Answer the Question Asked: Strategies for Improving Writing in Government

ATQA:

Lori Dumerer RL Turner HS

dumererl@cfbisd.edu Richardson, TX December 4-5, 2009
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Objectives: To examine the language of FRQs To identify strategies that aid students in answering the FRQs To clarify the writing expectation Rationale: If AP Government classes are to be more inclusive, teachers must incorporate teaching the skills necessary for students to be successful. Varies types of writing occur in political science classes. Students may be introduced to the various writing demands; but, they must be able to perform adequately on the FRQ to score well on that portion of the test. While teachers may desire great writers, great writing is not a requisite skill for success. Clear, precise, and pointed answers earn the points. Students can become competent in answering the questions asked. In the following, I assign a division of time to suggest to students. These are the times I use with my students but it is not sacrosanct. There exists no panacea that works for all students. For my students, these times are reasonable because many struggle with writing and need the additional proofreading to rethink what they have written. By all means, change the time to fit your classes.

Student Writing Handout: The Free Response Question

The Essential Essay
Step 1: Plan-Pre-Write
2 minutes: Read question carefully Think & organize ideas [What does the question ask you to do?] Underline/Circle the verbs The essay requires you to DO various tasks. Think of this as a recipe. Instead of chopping, slicing, and dicing you MUST: DEFINE

EXPLAIN IDENTIFY DESCRIBE COMPARE/CONTRAST GIVE EXAMPLES What does each mean? (Write what you would be expected to do next to each term.)
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EXPLANATION SHEET
So What Do They Mean? DEFINE give information that tells what makes it what it is EXPLAIN-give information that tells how and/or why IDENTIFY-name, classify, recognize the connection DESCRIBE-briefly tell what it is like, how it functions, what happened or will occur COMPARE/CONTRAST-give similarities and differences; be certain to follow directions as to numbers GIVE EXAMPLES-specify a recent (post-1930s event, situation, case, action, relevant detail Discuss (less often used)-little more than define so tell about what you are asked about

Step 2: AFTER THE VERBS:ATQA ANSWER THE QUESTION ASKED

2 minutes Brainstorm write down nouns, phrases-skip sentences here Judicious use of graphic organizers use what works for you, do not get fancy, be efficient Do not copy the question Before writing, re-read the FRQ and check your notations literally check the points in the prompt, especially numbers Write your response in legible English Avoid trying to impress Clear straightforward language is better than using vocabulary incorrectly Caveat: KNOW THY GOVERNMENT VOCABULARY AND USE IT APPROPRIATELY

Step 3: WRITE TO BE UNDERSTOOD

Up to 19 minutes, if you need this much Give only the history that is required by the question; this is political science Avoid editorializing or giving your opinions, stick to the task If you do not know the official name of a case, uses the information you do know, such as one of the

parties involved, the time period, the key constitutional issue Even if they are not asked for, give examples No THESIS, no conclusion: REPEAT This is not a history essay! Support your argument with proof in the form of facts, data, or example; but keep them relevant

Step 4: PROOF READ what you have written

2 minutes-take the time to quickly read through what you have written. Insert words you may have omitted in the writing process Add any details, names, laws, cases, periods you might now remember

Move on to the next question! SUMMARY: Step 1: Plan-Pre-Write Step 2: AFTER THE VERBS:ATQA ANSWER THE QUESTION ASKED Step 3: WRITE TO BE UNDERSTOOD Step 4: PROOF READ

Practice strategy: Sample AP FRQ 2001

TIMED WRITING # 3 1. Many scholars and observers have argued that the ratification of the Fourteenth Amendment to the Constitution has become the single most important act in all of United States politics. a. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For each case you select, explain the significance of the decision in the United States politics.

Brown v. Board of Education of Topeka, Kansas (1954) Barker v. Carr (1962) Regents of the University of California v. Bakke (1978)

b. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For the case you select, explain the significance of the decision in the United States politics.

Mapp v. Ohio (1961) Gideon v. Wainwright (1963) Miranda v. Arizona (1966)

Sample
TIMED WRITING # 5 VOTER TURNOUT-ELECTIONS RUBRIC You have 25 minutes to answer this question. Illustrate your essay with substantive examples where appropriate. Elections in the United States are characterized by low voter turnout. Discuss TWO demographic characteristics associated with nonvoting and three institutional obstacles associated with nonvoting. 2 points Identification of two demographic factors (1 point each) Possible factors Low income Younger Lower education Mobile people Single Discussion of the connection between nonvoting and the selected factor Identification of three institutional obstacles (1 point each) Possible institutional obstacles Registration requirement- time & residency Voting on Tuesdays Registration process or procedures-vary by state Number of elections help each year Federal, state, local Ballot design Felony convictions Discussion of each institutional obstacle presented.

2 points

3 points

3 points

Sample FRQ Timed Writing # 7

You have 25 minutes to answer the following question. It is suggested you take a few minutes to plan and outline the answer. Illustrate your answer with substantive examples where appropriate. Since the 1960s, the process of selecting presidential candidates has been altered by the changing role of presidential primaries and national party conventions. Discuss FOUR effects that have resulted from this change in the presidential selection process. Rubric: 4 effects of change clearly Identified (1 point for each) Discussion/explanation of Each Possible effects: 8=100 7=95 6=90 5=85 4=80 3=75 2=70 1=60 -Candidates with most votes get money -Candidates who get most votes in primaries become front runners -National convention time of party healing and rallying rather than selection process -Convention predictable outcome -Individual states importance by how early primary held (NH, ex) 8 Points

4 points

4 points

Sample AP FRQ 1998

Timed Writing # 4 AP Government The Supreme Court ruled in Barron v. Baltimore (1833) that the Bill of Rights did not apply to the states. Explain how the Court has interpreted the Fourteenth Amendment to apply the Bill of Rights to the states. In your answer, briefly discuss the Courts decision in one of the following cases to support your explanation.

Gitlow v. New York (1925) Wolf v. Colorado (1949) Gideon v. Wainwright (1963) Mapp v. Ohio (1961)
This question represents the earlier era questions that were not as easy to match to a rubric. It is an excellent example of why we teach students to read the question and ATQA. They only needed to know one of the cases and how the 14th Amendment applied, not tons of data about the case.

Sample AP FRQ 1999

Timed Writing # 8 Congress Is Congress effective in exercising legislative oversight of the federal bureaucracy? Support your answer by doing ONE of the following. Explain two specific methods Congress uses to exercise effective oversight of the federal bureaucracy. OR Give two specific explanations for the failure of Congress to exercise effective oversight of the federal bureaucracy.

(5 Point Rubric)

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QUICK WRITES
What is the difference between power in general and political power? Give examples of both. You have 6 minutes to respond. ************************************************************* In A Political History of the United States: the Challenge of Constitutional Government, Thomas G. West and Douglas A. Jeffrey explain how the principles of the American Founding were implemented and maintained through the Constitution and how they extended to all Americans. Briefly explain what they meant and how it applies today You have 6 minutes to respond ************************************************************* The American public is less involved in elections than voters in other nations, especially European nations. Only 59% of Americans on average vote in presidential elections. Participation is far higher in the countries of Holland (95%), Germany (87%), Norway (81%), France (79%), and Britain (77%). Since representative democracy requires competitive elections, is the American government then somehow less legitimate? You have 6 minutes to respond. ************************************************************* State and justify you reaction to the contention that mistrust of government in the United States isn't really as severe as it is sometimes thought to be. You have 6 minutes to respond. ************************************************************* The relations between the media and the government are often seen as adversarial, but the two institutions can have a symbiotic relationship. Explain how both of these can exist. You have 6 minutes to respond ************************************************************* The Electoral College has been a controversial element of presidential elections for a number of years, but especially in the 21st century. Present an argument for or against abolishing the institution. You have 6 minutes to respond ************************************************************* Campaign finance reform continues to be a disputed issue even after passage of the 2002 Bipartisan Campaign Reform Act. What problems remain and why? You have 6 minutes to respond *************************************************************

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Past AP FRQ Questions by Topic Unit 1: Foundations of US Government: The Constitution and Federalism 2009, #1-Constitutional Limits on Majority Rule, Move Toward More Democratic 2007, #4- Federalism: Centralization v. Devolution 2005, #2- Expansion of National Power 2003, #3- Fiscal Federalism 2001, #1- Formal v. Informal Amendment of the Constitution 2000, #1- Articles of Confederation/ Centralization Unit 2: Politics at the Personal Level: Political Behavior and Beliefs 2009, # 2 Voter Turnout; Demographic Effects and Linkage Institution 2004, #4- Declining Trust in Government 2003, #2- Political Participation Other Than Voting 2002, #4- Voter Turnout 2000, #3- Voting Patterns (Demographic tendencies) Unit 3: Basic Building Blocks: Parties, Campaigning and Elections 2007, #1- Electoral College 2006, #1- Political Parties v. Interest Groups: Goals and Techniques 2005, #4- Campaign Finance Reform (McCain-Feingold) 2004, #3- Third/Minor Parties 2002, #3- Effects of Parties/Elections on Minority Rights (also includes Federalism) 2000, #4- Campaign Finance Reform Unit 4: Influencing Government: Interest Groups and the Media 2009, #4-Media and agenda setting; changes in viewing habits 2004, #2- Interest Groups- techniques 1999, #1- Medias effect on Presidential elections 1999, #2- Interest Groups Unit 5: Congress 2009, #3-Congress Rules Differences/House Advantages for Majority Party 2006, #4- Bicameralism 2003, #4- Committee and Leadership Power 2001, #2- Incumbency Advantage (also fits nicely into Unit 3) 1999, #3- Oversight Power Unit 6: President and Bureaucracy 2006, #3- Legislative Delegation of Powers/ Bureaucratic Policy-Making 2003, #1- Approval Ratings 2002, #1- Effects of Divided Government Unit 7: Institutional Linkages: Creating Economic, Domestic and Foreign Public Policy 2007, #3- War Powers Act 2006, #2- Entitlement Spending: Social Security 2004, #1- Presidential and Congressional Power Over Foreign Policy 2002, #2- Government Benefits 2001, #4- Effect of Divided Government, Weak Parties, and Interest Groups 1999, #4- Mandatory Funding/Entitlements Unit 8: Supreme Court 2005, #1- Influence of Public Opinion 2000, #2- Nomination of Judges Unit 9: Civil Rights and Civil Liberties 2007, #2- Free Exercise and Establishment Clauses 2005, #3- Selective Incorporation 2001, #3- Landmark 14th Amendment Cases/ Equal Protection v. Due Process Clauses 1999-2005 compiled by Patrick Kelly pkelly@bh.richland2.org; additions Lori Dumerer

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