Show What You Know

Hello again,

Clearly when I have nothing else to do but heal and rest, I can update the blog quite frequently. Although I have to admit to watching part of a Twilight movie today. Question, if Bella is so appealing to all the manly types, why can't she just find a guy who is neither a) dead, nor b) truly an animal? Is dating so tough in the modern age? Is her self-concept so low? Anyway, should you find yourself in a similar dilemma, remember: you deserve better. 

Back to A.P. I see that Miss Laroch assigned the Bilingualism in America essay and questions, and the continuing work on your own essay, and reminded you of The Catcher Test on Wednesday. Good! Time to get cracking on all that work - I know it's a lot, but there is much to learn. 

With respect to the questions and the test, I wanted to give you some suggestions about how you answer questions. I always tell students that answering questions, especially at this level, is your chance to show what you know. By which I mean you need to spell it out with details and examples. Push yourself to really expand on your thinking and engage the questions. Let's see if I can break this down more clearly.

1. First, identify what the question is asking, and if appropriate revisit the text to make sure you really know what is being discussed. 
2. Second, in your answer, clarify the question's terms. When you are asked about the impact of "the hip consumer culture" be sure to explain what that means in your answer. That way your teacher knows that you know and understand what the heck this essay / novel / text is all about.
3. Finally, write a solid and thorough answer. Avoid generalities and give specifics, details, examples.
4. And, because this is English, after all, please write in pen and proof-read your work. There are a shocking number of spelling and simple errors in some of the homework I have been looking at.

Unfortunately, in about 95% of cases, a longer answer is better because it gives you the opportunity to write more and to show more of your thinking, which is what I (or your other teachers) are essentially trying to evaluate. My questions in marking are: does the student really get this essay / novel / text? Has the reading pushed them to consider new ideas or rethink old ones? Have they thought deeply about the reading and put some effort into exploring and explaining their answers? Are they able to articulate their thinking and understanding with adequate depth and clarity? 

Anyway, the test on Wednesday will be paragraph-type questions, so keep some of these pointers in mind. I am thinking the questions will focus on the major themes, symbols, setting, characters, etc. in the novel. You can certainly look at some of those novel study sites to help you prepare for the test.
Have a great weekend!

Ms. M