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General Argument

General Argument. ADQ. Purpose. To show breadth and depth of cultural knowledge. Stuff about Stuff Make an argument (agree, disagree or qualify) Have an opinion Clearly state your opinion Clearly support your opinion Write coherently and with control

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General Argument

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  1. General Argument ADQ

  2. Purpose • To show breadth and depth of cultural knowledge. • Stuff about Stuff • Make an argument (agree, disagree or qualify) • Have an opinion • Clearly state your opinion • Clearly support your opinion • Write coherently and with control • Prove / support your thesis with good examples. • Solid literature • Genuine history • Meaningful personal experience • Philosophy, psychology, science, etc.

  3. 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.

  4. Prompt • Look at Thomas Paine prompt from 2011. • Look for Paine’s point of view. • Make sure to answer all parts of question

  5. 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.

  6. Scoring, cont. • 7 = 6+ • 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

  7. 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!

  8. 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. • AzaliaSprecher

  9. Scoring • 9 = 105 • 8 = 100 • 7 = 95 • 6 = 90 • 5 = 85 • 4 = 78 • 3 = 73 • 2 = 68 • 1 = 63 • 0 = 0 • -- = 0

  10. Mrs. Mehrens’ Code • QOEGV • Q = Question • Is there a thesis? • Did your thesis address the prompt? • O = Organization • 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?

  11. Mrs. Mehrens’ Code, Cont. • G = Grammar • 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

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