The ap reading is the single best professional development experience i have. I personally value the experience because it helps me refine my pedagogical skills and strategies and because it's a communal, morale boosting experience for teachers. Associate professor, department of rhetoric each june, ap teachers and college faculty members from around the world gather in the united states to evaluate and score the free response sections of the ap exams. Ap exam readers are led by a chief reader, a college professor who has the responsibility of ensuring that students receive scores that accurately reflect college level achievement. Secondary school readers can receive certificates awarding professional development hours and continuing education units ceus.

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Readers who travel to the ap reading are provided with an honorarium and their travel expenses, lodging, and meals are covered. In 2016, online distributed scoring opportunities are available for ap seminar and ap u.s. History: short answer, allowing a larger number of our colleagues to participate in more flexible ways, and extending professional development benefits to a greater percentage of ap teachers. Online distributed readers will: score exam responses from ap high school students learn how to apply a rubric consistently the ap reading strives to reach a diverse group of educators.

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Women and educators from diverse racial and ethnic backgrounds are particularly encouraged to take part in this unique professional development opportunity. readers are particularly needed for the following subjects: 160 sat essay responses are scored using a carefully designed process: two different people will read and score your essay. Each scorer awards 1–4 points for each dimension: reading, analysis, and writing. You’ll receive three scores for the sat essay one for each dimension ranging from 2–8 points. advanced: the response demonstrates thorough comprehension of the source text. The response shows an understanding of the text’s central idea s and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text.

The response is free of errors of fact or interpretation with regard to the text. The response makes skillful use of textual evidence quotations, paraphrases, or both , demonstrating a complete understanding of the source text. advanced: the response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature s of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim s or point s made. The response focuses consistently on those features of the text that are most relevant to addressing the task.

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advanced: the response is cohesive and demonstrates a highly effective use and command of language. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response shows a strong command of the conventions of standard written english and is free or virtually free of errors. proficient: the response demonstrates effective comprehension of the source text. The response shows an understanding of the text’s central idea s and important details.

The response is free of substantive errors of fact and interpretation with regard to the text. The response makes appropriate use of textual evidence quotations, paraphrases, or both , demonstrating an understanding of the source text. proficient: the response offers an effective analysis of the source text and demonstrates an understanding of the analytical task. The response competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature s of the student’s own choosing. The response contains relevant and sufficient support for claim s or point s made. The response focuses primarily on those features of the text that are most relevant to addressing the task. proficient: the response is mostly cohesive and demonstrates effective use and control of language.

The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. The response shows a good control of the conventions of standard written english and is free of significant errors that detract from the quality of writing. partial: the response demonstrates some comprehension of the source text. The response shows an understanding of the text’s central idea s but not of important details.

The response may contain errors of fact and/or interpretation with regard to the text. The response makes limited and/or haphazard use of textual evidence quotations, paraphrases, or both , demonstrating some understanding of the source text. partial: the response offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. The response identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature s of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text. The response may lack a clear focus on those features of the text that are most relevant to addressing the task. partial: the response demonstrates little or no cohesion and limited skill in the use and control of language. The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response.

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The response may demonstrate some progression of ideas within paragraphs but not throughout the response. The response has limited variety in sentence structures sentence structures may be repetitive. The response demonstrates general or vague word choice word choice may be repetitive. The response shows a limited control of the conventions of standard written english and contains errors that detract from the quality of writing and may impede understanding. inadequate: the response demonstrates little or no comprehension of the source text. The response fails to show an understanding of the text’s central idea s , and may include only details without reference to central idea s.

The response may contain numerous errors of fact and/or interpretation with regard to the text. The response makes little or no use of textual evidence quotations, paraphrases, or both , demonstrating little or no understanding of the source text. inadequate: the response offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task. The response identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature s of the student’s choosing, or numerous aspects of the response’s analysis are unwarranted based on the text, the response contains little or no support for claim s or point s made, or support is largely irrelevant. The response may not focus on features of the text that are relevant to addressing the task. inadequate: the response demonstrates little or no cohesion and inadequate skill in the use and control of language.

The response lacks variety in sentence structures sentence structures may be repetitive. The response demonstrates general and vague word choice word choice may be poor or inaccurate. The response shows a weak control of the conventions of standard written english and may contain numerous errors that undermine the quality of writing. Last week i suscribed to college board's online course and today i finished the pretest. I was slightly surprised when i saw my essay score because on the real sats i only received a 7. Can you read my essay and tell me what score you think i should have received for it? thanks! topic is addressed on whether people must be competitive to succeed: as an experiment if you're allowed to do this on the cb site , try rewriting the introductory sentence so it has a more complex structure, e.g.