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100+ Free Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Practice Questions
Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II 2026 (Proves d'Accés a la Universitat / ULPGC & ULL) practice questions are available now; exam metadata is being verified.
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2026 Statistics
Key Facts: Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Exam
90 min
Exam duration (1.5 hours)
COPAU Canarias
0–10
Grading scale
Spanish PAU Regulations
4.0
Minimum mark required in Access Phase
Gobierno de Canarias / COPAU
100
Practice questions in this OpenExamPrep bank
OpenExamPrep
Canary Islands PAU Spanish Language and Literature II (COPAU 2026) is a 90-minute exam evaluating 2º Bachillerato Spanish language and literature mastery across 6 major domain areas.
Sample Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Practice Questions
Try these sample questions to test your Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.
1Which textual typology predominates in a newspaper opinion article aimed at convincing the reader about a particular social issue?
A.Expository-argumentative text
B.Purely narrative text
C.Instructive-normative text
D.Technical-descriptive text
Explanation: Opinion articles articulate a central thesis supported by arguments in order to persuade or convince the reader, combining the exposition of facts with evaluative argumentation. For this reason, they correspond to the expository-argumentative mode typical of opinion journalism.
2In the sentence «Aunque María llegó tarde, ella presentó el informe a tiempo» ('Although María arrived late, she submitted the report on time'), what cohesion mechanism is shown in the relationship between 'María' and 'ella' ('she')?
A.Pronominal anaphora
B.Pronominal cataphora
C.Nominal ellipsis
D.Substitution by hypernym
Explanation: Anaphora is the grammatical cohesion mechanism whereby a pronoun (here, 'ella'/'she') refers back to a lexical unit or referent previously mentioned in the text ('María'). It avoids unnecessary lexical repetition and ensures thematic continuity.
3What type of thematic progression occurs in a text where the rheme (new information) of one sentence becomes the theme (given information) of the next?
A.Linear or chain progression
B.Constant-theme progression
C.Progression with themes derived from a hypertheme
D.Fragmented or chaotic thematic progression
Explanation: In linear or chain progression, the rheme R1 introduced in the first sentence becomes the theme T2 of the following syntactic unit, whose rheme R2 will in turn become T3, favoring a concatenated advance of information.
4Which of the following excerpts shows the greatest degree of evaluative or subjective modalization on the part of the speaker?
A.«El informe técnico analiza las consecuencias ecológicas de la erupción volcánica en La Palma.» ('The technical report analyzes the ecological consequences of the volcanic eruption in La Palma.')
B.«Es lamentable e imperdonable que se siga ignorando la alarmante crisis climática en las islas.» ('It is regrettable and unforgivable that the alarming climate crisis in the islands continues to be ignored.')
C.«El Parlamento de Canarias aprobó la ley con un sesenta por ciento de los votos emitidos.» ('The Parliament of the Canary Islands passed the law with sixty percent of the votes cast.')
D.«La temperatura media registrada durante el mes de julio alcanzó los veintiocho grados Celsius.» ('The average temperature recorded during July reached twenty-eight degrees Celsius.')
Explanation: Subjective modalization is shown through evaluative lexical marks that reveal the speaker's personal judgment, such as affective or axiological qualifying adjectives ('lamentable', 'imperdonable', 'alarmante' — 'regrettable', 'unforgivable', 'alarming'). The other statements have an expository or objective tone.
5According to Roman Jakobson's model, which language function predominates in the sentence: «¡Atiendan bien a la explicación y entreguen el ejercicio antes del mediodía!» ('Pay close attention to the explanation and hand in the exercise before noon!')?
A.Expressive or emotive function
B.Conative or appellative function
C.Phatic or contact function
D.Metalinguistic function
Explanation: The conative or appellative function centers on the message's receiver, seeking to influence their behavior, capture their attention, or move them to action through the use of imperatives, vocatives, and exhortative sentences.
6In Austin and Searle's pragmatic theory of speech acts, which dimension corresponds to the specific intention pursued by the speaker in uttering a statement (such as warning, promising, or requesting)?
A.Non-verbal act
B.Locutionary act
C.Illocutionary act
D.Perlocutionary act
Explanation: The illocutionary act (illocutionary force) is the intentional action performed in saying something (asserting, promising, ordering, thanking, apologizing). The locutionary act is the mere physical, phonetic utterance of the words, while the perlocutionary act refers to the consequences or effects produced in the receiver.
7Which of Paul Grice's conversational maxims is deliberately violated when a speaker responds with irony or an obvious lie?
A.Maxim of Relation (or Relevance)
B.Maxim of Quantity
C.Maxim of Quality (or Truthfulness)
D.Maxim of Manner
Explanation: The Maxim of Quality requires the speaker to tell the truth and not assert anything for which they lack sufficient evidence. By using a lie or opting for irony (saying the opposite of what is meant), this maxim is blatantly violated to generate a conversational implicature.
8Identify the type of deixis marked by the underlined terms in the sentence: «<u>Mañana</u> nos reuniremos <u>aquí</u> para debatir el borrador» ('Tomorrow we will meet here to discuss the draft').
A.Temporal deixis ('mañana'/'tomorrow') and spatial deixis ('aquí'/'here')
B.Social deixis ('mañana') and personal deixis ('aquí')
C.Textual deixis ('mañana') and anaphoric deixis ('aquí')
D.Discursive deixis ('mañana') and cataleptic deixis ('aquí')
Explanation: 'Mañana' ('tomorrow') orients the time of the utterance in relation to the speaker's present moment (temporal deixis), while 'aquí' ('here') situates the physical place relative to the speaker's position (spatial deixis).
9What discursive value does the connector 'sin embargo' ('however') contribute in the sentence «El equipo trabajó sin descanso durante semanas; sin embargo, no alcanzaron el objetivo fijado» ('The team worked tirelessly for weeks; however, they did not reach the set goal')?
A.Counter-argumentative or oppositive
B.Consecutive or conclusive
C.Additive or summative
D.Explicative or reformulating
Explanation: 'Sin embargo' ('however') is a counter-argumentative discourse marker that introduces an obstacle or limits the expected consequence of the first discourse segment, qualifying or contrasting the previous information.
10Which rhetorical stylistic device consists of attributing human qualities or actions to inanimate objects or abstract beings in a literary text?
A.Oxymoron
B.Metonymy
C.Personification or prosopopoeia
D.Synesthesia
Explanation: Personification or prosopopoeia is the rhetorical figure in which attributes, feelings, words, or behaviors typical of human beings are assigned to inanimate entities, animals, or abstract ideas.
About the Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Practice Questions
Verified exam format metadata for Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II 2026 (Proves d'Accés a la Universitat / ULPGC & ULL) is pending. The practice questions above remain available while official exam length, timing, passing score, fee, and administrator details are reviewed.