© 2019 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board.
All other products and services may be trademarks of their respective owners.
Visit College Board on the web: collegeboard.org.
AP
®
English Literature
Scoring Rubrics
Free-Response Question 1: Poetry Analysis
Free-Response Question 2: Prose Fiction Analysis
Free-Response Question 3: Literary Argument
Eective Fall 2019
 
|
 SG 1AP English Literature Scoring Rubric, Free-Response Question 1-3
Scoring Rubric for Question 1: Poetry Analysis 6 points
Reporting
Category
Scoring Criteria
Row A
Thesis
(0-1 points)
7.B
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 thesis that presents a defensible interpretation of
the poem.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Only restate the prompt.
• Make a generalized comment about the poem that doesn’t
respond to the prompt.
• Describe the poem or features of the poem rather than making a
claim that requires a defense.
Responses that earn this point:
• Provide a defensible interpretation in response to the prompt.
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the poem must include at least minimal evidence that could be used to support that thesis; however, the student need not
cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• 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.
 
|
 SG 2AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row B
Evidence
AND
Commentary
(0-4 points)
7.A
7.C
7.D
7.E
0 points
Simply restates thesis
(if present), repeats
provided information,
or offers information
irrelevant to the prompt.
1 point
EVIDENCE:
Provides evidence that
is mostly general.
AND
COMMENTARY:
Summarizes the
evidence but does
not explain how the
evidence supports the
student’s argument.
2 points
EVIDENCE:
Provides some specific, relevant
evidenc
e.
AND
COMMENTARY:
Explains how some of the
evidence relates to the student’s
argument, but no line of reasoning
is established, or the line of
reasoning is faulty.
3 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
AND
Explains how at least one
literary element or technique
in the poem contributes to its
meaning.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how the
evidence supports a line of
reasoning.
AND
Explains how multiple literary
elements or techniques in the
poem contribute to its meaning.
Decision Rules and Scoring Notes
Typical responses that
earn 0 points:
• Are incoherent or
do not address the
prompt.
• May be just opinion
with no textual
references or
references that are
irrelevant.
Typical responses that
earn 1 point:
• Tend to focus
on summary or
description of a
poem rather than
specific details or
techniques.
• Mention literary
elements, devices, or
techniques with little
or no explanation.
Typical responses that earn
2 points:
• Consist of a mix of specific
evidence and broad
generalities.
• May contain some simplistic,
inaccurate, or repetitive
explanations that don’t
strengthen the argument.
• May make one point well but
either do not make multiple
supporting claims or do not
adequately support more than
one claim.
• Do not explain the
connections or progression
between the student’s claims,
so a line of reasoning is not
clearly established.
Typical responses that earn
3 points:
• Uniformly offer evidence
to support claims.
• Focus on the importance
of specific words and
details from the poem to
build an interpretation.
• Organize an argument
as a line of reasoning
composed of multiple
supporting claims.
• Commentary may fail to
integrate some evidence
or fail to support a key
claim.
Typical responses that earn
4 points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the poem to build an
interpretation.
• Organize and support
an argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s use
of multiple literary techniques
contributes to the student’s
interpretation of the poem.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response may observe multiple instances of the same literary element or technique if each instance further
contributes to the meaning of the poem.
 
|
 SG 3AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row C
Sophistication
(0-1 points)
7.C
7.D
7.E
0 points
Does not meet the criteria for one point.
1 point
Demonstrates sophistication of thought and/or develops a complex literary
argument.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Attempt to contextualize their interpretation, but such attempts
consist predominantly of sweeping generalizations.
• Only hint at or suggest other possible interpretations.
• Make a single statement about how an interpretation of the poem
comments on something thematic without consistently
maintaining that thematic interpretation.
• Oversimplify complexities in the poem.
• Use complicated or complex sentences or language that is
ineffective because it do
es not enhance the student's argument.
Responses that earn this point may demonstrate a sophistication of
thought or develop a complex literary argument by doing any of the
following:
1. Identifying and exploring complexities or tensions within the poem.
2. Illuminating the student’s interpretation by situating it within a
broader context.
3. Accounting for alternative interpretations of the poem.
4. Employing a style that is consistently vivid and persuasive.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.
 
|
 SG 4AP English Literature Scoring Rubric, Free-Response Question 1-3
Scoring Rubric for Question 2: Prose Fiction Analysis 6 points
Reporting
Category
Scoring Criteria
Row A
Thesis
(0-1 points)
7.B
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 thesis that presents a defensible interpretation
of the passage.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Only restate the prompt.
• Make a generalized comment about the poem that doesn’t respond to
the prompt.
• Describe the passage or features of the passage rather than making a
claim that requires a defense.
Responses that earn this point:
• Provide a defensible interpretation in response to the prompt.
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the passage must include at least minimal evidence that could be used to support that thesis; however, the student need
not cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• 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.
 
|
 SG 5AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row B
Evidence
AND
Commentary
(0-4 points)
7.A
7.C
7.D
7.E
0 points
Simply restates thesis
(if present), repeats
provided information,
or offers information
irrelevant to the prompt.
1 point
EVIDENCE:
Provides evidence that is
mostly general.
AND
COMMENTARY:
Summarizes the
evidence but does not
explain how the evidence
supports the student’s
argument.
2 points
EVIDENCE:
Provides some specific,
relevant evidence.
AND
COMMENTARY:
E
xplains how some of the
evidence relates to the
student’s argument, but no line
of reasoning is established, or
the line of reasoning is faulty.
3 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
AND
Explains how at least one
literary element or technique
in the passage contributes to
its meaning.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how the
evidence supports a line of
reasoning.
AND
Explains how multiple literary
elements or techniques in
the passage contribute to its
meaning.
Decision Rules and Scoring Notes
Typical responses that
earn 0 points:
• Are incoherent or
do not address the
prompt.
• May be just opinion
with no textual
references or
references that are
irrelevant.
Typical responses that
earn 1 point:
• Tend to focus on
overarching narrative
developments or
description of a
passage rather than
specific details or
techniques.
• Mention literary
elements, devices, or
techniques with little
or no explanation.
Typical responses that earn
2 points:
• Consist of a mix of specific
evidence and broad
generalities.
• May contain some simplistic,
inaccurate, or repetitive
explanations that don’t
strengthen the argument.
•
May
make one point well but
either do not make multiple
supporting claims or do not
adequately support more
than one claim.
• Do not explain the
connections or progression
between the student’s
claims, so a line of reasoning
is not clearly established.
Typical responses that earn
3 points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build
an interpretation.
• Organize an argument as a
line of reasoning composed
of multiple supporting
claims.
• Commentary may fail to
integrate some evidence or
fail to support a key claim.
Typical responses that earn
4 points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
interpretation.
• Organize and support
an argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s
use of multiple literary
techniques contributes to
the student’s interpretation
of the passage.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response may observe multiple instances of the same literary element or technique if each instance further
contributes to the meaning of the passage.
 
|
 SG 6AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row C
Sophistication
(0-1 points)
7.C
7.D
7.E
0 points
Does not meet the criteria for one point.
1 point
Demonstrates sophistication of thought and/or develops a complex literary
argument.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Attempt to contextualize of their interpretation, but such attempts
consist predominantly sweeping generalizations.
• Only hint at or suggest other possible interpretations.
• Make a single statement about how an interpretation of the
passage comments on something thematic without consistently
maintaining that thematic interpretation.
• Oversimplify complexities in the passage.
• Use complicated or complex sentences or language that is
ineffective because it do
es not enhance the student's argument.
Responses that earn this point may demonstrate a sophistication of
thought or develop a complex literary argument by doing any of the
following:
1. Identifying and exploring complexities or tensions within the passage.
2. Illuminating the student’s interpretation by situating it within a
broader context.
3. Accounting for alternative interpretations of the passage.
4. Employing a style that is consistently vivid and persuasive.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.
 
|
 SG 7AP English Literature Scoring Rubric, Free-Response Question 1-3
Scoring Rubric for Question 3: Literary Argument 6 points
Reporting
Category
Scoring Criteria
Row A
Thesis
(0-1 points)
7.B
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 thesis.
• There is a thesis, but it does not respond to the prompt.
1 point
Responds to the prompt with a thesis that presents a defensible interpretation of the
selected work.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Only restate the prompt.
• Make a generalized comment about the selected work
that doesn’t respond to the prompt.
Responses that earn this point:
• Provide a defensible interpretation in response to the prompt.
Additional Notes:
• The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the selected work must include at least minimal evidence that could be used to support that thesis; however, the student need not
cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• 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.
 
|
 SG 8AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row B
Evidence
AND
Commentary
(0-4 points)
7.A
7.C
7.D
7.E
0 points
Simply restates thesis (if
present), repeats provided
information, or offers
information irrelevant to
the prompt.
1 point
EVIDENCE:
Provides evidence that is
mostly general.
AND
COMMENTARY:
Summarizes the evidence
but does not explain how
the evidence supports the
argument.
2 points
EVIDENCE:
Provides some specific,
relevant evidence.
AND
COMMENTARY:
Explains how some of the
evidence relates to the
student’s argument, but
no line of reasoning is
established, or the line of
reasoning is faulty.
3 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how
the evidence supports a line
of reasoning.
Decision Rules and Scoring Notes
Typical responses that
earn 0 points:
• Are incoherent or do not
address the prompt.
• May be just opinion with
no textual references
or references that are
irrelevant.
Typical responses that earn
1 point:
• Tend to focus on
overarching narrative
developments or
description of a selected
work rather than specific
details.
Typical responses that earn
2 points:
• Consist of a mix of
specific evidence and
broad generalities.
• May contain some
simplistic, inaccurate, or
repetitive explanations
that don’t strengthen the
argument.
• May make one point well
but either do not make
multiple supporting claims
or do not adequately
support more than one
claim.
• Do not explain the
connections or
progression between the
student’s claims, so a line
of reasoning is not clearly
established.
Typical responses that earn
3 points:
• Uniformly offer evidence
to support claims.
• Focus on the importance
of specific details from
the selected work to build
an interpretation.
• Organize an argument
as a line of reasoning
composed of multiple
supporting claims.
• Commentary may fail to
integrate some evidence
or fail to support a key
claim.
Typical responses that earn
4 points:
• Uniformly offer evidence
to support claims.
• Focus on the importance
of specific details from
the selected works to
build an interpretation.
• Organize and support
an argument as a line of
reasoning composed
of multiple supporting
claims, each with
adequate evidence that is
clearly explained.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response must address the interpretation of the selected work as a whole.
 
|
 SG 9AP English Literature Scoring Rubric, Free-Response Question 1-3
Reporting
Category
Scoring Criteria
Row C
Sophistication
(0-1 points)
7.C
7.D
7.E
0 points
Does not meet the criteria for one point.
1 point
Demonstrates sophistication of thought and/or develops a complex literary
argument.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Attempt to contextualize their interpretation, but such attempts
consist predominantly of sweeping generalizations.
• Only hint at or suggest other possible interpretations.
• Oversimplify complexities of the topic and/or the selected
work.
• Use complicated or complex sentences or language that is
ineffective because it does not enhance the student's
argument.
Responses that earn this point may demonstrate a sophistication of
thought or develop a complex literary argument by doing any of the
following:
1. Identifying and exploring complexities or tensions within the selected
work.
2. Illuminating the student’s interpretation by situating it within a
broader context.
3. Accounting for alternative interpretations of the selected work.
4. Employing a style that is consistently vivid and persuasive.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.