AP ENGLISH LITERATURE AND COMPOSITION SCORING GUIDELINES QUESTION 2 SAMPLES

AP ENGLISH LITERATURE AND COMPOSITION SCORING GUIDELINES QUESTION 2 SAMPLES

The score reflects the quality of the essay as a whole — its content, style, and mechanics. Students are rewarded for what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. 9–8 These essays offer a persuasive analysis of how Lawrence employs literary devices to characterize the woman and capture her situation. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. 7–6 These essays offer a reasonable analysis of how Lawrence employs literary devices to characterize the woman and capture her situation. The essays offer a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin in their discussion of how Lawrence employs literary devices to characterize the woman and capture her situation. While containing some analysis of the passage, implicit or explicit, the discussion of how literary devices contribute to characterizing the woman and capturing her situation may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. 4–3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore how Lawrence employs literary devices or how the woman and her situation are characterized and captured. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. 2–1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task.