Course Syllabus
SPAN 3314: Advanced Grammar
Winter 2004
Department of Languages, Department Chair: Phyllis Thompson
PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS
Dr. Lilita Olano
STATEMENT AS TO THE FREQUENCY WITH WHICH REVIEW OF THIS COURSE OCCURS
This syllabus is revised annually. Results from student opinion will be used to refine and modify the course as needed.
INSTRUCTOR INFORMATION
Name: Dr. Lilita Olano
E-mail: [email protected]
Office Phone: 281-649-3000 ext. 2276
Office Location: Atwood I, Rm. 204
Office Hours: M-W: 3:00-4:00; T-TH:3:40-4:50; Fr: By App.
Web Page Address, Web Board, ListServ
TEXTBOOK
Course Text Rojas, Curry (2003), Gram�tica Esencial, Houghton-Mifflin
Supplementary Text
Other Required Materials
COURSE DESCRIPTION
The catalog description of the course reads as follows:.
Students will be asked to read texts, to discuss the content and grammatical structures and to write compositions on assigned topics. Quizzes may be given unannounced so that students must be prepared for each assignment. The teacher will add significant comments about the historical and cultural background of the works studied. The rudiments of critical approaches to literature will be introduced.
COURSE SEQUENCE IN CURRICULUM
Students are expected to have mastered material covered in Spanish 2314 and 2324, or the equivalent.
PRE-REQUISITE INFORMATION
Prerequisite: Spanish 2314 and 2324, or the equivalent.
RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY
This course reflects the university�s commitment to:
a) �programs of academic excellence in an intellectually free and objective environment that fosters the development of moral character,�
b) �current academic thought, practice, and technology�
c) �competencies which address professional goals�
RELATION TO COLLEGE GOALS AND PURPOSES
EDSPAN 3314 reflects the goals articulated by the Deans� Council, of producing graduates whom:
a) �exhibit intellectual development, creativity, and scholarship in their fields of study;�
b) �demonstrate skills of effective thinking;�
c) �function productively in society based on a sense of community as well as self-understanding;�
d) �engage in life-long learning.�
RELATION TO DEPARTMENTAL GOALS AND PURPOSES
This course provides a variety of opportunities for learning and growth, which help facilitate acquisition of personal and professional goals related to the field of bilingual teaching
COURSE OBJECTIVES
Aim for the course:
This course will:
1. Promote students� ability to listen, speak, read and write in Spanish.
2. Develop an understanding of advanced Grammar in Spanish.
3. Become familiar with similarities and differences between Spanish language grammar and English language grammar.
Upon completion of this course, students should be able to:
1. Students demonstrate increasing proficiency in understanding, reading, speaking, and writing contemporary Spanish by exercising skills in each of these areas.
2. Students demonstrate an increasing awareness of Spanish and Hispanic culture(s) and the humanistic perspectives they offer.
3. Students demonstrate an ability to compare and contrast Hispanic perspectives to their culture of origin and in so doing to increase the depth of
Knowledge and appreciation of each.
4. Students demonstrate an increasing understanding of how language works
its relationship to and influence on other languages and cultures.
5. Students demonstrate an enthusiasm for the Spanish language and culture
leads to personal enrichment and enhancement.
College requirements
ESL EXCET competencies:
1. Writing skills (Objectives 1, and 2)
2. Reading skills (Objectives1-5)
3. Oral skills (Class discussions)
4. Technology (Objective 1)
TOPICAL OUTLINE:
Week 1: Introduction, selections from text and grammatical exercises. Ch. 1
Week 2: Selections and exercises Ch. 2/ 7
Week 3: Selections and exercises + composition Ch. 7
Week 4: Selections and exercises Ch. 8
Week 5: First Major Test; Review of Test; selections and exercises
Week 6: Selections and exercises + composition Ch. 8
Week 7: Selections and exercises Ch. 9
Week 8: Selections and exercises. Ch. 9
Week 9: Second Major Test; Review of Test; Selections and exercises Ch.10
Week 10: Course Review + composition. Ch. 10
Week 11 FINAL EXAMINATION (as per University schedule)
Assessment and Evaluation: based on daily participation, quizzes, formal examinations, and compositions over the material with an emphasis on increasing proficiency in the mastery of language and concepts.
TEACHING STRATEGIES
A variety of teaching methods will be used including:
1. Lecture
2. Demonstration/modeling
3. Discussion
4. Small group activities
5. Micro-teaching activities
ASSESSMENT OF LEARNING
Course Requirements:
The following will be required:
1. Regular and prompt attendance
2. Active participation in daily activities and discussions
3. Study of assigned readings
4. Daily homework
5. 2 compositions, 2 exams, 1 final
Grading standards:
Daily participation, Quizzes 30%
Two Major Examinations 40%
Final Examination 30%
F (less than 60%); D (60-69%); C (70-79%); B (80-89%); A (90-100%). The grading standard
will adhere to the general policy on grades as stated in the HBU Bulletin of Information.
Student appraisal:
Students will complete faculty evaluation forms as regularly administered by the University as well as any written evaluation developed by the instructor or college.
CLASS POLICIES
Academic honesty: Copying or turning in someone else�s work, whether on assignments, or exams, is academic dishonesty and will result in a grade of zero for that component. Using someone else�s words without citing them in accordance with accepted guidelines for academic work will be considered cheating and will result in a grade of zero for that component.
Grievance procedures: Policy regarding grievance and appellate procedures will comply with University policies as outlines in the University Bulletin.
Absence and tardy policies: As per University policy, a student must be present for at least two-thirds of the class sessions in order to receive credit. This requirement applies regardless of the ability of the student or the quality of the work submitted. Students missing more than one-third of the class sessions, regardless of the reasons for the absences, will fail the course. For MWF classes, 11 absences constitute an automatic failure. For TTH classes, 7 classes constitute an automatic failure. For classes meeting once a week, 4 absences constitute an automatic failure. It is the student�s responsibility to keep track of the number or her/her absences for the student�s own information. Students absent for half or more of a given class period will be counted absent for the entire class period. For MWF classes, 35 minutes not present constitutes an absence. For TTH class, 60 minutes not present constitutes an absence. This policy applies whether the class time missed occurs at the beginning or at the end of the class. (Note: Coming to class to take a quiz and leaving, therefore constitutes an absence, although the quiz grade will count.) In addition, three tardy arrivals or early departures constitute an absence.
Late work: It is the student�s responsibility to turn in the homework assigned for a missed class; ad it is the student�s responsibility to find out and complete on time any assignments for a subsequent class. Students who are absent are still responsible for getting the assignment for the next class and completing it on time unless there are highly extenuating circumstances that have been cleared with the instructor. Students who miss a class may find out the specific assignment for the next class by calling classmates with whom they have exchanged information on contacting each other.
Missed tests
Learning disabilities: Questions regarding these matters will comply with University policies. If a student has a disability and needs special accommodation, the student should consult first with extension 3094 to set up an appointment with Dr. Verna Peterson and then discuss the accommodation with the faculty member in the first week of the course. Students may confer individually with the instructor on this matter.
Learning disabilities; describe documentation required:
If you have a disability that may need accommodation, please contact the office of Dr. Verna Peterson at 281-649-3094, as soon as possible.
Children in classroom:
Only in an emergency
ADDITIONAL COMMENTS REGARDING THE SIGNIFICANCE OF THE COURSE IN TERMS OF HISTORY, MOMENT, MOVEMENT, TRENDS, TIMELINESS, BODY OF BASIC KNOWLEDGE, ETC.
Appropriate Behavior: Classroom courtesy precludes disruptive activities during class time. Students who are distracting others may be asked to leave. Students should not have beepers, cell phones, or telephone times, or wristwatch alarms on during class time. Promptness in arrival to class is considerate of the instructor and other students. As class participation is essential to success in the course, absences, tardies, and other failures to participate fully and cooperatively in class activities will be reflected in the class work grade. The content of this outline and the attached schedule are subject to change at the discretion of the instructor.
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Instructor's Signature Date