Syllabus
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Rei Berroa
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Office: 215E Thompson
Hall
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Spanish 452
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Meets 227 Thompson
HallT&R 16:30 - 17:45
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rberroa@gmu.edu
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Tel.: 703 993-1241
Fax: 703 993-1245
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REQUIRED
TEXTBOOKS:
1-
Real Academia Española de la Lengua. Diccionario panhispánico
de dudas. Madrid:
Santillana, 2005.Available at:http://buscon.rae.es/dpdI/
2- Gibaldi,
Joseph. MLA Handbook for Writers of Research
Papers. 6thed.
3- Photocopied material
available on E-Reserves [through a password assigned by the Library].
4- Mason e-mail account
and access to Internet.
RECOMMENDED
TEXTS:
The
R.H. Pierson,GuidetoSpanishIdioms/Guía
de modismos españoles. Lincolnwood:
NTC, 1985.
Noble/LaCasa,
Complete
Handbook of Spanish Verbs.
Lincolnwood: NTC, 1990
OTHER
USEFUL RESOURCES:
[The asterisk means that part of this book is included in the E-Reserves
Pack]
*
El País. Libro de estilo. 11th ed. Madrid: El País,
2002.
*
Felices, Ángel, et al. Cultura y negocios: El español
de la economía española y latinoamericana. Madrid: Edinumen,
2003.
Jiménez
Ruiz, José. Cuaderno de prácticas de ortografía
y expresión. Málaga: Edinford,
1992.
Martín
Vivaldi, Gonzalo. Curso de redacción: Teoría y práctica
de la composición y el estilo. 33rd ed. Madrid: Paraninfo, 2003.
*
Martínez de Sousa, José. Manual de estilo de la
lengua española.
Mascull,
Bill. Collins COBUILD: Key Words in the Media.London: HarperCollins,
1995.
* Ramoneda,
Arturo. Manual de estilo: Guía práctica para escribir
mejor. Madrid: Alianza, 1999.
*
Sánchez Lobato, Jesús, coord. Saber escribir. Madrid:
Instituto Cervantes/Santillana, 2006.
SOME
INTERNET RESOURCES
With
a grant from the National Endowment for the Humanities, professor
Mark Davies has created the “Corpus del Español”,
a massive 100 million words collected from the written texts of the Spanish
language.
La página
At
the portal of the Real Academia Española
de la Lengua you can find links to all
the other national Spanish Academies. Besidesthe
Diccionario de la Lengua, hereyou
can alsoaccessimportantphilologicalsitessuch
as Español al día, Banco de datos, Nuevo tesoro lexicográfico
de la lengua, and Ortografía de
la lengua española in PDF format. The
Academia also maintains a site of Preguntasmásfrecuentes.
OBJECTIVES
The
main objective of this course is the student's written proficiency in Spanish
on topics of current interest: culture, journalism, art, politics, family
life, health, and even business, sports and religion.
Other
important objectives include:
1-
To acquire the ability to think critically and write these thoughts on
the paper (or the screen, if you don’t use paper and pencil anymore).
2-
To learn to find speedy solutions to concrete lexical, semantic, morphological,
or syntactical writing problems.
3-
To familiarize the student with academic writing in Spanish following the
Modern Language Association writing style.
4-
To enrich the student’s lexicon and give foundation to grammatical and
syntactical structures.
5-
To attain elemental knowledge of creative writing skills in Spanish and
produce simple creative texts.
DESCRIPTION
In
order to achieve these objectives, every class period is going to be divided
into segments which will cover different aspects of written as well as
oral communication in the areas mentioned above. [
WRITING
YOUR ASSINGMENTS
You
will sharpen your writing skills by composing drafts and a final version
of five major writing projects as described in the program below. Each
writing assignment, unless otherwise stated, must have a minimum of 500
words and a maximum of 600. Please ask your word processor to count
the words and add the number at the end of your assignment. Please follow
the normal recommendations of font (New Roman 12), margins (one inch),
and double space. By all means try to type all your homework and bring
it to class on the day you are scheduled to do it. It is necessary to follow
all grammatical recommendations when typing, even when you send an email
to me or to anyone. Otherwise you will give the impression of sloppiness
or carelessness. Every writing exercise you do, do it right, always. Take
pride in writing without mistakes. To this regard, here is a list of the
most commonly used symbols in Word:
á
= alt + 160
ü = alt + 129
Á = alt + 0193
é
= alt + 130
ñ = alt + 164
É = alt +
0201
í
= alt + 161
¡ = alt + 173
Í = alt +
0205
ó
= alt + 162
¿ = alt + 168
Ó = alt + 0211
ú
= alt + 163
€ = alt + 0128
Ú = alt + 0218
Sloppy work will have to be returned to its author. You will also have
to be in constant contact with the old wine of idiomatic expressions (a
fixed number of which must be learned for every class and must be used
in weekly written projects). Like good sailors in this adventure of being
alive, all students will have to go around with their cuaderno
debitácora. In this diary you
will present each day things that are of interest to you, comments on events
in your life or in the life of the community, reactions to political or
social happenings, etc. There must be an entry for every day of the semester
so that you show that every day you took the time to comment on something.
Being this a confidential text, only you and your professor will have access
to this part of the class, which could be requested at any time to make
sure that this important exercise is being done. In order to leave its
spontaneity intact it won't be "corrected" but recommendations might be
added at the end of the last entry the professor will check. Each one of
you will belong to a grupo de consulta
(three or four classmates with which you will consult and share your work
during the process of composition, except the last stage). The process
will be as follows: a first draft will be asked from you and a grade will
be assigned to it. The instructor will read and indicate the areas that
need correction, you will meet with your grupo,
discussing all aspects of the text (form, tone, lexical or grammatical
problems, etc.), and finally you will bring the corrected final version
of your work and a grade will be assigned.
The
research report will be completed through a draft/t/feedback/revision process.
Drafts will be due following the recommendations described in the Plan
de Curso. I will provide commentary with
the symbols distributed the first day of class and I expect to have the
final draft of each exercise on schedule. Bringing your homework after
the due date will reduce 5% that grade. After three days your assignment
is void and you won’t receive a passing grade for that exercise.
ATTENDANCE
& PARTICIPATION
Class
attendance and participation are mandatory and necessary to succeed in
this course. No work will be accepted without corrections. Failure
to bring the report on the assigned date will mean an automatic rejection
of the project unless a valid reason for the delay is given. All exercises
will have to be done before coming to class, double-spaced and with ample
margins so that the professor can clearly write the symbols for correction
or make recommendations. Remember that I am here to help you improve your
writing skills, not to tell you how wonderful you are. So, every
time you get back your written report, bear in mind two things: first,
that your teacher is not a cheerleader; and second, that no one is ever
done when it comes to writing. So every one –myself
included- needs improvement. The axiom for this class is that no
writing will be learned without writing every day.
You
are also responsible for reading a Spanish paper every day. As mentioned
before, you will be asked to inform your classmates about your findings
on the news of your choice at every class. [Click on QUIOSCO
to see newspapers from the Spanish-speaking world, or listen to the radio
from
As
I said above, there will be also a daily exercise on memorizing and writing
with idiomatic expressions. This work, though not graded, will be an important
part of your final grade, since you are expected to use these expressions
in your everyday conversation and writing assignments. Some group discussion
about what you tried to say and didn't say in every written assignment
will take place every day too.
All
work in this class is protected by the Honor
Code.
PRESENTATIONS
Besides
actively participating in class discussion and at times leading the discussion
when you are asked to do so, you will also have two oral presentations
(5 minutes each) follow by a question and answer session (5 minutes) at
a given moment during two classes: February 28 & April 29.
Este
plan podrá ser modificado por el profesor. Puede servir como
guía para la mayoría de los contenidos y actividades del
curso. No obstante, habrá otras lecturas, actividades y prácticas
adicionales.
BLOQUE
1: Semanas 1-3
ORTOGRAFÍA
Y ESTILO: DUDAS FRECUENTES
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Martes,
22 de enero
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Introducción.
Normas. Sitios en Internet.
La
lengua escrita y la autocorrección
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Leer
el sílabo
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Jueves,
24 de enero
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Acentuación
y tilde: casos especiales y dudas frecuentes
Se
asignará la Tarea nº 1:
Corrección de dudas |
DPD, Acento
y Tilde
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Martes,
29 de enero
Bitácora: Entrada nº
1
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Uso
de signos ortográficos: casos especiales y dudas frecuentes
Entregar
primer borrador de la Tarea nº 1 |
DPD, Signos
ortográficos (coma;
comillas; corchete; dos puntos; signos de interrogación y exclamación;
paréntesis; punto; puntos suspensivos; punto y coma; raya; punto;
puntos suspensivos; punto y coma; raya; apóstrofo; asterisco;
barra; diéresis; guion).
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Jueves,
31 de enero
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Saber
escribir es saber leer: comprensión lectora y toma de apuntes
Discusión
del primer borrador de la Tarea nº1
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Sánchez
Lobato, 52-65.
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Martes,
5 de febrero
Bitácora:
Entrada nº2
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Debate:
¿Qué actitud adoptar frente a extranjerismos, descuidos idiomáticos
e incorrecciones?
Toma
de apuntes
Entregar
versión final de la Tarea nº1 |
Leer:
Martínez
de Sousa, 134-48; Sánchez Lobato, 25-42.
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Jueves,7 de febrero
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Repaso:
discusión de la toma de apuntes
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Repaso
de conceptos y de los ejercicios de autocorrección
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BLOQUE
2: Semanas 4-6
EL
ESPAÑOL DE LOS NEGOCIOS. CURRÍCULUM VÍTAE Y
CARTAS PROFESIONALES
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Martes,
12 de febrero
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El
género epistolar: cartas comerciales
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Sánchez
Lobato, “Modelo de texto epistolar”, 397-407
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Jueves,
14 de febrero
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Cómo
elaborar un CV según el destinatario
Se
asignará la Tarea nº2: CV
y carta de presentación |
Sánchez
Lobato, “El currículum vítae”,
410-8
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Martes,
19 de febrero
Bitácora
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La
carta de presentación
Discusión
del primer borrador del CV para la Tarea nº2
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Sánchez
Lobato, “La carta de presentación” 418-21
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Jueves,
21 de febrero
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Discusión
del primer borrador: carta de presentación para la Tarea nº2
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Sánchez
Lobato, “El informe”, 421-23
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Martes,
26 de febrero
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Práctica:
el informe comercial
Entregar
diario: Entrada nº5 |
Felices
et
al., “La integración económica en América Latina,”
203-5; “Viaje a la economía de América latina: México”,
172-7
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Jueves,
28 de febrero
Mini
examen nº 1 |
Primera
presentación: búsqueda de trabajo
Entregar
versión final de la Tarea nº2
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“El
papel económico de los hispanohablantes en Estados Unidos,” 207-8;
“El
estatus de Puerto Rico,” 209-13
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BLOQUE
3: Semanas 7-8 EL ESTILO PERIODÍSTICO: LA NOTICIA Y
EL REPORTAJE
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Martes,
4 de marzo
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Estructura
de la noticia
Se
asignará la Tarea nº3: Artículo
periodístico |
El
País, “Géneros periodísticos,” 23-4, 29-41
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Jueves,
6 de marzo
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Noticias,
reportajes, crónicas,entrevistas
Test
de actualidad sobre América Latina |
El
País, “Elementos de titulación”, 43-50
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10 - 16 de marzo
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RECESO
DE PRIMAVERA
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Martes,
18 de marzo / Bitácora
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Artículos
de opinión: la reseña crítica
Discusión
del primer borrador de la Tarea nº3 |
Sánchez
Lobato, “La redacción de textos de opinión”, 469-79
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Jueves,
20 de marzo
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Entregar
versión final de la Tarea nº3
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Corregir
borrador Tarea nº3
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BLOQUE
4: Semanas 9-10
EL
ESPAÑOL ACADÉMICO: TRABAJO DE INVESTIGACIÓN, EDICIÓN
Y NORMAS DE ESTILO MLA
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para
la clase |
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Martes,
25 de marzo
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Evaluar
fuentes, tomar notas, esquema y tesis
Se
asignará la Tarea nº4: Bibliografía,
resumen y tesis |
MLAH,
3-7, 41-45, 46-56
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Jueves,
27 de marzo
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Cómo
escribir un buen trabajo de investigación. El comentario de textos
vs. el trabajo de investigación
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MLAH, 122-30
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Martes,
1 de abril
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Citar
según el MLA en español. Ejercicios prácticos
Discusión
del primer borrador de la Tarea nº4
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MLAH,
142-235
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Jueves,
3 de abril
Bitácora
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Citas
dentro del texto
Prácticas
con el programa EndNote
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MLAH,
238-60
Corregir
borrador de la Tarea nº 4
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BLOQUE
5: Semanas 11-13
BREVE
TALLER DE ESCRITURA CREATIVA
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Martes,
8 de abril
Mini
examen nº 2
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Los
distintos géneros. La poesía.
Adaptación
musical de poemas de Federico García Lorca
Entregar
Tarea nº4 |
Leer
poemas de Federico García Lorca (se distribuirán en
fotocopias)
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Jueves,
10 de abril
Bitácora
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La
poesía de Pablo Neruda. Musicalización de Neruda, Machado,
etc.
Se
asignará la Tarea nº5
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Leer
poemas de Neruda, Machado, Hernández, Vallejo (se distribuirán
en clase)
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Martes,
15 de abril.
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Los
distintos géneros. El cuento
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Leer
Horacio Quiroga, “Decálogo del perfecto cuentista”, www.literatura.us/quiroga/decalogo.html>;
Borges y yo, Monterroso…
Julia Álvarez,
“Ten of my Writing Commandments” |
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Jueves,
17 de abril
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Discusión
del primer borrador de la Tarea nº5
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Leer
Cortázar, “Algunos aspectos del cuento”, <http://www.literatura.us/cortazar/
aspectos.html>
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Martes,
22 de abril
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Discusión:
autobiografía y literatura
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Leer
“El sur” de Jorge Luis Borges, <http://www.literatura.us/borges/elsur.html>
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Jueves,
24 de abril
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Discusión
del segundo borrador de la Tarea nº5
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Corregir
el primer borrador de la Tarea nº5
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Semana
14: CONCLUSIONES GENERALES
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Martes,
29 de abril
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Presentación nº
2: Sobre una de las tareas
Entregar
Tarea nº5 |
Corregir
el segundo borrador de la Tarea nº5
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Jueves,
1 de mayo
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Entrega
final de la bitácora
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Entrega
de todos los materiales corregidos |