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Choose one of the following prompts and write an AP-quality essay response within the given 40-minute time limit. Both prompts have been developed from open-ended essay prompts administered in previous AP Literature exams. When you submit your test to me via email, CLEARLY IDENTIFY THE PROMPT WHICH YOU ARE ANSWERING. ALSO, REMEMBER THE MLA HEADING AND USE 12 PT. TNR FONT. Either attach this prompt sheet and this rubric to your essay or send the file as a separate document. Your choice.

PROMPT ONE

Some novels and plays advocate changes in social or political attitudes or in cultural traditions. Write an essay in which you analyze how Federico Garcia Lorca’s play advocates for changes in particular attitudes or traditions. Use specific details from the play to support your claims. Avoid mere plot summary.

PROMPT TWO

Some novels and plays depict family conflict. Write an essay in which you analyze the sources of family conflict in Blood Wedding and explain how the conflict contributes to the meaning of the work. Use specific details from the play to support your claims. Avoid mere plot summary.

Suggestions:

• Your essay does not require direct quotations. On the other hand, a lack of specificity will undermine an otherwise solid essay response. Therefore, support for your thesis must include references to the play that are precise and appropriate. A precise paraphrase does not distort the plot or the message of the play. An appropriate reference aptly supports the claims you make.

• Take 5-7 minutes to plan your response. The time used in planning will pay off.

• Be mindful of the time. With about 5 minutes remaining, you should be forming your conclusion and, if possible, proofreading your response for errors or omissions.

Literary Argument Rubric—6 Points Possible SCORE:

|Thesis (0-1 point) |Thesis (0-1 point) |

| | |

|point for the following: |point for the following: |

|Responds to the prompt with a thesis that presents a defensible interpretation of |Responds to the prompt with a thesis that presents a defensible interpretation|

|the selected work; for a thesis to be defensible, the selected work must include |of the selected work; for a thesis to be defensible, the selected work must |

|at least minimal evidence that could be used to support that thesis (thesis cannot|include at least minimal evidence that could be used to support that thesis |

|simply restate the prompt or summarize the issue). |(thesis cannot simply restate the prompt or summarize the issue). |

| | |

| | |

| | |

|Evidence and Commentary (0-4 points) |Evidence and Commentary (0-4 points) |

| | |

|points: |points: |

|Simply restates thesis (if present), repeats provided information, or offers |Simply restates thesis (if present), repeats provided information, or offers |

|information irrelevant to the prompt |information irrelevant to the prompt |

| | |

|point: |point: |

|EVIDENCE: Provides evidence that is mostly general COMMENTARY: Summarizes the |EVIDENCE: Provides evidence that is mostly general COMMENTARY: Summarizes the |

|evidence but does not explain how the evidence supports the argument |evidence but does not explain how the evidence supports the argument |

| | |

|points: |points: |

|EVIDENCE: Provides some specific relevant evidence COMMENTARY: Explains how some |EVIDENCE: Provides some specific relevant evidence COMMENTARY: Explains how |

|of the evidence relates to the student’s argument, but no line of reasoning is |some of the evidence relates to the student’s argument, but no line of |

|established, or the line of reasoning is faulty; may contain some simplistic, |reasoning is established, or the line of reasoning is faulty; may contain some|

|inaccurate, or repetitive explanations that don’t strengthen the argument; may |simplistic, inaccurate, or repetitive explanations that don’t strengthen the |

|make one point well, but either do not make multiple supporting claims or do not |argument; may make one point well, but either do not make multiple supporting |

|adequately support more than one claim |claims or do not adequately support more than one claim |

| | |

|points: |points: |

|EVIDENCE: Provides specific evidence to support all claims in a line of reasoning |EVIDENCE: Provides specific evidence to support all claims in a line of |

|COMMENTARY: Explains how some of the evidence supports a line of reasoning; |reasoning |

|commentary may fail to integrate some evidence or fail to support a key claim |COMMENTARY: Explains how some of the evidence supports a line of reasoning; |

| |commentary may fail to integrate some evidence or fail to support a key claim |

|points: | |

|EVIDENCE: Provides specific evidence to support all claims in a line of reasoning.| |

| |points: |

|COMMENTARY: Consistently explains how the evidence supports a line of reasoning; |EVIDENCE: Provides specific evidence to support all claims in a line of |

|writing that suffers from grammatical and/or mechanical errors that interfere with|reasoning. |

|communication cannot earn the fourth point |COMMENTARY: Consistently explains how the evidence supports a line of |

| |reasoning; writing that suffers from grammatical and/or mechanical errors that|

| |interfere with communication cannot earn the fourth point |

| | |

|Sophistication (0-1 point) |Sophistication (0-1 point) |

| | |

|point for the following: |point for the following: |

|Demonstrates sophistication of thought and/or develops a complex literary argument|Demonstrates sophistication of thought and/or develops a complex literary |

| |argument |

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