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Department of Modern Languages SPA330 Gramática Avanzada y Sintaxis MWF 11:00 – 11:55 MWF 1:10 – 2:05 GMH212 Dr. Jorge Aguilar-Sánchez Fall 2013
Department of Modern Languages
SPA330 Gramática Avanzada y Sintaxis
MWF 11:00 – 11:55 MWF 1:10 – 2:05
GMH212
Dr. Jorge Aguilar-Sánchez
Fall 2013
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SPA330 Gramática Avanzada y Sintaxis - Fall 2012 – 3 Credits
Sección # 01 MWF 01:10 – 02:05 p.m. Aula: GMH 212 Sección # 02 MWF 11:00 – 11:55 a.m. Aula: GMH 212
Professor: Jorge Aguilar-Sánchez E-mail: [email protected] (preferred) Office: 329-B Graff Main Hall Phone: (608) 785-8312 Office Hours: MWF 9:55 a.m. to 10:50 a.m., or by appointment I. Material y textos requeridos Dominics, M. C., & Reynolds, J. J. (2011). Repase y Escriba: Curso avanzado de gramática y composición (6
ed.). Hoboken, NJ: Wiley.
2. APA Style Manual 6th Ed. (en la libreria) Sitio D2L para entregar las tareas y demás asignaciones.
Textos de referencia diaria (se deben comprar en forma independiente) Un diccionario de sinónimos y antónimos de la lengua española y un diccionario Español-Español.
II. Descripción El curso SPA330 es un curso comprensivo de principios de la gramática y la sintaxis del lenguaje castellano. El énfasis del curso, sin embargo, está centrado en el estudio y práctica de las diferentes reglas gramaticales necesarias para alcanzar un nivel avanzado según la escala ACTFL. Se analizan a profundidad cada una de las estructuras desde un punto de vista sintáctico y lingüístico. Como es un curso comprensivo de la gramática, el estudiante es responsable de mantener la cantidad de estudio independiente necesario para estar preparado para cada lección. La preparación en casa será apoyada por la lectura y los ejercicios de evaluación automática en el sitio D2L. La participación en clase es esencial para lograr los objetivos del curso y por tanto constituye un porcentaje importante de la nota final. Es un requisito fundamental asistir a clase todos los días y participar activamente. Este curso se enmarca en la metodología comunicativa y del acercamiento P-E-E-R para la adquisición de segundas lenguas por lo que la mayor responsabilidad del aprendizaje/adquisición se traslada al estudiante y el profesor funge como un facilitador y guía. III. Objetivos del curso Al finalizar el semestre cada estudiante habrá:
• ampliado su conocimiento del metalenguaje necesario para hablar de la gramática del castellano en forma apropiada;
• mejorado su conocimiento de los diferentes tiempos verbales del castellano; • hecho la distinción entre tiempo, aspecto y modo para una mejor codificación y decodificación del
mensaje sea este oral o escrito; • utilizado el conocimiento adquirido mediante el método del proceso de evaluación y escritura para
producir un discurso extenso y con una sintaxis apropiada; • interpretado y analizado información tomada de diferentes medios de comunicación y producción en
español, para luego sintetizar e interpretar la misma para expresar su opinión coherentemente en forma escrita; y
• mejorado su vocabulario en forma paulatina mediante la lectura, el uso de los diccionarios y su interacción con otros estudiantes en clase.
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IV. Actividades Preparación, Participación y Asistencia La preparación consta de: 1. la lectura y las actividades sobre la gramática asignadas para cada día
según el cronograma de actividades, 2. hacer las pruebas de D2L, 3. hacer las tareas extras asignadas por el profesor, y 3. prepararse para discutir y tener una participación activa y no pasiva en la clase. La participación consiste en asistir a clase y preparar preguntas y comentarios coherentes y críticos acerca del tema asignado para ese día. La asistencia es presentarse a clase todos los días en forma puntual (antes del inicio oficial de la clase). Todo estudiante recibirá una rebaja del 2% en su nota final por cada día que faltara, después de acumular 3 (PTO), a clase sin justificación aprobada por el profesor. La preparación y la participación se evaluarán siguiendo el proceso de autoevaluación del estudiante y evaluación del profesor según el rubro de evaluación de la Participación que se adjunta al final de este programa y que estará disponible tres veces durante el semestre en el sitio D2L. Recuerde que la preparación y la participación con su asistencia son factores muy importantes para obtener una buena nota en esta clase.
Pruebas Para cada tema que se estudia en clase, hay un grupo de tareas en el sitio D2L que deben ser completadas como complemento de o como preparación para la clase. Cada tarea tiene una hora de inicio y una hora de entrega. Cada tarea se cerrará automáticamente y no se dará acceso a las tareas sin una justificación válida y aprobada por el profesor. Deben leer y seguir muy bien las instrucciones de cada tarea ya que el no hacerlo les puede costar el puntaje de la tarea. Es responsabilidad del estudiante el preparar preguntas para la clase sobre el contenido de las tareas para aclarar sus dudas. Todo problema técnico (i.e., relacionadas a D2L) debe ser discutido en horas de oficina y no por correo electrónico. Deben traer el número de tarea y el número de quiz y el problema en cuestión. Las dudas sobre las respuestas correctas deben ser discutidas con el Amity asignado.
Exámenes Habrá dos exámenes comprensivos, uno a la mitad del semestre (mid semester) y otro hacia el final del mismo, en estos exámenes el estudiante debe demostrar su suficiencia en los temas estudiados en clase. Para preparase para los exámenes, el estudiante debe repasar todas la pruebas en D2L y los ejercicios que se hayan presentado en clase. Los resultados de cada examen serán entregados una semana después de realizada la prueba.
Avances Cada estudiante deberá preparar tres avances del trabajo final y presentarlos según las fechas establecidas en el cronograma de actividades. Cada avance debe ser basado en la lectura de fuentes confiables (libro, o artículo de revista profesional) sobre el tema que se establece para el trabajo final. Después de que el profesor les entregue la retroalimentación, es obligatorio hacer los cambios sugeridos y acatar las recomendaciones dadas antes de entregar el siguiente avance. Todos los avances deben ser entregados en formato PDF y depositados en el “Buzón” del sitio D2L a más tardar las 11:59 p.m. de la fecha límite. El “Buzón” se cerrará al ser las 12:00 medianoche de esa fecha. La retroalimentación de cada avance se entregará en forma electrónica después de dos semanas de la fecha de entrega y se les sugiere seguir trabajando en la lectura las fuentes y la escritura del ensayo. Cada avance debe tener la firma de uno de los tutores de escritura (Amity). Ver apartado sobre Tutors y evaluación adelante.
Trabajo final Cada alumno preparará un ensayo formal escrito de un tema de su interés. Este debe ser en formato APA 6ta Edición y el tema será seleccionado con la aprobación del profesor. El trabajo final debe contener portada y bibliografía. No debe exceder las cinco páginas, sin contar portada ni bibliografía, a doble espacio en letra Times New Roman 12 con márgenes de una pulgada alrededor. Deberá ser entregado en formato PDF y depositado en el “Buzón” del sitio D2L a más tardar las 11:59 p.m. del miércoles 13 de diciembre del 2013. El “Buzón” estará abierto las 24 hrs del día 13. Ver evaluación adelante. Este trabajo y los avances les sirve como ensayo para el WIMP.
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V. Evaluación Preparación, participación y asistencia 20 % Pruebas en D2L 30 % Exámenes (2 @ 10%) 20 % Avances (3 @ 5%) 15 % Trabajo Final 15 % Distribución de notas: A = 93 – 100 B = 83 – 87.99 C = 70 – 77.99 D = 60 – 69.99 A/B = 88 – 92.99 B/C = 78 – 82.99 F = Below 60% NOTES: 1. Late homework will not be accepted. No extra credit will be given in this class. 2. All grades assigned are final unless there is an arithmetical error on my behalf. In such a case, please come and see me during office hours to correct it. No extra credit will be given under any circumstances. Although you will have periodic updates of your grades through D2L, your final grade will not be published in such venue. Your final grade will be posted and released per UWL standards in WINGS. 3. Incompletes: Incompletes are given only in the most serious and documented circumstances. Your professor will work with you to examine your options. 4. Attendance: Attendance is an essential aspect of the course because active participation is the key to success in this class. You will receive a zero for participation and activities that take place when you have an unexcused absence. Excused absences are defined by University regulations. Please, let me know ahead of time if you are going to be absent. Any unexcused absences beyond 2 will lower your final grade by 2% for each day missed. If you incur more than 3 absences, which represent one week of a fourteen-week class, you should probably consider withdrawing from the class. I am expected to begin class on time and you are expected to be in class on time. Tardiness will also lower your grade (Every two tardies = 1 unexcuse absence). Tardiness is defined as the arrival to the class after the class official starting time without prior notification to the professor. 5. Student with Disabilities: Any student with a documented disability (e.g., physical, learning, psychiatric, vision, or hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Resource Services office (165 Murphy Library, 785-6900) the first week of classes. You need to request the contract that verifies that you are a qualified student with a disability who has documentation on file in the Disability Resource Services office. It is your responsibility to communicate your needs to me in a timely manner (no later than the second week of classes) for me to be able to accommodate your needs. 6. Academic misconduct: Academic misconduct is a violation of the UW-L student honor code <http://www.uwlax.edu/records/UGCat/Regulations/Disciplinary.htm> . Academic misconduct is unacceptable. All work handed in for this class must be the student's own individual work. Plagiarism or cheating in any form may result in failure of the assignment or exam, failure of the course, and may include harsher sanctions. Refer to the Eagle Eye at <http://www.uwlax.edu/StudentLife/academic_misconduct.htm#14.03> for a detailed definition of academic misconduct. For helpful information on how to avoid plagiarism, go to <http://www.uwlax.edu/murphylibrary/research/plagiarism.html> . You may also visit the Office of Student Life if you have questions about plagiarism or cheating incidents. I encourage you to discuss any concerns regarding plagiarism or cheating with any of their representatives directly and well before any assignments are handed in. Failure to understand what constitutes plagiarism or cheating is not a valid excuse for engaging in academic misconduct.
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Academic misconduct is…
(1) seeking to claim credit for the work or efforts of another without authorization or citation; (2) using unauthorized materials or fabricated data in any academic exercise; (3) forging or falsifying academic documents or records; (4) intentionally impeding or damaging the academic work of others; (5) engaging in conduct aimed at making false representation of a student’s academic performance; or
assisting other students in any of these acts. 7. Day to withdraw with an automatic “W”: October 25, 2013 8. Final Exam: Because the final examination of this course is the presentation of a formal essay, the essay must be turned in on Friday, December 13, 2013. Remember it has to be in PDF format and submitted in the Dropbox in D2L. 9. Office Hours and student-student, student-teacher communication: These are a few suggestions about communication in academia. Although, for some of you, e-mail has become the only means of communication with your relatives and friends; for academic purposes it is not. I will be responding to e-mails on an emergency basis (e.g., you need to miss a class). I will not respond to e-mails regarding materials presented when you miss a class. You need to have the e-mail addresses of at least two classmates and contact them before you contact me. You should not send me an email. Rather, you should come to office hours with specific questions regarding the material covered in that class. Please do not ask the questions “what did I miss?”. You should start with “I have reviewed the materials and I have these questions about it”. When you have to write an e-mail, please include at least the following:
Do not take for granted that your email address introduces you in the email. It does not. Please include a “subject”, it will help me in determining the urgency of your email. I will communicate with you via email. I will try to keep them to no more than two a week, but I may send more. I will also use the D2L site for communication with you. Please visit the “Schedule” tab and check for upcoming event in the class.
Office hours are set up for you to be able to work with your instructor on issues that may prevent you from achieving the course goals. However, they are not to have your class materials repeated to you. You have to use this time to further your knowledge of Spanish syntax and clarify any doubts that come about from reviewing your materials. It is also a space to work on issues with which you may be struggling and which need further clarification.
[Greeting:] “Professor [my last name here]”,
[State the reason why you are contacting me via email] (e.g., I am writing to you because …) [The request needs to be polite] (e.g., and I was wondering if you could …)[A closing such as “I really appreciate you taking time to answer me” or something similar.]
[Farewell] Sincerely,
[Identify yourself]
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10. Language Resource Center and Tutors: The Department of Modern Languages offers the Language Resource Center (LRC), GMH321, where you can find all sorts of materials to help you improve your language ability. I highly recommend you visit the LRC and consult on what materials may help you improve your proficiency in Spanish, which will help you perform better in the class. They also offer free tutoring for students.
Tutors (Amities)
Amity scholars will have 3 office hours for this course. Please arrange with them a schedule that is good for everyone. Remember that the Amity should not do your homework for you; they can help you understand the subject matter for you to do a good job on the assignments for this class. They are not to correct all grammatical mistakes for you or the organization of the text. They are to help you organize your ideas and find better ways to express ideas that you might be struggling with. In other words, come prepare to ask specific questions to them. Do not simply submit your paper for them to read and correct, that is my job. You will be working with them once a week to work on reviewing the subject matter covered in class or working on your writing project. Amities will provide me an attendance report that will be counted towards your participation grade.
11. Student work after the semester: For confidentiality and program purposes all exams and homework assignments will be kept for one semester after your classes end. They will be disposed of at the end of that semester. Exams will not be given back to you. They are electronic and you can only see the results for a few days. You can request an appointment to see it and discuss it with me, but you will not be able to take them home with you. D2L materials will be available until the day of the final exam.
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Cronograma de Actividades
Week Dates Content *Tarea* 1 4-Set Lectura del Programa de Estudio y Cronograma de
actividades. - Leer y repasar bien el “Programa
de estudios”. - Familiarizarse con D2L y este
cronograma de actividades. 6-Set Metalenguaje para estudiar gramática y lenguajes Lectura: “Águeda” pp. 2-4
2 9-Set Comprensión de lectura: pp. 5-6
Sección gramatical: El pretérito y el imperfecto pp. 7-18
D2L: Tarea 01: Metalenguaje. D2L: Tarea 02: Vocabulario
11-Set Sección gramatical: El pretérito y el imperfecto pp. 7-18
D2L: Tarea 03: Pretérito e imperfecto.
13-Set Sección léxica: Gradación de los adjetivos pp. 18-20 y Distinciones pp. 21-22
D2L: Tarea 04: Gradación y distinciones. Lectura: “Nuestros semejantes” pp. 28-30 D2L: Tarea 05:Vocabulario Capitulo 02
3 16-Set Comprensión de lectura: pp. 31-32 Sección gramatical: Ser y Estar pp. 32-45 Presentar el tema para el ensayo formal.
18-Set Sección gramatical: Ser y Estar pp. 32-45
D2L: Tarea 06: Ser y Estar.
20-Set Sección léxica: El género de los nombres pp. 45-47 y Distinciones pp. 47-49
D2L: Tarea 07: Ampliación y distinciones. Lectura: “El hombre de plata” pp. 56-60 D2L: Tarea 08: Vocabulario Capítulo 03
4 23-Set Comprensión de lectura: pp. 61-62 Sección gramatical: Construcciones verbales especiales pp. 63-78
25-Set Sección gramatical: Construcciones verbales especiales pp. 63-78
D2L: Tarea 09: Construcciones verbales especiales
27-Set Sección léxica: Los nombres de los sonidos pp. 78-79 y Para escribir mejor pp. 81-86
D2L: Tarea 10: Distinciones y Para escribir mejor Capítulo 03. Lectura: “Réquiem con tostadas” pp. 88-92 D2L: Tarea 11: Vocabulario Capítulo 04
5 30-Set Comprensión de lectura: pp. 92-95 Sección gramatical: El subjuntivo pp. 95-113
2-Oct Sección gramatical: El subjuntivo pp. 95-113
D2L: Tarea 12: El subjuntivo
4-Oct Sección gramatical: El subjuntivo pp. 95-113 y Para escribir mejor pp. 118 - 121
Entregar Avance 1 D2L: Tarea 13: El uso de la coma. Lectura: “Calvario de un fumador” pp. 124 -127 D2L: Tarea 14: Vocabulario Capítulo 05
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6 7-Oct Comprensión de lectura: pp. 128 - 129 Sección gramatical: El subjuntivo en expresiones impersonales pp. 130 -140
9-Oct Sección gramatical: El subjuntivo en expresiones impersonales pp. 130 -140
D2L: Tarea 15: El subjuntivo en expresiones impersonales Participación: Primera mitad del curso.
11-Oct Examen 01 Lectura: “La puerta condenada” pp. 149 -153 D2L: Tarea 16: Vocabulario Capítulo 06
7 14-Oct Comprensión de lectura: pp. 153 - 155 Sección gramatical: El subjuntivo en cláusulas adverbiales pp. 155 -166
16-Oct Sección gramatical: El subjuntivo en cláusulas adverbiales pp. 155 -166
D2L: Tarea 17: El subjuntivo en cláusulas adverbiales
18-Oct Distinciones y Para escribir mejor pp. 168 - 174 D2L: Tarea 18: Distinciones y Para escribir mejor Capítulo 06. Lectura: “Diez argumentos contra la eutanasia” pp. 176 -178 D2L: Tarea 19: Vocabulario Capítulo 07
8 21-Oct Comprensión de lectura: pp. 179 - 180 Sección gramatical: Usos de los artículos definido e indefinido pp. 180 -189
23-Oct Sección gramatical: Usos de los artículos definido e indefinido pp. 180 -189
D2L: Tarea 20: El uso de los artículos definido e indefinido
25-Oct Sección gramatical: Preposiciones I pp. 189 -200 ***Último día para retirarse del curso con una “W” automática***
D2L: Tarea 21: Las preposiciones I. Lectura: “Las telenovelas” pp. 176 -178 D2L: Tarea 22: Vocabulario Capítulo 08
9 28-Oct Ampliación: Prefijos y Sufijos: pp. 200 - 201 Distinciones: Parecer y parecerse a pp. 201 -203
30-Oct Comprensión de lectura: pp. 211 - 213 Sección gramatical: Preposiciones II pp. 213 -224
1-Nov Sección gramatical: Preposiciones II pp. 213 -224 **Entregar Avance 2** D2L: Tarea 23 y 24: Preposiciones II Lectura: “Espejo de tiempo” pp. 235 -238 D2L: Tarea 25: Vocabulario Capítulo 09
10 4-Nov Día de Consejería de la sección de Español (trabajo individual) – Deben asistir a la consejería y firmar la hoja de asistencia.
Sección gramatical: Usos de para y por pp. 241 -254
6-Nov Sección gramatical: Usos de para y por pp. 241 -254 D2L: Tarea 26: Para y por 8-Nov Sección gramatical: Preposiciones compuestas pp.
254 -255 Para escribir mejor: La narración pp. 261 - 263
D2L: Tarea 27: preposiciones compuestas y formación de sustantivos Lectura: “La factura” pp. 265 -269 D2L: Tarea 28: Vocabulario Capítulo 10
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11 11-Nov Comprensión de lectura: pp. 269 - 271 Sección gramatical: El lugar de los adjetivos descriptivos pp. 271 -281
13-Nov Sección gramatical: El lugar de los adjetivos descriptivos pp. 271 -281
D2L: Tarea 29: El lugar de los adjetivos descriptivos
15-Nov Sección léxica: Formación de adjetivos pp. 281 -283 Para escribir mejor: La descripción pp. 287 - 289
D2L: Tarea 30: Formación de Adjetivos Lectura: “Mensajes de texto, un nevo lenguaje” pp. 291 -293 D2L: Tarea 31: Vocabulario Capítulo 11
12 18-Nov Comprensión de lectura: pp. 294 - 295
20-Nov Sección gramatical: Usos del tiempo futuro y modo condicional pp. 296 -303
D2L: Tarea 32: El El futuro y el condicional
22-Nov Sección gramatical: Usos del tiempo futuro y modo condicional pp. 296 -303Día de Acción de Gracias
Lectura: “La ruta de los mercados mayas” pp. 323 -325 D2L: Tarea 33: Vocabulario Capítulo 12
13 25-Nov Comprensión de lectura: pp. 326 - 328
27-Nov Sección gramatical: La voz pasiva y el sustituto reflexivo pp. 333 - 340
D2L: Tarea 34: Verbos de uso reflexivo D2L: Tarea 35: Verbos reflexivos y la voz pasiva
29-Nov Día después de Acción de Gracias, No hay clases.
14 2-Dic Sección léxica: Para escribir mejor: El informe pp. 345 - 347
Entregar Avance 3. Lectura: “La amenaza latina” pp. 350 -353 D2L: Tarea 36: Vocabulario Capítulo 13
4-Dic Comprensión de lectura: pp. 354 - 356 Sección gramatical: Los Gerundios y los infinitivos pp. 357 -369 Sección gramatical: El participio pasado en construcciones absolutas pp. 369 -371
6-Dic Sección gramatical: pronombres relativos pp. 385 -396
D2L: Tarea 37: Gerundios, infinitivos y participios pasados D2L: Tarea 38: Pronombres relativos
15 09-Dic Repaso general y cierre del curso 11-Dic Examen 02
13-Dic Entregar el Trabajo Final en D2L
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Evaluation Criteria for Class Participation (online) Nombre: _________________________________ Sección:
Outstanding = 90-100 (A) The student:
• is well prepared for class, arriving with significant mastery of newly studied material • is enthusiastic about learning, and has a positive impact on class atmosphere • participates actively in Spanish, including volunteering to answer questions, sharing ideas, and
responding to classmates’ ideas • contributes actively during small-group activities; shows leadership and is crucial to getting
the given tasks accomplished; listens attentively when others speak • makes a determined effort to achieve the objectives of each lesson • is always on task and uses practice time wisely
Very good = 80-89 (B) The student:
• is well prepared for class, and is often able to actively use new material • shows a positive attitude toward learning, and has a positive impact on class atmosphere • participates regularly in Spanish, including some volunteering and sharing of ideas, but more
often just answering instructor’s questions when called upon • contributes positively during small-group activities and is a valued team member; listens when
others speak • makes a concerted effort to achieve the objectives of each lesson • stays mostly on task and uses practice time wisely
Satisfactory = 70-79 (C) The student:
• is somewhat prepared for class, though sometimes not able to apply new material • seems somewhat indifferent toward learning, thus does not positively impact class atmosphere
on a regular basis • shows more passive than active participation; sometimes contributes and is at least aware of
what is going on; resorts too easily to English • sometimes contributes during small-group activities; usually listens when others speak • makes an effort to achieve lesson objectives, although there is room for improvement • could stay more focused, and could make better use of practice time
Improvement Needed = 69 and below (D, F) The student:
• is not well prepared for class, and often is not able to apply new material • shows a negative attitude toward learning; is disrespectful to instructor or to classmates; talks
out of turn or about unrelated topics; has a negative impact on class atmosphere for any number of reasons
• is a passive participant or a non-participant in class activities; is barely engaged and depends on others to carry the load; lapses into English frequently
• rarely contributes during small-group activities; often does not listen when others speak • makes little or no effort toward achieving lesson objectives; there is significant room for
improvement • is easily distracted and off task, and often wastes practice time
NOTE: Frequent absences or late arrivals will obviously affect participation grade.
Avance y Trabajo Final Department of Modern Languages Dr. Jorge Aguilar-Sánchez
1 SPA330 Gramática Avanzada y Sintaxis
Hoja de Evaluación Nombre:_________________________________ Nota: ________% ________
Contenido (40%)
40 El trabajo presenta un grado de preparación del tema excelente. Se nota la lectura y la comprensión clara del tema. 35 El trabajo presenta un grado de preparación del tema muy bueno. Se nota la lectura, pero la comprensión no es clara. 30 El trabajo presenta un grado de preparación del tema bueno. Se nota un poco la lectura y la comprensión de la misma. 10 El trabajo no muestra ningún grado de preparación de tema o la lectura. 1 El trabajo no fue entregado.
Redacción (20 %)
20 No hay problema en la fluidez de las ideas. El trabajo es coherente y capta el interés del lector. 15 Hay problemas de fluidez mínimos, pero el trabajo es coherente y capta el interés del lector. 10 Hay muchos problemas de fluidez y coherencia que impiden captar el interés del lector. 5 El trabajo no es coherente y no capta el interés del lector. 1 El trabajo no fue entregado.
Gramática (30%)
30 El estudiante hace uso correcto de todas las reglas gramaticales estudiadas en clase.
20 El estudiante hace uso correcto de la mayoría de las reglas gramaticales estudiadas en clase que no causan problemas en el
discurso.
10 El estudiante hace uso correcto de algunas reglas gramaticales estudiadas en clase pero no causan que problemas en el
discurso.
5 El estudiante hace uso correcto de pocas reglas gramaticales estudiadas en clase y los problemas de causan muchos
problemas de comprensión.
1 El estudiante no entregó el trabajo.
Referencia (10 %)
10 El estudiante utiliza fuentes primarias (todas las requeridas) y las cita correctamente. 8 El estudiante utiliza algunas fuentes primarias (menos de las requeridas) y las cita correctamente. 6 El estudiante utiliza pocas fuentes primarias (una o dos) y las cita correctamente. 4 El estudiante no utiliza fuentes primarias y/o las cita incorrectamente. 1 El estudiante no cita correctamente y se puede confundir con plagio.
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
SPA 330 – Gramática Avanzada y Sintaxis Análisis Comparativo de Resultados del Curso por los Estudiantes y
Preguntas/Expectativas del Curso
Student Comment Student Learning Outcome in the Syllabus In my opinion, the most helpful activities were… Student 1 “I thought the most helpful activities were when we would listen to an explanation of grammar and then practice what we learned in small groups, and then discuss the correct answers. It helped to be able to practice what we were learning and be able to ask questions in class as we worked on exercises in the textbook. Also, class discussions about the weekly "lectura" that we read helped me to understand the story better, and learn new vocabulary.”
Student 2 “working in small groups to discuss the lessons for the day, doing the vocab activities on the smart board, and doing quizzes on D2L most of the time.”
Student 3 “Group work, instructor used a lot of hand gestures and jokes to facilitate learning.”
Student 4 “the activities that we did in class as small groups or with the pens that had the recordings on them.”
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
In my opinion, the least helpful activities were… Student 1 “The lengthy quizzes were not very helpful. If they would have been shorter, or not so many, I think it would have been more helpful. But because they were long and difficult, it ended up being just frustrating and overwhelming. Some quizzes were around 30 questions and if you complete it 4 times like you are supposed to, that ends up being 120 questions to answer for just one of the quizzes. It took quite a long time to finish them, and was extremely frustrating at times.”
Student 2 “"Pen-casts" were posted weekly to D2L; however, despite the intentions of these, they proved to be completely useless. The information given on the pen-casts seemed to be taken directly from the text book and usually the audio function did not work.Discussing vocabulary in class was also unhelpful. Outside of class we took quizzes on the vocabulary until we received 100%, thus going over the answers in class was a waste of time.Completing plot maps for every story or article written was unhelpful as well. The process was extremely tedious and generally unnecessary for furthering our knowledge of Spanish grammar. Usually it was completed just to get it completed.”
Student 3 “D2L quizzes. We never went over them in class. It was extremely inconvenient to talk about disputes because I first had to send an e-mail describing the issue and then had to find a time during his office hours to meet or schedule an appointment which took more time. I also didn't like them because even though I was given the answers, I wasn't given the reasoning, nor was I given access to some of the answers after the quiz was closed. I would go back through the quizzes and try to figure out the reasoning behind the answer, but I would usually still see my own answer as UNIVERSITY OF WISCONSIN - LA CROSSE ITEM ANALYSIS OF INSTRUCTOR EVALUATIONS fitting. This doesn't help my future abilities because even though I did
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
the exercise, I still don't know why I got certain ones wrong and I tried to ask for help but it was hard to find time so he just sent an e-mail which demotivated me to ask for more help. I understand this was supposed to be partly an independent class with a lot of independent work, but I could have memorized the entire book and still gotten answers wrong due to a lack of practice with the teacher--I even asked a fluent spanish speaker why I got a question wrong and they said I was right. So I was disappointed with the use of the online interaction. Sorry for the long comment.” Student 4 “respect towards students. Dr. Aguilar spoke to even the most attentive and responsible of students in a demeaning and rude manner. It should be expected that he display to us the same respect that he demands us to have towards him. Also, he was very unorganized and unclear in his expectations for assignments and presentations which generally left the entire class confused and stressed about what needed to be done for him. As a result, we had to make a facebook page where we discussed with each other what we were confused about and what needed to be clarified from Professor Aguilar. None of his teaching styles or mannerisms are conducive to a productive learning environment.”
Student 5 “in-class activities and less weekend homework. It takes an hour to do each quiz, and three quizzes were assigned every weekend.”
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
Furthermore, I would like to say… Student 1 “I think the class content was good, but I did not like the teaching style. In my opinion, I felt uncomfortable in class and dreaded going to class. If a student was even one minute late, they had to wait outside the door until the professor was ready to let them in. I have to be honest, that my impression was not that the professor wanted us to succeed. He made things very difficult, and I am a good student. I have A's in all of my classes except this class. I didn't feel like the professor was understanding when it came to assignments, class, quizzes, etc. I did not feel comfortable going to his office for help or with questions because he came off as very intimidating and unhelpful. I do not want to be harsh, but this is my opinion of the class. I think that the professor is probably very intelligent and everything, but needs to work on relating to the students and making them feel comfortable. It is important to have a positive and comfortable atmosphere in a language class where you are expected to make a lot of mistakes when practicing speaking the language. I think if he could just loosen up a little bit and realize that we are here to learn, and yes, we are not perfect, and will make mistakes, but that doesn't mean we don't take our education seriously.”
Student 2 “This class was extremely stressful and frustrating. It proved to be the worst class of any Spanish class I have ever taken on this campus (5 classes not including this one). Despite my genuine work ethics, my good intentions, and my effort to meet with the professor outside of class; I do not expect a good grade in this class. It is unfortunate that my last Spanish class on this campus will likely hurt my GPA and leave a dissatisfied impression of the Modern Language department. I tried my best UNIVERSITY OF WISCONSIN - LA CROSSE ITEM ANALYSIS OF INSTRUCTOR EVALUATIONS to meet the requirements for this class (attending literally all class
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
periods, turning in all homework assignments on time, allotting the appropriate amount of time for a 3 credit class to study and complete homework, spending extra time with the amity scholar and friends from class to receive additional assistance, ect.); however despite all these attempts to hopefully receive a good grade, I somehow managed to get a below average grade on every major exam, rough-draft essays, and final draft essays. Is it just me? I made appointments with this professor to hopefully resolve my doubts in the class, but the appointments usually ended without a solution and with more frustration than I started out with. It seems that this class did not successfully teach the material and the grading was unfair. In addition to these comments, I would also like to state that this professor missed approximately 8 class periods (including an entire week). I find this to be completely inappropriate for an upper level Spanish class.” Student 3 “This instructor was not understanding to student´s struggles and talked condescendingly when students had questions. While he did give some leeway on extensions for papers, he gave zeros on papers if one thing was formatted wrong on the paper. This attitude made it incredibly hard to approach him with concerns or even ask for help.”
Student 4 “I was quite disappointed that I had to have a semester with a Professor who was as disorganized and as disrespectful as Professor Aguilar. In my three years at UW-L I have always been beyond impressed and pleased with the teaching staff in the language department as well as all the science classes I have taken. Professor Aguilar does not provide a positive learning experience like all of the other professors have for me in the past three years.”
Student 4 “I really enjoyed the class and I learned a lot being in the class. I am excited to take more classes!”
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
Student 5 “I learned a lot from this class but it was not enjoyable because I was so stressed on all the extra homework.”
Student 6 “I learned a lot about grammar. Some of the definitions were a little confusing.”
Questions to answer in small groups: 1. Does the syllabus contain all information I need to succeed in this course? If not, what do I need to ask Jorge in the first week of classes to have a semester with the least amount of stress in his class? 2. What are the major assignments for this class? Is there any information (e.g. due dates, information regarding format, etc.) in the syllabus? If not, what information do I need from Jorge? 3. Is the syllabus clear as to how I am going to be evaluated? Does Jorge provide me with the criteria for the major assignments? If yes, do I have further questions for Jorge regarding evaluation? If no, should I ask Jorge for the criteria before it is too late or too close to the due date? 4. Is there any information in the syllabus as to what Jorge’s expectations from me with regards to participation and preparation to the class? If yes, what are Jorge’s expectations and how can I meet them to be successful in his class? If not, what information do I need from him?
Dr. Jorge Aguilar-‐Sánchez
Fall 2013
4. Is there any information regarding communication via email and/or visits to Jorge’s office in the syllabus? If yes, what are Jorge’s expectations for me regarding communication with him? If not, what information do I need? 5. Is there any information regarding “Pruebas” or D2L Quizzes? If yes, what are the “Pruebas” for? What are Jorge’s expectations for me regarding “preparación” for and “participación” in the class? Do I think I will be able to succeed in this class if I do not follow Jorge’s suggestions? 6. What can I do to avoid frustration in Jorge’s class? How can I approach him without feeling intimidated?
