Grade 10 PLC

AP English Literature Question 3 Scoring Guide 9–8 [AP scoring guide offers nothing about thesis or introduction.] Here’s what the AP rubric has to say about 9-8 develop and support: These essays offer awell-focused and persuasive [response to the prompt]. Using apt and specific textual support, these essays [respond to the prompt]. Although these essays may not be error-free*, they make a strong case for their [response to the prompt] and [respond to the prompt] with significant insight and understanding [of the text]. Essays scored a 9 reveal more sophisticated analysis. Here’s what the AP scoring guige has to say about 9-8 language and conventions Essays scored a 9 reveal more effective control of language than do essays scored 8. These essays may not be error free.	GHS ELA Grade 10 Explanatory Writing (Writing to Text) Proposed Rubric 9-8:  A+/A (90-100%) Exceeds Expectation ·         Establishes a coherent, original, insightfulthesis that responds to the prompt;introduces topicmeaningfully and with comprehensivecontext ·         Develops topic{response to prompt}thoroughly and supports thesis with well-chosen, relevantevidence from the text; {insightfully, persuasively, sophisticatedly}Explains how evidenceillustrates and reinforcesthesis* ·         Maintains a formal, sophisticatedstyle and objective, academictoneconsistently throughout writing; no? mechanical and grammatical errors
7–6 [AP scoring guide offers nothing about thesis or introduction.] what the AP scoring guide has to say about 7-6 development and support These essays offer a reasonable [response to the prompt]. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developedanalysis what the AP scoring guide has to say about 7-6 language and conventions andmore consistentcommand of the elements of effective composition than do essays scored a 6.	7-6:  B+/B (85-89%) Meets Expectation ·         Establishes a clear thesis in response to the prompt and introduces topic with sufficient context ·         Develops topic {response to prompt}effectively{reasonably}and supports thesis with relevantevidence from the text;  states {with insight and understanding}how evidence is connected to thesis but not with the precision*{thoroughness, perceptiveness, specificity} of an 8-9 essay ·         Maintains a formalstyle and objectivetone throughout writing; few mechanical and grammatical errors
5 [AP scoring guide offers nothing about thesis and introduction] What the AP scoring guide has to say about 5 development and support These essays respond to the assigned task with a plausiblereading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains someanalysis, implicit or explicit. Although theseessays display an attempt[to respond to the prompt], they may demonstrate a rather simplisticunderstanding and support from the text may be too general. These essays are not as well conceived, organized, or developed as 7–6 essays. What the AP scoring guide has to say about 5 language and conventions While these essays demonstrate adequatecontrol of language, they may be marred by surface errors.	5:  B- (80%) (Not sure what to use as a descriptor here - adequate? satisfactory?acceptable?) ·         Presents an intelligent*{plausible}thesis but does not fully and specificallyaddress the prompt ·         Uses textual evidence from the text sparingly {generally, simplistically}or offers evidence without attaching it to thesis{or offers textual evidence that, while accurate, may relate to the thesis only implicitly or explains evidence superficially or with a thin connection to the thesis} Inconsistencies in formal language and objective tone; mechanical and grammaticalerrors areconspicuous.}
4–3 [The AP scoring guide offers nothing about thesis and introduction.] What the AP scoring guide has to say about 4-3 development and support These lower-half essays fail to offer an adequate[response to the prompt]. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplifiedunderstanding of [the text in relation to the prompt]. They may not develop[a response to part of the prompt], or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitivepresentation of ideas, and an absence of textual support. Essays scored a 3 may contain significantmisreading. What the AP scoring guide has to say about 4-5 language and conventions These essays may be characterized by an accumulation of errors; they may lackcontrol over the elements of college-level composition. Essays scored a 3 may demonstrate ineptwriting.	4-3:  C+/C (70-79%) Needs Improvement ·         Presents an identifiablethesis, but fails in some ways to fulfill the demands of the prompt and provide context ·         {May provide}Provides no realtextual support for thesis; evidencemay not be consistently relevant, sufficient and/or accurate{may be unfocused or repetitive}(AP* says:  “presents one or more incisive insights among others of less value”)* ·         Does notmaintain formal style and objective tone throughout the writing; serious and prevalenterrors in grammar and mechanics
2–1 [The AP scoring guide offers nothing about thesis and introduction.] What the AP scoring guide has to say about development and support Although these essays make someattempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. Remarks may be presented with little supporting evidence. Essays scored a 1 contain little coherentdiscussion of the text. What the AP rubric has to say about language and conventions They may be poorlywritten on several counts and contain distractingerrors in grammar and mechanics. Remarks may be presented with littleclarity or organization.	2-1:  D/F (50-69%) Warning ·         Thesis is unclear or unidentifiable, fails to address the actual assignment*{prompt}and provide context ·         Does not offertextual evidence, or detailsare irrelevant, insufficient or inaccurateindicating a serious misreading of the text (or suggesting student did not read it)*; ·         Style and tone are informal, subjective, unsophisticated (AP says: “is unclear, badly written or unacceptably brief); errors in grammar and mechanics are egregious*{distracting}(I like this better than “impede understanding” because sometimes the essay has excessive, serious, ridiculous errors in grammar/mechanics that do not necessarily “impede understanding”)
Other: The score reflects the qualityof the essay as a whole — its content, style, and mechanics. Students are rewardedfor what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. Other (2): Brackets [] indicate where the content of the prompt was removed.	Other: Priority CCSS Grades 9–10 [2.a.b.e.]:  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.     Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b.     Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. e.     Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Other (2): Language marked with an asterisk comes from a Heinemann textbook not from College Board AP scoring guides. There are places where the Heinemann rubric is close to the AP scoring guide, and there are other places where it diverges significantly.

http://www.heinemann.com/shared/companionResources/E02157/BurkeWTBIChapter1/APEssayScoringRubric_Fig1.3.pdf

 

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[Perhaps to create a research-based argument rurbric "research" elements could be added to a nine-point AP-style argument rubric.]

GENERIC AP-STYLE RUBRIC

FOR ARGUMENT WRITING

Question 3

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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.