State University of New York
College at Oneonta
Department of Foreign Languages and Literatures
Spring Semester 2018
Spanish 208-01
Introduction to Spanish Literature
Tuesdays and
Thursdays 2:30 pm - 3:45pm
Schumacher Hall 107
Professor: Gustavo Arango
E-mail: gustavo.arango@oneonta.edu
Phone number: 436-3444 Office: Schumacher
302A
Office hours: Tuesdays and
Thursdays: 1:30 pm –2:30 pm; Mondays and Wednesadys:
1:00- 2:00 pm.
In the
event of an emergency evacuation (i.e. fire or other emergency), this class
will reassemble in the Hodgson IRC in front of lecture hall #2 so that all
persons can be accounted for. Complete
details of the College's emergency evacuation, shelter-in-place and other
emergency procedures can be found at http://www.oneonta.edu/security
Course description:
A sampler of narrative, poetry, and drama from Spanish and
Spanish-American literature. Provides background and teaches techniques of
literary analysis in preparation for more advanced literature courses, as well
as library research skills in Spanish and use of appropriate citation formats.
The course will be conducted entirely in Spanish; several 2-4pp essays will be
required; a C+ or better in this course will be required to move forward to
300-level Spanish courses. Offered Fall and Spring.
3.000 Credit hours. 3.000 Lecture hours. Level: Undergraduate
SUNY students learning
outcome:
Students will demonstrate basic proficiency in the understanding and use
of a second language and knowledge of the distinctive features of cultures
associated with the language they are studying.
Foreign Language (FL2), Foreign Languages (FL3), Liberal Arts (LA).
Text Book:
Aproximaciones al estudio de la literatura
hispánica. Séptima
edición. Friedman, Valdivieso, Virgillo (Mc Graw
Hill).
Dictionary español-inglés / English-Spanish.
Course goals:
- To gain skills in creatively reading and interpreting literary texts.
- To learn about literary movements and periods in the literature of Spain and
Hispanic America.
- To know the basic elements of literary analysis.
- To improve language skills in Spanish by writing essays, using
adequate research methodology and professional sources.
Calificación:
|
Porcentajes: |
Grados: |
|
|
–Participación (tareas, asistencia,
trabajo en clase): 25% –Ensayos
(3): 30% –Informes y presentaciones orales: 15%
Exámenes (2): 30% |
A = 95-100. B =
84-86. |
C
= 74-76. C- = 70-73. D+ = 67-69. D = 64-66. D- = 60-63. F = 59 o menos |
Calendario:
|
Fecha |
Actividades |
|
Jueves 18 de enero |
Presentación del curso. |
|
Martes 23 de enero |
Tarea: Traer una fotografía,
para describir e interpretar. |
|
Jueves 25 de enero |
La interpretación del texto
literario. Leer: 2-8. |
|
Martes 30 de enero |
Lectura: Don Juan Manuel: Lo que
le sucedió a un mozo que se casó con una muchacha de muy mal carácter.
Responder el cuestionario. |
|
Jueves 1 de febrero |
Lectura: Llama de amor viva y Nuestro pobre individualismo. |
|
Martes 6 de febrero |
Ricardo Palma: La camisa de Margarita. |
|
Jueves 8 de febrero |
Entregar Ensayo 1. Contar la historia
de la película, “Dead Poets
Society”, y escribir tu opinión. |
|
Martes
13 de febrero |
Jorge Luis Borges: El
etnógrafo. |
|
Jueves
15 de febrero |
Tarea: Leer ‘Pecado de omisión’, de
Ana María Matute y responder el cuestionario de la página 83. |
|
Martes
20 de febrero |
Leer Juan Rulfo: No oyes ladrar los perros. Pg 69 |
|
Jueves 22 de febrero |
Julio Cortázar: La noche boca arriba. |
|
Martes 27 de febrero |
Juan Carlos Onetti. Bienvenido Bob. Traer la bibliografía para el ensayo. |
|
Jueves 2 de marzo |
Isabel Allende. La mujer del Juez. |
|
RECESO |
|
|
Martes
13 de marzo |
Presentaciones sobre los cuentos. García Márquez, Onetti, Borges. |
|
Jueves 15 de marzo |
Cortázar, Rulfo. Entregar ensayo 2. |
|
Martes 20 de marzo |
Examen Parcial. |
|
Jueves 22 de marzo |
La poesía. Leer 153-157 y "El
enamorado y la muerte" 173. Figuras |
|
Martes 27 de marzo |
La poesía (continuación). Leer
138-147. TAREA: Página 158, sección A. |
|
Jueves 29 de marzo |
"Romance del conde Arnaldos".
Poemas de Garcilaso de la Vega.
|
|
Martes 3 de abril |
Poemas de Lope de Vega,
Quevedo y Sor Juana Inés de la Cruz. |
|
Jueves 5 de abril |
Poemas de Góngora: Santa Teresa y San
Juan de la Cruz. |
|
Martes 10 de abril |
Poesía: Presentaciones desde Sor Juana
Inés de la Cruz. |
|
Jueves 12 de abril |
Poesía. Presentaciones |
|
Martes 17 de abril |
Poesía: Presentaciones. |
|
Jueves 19 de abril |
Poesía. Presentaciones. |
|
Martes 24 de abril |
Entrega de ensayo 3. |
|
Jueves 26 de abril |
Rosario Ferré: La autenticidad de la mujer en el arte. |
|
Martes 1 de mayo |
Ensayo: Estanislao Zuleta |
|
Jueves 3 de mayo |
Examen final: 2:00 a 4:30 pm |
|
CLASSROOM BEHAVIOR:
This class will be conducted
entirely in Spanish. Students must come
prepared to participate every day. Every
university course, but particularly in the foreign languages, depends on the establishment
of a friendly atmosphere of mutual trust and respect, so that all students will
feel free to express themselves. All
members of the classroom community must be civil, thoughtful, and respectful of
the feelings of others. All must take
measures to avoid disruptions, e.g. turn off cell phones, ask permission to
leave the room, etc.
PARTICIPATION/ATTENDANCE:
Students must be present at every
class meeting. Participation/attendance may be reduced by poor preparation,
excessive absences, disruptive behavior or persistent use of English in
class. Lateness counts as 1/2 an
absence. Unexcused absence on the day of
a test or graded in-class assignment will mean a grade of zero for that work;
for excused absences, we will either excuse or reschedule the work. Students
anticipating an absence or conflict of any type should discuss the matter with
me beforehand to arrange in writing an appropriate accommodation, BUT absences
will only be excused with appropriate documentation. Students missing class due to appointments at
the Health Center must authorize the Center to confirm the appointment when I
call them.
CLASS WORK:
Students
must have read the readings on the day's topic(s) before coming to class, and
after reading the pages, students must do any assignment for the reading
independently before coming to class.
Details of essays and the partial
exams will be given as they approach.
All written work must have a header containing the student's name, the
date, the course number (SPAN208), and the assignment or title. Written assignments must be typed,
double-spaced (i.e. line spacing = 2), and may be submitted as an attachment to
an email (NOT typed into the body of an email), or shared with me via an online
service such as OneDrive in our campus Office365. Absence does not excuse a student from any
work, and does not automatically extend any deadline. Extensions of due dates will only be granted
by prior arrangement with the professor.
The criteria for grading oral
presentations include preparation, correct use of language and clarity. The
oral presentations based on the essays are expected to include visual aids,
such as Power Point or Prezi presentations o handouts.
The essays will have at least an extension of three (3) pages, double
spaced, Font: Times New Roman 12 pts or equivalent. In every case you should
use additional sources: books, essays, articles in journals, and include a
bibliography. The criteria for grading the essays include clarity and correct
use of language; quality of arguments and correct use of sources; as well as
the creativity and the knowledge of the text interpreted.
Absolute deadline for handing in work: 5pm on Tuesday, 1 May.
ACADEMC EXPECTATIONS:
I expect my students to study all
assigned pages before class, and to come prepared with specific questions about
the parts not understood, and specific comments about the parts that seem
interesting or significant. I'll assume
perfect comprehension in the absence of questions.
I expect all students to attend
every class and participate freely. It's
your class, you should do the talking-- just having me lecture is boring for
all of us.
I expect all students to bring their
dictionary to every class; it is an indispensable tool for your learning. Also bring paper and something to write with.
I expect all students to do all
assignments on time if possible, and to ask me for help without hesitation if
not. Deadlines and requirements do not
exist for their own sake, but as a means of focusing the learning experience--
and if they get in the way of your learning, it's my job to find an
accommodation that still helps you meet the course goals in terms of skills and
knowledge.
I expect all students to contact me
as soon as possible should any problem arise with this course (assignments,
attendance, classroom atmosphere, etc.).
While your classes should be normally be your
top priority, I understand that life is very complex. We are all adults, and we must agree that any
issues can be resolved by timely and thoughtful communication.
ON HELP FROM TUTORS AND NATIVE SPEAKERS:
Students should take every
opportunity to speak Spanish and get help in studying and preparing for
class. But, any work that will receive a
grade must be individual and independent work.
Write out your own ideas in your own words! Any assistance received must be acknowledged
in a footnote on the work itself; information sources must be mentioned in the
body of the assignment as they are used (e.g. "According to xyz, ...").
Computer or automatic translation
programs have gotten quite good these days-- don't use them! One goal of this class is to improve your
language skills, and that can only be done through practice and feedback. Cases of copying, plagiarism or inappropriate
help will receive a grade of zero and will be referred to the relevant campus
authorities.
ON STUDENTS DIAGNOSED WITH A DISABILITY:
All individuals who are diagnosed
with a disability are protected under the Americans with Disabilities Act, and
Section 504 of the Rehabilitation Act of 1973.
As such, you may be entitled to certain accommodations within this
class. If you are diagnosed with a
disability, please make an appointment to meet with Student Disability Services
(SDS), 209 Alumni Hall, ext. 2137. All
students with the necessary supporting documentation will be provided
appropriate accommodations as determined by the SDS Office. It is entirely your responsibility to contact
SDS and supply me with the accommodation plan that they prepare, which will
inform me exactly what accommodations you are entitled to. You will only receive accommodations once you
provide me with an SDS plan. Any grades
recorded before you provide me with an SDS plan will not be changed.
* * * The professor will
assume that students' continued attendance in this class after receipt of this
syllabus signifies their acceptance of the policies described above. * * *
IMPORTANT EMERGENCY PHONE NUMBERS:
University
Police: 607-436-3550
Student
Development Office: 607-436-2513
Health
Center: 607-436-3573
Counseling
Center: 607-436-3368
Facilities
and Safety: 607-436-322
Public
Relations Office: 607-436-2748
NYS
Terrorism Hotline: 866-SAFE NYS
STUDENT
CHECKLIST FOR WRITING ASSIGNMENTS
Analysis
and Content
○ I
have clearly stated and developed my thesis
○ I
stay on topic
○ I
elaborate on my topic, giving details
○ I
demonstrate my expertise about the topic
○ My
arguments are specific to the text and based on evidence
○ I
give analysis, not just summary
○ I
express and support an opinion
Organization
and Writing Style
○ I
develop an introduction, body, and conclusion
○
Each of my paragraphs contains a main idea
○ I
develop sufficient supporting details in separate paragraphs
○ I
connect my ideas
○ I
make my content interesting and appealing to the reader
○ I
demonstrate logical organization
○ I
write with fluidity, cohesiveness, and a sophisticated level of expression
○ I
use written discourse rather than oral discourse, in the appropriate register
Vocabulary
and Word Choice
○ I
choose my words and idioms accurately for my specific ideas
○ I
demonstrate a variation of vocabulary and use of synonyms
○ I
use the correct parts of speech, and don't mix up word forms
○ I
use standard grammar and vocab., not slang
Grammar and
Syntax
○ I
make no errors of gender and number agreement (with nouns and adjectives, etc.)
○ I
use complete sentences at the appropriate level of complexity
○ I
use the correct conjugations, making no errors of subject-verb agreement
○ I
use the correct choice of verb tense and mode
○ I
negate sentences with correct word order
○ I
use adjectives in the correct word order
○ I
use pronouns and articles correctly
Spelling
and Mechanics
○ I
make no errors of spelling, including capitalization and accent marks
○ I
use punctuation, indenting, paragraphing, and spacing consistently and
correctly
SP208-S18 COMPOSITION #2
RUBRIC
|
|
CRITERIA |
LEVEL |
|
C O N T E N T |
Unacceptable: Severe
errors of fact or misunderstanding of subject; Does not communicate; Does not
meet requirements; Lacks a thesis [F] Poor: Important errors of fact,
omissions or misunderstanding of subject; Barely meets requirements;
Inadequate development of thesis [D] Fair: Few or minor errors of fact,
omissions or misunderstanding of subject; Fair development of thesis [C] Good: Good knowledge of subject;
Adequate development of thesis [B] Excellent:
Knowledgeable, substantive, insightful; Thorough development of
thesis; Creative [A] |
5 6 7 8 9 10 |
|
W R I T I N G |
Unacceptable: Does not
communicate; No organization [F] Poor: Difficult to understand;
Ideas seriously confused or disconnected; Lacks development, logical sequence
or reasoning [D] Fair: Somewhat choppy or unclear;
Loosely organized; Ideas frequently lacking development or support [C] Good: Most ideas developed in clear
paragraphs; sequence occasionally not logical; Adequate reasoning and development [B] Excellent: Fluent
expression; Ideas clearly stated; Well-developed paragraphs in logical
sequence; Succinct; Well-reasoned; Cohesive [A] |
5 6 7 8 9 10 |
|
V O C A B. |
Unacceptable: Does not
surpass elementary level; Severe errors or misuse of vocabulary, idioms or
word forms; Meaning severely confused or obscured [F] Poor: Very limited range; Serious
errors or misuse of vocabulary, idioms or word forms; Meaning frequently confused or
obscured [D] Fair: Limited range Frequent errors or misuse of
vocabulary, idioms or word forms;
Meaning occasionally confused or obscured [C] Good: Adequate range; Occasional
errors that do not affect understanding [B] Excellent:
Sophisticated range; Few to no errors or anglicisms;
Appropriate register and style [A] |
12 13
14 15 16
17 18 19 20 21
22 23 24
25 |
|
G R A M M A R |
Unacceptable: Does not
surpass elementary level;
Very numerous severe errors of word form and sentence
construction; Meaning severely
confused or obscured [F] Poor: Very limited range;
Serious errors of word form and sentence construction; Meaning frequently confused or
obscured [D] Fair: Limited range; Frequent
errors; Meaning occasionally obscured [C] Good: Adequate range; Occasional
errors but meaning not obscured [B] Excellent: Effective
complex constructions; Few to no errors [A] basic: agreement / conjugation
/ tense / conjunctions / word order / missing verb ---advanced: subjunctive / pronouns / prepositions /
articles |
18 19
29 21 22
23 24 25 26
27 28 29
30 31 32 33
34 35 |
|
M E C H. |
Unacceptable: No mastery of
spelling, punctuation, capitalization, paragraphing; Wrong format [F] Poor: Serious errors of spelling,
punctuation, capitalization, paragraphing [D] Fair: Frequent errors of spelling,
etc. [C] Good: Occasional errors or typos [B] Excellent: Few to no errors [A] |
10 11 12 13 14 15
16 17 18 19
20 |
COMMENTS: TOTAL SCORE..................../100