AP Synthesis In-class Essay 2016

Wesley 4AP

For April 27, 2016

Assignment:   Using the prompt and sources you developed for your AP synthesis project, write an AP synthesis essay in response to your prompt.  The essay is worth 70 possible points, and I will assess it holistically according to the rubric you created. Typically students write 2 ½ to 4 pages depending on the size of their handwriting and variation in style and/or development of their writing. 

Materials: You must have your own copy of your prompt, sources, and rubric.  You may not share with a partner.  You will staple your essay to the front of your AP synthesis packet and hand it in at the end of class. You will have approximately 45 minutes to complete your essay.

Objectives:

Thoughtfully evaluate and articulately take a position on an important issue you have researched.

Prepare for timed writing assignments in college and on the AP Language and Composition exam.

Grade Equivalents:

AP Score	Average	Points (out of 70)	Letter Grade
1	55%	39	F
2	60%	42	D-
3	65%	46	D
4	73%	51	C
5	78%	55	C+
6	83%	58	B
7	88%	62	B
8	93	65	A-
9	97-100%	67-70	A

The quiz on chapters 15-17 and the author's note will be moved to Monday.  I have a ten question (20 point quiz) prepared, however, I want to include another five to ten student-written questions, so that we will have a 15-20 question quiz on Monday, April 11 of next week.

With a partner, create an eight question, multiple choice text-based quiz for chapters 15-17 and the author's note) (two questions from each chapter and the author's note).  Email it to me for 5 completion points. (period 7 can handwrite their questions). Make sure your partner's name is on it too.  

Also, find one sentence in each chapter which contains a word that could be a vocab word.  Type out the sentence (with the word underlined), and then write or cut and paste a good (5 points) With a partner, create a ten question, multiple choice text-based quiz for chapters 4 and 5 (5 questions from each chapter). Also, find one sentence in each chapter which contains a word that could be a vocab word.  Type out the sentence (with the word underlined), and then write or cut a good definition of the word in that context below the sentence. 

Example of a text-based multiple choice question: 

1. Who is being described in the following passage?:

"Doing her college reading, (she) felt as sluggish so sluggish that she feared she'd caught dengue fever or malaria again" (Chapter 4, p. 50).

a. Asha
b. Meena
c. Manju
d. the One Leg
e. Zehrunisa

When you are finished, email them to me. (wwesley@lths.net). 
 of the word in that context below the sentence. 

Example of a text-based multiple choice question: 

1. Who is being described in the following passage?:

"Doing her college reading, (she) felt as sluggish so sluggish that she feared she'd caught dengue fever or malaria again" (Chapter 4, p. 50).

a. Asha
b. Meena
c. Manju
d. the One Leg
e. Zehrunisa

When you are finished, email them to me. (wwesley@lths.net). 

Take chptr 12-14 quiz

Watch part of American Terrorist

The lives of ordinary women– their working lives, domestic lives, and inner lives–are an important part of Behind the Beautiful Forevers. The author has noted elsewhere that she’d felt a shortage of such accounts in nonfiction about urban India. Do women like Zehrunisa and Asha have more freedom in an urban slum than they would have had in the villages where they were born? What is Meena, a Dalit, spared by living in the city? What freedoms do Meena, Asha, and Zehrunisa still lack, in your view?


 When we think of corruption, the examples tend to be drawn from big business or top levels of government. The kind of corruption Behind the Beautiful Forevers show us is often described as “petty”. Do you agree with that characterization of the corruption Annawadians encounter in their daily lives? Why might such corrruption be on the increase as India grows wealthier as a nation?
No homework

Library Rm E

Two tasks to complete by the end of the day:

Submit your hard copy and digital copy (turnitin.com) of AP Synthesis Project

With your partner, complete the following:

In preparation for Monday, create a study guide with three original and meaningful discussion questions (one per chapter) for chapters 10-12. (6 points possible; if working with a partner, please put both students names on your entry) Submit them to the turnitin.com discussion board (BBF ch 10-12 discussion) by the end of class. In your question, clearly label the page # and chapter where the quote came from. By Monday, respond online to one posted question for each chapter (each of you should respond online to three questions total...you may respond to question posted by students in either period 7 or 8, whichever you have access to, even if they are not in your class presently.)

Below are some examples of good discussion questions:

 

On page 112 in chapter 9, does Asha have a point when she argues that something isn’t wrong if the powerful people say that it’s right? How does constant exposure to corruption change a person’s internal understanding of right and wrong?

In chapter 9, shortly before Abdul is sent to juvenile jail, a major newspaper runs a story about the facility headlined: “Dongri Home is a Living Hell.” Abdul’s experience of Dongri is more complex, though. How does being wrenched away from his work responsibilities at Annawadi change his understandings of the hardships of other people? Are terms like liberty and freedom understood differently by people who live in different conditions?

Prd 7&8 Lib E

Print materials and review your partner’s materials and vice versa.
Do they need editing?
Do the sources provide depth and breadth?

Does each source add something new to the argument?

Do you need better sources? 

What about your source write-ups/analyses?

Are they detailed, essentially a small rhetorical analysis piece? Are they in an appendix at the back of the packet?

Is your prompt well written?


Is everything formatted correctly so that it essentially looks like an actual AP exam?

Are your names on it?  


Reminder that BBF chapters 10-12 should be read and annotated by Friday.


This week's schedule:

3/29 Research Day Prd 7&8 Lib E Print materials and review your partner’s materials and vice versa. Do they need editing? Better sources? Better write-ups? Better prompt? Do all of the pieces work together – are you on the same page?

3/30 Research Day Prd 7-8 in DC Complete and print your nearly final draft for tomorrow’s peer review

3/31 Nearly Final Draft Due In classroom Peer Reviews Reminder that BBF chapters 10-12 should be read and annotated by tomorrow.

4/1 Final Synthesis Projects Due as Word Document (turntin.com) and Hard Copy Library Room E Print and hand in hardcopy and submit digital copy to turnitin.com

Not going to discuss BBF until Friday; read chptr 9 for Friday.

Focus on Project Today...

Tomorrow: In library for research tomorrow

By Thursday you should have rough drafts of the prompt, sources, and source write-ups printed for a visual check by me.

Today: Examining more prompts...and rubrics...the rubrics you will make, and the rubric I will use to evaluate your projects...let's start there...turn to the back of your packet

AP Language and Comp Essay Questions

Source A Write-Up

Matthew Crawford’s “The Case for Working With Your Hands” best supports the “con” argument that college might not be worth the cost. While Crawford does not directly address the cost of college nor overtly oppose college or the white collar professions that typically follow, he eloquently reminds the reader that hands-on careers should not automatically be seen as less worthy or desirable. Furthermore, his articulate and well-reasoned argument establishes credibility with New York Times readers (and AP test takers), the vast majority of whom do have college degrees (or soon will).  In short, he reminds people that a “pure information economy” – the one which favors the college educated – has not come to pass, as “now as ever, somebody has to actually do things: fix our cars, unclog our toilets, build our houses.” And, of course, many of these trades do not necessarily require a four-year college degree; they do, however, require skill.  This leads to his next point: working with your hands should not feel like a last resort.  He exposes the often condescending attitude towards manual labor: “When we praise people who do work that is straightforwardly useful, the praise often betrays an assumption that they had no other options.” This is part of his overall strategy to get us to question our underlying assumptions and attitudes towards manual labor/arts; if we view these as lesser options in terms of their effect on our intellectual reputation, our ego will drive us towards college as the only respectable option for a smart person. If we begin to question these assumptions, we might begin to rationally assess whether college – especially with astronomical tuitions – is always the best choice, even for smart students who have a track record of academic success. Finally, this article makes an economic argument for working with your hands; many of those jobs can’t be outsourced, so they provide a stability which some information-based jobs can’t provide. Quoting Princeton professor Alan Binder, he reminds us that “’You can’t hammer a nail over the Internet,’” and then Crawford adds “Nor can the Indians fix your car. Because they are in India.” In summary, this source will help the high school reader question whether college is worth it; “If the goal is to earn a living, then, maybe it isn’t really true that 18-year olds need to be imparted with a sense of panic about getting into college.”

Grading: 100 points                                        Student Names:  _________________________________

AP Synthesis Project Rubric:

A (8-9)  The prompt is mature, meaningful, and well-written, providing a compelling and debatable American issue. The prompt is supported by a balanced (pro, con, neutral) mix of polished, very well-chosen/written, and properly cited (MLA) source documents. Conventions and formatting of the entire packet is all-but-perfect and it is combined into one Word document. The rubric is tailored to the prompt, well-worded and free of errors. The sources chosen are balanced and each one helps to deepen and further the exploration of the subject; each source adds new and meaningful information to the argument.  The main points, strengths and pro/con position of each sources is explained by thoughtful, thorough, fair, and well-written write-ups appended to the end of the assignment. The entire package is essentially ready for printing and use as an AP exam quality prompt. 

B (6-7)  Though perhaps not quite as mature, meaningful, and/or well-written as the best prompts and sources, the document provides a legitimate and debatable American issue. The prompt is supported by a balanced (pro-con) mix of fairly well-chosen/well-written sources, though they might not be as apt in selection or well-written as those found in the best document packets. The source documents are properly cited (MLA). Conventions and formatting is all-but-perfect, and the packet is combined into one Word document. The rubric is tailored to the prompt, fairly well-worded and free of errors. Each source helps deepen or expand the exploration of the subject with information that is different from that found in the other sources, though perhaps not as meaningfully or uniquely as the strongest mix of sources. Though they do not necessarily reveal the quality of analysis or polished writing found in the best write-ups, these write-up are good, reasonable, and balanced and they clearly convey why the source falls into the category it fits into. While not yet an AP quality prompt, with some improvements to question, content and formatting, it could be.

C (5) They demonstrate an attempt to create a AP exam style synthesis prompt and packet, but it may have a vague or less compelling prompt and/or have mediocre or unbalanced source content. Source choices on the pro and con sides are often redundant, doing little to deepen or expand the exploration of the topic. Source write-ups are adequate but the explanations are not especially precise, insightful, well-written. Alternatively, they may be relatively strong in terms of prompt and source content but are poorly formatted, contain typos, or have other distracting errors. The rubric is generic (not tailored specifically to that prompt) or in some other way is adequate at best.

D (3-4) They are deficient in prompt, source content, formatting, rubric or source write-ups.

F (1-2)  They are realllllyyyy deficicient!

3/14 Research Day Prd 7 - NC East Prd 8 – laptop computers in Rm 120 Research your topic with a goal of having 1st draft of the following materials completed by Thursday: the prompt page, source pages, source write-ups, and scoring rubric Make sure you finish reading chapters 7-8	3/15 Discuss BBF chapters 7-8 Read chapter 9 for Friday	3/16 Late Start Day  Research Day (Prds 7-8 in Lib B)	3/17 Research Day Prds 7-8 in Lib E Due today (visual check) 1st draft of  chosen and excerpted sources, bibliographic entries for sources, source write-ups, and rubrics BBF chapter 9 due for tomorrow	3/18 QUARTER 3 END Research Day Prd 7-8 in Lib B
3/28 In-class reading: Read BBF Chapters 10-12 for Friday Discussion time with Partner: And review with one another where you are at with your synthesis project.	3/29 Research Day Prd 7&8 Lib E Print materials and review your partner’s materials and vice versa. Do they need editing? Better sources? Better write-ups? Better prompt? Do all of the pieces work together – are you on the same page?	3/30 Research Day Prd 7-8 in DC Complete and print your nearly final draft for tomorrow’s peer review	3/31 Nearly Final Draft Due In classroom Peer Reviews Reminder that BBF chapters 10-12 should be read and annotated by tomorrow.	4/1 Final Synthesis Projects Due as Word Document (turntin.com) and Hard Copy Library Room E Print and hand in hardcopy and submit digital copy to turnitin.com

Research your topic with a goal of having 1^st draft of the following materials completed by Thursday: the prompt page, source pages, 

source write-ups, and scoring rubric 

If you're using sites like procon.org or debate.org, you can take no more than one source per side of the argument (two total) for your project.  I want you to research and find the others on your own.

Make sure you finish reading chapters 7-8 of BBF

For Tomorrow:

Print and bring in synthesis project materials; you will be given some time to go over what you currently have.

Discuss BBF chapters 7-8

Read chapter 9 for Friday