Superior papers are specific in their references, cogent in their definitions,
and free of plot summary that is not relevant to the question. These essays need not be without flaws, but they demonstrate the writer's ability to discuss a literary work with insight and understanding and to control a wide range of the elements of effective composition. At all times they stay focused on the prompt, providing specific support--mostly through direct quotations--and connecting cholarly commentary to the overall meaning.
These papers are less thorough, less perceptive or less specific than 9-8
papers. They are well-written but with less maturity and control. While they demonstrate the writer's ability to analyze a literary work, they reveal a more limited understanding and less stylistic maturity than do the papers in the 9-8 range.
Safe and “plastic,” superficiality characterizes these essays. Discussion of
meaning may be formulaic, mechanical, or inadequately related to the chosen details. Typically, these essays reveal simplistic thinking and/or immature writing. They usually demonstrate inconsistent control over the elements of composition and are not as well conceived, organized, or developed as the upperhalf papers. However, the writing is sufficient to convey the writer's ideas, stays mostly focused on the prompt, and contains at least some effort to produce analysis, direct or indirect.
Discussion is likely to be unpersuasive, perfunctory, underdeveloped or
misguided. The meaning they deduce may be inaccurate or insubstantial and not clearly related to the question. Part of the question may be omitted altogether. The writing may convey the writer's ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar. Typically, these essays contain significant misinterpretations of the question or the work they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the expense of analysis.
These essays compound the weakness of essays in the 4-3 range and are
frequently unacceptably brief. They are poorly written on several counts,
including many distracting errors in grammar and mechanics. Although the writer may have made some effort to answer the question, the views presented have little clarity or coherence.
Here's the link to the blog. I encourage you to post comments, ask questions, and provide support for others. I will check the blog rather often to see who is involved and what questions and concerns you have. Make certain that posts are school appropriate! There will be consequences for using the blog inappropriately!
To make sure you understand the expectations and standards of the AP English Literature class and exam, it would behoove you to visit the AP Central website and peruse the information available.