"Great pacing, sense of humor, and professionalism. Tim clearly knows what he's talking about. We benefited greatly from his experience."
Contact Tim at: [email protected]
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TIM MOXEY
Tim Moxey has been teaching at Lower Moreland High School (Huntingdon Valley, PA) for 31 years. He has been the AP English Language and Composition teacher for over years, and also teaches a British Literature survey course to college prep and honors students. He has served as a reader, table leader, and sample selector and question leader for the AP English Language exam since 2007, and consulted on the redesigned curriculum framework for the course in 2015. He has a BA in English from La Salle University, where he was an adjunct lecturer in American Studies in 2017-2018, and an MA in English from Beaver College (now Arcadia University). He has taught Freshman Composition at the University of Delaware. Prior to his teaching career, Tim worked for a few years as a copywriter at a small ad agency outside of Philadelphia. He has published in The English Journal and Aethlon: The Journal of Sports Literature, in addition to local newspapers.
Tim Moxey has been teaching at Lower Moreland High School (Huntingdon Valley, PA) for 31 years. He has been the AP English Language and Composition teacher for over years, and also teaches a British Literature survey course to college prep and honors students. He has served as a reader, table leader, and sample selector and question leader for the AP English Language exam since 2007, and consulted on the redesigned curriculum framework for the course in 2015. He has a BA in English from La Salle University, where he was an adjunct lecturer in American Studies in 2017-2018, and an MA in English from Beaver College (now Arcadia University). He has taught Freshman Composition at the University of Delaware. Prior to his teaching career, Tim worked for a few years as a copywriter at a small ad agency outside of Philadelphia. He has published in The English Journal and Aethlon: The Journal of Sports Literature, in addition to local newspapers.
COURSE DESCRIPTION
We will begin with an overview of the AP English Language and Composition course and the skills that its exam is designed to assess. Recognizing that students come to the course from a variety of backgrounds, and teachers from a variety of placements, exam discussion is always conducted as secondary to the primary goals of improving student writing, reading, and critical thinking, especially as these relate to rhetoric. To that end, we will explore strategies and lessons proven to teach effectively the three main skills required for success in the course: rhetorical analysis, argument, and research (synthesis). Every effort will be made to tailor the week to participants’ needs and questions and to encourage discussion of best practices. One of the best resources will be your fellow participants. You will receive several model reading and writing exercises and assessments. We will conduct simulated readings, according to the analytic rubric, of recent Free-Response exam questions. Participants will work both collaboratively and individually to create and/or enhance lessons that meet the needs of their specific student populations. Additional, course specific activities will be shared, produced, and created.
We will begin with an overview of the AP English Language and Composition course and the skills that its exam is designed to assess. Recognizing that students come to the course from a variety of backgrounds, and teachers from a variety of placements, exam discussion is always conducted as secondary to the primary goals of improving student writing, reading, and critical thinking, especially as these relate to rhetoric. To that end, we will explore strategies and lessons proven to teach effectively the three main skills required for success in the course: rhetorical analysis, argument, and research (synthesis). Every effort will be made to tailor the week to participants’ needs and questions and to encourage discussion of best practices. One of the best resources will be your fellow participants. You will receive several model reading and writing exercises and assessments. We will conduct simulated readings, according to the analytic rubric, of recent Free-Response exam questions. Participants will work both collaboratively and individually to create and/or enhance lessons that meet the needs of their specific student populations. Additional, course specific activities will be shared, produced, and created.