AP Spanish Argumentative Essay: Guide, Rubric & Model Essay
The argumentative essay is the second written free-response task on the AP Spanish Language and Culture exam, and it is the one that separates students who can write Spanish from students who can argue in Spanish. You are given a print source, an audio source, and a question. You have 55 minutes — including the time the audio plays — to read the print source, listen to the audio, and write an essay of roughly 200 words that takes a clear position and integrates both sources into your argument.
The task is not a summary. The rubric penalizes essays that simply report what the sources say. What it rewards is an essay that uses the sources as evidence for a position the writer has chosen and stated. The difference between a 3 and a 5 is almost always this: a 3 summarizes both sources, and a 5 argues with both sources.
This guide breaks the task down the way a rater reads it: what the prompt asks for, what each rubric band actually looks like, what a high-scoring essay contains that a mid-scoring one does not, and how to structure 200 words so that every paragraph earns a point. It includes a model prompt with a print source and an audio transcript, a model essay, and a line-by-line annotation.
Task Overview
The argumentative essay is a presentational writing task. You receive three things: a print source (a short article, a chart, or an infographic), an audio source (a short interview, announcement, or commentary), and a question that asks you to take a position. The audio plays twice. You may take notes during the playback.
Your essay must do five things:
| Element | What It Means | Where It Lives in the Essay |
|---|---|---|
| Clear thesis | A stated position on the question, not a restatement of the prompt | End of the introduction |
| Integration of the print source | Use the print source as evidence for your argument | One body paragraph |
| Integration of the audio source | Use the audio source as evidence for your argument | One body paragraph |
| Development of the argument | Explain why the evidence supports your position; do not just quote | Throughout the body |
| Organized structure and formal register | Introduction, body, conclusion; formal address; academic connectors | Whole essay |
The target length is roughly 200 words. This is not a strict limit, but essays that run to 400 words usually lose points for buried thesis, unfocused argument, or errors that accumulate. Essays under 120 words usually cannot develop both sources. Aim for 180–220 words.
The register is formal throughout. You are writing an academic essay, not an email. Use usted if you address the reader, and avoid contractions, slang, and first-person narration beyond stating your position (considero que, en mi opinión, a mi juicio).
How the Rubric Works
The argumentative essay is scored on a 5-point scale. Like the email reply, the score is holistic — the rater reads the essay once and assigns a single number. The table below translates each band into what a student essay at that level actually looks like.
| Score | What the Essay Does | What It Looks Like |
|---|---|---|
| 5 | Takes a clear position, integrates both sources as evidence, develops the argument with explanation, and is well organized with accurate, varied language. | A thesis in the introduction, two body paragraphs each built around one source, an explicit connection between the evidence and the thesis, a conclusion that restates the position, and language that is accurate and varied. Errors do not impede meaning. |
| 4 | Takes a clear position, uses both sources, and develops the argument, but one element is weaker — a source is mentioned rather than integrated, or the argument is underdeveloped. | A thesis and two body paragraphs, but one source is summarized instead of argued with, or the conclusion is missing, or the language is noticeably weaker in one section. |
| 3 | Takes a position but treats the sources as summaries rather than evidence. The essay reports what the sources say but does not use them to argue. | The thesis is present but generic. The body paragraphs describe the print source and the audio source without connecting them to the position. The essay reads as a report, not an argument. |
| 2 | Takes a weak or unclear position. Uses one source or neither. The argument is underdeveloped or missing. | The essay summarizes one source, or describes both without a position, or states a position without evidence. Language errors are frequent. |
| 1 | Barely addresses the prompt. Isolated ideas. Little or no control of language. | The essay is a few sentences, or a fragment, or off-topic. The reader cannot reconstruct the argument. |
| 0 | Does not address the prompt. Blank, off-topic, or in the wrong language. | No essay, an essay in English, or an essay on an unrelated topic. |
The most common score on this task is a 3. The most common reason is that the writer summarized the sources instead of arguing with them. The jump from 3 to 4 is usually one sentence per body paragraph: an explicit link between the evidence and the thesis. The jump from 4 to 5 is usually the conclusion and the accuracy of the language.
Model Prompt and Model Essay
Model prompt:
Tema: ¿Deben los gobiernos limitar el uso de los teléfonos móviles en las escuelas?
Fuente impresa: Un artículo del periódico El País informa que varias escuelas secundarias en España han prohibido los teléfonos móviles durante el horario escolar. Según el artículo, los profesores reportan menos distracciones en clase y más interacción entre los estudiantes durante los recreos. Sin embargo, algunos padres argumentan que los teléfonos son necesarios para comunicarse con sus hijos en caso de emergencia.
Fuente auditiva: En una entrevista de radio, una psicóloga educativa afirma que los adolescentes necesitan aprender a usar la tecnología de forma responsable, no a evitarla. “Prohibir el teléfono no enseña nada”, dice. “Lo que funciona es enseñar a los estudiantes cuándo y cómo usarlo. La escuela debería ser el lugar donde se aprende esa habilidad, no donde se prohíbe.”
Pregunta: ¿Deben las escuelas prohibir los teléfonos móviles? Escribe un ensayo argumentativo en el que presentes tu posición y uses ambas fuentes para apoyarla.
Model essay (high-scoring):
El uso de los teléfonos móviles en las escuelas es uno de los debates educativos más actuales. Mientras algunas instituciones optan por prohibirlos, otros expertos defienden una aproximación más formativa. Considero que las escuelas no deben prohibir los teléfonos móviles, sino enseñar a los estudiantes a usarlos de forma responsable.
Por un lado, la fuente impresa de El País señala que varias escuelas secundarias en España han prohibido los móviles durante el horario escolar y que los profesores reportan menos distracciones. Este dato es cierto, pero no justifica una prohibición total. La distracción es un síntoma, no la causa del problema. Si los estudiantes no aprenden a gestionar la tecnología en la escuela, la distracción simplemente se trasladará a otros contextos.
Por otro lado, la fuente auditiva refuerza esta posición. La psicóloga educativa afirma que “prohibir el teléfono no enseña nada” y que la escuela debería ser el lugar donde se aprende a usar la tecnología de forma responsable. Esta perspectiva es más sólida que la de los padres que temen no poder comunicarse con sus hijos, porque aborda la causa del problema en lugar de esconderla.
En conclusión, prohibir los teléfonos móviles en las escuelas resuelve un síntoma, pero no educa. Una política escolar que enseñe a los estudiantes a usar la tecnología de forma responsable es más eficaz y más duradera.
Annotation:
| Rubric Element | Where It Appears in the Model | Why It Earns the Point |
|---|---|---|
| Clear thesis | Considero que las escuelas no deben prohibir los teléfonos móviles, sino enseñar a los estudiantes a usarlos de forma responsable. | States a position directly, contrasts it with the alternatives, and previews the argument. |
| Integration of the print source | Por un lado, la fuente impresa de *El País* señala que… Este dato es cierto, pero no justifica una prohibición total. | Cites the source, then argues with it: acknowledges the evidence and explains why it does not support the opposing position. |
| Integration of the audio source | Por otro lado, la fuente auditiva refuerza esta posición. La psicóloga educativa afirma que… | Cites the source and connects it explicitly to the thesis: “refuerza esta posición.” |
| Development of the argument | La distracción es un síntoma, no la causa del problema. Si los estudiantes no aprenden a gestionar la tecnología en la escuela, la distracción simplemente se trasladará a otros contextos. | Explains why the evidence supports the thesis. Does not just quote. |
| Counterargument | Esta perspectiva es más sólida que la de los padres que temen no poder comunicarse con sus hijos, porque aborda la causa del problema en lugar de esconderla. | Addresses the opposing position from the print source and explains why it is weaker. |
| Organized structure | Introduction with thesis, two body paragraphs (one per source), conclusion. | Clear, predictable structure that the rater can follow in one pass. |
| Formal register | Considero que, Por un lado / Por otro lado, En conclusión | Academic connectors, no colloquialisms, no contractions. |
| Language accuracy and variety | Mientras…, no deben prohibir… sino enseñar…, si los estudiantes no aprenden…, Esta perspectiva es más sólida que… | Varied sentence structures, subjunctive in the si clause, comparative structure, relative clause. |
The model is 208 words. It uses both sources, argues with both, and has a clear thesis and conclusion.
Structure Template
This is the paragraph-by-paragraph structure that earns a 5. Use it as a planning tool, not a script.
| Paragraph | What It Does | Sentence Starters |
|---|---|---|
| 1. Introduction | Context + thesis | El tema de… es uno de los debates más actuales. Considero que… / En mi opinión,… |
| 2. Print source | Cite the print source and argue with it | Por un lado, la fuente impresa señala que… Este dato es cierto, pero… / Aunque es verdad que…, no justifica… |
| 3. Audio source | Cite the audio source and connect it to the thesis | Por otro lado, la fuente auditiva refuerza esta posición. El/la experto/a afirma que… |
| 4. Counterargument | Acknowledge the opposing view and explain why it is weaker | Es cierto que algunos argumentan que…, pero… / Esta perspectiva es menos sólida porque… |
| 5. Conclusion | Restate the position, no new evidence | En conclusión,… / Por todo lo anterior,… |
Checklis
Run through this before you stop writing. Every row is a point that is easy to lose.
| Check | What to Look For |
|---|---|
| 1. Is there a clear thesis in the introduction? | A sentence that states your position, not just restates the prompt. |
| 2. Did I use both sources? | One citation from the print source and one from the audio source, each connected to your argument. |
| 3. Did I argue with the sources, not just summarize them? | After each citation, is there a sentence that explains why the evidence supports your thesis? |
| 4. Did I address the counterargument? | One sentence acknowledging the opposing view and explaining why it is weaker. |
| 5. Is the register formal? | No colloquialisms, no contractions, no tú. Use usted if addressing the reader. |
| 6. Is the essay roughly 200 words? | Not under 120, not over 300. |
| 7. Did I use academic connectors? | Por un lado, por otro lado, sin embargo, en consecuencia, en conclusión. |
| 8. Did I check agreement and mood? | Subject-verb, adjective-noun, subjunctive after triggers (es importante que, si…, para que…). |
Common Mistakes
1. Summarizing the sources instead of arguing with them.
✗ El artículo dice que las escuelas han prohibido los móviles y la psicóloga dice que prohibir no enseña nada.
✓ El artículo dice que las escuelas han prohibido los móviles, pero este dato no justifica una prohibición total, porque la distracción es un síntoma, no la causa.
The first version reports. The second argues. The rubric rewards the second.
2. Using only one source.
✗ The essay cites the print source three times and never mentions the audio source.
✓ The essay cites the print source once and the audio source once, and connects each to the thesis.
The rubric requires integration of both sources. An essay that uses one is capped at a 2.
3. Missing the thesis.
✗ The introduction says “El uso de los teléfonos móviles es un tema importante” and stops.
✓ The introduction says “Considero que las escuelas no deben prohibir los teléfonos móviles, sino enseñar a los estudiantes a usarlos de forma responsable.”
A topic is not a thesis. The rater needs a position.
4. Register slips.
✗ Considero que tú deberías prohibir el móvil en tu escuela.
✓ Considero que las escuelas no deben prohibir el móvil, sino enseñar su uso responsable.
An academic essay does not address the reader with tú. Use third-person statements or usted.
5. Overwriting.
✗ A 400-word essay that narrates your personal experience with phones, quotes both sources multiple times, and buries the thesis in the third paragraph.
✓ A 200-word essay with a thesis in the first paragraph, one citation per source, one counterargument, and a conclusion.
Length does not earn points. Task completion does. A long essay with a buried thesis is harder to score and more likely to contain errors.
6. No counterargument.
✗ The essay argues for one position and never acknowledges the other side.
✓ The essay acknowledges that some parents fear losing contact with their children, and explains why the educational argument is stronger.
The counterargument is not required by the rubric, but it is what separates a 4 from a 5 in most raters’ reading.
