2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
ENGLISH LANGUAGE AND COMPOSITION
SECTION II
Total time—2 hours
Question 1
(Suggested time—40 minutes. This question counts for one-third of the total essay section score.)
Many recent college graduates have faced record levels of unemployment. This situation has led people to question
what they value about higher education. Some high school students and their parents are wondering if a college
education is worth the cost. Others, however, believe that a college education prepares students for more than just a
job or career.
Carefully read the following six sources, including the introductory information for each source. Then synthesize
information from at least three of the sources and incorporate it into a coherent, well-developed essay that evaluates
whether college is worth its cost.
Your argument should be the focus of your essay. Use the sources to develop your argument and explain the
reasoning for it. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from,
whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or
by using the descriptions in parentheses.
Source A
Source B
Source C
Source D
Source E
Source F
(Crawford)
(Roth)
(chart)
(Leonhardt)
(Wieder)
(Pew)
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source A
Crawford, Matthew B. “The Case for Working with Your
Hands.” New York Times Magazine. New York
Times, 24 May 2009. Web. 19 Dec. 2011.
The following is excerpted from an article in the Sunday magazine section of a national newspaper.
High-school shop-class programs were widely dismantled in the 1990s as educators prepared students to become
“knowledge workers.” The imperative of the last 20 years to round up every warm body and send it to college, then
to the cubicle, was tied to a vision of the future in which we somehow take leave of material reality and glide about
in a pure information economy. This has not come to pass. To begin with, such work often feels more enervating
than gliding. More fundamentally, now as ever, somebody has to actually do things: fix our cars, unclog our toilets,
build our houses.
When we praise people who do work that is straightforwardly useful, the praise often betrays an assumption that
they had no other options. We idealize them as the salt of the earth and emphasize the sacrifice for others their work
may entail. Such sacrifice does indeed occur— the hazards faced by a lineman restoring power during a storm come
to mind. But what if such work answers as well to a basic human need of the one who does it? I take this to be the
suggestion of Marge Piercy’s poem “To Be of Use,” which concludes with the lines “the pitcher longs for water to
carry/and a person for work that is real.” Beneath our gratitude for the lineman may rest envy.
This seems to be a moment when the useful arts have an especially compelling economic rationale. A car mechanics’
trade association reports that repair shops have seen their business jump significantly in the current recession: people
aren’t buying new cars; they are fixing the ones they have. The current downturn is likely to pass eventually. But
there are also systemic changes in the economy, arising from information technology, that have the surprising effect
of making the manual trades— plumbing, electrical work, car repair—more attractive as careers. The Princeton
economist Alan Blinder argues that the crucial distinction in the emerging labor market is not between those with
more or less education, but between those whose services can be delivered over a wire and those who must do their
work in person or on site. The latter will find their livelihoods more secure against outsourcing to distant countries.
As Blinder puts it, “You can’t hammer a nail over the Internet.” Nor can the Indians fix your car. Because they are in
India.
If the goal is to earn a living, then, maybe it isn’t really true that 18-year-olds need to be imparted with a sense of
panic about getting into college (though they certainly need to learn). Some people are hustled off to college, then to
the cubicle, against their own inclinations and natural bents, when they would rather be learning to build things or
fix things. One shop teacher suggested to me that “in schools, we create artificial learning environments for our
children that they know to be contrived and undeserving of their full attention and engagement. Without the
opportunity to learn through the hands, the world remains abstract and distant, and the passions for learning will
not be engaged.”
“The Case for Working with Your Hands” by Matthew B. Crawford from Shop Class as Soulcraft:
An Inquiry into the Value of Work, copyright © 2009 by Matthew B. Crawford. Used by permission.
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source B
Roth, Michael. “What’s a Liberal Arts Education Good
For?” Huffington Post. TheHuffingtonPost.com,
1 Dec. 2008. Web. 20 Dec. 2011.
The following is excerpted from an online article by the president of a liberal arts university.
Rather than pursuing business, technical or vocational training, some students (and their families) opt for a
well-rounded learning experience. Liberal learning introduces them to books and the music, the science and the
philosophy that form disciplined yet creative habits of mind that are not reducible to the material circumstances
of one’s life (though they may depend on those circumstances). There is a promise of freedom in the liberal arts
education offered by America’s most distinctive, selective, and demanding institutions; and it is no surprise that their
graduates can be found disproportionately in leadership positions in politics, culture and the economy. . . .
What does liberal learning have to do with the harsh realities that our graduates are going to face after college?
The development of the capacities for critical inquiry associated with liberal learning can be enormously practical
because they become resources on which to draw for continual learning, for making decisions in one’s life, and for
making a difference in the world. Given the pace of technological and social change, it no longer makes sense to
devote four years of higher education entirely to specific skills. Being ready on DAY ONE, may have sounded
nice on the campaign trail, but being able to draw on one’s education over a lifetime is much more practical (and
precious). Post secondary education should help students to discover what they love to do, to get better at it, and to
develop the ability to continue learning so that they become agents of change—not victims of it.
A successful liberal arts education develops the capacity for innovation and for judgment. Those who can image how
best to reconfigure existing resources and project future results will be the shapers of our economy and culture. We
seldom get to have all the information we would like, but still we must act. The habits of mind developed in a liberal
arts context often result in combinations of focus and flexibility that make for intelligent, and sometimes courageous
risk taking for critical assessment of those risks. . . .
America’s great universities and colleges must continue to offer a rigorous and innovative liberal arts education.
A liberal education remains a resource years after graduation because it helps us to address problems and potential
in our lives with passion, commitment and a sense of possibility. A liberal education teaches freedom by example,
through the experience of free research, thinking and expression; and ideally, it inspires us to carry this example, this
experience of meaningful freedom, from campus to community.
The American model of liberal arts education emphasizes freedom and experimentation as tools for students to
develop meaningful ways of working after graduation. Many liberal arts students become innovators and productive
risk takers, translating liberal arts ideals into effective, productive work in the world. That is what a liberal education
is good for.
President Michael S. Roth
Wesleyan University
Huffington Post
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source C
Shierholz, Heidi. “New college grads losing ground on
wages.” Economic Policy Institute. Economic
Policy Institute, 31 Aug. 2011. Web.
20 Dec. 2011.
The following is from an online article published by a nonprofit, nonpartisan think tank that aims to broaden
discussions about economic policy to include the needs of low- and middle-income workers.
As college students head back to the classroom this semester, a harsh reality confronts them—the rewards for the
time, energy, and money that young people put into college are less than they were a decade ago. Since 2000,
America’s young college graduates have seen wages, adjusted for inflation, deteriorate. This lack of wage growth
may be particularly surprising to those used to reading about the vast unfilled need for college graduates, which if
true would lead to increases in their earnings. The chart below tracks the average inflation-adjusted hourly wage for
young college graduates with no advanced degree from 1979 to 2010.
After gains in the 1980s and particularly in the 1990s, hourly wages for young college-educated men in 2000 were
$22.75, but that dropped by almost a full dollar to $21.77 by 2010. For young college-educated women, hourly
wages fell from $19.38 to $18.43 over the same period. Now, with unemployment expected to remain above 8%
well into 2014, it will likely be many years before young college graduates—or any workers—see substantial wage
growth.
Source: EPI’s analysis of the Current Population Survey, Outgoing Relations Group. Taken from “New college grads
losing ground on wages” by Heidi Shierholz, copyright © 2011 by Economic Policy Institute. Used by permission.
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source D
Leonhardt, David. “Even for Cashiers, College Pays Off.”
New York Times. New York Times, 25 June 2011.
Web. 20 Dec. 2011.
The following is excerpted from an online article in a national newspaper.
The evidence is overwhelming that college is a better investment for most graduates than in the past. A new study
even shows that a bachelor’s degree pays off for jobs that don’t require one: secretaries, plumbers and cashiers. And,
beyond money, education seems to make people happier and healthier.
“Sending more young Americans to college is not a panacea,” says David Autor, an M.I.T. economist who studies
the labor market. “Not sending them to college would be a disaster.”
The most unfortunate part of the case against college is that it encourages children, parents and schools to aim
low. For those families on the fence—often deciding whether a student will be the first to attend— the skepticism
becomes one more reason to stop at high school. Only about 33 percent of young adults get a four-year degree today,
while another 10 percent receive a two-year degree.
So it’s important to dissect the anti-college argument, piece by piece. It obviously starts with money. Tuition
numbers can be eye-popping, and student debt has increased significantly. But there are two main reasons college
costs aren’t usually a problem for those who graduate.
First, many colleges are not very expensive, once financial aid is taken into account. Average net tuition and fees at
public four-year colleges this past year were only about $2,000 (though Congress may soon cut federal financial
aid).
Second, the returns from a degree have soared. Three decades ago, full-time workers with a bachelor’s degree
made 40 percent more than those with only a high-school diploma. Last year, the gap reached 83 percent. College
graduates, though hardly immune from the downturn, are also far less likely to be unemployed than non-graduates.
Skeptics like to point out that the income gap isn’t rising as fast as it once was, especially for college graduates who
don’t get an advanced degree. But the gap remains enormous—and bigger than ever. Skipping college because the
pace of gains has slowed is akin to skipping your heart medications because the pace of medical improvement isn’t
what it used to be.
The Hamilton Project, a research group in Washington, has just finished a comparison of college with other
investments. It found that college tuition in recent decades has delivered an inflation-adjusted annual return of
more than 15 percent. For stocks, the historical return is 7 percent. For real estate, it’s less than 1 percent.
Another study being released this weekend— by Anthony Carnevale and Stephen J. Rose of Georgetown—breaks
down the college premium by occupations and shows that college has big benefits even in many fields where a
degree is not crucial.
Construction workers, police officers, plumbers, retail salespeople and secretaries, among others, make significantly
more with a degree than without one. Why? Education helps people do higher-skilled work, get jobs with betterpaying companies or open their own businesses.
From The New York Times, 6/25/2011 © 2011 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws
of the United States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited.
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source E
Wieder, Ben. “Thiel Fellowship Pays 24 Talented
Students $100,000 Not to Attend College.” The
Chronicle of Higher Education. The Chronicle of
Higher Education, 25 May 2011. Web. 20 Dec. 2011.
The following is excerpted from an online article in a publication for college and university faculty members and
administrators.
The winners were announced today for a new fellowship that has sparked heated debate in academic circles for
questioning the value of higher education and suggesting that some entrepreneurial students may be better off
leaving college.
Peter Thiel, a co-founder of PayPal, will pay each of the 24 winners of his Thiel Fellowship $100,000 not to attend
college for two years and to develop business ideas instead.
The fellows, all 20 years old or younger, will leave institutions including Harvard University, the Massachusetts
Institute of Technology, and Stanford University, to work with a network of more than 100 Silicon Valley mentors
and further develop their ideas in areas such as biotechnology, education, and energy. . . .
At least one student initially chosen as a Thiel fellow, however, ended up turning down the deal, opting to continue
her traditional education by accepting admission at MIT.
Mr. Thiel said he had expected some applicants would decide to stay on their academic track.
He admits he probably wouldn’t have applied for a program like the Thiel Fellowship when he was a student in the
1980s either.
Mr. Thiel studied philosophy at Stanford in the 1980s and later completed law school there, but he now wishes he
had given more thought to the educational decisions he made and their implications.
“Instead, it was just this default activity,” he said.
Questioning the Value of College
The fellowship seeks to help winners develop their ideas more quickly than they would at a traditional university.
Its broader aim goes beyond helping the 24 winners, by raising big questions about the state of higher education.
Mr. Thiel ignited controversy when he told TechCrunch in April that he sees higher education as the next bubble,
comparable to previously overvalued markets in technology and housing.
Both cost and demand for a college education have grown significantly in the years since Mr. Thiel was a student.
He sees that rise as irrational.
Students today are taking on more debt, and recently tightened bankruptcy laws make it more difficult to shake that
debt, he argues, and those factors make higher education a risky investment. “If you get this wrong, it’s actually a
mistake that’s hard to undo for the rest of your life,” he said.
Critics contend that even so, Thiel’s advice to leave school and develop a business is applicable only to a tiny
fraction of students and that Thiel’s own success, aided by business relationships forged during his days at Stanford,
argues against leaving school.
But Thiel is convinced that the social pressure for students to pursue “lower-risk trajectories” in their career choices
will lead to less innovation in the future.
Copyright 2011 The Chronicle of Higher Education. Reprinted with permission.
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2014 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
Source F
Pew Social & Demographic Trends. “Executive
Summary.” Is College Worth It? Pew Research
Center, 15 May 2011. Web. 20 Dec. 2011.
The following is excerpted from a 2011 report on a national survey of 2,142 adults ages 18 and older.
Here is a summary of key findings:
Survey of the General Public
Cost and Value. A majority of Americans (57%) say the higher education system in the United States fails
to provide students with good value for the money they and their families spend. An even larger majority—
75%—says college is too expensive for most Americans to afford. At the same time, however, an
overwhelming majority of college graduates—86%— say that college has been a good investment for them
personally.
Monetary Payoff. Adults who graduated from a four-year college believe that, on average, they are earning
$20,000 more a year as a result of having gotten that degree. Adults who did not attend college believe that,
on average, they are earning $20,000 a year less as a result. These matched estimates by the public are very
close to the median gap in annual earnings between a high school and college graduate as reported by the
U.S. Census Bureau in 2010: $19,550. A more detailed Pew Research Center analysis . . . shows that this
gap varies by type of degree and field of study.
Student Loans. A record share of students are leaving college with a substantial debt burden, and among
those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it
has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices
(24%).
Why Not College? Nearly every parent surveyed (94%) says they expect their child to attend college, but
even as college enrollments have reached record levels, most young adults in this country still do not attend
a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do
not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to
support a family. Also, 57% say they would prefer to work and make money; and 48% say they can’t afford
to go to college.
Split Views of College Mission. Just under half of the public (47%) says the main purpose of a college
education is to teach work-related skills and knowledge, while 39% say it is to help a student grow
personally and intellectually; the remainder volunteer that both missions are equally important. College
graduates place more emphasis on intellectual growth; those who are not college graduates place more
emphasis on career preparation.
For Most College Graduates, Missions Accomplished. Among survey respondents who graduated from a
four-year college, 74% say their college education was very useful in helping them grow intellectually; 69%
say it was very useful in helping them grow and mature as a person; and 55% say it was very useful in
helping them prepare for a job or career.
Above All, Character. While Americans value college, they value character even more. Asked what it takes
for a young person to succeed in the world, 61% say a good work ethic is extremely important and 57% say
the same about knowing how to get along with people. Just 42% say the same about a college education.
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AP® ENGLISH LANGUAGE AND COMPOSITION
2014 SCORING GUIDELINES
Question 1
The essay score should reflect the essay’s quality as a whole. Remember that students had only 15
minutes to read the sources and 40 minutes to write; the essay, therefore, is not a finished product and
should not be judged by standards appropriate for an out-of-class assignment. Evaluate it as a draft,
making certain to reward students for what they do well.
All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or
mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case
should an essay with many distracting errors in grammar and mechanics score higher than a 2.
_______________________________________________________________________________________
9 – Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially
sophisticated in their argument, thorough in development, or impressive in their control of language.
8 – Effective
Essays earning a score of 8 effectively evaluate whether college is worth its cost. They develop their
argument by effectively synthesizing* at least three of the sources. The evidence and explanations used
are appropriate and convincing, and the link between the sources and the writer’s argument is strong.
The prose demonstrates a consistent ability to control a wide range of the elements of effective writing
but is not necessarily flawless.
7 – Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete
explanation, more thorough development, or a more mature prose style
6 – Adequate
Essays earning a score of 6 adequately evaluate whether college is worth its cost. They develop their
argument by adequately synthesizing at least three of the sources. The evidence and explanations used
are appropriate and sufficient, and the link between the sources and the writer’s argument is apparent.
The language may contain lapses in diction or syntax, but generally the prose is clear.
5 – Essays earning a score of 5 evaluate whether college is worth its cost. They develop their
argument by synthesizing at least three sources, but how they use and explain sources is
somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the
sources generally develop the writer’s position, but the link between the sources and the writer’s
argument may be strained. The writing may contain lapses in diction or syntax, but it usually
conveys the writer’s ideas.
4 – Inadequate
Essays earning a score of 4 inadequately evaluate whether college is worth its cost. They develop their
argument by synthesizing at least two sources, but the evidence or explanations used may be
inappropriate, insufficient, or unconvincing. The sources may dominate the writer’s attempts at
development; the link between the sources and the writer’s argument may be weak; or the writer may
misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the writer’s
ideas but may be inconsistent in controlling the elements of effective writing.
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AP® ENGLISH LANGUAGE AND COMPOSITION
2014 SCORING GUIDELINES
Question 1 (continued)
3 – Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in
evaluating whether college is worth its cost. They are less perceptive in demonstrating
understanding of the sources, or their explanation or examples may be particularly limited or
simplistic. The essays may show less maturity in control of writing.
2 – Little Success
Essays earning a score of 2 demonstrate little success in evaluating whether college is worth its cost.
They may merely allude to knowledge gained from reading the sources rather than citing the sources
themselves. The link between the sources and the writer’s argument is weak or absent. These essays
may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing
or categorizing the sources or by merely responding to the prompt tangentially with unrelated,
inaccurate, or inappropriate explanation. The prose of essays that score 2 often demonstrates consistent
weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack
of control.
1 – Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped,
especially simplistic in their explanation, weak in their control of writing, or they do not use or
even allude to one source.
0 – Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out
response, a drawing, or a response in a language other than English.
—
Indicates an entirely blank response.
∗
For the purposes of scoring, synthesis means using sources to develop a position and citing them
accurately.
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AP® SUMMER INSTITUTE SCORING NOTES
2014 AP English Language and Composition
Question 1
Sample Identifier: H
Score: 9
•
Presents a clear introduction and effectively contextualizes the argument by asking several
questions and argues that "the intellectual and practical enrichment that it [college] provides
justifies its lofty cost."
•
Effectively puts Source B for support in conversation with Sources C, D, and F to make the
argument that college is worth the cost.
•
•
Elaborates by contrasting the liberal arts philosophy of Source B with the "misguided sense of
conformity towards high-paying jobs" and suggesting that people may not see the full value of
college "because they are only focused on the material profit,"
Considers a counterargument: "Some argue that the financial risk involved in attending college
simply outweighs any intellectual benefits that can arise from higher education" and refutes this
claim using the sources skillfully
•
•
Synthesizes sources smoothly for a full and purposeful argument
Ends with especially effective control, underscoring the essay's success.
•
Earned a score of 9
Sample Identifier: B
Score: 8
•
•
•
Effectively examines the costs and benefits beyond finances in arguing that college is worth the cost.
Effectively synthesizes 3 sources to demonstrate the various facets of the cost debate.
Develops a strong fink between the sources and the writer's argument; for example using Source F to
note that Americans value both a good work ethic and social skills and elaborating on how college
can "bolster both of these values."
•
Considers an opposing argument and uses Sources I) and F to refute the claim that college costs will
negatively impact students for the rest of their lives.
•
Demonstrates consistent control of a wide range of the elements of effective writing.
•
Earned a score of 8,
Sample Identifier: E
Score: 7
•
Presents appropriate evidence, incorporating sources with some purpose to argue that "A college
education, like any other investment, will become more highly required by workplaces and will pay
•
•
Adequately focuses on the question and purposefully incorporates sources in responding to it.
Adequately concludes that work places may choose graduates over non-graduates and "This,
combined with the availability of opportunities, connections, and monetary return obtained at college
off in students' futures."
•
proves an education is worth your time, money, and effort."
Demonstrates a more mature prose style than is often found in a 6, using phrases such as "As shown
in;" "This remark indicates that;" and "So" to create links between the sources and the argument.
•
Earned a score of 7.
© 2014 The College Board.
These notes are to be used by College Board AP consultants
AP® SUMMER INSTITUTE SCORING NOTES
2014 AP English Language and Composition
Sample Identifier: A
Score: 6
•
Adequately states a position and uses appropriate sources for evidence and support, providing an
economic argument regarding the cost of college.
•
Adequately connects Source C with the argument, using the chart to compare wages of male and
female college graduates and noting that both have declined,
•
Uses Source E to support its argument: "Thiel, believes, like many progressive members of our
society, that colleges are no longer the optimal route to success," and uses Source F to reinforce this
point
•
Provides appropriate and sufficient evidence and explanations.
•
The essay earned a score of 6.
Sample Identifier: D
Score:
•
5
Adequately evaluates whether college is worth its cost, stating "it can be proven that college can be
beneficial to one's life."
•
Adequately incorporates several sources; for example, reference to a "trophy" diploma resulting from
"determination" when elaborating Source D,
•
Makes a viable comparison between high school and college opportunities, with a strained link to
Source B: "It can show that people can express themselves in ways that other people (the ones who
didn't attend college) can't."
•
Remains at a fairly high level of generality (e.g., these liberal arts classes can extend far even after
college) with many unsupported assertions (e.g., "College can allow for an escape that allows lor
•
freedom and productivity.")
Develops an argument but demonstrates both adequate and inadequate features
•
Earned a score of 5.
Sample Identifier: G
Score: 4
•
•
•
•
Inadequately evaluates whether college is worth the cost.
Presents vague assertions: "it all depends on the student whether college is worth the cost,"
Sources dominate the essay with little explanation provided; for example, reports on Source E ends
with an empty statement: "This just shows how people who do not want to go to college, or do not
need to, do not have to go to college."
The prose generally convoys the writer's ideas.
•
Earned a score of 4
Sample Identifier: I
Score:
a
•
3
Demonstrates less success in evaluating whether college is worth its cost by straying into irrelevant
considerations, e.g., "whether or not its [sic] fair to have to pay for your own education."
Cites 3 sources (F, D, and B), but is particularly limited in its explanation, demonstrating less success
than a 4
•
Consists of many vague generalizations, e.g , "It all depends on the view of the situation and the
effect it'll have "
•
Earned a score of 3.
©2014 The College Board.
These notes are to be used by College Board AP consultants
AP® SUMMER INSTITUTE SCORING NOTES
2014 AP English Language and Composition
Sample Identifier: C
Score: 2
•
Attempts to establish a position through assertion but demonstrates little success in evaluating
whether college is worth its cost.
•
Oversimplifies and fails to establish link between the two sources cited and the assertion that the
cost of college "discriminates against the impoverished."
•
Exhibits weak control of syntax
•
Earned a score of 2.
Sample Identifier: F
Score:
1
•
Attempts to discuss whether college is worth the cost: "The values of collage [sic] are know laic)
•
being questioned,"
Alludes to 1 source but is especially simplistic in its explanation.
•
Weak in control of writing
•
Earned a score of 1
© 2014 The College Board
These notes aie to be used by College Board AP consultants