2007 Ape ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS

Question 2

(Suggested time-40 minutes. This question counts for one-third of the total essay section score.)

In the passage below from Staying Put: Making a Home in a Restless World, Scott Russell Sanders responds to an essay by Salman Rushdie, a writer who left his native India for England. Rushdie describes the "effect of mass migrations" as being "the creation of radically new types of human being: people who root themselves in ideas rather than places." Read the Sanders passage carefully. Then write an essay in which you analyze the strategies Sanders uses to develop his perspective about moving.

Claims for the virtues of shifting ground are familiar and seductive to Americans, this nation of restless movers. From the beginning, our heroes

Line have been sailors, explorers. cowboys, prospectors, 5 speculators, backwoods ramblers, rainbow-chasers,

vagabonds of every stripe. Our Promised Land has always been over the next ridge or at the end of the trail, never under our feet. One hundred years after the official closing of the frontier, we have still not

/0 shaken off the romance of unlimited space. If we fish out a stream or wear out a field, or if the smoke from a neighbor's chimney begins to crowd the sky, why, off we go to a new stream, a fresh field, a clean sky. In our national mythology, the worst fate is to be

15 trapped on a farm, in a village, in the sticks, in some dead-end job or unglamorous marriage or played-out game. Stand still, we are warned, and you die. Americans have dug the most canals, laid the most rails, built the most roads and airports of any nation.

20 In the newspaper I read that, even though our sprawling system of interstate highways is crumbling, the president has decided that we should triple it in size, and all without raising our taxes a nickel. Only a populace drunk on driving, a populace infatuated with

25 the myth of the open road, could hear such a proposal without hooting.

So Americans are likely to share Rushdie's enthusiasm for migration, for the "hybridity, impurity, intermingling, the transformation that comes of new

30 and unexpected combinations of human beings, cultures, ideas, politics, movies, songs." Everything about us is mongrel, from race to language, and we are stronger for it. Yet we might respond more skeptically when Rushdie says that "to be a migrant

35 is, perhaps, to be the only species of human being free of the shackles of nationalism (to say nothing of its ugly sister, patriotism)." Lord knows we could do with less nationalism (to say nothing of its ugly siblings. racism, religious sectarianism, or class

40 snobbery). But who would pretend that a history of

migration has immunized the United States against bigotry? And even if, by uprooting ourselves, we shed our chauvinism, is that all we lose?

In this hemisphere, many of the worst abuses-of 45 land, forests, animals, and communities-have been

carried out by "people who root themselves in ideas rather than places." Rushdie claims that "migrants must, of necessity, make a new imaginative relationship with the world, because of the loss of

50 familiar habitats." But migrants often pack up their visions and values with the rest of their baggage and carry them along. The Spaniards devastated Central and South America by imposing on this New World the religion, economics, and politics of the Old.

55 Colonists brought slavery with them to North America, along with smallpox and Norway rats. The Dust Bowl of the 1930s was caused not by drought but by the transfer onto the Great Plains of farming methods that were suitable to wetter regions. The

60 habit of our industry and commerce has been to force identical schemes onto differing locales, as though the mind were a cookie-cutter and the land were dough.

I quarrel with Rushdie because he articulates as eloquently as anyone the orthodoxy that I wish to

65 counter: the belief that movement is inherently good, staying put is bad; that uprooting brings tolerance, while rootedness breeds intolerance; that imaginary homelands are preferable to geographical ones; that to be modem, enlightened, fully of our time is to be

70 displaced. Wholesale dis-placement may be inevitable; but we should not suppose that it occurs without disastrous consequences for the earth and for ourselves. People who root themselves in places are likelier to know and care for those places than are

75 people who root themselves in ideas. When we cease to be migrants and become inhabitants, we might begin to pay enough heed and respect to where we are. By settling in, we have a chance of making a durable home for ourselves, our fellow creatures, and

80 our descendants.

(1993)

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GO ON TO THE NEXT PAGE. -9-

AP® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES

Question 2

The score should reflect a judgment of the essay's quality as a whole. Remember that students had only 40 minutes to read and write; therefore, the essay is not a finished product and should not be judged by standards that are appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for what they do well.

All essays, even those scored 8 or 9, may contain occasional flaws in analysis, prose style, or mechanics. Such features should enter into the holistic evaluation of an essay's overall quality. In no case mayan essay with many distracting errors in grammar and mechanics be scored higher than a 2.

9 Essays earning a score of 9 meet the criteria for 8 essays and, in addition, are especially sophisticated in their explanation or demonstrate particularly impressive control of language.

8 Effective

Essays earning a score of 8 effectively analyze the strategies Sanders uses to develop his perspective about moving. The prose demonstrates an ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Essays earning a score of 7 fit the description of 6 essays but provide a more complete explanation or demonstrate a more mature prose style.

6 Adequate

Essays earning a score of 6 adequately analyze the strategies Sanders uses to develop his perspective about moving. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 analyze the strategies Sanders uses to develop his perspective about moving. These essays may, however, provide uneven, inconsistent, or limited explanations. The writing may contain lapses in diction or syntax, but it usually conveys the student's ideas.

4 Inadequate

Essays earning a score of 4 inadequately analyze the strategies Sanders uses to develop his perspective about moving. The prose generally conveys the student's ideas but may suggest immature control of writing.

3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in analyzing the strategies Sanders uses to develop his perspective about moving. The essays may show less control of writing.

2 Little Success

Essays earning a score of 2 demonstrate little success in analyzing the strategies Sanders uses to develop his perspective about moving. These essays may misunderstand the prompt; fail to analyze the strategies Sanders uses to develop his perspective about moving; or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing.

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Ap® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES

Ouestion 2 (continued)

1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation, andlor weak in their control of language.

o Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt.

Indicates a blank response or one that is completely off topic.

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QAestioy) L

What was the intent of this question?

This question called for students to analyze the strategies used by essayist Scott Russell Sanders in a passage that encourages readers to consider the personal, social, and environmental advantages of "staying put." Writing in response to Salman Rushdie's essay celebrating migrants who root themselves in ideas, not places, Sanders argues in favor of habitation, not migration.

How well did students perform on this question?

The mean score for this question was 4.09 out of a possible 9 pOints. Even though all three free­response questions call for critical reading, the analysis question is first and foremost a reading question, and to succeed, students had to understand that Sanders and Rushdie take different positions on moving and that Sanders builds his argument on a refutation of Rushdie's. The most successful responses to this question noted how craftily Sanders establishes the American ethos of always being on the move and then associates that ethos with Rushdie's view, only to offer his own subtle counterargument. Many of the successful essays offered full accounts of how Sanders's historical examples work to cast doubt on Rushdie's claims about the cultural, moral, or environmental benefits of migration, and many of the responses scoring in the upper half of the range offered solid discussions of how Sanders's diction slants his presentation of the American ideal of constant movement. Some very good essays noted how Sanders's passage appeals to the readers' sense of reason and emotion and how it establishes his own credibility, showing all along how these appeals are substantiated by the organization, structure, style, and tone of the passage.

What were common student errors or omissions?

The most common errors resulted from students' misreading of the passage. Some asserted that Sanders and Rushdie were in agreement or that Sanders used Rushdie as an authority to support his own views. Other misinterpretations revealed that some students were attempting to understand Sanders's position in light of current news coverage of immigration issues. Still other lower-half writers seemed unable to comprehend the level of abstraction in the passage, resulting in a confused understanding of Sanders's central concepts, such as his comparison of being rooted in ideas rather than being rooted in places. Students scoring in the lower half who were able to understand Sanders's position often encountered two other problems. First, they seemed relatively unable to describe how the structure, style, and tone of the passage supported his developing position. Second, they often misunderstood and overstated Sanders's tone, seeing his text as a brutal attack on Rushdie.

Based on your experience of student responses at the AP Reading. what message would you like to send to teachers that might help them to improve the performance of their students on the exam?

Teachers can take away three lessons from students' performance on this question. First, they must ensure that students can comprehend complicated nonfiction prose in which the argument is sophisticated and nuanced, rather than baldly stated and developed. Second, they need to teach students about rhetorical theory and rhetorical analysis. Students must be able to understand and write about concepts such as audience, purpose, and occasion; tone; establishment of the central contention; appeals to the author's character and credibility and to the audience's emotions; organization and structure; and diction, syntax, imagery, and figurative language. Third, and most important, they must teach students to analyze the unity of argumentative texts: the way that their form follows their function, and the ways that their features of organization, structure, form, and style relate to and support their establishment of meaning, purpose, and effect.

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Overview

Ap® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING COMMENTARY

Question 2

This question called for students to analyze the strategies used by essayist Scott Russell Sanders in a passage that encourages readers to consider the personal, social, and environmental advantages of "staying put." Writing in response to Salman Rushdie's essay celebrating migrants who root themselves in ideas, not places, Sanders argues in favor of habitation, not migration.

Sample: 2A Score: 9

This essay offers no elaborate introduction. It doesn't need to: The analysis question calls for an examination answer, not a discursive essay, and this student follows an instinct to get right to work on the analysis. The essay first examines Sanders's use of material directly quoted from the Rushdie essay, showmg how Sanders uses the Rushdie material as a sprmgboard for developing his own beliefs. The student notes the effect of Sanders's direct quoting: "In quoting Rushdie directly and repeting [sic[ his words and syntax, Sanders not only assures the reader of his careful thoughtfulness on the issue, but also states his own belief that moving does nothing to rid us of the unfortunate aspects of humanity of which we all wish to be free." The student next examines how Sanders moves from legitimately and honestly examining Rushdie's argument to offer his own counterargument. The response offers a succinct evaluation of this organizational strategy: "This gradual movement from agreement to complete disagreement reinforces Sander's [sic[ pont [sic[ and respectfully refutes Rushdie's point consequently." Finally, the writer analyzes Sanders's "conversational and informal" tone: "He is respectful of the man whose ideas he is refuting-there is not even a hint of ad hominem argument in this essay, for Sanders never attacks Rushdie himself." In summary, this paper analyzes the logic, organization, and tone of Sanders's essay quite fully and fluently.

Sample: 2B Score: 6

This essay opens with a broad assessment of Sanders's "veritable plethora of rhetorical strategies" and then focuses on what the student sees as a "skeptical, critical, and even at times mocking tone." The essay praises Sanders's "colorful diction," even mentioning the use of zeugma (but without clearly pointing out where it is in the original text). The student recognizes Sanders's use of first-person plural pronouns, "which immediately unifies the perspective of the author and the reader," but then senses a shift toward skepticism in Sanders's diction. Throughout this opening section of the essay, the student does a good job of explaining how diction and style support Sanders's evolving ideas. The next move, though, keeps the essay in the adequate, rather than effective, range by arguing that Sanders attacks Rushdie, "even mocking his syntactical structure." It is difficult to substantiate such overstated claims. The student's subsequent attempt to show how Sanders's use of historical examples both "bolsters his argument" and "lend[s[ ethos to his opinions" is quite acceptable, however. The essay concludes with a quite nice, if brief, comparison between Rushdie as a "consummate romantic" and Sanders as a "pragmatist." In short, this essay shows all the hallmarks of a first draft, which, if the student could return to it, temper its overstatement, and flesh out its points with examples, would be effective.

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Sample: 2C Score: 4

Ap® ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING COMMENTARY

Question 2 (continued)

This essay is an inadequate response to the task It is disjointed. It identifies discrete features without ever clearly explaining how the features connect to, and support, Sanders's purpose and evolving ideas. The essay begins with a gloss on the content and relies on glossing heavily throughout. It observes that Sanders supports his points with historical examples and even notes that some of these examples evoke imagery. The student remarks that "Sanders also uses a lot of parallel structure in his examples of the things Americans do" and offers a brief analysis of the effect of that syntactic strategy. The student then refers to Sanders's use of historical examples and points out his use of a simile-"comparing the mind of people and the land of the world to dough and cookie cutters"-quoting Sanders's conclusion that" 'The habit of our industry and commerce has been to force identical schemes onto differing locales.'" The essay concludes by attempting to praise the diction of the final paragraph, but the student seems incapable of offering examples, saying merely that "It just makes the reader think" The student seems to know what analysis is but inadequately performs the task, falling back on the strategies of paraphrasing content and pointing out stylistic features yet not connecting the two.

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