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AP English Language and Composition be interested in studying and writing various kinds of analytic or persuasive essays on nonliterary topics, while students choosing AP English Literature and Composition be interested in studying literature of various periods and genres and using this wide reading knowledge in discussions of literary topics. The AP English Language and Composition exam consists of two sections: a one-hour multiple-choice section, and a two-hour fifteen-minute free-response section. Unsourced material may be challenged and removed. The multiple-choice section of the test is approximately 55 questions, with the exact number of questions varying from 52 to 55 with each test administration.
There are typically 4 short passages divided between pre-20th century non-fiction prose, and 20th and 21st century non-fiction prose. The questions typically focus on identifying rhetorical devices and structures from the passages, as well as their general functions, purposes in a passage, the relationships between the devices, and the formal features of the text. In 2007, questions were added that ask about citation information included in the passages. Each is scored on a scale from 1 to 9. 15 additional minutes to the free-response exam portion to allow students to read and annotate the three prompts, as well as the passages and sources provided. During the reading time, students may read the prompts and examine the documents. They may use this time to make notes, or begin writing their essay.
The synthesis prompt typically requires students to consider a scenario, then formulate a response to a specific element of the scenario using at least three of the accompanying sources for support. While a total of six or seven sources accompany the prompt, using information from all of the sources is not necessary, and may even be undesirable. The source material used must be cited in the essay in order to be considered legitimate. After reading the passage, students are asked to write an essay in which they analyze and discuss various techniques the author uses in the passage.
The techniques differ from prompt to prompt, but may ask about strategies, argumentative techniques, motivations, or other rhetorical elements of the passage, and how such techniques effectively contribute to the overall purpose of the passage. The prompt may mention specific techniques or purposes, but some leeway of discussion is left to the student. The argument prompt typically gives a position in the form of an assertion from a documented source. Students are asked to consider the assertion, and then form an argument that defends, challenges, or qualifies the assertion using supporting evidence from their own knowledge or reading. The multiple-choice section is scored by computer.