S280: Spanish Grammar in Context (mwf)/Spring 2014






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S280: Spanish Grammar in Context (MWF)/Spring 2014


Section and classroom: 23903, 2:30 pm - 3:20 pm, BH 229

Professor: Andrea Mojedano

Office hours and contact information: MW 10.00 am and by appointment, amojedan@indiana.edu
Pre-requisite: S250 or placement by exam.
General Description:

The overall goal of this course is to provide students with the language skills necessary to pursue upper-division course work in Spanish. The main focus is on the development of formal linguistic skills through explicit grammar instruction and review, vocabulary building exercises, reading original texts by contemporary authors, and exploring the link between literature and culture through writing and conversation.

The course will be conducted in Spanish.
The main objective of S280 is to strengthen students’ comprehension and application of the most challenging grammatical structures for second language learners within a meaningful language context (see the “Prefacio” to Lazos for a complete discussion). This objective will be accomplished by:
1. A thorough review and practice of problematic grammatical structures
2. An analysis of these and other structures in the context provided by a series of literary readings and selections from an audio book
3. The application of these structures in writing and discussion sessions
Please note: Most grammatical structures will be covered several times over the course of the semester. Although many assignments related to the short stories read and discussed in class will clearly incorporate the grammatical structure under examination that week, this will not always be the case. The reading and discussion of literary texts will help you develop reading, listening and writing skills in a more global context and prepare you for the 300 level.
Required materials:

1. Spanish Grammar in Review by James S. Holton, Roger L. Hadlich and Norhma Gómez-Estrada (SGR)

2. Lazos: Gramática y vocabulario a través de la literatura by Diana Frantzen (Lazos)

3. Audio book: La casa en Mango Street by Sandra Cisneros, transl. by Elena Poniatowska (available on itunes under audio books, read by Liliana Valenzuela)

4. Spanish Grammar – Quick Reference, David Wren

5. A good Spanish/English dictionary (hard-back)



Grading Scale:

A+ = 97-100 B+ = 87-89 C+ = 77-79 D+ = 67-69 F = 0-59

A = 93-96 B = 83-86 C = 73-76 D = 63-66

A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62

Evaluation:

Three exams 30%

Compositions 30% (4 ensayitos—15%; 2 medium length comps. + rewrites: 15%)

Homework, quizzes and portfolio  30% (Homework and quizzes 16%; portfolio 14%)

Class participation 10%


Daily preparation:

Preparation for each class period is expected.  Before class, read the assignment carefully, and write out all assigned exercises indicated on the syllabus and/or assigned by your instructor.

Attendance:

Students are expected to arrive on time, to be fully prepared for each class, and to participate actively.
According to department policy, you may miss three classes without penalty. These should cover absences for reasons such as illness. Any absence beyond these three will lower your final course grade by one point for each absence. For example, if your final grade in the course (without taking into consideration absences) is a 90%, and you have five unexcused absences, your final grade in the class will be an 88%: 5 absences – 3 without penalty= 2 points removed. Be forewarned—absences can add up quickly to affect your grade negatively.
Late arrival will affect your grade: Late arrival is defined as arrival to the classroom after the starting time until the end of the first 10 minutes. Three late arrivals count as one absence. Arrival after the first ten minutes is counted as an absence.
Note: Absences for the following reasons will not affect your attendance/participation grade and will not be applied towards your three allowed absences: 1) mandatory participation in university-sponsored activities, such as intercollegiate athletic competitions, artistic performance, R.O.T.C. functions, academic field trips; 2) participation in religious observances. Students missing class due to a religious observance can find the officially approved accommodation form by going to the Dean of Faculties’ webpage (http://www.indiana.edu/~deanfac/holidays.html). For any of the above-mentioned activities, official documentation is required and it should be submitted to your instructor by the end of the second week of classes (September 6).

Participation:

The guidelines for each grade range (e.g., A range = A+, A, A-) are outlined below:
A consistently participates in oral activities with enthusiasm and a positive attitude; often volunteers answers to homework activities that are reviewed in class based on at-home preparation; frequently asks questions that reflect preparation of material; cooperates in small groups and works actively to keep the group on task; makes a concerted effort to maintain conversation in Spanish; arrives on time
B generally participates in oral activities with enthusiasm and a positive attitude; regularly volunteers answers to homework activities that are reviewed in class based on at-home preparation; occasionally asks questions that reflect preparation of material; makes constructive contributions in small group work and assists in keeping the group on task; almost always speaks in Spanish; arrives on time
C sometimes participates in oral activities with enthusiasm; sometimes volunteers answers to homework activities that are reviewed in class, reflecting inadequate at-home preparation; infrequently asks questions which reflect preparation of material; is often unfocused or does not contribute in small group work; attempts to speak in Spanish, but is limited by vocabulary and/or grammar and English; usually arrives on time
D/F lack of at-home preparation makes it difficult for student to participate in oral activities; rarely volunteers answers to homework activities that are reviewed in class; does not ask questions which reflect prior review of material; lapses into English frequently and does not stay focused on tasks in small groups; frequently arrives late

Homework and final portfolio:

Over the course of the semester, there will be six short quizzes [pruebitas], as well as eight homework assignments that will be collected randomly. The writing homework assignments from the text are listed on the calendar and additional exercises or in-class quizzes from the two texts will be assigned over the progression of the course. Please complete the exercises from the textbook on a separate sheet of paper, indicating clearly the page number for each exercise, and bring the assignments with you to class each day. No late assignments will be accepted. If you know you will be absent, make arrangements with your instructor.
Portfolio:

Over the course of the semester we will be reviewing a select number of key grammar concepts that are recognized as problematic for learners of Spanish.  To help apply the grammatical rules to particular cases that are relevant to learners, each student will design a series of exercises following clear guidelines discussed by the instructor. These exercises are part of your homework. You will turn them in when assigned by the instructor, revise and correct them if necessary, and at the end of the semester compile them into a single portfolio.

Note: The portfolio may be done on line. Please discuss this with your instructor. Additional instructions, including the key grammatical points to be addressed, will be provided at a later time.

       
Exams:

There are three exams. They are designed to reflect the course context and will include reading comprehension questions, vocabulary, and grammatical structure application and analysis. All of the exams will be considered “comprehensive” for grammatical structures.

Under no circumstances will the final exam be administered prior to the scheduled final exam dates, without exception. It is critical not to miss an exam, so keep the following in mind: Only under the most extreme circumstances will a makeup exam or quiz be provided. You must contact your instructor immediately and present appropriate documentation as the initial steps in making your case.

Ensayitos and Composiciones:

Short essays [ensayitos]: We will have 4 short essays (200 words) over the course of the semester that will be assigned to complete at home. There will only be one draft that should reflect your best efforts. The short essays will target the use of particular grammatical constructions; however, the essays must have cohesion and structure (not merely a list of sentences).

Medium length compositions [composiciones]: In order to develop your writing skills, we will follow a two-part process for the 400-word compositions. The first version of both compositions for the course will be written in class. Each composition is worth 200 points: 100 points for the first version and 100 points for the second; thus, the first version should not be considered a draft. The first version will be evaluated for both content and form and errors of grammar and style will be indicated.

Note: Topics are NOT announced in advance. Your instructor will give you a choice of two topics on the day of the composition. You may use a dictionary.

Incompletes and withdrawals:

Only under the most extreme and exceptional circumstances will the Department of Spanish and Portuguese consider a petition for an Incomplete.

The last day to drop a course with an automatic W is Wednesday, March 12.

Tutors:

There is also a tutor list available in BH 844 if you need.

Classroom Behavior:

A respectful conduct and attitude is expected, both toward fellow classmates as well as the professor. Anyone who fails to act respectfully will be invited to leave the classroom. Any activity that serves to interrupt the teaching or learning atmosphere of the class is prohibited (cell phones, food, drunkenness, talking while others are talking, Mp3 players, reading other materials, etc.).
CELL PHONES are not allowed outside of a backpack or pocket. If you use a cell phone you will be asked to leave the classroom and will lose 25% of participation grade per occurrence.

Academic Conduct:

Academic Integrity

The Indiana University Code of Student Rights, Responsibilities and Conduct, defines “academic misconduct” as “any activity which tends to compromise the academic integrity of the institution and undermine the educational process.” This includes cheating [use of unauthorized materials, assistance, etc. during exams], plagiarism [to present ideas and statements of another person as own], and facilitating academic misconduct [to help another student do any of the above]. With this in mind consider the following: all assignments for this course should be your own work only. You cannot copy each other’s homework answers. You cannot have another student, a tutor or friend correct the work you are to turn in. You may not use electronic translation programs to do any of the work for this course. The only exception to the above is if, and only if, your instructor assigns you to work with another student. Cheating, plagiarism and other examples of academic misconduct as outlined in the Code of Student Rights, Responsibilities, and Conduct will be pursued and sanctions will be levied. If you have any questions about the issue of academic integrity, consult the course supervisor and the following webpage: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Students with Disabilities:

“If you have or believe you have a disability and would benefit from any accommodations, you may wish to self-identify by contacting the Services for Students with disabilities (SSD) Office or obtain additional information from the following webpage: http://dsa.indiana.edu/dss.html. It you have already registered, please make sure that your instructor receives a copy of the accommodation memorandum from SSD within the first two weeks of classes. It is your responsibility to inform either your instructor or SSD representative in a timely manner if services/accommodations provided are not meeting your needs.

Important dates:

First day of classes Monday January 13

Martin Luther King Day Monday January 20 (No class)

Last day to drop with a W Wednesday March 12

Spring Break Sunday March 16 to Sunday March 23 (No class)

Last day of classes Saturday May 3

Finals Week Monday May 5 to Friday May 9


Some Correction Codes for Compositions and Written Assignments

GRAMMAR

AA Adjective/noun agreement wrong (includes gender and number)

GEN Gender wrong; frequently gender of noun or adjective is wrong

AC Accent wrong or missing

ADV Adverb wrong or needed


AGR Subject/verb or gender/number agreement problem

ART Article wrong or missing (includes definite [el/la…] vs. indefinite [un/uno/una…])

CC Wrong copula choice (ser vs. estar)

COMB Combine sentences (often requires the use of a transition word)

IMP Impersonal form required; includes passive or impersonal se

INF Infinitive needed

OP Object pronoun wrong or missing

POS Possessive adjective wrong or missing


PREP Preposition wrong or missing

REL Relative pronoun wrong; frequently ‘que’ is missing. Ex.: La casa (que) yo compré.


REF Reflexive pronoun wrong or missing

SP Spelling error

T/M/A Tense, mood and/or aspect incorrect (includes present/past, subjunctive/indicative and preterit/imperfect

distinctions)

VF Verb improperly conjugated (includes wrong verb forms, e.g., stem-changing verbs)

WC Wrong word choice; vocabulary error

WO Word order incorrect

STYLE

ID Appropriate idiomatic expression in Spanish required. This error is often the result of a literal translation from English. Ex: Tuvimos un buen tiempo for Lo pasamos bien.

INC Incomprehensible (Structure or vocabulary choice makes it difficult to identify error. This often is due to direct translation).


NL Not logical in terms of paragraph development

REP Use pronoun to avoid repetition

RS Repetitive word or structure; can often be corrected using synonyms or rewording

TR Transition word required to link ideas

CAP Lower (LC) or uppercase (UC) needed

PROGRAMA S280 Primavera 2014 (MWF) SGR Spanish Grammar in Review; LCMS La casa en Mango Street

Fecha

Temas y funciones lingüísticas

Léxico y/o

estructuras gramaticales

En clase

Tarea después de

clase

Enero

Lunes 13




Vocabulario: Grupos léxicos


Introducción al curso

Lazos p. 22-23

Lazos p. 19, Reflexiones 1 y 2. Contestar por escrito.

Miércoles 15




Vocabulario: Sinónimos y antónimos y vocabulario del cuento



Revisar la tarea.

Ejercicios de vocabulario, Lazos p. 24-25.

Los gestos, Lazos p. 27-28


Leer “Una carta de amor”, Lazos p. 28-31.

Viernes 17

Cómo expresar gustos y preferencias



Expresiones útiles: gustar,

Caer bien, congeniar



Pruebita 1

Discusión y análisis de “Una carta”, Lazos p. 31-32.

Expresiones útiles, Lazos p. 23 y 24


Estudiar SGR p. 271-273, hacer p. 275 #4.

Estudiar SGR p. 279, hacer p. 280 #7.


Lunes 20

MLK Day

No hay clase.













Miércoles 22

La descripción

Gramática: Los adjetivos descriptivos

Los adjetivos y su colocación


Revisar la tarea.

La colocación de adjetivos, Lazos p. 35-37.


Estudiar SGR p. 254-257, hacer p. 254 #1 y p. 256 #2.


Viernes 24




Gramática: Las cláusulas relativas

Gramática: Breve repaso del uso de ser y estar con adjetivos y con el participio pasado

Revisar la tarea.

Lazos p. 37-39.

SGR p. 64 #8.

Entregar Portfolio 1

Revisar la tarea.

Lazos p. 37-39.

SGR p. 64 #8.

Escribir Ensayito 1


Lunes 27








Estrategias de composición: la carta de la mujer, Lazos p. 43 #2

Entregar Ensayito 1

Estudiar Lazos p. 298-302 (ser y estar con adjetivos)

Miércoles 29







Composición 1: Enfoque en la descripción

Lazos p. 45, Reflexiones 1-3.

Cognados falsos, Lazos p. 45-47

Viernes 31




Vocabulario: Cognados falsos, grupos léxicos y vocabulario del cuento.

Revisar la tarea.

Ejercicios de vocabulario Lazos p. 45-48

Leer “El ausente”, Lazos p. 50-54.

Febrero

Lunes 3

La narración en el pasado




Pruebita 2

Discusión y análisis de “El ausente”, Lazos p. 54-55

Estudiar SGR p. 77-81, hacer p. 79 #1 y p. 81 #2

Fecha

Temas y funciones lingüísticas

Léxico y/o estructuras gramaticales

En clase

Tarea

Miércoles 5


Gramática: Pretérito / imperfecto

Revisar la tarea.

Pretérito/imperfecto, Lazos p. 55-56


Estudiar SGR p. 83-88, hacer p. 83 #4, p. 84 #5, p. 86 #6

Viernes 7



Gramática: Imp/pret de saber, conocer y otros verbos


Revisar la tarea.

Hacer SGR p. 87 #8

Entregar Portfolio 2

Lazos p. 76, Reflexiones 1-3

Lunes 10







Revisar la tarea.

Escuchar y discutir LCMS “La casa en Mango Street”

Entregar la composición 1

(versión final)

Leer “La casa nueva”, Lazos p. 80-82

Preparar versión final composición 1

Miércoles 12





Pruebita 3

Discusión y análisis de “La casa nueva”, Lazos p. 82-83

Escuchar y discutir LCMS “Nuestro buen día”


Estudiar Lazos p. 84-86 (usos del pret/imp.)

Hacer SGR p. 60 #4

Viernes 14




Repaso para el examen I

Estudiar para el examen I

Lunes 17



Examen I:

Vocabulario, comprensión de lecturas y audio, colocación de adjetivos, cláusulas relativas, ser/estar, pret/imp.


Examen I

Estudiar SGR p. 96-102, hacer p. 99 #3, p. 100 #4, p. 101 #5 (cláusulas nominales y subj/ind)

Miércoles 19

Planes y sueños para el futuro

Gramática: el subjuntivo y el indicativo en las cláusulas nominales

Revisar la tarea.

Hacer SGR p. 102 #6 y #7

Estudiar SGR. p. 104 y 106, hacer p. 106 #10.

Estudiar Lazos p. 317-318, hacer p. 39 #2-15

Viernes 21




Revisar la tarea.

Escuchar y discutir LCMS “Louie, su prima y su primo”


Estudiar los cognados falsos, Lazos p. 89-90

Escribir Ensayito 2




Fecha

Temas y funciones lingüísticas

Léxico y/o estructuras gramaticales

En clase

Tarea

Lunes 24



Vocabulario: grupos léxicos; antónimos y sinónimos


Revisar la tarea.

Ejercicios de vocabulario, Lazos p. 91-93

Entregar Ensayito 2

Lazos p. 89, Reflexiones 1-3.

Leer “Una sortija para mi novia”, Lazos p. 93-97

Miércoles 26

Hablar del futuro y de la probabilidad en el pasado y en el momento actual




Pruebita 4

Discusión y análisis de “Una sortija”, Lazos p. 97-98.

Formas de tratamiento, Lazos p. 99-100

Estudiar, Lazos p. 100-101 (usos del futuro)

Estudiar SGR p. 71-72, hacer p. 73 #1 y #2

Viernes 28




Gramática: algunos usos del futuro y del condicional

Revisar la tarea.

Lazos p. 103: Estrategias de composición. El humor en la narración.

Revisar SGR p. 44-46 (formas del futuro y del condicional), hacer p. 74 #4

Marzo

Lunes 3




Revisar la tarea.

Escuchar y discutir LCMS “La familia de pies menuditos”



Estudiar SGR p. 108-110, hacer p. 109 #14 (subjuntivo y la secuencia de tiempos en las cláusulas nominales)


Miércoles 5

Expresar deseos, expectativas y reacciones emocionales

Gramática: el subjuntivo y la secuencia de tiempos (cláusulas nominales)



Revisar la tarea.

Hacer SGR p. 110 #15, #16 y p. 112 #18 (subjuntivo en cláusulas nominales)

Estudiar SGR p. 113-115, hacer p. 114 #20 y #21 (ojalá).

Lazos p. 153, Reflexiones 1-3

Estudiar cognados falsos, Lazos p. 153-154

Viernes 7




Vocabulario: cognados falsos, grupos léxicos.

Expresiones útiles.

Revisar la tarea.

Lazos p. 154-155 (grupos léxicos)

Lazos p. 158-159 (los verbos dar, tener y hacer)

Escuchar y discutir LCMS “El primer empleo”
Entregar Portfolio 3


Estudiar SGR p. 202-203 y 206-207, hacer p. 204 #4, p. 207 #7

Leer “La mujer que llegaba a las seis”, Lazos p. 164-172





Fecha

Temas y funciones lingüísticas

Léxico y/o estructuras gramaticales

En clase

Tarea después de clase

Lunes 10


Hablar del transcurso del tiempo



Gramática: expresiones con hace … que

Pruebita 5

Revisar la tarea.

Discusión y análisis de “La mujer”, Lazos p. 172-173

Estudiar SGR p. 118, 120 y 124, hacer p. 121 #2, p. 122 #3 (subj/ind en cláusulas adverbiales)

Escribir Ensayito 3

Miércoles 12

* Último día para dejar la clase con

una “W”




Gramática: el subjuntivo y el indicativo en las cláusulas adverbiales


Revisar la tarea.

Repaso del uso del condicional, Lazos p. 178-179.

Entregar Ensayito 3


Estudiar SGR p. 126, 128-129, hacer p. 127 #7, p. 129 #9 (mientras, aunque y el uso de subj/ind)

Viernes 14









Revisar la tarea.

Subjuntivo/indicativo en cláusulas adverbiales, Lazos p. 179-180

Escuchar y discutir LCMS “Geraldo sin apellido”





Domingo 16-Domingo 23

Spring Break

No hay clase.













Lunes 24








Repaso para el examen II

Estudiar para el examen II


Miércoles 26



Examen II: Vocabulario, comprensión de lecturas y audio, usos del futuro, subjuntivo/indicativo en cláusulas nominales y adverbiales.


Examen II

Escribir Ensayito 4

Viernes 28


La argumentación: cómo expresar una opinión

Estrategias para el debate: gramática y expresiones útiles.

Escuchar y discutir LCMS “No speak English”

Estrategias argumentativas para el debate
Entregar Ensayito 4




Lunes 31







Debate. Tema sugerido: Los parques zoológicos ¿son necesarios?


Repasar SGR p. 59-65(ser/estar/haber) hacer p. 59 #3, y p. 66 #10


Fecha


Temas y funciones lingüísticas

Léxico y/o estructuras gramaticales

En clase

Tarea después de clase

Abril

Miércoles 2



Gramática: ser/estar/haber

Composición 2: Enfoque en la argumentación


Estudiar SGR p. 222-225 (“a” personal), hacer p. 225 #4 y 5.


Viernes 4

Portfolio 4


Gramática: “a” personal


Revisar la tarea.

La “a” personal, Lazos p. 148

Escuchar y discutir LCMS “Minerva escribe poemas”



Estudiar SGR p. 213-214 y p. 216, hacer p. 215 #1 (para), p. 217 #2 (por)

Lunes 7



Gramática: el uso de por y para

Revisar la tarea.

Contraste entre “por” y “para”, hacer SGR p. 218 #4, p. 219 #6 y #7

Estudiar SGR p. 134-135 (subj/ind en cl. adjetivales), hacer p. 138 #6, p. 139 #7

Miércoles 9




Gramática: el subjuntivo y el indicativo en las cláusulas adjetivales

Revisar la tarea.

Estrategias para escribir un ensayo de argumentación: el uso del subjuntivo.






Viernes 11





Entregar versión final de Composición 2


Estudiar SGR p. 229-233, hacer p. 230 #2, p. 233 #5



Lunes 14




Gramática: las preposiciones (uso y omisión)

Revisar la tarea.

Escuchar y discutir LCMS “Bien águila”


Estudiar SGR p. 235-236, p. 238-239, hacer p. 236 #7, p. 240 # 1, p. 241 #3



Miércoles 16




Vocabulario: los cognados falsos, grupos léxicos y palabras de múltiples significados

Revisar la tarea.

Lazos p. 227, Reflexiones 1-3

Estudiar vocabulario, Lazos p. 227-232.

Leer “El lenguado”, Lazos p. 236-239


Fecha

Temas y funciones lingüísticas

Léxico y/o estructuras gramaticales

En clase

Tarea después de clase

Viernes 18






Pruebita 6

Discusión y análisis de “El lenguado”, Lazos p. 240-241

Revisar vocabulario

Estudiar Lazos p. 241-242 (“se le”: acciones accidentales)


Lunes 21




Gramática: la construcción pasiva para acciones accidentales

Revisar la tarea.

Acciones accidentales, SGR p. 178, hacer p. 178 #25


Estudiar SGR p. 191, p. 194-195, p. 197, hacer p. 191 #1 y p. 192 #2 (voz pasiva con “ser”)

Miércoles 23



Gramática: la voz pasiva con “ser” y con “se”



Revisar la tarea.

Hacer SGR p. 195 #4 (voz pasiva con “se”)





Viernes 25







 Escuchar y discutir LCMS “Rosas de linóleo”


Estudiar SGR p. 141-143, hacer p. 143 #2 (cláusulas con “si”)

Preparar versión final de la composición 2


Lunes 28





Gramática: las cláusulas con “si”

Revisar la tarea.

Hacer SGR p. 145 #6 (cláusulas con “si”)

Entregar la composición 2

(versión final)




Miércoles 30




Día de “Catch-up”

Repaso para el examen III





Mayo

Viernes 2







Repaso para el examen III

Vocabulario, comprensión de lecturas y audio, el subjuntivo/indicativo en cl. adjetivales; cláusulas con “si”, por/para y otras preposiciones, construcciones pasivas, ser/estar/haber




Examen final: 12:30-2:30 p.m., lunes, el 5 de mayo



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