AP Literature and Composition Rubric
Independent Research Paper
Use of Research and Content - 100 points
 each required source is represented in the paper and used to enhance the argument
 direct citations from both the primary source and secondary sources are present in each
topic; please note that a quotation that is not cited does not count
 paraphrasing is used with discretion and ONLY when necessary - direct quotation is
preferred
 each point is argued clearly and effectively
 each point relates back to writer's thesis statement
 example choice and use of theory is accurate and pertinent
 writer layers argument with literary devices - use of lens is clear
 sources and works cited reflect one another clearly
Organization - 50 points
 introduction and conclusion are sophisticated and complete
 direct citations are properly incorporated (context, lead-ins, lead-outs)
 transitions reflect an advanced style and are smooth throughout
 topic and closing sentences present necessary information and are not repetitive
Grammar, Mechanics, and Style - 40 points
 one point per discrete error will be deducted from essay
 errors in verb tense may cost the essay up to ten points
 passive constructions may cost the essay up to ten points
 for EACH spelling error - even if repeated - one point will be deducted; apostrophe errors
count as spelling errors
 sophisticated use of punctuation is expected - if no attempt is made, up to five points may
be deducted
 formal diction and use of 3rd person is expected – deviations will count as discrete errors
Format - 10 points
 heading, page #s, and margins are correct
 quotations are cited correctly
 works cited (and consulted) is correct
SCORING GUIDE adapted from C. D' Agostino
A These outstanding arguments are clear, cohesive, organized essays with an active sense of style. They
manage a sophisticated synthesis of careful reasoning, historical background, and appeals to authority,
logic, and emotions in crafting a persuasive essay. Students have structured the essays, not
chronologically or by the texts they have read, but by the points of the argument. The papers present a
thesis that is debatable and can be defended in the amount of space available. Each statement offered in
support of the thesis is backed up with enough evidence to give it credibility. The texts read in preparation
for the paper are not simply summarized or explained, but used in the service of the thesis. Data cited in
the paper come from a variety of sources, and all quotations are fully documented following the rules of
MLA. The warrants linking claims to support are either specified or implicit in the author’s data and line
of reasoning, and no claim depends on an unsubstantiated warrant with which skeptical readers might
disagree. Supporting statements and data are organized in a way that builds the argument, emphasizes the
author’s main ideas, and justifies the paper’s conclusion. These papers are written in a style and tone
appropriate to the topic and the intended audience. The writing in these papers demonstrates an effective
command of sentence style and diction and reveals an ability to choose from and control a wide range of
the elements of effective writing. Finally, these papers are without editing errors and comply with all rules
of MLA documentation.
B These well written papers lack the more carefully nuanced thought or the more detailed development
of evidence of A papers. The synthesis of careful reasoning, historical background, and appeals to
authority, logic, and emotions is uneven. Students have attempted to structure the essays, not
chronologically or by the texts they have read, but by the points of the argument; nonetheless, their
attempts are not fully realized. Some lapses in diction or syntax may be present, but the writing
demonstrates sufficient control of the elements of composition to present the writer’s ideas clearly. The
arguments in these essays are sound, but may be presented with less coherence, sense of style, or
persuasive force than A papers. Finally, some minor editing errors or flaws in MLA documentation are
present.
C These essays attempt an argumentative stance, but do not sustain a coherent presentation. They are
marked by one or more of the following: 1.) a two-part structure, the first of which is expository, the
second of which is argumentative, 2.) a thesis that is not debatable, 3.) insufficient evidence, 4.)
insufficient reasoning from the author, 5.) a reliance on one or two sources, 6.) claims dependent on
unstated warrants with which skeptical readers might disagree, 7.) an attempt to cover more than is
possible in the amount of space available, 8.) a style and tone inappropriate to the topic and the intended
audience. These papers also demonstrate inconsistent control over the elements of composition, and while
organization is evident, it may not be realized or particularly effective. Finally, these papers often have
several editing errors and do not completely comply with the rules of MLA documentation.
D Essays earning this grade do not respond adequately to the assignment. They may not define a clear
position or may attempt to develop a position with evidence that is not well chosen or well integrated for
the purpose. They are further marked by one or more of the following: 1.) any of the identified problems
of C papers, but more serious in nature, 2.) No internal documentation, 3.) a disregard for the length
requirement, 4.) a reliance on quoted material with little writing from the author, 5.) a presentation of only
assertions without substantive evidence. These essays also may be poorly written on several counts,
suggesting weak control over diction, syntax, and organization. Finally, they may contain consistent
editing errors and a disregard for the required MLA format.
F
No submission OR these essays have the problems of the D paper compounded.