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AP® Summer Institute

Exam Materials

2013 AP English Literature and Composition

These materials are for training purposes and are intendedfor use only at an AP Summer Institute. The materials are

in draft form and have not been copyedited.

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Question 3

(Suggested lime — 40 minutes. This question counts as one-third of the total essay section score.)

A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist fromyouth lo maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in thepsychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay thatanalyzes how that single moment shapes the meaning of Ihe work as a whole.

You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot.

The Adventures of Augie MarchAdventures ofHuckleberry FinnAll the Pretty HorsesAtonement

Black BoyBreath, Eyes, MemoryBrown Girl, BrownstonesThe Catcher in the RyeCat's EyeThe Chosen

The Cider House Rules

The Color PurpleDavid CopperfieldThe God ofSmall ThingsThe Grapes of WrathGreat ExpectationsThe House on Mango StreetInvisible Man

Jane Eyre

Jasmine

The Joy Luck ClubThe Joys ofMotherhoodThe Namesake

A Portrait of the Artist as a Young ManPurple HibiscusThe Secret Life ofBeesA Separate PeaceSiddhartha

Song ofSolomonThe Sorrows of Young WertherThe Sound and the FuryThe Story ofEdgar SawtelleTheir Eyes Were Watching GodA Thousand Splendid SunsTo Kill a MockingbirdA Tree Grows in BrooklynThe Woman Warrior

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DLVR-SRC-3.0-JA63Confidential CoverSheet - Scoring Guidelines -AP Reading

>®2013 AP Reading Training Material Cover SheetScoring Guidelines

AP Subject: English LiteratureQuestion #: 3

Exam Form Code: _oVersion: 1.0

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2013 AP English Literature Scoring GuideQuestion #3: Pivotal Moment

General Directions: This scoringguide will be useful for most ofthe essays that you read, but in problematic cases, pleaseconsult your table leader. The score that you assign should reflect your judgment of the quality of the essay as a whole—itscontent, style, and mechanics. Reward the writers for what they do well. The score for an exceptionally well-writtenessay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scoredhigher than a three (3).

9-8 These essays offer a well-focused and persuasive analysis of a single pivotalmoment in the psychologicalor moral development of the protagonist in a bildungsroman and how that single moment shapes the meaning ofthe work as a whole. Using apt and specific textual support, these essays analyze how the pivotal moment shapesthe entire work. Although these essays may not be error-free, they make a strong case for their interpretation anddiscuss the literary work with significant insight and understanding. Essays scored a nine (9) reveal moresophisticated analysis and more effective control of language than do essays scored an eight (8).

7-6 These essays offer a reasonable analysis of a single pivotal moment in the psychological or moraldevelopment of the protagonist in a bildungsroman and how that single moment shapes the meaning of the workas a whole. These essays analyze how the pivotal moment shapes the entire work. While these papers have insightand understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than

that of the 9-8 essays. Essays scored a seven (7) present better developed analysis and more consistent commandof the elements of effective composition than do essays scored a six (6).

5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or

thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit.

The writers attempt to analyze a single pivotal moment in the psychological or moral development of the

protagonist in a bildungsroman and how the pivotal moment shapes the work as a whole; however, they may

demonstrate a rather simplistic understanding and support from the text may be too general. While these writers

demonstrate adequate control of language, their essays may be marred by surface errors. These essays are not as

well conceived, organized, or developed as 7-6 essays.

4-3 These lower-half essays fail to offer an adequate analysis of a single pivotal moment in the psychological or

moral development of the protagonist of a bildungsroman and how that pivotal moment shapes the work as a

whole. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or

oversimplified understanding of the pivotal moment. They may not develop an analysis of the significance of thepivotal moment for the work as a whole, or they may rely on plot summary alone. These essays may be

characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an

accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a three

(3) may contain significant misreading and/or demonstrate inept writing.

2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of

the papers in the 4-3 range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may

be poorly written on several counts and contain distracting errors in grammar and mechanics. The writers'

remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a one (1) containlittle coherent discussion of the text.

0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing

or a brief reference to the task.

These essays are entirely blank.Version 1.0

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