2021
AP English Literature
and Composition
Sample Student Responses
and Scoring Commentary
®
Inside:
Free Response Question 2
•• Scoring Guideline
•• Student Samples
•• Scoring Commentary
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AP® English Literature and Composition 2021 Scoring Guidelines
© 2021 College Board
Question 2: Prose Fiction Analysis 6 points
The following excerpt is from Tim Winton’s novel Breath, published in 2008. In this passage, the main character, Bruce Pike, recalls an incident at a
nearby river. Read the passage carefully. Then, in a well-written essay, analyze how Winton uses literary elements and techniques to represent the
complex response of the narrator to the incident at the riverbank.
In your response you should do the following:
•
Respond to the prompt with a thesis that presents a defensible interpretation.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Use appropriate grammar and punctuation in communicating your argument.
AP® English Literature and Composition 2021 Scoring Guidelines
© 2021 College Board
Reporting
Category
Scoring Criteria
Row A
Thesis
(0-1 points)
0 points
For any of the following:
•
There is no defensible thesis.
• The intended thesis only restates the prompt.
• The intended thesis provides a summary of the issue with no apparent or
coherent claim.
• There is a thesis, but it does not respond to the prompt.
1 point
Responds to the prompt with a thesis that presents a defensible interpretation of
the passage.
Decision Rules and Scoring Notes
Responses that do not earn this point:
•
Only restate the prompt.
• Make a generalized comment about the passage that doesn’t respond to
the prompt.
• Describe the passage or features of the passage rather than making a
claim that requires a defense.
Examples that do not earn this point:
Restate the prompt
• “In this excerpt from Breath, Winton employs various literary techniques
and elements to portray the narrator’s response to the incident at the
riverbank.”
Do not respond to the prompt but make a generalized comment
• “Many year-round residents of a place feel disdainful towards the tourists
that visit their hometown only during a particular season.”
Describe the passage or features of the passage
• “The narrator describes his memory of the prank at the river with his
schoolmate Ivan Loon.”
Responses that earn this point:
•
Provide a defensible interpretation of the narrator’s complex response to the
incident at the riverbank.
Examples that earn this point:
Provide a defensible interpretation
• “In this excerpt, the narrator sees the fun in Loon’s pulling the prank on the
summer visitors and also feels conflicted about the lady’s response.”
• “The author’s use of the first-person point of view combined with the
backward-looking perspective of a story that is being told some time later
allows the narrator to reflect on the ‘sympathy and contempt’ he felt for the
woman and girls during this incident.”
• "Winston uses first-person narration, vivid descriptions, and humor to convey
the narrator’s greater sense of connection to his friend Loon and his
embarrassment on behalf of the woman who feels powerless in the situation.”
Additional Notes:
•
The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the passage must include at least minimal evidence that could be used to support that thesis; however, the student need not cite
that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
AP® English Literature and Composition 2021 Scoring Guidelines
© 2021 College Board
Reporting
Category
Scoring Criteria
Row B
Evidence
AND
Commentary
(0-4 points)
0 points
Simply restates thesis (if
present), repeats
provided information, or
offers information
irrelevant to the prompt.
1 point
EVIDENCE:
Provides evidence that is
mostly general.
AND
COMMENTARY:
Summarizes the evidence
but does not explain how
the evidence supports the
student’s argument.
2 points
EVIDENCE:
Provides some specific, relevant
evidence.
AND
COMMENTARY:
Explains how some of the
evidence relates to the student’s
argument, but no line of
reasoning is established, or the
line of reasoning is faulty.
3 points
EVIDENCE:
Prov
ides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
AND
Explains how at least one
literary element or technique
in the passage contributes to
its meaning.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how the
evidence supports a line of
reasoning.
AND
Explains how multiple literary
elements or techniques in the
passage contribute to its
meaning.
Decision Rules and Scoring Notes
Typical responses that
earn 0 points:
•
Are incoherent or do
not address the
prompt.
• May be just opinion
with no textual
references or
references that are
irrelevant.
Typical responses that earn
1 point:
• Tend to focus on
overarch
ing narrative
developments or
description of a passage
rather than specific
details or techniques.
•
Mention literary
elements, devices, or
techniques with little or
no explanation.
Typical responses that earn
2 points:
•
Consist of a mix o
f specific
evide
nce and broad
generalities.
• May contain some simplistic,
inaccurate, or repetitive
explanations that don’t
strengthen the argument.
• May make one point well but
either do not make multiple
supporting claims or do not
adequately support more
than one claim.
• Do not explain the
connections or progression
between the student’s
claims, so a line of reasoning
is not clearly established.
Typical responses that earn
3 points:
• Uniformly offer evidence
to support claims.
• Focus on the importance
of specific words and
details from the passage
to build an interpretation.
• Organize an argument as
a line of reasoning
composed of multiple
supporting claims.
• Commentary may fail to
integrate some evidence
or fail to support a key
claim.
Typical response
s that earn
4 points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
interpretation.
• Organize and support an
argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s use
of multiple literary
techniques contributes to the
student’s interpretation of
the passage.
Additional Notes:
• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response may observe multiple instances of the same literary element or technique if each instance further contributes
to the meaning of the passage.
AP® English Literature and Composition 2021 Scoring Guidelines
© 2021 College Board
Reporting
Category
Scoring Criteria
Row C
Sophistication
(0-1 points)
0 points
Does not meet the criteria for one point.
1 point
Demonstrates sophistication of thought and/or develops a complex literary
argument.
Decision Rules and Scoring Notes
• Attempt to contextualize their interpretation, but such attempts consist
predominantly of sweeping generalizations (“Human experiences
always include…” OR “In a world where…” OR “Since the beginning of
time…”).
• Only hint at or suggest other possible interpretations (“While another
reader may see…” OR “Though the passage could be said to…”).
• Make a single statement about how an interpretation of the passage
comments on something thematic without consistently maintaining tha
t
thematic interpretation.
• Oversimplify complexities in the passage.
• Use complicated or complex sentences or language that is ineffective
because it does not enhance the student’s argument.
Responses that do not earn this point:
Responses that earn this point may demonstrate sophistication of thought or
develop a complex literary argument by doing any of the following:
1. Identifying and exploring complexities or tensions within the passage.
2. Illuminating the student’s interpretation by situating it within a broader context.
3. Accounting for alternative interpretations of the passage.
4. Employing a style that is consistently vivid and persuasive.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase or reference.
Sample 2A 1 of 3
Sample 2A 2 of 3
Sample 2A 3 of 3
Sample 2B 1 of 2
Sample 2B 2 of 2
Sample 2C 1 of 1
AP
®
English Literature and Composition 2021 Scoring Commentary
© 2021 College Board.
Visit College Board on the web: collegeboard.org.
Question 2
Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.
Overview
Responses to this question were, once again, expected to demonstrate how a student could carefully read a prose
passage and then use an understanding of the literary elements and techniques associated with prose fiction to
explain how the author represents the complex response of the narrator to the prank.
In this question, then, students had to think about the author’s construction of the passage and how it might be
d
esigned to produce a particular effect or convey a particular representation of the narrator’s response. This
requires students to think both about the narrative of the text and about its construction and manipulation. It
might also require them to think about how an author can affect a reader’s perceptions—not just a narrator’s
response.
Sample: 2A
Score: 1-4-1
A. Thesis (0−1 points): 1
The response earned the point in Row A with its defensible interpretation of the complex response of the
narrator to the incident at the riverbank. The thesis, “In Breath, the author uses a careful selection of detail and
diction to convey the constant transfer of authority throughout the story, which initially fills the narrator with
excitement but leads to his eager anticipation deflating,” is located in the introductory paragraph.
B. Evidence and Commentary (0−4 points): 4
The line of reasoning—the “intoxicating feeling of authority”—is introduced in the first paragraph of the essay
and is thoroughly developed and supported by specific evidence and perceptive commentary. The essay
focuses on the three main characters from the passage: the narrator, Ivan Loon, and the woman who is the
victim of Loonie’s trick. The student incorporates specific examples of literary techniques, such as “specific
details” and diction, but does so through the lens of each character’s level of authority. For example, in
paragraph 2, the response points out the significance of the details of the characters’ “origins.” The response
points out Winton’s distinction of the characters: Loon and the narrator are described as “‘townie kids’” and
the woman and her children “‘were from out of town.’” In the commentary that follows, the student argues
“this puts the authority in the hands of the townies.” After further examination of the description of the woman,
the student suggests, “Because of her lack of expertise, the woman implores the narrator to search for a
drowning boy. This is the first significant transfer of authority.” The student notes that Ivan Loon’s moment of
authority is punctuated by his “‘feral shriek,’” which “wrestles authority away from the narrator.” Later in the
same paragraph, the essay notes the change in the narrator’s attitude toward the woman: “While the
descriptions of the woman had been that of a strange, alien figure, they become more sympathetic as Loon
flexes his authority over her in the water” and argues “the narrator feels embarrassment for her, as if an adult
without the same authority as a child is pathetic.” The essay is organized in such a way as to fully support the
line of reasoning with specific evidence that is insightfully explained. This essay earned 4 points in Row B.
C. Sophistication (0−
1 points): 1
The
essay earned the sophistication point through its in-depth discussion of the tensions and nuances of the
shifting authority in the passage. Additionally, the essay is written in a vivid and persuasive style. Sentences
such as “Yet, the narrator’s own desire for authority resurfaces when he retrieves her shoes from down stream,
then goes so far as to explain Loon’s trick, explaining with mild condescension that he was holding on to the
roots underwater” elevate the persuasive nature of the essay.
AP
®
English Literature and Composition 2021 Scoring Commentary
© 2021 College Board.
Visit College Board on the web: collegeboard.org.
Sample: 2B
Question 2 (continued)
Score: 1-3-0
A. Thesis (0−1 points): 1
T
he response earned the point in Row A with its defensible thesis presented in the introduction to the essay:
“The author Tim Winton uses specific details and word choices to show the main characters heroic intent to
save the person drowning, as well as to show his sympathetic attitude toward those involved, showing the
complexity of his response.”
B. Evidence and Commentary (0−4 points): 3
T
his essay focuses on the change in the narrator’s state of mind during the incident with Ivan Loon and the
woman who believes he is drowning. The response is organized around two main ideas—the narrator’s sense
of “responsibility to save Ivan” and Winton’s use of “descriptive words and phrases to show the change in his
mood to be sympathetic toward those involved.” This line of reasoning is developed through the narrator’s
own thoughts: “‘I was it’” and “‘I felt sympathy and content all at once.’” The student argues that the narrator
“turns from wanting to be a hero, to being sympathetic and upset himself at the situation” and suggests the
narrator’s thoughts demonstrate “the complex implications of the actions.” The response, however, does not
fully sustain and consistently support some of the evidence, such as when the student incorrectly asserts that
Bruce knows who the drowning boy is, and “he rushes into action to help save him.” An awkward connection
between the narrator’s desire to help (“‘I went into action on their behalf’”) and the narrator’s earlier comment
that he and Ivan had not “‘the remotest thing in common’” detracts from the line of reasoning. Still, because
the essay establishes a line of reasoning, supports it with evidence, and explains how some of the evidence
connects to it, the response earned 3 points in Row B.
C. Sophistication (0−1 points): 0
Th
e essay oversimplifies the complexities of the passage (“A simple prank resulted in an outcome not
expected”) and, therefore, did not earn the point in Row C.
Sample: 2C
Score: 1-1-0
A. Thesis (0−1 points): 1
T
he essay earned the point in Row A through its introductory sentence: “The literary techniques in ‘Breath’
help convey the complexity of the narrators response at the riverbank which is serious at first, but becomes
mischievious when the situation is no longer serious.” This thesis offers a defensible interpretation of the
passage.
B. Evidence and Commentary (0−4 points): 1
T
he es
say does not follow through on the argument made in the thesis. While some literary devices are
mentioned in the essay, such as “In the Third paragraph, the diction conveys a very rushed tone,” no specific
examples are presented, and the commentary “showing how the narrator was rushed to respond and not think
the situation may be faked” is superficial. The essay describes the woman chasing Loon and suggests
“[s]eeing this causes the narrator to feel guilty”; however, the evidence and commentary are too generalized to
support a line of reasoning. While the student states, “This shift in perspective on the pranks pulled on the
riverbank is what makes this situation so complex,” the complexity is not explored or explained. This response
earned a score of 1 in Row B.
AP
®
English Literature and Composition 2021 Scoring Commentary
Question 2 (continued)
C. Sophistication (0−1 points): 0
T
he essay does not demonstrate sophistication of thought or develop a complex literary argument. It did not
earn the point in Row C.
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