AP Language
STUDENT(PARTNER)
NAME(S):
TIMED WRITING ESSAY
RUBRIC AND CHECKLIST
REVIEWER:
AP ESSAY SELF-SCORE: (0-6)
AP TEACHER SCORE
“Effective” Essay- Raw Score of 6 (A- or A)
____ Sophisticated claim that takes a position
____ Addresses all areas of the prompt evenly
____ Consistent arrangement and development
____ Specific analysis supports claim
____ Substantial use of evidence throughout
____ Explanations are appropriate and convincing
____ References the passage explicitly or
implicitly
____ Creative style (syntax, diction, voice)
____ Generally error free and demonstrates
control of the elements of effective writing (but
not necessarily flawless)
“Inadequate” Essay- Raw Score of 4
(C-, C+)
____ Weak claim (lacks specificity; vague)
____ Misunderstood the prompt
____ Misrepresents the argument or claim
____ Does not address all areas of the
prompt
____Unclear organization of essay
____Contains some analysis; more needed
____Incorrectly analyzes rhetorical strategies or
rationale for claim
____Contains some evidence; more needed
____Essay content deviates from claim and is
inappropriate, insufficient, or less convincing
____May contain significant grammatical errors
____Some information is irrelevant to prompt
“Poor” Essay: Raw Score of 2 (D-)
____ No claim or weak claim
____ Incorrect or incomplete essay
____Evidence is not specific, accurate, or
relevant.
____ Simplistic in explanation and argument
____ Weak in control of language
Constructive Criticism- Positives
____
____
____
____
____
Strong topic sentences
Good transitional phrases
Elevated, academic vocabulary
Correct MLA citations
Strong conclusion
General Comments:
CLASS GRADE: (%)
“Adequate” Essay- Raw Score of 5
(B-, B, or B+)
____ Claim is present, but contains general
analysis
____Addresses all areas of the prompt; may
lack some balance between major areas
____Good arrangement; may contain
inconsistencies or errors in development
____Good analysis in most areas; needs more
____Good use of evidence and explanations; may
lack balance or thoroughness
____ Needs to reference the passage/text more
____Some important information is left out
____ Inconsistent style
____ May contain minor errors or lapses in syntax
and diction
“Little Success” Essay: AP Score of 3 (D+)
____ Undeveloped claim (simple and merely
observational rather than analytical)
____ Misunderstood the prompt
____ Misread the passage
____Messy organization
____Does not address one or more aspects
of the prompt
____Fails to analyze rhetorical strategies
____Lacks analysis and evidence to support claim
____ Responds to prompt tangentially with
unrelated, inaccurate, or inappropriate explanations
____Essay is incomplete (too short)
____ Demonstrates weakness in writing with
several grammatical, usage, and mechanical errors
“Incomplete” Essay: Raw Score of 1/0 (F)
____Writes on incorrect topic or merely
repeats the prompt
____Little to no effort shown
____Drew a picture
Constructive Criticism- Negatives
____ Introduction contains vague or
generalizing, sweeping sentences
____ Essay contains opinions or assertions not
supported by facts
____ Improve topic sentences
____ Avoid using first person (“I,” “you,” “we”)
____ Don’t use “I think” statements
____ Don’t use “flowery” or colloquial stylestronger voice required
____ Needs to improve spelling and grammar
____ Needs more academic vocabulary
____ Incorrect use of punctuation at times
____ Poor penmanship: essay is difficult to
read
____ Weak or missing conclusion
STUDENT(PARTNER)
NAME(S):
AP Language
REVIEWER:
TIMED WRITING ESSAY RUBRIC AND CHECKLIST
AP ESSAY SELF SCORE/ PEER
SCORE: (0-6)
AP ESSAY TEACHER SCORE: Numerical GRADE: (%)
(0-6)
Write name(s) on this page. Use this rubric to self-score/ score the essay, then
staple it to the top of the essay.
Positives
Things to Improve
Introduction
______ Begins with intriguing statements and a clever
hook
______ Strong claim that takes a position
Introduction
______ Introduction contains vague or generalizing, sweeping
statements
______ General claim which addresses topic and task
______ Weak claim (lacks specificity, vague)/ NO claim
______ Missing author/ selection title
Analysis
______ Misunderstood the prompt
______ Misrepresented argument or claim
______ Misread the passage
______ Missing, Incomplete or misleading topic sentences
______ Unclear organization
______ Contains some analysis; more needed
______ Little or no analysis (lacks the PURPOSE/ EFFECT)
______ Contains some evidence; more needed
______ Little or no evidence (PROVE IT)
______ Needs clearer transitions
______ Some information is left out
______ Essay deviates from claim; inappropriate, insufficient,
or less convincing
______ Insufficient explanation to prove claim or support
evidence
Style
______ Inconsistent syntax (run-ons, fragments, incomplete
thoughts)
______ Simplistic vocabulary
______ Colloquial or informal language
______ Avoid using “I think” or “I believe”
______ Work on diction
Analysis
______ Addresses all areas of the prompt
______ Strong topic sentences
______ Specific analysis that supports claim
______ Substantial use of evidence
______ Clear pattern of development and cohesive
organization
______ Good use of transitions between paragraphs
and between ideas or sources
Style
______ Creative syntax and diction
______ Elevated, academic vocabulary
______ Strong writer’s voice established
Mechanics
______ Generally error-free
______ Demonstrates control of the elements of
effective writing
Conclusion
______ Strong conclusion
______ Good conclusion
Mechanics
______ Some significant grammatical or spelling errors
______ Incorrect punctuation
______ Incorrect/ missing citations
Conclusion
______ Weak conclusion
______ No conclusion
Other
______ Poor penmanship; essay is hard to read
______ Essay is too short
AP Language
STUDENT(PARTNER)
NAME(S):
REVIEWER: