AP
®
RESEARCH — ACADEMIC PAPER
2019 SCORING GUIDELINES
© 2019 The College Board.
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Report on Existing Knowledge
Report on Existing Knowledge with
Simplistic Use of a Research
Ineffectual Argument for a New
Understanding
Well-Supported, Articulate
Argument Conveying a New
Rich Analysis of a New
Understanding Addressing a Gap
Presents an overly broad topic of
inquiry.
Presents a topic of inquiry with
narrowing scope or focus, that is
NOT carried through either in the
method or in the overall line of
reasoning.
Carries the focus or scope of a topic
of inquiry through the method AND
overall line of reasoning, even though
the focus or scope might still be
narrowing.
Focuses a topic of inquiry with clear
and narrow parameters, which are
addressed through the method and
the conclusion.
Focuses a topic of inquiry with clear
and narrow parameters, which are
addressed through the method and
the conclusion.
Situates a topic of inquiry within a
single perspective derived from
scholarly works OR through a variety
of perspectives derived from mostly
non-scholarly works.
Situates a topic of inquiry within a
single perspective derived from
scholarly works OR through a variety
of perspectives derived from mostly
non-scholarly works.
Situates a topic of inquiry within
relevant scholarly works of varying
perspectives, although connections
to some works may be unclear.
Explicitly connects a topic of inquiry
to relevant scholarly works of
varying perspectives AND logically
explains how the topic of inquiry
addresses a gap.
Explicitly connects a topic of inquiry
to relevant scholarly works of
varying perspectives AND logically
explains how the topic of inquiry
addresses a gap.
Describes a search and report
process.
Describes a nonreplicable research
method OR provides an
oversimplified description of a
method, with questionable alignment
to the purpose of the inquiry.
Describes a reasonably replicable
research method, with questionable
alignment to the purpose of the
inquiry.
Logically defends the alignment of a
detailed, replicable research method
to the purpose of the inquiry.
Logically defends the alignment of a
detailed, replicable research method
to the purpose of the inquiry.
Summarizes or reports existing
knowledge in the field of
understanding pertaining to the topic
of inquiry.
Summarizes or reports existing
knowledge in the field of
understanding pertaining to the topic
of inquiry.
Conveys a new understanding or
conclusion, with an underdeveloped
line of reasoning OR insufficient
evidence.
Supports a new understanding or
conclusion through a logically
organized line of reasoning AND
sufficient evidence. The limitations
and/or implications, if present, of the
new understanding or conclusion are
oversimplified.
Justifies a new understanding or
conclusion through a logical
progression of inquiry choices,
sufficient evidence, explanation of
the limitations of the conclusion, and
an explanation of the implications to
the community of practice.
Generally communicates the
student’s ideas, although errors in
grammar, discipline-specific style,
and organization distract or confuse
the reader.
Generally communicates the
student’s ideas, although errors in
grammar, discipline-specific style,
and organization distract or confuse
the reader.
Competently communicates the
student’s ideas, although there may
be some errors in grammar,
discipline-specific style, and
organization.
Competently communicates the
student’s ideas, although there may
be some errors in grammar,
discipline-specific style, and
organization.
Enhances the communication of the
student’s ideas through organization,
use of design elements, conventions
of grammar, style, mechanics, and
word precision, with few to no errors.
Cites AND/OR attributes sources (in
bibliography/ works cited and/or in-
text), with multiple errors and/or an
inconsistent use of a discipline-
specific style.
Cites AND/OR attributes sources (in
bibliography/ works cited and/or in-
text), with multiple errors and/or an
inconsistent use of a discipline-
specific style.
Cites AND attributes sources, using a
discipline-specific style (in both
bibliography/works cited AND in-
text), with few errors or
inconsistencies.
Cites AND attributes sources, with a
consistent use of an appropriate
discipline-specific style (in both
bibliography/works cited AND in-
text), with few to no errors.
Cites AND attributes sources, with a
consistent use of an appropriate
discipline-specific style (in both
bibliography/works cited AND in-
text), with few to no errors.