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Unit 1 · Topic 1.2

1.2 Exigence and purpose: why a writer writes

Exigence is the problem, event or need that pushes a writer to respond at a particular moment. Purpose is what the writer hopes the text will accomplish. Get both right and you can explain almost every choice in a passage.

Key terms

  • exigence
  • purpose
  • occasion
  • call to action

Exigence: the spark

Exigence answers the question "Why write this now?" It's the event, problem or need that made the text necessary. A war, a new law, a public scandal, a rumor, a letter that demands an answer, even a broken promise can all be exigences.

A useful test: imagine the text was written a year earlier. If it wouldn't make sense, you've probably found the exigence, because the text depends on something that just happened.

Purpose: what the text is supposed to do

Purpose is the writer's goal. Writers can have more than one, though one usually leads. Say it with a strong verb and a specific target. "To persuade" is almost always too vague, because nearly every text in AP Lang persuades. Persuade whom, of what, and to do what?

Vague purposePrecise purpose
To informTo warn parents that a new app collects their children's location data
To persuadeTo convince discouraged soldiers that the hardest moment of the war is worth enduring
To honorTo honor the dead by asking the living to finish the work they started

Exigence, occasion and purpose

The occasion is the event or setting where a text appears, such as a graduation, a funeral, a newspaper's opinion page or a congressional hearing. The exigence is the need behind it. The purpose is the goal. At the Gettysburg cemetery dedication, the occasion was the ceremony, the exigence was the enormous loss of life in an unfinished war, and the purpose was to recommit the North to winning.

Some texts have no formal occasion at all. Thomas Paine's first "American Crisis" essay was printed in December 1776, when George Washington's army had lost New York, retreated across New Jersey, and faced enlistments that would run out at the end of the year. That crisis was the exigence. Paine's purpose was to stop the collapse in morale and keep soldiers and citizens committed to the cause.

Calls to action

Many purposes end in a call to action: a direct request that the audience do something. Look for commands ("Stand firm"), "let us" statements, and sentences with "must" or "should." When a passage has a call to action, it's strong evidence of the writer's main purpose, and it's often found near the end.

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Finding exigence and purpose in Paine

    Thomas Paine wrote the first "American Crisis" essay in December 1776, as Washington's army retreated and many soldiers were about to go home. It begins: "These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman." Identify the exigence and a precise purpose, and explain how the opening serves that purpose.

    Show the solution
    1. Step 1: Exigence: the army's string of defeats and the danger that soldiers would leave when their enlistments ended. The opening even names it: "this crisis."
    2. Step 2: Purpose, said precisely: to persuade wavering soldiers and civilians to stay committed to the war at its lowest point.
    3. Step 3: Look at the choice. Paine sorts people into two groups. "Summer soldier" and "sunshine patriot" describe people who only show up when things are easy. The person who "stands it now" earns everyone's love and thanks.
    4. Step 4: Explain the effect: nobody wants to be the summer soldier, so the sorting puts pressure on readers to prove they're the other kind, which is exactly what Paine needs.

    Answer: Model paragraph: Writing as Washington's army retreated and enlistments ran out, Paine needed to keep discouraged Americans from giving up. He opens by naming the moment a test, "the times that try men's souls," then splits his readers into two groups: the "summer soldier" and "sunshine patriot" who disappear when conditions turn hard, and the one who "stands it now." Because the first group sounds cowardly and the second earns "the love and thanks of man and woman," Paine makes staying in the fight a matter of personal honor at the very moment soldiers were tempted to leave.

Common mistakes

  • Writing "the purpose is to persuade." Say who is being persuaded, of what, and to do what.
  • Naming the topic as the exigence. "War" is a topic; "the army's retreat in December 1776 and soldiers about to go home" is an exigence.
  • Assuming a text has only one purpose. A speech can mourn and motivate at once; say which purpose leads and how the others support it.

On the exam

  • "The primary purpose of the passage is to..." is a common multiple-choice question. Eliminate answers that fit only one paragraph or that use a verb too strong or too weak for the passage.
  • In the rhetorical analysis essay, a thesis with a precise purpose ("to shame wavering soldiers into staying") gives every body paragraph something specific to explain.

Connected topics

Videos

Check yourself

4 questions on 1.2 Exigence and purpose: why a writer writes. Pick an answer to see if you got it, and why.

Paragraph 1
Fellow-Citizens—Pardon me, and allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings, resulting from your independence to us?
Paragraph 2
But, such is not the state of the case. I say it with a sad sense of the disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you this day rejoice, are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought life and healing to you, has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day? If so, there is a parallel to your conduct. And let me warn you that it is dangerous to copy the example of a nation whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrecoverable ruin!
Paragraph 3
My subject, then, fellow-citizens, is AMERICAN SLAVERY. I shall see this day and its popular characteristics from the slave’s point of view. Standing there, identified with the American bondman, making his wrongs mine, I do not hesitate to declare, with all my soul, that the character and conduct of this nation never looked blacker to me than on this Fourth of July.

Frederick Douglass, a formerly enslaved abolitionist and newspaper editor, speech at an Independence Day gathering in Rochester, New York, July 5, 1852, to which he had been invited as the speaker. From the extract printed in Douglass, My Bondage and My Freedom (1855). Some text is omitted between paragraphs 1 and 2 and between paragraphs 2 and 3.

Question 1 of 4

Which of the following best describes the exigence for Douglass's speech?

Question 2 of 4

Douglass's main purpose in the passage as a whole is to

Paragraph 1
(1) Good evening, members of the council. (2) My name is Maya Ortiz, and I am a junior at Ridgeview High School. (3) Every school morning, I cross Larkin Avenue with about two hundred other students who walk from the apartments on the east side. (4) There is no crosswalk, no signal and no crossing guard between Fifth Street and the school's front gate.
Paragraph 2
(5) Last month, a driver swerved to miss a freshman who had stepped into the road between parked cars. (6) Nobody was hurt, but several of us saw it happen, and none of us has forgotten it. (7) Since the Larkin Commons apartments opened in August, the number of students walking this route has grown, and traffic has grown with it. (8) According to the city's own traffic count, about 640 cars pass the school between 7:15 and 8:00 a.m.
Paragraph 3
(9) I am asking the council to install a marked crosswalk with flashing signs at Larkin Avenue and Sixth Street. (10) The city's transportation office estimates the cost at about $38,000. (11) Many of you have children or grandchildren who walk to school, so you know how much a safe route matters. (12) Personally, I think the council has ignored the east side of town for years. (13) Thank you for considering this request.

Written for this practice set: a student's draft of a short speech for the public-comment period of a city council meeting.

Question 3 of 4

The writer wants to add a sentence at the end of paragraph 2 to show the council why the problem is becoming more urgent. Which choice best accomplishes this goal?

Question 4 of 4

Which of the following best describes the main purpose of paragraph 3?

0 of 4 answered