Paper 2

PRUEBA 2. ESPAÑOL AB INITIO

Duration: 1 hour / Weighting: 25%

In section A : answer one question from a choice of two, using a minimum of 50 words.

In section B : answer one question from a choice of three, using a minimum of 100 words.

If students answer more than one question in either section A or B, only the first answer will be marked.

All three themes (individual and society, leisure and work, urban and rural environment) are represented in paper 2. Questions and answers are in the target language. The use of a dictionary or reference material is not permitted.

In section A, the short writing task, students will be asked to produce one text type from the list below.

  • Advertisement/flyer
  • Menu
  • Blog
  • Message/note
  • Email
  • Notice
  • Entry/post on social networking site
  • Postcard
  • Invitation
  • Poster
  • List

In section B, the extended writing task, students will be asked to produce one text type from the list below.

  • Article
  • Essay (where appropriate)
  • Blog
  • Interview
  • Brochure
  • Letters: formal/informal
  • Diary
  • Report
  • Email
  • Review
  • Entry/post on social networking site
  • Speech/presentation

Assessment

Paper 2 is externally set and externally assessed using assessment criteria. It is divided into section A and section B.

Section A is awarded 7 marks and section B is awarded 18 marks. The combined total is 25 marks.

Section A. There are three assessment criteria.

Criterion A Language 3 marks
Criterion B Message 3 marks
Criterion C Format 1 mark
Total 7  marks

Criterion A: Language

For this criterion, the examiner will look at the writing holistically (that is, he or she will assess the response as an entire body of writing rather than assessing it in separate sections) and award a maximum of 3 marks. The language used by the student should be mostly accurate and the communication clear—it is important to note that the examiner is not looking for a perfect piece of writing.

  • Does the student demonstrate an ability to use the language effectively and accurately?
  • Does the student use spelling, calligraphy (see “Glossary of terms” in the Language ab initio guide), vocabulary and grammatical structures correctly and accurately?

Marks

Level descriptor

0 Language inaccuracies completely obscure communication.
1 Language inaccuracies often obscure communication.
2 Language is generally accurate and does not obscure communication.
3 Language is mostly accurate and communication is clear.

Criterion B: Message

In order to help students, section A questions are supplied with a context followed by a series of bullet points that students must include in their answer. This forms the message. If all the relevant information has been included, the student will be awarded 3 points.

  • Is all the relevant information conveyed?

Marks

Level descriptor

0 No relevant information has been conveyed.
1 Some relevant information has been conveyed.
2 More than half of the relevant information has been conveyed.
3 All relevant information has been conveyed effectively.

Criterion C: Format

In all section A questions, the required text type will be written in bold. If the student is able to adopt the correct text type, 1 mark will be awarded. The appropriate format will be provided for the student.

  • Does the format correspond to the task?

Marks

Level descriptor

0 The format is not appropriate.
1 The format is appropriate.

Section B

There are three assessment criteria.

Criterion A Language 8 marks
Criterion B Message 8 marks
Criterion C Format 2 marks
Total 18  marks

Criterion A: Language

For this criterion, the examiner will mark the student’s answer holistically. Once the examiner has found the appropriate markband written in bold, the examiner will then judge how many of the subsequent statements best describe the student’s answer and award a mark accordingly.

To what extent does the student demonstrate an ability to use the language effectively and accurately?

  • Does the student use a range of vocabulary and grammatical structures?
  • Does the student show an awareness of the appropriate register for the task?

 

Marks

Level descriptor

0 The response does not reach a standard described by the descriptors below.
1–2 The response and communication are of limited effectiveness.

The range of vocabulary used is limited.

Some basic grammatical structures are used accurately. These are isolated and limited in range.

Register is inappropriate.

3–4 The response and communication are partially effective.

The range of vocabulary used is sometimes varied.

Most basic grammatical structures are used accurately.

Register is partially appropriate.

5–6 The response is generally accurate and communication is generally effective.

The range of vocabulary used is varied.

Basic grammatical structures and a limited range of more complex grammatical structures are used accurately.

Register is generally appropriate.

7–8 The response is accurate and communication is effective.

The range of vocabulary used is varied and effective.

Basic and some more complex grammatical structures are used accurately.

Register is appropriate.

 

Criterion B: Message

For this criterion, the examiner will mark the student’s answer holistically, checking that the student has included all the relevant details pertinent to the task. Cohesive devices refer to the grammatical and/or lexical items that give coherence to the text (for example, “however”, “on the other hand”, “therefore”). Once the examiner has found the appropriate markband written in bold, the examiner will then judge how many of the subsequent statements best describe the student’s answer and award a mark accordingly.

To what extent does the student fulfill the task?

  • Are the ideas well developed?
  • Is there evidence of a logical structure (paragraphing and sequencing)?
  • Are cohesive devices used effectively?

Marks

Level descriptor

0 The response does not reach a standard described by the descriptors below.
1–2 The task has been partially fulfilled.

One or more ideas have been identified and have been partially developed.

There is limited evidence of a logical structure.

There is a partially successful use of a limited range of simple cohesive devices.

3–4 The task has been generally fulfilled.

One or more ideas have been identified and have been developed..

There is evidence of a logical structure.

There is a generally successful use of a range of simple cohesive devices.

5–6 The task has been fulfilled.

All ideas have been identified and some have been developed well.

There is a logical structure.

There is successful use of a range of simple cohesive devices.

7–8 The task has been fulfilled effectively.

All ideas have been developed well.

There is an effective, logical structure.

There is successful use of a range of simple and some complex cohesive devices.

 

 

Criterion C: Format

In all section B questions, the required text type will be written in bold. The examiner will judge the appropriateness of the text type used by the student and award a maximum of 2 marks if the format is appropriate. The appropriate format will be provided for the student.

To what extent does the student succeed in using the correct text type?

  • Does the student use the appropriate format?

Marks

Level descriptor

0 The format is not appropriate.
1 The format is partially appropriate.
2 The format is appropriate.

It is recommended that students:

  • read the questions carefully
  • plan their responses to ensure all relevant points are included
  • on completion of the task, check their responses for language accuracy, appropriate content, format and register.

Information source:  http://occ.ibo.org.

Aquí tenéis una presentación con ejemplos de los diferentes tipos de texto que pueden aparecer en el examen:

Tipos de texto.

Fuente: https://www.tes.com/teaching-resource/ib-ab-initio-spanish-text-types-paper-2-6068565

TIPOS TEXTO. Ejemplos. Ab initio Formatos NZA

Encontraréis más información aquí.