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AP English Literature and Composition“The aim of education should be rather to teach us how to think, than what to think.” James Beattie |
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COURSE
BACKGROUND WEEKLY ASSIGNMENTS THE ADVENTURES OF HUCKLEBERRY FINN STUDY QUESTIONS THE GRAPES OF WRATH STUDY QUESTIONS THE SCARLET LETTER STUDY QUESTIONS A BRAVE NEW WORLD HOME GREEK HOME PAGE SIDDHARTHA HOME PAGE
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9-8 These essays offer a persuasive analysis, using literary elements to establish support. They make a strong case supporting interpretation. They explore the particulars. These essays fully explore. They demonstrate engagement with the text through apt and specific references. They demonstrate consistent and effective control over the elements of composition in language appropriate to analysis. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. 6-7 These essays offer a reasonable analysis. The students provide a sustained, competent reading of the passage, with attention to the particulars of literary elements in use. They demonstrate engagement with the text through some apt and specific references. Although these essays may not be error-free and may be less perceptive or less convincing than 9-8 essays, the students present their ideas with clarity and control and refer to the text for support. Generally, 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 text, but they tend to be superficial or underdeveloped in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although the students attempt to discuss, support may be thin or tend toward paraphrase. They may demonstrate a rather simplistic understanding of the work. Their analysis of elements in use may be vague, formulaic, or inadequately supported by references to the text. There may be minor misinterpretations. Typically, these essays reveal unsophisticated thinking and/or immature writing. While these students demonstrate adequate control of language, their essays may be marred by surface errors. Generally, essays scored a 5 lack the more effective organization and the more sustained development characteristic of 7-6 papers. 4-3 These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or oversimplified understanding of the work. The analysis may be partial, unconvincing, or irrelevant. Evidence may be slight or misconstrued, or the essays may rely on paraphrase or plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy, the writing demonstrates a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Generally, essays scored a 4 exhibit better control over the elements of composition than those scored a 3. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. 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 prompt, the assertions are presented with little clarity, organization, or support from the text. They are often unacceptably brief or are incoherent in presenting their ideas. These essays may be poorly written on several counts and contain distracting errors in grammar and mechanics. Particularly inept and/or incoherent essays must be scored a 1. 0 These essays give a response with no more than a reference to the task. -- These essays are either left blank or are completely off topic. |
