ap10_english_lang_form_b_sgs

ap10_english_lang_form_b_sgs - AP® English Language and...

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Unformatted text preview: AP® English Language and Composition 2010 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 College Board is composed of more than 5,700 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 admission, guidance, assessment, financial aid and enrollment. Among its widely recognized programs are the SAT®, the PSAT/NMSQT®, the Advanced Placement Program® (AP®), SpringBoard® and ACCUPLACER®. 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. © 2010 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, SAT, SpringBoard and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. 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 2010 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 evaluate daylight saving time and offer a recommendation about its continued use. 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 evaluate daylight saving time and offer a recommendation about its continued use. 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 evaluate daylight saving time and offer a recommendation about its continued use. 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 evaluate daylight saving time and offer a recommendation about its continued use. 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. © 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2010 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 evaluating daylight saving time and offering a recommendation about its continued use. 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 evaluating daylight saving time and offering a recommendation about its continued use. 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 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. © 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2010 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 strategies Marquart uses to characterize the upper Midwest. 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 strategies Marquart uses to characterize the upper Midwest. 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 strategies Marquart uses to characterize the upper Midwest. 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 strategies Marquart uses to characterize the upper Midwest. These essays may misunderstand the passage, misrepresent the strategies Marquart 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 develop its meaning or achieve a particular effect or purpose. © 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2010 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 strategies Marquart uses to characterize the upper Midwest. They are less perceptive in their understanding of the passage or Marquart’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 strategies Marquart uses to characterize the upper Midwest. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies Marquart 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. © 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2010 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 develop a position on the establishment of an annual Buy Nothing Day. 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 develop a position on the establishment of an annual Buy Nothing Day. 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 develop a position on the establishment of an annual Buy Nothing Day. 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 develop a position on the establishment of an annual Buy Nothing Day. 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 developing a position on the establishment of an annual Buy Nothing Day. The essays may show less maturity in control of writing. © 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B) Question 3 (continued) 2 Little Success Essays earning a score of 2 demonstrate little success in developing a position on the establishment of an annual Buy Nothing Day. 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. © 2010 The College Board. 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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