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Spanish 102.66

Requirements || Resources || Calendar

Prerequisite

The prerequisite for Spanish 102.66 is two (2) or more years of high school Spanish and placement into the course by the MultiCAT placement exam. Spanish 102.66 is not open to...

• native speakers of Spanish
• students who have EM credit or transfer credit for 101.01, 102.01, or 103.66
• students with OSU credit for 101.01, 102.01, 103.66 or 110

Course sequence

Spanish 102.66 is the first course of a three-course sequence (102.66, 103.01, 104) or a two-course sequence (102.66, 111) which leads to the fulfillment of the foreign language requirement. These are the only two appropriate course sequences to complete the language requirement .Students enrolled in Spanish 102.66 are not eligible to enroll in Spanish 102.01 or Spanish 103.66 in following quarters.

Placement Tests

All students who studied Spanish for two years or more in high school and have used Spanish to fulfill the admissions requirement, but have not received any previous Spanish credit at The Ohio State University or another university/college must take the MultiCAT (Multimedia Computer Adaptive Test). Go to 171 Hagerty Hall with your student I.D. to take the placement test.

Students who believe they can improve placement beyond the MultiCAT or beyond recent course work due to self-study or travel abroad, and native speakers of Spanish, as well as bilingual students, should consider taking the EM Proficiency Exam. Eligible students may seek credit by examination (EM) for Spanish 101.01, 102.01, 103.01, 104, and 401. Students can only take the EM Proficiency Exam for the class in which they are currently enrolled or have placed. Students who have audited or received a failing grade for a course in Spanish are not eligible to take an EM Proficiency Exam. Students currently enrolled in a course may take an EM Proficiency Exam for that course only during the first week of the quarter. For more information, see the Spanish Credit by Examination page.

Texts and materials

• Long and Macián: Amistades.Student Text and CDs. Thomson Publishing Company. 2008:  ISBN. 1-325-62671-5
• Long and Macián: Diario de actividades. Thomson Publishing Company. 2005. ISBN 0-759-32818-8/0-759-32067-5.
• Spanish/English Dictionary (your choice)
• Amistades Web site. Use this Web site to access materials related to your language program: Textbook and workbook CD’s, tape scripts, self-tests, Amistades video's.

GEC Goals and Objectives

Goals:
Foreign Language coursework develops students’ skills in communication across ethnic, cultural, ideological, and national boundaries, and helps students develop an understanding of other cultures and patterns of thought.

Expected Learning Outcomes:

1. Students demonstrate basic communicative skills (e.g., speaking, listening, reading, and/or writing) in a language other than their native language.
2. Students learn about the cultural contexts and manifestations of the peoples who speak the language that they are studying.
3. Students recognize and understand differences and similarities between the cultures and communities of the language that they are studying and their own.

Course Objectives

The general goal of the course is to review the material students have studied in high school and to provide opportunities for language practice. During this course students will...

• develop a vocabulary base to begin building language skills. Vocabulary includes but is not limited to: greetings, describing people and places, professions, past times, family, academics, the home and household items, numbers, clothing and accessories, fashion; seasons and weather, geography; sports; additional professions and workplace vocabulary, additional recreational activities.
• develop knowledge of the grammar structures associated with, but not limited to the following: identifying and describing people, places, events, and objects; using the verb estar for describing health conditions and location; requesting and reporting information using -ar, -er, -ir verbs; expressing likes and dislikes with the verb gustar and others like gustar; indicating possession; using the verbal expressions of tener, the verb ir, and the verbal expression ir + a + infinitive to talk about the immediate future; the use of stem changing verbs to practice buying, selling, and bargaining; the use of direct and indirect object pronouns to avoid repetition; the use of reflexive pronouns to describe daily habits and routines; sharing ideas and beliefs using comparisons of similarity and difference; the use of the imperfect tense to narrate habitual and/or childhood activities; and the preterite tense for talking about completed past events.
• listen to complex passages, or conversations, and answer questions about the content.
• begin to read simple and move to more complex authentic texts, and answer questions about the content.
• write paragraphs using acquired vocabulary and grammatical structures.
• engage in, and sustain face to face conversation with others about topics studied.
• use the Internet to acquire information about the Spanish speaking world.
• demonstrate an understanding of selected elements of various Hispanic cultures.

Attendance and Class Participation

Regular attendance and participation in class activities are essential to be a successful language learner. In order for students to progress in understanding and speaking Spanish, they must hear and speak it on a daily basis. Therefore, students must prepare carefully for class by completing all assignments in advance and be ready to participate in class. Every day students will be graded on individual, pair, and group activities. The dates for all exams are clearly marked on your syllabus under "Calendar."

Makeup work will be permitted only when the instructor is presented with acceptable documentation. Legitimate excused absences include the following: participation in a scheduled activity of an official University organization, verifiable confining illness, serious verifiable family emergencies, subpoenas, jury duty, and military service. It is the student's responsibility to notify his/her instructor of any excused absence as far in advance as possible. Work must be made up in a timely manner (e.g. before the next scheduled evaluation). Documentation for excused absences must be presented as soon as possible. No documentation will be accepted after the last day of regularly scheduled classes.

NOTE: The following message appears on the “Advice Nurse” page. Did you miss a class due to an illness? Do you need to provide an excuse? If you had a visit with a health care provider they can provide you with a visit verification form. If you didn't see a health care provider but still need to document your illness you can use the Absence Excuse Form. This is NOT an acceptable excuse. You should use your four "grace days" to cover these and any other unexcused absences (work, family vacations, long weekends, undocumented illness, transportation problems, etc.)

• After four absences, each additional undocumented absence will result in a 1 point reduction of your final grade per absence, i.e., 5 unexcused absences (beyond the four "grace" days) will reduce your final grade by 5 points. For example if your overall average is 95% and you have five unexcused absences your final grade will be a 90%. Evening classes and term classes count as 2 absences per class. Absences are counted from the first day of the quarter. Chronic lateness to class will also reduce your grade. Repeated unexcused absences will result in the filing of a "Student Absence Form" with your college office.

Incompletes

An Incomplete "I" indicates that the student has completed a major portion of the work in the course in a satisfactory manner, but for reasons judged by the Language Studies Committee to be legitimate, a portion of the course requirements remains to be completed.

Academic Misconduct

"It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term "academic misconduct" includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct [PDF]."
Academic misconduct is defined as any activity which tends to compromise the academic integrity of the institution, or subvert the educational process. Such instances include, but are not limited to: cheating on assignments or examinations, collusion, falsification of excuses, submitting work from a previous quarter without explicit permission of the current instructor, violation of course rules contained in the syllabus or provided in class and plagiarism. Plagiarism is the representation of another's works or ideas as one's own: it includes the unacknowledged word for word use and/or paraphrasing of another person's work, and/or the inappropriate unacknowledged use of another person's ideas. Plagiarism via the internet is not only dishonest; it's also liable to be caught. Paper assignments, if they are clear and course-specific, don't match well with what's available on the net, and search engines on the net make detection of plagiarism as easy as plagiarism itself. For example for a written or oral report you should use the vocabulary, grammar structures, and strategies you've learned. Paraphrase your information and do not "cut and paste" whole paragraphs from the web. For more on university policies concerning plagiarism, including information on the formal hearing process by the Committee on Academic Misconduct visit the COAM FAQ page.

Disability Services

Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901.

This syllabus as well as complete information about all other elementary and intermediate Spanish language courses and requirements can be found at: http://sppo.osu.edu/spanish/courses/syllabi/syllabus.cfm