Understanding of the subtleties of tone (lines 19–21). Strong support for assertions and interpretations (lines 22–29). Effective analysis of literary techniques (lines 11, 33–34, 36–38). This high-ranking essay is subtle, concise, and on target. There is nothing that takes away from the writer's focus. Each paragraph grows out of the previous one, and the reader always knows where the author is taking him or her. The syntax, diction, and organization are mature and confident. "Even though I hate doing it, my writing really improves when I spend the time revising what I've written." Mike T. AP student — Student Essay B This is a middle-range essay (7–6–5) for the following reasons: Clearly identifies the task, the poem, and poet. States the techniques that will be discussed in the essay. Lacks a transition to the body of the essay (lines 6–7). Provides an adequate discussion of the insights of the speaker (lines 23–25). Cites appropriate specifics to support the thesis of the essay (lines 14–16). Uses standard style, diction, and structure, but does not reflect a sophisticated or mature writer. Attempts a universal statement within a rather repetitive and summary-like conclusion (lines 32–34). While adhering to the prompt, this midrange essay is an adequate first draft. It shows promise but comes dangerously close to paraphrasing lines. The analysis is basic and obvious, depending on only one device, that of simile. The writer hints at the subtleties but misses the opportunity to respond to further complexities inherent in the poem. Both essays have concluding paragraphs which are repetitive and mostly unnecessary. It is best to avoid this type of Note: ending. How about sharing these samples with members of your class or study group and discussing possible responses?
Understanding of the subtleties of tone (lines 19–21). Strong support for assertions and interpretations (lines 22–29). Effective analysis of literary techniques (lines 11, 33–34, 36–38). This high-ranking essay is subtle, concise, and on target. There is nothing that takes away from the writer's focus. Each paragraph grows out of the previous one, and the reader always knows where the author is taking him or her. The syntax, diction, and organization are mature and confident. "Even though I hate doing it, my writing really improves when I spend the time revising what I've written." — Mike T. AP student Student Essay B This is a middle-range essay (7–6–5) for the following reasons: Clearly identifies the task, the poem, and poet. States the techniques that will be discussed in the essay. Lacks a transition to the body of the essay (lines 6–7). Provides an adequate discussion of the insights of the speaker (lines 23–25). Cites appropriate specifics to support the thesis of the essay (lines 14–16). Uses standard style, diction, and structure, but does not reflect a sophisticated or mature writer. Attempts a universal statement within a rather repetitive and summary-like conclusion (lines 32–34). While adhering to the prompt, this midrange essay is an adequate first draft. It shows promise but comes dangerously close to paraphrasing lines. The analysis is basic and obvious, depending on only one device, that of simile. The writer hints at the subtleties but misses the opportunity to respond to further complexities inherent in the poem. Note: Both essays have concluding paragraphs which are repetitive and mostly unnecessary. It is best to avoid this type of ending. How about sharing these samples with members of your class or study group and discussing possible responses?
Example-Student-Essays-on-Poetry.docx