2022 AP exam administration scoring guidelines AP french language and culture

2022 AP Exam Administration Scoring Guidelines AP French Language and Culture 2022 AP ® French Language and Culture Scoring Guidelines © 2022 College Board College Board, Advanced Placement, AP, AP Ce[.]

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2022

French Language and Culture

Scoring Guidelines

AP Central is the official online home for the AP Program: apcentral.collegeboard.org

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Question 1: Email Reply 5 points

General Scoring Note

When 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

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Poor Weak Fair Good Strong

• Unsuccessfully attempts to • Partially maintains the • Maintains the exchange • Maintains the exchange • Maintains the exchange maintain the exchange by exchange with a response with a response that is with a response that is with a response that is providing a response that is that is minimally somewhat appropriate but generally appropriate within clearly appropriate within inappropriate within the appropriate within the basic within the context of the context of the task the context of the task context of the task context of the task the task

• Provides little required • Provides some required • Provides most required • Provides most required • Provides required

information (responses to information (responses to information (responses to information (responses to information (responses to questions, request for questions, request for questions, request for questions, request for questions, request for

details) details) details) details) with some details) with frequent

elaboration elaboration

• Barely understandable, with • Partially understandable • Generally understandable, • Fully understandable, with • Fully understandable, with frequent or significant with errors that force with errors that may impede some errors that do not ease and clarity of

errors that impede interpretation and cause comprehensibility impede comprehensibility expression; occasional

comprehensibility

• Very few vocabulary • Limited vocabulary and • Appropriate but basic • Varied and generally • Varied and appropriate resources idiomatic language vocabulary and idiomatic appropriate vocabulary and vocabulary and idiomatic

language idiomatic language language

• Little or no control of • Limited control of grammar, • Some control of grammar, • General control of • Accuracy and variety in grammar, syntax, and usage syntax, and usage syntax, and usage grammar, syntax, and usage grammar, syntax, and usage,

with few errors

• Minimal or no attention to • Use of register is generally • Use of register may be • Generally consistent use of • Mostly consistent use of register; includes inappropriate for the inappropriate for the register appropriate for the register appropriate for the significantly inaccurate or no situation; includes some situation with several shifts; situation, except for situation; control of cultural conventions for formal conventions for formal partial control of occasional shifts; basic conventions appropriate for correspondence (e.g., correspondence (e.g., conventions for formal control of cultural formal correspondence greeting, closing) greeting, closing) with correspondence (e.g., conventions appropriate for (e.g., greeting, closing),

inaccuracies greeting, closing), although formal correspondence despite occasional errors

these may lack cultural (e.g., greeting, closing) appropriateness

• Very simple sentences or • Simple sentences and • Simple and a few compound • Simple, compound, and a • Variety of simple and

fragments phrases sentences few complex sentences compound sentences, and

some complex sentences

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Score of 0: UNACCEPTABLE

• Mere restatement of language from the stimulus

• Completely irrelevant to the stimulus

• “I don’t know,” “I don’t understand,” or equivalent in any language

• Not in the language of the exam

NR (No Response): BLANK (no response)

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Question 2: Argumentative Essay 5 points

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1 2 3 4 5

• Almost no treatment of topic • Unsuitable treatment of topic • Suitable treatment of topic • Generally effective treatment • Effective treatment of topic within the context of the task within the context of the task within the context of the task of topic within the context of within the context of the task

the task

• Demonstrates poor • Demonstrates a low degree of • Demonstrates a moderate • Demonstrates comprehension • Demonstrates a high degree of comprehension of the sources’ comprehension of the sources’ degree of comprehension of of the sources’ viewpoints; comprehension of the sources’ viewpoints; includes frequent viewpoints; information may the sources’ viewpoints; may include a few inaccuracies viewpoints, with very few and significant inaccuracies be limited or inaccurate includes some inaccuracies minor inaccuracies

• Mostly repeats statements • Summarizes content from one • Summarizes content from at • Summarizes, with limited • Integrates content from all from sources or may not refer or two sources; may not least two sources in support of integration, content from all three sources in support of an

to any sources support an argument an argument three sources in support of an argument

argument

• Minimally suggests the • Presents, or at least suggests, • Presents and defends the • Presents and defends the • Presents and defends the student’s own position on the the student’s own position on student’s own position on the student’s own position on the student’s own position on the topic; argument is undeveloped the topic; develops an topic; develops an argument topic with clarity; develops an topic with a high degree of

or incoherent argument somewhat with some coherence argument with coherence clarity; develops an argument

• Little or no organization; • Limited organization; • Some organization; limited use • Organized essay; some • Organized essay; effective use absence of transitional ineffective use of transitional of transitional elements or effective use of transitional of transitional elements or elements and cohesive devices elements or cohesive devices cohesive devices elements or cohesive devices cohesive devices

• Barely understandable, with • Partially understandable, with • Generally understandable, • Fully understandable, with • Fully understandable, with frequent or significant errors errors that force interpretation with errors that may impede some errors that do not ease and clarity of expression; that impede comprehensibility and cause confusion for the comprehensibility impede comprehensibility occasional errors do not

• Very few vocabulary resources • Limited vocabulary and • Appropriate but basic • Varied and generally • Varied and appropriate

idiomatic language vocabulary and idiomatic appropriate vocabulary and vocabulary and idiomatic

• Little or no control of grammar, • Limited control of grammar, • Some control of grammar, • General control of grammar, • Accuracy and variety in

syntax, and usage syntax, and usage syntax, and usage syntax, and usage grammar, syntax, and usage,

with few errors

• Very simple sentences or • Uses strings of simple • Uses strings of mostly simple • Develops mostly paragraph- • Develops paragraph-length fragments sentences and phrases sentences, with a few length discourse with simple, discourse with a variety of

compound sentences compound, and a few complex simple and compound

sentences sentences, and some complex

sentences

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• Mere restatement of language from the prompt

• Clearly does not respond to the prompt; completely irrelevant to the topic

• Not in the language of the exam

NR (No Response): BLANK (no response)

Clarification Note:

There is no single expected format or style for referring to and identifying sources appropriately For example, test takers may opt to: directly cite content in quotation marks;

paraphrase content and indicate that it is “according to Source 1” or “according to the audio file”; refer to the content and indicate the source in parentheses “(Source 2)”; refer to the content and indicate the source using the author’s name “(Smith)”; etc

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Question 3: Conversation 5 points

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1 2 3 4 5

• Unsuccessfully attempts to • Partially maintains the • Maintains the exchange with a • Maintains the exchange with a • Maintains the exchange with a maintain the exchange by exchange with a series of series of responses that is series of responses that is series of responses that is providing a series of responses responses that is minimally somewhat appropriate within generally appropriate within clearly appropriate within the that is inappropriate within the appropriate within the context the context of the task the context of the task context of the task

context of the task of the task

• Provides little required • Provides some required • Provides most required • Provides most required • Provides required information information (e.g., responses to information (e.g., responses to information (e.g., responses to information (e.g., responses to (e.g., responses to questions, questions, statement and questions, statement and questions, statement and questions, statement and statement and support of support of opinion) support of opinion) support of opinion) support of opinion) with some opinion) with frequent

elaboration elaboration

• Barely understandable, with • Partially understandable, with • Generally understandable, • Fully understandable, with • Fully understandable, with ease frequent or significant errors errors that force interpretation with errors that may impede some errors that do not impede and clarity of expression; that impede comprehensibility and cause confusion for the comprehensibility comprehensibility occasional errors do not

with few errors

• Minimal or no attention to • Use of register is generally • Use of register may be • Generally consistent use of • Mostly consistent use of

register inappropriate for the inappropriate for the register appropriate for the register appropriate for the

conversation conversation with several conversation, except for conversation

• Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and pacing make the response pacing make the response pacing make the response pacing make the response pacing make the response difficult to comprehend; errors difficult to comprehend at generally comprehensible; mostly comprehensible; errors comprehensible; errors do not impede comprehensibility times; errors impede errors occasionally impede do not impede impede comprehensibility

comprehensibility comprehensibility comprehensibility

• Clarification or self-correction • Clarification or self-correction • Clarification or self-correction • Clarification or self-correction • Clarification or self-correction (if present) does not improve (if present) usually does not (if present) sometimes (if present) usually improves (if present) improves

comprehensibility improve comprehensibility improves comprehensibility comprehensibility comprehensibility

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• Mere restatement of language from the prompts

• Clearly does not respond to the prompt; completely irrelevant to the topic

• Clearly responds to the prompts in English

NR (No Response): BLANK (no response although recording equipment is functioning)

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Question 4: Cultural Comparison 5 points

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1 2 3 4 5

• Almost no treatment of topic • Unsuitable treatment of topic • Suitable treatment of topic • Generally effective treatment • Effective treatment of topic within the context of the task within the context of the task within the context of the task of topic within the context of within the context of the task

the task

• Presents information only • Presents information about the • Compares the target culture • Compares the target culture • Clearly compares the target about the target culture or only target culture and the with the student’s own or with the student’s own or culture with the student’s own about the student’s own or student’s own or another another community, including another community, including or another community,

another community, and may community, but may not a few supporting details and some supporting details and including supporting details not include examples compare them; consists mostly examples mostly relevant examples and relevant examples

of statements with no development

• Demonstrates minimal • Demonstrates a limited • Demonstrates a basic • Demonstrates some • Demonstrates understanding understanding of the target understanding of the target understanding of the target understanding of the target of the target culture, despite a culture; generally inaccurate culture; may include several culture, despite inaccuracies culture, despite minor few minor inaccuracies

• Little or no organization; • Limited organization; • Some organization; limited use • Organized presentation; some • Organized presentation;

absence of transitional ineffective use of transitional of transitional elements or effective use of transitional effective use of transitional elements and cohesive devices elements or cohesive devices cohesive devices elements or cohesive devices elements or cohesive devices

• Barely understandable, with • Partially understandable, with • Generally understandable, with • Fully understandable, with • Fully understandable, with frequent or significant errors errors that force interpretation errors that may impede some errors that do not ease and clarity of expression; that impede comprehensibility and cause confusion for the comprehensibility impede comprehensibility occasional errors do not

with few errors

• Minimal or no attention to • Use of register is generally • Use of register may be • Generally consistent use of • Mostly consistent use of

register inappropriate for the inappropriate for the register appropriate for the register appropriate for the

presentation presentation with several shifts presentation, except for presentation

occasional shifts

• Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and • Pronunciation, intonation, and pacing make the response pacing make the response pacing make the response pacing make the response pacing make the response difficult to comprehend; errors difficult to comprehend at generally comprehensible; mostly comprehensible; errors comprehensible; errors do not impede comprehensibility times; errors impede errors occasionally impede do not impede impede comprehensibility

comprehensibility comprehensibility comprehensibility

• Clarification or self-correction • Clarification or self-correction • Clarification or self-correction • Clarification or self-correction • Clarification or self-correction (if present) does not improve (if present) usually does not (if present) sometimes (if present) usually improves (if present) improves

comprehensibility improve comprehensibility improves comprehensibility comprehensibility comprehensibility

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