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This is a series of 4 planning guides that take students through a very condensed version of planning an Individual Research Report and a Team Multimedia Presentation for AP Seminar. They will evaluate 4 preselected sources, add two of their own, engage with multiple perspectives, plan an IRR, write one paragraph of an IRR, plan a condensed TMP, and present a condensed TMP. This is designed to take place over the course of 4-8 days, depending upon class time per day in the AP Seminar classroom.

This resource uses a planning document and sample planners to illustrate to students how to write about perspectives in Performance Task 1 of the AP Seminar course. The items in the resource can be used from the beginning to end of the writing process for the Individual Resource Report. The packet contains: Completed sample plannerCompleted paragraph based on sample plannerAnalysis questions for students to make sure they understand the relationship between planner, paragraph, and IRR rubricAnsw

This multi-day lesson is intended to fall into the AP English Language and Composition CED sequencing of Unit 2, which focuses on argument and rhetorical analysis, with special attention to evidence and audience. Students will analyze two arguments based on how they target a specific audience, and they will write two arguments of their own designed to appeal to two different audiences. The lesson specifically addresses the following Essential Knowledge standards:RHS-1.F Writers’ perceptions of a

One barrier to success in AP Seminar is not understanding lenses and perspectives. Students often substitute tasks like naming a category, giving a direct answer, or skipping ahead to a solution in place of examining a perspective, which should be conveyed as an argument that helps inform the answer to a research question. This assignment could be used as a formative assessment prior to writing the Individual Research Report to check for understanding. The assignment gives ten phrases that are p

This rhetorical analysis resource takes students through a set of 31 questions for peer feedback and self evaluation. Students copy and paste their essay paragraph by paragraph, then ask their peers' specific questions for each of those paragraphs to get detailed feedback. Then, students summarize the peer feedback on their own document and have space for self-reflection. There are instructions for how to take turns working through this assignment in groups. I recommend groups of 3 or 4. Make su

This activity uses the essential question " How can a thesis statement help establish a line of reasoning?" Students work toward answering this question by evaluating ten sample thesis statements in terms of whether they take a position and whether they adequately preview a line of reasoning. The thesis statements are based on the question of whether or not adversity builds character. This resource would be a good building block for argument writing in any high school class, including AP Englis

This assignment scaffolds the composition of synthesis paragraph. It is based on the synthesis prompt from the 2011 AP English Language and Composition Exam. A thesis statement and two body paragraphs are already written for students to use as models for writing a third body paragraph. There is a list of requirements in the instructions that help students move from source summary to synthesis, and there is a checklist with specific items that students can use for self evaluation or peer evaluati

This resource is intended to help AP Seminar students distinguish between perspectives, arguments, solutions, and facts. The term "perspectives" can be confusing for students, which can be a roadblock to writing a strong Individual Research Report (IRR). The resource presents a sample set of perspectives from a high performing team of three for Performance Task 1. Then, there are sample perspectives from a team that needs more support. Students are invited to identify which perspectives need rev

This resource provides practice for both rhetorical analysis and Advanced Placement style multiple choice questions. There are 25 (mostly) multiple choice questions written in the style of the writing/revision questions on the MCQ portion of the AP Exam. The resource contains a sample rhetorical analysis essay, written in response to Benjamin Banneker's letter to Thomas Jefferson that appear on the AP English Language and Composition exam in 2010. The sample response contains some of the most co

On the AP English Language and Composition Exam, many students are daunted by the sophistication point and think of it as a "unicorn" point. In fact, there are specific strategies that students can use to build sophistication in their writing. This resource takes students through a thinking process to consider historical and social issues that inform the broader rhetorical context and the potential complexities or tensions in the writing, specifically to be used in a conclusion. It includes broa

The first page of this document is a review for writing rhetorical analysis essays. It has reminders for prewriting, introductions, and body paragraphs. There is also a chart that breaks down how to plan each paragraph for a rhetorical analysis essay, in addition to a sample chart that is already filled out. The sample chart uses the past rhetorical analysis prompt from the 2010 AP English Language and Composition exam, a letter from Benjamin Banneker to Thomas Jefferson. You can use the sample

This ten question quiz includes recall, reading comprehension, and analytical questions from Chapters 1-4 of The Things They Carried. It does include a few questions about rhetorical choices.

This assignment can be used as a formative assessment to determine whether students know the difference between specific, hypothetical, general, or nonexistent evidence. When writing argument essays for any purpose, specific evidence is important. For AP English Language and Composition in particular, students must have specific evidence to score in the upper half of the evidence and commentary portion of the rubric. If students can recognize the differences in these levels of evidence, they are

This is an organizer to help students work through the process of analyzing a writer's rhetorical choices. This is helpful for AP English Language and Composition students learning to write rhetorical analysis essays or for students learning to write the SAT rhetorical analysis essay. The planner helps students organize by examining movement and patterns in the prompt and considering author's purpose. There are example responses based on the Abigail Adams letter to John Quincy Adams, a past text

This planner is geared toward AP Language and Composition students, but could be used by any student engaging in rhetorical analysis. A sample of a partially filled out chart can be found on the last page of the resource. A common error students make in writing rhetorical analysis is connecting a rhetorical choice to a purpose without justifying their assertion. On this planner, students are asked to identify rhetorical choices and proof of those choices, analyze how the choice fulfills a purpos

This ten question quiz includes recall, reading comprehension, and analytical questions from Chapters 11-18 of The Things They Carried. It does include a few questions about rhetorical choices.

This ten question quiz includes recall, reading comprehension, and analytical questions from Chapters 5-10 of The Things They Carried. It does include a few questions about rhetorical choices.