#APLangTop5 Session 3: Generating Evidence

In the two sessions of the third installment of our series, “The Top 5 Most Difficult Concepts to Teach in an AP^® Language Course...and how to conquer!", we focus on generating evidence for the argument essay and integrating source material in paragraphs for the synthesis essay question. Each video not only provides insight on how to think about evidence in a complex way, but also explains how to provide specific, concrete scaffolds to encourage student growth within their original arguments and enhance composition skills.

The first session considers the influence of the audience when selecting appropriate evidence for the argument response, specifically by acknowledging an audience’s values, beliefs, needs, or backgrounds, and how different types of evidence are more appropriate for certain audiences. 

The second session offers insights as to how teachers can help students identify and integrate quotes from source material into their synthesis essays focused on their original arguments. 

After this session, it is our hope that teachers and students will feel empowered to select appropriate evidence to support their own original arguments and to support their original arguments with embedded source material in such a way that their argument is still at the forefront, yet supported by additional positions and perspectives.

Part 1: Argument

Part 2: Synthesis

Watch the next video in our series, for Concept #2, here!

Click here to download the presentations for the full series — use in your daily lessons!

Lauren Peterson (Master of Arts, Education) has been teaching AP^® English Language and Composition in a number of states for more than ten years, most recently at Highlands High School in Fort Thomas, Kentucky, where she is also the schoolwide literacy leader. Before this position, Lauren served as a curriculum and instructional coach in Duval County, Florida. Lauren worked for College Board on a pilot curriculum designed to both remediate common AP^® English Language challenges and also prepare students for Microsoft Office Specialist Certification. As an independent consultant for the National Math and Science Initiative, Lauren has written diverse curricula used by students across the country as well as training materials for beginning and experienced AP^® English Language teachers. Lauren served as an AP^® English Language Reader and continues to work as an AP^® English Language trainer for new and experienced teachers.

Timothy Freitas (Master of Arts, Teaching, Secondary English Education), a College Board-endorsed AP^® English Language and Composition consultant, has been teaching AP^® English Language and Composition for more than a decade and AP^® English Literature and Composition for almost as long. He has also been an AP^® Reader and in 2017 was invited to work on the College Board’s Instructional Design Team for the new AP^® English Language and Composition framework. Timothy works as a consultant and professional development facilitator for Massachusetts Math and Science Initiative (now Mass Insight Education) and is typically assigned to work in New York City when consulting for the National Math and Science Initiative. Timothy teaches in Massachusetts, currently at Whitinsville Christian School and formerly at Blackstone Valley Tech.

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