AP English Language and Composition scoring rubrics outline the evaluation criteria for synthesis essays, rhetorical analysis, and argument essays. Each rubric provides a detailed breakdown of scoring categories, including thesis development, evidence and commentary, and sophistication of thought. Designed for educators and students preparing for AP exams, these rubrics clarify expectations for high-quality writing and critical analysis. The 2019-2020 edition emphasizes the importance of a defensible thesis and the effective use of evidence to support arguments, making it an essential resource for AP Language students.

Key Points

  • Includes scoring criteria for synthesis essays, rhetorical analysis, and argument essays.
  • Details evaluation categories such as thesis, evidence, commentary, and sophistication of thought.
  • Outlines specific point ranges for each scoring category, enhancing clarity for students and educators.
  • Designed for AP English Language and Composition students preparing for the exam and improving writing skills.
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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

What are the key components of the AP English Language scoring rubric?
The AP English Language scoring rubric consists of three main components: thesis, evidence and commentary, and sophistication. The thesis must present a defensible position, while evidence and commentary require students to provide specific examples from provided sources to support their claims. Sophistication evaluates the depth of thought and understanding of the rhetorical situation, encouraging students to explore complexities in their arguments.
How is the thesis evaluated in the AP English Language rubrics?
The thesis is evaluated based on its defensibility and relevance to the prompt. A strong thesis should present a clear, arguable claim that responds directly to the given question. If the thesis merely restates the prompt or lacks clarity, it may receive a lower score. The rubric emphasizes the importance of a well-developed thesis as a foundation for the entire essay.
What role does evidence play in the scoring of AP English essays?
Evidence is crucial in scoring AP English essays, as it supports the student's argument and demonstrates their understanding of the material. The rubric specifies that students must reference multiple sources to substantiate their claims. Effective commentary is also required to explain how the evidence relates to the argument, ensuring that students establish a logical line of reasoning.
What does sophistication of thought mean in the AP English Language rubric?
Sophistication of thought refers to the complexity and depth of the student's argument. It evaluates how well the student articulates nuances, explores tensions, and situates their argument within a broader context. A sophisticated response not only presents a strong thesis and supporting evidence but also engages critically with the material, enhancing the overall impact of the argument.
How are the scoring rubrics beneficial for AP Language students?
The scoring rubrics provide clear guidelines for AP Language students to understand what is expected in their writing. By outlining specific criteria for scoring, students can focus on developing strong theses, using relevant evidence, and crafting sophisticated arguments. This structured approach helps students improve their writing skills and prepares them effectively for the AP exam.

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