ap09_english_lang_form_b_sgs

ap09_english_lang_form_b_sgs - AP® English Language and...

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Unformatted text preview: AP® English Language and Composition 2009 Scoring Guidelines Form B The College Board 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 5,600 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools and 3,800 colleges through major programs and services in college readiness, 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. © 2009 The College Board. 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 AP teachers: apcentral.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) 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 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 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 lapses 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 a 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 argue the extent to which schools should support individuality or conformity. They develop their position by effectively synthesizing* at least three of the sources. The evidence and explanations used are appropriate and convincing. Their 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 a 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 argue the extent to which schools should support individuality or conformity. They develop their position by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 argue the extent to which schools should support individuality or conformity. They develop their position by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The argument is generally clear, and the sources generally develop 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 student’s ideas adequately. 4 Inadequate Essays earning a score of 4 inadequately argue the extent to which schools should support individuality or conformity. They develop their position by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or less convincing. The sources may dominate the student’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing. _____________________________ ∗ For the purposes of scoring, synthesis means referring to sources to develop a position and citing them accurately. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) Question 1 (continued) 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in arguing the extent to which schools should support individuality or conformity. They are less perceptive in their 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 arguing the extent to which schools should support individuality or conformity. 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 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 these essays often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. 1 0 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not cite even one source. 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. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) 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; the essay, therefore, is not a finished product and should not be judged by standards 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 lapses 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 a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. 8 Effective Essays earning a score of 8 effectively analyze* the rhetorical strategies Lippmann uses to develop his argument. They develop their position with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. 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 a 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 analyze the rhetorical strategies Lippmann uses to develop his argument. They develop their position with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 analyze the rhetorical strategies Lippmann uses to develop his argument. The evidence or explanations used may be uneven, inconsistent, or limited. 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 rhetorical strategies Lippmann uses to develop his argument. These essays may misunderstand the passage, misrepresent the strategies Lippmann uses, or analyze these strategies inaccurately. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing. _____________________ * For the purposes of scoring, analysis refers to identifying features of a text and explaining how the author uses these to achieve a particular effect or purpose. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) Question 2 (continued) 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in analyzing the rhetorical strategies Lippmann uses to develop his argument. They are less perceptive in their understanding of the passage or Lippmann’s strategies, or the 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 analyzing the rhetorical strategies Lippmann uses to develop his argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies Lippmann uses, 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, such as grammatical problems, a lack of development or organization, or a lack of control. 1 0 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. 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. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) 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; the essay, therefore, is not a finished product and should not be judged by standards 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 lapses 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 a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. 8 Effective Essays earning a score of 8 effectively defend, challenge, or qualify Ehrenreich’s assertions about television. The evidence and explanations used are appropriate and convincing. 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 a score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. 6 Adequate Essays earning a score of 6 adequately defend, challenge, or qualify Ehrenreich’s assertions about television. The evidence and explanations used are appropriate and sufficient. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 defend, challenge, or qualify Ehrenreich’s assertions about television. The evidence or explanations used may be uneven, inconsistent, or limited. 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 defend, challenge, or qualify Ehrenreich’s assertions about television. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing. 3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in defending, challenging, or qualifying Ehrenreich’s assertions about television. The essays may show less maturity in control of writing. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES (Form B) Question 3 (continued) 2 Little Success Essays earning a score of 2 demonstrate little success in defending, challenging, or qualifying Ehrenreich’s assertions about television. These essays may misunderstand the prompt 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, such as grammatical problems, a lack of development or organization, or a lack of control. 1 0 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. 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. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. ...
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This note was uploaded on 08/08/2011 for the course ENG 1502 taught by Professor Penfield during the Fall '10 term at Emory.

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