AP English Language 2020-2020: May 2020

Last spring, I went to Daytona Beach for my seventeenth consecutive year as a Reader of the AP English Language and Composition Exam. I keep going back because the Reading provides a rare opportunity to engage with college and high school colleagues in a rigorous professional task. We create and sustain a consensus on writing quality and apply it to over 400,000 student essays fairly, consistently, and quickly. Position Essay , I was assigned to read Question Three, which called for students to write an argument. The directive says: "Carefully read the following passage by Susan Sontag. Then write an essay in which you support, refute, or qualify Sontag's claim that photography limits our understanding of the world. Use appropriate evidence to develop your argument." There followed a provocative and somewhat cryptic three-paragraph excerpt from On Photography. Perhaps the single most important key to success on an AP Exam is the student's ability to see that the prompt identifies a task to be performed. This data has been written with https://essayfreelancewriters.com.


Students who were successful on Question Three recognized key words in the prompt and were able to determine the task they were being asked to do. This question was not merely an invitation to write discursively on the subject of photography. The word "claim" in the prompt should have alerted students to the need for writing in argumentative form. This point was reinforced by the explicit mention of "argument" in the last sentence. The question requires that students understand what an argument is and know how to construct one. The words "support, refute, or qualify" are technical terms that were not decoded in the question. Students need to know and need to have practiced these forms of argument during the term. In addition, these three words should signal to students that taking a position, even if a qualified one, is essential. The word "evidence" is also important. Students need to know not only what constitutes evidence, but the difference between evidence and example. Even "develop" conveyed important signals -- their argument needed to move forward; they couldn't just make one little point and assume they were developing it by adding six redundant illustrations.



In such a context, the exile, if it results in the migration of an individual from a country with a authoritarian regime to a democratic country, such as the US, may be viewed as quite a positive advancement in the life of an individual. At first glance, such an exile provides an individual with larger opportunities to defend his views and beliefs. The life in exile should become practically ideal when the individual’s civil rights and liberties are not oppressed and if such oppression was the major cause of exile. It seems as if the exile turns to be realization of dreams of such an individual about the life in a truly democratic society. However, the actual life in exile is not as perfect as that. In stark contrast, the life in exile and the fact of exile itself should be viewed as a huge cultural shock above all. This is actually why people cannot bear the life in exile. At this point, the causes of exile are still very important because the person, being expelled from his own country, cannot achieve his goals which actually led him to the exile and which became the major reasons for exile. This article has been written by Essay Writers!


For instance, an individual, who has different political beliefs, can face a risk of being exiled from an undemocratic country, such as Afghanistan under the Taliban rule. At the same time, the person is exiled only when his political opposition affects consistently the position of the ruling regime. For instance, the organization of political meetings or the development of public movements and any other socially significant activity which stirs the society or even local community is dangerous for the ruling regime. On the other hand, this activity is extremely significant for an individual because through such a protest he can convey his position to his countrymen and through the organization of public opposition he can potentially change the general situation in the country or even overthrow the ruling regime. However, the exile deprives an individual of such opportunities. Moreover, the life in exile makes him unable to conduct any social or political activity which can influence his countrymen consistently and, therefore, being in the exile, an individual cannot change the situation in his native country at all. In such a way, an individual becomes totally isolated from his native country and his socio-cultural environment.


Such isolation is particularly difficult for people who used to be active opponents of the ruling regime. At the same time, it is necessary to remember about socio-cultural aspects of the exile. As it has been already mentioned above, the exile leads to the socio-cultural isolation. This means that an individual who starts his life in exile is not prepared for such a life. In other words, he is taken from his native socio-cultural environment and put into a new one, which may be totally different from his native environment. For instance, the exile of an individual from Afghanistan to the US will inevitably lead to the tremendous cultural shock caused by the enormous gap between traditional Afghani culture and traditional American culture. Even if an individual is exiled because of his political views and beliefs, it does not necessarily mean that he will feel comfortable in a new country such as the US.


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