AP English Language and Composition Scoring Rubrics 2019-2020

AP English Language and Composition Scoring Rubrics 2019-2020

The AP English Language and Composition scoring rubrics for 2019-2020 provide detailed criteria for evaluating student essays across three key question types: synthesis, rhetorical analysis, and argument. Each rubric outlines specific scoring categories, including thesis development, evidence and commentary, and sophistication of thought. Designed for educators and students preparing for the AP exam, these rubrics help clarify expectations and improve writing skills. The scoring guidelines emphasize the importance of a defensible thesis and the effective use of evidence to support arguments. This resource is essential for AP Language teachers and students aiming for high scores on the exam.

Key Points

  • Includes scoring criteria for synthesis essays, focusing on thesis and evidence.
  • Outlines evaluation standards for rhetorical analysis essays, emphasizing rhetorical choices.
  • Details argument essay scoring, highlighting the importance of a defensible thesis.
  • Provides a comprehensive framework for AP English Language educators to assess student writing.
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AP English Language and Composition Scoring Rubrics (Effective Fall 2019)
September 2019
Scoring Rubric for Question 1: Synthesis Essay (6 points)
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 thesis that presents a
defensible position.
Row B
Evidence
AND
Commentary
(0-4 points)
0 points
Simply restates thesis (if
present), repeats provided
information, or references
fewer than two of the
provided sources.
1 point
EVIDENCE:
Provides evidence from or
references at least two of
the provided sources.
AND
COMMENTARY:
Summarizes the evidence
but does not explain how
the evidence supports the
student’s argument.
2 points
EVIDENCE:
Provides evidence from or
references at least three of
the provided sources.
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
from at least three of the
provided sources 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
from at least three of the
provided sources to support
all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how
the evidence supports a line
of reasoning.
Row C
Sophistication
(0-1 points)
0 points
Does not meet the criteria
for one point.
1 point
Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the
rhetorical situation by doing any of the following:
1. Crafting a nuanced argument by consistently identifying and exploring complexities or tensions across the sources.
2. Articulating the implications or limitations of an argument (either the student’s argument or arguments conveyed in the
sources) by situating it within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.
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.
AP English Language and Composition Scoring Rubrics (Effective Fall 2019)
September 2019
Scoring Rubric for Question 2: Rhetorical Analysis (6 points)
Scoring Criteria
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
analyzes the writer’s rhetorical choices.
Row B
Evidence
AND
Commentary
(0-4 points)
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.
A
ND
C
OMMENTARY:
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:
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
C
OMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
AND
E
xplains how at least one
rhetorical choice in the passage
contributes to the writer’s
argument, purpose, or message.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
A
ND
C
OMMENTARY:
Consistently explains how
the evidence supports a line
of reasoning.
AND
E
xplains how multiple
rhetorical choices in the
passage contribute to the
writer’s argument, purpose,
or message.
Sophistication
(0-1 points)
0 points
Does not meet the criteria
for one point.
1. Explaining the significance or relevance of the writer’s rhetorical choices (given the rhetorical situation).
2. Explaining a purpose or function of the passage’s complexities or tensions.
3. Employing a style that is consistently vivid and persuasive.
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.
1 point
Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the
rhetorical situation by doing any of the following:
AP English Language and Composition Scoring Rubrics (Effective Fall 2019)
September 2019
Scoring Rubric for Question 3: Argument Essay (6 points)
Scoring Criteria
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 thesis that presents a
defensible position.
Evidence
AND
Commentary
(0-4 points)
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.
Sophistication
(0-1 points)
0 points
Does not meet the criteria for
one point.
1 point
Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the
rhetorical situation by doing any of the following:
1. Crafting a nuanced argument by consistently identifying and exploring complexities or tensions.
2. Articulating the implications or limitations of an argument (either the student’s argument or an argument related to the
prompt) by situating it within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive.
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.
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FAQs of AP English Language and Composition Scoring Rubrics 2019-2020

What are the main components of the AP English Language scoring rubrics?
The AP English Language scoring rubrics consist of three main components: thesis, evidence and commentary, and sophistication. Each component is designed to evaluate different aspects of student essays. The thesis component assesses whether the student presents a defensible position. The evidence and commentary section evaluates how well students use and explain evidence from provided sources. Finally, the sophistication component looks at the complexity of thought and understanding demonstrated in the essay.
How is the synthesis essay evaluated according to the rubric?
The synthesis essay is evaluated based on a rubric that includes a thesis, evidence, and commentary. A defensible thesis must respond directly to the prompt. Students are required to reference at least three sources to support their claims, and their commentary should explain how the evidence relates to their argument. The highest scores are awarded to essays that consistently explain their reasoning and demonstrate sophistication in their argument.
What criteria are used to score the rhetorical analysis essay?
The rhetorical analysis essay is scored based on the clarity of the thesis, the specificity of the evidence provided, and the depth of commentary on rhetorical choices. A strong thesis must analyze the writer's rhetorical strategies. Evidence should be relevant and specific, supporting the claims made in the essay. Furthermore, the commentary must explain how the rhetorical choices contribute to the overall argument or message of the text.
What does the argument essay rubric emphasize?
The argument essay rubric emphasizes the importance of a clear and defensible thesis that directly addresses the prompt. It requires students to provide specific evidence to support their claims and to explain how this evidence contributes to their overall argument. The rubric also looks for a coherent line of reasoning and the sophistication of thought, rewarding essays that demonstrate a nuanced understanding of the topic.
Who can benefit from using these scoring rubrics?
These scoring rubrics are beneficial for AP English Language teachers and students preparing for the AP exam. Educators can use the rubrics to assess student essays and provide targeted feedback, helping students improve their writing skills. Students can refer to the rubrics to understand the expectations for each type of essay and to self-assess their work before submission.

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