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Course Syllabus

1. Course Number/Name: SPN-2003-80
Spanish Composition and Grammar            

1.1 Day/Time 01/12/2015 - 05/16/2015 IND/FOL
he orientation class meeting will take place on Tuesday, January 13, 2015, at 8:45 AM  in A-316. At that time, students will receive course outlines and an explanation of all course requirements.If unable to attend this orientation, information is available in BlackBoard.

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: A-316

2.4 Office Hours in 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 Spanish Composition Through Literature, 6/e
Ayllón, Smith & Morillo
©2011 | Prentice Hall | Paper; 368 pp | 
ISBN-10: 0205696759 | ISBN-13: 9780205696758

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.

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 5.8.2 - 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 5.8.3 - Student will demonstrate reading ability in the TL.

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

Competency5.8.3.2 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 5.8.4 - 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 5.8.5 - Student will demonstrate intermediate knowledge of global Hispanic culture.

Competency5.8.5.1 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 5.8.6 - 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 5.8.7 - 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 need support or assistance because of a physical, psychiatric or cognitive disability you may be eligible for academic accommodations through the Special Populations office. Stop by office B-204 or call (815) 224-0284.

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

8.1The grade for this course is based on student performance on six 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 and outside of class.

8.1.1 Each essay should contain at least five paragraphs in Spanish, including an Introduction with a thesis statement, three body paragraphs and a summary/conclusion.

8.1.2 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 on-line or face-to-face is important to your success in a world language class. 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, 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 communicating in English instead of the target language [TL] will be adversely reflected in your final course grade.

8.3 Essays must be of the required five paragraph length, and submitted on time to be eligible for full credit. 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



Essay 6



Improvement in writing skills over time



Participation - Discussion Forum






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 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 Be courteous.

13.3 Turn off the ring on cellular phones or pagers before class begins.

13.4 Unexpected cancellations of class

13.4.1 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.

13.4.2 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.

13.5 E-mail Etiquette
In order to expedite the process when you send me an e-mail, identify
yourself by name, course and class section - especially if your e-mail
address does not include your 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 a reading or an exercise 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.
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.

13.6 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 CRC and help one another in learning new material. Also, if you should ever be late for a Salón meeting 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.

13.7 A note to my students about learning a new language:

13.7.1 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.

13.7.2 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 all about. But, everyone must make a genuine commitment of time and energy to do so.


14. Outline of assignments for the semester:
Spring 2015


14.1 General Organization of Each Study Unit

bulletAuthentic literary selection in Target Language [TL]
bulletComposition - Pre-writing
bulletClass Discussion [face-to-face in Salón or on-line in BlackBoard Discussion Forum]
bulletLexical Choice - Vocabulary Development
bulletGrammar Review


14.2 For each of the six stories that you will read, follow this procedure to incorporate all the elements of the study unit in your learning experience:


bulletRead the biography of the author for background.
bulletReview the links (on my web page or in the BlackBoard course shell) for more information about the author.
bulletScan the story for vocabulary and a preview of content.
bulletRead the footnotes.
bulletStudy the Léxico vocabulary expansion section carefully.
bulletScan the Repaso grammatical.
bulletIf you need practice, write out some of the grammar exercises in your portfolio. [optional]
bulletCheck the links (on my web page, in the BlackBoard course shell) for more practice on any of the topics listed for this course.
bulletWrite down any questions you have. Share them with classmates in your discussion group.
bulletRead the Enfoque writer’s reference at the end of the chapter.
bulletNow, read the story carefully for comprehension.
bulletChoose a topic from the "Temas a escoger" section. Write a five paragraph essay in the TL on the selected topic. Incorporate the new vocabulary words and the grammar constructions studied in the unit.
bulletSubmit the essay by the due date via e-mail as an entry to your portfolio to anna_pietrolonardo@ivcc.edu .
bulletEssays must be of the required five paragraph 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.

14.3 Specific Study Units with Timeline

Color code:      Assignments & Due dates

                        Grammar Review

                        Writing Skill Development

                        Important Info from IVCC









Welcome E-mail provides first steps in orientation.

Save your questions for optional face-2-face orientation session M 1/13 from 12:15 TO 12:45 PM  or e-mail


Begin work on #1.<La siesta del martes.> Gabriel García Marquez




1/22 W

  "El Salón"  optional 11:00 AM

Course introduction:optional face-2-face orientation session

Repaso grammatical:

Ser y estar

Enfoque: Point of view; implied contrast







Essay #1 Due

Begin work on #2. <La casa de los espíritus.> Isabel Allende
2/05 W  

Repaso grammatical: Verbs and idioms




Enfoque: Using the right register

M All President’s Day (College Closed)



 Essay #2 Due

Begin work on #3<Nada.> Carmen Laforet
Repaso grammatical: Verb forms
2/26 W  "El Salón"  optional, A-316 12:15 TO 12:45 PM 



Evaluating the first draft: peer review and self-editing




Repaso grammatical:
The subjunctive mood - I




Enfoque: Revising the first draft
3/10 THROUGH 3/15 M-SA Spring Break for Faculty and Students (No Classes)  



Essay #3 Due


Begin work on #4<La ciudad y los perros.> Mario Vargas Llosa
3/28 F

Faculty Development Day (No Classes)

4/01 T
Summer Registration Begins Online 8 AM,in person Noon, on phone 2 PM



 "El Salón"  optional A-316 12:15 TO 12:45 PM  




 Fall Registration Begins Online 8 AM,in person Noon, on phone 2 PM
Essay #4 Due

Begin work on #5<La rama seca.> Ana María Matute  




 Repaso grammatical:
The subjunctive mood – II




Enfoque: Narration



 "El Salón"  optional A-316 12:15 TO 12:45 PM 

Essay #5 Due

Begin work on #6<Con los ojos cerrados.> Reinaldo Arenas.




Repaso grammatical:Subjunctive in <Si> clauses
Enfoque: Description



Essay #6 Due

5/15 R FINAL GRADES to Registration & Records  






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