5 Steps to a 5: AP English Literature - Estelle M. Rankin, Barbara L. Murphy 2019
Practice exam 1
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“I need to honestly time myself on the practice exams, or else I don’t really concentrate the way I should.”
—Carol K.
AP student
I ______ did ______ did not complete this part of the test in the allotted 1 hour.
I had ______ correct answers. I had ______ incorrect answers. I left ______ blank.
I have carefully reviewed the explanations of the answers, and I think I need to work on the following types of questions:
PRACTICE EXAM 1
ADVANCED PLACEMENT ENGLISH LITERATURE
Section I
Total time—1 hour
Carefully read the following passages and answer the questions that follow. Questions 1—14 are based on the following passage.
Bleak House
by Charles Dickens
Excerpt from Chapter 1—“In Chancery”
1. In context, “Implacable November weather” [line 2] serves as
A. the major theme of the passage
B. the introduction to the extinction imagery
C. a contrast to the tone of the passage
D. the introduction to the controlling metaphor of the passage
E. personification of “Michaelmas Term”
2. The juxtaposition of “Megalosaurus” [line 3] with London town has as its purpose
A. indicating a natural disaster
B. foreshadowing an outdated legal system
C. reinforcing the animalistic nature of man
D. indicating the magnitude of London’s poverty
E. revealing the onslaught of civil unrest
3. “Gone into mourning” in line 6 refers to
A. snow-flakes
B. smoke
C. death of the sun
D. flakes of soot
E. drizzle
4. In the context of the passage, “death of the sun” [line 6] can be seen as parallel to the
A. philandering of the Lord High Chancellor
B. degradation of London
C. indifference of the wealthy class
D. blighted lands
E. corruption of justice
5. “For it has a haggard and unwilling look” [line 25] refers to
A. the fog
B. the gas
C. the shops
D. the husbandman and ploughboy
E. the sun
6. The purpose of lines 26—29 is to
A. provide the major shift in the subject
B. solidify the implacable nature of November weather
C. reemphasize the nature of the fog
D. proceed from setting to theme
E. foreshadow a religious conversion
7. The attitude of the speaker in lines 26—29 can best be described as
A. self-serving platitude
B. vitriolic indictment
C. disconsolate resignation
D. unfounded aspiration
E. pathetic desperation
8. Lines 37—41, beginning with “On such an afternoon” and ending with “as players might,” reinforce which of the following lines?
A. 4—6
B. 13—15
C. 17—20
D. 23—25
E. 30—32
9. The imagery created in lines 46—52 serves to
A. emphasize the poverty of London
B. reinforce the crowded court condition
C. characterize the role of lawyers in the court
D. reveal the author’s attitude toward his subject
E. separate the exterior from the interior
10. One could best summarize lines 52—59 with which of the following statements?
A. The court system is not just
B. The court system needs to be revised
C. The lawyers are corrupt
D. The court system has the support of the attorneys
E. The courts exist only to help the poor
11. The second and last paragraphs are primarily developed through the use of
A. comparison and contrast
B. simple sentences
C. parallel structure
D. rhetorical questions
E. animal imagery
12. The organization of the passage moves from
A. past to present
B. positive to negative
C. cause to effect
D. general to specific
E. literal to figurative
13. Within the passage, comparisons may be drawn about all of the following except
A. actors and lawyers
B. dinosaurs and the legal system
C. fog and the court
D. sinners and saints
E. decay and justice
14. The overall tone of the passage can best be described as
A. remorseful and resigned
B. outraged and exhortative
C. scathing and bitter
D. victimized and vengeful
E. dispassionate and objective
Questions 15—25 are based on the following poem.
The Writer
by Richard Wilbur
15. The last line of the poem “What I wished you before, but harder” implies that
A. the speaker loves his daughter more than at the beginning of the poem
B. the speaker realizes the intensity of life’s challenges
C. the speaker cannot be as creative as she
D. the speaker feels he has failed her
E. the daughter will never be a successful writer
16. Which of the following is used to develop the poem?
A. cause and effect
B. argument
C. general to specific examples
D. definition
E. parallel analogy
17. Line 13 is an example of
A. allusion
B. alliteration
C. personification
D. simile
E. apostrophe
18. “A smooth course for the right window” in line 29 parallels line(s)
A. 1
B. 5—6
C. 8
D. 9
E. 11
19. The poem breaks after line
A. 3
B. 6
C. 8
D. 15
E. 27
20. The final stanza serves all the following purposes except
A. to restate the theme
B. to reemphasize the father’s love for his daughter
C. to solidify the daughter’s character
D. to connect the two major sections of the poem
E. to allow the father to be more sympathetic
21. Stanzas 1—3 include all the following analogies except
A. the house as a ship
B. the daughter’s room as a ship’s cabin
C. life’s problems as a ship’s cargo
D. writing as a safe harbor
E. life as a sea journey
22. The father’s sensitivity is supported by line(s)
A. 3
B. 4
C. 11
D. 19
E. 21—22
23. Contrasts developed in the poem include all the following except
A. stillness and clamor
B. house and cargo
C. bird and daughter
D. life and/or death
E. light and dark
24. According to the poem, the daughter, as young as she is, has
A. endured hardships
B. published her writing
C. fought for her independence
D. saved a starling
E. left home and returned
25. The poet alludes to all the following as part of the process of a creative life except
A. “Batter against the brilliance”
B. “drop like a glove to the hard floor”
C. “clearing the sill of the world”
D. “the wits to try it again”
E. “Beating a smooth course for the right window”
Questions 26—38 are based on the following passage.
Jane Eyre
by Charlotte Bronte
26. From the passage, it can be concluded that Mrs. Harden is
A. in love with Mr. Brocklehurst
B. generous with the girls
C. a confidante of Miss Temple’s
D. strong-willed and inflexible
E. Miss Temple’s superior
27. Religious imagery in this passage is developed by all the following except
A. Miss Temple’s name
B. feasting on nectar and ambrosia
C. the taking of tea and toast
D. Miss Temple’s benediction
E. being summoned to sit by the fire
28. The “smile of gratification with which our hostess regarded us” (line 29) indicates that Miss Temple derives pleasure from
A. having power over the girls
B. being a role model for the girls
C. keeping secrets
D. outsmarting the girls
E. providing for the girls
29. For the speaker, the most nourishing part of the evening was
A. the seed cake
B. the tea and toast
C. the company of an adult
D. the conversation
E. the brilliant fire
30. The speaker is amazed by
A. Miss Temple’s beauty
B. the breadth of Helen’s knowledge
C. Miss Temple’s generosity
D. her own knowledge
E. her envy of the attention Helen receives
31. “. . . her spirit seemed hastening to live within a very brief span as much as many live during a protracted existence” (lines 48—49) is an example of
A. circular reasoning
B. satire
C. foreshadowing
D. denouement
E. digression
32. The reader can infer from lines 45— 47 (“Then her soul sat on her lips . . . eloquence”) that
A. Helen has traveled the world
B. Helen likes to show off intellectually
C. Miss Temple has been tutoring Helen
D. the speaker is afraid of Helen
E. Helen is an instrument of divine inspiration
33. The last sentence of the passage may be best interpreted to mean
A. It is better to be rich than poor
B. Everything in moderation
C. The greatest of all riches is love
D. Denial of riches leads to love
F. Riches lead to hatred
34. The pronoun “they” in lines 41—42 refers to
A. her powers
B. her unique mind
C. the meal and the fire
D. Helen and Miss Temple
E. Helen’s eyes
35. The tone developed in the passage is best described as
A. amused indifference
B. subdued admiration
C. pedantic
D. reverent wonder
E. remorseful
36. The reader may infer all the following except that
A. the evening has transformed Helen
B. the speaker is observant of and sensitive to human nature
C. the evening is in contrast to their daily lives
D. Miss Temple will save the two children
E. love of learning is important to the speaker
37. The description of Miss Temple in lines 34—38 reveals her to be a woman of
A. religious fervor
B. restraint and reservation
C. passionate beliefs
D. submissive inclinations
E. dominating sensibilities
38. Based on the passage, all the following can be inferred about Jane’s character except that she is
A. cognizant of her limitations
B. a great observer
C. of an inquisitive nature
D. highly impressionable
E. religious
Questions 39—51 are based on the following poem.
The Pulley
by George Herbert
39. The “pulley” of the title refers to
A. the balance between God and nature
B. the conflict between beauty and riches
C. the conflict between blessings and curses
D. God’s method of controlling mankind
E. the conflict between winners and losers
40. In line 9, “alone of all his treasure” refers to
A. wisdom
B. honor
C. pleasure
D. strength
E. rest
41. According to the first stanza, God is
A. totally generous
B. suspicious of humankind
C. drunk with power
D. planning to test humanity
E. forgiving of human weakness
42. In line 16, “Yet let him keep the rest” refers to
A. all the gifts, except “rest”
B. the Sabbath
C. nature
D. a glass of blessings
E. “this jewel”
43. God will control humans by keeping them
A. away from evil
B. poor
C. alone
D. weak
E. fatigued
44. The pun in this poem depends upon the reading of which word?
A. pour
B. alone
C. rest
D. losers
E. least
45. The dominant imagery concerns
A. wealth
B. goodness
C. God
D. nature
E. contracts
46. In line 12, “this jewel” refers to
A. wisdom
B. my creature
C. glass of blessings
D. rest
E. nature
47. The first and last lines of each stanza are written in
A. iambic pentameter
B. iambic trimeter
C. trochaic trimeter
D. spondaic tetrameter
E. dactylic trimeter
48. The conflict of the poem is best expressed in line
A. 3
B. 8
C. 13
D. 15
E. 17
49. For George Herbert, the God of all mankind is
A. all-forgiving and generous
B. disappointed and jealous
C. judgmental and punitive
D. regretful and plaintive
E. speculative and manipulative
50. The organization of the first two stanzas depends upon
A. contrast and comparison
B. paradox
C. chronological order
D. specific to general
E. description
51. We can infer that the speaker is
A. heretical
B. non-materialistic
C. scientific
D. skeptical
E. materialistic
END OF SECTION I
Section II
Total time—2 hours
Question 1
(Suggested time 40 minutes. This question counts as one-third of the total score for Section II.)
In a well-organized essay, discuss how Alice Walker conveys the complex meaning of “The Flowers” and how she prepares the reader for the ending of this short story. Consider at least two elements of the writer’s craft such as imagery, symbol, setting, narrative pace, diction, and style.
The Flowers
by Alice Walker
Question 2
(Suggested time 40 minutes. This question counts as one-third of the total score for Section II.)
In a well-organized essay, discuss the distinguishing differences between the complex connotations of the two main words in the title of the poem “The Naked and the Nude” as they are developed by Robert Graves. Refer to such literary techniques as tone, style, poetic devices, structure, and imagery.
The Naked and the Nude
by Robert Graves
Question 3
(Suggested time 40 minutes. This question counts as one-third of the total score for Section II.)
From your study of full-length works, choose one in which a character or group intentionally dissembles in order to advance a specific agenda. Be sure to discuss the complex nature of the deceit or misrepresentation and how it contributes to the development of that character or the meaning of the work. You may choose a work from the list below or another novel or play of literary merit.
End of section II
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
Answer Key
1. D
2. B
3. A
4. E
5. B
6. A
7. B
8. E
9. D
10. A
11. C
12. E
13. D
14. C
15. B
16. E
17. C
18. D
19. D
20. C
21. D
22. D
23. B
24. A
25. B
26. D
27. E
28. E
29. D
30. B
31. C
32. E
33. C
34. A
35. D
36. D
37. B
38. E
39. D
40. E
41. A
42. A
43. E
44. C
45. A
46. D
47. B
48. C
49. E
50. C
51. B
Answers and explanations
1. D. All of the weather images illustrate and reinforce the conditions that exist within the legal system.
2. B. The image of an extinct, gigantic, lumbering creature in the midst of London is as out of place as the efficacy of the court system that Dickens describes in the passage.
3. A. This is another basic reference question. The image is one of smoke-flakes wearing black for mourning.
4. E. The key here is “In the context of the passage.” The death of the sun symbolizes the end of enlightenment, warmth, hope, and nurturing—all of which are characteristic of the High Court of Chancery.
5. B. This is a basic antecedent question. You need to trace “it” back to “gas.”
6. A. The author takes the two major images and combines them (fog:court).
7. B. The deliberate repetition and diction (for example: “leaden-headed,” “obstruction”) is evidence of the bitter accusation.
8. E. “Mud,” “mire,” “groping,” and “floundering” are echoed by “endless cause,” “tripping,” “slippery,” and “knee-deep.”
9. D. Phrases such as “court be dim,” “wasting candles,” “admit no light of day,” “lantern that has no light” all reveal the author’s attitude toward the court.
10. A. The listing of the effects of the court on the people specifically indicate how justice is not being served. There is no direct call for revision of the court in this passage.
11. C. In paragraph 2 the repetition of “fog,” and the repetition of “On such,” “Well may,” and “which has” in the last paragraph, all serve to tightly structure both the description and the indictment presented in the excerpt.
12. E. The excerpt begins with a specific description of London in November and progresses to a symbolic depiction of the Court of Chancery.
13. D. Although there is an allusion to the court being a sinner, there is no reference to redemption anywhere in the passage.
14. C. The previous questions should have pointed you toward this answer. There is no resignation in the author. He rails against the system (A). While it is obvious the writer is outraged, he does not call for action on the part of the reader (B). We may infer that he has been victimized, but there is no evidence of that in this excerpt (D). His sarcasm, diction, and imagery reveal a subjective point of view (E).
15. B. The entire poem hinges on the speaker’s epiphany about life and creativity, which occurs in the last stanza. It is this realization that points to choice B. Choice A is silly and should be eliminated immediately. There is no discussion of the daughter’s talent, which eliminates choice E. Although C and D sound plausible and may even be insights raised by the reader, once again there is no concrete evidence in the poem to support these choices.
16. E. The careful reader should recognize that the poem introduces a new idea in lines 16—30, and he or she should question the reason for this. It is obvious that the episode of the starling is meant to parallel the intensity of the creative process the daughter is experiencing.
17. C. The house is personified as “thinking.” This is a question that is really a freebie if you’ve done your preparation. The answer depends on your knowledge of simple terms and your ability to identify examples of them in a work.
18. D. A question of this type demands that you actually refer to the passage. (You might try highlighting or underlining to emphasize line 29 and the various choices. This will prevent you from losing your place or focus.) Use the process of elimination until you find an “echo” word or phrase. In line 9, “passage” parallels “course” and points to choice D. It is a good idea to follow the choices in order for clarity and continuity because each rereading may give you help with another question.
19. D. Question 2 may help you with this answer. Skim the poem from line 1 until you strike a new idea—the dazed bird. The answer has to be D. A, B, and C all describe the daughter and are on topic, while line 27 refers to the previous idea, in this case, the starling introduced earlier.
20. C. The perceptive reader will understand that the stanza is not about the daughter at all, whereas each of the other ideas is valid and can be supported in the context of the stanza.
21. D. The use of nautical terms dominates the first section of the poem, establishing the concept of life as a sea journey or passage. The words, “prow” (line 1), “gunwale” (line 6), and “great cargo” (line 8) all support choices A, B, C, and E. The only image not stated concerns writing as a safe harbor.
22. D. This is essentially a reading question and one you should find easy to answer. Start with the first choice and work your way through each of the others. Highlight or underline lines, look for concrete evidence, and eliminate unsupported choices. Line 19 indicates the sensitivity shown by the father’s consideration for the trapped bird.
23. B. This type of question is more complicated than the others because there are many steps involved in finding the answer. Don’t just rely on memory. Actually circle or highlight the contrasts as you skim the poem. You may have a quick flash. If so, look immediately to prove it. If you can’t, you have your answer. In this case, B. To illustrate the process, here are the images that prove that the other choices are contained in the poem.
A. Line 5: commotion; line 12: stillness
C. Lines 22—23: the implied analogy of child and bird
D. Line 32: life and death
E. Line 2: light breaks; line 21: dark
24. A. This simple reading question is a giveaway. Stanza three tells the reader that “the stuff of her life is a great cargo, and some of it heavy.” You should be able to interpret the metaphor as life’s difficulties.
25. B. All the choices, with the exception of B, reflect the need to persist in order to achieve a goal—freedom and creation. Only B is grounded to the hard floor.
26. D. The answer is obvious if you carefully read lines 15—17. A heart made up of whalebones and iron is synonymous with strong-willed and inflexible.
27. E. Temple, feasting, food of the gods, and benediction can all imply religious connotations. Tea and toast can be a direct allusion to taking communion. Being asked to “come sit by the fire” is simply a request, nothing more.
28. E. “Gratification” involves thankfulness. And, in this case, Miss Temple is pleased that she is able to give the girls some special foods during their visit.
29. D. This is a metaphorical construction. With it, Jane lets the reader know that having the opportunity to be part of engaging and exciting conversation was like food for her mind and soul.
30. B. Lines 39—59 of this excerpt are devoted to Helen’s mind, knowledge, and eloquence.
31. C. This is one of those questions that assumes the student is familiar with the definitions of specific terms. “Seemed hastening” is almost a literal flag waving in front of the reader’s eyes signaling that something will happen in the future.
32. E. Helen’s “soul sitting on her lips,” her “secret sources of language,” and her “purity and radiance” all relate to the realm of the divine.
33. C. Herbs are simple and of small quantity. An ox, on the other hand, is overwhelmingly large and overabundant. Love is better than hate. This analogy is straightforward and obvious.
34. A. This is the frequently used antecedent question. All you have to do is substitute each of the choices for the word “they,” and it will be obvious that your only viable choice is “her powers.”
35. D. If you read the passage carefully, Jane’s wonder and deference are apparent. Look at lines 39—50 to see her sense of awe. Look at line 38. It clearly states Jane’s wonder at Helen.
36. D. There is nothing in this passage that indicates either of the two girls needs to be saved.
37. B. “Serenity,” “state in her mien,” “refined propriety” in lines 34—35 are synonymous with one who is restrained. The remainder of the lines illustrates and supports this characterization.
38. E. Although there is considerable religious diction and imagery in the passage, none of it directly relates to Jane’s character and her being a religious person.
39. D. A pulley is a device used to bring something to a particular destination. In this case, man to God.
40. E. If you recast lines 9 and 10 into a sentence, you can easily see that “treasure” is the antecedent of “Rest.” This is an example of poetic inversion.
41. A. Lines 3 and 4 are the indicators. Look carefully at what God is doing—giving all the world’s riches away.
42. A. Use the process of substitution to help you find the answer. If you place each of the choices in place of “Rest,” you will see that the only appropriate choice is A.
43. E. Lines 17 and 18 clearly indicate that God intends for man to be without rest.
44. C. The pun depends on your knowing that a play on words and their meanings is essential to the understanding of this poem. Choice C refers to both renewal and the remains of the blessings.
45. A. Each stanza presents an image to support choice A. “Riches” (line 4), “treasure” (line 9), “jewel” (line 12), and “rich” (line 18) sustain the concept of wealth.
46. D. This is another question that benefits from using the process of substitution to locate an antecedent. This procedure will lead you to lines 9 and 10 and choice D.
47. B. You should notice immediately that the first and last lines of each stanza are shorter than the other lines. It is a good idea to briefly check to see if the form is iambic (˘ ´) because the iambic foot is the most common one in the English language. Count the number of iambs, and you will come up with three (tri). (Note: If meter presents a problem to you, this may be a question you should choose to skip.)
48. C. God is wary of man’s potential goodness and loyalty and devises another method of ensuring mankind’s adoration and reliance on Him.
49. E. A, B, C, and D are all partially supported in the poem. But, only E has both characteristics evident in the poem’s context.
50. C. The words “when,” “first,” “then,” and “when” are all indicative of the chronological pattern of the first two stanzas.
51. B. The text of the poem, especially in the choice of blessings the speaker presents, indicates that he is interested in the world of the spirit rather than the world of material possessions and investigations. The diction proves he considers these nonmaterial concepts to be the real “riches,” “treasure,” “jewel,” and “gifts.”
Rating the Essay Section
Rubrics for “The Flowers” by Alice Walker
A high-range score (8, 9):
• Indicates complete understanding and support of the prompt.
• Uses appropriate literary techniques to illustrate how Walker prepares the reader for the ending of the story.
• Thoroughly explores the contrasts inherent in the story.
• Fully presents Myop’s character.
• Recognizes the underlying theme related to prejudice and innocence.
• Responds insightfully to image, diction, and setting.
• Presents suitable and unique interpretations of the text.
• Demonstrates a mature, sophisticated writing style.
A midrange score (5, 6, 7):
• Refers accurately to the prompt.
• Utilizes appropriate devices in the analysis of Walker’s preparation for the surprise ending.
• Adequately supports the thesis.
• Uses obvious references and details.
• May miss the subtleties of the story.
• Inferences are based on an acceptable reading of the text.
• Demonstrates writing that is adequate to convey the writer’s intent.
• May exhibit a few errors in syntax and/or diction.
Sample Student Essays
Student Essay A
This is a high-ranking essay for the following reasons:
• Indicates complete understanding of the prompt (lines 3—4).
• Cites appropriate details to support the thesis:
• Imagery (lines 15, 25—30, 36)
• Diction (lines 5—6, 10, 30)
• Setting (lines 1, 15—16)
• Thoroughly explores contrasts (lines 12, 16—17, 45).
• Presents unique insights into the underlying theme (lines 16—17, 22—23, 41—43).
• Adheres well to topic; exhibits transitions and connective tissue.
• Has a definite, clear progression of thought and a strong writer’s voice.
This high-ranking essay presents a solid, mature, and insightful discussion and analysis of Myop’s “epiphany” and how Walker prepares the reader for it.
Student Essay B
This is a midrange essay (5, 6, 7) for the following reasons:
• Makes adequate, expedient presentation of the details in developing the thesis.
• Illustrates an understanding of the selected literary devices used in the story, but does not fully link or expand them with regard to the thesis (lines 9—10, 14—15).
• Has unsupported interpretation in lines 18—19.
• In many places, the syntax resembles a list because ideas are not fully developed (lines 16—20).
This midrange essay addresses the prompt and provides details to support the thesis. While the writer obviously understood both the story and the author’s process, the subtleties are not fully explored and the syntax lacks fluidity.
Rubrics for “The Naked and the Nude” by Robert Graves
A high-range score (8, 9):
• Indicates complete understanding of the requirements for discussing the differences in connotation between “naked” and “nude.”
• Recognizes and identifies the many differences between the two words.
• Utilizes appropriate literary techniques to present a coherent distinction between the two words.
• Responds to the irony in the final stanza.
• Perceives Graves’s tone and preference for one of the words.
• Interprets allusions, images, symbols, etc.
• Uses smooth transitions and clear connective tissue.
• Demonstrates a mature writing style.
A midrange score (5, 6, 7):
• Refers accurately to the thesis involving the contrast in meanings between two words.
• Adequately supports the thesis with appropriate details.
• Is less adept at interpreting the poem.
• May not be sensitive to the complex allusions and images or vocabulary.
• Demonstrates writing that is adequate to convey the writer’s intent.
Sample Student Essays
Student Essay A
This is a high-ranking essay for the following reasons:
• Shows complete understanding of the prompt.
• Immediately presents an accurate distinction between “naked” and “nude” (lines 4—5).
• Utilizes allusion and imagery correctly and links examples to meaning (lines 8—11, 12—15, 17—18).
• Reinforces the contrast throughout the essay (lines 16, 22, 29—30).
• Indicates perceptive, subtle analysis (lines 20—21, 29).
• Is well organized.
• Demonstrates a mature writing style.
This high-ranking essay is indicative of a confident writer and thinker. The paper is well focused, and it exhibits the writer’s facility with literary terminology and analysis.
Student Essay B
This is a midrange essay for the following reasons:
• Accurately addresses the prompt.
• Understands deception and artifice (lines 6—7).
• Refers to suitable textual material to support the thesis (lines 8—9, 22—24).
• Demonstrates an ability to handle literary analysis (19—25, 27—29).
• Stays on topic.
• Has several awkward sentences and punctuation and agreement errors (lines 10—11, 13—29, and 30).
• Uses transitions and connective tissue.
It’s obvious that the writer of this mid-range essay understands both the prompt and process of literary analysis. The second half of the paper is not as strong as the first. Perhaps, this writer was feeling the time pressure.
Rubrics for the Free-Response Essay
A high-range score (8, 9):
• Effectively and coherently addresses the intentional dissembling of a character or group.
• Effectively and coherently analyzes how the dissembling contributes to character development.
• Effectively and coherently discusses how the dissembling contributes to the meaning of the work.
• Chooses an appropriate novel or play.
• Uses references insightfully to support and illustrate the dissembling.
• Thoroughly discusses the character’s nature and its relation to the theme.
• Strongly adheres to topic.
• Substantiates development of the thesis.
• Exhibits mature writing style.
A midrange score (5, 6, 7):
• Identifies the intentional dissembling of a character or group.
• Chooses an acceptable novel or play.
• Adequately addresses the prompt with respect to intentional dissembling and how it contributes to both character development and meaning.
• Uses obvious references to support the prompt.
• Discussion of the character’s nature and its relation to the theme is less developed.
• Adheres to topic, but may have lapses in coherence.
• Discussion of the theme is less developed.
• Writing style is acceptable but may show lapses in syntax and/or diction.
Sample Student Essays
Student Essay A
This is a high-range essay for the following reasons:
• Demonstrates a clear and focused understanding of the prompt and its demands.
• Exhibits solid evidence of the writer’s knowledge of the chosen work.
• Demonstrates the ability to garner insights from the work.
• Uses appropriate illustrations and details (lines 8—9, paragraphs 3 and 4).
• Uses strong connective tissue.
• Demonstrates thorough development of ideas that are linked to the meaning of the work (lines 3—6, 11—13, 19—21).
• Strongly adheres to topic and organization.
• Uses mature vocabulary and syntax (lines 22—23, 28).
This high-range essay is strong because of its clear voice and strong organization. The introductory paragraph establishes the premise, which is fully supported in the body paragraphs. Rather than a summary, the concluding paragraph makes an insightful final comment connecting the topic and student interpretation.
Student Essay B
This is a solid midrange essay (5, 6, 7) for the following reasons:
• Writer has an obvious voice that engages the reader.
• Uses strong vocabulary.
• Decisively identifies theme and character.
• References are appropriate.
• Uses parallel structure well.
• Indicates cause and effect with supporting details.
• Uses inferences rather than plot.
• Good use of connective tissue.
Here is a paper that shows great promise and strength in the first half, but it loses continuity and lacks development in the second half. It seems that the writer has run out of time and is anxious to complete the essay. This student is a real thinker, but is trapped by time constraints.