Christina Isabelli, PhD

Illinois Wesleyan University

Advanced Grammar and Composition (Writing Intensive) Spanish 303  - Spring 2013

309-556-3174
309-556-3284 (fax)

email me
 

Texts:  Ayllón, C., P. Smith, y A. Morillo, eds. Spanish Composition through Literature. 6^a 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.

Course Learning Goals including Writing Intensive (W) and Information Literacy (IL) goals: With the practice you receive from completing the essays and homework at the end of the course you should be able to do the following:

a)     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)

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

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

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

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

 1. Essays (5) - 30% 
 2. Homework (16) - 30% 
 3. Participation- 10% 
 4. Exams (3) - 30%

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