Advanced Placement Program in Latin
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Metamorphosis: from Light Verse to the Poetry of Witness by Maxine Kumin from the Georgia Review, Winter 2012
Metamorphosis: From Light Verse to the Poetry of Witness by Maxine Kumin from The Georgia Review, Winter 2012 How did I become a very old poet, and a polemicist at that? In the Writers Chronicle of December 2010 I described myself as largely self-educated. In an era before creative writing classes became a staple of the college curriculum, I was "piecemeal poetry literate"—in love with Gerard Manley Hopkins and A. E. Housman, an omnivorous reader across the centuries of John Donne and George Herbert, Randall Jarrell and T. S. Eliot. I wrote at least a hundred lugubrious romantic poems. One, I remember, began When lonely on an August night I lie Wide-eyed beneath the mysteries of space And watch unnumbered pricks of dew-starred sky Drop past the earth with quiet grace ... Deep down I longed to be one of the tribe but I had no sense of how to go about gaining entry. I had already achieved fame in the narrow confines of my family for little ditties celebrating birthdays and other occasions, but I did not find this satisfying. There were no MFAs in poetry that I knew of except for the famous Iowa Writers' Workshop, founded in 1936; certainly there was nothing accessible to a mother of two, pregnant with her third child in 1953 in Newton, Massachusetts. I have noted elsewhere that I chafed against the domesticity in which I found myself. I had a good marriage and our two little girls were joyous elements in it. But my discontent was palpable; I did not yet know that a quiet revolution in thinking was taking place. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
At the Intersection of Poetry and a Lower
At the Intersection of Poetry and a High School English Class: 9th Graders‟ Participation in Poetry Reading Writing Workshop and the Relation to Social and Academic Identities‟ Development DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Susan Koukis Graduate Program in Education The Ohio State University 2010 Dissertation Committee: Anna Soter, Advisor George Newell Mollie Blackburn Terry Hermsen Copyright by Susan Koukis 2010 Abstract The purpose of this study was to determine whether “marginalized” (Moje, Young, Readence, & Moore 2000) 9th grade students in a low-level, tracked English class perceived themselves as more successful students in English class after participating in a 10-week Poetry Reading Writing Workshop. A second purpose was to determine whether their knowledge of poetry terms and concepts such as metaphor, and subsequent performance on the poetry sections of standardized tests improved. My nested case study focused on 19 students in a low-level 9th grade English class. As the practitioner researcher, I conducted in- depth research with six focus students chosen through purposeful sampling. I collected data over the course of three months, using the types of instruments most common to case study research. Data analysis for my nested case study was ongoing and recursive between field work and reflection. Data were coded for patterns that represented categories pertaining to my research questions and coding was refined as I gathered and re-read additional data sources. The findings revealed that students learn better, and are more engaged when they have choices (Atwell, 1998; Lauscher, 2007). -
Should I Sign up for AP Latin IV?
Should I Sign Up for AP Latin IV? 1 AP LATIN COURSE DESCRIPTION The AP Latin course is designed to give you the experiences needed to be successful on the College Board AP Latin exam scheduled in early May each year. This course will [1] help you develop your ability to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, [2] help you understand the context of the written passages through analysis and be able to communicate that context and analysis, [3] help you understand style of writing and the rhetorical devices employed. By the end of AP Latin IV you will have translated all the Latin of Vergil and Caesar assigned by the College Board. You will learn to analyze the text and draw your own logical conclusions in written essays. You will both give and receive written criticism of your analytical essays throughout the course. You will read Latin prose and poetry aloud with accurate comprehension and appreciation. For the Vergil text, you will scan dactylic hexameter verse. You will practice AP style exam questions and sight passages during both semesters and complete a full “mock up” exam as the final exam in the second semester of the course. 1.1 SPECIFICS The class meets on Thursdays at 1 Pm ET You must make your own arrangements to take the exam at your local testing facility. Yes, this is a College Board approved syllabus and course. You can list it on your transcript as an AP Latin course, come what may. -
Guide to the Papers of the Summer Seminar of the Arts
Summer Seminar of the Arts Papers Guide to the Papers of The Summer Seminar of the Arts Auburn University at Montgomery Library Archives and Special Collections © AUM Library TABLE OF CONTENTS Content Page # Collection Summary 2 Administrative Information 2 Restrictions 2 Biographical Information 3-4 Scope and Content Note 5 Arrangement 5-6 Inventory 6-24 1 Summer Seminar of the Arts Papers Collection Summary Creator: Jack Mooney Title: Summer Seminar of the Arts Papers Dates: ca. 1969-1983 Quantity: 9 boxes; 6.0 cu. ft. Identification: 2005/02 Contact Information: AUM Library Archives & Special Collections P.O. Box 244023 Montgomery, AL 36124-4023 Ph: (334) 244-3213 Email: [email protected] Administrative Information Preferred Citation: Summer Seminar of the Arts Papers, Auburn University Montgomery Library, Archives & Special Collections. Acquisition Information: Jack Mooney donated the collection to the AUM Library in May 2005. Processing By: Samantha McNeilly, Archives/Special Collections Assistant (2005). Copyright Information: Copyright not assigned to the AUM Library. Restrictions Restrictions on access: There are no restrictions on access to these papers. Restrictions on usage: Researchers are responsible for addressing copyright issues on materials not in the public domain. 2 Summer Seminar of the Arts Papers Biographical/Historical Information The Summer Seminar of the Arts was an annual arts and literary festival held in Montgomery from 1969 until 1983. The Seminar was part of the Montgomery Arts Guild, an organization which was active in promoting and sponsoring cultural events. Held during July, the Seminar hosted readings by notable poets, offered creative writing workshops, held creative writing contests, and featured musical performances. -
Elementary LATIN CONTENTS
LATIN CONTENTS Elementary Elementary .........................................1-2 Textbooks .......................................... ....3 TEN FAIRY TALES Multi-Media Materials ......................4-5 IN LATIN Enchant your students Books ..................................................5-6 with Ten Fairy Tales in AP ...........................................................7 Latin. These popular fairy tales are presented Grammar .............................................. .8 as a script designed to be read aloud and performed Mythology ..............................................8 in class or for a larger Readers ................................................ .8 audience. Each tale concludes with both a Dictionarie s ......................................... .9 traditional ending and a "twisted ending"-an Game s ................................................... .9 unexpected alternative Maps & Poster s .............................10-12 conclusion to the story. A puzzle or activity accompanies each tale. Paperback, Miscellaneou s................................12-13 6"x9", 128 pages. BCP7919...........................................................Book, $18.95 Feature Films on DVD .................13-14 MINIMUS MINIMUS STARTING SECUNDUS OUT IN LATIN (BE) PUPIL'S BOOK, MOVING ON A basic introduction to Latin along IN LATIN (BE) with material on the history and culture of Roman Britain. Highly Minimus Secundus is the illustrated, the Pupil's book sequel to the unique and contains a mixture of stories and successful Primary -
Poetry: Why? Even Though a Poem May Be Short, Most of the Time You Can’T Read It Fast
2.1. Poetry: why? Even though a poem may be short, most of the time you can’t read it fast. It’s like molasses. Or ketchup. With poetry, there are so many things to take into consideration. There is the aspect of how it sounds, of what it means, and often of how it looks. In some circles, there is a certain aversion to poetry. Some consider it outdated, too difficult, or not worth the time. They ask: Why does it take so long to read something so short? Well, yes, it is if you are used to Twitter, or not used to poetry. Think about the connections poetry has to music. Couldn’t you consider some of your favorite lyrics poetry? 2Pac, for example, wrote a book of poetry called The Rose that Grew from Concrete. At many points in history across many cultures, poetry was considered the highest form of expression. Why do people write poetry? Because they want to and because they can… (taking the idea from Federico García Lorca en his poem “Lucía Martínez”: “porquequiero, y porquepuedo”) You ask yourself: Why do I need to read poetry? Because you are going to take the CLEP exam. Once you move beyond that, it will be easier. Some reasons why we write/read poetry: • To become aware • To see things in a different way • To put together a mental jigsaw puzzle • To move the senses • To provoke emotions • To find order 2.2. Poetry: how? If you are not familiar with poetry, you should definitely practice reading some before you take the exam. -
2020-2021 Advanced Placement Exam Registration Information for GCPS Students
2020-2021 Advanced Placement Exam Registration Information for GCPS Students Student Registration: • All students pay a $10.00 non-refundable fee. • GCPS Students can register between September 30, 2020 and November 8, 2020. GCPS students enrolled in AP Courses: • GCPS will pay for 1 exam for each student, as long as they are enrolled in the course for which they are testing. • Each additional exam is $95.00, with the exception of AP Capstone Exams (AP Seminar or AP Research), which are $143.00 each. o GCPS will only pay for an AP Capstone Exam (AP Seminar OR AP Research) if it is the only exam that a student is taking. GCPS Students who are Free/Reduced Lunch students and enrolled in AP Courses: • Gwinnett County Public Schools will pay for all exams. Students NOT enrolled in Gwinnett County Public Schools AP Courses: • The cost is $95.00 per exam, with the exception of AP Capstone Exams (AP Seminar or AP Research), which are $143.00 each. Notes: • The $40.00 fee for any exam cancelled in AP Registration and Ordering after November 13, 2020 OR for any registered exam a student does not take has been waived for the 2020-2021 school year only. • A late order fee of $40.00 will be applied to each exam ordered between November 14, 2020 and March 12, 2021 at 11:59pm for 1st semester and year-long courses. • Students who have AP Comparative Government, AP Government/Politics, AP Macroeconomics, or AP Microeconomics during 2nd semester can register for those exams between January 6, 2021 and March 7, 2021. -
(AP) and International Baccalaureate Higher Level (IBH) Exams
Advanced Placement Exams (AP) and International Baccalaureate Higher Level Exams (IBH) 2014-2015 (General Education Requirements Pre-Fall 2010 and Beginning Fall 2010) AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP Art History 3,4,5 8 A IM One course waived for the Art major but may not be used in lieu of IH lower-division courses for the History of Art and Visual Culture major. AP Art, Studio Maximum of 8 units granted for all Studio Art exams. 2-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ 3-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ Drawing 3,4,5 8 A PR-C ---------------- -------- ------------------------------------------ Drawing 4,5 Art 20A AP Biology 3,4,5 8 IN SI -------- ------------------------------------------ 5 BIOL 20A BIOE 20B AP Chemistry 3,4,5 8 IN SI ------- -------------------------------------------- 5 Chemistry 1A AP Computer 3,4,5 2 Science A -------- ----------------------------------------- ---------------------------------------------------------------------------------- 3 Computer Science 5J Contact the School of Engineering. -------- ----------------------------------------- 4,5 Computer Science 12A, 12L AP Computer 3,4,5 4 IN MF Last given in May 2009. Science AB -------- --------------------------------------- 4,5 Computer Science 12A, 12L Computer Science 12B, 12M AP Economics 3,4,5 4 IS PE-H Both Economics exams may be taken for credit but satisfies one IS. Macroeconomics -------- --------------------------------------- 4,5 Economics 2 ______________ _____ ____ ________ ______ __________________________ Microeconomics 3,4,5 4 IS PE-H ------- --------------------------------------- 4,5 Economics 1 Office of Admissions in conjunction with Committee on Educational Policy and academic departments Page 1 AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP English Satisfies Entry Level Writing Requirement (ELWR). -
The Queer Dialectic of Whitman's Nation: 'Let' in “Respondez,”
václav paris The Queer Dialectic of Whitman’s Nation: “Let” in “Respondez” Let the Asiatic, the African, the European, the American, and the Australian, go armed against the murderous stealthiness of each other! Let them sleep armed! Let none believe in good will! Walt Whitman, “Poem of the Proposition of Nakedness,” 1856 riginally published as “poem of the proposi- Otions of Nakedness” in 1856, then without a title in 1860, the poem that we know as “Respondez” only appeared as such in the 1867 and 1871–72 Leaves of Grass. If, as Sam Abrams claims, “Respondez” is “a poem widely regarded as the most important in the entire Whitman corpus” then it occupies a strangely marginal position in that corpus (32).1 Easily overlooked because of its exclusion from the first and final editions, the poem is better known to a few critics of Whitman than it is to a general readership.2 It is probably best known to other poets— and is, ironically, more often printed in anthologies and selections than “complete” editions of Leaves of Grass.3 “Respondez” clearly stands out, although theories of why are not forthcoming. Louis Zukofsky famously wrote that it was “Whitman’s greatest poem,” quoting the work in its entirety but without further comment at the end of Prepositions+ (218–21).4 Likewise in 1947 Wil- liam Carlos Williams claimed it as exemplary of “a new formal necessity touching all verse” (qtd. in Abrams 32), going on to read twenty-five lines of the poem also without further comment. In not commenting, Zukofsky and Williams alert us to its slipperiness, for quoting “Respon- dez” is far easier than offering an interpretation or capturing it within a general framework. -
Thomas Merton's Projected Anthology of Religious Poetry
20 Thomas Merton's Projected Anthology of Religious Poetry By Patrick F. O'Connell During the summer of 194 l, having fini shed his fust year teaching English at St. Bonaventure College, Thomas Merton was busy about many things: he was working on his novel, Journal of My Escape from the Nazis, writing numerous poems, keeping two versions of his journal. reading Dante, Lorca and Graham Greene, teaching a summer school bibliography course, spending two weeks working at Catherine de Hueck's Friendship House in Harlem, worrying about the war, thinking about the Trappists. 1 In the midst of all this activity he also managed Lo find time for another project, one that reflected his own deepening interest, as writer and reader, in religious verse. On July 27, he records in his journal: I think of making an Anthology of Poems, Religious or nearly Religious. So far I have got Donne's "Hymn to Christ at the Author"s Last Going into Gennany," "At the Round Earth's Imagin'd Comers," ·'Nocturnal on Saint Lucy's Day," "'What If This Present were the World 's Last Night?," and Herbert's "Aaron" and Vaughan's "The Seed Growing Secretly" and Hopkins' "Felix Randal." Also Tthink Hopkins' "Leaden and Golden Echo" - "Bugler's First Communion,.. "Candle indoors."' "Wreck of the Deutschlancf' and despair poems. Then Blake's ·'How Sweet I Roamed," "Lillie Girl Lost.'' "Auguries of Innocence." '·Mental Traveler." ''Holy Thursday" (Innocence), a lot more Vaughan (e.g., "Night"). plenty Traherne - Southwell's " Burning Babe."' ln all maybe 150 poems - or half that- 75 would be a better number (RM 380-8 1). -
ADVANCED PLACEMENT COURSES *Note: Please Reference the 2020-2021 NHS Program of Studies for Full Course Descriptions
ADVANCED PLACEMENT COURSES *Note: Please reference the 2020-2021 NHS program of studies for full course descriptions. AP Macroeconomics 11 12 — AP Macroeconomics is designed for students who want to develop a first-year college level knowledge of the theory and principles of economics that affect the American economy and to prepare for the AP Macroeconomics examination. This course requires students to develop the basic skills and concepts of economic analysis. AP Human Geography 11 12 — AP Human Geography is designed for students who want to acquire a first-year college level content knowledge of Human Geography and the interactions of humans with their environments, as well as the skills necessary to pass the AP Human Geography examination. This course requires students to focus on the distribution, processes, and effects of human populations on a global scale. AP Government and Politics 11 12 — AP Government and Politics is designed for students who want to develop the skills necessary to analyze and critique the institutions and processes of contemporary American government and to prepare for the AP Government and Politics examination. This course requires students to acquire college-level knowledge of the theoretical and constitutional foundations of American government, as well as the dynamics of the contemporary political process. AP Calculus AB 11 12 — AP Calculus AB is designed for students who have demonstrated a superior and thorough knowledge of college preparatory mathematics including algebra, geometry, trigonometry, analytical geometry, and elementary functions. Before studying calculus, students must be familiar with the properties, algebra, graphs, and language of functions. These functions include those that are linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined.