Delia L Montesinos
Senior Lecturer — PhD, University of Texas at Austin
Born on the Mexico US border, Delia attended public schools in Brownsville, Texas. She received a BA with a major in Spanish from Trinity University in San Antonio, Texas. She lived in Valencia and Castellón, Spain, for sixteen years, returning to the US in 1981. She taught Spanish with the Brownsville Independent School district for several years and received an MAIS from the University of Texas Pan American. In 2000 she received a PhD in Spanish Literature from the University of Texas at Austin where she is currently a Senior Lecturer and General Language Program Coordinator.
During her tenure as a high school teacher, Delia became very involved with the Advanced Placement Spanish Language and Literature program. She was a member of the AP Spanish Test Development Committee from 1994-1998 and has been a Reader, Question Leader, and Exam Leader for the AP Spanish Literature Exam. She also was a member of Curriculum Development and Assessment Committee for the revised AP Spanish Literature and Culture course, and she is currently a Co-Chair for the Development Committee. Delia has also been a member and chair of the CLEP Spanish Test Development Committee.
SPN S325L • Intro Spn Amer Lit Snc Mod
88715 • Summer 2013
Meets MTWTHF 830am-1000am MEZ 1.210
(also listed as LAS S370S)
SPN 325L Introduction to Spanish American Literature since Modernism (2nd summer session).
This course offers a survey of major literary trends and writers of Spanish American literature since Modernism within a cultural context. While the course uses a selection of works that are recognized by critics, specialists, and readers as the most outstanding, it will also include other less-known authors that are equally notable in order to reflect the diversity of Spanish American literature. Most works will be read in their entirety; however, an occasional work may be abridged. The course will include the four genres and will require both textual and thematic analyses of the works so as to prepare students for more advanced courses.
This course is designed to help you
· read and understand literary texts within an historical and cultural context;
· foster and develop an individual critical points of view;
· analyze and compare different literary texts; and
· write short responses and essays that focus on text and thematic analysis.
SPN 326K • Intro To Spn Lit Before 1700
46700 • Spring 2013
Meets TTH 1100am-1230pm BEN 1.104
This course introduces students to selected masterpieces of Spanish literature from its earliest manifestations through the Golden Age. Some works are read in their entirety while others are selected passages, but all are considered in relation to major historical, cultural, and literary trends in Spain. Basic elements of literary criticism and analysis are incorporated to enhance the student's appreciation of literature. Class discussions, lectures, Socratic circles, and writing assignments are completed entirely in Spanish.
SPN S325L • Intro To Spn Amer Lit Snc Mod
89090 • Summer 2012
Meets MTWTHF 830am-1000am MEZ 2.118
(also listed as LAS S370S)
COURSE DESCRIPTION: This course offers a survey of major literary trends and writers of Spanish American literature since Modernism within a cultural context. While the course uses a selection of works that are recognized by critics, specialists, and readers as the most outstanding, it will also include other less-known authors that are equally notable in order to reflect the diversity of Spanish American literature. Most works will be read in their entirety; however, an occasional work may be abridged. The course will include the four genres and will require both textual and thematic analyses of the works so as to prepare students for more advanced courses.
COURSE OBJECTIVES: This course is designed to help you read and understand literary texts within an historical and cultural context; foster and develop an individual critical points of view; analyze and compare different literary texts; and write short responses and essays that focus on text and thematic analysis.
SPN 301 • Spn For Grad Stu In Other Dept
45965 • Fall 2011
Meets MWF 1100am-1200pm BEN 1.106
SPN 301 is designed for graduate students in other departments seeking to fulfill reading language requirements in their field of study. The course will
- introduce you to fundamentals of Spanish grammar and lexicon,
- enable you to read texts in Spanish by applying a variety of reading strategies, and
- help you acquire reading proficiency in Spanish in different areas.
The course may not be used to fulfill the foreign language undergraduate requirement.
SPN F611D • Intermediate Spanish II-Spn
89000 • Summer 2011
The University of Texas at Austin
Department of Spanish and Portuguese
Taught in Buenos Aires, Argentina
SPANISH 611 D –SUMMER 2012
INTERMEDIATE SPANISH II
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 (email@example.com) and Christine Fisher (firstname.lastname@example.org). 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)
SPN F326L • Intro To Spn Lit Snc 1700-Spn
89025 • Summer 2011
SPN 326L, Introduction to Spanish Literature since 1700
J Johnson, summer 2012
Texts: Paredes Méndez et al. Voces de España: Antología literaria. Thomson-Heinle, 2005.
Marina Mayoral. Querida amiga. Alfaguara, 2001.
Description: This course introduces students to the most important writers, works, and tendencies of Spanish literature from the fables and essays of the 18th century to today’s novels and short stories. Students will read selections from Voces as well as additional texts by Federico García Lorca and Marina Mayoral. Class discussion will focus on comprehension and appreciation of texts; understanding and analysis of literary techniques; and Spain’s shifting cultural and historical contexts.
Grading: Based on 1000 total points.
300 = attendance and participation, including daily quizzes and in-class assignments
200 = 2 presentations (commentary on an essay; commentary on a poem)
200 = 5-pg paper comparing treatments of an important theme in different periods/ genres
300 = 2 exams (midterm & final)
SPN F327G • Adv Grammar & Compositn I-Spn
89035 • Summer 2011
Department of Spanish and Portuguese
SPANISH 327 G-Advanced Grammar and Composition I
This document contains important information and represents an agreement between the Department of Spanish and Portuguese and its students. You indicate acceptance of these policies by registering for this course. Read it carefully and refer to it frequently. You are responsible for knowing all of the information in it. Please note especially the sections on Academic Honesty and the Attendance Policy.
INSTRUCTOR: Irma Celina Nevárez-Carter
COURSE TITLE: Advanced Grammar and Composition I
MEETING TIME / PLACE: M-F 10:00-11:30 / MEZ 2.118
OFFICE: MEZ 4.108
OFFICE HOURS: MWF 9:30-10:00 and 11:30-12:00
1. COURSE PURPOSE, GOALS, AND OBJECTIVES
The language program at The University of Texas focuses on the development of three major types of competencies (all equally ranked in terms of importance):
(1) linguistic competence (linguistic proficiency in Spanish including knowledge of phonetics/phonology, morphosyntax, lexicon, discourse, etc.)
(2) communication/ interactional competence (communicative abilities in Spanish including knowledge of sociocultural uses of the language, pragmatics, cultural background/perspectives)
(3) metalinguistic competence (awareness of language as a conceptual, symbolic system)
Within the language program, SPN 327G is the first in the Advanced Spanish Grammar and Composition two-course sequence. It is a bridge course between lower and upper-division Spanish designed to
- help you inductively master grammar points of particular concern to speakers of English
- perfect your grammar skills through a variety of tasks designed to clarify grammatical points, including oral, reading, and writing activities
- acquire and apply strategies of composition development (pre-writing, writing, revising, editing, and evaluation)
- promote critical and integrative thinking skills.
This learner-based course will lead you through a “guided inductive approach” that presents you with selected samples to analyze in order to
- discover patterns of oral and written discourse,
- formulate hypotheses about the linguistic and communicative functions of the Spanish language
- develop an understanding of Hispanic culture and literature.
All in-class activities, readings, movies, and assignments are in Spanish.
Expectations: This is a fifth-semester course designed to strengthen and advance your knowledge of Spanish. Students enrolled in this course are expected to
- have mastered basic grammatical concepts (agreement; verb conjugations: present, past, future; pronouns)
- understand indicative, imperative, and subjunctive moods
- read and write at a fourth-semester level or at an advanced proficiency level
If you are weak in any of these skills, it is your responsibility to study and master them and/or visit your instructor at the beginning and throughout the semester to help you reach the expected basic level that is necessary for you to understand and master advanced notions.
The course will be entirely taught in Spanish
Spanish 312L, 612, or the equivalent with a grade of C.
3. REQUIRED MATRIALS
Iguina, Zulma and Dozier, Eleanor. Manual de gramática: Grammar Reference for
Students of Spanish. Fouth Edition: Thomson and Heinle.
Méndez Montesinos, Delia (2014) Conectando con mi herencia: Lengua y cultura. An introductory course for heritage learners of Spanish. Dubuque, IA: Dendall-Hunt.
Méndez Montesinos, Deia (2013) The Ingenious Simpleton. Upending Imposed Ideologies through Brief Comic Theatre. Lanham: University Press of America.
Méndez Montesinos, Delia. (2012) Ave or Eva The Representation of Woman in Two Chicano Renditions of the Don Juan Myth. Border-Lines.
Méndez Montesinos, Delia, Mina Ogando-Lavín, and Melissa Murphy.(2013) Por mí mism@. 3rd edi. Dubuque, IA: Kendall-Hunt
Méndez Montesinos, Delia, Melissa Murphy, and Mina Ogando-Lavín. (2011) Acercándome.. 2nd ed. Dubuque, IA: Kendall-Hunt,
Méndez Montesinos, Delia, Mina Ogando-Lavín, and Melissa Murphy. (2011) Por mí mism@. 3rd edi. Dubuque, IA: Kendall-Hunt1.
Méndez Montesinos, Delia, Melissa Murphy, and Mina Ogando-Lavín. (2010) Acercándome.. 2nd ed. Dubuque, IA: Kendall-Hunt.
Méndez Montesinos, Delia, Mina Ogando-Lavín, and Melissa Murphy. (2010) Por mí mism@. 3rd edi. Dubuque, IA: Kendall-Hunt.
Montesinos, D. (2005) Personalizing Instruction through Blackboard. iUniverse iUniverse
Montesinos, D. (2003) De amador cortes a cornudo y contento: Una nueva lectura de un paso de Lope de Rueda. Angelica. Revista de Literatura Angelica. Revista de Literatura.
Montesinos, D. (2003) Teaching Literature in the Pre-AP Course. Participant and Consultant Manual. College Entrance Examination Board College Entrance Examination Board
Montesinos, D. (2003) Strategies for Teaching Spanish in the Pre-AP Classroom. College Entrance Examination Board College Entrance Examination Board
Montesinos, D.L. (2003) Teaching Literature in the Pre-AP Course. College Entrance Examination Board College Entrance Examination Board
Montesinos, D.L. (2003) Strategies for Teaching Spanish in the Pre-AP Classroom. College Entrance Examination Board College Entrance Examination Board
Montesinos, D. (2001) Reading the Play as Theatre. College Entrance Examination Board College Entrance Examination Board
Montesinos, D. (1995) Syllabus 2. The College Board and Educational Testing Service The College Board and Educational Testing Service