AP Rubric Descriptors
Ideas & Content
10/9 The writing conveys ideas in a controlled and interesting manner.
Organization
10/9 The writing is organized in a way that enhances meaning or helps to develop the central idea.
Word Choice
10/9 Well-chosen words convey the intended message in an interesting, precise, and natural way.
Sentence Fluency
10/9 Strong and varied sentence structure clearly conveys meaning and invites expressive reading.
Voice
10/9 The personality of the writer is evident in the writing.
Conventions
10/9 A strong grasp of standard writing conventions is apparent: capitalization is accurate; punctuation is smooth and enhances meaning; spelling is correct even on more difficult words; grammar is essentially correct; usage is correct; paragraphing (indenting) enhances the organization of the paper.
Presentation
10/9 Follows style expectations.
8 Deviates slightly from expectations.
7/6 Deviates significantly from expectations.
5 No attempt to follow style for presentation is apparent.
Style Expectations
* 11 pt. font type
Insight
10/9 Discussion acknowledges complexities, ambiguity and contradictions. Essay reveals a sophisticated understanding of the passage/reading.
8 Has all of the above, but is less thorough, sophisticated or powerful.
7/6 Discussion is simplistic, obvious, or dualistic.
5 The passage was misread.
Support
CSE: Claim/Support/ Explanation (Warrant)
10/9 Support is detailed, specific, correct and embedded. Level of support is consistent throughout. CSE is clear.
8 Support is less detailed,less specific, awkwardly embedded or less consistent.
7/6 Support is mostly paraphrase rather than direct. Some quoted passages are too long and then not developed. CSE is weak.
5 There is little or no support. The writer rambles and doesn’t follow CSE.
Introduction & Conclusion
10/9 Introduction is powerful and insightful and presents the thesis in a compelling way.
10/9 The writing conveys ideas in a controlled and interesting manner.
- The focus is stated clearly and meets requirements
- Clear, relevant details, directions, examples, and/or anecdotes develop and enrich the central focus.
- Primary and secondary ideas are developed in proportion to their significance; the writing is balanced.
- The focus is stated clearly and meets requirements.
- Primary and secondary ideas are developed in proportion to their significance; the writing has a sense of balance.
- The focus is unclear.
- An attempt is made to develop primary and secondary ideas.
- The writing has a limited sense of balance.
- The focus is unclear.
- Specific requirements have been ignored or misunderstood.
- Primary and secondary ideas lack a sense of development and/or balance.
Organization
10/9 The writing is organized in a way that enhances meaning or helps to develop the central idea.
- Each developmental paragraph addresses a specific aspect of the topic.
- The sequence is effective and moves the reader through the paper—the order may or may not be conventional.
- Transitions work well.
- Each developmental paragraph addresses a specific aspect of the topic.
- Transitions work well.
- Each developmental paragraph attempts to address a specific aspect of the topic.
- Transitions are limited.
- Developmental paragraphs are limited in focus and may be confusing.
- Transitions need improvement.
Word Choice
10/9 Well-chosen words convey the intended message in an interesting, precise, and natural way.
- Lively, powerful verbs provide energy. (Be verbs are limited).
- Specific nouns add color and clarity.
- Modifiers work to provide strong imagery.
- Expression is fresh and appealing: original or unusual phrasing adds to meaning. Figurative language, if used, is effective. Vocabulary is striking but not overdone. Technical terms and notations are effective.
- Powerful verbs, specific nouns, and descriptive modifiers enhance meaning.
- Expression attempts to be fresh and appealing. Original or unusual phrasing adds to the meaning. Figurative language, if used, is generally effective. Vocabulary is striking but, at times, overdone. Technical terms and notations are effective.
- Some verbs provide energy, and some simply link one point to another.
- Some nouns are specific, which other nouns are fairly general.
- Modifiers attempt to be descriptive.
- Expression is limited. Figurative language, if used, may or may not be effective. Vocabulary is either common or slangy, or attempts to be uncommon and leads to confusion. Technical terms and notations are limited in their effectiveness.
- Verbs, nouns, and/or modifiers lack the ability to convey an image.
- Expression is lacking. Vocabulary is limited and restricting or too technical.
Sentence Fluency
10/9 Strong and varied sentence structure clearly conveys meaning and invites expressive reading.
- Sentences are appropriately concise.
- The writing has a natural flow and rhythm when read aloud.
- Sentences are appropriately concise.
- The writing sounds smooth and rhythmic when read aloud.
- Sentences are sometimes concise and sometimes wordy.
- The writing sounds businesslike or mechanical when read aloud.
- The writing lacks fluency when read aloud.
Voice
10/9 The personality of the writer is evident in the writing.
- The writer’s enthusiasm and/or interest brings the topic to life.
- The writing is natural and compelling.
- The tone is appropriate and consistently controlled.
- The overall effect is individualistic, expressive, and engaging.
- A commitment to the topic is obvious.
- The writer connects to the audience and clearly indicates a purpose for the writing.
- The tone is sincere, pleasant and generally appropriate.
- The writing evokes emotion in the reader.
- Commitment to the topic is limited.
- Connection to the audience and purpose for the writing are unclear.
- The tone is generally appropriate.
- The writing evokes some emotion in the reader.
- Connection to the audience and purpose for the writing are unclear.
- The tone is flat or inappropriate.
- The writing evokes little emotion in the reader.
Conventions
10/9 A strong grasp of standard writing conventions is apparent: capitalization is accurate; punctuation is smooth and enhances meaning; spelling is correct even on more difficult words; grammar is essentially correct; usage is correct; paragraphing (indenting) enhances the organization of the paper.
- Specialized conventions (title, subtitles, in-text notes, table of contents, works cited) are used accurately enhance the text.
- Specialized conventions (title, subtitles, in-text notes, table of contents, works cited) generally enhance the text.
- Errors in conventions may impair readability.
- Specialized conventions (title, subtitles, in-text notes, table of contents, works cited) are disruptive or confusing.
- Numerous errors in conventions distract and/or confuse the reader.
- Specialized conventions (title, subtitles, in-text notes, table of contents, works cited) are disruptive or confusing.
Presentation
10/9 Follows style expectations.
8 Deviates slightly from expectations.
7/6 Deviates significantly from expectations.
5 No attempt to follow style for presentation is apparent.
Style Expectations
* 11 pt. font type
- no script or bold fonts
- double-spaced
- standard margins
- choose indent or block style for paragraphs
- name, date, class in upper right corner or title page is correct if required
- title is descriptive and centered
- number multiple pages beginning with two
- staple multiple pages in upper left corner
Insight
10/9 Discussion acknowledges complexities, ambiguity and contradictions. Essay reveals a sophisticated understanding of the passage/reading.
8 Has all of the above, but is less thorough, sophisticated or powerful.
7/6 Discussion is simplistic, obvious, or dualistic.
5 The passage was misread.
Support
CSE: Claim/Support/ Explanation (Warrant)
10/9 Support is detailed, specific, correct and embedded. Level of support is consistent throughout. CSE is clear.
8 Support is less detailed,less specific, awkwardly embedded or less consistent.
7/6 Support is mostly paraphrase rather than direct. Some quoted passages are too long and then not developed. CSE is weak.
5 There is little or no support. The writer rambles and doesn’t follow CSE.
Introduction & Conclusion
10/9 Introduction is powerful and insightful and presents the thesis in a compelling way.
- Appropriately introduces author and work.
- The conclusion is graceful and leads to a powerful abstraction (insight).
- Appropriately introduces author and work.
- The conclusion brings the essay to a close, but does so less powerfully or memorably.
- Conclusion goes nowhere, simply repeats the introduction.
- Thesis may not be evident or clearly understood.
- The conclusion is empty of meaning.