AP English Language and Composition Quiz: Write A Defensible Thesis Requiring Proof

Read the student passage and answer the question that follows.

A restaurant group is urging the state to raise the tipped minimum wage, arguing that customers should not be responsible for making sure workers earn enough. Servers are divided: some say tips can be great on busy nights, while others say income is unpredictable and depends on bias from customers. A state labor report notes that in counties with more tourism, average tipped wages are higher, while in rural counties, tipped workers report more weeks where they earn below a living wage.

Tipping is treated like a tradition, but traditions can hide unfairness. When pay depends on customers, workers' income depends on things they can't control: weather, slow seasons, and even whether a customer is in a generous mood. That unpredictability makes it hard to budget. It also invites bias, because studies and personal experiences suggest that some workers are tipped less based on race, gender, or accent.

Raising the tipped minimum wage wouldn't eliminate tipping, but it would create a floor so workers aren't punished for slow shifts. Restaurants argue prices will rise, but prices already rise when customers tip; the difference is transparency. If a meal costs more because workers are paid fairly, customers can see that cost upfront instead of playing a guessing game at the end. A higher base wage would make service work more stable without banning tipping for people who still want to reward great service.

Which version of the thesis best reflects the argument developed in the passage?

Read the student passage and answer the question that follows.

A county is debating whether to install surveillance cameras in all school hallways. The sheriff says cameras deter fights and vandalism and provide evidence when incidents occur. A student privacy group argues constant monitoring normalizes surveillance and could be misused. The district's discipline report shows that most fights happen in two hallway "hot spots" near the cafeteria and the gym, and vandalism is most common in bathrooms (where cameras cannot be installed).

Cameras feel like an easy solution because they are visible and can be bought with a one-time budget decision. But safety is not only about catching students after something happens; it's about preventing conflict. If most fights happen in specific hot spots, installing cameras everywhere is like using a floodlight when you only need a flashlight. It also sends the message that students are suspects first and learners second.

That doesn't mean cameras are never useful. In limited areas where incidents repeatedly occur, cameras could help staff respond and could discourage some behavior. But the county should prioritize adult presence, conflict mediation programs, and better supervision during transitions. Cameras can be a tool, not a philosophy. If the district invests in relationships and routines, it will get more safety than it will from a wall of screens.

Schools should be safe, and cameras might help.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

After several incidents of students using AI chatbots to generate essays, a university is debating whether to ban AI tools entirely. The provost claims that allowing AI will "destroy academic integrity," while a computer science professor argues that AI is now a workplace reality and students need guidance, not fear. In a pilot program in one department, instructors allowed AI for brainstorming if students documented prompts; plagiarism cases dropped slightly, but grading time increased because instructors checked documentation.

The panic around AI often assumes students are either cheating or being perfectly honest, when the real world is messier. Students already use tools like spellcheck and grammar suggestions, and those didn't end education. The difference is that AI can produce whole paragraphs, which makes it tempting to submit work that isn't really yours. Still, pretending AI doesn't exist won't work. If a university bans AI completely, students will use it secretly, and professors will spend even more time policing.

Instead, universities should define acceptable uses, like brainstorming, outlining, or revising sentences, and require transparency about how AI was used. That policy would keep the focus on learning while acknowledging reality. It also gives instructors a shared standard, so students aren't confused by wildly different rules across classes. The goal should be to teach students how to think and write, not to wage a losing battle against technology.

Which version of the thesis best reflects the argument developed in the passage?

Read the student's draft paragraph and answer the question.

Our school is considering moving the start time from 7:20 a.m. to 8:30 a.m. Teachers say first period is full of half-asleep students, and research on teenagers' circadian rhythms suggests early mornings are especially tough. Still, families worry about childcare for younger siblings, and some students rely on after-school jobs or sports schedules that would shift later. The transportation department also says later start times could require more buses, raising costs. But when a nearby district delayed its start time, it reported fewer tardies and less first-period disruption, even though it had to adjust practice times. The question isn't whether sleep matters—it's how to balance sleep with logistics. School schedules affect students. A later start time is worth adopting if the district also coordinates with community partners (sports leagues, employers, and childcare programs) to reduce the burden on families.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

A school is considering moving the start time from 7:20 a.m. to 8:30 a.m. Supporters cite research that teenagers' circadian rhythms make early mornings difficult and claim later starts improve attendance. Opponents worry about after-school sports, parents' work schedules, and bus routes shared with middle and elementary schools. In a neighboring district that shifted to 8:30, first-period tardies dropped 23%, but the district had to spend more on transportation because it added one bus run.

The start-time debate often becomes a battle between "science" and "real life," but both matter. Teenagers are not just being lazy when they struggle at 6 a.m.; many are biologically wired to fall asleep later. When school starts too early, students show up exhausted, which affects learning and mood. A later start could reduce tardies and make first period more productive.

Still, changing the schedule impacts families. If parents rely on older siblings to watch younger kids after school, a later dismissal could cause childcare problems. Sports practices might run later, and some students have jobs. That's why the school should not pretend a later start is free. If leaders shift the start time, they should also adjust bus routes carefully and provide after-school study spaces so students who need to stay on campus can do homework or wait safely.

Starting school later could be beneficial.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

A city is considering a "free fares" policy for all public buses. A budget memo estimates it would cost $6 million annually in lost fare revenue, but the transit department argues it would save money on fare enforcement and speed up boarding. A community group says free buses would help low-income residents access jobs and reduce car traffic. Critics say the policy would attract "the wrong crowd" and lead to more disorder on buses.

When people argue about free public transit, they often focus only on money, as if buses are just a business. But transit is also a public service, like libraries. If we want people to get to work reliably, the system has to be simple and accessible. Fares create friction: people dig for change, cards don't scan, and drivers become referees. Free fares could reduce conflicts and make routes faster, which benefits everyone riding.

However, free fares won't automatically fix transit. If buses are infrequent and unreliable, people with cars will still drive. The city should pair free fares with investments in frequency and safety, like better lighting at stops and more transit staff trained in de-escalation. That way, the policy isn't just symbolic; it actually improves mobility. The question isn't whether buses should "make money," but whether the city wants a transportation system that works.

Public transit is important, and the city should improve it.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

The city council is considering replacing two downtown car lanes with protected bike lanes. A local business association claims it will "kill foot traffic," while a transportation report presented at the meeting notes that on comparable streets in nearby cities, protected bike lanes increased retail visits by 8–12% over two years. The report also shows that the street currently has an average of 14 minor crashes per year, many involving turning cars and pedestrians in crosswalks.

People treat bike lanes like a culture war issue, but it should be about what makes streets work. Right now, downtown is loud and stressful, and drivers speed because the road feels like a mini-highway. When pedestrians feel unsafe, they don't linger, and when people don't linger, they don't shop. Protected bike lanes can slow traffic by narrowing the driving space and making turning movements clearer. That matters because most of our crashes happen at intersections.

Opponents say drivers will be angry and businesses will suffer, but that assumes every customer arrives by car and needs to park directly in front. In reality, many downtown customers already park in garages and walk. Plus, if more people bike, that's fewer cars competing for the same spaces. Bike lanes also signal that the city values people who aren't driving, including teenagers and seniors who may not want to navigate traffic. The goal isn't to punish drivers; it's to make the street safer and more inviting.

Bike lanes are important, and cities should consider adding them.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the following student-written argumentative passage and answer the question.

A university is debating whether to reinstate mandatory standardized test scores for admissions after going test-optional during the pandemic. The admissions office reports that applications rose 28% under test-optional policies, but the first-year retention rate stayed roughly the same. Faculty members argue that some students are arriving underprepared for college-level writing and math. Student advocates respond that test scores correlate strongly with household income and access to tutoring.

The problem is that people act like there are only two choices: tests decide everything, or tests don't exist. But admissions already uses a mix of signals: grades, course rigor, essays, recommendations, and extracurriculars. Tests are just one more signal, and like every signal, they can be misleading.

Supporters of mandatory testing say tests provide a common measure across schools. That sounds fair until you remember that "common" does not mean "equal." Students who can pay for prep courses can raise scores, and students with stable housing and quiet study space have an advantage. At the same time, grade inflation and unequal course offerings can make GPAs hard to compare.

A better approach is to use tests strategically. If a student submits a strong score, it can support their application. If they don't, the university should evaluate them based on coursework and performance in context. The university can also use placement exams after admission to ensure students get the support they need in math and writing.

Which version of a thesis statement best reflects the argument developed in the passage?

Read the student passage and answer the question that follows.

In my town, the school board is debating whether to ban student cell phones during the school day, including lunch and passing periods. At the last meeting, a teacher said she spends "ten minutes per class" reminding students to put phones away, while a student representative argued that phones are necessary for coordinating rides and checking grades. The board also shared a short survey from the high school: 62% of teachers reported phones are a "major distraction," but 71% of students reported that phones help them "manage responsibilities."

Phones are obviously everywhere, so it makes sense that schools are struggling to figure out what to do. Some adults act like banning phones will magically fix everything, but the truth is that school is complicated. Students use phones for schedules, messaging parents, and even taking pictures of homework. At the same time, anyone who has walked into a classroom knows that notifications can pull attention away instantly, and once one student is on a phone, others follow. Even at lunch, phones can isolate people who might otherwise talk.

Still, banning phones all day treats students like they can't make decisions. High school is supposed to prepare people for life, and in life you have to manage distractions. If the school bans phones during lunch and passing time, students will just hide them, which creates a cat-and-mouse game with teachers. A better approach would be teaching phone etiquette and setting clear rules for class time, like phone caddies or "screen-down" expectations. Also, if students truly need to coordinate rides, a total ban could cause real problems after sports or jobs.

Overall, cell phones affect students in many ways, and schools should think carefully about phone rules.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the following student-written argumentative passage and answer the question.

A state legislature is debating whether to restrict minors under 16 from using social media without verified parental consent. Supporters argue the restriction would protect mental health and reduce exposure to harmful content. Opponents argue it would raise privacy concerns, be difficult to enforce, and could block teens from supportive communities. A pediatrician testified that she sees more patients reporting sleep problems linked to late-night scrolling. A student speaker argued that social media is also where teens organize clubs, find tutoring videos, and connect with peers when they feel isolated.

It's tempting for adults to treat social media like a single villain, but the reality is more complicated. Social media can be harmful, especially when algorithms push endless content and make it hard to stop. At the same time, banning teens from platforms doesn't erase the reasons they go there in the first place.

If the state requires parental consent, it should be careful not to turn the policy into surveillance. Some teens have parents who are supportive and involved; others don't. A strict consent rule could cut off access to information for teens in unsafe homes or teens who need anonymous support.

The better solution is to focus on design and use, not just age. The state can require default time limits for minors, stronger nighttime "quiet mode" settings, and transparency about how recommendation algorithms work. Schools can also teach digital literacy so students understand how feeds are designed to keep them scrolling.

Which thesis statement would best complete the passage?

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Read the student's draft paragraph and answer the question.

Our state is debating whether to require a full year of personal finance for high school graduation. People who oppose the requirement say students already have too many mandates and that adding another class will crowd out electives like art or career-technical courses. But the reality is that many seniors sign student-loan forms without understanding interest, and plenty of graduates move out without knowing how credit scores affect rent deposits. A teacher at my school tried a six-week budgeting unit in economics and said students were shocked by how quickly small subscriptions add up. Of course, a finance class can become useless if it's just worksheets; it needs real-life practice like comparing phone plans, reading pay stubs, and discussing predatory lending. Students should learn about money. A graduation requirement makes sense only if the course is practical and flexible—allowing students to meet it through a stand-alone class or an applied unit in existing courses.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student's draft paragraph and answer the question.

In my school district, the board is debating whether to ban smartphones during the school day. Students argue that phones help them coordinate rides, check grades, and stay safe; teachers argue that notifications derail attention and that policing phone use wastes class time. Last semester, my history teacher tried a "phones in backpacks" rule and said discussions improved, but other teachers admitted they gave up enforcing rules because constant reminders turned them into "security guards." Meanwhile, the principal reported that hallway conflicts sometimes start when students record each other, but the counseling office also noted that some anxious students use phones to text a parent during panic episodes. The district wants one policy for all schools, even though the elementary, middle, and high schools have different needs. Overall, phones are a big issue in schools today. If the board wants a rule that is fair and enforceable, it should focus less on punishing students and more on creating predictable routines: clear times when phones must be away, specific exceptions for health plans, and consistent consequences that don't require teachers to argue in the middle of instruction.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

A school district is debating whether to replace most paper worksheets with digital assignments on district-issued laptops. The superintendent argues that digital work saves money on printing and lets teachers give faster feedback. A parent group worries about screen time and notes that last year, 18% of students reported headaches "often" during the school week. Teachers are split: some like auto-graded quizzes, while others say students write less thoughtfully when typing quickly.

Technology can help learning, but it can also make school feel like a never-ending scroll. Digital assignments are convenient because students can't lose them as easily, and teachers can comment quickly. But convenience isn't the same as quality. When everything is on a screen, students are tempted to switch tabs, and reading long passages online can encourage skimming instead of deep focus. Also, screens can cause fatigue, especially when students already spend hours on devices after school.

The district doesn't have to choose between "all paper" and "all digital." For math practice or quick checks, digital tools can be efficient. For essays, annotation, and complex reading, paper still has advantages because it slows students down in a good way. If the district goes mostly digital, it should build in screen breaks and offer print options for families who want them. Otherwise, we'll save money but lose something harder to measure: attention.

Which thesis statement would best complete the passage?

Thesis:  

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A state legislature is considering a bill that would require all high school students to complete 50 hours of community service to graduate. Supporters say it builds character and helps nonprofits. Opponents argue it unfairly burdens students who already work jobs or care for siblings. In testimony, one nonprofit director said volunteers are helpful but need training, and a student said she would have to quit her weekend job to meet the requirement.

Community service sounds like an easy win because helping others is good. But a requirement changes the meaning of volunteering. When service is forced, students may focus on getting a signature, not actually learning anything. Also, not all students have the same free time. Some students have transportation, flexible schedules, and parents who can drive them to volunteer sites. Others are balancing work, sports, or family responsibilities. A universal requirement pretends everyone's life is the same.

That doesn't mean schools should ignore civic engagement. Schools can partner with local organizations to offer service opportunities during the school day or through class projects, which would reduce the transportation problem. They can also allow paid work or family caregiving to count as "service" in a broader sense, since those responsibilities contribute to the community too. A better policy would encourage service without punishing students who are already stretched thin.

Community service is good for society, and schools should promote it.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student passage and answer the question that follows.

A principal is deciding whether to remove classic novels from the required 10th-grade reading list and replace them with contemporary young adult (YA) books. Some teachers argue classics build cultural literacy and challenge students with complex language. Some students argue the classics feel irrelevant and that they read more when texts reflect their lives. In a small trial, one teacher swapped one classic for a contemporary novel and reported higher completion rates, but another teacher said class discussions became more "surface-level."

The argument about classics versus contemporary books usually turns into a false choice. Classics can be valuable, but value isn't automatic just because a book is old. If students can't access the language or context, they may memorize plot points without really engaging. On the other hand, contemporary YA can hook students and build confidence, but if the curriculum only chases what is easy, students may miss the chance to stretch their reading skills.

A smarter solution is not to "cancel" classics but to redesign the list. Keep some classics, but pair them with contemporary texts that echo similar themes, so students can build connections and discuss ideas across time. Also, teachers should have flexibility to choose titles that fit their students, rather than forcing the same book in every classroom. Reading should be rigorous, but it should also feel like it matters.

Which thesis statement would best complete the passage?

Thesis:  

Read the passage below, then answer the question.

Our cafeteria recently replaced most of the plastic utensils with compostable ones, and the change set off a surprisingly intense argument. Some students complained that the new forks bend too easily and that the whole thing is "performative." A few teachers praised the school for "saving the planet." The truth is probably somewhere in the middle.

It's easy to mock small environmental changes because they don't solve climate change. But schools are one of the few places where habits are formed at scale. If thousands of students use fewer single-use plastics each day, that does reduce waste. More importantly, it makes sustainability visible and normal, not just something people talk about in documentaries.

However, switching utensils can't be the end of the conversation. If the compostable forks end up in the regular trash because the school doesn't have clear bins and pickup systems, then the change is mostly symbolic. The school should pair any "green" product swap with infrastructure: labeled bins, student education, and a contract that ensures compost actually gets processed. Otherwise, students learn the wrong lesson—that environmentalism is about buying a different product, not changing systems.

This is why I don't think the utensil debate is trivial. It's a test of whether the school wants real sustainability or just good PR. Small choices can matter, but only when they're connected to a plan.

Which thesis statement would best complete the passage?

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My state is considering a law that would require paid parental leave for most workers. Critics say small businesses can't afford it and that the government shouldn't interfere with private employment contracts. But supporters argue that the current system forces many parents—especially hourly workers—to return to work days after a birth, which can harm health and increase turnover. A manager at a restaurant near my house said training new employees is expensive, and that workers who feel supported are more likely to stay. Even so, a one-size-fits-all rule could hurt the very businesses that keep local economies alive. A better approach would share costs, perhaps through a state insurance fund, and would allow partial leave or gradual return schedules. Families deserve support. The state should pass paid leave that is funded through a shared insurance model and scaled for small businesses so that the policy improves public health without pushing employers into layoffs.

Which revision of the bolded thesis statement would make the argument more defensible?

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The cafeteria at my school is testing a "meatless Monday" menu to reduce costs and environmental impact. Some students complain that vegetarian options are "not filling," and athletes worry they won't get enough protein. However, the food service manager says beans, eggs, yogurt, and tofu can provide protein at a lower price than beef, and that the school can redirect savings to fresh produce the rest of the week. There's also the question of choice: students don't like being forced into a single menu, but the cafeteria already limits options based on supply. If the goal is to build healthier habits, the school should avoid preaching and instead make the meatless meals genuinely appealing—seasoned well, culturally varied, and paired with clear nutrition information. Food choices matter. The pilot program should continue, but only if student feedback shapes recipes and if the school provides enough high-protein alternatives to keep participation high.

Which revision of the bolded thesis statement would make the argument more defensible?

Read the student's draft paragraph and answer the question.

A local news story claimed that "remote work is ruining productivity," and my classmates immediately repeated it as if it were a fact. But the article mostly relied on quotes from executives who miss seeing employees at desks, not on data about completed projects. In my own experience, remote work can make it easier to focus because there's less commuting and fewer random interruptions, yet it can also blur boundaries so people answer emails late at night. For some jobs, collaboration is smoother in person; for others, online tools work fine. The real problem is that companies often treat remote work as a perk instead of a system: they don't train managers, they don't set communication norms, and they don't measure outcomes clearly. Remote work has changed society. Instead of arguing about whether remote work is "good" or "bad," employers should build policies that protect focus and well-being, such as meeting-free blocks, clear response-time expectations, and hybrid schedules based on job tasks.

Which revision of the bolded thesis statement would make the argument more defensible?

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Our school's English department is debating whether to keep teaching whole-class novels or to switch mostly to short excerpts and independent reading. Teachers who favor excerpts say it allows more diverse voices and avoids spending months on one book that some students don't finish. Others argue that students need practice sustaining attention and building deeper interpretations over time, which is harder with disconnected passages. In my class, the best discussions happened when we had time to track themes across chapters, but I also admit that the book list hasn't changed much in years. A compromise could involve one shared novel per semester paired with student-choice book clubs and a wider range of shorter texts. Reading is important in school. The department should keep at least one whole-class novel to teach sustained analysis while expanding choice-based reading and excerpts to increase relevance and representation.

Which revision of the bolded thesis statement would make the argument more defensible?