SPAN 3106
Spring 1999
La alhambra in Granada,
Spain
SPAN 3106
Spring 1999
La alhambra in Granada,
Spain
| Professor: Dr. Jessica Folkart
Office: 315 Major Williams Hall
|
SPAN 3106-4628:
SPAN 3106-4629:
|
CHATROOMS
(password protected)
La
dama del alba
Trabajo
final
Repaso
para el EXAMEN FINAL
|
|
|
| Online foreign language dictionaries | An amazing site! Almost any language you can think of is here! |
| Essential Online Resources for Spanish | From the webpage of Spanish Section of our department. |
| Spanish Section | Spanish Section of the Department of Foreign Languages and Literatures. |
| Invaluable site for everything | Including Spanish language search engines, grammar references, etc. |
| Famous Foreign Language Bookmarks | Great bookmarks from the University of Toledo. |
| Spain and Spanish on the Net | Including newspapers, search engines, official sites, tourist sites, etc. |
| Cool website on the Hispanic World | Accompanied by fun "La bamba" soundtrack! |
| Important Virginia Tech links:
EL CIRCULO
HISPANICO (THE SPANISH CLUB)
|
|
SPAN 3106 SYLLABUS
COURSE GOALS: The primary goal of the course is improved proficiency
in Spanish through reading in order to write. Grammar, composition, and
conversation are the tools through which improved proficiency will be gained.
Proficiency levels referred to here are those established by the American
Council on the Teaching of Foreign Languages. Prerequisite: SPAN 3105
or the consent of the professor.
| By the end of the course, the student will: |
|
REQUIRED TEXTS:
|
SUGGESTED TEXT: A book of synonyms and antonyms in Spanish.
GRADE BREAKDOWN:
| 15% Chat Room Participation
20% Participation 25% Compositions 20% Exams (10% each) 20% Final Exam |
15% Chat Rooms: We will be using computer chat rooms both amongst ourselves and with native speakers of Spanish. Details of these assignments will be provided as the semester progresses.
20% Exams: The dates for the two exams are indicated on the syllabus. The format of the exam will be explained as the semester progresses.
20% Class Participation: If you do not attend class, you cannot participate. Regular attendance and active daily participation are essential to achieve the goals of the course. Any absences or failure to participate in class everyday will affect negatively your participation grade and consequently the final class grade. Your grade will be based on, but not limited to, your contributions to daily class discussions as well as the percentage of the days you attend class. Any student who is absent is still responsible for turning in all assignments on time, unless arrangements have been made in advance with the professor. Exchange phone numbers with several of your classmates whom you will be able to contact to find out about assignments given during your absence.
25% Compositions: One quarter of the grade will be based on the four compositions. The dates for turning in final drafts are indicated on the syllabus. The compositions will be written with a process that includes the preparation of first drafts, peer editing, self-editing, and re-writing. These are essential steps to honing your writing skills. You should have access to a good Spanish dictionary, a dictionary of idioms (Barron’s or other), a book of synonyms and antonyms in Spanish (if possible), and a grammar reference (Lunn and DeCesaris) when you write.
20% Final Exam: The final exam will be comprehensive. Details will be provided later in the semester. According to the Timetable, final exam times for this course are:
MWF 11:00 class: Monday, 10 May 1999, 2:05-4:05
MWF 1:00 class: Friday, 5 May 1999, 1:05-3:05
TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL):
Writing Assistant: Atajo (available at any locally networked computer, in the lab in 502 Major Williams, or for purchase with your textbook). For interesting links that will be used in this class, go to this URL ADDRESS: http://www.fll.vt.edu. Please be sure to read and abide by the policies for fair use and technology contained in the University’s Policies on Technology. These will appear when you access the Web address for the chatrooms.
HONOR SYSTEM POLICIES:
The instructor subscribes to the Honor System as stated in the University Policies for Student Life Handbook. All exams, quizzes, homework and compositions MUST BE PLEDGED. Acts of plagiarism or cheating will not be tolerated. For more information on the honor constitution and the honor system in general, see http://www.vt.edu:10021/st udentinfo/ugradhonor.
STUDENTS NEEDING SPECIAL ACCOMODATIONS:
Please contact the Office of the Dean of Students who will provide the
instructor with a written description of the necessary specified accommodations.
And feel free to discuss the situation personally with the instructor.
PROGRAMA DE CLASES:
|
enero 18 Introducción a la clase 20 L&D I El tiempo y el aspecto 22 L&D I El tiempo y el aspecto
|
|
25 L&D I El tiempo y el aspecto (Charla #1) 27 L&D I El tiempo y el aspecto
29 L&D II El pretérito y el imperfecto
|
|
febrero 1 L&D II El pretérito y el imperfecto 3 L&D II El pretérito y el imperfecto
5 Peer Editing
|
|
8 L&D III Ser, estar y haber Entregar Composición 1 10 L&D III Ser, estar y haber 12 L&D III Ser, estar y haber
|
|
15 Examen I 17 L&D IV: Los modos indicativo y subjuntivo 19 L&D IV: Los modos indicativo y subjuntivo
|
|
22 L&D IV: Los modos indicativo y subjuntivo 24 L&D IV: Los modos indicativo y subjuntivo
26 Peer Editing (último día para
dejar la clase)
|
|
marzo 1 L&D VI: La voz pasiva y el pronombre se impersonal 3 L&D VI: La voz pasiva y el pronombre
se
impersonal
5 L&D VI: La voz pasiva y el pronombre
se
impersonal
|
|
8-12 Vacaciones de primavera |
|
15 Kupferschmid: "El divorcio"** 17 L&D VII: El sustantivo, el artículo y el adjetivo 19 L&D VII: El sustantivo, el artículo
y el adjetivo
|
|
22 L&D VII: El sustantivo, el artículo y el adjetivo 24 L&D VII: El sustantivo, el artículo y el adjetivo 26 Peer Editing
|
|
29 Repaso Entregar Composición 3 31 Examen II abril 2 La dama del alba I
|
|
5 La dama del alba I 7 La dama del alba I 9 La dama del alba II
|
|
12 La dama del alba II 14 La dama del alba II 16 La dama del alba III
|
|
19 La dama del alba III 21 La dama del alba III 23 La dama del alba III (Charla #3)
|
|
26 Peer Editing 28 L&D X: Las preposiciones y el caso de por y para 30 L&D X: Las preposiciones y el caso de por y
para
|
|
mayo 3 Kupferschmid: "El ángel caído"*** 5 Kupferschmid: "El ·ángel
caído"
|
|
EXAMEN FINAL: Clase de las 11:00: lunes, 10 de mayo de 1999, 2:05-4:05 Clase de la 1:00: viernes, 5 de
mayo de 1999, 1:05-3:05
|
|
Spanish 3106 |
|
Speaking Intermediate-High: able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Intermediate-High speakers can handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Intermediate -High speakers can generally be understood by native speakers
unaccustomed to dealing with non-natives, although the dominant language
is still evident (e.g. use of code-switching, false cognates, literal translation,
etc.), and gaps in communication may occur.
|
|
Listening Intermediate-High: Able to sustain understanding over longer stretches
of connected discourse on a number of topics pertaining to different times
and places; however, understanding is inconsistent due to failure to grasp
main ideas and/or details. Thus, while topics do not differ significantly
from those of an Advanced level listener, comprehension is less in quantity
and poorer in quality.
|
|
Reading Intermediate-High: Able to read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge. Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. May have to read material several times for understanding.
|
|
Writing Intermediate-High: Able to meet most practical writing needs and social demands. Can take notes in some detail on familiar topics and respond in writing to personal question. can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content works and time expressions to express time, tense or aspect, some precision is displayed; where tenses and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements, such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives.
|