SPAN 213: COMPOSITION FOR SPANISH SPEAKERS

This intermediate level Spanish composition course is equivalent of SPAN 212, but is designed to meet the special needs of students whose language skills were acquired in a Spanish speaking environment. While the level of work and general course coverage is the same as SPAN 212, this class includes no focus on language acquisition skills but concentrates on specific areas of writing and composition that Spanish speaking students find difficult. Exams, workbook assignments, homework assignments, and four compositions evaluate students. Students are also asked to work “with” a Spanish tutor as part of their class work. (This assignment is not explained and I found it confusing. Why are Spanish speaking students in need of a Spanish tutor? I wonder if the assignment is to work “as” a tutor – since I can’t read the syllabus and the assignment is not explained in the questionnaire I was unable to resolve this issue.) Students are introduced to a sampling of Hispanic Literature and are encouraged to explore their own cultural roots, as well as those of others. Reading and writing assignments cover cultural as well as some gender and minority issues. The final exam, exercises and reading assignments (all in Spanish) were included in the file and appear to be quite comprehensive, although it is impossible to determine which course objectives are being assessed by the final exam. The midterm exam was not included. The G.E. Committee will ask that a more complete portfolio be resubmitted for this course next academic year.

SPAN214: CONVERSATION

This course concentrates on increasing students’ proficiency in spoken Spanish with an emphasis on applied situations such as making travel plans, shopping, or self-description. The course requirements as described in the syllabus include exams, homework, lab work and quizzes. Exams were not provided for review. The requirements as described in the questionnaire also include both formal presentations by students, and class and small group interactions. Attendance and participation are required and contribute to the final grade. Students are required to participate in language lab, although the extent and exact nature of this component of the class is not described in the syllabus. The class is described by the instructor as containing cultural information necessary for communication including practice in idiomatic expression in various applied situations. Speaking the language in applied cultural context appears to be stressed in the class and the course appears to meet the GE requirements for the Humanities Breadth Area. The syllabus did not appear to fully represent the requirement of the course. The formal presentations described in the questionnaire were not included in the syllabus and the extent of lab assignments was not clear. The syllabus provided information about the class that included some description that read like objectives, while other more specific objectives were outlined by the instructor in the questionnaire. It is suggested that specific objectives be included in the syllabus as well as clear expectations regarding lab assignments and presentations.