College Board's Equity and Access Policy Statement
The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to:
- Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved.
- Make every effort to ensure their AP classes reflect the diversity of their student population.
- Provide all students with access to academically challenging coursework before they enroll in AP classes.
College Board Sites and General Resources
Sign up for AP Mentor Program
The AP Literature Exam Questions at AP Central
AP English Literature Classroom Resources Page
The AP Language Exam Questions at AP Central
AP English Language Classroom Resources Page
AP Teacher Community
AP Audit
Score Report for Educators
Twitter: Trevlor Packer@AP_Trevor; Brandon Abdon @AP_EngLangLit; Talks with Teachers@TalksWTeachers; David Miller @Miller_DG; @aplitchat (Sunday Nights); Button Poetry @buttonpoetry; Merriam-Webster @MerriamWebster; Grammarly @Grammarly; Turnitin @Turnitin
Sign up for AP Mentor Program
The AP Literature Exam Questions at AP Central
AP English Literature Classroom Resources Page
The AP Language Exam Questions at AP Central
AP English Language Classroom Resources Page
AP Teacher Community
AP Audit
Score Report for Educators
Twitter: Trevlor Packer@AP_Trevor; Brandon Abdon @AP_EngLangLit; Talks with Teachers@TalksWTeachers; David Miller @Miller_DG; @aplitchat (Sunday Nights); Button Poetry @buttonpoetry; Merriam-Webster @MerriamWebster; Grammarly @Grammarly; Turnitin @Turnitin
Multiple-Choice
AP Language Course Description with Practice AP MC
AP Literature Course Description with Practice AP MC
Breakdown of Question Types on MC Exams
Exercise with "The Lonely Betters"
Google Doc for "The Lonely Betters" Exercise
Passage from "The Lonely Betters" from the AP Exam
Gradecam
Rewordify
Question Stems for Poetry and Prose
Question Stems for AP Lit Prose Only
Question Stems for AP Language from Jane Shaffer
Vocabulary used on AP Lit through 2009 from Jerry Brown
Reading Acronyms:
PAINTT-- Purpose, audience, irony, narrator, tone, theme
SAINT—Setting, attitude, irony, narrator, theme
SAPI--Speaker, Attitude, Purpose, Irony
OCR Software: Optical Character Recognition Software
Square Root Calculator (#correct squared x 10)
AP Language Course Description with Practice AP MC
AP Literature Course Description with Practice AP MC
Breakdown of Question Types on MC Exams
Exercise with "The Lonely Betters"
Google Doc for "The Lonely Betters" Exercise
Passage from "The Lonely Betters" from the AP Exam
Gradecam
Rewordify
Question Stems for Poetry and Prose
Question Stems for AP Lit Prose Only
Question Stems for AP Language from Jane Shaffer
Vocabulary used on AP Lit through 2009 from Jerry Brown
Reading Acronyms:
PAINTT-- Purpose, audience, irony, narrator, tone, theme
SAINT—Setting, attitude, irony, narrator, theme
SAPI--Speaker, Attitude, Purpose, Irony
OCR Software: Optical Character Recognition Software
Square Root Calculator (#correct squared x 10)
Analysis Speeches and Poetry |
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LET Chart
Art Analysis Handout
American Rhetoric
Button Poetry
www.poets.org/
Academy of American Poets Teacher Community--Sign up for Teach This Poem
Commonlit.org (Practice CLASS Access)
ReadWorks.org
Favorite Poetry Project
Art Analysis Handout
American Rhetoric
Button Poetry
www.poets.org/
Academy of American Poets Teacher Community--Sign up for Teach This Poem
Commonlit.org (Practice CLASS Access)
ReadWorks.org
Favorite Poetry Project
Rubrics and Debrief
Building Hopeful Feedback Strategies
What Works Best for Learning
Poetry Rubric
Prose Rubric
Question 3 Rubric
Synthesis Rubric
Analysis Rubric
Argument Rubric
Building Hopeful Feedback Strategies
What Works Best for Learning
Poetry Rubric
Prose Rubric
Question 3 Rubric
Synthesis Rubric
Analysis Rubric
Argument Rubric
Argument and Questions 3
Quick Reference Guide for Argument Writing
Introductionary Discussion for Students
On-line Writing Lab at Purdue
"Developing An Argument" by Ron Sudol
"Four Fantastic Thinkers": Freud, Rogers, Skinner, and Jung
The Golden Circle Short Clip
The Golden Circle TED Talk
Medium
Novels used on the AP Literature Exam on the Open-ended Response
List of Past Q3 Prompts
John Green's Crash Course on Frankenstein
Wordle
Wordle for Frankenstein Part I
Novel Groupings
Summer Readings: All the Light We Cannot See, The Goldfinch, or The Sympathizer
Science Fiction Readings: Brave New World, The Handmaid's Tale, Pym, or Slaughterhouse Five
Social Issues Unit-- Invisible Man, The Color Purple, The Heart is a Lonely Hunter, or The Poisonwood Bible
Plays: Wit, Proof, Doubt or Disgraced
Contemporary Fiction: The Brief Wondrous Life of Oscar Wao, Middlesex, Delicious Foods, or The Round House
More Cowbell Skit from SLN
Sample COWs
COW Rubric
Schools of Criticism
Professional Discussion: If all students are reading the same novel, organize students by profession. Consider careers such as detective, psychologist, scientist, journalist, financial consultant, lawyer, doctor, housekeeper, or novelist. You may want to include a novelist, poet, or character with whom the students are familiar. Pose questions to the groups such as 1. What is the protagonist's biggest problem? 2. Why is the protagonist attracted to another character? 3. Why is the protagonist angry or annoyed with another character? 4. Will the protagonist achieve his or her goal by the end of the novel? Why or why not? After the students have discussed three or four questions, organize students in groups where each profession is represented: one detective, one psychologist, one scientist, etc. Discuss questions again. End class with a whole group discussion/debate. If students are reading different titles (in lit circles), organize students by novel. Then assign a profession to each member in the group. Discuss questions. Next, organize the students by profession so that all the lawyers are in one group and all the psychologists are in one group. Each novel should be represented in the group if possible. Discuss questions again. Whole group share before leaving.
List of Past Q3 Prompts
John Green's Crash Course on Frankenstein
Wordle
Wordle for Frankenstein Part I
Novel Groupings
Summer Readings: All the Light We Cannot See, The Goldfinch, or The Sympathizer
Science Fiction Readings: Brave New World, The Handmaid's Tale, Pym, or Slaughterhouse Five
Social Issues Unit-- Invisible Man, The Color Purple, The Heart is a Lonely Hunter, or The Poisonwood Bible
Plays: Wit, Proof, Doubt or Disgraced
Contemporary Fiction: The Brief Wondrous Life of Oscar Wao, Middlesex, Delicious Foods, or The Round House
More Cowbell Skit from SLN
Sample COWs
COW Rubric
Schools of Criticism
Professional Discussion: If all students are reading the same novel, organize students by profession. Consider careers such as detective, psychologist, scientist, journalist, financial consultant, lawyer, doctor, housekeeper, or novelist. You may want to include a novelist, poet, or character with whom the students are familiar. Pose questions to the groups such as 1. What is the protagonist's biggest problem? 2. Why is the protagonist attracted to another character? 3. Why is the protagonist angry or annoyed with another character? 4. Will the protagonist achieve his or her goal by the end of the novel? Why or why not? After the students have discussed three or four questions, organize students in groups where each profession is represented: one detective, one psychologist, one scientist, etc. Discuss questions again. End class with a whole group discussion/debate. If students are reading different titles (in lit circles), organize students by novel. Then assign a profession to each member in the group. Discuss questions. Next, organize the students by profession so that all the lawyers are in one group and all the psychologists are in one group. Each novel should be represented in the group if possible. Discuss questions again. Whole group share before leaving.