Typically I include a choice of three or four prompts in the directions. The first step for the group is to explore the prompt and to decide as a group which one that they are most interested in responding to and which prompt they are able to cite textual evidence for support.
In the next step, I ask students to brainstorm as a group how they will respond to the prompt. Essentially, this is the prewriting stage.
I recommend that they do this collaboratively and on paper. Once the students have brainstormed and organized the ideas, then the students decide who is responsible for writing different paragraphs of the essay. By brainstorming first, everyone can usually write at the same time because they have a good idea of what they will be saying. Without the brainstorming part, the person responsible for the conclusion has to wait for everyone else to write in order to see how to conclude the essay.
After everyone has drafted their piece of the essay, students read the essay in the order that the paragraphs should go in. Brainstorming helps, but invariably ideas come during the actual drafting so reading the essay together helps students to figure out if it makes sense and to make revisions as necessary. The conversations that the groups have are interesting to me on two levels.
The students engage again with the text, often refining their understanding of the text and building that understanding collaboratively with their group members. On another level, however, students also have conversations around writing that are often quite deep.
There are a couple of ways of assembling the essays that I have used. One way is for each student to cut out their paragraph s and then tape the essay onto a master sheet of paper in the order that it should be read. When we do this, I have students sign next to each of their paragraphs. When we have the opportunity for submitting paragraphs digitally, then students usually email their paragraphs to one person in the group who assembles the final draft in order.
In the beginning, I used to rush students through the process. For good writing to happen, however, students need some time to plan, draft, and revise. I have learned to slow it down. Use Google Docs to have students writing and revising at the same time in the same document.
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The AP Literature exam is a three-hour exam: It includes one question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays—one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student.
Over the course of the last three years, I have tried this with 9th graders and with students in both AP Literature and AP Language. I have also shared this with some of my Writing Project colleagues, many of whom have also found the process to be beneficial. Sep 04, · We offer a wide variety of writing services including essays, research papers, term papers, thesis among many others. We have a lot of experience in the academic writing industry. We were once.
Tips from an AP reader; Suggest Readings; Practice! How are the English Literature exams scored? The multiple choice section is machine scored. Students receive one point for each correct answer and are penalized a quarter point for each incorrect response. § Use clear transitions that help the reader follow the flow of your essay. Keep. The Ultimate List of AP English Literature Tips The AP English Literature and Composition exam is designed to test your ability to think critically and analyze literary excerpts. The test is three hours long and consists of a multiple-choice portion (worth 45% of your grade) and an essay portion (worth 55% of your grade).