AP® English Literature and Composition 2023 Scoring Guidelines

Question 2: Prose Fiction Analysis 6 points

The following excerpt is from Brenda Peynado’s short story “The Rock Eaters,” published in 2021. In this passage, the narrator is one of a group of
people who left their home country after developing the ability to fly, an ability that is accepted as realistically possible within the story. Years later,
the group returns to that country with their children. Read the passage carefully. Then, in a well-written essay, analyze how Peynado uses literary
elements and techniques to convey the narrator’s complex experience of this return home.

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.

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AP® English Literature and Composition 2023 Scoring Guidelines

Reporting
Scoring Criteria
Category
Row A 0 points 1 point
Thesis For any of the following: Responds to the prompt with a thesis that presents a defensible interpretation
(0–1 points) • There is no defensible thesis. of the passage.
• 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.
Decision Rules and Scoring Notes
Responses that do not earn this point: Responses that earn this point:
• Only restate the prompt. • Provide a defensible interpretation of the narrator’s complex experience of
• Make a generalized comment about the passage that doesn’t respond to the this return home.
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: Examples that earn this point:
Restate the prompt Provide a defensible interpretation
• “In the excerpt from ‘The Rock Eaters,’ Peynado uses myriad literary devices • “The narrator in the ‘Rock Eaters’ expresses how the group rediscovers their
to convey the narrator’s complex experience of returning home.” love of their home by introducing it to their kids.”
Do not respond to the prompt but make a generalized comment • “Using richly detailed descriptions, Peynado reveals that the narrator’s
return home is complex: their ‘old friends’ are now prickly, and the houses
• “Humans have always longed for the ability to fly through the air like birds.”
lack the comforts they’ve grown used to while away, but the visit provides
Describe the passage or features of the passage meaningful new experiences for the children in their group.”
• “Brenda Peynado paints a vivid picture of people flying through the air on • “In ‘The Rock Eaters,’ the metaphor of flight illustrates the narrator’s
their way home.” paradoxical experience of immigration. The narrator’s flight from her ‘island
country’ is perceived as a betrayal by some, but her return can be read as a
sign of her enduring loyalty.”
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.

© 2023 College Board

AP® English Literature and Composition 2023 Scoring Guidelines

Reporting
Scoring Criteria
Category
Row B 0 points 1 point 2 points 3 points 4 points
Evidence Simply restates thesis (if EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE:
AND present), repeats provided Provides evidence that is Provides some specific, relevant Provides specific evidence to Provides specific evidence to
Commentary information, or offers mostly general. evidence. support all claims in a line of support all claims in a line of
information irrelevant to reasoning. reasoning.
(0–4 points) AND AND
the prompt.
AND AND
COMMENTARY: COMMENTARY:
Summarizes the evidence Explains how some of the COMMENTARY: COMMENTARY:
but does not explain how evidence relates to the student’s Explains how some of the Consistently explains how the
the evidence supports the argument, but no line of evidence supports a line of evidence supports a line of
student’s argument. reasoning is established, or the reasoning. reasoning.
line of reasoning is faulty. AND AND
Explains how at least one literary Explains how multiple literary
element or technique in the elements or techniques in the
passage contributes to its passage contribute to its
meaning. meaning.
Decision Rules and Scoring Notes
Typical responses that Typical responses that Typical responses that earn Typical responses that earn Typical responses that earn
earn 0 points: earn 1 point: 2 points: 3 points: 4 points:
• Are incoherent or do • Tend to focus on • Consist of a mix of specific • Uniformly offer evidence to • Uniformly offer evidence to
not address the overarching narrative evidence and broad support claims. support claims.
prompt. developments or generalities. • Focus on the importance of • Focus on the importance of
• May be just opinion description of a • May contain some simplistic, specific words and details specific words and details
with no textual passage rather than inaccurate, or repetitive from the passage to build an from the passage to build an
references or specific details or explanations that don’t interpretation. interpretation.
references that are techniques. strengthen the argument. • Organize an argument as a • Organize and support an
irrelevant. • Mention literary • May make one point well line of reasoning composed argument as a line of
elements, devices, or but either do not make of multiple supporting reasoning composed of
techniques with little multiple supporting claims or claims. multiple supporting claims,
or no explanation. do not adequately support • Commentary may fail to each with adequate
more than one claim. integrate some evidence or evidence that is clearly
• Do not explain the fail to support a key claim. explained.
connections or progression • Explain how the writer’s use
between the student’s of multiple literary
claims, so a line of reasoning techniques contributes to
is not clearly established. 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.
© 2023 College Board
AP® English Literature and Composition 2023 Scoring Guidelines

Reporting
Scoring Criteria
Category
Row C 0 points 1 point
Sophistication Does not meet the criteria for one point. Demonstrates sophistication of thought and/or develops a complex literary
(0–1 points) argument.

Decision Rules and Scoring Notes

Responses that do not earn this point: Responses that earn this point may demonstrate sophistication of thought or
• Attempt to contextualize their interpretation, but such attempts consist develop a complex literary argument by doing any of the following:
predominantly of sweeping generalizations (“Human experiences always 1. Identifying and exploring complexities or tensions within the passage.
include …” OR “In a world where …” OR “Since the beginning of time …”). 2. Illuminating the student’s interpretation by situating it within a broader
• Only hint at or suggest other possible interpretations (“While another reader context.
may see …” OR “Though the passage could be said to …”). 3. Accounting for alternative interpretations of the passage.
• Make a single statement about how an interpretation of the passage 4. Employing a style that is consistently vivid and persuasive.
comments on something thematic without consistently maintaining that
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.

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.

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