FRQWritingCommandsandtheirProtocols

Low-OrderCommandsProtocolforIDENTIFYwritingprompt:Simplyput,provideabriefreason.2-6wordswillsufficethoughencourageacompletesentencethatalsoincorporatesthequestion.2012Q1A:Identifythreeexamplesofwallsorotherbarriersbuiltbycountriesinthetwentiethandtwenty-firstcenturies.

ProtocolforIDENTIFYUSINGAMAPwritingprompt:Rubricsacceptanswersforpropernamesoflocationsandvernacularregions.ThisisthesameforthepromptNAMEUSINGAMAP.2012Q3A:IdentifyCountriesX,Y,andZonthemapabove.

ProtocolforDEFINEwritingprompt:Defineistheeasiesttypeoflow-orderquestion.Studentswillgetapointforproperlywritingacleardefinitionofwhatisasked.2015Q3A:Definetheterm“refugee.”

ProtocolforNAMEwritingprompt:Providepropernamesofaphenomenon.Onewordanswersareacceptable,thoughencourageacompletesentencethatincorporatesthequestionintheanswer.2001Q1Aiii:Nametworegionsindifferentpartsoftheworld,wheretheGreenRevolutionhashadasignificantimpactoncropyields.

ProtocolforNAMEUSINGAMAPwritingprompt:Simplyput,studentsmustnamethelocationorphenomenononaprovidedmap.Propernamesarerequired.Examplescomefromthe2002questionaboutnamingstates,nations,andnation-states;andthe2009questionthataskedstudentstonamethereligiousgroupsintheUnitedStates.20091A:Usingthelettersinthelegend,namethethreereligiousgroupsshownonthemap.

ProtocolforLISTwritingprompt:(Onlyin2004)AsimplebulletpointlistisallthatAPrequiresofthekids.A2-4wordanswerwillsuffice,thoughencourageacomplexsentencethataddressesthequestionandusescommastoseparatethelistedanswers.2004Q2A:Listtwofactorsthathaveincreasedthedemandforpoultry.

High-OrderCommandsProtocolforDESCRIBEwritingprompt:Havestudentswritethecharacteristicsofwhatisbeingasked.Usuallywhenpromptedthisquestion,theAPquestionsareaskingforthemtodescribeaplaceorregion.However,studentsmightalsoberequiredtodescribeapersonorsituationdependingonthecourse.In2014theyusedtheworddescribe,howeverontheirrubric,itaskedforasimpledefinition.2009Q2A:Describeatypicallocationofsquattersettlementswithinurbanareasofmegacitiesontheglobalperiphery.

ProtocolforDISCUSSwritingprompt:Givefactualinformationaboutatopic.Writeafactualsplatonwhatthepromptasks.Facts,facts,facts-thenexplainprotocol:In2009,thediscusspromptdidnotrequireanexplanation.

1. TopicFact2. Thenanswerthequestion,“whatisthereasonforthis?”–Studentsshouldwrite-“Thereasonforthisfact

beingthewaythatitis…”2015Q3B:DiscussONEpolitical,ONEsocial,andONEenvironmentalreasonwhyrefugeesfleetheircountryoforigin.

ProtocolforIDENTIFYANDDISCUSSwritingprompt:UsetheprotocolforIDENTIFYandthentheprotocolforDISCUSS,thoughthe1.TopicFactprotocolunderDISCUSSmaybecomeredundantafteransweringtheIDENTIFICATIONprompt.2015Q1C:IdentifyanddiscussTWOpoliticalconsequencesthatcouldresultfromredistricting.

ProtocolforIDENTIFYANDCOMPARE/CONTRASTwritingprompt:Studentsreceivepointsonlywhencomparingtwoormorephenomenonandmentioningwhatishappeningoneachside.StudentswillNOTreceivepointswhenonlystatingonephenomenonthatoccursononetopicalone.Havestudentsfollowapatternsuchas,“Applesaresimilar/differenttoorangesinthatApples______,whileOranges_______.”2014Q1A:Identifyandcomparethreedifferencesbetweenthestagesofeconomicgrowthandthecore-peripherymodel.

ProtocolforEXPLAIN(typically2pts)orIDENTIFYANDEXPLAINwritingprompt:

1. Provideabriefreasonofwho/what/where/when/why/howpeople/places/situationsare/is/was/willbeaffected.

2. Thenwrite,“Toexplainwhere/when/why/how/whatis/hashappened/happening/willhappenisbecause…”

2013Q2B:Identify and explain one social consequence and one economic consequence that countries face as their populations age.

2012 Q2C: Explain one reason why shifting cultivation was sustainable in the past.

ProtocolforEXPLAINUSINGEXAMPLESwritingprompt:UsethewritingprotocolforEXPLAINandthenusearealworldexampletostrengthentheexplanation.Dependingontherubric,someresponsesmightrequireareal-worldexamplewhileothersageneralexample.

2010Q2B:Using an example of a specific industry other than the one portrayed on the map above, explain under what conditions an industry would locate near raw materials.

ProtocolforAPPLYANDEXPLAINwritingprompt:(Onlybeenaskedonce)Thispromptmayrequireastudenttoapplyaprinciple,theory,orconcepttoagivenmap,chart,graph,orimage.StudentsshouldbeabletofirstIDENTIFYthecorrectprinciple,theory,orconceptandthenEXPLAINhowthegivenmap,chart,graph,orimageexemplifiesit.2007Q1B:Choose either activity X or activity Y and apply the underlying principles of von Thünen’s agricultural land-use model to explain the location of the activity.

ProtocolforAPPLYANDPREDICTwritingprompt:(Onlybeenaskedonce)Thispromptmayrequireastudenttoapplyaprinciple,theory,orconcepttopredictwherethephenomenonwilloccurandorwhattheeffectswillbe.StudentsshouldbeabletofirstIDENTIFYthecorrectprinciple,theory,orconceptandthentoEXPLAINhowtheirprinciple/theory/conceptwillmakeanimpact.2007Q1A:Apply the underlying principles of von Thünen’s agricultural land-use model to predict the locations of the activities shown in X and Y relative to a large urban area.