2010 AP@ ENGLISH LITERATURE AND COMPOSITION FREEwRESPONSE QUESTIONS

Question 3

(Suggested time-40 minutes. This question counts as onewthird of the total essay section score.)

Palestinian American literary theorist and cultural critic Edward Said has written that "Exile is strangely compelling
to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place,
between the self and its true home: its essential sadness can never be surmounted." Yet Said has also said that exile
can become "a potent, even enriching" experience.

Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from "home," whether
that home is the character's birthplace, family, homeland, or other special place. Then write an essay in which you
analyze how the character's experience with exile is both alienating and enriching, and how this experience
illuminates the meaning of the work as a whole. You m a y choose a work from the list below or one of comparable
literary merit. Do not merely summarize the pIo.t.

The American Obasan

Angle of Repose The Odyssey
Another Coun.tly One Day in the Life of Ivan Denisovich.
As You Like It The Other
Brave New \¥orld Paradise Lost
Crime and Punishment The Poisonwood Bible
Doctor Zhivago A Portrait of the Artist as a Young Man
Hear! of Darkn.ess The Road
In.visible Man Robinson Crusoe
Jane Eyre Rosencrantz and Guildenstern Are Dead
Jasmine Sister Carrie
Jude the Obscu.re Sister of My Heart
King Lear Snow Falling on Cedars
The Little Faxes The Tempest
Madame BOllary Thing s Fall Apart
The Mavor of CaSlerbridge The Women of Brewster Place
My Al1t~nia Wuthering Heights

STOP

END OF EXAM

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 2010 AP English Literature Scoring Guide
Question #3: Exile

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 maya poorly written essay be scored higher than a three (3).

9-8 These essays offer a well-focused and persuasive analysis of how, in a novel, play, or epic, a character's
experience with exile is both alienating and enriching. Using apt and specific textual SUpp0l1, these essays explore the
character's complex responses to being cut offfrom a home place and analyze what the experience of exile contributes to
the meaning of the work as a whole. Although not without flaws, these essays make a strong case for their interpretation
and discuss the literary work with significant insight and understanding. Essays scored a nine (9) reveal more
sophisticated analysis and more effective control of language than do essays scored an eight (8).

7-6 These essays offer a reasonable analysis of how, in a novel, play, or epic, a character's experience with exile is
both alienating and enriching. These essays explore the character's complex responses and identify what the experience
of exile contributes to the meaning of the work as a whole. While these papers have insight and understanding, their
analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9-8 essays. Essays
scored a seven (7) present better developed analysis and more consistent command 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, but they tend to be superficial or thinly
developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although the
writers attempt to discuss how a character's experience with exile is both alienating and enriching and what the
experience contributes to the meaning of the work as a whole, they may demonstrate a rather simplistic understanding of
the character or the work, and suppoli from the text may be too general. 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 how, in a novel, play, or epic, a character's
experience with exile is both alienating and enriching. The analysis may be paltial, unsupported, or irrelevant, and the
essays may reflect an incomplete or oversimplified understanding of the character's experience with exile. They may not
develop a response to how that experience contributes to the work as a whole, or they may rely on plot summary alone.
These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual SUppOtt, or an
accumulation of errors~ they may lack control over the elements of college-level composition. Essays scored a three (3)
may contain significant misreading and demonstrate inept writing.

2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers
in the 4-3 range. Often, they are unacceptably brief or are incoherent in presenting their ideas. They may be poorly
written on several counts and contain distracting errors in grammar and mechanics. The writers' remarks are presented
with little clarity, organization, or suppOiting evidence. Particularly inept, vacuous, and/or incoherent essays are scored a
one (1).

o These essays give a response with no more than a reference to the task.

These essays are either left blank or are completely off-topic.

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