/p AP® Summer Institute Exam Materials
2013 AP English Literature and Composition
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Question 3
(Suggested lime — 40 minutes. This question counts as one-third of the total essay section score.) A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth lo maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of Ihe work as a whole. You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot. The Adventures of Augie March Adventures of Huckleberry Finn All the Pretty Horses
Jasmine
The Joy Luck Club The Joys of Motherhood
Atonement
The Namesake
Black Boy Breath, Eyes, Memory
A Portrait of the Artist as a Young Man Purple Hibiscus The Secret Life ofBees A Separate Peace
Brown Girl, Brownstones
The Catcher in the Rye Cat's Eye
Siddhartha
The Color Purple David Copperfield The God ofSmall Things The Grapes of Wrath Great Expectations The House on Mango Street
Song of Solomon The Sorrows of Young Werther The Sound and the Fury The Story of Edgar Sawtelle Their Eyes Were Watching God A Thousand Splendid Suns To Kill a Mockingbird A Tree Grows in Brooklyn
Invisible Man
The Woman Warrior
The Chosen The Cider House Rules
Jane Eyre
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Confidential CoverSheet - Scoring Guidelines - AP Reading
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2013 AP Reading Training Material Cover Sheet Scoring Guidelines AP Subject:
English Literature
Exam Form Code: _o
Question #:
3
Version:
1.0
Form Type (Check One) Confidential Undisclosed Exams
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Forms E and I: International Main
Disclosed Exams
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O Form G: Future Form
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2013 AP English Literature Scoring Guide Question #3: Pivotal Moment
General Directions: This scoringguide will be useful for most ofthe essays that you read, but in problematic cases, please
consult your table leader. The score that you assign should reflect your judgment of the quality of the essay as a whole—its content, style, and mechanics. Reward the writers for what they do well. The score for an exceptionally well-written
essay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a three (3).
9-8 These essays offer a well-focused and persuasive analysis of a single pivotal moment in the psychological or moral development of the protagonist in a bildungsroman and how that single moment shapes the meaning of the work as a whole. Using apt and specific textual support, these essays analyze how the pivotal moment shapes the entire work. 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 nine (9) reveal more sophisticated analysis and more effective control of language than do essays scored an eight (8). 7-6 These essays offer a reasonable analysis of a single pivotal moment in the psychological or moral development of the protagonist in a bildungsroman and how that single moment shapes the meaning of the work as a whole. These essays analyze how the pivotal moment shapes the entire work. While these papers have 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 seven (7) present better developed analysis and more consistent command of the elements of effective composition than do essays scored a six (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. The writers attempt to analyze a single pivotal moment in the psychological or moral development of the protagonist in a bildungsroman and how the pivotal moment shapes the work as a whole; however, they may demonstrate a rather simplistic understanding 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. 4-3 These lower-half essays fail to offer an adequate analysis of a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman and how that pivotal moment shapes 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 pivotal moment. They may not develop an analysis of the significance of the pivotal moment for 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 three (3) may contain significant misreading and/or demonstrate 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 writers' remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a one (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. Version 1.0
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