2019

AP Seminar
®

End-of-Course Exam
Sample Student Responses
and Scoring Commentary

Inside:

Part B
RR Scoring Guideline
RR Student Samples
RR Scoring Commentary

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 AP® SEMINAR — END-OF-COURSE EXAM
2019 SCORING GUIDELINES
Part B, Question 4

Row/Proficiency Points earned for… MAX Points

1 ESTABLISH The response misstates or overlooks a theme The response identifies a theme or issue that The response identifies a theme or issue 6
ARGUMENT or issue that connects the sources. The connects the sources. The response derives connecting the provided sources and
response’s perspective is unclear or its perspective from only one of the sources. presents a perspective that is not
unrelated to the sources. represented in one of the sources OR brings
a particularly insightful approach to one of
the perspectives OR makes a strong
thematic connection among perspectives.

2 Pts 4 Pts 6 Pts

2 ESTABLISH The response’s line of reasoning is The argument is mostly clear and organized, The response’s line of reasoning is logically 6
ARGUMENT disorganized and/or illogical. The response but the logic may be faulty OR the reasoning organized and well-developed. The
lacks commentary or the commentary may be logical but not well organized. The commentary explains evidence and connects
incorrectly or tangentially explains the links commentary explains the links between it to claims to clearly and convincingly
between evidence and claims. evidence and claims. establish an argument.

2 Pts 4 Pts 6 Pts

3 SELECT AND USE The response repeats or misinterprets The response accurately uses relevant The response appropriately synthesizes 6
EVIDENCE information from at least two of the provided information from at least two of the provided relevant information drawn from at least two
sources, or the information lacks relevance sources to support an argument. of the provided sources to develop and
thereby providing little support for an support a compelling argument.
argument.

2 Pts 4 Pts 6 Pts

4 APPLY The response contains many flaws in The response is generally clear but contains The response communicates clearly to the 6
CONVENTIONS grammar and style that often interfere with some flaws in grammar and style that reader (although may not be free of errors in
communication to the reader OR the occasionally interfere with communication to grammar and style) AND the response
response incorrectly or ineffectively the reader. The response accurately effectively integrates material from sources
attributes knowledge and ideas from attributes knowledge and ideas from into the argument (e.g.it is clearly
sources. sources. introduced, integrated, or embedded into the
text) and accurately attributes knowledge
and ideas.

2 Pts 4 Pts 6 Pts

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 AP® SEMINAR — END-OF-COURSE EXAM
2019 SCORING GUIDELINES
Additional Scores
In addition to the scores represented on the rubrics, readers can also assign scores of 0 (zero) and NR (No Response).

0 (Zero)
• A score of 0 is assigned to a single row of the rubric when the response displays a below-minimum level of quality as identified in that row of the
rubric.
• Scores of 0 are assigned to all rows of the rubric when the response is off-topic; a repetition of a prompt; entirely crossed-out; a drawing or other
markings; or a response in a language other than English.

NR (No Response)
A score of NR is assigned to responses that are blank.

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 AP® SEMINAR
2019 SCORING COMMENTARY

End-of-Course Exam
Synthesizing and Creating Evidence-Based Argument

Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.

Overview

This section of the exam assessed students’ ability to:

• Read sources critically, understanding the different perspective contained in each source;

• Identify a theme or issue connecting the sources;

• Use the theme as the basis for developing a logically organized, well-reasoned argument presenting the
student’s perspective on that theme;

• Incorporate at least two of the sources to provide support for the student’s argument;

• Build the argument with a clear line of reasoning or series of logical claims;

• Link claims to the supporting evidence;

• Cite sources appropriately (by name or letters A, B, C or D assigned in the prompt).

Sample: A
1 Establish Argument Score: 6
2 Establish Argument Score: 6
3 Select and Use Evidence Score: 6
4 Apply Conventions Score: 6

HIGH SAMPLE RESPONSE

Row 1: Establish Argument — The response earned 6 points for this row because, before taking a position, it
considers multiple factors: the Industrial Revolution, Transcendental philosophers, and our modern materialistic
mindset. This thoughtful introduction ends by positing, “In order to truly achieve prosperity, man must depart
from current materialistic attitudes and return to nature in order to find the solutions of tomorrow.” This well-
controlled argument relies upon a careful reading of the sources.

Row 2: Establish Argument — The response earned 6 points for this row because it orders claims intentionally
to build an engaging argument. It begins, “The current materialistic attitude affecting America is in direct
opposition to nature and should be in part denounced.” Based on that observation, the response argues, “in order
to create the innovations of tomorrow, man must look to nature itself.” Finally, the response acknowledges,
“There are limitations to the proposed return back to nature.” With that realization, the response concludes that
the plan must balance modern lifestyles and a return to nature in order to achieve results that positively impact
the economy and the environment. The response’s extensive commentary invites the reader to accept the
individual claims and the overarching argument. Though the conclusion is a bit too grand (“achieve the pinnacle
of prosperity”), the response asks the reader to look at prosperity as more than economy, to see prosperity as
humanity thriving in its environment.

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 AP® SEMINAR
2019 SCORING COMMENTARY

End-of-Course Exam
Synthesizing and Creating Evidence-Based Argument

Row 3: Select and Use Evidence — The response earned 6 points for this row because it chooses evidence
deliberately and places sources in conversation with one another. The first body paragraph calls on Thoreau to
argue that the “enlightened individual should be able to accomplish more ... with little.” This philosophy links to
the tenets of Source B’s dumpster diver, John Hoffman. Next, the response pairs Sources A and D to illustrate the
scope of nature’s ability to use and influence sustainable design. The response contextualizes the entire
argument — start to finish — with knowledge of history, philosophy, and culture. Though this particular
response utilized all four provided sources, it could have exchanged any of the sources with outside knowledge to
the same effect. It is not necessary to use all four sources for a score of 6 in this row.

Row 4: Apply Conventions — The response earned 6 points for this row. Though it is not without minor flaws,
the response maintains an academic tone and utilizes transitions to guide the reader through the complex
argument. Furthermore, the response recognizes the sources as being people who are making arguments in a
particular time and place. In fact, there is some question as to whether Thoreau was speaking about his current
day (1846 was not the “hey-day” of the Industrial Revolution) or he was offering these observations as reflections
on living during the Industrial Revolution. Ultimately, this timed response is well-written.

Sample: B
1 Establish Argument Score: 4
2 Establish Argument Score: 4
3 Select and Use Evidence Score: 4
4 Apply Conventions Score: 4

MEDIUM SAMPLE RESPONSE

Row 1: Establish Argument — The response earned 4 points for this row because the thematic connection is
straightforward, and the response relies on the perspectives drawn from the sources to create a simple argument:
“Recycling and reusing is very important and helpful for our environment.”

Row 2: Establish Argument — The response earned 4 points for this row because it creates a line of reasoning
that focuses on the ways recycling and reusing items creates a cycle that improves our environment. Though the
claims are somewhat obvious, they are ordered and coherent. The first claim is made inductively, but there is
very little commentary. The second claim is borrowed from Source B, but the response does offer a single line of
commentary to link the evidence to the overarching argument. The third claim about recycling clothing offers a
specific way modern people can recycle, but the commentary on the evidence is strained.

Row 3: Select and Use Evidence — The response earned 4 points for this row because — though it features
directly quoted evidence from the sources — it doesn’t consistently utilize said evidence in an insightful way. For
the most part, claims and evidence are well-matched (even synthesized at times), but most of the commentary
provides a simple analysis of quotations. In paragraph four, note the use of Source C: The source is forced into
the argument as an example of recycling clothing. This is a misreading of Thoreau, but the treatment of the other
two sources is adequate, so the best fit for this row is a medium score.

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 AP® SEMINAR
2019 SCORING COMMENTARY

End-of-Course Exam
Synthesizing and Creating Evidence-Based Argument

Row 4: Apply Conventions — The response earned 4 points for this row because it generally communicates
clearly but does suffer some stylistic lapses that occasionally interrupt the argument. For example, the second
claim is adequate but not well-written: “Rummaging through trash or garbage sounds gross but some people
have to do it to survive.” We see this informal language throughout.

Sample: C
1 Establish Argument Score: 2
2 Establish Argument Score: 2
3 Select and Use Evidence Score: 2
4 Apply Conventions Score: 2

LOW SAMPLE RESPONSE

Row 1: Establish Argument — The response earned 2 points for this row because there is no student-driven
argument. The response begins by saying, “Throughout the sources the theme repeds itself by materialistic
objects” and comes to the conclusion, “It’s ok to feel good with having old clothing.” The response doesn’t move
beyond a cursory reading of Source B and a partial misreading of Source C.

Row 2: Establish Argument — The response earned 2 points for this row because it offers an overview of
Sources B and C instead of formulating an original argument. Furthermore, it fails to comment on the sources in
a way that links them to one another. For example, the response moves directly from Source B’s discussion of
John Hoffman dumpster diving in order to survive into how Thoreau “states, about new materials isn’t as
needed.” The reader is left to guess how these two ideas might be related.

Row 3: Select and Use Evidence — The response earned 2 points for this row because citations from the
sources serve little purpose. Though two sources are explicitly mentioned, the discussion of those sources merely
points to details that summarize the writer’s own understanding of the sources rather than using them to support
an argument: “This quote means that no matter what is on the person it will not create a new person.”

Row 4: Apply Conventions — The response earned 2 points for this row because it features language issues
that interfere with communication. Multiple errors in grammar and style, especially in what might be considered
a claim, limit the response’s ability to communicate. For example, one of the opening lines of the response reads,
“Objects or materials is as much needed when on a daily basis.” The rampant errors in this single statement
impede the reader’s ability to discern whether this line acts as a claim or thesis.

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