ap English

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For any of the following:

· There is no defensible thesis.

· The intended thesis only restates the prompt.

· The intended thesis provides a summary of the issue with no apparent or coherent claim.

· There is a thesis, but it does not respond to the prompt.

Responds to the prompt with a thesis that presents a defensible position.

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Simply restates thesis (if present), repeats provided information, or references fewer than two of the provided sources.

Provides evidence from or references at least two of the provided sources

Commentary summarizes the evidence but does not explain how the evidence supports argument

Provides evidence from or references at least three of the provided sources.

Commentary explains how some of the evidence relates to argument, but no line of reasoning is established, or the line of reasoning is faulty.

Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.

Commentary explains how some of the evidence supports a line of reasoning.

Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.

Commentary consistently explains how the evidence supports a line of reasoning.

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Responses that do not earn this point:

1. Attempt to contextualize their argument, but such attempts consist predominantly of sweeping generalizations (“In a world where...” OR “Since the beginning of time...”).

2. Only hint at or suggest other arguments ( “While some may argue that...” OR “Some people say...”).

3. Use complicated or complex sentences or language that is ineffective because it does not enhance the argument.

Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation by doing any of the following:

1. Crafting a nuanced argument by consistently identifying and exploring complexities or Tensions across the sources.

2. Articulating the implications or limitations of an argument (either the student’s argument or an argument conveyed in the sources) by situating it within a broader context.

3. Making effective rhetorical choices that consistently strengthen the force and impact of the student’s argument.

4. Employing a style is consistently vivid and persuasive.