Although the writers may provide a range of interpretations, these papers will offer a convincing interpretation of the poem as well as consistent control over the elements of effective composition, including the language unique to the criticism of verse. Though not without flaws, they demonstrate the writer's ability to read poetry perceptively and to write with clarity and sophistication. These essays reflect a sound grasp of this poem; but they are less sensitive to the complexities than the best essays, and their interpretation of the poem may falter in some particulars.
Though perhaps not as thorough or precise in their discussion of how the speaker's tone is revealed in the poem, their dependence on paraphrase, if any, should be in the service of analysis. These essays are likely to be briefer, less incisive, and less well-supported than the papers. These essays are, at best, superficial. They respond to the assigned task yet probably say little beyond the most easily-grasped observations. Their analysis of HOW the author creates meaning may be vague, formulaic, or inadequately supported. They may suffer from the cumulative force of many minor misreadings.
They tend to rely on paraphrase but nonetheless paraphrase which contains some implicit analysis. Composition skills are at a level sufficient to convey the writer's thoughts, and egregious mechanical errors do not constitute a distraction.
How To Use The New AP® English Scoring Rubric
These essays are nonetheless not as well-conceived, organized, or developed as upper-half papers. These lower-half essays reveal an incomplete understanding of the poem and perhaps an insufficient understanding of the prescribed task as well: they may emphasize literal description without discussing the deeper implications of the poem. The analysis may be partial, unconvincing, or irrelevant or it may rely essentially on paraphrase.
Evidence from the text may be meager or misconstrued. These essays compound the weaknesses of the papers in the range. They may seriously misread the poem. Frequently, they are unacceptably brief. They are poorly written on several counts and may contain many distracting errors in grammar and mechanics. Although some attempt may have been made to respond to the question, the writer's assertions are presented with little clarity, organization, or support from the text of the poem.
Superior papers are specific in their references, cogent in their definitions, and free of plot summary that is not relevant to the question. These essays need not be without flaws, but they demonstrate the writer's ability to discuss a literary work with insight and understanding and to control a wide range of the elements of effective composition. These papers are less thorough, less perceptive or less specific than papers. These essays are well-written but with less maturity and control than the top papers.
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AP Language- Timed Writing Grading Rubric and Grading Checklist
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What are the new rubrics for the AP Lang essays?
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