Syllabus for Span-370: Survey of Spanish Literature. Fall 2019. WOU.

DIVISION OF HUMANITIES DEPARTMENT OF MODERN LANGUGES FALL 2019 SPAN-370: Survey of Spanish Literature Professor: Dr. José Mª Pérez-Sánchez

Office: 324 Bellamy Hall

Class Time: Section T-R 12-1.50 p.m.

E-mail: perezsanchezj@mail.wou.edu

Office Hours: M-W 11 am-1 pm or by appointment

Classroom: BELL-112

COURSE DESCRIPTION ¡Bienvenidos a español 370! This course offers a survey of the literature of Spain from the Middle Ages to the 21st century serving as a foundation for future literary study. The course includes the reading and analysis of a selection of prose, and poetry, organized around broad themes to facilitate understanding of Spanish identity. Themes include religious and cultural conflict, as well as critical theories on gender, class and race issues in order to study key moments in the History of Spain, including the rise and fall of the Spanish Empire, the Spanish-American War of 1898, the Spanish Civil War, the Transition to democratic contemporary Spain, among others. This course does not include exams but a crucial component of conducting research using library resources effectively throughout the term to write critical response papers and solid research essays under the MLA Guidelines. The student’s preparedness regarding readings and other assignments together with class attendance and participation are highly expected, valued and graded. ---Conducted in Spanish---.

Prerequisite: SPAN 203 or consent of instructor Diversity: May meet the requirement, see class schedule REQUIRED MATERIALS • Weekly readings and assignments posted on Moodle.

• WOU email account and Moodle access (checked daily!): it is the student responsibility to check both their email and Moodle accounts daily to keep up with the course.

ADDITIONAL RESOURCES • Monolingual Dictionary: • Bilingual Dictionary • MLA Guidelines

http://www.rae.es/recursos/diccionarios/drae Spanish-English/English-Spanish Sample MLA Formatted Paper available on Moodle. https://owl.english.purdue.edu/owl/resource/747/01/

WOU RESOURCES ✓ 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 ✓ Academic Advising and learning Center: call (503)-838-8428 ______________________________________________________________________________ 1

______________________________________________________________________________ MAIN COURSE GOALS 1) To develop a greater understanding of Spanish culture and literary tradition.

2) To acquire a solid knowledge of Spanish grammar to write short academic essays in standard Spanish using accurate spelling, punctuation and syntax.

3) To gain knowledge of different methodologies and research capabilities under the MLA Style Guidelines.

4) To enhance the ability to express oneself professionally in both oral and written forms in standard Spanish as appropriate for professional and academic settings.

UNDERGRADUATE LEARNING OUTCOMES Upon completion of the course, the student will be able to: ✓ engage with the cultural, literary, socio-historical and political movements that influenced the works studied. [PO2] Explain and apply Hispanic cultural and historical perspectives to events and ideas in a globalized society. (D) ✓ speak, read, and write Spanish in an academic register; Sustain and defend an argument in Spanish. [PO1] Speak, aurally comprehend, write and read Spanish at a level suitable for graduate education or future careers. (W) ✓ conduct textual analysis with careful consideration of genre (prose, poetry, and theatre), aesthetics, and socio-political influences. ✓ write a research paper in Spanish using MLA style, citing both primary and secondary sources.

[PO3] Analyze and critique original texts and cultural artifacts from Peninsular sources. (IA) ______________________________________________________________________________ COURSEWORK and GRADE BRAKEDOWN Grades are calculated based on the following category weights: (*Trimester System)

Attendance and Class Participation Student-Led Discussion Session Response Paper Research Essay Final Essay Presentation

(x20) (x1) (x2 out 3 options) (x2) (x1)

(See pages 3-4) (See page 4) (See page 4) (See page 5) (See page 6)

20% 15% 10% 40% 15%

*Extra-Credit: two (2) opportunities will be offered (e.g. for attending a talk) to gain or to make-up some credit throughout the course. They will be announced in class.

GRADE BREAKDOWN A total of 100,0 points is possible for the quarter. The final grade will be determined according to the following table: (Pass/No pass requires a C- or better) A 930-100,0 A90,0-92,9 B+ 88,0-89,9 B 83,0-87,9 B800-82,9 C+ 78,0-79,9 C 73,0-77,9 C70,0-72,9 D+ 68,0-69,9 D 60,0-67,9 F 0- 59,9 ______________________________________________________________________________

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______________________________________________________________________________ IMPORTANT! We need to be on the same page throughout the term Please read the Syllabus carefully and make sure you understand it completely to ease studentprofessor/professor-student communication.

Everything is in the syllabus.

Not sure? Please Ask. ______________________________________________________________________________ COURSE CRITERIA ______________________________________________________________________________ ATTENDANCE AND CLASS PARTICIPATION (20%) Successful progress in a language course requires that students keep up with all assignments and class discussions. For this reason, there is a daily attendance policy included as part of each student’s participation grade. However, not all participation is considered equal as an active participation* is crucial in learning new contents. The student will receive two attendance and participation grades corresponding to the mid-term (10%) and end of term (10%). *Active participation means the ability and willingness to demonstrate that students have studied the content assigned, and that students have read and reflected upon the readings.

Attendance: The attendance is mandatory: students are required to attend all classes. Missing classes will affect your attendance and participation grade proportionally to the number of absences calculated by a rule of three (the proportion is found by multiplying the denominator of each ratio by the numerator of the other). Once students reach two (2) unexcused absences (the equivalent of an entire week), their final grade regarding attendance and participation will be additionally affected by a deduction of 10 more points. Excessive absenteeism (6 or more unjustified absences) is ground for failure in this course.

Excused absences: Students have one week to hand in the pertinent documentation after having missed class. This needs to be done through the Student Absence Notification System (SANS) (See Process and contact information below).

If you are missing class for an unplanned, extenuating circumstance (e.g. physical/mental health matters, death of a loved one, legal obligations/jury duty, etc.) please fill out and submit the form below. Once submitted, all of your faculty members will be notified of your absence. If you are unable to complete the form electronically, please call 503-838-8428 or email studentsuccess@wou.edu for assistance. Please note that you are responsible for communicating with your faculty members to determine if you may make up any work missed during your absence. Any decisions regarding make up work are up to your faculty member. If you have extenuating circumstances that may result in a medical withdrawal from all your classes, you can find more information about that process at: http://www.wou.edu/deanofstudents/home/medical-withdrawal-fromwou/medical-withdrawal-request-form/.

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PROCESS: Students submit a SANS request on the SSA website (see the Appendix for the proposed wording of the SANS form). SSA staff then monitor the submissions and notify the student’s faculty of the absence through WCS. SSA staff also send the student an email informing them a notice has been sent to their faculty. This email also includes instructions that it is the student’s responsibility to follow up with their faculty member to discuss if work missed during the absence may be made up (see the Appendix for email templates). Both on the form and the emails to students, we clearly state that this process does not excuse the student from the class, and it is up to the faculty member to determine if and when missing work may be completed. After the notices are sent, we record on the SANS form the date the emails were sent and keep the file on record.

Missed content: Students are entirely responsible for all the work missed on the days that they were absent. They should firstly ask a classmate to make up the missed materials thus benefiting a collaborative class environment. The professor will also be available to inform the students by email as well as during office hours.

Punctuality: To avoid class disruptions and show respect to their peers, students are expected to come to class on time. Coming to class more than 10 minutes late will count as an absence. If students come to class late reiterated times, your professor may deny them to stay for the lesson and/or take further actions. ______________________________________________________________________________ ASSIGNMENTS Plan accordingly for each of the components of this course: Remember Murphy’s Law? “If something can go wrong, it will go wrong” … computer crashes, lost data, and printers that malfunction at the last minute can be very annoying… to avoid frustration be sure to finish your work at least 24 hours in advance thus making sure you have a copy of your work. This way you will have room for revisions too! If your paper is turned in late, it will have points automatically deducted at a rate of 10% per class day up to 40% (1 day late = 90 maximum grade; … 4 days late = 60 maximum grade). No late work will be accepted after four days passed the deadline. Hand assignments either inperson on paper or by email by class time: submitting an assignment late on the same day other than class time will be penalized by 2.5% (97.5 maximum grade). ______________________________________________________________________________ Student-Led Discussion Session (x1) (15%) To foster a collaborative environment, students will be expected to plan and lead a discussion session about the weekly assigned readings. Excellent preparation is essential: further instructions and advice will be offered to the students before their discussion session take place, and students are strongly recommended to share their outline/preparation before they conduct the discussion. This student-led discussion session will be 10-12 minutes long. This assignment begins in week 4: unless official documentation is provided through SANS, neither make-ups nor rescheduling the sessions will be allowed. (See Rubric on page 13).

Response Paper (x2 out of 3 options) (10%) (Lower Grade Drops) There will be three response paper deadlines. Students must turn in two response papers reflecting upon a topic or text as assigned by your professor in class. The lowest grade will automatically be dropped, but only if two response papers have been turned in. This way students have an opportunity to practice while securing the better grade. The response paper will be 400-500 words, download the file “Template, Response Paper” from Moodle. A concise workshop on how to write a response paper will be offered in class on the first week. You also have a file for guidance on Moodle. (See Rubric on page 13) 4

Research Essay (x2) (40%) Students will write two research essays (20% each) in standard Spanish, using accurate spelling and grammar (Set up your writing software in Spanish!). Each essay must be four pages long (download “Template, Research Essays” with instructions and advice from Moodle). These essays will critically analyze one of the texts discussed in class. Students will decide their two periods of interest out of the literary tradition offered throughout the course (e.g. Medieval, and Twentieth century). The papers must include at least 3 secondary sources. Note that all papers submitted must comply with the MLA guidelines; and that an additional page will need to be added citing the works quoted. Students are expected to follow the Sample MLA Formatted Paper made available on Moodle and use https://owl.english.purdue.edu/owl/resource/747/01/ for further reference. Lastly, before they turn in their assignment students are strongly advised to use the essay check-list, available on Moodle. (See Rubric on page 14).

Note that your professor will not mark (make corrections in writing to) your research essay before the assignment has officially been turned in for a grade. However, students are encouraged to share their research with their professor during office hours to receive general guidance based on the students’ specific questions or doubts about parts of the essay.

FORMAT: ✓ Failing to follow the following formatting instructions will be penalized by 5 points. ✓ No handwritings will be accepted: Papers must be typed, font Times New Roman, size 12pts, and double-spaced. ✓ Text margins must be 1 inch for top/bottom and left/right. ✓ Do not include covers or title pages. ✓ The title of your paper must keep Times New Roman, 12 pts, must be centered and not underlined. ✓ The length is 4 pages for the essay and one more page is added including the Works Cited. *The MLA Style for documentation will be explained in a class workshop. **Your professor will also conduct a library instruction and research methodology session in order to gain knowledge on how to manage secondary sources.

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.

TURNITIN SOFTWARE Plagiarism is the unattributed use of words, ideas, or other intellectual products that are not your own work. Plagiarism is a violation of the Code of Student Responsibility.

WOU instructors use Turnitin, a plagiarism detection and learning tool that is now integrated with Moodle, to identify the percentage of similarities of your writing to journal articles, internet sources and other students' papers in its database. It then generates reports for instructors highlighting potentially unoriginal work [See Academic Honesty Above]. The use of Turnitin is subject to the Privacy Pledge and Policy posted on Turnitin.com, and you will retain all rights to your written work.

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Final Essay Presentation (x1) (15%) For the Final Essay Presentation, Students (1) will apply all the feedback offered by your professor to one of their two research essays written during the course, (2) will rethink and rewrite their research essay expanding one more page, and (3) will present the result in a symposia-like environment during finals week. The paper must be written in standard Spanish, using accurate spelling and grammar following the MLA Style guidelines. Each presenter will have around 10 minutes to read the essay; questions from the audience will follow giving students the opportunity to clarify, expand or explain certain points further. Additional instructions will be provided in class. No room for make-ups. (See Rubric on page 14).

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.

CLASS POLICIES REGARDING TECHNOLOGY IN THE CLASSROOM 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.

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 6

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 503838-8428 or at studentsuccess@wou.edu.

COURSE CALENDAR AT A GLANCE October Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

7

8 Resp. P.

9

10 No class.Assi.

11

12

14

15 Resp. P.

16

17

18

19

20

21

22

23

24

25

26

27

28

29 Resp. P.

30

6 13

Columbus Day

November Sun Mon

3 10 17

Veterans Day

24

Tue

15

Finals

Thu

Fri

Sat 1

2

4

5

6

7

8

9

11

12 Resea. P.

13

14

15

16

18

19

20

21

22

23

25

26

27

28

29

30

December Sun Mon 1 2 8

Wed

31

Halloween

9 16

Thanksgi ving Tue 3 Resea. P. 10 Week 17

Wed

Thu

Fri

Sat

4

5

6

7

11 Begins 18

12 Final Essay P 19

13

14

20

21

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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.

Fecha OCTUBRE Semana 1 Martes 10/1

Jueves 10/3

Semana 2 Martes 10/8

Resumen temático

Lo que haremos EN CLASE

Course presentation; walk through files available on Moodle on Day one of classes for weekly use: -Chronological Charts including main characteristics, authors and works for each period.

-Spanish Literature Glossary of Terms.

-Response Paper Guidance.

-Essay Check-List -All the readings assigned.

Themes: -Teoría del péndulo: Introducción a los periodos históricos, movimientos literarios, géneros y sus características.

-La cuestión del canon.

-El arte de la interpretación crítica.

-Presentación del curso: objetivos, contenidos, criterios de evaluación y expectativas (Sílabo).

Themes: Fervor y diferencia religiosos; situación geográfica; linajes (viejo cristiano, conversos …); expulsiones en su

-Tras receso de unos minutos-La literatura como arte y fenómeno estético: ¿Qué es la literatura? ¿Para qué sirve? ¿Cómo interpretarla y cómo trabajar con ella?

Preparación EN CASA y entrega de TAREAS * Haced siempre las lecturas que aparecen asignadas como “(Lecturas para los wstudiantes)” antes de asistir a clase. **La entrega de tareas están resaltadas en verde.

-Taller: ¿Cómo escribir un Response Paper? Documento disponible en Moodle.

-(Cont’d) La literatura como arte y fenómeno estético.

(1) Haced las lecturas asignadas antes de asistir a clase.

(Lecturas para los estudiantes) Lectura asignada “El canon literario: Un debate abierto.”

-(Profesor) Taller literario: El arte de la interpretación crítica.

-Práctica.

-(Profesor) Introducción a la época medieval.

Lecturas asignadas de literatura medieval: -(Cont’d, profesor) época medieval y (Poesía lírica S.XXI) Jarchas.

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(1) Haced las lecturas asignadas antes de asistir a clase.

(2) Fecha de entrega del primer Response Paper sobre la función

Jueves 10/10

Semana 3 Martes 10/15

contexto; cristianismo -(Lecturas para los estudiantes) y paganismo).

(Poesía lírica S. XV) Jorge Manrique, Coplas a la muerte de su padre leer solo I, II, and III. No hay clase.

Assignment (See Moodle): (1) Do research on Libro de buen amor’s “La batalla de Don Carnal y Doña Cuaresma.”

(2) And start reading the text available on Moodle for next Thursday 10/17; (3) take notes and write questions for class.

Lecturas asignadas para la investigación: Para conocer cómo se estructura un ensayo en MLA, los estudiantes ven detenidamente el Sample MLA Formatted Paper available on Moodle y apuntan dudas.

Talleres a cargo del profesor: -Library instruction and research methodology session to gain knowledge on how to manage secondary sources.

-Taller de escritura MLA -Práctica.

Lecturas asignadas de literatura medieval:

Jueves 10/17

(Profesor) Mester de Clerecía: Fragmentos de El Mío Cid

Semana 4 Martes 10/22

Themes: Renacimiento y Barroco. Contexto y características.

Humanismo y petrarquismo. Poesía

literaria y su valor estético.

(1) Haced las lecturas asignadas antes de asistir a clase.

(2) Fecha de entrega del segundo Response Paper sobre la cuestión del canon literario.

(1) Haced las lecturas asignadas antes de asistir a clase.

(Lecturas para los estudiantes) Mester de Juglaría: Fragmento del Libro de buen amor, “La batalla de Don Carnal y Doña Cuaresma.”

Lecturas asignadas de (1) Haced las lecturas literatura del siglo de oro: asignadas antes de asistir a clase.

-(Profesor) Introducción al siglo de oro. Petrarca y la 9

lírica, poesía religiosa, poesía mística.

adaptación del soneto a la tradición literaria castellana.

(Lecturas para los estudiantes) -Poesía lírica de Garcilaso de la Vega, “Soneto XXIII.” -Poesía religiosa de Fray Luis de León, “A nuestra Señora.”

-Poesía mística de Santa Teresa de Jesús, “Vivo sin vivir en mí.”

NOVIEMBRE Jueves 10/24 Themes: Picaresca, novelas de caballería,

Lecturas asignadas de literatura del siglo de oro: (Profesor) -Cervantes (Lecturas para los estudiantes) -Poesía de Luis de Góngora “Soledad primera” (page.3, only lines 1-14) y Francisco de Quevedo “Boda de negros.”

Semana 5 Martes 10/29

Themes: Romanticismo

Jueves 10/31

Themes: Romanticismo

Semana 6 Martes 11/5

Themes: Romanticismo.

Lecturas asignadas del siglo XVIII:

*Student-Led Discussion Session/s as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase. *Student-Led Discussion Session/s as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase.

(Profesor) Introducción al Romanticismo. (2) Fecha de entrega del tercer Response (Lecturas para los estudiantes) Paper sobre “Boda de -Rosalía de Castro, “Mi tierra” negros.” y “Desolación.” *Student-Led Discussion Session as assigned.

Lecturas asignadas de los (1) Haced las lecturas siglos XVIII: asignadas antes de asistir a clase.

(Lecturas para los estudiantes) -Gustavo Adolfo Bécquer, *Student-Led Rimas y leyendas, “Los ojos Discussion Session/s verdes.” as assigned.

Lecturas asignadas de los siglos XVIII: (Lecturas para los estudiantes) 10

(1) Haced las lecturas asignadas antes de asistir a clase.

-Mariano José de Larra, Fígaro, “El mundo todo es máscaras.”

Jueves 11/7

Semana 7 Martes 11/12

Jueves 11/14

Semana 8 Martes 11/19

Themes: Realismo.

Género y Clase marxismo auge de conciencia de lucha de clases.

Themes: Declive imperial, Guerra hispanoamericana, pesimismo, regeneración.

Representación del tiempo.

Themes: Declive imperial, Guerra hispanoamericana, pesimismo, regeneración.

Themes: S.XX: Fealdad, guerra civil, guerras mundiales.

Respuestas literarias.

(Profesor) Introducción al Realmismo.

Lecturas asignadas del siglo XIX: (Cont’d) El Realismo.

(Lecturas para los estudiantes) Emilia Pardo Bazán, “Las medias rojas.”

Lecturas asignadas sobre la Generación del 98: (Profesor) Introducción a la Generación del 98.

(Lecturas para los estudiantes) -Azorín, “Las nubes” Lecturas asignadas sobre la Generación del 98: (Lecturas para los estudiantes) Grupo A-Pío Baroja, “El reloj.”

Grupo B-Valle Inclán, “El miedo” Lecturas asignadas del siglo XX: (Profesor) Introducción al siglo XX y movimientos literarios (-isms)

*Student-Led Discussion Session as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase. *Student-Led Discussion Session as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase.

(2) Entrega del primer Research Essay *Student-Led Discussion Session as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase. *Student-Led Discussion Session as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase. *Student-Led Discussion Session as assigned.

(Lecturas para los estudiantes) Federico García Lorca, La casa de Bernarda Alba (Obra de teatro, ver vídeo, enlace disponible en Moodle).

DICIEMBRE

Jueves 11/21

Themes: S.XX: franquismo, censura, exilio interior.

Lecturas asignadas del siglo XX: (Lecturas para los estudiantes) 11

(1) Haced las lecturas asignadas antes de asistir a clase.

Semana 9 Martes 11/26

Jueves 11/28 Semana 10 Martes 12/3

Jueves 12/5 Semana de exámenes finales

Themes: S.XXI: posmodernidad, inmigración y otros devenires.

-José Hierro, “Epitafio para la tumba de un héroe” -Ana María Matutes, “Pecado de omisión” Lecturas asignadas de los siglos XX-XXI: (Lecturas para los estudiantes) Grupo A-Donato Ndongo, “El sueño” Grupo B-Isaac Rosa, “Rasgos occidentales” No hay clase.

Thanksgiving Day. Ver entrevista a Donato Ndongo “La lucidez de su memoria negra,” enlace disponible en Moodle.

Debate literario fin de curso.

Preparación para la presentación del ensayo final y potluck.

Final Essay Presentations

Jueves 12/12 10-11.50 am Same classroom

(RUBRICS ON PAGES 13-14.)

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*Student-Led Discussion Session/s as assigned.

(1) Haced las lecturas asignadas antes de asistir a clase. *Student-Led Discussion Session/s as assigned.

(1) Entrega del segundo Research Essay

Entregar Final Essay

RUBRIC for STUDENT-LED DISCUSSION SESSION Content

Excellent work (A range)

Preparation Students need to bring to class an outline including main points and a set of ideas and questions for the discussion session.

Student appears fully prepared having read and reflected carefully upon the reading, and also brought in the outline including a set of ideas and questions.

Introduction and final remarks Students need to include a concise summary of the text together with an introduction to the theme/s (or main points), and include initial questions in their final remarks.

Development and discussion with peers

Student offered clear introductory points including a summary of the text, also prompting initial questions about the text which captured the attention of the audience.

Student remains on topic, ideas are relevant, and leads the discussion with ease.

Very Good work (B+ to Brange) Student appears mostly prepared, but does not show enough evidence of having reflected carefully upon the reading, or did not bring in the outline including set of ideas and questions.

Student offers a clear introduction, but some parts are either missing or confusing, and/or the initial questions about the text did not fully capture the attention of the audience.

There is room for improvement in one of the A Range components.

Good work (C+ to Crange)

Poor work (D+ to F range)

Student appears somewhat prepared, but also seems to not having reflected enough on the reading and did not bring (or even when brought) in the outline including a set of ideas and questions.

Student appears unprepared, unorganized and/ or improvising, showing evidence of not having reflected enough on the reading, even if student brought in the outline including a set of ideas and questions.

Student offered a poor introduction regarding form and content.

Student did not offer a clear introduction, and/or some parts were either missing or confusing; as a result, the audience’s attention was not captured.

There is room for improvement in two of the A Range components.

Total Points

There is room for improvement in all three of the A Range components.

RUBRIC for RESPONSE PAPER Excellent work (A range) means the subject is covered completely in form and content; language use is appropriate for; ideas are original and are logically presented/organized; arguments show evidence of great deal of consideration and reflection.

Very Good work (B+ to B- range) means the subject is covered well regarding form and content; ideas are mostly expressed competently; but there is room for improvement regarding consistent point of view, logical arguments, or needs further consideration and reflection.

Good work (C+ to C- range) means what you created has potential, but the subject is fairly underdeveloped and/or uninteresting; lacks sufficient detail or has missing elements or copy errors.

Perhaps you did not understand the assignment or did not address it as needed.

Poor work (D+ to F range) means that your piece of writing inadequately addresses the subject, has an inconsistent point of view; is disorganized, lacks major important elements, or evidences careless consideration and reflection.

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RUBRIC for RESEARCH ESSAY

Specific feedback is offered on the copy of your essay

CONTENT AND IDEAS (30) 30-25 Very Good: Submission is fully developed and proceeds in a logical manner including all three parts of the essay (Introduction, Body and Conclusion) 25-15 Good: Submission lacks important element/s relevant to the assignment, and/or there is room for either improvement to fully develop the submission or to proceed in a logical manner in all three parts of the essay.

14-7 Need Improvement: Submission is cursory and not adequately developed, lacking important elements of the assignment, and is somewhat hard to follow.

7-0 Inadequate: Submission fails to adequately convey the material required for this assignment in form and/or content.

USE OF LANGUAGE (30) 30-25 Very Good: Usage of grammar is almost perfect, very few mistakes 25-15 Good: Makes some grammatical mistakes that generally would not affect meaning 14-7 Need Improvement: Makes more serious mistakes that could give unintended Meaning or presents careless use of grammar 7-0 Inadequate: Meaning frequently obscured by grammar mistakes VOCABULARY (30) 30-23 Very Good: Demonstrates knowledge of acquired vocabulary, word/register choice, and avoids unnecessary repetitions 22-15 Good: Makes occasional errors in word choice that generally would not affect meaning, or uses excessive word repetitions 14-7 Need Improvement: Makes more serious errors in word choice that could give unintended meaning, and uses excessive word repetitions 7-0 Inadequate: Frequent use of incorrect vocabulary and/or foreign words obscures meaning USE OF CONVENTIONS including MLA (10) 10-8 Excellent: Demonstrates mastery of conventions such as spelling, punctuation, and capitalization; including MLA 7-5 Very Good: Makes occasional errors in use of conventions such as spelling, punctuation, and capitalization that generally would not affect meaning; including MLA 4-3 Need Improvement: Makes more serious errors in the use of conventions such as spelling, punctuation, and capitalization that could give unintended meaning; including MLA 2-0 Inadequate: Frequent use of incorrect conventions such as spelling, punctuation, and capitalization obscures meaning; including MLA RUBRIC for FINAL ESSAY PRESNATION This encompasses both rubrics for research essay and peer-led discussion session’s “Development and discussion with peers” component.

The average of both rubrics will be your final essay presentation grade.

14