The AP ICE Rubric

AP 9-Point Rubric for Writing about Literature

An 8-9 essay responds to the prompt clearly, directly, and fully. This paper approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis. The essay employs subtlety in its use of the text and the writer’s style is fluent and flexible. It is also free of mechanical and grammatical errors (or at least no very noticeable errors).  "A" work.

A 6-7 essay responds to the assignment clearly and directly but with less development than an 8-9 paper. It demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence. While its approach is analytical, the analysis is less precise than in the 8-9 essay, and its use of the text is competent but not subtle. The writing in this paper is forceful and clear with few if any grammatical and mechanical errors. "B" work.

A 5 essay addresses the assigned topic intelligently but does not answer it fully and specifically. It is characterized by a good but general grasp of the text using the text to frame an apt response to the prompt. It may employ textual evidence sparingly or offer evidence without attaching it to the thesis. The essay is clear and organized but may be somewhat mechanical. The paper may also be marred by grammatical and mechanical errors. "C" work.

A 3-4 essay fails in some important way to fulfill the demands of the prompt. It may not address part of the assignment, fail to provide minimal textual support for its thesis, or base its analysis on a misreading of some part of the text. This essay may present one or more incisive insights among others of less value. The writing may be similarly uneven in development with lapses in organization, clarity, grammar, and mechanics. "C-" to "D" work.

A 0-2 essay commonly combines two or more serious failures. It may not address the actual assignment; it may indicate a serious misreading of the text; it may not offer textual evidence or may use it in a way that suggests a failure to understand the text; it may be unclear, badly written, or unacceptably brief. The style of this paper is usually marked by egregious errors. Occasionally a paper in this range is smoothly written but devoid of content. "D-" or failed.  

9:   100
9-:   98
8+:  96
8:    94
8-:   92
7+:  90
7:    88
7-:   86
6+:  84
6:    82
6-:  80
5+:  78
5:     76
5-:   74
4+:  72
4:    70
4-:   68
3+:  66
3:     64
3-:    62
2+:   60
2:     58
2-:    56
1:      52


Remember, your work is analysis.

In Writing about Literature the authors tell us that

an analysis (literally a "breaking up" or separation of something into its constituent parts)--instead of trying to examine all parts of the work in relation to the whole--selects for examination just some elements or parts that relate to the whole. Clearly, an analysis is a better approach to longer works and to prose works than is an explication. A literary work may be usefully approached through almost any of its different elements--point of view, characterization, plot, setting, symbolism, structure, and the like--so long as you relate this element to the central meaning or the whole. 

Also in Writing about Literature the authors discusses comparison/contrast papers.

The comparison and contrast of two stories may be an illuminating exercise, because the similarities highlight the differences, or vice versa, and thus lead to a better understanding not only of both pieces but of literary processes in general. The works selected may be similar in plot but different in theme, similar in subject but different in tone, similar in theme but different in literary value, or, conversely, different in plot but similar in theme, different in subject but similar in tone, and so on. In writing such a paper, it is usually best to decide first whether the similarities or the differences are more significant, begin with a brief summary of the less significant, and then concentrate on the more significant. 

More words do not necessarily earn an essay a higher score, but fewer words will usually earn a lower score (as you cannot adequately develop your idea). 

Here are some guidelines. A word count less than or equal to

• 200 words will usually not score higher than a 3. 
• 400 words will usually not score higher than a 5. 
• 550 words will usually not score higher than a 7. 
• 750 words will usually not score higher than a 8.
• 800 words will usually not score higher than a 9.

• The most a student usually writes is 1,100 words on one essay. 
• You should shoot for 800 words...really landing in the 700's somewhere.  For most of you, that's three full pages.    
• I have seen one essay of 450 words that earned an 8, but that is extremely rare.