AP English Literature ‘The Great Gateby Sample Set Essay Score: 9 ‘Write in te box the mune of the question you are answering on this pape ait is signe inthe xa. TT, een 7 ee : ieee In _many eases, —the_individual does act inkend_to hhelp_tr_harm others sheng sR his dishonesty, but rather aivas__te__peatect his awn personal safety, This isthe case for young James Got in F. Scott Fite gevaldé novel Ze Great Garshy, who deceives everwne he meets. and assumes a. new..persona_te match his lavish, new We? Jay Gatsby. __ —— ne_gained his leita _worlding his wal) wp the _ ladder of success, he atat- wanted oo Hes with the . man_that he once _was. He changed his ame just as_he Yad changed his life, t¢ show that tne could sentvel__whp he was. € Gatsby’ attitude toward wishing. andes inte Goksbys overwhelming desice fb ais ove * Daisy Sree ee wr eet eee eee eee eee eee eee Jay Gatsby not only wants to have “Daisy, far bis _ Nevyown, dame he also desives to seeme poahect ery « Ata turing pein —in_henovtl, Daisy is driving __ Gaiisbys yellow ear when she bits a woman named Myrtle, who lappens fo be Térm Buchanans ___ smistress. Hing her_instantly. Gatsby stem tells no one —_ Resim tothe © The Cotage Road raieof GastAP English Literature ‘The Groat Gatsby Sample Set a “Write in the box the number of the question you ate answering” eee ee ceeeeece! Th ‘poisonous Jonge —is_adni Se a fight hh e rant i lowin leads to Gatsby “Cod -sepcomplex" He ros tne ailusion hat all iS FiOS ove years awe _naade tien ‘seems $0. => Fetum whe (© Te Coage Board ‘abip of CoctontsAP English Literature ‘The Groat Gatsby Sample Set mane bmertertn remem 37 i lavish, his hi e and his car the fastest. He is what every man in s vex to become j het i ray ne _A, 2 hvough — Gratshj Vite geraid Shiota UN Conctiptien and_deetine of tse Americans Deana 1s, lay Gatsby started Bal othe bottom and ended: up at tne wp, butfe DSs build upon mountains of tes and deceptions: Even _nis_name _1s_fatse\ if Gatstoy is _ sean _4o_vepresent the American Bream, the racer. com assume that the American Dreat had loecome “pacl-door" deals and ties. 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AS for chor alter shot decig Vet ofners ) | pelicwe thor wovld be Dairy Daisy was once _in pve With Grass buy. At rer? AgrzY he (eG for the milHewiy she had ro choic wt att i ny we With het liz. When “GoutS bu ond Se2kS ner She doesn't eeu, she jeAds him on. She Imives Getstey ipto. dininKing het yhe Wants a lationship. wih Rim aind “iS ffl mecliu in love with im, OF Course like any other boom novel ov piey wih the morn Siery aise Comet backavound roves. The Grovies thet are 42d inte the lead Virery in ong Woy or fasion. ‘Thee avo weveyal to Gecbetr His hovel in pacticviar » a Ubgecting, : A LOVsi Ary PeLonnect Wis Cousin to the “love of her Utell) and = Raunt he 2 Mo Calege Boa ‘able of Cantante 24AP English Literature ‘Tho Groat Gatsby Sample Sot a ‘Write in the box the number ofthe question yon are answering NN on his page a its designate in the exam , the deotin of ne mitress ‘thar Vitinatel cuits to GotgbyS deain. Dau “‘mece likely dicot! have clivoct motives +o deCtlve” Getsby 4 ve, ow Whit yhe was Cving.” Buen setae nis _dvoth vhe didn't ~woey Lover her nvsband, Extn ofa” pig death she didn Ynenk the cousin Ov ol he die kor Wh, Even ofa Garsioy'S deeth She dian'+ COMe ULOH +o anythina. Her deception coniriby+es to vine” yraning of the werk ag & whole by Showing the Arud meceniing of “ne novel , Step ie diz win love. ema calage ead sso dcmonsAP English Literature ‘The Great Gatsby Sample Set Essay Score: 2 Cmppulnadeeone aa Questia A San, _ One's yatives of deception sre YO tyewse vlwt So _evere One's weslegenee of Self Cefarmment: con be a hia odvoct Brats Revevy is a duila esd Senved cold, rue eee yey pete corivnbe) by Yosie of afore! polite. An lderdeel motives for teceptian — at Sortetwyes ana of. 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Wit inthe box te mune ofthe eto Jou ae anawerng [Quyrion ae nt bay a tt Bw UY b yt a oni ats ij BF ple The Cologe Board Renata tothe "abi of ContactsAP English Literature ‘The Great Gatsby Sample Set crt) 818s) ‘7 (RR) ‘Table Leader Notes Question #3 The Great Gatsby Full Run 9-1 ‘This student presents a well-developed and persuasive analysis of both ‘the motives for Jay Gatsby's deception and how that deception links ‘tothe meaning of the novel as a whole. Positing a clear argument, that Gatsby's deception is driven not by any desire to harm others but rather 5 a means of self-preservation, the student then provides apt textual support for this assortion. As the argument develops, the student doftly links Gataby's euccess with his own self-preservation to an. illusion of power, quoting Gatsby's own words: “Can't change the past? Why of course you can!" Henco, the student maintains that Gatsby also uses deception as a way of protecting Daisy, thinking that he is “untouchable” and that “he can control exactly what: people think." Finally, the student makes a strong case for this character analysis as a window into the meaning of the work as a whole. The student depicts Gatsby as a mere “figurehead” for the American Dream, masking “all the lies and deception ofits foundation behind a glistening curtain of champagne and swimming pools and jez2 music." Maintaining a cogent ‘and confident voice right through to the end of the essay, this student concludes that the self made man is "just @ con-artist at heart.” This essay merits the highest score: it does not have to “sing” or induce shivers. It doos not have to be ethereal or ingenious, Rather, this rough draft is a well-written, convincing, and sustained analysis by a student ‘who understands the complexities of Fitzgerald's novel. Roginning with a strong thesis, this student immediately asserts the connection hetween Gatsby's deception and the claim that the American Dream is inherently corrupt. Offering rich textual evidence, the writer connects Gatsby's concealment of the source for his wealth (“even from Nick, his closest friend”) with his suppression of his true identity, The student establishes the motivation for Gatsby's deception +o his desire for Daisy, arguing insightfully that Gatsby's love "is flawed due to his romanticizing and his objectification of her." This incisive analysis persists throughout the whole essay as the student reaserts ‘the argument for "the decaying nature of the Amarican Dream” in the conchision, The student ends with a mature observation of the “flaws in the evolution of American values and the inability of the newly-defined American Dream to support its citizens." "The writer of this essay selects Tom Buchanan as the deceptive character in the novel, breaking the pattern established by the majority of other studont writers who chose Gatsby. Framing the discussion around the American Dream as itself a deception, the writer focuses on ‘Tom’s easy relationship to his wealth, his affair with Myrtle, and his lie to Wilson as evidence of the deceptive nature of his character. Although Jess thorough in its analysis, including some digressions on 1) why ‘Tom would have an affair and 2) on revenge as motivation, rather than Goception itself, the discussion is reasonable, Furthermore, the student ‘works toward a perceptive ending, quoting a line from the novel and Recum ta the The Colege Boat ‘Tbleof Contents a8AP English Literature ‘The Groat Gatsby Sample Set 6 (a0) 5 (PP) 4(00) 3(NN) Unking the image of the groon light to “an intangible idea,” the illusory nature of the American Dream established early in the essay, "that no character...was able to hold onto.” ‘This essay conveys the sense of a student writing in @ race to finish the exam. Yet, despite its rapid pace and less precise focus, the student is successful at identifying Gatsby's deception shout his past as indicative of “the emptiness of the upper class.” This connection between a single character's flaw and a possible meaning of the novel has its foundation, for this studont, in Gatsby's ostentatious wealth (acquired "from shady dealing and bootlegging") and extends, as the discussion dovelons, to Daisy's attraction to luxury and Meyer Wolfsheim's financial dealings. ‘The essay makes a reasonable assertion that this textual datail supports “the central interest of the materialistic upper class,” This essay is typical of many student responses to 03, whatever the prompt or text may be. Working just enough to step into the upper-range of the scoring guide, this student is not incorrect regarding facts from the novel. Likewise, the student is careful to construct an introduction ‘with a thesis and a concluding paragraph that attempts to link character to meaning, Though dutiful and diligent, this student struggles, nevertheless, with the task of analysis. Although the essay includes aplausible claim, "Gatsby was not a malicious person by any means, but his {self-deception] is clouded (by] ethor pooplo’s judgement,” such insight is rare in this thinly-developed response. The student mainly resorts to a presentation of facts from the novel without analysis or link ‘tomeaning. This student struggles to move beyond the “what?” of the novel to the "why?" As a result, the discussion remains superficial right to the final paragraph in which the student reaches toward a statement of meaning, but is only able to present the simplistic and hackneyed observation: “If we as a society do not change, we may very well end vith a similar fate to Gatsby." ‘There are multiple reasons why this essay fails to achieve a score in the upper-half of the scoring guide. First, the student does not carefully address the prompt, vaguely suggesting that Gatsby deceives Nick in his pursuit of Daisy. Yet, that idea is never clearly stated as a thesis, Instead, any argument must be inferred from unfocused commentary: “this is decieving” (sic), Gatsby's motivation is never explored. The ‘writing is repetitive (“at the end of the day"), overly colloquial for college-level composition, unsupported ("No one trusts each other and everyone does anything they can by any means necessary."), even ‘though the student has some basic control of language. Finally, the student fails to offer an adequate analysis of Gatsby as a deceptive character. The claim that the “theme of the novel" is "an impossible love story” demonstrates an oversimplified understanding of the text. ‘This essay demonstrates neither a clear interpretation of the text nor adequate control over college-level composition. The introduction lacks a thesis, instead simply naming Daisy as a character who deceives others, Rather than investigating Daisy's motivation for deception, as the prompt expects, the student contradicts this idea: “Daisy most, cam tothe (© Te catage oa ‘Tble af Contents 29AP English Literature ‘The Grost Gateby Sample Set 2.cuna) 101) (© The Calloye Board likely didn’t have direct motives to deceive Gatcby but she knew what she was doing. Even after his death she didn't leave her husband,” Inrelevancies, oversimplifications, end an absence of detail from the text, ‘compound the weaknesses in written expression. Finally, the student's statement of the meaning of the work as a whole, “secrets die with love," reduces a complex novel to the banal, Since most high school students have not yet leamed the craft of writing tightly-packed, economical, succinct prose, its often the case, then, that a short essay does not earn & high score because ite very brevity signals a lack of analysis and insutficiont detail. The student writes an introductory paragraph but never names the novel, fails to identify @ character who deceives, and instead poses a cliché about revenge rather than deception, In the concluding paragraph, the student again does not name character, title, or author but rather generalizes about self reflection. A mere two sentences in the essay refer to specific detail: that Daisy's betrayal leads to her husband’s murder of Gatsby. Yet, even, this rare detail is undercut by a naive euggestion that the couple needed to see a marriage counselor. Such a comment indicates a student who does not understand the text as a work of art, does not acknowledge that Daisy's adultery was deliberately staged by Fitzgerald in the service of meaning. The essay also contains numerous distracting errors im grammar and mechanics. ‘This single-paragraph essay appears to be written by a student who xan. out of time, ending in mid-sentence as it does. Its three sentences do not reveal a student who struggles with written expression; however, the choice the student makes to open with generalities does not help in moving the essay along. The introduction would be more successful starting with the final sentence in which the novel is identified, rather ‘than opening with broad, sweeping statements that are unrelated to ‘the prompt. Of course, this is a student who would have benefited from some strategies on how to manage the essay portion of the exam so ‘that each of the threa essays could have been completed. This may be studont who would benefit by writing question 3 before questions 1 and 2. On the other hand, this may be a student who has not reviewed some texts before taking the exam and therefore does not remember Fitzgerald's name and takes too long to name a character in the novel ‘who deceives others, 20