Examen: información útil

Información general:
     Precio del examen: $92     Financial aid information and requirements here.
     Fecha del examen (2017): martes, el 2 de mayo, 2017 a las 8:00.
    ¿Por qué A.P. Español: lenguaje y cultura?: ​Hay 49 profesiones y 12 carreras universitarias
Los seis temas de la clase y del examen
  • La identidad personal y pública
  • Las familias y las comunidades
  • Los desafíos mundiales
  • La ciencia y la tecnología
  • La vida contemporánea
  • La belleza y la estética

El formato del examen
 Sección I: Opción múltiple | 65 Preguntas | ~ 95 Minutos | 50% de la calificación final
  • Parte A: 30 preguntas; ~40 minutos
    • Comunicación interpretativa: Textos impresos
  • Parte B: 35 Preguntas; ~55 minutos
    • Comunicación interpretativa: Textos impresos y de audio (combinados)
    • Comunicación interpretativa: Textos de audio
Sección II: Respuesta abierta | 4 Tareas | ~ 85 Minutos | 50% de la calificación final
  • Escritura interpersonal: Respuesta a un correo electrónico (1 apunte; 15 minutos)
  • Escritura de presentación: Ensayo persuasivo (1 apunte; ~55 minutos total: 15 minutos para repasar los materiales más 40 minutos para escribir)
  • Comunicación interpersonal: Conversación (5 apuntes; 20 segundos para cada respuesta)
  • Presentación: Comparación cultural (1 apunte; 6 minutos)
Mis consejos​
  1. Use español--not just in class (100% of the time), but as much as possible! Escucha, lee y habla en tu vida fuera de la clase de español.
  2. Know and understand the six A.P. course themes.
  3. The content of your message is more important to graders than the conventions (spelling, etc.--although what you write must still be comprehensible). When you write and present, remember this formula: paragraph = transition word/phrase + topic sentence + argument.
  4. Vocabulario, vocabulario, vocabulario. The breadth of your vocabulary will determine how well you understand the prompts, as well as how precise and detailed your responses are.
  5. Keep up with your gramática--for a score of "4" or "5" you need to be able to use multiple verb tenses in a comprehensible manner!
  6. A HUGE component of the exam is la cultura--take notes and review what you learn in class, but it also helps to be intellectually curious. Investigate cultural products, practices, and perspectives that you are interested in and practice comparing them with your own culture in spoken and written español. 
  7. Practice and keep a log of idiomatic expressions and phrases so that you can use them when you write and speak!
  8. Review and practice with exams from previous years. They're available (along with grading guidelines) here or here.
  9. On the day of the exam, skip the instructions! We will practice with the same instructions in class beforehand--so you don't need to spend valuable test time re-reading them!
Más recursos, consejos y pistas
College Board Exam Tips
The Ultimate List of A.P. Spanish Language and Culture Tips
College Board A.P. Spanish Language & Culture Scoring Guidelines

Objetivos de aprendizaje

Learning Objectives: Spoken Interpersonal Communication
  • The student engages in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations.
  • The student engages in the oral exchange of information, opinions, and ideas in a variety of time frames in informal situations.
  • The student elicits information and clarifies meaning by using a variety of strategies.
  • The student states and supports opinions in oral interactions.
  • The student initiates and sustains interaction through the use of various verbal and nonverbal strategies.
  • The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.
  • The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.
  • The student self-monitors and adjusts language production.
  • The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
  • The student demonstrates knowledge and understanding of content across disciplines.
Learning Objectives: Written Interpersonal Communication
  • The student engages in the written exchange of information, opinions, and ideas in a variety of time frames in formal situations.
  • The student engages in the written exchange of information, opinions, and ideas in a variety of time frames in informal situations.
  • The student writes formal correspondence in a variety of media using appropriate formats and conventions.
  • The student writes informal correspondence in a variety of media using appropriate formats and conventions.
  • The student elicits information and clarifies meaning by using a variety of strategies.
  • The student states and supports opinions in written interactions.
  • The student initiates and sustains interaction during written interpersonal communication in a variety of media.
  • The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.
  • The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.
  • The student self-monitors and adjusts language production.
  • The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
  • The student demonstrates knowledge and understanding of content across disciplines.
Learning Objectives: Interpretive Communication
  • The student demonstrates comprehension of content from authentic audio, visual, audiovisual, written, and print resources.
  • The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.
  • The student understands the purpose of a message and the point of view of its author.
  • The student identifies the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic resources.
  • The student demonstrates critical viewing or listening of audio, visual, and audiovisual resources in the target cultural context.
  • The student demonstrates critical reading of written and print resources in the target cultural context.
  • The student monitors comprehension and uses other sources to enhance understanding.
  • The student examines, compares, and reflects on products, practices, and perspectives of the target culture(s).
  • The student evaluates similarities and differences in the perspectives of the target culture(s) and his or her own culture(s) as found in authentic resources.
  • The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
  • The student demonstrates knowledge and understanding of content across disciplines.
Learning Objectives: Spoken Presentational Communication
  • The student produces a variety of creative oral presentations (e.g., original story, personal narrative, speech, performance).
  • The student retells or summarizes information in narrative form, demonstrating a consideration of audience.
  • The student creates and gives persuasive speeches.
  • The student expounds on familiar topics and those requiring research.
  • The student uses reference tools, acknowledges sources, and cites them appropriately​.
  • The student self-monitors and adjusts language production.
  • The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
  • The student demonstrates knowledge and understanding of content across disciplines.
Learning Objectives: Written Presentational Communication
  • The student produces a variety of creative writings (e.g., original story, personal narrative, script).
  • The student retells or summarizes information in narrative form, demonstrating a consideration of audience.
  • The student produces persuasive essays.
  • The student produces expository writing, inclusing researched reports.
  • The student uses reference tools, acknowledges sources, and cites them appropriately​.
  • The student self-edits written work for content, organization, and grammar.
  • The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
  • The student demonstrates knowledge and understanding of content across disciplines.