Read the following poem carefully. Then
write a well-organized essay in which you analyze how the poet uses language to describe the scene and to convey mood
and meaning. Evening Hawk Robert Penn Warren
AP RUBRIC FOR "Evening Hawk" 2006 AP ENGLISH LITERATURE SCORING GUIDELINE Question #1: Robert Penn General
Directions: This scoring guide will be useful for most of the essays that you
read, but in problematic cases, please consult your table leader. The score that
you assign should reflect your judgment of the quality of the essay as a whole—its content, its style, its mechanics. Reward the writers for what they do well. The score for an exceptionally well-written essay may be raised by one point above
the otherwise appropriate score. In no case may a poorly written essay be scored
higher than a three (3). 9-8 These essays offer a persuasive analysis of the language the poet uses to describe the scene and to convey mood andm eaning. Although
the writers of these essays offer a range of interpretations and choose to emphasize different poetic techniques, these papers provide convincing readings
of the poem and demonstrate consistent and effective control over the elements of composition in language appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not
be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a nine (9) essay,
especially persuasive. 7-6 These competent essays offer a reasonable analysis of the language the poet uses to describe the scene and to convey mood and meaning.
They are less thorough or less precise in their discussion of the themes and techniques, and their analysis of the relationship between the language
and the themes is less convincing. These essays demonstrate the writer’s ability to express ideas clearly with references
to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. While essays scored 7-6 are generally well written, those scored a seven (7) demonstrate more sophistication
in both substance and style. 5
These essays may respond to the assigned task with a plausible reading of the poem, but they may be superficial in analysis of theme and technique. They often
rely on paraphrase, but paraphrase that contains some analysis, implicit explicit. Their analysis of
the language of the poem may be vague, formulaic, or inadequately supported by references to the text. There may be minor misinterpretations. These
writers demonstrate control of language, but the writing may
be marred by surface errors. These
essays are not well conceived, organized, or developed as 7-6 essays. 4-3 These lower-half essays fail to offer an adequate analysis of the language of the poem.
The analysis may be partial, unconvincing, or irrelevant. Evidence from the poem may be slight or
misconstrued, or the essays may rely on paraphrase only. The writing often demonstrates
a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus
that is unclear, inconsistent, or repetitive. Essays scored a three (3) may contain
significant misreadings and/or demonstrate inept writing. 2-1 These essays compound the weaknesses of the papers in the 4-3 range. Although
some attempt has been made to respond
to the prompt, the writer’s assertions are presented with little clarity, organization, or support from the poem. They
may contain serious errors in grammar and mechanics. These essays may offer a
complete misreading or be unacceptably brief. Essays scored a one (1) contain little coherent discussion of the poem. 0 These essays give a response with no more than a reference to the task. — These essays are either left blank or are completely off-topic. .
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