GENERIC AP-STYLE
RUBRIC
FOR
RHETORICAL OR LITERARY ANALYSIS
Question
2
[if in-class timed essay
include the following]
The score should reflect a
judgment of the essay’s quality as a whole. Remember that students had only ____
minutes to read and write; the essay, therefore, 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 lapses 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
Essays
earning a score of 9 meet the criteria for a score of 8 and, in addition, are
especially sophisticated in their
argument, thorough in their
development, or impressive in their
control of language.
8
Effective
Essays earning a score of 8 effectively analyze how [the author]
uses [literary/rhetorical strategies/techniques] to [achieve a purpose, make a
point, create an effect, develop a theme, convey meaning].
They develop their position
with evidence and explanations that are appropriate and convincing, referring to the passage explicitly and implicitly.
The prose demonstrates a
consistent ability to control a wide
range of the elements of effective writing but is not necessarily flawless.
7
Essays
earning a score of 7 meet the criteria for a score of 6 but provide more complete
explanation,
more thorough development, or a more mature prose style.
6
Adequate
Essays earning a score of 6 adequately analyze how [the author] uses
[literary/rhetorical strategies/techniques] to [achieve a purpose, make a
point, create an effect, develop a theme, convey meaning].
They develop their position
with evidence and explanations that are appropriate and sufficient, referring to the passage.
The writing may contain
lapses in diction or syntax, but generally the prose is clear.
5
Essays
earning a score of 5 analyze how [the author] uses [literary/rhetorical
strategies/techniques] to [achieve a purpose, make a point, create an effect,
develop a theme, convey meaning]. The evidence or explanations used may be uneven, inconsistent, or limited.
The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.
4
Inadequate
Essays earning a score of 4 inadequately analyze how [the author] uses [literary/rhetorical strategies/techniques]
to [achieve a purpose, make a point, create an effect, develop a theme, convey
meaning].
These essays may misunderstand the passage, misrepresent
the strategies [the author] uses, or analyze these strategies inaccurately or insufficiently. The evidence or explanations used may be inappropriate, insufficient, or less
convincing.
The prose generally conveys
the student’s ideas but may be less
consistent in controlling the elements of effective writing.
3
Essays
earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in analyzing [the
author’s] use of [strategies/techniques] to [achieve a purpose, make a point,
create an effect, develop a theme, convey meaning].
They
are less perceptive in their
understanding of the passage or strategies, or the explanation or
examples may be particularly limited or
simplistic.
The
essays may show less maturity in control
of writing.
2
Little Success
Essays earning a score of 2
demonstrate little success in analyzing
how [the author] uses [strategies/techniques] to [achieve a purpose, make a
point, create an effect, develop a theme, convey meaning].
These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies [the
author] uses, 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, such
as grammatical problems, a lack of development or organization, or a lack of
control.
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.
**********************
GENERIC AP-STYLE
RUBRIC
FOR
ARGUMENT WRITING
Question 3
______________________________________________________________________________
9
Essays earning a score of 9 meet the
criteria for a score of 8 and, in addition, are especially sophisticated in
their argument, thorough in their development, convincing in their use of
supporting detail, or particularly impressive in their control of language.
8
Effective: Essays earning a
score of 8 effectively examine and take a position on [the issue conveyed in
the prompt].
Evidence and explanations
are appropriate and convincing
The argument is especially
coherent and well developed.
The prose demonstrates a
consistent ability to control a wide range of the elements of effective writing
[perhaps list elements of effective writing, such as use of standard English
language conventions, precise and vivid diction, clear and varied syntax,
well-organized paragraphs, and logical transitions] but is not necessarily
flawless.
7
Essays earning a score of 7 meet the
criteria for a score of 6 but provide a more complete explanation, more
thorough development, or a more mature prose style.
6
Adequate: Essays earning a
score of 6 adequately examine and take a position on [the issue conveyed in the
prompt].
The evidence and explanations
used are appropriate and sufficient.
The argument is coherent:
paragraphs are well-organized and logically sequenced with adequate
transitions. The argument is adequately developed.
The writing may contain
lapses in diction, syntax, and standard English conventions, but generally the prose
is clear and carefully proofread.
5
Essays earning a score of 5 examine and
take a position on [the issue conveyed in the prompt].
The evidence or explanations used may be
uneven, inconsistent, or limited.
The writing may contain lapses in
organization, transitions, development, diction, syntax, and standard English
conventions, but it usually conveys the student’s ideas.
4
Inadequate: Essays earning
a score of 4 inadequately examine and take a position on [the issue conveyed in
the prompt].
The evidence or
explanations used may be inappropriate, insufficient, or less convincing. The
argument may have lapses in coherence or be inadequately developed.
The prose generally conveys
the student’s ideas but may be less consistent in controlling the elements of
effective writing, including standard English conventions, diction, syntax,
paragraph organization, and transitions.
3
Essays earning a score of 3 meet the
criteria for a score of 4 but demonstrate less success in examining [the issue
conveyed in the prompt].
The essays may show less maturity in
control of writing.
2
Little Success: Essays earning
a score of 2 demonstrate little success in examining and taking a position on
[the issue conveyed in the prompt].
These essays may
misunderstand the prompt 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, such as grammatical problems, a
lack of development or organization, or a lack of coherence and control.
1
Essays earning a score of 1 meet the
criteria for a score of 2 but are undeveloped, especially simplistic in their
explanation and argument, weak in their control of language, or especially
lacking in coherence and development.
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.
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