Académique Documents
Professionnel Documents
Culture Documents
Along with the prompts and the glossary of literary terms, I am providing a
general rubric to give you an idea of the AP standards for writing as well as
my suggested essay structure for your writing.
Good luck. If you have any questions or concerns, please contact me at
jhollstein@charterschool.org.
Have a great summer,
Mrs. Hollstein
THE PROMPTS
The Great Gatsby
In The Great Gatsby, Nick makes the observation that No amount of
fire or freshness can challenge what a man will store up in his ghostly
heart. In other words, reality can never measure up to the dreams we
create for ourselves. Drawing on your own reading, observation, or
experience to develop your position, defend, challenge, or qualify
Nicks position. *Make sure to include at least one example from the
book.
The Things They Carried
Read the section of The Things They Carried titled Style (pages 135136). Then, in a well-organized essay, discuss how the author uses the
resources of language to create a meaningful scene without explicit
commentary.
Their Eyes Were Watching God
In Chapter 5 of Their Eyes Were Watching God, the narrator comments
that any man who walks in the way of power and property is bound to
meet hate. In a well-organized essay, defend, challenge, or qualify
this assertion. Use evidence from your reading, observation, and/or
experience to support your position. *Make sure to include at least
one example from the book.
Into Thin Air
Into Thin Air illuminates one of the greatest debates of our century:
commercialism/progress versus preservation. As leaders and citizens,
we must often decide to advance society or to remain true to ancient
wisdom, tradition, and history. Where does our obligation lie as
citizens of the world: to the preservation of the natural world or to the
pursuit of progress (or profit)? Use examples from your readings, life
experiences, and knowledge of history and current events to answer
the question.
Note: This question has been modified from a question that appears on
www.smccd.net/accounts/csmlcom/commons/Mach/IntoThinAirQuestio
ns.pdf
AP ESSAY STRUCTURES
I.
OPENING PARAGRAPH INFORMATION
Must Haves
Should Haves
(Basic/Passing score) (Strong/Above
Average)
An engaging hook
Some relevant
background information
that sets the context for
the issue
Thesis statement that
takes a clear stance on
one side of the issue
II.
Confident thesis
statement that takes a
clear stance on one side
of the issue
Could Haves
(Exceptional)
A unique, unexpected
hook
Background information
that adds credibility and
insight to the issue; well
contextualized with
possible historical
references
Bold and memorable
thesis statement that
takes a clear stance on
one side of the issue
phrases, or short
quotes and analyzes
them.
phrases, or short
quotes and connects
them to the overall
message, tone, and
assertion.
Conclusion sentence
signals the end but
doesnt relate back to
assertion; possibly uses
In conclusion
III.
CONCLUSION PARAGRAPH
Must Haves
Should Haves
(Basic/Passing score) (Strong/Above
Average)
Restates the thesis
Restates the thesis
using fresh, new
wording
Restates points
Connects the main
points to society
States why the message
matters
Analysis powerfully
connects evidence to
the overall message,
tone, and assertion.
The evidence is
flawlessly and naturally
embedded with colons
and/or transitional
words, phrases, or
sentences.
Conclusion connects
back to the thesis and
guides the reader to
the next point or the
final statements
Could Haves
(Exceptional)
Restates the thesis
using new, confident
language
Connects the overall
message to oneself,
society, the world
Explains why the
message matters,
considering connections
to our human nature,
emotions, and ethics.
Discusses the logical
importance of learning
from the text
Predicts what would
happen if the message
is understood by the
audience and what
would happen if it is
ignored by the audience
These essays are exceptionally well written, show unusual insight, are
very well organized, and support assertions with appropriate examples.
They remain focused on all aspects of the topic and present a unique
writers voice.
These essays are very well written, show clear understanding of and
focus, are well organized, and usually support assertions with
appropriate examples. They focus on all aspects of the topic and show
a writers voice. They may have a few mechanical errors, but only very
minor ones.
7-6
These essays are well written, show an understanding of the topic, and
remain focused on almost all aspects of it. A few assertions may lack
specific examples, but the argument is clearly made. The writers
voice is somewhat less mature than that of an 8 or a 9 essay, but it is
still evident. There may be a few errors in mechanics, but only minor
ones.
These essays are for the most part well written, and usually remain
focused on the topic, but they fail to deal with all aspects of the topic.
The assertions that are made may be somewhat vague in relation to
the topic or a bit superficial in nature. The supporting examples may
be missing occasionally or not well related to the topic. There seems
to be some evidence of a writers voice, but not one of a unique
nature. These essays are usually characterized by some minor errors
in mechanics.
4-3
These essays fail to focus on the topic clearly, stray repeatedly from
the topic, or simply restate the topic without any analysis. There is
poor organization and focus in the writing, and the few assertions are
generally unsupported by examples. The writing is characterized by
errors in mechanics and grammar.
1
These essays fail to deal with the topic, lack organization and
coherence, and/or contain many distracting mechanical and
grammatical errors.