C
SPAN 342
ADVANCED GRAMMAR & COMPOSITIONATENCION: La previa preparación es absolutamente indispensable
Agosto 19|24|26|31 Septiembre |2|7|9|14|16|21|23|28|30
Octubre |5|7|12|19|21|26|28 Noviembre 2|4|9|11|16|18|23|30|
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Fecha |
Actividad de clase. |
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Capítulo preliminar. La descripción a base de oraciones simples |
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Presentación del curso información sobre la clase, su sitio en Internet, su dinámica, y sobre el instructor las horas de consulta. |
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Semana 2 |
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La concordancia. Página 19. 1. Ejercicio 11. Página 31. 2. Escriba 10 oraciones. 3. Presente del indicativo. 4. Ejercicio 12. Página 32. 5. Complete los espacios conjugando el verbo en presente. 6. Escriba oraciones simples. 7. La descripción. Página 30. 8. Ejercicio 13. Página 35. 9. Complete los espacios. 10. Escriba oraciones breves. Página 36. 11. La descripción. Página 37 |
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Semana 3 |
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El reflexivo con el presente del
indicativo. p38.
1. Ejercicio 15. Página 29. 2. Traduzcan. 3. Estrategias de la comunicación escrita. Página 40. 4. Ejercicio 16. Página 41. 5. Realicen cambios estructurales o de vocabulario. 6. La descripción. Página 42. 7. Ejercicio 17. Página 43. 8. Lean y organicen las oraciones. 9. Escriban en orden las oraciones del ejercicio anterior. Página 44 10. Segunda entrada del cuaderno. P 42. |
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¡Por escrito! Taller del escritor |
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Semana 4 |
Capítulo
1: la descripción a base de oraciones complejas.
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Introducción a la oración compleja. Página 48. A. Ejercicio uno. Página 49. 1. Examinen las oraciones complejas. 2. Escriban dos oraciones complejas. Página 52. 3. Si yo fuera hispanohablante... página 52. 4. Ejercicio 2. B. Enmienden los defectos del párrafo. Página 53. 5. El diccionario: ¿amigo o enemigo? Página 54. 6. Ejercicio 3 página 55. 7. Lean y escriban. 8. Lean las definiciones... página 56. |
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Semana 5 |
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Tercera
entrada del cuaderno. página 66.
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Semana 6 |
Capítulo 2: La
narración en el pasado.
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Jueves, 23 de septiembre, 10 |
1. Introducción al pasado. Página 92. 2. Ejercicio 1. Página 93. Complete los espacios en blanco con la forma correcta de pretérito absoluto. 3. Ejercicio 2. Página 95. Complete los espacios en blanco con la forma correcta de pretérito absoluto. 4. Ejercicio 3. Página 97. 5. Corrija el párrafo. 6. Creen oraciones con el pretérito absoluto y los verbos dados. 7. La narración (1). 8. Ejercicio 4, parte B página 100. 9. Uso del pretérito absoluto en la narración. 10. Ejercicio 5, página 102. 11. Complete los espacios en blanco con la forma correcta de pretérito absoluto. 12. lea con cuidado la siguiente narración en presente y cambiela al pretérito absoluto. 13. Quinta entrada del cuaderno |
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Martes, 28 de septiembre, 10 |
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El
complemento indirecto, página 120.
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Martes, 5 de octubre, 10 |
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Primera evaluación. Gramática & Composición en clase. |
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Semana 9 |
capítulo 3: La
narración con diálogo
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Martes, 12 de octubre, 10 |
Introducción al subjuntivo. |
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Martes, 19 de octubre, 10 |
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Martes, 26 de octubre, 10 |
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¡Por escrito! Taller del escritor |
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Martes, 2 de noviembre, 10 |
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Martes, 9 de noviembre, 10 |
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Capítulo 5: la exposición analítica
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Martes, 16 de noviembre, 10 |
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Martes, 23 de noviembre, 10 |
El condicional perfecto, página 184
El pluscuamperfecto de subjuntivo y el condicional perfecto en oraciones condicionales, páginas 284-85.
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Martes, 30 de noviembre, 10 |
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I. CLASS INFORMATION
Instructor: Carmen Guerrero
Office: Vest 202B
Telephone: 423 614 8670
Email: cguerrero@leeuniversity.edu
Instructor's website: http://plaza.ufl.edu/ascg70
Office hours: MWF 1:00-1:50 PM & 2:00-2:50 PM
Class website: http://plaza.ufl.edu/ascg70/spn341fall09.html
EMFL: http://artsandsciences.leeuniversity.edu/emfl/default.asp
- TEXBOOK AND COURSE MATERIALS:
- Febles,
Jorge et all. Por escrito.
De la palabra a la composición. 2nd Ed.Upper Saddle River:
Prentice Hall, 2010.
- A Spanish-Spanish dictionary.
- A Synonym-Antonym dictionary.
- A printed copy of this syllabus.
II. 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.
III. CATALOG DESCRIPTION: A course designed to improve written proficiency in the target language through a variety of appropriate techniques.
IV. PREREQUISITES: SPAN 212 or placement exam.
V. PURPOSE: This course is intended to offer students an opportunity to explore new and more complex ways to communicate while developing an awareness and appreciation of Hispanic/Latino cultures. This advanced course takes their goals from the Standards for Foreign Language Learning in the 21st Century, also known as the 5 Cs, which focuses on: 1. Communicating in Spanish
2. Gaining knowledge of the Hispanic cultures in the world to understand them.
3. Connecting with other disciplines and acquiring new information
4. Continue developing awareness of similarities and differences among language and cultures.
5. Using Spanish to participate in communities at home and around the world.
VI. OBJECTIVES OF COURSE:
A. GENERAL OBJECTIVES. This course seeks to:
1. Demonstrate analytical, critical thinking, decision-making, and problem-solving skills when using Spanish communicative skills in different contexts and topics.
2. Demonstrate comprehension of Spanish spoken at normal speed on a variety of selected topics in various formats.
3. Integrate faith and learning in the completion of the different projects and class tasks through the connection among the different cultures and class materials used in the course.
4. Show reading comprehension of cultural and literary material.
5. Improve Spanish oral proficiency to meet needs as well as creative expression.
B. SPECIFIC BEHAVIORAL OBJECTIVES: Succeeding in this course is our main goal. Therefore, our students will be involved in a variety of activities and assignments, including but not limited to actions such as the following:
1. Integrate faith and communicative skills in the making of projects and tasks assigned n/out of class.
2. Communicate using vocabulary and grammar learned in oral and written modes.
3. Activate sociolinguistic practice and functions through pair and group work.
4. Have intensive and extensive reading activities and exercises such as pre- and post-reading.
5. Produce written texts ranging from compositions to essays.
6. Give oral presentations such as debates, forums, tertulias, and other group activities.
7. Describe situations or images in detail to promote conversation.
8. Demonstrate ability to read Spanish advanced texts with obvious signs of comprehension.
9. Interpret authentic materials in the target language, on an advanced level.
10. Demonstrate knowledge and understanding of some aspects of Spanish culture.
VI. TOPICS TO BE COVERED:
1. Description
2. Narration
3. Argumentative exposition
4. Critical exposition
VII. INSTRUCTIONAL PROCEDURES: Throughout the semester there will be some procedures to promote the written communicative exchange, such as in class compositions, email exchange, chatting, text messaging, essay presentations, as well as written and oral exercises. Some of them are mentioned below:
1. Integrate faith and communicative skills in the making of projects and tasks in class. 2. Teacher presentation of materials
3. Collaborative learning activities
4. Class discussions of readings
5. Oral-proficiency oriented activities (dialogues, interviews, simple presentations)
6. Written and oral exercises
7. Computer based media exchange
8. Debates and tertulias
VIII. RESPONSIBILITIES OF STUDENTS:
A. Read constantly the syllabus to prepare each class ahead of time.
B. Use Spanish in the classroom.
C. Cooperate during group and pair activities.
D. Be willing to actively participate in class.
E. Show respect and good attitude toward classmates, instructor and class activities.
F. Bring the necessary materials for this class (textbook, dictionary, assignments, among others).
G. Use and show your OWN abilities in the language and present your own thoughts in everything presented to this class
IX. EVALUATION. Your final grade will be the result of the evaluation of these activities
1. Participation = 10%
2. Exams (2) = 16%3. Compositions = 36%
4. Essay (Final exam) = 14%
5. Homework and Media Based Written interaction = 24%
6. Class Participation and Preparation (10%)
Participation in class involves a number of variables, including but not limited to:
1. Your use of Spanish in the classroom
2. Your willingness to participate actively in all class activities
3. Your cooperation during group and pair work
4. Your respect and attitude toward the class and your peers
5. Your daily preparation for each class.
6. Your instructor may assign written homework that will be collected and graded; these assignments form part of your participation grade.
7. Your instructor reserves the right to administer pop quizzes on grammar, vocabulary etc. in order to assess students’ preparation. These grades also form part of your participation grade.
8. 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.
9. Participation grades will be assessed approximately every two weeks for a total of eight (8) grades throughout the semester, and you may ask your instructor for your participation grades at any time. Refer to your course packet of grading materials for the specific rubric used to assess your participation.
A. Tests (Grading Info). There will be four in-class written tests (see Calendar for specific dates). 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 reading and writing sections in which your overall knowledge of the course material is evaluated.
Grading Scale
A: 94-100% A-: 90-93%
B+: 87-89% B: 84-86% B- : 80-83%
C: 70-79% C: 74-76% C- : 70-73%
D: 60-69% D: 64-66% D- : 60-63%
F: 0-59%
B. Compositions 36% You will write (12) compositions or entradas del cuaderno of about 100-300 words each one based on topics selected by the instructor. The first draft of each composition will be written in class (see dates indicated in the Calendar), and the rewrite/final version will be written at home. The first version will account for 70% of the total composition grade. Your instructor will make comments and mark errors (with the symbols indicated in the “Correction Code”). You will then revise the composition and turn in the second version along with the first version for the final grade on the date specified by your instructor; this revision will be graded for the remaining 30% of the composition grade. All compositions must be double-spaced, whether written by hand or typed. All second drafts must be typed.
C. Essay (Final exam) 14%. Your final exam grade will be based on this essay you will write on a selected topic. You will turn it in; and present it to the class. Your writing assignments will range in length from approximately 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.
D. Homework and Media Based Written interaction 24%. Our calendar indicates what you have to prepare for class every day. Some on the everyday assignments are textbook exercises. These exercises are your daily homework and you have to turn them in at the end of class.
During this semester we will communicate using media based communication. We will email, send text messages, and chat in Spanish. Some of these conversations will be graded as you submitted to your instructor on the indicated deadlines.
X. Attendance policy:
1. 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, 5 percentage point will be deducted from your participation grade if you are not able to document the absence with written proof of a valid excuse within 7 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.
2. If you are absent the day of a test, quiz, spoken activity or composition, you will receive a 0 on that assignment.
3. Three late arrivals and/or early departures of 10+ minutes will count as absences.
4. 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.
5. 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.
XI. STUDENTS WITH DISABILITIES: Lee University is committed to the provision of reasonable accommodations for students with disabilities as defined in Section 504 of the Rehabilitation Act of 1973. Students who think they may qualify for these accommodations should notify their instructor immediately. Special services are provided through the Academic Support Program.
XII. 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. It this Second Language Class it is important and necessary not only to present your thoughts, but also your own abilities in the language. Avoid using any type of unauthorized help. Please refer to the Student Catalogue for more information about these issues.