--- title: "AP French Argumentative Essay Practice" description: "120 Argumentative Essays written in the AP format, each scored part by part." canonical: "https://fiveable.me/ap-french/frqs/argumentative-essay" type: "frq-type-practice" subject: "AP French" --- # AP French Argumentative Essay Practice ## What the Argumentative Essay asks The Argumentative Essay is FRQ 3 on the revised AP French exam, starting in May 2027. You read two print sources, listen to an audio source, and write an essay in French that takes a position and supports it with evidence from all three. - **40 min**: to write, after 6 min of reading - **10 points**: across rows A to E - **3 sources**: two to read, one to listen to | Part | What it asks | Points | | --- | --- | --- | | A: Position | A clear position that answers the prompt directly | 1 | | B: Source use | Accurate evidence from all three sources, each one identified | 2 | | C: Argumentation | How the evidence supports your position, built into one argument | 2 | | D: Organization | Ideas in a clear order, with connections between them | 2 | | E: Language control | Vocabulary and grammar controlled well enough for the task | 3 | ## How Argumentative Essay practice works 1. **Read the topic and sources.** The essay topic and all three sources. The audio source appears as a written transcript. 2. **Write on a 55-minute timer.** One timer covers the sources and your essay. Pause it or turn it off, and your response saves as you go. 3. **Submit for a score out of 10.** Your response is scored against the scoring guidelines written for that question. Your first score is included. ## All 120 questions ### Unit 1: Families in French-Speaking Countries (20) - [Mobile phone restrictions in educational settings](/ap-french/frq-practice?id=696f0f132a720041e13b386e&type=frq-3-argumentative-essay) - [Multi-generational family cohabitation and benefits](/ap-french/frq-practice?id=698b5ea6028457d9b4844b0b&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as family solution](/ap-french/frq-practice?id=698b5ed6028457d9b4844b16&type=frq-3-argumentative-essay) - [Multi-generational family housing and cohabitation](/ap-french/frq-practice?id=698b5f03028457d9b4844b1f&type=frq-3-argumentative-essay) - [Intergenerational cohabitation solutions for modern families](/ap-french/frq-practice?id=698b5f31028457d9b4844b2a&type=frq-3-argumentative-essay) - [Grandparents' roles in children's daily education](/ap-french/frq-practice?id=698b5f60028457d9b4844b35&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as modern family solution](/ap-french/frq-practice?id=698b5f91028457d9b4844b43&type=frq-3-argumentative-essay) - [Multigenerational living arrangements and family dynamics](/ap-french/frq-practice?id=698b5fc0028457d9b4844b4e&type=frq-3-argumentative-essay) - [Multi-generational household living arrangements and family structures](/ap-french/frq-practice?id=698b5fed028457d9b4844b5a&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as modern family solution](/ap-french/frq-practice?id=698b601f028457d9b4844b67&type=frq-3-argumentative-essay) - [Multi-generational housing arrangements and family dynamics](/ap-french/frq-practice?id=698b604a028457d9b4844b71&type=frq-3-argumentative-essay) - [Intergenerational cohabitation benefits for families](/ap-french/frq-practice?id=698b6081028457d9b4844b7f&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as family solution](/ap-french/frq-practice?id=698b60ad028457d9b4844b8a&type=frq-3-argumentative-essay) - [Intergenerational cohabitation benefits for modern families](/ap-french/frq-practice?id=698b60e6028457d9b4844b97&type=frq-3-argumentative-essay) - [Multigenerational households and family structure dynamics](/ap-french/frq-practice?id=698b6114028457d9b4844ba2&type=frq-3-argumentative-essay) - [Intergenerational cohabitation benefits and family structures](/ap-french/frq-practice?id=698b6140028457d9b4844bac&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as modern family solution](/ap-french/frq-practice?id=698b616b028457d9b4844bb3&type=frq-3-argumentative-essay) - [Intergenerational cohabitation as solution for modern families](/ap-french/frq-practice?id=698b619e028457d9b4844bb9&type=frq-3-argumentative-essay) - [Multigenerational household living arrangements in modern society](/ap-french/frq-practice?id=698b61df028457d9b4844bbe&type=frq-3-argumentative-essay) - [Intergenerational cohabitation benefits and family structures](/ap-french/frq-practice?id=698b6228028457d9b4844bc5&type=frq-3-argumentative-essay) ### Unit 2: Language & Culture in French-Speaking Countries (20) - [Regional language education and personal identity development](/ap-french/frq-practice?id=6971507efbea0196bca6a58c&type=frq-3-argumentative-essay) - [Regional language education in French schools](/ap-french/frq-practice?id=698b5ea6028457d9b4844b0a&type=frq-3-argumentative-essay) - [Regional language education and cultural identity formation](/ap-french/frq-practice?id=698b5ed6028457d9b4844b17&type=frq-3-argumentative-essay) - [Regional language education in French schools](/ap-french/frq-practice?id=698b5f05028457d9b4844b20&type=frq-3-argumentative-essay) - [Regional language education policy and cultural identity](/ap-french/frq-practice?id=698b5f3d028457d9b4844b2e&type=frq-3-argumentative-essay) - [Regional language education and cultural identity formation](/ap-french/frq-practice?id=698b5f6f028457d9b4844b3c&type=frq-3-argumentative-essay) - [Regional language education and French identity](/ap-french/frq-practice?id=698b5fa2028457d9b4844b46&type=frq-3-argumentative-essay) - [Linguistic identity and anglicism regulation in francophone spaces](/ap-french/frq-practice?id=698b5fd1028457d9b4844b53&type=frq-3-argumentative-essay) - [French language preservation versus cultural identity threats](/ap-french/frq-practice?id=698b600d028457d9b4844b63&type=frq-3-argumentative-essay) - [Regional language education and identity formation](/ap-french/frq-practice?id=698b6047028457d9b4844b6f&type=frq-3-argumentative-essay) - [Regional language education in French schools](/ap-french/frq-practice?id=698b606f028457d9b4844b7b&type=frq-3-argumentative-essay) - [Language preservation and cultural identity threats](/ap-french/frq-practice?id=698b609e028457d9b4844b86&type=frq-3-argumentative-essay) - [Regional language education and French national identity](/ap-french/frq-practice?id=698b60cf028457d9b4844b91&type=frq-3-argumentative-essay) - [Regional language education and linguistic identity](/ap-french/frq-practice?id=698b6104028457d9b4844b9f&type=frq-3-argumentative-essay) - [Regional language education in schools](/ap-french/frq-practice?id=698b6134028457d9b4844ba9&type=frq-3-argumentative-essay) - [Regional language education in French schools](/ap-french/frq-practice?id=698b6160028457d9b4844bb2&type=frq-3-argumentative-essay) - [Language preservation and francophone cultural identity](/ap-french/frq-practice?id=698b6192028457d9b4844bb8&type=frq-3-argumentative-essay) - [Regional language education and linguistic identity in France](/ap-french/frq-practice?id=698b61e0028457d9b4844bbf&type=frq-3-argumentative-essay) - [Regional language education and identity formation](/ap-french/frq-practice?id=698b6228028457d9b4844bc4&type=frq-3-argumentative-essay) - [Regional languages and French educational identity](/ap-french/frq-practice?id=698b625d028457d9b4844bca&type=frq-3-argumentative-essay) ### Unit 3: Beauty & Art in French-Speaking Countries (20) - [Public museum access and cultural equality](/ap-french/frq-practice?id=697150b0fbea0196bca6a58e&type=frq-3-argumentative-essay) - [Western museum repatriation and cultural heritage ownership](/ap-french/frq-practice?id=698b5ea5028457d9b4844b08&type=frq-3-argumentative-essay) - [Access to cultural institutions and aesthetic value](/ap-french/frq-practice?id=698b5f08028457d9b4844b21&type=frq-3-argumentative-essay) - [Public museum access and cultural equity](/ap-french/frq-practice?id=698b5f43028457d9b4844b2f&type=frq-3-argumentative-essay) - [Western museums and cultural repatriation ethics](/ap-french/frq-practice?id=698b5f78028457d9b4844b3d&type=frq-3-argumentative-essay) - [Public museum access and cultural equity](/ap-french/frq-practice?id=698b5fab028457d9b4844b49&type=frq-3-argumentative-essay) - [Western museums and cultural restitution debates](/ap-french/frq-practice?id=698b6001028457d9b4844b5e&type=frq-3-argumentative-essay) - [Western museum repatriation and cultural property ownership](/ap-french/frq-practice?id=698b602c028457d9b4844b6a&type=frq-3-argumentative-essay) - [Free museum access and cultural equity](/ap-french/frq-practice?id=698b6068028457d9b4844b78&type=frq-3-argumentative-essay) - [Western museum repatriation of non-Western art](/ap-french/frq-practice?id=698b6094028457d9b4844b83&type=frq-3-argumentative-essay) - [Museum access equity and cultural democratization](/ap-french/frq-practice?id=698b60fe028457d9b4844b9e&type=frq-3-argumentative-essay) - [Museum access equity and aesthetic value](/ap-french/frq-practice?id=698b612c028457d9b4844ba8&type=frq-3-argumentative-essay) - [Western art repatriation and cultural ownership debates](/ap-french/frq-practice?id=698b615c028457d9b4844bb1&type=frq-3-argumentative-essay) - [Art restitution, Western museums, cultural heritage](/ap-french/frq-practice?id=698b6190028457d9b4844bb7&type=frq-3-argumentative-essay) - [Government funding for artistic creation and beauty](/ap-french/frq-practice?id=698b61bf028457d9b4844bbd&type=frq-3-argumentative-essay) - [Western museums, cultural repatriation, art ownership debates](/ap-french/frq-practice?id=698b6209028457d9b4844bc2&type=frq-3-argumentative-essay) - [Free national museum access and aesthetic value](/ap-french/frq-practice?id=698b623a028457d9b4844bc6&type=frq-3-argumentative-essay) - [Accessibility of museums and cultural sites](/ap-french/frq-practice?id=698b6270028457d9b4844bce&type=frq-3-argumentative-essay) - [Free museum access and cultural equity](/ap-french/frq-practice?id=698b629f028457d9b4844bd0&type=frq-3-argumentative-essay) - [Free cultural museum access and aesthetic value](/ap-french/frq-practice?id=698b62d1028457d9b4844bd3&type=frq-3-argumentative-essay) ### Unit 4: Science & Technology in French-Speaking Countries (20) - [Artificial intelligence integration in educational systems](/ap-french/frq-practice?id=697150b2fbea0196bca6a58f&type=frq-3-argumentative-essay) - [Telemedicine's potential to replace traditional medical consultations](/ap-french/frq-practice?id=698b5eba028457d9b4844b11&type=frq-3-argumentative-essay) - [Artificial intelligence's societal risks and benefits](/ap-french/frq-practice?id=698b5ef8028457d9b4844b1b&type=frq-3-argumentative-essay) - [Artificial intelligence development regulation and ethical concerns](/ap-french/frq-practice?id=698b5f35028457d9b4844b2c&type=frq-3-argumentative-essay) - [Artificial intelligence's impact on employment](/ap-french/frq-practice?id=698b5f6c028457d9b4844b3b&type=frq-3-argumentative-essay) - [Artificial intelligence's impact on education](/ap-french/frq-practice?id=698b5f94028457d9b4844b44&type=frq-3-argumentative-essay) - [Artificial intelligence development and societal benefits](/ap-french/frq-practice?id=698b5fc6028457d9b4844b51&type=frq-3-argumentative-essay) - [Artificial intelligence development regulation and societal risks](/ap-french/frq-practice?id=698b5fff028457d9b4844b5d&type=frq-3-argumentative-essay) - [Artificial intelligence regulation in educational institutions](/ap-french/frq-practice?id=698b6030028457d9b4844b6c&type=frq-3-argumentative-essay) - [Artificial intelligence integration in educational systems](/ap-french/frq-practice?id=698b605d028457d9b4844b75&type=frq-3-argumentative-essay) - [Artificial intelligence integration in educational settings](/ap-french/frq-practice?id=698b608d028457d9b4844b81&type=frq-3-argumentative-essay) - [Artificial intelligence integration in educational settings](/ap-french/frq-practice?id=698b60b9028457d9b4844b8c&type=frq-3-argumentative-essay) - [Artificial intelligence integration in educational methods](/ap-french/frq-practice?id=698b60e8028457d9b4844b99&type=frq-3-argumentative-essay) - [AI integration in educational systems](/ap-french/frq-practice?id=698b6119028457d9b4844ba4&type=frq-3-argumentative-essay) - [Artificial intelligence integration in educational settings](/ap-french/frq-practice?id=698b614a028457d9b4844bad&type=frq-3-argumentative-essay) - [Artificial intelligence advancement and humanitarian risks](/ap-french/frq-practice?id=698b6183028457d9b4844bb4&type=frq-3-argumentative-essay) - [Digital tablets versus printed textbooks in education](/ap-french/frq-practice?id=698b61bd028457d9b4844bbc&type=frq-3-argumentative-essay) - [Digital healthcare replacing in-person medical consultations](/ap-french/frq-practice?id=698b6209028457d9b4844bc1&type=frq-3-argumentative-essay) - [Telemedicine's effectiveness versus in-person medical consultations](/ap-french/frq-practice?id=698b623c028457d9b4844bc9&type=frq-3-argumentative-essay) - [Artificial intelligence impacts employment and labor markets](/ap-french/frq-practice?id=698b626b028457d9b4844bcb&type=frq-3-argumentative-essay) ### Unit 5: Quality of Life in French-Speaking Countries (20) - [Four-day work week implementation and benefits](/ap-french/frq-practice?id=6971507ffbea0196bca6a58d&type=frq-3-argumentative-essay) - [Four-day work week impact on quality of life](/ap-french/frq-practice?id=698b6126028457d9b4844ba6&type=frq-3-argumentative-essay) - [Four-day work weeks and modern life](/ap-french/frq-practice?id=698b615a028457d9b4844bb0&type=frq-3-argumentative-essay) - [Remote work and employee quality of life](/ap-french/frq-practice?id=698b6189028457d9b4844bb6&type=frq-3-argumentative-essay) - [Remote work policies and modern employment](/ap-french/frq-practice?id=698b61bc028457d9b4844bbb&type=frq-3-argumentative-essay) - [Remote work and employee quality of life](/ap-french/frq-practice?id=698b6209028457d9b4844bc3&type=frq-3-argumentative-essay) - [Four-day work week implementation and business standards](/ap-french/frq-practice?id=698b623c028457d9b4844bc8&type=frq-3-argumentative-essay) - [Four-day work week societal benefits](/ap-french/frq-practice?id=698b626f028457d9b4844bcd&type=frq-3-argumentative-essay) - [Remote work and quality of life outcomes](/ap-french/frq-practice?id=698b6298028457d9b4844bcf&type=frq-3-argumentative-essay) - [Four-day work week adoption benefits](/ap-french/frq-practice?id=698b62c9028457d9b4844bd2&type=frq-3-argumentative-essay) - [Four-day work week implementation and impacts](/ap-french/frq-practice?id=698b62fa028457d9b4844bd5&type=frq-3-argumentative-essay) - [Four-day work week implementation and effects](/ap-french/frq-practice?id=698b632a028457d9b4844bd7&type=frq-3-argumentative-essay) - [Four-day work weeks in modern society](/ap-french/frq-practice?id=698b6356028457d9b4844bd9&type=frq-3-argumentative-essay) - [Remote work and employee quality of life](/ap-french/frq-practice?id=698b6384028457d9b4844bdb&type=frq-3-argumentative-essay) - [Four-day work week benefits and implementation feasibility](/ap-french/frq-practice?id=698b63b0028457d9b4844bdd&type=frq-3-argumentative-essay) - [Four-day work week implementation and consequences](/ap-french/frq-practice?id=698b63de028457d9b4844bdf&type=frq-3-argumentative-essay) - [Four-day work week implementation and effects](/ap-french/frq-practice?id=698b640f028457d9b4844be1&type=frq-3-argumentative-essay) - [Four-day work week feasibility and benefits](/ap-french/frq-practice?id=698b643d028457d9b4844be3&type=frq-3-argumentative-essay) - [Work-life balance and four-day work weeks](/ap-french/frq-practice?id=698b646b028457d9b4844be5&type=frq-3-argumentative-essay) - [Work-life balance and four-day work week implementation](/ap-french/frq-practice?id=698b649f028457d9b4844be6&type=frq-3-argumentative-essay) ### Unit 6: Challenges in French-Speaking Countries (20) - [Urban car restrictions and environmental challenges](/ap-french/frq-practice?id=6971507cfbea0196bca6a58b&type=frq-3-argumentative-essay) - [Urban car bans and global challenges](/ap-french/frq-practice?id=698b6128028457d9b4844ba7&type=frq-3-argumentative-essay) - [Urban pedestrianization and global sustainability challenges](/ap-french/frq-practice?id=698b6156028457d9b4844baf&type=frq-3-argumentative-essay) - [Urban traffic congestion and environmental sustainability challenges](/ap-french/frq-practice?id=698b6188028457d9b4844bb5&type=frq-3-argumentative-essay) - [Environmental protection versus tourism access limits](/ap-french/frq-practice?id=698b61bc028457d9b4844bba&type=frq-3-argumentative-essay) - [Urban car bans and sustainability challenges](/ap-french/frq-practice?id=698b6209028457d9b4844bc0&type=frq-3-argumentative-essay) - [Urban traffic restrictions and city center sustainability](/ap-french/frq-practice?id=698b623b028457d9b4844bc7&type=frq-3-argumentative-essay) - [Free public transportation in future cities](/ap-french/frq-practice?id=698b626c028457d9b4844bcc&type=frq-3-argumentative-essay) - [Urban car bans and city center accessibility](/ap-french/frq-practice?id=698b62a1028457d9b4844bd1&type=frq-3-argumentative-essay) - [Urban car restrictions and sustainability challenges](/ap-french/frq-practice?id=698b62d6028457d9b4844bd4&type=frq-3-argumentative-essay) - [Urban car restrictions and environmental sustainability](/ap-french/frq-practice?id=698b6307028457d9b4844bd6&type=frq-3-argumentative-essay) - [Urban car bans and environmental challenges](/ap-french/frq-practice?id=698b6336028457d9b4844bd8&type=frq-3-argumentative-essay) - [Urban vehicle restrictions and environmental sustainability](/ap-french/frq-practice?id=698b6361028457d9b4844bda&type=frq-3-argumentative-essay) - [Urban vehicle restrictions and city sustainability challenges](/ap-french/frq-practice?id=698b6391028457d9b4844bdc&type=frq-3-argumentative-essay) - [Urban car bans and city sustainability challenges](/ap-french/frq-practice?id=698b63c7028457d9b4844bde&type=frq-3-argumentative-essay) - [Tourism limits and environmental protection challenges](/ap-french/frq-practice?id=698b63f6028457d9b4844be0&type=frq-3-argumentative-essay) - [Urban car bans and environmental sustainability challenges](/ap-french/frq-practice?id=698b642f028457d9b4844be2&type=frq-3-argumentative-essay) - [Urban pedestrian zones and sustainability challenges](/ap-french/frq-practice?id=698b6467028457d9b4844be4&type=frq-3-argumentative-essay) - [Urban car bans and sustainable city centers](/ap-french/frq-practice?id=698b64a3028457d9b4844be7&type=frq-3-argumentative-essay) - [Urban car bans and global sustainability challenges](/ap-french/frq-practice?id=698b64d5028457d9b4844be8&type=frq-3-argumentative-essay) ## Sample question **Mobile phone restrictions in educational settings** Essay Topic: Les téléphones portables devraient-ils être totalement interdits dans les établissements scolaires ? Source 1: Introduction: Dans cette sélection, il s'agit de l'interdiction des téléphones portables à l'école. L'article original a été publié le 15 septembre 2021 en France par le magazine L'Étudiant. Title: Faut-il bannir les smartphones des lycées ? Attribution: Marc Dubois | L'Étudiant | 15 septembre 2021 Content: Depuis la rentrée 2018, la loi interdit l'utilisation du téléphone portable dans les écoles et les collèges en France. Cependant, pour les lycées, la décision revient au règlement intérieur de chaque établissement, créant une disparité sur le territoire. Cette mesure, souvent qualifiée de « désintoxication numérique », suscite encore aujourd'hui de vifs débats au sein de la communauté éducative. Les partisans de l'interdiction totale soulignent les bénéfices immédiats sur le climat scolaire. Selon plusieurs proviseurs, l'absence de téléphones favorise la socialisation : dans la cour de récréation, les élèves recommencent à se parler au lieu de rester les yeux rivés sur leurs écrans. De plus, les enseignants notent une amélioration significative de la concentration en classe. « Le cerveau humain n'est pas multitâche », explique un professeur de mathématiques. « La simple présence d'un téléphone sur la table, même éteint, réduit les capacités cognitives de l'élève car une partie de son attention est mobilisée pour résister à l'envie de le consulter. » A contrario, les opposants à une interdiction stricte arguent que l'école doit vivre avec son temps. Pour eux, le smartphone est un outil pédagogique puissant qui permet d'accéder à des dictionnaires, de réaliser des recherches rapides ou de filmer des expériences scientifiques. Interdire le téléphone reviendrait à nier la réalité numérique dans laquelle les jeunes évoluent. Plutôt que de bannir, ils préconisent une éducation à l'usage responsable. « Si nous n'apprenons pas aux élèves à gérer leur consommation numérique à l'école, qui le fera ? » s'interroge une représentante de parents d'élèves, qui souligne également l'aspect sécuritaire de pouvoir joindre son enfant en cas d'urgence ou de changement d'emploi du temps. Le débat reste donc ouvert entre la protection nécessaire de l'attention des adolescents et l'intégration inévitable des nouvelles technologies dans l'enseignement. Source 2: Introduction: Dans cette sélection, il s'agit de données statistiques concernant l'impact des écrans sur la scolarité. Le graphique a été publié par l'Observatoire de la vie numérique en 2022. Title: Corrélation entre temps d'écran et résultats scolaires Image: https://kcbwzropdukwhmmvdylp.supabase.co/storage/v1/object/public/frq_stimulus/ap-french/generated/36218364-c47d-47ac-832a-925451edbbec_source2.jpg Alt: Corrélation entre temps d'écran et résultats scolaires Data Description: Un graphique à barres montrant la moyenne générale des élèves (sur 20) en fonction de leur temps d'utilisation quotidien du smartphone. Data Points: Headers: Label | Value Moins de 1h par jour | Moyenne : 15/20 Entre 1h et 3h par jour | Moyenne : 13/20 Plus de 5h par jour | Moyenne : 9/20 Consultation nocturne | 65% des élèves fatigués consultent leur téléphone la nuit Source Attribution: Observatoire de la vie numérique Source 3: Introduction: Cette source est une simulation originale de Fiveable créée pour un entraînement de type AP. Title: L'autonomie des lycéens face aux écrans Attribution: Fiveable | Fiveable AP-style practice Speaker: Alain Mercier, sociologue spécialiste de l'adolescence Duration: environ deux minutes Content: Journaliste : Au collège, l'interdiction du téléphone peut créer un cadre clair. Mais au lycée, les élèves approchent de l'âge adulte. Une interdiction totale risque donc de les priver d'une occasion d'apprendre à gérer eux-mêmes leur attention. Sociologue : Le téléphone pose de vrais problèmes. Les notifications interrompent le travail, les réseaux sociaux prolongent parfois les conflits et certains jeunes dorment moins parce qu'ils restent connectés tard le soir. Il serait irresponsable de nier ces effets. Pourtant, retirer complètement l'appareil ne développe pas l'autonomie. À l'université ou dans la vie professionnelle, personne ne confisquera systématiquement le téléphone d'un jeune adulte. Il devra savoir décider quand l'éteindre, quand le ranger et quand l'utiliser comme outil. Journaliste : Que pourraient faire les lycées à la place d'une interdiction générale ? Sociologue : Ils pourraient définir des moments et des espaces sans téléphone : les cours, certaines salles de travail et les évaluations, par exemple. Dans la cour ou pendant la pause du déjeuner, un usage limité pourrait rester autorisé. Les enseignants pourraient aussi proposer des activités précises où le téléphone sert à consulter un dictionnaire, enregistrer une présentation ou vérifier une information, puis demander aux élèves de le ranger. Journaliste : Cette solution ne serait-elle pas plus difficile à faire respecter ? Sociologue : Sans doute, mais l'éducation demande justement un apprentissage progressif. Des règles cohérentes, expliquées aux familles et appliquées par tous les adultes, peuvent protéger la concentration sans infantiliser les lycéens. L'objectif ne devrait pas être de faire disparaître le téléphone, mais d'apprendre aux élèves à ne pas en devenir dépendants. Transcript Summary: Le sociologue explique que l'interdiction peut être contre-productive au lycée car elle infantilise les jeunes adultes. Il soutient que l'interdiction fonctionne bien au collège, mais qu'au lycée, l'objectif est de préparer à l'université et à la vie professionnelle où le portable est omniprésent. Il propose des zones 'sans téléphone' plutôt qu'une interdiction totale. Image URLs (1): - https://kcbwzropdukwhmmvdylp.supabase.co/storage/v1/object/public/frq_stimulus/ap-french/generated/36218364-c47d-47ac-832a-925451edbbec_source2.jpg ## Questions **How many responses can I get scored?** You can read every question without a plan. Your first scored response is included. A plan unlocks unlimited scoring. **Do I have to write the essay in French?** Yes. Write the whole essay in French. Language control is its own row, worth 3 of the 10 points. **How does the audio source work here?** On the exam, one of the three sources is audio. Here it appears as a written transcript, so you can read it and cite it like the other two. **How do I type letters like é, è, à, and ç?** Use your keyboard’s accent shortcuts or a French keyboard layout. You can also switch the editor to handwrite, write on paper, and add a photo of your page. **Are these real College Board questions?** No. We wrote them in the AP format, with an essay topic and three sources, and wrote scoring guidelines for each one. ## Related - [Argumentative Essay exam guide](/ap-french/ap-french-exam/ap-french-frq-written/study-guide/ap-french-frq-written) - [AP French FRQs](/ap-french/frqs) - Any question by id: the `get_frq` tool on the [Fiveable MCP server](/mcp/docs) ## About This Document Canonical Fiveable pages are available as Markdown at the same path plus `.md`. - [llms.txt](https://fiveable.me/llms.txt): index of Fiveable's sections and URL patterns - [llms-full.txt](https://fiveable.me/llms-full.txt): complete subject and unit listing - [MCP server](https://fiveable.me/mcp): call Fiveable as tools instead of fetching pages (`https://fiveable.me/api/mcp`) - [MCP server for AP teachers](https://fiveable.me/mcp/teachers): a teacher's classes, assignments and AP-rubric grading (`https://fiveable.me/api/mcp/teacher`)