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iRubric: AP Spanish Lit Question #4- Text Comparison rubric

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AP Spanish Lit Question #4- Text Comparison 
AP Spanish Lit Question #4- Text Comparison
AP Spanish Literature Text Comparison
Rubric Code: BC6C3X
By merojas
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Text Comparison
 

5 pts


4 pts


3 pts


2 pts


1 pts

Literary Analysis

5

Thoroughly analyzes a variety of rhetorical, stylistic, or structural features in both works.
4

Explains and/or makes distinctions between rhetorical, stylistic, or structural features in both works; description and narration are present but do not outweigh analysis.
3

Describes some rhetorical, stylistic, or structural features in both works and attempts to explain their relevance; however, description and narration outweigh
2

Identifies some rhetorical, stylistic, or structural features in one or both texts, but may not explain their relevance. Suggests a lack of understanding of the text.
1

Identifies some rhetorical, stylistic, or structural features in the text, but does not explain their relevance. Demonstrates a lack of understanding of the text.
Thematic Development

5

Response clearly analyzes the theme.
4

Response analyzes the them in both works.
3

Response explains the theme in both works.
2

Response attempts to explain the theme in both works.
1

Demonstrates lack of understanding of the theme.
Thematic Comparison

5

Compares the theme and the use of literary devices in both works.
4

Compares the theme and the literary devices in both works.
3

Attempts to compare the theme and literary devices in both works and/or the response has a significant unbalanced focus on one of the texts.
2

Response shows little ability to compare both works and/or treats only one text.
1

No attempt to compare both works.
Textual Examples

5

Supports analysis by integrating specific, well-chosen textual examples throughout the response.
4

Supports analysis by citing and discussing appropriate textual examples.
3

Elaborates on main points and supports observations by citing examples; however, the examples may not always be clear and relevant.
2

Presents main points and some details, describes basic elements of the text, but may do so without citing examples or supporting an argument.
1

May consist entirely of summary or paraphrasing of the text without citing examples.
Organization

5

Includes a statement of purpose (thesis), a coherent structure, and a cohesive and logical progression of ideas in a well-developed response.
4

Includes a statement of purpose (thesis), a coherent structure, and a logical progression of ideas.
3

Includes a statement of purpose (thesis), evidence of organization (a stated topic, an introduction, a conclusion), and a logical progression of ideas.
2

May not clearly state a purpose or be organized around a central idea or argument; progression of ideas may not be logical.
1

Does not state a purpose, show evidence of organization, or offer a progression of ideas.
Balance and Focus

5

Response has a clearly balanced focus that includes thematic analysis of both texts and literary devices.
4

Response has a reasonably balanced focus that includes analysis of both texts and literary devices.
3

Response attempts to have a balanced focus that includes analysis of both texts and literary devices. Contains some errors of interpretation, but errors do not detract from the overall quality of the essay.
2

Response has a significantly unbalanced focus on either of the texts and/or literary devices. Contains errors of interpretation that occasionally detract from the overall quality of the essay.
1

Demonstrates lack of understanding and has a significantly unbalanced focus on either of the texts and/or literary devices. Contains frequent errors of interpretation that significantly detract from the overall quality of the essay.
Language Use- Vocabulary

5

Vocabulary is varied and appropriate to the text(s) being discussed,
presents main ideas and supporting details, and communicates some<BR>
nuances of meaning.
4

Vocabulary is appropriate to the text(s) being discussed, and presents
main ideas and some supporting details.
3

Vocabulary is appropriate to the text(s) being discussed, but may be
limited to presenting some relevant ideas.
2

Vocabulary may be inappropriate to the text(s) being discussed, and
forces the reader to supply inferences.
1

Vocabulary is insufficient and inappropriate to the text(s) being
discussed; errors render comprehension difficult.
Language Use- Grammar

5

Control of grammatical and syntactic structures is very good; use
of verb tenses and moods is generally accurate; word order and
formation are accurate; use of cohesive devices and transitional
elements or both is appropriate to guide understanding.
4

Control of grammatical and syntactic structures is good; occasional
errors in the use of verb tenses and moods do not detract from
understanding; word order and formation are mostly accurate.
3

Control of grammatical and syntactic structures is adequate; errors in
the use of verb tenses and moods may be frequent but do not detract
from overall understanding; word order and formation are generally
accurate.
2

Control of grammatical and syntactic structures is weak; errors in
verb forms, word order, and formation are numerous and serious
enough to impede comprehension at times.
1

Control of grammatical and syntactic structures is inadequate; errors
in verb forms, word order, and formation are nearly constant and
impede comprehension frequently.
Language Use- Writing Conventions

5

Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; paragraphing shows grouping and progression of ideas.
4

Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; occasional errors do not detract from understanding; paragraphing shows grouping and progression of ideas.
3

Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are sometimes accurate; numerous errors do not detract from overall understanding; paragraphing shows grouping of ideas.
2

Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally inaccurate; errors are numerous and serious enough to impede comprehension at times; paragraphing may not show grouping of ideas.
1

Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are inaccurate; errors are nearly constant and impede comprehension frequently; there may be little or no evidence of paragraphing.



Keywords:
  • spanish literature text analysis


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