Name:
Block:
Genesis AP Style Essay Exam
Directions:
Select a prompt below and circle it. Then, in a well-written essay, compose an insightful and
complex response to the prompt. Include a complex and specific thesis statement as well as CSE
body paragraphs. You may find it useful to expand on a prompt through the lens of your
philosopher, but this is not required.
Prompt A:
Choose a character from Beckett’s Genesis, and write an essay in which you (a) briefly describe
the standards of the fictional society in which the character exists and (b) show how the character
is affected by and responds to those standards. In your essay do not merely summarize the plot.
Arrive at thematic meaning.
Prompt B:
One of the strongest human drives seems to be a desire for power. Write an essay in which you
discuss how a character in the novel Genesis struggles to free himself or herself from the power of
others or seeks to gain power over others. Be sure to demonstrate in your essay how the author
uses this power struggle to enhance the meaning of the work.
Establishing the Rhetorical Situation
Subject
Occasion
Audience
Purpose
Speaker
Tone
Advanced (4.0)
Proficient (3.0)
Emerging (2.0)
CT 2: Analysis
 examines a variety of
 examines several
 examines few
Student separates or
breaks a whole into
parts to discover their
nature, function, and
relationships with the
purpose of explaining
their impact on the
work as whole.
literary techniques,
including nuanced and
subtle details, in order
to interpret how they
create meaning
 interpretation arrives
at thematic meaning
literary
techniques in
order to interpret
how they create
meaning
 interpretation
attempts
thematic
meaning with
some success
literary techniques
in order to
interpret—with
only some
success—how they
create meaning
 any attempt at
thematic meaning
is underdeveloped
Beginning (1.0)
 examines few
literary techniques
but does not
successfully
interpret how they
create meaning for
the characters or
the reader
Name:
Block:
CI 1 Claims
 thesis is insightful
Student 1) introduces
precise claims; 2)
establishes the
significance of the
claims; and 3)
elaborates on
counterclaims.
and contextualized
includes specific
details
 supporting claims are
concise,
comprehensible, and
specific
CI 2:
Development
 provides significant,
insightful, and
relevant quotations
Student introduces and
and other concrete
explains relevant and
details that
telling details …,
thoroughly develop
elaborates on their
relevance to the main
and explain the topic
idea, and provides an

provides an engaging
engaging conclusion
conclusion that
that supports the topic
supports the topic
and examines its
and thoroughly
implications and
significance.
examines its
implications and
significance
CI 3: Cohesion
Student uses words,
phrases, clauses, and
varied syntax to link
major sections, and
creates cohesion by
explaining the
relationship between
ideas and concepts.
The presentation
includes appropriate
and varied transitions
and language.
 sequence of topics
and transitions are
artful and moves the
reader through the
content successfully
 expertly varies syntax
and appropriate
language for
engagement
 thesis is clear
 supporting claims
are clear and
mostly specific
 provides relevant
quotations
throughout with
other details that
sufficiently
develop and
explain the topic
 provides a
competent
conclusion that
supports the
topic and
examines its
implications and
significance
 sequence of
topics and
transitions are
sufficient to
move the reader
through the
content
 uses mostly
appropriate
language
 thesis is attempted
 thesis requires
but simplistic
 supporting claims
are insufficiently
identified
 introduces an
plausible
counterclaim
 provides some
details but few
quotations to
attempt to develop
the topic, but needs
to elaborate on
explanations
 provides a
conclusion that is
related to the topic
significant
clarification
 supporting claims
are buried or
require clarification
 sequence of topics
 sequence of topics
show some
evidence of
forethought but
transitions are
lacking
 language is not
tailored to the
rhetorical situation
nor entirely
inappropriate
and transitions
appear
unintentional
 language is more
inappropriate than
not
 provides limited

facts and
examples and
few quotations
related to the
topic; lacks
coherent
explanations
may or may not
provide a
perfunctory
conclusion
CI 4 Conventions
 demonstrates
 mostly adheres
 demonstrates some  demonstrates
Student demonstrates
mastery of Standard
American English
conventions of usage
and mechanics while
attending to the norms
of the discipline (i.e.
MLA, APA, etc.).
mastery of Standard
American English
grammar and
mechanics
 specifically attending
to MLA formatting
and style
to Standard
American English
grammar and
mechanics
 suitably attends
to the MLA
formatting and
style
accuracy in
Standard American
English grammar
and mechanics
 attempts with little
success to attend to
MLA formatting and
style
Comments:
multiple
inaccuracies of
Standard American
English grammar
and mechanics
 fails to adhere to
MLA formatting
and style