1.1
Day/Time
M
01/14/2013 - Sa 05/18/2013 IND
The
orientation class meeting will take place on Monday, January 14, 2013 at 10:30
AM in A-316. At that time, students will receive course outlines,
orientation and an explanation of all course requirements.
1.2 Orientation Meeting Place: A-316 [faculty office]
2.1 Name: Anna Marie Pietrolonardo
2.2 Preferred method of communication: campus e-mail
2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu
2.3 Office: A316
2.4
OFFICE HOURS
2.4.1
Office Hours in A316
MW
9:50 AM-12:00 PM, and TR
9:50 AM-10:20 PM
or by appointment
2.5 Telephone: (815) 224 – 0250
2.6 FAX: (815) 224 – 3033
2.7 Web site: http://www2.ivcc.edu/pietrolonardo/
3.1 Voces de Hispanoamérica - Antología literaria. Chang-Rodriguez. Thomson-Heinle
3.2 English Grammar for Students of Spanish. Emily Spinelli. Olivia
4.1 An advanced level composition and conversation course based upon a cultural approach. Grammar is reviewed extensively. Advanced selections from Hispanic literature will be read and analyzed. The course title has been changed to HFA-1007-09 Special Topic so that up to two semesters - each with a different topic can be taken for 3 semester credit hours per course, or a total of 6 semester hours. Fall semester will cover Spanish Literature; Spring semester will cover Latin American Literature.
Upon completion of the course the student will be able to
5.1 Demonstrate speaking ability in the TL.
5.2 Demonstrate listening skill in the TL.
5.3 Demonstrate reading ability in the TL.
5.4 Demonstrate writing ability in the TL.
5.5 Demonstrate intermediate knowledge of the global Hispanic culture.
5.6 Demonstrate awareness of cultural diversity.
5.7 Demonstrate analytical skills in oral and written reviews of literature.
5.8.1 Outcome 1 - Student will demonstrate speaking ability in the TL.
Competency 6.8.1.1 Begin, sustain and close a conversation.
Competency 6.8.1.2 Ask and answer questions.
Competency 6.8.1.3 Speak in complete sentences.
Outcome 6.8.2 - Student will demonstrate listening skill in the TL.
Competency 6.8.2.1 Understand classroom instructions.
Competency 6.8.2.2 Understand classmates when they speak in TL during class activities.
Competency 6.8.2.3 Understand the main ideas in native speaker conversations during class activities.
Outcome 6.8.3 - Student will demonstrate reading ability in the TL.
Competency 6.8.3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.
Competency 6.8.3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.
Competency 6.8.3.3 Comprehend the main ideas in literary readings studied both in and outside of class.
Outcome 6.8.4 - Student will demonstrate writing ability in the TL.
Competency 6.8.4.1 Write same information as content of class discussions.
Competency 6.8.4.2 Write intermediate paragraphs and narratives that could be understood by a native speaker..
Outcome 6.8.5 - Student will demonstrate intermediate knowledge of global Hispanic culture.
Competency 6.8.5.1 Recognize, discuss and write about cultural differences in material studied in class.
Competency 6.8.5.2 Understand origins of customs and traditions in other cultures.
Competency 6.8.5.3 Understand origins of customs and traditions in student's own culture.
Outcome 6.8.6 - Student will demonstrate awareness of cultural diversity.
Competency 6.8.6.1 Examine and reflect on personal and civic values and responsibilities in the global community.
Competency 6.8.6.2 Understand and develop sensitivity to language, values, customs and traditions of others.
Competency 6.8.7 - Student will demonstrate analytical skills in oral and written reviews of literature.
Competency 6.8.7.1 Analyze selected works of literature.
Competency 6.8.7.2 Discuss content, style, message of author and work in class.
Competency 6.8.7.3 Write essays in TL about literary works read and discussed.
6.1 If you are a student with a documented cognitive (learning disabilities), physical, or psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, and others) you may be eligible for academic support services such as extended test time, texts on disc, note taking services, etc... If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy (tina_hardy@ivcc.edu, or 224-0284) or Judy Mika Judy_Mika@ivcc.edu or 224-0350), or stop by the Disability Services Office in B-204. disability 7. Emphasis in Global Studies
8.1 The grade for this course is based on student performance on two major writing projects, each of which is scored with a standardized 24-point writing rubric, on overall improvement in writing skills during the course and on participation in course activities in <El Salón> electronic chatting outside of class.
8.1.1 Sample of Writing Rubric
Explanation of Criteria
Sentences
|
2 |
Most not logical |
|
4 |
In logical order |
|
6 |
Flows purposefully |
Details
|
2 |
Few details |
|
4 |
Sufficient basic details |
|
6 |
Clear and vivid |
Organization
|
2 |
Not well organized |
|
4 |
Some organization |
|
6 |
Strong organization |
Accuracy
|
2 |
Errors prevent comprehension |
|
4 |
Some spelling & agreement errors throughout |
|
6 |
Very few errors |
|
Criteria |
Scale |
|
|
|
Logical sentence order |
2 |
4 |
6 |
|
Clear and vivid detail |
2 |
4 |
6 |
|
Organization |
2 |
4 |
6 |
|
Accuracy |
2 |
4 |
6 |
8.2 Participation in class activities is important to your success in a world language class.
8.2.1 I shall take note throughout the course of student participation levels. A participation score will be recorded at the end of each quarter.
8.2.2 By being prepared and willingly participating in class activities – face-to-face in <El Salón> and on-line in the BlackBoard Discussion Forum, you can earn maximum participation points.
8.2.3 Likewise, lack of participation in activities and discussions will adversely affect your final grade.
8.2.4 Counter-productive behaviors, such as, but not limited to- speaking out of turn, chatting off-task to the point of distracting classmates and/or disrupting the class and continually speaking in English in class instead of the target language [TL] will be adversely reflected in your final course grade.
8.3 Essays must be of the required length, and submitted on time to be eligible for full credit.
8.3.1 One letter grade will be lost for each day an essay is late unless other arrangements have been made in advance.
9.1 IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
9.2 Grade Point Calculation
|
Assessment |
Possible |
My |
|
Essay 1 |
24 |
|
|
Essay 2 |
24 |
|
|
C1 - Discussion |
12 |
|
|
C2 - Discussion |
12 |
|
|
C3 - Discussion |
12 |
|
|
C4 - Discussion |
12 |
|
|
C5 - Discussion |
12 |
|
|
C6 - Discussion |
12 |
|
|
C7 - Discussion |
12 |
|
|
Improvement in writing skills over time |
12 |
|
|
Participation 1 |
8 |
|
|
Participation 2 |
8 |
|
|
TOTAL POSSIBLE POINTS |
160 |
|
9.3.1 My "Extra Credit" Philosophy
As a faculty advisor to two IVCC student organizations I am deeply committed
to supporting student activities that provide cultural enrichment and
opportunities for extracurricular learning. Throughout the semester, I'll post
a series of activities that are eligible for extra credit points toward the
grade in this course. Some are passive activities such as attending a special
event; others are active opportunities to work on a World Language Organization
(WLO) project as a volunteer; others are purely academic opportunities - such as
writing an optional essay to earn points.
9.3.2 Guidelines for the ethical application of "Extra Credit" opportunities
As an instructor, my two-fold purpose in offering "extra credit" opportunities
includes encouragement of students to participate in extracurricular activities
at IVCC and provision of a "safety cushion" of points to help counterbalance a
disappointing performance on an assessment or serve as a means to improve a
grade for a student who has done all the coursework but may have had some
difficulty on assessments. It is not my intention to provide "extra credit"
points to students who participate in these activities instead of completing
required course work.
9.3.3 "Extra Credit" Policy
"Extra credit" points will be applied toward the grade of students who have
completed all course work. If a student has an incomplete grade for a missing
assignment or assessment, then the "extra credit" points will not be applied until the missing
assignments are completed for late, partial credit. Any quizzes missed because
of unexcused absences may not be made up.
10.1 Syllabus statement:
10.1.1 Effective Summer 2011, students will have the ability to initiate a withdrawal from classes. By completing the form in the Records Office or through the form located within WebAdvisor, the student is authorizing IVCC to remove him/her from the course. Entering the student ID number serves as the student’s electronic signature. IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.
10.1.2 Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.
10.1.3 More detailed information is available at www.ivcc.edu/admissions and selecting the menu item for Withdrawals on the left side of the page.
10.2 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
10.3 Students will not be automatically withdrawn by the professor for failure to attend class.
10.4 If a student has attended class after the Last Date for Withdrawal, that student is not eligible for a withdrawal unless there are extenuating circumstances.
10.5 If a student has extenuating circumstances and needs to request a withdrawal after the Final Withdrawal Date, it is necessary to obtain the signatures of both the professor and the dean of the division. Such approvals are not granted automatically.
11.1 Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
12.1 Academic integrity is directly linked to the Core Values of Illinois Valley Community College, three of which are RESPONSIBILITY, RESPECT and HONESTY. It is the RESPONSIBILITY of each student to RESPECT the academic integrity of our course by doing their own work, and by refusing to assist others in deception. Academic dishonesty violates the academic integrity expected of all students.
12.2 Academic dishonesty is defined as, but is not limited to:
12.2.1 Cheating – using or attempting to use unauthorized materials, study aids, or information in any academic exercise, including copying from another person’s work or preparing work for another person that is to be presented as the other person’s own work.
12.2.2 Fabrication – furnishing false information to a College official relative to academic matters, including, but not limited to, misrepresentation of written information provided in admission documents.
12.2.3 Plagiarism – comes from the Latin plagiare, which means “to steal.” Therefore, plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. This includes, but is not limited to, copying whole, portions or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove that their work is their own.
12.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
12.3 Academic dishonesty violates the Student Code of Conduct. The professor has full authority to identify academic dishonesty in her classroom and to impose any of the following sanctions:
12.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
12.3.2 Lower grade.
12.3.3 Involuntary withdrawal from the course.
12.3.4 Failure of the course.
12.3.5 The professor may report extreme cases of academic dishonesty (such as, but not limited to, collusion among a number of students, selling or providing papers or repeated violations of academic dishonesty, etc.) directly to the Vice President for Student Services for disciplinary action as outlined in section VII Disciplinary Process.
12.3.6 Other sanctions as determined by the professor. The sanction will be put in writing and signed by the student, professor and the Dean of Humanities, Fine Arts and Social Sciences Division.
13.1 Be prepared for class.
13.2 Arrive to class meetings on time.
13.2.1 If you do arrive late and disrupt the class upon arrival, say “Excuse me.” [And I’ll reply, “Thank you.”]
13.3 Be courteous.
13.4 Turn off the ring on cellular phones or pagers.
13.5 Pack up to leave only after class is officially dismissed.
13.6 Unexpected cancellations of class
13.6.1 In the event of a school closing due to inclement weather, announcements will be released by IVCC to local media. School-wide closings are also posted to the college web site at www.ivcc.edu.
13.6.2 In the event of a class cancellation, it will be posted on the college web site, on my office door and on the classroom door.
13.7 Collaborative learning - In class, students will often work with a partner, and will be assigned to a study group. Many students find it helpful to extend this practice in their study routine outside of class, too. Exchange e-mail addresses and phone numbers with members of your study group. Encourage them to contact you to discuss the assignments studied in class, work together in the LRC and help one another in learning new material. Also, if you should ever be late for class or have to be absent, members of your study group can be contacted to determine what information was missed and needs to be made up.
13.8 A note to my students about learning a new language:
13.8.1 A language cannot be learned overnight. Daily practice is much more useful than cramming the night before the exam. When learning new vocabulary, it is helpful to use the terms in original sentences several times. Write them; say them out loud; turn them into questions; answer them; make flash cards; use them in conversations with classmates. Use the study methods that work best for your personal learning style. It is essential to come to class prepared for the lesson. Read the materials, do the assignments in advance of the class. Be ready to discuss and use the new material in Spanish. Unprepared students are at least as boring as unprepared instructors – and nearly as damaging to the class.
13.8.2 However, even with careful preparation, do not expect to speak perfectly. Expect to make mistakes, to sound and feel silly at times. Most importantly, expect to enjoy this class, too. That is what learning a language is about. But, everyone must make a genuine commitment of time and energy to do so.
14.1 The Early Alert System helps to promote your academic success through the development of a comprehensive process to identify, assist, and follow-up with you as challenges to successfully complete a course may arise. The process consists of the identification of such challenges by faculty referral, self-report, and/or GPA.
14.2 Once identified, you will meet with a counselor to assess areas of difficulty and develop a Success Agreement. The Agreement will outline a very specific and individualized plan for you to employ to work toward academic improvement.
14.3 Students participating in this program will be encouraged to meet more frequently with their counselor to review progress so any new or continuing difficulties can be addressed, and successes can be recognized. Students will continue in the program until satisfactory improvements are achieved.
15.1 General Organization of Each Study Unit
| Authentic literary selections from a Specific Period in Spanish History in Target Language [TL] |
| Composition - Pre-writing |
| Class Discussion [face-to-face at <El Salón> or on-line in BlackBoard Discussion Forum] |
| Web-based Resources about Authors, Works, Historical Period |
| Lexical Choice - Vocabulary Development |
| Grammar Review |
| Composition |
15.2 For each of the six historical periods in Latin American Literary History that you will study, follow this procedure to incorporate all the elements of the study unit in your learning experience:
| Read the historical back ground at the beginning of each unit. | ||||||||||||
| Visit the publisher’s web site at
http://voces.heinle.com for background on the chapter materials.
| ||||||||||||
| Check the additional links provided in the course outline on my web site for more information about the authors and their works. [optional] | ||||||||||||
| Scan each literary selection for vocabulary and a preview of content. Refer to the <Glosario de terminos literarios y culturales> on p. 614. | ||||||||||||
| Consider the <Preguntas generales>. | ||||||||||||
| Read the footnotes carefully. | ||||||||||||
| Write down any questions you have. Share them with classmates in your discussion group on line or at <El Salón>. | ||||||||||||
| Now, read the selections carefully for comprehension. | ||||||||||||
| Read the <Preguntas de análisis>, <Temas para informes escritos> and <Temas de reflexión y comentario> in the writer’s reference at the end of each selection. | ||||||||||||
| At least once per week, offer your comments of the selections you have read in an e-mail to all members of the class AND reply to your classmates’comments. Copy me on all e-correspondance for participation credit. Correspond in the Target Language [TL], using the vocabulary you are learning in each unit. | ||||||||||||
| Scan the English Grammar for Students of Spanish for review of any grammar points you need to review for your essays, e-chats and discussion. | ||||||||||||
| Visit the Atajo <Verb Conjugator> for help with verbs at http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0759396663&discipline_number=303 | ||||||||||||
| If you need practice, write out some of the grammar exercises in your portfolio. [optional] | ||||||||||||
| Check the links on my web site at <http://www.ivcc.edu/pietrolonardo/index.html> or in the LRC for more practice on any of the topics listed in the Media Finder for this course. [optional] | ||||||||||||
| Once each quarter:
|
15.3 Specific Study Units with Timeline
|
Date |
Day |
Description |
Readings & Other Assignments |
|
1/14 |
M |
SPRING SESSION BEGINS Acquaint yourself with Course Schedule of Readings and bring your questions to "El Salón" Orientation on M 1/14 "El Salón" Orientation Session - Introduction to Course M 01/14 10:30 AM IN A-316 c.1 La configuración del mundo hispanoamericano (¿?- 1824) |
Read/E-chat: pp 1-5 Introduction pp 23-27 Cristóbal Colón pp 28-36 Bartolomé de las Casas pp 61-69 El Inca Garcilaso de la Vega
|
|
1/21 |
M |
M.L. KING DAY – COLLEGE CLOSED |
|
|
1/28 |
M |
LAST DAY FOR REFUND |
Read/E-chat: pp 75-77 y 80-83 Sor Juana Inez de la Cruz pp 86-92 Fernández de Lizardi pp 93-98 Andrés Bello |
| 1/30 | W |
Essay #1 Due
by email to
anna_pietrolonardo@ivcc.edu C2 Búsqueda de la emancipación cultural (1825-1882) |
Read/E-chat: pp 101-110 Introducción pp 111-119 José María Heredia pp 120-136 Esteban Echevarría |
|
2/01 |
F |
DEADLINE TO APPLY FOR SPRING GRADUATION |
|
|
2/6 |
W |
|
Read/E-chat: pp 137-153 Domingo Faustino Sarmiento pp154-158 Gertrudís Gómez de Avellaneda pp 159-163 Juan Montalvo |
|
2/13 |
W |
Read/E-chat: pp 154-174 Ricardo Palma pp 175-186 José Hernández pp 187-196 Clorinda Matto de Turner |
|
|
2/18 |
M |
All President’s Day (College Closed) |
|
| 2/20 | W | "El Salón" A-316 10:30 AM |
Read/E-chat: pp 197-206 Introducción pp 207-221 José Martí pp222-232 Manuel Guitiérrez Nájera |
|
2/27 |
W |
Essay #2 Due
by email to
anna_pietrolonardo@ivcc.edu by10PM |
Read/E-chat: pp 233-239 José Asunción Silva Pp 240-257 Rubén Darío Read/E-chat: pp 258-267 Baldomero Lillo pp 268-278 Leopoldo Lugones
|
|
3/6 |
W |
|
Read/E-chat: pp 279-292 Introducción pp 293-298 Horacio Quiroga |
| 3/07 | R |
MID-TERM - LAST DAY OF FIRST 8 WEEKS |
pp 308-313 Delmira Agustini pp 314-318 Alfonso Reyes |
| 3/13 | W | C4 Continuidad y ruptura: hacia una nueva expression (1910-1960) |
pp 319-326 Gabriela Mistral pp 327-331 Alfonsina Storni |
| 3/08 | F | Faculty Development Day (No Classes) |
|
|
3/11 - 3/16 |
M-Sa |
Spring Break for Faculty and Students (No Classes) |
|
|
3/20 |
W |
Essay #3 Due
by email to
anna_pietrolonardo@ivcc.edu |
pp 332-338 César Vallejo Read/E-chat: pp 354-363 Jorge Luis Borges pp 364-370 Miguel Angel Asturias |
|
3/27 |
W |
|
pp 371-376 Nicolás Guillén pp 380-391 Alejo Carpentier pp 399-401 PabloNeruda pp 402-408 Juan Rulfo |
| 4/01 | M |
Summer Registration Begins Online |
|
| 4/09 | T |
Fall Registration Begins Online |
|
|
4/11 |
R |
LAST DAY TO WITHDRAW C5 Consolidación y expansión (1960-1975) |
Read/E-chat: pp 409-417 Introducción pp 418-426 Julio Cortázar pp 427-444 Octavio Paz Read/E-chat: pp 445-458 Emilio Carballido pp 459-466 Rosario Castellanos |
|
4/17 |
W |
Essay #4 Due by email to anna_pietrolonardo@ivcc.edu "El Salón" A-316 10:30 AM |
pp 467-477 Carlos Fuentes Read/E-chat: pp 478-487 Gabriel García Márquez pp 488-493 Elena Poniatowska pp 494-502 Mario Vargas Llosa Read/E-chat: pp503-510 Introducción |
|
4/24 |
W |
C6 Asimilación y diferencia (1976-) |
pp 542-548 Antonio Cisneros pp 549-560 Isabel Allende Read/E-chat:pp 572-579 JoséAlcántara Almánzar pp 580-590 Ana Istarú |
|
5/1 |
W |
Essay #5 Due
by email to
anna_pietrolonardo@ivcc.edu |
|
| 5/15 |
T |
STUDENT BREAK BEGINS |
8-) |
|
5/16 |
W |
FINAL GRADES TO REGISTRATION & RECORDS BY 10 AM |
|
|
5/18/13 |
Sa |
SPRING
SESSION ENDS & COMMENCEMENT |
15.4 Quick web links for HFA-1007-09:Survey of
Hispanic
Literature
Voces Web Site
Anna Marie Pietrolonardo © 2005, All rights reserved
amp 01/09/2013
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