AP ENGLISH LANGUAGE AND COMPOSITION

AP English Language
and Composition
Past Papers

Read with purpose. Weigh the evidence.
Make your argument count.

Practise synthesis, rhetorical analysis and argument. Find a prompt by topic, writer, task or year, open the original question, and review your response with the matching scoring materials.

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AP Language FRQ question finder

Search an issue, writer or speech. The short descriptions guide your practice; the popup shows the original question.

105 prompts across 37 question documents

Newest first · Original PDF page numbers
AP English Language essay prompts, writers, skills and PDF locations
Year / questionPrompt & practice focusSkillsPractice
2026Regular · Question 1Synthesis

The value of napping

Evaluate evidence about brief daytime sleep and its potential benefits or drawbacks.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 3
2026Regular · Question 2Rhetorical analysis

What it means to be a writer

Laura Amy Schlitz

Explain how Schlitz uses an award acceptance speech to describe the work of writing.

Rhetorical situationRhetorical choicesEducation & learning
PDF page 11
2026Regular · Question 3Argument

Other people’s opinions and your possibilities

Mae Jemison

Assess the advice to consider others’ views while making your own judgments.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 13
2025Set 1 · Question 1Synthesis

Managing space debris

Identify the factors that should guide responses to human-made debris in orbit.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 3
2025Set 1 · Question 2Rhetorical analysis

Native American contributions in Rez Life

David Treuer

Explain how Treuer develops his argument about Native American communities’ contributions.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 11
2025Set 1 · Question 3Argument

Living in the present

Naomi Osaka

Evaluate the value of attending to the present while pursuing personal goals.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 13
2025Set 2 · Question 1Synthesis

Mapping apps and GPS navigation

Weigh the benefits and problems associated with digital navigation tools.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 3
2025Set 2 · Question 2Rhetorical analysis

Engaging with the natural world

Raquel Vasquez Gilliland

Analyze how the writer builds a case for engaging closely with nature.

Rhetorical situationRhetorical choicesEnvironment & sustainability
PDF page 10
2025Set 2 · Question 3Argument

Optimism and pessimism

Amanda Gorman

Develop a position on the relationship between hope and a negative outlook.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 12
2024Set 1 · Question 1Synthesis

Historic preservation laws

Evaluate laws that protect historically important buildings while limiting changes to them.

Evidence & commentaryPerspectives & qualificationSociety & identity
PDF page 2
2024Set 1 · Question 2Rhetorical analysis

Bravery in American Like Me

Reshma Saujani

Explain how Saujani uses her experiences to communicate a view of bravery.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 10
2024Set 1 · Question 3Argument

Selfies as a record of life

J Wortham

Assess the value of using selfies to document personal experience.

Claims & reasoningPerspectives & qualificationTechnology & media
PDF page 12
2024Set 2 · Question 1Synthesis

Regulating food trucks and carts

Identify the priorities cities should consider when regulating mobile food businesses.

Evidence & commentaryPerspectives & qualificationEthics & civic life
PDF page 2
2024Set 2 · Question 2Rhetorical analysis

Preparing to emigrate in We Were Dreamers

Simu Liu

Analyze how Liu conveys the experience of preparing to leave China as a child.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 11
2024Set 2 · Question 3Argument

Possessions and personal stories

Jimmy Santiago Baca

Evaluate the claim about the value Americans place on possessions.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 13
2023Set 1 · Question 1Synthesis

Urban rewilding

Evaluate efforts to restore ecological processes and habitats within cities.

Evidence & commentaryPerspectives & qualificationEnvironment & sustainability
PDF page 2
2023Set 1 · Question 2Rhetorical analysis

Hope and expectations for young people

Michelle Obama

Analyze the message to young people in Obama’s final speech as First Lady.

Rhetorical situationRhetorical choicesEducation & learning
PDF page 10
2023Set 1 · Question 3Argument

A community of voices

Maxine Hong Kingston

Assess the importance of people joining their voices to communicate truth.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 12
2023Set 2 · Question 1Synthesis

Vertical farming

Evaluate the potential contribution of indoor, stacked growing systems to agriculture.

Evidence & commentaryPerspectives & qualificationEnvironment & sustainability
PDF page 2
2023Set 2 · Question 2Rhetorical analysis

A University of Virginia commencement address

Rita Dove

Explain how Dove conveys her wishes for the graduating students.

Rhetorical situationRhetorical choicesEducation & learning
PDF page 11
2023Set 2 · Question 3Argument

Fear as a means of persuasion

Carlos Curbelo

Assess whether frightening people is an effective way to influence their thinking.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 13
2022Regular · Question 1Synthesis

Investment in STEM education

Assess initiatives intended to strengthen science, technology, engineering and mathematics education.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2022Regular · Question 2Rhetorical analysis

A Latina Judge’s Voice

Sonia Sotomayor

Explain how Sotomayor’s choices communicate a message about identity.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 11
2022Regular · Question 3Argument

Making timely decisions

Colin Powell

Assess when decisions should be made despite incomplete information.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 13
2021Regular · Question 1Synthesis

Handwriting instruction in schools

Evaluate the place of handwriting lessons in education shaped by digital technology.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2021Regular · Question 2Rhetorical analysis

Dedicating a statue of Rosa Parks

Barack Obama

Analyze how Obama presents Parks’s significance during the statue dedication.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 11
2021Regular · Question 3Argument

Striving for perfection

Develop a position on the value and limits of pursuing perfection.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 13
2020D2 · Johnson · Single analysis promptRhetorical analysis

A tribute to Eleanor Roosevelt

Claudia “Lady Bird” Johnson

Explain how Johnson commemorates Roosevelt at a memorial foundation event.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 2
2020I1 · Kennedy · Single analysis promptRhetorical analysis

A tribute to John F. Kennedy

Ronald Reagan

Analyze Reagan’s choices while honoring Kennedy at a presidential library fundraiser.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 2
2020I2 · Obama · Single analysis promptRhetorical analysis

A eulogy for Ted Kennedy

Barack Obama

Explain how Obama combines praise and remembrance in his tribute to the senator.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 2
2019Regular · Question 1Synthesis

Decisions about wind farms

Identify the most important considerations when establishing a wind farm.

Evidence & commentaryPerspectives & qualificationEnvironment & sustainability
PDF page 2
2019Regular · Question 2Rhetorical analysis

A letter before the Salt March

Mohandas Gandhi

Analyze how Gandhi presents his case and intended action to Lord Irwin.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 9
2019Regular · Question 3Argument

What deserves the label overrated?

Choose a concept, place or role and justify why its reputation exceeds its value.

Claims & reasoningEvidence & commentarySociety & identity
PDF page 10
2018Regular · Question 1Synthesis

Eminent domain and the public interest

Weigh arguments about government acquisition of privately owned property.

Evidence & commentaryPerspectives & qualificationEthics & civic life
PDF page 2
2018Regular · Question 2Rhetorical analysis

A Mount Holyoke commencement address

Madeleine Albright

Explain how Albright connects the audience’s choices with a broader call to action.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 10
2018Regular · Question 3Argument

Choosing the unknown

Anne Morrow Lindbergh

Develop a position on the value of experiences whose outcomes are uncertain.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 12
2016Regular · Question 1Synthesis

Monolingualism and language learning

Evaluate whether monolingual English speakers face disadvantages; two source texts are omitted.

Two source texts omitted in released PDF

The original PDF omits Source C by Michael Erard and Source F by Paul Cohen. Obtain authorized school or library copies, or choose another complete source packet for timed synthesis practice.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2016Regular · Question 2Rhetorical analysis

A eulogy for Ronald Reagan

Margaret Thatcher

Analyze how Thatcher shapes a tribute to Reagan for an American audience.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 10
2016Regular · Question 3Argument

Disobedience and social progress

Oscar Wilde

Assess the claim that disobedience can advance society.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 12
2015Regular · Question 1Synthesis

School honor codes

Defend a school’s decision to establish, keep, change or remove an honor system.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2015Regular · Question 2Rhetorical analysis

An argument for nonviolent resistance

Cesar Chavez

Explain how the article builds its case for nonviolence while commemorating King.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 9
2015Regular · Question 3Argument

The value of polite speech

Explore what courteous expressions contribute to a familiar community or culture.

Claims & reasoningEvidence & commentarySociety & identity
PDF page 10
2014Regular · Question 1Synthesis

The value and cost of college

Weigh evidence about whether the benefits of college justify its cost.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2014Regular · Question 2Rhetorical analysis

Advice to John Quincy Adams

Abigail Adams

Analyze how Adams encourages her son to learn from travel and responsibility.

Rhetorical situationRhetorical choicesEducation & learning
PDF page 9
2014Regular · Question 3Argument

A class in creativity

Po Bronson and Ashley Merryman

Define creativity and persuade a school board about offering a class devoted to it.

Claims & reasoningEvidence & commentaryEducation & learning
PDF page 10
2013Regular · Question 1Synthesis

Monuments and memorials

Examine which factors should guide commemorating a person or event with a monument.

Evidence & commentaryPerspectives & qualificationSociety & identity
PDF page 2
2013Regular · Question 2Rhetorical analysis

People and nature in Last Child in the Woods

Richard Louv

Explain how Louv develops an argument about separation from the natural world.

Rhetorical choicesEvidence & commentaryEnvironment & sustainability
PDF page 10
2013Regular · Question 3Argument

Ownership and identity

Explore how owning tangible or intangible things relates to a person’s sense of self.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 11
2012Regular · Question 1Synthesis

The future of the postal service

Use the sources to develop a position on responses to the postal service’s challenges.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 2
2012Regular · Question 2Rhetorical analysis

A response to rising steel prices

John F. Kennedy

Analyze how the president challenges the steel companies’ decision before the public.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 10
2012Regular · Question 3Argument

Certainty and doubt

William Lyon Phelps and Bertrand Russell

Develop a position on the relationship between confidence in beliefs and questioning them.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 12
2011Regular · Question 1Synthesis

The locavore movement

Identify the implications of eating locally for a community considering the practice.

Evidence & commentaryPerspectives & qualificationEnvironment & sustainability
PDF page 2
2011Regular · Question 2Rhetorical analysis

A speech opposing child labor

Florence Kelley

Analyze how Kelley addresses a women’s suffrage audience about working children.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 10
2011Regular · Question 3Argument

America in Rights of Man

Thomas Paine

Evaluate how far Paine’s description of America applies to contemporary society.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 12
2011Form B · Question 1Synthesis

Government and green practices

Argue how much responsibility government should take for promoting conservation.

Evidence & commentaryPerspectives & qualificationEnvironment & sustainability
PDF page 2
2011Form B · Question 2Rhetorical analysis

Declining a request for patronage

Samuel Johnson

Explain how Johnson shapes a refusal while addressing the recipient’s hopes.

Rhetorical situationRhetorical choicesClaims & reasoning
PDF page 9
2011Form B · Question 3Argument

Freedom and safety

H. L. Mencken

Assess the claim that people prefer security to freedom in contemporary life.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 10
2010Regular · Question 1Synthesis

Information technology and daily life

Develop a position on the effects of widespread access to information technology.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 2
2010Regular · Question 2Rhetorical analysis

A letter to Thomas Jefferson about slavery

Benjamin Banneker

Analyze how Banneker addresses Jefferson’s principles and challenges slavery.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 9
2010Regular · Question 3Argument

The public role of humorists

Alain de Botton

Assess whether humor gives writers and performers a distinctive social function.

Claims & reasoningPerspectives & qualificationTechnology & media
PDF page 10
2010Form B · Question 1Synthesis

Daylight saving time

Use the sources to evaluate a policy of changing clocks seasonally.

Evidence & commentaryPerspectives & qualificationClaims & reasoning
PDF page 2
2010Form B · Question 2Rhetorical analysis

The upper Midwest in The Horizontal World

Debra Marquart

Explain how the memoir constructs a perspective on the region and its identity.

Rhetorical choicesPerspectives & qualificationSociety & identity
PDF page 9
2010Form B · Question 3Argument

Buy Nothing Day

Develop a position on an annual pause in purchasing as a response to overconsumption.

Claims & reasoningPerspectives & qualificationEnvironment & sustainability
PDF page 10
2009Regular · Question 1Synthesis

Priorities for space exploration

Identify and defend the issues that should guide decisions about exploring space.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 2
2009Regular · Question 2Rhetorical analysis

Satirizing opposing environmental camps

Edward O. Wilson

Compare the paired passages to explain their critique of unproductive debate.

Rhetorical choicesPerspectives & qualificationEnvironment & sustainability
PDF page 12
2009Regular · Question 3Argument

Adversity and the development of character

Horace

Assess the role hardship can play in revealing or developing a person’s abilities.

Claims & reasoningEvidence & commentarySociety & identity
PDF page 13
2009Form B · Question 1Synthesis

Individual and public goals of schooling

Examine how education should balance personal fulfillment with civic purposes.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2009Form B · Question 2Rhetorical analysis

The Indispensable Opposition

Walter Lippmann

Explain how the argument makes the case for freedom of opposing opinions.

Rhetorical choicesClaims & reasoningEthics & civic life
PDF page 10
2009Form B · Question 3Argument

Television and everyday life

Barbara Ehrenreich

Evaluate the claims about television with evidence beyond the supplied passage.

Claims & reasoningPerspectives & qualificationTechnology & media
PDF page 11
2008Regular · Question 1Synthesis

Whether to keep the penny

Build a position on eliminating the penny by connecting evidence across sources.

Evidence & commentaryPerspectives & qualificationClaims & reasoning
PDF page 2
2008Regular · Question 2Rhetorical analysis

Scientific research in The Great Influenza

John M. Barry

Analyze how the passage presents uncertainty and the work of scientific discovery.

Rhetorical choicesEvidence & commentaryEducation & learning
PDF page 11
2008Regular · Question 3Argument

Corporate sponsorship in schools

Weigh the consequences of business partnerships and advertising in schools.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 12
2008Form B · Question 1Synthesis

A national school curriculum

Use sources to examine whether a shared national curriculum would be beneficial.

Evidence & commentaryPerspectives & qualificationEducation & learning
PDF page 2
2008Form B · Question 2Rhetorical analysis

America Needs Its Nerds

Leonid Fridman

Explain how the essay challenges attitudes toward intellectual achievement.

Rhetorical choicesClaims & reasoningEducation & learning
PDF page 9
2008Form B · Question 3Argument

Dissent and disagreement

Daniel J. Boorstin

Evaluate the distinction between disagreement within a group and separation from it.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 10
2007Regular · Question 1Synthesis

Advertising and society

Use the source collection to develop an argument about advertising’s effects.

Evidence & commentaryPerspectives & qualificationTechnology & media
PDF page 2
2007Regular · Question 2Rhetorical analysis

Staying Put and the appeal of moving

Scott Russell Sanders

Explain how Sanders develops his response to the appeal of mobility.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 9
2007Regular · Question 3Argument

Incentives for charitable giving

Consider the ethical implications of rewarding donations with grades or other benefits.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 10
2007Form B · Question 1Synthesis

Decisions behind museum exhibitions

Evaluate the considerations involved in acquiring and displaying museum collections.

Evidence & commentaryPerspectives & qualificationSociety & identity
PDF page 2
2007Form B · Question 2Argument

Investigative journalism and muckraking

Jessica Mitford

Develop a position on journalism that exposes the misconduct of influential people.

Claims & reasoningPerspectives & qualificationTechnology & media
PDF page 9
2007Form B · Question 3Rhetorical analysis

A tribute to Toussaint-Louverture

Wendell Phillips

Explain how praise of a historical figure is designed to move a wartime audience.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 10
2006Regular · Question 1Rhetorical analysis

The Plastic Pink Flamingo

Jennifer Price

Explain how a cultural object becomes a way to comment on American values.

Rhetorical choicesPerspectives & qualificationSociety & identity
PDF page 2
2006Regular · Question 2Rhetorical analysis

On the Want of Money

William Hazlitt

Analyze how the passage’s development advances a position about money.

Rhetorical choicesEvidence & commentarySociety & identity
PDF page 3
2006Regular · Question 3Argument

Public opinion and democratic life

Assess the value of publicly expressed opinions with relevant supporting examples.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 4
2006Form B · Question 1Argument

Compulsory voting

Build a position on requiring eligible adults to vote.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 2
2006Form B · Question 2Rhetorical analysis

The Inquisitor’s speech in Saint Joan

George Bernard Shaw

Examine how the speaker presents his case against Joan to the church court.

Rhetorical situationRhetorical choicesClaims & reasoning
PDF page 3
2006Form B · Question 3Argument

Reading and independent thought

Arthur Schopenhauer

Evaluate one claim about the relationship between reading and thinking for oneself.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 4
2005Regular · Question 1Argument

Power and responsibility in public life

George F. Kennan

Choose a significant observation and assess how well it applies to a country.

Claims & reasoningEvidence & commentaryEthics & civic life
PDF page 2
2005Regular · Question 2Rhetorical analysis

MagnaSoles and advertising satire

The Onion

Explain how the mock product announcement exposes persuasive marketing practices.

Rhetorical choicesPerspectives & qualificationTechnology & media
PDF page 3
2005Regular · Question 3Argument

Luxury spending and obligations to others

Peter Singer

Evaluate competing arguments about donating money beyond basic necessities.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 4
2005Form B · Question 1Rhetorical analysis

An 1832 lecture on opportunity and servitude

Maria W. Stewart

Analyze the strategies that convey Stewart’s position on constrained opportunity.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 2
2005Form B · Question 2Rhetorical analysis

The Mississippi River in Rising Tide

John M. Barry

Explain how descriptions of the river communicate the writer’s fascination.

Rhetorical choicesEvidence & commentaryEnvironment & sustainability
PDF page 3
2005Form B · Question 3Argument

Mistakes as a basis for learning

Lewis Thomas

Test the claims about error and progress against evidence from reading or experience.

Claims & reasoningPerspectives & qualificationEducation & learning
PDF page 4
2004Regular · Question 1Rhetorical analysis

Advice to a travelling son

Lord Chesterfield

Connect the letter’s persuasive methods to the values the father communicates.

Rhetorical situationRhetorical choicesEducation & learning
PDF page 2
2004Regular · Question 2Argument

Finding a compromise in a controversy

Weigh opposing views on a chosen public issue and defend a possible resolution.

Claims & reasoningPerspectives & qualificationEthics & civic life
PDF page 3
2004Regular · Question 3Rhetorical analysis

Mexico and California in Days of Obligation

Richard Rodriguez

Trace how contrasts between places express the writer’s conflicted perspective.

Rhetorical choicesPerspectives & qualificationSociety & identity
PDF page 4
2004Form B · Question 1Rhetorical analysis

Silent Spring and the poisoning of birds

Rachel Carson

Identify the passage’s central claim and explain how its examples support it.

Rhetorical choicesEvidence & commentaryEnvironment & sustainability
PDF page 2
2004Form B · Question 2Analysis + argument (historical)

Public art and moral objections

The Atlantic Monthly

Analyze the historical essay’s reasoning and evaluate its relevance to your own time.

Rhetorical choicesClaims & reasoningPerspectives & qualification
PDF page 3
2004Form B · Question 3Argument

Unspoken rules and belonging

Michael Ignatieff

Use examples to explore how unwritten expectations shape membership in a group.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 4
2003Regular · Question 1Argument

Entertainment and its influence on society

Neal Gabler

Assess whether popular entertainment can damage society, using specific examples.

Claims & reasoningPerspectives & qualificationTechnology & media
PDF page 2
2003Regular · Question 2Rhetorical analysis

An appeal to join the Union forces

Alfred M. Green

Explain how Green addresses an audience whose patriotism coexists with exclusion.

Rhetorical situationRhetorical choicesEthics & civic life
PDF page 3
2003Regular · Question 3Rhetorical analysis

Two observers of birds in flight

John James Audubon and Annie Dillard

Compare the writers’ descriptions and the responses they create to the flocks.

Rhetorical choicesPerspectives & qualificationEnvironment & sustainability
PDF page 4
2003Form B · Question 1Rhetorical analysis

A letter encouraging emigration

John Downe

Examine how Downe presents life in America to persuade his wife to join him.

Rhetorical situationRhetorical choicesSociety & identity
PDF page 2
2003Form B · Question 2Argument

The individual and the community

Scott Russell Sanders

Develop a position on the obligations linking individuals and their communities.

Claims & reasoningPerspectives & qualificationSociety & identity
PDF page 3
2003Form B · Question 3Argument

Plagiarism, grades and school accountability

Write an editorial that responds to a school’s dispute over plagiarism penalties.

Claims & reasoningEthics & civic lifeEducation & learning
PDF page 4

Skills and topics can overlap. Read the task label as well as the number: 2007 Form B has argument in Question 2 and rhetorical analysis in Question 3. The 2004 Form B Question 2 combines analysis with evaluating an argument. These historical tasks differ from the current three-question pattern.

READ. WRITE. REFINE.

Full papers & scoring materials

Expand a year and open any PDF in the reader. Keep the question, scoring guide and sample response on the same version.

Coverage notes: 2002 has commentary only; 2017 has scoring materials and samples but no standalone question paper. The 2012 paper was found in the 2020 folder and is listed under its verified exam year. The actual 2020 files are three single analysis prompts. There is no separate 2019 scoring-guidelines file, and 2026 contains the question paper only. Multiple-choice papers are not included.

20261 question paper · 1 PDFs

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20252 question papers · 15 PDFs

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20242 question papers · 15 PDFs

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20232 question papers · 15 PDFs

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20221 question paper · 8 PDFs

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20211 question paper · 8 PDFs

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20203 single prompts · 12 PDFs

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Scoring commentary

20191 question paper · 7 PDFs

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20181 question paper · 8 PDFs

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2017Scoring materials only · 7 PDFs

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20161 question paper · 8 PDFs

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20151 question paper · 8 PDFs

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20141 question paper · 8 PDFs

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20131 question paper · 8 PDFs

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20121 question paper · 8 PDFs

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20112 question papers · 12 PDFs

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20102 question papers · 12 PDFs

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20092 question papers · 13 PDFs

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20082 question papers · 13 PDFs

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20072 question papers · 11 PDFs

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20062 question papers · 11 PDFs

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20052 question papers · 6 PDFs

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20042 question papers · 13 PDFs

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20032 question papers · 13 PDFs

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2002Scoring materials only · 2 PDFs

Scoring commentary

READ THE TASK. BUILD THE REASONING.

How to use AP English Language past papers

Start with the kind of writing you want to improve. Synthesis asks you to build an argument with a supplied collection of sources. Rhetorical analysis asks you to explain how a writer’s choices work in a particular situation. Argument asks you to support your own position with relevant evidence. Each task rewards clear reasoning, but the source of your evidence and the purpose of your essay are different.

Use the question finder to choose a task and a topic. A student working on environmental questions might compare a synthesis task about wind farms with a rhetorical analysis of writing about nature. The shared topic makes the difference between the tasks easier to notice: in one essay you weigh evidence to defend a position; in the other you explain the original writer’s methods.

The three current free-response tasks
TaskEvidence you useMain purpose
SynthesisThe supplied source packet, including written, visual or quantitative materialDefend a position by combining and citing evidence from at least three sources.
Rhetorical analysisThe supplied passage and its introductory contextExplain how particular choices contribute to the writer’s message or purpose.
ArgumentSpecific, relevant examples you can accurately explainDevelop and support your own position on the issue in the prompt.

The current exam is fully digital in Bluebook. Section I has 45 multiple-choice questions in one hour and contributes 45% of the exam score. Section II has three essays in two hours and 15 minutes, including a 15-minute reading period, and contributes 55%. The official exam information and rubric are linked in External sources.

Turn a synthesis packet into an argument

Read the task before reading the sources. Some prompts ask whether a policy is worthwhile; others ask which factors decision-makers should consider. Those are different jobs. An essay that gives a simple yes-or-no answer may not fully address a task asking you to rank competing considerations.

Make a compact source map as you read. Record each source’s main claim, its useful evidence and any limitation that matters to your position. A chart might show a trend without explaining its cause. A personal account can illuminate an experience without showing how common that experience is. Use each source for what it actually establishes.

Group your notes by reasons, rather than by source letters. If your argument turns on cost, access and long-term consequences, those ideas can organize the essay. Two sources may support one reason, while another source challenges it. Bringing those perspectives together gives you something to explain beyond a sequence of separate summaries.

Keep your own reasoning visible when using quotations or paraphrases. Introduce the evidence, identify its source and explain why it changes the argument. A source citation tells the reader where information came from; commentary tells the reader why that information matters to your claim.

For synthesis practice, open the pages after the question as well. The first page contains the task and source list; the actual texts, graphs or images can span several later pages. Avoid planning from the source titles alone. The 2016 packet is flagged because Sources C and F are omitted in the publisher’s release, so choose a complete packet when you want an uninterrupted timed exercise.

Connect rhetorical choices to an audience and purpose

Before naming a technique, establish the situation. Who is speaking or writing? To whom? What event, problem or opportunity prompts the text? What does the writer want the audience to understand, believe, feel or do? Use the introductory information and the passage together.

Select choices that help explain how the message develops. An anecdote might establish a relationship with the audience before the writer makes a demanding request. A contrast can expose a contradiction. Repetition can give a sequence of examples cumulative force. The useful analysis is specific to the passage, rather than a claim that a technique always produces the same effect.

Trace the movement of the text. Consider where the writer changes tone, shifts from an individual experience to a wider issue, or anticipates a possible objection. These changes can provide a stronger structure for your essay than three disconnected paragraphs labelled with rhetorical terms.

Do not assume you must agree with the writer to analyze the argument accurately. Your task is to explain the choices in the text and their relationship to its purpose. Distinguish an intended effect from a result you cannot prove: the text may invite an audience to reconsider a belief without demonstrating that every listener did so.

Support an argument with evidence you can explain

Read the exact claim in the prompt and decide where you stand. A qualified position can be useful when a claim holds in some circumstances but breaks down in others. State those circumstances clearly. Saying that both sides have good points gives the reader little direction unless you explain the principle that determines your judgment.

Choose examples you know well. A precise account of one relevant event is more useful than several famous names with no explanation. Evidence can come from reading, observation or experience when it fits the task. Do not invent a statistic, quotation or historical detail to make a paragraph sound authoritative.

After giving an example, explain the connection that a reader might otherwise have to supply. What does the example demonstrate? How does it support this paragraph’s claim? How far can that conclusion reasonably extend? The explanation should move your argument forward, rather than repeat the thesis with different words.

Use counterarguments where they sharpen the position. A serious objection may reveal a limitation, a tradeoff or a distinction you need to address. A weak opposing view that is easy to dismiss rarely adds much. You can acknowledge a real difficulty and still defend a clear judgment.

Use the scoring rubric to choose a revision target

The analytic rubric effective fall 2019 has three scoring rows, adding to six points per essay. Use this overview to orient your review, then open the matching scoring guide and official decision rules. An essay’s six-point score is separate from the final AP exam score of 1–5.

Current essay scoring overview
Scoring rowPointsWhat to review
Thesis0–1A defensible response to the actual task
Evidence and commentary0–4Relevant evidence and explained connections that sustain the reasoning
Sophistication0–1Thoughtful handling of complexity, context or persuasive choices
Total0–6A guide to the next revision, not a direct AP-score conversion

The evidence requirements differ by task. Synthesis draws on the provided sources; rhetorical analysis needs precise attention to the passage’s choices; argument requires support for your own position. Sophistication is not an automatic reward for long sentences or an elaborate introduction. Consult the complete criteria before assigning a score.

Read historical papers on their own terms

The collection includes tasks written under older exam formats. Papers before 2007 do not follow today’s synthesis, rhetorical analysis and argument sequence. Even later versions can change the order: in 2007 Form B, the argument prompt is Question 2 and the rhetorical analysis is Question 3. The finder labels the actual task and keeps the number printed in the original.

Some older tasks combine purposes. The 2004 Form B Question 2 asks students both to analyze an essay’s argument and to evaluate it for their own time. It has a separate historical task label so you can choose it deliberately. It is useful practice, but it should not be mistaken for a standard current rhetorical analysis prompt.

Older scoring guides use a nine-point holistic scale. Read their commentary for insight into the quality of reasoning and writing, while keeping the scoring system distinct from the current six-point rubric. Match the year and version before pairing a question with a sample response.

A focused practice and review routine

  1. Choose a manageable target. Work on a thesis, a source comparison, a paragraph of commentary or a full timed essay. Select a question that makes that skill necessary.
  2. Read every part of the task. Note the type of response, the evidence available and the context. For synthesis, continue through the complete source packet.
  3. Plan the reasoning. Write the central position and the claims that support it. Check that each planned paragraph has a distinct job.
  4. Draft and reread. Reserve time to clarify relationships between ideas and to correct sentences that make the argument difficult to follow.
  5. Review with matching materials. Use the same year and version of the guide. Compare your work with the criteria before reading student samples and their commentary.
  6. Revise, then transfer. Improve one weak section and try a new prompt requiring the same skill. Record the change that made the explanation clearer.

Student samples show assessed writing and can contain weaknesses or mistakes. Read the commentary alongside them instead of treating a sample as a model to memorize. Chief reader reports help identify recurring difficulties; score distributions describe a group of candidates and do not predict the result of an individual practice essay.

Use AP tutoring for help with reading, planning and essay structure, and the AP exam timetable guide to organize revision. For related practice, explore AP English Literature past papers or the AP Statistics question finder.

A LITTLE MORE CLARITY

Questions about AP Language past papers

Choose the correct version, understand the archive and review your writing with care.

Tell us about your needs
How do I open a specific AP English Language question?

Select Open question in the finder. The original Drive PDF opens in a popup at the physical page and position where that question begins. For synthesis, use the page controls to read every source that follows. The close button or Escape returns you to the question list.

What is included in this past-paper collection?

There are 34 three-question free-response papers, three separate 2020 rhetorical analysis prompts, and 242 PDF resources altogether. The finder contains 105 prompts. The library includes the supplied scoring guides, student samples, commentary, reader reports and score information. These are released free-response sections, not full exams containing multiple-choice papers.

Are Questions 1, 2 and 3 always synthesis, rhetorical analysis and argument?

That is the current order, but the historical papers do not always follow it. Papers before 2007 have different combinations of tasks. In 2007 Form B, Question 2 is argument and Question 3 is rhetorical analysis. The 2004 Form B Question 2 combines analysis with evaluating an argument. The finder preserves the printed question numbers and labels the actual tasks.

Why is a paper found in the 2020 folder listed under 2012?

Its original cover identifies it as the 2012 exam. It is therefore listed with the 2012 scoring materials. The source file remains in its original Drive location. The actual 2020 documents are three separate rhetorical analysis prompts, each with its own version label and marking materials.

Who speaks in the three 2020 prompts?

D2 features Claudia “Lady Bird” Johnson paying tribute to Eleanor Roosevelt. I1 features Ronald Reagan honoring John F. Kennedy; Kennedy in the version label is the subject of the tribute, not its speaker. I2 features Barack Obama delivering a eulogy for Ted Kennedy. Use the exact version when choosing commentary or samples.

Why are two sources missing from the 2016 synthesis question?

The released 2016 Question 1 PDF contains permission notices in place of Source C by Michael Erard and Source F by Paul Cohen. The row is flagged before you open it. Read the remaining original material, obtain authorized copies of the omitted texts through a school or library, or choose another complete source packet for a timed session.

Are there any gaps in the supplied archive?

The 2002 folder has scoring commentary only, and the 2017 folder has scoring materials and samples without a standalone question paper. The 2019 folder has no separate scoring-guidelines file. For 2026, only the question paper was supplied. These limits are marked in the library; the official release page is linked in External sources.

Can I use older scoring guides for the current exam?

Match the year and version first. Older guides use a holistic nine-point scale. The analytic rubric effective fall 2019 uses a six-point scale for thesis, evidence and commentary, and sophistication. Older commentary can inform revision, but a historical nine-point score cannot be directly converted into a current six-point essay score or an AP score of 1–5.

ORIGINAL FILES & REFERENCES

External sources

External links are collected here at the end of the page. The reader opens the original PDFs from the supplied Drive folder. OnlyPrepy’s question descriptions and skill labels are independently written. Collection checked 26 September 2026.

AP® is a trademark registered by the College Board, which is not affiliated with and does not endorse OnlyPrepy. Original papers and scoring materials retain their publisher’s copyright notices.

AP English Language PDF

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