The test itself is in the classroom. You’ll be taking it, sans cell phone and Chromebook, until you’ve finished it,\u00a0at which point you’ll be asked to complete the following Google Forms.<\/p>\n
Jan. ’18 ELA Exam: Part 1<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 1<\/a> |\u00a0https:\/\/goo.gl\/forms\/lgTs1G1dX0GADfW02<\/a><\/p>\nThis covers three reading passages and 24 multiple-choice questions. You’ll need to enter your original answers all at once. We’ll track patterns and provide support based on your in-class work and these data.<\/p>\n
Jan. ’18 ELA Exam: Part 2<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 2<\/a>\u00a0|\u00a0https:\/\/goo.gl\/forms\/Qd96mHQacYBieUy73<\/a><\/p>\nThis is the source-based argument. You’ll need to type your handwritten response, and then you have some metacognitive analysis to complete.<\/p>\n
Jan. ’18 ELA Exam: Part 3<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 3<\/a>\u00a0|\u00a0https:\/\/goo.gl\/forms\/V61DNFuFN4wdQdei2<\/a><\/p>\nThis is the text-based analysis. You’ll need to type your handwritten response\u00a0\u2014 remember, it’s not a full essay \u2014 and then complete a bit of metacognition.<\/p>\n
\nAP\u00ae English Language and Composition Exam<\/h3>\n
\n
Do you notice the\u00a0\u00ae by “AP” in this post? That refers to the registered trademark<\/a> of the College Board. I don’t take the time to add it, usually, but I probably should. The folks at the College Board take their intellectual property rights seriously:<\/p>\n![\"\"](\"https:\/\/i0.wp.com\/sisypheanhigh.com\/malachite\/wp-content\/uploads\/2018\/04\/cb-gives-another-case-against-grades.png?resize=672%2C312\")
<\/a><\/p>\nThat’s why the 2016 exam, which we practiced intermittently throughout Q3, was never posted to the interstitial classroom. The same goes for the 2017 exam, which you’ll be taking this week and next. It’s a purely offline bit of practice.<\/p>\n
Google Classroom blurs the line a little bit\u00a0\u2014 it’s pedagogically the same thing as distributing work in class \u2014 but it’s part of the testing frenzy of this part of the year to stare at printed pages and bubble in small circles and write until your hands cramp.<\/p>\n
Everything you need is in the classroom. We’ll discuss the possibilities outlined in the end-of-year calendar as May gets going, because we’ll want to balance rigorous test prep with your own units of study.<\/p>\n
2017 AP Exam: Section I<\/h5>\n
You probably want to take 60 uninterrupted minutes to do this. When you’re ready, enter your answers here:<\/p>\n
2017 AP Exam: Section<\/a> I https:\/\/goo.gl\/forms\/yylJ8XjCuzvXGzit2<\/a><\/p>\n2017 AP Exam: Section II<\/h5>\n
You probably want to take the suggested time here, too\u00a0\u2014 two hours and fifteen minutes, all at once. When you’re ready, type up your responses:<\/p>\n
2017 AP Exam: Section II<\/a> | https:\/\/goo.gl\/forms\/EyDZ3W0Y2xQQNnp83<\/a><\/p>\nThe form for Section II asks you to identify and analyze several writing choices you made in one or more of these essays. We’ll focus our metacognitive work for Section I through face-to-face conferences.<\/p>\n
I’ll monitor your work online and offer help as necessary and on request. Use all of your resources. Most of them are in the photocopied packets lining our bookshelves. It might be useful to see that the cover sheets for those packets delineate their contents:<\/p>\n
\n- Cover Sheets – AP Practice Exam<\/a><\/li>\n<\/ul>\n
\nAbove All<\/h3>\n
\n
Above all, remember that these AP and Regents tests are important, because they do<\/em> reveal something about your skill and potential. They are tests of skills and traits that matter, for the most part. But they are ultimately emphasized so much only because of the failure of the system to design anything better.<\/p>\nIn other words, no one believes these tests get at the inimitable, wonderful parts of you that truly matter. They don’t. You must take the tests seriously because of what high scores do for<\/em> you\u00a0\u2014 and because it is good to beat the system at its own game:<\/p>\nKnow Your Enemy: High-Stakes Tests<\/a><\/p><\/blockquote>\n
This covers three reading passages and 24 multiple-choice questions. You’ll need to enter your original answers all at once. We’ll track patterns and provide support based on your in-class work and these data.<\/p>\n
Jan. ’18 ELA Exam: Part 2<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 2<\/a>\u00a0|\u00a0https:\/\/goo.gl\/forms\/Qd96mHQacYBieUy73<\/a><\/p>\nThis is the source-based argument. You’ll need to type your handwritten response, and then you have some metacognitive analysis to complete.<\/p>\n
Jan. ’18 ELA Exam: Part 3<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 3<\/a>\u00a0|\u00a0https:\/\/goo.gl\/forms\/V61DNFuFN4wdQdei2<\/a><\/p>\nThis is the text-based analysis. You’ll need to type your handwritten response\u00a0\u2014 remember, it’s not a full essay \u2014 and then complete a bit of metacognition.<\/p>\n
\nAP\u00ae English Language and Composition Exam<\/h3>\n
\n
Do you notice the\u00a0\u00ae by “AP” in this post? That refers to the registered trademark<\/a> of the College Board. I don’t take the time to add it, usually, but I probably should. The folks at the College Board take their intellectual property rights seriously:<\/p>\n<\/a><\/p>\nThat’s why the 2016 exam, which we practiced intermittently throughout Q3, was never posted to the interstitial classroom. The same goes for the 2017 exam, which you’ll be taking this week and next. It’s a purely offline bit of practice.<\/p>\n
Google Classroom blurs the line a little bit\u00a0\u2014 it’s pedagogically the same thing as distributing work in class \u2014 but it’s part of the testing frenzy of this part of the year to stare at printed pages and bubble in small circles and write until your hands cramp.<\/p>\n
Everything you need is in the classroom. We’ll discuss the possibilities outlined in the end-of-year calendar as May gets going, because we’ll want to balance rigorous test prep with your own units of study.<\/p>\n
2017 AP Exam: Section I<\/h5>\n
You probably want to take 60 uninterrupted minutes to do this. When you’re ready, enter your answers here:<\/p>\n
2017 AP Exam: Section<\/a> I https:\/\/goo.gl\/forms\/yylJ8XjCuzvXGzit2<\/a><\/p>\n2017 AP Exam: Section II<\/h5>\n
You probably want to take the suggested time here, too\u00a0\u2014 two hours and fifteen minutes, all at once. When you’re ready, type up your responses:<\/p>\n
2017 AP Exam: Section II<\/a> | https:\/\/goo.gl\/forms\/EyDZ3W0Y2xQQNnp83<\/a><\/p>\nThe form for Section II asks you to identify and analyze several writing choices you made in one or more of these essays. We’ll focus our metacognitive work for Section I through face-to-face conferences.<\/p>\n
I’ll monitor your work online and offer help as necessary and on request. Use all of your resources. Most of them are in the photocopied packets lining our bookshelves. It might be useful to see that the cover sheets for those packets delineate their contents:<\/p>\n
\n- Cover Sheets – AP Practice Exam<\/a><\/li>\n<\/ul>\n
\nAbove All<\/h3>\n
\n
Above all, remember that these AP and Regents tests are important, because they do<\/em> reveal something about your skill and potential. They are tests of skills and traits that matter, for the most part. But they are ultimately emphasized so much only because of the failure of the system to design anything better.<\/p>\nIn other words, no one believes these tests get at the inimitable, wonderful parts of you that truly matter. They don’t. You must take the tests seriously because of what high scores do for<\/em> you\u00a0\u2014 and because it is good to beat the system at its own game:<\/p>\nKnow Your Enemy: High-Stakes Tests<\/a><\/p><\/blockquote>\n
This is the source-based argument. You’ll need to type your handwritten response, and then you have some metacognitive analysis to complete.<\/p>\n
Jan. ’18 ELA Exam: Part 3<\/strong><\/h5>\nJan. ’18 ELA Exam: Part 3<\/a>\u00a0|\u00a0https:\/\/goo.gl\/forms\/V61DNFuFN4wdQdei2<\/a><\/p>\nThis is the text-based analysis. You’ll need to type your handwritten response\u00a0\u2014 remember, it’s not a full essay \u2014 and then complete a bit of metacognition.<\/p>\n
\nAP\u00ae English Language and Composition Exam<\/h3>\n
\n
Do you notice the\u00a0\u00ae by “AP” in this post? That refers to the registered trademark<\/a> of the College Board. I don’t take the time to add it, usually, but I probably should. The folks at the College Board take their intellectual property rights seriously:<\/p>\n<\/a><\/p>\nThat’s why the 2016 exam, which we practiced intermittently throughout Q3, was never posted to the interstitial classroom. The same goes for the 2017 exam, which you’ll be taking this week and next. It’s a purely offline bit of practice.<\/p>\n
Google Classroom blurs the line a little bit\u00a0\u2014 it’s pedagogically the same thing as distributing work in class \u2014 but it’s part of the testing frenzy of this part of the year to stare at printed pages and bubble in small circles and write until your hands cramp.<\/p>\n
Everything you need is in the classroom. We’ll discuss the possibilities outlined in the end-of-year calendar as May gets going, because we’ll want to balance rigorous test prep with your own units of study.<\/p>\n
2017 AP Exam: Section I<\/h5>\n
You probably want to take 60 uninterrupted minutes to do this. When you’re ready, enter your answers here:<\/p>\n
2017 AP Exam: Section<\/a> I https:\/\/goo.gl\/forms\/yylJ8XjCuzvXGzit2<\/a><\/p>\n2017 AP Exam: Section II<\/h5>\n
You probably want to take the suggested time here, too\u00a0\u2014 two hours and fifteen minutes, all at once. When you’re ready, type up your responses:<\/p>\n
2017 AP Exam: Section II<\/a> | https:\/\/goo.gl\/forms\/EyDZ3W0Y2xQQNnp83<\/a><\/p>\nThe form for Section II asks you to identify and analyze several writing choices you made in one or more of these essays. We’ll focus our metacognitive work for Section I through face-to-face conferences.<\/p>\n
I’ll monitor your work online and offer help as necessary and on request. Use all of your resources. Most of them are in the photocopied packets lining our bookshelves. It might be useful to see that the cover sheets for those packets delineate their contents:<\/p>\n
\n- Cover Sheets – AP Practice Exam<\/a><\/li>\n<\/ul>\n
\nAbove All<\/h3>\n
\n
Above all, remember that these AP and Regents tests are important, because they do<\/em> reveal something about your skill and potential. They are tests of skills and traits that matter, for the most part. But they are ultimately emphasized so much only because of the failure of the system to design anything better.<\/p>\nIn other words, no one believes these tests get at the inimitable, wonderful parts of you that truly matter. They don’t. You must take the tests seriously because of what high scores do for<\/em> you\u00a0\u2014 and because it is good to beat the system at its own game:<\/p>\nKnow Your Enemy: High-Stakes Tests<\/a><\/p><\/blockquote>\n
This is the text-based analysis. You’ll need to type your handwritten response\u00a0\u2014 remember, it’s not a full essay \u2014 and then complete a bit of metacognition.<\/p>\n
\n
AP\u00ae English Language and Composition Exam<\/h3>\n
\n
Do you notice the\u00a0\u00ae by “AP” in this post? That refers to the registered trademark<\/a> of the College Board. I don’t take the time to add it, usually, but I probably should. The folks at the College Board take their intellectual property rights seriously:<\/p>\n That’s why the 2016 exam, which we practiced intermittently throughout Q3, was never posted to the interstitial classroom. The same goes for the 2017 exam, which you’ll be taking this week and next. It’s a purely offline bit of practice.<\/p>\n Google Classroom blurs the line a little bit\u00a0\u2014 it’s pedagogically the same thing as distributing work in class \u2014 but it’s part of the testing frenzy of this part of the year to stare at printed pages and bubble in small circles and write until your hands cramp.<\/p>\n Everything you need is in the classroom. We’ll discuss the possibilities outlined in the end-of-year calendar as May gets going, because we’ll want to balance rigorous test prep with your own units of study.<\/p>\n You probably want to take 60 uninterrupted minutes to do this. When you’re ready, enter your answers here:<\/p>\n 2017 AP Exam: Section<\/a> I https:\/\/goo.gl\/forms\/yylJ8XjCuzvXGzit2<\/a><\/p>\n You probably want to take the suggested time here, too\u00a0\u2014 two hours and fifteen minutes, all at once. When you’re ready, type up your responses:<\/p>\n 2017 AP Exam: Section II<\/a> | https:\/\/goo.gl\/forms\/EyDZ3W0Y2xQQNnp83<\/a><\/p>\n The form for Section II asks you to identify and analyze several writing choices you made in one or more of these essays. We’ll focus our metacognitive work for Section I through face-to-face conferences.<\/p>\n I’ll monitor your work online and offer help as necessary and on request. Use all of your resources. Most of them are in the photocopied packets lining our bookshelves. It might be useful to see that the cover sheets for those packets delineate their contents:<\/p>\n Above all, remember that these AP and Regents tests are important, because they do<\/em> reveal something about your skill and potential. They are tests of skills and traits that matter, for the most part. But they are ultimately emphasized so much only because of the failure of the system to design anything better.<\/p>\n In other words, no one believes these tests get at the inimitable, wonderful parts of you that truly matter. They don’t. You must take the tests seriously because of what high scores do for<\/em> you\u00a0\u2014 and because it is good to beat the system at its own game:<\/p>\n Know Your Enemy: High-Stakes Tests<\/a><\/p><\/blockquote>\n<\/a><\/p>\n2017 AP Exam: Section I<\/h5>\n
2017 AP Exam: Section II<\/h5>\n
\n
\nAbove All<\/h3>\n
\n