AP English Language

and Composition

Practice Exam #2
and Notes
For the
Spring 2020
Exam
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2 AP English Language and Composition Practice Exam

Contents

I. Practice Exam
Exam Content and Format. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Administering the Practice Exam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Answer Sheet for Multiple-Choice Section. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
AP® English Language and Composition Practice Exam . . . . . . . . . . . . . . . . . . 7

II. Notes on the Practice Exam

Multiple-Choice Section. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Answer Key and Question Alignment to Course Framework . . . . . . . . . . 109
Free-Response Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Contact Us. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

AP English Language and Composition Practice Exam 3

 Practice Exam

Exam Content and Format

The AP English Language and Composition Exam is 3 hours and 15 minutes long.
There are two sections:
• Section I is 1 hour and consists of 45 multiple-choice questions, accounting
for 45 percent of the final score.

• Section II is 2 hours, 15 minutes and consists of 3 free-response questions

accounting for 55 percent of the final score.

Administering the Practice Exam

This section contains instructions for administering the AP English Language and
Composition Practice Exam. You may wish to use these instructions to create an
exam situation that resembles an actual administration. If so, read the indented,
boldface directions to the students; all other instructions are for administering
the exam and need not be read aloud. Before beginning testing, have all exam
materials ready for distribution. These include test booklets and answer sheets.
(Reminder: Final instructions for every AP Exam are published in the AP Exam
Instructions book.)

SECTION I: Multiple Choice

When you are ready to begin Section I, say:

Section I is the multiple-choice portion of the exam. Mark all of your

responses on your answer sheet, one response per question. If you
need to erase, do so carefully and completely. Your score on the
multiple-choice section will be based solely on the number of questions
answered correctly.

You have 1 hour for this part. Open your Section I booklet and begin.

Note Start Time ________. Note Stop Time ________.

After 50 minutes, say:

There are 10 minutes remaining.

After 10 minutes, say:

Stop working. I will now collect your Section I booklet and

multiple-choice answer sheet.

There is a 10-minute break between Sections I and II.

4 AP English Language and Composition Practice Exam

SECTION II: Free Response

After the break, say:

Section II is the free-response portion of the exam.

The total Section II time is 2 hours and 15 minutes. This includes a

15-minute reading period. During the reading period, you will read and
plan what you will write. You may take notes on the pages that contain
the exam questions, but you must write your answers on the designated
lined pages.

You may now open the Section II booklet and begin the reading period.

Note Start Time here ________. Note Stop Time here________.

After 15 minutes, say:
Stop. The reading period is over. You have 2 hours to complete
Section II. You are responsible for pacing yourself, and may proceed
freely from one question to the next. You must write your answers on
the designated lined pages for the free-response questions.

The suggested writing time for Question 1, 2, and 3 is 40 minutes each.

After 40 minutes, you will be advised to go on to the next question.
Open your Section II booklet and begin.

Note Start Time ________. Note Stop Time ________. After 40 minutes, say:

It is recommended that you now move on to the next question.

Note Start Time ________. Note Stop Time ________. After 40 minutes, say:

It is recommended that you now move on to the next question.

After 30 minutes, say:

There are 10 minutes remaining.

After 10 minutes, say:

Stop working and close your exam booklet. Put your exam booklet on
your desk, face up. Remain in your seat, without talking, while the exam
materials are collected.

Collect a Section II booklet from each student and check that each student wrote
his or her answers on the lined pages corresponding to each question. Then say:
The exam is over. You are now dismissed.

AP English Language and Composition Practice Exam 5

 Name:

AP® English Language and Composition

Answer Sheet
for Multiple-Choice Section

No. Answer No. Answer

1 24
2 25
3 26
4 27
5 28
6 29
7 30
8 31
9 32
10 33
11 34
12 35
13 36
14 37
15 38
16 39
17 40
18 41
19 42
20 43
21 44
22 45
23

6 AP English Language and Composition Practice Exam

AP English Language
®

and Composition Exam

SECTION I: Multiple Choice

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

Instructions
At a Glance
Section I of this exam contains 45 multiple-choice questions.
Total Time
1 hour Indicate all of your answers to the multiple-choice questions on the answer sheet. No credit
Number of Questions will be given for anything written in this exam booklet, but you may use the booklet for
45 notes or scratch work.
Percent of Total Score
45% Use your time effectively, working as quickly as you can without losing accuracy. Do not
Writing Instrument spend too much time on any one question. Go on to other questions and come back to
Pencil required the ones you have not answered if you have time. It is not expected that everyone will
know the answers to all of the multiple-choice questions.
Your total score on the multiple-choice section is based only on the number of questions
answered correctly. Points are not deducted for incorrect answers or unanswered
questions.

AP English Language and Composition Practice Exam 7

 The inclusion of source material in this exam is not intended
as an endorsement by the College Board or ETS of the content,
ideas, or values expressed in the material. The material has been
selected by the English faculty who serve on the AP English
Language and Composition Development Committee. In their
judgment, the material printed here reflects various aspects of
the course of study on which this exam is based and is therefore
appropriate to use to measure the skills and knowledge of this
course.

8 AP English Language and Composition Practice Exam

 ENGLISH LANGUAGE AND COMPOSITION
SECTION I
Time—1 hour
45 Questions

Directions: This part consists of selections from nonfiction works and questions on their rhetorical situation, claims
and evidence, reasoning and organization, and style. After reading each passage, choose the best answer to each
question and then enter the letter in the corresponding space on the answer sheet.
Note: Pay particular attention to the requirements of questions that contain the words NOT, LEAST, or EXCEPT.

Questions 1 - 12. Read the following passage one anyway. Journal writing helps you to be more
carefully before you choose your answers. observant of your world, and a journal is a good place
to store story ideas for later projects.
(This passage is excerpted from an essay published Revise your writing until it’s as good as you can
by a science fiction writer in the late twentieth make it. All the reading, the writing, and the classes
century.) should help you do this. Check your writing, your
research (never neglect your research), and the
Take classes and go to writers’ workshops. Writing physical appearance of your manuscript. Let nothing
is communication. You need other people to let you substandard slip through. If you notice something that
know whether you’re communicating what you think needs fixing, fix it, no excuses. There will be plenty
you are and whether you’re doing it in ways that are that’s wrong that you won’t catch. Don’t make the
not only accessible and entertaining, but as mistake of ignoring flaws that are obvious to you.
compelling as you can make them. In other words, The moment you find yourself saying, “This doesn’t
you need to know that you’re telling a good story. You matter. It’s good enough.” Stop. Go back. Fix the
want to be the writer who keeps readers up late at flaw. Make a habit of doing your best.
night, not the one who drives them off to watch Submit your work for publication. First research
television. Workshops and classes are rented the markets that interest you. Seek out and study the
readers—rented audiences—for your work. Learn books or magazines of publishers to whom you want
from the comments, questions, and suggestions of to sell. Then submit your work. If the idea of doing
both the teacher and the class. These relative this scares you, fine. Go ahead and be afraid. But
strangers are more likely to tell you the truth about send your work out anyway. If it’s rejected, send it
your work than are your friends and family who may out again, and again. Rejections are painful, but
not want to hurt or offend you. One tiresome truth inevitable. They’re every writer’s rite of passage.
they might tell you, for instance, is that you need to Don’t give up on a piece of work that you can’t sell.
take a grammar class. If they say this, listen. Take the You may be able to sell it later to new publications or
class. Vocabulary and grammar are your primary to new editors of old publications. At worst, you
tools. They’re most effectively used, even most should be able to learn from your rejected work. You
effectively abused, by people who understand them. may even be able to use all or part of it in a new
No computer program, no friend or employee can take work. One way or another, writers can use, or at least
the place of a sound knowledge of your tools. learn from, everything.
Write. Write every day. Write whether you feel Here are some potential impediments for you to
like writing or not. Choose a time of day. Perhaps forget about:
you can get up an hour earlier, stay up an hour later, First forget inspiration. Habit is more dependable.
give up an hour of recreation, or even give up your Habit will sustain you whether you’re inspired or not.
lunch hour. If you can’t think of anything in your Habit will help you finish and polish your stories.
chosen genre, keep a journal. You should be keeping Inspiration won’t. Habit is persistence in practice.

GO ON TO THE NEXT PAGE.

AP English Language and Composition Practice Exam 9

 Forget talent. If you have it, fine. Use it. If you 2. Which of the following statements best
don’t have it, it doesn’t matter. As habit is more represents the thesis of the passage?
dependable than inspiration, continued learning is
more dependable than talent. Never let pride or (A) Effective writing relies on grammar and
laziness prevent you from learning, improving your vocabulary, not fancy technology.
work, changing its direction when necessary. (B) The most compelling stories come from
Persistence is essential to any writer—the persistence observation, not inspiration.
to finish your work, to keep writing in spite of (C) True writers understand that writing is a
rejection, to keep reading, studying, submitting work form of play, not work.
for sale. But stubbornness, the refusal to change
unproductive behavior or to revise unsalable work can (D) The primary purpose of writing is
be lethal to your writing hopes. communication, not self-expression.
Finally, don’t worry about imagination. You have (E) The key to success as a writer is consistent
all the imagination you need, and all the reading, effort, not inherent ability.
journal writing, and learning you will be doing will
stimulate it. Play with your ideas. Have fun with
them. Don’t worry about being silly or outrageous or 3. In the first paragraph, the author supports her
wrong. So much of writing is fun. It’s first letting claim that writers should “go to writers’
your interests and your imagination take you workshops” (sentence 1) by
anywhere at all. Once you’re able to do that, you’ll
have more ideas than you can use. (A) assessing whether workshops can improve
writers’ ability to judge their own works
(B) noting that workshops provide
opportunities to write for diverse media,
1. Which of the following best describes the including television
author’s purpose in the passage? (C) explaining how workshops can help writers
learn unpleasant but valuable lessons
(A) To encourage the audience to derive (D) highlighting the value of workshops for
confidence from their talents writers at different stages in their careers
(B) To reveal the disheartening realities of (E) dispelling the misperception that
pursuing a career in literature workshops may stifle writers’ creativity
(C) To propose a novel method for teaching
composition and rhetoric
(D) To convince aspiring writers of the 4. In the first paragraph, the author uses the phrase
importance of hard work “rented readers” (sentence 6) in order to
(E) To challenge a misconception about the (A) define writers’ workshops in terms of their
value of studying grammar value to aspiring writers
(B) express sympathy for writers who have no
one to read their work for free
(C) contrast the academic goals of classes with
the commercial aims of workshops
(D) acknowledge a reason that her audience
may feel reluctant to take writing classes
(E) highlight the financial sacrifices that
writers must make in order to succeed

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10 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(This passage is excerpted from an essay published The moment you find yourself saying, “This doesn’t
by a science fiction writer in the late twentieth matter. It’s good enough.” Stop. Go back. Fix the
century.) flaw. Make a habit of doing your best.
Submit your work for publication. First research
Take classes and go to writers’ workshops. Writing the markets that interest you. Seek out and study the
is communication. You need other people to let you books or magazines of publishers to whom you want
know whether you’re communicating what you think to sell. Then submit your work. If the idea of doing
you are and whether you’re doing it in ways that are this scares you, fine. Go ahead and be afraid. But
not only accessible and entertaining, but as send your work out anyway. If it’s rejected, send it
compelling as you can make them. In other words, out again, and again. Rejections are painful, but
you need to know that you’re telling a good story. You inevitable. They’re every writer’s rite of passage.
want to be the writer who keeps readers up late at Don’t give up on a piece of work that you can’t sell.
night, not the one who drives them off to watch You may be able to sell it later to new publications or
television. Workshops and classes are rented to new editors of old publications. At worst, you
readers—rented audiences—for your work. Learn should be able to learn from your rejected work. You
from the comments, questions, and suggestions of may even be able to use all or part of it in a new
both the teacher and the class. These relative work. One way or another, writers can use, or at least
strangers are more likely to tell you the truth about learn from, everything.
your work than are your friends and family who may Here are some potential impediments for you to
not want to hurt or offend you. One tiresome truth forget about:
they might tell you, for instance, is that you need to First forget inspiration. Habit is more dependable.
take a grammar class. If they say this, listen. Take the Habit will sustain you whether you’re inspired or not.
class. Vocabulary and grammar are your primary Habit will help you finish and polish your stories.
tools. They’re most effectively used, even most Inspiration won’t. Habit is persistence in practice.
effectively abused, by people who understand them. Forget talent. If you have it, fine. Use it. If you
No computer program, no friend or employee can take don’t have it, it doesn’t matter. As habit is more
the place of a sound knowledge of your tools. dependable than inspiration, continued learning is
Write. Write every day. Write whether you feel more dependable than talent. Never let pride or
like writing or not. Choose a time of day. Perhaps laziness prevent you from learning, improving your
you can get up an hour earlier, stay up an hour later, work, changing its direction when necessary.
give up an hour of recreation, or even give up your Persistence is essential to any writer—the persistence
lunch hour. If you can’t think of anything in your to finish your work, to keep writing in spite of
chosen genre, keep a journal. You should be keeping rejection, to keep reading, studying, submitting work
one anyway. Journal writing helps you to be more for sale. But stubbornness, the refusal to change
observant of your world, and a journal is a good place unproductive behavior or to revise unsalable work can
to store story ideas for later projects. be lethal to your writing hopes.
Revise your writing until it’s as good as you can Finally, don’t worry about imagination. You have
make it. All the reading, the writing, and the classes all the imagination you need, and all the reading,
should help you do this. Check your writing, your journal writing, and learning you will be doing will
research (never neglect your research), and the stimulate it. Play with your ideas. Have fun with
physical appearance of your manuscript. Let nothing them. Don’t worry about being silly or outrageous or
substandard slip through. If you notice something that wrong. So much of writing is fun. It’s first letting
needs fixing, fix it, no excuses. There will be plenty your interests and your imagination take you
that’s wrong that you won’t catch. Don’t make the anywhere at all. Once you’re able to do that, you’ll
mistake of ignoring flaws that are obvious to you. have more ideas than you can use.

GO ON TO THE NEXT PAGE.

AP English Language and Composition Practice Exam 11

 5. In the fifth sentence of the second paragraph 7. Based on her discussion of the publication
(“Perhaps . . . lunch hour”), the author process (paragraph 4, sentences 1-11), the author
strategically arranges clauses in a way that most likely believes which of the following
about her audience?
(A) signals a gap between the sentence’s literal
meaning and the author’s intended (A) They aim to support themselves fully by
meaning selling their writing.
(B) establishes a hierarchy from the most to (B) They have limited familiarity with
least effective times of day to practice publication and need a variety of advice.
writing (C) They probably overestimate the value of
(C) reflects the author’s model of the inspiration for writers.
sequential stages of a writer’s overall (D) They already have some experience with
development submitting work to publishers.
(D) suggests a distinction between reasonable (E) They have previously been held back by
and unreasonable sacrifices for the sake their perfectionistic tendencies.
of art
(E) underlines the variety of opportunities for
those who are dedicated to improving 8. The author’s shift in tone between the fourth and
their craft fifth paragraphs marks a transition between

(A) offering practical advice and advocating

6. In the last sentence of the second paragraph broader principles
(“Journal writing . . . projects”), the author (B) exemplifying simplicity and demonstrating
connects two independent clauses with the complexity
conjunction “and” primarily to
(C) identifying problems and proposing
solutions
(A) establish a connection between keeping a
journal and writing every day (D) presenting absolute claims and qualifying
those claims
(B) indicate that journaling is just as important
as careful revision for aspiring writers (E) arguing from personal experience and
incorporating the insights of others
(C) explain why keeping a journal usually
helps writers come up with new story
ideas
9. The author’s decision to repeat the word “forget”
(D) emphasize that keeping a journal has in the sixth and seventh paragraphs primarily
multiple benefits for writers serves to
(E) suggest that observing the real world is
more productive than imagining fictional (A) underscore the author’s disapproval of
worlds those who neglect to improve their
writing
(B) indicate the order in which the author
believes certain steps should be taken
(C) suggest a parallel between two distinct
ideas that the author challenges
(D) highlight the extent of distress that comes
from focusing on innate abilities
(E) convey the author’s ambivalence about the
advice she received early in her career

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12 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(This passage is excerpted from an essay published The moment you find yourself saying, “This doesn’t
by a science fiction writer in the late twentieth matter. It’s good enough.” Stop. Go back. Fix the
century.) flaw. Make a habit of doing your best.
Submit your work for publication. First research
Take classes and go to writers’ workshops. Writing the markets that interest you. Seek out and study the
is communication. You need other people to let you books or magazines of publishers to whom you want
know whether you’re communicating what you think to sell. Then submit your work. If the idea of doing
you are and whether you’re doing it in ways that are this scares you, fine. Go ahead and be afraid. But
not only accessible and entertaining, but as send your work out anyway. If it’s rejected, send it
compelling as you can make them. In other words, out again, and again. Rejections are painful, but
you need to know that you’re telling a good story. You inevitable. They’re every writer’s rite of passage.
want to be the writer who keeps readers up late at Don’t give up on a piece of work that you can’t sell.
night, not the one who drives them off to watch You may be able to sell it later to new publications or
television. Workshops and classes are rented to new editors of old publications. At worst, you
readers—rented audiences—for your work. Learn should be able to learn from your rejected work. You
from the comments, questions, and suggestions of may even be able to use all or part of it in a new
both the teacher and the class. These relative work. One way or another, writers can use, or at least
strangers are more likely to tell you the truth about learn from, everything.
your work than are your friends and family who may Here are some potential impediments for you to
not want to hurt or offend you. One tiresome truth forget about:
they might tell you, for instance, is that you need to First forget inspiration. Habit is more dependable.
take a grammar class. If they say this, listen. Take the Habit will sustain you whether you’re inspired or not.
class. Vocabulary and grammar are your primary Habit will help you finish and polish your stories.
tools. They’re most effectively used, even most Inspiration won’t. Habit is persistence in practice.
effectively abused, by people who understand them. Forget talent. If you have it, fine. Use it. If you
No computer program, no friend or employee can take don’t have it, it doesn’t matter. As habit is more
the place of a sound knowledge of your tools. dependable than inspiration, continued learning is
Write. Write every day. Write whether you feel more dependable than talent. Never let pride or
like writing or not. Choose a time of day. Perhaps laziness prevent you from learning, improving your
you can get up an hour earlier, stay up an hour later, work, changing its direction when necessary.
give up an hour of recreation, or even give up your Persistence is essential to any writer—the persistence
lunch hour. If you can’t think of anything in your to finish your work, to keep writing in spite of
chosen genre, keep a journal. You should be keeping rejection, to keep reading, studying, submitting work
one anyway. Journal writing helps you to be more for sale. But stubbornness, the refusal to change
observant of your world, and a journal is a good place unproductive behavior or to revise unsalable work can
to store story ideas for later projects. be lethal to your writing hopes.
Revise your writing until it’s as good as you can Finally, don’t worry about imagination. You have
make it. All the reading, the writing, and the classes all the imagination you need, and all the reading,
should help you do this. Check your writing, your journal writing, and learning you will be doing will
research (never neglect your research), and the stimulate it. Play with your ideas. Have fun with
physical appearance of your manuscript. Let nothing them. Don’t worry about being silly or outrageous or
substandard slip through. If you notice something that wrong. So much of writing is fun. It’s first letting
needs fixing, fix it, no excuses. There will be plenty your interests and your imagination take you
that’s wrong that you won’t catch. Don’t make the anywhere at all. Once you’re able to do that, you’ll
mistake of ignoring flaws that are obvious to you. have more ideas than you can use.

GO ON TO THE NEXT PAGE.

AP English Language and Composition Practice Exam 13

 10. The seventh paragraph as a whole implicitly 12. The author’s contrast between “persistence” and
challenges which of the following ideas? “stubbornness” (paragraph 7, sentences 7–8)
advances her argument in which of the following
(A) Talent is a valuable asset for aspiring ways?
writers.
(B) Talent can promote laziness in young (A) It helps explain why habit is more valuable
writers. than persistence.
(C) Successful writers must be very talented. (B) It challenges the stereotype that talented
writers are often stubborn.
(D) People should take pride in their talents.
(C) It concedes that persistence can have
(E) Talent is meaningless without persistence.
negative consequences.
(D) It underscores the need for writers to
11. In the seventh sentence of the seventh paragraph, continually improve their craft.
the author uses a dash primarily to (E) It supports the claim that writers should
disregard talent.
(A) separate a secondary idea from the main
thrust of her argument
(B) distinguish her own claim from a claim she
aims to refute
(C) contrast her definition of a term with the
term’s ordinary meaning
(D) elaborate on a general claim by providing
specific examples
(E) clarify a concept by excluding certain
phenomena from it

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14 AP English Language and Composition Practice Exam

Questions 13 - 24. Read the following passage setbacks. Various constituencies of the comparatively
carefully before you choose your answers. prosperous global core are walling off their affluent
realms from intrusion by poorer globals, hardening a
(The following passage is excerpted from the preface division between core and periphery that exacerbates
of a book published in 2008 by a geography contrasts and stokes conflicts. The near-global
professor.) diffusion of various forms of English as a first or
second language is promoting a cultural convergence,
Numerous books and articles published in recent but the radicalization of religions has the opposite
years argue, explicitly as well as implicitly, that the effect. The distribution of health and well-being
human world today is so mobile, so interconnected, shows troubling signs of inequity and reversal.
and so integrative that it is, in one prominent and Because people continue to congregate in places of
much-repeated assessment, “flat.” Ancient and high environmental risk, especially in the crowded
durable obstacles are no more, interaction is global, periphery, hundreds of millions find themselves in
free trade rules the globe, migration is ubiquitous, 1 continuing jeopardy (as the 2004 tsunami, 4 in the
and the flow of ideas (and money and jobs) is so absence of coordinated warning systems, tragically
pervasive that geography, in the perspective of more confirmed). Inevitably, places of costly historic and
than one observer, “is history.” The notion that place current conflict take their toll as the “international
continues to play a key role in shaping humanity’s community” stands by without effective intervention,
still-variegated mosaic is seen as obsolete, even another form of jeopardy that afflicts the destinies of
offensive and deterministic. Choice, not constraint, is millions. And males and females in the same locales
the mantra 2 of the new flat-world proponents. Join have widely varying experiences, their destinies
the “forces of flattening” and you will enjoy the diverging in sometimes agonizing ways. Even in the
benefits. Don’t, and you will fall off the edge. The world’s cities, where the “rising tide lifts all boats”
option is yours. promise of globalization should be especially evident,
But is it? From the vantage point of a high-floor power creates a high-relief topography of privilege
room in the Shanghai Hyatt, the Mumbai Oberoi, or and privation. Nor is the world’s divisive political
the Dubai Hilton, 3 or from a business-class window stockade 5 likely to be flattened anytime soon. Even
seat on Singapore Airlines, the world seems flat as states try to join in unions and associations, their
indeed. Millions of world-flatteners move every day provinces and regions nurture nationalisms working
from hotel lobby to airport limo to first-class lounge, the other way. The power of place still holds the vast
laptop in hand, uploading, outsourcing, offshoring as majority of us in its thrall.
they travel, adjusting the air conditioning as they go. Of course, the question is not whether the world is
They are changing the world, these modern nomads, flat. Thomas Friedman, who coined the phrase,
and they are, in many ways, improving it—depending concedes that he realizes “that the world is not flat.
of course on one’s definition of progress. But are they Don’t worry, I know . . . I have engaged in literary
invariably agents of access and integration? Are they license in titling [my] book to draw attention . . . .” It
lowering the barriers to participation or raising the is the process of “flattening” on which Friedman
stakes against it? Have their influence and impact wants to focus through his provocative title, “the
overpowered the imperatives of place, so that their single most important trend in the world today,” that is
very mobility symbolizes a confirmed irrelevance of at issue. And in certain respects the global playing
location? field is leveling, but in other ways the reverse appears
Not yet. The Earth, physically as well as culturally, to be true. Notions of a flat world raise expectations
still is very rough terrain, and in crucial ways its of growing access and increasing opportunity that are
regional compartments continue to trap billions in mantras of globalization but are all too often at
circumstances that spell disadvantage. The power of variance with reality. Powerful forces, natural as well
place and the fate of people are linked by many as human, slow the flattening process in a contest that
strands ranging from physical area and natural will determine the future of the planet.
environment to durable culture and local tradition. 1
widespread
This book, therefore, views a world in which progress 2
slogan
toward convergence is countered by stagnation, even 3
luxury hotels
4
In December 2004, a series of immense ocean waves hit the coasts of
several South and Southeast Asian countries, causing catastrophic
destruction in the region.
5
enclosure

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AP English Language and Composition Practice Exam 15

 13. Which of the following best describes the 15. In the second sentence of the passage (“Ancient
author’s exigence in the passage? . . . history”), the series of short, simple clauses
and the word play on “history” convey the
(A) The need for greater resources to solve author’s sense that the claims of flat-world
problems he finds pressing proponents
(B) The proliferation of global organizations
that he finds menacing (A) sound a little too superficial to be true
(C) The opportunity for facilitating (B) are supported by multiple sources of
communication between disparate groups historical evidence
(D) The uncritical acceptance of an opinion (C) are constantly evolving
that he finds problematic (D) sound exaggerated only to those who are
(E) The rapid pace of a homogenizing process ignorant of historical events
whose effects he finds reductive (E) seem more modest than the claims made
by their opponents

14. In the passage, the author makes which of the

following assumptions about his audience? 16. Which of the following best describes the
relationship between the second paragraph and
(A) They are familiar with mainstream rhetoric the third paragraph?
about globalization.
(B) They are concerned about the loss of (A) Paragraph 3 presents evidence that
cultural diversity. addresses questions raised in paragraph 2.
(C) They support taking collective action to (B) Paragraph 3 challenges the validity of data
address local problems. presented in paragraph 2.
(D) They benefit from the process of global (C) Paragraph 3 presents arguments that
convergence. support a thesis stated in paragraph 2.
(E) They oppose ceding local control to global (D) Paragraph 3 draws conclusions from
organizations. evidence presented in paragraph 2.
(E) Paragraph 3 proposes solutions to conflicts
described in paragraph 2.

17. In the sixth sentence of the third paragraph

(“The near-global diffusion . . . opposite
effect”), the author mentions the diffusion of
English primarily to

(A) challenge an assumption that other

arguments depend on
(B) offer evidence in support of his basic thesis
(C) emphasize how one phenomenon can have
multiple effects
(D) justify his use of one language rather than
another
(E) acknowledge the validity of one element of
an argument he generally opposes

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16 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(The following passage is excerpted from the preface setbacks. Various constituencies of the comparatively
of a book published in 2008 by a geography prosperous global core are walling off their affluent
professor.) realms from intrusion by poorer globals, hardening a
division between core and periphery that exacerbates
Numerous books and articles published in recent contrasts and stokes conflicts. The near-global
years argue, explicitly as well as implicitly, that the diffusion of various forms of English as a first or
human world today is so mobile, so interconnected, second language is promoting a cultural convergence,
and so integrative that it is, in one prominent and but the radicalization of religions has the opposite
much-repeated assessment, “flat.” Ancient and effect. The distribution of health and well-being
durable obstacles are no more, interaction is global, shows troubling signs of inequity and reversal.
free trade rules the globe, migration is ubiquitous, 1 Because people continue to congregate in places of
and the flow of ideas (and money and jobs) is so high environmental risk, especially in the crowded
pervasive that geography, in the perspective of more periphery, hundreds of millions find themselves in
than one observer, “is history.” The notion that place continuing jeopardy (as the 2004 tsunami, 4 in the
continues to play a key role in shaping humanity’s absence of coordinated warning systems, tragically
still-variegated mosaic is seen as obsolete, even confirmed). Inevitably, places of costly historic and
offensive and deterministic. Choice, not constraint, is current conflict take their toll as the “international
the mantra 2 of the new flat-world proponents. Join community” stands by without effective intervention,
the “forces of flattening” and you will enjoy the another form of jeopardy that afflicts the destinies of
benefits. Don’t, and you will fall off the edge. The millions. And males and females in the same locales
option is yours. have widely varying experiences, their destinies
But is it? From the vantage point of a high-floor diverging in sometimes agonizing ways. Even in the
room in the Shanghai Hyatt, the Mumbai Oberoi, or world’s cities, where the “rising tide lifts all boats”
the Dubai Hilton, 3 or from a business-class window promise of globalization should be especially evident,
seat on Singapore Airlines, the world seems flat power creates a high-relief topography of privilege
indeed. Millions of world-flatteners move every day and privation. Nor is the world’s divisive political
from hotel lobby to airport limo to first-class lounge, stockade 5 likely to be flattened anytime soon. Even
laptop in hand, uploading, outsourcing, offshoring as as states try to join in unions and associations, their
they travel, adjusting the air conditioning as they go. provinces and regions nurture nationalisms working
They are changing the world, these modern nomads, the other way. The power of place still holds the vast
and they are, in many ways, improving it—depending majority of us in its thrall.
of course on one’s definition of progress. But are they Of course, the question is not whether the world is
invariably agents of access and integration? Are they flat. Thomas Friedman, who coined the phrase,
lowering the barriers to participation or raising the concedes that he realizes “that the world is not flat.
stakes against it? Have their influence and impact Don’t worry, I know . . . I have engaged in literary
overpowered the imperatives of place, so that their license in titling [my] book to draw attention . . . .” It
very mobility symbolizes a confirmed irrelevance of is the process of “flattening” on which Friedman
location? wants to focus through his provocative title, “the
Not yet. The Earth, physically as well as culturally, single most important trend in the world today,” that is
still is very rough terrain, and in crucial ways its at issue. And in certain respects the global playing
regional compartments continue to trap billions in field is leveling, but in other ways the reverse appears
circumstances that spell disadvantage. The power of to be true. Notions of a flat world raise expectations
place and the fate of people are linked by many of growing access and increasing opportunity that are
strands ranging from physical area and natural mantras of globalization but are all too often at
environment to durable culture and local tradition. variance with reality. Powerful forces, natural as well
This book, therefore, views a world in which progress as human, slow the flattening process in a contest that
toward convergence is countered by stagnation, even will determine the future of the planet.
1
widespread
2
slogan
3
luxury hotels
4
In December 2004, a series of immense ocean waves hit the coasts of
several South and Southeast Asian countries, causing catastrophic
destruction in the region.
5
enclosure

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AP English Language and Composition Practice Exam 17

 18. Which of the following does the author represent 20. The quotation marks around the phrase
as an effect of “congregat[ing] in places of high “international community” (paragraph 3,
environmental risk” (paragraph 3, sentence 8) ? sentence 9) serve primarily to

(A) Opportunities that disproportionately (A) indicate that the author is quoting an
benefit affluent communities established source rather than making a
(B) Frequent conflict among groups with subjective claim
different cultural values (B) signal a skeptical tone that reflects the
(C) Dangers that disproportionately affect author’s doubts about the existence of
certain communities such a community
(D) Overcrowding that exacerbates public (C) underline how specifically the term
health problems “international community” is being
defined
(E) Environmental degradation that makes
such areas nearly uninhabitable (D) emphasize the need for global cooperation
when effective intervention is required
(E) protect the author from allegations that he
19. In the eighth sentence of the third paragraph, the is claiming credit for a phrase coined by
author mentions “the absence of coordinated others
warning systems” to amplify his point about the

(A) convergence of a type of living experience 21. In the final sentence of the third paragraph (“The
(B) prohibitive costs of global intervention power of place . . . thrall”), which of the
programs following best describes the effect of removing
the words “the vast majority of”?
(C) depopulation of locations at high
environmental risk
(A) The author’s claim would become logically
(D) opposition expressed toward regional inconsistent.
nationalism
(B) The author’s claim would be obscured by
(E) the hazards of inhabiting certain the introduction of ambiguity.
geographical areas
(C) The author’s claim would lose its popular
appeal.
(D) The author’s claim would be narrowed by
its limitation to a smaller group.
(E) The author’s claim would be broadened by
the removal of a qualification.

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18 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(The following passage is excerpted from the preface setbacks. Various constituencies of the comparatively
of a book published in 2008 by a geography prosperous global core are walling off their affluent
professor.) realms from intrusion by poorer globals, hardening a
division between core and periphery that exacerbates
Numerous books and articles published in recent contrasts and stokes conflicts. The near-global
years argue, explicitly as well as implicitly, that the diffusion of various forms of English as a first or
human world today is so mobile, so interconnected, second language is promoting a cultural convergence,
and so integrative that it is, in one prominent and but the radicalization of religions has the opposite
much-repeated assessment, “flat.” Ancient and effect. The distribution of health and well-being
durable obstacles are no more, interaction is global, shows troubling signs of inequity and reversal.
free trade rules the globe, migration is ubiquitous, 1 Because people continue to congregate in places of
and the flow of ideas (and money and jobs) is so high environmental risk, especially in the crowded
pervasive that geography, in the perspective of more periphery, hundreds of millions find themselves in
than one observer, “is history.” The notion that place continuing jeopardy (as the 2004 tsunami, 4 in the
continues to play a key role in shaping humanity’s absence of coordinated warning systems, tragically
still-variegated mosaic is seen as obsolete, even confirmed). Inevitably, places of costly historic and
offensive and deterministic. Choice, not constraint, is current conflict take their toll as the “international
the mantra 2 of the new flat-world proponents. Join community” stands by without effective intervention,
the “forces of flattening” and you will enjoy the another form of jeopardy that afflicts the destinies of
benefits. Don’t, and you will fall off the edge. The millions. And males and females in the same locales
option is yours. have widely varying experiences, their destinies
But is it? From the vantage point of a high-floor diverging in sometimes agonizing ways. Even in the
room in the Shanghai Hyatt, the Mumbai Oberoi, or world’s cities, where the “rising tide lifts all boats”
the Dubai Hilton, 3 or from a business-class window promise of globalization should be especially evident,
seat on Singapore Airlines, the world seems flat power creates a high-relief topography of privilege
indeed. Millions of world-flatteners move every day and privation. Nor is the world’s divisive political
from hotel lobby to airport limo to first-class lounge, stockade 5 likely to be flattened anytime soon. Even
laptop in hand, uploading, outsourcing, offshoring as as states try to join in unions and associations, their
they travel, adjusting the air conditioning as they go. provinces and regions nurture nationalisms working
They are changing the world, these modern nomads, the other way. The power of place still holds the vast
and they are, in many ways, improving it—depending majority of us in its thrall.
of course on one’s definition of progress. But are they Of course, the question is not whether the world is
invariably agents of access and integration? Are they flat. Thomas Friedman, who coined the phrase,
lowering the barriers to participation or raising the concedes that he realizes “that the world is not flat.
stakes against it? Have their influence and impact Don’t worry, I know . . . I have engaged in literary
overpowered the imperatives of place, so that their license in titling [my] book to draw attention . . . .” It
very mobility symbolizes a confirmed irrelevance of is the process of “flattening” on which Friedman
location? wants to focus through his provocative title, “the
Not yet. The Earth, physically as well as culturally, single most important trend in the world today,” that is
still is very rough terrain, and in crucial ways its at issue. And in certain respects the global playing
regional compartments continue to trap billions in field is leveling, but in other ways the reverse appears
circumstances that spell disadvantage. The power of to be true. Notions of a flat world raise expectations
place and the fate of people are linked by many of growing access and increasing opportunity that are
strands ranging from physical area and natural mantras of globalization but are all too often at
environment to durable culture and local tradition. variance with reality. Powerful forces, natural as well
This book, therefore, views a world in which progress as human, slow the flattening process in a contest that
toward convergence is countered by stagnation, even will determine the future of the planet.
1
widespread
2
slogan
3
luxury hotels
4
In December 2004, a series of immense ocean waves hit the coasts of
several South and Southeast Asian countries, causing catastrophic
destruction in the region.
5
enclosure

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AP English Language and Composition Practice Exam 19

 22. At what point in his development of the 24. In the fourth paragraph, the author cites Thomas
passage’s line of reasoning does the author Friedman primarily to
arrive at his thesis?
(A) attribute the flawed assumptions of
(A) The first two sentences of the first flat-world proponents to Friedman
paragraph (“Numerous books . . . (B) acknowledge that the arguments of
history”) flat-world proponents are more complex
(B) The last four sentences of the first than he has previously suggested
paragraph (“Choice . . . is yours”) (C) note a difference between the original
(C) The first three sentences of the second version of the flat-world argument and
paragraph (“But is it? . . . as they go”) popular adaptations of this argument
(D) The first four sentences of the third (D) suggest that the implications of
paragraph (“Not yet . . . even setbacks”) globalization are even more dangerous
(E) The first four sentences of the fourth than he has already implied
paragraph (“Of course . . . at issue”) (E) reveal his insights into the circumstances
that inspired Friedman to invent the
flat-world metaphor
23. In the fifth sentence of the fourth paragraph
(“And in certain . . . true”), the author italicizes
the verb “is” primarily to emphasize

(A) an area of agreement between himself and

another author whose views he has
challenged
(B) an area of disagreement between himself
and another author whose views he
generally agrees with
(C) the equivalence he sees between two
seemingly different claims
(D) the equivalence he sees between two
seemingly different terms
(E) the equivalence he sees between two
seemingly different processes

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20 AP English Language and Composition Practice Exam

Questions 25 - 32. Read the following passage 25. Which of the following sentences, if added after
carefully before you choose your answers. sentence 1, would effectively engage the
audience to want to know what prompted the
(The passage below is a draft.) writer’s change of heart regarding mayflies?

(1) Many people living near the Mississippi River (A) Nuisances can be either permanent or
see mayflies as a nuisance. (2) The mayflies’ sudden temporary.
entrance to life in the air, their languid flying and (B) This river, however, offers beautiful
resting on objects at their convenience, and their scenery to nature lovers.
deaths seemed a bother to humans.
(C) And all bugs seem to be nuisances to
(3) Adult mayflies’ short lifespans are at the heart
humans.
of the problem. (4) Throughout a couple of weeks
each summer, the nymphs (juvenile mayflies), which (D) I was one of those people.
have developed underwater for the past few months, (E) I have lived on this river for three years.
hatch into millions of mature mayflies with
nonfunctioning mouths. (5) These adult mayflies
mate, lay eggs on and near the water, and then die
within a day or two, sometimes in piles multiple feet
high that create treacherous driving conditions for 26. The writer is considering deleting the underlined
humans. (6) These perishing insects impact portion of sentence 4 (reproduced below).
nondriving humans as well by collecting on air Throughout a couple of weeks each summer,
conditioner compressors and the like, often preventing the nymphs (juvenile mayflies), which have
them from functioning. (7) In fact, often street lights developed underwater for the past few months,
are shut off in order to decrease the number of hatch into millions of mature mayflies with
mayflies congregating near them. (8) And, believe it non-functioning mouths.
or not, the wings and skin of mayflies cause an
allergic reaction on the skin of some folk. (9) The Should the writer keep or delete the underlined
bodies of these mayflies are long and thin and support text?
large wings.
(10) Despite these nuisances, I have come to value (A) Keep it, because it provides more
these somewhat unsightly creatures. (11) For description of the mayflies’ physical
example, because they need clean water to survive, characteristics.
their presence indicates to humans the health of a (B) Keep it, because it explains a term that may
body of fresh water. (12) In fact, they have been used be unfamiliar to some readers.
to assess the quality of water in fresh water areas. (C) Keep it, because it assists in developing the
(13) In addition, the nymphs, with their functioning writer’s thesis.
mouths, contribute to the cleanliness of the water by
eating algae and decaying vegetation. (14) Therefore, (D) Delete it, because it does not enhance the
they are important indicators of the health of a discussion of adult mayflies.
human’s environment. (15) Moreover, clean bodies of (E) Delete it, because it reflects the writer’s
fresh water attract human recreational activity. bias against mayflies.
(16) Mayflies impact the economies of humans who
live near healthy rivers and lakes—both tourists and
locals spend money to enjoy activities in and near the
water.

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AP English Language and Composition Practice Exam 21

 27. After sentence 6, the writer wants to provide 29. Which of the following sentences should be
additional evidence to support the claim that deleted from the second paragraph because it
mayflies are a nuisance to humans. Which of the does not provide evidence that supports the main
following sentences would best achieve this claim of the paragraph?
purpose?
(A) Sentence 5
(A) However, it is sad to think about all of (B) Sentence 6
these mayflies dying, and that impacts
(C) Sentence 7
how humans feel about these insects.
(D) Sentence 8
(B) Also, it is important to remember that
air-conditioning, while beneficial, is also (E) Sentence 9
costly.
(C) Furthermore, mayflies regularly disrupt
30. The writer wants sentence 10 (reproduced
activities held on or near the river,
below) to convey the reluctant appreciation of
causing humans to constantly swat at
mayflies she describes in the third paragraph.
their bodies to rid themselves of the
expiring insects. Despite these nuisances, I have come to value
(D) Consequently, many drivers have a strong these somewhat unsightly creatures.
abhorrence to mayfly season and the
hazards that accompany it. Which version of the underlined portion of
sentence 10 most effectively accomplishes this
(E) As is common knowledge, street lights are
goal?
necessities that provide safety to both
driving and nondriving humans. (A) (as it is now)
(B) I can now respect these foul creatures
28. In sentence 7 (reproduced below), the writer is (C) I find myself entranced by these graceful
considering adding the parenthetical phrase beings
“(another hazard to humans in cars)” after the (D) I remain perplexed by these strange and
word “off.” horrid bugs
(E) I wholeheartedly love these useful insects
In fact, often street lights are shut off in order
to decrease the number of mayflies
congregating near them.
31. Which of the following words should be placed
Should the writer make this addition? at the beginning of sentence 16 (reproduced
below) in order to demonstrate a connection to
(A) Yes, because it emphasizes the importance the previous sentence?
of the evidence about the hazards of street
lights. Mayflies impact the economies of humans who
live near healthy rivers and lakes—both
(B) Yes, because it connects the evidence
tourists and locals spend money to enjoy
offered in the sentence to the paragraph’s
activities in and near the water.
main claim.
(C) No, because it interrupts the fluidity of the (A) However,
sentence. (B) Regardless,
(D) No, because it distracts from the narration (C) Thus,
of human responses to mayflies.
(D) Nonetheless,
(E) No, because it introduces an opposing
argument. (E) Conversely,

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22 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(The passage below is a draft.) 32. Which of the following sentences, if added after
sentence 16, would provide the best concluding
(1) Many people living near the Mississippi River sentence for the passage?
see mayflies as a nuisance. (2) The mayflies’ sudden
entrance to life in the air, their languid flying and (A) Robust economies are important to
resting on objects at their convenience, and their humans, and they enhance lifestyles
deaths seemed a bother to humans. across the board; therefore, humans
(3) Adult mayflies’ short lifespans are at the heart should respect the lives of mayflies.
of the problem. (4) Throughout a couple of weeks (B) Yes, mayflies definitely impact the quality
each summer, the nymphs (juvenile mayflies), which of fresh water, so humans should desire to
have developed underwater for the past few months, keep these pesky insects around.
hatch into millions of mature mayflies with
(C) Since there are both good and bad
nonfunctioning mouths. (5) These adult mayflies
consequences from living with mayflies,
mate, lay eggs on and near the water, and then die
individuals should make their own
within a day or two, sometimes in piles multiple feet
decisions about whether or not the bad
high that create treacherous driving conditions for
outweighs the good.
humans. (6) These perishing insects impact
nondriving humans as well by collecting on air (D) Clearly there are both negative and positive
conditioner compressors and the like, often preventing aspects to coexisting with mayflies, but
them from functioning. (7) In fact, often street lights the long-lasting positives outweigh the
are shut off in order to decrease the number of temporary negatives.
mayflies congregating near them. (8) And, believe it (E) It is easy to see, then, that tourists might
or not, the wings and skin of mayflies cause an have a different perspective than locals do
allergic reaction on the skin of some folk. (9) The about the life cycle of mayflies and its
bodies of these mayflies are long and thin and support many effects on humans.
large wings.
(10) Despite these nuisances, I have come to value
these somewhat unsightly creatures. (11) For
example, because they need clean water to survive,
their presence indicates to humans the health of a
body of fresh water. (12) In fact, they have been used
to assess the quality of water in fresh water areas.
(13) In addition, the nymphs, with their functioning
mouths, contribute to the cleanliness of the water by
eating algae and decaying vegetation. (14) Therefore,
they are important indicators of the health of a
human’s environment. (15) Moreover, clean bodies of
fresh water attract human recreational activity.
(16) Mayflies impact the economies of humans who
live near healthy rivers and lakes—both tourists and
locals spend money to enjoy activities in and near the
water.

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AP English Language and Composition Practice Exam 23

 NO TEST MATERIAL ON THIS PAGE

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24 AP English Language and Composition Practice Exam

Questions 33 - 40. Read the following passage 33. In sentence 3 (reproduced below), the writer
carefully before you choose your answers. wants to provide statistical information that
helps contextualize the argument of the passage
(The passage below is a draft.) for the audience.

(1) To work or not to work, that is the question. According to the U.S. Bureau of Labor
(2) Or, at least it’s a question many teens consider Statistics (USBLS), the state with the highest
during their summer break. (3) According to the U.S. employment rate for teens is Mississippi at 77
Bureau of Labor Statistics (USBLS), the state with the percent, and the lowest is North Dakota at 51
highest employment rate for teens is Mississippi at percent.
77 percent, and the lowest is North Dakota at
Which of the following versions of the
51 percent.
underlined portion of sentence 3 most effectively
(4) Why are teens not working as much? (5) That
accomplishes this goal?
depends. (6) Middle- and upper-class teens are
choosing not to work, while lower-income teens have
(A) (as it is now)
less access to jobs. (7) Teens with access to part-time
jobs often select what they perceive as better (B) the number of teens working summer jobs
alternatives (e.g., community service, volunteer work, has dropped from 60 percent to 30
unpaid internships, and academics) that have percent since the 1980s
nonfinancial benefits. (8) In fact, the USBLS reports (C) 22 percent of high school females were
the number of teens in summer school rose from employed as compared to 19 percent of
10 percent to 45 percent from 1985 to 2018. males
(9) Teenagers in my neighborhood, meanwhile, must (D) the employment rate for teens with some
need some extra money because I see numerous signs college or an associate degree is 79
at the local grocery store advertising personal percent
lawn-mowing and babysitting services. (E) 11,847,000 teens between the ages of 16
(10) Some lament the decrease in teen and 19 do not have any kind of job
employment. (11) According to the Center for Work
Ethic Development, part-time jobs teach the soft skills
that future employers value: “Although it might seem
unrelated, scooping ice cream or working retail can
make you a better doctor, accountant, teacher or
benefit any other career path you might choose.”
(12) These soft skills include social and emotional
intelligence, work ethic, responsibility, and a positive
attitude. (13) Depending on what teens do instead,
these traits can be developed in other ways.
(14) To work or not to work isn’t the most
important question. (15) The focus should be on what
teenagers do to develop soft skills—the people skills,
the work ethic, the communication skills—that will
help them regardless of the path they will take in life.
(16) Thus, it is very important for teenagers to get
back into the workforce so they can develop the work
ethic they need to be successful.

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AP English Language and Composition Practice Exam 25

 34. The writer is considering adding the following 36. The writer is considering deleting the underlined
sentence after sentence 5. portion of sentence 7 (reproduced below).
Many people view teenagers as lazy, preferring Teens with access to part-time jobs often select
to spend their summers playing video games what they perceive as better alternatives (e.g.,
and hanging out with friends instead of community service, volunteer work, unpaid
working hard to make money. internships, and academics) that have
nonfinancial benefits.
Should the writer add this sentence after
sentence 5 ? Should the writer keep or delete the underlined
text?
(A) Yes, because the stereotype of the lazy
teenager is an important discussion point (A) Keep it, because it exemplifies what these
in the passage. potentially better alternatives might be.
(B) Yes, because it shows the dangerous effects (B) Keep it, because it is necessary to
that modern technology has on teens understand the values of part-time work.
today. (C) Keep it, because it is necessary for the
(C) Yes, because it allows the writer to sentence to be a complete thought.
demonstrate an understanding of teen (D) Delete it, because it distracts from the
culture. message the writer is communicating.
(D) No, because it is illogical to include video (E) Delete it, because it repeats information
games and friends in the same argument. that was introduced earlier in the passage.
(E) No, because it portrays teenagers in a way
that could undermine the writer’s appeal
to teenage readers.

35. The writer wants to add information to the

beginning of sentence 6 (reproduced below),
adjusting the capitalization as needed, to help
establish the credibility of the source of the
information in the sentence.

Middle- and upper-class teens are choosing

not to work, while lower-income teens have
less access to jobs.

Which of the following choices most effectively

accomplishes this goal?

(A) According to Professor Paul Harrington,

(B) According to Paul Harrington, an expert,
(C) According to Paul Harrington, a Drexel
University professor of labor markets,
(D) According to a Drexel University
professor,
(E) According to a university professor who is
an expert on labor markets,

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26 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(The passage below is a draft.) 37. The writer is considering deleting sentence 9
(reproduced below) from the passage.
(1) To work or not to work, that is the question.
(2) Or, at least it’s a question many teens consider Teenagers in my neighborhood, meanwhile,
during their summer break. (3) According to the U.S. must need some extra money because I see
Bureau of Labor Statistics (USBLS), the state with the numerous signs at the local grocery store
highest employment rate for teens is Mississippi at advertising personal lawn-mowing and
77 percent, and the lowest is North Dakota at babysitting services.
51 percent.
Should the writer keep or delete this sentence?
(4) Why are teens not working as much? (5) That
depends. (6) Middle- and upper-class teens are (A) Keep it, because the evidence it provides is
choosing not to work, while lower-income teens have likely to appeal to the audience’s values
less access to jobs. (7) Teens with access to part-time in terms of their experience with
jobs often select what they perceive as better teenagers seeking part-time employment.
alternatives (e.g., community service, volunteer work,
unpaid internships, and academics) that have (B) Keep it, because it provides anecdotal
nonfinancial benefits. (8) In fact, the USBLS reports evidence about teen employment that is
the number of teens in summer school rose from expanded on later in the passage.
10 percent to 45 percent from 1985 to 2018. (C) Delete it, because the writer’s choice of
(9) Teenagers in my neighborhood, meanwhile, must diction creates an inappropriately
need some extra money because I see numerous signs informal tone.
at the local grocery store advertising personal (D) Delete it, because the anecdote about local
lawn-mowing and babysitting services. teenagers weakens the reasoning of the
(10) Some lament the decrease in teen argument at this point of the passage.
employment. (11) According to the Center for Work (E) Delete it, because the example it provides
Ethic Development, part-time jobs teach the soft skills undermines the credibility of the writer as
that future employers value: “Although it might seem someone knowledgeable about teen
unrelated, scooping ice cream or working retail can employment.
make you a better doctor, accountant, teacher or
benefit any other career path you might choose.”
(12) These soft skills include social and emotional
intelligence, work ethic, responsibility, and a positive
attitude. (13) Depending on what teens do instead,
these traits can be developed in other ways.
(14) To work or not to work isn’t the most
important question. (15) The focus should be on what
teenagers do to develop soft skills—the people skills,
the work ethic, the communication skills—that will
help them regardless of the path they will take in life.
(16) Thus, it is very important for teenagers to get
back into the workforce so they can develop the work
ethic they need to be successful.

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AP English Language and Composition Practice Exam 27

 38. The writer wants to add a sentence after 40. The writer is considering deleting sentence 16
sentence 12 to qualify the claim made by the (reproduced below) from the passage.
Center for Work Ethic Development that
part-time jobs result in teens developing Thus, it is very important for teenagers to get
beneficial soft skills. Which of the following back into the workforce so they can develop the
sentences best accomplishes this goal? work ethic they need to be successful.
Should the writer keep or delete sentence 16 ?
(A) However, while it is true that these traits
can be acquired through part-time jobs, (A) Keep it, because the discussion of work
not all work environments are conducive ethic is the most important point in this
for this development. passage, and it is best to end the passage
(B) Yet part-time jobs often provide more than with the most important point.
enough financial incentives for teens to (B) Keep it, because it links work ethic to
justify the time spent working. success in a way that provides a strong
(C) Even as part-time jobs are being filled final sentence.
more often by retirees, incentives such as (C) Keep it, because teens would benefit by the
health insurance are not included as part advice to get a part-time job in order to
of the compensation package. start developing the work ethic they will
(D) On the other hand, hard skills are the most need.
important for employees, especially (D) Delete it, because its conclusion does not
within the highly competitive STEM logically follow from the line of
disciplines. reasoning in the passage.
(E) However, an emphasis on soft skills may (E) Delete it, because it provides direct advice
result in teens needing less education in to teens who may not care about the
order to land highly competitive jobs. writer’s opinion.

39. The writer wants to add an adjective before the

word “traits” in sentence 13 (reproduced below)
in order to improve the clarity of the claim.
Depending on what teens do instead, these
traits can be developed in other ways.

Which adjective would best modify that word

“traits” to reinforce the passage’s perspective on
soft skills?

(A) generous
(B) interesting
(C) obvious
(D) routine
(E) desirable

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28 AP English Language and Composition Practice Exam

Questions 41 - 45. Read the following passage 41. The writer wants to add language to the end of
carefully before you choose your answers. sentence 1 (reproduced below), adjusting the
punctuation as needed, to help clarify the central
(The passage below is a draft.) concept of the essay.

(1) From Toronto, Canada, to Songdo, South From Toronto, Canada, to Songdo, South
Korea, cities around the world are promoting Korea, cities around the world are promoting
themselves as “smart cities.” (2) Smart-city initiatives themselves as “smart cities.”
cover a remarkable range of public infrastructure,
Which of the following choices would best
including waste receptacles that signal when they
accomplish this goal?
need to be emptied, systems that broadcast locations
of available communal bicycles, and electricity grids
(A) because these two cities desire to be global
that distribute energy in response to usage patterns.
technology leaders, especially in
(3) Many people are excited about these new
engineering and data collection
technologies, and, as civil engineering professor and
infrastructure expert Shoshanna Saxe explains, they (B) meaning that these cities attract the
are intended to improve infrastructure by collecting smartest companies so they can, in turn,
data and responding automatically. (4) As Saxe and provide high-paying jobs to local
other urbanists have argued, however, that premise residents and attract the best and the
should be questioned. brightest from around the world
(5) Adding sensors for data collection to public (C) cities prepared to move into global markets
services such as water and electricity distribution and economies that transcend the typical
introduces new vulnerability to urban infrastructure. geographic limitations of older, more
(6) Saxe and other experienced city planners worry traditional cities
that networked digital infrastructure would be more (D) communities that use the latest digital
akin to a smartphone or computer. (7) Although smart technology, particularly computer
infrastructure promises more efficient delivery of systems that respond to input from
services and may deliver on that promise in the networks of sensors, to deliver city
beginning, it is susceptible to failure in ways that services efficiently and improve urban life
conventional infrastructure is not. (E) even though “smart” has little to do with
their intelligence and much more to do
with the ways in which the cities will
respond to the growing physical needs of
their populations

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AP English Language and Composition Practice Exam 29

 42. The writer wants to avoid revealing any potential 43. The writer wants to add a sentence after
bias in sentence 3 (reproduced below). sentence 5 (reproduced below) to elaborate on
that sentence’s description of the contrast
Many people are excited about these new between infrastructure with and without sensors
technologies, and, as civil engineering for data collection.
professor and infrastructure expert Shoshanna
Saxe explains, they are intended to improve Adding sensors for data collection to public
infrastructure by collecting data and services such as water and electricity
responding automatically. distribution introduces new vulnerability to
urban infrastructure.
Which of the following versions of the
underlined portion of sentence 3 would best Which of the following sentences would best
accomplish this goal? accomplish this goal?

(A) (as it is now) (A) These vulnerabilities may soon be

(B) excessively dismissive civil engineering addressed through a set of “smart”
professor Shoshanna Saxe notes robotics designed to fix and update the
software needed to keep sensors
(C) civil engineering professor and startlingly
functioning smoothly.
insightful critic Shoshanna Saxe notes
(B) “Smart” water-detection systems are quite
(D) civil engineering professor Shoshanna Saxe
unlike smart electricity systems in that,
scornfully observes
while they can detect problems, they are
(E) civil engineering professor Shoshanna Saxe not able to self-regulate.
cleverly declares
(C) Water pipes, roads, and other elements of
conventional infrastructure last for
decades precisely because they are not
“smart”: they are structures with
relatively simple, easy-to-replace parts.
(D) “Smart” infrastructure in a city such as
Toronto can be especially challenging
because the cold climate conditions differ
from those of cities in more temperate
climates like Songdo.
(E) Sensors using “smart” technologies can
now register and distribute over a hundred
times more data than sensors could ten
years ago.

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30 AP English Language and Composition Practice Exam

The passage is reprinted for your use in answering the remaining questions.

(The passage below is a draft.) 44. The writer is considering adding the clause
“devices that work optimally only for a few
(1) From Toronto, Canada, to Songdo, South years before bugs in their programming
Korea, cities around the world are promoting introduce glitches and errors” to the end of
themselves as “smart cities.” (2) Smart-city initiatives sentence 6 (reproduced below), adjusting the
cover a remarkable range of public infrastructure, punctuation as needed.
including waste receptacles that signal when they
need to be emptied, systems that broadcast locations Saxe and other experienced city planners
of available communal bicycles, and electricity grids worry that networked digital infrastructure
that distribute energy in response to usage patterns. would be more akin to a smartphone or
(3) Many people are excited about these new computer.
technologies, and, as civil engineering professor and
Should the writer add this clause to the end of
infrastructure expert Shoshanna Saxe explains, they
sentence 6 ?
are intended to improve infrastructure by collecting
data and responding automatically. (4) As Saxe and (A) Yes, because it demonstrates that Saxe and
other urbanists have argued, however, that premise other city planners are experts on the
should be questioned. subject of smart cities who are familiar
(5) Adding sensors for data collection to public with the latest technology.
services such as water and electricity distribution
introduces new vulnerability to urban infrastructure. (B) Yes, because the additional information
(6) Saxe and other experienced city planners worry clarifies a comparison to a more familiar
that networked digital infrastructure would be more technology that also breaks or becomes
akin to a smartphone or computer. (7) Although smart obsolete relatively quickly.
infrastructure promises more efficient delivery of (C) No, because it makes Saxe seem like a
services and may deliver on that promise in the biased observer by portraying her as
beginning, it is susceptible to failure in ways that being opposed to technological
conventional infrastructure is not. innovations of any kind.
(D) No, because the statement in sentence 6 is
so clear that it does not need any
qualification.
(E) No, because the word “bugs” is ambiguous
and could confuse readers who are
unfamiliar with technological jargon.

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AP English Language and Composition Practice Exam 31

 45. The writer wants to add evidence to exemplify
the main argument of the second paragraph.
Which of the following pieces of evidence
would best accomplish this goal?

(A) A narrative about a city in which smart city

technology designed to determine the best
routes for garbage collection required
costly repairs after three years
(B) A quotation from a city council member
expressing concern about the cost of
implementing a smart city program
(C) The results of a survey showing that many
people are worried that smart city
technologies will infringe on their right to
privacy
(D) Statistics comparing the growth of cities
that have invested in smart city
technologies to that of cities that have not
made such investments
(E) A list of important infrastructure projects
that Shoshanna Saxe has been involved
with

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32 AP English Language and Composition Practice Exam

 END OF SECTION I

IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY

CHECK YOUR WORK ON THIS SECTION.

DO NOT GO ON TO SECTION II UNTIL YOU ARE TOLD TO DO SO.

____________________________________________________________________________

MAKE SURE YOU HAVE DONE THE FOLLOWING:

• PLACED YOUR AP ID LABEL ON YOUR ANSWER SHEET

• WRITTEN AND GRIDDED YOUR AP ID CORRECTLY ON YOUR
ANSWER SHEET
• TAKEN THE AP EXAM LABEL FROM THE FRONT OF THIS BOOKLET AND
PLACED IT ON YOUR ANSWER SHEET

AP English Language and Composition Practice Exam 33

 ACKNOWLEDGMENTS

Octavia E. Butler, “Furor Scribendi” from BloodChild and Other Stories. Copyright ©1996, 2005 by
Octavia E. Butler. Reprinted with the permission of The Permissions Company, LLC on behalf of
Seven Stories Press, www.sevenstories.com.

34 AP English Language and Composition Practice Exam

AP English Language
®

and Composition Exam

SECTION II: Free Response

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

At a Glance Instructions
The questions for Section II are printed in this booklet. You may use this booklet to
Total Time
2 hours and 15 minutes
organize your answers and for scratch work, but you must write your answers on the lined
Number of Questions
pages provided for each question.
3 The proctor will announce the beginning and end of the reading period. You are advised to
Percent of Total Score spend the 15-minute period reading Question 1, analyzing and evaluating the sources, and
55% planning your answer. You may read the other essay questions at this time. You may begin
Writing Instrument writing your response before the reading period is over.
Pen with black or dark
blue ink Section II of this exam requires answers in essay form. Each essay will be judged on its
Reading Period clarity and effectiveness in dealing with the assigned topic and on the quality of the writing.
Quality is far more important than quantity. You should check your essays for accuracy of
Time punctuation, spelling, and diction; you are advised, however, not to attempt many longer
15 minutes. Use this
time to read the corrections.
question and plan your
answer to Question 1, Write clearly and legibly. Number each answer as the question is numbered in the exam.
the synthesis question. Begin each answer on a new page. Do not skip lines. Cross out any errors you make;
You may begin writing crossed-out work will not be scored.
your response before
the reading period is Manage your time carefully. You may proceed freely from one question to the next. You
over. may review your responses if you finish before the end of the exam is announced.
Writing Period
Time
2 hours
Suggested Time
40 minutes per question
Weight
The questions are
weighted equally.

AP English Language and Composition Practice Exam 35

 ENGLISH LANGUAGE AND COMPOSITION
SECTION II
Total time—2 hours and 15 minutes
3 Questions

Question 1

Suggested reading and writing time—55 minutes

It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources,
and 40 minutes writing your response.
Note: You may begin writing your response before the reading period is over.

(This question counts as one-third of the total essay section score.)

“Meatless Monday” is an initiative promoted in the United States by the Johns Hopkins Bloomberg School of Public
Health as well as by a number of environmental and animal welfare organizations. It seeks to encourage people to
eat meat-free meals once per week and gives them recipes and other resources to do so. Some institutions, such as
schools, are considering adopting this practice.

Carefully read the following six sources, including the introductory information for each source. Write an essay that
synthesizes material from at least three of the sources and develops your position on whether school cafeterias in
your area should participate in Meatless Monday.
Source A (MacDonald and Reitmeier)
Source B (Steinfeld et al.)
Source C (Ritchie)
Source D (Steussy)
Source E (Enzinna)
Source F (graph)

In your response you should do the following:

• Respond to the prompt with a thesis that presents a defensible position.
• Select and use evidence from at least three of the provided sources to support your line of reasoning.
Indicate clearly the sources used through direct quotation, paraphrase, or summary. Sources may be
cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.

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36 AP English Language and Composition Practice Exam

 Source A
MacDonald, Ruth and Cheryll Reitmeier. Understanding Food Systems: Agriculture, Food
Science, and Nutrition in the United States. Academic Press, 2017.

The following is excerpted from a book about food production and consumption in the United States.

During WWI, 1 there were campaigns for Meatless Tuesday and Wheatless Wednesday to remind US citizens to
reduce their consumption of foods in limited supply and to conserve food for the war effort. Meatless days were also
encouraged during WWII 2 when meat, sugar, and other foods were rationed. These campaigns were effective in
bringing US citizens together and sharing sacrifices for the war effort. During the 1960s when new nutrition
research linked certain foods with diseases, such as red meat and dietary fat with heart disease, public campaigns to
reduce the intake of these foods were common. A new approach in public campaigning to influence food
consumption was launched in 2003. Sid Lerner, an advertising agent, in collaboration with faculty at Johns Hopkins
Bloomberg School of Public Health’s Center for a Livable Future, created the Meatless Monday campaign. The
campaign was initially part of a Healthy Monday initiative to encourage people to give up bad habits from the
weekend and start healthier habits at the beginning of the week. The Meatless Monday component of that initiative
grabbed a great deal of attention. The platform of the Meatless Monday campaign is that Americans consume too
much meat and not eating meat one day a week will improve health. Reducing the impact of meat production on the
environment also became part of the platform.

The Meatless Monday campaign gained substantial support from celebrities and is now a global movement. The
Meatless Monday website (www.meatlessmonday.com) includes articles and promotional material to encourage
groups to create Meatless Monday movements in their communities, schools, and workplaces. Recipes, diet ideas,
and suggestions for meatless meals are presented in blogs, magazines, websites, and newspapers by chefs,
journalists, nutritionists, and celebrities. The journalist Michael Pollan stated on The Oprah Winfrey Show in 2009
that if everybody in America participated in a Meatless Monday, it would have the equivalent effect on the
environment of taking 20 million midsize sedans off the road. This statistic is difficult to verify but is easy to
remember and repeat. Paul McCartney, 3 a vegetarian, and his daughters started a Meat Free Monday nonprofit
organization with the aim of “. . . raising awareness of the detrimental environmental impact of eating meat, and to
encourage people to help slow climate change, preserve precious natural resources and improve their health by
having at least one meat free day each week” (www.meatfreemondays.com).
1
the First World War
2
the Second World War
3
English musician most famous as a member of the rock and roll band the Beatles

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AP English Language and Composition Practice Exam 37

 Source B
Steinfeld, Henning, et al. Livestock’s Long Shadow: Environmental Issues and Options.
Food and Agriculture Organization of the United Nations, 2006,
fao.org/3/a0701e/a0701e00.htm.

The following is excepted from a report published by the Food and Agriculture Organization of the United
Nations.

In terms of nutrition, livestock food products globally contributed an average of 17 percent of energy and 33 percent
of protein to dietary intakes in 2003 (FAO, 2006b). There are stark differences between countries and country
groups, with meat consumption ranging in 2003 from only 5 kg per person and year in India to 123 kg in the United
States (FAO, 2006b). Because developing countries still have low intakes of animal food the share of livestock
products in the “global average diet” is expected to continue to rise to reach the OECD 1 country averages of about
30 percent of dietary energy and 50 percent of protein intake. In terms of health and nutrition, therefore, livestock
products are a welcome addition to the diets of many poor and under- or malnourished people who frequently suffer
from protein and vitamin deficiencies as well as from lack of important trace minerals. Children in particular have
shown to benefit greatly in terms of physical and mental health when modest amounts of milk, meat or eggs are
added to their diets, as shown by long-term research carried out in Kenya (Neumann, 2003). In contrast, a large
number of non-communicable diseases among the more wealthy segments of the world’s population are associated
with high intakes of animal source foods, in particular animal fats and red meat: cardio-vascular disease, diabetes
and certain types of cancer. While not being addressed by this assessment, it may well be argued that environmental
damage by livestock may be significantly reduced by lowering excessive consumption of livestock products among
wealthy people. International and national public institutions (e.g. WHO 2 and Tufts University, 1998) have
consistently recommended lower intakes of animal fat and red meat in most developed countries. . . .

Livestock compete for crops but provide a buffer against grain shortages. In simple numeric terms, livestock actually
detract more from total food supply than they provide. Livestock now consume more human edible protein than they
produce. In fact, livestock consume 77 million tonnes of protein contained in feedstuff that could potentially be used
for human nutrition, whereas only 58 million tonnes of protein are contained in food products that livestock supply.
In terms of dietary energy, the relative loss is much higher. This is a result of the recent trend towards more
concentrate-based diets for pigs and poultry, with nutritional requirements more similar to humans than ruminants. 3
1
Organization for Economic Cooperation and Development
2
World Health Organization
3
Animals such as cattle, sheep, deer, etc.

Food and Agriculture Organization of the United Nations, 2016, H. Steinfeld; P. Gerber; T. Wassenaar; V. Castel; M. Rosales; C. de Haan, Livestock’s Long
Shadow, http://www.fao.org/3/a-a0701e.pdf. Reproduced with permission.

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38 AP English Language and Composition Practice Exam

 Source C
Ritchie, Hannah. “Which Countries Eat the Most Meat?” BBC News, 4 Feb. 2019,
bbc.com/news/health-47057341.

The following was adapted from a graph in a news article about meat consumption in different parts of the
world. The data was compiled by the United Nations Food and Agriculture Organization.

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AP English Language and Composition Practice Exam 39

 Source D
Steussy, Lauren. “Why Meatless Mondays May Not Be Health Fix School Kids Need.” New
York Post, 12 Mar. 2019, nypost.com/2019/03/12/why-meatless-mondays-
may-not-be-health-fix-school-kids-need/.

The following is excerpted from a newspaper article about the introduction of a Meatless Monday program in
New York City schools.

Meat’s been expelled from New York City schools on Mondays. But the substitute might not be much better.

Mayor Bill de Blasio announced this week that all New York City public schools will have Meatless
Mondays—meaning that cafeterias would serve only vegetarian meals on the first day of the week—starting this
fall. De Blasio debuted the news by proudly digging into a grilled cheese and a pile of baked beans at PS 130 in
Kensington, one of the 15 Brooklyn schools that participated in a Meatless Monday pilot program starting in spring
2018. Officials say they were successful in getting kids to actually eat and enjoy the meatless options—which
include vegetarian tacos, chili and, yes, grilled cheese—so they decided to expand the program to the rest of the
city’s 1,800 schools.

De Blasio and school officials are patting themselves on the back for the move, which they say is good for kids’ and
the planet’s health. They point out that using less meat will cut down on greenhouse gas emissions and one in five
NYC kindergartners is obese.

But meatless doesn’t always mean better for you, according to health experts.

“There’s a very easy way to be less healthy by going meatless,” says Amy Shapiro, a registered dietitian and
nutritionist based in Noho who has three kids in the NYC public-school system. “My kids might get a big pretzel or
garlic bread at school—I don’t know where the nutrients are, but I know it’s meatless.”

Robin Barrie, a nutritionist who specializes in kids’ eating, agrees—and doesn’t think de Blasio should look so smug
about that cheesy sandwich.

“Grilled cheese as part of a healthy balanced diet is fine,” says Barrie. “But I don’t consider it healthy on its own.
The saturated fat in a grilled cheese is almost the same as the saturated fat in red meat.”

Plus, the one-day-a-week shift will have a limited impact if the rest of the week’s menu isn’t nutritious, says Barrie,
who has worked with schools, including PS 6 on the Upper East Side, on their menus. At PS 130, where de Blasio
announced the plan, vegetarian chili and veggie tacos are on the menu for the next two Mondays, but the following
Tuesdays bring hamburgers and cheeseburgers—not exactly a dietary win.

And the kids are savvy to the fact that their “healthy” day goes by quickly. When asked about whether her
classmates were annoyed by Meatless Mondays, 14-year-old Ella Rindler of PS 130 told CBS New York, “Some
people say, ‘I want my chicken nuggets,’ but they serve that on other days.”

That’s why selling kids on healthy meatless meals is going to be such a challenge for New York City cafeterias, says
Emily Burson, founder of California-based school-menu consulting company School Nutrition Plus.

“The [meals] with cheese are the biggest hits because it’s familiar to them,” Burson says. “That’s what they see on

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40 AP English Language and Composition Practice Exam

kids’ menus at restaurants, which are generally processed food high in fat and sodium. So we’re really fighting
against those kids’ menus at restaurants.”

So, sure, kids will chow down on grilled cheese, but “it’s a little harder” to convince kids to eat vegetarian meals that
are also legitimately healthy, she says.

From New York Post. © 2019 New York Post. All rights reserved. Used under license.

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AP English Language and Composition Practice Exam 41

 Source E
Enzinna, Wes. “Big Meat vs. Michael Pollan.” Mother Jones, Nov./Dec. 2010,
motherjones.com/environment/2010/12/michael-pollan-backlash-beef-advocacy.

The following is excerpted from a magazine article about an advocacy group that counters the arguments of beef
industry critics such as author and activist Michael Pollan.

[Carrin] Flores, a graduate student in veterinary medicine at Washington State University-Pullman, plans to work in
the beef industry when she finishes. But she’s already a graduate of the Masters of Beef Advocacy (MBA), an
industry-funded program that trains college students to fight back against critics of big agribusiness, like Michael
Pollan.

“Pollan,” Flores tells me over beers at Dupus Boomer’s, a campus bar, “is really our enemy right now.” More than
35,000 college students were assigned one of his books last year; The Omnivore’s Dilemma is one of the most
widely read titles on US campuses. Flores and her fellow big beef advocates hope to counter that. “In the future,”
she says, “we’re the ones who are going to tell you about your beef.”

Since its launch in March 2009, the MBA has trained nearly 3,000 students and farmers to spread the “positive beef
message,” offering online lessons on how to combat PETA and organizing a Twitter and Facebook “Food Fight”
against its “campus critics.” Daren Williams, the communications director for the National Cattlemen’s Beef
Association, helped start the MBA with $240,000 from the Beef Checkoff program, the beef industry’s PR wing. He
says the MBA’s “focus has really become young people on the big land-grant campuses,” from which more than
one-fifth of future farmers and industry leaders will emerge. . . .

“Some of what you are hearing is organic, grassroots debate—they have different opinions about agriculture and
beef production—and that’s good for a democracy,” says Pollan, who teaches journalism at the University of
California-Berkeley (where I was his student). Yet he’s wary of the interests behind the campaign, noting that a PR
firm funded by McDonald’s reportedly urged elementary schools not to let Fast Food Nation author Eric Schlosser
speak to kids.

Asked if the MBA is just a phony PR campaign for Big Ag, Flores is emphatic: “[. . .] We’re just worried about our
futures in agriculture.” The dozen or so MBA grads and young farmers I spoke to shared similar anxieties. “We
know the environment is in crisis and we don’t want to contribute to that,” says Crystal Young, a recent graduate of
Kansas State University, where she received degrees in animal science and journalism. “But we’re also farmers, so
the hard thing for us is to take into account all the criticisms of conventional agriculture, and to also continue to feed
the world on the scale we are doing now. I think a lot of young people are primarily worried they won’t be able to
have a career in farming at all in the future.”

© Mother Jones

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42 AP English Language and Composition Practice Exam

 Source F
“U.S. Gross Cash Farm Income Relatively Stable since 2016.” United States Department of
Agriculture, Economic Research Service, 30 Aug. 2019,
ers.usda.gov/data-products/chart-gallery/gallery/chart-detail/?chartId576943.

The following is adapted from a graph created by the United States Department of Agriculture.

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AP English Language and Composition Practice Exam 43

 Question 2

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

The following passage is biologist Hope Jahren’s prologue to her 2016 memoir Lab Girl. A prologue is an
introduction that provides background information to set the context for a literary work. Jahren uses this prologue to
give a basic understanding of the kind of work she does and why she considers it to be important. Read the passage
carefully. Write an essay that analyzes the rhetorical choices Jahren makes to convey the message of the importance
of her work.
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.

People love the ocean. People are always asking 30 one of the few things left in the world that people
me why I don’t study the ocean, because, after all, I cannot make. What you saw was invented more than
live in Hawaii. I tell them that it’s because the ocean four hundred million years ago near the equator.
Line is a lonely, empty place. There is six hundred times Perhaps you were lucky enough to see a tree. That
5 more life on land than there is in the ocean, and this tree was designed about three hundred million years
fact mostly comes down to plants. The average ocean 35 ago, The mining of the atmosphere, the cell-laying,
plant is one cell that lives for about twenty days. The the wax-spackling, plumbing, and pigmentation took
average land plant is a two-ton tree that lives for more a few months at most, giving rise to nothing more or
than one hundred years. The mass ratio of plants to less perfect than a leaf. There are about as many
10 animals in the ocean is close to four, while the ratio leaves on one tree as there are hairs on your head. It’s
on land is closer to a thousand. Plant numbers are 40 really impressive.
staggering: there are eighty billion trees just within Now focus your gaze on just one leaf.
the protected forests of the western United States. People don’t know how to make a leaf, but they
The ratio of trees to people in America is well over know how to destroy one. In the last ten years, we’ve
15 two hundred. As a rule, people live among plants but cut down more than fifty billion trees. One-third of
they don’t really see them. Since I’ve discovered 45 the Earth’s land used to be covered in forest. Every
these numbers, I can see little else. ten years, we cut down about 1 percent of this total
So humor me for a minute, and look out your forest, never to be regrown. That represents a land
window. area about the size of France. One France after
20 What did you see? You probably saw things that another, for decades, has been wiped from the globe.
people make. These include other people, cars, 50 That’s more than one trillion leaves that are ripped
buildings, and sidewalks. After just a few years of from their source of nourishment every single day.
design, engineering, mining, forging, digging, And it seems like nobody cares. But we should care.
welding, bricklaying, window-framing, spackling, We should care for the same basic reason that we are
25 plumbing, wiring, and painting, people can make a always bound to care: because someone died who
hundred-story skyscraper capable of casting a 55 didn’t have to.
thousand-foot shadow. It’s really impressive. Someone died?
Now look again. Maybe I can convince you. I look at an awful lot of
Did you see something green? If you did, you saw leaves. I look at them and I ask questions. I start by

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44 AP English Language and Composition Practice Exam

 looking at the color: Exactly what shade of green? 70 tell you that you have to know math to be a scientist,
60 Top different from the bottom? Center different from or physics or chemistry. They’re wrong. That’s like
the edges? And what about the edges? Smooth? saying you have to know how to knit to be a
Toothed? How hydrated is the leaf? Limp? Wrinkled? housewife, or that you have to know Latin to study the
Flush? What is the angle between the leaf and stem? Bible. Sure, it helps, but there will be time for that.
How big is the leaf? Bigger than my hand? Smaller 75 What comes first is a question, and you’re already
65 than my fingernail? Edible? Toxic? How much sun there. It’s not nearly as involved as people make it out
does it get? How often does the rain hit it? Sick? to be.
Healthy? Important? Irrelevant? Alive? Why? So let me tell you some stories, one scientist to
Now you ask a question about your leaf. another.
Guess what? You are now a scientist. People will

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AP English Language and Composition Practice Exam 45

 Question 3

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

In The Machine in the Garden: Technology and the Pastoral Ideal in America (1964), a book on the relationship
between technology and culture in the United States, cultural historian Leo Marx describes a defining human conflict
in the modern age. On the one hand, Marx argues, “the machine” attracts us because technology amplifies human
power, increasing the efficiency of human labor and expanding human wealth; on the other hand, it threatens to
destroy “the garden,” the spaces and activities where humans find comfort and rest.

Write an essay that argues your position on the extent to which it is possible to achieve a harmonious balance
between the ideals represented by the machine and the garden.
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position.
• Provide evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.

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46 AP English Language and Composition Practice Exam

 STOP

END OF EXAM
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AP English Language and Composition Practice Exam 63

 Notes on the AP English Language and
Composition Practice Exam
Multiple-Choice Section
Course Framework Alignment and Rationales

Question 1
Skill Essential Knowledge Unit
1.A: Identify and describe RHS-1.C: The purpose of a 1
components of the rhetorical text is what the writer hopes to
situation: the exigence, audience, accomplish with it. Writers may
purpose, context, and message. have more than one purpose in a
text.
(A) Incorrect. In the seventh paragraph, the author tells the audience
that talent is less important than persistence and determination.
Throughout the passage, the author describes the different tasks that
are important to success as a writer, emphasizing the superiority of
consistency and persistence to talent.
(B) Incorrect. The author does emphasize the difficulty of successfully
establishing a career as a writer, but the passage is not intended to
discourage the audience from pursuing this career. The passage is
framed as a series of specific suggestions that aspiring writers can
act on, which would not be an appropriate structure if the author
intended to discourage her audience from the aspiration to be a
writer.
(C) Incorrect. The passage does offer a variety of suggestions for
improving one’s writing. However, its suggestions are not made in
the context of an educational program, and the intended audience
is clearly meant to be aspiring writers rather than instructors of
composition and rhetoric. Also, while the suggestions in the passage
may contradict some ideas people have about how writers create their
work, there is no indication that the author’s suggestions to work hard
and study the appropriate subject matter are particularly new ideas.
(D) Correct. Throughout the passage, the author emphasizes the need for
aspiring writers to work hard. She describes the need to seek out and
accept criticism, continually compose and revise one’s writing, study
relevant subject matter, and avoid thinking of writing in terms that
might discourage consistent work.
(E) Incorrect. The author discusses the importance of studying grammar
in the passage, and she does mention that the audience may
mistakenly believe that they do not need to study grammar. However,
her discussion of studying grammar is part of her broader purpose
of showing the audience that hard work is necessary to become a
successful writer.

64 AP English Language and Composition Practice Exam

Question 2
Skill Essential Knowledge Unit
3.B: Identify and describe the CLE-1.I: A thesis is the main, 2
overarching thesis of an argument, overarching claim a writer is
and any indication it provides of seeking to defend or prove by
the argument’s structure. using reasoning supported by
evidence.
(A) Incorrect. The passage does mention the importance of grammar and
suggests that computer programs (presumably spell-checking software)
are no substitute for knowledge of grammar, but it does not focus on
the role technology plays in producing effective writing. The thesis
of the passage is much more concerned with the effort a writer puts
forward.
(B) Incorrect. Although it is true that the author downplays the role of
inspiration in the writing process and suggests that it is useful for
writers to hone their powers of observation, the thesis of the passage
does not contrast inspiration with observation. Instead, the passage
emphasizes the importance of consistent effort to success as a writer.
(C) Incorrect. The author does encourage the audience to have fun with
writing, but she also emphasizes the amount of work that is required
to succeed as a writer. Because the passage presents writing as a form
of both work and play, this choice is not the best representation of the
thesis.
(D) Incorrect. The passage is not primarily concerned with making a
claim about the purpose of writing. Instead, it offers advice about the
habits and practices that are essential for a successful writer.
(E) Correct. The thesis of the passage is that consistent effort is necessary
to be a successful writer. The author portrays ability as a potentially
unhelpful notion that can distract aspiring writers from doing the hard
work of improving their craft.

AP English Language and Composition Practice Exam 65

 Question 3
Skill Essential Knowledge Unit
3.A: Identify and explain claims CLE-1.B: Writers defend their 1
and evidence within an argument. claims with evidence and/or
reasoning.
(A) Incorrect. An important claim of the first paragraph is that writers are
unable to judge their own works by themselves and need the responses
of other people to learn about the impact of their writing. According
to the author, workshops are primarily important not for improving
writers’ ability to judge their own works but for getting feedback from
other people.
(B) Incorrect. The author does not focus on the media for which an
individual might be writing, and it is not part of the evidence she
provides to support her claim that writers should go to workshops. The
primary value of workshops that she identifies is as a source of unbiased
feedback that the writer cannot get from friends or family members.
(C) Correct. The author identifies workshops as “rented audiences” that
can give aspiring writers their unbiased opinions about a piece of
writing. While these responses may be unpleasant, they are essential to
learning the impact of the writing on other people.
(D) Incorrect. The first paragraph does not focus on the different stages
of a writer’s career. Although the suggestion of taking a grammar
class seems likely to occur early in a writer’s career, the function of
workshops that the author identifies is that they provide an unbiased
audience from whom the writer can receive feedback. This function is
not associated with a particular part of the writer’s career.
(E) Incorrect. Although the author refers to the possibility that writers
might hear the “tiresome truth” that they need to take a grammar class,
she does not focus on the notion that workshops may stifle writers’
creativity. Instead, she focuses on the role workshops can play in
supplying writers with an audience to gauge the effectiveness of their
work.

66 AP English Language and Composition Practice Exam

Question 4
Skill Essential Knowledge Unit
5.C: Recognize and explain the REO-1.L: When developing 4
use of methods of development to ideas through a definition or
accomplish a purpose. description, writers relate the
characteristics, features, or sensory
details of an object or idea,
sometimes using examples or
illustrations.
(A) Correct. The author describes workshops as “rented readers” to provide
a concise definition of workshops’ value for aspiring writers. The author
describes the rented readers of a workshop as likely to provide truthful
criticism because, unlike the audience of friends and family members
who read the writer’s work because of a personal relationship, they are
less likely to be concerned about hurting the writer’s feelings.
(B) Incorrect. The author points out that the people who are most likely
to read a writer’s work for free, friends and family members, may have
trouble giving objective criticism because of their relationship to the
writer. When the author describes workshops as a source of “rented
readers,” she is defining the value of workshops for an aspiring writer:
as a group of people who will read the writer’s work and provide their
honest opinions of it.
(C) Incorrect. The author does not use the phrase “rented readers” to draw
a contrast between classes and workshops; in fact, both grammar
classes and writers’ workshops are described in the passage as serving
the same purpose of improving people’s writing. The phrase is instead
used to define the function of writers’ workshops for aspiring writers:
as a collection of readers who are inclined to provide objective feedback
about the writer’s work.
(D) Incorrect. While the fact that the author encourages her audience
to attend workshops in the first paragraph implicitly acknowledges
that aspiring writers may be reluctant to attend workshops, her use
of the phrase “rented readers” is not part of this acknowledgement.
Instead, the phrase serves to define the value of workshops for aspiring
writers as collections of people who have to read the writer’s work and
provide objective feedback. Readers from workshops are contrasted to
friends and family members who may read the work because of their
personal relationship to the writer but may also fail to provide objective
criticism.
(E) Incorrect. Although the phrase “rented readers” does indicate that
workshops involve financial transactions, the monetary cost of
workshops is not a major focus of the first paragraph. The truthful
criticisms of “rented readers” in workshops are instead contrasted to
the opinions expressed by friends and family members who read the
writer’s work and may be unwilling to point out its flaws for fear of
offending the writer.

AP English Language and Composition Practice Exam 67

 Question 5
Skill Essential Knowledge Unit
7.B: Explain how writers create, STL-1.L: The arrangement of 7
combine, and place independent clauses, phrases, and words in a
and dependent clauses to show sentence can emphasize ideas.
relationships between and among
ideas.
(A) Incorrect. There is no indication in this sentence that the author’s
intended meaning is different from the literal meaning of the sentence.
The sentences that come before and after this sentence make it clear that
the sentence’s suggestion that the aspiring writer take every opportunity
to write more is meant sincerely.
(B) Incorrect. The repetitive and parallel structure of the clauses does not
suggest a hierarchical relationship in which the activity described in
one clause is more important or effective than the activities described
in the others. Instead, the clauses serve to show the number and variety
of opportunities that are available to aspiring writers dedicated to
improving their craft.
(C) Incorrect. Although it begins with getting up an hour earlier, the
sequence of phrases in this sentence is not a chronological sequence of
a writer’s development. Instead, it is a list of opportunities to practice
one’s writing, and it shows the many different times available for writers
to practice their craft.
(D) Incorrect. The repetitive parallel structure of these clauses serves not
to draw a contrast between the different times when aspiring writers
may practice their craft but rather to show the similarity between them.
It is thus more accurate to say that the arrangement of clauses in this
sentence serves to underline the many occasions when writers may
improve their work.
(E) Correct. Using clauses that repeatedly identify times that could be used
for writing, the author emphasizes how many opportunities there are
for aspiring writers to practice their craft.

68 AP English Language and Composition Practice Exam

Question 6
Skill Essential Knowledge Unit
7.B: Explain how writers create, STL-1.J: Writers frequently use 7
combine, and place independent coordination to illustrate a balance
and dependent clauses to show or equality between ideas.
relationships between and among
ideas.
(A) Incorrect. Although this sentence does contribute to the author’s
argument that aspiring writers should write every day, the conjunction
“and” in this sentence serves a different purpose: it emphasizes the
multiple benefits of keeping a journal by indicating two important
functions of journal writing.
(B) Incorrect. The last sentence of the second paragraph does not draw a
contrast between journaling and revision, so this choice is not the best
way to describe the function of the conjunction “and” in the sentence.
Rather, the word serves to emphasize the multiple benefits of journaling
by indicating that there are at least two helpful functions of journaling
for aspiring writers.
(C) Incorrect. Although the second clause of the sentence discusses
how keeping a journal can contribute to ideas for new stories, the
conjunction “and” does not contribute to explaining why journals have
this function. Instead, the word “and” connects two relatively distinct
benefits of keeping a journal, emphasizing the multiple purposes of
journaling for aspiring writers.
(D) Correct. The conjunction “and” in the last sentence of the second
paragraph serves to unite two distinct benefits of journal writing for
the aspiring writer: making the writer more observant and creating
ideas for future stories. By joining the two ideas in this way, the author
emphasizes that there are several good reasons for writers to keep a
journal.
(E) Incorrect. The author does not contrast the importance of observing
the real world to imagining fictional worlds, and her use of the
conjunction “and” does not serve to elevate one part of the sentence
over another. Instead, it serves to indicate that there are at least two
important functions of journaling for aspiring writers.

AP English Language and Composition Practice Exam 69

 Question 7
Skill Essential Knowledge Unit
1.B: Explain how an argument RHS-1.N: Because audiences are 8
demonstrates understanding of an unique and dynamic, writers must
audience’s beliefs, values, or needs. consider the perspectives, contexts,
and needs of the intended
audience when making choices
of evidence, organization, and
language in an argument.
(A) Incorrect. If the author believed that all of her readers intended to
support themselves by writing, it is unlikely that she would feel the
need to encourage them to seek publication as she does when she says,
“send your work out anyway.” Because she gives a variety of advice
about publication, it seems likely that she anticipates an audience that
is relatively inexperienced with publication and needs several different
types of advice.
(B) Correct. The author has a variety of advice about publication that runs
from practical suggestions about research to personal suggestions about
how to manage feelings arising from submission and rejection. Because
the author’s advice varies, it is logical to conclude that she anticipates an
audience that is relatively inexperienced with publication and needs a
variety of advice.
(C) Incorrect. Overestimating the value of inspiration is discussed in the
sixth paragraph, but it is not a focus of the fourth paragraph and does
not appear to inform the author’s discussion of publication. The author
seems concerned with meeting the needs of readers who are relatively
inexperienced with publication, offering advice about when and how
to publish and touching on who to approach and how to deal with the
emotions involved in submitting one’s work and receiving rejections.
(D) Incorrect. The author refers to feelings of fear that likely accompany
early efforts to get one’s work published, so it does not seem like a safe
assumption that all of her audience is experienced with submitting
work to publishers. The author provides a variety of advice about
publication, which is consistent with an audience that is relatively
inexperienced with publication.
(E) Incorrect. This choice seems partially correct, as the author’s advice
that readers submit work even if they are afraid to do so seems like
it could be directed at perfectionists who are reluctant to declare a
piece finished. However, she also gives other advice that is not clearly
about overcoming perfectionistic tendencies but is consistent with an
audience that has little experience with publication.

70 AP English Language and Composition Practice Exam

Question 8
Skill Essential Knowledge Unit
7.A: Explain how word choice, STL-1.F: A writer’s shifts in 6
comparisons, and syntax tone from one part of a text to
contribute to the specific tone or another may suggest the writer’s
style of a text. qualification, refinement, or
reconsideration of their perspective
on a subject.
(A) Correct. Whereas the first four paragraphs discuss such practical
realities as whether to attend writers’ workshops, when to publish,
when to write, and how to keep a journal, the fifth paragraph and later
paragraphs discuss broader, more abstract principles having to do with
attitudes about writing. The shift in tone at this point in the passage
reflects this transition.
(B) Incorrect. The first four paragraphs of the passage discuss practical
advice about topics such as workshops and publication, whereas the
fifth and later paragraphs discuss broader principles related to topics
such as imagination and inspiration. While this may seem to involve a
transition from simplicity to complexity, the author’s treatment of both
topics is relatively consistent, with neither section clearly exemplifying
simplicity or demonstrating complexity. The shift in tone at this point
in the passage is thus better described as one from offering practical
advice to advocating broader principles.
(C) Incorrect. This is not an accurate description of the transition from
the fourth to the fifth paragraph, because both before and after the
transition, the author identifies problems and discusses solutions to
those problems. What does change at this point in the passage is that
the writer transitions from discussing specific, concrete problems that
face the aspiring writer to more general attitudes and ideas that may
inhibit the writer’s growth. This transition is thus best described as one
from offering practical advice to advocating broader principles.
(D) Incorrect. The writer is emphatic throughout the passage and insists on
certain essential qualities for an aspiring writer, such as dedication and
perseverance. However, the absolutism of her claims does not shift at
this point in the passage. The shift that takes place from the fourth to
the fifth paragraph is better described as one from a focus on particular
practical advice about whether to attend workshops and how to
publish to a focus on the role of more abstract principles such as talent,
inspiration, and imagination.
(E) Incorrect. The author’s advice is obviously informed by her personal
experience, but she does not clearly differentiate which parts of her
advice are based on personal experiences and which are based on the
insights of others. Furthermore, the shift in tone from the fourth to the
fifth paragraph does not have to do with this distinction. Instead, this
transition represents a shift from the author offering practical advice to
the author discussing broader principles related to topics such as talent,
habit, inspiration, and imagination.

AP English Language and Composition Practice Exam 71

 Question 9
Skill Essential Knowledge Unit
5.B: Explain how the organization REO-1.O: Repetition, synonyms, 5
of a text creates unity and pronoun references, and parallel
coherence and reflects a line of structure may indicate or develop
reasoning. a relationship between elements of
a text.
(A) Incorrect. While there is a certain aggressive dismissiveness in the tone
of the word “forget” as it is used in the sixth and seventh paragraphs,
the author’s primary purpose in using the word is not to express
disapproval of individuals. Instead, it is to offer advice to individuals
about how they should regard these concepts with skepticism.
(B) Incorrect. Although the author does talk about when aspiring writers
should write in these paragraphs, she does not use the word “forget”
to establish the order in which writing should be done. She uses it to
establish a parallel between the concepts of inspiration and talent that
she criticizes in the sixth and seventh paragraphs.
(C) Correct. The sixth paragraph challenges the value of inspiration, and
the seventh paragraph challenges the value of talent. By repeating the
word “forget” in both paragraphs, she draws attention to the similar
flaws in both concepts.
(D) Incorrect. Although the seventh paragraph does discuss the problems
with focusing on innate abilities, the sixth paragraph is more concerned
with the problems arising from waiting until one feels inspired to
write. The function of repeating the word “forget” is better described as
drawing a parallel between these two distinct beliefs about the writing
process so that the author can show the flaws in these beliefs.
(E) Incorrect. The author does not describe receiving advice about the
topics of these paragraphs early in her career, so this is not the best
way to describe the function of the word “forget” in the sixth and
seventh paragraphs. By repeating this word, the author highlights
the similarities between the flaws she is identifying in the concepts of
inspiration and talent.

72 AP English Language and Composition Practice Exam

Question 10
Skill Essential Knowledge Unit
3.C: Explain ways claims are CLE-1.AF: Not all arguments 9
qualified through modifiers, explicitly address a
counterarguments, and alternative counterargument.
perspectives.
(A) Incorrect. Although the author uses the seventh paragraph to discuss
why talent by itself is insufficient to succeed as a writer, she does not
claim explicitly or implicitly that talent is not a valuable asset. She does
assert that persistence is more important than talent, claiming that the
essential skills of a writer can be learned and honed with persistence,
whereas refusal to put in the necessary effort will prevent a writer from
developing.
(B) Incorrect. The author does not challenge the idea that talent can
promote laziness in young writers. In fact, with her emphasis on
persistence over talent and her warnings against laziness in the seventh
paragraph, she may be seen as implying that talent can promote laziness
in some cases. What the author does challenge is the idea that people
need to be very talented in order to succeed in the career of writing.
(C) Correct. The author’s suggestion that “continued learning is more
dependable than talent” together with her claims that the important
skills of writers can be learned with enough persistence implies that,
with enough dedication to the craft of writing, people who are not
regarded as having much innate talent can develop into successful
writers.
(D) Incorrect. Although the author warns aspiring writers against allowing
their pride to prevent them from learning or improving their work,
she does not imply that pride is in itself a bad thing. The idea that
the author most directly challenges in the seventh paragraph is that
successful writers are people with a great deal of innate talent.
(E) Incorrect. Although the author does argue that persistence is more
important than talent, she does not imply that talent is meaningless.
When the author says of talent, “If you have it, fine. Use it,” she shows
that she does see some value in talent. A better description of the idea
that the seventh paragraph implicitly challenges is that successful
writers must be talented.

AP English Language and Composition Practice Exam 73

 Question 11
Skill Essential Knowledge Unit
7.C: Explain how grammar and STL-1.O: Punctuation (commas, 7
mechanics contribute to the clarity colons, semicolons, dashes,
and effectiveness of an argument. hyphens, parentheses, quotation
marks, or end marks) advances
a writer’s purpose by clarifying,
organizing, emphasizing,
indicating purpose, supplementing
information, or contributing to
tone.
(A) Incorrect. The entire sentence is devoted to the topic of persistence, so
the dash is not used to indicate a transition to a secondary idea. Instead,
it indicates a transition from the general argument about persistence
in the first part of the sentence to the specific examples of persistence
described in the second part.
(B) Incorrect. The entire sentence is dedicated to the author’s claims rather
than to refuting those of others. The dash in this sentence is instead
used to emphasize the structure of the sentence by showing the shift
from a general argument about persistence to the specific examples of
types of persistence.
(C) Incorrect. The relationship between the parts of the sentence before and
after the dash is not accurately described as one between the author’s
distinctive definition of “persistence” and the ordinary definition of the
word. The writer does not use “persistence” in an unusual way. Instead,
the dash identifies a transition from the general argument about
persistence to specific examples of the persistence that writers need.
(D) Correct. The writer follows the general argument that persistence is
essential to any writer with a dash that indicates the transition into
specific examples of types of persistence that writers require. In this
case, the dash is used to clarify and emphasize the relationship between
the different parts of the sentence.
(E) Incorrect. The concept of persistence is the main focus of this sentence,
and the dash is not used to show that certain phenomena are excluded
from this concept. Instead, the dash indicates a transition from the
general argument about persistence to specific examples of writers’
persistence, such as finishing one’s work, enduring rejections, and
continuing to study.

74 AP English Language and Composition Practice Exam

Question 12
Skill Essential Knowledge Unit
5.C: Recognize and explain the REO-1.K: When developing ideas 4
use of methods of development to through comparison-contrast,
accomplish a purpose. writers present a category of
comparison and then examine
the similarities and/or differences
between the objects of the
comparison. When analyzing
similarities and/or differences, like
categories of comparison must be
used.
(A) Incorrect. The author uses the words “habit” and “persistence” in
similar ways to describe dedication to one’s development as a writer,
so the contrast between “persistence” and “stubbornness” is not used
to distinguish between these concepts. Instead, the contrast between
“persistence” and “stubbornness” underscores the need for writers to
work on improving their craft, showing that there are circumstances in
which dedication is needed to work consistently on improvement and
circumstances in which it is necessary to stop stubbornly clinging to
habits and writing projects that aren’t working.
(B) Incorrect. The author’s contrast between “persistence” and
“stubbornness” does point out how stubbornness—in the form of
clinging to habits and pieces of writing that are not working—can be
detrimental to one’s craft as a writer. However, the author does not
indicate that talented writers are often viewed as stubborn. Therefore,
she is not challenging this stereotype. Instead, the main function of the
contrast between “persistence” and “stubbornness” is to emphasize the
need for writers to constantly work to improve their craft: they must be
persistent in working constantly but avoid being stubborn in clinging to
ineffective ways of working.
(C) Incorrect. The author draws a contrast between “persistence” and
“stubbornness” not to point out a flaw in persistence but rather to
distinguish elements of writing that an aspiring writer should apply
consistently, such as continually working to learn and improve, from
elements of writing that an aspiring writer should learn to discard or
change, such as work habits that are unproductive.
(D) Correct. The author draws a contrast between “persistence” and
“stubbornness” to point out that aspiring writers need to be consistent
in some aspects of their work—for example, in finishing, polishing,
and returning to their writing—and flexible in others—particularly
in regard to writing habits and writing projects that aren’t working.
The commonality between these two points is that writers need to
continually improve their craft.

AP English Language and Composition Practice Exam 75

 Question 12 (continued)
(E) Incorrect. Although it is possible that stubbornness in clinging to
ineffective habits and unsalable pieces of writing may come from
writers being excessively invested in the idea that they are talented, the
primary reason the author draws a contrast between “persistence” and
“stubbornness” is not to make a point about talent. Instead, writers
must continually work to improve their craft and avoid stubborn
attachment to ineffective practices.

Question 13
Skill Essential Knowledge Unit
1.A: Identify and describe RHS-1.B: The exigence is the 1
components of the rhetorical part of a rhetorical situation that
situation: the exigence, audience, inspires, stimulates, provokes, or
purpose, context, and message. prompts writers to create a text.
(A) Incorrect. Although there are indications throughout the passage that
the author believes greater resources should be devoted to solving
certain pressing problems, he never addresses this issue directly, and
there is nothing to suggest that it prompted him to write this text.
(B) Incorrect. The author does mention the existence of global
organizations but does not indicate that he finds them menacing or that
their proliferation provoked him to write this text.
(C) Incorrect. The author does discuss the extent to which disparate groups
of people communicate but does not suggest that facilitating such
communication prompted him to write this text.
(D) Correct. The exigence is the part of a rhetorical situation that inspires,
stimulates, provokes, or prompts writers to create texts. In the first
paragraph, the author indicates that many people have come to believe
that cultural differences and geographical separation have been
diminished so much that the world has been rendered “flat.” The author
does not completely agree with this view and has been prompted to
write this text by his belief that this “flat world” view should receive
greater scrutiny.
(E) Incorrect. The author does discuss the view that the world is rapidly
becoming more homogeneous but expresses doubts about this view
and does not suggest that the potentially reductive effect of such
homogenization prompted him to write this text.

76 AP English Language and Composition Practice Exam

Question 14
Skill Essential Knowledge Unit
1.A: Identify and describe RHS-1.D: An audience of a text 1
components of the rhetorical is comprised of shared as well as
situation: the exigence, audience, individual beliefs, values, needs,
purpose, context, and message. and backgrounds.
(A) Correct. Although the author does briefly explain the “flat world”
thesis that he devotes most of the passage to criticizing, he makes
many passing references to elements of this thesis—“free trade rules,”
“migration is ubiquitous”—that suggest an assumption that his
audience is already familiar with the broad outlines of this thesis and
the rhetoric that accompanies it.
(B) Incorrect. The author does suggest that cultural convergence could
result in a loss of cultural diversity but gives no indication that he
assumes his audience is concerned about such a loss.
(C) Incorrect. The author does argue that a reassessment of the effects of
globalization may be needed, but he gives no indication that he assumes
his audience supports taking action.
(D) Incorrect. The author does suggest that some people benefit more
from global convergence than others do but gives no indication that he
assumes the members of his audience are among those who benefit.
(E) Incorrect. The author does suggest that some people oppose ceding
local or regional control to broader, potentially global, organizations,
but he gives no indication that he assumes that the members of his
audience are such people.

AP English Language and Composition Practice Exam 77

 Question 15
Skill Essential Knowledge Unit
1.B: Explain how an argument RHS-1.L: Writers’ choices 8
demonstrates understanding of regarding syntax and diction
an audience’s beliefs, values, or influence how the writer is
needs. perceived by an audience and may
influence the degree to which an
audience accepts an argument.
(A) Correct. Both the short clauses that make absolute claims and the
author’s word play on the idea that his entire field of study, geography,
is “history” (no longer relevant) convey the author’s doubt that such
sweeping statements are really true. The author continues to cast doubt
on such claims throughout the rest of the passage.
(B) Incorrect. The author’s reference to history in the sentence is a playful,
ironic claim that his own field of geography is “history,” but the claims
of flat-world proponents are not associated with historical evidence in
the sentence. In fact, the sweeping nature of the claims of flat-world
proponents, set out in short, simple clauses, combine with the author’s
ironic tone to suggest that the author is skeptical of these claims.
(C) Incorrect. Although the author references a number of different claims
made by flat-world proponents, he does not arrange the claims in a
chronological sequence or otherwise suggest that the claims of flat-
world proponents are constantly evolving. The effect of the short,
simple clauses that make absolute statements about how the world
has changed and of the dismissal of the author’s field of geography
as “history” (no longer relevant) is to make the claims of flat-world
proponents seem simplistic.
(D) Incorrect. By presenting the claims of flat-world proponents in short,
simple clauses that use absolute language, the author implies that these
claims are indeed exaggerated, not that they merely seem exaggerated.
And when the author says that flat-world proponents believe that his
own field of study, geography, is “history” (no longer relevant), he again
suggests that these claims may be too absolute and overblown.
(E) Incorrect. By presenting the claims of flat-world proponents in short,
simple clauses that use absolute language, the author suggests that
flat-world proponents make immodest claims, not that their claims are
more modest than those of their opponents. Furthermore, the author’s
suggestion that geography is “history” (no longer relevant) makes it
seem as though these individuals can be dismissive of other points of
view.

78 AP English Language and Composition Practice Exam

Question 16
Skill Essential Knowledge Unit
5.B: Explain how the organization REO-1.N: Coherence occurs at 5
of a text creates unity and different levels in a piece of writing.
coherence and reflects a line of In a sentence, the idea in one clause
reasoning. logically links to an idea in the
next. In a paragraph, the idea in
one sentence logically links to an
idea in the next. In a text, the ideas
in one paragraph logically link to
the ideas in the next.
(A) Correct. In the second paragraph, the author questions the image
that “world-flatteners” have of themselves, asking whether they are
“invariably agents of access and integration” who are “lowering the
barriers to participation” and have “overpowered the imperatives of
place.” The third paragraph then addresses the questions the author
raised in the second paragraph by explaining how the world is “still
very rough terrain” where physical and cultural factors associated with
particular places are still extremely relevant.
(B) Incorrect. Paragraph 2 does not present data that can be validated or
challenged; rather, it begins by presenting the perspective of “world-
flatteners” as individuals who are “lowering barriers to participation”
and who have “overpowered the imperatives of place.” The author does
challenge the validity of this perspective in paragraph 3, explaining
how the physical and cultural features of particular places still matter.
Because paragraph 2 describes the self-image of “world-flatteners”
rather than data supporting their claims, this choice is not the best way
to describe the relationship between paragraphs 2 and 3.
(C) Incorrect. Although paragraph 3 does present arguments that address
claims made in paragraph 2, it is not accurate to say that the author’s
thesis is stated in paragraph 2. Instead, the author questions the
self-image of “world-flatteners” in paragraph 2 as individuals who
are “lowering barriers to participation” and who have “overpowered
the imperatives of place.” Paragraph 3 then goes on to explain the
limitations of the world-flatteners’ perspective by showing how the
“power of place and the fate of people are linked by many strands
ranging from physical area and natural environment to durable culture
and local tradition.”
(D) Incorrect. Paragraph 2 does not present evidence; instead, it presents
and questions the perspective of world-flatteners, who see themselves
as individuals who are “lowering barriers to participation” and who
have “overpowered the imperatives of place.” Paragraph 3 does not draw
conclusions based on evidence in paragraph 2 but rather challenges the
perspective presented in paragraph 2 with evidence that, “physically as
well as culturally,” particular places continue to be important.

AP English Language and Composition Practice Exam 79

 Question 16 (continued)
(E) Incorrect. The relationship of paragraph 2 to paragraph 3 is not
one of describing conflicts and then proposing solutions to them.
Instead, paragraph 2 presents and questions the perspective of “world-
flatteners,” people who see themselves as individuals who are “lowering
barriers to participation” and who have “overpowered the imperatives
of place.” Paragraph 3 then challenges this perspective with evidence
that, in spite of the efforts of the world-flatteners, the cultural and
physical environment of particular places continues to matter a great
deal.

Question 17
Skill Essential Knowledge Unit
3.C: Explain ways claims are CLE-1.AB: When writers concede, 9
qualified through modifiers, they accept all or a portion of a
counterarguments, and alternative competing position or claim as
perspectives. correct, agree that the competing
position or claim is correct under
a different set of circumstances,
or acknowledge the limitations of
their own argument.
(A) Incorrect. The author describes the diffusion of English as “promoting
cultural convergence,” a tendency that is highlighted by people who
argue that the world is “flattening” and that the particular qualities
of places are becoming less important. The diffusion of English thus
does not challenge an assumption of other arguments but rather
challenges the author’s own argument that place is still very important
by conceding that there is one trend, the diffusion of English, in which
place really is becoming less important.
(B) Incorrect. The author’s thesis is that many forces are slowing global
convergence, whereas the author acknowledges that the diffusion of
English has the opposite effect of promoting global convergence. The
global diffusion of English is therefore introduced as a concession to
the perspective of “flat-world proponents” that this trend is indeed an
example of global culture becoming more standardized. By conceding
that there is one area where the claims of flat-world proponents largely
hold true, the author demonstrates that he is carefully considering the
arguments of others.
(C) Incorrect. The author mentions two different effects in the sentence,
but he attributes them to two different causes: he claims that cultural
convergence is caused by the diffusion of the English language and
that cultural divergence is caused by the radicalization of religions. The
author mentions the diffusion of English in the sentence to concede
that in this area the claims of “flat-world proponents” are largely
accurate, and place is becoming less important. By conceding that
another argument is true in certain respects, the author demonstrates
that he is carefully considering other perspectives.

80 AP English Language and Composition Practice Exam

Question 17 (continued)
(D) Incorrect. The author does not make reference to his own decision to
write in English, so this is not the best way to describe the reason he
mentions the diffusion of English in this sentence. The author mentions
the diffusion of English in the sentence to concede that in this area
the claims of “flat-world proponents” are largely accurate and place
is becoming less important. By conceding that another argument is
true in certain respects, the author demonstrates that he is carefully
considering other perspectives.
(E) Correct. The author acknowledges that the “near-global diffusion of
various forms of English” is promoting the kind of “cultural convergence”
that the flat-Earth thesis predicts, though he generally argues that
specific differences related to place contradict the flat-Earth thesis. By
conceding that another argument is true in one respect, the author
demonstrates that he is carefully considering the perspectives of others.

Question 18
Skill Essential Knowledge Unit
5.C: Recognize and explain the REO-1.J: When developing ideas 3
use of methods of development to through cause-effect, writers
accomplish a purpose. present a cause, assert effects or
consequences of that cause, or
present a series of causes and the
subsequent effect(s).
(A) Incorrect. Although the passage does note that people from affluent
communities get disproportionate benefits from globalization, the
author does not mention the concentration of populations in “places
of high environmental risk” to make this point. Instead, the author
argues about the disadvantages that certain populations face from this
concentration, specifically mentioning the toll that the 2004 tsunami
had on people living in areas of heightened environmental risk.
(B) Incorrect. Although the author mentions “places of costly historic and
current conflict” and the causes of such conflict in the next sentence,
he does not relate these places to places facing “high environmental
risk.” The effect that the author associates with the tendency of people
to “congregate in places of high environmental risk” is increased danger
from disasters, such as the 2004 tsunami.
(C) Correct. The author argues that because certain communities gather
in environmentally endangered areas, they are at higher risk than other
communities are. The author also provides the example of the 2004
tsunami as evidence of these dangers.
(D) Incorrect. Although the author does mention the “crowded periphery”
and points to the “inequity and reversal” of the distribution of health,
he does not explicitly connect these two.
(E) Incorrect. The author mentions the natural environment as one of the
many factors that determine disadvantage, but he does not argue that
the congregating of people in particular areas causes environmental
degradation.

AP English Language and Composition Practice Exam 81

 Question 19
Skill Essential Knowledge Unit
3.A: Identify and explain claims CLE-1.F: Writers use evidence 2
and evidence within an argument. strategically and purposefully
to illustrate, clarify, set a mood,
exemplify, associate, or amplify a
point.
(A) Incorrect. The author mentions the absence of warning systems in
regions that were damaged by the 2004 tsunami to highlight his point
about the dangers associated with people “congregat[ing] in places of
high environmental risk.” Rather than supporting a claim that people
around the world are all converging on a type of living experience,
this detail serves as evidence of the author’s argument that some
experiences are felt more intensely in certain geographical areas.
(B) Incorrect. The author expresses disappointment that effective global
intervention programs such as warning systems were not in place
to reduce the damage of the 2004 tsunami, but he does not address
whether high cost or other factors explain why such programs were
absent. In the context of the eighth sentence of the third paragraph,
the function of his mention of “the absence of coordinated warning
systems” is to serve as evidence of his point that the residents of certain
geographical areas are in “continuing jeopardy” from natural disasters.
(C) Incorrect. The author does not characterize locations “of high
environmental risk” as being depopulated; in fact, his statement that
people “continue to congregate” in these places suggests that their
populations may be increasing. The function of the author’s mention of
“the absence of coordinated warning systems” in the eighth sentence of
the third paragraph is to serve as evidence of his point that the residents
of certain geographical areas are in “continuing jeopardy” from natural
disasters.
(D) Incorrect. In the second-to-last sentence of the third paragraph, the
author does indicate that there is disagreement regarding regional
nationalism, with unifying forces leading states to “try to join in unions
and associations” while “provinces and regions nurture nationalisms
working the other way.” However, the reference to “the absence of
coordinated warning systems” in the eighth sentence of the third
paragraph does not contribute to this point about regional nationalism.
Instead, it serves as evidence of the author’s point that the residents of
certain geographical areas are in “continuing jeopardy” from natural
disasters.
(E) Correct. The author mentions the lack of warning systems in the areas
most affected by the 2004 tsunami to amplify his point that people
living in some geographical areas “find themselves in continuing
jeopardy” while people living in other geographical areas do not.
This point in turn serves the author’s broader argument about the
continuing relevance of the places where people live in the modern
world.

82 AP English Language and Composition Practice Exam

Question 20
Skill Essential Knowledge Unit
7.C: Explain how grammar and STL-1.O: Punctuation 7
mechanics contribute to the clarity (commas, colons, semicolons,
and effectiveness of an argument. dashes, hyphens, parentheses,
quotation marks, or end marks)
advances a writer’s purpose
by clarifying, organizing,
emphasizing, indicating purpose,
supplementing information, or
contributing to tone.
(A) Incorrect. The author does not indicate that there is a particular source
he is drawing on for his use of the phrase “international community,” so
this is not the best way to describe why he puts the phrase in quotation
marks. The author places the phrase in quotation marks to indicate
that, despite the fact that many discussions of globalization refer to
the “international community,” he is skeptical that such a community
exists.
(B) Correct. The phrase “international community” is commonly used in
discussions of globalization, but in paragraph 3, sentence 9, the author
places the phrase in quotation marks to signal his skepticism that such
a community actually exists. The author makes his skepticism clear
when he goes on to emphasize the powerlessness of this supposed
community, which “stands by without effective intervention” for
natural disasters.
(C) Incorrect. Quotation marks can be used to highlight a term’s specificity,
but in this case the author does not give an indication that he is using
a particular definition of the term. The rest of the sentence, which
emphasizes the powerlessness of an “international community” that
“stands by without effective intervention” for natural disasters, makes it
clear that the author puts this phrase in quotation marks to cast doubt
on the idea that such a community actually exists.
(D) Incorrect. Although the sentence does emphasize the importance of
effective intervention in the aftermath of natural disasters, the primary
function of the quotation marks around the phrase “international
community” is not to highlight the need for such intervention. Instead,
the quotation marks call attention to the concept of an “international
community” and communicate skepticism about the existence of such
a community when international actors “[stand] by without effective
intervention.”
(E) Incorrect. Although the author does use quotation marks to signal that
the phrase “international community” is not his own phrase but one
used by others, he is not primarily concerned with protecting himself
from claims that he is taking credit for someone else’s words. In light of
the author’s comment that this community “stands by without effective
intervention” during natural disasters, it becomes clear that the author
is using quotation marks to signal a skeptical tone toward the very idea
of an international community that is capable of united action.

AP English Language and Composition Practice Exam 83

 Question 21
Skill Essential Knowledge Unit
3.C: Explain ways claims are CLE-1.W: Because arguments are 7
qualified through modifiers, usually part of ongoing discourse,
counterarguments, and alternative effective arguments often avoid
perspectives. expressing claims, reasoning, and
evidence in absolute terms.
(A) Incorrect. The removal of the words would broaden the claim, but it
would remain logically consistent.
(B) Incorrect. The removal of the words would broaden the claim, but it
would remain unambiguous.
(C) Incorrect. The number of people to whom the claim applies—whether
they include all people or simply “the vast majority”—has no relevance
to how many people may find the claim appealing, and there is nothing
that clearly indicates how removing the words would affect its appeal.
(D) Incorrect. Removing the words would increase the number of people to
whom the claim applies from “the vast majority of us” to simply “us”—
that is, everyone. Removing the words therefore would broaden the
claim rather than limiting it to a smaller group.
(E) Correct. Without the words “the vast majority of,” the author’s claim
would be broadened to include all people instead of being qualified by
the acknowledgement that it does not apply to some people.

84 AP English Language and Composition Practice Exam

Question 22
Skill Essential Knowledge Unit
5.A: Describe the line of reasoning REO-1.A: Writers may lead 3
and explain whether it supports an readers through a line of
argument’s overarching thesis. reasoning and then arrive at a
thesis.
(A) Incorrect. The first two sentences of the first paragraph introduce the
topic of the passage and discuss the perspective of people who argue
that the world is “flat.” The author will go on to explain and rebut this
argument, but at this point in the development of his line of reasoning,
he has not yet explained his thesis that “progress toward convergence”
between different geographical regions “is countered by stagnation,
even setbacks.”
(B) Incorrect. In these four sentences, the author paraphrases recent
arguments suggesting that joining the “forces of flattening” is an urgent
imperative, and that if we choose to join them we will reap their many
benefits. The author provides this perspective but never explicitly agrees
with these arguments. As he develops his line of reasoning, he rebuts
this perspective and provides his alternative thesis that “progress toward
convergence” between different geographical regions “is countered by
stagnation, even setbacks.”
(C) Incorrect. Although these sentences begin with a question about
whether joining the “forces of flattening” is in fact a choice, they
provide a description of “flatteners” who offer this perspective and
an explanation of why they see the world this way. Only later in the
development of the author’s line of reasoning does he introduce
his thesis that “progress toward convergence” between different
geographical regions “is countered by stagnation, even setbacks.”
(D) Correct. At this point in the passage, the author has led the reader
through the perspective of “the new flat-world proponents” and
explained why they believe that the world has become interconnected
in ways that reduce the relevance of particular places. At this point in
the development of his line of reasoning, he explains his own thesis that
the “forces of flattening” are not ubiquitous for various and formidable
reasons, and that therefore “progress toward convergence” between
different geographical regions “is countered by stagnation, even
setbacks.”
(E) Incorrect. The author explains his thesis in the first four sentences of the
third paragraph, where he argues that “progress toward convergence”
between different geographical regions “is countered by stagnation,
even setbacks.” In the first four sentences of the fourth paragraph, the
author goes on to present a more complicated assessment of the “new
flat-world proponents,” explaining that they see “flattening” as a process
rather than as an accomplished fact. At this point in the development
of the author’s line of reasoning, he is better described as refining his
argument against the flat-world proponents than as explaining his
central thesis.

AP English Language and Composition Practice Exam 85

 Question 23
Skill Essential Knowledge Unit
7.C: Explain how grammar and STL-1.P: Some design features, 7
mechanics contribute to the such as italics or boldface, create
clarity and effectiveness of an emphasis.
argument.
(A) Correct. Writers sometimes use design features such as italics to place
emphasis on a particular word. In this case, the author uses italics to
indicate a departure from his main argument about the continuing
importance of place to concede that the global playing field actually
is leveling in some respects. The author italicizes the word “is” to
emphasize the fact that he is conceding that the counterargument is
true in certain respects.
(B) Incorrect. When the author says that “the global playing field
is leveling” in certain respects, he is not emphasizing an area of
disagreement with Thomas Friedman, the writer whose ideas he is
engaging with most directly in this paragraph. Instead, the author is
highlighting an area where he agrees with Friedman in spite of the fact
that most of the passage is devoted to arguing that the extent of global
leveling is exaggerated and that the specific qualities of places remain
important.
(C) Incorrect. The author does mention two different claims in the fifth
sentence of the fourth paragraph, claiming that “in certain respects the
global playing field is leveling” but also that “in other ways the reverse
appears to be true.” However, the function of italicizing the word “is”
in this sentence is not to indicate that the two claims are equivalent.
Instead, the italics serve to emphasize the fact that the author is
departing from his overall argument that place is still important in the
modern world to concede to the counterargument that, in some ways,
the world is in a process of “leveling.”
(D) Incorrect. The fifth sentence of the fourth paragraph does not introduce
or emphasize particular terms to which the author calls attention, so
this choice is not the best way to characterize the author’s use of italics
in the sentence. The author uses italics to emphasize the fact that he is
departing from his overall argument that place is still important in the
modern world to concede to the counterargument that, in some ways,
the world is in a process of “leveling.”
(E) Incorrect. Although the author uses the fifth sentence of the fourth
paragraph to describe parallel processes whereby “the global playing
field is leveling” while at the same time “in other ways the reverse
appears to be true,” his italicization of the word “is” does not mark these
developments as equivalent. Instead, the italics stress the fact that the
author is departing from his typical argument about the continuing
importance of place to agree with the counterargument that the world
is flattening in certain respects.

86 AP English Language and Composition Practice Exam

Question 24
Skill Essential Knowledge Unit
3.A: Identify and explain claims CLE-1.M: Synthesis requires 3
and evidence within an argument. consideration, explanation, and
integration of others’ arguments
into one’s own argument.
(A) Incorrect. The author cites Friedman in order to credit him for coining
the phrase, not to attribute flawed assumptions to him.
(B) Correct. The author uses the reference to Friedman and Friedman’s
own concession that the “world is not flat” but rather in the “process
of ‘flattening’” to emphasize that the flat-world argument is indeed
complex and worth debating.
(C) Incorrect. Although the reference to Friedman refers to the original
view (since he coined the phrase), there is no evidence to suggest a
difference between that and popular adaptations of his argument.
(D) Incorrect. The author uses the reference to Friedman to imply that
the flat-world argument is complex, but nothing suggests that the
implications of globalization are more dangerous than the author has
previously suggested.
(E) Incorrect. The author presents a brief overview of Friedman’s
perspective on the topic, but he does not indicate what inspired
Friedman to invent the metaphor.

AP English Language and Composition Practice Exam 87

 Question 25
Skill Essential Knowledge Unit
2.A: Write introductions and RHS-1.I: The introduction of an 4
conclusions appropriate to the argument introduces the subject
purpose and context of the and/or writer of the argument to
rhetorical situation. the audience. An introduction
may present the argument’s
thesis. An introduction may
orient, engage, and/or focus
the audience by presenting
quotations, intriguing statements,
anecdotes, questions, statistics,
data, contextualized information,
or a scenario.
(A) Incorrect. This sentence may be engaging, and it does connect well to
the previous sentence about nuisances. However, it does not contain
any information about the writer’s change of heart regarding mayflies.
(B) Incorrect. This sentence may be engaging, and it does connect well
to the previous sentence with its reference to the river. However, it
does not contain any information about the writer’s change of heart
regarding mayflies.
(C) Incorrect. This sentence may be engaging, and it does connect well to
the previous sentence about nuisances and can serve as a transition to
the following sentence about mayflies. However, it does not contain any
information about the writer’s change of heart regarding mayflies. It
focuses on “humans” instead of one specific human—the writer.
(D) Correct. The brevity of this sentence, which is placed between two
longer sentences, draws attention to itself. Its brevity prompts the
reader to want to know more about the writer’s shift in perspective
regarding mayflies. In addition, it clearly focuses on the writer’s shift in
perspective, not the shifts in perspective of other people.
(E) Incorrect. This sentence does not contain information that is overtly
engaging, even though it does focus on where the writer has lived.
Nonetheless, it does not reflect anything about the writer’s perspective
on mayflies.

88 AP English Language and Composition Practice Exam

Question 26
Skill Essential Knowledge Unit
2.B: Demonstrate an RHS-1.N: Because audiences 8
understanding of an audience’s are unique and dynamic, writers
beliefs, values, or needs. must consider the perspectives,
contexts, and needs of the
intended audience when making
choices of evidence, organization,
and language in an argument.
(A) Incorrect. The parenthetical insertion “juvenile mayflies” does not
further describe the physical characteristics of mayflies. The words
do, however, serve as a clarification for those who may not know what
“nymphs” are.
(B) Correct. The words “juvenile mayflies” serve as an explanation for
those who may not know what “nymphs” are. Since the term “nymphs”
is clarified early in the passage, readers will then recognize “nymphs”
and know its meaning when they encounter the term later in the
passage.
(C) Incorrect. The parenthetical insertion “juvenile mayflies” does not
further the writer’s thesis. Rather, it explains a word that may not be
familiar to the audience.
(D) Incorrect. The parenthetical insertion “juvenile mayflies” refers to non-
adult mayflies. Therefore, it does not enhance the discussion of adult
mayflies because it clearly points to a discussion of younger mayflies.
(E) Incorrect. “Juvenile mayflies” is a synonym for those who may not
know what “nymphs” are. This is an objective description that is not
connected to the bias of the writer. The writer offers the parenthetical
insertion to assist the audience, not influence the audience’s thoughts.

AP English Language and Composition Practice Exam 89

 Question 27
Skill Essential Knowledge Unit
4.A: Develop paragraphs CLE-1.F: Writers use evidence 2
comprised of a claim and strategically and purposefully
evidence that supports the claim. to illustrate, clarify, set a mood,
exemplify, associate, or amplify a
point.
(A) Incorrect. The paragraph’s main claim is that mayflies are a nuisance
to human lives. Sentence 6 focuses on the impact that piles of dying
mayflies have on outdoor machinery. Sentence 7 is about street lights
and how they attract the dying mayflies. It would be disruptive and off-
task to interrupt those ideas with a discussion of sadness.
(B) Incorrect. This sentence is about air-conditioning and its impact on
human lives. However, the paragraph’s main claim is that mayflies are a
nuisance to human lives. The cost of air-conditioning is not connected
to the impact mayflies have on humans.
(C) Correct. The paragraph’s main claim is that mayflies are a nuisance to
human lives. This sentence clearly supports that claim with the example
(evidence) of the disruption to humans’ “activities held on or near the
river.” The presence of mayflies creates a need for people “to constantly
swat at their bodies to rid themselves of the expiring insects.”
(D) Incorrect. The paragraph’s main claim is that mayflies are a nuisance
to human lives. Sentence 6 focuses on the impact that piles of dying
mayflies have on outdoor machinery. The “consequently” at the
beginning of this sentence signals a connection between the outdoor
machinery issue and drivers. This connection is illogical.
(E) Incorrect. The paragraph’s main claim is that mayflies are a nuisance
to human lives. This sentence is about humans and their needs (“street
lights”); it is not about the impact mayflies have on the lives of humans.

90 AP English Language and Composition Practice Exam

Question 28
Skill Essential Knowledge Unit
6.A: Develop a line of reasoning REO-1.C: Writers explain their 3
and commentary that explains it reasoning through commentary
throughout an argument. that connects chosen evidence to
a claim.
(A) Incorrect. The parenthetical insertion does not indicate any level of
importance, particularly about the hazards of street lights. It does,
however, provide commentary that connects the chosen evidence
(street lights being shut off) to the paragraph’s claim that mayflies can
be hazardous to humans.
(B) Correct. The parenthetical insertion provides commentary that
connects the chosen evidence (street lights being shut off) to
the paragraph’s claim (mayflies are hazardous to humans). The
parenthetical addition serves to develop a line of reasoning that focuses
on mayflies and their impact on humans. Driving in the dark without
the assistance of street lights is a detriment to human drivers.
(C) Incorrect. Parenthetical insertions naturally slightly interrupt fluidity,
but they are conventional and concrete signals to the reader to pause
to receive additional information. This parenthetical insertion serves
as a reminder to the reader of the passage’s main idea about mayflies
impacting humans.
(D) Incorrect. The parenthetical insertion, in fact, connects to the
paragraph’s and passage’s main point. The parenthetical insertion
makes more clear the connection between mayflies and humans, thus
connecting to the purpose of the paragraph and passage.
(E) Incorrect. The parenthetical insertion is not introducing an opposing
argument to the paragraph’s main claim. Rather, it serves to overtly
connect the chosen evidence (street lights being shut off) to the claim
(mayflies are hazardous to humans).

AP English Language and Composition Practice Exam 91

 Question 29
Skill Essential Knowledge Unit
6.A: Develop a line of reasoning REO-1.M: The body paragraphs 5
and commentary that explains it of a written argument make
throughout an argument. claims, support them with
evidence, and provide
commentary that explains how
the paragraph contributes to the
reasoning of the argument.
(A) Incorrect. This sentence contains a concrete example of the negative
impact that mayflies have on humans; the “piles multiple feet high
that create treacherous driving conditions for humans” exemplifies the
paragraph’s main point that mayflies are a bother to humans.
(B) Incorrect. Since humans are the primary users of the “air conditioner
compressors and the like,” the fact that they sometimes don’t function
as a result of congregating mayflies illustrates the negative impact of the
life cycle of mayflies on humans.
(C) Incorrect. The fact that street lights are often shut off is a hazard to
human drivers; therefore, this sentence supports the main claim of the
paragraph.
(D) Incorrect. Since the primary claim of the paragraph is that mayflies
are a nuisance to humans, the fact that some people are allergic to the
wings and skin of mayflies is a piece of evidence to support that claim.
(E) Correct. Although this sentence contains accurate descriptions of the
mayfly’s body, these descriptors are not evidence that supports the
claim that mayflies are a nuisance to humans. The descriptions do not
clarify, amplify, or illustrate a point.

92 AP English Language and Composition Practice Exam

Question 30
Skill Essential Knowledge Unit
8.A: Strategically use words, STL-1.B: Descriptive words, such 5
comparisons, and syntax to as adjectives and adverbs, not
convey a specific tone or style in only qualify or modify the things
an argument. they describe but also convey a
perspective toward those things.
(A) Correct. The writer’s use of “nuisances” in the first part of the sentence
clearly indicates that she finds mayflies bothersome. The adjective
“unsightly” indicates that she finds their appearance off-putting,
although it is mitigated by the qualifier “somewhat.” The phrase “I
have come to value” indicates an admittance that she appreciates the
mayflies, however reluctantly.
(B) Incorrect. Even though the phrase “I can now respect” indicates
an appreciation of mayflies, the dislike implied by the connotative
meaning of the adjective “foul” is too strong to convey even a reluctant
appreciation of the insects. The writer should instead use a descriptor
that does not have such a strong negative connotation.
(C) Incorrect. The combination of the adjectives “entranced” and “graceful”
convey a very positive note of appreciation of the mayflies. Nowhere in
this choice is reluctance indicated. The writer should instead use more
qualified and nuanced descriptors to convey reluctant appreciation.
(D) Incorrect. The word “perplexed” does not indicate any sense of
appreciation, even a reluctant one. Furthermore, both “strange” and
“horrid” have negative connotations that do not convey a perspective of
reluctant appreciation. The writer should instead use descriptors that do
not have such strong negative connotations.
(E) Incorrect. While this choice does convey an appreciation of mayflies
through the positive adjective “useful,” the phrase “wholeheartedly love”
is too positive to indicate any type of reluctance in this appreciation.
The writer should instead use more qualified and nuanced descriptors
to convey reluctant appreciation.

AP English Language and Composition Practice Exam 93

 Question 31
Skill Essential Knowledge Unit
6.B: Use transitional elements to REO-1.Q: Transitional elements 5
guide the reader through the line can be used to introduce evidence
of reasoning of an argument. or to indicate its relationship to
other ideas or evidence in that
paragraph or in the text as a
whole.
(A) Incorrect. This choice implies a disconnect rather than a connection
between ideas. The writer wants to connect the ideas in two sentences.
Therefore, this word would not be an appropriate choice.
(B) Incorrect. This choice implies that the information in the previous
sentence does not necessarily serve as a direct connection to what
appears after it. The writer desires to show a connection, not diminish
the relevance of a connection. Therefore, this word would not be an
appropriate choice.
(C) Correct. This choice clearly signals the causal connection between
the idea in the previous sentence about humans desiring recreational
activities in or near water and the idea in this sentence that these
activities generate income for humans.
(D) Incorrect. This choice implies that the information in the previous
sentence does not necessarily serve as a direct connection to what
appears after it. The writer desires to show a connection, not diminish
the relevance of a connection. Therefore, this word would not be an
appropriate choice.
(E) Incorrect. This choice implies an opposition. The writer desires to show
a connection between the ideas in the two sentences. Therefore, this
word choice is incorrect.

94 AP English Language and Composition Practice Exam

Question 32
Skill Essential Knowledge Unit
2.A: Write introductions and RHS-1.J: The conclusion of an 7
conclusions appropriate to the argument brings the argument to
purpose and context of the a unified end. A conclusion may
rhetorical situation. present the argument’s thesis. A
conclusion may engage and/or
focus the audience by explaining
the significance of the argument
within a broader context,
making connections, calling the
audience to act, suggesting a
change in behavior or attitude,
proposing a solution, leaving
the audience with a compelling
image, explaining implications,
summarizing the argument, or
connecting to the introduction.
(A) Incorrect. Although this sentence transitions effectively from sentence
16, it does not signal to the reader a unified ending to the claims that
have been made in the previous paragraphs. In addition, it does not
include one of the two aspects of the controlling idea of the passage: the
nuisances caused by mayflies.
(B) Incorrect. Although this sentence transitions effectively from the ideas
in sentence 16, it does not signal to the reader a unified ending to the
claims that have been made in the previous paragraphs. In addition, the
tone of the sentence, as indicated by the word “pesky,” fails to signal the
writer’s shift to appreciate the positive value of mayflies.
(C) Incorrect. The passage explains how the writer, having weighed
the positive and negative effects mayflies have on human lives, has
ultimately come to value these insects. This conclusion strays from this
narrative, moving away from the writer’s conclusion that, on balance,
mayflies have a positive effect on humans.
(D) Correct. This sentence unites the two controlling ideas of the passage
with “there are both negative and positive aspects to coexisting with
mayflies.” In addition, it connects back to the writer’s acknowledgement
of a shift in personal perspective from thinking only negatively about
mayflies to recognizing their positive attributes.
(E) Incorrect. Although this sentence transitions effectively from the ideas
in sentence 16, it does not move from the single idea about locals
and tourists to the controlling idea of the passage, which focuses on
weighing the positive and negative effects of the life cycle of mayflies on
humans.

AP English Language and Composition Practice Exam 95

 Question 33
Skill Essential Knowledge Unit
2.A: Write introductions and RHS-1.I: The introduction of an 4
conclusions appropriate to the argument introduces the subject
purpose and context of the and/or writer of the argument to
rhetorical situation. the audience. An introduction
may present the argument’s
thesis. An introduction may
orient, engage, and/or focus
the audience by presenting
quotations, intriguing statements,
anecdotes, questions, statistics,
data, contextualized information,
or a scenario.
(A) Incorrect. While state rates might point to employment issues such as
opportunity and need, individual state rates are not important within
the context of the current passage. The writer should select information
that contextualizes the argument about the value of work for teenagers
with information about the changing employment rate among people
this age.
(B) Correct. The statistics in this choice provide important information
regarding the time period for the group of people included in the
argument. This information provides necessary context that helps
orient the audience toward the topic of the passage.
(C) Incorrect. The statistics in this choice may be interesting for another
kind of argument that addresses gendered inequities, but that subject
is not the focus of this passage and thus the content is tangential. The
writer should select information that contextualizes the argument about
the value of work for teenagers with information about the changing
employment rate among people this age.
(D) Incorrect. The statistics in this choice provide information that would
help the reader see differences in employment by educational level,
which is not the focus of the argument and would need additional
information to make it meaningful in the context of this passage. The
writer should select information that contextualizes the argument about
the value of work for teenagers with information about the changing
employment rate among people this age.
(E) Incorrect. The statistics in this choice provide an overall number of
teens not working in a given year. Without further contextualization,
that number does not mean much. The audience does not know how
many of those teens were looking for work or whether the number of
working teens has increased or decreased over time. This raw number
would not be meaningful without additional context. The writer should
select information that contextualizes the argument about the value of
work for teenagers with information about the changing employment
rate among people this age.

96 AP English Language and Composition Practice Exam

Question 34
Skill Essential Knowledge Unit
2.B: Demonstrate an RHS-1.N: Because audiences 8
understanding of an audience’s are unique and dynamic, writers
beliefs, values, or needs. must consider the perspectives,
contexts, and needs of the
intended audience when making
choices of evidence, organization,
and language in an argument.
(A) Incorrect. While the passage could have been framed around this
stereotype, laziness is not part of the reasoning or examples used in
the rest of the passage. The closest the passage comes to discussing the
stereotype of teen laziness might be the section on teens developing
a work ethic, but that argument suggests that a work ethic can be
developed in ways other than working part-time jobs. Bringing up
this stereotype is more likely to alienate a population of teen readers.
The writer should choose not to include this sentence because it could
adversely affect the credibility of the passage with a teenage audience.
(B) Incorrect. This passage is not about the effects of video games on teens.
There is no cause and effect relationship between technology and
work options detailed in the passage. It is more likely that including
the sentence would alienate teen readers rather than help the writer
connect with them. Instead, the writer should choose not to include the
sentence because it could adversely affect the credibility of the passage
with a teenage audience.
(C) Incorrect. The sentence does not demonstrate the writer’s
understanding of teen culture. Instead, it records an unsubstantiated
stereotype, which would not help the writer connect to teenage readers.
The writer should choose not to include the sentence because it could
adversely affect the credibility of the passage with a teenage audience.
(D) Incorrect. There is nothing implicitly illogical about combining video
games and social interactions. Many video games are interactive, and
many teens who play video games are social in other ways. Teens would
not necessarily see these ideas as inappropriately connected. The writer
should choose not to include the sentence because it could adversely
affect the credibility of the passage with a teenage audience.
(E) Correct. Bringing in the stereotype of lazy teenagers, even if just to
refute it, is not necessary or helpful in developing the argument. In
fact, just referencing this stereotype may alienate a teen reader who is
put off by it or may become defensive about the biased language in the
sentence.

AP English Language and Composition Practice Exam 97

 Question 35
Skill Essential Knowledge Unit
4.A: Develop paragraphs CLE-1.Q: A source provides 6
comprised of a claim and information for an argument, and
evidence that supports the claim. some sources are more reliable or
credible than others.
(A) Incorrect. In this choice, Harrington is identified as a professor, but
no other contextual information is provided to help establish his
credibility. This wording would not be wrong, but it isn’t the best choice
for establishing the credibility of the source.
(B) Incorrect. In this choice, the writer claims that Harrington is an expert,
but the audience would not know the basis for his expertise and in what
subject he is an expert. His university credentials and focus on labor are
both important elements of establishing his credibility. This wording
would not be wrong, but it isn’t the best choice for establishing the
source’s credibility.
(C) Correct. This choice both gives Harrington’s academic credentials
(professor at Drexel University) and establishes his subject matter
expertise (professor of labor markets). Since this topic is on labor
markets, this introduction of Harrington’s title and expertise is the best
way to establish the source’s credibility.
(D) Incorrect. While the university is included in this selection,
Harrington’s name and area of expertise are not included in the
introduction. This wording would not be wrong, but it isn’t the best
choice for establishing the source’s credibility.
(E) Incorrect. This choice may be attractive because Harrington’s name
is not mentioned. Since he is not well known, one could argue that
his name is irrelevant. However, if readers were inclined to check this
information or learn more about the credentials of the expert, they
would want his name, institution, and title to help in that search.
Therefore, this isn’t the best choice for establishing the credibility of the
source.

98 AP English Language and Composition Practice Exam

Question 36
Skill Essential Knowledge Unit
8.B: Write sentences that clearly STL-1.T: Parenthetical 8
convey ideas and arguments. elements—though not essential
to understanding what they are
describing—interrupt sentences
to provide additional information
that may address an audience’s
needs and/or advance a writer’s
purpose.
(A) Correct. The writer should keep the parenthetical list because the
examples help the audience see what alternatives teens might consider
“better” and have a more thorough understanding of the “nonfinancial
benefits” that these alternatives might provide. The parenthetical
information helps elaborate on the writer’s message.
(B) Incorrect. The parenthetical list is helpful to the audience, but it is not
necessary, nor does it provide the kind of information that would help
the reader understand the values associated with part-time jobs. The
writer should see that the parenthetical information helps elaborate on
and exemplify the writer’s message.
(C) Incorrect. A parenthetical element by definition is not necessary for
a sentence to be a complete thought. It should be able to be removed
without undermining the content of the sentence, which is the case in
this example. The writer should see that the parenthetical information
should be kept because it helps elaborate on and exemplify the writer’s
message.
(D) Incorrect. The reason many writers use parenthetical elements is to set
off material that might be a distraction to the reader. The information
in this list should not distract a reader and isn’t designed to do so. The
writer should see that the parenthetical information helps elaborate on
and exemplify the writer’s message.
(E) Incorrect. The information in the parentheses is a list of examples that
help the audience understand what the “better alternatives” might
be. This information has not been provided in the passage before.
Therefore, the writer should keep the parenthetical list, which helps
elaborate on the writer’s message.

AP English Language and Composition Practice Exam 99

 Question 37
Skill Essential Knowledge Unit
4.A: Develop paragraphs CLE-1.G: Strategically selected 2
comprised of a claim and evidence strengthens the validity
evidence that supports the claim. and reasoning of the argument,
relates to an audience’s emotions
and values, and increases a
writer’s credibility.
(A) Incorrect. Though the sentence mentions circumstances that may be
familiar to the audience and therefore may appeal to their values, it
weakens the reasoning of the argument at this point of the passage and
should therefore be deleted.
(B) Incorrect. The example of local teenagers is never discussed again in the
passage. What’s more, the writer should see that the example weakens
the reasoning at this point of the passage and that the sentence should
therefore be deleted.
(C) Incorrect. As a piece of evidence, the personal anecdote may seem a bit
informal in comparison with the other sources used in the passage, but
the diction in the sentence is not especially informal, nor is the overall
tone of the sentence. The writer should see that this example weakens
the reasoning at this point of the passage and that the sentence should
therefore be deleted.
(D) Correct. Strategically selected anecdotal evidence can strengthen the
reasoning of an argument, but this example does nothing to further the
main point of the paragraph or of the passage overall. The paragraph
pursues an answer to the question of why teens have not been working
as much in recent years, and the main argument of the passage
concerns the development of soft skills through other means besides
part-time employment. The writer’s experience of numerous teens
seeking part-time employment is thus irrelevant to the reasoning and
potentially confusing for the audience. For these reasons, the sentence
should be deleted.
(E) Incorrect. This sentence does in fact enhance the credibility of the
writer as someone who knows about teen employment. However, this
particular anecdote has not been strategically chosen because it is not
consistent with the reasoning in the paragraph or in the passage overall.
Because the sentence weakens the reasoning of the passage, it should be
deleted.

100 AP English Language and Composition Practice Exam

Question 38
Skill Essential Knowledge Unit
4.C: Qualify a claim using CLE-1.AC: When writers 9
modifiers, counterarguments, or rebut, they offer a contrasting
alternative perspectives. perspective on an argument and
its evidence or provide alternative
evidence to propose that all or a
portion of a competing position
or claim is invalid.
(A) Correct. While it’s true that part-time jobs provide opportunities to
develop soft skills, the development of these skills is not guaranteed.
This selection is the best way to qualify the claim that part-time jobs
aid in the development of soft skills because this option points out that
it is not all part-time work but rather a subset of part-time jobs that
may provide this benefit. There is no guarantee that a teen scooping ice
cream will develop a better work ethic and other desirable soft skills.
(B) Incorrect. The financial incentives of a part-time job would not qualify
the information provided by the Center for Work Ethic Development.
The writer should see that, of the choices provided, the idea that best
qualifies the claim of the Center for Work Ethic Development is that
not all part-time work but rather a subset of part-time jobs may aid in
the development of soft skills.
(C) Incorrect. This sentence introduces tangential information on the topic
but not on the focus of this section. This section of the passage does not
reference retirees competing for part-time jobs. The writer should see
that, of the choices provided, the idea that best qualifies the claim of
the Center for Work Ethic Development is that not all part-time work
but rather a subset of part-time jobs may aid in the development of soft
skills.
(D) Incorrect. While the mention of hard skills might be used to qualify the
need for soft skills, the information about students in STEM disciplines
still wanting more hard skills is tangential to the writer’s argument.
The writer should see that, of the choices provided, the idea that best
qualifies the claim of the Center for Work Ethic Development is that
not all part-time work but rather a subset of part-time jobs may aid in
the development of soft skills.
(E) Incorrect. Nothing about obtaining soft skills suggests that the teens
will need less education in order to succeed in the professional world.
This option is not a qualification but more of an amplification of the
point, emphasizing the importance of soft skills. The writer should see
that, of the choices provided, the idea that best qualifies the claim of
the Center for Work Ethic Development is that not all part-time work
but rather a subset of part-time jobs may aid in the development of soft
skills.

AP English Language and Composition Practice Exam 101

 Question 39
Skill Essential Knowledge Unit
8.A: Strategically use words, STL-1.B: Descriptive words, such 5
comparisons, and syntax to as adjectives and adverbs, not
convey a specific tone or style in only qualify or modify the things
an argument. they describe but also convey a
perspective toward those things.
(A) Incorrect. Being generous might be a soft skill, but the word “generous”
wouldn’t be a good word to describe soft skills more generally. While
it has a positive connotation, it is too specific to accurately describe
the soft skills as they are defined in this essay. The word “desirable” is a
better response because of the way these skills are described in the rest
of the passage.
(B) Incorrect. “Interesting” is too ambiguous a descriptor to be effective
in context. Furthermore, it goes without saying that the traits
themselves are interesting; the descriptor adds nothing meaningful to
the passage and would thus amount to filler if it were included. The
word “desirable” is a better response because of the way these skills are
described in the rest of the passage.
(C) Incorrect. “Obvious” is not the best word to modify “traits” in the
sentence. Not all the skills are obvious, nor is their acquisition. The
word “desirable” is a better response because of the way these skills are
described in the rest of the passage.
(D) Incorrect. “Routine” might accurately describe some of the more
common soft skills, but it is not the best word to modify “traits”
in the context of this passage. The correct word would need to be
more positive and meaningful. The writer should see that the word
“desirable” is a better response because of the way these skills are
described in the rest of the passage.
(E) Correct. “Desirable” is the best word to modify “traits” in this section
because the writer is explaining how individuals and employers would
want teens to be developing these soft skills, which could translate
into other personal and professional situations and contexts. This
would make the soft skills highly desirable in a way that might offset
drawbacks of part-time jobs or their alternatives.

102 AP English Language and Composition Practice Exam

Question 40
Skill Essential Knowledge Unit
6.A: Develop a line of reasoning REO-1.F: Flaws in a line of 3
and commentary that explains it reasoning may render an
throughout an argument. argument specious or illogical.
(A) Incorrect. The discussion of work ethic is not the most important point
in the passage, and even if it were, essays do not have to end on the
most important point. Rather, the discussion of work ethic is part of the
larger argument about soft skills that can be developed in several ways
other than getting part-time jobs. The writer should be able to see the
logical inconsistency between the claim of sentence 16 and the message
of the rest of the passage.
(B) Incorrect. While sentence 16 does link work ethic to success, this claim
is not the main point of the paragraph or passage. Success is neither
defined nor developed in the passage. The writer should be able to see
the logical inconsistency between the claim of sentence 16 and the
message of the rest of the passage.
(C) Incorrect. Sentence 16 assumes that working for pay would result in
the development of a work ethic. The passage argues that work ethic
and other soft skills can be developed in other ways. The writer should
be able to see the logical inconsistency between this sentence and the
message of the rest of the passage.
(D) Correct. Sentence 16 does not fit with the line of reasoning in the
passage. The conclusion that teens should enter the workforce is not
logical in light of the evidence presented in the passage, which indicates
that teens can gain necessary soft skills and experience by pursuing
other opportunities.
(E) Incorrect. While it may be true that teen readers won’t care about the
writer’s opinion, the advice is not the main point of the sentence or
the passage. The writer should be able to see the logical inconsistency
between the claim of sentence 16 and the message of the rest of the
passage.

AP English Language and Composition Practice Exam 103

 Question 41
Skill Essential Knowledge Unit
8.B: Write sentences that clearly STL-1.S: Modifiers—including 8
convey ideas and arguments. words, phrases, or clauses—
qualify, clarify, or specify
information about the thing
with which they are associated.
To reduce ambiguity, modifiers
should be placed closest to the
word, phrase, or clause that they
are meant to modify.
(A) Incorrect. Though smart cities may strive to be global technology
leaders in the fields of engineering and data collection, that is not the
reason these cities are described as “smart” in the passage. Also, the
subordinating conjunction “because” indicates a causal relationship
that does not reflect the correct relationship between the parts of the
sentence. The writer should select the choice that provides a definition
of smart cities that is clearly relevant to the content of the passage.
(B) Incorrect. These smart cities may attract companies that provide high-
paying jobs, but the use of “smart companies” is incorrect. Given the
context of the rest of the passage, this use of “smart” does not accurately
reflect the intended meaning. The writer should select the choice that
most clearly provides a definition of smart cities that is relevant to the
content of the passage.
(C) Incorrect. Global markets and economies might be a result of certain
businesses moving to smart cities, but this is not the correct use of the
term “smart” given the context provided in the passage. This sentence
sets forth a potential result rather than a definition that will assist in
clarifying the information that precedes it. The writer should select
the choice that most clearly provides a definition of smart cities that is
relevant to the discussion in the passage.
(D) Correct. This choice defines smart cities in a way that is consistent with
the rest of the passage, emphasizing computer networks and sensors
that improve city services and life in urban areas.
(E) Incorrect. This choice may be true, but it is not the best answer because
it does not define what these smart technologies are or what they
do. The writer should select the choice that most clearly provides a
definition of smart cities that is relevant to the discussion of such cities
in the passage.

104 AP English Language and Composition Practice Exam

Question 42
Skill Essential Knowledge Unit
2.B: Demonstrate an RHS-1.M: Word choice may 8
understanding of an audience’s reflect writers’ biases and may
beliefs, values, or needs. affect their credibility with a
particular audience.
(A) Correct. The passage should remain as it is written, because the
purpose of this section is to introduce the expertise of the specialist
and define why people are excited about smart city technologies. This
introduction to Saxe is appropriate for its purpose at this point in the
passage.
(B) Incorrect. While Saxe will challenge the viability of smart city
technologies, she is neither excessive in her objections nor dismissive
of the idea. This choice expresses inappropriate bias against Saxe’s
perspective. The writer should choose the text that emphasizes Saxe’s
expertise without using subjective language, because it gives an
unbiased introduction to Saxe and explains her role as an expert on
infrastructure.
(C) Incorrect. Describing Saxe as “startlingly insightful” is excessively
complimentary in a way that may undermine the writer’s credibility.
At this point Saxe is merely describing what the technologies do. The
writer should choose the text that emphasizes Saxe’s expertise without
using subjective language, because it gives an unbiased introduction to
Saxe and explains her role as an expert on infrastructure.
(D) Incorrect. Saxe describes objections to smart city technology, but her
observations are measured rather than scornful. Describing Saxe in this
way suggests that the writer is biased against her perspective. The writer
should choose the text that emphasizes Saxe’s expertise without using
subjective language, because it gives an unbiased introduction to Saxe
and explains her role as an expert on infrastructure.
(E) Incorrect. Introducing Saxe’s explanation of smart cities with the
phrase “cleverly declares” suggests that she is making a more forceful
or emphatic statement than appears in the sentence. Describing Saxe
as “clever” suggests bias in her favor that may undermine the writer’s
credibility. The writer should choose the text that emphasizes Saxe’s
expertise without using subjective language, because it gives an
unbiased introduction to Saxe and explains her role as an expert on
infrastructure.

AP English Language and Composition Practice Exam 105

 Question 43
Skill Essential Knowledge Unit
6.C: Use appropriate methods REO-1.K: When developing ideas 4
of development to advance an through comparison-contrast,
argument. writers present a category of
comparison and then examine
the similarities and/or differences
between the objects of the
comparison. When analyzing
similarities and/or differences,
like categories of comparison
must be used.
(A) Incorrect. This sentence does not describe the contrast between
infrastructure with and without sensors for data collection. Instead,
it explains how the vulnerability described in sentence 5 might be
overcome. The writer should choose the sentence that contrasts the
resiliency of conventional infrastructure with the vulnerability of smart
infrastructure.
(B) Incorrect. This sentence includes a comparison, but in this case the
contrast is between two types of smart city technology rather than
between infrastructure with and without sensors for data collection.
The writer should choose the sentence that contrasts the resiliency
of conventional infrastructure with the vulnerability of smart
infrastructure.
(C) Correct. This sentence accurately contrasts infrastructure with
and without sensors for data collection, which fulfills the writer’s
stated purpose. In this case, the passage indicates that conventional
infrastructure is built to last long periods of time whereas smart
infrastructure needs regular maintenance and updating.
(D) Incorrect. This sentence does not address the writer’s desire to contrast
infrastructure with and without sensors for data collection, instead
comparing the climates of different cities and noting that smart
infrastructure may be more difficult to implement in cities with colder
climates. The writer should choose the sentence that contrasts the
resiliency of conventional infrastructure with the vulnerability of smart
infrastructure.
(E) Incorrect. This sentence includes a comparison, but it compares
older and more recent smart technologies rather than comparing
infrastructure that uses smart technologies to conventional
infrastructure. The writer should choose the sentence that contrasts the
resiliency of conventional infrastructure with the vulnerability of smart
infrastructure.

106 AP English Language and Composition Practice Exam

Question 44
Skill Essential Knowledge Unit
8.B: Write sentences that clearly STL-1.S: Modifiers—including 8
convey ideas and arguments. words, phrases, or clauses—
qualify, clarify, or specify
information about the thing
with which they are associated.
To reduce ambiguity, modifiers
should be placed closest to the
word, phrase, or clause that they
are meant to modify.
(A) Incorrect. Although it is true that the clause is a helpful addition to
the sentence, the main purpose of the clause is not to show that Saxe
and other city planners are familiar with technological developments.
Instead, the clause clarifies the nature of the comparison between smart
city technology and smartphones or computers by explaining how the
less familiar technology (smart city infrastructure) is affected by bugs
in much the same way as the more familiar technologies (smartphones
and computers) are.
(B) Correct. The information provided in the added clause helps the
audience understand technology that may be unfamiliar by contrasting
it with a technology that is likely to be more familiar to most of the
audience. The additional information clarifies the idea being developed
in this section of the passage.
(C) Incorrect. Although sentence 6 does describe an objection to smart
city technology, nothing in the added material demonstrates a bias
against this technology. It is appropriate to include the clause, because
it clarifies the nature of the comparison between smart city technology
and smartphones or computers by explaining how the less familiar
technology (smart city infrastructure) is affected by bugs in much
the same way as the more familiar technologies (smartphones and
computers) are.
(D) Incorrect. Some of the audience may understand the comparison
between smart city technology and smartphones or computers, but the
nature of the comparison is not self-evident. It is appropriate to include
the clause, because it clarifies the nature of the comparison between
smart city technology and smartphones or computers by explaining
how the less familiar technology (smart city infrastructure) is affected
by bugs in much the same way as the more familiar technologies
(smartphones and computers) are.
(E) Incorrect. While “bugs” may be a term associated with technology, it
is in the common vernacular, and its use is unlikely to be confusing
to the audiences. Even individual readers who might not know the
term can probably figure it out within the context of the sentence. It
is appropriate to include the clause, because it clarifies the nature of
the comparison between smart city technology and smartphones or
computers by explaining how the less familiar technology (smart city
infrastructure) is affected by bugs in much the same way as the more
familiar technologies (smartphones and computers) are.

AP English Language and Composition Practice Exam 107

 Question 45
Skill Essential Knowledge Unit
4.A: Develop paragraphs CLE-1.F: Writers use evidence 2
comprised of a claim and strategically and purposefully
evidence that supports the claim. to illustrate, clarify, set a mood,
exemplify, associate, or amplify a
point.
(A) Correct. A narrative giving a specific example of smart infrastructure
breaking down quickly would effectively illustrate the argument of this
paragraph, which concerns the ways that the advanced technology of
smart city infrastructure increases its vulnerability.
(B) Incorrect. The cost of smart city programs is not the main focus of
the second paragraph, so a quotation about the costs associated with
these programs is not the most effective piece of evidence to support
the paragraph’s argument. The paragraph is primarily concerned
with the tendency of smart city infrastructure to fail more often than
conventional infrastructure does. While this tendency is likely to result
in higher costs, there is another choice that is more directly related to
the main focus of the paragraph.
(C) Incorrect. While concerns about privacy may be a significant issue with
smart infrastructure, the second paragraph does not make an argument
about privacy concerns. This paragraph argues that smart infrastructure
breaks down more quickly than traditional infrastructure, and the
evidence the writer selects should support this point.
(D) Incorrect. The second paragraph does not make a claim about the
growth rate of cities that are investing in smart infrastructure, so
evidence related to this point would not support the paragraph’s
argument. The paragraph argues that smart infrastructure tends to
break down more quickly than conventional infrastructure does, and
the writer should select evidence that supports this point.
(E) Incorrect. Shoshanna Saxe has already been established as an expert
on infrastructure, and the argument of this paragraph does not depend
on her expertise. Making additional claims about her credibility is not
the best way to illustrate the main argument of the paragraph. Instead,
the writer should give an example of how smart infrastructure tends to
break down more quickly than traditional infrastructure does.

108 AP English Language and Composition Practice Exam

Answer Key and Question Alignment to Course
Framework
Multiple-Choice Answer Skill Essential Knowledge Unit
Question
1 D 1.A RHS-1.C 1
2 E 3.B CLE-1.I 2
3 C 3.A CLE-1.B 1
4 A 5.C REO-1.L 4
5 E 7.B STL-1.L 7
6 D 7.B STL-1.J 7
7 B 1.B RHS-1.N 8
8 A 7.A STL-1.F 6
9 C 5.B REO-1.O 5
10 C 3.C CLE-1.AF 9
11 D 7.C STL-1.O 7
12 D 5.C REO-1.K 4
13 D 1.A RHS-1.B 1
14 A 1.A RHS-1.D 1
15 A 1.B RHS-1.L 8
16 A 5.B REO-1.N 5
17 E 3.C CLE-1.AB 9
18 C 5.C REO-1.J 3
19 E 3.A CLE-1.F 2
20 B 7.C STL-1.O 7
21 E 3.C CLE-1.W 7
22 D 5.A REO-1.A 3
23 A 7.C STL-1.P 7
24 B 3.A CLE-1.M 3
25 D 2.A RHS-1.I 4
26 B 2.B RHS-1.N 8
27 C 4.A CLE-1.F 2
28 B 6.A REO-1.C 3
29 E 6.A REO-1.M 5
30 A 8.A STL-1.B 5
31 C 6.B REO-1.Q 5
32 D 2.A RHS-1.J 7
33 B 2.A RHS-1.I 4
34 E 2.B RHS-1.N 8
35 C 4.A CLE-1.Q 6
36 A 8.B STL-1.T 8
37 D 4.A CLE-1.G 2
38 A 4.C CLE-1.AC 9
39 E 8.A STL-1.B 5

AP English Language and Composition Practice Exam 109

 Multiple-Choice Answer Skill Essential Knowledge Unit
Question
40 D 6.A REO-1.F 3
41 D 8.B STL-1.S 8
42 A 2.B RHS-1.M 8
43 C 6.C REO-1.K 4
44 B 8.B STL-1.S 8
45 A 4.A CLE-1.F 2

110 AP English Language and Composition Practice Exam

Free-Response Section
Scoring Guidelines

Question 1: Synthesis Essay 6 points

“Meatless Monday” is an initiative promoted in the United States by the Johns Hopkins Bloomberg
School of Public Health as well as by a number of environmental and animal welfare organizations.
It seeks to encourage people to eat meat-free meals once per week and gives them recipes and
other resources to do so. Some institutions, such as schools, are considering adopting this practice.
Carefully read the following six sources, including the introductory information for each source.
Write an essay that synthesizes material from at least three of the sources and develops your
position on whether school cafeterias in your area should participate in Meatless Monday.
Source A (MacDonald and Reitmeier)
Source B (Steinfeld et al.)
Source C (Ritchie)
Source D (Steussy)
Source E (Enzinna)
Source F (graph)
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position.
• Select and use evidence from at least three of the provided sources to support your line of
reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.

AP English Language and Composition Practice Exam 111

 Reporting
Scoring Criteria
Category
Row A 0 points 1 point
Thesis For any of the following: Responds to the prompt with a thesis that presents a defensible position.
(0–1 points) • There is no defensible thesis.
• The intended thesis only restates the prompt.
4.B
• The intended thesis provides a summary of the issue with no
apparent or coherent claim.
• There is a thesis, but it does not respond to the prompt.

Decision Rules and Scoring Notes

Responses that do not earn this point: Responses that earn this point:
• Only restate the prompt. • Respond to the prompt by developing a position on whether school cafeterias in
• Do not take a position, or the position is vague or must be inferred. your area should participate in Meatless Monday rather than restate or rephrase
• Equivocate or summarize other’s arguments but not the student’s the prompt. Clearly take a position rather than just stating there are pros/cons.
(e.g., some people say it’s good, some people say it’s bad).
• State an obvious fact rather than making a claim that requires a
defense.
Examples that do not earn this point: Examples that earn this point:
Restate the prompt Present a defensible position that responds to the prompt

112 AP English Language and Composition Practice Exam

• “Environmental and animal welfare organizations as well as the • “It is a good idea to have Meatless Monday at school cafeterias.” [Minimally
Johns Hopkins Bloomberg School of Public Health encourage acceptable thesis]
people to eat meat-free meals every Monday.” • “Adopting a Meatless Monday program can be a good choice for school cafeterias,
Address the topic of the prompt, but do not take a position but only if it is done in a way that focuses on serving healthy foods that kids will eat.”
• “There are advantages to avoiding meat once every week, but • “While advocates of Meatless Monday have their hearts in the right place, it does
there are some disadvantages to doing it as well.” not seem like a good idea for school cafeterias to participate in the program.
Address the topic of the prompt but state an obvious fact as a claim Shifting cafeteria menus in this way may hurt farmers and is likely to lead to meals
• “Some people may find it easier to eat less meat than others that are less appealing to students.”
depending on how much meat they are used to eating.” • “Because American students are used to eating meat and there are ways to do so
that are healthy, schools should take a skeptical approach to the idea of adopting
Meatless Monday in cafeterias.”
• “It is important to change some of the land devoted to raising livestock into land
devoted to growing crops, and adopting Meatless Mondays in school cafeterias
helps us take a step toward this goal.”
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the sources must include at least minimal evidence that could be used to support that thesis; however, the student need not
cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
 Reporting
Scoring Criteria
Category
Row B 0 points 1 point 2 points 3 points 4 points
Evidence Simply restates thesis (if EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
AND present), repeats provided Provides evidence from or Provides evidence from or Provides specific evidence Provides specific evidence
Commentary information, or references references at least two of the references at least three of from at least three of from at least three of
fewer than two of the provided sources. the provided sources. the provided sources to the provided sources to
(0–4 points) provided sources. AND AND support all claims in a line of support all claims in a line of
reasoning. reasoning.
2.A
COMMENTARY: COMMENTARY:
Summarizes the evidence Explains how some of the AND AND
4.A
but does not explain how evidence relates to the COMMENTARY: COMMENTARY:
6.A
the evidence supports the student’s argument, but Explains how some of the Consistently explains how the
6.B
student’s argument. no line of reasoning is evidence supports a line of evidence supports a line of
6.C
established, or the line of reasoning. reasoning.
reasoning is faulty.
Decision Rules and Scoring Notes
Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn
0 points: 1 point: 2 points: 3 points: 4 points:
• Are incoherent or do not • Tend to focus on summary • Consist of a mix of specific • Uniformly offer evidence to • Uniformly offer evidence to
address the prompt. or description of sources evidence and broad support claims. support claims.
• May be just opinion with rather than specific details. generalities. • Focus on the importance of • Focus on the importance of
no textual references • May contain some specific words and details specific words and details
or references that are simplistic, inaccurate, or from the sources to build from the sources to build
irrelevant. repetitive explanations an argument. an argument.
that don’t strengthen the • Organize an argument as a • Organize and support
argument. line of reasoning composed an argument as a line
• May make one point well, of multiple supporting of reasoning composed
but either do not make claims. of multiple supporting
multiple supporting claims • Commentary may fail to claims, each with adequate
or do not adequately integrate some evidence or evidence that is clearly
support more than one fail to support a key claim. explained.
claim.
• Do not explain the
connections or progression
between the student’s
claims, so a line of
reasoning is not clearly
established.

AP English Language and Composition Practice Exam

Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.

113
 Reporting
Scoring Criteria
Category
Row C 0 points 1 point
Sophistication Does not meet the criteria for one point. Demonstrates sophistication of thought and/or a complex understanding of the
(0–1 points) rhetorical situation.

2.A Decision Rules and Scoring Notes

4.C Responses that do not earn this point: Responses that earn this point may demonstrate sophistication of thought and/or
6.B • Attempt to contextualize their argument, but such attempts consist a complex understanding of the rhetorical situation by doing any of the following:
8.A predominantly of sweeping generalizations (“In a world where…” 1. Crafting a nuanced argument by consistently identifying and exploring
8.B OR “Since the beginning of time…”). complexities or tensions across the sources.
8.C • Only hint at or suggest other arguments (“While some may argue 2. Articulating the implications or limitations of an argument (either the student’s
that…” OR “Some people say…”). argument or arguments conveyed in the sources) by situating it within a broader
• Use complicated or complex sentences or language that are context.
ineffective because they do not enhance the argument. 3. Making effective rhetorical choices that consistently strengthen the force and

114 AP English Language and Composition Practice Exam

impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.

Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or
reference.
Question 2: Rhetorical Analysis 6 points

The following passage is biologist Hope Jahren’s prologue to her 2016 memoir Lab Girl. A prologue
is an introduction that provides background information to set the context for a literary work.
Jahren uses this prologue to give a basic understanding of the kind of work she does and why she
considers it to be important. Read the passage carefully. Write an essay that analyzes the rhetorical
choices Jahren makes to convey the message of the importance of her work.
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 English Language and Composition Practice Exam 115

 Reporting
Scoring Criteria
Category
Row A 0 points 1 point
Thesis For any of the following: Responds to the prompt with a defensible thesis that analyzes the writer’s rhetorical
(0–1 points) • There is no defensible thesis. choices.
• The intended thesis only restates the prompt.
1.A
• The intended thesis provides a summary of the issue with no
4.B
apparent or coherent claim.
• There is a thesis, but it does not respond to the prompt.

Decision Rules and Scoring Notes

Responses that do not earn this point: Responses that earn this point:
• Only restate the prompt. • Respond to the prompt rather than restate or rephrase the prompt and clearly
• Fail to address the rhetorical choices the writer of the passage articulate a defensible thesis about the rhetorical choices Jahren makes to convey
makes. her message.
• Describe or repeat the passage rather than making a claim that
requires a defense.

116 AP English Language and Composition Practice Exam

Examples that do not earn this point: Examples that earn this point:
Restate the prompt Present a defensible position that analyzes the writer’s rhetorical choices
• “Jahren uses the passage to give a basic understanding of the kind • “Jahren gives the reader instructions and addresses the reader as ‘a scientist’ to
of work she does and to explain why it is important.” present her work as interesting, important, and accessible to readers who don’t
• “The passage is used to show the audience that Jahren’s work is necessarily have a scientific background.”
important.” • ”Using extended parallels between human activities and the activities of nature,
Make a claim, but do not address the writer’s rhetorical choices Jahren encourages her audience to recognize the importance of the natural
• “Jahren uses her prologue to explain why she is more interested in processes she studies.”
the land than in the ocean.”
Repeat provided information from the passage
• “According to Jahren, anyone can be a scientist.”

Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the passage must include at least minimal evidence that could be used to support that thesis; however, the student need
not cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
 Reporting
Scoring Criteria
Category
Row B 0 points 1 point 2 points 3 points 4 points
Evidence Simply restates thesis (if EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
AND present), repeats provided Provides evidence that is mostly Provides some specific, relevant Provides specific evidence to Provides specific evidence to
information, or offers general. evidence. support all claims in a line of support all claims in a line of
Commentary
information irrelevant to the AND AND reasoning. reasoning.
prompt. AND AND
(0–4 points) COMMENTARY: COMMENTARY:
Summarizes the evidence Explains how some of the COMMENTARY: COMMENTARY:
1.A
but does not explain how the evidence relates to the Explains how some of the Consistently explains how the
2.A
evidence supports the student’s student’s argument, but no line evidence supports a line of evidence supports a line of
4.A argument. of reasoning is established, or reasoning. reasoning.
6.A the line of reasoning is faulty. AND AND
6.B
Explains how at least one Explains how multiple rhetorical
6.C
rhetorical choice in the passage choices in the passage
contributes to the writer’s contribute to the writer’s
argument, purpose, or message. argument, purpose, or message.
Decision Rules and Scoring Notes
Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn
0 points: 1 point: 2 points: 3 points: 4 points:
• Are incoherent or do not • Tend to focus on summary • Consist of a mix of specific • Uniformly offer evidence to • Uniformly offer evidence to
address the prompt. or description of a passage evidence and broad support claims. support claims.
• May be just opinion with rather than specific details generalities. • Focus on the importance of • Focus on the importance of
no textual references or techniques. • May contain some simplistic, specific words and details specific words and details
or references that are • Mention rhetorical choices inaccurate, or repetitive from the passage to build an from the passage to build an
irrelevant. with little or no explanation. explanations that don’t argument. argument.
strengthen the argument. • Organize an argument as a • Organize and support
• May make one point well, line of reasoning composed an argument as a line of
but either do not make of multiple supporting reasoning composed of
multiple supporting claims claims. multiple supporting claims,
or do not adequately • Commentary may fail to each with adequate evidence
support more than one integrate some evidence or that is clearly explained.
claim. fail to support a key claim. • Explain how the writer’s
• Do not explain the use of rhetorical choices
connections or progression contributes to the student’s
between the student’s interpretation of the passage.
claims, so a line of reasoning
is not clearly established.
Additional Notes:

AP English Language and Composition Practice Exam

• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response may observe multiple instances of the same rhetorical choice if each instance further contributes to the

117
argument, purpose, or message of the passage.
 Reporting
Scoring Criteria
Category
Row C 0 points 1 point
Sophistication Does not meet the criteria for one point. Demonstrates sophistication of thought and/or a complex understanding of the
(0–1 points) rhetorical situation.

2.A Decision Rules and Scoring Notes

4.C Responses that do not earn this point: Responses that earn this point may demonstrate sophistication of thought and/or
6.B • Attempt to contextualize the text, but such attempts consist a complex understanding of the rhetorical situation by doing any of the following:
8.A predominantly of sweeping generalizations (“In a world where…” 1. Explaining the significance or relevance of the writer’s rhetorical choices (given
8.B OR “Since the beginning of time…”). the rhetorical situation).
8.C • Only hint at or suggest other arguments (“While some may argue 2. Explaining a purpose or function of the passage’s complexities or tensions.
that…” OR “Some people say…”). 3. Employing a style that is consistently vivid and persuasive.
• Examine individual rhetorical choices but do not examine the
relationships among different choices throughout the text.

118 AP English Language and Composition Practice Exam

• Oversimplify complexities in the text.
• Use complicated or complex sentences or language that are
ineffective because they do not enhance their analysis.

Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or
reference.
Question 3: Argument Essay 6 points

In The Machine in the Garden: Technology and the Pastoral Ideal in America (1964), a book on
the relationship between technology and culture in the United States, cultural historian Leo Marx
describes a defining human conflict in the modern age. On the one hand, Marx argues, “the
machine” attracts us because technology amplifies human power, increasing the efficiency of
human labor and expanding human wealth; on the other hand, it threatens to destroy “the garden,”
the spaces and activities where humans find comfort and rest.
Write an essay that argues your position on the extent to which it is possible to achieve a
harmonious balance between the ideals represented by the machine and the garden.
In your response you should do the following:
• Respond to the prompt with a thesis that presents a defensible position
• Provide evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.

AP English Language and Composition Practice Exam 119

 Reporting
Scoring Criteria
Category
Row A 0 points 1 point
Thesis For any of the following: Responds to the prompt with a defensible thesis that presents a defensible position.
(0–1 points) • There is no defensible thesis.
• The intended thesis only restates the prompt.
4.B
• The intended thesis provides a summary of the issue with no
apparent or coherent claim.
• There is a thesis, but it does not respond to the prompt.

Decision Rules and Scoring Notes

Responses that do not earn this point: Responses that earn this point:
• Only restate the prompt. • Respond to the prompt rather than restate or rephrase the prompt. Clearly take
• Do not take a position, or the position is vague or must be inferred. a position on the extent to which it is possible to achieve a harmonious balance

120 AP English Language and Composition Practice Exam

• State an obvious fact rather than making a claim that requires a between the ideals represented by the machine and the garden.
defense.

Examples that do not earn this point: Examples that earn this point:
Do not take a position Present a defensible position that responds to the prompt
• “The ‘machine’ and the ‘garden’ represent different values, and • “The ideals of ‘the machine’ and ‘the garden’ do not have to be in conflict with one
they can be difficult to balance.” another; in fact, if technology is used responsibly and effectively, it can increase the
Address the topic of the prompt but are not defensible—it is an comfort and relaxation offered by ‘the garden.’”
obvious fact stated as a claim • “The way that social media has come to dominate every aspect of our lives shows
• “Technology has made incredible strides in making people’s work that the machine and the garden cannot be balanced. At least some of the time, it
more efficient.” is necessary to unplug and spend time away from the machine.”

Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
 Reporting
Scoring Criteria
Category
Row B 0 points 1 point 2 points 3 points 4 points
Evidence Simply restates thesis (if EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
AND present), repeats provided Provides evidence that is Provides some specific, Provides specific evidence to Provides specific evidence to
Commentary information, or offers mostly general. relevant evidence support all claims in a line of support all claims in a line of
information irrelevant to the AND AND reasoning. reasoning.
(0–4 points) prompt. AND AND
COMMENTARY: COMMENTARY:
2.A
Summarizes the evidence Explains how some of the COMMENTARY: COMMENTARY:
4.A
but does not explain how evidence relates to the Explains how some of the Consistently explains how the
the evidence supports the student’s argument, but evidence supports a line of evidence supports a line of
6.A
argument. no line of reasoning is reasoning. reasoning.
6.B
established, or the line of
6.C
reasoning is faulty.

Decision Rules and Scoring Notes

Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn
0 points: 1 point: 2 points: 3 points: 4 points:
• Are incoherent or do not • Tend to focus on summary • Consist of a mix of specific • Uniformly offer evidence to • Uniformly offer evidence to
address the prompt. of evidence rather than evidence and broad support claims. support claims.
• May be just opinion with specific details. generalities. • Focus on the importance of • Focus on the importance of
no evidence or evidence • May contain some specific details to build an specific details to build an
that is irrelevant. simplistic, inaccurate, or argument. argument.
repetitive explanations • Organize an argument as a • Organize and support
that don’t strengthen the line of reasoning composed an argument as a line
argument. of multiple supporting of reasoning composed
• May make one point well, claims. of multiple supporting
but either do not make • Commentary may fail to claims, each with adequate
multiple supporting claims integrate some evidence or evidence that is clearly
or do not adequately fail to support a key claim. explained.
support more than one
claim.
• Do not explain the
connections or progression
between the student’s
claims, so a line of
reasoning is not clearly
established.

AP English Language and Composition Practice Exam

Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.

121
 Reporting
Scoring Criteria
Category
Row C 0 points 1 point
Sophistication Does not meet the criteria for one point. Demonstrates sophistication of thought and/or a complex understanding of the
(0–1 points) rhetorical situation.

2.A Decision Rules and Scoring Notes

4.C Responses that do not earn this point: Responses that earn this point may demonstrate sophistication of thought and/or
6.B • Attempt to contextualize the text, but such attempts consist a complex understanding of the rhetorical situation by doing any of the following:
8.A predominantly of sweeping generalizations (“In a world where…” 1. Crafting a nuanced argument by consistently identifying and exploring
8.B OR “Since the beginning of time…”). complexities or tensions.
8.C • Only hint at or suggest other arguments (“While some may argue 2. Articulating the implications or limitations of an argument (either the student’s
that…” OR “Some people say…”). argument or an argument related to the prompt) by situating it within a broader
• Use complicated or complex sentences or language that are context.
ineffective because they do not enhance their analysis. 3. Making effective rhetorical choices that consistently strengthen the force and

122 AP English Language and Composition Practice Exam

impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.

Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or
reference.
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AP English Language and Composition Practice Exam 123

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