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Unformatted text preview: t, or it may ignore one of the poems completely. Evidence from the
poems may be slight or misconstrued, or the essays may rely on paraphrase only. The writing often
demonstrates a lack of control over the conventions of composition: inadequate development of
ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3
may contain significant misreading and/or demonstrate inept writing.
2–1 These essays compound the weaknesses of those in the 4–3 range. Although some attempt has been
made to respond to the prompt, assertions are presented with little clarity, organization, or support
from the poems themselves. The essays may contain serious errors in grammar and mechanics, may
offer a complete misreading, or may be unacceptably brief. Essays scored a 1 contain little coherent
discussion of the poems.
0 These essays do no more than make a reference to the task. — These essays are either left blank or are completely off topic. © 2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com. AP® ENGLISH LITERATURE AND COMPOSITION
2008 SCORING GUIDELINES
(Anita Desai’s Fasting, Feasting)
The score reflects the quality of the essay as a whole—its content, its style, its mechanics. Students are
rewarded for what they do well. The score for an exceptionally well-written essay may be raised by 1 point
above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3.
9–8 These essays offer a persuasive analysis of how the author uses literary devices to characterize
Arun’s experience as an exchange student. The essays make a strong case for their interpretation of
the passage: they explore possibilities of character and situation; consider devices such as point of
view, selection of detail, syntax, characterization, diction, and tone; and engage the text through apt
and specific references. Although these essays may not be error-free, their perceptive analysis is
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