4630 ap catalog - perfection learning · american government ... of continuity, change, and...

Social Studies United States History

World History

United States Government & Politics

Human Geography

Psychology

Mathematics Statistics

Calculus

Physics 1, 2, and C

World Languages Spanish

French

Literature and Composition

ADVANCEDPLACEMENT

Featuring Oxford University Press and AMSCO titles!

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SOCIAL STUDIES

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World History: Preparing for the Advanced Placement ExaminationEquip your students to excel on the AP® World History Exam, as updated for 2017!

See page 4

United States Government & Politics: Preparing for the Advanced Placement ExaminationEquip your students to excel on the AP® United States Government and Politics Exam!

See page 6

Of the People: A History of the United StatesExplore the unity and great diversity of the American people across time and place through a comprehensive college-level survey for your Advanced Placement classroom.

See page 3

United States History: Preparing for the Advanced Placement ExaminationEquip your students to excel on the AP® United States History Exam, as updated for 2016!

See page 2

By The People: Debating American GovernmentChallenge students to engage with, think about, and debate the history, structure, and function of 21st-century U.S. government and politics with this college-level program for your Advanced Placement classroom.

See page 7

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Patterns of World HistoryEncourage a broad-based understanding of continuity, change, and innovation in human history with this college-level program for your Advanced Placement classroom.

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Human Geography: Preparing for the Advanced Placement ExaminationEquip your students to excel on the current AP® Human Geography Exam!

See page 9

Human GeographyExamines how human behavior transforms the earth’s surface in response to changing social, cultural, and political needs.

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Psychology: Preparing for the Advanced Placement ExaminationEquip your students to excel on the current AP® Psychology Exam!

See page 9

Principles of PsychologyTeaches the reader how to think critically and scientifically about the underlying mechanisms of behavior.

See page 10

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holo

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AP® Statistics: Preparing for the Advanced Placement ExaminationMaximize scores on the AP® Statistics exam with a complete review in an easy-to-use format.

See page 11

Principles of PhysicsThis college-level, algebra-based program is designed to cover all the topics required for the Advanced Placement Physics 1 and 2 exams.

See page 14

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Physics for Scientists & EngineersThis college-level, calculus-based program is designed to cover all the topics required for the Advanced Placement Physics C exams.

See page 15

French Master the linguistic and cultural content needed to achieve advanced-level proficiency in French.

French Four Years: Advanced French with AP® Component

Cours Supérieur de Français

Douze Contes de Maupassant

See page 17

SpanishMaster the linguistic and cultural content needed to achieve advanced-level proficiency in Spanish.

Spanish Four Years: Advanced Spanish with AP® Component

Advanced Placement Readers

See page 16

AP® Calculus AB/BC: Preparing for the Advanced Placement ExaminationsFind success on the AP® Calculus AB/BC exams with this straightforward, comprehensive review fully revised for the new 2017 exams.

See page 12

MATHEMATICS

PHYSICS

WORLD LANGUAGES

LITERATURE AND COMPOSITION

AP® Literature and Composition: Preparing for the Advanced Placement ExaminationA reader-friendly approach to the content students need to know to succeed on the AP exam.

See page 18

“We have been using AMSCO for years as a supplement to our textbook. Students often comment on how helpful AMSCO is in helping them to understand the key information in each historical period. AMSCO had the new redesigned material ready when College Board transitioned to the new format, and it was instrumental in helping our students prepare for the AP exam.”

AP United States History TeacherOrlando, Florida

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SOCIAL STUDIES United States History

United States History Preparing for the Advanced Placement ExaminationEquip your students to excel on the AP® United States History Exam, as updated for 2016

Features

• flexibly designed to use in a one-semester or one-year course

• divided into nine chronological periods mirroring the structure of the new AP® U.S. College Board Curriculum Framework, the text reflects the Board’s effort to focus on trends rather than isolated facts

• each period features a one-page overview summarizing the major developments of the period and lists the three featured Key Concepts from the College Board Curriculum Framework

• each Think As a Historian feature focuses on one of the nine historical thinking skills that the AP® exam will test

• each chapter narrative concludes with Historical Perspectives, a feature that addresses the College Board emphasis on how historians have interpreted the events of the chapter in various ways

• the chapter conclusion features a list of key terms, people, and events organized by theme, reflecting the College Board’s focus on asking students to identify themes, not just events

• chapter assessments include eight multiple-choice items, each tied to a source as on the new AP® exam, as well as four short-answer questions

• period reviews include both long-essay questions and Document-Based Questions in the format of those on the AP® exam, as updated for 2016

• a comprehensive Answer Key provides recommendations for what could be included in good responses and correlates each question to the College Board Curriculum Framework

40 U.S. HISTORY: PREPARING FOR THE ADVANCED PLACEMENT EXAM

KEY MULTIPLE-CHOICE QUESTIONS

Questions 1.1–1.3 refer to the following quotation.

“Be it therefore ordered and enacted. . . . That whatsoever person or persons within thisProvince…shallhenceforthblasphemeGod, that is,curseHimorshall deny our Savior Jesus Christ to be the Son of God, or shall deny the Holy Trinity . . . or the Godhead of any of the said Three persons of the Trinity or the Unity of the Godhead . . . shall be punished with death and confiscation or forfeiture of all his or her lands. . . . And whereas . . . that no person or persons whatsoever within this province, or the islands, ports, harbors, creeks, or havens thereunto belonging professing to believe in Jesus Christ, shall from henceforth be any way troubled, molested or discountenanced for or in respect of his or her religion nor in free exercise thereof within this province or the islands thereunto belonging nor any way compelled to the belief or exercise of any other Religion against his or her consent.”

TheMarylandActofToleration,1649

1.1 WhichofthefollowingreligiousgroupsweretheauthorsoftheMary-land Act of Toleration trying to protect?

(A) Jews

(B) Puritans

(C) Quakers

(D) Roman Catholics

1.2 Which of the following best summarizes the attitude toward religious beliefs expressed in this document?

(A) All individuals should be free to believe or not believe in God as they wished

(B) Religion was a personal matter that the government should not try to influence

(C) Christians should be able to practice their faith without fear of persecution

(D) The colony should be reserved for the one specific type of Christian-ity approved by the local government officials

Sample page from the Student Edition

Sampler at perfectionlearning.com/us-history-preparing-for-ap-exam|

Multiple-choice questions are tied to a primary source

as presented in the new exam.

Updated Updated Updated Updated Updated Updated Updated Updated Updated Updated Updated Updated to address revised to address revised to address revised to address revised to address revised to address revised

College Board Framework College Board Framework College Board Framework College Board Framework College Board Framework College Board Framework for 2016 examfor 2016 examfor 2016 exam

Sample page from the Answer Key

“In my 30 years of teaching AP U.S. History, I’ve seen dozens of review books come and go. The best and the one I always recommend to teachers, is the AMSCO United States History: Preparing for the Advanced Placement Examination. It is concise, accurate, and attuned to the course framework, well organized, student-friendly, and just what a review text should be.”

Teacher/ConsultantAlexandria, Virginia

Answer Key

The Answer Key provides examples of analysis and historical evidence that a

good response could include.

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SPECIAL School Price

$18.95Student Edition TWX1533301 $ 21.95

Student Edition Online (1-year license) TWX15333D $ 21.95

Answer Key TWX15334 $ 14.95

3Prices are subject to change without notice. | No further discounts apply.

Of the People A History of the United StatesJames Oakes

A college-level course that unfolds the story of American democracy, carefully marking how this country’s evolution has been anything but certain, from its complex beginnings to its modern challenges

Comprehensive coverage of all topic areas for the AP® U.S. History course

Features

• examination of historical changes as they occurred in culture, government, society, the economy, the environment, and the military

• each chapter opens with an American Portrait, placing notable Americans in the context of the events of their day

• Struggles for Democracy highlights the changing ideas of democracy and the resulting new opportunities for the American people

• America and the World underscores the importance of global relationships

• primary source documents at the close of each chapter reinforce key themes, support Document-Based Questions, and provide additional avenues for analysis and discussion

• FREE Student Companion Website provides students with Note Guides, Flashcards, Further Reading, and Quizzes

• FREE Instructor Ancillary Resource Center offers the teacher a comprehensive Instructor Manual, Test Bank, and PowerPoint presentation resources

Volume 1 covers important events and themes from 1450–1877.

Volume 2 covers important events and themes from 1865–present.

Primary source documents, textual and/or visual,

reinforce student understanding.

Order # Price

Volume 1: 1450–1877 with SourcesStudent Edition (hardcover) TWX1548406 $ 84.95

Student Edition (softcover) TWX1548401 $ 69.95

Volume 2: 1865–Present with SourcesStudent Edition (hardcover) TWX1548606 $ 84.95


Access student and teacher resources at perfectionlearning.com/OUP|

American Landscape illustrates a particular place in time

where issues of power appeared in especially sharp relief.

Sample pages from the Student Edition


SOCIAL STUDIES World History

4

“What impressed me the most about the preparation manual…was its attention to the format of the AP exam. Other guides hit the topics in the College Board provided curriculum framework well but what sets this book apart is how those topics are directed at the skills necessary to succeed on the AP exam. This moves beyond the assessments which are similar in difficulty and style to the items on released tests.”

Social Studies Instructional CoachHouston, Texas

World HistoryPreparing for the Advanced Placement ExaminationEquip your students to excel on the AP® World History Exam as updated for 2017

Based on the same successful approach as United States History: Preparing for the Advanced Placement Examination.

Features• flexibly designed to use in a one-semester or one-year course • divided into six periods following the content and organization of the

AP® World History course description issued by the College Board• chapters conclude with multiple essay question options modeled on the

AP® World History Exam items about continuity and change over time, and about comparisons

• guided instruction and practice on each of the historical thinking skills identified by the College Board

• writing skills reinforced with exercises in each chapter prepare students to answer free-response questions on the exam

• units include a Document-Based Question modeled on the AP® World History Exam

• Thematic Reviews consisting of assessment opportunities conclude each period

• Historical Perspectives introduce significant historical issues and conflicting interpretations


• a revised exam format based on the current AP® World History Curriculum Framework

249THE MONGOLS AND TRANSREGIONAL EMPIRES

HISTORICAL PERSPECTIVE: HOW BRUTAL WAS GENGHIS KHAN?

Was Genghis Khan a brutal destroyer who murdered millions, or was he a great unifi er who promoted prosperity by unifying most of Eurasia?

Many historians emphasize that Khan was a bloodthirsty tyrant. Military historian Steven R. Ward writes that “Overall, the Mongol violence and depredations killed up to three-fourths of the population of the Iranian Plateau.” Total deaths attributed to the Mongols during his rule and the rule of his descendants often reach the tens of millions. Stories of his massacres of innocent people and of using unarmed civilians to protect his own soldiers show him to have little regard for human life.

Others historians focus more on Khan’s role as a great leader and hero. Mongolian scholars, showing their national pride in their most famous countryman, argue that his reputation for brutality has been exaggerated. As historians from Europe and the United States have focused more on trade and toleration, they have noted the benefits of the Mongols’ rule. Genghis Khan forged a united China and established a system of Eurasian trade that renewed the links between China and Europe that had lapsed. Further, the Mongols were open to ideas and tolerant of different religions. Khan believed in a meritocracy, and he established one writing system across his empire. His rule opened the way for new systems of laws, for trade, and for cultural expansion.

One Persian historian takes a position broad enough that everyone can agree with: “Genghis was possessed of great energy, discernment, genius, and understanding, awe-inspiring, a butcher, just, resolute, an over-thrower of enemies, intrepid, sanguinary, and cruel.”

KEY TERMS BY THEME

STATE-BUILDINGMongolskhankuriltaiGenghis KhanJurchenskhanitesKara Khitai EmpireKhwarazm EmpirePax MongolicaKarakorumTangut EmpireOgodeiBatu

SaraiGolden HordeMoscowBattle of KulikovoHuleguBaibarsIl-khanateKublai KhanYuan DynastyDadu White Lotus SocietyZhu YuanzhangMing Dynasty

ENVIRONMENTGobi Desertyurt

TECHNOLOGYtumenssiege weapons

CULTUREThe Romance of the

West ChamberMarco Polo

14878WHAP_Book.indb 249 6/11/15 4:05 PM

Each chapter includes a Historical Perspective feature that

introduces signifi cant historical issues and confl icting interpretations.


Sampler at perfectionlearning.com/world-history-advanced-placement-exam|

40 U.S. HISTORY: PREPARING FOR THE ADVANCED PLACEMENT EXAM

KEY MULTIPLE-CHOICE QUESTIONS

Questions 1.1–1.3 refer to the following quotation.

“Be it therefore ordered and enacted. . . . That whatsoever person or persons within thisProvince…shallhenceforthblasphemeGod, that is,curseHimorshall deny our Savior Jesus Christ to be the Son of God, or shall deny the Holy Trinity . . . or the Godhead of any of the said Three persons of the Trinity or the Unity of the Godhead . . . shall be punished with death and confiscation or forfeiture of all his or her lands. . . . And whereas . . . that no person or persons whatsoever within this province, or the islands, ports, harbors, creeks, or havens thereunto belonging professing to believe in Jesus Christ, shall from henceforth be any way troubled, molested or discountenanced for or in respect of his or her religion nor in free exercise thereof within this province or the islands thereunto belonging nor any way compelled to the belief or exercise of any other Religion against his or her consent.”

TheMarylandActofToleration,1649

1.1 WhichofthefollowingreligiousgroupsweretheauthorsoftheMary-land Act of Toleration trying to protect?

(A) Jews

(B) Puritans

(C) Quakers

(D) Roman Catholics

1.2 Which of the following best summarizes the attitude toward religious beliefs expressed in this document?

(A) All individuals should be free to believe or not believe in God as they wished

(B) Religion was a personal matter that the government should not try to influence

(C) Christians should be able to practice their faith without fear of persecution

(D) The colony should be reserved for the one specific type of Christian-ity approved by the local government officials

E QUESTIONS

Multiple-choice questions are tied to a primary source

as presented in the 2017 exam.


$18.95Student Edition (softcover) TWX1910101 $ 21.95



NEW for NEW for NEW for NEW for NEW for NEW for 2017 Exam2017 Exam2017 Exam2017 Exam2017 Exam2017 Exam2017 Exam2017 Exam2017 Exam

Prices are subject to change without notice. | No further discounts apply. 5

Patterns of World History Peter von Sivers

A college-level course that encourages a broad-based understanding of continuity, change, and innovation in human history through a presentation of the global past

Comprehensive coverage of all topic areas for the AP® World History course

Features

• encourages students to see and understand patterns through origins, interactions, and adaptations

• Seeing Patterns, a list of key questions at the beginning of each chapter, focuses students on the three to five overarching patterns, which are revisited, considered, and synthesized at the end of each chapter in Thinking Through Patterns

• primary sources from a diverse array of voices lend both context and commentary to the main narrative, and serve as support when answering Document-Based Questions

• Against the Grain essays in each chapter illustrate how the discernment of patterns allows for an appreciation of alternatives

• Patterns of Evidence, end-of-chapter textual and visual sources, reflect a wide variety of genres and perspectives and enhance student engagement with key chapter patterns



Volume 1 covers The African Origins of Humanity (Prehistory–10,000 BCE) to Colonialism and Indigenous Responses in the Americas (1500–1800).

Volume 2 covers The Formation of Religious Civilizations (600–1450 CE) to A Fragile Capitalist-Democratic World Order (1991–present).

Sample page from the Volume Two Student Edition

Patterns Up Close essays discuss such topics as recent discoveries about early human/Neanderthal interaction, Islamic infl uences on European Gothic

architecture, and The Mayan Ball Game.


Order # Price

Combined Volumes One & Two with SourcesStudent Edition (hardcover) TWX1551306 $ 131.95


Combined Volumes One & Two without SourcesStudent Edition (hardcover) TWX1549206 $ 104.95


Volume One to 1600 with SourcesStudent Edition (hardcover) TWX1548906 $ 104.95


Volume One to 1600 without SourcesStudent Edition (hardcover) TWX1548806 $ 94.95


Volume Two Since 1400 with SourcesStudent Edition (hardcover) TWX1549106 $ 104.95


Volume Two Since 1400 without SourcesStudent Edition (hardcover) TWX1549006 $ 94.95



SOCIAL STUDIES Government

6

442 UNITED STATES GOVERNMENT AND POLITICS

THINK AS A POLITICAL SCIENTIST: ANALYZE AND INTERPRET WORLD MAPS OF U.S. FOREIGN POLICY (CONTINUED)

• What countries host U.S. military bases?

• What countries receive U.S. foreign aid?

• What areas have the strongest U.S. military presence?

• What countries or areas tend to receive the most aid? Why?

Compare the maps and write a short paragraph about the information provided. How do the two maps relate to each other? What conclusion can you draw about U.S. foreign policy by comparing the two maps? Provide evidence from the maps that supports your claim.

U.S. MILITARY TROOPS AND BASES AROUND THE WORLD

46 countries with noU.S. military presence

156 countries withU.S. troops

63 countries with U.S. military bases

7 countries host a newU.S. military base since 9/11

Think as a Political Scientist develops critical thinking skills in

three key areas: inquiring, analyzing evidence, and communicating.

United States Government & Politics Preparing for the Advanced Placement ExaminationEquip your students to excel on the current AP® United States Government and Politics Exam


Features• flexibly designed to use in a one-semester or one-year course • divided into six units mirroring the structure of the AP® U.S. Government

and Politics College Board Curriculum Framework• units feature a one-page overview highlighting Key Concepts from the

College Board Curriculum Framework• critical thinking skills reinforced in features throughout chapters and

assessed at the end of each unit• data from the 2012 election and recent Supreme Court decisions provide

up-to-date information for analysis• plentiful graphics and tables provide practice in interpreting visual information• chapter assessments include a full range of multiple-choice items, including

source-based questions, as well as two free-response questions, all modeled on the AP® United States Government and Politics Exam

• complete text of the United States Constitution, a practice exam, and an extensive bibliography


Sampler at perfectionlearning.com/united-states-government-and-politics|


Sample page from the Answer KeySample page from the Answer Key

Each question and feature in the Answer Key is correlated to the AP® Course

Description with the notation system provided by the College Board.

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By the People Debating American GovernmentJames A. Morone & Rogan Kersh

Challenge students to engage with, think about, and debate the history, structure, and function of 21st-century U.S. government and politics with this college-level program for your Advanced Placement classroom

Comprehensive coverage of all topic areas for the AP® United States Government and Politics course

Features• each chapter begins with a compelling story about unique individuals that

underscores the theme of the chapter • four key questions spark engagement and debate—Who governs? How does

our system of government work? What does government do? and Who are we? • By the Numbers boxes contain fun facts and help frame the complex reality

of American politics and government• Comparing Nations boxes discuss how other nations operate their courts,

legislatures, media, and elections and help students understand what is vital and distinctive about the United States

• See For Yourself features enable students to connect with a smart phone to videos and other interactive online content

• Bottom Line Summaries reinforce important concepts within each chapter section• Chapter Summaries, Key Terms, and Study Questions reach beyond the

facts and figures to enhance student understanding • FREE Student Companion Website provides Flashcards, Web Activities/Links,

Quizzes, and Interactive Media Activities• FREE Instructor Ancillary Resource Center offers the teacher a comprehensive

Instructor Manual, Test Bank interactive media activities, and PowerPoint presentation resources


Engaging photos, tables, and infographics bring essential themes

to life and build skills aligned with the College Board’s Framework.

What Do You Think? boxes encourage students to use critical thinking

and communication skills to debate both historical and contemporary issues

in American government.

Order # Price

Third EditionStudent Edition (hardcover) TWX1551706 $ 114.95


Brief Third Edition*Student Edition (hardcover) TWX1551606 $ 89.95


* Does not include By the Numbers feature


NEW EditionNEW EditionNEW EditionAvailable December 2016Available December 2016Available December 2016

Covers the 2016Covers the 2016Covers the 2016presidential election presidential election presidential election presidential election presidential election presidential election

8 perfectionlearning.com | (800) 831-4190

SOCIAL STUDIES Geography


Theoretical aspects of the fi eld are analyzed in Examining the Issues.


Links to Other Chapters, Questions for Critical Thought, Suggested

Readings, and On the Web activities further comprehension.

Order # Price

Student Edition (hardcover) TWX1549506 $ 89.95

Human GeographyWilliam Norton & Michael Mercier

A college-level course that examines how human behavior transforms the earth’s surface in response to changing social, cultural, and political needs

Comprehensive coverage of all topic areas for the AP® Human Geography course

Features

• historical coverage of human geography helps students understand the origins and evolutions of the discipline and provides insight into its future

• a thematic approach provides context through three recurring themes—Humans and Land, Regional Studies, and Spatial Analysis

• international examples throughout offer students a global perspective on human geography

• Around the Globe explores topics such as the World Trade Organization and flooding in Bangladesh, offering students a global perspective on human geography

• Focus on Geographers highlights notable geographers in the field and their ground-breaking research

• Examining the Issues examines key theoretical areas such as environmental determinism and psychogeography

• In the News draws students’ attention to current events that relate to human geography, such as “Social Media and the London 2011 Riots”

• FREE Student Companion Website includes a comprehensive Study Guide, Google Earth Tutorials, Student Quizzes, Video Links, and much more

• FREE Instructor Materials include a comprehensive Instructor Manual, National Geographic Videos Online, Image Bank, and PowerPoint Slides


SOCIAL STUDIES Geography/Psychology

Sampler at perfectionlearning.com/human-geography-ap-exam-prep|

PsychologyPreparing for the Advanced Placement ExaminationEquip your students to excel on the current AP® Psychology Exam


Features


• divided into 14 units mirroring the structure of the AP® Psychology College Board Curriculum Framework

• units feature a one-page overview focusing on critical thinking skills identified by the College Board and highlighting Key Concepts from the College Board Curriculum Framework

• Think as a Psychologist enhances critical thinking skills using the tools of psychologists in engaging features throughout the chapters

• plentiful graphics and tables for practice in analyzing/interpreting visual information

• chapter assessments highlight Key Terms, Concepts, and Contributors and provide a full range of multiple-choice items, including source-based questions and two free-response questions, all modeled on the AP® Psychology Exam



Available winter 2017Available winter 2017Available winter 2017

Available winter 2017Available winter 2017Available winter 2017

Sampler at perfectionlearning.com/psychology-ap-exam-prep|

Human GeographyPreparing for the Advanced Placement ExaminationEquip your students to excel on the current AP® Human Geography Exam


Features


• divided into seven units mirroring the structure of the AP® Human Geography College Board Curriculum Framework

• units feature a one-page overview focusing on critical thinking skills identified by the College Board and highlighting Key Concepts from the College Board Curriculum Framework

• Think as a Geographer enhances critical thinking skills using the tools of geographers in engaging features throughout the chapters

• plentiful graphics and tables for practice in analyzing/interpreting visual information

• chapter assessments highlight Key Terms, Concepts, and Contributors and provide a full range of multiple-choice items, including source-based questions, as well as one free-response question, all modeled on the AP® Human Geography Exam












SOCIAL STUDIES Psychology

10

Order # Price

Student Edition (hardcover) TWX1549306 $ 99.00


Common misconceptions are explored in Skeptic at Large,

requiring students to think scientifi cally.

Principles of PsychologyS. Marc Breedlove

A college-level course that teaches the reader how to think critically and scientifically about the underlying mechanisms of behavior

Comprehensive coverage of all topic areas for the AP® Psychology course

Features

• Vignette—each chapter begins with a story, an instance when behavior has a big impact on someone’s life; the chapter returns to the vignette several times to cover findings that relate to that particular case

• Researchers at Work—in every chapter, important discoveries are explained and illustrated to highlight the process of experimentation and hypothesis testing—the progression of experiments provides an increasingly sharper picture of the factors shaping behavior

• Psychology in Everyday Life—topics where knowledge of psychology might be applicable to everyday life, such as whether people with schizophrenia are violent, the importance of “blind” auditions for musicians, or how conditioned taste aversion might cause you to stop eating sushi when you used to love it

• The Cutting Edge—explores an exciting report of current research; showing students these vibrant experiments will emphasize that psychology research remains well and alive

• Think Like a Psychologist: Principles in Action—to close each chapter, each behavioral principle is related back to the vignette




Content is organized around four well-established core principles that serve as touchstones for the fi eld of psychology.

MATHEMATICS


AP® StatisticsPreparing for the Advanced Placement Examination

Maximize scores on the AP® Statistics exam with a complete review in an easy-to-use format

Help students develop the skills and strategies needed to succeed on the Advanced Placement Statistics examination. This review text was written to assist students in preparing for the exam and to supplement a course in AP® Statistics.

Features• full coverage of the College Board’s AP® Statistics curriculum• an introductory chapter provides general information about the test and

test-taking tips• how-to tips and examples show step-by-step methods of approaching

and solving problems• provides information on using graphing calculators or computers to

perform analyses• review exercises after each section assess understanding of the concepts

and procedures and reinforce skills • chapter assessments are presented in the same format as the AP® exam• five simulated AP® Statistics exams provide students with opportunities

to assess readiness under test conditions• answers with explanations for all exercises, chapter assessments, and

model examinations

For a general discrete probability distribution, we have the following formu-las for the mean and variance of the distribution:

If the sample space of an event contains the values x1 , x2 , . . . , xn , havingprobabilities of occurring of p1, p2 , . . . , pn, then the mean of the probability dis-tribution is

�x � x1p1 + x2p2 � . . . � xnpn

��n

i�1xi pi

and the variance is

� 2 � (x1 � �x)2 p1 � (x2 � �x)2 p2 � . . . � (xn � �x)2 pn

��n

i�1(xi � �x)2 pi

The mean of a probability distribution is denoted by the Greek letter � (mu),rather than x� as the mean for sample data. Similarly, the variance of the distri-bution is denoted by the Greek letter � 2 (sigma) instead of s2 for sample data.Consequently, � is the symbol for the standard deviation of the probability dis-tribution.

Expected Value and Standard ErrorIn this context, the mean is usually given the name expected value; in somebooks, the standard deviation is called the standard error.

EXAMPLE 2

Mean and StandardDeviation of a General

Discrete RandomVariable

Anticipating Patterns: Producing Models Using Probability and Simulation 121

Determine the expected number of heads and the standard error in three coin flipsusing the definition. Verify by using the binomial formulas.

Solution

Expected Value � � � �3

i � 0xi pi � 0 � .375 � .750 � .375 � 1.5 heads

Standard Error � � � ��3

i ��

0(�xi� �� )2�p�i�

� �.2�8�1�2�5� �� .�0�9�3�7�5� �� .�0�9�3�7�5� �� .�2�8�1�2�5� � .866

This distribution is binomial with n � 3 and p � .5. Therefore, by the binomial formulas,

Expected Value � np � 3(.5) � 1.5

Standard Error � �n�p� (1� ��p�)� � �(1�.5�)(�.5�)� � .866

Outcome:Number of heads (x i ) Probability (pi ) Product, xi pi (xi ��)2pi

0 3C0 (.5)0 (.5)3 � .125 0 .281251 3C1 (.5)1 (.5)2 � .375 .375 .093752 3C2 (.5)2 (.5)1 � .375 .750 .093753 3C3 (.5)3 (.5)0 � .125 .375 .28125

For a general discrete probability distribution, we have the following formu-Mean and Standard

Concise instruction and examples show methods of approaching

and solving problems.


Deviation of a General

ContentsChapter 1: Introduction

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2How to Use This Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2About the Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Important Features of AP Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 2: Exploring Univariate Data2.1 Basic Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82.2 Constructing Graphical Displays of Univariate Data . . . . . . . . . . . . . . . . . . . . . 102.3 Interpreting Graphical Displays of Univariate Data . . . . . . . . . . . . . . . . . . . . . . 162.4 Summarizing Distributions Numerically: Center and Spread . . . . . . . . . . . . . 182.5 Summarizing Distributions: Relative Location and Position . . . . . . . . . . . . . . 262.6 Comparing Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Chapter 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter 3: Exploring Bivariate Data3.1 Patterns in Scatterplots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383.2 Means and Standard Deviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413.3 Correlation and Linearity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423.4 Least Squares Regression Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483.5 Residual Plots, Outliers, and Influential Points . . . . . . . . . . . . . . . . . . . . . . . . . . 543.6 Transformations to Achieve Linearity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603.7 Exploring Categorical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66


Chapter 4: Planning a Study: Deciding What and How to Measure4.1 Basic Terminology and Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 744.2 Sampling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764.3 Controlled Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 844.4 Observational Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92


Chapter 5: Anticipating Patterns: Producing Models Using Probability and Simulation5.1 Basic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 985.2 Calculating Probabilities for Combinations of Events . . . . . . . . . . . . . . . . . . . . 1045.3 Counting Techniques (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1095.4 Binomial and Geometric Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1135.5 Probability Distributions of Discrete Random Variables . . . . . . . . . . . . . . . . . . 119

iv

Chapter 3: Exploring Bivariate Data

Chapter 4:

5.6 Probability Distributions of Continuous Random Variables . . . . . . . . . . . . . . . 1245.7 Normal Approximation of the Binomial Distribution . . . . . . . . . . . . . . . . . . . . 1295.8 The Sum and Difference of Random Variables . . . . . . . . . . . . . . . . . . . . . . . . . . 1345.9 Overview of Theoretical Probability Functions . . . . . . . . . . . . . . . . . . . . . . . . . . 1395.10 Simulating Events With Random Digits Tables and the TI-83/84 . . . . . . . . . . 144


Chapter 6: Sampling Distributions6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1506.2 The Concept of a Sampling Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1516.3 The Sampling Distribution of a Sample Proportion . . . . . . . . . . . . . . . . . . . . . . 1566.4 The Sampling Distribution of a Difference of Two Proportions . . . . . . . . . . . . 1606.5 The Sampling Distribution of a Sample Mean (� known) . . . . . . . . . . . . . . . . . 1656.6 The Sampling Distribution of a Sample Mean (� unknown) . . . . . . . . . . . . . . . 1686.7 The Distributions Associated With a Difference of Sample Means . . . . . . . . . . 1746.8 Summary of Distributions and Their Conditions . . . . . . . . . . . . . . . . . . . . . . . . 178


Chapter 7: Statistical Inference7.1 The Concept of Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1847.2 Calculation of Confidence Intervals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1887.3 Properties of Confidence Intervals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1927.4 The Concept of Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1997.5 Tests of Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2027.6 Type I and Type II Errors and the Concept of Power . . . . . . . . . . . . . . . . . . . . . 2237.7 Inference for the Slope of a Regression Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2307.8 Inference for Categorical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237


Chapter 8: Interpreting Computer and Calculator Printouts8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2508.2 Regression Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2508.3 Confidence Interval for a Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2558.4 Hypothesis Test: One-Sample t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2568.5 Hypothesis Test: Two-Sample t-Test of Means . . . . . . . . . . . . . . . . . . . . . . . . . . . 2578.6 Contingency Tables: Test of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Five Model ExaminationsModel Examination 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Model Examination 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274Model Examination 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284Model Examination 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294Model Examination 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

v

7.4 The Concept of Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1997.5 Tests of Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2027.6 Type I and Type II Errors and the Concept of Power . . . . . . . . . . . . . . . . . . . . . 2237.7 Inference for the Slope of a Regression Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2307.8 Inference for Categorical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237


Chapter 8: Interpreting Computer and Calculator Printouts

Full coverage of the College Board’s

AP® Statistics curriculum.

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41

MAIN IDEA 1: Limits

Lesson 1: Limit Definition and Basics

• Definition of Limit

• Numerical and Graphical Estimation of Limits

• Using Limits to Describe Asymptotic and Unbounded Behavior of Functions

Explain: Definition of LimitA limit of a function f(x) is a real number, R, that the function tends to as x moves arbitrarily close to a number, c. We denote this by

To determine the value of the limit R, of a function f(x), we take values of x that are closer and closer to c, both from its left- and right-hand side, which we substitute into the function and observe the behavior of the value of the function. If, in both cases, the function tends to a specific number, we say the limit exists and is equal to the value . Otherwise, the limit does not exist. In addition, if the value of f(x) tends to be increasingly larger or smaller without bound, we say the limit does not exist.

=→

f x Rlim ( )x c


MATHEMATICS

AP® Calculus AB/BCPreparing for the Advanced Placement Examinations

Develop students’ skills, knowledge, and test-taking confidence needed to ace the AP® Calculus AB/BC exams with this straightforward, comprehensive review of skills and strategies

Features• fully-revised edition for the new 2017 exams• a diagnostic test identifies strengths and weaknesses for targeted study• organized by the College Board’s AP® Calculus Big Ideas• clear instructional explanations, scaffolded models, and AP®-style practice

questions for all standards outlined in the 2016–2017 syllabus• model problems employ highly-effective gradual release by starting with

full explanations and answers, moving to partial explanation and hints, and concluding with a problem to assess student mastery

• embedded Mathematical Practices for AP® Calculus (MPACs)• teacher talk for MPAC-tagged problems develops mathematical lines of

reasoning in students• support on the effective use of graphing calculators• summary tests for each Main Idea identify precise personalized areas of study

for each student• four full-length AP®-style model examinations


The book structure follows the College Board’s Understanding By Design to enhance conceptual understanding.

NEW for NEW for NEW for NEW for NEW for NEW for 2017 Exams2017 Exams2017 Exams2017 Exams2017 Exams2017 Exams


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Introduction Diagnostic Examination Correlation Chart

Prerequisite Ideas Prerequisite Ideas Assessment

Main Idea #1: Limits Main Idea #1 Summary Assessment Correlation Chart

Main Idea #2: Derivatives Main Idea #2 Summary Assessment Correlation Chart

Main Idea #3: Integrals and the Fundamental Theorem of Calculus Main Idea #3 Summary Assessment Correlation Chart

Main Idea #4: Series (BC Exam Only) Main Idea #4 Summary Assessment Correlation Chart

AB Model Examination 1AB Model Examination 2BC Model Examination 1BC Model Examination 2Correlation Charts

Index

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Table of Contents


MATHEMATICS

Main Idea 1: Limits 42

MODEL PROBLEMS

1. Find the limit of the function = − +f x x( ) 3 1 as x approaches −∞ .

(A) ∞ (B) –3

(C) −∞

(D) 0

Solution

When the value of x is sufficiently negative, the function is positive. When x decreases in value without bound, the function increases in value without bound,

hence no finite value is arrived at and xlim 3 1 .x

)(− + = ∞→−∞

The correct option is (A).

2. Evaluate x xlim 4 2 .x

3 )( + +→∞

(A) ∞ (B) –3

(C) −∞

(D) 0

Solution

What happens to the value of the dependent variable in a cubic function when the independent variable increases without bound? Does the function tend toward a finite real number or does it also increase without bound?

FR 3. Evaluate x

xlim

2

1x 1 −→ and explain your answer.

Solution

From our previous knowledge, we know that this function has a vertical asymptote at x = 1. What does that mean for the limit of this function as x approaches 1?

Model Problems with scaffolded solutions review the College Board’s new objectives

and ensure student understanding.


Calculator Notes throughout the text prepare students for the calculator section of the AP® exam.

Each main idea concludes with aSummary Assessment and Correlation Chart to identify

strengths and weaknesses for personalized study.


PHYSICS

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Principles of PhysicsAddress Advanced Placement Physics with this best-selling digital curriculum

This comprehensive college-level, algebra-based program is designed to cover all the topics required for the new Advanced Placement Physics 1 and 2 exams. This program can also be used for introductory physics courses that require more rigorous support for advanced topics and preparation for the AP® Physics exams.

Interactive Whiteboards Thousands of whiteboards, with audio, provide virtually limitless opportunities to help students visualize and master physics concepts. Each interactive whiteboard is matched with textual support.

• Problems, equations, and solutions roll out step-by-step as the animation progresses through the concept.

• Simulations give students the chance to see physics in action, bringing each concept to life.

• Audio support allows students to focus on the animation at each step.

• The self-paced process allows students or teachers to replay the whiteboards as many times as necessary to reinforce instruction.

Interactive SimulationsHundreds of interactive activities keep students engaged. A variety of simulations, games, and digital tools empower students to apply and test their knowledge while solving real-life problems.

• Encourage collaborative learning in whole class or small group settings.

• Accurately model physics concepts —pause at any time to record data points —rerun using alternative starting values • Example interactive problems — apply sufficient force as a skier to jump over a chasm and

land correctly — apply the conservation of momentum in two dimensions

to make a pool shot — use Ohm’s law to calculate the resistance needed in a

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Problem-Solving SupportKey problem types are presented with math support.

• Sample problems provide worked out examples.

• Interactive CheckPoints throughout each chapter provide step-by-step help as needed.

Perfect prep for Perfect prep for Perfect prep for Perfect prep for Perfect prep for Perfect prep for AP® Physics 1 and 2 examsAP® Physics 1 and 2 examsAP® Physics 1 and 2 examsAP® Physics 1 and 2 examsAP® Physics 1 and 2 examsAP® Physics 1 and 2 exams


Assessment Problem sets at the end of each chapter provide extensive practice. Problems contain hyperlinks back to materials allowing students easy access to instructional information.

Quizboards at the end of each chapter provide students a review of key concepts. Hints provide progressively more help if students encounter difficulty.

Online Homework and Course ManagerA complete set of assessment and management tools

• extensive item bank to build assignments and tests

• automated scoring

• create and manage classes; add or drop students

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Physics for Scientists & Engineers This comprehensive college-level, calculus-based program is designed to cover all the topics required for the Advanced Placement Physics C exams. The program features are the same as for Principles of Physics (see pages 14 and 15).

• Interactive Whiteboards

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• Online Homework and Course Manager

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Perfect prep for Perfect prep for Perfect prep for Perfect prep for Perfect prep for Perfect prep for AP®AP®AP®AP®AP®AP® Physics C exam Physics C exam Physics C exam Physics C exam Physics C exam Physics C examAP® Physics C examAP®AP®AP® Physics C examAP® Physics C examAP® Physics C examAP®AP®AP® Physics C examAP®AP® Physics C examAP®AP®AP® Physics C examAP® Physics C examAP® Physics C examAP®AP®AP® Physics C examAP®

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Questions are leveled from basic to challenging.


WORLD LANGUAGES Spanish

Spanish Four Years Advanced Spanish with AP ComponentMaster the linguistic and cultural content needed to achieve advanced-level proficiency in Spanish

Encourages students’ independent exploration and learning to help them become lifelong learners of Spanish. Perfect for a full-year Spanish course or as a supplement in preparation for the current AP® Spanish exam.

Features• the topical organization allows for maximum flexibility of use by teachers

and students• a review of grammar through various types of exercises based on

authentic language materials• readings with exercises integrate grammar and culture with

communicative skills• prepares students for comprehensive AP® testing• includes portfolio/authentic assessment exercises• provides a timeline of Spanish/Spanish American history and literature• includes guidelines for stress and accent marks, word building, and verbs

and Spanish/English and English/Spanish glossaries

Audio ProgramThe companion audio program with voices of native speakers reinforces language skills and comprehensive testing skills. A script is included.

Advanced Placement ReadersEnjoy authentic readings highlighting Spanish language and culture

Lecturas Avanzadas: Spanish AP Reader Features

• an excellent survey of Spanish culture and thought within each Spanish literary work

• primary source selections represent different geographic areas of the Spanish-speaking world

• includes an introduction to the study of poetry that familiarizes students with related poetic devices and terms

Prosa moderna del mundo hispánicoFeatures

• authentic readings by recognized Spanish and Spanish American authors, including Allende, Rulfo, Matute, Zeno Gandiá, Cela, Aldecoa, and Rivera

• each selection is followed by multiple-choice questions, topics for class discussion, and a work study section

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Sample page from the Student Workbook

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Students learn to compare relevant topics in their country

with Spanish-speaking countries.


WORLD LANGUAGES French

French Four YearsAdvanced French with AP ComponentMaster the linguistic and cultural content needed to achieve advanced-level proficiency in French

Features

• grammar is written in English but all exercises require that answers be given in French

• topics of the 22 featured readings are varied and relevant to students’ age and experience

• the final reading in each chapter is followed by questions, essays, research projects, or discussions that provide alternative forms of assessment

• students are encouraged to read the short biographical notes given at the end of each chapter to make short, knowledgeable presentations

• reflects the current AP® French Language and Culture Test, and modes of communication and 5Cs

Audio ProgramDrills skills in speaking, listening, and reading comprehension. Reflects the current AP® French Language and Culture Test. A script is provided.

Cours Supérieur de FrançaisExplore the language and literature of France in the fourth year of French language acquisition

Features

• units include structure et usage, étude de vocabulaire, locutions idiomatiques, esquisse de la littérature Française, and compréhension auditive

• a detailed unit on literature guides the student and tests their understanding of the selections by means of questions on content, style, and literary merit

• challenging exercises, all in French, give students continuous practice in speaking, reading, and writing

Douze Contes de Maupassant French AP Reader Enhance already advanced reading skills while enjoying unique stories in French

Features

• includes 12 stories, all in French, emphasizing vocabulary and cultural context

• students gain an appreciation for literary techniques and acquire a deeper knowledge of the French language

• series of exercises follows each story to assess reading comprehension

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LITERATURE AND COMPOSITION

AP® Literature and Composition:Preparing for the Advanced Placement ExaminationA reader-friendly approach to the content students need to know to succeed on the AP examThis text reviews what students have learned in class—literary terms, allusions, reading strategies, writing tips, and much more—in preparation for the AP® Literature and Composition exam.

Features • two complete practice tests with scoring rubrics• authentic student-written essays with teacher analysis• strategies for analyzing poetry and prose• techniques for answering multiple-choice questions and essay prompts• improves understanding of concepts through guided practice• includes tips for how the wording of multiple-choice questions provides clues

to an answer

Example:

1. The dominant device used by the author is(A) comparison and contrast(B) appeal to emotion(C) extended analogy(D) hyperbole(E) interior monologue

“Effect”This question asks you to understand the technique of lines in a ques-tion and also to choose why they are used (what effect they have on thepassage). This is a good type to skip if time is running out. Be sure toget the lines in context, because this is the only way to understand theeffect in addition to the meaning of the lines. The purpose of a sentenceor line is usually to introduce an idea, set the tone, solidify somethingthat was said before it, or serve as a thesis.

Example:

1. The speaker includes descriptions of Barton Williamsprimarily to provide all of the following except(A) an example of the type of man Shirley is expected to

marry(B) a parallel with Bethune Street(C) a symbol of the boring future to which Shirley sees

herself doomed(D) a contrast to the dreamy but exciting Arthur(E) an interlude of comic relief

“Excerpted Words”Read and reread the entire sentence in which the word is found, as wellas a few lines before and after the excerpted words. If you are still un-able to ascertain the meaning, identify the device, etc., reread the en-tire paragraph or stanza. Eliminate the obviously incorrect answersand work with what’s left.

Example:

1. In line 11, “convolutions” refers to(A) convictions(B) coils(C) irregular folds(D) intricate passages(E) agitations

“Infer/Suggest”Some questions will ask you to construe the meaning of an excerptbased on the context and connotations of the piece. Avoid taking a lit-eral view of the question: Look for deeper meaning. At the same time,

Amsco’s AP Literature and Composition

88

able to ascertain the meaning, identify the device, etc., reread the en-

Step 1: Read the Prompt Carefully

What are some of the important words in the prompt?

What elements of the prompt do you need to explore?

Note that the key to the question is its second part: Why does thereader feel admiration for that person? How has the author encouragedrespect for the character?

Step 2: PlanOnce you dissect the question, you can then move on to brainstorming alist of characters that would be suitable for discussion. The best way toselect a character is to brainstorm/cluster/outline until you have severalgood possibilities. Limit your choices to works you have read and are fa-miliar with. Too often, movies are quite different from the books uponwhich they’re based, and your reader knows that. So do not chooseMoby-Dick, for example, if you have only seen the movie.

Remember that you are NOT limited to the list provided by theCollege Board. (As readers, we remember being relieved when a studentselected a book not on the list. Taking risks and being different can reapbenefits.) However, make sure your selection is relevant. Try not to se-lect too arcane a book. Look over the books suggested, circle the ones

cruel or reprehensible acts corrupt, base, or amoral. In liter-ature, however, authors often introduce us to characterswhom we learn to like or even respect, despite their deeds.

Write an essay about one such character for whom youdeveloped admiration or compassion. Briefly explain why youfelt his or her behavior to be condemnable or contemptible,and how the author’s techniques influenced you to admirethat person. Do not summarize the plot. (40 minutes)

Great Expectations Things Fall Apart

Jane Eyre Light in August

Wuthering Heights Beloved

Medea Native Son

Othello The Stranger

Crime and Punishment Antigone

Richard III The Scarlet Letter

Moby-Dick Billy Budd

Amsco’s AP Literature and Composition

200

able to ascertain the meaning, identify the device, etc., reread the en-tire paragraph or stanza. Eliminate the obviously incorrect answersable to ascertain the meaning, identify the device, etc., reread the en-tire paragraph or stanza. Eliminate the obviously incorrect answers

you know, and add any titles that you think are appropriate and thatyou know well. Or you might begin by thinking of characters ratherthan book titles.

Characters:

___________________ __________________ ___________________

___________________ __________________ ___________________

___________________ __________________ ___________________

After you have created your list, consider the reasons why you feelsympathetic toward one of the characters. You can make a serious errorhere if you did not read the prompt carefully. You must choose a char-acter you liked despite some bad or cruel things he or she did. This is thetime to limit your choice and begin your cluster. Did the character’sbackground or personal experiences elicit empathy? Was the authorialvoice intrusive and judgmental? Did the author’s language and dictionevoke positive feelings? Were the character’s evil actions justifiable?Were there mitigating circumstances?

Since your reader is already very familiar with the work, and sinceyou have been instructed not to summarize the plot, you need not dwellon the character’s dark side—his or her immorality or evil or selfish-ness. Briefly mention the reasons why he or she is considered evil; thendiscuss the events or characteristics that elicited your compassion.

This is the time to select one character and quickly jot down the reasons you feel sympathy toward that person.

From your cluster, write the first paragraph of your essay respondingto the prompt. Remember to remain focused.

Prompt A: Sample Student ResponsesHere are a couple of sample first paragraphs written by students.

The Open Literature Question

201

From your cluster, write the first paragraph of your essay respondingFrom your cluster, write the first paragraph of your essay responding

Step-by-step guidance for how to

answer the open-ended literature question.


Includes tips for how the wording of multiple-choice

questions provides clues to the answer.


$15.75Student Edition (softcover) TWX13529 $21.95Student Edition Online (1-year license) TWX13529D $21.95

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SALES C

ON

SULTA

NTS


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