Mrs. Opaleski-DiMeo – AP Language

AP English Language and Composition 9-point Rubric
9 / These exemplary essays are especially full or apt in their analysis, or demonstrate particularly impressive control of language. They argue the point to a near-inevitable conclusion. Counter-arguments are dealt with decisively, and the prose has a natural flow to the point of artfulness. The reader is left with a sense of fullness and completion. These papers demonstrate the use of the best possible words put in the best possible order; they weave a tapestry of prose.
8 / These competent essays effectively argue the point. They refer to example and anecdote explicitly or implicitly and confront and dismiss the opposing arguments. Sometimes the logic is flawed, or premises fail to clearly lead to sound conclusions. Their prose demonstrates an ability to control a wide range of the elements of effective writing but is not flawless to the point of distraction.
7 / These satisfactory essays effectively address the question, or issue, but do not fully convince the reader. Stylistic errors of clarity and precision dominate to the point of leaving the reader wondering where the line of thought is going. These essays meander to the conclusion.
6 / These essays adequately tackle the issue. They refer to the passage, explicitly or implicitly, but their discussion is more limited. The writing may contain lapses in diction or syntax, but generally the prose is clear. However, the reader is not fully convinced of the argument’s veracity.
5 / These essays analyze the issue, but they may provide uneven or inconsistent analysis. They may treat the issue in a superficial way or demonstrate a limited understanding of the issue. The writing contains lapses in diction or syntax that lead to a lack of clarity and precision.
4 / Essays earning a score of 4 respond to the prompt inadequately. They may misrepresent the issue, analyze the pros and cons inaccurately, or offer little discussion of the nuances of the issue. The prose generally conveys the writer's ideas but may suggest immature control of writing by wandering around the issue. The logic is seriously flawed with fallacies and construction errors on the most basic level.
3 / These essays are in serious need of rewriting. They lack clear perception about the issue, and are inconsistent in controlling the elements of writing. Their singular weakness is incoherence.
2 / Essays earning a score of 2 demonstrate little success in responding to the issue. These essays may offer vague generalizations, or rambling pious platitudes, or, worse, preach condescendingly to the reader. The prose often demonstrates consistent weaknesses in the basic elements of style.
1 / Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in discussion, or weak in their control of language to the point of confusing the reader.
0 / Indicates an on-topic response that receives no credit such as one that merely repeats the prompt or one that is completely off topic.

Open-Ended Peer Conference

Writer:______Reviewer:______

1.  Did the student use a model? Which one? Was it effective? Why or why not? BE SPECIFIC - two sentences.

2.  What is the strongest argument the student makes? What makes it so compelling – the evidence, the diction, the use of the model, etc? Be specific – two sentences.

3.  How did the writer use the sources? Are they introduced and embedded well? Do they flow naturally or is it a awkward placement?

4.  Defend your scoring from the opposite page in a full paragraph citing specific reasons and conclusions for your 1-9 score using the language of the rubric.