AP English Language and Composition hree-Wee Writing ...

AP? English Language and Composition

Three-Week Writing Clinic: Week One

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LESSON PLAN: REVIEWING THE SYNTHESIS ESSAY

Objective for the Week

For an AP? English Language Synthesis essay, students will review and score students samples, dissect and analyze a new prompt and sources, and write and revise a synthesis essay. This week, students will also review answers and analyze multiple choice writing questions.

Lesson Duration

Five sessions consisting of approximately 45 minutes each

Schedule

DAY 1

Resources

1. Study Guide: Synthesis Essay

2. Rubric: Synthesis Essay

3. Synthesis Prompt Practice

AP? English Language and Composition Study Guide The Synthesis Essay

AP? English Language and Composition Scoring Rubric for Question 1: Synthesis Essay

AP? English Language and Composition Free-Response Question: Historic Preservation

ROW A

WHAT DOES "SYNTHESIZE" MEAN? To "synthesize" means to draw ideas from multiple sources together into a single argument. The essay is College Board's attempt to evaluate a student's ability to develop an argument with a strong line of reasoning that contains support from reliable sources.

When Your Source is an Image

THESIS

0 POINTS For any of the following:

No defensible thesis Simple restatement of prompt only Summary of topic with no clear claim States an apparent fact rather than a defensible claim. Off-topic

Defensible thesis Clear position

1 POINT

SOPHISTICATION EVIDENCE & COMMENTARY

ROW B

How to Synthesize The following gives a guideline for how much time to spend on each step of the synthesizing process.

1. Read--15 minutes

Spend the 15-minute reading period carefully reading both the prompt for the essay and each source.

? The introduction and the prompt of the Q1 essays are extremely helpful in the brainstorming process. Often, the introduction contains information that identifies the different perspectives and/or stances of the argument.

? Be sure to correctly identify the writing prompt. Do not get distracted by the introduction. It is helpful, but it does not contain the writing task.

? Consider your initial stance on the argument. Based on your knowledge of the topic, you might be able to develop a claim and reasoning. If not, move on to your sources.

? As you read through the sources, identify the claims of each argument, data and evidence that support the arguments, and the assumptions or beliefs associated with the claims and evidence.

One method for analyzing an image is the OPTIC method.

O is for overview--write down a few notes on what the visual appears to be about.

P is for parts--zero in on the parts of the visual. Write down any elements or details that seem important.

T is for title--highlight the words of the title of the visual (if one is available).

I is for interrelationships--use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic.

0 POINTS

Simple restatement of thesis (if existing).

OR

Fewer than 2 sources referenced

OR

Opinion-based with no text evidence

1 POINT EVIDENCE:

2 sources used only Relevant evidence

AND COMMENTARY:

Summary of evidence with no explanation of connection to claim

0 POINTS Sweeping generalizations of context Complicated/complex sentences, or language is ineffective

2 POINTS EVIDENCE:

Sufficient evidence (3+ sources)

3 POINTS EVIDENCE:

Sufficient evidence (3+ sources)

4 POINTS EVIDENCE:

Sufficient evidence (3+ sources)

Relevant evidence AND

COMMENTARY: Simplistic or inaccurate connection Limited supporting claims Lacks a line of reasoning Faulty line of reasoning

Relevant evidence that supports the claims in the line of reasoning.

AND

COMMENTARY:

Clear connection between some of the evidence and the thesis.

Multiple claims included.

Slight lapses in support of key claims.

Relevant evidence that supports all the claims in the line of reasoning.

AND

COMMENTARY:

Well-organized line of reasoning.

Consistent use of evidence and support of multiple key claims.

1 POINT

Nuanced thesis that is supported throughout the argument

Acknowledgement of limitations and implications of an argument (by the student or included in the sources) that examines the broader context

Successful rhetorical choices by the student

Mature and consistent writing style

ROW C

2. Plan--5 minutes

C is for conclusion--draw a conclusion about the visual as a whole. What

Before you start writing, you need to know what you're going to write. Consider

does the visual mean? Summarize

the following to determine what position you will take in your essay:

the message of the visual in one or

? Look for nuances and complications in the issues and think about how to

two sentences.

Visit for additional learning resources.

address some of them.

? Avoid the first instinctual "for-or-against" argument that pops into your mind.

The graders are looking for complex arguments that acknowledge multiple

points of view.

Reviewing ? Develop a basic outline with an overall thesis (as complicated and robust as the topic commands) as well as a claim for each paragraph. ? Choose which sources you will reference in each body paragraph. We

recommend that you use at least two sources within each paragraph.

3. Write--35 minutes For maximum success, follow these guidelines:

Citing Sources: When including evidence from the provided sources, it is important to place them in conversation with one another. You can use the following sentence stems for help.

Similarly, Source A states ". . ."

Although Source C may oppose this position, it is strong because ". . ."

the

Synthesis

Study

? Remember, you are making the argument here, not the sources. Your thesis

Source E offers a slightly different

and claims should be authentic.

perspective, illustrating that ". . . "

? The reasoning and evidence within the body paragraphs should be a

of the synthesis combinationofyourideasandinsightfromthesources.

? Develop a conversation among your ideas and those from the chosen sources.

Finally, Source D develops this argument further by examining how " . . ."

essay,

require

TOTAL POINTS EARNED: / 6 ? Marco Learning, LLC. All Rights Reserved. Advanced Placement? and AP? are trademarks registered by the College Board, which is not affiliated with, and does not endorse, this product.

Guide and students to

Question 1 Suggested reading and writing time--55 minutes. It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response. Note: You may begin writing your response before the reading period is over. (This question counts for one-third of the total essay section score.)

How do we decide whether buildings, monuments, and historic sites ought to be preserved? Some places are considered important because of what happened there, for aesthetic reasons, or because they embody the distinctive characteristics of a time, construction technique, or style. However, there are those who believe that historic designation is used as a means to block new development, and as our values as a society undergo transformation, the same aspects of history valued by a previous generation may no longer be valued; does this mean that historic designations should be taken away?

Carefully read the following six sources, including the introductory information for each source.

Write an essay that synthesizes material from at least three of the sources and develop a position on the purpose, if any, of historic preservation.

Source A (Taborrok) Source B (graph) Source C (Mason) Source D (cartoon) Source E (Over-the-Rhine) Source F (Leigh)

Rubric--To review the elements

review both the Synthesis Study

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Guide registered by the College Board, which is not affiliated with, and does not endorse, this product.

and

the

Synthesis

Rubric.

This

will

help

them

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more accurately Visitforadditionallearningresources.

registered by the College Board, which is not affiliated with, and does not endorse, this product.

1

score

the

students samples for the 2019 synthesis prompt provided by College Board.

Prompt--

? Students will review pages 2?8 before scoring the student samples.

Samples--

? You can save these documents as PDF files to share with the students rather than sharing the link with them. By sharing the document rather than the link, students will not have easy access to the scoring commentary until you are ready for them to have it. We recommend that they score samples A, TT, and L.

After students have reviewed and scored the student samples, students can post their scores along with a justification, using evidence from both the rubric and the essays, to the online system you are using. If you are using Google Classroom or Canvas, you can even require that students respond to a peer's score and justification.

Finally, reveal the score of the sample essays via a discussion post of your own.

? Commentary-- pdf/ap-english-language-and-composition-2019-frq1-scoringcommentaries-2020-rubrics.pdf

SELF-PACED OPTION

Although these lesson plans are designed for teachers to assign to students remotely, they could also be administered on a self-paced schedule with some modifications.

We have included an answer key for the multiple-choice questions of Day 5 at the end of this document.

SYNTHESIS PROMPT

Note: If you have already used the 2019 student samples, you may use the 2018 samples. We recommend these two options because College Board has scored the samples with the new 6-point rubric.

If you have already used both examples, feel free to allow students to use any of the past tests that can be found at . courses/ap-englishlanguage-and-composition/exam/ past-exam-questions.

FREE PRACTICE TEST

For an alternate set of

free-response questions,

see Marco Learning's free full-length practice test for AP? English Language and Composition.

AP? ENGLISH LANGUAGE and COMPOSITION PRACTICE TEST 1

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https: //f ree-

practice-tests/

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registered by the College Board, which is not affiliated with, and does not endorse, this product.

1

AP? English Language and Composition Three-Week Writing Clinic: Week One

DAY 2

Resource

1. Handout: Synthesis Essay Prompt

AP? English Language and Composition Free-Response Question: Historic Preservation

Question 1 Suggested reading and writing time--55 minutes. It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response. Note: You may begin writing your response before the reading period is over. (This question counts for one-third of the total essay section score.)

How do we decide whether buildings, monuments, and historic sites ought to be preserved? Some places are considered important because of what happened there, for aesthetic reasons, or because they embody the distinctive characteristics of a time, construction technique, or style. However, there are those who believe that historic designation is used as a means to block new development, and as our values as a society undergo transformation, the same aspects of history valued by a previous generation may no longer be valued; does this mean that historic designations should be taken away?

Carefully read the following six sources, including the introductory information for each source.

Write an essay that synthesizes material from at least three of the sources and develop a position on the purpose, if any, of historic preservation.

Source A (Taborrok) Source B (graph) Source C (Mason) Source D (cartoon) Source E (Over-the-Rhine) Source F (Leigh)

2. Handout: Evaluating Sources in the Synthesis Essay

AP? English Language and Composition Student Handout: Source Chart

Source Type

Author's Argument Supporting Counter-

Credentials

Evidence argument

Bias

One method for analyzing an image is the OPTIC method.

O is for overview--write down a few notes on what the visual appears to be about.

P is for parts--zero in on the parts of the visual. Write down any elements or details that seem important.

T is for title--highlight the words of the title of the visual (if one is available).

I is for interrelationships--use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic.

C is for conclusion--draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.

Evaluating sources in the synthesis essay

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registered by the College Board, which is not affiliated with, and does not endorse, this product.

1

Using

the

provided

student

handout,

students

will

review

the

synthesis

Visit for additional learning resources.

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1

prompt: Develop a position on the purpose, if any, of historical preservation.

As students review the sources provided with the prompt, they will complete the "Source Chart" handout. To use this document in your online system, you can transfer the PDF over as a Google doc for students to edit. Before sharing the document with your students, review the directions on the right to ensure that your students do not edit your version of the document. As another option, you can use Kami, a chrome extension explained on page 2.

Once students have completed the "Source Chart," they can submit it to you via your online system.

Finally, you may post a discussion question that requires students to share which sources they believe would support their own stance (thesis) and why.

Free Live Review Session for Students: Multiple-Choice Questions

Monday, March 16 at 8:00 PM--9:00 PM ET



Looking for a simple "Force Copy" trick on a Google doc, there are a few steps:

First, make your document "shareable" by clicking the "Share" button. We recommend that you choose the "Get Shareable Link" option.

Next, simply erase the "edit" portion of the URL and replace it with "copy." Clink Enter. Now, your screen should read "Make a Copy?" That is what you want to see!

Finally, click on the URL, copy it, and share it with your students.

USING KAMI TO MARK ON PDF FILES:

If you are looking for an option to mark up PDF files, consider using the chrome extension, Kami. They are offering free upgrades to any schools who are going virtual. This extension allows students to mark up a document and save it to their Google Drive. Obviously, they will need Gmail account to make this work, so plan accordingly. When students mark on a document, they will always save or download it with annotations.

Find the extension here: https:// chrome.webstore/detail/ kami-extension-pdf-and-do/

Visit for additional learning resources.

? Marco Learning, LLC. All Rights Reserved. Advanced Placement? and AP? are trademarks registered by the College Board, which is not affiliated with, and does not endorse, this product.

2

AP? English Language and Composition Three-Week Writing Clinic: Week One

DAY 3

Writing the synthesis essay

Now that students have reviewed and evaluated the sources for the "Historical Preservation" prompt, they are ready to write their essay. Encourage them to review the Synthesis Study Guide, Rubric, and Source Chart as they write. Ask students to time themselves, allotting 40 minutes only.

DAY 4

Revising and submitting the synthesis essay

Before students submit the essay, ask them to identify the following elements within their essay and highlight them in the corresponding colors. If the essay is lacking the element, they should revise the essay to reflect the requirements.

? Thesis statement--highlighted in yellow.

? Supporting Claim (minimum of two)--highlighted in blue.

? Supporting evidence with citations (minimum of three)--highlighted in pink.

? Commentary linking evidence to the thesis--highlighted in orange.

? Transitional statements--highlighted in purple.

DAY 5

Resource

1. Student Handout: Writing Multiple-Choice Questions

2. Answer Key: Multiple-Choice Questions

AP? English Language and Composition

Student Handout: Reduce, Reuse, Recycle

Questions 24?30 are based on the following passage.

The passage below is a draft.

(1) Reduce, reuse, recycle. (2) For nearly 40 years, this has been the mantra of environmentalists seeking to limit the ecological damage brought about by the accumulation of too much garbage. (3) In 2015, Americans were responsible for producing nearly 250 million tons of trash per year. (4) Many U.S. communities have implemented recycling initiatives to collect and reuse this trash, including curbside pickup, current recycling systems that utilize single-stream recycling and global changes in recycling processes make recycling an ineffective solution to the growing waste management problem.

(5) Single-stream recycling refers to the process of collecting all types of recycling in one container. (6) Singlestream recycling is great for consumers, who only have to toss recyclable items into one bin, rather than separate each item based on material. (7) This means that aluminum cans, cardboard boxes, and newspapers can all be tossed in together. (8) However, the utilization of single-stream recycling creates a toss-and-go mentality that increases the number of contaminated products being sent to recycling centers. (9) Contaminated products include any items with food residue, items made from mixed materials, and low-quality plastics. (10) If an unrinsed milk carton gets pitched into the same container as cardboard boxes, the boxes could become contaminated by the milk residue, giving both the milk carton and the boxes a one-way ticket to the garbage dump.

(11) To further compound the issue, the cost of recycling is on the rise. (12) This is due, in part, to foreign governments restricting the amount of recyclable materials they will import from the United States. (13) Many Americans do not realize that U.S. recyclables are not processed and remanufactured in the United States. (14) Rather, U.S. waste management companies collect recycling in the United States and then sell it to foreign countries, like China and Taiwan.

(15) In 2018, the Chinese government issued a statement that China would no longer be accepting many categories of waste, and capped contamination standards at less than 1 percent. (16) To put this cap in perspective, it is important to note that U.S. paper products have a 25 percent food contamination rate. (17) This means that, under new laws, China will not be accepting most U.S. paper waste.

24. In sentence 4 (reproduced below), which of the following versions of the underlined text most effectively transitions the reader from the introduction to the main argument of the passage?

24. Identify the task of the question. Are there any important keywords that you should pay attention to? Can you rephrase this question into your own words?

Many U.S. communities have implemented recycling

_____________________________________________________________

Multiple-Choice initiativestocollectandreusethistrash,including

curbside pickup, current recycling systems that utilize single-stream recycling and global changes in recycling processes make recycling an ineffective solution to the growing waste management problem.

(A) (as it is now)

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________

(B) curbside pickup; however, current recycling systems that utilize single-stream recycling

_____________________________________________________________

(C) curbside pickup and current recycling systems that utilize single-stream recycling

_____________________________________________________________

Classroom (D) curbsidepickuptogetherwithcurrentrecyclingsystems that utilize single-stream recycling (E) curbside pickup, as opposed to current recycling

systems that utilize single-stream recycling

work

Writing

Question

AP? English Language and Composition

Student Handout: Reduce, Reuse, Recycle

Questions 24?30 are based on the following passage.

The passage below is a draft.

(1) Reduce, reuse, recycle. (2) For nearly 40 years, this has been the mantra of environmentalists seeking to limit the ecological damage brought about by the accumulation of too much garbage. (3) In 2015, Americans were responsible for producing nearly 250 million tons of trash per year. (4) Many U.S. communities have implemented recycling initiatives to collect and reuse this trash, including curbside pickup, current recycling systems that utilize single-stream recycling and global changes in recycling processes make recycling an ineffective solution to the growing waste management problem.

(5) Single-stream recycling refers to the process of collecting all types of recycling in one container. (6) Singlestream recycling is great for consumers, who only have to toss recyclable items into one bin, rather than separate each item based on material. (7) This means that aluminum cans, cardboard boxes, and newspapers can all be tossed in together. (8) However, the utilization of single-stream recycling creates a toss-and-go mentality that increases the number of contaminated products being sent to recycling centers. (9) Contaminated products include any items with food residue, items made from mixed materials, and low-quality plastics. (10) If an unrinsed milk carton gets pitched into the same container as cardboard boxes, the boxes could become contaminated by the milk residue, giving both the milk carton and the boxes a one-way ticket to the garbage dump.

(11) To further compound the issue, the cost of recycling is on the rise. (12) This is due, in part, to foreign governments restricting the amount of recyclable materials they will import from the United States. (13) Many Americans do not realize that U.S. recyclables are not processed and remanufactured in the United States. (14) Rather, U.S. waste management companies collect recycling in the United States and then sell it to foreign countries, like China and Taiwan.

(15) In 2018, the Chinese government issued a statement that China would no longer be accepting many categories of waste, and capped contamination standards at less than 1 percent. (16) To put this cap in perspective, it is important to note that U.S. paper products have a 25 percent food contamination rate. (17) This means that, under new laws, China will not be accepting most U.S. paper waste.

24. In sentence 4 (reproduced below), which of the following versions of the underlined text most effectively transitions the reader from the introduction to the main argument of the passage?

24. Identify the task of the question. Are there any important keywords that you should pay attention to? Can you rephrase this question into your own words?

Many U.S. communities have implemented recycling

_____________________________________________________________

Review--Marco initiatives to collect and reuse this trash, including

curbside pickup, current recycling systems that utilize single-stream recycling and global changes in recycling processes make recycling an ineffective solution to the growing waste management problem.

(A) (as it is now)

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________

(B) curbside pickup; however, current recycling systems that utilize single-stream recycling

_____________________________________________________________

(C) curbside pickup and current recycling systems that utilize single-stream recycling

_____________________________________________________________

(D) curbside pickup together with current recycling systems

that utilize single-stream recycling

(E) curbside pickup, as opposed to current recycling

systems that utilize single-stream recycling

Lesson

and

AP?

? Marco Learning, LLC. All Rights Reserved. Advanced Placement? and AP? are trademarks registered by the College Board, which is not affiliated with, and does not endorse, this product.

For

1

today's

lesson,

students

will

? Marco Learning, LLC. All Rights Reserved. Advanced Placement? and AP? are trademarks registered by the College Board, which is not affiliated with, and does not endorse, this product.

evaluate

1

the

writing

questions

by

answering and analyzing seven questions over a writing passage. For

this activity, we suggest that you add the PDF document to your online

system and ask students to mark on it using the using Kami if applicable.

Visit for additional learning resources.

? Marco Learning, LLC. All Rights Reserved. Advanced Placement? and AP? are trademarks registered by the College Board, which is not affiliated with, and does not endorse, this product.

3

AP? English Language and Composition Study Guide

The Synthesis Essay

WHAT DOES "SYNTHESIZE" MEAN?

To "synthesize" means to draw ideas from multiple sources together into a single argument. The essay is College Board's attempt to evaluate a student's ability to develop an argument with a strong line of reasoning that contains support from reliable sources.

When Your Source is an Image

How to Synthesize

The following gives a guideline for how much time to spend on each step of the synthesizing process.

1. Read--15 minutes

Spend the 15-minute reading period carefully reading both the prompt for the essay and each source.

?? The introduction and the prompt of the Q1 essays are extremely helpful in the brainstorming process. Often, the introduction contains information that identifies the different perspectives and/or stances of the argument.

?? Be sure to correctly identify the writing prompt. Do not get distracted by the introduction. It is helpful, but it does not contain the writing task.

?? Consider your initial stance on the argument. Based on your knowledge of the topic, you might be able to develop a claim and reasoning. If not, move on to your sources.

?? As you read through the sources, identify the claims of each argument, data and evidence that support the arguments, and the assumptions or beliefs associated with the claims and evidence.

2. Plan--5 minutes

Before you start writing, you need to know what you're going to write. Consider the following to determine what position you will take in your essay:

?? Look for nuances and complications in the issues and think about how to address some of them.

?? Avoid the first instinctual "for-or-against" argument that pops into your mind. The graders are looking for complex arguments that acknowledge multiple points of view.

?? Develop a basic outline with an overall thesis (as complicated and robust as the topic commands) as well as a claim for each paragraph.

?? Choose which sources you will reference in each body paragraph. We recommend that you use at least two sources within each paragraph.

3. Write--35 minutes

For maximum success, follow these guidelines:

?? Remember, you are making the argument here, not the sources. Your thesis and claims should be authentic.

?? The reasoning and evidence within the body paragraphs should be a combination of your ideas and insight from the sources.

?? Develop a conversation among your ideas and those from the chosen sources.

One method for analyzing an image is the OPTIC method.

O is for overview--write down a few notes on what the visual appears to be about.

P is for parts--zero in on the parts of the visual. Write down any elements or details that seem important.

T is for title--highlight the words of the title of the visual (if one is available).

I is for interrelationships--use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic.

C is for conclusion--draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.

Citing Sources: When including evidence from the provided sources, it is important to place them in conversation with one another. You can use the following sentence stems for help.

Similarly, Source A states ". . ."

Although Source C may oppose this position, it is strong because ". . ."

Source E offers a slightly different perspective, illustrating that ". . . "

Finally, Source D develops this argument further by examining how " . . ."

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AP? English Language and Composition Study Guide The Synthesis Essay

Basic Essay Structure:

The Introduction: ?? Open with an engaging hook ?? Identify/clarify the issue at hand ?? Present a clear, direct thesis statement

The Body Paragraphs: ?? Begin with a topic sentence (viz., give one reason in support of your thesis) ?? Explain as necessary ?? Present specific supporting evidence (viz., quotes from the provided sources; you may also bring in other evidence) ?? Document all sources ?? Explain the significance of the specific supporting evidence (e.g., what does the evidence show or suggest as true?)

The Concluding Paragraph: ?? Draw further significance from the reasons and evidence presented ?? Bring the paper to a thoughtful ending (be philosophical; show your wisdom)

Annotated Sample Student Essay

Prompt: Write an essay that synthesizes material from at least three of the sources and develops a position on the purpose, if any, of historic preservation.

Thesis: Although historical preservation can protect properties of symbolic value, it ultimately stagnates the progression of our country.

Identifying Perspectives within the Topic:

In developing a nuanced position, it is important to consider the different viewpoints of the issue. Such perspectives can be:

? Cultural/Social ? Economic ? Artistic/Philosophical ? Scientific ? Ethical ? Environmental ? Political/Historical ? Futuristic

You may consider addressing a few of the applicable perspectives in the introduction of your essay. This helps develop your credibility as a writer.

While it is an indignity that the Pennsylvania Station was 1 replaced with a "dismal modernist urban-renewal complex" (Source F), historical preservation does more harm than good for economic progress in America. Although well-intentioned, many of the architecture protected by the laws have become blemishes on the American canvas. According to Source E, 2 a neighborhood protected by historic preservation laws has become derelict due to the high costs of repair and upkeep. One can assu me that these buildings remain in their destitute 3 state because developers are afraid to invest due to the low property rates. In similar instances, preservation laws make 4 it possible for building owners to "maintain monopoly rents" (Source A). Again, this unintended consequence prohibits financial development opportunities in the community, instead only benefitting the few who can afford to maintain these buildings. In these cases, the preservations laws work against the possible progression that could spark economic growth in the community.

Annotated Essay Explanation 1 This transition sentence quickly moves from the qualifying statement to the writer's next claim.

2 A clear introduction of the source leaves no confusion about where the evidence came from.

3 The student connects the evidence to the claim of this body paragraph.

4 There is a dialogue between the sources and the student's claim.

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