2024

AP English Literature
®

and Composition
Sample Student Responses
and Scoring Commentary
Set 2

Inside:

Free-Response Question 1
☑ Scoring Guidelines
☑ Student Samples
☑ Scoring Commentary

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AP® English Literature and Composition 2024 Scoring Guidelines

Question 1: Poetry Analysis 6 points

In George Moses Horton’s poem “On Summer,” published in 1829, the author describes multiple aspects of summer in a rural area. Read the poem
carefully. Then, in a well-written essay, analyze how Horton uses literary elements and techniques to develop a complex portrayal of the setting.

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 2024 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 poem.
• 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 complex portrayal of the setting.
• Make a generalized comment about the poem that doesn’t respond to the
prompt.
• Describe the poem or features of the poem 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
• “The poet describes through various literary elements the complexity of • “The speaker in ‘On Summer’ presents both the negative and positive aspects
summer in the country.” of summer in the country. These aspects come together to form a complete
• “In the poem ‘On Summer,’ the poet develops a complex portrayal of a portrayal of the season as a sort of paradox.”
summer setting.” • “In this poem, the poet uses description to point out that the heat of summer
Do not relate to the prompt is helpful for some, but difficult for others.”
• “We all have a favorite season, a time of year in which we are happiest and • “Throughout the poem ‘On Summer,’ the poet employs literary elements
look forward to the most.” such as personification, vivid descriptions, rhyme, and classical references to
convey a complex setting that is fearsome, playful, challenging, and restful in
Describe the poem or features of the poem the summer months.”
• “Over the course of the poem, the speaker describes scenes from both nature
and the human world during summer. We see how the farmer and children
react to the summer setting as well as how creatures such as insects, birds,
and farm animals react. In addition, the speaker also vividly describes how
the natural world around them appears in summer.”
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 poem 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.

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AP® English Literature and Composition 2024 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 Provides evidence that is Provides some specific, relevant Provides specific evidence to Provides specific evidence to
Commentary provided information, or mostly general. evidence. support all claims in a line of support all claims in a line of
offers information reasoning. reasoning.
(0–4 points)
irrelevant to 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
the evidence supports the student’s argument, but no line reasoning. 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 literary
literary element or technique in elements or techniques in the
the poem contributes to its poem contribute to its meaning.
meaning.

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 of evidence and broad support claims. support claims.
prompt. a poem rather than generalities. • Focus on the importance of • Focus on the importance of
• May be just opinion specific details or • May contain some simplistic, specific words and details specific words and details
with no textual techniques. inaccurate, or repetitive from the poem to build an from the poem to build an
references or • Mention literary explanations that don’t interpretation. interpretation.
references that are elements, devices, or strengthen the argument. • Organize an argument as a • Organize and support an
irrelevant. techniques with little or • May make one point well but line of reasoning composed of argument as a line of
no explanation. either do not make multiple multiple supporting claims. reasoning composed of
supporting claims or do not • Commentary may fail to multiple supporting claims,
adequately support more integrate some evidence or each with adequate evidence
than one claim. fail to support a key claim. that is clearly explained.
• Do not explain the • Explain how the writer’s use
connections or progression of multiple literary techniques
between the student’s claims, contributes to the student’s
so a line of reasoning is not interpretation of the poem.
clearly established.
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 poem.

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AP® English Literature and Composition 2024 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 a sophistication of thought or
• Attempt to contextualize their interpretation, but such attempts develop a complex literary argument by doing any of the following:
consist predominantly of sweeping generalizations (“Human 1. Identifying and exploring complexities or tensions within the poem.
experiences always include…” OR “In a world where…” OR “Since the 2. Illuminating the student’s interpretation by situating it within a broader context.
beginning of time…”). 3. Accounting for alternative interpretations of the poem.
• Only hint at or suggest other possible interpretations (“While another 4. Employing a style that is consistently vivid and persuasive.
reader may see…” OR “Though the poem could be said to…”).
• Make a single statement about how an interpretation of the poem
comments on something thematic without consistently maintaining
that thematic interpretation.
• Oversimplify complexities in the poem.
• 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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Sample 1A 1 of 1

The poem "On Summer" paints a vivid, detailed picture of what the season of summer
consists of for the land and inhabitants of rural North Carolina. Through use of intense
imagery and personification, as well as a shift in tone, the speaker illustrates the complex
combination of both fearsome power and delicate beauty found in the important and active
season for the farm, ultimately reflecting the contrast between the everyday buzz of small life
forms and the strong, steady permanence of nature as a whole.

Prior to the shift in lines 36-37, the speaker uses personification in describing both the
natural changes in weather and the instinctual reactions of various animals on the farm in
order to cast a forboding yet awe-inspiring tone over the idea of summer's approach. In the
first line, the start of summer is introduced with the announcement of "fire begin[ning] to
burn," providing both a literal description of the fires that the fields are exposed to in hotter
months as well as a figurative expression of the forthcoming heat and intensity of summer.
The poem progresses alongside the chronological changes of the season, with the threat
behind summer's approach reinforced through ominous, almost predatory descriptions of the
weather. Personifying actions such as "roars terrific" and "lurks beneath" that are scattered
throughout the mentioning of the animals' actions give a sense of inescapability. This
attention towards tiny detail in the descriptions of natural activity immerse one completely in
the workings of the natural world, with only small mentions of other perspectives--like that of
"sportive children...frisking o'er the green"--to provide brief perspective before returning to
the intensity of nature viewed up-close.

After line 36, the attention of the poem shifts from the specific actions of the animals to the
appearance of the land as a whole, and with it shifts the overall appearance of summer,
showing the beauty that is all too easily overlooked when the scope of vision is too zoomed-
in. Take, for example, how the speaker goes from examining the "burdened ox with dauntless
rage"--an image showcasing the extremes on the spectrum of outlooks on summer heat--to
examining the "fertile borders...[of] paradise." The descriptions used when looking at the
land from a greater distance create a feeling of peacefulness and serenity, as a sudden
perspective seems to be aquired: one of the stability and predictability of mother nature.
Amongt this are mentions of the plentiful bounty of later summer: vines are now
"loaded...with melons",
"pomaceous orchards now expand", and on the fields are "a large supply of golden grain."
This illustrates, much like the idea of a thunderstorm on its own, the necessity of patience--
for summer is a focal point on the farm for a reason.

The way in which summer is seen in the busy actions of each farm animal provides a stark
contrast to the way it can be viewed from a greater distance, illustrating the comfort that can
be found in predictability. The idea that the farm looks the same way it always has each and
every summer turns the idea of power within nature from something terrifying to something
calming; much like humans, the animals' and insects' lives, despite seeming vastly important
to their owners, are impermanent on a large and powerful Earth that is, in comparison, very
much permanent.
Sample 1B 1 of 1

The poem "On Summer" achieves its idyllic quality by its personification of nature. The
human-like description of the animals, plants, and stars and evokes vividness and harmony
to the setting as the poem celebrates summer.

Although the animals are depicted performing animal-like behaviour, there is a distinct
human quality to them. A bee "begins her ceaseless hum" (17) and feels "delight" when "she
stores her comb" (19). Here the bee is given the human qualities of an ambition and the
feelings of pride when they are accomplished. Meanwhile a bird approaches her
responsibility of motherhood with human-like care and quality. She "assumes her nest" (25)
and "patient waits her young to see" (28). The thoughtfulness in which the bird thinks about
its young is remisniscent of a human mother taking care of her children. Perscribing human
characteristics to animals serves to endear the animals to the humans.

The fauna exert their will in the way a human would. Trees are given free will as
"pomaceous orchards now expand" (37) and "their bounty fill the land" (39). The trees do not
expand and grow because it is in their nature to do so as the seasons change, but rather they
do so because, they are endowed with their own wishes and desires. The trees "smile" and
"gaze with pleasure and delight"(42). The description of joy felt by the trees demonstrates
the similarities of man and nature as both celebrate the summer. The summer, filled with the
animals and plants is "paradise to human sight"(44).

Humanity attributes their own qualities onto flora and fauna in order to share their joy. The
personification of the flora and fauna gives nuance to the setting.
Sample 1C 1 of 1

"Summer" is a poem in which the author, displays the setting in Esteville, North
Carolina. As the town begins to burn the author incoporates different literary elements to help
stregnthen the eerie and spectral mood. The author demonstartes hyperbole frequently
throughout the poem to enhance the exgeratted feelings on the descrption of the
environement. Following this the reader begins to see anaphora as the author begins to
appeal to the readers emotions and spiritual view. The author closes out with an eveident use
of asyndeton to help draw an effect to the dramatic personifications embeded in the
decription of the setting.
Through this poem the red flames symbolize destruction and fear along with the color
red offering a sense of risk. Promtly after this intense symbol is decribed the author follows
up with hyperboles and different exggerations. Implying "And thunders roll along the skies
(line 4)" this helps magnitude the effect of the loudness the thunder brings, but it also creates
a foundation for the reader to use their imagination to explore and really hear and feel the
strength of the thunder. The author then proceeds to follow up with "Which drives away the
gloom of fear (Line 12)". This is a pure example of an exggerated feeling and action. But with
adding these different literary devices it ampliifies the magitude of different feelings brought
onto the reader resulting in a eager mood.
As the author maintains the readers attention the use of anaphora enforces the
repetition of the same words creating the clause to be memorable. The author states "The
farer hastens from the heat; The weary plough-horse dropps his head; The cattle all at noon
retreat... (Lines 29-31). The repetition of the word "The" at the beginning of each clause forms
a more forceful statement. All of these events that the author stating are placed back to back
also creating a faster tempo as they are read generating different opinions and thoughts.
While each action is a different emotional experience, since the first word is the same of each
clause the reader begins to engage in the literature even more picking up on the structure.
With the poem coming to an end, the author leaves a rememberable number of events
using the structure of asyndeton and personification. By omitting the conjunctions the
rhythmic structure is changed and the thrilling feeling is amplified. Closing out with "With
rapture view the smiling fields, Adorn the moutain and the plain, Each, on the eve of Autumn
yields A large supply of golden grain (Lines 45-48). The personification gives human quialites
to the fields giving off a sense of happiness and positivity. With the author using asyndeton
purposely to close off this poem its crucial to recognize the emphsis on the emotional
attachtment to this environment. The delicacy of the fields, the power behind the moutains,
and the greed in the golden grain are all placed back to back in the asyndeton to help
enhance each of these feelings.
The beauty captures the readers emotions and reveals the authors literary element
choices throughout. By incorporating different devices the impact the poem has on the
audience is much more greater, and creates a more everlasting effect.
AP® English Literature and Composition 2024 Scoring Commentary

Question 1

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

Overview

For Question 1, the Poetry Analysis question, students were asked to read George Moses Horton’s
poem “On Summer” and respond to the following prompt:

In George Moses Horton’s poem “On Summer,” published in 1829, the speaker describes
multiple aspects of summer in a rural area. Read the poem carefully. Then, in a well-written
essay, analyze how Horton uses literary elements and techniques to develop a complex
portrayal of the setting.

In a timed-writing situation and with an unfamiliar text, students were expected to complete three main
tasks successfully:

Reading the poem involves more than simply understanding individual words and describing what
happens. Students were expected to view the text specifically as a poem, recognizing literary
elements and techniques in the context of poetry, and then analyzing how those techniques are used
to shape the poem and its meaning. For example, in “On Summer,” students might identify and
explore the use of metaphor (“fire begins to burn,” “The torrid flames again return,” “Let sportive
children . . . / carefully avoid the snare, / Which lurks beneath the smiling scene”); personification
(“While plenty smiles on every tree,” “With rapture view the smiling fields”); or the imagery
(“thunders roll along the skies,” “The night-hawk . . . / starts his note in evening air,” “The bee
begins her ceaseless hum,” “See loaded vines with melons teem— / ‘Tis paradise to human sight”).
Students could also use the repetitive structure of the poem to explore the complex portrayal of the
setting, noticing how various figures are introduced and diversify the natural setting with each new
stanza (for instance, “The noisy insect,” “The bee,” “The mistress bird,” “The farmer,” “The
burdened ox”). More advanced readers will notice in the prompt the emphasis on “multiple aspects
of summer in the rural area” and recognize that the complexity of the setting comes from the variety
and the inevitable contrasts found in particular spots, such as the sun-laden open field, the stream,
and the plenteous orchard.

Analyzing the poem means taking the relevant elements that students identified in their reading and
exploring how the parts function collectively to create the meaning of the work as a whole. In “On
Summer,” students needed to consider how the parts “develop a complex portrayal of the setting.”
Readers should know from the prompt that the poem contains “multiple aspects of summer” and will
recognize that the setting is more interesting and multidimensional than they might expect it to be.
They should also see a shift in the poem, from the “burn[ing]” and “flames” and “snare” of the first
half to the “smiles” and “laden branches” of the second half. More advanced readers will recognize
that the word “complex” is central to the prompt and look for and explore the shifting, contradictory,
or paradoxical aspects of the poem. These students might lean into the variety of smaller settings
within the overall rural landscape, exploring the impact of the contrasts amongst the sun-laden open
field, the stream, and the plenteous orchard. Students aware of the poem’s complexity might also
notice the conflicting terms and explore how “fire,” “thunders,” a “snare,” “dauntless rage,” etc.,
eventually lead to “smiles” and “paradise.” (A savvy reader, thinking of “paradise” as an allusion,

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AP® English Literature and Composition 2024 Scoring Commentary

Question 1 (continued)

might also notice and consider the impact of details like “Perspiring Cancer” and “sweet
Philomela.”)

Writing a well-written response means demonstrating a variety of skills. Students are asked to
establish a thesis that shows understanding of “how Horton uses literary elements and techniques to
develop a complex portrayal of the setting.” They build this defensible interpretation with specific,
relevant evidence from the poem and through their own commentary that explains the connection
between their argument and the evidence. The more successful responses build a line of reasoning
that connects ideas and shows the relationships between them. In “On Summer,” students could
create a line of reasoning that takes advantage of the structure of the poem and how it shifts from the
initially brutal imagery of “fire,” “dread,” incessant noise, a “snare,” and “rage” to “laden branches,”
“smiles on every tree,” and “paradise.” Students might also explore other contrasts, like the curious
mixture of energy and stillness, the interactions (or lack thereof) amongst nature and humans, or the
way labor is distributed differently across animals and humans. A well-written response is more than
grammatically correct writing, and it should be noted that students are not expected to write a
polished, revised essay in the limited time allotted for the exam.

Sample: 1A
Score: 1-4-1

Row A: Thesis (0–1 points): 1

This essay offers a defensible interpretation of the poem “On Summer” in paragraph 1 where it states,
“Though use of intense imagery and personification, as well as a shift in tone, the speaker illustrates
the complex combination of both fearsome power and delicate beauty found in the important and
active season for the farm, ultimately reflecting the contrast between the everyday buzz of small life
forms and the strong, steady permanence of nature as a whole.” This thesis earned 1 point in Row A.

Row B: Evidence and Commentary (0–4 points): 4

The response develops a line of reasoning that focuses on the complexity of summer—that is, the
contrast between the small, individual responses to summer and the vast influence of the larger
environment. The essay provides specific evidence and insightful commentary to support and develop
this line of reasoning and explains how multiple literary elements contribute to the meaning of the
poem. Paragraph 2 examines the speaker’s use of personification and points out “Personifying actions
such as ‘roars terrific’ and ‘lurks beneath’ that are scattered throughout the mentioning of the animals’
actions give a sense of inescapability.” This evidence is presented in support of the claim that “the
speaker uses personification in describing both the natural changes in weather and the instinctual
reactions of various animals on the farm in order to cast a forboding yet awe-inspiring tone over the
idea of summer’s approach.” In the commentary at the end of the paragraph, the essay explains “This
attention towards tiny detail in the descriptions of natural activity immerse one completely in the
workings of the natural world, with only small mentions of other perspectives--like that of ‘sportive
children...frisking o’er the green’--to provide brief perspective before returning to the intensity of nature
viewed up-close.” Paragraph 3 analyzes the significance of the shift in perspective from “the specific
actions of the animals to the appearance of the land as a whole.” The commentary then argues that this
change in perspective “shifts the overall appearance of summer, showing the beauty that is all too
easily overlooked when the scope of vision is too zoomed-in.” The specific examples in paragraph 3
(“‘burdened ox with dauntless rage,’” “‘fertile borders…[of] paradise,’” “‘loaded…with melons,’”

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AP® English Literature and Composition 2024 Scoring Commentary

Question 1 (continued)

“‘pomaceous orchards now expand,’” and “‘a large supply of golden grain’”) are woven throughout the
paragraph along with commentary that explains their significance: they “create a feeling of
peacefulness and serenity, as a sudden perspective seems to be aquired: one of the stability and
predictability of mother nature.” The essay provides specific evidence from the poem and consistently
explains how the evidence supports the line of reasoning. Additionally, the essay explains how
multiple literary elements contribute to the poem’s meaning. This essay, therefore, earned 4 points in
Row B.

Row C: Sophistication (0–1 points): 1

The response demonstrates sophistication of thought through its exploration of the complexities and
tensions of the speaker’s portrayal of the summer setting throughout its argument in its sustained
discussion of the vulnerability of “small life forms,” seasonal change, and the “permanence of nature
as a whole.” The essay also employs a style that is consistently vivid and persuasive. The essay, for
example, depicts with remarkable clarity the complex idea of persevering through the difficult times of
summer in order to enjoy “the plentiful bounty of late summer” (paragraph 3) and “This illustrates,
much like the idea of a thunderstorm on its own, the necessity of patience--for summer is a focal point
on the farm for a reason” (paragraph 3). Additionally, the response ends with the insightful argument,
“The idea that the farm looks the same way it always has each and every summer turns the idea of
power within nature from something terrifying to something calming; much like humans, the animals’
and insects’ lives, despite seeming vastly important to their owners, are impermanent on a large and
powerful Earth that is, in comparison, very much permanent.” This essay earned 1 point in Row C.

Sample: 1B
Score: 1-3-0

Row A: Thesis (0–1 points): 1

The essay responds to the prompt with a defensible interpretation of the poem with its thesis in the
first paragraph: “The human-like description of the animals, plants, and stars and evokes vividness
and harmony to the setting as the poem celebrates summer.” The essay earned 1 point in Row A.

Row B: Evidence and Commentary (0–4 points): 3

The response provides specific evidence and explains how some of that evidence relates to a line of
reasoning that focuses on the joys of summer. Paragraph 2 examines the animals’ reactions to summer
and notes “A bee ‘begins her ceaseless hum’ (17) and feels ‘delight’ when ‘she stores her comb’ (19)”
while a bird “‘assumes her nest’ (25) and ‘patient waits her young to see’ (28).” This evidence supports
the claim offered at the beginning of the paragraph: “Although the animals are depicted performing
animal-like behaviour, there is a distinct human quality to them.” This commentary does not, however,
explain how the animals’ actions celebrate summer, thus it does not connect the evidence to the line of
reasoning. In paragraph 3, the essay considers the trees depicted in the poem as specific evidence of
the joys of summer and specifically points out that the “trees ‘smile’ and ‘gaze with pleasure and
delight’ (42).” This evidence is followed with the commentary, “The description of joy felt by the trees
demonstrates the similarities of man and nature as both celebrate the summer.” Here, the evidence
clearly supports the line of reasoning. The response also explains how at least one literary element
contributes to the meaning of the poem, such as in paragraph 4 where it states, “Humanity attributes
their own qualities onto flora and fauna in order to share their joy.” This essay, therefore, earned
3 points in Row B.

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AP® English Literature and Composition 2024 Scoring Commentary

Question 1 (continued)

Row C: Sophistication (0–1 points): 0

By focusing only on the joys of summer, the essay does not develop a complex literary argument. It
also does not demonstrate sophistication of thought. It did not earn the sophistication point in Row C.

Sample: 1C
Score: 1-2-0

Row A: Thesis (0–1 points): 1

The thesis for this essay, “As the town begins to burn the author incoporates different literary elements
to help stregnthen the eerie and spectral mood,” appears in the first paragraph. Because it provides a
defensible interpretation of the complex portrayal of the setting, it earned 1 point in Row A.

Row B: Evidence and Commentary (0–4 points): 2

The response provides specific evidence throughout the essay. In paragraph 2, for example, the essay
offers the line, “‘And thunders roll along the skies’ (line 4),” and follows it with the commentary “this
helps magnitude the effect of the loudness the thunder brings, but it also creates a foundation for the
reader to use their imagination to explore and really hear and feel the strength of the thunder.” The
commentary fails to explicitly connect the evidence to the thesis. In paragraph 3, the evidence, “‘The
farer hastens from the heat; The weary plough-horse dropps his head; The cattle all at noon retreat...’
(Lines 29-31)” is put forth as an example of anaphora. The commentary that follows suggests “The
repetition of the word ‘The’ at the beginning of each clause forms a more forceful statement. All of
these events that the author stating are placed back to back also creating a faster tempo as they are
read generating different opinions and thoughts.” The evidence and commentary offered in these
paragraphs do not establish a line of reasoning and do not directly support the “eerie and spectral
mood” described in the thesis. There is no clear explanation of the connections between the student’s
claims. In paragraph 4, the essay attempts to explain the significance of asyndeton and personification,
but the explanations are simplistic: “The personification gives human quialites to the fields giving off a
sense of happiness and positivity.” Several literary elements are mentioned in the essay, but the
explanations of how they contribute to the meaning of the poem do not relate to the argument of the
essay. This response earned 2 points in Row B.

Row C: Sophistication (0–1 points): 0

The response does not demonstrate sophistication of thought or develop a complex literary argument.
The last sentence of the essay, “By incorporating different devices the impact the poem has on the
audience is much more greater, and creates a more everlasting effect,” is one example of the
oversimplification found throughout the response. It did not earn the sophistication point in Row C.

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