Repository: x3n0cr4735/celi (language: python)

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+
+2023
+
+AP English Language and Composition®
+
+Free-Response Questions Set 1
+
+© 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 Language and Composition 2023 Free-Response Questions
+
+### ENGLISH LANGUAGE AND COMPOSITION
+**SECTION II**  
+Total time—2 hours and 15 minutes  
+3 Questions
+
+---
+
+### Question 1
+
+Suggested reading and writing time—55 minutes. It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response.
+
+**Note:** You may begin writing your response before the reading period is over.
+
+(This question counts as one-third of the total essay section score.)
+
+Urban rewilding is an effort to restore natural ecological processes and habitats in city environments. Many cities around the world have embraced rewilding as part of larger movements to promote ecological conservation and environmentally friendly design. Now, a movement to promote urban rewilding is beginning to take shape in the United States as well.
+
+Carefully read the six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the extent to which rewilding initiatives are worthwhile for urban communities to pursue.
+
+- Source A (infographic from Fastnacht)
+- Source B (Jepson and Schepers policy brief)
+- Source C (NRPA article)
+- Source D (Garland article)
+- Source E (graph from McDonald et al.)
+- Source F (Chatterton book excerpt)
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Select and use evidence from at least three of the provided sources to support your line of reasoning.
+- Indicate clearly the sources used through direct quotation, paraphrase, or summary.
+- Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
+- Explain how the evidence supports your line of reasoning.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+© 2023 College Board.  
+Visit College Board on the web: collegeboard.org.
+
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+
+### Source A
+
+Fastnacht, Sarah. “The Necessity of Rewilding our Cities.” Makers of Sustainable Spaces, MOSS, 29 Apr. 2021, moss.amsterdam/2021/04/29/rewilding-our-cities.
+
+The following infographic is based on an image in a blog post published by an architecture and design company that specializes in sustainability.
+
+**-- START of Infographic Description --**  
+The infographic displays several key statistics emphasizing the environmental benefits of urban rewilding:
+- A silhouette representation of various animals, ranging from large to small, stands against a backdrop of trees, symbolizing diverse wildlife.
+- A prominent statistic states that "More than 70% of projected extinctions of plants and animals would be counteracted by restoring only 30% of priority areas."
+- Below this, the figure "465 billion tons of carbon dioxide" is highlighted, which would be sequestered by restoring 30% of priority ecological areas.
+- The lower section of the infographic illustrates factory chimneys with smoke plumes, with a caption explaining that "More than 80% of people living in urban areas that monitor air pollution are exposed to air quality levels that exceed the World Health Organization (WHO) limits."
+**-- END of Infographic Description --**
+
+Note: Priority areas refers to ecosystems identified by researchers as particularly important for biodiversity. Sequestration is the capture of carbon dioxide from the atmosphere so that it does not contribute to global climate change.
+
+© 2023 College Board.  
+Visit College Board on the web: collegeboard.org.
+
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+---
+
+## AP® English Language and Composition 2023 Free-Response Questions
+
+### Source B
+
+Jepson, Paul, and Frans Schepers. “Making Space for Rewilding: Creating an Enabling Policy Environment.” Rewilding Europe, Rewilding Europe, May 2016, www.rewildingeurope.com/wp-content/uploads/2016/05/Making-Space-for-Rewilding-Policy-Brief1.pdf.
+
+The following is excerpted from a policy brief published as a collaboration between the University of Oxford and a nonprofit organization that promotes rewilding in Europe. Rewilding is a powerful new term in conservation. This may be because it combines a sense of passion and feeling for nature with advances in ecological science. The term resonates with diverse publics and seems to have particular appeal to a younger urban generation and among those who want a voice in shaping a new rural environment. ...
+
+Rewilding is a powerful new term in conservation. This may be because it combines a sense of passion and
+feeling for nature with advances in ecological science. The term resonates with diverse publics and seems to
+have particular appeal to a younger urban generation and among those who want a voice in shaping a new rural
+environment. Rewilding is exciting, engaging and challenging: it is promoting debate and deliberation on what
+is natural and the natures we collectively wish to conserve and shape.
+Rewilding is a multifaceted concept with three broad dimensions that interact with each other: 1) restoring and
+giving space to natural processes, 2) reconnecting wild(er) nature with the modern economy, and 3) responding
+to and shaping cosmopolitan perceptions of nature conservation among European society. The following
+principles are coming to characterise and guide rewilding as a distinct approach to conservation.
+1. Restoring natural processes and ecological dynamics—both abiotic such as river flows, and biotic such as
+the ecological web and food-chain—through reassembling lost guilds<sup>1</sup> of animals in dynamic landscapes.
+2. A gradated and situated approach, where the goal is to move up a scale of wildness within the constraints
+of what is possible, and interacting with local cultural identities.
+3. Taking inspiration from the past but not replicating it. Developing new natural heritage and value that
+evokes the past but shapes the future.
+4. Creating self-sustaining, resilient ecosystems (including re-connecting habitats and species populations
+within the wider landscapes) that provide resilience to external threats and pressures, including the impact of
+climate change (adaptation).
+5. Working towards the ideal of passive management, where once restored, we step back and allow dynamic
+natural processes to shape conservation outcomes.
+6. Creating new natural assets that connect with modern society and economy and promote innovation,
+enterprise and investment in and around natural areas, leading to new nature-inspired economies.
+7. Reconnecting policy with popular conservation sentiment and a recognition that conservation is a
+culturally dynamic as well as a scientific and technical pursuit.
+As a new conservation frame, rewilding brings together established and newer conservation worldviews. People
+are combining these in different ways creating different ‘shades’ of rewilding, many of which have labels. This
+is a limitation and opportunity. On the one hand it exposes rewilding to sensationalists media interpretations
+and charges of a lack of clarity, consensus and evidence by groups within conservation science. On the other
+hand it reflects innovation and creates the possibility for a common, but differentiated (situated) mode of
+conservation: one that is guided by a set of principles that member states or regions can interpret in ways suited
+to their nature conservation traditions, landscapes, culture and economies.
+
+<sup>1</sup>Groups of organisms that use natural resources in similar ways
+
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+### Source C
+
+"Urban Rewilding." Parks and Recreation, National Recreation and Park Association, 1 Nov. 2016, nrpa.org/parks-recreation-magazine/2016/november/urban-rewilding/.
+
+The following is excerpted from an article in a magazine published by a nonprofit organization that promotes
+parks and environmental conservation.
+“Close your eyes for a moment and picture a place from childhood that’s extremely meaningful,” directed
+Opening Session keynote speaker Dr. Scott Sampson. “Imagine what it looks like, feels like, who you’re there
+with, what the smells are.”
+By an almost unanimous show of hands, Dr. Scott, host and science advisor of the Emmy-nominated PBS
+KIDS television series “Dinosaur Train” and author of How to Raise a Wild Child: The Art and Science of
+Falling in Love with Nature, illustrated how, for a large number in the audience, that extremely meaningful
+childhood place involves the outdoors. The audience largely consisted of Baby Boomers/Generation Xers who
+remember enjoying abundant, unstructured outdoor playtime as kids. For many of today’s youth, those
+childhood places will look much different.…
+Imagine 25 years from now, he posits, how many hands would be raised in response to the same question about
+a meaningful childhood place involving the outdoors. “If people don’t spend any time outside, why are they
+going to care about their local places let alone the national parks in the distance,” he asked.
+Dr. Scott suggests that “urban rewilding” in our cities and towns is what’s needed to head off this crisis.
+Rewilding is a term usually used in connection with reintroducing an apex predator into an ecosystem in an
+attempt to restore balance. A familiar example of this top-down approach to restoring balance would be the
+efforts to return wolves to Yellowstone Park. Urban rewilding is a bottom up approach that starts with the
+simple act of planting mostly native plants. They are critical to attracting native insects, which in turn attract
+birds and various animals back to the local ecosystem. And, if we do urban rewilding right, cities could become
+places where nature is welcome. And once that happens, we need to help children develop NEW eyes to see
+nature: to notice it, engage with it—play is an important way for kids to engage with nature and it also allows
+them to gain some experience with risk-taking, while developing a sense of wonder about it.
+This movement to “rewild” or “wild” children touches on all three NRPA Pillars—Conservation, Health and
+Wellness and Social Equity. However, it’s a movement that requires big thinking about what we want the future
+to look like and for each community that future will look different. It also will require deep collaboration
+among multiple organizations that bring their various areas of expertise, each doing their part to achieve the end
+goal of successful, thriving communities. “We’re at a juncture where the decisions we and the next generation
+make will determine the course of this planet for thousands of years to come,” Dr. Scott noted. He then
+challenged us to go out into our communities and think about what those collaborations could be, look like and
+grow into, and to think big because “that’s where success resides.”
+
+Used by permission.
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+---
+
+### Source D
+
+Garland, Lincoln. “Let Go of Some Urban Domestication: How Would You Convince the Mayor to Re-wild the City?” The Nature of Cities, The Nature of Cities, www.thenatureofcities.com/2017/11/13/re-wilding-make-cities-better-just-wilder/.
+
+The following is excerpted from an online discussion of urban rewilding in the United Kingdom hosted by a
+nonprofit organization that publishes research and writing about cities. The author is the associate director of an
+environmental consultancy.
+There are certainly opportunities for introducing re-wilding in rural parts of the UK, in particular in upland
+regions where, without subsidy, agriculture is economically unviable for the most part. With respect to the UK’s
+cities, nature should also be allowed to take its own path in certain select locations to create some semblance of
+wildness. I am unconvinced however that re-wilding is the appropriate terminology or the approach to wildlife
+restoration that we should be pursuing in UK cities at any meaningful scale.
+The large expanses of greenspace that would be required to recreate fully functioning wildwood, including
+relatively large numbers of herbivores and viable populations of naturally scarce predators at the top of food
+chain, are simply not available in our cities, where space is increasingly at a premium. Sustainable urban design
+should be seeking to avoid low-density sprawl and instead promote compact, transit-oriented,
+pedestrian-and-bicycle friendly urban development that provides easy access to services. This development
+model is crucial for tackling congestion and for reducing CO2 and other harmful emissions. Given this compact
+city imperative, the proposition of devoting large areas of urban space for re-wilding in anything approaching
+its true sense is untenable.…
+Some authors/practitioners respond that there should be no minimum area thresholds for wilderness and
+re-wilding from an ecological perspective, frequently quoting Aldo Leopold who declared that “no tract of
+land is too small for the wilderness idea”. While it is true that ecosystems can be considered at the
+microcosm, there really is not the space available to recreate complex self-sustaining food webs, with
+meaningful ranges of predators and prey, in accordance with the true principles of re-wilding.
+Even ignoring the seeming disregard for matters relating to population viability analysis and the principles of
+island biogeography, other concerns remain. In those small areas where nature can be left to its own devices,
+many people may have a profound dislike for the outcome that sometimes emerges. Negative comments may be
+expressed relating to perceptions of safety, the appearance of neglect, reduced accessibility and visual/aesthetic
+preference. With respect to the last of these concerns, while education programmes can attune people’s
+valuation patterns, within an urban context a great many people will continue to favour more ordered,
+manicured environments. Undeniably, a previously accessible urban greenspace that has been left to nature,
+which then rapidly succeeds into a monoculture of impenetrable bramble or butterfly-bush, is unlikely to be
+well-received by most local residents.…
+The disturbed nature of urban soils is likely to be another major limiting factor, impoverished as they frequently
+are in terms of seedbank, organic material and soil organisms. Without active management newly emerging
+urban woodland would also be subject to degradation by trampling, visual and noise disturbance, fire, invasive
+species, effects of predatory pets etc. To reiterate, unencumbered natural succession may well produce
+landscapes in urban areas dramatically less visually and ecologically appealing than anticipated.
+
+Used by permission.
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+---
+
+### Source E
+
+McDonald, Robert Ian, et al. “The Green Soul of the Concrete Jungle: The Urban Century, the Urban Psychological Penalty, and the Role of Nature.” Sustainable Earth, vol. 1, no. 3, 2018, sustainableearth.biomedcentral.com/articles/10.1186/s42055-018-0002-5.
+
+The following is based on a graph published in a community-focused academic journal dedicated to advancing
+environmental sustainability. It shows responses from a survey conducted in three towns in the United Kingdom.
+
+--- START OF GRAPH DESCRIPTION ---
+
+The graph presents a bar chart depicting the relationship between neighborhood forest cover as a percentage and the mental health of urban dwellers, represented in percentage terms. Five categories of forest cover are displayed on the x-axis: less than 10%, 10-15%, 15-20%, 20-25%, 25-30%, and greater than 30%. The y-axis represents the percentage of urban dwellers, scaled from 0 to 40%.
+
+The tallest bar corresponds to neighborhoods with less than 10% forest cover, indicating the highest percentage of urban dwellers with mental health issues. As forest cover increases, there is a marked decline in the percentage of people reporting mental health issues. Notably, a significant reduction in depression, stress, and anxiety is observed in areas with higher levels of forest cover.
+
+In neighborhoods with 20-25% forest cover, there is a reported 50% decrease in depression and 43% decrease in stress. Areas with more than 30% forest cover see a further reduction, with a notable 56% decrease in anxiety levels. The data suggests a correlation between increased urban forest cover and improved mental health among residents.
+
+-- END OF GRAPH DESCRIPTION ---
+
+Forest cover in urban neighborhoods and its impact on mental health. The bar chart shows the fraction of urban
+dwellers who live in neighborhoods with varying levels of forest cover.
+
+---
+
+*GO ON TO THE NEXT PAGE.*
+
+---
+
+### Source F
+
+Chatterton, Paul. Unlocking Sustainable Cities: A Manifesto for Real Change. Pluto Press, 2019.
+
+The following is an excerpt from a book exploring the benefits of urban rewilding.
+We are beginning to see a proliferation of hybrid natural and built forms through, for example, living walls,
+rooftop farms, vertical or sky gardens and breathing buildings. These can have significant beneficial effects. For
+example, urban street canyons refer to the effect created by high buildings lining a street, which can become
+hotspots for harmful pollutants, such as nitrogen dioxide and particulate matter. A study by Thomas Pugh and
+colleagues from the Lancaster Environment Centre suggests that strategic placement of vegetation in street
+canyons can cut air pollution by up to 30 per cent. They can also stop urban overheating and provide effective
+insulation and shading for buildings, as well as reducing noise pollution. And of course, there are the
+psychological and aesthetic benefits of being proximate to an abundance of natural greenery.
+Green corridors and linear parks can be retrofitted into the existing city. For example, the High Line project in
+New York transformed an old rail line into a nearly two-mile urban park. It opened in 2014 and became a short
+cut for walkers and one of the city’s favourite parks featuring art installations and places for hanging out. Other
+cities are following suit including Chicago’s 606 Park and Toronto’s Bentway, which has slotted 55 outdoor
+rooms under its Gardiner Expressway featuring farmers’ markets, performance spaces and a children’s garden.
+Miami is also building the Underline, a nine-mile linear park underneath its metrorail line. In my own city of
+Leeds, a community group is attempting to do the same thing on one of Leeds’ abandoned Victorian train
+viaducts. The Madrid Rio project was one of the most exciting urban reclamation projects in Europe—burying
+a former ring road to create over 600 hectares of parkland. Efforts are being made not just to create
+greenspaces, but to create interconnected green corridors. For example, the All London Green Grid (ALGG) is
+the green infrastructure strategy for London, which sets out a vision to create an interconnected network of
+green and blue spaces across the entire city. It is this interconnection that is so important in terms of creating
+space for biodiversity to move more extensively.
+Singapore is one of the pioneers of placing nature at the heart of its planning and urban design process. As a
+self-labelled garden city, it now prefers to call itself ‘the city in a garden’. To realize this vision of living in an
+urban park, Singapore implemented a landscape replacement policy whereby any greenery removed during
+construction has to be reinstated as part of the development. It is estimated that the amount of urban greenery
+has been at least doubled, but mainly through sky gardens. The city has also built nearly 300km of park
+connectors to create deeper connections between parks and neighbourhoods.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+---
+
+*END OF EXAM*
+
+---
+
+© 2023 College Board. Visit College Board on the web: collegeboard.org.
+
+---
+
+Third-party trademarks Emmy®, PBS KIDS®, and Dinosaur Train® were used in these testing materials.
+
+---
+
+© 2023 College Board. Visit College Board on the web: collegeboard.org.
+
+---
+
+
+### Question 2
+
+Suggested time—40 minutes  
+(This question counts as one-third of the total essay section score.)
+
+Michelle Obama was the First Lady of the United States during the presidential administration of her husband, Barack Obama (2009–2017). During that administration, she led programs including the Reach Higher Initiative, which encourages students to continue their education after high school. One way it does so is by supporting high school counselors’ efforts to get students into college. On January 6, 2017, Obama gave her final speech as First Lady at an event honoring outstanding school counselors. The following passage is an excerpt from that speech. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+- Select and use evidence to support your line of reasoning.
+- Explain how the evidence supports your line of reasoning.
+- Demonstrate an understanding of the rhetorical situation.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+[A]s I end my time in the White House, I can think
+of no better message to send our young people in my
+last official remarks as First Lady. So, for all the
+Line young people in this room and those who are
+watching, know that this country belongs to you—to
+all of you, from every background and walk of life. If
+you or your parents are immigrants, know that you are
+part of a proud American tradition—the infusion of
+new cultures, talents and ideas, generation after
+generation, that has made us the greatest country on
+earth.
+If your family doesn’t have much money, I want
+you to remember that in this country, plenty of folks,
+including me and my husband—we started out with
+very little. But with a lot of hard work and a good
+education, anything is possible—even becoming
+President. That’s what the American Dream is all
+about.
+If you are a person of faith, know that religious
+diversity is a great American tradition, too. In fact,
+that’s why people first came to this country—to
+worship freely. And whether you are Muslim,
+Christian, Jewish, Hindu, Sikh—these religions are
+teaching our young people about justice, and
+compassion, and honesty. So I want our young people
+to continue to learn and practice those values with
+pride. You see, our glorious diversity—our diversities
+of faiths and colors and creeds—that is not a threat to
+who we are, it makes us who we are. So the young
+people here and the young people out there: Do not
+ever let anyone make you feel like you don’t matter,
+or like you don’t have a place in our American
+story—because you do. And you have a right to be
+exactly who you are.
+But I also want to be very clear: This right isn’t just
+handed to you. No, this right has to be earned every
+single day. You cannot take your freedoms for
+granted. Just like generations who have come before
+you, you have to do your part to preserve and protect
+those freedoms. And that starts right now, when
+you’re young.
+Right now, you need to be preparing yourself to
+add your voice to our national conversation. You need
+to prepare yourself to be informed and engaged as a
+citizen, to serve and to lead, to stand up for our proud
+American values and to honor them in your daily
+lives. And that means getting the best education
+possible so you can think critically, so you can
+express yourself clearly, so you can get a good job
+and support yourself and your family, so you can be a
+positive force in your communities.
+And when you encounter obstacles—because I
+guarantee you, you will, and many of you already
+have—when you are struggling and you start thinking
+about giving up, I want you to remember something
+that my husband and I have talked about since we first
+started this journey nearly a decade ago, something
+that has carried us through every moment in this
+White House and every moment of our lives, and that
+is the power of hope—the belief that something better
+is always possible if you’re willing to work for it and
+fight for it.
+It is our fundamental belief in the power of hope
+that has allowed us to rise above the voices of doubt
+and division, of anger and fear that we have faced in
+our own lives and in the life of this country. Our hope
+that if we work hard enough and believe in ourselves,
+then we can be whatever we dream, regardless of the
+limitations that others may place on us. The hope that
+when people see us for who we truly are, maybe, just
+maybe they, too, will be inspired to rise to their best
+possible selves.
+That is the hope of students like Kyra<sup>1</sup> who fight to
+discover their gifts and share them with the world. It’s
+the hope of school counselors like Terri<sup>2</sup> and all these
+folks up here who guide those students every step of
+the way, refusing to give up on even a single young
+person. Shoot, it’s the hope of my—folks like my dad
+who got up every day to do his job at the city water
+plant; the hope that one day, his kids would go to
+college and have opportunities he never dreamed of.
+That’s the kind of hope that every single one of
+us—politicians, parents, preachers—all of us need to
+be providing for our young people. Because that is
+what moves this country forward every single
+day—our hope for the future and the hard work that
+hope inspires.
+
+<sup>1</sup>a student who worked with school counselor Terri Tchorzynski
+<sup>2</sup>Terri Tchorzynski, the 2017 National School Counselor
+of the Year and honoree of the event
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+---
+
+### Question 3
+
+Suggested time—40 minutes  
+(This question counts as one-third of the total essay section score.)
+
+In a 2016 interview published in the Los Angeles Review of Books, Maxine Hong Kingston, an award-winning writer famous for her novels depicting the experiences of Chinese immigrants in the United States, stated: “I think that individual voices are not as strong as a community of voices. If we can make a community of voices, then we can speak more truth.”
+
+Write an essay that argues your position on the extent to which Kingston’s claim about the importance of creating a community of voices is valid.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Provide 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.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+---
+
+**STOP**
+
+**END OF EXAM**
+
+---
+
+© 2023 College Board. Visit College Board on the web: collegeboard.org.
+
+---
+
+Third-party trademarks Emmy®, PBS KIDS®, and Dinosaur Train® were used in these testing materials.
+
+---
+
+© 2023 College Board. Visit College Board on the web: collegeboard.org.
+
diff --git a/celi_framework/examples/AP_English_Language/data/sample_questions/2023/set_2.txt b/celi_framework/examples/AP_English_Language/data/sample_questions/2023/set_2.txt
new file mode 100644
index 0000000..950feb6
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/sample_questions/2023/set_2.txt
@@ -0,0 +1,558 @@
+2023
+
+AP English Language
+and Composition
+®
+
+Free-Response Questions
+Set 2
+
+© 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 Language and Composition 2023 Free-Response Questions
+
+ENGLISH LANGUAGE AND COMPOSITION
+SECTION II
+Total time—2 hours and 15 minutes
+3 Questions
+
+Question 1
+
+Suggested reading and writing time—55 minutes
+It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources,
+and 40 minutes writing your response.
+Note: You may begin writing your response before the reading period is over.
+
+(This question counts as one-third of the total essay section score.)
+
+Vertical farms are indoor agricultural facilities in which plants are grown, often in a hydroponic (soilless)
+environment, on tall stacks of shelves. Plants are given water, nutrients, and light mostly through automated
+processes. Advocates say that vertical farms are key to providing food for the future, yielding high-quality
+produce while making efficient use of land and water. Critics warn about the energy consumption associated
+with vertical farms’ automated processes as well as problems related to cost and nutritional value.
+Carefully read the following six sources, including the introductory information for each source. Write an essay
+that synthesizes material from at least three of the sources and develops your position on the value, if any, of
+vertical farms to the future of agriculture.
+Source A (Severson article)
+Source B (Ling and Altland interview)
+Source C (table from Kozai and Niu)
+Source D (Foley article)
+Source E (Benke and Tomkins article)
+Source F (graphic from Despommier)
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible position.
+• Select and use evidence from at least three of the provided sources to support your line of
+reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
+Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
+• Explain how the evidence supports your line of reasoning.
+• Use appropriate grammar and punctuation in communicating your argument.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+2
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source A
+Severson, Kim. “No Soil. No Growing Seasons. Just Add Water and Technology.” The New
+York Times, 6 July 2021, www.nytimes.com/2021/07/06/dining/hydroponic-farming.html.
+The following is excerpted from an online article published in a national American newspaper.
+[A] high-tech greenhouse so large it could cover 50 football fields glows with the pinks and yellows of 30,600
+LED and high-pressure sodium lights.
+Inside, without a teaspoon of soil, nearly 3 million pounds of beefsteak tomatoes grow on 45-feet-high vines
+whose roots are bathed in nutrient-enhanced rainwater. Other vines hold thousands of small, juicy snacking
+tomatoes with enough tang to impress Martha Stewart, 1 who is on the board of AppHarvest, a start-up that
+harvested its first crop here in January and plans to open 11 more indoor farms in Appalachia by 2025.
+In a much more industrial setting near the Hackensack River in Kearny, N.J., trays filled with sweet baby
+butterhead lettuce and sorrel that tastes of lemon and green apple are stacked high in a windowless
+warehouse—what is known as a vertical farm. Bowery, the largest vertical-farming company in the United
+States, manipulates light, humidity, temperature and other conditions to grow produce, bankrolled by investors
+like Justin Timberlake, Natalie Portman, and the chefs José Andrés and Tom Colicchio.
+“Once I tasted the arugula, I was sold,” said Mr. Colicchio, who for years rolled his eyes at people who claimed
+to grow delicious hydroponic produce. “It was so spicy and so vibrant, it just blew me away.”
+The two operations are part of a new generation of hydroponic farms that create precise growing conditions
+using technological advances like machine-learning algorithms, data analytics and proprietary software systems
+to coax customized flavors and textures from fruits and vegetables. And they can do it almost anywhere.
+These farms arrive at a pivotal moment, as swaths of the country wither in the heat and drought of climate
+change, abetted in part by certain forms of agriculture. The demand for locally grown food has never been
+stronger, and the pandemic has shown many people that the food supply chain isn’t as resilient as they
+thought. . . .
+“We’ve perfected mother nature indoors through that perfect combination of science and technology married
+with farming,” said Daniel Malechuk, the chief executive of Kalera, a company that sells whole lettuces, with
+the roots intact, in plastic clamshells for about the same price as other prewashed lettuce. In March, the
+company opened a 77,000-square-foot facility south of Atlanta that can produce more than 10 million heads of
+lettuce a year. . . .
+Although the nutritional profile of hydroponic produce continues to improve, no one yet knows what kind of
+long-term health impact fruits and vegetables grown without soil will have. No matter how many nutrients
+indoor farmers put into the water, critics insist that indoor farms can never match the taste and nutritional value,
+or provide the environmental advantages, that come from the marriage of sun, a healthy soil microbiome and
+plant biology found on well-run organic farms.
+“What will the health outcomes be in two generations?” Mr. Chapman [Dave Chapman, a Vermont farmer and
+the executive director of the Real Organic Project] asked. “It’s a huge live experiment, and we are the rats.”
+1
+
+businesswoman and television presenter whose work focuses on crafts, recipes, and home goods
+From The New York Times. © 2021 The New York Times Company. All rights reserved. Used under license.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+3
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source B
+Ling, Kai-Shu, and James Altland. Interview by Georgia Jiang. “Vertical Farming—No Longer
+a Futuristic Concept.” Under the Microscope: Zooming in on Agriculture’s Biggest
+Challenges, Agricultural Research Service, United States Department of Agriculture,
+27 Jan. 2022, www.ars.usda.gov/oc/utm/vertical-farming-no-longer-a-futuristic-concept.
+
+The following is excerpted from an interview with Kai-Shu Ling, a research plant pathologist, and James Altland,
+a research horticulturalist. The interview is one of the “Under the Microscope” series of monthly interviews
+published online by the Agricultural Research Service [ARS] of the United States Department of Agriculture
+[USDA].
+UM [Under the Microscope Interviewer]—What are the advantages of vertical farming?
+KL [Kai-Shu Ling]: Vertical farming offers many benefits that traditional farming cannot. For example, while
+the crops produced by traditional farming are limited by geographic region and seasonal changes, vertical
+farming allows growers to grow regional or seasonal crops indoors year-round. They can grow crops anywhere
+a greenhouse or controlled environment can be established. As a result, consumers (especially those in urban
+areas typically far from traditional farmlands) can also have easier access to fresher produce.
+We’re currently repurposing ship containers to become vertical farming research units. Although vertical
+farming’s high costs can often be discouraging, shipping containers and abandoned warehouses are readily
+available and relatively inexpensive. Converting them into vertical farming environments not only breathes life
+back into discarded infrastructure but also puts fresh produce in parking lots and urban centers.
+JA [James Altland]: Vertical farming also uses much less land. For some crops, 10 to 20 times the yield can be
+obtained per acre in vertical farming compared to open-field crops. Other advantages are that vertical farms are
+in enclosed structures, so not subject to extreme or inclement weather. Vertical farms are being built in deserts,
+high-population urban areas, and other places that traditional open-field farming is not practical.
+UM—What are the limitations to this type of farming? What is ARS doing to overcome these challenges?
+JA: The major disadvantage is that you give up access to the Sun, which is [the] most abundant (and free)
+source of energy on Earth. Growing plants vertically in stacked systems often requires artificial light sources,
+which can become costly. Vertical farming also requires humidity control through expensive and
+energy-intensive heating, ventilation, and air conditioning (HVAC) systems. . . .
+UM—What crops are best grown through vertical farming? Which crops are better suited for traditional
+farming?
+JA: Currently, lettuce and other leafy greens are the most popular crops for vertical farming. While research is
+underway to grow all types of crops in vertical farms, the most successful ones today would be those that can
+be grown hydroponically, have relatively short compact growth forms, and can be harvested in their entirety.
+For example, lettuce can be harvested in its whole form, as opposed to corn where only the cob is harvested for
+sale and the rest must be disposed of some other way.
+KL: We’re currently investigating the vertical farming potential of small fruits (e.g., strawberries) and fruiting
+vegetables (e.g., tomato, pepper). . . . Cereal and row crops (e.g., corn, rice, wheat and soybeans) are still better
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+4
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+suited for traditional farming. . . .
+UM—I understand that vertical farming has launched into space. What are you hoping to accomplish with this
+effort?
+JA: NASA is keenly interested in CEA [controlled environment agriculture] for its use on long-term manned
+space missions.
+KL: Agreed. NASA is a pioneer in research on crop production under controlled environment. NASA continues
+to improve the technologies for growing vegetables and fruits in space for future Moon and Mars explorations.
+USDA has a long history of collaboration with NASA on controlled environment agriculture research.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+5
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source C
+Kozai, Toyoki, and Genhua Niu. “Role of the Plant Factory with Artificial Lighting (PFAL) in
+Urban Areas.” Plant Factory: An Indoor Vertical Farming System for Efficient Quality
+Food Production, edited by Toyoki Kozai et al., Elsevier, 2016, pp. 7–32.
+
+The following is adapted from a table published in a book on vertical farming.
+Classification of Four Types of Plant Production Systems by
+Their Relative Stability and Controllability, and Other Factors
+Stability and
+Open
+Greenhouse: Greenhouse: Vertical
+Controllability
+Fields
+Soil Culture Hydroponics Farms
+Natural stability
+Very low Low
+Low
+Low
+of aerial zone
+Artificial controllability
+Very low Medium
+Medium
+Very high
+of aerial zone
+Natural stability of root
+High
+High
+Low
+Low
+zone
+Artificial controllability
+Low
+Low
+High
+High
+of root zone
+Vulnerability of yield
+High
+Medium
+Relatively low Low
+and quality
+Initial investment
+Low
+Medium
+Relatively high Extremely high
+per unit land area
+Yield
+Low
+Medium
+Relatively high Extremely high
+Note: “Aerial zone” refers to weather in the “Open Fields” category; “root zone” refers to soil environment.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+6
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source D
+Foley, Jonathan. “No, Vertical Farms Won’t Feed the World.” GlobalEcoGuy, 1 Aug. 2018,
+globalecoguy.org/no-vertical-farms-wont-feed-the-world-5313e3e961c0.
+
+The following is excerpted from an article published online by an environmental scientist and sustainability
+expert.
+[T]here are costs to these [vertical] farms. Huge costs.
+First, these systems are really expensive to build. The shipping container systems developed by [container
+farming technology company] Freight Farms, for example, cost between $82,000 and $85,000 per
+container—an astonishing sum for a box that just grows greens and herbs. Just one container costs as much as
+10 entire acres of prime American farmland—which is a far better investment, both in terms of food production
+and future economic value. Just remember: farmland has the benefit of generally appreciating in value over
+time, whereas a big metal box is likely to only decrease in value.
+Second, food produced this way is very expensive. For example, the Wall Street Journal reports that
+mini-lettuces grown by Green Line Growers cost more than twice as much as organic lettuce available in most
+stores. And this is typical for other indoor growers around the country: it’s very, very expensive, even compared
+to organic food. Instead of making food more available, especially to poorer families on limited budgets, these
+indoor crops are only available to the affluent. It might be fine for gourmet lettuce, or fancy greens for
+expensive restaurants, but regular folks may find it out of reach.
+Finally, indoor farms use a lot of energy and materials to operate. The container farms from Freight Farms, for
+example, use about 80 kilowatt-hours of electricity a day to power the lights and pumps. That’s nearly 2–3
+times as much electricity as a typical (and still very inefficient) American home, or about 8 times the electricity
+used by an average San Francisco apartment. And on the average American electrical grid, this translates to
+emitting 44,000 pounds of CO2 per container per year, from electricity alone, not counting any additional
+heating costs. This is vastly more than the emissions it would take to ship the food from someplace else.
+And none of it is necessary.
+But, Wait, Can’t Indoor Farms Use Renewable Energy?
+Proponents of indoor techno-farms often say that they can offset the enormous sums of electricity they use, by
+powering them with renewable energy—especially solar panels—to make the whole thing carbon neutral.
+But just stop and think about this for a second.
+These indoor “farms” would use solar panels to harvest naturally occurring sunlight, and convert it into
+electricity, so that they can power . . . artificial sunlight? In other words, they’re trying to use the sun to
+replace the sun.
+But we don’t need to replace the sun. Of all of the things we should worry about in agriculture, the availability
+of free sunlight is not one of them. Any system that seeks to replace the sun to grow food is probably a bad
+idea.
+Used by permission.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+7
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source E
+Benke, Kurt, and Bruce Tomkins. “Future Food-Production Systems: Vertical Farming and
+Controlled-Environment Agriculture.” Sustainability: Science, Practice and Policy, vol.
+13, no. 1, Nov. 2017, pp. 13-26, www.tandfonline.com/doi/full/10.1080/
+15487733.2017.1394054.
+
+The following is excerpted from a research article in an online interdisciplinary journal that focuses on
+sustainability-related topics.
+The vertical farming model was proposed with the aim of increasing the amount of agricultural land by
+‘building upwards.’ In other words, the effective arable 1 area for crops can be increased by constructing a
+high-rise building with many levels on the same footprint of land (Despommier 2010; The Economist 2010).
+One approach is to employ a single tall glasshouse design with many racks of crops stacked vertically. It is an
+extension of the greenhouse hydroponic farming model and addresses problems relating to the use of soils,
+such as the requirement for herbicides, pesticides, and fertilizers. . . .
+Clean, green, and gourmet (CGG) food
+The possibility of CGG food production is easily the most attractive feature of the vertical farming model. This
+aspect is less price sensitive to affluent consumers in high-demand countries such as China. All-year-round
+crop production without seasonality, in a climate-controlled environment (including both temperature and
+humidity), will produce fresh produce virtually on demand. There would be no weather-related crop failures
+due to drought or flooding if hydroponic and aeroponic technologies are employed.
+Using recycled water and nutrients in a closed, indoor, climate-controlled environment adds to food security
+and can reduce or even completely eliminate the need for pesticides and herbicides. Contamination by
+pathogens or heavy metals will no longer be an issue as occurs in rural farming. There is scope for marketing
+the product in this respect. Strict hygienic practices must still be observed to minimize the risk of introduction
+of pathogens and biological contamination into the growing space. However, in a vertical farming situation, one
+can closely monitor the crop for signs of pest or disease both manually and automatically using sensing
+technologies. This mode of cultivation is very well suited to adopting new and emerging robotic technologies as
+well as remote-sensing procedures. This means that outbreaks are detected early to enable diseased and infested
+plants to be identified and disposed of appropriately. Any residual contamination can be cleaned up when the
+crop is harvested using strict hygienic practices.
+One possible obstacle to vertical farming is that some consumers may regard the products as ‘Frankenfoods,’ as
+discovered by managers of a giant underground farm supplying London’s restaurants (Curtis 2016) and another
+business that supplies between 8% and 12% of the British output of tomatoes, peppers, and cucumbers
+(Fletcher 2013). For this reason, some enterprises may not publicize growing conditions for fear of alienating
+consumers and destabilizing sales potential. To minimize this issue, it can be stressed that growing conditions
+are not different from existing hydroponic facilities with respect to germplasm, 2 nutrition, and other cultural
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+8
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+and production practices. Furthermore, the plants are derived from natural breeding programs with normal
+nutrients supplied. There is an advantage that plants are grown in a hygienic environment with reduced need for
+pesticides and are in a closed system so there is no environmental pollution from nitrogen leaching or run-off.
+1
+
+suitable for growing crops
+
+2
+
+living plant tissue used to generate other plants
+© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+9
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Source F
+Despommier, Dickson D. The Vertical Farm: Feeding the World in the 21st Century. Thomas
+Dunne / St. Martin’s, 2010.
+
+The following is adapted from a graphic published in a book about vertical farming.
+
+Note: Arable land is land that is used or suitable for growing crops.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+10
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Question 2
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+On May 21, 2016, the poet Rita Dove delivered a commencement address to graduating students at the
+University of Virginia at Charlottesville, where she was a professor of English at the time. Dove received a
+Pulitzer Prize for her poetry and served as the United States poet laureate from 1993 to 1995. She also writes in
+a variety of genres including fiction and drama. The following is an excerpt from her speech. Read the passage
+carefully. Write an essay that analyzes the rhetorical choices Dove makes to convey her message about what
+she wishes for her audience of graduating students.
+In your response you should do the following:
+• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+• Select and use evidence to support your line of reasoning.
+• Explain how the evidence supports your line of reasoning.
+• Demonstrate an understanding of the rhetorical situation.
+• Use appropriate grammar and punctuation in communicating your argument.
+
+I am extremely delighted to be here today, at the
+very institution where I have been teaching for the
+past twenty-seven years.
+Line
+Although I have given commencement speeches
+5 before, this one is different; this is personal.
+The job of a commencement speaker—I googled it,
+so it must be true!—is to dispense “life advice.” That
+seems the very opposite of Percy Bysshe Shelley’s 1
+definition of the poet as “a nightingale who sits in
+10 darkness and sings to cheer its own solitude with
+sweet sounds.” So I will not give you advice. The last
+thing you want to hear is advice—because in order to
+be effective, advice must be specific—and that,
+obviously, is impossible in this setting.
+15
+So instead of advice, I will give you wishes. Just
+think of me as a contrary fairy godmother or a wily
+genie.
+I wish you Hunger.
+Of course, I don’t mean physiological want, but a
+20 continued spiritual and intellectual appetite, a hunger
+to know more, do more, feel more. When I told my
+graduate poetry writing class that I was giving this
+speech, I asked them what they wished they had heard
+at their baccalaureate exercises, and one young
+25 woman responded with a list of, as she put it, “some
+things . . . I wish I could have heard, if I’d had sense
+enough to listen.”
+1. Life is short.
+2. Don’t put yourself in a box.
+3. There’s a reason certain people, places, books,
+ideas, etc. make our ears stand up; always follow what
+attracts you.
+And number 4, which to me is the kicker:
+4. Passions are hard to come by.
+35
+
+When you entered this university, you wanted to
+eat the world, and all everyone else wanted you to do
+was to get good grades. And though your dreams may
+have been more nebulous 2 then than they are now,
+they were no less intense. So keep that hunger; nurse
+40 it. Stay curious, want it all while it lasts.
+I wish you Hard Work.
+By that I don’t mean back-breaking labor, not the
+drudgery of the treadmill, but an appreciation for the
+work that comes before the big show—getting ready,
+45 honing your tools. Observation, research,
+practice—the actress Lupita Nyong’o gives herself
+homework whenever she has an audition. The
+classical flautist James Galway says: “You can
+sight-read better if you know your scales and
+50 arpeggios.” When my father sat me down for the
+“You’re-going-out-into-the-world” talk, his message
+was this: Always be 150% prepared! At 150% you’ll
+be ready for anything—even if you’re not chosen for a
+job or position although you’re the better qualified
+55 candidate. As the first African-American research
+chemist to break the color barrier in the tire and
+30
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+11
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+rubber industry, my father knew how it felt to be
+passed over. What he was trying to tell me was: The
+last person to hold you accountable is you yourself. In
+60 most cases you won’t be asked for more than 75%; in
+fact, depending on your race and gender, you might
+not be expected to give more than 50% of your
+capacity. But only you will know if you’ve done your
+best, so focus on that rather than what others think
+65 your best is—because if you allow others to tell you
+your worth, you will have given up on yourself.
+For me, a shy kid who trembled giving class
+presentations in high school, the 150% I had not ever
+expected to need came in handy when I received the
+70 phone call that I had been awarded the Pulitzer Prize
+and would have to hold my first press conference. Six
+years later, when I was named Poet Laureate of the
+United States, that 150% emboldened me to write a
+letter on this University’s letterhead to then
+75 President-elect Clinton, suggesting that the White
+House spotlight the arts during Arts and Humanities
+month; and in October of that year, 1993, as my
+husband and I rushed to Pennsylvania Avenue right
+
+after my inaugural poetry reading at the Library of
+Congress to join the White House Celebration and
+State Dinner in honor of the Arts and Humanities, I
+used every bit of that 150%!
+I wish you Uncertainty.
+There’s only so much knowledge that can be
+85 taught; hard facts are just that—solid, dense entities,
+the stones in a swiftly flowing stream of possibilities.
+You cannot wait for revelation to come down upon
+you in a cloud of gossamer and angelic sighs; more
+often than not you have to seek it out. Sometimes you
+90 don’t know where you’re going, but the only way
+you’ll find out is if you get going. That doesn’t mean
+that you rush off willy-nilly screaming, “I’m going to
+conquer this world”—but you do need to be bold
+enough to step outside of your comfort zone, even if
+95 it’s scary Out There.
+80
+
+Footnote:
+1: Percy Bysshe Shelley (1792–1822) was one of the major
+English Romantic poets.
+2: unclear, vague, or ill-defined
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+12
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Question 3
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+
+In a 2018 interview about the importance of collaboration, then United States Representative Carlos Curbelo
+stated: “If you’re trying to convince someone that they need to get involved in an issue or perhaps change their
+thinking on an issue, trying to scare them is not always effective and can actually sow1 resentment.”
+Write an essay that argues your position on the extent to which Curbelo’s claim about persuading others is
+valid.
+
+Footnote:
+1: spread
+
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible position.
+• Provide 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.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+13
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+STOP
+
+END OF EXAM
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+14
+
+AP® English Language and Composition 2023 Free-Response Questions
+
+Third-party trademarks AppHarvest®, Kalera®, Freight Farms®, and University of Virginia® were used in these
+testing materials.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+15
+
+
\ No newline at end of file
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+2023
+
+AP English Language
+and Composition
+®
+
+Sample Student Responses
+and Scoring Commentary
+Set 1
+
+Inside:
+Free-Response Question 3
+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 Language and Composition 2023 Scoring Guidelines
+
+Argument Essay
+
+6 points
+
+In a 2016 interview published in the Los Angeles Review of Books, Maxine Hong Kingston, an award-winning writer famous for her novels depicting the
+experiences of Chinese immigrants in the United States, stated: “I think that individual voices are not as strong as a community of voices. If we can
+make a community of voices, then we can speak more truth.”
+Write an essay that argues your position on the extent to which Kingston’s claim about the importance of creating a community of voices is valid.
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible position.
+• Provide 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 Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row A
+Thesis
+(0–1 points)
+
+Scoring Criteria
+0 points
+For any of the following:
+• There is no defensible thesis.
+• 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.
+
+1 point
+Responds to the prompt with a thesis that presents a defensible position.
+
+Decision Rules and Scoring Notes
+Responses that do not earn this point:
+• Only restate the prompt.
+• Do not take a position, or the position is vague or must be inferred.
+• State an obvious fact rather than making a claim that requires a
+defense.
+
+Responses that earn this point:
+• Respond to the prompt by taking a position on the extent to which Kingston’s claim
+about the importance of creating a community of voices is valid, rather than restating
+or rephrasing the prompt. Clearly take a position rather than just stating that there are
+pros/cons.
+
+Examples that do not earn this point:
+Do not take a position
+• “Communities are a part of people’s daily lives.”
+
+Examples that earn this point:
+Present a defensible position that responds to the prompt.
+• “Kingston’s belief in the strength of a community of voices is completely valid.”
+
+Address the topic of the prompt but are not defensible—it is an
+obvious fact stated as a claim
+• “As Kingston notes, it is important for people in society to have a
+voice.”
+
+•
+
+“While a community of voices is powerful, the individual voice should not be overlooked.
+Kingston’s claim is valid only to a certain extent.”
+
+•
+
+“A community of voices is more powerful than individual voices because people are
+more inclined to listen to others and speak in a unified way, rather than starting
+individual yelling matches.”
+
+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.
+• 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 Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row B
+Evidence
+AND
+Commentary
+(0–4 points)
+
+Scoring Criteria
+0 points
+Simply restates thesis (if
+present), repeats provided
+information, or offers
+information irrelevant to the
+prompt.
+
+1 point
+EVIDENCE:
+Provides evidence that is
+mostly general.
+
+2 points
+EVIDENCE:
+Provides some specific,
+relevant evidence.
+
+AND
+
+AND
+
+COMMENTARY:
+Summarizes the evidence
+but does not explain how the
+evidence supports the
+argument.
+
+COMMENTARY:
+Explains how some of the
+evidence relates to the
+student’s argument, but no
+line of reasoning is
+established, or the line of
+reasoning is faulty.
+
+3 points
+EVIDENCE:
+Provides specific evidence to
+support all claims in a line of
+reasoning.
+
+4 points
+EVIDENCE:
+Provides specific evidence to
+support all claims in a line of
+reasoning.
+
+AND
+
+AND
+
+COMMENTARY:
+Explains how some of the
+evidence supports a line of
+reasoning.
+
+COMMENTARY:
+Consistently explains how the
+evidence supports a line of
+reasoning.
+
+Decision Rules and Scoring Notes
+Typical responses that earn
+0 points:
+• Are incoherent or do not
+address the prompt.
+• May be just opinion with
+no evidence or evidence
+that is irrelevant.
+
+Typical responses that earn
+1 point:
+• Tend to focus on
+summary of evidence
+rather than specific
+details.
+
+Typical responses that earn
+2 points:
+• Consist of a mix of
+specific evidence and
+broad generalities.
+• May contain some
+simplistic, inaccurate, or
+repetitive explanations
+that don’t strengthen
+the argument.
+• May make one point well
+but either do not make
+multiple supporting
+claims or do not
+adequately support
+more than one claim.
+• Do not explain the
+connections or
+progression between the
+student’s claims, so a
+line of reasoning is not
+clearly established.
+
+Typical responses that earn 3
+points:
+• Uniformly offer evidence to
+support claims.
+• Focus on the importance of
+specific details to build an
+argument.
+• Organize an argument as a
+line of reasoning composed
+of multiple supporting
+claims.
+• Commentary may fail to
+integrate some evidence or
+fail to support a key claim.
+
+Typical responses that earn 4
+points:
+• Uniformly offer evidence to
+support claims.
+• Focus on the importance of
+specific details to build an
+argument.
+• Organize and support an
+argument as a line of
+reasoning composed of
+multiple supporting claims,
+each with adequate evidence
+that is clearly explained.
+
+Additional Notes:
+• Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
+
+© 2023 College Board
+
+AP® English Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row C
+Sophistication
+(0–1 points)
+
+Scoring Criteria
+0 points
+Does not meet the criteria for one point.
+
+1 point
+Demonstrates sophistication of thought and/or a complex understanding of the rhetorical
+situation.
+
+Decision Rules and Scoring Notes
+Responses that do not earn this point:
+• Attempt to contextualize their argument, but such attempts
+consist predominantly of sweeping generalizations (“In a world
+where . . .” OR “Since the beginning of time . . .”).
+• Only hint at or suggest other arguments (“While some may argue
+that . . .” OR “Some people say . . .”).
+• Use complicated or complex sentences or language that is
+ineffective because it does not enhance the argument.
+
+Responses that earn this point may demonstrate sophistication of thought and/or a
+complex understanding of the rhetorical situation by doing any of the following:
+1. Crafting a nuanced argument by consistently identifying and exploring complexities or
+tensions.
+2. Articulating the implications or limitations of an argument (either the student’s
+argument or an argument related to the prompt) by situating it within a broader
+context.
+3. Making effective rhetorical choices that consistently strengthen the force and impact of
+the student’s argument.
+4. Employing a style that is consistently vivid and persuasive.
+
+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 3A (1 of 2)
+What will people hear? A whisper or a song? The voice of the one or the voice of the many, united? One
+alone can mean very little until that one voice gains the power of many. Humans are creatures that crave
+validation and to fit in, so will they be one alone or be one of many? Will a person be Moses or the Jews?
+A community of voices can hold more power than one voice alone, but one voice can be used to inspire
+many, as shown throughout history through civil rights protests, Hitler, and the United States.
+The United States did not listen to the small protests throughout the nineteenth century regarding people’s
+rights. It wasn’t until the twentieth century when the voices of many drowned out the voices of few within
+Washington. Posters didn’t matter until held by millions. Black was bad until millions said it wasn’t. And
+only then when more were involved than not, did Congress hear and respond. It took an entire Civil War
+to see the problem the first time and it took march after march, protest after protest to bring more change
+in the 1960s. But eventually, with the voice of millions behind the movement, the government listened
+and changed. The million voices said black isn’t bad, something people now realize is true, and got the
+world to change because of it. The truth was free and more believed than not. But what became millions
+started as few. Friends protesting in a group of three. It wasn’t until voices, figureheads of the Civil
+Rights movement, like Rosa Parks and Martin Luther King Jr. inspired the millions, that others listened. It
+took those few brave voices—barely a whisper in the crowd—to turn into the song of revolution. The few
+were inspirations, but it didn’t matter until the millions followed in pursuit. It didn’t matter until the
+million’s whispers combined to a song of great strength and perseverance. That’s what brought the truth
+forward.
+At first, no one feared Hitler alone. Not even when the Nazis began growing in numbers did the rest of the
+world turn more than a glance to Germany. It wasn’t until Germany gained communistic allies, also
+power-hungry, that the world turned its head to notice. Hitler held power, yes, but did people fear him or
+what his millions of followers could do? Hitler was the sergeant who called out orders—that is scary that
+his one whispering voice could shout so loud to be heard by all of Germany—but people feared being
+killed or imprisoned by his army-men followers. How many were killed personally by Hitler? Versus,
+how many were killed by his people, his camps, and his plans? The world stayed ignorant to Hitler when
+he was alone. It wasn’t until he had millions protecting him and his truth that people cared. And it was too
+late. Ignorance is a bliss. Until it leads to a world war with affects still devastating today, eighty years
+later. The world should’ve listened for when his whisper became a voice because that voice became a
+shouting song of pain, hate, and destruction.
+The United States. Key word: united. It wasn’t until all 13 colonies came together to fight back against
+Britain’s royal crown, that Britain did worry. Massachusetts and the people of Boston throwing some tea
+in a harbor did nothing but anger Britain. It wasn’t until the colonists across the entire 13 colonies—with
+allies in France—that Britain held concern about losing its royal subjects. The truth that colonists wanted
+freedom and would stop at nothing to get it, wasn’t realized until it slapped Britain in the face. One
+colony alone held no power, only united under one government did the colonists hold any power. It’s why
+the United States is called the United States, not the fifty separate states. And the truth of strength in
+numbered has reigned true throughout history when allies together beat the strongest lone power. When a
+country divided became United once more. When people across a continent came together. That’s where
+power to spread the truth becomes reality: in unity.
+Figureheads and movements can inspire millions. But alone, they lack power to spread their message
+globally. They needed to make their voice heard to hundreds before the hundreds’ voices became millions.
+One alone couldn’t spread their truth, unless they had the backup of many supporting and believing that
+same truth. It was proved that truth and change didn’t occur until voices like Rosa Parks and Martin
+Luther King Jr. inspired millions to spread their truth. It wasn’t until Hitler convinced other countries and
+
+Sample 3A (2 of 2)
+all the people of Germany, that the world heard their voices shouting their truth. And it wasn’t until the
+colonies became one nation under God, that Britain heard their cries for life, liberty, and the pursuit of
+happiness. Truth is relative, but people will believe anything if enough people are shouting at them. One
+voice can inspire a whisper of truth, but a million voices shouting one truth will hold more power every
+time.
+
+Sample 3B (1 of 1)
+In a 2016 interview, Maxine Hong Kingston stated "I think that individual voices are not as strong as a
+community of voices. If we can make a community of voices, then we can speak more truths." Although stated very
+harshly, I do believe this to be true. As sad as it is, if you are not extremely wealthy or well known, it is likely that
+your voice will not be heard. A community of voices is stronger than one and has plentiful power to make change.
+One example of a community of voices speaking their truth to make change is the Civil Rights Movement. People
+came together from all around the United States to overturn the Jim Crow laws and give African American people
+the freedom and rights that they deserved. This movement was made up of protests, acts of bravery, and more by a
+very large group of American people. If there was only one voice being used to make these changes, they most
+likely would've never been made. A community of voices is certainly stronger than one.
+Walkouts and protests have been held to show solidarity to victims of gun violence and raise awareness about the
+commonality of shootings in the United States to eventually reach the goal of ending gun violence. When walkouts
+are held at schools, news organizations publicize them, spreading the message of all these people. We don't know
+what is to come, but these groups of millions of Americans are causing our voices to be heard by people in positions
+of power than can help us. This would not be possible with only one voice.
+Overall, I believe that Maxine Kingston's claim "I think that individual voices are not as strong as a community of
+voices. If we can make a community of voices, then we can speak more truths" is valid. I agree with this claim
+because of the historical event, the Civil rights movement, and the ongoing attempt to end gun violence.
+
+Sample 3C (1 of 1)
+The idea of a "community of voices" sound as though it would work on paper but is rather imperfect when you
+delve into the different implications it can hold for the community and just what it means to have a.
+While yes it's a very nice idea that we should have something such as a community of voices where peoples
+opinions can be expressed as a whole, you have to take a closer look at what that really means. To have a
+community of voices, that would mean many people whose back-rounds can vary. With this variation comes the
+problem of simply bad opinions. Now I'm not not saying that people shouldn't have the ability to express their
+opinions at all, it's a basic human right after all. But there are, to put it simply incorrect opinions out there, ones that
+defy what the general mass of people would normally find it wrong. For example, their is already a place where you
+can find communities that have a collective voice online; this community of voices can be seen as website and
+company called "Twitter". This site actually holds power because of the sheer number people that use it to express
+their opinions, as well as the ability for other people to judge these opinions. There is nothing wrong with this, but a
+problem arises that can be seen very often in this place where people's lives are ruined from this power though
+number, because the mass as a whole believed it the person deserved it or were convinced into believing it.
+So yes people deserve to have an opinion and the ability to express it. The implications that can show themselves
+when people are given a communitive voice can become quite cruel. While a person may deserve being ridiculed or
+judged online becasue of something they said, they don't deserve having their lives ruined even with a bad opinion.
+So if an that can happen in a place that isn't even physically real, their could be a lot of suffering to people who are
+just dissagreable if their is an actual physical outlet for that kind of behavior.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 3
+Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.
+Overview
+Students responding to this question were expected to read a Maxine Hong Kingston quote on the
+impact of a community of voices and write an essay that argued their position on the extent to which
+Kingston’s claim about the importance of creating a community of voices is valid. Students were
+expected to respond to the prompt with a thesis that presents a defensible position; provide evidence to
+support their line of reasoning; explain how the evidence supported their line of reasoning; and use
+appropriate grammar and punctuation in communicating their argument.
+As per the Course and Exam Description, students were expected to be able to select evidence to
+develop and refine their claims, use appropriate approaches of organization and reasoning to support
+their arguments, and make stylistic choices that advance the argument.
+Sample: 3A
+Score: 1-4-1
+Thesis (0–1) points: 1
+The defensible thesis is at the end of paragraph 1: “A community of voices can hold more power
+than one voice alone, but one voice can be used to inspire many, as shown throughout history
+through civil rights protests, Hitler, and the United States.”
+Evidence and Commentary (0–4 points): 4
+The response uniformly offers specific and wide-ranging evidence (e.g., civil rights being achieved in
+the U.S. in paragraph 1, Hitler’s rise to power in paragraph 2, and the creation of the United States in
+paragraph 3) in support of a nuanced argument about individual voices (e.g., Dr. Martin Luther King,
+Jr. and Rosa Parks) inspiring the community of voices “to turn into the song of revolution.” The
+response consistently explains how the evidence supports a clear line of reasoning, making use of
+historical examples to support the claim that “[f]igureheads . . . can inspire millions” (paragraph 5). It
+further identifies the complexity of a single voice (e.g., Hitler or Martin Luther King, Jr.) inspiring
+“pain, hate and destruction” or “great strength and “perseverance.”
+The apt and varied examples used in the response serve to uniformly organize and illustrate multiple
+claims, and the commentary accompanying each example consistently and clearly explains how the
+evidence supports the response’s line of reasoning, e.g., “The few [brave voices] were inspirations,
+but it didn’t matter until the millions followed in pursuit. It didn’t matter until the million’s whispers
+combined to a song of great strength and perseverance. That’s what brought the truth forward”
+(paragraph 2).
+Sophistication (0–1 points): 1
+The response crafts a nuanced argument by identifying the complexities of the “whisper” of a single
+voice in comparison to the “song” of a community of voices. Further, it articulates the implications
+and limitations of the task by discussing a community of voices failing to act: “The world stayed
+ignorant to Hitler when he was alone. It wasn’t until he had millions protecting him and his truth that
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 3 (continued)
+people cared” (paragraph 3). The response employs a style that is consistently vivid and persuasive,
+as shown in the final paragraph: “[It] wasn’t until the colonies became one nation under God, that
+Britain heard their cries for life, liberty and the pursuit of happiness.” The repetition of “It wasn’t
+until” throughout the response demonstrates an effective rhetorical choice that strengthens the
+impact of the student’s argument.
+Sample: 3B
+Score: 1-2-0
+Thesis (0–1 points): 1
+The defensible thesis is found at the end of paragraph 1: “A community of voices is stronger than
+one and has plentiful power to make change.”
+Evidence and Commentary (0–4 points): 2
+The response provides some specific, relevant evidence by citing Jim Crow laws in the United States
+being overturned in paragraph 2 and protests against gun violence in paragraph 3. The commentary
+explains how some of the evidence relates to the argument, e.g., “This movement was made up of
+protests, acts of bravery, and more by a very large group of American people. If there was only one
+voice being used to make these changes, they most likely would’ve never been made” (paragraph 2).
+However, the commentary tends to be minimal and simplistic (e.g., “We don’t know what is to come,
+but these groups of millions of Americans are causing our voices to be heard by people in positions
+of power that can help us” in paragraph 3) and does not explain the connection between the
+response’s claims, so a line of reasoning is not clearly established.
+Sophistication (0–1 points): 0
+The response presents examples that suggest an exploration of complexities and tensions (Jim Crow
+laws, the Civil Rights movement, and protests against gun violence); however, there is inadequate
+commentary and development of these ideas. The response attempts to situate the argument in a
+broader context in paragraph 1 by stating that individual voices are unlikely to be heard unless one
+is “extremely wealthy or well known.” However, there is no articulation of the implications or
+limitations of the response’s argument or those of another argument. The style is neither consistently
+vivid nor persuasive.
+Sample: 3C
+Score: 1-1-0
+Thesis (0–1 points): 1
+The defensible thesis is the first sentence of the response: “The idea of a ‘community of voices’
+sounds as though it would work on paper but is rather imperfect when you delve into the different
+implications it can hold for the community . . . .”
+Evidence and Commentary (0–4 points): 1
+The response provides mostly general evidence regarding the “community of voices” by stating that
+“their is already a place where you can find communities that have a collective voice online; this
+community of voices can be seen as website and company called ‘Twitter’” (paragraph 2). The
+evidence circles back to the point that Twitter is the “place where people’s lives are ruined from this
+power though number” (paragraph 2). The little evidence that is provided is not developed through
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 3 (continued)
+any commentary that clearly explains how it supports the argument; instead, the response offers
+vague claims without any supporting details or explanations: “While a person may deserve being
+ridiculed or judged online becasue of something they said, they don’t deserve having their lives
+ruined even with a bad opinion” (paragraph 3).
+Sophistication (0–1 points): 0
+Although the response acknowledges differences of opinion, stating “Now I’m not saying that people
+shouldn’t have the ability to express their opinions at all” (paragraph 2), it generally takes a
+simplistic approach that does not explore any complexities and tensions. The response does not use
+effective rhetorical choices to develop the argument or situate the argument within a broader context,
+and the style is not consistently vivid or persuasive.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/sample_responses/2023/set_2_q1_responses.txt b/celi_framework/examples/AP_English_Language/data/sample_responses/2023/set_2_q1_responses.txt
new file mode 100644
index 0000000..62ef162
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/sample_responses/2023/set_2_q1_responses.txt
@@ -0,0 +1,517 @@
+2023
+
+AP English Language
+and Composition
+®
+
+Sample Student Responses
+and Scoring Commentary
+Set 1
+
+Inside:
+Free-Response Question 2
+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 Language and Composition 2023 Scoring Guidelines
+
+Rhetorical Analysis
+
+6 points
+
+Michelle Obama was the First Lady of the United States during the presidential administration of her husband, Barack Obama (2009–2017). During that
+administration, she led programs including the Reach Higher Initiative, which encourages students to continue their education after high school. One
+way it does so is by supporting high school counselors’ efforts to get students into college. On January 6, 2017, Obama gave her final speech as First
+Lady at an event honoring outstanding school counselors. The following passage is an excerpt from that speech. Read the passage carefully. Write an
+essay that analyzes the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United
+States.
+In your response you should do the following:
+• Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+• Select and use evidence to support your line of reasoning.
+• Explain how the evidence supports your line of reasoning.
+• Demonstrate an understanding of the rhetorical situation.
+• Use appropriate grammar and punctuation in communicating your argument.
+
+© 2023 College Board
+
+AP® English Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row A
+Thesis
+(0–1 points)
+
+Scoring Criteria
+0 points
+For any of the following:
+• There is no defensible thesis.
+• 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.
+
+1 point
+Responds to the prompt with a defensible thesis that analyzes the writer’s rhetorical
+choices.
+
+Decision Rules and Scoring Notes
+Responses that do not earn this point:
+• Only restate the prompt.
+• Fail to address the rhetorical choices the writer of the passage makes.
+• Describe or repeat the passage rather than making a claim that requires a
+defense.
+
+Responses that earn this point:
+• Respond to the prompt rather than restating or rephrasing the prompt and
+clearly articulate a defensible thesis about the rhetorical choices Obama makes
+to convey her message about her expectations and hope for young people in the
+United States.
+
+Examples that do not earn this point:
+Restate the prompt
+• “In 2017, then First Lady Michelle Obama delivered her final speech as
+First Lady at an event honoring school counselors.”
+
+Examples that earn this point:
+Present a defensible thesis that analyzes the writer’s rhetorical choices
+• “Michelle Obama uses a friendly tone, inspirational diction, and examples from
+her own family to convey her message about her expectations and hope for
+young people in America.”
+
+Make a claim, but do not address the writer’s rhetorical choices
+• “In her 2017 speech to school counselors, Michelle Obama set high
+expectations for her audience, the young people of America.”
+Repeat provided information from the passage
+• “Michelle Obama claims in her speech that ‘our glorious diversity’ is what
+‘makes us who we are.’”
+
+•
+
+“In her last speech as First Lady, Michelle Obama adopts the persona of a
+mentor or parental figure, using second person pronouns and giving direct
+advice, to inspire her audience of young people to ‘rise to their best possible
+selves.’”
+
+•
+
+“In her inspirational 2017 speech, First Lady Michelle Obama provides multiple
+examples of her own family to exhort the young people in her audience with a
+call to action to take their place as positive and productive members of American
+society.”
+
+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 passage 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 Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row B
+Evidence
+AND
+Commentary
+(0–4 points)
+
+Scoring Criteria
+0 points
+Simply restates thesis (if
+present), repeats
+provided information, or
+offers information
+irrelevant to the prompt.
+
+1 point
+EVIDENCE:
+Provides evidence that is
+mostly general.
+
+2 points
+EVIDENCE:
+Provides some specific, relevant
+evidence.
+
+3 points
+EVIDENCE:
+Provides specific evidence to
+support all claims in a line of
+reasoning.
+
+4 points
+EVIDENCE:
+Provides specific evidence to support
+all claims in a line of reasoning.
+
+AND
+
+AND
+
+AND
+
+AND
+
+COMMENTARY:
+Summarizes the
+evidence but does not
+explain how the
+evidence supports the
+student’s argument.
+
+COMMENTARY:
+Explains how some of the
+evidence relates to the student’s
+argument, but no line of
+reasoning is established, or the
+line of reasoning is faulty.
+
+COMMENTARY:
+Explains how some of the
+evidence supports a line of
+reasoning.
+AND
+Explains how at least one
+rhetorical choice in the
+passage contributes to the
+writer’s argument, purpose, or
+message.
+
+COMMENTARY:
+Consistently explains how the
+evidence supports a line of
+reasoning.
+AND
+Explains how multiple rhetorical
+choices in the passage contribute to
+the writer’s argument, purpose, or
+message.
+
+Decision Rules and Scoring Notes
+Typical responses that
+earn 0 points:
+• Are incoherent or do
+not address the
+prompt.
+• May be just opinion
+with no textual
+references or
+references that are
+irrelevant.
+
+Typical responses that
+earn 1 point:
+• Tend to focus on
+summary or
+description of a
+passage rather than
+specific details or
+techniques.
+• Mention rhetorical
+choices with little or
+no explanation.
+
+Typical responses that earn
+2 points:
+• Consist of a mix of specific
+evidence and broad
+generalities.
+• May contain some simplistic,
+inaccurate, or repetitive
+explanations that don’t
+strengthen the argument.
+• May make one point well but
+either do not make multiple
+supporting claims or do not
+adequately support more
+than one claim.
+• Do not explain the
+connections or progression
+between the student’s claims,
+so a line of reasoning is not
+clearly established.
+
+Typical responses that earn
+3 points:
+• Uniformly offer evidence
+to support claims.
+• Focus on the importance of
+specific words and details
+from the passage to build
+an argument.
+• Organize an argument as a
+line of reasoning
+composed of multiple
+supporting claims.
+• Commentary may fail to
+integrate some evidence or
+fail to support a key claim.
+
+Typical responses that earn 4 points:
+• Uniformly offer evidence to
+support claims.
+• Focus on the importance of
+specific words and details from
+the passage to build an
+argument.
+• Organize and support an
+argument as a line of reasoning
+composed of multiple supporting
+claims, each with adequate
+evidence that is clearly explained.
+• Explain how the writer’s use of
+rhetorical choices contributes to
+the student’s interpretation of
+the passage.
+
+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 rhetorical choice if each instance further contributes to the
+argument, purpose, or message of the passage.
+
+© 2023 College Board
+
+AP® English Language and Composition 2023 Scoring Guidelines
+Reporting
+Category
+
+Row C
+Sophistication
+(0–1 points)
+
+Scoring Criteria
+0 points
+Does not meet the criteria for one point.
+
+1 point
+Demonstrates sophistication of thought and/or a complex understanding of the rhetorical
+situation.
+
+Decision Rules and Scoring Notes
+Responses that do not earn this point:
+• Attempt to contextualize the text, but such attempts consist
+predominantly of sweeping generalizations (“In a world where . . .”
+OR “Since the beginning of time . . .”).
+• Only hint at or suggest other arguments (“While some may argue
+that . . .” OR “Some people say . . .”).
+• Examine individual rhetorical choices but do not examine the
+relationships among different choices throughout the text.
+• Oversimplify complexities in the text.
+• Use complicated or complex sentences or language that is
+ineffective because it does not enhance their analysis.
+
+Responses that earn this point may demonstrate sophistication of thought and/or a
+complex understanding of the rhetorical situation by doing any of the following:
+1. Explaining the significance or relevance of the writer’s rhetorical choices (given the
+rhetorical situation).
+2. Explaining a purpose or function of the passage’s complexities or tensions.
+3. Employing a style that is consistently vivid and persuasive.
+
+Additional Notes:
+• This point should be awarded only if the sophistication of thought or complex understanding is part of the argument, not merely a phrase or reference.
+
+© 2023 College Board
+
+Sample 2A (1 of 1)
+Former First Lady Michelle Obama was known for programs and project that focused on the youth of the United
+Staes. Things that would help them become great citizens when they group up. In her final speech as first lady
+Obama uses repitition, emotional appeals and allsions to convey her message about her expectations and hope for
+young people in the US.
+Former first lady Obama express her message about her hopes and expectations for young people by using allusions
+and emotional appeals. For example she alludes to the pilgrams reason for coming to the new world in paragrph
+three when she discusses the tradition of American religious diveristy. This allsion is important because it provides
+an explanation for why we have the freedom of religion and why America is so religiously diverse, because people
+came here as a fresh start to be away from religious persecution and to practice and belive in whatever they want to
+belive in. It's importnat because it explains to her audeicne of young people that they do not have to be afraid of
+what they belive in because those differeing religions contribute to the makeup of the nation. It exemplifies that part
+of the rich diveristy of the United States is relgious diveristy it makes the citizens of this nation who they are and it's
+importnat because without the US wouldn't be what it is and the ideas and concepts that are shared wouldn't be
+shared if there was no religious diversity. Obama also uses emotional appeals when she says, "If your family didn't
+have much money, I want you to remeber that in this country plenty of folks..... started out with very little." This
+appeal is importnat because it illustrates how not only is she relating to her audience but also how other people relate
+with them as well. Her use of appeal in this sentence shows the audience that they are not alone when it comes to
+things that there are many other people who go through the same things. It's importnat to her audienece of young
+peope who may believe that they are less than because it shows them that they can get just as far as she has. Which
+conveys her message because it provides her audience hope that no matter the situation with hard work they can do
+anything they put their minds to and acheive their goals.
+Obama also uses repetion to convey her message as well. For example when she says, "If you.." or "If your..." The
+uses of repitition is importnat because it emphasizes all the different potential charcateristics or circumstances
+people could be going through. The use of repitition is importnat because it shows how Obama appeals to everyone ,
+how her message is for everyone not one particular group of people but everyone. Which is importnat to her
+audience of young people because young peopel often have thoughts and questions on whether or not soething
+applies to them or if they are included or a part of something. The repetition shows to them that they are included
+that this message applies to them and that her hope and expectations for are applied to them. That she's extending
+that hope and those expectations to every young person out there. She also uses repetion of the word "you"
+throughout her speech.The repeating of the word you is important because it directs the speech back to the
+audidence. It helps to convey the expectation part of her message. It emphasizes that as young people they are the
+next leaders, the next doctors, the next lawyers etc and emphasizes as they the next generation of leaders that they
+need to prepare themselves for the challenges ahead but still also be propenents of change. Be the people who fix
+things, discover new things and make the United States a more free, and just nation by being an engaged citizen.
+Another exmaple of repetition she uses is the phrase, " the hope..". The repetition of this phrase is importnat because
+it extends hope and encourgagement that they will actively try to make their communities a better place. The
+reptition of this phrase is important because it illustrates to her audience of young people the hope she has for them.
+It shows them that she hopes they carry on like their ancestors and the people before them in being people of
+positive change. It displays to them not only the kind of hope she has but that everyone should have, despite their
+title, status, or occupation. That everyone should have hope and be hopeful that they can be proponents of change in
+their communites and their nation.
+
+Sample 2B (1 of 1)
+A strong powerful woman gave a push to the future generation of America. First lady Michelle Obama gave a
+speech in her final days in administration to encourage students to continue their education after high school. While
+speaking to the students at their high school Michelle uses a call to action, ,and broad speaking to relate and push
+these students.
+Michelle states in her speech "...This right isn't just handed to you..." she makes it very clear to these students that
+this "right" is not easy to come about and takes lots of hard work. She reminds them that you will fail and you
+cannot take freedoms for granted. But that you need to think of this journey now, you need to plan and make sure
+that you can be successful when it comes to that point in life. "And that means getting the best education possible..."
+she states telling them to get engaged with this American freedom; resulting in a good job, being able to support
+your family, and being a positive force, as she states in paragraph 5.
+This first lady wants all students to feel as though they can have a higher education after high school. She never
+pinpoints one social group or is directly talking to them, making each students feel like they have a chance at
+success after grade school. She is friendly and keeps everyone in mind, Michelle relates to everyone, even people of
+many religions, telling them they too can continue their learning of values, "So I want our young people to continue
+to learn and practice those values with pride." No one should miss out on education in Michelle Obama's eyes.
+Obstacles, problems, money issues and all these experiences can be faced throughout schooling. But Michelle
+Obama wants you to know that nothing is impossible, that every minority has the chance to have a higher life. She
+pushes us to take that step now to prepare and not let any problem at hand stop you from trying, all students deserve
+and should have a education after high school.
+
+Sample 2C (1 of 1)
+In her last speech, Michelle Obama uses comparing and contrasting to convey her message about her
+expectations and hope for young people in the United States.
+She compares and relates to her and her husband's life leading up to their spot in the White House to an
+ordinary citizen. She expresses how they started with very little and with very hard work and time, they were able to
+work there way up to becoming the President and First Lady of the United States, which is what the American
+Dream is all about. Many ordinary, and even poorer, United States citizens coming from all different backgrounds
+and religions can do what they did through hard work and education. She states, "If your family doesn't have much
+money, I want you to remember that in this country, plenty of folks, including me and my husband----we started out
+with very little. But with a lot of hard work and a good education, anything is possible----even becoming President.
+That's what the American Dream is all about." She compares to life to an avaerage citizens life to activiely display
+how they are capable of doing exactly what her and her husdand did, while trying to encourage those people to work
+hard to get there, putting in effort and continuing their education after high school.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 2
+Note: Student samples are quoted verbatim and may contain grammatical errors.
+Overview
+Students responding to this question were expected to read an excerpt from a 2017 speech delivered
+by Michelle Obama at an event honoring outstanding school counselors and then write an essay that
+analyzes the rhetorical choices Obama made to convey her message about her expectations and
+hope for young people in the United States. Students were expected to respond to the prompt with a
+thesis that analyzes the speaker’s rhetorical choices; select and use evidence to support their line of
+reasoning; explain how the evidence supports their line of reasoning; demonstrate an understanding
+of the rhetorical situation; and use appropriate grammar and punctuation in communicating their
+argument.
+As per the Course and Exam Description, students were expected to be able to read and understand
+the speech and identify the strategic choices Obama made related to the rhetorical situation, explain
+how those rhetorical choices contributed to the purpose of the address, identify and describe their
+claims, and analyze and select the appropriate evidence to support their claims.
+Sample: 2A
+Score: 1-3-1
+Thesis (0–1) points: 1
+The defensible thesis is the last sentence of paragraph 1: “In her final speech as first lady Obama
+uses repitition, emotional appeals and allsions to convey her message about her expectations and
+hope for young people in the US.”
+Evidence and Commentary (0–4 points): 3
+The response provides specific evidence to support all claims in a line of reasoning. For instance,
+paragraph 2 includes several examples of how Obama acknowledges and appeals to the diversity of
+her audience (diversity of religion and economic background), and paragraph 3 explains several
+examples of ways in which Obama’s use of repetition “emphasizes all the different potential
+charcateristics or circumstances people could be going through” and “illustrates to her audience of
+young people the hope she has for them.”
+The response is organized in a line of reasoning that focuses on Obama’s awareness of and appeals
+to the audience through various rhetorical choices, building upon claims made in paragraph 2 to
+explain claims in paragraph 3. For example, the claim that Obama’s emotional appeal in paragraph 2
+“shows the audience that they are not alone when it comes to things that there are many other
+people who go through the same things” is built upon in paragraph 3 with the explanation that
+Obama’s message “is importnat to her audience of young people because young peopel often have
+thoughts and questions on whether or not soething applies to them or if they are included or a part of
+something.” While the discussion of the pilgrims and religious diversity in paragraph 2
+demonstrates an understanding of the historical context from which the value of religious diversity
+in America comes, the commentary that follows—“it explains to her audeicne of young people that
+they do not have to be afraid of what they believe in because those differing religions contribute to
+the makeup of the nation”—does not clearly explain how Obama’s rhetorical choice to include the
+allusion effectively conveys her expectations and hope for young people in the United States.
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 2 (continued)
+Sophistication (0–1 points): 1
+The response demonstrates a complex understanding of Obama’s rhetorical situation and goes
+beyond repeating information included in the prompt, consistently connecting Obama’s speech to
+the past as well as the understanding that today’s words are meant to impact the future. The
+response offers a sophisticated understanding of why Obama includes specific references: “She
+alludes to the pilgrams reason for coming to the new world in paragrph three when she discusses the
+tradition of American religious diveristy.” The response’s style is not particularly vivid or
+persuasive, but it does not suffer weaknesses in language control (despite consistent misspellings)
+that would interfere with the sophistication of the argument.
+Sample: 2B
+Score: 1-2-0
+Thesis (0–1) points: 1
+The defensible thesis appears in the last two sentences of paragraph 1: “First lady Michelle Obama
+gave a speech in her final days in administration to encourage students to continue their education
+after high school. While speaking to the students at their high school Michelle uses a call to action,
+,and broad speaking to relate and push these students.”
+Evidence and Commentary (0–4 points): 2
+While the response identifies two rhetorical choices—“call to action” and “broad speaking”—it relies
+more on restating Obama’s message than on offering commentary that explains how these two
+rhetorical choices help to convey that message, e.g., “She reminds them that you will fail and you
+cannot take freedoms for granted” (paragraph 2). The claim about inclusion in paragraph 3 is
+simplistic and repetitive: “She never pinpoints one social group or is directly talking to them … She
+is friendly and keeps everyone in mind, Michelle relates to everyone, even people of many religions
+… No one should miss out on education in Michelle Obama’s eyes.” Because the response does not
+explain any connections between the claims or connect them back to the stated rhetorical choices, no
+line of reasoning is clearly established.
+Sophistication (0–1 points): 0
+The response does not explore complexities or tensions within Obama’s argument, nor does it
+explain the significance of Obama’s rhetorical choices. Instead, the response borders on summary
+and oversimplification, e.g., “Michelle Obama wants you to know that nothing is impossible” and
+“This first lady wants all students to feel as though they can have a higher education after high
+school.” The style is not particularly vivid or persuasive.
+Sample: 2C
+Score: 1-1-0
+Thesis (0–1) points: 1
+The defensible thesis is found in the first sentence of the response: “In her last speech, Michelle
+Obama uses comparing and contrasting to convey her message about her expectations and hope for
+young people in the United States.”
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+AP® English Language and Composition 2023 Scoring Commentary
+
+Question 2 (continued)
+Evidence and Commentary (0–4 points): 1
+While the response identifies “comparing and contrasting” in paragraph 2 as a rhetorical choice,
+(e.g., comparing “her and her husband’s life leading up to their spot in the White House to an
+ordinary citizen”), it does not explain how the comparisons support Obama’s desire to improve
+educational opportunities. The response consists of mostly summary and description in paragraph 2
+(e.g., “She expresses how they started with very little” and “She states, ‘If your family doesn’t have
+much money, I want you to remember that in this country, plenty of folks … started out with very
+little’”) offering little or no explanation of the rhetorical choices Obama makes and how they convey
+her message.
+Sophistication (0–1 points): 0
+Because the response is largely descriptive, it does not explore complexities and tensions. The
+argument relies on one underdeveloped claim about comparison, so it does not display
+sophistication of thought or a complex understanding of the rhetorical situation. The style is neither
+vivid nor persuasive.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+
+
\ No newline at end of file
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new file mode 100644
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q1_scoring.txt
@@ -0,0 +1,145 @@
+Reporting Category: Row A
+Thesis (0-1 points)
+
+0 points
+For any of the following:
+
+There is no defensible thesis.
+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.
+Responses that do not earn this point:
+
+Only restate the prompt.
+Do not take a position, or the position is vague or must be inferred.
+Equivocate or summarize others’ arguments but not the student’s (e.g., some people say it’s good, some people say it’s bad).
+State an obvious fact rather than making a claim that requires a defense.
+Examples that do not earn this point:
+Restate the prompt
+
+“Having started in Europe, urban rewilding is becoming popular in the United States too.”
+Address the topic of the prompt but do not take a position
+
+“Many experts favor urban rewilding, while others worry about the safety and health issues that might arise.”
+Address the topic of the prompt but state an obvious fact as a claim
+
+“Urban rewilding will allow certain portions of some cities to regain the wildlife that once lived in the area.”
+1 point
+Responds to the prompt with a thesis that presents a defensible position.
+
+Responses that earn this point:
+
+Respond to the prompt by developing a position on the extent to which rewilding initiatives are worthwhile for urban communities to pursue, rather than restating or rephrasing the prompt. Clearly take a position rather than just stating there are pros/cons.
+Examples that earn this point:
+Present a defensible position that responds to the prompt
+
+“Urban rewilding will cause serious problems in many cities.”
+“Building new spaces for people in cities to interact with nature is an audacious project that will take careful weighing of the pros and cons. Ultimately, this is an idea worth pursuing.”
+“The next step in the evolution of cities is to allow residents opportunities to interact with wildlife in their daily lives. This transformation is crucial to keep our cities livable.”
+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 sources 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.
+
+---------------------
+
+Reporting Category: Row B
+Evidence AND Commentary (0–4 points)
+
+0 points
+Simply restates thesis (if present), repeats provided information, or references fewer than two of the provided sources.
+
+Typical responses that earn 0 points:
+
+Are incoherent or do not address the prompt.
+May be just opinion with no textual references or references that are irrelevant.
+1 point
+EVIDENCE:
+Provides evidence from or references at least two of the provided sources.
+
+AND
+
+COMMENTARY:
+Summarizes the evidence but does not explain how the evidence supports the student’s argument.
+
+Typical responses that earn 1 point:
+
+Tend to focus on summary or description of sources rather than specific details.
+2 points
+EVIDENCE:
+Provides evidence from or references at least three of the provided sources.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence relates to the student’s argument, but no line of reasoning is established, or the line of reasoning is faulty.
+
+Decision Rules and Scoring Notes
+Typical responses that earn 2 points:
+
+Consist of a mix of specific evidence and broad generalities.
+May contain some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument.
+May make one point well but either do not make multiple supporting claims or do not adequately support more than one claim.
+Do not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.
+3 points
+EVIDENCE:
+Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence supports a line of reasoning.
+
+Typical responses that earn 3 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the sources to build an argument.
+Organize an argument as a line of reasoning composed of multiple supporting claims.
+Commentary may fail to integrate some evidence or fail to support a key claim.
+4 points
+EVIDENCE:
+Provides specific evidence from at least three of the provided sources to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Consistently explains how the evidence supports a line of reasoning.
+
+Typical responses that earn 4 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the sources to build an argument.
+Organize and support an argument as a line of reasoning composed of multiple supporting claims, with adequate evidence that is clearly explained.
+Additional Notes:
+
+Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
+
+------------------------
+
+Reporting Category: Row C
+Sophistication (0–1 points)
+
+0 points
+Does not meet the criteria for one point.
+
+Responses that do not earn this point:
+
+Attempt to contextualize their argument, but such attempts consist predominantly of sweeping generalizations (“In a world where…” OR “Since the beginning of time…”).
+Only hint at or suggest other arguments (“While some may argue that…” OR “Some people say…”).
+Use complicated or complex sentences or language that is ineffective because it does not enhance the argument.
+1 point
+Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
+
+Scoring Criteria
+Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation by doing any of the following:
+
+Crafting a nuanced argument by consistently identifying and exploring complexities or tensions across the sources.
+Articulating the implications or limitations of an argument (either the student’s argument or arguments conveyed in the sources) by situating it within a broader context.
+Making effective rhetorical choices that consistently strengthen the force and impact of the student’s argument throughout the response.
+Employing a style that is consistently vivid and persuasive.
+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.
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q2_scoring.txt b/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q2_scoring.txt
new file mode 100644
index 0000000..3135755
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q2_scoring.txt
@@ -0,0 +1,158 @@
+Reporting Category: Row A
+Thesis (0–1 points)
+
+Scoring Criteria
+
+0 points
+For any of the following:
+
+There is no defensible thesis.
+The intended thesis 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.
+Responses that do not earn this point:
+
+Only restate the prompt.
+Fail to address the rhetorical choices the writer of the passage makes.
+Describe or repeat the passage rather than making a claim that requires a defense.
+Examples that do not earn this point:
+Restate the prompt
+
+"In 2017, then First Lady Michelle Obama delivered her final speech as First Lady at an event honoring school counselors."
+Make a claim, but do not address the writer’s rhetorical choices
+
+"In her 2017 speech to school counselors, Michelle Obama set high expectations for her audience, the young people of America."
+Repeat provided information from the passage
+
+"Michelle Obama claims in her speech that ‘our glorious diversity’ is what ‘makes us who we are.’"
+
+1 point
+Responds to the prompt with a defensible thesis that analyzes the writer’s rhetorical choices.
+
+Responses that earn this point:
+
+Respond to the prompt rather than restating or rephrasing the prompt and clearly articulate a defensible thesis about the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.
+Examples that earn this point:
+Present a defensible thesis that analyzes the writer’s rhetorical choices
+
+"Michelle Obama uses a friendly tone, inspirational diction, and examples from her own family to convey her message about her expectations and hope for young people in America."
+"In her last speech as First Lady, Michelle Obama adopts the persona of a mentor or parental figure, using second person pronouns and giving direct advice, to inspire her audience of young people to ‘rise to their best possible selves.’"
+"In her inspirational 2017 speech, First Lady Michelle Obama provides multiple examples of her own family to exhort the young people in her audience with a call to action to take their place as positive and productive members of American society."
+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 passage 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.
+
+--------------------------
+
+Reporting Category: Row B
+Evidence AND Commentary (0–4 points)
+
+Scoring Criteria
+
+0 points
+Simply restates thesis (if present), repeats provided information, or offers information irrelevant to the prompt.
+
+1 point
+EVIDENCE:
+Provides evidence that is mostly general.
+
+AND
+
+COMMENTARY:
+Summarizes the evidence but does not explain how the evidence supports the student’s argument.
+
+2 points
+EVIDENCE:
+Provides some specific, relevant evidence.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence relates to the student's argument, but no line of reasoning is established, or the line of reasoning is faulty.
+
+3 points
+EVIDENCE:
+Provides specific evidence to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence supports a line of reasoning.
+AND
+Explains how at least one rhetorical choice in the passage contributes to the writer’s argument, purpose, or message.
+
+4 points
+EVIDENCE:
+Provides specific evidence to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Consistently explains how the evidence supports a line of reasoning.
+AND
+Explains how multiple rhetorical choices in the passage contribute to the writer’s argument, purpose, or message.
+
+Typical responses that earn 0 points:
+
+Are incoherent or do not address the prompt.
+May be just opinion with no textual references or references that are irrelevant.
+Typical responses that earn 1 point:
+
+Tend to focus on summary or description of a passage rather than specific details or techniques.
+Mention rhetorical choices with little or no explanation.
+Typical responses that earn 2 points:
+
+Consist of a mix of specific evidence and broad generalities.
+May contain some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument.
+May make one point well but either do not make multiple supporting claims or do not adequately support more than one claim.
+Do not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.
+Typical responses that earn 3 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the passage to build an argument.
+Organize an argument as a line of reasoning composed of multiple supporting claims.
+Commentary may fail to integrate some evidence or fail to support a key claim.
+Typical responses that earn 4 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the passage to build an argument.
+Organize and support an argument as a line of reasoning composed of multiple supporting claims, each with adequate evidence that is clearly explained.
+Explain how the writer’s use of rhetorical choices contributes to the student’s interpretation of the passage.
+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 rhetorical choice if each instance further contributes to the argument, purpose, or message of the passage.
+
+----------------
+
+Reporting Category: Row C
+Sophistication (0–1 points)
+
+Scoring Criteria
+
+0 points
+Does not meet the criteria for one point.
+
+Responses that do not earn this point:
+Attempt to contextualize the text, but such attempts consist predominantly of sweeping generalizations (“In a world where…” OR “Since the beginning of time…”).
+Only hint at or suggest other arguments (“While some may argue that…” OR “Some people say…”).
+Examine individual rhetorical choices but do not examine the relationships among different choices throughout the text.
+Oversimplify complexities in the text.
+Use complicated or complex sentences or language that is ineffective because it does not enhance their analysis.
+
+1 point
+Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
+
+Decision Rules and Scoring Notes
+Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation by doing any of the following:
+
+Explaining the significance or relevance of the writer’s rhetorical choices (given the rhetorical situation).
+Explaining a purpose or function of the passage’s complexities or tensions.
+Employing a style that is consistently vivid and persuasive.
+Additional Notes:
+
+This point should be awarded only if the sophistication of thought or complex understanding is part of the argument, not merely a phrase or reference.
diff --git a/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q3_scoring.txt b/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q3_scoring.txt
new file mode 100644
index 0000000..ee5cc93
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/scoring_guidelines/2023/set_1_target_q3_scoring.txt
@@ -0,0 +1,167 @@
+Reporting Category
+Row A
+Thesis (0–1 points)
+
+Scoring Criteria
+0 points
+For any of the following:
+
+There is no defensible thesis.
+The intended thesis 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.
+1 point
+Responds to the prompt with a defensible thesis that analyzes the writer’s rhetorical choices.
+
+Decision Rules and Scoring Notes
+
+Responses that do not earn this point:
+
+Only restate the prompt.
+Fail to address the rhetorical choices the writer of the passage makes.
+Describe or repeat the passage rather than making a claim that requires a defense.
+Responses that earn this point:
+
+Respond to the prompt rather than restating or rephrasing the prompt and clearly articulate a defensible thesis about the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.
+Examples that do not earn this point:
+
+Restate the prompt
+
+“In 2017, then First Lady Michelle Obama delivered her final speech as First Lady at an event honoring school counselors.”
+Make a claim, but do not address the writer’s rhetorical choices
+
+“In her 2017 speech to school counselors, Michelle Obama set high expectations for her audience, the young people of America.”
+Repeat provided information from the passage
+
+“Michelle Obama claims in her speech that ‘our glorious diversity’ is what ‘makes us who we are.’”
+Examples that earn this point:
+Present a defensible thesis that analyzes the writer’s rhetorical choices
+
+“Michelle Obama uses a friendly tone, inspirational diction, and examples from her own family to convey her message about her expectations and hope for young people in America.”
+“In her last speech as First Lady, Michelle Obama adopts the persona of a mentor or parental figure, using second person pronouns and giving direct advice, to inspire her audience of young people to ‘rise to their best possible selves.’”
+“In her inspirational 2017 speech, First Lady Michelle Obama provides multiple examples of her own family to exhort the young people in her audience with a call to action to take their place as positive and productive members of American society.”
+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 passage 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.
+
+---------------
+
+Reporting Category
+Row B
+Evidence AND Commentary (0–4 points)
+
+Scoring Criteria
+0 points
+Simply restates thesis (if present), repeats provided information, or offers information irrelevant to the prompt.
+
+1 point
+EVIDENCE:
+Provides evidence that is mostly general.
+
+AND
+
+COMMENTARY:
+Summarizes the evidence but does not explain how the evidence supports the student’s argument.
+
+2 points
+EVIDENCE:
+Provides some specific, relevant evidence.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence relates to the student’s argument, but no line of reasoning is established, or the line of reasoning is faulty.
+
+3 points
+EVIDENCE:
+Provides specific evidence to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Explains how some of the evidence supports a line of reasoning.
+
+AND
+
+Explains how at least one rhetorical choice in the passage contributes to the writer’s argument, purpose, or message.
+
+4 points
+EVIDENCE:
+Provides specific evidence to support all claims in a line of reasoning.
+
+AND
+
+COMMENTARY:
+Consistently explains how the evidence supports a line of reasoning.
+
+AND
+
+Explains how multiple rhetorical choices in the passage contribute to the writer’s argument, purpose, or message.
+
+Decision Rules and Scoring Notes
+
+Typical responses that earn 0 points:
+
+Are incoherent or do not address the prompt.
+May be just opinion with no textual references or references that are irrelevant.
+Typical responses that earn 1 point:
+
+Tend to focus on summary or description of a passage rather than specific details or techniques.
+Mention rhetorical choices with little or no explanation.
+Typical responses that earn 2 points:
+
+Consist of a mix of specific evidence and broad generalities.
+May contain some simplistic, inaccurate, or repetitive explanations that don’t strengthen the argument.
+May make one point well but either do not make multiple supporting claims or do not adequately support more than one claim.
+Do not explain the connections or progression between the student’s claims, so a line of reasoning is not clearly established.
+Typical responses that earn 3 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the passage to build an argument.
+Organize an argument as a line of reasoning composed of multiple supporting claims.
+Commentary may fail to integrate some evidence or fail to support a key claim.
+Typical responses that earn 4 points:
+
+Uniformly offer evidence to support claims.
+Focus on the importance of specific words and details from the passage to build an argument.
+Organize and support an argument as a line of reasoning composed of multiple supporting claims, each with adequate evidence that is clearly explained.
+Explain how the writer’s use of rhetorical choices contributes to the student’s interpretation of the passage.
+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 rhetorical choice if each instance further contributes to the argument, purpose, or message of the passage.
+
+----------------------
+
+Reporting Category
+Row C
+Sophistication (0–1 points)
+
+Scoring Criteria
+0 points
+Does not meet the criteria for one point.
+
+1 point
+Demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation.
+
+Decision Rules and Scoring Notes
+
+Responses that do not earn this point:
+
+Attempt to contextualize the text, but such attempts consist predominantly of sweeping generalizations (“In a world where…” OR “Since the beginning of time…”).
+Only hint at or suggest other arguments (“While some may argue that…” OR “Some people say…”).
+Examine individual rhetorical choices but do not examine the relationships among different choices throughout the text.
+Oversimplify complexities in the text.
+Use complicated or complex sentences or language that is ineffective because it does not enhance their analysis.
+Responses that earn this point may demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation by doing any of the following:
+
+Explaining the significance or relevance of the writer’s rhetorical choices (given the rhetorical situation).
+Explaining a purpose or function of the passage’s complexities or tensions.
+Employing a style that is consistently vivid and persuasive.
+Additional Notes:
+
+This point should be awarded only if the sophistication of thought or complex understanding is part of the argument, not merely a phrase or reference.
\ No newline at end of file
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diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q1_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q1_question.txt
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+#### Question 1
+
+**Suggested reading and writing time—55 minutes**
+It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response.
+Note: You may begin writing your response before the reading period is over.
+
+(This question counts as one-third of the total essay section score.)
+
+PROMPT:
+Vertical farms are indoor agricultural facilities in which plants are grown, often in a hydroponic (soilless) environment, on tall stacks of shelves. Plants are given water, nutrients, and light mostly through automated processes. Advocates say that vertical farms are key to providing food for the future, yielding high-quality produce while making efficient use of land and water. Critics warn about the energy consumption associated with vertical farms’ automated processes as well as problems related to cost and nutritional value.
+Carefully read the following six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the value, if any, of vertical farms to the future of agriculture.
+Source A (Severson article)
+Source B (Ling and Altland interview)
+Source C (table from Kozai and Niu)
+Source D (Foley article)
+Source E (Benke and Tomkins article)
+Source F (graphic from Despommier)
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Select and use evidence from at least three of the provided sources to support your line of reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary.
+- Explain how the evidence supports your line of reasoning.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+### Source A
+Severson, Kim. “No Soil. No Growing Seasons. Just Add Water and Technology.” The New York Times, 6 July 2021, [www.nytimes.com/2021/07/06/dining/hydroponic-farming.html](https://www.nytimes.com/2021/07/06/dining/hydroponic-farming.html).
+The following is excerpted from an online article published in a national American newspaper.
+[A] high-tech greenhouse so large it could cover 50 football fields glows with the pinks and yellows of 30,600 LED and high-pressure sodium lights.
+Inside, without a teaspoon of soil, nearly 3 million pounds of beefsteak tomatoes grow on 45-feet-high vines whose roots are bathed in nutrient-enhanced rainwater. Other vines hold thousands of small, juicy snacking tomatoes with enough tang to impress Martha Stewart<sup>1</sup>, who is on the board of AppHarvest, a start-up that harvested its first crop here in January and plans to open 11 more indoor farms in Appalachia by 2025.
+In a much more industrial setting near the Hackensack River in Kearny, N.J., trays filled with sweet baby butterhead lettuce and sorrel that tastes of lemon and green apple are stacked high in a windowless warehouse—what is known as a vertical farm. Bowery, the largest vertical-farming company in the United States, manipulates light, humidity, temperature and other conditions to grow produce, bankrolled by investors like Justin Timberlake, Natalie Portman, and the chefs José Andrés and Tom Colicchio.
+“Once I tasted the arugula, I was sold,” said Mr. Colicchio, who for years rolled his eyes at people who claimed to grow delicious hydroponic produce. “It was so spicy and so vibrant, it just blew me away.”
+The two operations are part of a new generation of hydroponic farms that create precise growing conditions using technological advances like machine-learning algorithms, data analytics and proprietary software systems to coax customized flavors and textures from fruits and vegetables. And they can do it almost anywhere.
+These farms arrive at a pivotal moment, as swaths of the country wither in the heat and drought of climate change, abetted in part by certain forms of agriculture. The demand for locally grown food has never been stronger, and the pandemic has shown many people that the food supply chain isn’t as resilient as they thought. . . .
+“We’ve perfected mother nature indoors through that perfect combination of science and technology married with farming,” said Daniel Malechuk, the chief executive of Kalera, a company that sells whole lettuces, with the roots intact, in plastic clamshells for about the same price as other prewashed lettuce. In March, the company opened a 77,000-square-foot facility south of Atlanta that can produce more than 10 million heads of lettuce a year. . . .
+Although the nutritional profile of hydroponic produce continues to improve, no one yet knows what kind of long-term health impact fruits and vegetables grown without soil will have. No matter how many nutrients indoor farmers put into the water, critics insist that indoor farms can never match the taste and nutritional value, or provide the environmental advantages, that come from the marriage of sun, a healthy soil microbiome and plant biology found on well-run organic farms.
+“What will the health outcomes be in two generations?” Mr. Chapman [Dave Chapman, a Vermont farmer and the executive director of the Real Organic Project] asked. “It’s a huge live experiment, and we are the rats.”
+
+<sup>1</sup> businesswoman and television presenter whose work focuses on crafts, recipes, and home goods
+
+### Source B
+Ling, Kai-Shu, and James Altland. Interview by Georgia Jiang. “Vertical Farming—No Longer a Futuristic Concept.” Under the Microscope: Zooming in on Agriculture’s Biggest Challenges, Agricultural Research Service, United States Department of Agriculture, 27 Jan. 2022, [www.ars.usda.gov/oc/utm/vertical-farming-no-longer-a-futuristic-concept](https://www.ars.usda.gov/oc/utm/vertical-farming-no-longer-a-futuristic-concept).
+
+The following is excerpted from an interview with Kai-Shu Ling, a research plant pathologist, and James Altland, a research horticulturalist. The interview is one of the “Under the Microscope” series of monthly interviews published online by the Agricultural Research Service [ARS] of the United States Department of Agriculture [USDA].
+UM [Under the Microscope Interviewer]—What are the advantages of vertical farming?
+KL [Kai-Shu Ling]: Vertical farming offers many benefits that traditional farming cannot. For example, while the crops produced by traditional farming are limited by geographic region and seasonal changes, vertical farming allows growers to grow regional or seasonal crops indoors year-round. They can grow crops anywhere a greenhouse or controlled environment can be established. As a result, consumers (especially those in urban areas typically far from traditional farmlands) can also have easier access to fresher produce.
+We’re currently repurposing ship containers to become vertical farming research units. Although vertical farming’s high costs can often be discouraging, shipping containers and abandoned warehouses are readily available and relatively inexpensive. Converting them into vertical farming environments not only breathes life back into discarded infrastructure but also puts fresh produce in parking lots and urban centers.
+JA [James Altland]: Vertical farming also uses much less land. For some crops, 10 to 20 times the yield can be obtained per acre in vertical farming compared to open-field crops. Other advantages are that vertical farms are in enclosed structures, so not subject to extreme or inclement weather. Vertical farms are being built in deserts, high-population urban areas, and other places that traditional open-field farming is not practical.
+UM—What are the limitations to this type of farming? What is ARS doing to overcome these challenges?
+JA: The major disadvantage is that you give up access to the Sun, which is [the] most abundant (and free) source of energy on Earth. Growing plants vertically in stacked systems often requires artificial light sources, which can become costly. Vertical farming also requires humidity control through expensive and energy-intensive heating, ventilation, and air conditioning (HVAC) systems.
+UM—What crops are best grown through vertical farming? Which crops are better suited for traditional farming?
+JA: Currently, lettuce and other leafy greens are the most popular crops for vertical farming. While research is underway to grow all types of crops in vertical farms, the most successful ones today would be those that can be grown hydroponically, have relatively short compact growth forms, and can be harvested in their entirety. For example, lettuce can be harvested in its whole form, as opposed to corn where only the cob is harvested for sale and the rest must be disposed of some other way.
+KL: We’re currently investigating the vertical farming potential of small fruits (e.g., strawberries) and fruiting vegetables (e.g., tomato, pepper). Cereal and row crops (e.g., corn, rice, wheat and soybeans) are still better suited for traditional farming.
+UM—I understand that vertical farming has launched into space. What are you hoping to accomplish with this effort?
+JA: NASA is keenly interested in CEA [controlled environment agriculture] for its use on long-term manned space missions.
+KL: Agreed. NASA is a pioneer in research on crop production under controlled environment. NASA continues to improve the technologies for growing vegetables and fruits in space for future Moon and Mars explorations. USDA has a long history of collaboration with NASA on controlled environment agriculture research.
+
+### Source C
+**Kozai, Toyoki, and Genhua Niu. “Role of the Plant Factory with Artificial Lighting (PFAL) in Urban Areas.”**
+*Plant Factory: An Indoor Vertical Farming System for Efficient Quality Food Production*, edited by Toyoki Kozai et al., Elsevier, 2016, pp. 7–32.
+
+**Table: Classification of Four Types of Plant Production Systems by Their Relative Stability and Controllability, and Other Factors**
+
+| Stability and Controllability            | Open Fields | Greenhouse: Soil Culture | Greenhouse: Hydroponics | Vertical Farms |
+|------------------------------------------|-------------|--------------------------|-------------------------|----------------|
+| **Natural stability of aerial zone**     | Very low    | Low                      | Low                     | Low            |
+| **Artificial controllability of aerial zone** | Very low    | Medium                   | Medium                  | Very high      |
+| **Natural stability of root zone**       | High        | High                     | Low                     | Low            |
+| **Artificial controllability of root zone** | Low         | Low                      | High                    | High           |
+| **Vulnerability of yield and quality**   | High        | Medium                   | Relatively low          | Low            |
+| **Initial investment per unit land area**| Low         | Medium                   | Relatively high         | Extremely high |
+| **Yield**                                | Low         | Medium                   | Relatively high         | Extremely high |
+
+Note: “Aerial zone” refers to weather in the “Open Fields” category; “root zone” refers to soil environment.
+
+### Source D
+**Foley, Jonathan. “No, Vertical Farms Won’t Feed the World.” GlobalEcoGuy, 1 Aug. 2018,**
+[globalEcoguy.org/no-vertical-farms-wont-feed-the-world-5313e3e961c0](https://globalecoguy.org/no-vertical-farms-wont-feed-the-world-5313e3e961c0).
+
+The following is excerpted from an article published online by an environmental scientist and sustainability expert.
+[T]here are costs to these [vertical] farms. Huge costs.
+First, these systems are really expensive to build. The shipping container systems developed by [container farming technology company] Freight Farms, for example, cost between $82,000 and $85,000 per container—an astonishing sum for a box that just grows greens and herbs. Just one container costs as much as 10 entire acres of prime American farmland—which is a far better investment, both in terms of food production and future economic value. Just remember: farmland has the benefit of generally appreciating in value over time, whereas a big metal box is likely to only decrease in value.
+Second, food produced this way is very expensive. For example, the Wall Street Journal reports that mini-lettuces grown by Green Line Growers cost more than twice as much as organic lettuce available in most stores. And this is typical for other indoor growers around the country: it’s very, very expensive, even compared to organic food. Instead of making food more available, especially to poorer families on limited budgets, these indoor crops are only available to the affluent. It might be fine for gourmet lettuce, or fancy greens for expensive restaurants, but regular folks may find it out of reach.
+Finally, indoor farms use a lot of energy and materials to operate. The container farms from Freight Farms, for example, use about 80 kilowatt-hours of electricity a day to power the lights and pumps. That’s nearly 2–3 times as much electricity as a typical (and still very inefficient) American home, or about 8 times the electricity used by an average San Francisco apartment. And on the average American electrical grid, this translates to emitting 44,000 pounds of CO2 per container per year, from electricity alone, not counting any additional heating costs. This is vastly more than the emissions it would take to ship the food from someplace else. And none of it is necessary.
+But, Wait, Can’t Indoor Farms Use Renewable Energy?
+Proponents of indoor techno-farms often say that they can offset the enormous sums of electricity they use, by powering them with renewable energy—especially solar panels—to make the whole thing carbon neutral.
+But just stop and think about this for a second.
+These indoor “farms” would use solar panels to harvest naturally occurring sunlight, and convert it into electricity, so that they can power . . . artificial sunlight? In other words, they’re trying to use the sun to replace the sun.
+But we don’t need to replace the sun. Of all of the things we should worry about in agriculture, the availability of free sunlight is not one of them. Any system that seeks to replace the sun to grow food is probably a bad idea.
+
+### Source E
+**Benke, Kurt, and Bruce Tomkins. “Future Food-Production Systems: Vertical Farming and Controlled-Environment Agriculture.”**
+*Sustainability: Science, Practice and Policy*, vol. 13, no. 1, Nov. 2017, pp. 13-26, [www.tandfonline.com/doi/full/10.1080/15487733.2017.1394054](https://www.tandfonline.com/doi/full/10.1080/15487733.2017.1394054).
+
+The following is excerpted from a research article in an online interdisciplinary journal that focuses on sustainability-related topics.
+The vertical farming model was proposed with the aim of increasing the amount of agricultural land by ‘building upwards.’ In other words, the effective arable<sup>1</sup> area for crops can be increased by constructing a high-rise building with many levels on the same footprint of land (Despommier 2010; The Economist 2010).
+One approach is to employ a single tall glasshouse design with many racks of crops stacked vertically. It is an extension of the greenhouse hydroponic farming model and addresses problems relating to the use of soils, such as the requirement for herbicides, pesticides, and fertilizers. . . .
+
+**Clean, green, and gourmet (CGG) food**
+The possibility of CGG food production is easily the most attractive feature of the vertical farming model. This aspect is less price sensitive to affluent consumers in high-demand countries such as China. All-year-round crop production without seasonality, in a climate-controlled environment (including both temperature and humidity), will produce fresh produce virtually on demand. There would be no weather-related crop failures due to drought or flooding if hydroponic and aeroponic technologies are employed.
+Using recycled water and nutrients in a closed, indoor, climate-controlled environment adds to food security and can reduce or even completely eliminate the need for pesticides and herbicides. Contamination by pathogens or heavy metals will no longer be an issue as occurs in rural farming. There is scope for marketing the product in this respect. Strict hygienic practices must still be observed to minimize the risk of introduction of pathogens and biological contamination into the growing space. However, in a vertical farming situation, one can closely monitor the crop for signs of pest or disease both manually and automatically using sensing technologies. This mode of cultivation is very well suited to adopting new and emerging robotic technologies as well as remote-sensing procedures. This means that outbreaks are detected early to enable diseased and infested plants to be identified and disposed of appropriately. Any residual contamination can be cleaned up when the crop is harvested using strict hygienic practices.
+One possible obstacle to vertical farming is that some consumers may regard the products as ‘Frankenfoods,’ as discovered by managers of a giant underground farm supplying London’s restaurants (Curtis 2016) and another business that supplies between 8% and 12% of the British output of tomatoes, peppers, and cucumbers (Fletcher 2013). For this reason, some enterprises may not publicize growing conditions for fear of alienating consumers and destabilizing sales potential. To minimize this issue, it can be stressed that growing conditions are not different from existing hydroponic facilities with respect to germplasm<sup>2</sup>, nutrition, and other cultural and production practices. Furthermore, the plants are derived from natural breeding programs with normal nutrients supplied. There is an advantage that plants are grown in a hygienic environment with reduced need for pesticides and are in a closed system so there is no environmental pollution from nitrogen leaching or run-off.
+
+<sup>1</sup>suitable for growing crops
+<sup>2</sup>living plant tissue used to generate other plants
+
+### Source F
+**Despommier, Dickson D. The Vertical Farm: Feeding the World in the 21st Century. Thomas Dunne / St. Martin’s, 2010.**
+
+The following is adapted from a graphic published in a book about vertical farming.
+
+[START INFOGRAPHIC DESCRIPTION]
+
+This infographic is presented in two side-by-side panels, with the left panel labeled "2010" and the right panel labeled "2050".
+
+In the 2010 panel, there is an image of the continent of South America with an arrow pointing downwards to a row of six black silhouetted figures representing the global population. Underneath, it reads "World Population: 6.8 billion". The text below states that 80% of the total arable land on Earth is currently used for the production of food, which is equivalent in size to the continent of South America.
+
+The 2050 panel features the image of South America again, with an additional smaller land mass resembling the shape of Brazil, indicating an increase in land needed to feed the population. The same downward arrow points to a row of nine silhouetted figures, three of which are lighter in color, signifying an addition to the population. Below, the text reads "Projected World Population: 9.5 billion". The accompanying text explains that an area the size of Brazil is required to feed an additional 2.7 billion people. It emphasizes that this amount of arable land is simply not available.
+
+[END INFOGRAPHIC DESCRIPTION]
+
+Note: Arable land is land that is used or suitable for growing crops.
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q1_response_a.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q1_response_a.txt
new file mode 100644
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q1_response_a.txt
@@ -0,0 +1,6 @@
+RESPONSE:
+While many would like to believe that vertical farms are the future of produce due to their adaptability and modernity, in reality those systems are overvalued and only necessary for very niche applications. Vertical farms are greenhouses where produce is grown stacked in rows without the use of soil, and with complex technology that emulates the perfect growing conditions for said product.
+
+This sounds like a great idea, in practice, fresh produce year-round grown efficiently, the reality is very different. Vertical farms are expensive – both in initial and operating costs. Source C reveals that vertical farms have extremely high initial investment per unit land area compared to fields, greenhouses, and hydroponic systems and Source D gives us the exact cost of over eighty thousand dollars per container from industry leader Freight Farms. With an initial investment so large, it would easily be more profitable and efficient to simply buy land to cultivate. These costs alone make it unreasonable to implement in low income areas where access to local produce is needed the most. Until vertical farms can decrease costs to build and operate they are simply out of reach for most communities. Operating cost will most likely struggle to lower. Because there is no soil or sunlight, a large amount of power is required to support these crops – which is strange because the sun is not a competitive resource or non-renewable. These costs are simply unnecessary and create problems other methods have solutions to.
+
+The vertical farm has seen initial success despite its disadvantages when compared to other systems because of its gimmicky marketing. Brand owners have marketed vertical farms as a pseudo-eco-friendly and high-tech food of the future. Source A, a New York Times article marketing vertical farm produce, goes into depth on the famous people investing in vertical farming, dropping names like Justin Timberlake and Natalie Portman to build hype. What does do R&B singers and actors know about the efficacy of modern farming? Little to nothing. That didn't stop the Times from including celebrity testimonials. The food produced using vertical farming is marketed to the upper-class people (who would consider the option of Natalie Portman in their grocery shopping) because they are the only ones who can afford it. Source D again provides numbers, showing products like the lettuce from Green Line Growers costs more than double the market price of organic lettuce. Vertical farms should not be taken seriously as the future of agriculture especially when it brands itself as the new fresh food fad for the wealthy. We can support and modernize agriculture with better distribution of resources to low income communities and by working to eliminate food waste which could also be given to people in need. We already have the production and resources to support our population as long as we allocate those resources effectively.
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diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_question.txt
new file mode 100644
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_question.txt
@@ -0,0 +1,39 @@
+
+### Question 2
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+
+PROMPT:
+On May 21, 2016, the poet Rita Dove delivered a commencement address to graduating students at the University of Virginia at Charlottesville, where she was a professor of English at the time. Dove received a Pulitzer Prize for her poetry and served as the United States poet laureate from 1993 to 1995. She also writes in a variety of genres including fiction and drama. The following is an excerpt from her speech. Read the passage carefully. Write an essay that analyzes the rhetorical choices Dove makes to convey her message about what she wishes for her audience of graduating students.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+- Select and use evidence to support your line of reasoning.
+- Explain how the evidence supports your line of reasoning.
+- Demonstrate an understanding of the rhetorical situation.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+"I am extremely delighted to be here today, at the very institution where I have been teaching for the past twenty-seven years. Although I have given commencement speeches before, this one is different; this is personal.
+
+The job of a commencement speaker—I googled it, so it must be true!—is to dispense “life advice.” That seems the very opposite of Percy Bysshe Shelley’s<sup>2</sup> definition of the poet as “a nightingale who sits in darkness and sings to cheer its own solitude with sweet sounds.” So I will not give you advice. The last thing you want to hear is advice—because in order to be effective, advice must be specific—and that, obviously, is impossible in this setting.
+
+So instead of advice, I will give you wishes. Just think of me as a contrary fairy godmother or a wily genie.
+
+**I wish you Hunger**. Of course, I don’t mean physiological want, but a continued spiritual and intellectual appetite, a hunger to know more, do more, feel more. When I told my graduate poetry writing class that I was giving this speech, I asked them what they wished they had heard at their baccalaureate exercises, and one young woman responded with a list of “some things... I wish I could have heard, if I’d had sense enough to listen.”
+1. Life is short.
+2. Don’t put yourself in a box.
+3. There’s a reason certain people, places, books, ideas, etc., make our ears stand up; always follow what attracts you.
+And number 4, which to me is the kicker:
+4. Passions are hard to come by.
+
+When you entered this university, you wanted to eat the world, and all everyone else wanted you to do was to get good grades. And though your dreams may have been more nebulous<sup>2</sup> then than they are now, they were no less intense. So keep that hunger; nurse it. Stay curious, want it all while it lasts.
+
+**I wish you Hard Work**. By that I don’t mean back-breaking labor, not the drudgery of the treadmill, but an appreciation for the work that comes before the big show—getting ready, honing your tools. Observation, research, practice—the actress Lupita Nyong’o gives herself homework whenever she has an audition. The classical flautist James Galway says: “You can sight-read better if you know your scales and arpeggios.” When my father sat me down for the “You’re-going-out-into-the-world” talk, his message was this: Always be 150% prepared! At 150% you’ll be ready for anything—even if you’re not chosen for a job or position although you’re the better qualified candidate. As the first African-American research chemist to break the color barrier in the tire and rubber industry, my father knew how it felt to be passed over. What he was trying to tell me was: The last person to hold you accountable is you yourself. In most cases you won’t be asked for more than 75%; in fact, depending on your race and gender, you might not be expected to give more than 50% of your capacity. But only you will know if you’ve done your best, so focus on that rather than what others think your best is—because if you allow others to tell you your worth, you will have given up on yourself. For me, a shy kid who trembled giving class presentations in high school, the 150% I had not ever expected to need came in handy when I received the phone call that I had been awarded the Pulitzer Prize and would have to hold my first press conference. Six years later, when I was named Poet Laureate of the United States, that 150% emboldened me to write a letter on this University’s letterhead to then President-elect Clinton, suggesting that the White House spotlight the arts during Arts and Humanities month; and in October of that year, 1993, as my husband and I rushed to Pennsylvania Avenue right after my inaugural poetry reading at the Library of Congress to join the White House Celebration and State Dinner in honor of the Arts and Humanities, I used every bit of that 150%!
+
+**I wish you Uncertainty**. There’s only so much knowledge that can be taught; hard facts are just that—solid, dense entities, the stones in a swiftly flowing stream of possibilities. You cannot wait for revelation to come down upon you in a cloud of gossamer and angelic sighs; more often than not you have to seek it out. Sometimes you don’t know where you’re going, but the only way you’ll find out is if you get going. That doesn’t mean that you rush off willy-nilly screaming, “I’m going to conquer this world”—but you do need to be bold enough to step outside of your comfort zone, even if it’s scary Out There.
+
+<sup>1</sup>Percy Bysshe Shelley (1792–1822) was one of the major
+English Romantic poets.
+<sup>2</sup>unclear, vague, or ill-defined
+
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_response_a.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_response_a.txt
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+++ b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q2_response_a.txt
@@ -0,0 +1,9 @@
+RESPONSE:
+In her speech, Dove, a renowned poet, employs anecdote, diction, and parallelism in order to advise college graduates on the key values, such as intellectual curiosity, effort, and bravery, that she deems necessary for navigating the world.
+Dove's utilization of ambiguous diction instills curiosity and engagement with the patronization of her speech. Through the parallelistic structure of her three main points, Dove shares with the audience of college students that she "wishes you...hunger, hard work, [and] uncertainty" (Dove). Although initially these wishes are interpretable as negatives, their denotation and appear to be ill-omens, Dove explains the figurative meanings which serves to keep the audience attentive. By catching, surprising the audience, Dove is able to clarify her meaning, explaining how when she wished the audience hunger she did not mean physiological want but a continued spiritual and intellectual appetite (Dove). Efforts of rhetoric, like the aforementioned, allow Dove to explain the importance of possessing a desire to learn and take advantage of "following what attracts you" (Dove). This piece of advice seems to inspire students that learning is a continual practice and should actively continue post-usage. Additionally, hard work - Dove explained that "hard work" does not mean back-breaking labor, but instead gaining "an appreciation" for the work that comes before the "big show" (Dove). This strengthens her utilization of diction by creating hard work to mean something that incites a celebrated process, therefore, encouraging people to put effort and enjoy hardships. Similarly, Dove introduced uncertainty to not mean something negative, but instead of comfort because she explains that "sometimes you don't know where you're going" but the only way you'll find out is if you get going (Dove). The quotation illuminates that despite doubts, one individual must be bold to reach out of their comfort zone and grow. Through these ambiguous, multi-faceted words, Dove empowers, inspires her audience to put a twist on and instead possess a more positive outlook on the challenges.
+Furthermore, Dove employs her message of the importance and efficiency of her values through personal anecdotes. Dove shares her father's pep talk or at putting "150%" effort into everything one does in order to express his appreciation and impact on both her and her father. As the first African-American research chemist, Dove's father, she understood the importance of hard work and holding oneself accountable. From this, Dove learned the importance of putting in effort and accountability which she shared through telling her own story of how through each stage of her life, from recognizing her voice when "giving class presentations in high school" to being awarded the Pulitzer Prize to being named "Poet Laureate" to joining the "White House celebration" she always used the 150% effort rule. By demonstrating the power of her father's message through both her and her father's stories, Dove not only explains the process but also the effects and impacts gaining her argument credibility.
+
+Note:
+AP® English Language and Composition 2023 Scoring Commentary:
+Sophistication (0–1 points): 0
+Although it consistently identifies and explains rhetorical choices, the response does not display a particularly complex understanding of the rhetorical situation. It acknowledges the relationship of the speaker with the audience but does so in a generalized way, focusing on how Dove’s choices “inspire” listeners or lend her argument “credibility.” Although the response demonstrates effective control of language, it does not demonstrate a consistently persuasive or vivid style.
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diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_question.txt
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_question.txt
@@ -0,0 +1,19 @@
+Question 3
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+
+PROMPT:
+In a 2018 interview about the importance of collaboration, then United States Representative Carlos Curbelo
+stated: “If you’re trying to convince someone that they need to get involved in an issue or perhaps change their
+thinking on an issue, trying to scare them is not always effective and can actually sow<sup>1</sup> resentment.”
+Write an essay that argues your position on the extent to which Curbelo’s claim about persuading others is
+valid.
+
+<sup>1</sup>spread
+
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible position.
+• Provide 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.
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_response_a.txt b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_response_a.txt
new file mode 100644
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/examples/set_2_example_q3_response_a.txt
@@ -0,0 +1,5 @@
+RESPONSE:
+Fear is a powerful motivator that has been used for both good and ill as long as humans have walked the Earth. As a small child, you're taught to fear fires, storms, and lightning, and to be wary of cars while crossing the street as a safety measure. However, using fear as a method of reasoning or as a means to change minds or incite positive change rarely works. Attempts to persuade others through fear are seldom effective and can even sow resentment, inhibiting positive change from occurring.
+When I was younger, my parents tried to scare me into obeying them with threats of privilege removal, time being taken away, or simply being confined to my room. This often didn't work. If anything, their attempts to scare me into doing "the right thing" only made me more determined to do the opposite. Any positive changes I could have made to be safer as a child were fought against solely because I disliked being scared into doing things. I indeed resented my parents for trying to control me through fear, which prevented any good they were trying to achieve from taking root. If reasoning and explanations had been given when what I perceived as completely unfair and often unnecessary rules were told to me, perhaps I would have been more receptive. Instead, the fear instilled in me turned into anger and resentment towards those who tried to change my mind, namely my parents.
+The use of fear as a motivator also proved unsuccessful in the Cold War between the United States and the Soviet Union, which began at the close of World War Two. Upon discovering that the United States had nuclear weapons, the Soviets stole the secrets of the technology and created their own in response. This theft and the creation of the most powerful weapons known to man at the time were driven by fear. The fear of nuclear war and massive destruction led to a significant spike in the production of nuclear weapons, which had incited the problem. In addition to the fear of death from nuclear weapons that most Americans experienced at that time, there was also suspicion and resentment towards anything perceived as "red" or communist. The concern that the Soviets would kill Americans with nuclear weapons evolved into resentment, which became another motivating factor behind the increased numbers of nuclear warheads in America. It was not until the 1960s that a slight compromise was reached and levels of fear decreased, leading to more cooperation in the 1970s when the number of nuclear weapons was reduced and controlled. This positive change and involvement in the issue of nuclear weapons wasn't brought about by fear, but by a wish for a better future and a willingness to cooperate with others towards a common goal.
+While fear is often seen as a potent motivator that drives people to respond quickly and allows them to be persuaded more easily and quickly, this is not always the case. The use of fear to persuade others seldom leads to genuine positive change or persuasion. It most often causes the opposite, as seen in personal experience and in global affairs, especially regarding the Cold War.
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q1_instructions.txt b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q1_instructions.txt
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q1_instructions.txt
@@ -0,0 +1,18 @@
+### Question 1
+
+Carefully read the six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the extent to which rewilding initiatives are worthwhile for urban communities to pursue.
+
+- Source A (infographic from Fastnacht)
+- Source B (Jepson and Schepers policy brief)
+- Source C (NRPA article)
+- Source D (Garland article)
+- Source E (graph from McDonald et al.)
+- Source F (Chatterton book excerpt)
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Select and use evidence from at least three of the provided sources to support your line of reasoning.
+- Indicate clearly the sources used through direct quotation, paraphrase, or summary.
+- Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
+- Explain how the evidence supports your line of reasoning.
+- Use appropriate grammar and punctuation in communicating your argument.
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q2_instructions.txt b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q2_instructions.txt
new file mode 100644
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--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q2_instructions.txt
@@ -0,0 +1,8 @@
+Write an essay that analyzes the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+- Select and use evidence to support your line of reasoning.
+- Explain how the evidence supports your line of reasoning.
+- Demonstrate an understanding of the rhetorical situation.
+- Use appropriate grammar and punctuation in communicating your argument.
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q3_instructions.txt b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q3_instructions.txt
new file mode 100644
index 0000000..03b9093
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/instructions/set_1_target_q3_instructions.txt
@@ -0,0 +1,7 @@
+Write an essay that argues your position on the extent to which Kingston’s claim about the importance of creating a community of voices is valid.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Provide 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.
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q1_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q1_question.txt
new file mode 100644
index 0000000..b9fbc0b
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q1_question.txt
@@ -0,0 +1,215 @@
+### Question 1
+
+Suggested reading and writing time—55 minutes. It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response.
+
+**Note:** You may begin writing your response before the reading period is over.
+
+(This question counts as one-third of the total essay section score.)
+
+Urban rewilding is an effort to restore natural ecological processes and habitats in city environments. Many cities around the world have embraced rewilding as part of larger movements to promote ecological conservation and environmentally friendly design. Now, a movement to promote urban rewilding is beginning to take shape in the United States as well.
+
+Carefully read the six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on the extent to which rewilding initiatives are worthwhile for urban communities to pursue.
+
+- Source A (infographic from Fastnacht)
+- Source B (Jepson and Schepers policy brief)
+- Source C (NRPA article)
+- Source D (Garland article)
+- Source E (graph from McDonald et al.)
+- Source F (Chatterton book excerpt)
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Select and use evidence from at least three of the provided sources to support your line of reasoning.
+- Indicate clearly the sources used through direct quotation, paraphrase, or summary.
+- Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
+- Explain how the evidence supports your line of reasoning.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+### Source A
+
+Fastnacht, Sarah. “The Necessity of Rewilding our Cities.” Makers of Sustainable Spaces, MOSS, 29 Apr. 2021, moss.amsterdam/2021/04/29/rewilding-our-cities.
+
+The following infographic is based on an image in a blog post published by an architecture and design company that specializes in sustainability.
+
+**-- START of Infographic Description --**
+The infographic displays several key statistics emphasizing the environmental benefits of urban rewilding:
+- A silhouette representation of various animals, ranging from large to small, stands against a backdrop of trees, symbolizing diverse wildlife.
+- A prominent statistic states that "More than 70% of projected extinctions of plants and animals would be counteracted by restoring only 30% of priority areas."
+- Below this, the figure "465 billion tons of carbon dioxide" is highlighted, which would be sequestered by restoring 30% of priority ecological areas.
+- The lower section of the infographic illustrates factory chimneys with smoke plumes, with a caption explaining that "More than 80% of people living in urban areas that monitor air pollution are exposed to air quality levels that exceed the World Health Organization (WHO) limits."
+**-- END of Infographic Description --**
+
+Note: Priority areas refers to ecosystems identified by researchers as particularly important for biodiversity. Sequestration is the capture of carbon dioxide from the atmosphere so that it does not contribute to global climate change.
+
+### Source B
+
+Jepson, Paul, and Frans Schepers. “Making Space for Rewilding: Creating an Enabling Policy Environment.” Rewilding Europe, Rewilding Europe, May 2016, www.rewildingeurope.com/wp-content/uploads/2016/05/Making-Space-for-Rewilding-Policy-Brief1.pdf.
+
+The following is excerpted from a policy brief published as a collaboration between the University of Oxford and a nonprofit organization that promotes rewilding in Europe. Rewilding is a powerful new term in conservation. This may be because it combines a sense of passion and feeling for nature with advances in ecological science. The term resonates with diverse publics and seems to have particular appeal to a younger urban generation and among those who want a voice in shaping a new rural environment. ...
+
+Rewilding is a powerful new term in conservation. This may be because it combines a sense of passion and
+feeling for nature with advances in ecological science. The term resonates with diverse publics and seems to
+have particular appeal to a younger urban generation and among those who want a voice in shaping a new rural
+environment. Rewilding is exciting, engaging and challenging: it is promoting debate and deliberation on what
+is natural and the natures we collectively wish to conserve and shape.
+Rewilding is a multifaceted concept with three broad dimensions that interact with each other: 1) restoring and
+giving space to natural processes, 2) reconnecting wild(er) nature with the modern economy, and 3) responding
+to and shaping cosmopolitan perceptions of nature conservation among European society. The following
+principles are coming to characterise and guide rewilding as a distinct approach to conservation.
+1. Restoring natural processes and ecological dynamics—both abiotic such as river flows, and biotic such as
+the ecological web and food-chain—through reassembling lost guilds<sup>1</sup> of animals in dynamic landscapes.
+2. A gradated and situated approach, where the goal is to move up a scale of wildness within the constraints
+of what is possible, and interacting with local cultural identities.
+3. Taking inspiration from the past but not replicating it. Developing new natural heritage and value that
+evokes the past but shapes the future.
+4. Creating self-sustaining, resilient ecosystems (including re-connecting habitats and species populations
+within the wider landscapes) that provide resilience to external threats and pressures, including the impact of
+climate change (adaptation).
+5. Working towards the ideal of passive management, where once restored, we step back and allow dynamic
+natural processes to shape conservation outcomes.
+6. Creating new natural assets that connect with modern society and economy and promote innovation,
+enterprise and investment in and around natural areas, leading to new nature-inspired economies.
+7. Reconnecting policy with popular conservation sentiment and a recognition that conservation is a
+culturally dynamic as well as a scientific and technical pursuit.
+As a new conservation frame, rewilding brings together established and newer conservation worldviews. People
+are combining these in different ways creating different ‘shades’ of rewilding, many of which have labels. This
+is a limitation and opportunity. On the one hand it exposes rewilding to sensationalists media interpretations
+and charges of a lack of clarity, consensus and evidence by groups within conservation science. On the other
+hand it reflects innovation and creates the possibility for a common, but differentiated (situated) mode of
+conservation: one that is guided by a set of principles that member states or regions can interpret in ways suited
+to their nature conservation traditions, landscapes, culture and economies.
+
+<sup>1</sup>Groups of organisms that use natural resources in similar ways
+
+### Source C
+
+"Urban Rewilding." Parks and Recreation, National Recreation and Park Association, 1 Nov. 2016, nrpa.org/parks-recreation-magazine/2016/november/urban-rewilding/.
+
+The following is excerpted from an article in a magazine published by a nonprofit organization that promotes
+parks and environmental conservation.
+“Close your eyes for a moment and picture a place from childhood that’s extremely meaningful,” directed
+Opening Session keynote speaker Dr. Scott Sampson. “Imagine what it looks like, feels like, who you’re there
+with, what the smells are.”
+By an almost unanimous show of hands, Dr. Scott, host and science advisor of the Emmy-nominated PBS
+KIDS television series “Dinosaur Train” and author of How to Raise a Wild Child: The Art and Science of
+Falling in Love with Nature, illustrated how, for a large number in the audience, that extremely meaningful
+childhood place involves the outdoors. The audience largely consisted of Baby Boomers/Generation Xers who
+remember enjoying abundant, unstructured outdoor playtime as kids. For many of today’s youth, those
+childhood places will look much different.…
+Imagine 25 years from now, he posits, how many hands would be raised in response to the same question about
+a meaningful childhood place involving the outdoors. “If people don’t spend any time outside, why are they
+going to care about their local places let alone the national parks in the distance,” he asked.
+Dr. Scott suggests that “urban rewilding” in our cities and towns is what’s needed to head off this crisis.
+Rewilding is a term usually used in connection with reintroducing an apex predator into an ecosystem in an
+attempt to restore balance. A familiar example of this top-down approach to restoring balance would be the
+efforts to return wolves to Yellowstone Park. Urban rewilding is a bottom up approach that starts with the
+simple act of planting mostly native plants. They are critical to attracting native insects, which in turn attract
+birds and various animals back to the local ecosystem. And, if we do urban rewilding right, cities could become
+places where nature is welcome. And once that happens, we need to help children develop NEW eyes to see
+nature: to notice it, engage with it—play is an important way for kids to engage with nature and it also allows
+them to gain some experience with risk-taking, while developing a sense of wonder about it.
+This movement to “rewild” or “wild” children touches on all three NRPA Pillars—Conservation, Health and
+Wellness and Social Equity. However, it’s a movement that requires big thinking about what we want the future
+to look like and for each community that future will look different. It also will require deep collaboration
+among multiple organizations that bring their various areas of expertise, each doing their part to achieve the end
+goal of successful, thriving communities. “We’re at a juncture where the decisions we and the next generation
+make will determine the course of this planet for thousands of years to come,” Dr. Scott noted. He then
+challenged us to go out into our communities and think about what those collaborations could be, look like and
+grow into, and to think big because “that’s where success resides.”
+
+### Source D
+
+Garland, Lincoln. “Let Go of Some Urban Domestication: How Would You Convince the Mayor to Re-wild the City?” The Nature of Cities, The Nature of Cities, www.thenatureofcities.com/2017/11/13/re-wilding-make-cities-better-just-wilder/.
+
+The following is excerpted from an online discussion of urban rewilding in the United Kingdom hosted by a
+nonprofit organization that publishes research and writing about cities. The author is the associate director of an
+environmental consultancy.
+There are certainly opportunities for introducing re-wilding in rural parts of the UK, in particular in upland
+regions where, without subsidy, agriculture is economically unviable for the most part. With respect to the UK’s
+cities, nature should also be allowed to take its own path in certain select locations to create some semblance of
+wildness. I am unconvinced however that re-wilding is the appropriate terminology or the approach to wildlife
+restoration that we should be pursuing in UK cities at any meaningful scale.
+The large expanses of greenspace that would be required to recreate fully functioning wildwood, including
+relatively large numbers of herbivores and viable populations of naturally scarce predators at the top of food
+chain, are simply not available in our cities, where space is increasingly at a premium. Sustainable urban design
+should be seeking to avoid low-density sprawl and instead promote compact, transit-oriented,
+pedestrian-and-bicycle friendly urban development that provides easy access to services. This development
+model is crucial for tackling congestion and for reducing CO2 and other harmful emissions. Given this compact
+city imperative, the proposition of devoting large areas of urban space for re-wilding in anything approaching
+its true sense is untenable.…
+Some authors/practitioners respond that there should be no minimum area thresholds for wilderness and
+re-wilding from an ecological perspective, frequently quoting Aldo Leopold who declared that “no tract of
+land is too small for the wilderness idea”. While it is true that ecosystems can be considered at the
+microcosm, there really is not the space available to recreate complex self-sustaining food webs, with
+meaningful ranges of predators and prey, in accordance with the true principles of re-wilding.
+Even ignoring the seeming disregard for matters relating to population viability analysis and the principles of
+island biogeography, other concerns remain. In those small areas where nature can be left to its own devices,
+many people may have a profound dislike for the outcome that sometimes emerges. Negative comments may be
+expressed relating to perceptions of safety, the appearance of neglect, reduced accessibility and visual/aesthetic
+preference. With respect to the last of these concerns, while education programmes can attune people’s
+valuation patterns, within an urban context a great many people will continue to favour more ordered,
+manicured environments. Undeniably, a previously accessible urban greenspace that has been left to nature,
+which then rapidly succeeds into a monoculture of impenetrable bramble or butterfly-bush, is unlikely to be
+well-received by most local residents.…
+The disturbed nature of urban soils is likely to be another major limiting factor, impoverished as they frequently
+are in terms of seedbank, organic material and soil organisms. Without active management newly emerging
+urban woodland would also be subject to degradation by trampling, visual and noise disturbance, fire, invasive
+species, effects of predatory pets etc. To reiterate, unencumbered natural succession may well produce
+landscapes in urban areas dramatically less visually and ecologically appealing than anticipated.
+
+### Source E
+
+McDonald, Robert Ian, et al. “The Green Soul of the Concrete Jungle: The Urban Century, the Urban Psychological Penalty, and the Role of Nature.” Sustainable Earth, vol. 1, no. 3, 2018, sustainableearth.biomedcentral.com/articles/10.1186/s42055-018-0002-5.
+
+The following is based on a graph published in a community-focused academic journal dedicated to advancing
+environmental sustainability. It shows responses from a survey conducted in three towns in the United Kingdom.
+
+--- START OF GRAPH DESCRIPTION ---
+
+The graph presents a bar chart depicting the relationship between neighborhood forest cover as a percentage and the mental health of urban dwellers, represented in percentage terms. Five categories of forest cover are displayed on the x-axis: less than 10%, 10-15%, 15-20%, 20-25%, 25-30%, and greater than 30%. The y-axis represents the percentage of urban dwellers, scaled from 0 to 40%.
+
+The tallest bar corresponds to neighborhoods with less than 10% forest cover, indicating the highest percentage of urban dwellers with mental health issues. As forest cover increases, there is a marked decline in the percentage of people reporting mental health issues. Notably, a significant reduction in depression, stress, and anxiety is observed in areas with higher levels of forest cover.
+
+In neighborhoods with 20-25% forest cover, there is a reported 50% decrease in depression and 43% decrease in stress. Areas with more than 30% forest cover see a further reduction, with a notable 56% decrease in anxiety levels. The data suggests a correlation between increased urban forest cover and improved mental health among residents.
+
+-- END OF GRAPH DESCRIPTION ---
+
+Forest cover in urban neighborhoods and its impact on mental health. The bar chart shows the fraction of urban
+dwellers who live in neighborhoods with varying levels of forest cover.
+
+### Source F
+
+Chatterton, Paul. Unlocking Sustainable Cities: A Manifesto for Real Change. Pluto Press, 2019.
+
+The following is an excerpt from a book exploring the benefits of urban rewilding.
+We are beginning to see a proliferation of hybrid natural and built forms through, for example, living walls,
+rooftop farms, vertical or sky gardens and breathing buildings. These can have significant beneficial effects. For
+example, urban street canyons refer to the effect created by high buildings lining a street, which can become
+hotspots for harmful pollutants, such as nitrogen dioxide and particulate matter. A study by Thomas Pugh and
+colleagues from the Lancaster Environment Centre suggests that strategic placement of vegetation in street
+canyons can cut air pollution by up to 30 per cent. They can also stop urban overheating and provide effective
+insulation and shading for buildings, as well as reducing noise pollution. And of course, there are the
+psychological and aesthetic benefits of being proximate to an abundance of natural greenery.
+Green corridors and linear parks can be retrofitted into the existing city. For example, the High Line project in
+New York transformed an old rail line into a nearly two-mile urban park. It opened in 2014 and became a short
+cut for walkers and one of the city’s favourite parks featuring art installations and places for hanging out. Other
+cities are following suit including Chicago’s 606 Park and Toronto’s Bentway, which has slotted 55 outdoor
+rooms under its Gardiner Expressway featuring farmers’ markets, performance spaces and a children’s garden.
+Miami is also building the Underline, a nine-mile linear park underneath its metrorail line. In my own city of
+Leeds, a community group is attempting to do the same thing on one of Leeds’ abandoned Victorian train
+viaducts. The Madrid Rio project was one of the most exciting urban reclamation projects in Europe—burying
+a former ring road to create over 600 hectares of parkland. Efforts are being made not just to create
+greenspaces, but to create interconnected green corridors. For example, the All London Green Grid (ALGG) is
+the green infrastructure strategy for London, which sets out a vision to create an interconnected network of
+green and blue spaces across the entire city. It is this interconnection that is so important in terms of creating
+space for biodiversity to move more extensively.
+Singapore is one of the pioneers of placing nature at the heart of its planning and urban design process. As a
+self-labelled garden city, it now prefers to call itself ‘the city in a garden’. To realize this vision of living in an
+urban park, Singapore implemented a landscape replacement policy whereby any greenery removed during
+construction has to be reinstated as part of the development. It is estimated that the amount of urban greenery
+has been at least doubled, but mainly through sky gardens. The city has also built nearly 300km of park
+connectors to create deeper connections between parks and neighbourhoods.
+
+---------------
+
+[YOUR RESPONSE HERE]
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q2_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q2_question.txt
new file mode 100644
index 0000000..d614243
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q2_question.txt
@@ -0,0 +1,109 @@
+### Question 2
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+
+Michelle Obama was the First Lady of the United States during the presidential administration of her husband, Barack Obama (2009–2017). During that administration, she led programs including the Reach Higher Initiative, which encourages students to continue their education after high school. One way it does so is by supporting high school counselors’ efforts to get students into college. On January 6, 2017, Obama gave her final speech as First Lady at an event honoring outstanding school counselors. The following passage is an excerpt from that speech. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey her message about her expectations and hope for young people in the United States.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
+- Select and use evidence to support your line of reasoning.
+- Explain how the evidence supports your line of reasoning.
+- Demonstrate an understanding of the rhetorical situation.
+- Use appropriate grammar and punctuation in communicating your argument.
+
+[A]s I end my time in the White House, I can think
+of no better message to send our young people in my
+last official remarks as First Lady. So, for all the
+Line young people in this room and those who are
+watching, know that this country belongs to you—to
+all of you, from every background and walk of life. If
+you or your parents are immigrants, know that you are
+part of a proud American tradition—the infusion of
+new cultures, talents and ideas, generation after
+generation, that has made us the greatest country on
+earth.
+If your family doesn’t have much money, I want
+you to remember that in this country, plenty of folks,
+including me and my husband—we started out with
+very little. But with a lot of hard work and a good
+education, anything is possible—even becoming
+President. That’s what the American Dream is all
+about.
+If you are a person of faith, know that religious
+diversity is a great American tradition, too. In fact,
+that’s why people first came to this country—to
+worship freely. And whether you are Muslim,
+Christian, Jewish, Hindu, Sikh—these religions are
+teaching our young people about justice, and
+compassion, and honesty. So I want our young people
+to continue to learn and practice those values with
+pride. You see, our glorious diversity—our diversities
+of faiths and colors and creeds—that is not a threat to
+who we are, it makes us who we are. So the young
+people here and the young people out there: Do not
+ever let anyone make you feel like you don’t matter,
+or like you don’t have a place in our American
+story—because you do. And you have a right to be
+exactly who you are.
+But I also want to be very clear: This right isn’t just
+handed to you. No, this right has to be earned every
+single day. You cannot take your freedoms for
+granted. Just like generations who have come before
+you, you have to do your part to preserve and protect
+those freedoms. And that starts right now, when
+you’re young.
+Right now, you need to be preparing yourself to
+add your voice to our national conversation. You need
+to prepare yourself to be informed and engaged as a
+citizen, to serve and to lead, to stand up for our proud
+American values and to honor them in your daily
+lives. And that means getting the best education
+possible so you can think critically, so you can
+express yourself clearly, so you can get a good job
+and support yourself and your family, so you can be a
+positive force in your communities.
+And when you encounter obstacles—because I
+guarantee you, you will, and many of you already
+have—when you are struggling and you start thinking
+about giving up, I want you to remember something
+that my husband and I have talked about since we first
+started this journey nearly a decade ago, something
+that has carried us through every moment in this
+White House and every moment of our lives, and that
+is the power of hope—the belief that something better
+is always possible if you’re willing to work for it and
+fight for it.
+It is our fundamental belief in the power of hope
+that has allowed us to rise above the voices of doubt
+and division, of anger and fear that we have faced in
+our own lives and in the life of this country. Our hope
+that if we work hard enough and believe in ourselves,
+then we can be whatever we dream, regardless of the
+limitations that others may place on us. The hope that
+when people see us for who we truly are, maybe, just
+maybe they, too, will be inspired to rise to their best
+possible selves.
+That is the hope of students like Kyra<sup>1</sup> who fight to
+discover their gifts and share them with the world. It’s
+the hope of school counselors like Terri<sup>2</sup> and all these
+folks up here who guide those students every step of
+the way, refusing to give up on even a single young
+person. Shoot, it’s the hope of my—folks like my dad
+who got up every day to do his job at the city water
+plant; the hope that one day, his kids would go to
+college and have opportunities he never dreamed of.
+That’s the kind of hope that every single one of
+us—politicians, parents, preachers—all of us need to
+be providing for our young people. Because that is
+what moves this country forward every single
+day—our hope for the future and the hard work that
+hope inspires.
+
+<sup>1</sup>a student who worked with school counselor Terri Tchorzynski
+<sup>2</sup>Terri Tchorzynski, the 2017 National School Counselor
+of the Year and honoree of the event
+
+---------------
+
+[YOUR RESPONSE HERE]
diff --git a/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q3_question.txt b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q3_question.txt
new file mode 100644
index 0000000..afe2d1c
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/data/working_data/targets/set_1_target_q3_question.txt
@@ -0,0 +1,18 @@
+### Question 3
+
+Suggested time—40 minutes
+(This question counts as one-third of the total essay section score.)
+
+In a 2016 interview published in the Los Angeles Review of Books, Maxine Hong Kingston, an award-winning writer famous for her novels depicting the experiences of Chinese immigrants in the United States, stated: “I think that individual voices are not as strong as a community of voices. If we can make a community of voices, then we can speak more truth.”
+
+Write an essay that argues your position on the extent to which Kingston’s claim about the importance of creating a community of voices is valid.
+
+In your response you should do the following:
+- Respond to the prompt with a thesis that presents a defensible position.
+- Provide 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.
+
+---------------
+
+[YOUR RESPONSE HERE]
diff --git a/celi_framework/examples/AP_English_Language/job_description.py b/celi_framework/examples/AP_English_Language/job_description.py
new file mode 100644
index 0000000..d928e9c
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/job_description.py
@@ -0,0 +1,219 @@
+"""
+This module serves as a generic template. It is designed to be adaptable for
+a broad range of reports and is not specific to any particular field.
+The tasks, function calls, and methodologies described herein are intended to provide a foundational
+structure for document analysis and drafting, which can be customized to meet the needs of various
+reporting requirements.
+"""
+
+from celi_framework.core.job_description import JobDescription, Task
+from celi_framework.examples.AP_English_Language.tools import APEnglishLanguageToolImplementations
+from celi_framework.core.mt_factory import MasterTemplateFactory
+from celi_framework.utils.utils import load_json
+
+# TODO: Get the "AP Way" of doing free response questions for AP English Language
+#  Refactor the tasks below that are taking as example
+#  need to also pull in examples, and set this up as one-shot using prior one-shot prompt engineering work"
+# TODO: Note that this is in the general comments: A section is considered complete once the 'Final Response Review' task has been accomplished. Do not skip the 'Final Response Review' task.
+task_library = [
+    Task(
+        task_name="Retrieve prompt for question",
+        details={
+            "description": "Find and retrieve the text for the prompt of the current test question.",
+            "tool_call": "Perform a function call to retrieve the question's prompt.",
+            "example_call": "{{'question_number': ['q1']}}",
+            "instructions": [
+            ],
+        },
+    ),
+    Task(
+        task_name="Analyze and Understand the Example Response",
+        details={
+            "description": "Analyze an example prompt and response to develop a preliminary understanding of the expected response structure, argument style, and evidence use.",
+            "instructions": [
+                "Examine the example prompt and response to grasp the expected structure, argumentation style, and use of evidence.",
+                "Determine the scope of the question to ensure comprehensive coverage of all required aspects without digressing into irrelevant areas.",
+                "Identify and abstract the key strategies and methodologies from the example response that effectively address the prompt."
+            ],
+            "additional_notes": [
+                "Prepare to develop a response strategy based on these insights."
+            ],
+            "tool_call": "Use a function call to retrieve the example prompt and response pair for analysis.",
+            "example_call": "{{'question_number': ['q1']}}",
+        },
+    ),
+    Task(
+        task_name="Develop response strategy",
+        details={
+            "description": "Formulate a detailed response strategy by integrating the insights gained from the analysis of the example prompt and response.",
+            "instructions": [
+                "Based on the analyzed strategies and methodologies, draft a preliminary strategy that outlines how these will be applied to effectively address the current question."
+            ],
+            "additional_notes": [
+                "This strategy should guide the detailed outline creation and ensure that the response is tailored to meet the specific requirements of the current question."
+            ],
+        },
+    ),
+    Task(
+        task_name="Draft a Numbered Response Outline",
+        details={
+            "description": "Based on the formulated strategy, draft a detailed and numbered outline for the current test question that mirrors the logical flow, clarity, and analytical depth required.",
+            "instructions": [
+                "Construct a numbered outline that includes an introduction with a thesis statement, a body section with evidence from provided sources, and a coherent conclusion."
+            ],
+            "example": {
+                "Example Outline Format": "1. Introduction with thesis statement\n2. Body section with evidence points\n3. Conclusion"
+            },
+            "additional_notes": [
+                "This outline serves as the blueprint for constructing a well-argued and substantiated response, maintaining originality in content and perspective."
+            ],
+            "tool_call": "Initiate drafting in the document editor with outline format enabled.",
+            "example_call": "{{'question_number': ['q1']}}",
+        },
+    ),
+    Task(
+        task_name="Iteratively Draft Each Section of the Response",
+        details={
+            "description": "Using the previously formulated strategy and outline, iteratively draft each section of the test response, ensuring each part reflects the logical flow, clarity, and analytical depth required.",
+            "instructions": [
+                "Begin with drafting the introduction section that includes a thesis statement, outlining the main argument.",
+                "Proceed to draft each body section sequentially, ensuring each part discusses evidence from the provided sources relevant to the thesis, as detailed in the outline.",
+                "Conclude by drafting the conclusion section, summarizing the arguments and reinforcing the thesis.",
+                "Ensure each drafted section transitions smoothly into the next, maintaining a coherent flow throughout the document."
+            ],
+            "example": {
+                "Example Outline Format": "1. Introduction with thesis statement\n2. Body section 1 with evidence point\n3. Body section 2 with another evidence point\n4. Conclusion",
+                "Example Drafted Section": "Introduction: [Draft text of introduction here, emphasizing the thesis and setting the tone for the subsequent sections.]"
+            },
+            "additional_notes": [
+                "This task requires you to maintain the integrity of the original outline while adapting the content to the specifics of the test question.",
+                "Focus on clarity and depth of analysis, ensuring each section is well-supported by evidence and aligns with the overall argument.",
+                "Review each section upon completion to ensure it integrates seamlessly into the overall response structure."
+            ],
+            "tool_call": "Retrieve the instructions for the current question to refresh your memory.",
+            "example_call": "{{'question_number': ['q1']}}",
+        },
+    ),
+    Task(
+        task_name="Synthesize Sections into a Final Draft",
+        details={
+            "description": "Use the drafted sections to create a cohesive final draft that flows well and aligns with the expected structure and length of a model response.",
+            "instructions": [
+                "Combine the individually drafted sections (introduction, body sections, and conclusion) into a single cohesive document.",
+                "Ensure that the transition between sections is smooth, maintaining a logical and seamless narrative flow throughout the document.",
+                "Review the combined draft to ensure that it adheres to the structural expectations set by the model response, both in terms of length and overall organization.",
+                "Adjust the draft as necessary to ensure that the entire document is coherent, with each part contributing effectively towards supporting the thesis statement."
+            ],
+            "example": {
+                "Model Response Example": "Refer to the structure and length of the model response as a benchmark for the final draft."
+            },
+            "additional_notes": [
+                "Pay close attention to maintaining a balanced argument throughout the response, ensuring that no one section dominates at the expense of others unless strategically intended.",
+                "Focus on refining the language and style to enhance readability and persuasive impact."
+            ],
+            "tool_call": "Use a function call to retrieve the example response to compare the final draft against the model for structure and length.",
+            "example_call": "{{'question_number': ['model_q1']}}",
+        }
+    ),
+Task(
+    task_name="Final Response Review",
+    details={
+        "description": "Review the entire document to ensure that it meets the established criteria based on the insights and structure developed in previous tasks and compare it to a similar prompt, answer pair to ensure structural and thematic consistency.",
+        "instructions": [
+            "Use the 'retrieve_instructions' function to fetch a prompt and answer pair for a similar question to ensure alignment with standard response formats and expectations.",
+            "Review each section of the document to ensure that it follows the logical flow and depth as outlined, comparing it with the retrieved example where necessary.",
+            "Check that the thesis is clearly stated in the introduction and effectively supported throughout the body sections.",
+            "Verify that the conclusion effectively summarizes the arguments and reiterates the thesis.",
+            "Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.",
+            "Assess the use of evidence throughout the document to ensure it is pertinent and effectively integrated into the argument."
+        ],
+        "additional_notes": [
+            "Ensure each section of the response maintains originality while effectively addressing the specifics of the test question.",
+            "Pay special attention to the synthesis of information from provided sources, ensuring accurate representation and logical argumentation.",
+            "Review the formatting and grammar to ensure the document is well-presented and free of errors."
+        ],
+        "success_criteria": {
+            "FAIL": [
+                "Sections fail to coherently support the thesis or argument flow is disrupted.",
+                "Evidence used does not align with or effectively support the thesis.",
+                "Significant grammatical, formatting, or citation errors that detract from the document's clarity or credibility."
+            ],
+            "PASS": [
+                "Document presents a well-argued, substantiated response with a clear thesis and logical evidence flow.",
+                "All sections are coherent and transitions are smooth, maintaining a consistent narrative.",
+                "Document is free from significant grammatical or formatting errors and follows the required citation format."
+            ]
+        },
+        "tool_call": "Use a function to retrieve the instructions for this question",
+        "example_call": "{{'question_number': ['q1']}}",
+        "output_format": {
+            "Section Review": "Detailed feedback for each section",
+            "Draft Quality": "Assessment of argumentation and evidence integration",
+            "Final Verdict": "PASS or FAIL based on the established criteria",
+            "Additional Comments": "Feedback on specific areas for improvement or commendation"
+        }
+    }
+),
+    Task(
+        task_name="Move on to next question",
+        details={
+            "description": "Pop context to finish this question and move on to next question.",
+            "tool_call": "Use the pop_context function.",
+            "example_call": "{{'current_question_number': ['next_question_number']}}",
+        },
+    ),
+]
+
+general_comments = """
+============
+General comments:
+Start with the first test question. Only do the next uncompleted task (only one task at a time).
+Explicitly print out the current question number.
+Explicitly print out whether the last task completed successfully or not.
+Explicitly print out the task you are completing currently.
+Explicitly print out what task you will complete next.
+Explicitly provide a detailed and appropriate response for every task.
+The most important thing for you to understand: The primary goal of the tasks is to answer the test question that you have been presented.
+A section is considered complete once the 'Final Response Review' task has been accomplished. Do not skip the 'Final Response Review' task.
+
+If a function call returns an error then try again with parameters, or make a different function call.
+If task has not completed successfully, try again with an altered response.
+If you notice a task (or series of tasks) being repeated erroneously, devise a plan to move on to the next uncompleted task.
+If you encounter empty messages repeatedly in the chat history, reorient yourself by revisiting the last task completed. Check that the sequence of past tasks progresses in logical order. If not, assess and adjust accordingly.
+
+Do not ever return a tool or function call with the name 'multi_tool_use.parallel'
+=============
+"""
+
+initial_user_message = """
+Please see system message for instructions. Take note of which test question is currently being worked on and which tasks have been completed. Complete the next uncompleted task.
+If you do not see any tasks completed for the current test question, begin with Task #1.
+
+If all tasks for the current test question have been completed, proceed to the next document section.
+If the new section draft is complete, ensure to 'Prepare for Next Document Section' as described in the tasks.
+"""
+
+pre_algo_instruct = """
+I am going to give you step by step instructions on how to draft a free response to a test question.
+Below you will find a json object that contains the index of test questions that need to be responded to.
+The keys of the json are the questions numbers (q1, q2, q3) of the free response section of a test. The values are the respective topics.
+"""
+
+post_algo_instruct = """
+We will look at a completed example free response test section that is similar to the test to be worked on.
+Its full content can be queried with a function (example_question_text_getter) and used as an example (in json format).
+The keys of the json are the question numbers (q1, q2, q3) of the free response test section and the values contain the questions and answers.
+Question n of the examples lines up with question n in the test section being worked on.
+What I want you to do is to go question by question in the test section, and do the following, in sequential order:
+"""
+
+job_description = JobDescription(
+    role="You are a professional test taker AI agent. You have the ability to call outside functions.",
+    context="Free response test sections to be responded to:",
+    task_list=task_library,
+    tool_implementations_class=APEnglishLanguageToolImplementations,
+    pre_context_instruct=pre_algo_instruct,
+    post_context_instruct=post_algo_instruct,
+    general_comments=general_comments,
+    initial_user_message=initial_user_message,
+)
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/main.py b/celi_framework/examples/AP_English_Language/main.py
new file mode 100644
index 0000000..37b3602
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/main.py
@@ -0,0 +1,102 @@
+# TODO -> Put stuff in utils/common where it makes sense
+from celi_framework.logging_setup import setup_logging
+setup_logging()
+
+import sys
+import os
+from dotenv import load_dotenv
+load_dotenv()
+ROOT_DIR = os.getenv("ROOT_DIR")
+sys.path.append(ROOT_DIR)
+
+import argparse
+import copy
+import logging.config
+
+from celi_framework.core.runner import CELIConfig, Directories, MongoDBConfig, run_celi
+from celi_framework.main import instantiate_with_argparse_args
+from celi_framework.utils.utils import get_obj_by_name, str2bool
+from job_description import job_description
+from celi_framework.examples.AP_English_Language.tools import APEnglishLanguageToolImplementations
+logger = logging.getLogger(__name__)
+
+def get_config():
+    load_dotenv()
+
+    parser = argparse.ArgumentParser(description="Run the document generator.")
+
+    def bool_opt(opt: str, env_var: str, help: str):
+        parser.add_argument(
+            opt,
+            action="store_true",
+            default=str2bool(os.getenv(env_var, "False")),
+            help=help,
+        )
+
+    parser.add_argument(
+        "--output-dir",
+        type=str,
+        default=os.getenv("OUTPUT_DIR"),
+        help="Output directory path",
+    )
+    parser.add_argument(
+        "--db-url",
+        type=str,
+        default=os.getenv("DB_URL", "mongodb://localhost:27017/"),
+        help="Mongo DB URL",
+    )
+    parser.add_argument(
+        "--db-name", type=str, default="celi", help="Mongo database name"
+    )
+    bool_opt(
+        "--external-db", "EXTERNAL_DB", "Set to True if using an existing mongo server."
+    )
+    parser.add_argument(
+        "--parser-model-class",
+        type=str,
+        default=os.getenv("PARSER_MODEL_CLASS", "llm_core.parsers.LLaMACPPParser"),
+    )
+    parser.add_argument(
+        "--parser-model-name",
+        type=str,
+        default=os.getenv("PARSER_MODEL_NAME", "mixtral-8x7b-v0.1.Q5_K_M.gguf"),
+    )
+    bool_opt("--no-cache", "NO_CACHE", "Set to True to turn off LLM caching")
+    bool_opt(
+        "--no-monitor", "NO_MONITOR", "Set to True to turn off the monitoring thread"
+    )
+
+    args = parser.parse_args()
+
+    directories = Directories.create(args.output_dir)
+    mongo_config = instantiate_with_argparse_args(args, MongoDBConfig)
+
+    llm_cache = not args.no_cache
+    use_monitor = not args.no_monitor
+
+    # Instantiate the class, passing parser_model as a parameter
+    parser_cls = get_obj_by_name(args.parser_model_class)
+
+    return CELIConfig(  # noqa: F821
+        mongo_config=mongo_config,
+        directories=directories,
+        job_description=job_description,
+        tool_implementations=None,
+        parser_cls=parser_cls,
+        parser_model_name=args.parser_model_name,
+        llm_cache=llm_cache,
+        use_monitor=use_monitor,
+    )
+
+# TODO: You have a bunch of print statements in here. Change them to loggers
+def runner():
+    config = get_config()
+    logger.info("Running narratives app <-----")
+    config = copy.deepcopy(config)
+    config.tool_implementations = APEnglishLanguageToolImplementations()
+
+    # Pass shutdown_flag to run_celi
+    run_celi(config)
+
+if __name__ == "__main__":
+    runner()  # Invoke celi runner functions after preprocessing completes
diff --git a/celi_framework/examples/AP_English_Language/run_gpt_alone.py b/celi_framework/examples/AP_English_Language/run_gpt_alone.py
new file mode 100644
index 0000000..b97c4a0
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/run_gpt_alone.py
@@ -0,0 +1,41 @@
+import os
+
+from dotenv import load_dotenv
+
+from celi_framework.examples.AP_English_Language.templates.gpt_alone import (
+    make_gpt_alone_prompt_simplified,
+)
+from celi_framework.utils.llms import quick_ask
+from celi_framework.utils.utils import load_text_file, load_json
+
+load_dotenv()
+
+ROOT_DIR = os.getenv("ROOT_DIR")
+cur_dir = os.path.dirname(os.path.realpath(__file__))
+CURRENT_QUESTIONS_DIR = f"{cur_dir}/data/working_data/targets"
+EXAMPLE_QUESTIONS_DIR = f"{cur_dir}/data/working_data/examples"
+schema = load_json(f"{cur_dir}/schema.json")
+
+for i in range(1, 4):
+    for key in schema.keys():
+        current_prompt = load_text_file(
+            file_path=f"{CURRENT_QUESTIONS_DIR}/set_1_target_{key}_question.txt"
+        )
+
+        # example_prompt = load_text_file(file_path=f'{EXAMPLE_QUESTIONS_DIR}/set_2_example_{key}_question.txt')
+        example_response = load_text_file(
+            file_path=f"{EXAMPLE_QUESTIONS_DIR}/set_2_example_{key}_response_a.txt"
+        )
+
+        example_response = f"{example_response}"
+
+        system_message, user_prompt = make_gpt_alone_prompt_simplified(
+            current_prompt=current_prompt, example_response=example_response
+        )
+
+        whole_prompt = f"{system_message}\n\n{user_prompt}"
+
+        # print(f"{whole_prompt}\n\n")
+        llm_response = quick_ask(prompt=whole_prompt, token_counter=None)
+
+        print(llm_response)
diff --git a/celi_framework/examples/AP_English_Language/schema.json b/celi_framework/examples/AP_English_Language/schema.json
new file mode 100644
index 0000000..55a5e04
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/schema.json
@@ -0,0 +1,5 @@
+{
+    "q1": "Urban Rewilding",
+    "q2": "Michelle Obama Speech",
+    "q3": "Community of Voices"
+}
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Language/templates/gpt_alone.py b/celi_framework/examples/AP_English_Language/templates/gpt_alone.py
new file mode 100644
index 0000000..dadaba3
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/templates/gpt_alone.py
@@ -0,0 +1,223 @@
+# TODO: Notes: kept giving me back hypotheticals, and suggested strategies/outlines, until creating task 7
+def make_gpt_alone_prompt(current_prompt, example_prompt_response):
+    system_message = """
+    You are a professional test taker AI agent.
+
+    I am going to give you step by step instructions on how to draft a free response to a test question.
+
+    We will look at a completed example free response test section that is similar to the test to be worked on.
+    """
+
+    user_message = f"""
+    Prompt of the test question:
+    {current_prompt}
+
+    Task 1
+    Task_name: Analyze and Understand the Example Response
+    Description: Analyze the example prompt and response to develop a preliminary understanding of the expected response structure, argument style, and evidence use.
+    Instructions:
+        - Examine the example prompt and response to grasp the expected structure, argumentation style, and use of evidence.
+        - Determine the scope of the question to ensure comprehensive coverage of all required aspects without digressing into irrelevant areas.
+        - Identify and abstract the key strategies and methodologies from the example response that effectively address the prompt.
+    Additional Notes: Prepare to develop a response strategy based on these insights.
+
+    Example prompt and response:
+    {example_prompt_response}
+
+    Task 2
+    Task_name: Develop Response Strategy
+    Description: Formulate a detailed response strategy by integrating the insights gained from the analysis of the example prompt and response.
+    Instructions:
+        - Based on the analyzed strategies and methodologies, draft a preliminary strategy that outlines how these will be applied to effectively address the current question.
+
+    Task 3
+    Task_name: Draft a Numbered Response Outline
+    Description: Based on the formulated strategy, draft a detailed and numbered outline for the current test question that mirrors the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Construct a numbered outline that includes an introduction with a thesis statement, a body section with evidence from provided sources, and a coherent conclusion.
+    Example Outline Format: 
+        1. Introduction with thesis statement
+        2. Body section with evidence points
+        3. Conclusion
+
+    Task 4
+    Task_name: Iteratively Draft Each Section of the Response
+    Description: Using the previously formulated strategy and outline, iteratively draft each section of the test response, ensuring each part reflects the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Begin with drafting the introduction section that includes a thesis statement, outlining the main argument.
+        - Proceed to draft each body section sequentially, ensuring each part discusses evidence from the provided sources relevant to the thesis, as detailed in the outline.
+        - Conclude by drafting the conclusion section, summarizing the arguments and reinforcing the thesis.
+        - Ensure each drafted section transitions smoothly into the next, maintaining a coherent flow throughout the document.
+
+    Task 5
+    Task_name: Synthesize Sections into a Final Draft
+    Description: Use the drafted sections to create a cohesive final draft that flows well and aligns with the expected structure and length of a model response.
+    Instructions:
+        - Combine the individually drafted sections into a single cohesive document.
+        - Ensure that the transition between sections is smooth, maintaining a logical and seamless narrative flow throughout the document.
+        - Review the combined draft to ensure that it adheres to the structural expectations set by the model response, both in terms of length and overall organization.
+        - Adjust the draft as necessary to ensure that the entire document is coherent, with each part contributing effectively towards supporting the thesis statement.
+
+    Task 6
+    Task_name: Final Response Review
+    Description: Review the entire document to ensure that it meets the established criteria based on the insights and structure developed in previous tasks and compare it to a similar prompt, answer pair to ensure structural and thematic consistency.
+    Instructions:
+        - Review each section of the document to ensure that it follows the logical flow and depth as outlined, comparing it with your understanding of similar tasks.
+        - Check that the thesis is clearly stated in the introduction and effectively supported throughout the body sections.
+        - Verify that the conclusion effectively summarizes the arguments and reiterates the thesis.
+        - Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.
+        - Assess the use of evidence throughout the document to ensure it is pertinent and effectively integrated into the argument.
+    
+    """
+    return system_message, user_message
+
+
+def make_gpt_alone_prompt_7_steps(current_prompt, example_prompt_response):
+    system_message = """
+    You are a professional test taker AI agent.
+
+    I am going to give you step by step instructions on how to draft a free response to a test question.
+
+    We will look at a completed example free response test section that is similar to the test to be worked on.
+    """
+
+    user_message = f"""
+    Prompt of the test question:
+    {current_prompt}
+
+    Task 1
+    Task_name: Analyze and Understand the Example Response
+    Description: Analyze the example prompt and response to develop a preliminary understanding of the expected response structure, argument style, and evidence use.
+    Instructions:
+        - Examine the example prompt and response to grasp the expected structure, argumentation style, and use of evidence.
+        - Determine the scope of the question to ensure comprehensive coverage of all required aspects without digressing into irrelevant areas.
+        - Identify and abstract the key strategies and methodologies from the example response that effectively address the prompt.
+    Additional Notes: Prepare to develop a response strategy based on these insights.
+
+    Example prompt and response:
+    {example_prompt_response}
+
+    Task 2
+    Task_name: Develop Response Strategy
+    Description: Formulate a detailed response strategy by integrating the insights gained from the analysis of the example prompt and response.
+    Instructions:
+        - Based on the analyzed strategies and methodologies, draft a preliminary strategy that outlines how these will be applied to effectively address the current question.
+
+    Task 3
+    Task_name: Draft a Numbered Response Outline
+    Description: Based on the formulated strategy, draft a detailed and numbered outline for the current test question that mirrors the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Construct a numbered outline that includes an introduction with a thesis statement, a body section with evidence from provided sources, and a coherent conclusion.
+    Example Outline Format: 
+        1. Introduction with thesis statement
+        2. Body section with evidence points
+        3. Conclusion
+
+    Task 4
+    Task_name: Iteratively Draft Each Section of the Response
+    Description: Using the previously formulated strategy and outline, iteratively draft each section of the test response, ensuring each part reflects the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Begin with drafting the introduction section that includes a thesis statement, outlining the main argument.
+        - Proceed to draft each body section sequentially, ensuring each part discusses evidence from the provided sources relevant to the thesis, as detailed in the outline.
+        - Conclude by drafting the conclusion section, summarizing the arguments and reinforcing the thesis.
+        - Ensure each drafted section transitions smoothly into the next, maintaining a coherent flow throughout the document.
+
+    Task 5
+    Task_name: Synthesize Sections into a Final Draft
+    Description: Use the drafted sections to create a cohesive final draft that flows well and aligns with the expected structure and length of a model response.
+    Instructions:
+        - Combine the individually drafted sections into a single cohesive document.
+        - Ensure that the transition between sections is smooth, maintaining a logical and seamless narrative flow throughout the document.
+        - Review the combined draft to ensure that it adheres to the structural expectations set by the model response, both in terms of length and overall organization.
+        - Adjust the draft as necessary to ensure that the entire document is coherent, with each part contributing effectively towards supporting the thesis statement.
+
+    Task 6
+    Task_name: Final Response Review
+    Description: Review the entire document to ensure that it meets the established criteria based on the insights and structure developed in previous tasks and compare it to a similar prompt, answer pair to ensure structural and thematic consistency.
+    Instructions:
+        - Review each section of the document to ensure that it follows the logical flow and depth as outlined, comparing it with your understanding of similar tasks.
+        - Check that the thesis is clearly stated in the introduction and effectively supported throughout the body sections.
+        - Verify that the conclusion effectively summarizes the arguments and reiterates the thesis.
+        - Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.
+        - Assess the use of evidence throughout the document to ensure it is pertinent and effectively integrated into the argument.
+
+    Task 7
+    Task_name: Final Draft
+    Instructions:
+    - Take the outline and review, and create a unified, cohesive, essay that is similar to the format of the example response.
+
+    DRAFT RESPONSE HERE:
+
+    """
+    return system_message, user_message
+
+
+def make_gpt_alone_prompt_simplified(current_prompt, example_prompt_response):
+    system_message = """
+    You are a professional test taker AI agent. I am going to guide you through the process of drafting a free response to a test question. First, we'll analyze a completed example response to understand the expected structure and argument style.
+    """
+
+    user_message = f"""
+    **Test Question Prompt:**
+    {current_prompt}
+
+    **Analyze and Understand the Example Response**
+    - **Task:** Examine the example to understand the expected structure, argumentation style, and evidence use.
+    - **Goal:** Develop a response strategy that effectively addresses the current question.
+
+    **Example Response:**
+    {example_prompt_response}
+
+    **Develop and Draft Your Response**
+    - **Outline Drafting:** Create a brief outline based on the insights from the example.
+
+    - **Response Drafting:** Using the outline, draft each section.
+
+    - **Finalize the Draft:** Review your draft to ensure it is coherent and aligns with the example's structure and depth. Adjust as necessary for clarity and flow.
+
+    **Draft Response Here:**
+
+    """
+    return system_message, user_message
+
+# def make_gpt_alone_prompt(current_prompt, example_prompt_response):
+#     system_message = f"""
+#     You are a professional test taker AI agent.
+#
+#     I am going to give you step by step instructions on how to draft a free response to a test question.
+#
+#     We will look at a completed example free response test section that is similar to the test to be worked on.
+#     """
+#
+#     user_message = f"""
+#     Prompt of the current test question:
+#     {current_prompt}
+#
+#     Task 1
+#     Task_name: Analyze and Understand the Example Response
+#     Details: {{'description': 'Analyze the example prompt and response below to develop a preliminary understanding of the expected response structure, argument style, and evidence use.', 'instructions': ['Examine the example prompt and response to grasp the expected structure, argumentation style, and use of evidence.', 'Determine the scope of the question to ensure comprehensive coverage of all required aspects without digressing into irrelevant areas.', 'Identify and abstract the key strategies and methodologies from the example response that effectively address the prompt.'], 'additional_notes': ['Prepare to develop a response strategy based on these insights.']}}
+#
+#     Example prompt and response:
+#     {example_prompt_response}
+#
+#     Task 2
+#     Task_name: Develop response strategy
+#     Details: {{'description': 'Formulate a detailed response strategy by integrating the insights gained from the analysis of the example prompt and response.', 'instructions': ['Based on the analyzed strategies and methodologies, draft a preliminary strategy that outlines how these will be applied to effectively address the current question.']}}
+#
+#     Task 3
+#     Task_name: Draft a Numbered Response Outline
+#     Details: {{'description': 'Based on the formulated strategy, draft a detailed and numbered outline for the current test question that mirrors the logical flow, clarity, and analytical depth required.', 'instructions': ['Construct a numbered outline that includes an introduction with a thesis statement, a body section with evidence from provided sources (provided in 'Prompt of the current test question'), and a coherent conclusion.'], 'example': {{'Example Outline Format': '1. Introduction with thesis statement\\n2. Body section with evidence points\\n3. Conclusion'}}}}
+#
+#     Task 4
+#     Task_name: Iteratively Draft Each Section of the Response
+#     Details: {{'description': 'Using the previously formulated strategy and outline, iteratively draft each section of the test response, ensuring each part reflects the logical flow, clarity, and analytical depth required.', 'instructions': ['Begin with drafting the introduction section that includes a thesis statement, outlining the main argument.', 'Proceed to draft each body section sequentially, ensuring each part discusses evidence from the provided sources relevant to the thesis, as detailed in the outline.', 'Conclude by drafting the conclusion section, summarizing the arguments and reinforcing the thesis.', 'Ensure each drafted section transitions smoothly into the next, maintaining a coherent flow throughout the document.']}}
+#
+#     Task 5
+#     Task_name: Synthesize Sections into a Final Draft
+#     Details: {{'description': 'Use the drafted sections to create a cohesive final draft that flows well and aligns with the expected structure and length of a model response.', 'instructions': ['Combine the individually drafted sections into a single cohesive document.', 'Ensure that the transition between sections is smooth, maintaining a logical and seamless narrative flow throughout the document.', 'Review the combined draft to ensure that it adheres to the structural expectations set by the model response, both in terms of length and overall organization.', 'Adjust the draft as necessary to ensure that the entire document is coherent, with each part contributing effectively towards supporting the thesis statement.']}}
+#
+#     Task 6
+#     Task_name: Final Response Review
+#     Details: {{'description': 'Review the entire document to ensure that it meets the established criteria based on the insights and structure developed in previous tasks and compare it to a similar prompt, answer pair to ensure structural and thematic consistency.', 'instructions': ["Use the 'retrieve_instructions' function to fetch a prompt and answer pair for a similar question to ensure alignment with standard response formats and expectations.", 'Review each section of the document to ensure that it follows the logical flow and depth as outlined, comparing it with the retrieved example where necessary.', 'Check that the thesis is clearly stated in the introduction and effectively supported throughout the body sections.', 'Verify that the conclusion effectively summarizes the arguments and reiterates the thesis.', 'Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.', 'Assess the use of evidence throughout the document to ensure it is pertinent and effectively integrated into the argument.']}}
+#     """
+#     return system_message, user_message
diff --git a/celi_framework/examples/AP_English_Language/tools.py b/celi_framework/examples/AP_English_Language/tools.py
new file mode 100644
index 0000000..4ad9379
--- /dev/null
+++ b/celi_framework/examples/AP_English_Language/tools.py
@@ -0,0 +1,177 @@
+# TODO -> Put stuff in utils/common where it makes sense
+
+from dotenv import load_dotenv
+
+load_dotenv()
+
+import json
+import os
+from dataclasses import dataclass
+from datetime import datetime
+from typing import Dict
+
+from celi_framework.core.job_description import ToolImplementations
+from celi_framework.utils.log import app_logger as logger
+from celi_framework.utils.utils import load_json, load_text_file
+from docx import Document
+
+cur_dir = os.path.dirname(os.path.realpath(__file__))
+
+
+@dataclass
+class APEnglishLanguageToolImplementations(ToolImplementations):
+    def __post_init__(self):
+        self.schema = load_json(f"{cur_dir}/schema.json")
+
+    # Retrieves the question numbers and topics of the questions that need to be answered.
+    def get_schema(self) -> Dict[str, str]:
+        return self.schema
+
+    def retrieve_question_prompt(self, question_number: str) -> str:
+        """
+        Retrieves the prompt for a given question in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1, q2, or q3).
+
+        Returns:
+            str: The prompt for the question.
+        """
+        prompt = load_text_file(
+            f"{cur_dir}/data/working_data/targets/set_1_target_{question_number}_question.txt"
+        )
+
+        return prompt
+
+    def retrieve_example_prompt_response(self, question_number: str) -> str:
+        """
+        Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1, q2, or q3).
+
+        Returns:
+            str: Prompt, question example pair.
+        """
+        prompt = load_text_file(
+            f"{cur_dir}/data/working_data/examples/set_2_example_{question_number}_question.txt"
+        )
+        response = load_text_file(
+            f"{cur_dir}/data/working_data/examples/set_2_example_{question_number}_response_a.txt"
+        )
+        pair = f"{prompt}\n\n{response}"
+
+        return pair
+
+    def retrieve_example_response(self, question_number: str) -> str:
+        """
+        Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1, q2, or q3).
+
+        Returns:
+            str: Prompt, question example pair.
+        """
+        response = load_text_file(
+            f"{cur_dir}/data/working_data/examples/set_2_example_{question_number}_response_a.txt"
+        )
+
+        return response
+
+    def retrieve_instructions(self, question_number: str) -> str:
+        """
+        Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1, q2, or q3).
+
+        Returns:
+            str: Prompt, question example pair.
+        """
+        instructions = load_text_file(
+            f"{cur_dir}/data/working_data/instructions/{question_number}_instructions.txt"
+        )
+
+        return instructions
+
+    def save_draft(self, draft_dict: str, question_number: str) -> dict:
+        """
+        Saves the provided draft as a JSON file and returns a structured dictionary.
+        Additionally, signals via Redis that a draft is ready for download.
+
+        Args:
+            draft_dict (str): A string representation of a dictionary containing the draft text under the 'draft' key.
+
+        Returns:
+            dict: The structured dictionary that was saved.
+        """
+
+        def save_draft_to_docx(draft_dict, question_number):
+            """
+            Saves the draft from a dictionary into a .docx file in the specified directory
+
+            Args:
+                draft_dict (dict): The dictionary containing the draft text.
+                output_dir_path (str): The directory path where the new .docx file should be saved.
+                output_filename (str): The name of the file to be saved.
+            """
+            # Extract the draft text
+            draft_text = draft_dict.get("draft", "")
+
+            filename = f"{question_number}_Final.docx"
+            output_dir_path = f"{cur_dir}/output/draft_word"
+
+            output_docx_path = os.path.join(output_dir_path, filename)
+
+            # Create a new .docx document and save it
+            doc = Document()
+            doc.add_paragraph(draft_text)
+            doc.save(output_docx_path)
+
+            return output_docx_path
+
+        timestamp = datetime.now().strftime("%m%d%y-%H%M%S")
+        logger.info(
+            f"DRAFT DICT TEXT LOOKS LIKE THIS\n{draft_dict}", extra={"color": "cyan"}
+        )
+
+        # Assuming draft_dict is a string that needs to be loaded into a dictionary
+        draft_dict = json.loads(draft_dict)
+        structured_dict = {"draft": draft_dict.get("draft", "")}
+
+        # Define the full path for the saved file
+        file_path = os.path.join(
+            cur_dir,
+            "output/draft_dict",
+            f"{question_number}-response-{timestamp}.json",
+        )
+        os.makedirs(
+            os.path.dirname(file_path), exist_ok=True
+        )  # Ensure directory exists
+
+        # Save the JSON file
+        with open(file_path, "w") as json_file:
+            json.dump(structured_dict, json_file)
+
+        try:
+            # Assuming save_draft_to_docx returns the full path to the saved .docx file
+            docx_filepath = save_draft_to_docx(structured_dict, question_number)
+            if docx_filepath:
+                redis_key = f"draft_ready:{question_number}"
+                # redis_client.set(redis_key, docx_filepath)
+                # logger.info(f"Signaled Redis that draft for question {question_number} is ready.", extra={'color':'cyan'})
+            else:
+                logger.error(
+                    f"Failed to save the .docx for question {question_number}."
+                )
+        except Exception as e:
+            logger.error(f"Error saving draft or signaling Redis: {e}")
+
+        # Update Redis with the status that we're waiting for user feedback
+        # redis_client.set(self.progress_key, "Saving the draft")
+
+        # FastAPI: When the draft is ready
+        # redis_client.set(f'draft_ready:{question}', 'true')
+
+        return structured_dict
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/ap23-frq-english-lit-set-1.pdf b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/ap23-frq-english-lit-set-1.pdf
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diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/ap23-frq-english-lit-set-2.pdf b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/ap23-frq-english-lit-set-2.pdf
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diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q1_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q1_prompt.txt
new file mode 100644
index 0000000..e63ed57
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q1_prompt.txt
@@ -0,0 +1,49 @@
+Question 1
+
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+In Alice Cary’s poem “Autumn,” published in 1874, the speaker contemplates the onset of autumn. Read the poem carefully. Then, in a well-written essay, analyze how Cary uses literary elements and techniques to convey the speaker’s complex response to the changing seasons.
+
+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.
+
+Autumn
+
+Shorter and shorter now the twilight clips
+The days, as though the sunset gates they crowd,
+And Summer from her golden collar slips
+And strays through stubble-fields, and moans aloud,
+Save when by fits the warmer air deceives,
+And, stealing hopeful to some sheltered bower,<sup>1</sup>
+She lies on pillows of the yellow leaves,
+And tries the old tunes over for an hour.
+The wind, whose tender whisper in the May
+Set all the young blooms listening through th’ grove,
+Sits rustling in the faded boughs to-day
+And makes his cold and unsuccessful love.
+The rose has taken off her tire<sup>2</sup> of red—
+The mullein-stalk<sup>3</sup> its yellow stars have lost,
+And the proud meadow-pink<sup>4</sup> hangs down her head
+Against earth’s chilly bosom, witched with frost.
+The robin, that was busy all the June,
+Before the sun had kissed the topmost bough,
+Catching our hearts up in his golden tune,
+Has given place to the brown cricket now.
+The very cock crows lonesomely at morn—
+Each flag<sup>5</sup> and fern the shrinking stream divides—
+Uneasy cattle low,<sup>6</sup> and lambs forlorn
+Creep to their strawy sheds with nettled sides.
+Shut up the door: who loves me must not look
+Upon the withered world, but haste to bring
+His lighted candle, and his story-book,
+And live with me the poetry of Spring.
+
+<sup>1</sup>a spot in a garden shaded by a covering of vines or branches
+<sup>2</sup>attire
+<sup>3</sup>stem of a woolly-leaved plant 
+<sup>4</sup>slender plant with pink flowers
+<sup>5</sup>plant with long tapering leaves
+<sup>6</sup>moo
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q2_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q2_prompt.txt
new file mode 100644
index 0000000..0c9971a
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q2_prompt.txt
@@ -0,0 +1,100 @@
+Question 2
+
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+The following excerpt is from Nisi Shawl’s novel Everfair, published in 2016. In this passage, the narrator describes the experience of a young woman, Lisette, as she rides her bicycle through the French countryside in July 1889.
+
+Read the passage carefully. Then, in a well-written essay, analyze how Shawl uses literary elements and techniques to portray Lisette’s complex response to her experience of riding her bicycle.
+
+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.
+
+Lisette Toutournier sighed. She breathed in again,
+out, in, the marvelous air smelling of crushed stems,
+green blood bruised and roused by her progress along
+Line this narrow forest path. Her progress, and that of her
+new mechanical friend. Commencing to walk again,
+she pushed it along through underbrush and creepers,
+woodbine and fern giving way before its wheels. Oh,
+how the insects buzzed about her exposed skin, her
+face and hands and wrists and ankles, waiting to bite.
+And the vexing heat bid fair to stifle her as she
+climbed the hillside slowly—but the
+scent—intoxicating! And soon, so soon, all this effort
+would be repaid.
+
+There! The crest came in sight, the washed-out
+summer sky showing itself through the beech trees’
+old silver trunks. Now her path connected with the
+road, stony, rutted, but still better suited for riding.
+She stood a moment admiring the view: the valley, the
+blurred rows of cultivation curving away smaller and
+smaller in the bluing distance, the sky pale overhead,
+the perfect foil for the dark-leaved woods behind her
+and by her sides. Not far off a redwing sang, cold
+water trickling uphill.
+She had the way of it now: gripping the rubber
+molded around the machine’s metal handlebars, she
+leaned it toward her and swung one skirted leg over
+the drop frame. Upright again, she walked it a few
+more steps forward, aiming straight along the lane, the
+yellow-brown dust bright in the sun. The machine’s
+glossy paint shone. Within the wheel’s front rim its
+spokes were a revolving web of intricacy, shadows
+and light chasing one another. Tiny puffs of dust
+spurted from beneath the black rubber tires.
+She raised her eyes. The vista opened wider, wider.
+The road laid itself down before her.
+
+Up on the creaking leather seat. Legs drawn high,
+boots searching, scraping, finding their places . . . and
+pedal! Push! Feet turning circles like her machine’s
+wheels, with those wheels. It was, at first, work. She
+pedaled and steered, wobbling just once and catching
+herself. Then going faster, faster! Flying! Freedom!
+Saplings, walls, and vines whipped by, flashes of
+greenbrowngreengrey as Lisette on her machine sped
+down the road, down the hill. Wind rushed into her
+face, whistled in her ears, filled her nose, her lungs,
+tore her hair loose of its pins to stream behind her.
+She was a wild thing, laughing, jouncing over dry
+watercourses, hanging on for dear, dear life. Lower,
+now, and some few trees arched above, alternately
+blocking the hot glare and exposing her to it
+coolwarmcoolwarm, currents of sun and shade
+splashing over her as she careened by. Coasting, at
+last, spilling all velocity till she and the machine came
+to rest beside the river.
+
+The river. The comforting smell and sound of it
+rushing away. Out on the Yonne’s broad darkness a
+barge sailed, bound perhaps for Paris, the Seine, the
+sea beyond,<sup>1</sup> carrying casks of wine and other
+valuables. Flushed from her ride, Lisette blushed yet
+more deeply, suddenly conscious of the curious stares
+of those around her: Mademoiselle Carduner, the
+schoolmistress; and Monsieur Lutterayne, the
+chemist,<sup>2</sup> out for a promenade during his dinner hour
+or on some errand, seizing a chance to vacate his
+stuffy shop. Flustered, she attempted to restrain her
+hair into a proper chignon,<sup>3</sup> but at only sixteen and
+with many pins missing, this was beyond her skill.
+She began furiously to plait<sup>4</sup> her thick blond curls,
+and the others moved away.
+
+At last she was alone on the riverbank with her mechanical friend. She tied her plaits together, though she knew that momentarily they would slither apart.
+She stroked the machine’s still-gleaming handlebars, then leaned to fit her forehead at their center, so. “Dear one,” whispered Lisette. “How can you ever
+know how much you mean to me? Who would not
+give all they could, everything they had, in exchange
+for such happiness as I have found with you?”
+
+<sup>1</sup>The Yonne River in France is a tributary of the Seine
+River, which passes through the city of Paris toward the
+Atlantic Ocean.
+<sup>2</sup>pharmacist
+<sup>3</sup>a hairstyle in which the hair is pinned into a knot at the
+nape of the neck or at the back of the head
+<sup>4</sup>braid
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q3_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q3_prompt.txt
new file mode 100644
index 0000000..b8167fc
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_q3_prompt.txt
@@ -0,0 +1,54 @@
+Question 3
+
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+In many works of literature, characters choose to reinvent themselves for significant reasons. They may wish to separate from a previous identity, gain access to a different community, disguise themselves from hostile forces, or express a more authentic sense of self. Either from your own reading or from the following list, choose a work of fiction in which a character intentionally creates a new identity. Then, in a well-written essay, analyze how the character’s reinvention contributes to an interpretation of the work as a whole. Do not merely summarize the plot.
+
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible interpretation.
+• Provide 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.
+
+Lila
+Little Fires Everywhere
+Lucy
+The Mayor of Casterbridge
+Middlesex
+The Miraculous Day of Amalia Gómez
+The Nickel Boys
+Orlando
+Passing
+The Poisonwood Bible
+Sophie’s Choice
+The Strange Case of Dr. Jekyll and Mr. Hyde
+Surfacing
+The Taming of the Shrew
+The Tenant of Wildfell Hall
+Their Eyes Were Watching God
+There There
+Vanity Fair
+Washington Black
+Wuthering Heights
+
+The Autobiography of an Ex-Colored Man
+The Awakening
+Brooklyn
+By the Way . . . Meet Vera Stark
+Ceremony
+The Color Purple
+The Count of Monte Cristo
+Disgrace
+Fahrenheit 451
+Fences
+Great Expectations
+A House for Mr. Biswas
+The House of the Spirits
+The Hummingbird’s Daughter
+Jane Eyre
+Jasmine
+The Joy Luck Club
+Kindred
+Kiss of the Spider Woman
+The Known World
+The Last of the Menu Girls
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_questions.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_questions.txt
new file mode 100644
index 0000000..e14e178
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_1_questions.txt
@@ -0,0 +1,322 @@
+2023
+
+AP English Literature
+and Composition
+®
+
+Free-Response Questions
+Set 1
+
+© 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 Free-Response Questions
+
+ENGLISH LITERATURE AND COMPOSITION
+SECTION II
+Total time—2 hours
+3 Questions
+
+Question 1
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+In Alice Cary’s poem “Autumn,” published in 1874, the speaker contemplates the onset of autumn. Read the poem
+carefully. Then, in a well-written essay, analyze how Cary uses literary elements and techniques to convey the
+speaker’s complex response to the changing seasons.
+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.
+Autumn
+
+Line
+5
+
+10
+
+15
+
+20
+
+Shorter and shorter now the twilight clips
+The days, as though the sunset gates they crowd,
+And Summer from her golden collar slips
+And strays through stubble-fields, and moans aloud,
+Save when by fits the warmer air deceives,
+And, stealing hopeful to some sheltered bower, 1
+She lies on pillows of the yellow leaves,
+And tries the old tunes over for an hour.
+The wind, whose tender whisper in the May
+Set all the young blooms listening through th’ grove,
+Sits rustling in the faded boughs to-day
+And makes his cold and unsuccessful love.
+The rose has taken off her tire 2 of red—
+The mullein-stalk 3 its yellow stars have lost,
+And the proud meadow-pink 4 hangs down her head
+Against earth’s chilly bosom, witched with frost.
+The robin, that was busy all the June,
+Before the sun had kissed the topmost bough,
+Catching our hearts up in his golden tune,
+Has given place to the brown cricket now.
+The very cock crows lonesomely at morn—
+Each flag 5 and fern the shrinking stream divides—
+Uneasy cattle low, 6 and lambs forlorn
+Creep to their strawy sheds with nettled sides.
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+2
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+Shut up the door: who loves me must not look
+Upon the withered world, but haste to bring
+His lighted candle, and his story-book,
+And live with me the poetry of Spring.
+
+25
+
+1
+
+a spot in a garden shaded by a covering of vines or branches
+
+2
+
+attire
+
+3
+
+stem of a woolly-leaved plant
+slender plant with pink flowers
+
+4
+5
+
+plant with long tapering leaves
+
+6
+
+moo
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+3
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+Question 2
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+The following excerpt is from Nisi Shawl’s novel Everfair, published in 2016. In this passage, the narrator describes
+the experience of a young woman, Lisette, as she rides her bicycle through the French countryside in July 1889.
+Read the passage carefully. Then, in a well-written essay, analyze how Shawl uses literary elements and techniques
+to portray Lisette’s complex response to her experience of riding her bicycle.
+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.
+Lisette Toutournier sighed. She breathed in again,
+out, in, the marvelous air smelling of crushed stems,
+green blood bruised and roused by her progress along
+Line this narrow forest path. Her progress, and that of her
+5 new mechanical friend. Commencing to walk again,
+she pushed it along through underbrush and creepers,
+woodbine and fern giving way before its wheels. Oh,
+how the insects buzzed about her exposed skin, her
+face and hands and wrists and ankles, waiting to bite.
+10 And the vexing heat bid fair to stifle her as she
+climbed the hillside slowly—but the
+scent—intoxicating! And soon, so soon, all this effort
+would be repaid.
+There! The crest came in sight, the washed-out
+15 summer sky showing itself through the beech trees’
+old silver trunks. Now her path connected with the
+road, stony, rutted, but still better suited for riding.
+She stood a moment admiring the view: the valley, the
+blurred rows of cultivation curving away smaller and
+20 smaller in the bluing distance, the sky pale overhead,
+the perfect foil for the dark-leaved woods behind her
+and by her sides. Not far off a redwing sang, cold
+water trickling uphill.
+She had the way of it now: gripping the rubber
+25 molded around the machine’s metal handlebars, she
+leaned it toward her and swung one skirted leg over
+the drop frame. Upright again, she walked it a few
+more steps forward, aiming straight along the lane, the
+yellow-brown dust bright in the sun. The machine’s
+30 glossy paint shone. Within the wheel’s front rim its
+spokes were a revolving web of intricacy, shadows
+and light chasing one another. Tiny puffs of dust
+spurted from beneath the black rubber tires.
+She raised her eyes. The vista opened wider, wider.
+35 The road laid itself down before her.
+
+Up on the creaking leather seat. Legs drawn high,
+boots searching, scraping, finding their places . . . and
+pedal! Push! Feet turning circles like her machine’s
+wheels, with those wheels. It was, at first, work. She
+40 pedaled and steered, wobbling just once and catching
+herself. Then going faster, faster! Flying! Freedom!
+Saplings, walls, and vines whipped by, flashes of
+greenbrowngreengrey as Lisette on her machine sped
+down the road, down the hill. Wind rushed into her
+45 face, whistled in her ears, filled her nose, her lungs,
+tore her hair loose of its pins to stream behind her.
+She was a wild thing, laughing, jouncing over dry
+watercourses, hanging on for dear, dear life. Lower,
+now, and some few trees arched above, alternately
+50 blocking the hot glare and exposing her to it
+coolwarmcoolwarm, currents of sun and shade
+splashing over her as she careened by. Coasting, at
+last, spilling all velocity till she and the machine came
+to rest beside the river.
+55
+The river. The comforting smell and sound of it
+rushing away. Out on the Yonne’s broad darkness a
+barge sailed, bound perhaps for Paris, the Seine, the
+sea beyond, 1 carrying casks of wine and other
+valuables. Flushed from her ride, Lisette blushed yet
+60 more deeply, suddenly conscious of the curious stares
+of those around her: Mademoiselle Carduner, the
+schoolmistress; and Monsieur Lutterayne, the
+chemist, 2 out for a promenade during his dinner hour
+or on some errand, seizing a chance to vacate his
+65 stuffy shop. Flustered, she attempted to restrain her
+hair into a proper chignon, 3 but at only sixteen and
+with many pins missing, this was beyond her skill.
+She began furiously to plait 4 her thick blond curls,
+and the others moved away.
+70
+At last she was alone on the riverbank with her
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+4
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+mechanical friend. She tied her plaits together, though
+she knew that momentarily they would slither apart.
+She stroked the machine’s still-gleaming handlebars,
+then leaned to fit her forehead at their center, so.
+75 “Dear one,” whispered Lisette. “How can you ever
+know how much you mean to me? Who would not
+give all they could, everything they had, in exchange
+for such happiness as I have found with you?”
+1
+
+The Yonne River in France is a tributary of the Seine
+River, which passes through the city of Paris toward the
+Atlantic Ocean.
+
+2
+
+pharmacist
+
+3
+
+a hairstyle in which the hair is pinned into a knot at the
+nape of the neck or at the back of the head
+4
+braid
+Everfair by Nisi Shawl. © 2016, Nisi Shawl.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+5
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+Question 3
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+In many works of literature, characters choose to reinvent themselves for significant reasons. They may wish to
+separate from a previous identity, gain access to a different community, disguise themselves from hostile forces, or
+express a more authentic sense of self.
+Either from your own reading or from the following list, choose a work of fiction in which a character intentionally
+creates a new identity. Then, in a well-written essay, analyze how the character’s reinvention contributes to an
+interpretation of the work as a whole. Do not merely summarize the plot.
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible interpretation.
+• Provide 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.
+
+Lila
+Little Fires Everywhere
+Lucy
+The Mayor of Casterbridge
+Middlesex
+The Miraculous Day of Amalia Gómez
+The Nickel Boys
+Orlando
+Passing
+The Poisonwood Bible
+Sophie’s Choice
+The Strange Case of Dr. Jekyll and Mr. Hyde
+Surfacing
+The Taming of the Shrew
+The Tenant of Wildfell Hall
+Their Eyes Were Watching God
+There There
+Vanity Fair
+Washington Black
+Wuthering Heights
+
+The Autobiography of an Ex-Colored Man
+The Awakening
+Brooklyn
+By the Way . . . Meet Vera Stark
+Ceremony
+The Color Purple
+The Count of Monte Cristo
+Disgrace
+Fahrenheit 451
+Fences
+Great Expectations
+A House for Mr. Biswas
+The House of the Spirits
+The Hummingbird’s Daughter
+Jane Eyre
+Jasmine
+The Joy Luck Club
+Kindred
+Kiss of the Spider Woman
+The Known World
+The Last of the Menu Girls
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+6
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+STOP
+
+END OF EXAM
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+7
+
+
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q1_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q1_prompt.txt
new file mode 100644
index 0000000..88a4b5f
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q1_prompt.txt
@@ -0,0 +1,51 @@
+Question 1
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+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.
+
+The Barren Moors
+On your bare rocks, O barren moors,
+On your bare rocks I love to lie,—
+They stand like crags upon the shores,
+Line Or clouds upon a placid sky.
+
+No friend’s cold eye, or sad delay,
+Shall vex me now where not a sound
+Falls on the ear, and every day
+Is soft as silence most profound.
+
+Across those spaces desolate,
+The fox pursues his lonely way,
+Those solitudes can fairly sate<sup>1</sup>
+The passage of my loneliest day.
+
+No more upon these distant wolds<sup>2</sup>
+The agitating world can come,
+A single pensive thought upholds
+The arches of this dreamy home.
+
+Like desert Islands far at sea
+Where not a ship can ever land,
+Those dim uncertainties to me,
+For something veritable stand.
+
+A serious place distinct from all
+Which busy Life delights to feel,
+I stand in this deserted hall,
+And thus the wounds of time conceal.
+
+Within the sky above, one thought
+Replies to you, O barren moors!
+Between, I stand, a creature taught
+To stand between two silent floors.
+
+<sup>1</sup>fully satisfy
+<sup>2</sup>hills
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q2_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q2_prompt.txt
new file mode 100644
index 0000000..b72cd0f
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q2_prompt.txt
@@ -0,0 +1,101 @@
+Question 2
+
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+The following excerpt is from Brenda Peynado’s short story “The Rock Eaters,” published in 2021. In this passage,
+the narrator is one of a group of people who left their home country after developing the ability to fly, an ability that
+is accepted as realistically possible within the story. Years later, the group returns to that country with their children.
+Read the passage carefully. Then, in a well-written essay, analyze how Peynado uses literary elements and
+techniques to convey the narrator’s complex experience of this return home.
+
+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.
+
+We were the first generation to leave our island
+country. We were the ones who developed a distinct
+float to our walk on the day we came of age. Soon
+Line enough we were hovering inches above the ground,
+then somersaulting with the clouds, finally
+discovering we could fly as far as we’d ever wanted.
+And so we left. Decades later, we brought our
+children back to see our home country. That year, we
+all decided we were ready to return.
+
+We jackknifed through clouds and dodged large
+birds. We held our children tightly; they had not yet
+learned to fly. Behind us trailed roped-together lines
+of suitcases packed with gifts from abroad. We
+wondered who would remember us.
+
+Our parents, those who were still alive, came out to
+greet us, hands on their brows like visors. Some were
+expecting us. Others were surprised, terrified at the
+spectacle of millions of their prodigals<sup>1</sup> blotting the
+sky with our billowing skirts, our shirts starched for
+the arrival. We touched down on our parents’
+driveways, skidding to rough landings at their feet,
+denting cars, squashing flowers, rattling windows.
+Our old friends and siblings, the ones we’d left
+behind, kept their doors locked. They peered through
+window blinds at the flattened flowerbeds, the
+suitcases that had burst and strewn packages all over
+the yards and streets, our youngest children squealing
+now that they’d been released, the peace we’d broken
+by returning. They didn’t trust us, not after our
+betrayal decades ago, the whiff of money we’d earned
+or lost in other countries like a suspect stench. Our
+parents hugged their grandchildren and brought them
+inside to houses with no electricity, candles wavering
+like we were in a séance. “More brownouts,” they told us.
+“We remember,” we said, recoiling at how little
+the place fit us anymore. Those first nights we slept in
+our old beds, our feet hanging over the edges, the
+noises of the city and the country crowing and
+honking us awake, music from radios and guitars,
+celebrations we’d not been invited to.
+We dragged our children along to knock on the
+doors of old friends and siblings, the ones who never
+developed the ability to fly. They eventually,
+reluctantly, opened their doors. At first we sat stiffly
+on couches and inquired after their health and others
+we once knew. Then we got them to laugh with us
+about the time we pulled the nuns’ skirts or put gum
+in the kink of a rival’s hair, when we caught baby
+chicks in the village and raised them, or cracked open<sup>2</sup>
+almonds on the malecón. Then their children came
+shyly out of their rooms and took ours by the hand.
+We smiled when we saw them climbing trees together
+in the patios, their children showing ours how to eat
+cajuilitos solimán and acerolas<sup>3</sup> from the branch.
+
+We introduced our children to everyone we used to
+know: at colmados,<sup>4</sup> by the side of the road, at the
+baseball fields, at country clubs we had to beg to be
+let back into. We showed our children the flamboyán
+trees in the parks, blooms of coral red spilling in the
+dirt. We showed them the granite striated through the
+rock faces of mountains, the glimmering pebbles
+under waterfalls, the red dust that stained the seats of
+their best clothes. We walked past the stray dogs that
+growled and whined; the most ancient among them
+remembered us, wagging their tails when they saw us
+and running to sniff our offspring. We dunked our
+children into the rivers we’d once swum. We dug
+through the banks for the arrowheads that belonged to
+the Tainos, who’d been erased after the Spanish came,
+their remnants lost in the mud.
+Lost, the children whispered in awe and fear,
+turning the black, glinting points in their palms,
+testing the hardness of flint between their teeth. Back
+in our foreign homes, we had never talked to them of
+history.
+We remembered we’d been happy. “We loved this
+land,” we said. We forget why we ever left.
+
+<sup>1</sup>children who have left home and then returned
+<sup>2</sup>a walkway along a waterfront
+<sup>3</sup>Cajuilitos solimán and acerolas are types of fruit.
+<sup>4</sup>neighborhood stores
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q3_prompt.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q3_prompt.txt
new file mode 100644
index 0000000..dbf2447
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_q3_prompt.txt
@@ -0,0 +1,59 @@
+Question 3
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+Many works of literature feature a rebel character who changes or disrupts the existing state of societal, familial, or
+political affairs in the text. They may break social norms, challenge long-held values, subvert expectations, or
+participate in other forms of resistance. The character’s motivation for this rebellious behavior is often complex.
+Either from your own reading or from the list below, choose a work of fiction in which a character changes or
+disrupts the existing state of societal, familial, or political affairs. Then, in a well-written essay, analyze how the
+complex motivation of the rebel contributes to an interpretation of the work as a whole. Do not merely summarize
+the plot.
+
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible interpretation.
+• Provide 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.
+
+Antigone
+Arcadia
+Atonement
+The Awakening
+Brave New World
+Catch-22
+Ceremony
+The Color Purple
+The Crucible
+Fahrenheit 451
+Fences
+Frankenstein
+The Glass Menagerie
+Grendel
+Half of a Yellow Sun
+The Handmaid’s Tale
+House Made of Dawn
+The House of the Spirits
+In the Time of the Butterflies
+Invisible Man
+Jane Eyre
+The Joy Luck Club
+Kindred
+King Lear
+Let the Great World Spin
+Love Medicine
+Moll Flanders
+The Namesake
+Native Son
+Never Let Me Go
+The Nickel Boys
+One Flew Over the Cuckoo’s Nest
+Paradise Lost
+Pride and Prejudice
+A Raisin in the Sun
+The Scarlet Letter
+Southernmost
+Sula
+Their Eyes Were Watching God
+There There
+Washington Black
+Wuthering Heights
\ No newline at end of file
diff --git a/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_questions.txt b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_questions.txt
new file mode 100644
index 0000000..21e6612
--- /dev/null
+++ b/celi_framework/examples/AP_English_Literature/data/sample_questions/2023/set_2_questions.txt
@@ -0,0 +1,308 @@
+2023
+
+AP English Literature
+and Composition
+®
+
+Free-Response Questions
+Set 2
+
+© 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 Free-Response Questions
+
+ENGLISH LITERATURE AND COMPOSITION
+SECTION II
+Total time—2 hours
+3 Questions
+
+Question 1
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+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.
+The Barren Moors
+On your bare rocks, O barren moors,
+On your bare rocks I love to lie,—
+They stand like crags upon the shores,
+Line Or clouds upon a placid sky.
+
+No friend’s cold eye, or sad delay,
+Shall vex me now where not a sound
+Falls on the ear, and every day
+20 Is soft as silence most profound.
+
+Across those spaces desolate,
+The fox pursues his lonely way,
+Those solitudes can fairly sate 1
+The passage of my loneliest day.
+
+No more upon these distant wolds 2
+The agitating world can come,
+A single pensive thought upholds
+The arches of this dreamy home.
+
+5
+
+10
+
+Like desert Islands far at sea
+Where not a ship can ever land,
+Those dim uncertainties to me,
+For something veritable stand.
+
+25
+
+A serious place distinct from all
+Which busy Life delights to feel,
+15 I stand in this deserted hall,
+And thus the wounds of time conceal.
+
+Within the sky above, one thought
+Replies to you, O barren moors!
+Between, I stand, a creature taught
+To stand between two silent floors.
+1
+
+fully satisfy
+
+2
+
+hills
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+2
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+Question 2
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+The following excerpt is from Brenda Peynado’s short story “The Rock Eaters,” published in 2021. In this passage,
+the narrator is one of a group of people who left their home country after developing the ability to fly, an ability that
+is accepted as realistically possible within the story. Years later, the group returns to that country with their children.
+Read the passage carefully. Then, in a well-written essay, analyze how Peynado uses literary elements and
+techniques to convey the narrator’s complex experience of this return home.
+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.
+We were the first generation to leave our island
+country. We were the ones who developed a distinct
+float to our walk on the day we came of age. Soon
+Line enough we were hovering inches above the ground,
+5 then somersaulting with the clouds, finally
+discovering we could fly as far as we’d ever wanted.
+And so we left. Decades later, we brought our
+children back to see our home country. That year, we
+all decided we were ready to return.
+10
+We jackknifed through clouds and dodged large
+birds. We held our children tightly; they had not yet
+learned to fly. Behind us trailed roped-together lines
+of suitcases packed with gifts from abroad. We
+wondered who would remember us.
+15
+Our parents, those who were still alive, came out to
+greet us, hands on their brows like visors. Some were
+expecting us. Others were surprised, terrified at the
+spectacle of millions of their prodigals 1 blotting the
+sky with our billowing skirts, our shirts starched for
+20 the arrival. We touched down on our parents’
+driveways, skidding to rough landings at their feet,
+denting cars, squashing flowers, rattling windows.
+Our old friends and siblings, the ones we’d left
+behind, kept their doors locked. They peered through
+25 window blinds at the flattened flowerbeds, the
+suitcases that had burst and strewn packages all over
+the yards and streets, our youngest children squealing
+now that they’d been released, the peace we’d broken
+by returning. They didn’t trust us, not after our
+30 betrayal decades ago, the whiff of money we’d earned
+or lost in other countries like a suspect stench. Our
+parents hugged their grandchildren and brought them
+inside to houses with no electricity, candles wavering
+like we were in a séance. “More brownouts,” they told
+
+us. “We remember,” we said, recoiling at how little
+the place fit us anymore. Those first nights we slept in
+our old beds, our feet hanging over the edges, the
+noises of the city and the country crowing and
+honking us awake, music from radios and guitars,
+40 celebrations we’d not been invited to.
+We dragged our children along to knock on the
+doors of old friends and siblings, the ones who never
+developed the ability to fly. They eventually,
+reluctantly, opened their doors. At first we sat stiffly
+45 on couches and inquired after their health and others
+we once knew. Then we got them to laugh with us
+about the time we pulled the nuns’ skirts or put gum
+in the kink of a rival’s hair, when we caught baby
+chicks in the village and raised them, or cracked open
+2
+50 almonds on the malecón. Then their children came
+shyly out of their rooms and took ours by the hand.
+We smiled when we saw them climbing trees together
+in the patios, their children showing ours how to eat
+cajuilitos solimán and acerolas 3 from the branch.
+55
+We introduced our children to everyone we used to
+know: at colmados, 4 by the side of the road, at the
+baseball fields, at country clubs we had to beg to be
+let back into. We showed our children the flamboyán
+trees in the parks, blooms of coral red spilling in the
+60 dirt. We showed them the granite striated through the
+rock faces of mountains, the glimmering pebbles
+under waterfalls, the red dust that stained the seats of
+their best clothes. We walked past the stray dogs that
+growled and whined; the most ancient among them
+65 remembered us, wagging their tails when they saw us
+and running to sniff our offspring. We dunked our
+children into the rivers we’d once swum. We dug
+through the banks for the arrowheads that belonged to
+35
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+3
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+the Tainos, who’d been erased after the Spanish came,
+their remnants lost in the mud.
+Lost, the children whispered in awe and fear,
+turning the black, glinting points in their palms,
+testing the hardness of flint between their teeth. Back
+in our foreign homes, we had never talked to them of
+75 history.
+We remembered we’d been happy. “We loved this
+land,” we said. We forget why we ever left.
+70
+
+1
+
+children who have left home and then returned
+
+2
+
+a walkway along a waterfront
+
+3
+
+Cajuilitos solimán and acerolas are types of fruit.
+
+4
+
+neighborhood stores
+
+Excerpt from THE ROCK EATERS: STORIES by Brenda Peynado, copyright (c) 2021 by Brenda Peynado.
+Used by permission of Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. All rights reserved.
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+4
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+Question 3
+(Suggested time—40 minutes. This question counts as one-third of the total essay section score.)
+
+Many works of literature feature a rebel character who changes or disrupts the existing state of societal, familial, or
+political affairs in the text. They may break social norms, challenge long-held values, subvert expectations, or
+participate in other forms of resistance. The character’s motivation for this rebellious behavior is often complex.
+Either from your own reading or from the list below, choose a work of fiction in which a character changes or
+disrupts the existing state of societal, familial, or political affairs. Then, in a well-written essay, analyze how the
+complex motivation of the rebel contributes to an interpretation of the work as a whole. Do not merely summarize
+the plot.
+In your response you should do the following:
+• Respond to the prompt with a thesis that presents a defensible interpretation.
+• Provide 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.
+
+Antigone
+Arcadia
+Atonement
+The Awakening
+Brave New World
+Catch-22
+Ceremony
+The Color Purple
+The Crucible
+Fahrenheit 451
+Fences
+Frankenstein
+The Glass Menagerie
+Grendel
+Half of a Yellow Sun
+The Handmaid’s Tale
+House Made of Dawn
+The House of the Spirits
+In the Time of the Butterflies
+Invisible Man
+Jane Eyre
+
+The Joy Luck Club
+Kindred
+King Lear
+Let the Great World Spin
+Love Medicine
+Moll Flanders
+The Namesake
+Native Son
+Never Let Me Go
+The Nickel Boys
+One Flew Over the Cuckoo’s Nest
+Paradise Lost
+Pride and Prejudice
+A Raisin in the Sun
+The Scarlet Letter
+Southernmost
+Sula
+Their Eyes Were Watching God
+There There
+Washington Black
+Wuthering Heights
+
+__________________________________________________________
+Begin your response to this question at the top of a new page in the separate Free Response booklet
+and fill in the appropriate circle at the top of each page to indicate the question number.
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+5
+
+GO ON TO THE NEXT PAGE.
+
+AP® English Literature and Composition 2023 Free-Response Questions
+
+STOP
+
+END OF EXAM
+
+© 2023 College Board.
+Visit College Board on the web: collegeboard.org.
+6
+
+
\ No newline at end of file
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+
+
+
+
+
+
+GRADUATE RECORD EXAMINATIONS®
+
+
+
+
+Practice General Test #1
+Analytical Writing Sample Essays and Commentaries
+
+
+
+
+
+
+
+
+
+
+
+
+Copyright 2023 by E T S. All rights reserved. E T S, the E T S logo, GRADUATE RECORD EXAMINATIONS, and G R E are registered trademarks of E T S in the United States and other countries.
+## 
+
+# Graduate Record Examinations® Practice General Test #1.
+## Analytical Writing Sample Essays and Reader Commentaries
+#### Information for screen reader users:
+This document has been created to be accessible to individuals who use screen readers. You may wish to consult the manual or help system for your screen reader to learn how best to take advantage of the features implemented in this document, such as headings and hyperlinks between commentaries and cited portions of the sample essays. Please consult the separate document, “G R E Screen Reader Instructions.docx,” for important details.
+
+The Analytical Writing portion of the G R E® General Test consists of one writing task. This document contains the writing topic for Practice Test #1, the scoring guides, and sample responses with commentaries.
+
+Note: Sample responses are reproduced exactly as written, including misspellings, wrong choice of words, typographical and grammatical errors, etc., if any.
+
+If you are using the accessible electronic edition along with another edition of the test, you may notice some slight differences in the wording of some content. Differences in wording between these editions are the result of adaptations made for the various test formats.
+
+### Analytical Writing
+#### Sample Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+In an actual test, your response will be evaluated on its overall quality based on how well you do each of the following:
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
+
+##### Sample Topic:
+The best ideas arise from a passionate interest in commonplace things.
+
+Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
+
+
+### G R E® Scoring Guide
+#### Score 6
+In addressing the specific task directions, a 6 response presents a cogent, wellarticulated analysis of the issue and conveys meaning skillfully.
+A typical response in this category exhibits the following characteristics:
+It articulates a clear and insightful position on the issue in accordance with the assigned task.
+It develops the position fully, with compelling reasons and/or persuasive examples.
+It sustains a wellfocused, wellorganized analysis, connecting ideas logically.
+It conveys ideas fluently and precisely, using effective vocabulary and sentence variety.
+It demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage, and mechanics) but may have minor errors.
+
+#### Score 5
+In addressing the specific task directions, a 5 response presents a generally thoughtful, welldeveloped analysis of the issue and conveys meaning clearly.
+A typical response in this category exhibits the following characteristics:
+It presents a clear and wellconsidered position on the issue in accordance with the assigned task.
+It develops the position with logically sound reasons and/or wellchosen examples.
+It is focused and generally well organized, connecting ideas appropriately.
+It conveys ideas clearly and well, using appropriate vocabulary and sentence variety.
+It demonstrates facility with the conventions of standard written English but may have minor errors.
+
+#### Score 4
+In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.
+A typical response in this category exhibits the following characteristics:
+It presents a clear position on the issue in accordance with the assigned task.
+It develops the position with relevant reasons and/or examples.
+It is adequately focused and organized.
+It demonstrates sufficient control of language to express ideas with acceptable clarity.
+It generally demonstrates control of the conventions of standard written English but may have some errors.
+#### Score 3
+A 3 response demonstrates some competence in addressing the specific task directions, in analyzing the issue, and in conveying meaning but is obviously flawed.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is vague or limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It is weak in the use of relevant reasons or examples, or relies largely on unsupported claims.
+It is limited in focus and/or organization.
+It has problems in language and sentence structure that result in a lack of clarity.
+It contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning.
+
+#### Score 2
+A 2 response largely disregards the specific task directions and/or demonstrates serious weaknesses in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is unclear or seriously limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It provides few, if any, relevant reasons or examples in support of its claims.
+It is poorly focused and/or poorly organized.
+It has serious problems in language and sentence structure that frequently interfere with meaning.
+It contains serious errors in grammar, usage, or mechanics that frequently obscure meaning.
+
+#### Score 1
+A 1 response demonstrates fundamental deficiencies in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It provides little or no evidence of understanding the issue.
+It provides little or no evidence of the ability to develop an organized response (e.g., is disorganized and/or extremely brief).
+It has severe problems in language and sentence structure that persistently interfere with meaning.
+It contains pervasive errors in grammar, usage, or mechanics that result in incoherence.
+
+#### Score 0
+A 0 response is off topic (i.e., provides no evidence of an attempt to respond to the assigned topic), written in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible or nonverbal.
+
+### Sample Responses with Reader Commentaries
+The following are sample responses and commentary on those responses, which explain how each response was scored. There are responses and scoring comments for essays with scores of 6, 5, 4, 3, 2, and 1.
+
+Reminder: Sample responses are reproduced exactly as written, including misspellings, wrong choice of words, typographical and grammatical errors, etc., if any.
+
+##### The following sample issue response received a score of 6:
+Passion is clearly necessary for a truly great idea to take hold among a people—passion either on the part of the original thinker, the audience, or ideally both. The claim that the most lucrative subject matter for inspiring great ideas is “commonplace things” may seem initially to be counterintuitive. After all, aren’t great ideas usually marked by their extraordinary character? While this is true, their extraordinary character is as often as not directly derived from their insight into things that had theretofore gone unquestioned. While great ideas certainly can arise through seemingly pure innovation . . . say, for example, Big Bang cosmology, which developed nearly all of its own scientific and philosophical precepts through its own process of formation, it is nevertheless equally true that such groundbreaking thought was, and is, still largely a reevaluation of previous assumptions to a radical degree . . . after all, the question of the ultimate nature of the universe, and man’s place in it, has been central to human thought since the dawn of time. Commonplace things are, additionally, necessary as material for the generation of “the best ideas” since certainly the success among an audience must be considered in evaluating the significance and quality of an idea.
+
+The advent of Big Bang cosmology, which occured in rudimentary form almost immediately upon Edwin Hubble’s first observations at the Hooker telescope in California during the early 20th century, was the most significant advance in mankind’s understanding of the universe in over 400 years. The seemingly simple fact that everything in the universe, on the very large scale, is moving away from everything else in fact betrays nearly all of our scientific knowledge of the origins and mechanics of the universe. This slight, one might even say commonplace, distortion of tint on a handful of photographic plates carried with it the greatest challenge to Man’s general, often religiously reinforced, conception of the nature of the world to an extent not seen since the days of Galileo. Not even Charles Darwin’s theory, though it created more of a stir than Big Bang cosmology, had such shattering implications for our conceptions of the nature of our reality. Yet it is not significant because it introduced the question of the nature of what lies beyond Man’s grasp. A tremendous number of megalithic ruins, including the Pyramids both of Mexico and Egypt, Stonehenge, and others, indicate that this question has been foremost on humankind’s collective mind since time immemorial. Big Bang cosmology is so incredibly significant in this line of reasoning exactly because of the degree to which it changed the direction of this generally held, constantly pondered, and very ancient train of thought.
+
+Additionally, there is a diachronic significance to the advent of Big Bang cosmology, which is that, disregarding limitations such as the quality of optical devices available and the state of theoretical math, it could have happened at any point in time. That is to say, all evidence points to roughly the same raw intellectual capacity for homo sapiens throughout our history, our progress has merely depended upon the degree of it that a person happens to inherit, a pace that has been increasing rapidly since the industrial revolution. Yet this discovery had to happen at a certain point in time or another—it cannot have been happening constantly or have never happened yet still be present—and this point in time does have its own significance. That significance is precisely the fact that the aforementioned advent must have occurred at precisely the point in time at which it truly could have occured—that is to say, it marks the point in our history when we had progressed sufficiently to begin examining, with remarkable substantiated acuity, the workings of the universe across distances that would take millions of human lifetimes to reach or to traverse. The point for the success of this advent must necessarily have been, additionally, the point at which the audience concerned was capable and prepared to accept such a radical line of reasoning.
+
+Both factors, a radical, passionate interpretation of the commonplace and the preparedness to accept such an interpretation, are necessary for the formulation of a truly great idea. If the passion is absent from an inquiry by the thinker or by the bulk of an audience, the idea will die out if it comes to fruition at all. If the material is not sufficiently commonplace to be considered by an informed audience of sufficient size, the same two hazards exist. Given these two factors, the idea must still be found palatable and interesting by the audience if it is to hope to gain a foothold and eventually establish itself in a significant fashion.
+
+##### Comments on sample essay receiving score of 6:
+This outstanding response presents a cogent, wellarticulated analysis of the complexities of the issue by arguing that (1) great ideas develop from commonplace observations that are interpreted in a radical way; and (2) passion is required of both thinkers and the audience in order for great ideas to take hold.
+
+The argument is based on an extended example (Big Bang cosmology) and has two parts. The first part defines “commonplace things” as universal questions (i.e., the quest to understand the cosmos is commonplace, though complex, because it is an ancient and universal question) and places Big Bang cosmology in context with the scientific breakthroughs of Galileo and the Pyramids of ancient Mexico and Egypt. The second part explains Big Bang as the result of a convergence of factors: both thinkers and the audience must be ready to reevaluate “previous assumptions” and accept “radical, passionate interpretations.”
+
+The argument’s careful line of reasoning is strengthened by appropriate transitions between paragraphs (“Additionally,” “Both factors, a radical, passionate interpretation of the commonplace and the preparedness to accept such an interpretation, are necessary for the formulation of a truly great idea,” etc.) and within paragraphs (“Not even Charles Darwin’s,” “Yet,” “that is to say,” etc.). Fluent and precise language—advent, rudimentary, diachronic, shattering implications, megalithic ruins—and effective sentence variety also characterize this response as outstanding. Finally, despite the presence of minor errors (overuse of comma and inconsistent use of ellipses in paragraph 1), this response demonstrates facility with the conventions of standard written English.
+
+##### The following sample issue response received a score of 5:
+The statement above comes from the perspective that the best thinkers, inventors, and innovators are the way that they are because they explore passionately the interesting things around them. Yes, I would say that this is definitely true. I understand best the things that interest me, but it is only the things with which I am familiar with and understand in my surroundings. It would be difficult to take passionate interest in the things which I did not have available in my environment.
+
+For example, let’s consider some “idea” people in history. The person who invented the basketball hoop, or the game of volleyball, or ice skates, all had interest in those things before they had their brilliant ideas. I do know that the inventor of the basketball hoop used to coach a basketball team of young boys, and they would throw the ball into a fruit basket that was nailed to the wall. Obviously, a basket has a bottom to it, and they would have to fish it out after every successful throw. So he had the brilliant idea of cutting out the bottom of the basket. It seems so simple to us now, but nobody had ever played basketball like that in his day.
+
+The phrase, “commonplace things” can be rather misleading, I believe. I think every person has slightly different “commonplace things” in their environment depending on their interests, their financial status, and availability of items. What is commonplace for one person may never be known by another. I take passionate interest in things having to do with sewing using patterns, fabrics and threads. However, my mother and grandmother are excellent seamstresses and I had the availability of learning from them. It was a “commonplace thing” for me. I have had some wonderful ideas come out of my passion for this kind of art.
+
+Orville and Wilbur Wright had a passionate interest in things having to do with flight, a rather ordinary thing for the sorts of birds who can fly with their wings, but certainly not people. If I had lived during the Wright brothers’ time, I would probably not have had the same passionate interest in figuring out how to make humans fly, because it is not something that I would have thought possible. But their dreams and visionary possibilities were much bigger than mine would have been at that time. They not only had a passionate interest but they were willing to experiment, to risk financial ruin and ridicule, and even put their lives on the line. So while it is true that the best ideas arise from a passionate interest in commplace things, there also has to be an element of daring to challenge “norms” and not being able to just accept things as they are. There has to be a desire to make things better and to improve on the present.
+
+There also has to be the element of not being afraid of failure. Most ideas do inevitably fail. Einstein is viewed today as being one of the most brilliant thinkers and “idea” people in all of history. But nobody really talks about how many times his ideas failed. The number is quite amazing. Many people are afraid of failure, so even though they make take a passionate interest in something commonplace, and have some great ideas, they may never carry them through because of uncertainty that they would work. We must be willing to try!
+
+So, yes, it is true that the best ideas arise from a passionate interest in commonplace things, because these are the things that we know, these are the things that we understand, and the things that we want to explore in even more depths. But there must be more elements involved than just taking interest in something. We must be willing to face risks of many kinds in order to separate the ideas that fail from the ones that will triumphantly succeed.
+
+##### Comments on sample essay receiving score of 5:
+This strong response presents a wellconsidered analysis of the complexities of the issue by arguing that great ideas come, not only from a passionate interest in the commonplace, but also from great imagination and a willingness to succeed.
+
+The logic of the response unfolds very smoothly: paragraph 3 explores the term “commonplace” and offers support for the prompt’s position; paragraphs 4 and 5 discuss the related issues of imagination, willingness to experiment, and overcoming failure. The examples are well chosen and generally well developed.
+
+Paragraph 2 offers a relevant, though predictable, sports example (invention of basketball hoop) to examine how commonplace things/familiarity can spark great ideas. A personal example is used in paragraph 3 to further explore the definition of “commonplace” and illustrate how the term is relative to financial status and availability (though only the concept of availability is developed in this example). Paragraph 2 logically extends into paragraph 3, and the same connection is seen between paragraphs 4 and 5. In paragraph 4 the Wright brothers are used to argue that great ideas also come from imagination and a willingness to experiment. The final example, in which Einstein is offered to illustrate the necessity of overcoming failure, is not as fully developed as the others. The respondent does not explain what failures Einstein endured or how he overcame them, which makes the example less compelling. Overall, the analysis demonstrated in the examples is “perceptive and clear,” but not “insightful and cogent” as required for a score of 6.
+
+While the response expresses ideas clearly, using appropriate vocabulary and sentence variety, it does not use language as fluently and precisely as would a typical 6. Occasional wordiness/awkwardness could be avoided with more precise diction (e.g., “There also has to be the element of not being afraid of failure,” or “I have had some wonderful ideas come out of my passion for this kind of art”).
+
+##### The following sample issue response received a score of 4:
+In agreement with the statement, many great inventions have come from individuals interested in commonplace things. Out of simplicity arises great ideas, and I would consider commonplace things to be simplistic. However, it is hard to say that the “best” ideas arise from passion in commonplace things, because one could argue that the best ideas involve interest in remarkable things, which is what makes them the “best” ideas.
+
+If the statement is viewed from the standpoint of all ideas from the beginning of civilization, then the statement holds true. Examples of commonplace things are food and shelter. If a person had an abundance of food and needed to transport it, they may have the idea to weave a basket or make some sort of tote in order to load more at once. With that idea, eventually the people would think of things to make the first idea more useful, such as adding wheels to your carrying device. With shelter, first people (CroMagnon)may have kept out of weather and unsafe territory by using caves as shelter. From passionate interest in the common shelter a person may have come up with brilliant ideas about structures, architecture, and construction.
+
+In concern with the opposing view that the best ideas arise from remarkable things, one could argue that best ideas are medical breakthroughs and all other aspects of Science. Working with substances and molecules and creating ions and isotopes is not a commonplace thing. However, it is what the people who make the scientific breakthroughs have passionate interest in expanding.
+
+Looking at the big picture, I would say that if people did not have “passionate interest in commonplace things”, then the idea that led us to the remarkable things would have never occurred. If that is true then the statement holds true because the best ideas do arise from a passionate interest in commonplace things. Though some older ideas may seem obsolete now, there was a time that without those ideas, we would still be in the dark ages.
+
+Overall, I agree with the statement. The best ideas do arise from a passionate interest in commonplace things. Though I do not consider medical breakthroughs coming from interest in commonplace things, our species appears to be reaching the point in which cancer and AIDS could be considered a commonplace thing. If that is true, then when someone finds a cure for cancer or AIDS it will be one of the best ideas arising from a passionate interest in a commonplace thing. Once again reinforcing the truth of the statement.
+
+##### Comments on sample essay receiving score of 4:
+This response presents a competent analysis and conveys meaning adequately.
+
+Paragraph 2 offers appropriate and adequately developed examples from “the beginning of civilization” to illustrate how commonplace needs inspire innovation: the need to transport food led to the invention of woven baskets and, eventually, the invention of the wheel; similarly, the need for shelter that drove “CroMagnon” to the caves eventually inspired “brilliant ideas about structures, architecture, and construction.”
+
+Paragraph 3, which explores the “opposing view” (the best ideas arise from remarkable things), is less developed. The respondent claims that the best ideas are “medical breakthroughs and all other aspects of Science,” without explaining what is meant by “Science” or why these types of ideas are the “best.” Does “Science” include engineering, computer sciences, and the social sciences? Why are advances in science and medicine better than advances in religion, the arts, or philosophy? The response also fails to acknowledge the commonplace interests (e.g., desire to improve quality of life) that drive medical/scientific research. While the response addresses two sides of the issue, it never delves into complexity the way a 5 or 6 would.
+
+In paragraph 4, the response comes to a new conclusion: without initial interest in commonplace things, interest in remarkable things would be impossible. This is an interesting position that, if developed and supported with wellchosen examples, could lead to complex analysis. However, the conclusion is merely stated, loosely supported with generalities, and then further confounded by shaky logic in paragraph 5.
+
+Ideas are expressed with reasonable clarity and the response generally demonstrates control of language. It is lack of complexity and logical development that keep this response from earning a higher score.
+
+##### The following sample issue response received a score of 3:
+How do new knowledge came into being? Sometimes it stemed from exsiting knowledge. Sometimes it was born all out of sudden. Both ways seem work well. As I see through this question, I believe that what plays a key role in creating new ideas is a passionate interest.
+
+Throughout history, a myriad of examples help prove the importance of interest. Edison, the greatest inventors in the world, possessed a sharp interest ever since his childhood. In his eyes, every common things were full of mysteries. It was his unique interest which helped him look into the machanism of things around therefore new iders came into his mind and, changed into conceret machines facilitating our lives. Another famous example is that of Newton. A riped apple from a tree fell onto his head one afternoon. For ordinary people, this kind of trivial instance would slip off their mind at once. However, Newton lost hisself in thought of the relation between objects. Finally he found gravitation and opened up a new era of physics.
+
+On the other hand, without interest, the opportunity of great discoveries will pass by. Most people are experiencing ordinary lives everyday. Why don’t they come up with great ideas? Because interest is a state of skeptism, a state in which we do not stop to disclose the truth beneath a surface of commonplaces. Interest means the ability to explore the internal corelations. Therefore, with a passiontae interest, those commonplace things are no longer commonplace, and new ideas are created.
+
+From what have been discussed above, we can see that interest serves as force to propell the exploration of unknowns, to perfect the structure of human knowledge, and to move towards the ultimate truth.
+
+##### Comments on sample essay receiving score of 3:
+This limited response demonstrates some competence in its analysis and in conveying meaning but is obviously flawed.
+
+The response agrees with the prompt by arguing that a passionate interest allows people to see beyond the commonplace and create new ideas (paragraphs 1 and 3). However, the response is limited in presenting and developing this position.
+
+In paragraph 2 the response offers two relevant but underdeveloped examples to illustrate the importance of interest in generating ideas. The Edison example is not persuasive because its development is limited to generalities (“common things were full of mysteries . . . which helped him look into the machanism of things . . . therefore new iders came into his mind and, changed into conceret machines”). The response does not provide specific examples of the common “things” that interested Edison nor does it discuss any of Edison’s particular ideas. Thus, it does little to advance the response’s position. The Newton example is not penalized for historical inaccuracy. However, like the previous example, it is overly general and underdeveloped.
+
+The response also contains an accumulation of language errors (in usage, word choice, and sentence structure) that often result in a lack of clarity. For instance, the rhetorical device used in paragraph 1 contains frequent errors that render it ineffective. The imprecise language use in the Newton example is particularly unsettling: “Newton lost hisself in thought of the relation between objects. Finally he found gravitation and opened up a new era of physics.” While these errors do not generally interfere with meaning, they constitute a lack of language control that precludes a score of 4.
+
+##### The following sample issue response received a score of 2:
+The above statement reinforces my values and beliefs. I agree that the best ideas arises from a paasionate interest. I agree simply because a person must be able to personally relate to a thing in order to become passionate to the idea. The person behind the best ideas are passionate because the commonplace things have affected the person on a personally level or on a mutual level. The relationship between the commonplace thing and the best idea unites a passionate interest to the person who it has affected. A person must have a desire to build on their passion in order to follow through on his or her idea.
+
+##### Comments on sample essay receiving score of 2:
+This response presents a seriously flawed analysis of the issue.
+
+The response agrees with the prompt by arguing that a person must be able to relate to something in order to develop passion for it. (The connection between things one can “relate to” and “commonplace things” is implied.) The response also states that passion is necessary in order for a person to follow through on an idea. However, neither of these claims is supported with relevant reasons or examples.
+
+Furthermore, flawed word choice and other language control problems make the reasoning hard to follow (particularly in sentences 4 and 5: “The person behind the best ideas are passionate because the commonplace things have affected the person on a personally level or on a mutual level. The relationship between the commonplace thing and the best idea unites a passionate interest to the person who it has affected.” In those sentences the respondent attempts to analyze the relationship between commonplace things, passion, and ideas). Nevertheless, this response is not a 1: the respondent does provide evidence of the ability to understand the issue and attempts to present a position on it.
+
+##### The following sample issue response received a score of 1:
+This topic can be found to be true in many different areas. The best ideas that people have come up with are usually founded be improving commonplace things. For example in order to improve the effiecency of writing the typewriter was invented, then following that the computer was invented.
+
+##### Comments on sample essay receiving score of 1:
+This response presents a fundamentally deficient discussion of the issue.
+
+The first sentence consists of generic language that can be applied to any prompt. Thus, it neither enhances nor detracts from the analysis. The remainder of the response consists of a statement in support of the prompt and a list of two examples (the typewriter and the computer). The examples offered are potentially relevant but completely undeveloped. Basic errors in usage and grammar are pervasive, but it is primarily the inability to develop an organized response that makes this response a 1.
+
+End of The Graduate Record Examinations® Practice General Test #1, Analytical Writing Sample Essays with Commentaries.
diff --git a/celi_framework/examples/GRE/data/scoring_guidelines/gre_1_scoring_guidelines.txt b/celi_framework/examples/GRE/data/scoring_guidelines/gre_1_scoring_guidelines.txt
new file mode 100644
index 0000000..5351da4
--- /dev/null
+++ b/celi_framework/examples/GRE/data/scoring_guidelines/gre_1_scoring_guidelines.txt
@@ -0,0 +1,82 @@
+### G R E® Scoring Guide
+#### Score 6
+In addressing the specific task directions, a 6 response presents a cogent, wellarticulated analysis of the issue and conveys meaning skillfully.
+A typical response in this category exhibits the following characteristics:
+It articulates a clear and insightful position on the issue in accordance with the assigned task.
+It develops the position fully, with compelling reasons and/or persuasive examples.
+It sustains a wellfocused, wellorganized analysis, connecting ideas logically.
+It conveys ideas fluently and precisely, using effective vocabulary and sentence variety.
+It demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage, and mechanics) but may have minor errors.
+
+#### Score 5
+In addressing the specific task directions, a 5 response presents a generally thoughtful, welldeveloped analysis of the issue and conveys meaning clearly.
+A typical response in this category exhibits the following characteristics:
+It presents a clear and wellconsidered position on the issue in accordance with the assigned task.
+It develops the position with logically sound reasons and/or wellchosen examples.
+It is focused and generally well organized, connecting ideas appropriately.
+It conveys ideas clearly and well, using appropriate vocabulary and sentence variety.
+It demonstrates facility with the conventions of standard written English but may have minor errors.
+
+#### Score 4
+In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.
+A typical response in this category exhibits the following characteristics:
+It presents a clear position on the issue in accordance with the assigned task.
+It develops the position with relevant reasons and/or examples.
+It is adequately focused and organized.
+It demonstrates sufficient control of language to express ideas with acceptable clarity.
+It generally demonstrates control of the conventions of standard written English but may have some errors.
+#### Score 3
+A 3 response demonstrates some competence in addressing the specific task directions, in analyzing the issue, and in conveying meaning but is obviously flawed.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is vague or limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It is weak in the use of relevant reasons or examples, or relies largely on unsupported claims.
+It is limited in focus and/or organization.
+It has problems in language and sentence structure that result in a lack of clarity.
+It contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning.
+
+#### Score 2
+A 2 response largely disregards the specific task directions and/or demonstrates serious weaknesses in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is unclear or seriously limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It provides few, if any, relevant reasons or examples in support of its claims.
+It is poorly focused and/or poorly organized.
+It has serious problems in language and sentence structure that frequently interfere with meaning.
+It contains serious errors in grammar, usage, or mechanics that frequently obscure meaning.
+
+#### Score 1
+A 1 response demonstrates fundamental deficiencies in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It provides little or no evidence of understanding the issue.
+It provides little or no evidence of the ability to develop an organized response (e.g., is disorganized and/or extremely brief).
+It has severe problems in language and sentence structure that persistently interfere with meaning.
+It contains pervasive errors in grammar, usage, or mechanics that result in incoherence.
+
+#### Score 0
+A 0 response is off topic (i.e., provides no evidence of an attempt to respond to the assigned topic), written in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible or nonverbal.
+
+--------------
+
+While scoring, keep in mind that the distribution of scores for past responses looks like this:
+
+| Score Levels | Analytical Writing |
+|--------------|--------------------|
+| 6.0          | 99                 |
+| 5.5          | 98                 |
+| 5.0          | 91                 |
+| 4.5          | 81                 |
+| 4.0          | 56                 |
+| 3.5          | 38                 |
+| 3.0          | 15                 |
+| 2.5          | 7                  |
+| 2.0          | 2                  |
+| 1.5          | 1                  |
+| 1.0          |                    |
+| 0.5          |                    |
+| 0.0          |                    |
+
+**Note for Tables 1B and 1C:** Blank cells imply that percentile information was not reported because there were no test takers above or below specified scale score range.
+
+**Total number of test takers** (July 1, 2019, and June 30, 2022):
+- Verbal Reasoning: 1,185,163
+- Quantitative Reasoning: 1,187,394
+- Analytical Writing: 1,182,875
diff --git a/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_question.txt b/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_question.txt
new file mode 100644
index 0000000..06e7fba
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_question.txt
@@ -0,0 +1,6 @@
+##### Question 1
+##### Topic:
+The best ideas arise from a passionate interest in commonplace things.
+
+Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
+
diff --git a/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_response.txt b/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_response.txt
new file mode 100644
index 0000000..288d99f
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/examples/set_1_example_q1_response.txt
@@ -0,0 +1,9 @@
+RESPONSE:
+
+Passion is clearly necessary for a truly great idea to take hold among a people—passion either on the part of the original thinker, the audience, or ideally both. The claim that the most lucrative subject matter for inspiring great ideas is “commonplace things” may seem initially to be counterintuitive. After all, aren’t great ideas usually marked by their extraordinary character? While this is true, their extraordinary character is as often as not directly derived from their insight into things that had theretofore gone unquestioned. While great ideas certainly can arise through seemingly pure innovation . . . say, for example, Big Bang cosmology, which developed nearly all of its own scientific and philosophical precepts through its own process of formation, it is nevertheless equally true that such groundbreaking thought was, and is, still largely a reevaluation of previous assumptions to a radical degree . . . after all, the question of the ultimate nature of the universe, and man’s place in it, has been central to human thought since the dawn of time. Commonplace things are, additionally, necessary as material for the generation of “the best ideas” since certainly the success among an audience must be considered in evaluating the significance and quality of an idea.
+
+The advent of Big Bang cosmology, which occured in rudimentary form almost immediately upon Edwin Hubble’s first observations at the Hooker telescope in California during the early 20th century, was the most significant advance in mankind’s understanding of the universe in over 400 years. The seemingly simple fact that everything in the universe, on the very large scale, is moving away from everything else in fact betrays nearly all of our scientific knowledge of the origins and mechanics of the universe. This slight, one might even say commonplace, distortion of tint on a handful of photographic plates carried with it the greatest challenge to Man’s general, often religiously reinforced, conception of the nature of the world to an extent not seen since the days of Galileo. Not even Charles Darwin’s theory, though it created more of a stir than Big Bang cosmology, had such shattering implications for our conceptions of the nature of our reality. Yet it is not significant because it introduced the question of the nature of what lies beyond Man’s grasp. A tremendous number of megalithic ruins, including the Pyramids both of Mexico and Egypt, Stonehenge, and others, indicate that this question has been foremost on humankind’s collective mind since time immemorial. Big Bang cosmology is so incredibly significant in this line of reasoning exactly because of the degree to which it changed the direction of this generally held, constantly pondered, and very ancient train of thought.
+
+Additionally, there is a diachronic significance to the advent of Big Bang cosmology, which is that, disregarding limitations such as the quality of optical devices available and the state of theoretical math, it could have happened at any point in time. That is to say, all evidence points to roughly the same raw intellectual capacity for homo sapiens throughout our history, our progress has merely depended upon the degree of it that a person happens to inherit, a pace that has been increasing rapidly since the industrial revolution. Yet this discovery had to happen at a certain point in time or another—it cannot have been happening constantly or have never happened yet still be present—and this point in time does have its own significance. That significance is precisely the fact that the aforementioned advent must have occurred at precisely the point in time at which it truly could have occured—that is to say, it marks the point in our history when we had progressed sufficiently to begin examining, with remarkable substantiated acuity, the workings of the universe across distances that would take millions of human lifetimes to reach or to traverse. The point for the success of this advent must necessarily have been, additionally, the point at which the audience concerned was capable and prepared to accept such a radical line of reasoning.
+
+Both factors, a radical, passionate interpretation of the commonplace and the preparedness to accept such an interpretation, are necessary for the formulation of a truly great idea. If the passion is absent from an inquiry by the thinker or by the bulk of an audience, the idea will die out if it comes to fruition at all. If the material is not sufficiently commonplace to be considered by an informed audience of sufficient size, the same two hazards exist. Given these two factors, the idea must still be found palatable and interesting by the audience if it is to hope to gain a foothold and eventually establish itself in a significant fashion.
diff --git a/celi_framework/examples/GRE/data/working_data/instructions/set_1_target_q1_instructions.txt b/celi_framework/examples/GRE/data/working_data/instructions/set_1_target_q1_instructions.txt
new file mode 100644
index 0000000..a796ed9
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/instructions/set_1_target_q1_instructions.txt
@@ -0,0 +1,11 @@
+### Analytical Writing
+####  Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
diff --git a/celi_framework/examples/GRE/data/working_data/rubric/gre_1_scoring_guidelines.txt b/celi_framework/examples/GRE/data/working_data/rubric/gre_1_scoring_guidelines.txt
new file mode 100644
index 0000000..5351da4
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/rubric/gre_1_scoring_guidelines.txt
@@ -0,0 +1,82 @@
+### G R E® Scoring Guide
+#### Score 6
+In addressing the specific task directions, a 6 response presents a cogent, wellarticulated analysis of the issue and conveys meaning skillfully.
+A typical response in this category exhibits the following characteristics:
+It articulates a clear and insightful position on the issue in accordance with the assigned task.
+It develops the position fully, with compelling reasons and/or persuasive examples.
+It sustains a wellfocused, wellorganized analysis, connecting ideas logically.
+It conveys ideas fluently and precisely, using effective vocabulary and sentence variety.
+It demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage, and mechanics) but may have minor errors.
+
+#### Score 5
+In addressing the specific task directions, a 5 response presents a generally thoughtful, welldeveloped analysis of the issue and conveys meaning clearly.
+A typical response in this category exhibits the following characteristics:
+It presents a clear and wellconsidered position on the issue in accordance with the assigned task.
+It develops the position with logically sound reasons and/or wellchosen examples.
+It is focused and generally well organized, connecting ideas appropriately.
+It conveys ideas clearly and well, using appropriate vocabulary and sentence variety.
+It demonstrates facility with the conventions of standard written English but may have minor errors.
+
+#### Score 4
+In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.
+A typical response in this category exhibits the following characteristics:
+It presents a clear position on the issue in accordance with the assigned task.
+It develops the position with relevant reasons and/or examples.
+It is adequately focused and organized.
+It demonstrates sufficient control of language to express ideas with acceptable clarity.
+It generally demonstrates control of the conventions of standard written English but may have some errors.
+#### Score 3
+A 3 response demonstrates some competence in addressing the specific task directions, in analyzing the issue, and in conveying meaning but is obviously flawed.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is vague or limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It is weak in the use of relevant reasons or examples, or relies largely on unsupported claims.
+It is limited in focus and/or organization.
+It has problems in language and sentence structure that result in a lack of clarity.
+It contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning.
+
+#### Score 2
+A 2 response largely disregards the specific task directions and/or demonstrates serious weaknesses in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is unclear or seriously limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It provides few, if any, relevant reasons or examples in support of its claims.
+It is poorly focused and/or poorly organized.
+It has serious problems in language and sentence structure that frequently interfere with meaning.
+It contains serious errors in grammar, usage, or mechanics that frequently obscure meaning.
+
+#### Score 1
+A 1 response demonstrates fundamental deficiencies in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It provides little or no evidence of understanding the issue.
+It provides little or no evidence of the ability to develop an organized response (e.g., is disorganized and/or extremely brief).
+It has severe problems in language and sentence structure that persistently interfere with meaning.
+It contains pervasive errors in grammar, usage, or mechanics that result in incoherence.
+
+#### Score 0
+A 0 response is off topic (i.e., provides no evidence of an attempt to respond to the assigned topic), written in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible or nonverbal.
+
+--------------
+
+While scoring, keep in mind that the distribution of scores for past responses looks like this:
+
+| Score Levels | Analytical Writing |
+|--------------|--------------------|
+| 6.0          | 99                 |
+| 5.5          | 98                 |
+| 5.0          | 91                 |
+| 4.5          | 81                 |
+| 4.0          | 56                 |
+| 3.5          | 38                 |
+| 3.0          | 15                 |
+| 2.5          | 7                  |
+| 2.0          | 2                  |
+| 1.5          | 1                  |
+| 1.0          |                    |
+| 0.5          |                    |
+| 0.0          |                    |
+
+**Note for Tables 1B and 1C:** Blank cells imply that percentile information was not reported because there were no test takers above or below specified scale score range.
+
+**Total number of test takers** (July 1, 2019, and June 30, 2022):
+- Verbal Reasoning: 1,185,163
+- Quantitative Reasoning: 1,187,394
+- Analytical Writing: 1,182,875
diff --git a/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q1_question.txt b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q1_question.txt
new file mode 100644
index 0000000..008e3e3
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q1_question.txt
@@ -0,0 +1,18 @@
+### Analytical Writing
+####  Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
+
+##### Question 1
+##### Topic:
+The best way for a society to prepare its young people for leadership in government, industry, or other fields is by instilling in them a sense of cooperation, not competition.
+
+Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons or examples that could be used to challenge your position.
+
diff --git a/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q2_question.txt b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q2_question.txt
new file mode 100644
index 0000000..b6b0ceb
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q2_question.txt
@@ -0,0 +1,19 @@
+### Analytical Writing
+### QUESTION 2
+####  Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
+
+##### Question 2
+##### Topic:
+Governments should place few, if any, restrictions on scientific research and development.
+
+Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons or examples that could be used to challenge your position.
+
diff --git a/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q3_question.txt b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q3_question.txt
new file mode 100644
index 0000000..4f0310b
--- /dev/null
+++ b/celi_framework/examples/GRE/data/working_data/targets/set_3_target_q3_question.txt
@@ -0,0 +1,19 @@
+### Analytical Writing
+### QUESTION 3
+####  Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
+
+##### Question 3
+##### Topic:
+Society should make efforts to save endangered species only if the potential extinction of those species is the result of human activities.
+ 
+Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons or examples that could be used to challenge your position.
+
diff --git a/celi_framework/examples/GRE/job_description.py b/celi_framework/examples/GRE/job_description.py
new file mode 100644
index 0000000..4f303a5
--- /dev/null
+++ b/celi_framework/examples/GRE/job_description.py
@@ -0,0 +1,301 @@
+"""
+This module serves as a generic template. It is designed to be adaptable for
+a broad range of reports and is not specific to any particular field.
+The tasks, function calls, and methodologies described herein are intended to provide a foundational
+structure for document analysis and drafting, which can be customized to meet the needs of various
+reporting requirements.
+"""
+
+from celi_framework.core.job_description import JobDescription, Task
+
+from tools import GREToolImplementations
+from celi_framework.core.mt_factory import MasterTemplateFactory
+from celi_framework.utils.utils import load_json
+
+task_library = [
+    Task(
+        task_name="Retrieve prompt for question",
+        details={
+            "description": "Find and retrieve the text for the prompt of the current test question.",
+            "tool_call": "Perform a function call to retrieve the question's prompt.",
+            "example_call": "{{'question_number': ['q1']}}",
+            "instructions": [
+            ],
+        },
+    ),
+    Task(
+        task_name="Analyze and Understand the Example Prompt & Response",
+        details={
+            "description": "This task involves a critical analysis of an example response to a prompt similar to the one retrieved in the previous step. The objective is to dissect and understand the structural components, argumentation style, and evidence utilization within the example. This analysis is essential for developing a strategy that aligns with high-scoring responses.",
+            "tool_call": "Use a function call to retrieve the example prompt and response pair for detailed analysis.",
+            "example_call": "{{'question_number': ['q1']}}",
+            "instructions": [
+                "Retrieve an example prompt and response pair using the provided function call, ensuring it correlates with the question number of the current task.",
+                "Examine the structure of the response, noting the introduction, body, and conclusion arrangement.",
+                "Identify key argumentation techniques used in the response, noting how evidence is integrated to support claims.",
+                "Abstract strategies that are effective in addressing the prompt, including rhetorical devices, logical reasoning, and evidence presentation."
+            ],
+            "additional_notes": [
+                "Highlight any innovative or particularly effective methods used in the example that could be adapted for your response.",
+                "Consider the context in which the example was effective—cultural, educational, or disciplinary perspectives might influence how the response is crafted."
+            ],
+            "tool_call": "Use a function call to retrieve the example prompt and response pair for analysis.",
+            "example_call": "{{'question_number': ['q1']}}",
+        }
+    ),
+    Task(
+        task_name="Develop Response Strategy",
+        details={
+            "description": "Based on insights gained from the analysis of the example response, this task focuses on formulating a comprehensive strategy to address the current test question effectively. The strategy should integrate the key structural components, argumentative techniques, and evidence-handling methods identified previously to ensure a coherent and persuasive response.",
+            "instructions": [
+                "Synthesize the findings from the previous analysis task into a cohesive strategy document.",
+                "Outline how each identified successful technique will be adapted to fit the specific requirements and context of the current prompt.",
+                "Develop a structured plan that specifies the introduction, development of arguments, integration of evidence, and conclusion.",
+                "Ensure the strategy is flexible enough to accommodate potential variations in the prompt's requirements or unexpected insights gained during the drafting process."
+            ],
+            "additional_notes": [
+                "The strategy should be documented clearly and concisely to serve as a guideline during the response drafting stage.",
+                "Consider peer review or feedback mechanisms if possible, to validate and refine the strategy before proceeding to draft."
+            ],
+            "tool_call": "Initiate drafting in the document editor with outline format enabled.",
+            "example_call": "{{'question_number': ['q1']}}",
+        }
+    ),
+    Task(
+        task_name="Draft a Numbered Response Outline",
+        details={
+            "description": "Utilizing the developed response strategy, this task involves drafting a detailed and numbered outline that maps out the structure of the intended response. This outline should mirror the logical flow, clarity, and analytical depth required by the prompt, serving as a foundational blueprint for the subsequent detailed drafting.",
+            "instructions": [
+                "Start with an introduction that sets the context and states the thesis clearly.",
+                "List the main points that will form the body of the response, detailing the argument and evidence planned for each section.",
+                "Conclude with a summary that reinforces the thesis and encapsulates the main arguments made in the body.",
+                "Ensure each section is numbered and clearly delineated to facilitate easy navigation and organization during the drafting process."
+            ],
+            "example": {
+                "Example Outline Format": "1. Introduction with thesis statement\n2. Body section 1 with evidence point\n3. Body section 2 with another evidence point\n4. Conclusion"
+            },
+            "additional_notes": [
+                "This outline should not only serve as a guide for drafting but also as a checklist to ensure all critical points are covered.",
+                "Revise the outline as necessary to reflect any new insights or adjustments in the response strategy."
+            ]
+        }
+    ),
+    Task(
+        task_name="Iteratively Draft Each Section of the Response",
+        details={
+            "description": "This task involves the detailed drafting of each section of the response as outlined previously. The focus is on ensuring that each section is well-articulated, logically coherent, and supports the overarching thesis of the response. Iterative drafting allows for refinement and ensures alignment with the response strategy and outline.",
+            "instructions": [
+                "Begin by drafting the introduction, setting the tone and context for the response, and clearly stating the thesis.",
+                "Proceed to draft each body section, elaborating on the main points with appropriate evidence and analysis as planned in the outline.",
+                "Ensure each body section is interconnected, smoothly transitioning to maintain a cohesive argument throughout.",
+                "Conclude with a strong summary that reiterates the thesis and synthesizes the main arguments discussed.",
+                "Review and revise each section iteratively to improve clarity, flow, and impact, making adjustments as necessary based on the evolving understanding of the topic.",
+                # "---> THIS TASK NEEDS TO BE EXECUTED AS SUB-TASKS. DRAFT THE INTRODUCTION, CONCLUSION, AND EACH BODY SECTION ONE RESPONSE AT A TIME <----",
+                "---> THIS TASK NEEDS TO BE EXECUTED AS SUB-TASKS. DRAFT EACH SECTION AND SUB-SECTION ONE RESPONSE AT A TIME. SPLIT THEM UP. DO NOT DO AT THE SAME TIME. <----",
+            ],
+            "example": {
+                "Example Drafted Section": "Introduction: [Draft text of introduction here, emphasizing the thesis and setting the tone for the subsequent sections.]"
+            },
+            "additional_notes": [
+                "This drafting process should be iterative; don't hesitate to revisit earlier sections as you gain more insight or as the argument develops.",
+                "Consider peer feedback on drafted sections to enhance clarity and effectiveness."
+            ]
+        }
+    ),
+    Task(
+        task_name="Synthesize Sections into a Draft",
+        details={
+            "description": "After drafting individual sections, this task involves combining them into a single, cohesive final draft. The objective is to ensure that the document flows logically from introduction to conclusion, maintaining a unified argument that effectively addresses the prompt. This synthesis is crucial for ensuring that the response reads as a well-organized, integrated whole rather than as disjointed parts.",
+            "instructions": [
+                "Combine the drafted sections starting with the introduction, followed by the body sections, and ending with the conclusion.",
+                "Ensure that transitions between sections are smooth and logical, enhancing the overall flow and readability of the document.",
+                "Check that the final draft maintains a consistent style, tone, and voice throughout, which are important for presenting a professional and coherent argument.",
+                "Review the entire document to ensure that it aligns with the response strategy and meets the structural and content expectations outlined previously."
+            ],
+            "example": {
+                "Model Response Example": "Refer to the structure and length of the example response (essay) as a benchmark for the final draft."
+            },
+            "additional_notes": [
+                "Consider the overall narrative arc of the response to ensure it effectively builds towards a convincing conclusion.",
+                "Revisit the introduction after completing the body and conclusion to ensure it accurately reflects the depth and scope of the argument discussed.",
+            ]
+        }
+    ),
+Task(
+        task_name="Save draft",
+        details={
+            "description": "Dave the draft.",
+            "instructions": "Save content from the draft of each section into one json",
+            "tool_call": "Use the save_draft tool.",
+            "example_call": "{'draft_dict': {'Introduction': 'INTRO CONTENT', 'Section 1 (Title)': 'BODY SECTION 1 CONTENT', .... , 'Conclusion': 'CONCLUSION CONTENT'}}",
+        },
+    ),
+Task(
+    task_name="Review Draft",
+    details={
+        "description": "This final review task is crucial for ensuring that the complete document meets the established criteria, drawing on insights and structures developed in previous tasks. It involves a detailed comparison with a similar prompt-answer pair to check for structural and thematic consistency, ensuring the response aligns with standard response formats and expectations.",
+        "instructions": [
+            "Use the 'retrieve_instructions' function to fetch a prompt and answer pair for a similar question, ensuring alignment with standard response formats and expectations.",
+            "Review each section of the document to confirm it follows the logical flow and depth outlined, comparing it with the retrieved example where necessary.",
+            "Check that the thesis is clearly stated in the introduction and is effectively supported throughout the body sections.",
+            "Verify that the conclusion effectively summarizes the arguments and reinforces the thesis.",
+            "Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.",
+            "Assess the use of evidence to ensure it is pertinent and effectively integrated into the argument."
+        ],
+        "additional_notes": [
+            "Maintain originality in each section while addressing the specifics of the test question effectively.",
+            "Pay special attention to the synthesis of information from provided sources, ensuring accurate representation and logical argumentation.",
+            "Review formatting and grammar to ensure the document is well-presented and free of errors.",
+            """
+            Here is typical feedback that you have received for prior drafts. Make sure you are addressing the previous concerns:
+            Based on the GRE® Scoring Guide provided, the essay you've written would likely receive a Score 5 (out of 6). Here's the rationale for this assessment:
+            
+            Clear and Well-Considered Position: The essay presents a clear and articulated position that cooperation rather than competition is essential for nurturing future leaders capable of tackling modern societal complexities. This aligns well with the task's requirements.
+            Development with Logically Sound Reasons and Examples: The position is developed using logically sound reasons and well-chosen examples, such as the collaboration on the international space station to illustrate effective teamwork leading to significant achievements. However, the depth of analysis and the variety of examples might benefit from further expansion to fully realize a score of 6.
+            Focus and Organization: The essay maintains a general focus and organization. It logically structures the argument from introduction through to conclusion, though there could be smoother transitions and a more nuanced exploration of competing viewpoints to enhance the logical flow and depth of analysis.
+            Clarity and Appropriateness of Language: The essay uses clear and appropriate language, employing a decent range of vocabulary and sentence structures. It conveys ideas effectively, although to achieve a score of 6, the essay could benefit from even more varied sentence structures and more precise vocabulary to enhance clarity and impact.
+            Conventions of Standard Written English: The essay demonstrates a good command of standard written English, with only minor errors. The grammatical structure is solid, supporting the overall clarity and readability of the essay.
+            A section is considered complete once there are no more revisions required. If there are revisions recommended then go back to Task Synthesize Sections into a Draft.
+            
+            Justification for Not Awarding a Score of 6:
+            While the essay is robust, to achieve a score of 6, it would require a slightly more insightful and nuanced analysis, particularly in exploring the limitations of cooperation or how it interacts with competition in more depth.
+            A score of 6 would also typically involve demonstrating superior skill in the use of language, including more sophisticated syntax and richer vocabulary.
+            
+            """,
+            "BE VERY CRITICIAL. TRY TO POKE HOLES AS MUCH AS YOU CAN. THE DRAFT NEEDS TO BE AT PHD DISSERTATION LEVEL SOPHISTICATION"
+        ],
+        "tool_call": "Use a function to retrieve the instructions for this question",
+        "example_call": "{{'question_number': ['q1']}}",
+        "output_format": {
+            "Section Review": "Detailed feedback for each section",
+            "Draft Quality": "Assessment of argumentation and evidence integration",
+            "Final Verdict": "PASS or FAIL based on the established criteria",
+            "Additional Comments": "Feedback on specific areas for improvement or commendation"
+        }
+    }
+),
+Task(
+    task_name="Recommend Revisions with Review Output",
+    details={
+        "description": "This task involves identifying necessary revisions based on detailed feedback and assessments provided in the 'Draft Review' task. The goal is to pinpoint areas where the document can be improved to meet established criteria, thus enhancing clarity, coherence, and argumentative strength based on the review outputs.",
+        "instructions": [
+            "Review the feedback provided in the 'Section Review', 'Draft Quality', and 'Final Verdict' components from the Draft Review.",
+            "Identify key areas requiring improvement—these may include areas where argumentation needs to be strengthened, the thesis needs to be clearer, transitions between sections need to be smoother, or grammatical and formatting errors need to be corrected.",
+            "Recommend specific revisions for each section of the document, focusing on the areas highlighted in the feedback.",
+            "Suggest re-evaluation of the evidence used in the response to ensure it aligns well with the thesis and supports the overall argument effectively.",
+            "Propose how to ensure that all recommended revisions will maintain the logical flow and coherence of the response, thus enhancing its overall persuasive impact."
+        ],
+        "additional_notes": [
+            "Document the recommended changes to track revisions made during this phase, facilitating subsequent reviews if necessary.",
+            "Advise on seeking additional feedback after proposing revisions to confirm that all issues have been adequately addressed and the response is optimized."
+        ],
+        "output_format": {
+            "Revised Sections": "Detailed documentation of recommended changes for each section",
+            "Improvements Proposed": "List of improvements suggested based on the feedback",
+            "Re-Review Suggested": "Indicate whether an additional review is suggested after the recommended revisions"
+        }
+    }
+),
+
+    # TODO: Can we do one section at a time
+Task(
+        task_name="Redraft",
+        details={
+            "description": "Redraft with recommended revisions.",
+            "instructions": [
+                "Revise each of the sections and subsections drafted separately in 'Iteratively Draft Each Section of the Response'.",
+                "---> THIS TASK NEEDS TO BE EXECUTED AS SUB-TASKS. DRAFT EACH SECTION AND SUB-SECTION SEPERATELY IN SEQUENTIAL PROMPT/COMPLETIONS (ONE RESPONSE AT A TIME) <----",
+            ]
+        },
+    ),
+Task(
+        task_name="Save draft",
+        details={
+            "description": "Save the draft.",
+            "instructions": "Save content from the draft of each section into one json",
+            "tool_call": "Use the save_draft tool.",
+            "example_call": "{'draft_dict': {'Introduction': 'INTRO CONTENT', 'Section 1 (Title)': 'BODY SECTION 1 CONTENT', .... , 'Conclusion': 'CONCLUSION CONTENT'}}",
+        },
+    ),
+
+# TODO: To Add a step to review both saved drafts (pre/post revisions) and to choose the better one <<<<<<<<<<
+Task(
+        task_name="Score the final essay",
+        details={
+            "description": "Use the rubric provided in the instructions to score the final response from 1 to 6. Afterwards include the final score at the top of the essay.",
+            "instructions": [
+                "Use the 'get_rubric' function to fetch the rubric used to score the essay"
+                "Use the returned rubric to score the essay from 1-6."
+                "Be sure to take the entire essay into account when scoring the essay"
+            ],
+            "tool_call": "Use a function to retrieve the rubric to score this question",
+    }
+    ),
+
+Task(
+        task_name="Finish Essay and move on to next question",
+        details={
+            "description": "Pop context to finish this question and move on to next question if there are any questions left.",
+            "instructions": "A section is considered complete once there are no more revisions required. If there are revisions recommended then go back to Task Synthesize Sections into a Draft - IN THIS CASE, DO NOT CALL pop_context.",
+            "tool_call": "Use the pop_context function.",
+            "example_call": "{{'current_question_number': ['next_question_number']}}",
+        },
+    ),
+]
+
+# TODO: Have a way to do automatic tagging of "last section" i.e. "A section is considered complete once the ... is complete"
+general_comments = """
+============
+General comments:
+Start with the first test question. Only do the next uncompleted task (only one task at a time).
+Explicitly print out the current question number.
+Explicitly print out whether the last task completed successfully or not.
+Explicitly print out the task you are completing currently.
+Explicitly print out what task you will complete next.
+Explicitly provide a detailed and appropriate response for every task.
+The most important thing for you to understand: The primary goal of the tasks is to answer the test question that you have been presented.
+A section is considered complete once there are no more revisions required. If there are revisions recommended then go back to Task Synthesize Sections into a Draft.
+
+If a function call returns an error then try again with parameters, or make a different function call.
+If task has not completed successfully, try again with an altered response.
+If you notice a task (or series of tasks) being repeated erroneously, devise a plan to move on to the next uncompleted task.
+If you encounter empty messages repeatedly in the chat history, reorient yourself by revisiting the last task completed. Check that the sequence of past tasks progresses in logical order. If not, assess and adjust accordingly.
+
+Do not ever return a tool or function call with the name 'multi_tool_use.parallel'
+=============
+"""
+
+initial_user_message = """
+Please see system message for instructions. 
+Take note of which test question is currently being worked on and which tasks have been completed. Complete the next uncompleted task.
+If you do not see any tasks completed for the current test question, begin with Task #1.
+
+Answer the question while being cognizant of the criteria for a score of 6.
+
+A section is considered complete once there are no more revisions required. If there are revisions recommended then go back to Task 'Synthesize Sections into a Draft'.
+"""
+
+pre_algo_instruct = """
+I am going to give you step by step instructions on how to draft a free response to a test question.
+Below you will find a json object that contains the index of test questions that need to be responded to.
+The keys of the json are the questions numbers (q1, q2, q3) of the free response section of a test. The values are the respective topics.
+"""
+
+post_algo_instruct = """
+We will look at a completed example free response test section that is similar to the test to be worked on.
+Its full content can be queried with a function (example_question_text_getter) and used as an example (in json format).
+The keys of the json are the question numbers (q1, q2, q3) of the free response test section and the values contain the questions and answers.
+Question n of the examples lines up with question n in the test section being worked on.
+What I want you to do is to go question by question in the test section, and do the following, in sequential order:
+"""
+
+job_description = JobDescription(
+    role="You are a professional test taker AI agent. You have the ability to call outside functions.",
+    context="Free response test sections to be responded to:",
+    task_list=task_library,
+    tool_implementations_class=GREToolImplementations,
+    pre_context_instruct=pre_algo_instruct,
+    post_context_instruct=post_algo_instruct,
+    general_comments=general_comments,
+    initial_user_message=initial_user_message,
+)
\ No newline at end of file
diff --git a/celi_framework/examples/GRE/main.py b/celi_framework/examples/GRE/main.py
new file mode 100644
index 0000000..435756c
--- /dev/null
+++ b/celi_framework/examples/GRE/main.py
@@ -0,0 +1,109 @@
+# TODO -> Put stuff in utils/common where it makes sense
+from celi_framework.logging_setup import setup_logging
+setup_logging()
+
+import sys
+import os
+from dotenv import load_dotenv
+load_dotenv()
+ROOT_DIR = os.getenv("ROOT_DIR")
+sys.path.append(ROOT_DIR)
+
+import argparse
+import copy
+import logging.config
+
+from celi_framework.core.runner import CELIConfig, Directories, MongoDBConfig, run_celi
+from celi_framework.main import instantiate_with_argparse_args
+from celi_framework.utils.utils import get_obj_by_name, str2bool
+from tools import GREToolImplementations
+from job_description import job_description
+from run_gpt_alone import run_gpt
+
+
+
+logger = logging.getLogger(__name__)
+
+def get_config():
+    load_dotenv()
+
+    parser = argparse.ArgumentParser(description="Run the document generator.")
+
+    def bool_opt(opt: str, env_var: str, help: str):
+        parser.add_argument(
+            opt,
+            action="store_true",
+            default=str2bool(os.getenv(env_var, "False")),
+            help=help,
+        )
+
+    parser.add_argument(
+        "--output-dir",
+        type=str,
+        default=os.getenv("OUTPUT_DIR"),
+        help="Output directory path",
+    )
+    parser.add_argument(
+        "--db-url",
+        type=str,
+        default=os.getenv("DB_URL", "mongodb://localhost:27017/"),
+        help="Mongo DB URL",
+    )
+    parser.add_argument(
+        "--db-name", type=str, default="celi", help="Mongo database name"
+    )
+    bool_opt(
+        "--external-db", "EXTERNAL_DB", "Set to True if using an existing mongo server."
+    )
+    parser.add_argument(
+        "--parser-model-class",
+        type=str,
+        default=os.getenv("PARSER_MODEL_CLASS", "llm_core.parsers.LLaMACPPParser"),
+    )
+    parser.add_argument(
+        "--parser-model-name",
+        type=str,
+        default=os.getenv("PARSER_MODEL_NAME", "mixtral-8x7b-v0.1.Q5_K_M.gguf"),
+    )
+    bool_opt("--no-cache", "NO_CACHE", "Set to True to turn off LLM caching")
+    bool_opt(
+        "--no-monitor", "NO_MONITOR", "Set to True to turn off the monitoring thread"
+    )
+
+    args = parser.parse_args()
+
+    directories = Directories.create(args.output_dir)
+    mongo_config = instantiate_with_argparse_args(args, MongoDBConfig)
+
+    llm_cache = not args.no_cache
+    use_monitor = not args.no_monitor
+
+    # Instantiate the class, passing parser_model as a parameter
+    parser_cls = get_obj_by_name(args.parser_model_class)
+
+    return CELIConfig(  # noqa: F821
+        mongo_config=mongo_config,
+        directories=directories,
+        job_description=job_description,
+        tool_implementations=None,
+        parser_cls=parser_cls,
+        parser_model_name=args.parser_model_name,
+        llm_cache=llm_cache,
+        use_monitor=use_monitor,
+    )
+
+# TODO: You have a bunch of print statements in here. Change them to loggers
+def runner():
+    config = get_config()
+    logger.info("Running narratives app <-----")
+    config = copy.deepcopy(config)
+    config.tool_implementations = GREToolImplementations()
+
+    # Pass shutdown_flag to run_celi
+    for i in range(3):
+        run_celi(config)
+
+    run_gpt()
+
+if __name__ == "__main__":
+    runner()  # Invoke celi runner functions after preprocessing completes
diff --git a/celi_framework/examples/GRE/run_gpt_alone.py b/celi_framework/examples/GRE/run_gpt_alone.py
new file mode 100644
index 0000000..1b30285
--- /dev/null
+++ b/celi_framework/examples/GRE/run_gpt_alone.py
@@ -0,0 +1,93 @@
+import os
+
+from docx import Document
+from dotenv import load_dotenv
+
+from celi_framework.utils.llms import quick_ask
+from celi_framework.utils.utils import load_text_file, load_json
+from templates.templates import make_gpt_prompt_simple, score_llm_prompt
+
+load_dotenv()
+
+gre_dir = os.path.dirname(__file__)
+CURRENT_QUESTIONS_DIR = f"{gre_dir}/data/working_data/targets"
+EXAMPLE_QUESTIONS_DIR = f"{gre_dir}/data/working_data/examples"
+EXAMPLE_RUBRIC_DIR = f"{gre_dir}/data/working_data/rubric"
+
+schema = load_json(f"{gre_dir}/../AP_English_Language/schema.json")
+
+# for i in range(1, 2):
+#     for key in schema.keys():
+
+
+def run_gpt():
+    for key in ["q1", "q2", "q3"]:
+
+        current_prompt = load_text_file(
+            file_path=f"{CURRENT_QUESTIONS_DIR}/set_3_target_{key}_question.txt"
+        )
+
+        example_prompt = load_text_file(
+            file_path=f"{EXAMPLE_QUESTIONS_DIR}/set_1_example_q1_question.txt"
+        )
+        example_response = load_text_file(
+            file_path=f"{EXAMPLE_QUESTIONS_DIR}/set_1_example_q1_response.txt"
+        )
+        example_rubric = load_text_file(
+            file_path=f"{EXAMPLE_RUBRIC_DIR}/gre_1_scoring_guidelines.txt"
+        )
+
+        example_prompt_response = f"Prompt:\n{example_prompt}\n\n{example_response}"
+
+        system_message, user_prompt = make_gpt_prompt_simple(
+            current_prompt=current_prompt,
+            example_prompt_response=example_prompt_response,
+        )
+
+        whole_prompt = f"{system_message}\n\n{user_prompt}"
+
+        print("Whole Prompt:")
+        print(f"{whole_prompt}")
+
+        # print(f"{whole_prompt}\n\n")
+        llm_response = quick_ask(
+            prompt=whole_prompt, token_counter=None, model_name="gpt-4o"
+        )
+
+        # save gpt_outputs
+        print("successfully created gpt output for question " + key)
+        print(llm_response)
+        # Specify the directory and filename
+        file_path = f"output/gpt/{key}_final_essay_gpt_unscored.docx"
+
+        # Create a new Document
+        doc = Document()
+        doc.add_paragraph(llm_response)  # Adding the text as a new paragraph
+
+        # Save the document to the specified file path
+        doc.save(file_path)
+
+        system_message, user_prompt = score_llm_prompt(
+            prompt=current_prompt, llm_output=llm_response, rubric=example_rubric
+        )
+
+        whole_prompt = f"{system_message}\n\n{user_prompt}"
+
+        print("Whole Prompt:")
+        print(f"{whole_prompt}")
+
+        # print(f"{whole_prompt}\n\n")
+        llm_response = quick_ask(prompt=whole_prompt, token_counter=None)
+
+        # Specify the directory and filename
+        file_path = f"output/gpt/{key}_final_essay_gpt_scored.docx"
+
+        # Create a new Document
+        doc = Document()
+        doc.add_paragraph(llm_response)  # Adding the text as a new paragraph
+
+        # Save the document to the specified file path
+        doc.save(file_path)
+
+
+run_gpt()
diff --git a/celi_framework/examples/GRE/schema.json b/celi_framework/examples/GRE/schema.json
new file mode 100644
index 0000000..e25b99b
--- /dev/null
+++ b/celi_framework/examples/GRE/schema.json
@@ -0,0 +1,5 @@
+{
+    "q1": "Cooperation or competition",
+    "q2": "government restrictions on science",
+    "q3": "Should society save endangered species"
+}
\ No newline at end of file
diff --git a/celi_framework/examples/GRE/templates/templates.py b/celi_framework/examples/GRE/templates/templates.py
new file mode 100644
index 0000000..17fb634
--- /dev/null
+++ b/celi_framework/examples/GRE/templates/templates.py
@@ -0,0 +1,217 @@
+def make_gpt_prompt(current_prompt, example_prompt_response):
+    """
+    Function to guide the creation of a GPT prompt using a structured approach defined by a series of tasks.
+
+    Args:
+    current_prompt (str): The current test question prompt.
+    example_prompt_response (str): An example prompt and its response for analysis.
+
+    Returns:
+    Tuple[str, str]: A tuple containing system and user messages.
+    """
+
+    system_message = """
+    You are a professional AI test taker.
+
+    I am going to guide you step by step on how to draft a free response to a test question.
+
+    We will look at a completed example free response test section that is similar to the test to be worked on.
+    """
+
+    user_message = f"""
+    Prompt of the test question:
+    {current_prompt}
+
+    Task 1
+    Task_name: Analyze and Understand the Example Prompt & Response
+    Description: Analyze the example prompt and response to develop a preliminary understanding of the expected response structure, argument style, and evidence use.
+    Instructions:
+        - Examine the example prompt and response to grasp the expected structure, argumentation style, and use of evidence.
+        - Identify and abstract the key strategies and methodologies from the example response that effectively address the prompt.
+    Additional Notes: Prepare to develop a response strategy based on these insights.
+    Prompt and response for example question:
+    {example_prompt_response}
+
+    Task 2
+    Task_name: Develop Response Strategy
+    Description: Formulate a detailed response strategy by integrating the insights gained from the analysis of the example prompt and response.
+    Instructions:
+        - Based on the analyzed strategies and methodologies, draft a preliminary strategy that outlines how these will be applied to effectively address the current question.
+
+    Task 3
+    Task_name: Draft a Numbered Response Outline
+    Description: Based on the formulated strategy, draft a detailed and numbered outline for the current test question that mirrors the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Construct a numbered outline that includes an introduction with a thesis statement, a body section with evidence from provided sources, and a coherent conclusion.
+    Example Outline Format: 
+        1. Introduction with thesis statement
+        2. Body section with evidence points
+        3. Conclusion
+
+    Task 4
+    Task_name: Iteratively Draft Each Section of the Response
+    Description: Using the previously formulated strategy and outline, iteratively draft each section of the test response, ensuring each part reflects the logical flow, clarity, and analytical depth required.
+    Instructions:
+        - Begin with drafting the introduction section that includes a thesis statement, outlining the main argument.
+        - Proceed to draft each body section sequentially, ensuring each part discusses evidence from the provided sources relevant to the thesis, as detailed in the outline.
+        - Conclude by drafting the conclusion section, summarizing the arguments and reinforcing the thesis.
+        - Ensure each drafted section transitions smoothly into the next, maintaining a coherent flow throughout the document.
+
+    Task 5
+    Task_name: Synthesize Sections into a Draft
+    Description: After drafting individual sections, this task involves combining them into a single, cohesive final draft. The objective is to ensure that the document flows logically from introduction to conclusion, maintaining a unified argument that effectively addresses the prompt.
+    Instructions:
+        - Combine the drafted sections starting with the introduction, followed by the body sections, and ending with the conclusion.
+        - Ensure that transitions between sections are smooth and logical, enhancing the overall flow and readability of the document.
+        - Check that the final draft maintains a consistent style, tone, and voice throughout, which are important for presenting a professional and coherent argument.
+        - Review the entire document to ensure that it aligns with the response strategy and meets the structural and content expectations outlined previously.
+
+    Task 6
+    Task_name: Review Draft
+    Description: This final review task is crucial for ensuring that the complete document meets the established criteria, drawing on insights and structures developed in previous tasks.
+    Instructions:
+        - Use the 'retrieve_instructions' function to fetch a prompt and answer pair for a similar question, ensuring alignment with standard response formats and expectations.
+        - Review each section of the document to confirm it follows the logical flow and depth outlined, comparing it with the retrieved example where necessary.
+        - Check that the thesis is clearly stated in the introduction and is effectively supported throughout the body sections.
+        - Verify that the conclusion effectively summarizes the arguments and reinforces the thesis.
+        - Ensure that each section transitions smoothly into the next, maintaining a coherent narrative flow.
+        - Assess the use of evidence to ensure it is pertinent and effectively integrated into the argument.
+
+    Task 7
+    Task_name: Recommend Revisions with Review Output
+    Description: This task involves identifying necessary revisions based on detailed feedback and assessments provided in the 'Draft Review' task. The goal is to pinpoint areas where the document can be improved to meet established criteria, thus enhancing clarity, coherence, and argumentative strength based on the review outputs.
+    Instructions:
+        - Review the feedback provided in the 'Section Review', 'Draft Quality', and 'Final Verdict' components from the Draft Review.
+        - Identify key areas requiring improvement—these may include areas where argumentation needs to be strengthened, the thesis needs to be clearer, transitions between sections need to be smoother, or grammatical and formatting errors need to be corrected.
+        - Recommend specific revisions for each section of the document, focusing on the areas highlighted in the feedback.
+        - Suggest re-evaluation of the evidence used in the response to ensure it aligns well with the thesis and supports the overall argument effectively.
+        - Propose how to ensure that all recommended revisions will maintain the logical flow and coherence of the response, thus enhancing its overall persuasive impact.
+
+    Task 8
+    Task_name: Redraft
+    Description: Redraft with recommended revisions.
+    Instructions:
+        - Revise each of the sections and subsections drafted separately in 'Iteratively Draft Each Section of the Response'.
+        - Execute these revisions as sub-tasks, ensuring each section and sub-section is handled one at a time to maintain focus and precision.
+        - Make sure to incorporate all recommended revisions to enhance the clarity, coherence, and overall effectiveness of each section.
+        - Reassess each redrafted section to ensure that the revisions are appropriately integrated and that the section aligns with the overall strategy and response outline.
+    Note:
+        - This task needs to be executed as sub-tasks. Draft each section and sub-section separately in sequential prompts/completions (one response at a time).
+    Example:
+        - Example Revised Section: "Introduction: [Revised draft text of introduction here, incorporating feedback and enhancing clarity and engagement.]" 
+    ADDITIONAL COMMENTS:
+        - Be very critical during the redrafting process. Try to identify any remaining weaknesses or areas for improvement.
+        - Pay special attention to maintaining a logical flow between sections, ensuring that transitions are smooth and support the overall argument.
+
+    DRAFT RESPONSE HERE:
+    """
+    return system_message, user_message
+
+def make_gpt_prompt_simple(current_prompt, example_prompt_response):
+    """
+    Guide the creation of a GPT-style prompt by examining the current prompt, analyzing an example,
+    formulating a strategy, drafting a detailed outline, and iteratively drafting the response.
+
+    Args:
+        current_prompt (str): The current test question prompt.
+        example_prompt_response (str): An example prompt and its response for analysis.
+
+    Returns:
+        Tuple[str, str]: A tuple containing a system message and a user message.
+    """
+
+    system_message = """
+    You are a professional AI test taker.
+
+    This process will guide you step by step on how to effectively respond to a GPT-style test question,
+    examining a similar example, and developing a strategy for drafting a high-quality response.
+    """
+
+    user_message = f"""
+    ---------------
+    
+    Prompt of the test question:
+    {current_prompt}
+    
+    ---------------
+
+    Task 1: Analyze and Understand the Example Question's Prompt & Response
+    Description: Critical analysis of an example response to a prompt similar to the one at hand is essential for understanding effective response strategies.
+    Instructions:
+        - Retrieve an example prompt and response using the provided function call.
+        - Examine the structure, argumentation style, and evidence utilization.
+        - Identify key argumentation techniques and how evidence is integrated.
+        - Abstract effective strategies such as rhetorical devices, logical reasoning, and evidence presentation.
+    Additional Notes:
+        - Highlight innovative methods and consider the context of their effectiveness.
+        
+    ------------
+        
+    Example Question Prompt & Response:
+    {example_prompt_response}
+
+    -------------
+
+    Task 2: Develop Response Strategy
+    Description: Formulate a comprehensive strategy to address the prompt effectively by integrating key findings from the example analysis.
+    Instructions:
+        - Synthesize insights into a cohesive strategy document.
+        - Develop a structured plan detailing the introduction, arguments, evidence integration, and conclusion.
+        - Ensure flexibility to accommodate prompt variations or new insights.
+    Additional Notes:
+        - Document the strategy clearly for use during drafting and consider peer review to refine it.
+
+    Task 3: Draft a Numbered Response Outline
+    Description: Utilizing the developed strategy, draft a detailed outline that maps the response structure.
+    Instructions:
+        - Start with an introduction that sets the context and states the thesis clearly.
+        - List main points for the body, detailing the argument and evidence for each.
+        - Conclude with a summary that reinforces the thesis and encapsulates main arguments.
+    Example Outline Format:
+        1. Introduction with thesis statement
+        2. Body section 1 with evidence point
+        3. Body section 2 with another evidence point
+        4. Conclusion
+    Additional Notes:
+        - Use the outline as a drafting guide and checklist to ensure coverage of all critical points.
+
+    Task 4: Iteratively Draft Each Section of the Response
+    Description: Draft each section as outlined, focusing on articulation, coherence, and supporting the thesis.
+    Instructions:
+        - Begin with the introduction, clearly stating the thesis and setting the response's tone.
+        - Draft each body section, elaborating on points with appropriate evidence.
+        - Ensure smooth transitions between sections for a cohesive argument.
+        - Conclude with a strong summary that reiterates the thesis.
+    Additional Notes:
+        - Iterate on drafts to improve clarity, flow, and impact, incorporating feedback as necessary.
+
+    DRAFT RESPONSE HERE:
+    """
+
+    return system_message, user_message
+
+def score_llm_prompt(prompt:str, llm_output: str, rubric: str):
+
+    system_message = """
+    You are a professional AI test scorer.
+
+    This process will guide you step by step on how to effectively grade to an essay test question.
+
+    Return the same essay as is and the score of the essay at the beginning of the text.
+    """
+
+    user_message = f"""
+    Grade an essay using the included rubric.
+
+    Take this test question prompt:
+    {prompt}
+    
+    Essay:
+    {llm_output}
+    
+    And score it using this rubric:
+    {rubric}
+
+    """
+    return system_message, user_message
+
diff --git a/celi_framework/examples/GRE/tools.py b/celi_framework/examples/GRE/tools.py
new file mode 100644
index 0000000..8a69431
--- /dev/null
+++ b/celi_framework/examples/GRE/tools.py
@@ -0,0 +1,214 @@
+# TODO -> Put stuff in utils/common where it makes sense
+
+from dotenv import load_dotenv
+
+load_dotenv()
+
+import json
+import os
+from dataclasses import dataclass
+from datetime import datetime
+from typing import Dict
+
+from celi_framework.core.job_description import ToolImplementations
+from celi_framework.utils.log import app_logger as logger
+from celi_framework.utils.utils import load_json, load_text_file
+from docx import Document
+
+cur_dir = os.path.dirname(os.path.realpath(__file__))
+
+
+@dataclass
+class GREToolImplementations(ToolImplementations):
+    def __post_init__(self):
+        self.schema = load_json(f"{cur_dir}/schema.json")
+
+    # Retrieves the question numbers and topics of the questions that need to be answered.
+    def get_schema(self) -> Dict[str, str]:
+        return self.schema
+
+    def get_rubric(self) -> str:
+        """
+        Retrieves the rubric to score the questions.
+
+        Returns:
+            str: The rubric to score the question.
+        """
+        rubric = load_text_file(
+            f"{cur_dir}/data/working_data/rubric/gre_1_scoring_guidelines.txt"
+        )
+
+        return rubric
+
+    def retrieve_question_prompt(self, question_number: str) -> str:
+        """
+        Retrieves the prompt for a given question in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1, q2, or q3).
+
+        Returns:
+            str: The prompt for the question.
+        """
+        prompt = load_text_file(
+            f"{cur_dir}/data/working_data/targets/set_3_target_{question_number}_question.txt"
+        )
+
+        return prompt
+
+    def retrieve_example_prompt_response(self, question_number: str) -> str:
+        """
+        Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the question (q1).
+
+        Returns:
+            str: Prompt, question example pair.
+        """
+
+        prompt = load_text_file(
+            f"{cur_dir}/data/working_data/examples/set_1_example_q1_question.txt"
+        )
+        response = load_text_file(
+            f"{cur_dir}/data/working_data/examples/set_1_example_q1_response.txt"
+        )
+        pair = f"{prompt}\n\n{response}"
+
+        return pair
+
+    # def retrieve_example_response(self, question_number: str) -> str:
+    #     """
+    #     Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+    #
+    #     Args:
+    #         question_number (str): The unique identifier for the question (q1, q2, or q3).
+    #
+    #     Returns:
+    #         str: Prompt, question example pair.
+    #     """
+    #     response = load_text_file(f"{ROOT_DIR}/celi_framework/examples/GRE/data/working_data/examples/set_1_example_{question_number}_response.txt")
+    #
+    #     return response
+
+    def retrieve_instructions(self, question_number: str) -> str:
+        """
+        Retrieves a prompt, answer pair for a question that tests similar skills as the question being answered in the free response section of the test.
+
+        Args:
+            question_number (str): The unique identifier for the questions (q1,q2,or q3).
+
+        Returns:
+            str: Prompt, question example pair.
+        """
+        instructions = load_text_file(
+            f"{cur_dir}/data/working_data/instructions/set_1_target_q1_instructions.txt"
+        )
+
+        return instructions
+
+    def save_draft(self, draft_dict: str) -> dict:
+        """
+        Saves the provided draft as a JSON file and returns a structured dictionary.
+        Additionally, signals via Redis that a draft is ready for download.
+
+        Args:
+            draft_dict (str): A string representation of a dictionary containing the draft text under the 'draft_dict' key.
+
+        Returns:
+            dict: The structured dictionary that was saved.
+        """
+
+        question_number = "q1"
+
+        def save_draft_to_docx(draft_dict, question_number, timestamp):
+            """
+            Saves the draft from a dictionary into a .docx file in the specified directory
+
+            Args:
+                draft_dict (dict): The dictionary containing the draft text.
+                output_dir_path (str): The directory path where the new .docx file should be saved.
+                output_filename (str): The name of the file to be saved.
+            """
+            # Extract the draft text
+            # draft_text = draft_dict.get('draft', '')
+
+            output_docx_path = os.path.join(
+                cur_dir, "output/word", f"{question_number}-response-{timestamp}.docx"
+            )
+
+            doc = Document()
+            # Create a new .docx document and save it
+            # Iterate through each key-value pair in the dictionary
+            for key, value in draft_dict.items():
+                # Add a heading or bold paragraph for the section title
+                doc.add_heading(
+                    key, level=1
+                )  # You can adjust the level according to your needs
+
+                # Add the paragraph text from the dictionary
+                doc.add_paragraph(value)
+
+            # Save the document to the specified path
+            doc.save(output_docx_path)
+
+            return output_docx_path
+
+        timestamp = datetime.now().strftime("%m%d%y-%H%M%S")
+        logger.info(
+            f"DRAFT DICT TEXT LOOKS LIKE THIS\n{draft_dict}", extra={"color": "cyan"}
+        )
+
+        json_path = os.path.join(
+            cur_dir, "output/draft_dict", f"{question_number}-response-{timestamp}.json"
+        )
+
+        # # Assuming draft_dict is a string that needs to be loaded into a dictionary
+        # structured_dict = json.loads(draft_dict)
+        # structured_dict = structured_dict.get('draft_dict', '')
+        # structured_dict = json.loads(structured_dict)
+
+        try:
+            # Assuming draft_dict is a JSON string
+            structured_dict = json.loads(draft_dict)
+
+        except json.JSONDecodeError as e:
+            print(f"Failed to decode JSON: {e}")
+            # Handle the error or fix the data as needed
+            return None
+
+        # Define the full path for the saved file
+        os.makedirs(
+            os.path.dirname(json_path), exist_ok=True
+        )  # Ensure directory exists
+
+        # Save the JSON file
+        with open(json_path, "w") as json_file:
+            json.dump(structured_dict, json_file)
+
+        try:
+            # Assuming save_draft_to_docx returns the full path to the saved .docx file
+            docx_filepath = save_draft_to_docx(
+                structured_dict, question_number, timestamp
+            )
+            if docx_filepath:
+                redis_key = f"draft_ready:{question_number}"
+                # redis_client.set(redis_key, docx_filepath)
+                logger.info(
+                    f"Signaled Redis that draft for question {question_number} is ready.",
+                    extra={"color": "cyan"},
+                )
+            else:
+                logger.error(
+                    f"Failed to save the .docx for question {question_number}."
+                )
+        except Exception as e:
+            logger.error(f"Error saving draft or signaling Redis: {e}")
+
+        # Update Redis with the status that we're waiting for user feedback
+        # redis_client.set(self.progress_key, "Saving the draft")
+
+        # FastAPI: When the draft is ready
+        # redis_client.set(f'draft_ready:{question}', 'true')
+
+        return structured_dict
diff --git a/celi_framework/experimental/preprocessing/word_pdf_extractors/word_extractor.py b/celi_framework/experimental/preprocessing/word_pdf_extractors/word_extractor.py
index b483bec..0d63415 100644
--- a/celi_framework/experimental/preprocessing/word_pdf_extractors/word_extractor.py
+++ b/celi_framework/experimental/preprocessing/word_pdf_extractors/word_extractor.py
@@ -32,6 +32,7 @@
 from docx import Document
 import pandas as pd
 import copy
+import glob
 
 from .extractor_helpers import previous_next_helper, save_to_json
 
@@ -193,4 +194,3 @@ def extract_from_word_docx(doc_filepath, output_folder):
     schema_fp, filled_fp = save_to_json(output_filename, output_folder, schema, filled)
 
     return schema_fp, filled_fp
-
diff --git a/celi_framework/utils/llms.py b/celi_framework/utils/llms.py
index 7881006..0dc41de 100644
--- a/celi_framework/utils/llms.py
+++ b/celi_framework/utils/llms.py
@@ -30,6 +30,7 @@
 from typing import Optional, Dict, List, Any, Tuple
 
 import openai
+from dotenv import load_dotenv
 from openai.types.chat import ChatCompletion
 from pydantic import BaseModel
 from requests import HTTPError
@@ -42,6 +43,8 @@
     token_counter_decorator_quick_ask,
 )
 
+load_dotenv()
+
 
 # Initialize the OpenAI client, using the OPENAI_API_KEY environment variable.
 @functools.lru_cache(1)
@@ -191,7 +194,7 @@ def quick_ask(
                 codex=codex,
                 messages=assemble_chat_messages(prompt),
                 model=model_name,
-                temperature=0.0,
+                temperature=temperature,
                 max_tokens=max_tokens,
                 seed=seed,
                 response_format=response_format,


Test patch:
diff --git a/celi_framework/examples/GRE/data/sample_questions/gre-analytical-writing-test-3-markdown.txt b/celi_framework/examples/GRE/data/sample_questions/gre-analytical-writing-test-3-markdown.txt
new file mode 100644
index 0000000..4e99d5b
--- /dev/null
+++ b/celi_framework/examples/GRE/data/sample_questions/gre-analytical-writing-test-3-markdown.txt
@@ -0,0 +1,184 @@
+
+
+
+
+
+
+GRADUATE RECORD EXAMINATIONS®
+
+
+
+
+Practice General Test #3
+Analytical Writing Sample Essays and Commentaries
+
+
+
+
+
+
+
+
+
+
+
+
+Copyright 2023 by E T S. All rights reserved. E T S, the E T S logo, GRADUATE RECORD EXAMINATIONS, and G R E are registered trademarks of E T S in the United States and other countries.
+
+
+# Graduate Record Examinations® Practice General Test #3.
+## Analytical Writing Sample Essays and Reader Commentaries
+#### Information for screen reader users:
+This document has been created to be accessible to individuals who use screen readers. You may wish to consult the manual or help system for your screen reader to learn how best to take advantage of the features implemented in this document, such as headings and hyperlinks between commentaries and cited portions of the sample essays. Please consult the separate document, “G R E Screen Reader Instructions.docx,” for important details.
+
+The Analytical Writing portion of the G R E® General Test consists of one writing task. This document contains the writing topic for Practice Test #3, the scoring guides, and sample responses with commentaries.
+
+Note: Sample responses are reproduced exactly as written, including misspellings, wrong choice of words, typographical and grammatical errors, etc., if any.
+
+If you are using the accessible electronic edition along with another edition of the test, you may notice some slight differences in the wording of some content. Differences in wording between these editions are the result of adaptations made for the various test formats.
+
+### Analytical Writing
+#### Sample Topic Directions
+Plan and compose a response to the following issue. A response to any other issue will receive a score of zero. Make sure that you respond to the specific instructions and support your position on the issue with reasons and examples drawn from such areas as your reading, experience, observations, and/or academic studies.
+
+In an actual test, trained G R E readers will read your response and evaluate its overall quality according to how well you do each of the following:
+
+Respond to the specific instructions on the issue
+Consider the complexities of the issue
+Organize, develop, and express your ideas
+Support your position with relevant reasons and/or examples
+Control the elements of standard written English
+
+Before you begin writing, you may want to think for a few minutes about the issue and the instructions and then plan your response. Be sure to develop your position fully and organize it coherently, but leave time to reread what you have written and make any revisions you think are necessary.
+
+##### Sample Topic:
+The best way for a society to prepare its young people for leadership in government, industry, or other fields is by instilling in them a sense of cooperation, not competition.
+
+Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons or examples that could be used to challenge your position.
+
+
+### G R E® Scoring Guide
+#### Score 6
+In addressing the specific task directions, a 6 response presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.
+A typical response in this category exhibits the following characteristics:
+It articulates a clear and insightful position on the issue in accordance with the assigned task.
+It develops the position fully, with compelling reasons and/or persuasive examples.
+It sustains a well-focused, well-organized analysis, connecting ideas logically.
+It conveys ideas fluently and precisely, using effective vocabulary and sentence variety.
+It demonstrates superior facility with the conventions of standard written English (i.e., grammar, usage, and mechanics) but may have minor errors.
+#### Score 5
+In addressing the specific task directions, a 5 response presents a generally thoughtful, well-developed analysis of the issue and conveys meaning clearly.
+A typical response in this category exhibits the following characteristics:
+It presents a clear and well-considered position on the issue in accordance with the assigned task.
+It develops the position with logically sound reasons and/or well-chosen examples.
+It is focused and generally well organized, connecting ideas appropriately.
+It conveys ideas clearly and well, using appropriate vocabulary and sentence variety.
+It demonstrates facility with the conventions of standard written English but may have minor errors.
+
+#### Score 4
+In addressing the specific task directions, a 4 response presents a competent analysis of the issue and conveys meaning with acceptable clarity.
+A typical response in this category exhibits the following characteristics:
+It presents a clear position on the issue in accordance with the assigned task.
+It develops the position with relevant reasons and/or examples.
+It is adequately focused and organized.
+It demonstrates sufficient control of language to express ideas with acceptable clarity.
+It generally demonstrates control of the conventions of standard written English but may have some errors.
+#### Score 3
+A 3 response demonstrates some competence in addressing the specific task directions, in analyzing the issue, and in conveying meaning but is obviously flawed.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is vague or limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It is weak in the use of relevant reasons or examples, or relies largely on unsupported claims.
+It is limited in focus and/or organization.
+It has problems in language and sentence structure that result in a lack of clarity.
+It contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning.
+#### Score 2
+A 2 response largely disregards the specific task directions and/or demonstrates serious weaknesses in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It is unclear or seriously limited in addressing the specific task directions and/or in presenting or developing a position on the issue.
+It provides few, if any, relevant reasons or examples in support of its claims.
+It is poorly focused and/or poorly organized.
+It has serious problems in language and sentence structure that frequently interfere with meaning.
+It contains serious errors in grammar, usage, or mechanics that frequently obscure meaning.
+#### Score 1
+A 1 response demonstrates fundamental deficiencies in analytical writing.
+A typical response in this category exhibits ONE OR MORE of the following characteristics:
+It provides little or no evidence of understanding the issue.
+It provides little or no evidence of the ability to develop an organized response (e.g., is disorganized and/or extremely brief).
+It has severe problems in language and sentence structure that persistently interfere with meaning.
+It contains pervasive errors in grammar, usage, or mechanics that result in incoherence.
+#### Score 0
+A 0 response is off topic (i.e., provides no evidence of an attempt to respond to the assigned topic), written in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible or nonverbal.
+
+### Sample Responses with Reader Commentaries
+The following are sample responses and commentary on those responses, which explain how each response was scored. There are responses and scoring comments for essays with scores of 6, 5, 4, 3, 2, and 1.
+
+Reminder: Sample responses are reproduced exactly as written, including misspellings, wrong choice of words, typographical and grammatical errors, etc., if any.
+
+##### The following sample issue response received a score of 6:
+Whenever people argue that history is a worthless subject or that there is nothing to be gained by just “memorizing a bunch of stupid names and dates,” I simply hold my tongue and smile to myself. What I’m thinking is that, as cliche as it sounds, you do learn a great deal from history (and woe to those who fail to learn those lessons). It is remarkable to think of the number of circumstances and situations in which even the most rudimentary knowledge of history will turn out to be invaluable. Take, for example, the issue at hand here. Is it better for society to instill in future leaders a sense of competition or cooperation? Those who have not examined leaders throughout time and across a number of fields might not have the ability to provide a thorough and convincing answer to this question, in spite of the fact that it is crucial to the future functioning of our society. Looking closely at the question of leadership and how it has worked in the past, I would have to agree that the best way to prepare young people for leadership roles is to instill in them a sense of cooperation.
+
+Let us look first at those leaders who have defined themselves based on their competitiveness. Although at first glance it may appear that a leader must have a competitive edge in order to gain and then maintain a leadership position, I will make two points on this subject. First, the desire to compete is an inherent part of human nature; that is, it is not something that needs to be “instilled” in young people. Is there anyone who does not compete in some way or another every single day? You try to do better than others in your school work or at the office, or you just try to do better than yourself in some way, to push yourself. When societies instill competitiveness in their leaders, it only leads to trouble. The most blatant example in this case is Adolf Hitler, who took competition to the very extreme, trying to prove that his race and his country were superior to all. We do not, however, need to look that far to find less extreme examples (i.e., Hitler is not the extreme example that disproves the rule). The recent economic meltdown was caused in no large part by the leaders of American banks and financial institutions who were obsessed with competing for the almighty dollar. Tiger Woods, the ultimate competitor in recent golfing history and in many ways a leader who brought the sport of golf to an entirely new level, destroyed his personal life (and perhaps his career -- still yet to be determined) by his overreaching sense that he could accomplish anything, whether winning majors or sleeping with as many women as possible. His history of competitiveness is well documented; his father pushed him froma very early age to be the ultimate competitor. It served him well in some respects, but it also proved to be detrimental and ultimately quite destructive.
+
+Leaders who value cooperation, on the other ahnd, have historically been less prone to these overreaching, destructive tendencies. A good case in point would be Abraham Lincoln. Now, I am sure at this point you are thinking that Lincoln, who served as President during the Civil War and who refused to compromise with the South or allow secession, could not possibly be my model of cooperation! Think, however, of the way Lincoln structured his Cabinet. He did not want a group of “yes men” who would agree with every word he said, but instead he picked people who were more likely to disagree with his ideas. And he respected their input, which allowed him to keep the government together in the North during a very tumultuous period (to say the least). My point in choosing the Lincoln example is that competitiveness and conflict may play better to the masses and be more likely to be recorded in the history books, but it was his cooperative nature that allowed him to govern effectively. Imagine if the CEO of a large company were never able to compromise and insisted that every single thing be done in exactly her way. Very quickly she would lose the very people that a company needs in order to survive, people with new ideas, people ready to make great advances. Without the ability to work constructively with those who have conflicting ideas, a leader will never be able to strike deals, reach consensus, or keep an enterprise on track. Even if you are the biggest fish in the pond, it is difficult to force your will on others forever; eventually a bigger fish comes along (or the smaller fish team up against you!). 
+
+In the end, it seems most critical for society to instill in young people a sense of cooperation. In part this is true because we seem to come by our competitive side more naturally, but cooperation is more often something we struggle to learn (just think of kids on the playground). And although competitive victory is more showy, more often than not the real details of leadership come down to the ability to work with other people, to compromise and cooperate. Getting to be President of the United States or the managing director of a corporation might require you to win some battles, but once you are there you will need diplomacy and people-skills. Those can be difficult to learn, but if you do not have them, you are likely to be a short-lived leader.
+
+##### Comments on sample essay receiving score of 6: 
+This outstanding response earns a score of 6 for presenting an insightful position on the issue and supporting its analysis with compelling reasons and persuasive examples. The response takes the insightful position that competition, though necessary to some aspects of leadership, is less important for young people to learn because it is inherent in the human condition and can lead to dangerous excesses, whereas cooperation is more difficult to learn but more essential. The response follows the task directions by using counterarguments in the development of its position. For example, the discussion of  in paragraph 3 explores conflicting sides of his Presidency (the “competition” of the Civil War and the “cooperation” within his Cabinet). In fact, the response skillfully explores the nuances of both cooperation and competition, building its position of agreement with the prompt by looking closely at many sides of both concepts. Additionally, the response demonstrates superior facility with language. There are a few minor errors, mainly typos, but in general the response demonstrates excellent sentence variety and diction. This sentence is typical of the quality of the writing throughout the response: “My point in choosing the Lincoln example is that competitiveness and conflict may play better to the masses and be more likely to be recorded in the history books, but it was his cooperative nature that allowed him to govern effectively.” In this complex sentence, the writer makes skillful use of parallel structure and subordination. Because of its fluent writing and insightful development, then, this response earns a score of 6.
+
+##### The following sample issue response received a score of 5:
+Cooperation, the act of working as a group to achieve a collective goal, is an important value for young childern to learn. Another vital life lesson children can learn is how to be competitive, which is a mindset in which a person feels the need to accomplish more than another person. Both are necessary to become well rounded individuals, but concerning preparing for a future in government, industry or various other fields, a sense of cooperation is much more important.
+
+While not all children are overly competitive in nature, every person has some level of competitive drive inside them. This is a natural thing and is perfectly normal. Unfortunately, if this competitive nature is emphasized, the child will have problems relating socially to other children, and subsequently, will have issues interacting with adults later in life. A fierce competitive drive will blind an individual, causing them to not see situations where group effort will be more greatly rewarded than an individual effort. Take for instance the many teams of people working for NASA. If the people that make up these teams were all out to prove that they were superior to others, our entire space program would be jeapordized. One needs to look beyond the scope of what is best on an individual level and learn to look at what will most benefit a broad group of people. This is where instilling a sense of cooperation in young children is vital. Cooperation is taught at an early age and must be emphasized throughout life to fully embrace the concept.
+
+In the world of sports a competitive drive is vital; unfortunately, life is not a sports game that simply leads to a winning or losing score. Life is far more complex than this simple idea and there is no winner or loser designation to accompany it. We all have to work together to come to a conclusion that will assist not just ourselves, but others and future generations. In every scenario there will be individuals that have brilliant ideas, but those ideas require other people to build upon, perfect and impliment. Take for instance Bill Gates; Bill Gates is responsible for the Microsoft coorporation which he invented in his garage. His competitive drive assisted in building his idea, but it was the collaborative effort of many people that helped propel his invention into the world known product it is today. Without the cooperation of others, his genius invention might never have made it out of his garage.
+
+It may be true that an individual can change the world, but only so far as to say that an individual can construct an idea that will inevitably change the world. Once an idea is formulated, it then takes a team of people working collectively towards a common goal to make sure that the brillant, life-altering idea makes it to furtuition. Without the cooperation of many, an idea could simply remain as a picture on a drawing board. It is because of this possibility that instilling a cooperative demeanor in children is much more important than developing a competivie attitude. Competition is a natural thing that will develop with or without encouragement but the same cannot be said for a sense of cooperation.
+
+##### Comments on sample essay receiving score of 5:
+Arguing that cooperation is less natural and more important for leadership, this response develops a thoughtful position on the issue and conveys meaning clearly and well. For these reasons it earns a score of 5. Note that it does not develop its reasons and examples as thoroughly as the sample 6 does, but it still presents thoughtful analysis using well chosen examples. For example, the discussion of  in paragraph 3 is thoughtful, exploring the ways that both competition (the “competitive drive” that led him to found a company) and cooperation (the “collaborative effort of many people” is what made the company work) were essential to his success as a leader. Throughout the response, then, counterarguments are used to create a nuanced position on the issue. The writer looks at conflicting aspects of competition, which is vital but insufficient for life because life is “more complex” than a sporting event, and cooperation, which is critical but more difficult to learn. In addition, the writer conveys meaning clearly, demonstrating sentence variety and a facility with language that is more than adequate. There are a few minor errors, mainly typos and misspelled words, but language control in this response is more than adequate (e.g., “One needs to look beyond the scope of what is best on an individual level and learn to look at what will most benefit a broad group of people.”). Because of its facility with language and its thoughtful position on the issue, this response earns a score of 5.
+
+##### The following sample issue response received a score of 4:
+When the generation of today matures, it is important for them to succeed and become the successful leaders in government, industry and other fields.  There are many traits that leaders must possess, and cooperation is one of these very important characters.  Nonetheless it is important for leaders to have a sense of competition, so as to prevent themselves from being complacent with their position.
+
+Cooperation is needed in order to be a functional person in society, while still adhering to social standards.  Most leaders in society, did not start out as such.  A person cannot isolate themselves from others with demeanor and attitude and expect to become an executive.  While there may be leaders that have developed this ill attitude towards others, they did not get there by being that way.  A person who is able to effectively cooperate with others, will subsequently develop a nexus of supporters.  Through collaboration, people are able to develop their studies further and better themselves. 
+
+However, it is still important for there to be a sense of competition.  Competition is the root of motivation for most.  It drives us to become stronger, smarter, and to want more.  Nonetheless, the spirit of competition must also be reigned in, and not be allowed to run wild.  Competitiveness can lead to abuse of power and distasteful actions, which is quite the opposite of someone who displays cooperativeness.
+
+Some may argue that competition is not needed.  That those that are meant to be leaders will not become complacent, because they have their own internal drive to lead.  If there was no competition, there would be no world records.  Michael Phelps may not be a leader of government or industry, but he is certainly educated on the technique of swimming, and leader in his field.  Would he be as good as he is today if there was not competition?  Would the leaders of Microsoft have been motivated to create Bing if there was no Google?  
+
+Cooperation helped many leaders get where they are today, and will continue to do so in the future.  But leaders, as well as those that aspire to be one, all need to have a sense of competition as well.
+
+##### Comments on sample essay receiving score of 4:
+This adequate response presents a clear position on the issue in accordance with the assigned task, arguing that both competition and cooperation are important for leaders. The response uses counterarguments both in the construction of its overall position (comparing the value of both competition and cooperation) and in its discussion of the positive and negative aspects of competition. However, the development of ideas in this response is not as thorough or as persuasive as one would expect to see in a response that earns a score of 5 or 6. For instance, the example of Microsoft inventing Bing to compete with Google is certainly relevant, but it is not developed with any thoughtfulness. It is simply stated. Other examples are somewhat more fully developed, but there is also some tangential material (e.g., even the writer seems to understand that Michael Phelps does not quite fit into a discussion of leadership). In addition to its adequate development, this response displays adequate control of language. This response does not have the sentence variety or the skillful diction seen in a response that earns a higher score. There are some minor errors present, but nothing that interferes with clarity. Because this response presents a clear position on the issue, expressing meaning with adequate clarity, it earns a score of 4.
+
+##### The following sample issue response received a score of 3:
+      Leadership is a tough task to master.To be a leader means you must be better than a bunch of folks and work with them to accomplise  a greater goal.Leadership in any feild needs cooperarive effort and a leader must be able to inspire and make the human resourse at hand to work better.In doing so there is a far cry of an immense responsibility.I therefore stand by taking  help from inmates to do the same.
+
+       Like the say 'when going gets tough the tough gets going'.So there is no point of getting bogged down rather plan more ways to get the work done and one of the sureshot approach is by working together.I believe to the core of my heart that there can be nothing equal to cooperation and unity in a work field.As simple as it sounds if one can do a work in hermit atmosphere at certain efficiency, a number of brains working toghether can be more efficient.An atmosphere where everyone works holding hands and when someone falls there are people to make him stand again makes a much better picture in my mind everytime.
+
+        Compitition is not a evil it can inspire some one to work better and looking to do better can be considered good.But am afraid what fear here is that when you compete with someone you set you limits to that person.So once you do better than him/her you tend to be relaxed and that is where when the real evil creeps in.
+
+        With cooperation you have a goal and associated effort to work for the same.Rather than individual petty and competition to be better placed than an friend it would be far more appreciable to keep working for the common goal.That way even the goal gets more defined at some level.So lets all drop all this boundaries of indivisualism and keep working for a common goal,and if you want to compete then compete with yourself and get better than what you were yesterday.
+
+##### Comments on sample essay receiving score of 3:
+This response displays some competence in presenting a position according to the task directions, but it earns a score of 3 because frequent minor errors do interfere with clarity. The writer agrees with the prompt that cooperation is more important, and it explores some counterarguments in its assertion that competition “can inspire some one to work better and looking to do better can be considered good.” However, almost every sentence in this response has at least one minor error. Some of the errors are typos or minor mechanical problems like missing spaces after punctuation. But other errors have more impact on meaning. Missing words, incorrect sentence boundaries, and improper verb forms contribute to a lack of clarity throughout the response. This sentence is typical of the limited language control seen throughout this response: “So there is no point of getting bogged down rather plan more ways to get the work done and one of the sureshot approach is by working together.” Because of its limited clarity, then, this response earns a score of 3.
+
+##### The following sample issue response received a score of 2:
+Both a sense of cooperation and competition is needed to be a good leader. If one is focused on competition and ignores or refuse to work with others then there would be problems for that leader. A leader needs to be able to get along, cooperate and know how to interact with others and allies. Treaties and allies require cooperation. Trade agreements and aid as well. A leader cannot achieve much alone. 
+Competition is also needed to encourage people to be the best. If no one does there best to obtain a goal how would a leader be chosen. What kind of leader would that make? The best way for a society to prepare its young is to instill a sense of both competition and cooperation.
+
+##### Comments on sample essay receiving score of 2:
+This response earns a score of 2 for its seriously limited development. There is a clear position on the issue, as the writer argues that the “best way for a society to prepare its young is to instill a sense of both competition and cooperation.” However, the writer provides few, if any, relevant reasons or examples to support and develop this position.
+
+The discussion of cooperation is supported only by very generic assertions like the notion that “treaties and allies require cooperation.” And there is even less development in the discussion of competition. In order to receive a higher score, the response would need to provide more support for its position. Language control in this response is adequate, but the response earns a score of 2 because of its seriously limited development.
+
+##### The following sample issue response received a score of 1:
+Best way for a socity to prepare it’s young people for leadership in government, industry, or other fields is by instilling in them a sense of coopertion, not competition. This statement is very true, whether we mean leadership in government, industry, or any other fields. 
+
+For leadership in government, industry, or other fields some people argue that the best way for society to prepare it’s young people is by instilling in them a sense of cooperation. Other people argue that the best way is through competition. It can be difficult for many people to decide between these two choices. There are many arguments that support both sides. I fully agree that the best way is to instilling in them a sense of cooperation, not competition.
+
+##### Comments on sample essay receiving score of 1:
+This response earns a score of 1 because it demonstrates little evidence of the ability to develop a position on the issue. Instead of developing a position, the response simply repeats the language of the prompt, adding some generic language that could be applied to any Issue prompt. For example, consider these sentences: “It can be difficult for many people to decide between these two choices. There are many arguments that support both sides.” This is a totally generic analytical framework that has not been filled in with any specific exploration related to this prompt. The writer is clearly making an attempt to respond to the prompt, and the final sentence does seem to indicate a position on the issue. So the response does not merit a score of 0. However, the vast majority of the response is simply repetition of language from the prompt and/or generic material. Thus, it earns a score of 1.
+
+End of The Graduate Record Examinations® Practice General Test #3, Analytical Writing Sample Essays with Commentaries.
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