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1 FORM B UNIVERSITY OF MASSACHUSETTS AT AMHERST OFFICE OF THE SECRETARY THE FACULTY SENATE UNDERGRADUATE COURSE APPROVAL FORM (Courses Numbered ) 15 Copies Required for Courses Numbered Copies Required for Courses Numbered DEPARTMENT, COURSE NUMBER AND TITLE: Spanish 312: Oral and Written Expression 2. SCHOOL OR COLLEGE: College of Humanities and Fine Arts 3. Proposer s Name, Telephone and Patricia Gubitosi, (5-4917) Alberto Ameal-Perez (5-4909) 4. Proposed Instructor: Alberto Ameal-Perez 5. Course Credits: 3 (three) 6. Are there Prerequisites? Yes If yes, please specify: Grade of C or higher in Spanish What is the intended clientele? Lower Division X Upper Division Department majors only NO Departmental/related majors Yes Non-Majors Yes If course is intended for majors, what role will it play in the curriculum? Required Yes Elective 8. Complete Course Catalog Description (30 Words): Spanish 312 is designed to develop oral and written skills in order to increase fluency in Spanish. Exposure to different aspects of Spanish language structure through a variety of written and oral practices. 9. Please attach the following materials: X Week-by-week outline of topics covered in course (or syllabus) X List of Required readings X Description of required assignments (papers, exams, projects, reports, presentations, etc.) X Summary of course grade criteria X Selected bibliography of works used by instructor in developing course, especially recent works (as appropriate) N/A If the course number is above 200 and there are no prerequisites, please explain 10. If course has been offered as an experimental or special topics course, please comment (on an attached page) on its evolution. The course has been taught to Spanish minor students without the oral component. See attached justification. Upon approval of the course by the department head, one copy of this form shall be sent from the departmental office to the Faculty Senate Office to allow for the course to be published on the University s Web Site for comment. For courses numbered , the Guidelines for Course Approval Form from the Graduate Council must accompany the new course proposal.

2 University of Massachusetts Department of Languages, Literatures and Cultures Spanish and Portuguese Spanish 312 Oral & Written Expression

3 SHORT DESCRIPTION Spanish 312 is designed to develop oral and written skills in order to increase fluency in Spanish. Exposure to different aspects of Spanish language structure through a variety of written and oral practices. COURSE DESCRIPTION Spanish 312 is an advanced class designed for students minoring or majoring in Spanish. It seeks to improve the students communicative skills through the analysis and production of oral and written texts. The oral assignments and writing tasks required of the student are those that reflect what the students of Spanish are asked to produce as minors and majors in the field. Besides studying and developing a higher understanding of Spanish oral and written texts, this course is designed to develop the student s proficiency in Spanish, while providing them with tools to think critically and analytically about how to write and speak in Spanish at the academic level. Being an advanced Spanish course, the class will be conducted entirely in Spanish. COURSE GOALS To provide the students the necessary tools to write several academic texts: abstracts, reviews, essays, etc. To help the students to formulate their ideas in a clear and simple manner To familiarize students with the use of bibliography and different information sources. To develop knowledge of the main issues related to the Spanish oral and written texts: spelling, vocabulary, pronunciation, etc. PRE-REQUISITES: Grade of C or higher in Spanish 311. REQUIRED TEXT AND MATERIALS 1. Valdes, Dvorak y Pagan Hannum Composición: Proceso y Síntesis. Quinta edición. Mc.Graw-Hill, Potowski, Kim. Conversaciones escritas. Lectura y redacción en contexto. John Wiley & Sons Inc., Diccionario de Sinónimos y Antónimos. 4. Real Academia Española de la Lengua. Diccionario del español en línea (www.rae.es) 5. i>clicker: We will use Instructional Response Systems (i>clicker) in the classroom. Part of your course grade will come from classroom responses (see below). If you don t already have one, you can purchase a i>clicker transmitter at the textbook annex (either new or used) and you can sell it back at the end of the semester. Bring your i>clicker to every class. 6. You must have a valid OIT computer account (every student should have one) in order to access SPARK. You should also monitor your UMass account regularly. Periodically, important announcements about the class will be sent to your UMass address through Spark. You are expected to read your UMass . You should also send inquiries from your UMass account and always include your name in your s. You will also use SPARK to take quizzes and to turn in your papers (see below), so be certain you are able to access SPARK well before these are due. If you have technical trouble with SPARK, please contact OIT. The helpdesk is in A109 Lederle and the phone number is ATTENDANCE POLICY Due to the nature of language learning in general, attendance to class as well as discussion is mandatory since it is absolutely critical for developing communicative abilities in Spanish. However, it is understood that, periodically, things such as illness may prevent your attendance. Therefore, you will be allowed a total of three unexcused absences during the semester. These days cover illness, weddings, funerals, job interviews, etc. These are not free days, so use them wisely. Starting with the fourth unexcused absence, regardless of the reasons for the first three, ONE percentage point will be subtracted from the final calculated course grade for every absence. Late arrivals and early departures from class will also count as absences. Be prompt! Official documented excuses are verifiable: doctor s notes and/or bills; hospital bills, religious holidays (with prior notification), and university sponsored and official athletic excuses. A note that does not meet the above stated requirements is not an official excuse. Your instructor reserves the right to verify any excuse, particularly in instances of excessive absence. The make-up of any non-exam materials (homework, essays, etc.) will be accepted up to one class day after the due date with an official excuse. After one class day, it will not be

4 accepted at all. It is always acceptable to turn in work early if you know that you will be absent on a particular day. If you miss classes, it is your responsibility to learn about any changes to the schedule or other announcements made in class and to learn about the material covered in class from classmates and/or SPARK. If you need clarification of this material, you can see a TO or the instructor. GRADING CRITERIA Participation 10% 2 Presentations (10% each) 20% Oral Assignments 10% 1 Oral Exam 10% Written Assignments 10% 2 Written exams (10% each) 20% 2 Essays (10% each) 20% TOTAL 100% Average < 64% 65-66% 67-69% 70-73% 74-76% 77-79% 80-83% 84-86% 87-89% 90-93% % Grade F D D+ C- C C+ B- B B+ A- A PARTICIPATION (10%) Your participation grade involves a number of variables including, but not limited to: Your use of Spanish in the classroom. Your answers to i>clicker questions Your willingness to participate in all class activities Your cooperation during group- and pair-work Your respect and attitude toward the class and your peers ORAL ASSIGNMENTS (10%) There will be several oral tasks throughout the semester. Details for these assignments will be provided in class. Failure to participate in the assigned homework on time will also result in a deduction for the class participation grade. WRITTEN ASSIGNMENTS (10%) There will be several written assignments throughout the semester. Details for these assignments will be provided in class. Failure to turn the assigned homework in on time will also result in a deduction for the class participation grade. 2 ESSAYS (20% - 10% EACH) You will write two essays in Spanish during the semester. Each essay will be composed of two drafts. Dates for the completion of each of these assignments are provided in the course calendar. You must submit your paper by uploading a file in Turnitin (through our SPARK page). On SPARK there is a separate place to turn in each thought paper. Be sure you turn in each paper using the correct link or you may have problems with deadlines or submitting future papers. Just in case there are technical problems, please don t wait until the last minute to submit your papers. If you have technical problems, please contact OIT for assistance (helpdesk = ). Format: Students must do a Spanish spell check for all drafts of their essays (this feature is available in word processing programs at every computer lab on campus). Please see the correct format in the Essays Guidelines provided in Spark. 2 ORAL PRESENTATIONS (20% - 10% EACH) You will be required to give two-ten minutes individual oral presentations in Spanish. Details for this assignment will be given later on the semester. ORAL EXAM (10%) There will be one oral exam at the end of the semester assessing your level of proficiency in the language. 2 EXAMS (20% - 10% EACH) There will be two cumulative written exams assessing your comprehension of the material discussed in class and covered during the semester. No make-up exams will be given without a documented excuse.

5 Documentation must be presented within 48 hours of an absence in order for an exam to be made up. Exams are not curved.

6 GENERAL ADMINISTRATIVE ISSUES Expected Time Required (Approximate): A general guideline for the amount of time you should plan to study for this course is 3 to 4 hours of homework/review per hour spent in class. Review the material before coming to class, so you will find that the time you spend in class is much more productive. Extra Credit: No extra credit will be given under any circumstances. Academic Honesty and Classroom Civility: As all other classes at the University, this class will be guided by the University s Code of Student Conduct available at: You are responsible to familiarize yourself with it, paying particular attention to the Academic Honesty Policy and the Guidelines for Classroom Civility and Respect. Modifications for Disabilities: As all other classes at the University, we will make accommodations to ensure an accessible and equitable learning environment. If you need special accommodations, it is your responsibility to follow the procedures required by the University. Please familiarize yourself with the University s resources and policies available at: TENTATIVE SCHEDULE: This schedule is subject to change. Any necessary change will be announced ahead of time. Week 1 Part I: Introduction. The communicative functions of language. The importance of the context, the sender and the receiver. (Valdes et al. pp. 1-8) Week 2 Part I: Introduction. Different aspects of orality and writing. Characteristics of oral and written texts. Coherence-cohesion-rhythm-gestural expression (Potowski pp. 6-37) Week 3 Part 2: Expository texts. Goals of the expository essays: to inform, to explain, to define, to analyze, to evaluate. Expository techniques: analysis and classification. Essay 1 first draft is due (Potowski pp ) (Valdes et al. pp ) Week 4 Part 2: Expository texts. Expository methods of analysis: deductive and inductive. Exercises: Choosing the topic, limiting the essay, approaching the issue. (Valdes et al. pp ) (Potowski pp ) Week 5 Part 2: Expository texts. Expository techniques: contrast and comparison. Methodology and grammatical structures used to contrast and compare. Exercises (Potowski pp ) Week 6 Part 2: Expository texts. Expository techniques: cause and effect, direct and indirect factors that are involved in an exposition. Essay 1 final draft is due. Exercises. (Valdes et al. pp ) Week 7 Review. Oral Presentation. Exam 1. (Potowski pp ) Week 8 Part 3: Argumentative texts. Goals of the argumentative essays: to convince and to persuade. Readings. Exercises. (Valdes et al. pp ) Week 9 Part 3: Argumentative texts. Parts of any argumentation: comparison, corroboration and refutation. The debate as an argumentative text. Essay 2 first draft is due. Exercises. (Valdes et al. pp ) Week 10 Part 3: Argumentative texts. Comparison. Differences using comparisons in expository texts and argumentations. Methodology and grammatical structures used in argumentations. Exercises. (Valdes et al. pp ) Week 11 Part 3: Argumentative texts. Corroboration. Methodology and grammatical structures used in argumentations. Exercises. (Valdes et al. pp ) Week 12 Part 3: Argumentative texts. Refutation. Methodology and grammatical structures used in argumentations. Essay 2 final draft is due. Exercises. Oral Presentation. Oral Exam (Valdes et al. pp ) Week 13 Review. Exercises. Exam 2

7 University of Massachusetts Department of Languages, Literatures and Cultures Spanish and Portuguese Spanish 312 Oral & Written Expression APPENDIX A: WRITTEN ASSIGNMENTS SAMPLES Ejercicio 1 Goal: to recognize and identify different texts according to their communication function a) Lee las siguientes oraciones (columna A) y trata de identificar en qué contexto (columna B) pudieron haber sido dichas/ escritas: A 1. A media tarde de ayer atracó en el puerto de Valparaiso el mayor buque mercante que llega al cono sur. 2. Quieres tener un cuerpo perfecto? Come un yogurt dietaplán todas las mañanas. Te aseguramos los mejores resultados en pocos días. 3. La propiedad es el derecho de gozar de una cosa sin más limitaciones que las establecidas por la ley. 4. Los procesos biotecnológicos más recientes se basan en las técnicas de recombinación genéticas, así como también en el empleo de enzimas y células madres. 5. Me encantaría que estuvieras aquí para ver el hermoso atardecer. Es el otoño más hermoso que jamás haya visto. 6. A las ocho fuimos al comedor que estaba pintorescamente situado en la parte oriental de la casa. (María, Jorge Isaacs) B a. jurídico b. publicitario c. científico d. periodístico e. literario f. epistolar b) Asocia cada una de las oraciones anteriores con la función comunicativa que le corresponde: a. informar b. llamar la atención c. contar una historia Ejercicio 2 Goals: To give coherence to the text ordering the sentences in a cohesive manner. To improve vocabulary. Con las oraciones siguientes, que aparecen en desorden, ordene numéricamente la introducción de un ensayo sobre la importancia del estudio de las humanidades en la universidad.

8 En relativamente pocos años hemos pasado de una educación universitaria en la que se daba prioridad a los estudios de las humanidades, tales como la filosofía, arte, literatura o idiomas, a dar prioridad a los estudios tecnológicos.... Los efectos que esta nueva orientación de los estudios universitarios ha tenido sobre la sociedad son profundos y variados, pero entre ellos destaca la falta de reflexión crítica sobre el uso, los beneficios y la adecuación de la revolución tecnológica en marcha.... La orientación de los estudios universitarios ha sufrido cambios importantes en las últimas décadas.... De continuar esta tendencia hacia la eliminación de los estudios humanísticos, no pasarán muchos años antes de que nos encontremos con una sociedad en la que el Gran Hermano del libro de Orwell, símbolo de tiranía y deshumanización, sea una realidad.... De esta manera la universidad ha dado respuesta a las exigencias de un mercado económico en el que la competitividad y la producción se han convertido en palabras clave. Ejercicio 3 Goals: To recognize a text, identify its reader and understand the thesis developed in the text. To use the appropriate language as required at the academic level. To improve vocabulary. Lea el texto de la página 189, El alcohol no es juego de niños (please see Appendix C), y conteste las dos preguntas que figuran en la página 191. Ellas son: 1. Cuál es la pregunta central que este texto pretende contestar? Cuál es la tesis? Qué datos incluye para apoyar la tesis? 2. Qué tipo de texto es, argumentación o exposición? Explique. En su opinión, para quién fue escrito este texto? Recuerde: Utilice lenguaje académico. Revise su trabajo chequeando los aspectos gramaticales (sintaxis, morfología y vocabulario). Vigile la ortografía.

9 University of Massachusetts Department of Languages, Literatures and Cultures Spanish and Portuguese Spanish 312 Oral & Written Expression APPENDIX B: ORAL ASSIGNMENTS SAMPLES Ejercicio 1 Goals: To improve the students oral skills To obtain confidence in his/her abilities To improve vocabulary To internalize the rhythm of the Spanish language Lea en voz alta el texto adjunto titulado: La deforestación (please see Appendix C) y desarrolle oralmente en forma breve (3 minutos) las siguientes ideas contenidas en el texto: a) Cada año desaparece una superficie selvática equivalente a la extensión de Bélgica. b) La deforestación es un proceso grave contra el cual hay que tomar medidas urgentes. c) Los países industrializados siguen deteriorando sus bosques mediante la tala de árboles a gran escala. d) Hay que utilizar todos los métodos disponibles para evaluar los bienes y servicios forestales. Ejercicio 2 Goals: To improve the students oral skills To help students to develop confidence in his/her abilities To improve vocabulary To help students to give his/her point of view and participate in a debate Cada uno de los siguientes temas admite aspectos a favor y aspectos en contra. De cada uno de los siguientes temas, brinde su punto de vista justificando su argumento. Utilice vocabulario apropiado. Tema 1: La Universidad debería ser gratuita para todos los ciudadanos Argumente a favor o en contra. Fundamente. Tema2: La captura de las ballenas (whales) debería estar permitida en todos los mares Argumente a favor o en contra. Fundamente. Tema 3: El suicidio asistido debería ser legal Argumente a favor o en contra. Fundamente. Tema 4: La pena de muerte debería ser abolida en todos los Estados Unidos. Argumente a favor o en contra. Fundamente.

10 University of Massachusetts Department of Languages, Literatures and Cultures Spanish and Portuguese Spanish 312 Oral & Written Expression APPENDIX C: TEXTS Text 1: El alcohol no es un juego de niños. In: Valdes, Dvorak y Pagan Hannum Composición: Proceso y Síntesis. Quinta edición. Mc.Graw-Hill, 2008, pp

11

12

13 Text 2: La deforestación. In La Puerta, Paloma and Gustavo Mejía. La escritura paso a paso. Pearson Prentice Hall, 2008, pp

14

15 Spanish 312 University of Massachusetts Reading and Composition Spring 2011 Herter Hall 113 GENERAL INFORMATION Instructor: Alberto J. Ameal-Perez Office address: 417 HERTER HALL Office hour: Wednesday 10:00-11:00 (or by appointment) address: Hola y bienvenidos! Spanish 312 is an advanced course in Spanish reading and writing for students minoring or majoring in Spanish. Spanish 312 is designed to improve the writing abilities of Spanish students. The required assignments and writing tasks are those that reflect the kind of writing assignments that students of Spanish are asked to write as minors and majors. Learning another language and specifically improving one s writing abilities is a personal journey where only the student s daily preparation for class and his/her personal study can lead to improvement. For this reason, this course requires that the student come to each class session thoroughly prepared. The class will be conducted in Spanish. Pre-requisites: Grade of C or higher in Spanish 240 (or Span 242, or Span 246) Required Texts and Materials Composición: Proceso y Síntesis. Valdes, Dvorak y Pagan Hannum. Quinta edición. Mc.Graw-Hill, 2008 Harper Collins Spanish College Dictionary Assessment: Assessment and testing procedures will be representative of the type of language instruction offered through classroom activities Evaluation System Participation 5% Homework 5% 3 exams 30% 4 Compositions 60% TOTAL 100% Grading Scale A B D A C D B C F 64-0 B C Attendance Policy Due to the nature of language learning in general, attendance to class is mandatory since it is absolutely critical for developing communicative abilities in Spanish. However, it is understood that, periodically, things such as illness may prevent your attendance. Therefore, you will be allowed a total of three unexcused absences during the semester. These days cover illness, weddings, funerals, job interviews, etc. These are not free days, so use them wisely. Late arrivals and early departures from class will also count as absences. Be prompt! Official documented excuses are verifiable: doctor s notes and/or bills; hospital bills, religious holidays (with prior notification), and university sponsored and official athletic excuses. A note that does not meet the above stated requirements is not an official excuse. Your instructor reserves the right to verify any excuse, particularly in instances of excessive absence. The make-up of any non-exam materials (homework, essays, etc.) will be accepted up to one class days after the due date with an official excuse. After one class day, it will not be accepted at all. It is always acceptable to turn in work early if you know that you will be absent on a particular day. Participation (5%) Every three weeks, throughout this course, you will self-assess your participation. Your participation involves a number of variables, including, but not limited to the following: Your use of Spanish in the classroom Your willingness to participate in all class activities Your cooperation during group- and pair-work

16 Your respect and attitude toward the class and toward your peers Please note: your instructor reserves the right to raise or lower your self-assessed participation grade if he/she feels that it does not adequately reflect your level of participation. Homework and assignments (5%) Your instructor will assign homework periodically throughout the course. Failure to bring the assigned homework to class will also result in a deduction from the class participation grade. Compositions (60%) You will write four compositions in Spanish during the semester. Each composition will be composed of two drafts. The individual composition grade for compositions will be a grade based on the scores received on all two drafts of the assigned composition (40% first draft and 60% final draft). Failure to correct all marked errors and improve the final draft of an essay in format, organization, content, and accuracy will result in a grade of zero. Dates for the completion of each of these assignments are provided in the course calendar. No late work will be accepted without an official documented excuse. Students must do a Spanish spell check for all drafts of their compositions (this feature is available in word processing programs at every computer lab on campus). Exams (30%) There will be three cumulative written exams assessing your comprehension of the material discussed in class. They will cover all material previously handled, but will focus on the two most recent chapter. No make-up exams will be given without a documented excuse. Documentation must be presented within 48 hours of an absence in order for an exam to be made up. Exams are not curved. GENERAL ADMINISTRATIVE ISSUES Expected Time Required (Approximate): A general guideline for the amount of time you should plan to dedicate to this course is 3 to 4 hours of homework/review per hour spent in class. Review the material before coming to class, so you will find that the time you spend in class is much more productive in developing your writing abilities in Spanish. Extra Credit: No extra credit will be given under any circumstances. Academic Integrity: Plagiarism, cheating, submitting work of another person or work previously used without informing the instructor, tampering with the academic work of others and other forms of academic dishonesty may lead to lowered course grades, failure of the course or more severe measures, depending on judgments of the gravity of the individual case. Disability Services: During the first week of the course, students with disabilities are responsible for bringing official documentation from UMass Disability Services explaining the nature of the disability and specific arrangements the student will need to complete his/her work. This information will remain strictly confidential. Course calendar: This schedule is subject to change. Any necessary change will be announced ahead of time. DATE IN CLASS WORK KEY DATES W 01/19 Introducción. Syllabus (lectura) Download and print syllabus F 01/21 Capítulo preliminar M 01/24 Capítulo preliminar W 01/26 Capítulo 1 Descripción F 01/28 Capítulo 1 M 01/31 Capítulo 1 W 02/02 Capítulo 1

17 F 02/04 Capítulo 1 Descripción: due first draft M 02/07 Capítulo 2 Narración W 02/09 Capítulo 2 F 02/11 Capítulo 2 Descripción: due final draft M 02/14 Capítulo 2 W 02/16 Capitulo 2 F 02/18 Capítulo 2 Narración: due first draft M 02/21 Capítulo 2 W 02/23 Repaso Cap. 1 y 2 F 02/25 Examen I Capítulos 1 y 2 M 02/28 Cap. 3 Exposición parte A W 03/02 Capítulo 3 F 03/04 Capítulo 3 Narración: due final draft M 03/07 Capítulo 3 W 03/09 Capítulo 3 F 03/11 Capítulo 3 Exposición: due first draft Spring Recess M 03/21 Capítulo 3 W 03/23 Capítulo 4 Exposición parte B F 03/25 Capítulo 4 M 03/28 Capítulo 4 W 03/30 Capítulo 4 Exposición: due final draft F 04/01 Capítulo 4 M 04/04 Capítulo 4 W 04/06 Capitulo 4 F 04/08 Repaso Cap. 3 y 4 M 04/11 Exámen II Cap. 3 y 4 W 04/13 Capítulo 5 Argumentación Parte A F 04/15 Capítulo 5 M 04/18 Holiday Patriots day W 04/20 Capítulo 5 F 04/22 Capítulo 5. M 04/25 Capítulo 6 Argumentación Parte B W 04/27 Capítulo 6 F 04/29 Capítulo 6. Repaso cap. 5 y 6 Argumentación: due first draft

18 M 05/02 Entrega de Examen III. Selected Bibliography Used in Revising Span 312 Areiza, César Manual de expresión oral y escrita. Bogotá: Editorial Prontoprinter. Ayala Blanco, Leopoldo Carlos Expresión oral y escrita. Nivel medio y superior. México: Exodo editorial. García del Toro, Antonio Comunicación y expresión oral y escrita. Barcelona: Editorial Graos. Gonzalo García, Sonia Expresión oral y escrita I. México: Exodo editorial. Jiménez Torres, Julieta Lectura de expresión oral y escrita. México: Editorial Nueva Imagen. Lapuerta, Paloma and Gustavo Mejía La escritura paso a paso. New Jersey: Pearson Education. Mejía, Claudia M. and Conchita L. Davis Miradas: Contextos para conversar y escribir. New Jersey: Pearson Education. Muñoz-Basols, Javier, Yolanda Pérez Sinusía and Marianne David Developing Writing Skills in Spanish. New York: Routledge.

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