<p>Ok that sounds weird hahaha
What I mean is that are they willing to accept examples that are not outlined in the scoring rubric?
For example, look at question 3, part c (the one about transcription and translation) 404</a> Error page
there are many different ways to go about answering this question. Aside from those outlined in the rubric, I can also argue that translation involves the help of another organelle, namely ribosome, while transcription does not. And I think that's perfectly acceptable. Biology is a very vast subject, not to mention that students attending different schools may get taught different concepts depending on the teacher. CB can't expect us all to think the same and to write what they want us to write on the exam.
But do the graders understand this? Will they not reward points for answers that do not show up on the rubric?</p>
<p>The examples in the rubric are just that – examples of the most common answers seen. Any valid example will be accepted. All readers are experienced teachers, who have been teaching AP Bio or College Bio for at least five years. When novel examples are seen, students are given every consideration. Your example would be given credit.</p>
<p>sorry the link I posted originally is broken somehow
this is the right one I was referring to
<a href=“Supporting Students from Day One to Exam Day – AP Central | College Board”>Supporting Students from Day One to Exam Day – AP Central | College Board;
just for all you CCers who were wondering!
and thanks for the answer! makes me less worried now :)</p>
<p>I agree with BigIs. </p>
<p>Though… if you have a grader in a bad mood, they might not give it to you, but either way, one or two points won’t kill you.</p>
<p>More than one person looks at it and grades it before a final grade is settled on. I passed (4) with some pretty good BSing so they must be flexible.</p>
<p>What if both of them are in a bad mood? ;)</p>