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AP® Summer Institute

Exam Materials

2013 AP English Literature and 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.

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Question 2

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

The following passage is from D. H. Lawrence's 1915 novel, The Rainbow, which focuses on the lives of theBrangwens, a farming family who lived in rural England during the late nineteenth century. Read the passagecarefully. Then write an essay in which you analyze how Lawrence employs literary devices to characterize thewoman and capture her situation.

It was enough for the men, that the earth heaved 35and opened its furrow to them, that the wind blew todry the wet wheat, and set the young ears of corn

Una wheeling freshly round about; it was enough that they5 helped the cow in labour, or ferreted the rats from

under the barn, or broke the back of a rabbit with a 40sharp knock of the hand. So much warmth andgenerating and pain and death did they know in theirblood, earth and sky and beast and green plants, so

w much exchange and interchange they had with these,that they lived full and surcharged, their senses full 45fed, their faces always turned to the heat of the blood,staring into the sun, dazed with looking towards thesource of generation, unable to turn around.

is But the woman wanted another form of life than

this, something that was not blood-intimacy. Her 50house faced out from the farm-buildings and fields,looked out to the road and the village with church andHall and the world beyond. She stood to see the far-

20 off world of cities and governments and the activescope of man, the magic land to her, where secrets 55were made known and desires fulfilled. She faced

outwards to where men moved dominant and creative,having turned their back on the pulsing heat of

25 creation, and with this behind them, were set out todiscover what was beyond, to enlarge their own scope 60and range and freedom; whereas the Brangwen menfaced inwards to the teeming life of creation, whichpoured unresolved into their veins.

30 Looking out, as she must, from the front of herhouse towards the activity of man in the world at 65large, whilst her husband looked out to the back at skyand harvest and beast and land, she strained her eyesto see what man had done in fighting outwards to

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knowledge, she strained to hear how he utteredhimself in his conquest, her deepest desire hung onthe battle that she heard, far off, being waged on theedge of the unknown. She also wanted to know, andto be of the fighting host.

At home, even so near as Cossethay, was the vicar,who spoke the other, magic language, and had theother, finer bearing, both of which she could perceive,but could never attain to. The vicar moved in worlds

beyond where her own menfolk existed. Did she notknow her own menfolk; fresh, slow, full-built men,

masterful enough, but easy, native to the earth,lacking outwardness and range of motion. Whereasthe vicar, dark and dry and small beside her husband,had yet a quickness and a range of being that madeBrangwen, in his large geniality, seem dull and local.She knew her husband. But in the vicar's nature was

that which passed beyond her knowledge. AsBrangwen had power over the cattle so the vicar hadpower over her husband. What was it in the vicar, thatraised him above the common men as man is raised

above the beast? She craved to know. She craved to

achieve this higher being, if not in herself, then in herchildren. That which makes a man strong even if hebe little and frail in body, just as any man is little andfrail beside a bull, and yet stronger than the bull, whatwas it? It was not money nor power nor position.What power had the vicar over Tom Brangwen —none. Yet strip them and set them on a desert island,and the vicar was the master. His soul was master of

the other man's. And why—why? She decided it wasa question of knowledge.

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DLVR-SRC-3.0-JA63Confidential Cover Sheet - Scoring Guidelines - AP Reading

i®2013 AP Reading Training Material Cover SheetScoring Guidelines

AP Subject: English Literature

Question #: 2

Exam Form Code: _0Version: 1.0

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>< Forms 0: US Main Operational Exams

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not remove these samples from the Reading room.

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

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2013 AP English Literature Scoring GuideQuestion #2: Lawrence, The Rainbow

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, style, and 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 how Lawrence employs literary devices to characterize the

woman and capture her situation. The writers make a strong case for their interpretation. They may consider avariety of literary devices, and they engage the text through apt and specific references. Although these essays

may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized.Essays scored a nine (9) reveal more sophisticated analysis and more effective control of language than do essaysscored an eight (8).

7-6 These essays offer a reasonable analysis of how Lawrence employs literary devices to characterize thewoman and capture her situation. The writers provide a sustained, competent reading of the passage, withattention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or

less convincing than 9-8 essays, the writers present their ideas with clarity and control and refer to the text for

support. Essays scored a seven (7) present better developed analysis and more consistent command of theelements of effective composition than do essays scored a six (6).

5 These essays respond to the assigned task with a plausible reading of the passage, but tend to be

superficial or thin in their discussion of how Lawrence employs literary devices to characterize the woman and

capture her situation. While containing some analysis of the passage, implicit or explicit, the discussion of how

literary devices contribute to characterizing the woman and capturing her situation may be slight, and support

from the passage may tend toward summary or paraphrase. While these writers demonstrate adequate control of

language, their essays may be marred by surface errors. These essays are not as well conceived, organized, or

developed as 7-6 essays.

4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial,unconvincing, or irrelevant; the writers may ignore how Lawrence employs literary devices or how the woman and

her situation are characterized and captured. These essays may be characterized by an unfocused or repetitive

presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a three (3) may

contain significant misreading and/or demonstrate inept writing.

2-1 These essays compound the weaknesses of the papers in the 4-3 range. They may persistently misread the

passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Althoughsome attempt has been made to respond to the prompt, the writer's ideas are presented with little clarity,

organization, or support from the passage. Essays scored a one (1) contain little coherent discussion of thepassage.

0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing

or a brief reference to the task.

These essays are entirely blank.

Version 1.0

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