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The document outlines a general scoring note explaining that not every criterion in a column must be met to award a score. It defines performance levels from 1 to 5 across dimensions including treatment of the topic, comprehension of sources, integration of source material, development and clarity of the student’s position, organization and cohesion, and language control covering vocabulary, grammar, syntax, and overall comprehensibility. 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NR means no response, with blank pages.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},442407,1790946059,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},1099529839202,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","AP Spanish Languageand Culture  \n# Sample Student Responsesand Scoring Commentary\n\nInside:  \n# Task 2—Argumentative Essay\n\n☑ Scoring Guidelines  \n☑ Student Samples  \n☑ Scoring Commentary  \n# Question 2:Argumentative Essay\n\n## General Scoring Note\n\nWhen applying the scoring guidelines,the response does not need to meet every single criterion in a column.You should award the score accordingto the preponderance of evidence.  \nAP®Spanish Language and Culture 2025 Scoring Guidelines  \n\n| 1   | 2   | 3   | 4   | 5   |\n| --- | --- | --- | --- | --- |\n| Poor   | Weak   | Fair   | Good   | Strong   |\n| ·  Almost no treatment of topic ·   \u003Cbr>within the context of the task   |  Unsuitable treatment of topic ·  \u003Cbr>within the context of the task   |   Suitable treatment of topic  \u003Cbr>within the context of the task   | ·  \u003Cbr>·  Generally effective treatment  \u003Cbr>of topic within the context of  \u003Cbr>the task   | Effective treatment of topic  \u003Cbr>within the context of the task   |\n|  |  |  |  |  |\n| ·   \u003Cbr>·Demonstrates poor   |  Demonstrates a low degree of  ·   |   Demonstrates a moderate   | ·   \u003Cbr>·  Demonstrates   |  Demonstrates a high degree   |\n| comprehension of the   | comprehension of the   | degree of comprehension of   | comprehension of the   | of comprehension of the   |\n| sources'viewpoints;includes   | sources'viewpoints;   | the sources'viewpoints;   | sources'viewpoints;may   | sources'viewpoints,with very   |\n| frequent and significant  \u003Cbr>inaccuracies   | information may be limited or  \u003Cbr>inaccurate   | includes some inaccuracies   | incude a few inaccuracies   | few minor inaccuracies   |\n|  |  |  |  |  |\n| ·Mostly repeats statements  \u003Cbr>·  \u003Cbr>from sources or may not refer  \u003Cbr>to any sources   | ·  \u003Cbr>Summarizes content from  \u003Cbr>one or two sources;may not  \u003Cbr>support an argument   | Summarizes content from at  \u003Cbr>least two sources in support  \u003Cbr>of an argument   | ·  \u003Cbr>·  Summarizes,with limited  \u003Cbr>integration,content from all  \u003Cbr>three sources in support of an  \u003Cbr>argument   | Integrates content from all  \u003Cbr>three sources in support of an  \u003Cbr>argument   |\n|  |  |  |  |  |\n|  |  |  |  |  |\n| ·Minimally suggests the  \u003Cbr>·   | ·  \u003Cbr>Presents,or at least suggests,   |   Presents and defends the  \u003Cbr>student's own position on the  \u003Cbr>topic;develops an argument  \u003Cbr>with some coherence   | ·  \u003Cbr>·Presents and defends the  \u003Cbr>student's own position on the  \u003Cbr>topic with clarity;develops an  \u003Cbr>argument with coherence   | Presents and defends the  \u003Cbr>student's own position on the  \u003Cbr>topic with a high degree of  \u003Cbr>clarity;develops an argument  \u003Cbr>with coherence and detail   |\n| student's own position on the  \u003Cbr>topic;argument is  \u003Cbr>undeveloped or incoherent   | the student's own position on  \u003Cbr>the topic;develops an  \u003Cbr>argument somewhat  \u003Cbr>incoherently   |  |  |  |\n|  |  |  |  |  |\n|  |  |  |  |  |\n| ·Little or no organization;  \u003Cbr>·   | Limited organization;   | ·Some organization;limited   | ·  \u003Cbr>·Organized essay;some   | Organized essay;effective use   |\n| absence of transitional   | ineffective use of transitional  \u003Cbr>elements or cohesive devices   | use of transitional elements  \u003Cbr>or cohesive devices   | effective use of transitional  \u003Cbr>elements or cohesive devices   | of transitional elements or  \u003Cbr>cohesive devices   |\n| elements and cohesive  \u003Cbr>devices   |  |  |  |  |\n|  |  |  |  |  |\n| ·Barely understandable,with  \u003Cbr>·   \u003Cbr>frequent or significant errors  \u003Cbr>that impede   |  Partially understandable,with ·  \u003Cbr>errors that force  \u003Cbr>interpretation and cause   |   Generally understandable,  \u003Cbr>with errors that may impede  \u003Cbr>comprehensibility   | ·Fully understandable,with  \u003Cbr>·   \u003Cbr>some errors that do not  \u003Cbr>impede comprehensibility   |  Fully understandable,with  \u003Cbr>ease and clarity of expression;  \u003Cbr>occasional errors do not  \u003Cbr>impede comprehensibility   |\n|  |  |  |  |  |\n|  |  |  |  |  |\n| comprehensibility   | confusion for the reader   |  |  |  |","cbCainIAEobNBmUS","https://ap.wps.com/l/cbCainIAEobNBmUS","pdf",2292494,14,"English","# Task 2—Argumentative Essay\n## Scoring Guidelines\n## Question 2: Argumentative Essay\n### General Scoring Note","[{\"question\":\"How is the score determined for Task 2 responses?\",\"answer\":\"Scores are awarded according to the preponderance of evidence, and the response does not need to meet every single criterion in a column.\"},{\"question\":\"What areas are evaluated for the argumentative essay?\",\"answer\":\"The guidelines evaluate treatment of the topic, comprehension of sources’ viewpoints, integration and use of sources to support an argument, clarity and development of the student’s position, organization and cohesion, and language control including vocabulary, grammar, and comprehensibility.\"},{\"question\":\"What do score codes like 0 and NR mean?\",\"answer\":\"Score of 0 indicates unacceptable work such as being irrelevant, stating no understanding, or failing to respond to the prompt. NR means no response, with blank pages.\"}]","AP Spanish Language and Culture - Task 2 - Argumentative Essay - Scoring Guidelines | PDF",1790700188,35]