Scoring Guides for AP English Exam
When you take the English Literature or English Langauge Advanced Placement test, you will write three short essays in two hours (about 40 minutes for each essay). Each essay will receive a score between 1-9. The following rubric (or scoring guideline) was developed for an English Language essay question involving a story excerpt by Sarah Orne Jewett. Still, it is general enough to apply in general to any essay, and it may help you by showing you what the AP readers consider important.
General directions: Scores assigned should reflect he quality of the essay as a whole. Reward the writers for what they do well. The score for an exceptionally well written essay may be raised from the score otherwise appropriate. In no case may a poorly written essay be scored higher than 3.
8-9 Demonstrates an awareness of the way the author dramatizes her work. Uses apt and specific references to the piece to effectively analyze how the use of diction, imagery, narrative pace and/or point of view reveal this dramatization. Need not be without flaws, but is characterized by an understanding of the passage and consistent control over the elements of effective writing. Demonstrates ability to read with perception and to express ideas with clarity and skill.
6-7 Presents a plausible thesis, and, with specific references to the text, analyzes how the use of diction, imagery, narrative pace and/or point of view reveal this dramatization. Less precise, less thorough, or less convincing than the best papers. May contain minor flaws in interpretation and probably deals with fewer elements of style than the 8-9 papers. Demonstrates ability to express ideas clearly but with less maturity and control than the top papers.
5 Attempts to answer the question, but does so superficially or unconvincingly. Expression of the dramatic elements may be oversimplified or vague and analysis of language may be cursory or lacking appropriate examples. Writing is adequate to convey the writer's thoughts, but is typically pedestrian and not as well conceived, organized, or developed as upper-half papers.
3-4 Responds to the questions incompletely. Discussion of the dramatization is limited and/or erroneous; may not analyze the language in the piece. May reveal a lack of understanding of the passage and/or the use of language. Demonstrates weak control over the elements of composition. Typically contains recurrent stylistic flaws or misreadings and lacks persuasive evidence from the text.
0-2 Fails to respond adequately to the question. May be confused by the passage and significantly misrepresents the dramatization; may omit a discussion of the use of language entirely. Generally unacceptably brief or poorly written on several counts. Although may make some attempt to answer the question, views typically are presented with little clarity, organization, or supporting evidence.