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nd rubric ap spanish lit essay

Rubric: AP Spanish Lit Respuesta Breve

AP Spanish Literature Single Text Analysis

 

Single Text Analysis

Demonstrates Suggests Lack of Demonstrates Lack of
Demonstrates Superiority Suggests Competence
  Competence Competence Competence
5 pts 3 pts
4 pts 2 pts 1 pts

Literary Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Features Superiority Competence Competence Competence of Competence
Thoroughly analyzes a Explains rhetorical, Describes some Identi es some Identi es some
variety of rhetorical, stylistic, or structural rhetorical, stylistic, or rhetorical, stylistic, or rhetorical, stylistic, or
stylistic, or structural features in the text. structural features in structural features in structural features in
features. the text. the text, but may not the text, but does not
explain their relevance. explain their relevance.
Suggests a lack of Demonstrates a lack of
understanding of the understanding of the
text. text.

Contextual Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Knowledge Superiority Competence Competence Competence of Competence
Demonstrates superior Explains how the text's Identi es features of Identi es some Identi es some
understanding of content relates to the the literary, historical, features of the literary, features of the literary,
literary, historical, given literary, sociocultural, and/or historical, sociocultural, historical, sociocultural,
sociocultural, and/or historical, sociocultural geopolitical context(s). and/or geopolitical and/or geopolitical
geopolitical contexts and/or geopolitical Attempts to explain the context(s). May not context(s) but does not
and its/their context(s). relevance of the clearly identify explain the relevance
relationship to the text. context(s) to the text. contextual features to the text.
represented in the text. Demonstrates lack of
understanding of the
context(s) or the text.

Knowledge Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

of Superiority Competence Competence Competence of Competence
Movement
Clearly understands Explains the Identi es features of May not clearly identify May not clearly identify
and Genre the characteristics of characteristics of the the literary movement the literary movement the literary movement
the literary movement literary movement and and the (sub-)genre. and/or the (sub-)genre. and/or the (sub-)genre.
and (sub-)genre that (sub-)genre and how Attempts to explain May not clearly explain Demonstrates a lack of
are re ected in the the text re ects them. their relevance to the how it/they are understanding of the
text. Analyzes how its text. re ected in the text. literary movement
characteristics and and/or (sub-)genre
(sub-)genre take place and/or how it/they are
in the text. re ected in the text.

Cultural Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Analysis Superiority Competence Competence Competence of Competence
Analyzes how cultural Explains how the Identi es cultural May not address Does not address
products, practices, or cultural products, products, practices, or cultural features found cultural products,
perspectives found in practices, or perspectives found in in the text or practices, or
the text re ect the perspectives found in the text but may not explanation of cultural perspectives.
given context. the text re ect the explain how culture is products, practices, or Demonstrates a lack of
given context. re ectedin the given perspectives may be understanding of
context. unclear. cultural features in the
text.

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Textual Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Examples Superiority Competence Competence Competence of Competence
Supports analysis by Supports analysis by Elaborates on main Presents main points May consist entirely of
integrating speci c, citing and discussing points and supports and some details, summary or
well-chosen textual appropriate textual observations by citing describes basic paraphrasing of the
examples throughout examples. examples; however, elements of the text, text without citing
the response. the examples may not but may do so without examples.
always be clear and citing examples or
relevant. supporting an
argument.

Organization Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Superiority Competence Competence Competence of Competence
Includes a statement of Includes a statement of Includes a statement of May not clearly state a Does not state a
purpose (thesis), a purpose (thesis), a purpose (thesis), purpose or be purpose, show
coherent structure, and coherent structure, and evidence of organized around a evidence of
a cohesive and logical a logical progression of organization (a stated central idea or organization, or o er a
progression of ideas in ideas. topic, an introduction, argument; progression progression of ideas.
a well-developed a conclusion), and a of ideas may not be
response. logical progression of logical.
ideas.

Balance and Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Focus Superiority Competence Competence Competence of Competence
Response has a clearly Response has a Response attempts to Response has a Demonstrates lack of
balanced focus that reasonably balanced have a balanced focus signi cantly understanding and has
includes analysis of the focus that includes that includes analysis unbalanced focus on a signi cantly
text, the context, and analysis of the text, the of the text, the context, either the text, unbalanced focus on
the context, and the and the speci ed either the text,
movement/(sub-)genre. movement/(sub-)genre. movement/(sub-)genre. movement/(sub-)genre, speci ed
If the response has a or the given context. movement/(sub-)genre,
signi cantly or the given context.
unbalanced focus, the
analysis must be good
to achieve this score.

Language Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Use- Superiority Competence Competence Competence of Competence
Vocabulary
Vocabulary is varied Vocabulary is Vocabulary is Vocabulary may be Vocabulary is
and appropriate to the appropriate to the appropriate to the inappropriate to the insu cient and
text(s) being discussed, text(s) being discussed, text(s) being discussed, text(s) being discussed, inappropriate to the
<BR> and presents<BR> but may be<BR> and<BR> text(s) being<BR>
presents main ideas main ideas and some limited to presenting forces the reader to discussed; errors
and supporting details, supporting details. some relevant ideas. supply inferences. render comprehension
and communicates di cult.
some<BR>
nuances of meaning.

Language Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Use- Superiority Competence Competence Competence of Competence
Grammar
Control of grammatical Control of grammatical Control of grammatical Control of grammatical Control of grammatical
and syntactic and syntactic and syntactic and syntactic and syntactic
structures is very good; structures is good; structures is adequate; structures is weak; structures is
use<BR> occasional<BR> errors in<BR> errors in<BR> inadequate;
of verb tenses and errors in the use of the use of verb tenses verb forms, word errors<BR>
moods is generally verb tenses and moods and moods may be order, and formation in verb forms, word
accurate; word order do not detract frequent but do not are numerous and order, and formation
and<BR> from<BR> detract<BR> serious<BR> are nearly constant
formation are accurate; understanding; word from overall enough to impede and<BR>
use of cohesive devices order and formation understanding; word comprehension at impede
and transitional<BR> are mostly accurate. order and formation times. comprehension
elements or both is are generally<BR> frequently.
appropriate to guide accurate.
understanding.

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Language Demonstrates Demonstrates Suggests Suggests Lack of Demonstrates Lack

Use- Writing Superiority Competence
Conventions
Writing conventions Writing conventions
(e.g., spelling, accent (e.g., spelling, accent
marks, punctuation, marks, punctuation,
<BR> <BR>
paragraphing) are paragraphing) are
generally accurate; generally accurate;
paragraphing shows occasional errors do
grouping<BR> not detract<BR>
and progression of from understanding;
ideas. paragraphing shows
grouping and
progression<BR>
of ideas.
Competence Competence of Competence
Writing conventions Writing conventions Writing conventions
(e.g., spelling, accent (e.g., spelling, accent (e.g., spelling, accent
marks, punctuation, marks, punctuation, marks, punctuation,
<BR> <BR> <BR>
paragraphing) are paragraphing) are paragraphing) are
sometimes accurate; generally inaccurate; inaccurate; errors are
numerous errors do errors are numerous nearly constant and
not<BR> and<BR> impede<BR>
detract from overall serious enough to comprehension
understanding; impede frequently; there may
paragraphing shows comprehension at be little or no
grouping<BR> times; paragraphing evidence<BR>
of ideas. may<BR> of paragraphing.
not show grouping of
ideas.

edit categories
Keywords: spanish literature text analysis

Subjects: Foreign Languages

Types: Writing

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