Using Facebook to Prepare for theap Persuasive Essay

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 Using Facebook to Prepare for theap Persuasive Essay Milton Alan Turner, NBCT Saint Ignatius High School mturneroigoatius,edu htto:ljfaculty,lgoatius.edu/turner/ Overview Introduction to AP French Language & Culture Exam AP Central Website Free-Response Section Tasks 2013 French Persuasive Essay Persuasive Essay Rubric Authentic Resources French-language Media Web Sites French-Language Media Apps for smartphones/tablets AP French Language & Culture Facebook Group AP Central http://apcentral.collegeboard.com Course Description Planning Guide Teacher Community Free-Response Questions Scoring Samples and Commentary 1

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 AP French Language & Culture Exam "The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range. " OverarchingPremise "When communicating, students in the AP French Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). MJ French Language & CUlture Co\lrH and &.am Description Effective Fa ll 2011 AP Cultural Themes AP French Language & Culture Exam Format 2

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 Task 2: Persuasive Essay Students must write a persuasive essay on a given topic clearly Indicating their own viewpoint and defending it thoroughly The essay topic is based on three sources 1. Printed article 2. Printed graph/chart/map 3. Audio source (podcasvinterview) Students have 6 minutes to read the print sources (article and graph) and 6 minutes to hear the audio source twice Students have 40 minutes to write the essay Task 2: Persuasive Essay Scoring Rubric Holistic scoring ("Alan's shoulders") Task oriented Progressive. Integrates vs. summarizes information Number of sources referenced. effective vs. suitable vs. unsuitable information Multiple ways to successfully use sources 2012 Scoring samples and commentary available at htto://apcentral.collegeboard.com/ apc/ members/exam/ exam information/ 4559.html Preparation Suggestions Regular exposure to authentic resources from Day1 Levell Web sites Podcasts Apps Social media. Le Grand Concours Practice Tests Course and Exam Description Practice Test (AP Audit) 3

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 Authentic Resources. My AP French Language & Culture Web Site http /lftcylty ISQatiya odyttumortopfrooch!ang htm. FrenctHanguage Media on Face book Le fran~ais avec TVSMONDEhttos://WWW facebook comlty5mondelanguefrancajse Le Monde.- nttos ttwww facebook coml!emonde fr Les Observateurs de France 24- httos"//www facebook comlfrance24 Ob5ervateurs TVS Monde- httos IJwww facebook comttv5mondeofflciel La Presse (Canada}- https //www facebool! comtlapressefb Canre.ca- portall francophonehttos:jfwww facebook com/caooe-francajs Le Point- httos /Jwww tacebook com/leoojot fr L'Express- httns:jtwww facebook com/lexoress Agence France Presse- httns IJwww tacebook com/afrfra Liberation- httns;//www faceboqk com/liberation Authentic Resources French-language Media on Facebook (continued) RTL Info (Belgique}- httos://www.facebook.com/rtlinfo RTL (France}- httos://www.facebook.com/rtl TF1 News- httos://www.facebook.com/tf1news France Infohttos://www.facebook.com/France.lnfo Le Figaro- httos:/jwww.tacebook.com/lefigaro Le Nouvel Observateurhttos://www.tacebook.com/lenouvelobservateur Smartphone Apps Why Use Facebook? 1. Almost all students are on Facebook anyway. 2. Facebook Is available on multiple platforms (smartphones. tablets). not just computers. Students can easily access resources on the go. 3. Facebook supports audio and video well. Students can find and access audio and video from French-language media sites to practice their interpretive listening as well as reading skills. Students can uke and then the articles will show up in their news feeds. The students don't really have to go hunting for articles, articles are pushed to them. Any articles in their news feeds can be easily shared with the group. s. If the students find articles on their own, most sites have a Facebook button for sharing articles. Too cumbersome to cut and paste links into a Haiku LMS discussion board and the chances of making a mistake were too great. 4

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 Creating Facebook Groups Face book Group httos://www.facebook.com/grouos/aofrenchlang/ From Facebook home page, select "Create Group" Name your group List at least one member Privacy (Open, Closed, or Private) Creating Face book Groups Membership approval (admin or any member) Group address Group Description File with AP Themes Posting Permissions/Post Approval ""' "" J Presentational Writing -,..... Thi'df<M1rt... ".-~ 5

OFLA 2014 "Using Facebook to Prepare for the AP Persuasive Essay" 4/7/2014 Presentational SP.~.aking.... I...,. i l Facebook Group Considerations Group size Member limits Sharing media sites Verification Suggestions Q&A 6

2013 APQ!IFRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS 2222222222222222222 Source numero 1 Introduction Dans cette selection il s'agit de!'importance de Ia consommation de Ia viande. L'article original a ete publie en 2009 en France par Alain Soussa, un joumaliste qui ecrit pour le site Doctissimo.fr. Ugne Faut-H arreter Ia viande? Le steak tartare vit-il ses demieres heures? La viande rouge et les charcuteries, accusees de favoriser certains cancers, sont de plus en plus frequemment montrees du doigt. Mais faut-il pour autant devenir vegetarien? Pas si sur... CarIes produits cames sont egalement sources de vitarnines, rnineraux et proteines. 5 Comment dirninuer Ies risques de cancer en mangeant rnieux? Au cceur des debats: Ia consommation de viande. Avant de mettre votre boucher au chomage, decouvrez les benefices et les risques des produits animaliers, pour faire des choix eclaires et manger sante! L'exces de viande rouge peut etre nocif pour Ia sante! C'est Ia conclusion de l'une des plus importantes etudes realisees sur les liens entre consommation de viande et cancer du colon. Les plus 10 gros consommateurs augmentent Ies risques de tumeur: 40% de risques supplementaires pour ceux qui mangent 200g de viande par jour, par rapport a ceux qui en mangent une a deux fois par semaine. Au rang des produits incrirnines: les viandes rouges mais aussi les viandes transformees (charcuteries, saucisses, boudin, pate, corned-beef... ). En revanche, Ia volailje et Ie poisson ne semblent pas augmenter le risque. L'explication tiendrait au fer contenu dans Ies viandes rouges. Ce 15 qui explique que les viandes blanches et les poissons beaucoup moins riches en fer n'augmentent pas les risques. Mais si une consommation excessive de viande est nocive, ne pas en manger du tout permet-il de proteger sa sante? II semble bien que non. Si les recherches menees sur des populations suffisamment importantes sont rares, on retiendra neanmoins que les vegetariens sont globalement 20 plus minces que les autres, et qu'ils ont moins de problemes de cholesterol. Mais pour les cancers, les resultats sont rnitiges. Les etudes sur le cancer du sein, de l'estomac, des poumons ne montrent d'ailleurs aucune difference. Certes difficile de conclure a partir de ces petites etudes. D'autant que vegetarien n'est pas toujours synonyme d'alimentation equilibree 0 0 0 Alors, que faire en pratique? Comme Ie souligne Elio Riboli, responsable de I' Agence 25 Intemationale pour Ia Recherche sur le Cancer (IARC), pas question d'arreter de manger Ia viande. Car le fait de supprimer du jour au lendemain un aliment faisant partie integrante de notre alimentation risque de provoquer d'importants desequilibres. II ne faut pas oublier que Ia viande rouge est une source de proteines, de fer et de vitamines du groupe B. La regie: dirninuer sa consommation de viande rouge (une a deux fois par semaine maximum) et augmenter Ia part de JO volailles et de poisson. Used by permission 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org. -5- GO ON TO THE NEXT PAGE.

2013 APe FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS 2222222222222222222 Source numero 2 Introduction Dans cette selection il s'agit du taux de consommation de viande en France dans les annees recentes. Le tableau original a ete pub lie en juin 2008 en France par le Ministere de I' agriculture et de la peche. La consommation de Ia viande rebondit en 2007 ~~~ Kg par habitant et par an 101 100 99 98 97 96 95 94+-r-~~~-+-+~~~~ p,(o p,'\ p,'b p,~ ~ ~\. ~'"" ~"' ~ ~~ ~ ~ ~,o; ~,o; "'IS''""~ '""~ '""~ ~ '""~ '""~ '""~ 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org. -6 GO ON TO THE NEXT PAGE.

2013 AP FRENCH LANGUAGE AND CULTURE FREE-RESPONSE QUESTIONS 2222222222222222222 Source numero 3 Vous aurez 30 secondes pour lire I' introduction. Introduction Dans cette selection il s' agit des raisons pour lesquelles on devient vegetarien. L'interview originale intitulee Et si c'etait ra le bonheur: J'ai choisi d'etre vegetarien a ete publiee le 19 novembre 2009 en France par Faustine Bollaert, joumaliste pour Europe I. Elle interviewe Olivier Rafin qui est responsable de I' association Mangez vegetarien. La selection dure a peu pres trois minutes. "Et si c'etait ~ale bonheur: J'ai choisi d'etre vegetarien" by Faustine Bollaert, produced and broadcast by Europe/, copyright 2009 by Europe I. Used by permission. END OF PART A STOP If you finish before time is called, you may check your work on Part A only. Do not go on to Part B until you are told to do so. Si vous finissez avant l'heure, vous pouvez verifier votre travail dans Ia Partie A seulement. Ne regardez pas Ia Partie B jusqu'a ce qu'on vous le dise. 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org. -7-

AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES Presentational Writing: Persuasive Essay 5: STRONG performance in Presentational Writing Effective treatment of the topic within the context of the task Demonstrates a high degree of comprehension of the sources' viewpoints with very few minor inaccuracies Integrates content from all three sources in support of the argument Presents and defends the student's own viewpoint on the topic with a high degree of clarity; develops a persuasive argument with coherence and detail Organized essay; effective use of transitional elements or cohesive devices Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility Varied and appropriate vocabulary and idiomatic language Accuracy and variety in grammar, syntax, and usage with few errors Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex sentences 4: GOOD performance in Presentational Writing Generally effective treatment of the topic within the context of the task Demonstrates comprehension of the sources' viewpoints; may include a few inaccuracies Summarizes, with limited integration, content from all three sources in support of the argument Presents and defends the student's own viewpoint on the topic with clarity; develops a persuasive argument with coherence Organized essay; some effective use of transitional elements or cohesive devices Fully understandable, with some errors that do not impede comprehensibility Varied and generally appropriate vocabulary and idiomatic language General control of grammar, syntax, and usage Develops mostly paragraph-length discourse with simple, compound, and a few complex sentences 3: FAIR performance in Presentational Writing Suitable treatment of the topic within the context of the task Demonstrates a moderate degree of comprehension of the sources' viewpoints; includes some inaccuracies Summarizes content from at least two sources in support of the argument Presents and defends the student's own viewpoint on the topic; develops a somewhat persuasive argument with some coherence Some organization; limited use of transitional elements or cohesive devices Generally understandable, with errors that may impede comprehensibility Appropriate but basic vocabulary and idiomatic language Some control of grammar, syntax, and usage Uses strings of mostly simple sentences, with a few compound sentences 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org.

AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES Presentational Writing: Persuasive Essay (continued) 2: WEAK performance in Presentational Writing Unsuitable treatment of the topic within the context of the task Demonstrates a low degree of comprehension of the sources' viewpoints; information may be limited or inaccurate Summarizes content from one or two sources; may not support the argument Presents, or at least suggests, the student's own viewpoint on the topic; develops an unpersuasive argument somewhat incoherently Limited organization; ineffective use of transitional elements or cohesive devices Partially understandable, with errors that force interpretation and cause confusion for the reader Limited vocabulary and idiomatic language Limited control of grammar, syntax, and usage Uses strings of simple sentences and phrases 1: POOR performance in Presentational Writing Almost no treatment of the topic within the context of the task Demonstrates poor comprehension of the sources' viewpoints; includes frequent and significant inaccuracies Mostly repeats statements from sources or may not refer to any sources Minimally suggests the student's own viewpoint on the topic; argument is undeveloped or incoherent Little or no organization; absence of transitional elements and cohesive devices Barely understandable, with frequent or significant errors that impede comprehensibility Very few vocabulary resources Little or no control of grammar, syntax, and usage Very simple sentences or fragments 0: UN ACCEPT ABLE performance in Presentational Writing Mere restatement of language from the prompt Clearly does not respond to the prompt; completely irrelevant to the topic "I don't know," "I don't understand," or the equivalent in any language Not in the language of the exam - (hyphen): BLANK (no response) 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org.

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