Identify and Describe Exigence
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AP English Language and Composition › Identify and Describe Exigence
Read the following passage, then answer the question.
Last year, our university promised that “no qualified student will be turned away for financial reasons.” This week, hundreds of students received emails announcing a new “housing guarantee fee”: $1,200 due within ten days to hold a dorm assignment. Administrators call it a “deposit,” but it is nonrefundable and charged even to students on full need-based aid. The message arrived after most students had already committed and declined other offers, a fact the university surely understands. For commuters, the fee is irrelevant; for out-of-state students, it is a barrier disguised as paperwork. If the university needs revenue, it should be honest and seek it through transparent budgeting, not surprise charges that punish the very students its slogans claim to protect.
The author is responding to which situation or problem?
The author’s purpose of pressuring the university to provide more dorms and improve campus housing quality
A sudden, nonrefundable housing fee imposed with a short deadline after students have already committed
The high cost of college in general and the stress it places on students nationwide
The risk that students may lose trust in the university’s messaging and recruitment materials
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a sudden, nonrefundable housing fee imposed by the university with a short deadline, charged after students have already committed and affecting even those on full aid. This fee is presented as a barrier disguised as a deposit, contradicting the university's promise that no qualified student would be turned away for financial reasons. The timing and nonrefundable nature exploit students who have declined other offers, punishing those the institution claims to protect. A common distractor, such as choice A, confuses the exigence with the broad issue of high college costs, but it misses the specific, recent fee as the direct prompt for the author's argument. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
Our city’s new “clean streets” ordinance sounds harmless until you read the fine print: it makes it illegal to distribute free food in public parks without a permit, and the permit is only available twice a year through a lottery. The mayor’s office insists this will “reduce litter,” but the timing is telling. The rule arrived two weeks after volunteers began serving dinners near the transit station, where the number of people sleeping outside has visibly risen since the shelter cut beds for renovations. I have watched police officers tell volunteers to pack up while trash cans overflow from nearby takeout restaurants that face no new restrictions. If officials truly want cleaner parks, they can add bins and pickups. What this ordinance actually accomplishes is moving hunger out of sight, and it does so by threatening the very neighbors trying to help.
The exigence prompting the passage is…
A recent rise in homelessness and hunger that has become more visible near the transit station
The city’s passage of a permitting rule that effectively restricts public food distribution by volunteers
The possibility that parks will become less welcoming if litter continues to accumulate
The author’s aim to convince readers that volunteering is morally admirable and should be praised
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to the city’s passage of a permitting rule that effectively restricts public food distribution by volunteers, making it illegal without a hard-to-obtain permit and targeting efforts to help the homeless near the transit station. The ordinance is criticized for its timing, arriving shortly after volunteers began serving dinners amid rising homelessness due to shelter renovations, and for hypocritically ignoring litter from other sources like takeout restaurants. The author argues that this rule hides hunger rather than addressing litter, threatening compassionate community actions. A common distractor, such as choice A, mistakes the exigence for a general rise in homelessness, but it overlooks the specific new rule as the immediate catalyst for the author's writing. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
After the wildfire, our county promised that rebuilding would be “resident-led.” Now the planning commission is considering an emergency zoning change that would allow developers to purchase burned lots and construct short-term rental clusters with minimal review. Officials argue that tourism revenue will “stabilize the tax base,” but residents are still fighting insurance delays and living in trailers on relatives’ land. In community meetings, people ask for streamlined permits to rebuild their own homes; instead, they are offered glossy slides about “market opportunities.” If the county wants recovery, it should prioritize permanent housing and local ownership—not fast-tracked projects that turn a disaster zone into an investment portfolio.
The exigence prompting the passage is…
The author’s purpose of persuading readers that tourism is harmful to communities
The wildfire itself and the general challenge of recovering from natural disasters
The potential consequence that the county’s identity may shift toward tourism and away from year-round residents
A proposed zoning change that could accelerate developer-built short‑term rentals while residents struggle to rebuild
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a proposed zoning change that could accelerate developer-built short-term rentals on burned lots after a wildfire, prioritizing tourism revenue over resident-led rebuilding. This change comes while residents face insurance delays and temporary housing, contradicting promises of resident-focused recovery and favoring fast-tracked investor projects. Community meetings reveal a demand for streamlined permits for locals, not market opportunities for outsiders. A common distractor, such as choice A, mistakes the exigence for the wildfire itself, but it overlooks the specific zoning proposal as the direct prompt for the critique. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
The district’s new “advanced pathway” promises to open doors, but its entry requirements close them first. To qualify for accelerated math in middle school, students must score in the top 10% on a single spring benchmark test and submit a parent-signed application by a deadline that falls during the busiest week of the school year. Families who speak languages other than English received the form two weeks late, after translation. Counselors say students can “always move up later,” yet the sequence makes later entry nearly impossible without summer courses many cannot afford. A program designed to expand opportunity should not depend on perfect timing, one test, and a parent who has the time and confidence to navigate paperwork.
The exigence prompting the passage is…
The existence of accelerated math programs and the topic of academic tracking in schools
The possible long‑term consequence that some students will miss out on advanced courses in high school and college credit
A newly implemented set of restrictive entry rules and deadlines that may exclude students from the advanced pathway
The author’s purpose of arguing that all students should be placed in the same math class regardless of readiness
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a newly implemented set of restrictive entry rules and deadlines for an advanced math pathway, requiring top test scores and timely applications that disadvantage non-English-speaking families and others. These requirements make later entry difficult without costly summer courses, closing opportunities under the guise of expansion. The program is critiqued for depending on perfect timing and parental navigation rather than true accessibility. A common distractor, such as choice A, mistakes the exigence for the existence of tracking programs, but it lacks the specificity of the new restrictive rules as the prompt. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
Our town council is poised to approve a contract that would replace the public library’s front desk staff with a video kiosk monitored from another city. Supporters call it “modernization,” but the proposal reads like a cost-cutting experiment performed on the people who most rely on in-person help: seniors who need assistance with online forms, parents applying for benefits, and students without quiet places to study. The council insists “most questions can be answered by the website,” as if the point of a library were merely to retrieve a password. Last week, during the public comment period, a veteran asked who would help him navigate disability paperwork; the contractor’s representative suggested he “schedule a virtual appointment.” A community hub cannot be outsourced without losing what makes it a community.
The author is responding to which situation or problem?
The broad trend of technology changing how people read and access information
A pending council decision to replace in-person library staff with a remotely monitored kiosk
The author’s goal of celebrating libraries as community spaces and encouraging more people to visit them
The likelihood that vulnerable patrons will feel isolated if they cannot get help with forms and services
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a pending council decision to replace in-person library staff with a remotely monitored video kiosk, framed as modernization but effectively outsourcing community support. This proposal threatens vulnerable patrons like seniors, parents, and students who rely on human assistance for forms, benefits, and study spaces, as evidenced by public comments highlighting unmet needs. The author argues that a library's value lies in its role as a community hub, which cannot be preserved through remote technology alone. A common distractor, such as choice A, confuses the exigence with the broad trend of technology in reading, but it ignores the specific council proposal as the immediate issue. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
In the past month, my district has celebrated its “screen-free initiative” with posters of smiling students and a pledge to “restore attention.” Yet the policy that followed is less a thoughtful reset than a sweeping ban: students may not use phones at lunch, in hallways, or on buses, and teachers are instructed to confiscate devices on sight. The board’s memo cites a handful of viral fights recorded on campus, but it ignores the daily realities families navigate—after-school jobs, custody exchanges, and long commutes on buses that sometimes run late. When a snowstorm shut down roads last week, students sat for an hour without a reliable way to contact parents, because bus drivers were told not to allow “exceptions.” If the district wants fewer distractions in class, it should say so and enforce that goal where it belongs: during instruction. A policy that treats every student like a potential problem does not build focus; it builds resentment and risk.
The author is responding to which situation or problem?
A general increase in student screen time and the popularity of social media among teenagers
The author’s desire to persuade readers that schools should teach digital citizenship more explicitly
Growing resentment among students that could eventually lead to more rule-breaking and mistrust
A districtwide policy that bans student phone use in nearly all school settings, creating safety and communication concerns
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a districtwide policy that bans student phone use in nearly all school settings, including lunch, hallways, and buses, which creates safety and communication concerns for students and families. The policy is portrayed as overly broad and ignores practical realities like after-school jobs, custody exchanges, long commutes, and emergencies such as a snowstorm where students couldn't contact parents. By highlighting these issues, the author argues that the ban builds resentment and risk rather than addressing distractions effectively during instruction. A common distractor, such as choice A, confuses the exigence with a broader trend like increased screen time, but it lacks the specificity of the immediate policy implementation that prompts the author's critique. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
The state’s new water bill offers rebates for replacing lawns with drought-tolerant landscaping, a sensible idea—until you notice who is excluded. Renters cannot apply without a landlord’s signature, and homeowners must pay the full cost upfront before reimbursement arrives “within 12 to 16 weeks.” In neighborhoods like mine, where many residents rent and few have spare cash, the program functions less like conservation policy and more like a reward for people already able to invest. Meanwhile, the state continues to approve new developments with decorative fountains and watered medians, as if individual households are the only place waste occurs. If officials want meaningful savings, they must design programs that low-income residents can actually use and apply the same scrutiny to large-scale consumption.
The exigence prompting the passage is…
The potential consequence that conservation efforts will appear unfair and therefore fail to gain public support
A rebate program structured in ways that effectively exclude renters and cash-strapped households while focusing blame on individuals
The author’s purpose of encouraging readers to replace lawns and adopt drought-tolerant plants
Ongoing drought conditions and the general need for water conservation in the state
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a rebate program for drought-tolerant landscaping that is structured to exclude renters and cash-strapped households by requiring landlord approval and upfront payments. This setup rewards those who can afford initial costs while ignoring large-scale water waste from new developments, functioning more as a perk for the affluent than effective conservation. The program is critiqued for unfairly blaming individuals and failing to scrutinize bigger consumers. A common distractor, such as choice A, mistakes the exigence for ongoing drought conditions, but it overlooks the specific program's flaws as the catalyst for the argument. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
Our local hospital has begun using an AI “triage assistant” in the emergency department, and administrators are celebrating shorter wait times. But the rollout has been rushed: patients are asked to answer symptom questions on a tablet before seeing a nurse, and those who struggle with reading, vision, or language are marked “incomplete” and dropped to the back of the queue. Last Friday, I watched an older man with chest pain tap at the screen until it timed out; the system then labeled his visit “low urgency” because it lacked data. Technology can support clinicians, but it cannot replace the careful, human gathering of information—especially when the stakes are life and death. Before expanding this tool, the hospital must prove it does not systematically disadvantage the people most in need of care.
The author is responding to which situation or problem?
The widespread growth of artificial intelligence and its increasing presence in everyday life
The consequence that patients could lose trust in the hospital if they feel ignored or dehumanized
A rushed implementation of an AI triage process that may misclassify or delay care for vulnerable patients
The author’s purpose of arguing that hospitals should avoid all new technologies and return to paper forms
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a rushed implementation of an AI triage process in the emergency department that may misclassify or delay care for vulnerable patients, such as those with reading, vision, or language barriers. The system marks incomplete responses as low urgency, potentially endangering lives, as seen in the example of an older man with chest pain. While celebrating shorter wait times, the rollout lacks proof of equity and cannot replace human interaction in high-stakes settings. A common distractor, such as choice A, confuses the exigence with the widespread growth of AI, but it ignores the specific hospital implementation as the immediate issue. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
My workplace recently announced a “return-to-office reset,” requiring employees to be in the building four days a week starting next month. The email praised “spontaneous collaboration,” but it arrived the same week the company quietly ended its commuter stipend and raised parking fees. For many workers, the issue is not a dislike of colleagues; it is logistics and cost. The nearest bus line was cut last year, childcare slots are scarce, and the company has not expanded its cramped lactation room since headcount grew. Leadership insists the policy is “about culture,” yet it offers no plan to address the barriers it creates—only a warning that noncompliance will affect performance reviews. If executives want people back, they should build a system that makes returning feasible rather than punitive.
The author is responding to which situation or problem?
The author’s purpose of urging coworkers to unionize and negotiate better working conditions
A new mandate increasing required in-office days while simultaneously removing financial supports and ignoring practical constraints
The consequence that employees may receive poor performance reviews if they cannot comply
The general debate over whether remote work is as productive as in-person work
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a new mandate increasing required in-office days while removing financial supports like commuter stipends and ignoring practical constraints such as childcare and transportation cuts. The policy praises collaboration but imposes punitive measures like performance review impacts, without addressing barriers like higher parking fees or inadequate facilities. It is critiqued for being unfeasible and unfair, especially given the company's growth and lack of planning. A common distractor, such as choice A, confuses the exigence with the general remote work debate, but it misses the specific mandate and its flaws as the immediate catalyst. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.
Read the following passage, then answer the question.
The state’s new teacher-evaluation plan claims to reward “excellence,” but it reduces a year of learning to a single number pulled from standardized test growth. Under the formula, a teacher can earn high marks for students who already have stable housing and tutoring, while a colleague working with newcomers and students in foster care is labeled “ineffective” for factors no classroom can control. This would be troubling in any year; it is reckless now, when districts are already losing educators to burnout and larger class sizes. The department’s press release celebrates “data-driven accountability,” yet it offers no plan for mentoring, smaller classes, or mental-health support—only consequences. If lawmakers want better instruction, they must invest in conditions that make it possible, not punish teachers for the inequalities the state refuses to address.
The exigence prompting the passage is…
The author’s intention to argue that standardized tests should be eliminated entirely
Potential future consequences of teacher burnout, such as larger class sizes and fewer course offerings
Longstanding inequality among students’ home resources and access to tutoring
A newly adopted evaluation system that ties teacher ratings to test-score growth and threatens morale and retention
Explanation
The skill being tested here is identifying and describing exigence, which refers to the urgent situation or problem that motivates an author to write and shapes the rhetorical response. In this passage, the author is responding to a newly adopted evaluation system that ties teacher ratings to standardized test-score growth, unfairly penalizing educators for factors beyond their control like student housing instability or lack of resources. This system is especially reckless amid ongoing teacher burnout and retention issues, offering no support such as mentoring or smaller classes while emphasizing punitive accountability. The author critiques it for ignoring inequalities and failing to invest in better instructional conditions. A common distractor, such as choice A, mistakes the exigence for longstanding resource inequalities, but it lacks the immediacy of the new evaluation plan as the catalyst. To identify exigence in other texts, look for the specific event or policy that the author directly critiques, distinguishing it from broader trends or potential outcomes.