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Ap literature essays that scored a 9

How are the English Literature exams scored? The multiple choice section is machine scored.

  • Being A Proficient Reader Proficient readers expect text to make sense, and they know they must make meaning from the text;
  • Make sure if you go into plot that you are doing so only because it supports what the prompt is asking and illustrates the overall meaning that is the basis for your argument;
  • Typical essays earning a score of 3 exhibit more than one of these problems; they are flawed by weak writing skills, significant misinterpretations, inadequate developments, or serious omissions.

Students receive one point for each correct answer and are penalized a quarter point for each incorrect response. Each essay is read by a different reader. They score essays on a point scale. AP final grades of are then derived from this composite score. Individual colleges and universities may vary.

Observations of the Chief Reader: Read each prompt of each question very carefully. Think about the implications of the question, begin thinking about how you will organize your response, and focus on what is asked. Often, students are asked to select a play or a novel to answer a particular question. Make sure they know that the work they have selected should be appropriate to the question asked.

See to it that students have a fair range of readings that they feel familiar with, ones with which they can test the implications of the question and make the decision of the appropriateness of the work to the question asked.

Without this flexibility they may force an answer that will come across as canned to the AP Reader. Remind students to enter into the text itself, to supply concrete illustrations that substantiate the points they are making.

Have them take command of what they are writing with authority by means of direct quotation of pertinent information from the text, always writing into the question and never away from it.

Help them to keep their point of view consistent, to select appropriate material for supporting evidence, and to write in a focused and succinct manner.

Remind your students that films are not works of literature and cannot be used to provide the kind of literary analysis required on the exam.

Advise your students that, when starting an essay, they should avoid engaging in a mechanical repetition of the prompt and then supplying a list of literary devices. Instead, get them to think of ways to integrate the language of literature with the content of that literature, making connections that are meaningful and telling, engaging in analysis that leads to the synthesis of new ideas.

  • Such readers persevere even when text is complex, difficult, or inconsiderate;
  • Three papers are going under for the third time and need a lifeline;
  • Choices of proof may be less effective than those in 9-6 range or not from throughout the passage;
  • Although they may have attempted to answer the question, the views presented typically have little clarity or coherence;
  • It was this extra level of complexity in these essays that gave them the boost to the 8 and 9 range.

Pressure them into using higher levels of critical thinking; have them go beyond the obvious and search for a more penetrating relationship of ideas. Make them see connections that they missed on their first reading of the text. What AP Readers long to see: It hurts to give a low score to someone who misread the prompt but wrote a good essay.

While readers try to reward students or what they do well, the student must answer the prompt. Build your opening response artistically. You are proving an assertion, not telling a story.

You will get a response, but not the one you want.

Keep vocabulary and syntax within your zone of competence. Students who inflate their writing often inadvertently entertain, but seldom explain. This indicates that you are aware of the creative process.

  1. What AP Readers long to see.
  2. Keep vocabulary and syntax within your zone of competence.
  3. Being A Proficient Reader Proficient readers expect text to make sense, and they know they must make meaning from the text.
  4. Typical essays earning a score of 3 exhibit more than one of these problems; they are flawed by weak writing skills, significant misinterpretations, inadequate developments, or serious omissions.

The best student writer sees much, but says it very succinctly. These notes demonstrate only that you did not use all the time you were given to write an effective essay.

We read so many essays, often poorly written, that we welcomed, even prayed for, a more original choice as long as it was substantial and not too obscure.

Taking the Mystery Out of Question 3

But reading essays that begin with the same adage does wear the reader down. Being A Proficient Reader Proficient readers expect text to make sense, and they know they must make meaning from the text.

  • So how do I, as a teacher, prevent this from happening with my own students?
  • Generally the prose reveals weak control over writer's elements as diction, organization, syntax or grammar.

Such readers persevere even when text is complex, difficult, or inconsiderate. Proficient readers know how to: