The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. States determine how to incorporate these standards into their existing standards for those subjects or adopt them as content area literacy standards.
Overview of Essays There are 12 essays assigned for the year. Two are an analysis of a critical essay. Three are actual AP prompts from previous tests. The remainder are AP-like prompts that connect to the literature we read.
Each of these essays help students develop their skills in writing about literature. Essays are 50 points each. See the essay summary in the syllabus.
Writing Log Assignment To help students improve consistently in their writing over the year, each student will keep a writing log in a binder that will show progress and areas needing improvement.
The most important aspect of the log, however, is that it engages the student in the process of thinking about writing. For the log, get a binder 1" is preferred, not larger and begin collecting the documents for each of the 10 "regular" essays you do not need to put your critical essay responses in this log.
Keep all essays in chronological order first to lastseparated by a sheet of colored paper or a tab divider for each essay. All documents should be full pages. So if the writing prompt was given on a small piece of paper, tape it or staple it to a full sheet.
The binder must have these documents in the beginning: Hogue's editing marks and explanations copy of the directions for the writing log and requirements grade and comment sheet Documents needed for each of 10 essays: The point of this part is for you to discuss with yourself the strengths and weaknesses of your writing.
Answer several of these questions for each essay: What problems if any did I have in understanding the prompt? What was my "so what? Remember, "so what" refers to the main idea the writer was trying to communicate as you see it.
It is the idea that is universal, timeless, and human. It is what we can learn more about ourselves by understanding.
Your thesis statement is NOT your "so what. What could I have done better? Where lapses in organization occurred, what was the cause? Have I introduced my quotations carefully, giving context and weaving them in grammatically and logically? What do I need to take from the teacher's comments for this essay to work on for next time?
In , more than , students registered themselves online for over 1 Million AP Exams at schools using Total Registration's schwenkreis.comt a no obligation estimate to see how cost effective this service is. Schools report saving over hours by simplifying their registration using Total Registration. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear.
How do I plan to do that? What did I do better this time or worse than last time?
If I have chosen to revise this essay, what do I plan to do differently. What significant changes will make the essay much improved over the first draft? What else have I learned about myself as a writer from this essay?
Do I have a need for teacher conference?Course materials, exam information, and professional development opportunities for AP teachers and coordinators.
AP English Language AP English Literature English II – Pre-AP Literary Analysis Skills Vertical Teams. Short Passages for Rhetorical Analysis. Five close reading strategies to support the Common Core. Classroom Strategies from the Texas Lighthouse guide. Below are samples of generic rubrics containing the general language and areas of concentration used to evaluate AP essays for prose analysis, poetry analysis, and open-ended questions.
The scoring is from 9 (highest) to 0 (lowest).
pure.” The essay occasionally lapses into colloquialism (e.g., “Iago’s acts of cruelty are not overt, but sneaky, so other characters barely even notice what is going on”) and the statement of the theme could p erhaps be articulated more gracefully, but this particularly well- focused essay clearly earned its score of 8.
AP® English Literature and Composition Syllabus 1 Syllabus v1 2 Course Description This AP English Literature course is designed to teach beginning-college .
essay does not express a clear position on whether or not a class in creativity should be created. The essay as a whole lacks development, organization, and control, and therefore it earned a score of 2.