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It provides category-based rubrics for specific question types, including an email response and an argumentative essay, with five performance levels (1 through 5) and examples of what distinguishes weak, fair, good, and strong answers. A general scoring note explains that not every criterion in a column must be met and emphasizes awarding scores based on the overall evidence. 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College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board. Visit College Board on the web: [collegeboard.org](collegeboard.org).  \n[AP Central is the official online home for the AP Program: apcentral.collegeboard.org](AP Central is the official online home for the AP Program: apcentral.collegeboard.org).  \nAP® Spanish Language and Culture 2025 Scoring Guidelines  \nQuestion 1: Email Reply 5 points  \nGeneral Scoring Note  \nWhen applying the scoring guidelines, the response does not need to meet every single criterion in a column. You should award the score according to the preponderance of evidence.  \n© 2025 College Board  \nAP® Spanish Language and Culture 2025 Scoring Guidelines  \n\n|  | 1\u003Cbr>Poor | | 2\u003Cbr>Weak | | 3\u003Cbr>Fair | | 4\u003Cbr>Good | | 5\u003Cbr>Strong |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| • | Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within the context of the task | • | Partially maintains the exchange with a response that is minimally appropriate within the context of the task | • | Maintains the exchange with a response that is somewhat appropriate but basic within the context of the task | • | Maintains the exchange with a response that is generally appropriate within the context of the task | • | Maintains the exchange with a response that is clearly appropriate within the context of the task |\n| • | Provides little required information (responses to questions, request for details) | • | Provides some required information (responses to questions, request for details) | • | Provides most required information (responses to questions, request for details) | • | Provides most required information (responses to questions, request for details) with some elaboration | • | Provides required information (responses to questions, request for details) with frequent elaboration |\n| • | Barely understandable, with frequent or significant errors that impede comprehensibility | • | Partially understandable with errors that force interpretation and cause confusion for the reader | • | Generally understandable, with errors that may impede comprehensibility | • | Fully understandable, with some errors that do not impede comprehensibility | • | Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility |\n| • | Very few vocabulary\u003Cbr>resources | • | Limited vocabulary and idiomatic language | • | Appropriate but basic vocabulary and idiomatic language | • | Varied and generally appropriate vocabulary and idiomatic language | • | Varied and appropriate vocabulary and idiomatic language |\n| • | Little or no control of\u003Cbr>grammar, syntax, and usage | • | Limited control of grammar, syntax, and usage | • | Some control of grammar, syntax, and usage | • | General control of grammar, syntax, and usage | • | Accuracy and variety in grammar, syntax, and usage, with few errors |\n| • | Minimal or no attention to register; includes significantly inaccurate or no conventions for formal correspondence (e.g., greeting, closing) | • | Use of register is generally inappropriate for the situation; includes some conventions for formal correspondence (e.g., greeting, closing) with inaccuracies | • | Use of register may be inappropriate for the situation with several shifts; partial control of conventions for formal correspondence (e.g., greeting, closing), although these may lack cultural appropriateness | • | Generally consistent use of register appropriate for the situation, except for occasional shifts; basic control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing) | • | Mostly consistent use of register appropriate for the situation; control of cultural conventions appropriate for formal correspondence (e.g., greeting, closing), despite occasional err","cbCain2h62LzBrIy","https://ap.wps.com/l/cbCain2h62LzBrIy","pdf",241208,12,"English","# Question 1: Email Reply\n## General Scoring Note\n## Score Descriptors (1–5)\n## Score of 0: UNACCEPTABLE\n# Question 2: Argumentative Essay\n## General Scoring Note\n## Score Descriptors (1–5)","[{\"question\":\"How should the scoring guidelines be applied across the rubric columns?\",\"answer\":\"The response does not need to meet every single criterion in a column; scores should be awarded according to the overall preponderance of evidence.\"},{\"question\":\"What does a score of 5 indicate for Question 1 (Email Reply)?\",\"answer\":\"A score of 5 reflects a response that is clearly appropriate for the task context, provides required information with frequent elaboration, and shows strong control of vocabulary, grammar, syntax, usage, and formal correspondence conventions.\"},{\"question\":\"What conditions lead to a score of 0 (UNACCEPTABLE)?\",\"answer\":\"A score of 0 applies to mere restatement of language from the stimulus, completely irrelevant responses, statements such as “I don’t know/I don’t understand,” responses not in the language of the exam, or no response when pages are blank (NR).\"}]","AP Spanish Language and Culture 2025 Scoring Guidelines | PDF",1789900719]