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Domino R. Perez, Director BUR 552, Mailcode F9200, Austin, TX 78712 • (512) 471-4557

Cristina Cabello De Martinez

Senior Lecturer Ph.D., University of Texas at Austin

Cristina Cabello De Martinez

Contact

MAS 374 • Rhet & Comp For Natv Speaker

36090 • Fall 2011
Meets TTH 1230pm-200pm BEN 1.102
(also listed as SPN 367K )
show description

MAS 374 • Spn For Hlth Care Profsnls

35970 • Spring 2010
Meets TTH 930-1100 MEZ 2.120
show description

DEPARTMENT OF SPANISH AND PORTUGUESE
CENTER FOR MEXICAN AMERICAN STUDIES
THE UNIVERSITY OF TEXAS AT AUSTIN
COURSE DESCRIPTION – SPRING 2010




Spanish for Health Care Professionals /Pre-med
SPN 367K / MAS  374
Professor: Cristina Cabello C. de Martínez, Ph.D.
Office:  WMB 5.124
Office Hours: Tuesdays’ and Thursdays’ 11:00-12:00pm., and Thursday’s by appointment, 1:50-2:50pm.
Email:  cdmartinez@austin.rr.com

DESCRIPTION: Español para profesionales de la medicina.

Course is designed to build fluency in both spoken and written language that will enable the health care professional to communicate effectively with the monolingual patient, to attend conferences or classes in advanced Spanish and to explain to the patient medical literature in Spanish.  Advanced oral proficiency is the primary goal of this course.  Translation, scholarly reading and writing are addressed in all assignments.   Clear diction and efficiency in the command of vocabulary and grammar usage are high priority in this course.  The course emphasizes vocabulary acquisition, reading comprehension, cultural nuances and above all, relaying with accuracy information to the patient.  In order to achieve professional oral expression and writing skills the student will have the opportunity to build from his/her acquired skills and develop mastery and ease in speech through a series of exercises in line with patient care. Through a review of grammar and vocabulary building strategies, students work on improving self-expression and listening skills throughout the semester in both individual and group work, gradually mastering communications skills that are rudimentary in complete patient care in areas of the United States where Spanish is spoken. Another very important aspect of the course is to enable the student the opportunity to engage in academic writing in Spanish for the Spanish speaking medical professional community.



TEXTBOOKS:   

Required:

¡A Su Salud! Spanish for Health Professionals. Cuaderno/DVD. Christine E. Cotton, Elizabeth Ely Tolman, Julia Cardona Mack. Copyright @2010. University of North Carolina at Chapel Hill.

Medical Dictionary/Diccionario Médico.  Glenn T. Rogers, MD. McGraw Hill. ISBN-13: 978-0-07-143186-6. Third Edition.

Recommended for class purposes:
*Merck Sharp& Dohme.  Manual Merck de Información Médica.  Oceáno Grupo Editorial, S.A.
Barcelona (España) hhtp://www.oceano.com
www.msd.es/publicaciones/mmerk_hogar/index.htlm
www.nlm.nih.gov/onlineexhibitions
www.nlm.gov/medlineplus/Spanish





GRADING SYSTEM:

1.*Exámenes  (4)                                        40%

2. Diálogos (2)                                        10%

3. Participación en clase:
 (Cuaderno de Clase: Ejercicios del texto, Auto-registro de calificaciones de los ejercicios DVD y Frases  y/o  preguntas clave para la consulta médica.)                        10%

4. Editoriales,  Documentales o Reseñas (4)                            20%                                                        
5. Trabajo de Investigación/Proyecto Final                            20%
Reporte académico con Bibliografía + Presentación


                                
                                                    
*These are not exams from the software that we use for class purposes. There are 4 Unit Tests. All evaluations are TIMED.

        
Policies

Attendance:  class is held in the PC LAB, MEZES 2.120. You are responsible to bring your own DVD to class in order to work on exercises and record progress in your Auto-Registro de calificaciones  y apuntes.  Most of the exercises on the DVD should be done during class; textbook and class Dictionary are brought to class on regular class days unless otherwise announced. Class participation is essential for this course.  More than two unexcused absences will result in the loss of points from the final average. (1 point an absence) Your performance in this category will be graded on the basis of quantity and quality.  Attendance:  Class attendance and participation are required for successful completion of the course.  If you are ill, it is your responsibility to consult with me for any changes or addendums to the syllabus.  (Medical School interviews, extraordinary work that is previously scheduled w/a hospital or physician are accepted as excused as long as you advise me 1 week prior to your absence). You must present proper documentation to reschedule a make-up for a missed exam or class work due to illness.

Preparation outside of class:  Each student is expected to read and prepare assignments BEFORE the meeting time.  Some of the lab work exercises should be done as prep work prior to coming to class but it is crucial that you review the Grammar lessons before class. This is a very rigorous language class and usage of correct grammar is expected. CONSULT class dictionary and allow judicious time in preparing your homework assignments and readings—both from the textbook as well as the DVD series. Although this is primarily a class where oral proficiency is the primary objective, you are absolutely responsible for accurate spelling and proper punctuation marks when writing answers in your Workbook, Exams, Presentations and Final Paper. ** It is highly recommended that you listen to recommended tutorials on Medline as well as become familiar with a Spanish radio station from Latin America or Spain programs on Healthcare.  Notate a separate log of these programs in your Notebook and turn in with your Auto Registro at the end of the semester.* All work is due on the dates indicated in the Syllabus.  All work must be handed in personally.  Late work is not accepted unless there is a valid excuse of illness or documented emergency.

Command of the language for professional use is acquired through patient and diligent practice of exercises. At times pop quizzes are possible and count as part of Class participation grade. You are to work through the material outlined for each chapter accordingly w/class instructions.  This is a fast paced course; prepare for daily 1:1 interaction as well as group dynamics where language level may be different from yours and you will need to adapt. Please remember to time your work and to note this throughout in your textbook.  We are striving for excellence in communication in the least amount of time, which means in this class, accuracy of verb tenses, exact vocabulary usage, avoidance of superfluous rhetoric and above all, learning from our ‘own’ mistakes.  

Academic Accommodations for Students with Disabilities:  Any student in need of special attention or assistance necessary for satisfactory academic achievement and completion of course requirements, must see the professor as soon as possible so that arrangements may be made and agreed upon at the beginning of the semester, in compliance with the statues of the University of Texas at Austin. To ensure that the most appropriate accommodations can be provided, interested students should contact the SSD Office at 471-6259.
The following course syllabus is only a general outline.  Exact assignments will be announced at the beginning of each class meeting and again before dismissal. At the discretion of the professor changes may occur in the syllabus in order to adapt to the particular needs of the class.  Students will be advised of all changes accordingly.  Please make note of pertinent information in order to be prepared for the next class meeting.  It is the student's responsibility to follow closely with all assigned readings, assignments and due dates.

Itinerario de clase
Enero
                  
Martes,      19    Introducción al curso: parámetros y expectativas.            
Examen de ubicación  / Presentaciones; especialidades médicas de interés particular. Cómo profesional médico, ¿por qué es importante/indispensable  hablar español y conocer  la cultura hispana? ¿Cuál crees que sería el aspecto más frustrante de ser bilingüe en la profesión?    

Jueves,  21    Unidad 1ª + Anatomía. Trabajo individual y en Equipos – Auto Registro 1.
Temas de importancia: Principales sistemas de órganos; Diabetes; Nutrición; Aislamiento social; Personas de la tercera edad/edad platino; las diferencias y similitudes culturales y los estereotipos; accidentes en el hogar; dilemas que engendra la inmigración. Objetivo: adquisición de vocabulario selecto, construcción de frases útiles y diseño de preguntas clave para el/la paciente. (Ej.: nombre, apellidos, domicilio, profesión/ocupación, edad, estado civil, seguro médico, peso, estatura, nacionalidad, historia familiar.)


Martes, 26    1a+ 1b Prácticas y ejercicios, Auto Registro 2.
            
Jueves, 28            1a + 1b / Prácticas, ejercicios, Auto Registro 3.


Febrero
        
Martes,    2    Ampliación y repaso, 1 a + b. Auto Registro 4.
                    
*Jueves,    4    Examen 1  / Lectura o presentación de 1 a 2 Editoriales. _________________________.    

*Martes,    9    5-8 Editoriales: ________________________________________________.
                
*Jueves,    11    5-7  Diálogos: __________________________________________________.

        
Martes,    16    Unidad 2a  Auto Registro 5.
Temas de importancia: Juegos y ejercicios indispensables para el desarrollo físico y mental de los niños, adolescentes, adultos y adultos mayores;  las más  recientes investigaciones en cuanto a la eficacia del ejercicio; la violencia doméstica; adicciones a sustancias nocivas; nutrición y su importancia antes, durante y después del embarazo; el consumo de vitaminas; embarazos de alto riesgo; medicina alternativa/homeopatía-diferencias y similitudes culturales en cuanto a su aceptación y uso; las pandillas y una solución; buenos hábitos para la buena salud de los jóvenes universitarios. Objetivo: adquisición de vocabulario selecto, construcción de frases útiles y diseño de preguntas para el/la paciente.
        
Jueves,    18    2a + 2b.    Prácticas. Auto Registro 6.
            
Martes,    23    2a + 2b Prácticas. Auto Registro 7.

Jueves,   25          Ampliación y repaso, 2a + 2b.  Auto Registro 8.
    
Marzo
                                
*Martes, 2    Examen 2 / Lectura o Presentación de 1-2 Editoriales: _______________________.

*Jueves, 4    5-8 Editoriales: ___________________________________________________.
        
(Preparación para el proyecto Final. 4 equipos de 4 a 6 condiscípulos para  discutir intereses médicos y proponer 3 temas en orden de preferencia para investigar. Cada grupo  nombra: un  jefe redactor, investigadores, redactores y jefe de diseño del proyecto. Cada grupo entregará 1 sola propuesta formal para el Trabajo de investigación con bibliografía la semana del  9 de marzo.)

Utilizar para buscar temas y bibliografía www.nlm.nih.gov/medlineplus/Spanish

Temas: *Ataque cardíaco, *Procedimientos coronarios,*Diabetes I, II, *Epilepsia,*Asma, *Parto Natural, *Cesárea, *Fracturas y torceduras, *Depresión, *Derrame cerebral, *Ataque cerebral, *Mal de Parkinson, *Lupus, *Cálculos renales, *Cáncer, *Glaucoma, *Cataratas, *Ceguera, *Degeneración macular, *Artritis, *Gota,* Mal de Alzheimer, *Osteoporosis, *Otitis media, *Enfermedades de transmisión sexual, *Nutrición, *Malaria, *Tuberculosis, *Casos insólitos o inexplicables en la medicina, *Cirugías.


*Martes, 9    5-7 Diálogos: _________________________________________________________.    
        

Jueves,     11    Unidad 3a y 3b.  Auto Registro 9.
Temas de importancia: mono; enfermedades contagiosas y su prevención; salud y cuidado de los niños; inmunizaciones; accidentes en el trabajo; enfermedades venéreas; VIH; SIDA; métodos anticonceptivos; NFP; abortos: estadísticas y razonamientos; médicos sin fronteras; La Cruz Roja; grupos de ayuda humanitaria a nivel nacional e internacional.  Objetivo: adquisición de vocabulario selecto; construcción de frases útiles y diseño de preguntas para el/la paciente.
         
Feria de primavera, 16-18.

Martes, 23    3a + 3b Prácticas.  Auto Registro 10.
            
Jueves, 25    3ª, 3b + Ampliación, Auto Registro 11 + repaso.
                
                
*Martes, 30    Examen 3 / 1-2 Editoriales o Presentaciones: _________________________________.

Abril
*Jueves, 1    5-8 Editoriales o Presentaciones: __________________________________________.    
                
*Martes, 6    5-7 Diálogos: ________________________________________________________.

                        
Jueves, 8    Unidad 4ª  Auto Registro 12.
Temas de importancia: Salud mental; artritis; esclerosis múltiple; especialidades médicas y sus objetivos; la preparación académica de un médico en EEUU en comparación con la preparación en otros países de América, Europa, Asia, Oceanía, África; la eficacia o ineptitud de los servicios médicos en otros países; la extrema pobreza y nuestra falta de inercia; la dosificación, efectos secundarios de medicamentos,  reacciones alérgicas.  Objetivo: adquisición de vocabulario selecto; construcción de frases útiles y diseño de preguntas para el/la paciente.

    
Martes, 13    4ª +4b    Prácticas.  Auto Registro 13.

Jueves, 15    4ª +4b Prácticas. Auto Registro 14.                            

Martes, 20    Ampliación y repaso.  Auto Registro 15.

    
*Jueves, 22    Examen 4 / 1-2 Editoriales o Presentaciones _________________________________.
            

*Martes,  27         5-8 Editoriales: ______________________________________________________.                                  
*Jueves, 29        5-7 Diálogos: ________________________________________________________.    

•    HOY: Entregar Cuaderno de Clase completo. (Ejercicios del texto; Auto Registro, 15 entradas  y enlistado de Frases clave para la consulta médica.)

Mayo:

Martes,  4    Trabajo final/ Proyectos ‘Profesionales’ y Presentaciones. Grupos 1 y 2.

Jueves, 6     Trabajo final/ Proyectos ‘Profesionales’ y Presentaciones. Grupos 3 y 4.




Guía de apuntes:

Daily Work:   DVD and Textbook Exercises = Vocabulary and Grammar Rigueur. These oral and written exercises are timed and are structured to give the student an opportunity to practice question and answer settings pertinent to the subject matter of the chapters individually. In class time, exercises are understood as: individual, group work with classmates and with the professor on a 1 to 1. During 1 to 1 w/professor, you may  use your notes in your Auto Registro as well as your textbook.  There is no grade assigned to these mandatory oral exercises in which you are expected to practice mastery of verb tenses, vocabulary acquisition and correct pronunciation.  These exercises are considered part of Class Participation; use your time wisely.  At times during these Prácticas you may also be listening to medical tutorials as a group or reading medical literature on line assigned and taking notes on topics of interest for that Unit. Be advised that time should be managed wisely.


    
Grade Distribution Specifics:

1.    Exámenes (4) There are four 60 minute Written in-class Exams (each 10%). Exams cover material from each independent unit and class lectures.  Makeups are not granted w/o a legitimate excuse presented in writing. Understand that all exams are timed w/o exceptions.

2.    Diálogos. (2) (each 5%) Although not classified as such, “Diálogos” could be thought of as ‘oral exams, so please prepare accordingly*. You are responsible for writing original script of a dialogue between doctor and patient and turn it in on the day of your presentation.  These are presented to the class. Dialogues are short 5 mínimum -10 minute conversations that may take place: “en el consultorio, la clínica o en el hospital”. (*note that degree of difficulty will affect the grade.  Be creative and as realistic as possible.) The specifics as well as your exact time for presenting are generally assigned only one week in advance. You work with the same partner for both Diálogos, in one presenting as the patient in the other as the physician. Class size makes it difficult to conduct long interviews for examination purposes. To create interest you may decide to start the Diálogo ‘a media res’. These rehearsed dialogues are timed to the second in order to proceed accordingly, under or over time will affect grade. Oral exams require that you know the material with accuracy. Questions may be addressed to you by the class or me. Although you may use a max., of 5 slides notes are not allowed. You receive both a group grade and an individual grade for this assignment.


3.     Participación en clase. (10 % + extra credit)

Class participation basically means consistent in-class work on the Manual and DVD exercises, individual and group wk. In order to keep class participation grade at 100% you are required to turn in your Cuaderno de clase that makes evident the quantity (and most hopefully, considerable quality) of your work throughout the semester.

  The Cuaderno de clase consists of three parts: a.) Exercises in Textbook, b.) Auto Registro and c.) List of useful key phrases and questions that are not found in the textbook but that you acquire through readings, tutorials, lectures. **Fecha de entrega: martes 29 de abril, 2010.
a.)  Textbook exercises. All exercises are to be completed unless specified in class. Any wrong answers should be corrected using a different colored pen. Careful with grammar and orthography; written and oral tests will reflect your knowledge of correct usage.  These exercises are very important and prepare you for using professional Spanish in the work place. Date and notate the time that it took you to complete the exercise as well as your excellence level in each exercise. You should answer these exercises after careful study of verb tenses and key vocabulary of the lesson being studied in order to attain 100% accuracy; do not rely on informal, intuitive Spanish. I prefer that you answer each exercise w/o consulting your text as reference until you have completed each exercise and are ready to check the answers w/the key provided.

b.)  Auto-registro.  This is a small notebook that you bring to class daily. Place tabs to organize by Unidades. It should be kept up to date accordingly as we progress through the units but is not turned in until the end of the semester. In the Auto-registro you also keep record of your grades for any on the spot quiz, or exercise not in the Textbook as well as formulating commentaries to articles read in class, Diálogos, Editorials or Presentations. All material in class is designed to challenge and develop oral comprehension skills and help you w/the writing of your scripts for your own self improvement.   We will be using time in class for exercises and quizzes from the DVD’s as well as dialogue dynamics and research on key chapter topics. In the Auto Registro you may annotate information that is of special interest to you. I will be reviewing your Auto-registro fairly often in class.
Remember that in this course we are striving for 100% accuracy and also, expediency.

c.) Lista de frases y preguntas clave para la consulta médica. This ‘List’ are entries made in the last section of your Auto Registro Notebook. You should consult your dictionary daily and place particular attention to grammar and syntax. No minimum/maximum amount of entries is specified but be judicious and honest; this is your very ‘own’ book! I expect that you annotate not less than 8 new phrases per week that increase in difficulty as we progress through the Unidades. These are phrases that you consider important especially as they distinctly differ from English. These phrases stem from our Unit Topics and are acquired through class lectures, research on-line or by careful examination of your own usage of the language and find blur in translations as we study implementing second language acquisition in the professional world.

Extra credit: First Person Report on 3 segments of Volunteer work or Online Radio Program on HealthCare in Latin America or Spain Log. See me for details on this Project during Office Hours.

4. Editoriales (4)  (each 5 %) “Creo lo siguiente porque…”. or “Déjame explicarte …” “El problema con…” “Según veo...” “Existe …”.  Note difference in usuage of Usted and Tú.
In these short, (limit 350 words + graphics or sound effects if you deem necessary.) ORIGINAL, philosophical essays you are to organize your thoughts about one of the following options in a coherent and intelligent fashion in the target language: Academic Spanish. These short commentaries are meant to be read aloud in front of the class; therefore as you write you are to think about your classmates as your audience. Although I highly recommend that you consult w/me before you choose a topic that is not on our Unit lists, you do not need my previous consent on the topic that you have chosen to write on, but understand that your grade will reflect not only your writing abilities and originality but also your scholarship in choosing a relevant issue for discussion.

1.) Address particularly 1 medical issue discussed in that Unit or critique a segment of the DVD assigned in which you state your belief on the accuracy or professionalism or the inaccuracy or lack of professionalism of events presented.
2.) Research a topic from the Unit list provided or do a short book or movie review where a medical issue is prominent.
3.) Current event that affects the medical community especially because it involves a difficult ethical or moral issue.
4.) Historical capsule of medical breakthrough.

At the end of the semester you will have produced 4 editorials that correspond to the 4 basic Units of the semester. Remember that in general the length of each original paragraph or paragraphs is typically ¾ of a page to 1 page and a bibliography is required for each commentary or editorial.

5. Projecto Final (20%: 10% Group Report; 10% Individual Grade for Presentation.)

Investigación y Dramatización:  This activity is considered the Final Examination and has both a Written and Oral section. This project is the highlight of the course.  This is a group project that requires research, writing of a short script, acting, (filming, editing if you are presenting a video). The students are required to choose a topic of interest from a list provided and develop a dramatization that highlights ONE aspect of a general medical issue. The actual presentation covers 30 minutes max. No text should be available to the student at the time of the presentation, other than the slides that are used as an introduction. Memorization is not the sole key, but rather efficiency and expediency in communication. (Data, pronunciation, vocabulary, verb tenses, coherency.) There is a short, informal question and answer session after the presentation from the class and professor as the next group prepares to present. You are to turn in one Report which should document the group’s collaborative effort:  all signatures of the members of the group with specific tasks awarded to each member of the group. This Report is DUE on the day of your presentation. This Formal Written Report should include a copy of the slides presented, a synopsis of the Dramatization and complete original text which includes a Bibliography.

The Presentation consists of: an Introduction, a Dramatization and Conclusion segment. Introduction: (Why the interest in this topic? What is the medical issue? Specialists? Anatomy affected? Risks? Precautions? Actual Statistics?) This segment is conducted by 2 members of the group, who will also conduct the concluding statements for the presentation. Slides which reference information are expected in this section. After the Introductory segment, the other 2 or 3 students of the group present the Dramatization portion of the presentation after stating the key objectives of the script. Slides are not needed in this segment. Each group has an allowed presentation time of 30-35 minutes.

A.) Introduction. Research:  Illness, Disease, Condition, Specialty, Medical     Procedure.  (up to 10 minutes)
B.) Dramatization:  (original script up to 15 minutes)
            C.) How is this helpful to the general population? Conclusion: (up to 5 minutes)

It is required that the group submits in writing a Proposal for final Project/Presentation by Thursday, March 11th, 2010.  The proposal must be approved by the professor before you commence your work. Be bold in choosing a topic and diligent about doing the research, working as a TEAM and w/me as you develop the presentation. Although I strongly encourage you to select your resource material in Spanish, you may choose to have some material for research in English.  Your presentation and slides are in Spanish (Introduction / Pathology / Dramatization w/narration / Conclusion).  The class will have an opportunity to preview the topics that will be presented in order to define questions or thoughts on the subject.  Please be mindful of time. Class presentation will not extend beyond 30 minutes. Therefore, I suggest that you videotape your presentation. An abridged portion, that your group approves, will be viewed in class for Presentation portion to conform to time allowance.

 You will be assigned an individual and group grade on the Project-Report. The quality of this assignment is considered “professional” and therefore your signature work this semester.


Notes:
















University of Texas at Austin.
C. Cabello Canales de Martínez, Ph.D. Spring, 2010 Original Syllabus SPN 367K/MAS 374: Spanish for Health Professions: Pre-med.

MAS 374 • Rhet/Comp For Natv Spkrs-W

35975 • Spring 2010
Meets TTH 1230pm-200pm PAR 310
show description

DEPARTMENT OF SPANISH AND PORTUGUESE
CENTER FOR MEXICAN AMERICAN STUDIES
THE UNIVERSITY OF TEXAS AT AUSTIN
COURSE DESCRIPTION – Spring 2010


Rhetoric and Composition for Heritage and Native Speakers
SPN 367K   /   MAS 374  (Pre-requisite: SPN 327/MAS 350)
Instructor: Cristina Cabello C. de Martínez, Ph.D.
Office: WMB 5.124 / Phone 475-6775
Office Hours:  Tuesday’s and Thursday’s 11:00-12:00pm., or by appointment on Thursdays, 1:50-2:50 pm.
Email:  cdmartinez@austin.rr.com



DESCRIPTION:
This course is an intensive writing workshop (Substantial Writing Component) designed to develop and/or advance students’ critical thinking skills and academic writing proficiency. The course is primarily intended for Heritage and Native speakers versed with a strong command of oral communication skills but inexperienced in the writing of academic essays, research papers or original prose in the Spanish language. Heritage students have an insight to: to the cultural nuances of Latin America, influential Mexican heritage and now powerful surge of the Spanish language in the continental United States, this enables the student to approach the scholarly discipline of writing from a distinct perspective, especially as a bilingual, bi-cultural. Nevertheless, some impediments occur as this student is encouraged to develop his/her writing style in Spanish, impediments that have as a vertex, inexperience with the literatures, inconsistency in speech formality, a through yet humble praxis of the appreciation of the grammar and its proper usage within the professional realm. This course offers the student the expertise to perfect his/her Spanish language written and verbal skills.
A series of unabridged texts from Latin America, Spain and the United States will be read and studied giving emphasis to: themes, discourse, tone, register, delivery. The student will do a considerable amount of daily readings and analysis then will formulate and reflect on his/her understanding and reception of the genre in question and its significance. Rhetoric and composition advanced techniques will be studied as a process and the student will have the opportunity to produce varied original texts that progress in areas of difficulty and creativity accordingly.
This course encourages student’s interests in both academic writing and advanced oral expression in the production of a series of short essays and one creative in-depth writing assignment.  Class activities—individual and group clusters, promote critical thinking about topics in current events, history as well as literary genre. The prime objective of the course is to achieve formality in style and expression in writing and oral expression as well as become familiar with the protocol of Spanish especially as it becomes an indispensable skill in the professional workforce in the United States.  Advanced Orthography and Grammar are reviewed in independent weekly lessons in a separate workbook but is not an integral part of this course; you are expected to produce documents that are coherent and throughout the course of the semester, work on stylistic elements in order to improve your writing, demonstrating a clear understanding of the Spanish language in its academic and professional use.  In this course the student is expected to produce on average, 25 typed pages which comprise 7 individual writing assignments plus a series of grammar and stylistic group exercises.

TEXTBOOKS:

 Required Texts:
Carlos Fuentes. El espejo enterrado. Taurus, Alfaguara, S.A., 1997.
Colombi, Pellettieri, Rodríguez. Palabra abierta. 2007. Boston. Houghton Mifflin Company.
Larousse Grammar Exercises / Course Packet

Recommended Texts:
Ediciones El PAÍS. Libro de estilo 2002, El País, L.S.
Foster, Altamiranda, Urioste.  The Writers Guide to Spanish.  University of Texas Press, 1999.
(browse: www.alfaguara.net)
Diccionario de sinónimos y antónimos. Santillana. www.santillanausa.com
Diccionario del Español Actual: Manuel Seco, Olimpia Andrés, Gabino Ramos
Diccionario panhispánico de dudas. Real Academia Española. 2005.
(browse: www.rae.es/rae.html)
Asociación moderna del lenguaje de América MLA
Antoine de Saint-Exupéry. El Principito. Harcourt Brace Jovanovich, 1971.

Recommended Websites for class purposes:
http://www.bbc.co.uk/mundo
http://www.jornada.unam.mx
http://www.mw.nl/es/espanol
http://www.elpais.com/global/
http://www.ciudadseva.com/tedxtos/teoria/maestros
http://www.palabravirtual.com



GRADING SYSTEM @ 100%

•    4 Composiciones:                                 
                            
a.) 3 Ensayos: (#1 = 5%; #2 = 10%; #3 = 10%)                     25%

1.  El reportaje.
2.  El ensayo analítico.
3.  El ensayo argumentativo.                                                            
b.) 1 Trabajo final:
(Cuento corto, Poesía, Monografía u Obra de Teatro en un acto.*             25%
    (Propuesta, Esquema, Borrador y Trabajo Final)    


•    3 Exámenes:                                     30%

 a.)   El espejo enterrado. Carlos Fuentes.
 b.)  Teoría de la redacción  / Palabra abierta.
 c.)   Gramática.                                                            
           
                                   
•    Tareas
a.)    Palabra abierta, tareas por capítulos: (4)                           10%

b.)    Carlos Fuentes, en equipo.                            10%    
Opcional/Puntuación extra:
a.)     Portafolio profesional incluye:                                                                                   5%
•    Reflexión.     (Introducción)                                
•    Ensayos (3) corregidos correspondientes a los capítulos estudiados en clase. Adjunto a cada ensayo el/la estudiante debe incluir primer y segundo borrador oficial.
•    Diccionario de sinónimos propio. Entradas registradas por lecturas/capítulos.
•    Antología de frases clave.*
•    Tareas selectas por capítulos, individual o por grupo. Observaciones, obra de Saint-Exupéry.
•    Reseña sobre exposición en Blanton o en Benson.
•    Exámenes corregidos.

    
b.)    Entrevista  y grabación.                             5%



Specifics will be addressed in a timely manner nevertheless, please read carefully information below on class assignment rubrics.
                            

1.     Ensayos:  Compositions are due on the assigned dates specified in the Course Outline and are designed to help the student improve their ability to formulate ideas in an academic writing style and to foster analytical thinking skills. These essays will reflect an understanding of the course content as the semester progresses and each comprise an increase level of challenge. Any late work turned in without a legitimate excuse, will be accepted but receives 10 points off.
3 essays are to be completed.  Compositions do not require that you visit with the professor to discuss your outline and necessary first draft, but is HIGHLY RECOMMENDED.  If you do decide to visit w/me for guidance, these meetings average 10-15 minutes each and are crucial for all compositions as you succeed in the understanding and implementation mastery of writing techniques.   During first meeting you bring in your OUTLINE and complete ‘First’ draft. Upon consultation you write your Second draft which is the work that is turned in to me for a grade: 5% essay 1 or 10% essays #2 & #3.  Essay #3 requires a peer review. This means that a student from the class reads your preliminary draft and formulates a reaction to your essay in one paragraph, prior your preparation of the second draft. You turn in this paragraph along with your second draft for a grade.
After you write your initial draft you organize according to strategies studied in Palabra abierta and discussed in class. This is your Second draft and you turn it in on the date specified along with any preliminary work (outline, first draft, notes and bibliography). It receives a grade and a detailed critique which will address the quality of the student’s written expression and ways in which the paper may be improved.  Upon delivery of this material, the student may prepare the third and final draft.  This ‘final’ draft is turned in 1 week later and the grade can at this point be adjusted or finalized.* All 3 essays should be dated and placed in the student’s portfolio should the student be preparing one. All essays are filed along with the outline, first and second drafts.
Compositions will address the grammar specifics and writing techniques studied in the essay’s class timeline.  Instructions for each composition are varied, topics that are to be addressed are pertinent to class material or world current events and will be given in class, with ample time for you to prepare your preliminary work and visit with professor to discuss your ideas. Outline, preliminary draft and final draft must be typed, double-spaced.  For each composition, you have to provide a title, and divide the text into paragraphs:  introduction with thesis statement, supporting information or arguments, conclusions and a bibliography whenever specified.  Correct use of grammar is expected in each paper presented. Use of accents, capitalization, punctuation marks where appropriate, idiomatic expressions, command of verb tenses and precise vocabulary are all elements that are essential for your grade, and therefore you will be assigned a separate grade for ‘GRAMMAR’ within each essay. Extension for each essay is on average 2 pages.   No late papers are accepted w/o prior consultation. All writing submitted for grade purposes must be original.

Trabajo final: This composition is your major creative work of the semester and may be turned in at intervals during the semester for revision and critique but not necessary once your Topic and Format has been approved. It is a work that is in progress during the entirety of the semester and is read/presented during the last week of class.  The extension of this work averages 8 pages, typed double spaced. The goal of this work is professional writing. Multimedia projects may be considered and must so be specified in the outline.*

2.    Exámenes:  There will be 3 written in class exams during the semester. There is no final examination during regular scheduled final exam session.  There are no makeups for exams.  See syllabus for exact dates.

3.    Tareas: There are 4 cluster group assignments (oral and written) in which is student is assigned an average of his/her individual grade and his/her group grade.  This work is a collaborative effort with other students in the class. Each cluster of ‘tareas’ is designed to help you evaluate course content, formulate questions as well as exercise your writing skills and presentation skills: diction, time management and creativity. Each homework activity may require outside class-time preparation.  Students may work with a different group for each ‘tarea’ assignment or remain in their initial group.

4.    Cuaderno de Ejercicios / Larousse:  These routine exercises are crucial as we jump start academic writing and with ease acquire an advanced level of grammar & orthography.  You are advised to study and work through the exercises as specified in the syllabus and prepare for Grammar Exam. A grade is not assigned to exercises or workbook. It is considered a Reference Manual.

Opcional: el/la estudiante recibe autorización y rúbrica necesaria antes de iniciar cualquier trabajo de puntuación extra.

a.)    Portafolio:  Your portfolio is a collection of your work for this class, given to me at the end of the semester and organized in an effective way by sections as specified in the syllabus. Your portfolio needs therefore a table of contents, separator tabs, and a short introductory reflection that specifies writing accomplishments and obstacles as a ‘writer’ during the entirety of the semester.  This assignment is optional and receives extra credit accordingly.

b.)    Entrevista/Grabación: Trabajo en colaboración con el Departamento y supervisado por estudiantes graduados. This assignment is optional and receives extra credit accordingly.

c.)    Árbol genealógico.



 Policies

Attendance and Class Participation:  Class participation and attendance is essential for successful completion of this course.  Each unexcused absence will result in the loss of 1 full point for each class missed from the final average.   Class participation is required for successful completion of the course.  Home work assignments clusters are worked as group projects and sections of most compositions are read aloud as well as viewed on the projector as preliminary exercises. Thus your work is typically reviewed by classmates. If you are absent due to illness or a major conflict, it is your responsibility to advise me and if necessary your “home work group” by email on the date of your absence and to turn in written documentation, if the absence is to be acknowledged as excused by the professor. It is your own responsibility to check on any amendments or changes on the syllabus announced on the date you were absent and to turn in turn in any late work.  
Plus and minus final grades will be assigned in this class.


Preparation outside of class:  Each student is expected to read and prepare assignments BEFORE class time.  CONSULT your dictionary and allow judicious time in preparing your homework assignments and readings.  You are totally responsible for the day's lesson and for the turning in of assignments on the dates specified in the syllabus.


 Academic Accommodations for Students with Disabilities:  Any student in need of special attention or assistance necessary for satisfactory academic achievement and completion of course requirements, must see the professor as soon as possible so that arrangements may be made and agreed upon at the beginning of the semester, in compliance with the statues of the University of Texas at Austin.
The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. All University rules concerning accommodations must be followed, including the student arranging for special accommodations prior to each examination.  In the absence of such prearrangement, the student will be assumed that the student is not requesting special accommodations for that exam, and will be expected to take the exam with the rest of the class at the regularly scheduled exam time.   For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.




The following course syllabus is only a general outline. Due to the nature of the class, some “alterations” may apply to dates and material covered, in order to provide attention to detail.  I teach this course as a “workshop” and it is pertinent that each student receive as much individualized instruction as possible. Therefore, exact instructions for assignments will be clarified accordingly and some assignments may vary from student to student or in each group.  Readings or due dates might be changed at the discretion of the professor to insure that all students will have ample time for individual and group formal presentations.  Assignments will be announced at the beginning of each class meeting and again before dismissal to avoid any confusion.  You will also receive electronic notice of the impromptu changes, if any. Please make note of pertinent information in order to be prepared for each class.  It is the student's responsibility to follow closely with all assigned readings and assignments.



Itinerario de Clase


Enero:
                    
Martes,  19        Introducción al curso.  Preliminares y objetivos. Examen de ubicación.

Jueves,  21     Palabra abierta;  Capítulo Preliminar/ Discusión general.
    Formar grupos para Tarea #1.  
    Tarea #1:


Martes 26        Palabra abierta. Capítulo  Preliminar. Ejercicios y práctica.
            Gramática/ Larousse: Acentuación:

Jueves 28        Palabra abierta.  Capítulo 1.  Lecturas: __________
            *Entregar Tarea #1.
•    Iniciar Composición 1 – Reportaje.
                Tema:


Febrero:
                
Martes, 2    Carlos Fuentes, El espejo enterrado / Introducción y Capítulos: I, II.        
    En equipos: lectura, vocabulario, estilo, datos de interés, formulación de comentarios.
            
Jueves,  4        Gramática/ Larousse: Acentuación.
            Palabra abierta, Capítulo 1. Escritura-Comunicación periodística.
             Participación de trabajo en equipo/Carlos Fuentes, 1 y 2.
            

Martes,  9        Palabra abierta, Capítulo 1. Estructura del Reportaje.
            Formar grupos para Tarea #2.
Tarea #2:

Jueves, 11        Carlos Fuentes / Capítulos III y IV.
            *Entregar Composición #1, Reportaje
Palabra abierta, Capítulo 2. Lecturas, _________.

            
Martes, 16        Capítulo 2: Lecturas. _________. Discusión general.
            Carlos Fuentes / Capítulos V y VI.            

Jueves, 18        Palabra abierta, Capítulo 2. Escritura, El ensayo. Discusión general + ejercicios.
            *Entregar Tarea #2


Martes, 23        Carlos Fuentes / Capítulos VII y VIII.
Palabra abierta, Capítulo 3. Lecturas. _________.
Formar grupos para Tarea #3.
Tarea #3:


Jueves, 25        Palabra abierta, Capítulo 3. Lecturas, __________.    
 Carlos Fuentes / Capítulos IX y X.
•    Iniciar Composición #2 / Ensayo analítico.
Tema:
•    Iniciar  Lluvia de ideas para el Trabajo mayor.
            


Marzo

Martes,  2        Palabra abierta, Capítulo 3. Escritura, Ensayo analítico.
*Entregar Tarea #3.

Jueves,  4    Palabra abierta, Capítulo 4: Lecturas, _________. Discusión general y ejercicios.
             Gramática/Larousse
            

Martes,  9    Palabra abierta, Capítulo 4:.Lecturas, _________. Discusión general y ejercicios.    
            *Entregar Composición #2/ Ensayo analítico.    
    
Jueves, 11         Palabra abierta, Capítulo 4, Escritura, El ensayo argumentativo.
•    Iniciar Composición #3/ Ensayo argumentativo.
Tema:


        Feria de primavera del 13-21 de marzo.    

    
Martes,  23        Palabra abierta, Capítulo 4. Escritura, El ensayo argumentativo.    
Carlos Fuentes, Capítulos XII y XIII.
            


Jueves,  25    Palabra abierta, Capítulo 5: Lecturas, _________.Discusión general y ejercicios.
Carlos Fuentes, Capítulos XIV y  XV.
            

Martes,  30    Palabra abierta, Capítulo 5. Lecturas, _________. Discusión general y ejercicios.
Entregar Composición #3/Ensayo argumentativo. Favor de agregar al trabajo los comentarios hechos por un/una compañera de clase.
            Formar grupos para Tarea #4
            Tarea #4:     

                                                
Abril

        
Jueves, 1        Palabra abierta, Capítulo 5. Escritura    
*Última fecha para entregar Propuesta y Esquema para el Trabajo final.  Incluir bibliografía selecta.
Carlos Fuentes, Capítulo XVI.
    

Martes,  6        Carlos Fuentes, Capítulo XVII +
            http://www.elpais.com/global/

            Palabra abierta, Capítulo 5. Escritura
Entregar Borrador – Trabajo final.
*Entregar Tarea #4

        
Jueves, 8        Palabra abierta, Capítulo 5. Escritura + Cap. 6. Lecturas: _________
            Repaso, Carlos Fuentes, El espejo enterrado.


Martes, 13        Examen 1: Carlos Fuentes, El espejo enterrado.


Jueves,  15        Palabra abierta, Capítulo 6. Lecturas: _________
            Palabra abierta, Capítulo 6. Escritura.
            
            
Martes,  20        Palabra abierta, Capítulo 6. Escritura.  
Repaso, Palabra abierta + Gramática.    

                    
Jueves, 22         Examen 2: Palabra abierta. Capítulo Preliminar –Capítulo 6.


Martes,     27        Examen 3: Gramática-Larousse
Introducción y lectura del Trabajo mayor. (Lectura parcial o completa)


Jueves, 29        Introducción y lectura del Trabajo mayor. (Lectura parcial o completa)


Mayo
 
Martes, 4        Introducción y lectura del Trabajo mayor. (Lectura parcial o completa)


Jueves,  6        Introducción y lectura formal del Trabajo mayor. (Lectura parcial o completa)
            Entrega de Trabajos finales y trabajos opcionales para puntuación adicional.


Fechas importantes:

•    Composición #1: iniciar ________________  entregar:   _______________________.
•    Ensayo #2: iniciar _____________________  entregar: ________________________.
•    Ensayo #3: iniciar _____________________ entregar: _________________________.
•    Iniciar  lluvia de ideas para Trabajo final/Redactar propuesta ____________________.
•    Entregar Borrador del Trabajo final + Bibliografía completa _____________________.

Entregar Trabajo mayor completo: _________________________________.

•    Tarea #1: ___________________
•    Tarea #2: ___________________
•    Tarea #3: ___________________
•    Tarea #4: ___________________

Examen 1: _______________________
Examen 2: _______________________
Examen 3: _______________________




Cabello C. de Martínez, Ph.D.
Semestre de primavera, 2010.
Universidad de Texas/Austin

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