Syllabus for Span-301: Third Year Spanish I. Fall 2016. WOU.

DEPARTMENT OF MODERN LANGUGES FALL 2016 SPAN-301: Intermediate Spanish Composition and Conversation –Third Year Spanish– Professor: Office:

Office Hours:

Dr. José Mª Pérez-Sánchez Bellamy/HSS E-mail: 324 perezsanchezj@mail.wou.edu M-T-W-R 10.30-11.45am or by appt.

Phone: 503-838-8430

Class Time:

T-W-R 2-2.50 pm

Room:

MOD-104

REQUIRED MATERIALS  Text-Book: García-Serrano, de la Torre, Cash. ¡A que sí! Fourth Edition. Boston: Heinle Cengage Learning, 2013.  ILrn account (iLrn Access code included in the textbook) (Course Code BRDCC938) (*Notice: Physical copy of workbook not needed) ADDITIONAL MATERIALS  Directory of press and media in Spanish: http://www.prensaescrita.com/  A bilingual dictionary, Spanish-English / English-Spanish COURSE DESCRIPTION Span-301 is a hybrid course designed to develop students’ communicative abilities in Spanish in these four (4) skills: speaking, writing, listening and reading, as well as to enhance the students’ knowledge of ‘Hispanic cultures.’ This course provides students ample opportunities to practice their skills in Spanish given that the classes are student-centered, thus prioritizing a communicative approach towards learning. Furthermore, this course aims to enhance students’ abilities to use the resources of the internet critically as a research tool to gather meaningful and authentic information about the ‘Spanish-speaking world’ in order to reflect on its most significant matters. Your professor will provide you with a directory of online press in Spanish.

(Conducted in Spanish. Prerequisite: SPAN 203, or equivalent) *Note that this is a hybrid course and learning does not happen only during class time. In this regards, ILrn becomes a crucial component of the course. (See homework assignments) COMMUNICATION In addition to e-mails, your instructor will utilize Moodle for class communications. It is the student responsibility to check both their e-mail and Moodle account on daily basis to keep up with the course. Your professor will also be available to meet in person in his office during the offices hours referred in the course information box.

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COURSE GOALS  To develop critical thinking abilities  To increase awareness and understanding of ‘Hispanic cultures’  To build students’ oral proficiency  To expand and perfect knowledge of both vocabulary and grammatical structures  To improve reading and writing skills LEARNING OUTCOMES The following objectives are taken from the National Standards for Foreign Language Education.

After completing SPAN-301, students should be able to utilize all four skills to:  Express ideas accurately and fluently in writing (e.g. compositions, blog entries or other writing tasks assigned.)  Communicate in Spanish by describing, narrating, inquiring, and developing arguments logically in Spanish, both orally and in writing, in different environments and circumstances.  Speak with fluency, accuracy in structure and syntax, using a rich vocabulary and appropriate pronunciation and intonation.  Understand Spanish spoken by native speakers and to be able to communicate with them in natural situations.  Understand the spoken language both formally and informally in conversations or narrations by improving listening skills.

GRADING BREAKDOWN Grades are calculated based on the following category weights:       

Attendance and Participation Class Preparation Homework Compositions (x2 –2 versions each–) Written Exams (x3) Oral Presentation (Bienvenida and Research Topic) Oral Interview (x2: Mid-Term and Final)

10% 5% 15% 20% 30% 15% 10%

The following grading criteria will be used to determine the final grades for this course: A B+ C+ D+

93.0-100 88.0-89.9 78.0-79.9 68.0-69.9

AB C D

90.0-92.9 83.0-87.9 73.0-77.9 60.0-67.9

BCF

80.0-82.9 70.0-72.9 0-59.9

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______________________________________________________________________________ COURSE REQUIREMENTS AND CRITERIA ______________________________________________________________________________ ATTENDANCE, PARTICIPATION (10%) AND CLASS PREPARATION (5%)  Attendance: The attendance is mandatory and students are required to attend all classes. However, students are allowed a maximum of 3 unexcused absences, which should be reserved for short illnesses and emergencies. Once students reach four (4) unexcused absences, their final grade for the course will be lowered by one sign (e.g. a grade of Awill be lowered to a B+). For each two subsequent absences, their final grade will be lowered an additional sign.  Excused absences: If students know they are going to miss classes due to serious illness or some unexpected serious family-related matters, students should contact their professor immediately so that s/he could consider to excuse this absence. In order to count as an excused absence, the student must provide official documentation in writing. (e.g. signed doctors note including contact phone and date, copy of obituary, etc.). Students have one week to hand in the pertinent documentation after having missed class. A maximum of two (2) excused absences will be accepted, meaning that any other absences beyond the latter number will count as an unexcused absence regardless of the matter in question.  Missed content: The student is entirely responsible for all material and work covered on days that s/he is absent and s/he should ask a classmate to make up the missed materials.  Punctuality: Students are expected to come to class on time; every three (3) tardiness will be counted as one (1) absence.  Lateness: Students are allowed in class a maximum of ten (10) minutes late since the class starts but it will count as an unexcused absence. Note that students are not allowed in class after this 10-minute-grace period has passed. No exceptions will be made.  Participation: Successful progress in a language course requires that students keep up with all assigned materials together with class discussions and exercises. For this reason, there is a daily attendance policy included as part of each students’ participation grade. However, not all participation is considered equal, an active participation is crucial in learning a second language. This active participation reflects upon a student class preparation, which is also graded. *Active participation means the ability and willingness to demonstrate that a student has studied and learned the vocabulary and grammar assigned, and that a student has read and reflected upon the readings. ** Students should plan on studying approximately two hours per day of class.

HOMEWORK (15%)  ILrn: Homework is assigned on a regular basis and includes reading as well as written assignments (See column ‘Tarea - En casa’ in your Schedule found in this Syllabi).  Review: For those days of grammar review, students must study the grammatical points assigned and then complete grammar exercises on ILrn. To complete the assignments, students must follow these steps: STEP 1: WACHT the tutorial and STUDY the grammatical point(s) in the PDF file (Repaso gramatical).

STEP 2: DO all the corresponding exercises in the ILrn Platform. Students should be aware 3

that completion of the online assignments on the day they are due is part of the preparation for the class.

DEADLINE: Mid-night the day before class.

ATTEMPTS: Students have three (3) attempts to complete activities correctly.

COMPOSITIONS (20%) Two compositions of 250-300 words (10% each composition) will be assigned throughout the quarter and evaluated according to the student’s ability to use correctly and appropriately grammar points studied in the course. Each composition is to be turned in on the dates specified on the course schedule. No late compositions will be accepted.

Compositions will consist of two (2) versions:  First version (40%) (250 words): The first version consists of a writing on a particular topic explained by your professor in class. Your professor will mark areas of improvement and will return the composition to the student for revision. The student must follow the ‘Correction Code’ found in this Syllabi. (e.g. MW: missing word, AGR: agreement, etc.)

(See ‘Correction Code’)  Second/expanded version (60%) (300 words): The student will revise the first version’s feedback to make corrections in order to produce an expanded final version on the same topic.  The student will turn in both the first and the final versions to the professor at this time in order to assess progress. Your professor will grade and provide final feedback. *The professor will assign one day prior to each composition’s first versions to Taller de escritura, a writing workshop to explain writing techniques, structure, tips and expectations. (See dates in your schedule).

Formatting: 1. Font: Times New Roman, 12 pt., black ink.

2. Spacing: 1” margins, double-spaced.

3. Paper: Clean, white bond or typing paper.

4. No handwriting will be accepted, this includes accents and punctuation marks. Students need to set up their keyboard in Spanish.

EXAMS (30%) In order to evaluate students’ progress in this course, there will be three (3) exams. The first exam will cover chapters 1-2 (11%), the second exam will cover chapters 3-4 (11%) and the final exam will include all four chapters (8%). There will not be any make-ups for these exams. These exams will cover the material discussed in class as well as those activities assigned on ILrn. The written exams will focus on knowledge of the readings, vocabulary and grammar studied in each unit as well as listening skills.

ORAL PRESENTATION (BIENVENIDA AND RESEARCH TOPIC) (15%) This oral presentation will consist of two sub-sections: (1) Bienvenida (2) Research presentation of a topic based on a piece of news. (See directory of press in Spanish indicated in additional materials above) No make-ups are allowed.

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BIENVENIDA (5%)  Each student will sign up to give the Bienvenida at the beginning of class once throughout the semester.  The Bienvenida will take 3-4 minutes and must include the following: A) a brief welcome to classmates, B) the date and weather, C) a current event taken from the Directory of Press in Spanish, D) some answers to questions posed by classmates or questions relative to the current event.  Absolutely NO notecards are allowed for this Bienvenida sub-section. Memorizing a script is not recommended, a natural and communicative use of the language should be prioritized by the student here and valued by the professor.

RESEARCH PRESENTATION (10%)  This consists of four stages: Firstly, students will pick and read a piece of news of their interest from the Directory of Press in Spanish; Secondly, they must do research on the topic to gather more ideas; thirdly, they will present it to their classmates conducted entirely in Spanish.  Approach and Filter: Your presentation topic must be cleared by your professor at least the week before of the presentation takes place so that your professor has the chance to provide you with general advice and specific ideas prior the presentation.  Time allotted: The presentation will last approximately 10-2 minutes (per student minutes max.) including a couple of minutes for questions.  Content: Presenters will have to explain (1) critical reasons why they chose that article (*Notice: because me gusta or es interesante are not valid critical reasons), (2) a brief introduction to the topic, (3) show evidence of a well-structured presentation and (4) offer a clear explanation about the topic by developing ideas critically  Approach: This presentation needs to be made stimulating and thought-provoking so that it engages with the class to foster interest in the topic thus fostering a dialogue between presenters-audience and audience-audience.  Visual aids and/or transparencies may be and should be used as long as there is no text on them to read from and only 1 3”X5” note card per presenter with bulleted points may be used to help keep presenters on track and to avoid memorization. No direct reading from the note card is allowed and if it takes place will result in a drastic reduction of the grade. Before presenting, check your display materials for spelling errors, typos, misspelling, words without accent and 'Spanglish'.

(See this link for help: http://go.owu.edu/~dapeople/ggpresnt.html) ORAL INTERVIEW (10%) Students will have two (2) oral interviews with their professor throughout the course.  Mid-term Oral Interview (5%) As of the days indicated in the syllabus, students will meet either individually or in pairs with their professor by appointment during and outside of class time to speak in Spanish about topics covered in class for 8-10 minutes. More details about this assignment will be offered in class on due time. There will be no make-ups.  Final-Term Oral Interview (5%) As of the days indicated in the syllabus, students will again meet with their professor by appointment outside of class to speak either individually 5

or in pairs in Spanish about topics covered in class for 8-10 minutes. More details about this assignment will be given in class. There will be no make-ups. _____________________________________________________________________________________________________________________

Plan accordingly for each of the components of this course.

If you have any questions about the content of this Syllabus, please email your instructor. ______________________________________________________________________________ CLASS POLICIES REGARDING TECHNOLOGY IN THE CLASSROOM Cell phones, iPods, and PDAs are not conducive to a good learning environment in the foreign language classroom. The use of these devices will not be permitted unless otherwise specified for set days. Texting or using laptops other than for academic reasons is inappropriate and the professor will ask the student to leave the class, which will count as an unexcused absence regardless of class time passed.

WOU STUDENT SUCCESS SPECIALIST (SSS) Students in this class may be referred to the WOU Student Success Specialist (SSS) if the instructor determines their performance in the class is placing them at academic risk. The SSS will offer to work with referred students to address issues and develop a student success strategy. Irrespective of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course.

TUTORING CENTER Spanish tutors are available beginning the second week of the quarter. Call (503) 838-8428. Email tutoring@wou.edu Language Media Lab at MOD 104 DISABILITY STATEMENT If you have a documented disability that requires academic accommodations at Western Oregon University, you are required to have your accommodations coordinated through the Office of Disability Services (ODS). ODS is located in APSC, Rm. 405. Phone: 503-838-8250 VTTY. Email: ODS@wou.edu. Veterans and active duty military personnel with special circumstances are welcome and encouraged to communicate these, in advance if possible, to the professor. The student has to hand in their document to the professor by the end of the second week of classes since the course began. (Friday, the 7th of October) STUDENT SUCCESS CONCERNS If the instructor determines your performance in this class is placing you at academic risk, you may be referred to a member of the Student Success Team. A student success specialist will offer to work with you to address issues and develop a student success strategy. Regardless of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course. If you would like to meet with a student success specialist regarding any academic struggles you are experiencing, please contact the Academic Advising and Learning Center at 503-838-8428.

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STUDENT ABSENCE NOTIFICATION If for some reason you are absent due to an extenuating circumstance or medical situation, the instructor may ask you to report the incident through official channels before making exceptions to missed or late work. For more information on how to submit a student absence notification request, please contact the Academic Advising and Learning Center at 503-838-8428.

PLAGIARISM Academic honesty requires that all course work a student presents to an instructor honestly and accurately indicates the student's own academic efforts. It is inappropriate to engage in any activity that might constitute academic misconduct. Some examples include but are not limited to cutting and pasting from the web without proper citation, paraphrasing from the web or other sources without crediting such source, and using another person's ideas, words or research and presenting it as one's own. This includes computer-based translations.

ACADEMIC HONESTY Code of Student Responsibility: 574-031-0030 Specific Standards and Policies: The following list of prohibited forms of conduct is not all-inclusive since it is not possible to list all potential violations. The University requires that all students behave in a manner congruent with established community standards and in a manner conductive to the development of the individual. Actions detrimental to the mission of the University and the legitimate activities of the academic community, which constitute the University, are in violation of this Code and may be subject to judicial procedures.

1) Academic dishonesty, which includes but is not limited to: (a) Cheating- intentional use or attempted use of artifice, deception, fraud, and/or misrepresentations of one’s academic work; (b) Fabrication- unauthorized falsification and/or invention of any information of citation in any academic exercise; (c) Facilitating dishonesty – helping or attempting to help another person commit an act of academic dishonesty. This includes students who substitute for other persons in examinations or represent as their own papers, reports, or any other academic work of others; (d) Plagiarism- representing without giving credit the words, data, or ideas of another person as one’s own work in any academic exercise. This includes submitting, in whole or in part, prewritten term papers of another of research of another, including but not limited product of commercial vendor who sell or distribute such materials. And the appropriation of and/or use of electronic data of another person or persons as one’s own, or using such data without giving proper credit for it; or (e) Any use or attempted use of electronic devices in gaining an illegal advantage in academic work in which use of these devices is prohibited, and such devices include but are not limited to cell phones, PDAs, laptops, programmable calculators, etc. _____________________________________________________________________________________________________________________

If you have any questions about the content of these policies, please email your professor. ______________________________________________________________________________

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CLASS SCHEDULE *This calendar is a tentative guideline and it may change in order to suit the class needs. ** Your Professor may supplement some class materials. ***Students must come prepared to participate in each session.

SEPT. 9/27

9/28

9/29 OCT. 10/4

10/5

10/6

EN CLASE Presentación del curso: contenidos, criterios y expectativas Conversación en torno al curso y el ‘mundo hispanohablante’ + Video (Debate) + Distribución de fechas de presentaciones orales TALLER DE ESCRITURA 1

Hacer actividades de preliminares en iLrn

Capítulo 1: Espacios públicos y privados Primeras impresiones pp.2-5 Después de leer: Conversación y análisis de texto pp.6-8 Estrategias comunicativas p.9 Repaso Gramatical + (Presentaciones)

(1) (2) (3) (4)

Después de leer pp.12-14 Estrategias comunicativas p.15 ENTREGAR COMPOSICIÓN 1 VERSIÓN 1 (250 PALABRAS) (40% OUT OF 10%)

10/11

Repaso gramatical + (Presentaciones: Javier/Giovanni)

10/12

Después de la película pp.19 Capítulo 2: Celebraciones pp.20-21 Después de leer pp.22-24 Estrategias comunicativas p.25

10/13

TAREA – EN CASA (1) Releer Syllabus y apuntar dudas para preguntar en clase.

(2) Registrarse en ILrn. Course code:

Empezar a escribir composición 1 versión 1 ese día después de clase Estudiar Palabras por palabra (p.4) Estudiar Mejor dicho (pp.4-5) Antes de leer 1-4 (p.6) Leer texto “Hospitalidad, boleros y café recién colado. (pp.6-7)

Hacer actividades de ILrn

Tu video blog (p.10) (1) Presente de indicativo de los verbos irregulares (2) Verbo ser, verbo estar, contraste entre ser y estar + adjetivo (3) Haber Hacer práctica en ILrn (1) Estudiar Palabras por palabra (p.10) (2) Estudiar Mejor dicho (pp.10-11) (3) Antes de leer 1-4 (p.12) (4) Leer texto “Picar a la española” (pp.12-13) Hacer actividades de ILrn

Tu video blog (p.16) (1) El presente de indicativo de los verbos irregulares (2) Gustar y verbos afines Práctica en ILrn (1) Ver película “El bar chino” (2) Hacer antes y durante (p.19)

(1) Estudiar Palabras por palabra (p.20) (2) Estudiar Mejor dicho (p.20-21) (3) Antes de leer 1-2 (p.22) (4) Leer texto “El mexicano y las fiestas” (pp.22-23) Hacer actividades de ILrn

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10/18

Repaso gramatical + (Presentaciones: Sabra/Madi) ENTREGAR COMPOSICIÓN 1 VERSIÓN 2 (300 PALABRAS) (60% OUT OF 10%)

10/19

10/20

10/20 10/25

10/26

10/27 NOV. 11/1 11/2

11/3

11/8

pp.28-29 Después de leer pp.30-32 Estrategias comunicativas pp.33-34 Después de ver la película p.35 Debate sobre la película

EXAMEN: CAPÍTULOS 1 y 2 (11%) Capítulo 3: Recorridos por la ciudad pp. 36-37 Depués de leer p.40 Estrategias comunicativas p.41 Repaso gramatical + (Presentaciones: Imogene/Kayla – Kristin/Natalie) PREPARACIÓN PARA LA ENTREVISTA ORAL EMPIEZAN LAS ENTREVISTAS ORALES DE MEDIO TÉRMINO pp.42-43 Después de leer p.46 En interacción 47-48 Repaso gramatical + (Presentaciones: Tanner/Victoria – Rachel/Libby)

pp.48-49 Después de leer 52-53 Estrategias comunicativas pp.53-54

Tu video blog (p.26-27) (1) Los verbos reflexivos (2) Pero, sino (que), no sólo… sino también (3) Advervios en -mente Práctica en ILrn

(1) Estudiar Palabras por palabra (p.28) (2) Estudiar Mejor dicho (p.28-29) (3) Antes de leer 1-3 (p.30) (4) Leer texto “Una fiesta de impacto y de infarto” (pp.30-31) Hacer actividades de ILrn (1) Ver Película “Como agua para chocolate” (2) Hacer antes y durante (p.35)

(1) (2) (3) (4)

Estudiar Palabras por palabra (p.36) Estudiar Mejor dicho (p.36-37) Antes de leer 1-2 (p.38) Leer texto “El museo del oro de Bogotá” (pp.3839) Hacer actividades de ILrn Tu video blog (p.42) (1) El imperfecto y el pretérito del indicativo (2) Usos del pretérito y del imperfecto Hacer práctica en ILrn

Preparar entrevista oral con un compañero (1) Estudiar Palabras por palabra (p.42) (2) Estudiar Mejor dicho (p.42-43) (1) Antes de leer 1-3 (p.44) (2) Leer texto “Las plazas mayores: ayer y hoy” (pp.44-45) Hacer actividades de ILrn Tu video blog (p.48) (1) El futuro simple (2) El participio de pasado (3) El futuro perfecto (4) Usos del futuro simple y perfecto (5) El condicional simple y condicional perfecto (6) Uso de condicional simple y condicional perfecto Hacer práctica en ILrn (1) Estudiar Palabras por palabra (p.48) (2) Estudiar Mejor dicho (p.48-49) (3) Antes de leer 1-4 (p.50) (4) Leer texto “Técnicas de mercado” (pp.51-52) Hacer actividades de ILrn

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11/9

Repaso gramatical + (Presentaciones: Cesar/Micaela – Ashley/Ruth/Katie)

11/10 11/15

TALLER DE ESCRITURA 2 Después de la película pp.19 Debate Capítulo 4: Nosotros y ellos pp. 60-62 Después de leer p.63 Estrategias comunicativas p.64 Repaso gramatical + (Presentaciones: Jonaton/Heber)

11/16

11/17

ENTREGAR COMPOSICIÓN 2 VERSIÓN 1 (250 PALABRAS) (40% OUT OF 10%) 11/22

11/23

11/24 – 11/25 11/29

pp.65-68 Después de leer 68-69 Estrategias comunicativas pp.69-70 Repaso gramatical + (Presentaciones)

THANKSGIVING NO HAY CLASES Después de la película pp.19 Debate

Tu video blog (p.42) (1) El presente perfecto (2) El pluscuanperfecto (3) Los números Hacer práctica en ILrn Empezar a escribir la composición 2 versión 1 ese día después de clase (1) Ver Película “Como agua para chocolate” (2) Hacer antes y durante (p.35) (1) Estudiar Palabras por palabra (p.60) (2) Estudiar Mejor dicho (p.60-61) (3) Antes de leer 1-2 (p.62) (4) Leer texto “El eclipse” (p.62) Hacer actividades de ILrn Tu video blog (p.65) (1) La a personal (2) Los pronombres de objeto directo e indirecto (3) El pronombre (4) Lo: usos del pronombre neutro Hacer práctica en ILrn

(1) Estudiar Palabras por palabra (p.65) (2) Estudiar Mejor dicho (p.66) (3) Antes de leer 1-4 (p.67) (4) Leer texto “Gitanos” (p.68) Hacer actividades de ILrn Tu video blog (p.71) (1) Se: usos y valores (2) La posición de los adjetivos (3) Las expresiones de comparación (4) El superlativo absoluto y relativo Hacer práctica en ILrn THANKSGIVING NO HAY TAREA (1) Ver Película “Flores de otro mundo” (2) Hacer antes y durante (p.73-74)

EMPIEZAN LAS ENTREVISTAS ORALES

ENTREGAR COMPOSICIÓN 2 VERSIÓN 2 (300 PALABRAS) (60% OUT OF 10%) 11/30 DEC. 12/1

EXAMEN 2: CAPÍTULOS 3 Y 4 Presentaciones

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12/6

12/7 12/8 12/9

PREPARACIÓN DE LA ENTREVISTA ORAL FINAL EXAMEN FINAL ESCRITO: CAPÍTULOS 1-4 (8%) ENTREVISTA ORAL FINAL (5%) EXAMEN FINAL ESCRITO: CAPÍTULOS 1-4 (8%) END OF TERM CONGRTULATIONS!

12-1.50 pm Preparar entrevista oral con un compañero

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CORRECTION CODE (FOR COMPOSITIONS) Code Meaning AGR Agreement: -Number: singular or plural ART

IP

MW

RP

P

P/I PP

S

-Gender: masculine or feminine Article: -Incorrect form of article: Definite or indefinite -Missing article where it should be used Incorrect Pronoun: -Used the incorrect pronoun: Direct, indirect, reflexive, object of preposition -Missing pronoun

First sentence has errors correct.

=

Second sentence is

Las botas verde.

La mapa es bonita.

= Las botas verdes. = El mapa es bonito.

La mapa está en la oficina. = El mapa está en la oficina.

Tengo bicicleta en garaje. = Tengo la bicicleta en el garaje.

Mis padres ayudaron mi. = Mis padres me ayudaron a mí.

Escribí una carta a ella. = Le escribí una carta a ella.

Yo levanto a las seis, y visto con ropa. = Me levanto a las seis y me visto.

Missing Word, required by Spanish grammar: Vamos bailar esta noche. = Vamos a bailar esta Article, personal ‘a,’ prepositions like ‘por’ noche. or ‘para,’ conjunctions like ‘que,’ etc.

Compré este libro Teresa. = Compré este libro para Teresa.

Misuse of relative pronoun: -Incorrect relative pronoun El niño quien bebe agua es Juan. = El niño que bebe -Omission of relative pronoun agua es Juan.

La historia te dije es cierta. = La historia que te dije es cierta.

Punctuation: -Incorrect punctuation or Lack of Dónde vivo? Vivo en España = ¿Dónde vivo? punctuation.

Vivo en España.

Cuando fui pequeño, fui a la playa. = Cuando era Misuse of Preterite or Imperfect: pequeño, iba a la playa.

Personal Pronoun: Yo como a las doce, yo trabajo después y yo salgo a las 8 de la noche.

-Unnecessary or inappropriate use of = Como a las doce, trabajo después y salgo a las 8 de subject pronoun la noche.

Salgo y salen también. = Yo salgo y ellos salen -Omission of subject pronoun where it is también. needed Subjunctive: -Incorrect use of subjunctive. Failure to use Quiero que tú vienes a mi casa. = Quiero que tú subjunctive vengas a mi casa.

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S/E

Misuse of Ser or Estar: -One of these verbs used incorrectly in place of the other

Spelling mistake: -Improper capitalization or improper use of lower-case.

-Error in spelling.

-Missing written accent or error in placing of written accent STR Structure mistake: -Word placement or direct translation from English (when it’s not expressed that way in Spanish) Superfluous word(s) – OMIT SW Verb form: VF -Correct tense but incorrect form Verb tense: VT -Incorrect choice of tense. -Error in formation of tense.

-Incorrect sequence of tenses VOC Vocabulary: -Wrong word or poor choice of words -Spanglish

Tú estás moreno y muy alto. muy alto.

Chile es en América del Sur. América del Sur.

= Tú eres moreno y = Chile está en

SP

WC WO = ? 

Wrong word choice, from grammatical point of view: -por /para -buen /bueno -gran /grande etc.

Word Order: -Incorrect word position Same mistake marked before Illegible: what are you talking about?

You need to combine sentences and use complex sentences.

madrid es una cuidad facil de amar = Madrid es una ciudad fácil de amar.

Yo tuve un buen tiempo.

= Yo me divertí.

Juan él busca por empleo.

= Juan busca empleo.

Mi novio y yo comen. = Mi novio y yo comemos.

La semana pasada voy a una fiesta. = La semana pasada fui a una fiesta.

Juan dropeó su clase de física. clase de física.

Yo tomé notas en clase. en clase.

El niño gran es mi primo. mi primo.

Era un bueno ejemplo. ejemplo.

Tengo una azul chaqueta. chaqueta azul.

= Juan canceló su = Yo tomé apuntes =

El niño grande es

=

Era un buen

=

Tengo una

Ella es mi hermana. Ella se llama Elena. Tiene 18 años. = Mi hermana, Elena, tiene 18 años.

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COMPOSITIONS

CONTENT AND IDEAS (30) 30-23 Excellent: Submission is fully developed and proceeds in a logical manner 22-15 Good: Submission lacks important elements relevant to the assignment and/or is difficult to follow 14-7 Poor: Submission is cursory and not adequately developed 7-0 Inadequate: Submission fails to adequately convey the material required by the assignment USE OF LANGUAGE (30) 30-23 Excellent: Usage of required concepts is almost perfect 22-15 Good: Makes some grammatical mistakes that generally would not affect meaning 14-7 Poor: Makes more serious mistakes that could give unintended meaning 7-0 Inadequate: Meaning frequently obscured by grammar mistakes VOCABULARY (30) 30-23 Excellent: Demonstrates knowledge of acquired vocabulary, word choice, and register 22-15 Good: Makes occasional errors in word choice that generally would not affect meaning 14-7 Poor: Makes more serious errors in word choice that could give unintended meaning 7-0 Inadequate: Frequent use of incorrect vocabulary and/or foreign words obscures meaning USE OF CONVENTIONS (10) 10-8 Excellent: Demonstrates mastery of conventions such as spelling, punctuation, and capitalization 7-5 Good: Makes occasional errors in use of conventions such as spelling, punctuation, and capitalization that generally would not affect meaning 4-3 Poor: Makes more serious errors in the use of conventions such as spelling, punctuation, and capitalization that could give unintended meaning 2-0 Inadequate: Frequent use of incorrect conventions such as spelling, punctuation, and capitalization obscures meaning

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ORAL INTERVIEWS COMPREHENSIBILITY (15%) Most is incomprehensible Generally comprehensible, but with interpretation Completely comprehensible, without interpretation; VOCABULARY (20%) Inadequate, inaccurate for this level Barely adequate for the situation and level; repetitive Adequate for the situation and level Broad, precise, impressive for this level FLUENCY (10%) Halting, fragmented, unnatural pauses Generally natural and continuous Very natural with no unnatural pauses INFORMATION CONVEYED (20%) Little information is conveyed; ideas not well-developed Only basic information is conveyed; ideas fairly well-developed Most necessary information is conveyed; ideas very well-developed GRAMMAR (20%) Almost inaccurate except for stock phrases Frequent errors, uncertain control of the language Fair control of the language; some errors Very good control of the language; very few errors PRONUNCIATION (15%) Pronunciation is frequently unintelligible Heavily accented; requires concentrated listening Occasional mispronunciations Very few mispronunciations to be conspicuous COMMENTS?

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7 10 13

8 11 14

9 12 15

12 15 17 19

13 16 18 20

14

5 8 10

6 9

7

11 12 13 15 16 18 19

14 17 20

4 10 14 18

6 12 16 20

8

7 10 12 14

8 11 13 15

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ORAL PRESENTATION

USE OF LANGUAGE (25) 25-19 Excellent: Usage of required concepts is almost perfect 18-11 Good: Makes some grammatical mistakes that generally would not affect meaning 10-3 Poor: Makes more serious mistakes that could give unintended meaning 2-0 Inadequate: Meaning frequently obscured by grammar mistakes VOCABULARY (25) 25-19 Excellent: Demonstrates knowledge of acquired vocabulary, word choice, and register 18-11 Good: Makes occasional errors in word choice that generally would not affect meaning 10-3 Poor: Makes more serious errors in word choice that could give unintended meaning 2-0 Inadequate: Frequent use of incorrect vocabulary and/or foreign words obscures meaning PRONUNCIATION (25) 25-19 Excellent: Demonstrates knowledge of correct pronunciation and intonation; makes very few mistakes.

18-11 Good: Some mispronunciation, but meaning is still clear 10-3 Poor: Pronounced foreign accent that requires trained listening 2-0 Inadequate: Meaning is frequently obscured because of poor pronunciation CONTENT AND IDEAS (25) 25-19 Creative and well-organized visual presentation that aids viewer’s comprehension of material 18-11 Demonstrates organization and planning but includes few creative elements 10-3 Demonstrates lack of organization and planning that does not increase viewer’s comprehension of the material.

2-0 Visual presentation includes no creative elements or simply presents narrated material word for word

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BIENVENIDA The Student …

10.0-9.5-9.0 …is fully prepared by 1) knowing HOW to welcome students correctly “BienvenidOS a …”, 2) knowing the date and the weather forecast, 3) researching a current event from a Spanish-language news media outlet.…delivers an understandable and fluid Bienvenida with minimal lexical or grammatical errors.…understands classmates’ questions and is able to respond effectively and efficiently to them.

8.5-8.0-7.5 …appears prepared by knowing the date and the weather forecast and has a current event.…encounters some difficulty in the delivery of each aspect of the Bienvenida with noticeable lexical and grammatical errors.…may struggle to understand some of her classmates’ questions and experiences some difficulty articulating responses.

7.0-6.5 …does not appear to have prepared much for the Bienvenida, struggling to efficiently state the date, weather, and current event.…experiences serious difficulties with lexis and grammar that impede comprehension of the Bienvenida.…struggles significantly to understand classmates’ questions and in articulating comprehensible responses.

6.0-0.0_____ … is totally unprepared, or completely unintelligible, or may have forgotten, or does not show up and does not present appropriate documentation for an excused absence.

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