2016 AP Lit & Comp Scoring Guidelines: Analyzing Character Deception, Exams of Mathematical logic

Download 2016 AP Lit & Comp Scoring Guidelines: Analyzing Character Deception and more Exams Mathematical logic in PDF only on Docsity! AP® ENGLISH LITERATURE AND COMPOSITION 2016 SCORING GUIDELINES Question 3: Intentional Deception The score should reflect the quality of the essay as a whole — its content, style, and mechanics. Reward the students for 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 a3. 98 These essays offer a well-focused and persuasive analysis of the motives for the character’s deception and how the deception contributes to the meaning of the work as a whole. Using apt and specific textual support, these essays analyze what motivates the character’s deception and how the work as a whole is shaped by it. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. 7-6 These essays offer a reasonable analysis of the motives for the character’s deception and how the deception contributes to the meaning of the work as a whole. These essays analyze what motivates the character's deception and how the work as a whole is shaped by it. While these papers demonstrate 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-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although the writers attempt to discuss what motivates the character’s deception, they may demonstrate a rather simplistic understanding of its significance, and support from the text may be too general. While these writers demonstrate adequate control of language, their essays may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. 43 These lower-half essays fail to offer an adequate analysis of the motives for a character’s deception and how that deception contributes to the meaning of the work as a whole. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of the significance of what motivates the character’s deception. They may not develop an analysis of the contribution of the character's deception to the meaning of the work as a whole, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college- level composition. Essays scored a 3 may contain significant misreading and/or inept writing. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4-3 range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. The student's remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. _ These essays are entirely blank. © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org, on this page as it 1s designated in the exam. 2 — ty aa ln “Theodore Dreiser's An American Tndaedy, Clyde ‘ vik \ ach \ ‘ +o protect is cepotahen. Clyde lies, Cheats, evacles cespoasilality, and commits Muynter +o _acwance \nicasel? Op -the Sanial loclcler. The immoral ArcKons Chde conmumits are all cleyne cto (e538 Socially and Financially, Each ackon load to coasequt Nees Uno cal\ fac nore doce phve nelhavier ip _eaver LO. hn C£ -Hhe Novel, Clyde. coos usp and “axcics ity Soe a blkand-run Ne coas_iovalved io. His evasive behavior is due —-p the Fact hat he chevy! want hiS_ceputatan, and ois chances at ¥ » th. thi is the _dosive to clon socialize, and _imnpeess the ~dbje ct Ke WN decir The : ’ ees PE Chan of cleceptive benny has_o —Mych larger significance than orerd oc malice clyle's behavior spenksfatre.” rapacious areod of Industial nerica te apeaks Foc 4 nsatiabl, desire of the eonSumor sa ciehy ANA 6 -he addirhye natre of Wealth, S86 . . ; mM. One “ad cleeisian in pecloc 40 gam a prihe iS Net cnough-for Clyde. HS actions dnd gained deipes © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. 7. Wnite 1 the box the number ot the question you are answenng =~ on this page’ as it is designated in the exam. (Hof) Clyde's te, Span k-feac 5 Falke of Indusivial cite. Orycos Change ‘of Othteds and his Grea Col pyrtloss Stavch ox (yea Hh js fymbaite. ee ‘a $3 nod - Cay Vure otter hes HOES cf Caopitalinm. ALIM-© a the TS ==) 2 inte 1420s. Gnlenshed ex thrsice Mm geogo that Once thbeaduesd, codid not bo sured aff. An American Trad gecly 3s Q wavnn4, and_4a les=Gh, Ao the changes Qa hun ni Thert pcowe enoe the mind in itredueod to +e tclen hott one shatd, and can, have (en fiailng “Hea want. © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. Write in the box the number of the question you are answering Quesh esh | 3B on this page as it is designated in the exam. Aithowg hh ane thay hare gna intendlns ch (loPt) CAny they ate feces Cthets it al Catte Vester th the enh VN Jane Eyre , Charutte Bone —€ Penymeus navel, MY. Lichesier \S Aevcaled G8 A Mon (Cott yu Metals LAr Wn tertinaly Afeceits ane Eyre fr Ge Onanee ob Le cetth her He als» Leemervcpy bit UAE by Meco ny her anonmus, ICE lWwe TS Chat Mb Cehestey COnita Ty Scene ond he dant cate UAst We bol Ww de de get NWS Cotherter (nas teed —_tinty beng Mawel tr WS ean Crk, Kettha. When he ft Met her She Cag Nive ans Scemed ne UN? alter he Made vetls ccith hen TI 24s Then he Vealimed She Crasndt (hat he (Canted Ont dint Guality br his abandad Fe He Cranted te [Me ONd a Ther Ty Comb (nity engl re AG (Lithestor KAt The ony Sulutvn 2 ha frblem Coe fy’ Loe Rettha Ul jn a loxscmmett ont EML Gg guardian br Whee he bene diwtihj her Ura —_> © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. | Zz | Write in the box the number of the question you are answering 7” on this page as it is designated in the exam. (2024) Gut vt querhinlater he Svun Nn $ iN Cntr Lo\th Fane Eyre (Ana he aver time dallS IW wee tie She @meep cas oMmbaus fe him at Hwee GAL he Seemed fy And nosclt attacted ty 1 @ Jane Eyre CBS A Nydliiend— CAdmen Oy rad bards and Crh Peet Hi ets clh She felt adttrefey tre MN these bur Lie her feeling GQ Vitle beetute he ¢e/F Yeality She Crud net fe able 4h am becouse LE Libleren¢ Clats FONE entudly She fealres She hag CR Pus StbIe Chahle tren he dhrK her be likes het, She loses hel (ea mag Ath Cul and Baltics Rooster to became An (lel to her, firing ny mwatry him. AS. Nhe Stary te Palle, DAS Cott hit Lee huge Yecer is Made hewn fone Vile he 15 Matned and eainrgy Viet as deceit We hd an Selhith Vicasute, Khe became Unpute Se helhostc ond bh he tty tucd —_—__ © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. hic riaeolir Ary ret peat ot Ciot2) There ls w-Hhuth Hat Comes with every lies aud Had Huh Way Wells Hie Wuiderected [es Hy cit Wows either Spare Sameones feenngs ot misiead oHbers fol PevSanndl Satery, Dickens Creat EX Pectatlane 16 ay eXOUMPIE ol Wany Cases Where 1 WMountebauk Character May por weet haw +e Huth would abe cet ayoteey Character u the Weary Puturee FOr Instance, M135 Hasis hom is one of the character wlio have decreed Wer felow liastonSand Wey nat expect [wy ey" Wcapabliié, WH hey “White” 25.8 An exoumpre of hel depredatt lg G WH PiP aud her only and adoptive dawgtieh, Fotela, Havish am The Waris belide Wer deception wasyst lcbenttonal, but Mone, Sel coed IN +he begivining of He novel, MiSs How's lou Avvited ptp-pro the Fale, mand Simply Wave au play date” at her Sats House wits Estelle When Pip Came.aver Poy the first Hime, Howkgham Nericed aun alipiny bet- Ween PP and ESte lla. Thus, She later Jmvites pip +0 Comes over Prequentyrand He Wore, Lad he Cowles He Mave Hrad She Pelt Secuned Had Pip Would become, Wer Vict. An Wotive Haat Hab ved Hravishaw was ne heedbor a boy +0 $stellas iyckerests, —_> © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. Write in the box the number of the question you are answering 3c | 3 on this page as it is designated in the exam. (20 22.) Vet Hotham decided ot Using Dips tutemHons, Hen Wakes in +0 becomes & Gebc-te Ode bs well Ww using Estella, awd wakes herthe “idealiotic” NOWAn She Woutede HWS WMeons in making EStella benuat Pu JOLIE Wig. 0UMd Semtinentol-lese toward Quy wren However, Bae CREA wp tn cousing P1040 be midieas by Esa declan led Persona, and Wade : ; “atl Ve was angiaaay hawiag — Fell be the See SSelh% ound didut Weourt IP's aril, BecoLuse, er “Wee les were the anos baes between Wer Veladiove WH Pt adad Bote lia TA con csusiony the-tyusth behide NSS Hal iSham's [05 Woy ubveils Hae, Wutended Span ayd balsieadiings Had Poe picts eh hat Witeded dueto deceotion of WEN Vea © 2016 The College Board Visit the College Board on the Web: www.collegeboard org. AP® ENGLISH LITERATURE AND COMPOSITION 2016 SCORING COMMENTARY Question 3 Overview For Question 3, the “Open” question, students were asked to choose a novel or play in which a character deliberately deceives others and then write an essay in which they analyze the motives for the character’s deception and how the deception contributes to the meaning of the work as a whole. This year’s prompt, like many previous “Open” question prompts, was deliberately worded so that students are challenged to focus first on analyzing a specific element or dimension of a novel or play, in this case a character's deception and the motives for it, and then on broadening or expanding the analysis to address how the specific element informs or impacts the work as a whole. Because students have the ability to choose the text they will analyze for this question, many of these essays are far stronger than either of the more focused essays on poetry or prose analysis. A hallmark of the “Open” question continues to be the broad and impressive range of texts that students are able to base their analysis on. Sample: 3A — An American Tragedy Score: 8 This essay makes a persuasive argument that Clyde Griffith's multiple acts of deception in pursuit of social and financial advancement emblematize “the rapacious greed of Industrial America” and testify to “the unsatiable [sic] desire of the consumer society.” The essay insightfully details how early acts of deception give rise to others, each more morally corrupt than the last, culminating in the murder of Clyde’s lover, Roberta. The essay builds to its conclusions about the meaning of the work as a whole through this sustained focus on Clyde and his actions. It deftly analyzes Clyde’s motives and offers apt and specific textual support for every point. While the essay offers a convincing, confident, and fine-grained analysis of the novel, its use of language is not quite as carefully controlled. The essay contains some unwieldy sentences, for example: “Although Dreiser’s novel is entertaining by putting Clyde in dangerous situations, forcing him to make morally difficult decisions, and exploiting readers’ seemingly popular interest in a villanous [sic], yet good hearted protagonist, the plotline, and Clyde’s fate, speak for the fate of Industrial culture.” Weak syntax and poor phrasing, such as “An American Tradgedy [sic] is a warning, and a lesson, to the changes in human spirit that occur once the mind is introduced to the idea that one should, and can, have everything they want,” detract somewhat from the fluidity of the essay even though they do not weaken the argument. Such language concerns prevent the essay from rising to the very top of the scoring guide; this essay earned a score of 8. Sample: 3B - Jane Eyre Score: 5 This essay addresses the prompt and offers a plausible reading of the novel but does not have the compositional control, focused argument, or clear structure of the essays that earned the highest scores. It identifies three instances of deceit in the novel: Rochester’s family’s ‘trick’ of marrying him to Bertha, Rochester’s representation of himself to Jane as single, and his deception of Bertha in courting Jane. The latter two are attributed to Rochester’s being “a man with no morals” who seeks “his own selfish pleasure” and whose first wife “didn't qualify for his standars [sic].” While these observations are accurate and directly address the prompt, the essay does not sufficiently explain how they shape the novel. Where the essay attempts a discussion of theme, it manages only superficial analysis expressed in ungainly prose: “Rochester [sic] deceit had a negative effect because he allowed Jane to loose [sic] her true self with God due to his lie of love for her.” The essay fails to explore how Jane’s loss of self enlarges the meaning of the work as a whole or how it forms the moral center of the novel. Instead of analysis, it relies heavily on extensive plot summary. The essay is also marred by distracting surface errors, as well as poor syntax, grammar, and diction. © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org,