Every May, a significant number of high school students across the United States participate in the Advanced Placement exam for English Literature and Composition. This rigorous assessment not only tests students’ understanding of literary concepts but also serves as a benchmark for their academic readiness. Each June, a dedicated group of high school and college English instructors convenes to evaluate these exams, sharing insights and experiences that shape the future of education.
This year marked my third experience as an essay grader, and I am eager to share my candid reflections from the week, albeit anonymously, as I hope to return for future grading sessions.
Day One: Arrival and Orientation
After a delayed flight, I finally reach Salt Lake City well past midnight, only to find my assigned roommate already asleep. While single rooms are available for a fee, I opted to share. The next morning, we introduce ourselves as he emerges from the shower, ready to tackle the day ahead.
At 8 a.m., we gather in a large auditorium for orientation. The chief reader, a friendly professor from a Baptist college, outlines the week’s agenda through an engaging PowerPoint presentation. His light-hearted anecdotes and even a few photos of his dog create a relaxed atmosphere, reminiscent of a summer camp.
The reading room, expansive and brightly lit, is divided into sections filled with eager readers, each equipped with laptops. Despite my fatigue, I try to absorb the enthusiasm around me. After grabbing a cup of mediocre coffee, I settle in next to a high school teacher from Texas. Our table leader, brimming with energy, reminds us to keep our drinks off the tables to protect the equipment, which adds a touch of humor to the day.
Day Two: Settling into the Routine
As I immerse myself in the reading room, time seems to stretch endlessly. The lack of windows makes it hard to gauge the passage of time, and I find myself creating a routine to combat the monotony. In addition to scheduled breaks, I take short walks to refresh my mind.
Most of my fellow readers are high school teachers, accustomed to the structured environment of AP grading. Many wear shirts promoting literacy, and I notice that a significant portion of the group is female, reflecting the demographic trends in education.
We enjoy three buffet-style meals daily, which feels oddly parallel to our work—an endless supply of essays to score. As I indulge in the food, I can’t help but feel a bit guilty about the disparities in our roles. The hardworking staff providing our meals are often from diverse backgrounds, highlighting the socio-economic dynamics at play.
After lunch, the chief reader addresses us, expressing gratitude for our punctuality and encouraging us to maintain our focus as we dive into the essays.
Day Three: The Grind Continues
Breakfast with my roommate and his colleagues reveals their camaraderie, and they invite me to join them for karaoke later. While the idea of singing in public terrifies me, I appreciate their kindness.
On average, I read over 100 essays daily, with only a few standing out as insightful. Many submissions are incomplete or lack coherence, leaving me questioning the motivations behind students’ participation in the exam. Are they merely seeking extra credit for attendance?
The sound of wrappers and snacks being opened fills the air, a constant reminder of the free provisions available to us. However, the assistant reader’s watchful presence adds a layer of tension to the atmosphere, as we strive to maintain focus amidst distractions.
When the computers crash, I seize the opportunity to read an article on a literary figure related to our exams. However, my table leader’s insistence on putting away our phones reminds me of the strict environment we’re in.
As the day wraps up, I head to the hotel gym, finding solace in exercise as a way to decompress from the day’s challenges.
Day Four: A Breath of Fresh Air
During lunch, I escape the confines of the dining hall for some fresh air at Temple Square, a significant landmark in Salt Lake City. The juxtaposition of tourists and local believers creates a vibrant atmosphere, and I reflect on my own family history connected to the area.
Working as an AP reader is a voluntary commitment, and the compensation is decent, especially with overtime. I appreciate the financial support it provides, especially during tax season.
After a long day, I return to my room and blast music to unwind, letting the stress of the day fade away.
Day Five: Calibration and Challenges
Calibration day arrives, where we are tested on our scoring accuracy. The tension among my peers is palpable, but I approach the task with a nonchalant attitude and manage to pass. However, one of my table mates disappears for a while, likely feeling the pressure.
Later, the chief reader addresses a serious issue regarding social media posts from the reading, emphasizing the importance of maintaining the integrity of the exam process.
As I continue to read through the essays, I am struck by the lack of coherence in many submissions. It raises questions about the state of education and the preparation of future students.
Like the character in the literary excerpt we are grading, many essays leave us wanting more, highlighting the disconnect between students’ potential and their performance.
Day Six: A Moment of Relief
As the week progresses, my table mates organize a card for our table leader, showcasing the camaraderie that has developed. When the computer servers crash, I feel a wave of relief wash over me, akin to an unexpected day off.
Day Seven: Final Reflections
By the end of the week, I have awarded perfect scores to only a handful of essays. This raises concerns about the quality of education and the pressures faced by students today. Some essays even express frustration with the AP exam itself, revealing deeper thoughts and emotions.
As I reflect on the experiences of the week, I am reminded of the complexities of student life and the challenges they face. The pressures of academic achievement can often mask underlying issues of anxiety and isolation, as noted by various educational commentators.