2010 Ap® ENGLISH LITERATURE AND COMPOSITION FREE-RESPONSE QUESTIONS

ENGLISH LITERATURE AND COMPOSITION

SECTION n
Total time-2 hours

Question 1

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

Read carefully the following poem by Marilyn Nelson Waniek. Then write an essay analyzing how Waniek employs
literary techniques to develop the complex meanings that the speaker attributes to The Century Quilt. You may wish
to consider such elements as structure, imagery and tone. l

The Century Quilt

for Sarah Mary Taylor, Quilter

My sister and I were in love 25 a m ong her yellow sisters,

with Meema's Indian blanket. their grandfather's white family
We fell asleep under army green nodding at them when they met.
Lille issued to Daddy by Supply. When their father came home from his store
5 When Meema came to live with us they cranked up the pianola
she brought her medicines, her cane, 30 and all of the beautiful sisters
and the blanket I found on my sister's bed giggled and danced.
the last time I visited her. She must have dreamed about Mama
I remembered how 1'd planned to inherit when the dancing was over:
JO that blanket, how we used to wrap ourselves a lanky girl trailing after her father
at play in its folds and be chieftains 35 through his Oklahoma field.
and princesses. Perhaps under this quilt
r d dream of myself,
Now I've found a quilt l of my childhood of miracles,
r d like to die under; of my father's burnt umber2 pride,
J5 Six Van Dyke brown squares, 40 my mother's ochre3 gentleness.
two white ones, and one square Within the dream of myself
the yellowbrown of Mama's cheeks. perhaps r d meet my son
Each square holds a sweet gum leaf or my other child, as yet unconceived.
whose fingers I imagine I'd call it The Century Quilt,
20 would caress me into the silence. 45 after its pattern of leaves.

I think I'd have good dreams Reprinted by pemlission of Louisiana Slale University Press
from Mama's Promi.res by Marilyn Nelson Waniek.
for a hundred years under this quilt, Copyright © 1985 by Marilyn Nelson Wanick.
as Meema must have, under her blanket,
dreamed she was a girl again in Kentucky

1 A quill is a type of bedcovering often made by stitching together varied pieces of fabric.
2 Burnt umber is a shade of brown.
3 Ochre refers to a shade of yellow.

© 2010 The College Board.

Visit the College Board on the Web: WW\...,.coilegeboard.com.

G O O N T O T H E N E X T P AG E .
~2-
 2010 AP English Literature Scoring Guide
Question #1: Wanie]{, "The Century Quilt"

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 othen.vise appropriate score. In no case maya poorly written essay be scored higher than a three (3).

9-8 These essays offer a persuasive analysis of Waniek's use of literary techniques to develop the complex meanings
that the speaker attributes to the century quilt. The writers of these essays offer a range of interpretations; they provide
convincing readings of both the complex meanings ascribed to the quilt and Waniek's use of literary elements. 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 competent essays offer a reasonable analysis ofWaniek's use of literary techniques to develop the complex
meanings the speaker attributes to the quilt. They are less thorough or less precise in their discussion of the meanings of
the quilt and Waniek's use of literary elements, and their analysis of the relationship between the two is less 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. While essays scored 7-6 are generally well written, those
scored a seven (7) demonstrate more sophistication in both substance and style.

5 These essays may respond to the assigned task with a plausible reading of Waniek's use of literary techniques to
develop the meanings attributed to the quilt, but they may be superficial in their analysis of those meanings. They often
rely on paraphrase, but paraphrase that contains some analysis, implicit or explicit. Their analysis of the quilt's meanings
or ofWaniek's techniques may be vague, formulaic, or minimally sUPPOIted by references to the text. There may be
minor misinterpretations of the poem. These writers demonstrate some control oflanguage, but the writing 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 pal1ial,
unconvincing, or irrelevant, or may ignore the complexity of meanings attributed to the quilt by the speaker or Walliek's
use of techniques. Evidence from the poem may be slight or misconstrued, or the 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 andlor 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 supp0l1 from 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.

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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