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iRubric: AP Spanish Languag and Culture Exam 2014 Scoring Guidlelines rubric

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AP Spanish Languag and Culture Exam 2014 Scoring Guidlelines 
AP Spanish Languag and Culture Exam 2014 Scoring Guidlelines
Presentational Writing: Persuasuve Essay
Rubric Code: ECCC69
By juanitafa
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Presentational Writing: Persuasuve
 

5 pts


4 pts


3 pts


2 pts


1 pts

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Treatment
of Context
5

Effective treatment of topic within the context of the task
4

Generally effective treatment of topic within the context of the task
3

Suitable treatment of topic within the context of the task
2

Unsuitable treatment of topic within the context of the task
1

Almost no treatment of topic within the context of the task
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Understanding
5

Demonstrates a high degree of comprehension of the sources’ viewpoints, with very few minor inaccuracies
4

Demonstrates comprehension of the sources’ viewpoints; may include a few inaccuracies
3

Demonstrates a moderate degree of comprehension of the sources’ viewpoints; includes some inaccuracies
2

Demonstrates a low degree of comprehension of the sources’ viewpoints; information may be limited or inaccurate
1

Demonstrates poor comprehension of the sources’ viewpoints; includes frequent and significant inaccuracies
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Use of
Sources
5

Integrates content from all three sources in support of the essay
4

Summarizes, with limited integration, content from all three sources in support of the essay
3

Summarizes content from at least two sources in support of the essay
2

Summarizes content from one or two sources; may not support the essay
1

Mostly repeats statements from sources or may not refer to any sources
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Clear Viewpoint;
Argument Development
5

Presents and defends the student’s own viewpoint on the topic with a high degree of clarity; develops a persuasive argument with coherence and detail
4

Presents and defends the student’s own viewpoint on the topic with clarity; develops a persuasive argument with coherence
3

Presents and defends the student’s own viewpoint on the topic; develops a somewhat persuasive argument with some coherence
2

Presents, or at least suggests, the student’s own viewpoint on the topic; develops an unpersuasive argument
somewhat incoherently
1

Minimally suggests the student’s own viewpoint on the topic; argument is undeveloped or incoherent
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Organization
5

Organized essay; effective use of transitional elements or cohesive devices
4

Organized essay; some effective use of transitional elements or cohesive devices
3

Some organization; limited use of transitional elements or cohesive devices
2

Limited organization; ineffective use of transitional elements or cohesive devices
1

Limited organization; ineffective use of transitional elements or cohesive devices Little or no organization; absence of transitional elements and cohesive devices
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Comprehensibility
5

Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
4

Fully understandable, with some errors which do not impede comprehensibility
3

Generally understandable, with errors that may impede comprehensibility
2

Partially understandable, with errors that force interpretation and cause confusion for the reader
1

Barely understandable, with frequent or significant errors that impede comprehensibility
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Vocabulary and Expressions
5

Varied and appropriate vocabulary and idiomatic language
4

Varied and generally appropriate vocabulary and idiomatic language
3

Appropriate but basic vocabulary and idiomatic language
2

Limited vocabulary and idiomatic language
1

Very few vocabulary resources
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Structure
5

Accuracy and variety in grammar, syntax and usage, with few errors
4

General control of grammar, syntax and usage
3

Some control of grammar, syntax and usage
2

Limited control of grammar, syntax and usage
1

Very simple sentences or fragments
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Complexity
5

Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex
sentences
4

Develops mostly paragraph-length discourse with simple, compound and a few complex sentences
3

Uses strings of mostly simple sentences, with a few compound sentences
2

Uses strings of simple sentences and phrases
1

Little or no control of grammar, syntax and usage





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