In their textual references they are apt and specific.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.
Choices of proof may be less effective than those in 9-6 range or not from throughout the passage.
Although adequate to convey the students' thoughts, the writing is not as well conceived, organized or developed as that in papers scoring in the upper half.
However, sometimes materials are not directly related to an AP prompt.
Below are samples of generic rubrics containing the general language and areas of concentration used to evaluate AP essays for prose analysis, poetry analysis, and open-ended questions. I have tried to equate a percentage grade with each of the number scores.
These papers compound the weaknesses of essays in the 3-5 range.
Moreover, they seriously misread the passage or fail to respond adequately to the question.
All essays, both in-class and take-home, will be evaluated with the standard AP rubrics for poetry, prose and open-ended questions.
When essays are done in class as timed writings using a real AP prompt, the corresponding rubric published by ETS is used for grading.
These papers attempt to explain the passage but do so inaccurately or ineffectively.
They may present misguided or underdeveloped analysis of point of view, syntax, diction, detail, organization and/or fail to relate them to the thesis.