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Jill Robbins, Chair 150 W 21st Street, Stop B3700, Austin, TX 78712 • 512-471-4936

Daniela MacGregor Sevilla

Assistant Instructor and PhD Candidate

Contact

  • Phone: (512) 232-4546
  • Office: BEN 4.106
  • Office Hours: MON & WED 12:00PM - 1:00PM

Biography

Daniela MacGregor Sevilla was born in Berkeley, California (1983) and spent her youth traveling between her family’s permanent home in the U.S. and her parents’ native Mexico City.  She holds a double major in Spanish and French Literature from Georgetown University as well as a M.S. in Spanish Literature and Cultural Studies from the same institution.  She completed an interdisciplinary M.A. in Humanities and Social Thought at New York University in 2009 with a thesis on Peruvian author, José María Arguedas’s Los ríos profundos and human rights education.  Since then she has been at the University of Texas at Austin working towards obtaining her PhD in Hispanic Literature. Her current research focuses on Mexico and the construction of national ideologies in postrevolutionary Mexico.

Education: MS, Georgetown University. MA, New York Unviersity. BA, Georgetown University.

Interests

20th Century Latin American Literature and Cultural Studies, Intellectuals and Society, Mexico's Public Education Policy and National Culture

SPN S611D • Intermediate Spanish II

88365 • Summer 2014
Meets MTWTHF 1000am-100pm BEN 1.106
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  • This document contains important information and represents an agreement between the Department of Spanish and Portuguese and its students.
  • You are responsible for knowing all of the information contained in this document.
  • You indicate acceptance of these policies by registering for this course.

 

 

1.  PURPOSE, GOALS, AND OBJECTIVES OF THE LANGUAGE PROGRAM

The objective of the Spanish language program addresses the basic tenet of a liberal arts education: the development of a critical thinking approach towards the analysis of language in society. This objective is framed in an overall worldwide trend towards political and economical internationalization and an increasingly diverse and multicultural work environment.

 

The Spanish language program focuses on the development of multilingual literacies through the analysis and use of Spanish as a second language. The program focuses on the development of three major types of competencies (all equally ranked in terms of importance):

 

(1)  linguistic competence (Spanish phonetics/phonology, morphosyntax, lexicon, discourse, etc.)

(2)  communication / interactional competence (sociocultural uses of the language, pragmatics, cultural background / perspectives)

(3)  metalinguistic competence (language as a conceptual, symbolic system)

 

 

2.  COURSE DESCRIPTION, GOALS, AND OBJECTIVES

A. SPN 611D is the third course in The University of Texas lower-division Spanish program. This is a six-credit course.  The course focuses on further developing speaking, listening, reading, and writing skills in Spanish while building vocabulary, learning basic rules and terminology of Spanish grammar, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of sociocultural situations.

 

B. PREREQUISITE FOR 611D: the prerequisite for this course is a passing grade (C or better) in SPN 610 D, equivalent credit transferred from another university, or credit by exam. If you do not have the prerequisite, please drop the course now. For questions concerning prerequisites or eligibility, talk to your instructor or make an appointment with one of the Liberal Arts Advisors for Spanish: Liz Hastings (eyhastings@mail.utexas.edu) and Christine Fisher (fisher@mail.utexas.edu).  Their office is located in BEN 2.108.

 

 

 

 

 

 

C. GOALS FOR SPN 611 D

By the end of this course you should be able to do the following:

 

(a) describing in detail 

(b) narrating in the  past

(c) narrating past events and reacting subjectively to them

(d) expressing opinions and reacting to dramatic events and situations

(e) reporting what other people said

(f) discussing past actions affecting the present

(g) recognizing dialectal, social and contextual variation

(h) talking about actions completed before other past actions

(i) talking about hypothetical situations in the future or past

(j) understanding the main ideas in moderately complex written texts (with improved skimming, cognate recognition, and inference skills)

(k) understanding the main ideas of  moderately complex oral discourse (with improved recognition of tone, content, context, intonation, etc.)

(l) maintaining conversations of a substantial length (with improved fluency strategies, such as circumlocution, discourse markers, etc.)

(m) producing written work of a substantial length (with improved organization, connectors, and appropriateness of register)

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