2023

AP English Literature
®

and Composition
Sample Student Responses
and Scoring Commentary
Set 2

Inside:

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

© 2023 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered
trademarks of College Board. Visit College Board on the web: collegeboard.org.
AP Central is the official online home for the AP Program: apcentral.collegeboard.org.
AP® English Literature and Composition 2023 Scoring Guidelines

Question 1: Poetry Analysis 6 points

In William Ellery Channing’s poem “The Barren Moors,” published in 1843, the speaker addresses moors, open expanses of wild, uncultivated
land. Read the poem carefully. Then, in a well-written essay, analyze how Channing uses literary elements and techniques to develop a complex
portrayal of the speaker’s experience of this natural 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.

© 2023 College Board

AP® English Literature and Composition 2023 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 speaker’s
• Make a generalized comment about the poem that doesn’t respond to the experience of this natural setting.
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 speaker has a complex experience in the setting of these moors.” • “The speaker’s experience of the natural setting is one of solitude and
• “William Ellery Channing uses various literary devices to portray the uncertainty, but also of appreciation and peace.”
speaker’s complex experience in nature.” • “By having the speaker address the moors directly, Channing portrays the
Do not relate to the prompt setting to be a place where divisions are blurred.”
• “Nature experiences can inspire great poetry.” • “The moors provide an escape from the cares of the world, but this escape to
nature does not provide any advice or resolution. Rather, it offers a quiet
Describe the poem or features of the poem that’s more ‘profound.’”
• “This poem is particularly vivid in its description of the moors.”
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.

© 2023 College Board

AP® English Literature and Composition 2023 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 elements or techniques in the
in 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 from
with no textual techniques. inaccurate, or repetitive from the poem to build an 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 argument as a line of reasoning
no explanation. either do not make multiple of multiple supporting composed of multiple
supporting claims or do not claims. supporting claims, each with
adequately support more • Commentary may fail to adequate evidence that is
than one claim. integrate some evidence or clearly explained.
• Do not explain the fail to support a key claim. • Explain how the writer’s use of
connections or progression 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.

© 2023 College Board

AP® English Literature and Composition 2023 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 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.

© 2023 College Board

 Sample 1A 1 of 3
•
- - -··-- ·---

•
- Important: Completely fill In the clrcfe QUNtlon 1 Queetlon 2 QUNtton a

--
- that ool'l'llponda to tht qu11t1on you
- 0 0
---
are answering on this page.
Begin your raponH to each quNtlon at the top of a new page. Do not lklp llnea.

-- N(),,t11re. ,'11 foef..,y C-MI/ o/k 11 re-r 1e:,�r./ll- ovi tlttfrcdt'e �k

-- fore� 1'-1 (;,-J.1'.rl-caec) bvt ,·ri wi"l(/,:,-1"" t./(<r1 �t.'.J� ftrefrl,

e
-- �('C1 /1.cfl/5 7 ft..&. Jf��Cf' f�d.f Co;tt/;,;. {)(It(/ ric.l.lr.�
11
k1k-t.
blr'»- ,'-1 lh.c. l,,,.,{ldv;z,vJ, 11,_,,"''()4 c<. /4/U-- v.14'vli ,ttle"'ls /�If h:J
-- be,, C:>lKf'�I /r1 ti«/vrc.) {�/1/11� C.C/tl{/t7S- a OUf C<}!fJ'tC�
-- fl4/orc.- //[ � 1"1ilh/ o{ PCt;;/(,'tt.:J S-(N)i-f wh. 1lt:- {If�
-- wi'Mz

�t/c�f- CPv�75 �'b-

C(

--
r/� h""'y ,,rv� ¾ J�'1c...,1 /'1.e,,/4,ftu,';
"7

-
C--.!rC-'��"7 .n,t/-c4�'-� C,f.,.J �P/4ic ca,t'��,4'-';.
f /4,"
likr., /t,u,'lt:tf<J
::,"1ci,,ft/ /r,y/ </4-t//s/4,1 a tvc. �/ ;y;',z,-, �,1 r'7wc rod(s"
g

/j,_
-
- 1 tYl .ff'leJt�-
· 1 v
� rc.f.:/.//t'CYJ o/ ftw.s cultlrc.,.5 -c?(FJ e'9G ,14f-

: 011!7 ralJ,/l� lie /h.c,,h r <f !t-c 17t?�.,,..1 f;i // c-i11A-st'z�s /k,.
Qf �/17 �fcctjfk �/41� � of �c;,5 w!u,� /h sf'�/,e:t'

=
: Q/lt--

: C1/f'C-t?'c4.J. f4r��hv l- A f�.f/ uJ /tcJrcf Jhvz�ey.f &f='O/�

: /t1t:re,, ;� cv; rh.tblo/1 d/ � u/J.,)qv-c:- 3/lq,i/J' wki4,_
rt,M;l�,,f;
{/,!fr/�

::J Ol.l' � /1/t(7 if' d/ ca(,A'I db��C�,

i
at cJ I�
: ti /,, �?v�·l/7. C,:�/1 111 /ik,uh,r� o/ /4:.,-,
C",;t fe /,�r/ .y�crf

: �oh a.5 fl? //j 1� 8afl'c/\ /foN$' , 1//ov.}6�ti/ JrCA/- povt<fy (,//1/

--
: /U.:tJ5/r/tt/l't tr#O'lj /k, rvlt'Cf/'l,c- 017 /f--CA.,lvrt:-- fc /Jh) JO�c. i< o/fr'1

-- vM/cr:rwr?J /? vt /'1 t>-e,hr�b/,e, J ,, ()1/�(;t� Jc;,o�. -:/I 1':s /1,v,:)�

r 1
-- ;/Jl'c(y,; r Jvo-h �5 «dtc � l"'t l,.,(l� ">)} t:i(� qy'/�� ,,c,r.e,.r/ frPj,?v� >) // 4

-- // pe,t:q,'1,-C 5 t?-/u,/' kO,.,,- Vo/(l//4-,/ �� CtJ/4'1/c"hJ OtrV /-r �

-- Y/Jc,t,k;; w� /t�vls �/Yl Ml- ex/ we,rlr �r /1 6cd.;_ k,/ �

1
-- /rott1. 6v77 t/t., · 1/,;.J' �rq/ �fl.I /s- ,q,,�?C} /2, A: a .J't»tU
1

-- f
✓
� �/7#'� (7(.5 W� t>t1Y u/. /J.<C �.,v-c;n f� a .4cJ ,.,,.#.,.&, SW(SC,

-- s
1h, �r sy�c-lzdaNt; rch,.../hr r1/ � 1/r,'k1e) ee;{J o/�y
---------------------------------
¼ ,wu,/� wklle, fl /tM- �[ "A � �or �; 1k,

---
�·
UN a pen with black or dark blue Ink only. Do NOT wrtt9 your name. Do NOT wrtte outalde the box.

-• . •• •• • • •
 Sample 1A 2 of 3
--
.. -·· ···-�---- -·--- -------- �
-

---
• Important: Completely ffll In the clrole Queetlon 1 QUNtlon 2 QuNtlon 3
that corresponds to the question you
0 0
--
are �rt ng on this��-. .. •

--
Begk't each qi-.ion at the top ol a new page. Do not ·
. ��Iv fa�/ life- ,,, «r� {f r1rj(.ll3] �'r �� �7 ... ) /2e ts
ct(:N? /rce,, /;pn ;w-e;-J"'/xl J(/J�� "4fzPtJ tlt.r, fl- /5 efcttr lh,/ --
{k_l/�f} /I �� /4 COttr;er 0< dtef' SC/1.:rc of /eee/0;<1
W"'f.f k,.y �nollt:Af /k,I t1-rt/ ()r�cJ�/�d w//tz. e.;,ccy/Jn1 vu/ /t/f )�
,i,�
--
eo�re,r �r,.r � � :
e,c.J,,ltttcd fty//Jr(/1, �
4, urr:er;,,I /?r-e-,
U,¥-rlU'?� o,, ,.j .)

--
{;�,-o,'�) fk, �kr � jr;cvf ttf/c�s- ,Id � /lz;-ovyli
UJ/1(/(,r ---
tyJ/ /h,, re:/Y'c 111 Stf/CN,) wuyr } Ciwxmf'1:; J �
--
Jo/tv � dt:f/t- o/ /k- .:f'eet/,/.s �,lYt��e,1 f2<:) �t/ "-.!' /2r,
--
J� al/hJ-41111/1 ¼I eu;r/4��.,, w/.,,'c./2 /tz... ...rc--!W� 1.:-Zc11� 1ti_ --
--
---
tf,'l/1,(l✓g\.._y,1 ii/ WfYl-dC-1'1, �,11 � /f"l.dl?ff f.«11.$�/".,,-,.j t'/2.Jf I,,�
/cc- fMf-
✓

efiphw,/e, ,efle-1/.611� 0/1 .rPU� ovvorrl/. {eflz,t-/'v y/w,�lf

ts· ,,-ia,-/"'� �vfldJ /¼.. flh'v.� �?dr �k,/2--0,1 k�ld-.eJJ.1

, fr- 'v/7 /:,pt�d/1 1 f!.c/JIY; /ree J,,,ht J /�� /11µ,Jfy Ol'l /te,. �#/«}\ --
f�c ,';,; /ii:, /A.Ol"II: u B�lw&e/1 I fh,,,JI • • - bt-4,,,, hv p y/W --
µ --
I

vvt1vh' <Af/t:1/ � 1k �I luc; /u,, �/ /4

--
�()IS. ,, '

_ OMJ/t/ 4's- /k 1# 7h, uicr/J a/-Jv �� �

-
fkc-e :{
Q.

;vet�C J'.f/. � /k, ffC�c.t gr�'(// /1'../t,P/e-&i-lv') he.,

=
f't'""-'fl?�J /-'l � fhvf; ,-of;d//y� ½'.I' o Je,: « () '1'1-1""' MclJfS _/'' : ..

Ws t;ry->kl/l�cJ /ti,, /r,,tc, ots /l1qY-J{7 u-�/5/2 kt,&,, � � .ArrJlif :

.)
J(j(M,, a.J OU "6' (IP�& ,11 tt--14../k.N�, (k, (/ � 01/ _/t-r. /1/Q.f'C, I{/r.,o
�er$ •I wovfd /114� /w �� /5 /'C�� /4, �"- 1� f,h, :
�N �P'I; t.K� fk, _ r-1� 41' Jc-iJ Ilk !I ,c,//', Wk-Yt' :
1t --
� hi� Mf ?iev?-- ��j,/1,o/ H 4t1c.- /af/ t/calf; 01
--
i.fQw {k flCIZ:-½ o/ 1,/2., /te- ff��/ ;J Ufl-k/?r ��f7
--
fl, � �, J JC/ t,/VJV.tlf � , Jg�.f" /t..e,/ �v h CU<t.f C
--
--
�•
. writ. vour name. bo NOT wrtte.outalde the box.

. •--
U.. • pen wllh bid or dirk blue ink only. Do�
■
·--- 0219667 ••
••
■ ■■ ■ ■■
• • •• ••
. ··-·· --··--·- ···--· -· ---· ....... ·-· - ----------
 Sample 1A 3 of 3
•
� - - - - - --
- - - -·-····.
- Question 1

--
Important: Completely ffll In the circle Question 2 QUHtlon 3
- that col1'8Sp00ds to the question you
- e O 0
--
are answering on this page.

-- 1o ,
Begin your rnponM to Net\ quNtlon at the 1DP at a new page. OQ not lklp llnN.
Wtpl.,(flt pe,�r t:t.S d;. µ.wiy

-- �(Ptif/ /4 -,.,. w
cJf

�M� fo>C.-M u--(1-z (;- �-<a.,i �ur.f ,, cl5-

--
u-�cl? 1
0) C- jtM/t"v- d� fk- /' cd« Ph /lv-�
--
Cf/1

&�11.fkt-i,/ �/" t?nj rhy'� ., 1k �lru ///kf�cl ci q)r4

-- sudie7 �C!/JJe,,,7�- C)(/'Cl'a4(
c.¢�d/l (JI
fC/15',: a�dc fr �,i::: J/1 k 0!
(),b..;,otc.c,

-- /Ji11!yt'/d 6 � C-�t:<pls/J r)ut//1//1 Wknv7 rJUAAuf �

(/JC.J

-- 5/� �
1

tt-/J v,lh//11.slo«l 011? �-

-- tlcAvu /ro,"-7 .rr�Jy /4, Cd/1'-o/
fQ�/>? #' � t;fti'�/c /"W'�S'

--
oae, �� /4c_ �,../ �
)/I �? �

--
--
--
--
--
--
--
--
--
--
---
--
--
--
--
-
- ._____________ _____________
-·
____.
"°"'·
Paal4

--
....;...
U.. a pen with black or dark blue l_nk only. Do NO! _. your Do NOT write outslct. the ik:>X-

-• . •• •• • • •
:
 Sample 1B 1 of 2
Important: Completely fill In the cllt:fe Quntlon 1 OUHtlon 2 Quntlon 3 •
- that corresponds to lhe question you • 0 0

--
- Begin your reaponae to each quNtlon at the top or a new page. Do not skip llnea.

--
are 81l8W9rlng on this page.
I0 "�lhe. tc,«-tl' M0c(,('' Chw,"l'j wn\"{...) a�olNt o.. �/JJ

-- le>rJSCApe S�CArcrteJ ;.Pen,, �wuely, lhr0\A..9!ti 0- Vc.rld.-t

-- of .Sil'i\llt...{
4\.-�
Of\c) oikf li�e(Gi.1-i fe.J,ni�ll(JWJ (hc;f'\n� S�ot,,..,..C

- how
f}OfVl
�c.ker UJ� �i.i }011J <V c,. r,I� fo refr'eqt
l'Y\'M Jar\c, O.div1tJ� � J .(;'rJ pwp�e _- -/lir°'i.j� i-rd�.Jir,{).

: Lr- -\lne, D-.)+ S-tCArrrc\ � �e tJ.1,A.tl-ot a�ar"'� ly v<-;�

: re.peAA(0s, ie \)�r�Je.J ""· JfOtAr bcn:ft\ locl;r · '1 €Mp�4':�"j ...
� -/h-<. ,
--
: -t\.-e
I+
',Mp<7'"1C...... (,-C
��rver +o
Dr �I) t1 pl4t.e- . �t . 1feq/4er. !ktvc.r)
· 1

- o\.Io
�d,nc.r'1 p1€-u
cc,-l�or,·1:e
,I' /f.tf\d,)
Ke pl� e,t.
Lv,..-f A.f o-..
f'fot j1,,41)
cerrfe/
c;...r-
of- t�.. �:,.
t!
fN'

to (,Ue c"c-< r�r{).J

--
: l\'.>�f\��h-\, \,/ <}oc;.i1ry ().Jo(J ?r'"r \�

--
\hiJ Jve.J ¼e tJ 11,c_ p\4ce j� /n.:rt .rymJ,,.J,c
�y
(t-N(.
� _S\-1(,�
---
if\ i<>+ <;e.f'\J� (l.) a.. w,c) ��4 ha✓ �:..
(!).{�an�( -ti-t. f OtKr 0zC J O<A.fAS °'f°" 0- 4Y .Jh �
II'

8t:>l>J\"!l T,ne.c '"''�Jh t�

i,i
we. / t:'-- !Jm,/e -&� sreak-er
: �j�11l,-t, how -the. I\CltlAw\ r-t#ir-,q ir Ji.r/411/! ofc/, 1v,7 h�rY'J
: \ire. • T+ o.\i-o 90et tv ��ot,..> f;;./oc.v fh�JCAI �� te#AJ ti
: ,r t\.-t .(pC4W vJ..., etljv� (yf!:J � -/t,we_ II� nxb. ,.
: \k r'h'r' .,� S�t 1,µ,u} �e__ -(rGC¥/c-C,,, i7
it, ��I.ff- /./,,e.
r<l...{aru...r a.. p\e,t;.JC,c/Jt_, fi'oc.v�
"°'j
: poet\f\ idec... -1/-.c_j. t+- pldW'
--
: 0-' ��-

-- 1,.,. �� 0-{xt ct""'"'J �� _q>e.�W JJ..Jw-ut4 how � fk1t.,,

Je,y
-- Jo\ ,tv.cie.i Gof\ 6;,lj rufe. \� pv.:}J�e, of m /()A.�:&-t
1
�v\,� C.�'4� a__, rx,r�lfl\L , � 5:"(l.atf � f,fb-J �J·u1
J

____________ ____________
�o.� , t \"' reJcri\tYI io .s.oudy, it alro .,r� ow( J� e-.f
-A..�
: �G!..

: w�:le., unJ�aiAA�2 �Y
--
� !pe.4W Cr<. l(,J}c,i�
..........

-· .
-- UN a pen with black or dark blue Ink only. Do NOT wr11a your name. Do NOT wr11a outalde the box.

•• •• • • • aa-e
 Sample 1B 2 of 2
--
-----
.......------------ - - - - ----· -· -- --·
• Important: Completely fill In the cln:le
that corresponds to the -question you a...
are answering on this page.
QUNtlon 1

e
Quedon 2

O
QuN1lon
•. ,f 3
O •·· --

-·-·---- . ·- -- - ---------------
 Sample 1C 1 of 1

~
jlƇæĀ Ƈ‚ƇĶ
Ƈ ĿďěƇbƇ – ƇœƇ ľĐ ƇmƇ

ŜƇ Ĥ4Ƈ¾įīƇƇķ÷Ƈ




 ì½ƇÐġÁƇĺƇîƇĢŃƇőƇ

 


wƇŒĨƇĪƇĻƇ
ÏƇģƇÀIJƇĸ
ƇļƇĚƇ ƇäƇĠ
LƇĔƇĎİƇõĝƇÿóãMƇ

=1"!AUVj DWj  

   j





 




# ,“ŠƇ Lj §¡ĆßWĦ ÚƇ ŏáƇ ¨Ÿ²Ƈ ¶56


c]Ƈ
£ĘE©Ƈ†¤ƇŝƇ



Ė¹ŢƇ 2Ƈ ŕô¢—dp"Ƈ·ŗ7ţƇ    -
 

    



<Xj ïŘ8ńŅ1 qij}-•±Ƈ'ŤƇťƇ ĭŦƇ-Yj ąƇ - œ





YƇ !-

 {Ƈ 

 
3Ƈ ʺŁĮƇ ‡åƇ 2j

  aùØƇ




 èŧƇ ŨNƇũŪƇ    -  
 
ø







$% j - "- #$- Z[j \j
 >Ij
 
 CF j


  4jRj]6j/M^


3_j9j`j 

E&j'j)aj +





šū#Ƈ ŬƇ    P b* úˆyıƇ nećðûËŐ9
cj dj ;e Jj 8BGH5Sfj -








ŭƇ ŮƇ ůđª«ŰƇ 0:j
-j  0˜Ŋ^_séƇ ĒÈ´C
ĄƇ ÝŀÉíŋÙJ/ñƇ   
 āċBĉř:űƇ Ĉ@€ÆČÕƇ ÂtƇ  

ŲƇ kĕZЬÞƇ ōēĽ¸Ƈ »ÌƇ fƇÑųƇüęD ł;Ƈ
   
v[ŴƇ<ò
ŵƇ Ş
 






öƇ oƇŶƇ    
 ƒÇƇ
 ýÒƇ  ŚŔƇ ‰žƇ  



Ƈ ?(,j
- ŌƇ %Š›Ƈ  u°‹ŷƇ ŸƇ IŹÓƇ  j z¥Ƈ j ÛėX\

QTj  
  
  
  %-





 



 
 

    
x|U ³Ƈ hÚV‘àOƇ j

     ĩƇ +ÜƇ Ċ=ÍƇ
 

ghjƇ



 źŒ”Ƈ
&'()- 

şĂ’PQƇ *Ƈ ƇirƇŻƇ Kj ğņÎ`)Ƈ    Hż
 @j ׎ҭ(žƇƇ®Ƈ™Ƈ  




âĴ$Ƈ 
ê>!Ƈ ſƀƇ *--
  



ăƇ&ňʼnGčƇ ƁƂƇ j ŖƇ ƃ¯Ƈ 
 FƇ .Ni7Oj +-
,- j 
 
   
¼AþëƄRƇ ĵƅƇ 
  T„






 Ô¦Ƈ g 

.ƆƇ ś?ƇħµƇ  
 




¿  ŎƇÄƇĥƇÖĬƇ ĜSƇƇ ŽƇƇ  
Ƈ ƇƇ ĹƇÅƇ

  
  


AP® English Literature 2023 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 William Ellery Channing’s
poem “The Barren Moors” and respond to the following prompt:

In William Ellery Channing’s poem “The Barren Moors,” published in 1843, the speaker
addresses moors, open expanses of wild, uncultivated land. Read the poem carefully. Then, in
a well-written essay, analyze how Channing uses literary elements and techniques to develop
a complex portrayal of the speaker’s experience of this natural setting.

In a timed writing situation and with an unfamiliar text, students were expected to complete three
tasks successfully. They were expected to:
• read the poem carefully;
• analyze the complex portrayal of the speaker’s experience of the natural setting; and,
• write a well-written response based on that analysis.

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 analyze how those techniques are used to shape the
poem and its meaning. For example, in “The Barren Moors,” students might identify and explore: a
variety of devices that impact meaning, including similes (“like crags upon the shores” and “Like
desert Islands far at sea”), metaphors (“this deserted hall” and “two silent floors”), and symbols (“The
fox” and “a ship”); how the initial repetition of “I stand” is disrupted in the final line (“To stand”); the
author’s use of capital letters in “Islands” and “Life”; and how a single exclamation point in the final
stanza signals a new awareness of the speaker.

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 “The
Barren Moors” students needed to consider how the parts develop a complex portrayal of the speaker’s
experience of the natural setting. The word “complex” is central to the prompt, reminding students to
look for and explore the shifting, contradictory, or paradoxical aspects of the poem. For instance,
students might analyze how elements initially considered negative (the isolation and barrenness of the
moors) lead to positive experiences (refuge and escape from the world); how concrete aspects of the
moors lead to abstract, philosophical meaning; or how a speaker with “wounds of time” can find a
form of restoration in the experience (“O barren moors!”).

Writing a well-written response means demonstrating a variety of skills. Students were asked to
establish a thesis that shows understanding of the speaker’s complex experience of the natural setting
of the moors. They were asked to 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. A well-written response is more than grammatically
correct writing, and it should be noted that students are not expected in a timed writing situation to
write a polished, revised essay.

© 2023 College Board.

Visit College Board on the web: collegeboard.org.
AP® English Literature 2023 Scoring Commentary

Question 1 (continued)

Sample: 1A
Score: 1-4-1

Row A: Thesis (0–1 points): 1

This essay responds to the prompt with its thesis located in the first sentence of the essay: “Nature in
poetry can often represent an unpredictable force in existence, but in William Ellery Channing’s poem,
‘The Barren Moors’, the speaker finds comfort and meditative bliss in the wilderness.” The thesis
provides a defensible interpretation of the complex portrayal of the speaker’s experience of the natural
setting. It earned 1 point in Row A.

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

The response provides specific evidence coupled with clear and consistent commentary to build a line
of reasoning that focuses on “a deep connection with nature in the midst of a bustling society”
(paragraph 1). The evidence provided in paragraph 2 centers around the speaker’s “love of lying on
‘bare rocks’” and other images “which aid in illuminating a motif of calm observance.” Consideration
of such evidence as “‘dreamy home’” and “‘silence most profound’” is followed by commentary that
emphasizes the importance “these comforts” to the speaker. The essay argues, though, that the
“natural setting is revealed to be a source of lonliness as well, but not necessarily in a negative sense.”
Paragraph 3 examines the complexity of the speaker’s experience with the moors through an analysis
of “the subtle attraction to contemplation which the setting invites.” The response explains how the
speaker perceives the “‘two floors’” as “nature in the mortal realm, and the realm beyond life itself.”
This evidence and commentary work in tandem to develop the line of reasoning. The response
explains how multiple literary techniques, such as repetition, metaphor, and shifts function in the
poem and contribute to the interpretation. The essay argues that the repetition of the phrase “‘bare
rocks’” is significant because “it emphasizes one of many specific details of moors which the speaker
appreciates” (paragraph 2). Additionally, the response points out the “synechdochic metaphor” of the
“‘friend’s cold eye’” and argues in paragraph 2 that it represents “societal judgement.” In paragraph 3
the response considers the structure of the poem and notes, “While the first stanza is narrowly
focused, the following sections reflect on lonliness, then isolation, then freedom, then finally on the
speaker’s place in the world.” The response does not use a literary term here to describe the shifts in
the poem, nor does it need to. The essay provides apt evidence, insightful commentary, and clear
explanations of how literary elements contribute to the meaning. The line of reasoning is robustly
supported. This essay earned 4 points in Row B.

Row C: Sophistication (0–1 points): 1

The essay offers a sustained exploration of the complexities and tensions within the poem, most
notably in its consideration of how nature can provide an escape from society and allow the speaker to
exist between two realms: “While he [the speaker] may not have the capability to live past death, or
know the secrets of life, the speaker is content merely ‘to stand,’ so long as he does not have to chase
wealth or power as many do” (paragraph 3). Additionally, the response employs a consistently vivid
and persuasive style of writing that can be seen in sentences such as “Throughout great poverty and
industrialization, the reliance on nature to find solace is often underscored by a machinistic, unfeeling
society” (paragraph 2) and “In several ways, Channing conveys both the depth of the speaker’s
experience, as well as the subtle attraction to contemplation which the setting incites. The enthusiasm
in wandering in the moors transforms itself into epiphanic reflections on society overall” (paragraph 3).
This essay earned the sophistication point in Row C.

© 2023 College Board.

Visit College Board on the web: collegeboard.org.
AP® English Literature 2023 Scoring Commentary

Question 1 (continued)

Sample: 1B
Score: 1-3-0

Row A: Thesis (0–1 points): 1

This response presents a thesis that offers a defensible interpretation of the poem in the second
sentence of the first paragraph: “Through a variety of similes and other literary techniques, Channing
shows how the speaker uses this land as a place to retreat from mundane activities and find purpose
through isolation.” The essay earned 1 point in Row A.

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

The essay incorporates specific evidence and effective commentary to support the line of reasoning
which focuses on the importance of the moors as a retreat and a means of escape. Paragraph 2 of the
essay pairs evidence such as “‘on your barren rocks’” with commentary that argues that the phrase
“serves to categorize the place not just as an ordinary piece of land, but a center of hospitality” through
its repetition of the pronoun “‘your’” and suggests “the place is more symbolic in that it serves as a
shelter and safe haven.” The evidence “‘clouds upon a sky’” is significant because “the speaker
highlights how the natural setting is distant from ordinary life” (paragraph 2). In paragraph 3 the essay
suggests that the “moors hide ‘the wounds of time.’” The commentary clarifies the significance of the
evidence: “By finding a desolate place, the speaker can disconnect themselves from society.”
Additionally, the claim that “No problems can be found in this paradise” is supported by the evidence,
“‘no friend’s cold eye, or sad delay/shall vex me now where not a sound/falls on the ear’” (paragraph
3). In paragraph 4 the essay explains the symbolism of “‘two silent floors’” by arguing that “the
speaker is not only not anchored to either the ground or sky, but how they are free to explore.” These
pieces of evidence and commentary strengthen the argument that spending time on the moors is a
liberating experience. However, while the essay has clearly shown the virtues of “finding a desolate
place,” no explanation of how one could “transcend basic human nature” (paragraph 3) is offered. The
essay contemplates the effect of several literary devices, including anaphora, simile, paradox, and
enjambment, though the analysis of each tends to be brief. The essay earned 3 points in Row B.

Row C: Sophistication (0–1 points): 0

The essay tends to oversimplify some of the complexities in the passage (exemplified by the repeated
reference to the moors as “magical”) and, therefore, does not include sophisticated or complex
thinking. It did not earn the sophistication point in Row C.

Sample: 1C
Score: 1-1-0

Row A: Thesis (0–1 points): 1

The thesis for this essay appears in its last paragraph: “The Barren Moors is a place where the
author goes to get away, to find quiet and peace.” Because the thesis provides a defensible
interpretation, the response earned 1 point in Row A.

Row B: Evidence and Commentary (0–4 points): 1

The response does not establish a clear line of reasoning. Paragraph 2 provides some evidence such as
Channing “compares the sand hills to waves of the ocean,” but the commentary that follows,
“Although they might look similar, the can’t have ships floating around,” is unrelated to the thesis.

© 2023 College Board.

Visit College Board on the web: collegeboard.org.
AP® English Literature 2023 Scoring Commentary

Question 1 (continued)

Additionally, the essay offers the evidence, “‘No freind’s cold eye, or sad delay shall vex me now where
not a sound falls on the ear, and everyday is soft as silence most profound’” in paragraph 3. While the
commentary that follows makes a personal connection (“someone’s attitude towards you, which might
not be very nice or friendly”), no explanation of how the personal connection is related to the thesis is
offered. The response mentions literary techniques such as simile in paragraph 2 and rhyme scheme in
paragraph 3 but does not provide commentary on how these devices connect to the thesis. This
response earned 1 point in Row B.

Row C: Sophistication (0–1 points): 0

The response offers some generalizations about the moors being “his safe space” (paragraph 3), but
it does not explore complexities within the poem or demonstrate sophistication of thought. This
essay did not earn the sophistication point in Row C.

© 2023 College Board.

Visit College Board on the web: collegeboard.org.