AP Spanish Language and Culture Student Sample (2016) – Email Reply

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1 ® AP SPANISH LANGUAGE AND CULTURE EXAM 2016 SCORING GUIDELINES Identical to Scoring Guidelines used for German, French, and Culture Exams Italian and Language Interpersonal Writing: E -mail Reply STRONG performance in Interpersonal Writing 5: • Maintains the exchange with a response that is clearly appropriate within the context of the task • Provides required information (responses to questions, request for details) with frequent elaboration • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax, and usage, wit h few errors Mostly consistent use of register appropriate for the situation; control of cultural conventions • appropriate for formal correspondence (e.g., greeting, closing), despite occasional errors • Variety of simple and compound sentences, and some comp lex sentences 4: GOOD performance in Interpersonal Writing • Maintains the exchange with a response that is generally appropriate within the context of the task • Provides most required information (responses to questions, request for details) with some elaboration • Fully understandable , with some errors that do not impede comprehensibility • Varied and generally appropriate vocabulary and idiomatic language General control of grammar, syntax, and usage • • uation, except for occasional shifts; basic Generally consistent use of register appropriate for the sit control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing) Simple, compound , and a few complex sentences • FAIR performance in Interpersonal Writing 3: ith a response that is somewhat appropriate but basic within the context of Maintains the exchange w • the task • Provides most required information (responses to questions, request for details) • Generally understandable, with errors that may impede comprehensibility • Appropriate but ba sic vocabulary and idiomatic language • Some control of grammar, syntax, and usage • Use of register may be inappropriate for the situation with several shifts; partial control of conventions for formal correspondence (e.g., greeting, closing) , although these may lack cultural appropriateness • Simple and a few compound sentences 2: WEAK performance in Interpersonal Writing • Partially maintains the exchange with a response that is minimally appropriate within the context of the task • Provides some required information (responses to questions, request for details) • Partially understandable with errors that force interpretation and cause confusion for the reader • Limited vocabulary and idiomatic language • Limited control of grammar, syntax, and usage • Use of regis ter is generally inappropriate for the situation; includes some conventions for formal correspondence (e.g., greeting, closing) with inaccuracies Simple sentences and phrases • © 20 16 The College Board. org Visit the College Board on the Web: www.collegeboard. .

2 ® AP SPANISH LANGUAGE AND CULTURE EXAM 2016 SCORING GUIDELINES Identical to Scoring Guidelines used for German, French, and Culture Exams Italian and Language 1: POOR performance in Interpersonal Writing • Unsuccessfully attempts to mainta in the exchange by providing a response that is inappropriate within the context of the task • Provides little required information (responses to questions, request for details) sibility • Barely understandable, with frequent or significant errors that impede comprehen • Very few vocabulary resources Little or no control of grammar, syntax, and usage • Minimal or no attention to register; includes significantly inaccurate or no conventions for formal • correspondence (e.g., greeting, closing) • Very simple sentences or fragments performance in Interpersonal Writing 0: UNACCEPTABLE • Mere restatement of language from the stimulus Completely irrelevant to the stimulus • • “I don’t know,” “I don’t understand,” or equivalent in any language Not in the language of the exam • - (hyphen): BLANK (no response) © 20 16 The College Board. org Visit the College Board on the Web: www.collegeboard. .

3 © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

4 © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

5 © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

6 ® AP SPANISH LANGUAGE AND CULTURE SCORING COMMENTARY 2016 -mail Reply Task 1: E Student samples are quoted verbatim and may contain grammatical errors. Note: Overview This task assessed writing in the interpersonal communicative mode by having students write a reply to an e -mail message. Students were allotted 15 minutes to read the message and write the reply. The response received a single, holistic score based on how well it accomplished the assigned task. Students mail, and then to write a reply using a formal form of address. to comprehend the e- needed to be able, first, The reply had to address all the questions and requests raised in the message, as well as ask for more details about something mentioned in the message. -mail message received requesting a donation to The student was as ked to write a reply in response to an e help protect animals in an animal refuge center. In the reply, the student was asked to include a greeting n the e -mail, and ask for more details and and a closing, respond to two questions that were addressed i information about the topic in the original message. The student was also asked to use a formal form of address in their response. Sample: 1A 5 Score: : “ Como usted podra inferir In this response there is clear evidence of interpersonal exchange 2– 3); ” (lines “ ” (line 14 ); and the conventions of a formal e- mail are present showing that the Si no es mucha molestia student clearly understands the prompt and the task. All required information (e.g., responses to questions, a request for details) is delivered with considerable, original elaboration. The e- mail is rich and easy to not impede communication; there is confusion between “ rors do ” and “ por qué ” read. Occasional er porque 4) and mistakes (line s “ ya que ellos necesitar ” (line 18 –19) . , such a The response contains varied and appropriate vocabulary an d idiomatic usage: “ inferir ” (line 3 ); “ bienestar ” (line 3 -mail reply is a 7). This e ” (line por gusto ); “ ); “ humilde ” (line 11 ); “ molestia ” (line 14 ); “ cari ño ” (line 19 good sample of accuracy and variety in grammar, syntax, and usage, with few errors. There is good use of maltrate y abandone ” (line 6) subjunctive: “ me han encantado ” (l ine 9) ; conditional as ; present perfect: “ polite verb form: “ Deberíamos ” (line 11); and future tense: “ haré ” (l ine 7 ). The response includes correct si no es indirect object pronouns: “r egresarle” (line 11). The greeting and tone are formal throughout: “ ronouns are also consistently formal throughout muc ha molestia ” (l ine 14). P ” (line usted : “ Le ” (line 2 ) and “ ” (lines 15). Finally, the response presents compound sentences: “ Toda mi vida ... como el perro good 9–11) . Sample: 1B Score: 3 In this response the student clearly understands the context of the task; all the development here is relevant. The student understands, for example, that as of now t he y are not going to see the animal in person (lines 15–16 ). The response also provides most required information (e.g., responses to questions, a request for details): the greeting can be found in line 1, the student answers question 1 in lines 6 –9 and ly the student requests information in lines 13, 15–16. question 2 in lines 9 –11. Final © 201 6 The College Board. Visit the College Board on the Web: www.collegeboard.org.

7 ® AP SPANISH LANGUAGE AND CULTURE 2016 SCORING COMMENTARY Task 1: E -mail Reply (continued) The response is generally understandable, with errors that may impede comprehensibility: “Yo me ” (line 3); “ encantan refugio ” (line 4); “¿ Cuándo recibio las fotografías de mi animal? ” (lines 15– 16). y Ud. There is also appropriate but basic, recycled vocabulary and idiomatic language, such as formulaic repeated language: “¡Gracias por el mensaje electronico!” (l ines 2, 18–19). Some original vocabulary can be found in lines 11 and 13: “ amable y divertido ”; “¿Puedo ver el perro en la persona?” Grammatically there are mistakes throughout . The response includes a type verb mistake: “ Yo me gusta ” (line 8), a personal pronoun mistake: “ Yo me encantan ” ( line 3), and gene rally incorrect conjugations and tenses of verbs: “ Y decidió ”; “¿Cuando recibi o ...?” (lines 6, 15). The response does show control of hacen mucho por los animals : “ , some good examples –8); “Gracias por” (lines 2, 18) ” (lines 7 preposition por and adjective agreement: “ es un organizacion muy (line 10); “ Puedo ” (line 13); Tengo” “ of present tense: bueno ” (line 5) . Greeting and closing are appropriate, though formulaic , and register is generally correct ” (consistent use of usted ). Finally , there are mostly simple sentences: “ Uds . h acen mucho por los animales , although ... divertido to construct complex senten ” (lines 7 –8) Yo me gusta the student attempts ces: “ (lines 8 –11) . Sample: 1C Score: 1 This e -mail unsuccessfully attempts to maintain the exchange. It provides a response that is inappropriate within the context of the task because of length and lack of development. The reply presents unsuccessful attempts to answer both questions (lines 2–3, 3–5) , and there is no request for details. This short reply -mail format , and clearly does not show any vocabulary to complete the task. The reply doesn’t follow an e ithin the the re is not enough evidence to determine register nor control of grammar, syntax, and usage w context of the task. © 201 6 The College Board. Visit the College Board on the Web: www.collegeboard.org.

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