Advanced Placement English
Literary Analysis Scoring Guide
9-8 With apt and specific references to the text, these well-organized and well-written essays offer a clear, provocative analysis of the text in response to the prompt. An essay of this caliber identifies how the text’s structure, literary qualities, and style contribute to an understanding of the work as a whole. A 9 essay will offer a philosophical, allegorical, or anagogical reading of the text. In other words, the essay analyzes the text on a level beyond the literal, taking into account the connotations of words and their metaphorical values. An 8-9 essay discusses how the tone of the text contributes to its meaning. While not without flaws, these papers will demonstrate consistent control over the elements of effective composition. Writers of these kinds of essays read with perception and express their ideas with clarity and skill. (A)
7-6 These papers have the same general characteristics as 8-9 essays, but they are less incisive, developed, or aptly supported than papers in the highest ranges. These essays demonstrate the writer's ability to express ideas clearly, but they do so with less maturity and precision than the best papers. Generally, 7 papers present a more developed analysis and a more consistent command of the elements of effective composition than do essays scored 6. (B)
5 These essays are superficial, undeveloped, and vague. They respond to the assignment without important errors in composition, but they may offer a perfunctory or incomplete analysis of the philosophical, allegorical, or anagogical issues that the text confronts. Often, that analysis is vague, mechanical, or overly generalized. A 5 essay often lacks convincing textual evidence. The analysis focuses on the literal level of the text. A 5 essay is often a plot summary rather than an analysis. While the writing is adequate to convey the writer's thoughts, these essays are typically pedestrian and not as well conceived, organized, or developed as upper-half papers. Usually, they reveal simplistic thinking and/or immature writing. (C)
4-3 These lower-half papers reflect an incomplete understanding of the text and fail to respond adequately to the question. The analysis may be inaccurate or unclear, misguided or undeveloped. The analysis of technique will likely be meager and unconvincing. These papers may paraphrase rather than analyze. Generally, the writing demonstrates weak control of diction, organization, syntax, or grammar. These essays typically contain recurrent stylistic flaws and/or misreadings and lack of persuasive evidence from the text. (D)
2-1 These essays compound the weaknesses of the papers in the 4-3 range. They seriously misunderstand the question or fail to respond to it at all. Frequently, they are unacceptably brief. Often poorly written, they may contain many distracting errors. Although some attempt may have been made to answer the question, the writer's views typically are presented with little clarity, organization, coherence, or supporting evidence. Essays that are especially inexact, vacuous, and/or mechanically unsound should be scored 1. (F)
0 This is a response with no more than a reference to the task or no response at all.
8-9 90-100 45-50
6-7 80-89 40-44
5 70-79 35-39
3-4 60-69 30-34
2 50-59 25-29
PENNSYLVANIA WRITING RUBRIC
A Writing Evaluation Rubric
(Modified from the PENNSYLVANIA WRITING ASSESSMENT DOMAIN SCORING GUIDE
by the La Salle University Department of Education)
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FOCUS
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CONTENT
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ORGANIZATION
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STYLE
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CONVENTIONS
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The single controlling point made with an awareness of task (mode) about a specific topic.
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The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations.
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The order developed and sustained within and across paragraphs using transitional devices including introduction and conclusion. APA or MLA style is utilized correctly unless its use is specifically waived by the instructor.
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The choice, use of arrangement of words and sentence structures that create tone and voice.
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The use of grammar, mechanics, spelling, usage and sentence formation.
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ADVANCED
(4 points)
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Sharp, distinct controlling point made about a single topic with evident awareness of task
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Substantial, specific, and/or illustrative content demonstrating strong development and sophisticated ideas
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Sophisticated arrangement
of content with evident and/or subtle transitions. Unless waived, APA or MLA style is utilized correctly throughout
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Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone appropriate to audience
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Evident control of grammar, mechanics, spelling, usage and sentence formation
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PROFICIENT
(3 points)
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Apparent point made about a single topic with sufficient awareness of task
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Sufficiently developed content with adequate elaboration or explanation
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Functional arrangement
of content that sustains a
logical order with some
evidence of transitions. Unless waived or limited, APA or MLA style is utilized with minor imperfections
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Generic use of variety of words and sentence structures that may or may not create writer's voice and tone appropriate to audience
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Sufficient control of grammar, mechanics, spelling, usage and sentence formation
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BELOW BASIC (1-2 points)
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No apparent point but evidence of a specific topic
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Limited content with inadequate elaboration or explanation
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Confused or inconsistent
arrangement of content
with or without attempts at
transition
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Limited word choice and control of sentence structures that inhibit voice and tone
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Limited control of grammar, mechanics, spelling, usage and sentence formation
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Minimal evidence of a topic
Incoherent
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Superficial and/or minimal content
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Minimal control of content arrangement
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Minimal variety in word choice and minimal control of sentence structures
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Minimal control of grammar, mechanics, spelling, usage and sentence formation
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18-20 A 90-100
16-17 B 80-89
14-15 C 70-79
12-13 D 60-69
<12 F 0-60
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