El uso hace maestro. = Practice makes perfect. Reynolds *** 6th

El uso hace maestro. = Practice makes perfect. Reynolds *** 6th

DEPARTMENT OF MODERN LANGUAGES & LITERATURES
PITTSBURG STATE UNIVERSITY
__________________________________SPRING, 2015___________________________________
Title: Spanish Grammar/Composition II
Instructor: Bert Patrick
** Concurrent enrollment in MLL 450 Readings in Hispanic Lit/Civ II required **
Course Num: MLL351-01
Office: 416 Grubbs Hall
Prerequisites: MLL356 Conversation II &
MLL358 Readings Lit/Civ I
Credit Hours: 3
Office Hours: 10-10:50 MWF; 10-2 TTh or by appt
Course Time: 1-1:50 MWF
Home Phone: 308-6588 (before 10pm, please)
Office Phone: 235-4711
Office e-mail: [email protected]
Personal e-mail: [email protected]
______________________________________________________________________________
El uso hace maestro. = Practice makes perfect.
I COURSE DESCRIPTION A further review of the grammar of the Spanish language begun
in MLL 254 Grammar/Composition I. In addition, there will be writing
activities based on topics in chapters in the text.
II PURPOSE OF COURSE The PRINCIPAL GOALS IN THIS COURSE are to help you 1) master
more of the grammar of the Spanish language; and thereby be able to 2)
write in Spanish with greater clarity, accuracy and fluency; and 3) to expand and deepen your understanding and appreciation of Hispanic culture and literature by reading and writing about a variety of
topics.
III ANTICIPATED STUDENT LEARNING OUTCOMES By the end of this course students should
have developed the ability to recognize (through listening and reading
activities) and, to a lesser degree, produce (in speaking and writing activities) sentence-length, and in
some instances, paragraph-length information in Spanish. The degree to which this will occur will vary
from student to student and will primarily be the result of an individual’s dedication, application, hard
work and desire. Furthermore, students should have developed a greater appreciation of the cultural
richness and diversity of the Hispanic world as well as an awareness of basic geographic characteristics of
the Hispanic countries.
IV TEXT 1) REPASE Y ESCRIBA: Curso avanzado de gramática y composición Dominicis &
Reynolds *** 6th Edition ***
2) Two on-line dictionaries are indispensable at this level of study:
a) http://www.wordreference.com/ (read the Forum discussions after the definitions)
b) http://www.rae.es/rae.html (the site of the Real Academia Española, the official arbiter
about correct usage and meaning)
V TEACHING STRATEGIES Class time will be spent in a variety of activities: 1) doing one-on-one,
small group and whole class activities; 2) reviewing out-of-class
assignments; 3) writing; 4) reading a classmate’s composition; 5) viewing, then discussing videos
related to the reading assignments in the chapters; or 6) working independently.
VI ACADEMIC INTEGRITY POLICY Each student is expected to behave in an ethical manner in
carrying out all aspects of their academic responsibilities. As this is a very
serious matter, it is important for each student to understand what these responsibilities are. Please read
ARTICLE 30. ACADEMIC MISCONDUCT of the Student's Code of Rights and Responsibilities on the
Pittsburg State University web site at http://www.pittstate.edu/audiences/current-students/policies/rights-
and-responsibilities/academic-misconduct.dot in order to know what the University defines as “academic
misconduct” and the potential consequences for violations of this policy.
VII SYLLABUS SUPPLEMENT FOR SPRING, 2015 SEMESTER For additional important
information about this semester that affects you, please review the Syllabus Supplement
at this address: http://www.pittstate.edu/dotAsset/fb38ac9b-9c03-4b77-9bc4-7e71f5584060.pdf
Student Responsibilities
Work on task...the entire time we are in class. If you finish before others, chat
in Spanish about the class, review, look ahead…but stay on task.
Work cooperatively, in pairs, in small groups or as an entire class. Be the best
partner/member possible! Sit in a different seat and work with a
different partner every day; this permits you to meet every one and to play
the three roles of interacting with others.
Look only at your own information, if appropriate: don’t peek at your partner’s.
Enunciate and speak clearly. Your partner(s) deserve to know what you are
saying.
Correct each other’s grammar/pronunciation/spelling… when needed. Making
mistakes….and learning from them…is why we are here. If you had already
mastered this information or had these skills, you wouldn’t need to be in this
class. However, correct each other in a supportive, non-critical, non-judgmental
way. Always be positive!!!
Speak only in Spanish; use gestures if needed to convey meaning. It is SO easy
to just say it in English, but staying in Spanish, using circumlocution, and
struggling through the challenge is how we grow. This is true in every aspect of
life. No pain, no gain is a truism.
VIII EVALUATION
A. OVERALL EVALUATION
1 TEXTBOOK EXERCISES and ACTIVITIES You are to write out your answers to the assigned
exercises and activities in the text. Unless I indicate otherwise, you are to do the
even-numbered exercises, 2, 4, 6, 8 and 10 only. On any activity that has more than 10 sentences,
only do them through #10. On activities that have a long paragraph or multiple paragraphs, follow
my instructions in the course syllabus. Always consult the syllabus before doing each assignment
to be sure you are doing no more…nor less…than what I am asking of you. I will spot check these
and give you a grade every class meeting. Write the page and exercise number in the left-hand
margin. When we review these in class, you are encouraged to correct your mistakes by writing the
correct answer in a different color of ink. These chapters will be 25% of your grade for this course (6 X
4.16% = 25%).
2 WRITING ACTIVITIES You are to write a composition over a topic at the end of the chapter.
Each chapter has several suggested topics, found in part D at the end of the reading
selection and on the final page(s) of each. You are to write a total of four compositions, over Chaps. 1, 2,
3 or 4, and 5 or 6. You are encouraged to read through the list of topics as soon as possible to allow time
for your ideas to germinate.
Each paper should be analytical, not descriptive, in which you take a position on one of the topics and
defend your position with clearly stated facts and supporting evidence. The title of your paper should
state your position on the issue clearly, preferably with Por qué… starting it. Any composition which is
not analytical will receive no credit. If you have any doubt about any of these matters discuss them
with me BEFORE you hand it in. If you consult outside sources of any kind, they should be listed on a
separate Obras Citadas page at the end of your composition. If you have any questions about the correct
way to write your papers go to http://owl.english.purdue.edu/owl/resource/747/01/.
Papers should have a cover page, with the title of your composition, your name, the date, the chapter
number, and be a minimum of one full page in length (partial pages receive Partial Credit!), maximum
of two. They should be in size 12 Times New Roman fonts with 1” margins, double-spaced, and be
handed in at the beginning of class on the last day we work on a chapter (see Entregar Composición #1 /
#2 / #3 / #4 in Horario de clases on pages 5 and 6 below for dates).
All papers will be graded according to five criteria, each worth 20%: 1) content development (in how
much depth is/are the main idea[s] treated); 2) physical organization (does the presentation move
naturally from an introduction to a development of the main ideas and then end with a reiteration/
summary/conclusion); 3) vocabulary (does the paper use the same words over and over or does it reveal a
variety of words and expressions, a sign that you are growing linguistically); 4) language usage (syntax
[word order], idioms, transition expressions, real Spanish [not “English translated into Spanish”]; and 5)
language mechanics (spelling, subject-verb agreement, correct verb tense usage, noun-adjective
agreement, etc.). The grades on your compositions will be 55% of your grade (4 X 13.75% = 55%).
I will correct mistakes on your compositions and return them to you. If you correct the mistakes, hand in
the original and corrected versions within a week of getting them back, I will record a grade two points
higher than the original…if you have 3 or less errors on the corrected version; 1 point higher if you have 4
to 6; and no points if you have 7 or more. But the corrected version must be handed in at the beginning
of class within a week at the latest: NO EXCEPTIONS & NO EXTENSIONS.
3 VERB CONJUGATIONS Go to the Home page on the class Canvas site and print off
copies of these two documents: Muestra de los tiempos de los verbos
en oraciones and Esquema de los tiempos de los verbos. Bring them to class every day with the
assigned verb conjugated on the Esquema page. Because mastery of the verb forms of the Spanish
language is a prerequisite for writing the language correctly and precisely, you are to conjugate a different
verb in the forms in the first box, the Tiempos simples). Write the forms on the white board upon arrival
in class. For the next class, do the yo forms of ser. For Friday, Jan. 16, do the tú forms of ir. There
will be four verb quizzes (Pruebas#1-4) after we have formally studied all tenses. Each will have two
verbs you are to conjugate in all tenses and each will be worth 2.5% of the total grade for verb
conjugations. This section is 10% of your course grade.
4 CLASS ATTENDANCE Frequent exposure to and use of the target language is vital in making real
progress toward fluency in a foreign language. Therefore, I expect you to be
in class every day, prepared to participate fully. Should you miss class, it is your responsibility to get the
next day’s assignment (contact me or a classmate) and return to class prepared to participate fully in the
activities. If on a given day, however, you are not prepared, go ahead and come to class; before class gets
under way, ask me not to call on you on that day and I will respect your request. You learn more by just
being in class, observing and listening, than you do by missing. I take roll each day. Each class meeting you miss, for whatever reason, will result in this portion of your grade being reduced by 5
percent [5%]. Arriving in class after we have begun is considered a tardy and is the equivalent of
half an absence (2 ½%). This is 5% of your grade.
5 CONVERSATION PARTNER You are to schedule a weekly conversation session with a partner
ASAP. Talk about the issues being explored in this course. Partners are NOT tutors to help you write
your compositions, however; they are to help you improve your speaking and comprehension skills, only.
5% of course grade.
6 FINAL GRADE Your grade for the course will be determined in the following manner: results on
the Textbook Activities (25%), compositions (55%), verb conjugations (10%),
attendance (5%) and conversations (5%).
B. EVALUATION CRITERIA
C. GRADING SYSTEM
A 100-90
Textbook exercises & activities 25%
Compositions
55%
Verb conjugations
10%
Attendance
5%
Conversations
5%
100%
B 89-80
C 79-70
D 69-60
F 59-00
VII KANSAS STATE DEPT OF EDUCATION (KSDE) TEACHING STANDARDS
This course meets the following KSDE teaching standards:
Standard #2 Knowledge 1,2. Performance 3, 5, 6, 7.
STUDY ABROAD The department strongly recommends that all Modern
Languages and Literatures majors and minors participate in an accredited study
abroad program. PSU offers study abroad scholarships as well as assistance with
other financial aid. To learn about accredited programs, contact Tillie
Fathbruckner, Study Abroad Coordinator, at [email protected] or
235-4221, or visit 118C Whitesitt Hall. For information on transfer credits,
consult with Dr. Celia Patterson, Chair, English and Modern Languages, 2354689 or visit 434 Grubbs.
Whether you tend a garden or not, you are the gardener of your own being,
the seed of your destiny.
HORARIO DE CLASES
ENE 12 Introducción
14 Cap 1 Agueda Pío Baroja Págs 1 a 6; (En 5-6, escriban A, B y C, pero usen los temas en D (y
los en 25 Temas para composición) como posibles temas para su composición.)
16 Cap 1 7 a 12 (hasta C); en 9B prepárense a hacer en clase; no hay que escribirla; en 9C, sólo
hasta Escojo…; en 12 A, no es necesario escribirla; vamos a hacerla en clase.
19 *** NO HAY CLASE *** Cumpleaños del Dr. Martin Luther King, Jr.
21 Cap 1 12 a 14 (En 12-14 CDE: sólo 2,4,6,8,10.)
23 Cap 1 15 a 18 (15 G2: sólo los 3 primeros párrafos)
26 Cap 1 18 a 21 (20 A (2, 4 y 6)
28 Cap 1 21-22 (También, traigan a clase su composición para que otros la lean y viceversa.)
30 Cap 1 Entregar Composición #1 23 a 25 En 24C, hagan cualquier seis; en 25D, dos
columnas.
FEB 2 Cap 2 Nuestros semejantes Antonio Muñoz Molina Págs. 27 a 32 Solo A, B y C. (Usen los
temas en parte D (y los en 53-54 Temas para composición) como posibles temas para
su composición.)
4 Cap 2 32 a 37 (NO es necesario escribir 34 A y 36 A; vamos a hacerlas en clase.)
6 Cap 2 38 a 42 (En 38 F 2 Manzanillo, llene solo los primeros 10 espacios en blanco.)
9 Cap 2 43 a Equivalentes de to know en 47 (En 46 A y 47 C, hagan solo dos columnas.)
11 Cap 2 47 a El acento diacrítico 51 (En 50 A, solo hasta #10.)
13 Cap 2 51 a 53 (En 52 B, solo los dos primeros parlamentos de Javier y Laura) (También,
traigan a clase su composición para que otros la lean y viceversa.)
16 Cap 2 Entregar Composición #2
18 Cap 3 El hombre de plata Isabel Allende Págs. 55 a 62 (61A Vocabulario: solo el primero y el
tercer párrafos) (Usen los temas en 62D (y los en 86 Temas para composición) como
posibles temas para su composición.)
20 Cap 3 63 a 70
23 Cap 3 71 a 73 En 72 Aplicación, ¡NO HAGAN A! ¡¡¡No tiene pies ni cabeza!!! Lean la
información y ejemplos en 71 y luego hagan B. en 73. Luego, en 72 lean Redundant Use
of the Direct Object Pronoun y en 73 hagan C. Finalmente, en 72 lean Use of lo with
Some Verbs y en 73 hagan D.
25 Cap 3 73 a 78 Después de leer #1 en 74, hagan A. Cosas que han pasado en 75. Luego, después
de leer #2 en 74, hagan B. Lo siento mucho en 75. Después de leer #3 en 74, hagan C.
Cosas que ya habían pasado en 75. Para terminar, después de leer #4 en 74, hagan D. Lo
que dijeron en 76.
27 Cap 3 78 a 81(a Para escribir mejor)
MAR 2 Cap 3 81 a 86 (En 84 A, hagan todos los números pares, i.e., de 2 a 18.; en 86 B Ahora le toca a
Ud., solo 4 de los más difíciles/beneficiosos) (También, traigan a clase su composición,
si escribieron una, para que otros la lean y viceversa.)
4 Cap 3 Entregar Composición #3 o esperar hasta que se termine el Capítulo 4
6 Cap 4 Réquiem con tostadas Mario Benedetti Págs. 87 a 94 (Usen los temas en 94D (y los en
122 Temas para composición) como posibles temas para su composición.)
9 Cap 4 95 a 99
11 Cap 4 100 a Sequence of Tenses en 103 (En 102B #2, solo 2; en #4, 3.)
13 Cap 4 103 a The Subjunctive in Independent Clauses en 109 (En 107-108 Aplicación #2, hagan
tres de ellos.)
16-20 **Asueto primaveral**
23 Cap 4 109 a Sección léxica en 113 (En 112D Expresen una oración con Ojalá con 1, 2 y 3; E
#2, hagan dos de ellos)
25 Cap 4 113 a 117 (En 114 A Sustituciones, hagan de #2 a #14. En 117B Pensamientos
incompletos, hagan de #2 a #14)
27 Cap 4 118 a 121 (En 120 A Comas, hagan de #2 a #10.) (También, traigan a clase su
composición, si escribieron una, para que otros la lean y viceversa.)
30 Cap 4 Entregar Composición #3 Prueba #1
ABR 1 Cap 5 Calvario de un fumador Juan David Medina Págs.123 a 129 (128 A #1 y #2) (Usen los
temas en 129 D (y los en 146-147 Temas para composición) como posibles temas para
su composición.)
3 Cap 5 130 a 133 (En 133 B #2, escriban oraciones con dos de los tres grupos: a, b o c.)
6 Cap 5 134 a 138 (En 134 A, hagan cualquier cinco entre 2 y 14; en 135-136 BCD, hagan solo
uno de ellos.)
8 Cap 5 139 a 140 Prueba#2
10 Cap 5 141 a 145 (En 143 B, hagan cualquier cinco entre 2 y 14. En 144 A, hagan cualquier cinco.
13 Cap 5 145 a 146 (En 146 A, hagan o 2 o 4.) (También, traigan a clase su composición para
que otros la lean y viceversa.)
15 Cap 5 Entregar Composición #4
17 Cap 5 155 a 159 Prueba #3
20 Cap 6 160 a Conditional Clauses with IF en 162
22 Cap 6 162 a 163 hasta Como si + subjunctive Estudien esta información. Luego, en Files,
Capítulo.6 Cláusulas con si. Hagan una copia de esta hoja, estudien la información y
escriban las frases con Si y De + infinitivo. Por fin, en 164-165, hagan ABC.
24 Cap 6 163 a 164 (Como si + subjunctive, Ni que + subjunctive and Por si acaso) 165 a 166 DE
27 Cap 6 166 a 168 (En 167 A. Definiciones, hagan TODAS las oraciones pares hasta #20.)
29 Cap 6 168 a 171
MAYO 1 Cap 6 171 a 174 Prueba #4
4-8 * Semana de exámenes finales *