[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-436336-105":59,"doc-detail-436336-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","q2-rhetorical-analysis-rubric","Q2 Rhetorical Analysis - Rubric","","Rhetorical Analysis Q2 rubric material centered on analyzing Condoleezza Rice’s commencement speech passage from “What do I mean by human progress?” to “things that seem impossible often seem inevitable in retrospect.” The prompt requires a defensible thesis about Rice’s rhetorical choices, supported by selected evidence and commentary explaining how evidence supports the line of reasoning. 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It cannot merely restate the prompt or summarize the issue without a coherent argument.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the rubric define strong evidence and commentary?",{"text":117,"@type":113},"Higher scores require specific, relevant evidence that supports all claims in a line of reasoning, along with commentary that explains how the evidence relates to that reasoning. It should also explain how rhetorical choices contribute to the writer’s purpose or message.",{"name":119,"@type":110,"acceptedAnswer":120},"Which passage boundaries must be analyzed in this Q2 prompt?",{"text":121,"@type":113},"The analysis begins with the sentence “What do I mean by human progress?” and ends with the sentence “You see, things that seem impossible often seem inevitable in retrospect.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},436336,1790889926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Question 2: Rhetorical Analysis 6 points  \nIn May 2012 former United States Secretary of State Condoleezza Rice, who was the first African American woman to hold that position gave a commencement speech to the graduating class of Southern Methodist University, a private university in Dallas, Texas. The full speech, and a transcript are available on the Southern Methodist University website ([https://www.smu.edu/News/2012/commenceme](https://www.smu.edu/News/2012/commenceme)[ ](https://www.smu.edu/News/2012/commenceme)[Condoleezza-Rice-speech](Condoleezza-Rice-speech)) . The relevant passage for analysis begins with the sentence “What do I mean by human progress?” and ends with the sentence “You see, things that seem impossible often seem inevitable in retrospect.” Read the passage carefully. Write an ess that analyzes the rhetorical choices Rice makes to convey her message to her audience.  \nIn your response you should do the following:  \nx Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.  \nx Select and use evidence to support your line of reasoning.  \nx Explain how the evidence supports your line of reasoning.  \nx Demonstrate an understanding of the rhetorical situation.  \nx Use appropriate grammar and punctuation in communicating your argument.  \nAP English Language and Composition Course and Exam Description 6FRULQJ *XLGHOLQHV 9􀀑􀀔 | 131  \nReturn to Table of Contents  \n© 2020 College Board  \nQ2 Rhetorical Analysis – CED Sample Questions  \n\n| Reporting Category | Scoring Criteria |  |\n| --- | --- | --- |\n| Row A\u003Cbr>Thesis\u003Cbr>(0-1 points)\u003Cbr>| 0 points\u003Cbr>For any of the following:\u003Cbr>x There is no defensible thesis.\u003Cbr>x The intended thesis only restates the prompt.\u003Cbr>x The intended thesis provides a summary of the issue with no apparent or coherent claim.\u003Cbr>x There is a thesis, but it does not respond to the prompt. | 1 point\u003Cbr>Responds to the prompt with a defensible thesis that analyzes the writer’s rhetorical choices. |\n|  | Decision Rules and Scoring Notes |  |\n|  | Responses that do not earn this point:\u003Cbr>x Only restate the prompt.\u003Cbr>x Fail to address the rhetorical choices the writer of the passage makes.\u003Cbr>x Describe or repeat the passage rather than making a claim that requires a defense. | Responses that earn this point:\u003Cbr>x Respond to the prompt rather than restate or rephrase the prompt and clearly articulate a defensible thesis about the rhetorical choices Rice makes to convey her message. |\n|  | Examples that do not earn this point:\u003Cbr>Restate the prompt\u003Cbr>x “In her speech to Southern Methodist University, she successfully uses different rhetorical strategies to convey her point to the audience.”\u003Cbr>x “Rice uses several effective rhetorical strategies in her speech.”\u003Cbr>Make a claim, but do not address the writer’s rhetorical choices\u003Cbr>x “Rice makes a sophisticated speech to her audience in an attempt to encourage them.”\u003Cbr>Repeat provided information from the passage\u003Cbr>x “In certain parts of her speech, Condoleeza Rice’s hits on the key points of segregation and how it devides our nation.” | Examples that earn this point:\u003Cbr>Present a defensible thesis that analyzes the writer’s rhetorical choices\u003Cbr>x “Rice’s main point was to get the message accross that regardless of our differences, we are all capable of anything. She did this successfully in her speech by relating to the audience and talking about key figures in history, though she could’ve made it even stronger by integrating more personal experiences/stories.” |\n|  | Additional Notes:\u003Cbr>x The thesis may be more than one sentence, provided the sentences are in close proximity.\u003Cbr>x The thesis may be anywhere within the response.\u003Cbr>x 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.\u003Cbr>x The thesis may establish a line of reasoning that structures the essay, but it","cbCaicR5b6nDlRbF","https://ap.wps.com/l/cbCaicR5b6nDlRbF","pdf",471080,"English","# Q2 Rhetorical Analysis – CED Sample Questions\n## Row A Thesis (0-1 points)\n## Row B Evidence AND Commentary (0-4 points)","[{\"question\":\"What is the main thesis requirement for Q2 Rhetorical Analysis?\",\"answer\":\"The thesis must respond to the prompt with a defensible claim that analyzes the writer’s rhetorical choices. It cannot merely restate the prompt or summarize the issue without a coherent argument.\"},{\"question\":\"How does the rubric define strong evidence and commentary?\",\"answer\":\"Higher scores require specific, relevant evidence that supports all claims in a line of reasoning, along with commentary that explains how the evidence relates to that reasoning. It should also explain how rhetorical choices contribute to the writer’s purpose or message.\"},{\"question\":\"Which passage boundaries must be analyzed in this Q2 prompt?\",\"answer\":\"The analysis begins with the sentence “What do I mean by human progress?” and ends with the sentence “You see, things that seem impossible often seem inevitable in retrospect.”\"}]","Q2 Rhetorical Analysis - Rubric | PDF",1790677645]