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AP® Spanish Language

Writing and Speaking Scoring Guidelines

Note: these guidelines are in 8-1/2 x 14 format

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2007 AP® SPANISH LANGUAGE—INTERPERSONAL WRITING SCORING GUIDELINES

SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE*


5 HIGH • Fully addresses and • Relevant, thorough treatment of • Control of a variety of structures and idioms; occasional errors may occur,
Demonstrates A writing sample that completes the task all/almost all elements of the topic but there is no pattern
excellence demonstrates • Responds fully and • Very well-organized, cohesive response • Rich, precise, idiomatic vocabulary; ease of expression
excellence in appropriately to all or • Accurate social and/or cultural references • Excellent command of conventions of the written language (orthography,
Interpersonal Writing almost all of the included sentence structure, paragraphing, and punctuation)
accomplishes the parts/prompts of the • Register is highly appropriate
following: writing task
4 MID-HIGH • Appropriately addresses • Relevant, well-developed treatment of • Evidence of control of a variety of structures and idioms, although a few
Demonstrates A writing sample that and completes the task the elements of the topic grammatical errors may occur; good to very good control of elementary
command demonstrates command • Responds appropriately to • Well-organized, generally cohesive structures
in Interpersonal Writing all or almost all of the response • Considerable breadth of vocabulary
accomplishes the parts/prompts of the • Generally accurate social and/or cultural • Conventions of the written language (orthography, sentence structure,
following: writing task references included paragraphing, and punctuation) are generally correct
• Register is appropriate
3 MID • Addresses and completes • Relevant treatment of the elements of the • Errors may occur in a variety of structures
Demonstrates A writing sample that the task topic • Appropriate vocabulary, but may have occasional interference from another
competence demonstrates • Responds adequately to • Organized response with adequate language
competence in most parts/prompts of the cohesiveness • May have errors in conventions of the written language (orthography,
Interpersonal Writing writing task • Generally appropriate social and/or sentence structure, paragraphing, and punctuation)
accomplishes the cultural references included • Register is generally appropriate
following:
2 MID-LOW • Partially addresses and/or • May have some irrelevant treatment of • Frequent grammatical errors may occur even in elementary structures; there
Suggests lack A writing sample that completes the task elements of the topic may be some redeeming features, such as correct advanced structures
of suggests lack of • Responds inappropriately • Response may have inadequate • Limited vocabulary; frequent interference from another language may occur
competence competence in to some parts/prompts of organization • Frequent errors in conventions of the written language (orthography,
Interpersonal Writing the writing task • Inaccurate social and/or cultural sentence structure, paragraphing, and punctuation) may be present
can be described as the references may be included • Register may be inappropriate
following:
1 LOW • Does not complete the task • Irrelevant treatment of elements of the • Numerous grammatical errors impede communication
Demonstrates A writing sample that • Responds inappropriately topic • Insufficient vocabulary; constant interference from another language
lack of demonstrates lack of to most parts/prompts of • Response may be disorganized • Pervasive errors in conventions of the written language (orthography,
competence competence in the writing task • Inaccurate social and/or cultural sentence structure, paragraphing, and punctuation) may interfere with
Interpersonal Writing references included written communication
can be described as the
• Minimal to no attention to register
following:
0 A writing sample that receives this score may be blank, off task, completely irrelevant to the topic, written in a language other than Spanish, or a mere restatement of the topic.

* Scores may be lowered on a writing sample of fewer than 60 words. ©2007 The College Board. All rights reserved.
2007 AP® SPANISH LANGUAGE—PRESENTATIONAL WRITING SCORING GUIDELINES
SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE*
5 HIGH • Fully addresses and completes • Treatment of the topic is relevant and thorough • Control of a variety of structures and idioms; occasional errors may occur,
Demonstrates A writing sample that the task • Essay is very well organized and cohesive but there is no pattern
excellence demonstrates • Refers to and integrates well all • All or almost all information is accurate • Rich, precise, idiomatic vocabulary; ease of expression
sources into the essay • Excellent command of conventions of the written language (orthography,
excellence in • Synthesis of information significantly outweighs
Presentational summary or mere citations sentence structure, paragraphing, and punctuation)
Writing accomplishes • Accurate social and/or cultural references included • Register is highly appropriate
the following:
4 MID-HIGH • Appropriately addresses and • Treatment of the topic is relevant and well developed • Evidence of control of a variety of structures and idioms, although a few grammatical
Demonstrates A writing sample that completes the task • Essay is well organized and generally cohesive errors may occur; good to very good control of elementary structures
command demonstrates • Refers to and integrates all • Information is generally accurate • Considerable breadth of vocabulary
command in sources into the essay
• Synthesis of information outweighs summary or mere • Conventions of the written language (orthography, sentence structure, paragraphing,
Presentational citations and punctuation) are generally correct
Writing accomplishes • Generally accurate social and/or cultural references • Register is appropriate
the following: included
3 MID • Addresses and completes the • Treatment of the topic is relevant • Errors may occur in a variety of structures
Demonstrates A writing sample that task • Essay is organized, with adequate cohesiveness • Appropriate vocabulary, but may have occasional interference from another language
competence demonstrates • Refers to most if not all of the • Information is generally accurate, although there may • May have errors in conventions of the written language (orthography, sentence
competence in sources in the essay be some inaccuracy or lack of precision structure, paragraphing, and punctuation)
Presentational • Summary or mere citations of information may • Register is generally appropriate
Writing accomplishes outweigh synthesis
the following: • Generally appropriate social and/or cultural references
included
2 MID-LOW • Partially addresses and/or • Treatment of the topic may be somewhat irrelevant • Frequent grammatical errors may occur even in elementary structures;
A writing sample that completes the task • Essay may be inadequately organized there may be some redeeming features, such as correct advanced structures
suggests lack of • May only refer to some but not • Information may be limited or inaccurate • Limited vocabulary; frequent interference from another language may occur
Suggests lack of
all of the sources in the essay • Frequent errors in conventions of the written language (orthography, sentence
competence competence in • There is little synthesis of the information
Presentational • Inaccurate social and/or cultural references may be structure, paragraphing, and punctuation) may be present
Writing can be included • Register may be inappropriate
described as the
following:
1 LOW • Does not complete the task • Treatment of the topic is somewhat irrelevant • Numerous grammatical errors impede communication
A writing sample that • Refers poorly to only one or • Essay may be disorganized • Insufficient vocabulary; constant interference from another language
Demonstrates demonstrates lack of two of the sources in the essay • Information is very limited and mainly inaccurate • Pervasive errors in conventions of the written language (orthography, sentence
lack of competence in • There may be no synthesis of information structure, paragraphing, and punctuation) may interfere with written communication
competence Presentational • Inaccurate social and/or cultural references included • Minimal to no attention to register
Writing can be
described as the
following:
0 An essay that receives this score may be blank, off task, completely irrelevant to the topic, written in a language other than Spanish, or a mere restatement or rewriting of the topic or information in the sources.
* Scores may be lowered on an essay of fewer than 200 words. © 2007 The College Board. All rights reserved.
2007 AP® SPANISH LANGUAGE—INTERPERSONAL SPEAKING SCORING GUIDELINES
SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE
5 HIGH • Fully addresses and • Relevant, thorough treatment of all/almost • Use and control of complex structures; very few errors with no patterns
Demonstrates A speech sample that completes the task all elements of the thread of the conversation • Rich vocabulary used with precision
excellence demonstrates excellence • Responds fully and • Very well-organized and cohesive responses • High level of fluency
in Interpersonal appropriately to all or • Accurate social and/or cultural references • Excellent pronunciation
Speaking accomplishes almost all of the included
the following: • Register is highly appropriate
parts/prompts of the
conversation
4 MID-HIGH • Appropriately addresses • Relevant, well-developed treatment of the • Use of complex structures, but may contain more than a few errors
Demonstrates A speech sample that and completes the task elements of the thread of the conversation • Very good vocabulary
command demonstrates command • Responds appropriately to • Well-organized, generally cohesive • Very good fluency
in Interpersonal all or almost all of the responses • Very good pronunciation
Speaking accomplishes parts/prompts of the • Generally accurate social and/or cultural
the following: • Register is appropriate
conversation references included
3 MID • Addresses and completes • Relevant treatment of the elements of the • Control of simple structures, with few errors; may use complex
Demonstrates A speech sample that the task thread of the conversation structures with little or no control
competence demonstrates • Responds adequately to • Organized responses with adequate • Good range of vocabulary, but may have occasional interference from
competence in most parts/prompts of the cohesiveness another language
Interpersonal Speaking conversation • Generally appropriate social and/or cultural • Good fluency with occasional hesitance; some successful self-correction
accomplishes the references included • Good pronunciation
following:
• Register is generally appropriate
2 MID-LOW • Partially addresses and/or • May have some irrelevant treatment of • Limited control of simple structures, with errors
Suggests lack A speech sample that completes the task elements of the thread of the conversation • Narrow range of vocabulary; frequent interference from another
of competence suggests lack of • Responds inappropriately • Responses may have inadequate language may occur
competence in to some parts/prompts of organization/cohesiveness • Labored expression; minimal fluency
Interpersonal Speaking the conversation • Inaccurate social and/or cultural references • Fair pronunciation, which may affect comprehension
can be described as the may be included
following: • Register may be inappropriate
1 LOW • Does not complete the task • Irrelevant treatment of elements of the • Frequent errors in use of structures
Demonstrates A speech sample that • Responds inappropriately thread of the conversation • Few vocabulary resources; constant interference from another language
lack of demonstrates lack of to most parts/prompts of • Responses may not be cohesive or may be • Little to no fluency
competence in the conversation disorganized
competence • Poor pronunciation impedes comprehension
Interpersonal Speaking • Inaccurate social and/or cultural references
can be described as the • Minimal to no attention to register
included
following:
0 A speech sample that receives this score may be blank or nearly blank, off task, completely irrelevant to the topic, spoken in a language other than Spanish, a mere verbatim restatement
of what the interlocutor has said or what is written on the exam, or may not provide evidence of sufficient language to evaluate the conversation.
©2007 The College Board. All rights reserved.
2007 AP® SPANISH LANGUAGE—PRESENTATIONAL SPEAKING SCORING GUIDELINES
SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE*
5 HIGH • Fully addresses and • Treatment of the topic is relevant and thorough • Use and control of complex structures; very few errors with no
Demonstrates A speech sample that completes the task • Response is very well organized and cohesive patterns
demonstrates excellence • Refers to and integrates well • All or almost all information is accurate • Rich vocabulary used with precision
excellence
in Presentational both sources into the oral • Comparison and contrast of information significantly • High level of fluency
Speaking accomplishes presentation outweighs summary or mere quotations • Excellent pronunciation
the following: • Accurate social and/or cultural references included • Register is highly appropriate
4 MID-HIGH • Appropriately addresses and • Treatment of the topic is relevant and well developed • Use of complex structures, but may contain more than a few errors
Demonstrates A speech sample that completes the task • Response is well organized and generally cohesive • Very good vocabulary
demonstrates command • Refers to and integrates both • Information is generally accurate • Very good fluency
command
in Presentational sources into the oral • Comparison and contrast of information outweighs • Very good pronunciation
presentation
Speaking accomplishes summary or mere quotations • Register is appropriate
the following: • Generally accurate social and/or cultural references
included
3 MID • Addresses and completes the • Treatment of the topic is relevant • Control of simple structures, with few errors; may use complex
Demonstrates A speech sample that task • Response is organized, with adequate cohesiveness structures with little or no control
demonstrates competence • Integrates one of the sources • Information is generally accurate, although there may be • Good range of vocabulary, but may have occasional interference
competence
in Presentational into the oral presentation, some inaccuracy or lack of precision from another language
Speaking accomplishes with some or little reference • Summary or mere quotations of information may outweigh • Good fluency with occasional hesitance; some successful self-
to the other source comparison and contrast correction
the following:
• Generally appropriate social and/or cultural references • Good pronunciation
included • Register is generally appropriate
2 MID-LOW • Partially addresses and/or • Treatment of the topic may be somewhat irrelevant • Limited control of simple structures, with errors
Suggests lack A speech sample that completes the task • Response may have inadequate organization/cohesiveness • Narrow range of vocabulary; frequent interference from another
suggests lack of • May refer to only one of the • Information may be limited or inaccurate language may occur
of competence
competence in sources in the oral • There is little comparison and contrast of information • Labored expression; minimal fluency
presentation • Fair pronunciation, which may affect comprehension
Presentational Speaking • Inaccurate social and/or cultural references may be included
can be described as the • Register may be inappropriate
following:
1 LOW • Does not complete the task • Treatment of the topic is somewhat irrelevant • Frequent errors in use of structures
Demonstrates A speech sample that • Refers poorly to only one of • Response may not be cohesive or may be disorganized • Few vocabulary resources; constant interference from another
lack of demonstrates lack of the sources in the oral • Information is very limited and mainly inaccurate language
competence in presentation • There may be no comparison and contrast of information • Little to no fluency
competence
Presentational Speaking • Inaccurate social and/or cultural references included • Poor pronunciation impedes comprehension
can be described as the • Minimal to no attention to register
following:
0 A speech sample that receives this score may be blank, off task, completely irrelevant to the topic, spoken in a language other than Spanish, or a mere restatement of the topic or the information in the
sources.

* Scores may be lowered for a response of less than one minute. ©2007 The College Board. All rights reserved.