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Create a think, feel, do organizer.

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Providing the purpose and effect on the audience.

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Evidence & Commentary

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Thesis & Claim and Evidence

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Print out all the released sample essays and give the rubrics to the students - have them rate all of them.  Have them highlight Evidence in one color and commentary in another color.  Give them the scores, and have them reflect on the evidence to commentary ratio on the passing essays.

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Students got the what but they struggled to explain the why and the how

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Students can re-write low scoring samples based on rubric.

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Long vs Short
Student who used short quotes did better

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Maybe specifically with commenary practice?

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Maybe specifically with commenary practice?

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Take 3-4 essays with a defensible thesis and decent example, but obviously lacking commentary.
Have the students do a rotation in pairs/groups where they have to explain (on a poster, or erasable marker on desk, or whatever) the link between the example and the claim. This will helpfully get them practicing a key missing skill!

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Students were adept at the "how" and the use of ethos, pathos, logos. Students identified other rhetorical devices in the speech. Ethos was the most effectively used device.

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Have students learn the rubric and use it to score released samples as well as self-scoring and peer scoring.

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Teachers will find formative assessment practice for Argument in the Unit 2, Unit 5, and Unit 8 AP Classroom Progress Checks.
These FRQs are scaffolded to provide students support as they practice constructing their own argumentation.
• Many of Teachers may also make use of the released Argument FRQs in the AP Classroom Question Bank as a part of classroom practice for students.

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Row B--students are having trouble with claims, evidence, and reasoning

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Most students got the thesis point (IPR)
Students who followed implicit instructions to contextualize speaker's perspective/experience, tended to score well (Reader Report)

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copy of the rubric with sample writings

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Students struggled to develop the example well enough (not enough details, probably) or failed to connect the example back to their argument.

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Reasoning and Organization (reading and writing)

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Reasoning and Organization (reading and writing)

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Students seem to have done a good job having a defensible thesis.

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Most students were able to get the thesis point for each FRQ.

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Most students were able to get the thesis point for each FRQ.