How to Self-Study for the AP Lang Exam

Summary

In her engaging video, Coach Hall offers valuable strategies for students preparing for the AP Lang exam at home. She emphasizes the importance of focusing on skills over memorization, highlights targeted practice using real questions, and underscores the need for strategic planning based on individual strengths and weaknesses. By breaking down the exam's components, including essays and multiple-choice questions, Coach Hall equips students with a comprehensive study plan to build confidence and preparedness. Her tips extend beyond mere content review, emphasizing practice, pacing, and the effective use of resources.

Highlights

• Coach Hall advises students to focus on honing skills rather than rote memorization for the AP Lang exam. 📘
• Strategic use of AP Classroom tools can provide an abundance of practice material. 🔍
• Understanding one's own strengths and weaknesses can help create a tailored study plan for AP Lang success. 📈
• Doing practice timed essays can significantly aid in exam preparation by improving pacing and familiarity. ⏱️
• Injecting personal interests or knowledge into essays can make them more engaging and potentially more successful. 🎨

Key Takeaways

• Focus on skills, not just memorization, for better results 🎯
• Utilize AP Classroom's resources strategically 📚
• Identify your strengths and weaknesses to guide your study plan 💪
• Practice timed essays to simulate exam conditions ⏰
• Make use of personal interests in your essay responses to enhance engagement 🎭

Overview

Coach Hall opens her video with a warm welcome, addressing students' frequent questions about self-studying for the AP Lang exam. Her main advice focuses on skill development, rather than mere memorization, citing how this approach aligns with the exam's demands. She emphasizes strategic planning, suggesting students focus on their weaknesses while leveraging their strengths, particularly in the multiple-choice section.

Moving forward, Coach Hall discusses the importance of using real, College Board-provided questions for practice. She highlights the utility of AP Classroom for accessing these resources and stresses the importance of parsing questions to understand why certain choices are incorrect. This detailed approach helps students understand testing strategies and anticipate the types of questions they might face on exam day.

In her closing remarks, Coach Hall stresses the benefits of simulating real exam conditions by practicing timed essays and multiple-choice questions. She encourages students to integrate personal interests into their essays, making their responses more compelling. Through her thorough guidance, Coach Hall aims to boost students' confidence and effectiveness in their preparation, ensuring they feel ready and capable come exam day.

Chapters

• 00:00 - 00:30: Introduction and Overview In this chapter, Coach Hall addresses a common question from students about studying for the AP Lang exam at home. She offers guidance for both those studying independently and those supplementing classroom learning. Her key advice includes staying engaged by subscribing and turning on notifications for updates. She emphasizes preparation techniques for the upcoming exam, focusing on actionable tips to enhance self-study efforts.
• 00:30 - 03:00: Strategic Study Tips for AP Lang The chapter focuses on strategic study tips for the AP Language exam, emphasizing skill development over memorization. Unlike other AP exams like APUSH or AP Bio, which require memorization of facts or dates, AP Lang requires identifying and leveraging your strengths and weaknesses. A recommended starting point is the multiple choice section, which consists of two reading passages and three writing passages. It’s important to determine which type you excel in.
• 03:00 - 04:00: Understanding Your Strengths and Weaknesses The chapter discusses the importance of understanding one's strengths and weaknesses in the context of preparing for exams. It highlights how some students prefer certain types of questions, such as multiple-choice questions (MCQs) that are editing-based, and emphasizes the significance of focusing on areas that need improvement. By identifying patterns in the types of questions they struggle with, students can develop a strategic study plan that leverages their strengths and targets their weaknesses. Access to resources like AP classroom can aid in this targeted preparation.
• 04:00 - 07:00: Utilizing AP Classroom Resources The chapter emphasizes the strategic use of AP Classroom Resources to identify and improve upon specific skills. It highlights how multiple-choice questions are aligned to particular skills, allowing students to pinpoint areas where they may need further practice. Moreover, it discusses the structure of the AP Language exam essays—synthesis, rhetorical analysis, and argument. It’s noted that while students can choose to write the essays in any order, recognizing and focusing on any essay type that is challenging for the student can lead to more effective preparation.
• 07:00 - 14:00: Multiple Choice Questions Tips The chapter focuses on strategies for self-study, specifically addressing common challenges in writing essays for students. It highlights the importance of identifying weaknesses, such as struggling with providing evidence and commentary, and suggests self-reflection to pinpoint areas for improvement. The chapter implies that by understanding one's strengths and weaknesses, students can better focus on gaining more points on an essay rubric. Further discussion on self-study methods is indicated for later in the video.
• 14:00 - 18:00: Free Response Questions (Essays) Tips This chapter provides tips for tackling free response questions (essays) in an AP exam context. The speaker emphasizes the benefit of using real College Board questions for practice, especially if you have access to AP Classroom. AP Classroom offers a variety of resources including progress checks, daily videos, and practice exams. Students self-studying for exams may have individual access, but those taking an AP class depend on their teacher to assign these resources. The chapter highlights the wealth of questions available on AP Classroom, even though it's not explicitly stated as exhaustive.
• 18:00 - 30:00: Specific Essay Strategies The chapter titled 'Specific Essay Strategies' discusses the flexibility and adaptability of using the AP classroom platform. It highlights the ease with which teachers can assign additional questions for students seeking extra practice. Teachers have access to a vast pool of questions, ensuring there are always enough to offer more opportunities for practice even if some are reserved for future assignments. The platform is praised for being user-friendly, allowing teachers to easily unlock practice exams for students when requested.
• 30:00 - 35:00: Creating a Study Plan and Final Tips In the chapter titled 'Creating a Study Plan and Final Tips,' the importance of utilizing progress checks and resources like the AP classroom as learning opportunities is highlighted. The text encourages students to analyze incorrect answers to understand why the correct responses are valid. By doing this, students can identify common distractors in answer choices and improve their critical thinking and test strategies. The chapter also advises on the importance of strategic annotation during practice, including highlighting shifts in ideas, to better prepare for multiple-choice questions.
• 35:00 - 43:00: Conclusion and Final Reminders The chapter focuses on strategies and tips for students as they conclude their preparation for exams. It emphasizes the importance of recognizing key words that indicate a shift in the text, such as 'yet,' 'however,' or 'but,' which are often linked to potential exam questions. The chapter highlights the need to understand common question types, including main idea, inference, function, and rhetorical choice, to identify one's strengths and weaknesses effectively. Lastly, it stresses the significance of pacing, noting that managing time is a major challenge since students need to answer 45 questions in 60 minutes.

How to Self-Study for the AP Lang Exam Transcription

• 00:00 - 00:30 hey everyone welcome back to coach Hall rights one of the questions that students often ask me is how can I study at home for the AP Lang exam so if you're looking for some ideas on how to study outside of class or maybe you're just simply self-studying for the exam let me give you some tips if you are taking the upcoming apang exam please be sure to stay in touch that means clicking subscribe and turning those notifications on my best tip for students who are trying to prepare for
• 00:30 - 01:00 the AP Ling exam outside of class is to be strategic you want to focus on skills rather than memorization some of the other AP classes that you might take like APUSH or AP Bio those classes are going to have facts or dates for you to memorize it's going to be important that you identify your strengths and weaknesses I would start with the McQ the multiple choice section there are going to be two reading passages and three writing passages so you want to figure out which type you are better at
• 01:00 - 01:30 for a lot of my students they tend to prefer the writing McQ those are the ones that are editing based this matters because we want to focus on our areas of improvement or our weaknesses but it also matters because as you are preparing for the test you can create a game plan and you can be strategic by playing to your strengths if you can pinpoint any Trends with the questions that you're missing this can help you know what to study if you have access to AP classroom
• 01:30 - 02:00 the multiple choice questions are tied to a particular skill so you might be able to figure out if there's a certain skill that you're struggling with then you want to think about the F frqs or the essays so for the AP Lang exam the essays will be presented in the following order synthesis rhetorical analysis and argument you can write them in that order but you don't have to so if you notice that you are really struggling with one essay type that would be the a
• 02:00 - 02:30 type I would focus on as you're trying to self-study I'll talk about how to do that more later on in the video I would also have you identify where do you tend to get stuck in your essays many students are just fine with the thesis point but they tend to get stuck with evidence and commentary usually it's the commentary so you want to ask yourself is there a particular part or component of my essay that I struggle with where can I gain more points on the rubric so once you've identified your strengths and weaknesses let's talk about how to
• 02:30 - 03:00 actually study I personally prefer to practice with real college board questions if you have access to AP classroom there are progress checks there's daily videos there's even practice exams so students who are self-studying for the exam many of them have their own access to AP classroom however if you're taking an AP L class and you're trying to study outside of class your teacher is the one who's going to have to assign these on AP classroom there are so many questions on AP classroom and while it's not the the
• 03:00 - 03:30 most userfriendly platform ever it's not super hard to assign questions and so I certainly cannot speak for all teachers here but in the past when I've had a student say can you please unlock some extra questions for me I really just want some extra practice I've gladly done so because there are more questions on AP classroom than I would ever imagine assigning to my students throughout the year so even if there are some that I'm saving for a later assignment there are still plenty that I could unlock for them this also means that if your teacher has given you access to these practice exams or
• 03:30 - 04:00 progress checks or other things on AP classroom that you should use this as a learning opportunity so if you answer a question incorrectly and you know what the right answer is try to figure out why that right answer is correct that way you can start to see how they make answer distractors and you could also learn from your mistakes in terms of the thought process as you are practicing McQ questions you want to annotate strategically so you can highlight or note shifts in ide ideas I tell my
• 04:00 - 04:30 students to look for the words yet however or but because that indicates a shift and if there is a shift there's usually a question about it you also want to make sure that you understand common question types this is helpful as you're trying to figure out your strings and weaknesses so here are some common question types we've got main idea inference function rhetorical choice you also want to work on your pacing and this is probably one of the bigger challenges for many students there are 45 questions in 60es minutes and you
• 04:30 - 05:00 have to factor in that you're going to need time to read the passage and you want to be able to read carefully I personally don't recommend speed reading or skimming the passage not for the McQ in fact some students actually benefit from reading through the passage twice and so this does take time which means that you want to get your pace to under one minute per question it's important to recognize that some questions might take longer than others and generally speaking my advice is is that if there's a question that's going
• 05:00 - 05:30 to take you longer you might want to just flag it guess on the answer and then come back to it if you have time because you don't want to spend four minutes getting one question right when you could have used that four minutes to answer five other questions correctly remember that each question is worth one point so as you're practicing your pacing don't get hung up on hard questions it's highly probable that there are other questions later on that are going to be easier for you as you're studying practice ice the process of
• 05:30 - 06:00 elimination that means you're going to Mark out answer choices that you know are incorrect a lot of students tell me that they can narrow it down to two and then from there they're not sure which one to pick and that's where it can help to know how they create these distracting answer choices one type of distractor is that the answer might only be partially correct so there could be a word or phrase in the answer choice that makes it wrong these are potentially tricky because the answer does sound most L right so students sometimes think
• 06:00 - 06:30 oh maybe I misunderstood the passage but in actuality there's a part of the answer Choice that's wrong so if it's partially correct it's not the right answer there's also times when the answer might be true but it's not answering the question being asked so for example they might ask you about paragraph two and one of the answer choices might be true it might be somewhere in the passage but it's not in paragraph two let's say it's in paragraph five this can be a really tempting answer choice because students
• 06:30 - 07:00 remember it from the passage and so you have to go back to paragraph two to find the answer so that's one of the ways they make a distracting answer Choice as well is that is something that's true it happen somewhere in the passage it's just not the right answer for that particular question there's also times when the answer is off topic some of these are very easy to recognize because they might sound like good answers but they just genuinely do not have anything to do with the main idea of the passage now let's talk about the frq's the free response questions so these are the
• 07:00 - 07:30 essays here's some general tips but I will talk about each essay specifically as well if yourself studying for the exam I think you should practice timed rights following the exam time constraints this means that you would give yourself approximately 55 minutes for synthesis that's what the College Board recommends in this case it would be 15 minutes to read and 40 to write however you might notice on the slide that it says 10 to 15 to read That's because as a teacher and a tutor I have
• 07:30 - 08:00 found that many of my students by the time of the exam can actually read and annotate and plan their position for synthesis in about 10 minutes and many of them like to then use that extra five minutes for their rhetorical analysis essay instead the College Board recommends 40 minutes for rhetorical analysis like I said many of my students prefer to do it in 45 so that's one of the things that you're going to want to figure out is you're going to want to figure out approximately how much time you need if you notice that you're spend spending more than the allotted 40
• 08:00 - 08:30 minutes per essay like you're doing 50 or 60 Minutes you're going to need to figure out how to scale back one quick tip for that is to make sure that you are writing a short intro and also if you're spending 50 to 60 Minutes on an essay and that includes a conclusion you might want to just cut the conclusion because chances are your time would be better spent on the exam at least working on another essay now the third essay the argument essay the College Board recommends for 40 minutes as
• 08:30 - 09:00 well this one is one where some of my students feel like they can achieve the desired results more quickly so some of my students do it in like 30 to 35 minutes whereas other students are in that 35 to 40 minute range so again you want to figure out what your current pacing is if you are brand new to the essay meaning like you haven't done very much practice with it you might tend to take longer with it or you might feel more rushed in general my students have told me that as the exam has gotten Clos closer and we've done more timed rights
• 09:00 - 09:30 while they didn't love the experience they truly felt that the timed rights helped them on the exam because they got used to pacing and they got used to seeing a prompt and having to respond and so they said that that helped reduce some of the potential anxiety on exam day which is why I recommend that if you're trying to study for the exam outside of class you should go on the college board's website search for AP Lang past exam prompts I tend to
• 09:30 - 10:00 recommend the ones starting in about 2017 to 2024 I don't love the super old prompts if I'm being honest and you can use those to simulate the exam you can create your own timed rights so just pull up the prompt on your computer or print it out if you have access to a printer and you prefer to do that and I would type your essay because the exam is digital in fact I would type your essay on the device that you're going to take the exam on if at all possible so this this is all part of creating your
• 10:00 - 10:30 game plan you need to figure out approximately how much time you need you have 2 hours and 15 minutes total so what's the best way to spend that time on exam day start to work within those time constraints I mentioned that there are prompts online the way I get to it like I said is I search for AP lay past exam prompts when you find that page on the College Board site you will also see that there are released samples these are released student samples examples and scoring commentaries this can help
• 10:30 - 11:00 your understanding of the rubric there's usually a high middle and low score they give you three samples the College Board changed the rubric starting for the 2020 exam so the exams before that were actually scored on a 9po rubric however they did convert samples from 2018 and 2019 to the Sixpoint rubric I would look at those so when you're looking at these samples you might notice that there are going to be some that get a 131 a 14 a
• 11:00 - 11:30 141 I would look at those as a possible Mentor text I think it's also good to look at a 130 as well the common Split For Students is between a one 120 and a 130 on the rubric so if you find that you're earning a lot of one two zeros in class and you're trying to get better look at those one three zeros or even a 1 14 Z if you find that you're getting a 130 or a 1 14 Z and you're trying to earn that sophistication point look at the essays that have earned that
• 11:30 - 12:00 and look at the scoring commentary and see how they did it like I said before I recommend that you practice typing on the device you will take the exam on if you have a school issued device you're probably already pretty comfortable with it but there might be different scenarios where people are not yet practicing with said device so just make sure that if you can practice with it you are also the exam will be digital and it will be on blue book I recommend practicing with blue book as well I personally have not not done this yet
• 12:00 - 12:30 with my students at the time I'm recording this in early March however in April as the exam gets closer I'm going to make sure that my students are more familiar with blue book there might be different keyboard codes that they need to know while AP classroom is supposed to be similar to Blue Book and my students have used AP classroom Blue Book is different so I think it's important that students practice on Blue Book if they're able to I also think it's important to try to simulate the exam so you want to practice the timing so we already talked about time DRS you
• 12:30 - 13:00 can practice these at home and we spoke about why I recommend practicing within exam time constraints I also encourage you to practice annotating like you would on the exam so this means for instance if you're using AP classroom which will be similar to Blue Book practice highlighting practice taking notes how you might on exam day you will be given three pieces of scratch paper so when my students are working in AP classroom I give them scratch paper case they want it the goal right now as your self-
• 13:00 - 13:30 studying is to try to figure out how you take the test best let's talk about each of the essays now and how you can self-study for a synthesis one of the things that you want to think about when you face a synthesis prompt is what do I know about the broader context do I know anything about this topic when I show my students a synthesis prompt that's one of the first things that I ask them and so if you're self- studying I think that's an important question to ask yourself and it's okay if you've never
• 13:30 - 14:00 heard of or thought about the topic before but if you do have those outside connections that's something that I would jot down a note about because you could potentially bring that up and it would help your commentary you want to look at the prompt and decide is it a factor prompt or a role or value prompt examples of factor prompts are going to be the wind farm prompt from 2019 The locavore Prompt is another one that my students tend to like that one's a bit older last year there was a food truck synthesis prompt that was a factor
• 14:00 - 14:30 prompt as well and then there are the prompts that ask what is the role or value of something some of my favorites for those if you're looking for some recommendations for practice prompts are I like the libraries prompt I also kind of like the historical preservation prompt that was on last year's exam in 2024 they've also done prompts on cursive writing and stem and I think those can be pretty approachable ties back to that whole broader context thing
• 14:30 - 15:00 chances are if you're a high school student you know something about cursive or stem you want to make sure that you are reading the sources actively so you want to start to develop a process on how you're going to annotate the sources because it's digital some of my students like to highlight and they use different highlighter colors for different things as they're annotating some of my students like to take notes in the margin or on paper so you really got to figure out okay what is the position of the source I tell my students to look
• 15:00 - 15:30 for evidence as they go so for instance I might have them annotate real world examples facts or statistics you don't want to overh highlight though because then it can be hard to go back and find the evidence that you're looking for so develop an annotation method that works for you but you should in my opinion at least annotate the students who don't annotate at all I find tend to write weaker essays because even though they're confident that they've got it all sorted out in their head their line of reasoning when they
• 15:30 - 16:00 actually go to write their paper is not as strong after you're done reading the sources you want to plan your thesis so what is your position going to be and then from there you should identify your main ideas based on your thesis and I tell my students to figure out what sources they're going to use for each of their main ideas this helps you make sure that you have at least three sources because if you don't it drops your score on the rubric so for this I have my students make a very simple outline they'll write their thesis sometimes they'll even write it in
• 16:00 - 16:30 shorthand just enough for them to know what they're arguing then they'll put Mi i1 for main idea one and they'll put what the main idea is it's usually just a word or phrase and then under that they'll put sources and then they'll say like a c f whatever it is and then they'll do mi2 main idea 2 they'll put what the main idea is and they might say sources b and a so it's really simple you can make your outline more detailed than that so as your self studying you want to practice and figure out what
• 16:30 - 17:00 techniques work for you you also want to practice introducing your evidence many times students introduce evidence too abruptly so this is a skill that you can practice remember the AP healing exam is a skills-based exam so if you're used to just dropping your quotes in the essay you don't want to do that you want to lead into the evidence I do have videos on citations if you need a little help with this but this is a skill that you can practice in isolation you can also practice Ting short quotes into a
• 17:00 - 17:30 sentence of your own and you can practice those parenthetical citations that's a skill that's going to be helpful in college too for rhetorical analysis as you're preparing for the exam and you're practicing with these prompts take some time to break down the prompt identify the provided components of the rhetorical situation you also want to identify if you're being asked to analyze the message argument or purpose because it will be one of those three I always tell my students to highlight it or underline it because you want to make sure that
• 17:30 - 18:00 you're answering the question being asked so this is a simple step but it can be very helpful you want to identify rhetorical choices in the passage preferably with rhetorically accurate verbs if you struggle with identifying rhetorical choices that might be the skill that you practice and if that is a struggle for you I do have videos on rhetorical choices I'll try to link those in the description box below I tell my students to add why notes which are kind of like commentary so as they're identifying what the speaker is
• 18:00 - 18:30 doing that's the choice I tell them to ask themselves why is the speaker doing it why is it relevant for this audience on this occasion don't trust yourself to remember the commentary Under Pressure jot those notes down as you're reading the passage and I say that last bit from personal experience because I remember taking an exam in grad school and I had this great idea as I was reading the passage and I said oh I'll remember that when I have to write the essay I did not make any notes on said great idea and
• 18:30 - 19:00 guess what I did not remember that brilliant idea when I was writing the essay and that was a very stressful moment the next essay I had I made sure that when I had a great idea that I wrote it down in my notes and I put a big star next to it so much easier if you struggle with commentary check out my rhetorical analysis sentence frames video that could be a great way to get you started you want to make sure that you're connecting to the rhetorical situation those sentence frames will help with that if if rhetorical analysis
• 19:00 - 19:30 commentary is one of the weaknesses that you identified you're going to want to practice connecting to the rhetorical situation within your commentary you're also going to want to practice analyzing keywords and details as this can help your score and like I said before you want to make sure you are answering the prompt so remember that the message argument or purpose is part of that rhetorical situation if you're asked about message you can still mention the purpose and vice versa but sometimes the essays that tend to score a one two Z
• 19:30 - 20:00 it's because while there is commentary present it's not enough or it's not digging deep enough and so if you're trying to practice this on your own like I said I would look at some of the essays that earned the score that you're trying to get I would also recommend that you practice writing paragraphs and you can time yourself for that maybe give yourself 20 minutes instead of 40 not all exam prep has to be an essay in fact you can just practice identifying rhetorical choices or you could practice writing a thesis statement or you can
• 20:00 - 20:30 practice writing a paragraph so don't feel like you have to burn out practicing essay writing I do think there's a time in a place for that but I also think that there's other things that you can do to practice the skills and since you're already here on my YouTube channel just know that each week as the exam approaches I will be creating a playlist of my top three videos of the week that I think students could use to study so be sure to look for that on my channel also know that I have different playlists one for rhetorical analysis one for synthesis I even have a crem for the exam playlist
• 20:30 - 21:00 so if you notice that there are some skills that you're struggling with and you're self- studying for the exam so maybe you don't have a teacher who can help you check out those videos also as a side note I do offer one-on-one tutoring on out school and I have a couple group classes that are coming up before the exam so if you need a little bit more support check out my tutoring links in the description box below for the argument essay one of the things that I recommend students do is to create a database of people events experience experiences Etc that they can
• 21:00 - 21:30 write about well I have my students do this each year before the exam I will link a sample of it in the description box below just know that you could take that database and reduce it significantly so if it looks a little overwhelming you don't have to do it all in general you could just choose three famous people three famous events and three personal experiences and as the exam approaches research those three people those three events practice writing about those three experiences you can listen to podcast about those three people or events you can read a
• 21:30 - 22:00 book about them have it be people or events that you're actually interested in this makes it more fun to study now let me be clear I cannot guarantee that the three famous people you pick or the three events that you pick or the three personal experiences that you pick are going to actually be relevant to the prompt that you are given however several years ago when I started doing the database activity I had students say that they were really nervous about the argument essay because they felt like they didn't have a whole lot of control over it and they wanted a way to study
• 22:00 - 22:30 and so that's why I started the database and so in the years that I've done it most years it's been about 50/50 about half my students have used something from their database and the other half haven't they wrote about something else that was relevant to the prompt there were some years like last year where my students had the selfie prompt where I don't think any of them actually wrote about anything from their database so again I can't guarantee that you're going to use something from your database but I can say that my students have told me it's helped them feel more
• 22:30 - 23:00 prepared I also recommend that you flex your Niche knowledge as well some of the essays that I find most interesting to read are the ones where students are clearly very informed about the topic whether it's figure skating or classical music or in the case of my students a few years ago when they were writing about Dance Moms in their q3s it's just more interesting to read when you as a student clearly know a lot about it because your EV tends to be stronger and
• 23:00 - 23:30 quite frankly so does your commentary another skill that you can practice is addressing counterarguments effectively so you can practice counter claims and rebuttal or concessions and reputations these are not mandatory on the rubric but it is an argument skill that can be helpful in some cases when executed well it can lead to sophistication so again because it's a skills-based class that is a skill that you can practice so how are you going to study you're going to
• 23:30 - 24:00 want to create a study plan based on your strengths and weaknesses so set some goals for yourself now depending on how far away the exam is at the time you're making your study plan that might influence what your study plan looks like at the time I'm recording this the exam is about two months away so you're probably going to be really focusing on the skills themselves and maybe some McQ you might review some sample essays so maybe you've already written a prompt and you want to compare your writing to the
• 24:00 - 24:30 release samples maybe you want to write timed or some untimed practice essays just to really hone those skills about a month before maybe you're going to create a mock exam so maybe you're going to take one afternoon where you sit there for two hours and 15 minutes and you try to write three essays about a month before is also when you really want to hone in on those areas of improvement because that's going to be a way for you to show growth about about two weeks before the exam if you have
• 24:30 - 25:00 feedback from a teacher or a tutor you want to start reviewing that feedback you can continue to practice your timed essays and also if pacing is still an issue this would be a good time to really work on that pacing and to create a game plan the night before be sure to check out our live review session each year Tim frus and I go live on his YouTube channel The Garden of English the night before the exam and I also go live on Tik Tok my handle there is coach Hall rights if you want to be reminded
• 25:00 - 25:30 about this be sure to sign up for the student email list in the description box below or follow coach Hall rights on Instagram I'll post reminders there as well so some final reminders for the essays you want to focus on quality over quantity two body paragraphs is fine really develop your ideas you want to practice under timed conditions you want to create that game plan to study and a game plan for the exam itself you also
• 25:30 - 26:00 want to ask questions so talk to your teacher attend a garden of English or coach Hall live we will be going live a few different times before the exam not just the night before Watch review videos I do have several on my channel and if you need a little bit extra help you can always sign up for tutoring all right there you have it those are my top tips for how to self-study for the APL exam so whether you're just trying to supplement what's going on in your class
• 26:00 - 26:30 or maybe you really are on your own self-studying hopefully these tips will help you feel more confident as you go into exam day thanks again for watching please be sure to subscribe don't forget to hit that like button and until next time happy writing