1. A guide to scoring well on Free Response Questions
Answering FRQs
A guide to scoring well on Free Response Questions
Evening guys, I’ll take questions as and when

2. Each AP course has its own style of essay.
In AP Human Geography, the essay is a Free Response Question (FRQ).
The point of a FRQ is to provide an opportunity for you to show that you can THINK and WRITE like a geographer.
They are also worth 50% of the AP score.
What’s the point of the FRQ. Similar to AP US Govt / AP Psych.
The last 2 bullets are why my drills are SR questions and we spend a big chunk on learning how to answer FRQs.

3. Because the FRQ is a timed writing, it is not expected to be a polished essay.
Focus on content.
Write neatly enough that your handwriting is legible. If the reader cannot read what you wrote they cannot score it.
Points are not deducted for crossing things out or for spelling and grammatical mistakes that do not detract from the overall meaning of the writing.
Jon Moore has called this the Dragnet approach “Just the facts”
Bullets 2 and 3 above are key.

4. How do write good responses?
Read
Rubric
Respond
Routine
I hate that there is a mnemonic, but it sorta fits

5. Read

6. Read the Flipping Question (RTFQ).
Begin by carefully reading the question. (Now read it again)
If there is a map / diagram look at them. Think… where have I seen this before? What Unit(s) does this come from?
Reading twice ensures (as much as possible) that they don’t miss anything in the question.
Annotate maps / diagrams / charts.

7. Underline or highlight key directive words.
(These are at the end of this slideshow)
Remember that you cannot use a highlighter during the AP exam so you might want to start from the get go by using a pen.
We’ll talk about directive words a little later.

8. Rubric

9. Be the rubric.
Break the question into its constituent parts and work out how many points each section is worth.
Remember that there is no “set” rubric for each question. Therefore students need to create their own rubric in order to work out how to develop their answer.

10. Set up a framework for your response that is formatted in the same way as the question. For example, if the question is structured like this, your answer should be structured in the same way:
Describe (2 points)
Describe Point 1
Describe Point 2
Discuss (4 points)
Discuss Points 1 + 2
Discuss Points 3 + 4

11. Response

12. Brainstorm anything you know that is related to the topic and take a few minutes to organize your thoughts into the framework.
Write on the question- if there is a diagram; label it so you can understand it. (This is also known as writing an outline….. successful students do this).
Make sure to tell students that the only what they have written on the lines in the test book will be scored. nothing is more frustrating to see as a scorer when students have planned a great outline

13. Provide specific, detailed support for your answer.
Use examples from the text, class discussion, assignments and current events.
If the question asks for 2 examples give 3 maybe 4 if you can.
This is where things get difficult - some AP Readers will say only write the required # of examples. In the past at the reading we have been told to only score the first 2 examples, other years we have been allowed to score only correct examples. I tell my students to give more examples than necessary, but to give them in the order that they think are strongest.

14. Answer The Flipping Question. (ATFQ)
Begin writing. You do not need an introduction or conclusion.
Remind students that a good way to start if they are unsure is to start by restating part of the question in their answer. Also remind the students that they don’t need to tell the readers what they are going to write about today!

15. Whenever possible, integrate appropriate geographic terms – (think about the horrible vocabulary lists)
Advise students that using appropriate vocabulary shows that you are a master of AP Human Geography. Scorers are also told to work with the student. Students who appear to know what they are talking about tend to do better!

16. Routine

17. When you have finished writing your answer, go through your outline and your answer.
Make sure you have incorporated all of the information within your answer.
Now read it again.
This is a key step that students often forget. There is nothing worse for AP readers that to see part of a perfect outline that doesn’t end up in the final answer.
We do the same steps for every FRQ. Routine is the key for success. If students can implement routines when completing FRQs in class, when they get to the exam it reduces the possibility of not being able to answer a question.

18. Directive Words
Effective answers to essay questions such as FRQs depend upon a clear understanding of the meanings of directive words.
For example, if students describe when asked to compare, or list when asked to evaluate, responses will be less than satisfactory and points will be lost.
This is where in the past there has been much discussion at the reading about the meaning of directive words, but this is what I use with my students and it works for them.

19. Analyze: determine component parts and examine their nature and relationship (generally more complex answer required 1-2 pts)
Assess/Evaluate: judge the value or character of something; evaluate the positive points and the negative ones; discuss the advantages and disadvantages of (generally more complex answer required 1-2 pts)
We can talk hear about points awarded here.
Analyze = generally more complex answer required

20. Compare: examine in order to show similarities (1pt)
Contrast: examine in order to show differences (1pt)
Define: write out the definition of the term given (bread and butter point here, generally lead off section of FRQ’s- 1pt)
Describe: give an account of; tell about; give a word picture of (again bread and butter point here, generally lead off section of FRQ’s- 1pt)
We see a lot of defines and / or describes. This is CB trying to give students a way into the FRQ, get them to at least try and answer the question

21. Discuss: consider or examine from various points of view; debate; present the different sides of (more depth, generally 2 pts)
Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of (more detail than a describe, 2 pts)
Discussion means more elaboration on maybe the strengths and weaknesses of something
Explain is an in depth id or describe. We had interesting discussions in Cinci this year on Q3.

22. Example: write about real world places, patterns or processes about which the question is asking (generally 1pt per example)
Identify: establish or indicate who or what (someone or something) is, often a list (generally 1pt for the list)
Example is usually in addition to a describe or define.
ID, as I said generally a list.

23. Any Questions?
me or ask in class