I Need a Language syllabus Jim writes:
After several initial classes on searching for information these were the pre-Internet days, so we headed directly to the librarynarrowing the topic, and crafting a preliminary thesis, my students would return to the library and then come back to me with a familiar refrain: As AP English Language and Composition courses prepare students to encounter the synthesis question on the free-response section of the exam, beginning with the administration, teachers will have the opportunity to teach these "moves" of academic writing in a way that will help students as they progress from high school to college.
The synthesis question provides students with a number of relatively brief sources on a topic or an issue -- texts of no longer than one page, plus at least one source that is a graphic, a visual, a picture, or a cartoon.
The prompt calls upon students to write a composition that develops a position on the issue and that synthesizes and incorporates perspectives from at least three of the provided sources. Students may, of course, draw upon whatever they know about the issue as well, but they must make use of at least three of the provided sources to earn an upper-half score.
What moves should a writer make to accomplish this task?
Essentially, there are six: Read Closely, Then Analyze First, the writer must read the sources carefully. There will be an extra 15 minutes of time allotted to the free-response section to do so. The student will be permitted to read and write on the cover sheet to the synthesis question, which will contain some introductory material, the prompt itself, and a list of the sources.
The students will also be permitted to read and annotate the sources themselves. The student will not be permitted to open his or her test booklet and actually begin writing the composition until after the 15 minutes has elapsed.
Second, the writer must analyze the argument each source is making: Note that students will need to learn how to perform such analyses of nontextual sources: Finding and Establishing a Position Third, the writer needs to generalize about his or her own potential stands on the issue.
A stronger, more mature, more persuasive essay will result if the writer resists the temptation to oversimplify the issue, to hone in immediately on an obvious thesis. All of the synthesis essay prompts will be based on issues that invite careful, critical thinking.
The best student responses, I predict, will be those in which the thesis and development suggest clearly that the writer has given some thought to the nuances, the complexities of the assigned topic. Want to qualify it in some way?
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|AP English Language and Composition: Developing an Argument | AP Central – The College Board||June 14,|
|Ap language and composition argument essay 2010 cars||A broad range of topics is included so that the teacher will be prepared to offer the course with confidence. During these four days, participants will look at how to create an AP Spanish Language and Culture Program or expand on an existing one.|
Fifth, on the basis of this imagined conversation, the student needs to finesse, to refine, the point that he or she would like to make about the issue so that it can serve as a central proposition, a thesis -- as complicated and robust as the topic demands -- for his or her composition.
This proposition or thesis should probably appear relatively quickly in the composition, after a sentence or two that contextualizes the topic or issue for the reader.
Sixth, the student needs to argue his or her position. It is a task that the college-bound student should willingly take up.Home page for AP students, prospective students and their families. The College Board’s AP courses are college-level classes in a wide variety of subjects that you can take while still in high school.
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AP® ENGLISH LANGUAGE AND COMPOSITION SCORING GUIDELINES their control of language.
8 – Effective. Essays earning a score of 8 effectively explain what the writer means by creativity and argue for or especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. Before we can talk about how to write a great thesis statement, you need to be able to identify a great thesis when you see one.
Contrary to what you may have been taught, a thesis is so much more. A comprehensive, coeducational Catholic High school Diocese of Wollongong - Albion Park Act Justly, love tenderly and walk humbly with your God Micah