AP® English Language
Understanding the ap® english language argument rubric.
- The Albert Team
- Last Updated On: March 1, 2022
The AP® English Language exam contains three essays, two of which are the argument essays. The argument essays come with a prompt that contains a passage. The student must then analyze and immediately craft an appropriate argument that answers the prompt. This essay is different than the synthesis essay in that there is only one prompt that the student must analyze; however, the passage is much longer than the smaller sources found in the synthesis essay. In order to succeed on the AP® English Language argument essay the student must support his or her argument proficiently. This can be done by referencing the passage, adding his or her experiences, utilizing logic, and maintaining readable grammar and mechanics.
It is important, however, to note that the examiners know that you only have two hours and fifteen minutes to write three essays. Because of this, the essays do not have to be pristine, but they need to be firm in their argument, and more importantly, well-developed.
Referencing the Passage
You are given a passage and a prompt at the start of the argument essay that you as the writer must adhere to. Do not attempt to go off-topic, because the highest score that an off-topic argument essay can earn on the rubric is a 1. This argument must be supported as you write, and one of the best ways to do this is to reference the passage that you are given. This passage is your concrete proof for your argument, so utilize it. It is one of your greatest tools. An argument essay that has support from its passage allows the student to show that they can utilize sophisticated methods of supporting their arguments.
An example of a student that argues well to support his or her claim is seen below. The student is arguing that college is worth the money.
The largest motivator behind going or not going to college seems to be money. It is commonly accepted that a college education results in better financial situations later in life. It is certainly true that college grads earn, on average, 20,000 dollars more per year than those with only a high school diploma. (source F). It is also true that college grads are less likely to be unemployed. (source D)
This argument is done so well, because he or she references the text and analyzes it. By doing so, the student gains further depth to the argument and this student’s full essay (1A) would receive a score of an 8.
An example of an argument that does not reference the text is the following:
Primarily, a college education is worth the cost because you will never find yourself working in a fast food restaurant such as McDonald’s or Burger King. However, many people do not have a choice to work at fast food restaurants because they can’t afford college and their parents can’t afford it.
This argument, while developed, is not as convincing as the student that references the text correctly and clearly. Because of this, this student’s full essay (1C) would receive a lower score of 4.
Knowledge or Personal Experiences
Unlike the synthesis essay, the argument essays allow the student to insert any relevant knowledge or personal experiences that he or she has. This serves the purpose of bringing even more depth to the argument, and allows the student to show what they know.
The key to adding knowledge, and especially personal experience, is to only use relevant details. The College Board does not need to know about how fun your trip to the beach was, but if a small part of the experience relates to the prompt, then use it. Relating your argument to a relevant event can show the examiners that you can apply a concept, which may bump your score up a point.
An example of knowledge used in an AP® English Language argumentative essay is Student 1A that was referenced above. Student 1A does a great job implementing his or her knowledge by saying the following:
Coincidentally personal growth also plays a large role in the perceived quality of life. Taking this into consideration makes college more than a machine designed to increase an individual’s level of monetary success.
This student is using his or her knowledge here, showing how it is not only money that affects someone later in life, but the experiences that the person has in college. This is effective, showing why he or she received an 8.
Utilizing Logic and Details
Supporting details and logical arguments are a key point in the AP® English Language argument essay rubric , because lending more support to your argument allows the examiners to buy into that argument. When the examiners see your point so nicely developed, then you will jump up to higher scores such as 7s, 8s, or 9s depending on how much support there is and your eloquence.
Student 1A is an example of utilizing logic to support his or her argument. The student says the following:
Putting aside the idea of money seems counterintuitive when considering the worth of an education, but it is necessary. There is more to life. A large part of college is also personal growth.
This appeal to logic is used as a transition as the student brings a realistic approach to the prompt. The examiners will see this as a masterful use of adding details to the argument without losing track of the argument itself. Also, the examiners see that the student can stand on his own without the sources, although he or she utilizes them later on.
A student that does not utilize logic well is Student 1B . This student is heavily dependent on quotations from the sources, and this causes the student’s credibility to falter. The reader questions if the student is able to form his or her own ideas in a logical manner, leading to a drop in the student’s score. Being unable to form a logical structure to lay your argument on will result in a lower score of a 4 or a 5.
Use of Language
The use of language, while not the most influential part of the essay, does have an effect on the overall score. By use of language we mean the degree that the student utilizes grammar, spelling, and mechanics as well as figurative language that adds a persuasive element.
If the student uses the language well, then this will reveal to the examiner that the student can use writing as a tool to persuade. This is important in the AP® English Language argument essay, because inserting parallel structure or a perfectly placed analogy will impress your examiner.
Your grammar may not be the most pressing matter in the argument essay; however, if your grammar or mechanics are so poor that you are unclear in your argument, then the highest score that you can receive on the AP® English Language argument essay rubric is a 2.
Key Takeaways from the AP® English Language Argument Essay Rubric
In order to cover all of your bases in the AP® English Language exam argument essay you will want to be sure to practice months before the exam. Preparation is everything. A useful tip is to have the AP® English Language argument rubric in front of you as you write your first few attempts at a practice essay. This will keep your argument essay focused.
The most important part of the argument essay is to support your thesis, or the claim that you make to fulfill the prompt. If you reference the passage that you are given, add your own knowledge or personal experiences, be as detailed and logical as possible, and utilize language well, then your score will rise toward that sought-after 9.
Photo by Jeff Billings [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
By the way, you should check out Albert.io for your AP® English Language review. We have hundreds of AP® English Language practice questions written just for you!
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Argumentative Essay Rubric
Rubric for Argumentative Essay
Student’s Name:
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Praxis Core Writing
Course: praxis core writing > unit 1, argumentative essay | quick guide.
- Source-based essay | Quick guide
- Revision in context | Quick guide
- Within-sentence punctuation | Quick guide
- Subordination and coordination | Quick guide
- Independent and dependent Clauses | Video lesson
- Parallel structure | Quick guide
- Modifier placement | Quick guide
- Shifts in verb tense | Quick guide
- Pronoun clarity | Quick guide
- Pronoun agreement | Quick guide
- Subject-verb agreement | Quick guide
- Noun agreement | Quick guide
- Frequently confused words | Quick guide
- Conventional expressions | Quick guide
- Logical comparison | Quick guide
- Concision | Quick guide
- Adjective/adverb confusion | Quick guide
- Negation | Quick guide
- Capitalization | Quick guide
- Apostrophe use | Quick guide
- Research skills | Quick guide
Argumentative essay (30 minutes)
- states or clearly implies the writer’s position or thesis
- organizes and develops ideas logically, making insightful connections between them
- clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
- displays effective sentence variety
- clearly displays facility in the use of language
- is generally free from errors in grammar, usage, and mechanics
- organizes and develops ideas clearly, making connections between them
- explains key ideas, supporting them with relevant reasons, examples, or details
- displays some sentence variety
- displays facility in the use of language
- states or implies the writer’s position or thesis
- shows control in the organization and development of ideas
- explains some key ideas, supporting them with adequate reasons, examples, or details
- displays adequate use of language
- shows control of grammar, usage, and mechanics, but may display errors
- limited in stating or implying a position or thesis
- limited control in the organization and development of ideas
- inadequate reasons, examples, or details to explain key ideas
- an accumulation of errors in the use of language
- an accumulation of errors in grammar, usage, and mechanics
- no clear position or thesis
- weak organization or very little development
- few or no relevant reasons, examples, or details
- frequent serious errors in the use of language
- frequent serious errors in grammar, usage, and mechanics
- contains serious and persistent writing errors or
- is incoherent or
- is undeveloped or
- is off-topic
How should I build a thesis?
- (Choice A) Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
- (Choice B) Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
- (Choice C) Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
- (Choice D) Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
- (Choice E) Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.
How should I support my thesis?
- (Choice A) As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
- (Choice B) Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
- (Choice C) Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
- (Choice D) My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
- (Choice E) It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.
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IMAGES
VIDEO
COMMENTS
Logical, compelling progression of ideas in essay;clear structure which enhances and showcases the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it. Effective, mature, graceful transitions exist throughout the essay.
Scoring Rubric for Question 1: Synthesis Essay 6 points Reporting Category Scoring Criteria Row A Thesis (0-1 points) 4.B 0 points For any of the following: ... 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
Argument Essay Grading Rubric . Saint Paul College . Beginning. Developing Proficiency Mastery Score Thesis/Claim Reader cannot determine thesis . 10 points . and purpose OR thesis has no arguable claim. Thesis may be obvious or unimaginative. Thesis and purpose are somewhat vague. Contains an arguable claim that is somewhat original. Thesis and
Argument does not seem to target any particular audience. Word Choice Word choice is creative and enhances the argument. Word choice enhances the argument. There is evidence of attention to word choice. Word choice is limited. Visuals/ Delivery Visuals are appealing, highly relevant, and add support to the argument. Delivery is fluent, with an
Argumentative Essay and Infographic Rubric Category 4 3 2 1 Introduction The introduction is inviting, states the thesis, and provides an overview of the issue. The introduction includes the thesis and provides an overview of the issue, but it is not inviting to the reader. The introduction is missing either the thesis or the overview
Argumentative Essay Rubric ! (6-Traits) 5 Mastery 4 Proficient 3 Basic 2 Standard Not Met 1 Standard Not Met Claim (Ideas & Org.) Introduces a well thought out claim at the beginning of the essay Introduces a claim later in the essay Claim is not as clear as it should be Hard to find the claim No claim Opposing Claim (Org.) Acknowledges alternate
Rubric for Persuasive Essay. Use the following criteria to evaluate persuasive essays. Score 4. Score 3. Score 2. Score 1. Audience and Purpose. Provides arguments, illustrations, and words that forcefully appeal to the audience and effectively serve persuasive purpose.
Utilizing Logic and Details. Supporting details and logical arguments are a key point in the AP® English Language argument essay rubric, because lending more support to your argument allows the examiners to buy into that argument. When the examiners see your point so nicely developed, then you will jump up to higher scores such as 7s, 8s, or ...
4: Argument is stated clearly and developed with evidence over the course of the essay. 3: Argument is present but vague and only somewhat developed over the course of the essay. 2: Argument is ...
Argumentative Essay Rubric Categories & Criteria - each worth eleven points Level 4 Level 3 Level 2 Level 1 Thesis Written with a clear and outstanding thesis. Written with a clear thesis. Written with a confusing or misleading thesis. Missing a thesis. Transitions The writer uses effective words throughout the article to make transitions ...
Persuasive Writing Scoring Guide. Takes a clear position and supports it consistently with well-chosen reasons and/or examples; may use persuasive strategy to convey an argument. Takes a clear position and supports it with relevant reasons and/or examples through much of the essay. Takes a clear position and supports it with some relevant ...
Argument/Persuasive Essay Rubric Writing will be scored according to the following three categories: Organization, Development, and Language/Style. Each of these categories is worth a total of ten points possible, as is represented by the score numerals across the top. Scores
AP Lang Argument Essay Rubric (Continued) Don't: Avoid a thesis that merely restates the prompt. Avoid a thesis that summarizes the text but does not make an argument. Avoid a thesis that weighs the pros and cons of an issue. Your job in your thesis is to pick a side and stick with it.
New York State Regents Examination in English Language Arts (Common Core) Part 2 Rubric: Writing to Sources - Argument. An essay that addresses fewer texts than required by the task can be scored no higher than a 3. An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1.
1 point or 2 points Provides one piece of evidence (1 pt) or two pieces of evidence (2 pts) that are relevant to the topic of the prompt. 3 points Must provide two pieces of specific and relevant evidence, and use one piece to support the claim or thesis. 4 points Uses two pieces of specific and relevant evidence to support the claim or thesis.
The thesis is argumentative, clear and sophisticated. The thesis is argumentative and clear but may lack depth in thought, or clarity of language. The thesis is not argumentative or is poorly written and fails to take a position. No thesis. The paper remains focused on the initial thesis and does not include unnecessary information.
Routinely have students score peers' work using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful persuasive projects from those that fail to meet the criteria. Alter some expectations or add additional traits on the rubric as needed. For example, if the assignment is to ...
Indicate clearly the sources used through direct quotation, paraphrase, or summary. Sources may be cited as Source A, Source B, etc., or by using the description in parentheses. Explain how the evidence supports your line of reasoning. Use appropriate grammar and punctuation in communicating your argument.
ARGUMENTATIVE WRITING RUBRIC. CCSS Writing Standard grades 4-5: Write opinion pieces on topics or text, supporting a point of view with reasons and information. CCSS Writing Standard grades 6-8: Write arguments to support claims with clear reasons and relevant evidence. The writing presents only a vague or confusing claim.
What is the argumentative essay? Explain. ... Explore the rubric in detail to see what graders are looking for: Score of 6. show. A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category:
Essay Rubric Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay. Traits 4 3 2 1 Focus & Details There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
Free-Response Question 3: Literary Argument Effective Fall 2019. AP English Literature Scoring Rubric, Free-Response Question 1-3 ... • The thesis may establish a line of reasoning that structures the essay, but it needn't do so to earn the thesis point.