Question 2: Rhetorical Analysis

6 points

In 1997, then United States Secretary of State Madeleine Albright gave the commencement speech to the graduating class of Mount
Holyoke College, a women’s college in Massachusetts. The passage, found on the AP English Language and Composition 2018 Exam
(Question 2), is an excerpt from the speech.

Read the passage carefully. Write an essay that analyzes the rhetorical choices Albright makes to convey her message that perseverance
can make a difference.

In your response you should do the following:

• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
• Select and use evidence to support your line of reasoning.
• Explain how the evidence supports your line of reasoning.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating your argument.

© 2019 College Board. Updated 9.19.19

Q2 Rhetorical Analysis – 2018 Samples
Reporting
Scoring Criteria
Category
Row A 0 points 1 point
Thesis For any of the following: Responds to the prompt with a defensible thesis that analyzes the writer’s
(0-1 points) • There is no defensible thesis. rhetorical choices.
• 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. • Respond to the prompt rather than restate or rephrase the prompt and
• Fail to address the rhetorical choices the writer of the passage makes. clearly articulate a defensible thesis about the rhetorical choices Albright
• Describe or repeat the passage rather than making a claim that requires makes to convey her message that perseverance can make a difference.
a defense.

Examples that do not earn this point: Examples that earn this point:
Restate the prompt Present a defensible thesis that analyzes the writer’s rhetorical choices
• “Madeleine Albright reads the commencement letter to the graduating • “By contrasting hypotheticals and reality, providing examples and personal
class.” [Sample E] anecdote, and strong repetition of the word ‘persevere’, Albright
• “Albright uses rhetorical strategies in her speech.” successfully conveys her message to these graduates that they must
continue the fight for rights in the face of opposition and that they will
Make a claim but do not address the writer’s rhetorical choices succeed.” [Sample H]
• “...her speech give clear evidence that war is coming to an end.” [Sample
C]
Repeat provided information from the passage
• “In paragraphs 15-21 it talks about how they can do what they set their
mind to just the children graduating.” [Sample C]

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.

© 2019 College Board. Updated 9.19.19

Q2 Rhetorical Analysis – 2018 Samples
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, Provides specific evidence to Provides specific evidence to support
information, or offers mostly general. relevant evidence. support all claims in a line of all claims in a line of reasoning.
Commentary
information irrelevant to reasoning.
(0-4 points) the prompt.
AND AND AND AND

COMMENTARY: COMMENTARY: COMMENTARY: COMMENTARY:

Summarizes the evidence Explains how some of the Explains how some of the Consistently explains how the
but does not explain how evidence relates to the evidence supports a line of evidence supports a line of reasoning.
the evidence supports the student’s argument, but no line reasoning.
student’s argument. of reasoning is established, or
AND AND
the line of reasoning is faulty.
Explains how at least one Explains how multiple rhetorical
rhetorical choice in the passage choices in the passage contribute to
contributes to the writer’s the writer’s argument, purpose, or
argument, purpose, or message. message.

Decision Rules and Scoring Notes

Typical responses that Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn
earn 0 points: 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 summary or description evidence and broad support claims. support claims.
prompt. of a passage rather than generalities. • Focus on the importance of • Focus on the importance of
• May be just opinion specific details or • May contain some specific words and details specific words and details from
with no textual techniques. [Sample E simplistic, inaccurate, or from the passage to build an the passage to build an argument.
references or and B] repetitive explanations that argument. • Organize and support an
references that are • Mention rhetorical don’t strengthen the • Organize an argument as a argument as a line of reasoning
irrelevant. choices with little or no argument. [Sample G] line of reasoning composed composed of multiple supporting
explanation. • May make one point well of multiple supporting claims, each with adequate
but either do not make claims. evidence that is clearly explained.
multiple supporting claims Commentary may fail to [Sample F]
or do not adequately integrate some evidence or • Explain how the writer’s use of
support more than one fail to support a key claim. rhetorical choices contributes to
claim. [Sample A] the student’s interpretation of the
• Do not explain the passage.
connections or progression
between the student’s
claims, so a line of
reasoning is not clearly
established. [Sample D]
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 rhetorical choice if each instance further
contributes to the argument, purpose, or message of the passage.

© 2019 College Board. Updated 9.19.19

Q2 Rhetorical Analysis – 2018 Samples

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 a complex understanding of the
(0-1 points) rhetorical situation.

Decision Rules and Scoring Notes

Responses that do not earn this point: Responses that earn this point may demonstrate sophistication of thought and/or a
• Attempt to contextualize the text, but such attempts consist complex understanding of the rhetorical situation by doing any of the following:
predominantly of sweeping generalizations (“In a world where…” 1. Explaining the significance or relevance of the writer’s rhetorical choices (given
OR “Since the beginning of time…”). the rhetorical situation). [Sample H]
• Only hint at or suggest other arguments (“While some may argue 2. Explaining a purpose or function of the passage’s complexities or tensions.
that… OR “Some people say…”). [Sample H and Sample F]
• Examine individual rhetorical choices but do not examine the 3. Employing a style that is consistently vivid and persuasive. [Sample H]
relationships among different choices throughout the text.
[Sample A and Sample D]
• Oversimplify complexities in the text.
• Use complicated or complex sentences or language that is
ineffective because it does not enhance the analysis.

Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the argument, not merely a phrase or reference.

© 2019 College Board. Updated 9.19.19