Use Student ID # instead of name.
Page Limit:
2
Score Minimum:
0
Score Maximum:
100
The basic goal for AP writing is to make a claim, use textual evidence to support the claim, and skillfully explain how this works.
+3 for
-a specific thesis,
-each insight backing up the
-each piece of evidence
-any beautiful, deep, sad, funny
thesis,
supporting the thesis
or provocative sentence that
doesn’t fit in the other
categories.
-grammar mistakes
-vagueness
Superior Essays (Score Range 8-9: Grade A)
-3 for
-repetitiveness
-incorrect/wrong assertions
The essay offers a persuasive interpretation of the text in question and
presents an insightful analysis concerning the relationship between the
text’s ideas and the literary techniques or rhetorical strategies the author
uses to convey his or her meaning. Essay moves efficiently from general to
specific and specific to general: textual references are apt, specific, and
rationally explained. Essay demonstrates consistent and effective control
over the elements of composition: the essay is thoughtfully organized;
demonstrates an ability to structure concise, graceful sentences; and reflect
the student’s efforts to engage the reader through mature and precisely
chosen diction. At all times the writing is clear, sophisticated and
persuasive.
Very Good Essays (Score Range 6-7: Grade B)
The essay provides a convincing reading of the text; its interpretation of the
text is perceptive and offers a reasonable explanation of textual evidence
and the relationship between the text’s ideas and the literary techniques or
rhetorical strategies the author uses to convey his or her meaning;
however, the writing does not move quite as efficiently from general to
specific and specific to general as it does in the very best essays. The writing
is clear but not sophisticated or as fully persuasive as it is in the top tier
essays. The essays demonstrate good control over the elements of
composition but may lack the structural variety, concision, and immediacy
that the top tier essays reflect. The essay’s diction is properly chosen for
the occasion but lacks the precision and variety exhibited in the very best
essays.
Adequate Essays (Score Range 5: Grade C)
Essay offers a plausible interpretation of the text but presents a superficial
analysis of the relationship between the text’s ideas and the literary
techniques or rhetorical strategies the author uses to convey his or her
meaning. Essay moves adequately from general to specific and specific to
general, but is often pedestrian or plodding in its development. Essay
demonstrates some lack of precision in its analysis of themes and
techniques. Essay also lacks precision regarding the effective control over
the elements of composition: organization may be lacking; sentences
structures may be repetitive, wordy, and pedestrian; word choices are
adequate for conveying basic ideas but lack the variety, precision, and
maturity of better essays.
Weak Essays (Score Range 3-4: Grade D)
Essay fails to offer an adequate interpretation of the text and presents
merely a superficial analysis of the relationship between the text’s ideas
and the literary techniques or rhetorical strategies the author uses to
convey his or her meaning. Essay exhibits only minimal skill in moving from
generalization to specific observation and or from specific observation to
generalizations. Essay relies on paraphrase or summary with little implicit
or explicit analysis. Demonstrates control of language, but the writing is
marred by surface errors and/or problems in organization and
development. Sentence structures are elementary and word choices may
reflect a limited, informal or immature vocabulary.
Inadequate Essays (Score Range 1-2: Grade F)
Some attempt to answer the prompt has been made but the essay may
ignore or give little emphasis to the text. Textual references are slight
and/or misconstrued. The essay contains serious misreadings or
misunderstandings about the text. Essay demonstrates a lack of control
over the elements of composition: inadequate development of ideas,
accumulation of errors, inconsistent focus, repetitive. Essay also lacks
clarity and organization. Essay contains serious errors in grammar and
mechanics.