Writing+in+AP+World

Writing assignments improve student learning and thinking.

**A combination of “formal” and “informal” writing assignments will be used in K-B's AP WH.** Writing goals: Each unit includes writing assignments designed to develop the skills necessary for creating well-evidenced essays on historical topics highlighting clarity and precision (AP College Board prompts and rubrics for grading essays).  **Historical writing** requires st udents to write independently in response to a prompt or in reaction to a statement -- be clear, persuasive, and concise when you write!

__Computer Lab and at-home writing assignments __: Most often we will work with the **My Access program** in which students will get to write, edit, revise, and finalize writing on the computer at school or at home, submitting their papers online to the teacher. Students will receive login information and will be expected to complete essays as assigned. Go the site: [|My Access Log In]

//Expository writing // practice will include: __Short Writing Assignments__ titled “What Happened?” Describe, explain, or review an event, phenomenon, or idea. Summarize it. Grade based on: accuracy, summarization, and logic. (SWBS Strategy)

//__Historical Essay__ writing // practice will focus on format and content: Establish a clear position or response to the essay question, with a clear idea of the direction to be argued. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">a. Include dates (the period of time covered) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">b. Place (what region of the world the writing will focus on) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">c. Thesis (what will be proven in the essay with direct connection to the question being asked. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">d. Controlling ideas (categories of information you intend to discuss to explore your topic and prove your thesis)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">1. Introductory or Thesis Paragraph **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">**2. Body Paragraphs** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">One paragraph for each controlling idea will prove your thesis. You must have at least three points or controlling ideas for an effective argument. Include the following in each body paragraph: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 15.454545021057129px;">a. Topic sentence needs to articulate the main idea or topic of the paragraph, or the connection of the paragraph to the main topic or idea of the essay, or transition/connection to what came before the paragraph <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 15.454545021057129px;">b. Explanation and/or definition of terms in the paragraph or major ideas <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 15.454545021057129px;">c. Evidence: factual proof described and interpreted (how the evidence proves the main topic or idea <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 15.454545021057129px;">d. A concluding sentence reflecting on what was proven in the paragraph

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> Remind the reader what you are proving and why it is important, restating the thesis in a different way, showing a global connection and requesting an additional document (who's voice is missing?)
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">3. Conclusion Paragraph **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 18.18181800842285px;">**Approach the question: SPTTT! “Source, Places, Time, Topics & Task”**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 18.18181800842285px;">FRQs are the writing prompts. **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 15.454545021057129px;">Determine the source of information (or type of document), where it comes from, during which period, regarding what topic & then determine what you are expected to do to answer the question (describe, C/C similarities & differences, or show COT continuities & changes over time).

__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Short Document/Visual Analysis __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;"> Primary source interpretation is required.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">__Document Based Question (DBQ__): Students will examine a particular historical problem, question, or event using evidence from a variety of sources that offer opposing or concurring perspectives on a given topic or event. Students will be required to develop a coherent thesis and supporting arguments, justified by relevant historical evidence and references.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Students will identify “additional document” and explain how/why such a document may offer another perspective on the topic/concept/event. Students will apply multiple historical thinking skills, and will be assessed according to the AP College Board DBQ essay rubric. [CR6]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">__Change and Continuity Over Time (CCOT__): Students identify and analyze patterns of continuity and change over time and across geographic regions, connecting these historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. Student organizer: COT 3 Column Chart Handout. [CR10]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">__Comparative Essay (C/C__): Students compare historical developments across or within societies in various chronological and/or geographical contexts. Students will also synthesize information by connecting insights from one historical context to another, including the present. Focus: Non-Traditional Comparisons, i.e., Tang v. Byzantine 600-1450. [CR14]