new rubric & scoring guidelines 2019-20 english language ... · rubrics scoring guidelines ......

English Language & CompositionNew Rubric & Scoring Guidelines 2019-20

• Confidence in your understanding of the new rubrics

• An understanding of the scores that have been applied to the samples

Objectives

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1. Rationale for changes and development of new rubrics

2. Overview of rubrics and scoring guidelines

3. Interpreting and applying the rubric

• Synthesis Essay

• Rhetorical Analysis

• Argument Essay

Content

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Rationale• Teachers have regularly requested more specific feedback about student performance on

the essays.

• Value what Higher Education values while gathering more data to provide feedback.

• We would like to be able to create teacher and student support materials targeted where the data tells us it is needed.

Rationale for Changes and the Development Process

Development Process• Rubric developed and piloted in spring 2018

• Refined with input from development committee and reading leadership during the 2018-2019 academic year

The Rubric and the Scoring Guidelines

Rubrics Scoring Guidelines • Each question type has its own rubric

• Rubrics are unchanging from year-to-year and across different exam forms

• Scoring Criteria based on 3 Rows (Thesis, Evidence and Commentary, and Sophistication) with each row divided into points

• Include general scoring notes for each row and/or each point within each row.

• Specific for each question on each exam form

• Provide specific examples from student samples for a given question prompt

• Provide explanation of rubric criteria for each scoring point for a given question prompt.

• Guide readers through the scoring process for a given question prompt

Introducing the new rubrics for 2019-20

New Scoring Criteria in the Rubric – AP English Language Q1

Question 1Synthesis Essay

Question 1: Synthesis Essay (from 2018 Operational Exam)

Question 1: Synthesis Essay 6 points

Eminent domain is the power governments have to acquire property from private land owners for public use. The rationale behind eminent domain is that governments have greater legal authority over lands within their dominion than do private owners. Eminent domain has been instituted in one way or another throughout the world for hundreds of years.

Carefully read the following six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the notion that eminent domain is productive and beneficial.

Question 1 Scoring Guidelines – Row A

Reporting

Category

Scoring Criteria

Row A

Thesis

(0-1 points)

0 points

For any of the following:

∙ There is no defensible thesis.

∙ The intended thesis only restates the prompt.

∙ The intended thesis provides a summary of the issue with

no apparent or coherent claim.

∙ There is a thesis, but it does not respond to the prompt.

1 point

Responds to the prompt with a defensible thesis that may

establish a line of reasoning.

Decision Rules and Scoring Notes

Responses that do not earn this point:

• The intended thesis only restates the prompt.

• The intended thesis is vague, must be inferred, does not

take a position, equivocates or summarizes other’s

arguments but not the student’s (e.g., some people say

it’s good, some people say it’s bad).

• The intended thesis simply states an obvious fact rather

than a making a claim that requires a defense.

Responses that do earn this point:

• The thesis responds to the prompt rather than restating

or rephrasing the prompt and the thesis clearly takes a

position rather than just stating there are pros/cons (it

develops a position on the value, if any, of eminent

domain).

Additional Notes:

• The thesis may be one or more sentences anywhere in the response.

• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports

that line of reasoning.


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Samples that earn the point

Provide a defensible thesis that may establish a line of reasoning. The writer makes a clear, defensible claim and maps out a three-part line of reasoning.

“Thus, eminent domain has been used as an effective tool to promote beneficial government interests. However, while projects requiring the use of eminent domain usually aim to help the public, the practice becomes unjustified when minorities are victimized, a ‘reasonable compensation’ is not attained, and the government works with private companies in the economic philosophy of corporatism.” [Sample H]

Another clear thesis that establishes a line of reasoning“Although eminent domain might benefit some people in certain cases, the ends do not justify the means. It is unethical and un-American to sacrifice the rights of the poor, the needy, and the few under the guise of ‘the greater good’.” [Sample B]

Question 1, Row A Examples

Samples that earn the point

Even in this weak essay, the student makes a claim about eminent domain - which spans nearly the entire paragraph - and deserves a point in this row.

“The government untilzing Eminent Domain can be so helpful in many ways like considering better facilitates for transportation, better buildings, and better ways of supplying water.” [Sample C]

This response minimally earned the point for row A because it provides a line of reasoning that supports a disputable claim:

“Eminent domain is productive and useful because it can open up opportunities for people, and it can benefit many people.” [Sample F]

Remember: a thesis might be found anywhere in the essay.


Samples that do not earn the point

This example does not earn a point because while it approaches a thesis, in the end it states other people’s beliefs, which is not a defensible claim by the writer. It’s factual.

“The times the US is at right now are trying no doubt, especially with the whole FBI watching and the theory that the government is slowly trying to take over our freedom, many people are reluctant to agree that eminent domain is beneficial.” [Sample G]

This essay does not earn the point for Row A because it equivocates rather than taking a position:

“... eminent domain is good and bad depending on what side you stand on and how it effects you or others.” [Sample A]

“… eminent domain can be good or bad depending on what side you stand on and how it affects you, but I think the good outweighs the bad.” [Sample A revised - would have earned the point]


Questions on Row A?

Question 1 Scoring Guidelines – Row B

Question 1 – Row B

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Excerpts of samples that earn 4 points in Row B

Evidence relates to thesis and is interspersed with explanatory commentary: In paragraph 2, the quote defining “corporatism” is followed by a detailed explanation of how it functions: “This belief often leads to the neglect of these areas which are targeted. The corporations focus on the profit they can get out of their new plan rather than the interests of the people living or working there.”

In paragraph 3, the response weighs different evidence in sources and concludes that instances of abuse mean that some people aren’t given fair compensation: “How can we argue that Eminent Domain is ‘by the book’ if former owners are rarely compensated fairly? While there certainly are cases in which there is fair compensation and the end product is positive, sources show that this is often not the case.” [Sample E]

Question 1, Row B Examples


In Sample D, the evidence provided relates to the thesis (not just the topic), but the commentary that explains those connections is uneven and incomplete. In the second example, the student re-states or summarizes the point rather than explaining or showing connections

In paragraph 2, “[Eminent domain] provides what the government otherwise could not…This power allows the authorities to help people with the needs of otherwise could not.”

In paragraph 3, “Compensation for their ruined property provided for the future of those people. It allowed them to sell the property that otherwise couldn’t have been sold.”


Excerpts of samples that earn 2 points on Row B

Sample F uses three sources that relate to the topic without helping to support the claim beyond merely repeating them.

In paragraph 2, the cited evidence from Sources A and B is essentially repeated in the commentary about creating jobs. The response repeats this pattern in paragraph 3.

Sample A uses sources related to the topic and the commentary explains those connections, but the student misinterprets the evidence, which is also oversimplified in its misinterpretation:

In paragraph 1, the response attempts to explain Source F: “If the government took his property their would be various causes of damage to his work.” The response then combines Sources B and F, but oversimplifies the explanation: “…eminent domain may leave or has left damage behind in which most cases is left unfixed and permantly [sic] damaging.” [Sample A]


Excerpts of samples that earn 1 or 0 points on Row B

Sample G earns one point because the student uses three sources that relate to the topic but does not provide commentary or connection to a larger argument.

Sample C does not earn any points for Row B because it fails to use any sources.


Questions Row B?

Question 1 Scoring Guidelines – Row C

Excerpts of samples that earn the point

Sample I includes instances where the student situates the argument in a broader historical and/or social context.

In paragraph 1 the student acknowledges “occasional failures” of eminent domain and asserts they are “overshadowed by the resounding successes of many of the larger, often nationwide attempts of the government to construct much-needed infrastructure...”

In paragraph 3, the response recognizes the implications of the argument: “Used as intended, eminent domain goes beyond small-scale revitalization and ventures into the realm of sweeping progress and development.”

Sample B has an engaging concession and recognizes the implications of the argument: “The most common defenses for eminent domain while well-intended, are ultimately built on flawed concepts that go against the American value of individual freedom.” “... especially over the past few decades when corporations have had a major hand in politics. Eminent domain as we know it is a civil rights violation that destroys poor and minority communities in favor of corporate profit.”

Question 1, Row C Examples


Sample E also earned a point for sophistication because there are several instances where it situates the argument in a broader context and the prose style is persuasive and convincing.

In paragraph 1 the response presents a relevant personal example that provides a more sophisticated understanding of the issue.

The response also presents an engaging refutation of a counter argument.

In paragraph 3: “Oftentimes, the counter argument to the use of eminent domain is that the people whose homes have been taken from them will have a new benefit to look forward to such as a highway, community center, or park, but when your home has been taken from you, the prospect of a highway will not compensate that loss.”


Questions Row C?

Question 2Rhetorical Analysis Essay

Question 2: Rhetorical Analysis (from 2018 Operational Exam)

Question 2: Rhetorical Analysis

6 points

In 1997, then United States Secretary of State Madeleine Albright gave the commencement speech to the graduating class of Mount Holyoke College, a women’s college in Massachusetts.

Read the passage carefully. Write an essay that analyzes the rhetorical choices Albrightmakes to convey her message that perseverance can make a difference.

Excerpts of samples that earn the pointSample H earned the point for row A because it responds to the prompt by providing a thesis that analyzes the writer’s rhetorical choices and establishing a line of reasoning: “By contrasting hypotheticals and reality, providing examples and personal anecdotes, and strong repetition of the word ‘persevere’, Albright successfully conveys her message to these graduates that they must continue the fight for rights in the face of opposition and that they will succeed." [Sample H, Paragraph 1].

Sample B earned the point for row A because, although it lacks specificity and merely identifies strategies, it does make a claim that these strategies are used for a purpose, thereby providing a minimally acceptable thesis."The strategies [sic] used like emotion, history, and cause and effect to convey her message throughout the speech” [Sample B, Paragraph 1]


Excerpts of samples that do not earn the point

Sample E did not earn the point for row A because it does not present a defensible thesis about the rhetorical strategies. The response instead repeats provided information and a misunderstanding of the context, and does not contain an arguable statement.

“Madeline Albright reads the commencement letter to the graduating class. The first paragraph starts off telling how each person chooses how they live their own life.” [Sample E, Paragraph 1].


Questions on Row A?


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Excerpts of sample that earns 4 points in this row, Sample HThe response earned four points for row B because the evidence provided clearly relates to the thesis and the commentary that explains those connections is consistent and well-developed. Here the response provides specific examples then explicitly connects them to the thesis:

“This powerful form of presenting what has been accomplished then a hypothetical paired with reality is a powerful way to allude to the idea that accomplishing is not enough, we must never stop trying to get better.” [Paragraph 2].

This and other citations are followed by consistent commentary that explains the relationship between the evidence and the thesis. The writer’s ideas are central with the sources are used in support. Very clear connections between evidence and thesis:

“Albright, having gotten the gears in the minds of the audience turning on what they maybe can do regarding Women’s rights, follows up with a series of personal anecdotes of what women across the world are doing...” [Paragraph 3].


Excerpts of sample that earns 3 points in this row, Sample AThe response earned three points for row B because the evidence provided relates to the thesis, but the commentary is uneven, limited, or incomplete. Here, there is limited commentary about parallel structure:“Albright’s echoing syntax rings out in the manner of King’s ‘I have a dream’ speech, each repetition relating her claims back to her central statement of unity and opportunity, each ring drawing in her listeners.” [Paragraph 2]

Here again the response provides commentary that is relevant but limited:“Albright has referenced the U.S., how it has refused to give in, and how it has found prosperity, and now she reflects that structure onto women.” [Paragraph 3].

This limited commentary appears again as the response continues to discuss syntax: “Through this quote and repetition, she has touched the hearts of her listeners and cemented an idea, the idea of perseverance.” [Paragraph 4].


Excerpts of sample that earns 2 points in this row, Sample DThe response earned two points for row B because the evidence provided relates to the thesis but the commentary that explains those connections oversimplifies and misinterprets the evidence. Here, the commentary does not add to the argument and oversimplifies audience reaction:

“The use of being threatened by dangerous weapons motivates the audience to always look out for themselves. The audience is motivated to help themselves out by preparing for what could happen.” [Paragraph 2].


Excerpts of sample that earns 1 point in this row, Sample B

The response earned one point for row B because it provides examples relevant to the subject, but little to no commentary is provided. Here, there is no explanation about the history example. Instead, the response provides restatement of the example as explanation:

“These events were all great things that happened in America in the college graduates lifetimes.” [Paragraph 2]

Here, the response provides a vaguely relevant mention of the cause-and-effect example:

“The effect is women are ready to take their role in every society on Earth.” [Paragraph 3].


Questions Row B?

Excerpts of sample that earns the point, Sample F

The response earned the point for row C because it provides several examples of sophistication in its argument. Here, the response frames the speech within an historical moment and then shifts to how that speech addressed ongoing problems with gender equality:

“However, in the speech, she urges her audience to seek out problems that still exist in the world and to help fix them.” [Paragraph 1]

Here, the response explains the significance of purpose in a broader context:

“Therefore, Albright’s background and story give the words ‘have courage still – and persevere’ a particularly powerful and sincere meaning. Albright ends the passage with a powerful call to action that uses lofty, metaphorical language to inspire her audience.” [Paragraph 3]


Excerpts of sample that does not earn the point, Sample A

The response did not earn the point for row C because it attempts to provide some larger context, but does not present a complex understanding of the rhetorical situation. Here the response attempts to provide broader context:

“Her diction: ‘There is no doubt,’ ‘It is certain,’ ‘Inevitebly’ [sic] cements that she is an authority on the subject, so when she tells her audience to ‘persevere,’ they act without questioning.” [Paragraph 4]

Here, the response attempts to explain the text’s significance:

“Even if at this point they don’t believe her, through her repetition they have been classically conditioned much like Pavlov’s dog, to instantly think ‘persevere’ whenever a hardship arises.” [Paragraph 5]


Questions Row C?

Question 3Argument Essay

Question 3: Argument Essay (from 2018 Operational Exam)

Question 3: Argument Essay

6 points

In her book Gift from the Sea, author and aviator Anne Morrow Lindbergh (1906–2001)writes, “We tend not to choose the unknown which might be a shock or a disappointmentor simply a little difficult to cope with. And yet it is the unknown with all its disappointmentsand surprises that is the most enriching.”

Write an essay that argues your position on the value of exploring the unknown.


Provides a defensible thesis on the topic, and in this case establishes a line of reasoning. “In this sense [that unexpected moments are the most fulfilling], she is absolutely correct. The exploration of the unknown has led to unprecedented scientific development, cultural development, and personal development alike...” [Sample C]

Provides a defensible thesis at the end of the second paragraph. (Remember, theses can appear anywhere, even in the conclusion.)

“Thus, venturing into the unknown is a worthwhile experience for the maturity and growth it can promote.” [Sample G]

Even a relatively weak essay might still contain a thesis, even one that is not supported by the rest of the essay.

Paragraph 4: “I believe that exploring the unknown is essential to be a well-cultured and intelligent individual.” [Sample F]


Excerpts of samples that do not earn the point

In Essay H, the student equivocates rather than takes a position for a defensible thesis:”Sometimes, these oppernuties [sic] are great. Other times, they can lead to mistakes or ‘a disappointment [sic].’”


Questions on Row A?


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The evidence relates to the thesis and the commentary explaining those connections is well-developed. Examples are far-reaching and accurate: space, science, music, literature.

In paragraph 2, “[Galileo] was ridiculed for claiming that the Earth revolved around the Sun, yet it was his desire to enter into the unfamiliar that led to the scientific advances by the US under Kennedy so many centuries later.”

In paragraph 3 the student explicitly explains the relationship between Bach and Shostakovich: “He [Bach], by exploring new territory in music, changed the face of string and orchestral music…” and “By breaking the constraints of cultural norms and exploring the unknown, composers have brought lasting cultural development to fruition.” [Sample C].



The evidence relates to the thesis, and the commentary is stronger in some places and weaker or limited in others

In paragraph 2, “... that persons view of the world and themselves is perminatly [sic] changed.” This is followed by a more effective example of the “Encounter” retreat that resulted in a huge personal breakthrough in previously uncharted personal territory.

In paragraph 3, the Model UN example also offers limited commentary: “Those memories would not exist if I did not venture into the unknown and put myself out there.” [Sample E].



Examples are relevant but the commentary oversimplified and misinterprets them: In paragraph 2, “…we choose to spend it on exploring the unknown, which doesn’t even guarantee findings or beneficial results.”

In paragraph 4, the commentary provided for “Stranger Things” misses in an attempts at a counter-claim about perceived benefits: “Along the way, this brings many disasters, such as the disappearance of some characters and more disappointment rather than fulfillment.” [Sample B].


Excerpts of samples that earn 1 point in this row

The essay provides examples relevant to the subject, but little commentary is provided. In paragraph 2, there is no explanation about the food example. In paragraph 3, the “courageous ones” example is not explained. [Sample F].

The essay provides examples relevant to the subject, but there is little or no commentary connecting examples to the (weak) thesis.

The extended narrative of a love interest in paragraphs 3-4 is not connected to the argument. [Sample D]

The singular example of life’s opportunities is not explained. [Sample H]


Questions Row B?


Essay C contains several instances where the student situates the argument in a broader historical context; the prose style is consistently persuasive and convincing. Clear control of language and sentence structure.

In paragraph 1, “[JFK] is famously quoted as saying that the US would land on the moon ‘not because it is easy, but because it is hard.’ In the face of public uncertainty, Kennedy set out to explore one of the biggest unknowns of modern humanity: outer space.”

In paragraph 3, the response recognizes implications: “Used as intended, eminent domain goes beyond small-scale revitalization and ventures into the realm of sweeping progress and development.”


Questions Row C?

Thank you!

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