HOW TO WRITE A FRQ… YHS 2017-2018

ADQ AS I ENTER… Start With This… Agenda: Please have your Ice Cream FRQ out on your desk Agenda: Go over Ice Cream FRQ FRQ – How to… Practice FRQ ADQ

Ice Cream FRQ Define ice cream Describe ice cream Give two examples of ice cream Explain the purpose of ice cream

Define ice cream DEFINE - give a clear and precise meaning of a given word, term or concept Which of the following fits “define” ice cream? Sweet flavored frozen food, containing cream or butterfat and usually eggs A cold, creamy food, usually served for dessert, often in a bowl or cone Can come in a variety of flavors and often eaten with additional foods such as sprinkles or fruit

Describe Ice Cream DESCRIBE- present the characteristics of a particular topic Which of the following fits “describe” ice cream? Ice cream can be served soft serve in a cone with mixed flavors Ice cream is often served with birthday cake Ice cream is cold, creamy, and sweet

Give two examples of ice cream Now you try… Give examples of ice cream

Explain the purpose of ice cream EXPLAIN - present the characteristics of a particular topic AND give reasons, how or why; make logical connections Let’s do this one together:

Let’s try another FRQ This time with Government & Politics in mind! But first, let’s go step-by-step through the process Feel free to take notes on the Ice Cream FRQ or on your own. I will post this Power Point on the Website under “Exam Review”

Step One Do not panic Breathe, relax, regroup

Step 2 Count the points and write it at the top of your paper What does the question ask you to do? Identify define Explain Give an example

Steps 3 and 4 Think Constitutionally Plan! Outline! Plan! Brain dump! This is a government test NOT a history test.  As we learn and analyze different parts of the Constitution, try to relate things back to that document. Is it related to an amendment? A principle? A power given? A power reserved? A court case? Use vocabulary and concepts that relate directly to the Constitution and American Government Plan! Outline! Plan! Brain dump! Jot down what you know about the specific topic- ESPECIALLY vocabulary!!! Jot down what you know about other units or topics that might relate to the topic Outline what you want to write

Step 5 Follow the rules No introduction, no thesis, no conclusion Do not skip lines Strikethrough mistakes, anything crossed off will not be scored Use pen, not pencil Use geographical terms whenever possible Label the sections A, B, C, D, an so on. No bullets or outlining- use sentences Write it out- no abbreviations (you have time) Remember, FRQ’s are not graded, they are scored; give the readers enough terms to give you points- say what you mean and mean what you say

Step 6 Assume your reader is tired!!! Your teacher has the following: Perusing National Board Certification 3 kids Competitive Tumblers Serious Violist (I don’t know a better term…) School Clubs Need general love and attention 1 dog Learning: Canvas, grading policy, the Den, the Testing Center Writing re-takes for ALL assessments for each class I am tired!!! Help a reader out and in turn, help yourself out! Label the Question # and label different sections. Also, start a new paragraph for each part of the question.   1 A. B. C 2 A B Underline appropriate terms.  For example if the question asks for the definition of unalienable rights......then underline the words unalienable rights so the reader can see..."Oh yes, here is the definition." Then underline your definition.

How do I know I have given enough examples?! If the question specifies a specific number of examples (ie two examples), I advise you to use the ”plus-one" principle. Give three examples with your best examples first. State your strongest example first, second strongest next, and a spare one at the end. The rational - Many students think they are giving two examples when in reality they are only providing one example with more details and explanation. The ”one-plus" principle gets students to more expand their writing and provide more details. In general readers are not punitive when a writer adds one more example. They view this as being detailed. If the question does not specify a number of examples, you are instructed to give two. In fact my rule is "when do we give examples and details? Always!!"

ADQ! – Please…I really mean this one! One Last Hint… …and this comes up every time I grade an FRQ---ANSWER THE QUESTION--don't ramble! The only exception is if you truly don’t know the answer. In that case, write as much as you can related to the topic or unit and hope you hit some points!!! ADQ! – Please…I really mean this one!

Decoding verbs Identify – name Define – state, describe, give the meaning of Discuss – talk over, examine, debate different sides Explain – make clear and plain, tell the meaning of Compare – examine similarities Contrast – examine points of difference Analyze – examine a relationship Assess – judge the value of or advantages and dis.

“Failing to prepare is preparing to fail” Remember I want you to do well…I will do everything I can to ensure your success but you also must work in and out of class and mentally prepare. “Failing to prepare is preparing to fail”

In the Fall… (more slides in the spring) Practice FRQ