ap spanish literature and culture - college board...the literary selection on this year’s exam was...

2018

AP Spanish Literature and CultureSample Student Responses and Scoring Commentary

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Inside:

Free Response Question 2

R Scoring Guideline

R Student Samples

R Scoring Commentary

AP® SPANISH LITERATURE AND CULTURE 2018 SCORING GUIDELINES

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Question 2

Short Answer: Text and Art Comparison Text: Excerpt from “Las medias rojas,” Emilia Pardo Bazán

Artwork: “By the Window. Portrait of Olga Trubnikova,” Valentin Serov Theme: El papel de la mujer

Literary Movement: El Realismo 3 The response effectively compares the theme in the works and relates the theme of the text and

the artwork to Realism.

• Effectively compares the theme in the works. • Effectively relates the theme of the text and artwork to Realism. • Supports response with relevant evidence from both works.

2 The response compares the theme in the works and relates the theme to Realism; description

outweighs comparison.

• Compares the theme in the works, but description of the elements of both works outweighs comparison.

• Relates the theme of the text and artwork to Realism, but the connection among these elements may not be clear.

• Supports response with evidence from both works, but evidence may not be clear or relevant. Note: If the response does not relate the theme to Realism, the comparison of the theme between the text and the artwork must be effective to earn a score of 2.

1 The response attempts to compare the theme in the works and/or attempts to relate the theme to Realism; description outweighs comparison; irrelevant comments may predominate.

• Attempts to compare the theme in the works, yet the response is incomplete or insufficient. • Attempts to relate the theme of the text and artwork to Realism, yet the response is incomplete or

insufficient. • Does not provide supporting evidence from both works.

Note: A response that discusses the theme only in the text or the artwork, or a response that only discusses Realism cannot receive a score higher than 1.

0 The response is so brief or so poorly written as to be meaningless, is not in Spanish, or is

otherwise off-task.

Note: A response that merely restates part or all of the prompt or stimuli receives a score of 0. A response that receives a 0 in content must also receive a 0 in language.

— Response is blank.

Note: A response that receives a (—) in content must also receive a (—) in language.

AP® SPANISH LITERATURE AND CULTURE 2018 SCORING GUIDELINES


Question 2 (continued)

Language Usage 3 Language usage is appropriate to the task, generally accurate, and varied; the reader’s

understanding of the response is clear and supported by the student’s use of language.

• Vocabulary is varied and appropriate to the topic or works being discussed. • Control of grammatical and syntactic structures is very good in spite of a few errors; use of verb tenses

and mood is generally accurate; word order and formation are generally accurate. • There are very few errors in conventions of written language (e.g., spelling, accent marks,

punctuation). 2 Language usage is appropriate to the task and sometimes accurate; the reader understands the

response, although the student’s use of language is somewhat limited.

• Vocabulary is appropriate to the topics or works being discussed but may limit the student’s ability to present relevant ideas.

• Control of grammatical and syntactic structures is adequate, but there are some errors; errors in the use of verb tenses and moods are frequent but do not detract from overall understanding; there are occasional errors in word order and formation.

• There are some errors in conventions of written language (e.g., spelling, accent marks, punctuation), but they do not impede communication.

1 Language usage is inappropriate to the task, inaccurate, or insufficient; the reader struggles to

create an understanding of the response.

• Vocabulary is insufficient or inappropriate to the topics or works being discussed; errors render comprehension difficult.

• Control of grammatical and syntactic structures is inadequate; errors in verb forms, word order, or word formation are frequent and impede comprehension.

• There are frequent errors in conventions of written language (e.g., spelling, accent marks, punctuation) that impede communication.

0 The response is so brief or so poorly written as to be meaningless, is not in Spanish, or is

otherwise off-task. Note: A response that merely restates part or all of the prompt or stimuli receives a score of 0. A response that receives a 0 in content must also receive a 0 in language.

— Response is blank. Note: A response that receives a (—) in content must also receive a (—) in language.

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AP® SPANISH LITERATURE AND CULTURE 2018 SCORING COMMENTARY


Question 2

Overview

This question requires students to read a text or an excerpt of a text from the reading list and view a piece of artwork. The prompt then instructs students to engage in a thematic comparison of the two works focusing on a genre or literary/artistic movement. The literary selection on this year’s exam was a fragment from Emilia Pardo Bazán’s short story “Las medias rojas,” and the artwork was a reproduction of the painting “By the Window, Portrait of Olga Trubnikova” by Valentin Serov. Students were required to compare the theme of the representation of the role of women (la representación del papel de la mujer) in the two works in relation to the literary movement of Realism while supporting their contentions with specific, well-chosen examples from both the literary work and the artwork. This question requires students to respond to the prompt in a well-organized short answer (not an essay) using varied vocabulary and grammatical forms appropriate to the task.

Sample: 2A Content Score: 3

The response effectively compares the theme in both works and relates the theme of the text and artwork to the literary period of Realism. The student effectively compares how both works depict the theme of la representación del papel de la mujer, highlighting the societal limitations placed on women in their roles as domestic laborers, as seen through the lens of Realism and its focus on depicting objective reality (“En ambas obras, Las medias rojas y By the Window, el papel de obedientes trabajadoras para las mujeres es destacado. Las dos obras describen ese papel en una manera realista porque estan echos con objetividad y lealtad a la verdad.”). The student also explicitly relates the theme of the text and artwork to the stylistic characteristics of Realism, including its use of objective description and observation (“Ambas obras describen los trabajos difíciles de las mujeres en una manera muy verdadera. No tratan de mejorar, o re-interpretar, lo que occurre, so lo te lo presentan como es, cual es cualidad más grande de los trabajos realistas.”). The response provides relevant evidence and examples from both works (“Aunque puede causar mucha tristesa al verlo, Bazán no omite el abuso to Ildara por su tío, y Serov pinta a la mujer con una expreción melancolica en su cara. Esto muestra que estaban comprometidos a contar la realidad.”). Language Score: 3

The response demonstrates language usage that is appropriate to the task, generally accurate, and varied; the reader’s understanding of the response is clear and supported by the student’s use of language. The vocabulary is varied and appropriate to the topic and works being discussed (“con objetividad y lealtad a la verdad”; “No tratan de mejorar, o re-interpretar, lo que occurre”; “Aunque puede causar mucha tristesa al verlo, Bazán no omite el abuso”), despite a random Anglicism (“depicta”), an incorrect usage of a word (“esta lavando ropa o capaz cocinando algo”), and an error in word formation (“No tratan de mejorar … so lo te lo presentan como es”). The student’s control of grammatical and syntactic structures is usually good, and the use of verb tenses, moods, and word order is generally accurate (“Emilia Pardo Bazán muestra el papel inferior … de las mujeres a traves de la história de Ildara”; “Aunque no es muy claro que esta haciendo, parece que esta lavando ropa”; “Esto muestra que estaban comprometidos a contar la realidad.”). However, the response contains some grammatical errors, including misuse of a preposition (“describen ese papel en una manera”; “describen los trabajos difíciles de las mujeres en una manera”), a missing personal a, missing definite articles and prepositions (“a obedecer los hombres, como Ildara obedecio a Tío Clodio, y hacer trabajos difíciles”; “es cualidad más grande”), and incorrect use of pronouns (“el trabajo manual de encendir la leña mojada (Bazán), cual es muy difícil”; “lo presentan como es, cual es”). There are very few errors in conventions of written language, including spelling (“estan echos”; “encendir”; “Este echo representa”; “forcadas”; “halgo”; “occurre”; “tristesa”; “expreción”), misplaced accents (“história”; “tambíen”) and missing accents (“a traves”; “representa como las mujeres … fueron”; “esta haciendo”; “esta lavando”; “melancolica”).




Sample: 2B Content Score: 2

The response compares the theme in both works and relates the theme to Realism; description outweighs comparison. The student compares the theme of la representación del papel de la mujer in both works; however, the response focuses on the power relationship between men and women (“A final, lo que la pintura no muestra es la relación de poder entre los hombres y las mujers. En ‘Las medias rojas’ el padre demostra este relación de poder cuando le golpe a Ildara para su esperanza de salir cuando el ve sus nuevos medias.”). The student relates the theme and artwork to Realism (“El Modernismo se enfoque en la realidad cotidiano y está cáractizado por obras con muchos detalles que reflejan la realidad de vida. ‘Las medias rojas’ por Emilia Pardo Bazán y la pintura por Valentin Serov sirven como algunos ejemplos de este ideología.”), but the connection among these elements is insufficient. The student provides evidence from both works (“El fragmento literario empezó con una descripción de todo el trabajo de Ildara. Pero este trabajo … es una expectación como parte de su papel en la casa de su padre y por eso no gane nada. A similar, la pintura tiene una mujer llavandose algunos platos. … Pero las mujeres en las obras no paracen como le gustan este.”), but evidence is weak and unclear. If the student had made a more effective comparison, connected the two works to Realism, and supported the comparison of la representación del papel de la mujer with more relevant and explicit evidence, the response would have earned a higher score. Language Score: 2

The language usage is appropriate to the task and sometimes accurate; the reader understands the response, although the student’s use of language is somewhat limited. The student’s use of vocabulary is usually appropriate to the topics and works being discussed (“obras con muchos detalles que reflejan la realidad”; “ideología”; “falta de libertad o independencía”; “fragmento literario”; “posibilidad de movimiento economico”), in spite of some errors that limit the student’s ability to present relevant ideas (“expectación”; “y por eso no gane nada”; “A similar, la pintura”; “submisivo”). The student’s control of grammatical and syntactic structures is sometimes adequate (“estas obras también representan el papel de las mujeres y su falta de libertad o independencia”; “lo que la pintura no muestra es la relación de poder entre los hombres y las mujers.”); however, there are some errors in verb agreement (“Ildara quero”), verb formation (“el padre demostra”; “le golpe a Ildara”), and mood (“El Modernismo se enfoque”; “ por eso no gane nada”; “las mujeres en las obras no paracen como le gustan este”). There are also errors in adverb placement (“este trabajo solomente es una expectación como parte de su papel en la casa”) and adjective–noun agreement (“la realidad cotidiano”; “este ideología”; “estes obras”; “la caso”; “la mujer … aburrido”; “Este disatisfación”; “nuevos medias”). Other errors include incorrect usage of a preposition (“le golpe a Ildara para su esperanza de salir”), incorrect usage of relative and indirect object pronouns (“las mujeres … no paracen como le gustan”; “cuando le golpe a Ildara”), missing prepositions (“Pero las mujeres … no paracen como le gustan este.”; “para ganar un poco indipendencía”), missing definite articles (“que reflejan la realidad de vida”; “A final, lo que”), and errors in word formation (“expectación”; “submisivo”), which do not detract from overall understanding. The use of conventions of written language is usually appropriate in the response (“El fragmento literario empezó con una descripción de todo el trabajo de Ildara.”), in spite of some errors in spelling (“cáractizado”; “solomente”; “llavandose”; “paracen”; “indipendencía”; “posibilidad”; “disatisfación”; “mujers”; “demostra”), missing accent marks (“domestico”; “America”; “economica”; “cuando el ve sus”), and misplaced accent marks (“cáractizado”; “independencía”) that do not impede communication.




Sample: 2C Content Score: 1

The response attempts to compare the theme in both works and to relate the theme to Realism; description outweighs comparison; irrelevant comments predominate. The student attempts to compare the theme of la representación del papel de la mujer in both works (“La primer obra habla de una mujer, ‘Ildara’ que atiende una lumbre. En la pintura enseña ha una señorita llamada. ‘Olga Trubnikova.’ La pintura de la señorita solo enseña una señorita haciendo algo Junta una ventana, pero no se sabe que hace porque esta muy boroza la pintura.”); however, the response is insufficient and unclear, focusing on what both women are doing without developing the theme of la representación del papel de la mujer (“Por la pura pintura … no sabemos nada de lo que esta sucediendo pero la obra uno explica con detalle lo que esta pasando.”). The student’s response attempts to relate the theme of the text and artwork to Realism (“El realismo de las dos obras es que ha una Jovensita trabaJando algo Junta la ventana. Pero la realidad es otra. En la primer obra la Jovensita est trabajando el fuego y ententa echar el humo hacia fuera de la recamar. En la pintura solo sabemos que la foto se ve muy burosa como se hubira humo y vemos ha un joven Junta una ventana.”), but the explanation of Realism and the connection among the elements is vague and unclear. The response provides weak, insufficient, and unclear evidence from both works (“La primer obra nos esplicia como el cuarto donde esta Ildara y su tio Clodio liado se llena de humo en lo que Ildara trabaJa la lumbre. Por la pura pintura nosotros no sabemos nada de lo que esta sucediendo pero la obra uno explica con detalle lo que esta pasando.”). If the student had developed a theme-based comparison using clear evidence from the text and the painting, or related both works to Realism with explicit and clear evidence, the response would have received a higher score. Language Score: 2

The language usage is appropriate to the task and sometimes accurate; the reader understands the response, although the student’s use of language is somewhat limited. The student’s use of vocabulary in the response is sometimes appropriate to the topics and works being discussed (“solo enseña una señorita hacienda algo”; “explica con detalle lo que esta pasando”; “La pintura no nos explica lo que esta pasando”; “nos pone en un contexto”); however, some errors limit the student’s ability to present relevant ideas (“En las dos obras hay mucho en similar.”; “Ildara trabaja la lumbre”; “la Jovensita est trabajando el fuego y ententa”; “muy burosa como se hubira humo y vemos ha un Joven Junta una ventana”). The student’s control of grammatical and syntactic structures is sometimes adequate (“habla de una mujer, ‘Ildara’ que atiende una lumbre”; “Pero la realidad es otra.”), but there are some errors in word order and sentence structure (“porque esta muy boroza la pintura”; “La primer obra nos esplicia como el cuarto donde esta Ildara y su tio Clodio liado se llena de humo en lo que Ildara trabaJa la lumbre.”), verb formation (“El realismo … es que ha una Jovensita”; “est trabajando”; “como se hubira humo”; “lo que esta suciendio”), agreement (“primer obra”; “Ildara y su tio Clodio liado”; “la obra una”), the use of prepositions (“Por la pura pintura”; “echar el humo hacia fuera de la recamar”), and missing prepositions (“hacienda algo Junta una ventana”; “Junta la ventana”), which do not detract from overall understanding. The response contains some errors in conventions of written language, including spelling (“enseña ha una señorita”; “boroza”; “Jovensita”; “recamar”; “y ententa”; “burosa”; “vemos ha un Joven Junta una ventana”; “Ilada”), missing accent marks (“no se sabe que hace”; “esta muy boroza”; “nos esplicia como el cuarto”; “tio”; “esta sucediendo”; “esta pasando”), incorrect capitalization of the letter ‘j’ (“algo Junta”; “la Jovensita”; “un Joven”; “trabaJando”), and a missing comma (“no nos explica lo que esta pasando solo sabemos lo que se mira”), but they do not impede communication.

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