Transcript General Argument - Mrs. Mehrens` English Page

General Argument
ADQ
Purpose
• To show breadth and depth of cultural knowledge.
• Stuff about Stuff
• Make an argument (agree, disagree or qualify)
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Have an opinion
Clearly state your opinion
Clearly support your opinion
Write coherently and with control
• Prove / support your thesis with good examples.
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Solid literature
Genuine history
Meaningful personal experience
Philosophy, psychology, science, etc.
Tips for Higher Scores
• Avoid first person
• Use it only in personal experience examples
• Use more than one example
• Two is best
• Three is better if you can support and develop each one
• Avoid “listing” examples; only use them if you can develop and
write about them in depth
• Use unique and meaningful examples
• Think outside the box
• Address the opposition
• Be careful not to contradict yourself
• Discuss the opposing side in order to tear it down and/or show
how your side is better.
Prompt
• Look at Thomas Paine prompt from 2011.
• Look for Paine’s point of view.
• Make sure to answer all parts of question
Scoring
• Scores range from 0 – 9.
• 6 = Adequate
• Evidence and explanations are APPROPRIATE and SUFFICIENT.
• Argument is COHERENT and adequately DEVELOPED.
• Writing may contain lapses, but prose is generally clear.
• Writing is graded as a rough draft.
• 5 = 6 with minor problems
• Roller coaster essay
• Uneven, inconsistent, or limited.
• 8 = Effective
• Evidence and explanations are APPROPRIATE and CONVINCING
• Argument is ESPECIALLY COHERENT and WELL DEVELOPED
• Prose demonstrates a CONSISTENT ability to CONTROL the
elements of effective writing.
Scoring, cont.
• 7 = 6+
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More COMPLETE explanation
More THOROUGH development
More MATURE prose style
Not as convincing or well developed as an 8
• 4 = Inadequate
• Evidence or explanations are INAPPROPRIATE, INSUFFICIENT, or
LESS CONVINCING.
• Argument may have LAPSES IN COHERENCE or be INADEQUATELY
DEVELOPED.
• Prose may be LESS CONSISTENT.
• 3 = 4• Less success in arguing the point
• Less maturity in writing
Scoring, Cont.
• 2 = Little Success
• MISUNDERSTAND the prompt or substitute a SIMPLER task by
responding to the prompt TANGENTIALLY
• Explanation is UNRELATED, INACCURATE, or INAPPROPRIATE
• Prose demonstrates CONSISTENT WEAKNESSES
• Grammatical Problems
• Lack of Development or Organization
• Lack of Coherence and Control
• 1 = 2• Underdeveloped, simplistic, weak in control, lacking in coherence
and development
• Too short!
Scoring, Cont.
• 0
• On-topic response that just repeats the prompt.
• --• Blank response
• Completely off-topic
• 9
• The skies open and angels sing.
• Very, very, very rare.
• In two years of teaching AP, I have awarded one 9.
• Azalia Sprecher
Scoring
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9 = 105
8 = 100
7 = 95
6 = 90
5 = 85
4 = 78
3 = 73
2 = 68
1 = 63
0=0
-- = 0
Mrs. Mehrens’ Code
• QOEGV
• Q = Question
• Is there a thesis?
• Did your thesis address the prompt?
• O = Organization
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Are there paragraphs?
Are there (good) transitions?
Is it coherent? Does it make sense?
How is your syntax?
• E = Evidence
• Are your examples efficient?
• Is your commentary deep and meaningful?
• Does your evidence support your thesis?
Mrs. Mehrens’ Code, Cont.
• G = Grammar
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Rough Draft
Excessive spelling / grammar errors
Run-ons and other syntactical errors
Excessive errors will not score higher than a 2
• V = Voice
• Unique prose
• Effective control