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APEnglish Languageand CompositionConceptual FrameworkEffective Fall 2019This conceptual framework organizes course content according to the big ideas, which enablesteachers to trace a particular big idea and its related enduring understanding, its course skills, andall the essential knowledge statements associated with those skills. The letter associated with theessential knowledge code represents the sequence in which the essential knowledge is presented inthe nine units of the course framework found in the course and exam description.© 2019 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board. All otherproducts and services may be trademarks of their respective owners. Visit College Board on the web:
Big Idea: Rhetorical Situation (RHS)ENDURING UNDERSTANDING RHS-1Individuals write within a particular situation and make strategic writing choices based on that situation.Skill Category 1:Reading— Explain how writers’ choices reflect the components of the rhetorical situation.Skill Category 2:Writing— Make strategic choices in a text to address a rhetorical situation.SkillEssential Knowledge1.AReading – Identify and describethe components of the rhetoricalsituation: the exigence, audience,writer, purpose, context, and message.RHS-1.A(Skill 1.A ONLY)The rhetorical situation of a text collectively refers to the exigence, purpose, audience,context, and message.2.AWriting – Write introductionsand conclusions appropriate tothe purpose and context of therhetorical situation.RHS-1.B(Skill 1.A ONLY)The exigence is the part of a rhetorical situation that inspires, stimulates, provokes, orprompts writers to create a text.RHS-1.C(Skill 1.A ONLY)The purpose of a text is what the writer hopes to accomplish with it. Writers may havemore than one purpose in a text.RHS-1.D(Skill 1.A ONLY)An audience of a text has shared as well as individual beliefs, values, needs,and backgrounds.RHS-1.E(Skill 1.A ONLY)Writers create texts within a particular context that includes the time, place, and occasion.RHS-1.IThe introduction of an argument introduces the subject and/or writer of the argument tothe audience. An introduction may present the argument’s thesis. An introduction mayorient, engage, and/or focus the audience by presenting quotations, intriguing statements,anecdotes, questions, statistics, data, contextualized information, or a scenario.RHS-1.JThe conclusion of an argument brings the argument to a unified end. A conclusion maypresent the argument’s thesis. It may engage and/or focus the audience by explaining thesignificance of the argument within a broader context, making connections, calling theaudience to act, suggesting a change in behavior or attitude, proposing a solution, leavingthe audience with a compelling image, explaining implications, summarizing the argument,or connecting to the introduction.

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Writing, Writer, 2019 College Board, writers choices

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