Date of Award

4-9-2021

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Rhetoric and Writing

First Advisor

Brian Ray

Second Advisor

Heidi Harris

Abstract

College Board, the organization which governs the Advanced Placement program, recently redesigned the Course and Exam Description for Advanced Placement English Language and Composition. This thesis surveys AP© Language teachers to measure their perceptions of these recent changes, the degree to which teachers have implemented the changes, and the perceived effect of the implementation of changes on student writing. Data was collected from teachers who taught AP© Language in 2019-20. The first chapter provides a narrative framework for understanding the concerns of AP© Language teachers. The second chapter reviews the literature detailing the evolution and limitations of AP© English, as well as university expectations for student outcomes. The third chapter explains the goals and methodology of the study, and the fourth chapter analyzes the data collected. The fifth and final chapter examines the implications of the results as well as limitations of the study and recommends further research.

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