AP Language - Writing Multiple Choice Questions

Writing Multiple Choice Questions

Introduction

• Focus on the writing section of the multiple choice test.
• The writing section contains three passages.
  • The first two passages have seven to nine accompanying questions.
  • The third passage is shorter, with four to six questions.

General Approaches and Tips

• Read the passages to identify:
  • Main topic
  • Claim/thesis
  • Tone
  • Method of development
• Anticipate potential spots for revision.
• Parse the questions carefully to understand what they are asking.
• Narrow down options by validating or disqualifying keywords or phrases.
  • If any part of the answer is wrong, the whole answer is wrong.

Practice Passage Analysis

• Topic: Converting to the metric system.
• Claim/Thesis: The United States should adopt the metric system.
  • Located in the last sentence of the passage.
• Tone: Academic, persuasive.
• Method of development:
  • Attention-getter/hook
  • Context on converting to the metric system
  • Reasons for converting or reasons why not converting would be dangerous.
  • Concessions to the difficulty of transition
  • Reinforcement of the main claim

Multiple Choice Question Examples

Question 1

• Objective: Find a sentence to place before sentence one that captures the audience's interest and introduces the topic.

• Key Criteria:

  • Captures interest
  • Introduces the topic of the paragraph
  • Mentions that something was lost or gone.

• Analysis of Options:

  • Option A: Eliminated because it doesn't mention that something was lost.
  • Option B: Good option because we are aghast at the disappearance of the very expensive item that vanished seemingly without explanation. We are focused on the vanishing of that climate orbiter.This checks a lot of our boxes and would really set up sentence one as well because it makes a reference to what had vanished or was lost.
  • Option C: Eliminated because I don't know that we get any reference of something being lost, and I'm not sure that there was anything that specifically really hooked us or grabbed our attention in the writing.
  • Option D: Good option we have that reference to something being lost, which might grab our attention. We also have a discussion of the topic of the passage, and we know there was a search for that orbiter. So a lot of good check marks there for that one.
  • Option E: Eliminated because that something failed to enter the atmosphere. We might want a more explicit mention that it was lost or that it vanished. And beyond that, even if we do think of that being a reference or a setup to sentence one, I'm just not sure there's enough here that really grips our attention.

• Chosen Answer: Option B

  • Diction is stronger.
  • More authentic attention-getter.

Question 2

• Objective: Find the version of the underlying text in sentence three that best establishes the writer's thesis.

• Original Sentence: "The orbiter mission failure is just one reason, albeit an extremely expensive one, that The United States needs to abandon future Mars survey missions."

• Analysis of Options:

  • Option A: Eliminated because the Mars mission was not the focus of the passage, so that can't work as a thesis.
  • Option B: Eliminated because this wasn't a space exploration passage. Maybe if we only read the first paragraph, we thought that was the case, but not if we read everything. Not if we saw the big picture overview.
  • Option C: Best choice. That was our metric system, most direct, most specific reference to we saw previewed in all the other paragraphs.
  • Option D: Eliminated because not about future missions to space.
  • Option E: Eliminated because it's not really stressing STEM studies.

• Chosen Answer: Option C

  • Most directly references the metric system, aligning with the passage's main point.

Question 3

• Objective: Identify the piece of evidence that does NOT support the main argument of the third paragraph (sentences six to nine).

• Key: Looking for the option that doesn't fit with the paragraph's main argument.

• Paragraph Focus: Benefits of switching to the metric system and potential hazards of not switching.

• Analysis of Options:

  • Option A: Option a, an airplane that runs out of fuel mid flight because of a conversion error, to me, that fits with what sentences six to nine were discussing.
  • Option B: Option b, a mechanical failure because it occurred because of a mix up in the metric units versus imperial units. That to me also fits with the paragraph. This is a potential hazard that comes from not using the right system or units.
  • Option C: Jefferson's proposal for a new decimal system. To me, this turns a little bit away from focus on converting to the metric system and talks about an entirely new system altogether. I'm not sure that that's really gonna work with what we saw in the rest of the paragraph there.
  • Option D: Data from a United States company demonstrating an increase in profits. To me, this is now flipping to the benefits that would come from converting to the metric system. So this does match the argument of the paragraph, which means it's not gonna be our answer.
  • Option E: we see a map showing countries that use the metric system. That might initially seem like an outlier.
    As a minute. But when we think about it, realizing that The United States is just one of three countries that hasn't made the switch, that might give us a little bit of a nudge to say this is a worthwhile shift. It will help us sort of blend in or connect better with other countries. I think that that does add information that supports that main argument of the paragraph.

• Chosen Answer: Option C

  • Jefferson's quote on a proposal for a new decimal system just doesn't really match that idea of the benefits or the hazards that come from switching or not switching to the metric system.

Review

• Read the passage to identify topic, claim, tone, and method of development.
• Anticipate spots for revision.
• Parse questions carefully.
• Narrow options by validating/disqualifying phrases.