AP English Language Scoring Rubrics

Scoring Rubric for Question 1: Synthesis Essay (6 Points Total) Row A: Thesis provides the foundation for the essay, offering either $0$ or $1$ point based on the Reporting Category $4.B$. A score of $0$ is assigned if there is no defensible thesis, if the intended thesis only restates the prompt, if it provides a summary of the issue without a coherent claim, or if the thesis does not respond to the prompt. According to the Decision Rules, responses that do not earn the point often equivocate (e.g., stating some people say it is good while others say it is bad) or state an obvious fact rather than a claim requiring defense. A score of $1$ point is awarded for a thesis that responds to the prompt with a defensible position. Scoring notes specify that the thesis may consist of multiple sentences in close proximity and can be located anywhere in the response. For a thesis to be defensible, sources must contain at least minimal evidence to support it, though the student does not need to cite that evidence to earn this specific point. The thesis can establish a line of reasoning, but it is not a requirement for this point, and the point remains awarded even if the rest of the essay fails to support the claim. Row B: Evidence and Commentary, spanning Reporting Categories $2.A$, $4.A$, $6.A$, $6.B$, and $6.C$, allows for $0$ to $4$ points. A score of $0$ is given for simply restating the thesis, repeating provided information, or referencing fewer than two sources. A score of $1$ point requires evidence from at least two sources but only provides summary without explaining how the evidence supports the argument. A score of $2$ points requires evidence from at least three sources and provides an explanation of how some evidence relates to the argument, though no line of reasoning is established or the reasoning is faulty. A score of $3$ points requires specific evidence from at least three sources to support all claims in a line of reasoning, with commentary explaining how some evidence supports that line. A score of $4$ points requires specific evidence from at least three sources and consistent explanation of how the evidence supports the line of reasoning. Typical $4$-point responses focus on specific words and details from sources and are organized as a line of reasoning with multiple supporting claims. Additional notes highlight that grammatical or mechanical errors that interfere with communication will prevent a response from earning the fourth point in this row. Row C: Sophistication, covering Reporting Categories $2.A$, $4.C$, $6.B$, $8.A$, $8.B$, and $8.C$, offers $0$ or $1$ point. To earn $1$ point, the response must demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation. This can be achieved by crafting a nuanced argument exploring complexities or tensions, articulating implications or limitations within a broader context, making effective rhetorical choices, or employing a consistently vivid and persuasive style. The point is only awarded if these elements are an integral part of the argument, not just a passing phrase. # Scoring Rubric for Question 2: Rhetorical Analysis (6 Points Total) Row A: Thesis, under Reporting Categories $1.A$ and $4.B$, provides $0$ or $1$ point. Zero points are given if there is no defensible thesis, a mere restatement of the prompt, a summary of the issue without a claim, or a thesis that ignores the prompt. Responses that describe or repeat the passage instead of making a claim fail to earn the point. One point is awarded for a defensible thesis that analyzes the writer’s rhetorical choices. Like the synthesis rubric, the thesis can be multiple sentences, placed anywhere, and must be supported by at least minimal evidence in the passage. It may establish a line of reasoning but does not have to for this point. Row B: Evidence and Commentary involves Reporting Categories $1.A$, $2.A$, $4.A$, $6.A$, $6.B$, and $6.C$, ranging from $0$ to $4$ points. Zero points apply to incoherent responses or those with irrelevant information. One point is for general evidence and summary without explanation. Two points are for some specific evidence and explanation of relation to the argument, but without a clear line of reasoning. Three points require specific evidence for all claims in a line of reasoning, an explanation of how some evidence supports the line, and an explanation of how at least one rhetorical choice contributes to the writer’s argument, purpose, or message. Four points are awarded for consistent explanation of the support for the line of reasoning and explaining how multiple rhetorical choices contribute to the purpose. To earn the fourth point, the response may observe multiple instances of the same rhetorical choice if each instance further contributes to the purpose. Grammatical errors that interfere with communication prohibit the fourth point. Row C: Sophistication, covering $2.A$, $4.C$, $6.B$, $8.A$, $8.B$, and $8.C$, grants $1$ point for a complex understanding. This can be demonstrated by explaining the significance of rhetorical choices given the rhetorical situation, explaining the purpose of complexities or tensions in the passage, or using a vivid and persuasive style. Attempts consisting of sweeping generalizations or those that oversimplify complexities do not earn the point. # Scoring Rubric for Question 3: Argument Essay (6 Points Total) Row A: Thesis, under Reporting Category $4.B$, yields $0$ or $1$ point. Zero points are assigned for no defensible thesis, restating the prompt, or a summary without a claim. One point is awarded for a thesis that presents a defensible position. It must take a clear position rather than just mentioning pros and cons. The thesis may be more than one sentence if they are in close proximity and can be located anywhere in the response. Row B: Evidence and Commentary, encompassing Reporting Categories $2.A$, $4.A$, $6.A$, $6.B$, and $6.C$, ranges from $0$ to $4$ points. Zero points are for incoherent responses or opinion without evidence. One point is for general evidence and summary. Two points are for specific, relevant evidence with some explanation, but lacking a clear or sound line of reasoning. Three points require specific evidence to support all claims in a line of reasoning, with commentary on how some evidence supports that line. Four points are given for specific evidence and consistent explanation for the line of reasoning. Typical $4$-point responses provide adequate evidence for each supporting claim and explain the connection between the evidence and the argument. Mechanical and grammatical errors that hinder communication will disqualify the response from the fourth point. Row C: Sophistication, involving $2.A$, $4.C$, $6.B$, $8.A$, $8.B$, and $8.C$, awards $1$ point for sophistication of thought. This is evidenced by crafting nuanced arguments, articulating implications or limitations within a broader context, making effective rhetorical choices that strengthen the argument, or using a vivid and persuasive style. Generalizations or ineffective complex language do not meet the criteria. The sophistication must be a substantive part of the student's argument.