Christina Isabelli, PhD
Illinois Wesleyan University
Advanced Grammar and Composition (General Education - Writing Intensive)
Spanish 303
  - Fall 2014

Hispanic Studies
IL.Wesleyan University

PO Box 2900
Bloomington, IL 61702

309-556-3284 (fax)

email me

   essay web links
accent & essay information

Ayllón, C., P. Smith, y A. Morillo, eds. Spanish Composition through Literature. 6a ed. NJ: Prentice Hall, 2011.
An excellent bilingual dictionary  (The New World)
 A Spanish Language dictionary (Vox)

Course Description: Thorough review of grammar and vocabulary with focus on nuances of word choice. Study all tenses of the subjunctive. Writing assignments increase in complexity and length, involving literary analysis and other topics. The course also includes reading excerpts from literary texts from which various writing assignments are based. This course is designed to help students make their writing more accurate, organized and to develop a notion of style in Spanish using the reading excerpts as examples. This course also focuses on: 1) the development of argumentation skills; 2) the inclusion of supporting documentation and references to support conclusions; 3) the articulation of a coherent position on a given topic; 4) editing; 5) grammatical points; 6) MLA style; and 7) interpreting complex reading passages. Assignments in this course consist of: vocabulary, grammar, textual analysis/comprehension, and essays. Spn 303 meets three hours per week and the expected out-of-class workload is seven to eight hours per week.


Student Learning Outcomes for course content

By the end of the course students will:

  • have a better mastery of grammar points of particular challenge to speakers of English
  • be able to discriminate and choose among lexical possibilities necessary for sensible and appropriate oral and written expression.
  • comprehend, discuss, and critically analyze content, ideas, language, intent, and tone in Spanish prose.
  • acquire and apply strategies of composition development.


Student Learning Outcomes for Gen Ed (W), Information Literacy (IL), and Hispanic Studies major/minor goals (M/m).

By the end of the course students will:

·       express and communicate ideas in writing, using writing as a means of discovery and understanding, and developing your capacities for critical thinking, intellectual independence, and imagination (W, M/m)

·       synthesize arguments, articulate opinions and think analytically about the underlying grammatical Spanish system in writing (M/m)

·       understand that writing varies according to purpose and audience (W)

·       use writing as a tool for invention and discovery (W)

·       locate, evaluate and synthesize diverse information resources in order to develop a body of evidence that supports the paper’s purpose (IL)

·       integrate credible, authoritative sources that support the research objective (IL)

·       value research as a discovery process that requires both creativity and persistence (IL)

  • Compositions (5) - 30% 
  • Homework (16) - 30% 
  • Participation- 10% 
  • Exams (3) - 30%

PRACTICA | Ensayo #1  | Ensayo #2 | Ensayo #3 | Ensayo #4 | Ensayo #5

Imperfect vs Preterite practice Goldilocks

Taller con el estilo MLA (2009)

Tarea 16: Información que vas a necesitar para mejor entender el cuento (pdf)

Examen Final Schedule