AP English Scoring Rubric

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AP English Scoring Rubric Powered By Docstoc
					                               AP English Scoring Rubric


The score that you assign should reflect your judgment of the quality of the essay as a
whole—its content, its style, and its mechanics. Reward the writers for what they do well.
The score for an exceptionally well-written essay may be raised by one point above the
otherwise appropriate score. In no case may a poorly written essay be scored higher
than a three (3)

9-8     These essays offer a persuasive, well-detailed, and precise response to the
question, including specific details that demonstrate a deeper analysis. The writers
provide an insightful and original interpretation and demonstrate consistent and effective
control over the elements of composition. Though they may not be error free, these
essays are perceptive in their analysis and original in their conception and definition of
these terms within the context of an AP Literature class. These essays also demonstrate
writing, ideas, and analysis that are clear and sophisticated.

7-6     These competent essays offer a reasonable yet less persuasive response to the
question. The analysis of terms is more global, demonstrating a factual understanding of
the term/question rather than a deep analysis of the significance of the term/question.
These essays demonstrate the writer’s ability to express and support ideas, although they
do not exhibit the same level of effective writing as the 9-8 papers

5       These essays tend to be superficial in the analysis of the terms presented and the
questions explored. Even though the writers respond to the assigned task with a plausible
self-generated theory, they often rely on simple binaries or generalizations or are vague,
formulaic, or unsupported by specific examples in their writing. There may be minor
inconsistencies or contradictions in the writing. These writers demonstrate control of
language and an understanding of the question but the writing may be marred by surface
errors. These essays are not as well conceived, organized, or developed as the 7-6
papers.

4-3     These lower half papers offer an inadequate analysis relying on a summary of
ideas discussed in class or on a surface level interpretation of the terms/question. They
may demonstrate a misreading of terms and the analysis may be partial, unconvincing, or
irrelevant to the central focus of the paper. There is little concrete textual evidence used
to back up an assertion or the evidence that is used may be misconstrued or presented out
of context. The writing demonstrates a focus that is unclear, inconsistent, or repetitive.

2-1    These essays compound the weaknesses of the papers in the 4-3 range. Although
some attempt has been made to respond to the question, the writer’s assertions are
presented with little clarity, organization, or supporting detail. The thoughts are not fully
developed and the writing seems to work simply to answer the question instead of the
present an analysis. There may be serious errors in grammar and mechanics.
                          AP Grading Equivalents

                  1st Trimester       2nd Trimester         3rd Trimester


                Total      Letter     Total      Letter     Total      Letter
                Points   Equivalent   Points   Equivalent   Points   Equivalent

  Superior                                                    9             A


  Superior
                                                              8             A


 Very Good                              7          A          7             B


    Good          6          A          6          B          6             B


  Average         5          B          5          C          5             C


    Weak          4          C          4          C          4             C


    Weak          3          C          3          D          3             D


Below minimal     2          D          2          F          2             F
 expectations


Unacceptable      1          F          1          F          1             F

				
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