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SP 301 Advanced Spanish Conversation
Byer, Silvia


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SP 301 Advanced Spanish Conversation

Semester

SP 2010 HO

Faculty

Byer, Silvia

Title

Assistant Professor

Degrees/Certificates

Ph.D.
Masters in Romance Languages
Masters in English

Office Location

CO216

Office Hours

T-TH 10-11 and 2-3 & by appointment

Daytime Phone

816-584-6865

E-Mail

silvia.byer@park.edu

Semester Dates

Jan12 - May 8

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Prerequisites

sp294

Credit Hours

3


Textbook:
 

Cinema for Spanish Conversation 2nd edition

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
The New Latin American Cinema. A Continental Project, Zuzana M. Pick
Cinema and Social Change in Latin America. Conversations with Filmmakers, Julianne Burton
Mediating Two Worlds. Cinematic Encounters in the Americas, eds. John King, Ana M. López, Manuel Alvarado

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SP 301 Advanced Spanish conversation: Based on the viewing of films made by U.S. Latino, Spanish and Spanish American filmmakers, this course emphasizes the practice of oral communication skills and analytical approaches to film reviews. Taught in Spanish. Prerequisites: SP294 or equivalent. 3:0:3.

Educational Philosophy:
My goal is to facilitate learning for both students and the instructor.  Within this framework I demand preparation and participation, encourage discussion and respect for ideas, support student efforts to improve skills and enhance knowledge, challenge students’ thinking and expect them to question mine.  

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and comment theoretically on movies which form the basis of the conversation portion of this course;
  2. Demonstrate an appreciation of individual filmmakers and national traditions and describe their contributions to the larger picture of contemporary Latino/Hispanic film
  3. Report on items from television news programs and lead a discussion that encourages participation of peers


Core Assessment:
Class participation, quizzes/exams, discussion session, papers, homework and Core Project

·    *Core Project: Prepare a class in which you lead and facilitate discussion of a film viewed in class.


Link to Class Rubric

Class Assessment:
Preparation, analysis, homework, lead class discussion, final exam

Grading:
 

Preparation and Discussion:  30%
Homework and Research:  30%
Midterm Exam: 10%
Final Exam 10%
Core Project: 20%

Late Submission of Course Materials:
All assignments are due on the day indicated in the syllabus.  Unless arrangements are made in advance with the professor, late work will automatically receive a reduced grade. 

Classroom Rules of Conduct:
 

Active participation is essential in this course.  A principal portion of your final grade will reflect your preparation and role in class discussions. Active participation occurs when the student responds to posted coursework and discussion questions in a manner that reflects the weekly assignments.

Courtesy in all exchanges with instructor and other students, careful reading and comments on other students' work,  prompt responses to instructor concerning essay corrections, best effort in fulfilling assignments.

Course Topic/Dates/Assignments:

 
Plan para cada capítulo

•    Antes de ver la película:
Lean: “Presentación de la película,” revisen “Preparación,” y el tema de “Investigación” indicado en el sílabus

•    Después de ver la película:
Hagan para contestar en clase Exploración, Temas de conversación, Hablan los personajes, y contesten las preguntas a “Más allá de la película

enero
12    Introduction   
    Vocabulario del cine xiii
    “Antes de ver la película”
14    “tbd”
    Preparen la discusión según las instrucciones arriba.
    Entreguen la tarea “Más allá de la película”

19    “El Norte”
21    Discusión  ________________________

26    “Danzón”
28    Discusión ________________________

Febrero 2    “De eso no se habla”
 4    Discusión ________________________

9    “La historia oficial”
11    Discusión ________________________

16    “Caballos salvajes”
18   Discusión ________________________

23   “Fresa y chocolate”
25    Discusión ________________________

Marzo 2    Resumen, análisis, comparación
4    Examen Parcial: Discusiones entre la Profesora y tres grupos de dos estudiantes turnándose.

9  Vacaciones de Primavera
11 Vacaciones de Primavera

16   “Guantanamera”
18    Discusión ________________________

23  “Retrato de Teresa”
25   Discusión ________________________

30   “Belle Epoque”
Abril 1      Discusión ________________________

6    “Mar adentro”
8     Discusión ________________________

13    “Todo sobre mi madre”
15    Discusión ________________________

20   “Mar adentro”
22    Discusión ________________________

27   Resumen
29  “Cabeza de Vaca”

Examen Final
5.7    1-3:00

La discusión de “Cabeza de Vaca” es el examen final, a través de discusiones entre la Profesora y tres grupos de dos estudiantes en turno.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
At the beginning of the presentation the student explains the reasons s/he chose this topic and gives an account on 5-6 sources. At the beginning of the presentation the student explains the reasons s/he chose this topic and gives an account on 5-6 sources. At the beginning of the presentation the student explains the reasons s/he chose this topic and gives an account on 3-4 sources. The student does not explain the reasons s/he chose this topic. 
T                                                                                                                                                                                                                                                          
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student analyses and integrates the cultural exponent of the country s/he selected. The information has to come from al least 5 articles or newspapers. The student analyses and integrates the cultural exponent of the country s/he selected. The information has to come from al least 5 articles or newspapers. The student analyses and integrates the cultural exponent of the country s/he selected. The information has to come from al least 3 articles or newspapers. The student does not analyze and integrate the cultural exponent of the country s/he selected. The information has to come from al least 5 articles or newspapers. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student is able to compare and contrast more than 6 aspects of the culture s/he is presenting with aspects of the culture in the United States. The student is able to compare and contrast 5-6 aspects  of the culture s/he is presenting with aspects of the culture in the United States. The student is able to compare and contrast 3-4 aspects of the culture s/he is presenting with aspects of the culture in the United States. The student is able to compare and contrast the aspect of the culture s/he is presenting with aspects of the culture in the United States. 
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The meaning and the use of the vocabulary is clear and appropriate. The student will use more than 25 expressions in the Spanish language that describe the condition(s). The meaning and the use of the vocabulary is clear and appropriate. The student will use at least 20 -25 expressions in the Spanish language that describe the condition(s). The meaning and the use of the vocabulary is clear and appropriate. The student will use at least 15 -20 expressions in the Spanish language that describe the condition(s). The meaning and the use of the vocabulary is not  clear and appropriate. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student demonstrates in depth understanding of global diversity including values and beliefs typical of that region. The student demonstrates a good understanding of global diversity including values and beliefs typical of that region. The student demonstrates a minimal  understanding of global diversity including values and beliefs typical of that region. The student dos not demonstrate a good understanding of global diversity. 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Speech is sustained throughout with few pauses or stumbling.
Sentences contain no errors in word order; grammar and verbs tenses are appropriate.  
 
Speech is sustained most of the time, student shows some hesitation but manages to continue and complete thoughts.  Sentences contain minor errors in word order; grammar and verbs tenses are appropriate. Speech is choppy and slow with frequent pauses; few or no incomplete thoughts little sustained speech.  Sentences contain major errors in word order; grammar and verbs tenses are appropriate. Speech is halting an d uneven. With long pauses  or incomplete thoughts. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The presentation on Cultural Diversity is outlined and clearly follows the MLA style. Only has 2-4 errors. The presentation on Cultural Diversity is outlined and clearly follows the MLA style. Only has 5-6 errors. The presentation on Cultural Diversity is outlined and clearly follows the MLA style. Only has more than 5-6 errors. The presentation on Cultural Diversity is not outlined and clearly does not follow the MLA style. 
Component                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The presentation contains two major components: 1.Oral 2.Writing components. The writing component will have the following section: -Cover page -Abstract – with thesis  -Introduction, which contains a rationale of the literature used -Elaboration of the research -Effectiveness of the information found and application in our culture -Has to be at least 20 pages. -The student uses the computer to give the presentation in Power Point. The presentation contains two major components: 1.Oral 2.Writing components.  The writing component will have the following section: -Cover page -Abstract – with thesis  -Introduction, which contains a rationale of the literature used -Elaboration of the research -Effectiveness of the information found and application in our culture -Has to be at least 20 pages. The presentation contains two major components: 1.Oral 2.Writing components.  The writing component will have the following section: -Cover page –Introduction -Elaboration of the research -Effectiveness of the information found and application in our culture -Has to be at least 14 pages. The presentation does not contain the  two major components: 1.Oral 2.Writing components

 

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Last Updated:1/10/2010 12:33:50 PM