ap07_englang_formb_q3

ap07_englang_formb_q3 - AP® ENGLISH LANGUAGE AND...

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Unformatted text preview: AP® ENGLISH LANGUAGE AND COMPOSITION 2007 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; therefore, the essay 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 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 8 Essays earning a score of 9 meet the criteria for those that are scored an 8 and, in addition, are especially sophisticated in their analysis or demonstrate particularly impressive control of language. Effective Essays earning a score of 8 effectively analyze the strategies that the speaker uses to praise his subject and move his audience. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 6 Essays earning a score of 7 fit the description of those scored a 6 but provide a more complete explanation or demonstrate a more mature prose style. Adequate Essays earning a score of 6 adequately analyze the strategies that the speaker uses to praise his subject and move his audience. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 4 Essays earning a score of 5 analyze the strategies that the speaker uses to praise his subject and move his audience. 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. Inadequate Essays earning a score of 4 inadequately analyze the strategies that the speaker uses to praise his subject and move his audience. 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 that the speaker uses to praise his subject and move his audience. 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 (Form B) Question 3 (continued) 2 Little Success Essays earning a score of 2 demonstrate little success in analyzing the strategies that the speaker uses to praise his subject and move his audience. These essays may misunderstand the prompt; fail to analyze the rhetorical strategies that the speaker uses to develop his argument; 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. 1 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. 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). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). ©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 COMMENTARY (Form B) Question 3 Sample: 3A Score: 8 This essay is an effective examination answer. The student correctly perceives that Wendell Phillips “attempts to ignite the passions of his audience by employing a very calculated structure in his speech that is characterized by zeal, a vehement defense of Louverture, and a fluid progression of ideas.” The student notes Phillips’s comparison of Louverture to Oliver Cromwell and George Washington, both leaders of revolutionary movements, and illustrates the effects of these comparisons on Phillips’s audience— namely, to instill in them the same respect for Louverture as for Washington, the father of their country, and for Cromwell, a great military leader. The essay effectively analyzes and provides examples of parallel structure and parallel syntax to “create a sort of ‘rapid fire’ delivery.” In summary, this student clearly understands Phillips’s purpose and explains how the structure and style of the speech manifest that purpose. Sample: 3B Score: 6 This essay does a solidly adequate job of showing how Phillips “employed contrast to praise the general and pathos to move his audience with nationalism.” The second paragraph competently demonstrates how Phillips creates a connection between his audience and Toussaint-Louverture, using the comparison to Cromwell to emphasize “that Cromwell was a skillful military man, but did not make his legacy stand,” whereas “Louverture, on the other hand, was a general who made his empire stand.” The student notes the careful language Phillips uses to describe Washington as “‘the great Virginian,’” who nevertheless “‘held slaves,’” while Louverture “‘risked his empire rather than permit the slave trade.’” The student concludes with an attempt to analyze Phillips’s use of pathos by appealing to the audience’s sense of pride and nationalism. A stronger development of this analytic strategy might have elevated this adequate response to a higher score. Sample: 3C Score: 3 This essay offers an inadequate response to the prompt. The opening paragraph mentions strategies that Phillips uses in his speech, but the student seems incapable of explaining adequately why Phillips uses those strategies and of providing clear examples of them. The next paragraph mentions Phillips’s use of “cliché” and offers an example of a sentence that contains none, and then alludes to a “long compound sentence which briefly puts every country and historic person he mentioned earlier in the same level and Toussaint-Louverture above all.” The combination of unfocused and incorrect analysis and weak prose style keeps this essay at the level of 3. © 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 10/01/2009 for the course OC 9876 taught by Professor Dq during the Spring '09 term at UC Merced.

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