Home Informacion sobre esta clase: This course presents the student with some aspects of the Spanish American and Spanish Literature. It seeks to develop advanced language skills in composition and presentation. This course is a bridge, a multi-genre introduction to literary analysis with readings, discussions, and writing about Hispanic literatures. The literary approach of this course will help students continue their process in the development of language skills and understanding of Hispanic cultures.  This course has an additional element: the challenge of applying critical thinking skills to the selected texts. PREREQUISITES: SPAN-341 Instructor: Carmen Guerrero Office: WMB 313 Telephone: 614 8670    Email: cguerrero@leeuniversity.edu Classroom Sections & time:  Section 06 (521) WMB 202, 9:00 AM Office hours: MWF 11-11:50 AM & 1:00 – 1:50 PM  or by appointment EMFL

Home   UNIVERSITY MISSION STATEMENT                                              Lee University is a Christian institution which offers liberal arts and professional education on both the baccalaureate and master’s levels.  It seeks to provide education that integrates biblical truth as revealed in the Holy Scriptures with truth discovered through the study of arts and sciences and in the practice of various professions.  A personal commitment to Jesus Christ as Savior is the controlling perspective from which the educational enterprise is carried out.  The foundational purpose of all educational programs is to develop within the students’ knowledge, appreciation, understanding, ability and skills which will prepare them for responsible Christian living in a complex world.   ................................................................................................

Home OBJECTIVES OF COURSE:  This course seeks to: Provide the students with the literary tools for appreciation and interpretation in the field of Hispanic Literary studies. Become familiar with the technical literary terminology-- necessary for approaching a literary text; Gain understanding of the artistic, cultural, and politic implications of literature in Spanish America and Spain. Recognize and describe main characteristics of several studied genres; Gain knowledge of some of the most representative authors of Hispanic culture; Analyze some representative literary texts of the studied genres considering their content, form, historical and social context where those texts were written.

Home TOPICS TO BE COVERED  Spanish-American Narrative    Spanish-American Poetry    Spanish-American Drama    Spanish-American Essay

Home TEXBOOK AND COURSE MATERIALS: Virgillo, Carmelo, et al.  Aproximaciones al estudio de la literatura hispánica, 6a. ed., McGraw-Hill. A quality English/Spanish dictionary, such as Collins, Larousse, U. Chicago, etc. A quality Spanish/Spanish dictionary. A printed copy of this syllabus and the Grading criteria sheets for essays

Home INSTRUCTIONAL PROCEDURES Throughout the semester there will be some procedures to promote the communicative exchange, such as lectures, Video/audio/computer exercises, presentations, as well as written and oral exercises. Some of them` are mentioned below: Integrate faith and communicative skills in the making of projects and tasks in class. Teacher presentation of materials Collaborative learning activities Class discussions of readings/authentic materials Oral-proficiency oriented activities (elementary dialogues, interviews, recitation)  Written and oral exercises

Home EVALUATION A.   Evaluation Activities and percentage: 10%  Class participation (preparation and attendance) 30%  Tests (2)                                       30%  Oral Presentations                      30%   Essays (2)

Home RESPONSIBILITIES OF STUDENTS:            Use Spanish in the classroom. Cooperate during group and pair activities. Show respect and good attitude toward classmates, instructor and class activities. Bring the necessary materials for this class (textbook, dictionary, assignments, among others). Read the assigned material. Give yourself enough time to internalize and think about it. Prepare for quiz every week; think what you would ask if you were preparing for the quiz. Review what you have read before class begins. Keep running list of new terms as you run across them Get to know the other students in your class; talk with them in Spanish. Do the outside assignments long before they are due. Stay current with the syllabus. Ask questions. Be part of class discussions, even if you are not sure you understood what you read. Don’t be afraid to speak up in class. Your Spanish does not have to be perfect, just good enough to make yourself understood. Do not think you are the only one who didn’t understand the reading.

Home Class Participation and Preparation (10%) Participation in class involves a number of variables, including but not limited to: Your use of Spanish in the classroom Your willingness to participate actively in all class activities Your cooperation during group and pair work Your respect and attitude toward the class and your peers Your daily preparation for each class. The use of cell phones, pagers, iPods or mp3 players and all other electronic equipment during class is prohibited as they interrupt the class concentration and work. All equipment must be turned off in the classroom. Any evidence of cell phones (use, ringing, buzzing, etc.) and similar equipment use will result in an automatic zero in participation for that day. Using a cell phone during a composition or test will result in a zero on that assignment.
Home Attendance policy                                                                     Learning a second language requires the exposure of the target as well as the communicative exchange of ideas and opinions with your classmates and instructor. Therefore, attendance is essential in this course. For that reason, attendance is required and will be taken on a daily basis.  However, it is understood that periodically things happen that could prevent your attendance.  Thus, you will be allowed 3 unexcused absences throughout the semester; beginning with the fourth absence, 1 percentage point will be deducted from your final grade if you are not able to document the absence with written proof of a valid excuse within 10 days of the absence. The written documentation of the excused absence should include the name of the student, the section of the course, the dates of the absence and the reason for the absence. If you are absent the day of a test, quiz, spoken activity or composition, you will receive a 0 on that assignment. Three late arrivals and/or early departures of 10+ minutes will count as absences. Make sure to get the name and phone number of a classmate, as you are responsible for finding out about any changes in the syllabus or any additional assignments announced while you were absent. Assignments are due on the day indicated, regardless of whether or not you are in class that day. If you miss class, arrange for your assignment to get to your instructor’s box before your scheduled class time.
Home  Evaluation despcription (90%)              Tests (30%) There will be two in-class written tests (see Calendar for specific dates), one upon concluding every three chapters (following Chapters 3, and 6). The goal of the tests is to assess your ability to assimilate what you have learned about Spanish grammar, vocabulary, language, and culture in each unit. You are also expected to critically respond to and analyze the topics covered in class and in the texts. Tests will consist of listening, reading and writing sections in which your overall knowledge of the course material is evaluated. Oral Presentations (30%). During the term, you will give 2 oral presentations. They are approximately 8 minutes long and will deal with a poem and the topic of your essay.  The material you actually present should be 8 minutes, though the questions you pose to the class at the end of your presentation may necessitate your presence as discussion leader for more time.  Remember that people typically underestimate how much they have to say or how long their delivery will take.  Time your delivery beforehand so that it does not run over.  I will let you know when you have 1-2 minutes left and need to close, and then pose your questions. As a presenter, you will be the specialist on your topic and will both share your ideas with your peers, as well as lead and facilitate their discussion afterwards.  Therefore, when you are preparing your topic, you should be putting together your reading and what you would like to "present", as well as questions you would like to pose to the class.  These questions may be "lead-ins" to your own ideas or they may include questions or problems you have thought about but have been unable to resolve.  You certainly do not have to have "all of the answers", but you should give some thought to any complicated issues that arise and be able to share them with the class.  The presentation is a moment for you to develop a topic for the class, but also get feedback and listen to your peers' opinions as they validate, challenge and enrich your own.  To this end, also try to avoid speaking for 8 minutes straight without asking people if they have questions or comments -- prompt others to stay attentive and involved.  This will also help you feel less nervous if you happen to be feeling any performance anxiety.  Finally, try to feel more comfortable remembering that everyone wants you to do well; everyone wants to hear your presentation and participate in the discussion.  Though it is not required, you are certainly welcome to use the board, handouts or the computer if it helps you make your point. Remember to cite the author of a text; don't read, and be sure to move through your presentation in an efficient, clear way.  Essays (30%). Through the semester, you will analyze literary works integrated in our textbook.  Your writing assignments will range in length from approximately 2-3 pages.  These short essays are intended to be a place for you to reflect on our readings and class discussions, push beyond what we have talked about in class, and work through issues you find interesting in the texts.  Each paper requires that you analyze, not summarize or describe the text.

 

 

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Home ACADEMIC  INTEGRITY Academic Integrity: Academic honesty and integrity are fundamental values of the University community. An academic honesty offense is defined as the act of lying, cheating, or stealing academic information so that one gains academic advantage. Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action. Violations of the Academic Honesty Guidelines include but are not limited to: Cheating. The improper taking or tendering of any information or material that shall be used to determine academic credit. Taking of information includes copying graded homework assignments from another student; working with another individual(s) on graded assignments or homework; looking or attempting to look at notes, a text, or another student's paper during an exam. Plagiarism. The attempt to represent the work of another as the product of one's own thought, whether the other's work is oral or written (including electronic), published or unpublished. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on written materials or in oral presentations; submitting work produced by an on-line translation service or the translation feature of an on-line dictionary as your own. Misrepresentation. Any act or omission with intent to deceive a teacher for academic advantage. Misrepresentation includes lying to a teacher to increase your grade; lying or misrepresenting facts when confronted with an allegation of academic honesty.