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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
(Suggested lime—40 minutes. This question counts as one-third of the total essay section score.)
Carefully read the following poem by Mary Oliver. Then write a well-organized essay in which you analyze howOliver conveys the relationship between the tree and family through the use of figurative language and other poetictechniques.
The Black Walnut Tree
My mother and I debate:we could sell
the black walnut tree
Una to the lumberman,5 and pay off the mortgage.
Likely some storm anywaywill churn down its dark boughs,smashing the house. We talkslowly, two women trying
io in a difficult time to be wise.
Roots in the cellar drains,
I say, and she replies(hat the leaves are getting heavierevery year, and the fruit
15 harder to gather away.But something brighter than moneymoves in our blood—an edgesharp and quick as a trowelthat wants us to dig and sow.
20 So we talk, but we don't do
anything. That night I dreamof my fathers out of Bohemiafilling the blue fieldsof fresh and generous Ohio
2.5 with leaves and vines and orchards.
What my mother and I both knowis that we'd crawl with shame
in the emptiness we'd madein our own and our fathers' backyard.
30 So the black walnut tree
swings through another yearof sun and leaping winds,of leaves and bounding fruit,and, month after month, the whip-
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2013 AP English Literature Scoring GuideQuestion #1: Oliver, "The Black Walnut Tree"
General Directions: This scoring guide will be useful for most of the essays that you read, but in problematic cases, pleaseconsult 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-writtenessay may be raised by one point above the otherwise appropriate score. In no case may a poorly written essay be scoredhigher than a three (3).
9-8 These essays offer a persuasive analysis of Oliver's use of figurative language and other poetic techniques
to convey her ideas about the relationship between the tree and family. The writers of these essays offer a range
of interpretations; they provide convincing readings of both the ideas and Oliver's use of figurative language and
other poetic techniques. They 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 essays offer a reasonable analysis of Oliver's use of figurative language and other poetic techniques
to convey her ideas about the relationship between the tree and family. They are less thorough or less precise in
their discussion of the ideas and Oliver's use of figurative language and other poetic techniques, and their analysis
of the relationship between the two is less thorough or convincing. These essays demonstrate the writer's ability
to express ideas clearly, making references to the text, although they do not exhibit the same level of effective
writing as the 9-8 papers. Essays scored a seven (7)present better developed analysis and more consistentcommand of the elements of effective composition than do essays scored a six (6).
5 These essays respond to the assigned task with a plausible reading of Oliver's use of figurative language
and other poetic techniques to convey her ideas about the relationship between the tree and family, but tend to be
superficial in their analysis of the ideas and of figurative language and other poetic techniques. They often rely on
paraphrase, which may contain some analysis, implicit or explicit. Their analysis of the relationship of the ideas or
of Oliver's use of figurative language and other poetic techniques may be vague, formulaic, or minimally supportedby references to the text. There may be minor misinterpretations of the poem. These writers demonstrate some
control of language, but 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 poem. The analysis may be partial,
unconvincing, or irrelevant, or may ignore Oliver's ideas about the relationship between the tree and family or her
use of figurative language and other poetic techniques. Evidence from the poem may be slight or misconstrued, orthe 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 misreading 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 supportfrom the poem. These essays may contain serious errors in grammar and mechanics. They 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 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.
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