SUMMER 2013
Language and
Culture Program
Culture and Politics in Contemporary Spain – 3 US Credits
DESCRIPTION AND GOALS
The course offers an introduction to contemporary Spanish culture which will help students become familiar with the social, economic and political structures of Spain today. It will be focused on some specific aspects which make Spain both appealing and richly varied: its ancestral monarchy recently restored, its organization in autonomous areas which may be a solution to historical conflicts, the fact that it is one of the main tourist destinations in the world and, at the same time, the country of Don Quijote, Lorca, bullfighting and soccer. The course will also offer an introduction to Basque culture: geography, history and culture. All these features of life, history and politics will be analyzed all through the course, both in the classes and the tours.
SYLLABUS Week 1
1. SPANISH GEOGRAPHICAL SPACE A priviledged strategic position?
Geographical situation of the country and its influence in history Relief, rivers, climate and countryside
Green Spain: The Basque Country and the northern region
2. LINGUISTIC SITUATION IN SPAIN Spanish or Castilian?
Linguistic areas in the peninsula throughout history Vocabulary building
Official languages Dialects
Basque language (euskera) and its origins 3. SPANISH POPULATION Distribution of population Demographic development Immigrant population Week 2 4. SPAIN SINCE 1975 The reign of Juan Carlos I Transition governments Spanish Constitution
The coup d’etat: 23 F The socialist governements The PP triumph
The 11-M and the socialist election victory Basque politics
5.- THE SPAIN OF AUTONOMIES
Why is Spain organized in autonomous communities? How were they established?
Competences of the State and Autonomous Communities
- The competences of the Basque Autonomous Community Interterritorial solidarity
6.- PARLIAMENTARY MONARCHY The Royal Family
Roles of the King: highest representative of the nation Week 3
7.- ECONOMIC SECTORS
The primary sector: - Agriculture, livestock farming and fishing
The secondary sector: - Industry and mining The tertiary sector: - Tourism
8.- SPANISH CITIES
Madrid, Barcelona, Valencia, Bilbao, San Sebastián... Week 4
9.- SPANISH SOCIETY
The society of democratic Spain The state of wellbeing
10.- SPANISH FIESTAS 11.- SPANISH CUISINE
The New Basque Cuisine
12.- COUNTRY OF ART
Painting, literature, show business, fashion and sports The Guggenheim effect
ASSESSMENT
The final grade will be calculated according to the following percentages: - Essays: 25%
- Logbook: 25% - Participation: 10%
- Midterm and final exam: 40% BIBLIOGRAPHY
Bleiberg, G., Diccionario Histórico de España
Buendía, R (dir.), Historia del arte hispánico, Alhambra, Madrid, 1978 Carr, R., España de la dictadura a la democracia, Planeta, Barcelona, 1989 Fusi, J.P., España: Autonomías, Espasa Calpe, Madrid, 1989
García de Cortázar, F., Breve historia de España, Alianza, Madrid, 1994 MILLARES, Sergio, España en el s.XXI, Edinumen, Madrid, 1998 Perez, J., Historia de España, Crítica, Barcelona, 1999
Sánchez Albornoz, C., España, un enigma histórico, Sudamericana, B. Aires, 1971
TAMAMES, Ramón y QUESADA, Sebastián, Imágenes de España. Panorama de la formación
de España y de las culturas hispánicas, Edelsa, Madrid, 2001.
Vilar, P., Historia de España, Crítica, Barcelona, 1978 Notes:
1. The course will be taught in Spanish, but the instructor will resort to the English language occasionally to make the integration of the students enrolled in Spanish I easier.
Spain in Europe** - 3 US Credits
DESCRIPTION AND GOALS
This course will analyze the current situation of the process of integration in Europe, as well as the role of Spain in the building of this new Europe. After the characterization of the European Union within the area of international organizations, we will review the main steps in the process of integration to the present day. There will also be an analysis of the institutions that make the system work and of their main working areas and the EU budget. The position of Spain in this process will also be studied.
SYLLABUS
EUROPEAN UNION: NATURE AND HISTORY
International cooperation organizations – International integration organizations Historical development of the “building” of Europe
Readings and other materials:
McCormick, J., Understanding the European Union. A Concise Introduction, 2nd ed., Palgrave, 2002, Chapter I. What is the European Union, and Chapter 3. The evolution of the EU.
Borchardt, K. D., El ABC del Derecho Comunitario, 5ª ed., OPOCE, 2000, pages. 5-17.
Bill of May 9, 1950.
Chronology of the EU: http://europa.eu.int/abc/history/index_es.htm
Hechos y cifras clave de la Unión Europea, ed. 2004.
Fontaine, Pascal, Doce lecciones sobre Europa, OPOCE, 2003. INSTITUTIONAL SYSTEM OF THE EUROPEAN UNION
Special characteristics of the EU institutional system Composition of EU institutiosn
Functions of EU institutions Readings and other materials:
McCormick, J., Understanding the European Union. A Concise Introduction, 2nd ed., Palgrave, 2002, Chapter 4. The Institutions of the EU, pages 84-114. Comisión Europea, El funcionamiento de la Unión Europea. Guía del
ciudadano sobre las instituciones de la Unión Europea, OPOCE, 2003.
Treaty establishing the European Community (arts. 189-267) Spanish version:
http://europa.eu.int/eur-lex/es/treaties/dat/ec_cons_treaty_es.pdf
English version:
http://europa.eu.int/eur-lex/en/treaties/dat/ec_cons_treaty_en.pdf
THE EU BUDGET
The evolution of the EU budget Incomes and expenses
Readings and other materials:
Comisión Europea, ¿Para qué sirve su dinero?. Europa y su presupuesto, OPOCE, 2000. Presupuesto de la UE para 2004:
THE SITUATION OF SPAIN IN THE EUROPEAN UNION The integration of Spain in the European Union Public opinion in Spain regarding the European Union Readings:
Barbé, E.; Herranz, A., Mestres, L., CFSP WATCH 2003. NATIONAL REPORT. SPAIN,
http://www.fornet.info/CFSPannualreports/SPAIN%202003.pdf
Comité Económico y Social, Efectos de la próxima ampliación europea sobre
la economía española, http://www.ces.es/informes/2004/inf0104.pdf
Closa, C, Las raíces domésticas de la política europea de España y la
presidencia de 2002, Notre Europe, December 2001.
Eurobarometer, Informe Nacional España, May 2002.
Lamo de Espinosa, E., España: estar en Europa/ser europeos,
http://www.realinstitutoelcano.org/publicaciones/6.asp
Ortega, A., Integración europea y democratización nacional: la experiencia de
España,
http://www.realinstitutoelcano.org/publicaciones/38.asp
BIBLIOGRAPHY
Besné, R.; Canedo, J.R. y Pérez de las Heras, B.: La Unión Europea, Universidad de Deusto, 1998.
Borchardt, K. D., El ABC del Derecho Comunitario, 5ª ed., OPOCE, 2000.
Jordán Calduf, José María: Economía de la Unión Europea, Ed. Civitas, Madrid, 1995. Martín, Carmela: España en la nueva Europa, Alianza Economía, Madrid, 1997.
McCormick, J., Understanding the European Union. A Concise Introduction, 2nd ed., Palgrave, 2002.
Morata, Francesc: La Unión Europea, Barcelona, Ariel, 1998.
Muñoz de Bustillo Llorente, Rafael: Introducción a la Unión Europea: Mitos y Realidades, Pirámide, 1997.
M. de Prada, Hablando de Negocios, Ed. Edelsa. ASSESSMENT
The final grade will be calculated according to the following grade breakdown: Assignments: 20%
Essays: 20% Participation: 10% Final exam: 40 %
Introduction to Hispanic Literature ***(3 US Credits)
DESCRIPTION AND GOALS:
This course focuses on readings and discussion in Spanish of a variety of texts by leading Hispanic and Hispanic-American writers covering genres and themes; designed to emphasize reading, discussion, and enjoyment rather than literary criticism. This course also aims at improving the students’ reading, writing, and analytical skills when dealing with Spanish texts. While reading these texts, students will also explore the underlying social and cultural values in them.
SYLLABUS WEEK 1
1. POETRY. Modernism in Hispanic Literature. 1.1. Introduction to the genre. Poetic language. 1.2. Poetry texts:
- José Martí: “Yo soy un hombre sincero”/ “Si ves un monte de espumas”/ “Cultivo una rosa blanca”, from Versos sencillos
- Manuel Gutiérrez Nájera. “La duquesa Job” - Julián del Casal: “Crepuscular” / “Neurosis” - José Asunción Silva: “Nocturno”
- Rubén Darío: “De invierno” / “Ite, missa est” / “De otoño” / “Sonatina” 1.3. Modernism in Spain.
1.4. Poetry texts:
- Ramón del Valle-Inclán: “Rosa de furias” / ”Rosa de oriente” - Manuel Machado: “Felipe IV” / “Jardín neoclásico”
- Antonio Machado: “El viajero” / “El hospicio” - Francisco Villaespesa: “Autorretrato” / “El reloj”
- Juan Ramón Jiménez: “El poeta a caballo” / “Vino primero, pura” WEEK 2
2. FICTION: The Latin American Boom.
2.1. Historical and literary overview. Precursors. Magical realism. Post-Boom. 2.2. Fiction texts:
- Jorge Luis Borges: “Los dos reyes y los dos laberintos” - Juan Rulfo: “No oyes ladrar los perros”
- Gabriel García Márquez: “Un día de estos” - Laura Esquivel: Como agua para chocolate WEEKS 3-4
3. FICTION: Last trends of Hispanic fiction. 3.1. Latin American fiction:
- Cristina Peri-Rossi: “Primer amor” - Isabel Allende: “María la boba”
- Antonio Skármeta: El cartero de Neruda (Essay)
3.2. Spanish fiction:
METHODOLOGY
To pave the way for class discussion, the instructor will provide easy explanations on the features of different literary genres and on the selected authors and texts. However, much of class time will be devoted to commentary and discussion of the texts by students. Therefore, students will need to read and prepare the texts to be covered in class beforehand at home. In addition, they will need to read the following three books:
- Como agua para chocolate, by Laura Esquivel - El cartero de Neruda, by Antonio Skármeta - El sur, by Adelaida García Morales
and write 3 two-three-page essays, the first one on poetry, and the other two on the last two books mentioned above (as indicated on the syllabus), on topics suggested by the instructor. Deadline to hand in each of the essays: TBA.
As a complement to the course, students will watch movie adaptations of some of the books read throughout the course.
Students will work with two types of materials:
- A reader with texts to work on in class and at home. - The three books mentioned above.
ASSESSMENT
Students’ grades will be calculated according to the following breakdown: - Participation: 10%
- Class assignments: 20%
- Take-home written assignments: 30% - Final exam: 40%
BIBLIOGRAPHY
CÁRDENAS, Julio, Antología de la Poesía Hispanoamericana, México: Editores Mexicanos Unidos, 1976.
ENCINAR, Ángeles y PERCIVAL, Anthony (eds.), Cuento español contemporáneo, Madrid: Cátedra, 1993.
ESQUIVEL, Laura, Como agua para chocolate,
FRIEDMAN, Edward H., VALDIVIESO, Teresa L., VIRGILIO, Carmelo, Aproximaciones al
estudio de la literatura hispánica, New York: McGraw-Hill, 1998 (4ª ed.).
GARCÍA MORALES, Adelaida, El sur, Barcelona: Anagrama, 1985.
GIMFERRER, Pere, Antología de la poesía modernista, Barcelona: Península, 1981.
GRACIA, Jordi, MARCO, Joaquín (eds.), La llegada de los bárbaros. La recepción de la
literatura hispanoamericana en España, 1960-1981, Barcelona: Edhasa, 2004 .
JIMÉNEZ, José Olivio (ed.), Antología de la poesía modernista hispanoamericana, Madrid: Hiperión, 1985.
LANGA PIZARRO, María del Mar, Del franquismo a la posmodernidad: la novela española
(1975-1999), Alicante: Publicaciones de la Universidad de Alicante, 2000.
ORTEGA, Julio (compilador), Antología del cuento latinoamericano del siglo XXI: Las horas y
las hordas, México: Siglo Vientiuno editores, 1997.
RICO, Francisco, La poesía española. Antología comentada, 3 vols., Barcelona: Círculo de Lectores, 1991.
SHAW, Donald L., The Post-Boom in Spanish American Fiction, New York: SUNY Press, 1998.
SKÁRMETA, Antonio, El cartero de Neruda, Barcelona: Debolsillo, 2005.
VALCÁRCEL, Eva (ed.), El cuento hispanoamericano del siglo XX. Teoría y práctica, La Coruña: Universidad de La Coruña, 1997.
20
thCentury Spanish Literature *** - 3 US Credits
DESCRIPTION AND GOALS
The course will focus on last century’s Spanish literature. We will begin by introducing the main problems of the time, the socio-political context, the aesthetic and artistic trends of the century, etc., and will also analyze some very significant texts. Unamuno and Machado will lead us to the study of the intense literary movement of 1898, Lorca and other writers will help us understand the so-called Generation of 1927, we will study post-war literature through the existentialist poems by Dámaso Alonso, through the social poetry of Blas de Otero, and also through the plays of Buero Vallejo, the most important Spanish playwright of the last decades; finally, the end of the 20th century will be analyzed through different fiction and poetry texts by current women writers.
SYLLABUS WEEK 1
1.- The crisis of the end of the century
1.1. The Generation of 1898 and the Modernist movement. General aspects: social, political and cultural context. Main authors. Texts.
1.2. Antonio Machado
1.3.1. Modernist poetry. Text analysis.
1.3.2. Poetry from the Generation of 1898: Campos de Castilla. 1.3. Miguel de Unamuno
1.2.1. Poetry. Text analysis.
1.2.2. San Manuel Bueno, mártir. (Essay)
WEEK 2
2.- Spanish literature around 1927
2.1. The Generation of 1927 and the Avant-garde movements. General aspects: social, political and cultural context.
2.2. Poets. Text analysis. a. Federico García Lorca
i. Poetry. Text analysis.
ii. Drama: La casa de Bernarda Alba. (Essay)
WEEK 3
3.- The poetry of the Post-war period: the crisis after the Civil War. 3.1. General aspects of the main post-war poetic movements. 3.2. Existencialist poetry. Dámaso Alonso: Hijos de la ira. 3.3. Social poetry. Blas de Otero. Text analysis. Other authors. WEEK 4
4.- Post-war drama.
4.1. General aspects of the main post-war drama movements.
4.2. Testimonial and commited plays by Antonio Buero Vallejo: En la ardiente
oscuridad. (Essay)
5.- Women writers of the end of the 20th century. General aspects: social, political and cultural context. Main authors.
BIBLIOGRAPHY
- ALONSO, Dámaso, Hijos de la ira, Madrid: Espasa-Calpe (Col. Austral), 2001. - ASCUNCE, J.A. (ed.): El amor de Blas de Otero. San Sebastián: Univ. Deusto- Mundaiz, 1986.
- BLANCO AGUÍNAGA, Carlos: El Unamuno contemplativo, Ed. Laia, 1975.
- BUERO VALLEJO, Antonio, En la ardiente oscuridad, Mariano de Paco (ed.), Madrid: Espasa-Calpe (Col. Austral), 2006.
- CEREZO GALÁN, Pedro: Palabra en el tiempo. Palabra y filosofía en Antonio
Machado., Madrid: Gredos, 1975.
- DOMENECH, Ricardo (ed.): “La casa de Bernarda Alba” y el teatro de García Lorca, Madrid: Cátedra-Teatro Español, 1985.
- ENCINAR, Ángeles y PERCIVAL, Anthony (eds.), Cuento español contemporáneo, Madrid: Cátedra, 1993.
- FEAL DEIBE, Carlos: Lorca: tragedia y mito, Warminster: Aris & Phillips, 1989. - FLYS, M.J.: La poesía existencial de Dámaso Alonso. Madrid: Ed. Gredos, 1968. - GARCÍA DE LA CONCHA, Víctor (ed.): Poetas del 27. La generación y su entorno.
Antología comentada, Madrid: Espasa-Calpe (Col. Austral), 1998.
- GARCÍA LORCA, Federico, La casa de Bernarda Alba, Mª Francisca Vilches de Frutos (ed.), Madrid: Cátedra, 2007.
- GINFERRER, Pere (ed.): Antología de la poesía modernista, Barcelona: Península, 1981.
- IGLESIAS FEIJOO, Luis: La trayectoria dramática de Antonio Buero Vallejo, Santiago de Compostela, 1982.
- LANGA PIZARRO, María del Mar, Del franquismo a la posmodernidad: la novela
española (1975-1999), Alicante: Publicaciones de la Universidad de Alicante, 2000.
- MACHADO, Antonio: Poesías completas, Pról. de Manuel Alvar, Madrid: Espasa- Calpe, 1998.
- MANTERO, Manuel: Poetas españoles de posguerra, Madrid: Espasa-Calpe, 1986. - OTERO, Blas de: Verso y prosa, Madrid: Cátedra, 1989.
- PALOMO, Mª del Pilar: La poesía en el siglo XX (desde 1939), Madrid: Taurus, 1988. - RUIZ RAMÓN, Francisco: Historia del teatro español. Siglo XX, Madrid: Ed. Cátedra, 1992.
- SHAW, Donald: La Generación del 98, Madrid: Cátedra, 1989.
- UNAMUNO, Miguel de: San Manuel Bueno, mártir. Mario Valdés (ed.), Madrid: Cátedra, 1984.
ASSESSMENT
The final grade will be calculated according to the following grade breakdown: - Participation: 10%
- Class assignments: 10% - Written assignments: 40% - Final exam: 40%
Advanced Spanish Grammar, Composition and Translation ***
(3 US credits)
DESCRIPTION AND GOALS:
This course is aimed at advanced students of Spanish who wish to improve their knowledge of Spanish grammar and its use in the Spanish speaking world. The course is designed to offer theoretical explanations of crucial aspects of Spanish grammar; while doing so, we will point out the main differences with English (if any), and practice these structures in the context of ‘English to Spanish’ and ‘Spanish to English’ translation by using different techniques/strategies according to the type of text. The final versions of the texts translated into Spanish will be revised with the criteria that apply to regular compositions, so that the students can rewrite them to yield a prose that reads like Spanish and sounds like Spanish. This will allow students to establish a more solid foundation in their knowledge of Spanish grammar/vocabulary; at the same time, they will be more aware of the formal and stylistic features of different types of texts in both languages.
SYLLABUS:
First week:-Presentation of the course: explanation of the content of the course and the requirements. -Forms of address. Variants of use of tú/usted in Spain and Latin America. Voseo. -The vosotros form.
-Presence and absence of the subject in Spanish. Types of pronouns and uses in English/Spanish.
-Composition. Focus on overuse of subject pronouns. Second week:
-Tense, mood and aspect: general introduction and expression in English/Spanish. -Preterite, Imperfect, Present Perfect, Pluperfect. Neutralization of past tenses in Spanish. -Progressive tenses and their translation.
-Rewrite Translation of Progressive tenses Third week:
-Will and would and their translation – Subjunctive. -Passive voice and its use in journalistic/scientific texts.
-Types of complex structures: coordination/subordination. Nominal and adjectival clauses. Fourth week:
-Adverbial clauses.
-Infinitive/ gerund structures and their translation.
-The verbs “ser” and “estar”: Individual versus stage level predicates and their distribution. -Composition: Spanish se versus English be Passive
METHODOLOGY:
translating/discussing texts in class, students will have different types of weekly assignments so that they can master the different translation techniques and practice them throughout the course.
ASSESSMENT
The final grade will be calculated according to the following grade breakdown: Participation: 10%
Exercises: 40% Class practice: 25% Final exam: 25%
BIBLIOGRAPHY
-ALARCOS LLORACH, Emilio. 1994. Gramática de la lengua española. Madrid: Espasa-Calpe.
-ALMEDA, Ramón. 1999. Procedimientos de formación de palabras en español. Barcelona: Ariel.
-BOSQUE, Ignacio. 1990. Tiempo y aspecto en español. Madrid: Cátedra.
- FARREL, Edith R. & Frederick Farrell Jr. 1995. Side by Side Spanish & English Grammar. Passport Books. Lincolnwood.
-FONTANELLA DE WEINBERG, Mª Beatriz. 1993. Fusión de paradigmas, variación y cambio lingüístico. El caso del voseo. En Homenaje a Humberto López Morales, 185-194. Puerto Rico: Universidad de Puerto Rico.
-LAPESA, Rafael. 2000. Personas gramaticales y tratamiento en español. En Estudios de morfosintaxis histórica del español, I, 311-345.
--- 2000. Sobre los orígenes y evolución del leísmo, laísmo y loísmo. En Estudios de morfosintaxis histórica del español, I, 279-310. Madrid: Gredos.
LONSDALE, Allison Beeby. 1996. Teaching Translation from Spanish to English. Otawa: University of Otawa Press.
-VAÑO-CERDÁ, Antonio. 1982. Ser y estar más adjetivos. Tubinga: Günter Narr. -VIGARA, Ana. 1992. Morfosintaxis del español coloquial. Madrid: Gredos. - WHEATLEY, Kathleen. 2006. Sintaxis y morfología de la lengua española. Prentice Hall.
SPANISH I (100-150) – 4 US Credits
DESCRIPTION AND GOALS
The course is aimed at students with some very basic knowledge of Spanish at the elementary level or no prior knowledge of Spanish. The main goal of the course is to provide students with the appropriate atmosphere for them to acquire and develop basic communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means of daily sessions devoted to oral Spanish, where students will participate in activities such as roleplays, interviews, etc. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times.
SYLLABUS
Main functional contents:
-Giving and asking for personal information -Greetings
-Expressing intention and interests -Explaining why we do something -Describing places
-Identifying objects
-Expressing needs and likes
-Expressing frequency and talking about habits -Asking for and giving general information -Talking about past experiences
Main grammar points: -Gender and number
-The three conjugation types (-ar,-er,-ir)
-Present indicative tense: regular and irregular forms -Definite and indefinite article
-Indefinite and demonstrative adjectives -Question words (qué, dónde…)
-Tener que + infinitive -Some uses of hay/estar/ser -Present perfect
-Some uses of a/con/de/por/para -Subject pronouns
-Superlative adjectives
The oral component of the language will be worked on in specific sessions held daily on the third hour of instruction.
BIBLIOGRAPHY
Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following:
-Álvarez Martínez, Sueña 1: Nivel Inicial, Universidad de Alcalá, Anaya, 2001.
-Castro, Francisca: Uso de la gramática española: Nivel Intermedio, Edelsa, Madrid, 2000.
-Cerrolaza, M., Cerrolaza, O. y B. Llovet, Planet@ 1: Libro del alumno y Libro de
referencia gramatical. Madrid, Edelsa, 1999.
-Domínguez et al.: Actividades comunicativas, Edelsa, Madrid, 1995.
-Knorre, et al.: Puntos de Partida, 5ª ed., McGraw-Hill (textbook & workbook) ASSESSMENT
The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral section: 15 % Final exam: 20% Notes:
- Before the beginning of instruction, students will need to take a placement test in order to determine their Spanish level.
- Since class attendance is essential for the acquisition of the four skills, student attendance will be checked daily. Missing classes will negatively affect the student’s final grade.
SPANISH II
(200-201) – 4 US Credits
DESCRIPTION AND GOALS
The main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from a high-elementary level towards an intermediate one. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means daily sessions devoted to oral Spanish, where students will participate in activities such as roleplays. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times.
SYLLABUS
Main functional contents: -Giving personal information -Talking about intentions and habits -Expressing likes and preferences -Expressing coincidence
-Interacting in presentations, greetings… -Narrating and relating past events -Expressing the wish to do something
-Talking about experiences and giving an opinion -Giving advice
-Talking about moods Main grammar: -Reflexive verbs
-Tener que / Hay que / Lo mejor es / Pensar / Empezar a + infinitivo -Estar + gerund
-Uses of tú and usted -Ir a + infinitive -Ya / Todavía no -Impersonal SE
-Direct object pronouns
-Form and some uses of Indefinite Preterite -Present perfect vs. Indefinite Preterite -Uses of ser and estar
-Command forms: tú
The oral component of the language will be worked on in specific sessions held daily on the third hour of instruction.
Classes will be implemented with regular visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them.
BIBLIOGRAPHY
- Arnal, C. Y A. Ruiz de Garibay, Escribe en español. Madrid, SGEL, 1996.
- Ascarrunz Gilman, G. y C. Benito-Vessels, Horizontes: Cultura y Literatura. Boston, Heinle & Heinle, 1997.
- Baralo, M., Gibert, B. Y B. Moreno de los Ríos, Preparación Certificado Inicial Español
Lengua Extranjera, Madrid, Edelsa, 1994.
- Blanco Canales, A. (ed.): Sueña 2: Nivel Intermedio, Universidad de Alcalá, Anaya, 2001. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Lengua. Boston, McGraw Hill, 1997. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Cultura. Boston, McGraw Hill, 1997. - Castro, F. Uso de la gramática española. Nivel Intermedio. Madrid, Edelsa, 2000.
- Cerrolaza, M., Cerrolaza, O. y B. Llovet, Planet@ 2: Libro del alumno y Libro de referencia
gramatical. Madrid, Edelsa, 1999.
- Pinilla, Raquel y Rosanna Acquaroni, ¡Bien dicho! Ejercicios de expresión oral. Madrid, SGEL, 2000.
- Rodríguez Rodríguez, María, Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003.
- Sánchez, A., Mª T. Espinet y P. Cantos: Cumbre. Nivel Intermedio. Madrid, SGEL,1996. ASSESSMENT
The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral component: 15 % Final exam: 20% Notes:
- Before the beginning of instruction, students will need to take a placement test in order to determine their Spanish level.
- Since class attendance is essential for the acquisition of the four skills, student attendance will be checked daily. Missing classes will negatively affect the student’s final grade.
SPANISH III
(300-301) – 4 US Credits
DESCRIPTION AND GOALSThe main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from an intermediate level towards a high-intermediate one. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The course will focus on specific grammar aspects that will be approached from a communicative perspective. This perspective will assume and value active participation of the students in the class at all times.
SYLLABUS
Main functional contents: -Narrating past experiences
-Expressing prohibition, obligation, impersonality, wish, complaint and need -Talking about habits, customs and circumstances in the past
-Debating and providing reasons: opinions and disagreement -Recommending, advising and giving instructions
-Giving and asking for permission, advice -Providing justification and showing gratefulness -Talking about future actions and situations -Expressing condition
-Formulating hypotheses
-Reporting commands, requests and advice, and past speech (me dijiste que…) -Making hypotheses and conjectures
Main grammar points:
-Verb periphrases with infinitive and gerund forms -Soler / es normal / habitual / frecuente / raro + infinitive -Uses of imperfect tense
-Indefinite Preterite vs. Imperfect Preterite -Conditional sentences
-Relative clauses: indicative / subjunctive, prepositions. -Some uses and forms of the future tense and future perfect
-Seguramente / probablemente / posiblemente / seguro que / supongo que + futuro -Time clauses
-Indicative and subjunctive structures to express different degrees of certainty -Reported speech with a past main verb form
-Forms and uses of imperfect subjunctive
The oral component of the language will be worked on in specific sessions held daily on the third hour of instruction.
Classes will be implemented with regular visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them.
Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following:
-Abanico, Barcelona: Difusión, 1995.
-Gente 3, Barcelona: Difusión, 2005.
-Planeta 3, Madrid: Edelsa, 2002.
-Prisma. Avanza, Madrid: Edinumen, 2004 -Sueña 3, Madrid: Anaya, 2001.
ASSESSMENT
The final grade of those students interested in getting credit for the units completed in the course, will be calculated according to the following grade breakdown:
Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral component: 15 % Final exam: 20% Notes:
- Before the beginning of instruction, students will need to take a placement test in order to determine their Spanish level.
- Since class attendance is essential for the acquisition of the four skills, student attendance will be checked daily. Missing classes will negatively affect the student’s final grade.
SPANISH IV (350): High Advanced Spanish (4 US Cr.)
DESCRIPTION AND AIMS
The main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from an advanced level towards a high advanced one. This will be achieved through practice involving the four language skills (listening, speaking, reading, and writing) and through the focus on specific grammar aspects in an advanced context. The course will specifically address subordinate clauses and conjunctions, both of which will ultimately help students speak a fluent and coherent Spanish.
SYLLABUS
Main functional contents:
-Expressing wish, hope and feelings -Reporting information
-Reacting showing feelings -Rejecting what someone else said
-Expressing veracity: la verdad / de verdad / francamente -Starting a conversation
Main grammar points:
-Forms and uses of Present and Imperfect Subjunctive -Time clauses – indicative/subjunctive
-Use of subjunctive in noun clauses
-Forms and uses of Present Perfect and Pluperfect Subjunctive -Relative clauses – indicative/subjunctive
-“Aunque” clauses -Conditional clauses
-Sea lo que sea, fuera lo que fuera… -Reported speech
The oral component of the language will be worked on in specific sessions held daily on the third hour of instruction.
Classes will be implemented with regular visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them.
BIBLIOGRAPHY
Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following:
BOROBIO, V., ELE. Curso de español para extranjeros, Madrid, S.M., 1994. CASTRO, F y MARÍN, F., Ven. Español Lengua Extranjera, Madrid, Edelsa, 1994 CASTRO, Francisca, Uso de la gramática española, Madrid, Edelsa, 1997.
CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995.
GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda
… argumente, Madrid, Edelsa, 1998.
LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000.
MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona,
Difusión, 1997.
MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. RODRÍGUEZ JIMÉNEZ, V., Manual de redacción, Madrid, Paraninfo, 1990.
VV.AA., Planeta 4. Libro del alumno y Libro de referencia gramatical: fichas y ejercicios, Madrid, Edelsa, 2000.
VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 ASSESSMENT
The final grade of those students interested in getting credit for the units completed in the course, will be calculated according to the following grade breakdown:
Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral component: 15 % Final exam: 20% Notes:
- Before the beginning of instruction, students will need to take a placement test in order to determine their Spanish level.
- Since class attendance is essential for the acquisition of the four skills, student attendance will be checked daily. Missing classes will negatively affect the student’s final grade.
