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iRubric: AP Spanish Lit Question #3- Single Text Analysis rubric

iRubric: AP Spanish Lit Question #3- Single Text Analysis rubric

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AP Spanish Lit Question #3- Single Text Analysis 
AP Spanish Lit Question #3- Single Text Analysis
AP Spanish Literature Single Text Analysis
Rubric Code: CC6C3W
By merojas
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Single Text Analysis
 

5 pts


4 pts


3 pts


2 pts


1 pts

Literary Features

5

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

Explains rhetorical, stylistic, or structural features in the text.
3

Describes some rhetorical, stylistic, or structural features in the text.
2

Identifies some rhetorical, stylistic, or structural features in the text, 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.
Contextual Knowledge

5

Demonstrates superior understanding of literary, historical, sociocultural, and/or geopolitical contexts and its/their relationship to the text.
4

Explains how the text's content relates to the given literary, historical, sociocultural and/or geopolitical context(s).
3

Identifies features of the literary, historical, sociocultural, and/or geopolitical context(s). Attempts to explain the relevance of the context(s) to the text.
2

Identifies some features of the literary, historical, sociocultural, and/or geopolitical context(s). May not clearly identify contextual features represented in the text.
1

Identifies some features of the literary, historical, sociocultural, and/or geopolitical context(s) but does not explain the relevance to the text. Demonstrates lack of understanding of the context(s) or the text.
Knowledge of Movement and Genre

5

Clearly understands the charateristics of the literary movement and (sub-)genre that are reflected in the text. Analyzes how the the characteristics of the movement and (sub-)genre effect the text.
4

Explains the characteristics of the literary movement and (sub-)genre and how the text reflects them.
3

Identifies features of the literary movement and the (sub-)genre. Attempts to explain their relevance to the text.
2

May not clearly identify the literary movement and/or the (sub-)genre. May not clearly explain how it/they are reflected in the text.
1

May not clearly identify the literary movement and/or the (sub-)genre. Demonstrates a lack of understanding of the literary movement and/or (sub-)genre and/or how it/they are reflected in the text.
Cultural Analysis

5

Analyzes how cultural products, practices, or perspectives found in the text reflect the given context.
4

Explains how the cultural products, practices, or perspectives found in the text reflect the given context.
3

Identifies cultural products, practices, or perspectives found in the text but may not explain how culture is reflectedin the given context.
2

May not address cultural features found in the text or explanation of cultural products, practices, or perspectives may be unclear.
1

Does not address cultural products, practices, or perspectives. Demonstrates a lack of understanding of cultural features in the text.
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 analysis of the text, the context, and the movement/(sub-)genre.
4

Response has a reasonably balanced focus that includes analysis of the text, the context, and the movement/(sub-)genre.
3

Response attempts to have a balanced focus that includes analysis of the text, the context, and the movement/(sub-)genre. If the response has a significantly unbalanced focus, the analysis must be good to achieve this score.
2

Response has a significantly unbalanced focus on either the text, specified movement/(sub-)genre, or the given context.
1

Demonstrates lack of understanding and has a significantly unbalanced focus on either the text, specified movement/(sub-)genre, or the given context.
Language Use- Vocabulary

5

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