Advanced Placement Language and Composition Overview

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 Bloom’s Taxonomy (theory on the different levels of learning)- Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

(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

Sample Reading passage and questions Thomas Paine From The Crisis These are the times that try men’s 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

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

Sample Essay prompts Question 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

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.

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.

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.

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

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 9-8’s 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

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”

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 writer’s ideas, but reveals weak control over diction, syntax, sentence variety May contain many spelling or grammatical errors. Problems with focus

Rubric continued Failure to respond adequately to the question 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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