He received his Ph D in English Literature and Medieval Studies from the University of Texas at Austin in 2014.
There are 17 references cited in this article, which can be found at the bottom of the page. The AP English Language and Composition essay is part of the final exam to determine if you get your Advanced Placement (AP) English credit, freeing you from 1 or 2 composition classes in college.
While preparing students to take the Advanced Placement Test in English Language and Composition, this course provides training in prose analysis as well as descriptive, analytical and persuasive writing.
In addition to practicing essay test-taking techniques, organization and time management, students use a variety of posted readings and discussion questions to explore the interactions among subject, authorial purpose, audience needs, generic conventions, and the resources of the English language.
Please be sure to also attach This web-based distance writing AP English Language and Composition course spans seven months, ending in April just before the exam is administered, and consists of fourteen lessons – completed every two weeks, the majority culminating in a formal essay – along with accompanying readings, discussions and writing workshops.
In response to student essays, instructors comment on form, style, and content, generally holding students’ work to college-level standards.
Exposure to classical rhetoric, including a study of schemes and tropes and the use of the Aristotelian appeals, increases understanding of and access to critical reading and writing skills. The process letter accompanying each lesson is an informal self-assessment of about a page in length, in which students are invited to explain and evaluate their process, from planning through drafting and proofreading/revision. Washington and Others,” and answer questions about each author’s purpose and audience as well as the influence of his background upon the position he takes.
Most lessons focus on an examination of past AP testing prompts, responses and scoring guides, and composition of persuasive arguments and rhetorical analyses similar to those found on the exam and in college classrooms. Using this guide, they analyze rubrics and model student essays as well as writing their own essays in response to specific prompts. They discuss what worked best for them in the planning stage, how they budgeted their time, what rhetorical and stylistic elements worked best within their essays, and what they would do differently for a better result. Students are required to post at least three thoughtful, substantive comments of at least half to three quarters of a page for each discussion.
Discussions, worth 30% of the final grade, are evaluated based upon the depth, insight and thoughtfulness of each posted comment.
Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas.