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Free Practice Questions for Galicia PAU Spanish Language and Literature II

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Key Facts: Galicia PAU Spanish Language and Literature II Exam

90 min

Exam Duration

CIUG PAU Guidelines

0–10

Marking Scale

CIUG / Spanish Education Ministry

4.0 / 10

Minimum Access Mark

CIUG Regulations

EUR 63.67

Ordinary Exam Fee

CIUG Official Tariff

60% / 40%

Bachillerato / PAU Weight

LOMLOE Access Rules

The Galicia PAU Lengua Castellana y Literatura II exam is a core Access Phase examination for university admission in Galicia. It tests text commentary, pragmatic modalization, syntactic tree parsing, values of 'se', word formation, and major literary movements and works including Valle-Inclán's *Luces de bohemia* and Lorca's *La casa de Bernarda Alba*.

Sample Galicia PAU Spanish Language and Literature II Practice Questions

Try these sample questions to review concepts for the Galicia PAU Spanish Language and Literature II exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1In textual analysis, what type of cohesive device is instantiated when a pronoun refers back to an element previously mentioned in the text (e.g., 'Pedro llegó tarde. Él estaba cansado')?
A.Anaphora
B.Cataphora
C.Exophoric deixis
D.Asyndeton
Explanation: Anaphora occurs when a grammatical item (such as a personal pronoun or demonstrative) refers back to an antecedent previously introduced in the text. In the example, 'Él' refers back to 'Pedro'. This maintains textual continuity and avoids unnecessary lexical repetition.
2Which function of language (funciones del lenguaje) predominates in an objective scientific report describing cellular mitosis without personal opinions?
A.Referential or informative function (función referencial)
B.Expressive or emotive function (función expresiva)
C.Appellative or conative function (función apelativa)
D.Poetic or aesthetic function (función poética)
Explanation: The referential (or informative) function focuses on the context and reference of the message, prioritizing objective information, third-person structures, and neutral denotative language. It is the dominant function in scientific, academic, and technical texts.
3Which element serves as a subjective modalizer (elemento modalizador) indicating sender stance in an opinion article?
A.Valorative adjectives (adjetivos valorativos) like 'desastroso' or 'admirable'
B.Denotative technical terms like 'ácido desoxirribonucleico'
C.Passive voice constructions without agent ('se aprobaron las leyes')
D.Third-person singular neutral indicative verbs
Explanation: Valorative adjectives express the author's subjective judgment and emotional valuation regarding a topic. They are key modalizing indicators of subjectivity in persuasive and opinion texts.
4When a text presents its thesis statement at the very beginning and subsequently provides supporting arguments and empirical evidence, what structure does it follow?
A.Deductive structure (estructura deductiva o analizante)
B.Inductive structure (estructura inductiva o sintetizante)
C.Framed structure (estructura encuadrada)
D.Parallel structure (estructura paralela)
Explanation: A deductive (or analyzing) structure opens with the main thesis or core conclusion and then breaks it down into supporting arguments, examples, and details.
5Which discourse connector introduces a concession (conector argumentativo concesivo) in a formal Spanish essay?
A.Sin embargo / No obstante
B.Por consiguiente
C.En primer lugar
D.Es decir
Explanation: Connectors such as 'sin embargo', 'no obstante', or 'a pesar de ello' introduce an obstacle or counter-argument that does not prevent the main conclusion from being valid.
6What characterizes the formal standard register (registro formal / culto) expected in academic commentary for PAU Galicia?
A.Precise vocabulary, morphosyntactic correctness, and absence of colloquialisms or slang
B.Frequent use of colloquial idioms, vulgarisms, and incomplete syntactic structures
C.Exclusive reliance on poetic metaphors and literary devices
D.Use of regional jargon and emotional interjections
Explanation: The formal standard register features varied and precise vocabulary, adherence to normative grammar rules, logical paragraph organization, and the avoidance of informal or vulgar expressions.
7Which type of argument appeals to the credibility of an established expert or institution (argumento de autoridad)?
A.Quoting statistics or conclusions published by the Real Academia Española or a recognized researcher
B.Describing a personal anecdotal experience from the author's childhood
C.Asserting that a belief is true because 'everyone knows it'
D.Comparing two analogous historical events from different centuries
Explanation: An argument from authority (argumento de autoridad) supports a claim by citing the findings, statements, or opinions of respected specialists, official bodies, or academic institutions.
8In the sentence 'Ayer nos reunimos aquí para discutir este problema', which word exemplifies spatial deixis (deixis espacial)?
A.aquí
B.Ayer
C.nos
D.este
Explanation: Spatial deixis locates entities or actions relative to the physical position of the speaker. 'Aquí' specifically designates the speaker's immediate location.
9What is the primary objective of an expository text (texto expositivo)?
A.To transmit objective information and explain concepts clearly to the reader
B.To convince the reader to adopt a specific political or philosophical opinion
C.To recreate fictional events with dialogue and narrative plot
D.To prescribe mandatory rules of conduct
Explanation: Expository texts aim to inform, clarify, and explain concepts, facts, or processes objectively, prioritizing clarity and logical organization over persuasion or entertainment.
10When a text replaces the specific word 'perro' with the broader category term 'animal', what semantic cohesion mechanism is used?
A.Hyperonymy (hiperonimia)
B.Hyponymy (hiponimia)
C.Antonymy (antonimia)
D.Homonymy (homonimia)
Explanation: Hyperonymy uses a general umbrella term (hyperonym) whose semantic scope includes more specific terms (hyponyms). 'Animal' is the hyperonym of 'perro'.

About the Galicia PAU Spanish Language and Literature II Exam

Galicia PAU Spanish Language and Literature II (Lengua Castellana y Literatura II) evaluates 2º de Bachillerato students under the LOMLOE curriculum administered by CIUG. The exam tests textual commentary and pragmatics, advanced Spanish syntactic parsing (subordinate clauses, values of 'se', 'que', 'como'), morphological segmentation, and Spanish literary history from late 19th-century Modernismo through Generation of '98, Generation of '27, post-war literature, and contemporary narrative.

Exam sponsor: Comisión Interuniversitaria de Galicia (CIUG). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

100 multiple-choice practice questions adapted from the 90-minute CIUG written examination format

Time Limit

90 minutes (1.5 hours)

Passing Score

Marked on a 0–10 scale. Minimum 4.0 required in Access Phase to combine with Bachillerato GPA (60% Bachillerato + 40% PAU >= 5.0 to pass).

Exam / Certification Fees

EUR 63.67 ordinary registration fee for PAU (50% discount EUR 31.84 for general large family status; full exemption for special large family, disability, or terrorism victims).

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

30%

Text Comprehension and Commentary

Pragmatic adequacy, cohesion mechanisms (anaphora, deixis, connectors), textual typologies, objective vs. subjective modalizers, text structure, and summary synthesis.

25%

Syntactic Analysis and Grammatical Functions

Complex and compound sentence structures, substantive, relative, and adverbial clauses, grammatical values of 'se', 'que', and 'como', and verbal periphrases.

15%

Morphology and Lexical Semantics

Word formation processes (derivation, composition, parasynthesis, acronyms), morphological segmentation, semantic relationships (synonymy, polysemy, antonymy), and semantic change mechanisms.

15%

Early 20th-Century Spanish Literature (Pre-1939)

Modernismo, Generation of '98 (Machado, Unamuno, Baroja), Novecentismo, Vanguardias, esperpento (*Luces de bohemia*), Federico García Lorca (*La casa de Bernarda Alba*), and Generation of '27.

15%

Post-War and Contemporary Spanish Literature (Post-1939)

Post-war poetry (arraigada/desarraigada, social poetry, Generation of '50), post-war novel (Cela, Laforet, Delibes), experimentalism (Martín-Santos), post-war theater (Buero Vallejo), and contemporary narrative (Mendoza).

Preparing for the Galicia PAU Spanish Language and Literature II Exam

What You Need to Know

  • Passing score: Marked on a 0–10 scale. Minimum 4.0 required in Access Phase to combine with Bachillerato GPA (60% Bachillerato + 40% PAU >= 5.0 to pass).
  • Assessment: 100 multiple-choice practice questions adapted from the 90-minute CIUG written examination format
  • Time limit: 90 minutes (1.5 hours)
  • Exam / certification fees: EUR 63.67 ordinary registration fee for PAU (50% discount EUR 31.84 for general large family status; full exemption for special large family, disability, or terrorism victims). Official sources

Using Our Practice Resources

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

Galicia PAU Spanish Language and Literature II: Suggested Study Strategy

1Practice full syntactic trees for complex sentences, explicitly marking clause boundaries, connectors, and internal functions of relative pronouns.
2Memorize the classification matrix for values of 'se' (pasiva refleja, impersonal, reflexivo, recíproco, variante de le, dativo ético, verbo pronominal).
3Develop a structured template for textual commentary covering register, text function, modalizers (adjetivos valorativos, léxico valorativo), and cohesion mechanisms (conectores, deicticos).
4Study mandatory literary texts (*Luces de bohemia* and *La casa de Bernarda Alba*) in connection with their aesthetic movements (esperpento, Generación del 27, vanguardismo y teatro lorquiano).
5Review morphological segmentation rules under LOMLOE, distinguishing lexical roots (lexemas), inflectional morphemes (morfemas flexivos), and derivational affixes (prefijos, sufijos, interfijos).

Frequently Asked Questions

What is the format of the Galicia PAU Lengua Castellana y Literatura II exam?

The official CIUG exam is a 90-minute written examination featuring text analysis (summary, main topic, cohesion/modalization analysis), a syntactical parsing question, a morphological/grammatical question, and literary history questions on standard curriculum topics and mandatory readings.

How is the final PAU mark calculated for admission in Galicia?

The final university admission grade (Nota de Admisión) is calculated combining 60% of the Bachillerato GPA (Nota Media de Bachillerato) and 40% of the PAU Access Phase mark (Calificación de la Fase de Acceso, which includes Lengua Castellana II). A minimum score of 4.0 in the Access Phase is required to calculate the weighted average, which must equal at least 5.0.

What literary works and authors are key for the CIUG Galicia syllabus?

Key curriculum focus areas include Modernismo and Generación del 98 (Antonio Machado, Pío Baroja, Miguel de Unamuno), Valle-Inclán (*Luces de bohemia* and esperpento), Federico García Lorca (*La casa de Bernarda Alba* and Generación del 27), post-war novel (Cela's *La familia de Pascual Duarte*, Laforet's *Nada*, Delibes), experimentalism (Martín-Santos' *Tiempo de silencio*), post-war theater (Buero Vallejo), and post-war poetry through the contemporary era.

What are the common pitfalls in the syntax and grammar section?

Students often lose points by confusing values of 'se' (e.g. mistaking passive reflex 'pasiva refleja' for impersonal 'se' or ethical dative), misidentifying subordinate clause types (e.g. confusing relative clauses without antecedent with substantive clauses), or failing to specify the exact function of relative pronouns ('que', 'quien', 'cuyo') inside subordinate relative clauses.