The following rubric will serve as a generic scoring guide for your essays in AP English. Please refer to this sheet as you write and revise your essays.
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Excellent thesis; excellent illustrations (support); effective imagination (sees and makes connections); excellent organization - these essays are particularly persuasive or carefully reasoned and demonstrate impressive stylistic control; there may be infrequent or minor infelicities. |
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Excellent thesis; excellent illustrations (support); less imagination or speculation; effective organization--these essays are cohesive and demonstrate the writer's ability to control a wide range of the elements of effective writing, but they are not flawless. |
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Intelligent, yet less effective thesis; effective illustrations, solid organization; somewhat imaginative; a few lapses in syntax may be present, but for the most part, the prose style is strong. Oftentimes, essays have strong vocabulary or basic rhetorical features added. |
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Adequate thesis; some illustrations, significantly less imagination and risk taking; a "safe" paper, carefully done; some lapses in diction or syntax may be present, but for the most part the prose conveys the writer's ideas clearly through not with significant intellectual leaps. |
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Thesis is general; predictable illustrations; analysis is general, and evidence and illustrations may be superficial or limited; uneven development though the prose is generally clear. The essay may weave in and out of success. |
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Inadequate response. The writer may misunderstand or misrepresent the task or use inappropriate or insufficient evidence and illustrations. While the prose usually conveys the writer's ideas, it generally suggests inconsistent control over the elements of writing--such as grammar, diction, and syntax; organization is usually rambling. |
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The writer may misread the prompt or only tangentially address the question. May offer rambling generalizations, or rely too heavily on paraphrase rather than independent ideas. The prose reveals consistent weaknesses in the control of elements of writing, such as development and organization, grammatical problems, and a lack of control. |
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This essay demonstrates little success. It may offer rambling, imprecise support or rely too heavily on paraphrase of the given materials. The writer does not seem to understand analysis or the task at hand. These essays often substitute a simpler task, instead of analyzing or proving the passage. |
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This essay is typically very brief, barely having time to restate the prompt. It doesn't seem to move into developing the response at all. May lack a thesis and lack overall control of the elements of writing. |