Learn literature terms ap spanish literatura with free interactive flashcards. Choose from 500 different sets of literature terms ap spanish literatura flashcards on Quizlet. AP Spanish Literature and Culture Free Response Tips. It may seem silly, but at four essays totaling 100 minutes, or 55% of the total exam time, the free-response writing section of the AP Spanish Literature and Culture exam is tough. With that much writing, your hands are bound to cramp up.
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Advanced Placement Spanish Literature and Culture (often referred to as AP Spanish Literature and Culture, AP Spanish Literature, AP Spanish Lit or AP SpLit) is a high school course and examination offered by the College Board'sAdvanced Placement Program.
The course[edit]
This course is based on improving skills in written Spanish and critical reading of advanced Spanish and Latin American literature.[1][2] It is typically taught as a Spanish V or VI course. The AP Spanish Literature course is designed to be comparable to a third-year college/university introductory Hispanic literature course. Students concentrate on developing proficiency in reading and writing in preparation for the AP Spanish Literature examination. In addition, this course emphasizes mastery of linguistic competencies at a very high level of proficiency.
The course has a required reading list that draws from a variety of sources, including such well-known authors and poets as Federico García Lorca, Miguel de Cervantes, Tirso de Molina, Gabriel García Márquez, Alfonsina Storni, Juan Rulfo, Isabel Allende, and Miguel de Unamuno, as well as a miscellany of lesser-known short stories, poems, and novels. A complete list of the readings is regulated annually by the College Board. The course is meant to be taught entirely in Spanish, though English translations of the stories are often common resources for students.[3]
The exam[edit]
The exam is divided into two sections with several parts. Section I, consisting of 65 multiple-choice questions, is split into two parts. Part A (15 questions) is the listening component, which includes a twice-recited poem, a recording of an interview with an author, and a presentation concerning a topic that relates to the course. Part B (50 questions) is reading comprehension based on a wide variety of works, including a literary criticism and selections from works that are not on the required reading list. 80 minutes is given for the entire section.[4]
Section II is free-response, containing two short-answer questions and two longer essays. The first question is based on an excerpt from a work on the required reading list, and students must name the author, identify the time period, and, most importantly, elaborate on the theme presented in the passage (15 minutes). The second question asks students to read an excerpt from a work on the required reading list and compare the theme presented to that of an accompanying piece of artwork (15 minutes). The third question tests students' ability to link a piece of literature on the required reading list to the greater genre or movement to which it belongs (35 minutes). Finally, the fourth question directs students to analyze the literary techniques in two excerpts, one of which is from a work on the required reading list, that are used to convey a shared theme (35 minutes). 100 minutes is allotted for this section.[5][6]
In all, the test is approximately 3 hours in duration.
Grade distribution[edit]
The grade distributions since 2010 were:
Score | 2010[7] | 2011[8] | 2012[9] | 2013[10] | 2014[11] | 2015[12] | 2016[13] | 2017[14] | 2018[15] |
---|---|---|---|---|---|---|---|---|---|
5 | 11.5% | 11.6% | 11.5% | 10.8% | 9.9% | 10% | 8.8% | 9.4% | 9.2% |
4 | 20.5% | 20.7% | 21.5% | 28.2% | 25.5% | 24.9% | 24.3% | 26.0% | 24.1% |
3 | 28.6% | 28.9% | 28.9% | 37.6% | 39.1% | 38.1% | 36.9% | 37.9% | 36.8% |
2 | 16.6% | 15.9% | 16.5% | 18.2% | 19.5% | 20.6% | 22.5% | 20.3% | 22.1% |
1 | 22.7% | 22.8% | 21.6% | 5.2% | 6.0% | 6.4% | 7.6% | 6.4% | 7.8% |
Mean | 2.82 | 2.82 | 2.85 | 3.21 | 3.14 | 3.12 | 3.04 | 3.12 | |
Standard Deviation | 1.31 | 1.31 | 1.30 | 1.03 | 1.03 | 1.05 | 1.06 | 1.04 | |
Number of Students | 17,136 | 18,103 | 17,919 | 18,785 | 20,118 | 21,755 | 24,061 | 25,834 |
See also[edit]
References[edit]
- ^Course Requirements at collegeboard.com, retrieved on October 27, 2007
- ^Spanish Course DescriptionArchived March 26, 2008, at the Wayback Machine, retrieved on October 27, 2007
- ^'AP: Spanish Literature'. Archived from the original on 2007-01-27. Retrieved 2007-02-18.
- ^http://apcentral.collegeboard.com/apc/members/exam/exam_information/2009.html
- ^https://apstudent.collegeboard.org/apcourse/ap-spanish-literature-and-culture/about-the-exam
- ^http://apcentral.collegeboard.com/apc/members/exam/exam_information/2009.html
- ^'AP Spanish Literature Student Score Distribution - Global'(PDF). The College Board. 2010. Retrieved June 21, 2017.
- ^'AP Spanish Literature Student Score Distribution - Global'(PDF). The College Board. 2011. Retrieved June 21, 2017.
- ^'AP Spanish Literature Student Score Distribution - Global'(PDF). The College Board. 2012. Retrieved June 21, 2017.
- ^'AP Spanish Literature Student Score Distribution - Global'(PDF). The College Board. 2013. Retrieved June 21, 2017.
- ^'AP Spanish Literature Student Score Distribution - Global'(PDF). The College Board. 2014. Retrieved June 21, 2017.
- ^'AP Spanish Literature and Culture Student Score Distribution - Global'(PDF). The College Board. 2015. Retrieved June 21, 2017.
- ^'AP Spanish Literature and Culture Student Score Distribution - Global'(PDF). The College Board. 2016. Retrieved June 21, 2017.
- ^Total Registration. '2017 AP Exam Score Distributions'. www.totalregistration.net. Retrieved 2017-06-17.
- ^Total Registration. '2018 AP Exam Score Distributions'. www.totalregistration.net. Retrieved 2018-06-22.
External links[edit]
- Spanish Literature Advanced Placement (AP) 2012 readings[permanent dead link]
Retrieved from 'https://en.wikipedia.org/w/index.php?title=AP_Spanish_Literature_and_Culture&oldid=893112250'
It’s almost that time of year again.
You and your students need to start preparing for the big, bad AP exam.
It’s going to huff, puff and blow your students over—but only if they aren’t ready to give it all they’ve got.
It’s no walk in the park.
No more picture books in Spanish.
It’s time for complicated short stories, poems, literary works, essays and more!
Your AP Spanish Literature students are in for a challenge. They signed up for it, after all (or were pressured in some way to sign up for it). It’s important that you, their teacher and educational guide, are well-informed as to what they need to read and the rules regarding their AP Spanish Literature studies.
Luckily, we’ve got everything you need to start off on the right foot this year.
Rules Regarding AP Literature Assigned Reading
According to AP central, “study of the AP Spanish Literature and Culture curriculum requires that only unabridged, full text, Spanish language versions of the required readings be used.”
The Complete List of Options
Ready to be overwhelmed by the massive amount of books you can assign for reading in AP Spanish Literature class? Good, because that’s what you’re about to scroll through!
We’ve also got possible themes to focus the readings around accompany the titles of the books, thanks to many magical and comprehensive blogs created by teachers for AP Spanish Literature classes.
“Dos palabras”by Isabel Allende
Possible themes:
- male chauvinism
- the fight for power between the two sexes
- winning and losing in the “game of love”
- passion between men and women
“Romance de la pérdida de Alhama”by Anónimo (Anonymous author)
Possible themes:
- social and political criticisms
- romance in poetry
“Lazarillo de Tormes”by Anónimo (Anonymous author)
The sections that are fair game for the exam are the prologue (prólogo) and sections (tratados) 1, 2, 3 and 7.
Possible themes:
- perseverance
- the tenacity of individuals
- obstacles in life
- honor and dishonor
- social and political criticism
“Volverán las oscuras golondrinas” (Rima LIII)by Gustavo Adolfo Bécquer
Possible themes:
- carpe diem
- time and change
- passion between men and women
“Borges y yo”by Jorge Luis Borges
Possible themes:
- most of Borges’s tales embrace universal themes
- the often recurring circular labyrinth can be seen as a metaphor of life.
“El Sur”by Jorge Luis Borges
Possible themes:
- the fine line between what is real and what isn’t
- the different facets of being
“A Julia de Burgos”by Julia de Burgos
Possible themes:
- self-identity
- personal oppression and that of others
“El Ingenioso Hidalgo Don Quijote de la Mancha“by Miguel de Cervantes
Focus on: Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74
Possible themes:
- truth and justice
- reality and fantasy
“La noche boca arriba” by Julio Cortázar
You could teach this story in conjunction with “El Sur.”
Possible themes:
- the fine line between what is real and what isn’t
- the different facets of being
“Segunda carta de relación”by Hernán Cortés
Possible themes:
- imperialism
- the conquest of Mexico
“Hombres necios que acusáis”by Sor Juana Inés de la Cruz
Possible themes:
- feminism
- men as accusers
“A Roosevelt” by Rubén Darío
Possible themes:
- societies interacting and clashing
- modernity and the past
- time and space
- the duality of being
- literary creation
“De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava” (Conde Lucanor, Exemplo XXXV)by Don Juan Manuel
This is one short story within the greater collection.
Possible themes:
- perseverance
- sexism
- struggle for power between the sexes
- passion between men and women
“El hombre que se convirtió en perro”by Osvaldo Dragún
Possible themes:
- negative impact of militant government
- transformation
“Chac Mool” by Carlos Fuentes
Possible themes:
- lack of control in society
- the fine line between reality and fantasy.
“La casa de Bernarda Alba”by Federico García Lorca
Possible themes:
- this play explores the themes of being one’s own worst enemy
- the transition from honor to death
- the role of religion
- the idea that the poor are “like animals”
“Prendimiento de Antoñito el Camborio en el camino de Sevilla”by Federico García Lorca
Possible themes:
- honor
- tenacity of the individual
“El ahogado más hermoso del mundo” by Gabriel García Márquez
Possible themes:
- the idea of community
- myth
- the definition of “man”
“La siesta del martes”by Gabriel García Márquez
Possible themes:
- relationships between men and women
- religion
Soneto XXIII,”En tanto que de rosa y azucena”by Garcilaso de la Vega
Possible themes:
- carpe diem
- the effects of time
Soneto CLXVI, “Mientras por competir con tu cabello”by Luis de Góngora
You can do an activity comparing this poem with that of Garcilaso de la Vega.
Possible themes:
- carpe diem
- time and beauty
“Balada de los dos abuelos”by Nicolás Guillén
Possible themes:
- the integration of races
- specifically those of the people who were relocated to America during colonization.
“En una tempestad”by José María Heredia
Possible themes:
- distance and absence
- missing home
“Visión de los vencidos”by Miguel León-Portilla
There are two sections to focus on in this text: “Los presagios, según los informantes de Sahagún” and “Se ha perdido el pueblo mexico.”
Possible themes:
- suffering
- death
- self-defense
- hunger
“He andado muchos caminos”by Antonio Machado
Possible themes:
- the differences between the rich and the poor.
“Nuestra América”by José Martí
Possible themes:
- the author’s opinions of American policies
- diversity in society
- opinions relating to authority figures
“Como la vida misma”by Rosa Montero
Possible themes:
- the impact of urbanization on human relationships
“Mujer negra”by Nancy Morejón
Possible themes:
- historical themes
- feminism
“Walking around”by Pablo Neruda
Possible themes:
- life and death
- emotions and reflection
“Las medias rojas”byEmilia Pardo Bazán
Possible themes:
- the harsh reality of human life on a day-to-day basis.
Salmo XVII (“Miré los muros de la patria mía”)by Francisco de Quevedo
Possible themes:
- the constant reminders of death present in daily life.
- religion
“El hijo”by Horacio Quiroga
Possible themes:
- lack of order and control in society
- the fine line between what is real and what isn’t
“…y no se lo tragó la tierra”by Tomás Rivera
There are two main chapters to work with in this text: “…y no se lo tragó la tierra” and “La noche buena.”
Possible themes:
- lack of faith in religion
- social change
“No oyes ladrar los perros”by Juan Rulfo
Possible themes:
- escapism
- poverty
“Peso ancestral”by Alfonsina Storni
Possible themes:
- feminism
- stereotypes about men and women
“El burlador de Sevilla y convidado de piedra”by Tirso de Molina
Possible themes:
- free will and destiny
- friendship
- corruption
- order and disorder
“Mi caballo mago”by Sabine Ulibarrí
Possible themes:
- coming of age
- time and space
“San Manuel Bueno, Mártir”by Miguel de Unamuno
Possible themes:
- compassion
- conflicting beliefs
Textbooks Designed for AP Spanish Literature Classes
If you are struggling to decide which texts to use in class, a great place to turn is to one of the many textbooks designed for AP Spanish Literature students. These books contain a variety of the books from the list already and therefore you can choose based on what is included in the text.
This textbook is ideal for AP Spanish Literature students as it contains a number of works on the reading list designed for the class.
This textbook emphasizes analyses and themes of some of the literature required for AP Spanish Literature class.
Another option containing some of the readings for AP Literature class.
Where to Find the Reading List Texts
Buying all of the books on the list would be more expensive then a solid gold bowl of caviar. Okay, slight exaggeration. However, it would certainly add up, but thankfully there are digital libraries where many of the works are available for access.
One site to peruse to find many of the books is theBiblioteca Virtual Miguel de Cervantes. If that option doesn’t meet all of your needs, check out the Biblioteca Virtual Universal or Bibliotecas Virtuales.
Yes, the AP reading list can seem daunting, but hopefully after reading this post you feel better prepared to face it head on with your students!
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