Essays Related to 1994 AP US History DBQ
An example in American literature is Whitman's multi-page catalog of American types in section 15 of "Song of Myself." An excerpt appears below:
AP English Literature Question 2 (1994).
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Performance on AP English Literature and paring performance on multiple-choice and essay tests.
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What kinds of literary messages are we sending to our students, teachers, and the public when these titles show up almost every year on the Open prompt for the AP English Literature and Composition Exam? Of these ten titles, seven were written by white men, two by white women, and one was authored by an African American woman. Even more telling is the publication dates for these texts. From this sample, six were published in the nineteenth century ( , and ), one was published in the seventeenth century ( ), one was published at the turn of the twentieth century ( ), and two were published in the early part of the twentieth century ( and ). Finally, of the ten most popular titles, five authors are British (including Conrad, who became a British citizen), four are American, and one is Russian. We believe that seeing these same titles over and over again on the AP exam may lead to their being prioritized over other comparable and deserving texts. Many teachers new to teaching AP Literature or those who have not updated their AP Literature courses accept the preferences of the exam as a template for teaching the course. We would posit, however, that unless the exam is revised based on careful research, the continued emphasis on these same time-valued texts—the ones that have left an indelible stamp on the traditional fabric of what translates into success on the exam—may actually devolve the notion of what constitutes literary merit.
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Reading and assessing the AP Literature and Composition Exam is a fascinating and rigorous, yet highly exhausting experience. The College Board, the organization that is responsible for overseeing the exam (Educational Testing Services calculates the scores), invites readers to score the written portion of the exam. This past year, over one million essays were scored (including the overseas exams), which accounts for 330,000+ exams, so over 1200 readers were invited to score. The reading is quite hierarchical. There is a chief reader over the entire exam, who is appointed by The College Board, three questions leaders (selected by the chief reader) for each of the three primary questions on the exam, an overseas question leader, and a question leader for the alternate question. Approximately eight readers and a table leader, who also reads, are then placed at tables in any of the five different rooms. Typically, there are eight tables to a quadrant to which a quadrant leader, who also serves as one of the table leaders, is assigned. At each table, there are four college English professors and four high school English teachers who are purposefully placed at tables based on their geographical region, gender, years reading, ethnicity, and teaching level.
1994 ap english literature essay
This is exactly the problem that classroom teachers have with deciding how to prepare their students for the AP exam in Literature and Composition. We are left with a choice of 1) time-tested titles that may or may not still hold social relevance to our students or 2) contemporary authors whose work may not yet be placed in the academic canon of good literature. A quick look around the Web showed us that schools that have posted their AP English Literature and Composition curricula online are still caught up in the exact same kind of reliance on the classics that both Smith and Applebee found in their studies. After viewing online course descriptions for a variety of schools—including those in Georgia, Kentucky, New Jersey, and Pennsylvania—we noticed that the same texts kept appearing on the lists. In these states, the most popular “great books” included the following titles: , the Homeric epics, and selections of poetry from various Modernist and Romantic writers. It was only when schools provided independent reading lists that we found more contemporary and less “classic” choices, including and . It seems that schools (and perhaps school districts) cannot escape the hegemonic forces of 19th-century values that helped to shape our educational systems. Classic texts remain good for in-class discussions, while contemporary literature, no matter how good, remains marginalized on independent reading lists.