5 Steps to a 5: AP English Literature - Estelle M. Rankin, Barbara L. Murphy 2019
Practice exam 2
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PRACTICE EXAM 2
ADVANCED PLACEMENT ENGLISH LITERATURE
Section I
Total time —1 hour
Carefully read the following passages and answer the questions that follow.
Questions 1—12 are based on the following passage from William Shakespeare’s Richard II.
Act 5—Scene 5 Pomfret Castle
King Richard II:
1. This passage is an example of
A. an elegy
B. a villanelle
C. an ode
D. free verse
E. a soliloquy
2. The extended metaphor in this passage develops around
A. royalty
B. poverty
C. fortune
D. prison
E. treason
3. In line 5, “yet I’ll hammer it out” refers to Richard’s
A. aggression
B. thought processes
C. anger at his circumstances
D. arrogance
E. self-loathing
4. The conceit in lines 6—11 is based on
A. sexuality
B. psychology
C. genealogy
D. religion
E. human nature
5. In line 10, “the people of this world” refers to Richard’s
A. still breeding thoughts
B. brain and soul
C. “humours”
D. children
E. royal subjects
6. Lines 10—22 are developed using each of the following except
A. personification
B. direct address
C. simile
D. hyperbole
E. synecdoche
7. Richard attempts to comfort himself with the idea that
A. others have and are enduring comparable hardships
B. it is possible to escape his prison
C. prayer will redeem him
D. his offspring will carry on his legacy
E. fortune or fate will intervene
8. The organization of this passage moves from
A. past to present
B. definition to an example
C. specific circumstances to universal conclusion
D. general principle to specific instances
E. positive attitude to negative one
9. Lines 38—41 conclude the passage with an example of
A. couplet
B. spondee
C. epitaph
D. paradox
E. understatement
10. Richard’s major epiphany occurs within lines
A. 1—5
B. 11—14
C. 38—41
D. 18—22
E. 23—27
11. Contrasts developed in the passage include all of the following except
A. freedom and imprisonment
B. men and women
C. wealth and poverty
D. power and powerlessness
E. past and present
12. The theme of isolation (lines 3—4) is reinforced by which of the following lines?
A. 24—25
B. 36—38
C. 25—27
D. 11—14
E. 31—32
Questions 13— 25 are based on the following passage.
The Solitude of Self
by Elizabeth Cady Stanton
13. The attitude of the author toward the education of women is
A. denigrating
B. ambivalent
C. imperious
D. indifferent
E. imperative
14. In the passage, the author uses each of the following except
A. metaphor
B. complex sentence structure
C. satire
D. allusion
E. parallel structure
15. For the author, the primary purpose of the education of women is
A. self-sufficiency
B. control of others
C. to be equal with men
D. to meet the demand of society
E. to teach others
16. Paragraph three is developed using all the following except
A. ironic contrast
B. examples
C. cause and effect
D. extended metaphor
E. parallel structure
17. The concept that all people have diversity in common is an example of
A. paradox
B. cause and effect
C. analogy
D. understatement
E. parody
18. The “laws of navigation” (line 21) refer to
A. military laws
B. celestial navigation
C. laws of nature
D. tools needed for survival
E. God’s commandments
19. “Our own craft” (line 21) is a metaphor for our
A. soul
B. skills
C. bodies
D. navy
E. place in government
20. The twentieth-century civil rights movement could most easily embrace which of the following paragraphs?
A. 1
B. 3
C. 4
D. 6
E. 7
21. According to the passage, man and woman are alike in all the following ways except
A. Nature made them equal.
B. They are both solitary voyagers.
C. If unprepared, both will die.
D. Each has an inner being.
E. They are interdependent.
22. Paragraph 7 contains examples of
A. allusion
B. hyperbole
C. rhetorical questions
D. simile
E. apostrophe
23. In exhorting the public to work for equal rights for women, the author stresses
A. the military needs of the nation
B. the physical strength of women
C. women’s conflict with the universe
D. the eternal nature of the soul
E. the individuality and solitude of each person
24. The last sentence of the passage is an example of
A. oxymoron
B. irony
C. rhetorical question
D. a question dependent upon a logical fallacy
E. paradox
25. Which of the following lines is not a thematic statement of the passage?
A. 1—3 (“The point . . . citizenship”)
B. 5—6 (“Her . . . happiness”)
C. 30—32 (“Seeing . . . government”)
D. 34—35 (“In . . . utensils”)
E. 49—50 (“Such is . . . soul”)
Questions 26—40 are based on the following poem.
Love Poem
by John Frederick Nims
26. As used in the second stanza, “undulant” most closely means
A. polished
B. inebriated
C. wavy
D. dirty
E. cluttered
27. With reference to the title, the irony lies in the
A. reversal of the speaker’s thoughts
B. absence of the beloved
C. kindness of the lover
D. enumeration of the lover’s weaknesses
E. wit of the lover
28. The image of “hands drop white and empty” (line 23) implies the
A. breaking of vases
B. death of the lover
C. lover’s clumsy nature
D. spilt bourbon
E. smashed glasses
29. The word “only” in line 13 serves to
A. introduce a contrasting thought
B. indicate isolation
C. make the rhyme effective
D. indicate cause and effect
E. indicate passage of time
30. According to the poem, the lover is all the following except
A. clever
B. clumsy
C. playful
D. selfish
E. gracious
31. “Be with me, darling” (line 21) is an example of
A. hyperbole
B. personification
C. allusion
D. invective
E. apostrophe
32. The poem is essentially a
A. caricature
B. satire
C. narrative
D. character study
E. parable
33. Lines 5 and 6 illustrate an example of
A. enjambment
B. oxymoron
C. jargon
D. connotation
E. ambiguity
34. The tone of the poem is
A. effusive
B. elegiac
C. benevolent
D. didactic
E. adoring
35. The speaker’s attitude toward his love is
A. critical
B. embarrassed
C. enthralled
D. impatient
E. ill-at-ease
36. “Toys of the world” in the last line of the poem may be best understood as a metaphor for
A. life’s pleasures
B. youthful infatuations
C. shattered dreams
D. material objects
E. lovers of the world
37. “A wrench in clocks and the solar system” (line 13) can be best interpreted to mean
A. the speaker is uncomfortable
B. star-crossed lovers
C. being obsessive about time
D. the inability to face the future
E. being out of synch with established conventions
38. The poem is written in
A. iambic pentameter
B. free verse
C. quatrains
D. blank verse
E. epigrams
39. Line 3 includes an example of
A. metaphor
B. synecdoche
C. metonymy
D. simile
E. onomatopoeia
40. Line 20 employs
A. internal rhyme
B. cacophony
C. apostrophe
D. literary conceit
E. assonance
Questions 41—55 are based on the following passage.
Excerpt from As I Lay Dying, “Addie,”
by William Faulkner
41. The “geese” (line 22) are a symbolic representation of
A. Addie’s desire to be part of a family
B. Addie’s desire to be connected to nature
C. Addie’s desire to be free
D. the children Addie teaches
E. the people in Jefferson
42. In the first paragraph, the reader learns all the following except
A. the point of view of the piece
B. the speaker’s tone
C. the conflicts
D. the setting
E. the central event of the narration
43. In lines 29—44, the character of Anse is revealed by which of the following literary techniques?
A. colloquial diction
B. rhetorical questions
C. a shift in tense
D. omniscient point of view
E. humor
44. Figurative language is found in lines
A. 4 and 8
B. 23 and 25—26
C. 1 and 2
D. 19—20 and 29—30
E. 7—8 and 35
45. The concept of alienation is supported by all of the following except
A. “each with his and her secret and selfish thought”
B. “blood strange to each other blood and strange to mine”
C. “When the switch fell I could feel it upon my flesh”
D. “They’re in the cemetery”
E. “I aint got no people”
46. Addie marries because
A. she is in love with Anse
B. it was expected of women
C. she thinks he will take her north
D. Anse presents himself at that particular time
E. she wants children
47. The reader can infer that Addie’s role in the marriage will be
A. supportive
B. controlling
C. submissive
D. grateful
E. erotic
48. The repetition of the phrase “so I took Anse” serves to
A. further develop the setting
B. establish an ironic situation
C. highlight the importance of the event
D. support Addie’s ambivalence
E. establish a matter-of-fact explanation of the relationship
49. In line 21, “In early spring it was worst,” “it” refers to Addie’s
A. restless nature
B. longing for Anse
C. sadistic tendencies
D. students’ behavior
E. desire to be married
50. Addie whips the children primarily because
A. they talk back to her
B. she hates her job
C. she believes corporal punishment will make the children learn better
D. she wants them to know she is there
E. she sees no other way to control them
51. ALL of the following ideas are presented and supported in the passage EXCEPT
A. the relationship between life and death
B. isolation and alienation
C. freedom and commitment
D. frustration and resignation
E. hope and liberation
52. Addie’s philosophy and behavior most likely come from
A. her religious beliefs
B. her father
C. her childhood experiences
D. her people in Jefferson
E. her education
53. Which of the following images are contrasted in the passage?
A. the hill . . . the spring (lines 2—3)
B. water bubbling up . . . sun slanting (line 4)
C. rotting leaves . . . new earth (line 5)
D. welted . . . ridged (line 13)
E. secret . . . selfish (line 15)
54. On an interpretive level, Addie associates quiet with all of the following except
A. hatred
B. innermost feelings
C. escape
D. nature
E. death
55. Symbolically, “early spring” may represent
A. bubbling water
B. the blood
C. “womenfolks”
D. Addie’s life force
E. secret and selfish lives
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 the short story “Reginald’s Choir Treat,” Saki contrasts two complex philosophies of life. In a well-organized essay, identify and discuss these two views and which of them the reader can infer is preferred by the narrator. Develop your discussion referring to at least two elements of the writer’s craft such as irony, contrast, narration, dialogue, allusion, and tone.
Reginald’s Choir Treat
by Saki
Question 2
(Suggested time 40 minutes. This question counts as one-third of the total score for Section II.)
In “The Tables Turned,” by William Wordsworth and “To David, About His Education” by Howard Nemerov, the poets reveal their complex attitudes toward education. In a well-organized essay, discuss their similarities and differences. You may wish to consider style, tone, poetic devices, structure, and imagery.
The Tables Turned
by William Wordsworth
To David, About His Education
by Howard Nemerov
Question 3
(Suggested time 40 minutes. This question counts as one-third of the total score for Section II.)
Frequently a work of literature will concern itself with a major transformation in a character. This transformation could be actual or symbolic. Choose a full-length work and write a well-organized essay in which you discuss the complex nature of the transformation and its relationship to character and theme. You may choose from the list below or another novel or play of literary merit.
END OF SECTION II
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
Answer Key
1. E
2. D
3. B
4. C
5. A
6. E
7. A
8. C
9. D
10. C
11. B
12. E
13. E
14. C
15. A
16. A
17. A
18. D
19. C
20. C
21. E
22. B
23. E
24. C
25. D
26. C
27. D
28. B
29. A
30. D
31. E
32. D
33. A
34. E
35. C
36. A
37. E
38. C
39. A
40. E
41. C
42. E
43. A
44. D
45. C
46. D
47. B
48. E
49. A
50. D
51. E
52. B
53. C
54. A
55. D
Answers and Explanations
1. E. This is a terminology question. This is a soliloquy that reveals Richard’s thoughts to the audience through his internal monologue that is stated audibly.
2. D. References to kingship are part of Richard’s real world, and therefore not part of the metaphor. Images of poverty, fortune, and beggars’ penury support and develop the thoughts he has in his state of deprivation. Treason also refers to his thoughts, which he hopes will enable him to deal with his imprisonment.
3. B. Again, this is basically a vocabulary question. To “hammer” something out is to analyze a problem thoroughly.
4. C. The image is one of conception, but Richard’s thoughts are going to reproduce and people the world that is in his mind.
5. A. Building on the information in the previous question, the only reliable answer is A.
6. E. This is a terminology question that requires an understanding of how the term can be used in a work. An example of personification is found in lines 23—24. You can locate direct address in line 15; hyperbole is used in lines 16—17. Lines 25—26 contain an example of simile. Synecdoche is a literary device that has the part representing the whole, and it is not used in this passage.
7. A. Lines 23—30 provide the evidence that thinking of others helps to ease one’s personal hardship.
8. C. The opening two lines establish Richard’s imprisonment, and the concluding lines state, “Nor I nor any man,” which expands the concept from a specific situation to a universal concept.
9. D. Richard realizes that to be truly at ease, he must accept that he has lost everything that previously seemed to bring him contentment. This contradictory concept is an example of paradox.
10. C. All of Richard’s thoughts about religion, ambition, and contentment lead to the concluding statement beginning in line 38 that he accepts being nothing and is thereby content.
11. B. Although “female” and “father” are mentioned, there is no inherent contrast between them.
12. E. Lines 3—4 express the literal solitude. Lines 31—32 describe his figurative coping with this solitude.
13. E. This is one of those questions that assumes you have a working AP-level vocabulary. You can immediately eliminate A and D because of their negative associations. “Ambivalent” relates to being undecided, and “imperious” refers to a controlling attitude. Therefore, E is the appropriate choice, since Stanton is stressing the need to ensure equal rights to women.
14. C. Metaphor can be spotted in paragraphs 3 and 5. Complex sentence structure is part of the author’s style. Just look at the first sentence of paragraph 3. Allusions are part of paragraph 1, and parallel structure is incorporated into paragraphs 3 and 5. You will find no examples of satire in this passage.
15. A. The idea of self-sufficiency as the key to personal safety and happiness is stressed in almost every paragraph. Close reading reveals that none of the other choices is developed.
16. A. Ironic contrast is absent from the entire passage. You can locate examples of each of the other choices. Examples are found in paragraph 5; cause and effect are part and parcel of paragraph 3; an extended metaphor is developed in paragraph 3; and parallel structure is used in paragraph 4.
17. A. “Diversity” and “common” are mutually exclusive terms. If you know the definition of paradox, this will lead you to paradox as the only appropriate choice.
18. D. The answer to this question depends on a clear understanding of the extended metaphor developed around sailing. A sailor needs to use the laws of navigation to safely sail the seas, just as a human being needs self-sufficiency to survive the world at large.
19. C. Following the structure of the extended sea/sailor metaphor, you should recognize that self-sufficiency refers to the “craft as body” being independent.
20. C. Paragraph 4 stresses the need for a strong nation to accept differences and to understand that any diminished class diminishes the entire country.
21. E. The focus of the entire passage is on the solitary nature of human beings and the need for self-sufficiency. Although men and women must interact, ultimately each is responsible for himself or herself.
22. B. If you know the definition of hyperbole, you will recognize the examples in paragraph 7: “each and every one . . . ,” “always . . . ,” “more inaccessible than the ice cold mountains . . . ,” and “more profound than the midnight sea.”
23. E. The answer comes from a careful reading and understanding of the complete passage and its organization. The concept of equality and human rights was basic for Stanton, as it is for anyone involved in civil rights.
24. C. Here, again, a working familiarity with literary terminology is required. Since Stanton asks a question that does not require a direct response, C is the appropriate choice.
25. D. These lines are part of the metaphor Stanton develops to support the other four choices cited.
26. C. You should use the context of lines 7—8 to help you. “Steady” implies a lack of movement and leads you to the best choice, “wavy,” which implies motions.
27. D. The entire poem lists the beloved’s faults, yet the speaker adores her for them. This contradiction is the essence of the ironic title. Choice A is close, but it refers to the situation of the entire poem, not just the title.
28. B. It is easy to jump to the conclusion that the lover has broken yet another object. However, A, C, D, and E all support that idea; therefore, they cancel one another out.
29. A. You are required to reread the lines prior to the word “only” in order to realize that it provides a contrast. B and C are readily eliminated with a glance, and D and E are not supported by the poem.
30. D. Pay careful attention to the word “except.” Then use substitution to find the one quality she does not exhibit. The answer is supported in line 15 with “wit,” line 1 with “clumsiest,” line 14 with “at ease,” and line 19 with “gayly.”
31. E. By definition, an apostrophe is an example of direct address.
32. D. Even though there is some exaggeration and humor, they are used to develop the character of the beloved, and a narrative requires elements of a story.
33. A. As you can see, it is imperative that you know terminology. To make sense, lines 5 and 6 must be read smoothly to the punctuation rather than to the end of the line.
34. E. The tone is revealed clearly in lines 16, 19, 23, and 24. The speaker adores his beloved.
35. C. This is a question that is almost too easy. Use your information from questions 30, 31, and 34 to help you recognize that all the other choices are negative.
36. A. As toys bring joy and delight, so, too, does the lover bring pleasure to the speaker’s life. She holds toys and the speaker in her hands.
37. E. The clocks and solar system represent time and space. (See metonymy in Chapter 8.) “Wrench” indicates a breakdown of a system (e.g., “throwing a wrench into the system”).
38. C. A straightforward, factual question. Again, you need to know your terms.
39. A. This is a poetic term and example question. The two metaphors are that palms are “bulls” and “burs in linen.”
40. E. This is a subtle question which asks you to hear the sound of the line. All the open “O” sounds reinforce the idea of floating. None of the other given devices is present in this line.
41. C. One of the universal symbols of freedom is flight. To refer to “wild geese going north” is to reinforce Addie’s desire to be free.
42. E. “I” indicates a first person narrator point of view. The phrases “little dirty snuffling nose,” “damp and rotting leaves,” and “it was worst then” are indicative of conflict, setting, and tone. What is not mentioned in this first paragraph is a central event.
43. A. These lines are primarily composed of dialogue, so it is here that you should look for your answer. Vocabulary, similes, and syntax all point to colloquial (informal, conversational) diction.
44. D. The similes found in these two sets of lines are examples of figurative language. The other lines are factual and reportorial.
45. C. The concepts and images associated with alienation are found in phrases containing “secret,” “blood strange,” “cemetery,” and “got no people.” C, on the other hand, is cause and effect.
46. D. There is no evidence of any of the other choices in the passage. The very last line begins with the word “so.” It is indicative of a matter-of-fact result of Anse being in the right place at the right time.
47. B. In this passage, Addie’s conversation and interaction with Anse always place him in a subservient, uncomfortable position. See lines 27—28 and 31—33 to support the idea of her dominance.
48. E. Lines 17 and 46 indicate a straightforward cause and effect that just so happens to lead to Addie marrying Anse. Ambivalence, irony, setting, and highlighting an event are not references of the given phrase.
49. A. The “it” in this question is used the second time in the same way. See lines 4—6: The early spring, longing, potential, and desire to be free as wild geese lead to the conclusion that Addie has a restless nature.
50. D. Lines 1—15 give you the direct answer. “. . . and I would think with each blow of the switch: Now you are aware of me!”
51. E. A careful reading of the passage will lead you through Addie’s experiences and thoughts about living and dying, about being alone, about being in a relationship, and about being free. Therefore, you need to recognize that, for Addie, hope and liberation is not in her future.
52. B. The second paragraph gives you the correct answer. It directly refers to the father.
53. C. Contrast demands difference. The only appropriate choice, therefore, is “rotting leaves . . . new earth.” Rotting and new are the contrast here.
54. A. Paragraphs 1, 2, and 4 allow the reader into Addie’s psyche. The one characteristic not associated with her seeking quiet is hatred.
55. D. This is another universal symbol. The associations with spring, especially early spring, center around renewal, regeneration, hope, fertility, and the continuance of life.
Rating the Essay Section
Rubrics for “Reginald’s Choir Treat” by Saki
A high-range score (8, 9):
• Indicates complete understanding of the prompt.
• Identifies the two views of life presented in the story.
• Recognizes which view is preferred by the author.
• Effectively and coherently analyzes Saki’s craft.
• Is cognizant of satire.
• Recognizes the humor in the allusions.
• Understands the irony and tone of the essay.
• Delineates Reginald’s character.
• Cites appropriate textual references.
• Presents advanced insight.
• Strongly adheres to topic and uses connective tissue.
• Demonstrates an ability to manipulate language in a mature style.
A midrange score (5, 6, 7):
• Refers accurately to the prompt.
• Presents the two philosophies.
• Refers accurately to Saki’s craft.
• Infers the narrator’s preference of lifestyle.
• Presents less developed discussion of the two views of life.
• Adequately links elements of the discussion.
• May miss the satire of the story.
• Concentrates on the obvious rather than on the inferences and implications.
• Organization is adequate.
• 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:
• Contains a clear opening, which sets up the organization of the essay.
• Is direct and accurate.
• Establishes Saki’s attitude.
• Introduces sarcasm and defends it (lines 3—5).
• Clarifies distinction between the two views and the characters (lines 5—10, 11—14).
• Contains strong textual references.
• Addresses the writer’s craft.
• Juxtaposes the two characters and their opposing views (lines 18—20).
• Provides a perceptive interpretation of a grammatical detail (lines 29—31).
• Strongly adheres to topic.
• Uses echo words well.
• Draws appropriate conclusions based on the evidence presented (lines 34—37).
• Writes good transitions.
• Organization, syntax, and diction are adequate.
This is an essay that can be categorized as high. Its strong textual references and understanding of the subtleties allow it to be in the high range even though there are some lapses in syntax.
Student Essay B
This is a midrange essay for the following reasons:
• Clearly sets up the prompt and the organization of the essay (lines 1—6).
• Establishes the characters of Reginald and Anabel.
• Recognizes and discusses sarcasm (lines 10—11).
• Presents dialogue as indicative of character (lines 25—30).
• Makes inferences and understands satire.
• Presents author’s preference and defends it (lines 7, 13—15).
• Draws threads of essay together and synthesizes technique with interpretation (lines 32—33).
What does not allow this essay to be rated in the high range is its syntax and diction.
Rubrics for the Poetry Essay
A high-range score (8, 9):
• Effectively and coherently discusses each poet’s attitude toward education.
• Effectively and coherently discusses the similarities and differences between the two poems.
• Indicates a fluency with poetic analysis.
• Identifies and analyzes appropriate references to support an interpretation.
• Exhibits strong topic adherence and connective tissue.
• Draws mature inferences.
• Responds to subtleties in both poems.
• Writer’s syntax and diction demonstrate a mature style.
A midrange score (5, 6, 7):
• Adequately addresses the prompt.
• Identifies and discusses the writers’ techniques.
• Adequately discusses similarities and differences between the two poems.
• Presents an adequate discussion of each poet’s attitude.
• Displays acceptable writing skills.
• May not be sensitive to inference and tone.
• Focuses on the obvious and may not recognize the subtleties in both poems.
• Writing may have a few errors in syntax and/or diction.
Student Essay A
This is a high-ranking essay for the following reasons:
• Contains a sophisticated and complex introduction to the task at hand (lines 1—8).
• Clearly and concisely identifies the attitude of both poets toward education and supports it with references to the text (lines 10—11, 23—25).
• Perceives implications arising from the poems (lines 12—13).
• Uses connective tissue well.
• Contrast discussed with support (lines 26—33).
• Pulls together the similarities and differences with respect to imagery (lines 28—29), tone (lines 35—37), and diction (lines 40—42).
This spare essay falls into the high range because it is packed with appropriate detail and effective and coherent analyses and interpretation.
Student Essay B
This is a midrange essay for the following reasons:
• Adequately illustrates a facility with analysis with respect to imagery (lines 13—16) and tone (lines 18—19, 25—26, 31—32).
• Is clearly on topic with good use of connective tissue.
• Provides adequate evidence to defend interpretations (lines 31—36).
This is a strong midrange essay with clear analysis, topic adherence, and support. Details chosen are obvious, and the presentation has a few lapses in syntax and diction.
Rubrics for the Free-Response Essay
A high-range score (8, 9):
• Effectively and coherently addresses the nature of the transformation.
• Effectively and coherently discusses the effects of the transformation on character and meaning.
• Insightful choice of details from an appropriate novel or play.
• Differentiates between actual and symbolic transformations.
• Focuses on the results of the transformation with regard to character and theme.
• Thoroughly discusses a specific character in context.
• Strongly adheres to topic.
• Demonstrates mature writing style.
A midrange score (5, 6, 7):
• Adequately identifies and discusses the transformation.
• Adequately addresses the transformation’s effect on the character and theme.
• Results of transformation are presented with less developed discussion and/or analysis.
• Relies on obvious details to support the prompt or discussion.
• Adequately adheres to topic and uses connective tissue.
• Demonstrates some errors in syntax and diction.
Sample Student Essays
Student Essay A
This essay is within the high-range parameters for the following reasons:
• Presents a clear, strong statement of the essay’s purpose and indication of the organization of the essay.
• Presents clear, appropriate information.
• Incorporates connected meaning with every point made.
• Thoroughly presents Celie’s character.
• Provides pivotal moments and details to illustrate the prompt.
• Strongly adheres to topic.
• Uses good connective tissue.
• Organization allows presentation to build chronologically and from the merely physical to the metaphysical.
• Indicates both a perceptive reading of the novel and an understanding of some of its complexities.
• Demonstrates mature manipulation of language.
This is a solid high-range essay which clearly indicates a reader who not only “got” the novel but also “got” the tasks demanded of the prompt.
Student Essay B
This essay is within the midrange parameters for the following reasons:
• Clearly understands the prompt and has a clear voice.
• Uses specifics from the text to illustrate points (paragraphs 2 and 3).
• Organization builds to a strong conclusion.
• Adheres to topic well.
• Demonstrates a willingness to stretch with regard to syntax and diction.
• Exhibits instances of awkward word choice (lines 7, 12, 37).
• Exhibits instances of awkward sentences (lines 9—11, 25—27).
• Does not provide a balanced characterization of Leonard.
• Does not provide proof of Leonard’s innocence other than his sexuality.
• Veers dangerously close to plot summary.
It is obvious that this is an eager, intelligent, and thoughtful reader and writer. However, the results of the transformation on Leonard are not as fully developed as the prompt demands. It is only at the end of the essay that the transformation is connected to theme.