Name: __________________________________________________
AP Language and Composition, Ms. Doolittle
Period: __________
Due Date: ____________
AP Test: Simple C Prep Passport1
750 points = 75% C
850 points = 85% B
General Prep (85 points… have this done before 4/19)
Materials
Planne
r
Princeton Review
Peer Interview
Initial Set-Up
Location(s)
1
Buy a guide
online or at any
major book store
(see test prep
section of store).
A receipt (or email
from the
counselor) would
count as proof.
No outside
materials
necessary--just
make
No outside
materials
necessary.
Getting a guide is
your
responsibility.
Work
Style
Individual
Individual
Due by
March 22nd
This portion
may be
completed
individually,
in pairs, or
in groups
This portion
must be
completed
individually.
Individual
Note: you may only
have 1 guide, and do
1 guide prep set of
activities
Ms. D will
provide a unit
calendar
Individual
Description:
Completion
Date Stamp:
Buy or borrow an AP Language and Composition study
guide, or take one of the used copies. (Recommended:
Barron’s, McGraw-Hill, or Princeton Review.) Get your name
on the guide. Show it to Ms. D for a stamp!
5 points
possible
Pay your full AP fee ($89) in the main office. Cash or check
acceptable (checks made out to River Ridge High School).
Make sure you sign up for the right test—AP Language and
Composition! (Fee reductions and waivers available from Ms.
Olsen, test coordinator.)
Interview someone who took the AP Language exam and
remembers it well. Your prospective interview pool includes
current seniors, alumni, and students from other schools. Ask:
 About your specific concerns
 What they did to prepare for the exam
 What they wish they had done differently
 For their tips, tricks, suggestions
Write a detailed description of what you've learned. Your
audience? Other classmates who want to pick up tips and
tricks. Format your writing and choose your details
accordingly. This description will go up on the "AP Winners
Wall" outside room 416. Make sure to include the name of
your interview subject. Use your best writing skills.
The Princeton Review organizes its test review into five
sections, with practice tests at the end. (See note on Emerging
Curriculum, page 8, about practice tests.) Here’s the point
value for reading and annotating each section. (Note: if you
wanted to go above and beyond—say, create an activity for
the Hit Parade words—you can propose that for Emerging
Curriculum. In other words, there are many more points to be
had from this book!)
 Part I: 5 pts
 Part IV: 10 pts
 Part II: 5 pts
 Part V: 15 pts
 Part III: 10 pts
Create a calendar and/or to-do list that breaks down all of
your plans by individual assignment, self-imposed deadline,
and point value. Total up the point values so you can make
sure that you have as many as you want.
5 points
possible
5 points
possible
5 points
possible
___ / 45
points
possible
20 points
(mandatory)
Modeled from Ms. Farley’s excellent AP passports.
1
Writing (168 points… have this done by 5/3)
There’s a filing cart in the alcove in Ms. Doolittle’s room. It contains many AP-released prompts... though I
don’t have all materials (especially anchor sets) for all prompts.
You must complete each of these assignments at least once for every type of essay. If you find the activities
useful, however, please feel free to repeat them with AP-released items and/or prompts found in your study
guide books.
Materials
Feedback
Timed Write
TAP
Location(s)
See note
Individual,
pair, or
group
See note
Individual
Must have a
finished essay
and a copy of
one of the
rubrics
(available
online)
Anchor Sets
See note
Standard
Work
Style
Pair
Individual,
pair, or
group
Individual
See note
Description:
TAP the prompt: Topic (rewrite in the form of a question or
questions), Audience, and Purpose.
_______ Synthesis
_______ Argument
_______ Analysis
Make sure that you hand-write the essay in one sitting, and
time yourself. Simulate the test environment! Attach the
prompt to your essay.
_______ Synthesis
_______ Argument
_______ Analysis
Print out two copies of the rubric you want used on your
essay—either the general AP or the prompt specific. Fill out
one of the rubrics on your own. Then, ask a classmate to read
and assess your essay. Provide him/her with a rubric. After
he/she has assessed your essay, please sit down and discuss
what he/she noticed. Are there any discrepancies in your
scoring?
_______ Synthesis
_______ Argument
_______ Analysis
 Take a copy of the anchor sets for your prompt. Read
through the anchor sets and score them using the AP
rubric. Write comments to explain why you gave the
score that you did. Be thoughtful!
 Use the official scoring guide to compare your evaluation
to the real scores. Fill in official scores and summarize
official comments.
_______ Synthesis
_______ Argument
_______ Analysis
Write (with revision, if necessary) a passing (6+) essay.
_______ Synthesis
_______ Argument
_______ Analysis
Completion
Date Stamp:
1 point each (3
pts. total)
15 points each
(45 pts. total)
5 points each
(15 pts. total)
15 points each
(45 pts. total)
20 points each
(60 pts. total)
I am at 253 points total
2
Huck Finn stuff by 4/26... 420 points… I am at 673 total, but I can’t count on all of the quiz points!
Materials
Location(s)
Folders up front,
calendar online
Work
Style
Description:
Individual,
but working
with group.
Read Huck Finn and prove that I read it by completing all the
Lit circle work (below).
Group
MWDS
Discussion
Quizzes
Organization


Your teammates
will make 3 of the
quizzes, and you
will make 1
Group
Individual

Discussion rubric
online, as is
summary foursquare

Online
Individual
Your grade
is based on
input from
yourself and
your peers
Individual
or Group
Create a group folder that will live in the blue bucket here in
class. On the front of the folder, tape a calendar and add all of
your deadlines and duties to the calendar. Also, write down
the names of your group members. On the inside, print out
and store four copies of the discussion rubric, plus a
summary four-square. Keep your “N Word” policy in there,
as well. Also, write down your plan on how to contact one
another if need be.
As a group, you need to talk about how you’re doing to deal
with the N word—a racial slur that appears over 200 times in
the text. Will you talk about the effect of the word in the
text—intended effect, actual effect, etc? Will you read the
word aloud? Can you say the word while discussing the text?
Do you just want to ignore it entirely? Whatever you decide is
fine, but have a rationale for why you made your choice.
Take the reading quizzes that your Quiz Queen/King created
for the reading section. Your quiz must be graded by the
Queen/King and then presented to me. As Queen/King, you
get an automatic A (provided quiz needs no major revision).
 Quiz 1: _______/15 points
 Quiz 2: _______/15 points
 Quiz 3: _______/15 points
 Quiz 4: _______/15 points
Your discussion grade will be based on three things (1)
whether or not you completed the reading (2) how well you
completed your role and (3) how productively you
contributed to discussion
 Discussion #1: __________/30 points
 Discussion #2: __________/30 points
 Discussion #3: __________/30 points
 Discussion #4: __________/30 points
Complete the Major Works Data Sheet for Huck Finn. Do note
that, in order to complete it, there are other things that must
be done (your summary four-square, the webquest, etc.)
Completion
Date Stamp:
200 points
complete before
reading
10 points
complete before
reading
10 points
complete during
the reading
________/60 points
complete during
the reading
________/120
points
20 points
Complete during
and after the
reading
3
Complete by 4/26
Diagnostic exam
Test
Materials
Location(s)
Work
Style
See description.
Individual
Each study guide
has a diagnostic
exam as well as
MC keys and
essay rubrics. If
you don’t have a
guide, Ms. D also
has a practice
exam.
Individual
(please feel
free to do
this
assignment
more than
once—it’s
very
helpful!)
Description:
Completion
Date Stamp:
Show up on April 20th to House D Commons at 9am. Take the
diagnostic exam (which I’ve signed up for).
100 points
 Take a diagnostic exam (I will use the one from 4/20).
 Afterwards, self-score the MC section using the multiple
choice key provided by your guide/teacher. Also score
your own essays using the provided rubric (include a
rationale for why you earned that score).
 Write a plan of action for how you are going to use your
study time to address any of your weaknesses.
75 points
175 points on this page… 848 points total!
4
Writing (168 points)
There’s a filing cart in the alcove in Ms. Doolittle’s room. It contains many AP-released prompts... though I
don’t have all materials (especially anchor sets) for all prompts.
You must complete each of these assignments at least once for every type of essay. If you find the activities
useful, however, please feel free to repeat them with AP-released items and/or prompts found in your study
guide books.
Materials
Feedback
Timed Write
TAP
Location(s)
See note
Individual,
pair, or
group
See note
Individual
Must have a
finished essay
and a copy of
one of the
rubrics
(available
online)
Anchor Sets
See note
Standard
Work
Style
Pair
Individual,
pair, or
group
Individual
See note
Description:
TAP the prompt: Topic (rewrite in the form of a question or
questions), Audience, and Purpose.
_______ Synthesis
_______ Argument
_______ Analysis
Make sure that you hand-write the essay in one sitting, and
time yourself. Simulate the test environment! Attach the
prompt to your essay.
_______ Synthesis
_______ Argument
_______ Analysis
Print out two copies of the rubric you want used on your
essay—either the general AP or the prompt specific. Fill out
one of the rubrics on your own. Then, ask a classmate to read
and assess your essay. Provide him/her with a rubric. After
he/she has assessed your essay, please sit down and discuss
what he/she noticed. Are there any discrepancies in your
scoring?
_______ Synthesis
_______ Argument
_______ Analysis
 Take a copy of the anchor sets for your prompt. Read
through the anchor sets and score them using the AP
rubric. Write comments to explain why you gave the
score that you did. Be thoughtful!
 Use the official scoring guide to compare your evaluation
to the real scores. Fill in official scores and summarize
official comments.
_______ Synthesis
_______ Argument
_______ Analysis
Write (with revision, if necessary) a passing (6+) essay.
_______ Synthesis
_______ Argument
_______ Analysis
Completion
Date Stamp:
1 point each (3
pts. total)
15 points each
(45 pts. total)
5 points each
(15 pts. total)
15 points each
(45 pts. total)
20 points each
(60 pts. total)
5
6
Evidence Bank
DBQ?
Specific to Synthesis and/or Argument
No materials
necessary (but
you need to be—
or have been—
enrolled in an AP
history class)
Individual
or pair
Access to
internet:
theweek.com
Individual
Compare the English synthesis question to the history DBQ.
How are the two essays similar? How are they different?
How can you “double dip” as you prepare for both tests?
(Consider the prompt, the documents, and the scoring
rubrics.) Your analysis can be done as a narrative, chart, etc…
whatever helps you! Note: to answer this question fully, you will
need to review materials from AP U.S. and/or AP World.
Getting caught up on current events will give you some
concrete evidence to use in your argument essay. Go to the
online news magazine “The Week.” Read and summarize
articles from each of the following categories (in the following
numbers):
o 2 today’s topics
o 2 news & opinion
o 1 business
o 1 Science & Tech
o 1 Arts & Life
5 points
10 points
Follow a Columnist
May be repeated once a week for full credit (just add in
“Emerging Curriculum”)
Download
“Following a
Columnist”
from the class
website
Individual
You will choose one of the columnists mentioned on the
handout and complete each of the following tasks using
columns from his/her body of work. This assignment helps
you analyze text, understand how argument works, and gain
background knowledge to build your “evidence bank.”
Details are on the handout, but in brief, you will:
 Write a brief biography of your columnist
 Find and annotate four of his/her columns
 Compare 1 column to 2 outside sources on the same
subject
 Evaluate the columnist with your closing remarks
50 points
possible
Riverside Reader
Points awarded based on quality of your work.
Copy of The
Riverside Reader
(available in
school library)
Individual
Read any of the essays in The Riverside Reader (although I
would suggest paying special attention to the persuasion and
argument section). Answer the questions about the essay. In
your responses, recycle vocabulary from the original
question. Write in complete sentences. Use embedded, cited
evidence to respond. Be thoughtful and thorough.
25 – 45 points
possible
Points awarded for quality of analysis completed.
7
Analysis and Multiple Choice
Materials
Location(s)
Book lists on class
website. Reading
strategies on class
website.
Books available in
libraries and
stores.
Work
Style
Description:
Completion
Date Stamp:
Individual,
pair, or
group work
 Select and read one of the books off of the 101 List or AP
Lit Q3 List. I am always happy to make
recommendations! Avoid reading RRHS-assigned texts.
(And yes, you will notice some overlap between the two
lists.)
 Read the book. As you read, apply an active reading
strategy to help you comprehend the book. You will need
to concentrate to get the full meaning. (If you’re creating a
book group, your “strategy” could be to do literary
circles. You could video them for me as evidence!) This
“strategy” is the evidence that you read your book.
75-150 points
possible
Book-Based Projects
Title You Chose:
“Major Works
Data sheet”
available on class
website.
Each person
needs
his/her own
copy.
Individual
No materials—it’s
all you!
No materials—it’s
all you!
* This assignment
can also be
completed for
nonfiction readings.
Download
multiple choice
support materials
online
* This assignment
can also be
completed for
nonfiction readings.
Individual
or pair
e-submit
only
Individual
or pair
e-submit
only
Points awarded based on text length/canonical significance as well
as quality of your work.
Complete a Major Works Data sheet for your book.
Be aware: the amount of points earned depends entirely upon the
thoughtfulness and accuracy of your work.
(depends on
length and
difficulty of
book)
points: _____
20 points
possible
 Before you write your review, please check movie
reviews from the New York Times and/or Roger Ebert to
get an idea for the format.
 Write a book review for this book. A review is a piece of
argumentative writing that evaluates the quality of the
book through discussing its strengths and weaknesses.
Reviews often identify the audience of a book.
20 points
possible
Write an AP-style analytical essay prompt, using an excerpt
from your book. Use analytical essays assigned in class as
your template and make sure your essay prompt contains the
following:
 Title of text and when it was written
 Standard AP-stem question prompting students to
analyze both style and content of a specific,
significant passage from the text
 Passage provided, broken into two columns and
numbered every five lines.
20 points
possible
After getting your prompt approved, you can write this essay
and receive peer feedback, just as you would any other essay.
Write an AP-style multiple choice quiz using an excerpt from
your book. The quiz must contain:
 Title of text and when it was written
 Passage provided, broken into two columns and
numbered every five lines.
 8-15 questions, with five possible answers each.
Questions should be the appropriate level of
difficulty and cover a variety of question types.
20 points
possible
8
Language
Materials
MC test super scrutiny
Quiz
Device Study
Location(s)
“Common
rhetoricalliterary device”
and “Tier II
Terms”
available on
website
Work
Style
see note
Description:
Completion
Date Stamp:
Download one or both of the rhetorical-literary device lists
off the website. For each term, create a flashcard. On one
side of the flashcard, write the name of the device. On the
other side, write (a) the definition, (b) the common
purpose/intended effect and (c) an example from an APlevel text (one we’ve read in class, or one off of the various
reading lists)
30 points each
word list, 60
points possible
Note: I would be highly impressed should you take the initiative
to share this work intelligently—if, for instance, you all worked
together to put the flashcards on Flashcard Machine.
Teacher has the
quiz. Must be
administered and
collected by a staff
member.
Individual
You can’t do
this unless/until
you’ve already
taken some
quizzes or
exams.
You can do
the labeling
alone, in
pairs, or in
groups
Same as above.
Individual,
pairs, or
groups
Same as above
Individual
Individual
for the
inventory
Take the rhetorical device quiz. You are not allowed to use
any notes or electronic devices while quizzing—just a
writing utensil and your brain. Quizzes will not be passed
back to you, but they can be retaken if you’re not happy
with your score.
 Using your “Types of AP Multiple Choice Questions”
handout (available online) label each question in a quiz
or exam that you’ve taken (Is this a Device question?
Meaning and Purpose? etc.)
 Now, do an inventory of what you got wrong vs. what
you got right. Answer the following questions
thoughtfully:
o What types of questions appeared on the test
most often? Least often?
o What questions are you best at answering?
o Where do you struggle the most?
o How should you prep for the MC test?
For any questions you missed, write an explanation
detailing (a) why the distracter you chose seemed like it
could be the right answer and (b) why the correct answer
is, in fact, correct.
 Create a T-chart. Label one side of the T-chart
“technical vocabulary.” Label the other side of the
chart “words in context.” Go through your multiple
choice quiz/test and write down any words you don’t
know on the appropriate side of the T-chart.
o “He was a corpulent fellow.” = word in context.
o “Is this rhetorical device an allusion or a
zeugma?” = technical vocabulary.
 Now, prove to me that that you’ve learned the words
you don’t know.
___ out of 40
points
possible
(mandatory)
10 points for a
quiz, 30
points for an
exam.
1 point for
every
thoughtful
annotation
½ point per
word
______ pts.
9
Tone-Tastic
Vocabulary Squares
Language
Vocabulary
Squares
available online
Individual,
pairs, or
groups
You will also
need a
thesaurus
(online or hardcopy)
(but every
person
needs
his/her
own copy)
Some words—typically verbs and adjectives—group quite
easily into families. Learning to associate multiple words
with one another can be a very helpful way of maximizing
your study time.
Complete a Vocabulary Square for appropriate words.
(Start with a definition and part of speech. Then, write a
sentence using a form of the word, illustrate the word, and
find at least 5 synonyms and 5 antonyms for the word.)
Incomplete squares will NOT receive credit.
2 points per
square
accurately
and fully
completed
______ pts.
Note: in order to complete squares successfully, you will need to
choose words with synonyms and antonyms. “Lugubrious” is a
great word for a vocabulary square. “Geologist” is not.
Ms. D will give a
“Flashcard
Machine” tutorial
in class. Search
terms on the
website.
Individual
Make flashcards for all of the tone sets. Alternatively,
download the flashcards to your mobile device using
“Flashcard Machine.”
_______ Set #1
_______ Set #2
_______ Set #3
_______ Set #4
_______ Set #5
25 points
possible (5
per set)
Argument Terms
15 points
You have a copy
in your binder.
Extras in the
classroom paper
sorter.
Individual
Read the entire Mr. Hardebeck’s Rhetorical Terms packet.
Read, annotate and highlight, focusing on significant
terms, skills, and reminders. After reading, answer:
1. What do you think are the top 5 terms to know
from this packet? Why? (Think: what’s most likely
to help you grow as a reader and writer?)
2. How can you analyze how other authors use these
concepts in their writing?
3. How can you use these 5 concepts when you’re
planning and/or writing an essay?
10
Using Your Study Guides
Materials
Princeton Review
Location(s)
Getting a guide is
your
responsibility.
Note: you may only
have 1 guide, and do
1 guide prep set of
activities
Work
Style
Individual
Description:
The Princeton Review organizes its test review into five
sections, with practice tests at the end. (See note on Emerging
Curriculum, page 8, about practice tests.) Here’s the point
value for reading and annotating each section. (Note: if you
wanted to go above and beyond—say, create an activity for
the Hit Parade words—you can propose that for Emerging
Curriculum. In other words, there are many more points to be
had from this book!)
 Part I: 5 pts
 Part IV: 10 pts
 Part II: 5 pts
 Part V: 15 pts
 Part III: 10 pts
Completion
Date Stamp:
___ / 45
points
possible
11
Materials
Location(s)
Work
Style
Description:
Completion
Date Stamp:
Here’s where you can propose other projects. Bear in mind, my goal is to prepare you for the AP Language and
Composition test. Anything you propose should meet that goal. I actively encourage you to “think outside the box,”
to assess and address your own needs.
You may wish to consider:
 Other kinds of vocabulary learning activities (prefixes and suffixes? Greek and Latin roots? Something from
your Princeton Review?)
 How you can “double-dip” as you prep for other tests. For instance: perhaps an assignment creating
outlines for multiple AP Lang argument prompts, with an emphasis on evidence from AP U.S. history.
 Analyzing the news can be great for your critical thinking, reading, and “evidence bank” building! Perhaps
Ms. Baumgartner has some ideas on what you can do.
 I have several compilations of text that contain AP-level readings with prompts, multiple choice questions,
and sometimes even lesson plans attached. I am happy to let you look through them, and we can always
send items to the Copy Center for you.
 You can always attach more “emerging curriculum” ideas on a separate sheet of paper.
Conference/clarification chat with Ms. D about …
5 pts.
Emerging Curriculum
Individual
12