Presentation on theme: "TIPS FOR FRQ S. ANSWER WHAT YOU CAN! You are not expected to earn perfect scores on all four questions. If you can earn MOST of the points possible on."— Presentation transcript:
ANSWER WHAT YOU CAN! You are not expected to earn perfect scores on all four questions. If you can earn MOST of the points possible on each question, you should be in fine shape! your task is to score points rather than write a formal essay. tailor your answer to score the maximum number of points possible.
UNDERLINE THE MAIN WORDS As you read the prompts, underline the main words (terms, vocab) and Verbs you’ll be doing. (what are you supposed to do: identify, define, explain, exemplify?)
WRITE DOWN ANY KEY IDEAS as they come to you whenyou read the prompt. For example, if the topic is on the constitutional amendments, if “super majority” comes to your head, write it down.
PRE-WRITE Even if you THINK you know every part of the FRQ you’re about to write on, by the time you are in the middle, you’ll forget points you want to make.
WRITE DOWN THE DEFINITION ON YOUR PREWRITE If you are asked to define something, write down the definition ON YOUR PREWRITE. Chances are it sounds weird when you first write it down, but you can clarify it better on your final draft.
CLARITY AND THOROUGHNESS Writing the FRQ for A.P. American Government test is about CLARITY and THOROUGHNESS. When you think an example will help, use an example. They don’t care if you got all the names and dates right they care if you know your stuff.
PROVE YOU HAVE AMPLE KNOWLEDGE Your job is to prove you have AMPLE knowledge at the topic at hand. Readers don’t care whether or not you know the difference between block and categorical grants if the prompt is asking you to write about constitutional amendments.
ANSWER THE QUESTION ASKED Nothing else matters. Don’t label the parts.
EXPLAIN HOW TWO MEASURES TAKEN BY SOME STATES PRIOR TO THE 1960S AFFECTED VOTER TURNOUT AMONG AFRICAN AMERICAN CITIZENS. Suppose the first part of a student’s answer includes the following: One measure that states took was to impose poll taxes, which required citizens to pay a tax prior to registering to vote. African Americans tended to be poor, and many could not afford to pay the poll tax. See the problem? The student has not COMPLETED THE CIRCLE. The student described the poll tax, but did not explain how it affected voter turnout among African American citizens, which is what the question called for.
IF THE STUDENT HAD COMPLETED THE CIRCE, THE ANSWER WOULD HAVE LOOKED LIKE THIS: One measure that states took was to impose poll taxes, which required citizens to pay a tax prior to registering to vote. African Americans tended to be poor, and many could not afford to pay the poll tax. Since the poll tax in effect denied them suffrage, voter turnout among African American voters was low. See? The student went the extra mile and firmed up the answer by linking it to what the question called for, i.e., the effect of these measures on voter turnout among African Americans. It was not enough to merely describe a measure; it was necessary to explain how the measure affected voter turnout among African Americans.