AP® English Language and Composition—Semester A

Sample Lesson - Introduction

Lesson 2.02: Epic Fails

"That speech so didn't go how I planned."
(Source)

No one wants to be that person...you know, the one remembered for being the worst dressed, hosting the worst party, or giving the worst speech. Especially since, with social media, there's no place to hide. Show up with a pimple the size of Mt. Vesuvius on your nose or give a cringe-worthy speech, and your humiliation can go viral in no time at all.

Unfortunately, it's super-easy to mess up, especially if you're under pressure. A simple Internet search for "worst speech ever" will bring up more hilarious and humiliating fails than you could possibly watch, ever, even if you enjoy binge-watching YouTube videos in your spare time. So, the question is: How does a speech avoid going viral for all the wrong reasons? In other words, what makes a speech work?

That, folks, is what we're about to find out.

Sample Lesson - Reading

Reading 2.2.02: It's All Related

Yes, this unit is focusing mostly on speeches. And, yes, we're gonna be spending a lot of time looking at the rhetorical devices and strategies that authors and speechmakers use to make their words memorable, relatable, persuasive, and so on.

However, we're not just readers. And there's really no point in taking an AP course if we're hoping to be a passive audience. Nope. We're meant to be all in. That means as writers, too.

Just as there's an art to what speechmakers and famous prose writers do, there's also an art to writing about those famous speeches and prose works. So, to brush up on the how-to of effective writing, we're going to turn to our A World of Ideas text. Read "Writing about Ideas" on pages 13 – 50, highlighting and annotating merrily as you go.

We know. It can be a bit dry reading about how to write well. However, the text offers up many useful strategies and tons of helpful examples so that you don't feel lost the next time you're faced with writing about a text. Our advice: Really pay attention whenever you see a bold heading and make sure that you read the text that follows carefully. When you get to the examples—trust us, they'll be obvious—feel free to skim a bit. You can always revisit them when it's your turn to question the text, develop a thesis, or write an essay.

BTW—you can expect a few quiz questions on this reading, so make sure you put in the time to read...even if you need a caffeine drip to keep going.

Sample Lesson - Activity

Activity 2.02a: Top Ten Ways Not to Be a Speech "Which Will Live in Infamy"

There are certain things that public speakers can do to avoid throwing themselves under the proverbial bus—like abstain from shouting at the audience like this guy, or doing one-armed push-ups on stage. Speakers can also take classes to help hone those public speaking skills. However, none of that matters if their speech is the verbal equivalent of putrid road kill.

But, how does one write a strong and memorable speech?

Good question.

Quite often, it takes time—days, maybe even weeks. Historical circumstances matter, too. War-time speeches draw way more attention—and, therefore, are more memorable—than, say, speeches about prescription medication plans. Just saying.

However, high-stakes, high-pressure situations like war often require almost immediate responses. Take FDR's "Day of Infamy" speech, which was delivered less than 24 hours after Roosevelt learned of the attack on Pearl Harbor. (Okay, so maybe that's not an immediate response, but it's still pretty darn quick.)

Anyway, FDR's speech went on to become one of the twentieth century's most memorable speeches. Why? Well, sure, historical circumstances helped. However, Roosevelt's Pearl Harbor speech has way more going for it than just "timing." It is also celebrated for its outstanding rhetoric.

And, this is where you come in. Your goal?—to create a Top Ten List outlining ten outstanding rhetorical moments in FDR's Pearl Harbor Speech, and then to weigh in on which rhetorical strategy deserves to be at the top of that list.

Step One

For starters, you'll need to read FDR's Pearl Harbor speech. Get it here.

As you read, annotate. (Either copy the text into a Word document or download to an e-reader.) Your annotations should focus particularly on Roosevelt's use of ethos, pathos, and logos as well as his use of other rhetorical devices (think: Roosevelt's use of diction, sentence structure, parallelism, and so forth).

Step Two

Once you've carefully read and thoroughly annotated FDR's speech, it's time to tune in to hear the speech as FDR's audience heard it. Although FDR often relied on speechwriters to help draft his speeches, this is a speech he wrote himself. Chances are that as he wrote the speech, he knew how it would sound to his audience as he delivered it.

So, listen to the audio carefully, taking notes on how FDR's delivery of the speech may have impacted the audience's reception of it. Consider things like pace and tone as well as the impact of calculated pauses, changes in sentence structure, emphasis on certain words or syllables, etc.

Although your annotations are just for you, make sure that they're detailed and specific. That way, the rest of the activity goes much more smoothly.

Step Three

Revisit the speech and your annotations. Highlight or number the ten most effective rhetorical moments of the speech. As you find them, identify them by name (for example, parallelism, ethos, etc.).

That's right. It's terminology time. You should be scribbling the names of rhetorical devices all over FDR's speech.

Sample Lesson - Activity