OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
Using Facebook
to Prepare for
theAP
Persuasive
Essay
Milton Alan Turner, NBCT
Saint Ignatius High School
mturnerOigoatius,edu
htto:ljfaculty,lgoatius.edu/turner/
Overview
• Introduction to AP French Language & Culture Exam
• AP Central Website
• Free-Response Section Tasks
• 2013 French Persuasive Essay
• Persuasive Essay Rubric
• Authentic Resources
• French-language Media Web Sites
• French-Language Media Apps for
smartphoneS/tablets
• AP French Language & Culture Facebook Group
AP Central
http://apcentral.collegeboard.com
·Course Description
·Planning Guide
·Teacher Community
·Free-Response Questions
·Scoring Samples and
Commentary
1
OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
AP French Language & Culture Exam
"The AP course provides students with opportunities to
demonstrate their proficiency in each of the three modes in
the Intermediate to Pre-Advanced range. "
OverarchingPremise
"When communicating, students in the AP French
Language and Culture course demonstrate an
understanding of the culture(s), incorporate
interdisciplinary topics (Connections), make comparisons
between the native language and the target language and
between cultures (Comparisons), and use the target
language in real-life settings (Communities).·
MJ French Language & CUlture Co\lrH and &.am Description Effective Fa ll 2011
AP Cultural Themes
AP French Language & Culture Exam Format
2
OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
Task 2: Persuasive Essay
• Students must write a persuasive essay on a given
topic clearly Indicating their own viewpoint and
defending it thoroughly
·The essay topic is based on three sources
1.
Printed article
2.
Printed graph/chart/map
3.
Audio source (podcaSVinterview)
·Students have 6 minutes to read the print sources
(article and graph) and 6 minutes to hear the audio
source twice
• Students have 40 minutes to write the essay
Task 2: Persuasive Essay Scoring Rubric
• Holistic scoring ("Alan's shoulders")
• Task oriented
• Progressive
. Integrates vs. summarizes information
• Number of sources referenced
. effective vs. suitable vs . unsuitable information
• Multiple ways to successfully use sources
· 2012 Scoring samples and commentary available at
htto://apcentral.collegeboard.com/ apc/ members/exam/
exam information/ 4559.html
Preparation Suggestions
·Regular exposure to authentic resources from
Day1 Levell
·Web sites
• Podcasts
·Apps
·Social media
. Le Grand Concours
• Practice Tests
·Course and Exam Description
• Practice Test (AP Audit)
3
OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
Authentic Resources
. My AP French Language & Culture Web Site
http·/lftcylty ISQatiya odyttumortopfrooch!ang htm
. FrenctHanguage Media on Face book
• Le fran~ais avec TVSMONDEhttos://WWW facebook comlty5mondelanguefrancajse
• Le Monde.- nttos·ttwww facebook coml!emonde fr
• Les Observateurs de France 24httos"//www facebook comlfRANCE24 Ob5ervateurs
• TVS Monde- httos·IJwww facebook comttv5mondeofflciel
• La Presse (Canada}- https·//www facebool! comtLaPresseFB
• Canre.ca- portall francophonehttos:Jfwww facebOOk com/caooe-francajs
• Le Point- httos·/Jwww tacebook com/leoojot fr
• L'Express- httns:Jtwww facebook com/LExoress
• Agence France Presse- httns·IJwww tacebook com/Afrfra
• Liberation- httns;//WWW faceboQk com/Liberation
Authentic Resources
• French-language Media on Facebook (continued)
• RTL Info (Belgique}httos://www.facebook.com/RTLinfo
• RTL (France}- httos://www.facebook.com/RTL
• TF1 News- httos://www.facebook.com/TF1News
• France Infohttos://www.facebook.com/France.lnfo
• Le Figaro- httos:/Jwww.tacebook.com/lefigaro
· Le Nouvel Observateurhttos://www.tacebook.com/lenouvelobservateur
• Smartphone Apps
Why Use Facebook?
1.
2.
3.
Almost all students are on Facebook anyway.
Facebook Is available on multiple platforms (smartphones.
tablets). not just computers. Students can easily access
resources on the go.
Facebook supports audio and video well. Students can find and
access audio and video from French-language media sites to
practice their interpretive listening as well as reading skills.
Students can •uke• and then the articles will show up in their
s.
news feeds . Th e students don't really have to go hunting for
articles, articles are pushed to them. Any articles in their news
feeds can be easily shared with the group.
If the students find articles on their own, most sites have a
Facebook button for sharing articles. Too cumbersome to cut
and paste links into a Haiku LMS discussion board and the
chances of making a mistake were too great.
4
OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
Creating Facebook Groups
·Face book Group
httos://www.facebook.com/grouos/aofrenchlang/
·From Facebook home page,
select "Create Group"
·Name your group
·List at least one member
·Privacy (Open, Closed, or
Private)
Creating Face book Groups
·Membership approval (admin
or any member)
·Group address
·Group Description
·File with AP Themes
·Posting Permissions/Post
Approval
Presentational Writing
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5
OFLA 2014 "Using Facebook to Prepare for
the AP Persuasive Essay"
4/7/2014
Presentational SP.~.aking
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•
..
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il
Facebook Group Considerations
·Group size
·Member limits
·Sharing media sites
·Verification
·Suggestions
·Q&A
6
2013 APQ!IFRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS
2222222222222222222
Source numero 1
Introduction
Dans cette selection il s'agit de !'importance de Ia consommation de Ia viande. L'article original a ete publie en 2009
en France par Alain Soussa, un joumaliste qui ecrit pour le site Doctissimo.fr.
Faut-H arreter Ia viande?
Ugne
5
10
15
20
Le steak tartare vit-il ses demieres heures? La viande rouge et les charcuteries, accusees de favoriser
certains cancers, sont de plus en plus frequemment montrees du doigt. Mais faut-il pour autant
devenir vegetarien? Pas si sur ... CarIes produits cames sont egalement sources de vitarnines,
rnineraux et proteines.
Comment dirninuer Ies risques de cancer en mangeant rnieux? Au cceur des debats: Ia
consommation de viande. Avant de mettre votre boucher au chomage, decouvrez les benefices et les
risques des produits animaliers, pour faire des choix eclaires et manger sante!
L' exces de viande rouge peut etre nocif pour Ia sante! C'est Ia conclusion de l'une des plus
importantes etudes realisees sur les liens entre consommation de viande et cancer du colon. Les plus
gros consommateurs augmentent Ies risques de tumeur: 40% de risques supplementaires pour ceux
qui mangent 200g de viande par jour, par rapport a ceux qui en mangent une a deux fois par
semaine. Au rang des produits incrirnines: les viandes rouges mais aussi les viandes transformees
(charcuteries, saucisses, boudin, pate, corned-beef .. . ). En revanche, Ia volailJe et Ie poisson ne
semblent pas augmenter le risque. L'explication tiendrait au fer contenu dans Ies viandes rouges. Ce
qui explique que les viandes blanches et les poissons beaucoup moins riches en fer n'augmentent
pas les risques.
Mais si une consommation excessive de viande est nocive, ne pas en manger du tout permet-il de
proteger sa sante? II semble bien que non. Si les recherches menees sur des populations
suffisamment importantes sont rares, on retiendra neanmoins que les vegetariens sont globalement
plus minces que les autres, et qu'ils ont moins de problemes de cholesterol. Mais pour les cancers,
les resultats sont rnitiges. Les etudes sur le cancer du sein, de l'estomac, des poumons ne montrent
d'ailleurs aucune difference. Certes difficile de conclure a partir de ces petites etudes. D'autant que
vegetarien n'est pas toujours synonyme d'alimentation equilibree
0
25
JO
0
0
Alors, que faire en pratique? Comme Ie souligne Elio Riboli, responsable de I' Agence
Intemationale pour Ia Recherche sur le Cancer (IARC), pas question d'arreter de manger Ia viande.
Car le fait de supprimer du jour au lendemain un aliment faisant partie integrante de notre
alimentation risque de provoquer d'importants desequilibres. II ne faut pas oublier que Ia viande
rouge est une source de proteines, de fer et de vitamines du groupe B. La regie: dirninuer sa
consommation de viande rouge (une a deux fois par semaine maximum) et augmenter Ia part de
volailles et de poisson.
Used by permission
© 2013 The College Board.
Visit the College Board on the Web: www.collegeboard.org.
GO ON TO THE NEXT PAGE.
-5-
2013 APe FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS
2222222222222222222
Source numero 2
Introduction
Dans cette selection il s'agit du taux de consommation de viande en France dans les annees recentes. Le tableau
original a ete pub lie en juin 2008 en France par le Ministere de I' agriculture et de la peche.
La consommation de Ia viande rebondit en 2007
~~~
Kg par habitant et par an
101
100
99
98
97
96
95
94+-r-~~~-+-+~~~~
p,(o p,'\ p,'b p,~ ~ ~\. ~'"" ~"' ~ ~~ ~ ~
~ ,o; ~ ,o; "'IS''""~ '""~ '""~ ~ '""~ '""~ '""~
© 2013 The College Board.
Visit the College Board on the Web: www.collegeboard.org.
GO ON TO THE NEXT PAGE.
-6·
2013 AP®FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS
2222222222222222222
Source numero 3
Vous aurez 30 secondes pour lire I' introduction.
Introduction
Dans cette selection il s' agit des raisons pour lesquelles on devient vegetarien. L'interview originale intitulee Et si
c'etait ra le bonheur: J'ai choisi d'etre vegetarien a ete publiee le 19 novembre 2009 en France par Faustine
Bollaert, joumaliste pour Europe I. Elle interviewe Olivier Rafin qui est responsable de I' association Mangez
vegetarien. La selection dure a peu pres trois minutes.
"Et si c'etait ~ale bonheur: J'ai choisi d' etre vegetarien" by Faustine Bollaert, produced and broadcast by Europe/, copyright© 2009 by Europe I. Used by
permission .
END OF PART A
STOP
Si vous finissez avant l'heure, vous pouvez verifier
votre travail dans Ia Partie A seulement. Ne
regardez pas Ia Partie B jusqu'a ce qu'on vous
le dise.
If you finish before time is called, you may check
your work on Part A only. Do not go on to Part B
until you are told to do so.
© 2013 The College Board.
Visit the College Board on the Web: www.collegeboard .org.
-7-
AP® FRENCH LANGUAGE AND CULTURE
2013 SCORING GUIDELINES
Presentational Writing: Persuasive Essay
5: STRONG performance in Presentational Writing
• Effective treatment of the topic within the context of the task
• Demonstrates a high degree of comprehension of the sources' viewpoints with very few minor
inaccuracies
• Integrates content from all three sources in support of the argument
• Presents and defends the student's own viewpoint on the topic with a high degree of clarity; develops
a persuasive argument with coherence and detail
• Organized essay; effective use of transitional elements or cohesive devices
• Fully understandable, with ease and clarity of expression; occasional errors do not impede
comprehensibility
Varied and appropriate vocabulary and idiomatic language
• Accuracy and variety in grammar , syntax, and usage with few errors
• Develops paragraph-length discourse with a variety of simple and compound sentences, and some
complex sentences
4:
•
•
•
•
•
•
•
•
•
GOOD performance in Presentational Writing
Generally effective treatment of the topic within the context of the task
Demonstrates comprehension of the sources' viewpoints ; may include a few inaccuracies
Summarizes, with limited integration, content from all three sources in support of the argument
Presents and defends the student's own viewpoint on the topic with clarity; develops a persuasive
argument with coherence
Organized essay; some effective use of transitional elements or cohesive devices
Fully understandable, with some errors that do not impede comprehensibility
Varied and generally appropriate vocabulary and idiomatic language
General control of grammar, syntax, and usage
Develops mostly paragraph-length discourse with simple, compound, and a few complex sentences
3: FAIR performance in Presentational Writing
• Suitable treatment of the topic within the context of the task
• Demonstrates a moderate degree of comprehension of the sources' viewpoints; includes some
inaccuracies
• Summarizes content from at least two sources in support of the argument
• Presents and defends the student's own viewpoint on the topic; develops a somewhat persuasive
argument with some coherence
• Some organization; limited use of transitional elements or cohesive devices
• Generally understandable, with errors that may impede comprehensibility
• Appropriate but basic vocabulary and idiomatic language
• Some control of grammar, syntax, and usage
• Uses strings of mostly simple sentences, with a few compound sentences
© 2013 The College Board.
Visit the College Board on the Web: www.collegeboard.org.
AP® FRENCH LANGUAGE AND CULTURE
2013 SCORING GUIDELINES
Presentational Writing: Persuasive Essay (continued)
2: WEAK performance in Presentational Writing
• Unsuitable treatment of the topic within the context of the task
• Demonstrates a low degree of comprehension of the sources ' viewpoints; information may be limited
or inaccurate
• Summarizes content from one or two sources; may not support the argument
• Presents, or at least suggests , the student's own viewpoint on the topic; develops an unpersuasive
argument somewhat incoherently
• Limited organization; ineffective use of transitional elements or cohesive devices
• Partially understandable, with errors that force interpretation and cause confusion for the reader
Limited vocabulary and idiomatic language
• Limited control of grammar, syntax, and usage
• Uses strings of simple sentences and phrases
1: POOR performance in Presentational Writing
• Almost no treatment of the topic within the context of the task
• Demonstrates poor comprehension of the sources' viewpoints; includes frequent and significant
inaccuracies
• Mostly repeats statements from sources or may not refer to any sources
• Minimally suggests the student's own viewpoint on the topic; argument is undeveloped or incoherent
• Little or no organization; absence of transitional elements and cohesive devices
• Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
Little or no control of grammar, syntax, and usage
• Very simple sentences or fragments
0: UN ACCEPT ABLE performance in Presentational Writing
Mere restatement of language from the prompt
• Clearly does not respond to the prompt; completely irrelevant to the topic
"I don't know," "I don't understand," or the equivalent in any language
• Not in the language of the exam
- (hyphen): BLANK (no response)
© 2013 The College Board.
Visit the College Board on the Web: www.collegeboard .org.
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