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AP
® S
PA
NIS
H L
AN
GU
AG
E —
201
2 P
RE
SE
NT
AT
ION
AL
WR
ITIN
G S
CO
RIN
G G
UID
EL
INE
S
©20
12 T
he C
olle
ge B
oard
. Vis
it t
he C
olle
ge B
oard
on
the
Web
: ww
w.c
olle
gebo
ard.
org.
SC
OR
E
DE
SC
RIP
TIO
N
TA
SK
CO
MP
LE
TIO
N
TO
PIC
DE
VE
LO
PM
EN
T
LA
NG
UA
GE
US
E
5 D
emon
stra
tes
exce
llen
ce
HIG
H
A w
riti
ng s
ampl
e th
at
dem
onst
rate
s ex
cell
ence
in
Pres
enta
tion
al W
riti
ng
acco
mpl
ishe
s th
e fo
llow
ing:
• Fu
lly a
ddre
sses
and
co
mpl
etes
the
tas
k.
• R
efer
s to
all
sour
ces
and
inte
grat
es t
hem
wel
l int
o th
e es
say.
• T
reat
men
t of
the
top
ic is
rel
evan
t an
d th
orou
gh.
• E
ssay
is v
ery
wel
l org
aniz
ed a
nd c
ohes
ive.
•
All
or a
lmos
t al
l inf
orm
atio
n is
acc
urat
e.
• Sy
nthe
sis
of in
form
atio
n si
gnifi
cant
ly o
utw
eigh
s su
mm
ary
or m
ere
cita
tion
s.
• A
ccur
ate
soci
al a
nd/o
r cu
ltura
l ref
eren
ces
are
incl
uded
.
• C
ontr
ol o
f a v
arie
ty o
f str
uctu
res
and
idio
ms;
occ
asio
nal e
rror
s m
ay o
ccur
, but
th
ere
is n
o pa
tter
n.
• R
ich,
pre
cise
, idi
omat
ic v
ocab
ular
y; e
ase
of e
xpre
ssio
n.
• E
xcel
lent
com
man
d of
con
vent
ions
of t
he w
ritt
en la
ngua
ge (o
rtho
grap
hy,
sent
ence
str
uctu
re, p
arag
raph
ing,
and
pun
ctua
tion
). •
Hig
hly
appr
opri
ate
regi
ster
.
4 D
emon
stra
tes
com
man
d
MID
–HIG
H
A w
riti
ng s
ampl
e th
at
dem
onst
rate
s co
mm
and
in
Pres
enta
tion
al W
riti
ng
acco
mpl
ishe
s th
e fo
llow
ing:
• A
ppro
pria
tely
add
ress
es a
nd
com
plet
es t
he t
ask.
•
Ref
ers
to a
ll so
urce
s an
d in
tegr
ates
the
m in
to t
he
essa
y.
• T
reat
men
t of
the
top
ic is
rel
evan
t an
d w
ell
deve
lope
d.
• E
ssay
is w
ell o
rgan
ized
and
gen
eral
ly c
ohes
ive.
•
Info
rmat
ion
is g
ener
ally
acc
urat
e.
• Sy
nthe
sis
of in
form
atio
n ou
twei
ghs
sum
mar
y or
m
ere
cita
tion
s.
• G
ener
ally
acc
urat
e so
cial
and
/or
cultu
ral
refe
renc
es a
re in
clud
ed.
• E
vide
nce
of c
ontr
ol o
f a v
arie
ty o
f str
uctu
res
and
idio
ms,
alth
ough
a fe
w
gram
mat
ical
err
ors
may
occ
ur; g
ood
to v
ery
good
con
trol
of e
lem
enta
ry
stru
ctur
es.
• C
onsi
dera
ble
brea
dth
of v
ocab
ular
y.
• G
ener
ally
cor
rect
con
vent
ions
of t
he w
ritt
en la
ngua
ge (o
rtho
grap
hy,
sent
ence
str
uctu
re, p
arag
raph
ing,
and
pun
ctua
tion
). •
App
ropr
iate
reg
iste
r.
3 D
emon
stra
tes
com
pet
ence
MID
A
wri
ting
sam
ple
that
de
mon
stra
tes
com
pete
nce
in
Pres
enta
tion
al W
riti
ng
acco
mpl
ishe
s th
e fo
llow
ing:
• A
ddre
sses
and
com
plet
es
the
task
. •
Ref
ers
to m
ost
if no
t al
l so
urce
s.
• T
reat
men
t of
the
top
ic is
rel
evan
t.
• E
ssay
is o
rgan
ized
, wit
h ad
equa
te c
ohes
iven
ess.
•
Info
rmat
ion
is g
ener
ally
acc
urat
e, a
lthou
gh t
here
m
ay b
e so
me
inac
cura
cy o
r la
ck o
f pre
cisi
on.
• Su
mm
ary
or m
ere
cita
tion
s of
info
rmat
ion
may
ou
twei
gh s
ynth
esis
. •
Gen
eral
ly a
ppro
pria
te s
ocia
l and
/or
cultu
ral
refe
renc
es a
re in
clud
ed.
• E
rror
s m
ay o
ccur
in a
var
iety
of s
truc
ture
s.
• A
ppro
pria
te v
ocab
ular
y, b
ut m
ay h
ave
occa
sion
al in
terf
eren
ce fr
om a
noth
er
lang
uage
. •
May
hav
e er
rors
in c
onve
ntio
ns o
f the
wri
tten
lang
uage
(ort
hogr
aphy
, se
nten
ce s
truc
ture
, par
agra
phin
g, a
nd p
unct
uati
on).
• R
egis
ter
is g
ener
ally
app
ropr
iate
.
2 S
ug
ges
ts l
ack
of
com
pet
ence
MID
–LO
W
A w
riti
ng s
ampl
e th
at
sugg
ests
lack
of
com
pete
nce
in
Pres
enta
tion
al W
riti
ng
can
be d
escr
ibed
as
the
follo
win
g:
• Pa
rtia
lly a
ddre
sses
and
/or
com
plet
es t
he t
ask.
•
May
ref
er t
o on
ly s
ome
but
not
all o
f the
sou
rces
.
• T
reat
men
t of
the
top
ic m
ay b
e so
mew
hat
irre
leva
nt.
• E
ssay
may
be
inad
equa
tely
org
aniz
ed.
• In
form
atio
n m
ay b
e lim
ited
or
inac
cura
te.
• T
here
is li
ttle
syn
thes
is o
f the
info
rmat
ion.
•
Inac
cura
te s
ocia
l and
/or
cultu
ral r
efer
ence
s m
ay
be in
clud
ed.
• Fr
eque
nt g
ram
mat
ical
err
ors
may
occ
ur e
ven
in e
lem
enta
ry s
truc
ture
s; t
here
m
ay b
e so
me
rede
emin
g fe
atur
es, s
uch
as c
orre
ct a
dvan
ced
stru
ctur
es.
• Li
mit
ed v
ocab
ular
y; fr
eque
nt in
terf
eren
ce fr
om a
noth
er la
ngua
ge m
ay o
ccur
. •
Freq
uent
err
ors
in c
onve
ntio
ns o
f the
wri
tten
lang
uage
(ort
hogr
aphy
, se
nten
ce s
truc
ture
, par
agra
phin
g, a
nd p
unct
uati
on) m
ay b
e pr
esen
t.
• R
egis
ter
may
be
inap
prop
riat
e.
1 D
emon
stra
tes
lack
of
com
pet
ence
LO
W
A w
riti
ng s
ampl
e th
at
dem
onst
rate
s la
ck
of c
ompe
ten
ce in
Pr
esen
tati
onal
Wri
ting
ca
n be
des
crib
ed a
s th
e fo
llow
ing:
• D
oes
not
com
plet
e th
e ta
sk.
• R
efer
s po
orly
to
only
one
or
two
of t
he s
ourc
es.
• T
reat
men
t of
the
top
ic is
som
ewha
t ir
rele
vant
. •
Ess
ay m
ay b
e di
sorg
aniz
ed.
• In
form
atio
n is
ver
y lim
ited
and
mai
nly
inac
cura
te.
• T
here
may
be
no s
ynth
esis
of i
nfor
mat
ion.
•
Inac
cura
te s
ocia
l and
/or
cultu
ral r
efer
ence
s ar
e in
clud
ed.
• N
umer
ous
gram
mat
ical
err
ors
impe
de c
omm
unic
atio
n.
• In
suffi
cien
t vo
cabu
lary
; con
stan
t in
terf
eren
ce fr
om a
noth
er la
ngua
ge.
• Pe
rvas
ive
erro
rs in
con
vent
ions
of t
he w
ritt
en la
ngua
ge (o
rtho
grap
hy,
sent
ence
str
uctu
re, p
arag
raph
ing,
and
pun
ctua
tion
) may
inte
rfer
e w
ith
wri
tten
com
mun
icat
ion.
•
Min
imal
to
no a
tten
tion
to
regi
ster
.
0 A
n es
say
that
rec
eive
s th
is s
core
doe
s no
t pr
ovid
e ev
iden
ce o
f suf
ficie
nt la
ngua
ge t
o m
erit
a s
core
of 1
, is
a re
stat
emen
t or
rew
riti
ng o
f the
top
ic o
r in
form
atio
n in
the
sou
rces
, is
com
plet
ely
irre
leva
nt t
o th
e to
pic,
or
is w
ritt
en in
a la
ngua
ge o
ther
tha
n Sp
anis
h.
—
An
essa
y th
at r
ecei
ves
this
sco
re is
bla
nk.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
© 2012 The College Board.Visit the College Board on the Web: www.collegeboard.org.
AP® SPANISH LANGUAGE 2012 SCORING COMMENTARY
© 2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
Part A-2: Presentational Writing Note: Student samples are quoted verbatim and may contain grammatical errors. Overview This question was an example of the presentational mode of writing and a task that integrated the skills of reading, listening, and writing. Students were asked to understand, organize, and synthesize information from three different sources into a cohesive written response to a prompt about the effect of technology on art. Art primarily meant the visual arts, but the third source expanded the definition of art to include music. Technology primarily meant computers, but it also meant the Internet, Web sites, digital art, and digital music. The instructions, in both English and Spanish, asked students to use information from all three sources to support their ideas, to identify the sources clearly, and to avoid simply summarizing the sources individually. This task was based on both print and audio material. The first print article was entitled “El museo real también es virtual” and appeared in the electronic newspaper El País on January 15, 2010. The second print source was an adaptation of an article entitled “La computadora reemplaza al pincel y al caballete,” published in Hoy on February 15, 2005, in Ecuador. The recorded audio file was an adaptation of an audio recording entitled “La computadora y el poder de la creación, Brian Eno,” from the electronic newspaper Milenio, which appeared in Mexico on April 17, 2020. Students had 7 minutes to read the printed material, and they listened to the audio selection for approximately 3 minutes. They were instructed to take 5 minutes to plan their responses and then 40 minutes to write an essay of about 200 words. They were scored on effective task completion, topic development, and language use, equally considered. Sample: PW-2A Score: 5 This essay fully addresses and completes the task by integrating the sources well to address the impact of new technologies on art. The essay is well organized, with a thorough development of the topic and a strong introductory paragraph. Almost all the information is accurate, and synthesis significantly outweighs summary: “La mayoría de los artistas que usan la tecnología como forma de arte ven este método artístico como simplemente otra forma creativa de seguir haciendo lo que les gusta mas: el arte”; “El resultado de esto es que las nuevas tecnologías han modernizado y le han dado una nueva imagen a los tipos diferentes de arte.” The student demonstrates control of a variety of structures (“se esta volviendo,” “aparecerán,” “estudió”), a rich vocabulary (“capacidad,” “involucrado,” “discutido,” “ejemplifica”), and an ease of expression (“ya que el arte tecnológica se esta popularizando cada vez más”). The register is highly appropriate. Sample: PW-2B Score: 3 This essay addresses and completes the task and uses all the sources. The information is generally accurate, although there is some inaccuracy (“En fuente 2, Theo Constante dice que las nuevas tecnologías no pueden comparar con el arte hecho por pincel y caballete.”). There is some synthesis of information, but summary and citations outweigh synthesis most of the time. Errors occur in a variety of structures: “La tecnología ha mejorando”; “Él es unas de las personas”; “La tecnología hoy día permitir.” There are examples of occasional interference from English (“individuales”; “El primero fuente también suporta la influencia” ) as well as errors in orthography (“desarollo”; “caractizado”), but they do not interfere with communication. The punctuation is correct and consistent throughout the essay, and the register is appropriate.
AP® SPANISH LANGUAGE 2012 SCORING COMMENTARY
© 2012 The College Board. Visit the College Board on the Web: www.collegeboard.org.
Part A-2: Presentational Writing (continued) Sample: PW-2C Score: 1 This essay refers poorly and indirectly to only two sources and does not complete the task. It does not address the question and contains irrelevant information: “pueden llegar a valer mas de 5.000 dollares. por. ser. copias de la arte. original.” The information is limited and repetitive, dealing with computer-generated art but not the impact of technologies on art, and with the most minimal reference to the sources: “Otro ejemplo de estas artes. seria. la. arte. de. brian eno.” The essay is completely disorganized, with only one paragraph, and contains no synthesis. There are numerous grammatical errors (“la arte”; “la epoca que estamos viviendo”; “las influencias. que le ha tenido. la nueva. tecnologia”) and frequent errors in conventions of the written language: “mayoria” ; “technologias”; “musica”; “maquinas.” Additionally, there is interference from English: “canvases”; “cuadros de pintar.” The pervasive punctuation errors, lack of capitalization, and problems in sentence structure impede communication. There is also minimal attention to register.
