ap11_frq_english_language_formb

ap11_frq_english_language_formb - AP® English Language and...

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Unformatted text preview: AP® English Language and Composition 2011 Free-Response Questions Form B About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. © 2011 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service and inspiring minds are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.org/inquiry/cbpermit.html. Visit the College Board on the Web: www.collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.com. 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) ENGLISH LANGUAGE AND COMPOSITION SECTION II Total time—2 hours Question 1 (Suggested time—40 minutes. This question counts for one-third of the total essay section score.) Green living (practices that promote the conservation and wise use of natural resources) has become a topic of discussion in many parts of the world today. With changes in the availability and cost of natural resources, many people are discussing whether conservation should be required of all citizens. Carefully read the following six sources, including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-written essay that develops a position on the extent to which government should be responsible for fostering green practices. Make sure that your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parentheses. Source A Source B Source C Source D Source E Source F (Winters) (Webber) (Friedman) (Samuelson) (graph) (“Energy Savers”) © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -2- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source A Winters, Sevastian. “The Pros and Cons of the United States ‘Going Green’: Is Environmental Consciousness Really All Good?” Associated Content. Associated Content, Inc., 3 Aug. 2009. Web. 18 Aug. 2009. The following is excerpted from an online article about the United States going green. Note: The article by Sevastian Winters does not appear on this website due to copyright constraints. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -3- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source B Webber, Alan M. “U.S. Could Learn a Thing or Two from Singapore.” Editorial. USA Today. USA Today, 14 Aug. 2006. Web. 17 Aug. 2009. The following is excerpted from an online editorial in a national newspaper. It’s time to take . . . a look at how Singapore’s transportation policymakers deal with the tyranny of the automobile. Start with Singapore’s general approach to every policy issue. The overarching premise is that the government intends to run the country with a business-driven perspective. That’s an idea you’d think would appeal to President Bush, America’s first MBA chief executive. . . . So what is it that the Singaporean government has crafted as its comprehensive policy approach to the auto? The first thing you need to know is, if you want to buy a car in Singapore, you first must buy a permit to buy a car. . . . The current price is roughly $10,000 for a midsize car. And here’s the policy kicker: The money goes into supporting an efficient, highly developed mass transit system, which today handles about 4 million rides per day, compared with 3 million daily private auto trips. Taxes are the other energy-conserving measure adopted by the Singaporean government. In particular, car buyers pay an annual tax that specifically punishes high-powered, gas-guzzling engines. But for every stick there’s a carrot: The government awards a lump sum tax rebate of 40% of the price of a vehicle to Singaporeans who opt for hybrids. As any public policy wonk will tell you, tax policy is public policy. In the case of Singapore, the policy message is clear: Gasoline is scarce and expensive—and likely only to become more so. Tax policies that encourage conservation and punish waste just make sense. . . . These are just a few of the thoughtfully aligned policy incentives adopted in Singapore. More important, perhaps, Singapore is only one of many places in the world that is making energy conservation and auto management a priority. Just as globalization has made American companies learn from other businesses around the world, so the opportunity exists for mayors, governors and even members of Congress and White House officials to learn from more advanced, more adventurous nations. “U.S. Could Learn a Thing or Two from Singapore” by Alan Webber, copyright © 2006 by Alan Webber. Used by permission of the author. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -4- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source C Friedman, Thomas L. Hot, Flat, and Crowded: Why We Need a Green Revolution—and How It Can Renew America. New York: Farrar, 2008. Print. The following is excerpted from a book about the need for a green revolution. America has a problem and the world has a problem. America’s problem is that it has lost its way in recent years— partly because of 9/11 and partly because of the bad habits that we have let build up over the last three decades, bad habits that have weakened our society’s ability and willingness to take on big challenges. The world also has a problem: It is getting hot, flat, and crowded. That is, global warming, the stunning rise of middle classes all over the world, and rapid population growth have converged in a way that could make our planet dangerously unstable. In particular, the convergence of hot, flat, and crowded is tightening energy supplies, intensifying the extinction of plants and animals, deepening energy poverty, strengthening petro-dictatorship, and accelerating climate change. How we address these interwoven global trends will determine a lot about the quality of life on earth in the twenty-first century. I am convinced that the best way for America to solve its big problem—the best way for America to get its “groove” back—is for us to take the lead in solving the world’s big problem. In a world that is getting hot, flat, and crowded, the task of creating the tools, systems, energy sources, and ethics that will allow the planet to grow in cleaner, more sustainable ways is going to be the biggest challenge of our lifetime. But this challenge is actually an opportunity for America. If we take it on, it will revive America at home, reconnect America abroad, and retool America for tomorrow. America is always at its most powerful and most influential when it is combining innovation and inspiration, wealth-building and dignity-building, the quest for big profits and the tackling of big problems. When we do just one, we are less than the sum of our parts. When we do both, we are greater than the sum of our parts— much greater. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -5- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source D Samuelson, Robert J. “Selling the Green Economy.” Washington Post. The Washington Post Company, 27 Apr. 2009. Web. 18 Aug. 2009. The following is excerpted from an online article in a national newspaper. Few things are more appealing in politics than something for nothing. As Congress begins considering anti-globalwarming legislation, environmentalists hold out precisely that tantalizing prospect: We can conquer global warming at virtually no cost. Here’s a typical claim, from the Environmental Defense Fund (EDF): “For about a dime a day [per person], we can solve climate change, invest in a clean energy future, and save billions in imported oil.” This sounds too good to be true, because it is. . . . The claims of the Environmental Defense Fund and other environmentalists . . . rely on economic simulations by “general equilibrium” models. An Environmental Protection Agency study put the cost as low as $98 per household a year, because high energy prices are partly offset by government rebates. With 2.5 people in the average household, that’s roughly 11 cents a day per person. The trouble is that these models embody wildly unrealistic assumptions: There are no business cycles; the economy is always at “full employment”; strong growth is assumed, based on past growth rates; the economy automatically accommodates major changes— if fossil fuel prices rise (as they would under anti-global-warming laws), consumers quickly use less and new supplies of “clean energy” magically materialize. There’s no problem and costs are low, because the models say so. But the real world, of course, is different. . . . Countless practical difficulties would arise in trying to wean the U.S. economy from today’s fossil fuels. One estimate done by economists at the Massachusetts Institute of Technology found that meeting most transportation needs in 2050 with locally produced biofuels would require “500 million acres of U.S. land— more than the total of current U.S. cropland.” America would have to become a net food importer. . . . The selling of the green economy involves much economic make-believe. Environmentalists not only maximize the dangers of global warming—from rising sea levels to advancing tropical diseases—they also minimize the costs of dealing with it. Actually, no one involved in this debate really knows what the consequences or costs might be. All are inferred from models of uncertain reliability. From The Washington Post, © 04/27/2009 The Washington Post. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of the Material without express written permission is prohibited. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -6- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source E Rheault, Magali. “In Top Polluting Nations, Efforts to Live ‘Green’ Vary.” Gallup. Gallup, Inc., 22 Apr. 2008. Web. 18 Aug. 2009. The following is excerpted from an article on the results of polls on environmental awareness conducted in 2007. According to the Energy Information Administration, the United States, China, Russia, Japan, and India together account for 54% of the world’s total carbon dioxide emissions, which represent the largest share of man-made greenhouse gases. Gallup Polls conducted in 2007 show that American and Japanese residents express the highest levels of environmental stewardship. Copyright © 2008 GALLUP. Reprinted with permission. All Rights Reserved. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -7- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Source F United States. Department of Energy. Office of Energy Efficiency and Renewable Energy. Energy Savers Booklet: Tips on Saving Energy & Money at Home. 6 Aug. 2009. Web. 18 Aug. 2009. The following is excerpted from a Web site published by the United States Department of Energy. Did you know that the typical U.S. family spends about $1,900 a year on home utility bills? Unfortunately, a large portion of that energy is wasted. And each year, electricity generated by fossil fuels for a single home puts more carbon dioxide into the air than two average cars. And as for the road, transportation accounts for 67% of all U.S. oil consumption. The good news is that there is a lot you can do to save energy and money at home and in your car. Start making small changes today. • Install a programmable thermostat to keep your house comfortably warm in the winter and comfortably cool in the summer. • Use compact fluorescent light bulbs with the ENERGY STAR® label. • Air dry dishes instead of using your dishwasher’s drying cycle. • Turn off your computer and monitor when not in use. • Plug home electronics, such as TVs and DVD players, into power strips; turn the power strips off when the equipment is not in use (TVs and DVDs in standby mode still use several watts of power). • Lower the thermostat on your hot water heater to 120°F. • Take short showers instead of baths. • Wash only full loads of dishes and clothes. • Drive sensibly. Aggressive driving (speeding, rapid acceleration and braking) wastes gasoline. © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -8- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Question 2 (Suggested time—40 minutes. This question counts for one-third of the total essay section score.) The letter below was written by Samuel Johnson in response to a woman who had asked him to obtain the archbishop of Canterbury’s patronage to have her son sent to the university. Read the letter carefully. Then write an essay in which you analyze how Johnson crafts his denial of the woman’s request. MADAM, Line 5 10 15 20 25 30 35 I hope you will believe that my delay in answering your letter could proceed only from my unwillingness to destroy any hope that you had formed. Hope is itself a species of happiness, and, perhaps, the chief happiness which this world affords: but, like all other pleasures immoderately enjoyed, the excesses of hope must be expiated by pain; and expectations improperly indulged, must end in disappointment. If it be asked, what is the improper expectation which it is dangerous to indulge, experience will quickly answer, that it is such expectation as is dictated not by reason, but by desire; expectation raised, not by the common occurrences of life, but by the wants of the expectant; an expectation that requires the common course of things to be changed, and the general rules of action to be broken. When you made your request to me, you should have considered, Madam, what you were asking. You ask me to solicit a great man, to whom I never spoke, for a young person whom I had never seen, upon a supposition which I had no means of knowing to be true. There is no reason why, amongst all the great, I should chuse* to supplicate the Archbishop, nor why, among all the possible objects of his bounty, the Archbishop should chuse your son. I know, Madam, how unwillingly conviction is admitted, when interest opposes it; but surely, Madam, you must allow, that there is no reason why that should be done by me, which every other man may do with equal reason, and which, indeed, no man can do properly, without some very particular relation both to the Archbishop and to you. If I could help you in this exigence by any proper means, it would give me pleasure: but this proposal is so very remote from usual methods, that I cannot comply with it, but at the risk of such answer and suspicions as I believe you do not wish me to undergo. I have seen your son this morning; he seems a pretty youth, and will, perhaps, find some better friend than I can procure him; but though he should at last miss the University, he may still be wise, useful, and happy. June 8, 1762 *choose © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. GO ON TO THE NEXT PAGE. -9- 2011 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS (Form B) Question 3 (Suggested time—40 minutes. This question counts for one-third of the total essay section score.) American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” In a well-written essay, examine the extent to which Mencken’s observation applies to contemporary society, supporting your position with appropriate evidence. END OF EXAM © 2011 The College Board. Visit the College Board on the Web: www.collegeboard.org. -10- ...
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This note was uploaded on 08/08/2011 for the course ENG 1502 taught by Professor Penfield during the Fall '10 term at Emory.

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