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 • Prove / support your thesis with good examples. • • • • 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+ • • • • 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 • • • • • • • • • • • 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 • • • • 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 • • • • 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