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AP English Language
The course is designed for both teachers new to teaching AP English Language and those desiring a refresher in light of changes in the AP English Language exam. Participants will leave with a appropriate resources and a plan for a rigorous curriculum designed to (1) prepare students for college-level writing and research and (2) approach the AP exam with confidence. Particular attention will be paid to preparing students for the transition from largely literature-based composition to the broader demands of college-level literacy. In addition, participants will focus on using current resources such as AP Central to support their curriculum and day-to-day course needs.
Consultant: Donald R. Stoll
An experienced AP English Language exam reader and Consultant for College Board, Stoll has taught college composition for 31 years at Rowan University in Glassboro, New Jersey. He is President of the New Jersey Writing Alliance, an organization of High School and College writing instructors dedicated to bridging the gap between these two groups of professionals and has presented and published widely on issues revolving around the articulation of HS and College writing. Stoll is a member of the Advisory Board for the College Board Middle States Region.
French workshop is all new to reflect the changes in the AP French exam.
AP French Language
The 2011 French APSI will concentrate completely on the newly redesigned exam and course alignment. Participants will examine the major themes that will drive the French AP curriculum along with the numerous sub-themes. Designing units of instruction will be an important part of the workshop as well as examining sample exam items. Developing a familiarity with the three modes of communication - interpersonal, interpretive and presentational - will be a key factor in our work.
Another feature of the workshop will be becoming proficient in interpreting achievement-level descriptions that will assist teachers in evaluating student work. We will become familiar with strategies to present various aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions). Time will be spent on integrating authentic materials and technology into our curriculum. We will also discuss the production of the new course audit.
Consultant: Edward Weiss