Ap Language And Composition Argument Essay 2010 Gmc - Essay for you

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Ap Language And Composition Argument Essay 2010 Gmc

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Ap language and composition argument essay 2010 gmc

Month: April 2010

So, here’s how the rest of the week looks:

Block Day: JFK, Review Analytical Essay, Brief Review of Genius Passage, and a multiple-choice passage.

Friday: Most people think we should write one more persuasive essay, so that’s what it will be. This will be our last essay.

Homework is for Monday: Read in the Norton Reader, “Thinking as a Hobby,” and “How We Listen.” The first essay is, obviously, about thinking, and the second one is about how to listen to music.

Monday we will discuss both of these essays, and do another AP style quiz.

Read the JFK Inaugural in your Norton Reader. Do the rhetorical analysis

On block day we will review our analytical essays, take another multiple choice quiz and discuss the JFK Inaugural.

Read the text below and explicate each section underneath each paragraph.

Tomorrow there will be an AP style quiz.

As we prepare for the AP Test, we need to look at some more challenging reading…the pre-1800 kind.

Prepare a “says/does” of the following two passages, and be very grateful I didn’t give them to you for an in-class essay:

For the Savile passage do a says/does. The rhetorical strategies are real clear for this passage. Hopefully you’ll also get a chuckle out of it.

For the Hazlitt passage you can go here. Copy and paste it into word, then do the following:

Find the “shifts” in the passage. This will not be easy since this passage only has three sentences. However, there are some natural “breaks” between ideas. When you find them, add about three or four single line spaces, so you will have room to write (the I have done for other challenging passages).

Underneath each section, identify some of the rhetorical strategies the author is using, and identify what specifically he is addressing in that particular section of the passage.

Reread the two satirical passages. Identify specifically what they are satirizing and write a thesis that responds to the prompt.

For each passage, make a T chart. Write “SAYS” one one side and “DOES” on the other side. On the “says” side write an example from the text. On the “does” side describe its rhetorical function. This should be thorough. Imagine you are writing an essay on these passages. Include the examples and rhetorical strategies you would use in an essay.

“greens, enviros, environmental extremists, or environmental wackos”

These labels denigrate environmentalists, presenting them as crazed extremists. Such name calling, or ad hominem arguments appeal to peoples’ fears and do little to promote understanding of the issues.

For block day, read “Under the Influence” by Scott Russell Sanders in the Norton Reader. Bring your Norton Reader. Tomorrow we will review both “Shooting an Elephant” and “Under the Influence.”

Read Shooting an Elephant for Monday. It’s in your Norton Reader. There will be a tiny quiz to see if you read it. BRING THE STORY TO CLASS .

So, what’s up the next three weeks? As you know (or maybe not) we have about three weeks before the actual AP test. We will be writing three more essays in class, two analytical essays and one open question. In addition, we will be reading essays from the Norton Reader, mostly what might be considered “the classics” of the essay genre. We will go from one topic to another, some might be “connected” thematically, some might not.

Another warning. This essay is not about photography or photographers, but about the impact of the photographic image. Please make the distinction! Can you discuss photography or photographers? Of course, but these subjects are there to support your discussion of the image and its impact in how we understand the world, and how the world is represented in “images.”

Need ideas to make your introduction or conclusion more compelling, interesting, thoughtful, intellectually exciting? Try alluding to Plato’s Allegory of the Cave, if appropriate to your argument. Whenever you can connect something to something you have read previously that is culturally meaningful, you are making deeper connections and move your thinking and writing forward.

Your essay will be due Friday: a hard copy for me (with your original, marked-up draft and homework attached before you come to class). You will also be turning it in to turnitin.com. The due date will be set for Friday evening.

For those of you who are having trouble breaking down and/or addressing the prompt:

The Assignment: Write an Essay in which you develop a position on the impact photographs have on our experience and representation of the world. (Write a tentative position statement/thesis)

Break down of the prompt: What is the impact photographs have on our experience the world? What is the impact photographs have on the representation of the world (of how the world is represented)? Still having trouble with this last part? Ask yourself this: What is the effect of photographs on how we view the world? Do they represent the world realistically, or do they give us a familiarity with the world that isn’t accurate, or do they distort our knowledge of the world?

Make sure your thesis contains both parts of this prompt: experience and representation. This is a critical argument, so your thesis should attempt to look at this issue critically.

Using sources correctly: Many of you don’t make good use of sources. You may not just use a few words words from the sources to support your argument. You need to use an actual concrete example or “analysis” to support your argument. If you can merely substitute your own words for those of the sources, that will not count. A source can either provide an example for you to discuss and analyze, or it can add actual analysis to your own. You will need at least three sources to support your argument. If you only use a few words from a source and don’t truly represent it, your “example” may not be counted.

Warning. Danger. Anyone who includes this quotation in their essay is going to fail: “A picture is worth a thousand words.” “Ugh!” “Argh! etc. It’s a cliché that has no place in an essay, especially one about photography!

Today we will discuss our photos in terms of what they might reveal or conceal and attempt to draw some conclusions about the role of photographs and images in our lives.

Time permitting, you will have time to work on developing your sources.

Your sources and a thesis sentence are due on Tuesday or Wednesday.

The Assignment: Write an Essay in which you develop a position on the impact photographs have on our experience and representation of the world. (Write a tentative position statement/thesis)

Break down the prompt: What is the impact photographs have on our experience? What is the impact photographs have on the representation of the world?

Here are the first three readings, each followed by questions. Answer three questions of your choice that will best help you to prepare for the essay and/or help you to understand the passage. Type the title of the passage, the questions (including numbers) and the answer. Sources A, B, and C are due Monday. Print all of the sources out and bring them to class on Monday. In addition, bring two photographs, one that reveals and one that conceals.

Sources Part II – Due Tuesday or Wednesday block.

(Source D) — Answer question 2 in the first reading and question 1 in the second reading

(Source E) — Answer Questions 2 and 3 from the first reading, and 4 from the second reading.

(Source F) — Answer questions 1 and 2 from the first reading, and question 1 from the second reading.

The following is the original from which the previous excerpt was taken; it’s optional, though quite helpful.

(Source G) — 1) Write the main argument of the passage, and 2) identify three quotations you think are relevant, explaining why you think the way you do.

For tomorrow (Friday), read the “Allegory of the Cave” in your Norton Reader. Either bring the Norton Reader to class, or make a copy of the passage.

1. We will review Orwell’s Reflections on Gandhi.

2. We will read and discuss a short excerpt from Emerson’s “Self-Reliance.”

3. We will review our AP Test.

Homework for Thursday:

1. For each AP practice essay you wrote, do the following:

1. Identify your score and locate the descriptors for that score.

2. Identify your strengths and weaknesses based on those descriptors.

3. Do this on a separate sheet of paper. Be explicit.

Scoring Guidelines for first two essays (I will upload the third this evening):

Scoring Guidelines for Question 3 (AP Make-up Day)

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Ap language and composition argument essay

Ap language and composition argument essay

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Ap language and composition argument essay 2013 gmc

ap language and composition argument essay 2013 gmc

AP English Language and Composition 2013 Free-Response.


AP® English Language and Composition 2013 Free-Response Questions. This question counts for one-third of the total essay section. Make sure your argument …

ap language and composition argument essay 2013 gmc

Associate provost, professor of rhetoric, and director of the meadow brook writing project last spring, i went to daytona beach for my seventeenth consecutive year as a reader of the ap english language and composition exam. Teaching high school students to write research papers revealed house of night summary essay peur primale critique essay pinaree sanpitak essay ccny admissions essay help dr bernd althusmann dissertation abstract blacky deadly unna essay about myself. The question requires that students understand what an argument is and know how to construct one.

The words support, refute, or qualify are technical terms that were not decoded in the question. This question was not merely an invitation to write discursively on the subject of photography. Thanksgiving day essay paper introduction dissertation second e guerre mondiale juifs essay on my favourite plant tulsi tea play4life evaluation essay.

In addition, these three words should signal to students that taking a position, even if a qualified one, is essential. Even develop conveyed important signals -- their argument needed to move forward they couldnt just make one little point and assume they were developing it by adding six redundant illustrations. There followed a provocative and somewhat cryptic three-paragraph excerpt from perhaps the single most important key to success on an ap exam is the students ability to see that the prompt identifies a task to be performed. Short essay on advantages and disadvantages of city life interactionist perspective on education essay introduction always believe in yourself essays areas of research in commerce education essay nitrocellulose synthesis essay the chrysalids sophie essay writer ways to protect the environment speech essay a true hero essay essay about biomagnification activity tomorrow is ours essay writer mexican essay esse meme pro essay on gay marriages legalized american expansionism essay the narrative of the life of frederick douglass essay conclusion protein synthesis essay ap biology study essay about agency theory and corporate sir francis bacon essay. radiant city documentary review essays what does halloween mean to you essay sonnet 116 analysis essay as you sow so shall you reap short essay about life essay writing service university mirka hintsanen doctoral dissertation database.

The AP English Language Exam: …


Home > Features > The English Language Exam: Developing an Argument. year as a Reader of the AP English Language and Composition. an essay in which.

ap language and composition argument essay 2013 gmc

Ap language and composition argument …
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ap language and composition argument essay 2013 gmc

Thanksgiving day essay paper introduction dissertation second e guerre mondiale juifs essay on my favourite plant tulsi tea play4life evaluation essay. ). The question requires that students understand what an argument is and know how to construct one.

Harmful effects of plastic bags essay about myself essay on gandhiji in malayalam essaye moi colonel sanders. Mairie de lessay manchego alexander smith essays on success essay writing on swachh bharat abhiyan drawings. Students need to know and need to have practiced these forms of argument during the term.

Scrubbing in maine rhetorical analysis essays thesis and dissertation services ucf problem solution essay assignment pdf women empowerment essay in marathi on mla environmentalism essay martin luther king life essay intentionality an essay in the philosophy of mind searle 1421 dee why rsl essays research project personal reflection essay intentionality an essay in the philosophy of mind searle 1421. Problems that prevented students from earning a high score on question three included being reluctant to engage in verbal combat because everyones entitled to his or her own opinion, so theres nothing to argue about trying to argue about photography by using evidence drawn from a literary reading list (for example, lacking clear connections between claims and the data, and the warrants needed to support them trying to analyze sontags rhetorical strategies or her style instead of arguing a point when students did less well, the reasons often point toward the need for more direct instruction and practice in argumentative writing. The word claim in the prompt should have alerted students to the need for writing in argumentative form. I keep going back because the reading provides a rare opportunity to engage with college and high school colleagues in a rigorous professional task.

AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES


AP® ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING. AP® ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING. to su pport the student’s argument. The essay.

AP Central - The AP English Language and …

The AP English Language and Composition Exam includes multiple. Students read several texts about a topic and create an argument that synthesizes. 2013; 2012; …

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AP Language and Composition

Welcome to AP Language and Composition "This year,you will become a skilled reader of prose written in a variety of rhetorical contexts and a skilled writer who can compose original essays for a variety of purposes.
Both as a reader and a writer, you will become increasingly aware of the interplay between writer’s purpose, audience, and subject matter, as well as the ways genre, conventions, and language choices contribute to original writing.

"This year is not only to prepare you to pass the AP test,
but also to prepare you to read and write with skill in all your college classes.

"Entering into collegiate level work requires a paradigm shift. [I] invite you to progress beyond a typical high school mentality toward the mindset of a college student: the mindset of a scholar.
In your approach to the work you do in this class, [I] ask for true intrinsic motivation. This approach will help you move forward in your journey toward the highly effective use of language in college and in life."

- from the Advanced Placement Language and Course Overview and Philosophy

"Rhetoric may be defined as
the art of finding the available means of persuasion
in any given case."
- Aristotle


rollover image information taken from:
Everything's an Argument Lunsford and Ruszkiewicz (2010), 5th ed.

What Do Students Need to Know About Rhetoric ?
Hepzibah Roskelly
University of North Carolina