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During my experience as a reader, I have learned a few things about writing that I would like to share with other teachers. I hope you will find my observations helpful if you think about it to encourage your students to carry out their best on the write portion of the Ap-English literary exam.
The students should not start writing until they completely understand the command prompt and / or passage. The mere parrotation of the prompt often leads to a flooding instead of developing a clear direction. I recommend that you advise your students to write directly into the passage and make quick notes and outlines in the edges. This planning allows most authors to organize their ideas more efficient.
I have found that the teaching students can work wonders for reading and writing strategies (DIDLS, TP-Castt etc.) wonders. (These terms are discussed in the vertical teams ap vertical teams for English , 2002. I often rent that my own students not only mark the passage, but also use margins to fill in some of the acronym steps , This active planning continues for an additional five minutes, but I have found that it is worth the time. Students who often often have often to meet paraphrasing instead of analyzing the passages. The planning helps you to stay focused.
Although AP readers are instructed to read the entire essay and not be biased by a weak introduction, a strong opening sales can be a real asset for the paper of a student. When answering the free contact person of the AP English testing, the writers should answer the question quickly and avoid starting with ideas that do not refer directly to the command prompt. The following hypothetical introduction of question 1 on the 2002 AP-English review provides an example of what is not to do:
"All people at some time have hit a lot of effort in their lives. I know so many people embarrassed by parents who wave them from a room of over a room. I have a friend who I told me that her parents have done this as well. "
Such agreements often signal the inability of a writer to react to thoughtful ways, suggesting that the rest of the paper can also be incoherent or mandatory. The reader could first suspect that the student only tries to bluff his way through the question. Perfunctiony introductions with a set - especially those who repeat the wording of the prompt - also badly work what the reader is eliminated that the student is not particularly interested or does not care about it.
I recommend that the teachers tell students to create an introduction strong enough to earn a note of 3 alone. This means that students should experience possibilities to answer the entire command prompt - not just repeated - in the introduction. This indicates the reader that the paper could go to the upper zone in the upper half. One way to help students to improve their start is to provide them with multiple introductory papers, which have earned a broad spectrum of points and ask them to recognize stronger and weaker openings. (Sample papers are available for the course for the course.) Categories specifically designed for introductory paragraphs can also be helpful. After students collect examples of several strong openings, they may want to ask them to develop their own section for introductory paragraphs.
Many writers find topic sentences a useful tool that navigate both for the organization of paragraphs and to support readers through the essay.
To achieve at least 3, the students would be advisable to use relevant references from the text. Encourage them to use certain quotes to secure their allegations. However, remember that they must clearly explain their quotes, and show how they are relevant to the question. It is important that young authors realize that the range of long quotes without explaining the essay and the unwanted impression that the Student tries to fill room instead of answering the command prompt!
Short, choppy sets without a variety show a student who has little background in grammar and style, maybe someone who has read and written. Teach the students as they connect ideas with transient cabins, participiene phrases, appositives, subordinate clauses, etc. They would soon be bored. Likewise, both writers and readers are bored bored if everything is formulated, lacks individual pizzazz! I suggest asking you to experiment with different varieties of syntactic devices to help you develop a style of style.
An arsenal appropriate vocabulary and analytical wording shows a brilliant mind at work, but writers should make sure the words fit. Some students keep in big words just to scientifically sound. Ironically, some of her papers only achieve a 2, because they lack clarity, sometimes say nothing about the prompt relevance.
I recommend my students to use the active voice as much as possible as a remedy for repetition and other superfluous wording. I also recommend that you encourage you to develop a mental thesaurus so you have a variety of words as you put together.
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