2022
AP
®
English Literature
and Composition
Sample Student Responses
and Scoring Commentary
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Inside:
Free-Response Question 3
• Scoring Guidelines
• Student Samples
•• Scoring Commentary
AP® English Literature and Composition 2022 Scoring Guidelines
Question 3: Literary Argument 6 points
Many works of literature feature characters who accept or reject a hierarchical structure. This hierarchy may be social, economic, political, or familial,
or it may apply to some other kind of structure.
Either from your own reading or from the list below, choose a work of fiction in which a character responds to a hierarchy in some significant way.
Then, in a well-written essay, analyze how that character’s response to the hierarchy contributes to an interpretation of the work as a whole. Do not
merely summarize the plot.
In your response, you should do the following:
• Respond to the prompt with a thesis that presents a defensible interpretation.
• Provide 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.
© 2022 College Board
AP® English Literature and Composition 2022 Scoring Guidelines
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
selected work.
Decision Rules and Scoring Notes
Responses that do not earn this point:
• Only restate the prompt.
• Make a generalized comment about the selected work that doesn’t
respond to the prompt.
Responses that earn this point:
• Provide a defensible interpretation of how a character responds to a hierarchy in
the selected work.
OR
• Make a claim about how a character’s response to a hierarchy contributes to an
interpretation of the work as a whole.
Examples that do not earn this point:
Restate the prompt
• “Hierarchical structures are a major part of society. In literature,
characters can be seen either accepting or rejecting economic, political,
and familial hierarchies among others.”
Do not respond to the prompt but make a generalized comment about the
selected work
• “In The Chrysalids by John Wyndham, David and the other telepaths hide
their mutation from the rest of Waknuk, which is not an easy thing to
do.”
• “People establish hierarchies because they believe they help keep order.
Going against a hierarchy is very difficult. Many works of literature have
characters that suffer the consequences of doing this.”
Examples that earn this point:
Provide a defensible interpretation
• “Offred’s development as a character in The Handmaid’s Tale is shaped by her
quiet rebellion against a government hierarchy that enforces her assigned role as
a Handmaid.”
• “In S.E. Hinton’s The Outsiders, Ponyboy and Cherry’s violation of the strict
hierarchy of Greasers versus Socs causes several characters to question their
loyalty to these groups and brings tragedy to those who try to uphold these
rules.”
• “Hurston shows how the expectations put on Janie Crawford by her grandmother
and her first two husbands are meant to uphold gender-based hierarchies in
society and the family. After Janie revolts against these hierarchies and runs away
with Tea Cake, she is able to become independent.”
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 selected work 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.
• A thesis that offers a defensible claim about a character’s response to any type of hierarchical structure in the selected work may earn the point; any reasonable
student interpretation of the terms “hierarchical structure” or “hierarchy” is acceptable.
• 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.
© 2022 College Board
AP® English Literature and Composition 2022 Scoring Guidelines
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
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:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
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.
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
overarching narrative
developments or
description of a
selected work rather
than specific details.
Typical responses that earn
2 points:
• Consist of a mix of specific
evidence 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 details from the
selected work 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 responses that earn
4 points:
• Uniformly offer evidence
to support claims.
• Focus on the importance
of specific details from
the selected work 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.
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 must address the interpretation of the selected work as a whole.
© 2022 College Board
AP® English Literature and Composition 2022 Scoring Guidelines
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
Responses that do not earn this point:
• 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 text could be said to …”).
• Oversimplify complexities of the topic and/or the selected work.
• Use complicated or complex sentences or language that is ineffective
because it does not enhance the student’s argument.
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 selected work.
2. Illuminating the student’s interpretation by situating it within a broader
context.
3. Accounting for alternative interpretations of the text.
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.
© 2022 College Board
Sample 3A
1 of 4
Sample 3A
2 of 4
Sample 3A
3 of 4
Sample 3A
4 of 4
Sample 3B
1 of 2
Sample 3B
2 of 2
Sample 3C
1 of 1
AP
®
English Literature and Composition 2022 Scoring Commentary
© 2022 College Board.
Visit College Board on the web: collegeboard.org.
Question 3
Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.
Overview
For Question 3, the literary argument question, students were asked to respond to the following
prompt:
Many works of literature feature characters who accept or reject a hierarchical structure. This
hierarchy may be social, economic, political, or familial, or it may apply to some other kind of
structure.
E
ither from your own reading or from the list below, choose a work of fiction in which a
character responds to a hierarchy in some significant way. Then, in a well-written essay,
analyze how that character’s response to the hierarchy contributes to the work as a whole. Do
not merely summarize the plot.
In
a timed-writing situation and without access to the text, students were expected to complete three
tasks. They were expected to:
•
s
elect a work of fiction in which a character responds to a hierarchy in a significant way,
•
a
nalyze the character’s response to the hierarchy and how that response contributes to
the meaning of the work as a whole, and
•
w
rite a well-written response based on that analysis.
S
electing a work of fiction—a novel, play, or epic poem—that addresses the focus of the prompt, in
this case a text with a significant hierarchy, is the first essential step for students. Students benefit
from more complex texts: ones that contain multiple viewpoints, a variety of characters or narrative
arcs, and language that lends itself to interpretation. Texts with less complexity make analysis more
difficult. It should be noted that there is no formal list of acceptable texts; rather, students demonstrate
the appropriateness of the text through their analysis and writing. The texts in the list offered with the
prompt are meant as suggestions, representing diverse possibilities.
Analyzing the work of fiction here required two steps. First, students were asked to analyze the
character’s response to the hierarchy. To do so, students needed both to identify the character and to
define the hierarchy itself. The prompt offered students suggestions on a variety of hierarchies—
such as “social, economic, political, or familial”—but it also invited students to define the concept in
different or unique ways, depending on the text they chose. Second, students were asked to apply
that focused analysis to the work as a whole, exploring how the character’s response to the hierarchy
affects other people or events in the larger work. In doing so, students could demonstrate both close
reading and their ability to negotiate longer texts. As always, students were cautioned not to
summarize the text, a reminder that the evidence they draw from the text should be used in service of
analysis.
W
riting a well-written literary argument requires students to negotiate a range of information,
including the focus of the prompt and evidence from a substantial text. Here, students were asked to
articulate an overall thesis about how a character responds to a hierarchy as well as how that
response contributes to the meaning of the work as a whole. They also needed to develop the
AP
®
English Literature and Composition 2022 Scoring Commentary
© 2022 College Board.
Visit College Board on the web: collegeboard.org.
Question 3 (continued)
argument through evidence and commentary, ideally constructing a line of reasoning that shows the
co
mplexity of their understanding. Students were not expected to use direct quotations in their
response. Stronger responses used more specific, precise evidence, and used the evidence as
support for defensible claims rather than merely as plot summary.
Sample: 3A—The Awakening
Score: 1-4-1
Row A: Thesis (0–1 points): 1
In the introductory paragraph, the response presents its thesis in two sentences: “Edna actively
r
ejects the familial hierarchy that confine her to the role of the subservient wife and doting mother as
well as social hierarchy that prevent her from attaining freedom. Together, the chains of these
hierarchies on Edna’s life ultimately lead to her suicide, developing the tragic theme of struggle
between desire and expectation.” This insightful and complex thesis provides a defensible
interpretation of Edna’s response to the hierarchies and makes a claim about how that response
contributes to the interpretation of the work as a whole. It earned 1 point in Row A.
Row B
: Evidence and Commentary (0–4 points): 4
The essay provides specific examples from Chopin’s novel and uses that evidence to consistently
s
upport a line of reasoning that focuses on Edna’s struggles against the hierarchies of her time. The
essay is skillfully organized to develop several supporting claims. In paragraph 2, the response
considers the role of Edna’s friend, Adele, who “is described as a perfect mother and woman,
symbolizing the woman that Edna is expected to become.” The response suggests that Adele serves
as a foil to Edna, who “is uncomfortable with the life she leads.” The response points out that Edna’s
rejection of the familial hierarchy is seen in her assertion that she would “‘give up the unessential ...
but she wouldn’t give herself’ for her children” and goes on to argue that “the use of a foil is very
prominent in The Awakening as it contributes to the development of Edna wanting to separate away
from family hierarchy.” Paragraph 3 moves from Edna’s role as a mother to her role as a wife who is
“torn between her relationship to Leonce, her husband, and her growing feelings for Robert.” The
response characterizes this conflict as “man vs. self” and uses the evidence of Edna’s attempt “to
smash her wedding ring” as proof of her desire to break free. The student sees Edna’s wedding ring
“as metonomy since it represents the marriage as whole, deepening the conflict.” The response
points out that “[i]n the setting of late 1800s Louisiana, all women were expected to be inferior in
their partnership and Edna would not be able to make an exception.” Finally, the response considers
Chopin’s use of “house and bird imagery/metaphors.” In particular, it argues that Edna’s move to the
“‘pigeon house’” ironically makes her feel “much freer and happy.” Later, the essay points to the
example of “a broken winged bird” Edna sees in her final moments and in the commentary
maintains, “The image of this bird induces despair as it is free and uncaged yet unable to fly,
symbolizing Edna herself.” The response’s use of specific evidence works in tandem with the
insightful commentary to build a complex interpretation of the novel and a clear line of reasoning.
This essay earned 4 points in Row B.
Row C:
Sophistication (0–1 points): 1
This response consistently employs a vivid and persuasive style and explores how Chopin develops
co
mplexities and tensions within the work. The sentence “However, the burden of social expectation
and judgment troubles Edna and forces her to realize she can never fully live as she pleases
AP
®
English Literature and Composition 2022 Scoring Commentary
© 2022 College Board.
Visit College Board on the web: collegeboard.org.
Question 3 (continued)
especially since she is tied to her place in the social hierarchy” is an example of this insightful
e
xploration. This essay earned the sophistication point in Row C.
Sample: 3B—A Raisin in the Sun
Score: 1-3-0
Row A: Thesis (0–1 points): 1
This essay responds to the prompt with a thesis located in the introductory paragraph: “In the play
‘A Raisin in the Sun’, Lourainne Hansbury shows how Mama uses her familial hierarchy to do what
is best for her family though the characters’ actions, societies expectations, and gender roles.” The
thesis earned 1 point in Row A because it provides a defensible interpretation.
Row B: Evidence and Commentary (0–4 points): 3
The essay offers specific examples from the play in order to develop a line of reasoning that focuses
on Mama Younger’s struggles to do what is best for her family after her husband’s death. In
paragraph 2, the response points out the conflict between Beneatha and Walter Lee (their
“competative and strong willed nature”) and the complication of Ruth’s pregnancy. The essay argues
that Mama “knows that the family needs to rekindle their love and appreciation for one another. This
is when Mama uses her power to buy a new house for her family.” In paragraph 3, Mama’s role as
“‘head of the household’” is explored, and the essay points out that she is “responsible for both the
role she plays as mother and now, the paternal role as well.” Additionally, the essay argues, “Society
had an idea for what the ‘ideal’ family would look like and Mama was responsible for making up
what was lost after Mr. Younger’s death,” and in an attempt to “maintain a reasonable status as a
family, Mama was led to making decisions in everyone’s best interest.” Paragraph 4 focuses on the
dispute between Mama and Walter Lee, which the response characterizes as “the challenge of
overcoming gender roles” and acknowledges, “Mama knew that she did not fit into the conventional
head of the house role” because “women were not meant to run a family and they were not seen as
equals with the men of society.” While these details from the play are used to build an interpretation,
some of the commentary fails to integrate some evidence. For example, the comment “Luckily,
Walter Lee was able to fill the father’s role as the man of the house” is offered without clear
explanation of how this was done or why it is significant. The generalized commentary (“She knew
what she had to do to keep everyone happy and she was willing to sacrifice for her family”) does not
strengthen the argument or the interpretation. This essay earned 3 points in Row B.
Ro
w C: Sophistication (0–1 points): 0
The essay oversimplifies some of the complexities in the play (“She is responsible for looking out for
the family’s best interests and has the pressure on herself to make everyone happy.”) Additionally,
the writing does not enhance the argument; therefore, this essay did not earn the sophistication point
in Row C.
AP
®
English Literature and Composition 2022 Scoring Commentary
© 2022 College Board.
Visit College Board on the web: collegeboard.org.
Question 3 (continued)
Sample: 3C—Fences
Score: 1-1-0
Row A: Thesis (0–1 points): 1
The response argues in the first sentence, “In the novel Fences by August Wilsion, the main
character responds to the social hierarchy by becoming stuck in his past, losing his family.” Because
it offers a defensible interpretation of the work, this thesis earned the point in Row A.
Row B: Evidence and Commentary (0–4 points):
1
The evidence provided in this essay is largely general, and the sparse commentary does not
adequately explain how the evidence supports the argument. In paragraph 2, the response makes an
observation about Troy, who “faces hardship with his society, trying to find a place to belong.” The
response offers some generalized evidence about Troy’s reaction to Cory’s football plans, but the
commentary, “Troy was scared they wouldn’t accept him because of his color inwhich he didn’t want
to see his son go through the same thing he went through,” is not fully explained nor does it connect
clearly to the thesis. In the last paragraph, the essay contends, “As the main character in the novel
Fences responds to the hierarchy, he concluded on willing to risk his family.” No explanations of
how Troy responds to the hierarchy or how he risks his family are provided. Without adequate
evidence and commentary, no line of reasoning is established. This essay earned 1 point in Row B.
Row C: Sophistication (0–1 points): 0
This essay does not demonstrate sophistication of thought nor develop a complex literary argument.
It did not earn the point in Row C.
