AP Workshop

AP English Literature and AP English Language


April 1, 2017



April 22, 2017



April 29, 2017


AP Environmental Science and AP Biology


April 1, 2017



April 22, 2017



April 29, 2017


AP Calculus, AP Statistics and AP United States History


April 1, 2017



April 22, 2017



April 29, 2017


Essay Contest

The Association of Justices of the Supreme Court of the State of New York and the New York Law Journal have partnered with the New York City Dept. of Education to sponsor the Sixteenth annual essay contest for 10th, 11th and 12th grade high school students.  Ten students will win the opportunity to intern for one week with a Justice of the Supreme Court and earn a $100.00 gift card.  A maximum of ten entries from each school will be considered. One of the winning essays will be published in the New York Law Journal, a legal periodical published by the ALM.  
The Law Day theme for 2017, is “The 14th Amendment:  Transforming American Democracy.”
The 2017 theme provides the opportunity to explore the many ways that the Fourteenth Amendment has reshaped American law and society.  Ratified during Reconstruction a century and a half ago, the Fourteenth Amendment serves as the cornerstone of landmark civil rights legislation, the foundation for numerous court decisions protecting fundamental rights, and a  inspiration for all those who advocate for equal justice under law.
Students should write a 500 word essay presenting a compelling discussion on the topic with special focus on the importance and impact of the Fourteenth Amendment.
The following websites may assist your students in their research – other resources may be used.  All sources should be credited.
Law Day Topic  http://www.Lawday.org
General Legal Resources
 1.  New York State Courts Legal Research Portal
2.   Free Online Law Review/Journal Articles
3.   New York Law Journal
4.   The United States Constitution with Commentary
1 New York State Consolidated Laws
2.   Law Library of Congress
3.   New York Courts Law Libraries
 Case Law 
1.   New York State Court Case Law
2.   Federal Court Case Law

AP Workshop in your Borough

AP English Literature and AP English Language
April 1, 2017
April 22, 2017
April 29, 2017
AP Environmental Science and AP Biology
April 1, 2017
April 22, 2017
April 29, 2017
AP Calculus, AP Statistics and AP United States History
April 1, 2017
April 22, 2017
April 29, 2017

Grammar Workshop


Objectives: Students will use the edit their essays after the grammar lesson. Students will also use the rubric to help them finalize the essay.

Aim: How do I vary sentence structure in my writing?


Do Now:

Click the Workshop Link to review some grammar rules.

Mini Lesson:

1. Writing sentences with  various structure

Please click the link to see the workshop contents-


2. Using transitions



Independent Practice

Select a specific area you feel you need support with, go to that page directly.

College Fairs

College Fairs

Exploring Issues through OpEd

Explore the Issues: Editorials & Columns In order to become a “global citizen,” you must actually become aware of local, national and global issues. Your task will be to explore topics via opinion pieces. Within each topic you must identify an issue of interest and find a column or editorial. You have been provided a list of columnists, publications and categories from which to choose. This is not an exhaustive list.

Please ask if you search all of the options below and are still struggling. Please type your précis paragraph and attached the annotated column.

Label the topic and issue you’ve chosen at the top of your précis paragraph.

Example: Sports–Doping

Possible Columnists or Opinion Pages

  • David Ignatius, The Washington Post
  • George F. Will, The Washington Post
  • Charles Krauthammer, The Washington Post
  • David Brooks, The New York Times
  • Maureen Dowd, The New York Times
  • Thomas Boswell, The Washington Post
  • Frank Deford, Sports Illustrated, NPR
  • Gene Weingarten, The Washington Post
  • Dave Barry, The Miami Hearld
  • Paul Krugman, The New York Times
  • Robert J. Samuelson, The Washington Post
  • The Boston Globe Opinion Page
  • Wired Magazine Opinion Page
  • The Week’s Opinion Page

Possible Topic Categories

• Issues of War (PTSD, Government Funding, Medal of Honor)

• Education (SAT scores, college applications, class sizes)

• Popular Culture (TV programming)

• Science and Technology (Apple vs. Samsung, )

• Politics and Partisanship (Presidential election, political gaffes, fact checking)

• Sports (Lance Armstrong, Doping,

• Science & Environment

Column #1-Annotations & Précis:__________________

Column #2-Annotations & Précis:__________________

Column #3-Annotations & Précis __________________


For each column, annotate directly on the column over the following:

  • Speaker-Remember it is not enough to simply name the speaker. What can you say about the speaker based on the evidence, the writing style, the topic etc.? What does the speaker value?
  • Occasion– Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this incident, as well as the immediate occasion, whatever made the author decided to focus on it in their writing.
  • Audience-To whom is this writing directed? It is not enough to say: “Anyone who reads it.” You will want to identify a certain audience by describing some of its characteristics. Be specific. The audience will rarely be “working adults.” Consider party affiliation, societal values, religious beliefs, etc.
  • Purpose- The purpose could be purely a personal one (i.e. to assuage guilt, to boast, etc.), but it also could be direct towards the audience, in which case you will have to decide what the message is and how the author wants this audience to respond.
  • Subject-What is the topic of the author’s writing. You should be able to identify this easily based on the writing’s focus.
  • Tone- Try to choose a description of the tone that fits the piece as a whole. You must also include specific words or phrases from the text and explain how they support your statement. Instead of using vague generalities like, “realistic” and “happy,” consider specific adjectives like, “pragmatic” and “complacent.”

Précis Paragraph

After you have completed these annotations, construct a précis paragraph for each editorial.

  • 1. The first sentence includes the name of the writer (usually including a descriptive phrase); the work’s genre, title, and date of publication; a rhetorically accurate verb (“asserts,” “argues,” “implies,” “posits,” etc., but not “writes” or “states”); and a that clause containing the major assertion (thesis statement) of the work.
  • 2. The second sentence provides an explanation of how the writer develops and/or supports the thesis, usually in chronological order.
  • 3. The third sentence includes a statement of the writer’s apparent purpose followed by an in order to phrase. It should assess what the writer wanted the audience to do or to feel as a result of reading the work.
  • 4. The fourth sentence describes the intended audience and/or the relationship the writer establishes with the audience. This sentence should consider how the language  of the work excludes or appeals to certain audiences. It may also report the writer’s tone.

Sample Précis

In 2005’s “Cheating is a National Problem,” the editorial staff of USA Today implies that the epidemic of cheating among students directly correlates to those examples set on a national level by business executives. Corrupt business practices are specifically highlighted via statistics from the Pew Research Center. USA Today’s piece suggests that cheating is a reflection of widespread deceitfulness in order to convince the audience that dishonesty is something learned in a larger setting than just the classroom. The audience consists of Americans worried about the moral decline of this country; the tone towards “cheaters” is one of warning and disdain.

SOAPSTONE Rhetorical Analysis Strategy

SOAPSTONE: A method for analyzing discourse (speeches, essays, editorials, other writings) Please number and label each response. Each section should be two-three sentences minimum.

Provide specific textual support and analysis for each response.

  1. 1. S – Speaker: Discuss the authority and credibility of the speaker / writer. How does the speaker establish his or her ethos in the speech / passage? Explain specific ways that the speaker / writer helps to define him or herself as a trustworthy and/or qualified messenger.
  2. 2. O – Occasion: Analyze the reason(s) the writer / speaker is choosing to approach the topic at this particular moment in time. Is he / she writing / speaking in reaction to a specific event or person? Discuss how the occasion is revealed in the speech /passage.
  3. 3. A – Audience: Explain to whom this piece is directed. How do you know who the audience is? How is the audience defined? Discuss how the speaker / writer demonstrates understanding of the audience and how he or she uses that understanding to accomplish his or her goals.
  4. 4. P – Purpose: Analyze the purpose / argument / claim of the speaker / writer. Explore the purpose beyond its basic informative nature. You must identify at least one specific action expected of the audience. Discuss how the purpose is revealed in the passage.
  5. 5. S – Subject: Explain the general topic, content, and ideas contained in the text. Does the speaker / writer explicitly state the subject or is it implied?
  6. 6. Tone: Analyze the attitude of the speaker / writer. Tone extends meaning beyond the literal. Find tone in the author’s diction, syntax, structure, and imagery. Give specifics of the tone of the author and discuss how the tone affects the effectiveness of the passage. Use your list of tone words to pinpoint the specific tone(s) of the piece.