Primary Resource Friedman, Edward, L. Teresa Valdivieso, and

Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Course Number and Title: 450-01 Readings in
Hispanic Literature & Civilization II
Department: Modern Languages and Literatures
Credit Hours: Three (3)
Pre-requisite: MLL 356 and MLL 358
Co-requisite: MLL 351 Grammar & Comp. II
Classroom: Grubbs Hall 103, 12:30-1:45 TTH
Course Delivery Method: In person, face-to-face
(not online, not hybrid)
Faculty Member
Grant D. Moss
Assistant Professor of Spanish and Portuguese
Department of Modern Languages and Literatures
Office: 411 Grubbs Hall
Office Hours Spring 2015: 9-11, 1-2:20 MWF or by appointment
Telephone: 620-235-4713
E-mail: gmoss@pittstate.edu
Primary Resource
Friedman, Edward, L. Teresa Valdivieso, and Carmelo Virgillo. Aproximaciones. 7th Edition.
New York: Mcgraw-Hill, 2008. (ISBN-10 0-07-351315-6, ISBN-13 978-0-07-351315-7)
Recommended Resources
Spanish-Spanish Dictionary and Spanish-English Dictionary
Spanish Table: SP 2015: Wednesdays 12:00-1:00 at Gorilla Crossing
Course Description
This course is designed for you. You have studied language and cultures of the Spanish-speaking
world for four semesters already. You want to increase your skills in speaking, listening, reading,
and writing. The primary objectives of this course are to help you perfect your ability to read in
Spanish and to deepen your knowledge of Hispanic cultures and societies. Topics include
geography, history, literary elements, literary trends, and country specific information. Readings
include informative articles and essays, plays, short stories, and poems. Discussions in the target
language will lead to your further appreciation of the target cultures, of the authors from these
countries, and of the literature that they produce. As you know, Spanish is the language of
instruction. Also, as you already know, this course is not a lecture course.
Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Anticipated Learning Outcomes and Methods of Assessment
(What you’re going to learn and how you’re going to earn your grade)
You can increase your knowledge of the countries in the Spanish-speaking world and the authors
from these respective countries. You can also increase Spanish proficiency in five areas:
speaking, listening, reading, writing, and culture. I invite you to work hard so that these five
areas increase your skill! Your efforts to speak, listen, read, and write in Spanish will enhance
your experience. In this course, you will: (1) write textual analyses in Spanish with theses and
supporting documents; (2) read, study, and interpret essays, poems, short stories and plays from
the Spanish-speaking world; (3) discuss, analyze, and postulate about what you have read in
Spanish; and (4) differentiate between the various Spanish-speaking countries and the authors
from each country.
Components of the course evaluation
(What we’re going to do)
Culture Sheets/Hojas culturales (20%)
Introductory Essays/Ensayos introductorios (20%)
Exams (30%; 3 x 10%)
Final Project (20%)
Active Class Participation/Attendance (10%)
1. 12 point font Times New Roman (even in the header)
2. Double-spaced (the entire document should have zero (0) point spacing before and after each line)
3. Left aligned (except for the title which you should center)
4. One-inch margins (top, bottom, left, and right)
5. Each page should have a header on the left side that contains your name (first line), MLL 450 (second
line), and the assignment (third line), single-spaced, zero (0) point spacing between lines
6. There should only be one space between each sentence throughout your document, not two or
three
7. Position page numbers on the bottom right except for on the first page
If you do not follow the format as stated above (including the file name for your document)
the highest grade that you can obtain on the assignment is eighty percent (80%).
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Culture Sheets/Hojas culturales (20%)
You will find information and images about countries in the Spanish-speaking world on the
Internet. The characteristics that you will search for include but are not limited to: geographic,
historical, cultural, demographic, artistic, literary, economic, media. You will cite the
information that you have found (in other words give the internet source where you found that
information) and then you will be responsible for that information for the exams. See the
template at the end of this syllabus document for more information. In class, we will work
toward a consensus about the data. When there are more than one country listed for a day, work
on a culture sheet for one of those countries only.
Introductory Essays/Ensayos Introductorios (20%)
Each Introductory Essay needs a clear thesis statement about the text in question for the day, and
could act as an introduction to a possible topic for your final project. These brief essays are not
mere reflections or reactions to a text in question. In other words, phrases such as me gusta or es
interesante are inappropriate. These essays should contain textual analyses of the text and a
thesis that reflects in-depth thought not likes or dislikes. Each essay should be one (1) paragraph
of 250-300 words, typed and edited. We will share what we have written about on Canvas in
class with our colleagues and use them to begin our discussion of the text. Please use the “Intro
Advice” at the end of this syllabus and pp. 376-383 in your textbook as guides.
Turn in each Culture Sheet/Introductory Essay on Canvas in the corresponding drop
box as a Word-file attachment (your name hoja cultural country.doc or .docx; your
name Ensayo # .doc or docx) before the class period when we discuss the country in
question. Be responsible and make sure that your document has posted correctly on
Canvas with the correct file name as mentioned above. Double check to make sure
that the technology functions properly! I recommend that you do not wait until
right before class to submit your work because sometimes technology is unreliable.
Bring a hard copy or a digital copy to class to share with the class. No late
assignments will be accepted without documentation, even if you post the document
late anyway.
Exams (3 X 10%= 30%)
Demonstrate your knowledge of factual information (historical, geographic, etc.) of Spanish and
Latin American countries, their authors, and their cultures and societies! These exams also
require students to perform literary analyses including meaning, plot, characterization, and
stylistic aspects such as use of irony, metaphor, and other linguistic and rhetorical devices. See
the tentative course schedule for dates.
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Final Project (20%)
Choose one or more of the respective texts from a country that we have read during our course
(or another that we have not discussed in class) and create a project. This project needs a clear
introduction and thesis statement. Some students choose to write a 1500-1800 word (5-7 pages)
essay; however, other students choose projects such as: short stories or poems based on the text
that includes an analysis, etc. Talk with me to work out the details of your project. Each Final
Project consists of four parts: first, the proposal (la propuesta), second, the rough draft (el
borrador), third, the short documentary (el cortometraje documental), and fourth, the final draft
(la redacción final).
La propuesta
The proposal consists of a captivating title and a description of your entire project. The document
should contain between 100 and 150 words. This proposal should stem from one of your
Introductory Essays. In fact, you will notice that the formats are very similar. However, you
should not simply turn in one of your Introductory Essays as your proposal. You should make it
more concise to fit within the requirements. As in other areas of academia, if you do not follow
the stipulations set forth for the proposal, it will not achieve success. A great place to start is the
comments that I give you on each essay. You should post your proposal for a possible project on
Canvas before class on April 14th! Five (5) percent of your grade on the final project depends on
your on-time proposal. Remember: The proposal is not definitive, in other words, you may wish
to adjust your topic afterwards, but once you have turned in your rough draft, your short
documentary and your final draft need to reflect what you have done in your rough draft.
El borrador
You need to post a 500-750 word rough draft (2-3 pages) on Canvas before class on April 21st
for a peer workshop (Taller de proyectos). We will look at these preliminary projects
(anonymously) as a team during the workshop. Remember: Although the topic for the proposal is
not definitive, the topic of your rough draft is. Your short documentary and your final draft will
reflect what you have done in your rough draft.
El cortometraje documental
The short documentary portion of this project is exactly that: you will create a five to six (5-6)
minute (no more, no less) short documentary on your final project’s topic (the topic from your
rough draft and hopefully your proposal!). Submit your short documentary on Canvas before
class on April 28th (you can submit a link to youtube or another site; if you need some ideas
about how to start, look at http://www.pechakucha.org/). Look in the “Files” folder on Canvas
for a sample documentary. The short documentary contest will take place during the last week of
regularly scheduled classes. The most creative documentary as voted by the students will receive
the coveted Moss Prize for quality and creativity. Forty (40) percent of your grade on the final
project stems from your short documentary. You will achieve success through four areas: 1)
clear and concise ideas and thesis through your commentary, 2) academic and/or creative
presence, 3) appropriate use of language, and 4) appropriate use of time (not too long and not too
short).
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
La redacción final
Some students choose to write a 1500-1800 word (approximately 5-7 pages) essay (Times New
Roman 12 point font, double-spaced); however, other students choose projects such as: short
stories or poems based on the text that includes an analysis, etc. Research at least three sources
(beyond your textbook; encyclopedias do not count) and include a “Works Cited” page at the end
of your document. Use Modern Languages Association (MLA) style for any direct quotes and
the Works Cited page (see https://owl.english.purdue.edu/owl/resource/747/01/ for help). Only
one of these sources can be a website/webpage (for example, Wikipedia does not count!);
however I recommend that you use the Internet (specifically the AXE library’s full text search)
to find your secondary sources to start your search. E-books or full text articles, for example, are
not web pages. In the very least, you need to include one book (not on-line). You will achieve
success through four areas: 1) clear and concise ideas and thesis, 2) correctness of writing and
level of editing 3) appropriate use of language and formatting, and 4) appropriate length. The
Final Draft is Due on Tuesday, May 5th, 2014 before 12:30 p.m. Turn in your Final Draft
as a Word-file attachment on Canvas (Redacción final your name.doc or docx). I will not
accept any late Final Projects without documentation.
Active Class Participation/Attendance (10%)
You will earn weekly grades for participating in class discussions. Participation is not the same
as attendance. If you attend class but do not participate in the class discussions or in the assigned
group work en español (see the Spanish-Only Promise below), you will not earn a high
participation grade for that day. Participation points cannot be made-up at a later date due to
unexcused absence. See Class Attendance and Participation Policy below for more information.
Class Attendance and Participation Policy
Attend Class + Participate in Class actively =
If you do miss a class, makeup work will be permitted only when you present acceptable
documentation. Legitimate excused absences include the following: participation in a scheduled
activity of an official University organization, verifiable confining illness, serious verifiable
family emergencies, subpoenas, jury duty, and military service. It is your responsibility to notify
me of any excused absence as far in advance as possible. Finalize your makeup work in a timely
manner (e.g. before the next scheduled evaluation). Give me your documentation for excused
absences as soon as possible. No documentation (and by extension no makeup work) can be
accepted after the last day of regularly scheduled classes. After two absences, each additional
undocumented absence will result in a 2 point reduction of your final grade per absence, i.e., 2
unexcused absences (beyond the two “grace” days) will reduce your final grade by 4 points.
Absences are counted from the first day of the quarter. Chronic lateness to class will also reduce
your grade. Three tardies equal one absence. I will not drop students from this course for
nonattendance or excessive absences. If you do not attend class or have excessive absences you
should consider withdrawal from the course or should consult with the various offices on
campus.
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Grading Scale
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%
Final Grades will be rounded to the nearest whole percent. For example, 89.5% = 90% and
89.4% = 89%. If you find any typographical errors in this entire syllabus, show me and you will
earn a candy bar.
Spanish-Only Promise
“I solemnly promise to speak Spanish and only Spanish during class. I know that proficiency
depends on me; I can take responsibility for my own learning and I need to speak, listen, read,
and write in Spanish in order to improve my skills.”
Signed ___________________ Date_________
Your signature (electronic)
Sign the promise electronically on Canvas before the second day of class.
Syllabus Agreement
“I certify that I have carefully read the syllabus in its entirety. I see the document as a contract
between Professor Moss and me. If I have any questions about the about the syllabus, I will
contact him as soon as possible.”
Signed ___________________ Date_________
Your signature (electronic)
Sign the agreement electronically on Canvas before the second day of class.
E-mail policy
I may communicate with you through Pittsburg State e-mail and/or Canvas. I invite you to check
your Pitt State e-mail/Canvas daily for updates from me. I will check my e-mail at least once
daily during regular business hours (from Monday to Friday) and I will usually respond to any email inquiries within two (2) business days. If you have questions about what the homework is,
you should ask a classmate or check the calendar just in case our e-mail checks do not coincide!
No assignment will be accepted through e-mail unless otherwise indicated.
Study Abroad!
I strongly recommend that all Modern Languages and Literatures majors and minors participate
in accredited study abroad programs. PSU offers study abroad scholarships as well as assistance
with other financial aid. To learn about accredited programs, contact Tillie Fathbruckner, Study
Abroad Coordinator, at 235-4221 or visit 118C Whitesitt Hall. For information on transfer
credits, consult with Celia Patterson, Interim Chair of Modern Languages and Literatures or visit
429 Grubbs Hall.
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Student Conduct Code
According to the Student Conduct Code, “Disruption of classes, seminars, research projects,
activities or operations of the University” (http://www.pittstate.edu/audiences/currentstudents/policies/rights-and-responsibilities/student-conduct-code.dot) will not be tolerated.
Exceptions will be made for assistive technologies for the vision-or hearing-impaired in
consultation with the Center for Student Accommodations.
Center for Student Accommodations
If you feel that you may need an accommodation based on the impact of a disability, you should
contact me privately to discuss your specific needs. Students with disabilities that have been
certified by the Center for Student Accommodations will be appropriately accommodated, and
should inform me as soon as possible of your needs. The Center for Student Accommodations is
located in the Bryant Student Health Center, telephone 620-235-4309.
ACTFL (American Council on the Teaching of Foreign Languages) 2012 Proficiency
Guidelines Speaking Writing, Listening and Reading
http://www.actfl.org/files/public/ACTFLProficiencyGuidelines2012_FINAL.pdf
NCSSFL-ACTFL Can-Do Statements
http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf
Other important Pittsburg State information
http://www.pittstate.edu/dotAsset/fb38ac9b-9c03-4b77-9bc4-7e71f5584060.pdf
Tentative Course Schedule (Subject to change)
Semana 1
13 de enero
Introducción al curso; los cuatro géneros del
texto: la narrativa, la poesía, el drama y el
ensayo,
Tarea para la siguiente clase: Study the
syllabus carefully and complete the
Syllabus Agreement on Canvas before the
beginning of our next class. Read and sign
the Spanish-Only Promise on Canvas
before next class, too. Estudiar pp. 24-40 y
160-172.
15 de enero
En clase: Los cuatro géneros textuales: la
narrativa, la poesía, el drama y el ensayo y
los “-ismos”, ¿Qué es una tesis?
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 1 sobre “El etnógrafo”
de Jorge Luis Borges (59-61) en Canvas
antes de la próxima clase
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Semana 2
20 de enero
Gabriela Mistral (215-216), Vicente
Huidobro (219-221) y/o Pablo Neruda (231234) en Canvas antes de la próxima clase
Semana 4
http://commons.wikimedia.org/wiki/File:Flag_of_Argentina.svg
En Clase: Analizar Ensayo 1 sobre “El
etnógrafo” de Jorge Luis Borges (59-61)
Tarea: Entregar Hoja cultural de Argentina
en Canvas antes de la próxima clase;
estudiar “Los obreros y yo” de Eva Perón
(422-426)
22 de enero
http://commons.wikimedia.org/wiki/File:Flag_of_Argentina.svg
En Clase: Argentina y “Los obreros y yo”
de Eva Perón (422-426)
Tarea: Entregar Ensayo Introductorio 2
sobre “La noche boca arriba” de Julio
Cortázar (61-68) en Canvas antes de la
próxima clase
Semana 3
27 de enero
3 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Chile.svg
En clase: Analizar la poesía de Gabriela
Mistral (215-216), Vicente Huidobro (219221) y Pablo Neruda (231-234)
Tarea para la siguiente clase: Entregar
Hoja cultural de Uruguay en Canvas antes
de la próxima clase; estudiar los cuentos de
Mario Benedetti (73-76)
5 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Uruguay.svg
En clase: Uruguay y los cuentos de Mario
Benedetti (73-76)
Tarea para la siguiente clase: Entregar
Hoja cultural de Paraguay en Canvas antes
de la próxima clase; estudiar la poesía de
Juana de Ibarbourou (221-223)
http://commons.wikimedia.org/wiki/File:Flag_of_Argentina.svg
En Clase: Analizar “La noche boca arriba”
de Julio Cortázar (61-68)
Tarea: Entregar Hoja cultural de Chile antes
de la próxima clase; estudiar “El delantal
blanco” de Sergio Vodanovic (310-319)
29 de enero
http://commons.wikimedia.org/wiki/File:Flag_of_Chile.svg
En clase: Chile y “El delantal blanco” de
Sergio Vodanovic (310-319)
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 3 sobre la poesía de
Semana 5
10 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Paraguay.svg
En clase: Paraguay y la poesía de Juana de
Ibarbourou (221-223), Repaso para el
examen I
Tarea para la siguiente clase: Estudiar
para el EXAMEN I
12 de febrero
En clase: EXAMEN I
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 4 sobre la poesía de
Luis Palés Matos (226-228) en Canvas antes
de la próxima clase
próxima clase; Estudiar “La camisa de
Margarita” de Ricardo Palma (46-50)
26 de febrero
Semana 6
17 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Puerto_Rico.svg
http://commons.wikimedia.org/wiki/File:Flag_of_the_Dominican_Republic.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Cuba.svg
En clase: Analizar la poesía de Luis Palés
Matos
Tarea para la siguiente clase: Entregar
Hoja cultural de Cuba/República
Dominicana/Puerto Rico en Canvas antes de
la próxima clase; estudiar Rosario Ferré
(430-436)
19 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Peru_%28state%29.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Bolivia_%28state%29.svg
En clase: Perú/Bolivia y “La camisa de
Margarita” de Ricardo Palma (46-50)
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 6 sobre la poesía de
César Vallejo (216-218) antes de la próxima
clase
Semana 8
3 de marzo
http://commons.wikimedia.org/wiki/File:Flag_of_Peru_%28state%29.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Puerto_Rico.svg
En clase: Cuba/República
Dominicana/Puerto Rico y Rosario Ferré
(430-436)
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 5 en Canvas sobre la
poesía de Gertrudis Gómez de Avellaneda
(195-198), José Martí (200-201) y/o Nicolás
Guillén (229-231) antes de la próxima clase
En clase: Analizar la poesía de César
Vallejo (216-218)
Tarea para la siguiente clase: Entregar
Hoja cultural de
Ecuador/Colombia/Venezuela; estudiar la
poesía de José Asunción Silva (202-206)
5 de marzo
http://commons.wikimedia.org/wiki/File:Flag_of_Ecuador.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Colombia.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Venezuela.svg
Semana 7
24 de febrero
http://commons.wikimedia.org/wiki/File:Flag_of_Cuba.svg
En clase: Analizar la poesía de Gertrudis
Gómez de Avellaneda (195-198), José Martí
(200-201) y/o Nicolás Guillén (229-231)
Tarea para la siguiente clase: Entregar
Hoja cultural de Perú/Bolivia antes de la
En clase: Ecuador/Colombia/Venezuela y la
poesía de José Asunción Silva (202-206)
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 7 sobre “Notas sobre
el vasallaje” de Arturo Uslar Pietri (411422) antes de la próxima clase
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Semana 9
Semana 11
10 de marzo
En clase: Analizar “Notas sobre el
vasallaje” de Arturo Uslar Pietri (411-422)
Tarea para la siguiente clase: Estudiar
para el EXAMEN II
31 de marzo
12 de marzo
En clase: EXAMEN II
Vacaciones de primavera: del 16 al 20 de
marzo
Semana 10
24 de marzo
En clase: Analizar “Notas sobre el
vasallaje” de Arturo Uslar Pietri (411-422)
Tarea para la siguiente clase: Entregar
Hoja cultural de Nicaragua/Costa
Rica/Panamá en Canvas; estudiar la poesía
de Ernesto Cardenal (240-244)
26 de marzo
http://commons.wikimedia.org/wiki/File:Flag_of_Nicaragua.svg
En clase: Nicaragua/Costa Rica/Panamá y
Rubén Darío (206-209)
Tarea para la siguiente clase: Entregar
Hoja cultural de Honduras/El
Salvador/Guatemala en Canvas antes de la
próxima clase; estudiar los cuentos de
Augusto Monterroso (76-79)
2 de abril
http://commons.wikimedia.org/wiki/File:Flag_of_Honduras.svg
http://commons.wikimedia.org/wiki/File:Flag_of_El_Salvador.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Guatemala.svg
En clase: Honduras/El Salvador/Guatemala
y los cuentos de Augusto Monterroso (7679)
Tarea para la siguiente clase: México;
entregar Ensayo Introductorio 9 sobre “No
oyes ladrar los perros” de Juan Rulfo (6872) en Canvas antes de la próxima clase
Semana 12
http://commons.wikimedia.org/wiki/File:Flag_of_Nicaragua.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Costa_Rica.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Panama.svg
En clase: Nicaragua/Costa Rica/Panamá;
analizar la poesía de Ernesto Cardenal (240244)
Tarea para la siguiente clase: Entregar
Ensayo Introductorio 8 sobre la poesía de
Rubén Darío (206-209) antes de la próxima
clase
7 de abril
http://commons.wikimedia.org/wiki/File:Flag_of_Mexico.svg
En clase: México; analizar “No oyes ladrar
los perros” de Juan Rulfo (68-72)
Tarea para la siguiente clase: Entregar
Hoja cultural de México en Canvas antes de
la próxima clase; estudiar “Y las madres,
¿qué opinan?” de Rosario Castellanos (426430)
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
9 de abril
http://commons.wikimedia.org/wiki/File:Flag_of_Mexico.svg
En clase: México; analizar “Y las madres,
¿qué opinan?” de Rosario Castellanos (426430)
Tarea para la siguiente clase: Entregar tu
propuesta para el proyecto final en
Canvas antes de la próxima clase. Estudiar
la poesía de Gustavo Adolfo Bécquer (198200), Antonio Machado (211-212), Juan
Ramón Jiménez (213-214)
Semana 13
14 de abril
http://en.wikipedia.org/wiki/File:Flag_of_Spain.svg
http://commons.wikimedia.org/wiki/File:Flag_of_Equatorial_Guinea.svg
En clase: España/Guinea Ecuatorial;
analizar la poesía de Gustavo Adolfo
Bécquer (198-200), Antonio Machado (211212), Juan Ramón Jiménez (213-214)
Tarea para la siguiente clase: Entregar
Hoja cultural de España/Guinea Ecuatorial
en Canvas; Estudiar la poesía de Gustavo
Adolfo Bécquer (198-200), Antonio
Machado (211-212), Juan Ramón Jiménez
(213-214)
16 de abril
http://en.wikipedia.org/wiki/File:Flag_of_Spain.svg
En clase: España/Guinea Ecuatorial;
analizar la poesía de Gustavo Adolfo
Bécquer (198-200), Antonio Machado (211212), Juan Ramón Jiménez (213-214)
Tarea para la siguiente clase: Finaliza tu
borrador para el Taller de proyectos y
entrégalo en Canvas antes del comienzo
de clase el martes.
Semana 14
21 de abril
http://en.wikipedia.org/wiki/File:Flag_of_Spain.svg
En clase: Taller de proyectos/repaso para el
EXAMEN III
Tarea para la siguiente clase: Estudiar
para el EXAMEN III
23 de abril
En clase: EXAMEN III
Tarea para la siguiente clase: Finaliza tu
cortometraje documental y entrégalo en
Canvas antes del comienzo de clase el
martes.
Semana 15
28 de abril
En clase: Concurso de proyectos
30 de abril
En clase: Concurso de proyectos
Tarea para la siguiente clase: Finaliza tu
redacción final y entrégalo en Canvas
antes del comienzo de clase el martes.
Semana de exámenes finales (del 4 al 8 de
mayo)
Proyecto Final Due on Canvas: el 5 de
mayo, 2014 antes de las 12:30 p.m.
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Intro Advice
Adapted with permission by Richard A. Gordon
Common criticisms of essays or articles are that they take too long to get to the point, do
not clearly state a thesis, or do not situate themselves well within critical debates. I have also
heard that some readers will look initially at the introduction and the bibliography; if they are
unsatisfied with these elements, they read no further. The purpose of this document is to provide
suggestions for avoiding some of the pitfalls of writing introductions to scholarly papers in
literatures and cultures, and thus increasing your chances to obtain a high level of satisfaction
and success from your final product. You should use this document as a flexible guide to
planning your introduction, which, if written in the way proposed here, can also serve as a map
for writing the rest of the paper. From another perspective, you could use this list of introductory
elements as a guide, as you are beginning your research and pursuing a viable argument, for the
kinds of questions that you need to be able to answer before you write. If you can include the
following elements in the first page, you are well on your way to an excellent essay. You will
have captured the attention of your reader; you will have convinced him/her that your idea is not
only creative but also relevant; he/she will be inclined to keep reading; and he/she will
understand consistently what the goal of your writing is. I suggest that you attempt to accomplish
most of these objectives in the first page or so, in a double-spaced document, and usually in the
first paragraph.
1. Hook
Persuade readers that this is an unavoidable topic. This will often be some kind of initial,
intriguing lead-in to the subject. Consider your title as part of that hook.
2. Intervention (where your topic stands with regard to criticism)
Convince readers that you have done your homework (an early footnote referencing
relevant scholarship is often used to assist with this task), and that this study is a
worthy/necessary contribution to scholarship. This will often involve situating yourself within
existing scholarship, i.e., articulating what has been done, what has been left out, and how you
fill that need. Bear in mind, though, that just because something has been left out, it doesn’t
mean that it needs to be done. Many writers may not have access to any other writers on the
subject during an initial Introductory Essay, so this element may not come into play until they
focus on their rough draft for their final project. For others, they may have knowledge of critics
or authors so as to interact with them from the beginning. Although the intervention of a good
introduction may not come into play until after much writing, it undoubtedly should appear in a
rough draft and a final draft so that the writer may prove that his/her speculations are more than
just off-the-wall internal dialogues, dialogues that may imply that he/she falsely assumes that no
one else has ever thought about an issue since the dawn of man.
3. Thesis
Articulate the essence of your argument clearly. This should be intriguing, unexpected
(readers don’t want to hear that you are going to spend 20 pages proving something that they are
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
already convinced about or already believe to be true). Your thesis can be complex and
suggestive, but it must be clear. If part of your plan is to make a subtle intervention on some
complicated theoretical debate, it may be most effective to be elusive or provocative at some
point before the thesis, then draw out the implications of your allusion, and culminate in a clear
thesis statement, having ensured that your readers are with you. Be clear: “el propósito de este
trabajo es” or “en este ensayo quiero demostrar” are excellent examples of clarity in your essay.
4. Who cares? / ¿Y qué?
You should always ask yourself this dreaded question and be able to answer it. Often this
will involve things about, and perhaps articulating or at least alluding to, the broader implications
of your study. What do we learn more generally from this study? What contribution does it make
to what field(s)? I would urge caution, though: you might lose some (or many) readers if you
claim too much.
5. Itinerary statement/road map
Often an effective introduction will indicate, with differing degrees of detail, the steps
through which, or how, the writer is going to examine the topic, prove their thesis. Some writers
feel that this rhetorical element may give away too much. However, even if the roadmap is just a
few words or a few sentences, it is helpful both for your readers and also for you as a writer. I
find that the itinerary helps to keep my article on track, cohesive, logical, and coherent. Related
note: During the essay, this kind of strategy is often complemented by subheadings, or by
reminders of what the argument has accomplished to that point or where readers are in the
argument, by anticipations of what is to come. I would recommend that, after you have a draft,
you think about whether or not all of the paragraphs (or clusters of paragraphs) of your essay
contribute in a concrete way to advancing your argument. Sometimes, on attempting to rewrite a
draft, it is useful to print out what you have and do a reverse outline (i.e., write a short
description of the purpose of each paragraph next to it), and then look through to see if the order
and the elements of your exposition make sense.
6. Checklist for your writing in general and for your ensayos in class
A. Your title must attract your reader. Simply repeating the title of the text or writing a oneword, general description will make your reader question whether or not he should even spend
his time on your text. Which would you prefer: “La vida” or “Paraíso o infierno: la decisión es
tuya”?
B. When you refer to an author for the first time in your text, use her/his full name. Every other
time you refer to her/him use the last name only. Example: “Grant D. Moss writes of how to
become a more proficient writer in his 450 syllabus. Moss states that you should follow these
guidelines in order to be successful. (There are some exceptions to this rule, but they are rare.
For example, Sor Juana de la Cruz is well known as Sor Juana, so after you write her full name
when you refer to her for the first time, you could later refer to her as Sor Juana.)
C. Include one space only between sentences, not two or three.
D. Avoid the present progressive and gerunds. Examples: estoy pensando, estaba haciendo, etc.
In fact, one would recommend that writers should avoid estar in general.
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
E. Avoid the word “Esto”.
F. Unless you are referring to symbols in the writings of the Orient, when you reference the
characters of a story, use the word “personaje” in Spanish.
G. Be wary of the word discutir.
H. Avoid use of the word interesante.
I. Avoid gustar.
J. Avoid importante.
K. The body of the text should not be on the jammed up on the next line after the header. Leave a
space.
L. Avoid rhetorical questions. Examples: ¿Es redonda la tierra?
M. Avoid biographical information (about yourself or the author). Examples: Grant Moss nació
en Utah.
N. Avoid summarizing the text too much (usually one or two lines will do). If you summarize
too much, you lose your voice and you dilute your argument.
O. Avoid writing in capital letters, bold, etc. (even if it is a title, subheading or new chapter).
P. Italicize titles of books, scholarly journals, movies, documentaries, magazines, newspapers, or
other publications. Example: Azul or Moby Dick.
Q. Type titles of poems, short stories, or other works of a collection in quotes. Example: “Los
senderos que se bifurcan”
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Pittsburg State University, College of Arts and Sciences, Department of Modern languages and Literatures, Spring 2015
Profesor Grant Moss
MLL 450
Hoja Cultural
País:
Datos geográficos/territoriales (incluye la ciudad capital, el número de estados (provincias,
departamentos), área y un mapa):
Datos históricos importantes (incluye la fecha de independencia y una (1) imagen de un
personaje importante):
Datos políticos (incluye dos (2) partidos, el sistema político y una imagen de la bandera
nacional):
Datos económicos (incluye una imagen de la moneda, PIB, exportaciones, e importaciones):
Datos demográficos (número de habitantes, porcentajes de las etnias) y lenguas (oficiales o no):
Datos religiosos (incluye los porcentajes de las varias religiones y una (1) imagen de un
santuario importante):
Datos culturales (incluye dos (2) equipos de deportes (y su logo) y dos (2) festivales):
Datos sobre los medios (incluye un (1) periódico, una (1) revistas y un (1) canal de televisión)
Datos artísticos (incluye dos (2) artistas y los nombres e imágenes de dos (2) obras):
Datos literarios (incluye dos (2) autores y dos (2) obras):
Datos musicales (incluye a dos (2) músicos (o bandas) y dos (2) canciones)
Datos cinematográficos (incluye dos (2) actores y una (1) película producida en el país)
Fuentes:
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