No longer do students have to prepare for argument prompts that ask them to evaluate the relationship between two ideas or to determine to what extent a statement is true. John Moscatiello is the founder of Marco Learning. Over the course of his career, John has taught more than 4, students, trained hundreds of teachers, written content for 13 test preparation books, and worked as an educational consultant in more than 20 countries around the world.
Read More. Please enter your email address or Log In to your account to be able to download these free lesson plans. Our Teachers John Moscatiello John Moscatiello has been a teacher, tutor, and author for the past 17 years. John has trained hundreds of teachers, written content for 13 test preparation books, and worked as a college admissions consultant. He then pursued graduate degrees in history from Fordham and Notre Dame, where he taught undergraduate students. He was a Fulbright scholar to Spain in Alayna Vernon is the daughter of a college professor and middle school math teacher, so it is no surprise that Alayna has chosen to be involved in the education industry.
Alayna has been a tutor for the past 14 years and an instructor for the past 5, specializing in math, science, and language arts subjects for high school students. Alayna has also been seen on-screen as a life-style model for the last 10 years and enjoys marrying this passion with that of teaching. Alayna brings her love for her students and her perspective as a mother of four with her every moment that she teaches, whether it is in the classroom or on the set of Marco Learning. Tom Richey has been teaching AP courses for 11 years.
Since , he has been helping students prepare for the AP U.
Government and Politics exams through his YouTube channel. He has published over videos, helping students with both exam content and writing. Although initially focused on helping students prepare for exams, Tom has recently focused on helping teachers understand the requirements of the exam, with a knack for breaking down labyrinthine guidelines into plain English. He completed graduate coursework in history at Clemson University and he and his family still call Clemson home over a decade later.
Please enter your email address or Log In to your account to be able to download these free study guides. Please enter your email address or Log In to your account to be able to download these free practice tests. Login Registration Lost password. In English Language , Educators. By Patrick Moscatiello. New Free-Response Rubrics Another major change to the test will be how the free-response essays are scored. Related Posts. Students use their CliffsAP textbook, their student handbook, the introductory letter for the course and other sources to create a synthesis paragraph providing information about the AP exam.
The Instructor grades the paragraph, paying special attention to citation format and the fluid incorporation of source material, before students embark upon the synthesis essay. The goal of this lesson is to create focused, arguable, complex and elegant thesis statements that answer all parts of a posed question. Students look at the successful use of concessions and qualifications in a strong thesis, along with the analysis and revision of several weak thesis statements.
The final writing assignment is a persuasive prompt responding to a passage by Ralph Waldo Emerson Discussion 5 asks students to analyze, revise and justify their revision of five thesis statements, each taken from a Lesson 1 or Lesson 2 student essay.
In preparation, they are encouraged to look back at all their instructor critiques to date and make a list of aspects of their writing that most need work. This reflection prepares them for the comprehensive revision they will do in Lesson 8. Discussion 6 is a writing workshop for Lesson 5 essays. Students study literary terms from CliffsAP and look at sample types of questions before completing a timed multiple-choice section of a past exam The process letter for this lesson is more comprehensive than usual, including not only a self-evaluation of test taking strategies and time management, but also a list of all the questions they got wrong, including a brief analysis of their error and any questions they may still have after reading the CliffsAP explanations.
Discussion 7 takes a close look at research-based multiple-choice questions, including an overview of footnotes. This lesson asks students to revise either their Lesson 1 or their Lesson 5 essay — whichever one was workshopped. First they are asked to carefully review all student and instructor suggestions for revision, paraphrasing them and grouping them into categories: issues of organization, of development, of grammar, and so on.
Next, they revise their essay based upon the comments. Finally, they write a detailed explanation of how their revision resolves the issue pointed out in the comment.
For example, if a classmate found a thesis confusing, the student would explain how and why the revised thesis is clearer. If the student decides not to follow a suggestion, he or she must explain why, and figure out another way to resolve the problem pointed out by the suggestion. By the end of this lengthy process, students have deeply and carefully studied comments that might otherwise have been ignored or only briefly considered. Their revisions must be quite comprehensive, showing evidence of careful thought and planning, to earn a high grade.
Discussion 8 returns to the question of purpose and audience, asking that students read the writing of Booker T.
Washington and W. Students discuss, as well, which writer they are more inclined to agree with, and why. After familiarizing themselves with the uses and effects of these literary devices, students revise the introduction and the conclusion for each essay they wrote for Lesson 6 — a total of six paragraphs. Each revision must not only respond to instructor suggestions, but also make use of at least one scheme and one trope.
Discussion 9 invites all students to post their revised introductions from Lesson 8, gathering praise as well as constructive criticism. In addition, students are introduced to Lesson 13, the Researched Argument. This assignment will not be due for another two months, but now is the time to take a look at the prompt, and to begin conducting the research that will help them to take a position on the issue presented.
The distance nature of this course requires that instructors make sure all students even those taking the course from France or Belgium, our out of reach of a library have access to sufficient sources. For this reason, students will be provided with about ten to fifteen excerpted writings, newspaper and magazine articles, and visuals from which to assemble the sources for their essay.
The graph of function f is shown above for 0 3. Read everything at least twice. You need to know your thesis so that you can keep the piece focused. Through close reading of literary texts, students will come to understand how writers use language to provide meaning and to answer the big questions in life. Begin your journey through US history with the videos, timelines, and primary sources below. Debes preparar preguntas para la clase.
This essay, a comparison of two letters, offers a great opportunity for studying satire. Thus, students complete the discussion before turning to the essay. Discussion 10 reviews the definition of satire, in addition to caricature, parody, hyperbole, litotes and burlesque; examples are given of each.
Finally, students find an example of satire to share and discuss with the group.
Many students appreciate this opportunity for creative expression amidst the rigors of formal analysis. The lesson first explains the purpose and function of metaphor, directing students to a passage by John Updike as an example of what metaphor can accomplish. Finally, each student writes an essay formally analyzing the rhetorical elements employed in his or her own creative work.
Discussion 11 provides a practical guide for when and how to quote and paraphrase sources, including advice on how to avoid plagiarism. Students post a working thesis statement for their Researched Argument, along with an outline and Works Cited list; instructors quickly return detailed feedback and suggestions for revision.
Thesis and outline may go through numerous revisions before the instructor gives a student the green light for beginning to draft her essay. Students begin by reading John F. As part of their comparison students must consider context, purpose and audience as well as rhetorical devices, and end with an evaluative thesis declaring one or the other more successful in presenting his message.
Students debate the similarities and differences in purpose, background and style amongst the three authors. This is a page research paper defending a position on an issue presented back in Discussion 9.
AP English Language Scoring Rubric, Free-Response Question The thesis may establish a line of reasoning that structures the essay, but it needn't do so. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo language. 8 − Effective. Essays earning a score of 8 effectively develop a .
Discussion 13 is an informal sharing of thesis statements, success stories, breakthroughs, frustrations and other aspects of the research assignment, including thoughts on what worked well and what people wish they had done differently. Students complete an entire practice exam from CliffsAP. Instructors return comments quickly, including general advice on how to approach the exam. The AP English Language and Composition Exam is designed to allow students to demonstrate that they can write well enough to submit college-level work. Students who score 3 or higher out of 5 on the exam are often exempted from either a semester or a year of freshman composition courses, depending on the college or university.
Competitive colleges often use these scores as part of their admissions criteria. This course aims to help students better prepare for the test by acquainting them with the test format, helping them understand how answers are evaluated, and providing the necessary practice for success. Moreover, we want you grow as a writer. What you accomplish should help you enter the test and your future college courses with the confidence that comes from knowing that you can express and support your opinions clearly and solidly.
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