition, Unit 4, Waters
Passage-Based Item Bank
“Not All Men Are Sly Foxes”
1.
In paragraph 3, Brott most likely uses the nouns “caregivers” and
“nurturers” in order to
a. reinforce that mothering is a key component of what women do.
b. contrast the roles attributed to mothers with the tasks performed by
fathers.
c. subvert the role of women to the role of men.
d. suggest that even working women are expected to be active parents.
e. name the types of behaviors most attributed to fathers rather than
mothers.
“Professions for Women”
1.
In paragraph3, Woolf use of personification serves all of the following
functions EXCEPT
a. to create a concrete image out of an abstract concept.
b. to enhance the contrast between the innocent girl who sat down to
write and the woman who eventually “killed” the angel.
c. to increase the ability of her readers and listeners to picture the
feminine ideal that she is attempting to .
d. to make the feminine ideal more appealing to her readers and
listeners.
e. to develop her explanation of “the angel in the house” for the
younger members of the audience.
“Being a Man”:
1.
a.
b.
c.
d.
e.
Why does Theroux make reference to Hemingway, William Faulkner,
Jack Kerouc, and Norman Mailer?
To list role models which helps him reject traditional views of
masculinity.
To suggest exceptions to the rule he explained in previous
paragraphs.
To present examples of male writers whose self-destructive
behaviors proved their masculinity.
To support his assertion that drunkenness reduces the quality of a
writer’s work.
To increase his credibility by placing himself in the company of
highly-esteemed writers.
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Achievement First
“But What Do You Mean”:
1.
Using the phrase “conversation is a ritual” allows the author to
emphasize that
I.
II.
III.
As a social construct, conversation brings people together.
People in discussions often assume specific roles and behaviors.
Human beings feel compelled by tradition and habit to talk with
one another.
We often say things automatically, without thinking of their
implications.
IV.
a.
b.
c.
d.
e.
Main Idea
Description of Category:
Questions about the
passage’s main idea are
very common on the exam.
Often the first or last
questions of a series have to
do with the main idea. What
is the author saying? Can
you restate it? That’s what
you need to do, at least in
your mind. You might have
to make a few marginal
notes, or you may find the
main idea stated in one or
two lines (sometimes at the
end) that you can underline.
Please note that there are
often two types of “main
idea” questions:
Questions about the
main idea at a
paragraph / essay level
Questions that require
technical close reading
Item Stems
 The author would
most likely agree
with which of the
following?
 The narrator’s/
writer’s/ author’s/
speaker’s attitude
can best be
described as…
 The author would
most/ least likely
agree that…
 The writer has
presented all of the
following ideas
EXCEPT…
 We can infer that the
author values the
quality of….
 The attitude of the
narrator helps the
writer create a mood
of…
 In context, lines___
most likely refer to….
 The theme of the
second paragraph is
...
 The speaker's
attitude is best
described as one of
...
 In context, the
sentence "_____" is
best interpreted as
which of the
following?
AP Language and Composition, Unit 4, Waters
I only
II only
III and IV
I and IV
II and IV
Passage-Based Item Bank
“Not All Men Are Sly Foxes”:
1. In context, the ending line “Let’s finish the job,” most likely refer to
a. selecting reading material that is appropriate for young readers.
b. convincing men to take a more active role as parents.
c. preventing censorship in children’s literature.
d. eliminating harmful stereotypes from children’s literature.
e. reducing the number of single-parent families.
2.
In paragraph 4, the phrases “a successful entrepreneur” is parallel to
which of the following?
a. “a neglectful and presumably unemployed single father”
b. “a thriving lace business”
c. “lives with filthy, hungry pups in a grimy hovel”
d. “a single mother (Mother Goose) of seven tiny gosling”
“women take better care of their kids”
“Professions for Women”:
1.
In context, the phrase “formidable obstacles” in the last paragraph is most
likely a reference to which of the following?
a. Financial impediments
b. Perceptions of propriety
c. Fears of disrupting familial harmony
d. Educational access
e. Material resources
“Being a Man”:
1.
The speaker’s tone is best described as
a.
b.
c.
d.
e.
flippant.
concillatory.
accusatory.
antagonizing.
resigned.
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 The atmosphere is 2.
one of . . .
 Which of the
following would the
author be LEAST
likely to
encourage?
3.
We can infer that the author most objects to
a.
b.
c.
d.
e.
The ways young boys are taught to be men.
The good reputation of writers like Hemingway.
The high frequency of alcoholism among writers.
The pressure to engage in natural friendships with women.
The lack of masculinity among male writers.
In paragraph two, the pronoun “it” in the sentence “It is a hideous and
crippling lie” refers to
a.
b.
c.
d.
e.
The literal meaning behind the expression, “Be a man!”
The connotative meaning implied by the expression, “Be a man!”
The oppressive sense of nakedness associated with femininity.
The assertion that “fetishists are nearly always men.”
The comparison between masculinity and the sensation of wearing
an ill-fitting coat.
“But What Do You Mean”:
1.
Rhetoric
Description of Category:
Questions about rhetoric
dominate the AP English
exam. How does the
language work in a
passage? What is the point
of view or the syntax and
diction? How does the
author express his or her
tone? What is the narrator’s
attitude? These are not
words just to be thrown
around recklessly. You need
to understand how all of the
elements synthesize
together to make the entire
passage. How does each
“rhetorical device” affect
the whole?
Below, please find an
incomplete list of rhetorical
terms within the AP Lang
exam. For more
information, please
reference the word lists and
Deborah Tannen has presented all of the ideas EXCEPT
a. Adapting a more feminine communication style at the
workplace may increase the productivity of collaborative work
sessions
b. When it comes to how to talk in the workplace, there is no
“right way” or “wrong way.”
c. If you want to communicate successfully in the workplace, you
must focus on what you say AND how you say it.
d. Women may be disadvantaged in the workplace by their
communication style.
e. When automatic apologies and expressions of gratitude are not
shared practice, they may subvert women to men.
Item Stems
Passage-Based Item Bank

“Professions for Women”









A shift in point of view
is demonstrated by….
The repetitive syntax
of lines___ serves to…
“___” can best be said
to represent….
The second sentence is
unified by the writer’s
use of which rhetorical
device?
The word”___” is the
antecedent for…
The style of the
passage can best be
characterized as…
The author employs
___ sentence structure
to establish…
The tone of the
passage changes when
the writer….
The shift in point of
view has the effect of .
..
The syntax of lines
_____ to _____
serves to . . .
AP Language and Composition, Unit 4, Waters
1, Which of the following details from paragraph 1 is not an example of
synecdoche?
a. “the road”
b. “the family purse”
c. “pianos and models”
d. “Paris, Vienna, and Berlin”
e. “The cheapness of writing paper”
2. In paragraph 1, Woolf uses the repetitive syntax of the phrases “the family
peace” and “the family purse” to represent
a. those household elements which most benefit from women engaging in
writing.
b the sense of peace and prosperity characteristic of happy families.
c. elements frequently in jeopardy when women take on careers
d. the material obstacles standing in the way of would be writers.
e. the necessary sacrifices made by working women.
“But What Do You Mean”
1. In the last sentence of the second paragraph, which rhetorical device does
Tannen use to emphasize her main idea?
a. Simile
b. Hyperbole
c. Anaphora
d. Litote
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definitions.

Allegory, Alliteration,
Allusion, Anaphora,
Antithesis, Aphorism,
Apostrophe,

Assonance,
Asyndeton, Attitude,
Begging the
question, Canon,
Chiasmus, Claim,

Colloquial,
Prose, Realism,
Rebuttal/refutation,
Rhetoric, Rhetorical
question,
Sarcasm, Satire,
Simile, Style,
Symbolism,
Synecdoche, Syntax,
Theme, Tone, Voice,
Zeugma
The second sentence
is unified by
metaphorical
references to . . .
As lines _____ and
_____ are
constructed, "_____"
is parallel to which of
the following?
The antecedent for
"_____" is . . .
AP Language and Composition, Unit 4, Waters
e. Synecdoche
2. The sentence “Women are often told they apologize too much,” is an
example of
a. active voice
b. passive voice
c. irony
d. sarcasm
e. begging the question
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AP Language and Composition, Unit 4, Waters
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Achievement First