Spanish 302 Syllabus
Spanish 302: Conversation
THE OHIO STATE UNIVERSITY
The prerequisite for Spanish 302 on the Ecuador Program is Spanish 250.
TextLorillo, Nino R., Díaz Andrés, and Dennis L. Hale, Conversación y controversia, Tópicos de hoy y de siempre. Fifth Edition. Pearson Education, Inc., Prentice Hall: Upper Saddle River, New Jersey. 2004 ISBN0-13-183821-0
Course Description: Spanish 302 is an OSU Spanish course adopted to the Ecuadorian context and primarily intended to take full advantage of the Ecuadorian Immersion experience to increase fluency and accuracy. As such, students will be assigned extensive reading and listening exercises in order to increase passive vocabulary. Passive vocabulary in turn will be transformed to active vocabulary through assigned interviews and conversations outside of class, formal and informal presentations, one on one conversation, discussions, and debates.
Course Objectives:- Expand current vocabulary in order to use more precise words and idioms related to conversation topics.
- Apply intermediate and advanced grammar structures to conversation topics.
- Successfully and consistently avoid common grammar and syntax errors in conversation topics.
- Improve pronunciation, specifically in problematic areas such as t, d, r, and vowels.
- Improve fluency, specifically measured by increased speed in conversation, with the inclusion of higher level vocabulary and accurate grammatical structures.
- Integrate established topics in the text with the experience in Ecuador, and learn about diverse views and opinions of the conversation topics.
Topics covered in this course will stem from the text, but will be enriched by the life experience and particular views of Ecuadorians. Where possible the broader topics from the text will be narrowed to the particular Ecuadorian context. For example, in the unit on Education, education in Ecuador will be the focus, as well as comparisons to Education in other countries.
Disability Services: Anyone who feels they may need an accommodation based on the impact of a disability should contact the RD to arrange an appointment as soon as possible. At the appointment you can discuss the course format, anticipate your needs, and explore potential accommodations. We rely on the Office for disability Services for assistance in verifying the need for accommodations and developing accommodation strategies. If you have not previously contacted the Office for Disability Services, we encourage you to do so.All your work should be included in you Quito program portfolio.
Grading Scale |
|
| Letter Grade | Numerical Equivalent |
|---|---|
| A | 93 - 100 |
| A- | 90 - 92 |
| B+ | 88 - 89 |
| B | 83 - 87 |
| B- | 80 - 82 |
| C+ | 78 - 79 |
| C | 73 - 77 |
| C- | 70 - 72 |
| D+ | 68 - 69 |
| D | 65 - 67 |
| E | 0 - 64.9 |
Note: Students are not permitted to take this course as an audit or pass/fail, or receive a grade of incomplete.
Attendance:
- All students are required to attend all classes and are expected to arrive on time. If an illness or an emergency prevents you from attending class, you are expected to notify the RD as soon as possible. Upon your return to school, you must submit a note from a physician explaining your absence. The Resident director will notify you if the absence is excused.
- Makeup work will be permitted ONLY when the RD is presented with acceptable documentation and the absence is excused. Students with an unexcused absence will not be allowed to submit makeup work. Class participation points cannot be made up for any reason.
- After two hours of unexcused absences in a course, each additional unexcused hour will result in a one-percentage point reduction of your final grade per absence. This means that if you miss one school day and your absence is unexcused, your final grade will be reduced by two percentage points. For example, an 80% becomes a 78%.
- Lateness to class counts toward unexcused hours and will be rounded to the next quarter hour. (If you arrive 9 minutes late, you now have 15 minutes unexcused; arrive 17 minutes late, you now have 30 minutes unexcused, etc.). Repeated lateness and absences will require a meeting with the RD, will be reported to The Ohio State University, and may result in your removal from the class.
- Missing or arriving late to required meetings and required school activities will be counted as an absence and will be treated as outlined above .
- Academic misconduct is defined as any activity, which tends to compromise the academic integrity of the institution, or subvert the educational process. All suspected cases of academic misconduct will be reported to the Committee on Academic Misconduct as required by University rules. Such instances include, but are not limited to: plagiarism (representing as one’s own work anything done by another), 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.
- For example for a written or oral report you should use the vocabulary, grammar structures, and strategies you’ve learned. Paraphrase you information and DO NOT “cut and paste” whole paragraphs from the web. Work submitted must be in your own words. “Borrowing” materials without citing sources is plagiarism.
- All cases of copying, cheating, plagiarism, fraud, deceit, and other unacceptable academic conduct will be reported to the Resident Director and subsequently to the Office of Academic Misconduct at the Ohio State University in Columbus without exception.
- Disrespectful or disruptive behavior in this program will not be tolerated and may result in no-completion of the program. Please refer to the OSU Student Affairs “code of Student Conduct” Web site for rules and procedure.
Reading Assignments: Include readings from text, readings from magazines and newspapers, and selected Ecuadorian Short Stories. Comprehensive readings are designed primarily to increase active vocabulary and create constant sources for new discussion material. Participation grade will reflect in part student’s abilities to report back in class on assigned readings using expanded vocabulary acquired from assigned readings.
Written Assignments: Based on assigned readings, interviews, television news broadcasts or programs, vocabulary, and grammatical structures. Written assignments are intended to prepare students for discussion in class. A minimum of three written assignments per week will be assigned and may include reports on interviews, summaries of readings, or assignments, that practice new vocabulary and grammatical structures from the text.
Class Discussion: Based on assigned readings and interviews. Discussion will include small group, partner conversation, and debate format, with daily participation grades assigned for both quantitative and qualitative individual contributions. Ability to integrate new vocabulary and structures will be noted in daily participation grades. Where possible, native speakers will be invited to work with individual students as conversation partners related to class topics.
Informal Presentations: Based on interviews and articles in current newspapers or magazines. Presentations will be around five minutes and should integrate substantial new information along with learned vocabulary. Informal presentations that simply rehash class discussions and use basic vocabulary are insufficient. See Oral Presentation Testing Scale.
Final Presentations: Individual topics will be chosen the first week and students will give a final 15-minute presentation that displays acquired cumulative vocabulary, increased knowledge in chosen topic, increased fluency, and integration of intermediate and advanced grammatical structures. On the second day of class, students will present a five-minute presentation of chosen topic. The first presentation is not graded. Both the first presentation and the final presentation will be audio taped. See Final Presentation Testing Scale
Written Quizzes: Daily and weekly quizzes, based on vocabulary, structures, idioms, and topics. All quizzes are cumulative.
Grading Components
- Participation and attendance: 20%
- Quizzes: 15%
- Written Assignments: 15%
- Informal Presentations: 30%
- Final Presentation: 20%
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Calendar:
| DAY 1 | Chapter 1 (El científico y el artista), Pronunciation Pre-tape and analysis. |
|---|---|
| DAY 2 | Chapter 3, 4 (El matrimonio, La popularidad: hombres y mujeres) |
| DAY 3 | Chapter 5 (El Terrorismo) |
| DAY 4 | Chapter 9 (La Eutanasia), Ecuadorian Short Story Selection |
| DAY 5 | Discussion and informal presentations |
| DAY 6 | Chapter 10 (La migración) |
| DAY 7 | Chapter 11 (La salud y la medicina) |
| DAY 8 | Chapter 14, 16 (Las armas de fuego, la pena capital…muerte) |
| DAY 9 | Chapter 17 (La herencia y el medio ambiente), Ecuadorian Short Story |
| DAY 10 | Discussion and informal presentations |
| DAY 11 | Chapter18, 19 (El narcotráfico, Fumar o no fumar) |
| DAY 12 | Chapter 20, 23 (El Espanglish, La educación) |
| DAY 13 | Chapter 21 (Actitud ciudadana), Ecuadorian Short Story Selection |
| DAY 14 | Presentations and Evaluations, Pronunciation Post-tape. |
| DAY 15 | Final Presentation and Evaluations |
