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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 built by SraTiller

Rubric Code: BX3B7B9
AP Spanish Literature Single Text Analysis
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Keywords: spanish literature text analysis
Categories: Subjects: Foreign Languages  
Types: Writing  
Grade Levels: 9-12

Powered by iRubric Single Text Analysis
  Demonstrates Superiority
5 pts
Demonstrates Competence
4 pts
Suggests Competence
3 pts
Suggests Lack of Competence
2 pts
Demonstrates Lack of Competence
1 pts
Literary Features
Demonstrates Superiority

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

Explains rhetorical, stylistic, or structural features in the text.
Suggests Competence

Describes some rhetorical, stylistic, or structural features in the text.
Suggests Lack of Competence

Identifies some rhetorical, stylistic, or structural features in the text, but may not explain their relevance. Suggests a lack of understanding of the text.
Demonstrates Lack of Competence

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
Demonstrates Superiority

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

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

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

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

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
Demonstrates Superiority

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.
Demonstrates Competence

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

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

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

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
Demonstrates Superiority

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

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

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

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

Does not address cultural products, practices, or perspectives. Demonstrates a lack of understanding of cultural features in the text.
Textual Examples
Demonstrates Superiority

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

Supports analysis by citing and discussing appropriate textual examples.
Suggests Competence

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

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

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

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

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

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

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

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

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

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

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.
Suggests Lack of Competence

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

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
Demonstrates Superiority

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

Vocabulary is appropriate to the text(s) being discussed, and presents<BR>
main ideas and some supporting details.
Suggests Competence

Vocabulary is appropriate to the text(s) being discussed, but may be<BR>
limited to presenting some relevant ideas.
Suggests Lack of Competence

Vocabulary may be inappropriate to the text(s) being discussed, and<BR>
forces the reader to supply inferences.
Demonstrates Lack of Competence

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

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

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

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

Control of grammatical and syntactic structures is weak; errors in<BR>
verb forms, word order, and formation are numerous and serious<BR>
enough to impede comprehension at times.
Demonstrates Lack of Competence

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

Writing conventions (e.g., spelling, accent marks, punctuation,<BR>
paragraphing) are generally accurate; paragraphing shows grouping<BR>
and progression of ideas.
Demonstrates Competence

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

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

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

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



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