Podcasts about ap language

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take, and the various AP World Language and Culture exams are no exception. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educator Milton Alan Turner to share valuable strategies, insights, and resources for getting ready for AP World Language exams. What are five things you will learn in this episode? What is tested on AP World Language and Culture exams? How do students score points on AP Language exams? What are the highest priority topics on AP Language exams? How should students prepare for AP Language exams? What are the best prep materials for AP Language exams? MEET OUR GUEST Milton Alan Turner has taught French, Spanish, and now AP African American Studies at Saint Ignatius High School since 1987. He earned a Bachelor of Science degree in French and Linguistics from Georgetown University and master's degrees from Cleveland State University in Educational Technology and in Global Interactions.   Alan currently serves on the Board of Directors at ACTFL as its President, on the Shaker Heights Public Library Board of Trustees, on the AATF Commission on Diversity, Equity & Inclusion, is a member of La Maison Française de Cleveland's Board of Directors and is an NAACP Silver Life member. He has participated in two Fulbright-Hays Summer Seminars Abroad in Morocco & Tunisia and Thailand & Vietnam and in three National Endowment for the Humanities (NEH) Summer Seminars and Institutes studying world literature, Arabic language & culture, and US foreign policy.   Alan has served as a Reader, Table Leader, and Question Leader at the AP French Reading and is an AP Workshop consultant. He has been a member of the SAT French Development Committee, the AATF Standards Task Force, the Ohio Seal of Biliteracy Expert Advisory Group, co-chair of the Ohio World Languages Standards Revision Advisory Committee, and president of the Ohio Foreign Language Association.  He was awarded a 2000 MBNA Excellence in Education Grant, named a 2011 Microsoft US Innovative Educator, chosen the 2014 Ohio World Language Teacher of the Year, listed in the 2017 Who's Who in Black Cleveland, and won the Saint Ignatius High School Trailblazer Award in 2020. This summer, he will be one of 14 educators selected to participate in the AATF Fulbright-Hays Group Project Abroad to Côte d'Ivoire to study West African storytelling traditions.  Since 2021, Alan has hosted the podcast Milton Alan Turner: Worldviews. Find Milton at maturner@me.com. LINKS AP French Language and Culture AP German Language and Culture AP Italian Language and Culture AP Spanish Language and Culture RELATED EPISODES Big Changes to AP Tests in 2025 Getting Ready For The AP Literature Exam Getting Ready For The AP Language Exam ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educator Christy Shriver to share valuable strategies, insights, and resources for getting ready for the AP Literature exam. What are five things you will learn in this episode? What is tested on the AP Literature exam? What are the different approaches required by each essay? What strategies lead to higher scores on the AP Literature exam? How should students practice and prepare for the AP Literature exam? How has AI impacted student readiness for the AP Lit exam? MEET OUR GUEST Christy Shriver is an educator from Memphis, TN. Currently, she produces the How to Love Lit Podcast, a tool to support IB and AP students in preparation for their exams. She has been teaching both AP and IB in public and private schools in the Memphis area for the last 20 years.  Christy graduated from the Escola Americana de Belo Horizonte as an IB student and has lived much of her life internationally, primarily in the country of Brazil. Although she is a strong advocate of the IB program, she is currently an AP Language teacher and AP reader.  Christy first appeared on this podcast in episode 199 to discuss Choosing Between AP and IB Programs and episode 472 to discuss Getting Ready For The AP Language Exam. Find Christy at christy@howtolovelitpodcast.com. LINKS AP English Language and Composition Exam – AP Central | College Board AP English Language and Composition Exam What is the Test Format of the AP® English Language Exam? RELATED EPISODES GETTING READY FOR THE AP LANGUAGE EXAM GETTING READY FOR THE AP US HISTORY EXAM GETTING READY FOR THE AP STATISTICS EXAM GETTING READY FOR THE AP PSYCHOLOGY EXAM GETTING READY FOR THE AP CHEMISTRY EXAM ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

A 2022 piece by National Public Radio cited Anne Frank as “the most famous young author of all time,” as her diary, translated into more than 65 languages, is one of the most widely read books in the world. One such reader was Nikia Garland. Now a 24-year veteran teacher at Arsenal Technical High School in Indianapolis, she was once a sixth grader at nearby Farrington Elementary Shool where she picked up the autobiography – never thinking that Anne wouldn't survive. That surprising conclusion would inform Nikia's future – rooted in education and social justice.Today we're learning from Nikia Garland, a native Indianan who earned both an undergraduate and master's degree from Indiana University and currently teaches British Literature and AP Language and Composition. She has taught a wide range of secondary and college-level classes in the U.S. and internationally. In addition to being a Fund for Teachers Fellow, Nikia is a Terry Fear Holocaust Educator in Action recipient, a Mark Schonwetter Holocaust Education Foundation grant recipient, a Lilly Endowment Teacher Creativity Fellow, and a Grosvenor Teacher Fellow. In all of her free time, she is a chair for the Indiana Teachers of Writing conference,  president-elect for the Indiana affiliate of the National Council of Teachers of English – and mother of two sons.When seeking resources to support her Holocaust unit, Nikia realized that Indiana had a Holocaust Museum, founded by Auschwitz survivor Eva Kor. She ALSO found Fund for Teachers through a Google search and, last summer, used a $5,000 grant to document historical sites in Germany and Poland related to the novels The Book Thief and My Forgiveness, My Justice to expand student comprehension of significant events in world history and inspire them as social justice advocates and global citizens.We caught up with Nikia two days before International Holocaust Remembrance Day (also commemorated in Indiana as Eva Kor Education Day), to hear about the learning she experienced and why feels it was vital for her students…After listening, read Nikia's article “A visit to Auschwitz changed how I teach about the Holocaust" published by Chalkbeat Indiana on Friday, January 26th. 

Join hosts Robert Bosley and Sharona Krinsky as we talk to Joe Zeccola. Joe is a National Board Certified English teacher and an Equitable Grading and Instruction mentor in the Los Angeles Unified School District. He primarily teaches AP Literature and AP Language classes. In this conversation, we talk to Joe about how he developed the learning targets that he uses in his classes. From his initial discovery of the problems with traditional grading through his journey of self exploration and understanding of what he values as a teacher, Joe provides a fascinating insight into the process he used to align his learning targets with his core values as a teacher and how he built his grading system to reflect those values. LinksThe Case Against the Zero by Douglas ReevesRevisiting The Case Against the Zero by Douglas ReevesNational Board Certification for TeachersResourcesThe Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education and K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading:Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda Nilsen

Mike talks with Jennifer Camara-Pomfret, longtime AP English teacher, instructor for Mass Insight, and Department Chair at Seekonk High School. Topics include strategies in writing the Argument and Synthesis essays, making sure students “fill their cups” with knowledge including current events, history, and literature. Jen also emphasizes the need to “stay on the pole” or stick your thesis statement and respond logically to prompts with relevant lines of reasoning.  She shares insight on her AP Language units, activities, and curriculum that help her students to master skills, as well as improve their close reading ability and FRQ writing performance. 

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educator Christy Shriver to share valuable strategies, insights, and resources for getting ready for the AP Language and Composition exam. What are five things you will learn in this episode? What is tested on the AP Language and Composition exam? How do students score points on the AP Language exam? What are the different approaches required by each essay? How should students prepare for the AP Language exam? What are the best prep materials for AP Language? MEET OUR GUEST Christy Shriver is an educator from Memphis, TN. Currently, she produces the How to Love Lit Podcast, a tool to support IB and AP students in preparation for their exams. She has been teaching both AP and IB in public and private schools in the Memphis area for the last 20 years.  Christy graduated from the Escola Americana de Belo Horizonte as an IB student and has lived much of her life internationally, primarily in the country of Brazil. Although she is a strong advocate of the IB program, she is currently an AP Language teacher and AP reader.  Christy first appeared on this podcast in episode 199 to discuss Choosing Between AP and IB Programs. Find Christy at christy@howtolovelitpodcast.com. LINKS AP English Language and Composition – AP Students AP English Language and Composition Classroom Resources One-Pagers Scoring Rubrics for AP Lang Essays 6 points Advanced Placement English Language and Composition RELATED EPISODES COURSE SELECTION FOR HIGHLY SELECTIVE ADMISSIONS THE FUTURE OF AP EXAMS CHOOSING BETWEEN AP AND IB PROGRAMS ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

AP Language and Literature teacher and host, Mike Atwood interviews AP® guru, John Williamson about the best practices and essential skills required for effective AP instruction. Throughout the conversation, John points to how teachers need to focus on teaching students the art of weaving in “Can't Touch This!” abstract ideas into their FRQs in order to elevate lines or reasoning, creating sophistication. The two discuss the essential use of creative graphic organizers to analyze ideas, and organize key planning points in essays, as well as the use of multi-cultural literature blended in with what used to be “The Literary Cannon” for required student reading. John even poses the question “Is there even a Literary Cannon anymore?” His mantra of focusing on quality instruction and best practices, as well as the idea that “Less is more” when it comes to assigning reading and longer essays becomes clear as shares his rich experience as an AP® teacher, College Board leader, Dean of P12 Programs and Superintendent Model Laboratory School at Eastern Kentucky University. He is also the author of Ideas in Argument and Ideas in Literature from Bedford / Macmillan 

Riley Flynn interviews AP Language and Composition teacher Mr. Johnston about his teachings.

Martin Luther King Jr. - Letter From Birmingham Jail - Episode 2 - There Are Just And There Are Unjust Laws   Hi, I'm Christy Shriver and we're here to discuss books that have changed the world and have changed us.    I'm Garry Shriver and this is the How to Love Lit Podcast.  This is our second week discussing Dr. Martin Luther King, Jr., and the letter that some consider today to be one of the most significant political documents to emerge from the American continent in the last 300 years, ranking with the founding documents, the Gettysburg Address and the Emancipation Proclamation.  Last week, we spoke a little, although very briefly, about Dr. King's growing up years.  We focused on his rise to political prominence through his political activism in Montgomery with the MIA and Rosa Parks as they led a community to boycott public bussing system for 381 days protesting the unfair bussing practices in Montgomery.   These efforts resulted in legislation that would begin the process of unraveling a 100 years of Jim Crow laws across, not just Birmingham, but the entire South.      We also discussed Project C, C, btw, stands for Confrontation.  Project C was the name given to the program that was designed to combine economic pressure with large scale direct action protest in order to undermine the very rigid system of segregation in place in the Southern city of Birmingham, Alabama.  The project was multi-faceted and by that I mean, it had various moving parts.  It consisted of strategic sit-ins, mass meetings, economic boycotts, and of course “parading” primarily without a permit because no permits would be given.      Yes, and one significant component of this project was planned for Good Friday, April 12 1963.  It would be on this auspicious day that two political and spiritual leaders, Reverend Ralph Abernathy and Dr. Martin Luther King Jr., would step out in faith in front of the Sixth Avenue Zion Hill Church to march down those prohibited streets.  And, leading by example, proving that they would never ask anyone to do something they would not do themselves, they walked into what they knew would be a guaranteed confrontation with Bull Connor's tightly controlled police force.  As they marched, they were met by a police barricade, so they changed directions and marched a different way; however, it wasn't long until they got to a second barricade.  At this one, Commissioner Eugene “Bull” Conner's clear orders could be heard and I quote, “Stop them…Don't let them go any further!”   They were arrested, and let me add, this was not the first time these two were arrested, nor would it be the last.     Dr. King and Ralph Abernathy, according to Abernathy's own words were closer than blood brothers.   There was a deep trust between these two men.  If you remember, they had been leaning on each other since those early days in Montgomery, Alabama where Abernathy was pastor of Montgomery's First Baptist Church.  This support would continue even after Dr. King's assassination where Abernathy would follow through with the support of Memphis' sanitation workers that had brought Dr. King to Memphis on the day he was murdered.  Abernathy and King eventually would be jailed together a total of 17 times. Both they and their families would be targets of multiple assassination attempts.      As we think about these two men leading this march on April 12, it's also important to highlight the many different people- both men and women- who were also involved in this campaign that changed the world.  One man who would make history in ways he did not anticipate quite the way it happened was Dr. Clarence Jones.    Oh yes, Dr. Jones.  Dr. Jones is not a native Southerner.  His parents were domestic workers in Philadelphia, Pennsylvania, and although they worked for some of the most affluent people in the United States, the community was an anomaly and had been integrating voluntarily even during Jones early years. Jones attended Catholic boarding school and then became a notable graduate of two prestigious universities: Columbia University and Boston University where he received his law degree.  Dr. King asked him to come to Alabama to be a member of his legal team in 1960, from there they not only worked together but also became personal friends.  After Dr. King was arrested on Good Friday, Jones, as his lawyer, was permitted to see him on that next day.    What is interesting to me, is that for Jones, in that initial meeting in that solitary confinement cell, helping Dr. King get out was not first and foremost on his mind.  He felt they had a even greater problem.  Very controversially, Dr. King had encouraged children to join the movement and there had been many children who had followed Dr. King, most of them were from lower-income families.  Those children were not behind bars, and their parents were yelling at him demanding that Jones get the money to bail out their children.  In later interviews, Jones would say that the parents of those kids were waiting outside the jail asking, “What are you doing to get our kids out?”  When Jones went to visit King, this was his concern.  He wanted a list of names and telephones of people to call who had money to get this bail thing figured out.  But King had something else on his mind.  When Jones entered the cell, King said, “Have you seen this?”  He was livid.  A full page ad had been taking out in the Birmingham Herald calling him an outsider, lecturing him, demanding that he be patient.  Jones remembers that Dr. King pulled out his copy of the newspaper and there was writing all over it, on every scrap of blank space between the ads.  He had continued writing on any scrap piece of paper in that jail cell, paper towels, napkinds, anything.  King gave these scraps of paper to Jones and Jones smuggled them out in his pocket, under his shirt, anywhere.      Yes, and over the next five days twice a day, Jones would bring more paper to Dr. King.  King would write and Jones would smuggle them out under his shirt.  Remember, this is before 9/11 when everyone was patted down.  Dr. Jones was not patted down. He would take the scraps of paper to Wyatt Teel Walker, King's chief of Staff, and a woman by the name of Willie Pearl Mackey was given the talk to put it all together.       What about the children, what did King and Jones decide to do about that?     It's actually an interesting part of the story and would likely be more famous if it hadn't been overshadowed by the letter itself, but Jones was able to raise money to get those children out of jail.  The famous actor Harry Belafonte got involved.  He called Nelson Rockefeller's speechwriter, a man by the name of Hugh Morrow, who was a supporter when he found out about what was happening in Birmingham.  That Saturday, Jones flew to New York City, and even though it was Saturday, he met Morrow and Rockefeller at Chase Manhattan Bank, and walked out with $100,000, enough to bail out every one of those children.     Wow- well Jones wasn't the only one who had no idea how important the letter King was composing would become.  Neither Mackey nor Walker did either even as they stumbled through the very challenging task of putting the pieces of handwritten paper together, apparently reading Dr. King's handwriting, in the best of circumstances, wasn't that easy to do.  But in this he had been writing furiously, basically in the dark, relying on his encyclopedic memory, quoting Shakespeare, the Bible, Dr. Augustine, Voltaire and many other philosophers and theologians. Some of it was on newspaper, plain paper, paper towels all kinds of different scraps that had to be pieced together.  And Mackey, who claimed all her life to not being a “fantastic typist” typed it up and prepared the manuscript for public circulation.  If you look at the original version which today resides in the library of Samford University in Birmingham, Alabama you will see that the typed copy concludes with the initials MLK:WM noting the letter's author and woman who typed it, the amazing Willie Pearl Mackey- her personal story  is amazing in its own right as she had been fighting segregation herself from her early days in Atlanta, Georgia where, and this is just one example, she quit her job at a hospital in protest because they refused to treat an African-American gentleman who had suffered a heart attack because it was a whites only hospital.    And again- I think highlighting all the people who contributed- like Jones, and Mackey and Walker is important to understand.  When events happen in history, the perception is often they were accidental or caused by the stars or something, but that is never the case.  And in this case, thousands of children, men and women took great personal risks, and they did it honorably for a long time before things changed.  So, as we get into the letter, last episode we finished by reading the first three paragraphs.  I did want to point out that the version I read, the one most commonly found in textbooks today, has been abridged from the original, not necessarily to revise the content, but just to make it more manageable for students.  Today we will read from the original, as preserved in the papers of Dr. George Bagley, Dr. Bagley as a white pastor was the Executive Secretary of the Alabama Baptist Convention and a likely recipient of this original version, although it's not totally certain how he received his copy. This original version is 21 pages long as typed by Mrs. Mackey.  It was released originally to the media in May following King's arrest on that good Friday in April.  It wasn't officially published until June in the large-scale publication Christian Century, a magazine out of Chicago.      So, let's jump back into the letter.  If you are a student, I would encourage you to pause the podcast for just and second and number the paragraphs so you can follow along and reference the exact text we are quoting from.  There are fifty paragraphs in this unabridged version and we will reference the specific quotes by paragraph.  Last episode we read paragraphs 1-3; I hope you can recognize the anger, and the sarcasm embedded in the language.     Read paragraph 1-4    Of course, Dr. King did not see  these men as being of “genuine good will” or if they were, they were  some of  the most mis-informed or willingly blind ministers in the great state of Alabama.  Either way, as professed religious leaders in their communities- bold enough to take a public stand against racial integration- they were about to get a lesson in history as well as Judeo-Christian theology.  Starting with Dr. King assuming the role of apostle, subtly or not so subtly comparing himself to the greatest of all Christian apostles, the apostle Paul who penned the majority of the New Testament, the Sacred Text of all Christian faiths.  In the introduction of his response, he  compares his response in Birmingham to the apostle Paul's famous response to the call for help in the Bible from the people of Macedonia.  In this famous Biblical text, the Apostle Paul had a vision from God, and in this God-given vision, he receives the commission from God, and I quote Acts 16:9 here,  “During the night Paul had a vision of a man of Macedonia standing and begging him, ‘Come over to Macedonia and help us'”.       No, and this wouldn't be the last allusion to the Bible, Dr. King would make, but it informs the reader that Dr. King's authority will not be coming just from himself, but his arguments would be founded upon the words and principles of the Sacred Text they shared in common.      True, and another great strategy Dr King uses, is not only does he use words and principles form the Holy Bible, Dr. King, very successfully and quickly, starting here at the beginning of the letter, uses the ministers own hypocritical words against them.  These men were quick to demand that Dr. King and his followers live by a set of rules that they themselves very conveniently did not apply to themselves.  This will be called out over and over and over again.     Starting in the very next paragraph he quotes these ministers before challenging their words.  They have accused him of meddling in the affairs of others- somewhere where he was not invited to come- which is ironic considering most Christian denominations see evangelism or proselytizing as part of their mandate.  He confronts the hypocrisy of calling him an outsider directly.  He boldly states that whatever happens in Birmingham affects everyone.  He famously claims, “Injustice anywhere is a threat to justice everywhere” and that “whatever affects one directly, affects all indirectly” he says anyone living inside the United States can never be considered an outsider anywhere within its bounds.    Well, the “outsider” accusation is addressed pretty quickly and decidedly in the first four paragraphs, and he is ready to move on to the second complaint, the one claiming that HE is the one in Birmingham stirring things up.  Let's read, paragraphs 5-8.    Paragraphs 5-8    He confronts the power structures here directly and highlights the intentionality of what is being done in the face of ongoing violence.  Well before he arrived there was a long history of injustice and the turning of the blind eye by the “city fathers”. I love that he uses that term to refer to the men running the city- it highlights the role they should have played in protecting their citizens.  A good father would never turn a blind eye to his child being abused.  The inference is that  negligence occurring on a broad scale in this city is no different than dead-beat dad who abandons his children and allows other men to hurt them.     He is then ready to open the movement's playbook and describe the thinking and process behind what these men are belittling.  He again quotes the letter from the ministers.  In their letter they asked for negotiation, to which he responds, the purpose of direct action IS negotiation.  He explains the paradox that the only way to have negotiation is to create a tension so great that the power structures are ready to negotiate instead of just ignore.      He compares the tension they are creating in Birmingham to the positive tensions of the mind referenced by Socrates.  When we pick up the reading again in paragraph 11- paragraph 14 as Dr. King describes the purpose of the direct action campaign as well as paint a picture of the degrading experiences of  Jim Crow laws experienced by millions of African-American citizens of the South. Christy, read those paragraphs for us.    Paragraphs 11-15    He starts by comparing the election of Mayor Albert Boutwell to the return of Jesus Christ.  It totally highlights the ridiculousness of those who have hope that a segregationist mayor will bring justice to African-American citizens.    For those who don't understand the Biblical allusion, let's break it down.    So the New Testament of the Christian Bible ends with the book of Revelation, and in this book, there is a vivid description of the end of the world.  Even if you aren't a Christian, you are likely familiar with a lot of the imagery because it shows up in lots of dystopian movies- this is where we see things like the famous number 666, or the reference to the anti-Christ or the mark of the Beast.  The book describes a planet earth that has gone out of control through totalitarian controllers leveraging every available technology to control human behavior.  It's a very dark book, but at the end of it, according to Revelation, Jesus  returns to earth as a ruler, he destroys the totalitarian dominance and leads humanity to a period of divine peace.  What Dr. King sarcastically says here, is do you honestly think Albert Boutwell is Jesus and ushering in Christ's reign on earth- the man is a segregationist, exactly like Bull Conner.  He is not coming to bring divine peace.  Instead Boutwell is a part of the existing power structure that is reigning in terror.  He then begins to vividly describe the realities of a segregated world for African Americans, highlighting the psychological trauma it creates specifically in children.  How it builds, by its very essence, resentment, fear, under confidence, and ultimately rage.      It's very hard to read these paragraphs without feeling sadness and anger.  After describing the experiences of being denied admission into white only locations, or being made to sleep in a car,  he juxtaposes two kinds of laws and the differences in breaking an unjust law versus enforcing an unjust law.     Read paragraph 15     In paragraph 15  he says, “You express a great deal of anxiety over our willingness to break laws.  …..”  Of course this is something they were all familiar with, but he goes on to school them on the difference between a just law and an unjust law citing St. Augustine, St. Thomas Aquinas, Jewish philosopher Martin Buber, and Lutheran philosopher Paul Tillich.  Let me remind us that he is citing all these men and their works from memory.   He reminds us of something all of these men know, if you are a person who accepts the idea of a higher law given by God to man, and that God's law is above man's civil law is subject to the laws of God and when these two things class, it is not only man's right to stand up to an unjust law, but as a leader and teacher of God's law, these men have a divine responsibility to not only know the difference between these two things, but always be on the side of higher law.  He says, “I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; and I can urge them to disobey segregation ordinances, for they are morally wrong.”    And of course, in case you don't understand the reference, the 1954 decision of the Supreme Court that he is referring to is Brown versus Board of Education where the Federal Government determined that segregated schools were illegal.  A law, which of course, George Wallace defied with his “segregation forever” line.  But I want to go back to his theological argument because this something every government student needs to be aware of, in the judeo-Christian tradition, laws must uplift the human condition.  The terms Martin Buber employs are difficult for us to understand like an I-thou relationship versus an I-it relationship, but the idea is something most of us feel intuitively.  Laws must apply equally to everyone; what applies to me should apply to you- because under God were are the same- created worthy of respect, and if there is a law that applies itself differently to different groups of people for whatever stated reason, this is an unholy or an unjust law.  Under this theological premise, every Jim Crow law by definition is ungodly and unjust.       Well, it is difficult to follow the deductive reasoning, he is tracing and applying thousands of years of theological thinking to modern day situations.  He explains the nuances of the moral complexities in paragraphs 19-22 by giving examples, examples his minister colleagues would be very familiar with.  Let's read those paragraphs together.    Read paragraphs 19-22    Shadrach, Meshach and Abedego are references to some of the earliest examples in the Jewish and Christian sacred text when in the book of Daniel in the Bible, they were put in fiery furnace for not praying to King Nebuchadnezzar, and for which God himself appeared in the fire with them and kept them from getting burned.  Of course, he references the early Christian martyrs who were thrown into the Roman Colosseum but closer to their present moment, he references that everything Adolph Hitler did was absolutely legal as was all the persecution of Christians that was going on at that very moment in Communist Russia.  For those who aren't familiar with what happened, Stalin rounded of Christians in the middle of the night and they were never seen again.  He took their children, put them in orphanages and subsequently raised by the state to have all the proper views and beliefs.     We have to keep in mind that for us reading this letter in 21st  century, Stalin's communist regime and Hitler's Nazi one are a long time ago and part of history.  But when Dr. King was writing, he was referring to things that had happened during the lifetimes of the people who were reading the letters.  Things, that they not only knew about, but had participated in.  It was they themselves, their brothers and fathers, many of whom had died, who had gone to Europe to fight Hitler's injustices.  It was their Jewish friends and literal family members who had fled here from across the ocean who had been victims to the gravest expression of man's inhumanity to man- the legal racism of the Nazi regime.   It was their Christian brothers and sisters with the same exact beliefs that they had, who were being thrown into prison and slaughtered under the heavy authoritarianism of Soviet communism and legally enforced atheism.  There is NO way any of these Christian or Jewish ministers could defend the idea they had just proposed- the idea that a Christian should ALWAYS obey the law because government by its definition is Godly and infallible.  There is no way they could defend the idea that according to Judeo-Christian values treating people differently and claiming that certain laws or rules apply to some but not to others  is a defensible position by Christian and Jewish ethical and moral standards and their lives and actions in other places on earth was proof they knew better.        We will end today by reading and discussion paragraphs 23-26.  In these paragraphs King references the use of the sanctimonious term “moderate”.  Of course, King was accused of being a radical extremist, and as such, by definition everything he does it wrong.   He'll revisit the accusation of being an extremist  in paragraph 31, but he is first going to address the term “moderate” because that term sounds like something we should all strive for.  After all, that word is positive if you are a “moderate drinker” or “moderate eater” or “moderate exerciser”.      And on the other end of the spectrum, of course, in most things, being extreme is not that great.  You don't want to be an extreme drinker, or eater or sometimes even extreme exercise is too much.  In most political discourse, for example, most of us shy away from being labeled extreme right or extreme left.  But, Dr. King is going to hone in on how these terms, moderate and extreme are labels that people use for other things.  And as such, it is not good  to be a “moderate” if that word is not really being used to mean “moderate” but could be replaced with the word “apathetic”.  Truth be told, by most objective standards, Dr. King, very much, was a moderate.  His methodologies were controversial for that very reason.  There were many civil rights activists that were promoting violence and other extreme courses of action, and he will speak to all of that.   But this term “white moderate” as King explains was often  a cop out term used to disguise apathy to the plight of the African-American in the face of obvious and brutal oppression.  Let's read paragraphs 23-25.    Paragraphs 23-25    On an aside, for those of us who appreciate beautiful rhetoric for the sake of the artful craftmanship of the words and sentences in and of themselves, there is a lot to appreciate in this entire speech.  In fact, if you cross-reference Dr. King's letter with the glossary  from my old AP Language and Composition textbook, you will see that King uses every single rhetorical device and strategy in the glossary.  His craftmanship is diverse and colorful both in his word choice as well as his sentence structure.   But just here, look how he builds his rhetorical climax through the repetition of the phrase I had hoped, I had hoped, notice how he creates beautiful paragraphs by explaining the difference between a positive peace and a negative peace, notice how he creates a vivid simile comparing segregation to a boil that cannot be healed unless it is exposed to light- and even light itself is an archetypal symbol of truth that dates over 6000 years to the beginning pieces of human discourse- and those examples are the ones from paragraph 24.    I like to see you get excited about things like parallelism and similes.    It does come across as nerdy, but it's really brilliant and I think it's worth pointing out that this piece is remarkable not just for WHAT King says, but by HOW he expresses himself..it's done with extreme craftmanship.    True,  I wanted to highlight where we see both the craftmanship of the language intersects with the depth of the ideas- here he compares  the idea of negative peace and the idea of positive peace- because we don't think like that.  What the heck is negative peace- that is an oxymoron.   But he will correctly make the argument that all peace isn't the same and peace in and of itself isn't the goal and in fact, has never been the goal.  What we want is positive peace where everyone is treated with dignity and respect by the authorities, for sure, but also by each other.  Violence will occur inevitably when there is a transgression of this dignity and respect.  It doesn't matter if it is between two people,  or one people against another people, but also by an outside force oppressing everyone.  That is what Bull Connor was enforcing in Birmingham, even among the white population.  Bull Connor was so committed to segregation that if a white citizen resisted Jim Crow by taking down the “Whites Only” sign on his own private property, he would be cited and fined by the city.  If you are a white person and complied, you wouldn't have a problem but you also wouldn't have peace.  King does not encourage negative peace- negative peace may look like peace but it is when everyone is being subjugated, oppressed, and silenced.  For King that is not the goal.  He will also claim that when you have negative peace, the power structures can enforce this negative peace for a while, but eventually tension will build below the surface and violence will emerge.      And positive change without violence is King's goal.    Yes, furthermore, he also going to reference this terrible practice that people in power tend to do and that is to blame the victim when they do things that violate their own stated rules or principles.  These series of rhetorical questions highlight what today we often call gas-lighting.  It is this idea that as a person in power, I do something to create  a no win scenario for you, so that no matter what your reaction is in the face of my obvious unfairness or cruelty, I will blame you for the result of whatever happens.  Everything will always be YOUR fault.      And he again uses example after example of this happening, ultimately landing on the example of Jesus Christ.  Because as every Christian knows, Jesus was falsely blamed and ultimately crucified for making statements that were not acceptable by the political structures of his day.  He was accused of inciting violence.  The authorities claimed it was his fault that he was crucified because his devotion to God made people jealous.  It was his fault that he made people want to crucify him.  It's this twisted way people have of blaming victims for the violence on themselves.    Well, it is, and of course, in paragraph 26 he quotes a letter he received from a white gentleman in Texas, claiming that African-Americans just needed to wait, that change takes time.  King's response to this man is succinct but not without controversy. King claims that time does not heal wounds.  Time is neutral, it is what we do with that time that will heal or not heal.  Let's finish today by reading this paragraph.     Paragraph 26    The beautiful imagery of describing racial injustice as quicksand, and building a picture of we as people pulling people out of it unto the solid rock of human dignity, of course, draws from the Biblical parables of Jesus Christ as he commands his followers to build their lives on the rock.  And although, the exigence of the moment, requires Dr. King to rely heavily on the Sacred Text of Christianity and Judaism, his logical explanations appeal to men and women of all faith traditions as well as the many with no faith tradition.      Next week, we will finish the letter as well as discuss what happened in Birmingham when Dr. King was bailed out by local millionaire, the African-American businessman AG Gaston for $5000.      We will also revisit, the controversial practice, Dr. King had of encouraging children to protest along side their older brothers and sisters.      Yes, and we will see, that it was this controversial decision to put the lives of children on the line, and allow Bull Connor to publicly unleash violence on these little ones, that led to complete outrage and dissembling of the apathetic or “moderate whites” from around the United States, around the globe and even in Soviet Russia.    So, as always, thank you for listening to our discussion today on paragraphs 1-26 of the Dr. King's Letter from Bham Jail.”  Next week we will finish the letter.  If you enjoyed the discussion, please give us a five star rating on your podcast app, also, please reach out to us on any of our social media platforms- fb, insta, twitter, linked in or our website www.howtolovelitpodcast.com.  Don't forget, on the website, you will also find teaching supports if you are an instructor.    Peace out.     

This week's inspiring teacherpreneur journey is with Beth Hall from Coach Hall Writes.  I loved chatting with her about the different seasons of growth in her business.  It's so inspiring to hear about how she has made the journey her own!Learn how Beth Hall decided to make videos on YouTube and eventually on TikTok to teach AP language in one minute or less!About Our GuestIn 2019, she began a YouTube channel called Coach Hall Writes as a medium to allow her to supplement her students' instruction outside the classroom. Beth's videos quickly gained notoriety among AP Language and Composition teachers and students because of the videos' conciseness and clarity. In 2020, Coach Hall Writes YouTube Channel was listed as one of the top resources AP Lang teachers felt was most helpful in preparing their students for the AP Language and Composition exam. In the two and a half years since starting her YouTube channel, Beth has helped hundreds of AP Lang teachers and thousands of AP Lang students learn to craft stronger rhetorical analysis essays as they prepare for the AP Lang exam.Connect with Beth: IG: @coachhallwritesYT: www.youtube.com/coachhallwritesCoach Hall Writes Facebook Page

While nearly all high schoolers arrive at the ACT able to read, their levels of mastery often seem spotty at best. How can test takers determine where their reading skills fall short? Amy and Mike invited educator Cody Eadie to review ACT Reading Reporting Categories.  What are five things you will learn in this episode? What are the main ACT Reading Reporting Categories? What should students, parents, and educators know about ACT Reading? What are ACT Reading answer traps? Why is being a nonfiction reader so important for ACT Reading? What's new on the horizon for ACT Reading? MEET OUR GUEST Cody Eadie is a National Board-Certified English teacher at Harrison Central High School in Gulfport, Mississippi, where he has worked for nine years. His course curriculum includes Accelerated English, AP Language and Composition, and Dual Credit World Literature.  Additionally, he oversees the AP Capstone program and serves as the Chair of the English Department.   Cody began tutoring for the ACT six years ago and has enjoyed great success in that aspect, which led to the launching of his test prep business, Peerless Education. Cody also serves as an ACE trainer, predominantly focusing on reading and English. Find Cody at CEadie@harrison.k12.ms.us. LINKS Reading Test Description for the ACT ACT Reporting Categories: READING & SCIENCE College Readiness Benchmarks The ACT is a Reading Test Visual Qualitative Information Sample Questions RELATED EPISODES DIFFERENCES BETWEEN SAT AND ACT READING ACT ENGLISH REPORTING CATEGORIES WHAT SAT & ACT DIAGNOSTIC TESTS CAN TELL YOU ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

In a system where selective colleges benefit from as many applicants as possible even as acceptance becomes rarer than ever, smart applicants need to do more than take public statements at face value. Prepare to delve into the data! Amy and Mike invited educator Shane Bybee to explain how to use the Common Data Set. What are five things you will learn in this episode? What is the Common Data Set? How and by whom can the Common Data Set be accessed?  What kind of information does the CDS hold? Why should college applicants seek this information out? What are the limitations of the CDS? MEET OUR GUEST Shane Bybee of Bybee College Prep has spent over half his life teaching. Along the way, he has worked with thousands of different students teaching everything from remedial 7th grade English/Language Arts to Dual Credit English IV and AP Language and Composition and even remedial Algebra I. Every year, no matter the subject he taught, his students outperformed the campus average on standardized tests. He has written curriculum, presented topics at the state convention for English teachers, and created professional development sessions for colleagues and school districts. While earning a master's degree in Educational Leadership and getting certified as an administrator, he started Bybee College Prep. He did research into how schools could help more students achieve National Merit recognition. His research grew into a tutorial service that has helped dozens of students reach National Merit Semifinalist status. As an educator, he is certified to teach Gifted and Talented students and has completed courses for Advanced Placement and International Baccalaureate programs. He has also served on test item review committees multiple times for the companies that write standardized tests and helped write online curriculum used by major test preparation companies. He understands what goes into crafting these tests. Shane is also the co-founder of Parent University and host of the Let's Talk College Podcast. Shane has appeared on this podcast in episode 25 to discuss When Gifted and Talented Students Struggle and again in episode 195 as the subject of a Test Prep Profile. Find Shane at shane@bybeecollegeprep.com. LINKS Common Data Set Initiative Texas A&M Student Data and Reports College Navigator - National Center for Education Statistics RELATED EPISODES SHAPING AN ADMISSIONS CLASS THE ROLE OF PARENTS IN THE COLLEGE PROCESS HOW IECS AND TEST PREP PROFESSIONALS CAN WORK TOGETHER ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

From AP Essay Writing to YouTube-ing to Business Building Hey CEO teachers! Have you ever wanted to take your area of expertise -- something like, say...AP essay writing -- and turn it into a successful YouTube channel AND an even more successful business? Does that sound impossible? Well, friend, even if you're not an expert at what makes a good AP essay, I'm here to tell you... you don't need to be. Because my guest today, the amazing teacher turned CEO Teacher Business owner, Beth Hall, has taken her brilliance around a very specific topic -- which, in her case, is AP essay writing -- and turned it into a teacher-business. Most of all, while AP essay writing is unique to Beth, it's the focus on her specialty that makes her business...well, special! And as a teacher yourself, I'm willing to bet that you have something unique and specific to offer, also. So sharpen your pencils and let the testing begin, because this AP essay writing business story is a 5 out of 5. AP Essay Writing Tips - The Case Study Here's a more about Beth: Beth Hall is a high school English teacher from Arkansas who specializes in teaching AP Language and Composition, an advanced placement course that focuses on helping students analyze nonfiction passages to improve their academic writing skills. In February 2019, Beth started a YouTube channel called Coach Hall Writes. Each week, Beth uploads a tutorial video to help teachers and students prepare for the AP Lang exam. In 2020, AP Lang teachers named the Coach Hall Writes YouTube channel one of the best resources to help prepare students for the AP Lang exam. And whatever your speciality is -- whether it's how to write an AP essay or Don Quixote in Spanish -- you're going to learn that being a specialist is a special superpower than can be converted into a business. Listen to the episode! In this episode, you will learn: Why refining your niche to what you do exceptionally well  -- like AP essay writing tips -- is at the core of a successful CEO teacher business How YouTube is a powerful search engine that can help you reach your target audience When to strategically use Facebook Groups as a market research tool When picking a niche audience is beneficial and when your niche might need to naturally change Links Mentioned in this Episode about AP Essay Writing:  The CEO Teacher's Marketing with Email Guide: kaysemorris.com/email Beth Hall's Ebook on Mastering Rhetorical Analysis  Beth Hall on YouTube Beth Hall on Instagram Coach Hall Writes on Instagram AP English Language and Composition More about AP English CEO Teacher® Resources Worth Their Weight in Gold:  What's your CEO Teacher® Type? Find out here! Download my free book, Start or Expand Your Online Teacher Business, and get started building your business today! Check out my CEO Teacher® Book Recommendations here! Join Our CEO Teacher® Podcast Community to Grow With Like-Minded Teachers: The CEO Teacher® Podcast Facebook Group Send me a DM on Instagram- I love chatting with my people, so hit me up with all of your AP Essay writing questions!  Enjoying the podcast? Thanks for tuning in! Tag me @kaysemorris on Instagram and tell me what you are listening to! I love seeing what resonates most with our listeners!  I don't want you to miss a thing! Be the first to know when a new episode is available by subscribing on iTunes here! If you would like to support The CEO Teacher® podcast, it would mean so much to me if you would leave a review on iTunes. By leaving a review, you are helping fellow CEO teachers find this podcast and start building a life they love.  To leave a review on iTunes, click HERE and scroll down to Ratings and Reviews. Click “Write a Review” and share with me how this podcast is changing your business and your life! Ready for more? I like your style! Listen to these CEO Teacher® Podcast episodes next! 7 Extra Streams of Revenue for Any Teacher How to Start or Expand Your Online Teacher Business in 2021 8 Traits for Success as a CEO Teacher

Advanced Placement and International Baccalaureate programs both set the standard for academic rigor in high school. But is one of them clearly better than the other? Amy and Mike invited educators Garry and Christy Shriver to analyze the choice between AP and IB programs.  What are five things you will learn in this episode? What are the benefits of the Advanced Placement (AB) program? What are the benefits of the International Baccalaureate (IB) program?  In what ways are the AP and IB programs superior to each other? Which program do US colleges seem to respect more? What role and forms do testing play in both programs? MEET OUR GUESTS Garry and Christy Shriver are educators from Memphis, TN. Currently, they produce the How to Love Lit Podcast, a tool to support IB and AP students in preparation for their exams. They both have been teaching both AP and IB in public and private schools in the Memphis area for the last 20 years.  Christy graduated from the Escola Americana de Belo Horizonte as an IB student and has lived much of her life internationally, primarily in the country of Brazil. Although she is a strong advocate of the IB program, she is currently an AP Language teacher and AP reader.  Garry is a consultant for the College Board in AP psychology, serving as a question writer and member of the rubric team. Garry is a strong advocate of the AP program. Find Garry and Christy at https://www.howtolovelitpodcast.com/. LINKS International Baccalaureate Website Advanced Placement Program IB vs. AP vs. AICE programs RELATED EPISODES TO IB OR NOT TO IB HIGH SCHOOL COURSE SELECTION AND ACADEMIC RIGOR CHOOSING HIGH SCHOOL MATH COURSES STRATEGICALLY ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Hello and welcome or welcome back to another episode of Yasmine’s Warehouse! Today’s episode is actually an assignment for my AP Language and Composition class, but I had to share! The question we had to answer was “What shapes identity?” My assignment partner Wes Fowler and I discuss how musical theater can both shape and reflect identity. In my research I found the online movement named #TheaterInColor which inspired the name of our episode and the arguments within. Helping us in our analysis and sharing her story is actor, writer, director, and educator Ms. Sharon Miles. Working with Wes and Ms. Sharon was an honor. I am so glad that we were able to come together out of our love for musical theatre, and more, that I have a platform to share it with all of you. If you've seen Hamilton (or have had a Hamilton phase like me) you're in for a treat! I had so much fun editing this, particularly the ~rhetorical choices~, and I hope you appreciate the way it came out. Thank you so much for joining us today, and I hope you enjoy the show! ✩✩✩ Stay updated: Insta: @yasmineswarehouse Facebook: Yasmine Ware Email: yasminetware@gmail.com Yasmine's Warehouse: “Spreading a little light in the world." Credits: I do not own the rights to this music. All rights belong to the owner. Alexander Hamilton Performed by Leslie Odom Jr., Anthony Ramos, Daveed Diggs, Okieriete Onaodowan, Lin-Manuel Miranda, Phillipa Soo and Chris Jackson Music and Lyrics by Lin-Manuel Miranda Copyright © 2015 5000 Broadway Music (ASCAP) Administered by WC Music Corp. My Shot Performed by Lin-Manuel Miranda, Anthony Ramos, Daveed Diggs, Okieriete Onaodowan, Leslie Odom Jr. Music and Lyrics by Lin-Manuel Miranda, Prodigy (as Albert Johnson), Havoc (as Kejuan Waliek Muchita), Easy Mo Bee (as Osten Harvey, Jr.), Roger Troutman, The Notorious B.I.G. (as Christopher Wallace) Copyright © 2015 5000 Broadway Music, Universal Music - Careers on behalf of itself and P. Noid Publishing, Universal Music - MGB Songs on behalf of itself and Juvenile Hell, EMI April Music Inc., BIG Poppa Music, Justin Combs Publishing Company Inc., Songs of Lastrada, Rubber Band Music, BMG Platinum Songs/R2M Music. 5000 Broadway Music (ASCAP) Administered by WC Music Corp. "My Shot" contains elements of "Shook Ones Pt. II" Words and Music by Prodigy (as Albert Johnson) and Havoc (as Kejuan Waliek Muchita) © Universal Music - Careers on behalf of itself and P. Noid Publishing (BMI) / Universal Music - MGB Songs on behalf of itself and Juvenile Hell (ASCAP); and "Going Back To Cali" written by Easy Mo Bee (as Osten Harvey, Jr.), Roger Troutman, The Notorious B.I.G. (as Christopher Wallace). Published by EMI April Music Inc. (ASCAP), BIG Poppa Music (ASCAP), Justin Combs Publishing Company Inc. (ASCAP). All rights administered by Sony/ATV Music Publishing LLC, 424 Church Street, Suite 1200, Nashville, TN 37219 / © 1997 Songs of Lastrada (BMI). Courtesy of Lastrada Entertainment Company, Ltd. / Rubber Band Music (BMI). Worldwide rights administered by Grow Your Own Music (BMI), a division of "A" Side Music, LLC d/b/a Modern Works Music Publishing (BMI) / Published by BMG Platinum Songs (BMI) on behalf of itself and R2M Music (BMI). All rights administered by BMG Rights Management (US) LLC. All rights reserved. Used by permission; and "You've Got To Be Carefully Taught" Music by Richard Rodgers, Lyrics by Oscar Hammerstein II. This selection is used by special arrangement with Rodgers & Hammerstein: a Concord Company, www.concord.com. All Rights Reserved. Used by Permission. History Has Its Eyes On You Performed by Chris Jackson, Lin-Manuel Miranda, Anthony Ramos and Okieriete Onaodowan Music and Lyrics by Lin-Manuel Miranda Copyright © 2015 5000 Broadway Music (ASCAP) Administered by WC Music Corp. --- Send in a voice message: https://anchor.fm/yasmine-ware-house/message Support this podcast: https://anchor.fm/yasmine-ware-house/support

Ready to learn the history, philosophy, and practice of an experienced professional in the test prep industry? MEET OUR GUEST Shane Bybee of Bybee College Prep has spent over half his life teaching.  Along the way, he has worked with thousands of different students teaching everything from remedial 7th grade English/Language Arts to Dual Credit English IV and AP Language and Composition and even remedial Algebra I. Every year, no matter the subject he taught, his students outperformed the campus average on standardized tests.  He has written curriculum, presented topics at the state convention for English teachers, and created professional development sessions for colleagues and school districts. While earning a masters degree in Educational Leadership and getting certified as an administrator, he started Bybee College Prep. He did research into how schools could help more students achieve National Merit recognition. His research grew into a tutorial service that has helped dozens of students reach National Merit Semifinalist status. As an educator, he is certified to teach Gifted and Talented students and has completed courses for Advanced Placement and International Baccalaureate programs. He has also served on test item review committees multiple times for the companies that write standardized tests and helped write online curriculum used by major test preparation companies. He understands what goes into crafting these tests. Shane is also the co-founder of Parent University and host of the Let’s Talk College Podcast. Find Shane at http://bybeecollegeprep.com/. ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Welcome to KoreKloud Podcast. This is Episode 2 of the series: "Should you take (this class)." In this episode, we ask Lynbrook High School Teacher Mrs. Fill questions regarding the AP Language and Composition class. Stay tuned for future episodes. For more information regarding KoreKloud, visit www.korekloud.org.

Reading and analysis of the speech "Child Labor and Women's Suffrage" by Florence Kelley. Recommended for high school. Especially of interest to AP Language and Composition classes. Rhetorical analysis of this speech, presented to the National American Woman's Suffrage Association in 1905. Analysis and explanation of the rhetorical triangle, the interactions between speaker, audience, and subject that shape a speaker's rhetoric. Analysis of the speech in its context. This is a wonderfully impressive and effective speech, which makes use of imagery and anecdote, statistics, rhetorical questions, parallelism, and various other rhetorical strategies. Third in a series focusing on female authors and feminist themes, in honor of the late Supreme Court Justice Ruth Bader Ginsburg. Text of the speech can be found here: https://awpc.cattcenter.iastate.edu/2017/03/09/child-labor-womens-suffrage-july-22-1905/

Ethan is an AP Language and Composition scholar from Eastern High School.

Arianna reads Kaufman's essay from Models for Writers for AP Language and Composition.

Cody Kuhlken has been teaching English at Monte Vista High School in Spring Valley for 13 years. He currently teaches AP Language and sophomore college prep English, and he serves as the English department chair. A San Diego native, he graduated from Chaparral High School in El Cajon and received a B.A. from San Diego State University. He was nominated for the IQ Podcast Teacher of the Month by former student, Daniel Martinez. Presented by Attorney King Studio with Brett Davis UnLeashed.

Pammy is a 20-year-old college graduate who not only graduated from Capitol University in three years with a Bachelor’s Degree in Arts in Philosophy, but also received a near full scholarship to attend Case Western Reserve’s law school. Pammy didn’t always excel in school as she struggled academically due to a Learning Disability. She was on an IEP in Special Education through 7th grade with a Learning Disability in Math, Writing, Spelling. She worked very hard to overcome her challenges and went from resource room for some classes to Honor's and AP in high school. She still had to work extra hard with math and writing (she always excelled verbally/orally) but was able to score a perfect 5 on AP Language (which is all writing). She is graduating from college in just three years. While in college she was able to revive Capital's debate team. She has been a Varsity Debate national qualifier all three years and writes all her own cases and helps her teammates write their cases as she has been captain these last two years. She was offered 2 full rides to law school and 2 almost full rides. She just committed to Case Western Reserve University Law School who has awarded her the Law Leadership Scholarship in the amount of 50,000 a year for three years. We learned from Pammy:*Success is the sum of small efforts repeated day in and day out. *Believe in yourself no matter what others say…it will help you succeed*Special education small group learning helps you become your best self.*Parents should remind their children how their special education will help them learn bestSupport the show (https://www.paypal.com/myaccount/transfer/homepage/request/PepTalks:PeopleEmpoweringPeople)

NPR issued its Podcast Challenge again this year, and Barbara Whitlock’s AP Language and Composition class at Montrose once again answered the call. Earlier this year, these juniors chose the topic of “Breaking Racial Barriers through Courageous Conversations.” It resonates in an amazingly timely way with the extreme racial tensions we’re currently experiencing as a nation. --- Support this podcast: https://anchor.fm/montrose-podcast/support

Heather Shaw has been an educator for over 20 years serving as both a teacher and a Vice Principal. She is currently teaching English and AP Language. Heather is also the mother to 4 boys, the youngest of whom is a senior in high school. In this episode we discuss our diverse learner population and the importance of providing them with opportunities to showcase their learning through passion projects. Links: Twitter: @mshaw27 Instagram: @shawschaos School website: https://www.sanjuan.edu/ --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thecounternarrative/support

Hunter Chesnutt-Perry, son of Y on Earth’s Aaron William Perry, shares his CSPAN Video Project about Climate Change – a requirement for his AP Language class as a high school senior. Hunter shares his knowledge about the climate crisis, and what can be done about it. From dietary choices to soil regeneration, Hunter is already […]

We can get out of education, but the kids can't. Today's students need educators who love them and who love teaching. Zest Simmons, award-winning AP Teacher and Alabama State Teacher of the Year 2019 tells the story of how she ignites learning and loves students in her classroom. We can reach every child. Zest talks about how. www.coolcatteacher.com/e626  Today’s sponsor: Advancement Courses. Choose from over 240 online graduate-level PD courses in 19 subject areas that are self-paced with up to six months to complete. Go to advancementcourses.com/coolcat and save 20% off each course by using the code COOL20. That’s just $120 per graduate credit hour or $160 for 50 clock hours. You can also receive graduate credit through CAEP and regionally accredited university partners for continuing education requirements. Never stop learning! Zest Simmons - Bio as Submitted Inspired to become an educator by her own teachers, Zestlan Simmons, a National Board Certified teacher, was once told by a family friend to “reconsider her options” when she shared her dream. However, for her, the joy of seeing students engaged in mastering writing skills has been the catalyst for pursuing her dream. This love of empowering students with the awareness of their capabilities led her to return to Booker T. Washington (BTW) Magnet where she once benefited from an arts education through the Carver Creative and Performing Arts Program (CCPAC), which is now BTW. In her role as an educator at BTW, she contributes to cross-curricular planning initiatives, which encourage art and academic teachers to collaborate on special projects and classroom instruction.   When her school partnered with  the National Math and Science Initiative (NMSI) and A+ College Ready,  she started teaching Advanced Placement (AP) Language and Composition in 2009 and was recognized by NMSI as the AP English Teacher of the Year for increasing the AP Language exam scores for minority students. In 2017, she pursued a certification in Instructional Leadership so that she could continue to mentor new teachers. Her greatest joy has been to see her former students become teachers in Montgomery, in Alabama, and in the nation Twitter: @ZestlanSimmons Instagram: @zsimmons99 Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising."

Four girls taking about how education has effected their personal life and compare their experience with texts reviewed during their AP Language class

Junior Staff Writer Kathleen Thomas spoke with Alison Jussaume, AP Language and freshman English teacher, about their favorite healthy habits that can be adaptable to the busy lifestyle of a high school student. By listening, you will learn about nutrition, fitness, and wellness. Hopefully, this can help you live a balanced life and incorporate as many healthy habits as possible.

AP Language and Composition Summer Assignment, Podcast

To many, the gifted and talented designation seems to promise a future of effortless academic success. How, then, can the adults in their lives help when these students face the inevitable educational challenges? Amy and Mike invited test prep professional Shane Bybee to offer guidance on what to do when gifted and talented students struggle.  What are five things you will learn in this episode? How is gifted and talented defined and identified? What is the remedy when gifted and talented students show imbalances in ability? What strategies help when a subject suddenly doesn’t come easy to a gifted and talented student? How can gifted and talented students continue to grow even when not being challenged? How can parents and educators support gifted and talented students? MEET OUR GUEST Shane Bybee has spent over half his life teaching.   Along the way, he has worked with thousands of different students teaching everything from remedial 7th grade English/Language Arts to Dual Credit English IV and AP Language and Composition and even remedial Algebra I. Every year, no matter the subject he taught, his students outperformed the campus average on standardized tests.  He has written curriculum, presented topics at the state convention for English teachers, and created professional development sessions for colleagues and school districts. While earning a masters degree in Educational Leadership and getting certified as an administrator, he started Bybee College Prep. He did research into how schools could help more students achieve National Merit recognition. His research grew into a tutorial service that has helped dozens of students reach National Merit Semifinalist status. As an educator, he is certified to teach Gifted and Talented students and has completed courses for Advanced Placement and International Baccalaureate programs.He has also served on test item review committees multiple times for the companies that write standardized tests and helped write online curriculum used by major test preparation companies. He understands what goes into crafting these tests. Find Shane at https://bybeecollegeprep.com LINKS What is Giftedness? ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Elizabeth Matheny has taught for Maryland Public Schools for thirteen years. She currently teaches English 9 and AP Language and Composition. When she’s not teaching, she’s usually hiking or exploring independent bookstores with her husband and son. You can find her and what’s happening in her classroom on Twitter @matheeli. The post Elizabeth Matheny — Episode #93 appeared first on Talks with Teachers.

Someone grab some tissues, because this week, we're watching The Green Mile (1999) with my friends, Nadia Garbosky (@nadiashmadia) and Addie Weyrich (@addieyomind). Michael Clarke Duncan seriously just rips a hole in our soul as the sweet, lovable, and magical John Coffey. If only Percy didn't suck so much. Also, for anyone in APLAC — aka AP Language and Composition — you should consider writing a thesis on the importance of pee in this movie. Once again Tom Hanks is as wonderful as ever, but let me know what you think @youvegothanks.  — SHOW INFORMATIONInstagram: Instagram Twitter: Twitter Subscribe: Apple Podcasts Subscribe: Spotify

Do you talk to Siri? When Barbara Whitlock’s AP Language and Composition class took on NPR’s Podcast Challenge, they tackled this and other questions about themselves. In the process, they created their very own podcast episode, entitled “Firewalls to Connection.” Listen to it here, and then hear takeaways from these Montrose eleventh graders about accepting the Podcast Challenge. --- Support this podcast: https://anchor.fm/montrose-podcast/support

Coco keeps implying that Cashew's AP Language and Composition course is making her more knowledgeable, but Cashew is yet to see it. In today's podcast, listen to Cashew and Coco talk about everything Cashew's learned so far in her AP class!! Hosted and produced by Coco and Cashew Nuts. For more info, check us out at confessionsofcoconuts.com, or follow us on Instagram, Facebook, or Youtube!

I speak with Ms. Beskenis, a high school English teacher and department chair, and two of her students on their experience planning, recording, and editing a podcast for a summative assessment in AP Language. They discuss the challenges and rewards they experienced during the creative process. Subscribe to me on iTunes so you know when my next episode is released and leave a review so I can continue to grow! Podcast website: http://invitationstolearn.com/ Twitter: @MrsLanghorne Email: invitationstolearn@gmail.com You can follow Ms. Beskenis on Twitter @ltbeskenis UP NEXT WEEK: Margaret Sisler (@TechyMargaret) shares her tips and tools for utilizing Twitter to grow your professional and personal learning networks (PLN)

Johns Hopkins releases essays from previous admitted students. These can be great sources of inspiration and advice. In this episode of the podcast, we read the first few released essays and discuss what we like about them. Michael pulls out his AP Language cards and does some English teacher worthy rhetorical analysis. Nhi and Dominic comment on how the topics seem to encapsulate a clear narrative. And we all wish we could write this well. Check out the show notes for links to more helpful information - http://bit.ly/aupod29 Follow us on social media - Twitter - @aupodfm Instagram/Facebook - @admissions.uncovered Subscribe to the podcast - iTunes/Apple devices - bit.ly/aupodapple Android devices - bit.ly/aupoddroid --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/admissionsuncovered/message

Johns Hopkins releases essays from previous admitted students. These can be great sources of inspiration and advice. In this episode of the podcast, we read the first few released essays and discuss what we like about them. Michael pulls out his AP Language cards and does some English teacher worthy rhetorical analysis. Nhi and Dominic comment on how the topics seem to encapsulate a clear narrative. And we all wish we could write this well. Check out the show notes for links to more helpful information - http://bit.ly/aupod28 Follow us on social media - Twitter - @aupodfm Instagram/Facebook - @admissions.uncovered Subscribe to the podcast - iTunes/Apple devices - http://bit.ly/aupodapple Android devices - http://bit.ly/aupoddroid --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/admissionsuncovered/message

Order of the day

Jeff Baxter is a graduate of the University of Kansas with Bachelor’s Degrees in Education and English and a Master’s Degree in Secondary Education.  He also has a Juris Doctorate from Washburn University School of Law. Mr. Baxter has taught every level and grade of middle and high school students in his thirty plus years of teaching -- from non-readers to National Merit Finalists.  He is passionate about teaching, but it took an epiphany when he was practicing law to realize why. He believes you cannot be your best at any profession, especially teaching, if you do not know your WHY.   In his career Jeff has taught at a small Catholic high school, Leavenworth High School for twenty-six years, and Blue Valley West High School for the last three.  He’s taught AP Language, AP Literature, speech, debate, drama, video productions, and composition. As a fellow of the National Writing Project and teaching consultant with the Greater Kansas City Writing Project, he has presented hundreds of workshops to middle and high school teachers and college professors throughout the Midwest.  He has been a keynote speaker and workshop presenter at numerous national conventions. In 2015 Jeff Baxter was a global education fellow and spent two weeks in Peru working with teachers and students. The last two days he climbed to Machu Pichu. Rigor, relevancy and relationships are the keys to Jeff’s classroom success.  This past year he completed a book which began as a writing activity with his students.  The book deals with a difficult time in his life when he weighed 460 pounds and went through a period of depression.  Over the course of five years Jeff recovered from the depression and lost 250 pounds. The book, More Than One Way Home, was published in February 2018. Mr. Baxter is the 2014 Kansas Teacher of the Year. In 2018 Jeff Baxter was inducted into the National Teachers Hall of Fame - There are never more than five teachers each year to receive this honor.      Listen as We Talk About...   How his grandma used poetry and literature to guide him to life’s answers How a court-room collapse led to his epiphany into purpose An old testament verse led to the specifics of his purpose Why Jeff thinks kindness is the most valuable character quality Why failure is not a mark on who you are Why character qualities are so much more important to teach than testing His “Neighborhood Map” activity and how thats one example of how he gets the class to open up and trust one another The importance of revision in writing  Why re-reading something will give you a totally different perspective Jeff’s one word, one sentence, one question reading technique How his study hall supervision transformed a dropout to a college graduate and career counselor A magnificent story of why he never gives up on a student Jeff’s style and opinions on classroom management Jeff’s early morning reading and writing routines The things he knows for sure - the power of laughter and visiting your grandparents How volunteering in Peru helped Jeff to better understand poverty The experience of meeting President Obama How his classes were the impetus for his first book Jeff’s new book and why it’s a story of hope The power of hope Resources Mentioned: Jeff’s 1st book - More than One Way Home Simon Sinek - Start with Why Herman Melville - Moby-Dick Books that have influenced Jeff's purpose are many, but to name a few Paul Tough, How Children Succeed  Ken Macrorie, Writing to be Read Anne Lamotte, Hallelujah Anyway Bryan Stevenson,Just Mercy Angela Duckworth, Grit Pat Conroy, My Reading Life Shawn Achor, The Happiness Advantage  Brett Stephens, “The Dying Art of Disagreement” The poetry of Mary Oliver - The Journey   Get Started with VIPKID: 0275KC --- Referral Code Or My Teacher Profile Link VIPKID Featured in Business Insider VIPKID featured in Bloomberg     Join our purpose seeking podcast community at...   Facebook   Instagram   YouTube Channel   Facebook Group - Purpose Seekers     Sign up for the Bi-Weekly Newsletter by emailing: peopleofpurposepodcast@gmail.com   Help More Find Their Purpose by Donating to the Podcast  

Our guest is committed to helping every educator become a master teacher. In this interview, we discuss the path to mastery as defined in her recently revised book, Never work harder than your students. Follow: @ASCD @runnin26 @bamradionetwork Robyn R. Jackson, PhD, author of Never Work Harder Than Your Students & Other Principles of Great Teaching, 2nd Edition, has been an educator for more than a decade. As a National Board-certified English teacher, she increased the enrollment of minority and nontraditional students in her AP Language and Composition classes and tripled her overall course enrollment within one year without a decrease in her students' test scores. Host Chaunte Garrett is the director of accountability for the Rowan-Salisbury school system in North Carolina, an education consultant, and an ASCD Emerging Leader.

Episode #83 of the Talks with Teachers podcast Allison Marchetti  (Co-Founder of Moving Writers) currently teaches English 8 and Reading Writing Workshop 9 at Trinity Episcopal School in Richmond, Virginia. Previously, she taught English 9, 10, Creative Writing, and AP Language at James River High School in Midlothian, Virginia. Allison earned her B.A. in English with a Poetry Writing Emphasis and her Master of Teaching from the University of Virginia. Allison is a professional development provider with Heinemann PD.  You can connect with her via email atallisonmarchetti@trinityes.org or Twitter @allisonmarchett. Rebekah O’Dell (Co-Founder of Moving Writers) currently teaches Reading Writing Workshop 9 and 12th gradeInternational Baccalaureate students at Trinity Episcopal School in Richmond, Virginia.  Rebekah previously taught English 9-12 at Atlee High School in Hanover County, Virginia. As a member of Virginia Commonwealth University’s clinical faculty, Rebekah also has extensive experience teaching and mentoring pre-service teachers. Rebekah earned her B.A. in English and  her Master of Teaching from the University of Virginia. Rebekah is a professional development provider with Heinemann PD. You can connect with her via email at rebekahodell@trinityes.org or Twitter @RebekahOdell1. In this episode you will learn:  How Allison and Rebekah define the term mentor text Why there was a need in the curriculum to create a mentor text unit Where you can go online to find good mentor texts What is the first step you should take to develop a mentor text unit What students gain from using mentor texts How Rebekah and Allison developed their book, Writing with Mentors If you enjoy the interview, I highly recommend Writing with Mentors: How to Reach Every Writer in the Room.  The post Mentor Texts with Allison Marchetti and Rebekah O’Dell appeared first on Talks with Teachers.

  Jodi Rice teaches AP Language and Composition, a social science course online, administers the online courses at The Bishop Strachan School. She also works on the AP Language and Composition Test Development Committee and coaches the Public Speaking and Debate team. In this episode you will learn: -- How Jodi incorporate more nonfiction into a Literature-based course -- How to understand the construction of arguments, whether implied or explicit -- Why English teachers should read Everything's an Argument -- The ways in which online learning can be effective -- What technology has yet to solve to make online learning truly effective -- How Jodi prepares for a new course -- What her lesson plans look like on a weekly basis -- What goes into making a standardized test like the AP Language and Composition exam -- The amazing amount of work that goes into to development of each question on the AP Language exam -- Jodi recommends all English teachers read is Thank You For Arguing, Revised and Updated Edition: What Aristotle, Lincoln, And Homer Simpson Can Teach Us About the Art of Persuasion. It is the summer reading assignment for her students, along with Stephen King's On Writing: A Memoir of the Craft               -- Why your students should read their work out loud and how that can impact their writing -- What Google apps for education can do for teachers -- Why Jodi is proud to be a part of the AP Language community The post Episode #81 — Jodi Rice appeared first on Talks with Teachers.

If character matters more than test scores, how do great teachers help develop the character traits that really make a difference? Follow: @MobyJeff @intoy2014 @mr_abud @bamradionetwork Jeff Bater is an AP Language & Composition teacher at Leavenworth High School. A graduate of the University of Kansas with Bachelor's Degrees in Education and English and a Master's Degree in Secondary Education, he also has a Juris Doctorate from Washburn University School of Law. In his 28 years of teaching, Jeff has taught non-readers to National Merit Finalists, and brings the same passion and excitement to reading and writing no matter who he is teaching.

If character matters more than test scores, how do great teachers help develop the character traits that really make a difference? Follow: @MobyJeff @intoy2014 @mr_abud @bamradionetwork Jeff Bater is an AP Language & Composition teacher at Leavenworth High School. A graduate of the University of Kansas with Bachelor’s Degrees in Education and English and a Master’s Degree in Secondary Education, he also has a Juris Doctorate from Washburn University School of Law. In his 28 years of teaching, Jeff has taught non-readers to National Merit Finalists, and brings the same passion and excitement to reading and writing no matter who he is teaching.

Topic: Summer Reading books & assignments.This is Devon Adams and today is August 5th 2009. Welcome to the second AP Language & Composition podcast. The purpose of this podcast is to discuss the summer reading assignments for my class.I will first discuss the "fiction" book read by everyone and then discuss the non-fiction book assignment in part. I am spending a good deal of time in class discussing these assignments so everything will not be delineated here, but this is a good over view for anyone who needs a little more clarification.The fiction title read by everyone is Jeff Shaara's Rise to Rebellion told from the first person point of view of four key players in the Revolutionary War from 1770-1776. Calling this fiction is really misleading as there are several historically accurate aspects to the book including full speeches actually said and written down during the time period. Things that make this fiction include speculative situations, private conversations, and the ominiscient thoughts of many of the men and women we now know from the history of the period.You are not required to write a paper on this novel, but you are required to choose a theme that emerges from the text and gather menu items on this text. There are several from the list you've all received and the formatting includes textual, statistical, and visual. They are due in class soon, and I will be showing you how we can develop these items into a synthesis prompt to help you better understand how to synthesis and analyze different sources. We will also be writing essay prompts from the menu items (sources) you gather. This assignment will play out over the next two weeks in class.Rise to Rebellion will also help you plan and prepare for the research unit that you will begin in late September and continue through October. Please read this book closely, and if you enjoy it immensely you should consider reading the sequel call Glorious Cause by the same author that picks up after 1776 and moves forward towards a Bill of Rights and Constitution.The other book you should have already read is your non-fiction book. You could choose either An American Childhood by Annie Dillard or Stephen King's On Writing. Ms Deakin, the other AP teacher, prefers the Dillard text while I highly recommend On Writing. You should annotated this book and have it completed for class by August 13th on which day you will all have a brief examination on the book. This exam is open book, so you may use your book if you have it with you.Also, for this book, you will be required to write a non-fiction analysis. This will be a formal MLA-formatted paper completed outside of class. For that paper, the student will be required to analyze William Faulkner's 1050 Nobel acceptance speech and analyze the Writer's Duty and it's correlation in the nonfiction book and the author's effectiveness of successfully achieving that duty within the text of that book, be it King or Dillard. That assignment is due on August 21st in class.Today's podcast has given you a brief over view of the difference between assignments in the two books, but some parts have been kept vague on purpose due to the nature of the assignments building upon each other. For xample, I can't detail the prompt without covering the elements that lead up to it.That's all for this week. I will see you next time with the AP Language podcast. Until then you can find me at dcamd.com. Thank you.

I am assuming that this new feed will work now, so we can hope. Here's the transcript file below as well.This is Devon Adams and today is July 24th 2009. Welcome to the first AP Language & Composition podcast. The purpose of these podcasts is to relay information about the AP Language class at Basha High School. My goal is to get these out weekly or biweekly depending on the materials being covered in class. Welcome juniors to AP English. This year prepares you for the AP Language & Composition exam administered by the College Board in May 2010. Today’s topic is the AP Examination and Dual Enrollment. This time of the year I get a lot of questions about the difference between taking the AP Examination and taking this class for dual enrollment, so I am focusing this entire podcast on this one question. First of all, let’s talk about each separately. Many of you took a test called the Asset Test in the spring time in our cafeteria. You should have received a copy of those scores already, but if not I have them in my class. This is NOT the AP Exam; that is completely separate. This is a placement test used for the Maricopa Community College District colleges (including Mesa Community College and Chandler Gilbert Community College) to confirm that you have met certain academic requirements to be accepted into a college English program. Once you have scored high enough on this test, you are invited by me to take AP English 11 for dual enrollment credit. This means you’d pay the MCC tuition for 3 credits, which I believe is approximately $230.00. This payment would enroll you in English 101 at MCC, and you would take AP English 11 for both college credit and high school credit. You do the same exact work as all of your classmates and you do not have to go to MCC at all. At the end of the Fall 2009 semester, you would be awarded 3 college credits at MCC with the same grade you receive in semester 1 of AP English 11. MCC’s credits transfer directly to BYU, ASU, U of A, and also NAU. NAU is the only school that also requires you to complete the second semester of freshman college English (called English 102), and you can take that online or through my MCC course anytime before you graduate from Basha. If you are considering an out of state school, it is your responsibility to check with the admission office to see if they would accept your Freshman Composition (Eng 101) credit through dual enrollment. If you choose to dual enroll, you will sign up through me in August. The dual enrollment option has absolutely nothing to do with the AP Examination in May 2010. The AP Examination is the culminating assessment for AP Language & Composition. This is an internationally recognized test that is accepted (for varying scores) at universities through the entire world. Payment for the examination is approximately $86.00 and nothing is paid until second semester. Information on testing is given to you to take home to your parents. It is expected that most of you do take this test. The AP Examination is what we will prepare for all year in AP Language. Unlike dual enrollment, there is no guarantee to pass this examination but the AP Exam is recognized in more schools. Some people ask why should we dual enroll when we’re testing at the end anyway. This is a good question and there’s no easy answer. Dual Enrollment tuition is much cheaper than university credits would cost, but if you’re going out of state your school may not accept these credits. But three credits in dual enrollment is guaranteed (as long as you pass the class) while passing the AP Examination is not a guarantee. I have seen students go to schools like ASU after doing dual enrollment and taking AP Exams and walking in there as sophomores. It all depends on so many variables. I would personally recommend taking dual enrollment since you’re sitting in the class anyway and doing the same work as everyone else. If you are financial unsound and need assistance is paying for the course, MCC does have a scholarship program. Basha also has a scholarship program for the AP Exam fees in the spring time. Ok, I hope this initial podcast has answered all of your questions about AP exams versus dual enrollment. Up next time will be a discussion of the summer readings, which I am sure you have all completed.