ap sample essay



The essay's score should reflect the essay's quality as a whole. Remember that students had only 40 minutes to read and write; the essay, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for
The score should reflect the quality of the essay as a whole — its content, style, and mechanics. Reward the students for what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. 9–8.
The essay's score should reflect the essay's quality as a whole. Remember that students had only 15 minutes to read the sources and 40 minutes to write; the essay, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the essay as a draft, making
Sample Definition Essay - "Success". Do you know someone rich and famous? Is he confident, popular, and joyful all of the time—the epitome of mainstream success? Or, on the other hand, is he stressed, having second thoughts about his life choices, and unsure about the meaning of his life? I am willing to be that it is the
AP® ENGLISH LANGUAGE AND COMPOSITION ... Essays earning a score of 8 effectively examine the factors a group or agency should consider in .... Sample: 1A. Score: 8. The student develops an effective argument that examines three key factors (location, size, and material) a group or agency should consider in
AP® ENGLISH LANGUAGE AND COMPOSITION ... Essays earning a score of 8 effectively analyze* the rhetorical strategies Louv uses to develop his argument .... less interacting directly with nature. Sample: 2A. Score: 8. In the opening paragraph of the essay, the student identifies a clear understanding of Richard Louv's.
Sample: 3A. Score: 8. This essay convincingly and purposefully develops the argument that creativity ought not to be the subject of a specific class, proposing instead that “the value of creative thinking should be implemented into classes themselves.” The student first defines creativity as a process of developing new ideas,
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