Advanced Placement Language and Composition

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Advanced Placement Language and Composition

• Overview

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Two Sections to the Test

• Section 1 is a reading test
• The student is given 60 minutes to read four or
  five passages taken from 17th, 18th, 19th, and
  20th century American non-fiction
• The student must answer 50 to 60 multiple choice
  questions based on the passages
• It is not a test of memory it is a test of
  close reading
• Questions stems are based on Blooms Taxonomy
  (theory on the different levels of learning)-
  Knowledge, Comprehension, Application, Analysis,
  Synthesis, and Evaluation

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(Two sections of the test continued)

• Section 2 is a writing test
• The student is given 120 minutes to read and
  analyze a passage, an issue, and 5-7 primary
  sources
• They then write 3 types of essays (based on the
  passages) Argumentation, Rhetorical Analysis,
  and Synthesis

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Sample Reading passage and questions

• Thomas Paine
• From The Crisis
• These are the times that try mens 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. Tyranny, like
  hell, is not easily conquered yet we have this
  consolation with us, that the harder the
  conflict, the more glorious the triumph. What we
  obtain too cheap, we esteem too lightly it is
  dearness only that gives every thing its value.
  Heaven knows how to put a proper price upon its
  goods and it would be strange indeed if so
  celestial an article as freedom should not be
  highly rated. Britain, with an army to enforce
  her tyranny, has declared that she has a right
  (not only to tax) but to bind us in all cases
  whatsoever, and if being bound in that manner is
  not slavery, then is there not such a thing as
  slavery upon earth. Even the expression is
  impious for so unlimited a power can belong only
  to God.

5 10 15
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Questions on the passage

• 1. In the second sentence, Paine draws a
  distinction between
• A) patriots and traitors.
• B) soldiers and civilians.
• C) convenience and hardship
• D) obligation and gratitude.
• E) the Tories and the revolutionaries
• Upon what basis do we determine the value of
  freedom?
• A) the opportunities it offers us
• B) the cost of obtaining it
• C) how much the King does not want us to have it
• D) the amount of tax we have to pay because we
  are not free
• E) the treat of slavery if we fail

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Sample Essay promptsQuestion 1- Synthesis

• Student is given 15 minutes to read 7 sources
  (before the 120 minutes)
• Student must write an argument and support it
  from the sources at least 3
• Student must also refute some of the sources

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Question One -

• In 2001 United States Representative Jim Kolbe
  introduced legislation to Congress to eliminate
  the penny coin in most transactions. Although
  this legislation failed, there are still
  consistent calls to eliminate the penny as the
  smallest-denomination United States coin. Read
  the sources. Then write an essay in which you
  develop a position on whether or not the penny
  coin should be eliminated. Synthesize at least
  three of the sources for support.

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Question 2 Rhetorical Analysis

• In the following passage from The Great
  Influenza, an account of the 1918 flu epidemic,
  author John M. Barry writes about scientists and
  their research. Read the passage carefully.
  Then, in a well-written essay, analyze how Barry
  uses rhetorical strategies to characterize
  scientific research.

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Question 3 - Argumentative

• For years corporations have sponsored high school
  sports. Their ads are found on the outfield
  fence at baseball parks or on the walls of the
  gymnasium, the football stadium, or even the
  locker room. Corporate logos are even found on
  players uniforms. But some schools have moved
  beyond corporate sponsorship of sports to
  allowing corporate partners to place their
  names and ads on all kinds of school facilities
  libraries, music rooms, cafeterias. Some schools
  accept money to require students to watch Channel
  One, a news program that includes advertising.
  And schools often negotiate exclusive contracts
  with soft drink or clothing companies.
• Some people argue that corporate partnerships are
  a necessity for cash-strapped schools. Others
  argue that schools should provide an environment
  free from ads and corporate influence. Using
  appropriate evidence, write an essay in which you
  evaluate the pros and cons of corporate
  sponsorship for schools and indicate why you find
  one position more persuasive than the other.

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Grading Rubric

• 9-8 These papers demonstrate
• Clear, accurate thesis
• Answers all parts of the question/prompt
• Sufficient, accurate evidence with explanation of
  its link to the thesis
• Clear understanding of the work, recognizing
  complexities of attitude or tone
• Stylistic maturity effective command of
  sentence structure, diction, and organization
• Varied syntax, clear statements, few mechanical
  or grammatical errors
• Seamless incorporation of quotes
• Thorough analytical discussion
• Appropriate organization
• Consistent focus on thesis without plot summary

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Rubric continued

• 7-6 These papers demonstrate
• Accurate thesis, more vague or general than in
  9-8 paper
• Answers all parts of the question/prompt, but
  less fully or effectively than 9-8s
• Accurate but less thorough and specific evidence
  or less well-chosen evidence
• Understanding of the work, but might not
  recognize complexities
• Well-written in an appropriate style, but with
  less maturity
• Some problems with diction, clarity of
  expression, syntax, mechanics
• Sufficient control over elements of composition,
  but some lapses in diction or syntax
• Incorporation of quotes lacks fluidity
• Less thorough analytical discussion
• Less clear organization
• Inconsistent focus on thesis and/or plot summary

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Rubric continued

• 5 - These papers demonstrate
• A thesis, but it may be unclear or imprecise
• Discusses the question, but may be simplistic or
  imprecise
• Attempts to discuss the techniques in the
  passage, but may be overly general or vague
• May misunderstand or misinterpret parts of the
  passage
• Simple word choice, simple syntax, grammatical
  and mechanical problems
• Adequately written, but may have inconsistent
  control over elements of composition.
• Superficiality of thought reliance on plot
  summary instead of analysis
• Awkward incorporation of quotes, if used at all
• Organization is attempted, but may not be fully
  realized or particularly effective
• Essay seems to come in and out of focus

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Rubric continued

• 4 3 These papers demonstrate
• Unclear thesis
• Attempts to answer the question/prompt, but does
  so inaccurately
• Little, if any, evidence or support
• May confuse the attitude presented in the passage
  or otherwise misinterpret the passage
• Discussion of techniques may be omitted or
  inaccurate
• Awkward incorporation of quotes, if used at all
• Inaccurate or poorly chosen evidence, seldom
  specific or persuasive
• Faulty organization
• Writing may convey the writers ideas, but
  reveals weak control over diction, syntax,
  sentence variety
• May contain many spelling or grammatical errors.
• Problems with focus

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Rubric continued

• 2 1 These papers demonstrate
• Failure to respond adequately to the question
• May misunderstand the question (or the passage)
• May fail to discuss the techniques used or
  otherwise fail to respond adequately to the
  question
• Unacceptably brief or poorly written on several
  counts
• Writing reveals consistent weakness in grammar or
  other basic elements of composition
• Although the writer may make some attempt to
  answer the questions, response has little clarity
  and only slight, if any, evidence in its support

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Resources

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