Syllabus/Class Calendar, Spring 18

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1 Syllabus/Class Calendar, Spring 18 Dr. William James CSUS, Spring Spanish 7, #30498, section 1 Office: MRP 2023 / Hours: TBA Disc: MW, 12pm 1:15pm, EUR 102 Required: 1) Easy Spanish Reader by William T. Tardy (3 rd Ed., McGraw-Hill, 2015). ISBN: ) Spanish for Reading and Translation by Annette Cash & James Murray (1 st Ed., Pearson Prentice Hall, 2006). ISBN: Advised: 1) Spanish-English/English-Spanish dictionary such as Oxford or Larousse. 2) Instructor website: dr.james.tripod.com Course Description and Objectives Spanish 7 Spanish Reading Proficiency 3 units Designed to improve reading proficiency, will give students the opportunity to develop high-intermediate to advanced-level competency in Spanish. They will acquire the ability to understand main ideas and facts in description and narration of news items, personal correspondence, technical material written for general readers, simple short stories; follow essential points in ideas of special interest or knowledge. Students will demonstrate general comprehension of a text and will be able to answer content questions in English. Meets Foreign Language Graduation Proficiency Requirement. Prerequisite: Two years of high school Spanish or Spanish 1A, Elementary Spanish, 4 units or equivalent. Graded: Graded Student. Student Learning Objectives: To facilitate student learning so that students will study the fundamental reading strategies that will enable them to explore the Hispanic culture by reading authentic material in Spanish, applying successfully the skills that they have learned. At the completion of Spanish 7, students will be able to: demonstrate pre-reading skills by identifying topic and organization of authentic material use pre-reading strategies and identify probable content skim for information decode for main ideas and, with skill-building activities, decode for details decode cross-references and metaphor demonstrate comprehension of point-of-view, tone of material write brief summaries of reading passages respond to context and content recognize basic grammatical structures and use this knowledge to decode authentic material demonstrate knowledge of the 5Cs: Communities, Connections, Cultures, Comparisons, Communication Add / Drop Policy There is a 33-student cap. The Department has enlisted in an experiment with continuous waitlists. The course waitlist will now remain live past the usual waitlist elimination date, and students will remain on the waitlist in the same order. More details will follow. Students are responsible for dropping themselves.

2 Methods of Instruction This course will be conducted in Spanish and English. Overall, while using both textbooks, students will be asked to skim passages for general impressions and information, scan for specific terms, summarize the passages in their own words, answer content questions on the text, and translate some parts of the reading selection. The course quizzes and exams will require, in addition to demonstrating knowledge of lesson vocabulary and grammar, that students answer content questions about a passage and/or provide an English translation. The proposed reading strategies, as indicated in the Preliminary lesson of Spanish for Reading and Translation, include the following: Pre-Reading Exercises: Reading of the Text: Post-Reading Exercises: 1) Examine the title of the passage for clues to the topic, vocabulary, & meaning. 2) Skim the passage for an overall impression of the text content, including pictures, graphs, tables, familiar words. 3) Scan the passage for specific information in order to complete the postreading content questions. 1) Begin reading paragraph by paragraph and underline the topic sentence in each paragraph. 2) Write down the main ideas of the paragraph. 3) Re-read the paragraph again, underlining unknown words, and try to infer their meaning from the content. If you are unable to guess the meaning, then look up the word or idiomatic expression in a dictionary. Answer the follow-up content questions, including any translation exercises, in order to more fully understand the text s meaning. Attendance & Conduct This Spanish 7 course meets two days per week for discussion. Attendance is needed for participation and is mandatory. Participation is assumed. Students are allowed up to 4 free absences, however, before the semester grade is lowered for lack of participation. Each absence after the fourth one lowers the semester grade by 5%. All absences count, even for illness or emergencies. The instructor will try to alert students prior to the 5th absence, but it is really the student s job to keep track of his or her own absences. Tardiness and leaving early count as partial absences (see below). Please me if you re going to be absent. Tardiness: Two tardies count as one absence. Please be on time. If tardy, please try to sit near the door. Leaving early: Two early leaves count as one absence. Please take care of bathroom needs before class. Also, please note that 1 tardy + 1 early leave = 1 absence. Even if you return to class after leaving, it may still count as an early leave. Please try hard not to come and go. More on participation: The instructor expects students to arrive prepared, to pay attention, and to engage in class activities. Being absent, tardy, or leaving early are the clearest forms of non-participation and can lead to failing the semester. To participate, it is necessary to bring the required texts. After the 2 nd week, not bringing both required texts will count as a partial absence, the same as a tardy or an early leave. Accountability: This is a college course and the expectations are college-level. Taking this course is a free choice. A "high school" attitude is unacceptable. An adult attitude is expected. In choosing this course, the student also chooses to accept and abide by the Syllabus. Please also check your campus regularly. 2

3 Disruptive behavior: Unless the disruption is extreme, a first warning will be given. Should the disruptive behavior continue, the instructor will remove the student for two classes and make a disciplinary referral to the Vice President of Student Services. Examples of disruptive behavior include: 1) foul language; 2) talking while the instructor is talking; 3) disobeying classroom instructions; 4) using cell phones; 5) using electronic devices, such as laptop computers; 6) being under the influence of alcohol/drugs; and 7) unscheduled eating. The instructor respects his students and expects that they in turn will respect one another and him. Academic dishonesty: Please avoid all forms of academic dishonesty, including cheating and plagiarism. For definitions and sanctions, please see: For examples of how to avoid plagiarism and properly quote sources, see: library.csus.edu/content2.asp?pageid=353. Miscellaneous: Students may not bring their children to class. The instructor asks that disabled students with accommodations approved by SSWD (Lassen Hall 1008, ) notify him promptly. The instructor kindly asks not to be interrupted while setting up before class. Although complaints are rare, the instructor does ask that students not voice complaints during class, but that they him instead. Professional ethics bars me from accepting gifts with a cash value above $5 (but I appreciate the thought!). Method of Evaluation The semester grade is weighted and calculated as follows: 3 Quizzes 30% (Format similar to text exercises) 3 Reading, Vocabulary, and Grammar Exams 70% (Format similar to text exercises) Numerical percentages scale: % = A / 90 92% = A- / 88 89% = B+ / 83 87% = B / 80 82% = B- / 78 79% = C+ / 73 77% = C / 70 72% = C- / 68 69% = D+ / 63 67% = D / 60 62% = D- / 59% or less = F. Grades are not rounded up. The instructor will reschedule a missed quiz or exam only for an excused absence, which usually means being ill and verifying it promptly by a doctor s note. The quiz or exam will be rescheduled for the student s first class back. If, however, the absence is unexcused, then the score will be a zero. Absences for reasons other than a verified illness will be excused (or not) on a case-by-case basis. It is the student s duty to an explanation to the instructor within 24 hours of the absence. Even if the absence is excused, it does still count as an absence. This is why it is best to avoid unnecessary absences. You may need those absences later. Missing the third and last exam is a special case. If the absence is excused, then the exam will be rescheduled for the next semester (spring or fall), and the temporary grade will be an Incomplete. For absences that are unexcused, however, the score for the exam will be a zero. Partnership Education is a partnership. I am glad to hold up my end of this. You can hold up yours by not being absent or tardy, and by not leaving early. You can arrive prepared to class, reading the pages to be covered ahead of time. You can also see me during office hours or me, especially about a low score. You can familiarize yourself with the Syllabus and the Class Calendar (see below). You can study. These are just some examples. If you do not hold up your end of the partnership, then you will have to own up to the consequences. I urge you to reach out to me for assistance. The instructor reserves the right to modify the Syllabus as necessary. Revised: 1/20/18. 3

4 CLASS CALENDAR Dr. William James CSUS, Spring Spanish 7, #30498, section 1 Office: MRP 2023 / Hours: TBA Disc: MW, 12pm 1:15pm, EUR 102 Semana Días Tareas /Actividades 1 1/22 MW Introducción al curso/preséntense Spanish for Reading & Translation, Preliminary Lesson (p. 1-7) Easy Spanish Reader: Part I: Enrique y María: Chapters 1, 2: Exercises A and B 2 1/29 MW Spanish for Reading & Translation, Chapter 1 (p. 9-19): (Nouns/Articles) Easy Spanish Reader: Chapters 3, 4: Exercises A and B Easy Spanish Reader: Chapters 5: Exercises A and B, Repaso 1: Preguntas 3 2/5 MW Spanish for Reading & Translation, Chapter 1 (p. 9-19): (Nouns/Articles) Easy Spanish Reader: Chapters 6, 7: Exercises A and B Easy Spanish Reader: Chapters 8: Exercises A and B 4 2/12 MW QUIZ #1 (Wed) Spanish for Reading & Translation, Chapter 2 (p ): (Adjs/Present/Ser/Estar) Easy Spanish Reader: Chapters 9, 10: Exercises A and B, Repaso 2: Preguntas 5 2/19 MW Spanish for Reading & Translation, Chapter 2 (p ): (Adjs/Present/Ser/Estar) Easy Spanish Reader: Chapters 11, 12: Exercises A and B 6 2/26 MW Spanish for Reading & Translation, Chapter 2 (p ): (Adjs/Present/Ser/Estar) Easy Spanish Reader: Chapters 13, 14: Exercises A and B Easy Spanish Reader: Chapters 15, 16: Exercises A and B, Repaso 3: Preguntas 7 3/5 MW EXAMEN #1 DE LECTURA, VOCABULARIO Y GRAMÁTICA (Monday) Spanish for Reading & Translation, Chapter 3 (p ): (Imperfect/Preterit Tenses) Easy Spanish Reader: Chapters 17, 18: Exercises A and B 8 3/12 MW Spanish for Reading & Translation, Chapter 3 (p ): (Imperfect/Preterit Tenses) Easy Spanish Reader: Chapters 19, 20: Exercises A and B, Repaso 4: Preguntas Easy Spanish Reader: Chapters 21, 22, 23: Exercises A and B, Repaso 5: Preguntas 9 3/19 MW SPRING RECESS 10 3/26 MW Spanish for Reading & Translation, Chapter 3 (p ): (Imperfect/Preterit Tenses) Easy Spanish Reader: Chapters 27, 28: Exercises A and B Easy Spanish Reader: Chapters 29, 30: Exercises A and B, Repaso 6: Preguntas 11 4/2 MW QUIZ #2 (Monday) Spanish for Reading & Translation, Chapter 4 (p ): (Future/Conditional Tenses) 12 4/9 MW Spanish for Reading & Translation, Chapter 4 (p ): (Future/Conditional Tenses) Easy Spanish Reader: Part II: Historia de México: Chapters 1, 2 y Preguntas Easy Spanish Reader: Part II: Historia de México: Chapters 3, 4 y Preguntas 4

5 CLASS CALENDAR 13 4/16 MW EXAMEN #2 DE LECTURA, VOCABULARIO Y GRAMÁTICA (Monday) Spanish for Reading & Translation, Chapter 5 (p ): (Compound & Progressive) Easy Spanish Reader: Part II: Historia de México: Chapters 5, 6 y Preguntas 14 4/23 MW Spanish for Reading & Translation, Chapter 5 (p ): (Compound & Progressive) Easy Spanish Reader: Part II: Historia de México: Repaso I y Preguntas QUIZ #3 (Wednesday) 15 4/30 MW Spanish for Reading & Translation, Chapter 6 (p ): (Present Subjunctive) Easy Spanish Reader: Part II: Historia de México: Chapters 7, 8 y Preguntas Easy Spanish Reader: Part II: Historia de México: Chapters 9, 10 y Preguntas 16 5/7 MW Spanish for Reading & Translation, Chapter 6 (p ): (Present Subjunctive) Easy Spanish Reader: Part II: Historia de México: Repaso 2 y Preguntas EXAMEN #3 DE LECTURA, VOCABULARIO Y GRAMÁTICA (Wednesday) There is no final exam. A Word to the Wise The main goal of the authors of both textbooks is to teach students how to read in Spanish. The Easy Spanish Reader is described in the preface as a multilevel Spanish reader that provides an introduction to the culture, history and literature of regions of the Spanish-speaking world as well as extensive reading practice in Spanish. Section one of this book describes the personal lives of Enrique and María, their high school, families, backgrounds, and interests. Section two contains selections that cover aspects of Mexican history, and section three provides an adaptation of the famous work of Spanish literature, Lazarillo de Tormes. The textbook, Spanish for Reading and Translation, contains a variety of reading selections of increasing difficulty of authentic materials taken from Hispanic publications: newspapers, magazines and professional journals. The authors indicate in the preface that as the students start reading a passage, they will need to rely on their ability to infer meaning and draw conclusions from what they read. Students may also find helpful: Barron s 501 Spanish Verbs. Kendris, Christopher. The instructor reserves the right to modify the Class Calendar as necessary. Revised: 1/20/18. 5

Course Syllabus Advanced-Intermediate Grammar ESOL 0352

Semester with Course Reference Number (CRN) Course Syllabus Advanced-Intermediate Grammar ESOL 0352 Fall 2016 CRN: (10332) Instructor contact information (phone number and email address) Office Location