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1 AP JAPANESE LANGUAGE AND CULTURE 2009 SCORING GUIDELINES Presentational Writing: Compare and Contrast Article 6 EXCELLENT Demonstrates excellence in 5 VERY GOOD Suggests emerging excellence in 4 GOOD Demonstrates 3 ADEQUATE Suggests emerging 2 WEAK Suggests lack of 1 VERY WEAK Demonstrates lack of 0 UNACCEPTABLE Contains nothing that earns credit TASK COMPLETION DELIVERY LANGUAGE USE Article addresses all aspects of prompt with thoroughness and detail, including expression of preference and reasoning Well organized and coherent, with a clear progression of ideas; use of appropriate transitional elements and cohesive devices Article addresses all aspects of prompt, including expression of preference and reasoning Well organized and coherent, with a progression of ideas that is generally clear; some use of transitional elements and cohesive devices Article addresses all aspects of prompt, including expression of preference and reasoning, but may lack detail or elaboration Generally organized and coherent; use of transitional elements and cohesive devices may be inconsistent Article addresses topic directly but may not address all aspects of prompt Portions may lack organization or coherence; infrequent use of transitional elements and cohesive devices Article addresses topic only marginally or addresses only some aspects of prompt Scattered information generally lacks organization and coherence; minimal or no use of transitional elements and cohesive devices Article addresses prompt only minimally Lacks organization and coherence Natural, easily flowing expression Orthography and mechanics virtually error free Virtually no mistakes in use of kanji according to AP Japanese kanji list Consistent use of register and style appropriate to situation Generally exhibits ease of expression Infrequent or insignificant errors in orthography and mechanics Occasional mistakes in use of kanji according to AP Japanese kanji list Consistent use of register and style appropriate to situation except for occasional lapses Strained or unnatural flow of expression does not interfere with do not interfere with readability May include several mistakes in use of kanji according to AP Japanese kanji list May include several lapses in otherwise consistent use of register and style appropriate to situation Strained or unnatural flow of expression sometimes interferes with may be frequent or interfere with readability May include frequent mistakes in use of kanji according to AP Japanese kanji list Use of register and style appropriate to situation is inconsistent or includes many errors Labored expression frequently interferes with frequent or interfere with readability Frequent mistakes in use of kanji according to AP Japanese kanji list Frequent use of register and style inappropriate to situation Labored expression constantly interferes with very frequent or significantly interfere with readability Minimal use of kanji according to AP Japanese kanji list Constant use of register and style inappropriate to situation Mere restatement of the prompt Clearly does not respond to the prompt; completely irrelevant to the topic Not in Japanese Blank Rich Variety of appropriate structures, with minimal or no errors Variety of vocabulary and idioms, with sporadic errors Appropriate use of structures, with sporadic errors in complex structures Appropriate but limited Appropriate use of structures, but with several errors in complex structures or limited to simple structures Some inappropriate interfere with Errors in grammatical and syntactic structures sometimes interfere with Insufficient, inappropriate frequently interfere with Limited control of structures frequently interferes with or results in fragmented language Insufficient, inappropriate constantly interfere with Limited control of structures significantly interferes with or results in very fragmented language

2 Compare and Contrast Article Sample: A 私は自分の家で映画を見るのも映画館で映画を見る事もよくしますでも僕は映画館で映画を見るほうがいいと思います映画館で映画を見る人はたくさんいるので僕と同じ強い意見がある人もたくさんいると思います最初に映画館で映画を見ると映画の中にいる感じがします音が回りから出てくるし画面がすごく大きいので見てるだけではなく入ている感じがします映画を映画館で見るのはアドベンチャーです次に映画館には人がたくさんいるので面白いですたとえば面白いところがあったら映画館の中のぜんいんが笑いますこうなると自分も笑ってしまいます映画がもっと楽しく見れます最後に映画館では画面が家のテレビよりお起きですぼくのテレビは小さいので映画を見るとあまり面白くありませんでも映画館で見るといろんなものが見えて面白いです以上のことでぼくは自分の家で映画を見るより映画館でえいがを見るほうがいいと思います映画館でえいがを見ると映画の中には入ている気分がするし人がたくさんいるし画面も大きいです面白い映画を見たいと映画館に行くのが一番です

3 Compare and Contrast Article Sample: B これから映画館で映画を見るのと家で映画を見るのをくらべてみます映画館で見るのと家で見るのと違うところも同じところもある一つ目の違うところは映画館で映画をみるとお金がたくさんかかるしかし家で見るとお金はらわなくてもいい二つ目の違うところは映画館で映画をみるつもりなら映画館までに行かなくちゃ家でみるとどこでも行かなくてもいい三つ目の違うところは人たくさん映画館に行くから映画館のいすは家のいすより汚いですしかし一つ目の同じところは映画館にいても家にいても友達と映画を見ることできる僕は映画館で映画を見るより家で見るほうがいい映画館は汚くて高いだけど家で映画を見るときれいで安い

4 Compare and Contrast Article Sample: C 映画かんにいっではたんのしいでもぼくの家に映画をみってがすきです映画かんはたかいでも映画かんの映画はあたらしいです家の映画は古いから古い映画はいいです家の映画をパーズとリーワインドをしますむずかしいじゃあない! 映画かんもきれいじゃあないあなたのいつでガムは下にありましょういいたべものにあなたの内がありますやすいとおいしい家のたべものはいいですね映画かんのたべものはグリシとわるいです映画かんはいいですでもそれからぼくの家に映画をみってがすきです

5 AP JAPANESE LANGUAGE AND CULTURE 2009 SCORING COMMENTARY Presentational Writing: Compare and Contrast Article Note: Students responses are quoted verbatim and may contain grammatical errors. Overview This task assesses in the communicative mode by having students write an article for the student newspaper of a school in Japan. It comprises a single prompt, which identifies two related topics and details how they should be discussed in the article. Students are given 20 minutes to write an article of characters or longer. The response receives a single holistic score based on how well it accomplishes the assigned task. In 2009 students were required to compare and contrast watching a movie at home and watching a movie in a movie theater. They were asked to describe at least three aspects of each and to highlight the similarities and differences. They were also asked to state their preference and give reasons for it. Sample: A Score: 5 This response addresses all aspects of the prompt, including expression of preference and reasoning. This well-organized and coherent article contains a clear progression of ideas and uses appropriate transitional elements and cohesive devices ( 最初に次に最後に and 以上のことで ). The student exhibits ease of expression and good flow of language, with consistent use of register and style appropriate to the situation (except that the clause 入ている感じがします is missing a subject, which might be 映画の中に or 話しの中に ). アドベンチャーです is unnatural and might better be replaced with a phrase such as 面白いです or 楽しいです. A variety of, as well as structures, is used, with sporadic errors (e.g., 映画を見るのも, 僕と同じ強い意見がある人も, and いろんなもの ). With the exception of ほう, ぜんいん, お起きです, and えいが, there are no mistakes in the use of kanji from the AP kanji list. This response suggests emerging excellence in. Sample: B Score: 4 This response demonstrates. The article addresses all aspects of the prompt, including expression of preference and reasoning, but it lacks elaboration. The flow of expression is mostly natural, and the unnatural elements, such as お金はらわなくてもいい, どこでも行かなくてもいい, and 人たくさん, do not interfere with. There are several lapses in otherwise consistent use of register and style appropriate to the situation; although this response is otherwise written in plain form, the phrases くらべてみます and 汚いです also appear. There are several mistakes in use of kanji, for example, みるつもり should be 見るつもり and 見るほうがいい should be 見る方がいい. Use of is appropriate but limited. If the response had included more elaboration and detail and exhibited stronger and more consistent control of grammar and orthography, it could have earned a higher score.

6 AP JAPANESE LANGUAGE AND CULTURE 2009 SCORING COMMENTARY Presentational Writing: Compare and Contrast Article (continued) Sample: C Score: 2 This response addresses the prompt marginally and lacks organization and coherence. Labored expression constantly interferes with (e.g., in 映画かんにいっではたんのしい, 映画をみってがすきです, あなたのいつでガムは下にありましょう, and いいたべものにあなたの内があります ). Errors in katakana use ( パーズ, リーワインド, グリシ ), as well as insufficient control of (e.g., たんのしい, やすいとおいしい家のたべものはいいですね ), significantly interfere with readability. Production of kanji on the AP Japanese kanji list is lacking: たんのしいすきです, たかい, あたらしいです, むずかしい, たべもの, やすい, わるいです, and すきです should all be written in kanji. Limited control of structures, as in むずかしいじゃあない!and やすいとおいしい, results in very fragmented language and interferes with. Addressing the prompt more thoroughly and in a more organized fashion would help this response earn a higher score. A better control of orthography would make the response more readable.

ap10_japanese_presentational_writing

ap10_japanese_presentational_writing AP JAPANESE LANGUAGE AND CULTURE 2010 SCORING GUIDELINES Presentational Writing: Compare and Contrast Article 6 EXCELLENT Demonstrates excellence in 5 VERY GOOD Suggests emerging excellence in 4 GOOD Demonstrates