<p>Ok I feel like the only way I won't get a 5 on this exam is if I totally bomb one essay, which is possible. Our teacher has had us practice essays all year and even though he is an AP essay grader, I still have some doubts with regard to the scoring on the gov essay. </p>
<p>I want to know first of all, if it's true that you can "hedge your bets". That is, for each essay question, as long as you don't contradict yourself, you can put in as many pieces of evidence as you can and though one or two may be wrong, they have to give you credit for an item that was in the rubric. I know this to be true for AP Bio, but if they only ask you to talk about two cases for instance, and you talk about all three, you aren't following directions. </p>
<p>Secondly, I've been practicing using ap central FRQs. I've noticed that the highest scoring sample response writes a full blown 2-3 paragraph essay. I think of an argument and write it up in about 10 minutes and explain points fully and that's ok right? It looks as if the full credit sample responses spent a lot of time defining terms and introducing the reader and then getting to the point.</p>
<p>There's no general formula like the SATs.
When we practice tested in class, we had
over 16 previous topics and saw what real
life people did to get 5s. Almost all of the
answers were either 3ish paragraphs or
one massive paragraph that was equivalent
length. </p>
<p>Graders like long essays. That's true on every standardized test there has been and every standardized test there will be (well, obviously not on math and science tests, they'll just annoyed long winded responses on those types of tests).</p>
<p>Hmm, I don't think I explained myself properly. I meant to emphasize the "full blown" essay part. I was just wondering if it was ok to do away with introductions, thesis statements, explicitly defining terms such as interest groups and lobbying when you imply some facet about them by specific actions. </p>
<p>Also, I'm very interested in the first question. To be safe, I probably won't be putting down more evidence than is needed but a backup plan always helps.</p>
<p>Well, on the rubric, if the question asks for causes of something, the role of an institution, etc., there will literally just be 10-15 short bullets they'll have listed, and for every one you list, you'll get a point. I don't think they necessarily care about filling a paper with fluff, etc.</p>
<p>Anyone have any predictions for the essays?</p>
<p>
[quote]
and for every one you list, you'll get a point.
[/quote]
</p>
<p>The rubric provides 10-15 possible answers. Listing all of them will get you the same amount of points as listing one (or two/three, depending on the prompt).</p>
<p>hey this is important cause my ap teacher says okay to just use bullets for our essay. like a thesis, followed by just a bunch of bullets instead of your typical 3-5 paragraph essay. is that okay or is my teacher wrong? to get a 5, do u have to actually write paragraphs?</p>
<p>if someone could please let me know the answer i would really appreciate it ha</p>
<p>If your answers resemble an essay outline, you won't get any points. Using bullets is okay so long as you write more than one sentence per bullet.</p>
<p>You shouldn't make a list. Most of the questions ask you explain a point you've made. I think the best idea is to abandon the full blown essay. A format like this would certainly earn you all the points:</p>
<ol>
<li>Restate the opinion of the prompt itself OR if asked to pick a stance, answer affirmatively</li>
<li>Offer your first piece of evidence, point, definition, or description</li>
<li>Back up 2. through 1-2 sentences of explanation (this may fall under part b)</li>
<li>Repeat steps 2-3 for how every many pieces of support they wanted PLUS 1-2 more unless you are ABSOLUTELY SURE that the first how ever many required pieces of evidence you provided will earn you the points.</li>
</ol>
<p>The general consensus seems to be that you need to explain yourself fully with paragraphs but you don't need a thesis, intro paragraph, or conclusion, or filler info. Also the graders have to read your entire essay, so as long as you don't offer two clearly contradicting statements, you will get credit for the correct pieces of evidence you support.</p>
<p>
[quote]
I was just wondering if it was ok to do away with introductions, thesis statements,
[/quote]
</p>
<p>It is. The gov test isn't APUS in the idea that you aren't graded on how well you write. Keep the BS out of your answer and clearly label each section. You make it easier on the reader to give you points because they're not digging through long essays trying to find what they're looking for. Raller, graders DO NOT prefer long essays. They prefer essays that answer the prompt. So answer the prompt and cut the BS.</p>
<p>However, DO NOT LIST OR BULLET OR OUTLINE your answer. Graders are instructed to give no points to essays in bullet form (no matter how much information you have) i.e.
1. affirmative action is...
2. it was decided in the case....
3. yada yada yada..</p>
<p>Instead, put that into a paragraph. </p>
<p>Affirmative action is.. and it was decided in the case...This was important because...</p>
<p>Actually, I have the 2004 released exam for AP Psychology, and one of the essays was written in bullet form. It got points wherever they were merited.</p>
<p>so my understanding to this point is that it is NOT a good idea to use a bullet/outline form. is okay to just have a thesis statement, then follow that with paragraphs explaining my evidence? and is it better to label my paragraphs with the subject or just leave them?</p>
<p>rockermcr: I was told by multiple teachers that they will not give you full credit for your essay of it's in bullet form. ** to be on the safe side, do not use bullets.**</p>
<p>bball: you are correct. Write a paragraph and remember it doesn't really need to be a great paragraph. It just needs to have the information in a somewhat logical sequence. (if you start talking about affirmative action and then talk about the articles of confederation and then go back to affirmative action, it will be hard to follow.) You can just have a thesis with supporting evidence. In fact, you don't even need a thesis. You just need to answer the question. I label everything for my essays and it makes it easier on the grader. So, if I'm writing about court cases, the first sentence of the paragraph addressing that court case would be: Roe v. Wade dealt with abortion or something simple to signal a change in subject. If its just one big prompt, then I answer the question based upon the order they asked for information.</p>
<p>so if the question asks "discuss 3 institutional obstacles associated with nonvoting", would it be okay to answer in numbered fashion like:</p>
<p>1) Registration: (followed by discussion)
2) Long ballots: (followed by discussion)
3) Too many elections: (followed by discussion)</p>
<p>or should i not number at all, and use 3 separate paragraphs? cause our teacher told us to do it this way, but it seems a little too much like an outline/bulleted essay</p>
<p>Our teacher taught us to write a paragraph with full sentences for each letter-heading question we get. So if there are 1.a/b and 2.a/b, we do a paragraph for each and label them as such. We simply answer the question and do not have a conclusion or an introduction.</p>