| Choose one of the two proposed options, A or B. Each question points to the maximum score. |
[26 Jul 2017|05:16pm] |
General considerations
The main objective of the test is to evaluate students' abilities in the analysis and characterization of a text in Spanish language, as well as their knowledge of authors and significant texts of 20th century Spanish literature. It should allow judging the student's ability to understand the text: summarize its content and discover its most relevant linguistic and stylistic characteristics (questions 1 and 2); It should also allow the student to evaluate the preparation for the student's analysis and syntactic comment (question 3). On the other hand, the test must reflect the historical-literary understanding and contextualization that the student has reached from the readings programmed in the subject (questions 4 and 5).
In relation to these questions on literature, it should not be forgotten that the first one (question 4) aims to assess the degree of comprehension of the readings, and as such should be punctuated. Thus, questions are proposed that students can answer if they know the texts, even those that deal with readings that have been worked in class in the distant dates of the beginning of the course. In any case, the corrector will bear this last circumstance in mind when assessing the possible inaccuracies and gaps that the response may present. As for the second question (question 5), it is advisable that the corrector be comprehensive with the time that the student has to develop it, and consider the synthesis ability, rigor and coherence of the response. The positive evaluation of textual, contextual, biographical, etc. aspects, which can enrich the schematism of some responses, is also left to its good judgment.
To all this we must add, from the linguistic point of view, that all questions must also be judged on the correct use of language, both from the point of view of lexical accuracy and from the point of view of consistency, Logical ordering and the orderly expression of ideas.
The exercise should be scored as homogeneously as possible: please correct each question individually according to the scale of points that corresponds to it (from 0 to 1.5, in questions 4 and 5, from 0 to 2, In questions 1 and 2 and 0 to 3 points, in question 3) without forgetting that the correction affects the contents, but also the linguistic expression. For spelling mistakes, lack of cleanliness in presentation and defective wording can lower the rating to a point. In the same way, a well presented exercise with good linguistic expression - good structure of ideas, precision in vocabulary, good punctuation, etc. - could be subsidized with a +1 point in the final grade. Always justify any penalty or bonus, with express indication in the exercise, at the time of correction.
Specific considerations
OPTION A
Question 1. A brief and concise summary of the text in which all essential ideas are collected and secondary arguments, reiterations, exemplifications, etc., will be discarded. The telegraphic style should not be admitted; Nor should a paraphrase of the text come to be as extensive as this. There are important ideas in the text under consideration: 1) The word motivation is part of the business lexicon. 2) It is necessary to differentiate between motivating in the school environment and motivating in the business environment. Two complicated and very different issues. 3) What motivates is justice in valuing work and what discourages injustice from the triumph of the worst. 4) One can not be optimistic in a situation, to which no temporal limit is seen, in which mediocrity triumphs.
Question 2. The student is expected to offer an overall characterization of the text, based on the linguistic and stylistic resources used. The important thing is that the student justifies what he poses. It is also expected to be able to assess the levels and registers in which the author of the text moves.
Simply as an orientation (do not forget that each text is unique, different from any other, and, likewise, possible interpretations are as many as readers, all equally valid if justified by the reality of the text), we highlight some aspects that Seem relevant to us in the commentary on the proposed text.
The text of the examination is expository-argumentative with the characteristics of the opinion article. The metalinguistic function around the word motivation and the use of lexically related terms (motivation, motivation, demotivation) that serve to support the text are among the elements highlighted in the text. The use of grammar people (look where you look, we can not ignore, what I'm going to tell you), the use of adjectives and metaphors that serve to evaluate, that of enumerations, that of colloquial terms and usage Of the present.
Question 3. The student is expected to recognize the categories (unit distinction) and (syntactic) functions of the fragment; That has a coherent terminology, and that is capable of evaluating problems that do not have a single solution. Only in this case would the syntactic comment be necessary, so that, in order to achieve a uniformity in the correction, it is advisable to take into account that a syntactic analysis without comment can have the maximum score.
In the proposed segment, the student must recognize the existence of a construction or conditional period, in whose protasis appears a final construction (if the lights are on so they can not sleep). It may be accepted that there is a main sentence (The hens lay more eggs) and an improper adverbial subordinate or that there is a relationship of interdependence. Also, sometimes the term inter-coordination is used to designate the syntactic relation of interdependence in the structures Si X, Y. The authors who use this terminology understand that it is not appropriate to speak of subordination in this type of constructions. Sometimes it is also spoken of bipolarity.
In the conditional protasis, the lights are a direct complement or implement and ignited an attribute of the direct complement.
It is also important that the student recognize the verbal periphrasis to be able to sleep in the final construction.
The different terminologies that are usually handled and the different ways of analyzing elements such as determinants, prepositions or conjunctions must be accepted.
Question 4. For the question about the metric in the gypsy Romancero, the student will write about the verse and rhyme in this lorquian poemario, focusing on the use of traditional romance (models, structure, verse, rhyme, extension), but Also in the innovations that Lorca brings (non-octosyllabic verses and metric licenses, several assonances in the same romance, infrequent rhymes, new themes). An epic-lyric-dramatic romance, reminiscent of its generic diversity works of literary history as El Diablo Mundo de Espronceda, in which, by the way, the use of sharp rhyme (as in "Death of Antoñito el Camborio") It is very frequent. It is not necessary that the student refers in a very detailed way to all these extremes, but at least to note the character, both traditional and novel, of the novels written by Lorca.
Question 5. To the question about the avant-gardes in Spain the student will have to answer by reviewing the European avant-garde movements that were consolidated in Spain; Will highlight and characterize those of greater relevance (futurism, ultraism and creationism, surrealism), pointing out its stages of introduction, as well as the authors (Gómez de la Serna, Guillermo de Torre, Vicente Huidobro, Juan Larrea), magazines , Genres (prose, theater, poetry) and most representative literary works (propellers, European Literature avant-garde, Celestial Version). It will also be To value the role of Ramón Gómez de la Serna as a precursor of the avant-garde through his tertulias, magazines and his own literary work, as well as the invention of greguería.
OPTION B
Question 1. A brief and concise summary of the text in which all essential ideas are collected and secondary arguments, reiterations, exemplifications, etc., will be discarded. The telegraphic style should not be admitted; Nor should a paraphrase of the text come to be as extensive as this. There are important ideas in the text under consideration: 1) Women over 50 do not have it easy to get dressed. 2) Although they are cared for and can acquire small sizes, clothing of these sizes is not suitable for them. 3) The issue of how you dress is important from a personal and social point of view. 4) In the absence of adequate clothing, working women have opted for the jacket suit imitating men. 5) You should think about these women when designing clothes.
Question 2. The student is expected to offer an overall characterization of the text, based on the linguistic and stylistic resources used. The important thing is that the student justifies what he poses. It is also expected to be able to assess the levels and registers in which the author of the text moves.
Simply as an orientation (do not forget that each text is unique, different from any other, and, likewise, possible interpretations are as many as readers, all equally valid if justified by the reality of the text), we highlight some aspects that Seem relevant to us in the commentary on the proposed text.
The text of the examination is expository-argumentative with the characteristics of the opinion article. It can be emphasized the presentation in a single paragraph that tries to reflect the flow of the thought of the author. The use of value elements (it is difficult, it is true, is not strange ...), expressive terms such as fifty, grandmother, encase, and the final exclamation.
It is also worth noting the feminine point of view that reflects the text, with the use of the second person with impersonal value that includes the sender and the receiver and the opposition between the women and them. In general in the text it is interesting the use of the grammatical people, the use of concrete nouns and the one of the verbal tenses.
Question 3. The student is expected to recognize the categories (unit distinction) and (syntactic) functions of the fragment; That has a coherent terminology, and that is capable of evaluating problems that do not have a single solution. Only in this case would the syntactic comment be necessary, so that, in order to achieve a uniformity in the correction, it is advisable to take into account that a syntactic analysis without comment can have the maximum score.
In the proposed segment, the student must recognize the existence of a complex sentence in which a woman of 50 has a size that allows her to buy the latest in fashion works as a subject. It is not strange. In this substantive subordinate sentence, the direct additive or implement includes a relative sentence (which allows you to buy the latest in fashion), in which the one acts as a subject and buy the latest in fashion as a direct complement or implement.
The different terminologies that are usually handled and the different ways of analyzing elements such as determinants, prepositions or conjunctions must be accepted.
Question 4. For the question about space and time in Puppies, the pupil will have to make special reference to the spaces of social relation in which the characters of the story move, and in the evolution that these follow in time. As far as space is concerned, it is important to point out the importance of enclaves such as the school, place of children's sociability, space of games and studies, Cuéllar's first and only triumphs, but also where his personal tragedy takes place and where he is going To change Cuéllar's relations with the group and its position within it; with the Adolescence are becoming more relevant other spaces, many of them outdoors, which are also centers of social gathering: the street, dancing, cafes, parks, the beach; All these spaces are opening an insurmountable gap between the protagonist and his friends.
As for time, the student will point out that the narrative narrates by summary, because it summarizes the life of Cuéllar and those who surround him from childhood to adulthood, so that ellipsis is a habitual narrative procedure and speech alone It stops at those periods of the life of the personage especially significant in its process of maturation; Time runs fast to represent the drowning of the vital consciousness in Cuellar after his personal tragedy, time marked, during much of the novel, by the course of school courses. It is not a precise time because what matters is the process experienced by the protagonist, which leads to a tragic end.
Question 5. In the question about the evolution of the story since 1940, the student will have to refer to the renovation of the short story by the great Spanish-American storytellers such as Julio Cortázar and Jorge Luis Borges, masters of the fantastic story although in very different ways. Both writers are mainly authors of stories, which they cultivated throughout their literary career; Cortázar's books such as Bestiario, Stories of cronopios and famas or Deshoras, and of Borges like Fictions or the Aleph give testimony of this. Cortázar, a good connoisseur of the narrative of Edgar Alan Poe, whose work in prose made a magnificent translation to Castilian, installs the fantastic in the daily, thus showing the complexity of the real; Her practice of the story is accompanied by a reflection on gender in texts such as "Some aspects of the story" or "Current state of narrative in Spanish America." Borges discusses universal themes (human identity, man's destiny, time, World as a labyrinth) in a strongly literaturized narrative, of a notoriously original construction and a very solid narrative structure.It can also comment the student, although it is not essential, the influence of Spanish-American storytellers on the Spaniards from the 80s: José María Merino, Pedro Zarraluki, Ignacio Martínez de Pisón and others.
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