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Course Syllabus

1. Course Number/Name: SPN-2001-01
 Intermediate Spanish 1    Fall Semester          

1.1 Day/Time: SPN-2001-01 TR 10:00-11:45 am

1.2 Classroom: A-300

2. Instructor Information:

2.1 Name: Anna Marie Pietrolonardo         

2.2 Preferred method of communication: office hours, campus e-mail    Flag of Spain

2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu

2.3 Office: A316                                                         


MTWR 8:30-9:00 AM, MW 11:15 AM-12:15 PM, and TR 11:45 AM-12:15 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. Required text and materials

3.1 TEXT AND Heinle Learning Center * 

3.1.1  Interacciones, 7th Edition

  Emily Spinelli - University of Michigan - Dearborn

  Carmen García - Arizona State University

  Carol E. Galvin Flood - Bloomfield Hills Schools

  Bundle: Text + iLrn™ Heinle Learning Center Printed Access Card

ISBN-10:113329264X | ISBN-13: 9781133292647

  496 Pages  Paperback 

  ©2013     Published by Cengage Learning


3.2.1 Internet resources for collaborative/independent study.

3.2.2 * These items are included with the text in a course text bundle in the IVCC Book Store

3.2.3 (It is essential that you purchase the correct "text bundle" that includes the textbook and the Quia/Heinle Learning Center Student Book Code. Contact the IVCC Bookstore to make your purchase before class begins.)

3.3 Black Board Course Shell

4. Course description

4.1 An intermediate Spanish course designed to foster development of the four essential skills of language acquisition: comprehension of spoken Spanish, reading comprehension, speaking and writing, and an awareness of cultural and literary contributions from the 21 Spanish speaking societies.

4.2 The student will develop, review and expand skills acquired through assigned study and will collaborate with other learners to develop projects, write journals and participate in discussions.

4.3 Traditional Face-to-Face, Blended and Fully Online sections are available.

5. Expected learning outcomes

5.1 Upon completion of the class, student will be able to

5.1.1. Speak comprehensibly in the target language [TL].

5.1.2 Comprehend statements spoken in the TL.

5.1.3 Demonstrate comprehension of readings in the TL.

5.1.4 Write comprehensibly in the TL.

5.1.5 Demonstrate intermediate knowledge of the global Hispanic culture.

5.1.6 Demonstrate awareness of cultural diversity.

5.2 Outcome 1 - Student will speak comprehensibly in the target language [TL].

5.2.1 Competency 1.1 Begin, sustain and close a  conversation.

5.2.2 Competency 1.2 Ask and answer questions.

5.2.3 Competency 1.3 Speak in complete sentences.

5.3 Outcome 2 - Student will comprehend statements spoken in the TL.

5.3.1 Competency 2.1 Understand classroom instructions.

5.3.2 Competency 2.2 Understand classmates when they speak in TL during class activities.

5.3.3 Competency 2.3 Understand the main ideas in native speaker conversations during class activities.

5.4 Outcome 3 - Student will demonstrate comprehension of readings in the TL.

5.4.1 Competency 3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.

5.4.2 Competency 3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.

5.4.3 Competency 3.3 Comprehend the main ideas in readings about material studied in class.

5.5 Outcome 4 - Student will write comprehensibly in the TL.

5.5.1 Competency 4.1 Write same information as oral exercises in class.

5.5.2 Competency 4.2 Write intermediate paragraphs and narratives that could be understood by a native speaker..

5.6 Outcome 5 - Student will demonstrate intermediate knowledge of global Hispanic culture.

5.6.1 Competency 5.1 Recognize, discuss and write about cultural differences in material studied in class.

5.6.2 Competency 5.2 Understand origins of customs and traditions in other cultures.

5.6.3 Competency 5.3 Understand origins of customs and traditions in student's own culture.

5.7 Outcome 6 - Student will demonstrate awareness of cultural diversity.

5.7.1 Competency 6.1 Examine and reflect on personal and civic values and responsibilities in the global community.

5.7.2 Competency 6.2 Understand and develop sensitivity to language, values, customs and traditions of others.


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. 

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 Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.

8.1.1 Participation in class activities is important to your success in a world language class. By being prepared and willingly participating in class activities, you can improve your skills in the target language [TL]. Likewise, lack of participation in activities and discussions will adversely affect your results. I shall take note throughout the course of student participation levels. A participation score will be recorded at the end of each quarter. By being prepared and willingly participating in class activities - both face-to-face and online, you can earn maximum participation points. Likewise, lack of participation in activities and discussions will adversely affect your final grade. 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

8.2  Pre-assessment

8.2.1 A pre-assessment  examination will be administered the first day of class. This will not be used as a grade in the course. Instead, it provides a benchmark of language proficiency against which to measure progress during the course. It also helps to establish the common level of understanding among the group of students so that lessons can be paced appropriately.

8.3 Quizzes

8.3.1 There will be three quizzes, each worth 100 points.

8.3.2 These quizzes assess the student’s mastery of material in the current chapters.

8.3.3 The written assessment may include, but is not limited to short answer questions, essays, sentence completion Cloze exercises, and vocabulary matching.

8.4 Capstone Performance

8.4.1 The Capstone Performance earns up to 100 points.

8.4.2 Students will work individually to prepare a project according to an assigned theme. The project will provide the student with an opportunity to demonstrate successful completion of the course objectives, with particular emphasis on Objectives One and Four - Speaking and Writing.

8.5 Oral assessment as part of final semester examination

8.5.1 The assessment of a student’s speaking ability will be graded according to this 100-point rubric.

8.5.2  Rubric for Oral Assessment

Listening comprehension [15]                                               __________

Is there negotiation of meaning between learners to establish comprehension? Is the learner’s response appropriate to the context?

Fluency and completeness of response [15]             __________

Did the learner respond fluently or haltingly? Were there long pauses in the learner’s speech? Did the learner use complete sentences? Did the learner provide many details?

Pronunciation [20]                                                      __________

Are the sounds that the learners use those of Spanish? Is the influence of English noticeable in the learner’s pronunciation?

Vocabulary [25]                                                          __________

Does the learner use a wide range of vocabulary, or do many words appear to be recycled in response after response? Does the learner respond incompletely or incorrectly due to a lack of appropriate vocabulary?

Grammatical accuracy [25]                                       __________

Is there subject/verb and noun/adjective agreement? Are genders correct? Is adjective placement correct?

Are verb tenses used correctly and appropriately? Is word order correct and logical?

Total                                                                           __________


Rubric Rev.08/19/07-amp


8.5.3 The topic of the conversation will be based on the material in this course.

8.5.4 The oral evaluation assesses your knowledge compared to the communicative goals listed at the beginning of each chapter in the course syllabus.

8.5.5 It is your responsibility to speak.

8.5.6 If the professor must prompt you, then you will receive fewer points.

8.5.7 Do show what you have learned.

8.5.8 Do speak clearly and confidently, without hesitation.

8.5.9 Avoid the use of English.

8.5.10 Do not ask for vocabulary.

8.5.11 Do not ask how you are doing.

8.5.12 Do not ask if you have said enough.

8.5.13 Do not chew gum or any other substance during the oral assessment.

8.6              Written Assignments in TL

8.6.1        Students will be expected to write short essays on a variety of topics as part of course assignments.

8.6.2        The written portion of the final examination will be worth 100 points.

8.6.3        All writing assignments will be judged by this rubric:  Writing rubric


Explanation of Rubric



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: ___/12





Logical sentence order




Clear and vivid detail












8.7 Formative Assessments - These assessments are not for grades; instead, they provide information to help students to learn and the instructor to teach.

8.7.1 Pre-Examination - a written pre-examination will be administered the first week of class to help determine the level of prior knowledge with the target language [TL]. This examination is not part of the course grade.

8.7.2 Classroom Assessment Techniques [CATs] - These assessments will be administered periodically to help determine class acquisition of new material, identify subjects for review and prepare for summative assessments. CATs used include "Clearest/Muddiest", "Minute Paper", "RSQC2" and others. CATs are not taken for a grade. Feedback resulting from CAT administration is reported back to the class in a timely manner to help students learn.


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







Tech Orientation


Partner Performance 1   25  
Partner Performance 2   25  
Partner Performance 3   25  
Group Performance 4   25  
Group Performance 5   25  

Quiz 1



Quiz 2



Quiz 3



Participation 1



Participation 2



Homework 1



Homework 2



Journal  1                        



Journal 2



Capstone Performance  100  

Final Oral Examination             



Final Written Examination           






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 extra curricular 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 to earn points - such as writing an optional essay.

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 extra curricular 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 earned lower than desired grades 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

10.1 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.

12.1.2 Students will abide by the IVCC Student Code of Conduct as outlined in the Student Handbook at all times.

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. Class Policies and Procedures

13.1 Be prepared for class activities in the modules by doing the homework in preparation for class.

13.2 Complete assignments on time.

13.2.1 Be courteous.

13.3 Unexpected delays or cancellations of class: Because partial delivery of this class depends on access to the Internet, it is possible that access will be delayed from time to time due to technical difficulties. Please remain calm, patient and courteous should we experience technical difficulties. Appropriate adjustments in course expectations will be made to allow students an opportunity to complete any assignments that are interrupted due to such system-wide delays.

13.4  Communication Procedures and E-mail Etiquette
13.4.1 Effective Summer 2011, all students will be responsible for checking their IVCC email. All electronic college correspondence will only be sent to the IVCC email.
Students still have the ability to forward their email to another account.

13.4.2 Appropriate routing of information requests For information on accessing your IVCC student e-mail account, Web Advisor, BlackBoard log on or other IVCC technology issue, go to the Learning Commons. For technical information regarding the Heinle Learning Center [HLC] in Quia such as browser incompatibilities with your computer that might require adjustments, difficulty logging on to your course in HLC, contact Quia technical support from the home page of your quia platform at http://books.quia.com . For all course content related questions you have four available resources: Go to BlackBoard [BB]-Course Information-Frequently Asked Questions [FAQ] and search the topics for the information you need. This resource is a compendium of answers that I have given to questions asked often.  Make FAQ your first resource. FAQ is available 24/7 and you will very likely find the information you need there. Post your question in the BB-Discussion Forum-General Instructions for Collaboration at the top of the BB Discussion Forum. Members of the class are encouraged to ask and reply to questions in this forum. Sometimes, the best way to remember something that you are trying to learn is to explain it in your own words to someone else. I also monitor the posts and will offer helpful comments when needed. E-mail me at
anna_pietrolonardo@ivcc.edu using the protocol listed below in 13.4.3. Call or visit me in person during scheduled office hours on the IVCC campus in A316.

13.4.3 In order to expedite the process when you send me an e-mail, identify yourself by first and last name, course and class section and the topic of your message. Here is an example of a clearly worded e-mail subject line:
Subject: Bill Jones SPN-1001-100-FA13 - M1 Homework Question
Please do not expect me to take the time to lookup your name in all my course rosters to determine which class and section you are in. Although I do try to learn the names of all my students, I often have several students with similar names. Please do not assume I will be able to identify you if you only give me your first name. AND, be specific about the question you are asking me. Please don't expect me to search through all the course resources for the specific place where you were in an exercise in BlackBoard or Heinle Learning Center in order to reply. Either send me a screen shot, clip and paste, or key in the actual question so I can reply more promptly. The more specific you are in wording your request, the more promptly you will receive a response. I use a triage system to prioritize messages when I face a full inbox. If you are having a problem that requires urgent attention, please indicate that in the subject line. Example: Mary Garcia, SPN-1001-150, Problem with Quiz #2. When I see an urgent message, I'll read it first. However, please don't say that everything is "urgent" when it is not. We all know what happened to the student that cried "Lobo" ...

13.4.4 Response Time Because of the large number of unidentified e-mails that I have received, I have adopted the policy of reading and responding to unidentified e-mails LAST. Please allow 48 hours (not including weekends or holidays) for a reply. Often, I am able to respond very quickly, but please do not expect an immediate reply.

13.5 Collaborative learning - In class activities, students will often work with partners or be assigned to study groups. Many students find it helpful to extend this practice in their study routine by posting general questions for discussion in the Black Board Discussion Forum, too. I encourage you to become acquainted with your classmates through the group activities in each module and to contact them to discuss the assignments studied in class, work together online and help one another in learning new material. Your activity in the BB-Discussion Forum and in the HLC Partner-Pairing activities will be reflected in your grade in each module activity.

13.6 Recommendations for learning a new language:
13.6.1 A language cannot be learned overnight. Daily practice is much more useful than cramming the night before an assessment. 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.

Recommended Study Sequence
It is essential to prepare for the module activities by first doing the homework to learn the "Puntos clave" or Key Points listed in the table for each chapter in the Schedule of Assignments that accompanies this Syllabus. Using the resources in BB-Course Documents and HLC in Quia for the current chapters as if they were an a la carte menu, select assignments that will be most helpful to you. Read the materials, do the assignments in advance of class or before attempting the module activities in an online class.. Be ready to discuss and use the new material in Spanish. Focus on what you know in Spanish, not on translation from Spanish back into English. In other words, learn to THINK IN SPANISH. The more knowledge you learn, the easier it will become to accomplish this.

13.6.3 Unprepared students are at least as boring as unprepared instructors – and nearly as damaging to the class. Be a responsible and courteous collaborator. Your partner or group members will be counting on you to do your part in a timely manner so that you can all complete your activities on time for maximum grade credit.

13.6.4 Learning a new language requires a genuine commitment of time and energy. Consider it an investment with many rewards to be gained through the process. Even with careful preparation, do not expect to speak perfectly or to be able to express yourself as well in Spanish as in your native language in the early days of your studies. Expect to make mistakes, to sound and feel silly at times. Consider this class a safe laboratory for experimentation with the Spanish language. Perhaps most importantly, expect to enjoy this class, too.


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. 

14.2Once 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. Disclaimer

15.1 This course syllabus is tentative. I reserve the right to amend it at any time.

16. 2011-2012 IVCC Academic Theme: RESPECT

16.1 Respect-- one of IVCC's core values of respect, caring, honesty, fairness and responsibility, represented by the acronym ReaCHFaR-- has been chosen as this year's campus wide theme. Respect influences each of us daily -- at school, in our homes, at work, and in our fields of study.

16.2 Keep the theme in mind as you complete course activities this semester.

17. Outline of assignments for the semester: Fall 2013

[  ]        SPN-2001-01           Professor Pietrolonardo

18.    Web links to supplemental resources:

18.1  Cengage Learning publisher web site


Rev. 08/18/2013 - amp


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