Jesse L Abing
— MA, University of Texas at Austin
- E-mail: firstname.lastname@example.org
- Phone: (512)232-4548
- Office: BEN 5.100; Desk 52b
- Office Hours: TTh 11:00-12:00PM
- Campus Mail Code: B3700
Before coming to the University of Texas at Austin I spent five years teaching Spanish and coaching Cross Country, Diving and Track & Field at Irondale High School in New Brighton, MN. My love of learning, language, specifically Spanish, and warm climates brought me south. Currently I am interested in research fields related to syntax, semantics, and language variation and change and have done some preliminary work related to differential object marking evolution, usage and variation as well as syntax (i.e. pronoun and determiner usage) as it relates to sexuality and gender.
SPN F610D • Intermediate Spanish I
MTWTHF 830am-1130am MEZ 2.124
A. SPN 610D is the second 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.
PREREQUISITE for 610D: SPN 601D, 604, 507, or 508K (or equivalent transfer course), with a grade of at least C, or an appropriate score on the University of Texas Placement Test. 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 (email@example.com) and Christine Fisher (firstname.lastname@example.org). Their office is located in BEN 2.108.
B. GOALS FOR SPANISH 610D
By the end of this course you should be able to do the following:
(a) express opinions, reactions and recommendations;
(b) discuss possible, probable and certain future events and situations;
(c) narrate past events and react subjectively to them;
(d) speak hypothetically about various events and situations;
(e) analyze moderately complex language data in order to draw conclusions regarding parts of speech, functional uses of grammar, etc.;
(f) recognize dialectal, social and contextual variation;
(g) understand the main ideas of moderately complex written texts (with improved skimming, cognate recognition, and inference skills);
(h) understand the main ideas of moderately complex oral discourse (with improved recognition of tone, content, context, intonation, etc.);
(i) maintain conversations of a substantial length (with improved fluency strategies, such as circumlocution, discourse markers, etc.);
(j) produce written work of a substantial length (with improved organization, connectors, and appropriateness of register)