AP English Language and Composition Writing Rubrics and Grading Guides

Question 1: Synthesis Essay Rubric and Grading Criteria

  • Row A: Thesis (0−10-1 points)   - 0 Points:     - There is no defensible thesis or the intended thesis only restates the prompt.     - The intended thesis provides a summary of the issue with no apparent or coherent claim.     - There is a thesis, but it does not respond to the prompt.     - The intended thesis does not take a position, or the position is vague or must be inferred.     - The intended thesis equivocates or summarizes other’s arguments but not the student’s (e.g., "some people say it’s good, some people say it’s bad").     - The intended thesis states an obvious fact rather than making a claim that requires a defense.   - 1 Point:     - Responds to the prompt with a thesis that presents a defensible position rather than just stating that there are pros/cons.

  • Row B: Evidence and Commentary (0−40-4 points)   - 0 Points:     - Simply restates thesis (if present), repeats provided information, or references fewer than two of the provided sources.     - Is incoherent or does not address the prompt.     - Is just opinion with no textual references or references that are irrelevant.     - Suffers from grammatical and/or mechanical errors that interfere with communication.   - 1 Point:     - Provides evidence from or references at least two of the provided sources.     - Summarizes the evidence but does not explain how the evidence supports the student’s argument.     - Tends to focus on summary or description of sources rather than specific details.   - 2 Points:     - Provides evidence from or references at least three of the provided sources.     - Explains how some of the evidence relates to the student’s argument, but no line of reasoning is established, or the line of reasoning is faulty.     - Consists of a mix of specific evidence and broad generalities.     - Contains some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument.   - 3 Points:     - Makes one point well, but either does not make multiple supporting claims or does not adequately support more than one claim.     - Does not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.     - Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.     - Explains how some of the evidence supports a line of reasoning.     - Uniformly offers evidence to support claims.     - Focuses on the importance of specific words and details from the sources to build an argument.     - Organizes an argument as a line of reasoning composed of multiple supporting claims.     - Fails to integrate some evidence or fails to support a key claim.   - 4 Points:     - Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.     - Consistently explains how the evidence supports a line of reasoning.     - Uniformly offers evidence to support claims.     - Focuses on the importance of specific words and details from the sources to build an argument.     - Organizes and supports an argument as a line of reasoning composed of multiple supporting claims, each with adequate evidence that is clearly explained.

  • Row C: Sophistication (0−10-1 points)   - 0 Points:     - Any sophistication of thought or complex understanding is merely a phrase or reference, not part of the argument.     - Attempts to contextualize their argument, but such attempts consist predominantly of sweeping generalizations.     - Only hints at or suggests other arguments.     - Uses complicated or complex sentences or language that are ineffective because they do not enhance the argument.   - 1 Point:     - Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.     - Crafting a nuanced argument by consistently identifying and exploring complexities or tensions across the sources.     - Articulating the implications or limitations of an argument (either the student’s or from sources) by situating it within a broader context.     - Making effective rhetorical choices that consistently strengthen the force and impact of the argument throughout.     - Employing a style that is consistently vivid and persuasive.     - Sophistication is part of the student’s argument, not just a phrase.

Synthesis Essay Supplemental Feedback Checklist

  • Successes:   - Thorough context given.   - Clear thesis and topic sentences.   - Clear "Says/Means/Matters" structure.   - Accurate interpretation of sources and thorough explanation.   - Clear synthesis between sources.   - Proper lead-in and citations.   - Clear concluding sentences.   - Consistent qualification.

  • Challenges:   - Expand context/background information.   - Thesis needs clear position, prompt adherence, or qualification.   - Topic sentences must make the subtopic clear before introducing evidence.   - Commentary (Says/Means/Matters) needs to connect back to the thesis, be more specific, or include at least two instances.   - Strengthen synthesis of sources and transitions.   - Qualification challenges: include counterarguments for each paragraph and explain the extent of the argument's truth.   - Citations and Punctuation: use format (Steinbeck 234) and place punctuation inside quotes (e.g., ‘Hi.’).   - Avoid rhetorical questions; use third person (no "I", "you", "we", "our").   - Improve timing, diction, and grammar.

Question 2: Rhetorical Analysis Essay Rubric and Grading Criteria

  • Row A: Thesis (0−10-1 points)   - 0 Points: No defensible thesis; restates prompt; summary only; or thesis does not respond to prompt.   - 1 Point: Responds to prompt by clearly articulating a defensible thesis about the rhetorical choices the writer makes to convey an argument.

  • Row B: Evidence and Commentary (0−40-4 points)   - 0 Points: Restates thesis; info is irrelevant; commentary is incoherent; grammatical errors interfere with communication.   - 1 Point: Evidence is general; focuses on summary rather than details; mentions rhetorical choices with little explanation.   - 2 Points: Some specific evidence; line of reasoning is inconsistent or faulty; mix of specific evidence and broad generalities; simplistic or inaccurate explanations.   - 3 Points: Specific evidence for all claims; explains how at least one rhetorical choice contributes to argument/purpose; focuses on specific words and details from the passage; fails to integrate some evidence.   - 4 Points: Provides specific evidence to support all claims in a line of reasoning; consistently explains how multiple rhetorical choices contribute to argument, purpose, or message; explains how rhetorical choices contribute to the interpretation of the passage.

  • Row C: Sophistication (0−10-1 points)   - 0 Points: Sophistication is only a phrase; contextualization is based on generalizations; examines choices individually but not their relationship; oversimplifies complexities.   - 1 Point: Explaining the significance or relevance of rhetorical choices given the rhetorical situation; explaining purpose of complexities/tensions; vivid and persuasive style.

Rhetorical Analysis Supplemental Feedback Checklist

  • Successes:   - Clear thesis identifying author's argument and acknowledging rhetoric.   - Clear concluding sentences connecting back to how rhetoric supports the author's argument.   - Examination of purpose, tone, and audience.

  • Challenges:   - Thesis must identify the author's argument and acknowledge specific rhetorical choices.   - Matters (Commentary) must connect to how rhetoric conveys the author's argument.   - Transitioning between the two Says/Means/Matters (S/M/M) segments.   - Layering analysis: finding multiple interpretations for a single piece of evidence (e.g., one quote as both an allusion and diction).   - Noticing patterns or trends in how the author crafts the argument.   - Examination of exigence.

Question 3: Argument Essay Rubric and Grading Criteria

  • Row A: Thesis (0−10-1 points)   - 0 Points: No defensible thesis; claim is vague/inferred; restates prompt; summary only.   - 1 Point: Responds to prompt with a defensible position rather than just listing pros/cons.

  • Row B: Evidence and Commentary (0−40-4 points)   - 0 Points: Simply restates thesis; repeats info; irrelevant evidence; incoherent.   - 1 Point: General evidence; summarizes evidence without explaining support; focus on summary over details.   - 2 Points: Specific relevant evidence; faulty or missing line of reasoning; mix of evidence and generalities; repetitive explanations.   - 3 Points: Specific evidence for all claims; explains how evidence supports reasoning; focuses on specific details; fails to support a key claim.   - 4 Points: Specific evidence for all claims; consistently explains support; organizes argument as a line of reasoning with adequate evidence for multiple supporting claims.

  • Row C: Sophistication (0−10-1 points)   - 0 Points: Mere phrase or reference; sweeping generalizations; only hints at other arguments.   - 1 Point: Nuanced argument identifying complexities/tensions; articulating implications/limitations within a broader context; effective rhetorical choices; persuasive style.

Argument Essay Supplemental Feedback Checklist

  • Successes:   - Variety of evidence: historical, literary, pop culture, current events, etc.   - Sounding "well-read" or "well-informed."

  • Challenges:   - Work on the thesis by inserting a qualification to challenge the student.   - Connect the "Matters" section of commentary back to the student's argument/thesis.   - Ensure transitions between different pieces of evidence.   - Explaining to what extent an argument is true.

AP Essay Grading: Rubric Conversion and Scales

  • AP Exam Context:   - A passing grade on the AP Exam corresponds to a score of 44 or higher on the 66-point rubric.

  • Classroom Grading Scales:   - AP Rubric to Letter Grade:     - 66 = A range     - 55 = B range     - 44 = C range (Passing)     - 33 = D range (Not Passing)     - 22 = F range     - 11 = Barely attempted     - 00 = Off-topic or No Response

  • 40 Point Scale (Summative - Quarter 2):   - 6=38−406 = 38-40   - 5=355 = 35   - 4=334 = 33 (Passing)   - 3=303 = 30   - 2=262 = 26

  • 80 Point Scale (Summative - Quarters 3 & 4):   - 6=76−806 = 76-80   - 5=715 = 71   - 4=664 = 66 (Passing)   - 3=603 = 60   - 2=522 = 52

  • Formative Credits:   - Non-selected essays receive formative completion scores (2020 pts in Quarter 2; 4040 pts in Quarters 3 & 4) for practice.