ap07_sg_english_lang

ap07_sg_english_lang - AP® English Language and...

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Unformatted text preview: AP® English Language and Composition 2007 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. © 2007 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html. Visit the College Board on the Web: www.collegeboard.com. AP Central is the official online home for the AP Program: apcentral.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 1 The score should reflect a judgment of the essay’s quality as a whole. Remember that students had only 15 minutes to read and 40 minutes to write; therefore, the essay is not a finished product and should not be judged by standards that are appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for what they do well. All essays, even those scored 8 or 9, may contain occasional flaws in analysis, prose style, or mechanics. Such features should enter into the holistic evaluation of an essay’s overall quality. In no case may an essay with many distracting errors in grammar and mechanics be scored higher than a 2. 9 Essays earning a score of 9 meet the criteria for 8 essays and, in addition, are especially sophisticated in their argument, skillful in their synthesis of sources, or impressive in their control of language. 8 Effective Essays earning a score of 8 effectively develop a position on the effects of advertising. They support the position by successfully synthesizing* at least three of the sources. The argument is convincing, and the sources effectively support the student’s position. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 Essays earning a score of 7 fit the description of 6 essays but are distinguished by more complete or more purposeful argumentation and synthesis of sources, or a more mature prose style. 6 Adequate Essays earning a score of 6 adequately develop a position on the effects of advertising. They synthesize at least three of the sources. The argument is generally convincing and the sources generally support the student’s position, but the argument is less developed or less cogent than the arguments of essays earning higher scores. The language may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 develop a position on the effects of advertising. They support the position by synthesizing at least three sources, but their arguments and their use of sources are somewhat limited, inconsistent, or uneven. The argument is generally clear, and the sources generally support the student’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the writer’s ideas adequately. 4 Inadequate Essays earning a score of 4 inadequately develop a position on the effects of advertising. They attempt to present an argument and support the position by synthesizing at least two sources but may misunderstand, misrepresent, or oversimplify either their own argument or the sources they include. The link between the argument and the sources is weak. The prose of 4 essays may suggest immature control of writing. For the purposes of scoring, synthesis refers to combining the sources and the writer’s position to form a cohesive, supported argument, and accurately citing sources. ∗ © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 1 (continued) 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less understanding of the sources, less success in developing their own position, or less control of writing. 2 Little Success Essays earning a score of 2 demonstrate little success in developing a position on the effects of advertising. They may merely allude to knowledge gained from reading the sources rather than citing the sources themselves. These essays may misread the sources, fail to present an argument, or substitute a simpler task by merely responding to the question tangentially or merely summarizing the sources. The prose of 2 essays often demonstrates consistent weaknesses in writing, such as a lack of development or organization, grammatical problems, or a lack of control. 1 Essays earning a score of 1 meet the criteria for a score of 2 but are especially simplistic, are weak in their control of writing, or do not cite even one source. 0 Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt. — Indicates a blank response or one that is completely off topic. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 2 The score should reflect a judgment of the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; therefore, the essay is not a finished product and should not be judged by standards that are appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for what they do well. All essays, even those scored 8 or 9, may contain occasional flaws in analysis, prose style, or mechanics. Such features should enter into the holistic evaluation of an essay’s overall quality. In no case may an essay with many distracting errors in grammar and mechanics be scored higher than a 2. 9 Essays earning a score of 9 meet the criteria for 8 essays and, in addition, are especially sophisticated in their explanation or demonstrate particularly impressive control of language. 8 Effective Essays earning a score of 8 effectively analyze the strategies Sanders uses to develop his perspective about moving. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 Essays earning a score of 7 fit the description of 6 essays but provide a more complete explanation or demonstrate a more mature prose style. 6 Adequate Essays earning a score of 6 adequately analyze the strategies Sanders uses to develop his perspective about moving. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 analyze the strategies Sanders uses to develop his perspective about moving. These essays may, however, provide uneven, inconsistent, or limited explanations. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. 4 Inadequate Essays earning a score of 4 inadequately analyze the strategies Sanders uses to develop his perspective about moving. The prose generally conveys the student’s ideas but may suggest immature control of writing. 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in analyzing the strategies Sanders uses to develop his perspective about moving. The essays may show less control of writing. 2 Little Success Essays earning a score of 2 demonstrate little success in analyzing the strategies Sanders uses to develop his perspective about moving. These essays may misunderstand the prompt; fail to analyze the strategies Sanders uses to develop his perspective about moving; or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 2 (continued) 1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation, and/or weak in their control of language. 0 Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt. — Indicates a blank response or one that is completely off topic. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 3 The score should reflect a judgment of the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; therefore, the essay is not a finished product and should not be judged by standards that are appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for what they do well. All essays, even those scored 8 or 9, may contain occasional flaws in analysis, prose style, or mechanics. Such features should enter into the holistic evaluation of an essay’s overall quality. In no case may an essay with many distracting errors in grammar and mechanics be scored higher than a 2. 9 Essays earning a score of 9 meet the criteria for 8 essays and, in addition, are especially sophisticated in their explanation and argument or demonstrate particularly impressive control of language. 8 Effective Essays earning a score of 8 effectively develop a position on the ethics of offering incentives for charitable acts. The evidence used is appropriate and convincing. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 Essays earning a score of 7 fit the description of 6 essays but provide a more complete argument or demonstrate a more mature prose style. 6 Adequate Essays earning a score of 6 adequately develop a position on the ethics of offering incentives for charitable acts. The evidence used is appropriate. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 develop a position on the ethics of offering incentives for charitable acts. These essays may, however, provide uneven, inconsistent, or limited explanations or evidence. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. 4 Inadequate Essays earning a score of 4 inadequately develop a position on the ethics of offering incentives for charitable acts. The evidence used may be insufficient. The prose generally conveys the student’s ideas but may suggest immature control of writing. 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in developing a position on the ethics of offering incentives for charitable acts or in providing evidence to support that position. The essays may show less control of writing. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 3 (continued) 2 Little Success Essays earning a score of 2 demonstrate little success in developing a position on the ethics of offering incentives for charitable acts. These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate evidence. The prose often demonstrates consistent weaknesses in writing. 1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation and argument, or weak in their control of language. 0 Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt. — Indicates a blank response or one that is completely off topic. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ...
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This note was uploaded on 11/04/2009 for the course UR 13045 taught by Professor Mr.u during the Spring '09 term at Magnolia Bible.

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