Question 2: Rhetorical Analysis

6 points

In 1930 Mohandas “Mahatma” Gandhi led a nonviolent march in India protesting Britain’s colonial monopoly on and taxation of an essential
resource: salt. The Salt March, as it came to be known, was a triggering moment for the larger civil disobedience movement that eventually won
India independence from Britain in 1947. Shortly before the Salt March, Gandhi had written to Viceroy Lord Irwin, the representative of the British
crown in India. The passage, found on the AP English Language and Composition 2019 Exam (Question 2), is the conclusion of that letter. Read the
passage carefully. Write an essay that analyzes the rhetorical choices Gandhi makes to convey his message to Lord Irwin.

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. 9.19.19

Q2 Rhetorical Analysis – 2019 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 Gandhi
• Describe or repeat the passage rather than making a claim that makes to present his case to Lord Irwin.
requires 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
• “Gandhi sent a letter to the representative of the British crown in • “Throughout his letter, Gandhi applies a conciliatory, yet forceful tone, he
India.” places the blame onto the British, and he continually repeats his plan for the
• “Gandhi uses rhetorical strategies in his letter to present his case to march in order to convince the British to reverse their policies before he acts.”
Lord Irwin.” [Sample PP]
• “By describing the British control of Indian commerce as greedy and
Make a claim, but do not address the writer’s rhetorical choices
misguided, clearly asserting the peaceful nature of the protest, and offering to
• “Ghandhi’s non-violent personality is a rhetorical device all unto itself. negotiate with Viceroy Lord Irwin, Gandhi makes the case that his nonviolent
It makes him look far more approachable to the receiver of the protests stand up for the good of mankind against the tyranny of the British.”
letter.” [Sample TT] [Sample SS]
Repeat provided information from the passage • “In the letter to Lord Irwin by Gandhi, the author expresses his desire for a
• “In lines 63 – 72 the letter states Gandhi would like to discuss it” nonviolent end to the Salt Laws Britain has imposed on India. Through the use
of his impeccable word choice, flash back to the year of 1919, and the use of a
metaphorical weapon, Gandhi wishes to move his audience to understand that
what he is proposing is not a threat, but a duty he must fufill.” [Sample E]

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. 9.19.19

Q2 Rhetorical Analysis – 2019 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 relevant Provides specific evidence to Provides specific evidence to
information, or offers mostly general. evidence. support all claims in a line of support all claims in a line of
Commentary
information irrelevant to reasoning. reasoning.
(0-4 points) the prompt. AND AND
AND AND
COMMENTARY: COMMENTARY: COMMENTARY: COMMENTARY:
Summarizes the evidence but Explains how some of the evidence Explains how some of the Consistently explains how the
does not explain how the relates to the student’s argument, evidence supports a line of evidence supports a line of
evidence supports the but no line of reasoning is reasoning. reasoning.
student’s argument. established, or the line of reasoning
is faulty. AND AND
Explains how at least one Explains how multiple rhetorical
rhetorical choice in the choices in the passage contribute
passage contributes to the to the writer’s argument,
writer’s argument, purpose, or purpose, or message.
message.

Decision Rules and Scoring Notes

Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn Typical responses that earn
0 points: 1 point: 2 points: 3 points: 4 points:
• Are incoherent or do • Tend to focus on summary • Consist of a mix of specific • Uniformly offer evidence • Uniformly offer evidence to
not address the prompt. or description of a passage evidence and broad to support claims. support claims.
• May be just opinion rather than specific details generalities. • Focus on the importance • Focus on the importance of
with no textual or techniques. [Sample LL] • May contain some simplistic, of specific words and specific words and details
references or • Mention rhetorical choices inaccurate, or repetitive details from the passage from the passage to build an
references that are with little or no explanations that don’t to build an argument. argument.
irrelevant. explanation. strengthen the argument. • Organize an argument as • Organize and support an
[Sample E] a line of reasoning argument as a line of
• May make one point well, but composed of multiple reasoning composed of
either do not make multiple supporting claims. multiple supporting claims,
supporting claims or do not • Commentary may fail to each with adequate evidence
adequately support more than integrate some evidence that is clearly explained.
one claim. or fail to support a key [Sample SS]
• Do not explain the connections claim. [Sample J] • Explain how the writer’s use
or progression between the of rhetorical choices
student’s claims, so a line of contributes to the student’s
reasoning is not clearly interpretation of the
established. [Sample T] passage. [Sample PP]
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. 9.19.19

Q2 Rhetorical Analysis – 2019 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 develops a complex understanding
(0-1 points) of the 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
• Attempt to contextualize the text, but such attempts consist a complex understanding of the rhetorical situation by doing any of the following:
predominantly of sweeping generalizations (“In a world where…” OR 1. Explaining the significance or relevance of the writer’s rhetorical choices (given
“Since the beginning of time…”). the rhetorical situation). [Sample PP]
• 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 SS]
• Examine individual rhetorical choices but do not examine the 3. Employing a style that is consistently vivid and persuasive. [Sample SS]
relationships among different choices throughout the text.
• Oversimplify complexities in the text.
• Use complicated or complex sentences or language that are
ineffective because they do not enhance their analysis.

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.

© 2019 College Board. 9.19.19