2013 AP English Language and Composition 2 Lang 2013.pdf · 2013 AP* ENGLISH LANGUAGE AND...

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/P AP® Summer Institute Exam Materials 2013 AP English Language and Composition These materials are for training purposes and are intended for use only at an AP Summer Institute. The materials are in draft form and have not been copyedited. ^CollegeBoard © 2013 The College Board. Visil the College Board on the Web' www.collcgeboard.org.

Transcript of 2013 AP English Language and Composition 2 Lang 2013.pdf · 2013 AP* ENGLISH LANGUAGE AND...

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AP® Summer Institute

Exam Materials

2013 AP English Languageand Composition

These materials are for training purposes and are intendedfor use only at an AP Summer Institute. The materials are

in draft form and have not been copyedited.

^CollegeBoard

© 2013 The College Board.Visil the College Board on the Web' www.collcgeboard.org.

2013 AP* ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS

Question 2

(Suggested time—40 minutes. This question counts for one-third of the total essay section score.)

The passage below is from Last Child in the Woods (2008) by Richard Louv. Read the passage carefully. Then, ina well-developed essay, analyze the rhetorical strategies Louv uses to develop his argument about the separationbetween people and nature. Support your analysis with specific references to the text.

Researchers ;it the State University of New York atBuffalo are experimenting with a genetic technologythrough which they can choose the colors that appear 40

/.,„,. on butterfly wings. The announcement of this in5 2002 led writer Matt Richtel to conjure a brave new

advertising medium: "There are countless possibilitiesfor moving ads out of the virtual world and into thereal one. Sponsorship-wise, it's time for nature to 45carry its weight." Advertisers already stamp their

id messages into the wet sands of public beaches. Cash-strapped municipalities hope corporations agree toaffix their company logo on parks in exchange fordollars to keep the public spaces maintained. "The 50sheer popularity" of simulating nature or using nature

15 as ad space "demands that we acknowledge, evenrespect, their cultural importance," suggests Richtel.Culturally important, yes. But the logical extension ofsynthetic nature is the irrelevance of "true" nature— 55the certainty that it's not even worth looking at.

20 True, our experience of natural landscape"often occurs within an automobile looking out,"as Elaine Brooks said. But now even that visual

connection is optional. A friend of mine was shopping 60for a new luxury car to celebrate her half-century of

25 survival in the material world. She settled on a

Mercedes SUV, with a Global Positioning System:just tap in your destination and the vehicle not onlyprovides a map on the dashboard screen, but talks you 65there. But she knew where to draw the line. "The

30 salesman's jaw dropped when I said I didn't want abackseat television monitor for my daughter," she toldme. "He almost refused to let me leave the dealershipuntil he could understand why." Rear-seat and in-dash 70"multimedia entertainment products," as they are

35 called, are quickly becoming the hottest add-on sincerearview mirror fuzzy dice. The target market: parentswho will pay a premium for a little backseat peace.

Sales are brisk; the prices are falling. Some systemsinclude wireless, infrared-connected headsets. Thechildren can watch Sesame Street or play Grand TheftAuto on their PlayStation without bothering thedriver.

Why do so many Americans say they want theirchildren to watch less TV, yet continue to expand theopportunities for them to watch it? More important,why do so many people no longer consider thephysical work! worth watching? The highway's edgesmay not be postcard perfect. But for a century,children's early understanding of how cities andnature fit together was gained from the backseat: theempty farmhouse at the edge of the subdivision; thevariety of architecture, here and there; the woods andfields and water beyond the seamy edges—all thatwas and is still available to the eye. This was thelandscape that we watched as children. It was ourdrive-by movie.

Perhaps we'll someday tell our grandchildrenstories about our version of the nineteenth-centuryConestoga wagon.

"You did whatT they'll ask."Yes," we'll say, "it's true. We actually looked

out the car window." In our useful boredom, we usedour fingers to draw pictures on fogged glass as wewatched telephone poles tick by. We saw birds on thewires and combines in the fields. We were fascinated

with roadkill, and we counted cows and horses andcoyotes and shaving-cream signs. We stared with akind of reverence at the horizon, as thunderheads anddancing rain moved with us. We held our little plasticcars against the glass and pretended that they, too,were racing toward some unknown destination. Weconsidered the past and dreamed of the future, andwatched it all go by in the blink of an eye.

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DLVR-SRC-3.0-JA63

Confidential Cover Sheet - Scoring Guidelines - AP Reading

i®2013 AP^ Reading Training Material Cover SheetScoring Guidelines

AP Subject: English Language and Composition Exam Form Code: 4JBPQuestion #: 2 Version: 1.0

Form Type (Check One)Confidential Undisclosed Exams Disclosed Exams

O Forms E and I: International Main

• Form G: Future Form

• Forms A, C, and K: US Alternate

O Forms J: International Alternate

• Forms D, L, and Z: Exception

[X] Forms 0: US Main Operational Exams

Sample student responses for the above undisclosed examsarc confidential. Readers trained to score these exams must

not remove these samples from the Reading room.

In September, the official published student samples for theabove disclosed exams will be posted on AP Central0"at

apcentral.collegcboard.org. Readers trained to score the USMain exam free-response questions may take the studentsamples on which they were trained from the Reading.

CollegeBoard

Q 2013 The College Board. College Hoard, Advanced Placement Program. AP, SAT and the acorn logo arc registered trademarks of the CollegeBoard. Macintosh is a registered trademark of Apple Computer. Inc. Microsoft and Windows arc registered trademarks of the Microsoft Corporation.All other products and services may he trademarks of their respective owners. Visit the College Board on the Web: www.colleiichoard.orti.

Rev 2; Effective 5/4/2012 ETS Confidential and Proprietary

AP0* ENGLISH LANGUAGE AND COMPOSITION

2013 SCORING GUIDELINES

Question 2

General Directions: This scoring guide will be useful lor most of the essays you read. If it seems inappropriate for a specific paper, askyour'fable Leader for assistance. Always show your Table Leader books that seem lo have no response or that contain responses that seemunrelated lo the question. Do not assign a score of 0 or — without this consultation.

Your score should reflect your judgment of the paper's quality as a whole. Remember that students had only 40 minutes to read andwrite; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment.Bvaluate the paper as a draft, making certain to reward students for what they do well.

All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter intoyour holistic evaluation of a paper's overall quality. In no case should you score a paper with many distracting errors in grammar andmechanics higher than a 2.

9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument,thorough in their development, or impressive in their control of language.

8 Effective

Essays earning a score of 8 effectively analyze* the rhetorical strategies Louv uses to develop his argument about the separation betweenpeople and nature. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passageexplicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is notnecessarily flawless.

7 Essays earning a score of7 meet the criteria for the score of 6 but provide more complete explanation, more thoroughdevelopment, or a more mature prose style.

6 AdequateEssays earning a score off) adequately analyze the rhetorical strategies Louv uses lo develop his argument about the separation betweenpeople and nature. They develop their analysis with evidence and explanations thai arc appropriate and sufficient, referring lo the passageexplicitly or implicitly. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 analyze the rhetorical strategies Louv uses to develop his argument about the separation between people andnature. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, butil usually conveys the Writer's ideas.

4 InadequateEssays earning a score of 4 inadequately analyze the rhetorical strategies Louvuses to develop his argument aboul the separation betweenpeople and nature. These essays may misunderstand the passage, misrepresent the strategies Louv uses or may analyze these strategiesinsufficiently.The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generallyconveys thewriter's ideas but may be inconsistent in controlling Ihe elements of effective writing.

3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategiesLouv uses to develop his argument aboul the separation between people and nature. They are less pcrccplive in theirunderstanding of the passage or Louv's strategies, or the explanations or examples may be particularly limited or simplistic. Theessays may show less maturity in control of writing.

2 Little Success

Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies Louv uses lo develop his argument about theseparation between peopleand nature. These essays maymisunderstand theprompt, misread the passage, fail lo analyze thestrategics Louvuses, or substitute a simpler task byresponding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Theproseoften demonstrates consistent weaknesses in writing, such as grammatical problems, a lackof development or organization, or a lackof control.

1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, orweak in their control of language.

U Indicatesan off-topic response, one Ihat merelyrepeals the prompt, an entirely crosscd-oul response, a drawing, or a response in alanguage other than English.

Indicates an entirely blank response.

* For the purposes of scoring, analysis refers lo explaining how the author's rhetorical choices develop meaning or achieve a particulareffect or purpose.

V1.0

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DLVR-SRC-3.0-JA62

Confidential Cover Sheet - Samples - AP Reading

i®2013 AP Reading Training Material Cover SheetSample Student Responses

English Language andAP Subject: Composition

Question #: 2

Exam Form Code: 4JBP

Version: 1.0

Form Type (Check One)Confidential Undisclosed Exams Disclosed Exams

Q Forms E and I: International Main

O Form G: Future Form

• Forms A, C, and K: US Alternate

• Forms J: International Alternate

• Forms D, L, and Z: Exception

E>3 Forms 0: US Main Operational Exams

Sample student responses for the above undisclosed examsarc confidential. Readers trained to score these exams must

not remove these samples from the Reading room.

In September, the official published student samples for theabove disclosed exams will be posted on AP Central® at

apcenlral.collcgeboard.org. Readers trained to score the USMain exam free-response questions may take the studentsamples on which they were trained from the Reading.

C CollegeBoard

€ 2013The College Board. College Board, Advanced Placement Program, AP. SAT and the acorn logo are registered trademarks of the CollegeBoard. Macintosh is a registered trademark of Apple Computer, Inc. Microsoft and Windows are registered trademarks of the Microsoft Corporation.All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.eolleizeboard.org.

Rev 2; Effective 5/4/12 ETS Confidential and Proprietary

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