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Course Syllabus

1. Course Number/Name:
-1007-80 Special Topic 
Survey of Hispanic Literature: Latin American
Literature IND

1.1 Day/Time M 01/12/2015 - Sa 05/16/2015 IND
he optional orientation class meeting will take place on Tuesday, January 13, 2015 from 2:00 to 2:30 PM in A-316. At that time, students will receive course outlines, orientation and an explanation of all course requirements. (If unable to attend, complete information is avalable in BlackBoard course.)

1.2 Orientation Meeting Place: A-316 [faculty office]

2. Instructor Information:

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


2.4.1 Office Hours

As posted below, or by appointment




8:30 AM – 9:30 AM

Office Hours

Office Hours

1:45 PM – 3:15 PM

Office Hours

Office Hours

2.5 Telephone: (815) 224 – 0250

2.6 FAX: (815) 224 – 3033

2.7 Web site: http://www2.ivcc.edu/pietrolonardo/

3. Required text and materials

3.1 Voces de Hispanoamérica - Antología literaria. Chang-Rodriguez. Thomson-Heinle

3.2 English Grammar for Students of Spanish. Emily Spinelli.  Olivia

4. Course description

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 HFA-1007-80 Special Topic has been added to SPN-2004-80 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. The HFA-1007-80 title will be used when a student elects to take the second semester of SPN-2004-80

5. Expected learning outcomes

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 Begin, sustain and close a  conversation.

Competency Ask and answer questions.

Competency Speak in complete sentences.

Outcome 6.8.2 - Student will demonstrate listening skill in the TL.

Competency Understand classroom instructions.

Competency Understand classmates when they speak in TL during class activities.

Competency Understand the main ideas in native speaker conversations during class activities.

Outcome 6.8.3 - Student will demonstrate reading ability in the TL.

Competency Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.

Competency Comprehend authentic materials containing basic vocabulary for thematic units studied.

Competency 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 Write same information as content of class discussions.

Competency 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 Recognize, discuss and write about cultural differences in material studied in class.

Competency Understand origins of customs and traditions in other cultures.

Competency Understand origins of customs and traditions in student's own culture.

Outcome 6.8.6 - Student will demonstrate awareness of cultural diversity.

Competency Examine and reflect on personal and civic values and responsibilities in the global community.

Competency 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 Analyze selected works of literature.

Competency  Discuss content, style, message of author and work in class.

Competency Write essays in TL about literary works read and discussed.

6. Accommodation statement

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

7.1 This course has been approved for the Emphasis in Global Studies.  If you are interested in learning more about the Emphasis, contact the Coordinator of International/MultiCultural Education or visit the International Education Website at http://www.ivcc.edu/internationaleducation.aspx?id=7456


8. Assessment of student learning

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



Most not logical


In logical order


Flows purposefully




Few details


Sufficient basic details


Clear and vivid




Not well organized


Some organization


Strong organization




Errors prevent comprehension


Some spelling & agreement errors throughout


Very few errors


Score:  ___/24





Logical sentence order




Clear and vivid detail














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. Grading: Point distribution

9.1 IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A

9.2 Grade Point Calculation




Essay 1



Essay 2



Essay 3



Essay 4



Essay 5



C1 - Discussion



C2 - Discussion



C3 - Discussion



C4 - Discussion



C5 - Discussion



C6 - Discussion



Improvement in writing skills over time






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. Withdrawal policy

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. Financial aid statement

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. Academic integrity

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. Classroom policies and procedures

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. Early Alert System - Illinois Valley Community College

 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. Outline of assignments for the semester:

Spring 2015

15.1 General Organization of Each Study Unit

bulletAuthentic literary selections from a Specific Period in Spanish History in Target Language [TL]
bulletComposition - Pre-writing
bulletClass Discussion [face-to-face at <El Salón> or on-line in BlackBoard Discussion Forum]
bulletWeb-based Resources about Authors, Works, Historical Period
bulletLexical Choice - Vocabulary Development
bulletGrammar Review


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:


bulletRead the historical back ground at the beginning of each unit.
bulletVisit the publisher’s web site at http://voces.heinle.com for background on the chapter materials.
bullet<El autor en Internet> features links to additional sites about the authors, bibliographies of secondary sources, other texts written by these authors, and biographies
bullet<El autor y su obra> consists of a chronology of the author’s life and work
bullet<Guía de material audio visual> features related links to audio files, images, art and film recommendations.
bulletCheck the additional links provided in the course outline on my web site for more information about the authors and their works. [optional]
bulletScan each literary selection for vocabulary and a preview of content. Refer to the <Glosario de terminos literarios y culturales> on p. 614.
bulletConsider the <Preguntas generales>.
bulletRead the footnotes carefully.
bulletWrite down any questions you have. Share them with classmates in your discussion group on line or at <El Salón>.
bulletNow, read the selections carefully for comprehension.
bulletRead 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.
bulletAt 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.
bulletScan the English Grammar for Students of Spanish for review of any grammar points you need to review for your essays, e-chats and discussion.
bulletVisit 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
bulletIf you need practice, write out some of the grammar exercises in your portfolio. [optional]
bulletCheck the links on my web site at <http://www2.ivcc.edu/pietrolonardo/index.html>   for more practice on any of the topics listed in the Media Finder for this course. [optional]
bulletFive times throughout the semester:
bulletSelect a literart work from five of the six chapters as the basis for your five literary essays.
bulletChoose a topic from the <Preguntas de análisis>, <Temas para informes escritos> or <Temas de reflexión y comentario> in the writer’s reference from your favorite selection.
bulletWrite a five paragraph essay in the TL on the selected topic.
bulletIncorporate the new vocabulary words and the grammar constructions studied in the unit.
bulletSubmit the essay by the due date specified below in 15.3 Specific Study Units as an entry to your portfolio by e-mail to anna_pietrolonardo@ivcc.edu [Hint: there is an underlined space between the first and last name in my e-mail address.
bulletEssays must be of the required length, and submitted on time to be eligible for full credit.
bulletOne letter grade will be lost for each day an essay is late unless other arrangements have been made in advance.



15.3 Specific Study Units with Timeline

Outline of assignments for the semester: Spring 2015  Under Construction




Readings & Other Assignments



Detailed Information about Course Available in Welcome E-mail

Acquaint yourself with Course Schedule of Readings and bring your questions to "El Salón" Orientation on M 1/13

"El Salón" Orientation Session -  Introduction to Course from 2:15 to 2:45 PM

c.1 La configuración del mundo hispanoamericano (¿?- 1824)

Read/E-chat: pp 1-5 Introduction
pp 16-19 Voces amerindias

pp 23-27 Cristóbal Colón

pp 28-36 Bartolomé de las Casas

pp 61-69 El Inca Garcilaso de la Vega








 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

1/29 W Essay #1 Due by email to anna_pietrolonardo@ivcc.edu
 Post C1 response by W 1/29/2014

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




Read/E-chat: pp 137-153 Domingo Faustino Sarmiento

pp154-158 Gertrudís Gómez de Avellaneda

pp 159-163 Juan Montalvo




Read/E-chat: pp 154-174 Ricardo Palma

pp 175-186 José Hernández

pp 187-196 Clorinda Matto de Turner



All President’s Day (College Closed)



2/19 W "El Salón" A-316 from 2:15 to 2:45 PM

 Read/E-chat:  pp 197-206 Introducción

pp 207-221 José Martí

pp222-232 Manuel   Guitiérrez Nájera



Essay #2 Due by email to anna_pietrolonardo@ivcc.edu by10PM

Post C2 response by 8 AM on W 2/26/ 2014


C3 La realidad americana y la renovación literaria (1882-1910)

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





Read/E-chat: pp 279-292 Introducción

pp 293-298 Horacio Quiroga

3/07 F


 pp 308-313 Delmira Agustini

pp 314-318 Alfonso Reyes

3/10 through 3/15 M-SA Spring Break for Faculty and Students (No Classes)





Post Chapter 3 reponse by 8 AM  3/17/2014.

C4 Continuidad y ruptura: hacia una nueva expression (1910-1960)


pp 319-326 Gabriela Mistral

pp 327-331 Alfonsina Storni



Essay #3 Due by email to anna_pietrolonardo@ivcc.edu
"El Salón" A-316
from 2:15 to 2:45 PM

pp 332-338 César Vallejo

Read/E-chat: pp 354-363 Jorge Luis Borges

pp 364-370 Miguel Angel Asturias




pp 371-376 Nicolás Guillén

pp 380-391 Alejo Carpentier

pp 399-401 PabloNeruda

pp 402-408 Juan Rulfo

3/28 F Faculty Development Day (No Classes)  
4/01 M

Summer Registration Begins Online 8 AM,in person Noon, on phone 2 PM

4/09 T

Fall Registration Begins Online 8 AM,in person Noon, on phone 2 PM





Post C4 response by 8 AM on R 4/10/2014.

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



Essay #4 Due by email to anna_pietrolonardo@ivcc.edu

"El Salón" A-316 from 2:15 to 2:45 PM

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



Post C5 response by 8 AM on W 4/23 /2014.

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



Essay #5 Due by email to anna_pietrolonardo@ivcc.edu

Post C6 response by 8 AM on W 5/07/2014.













 15.4 Quick web links for HFA-1007-09:Survey of Hispanic Literature
Voces Web Site

Atajo Verb Conjugator

<El Salón> Under Construction

< Spring Course Information

<Return to Course_Information

‹Return to Home Page

Anna Marie Pietrolonardo © 2005, All rights reserved

amp 12/28/2015