1. WRITING AN IN-CLASS ESSAY

2. The basics Know your audience (who is reading the essay) Read the prompts (questions) carefully Write a scratch outline Start with a solid thesis statement Provide relevant support for your thesis Include transitional words and expressions for cohesion and clear organization Proofread and edit

3. DIFFERENCES FROM A TAKE-HOME ESSAY More important to budget your time and watch the clock Leave time (at least 5 - 10 minutes) to edit Concentrate on getting down information

4. Preparation for the Essay Exam ahead of time List common themes or main topics from the reading. With common themes or topics in mind, predict and list possible essay questions and topics. Practice outlining some of these essays.

5. For Example: What sections of the reading were given more emphasis? Were there common themes that overlapped from one section of the reading to another? Were there any misconceptions that were changed after the reading?

6. AT THE ESSAY EXAM ITSELF: STEP ONE: Make a plan to budget your time. Stick to it! We have 45 minutes to handwrite this essay. A possible Timeline: 5 – 6 minutes: Read the essay prompts carefully. Highlight exactly what is being asked. Choose the prompt that you are best ready to answer. 5 minutes: Some kind of pre-writing. 25 minutes writing. 5 minutes reviewing and editing

7. STEP TWO Read the directions, the questions and topics carefully. Be sure you know EXACTLY what is being asked!

8. STEP THREE Look for key words that will tell you what to write about and how to organize the essay: Compare: Write about similarities Contrast: Write about differences Summarize/Sum up/Outline: Write about the main ideas Evaluate/Critique: Write your opinion, giving the arguments for and against the issue and why your position is stronger Classify: Write an explanation of into which category your topic falls Define: Write a definition- what does the topic mean? Describe: Write about the characteristics of the topic

9. STEP FOUR Establish your thesis statement. This will be the one sentence that clearly explains what the essay will be about.

10. STEP FIVE Pre-writing: You may choose any prewriting method: basic outlines, bubbles, jotting thoughts etc.

11. STEP SIX Write the essay, following the outline. Do not worry about grammar and mechanics at first. Use all your resources that are allowed by the teacher. For this essay, it will be just our handout. I encourage you to print that handout. Write only one paragraph per supporting idea. In other words – this does not have to be a 12 sentence paragraph, but can be. Focus each paragraph with a very clear topic sentence to express the main idea of the paragraph and to focus you on the point.

12. STEP SEVEN Go back and revise: delete ideas add ideas move ideas to more logical paragraphs add transitions where needed

13. STEP EIGHT Proofread and edit for: Grammar Spelling Punctuation Word choice

14. This is NOT RECOMMENDED! BUDGET YOUR TIME! BUT, if you run out of time… Take the last minute or two to outline or list the points you planned to cover. Not all teachers will give you credit for this attempt, but some will.

15. Here is What Mrs. Rogers says 10 th Grade Yes- bullet points or outline. At least the reader can see the intended info- sometimes it may earn them an extra point or two. When I grade them, I recommend they transition to a closing statement.

16. Mrs. Wassmer states, 10 th Grade My rule for Amstuds to start bullet-pointing when they are down to 2 minutes; exactly as you are instructing For me personally, I want to see what they know even if it isn’t in an essay format. I believe, in talking to readers at AP training, that they will usually consider what is written if it is a small portion of the essay.

17. Mr. Decker says on AP Tests, 11 th and 12 th grade With AP, we don't knock points off for what isn't there, we can only reward what is there. Bullets or an outline would not be considered, as the essay is to evaluate ideas and writing. I would suggest concluding the idea - or essay - as best possible, without going for a redundant conclusion (which has zero additive value). If a kid only has three minutes, I would have them answer "so what?"