AP® Spanish Literature and Culture:
An Overview of the Course and Exam
AP® Spanish Literature and Culture . . .
► Aligns
with the National Standards
► Reflects
best practices at the college level
► Supports
awarding of college credit and
placement
► Prepares
students for success in subsequent
college courses
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Goals of AP® Spanish Literature and Culture
3
►
Introduce students to a rich and diverse body of
literature written in Spanish
►
Enhance students’ abilities to read and analyze
literature with cultural sensitivity
►
Analyze literature through literary, artistic, historic,
socioeconomic, and geopolitical contexts
►
Engage students in making cultural and interdisciplinary
connections
►
Provide students with opportunities to further develop
their language skills
A Few Important Facts . . .
AP® Spanish Literature and
Culture:
Introduces students to cultural
products, practices, and
perspectives through literature
Uses a thematic approach and
incorporates the study of six
required course themes
Focuses on contextual analysis
Incorporates media such as
works of art, film, and music
4
The Curriculum Framework
► Defines
► Lists
the scope of the course
the required readings
► Identifies
learning objectives and
achievement level descriptions
► Provides
lists of targeted literary
terminology for the course and exam
► Describes
course
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a thematic approach to the
The Required Reading List
► 38
required literary
works by authors from
many areas of the
Spanish-speaking world,
including works by U.S.
Latino authors
► Students
must read only
unabridged Spanish
language versions; no
easy readers
6
Learning Objectives & Expectations of
Knowledge
Learning objectives set expectations of knowledge
and abilities for students who take the AP® course.
The Five Cs and Learning Objectives
Communication
Learning Objectives for Interpersonal Communication
Learning Objectives for Interpretive Communication
Learning Objectives for Presentational
Communication
Cultures
Connections
Comparisons
Learning Objectives for Cultures, Connections,
Comparisons, and Communities
Communities
Language Usage in
Support of Literary
Analysis
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Learning Objectives for Language Usage in Support of
Literary Analysis
Learning Objectives & Cognitive Abilities
Verbs in learning objectives reflect required cognitive
abilities.
Learning Objectives: Cultures, Connections, Comparisons,
and Communities
 The student analyzes the relationship between products
(both tangible and intangible) and perspectives of target
cultures as manifested in target language texts.
 The student relates texts to products and perspectives
found in a variety of media from the target cultures.
8
Learning Objectives &
Developing Proficiency in Language Skills
Learning objectives emphasize developing proficiency
across the full range of language skills.
Learning Objectives: Language Usage in Support of
Literary Analysis

The student uses a variety of vocabulary appropriate to literary
analysis.

The student uses a variety of grammatical and syntactic structures.

The student produces comprehensible written work by observing
writing conventions of the target language.

The student uses pronunciation that is comprehensible to the
audience in oral communications.

The student self-monitors and adjusts language production in oral
and written communications.
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Achievement Level Descriptions
Achievement Level Descriptions for Interpretive
Communication
Achievement Level 5
Students at Achievement Level 5 demonstrate an understanding of oral and
written texts by analyzing main ideas and supporting details, the
relationship between the structure of a text and its content, and the effect
of word choice, symbolism, and imagery in texts. They analyze stylistic
features and make distinctions between narrative voices and the author’s
perspective in order to establish differences in meaning. They explain how
the content and stylistic features of texts relate to genres and major
cultural movements. They analyze themes and features of artistic
representations, audiovisual materials, and spoken target language sources
in relation to literary texts. They accurately use a wide variety of relevant
literary terms to analyze texts, with very few errors that do not detract
from the quality of their written and oral work (see Literary Terminology
section).
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Achievement Level Descriptions
Example: Presentational Communication
5
4
3
2
Integrates specific,
well-chosen textual
examples into
presentations,
including references
to secondary texts
and brief
discussions of
historical and
cultural contexts
Cites and discusses
appropriate textual
examples; refers to
selected secondary
texts and places
texts in their
historical and
cultural contexts
Elaborates on main
points and supports
observations by
citing examples, but
these examples may
not always be well
described
Presents main
points and some
details about the
topic, but mostly
summarizes plot
and is unable to
support an
argument with
textual examples
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Course Themes
Las sociedades
en contacto
La dualidad
del ser
La construcción
del género
Las relaciones
interpersonales
El tiempo
y el espacio
La creación
literaria
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Course Themes
►
Teachers must address all six themes:
►
►
►
►
►
►
Las sociedades en contacto (Societies in Contact)
La constucción del género (The Construction of Gender)
El tiempo y el espacio (Time and Space)
La creación literaria (Literary Creation)
Las relaciones interpersonales (Interpersonal Relationships)
La dualidad del ser (The Dual Nature of Being)
►
Teachers can choose to organize their courses
thematically, chronologically, or by genres.
►
Examples of these different ways to organize the course
can be found in the sample syllabi available at the AP®
Course Audit site.
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Using Course Themes
► Possible
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approaches:
►
Use one or two themes to
review texts at the end of
each genre-based or periodbased unit.
►
Start the year or semester
with works that represent
each theme well as a way to
“anchor” the themes.
Organizing Concepts
►
Suggestions for working with the themes and the
required readings
►
Not prescriptive or required
Theme
Organizing Concepts

Las sociedades
en contacto




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La asimilación y la marginación
La diversidad
Las divisiones socioeconómicas
El imperialismo
El nacionalismo y el regionalismo
Essential Questions
Suggested questions related to themes can be used to
guide classroom investigation and design instruction.
Theme: Las sociedades en contacto
Essential Questions:
¿De
qué manera las perspectivas de una cultura afectan la representación
de eventos históricos?
¿Cómo
los miembros de una minoría cultural se resisten (o se asimilan) a
las costumbres y las perspectivas de la mayoría dominante?
¿Cómo
se representan en obras literarias de distintos períodos y diversas
culturas las relaciones entre grupos socioculturales (clases sociales, grupo
étnicos, etc.)?
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Literary Terminology
Progression of Literary Terms (basic to advanced)
BASIC
General: género: narrativa,
poesía, drama, ensayo; ambiente,
argumento, ficción, figura
retórica, héroe, imagen, lector,
personaje, protagonista, público,
suspenso, tema
Narrativa: autor, narrador,
cuento, novela; prosa
Poesía: poema, poeta, voz
poética; verso, estrofa; ritmo,
métrica: rima consonante, rima
asonante
Drama: acto, escena, escenario;
comedia, tragedia; diálogo,
monólogo; teatro
Figuras retóricas: metáfora,
símil; aliteración, hipérbole,
onomatopeya, personificación
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INTERMEDIATE
General: ambigüedad, analogía, antagonista, antihéroe,
arquetipo, atmósfera, carpe diem, desenlace, fábula, in
medias res, ironía, memento mori, símbolo, tono, trama
Narrativa: crónica, flashback, fluir de conciencia,
narrador omnisciente, narrodor limitado o narrativa en
primera persona, prefiguración, punto de vista o
perspectiva
ADVANCED
General: alegoría, apología, caricatura,
cromatismo o simbolismo cromático,
desdoblamiento, leitmotivo, meta- (e.g.,
metaficción, metateatro), parodia, sátira
Narrativa: narrativa epistolar, narrador
fidedigno, narrador no fidedigno, narrador
testigo, narratario, parábola
Poesía: heptasílabo, octosílabo, endecasilabo,
Poesía: diéresis, hiato, sinéresis; verso
alejandrino; arte menor, arte mayor; encabalgamiento,
blanco o suelto, verso libre; cesura,
estribillo, lírica, poema épico, redondilla, romance,
hemistiquio; polifonía, polimetría; silva
sinalefa, soneto, verso agudo, verso esdrújulo, verso llano
Drama: anagnórisis, catarsis, falla trágica,
Drama: acción dramática: exposición, nudo o climax,
ironía dramática, pathos, tres unidades
desenlace; acotaciones, aparte, comedia del Siglo de Oro,
dramaturgo, teatro del absurdo
Figuras retóricas: asíndeton, cacofonía,
epíteto, metonimia, paradoja, polisíndeton,
Figuras retóricas: anáfora, antítesis, apóstrofe,
sinécdoque, sinestesia, retruécano
circunlocución o perifrasis, elipsis, enumeración,
eufemismo, gradación, hipérbaton
Historia literaria: conceptismo,
culteranismo, costumbrismo,
Historia literaria: Barroco, Boom, colonial, Edad Media
existencialismo, neoclasicismo,
(medieval), Generación del 98, libro de caballerías,
postmodernismo, surrealismo, vanguardia
modernismo, naturalismo, novela picaresca, pícaro,
realismo, realismo mágico, Renacimiento, romanticismo,
Siglo de Oro
Glossary of Literary Terms
►
Contains definitions in Spanish of each of the literary terms
►
Provides examples of how terms are used in literary works from the required
reading list
►
Is posted on the AP® Spanish Literature and Culture Home Page
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AP Spanish Literature and Culture Exam
AP® Spanish Literature and Culture Exam
Section
No. of Questions
Section I: Multiple Choice
Percent of
Final Score
Time
50%
Approx. 80 min.
Part A
Interpretive Listening
15 questions
10%
Approx. 20 min.
Part B
Reading Analysis
50 questions
40%
Approx. 60 min.
50%
100 minutes
Section II: Free Response
Short Answer: Text Explanation
1 prompt
7.5%
Suggested time:
15 min.
Short Answer: Text and Art Comparison
1 prompt
7.5%
Suggested time:
15 min.
Essay: Analysis of Single Text
1 prompt
17.5%
Suggested time:
35 min.
Essay: Text Comparison
1 prompt
17.5%
Suggested time:
35 min.
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Types of Multiple-Choice Questions
► Listening
questions (comprehension and
interpretation) related to three different audio
sources:
►
►
►
Interview
Poem
Presentation
►A
comparative reading exercise based on a
required text and a non-required text
►A
critical commentary as a reading analysis
exercise
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Free-Response Question Types
► Two
short-answer questions (~15 minutes each):
Text Explanation
Text and Art Comparison
In these short-answer questions, students must relate
reading list texts to genres, periods, movements, or
techniques.
►
►
► Two
►
►
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essay questions (~about 35 minutes each):
Analysis of a single text (from reading list)
Comparison of two texts (one from reading list,
one not from the reading list)
AP Course Audit
AP® Course Audit Information
For the course audit process, teachers must submit a
syllabus aligned to the curriculum framework.
► Resources
available for Course Audit:
►
AP® Spanish Literature and Culture Course and Exam Description
►
Syllabus Development Guide
►
Four Sample Syllabi
www.collegeboard.com/html/apcourseaudit/index.html
►
AP course syllabus submission deadline is January 31 of the academic
year in which one begins to teach the course
► Schools’ AP
year.
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administrators renew approved courses each
Materials and Resources on AP Central
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®
►
Course Overview
►
Course and Exam Description
►
Four Course Planning and Pacing Guides
►
Frequently Asked Questions
►
Glossary of Literary Terms
►
Practice Exam
►
Course Syllabus Preparation Guide
►
Four Sample Syllabi
►
Online Teacher Community
►
Released Free-Response Questions, Scoring Guidelines, and Sample
Student Answers
Visit apcentral.collegeboard.com for new resources and
professional development opportunities.
Thank you!
►
On behalf of the Advanced Placement Program®, thank
you very much for taking the time to learn more about AP®
Spanish Literature and Culture.
►
We look forward to partnering with you as you build students’
success in your classroom and for the future!
Thank You!
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Audio for Practice Exam
Audio Files for Section I: Part A Interpretive Listening
Selection 1
http://apcentral.collegeboard.com/apc/public/repository/APSpanishLitIntListSel1.mp3
Selection 2
http://apcentral.collegeboard.com/apc/public/repository/APSpanishLitIntListSel2.mp3
Selection 3
http://apcentral.collegeboard.com/apc/public/repository/APSpanishLitIntListSel3.mp3
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Formative Assessment Models:
Audio and Video LINKS
Model of Formative Assessment: Focus on Using Art and Audiovisual
Materials
• http://vimeo.com/1456206
• www.museodelprado.es/coleccion/galeria-on-line/galeria-online/obra/felipe-iv-a-caballo/
• http://www.juntadeandalucia.es/cultura/museos/MBASE/index.jsp?redi
rect=S2_3_1_1.jsp&idpieza=7&pagina=4
Model of Formative Assessment: Focus on Listening Comprehension
• http://news.bbc.co.uk/hi/spanish/misc/newsid_4990000/4990336.stm
Model of Formative Assessment: Focus on Listening Comprehension:
Listening to Poetry
• http://tinyurl.com/baladagm
• http://youtu.be/_4PqwsBakJI
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