Hopefully, by this point you have read, annotated, and scored the two sample essays included in the packet you picked up on Friday. It’s time now to see how accurate you were in your assessment, so get out the essays and your scores, and let’s see what the College Board says:
Sample 1A — Score: 8
The thesis outlines factors shaping the modern Olympics and correctly places them in the relevant historical context of the time period (1 point). There are four groupings: peace, political interests, economic interests (“incentive for sponsoring as well as hosting the games”), and social reform (female athletes) (1 point). The essay demonstrates understanding of all 10 documents (1 point) and correctly uses evidence from 9 documents to answer the question (2 points). Document 5 is inverted, expressing the effects of the Olympics on Japan, and therefore did not count for evidence of factors that affected the Olympics. There is analysis of point of view for three documents (Documents 4, 6, and 10) (1 point). The request for additional documents from people who were not athletes or people from Africa and South America shows awareness of other factors that could have affected the Olympics in the time period (1 point). An expanded core point was earned for additional analysis of documents through groupings and of point of view (1 point).
Sample 1C — Score: 4
The thesis identifies three factors that shaped the modern Olympic movement: “nationalism,” “host country to show off,” and “feminism” (1 point). There are three document groupings: peace (Documents 1 and 6), nationalism (Documents 3, 4, and 10), and feminism (Documents 2 and 8) (1 point). The essay demonstrates understanding of all 10 documents (1 point). No points were awarded for evidence because the documents are used to support the inverse of the question, i.e., how the Olympics had consequences or effects. There is analysis of point of view for three documents (Documents 3, 4, and 7) (1 point). No point was earned for the request of an additional document because the explanation of how the requested documents would help assess a factor that shaped the modern Olympics is incomplete.
So. How accurate were you? Don’t forget to quickly explain any discrepancy between your original score and the one assessed by the College Board!
Happy Friday, folks! While I don’t want to rain on your parade, I’m afraid I have to remind you that you have your very first document-based question scheduled for next Monday (February 29th). We’ll be doing this as a timed essay, so you will not be receiving the prompt in advance– instead, I’m going to ask that you do a different type of preparation in advance of the coming DBQ.
Today in class you should have picked up the annotated rubric for the 2008 released DBQ from the College Board exam, as well as two sample student essays. (This is the same essay which you outlined for me on Wednesday night.) You’ll need your DBQ documents out in order to complete this assignment– if you’ve lost them, you can download another copy from the link in the post from Wednesday, February 24th.
Here’s what you need to do:
- Carefully read over the annotated rubric. Make sure you fully understand what you can and can’t give points for before you start reading the essays.
- Read and annotate each essay. You may find it useful to highlight or underline the thesis, POV analysis, additional documents, grouping, and evidence.
- Use the rubric to decide on a score, from 1 to 9, for both essays.
- Then, on a separate sheet of paper, briefly write an explanation for your score for each essay. What points did each earn? Why didn’t you give them certain points? (Bullet points are fine for this.)
- Check the class blog on Sunday afternoon. I will schedule a post to go live at 12:00 PM with the information on how each essay was actually scored. Compare your score to the official score and write a brief statement explaining why your score differed (if it did) from the official score.
- Be prepared to turn in your score analysis sheet at the start of class on Monday!
NOTE: First and second periods, I told you that you would also need to analyze your own DBQ outline and give it a grade– and you’re still welcome to do so!– however, I forgot to give third period back their outlines, so that part of the assignment will not be required. 🙂
Have a good weekend, guys, and I’ll see you on Monday!
Sorry for the late post, guys! I had to cover a class during my planning period and then had a meeting after school, so this is the first chance I’ve had to put up this post.
Tonight for homework, please complete the DBQ Essay Worksheet, using the prompt and documents from the Olympic DBQ which you received in class. This assignment will be due at the start of class tomorrow, and you can expect it to take you a fair amount of time to complete. (The first AP-style DBQ is always difficult to put together; I promise it will get much, much easier with practice.)
If you missed our discussion of how to write a DBQ, or if you want to review the process or receive some extra help on the subject, please check the Document-Based Question page under the Essay Writing Resources tab on this page. You’ll find a number of instructional videos and additional downloads which may help to clarify the process. It would also be a good idea to come and talk to me to clear up any questions you have on the process before next Monday– we’ll be writing our first full DBQ at the start of class on February 29th.
Additionally, remember that you need to budget time during the remainder of the week to complete quiz corrections on the Unit Three reading quiz. And– THIS IS IMPORTANT– I goofed on when I told you they would be due! I think I told all three classes that your corrections would be due on Tuesday, March 1st (the day of our next test). However, my policy is to give you five class days to complete corrections, which would mean that corrections should be due on the second of March, not the first! Sorry about that, guys. I’ll address my mistake tomorrow in class.