STEP 1:   Check each item listed below which accurately describes the positive aspects of the essay being graded.  Add one point for each item checked from the list.  This side describes the basic requirements for a well-written essay.  (Grader one should check column one.  Grader two should check column two):

___-___1.  The description that names the issues shared by two or more writers demonstrates a perceptive insight into the writers' attempts to provide "words that makes sense of that which troubles the American soul."
___-___2.  The description that names the language devices chosen by the writers and the explanation of how these devices create an understanding of each writers' attitude demonstrates a perceptive insight into the writers' feelings about the issue.
___-___3.  The selection of quotes embedded by the writer is wisely chosen to clearly convey the meaning set up in the topic sentences.
___-___4.  The writer  supports the discussion of each language device with apt and specific references to the text.
___-___5.  The interpretation of the evidence at the end of each paragraph leads to a logical and though-provoking conclusion.
___-___6.  The introduction and conclusion combine to tie the essay together and offer insights about the complexities of the issues examined.
___-___7.  The diction and sentence structure of this essay communicate a clear message.

___-___8.  The implicit  organization of this essay aids in communicating a clear message.

___-___9.  The grammar aids in communicating a clear message.

MAXIMUM SCORE RESULTS:       Grader 1 ________

MAXIMUM SCORE RESULTS:       Grader 2 ________
 
 

STEP 2:   Check each item below which accurately describes the negative aspects of the essay being graded.  This side describes how the essay may not be as good as the higher-scoring essays.  (Grader one should check column one.  Grader two should check column two):
 

___-___1.  The description that names the issues shared by two or more writers is less incisive than those of the highest scoring essays, usually relying on categories that are confusing beacuse they are too general, vague, or sterotypical in nature.
___-___2.  The description that names the language devices chosen by the writers fail to explain how these devices create an understanding of each writers' attitude, relying instead on a simple cataloging of device names or a simple summary of meaning that does not address the author's language choices at all.
___-___3. The selection of quotes embedded by the writer is repetitive, inappropriate, inadequate, or missing entirely.

___-___4.  The writer's use of quotes is awkward, inappropriate, or uninteresting.

___-___5. The writer simply catalogues the rhetorical or stylistic devices without relating them to the creation of the author's (Speaker's or character's) attitude.

___-___6.  Although adequate in quantity, the evidence in this writer is not as thorough, precise, or convincing as the top-scoring essays.

___-___7.  Distracting errors in diction or syntax make the message unclear.

___-___8.  The organization of this essay is less appropriate than those of the top-scoring essays.

___-___9.  The writer makes consistent errors in grammar and/or other basic elements of composition.

This material can also be found in the School House Books guides:
A Practical Guide to the Advanced Placement (AP) English Language and Composition Examination    or

A Practical Guide to the Advanced Placement (AP) English Literature and Composition Examination
 
 

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