Span 1101

Course Contact Information

Section: 19678, TWRF, 8:00-8:55 AM, 211 Enarson Classroom Building

Instructor: Cesar Lopes Gemelli
E-mail: <lopesgemelli.1@osu.edu>
Office: 286 Hagerty Hall|Office Phone: (614) 292-4958
Office Hour(s): Fridays, 11:00 AM, Hagerty Hall 286,, or by appt.
Dept. Tutoring Hour(s): See <sppo.osu.edu/undergraduate/tlc/spanish-schedule>

Acting Language Program Director: Megan Lobert Assistant Language Program Director: Dr. Richard
Henricksen
E-mail: lobert.3@osu.edu E-mail: henricksen.6@osu.edu
Office: 249 Hagerty Hall; Phone: (614) 688-5434 Office: 277 Hagerty Hall; Office Phone: (614) 688-1482
Office Hours: MWF 10:30 AM-6:00 PM, or by appt. Office Hours: MR 8:30 AM-4:30 PM, T 8:30 AM-11:00
PM & 1:00-
Office Hours 4 4:30 PM, or by appt.

A. COURSE DESCRIPTION AND OBJECTIVES

1. Overview
Spanish 1101.01 is an introduction to the Spanish language and the cultures that speak it, including their perspectives,
practices, and products. The course employs a multifaceted, communicative approach to adult second language
acquisition that foments the development of the four skills of listening, speaking, reading, and writing. By the semester’s
end, students will be able to comprehend, speak, read, and write the language at a basic level by using introductory
vocabulary and grammar to carry out essential communicative functions in context and in culturally appropriate ways.
These goals are best achieved through using Spanish as the primary language of communication in the classroom,
consistent attendance, daily pre-class preparation, and active in-class participation (i.e., in order to acquire Spanish, you must
be engaged intensively in its use!).

2. OSU General Education (GE) Foreign Language Courses: Goals and Expected Learning Outcomes (ELOs)
Foreign language coursework develops a learner’s communication skills across ethnic, cultural, ideological, and national
boundaries, and helps students develop a better understanding of other cultures and patterns of thought, as well as their
own language and culture. For all Spanish courses (1101.01 through 2202.01 and beyond), the target language (Spanish) is
the primary language of instruction.

The Expected Learning Outcomes (ELOs) for GE Foreign Language courses at OSU include the following:
1. Students demonstrate basic communicative skills (e.g., listening, speaking, reading, and writing) in a language other
than their native language.
2. Students learn about the cultural contexts and manifestations of the peoples who speak the language that they are
studying.
3. Students recognize and understand differences and similarities between the cultures and communities of the
language that they are studying and their own.

In SPAN 1101.01, these ELOs are manifested in the following concrete ways. Students will…
• Develop a vocabulary base relevant to immediate scenarios, including greetings and farewells, numbers, the calendar,
the classroom setting, academic subjects, student life, the university campus, descriptions of people and things,
common verbs, likes and dislikes, leisure, and family relationships.
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• Develop a working knowledge of basic grammatical structures, including definite and indefinite articles, nouns and
noun phrases, the verbs ser (to be), estar (to be), and tener (to have), adjective agreement, demonstrative adjectives and
pronouns, possessive adjectives, the simple present tense (with regular, irregular, and stem-changing verbs), the
expression ir (to go) + a + infinitive in the present tense to express the future, question formation, and direct objects
(DO) and DO pronouns.
• Use vocabulary and grammar to carry out various communicative functions in context, such as responding to and
asking questions in the classroom and community; telling time; exchanging basic information about class schedules
and campus life; asking for and giving simple directions; claiming possessions; describing yourself and others;
sharing personal preferences; planning activities; making, accepting, and rejecting invitations; etc.
• Listen to and understand simple passages and conversations in context.
• Read and understand simple, authentic texts.
• Write comprehensible paragraphs that express basic ideas about the scenarios studied.
• Speak at a basic, comprehensible level to engage in interpersonal conversations and express basic ideas about the
scenarios studied.
• Demonstrate an understanding of the perspectives, practices, and products (ACTFL’s 3 P’s) of various
Spanish-speaking cultures.
• Demonstrate knowledge of the geography of the Spanish-speaking world.
• Use technology and expand digital literacy to explore and reinforce cultural and linguistic concepts.

B. COURSE MATERIALS

Required:
1. Pearson’s MyLab Student Access Code for ¡Arriba! Comunicación y cultura (6th ed.) 2015 Release, by Zayas-Bazán,
Bacon & Nibert, sold in the OSU bookstore package or directly online at www.myspanishlab.com.
a. The MyLab Course ID for this specific class section, provided by your instructor: CRSKL72-609166

2. One (1) thirty-minute conversation purchased through TalkAbroad at www.talkabroad.com. You will need to create
a free TalkAbroad account and purchase one (1) conversation at the cost of $15 per conversation. [¡OJO! If you are
taking two semesters or more of Spanish language courses at OSU (i.e., SPAN 1101-2202), you may want to purchase
at least the five (5) minimum sessions required to receive the discounted price of $10.00 per conversation (5 sessions
x $10.00 = $50), since there will be two (2) required TalkAbroad assignments per course level beyond SPAN 1101;
any unused sessions purchased will remain available indefinitely.]
a. The TalkAbroad Section Code for this specific class section, provided by your instructor: Niber2017-524490

Optional:
3. Brief version (with Chapters 1-12) of the print textbook ¡Arriba! Comunicación y cultura (6th ed.) 2015 Release, by
Zayas-Bazán, Bacon & Nibert
4. Print SAM (workbook) ¡Arriba! Comunicación y cultura (6th ed.) 2015 Release, by Zayas-Bazán, Bacon & Nibert
5. Pearson-Duolingo account: You can create a free Pearson-Duolingo account at www.duolingo.com/pearson. In
order to register for a Pearson-Duolingo account, you will need a unique 12-digit user ID. Your unique user ID is
included in the package sold at OSU bookstores. If you purchased your course materials either online or before the
AU17 semester, your instructor can provide you with a free unique user ID upon request.
6. Spanish-English/English-Spanish Dictionary (See sppo.osu.edu/syllabi/language-program-policies/resources for
suggested online dictionaries. There is also a free digital dictionary within MyLab.)
7. Access to the free Companion Website at www.pearsonhighered.com/arriba/

The OSU bookstores sell a shrink-wrapped package that includes item 1 (with 24-month
access), 3 (brief version of the print textbook), and 5 above. If you prefer to work solely
digitally, you may purchase MyLab directly online, since it contains a digital eText (with
Chapters 1-15) and more— however, if you choose the digital-only option, please read over
Section C.7 below carefully. When purchased directly online, the MyLab Student Access
Code sells for approximately $99.95 (for one-semester, 5-month access) or for
approximately $149.95 (for multi-semester, 24-month access). As an independent
consumer, you are free to purchase your course materials in the place and manner of
your choosing. However, you must have required items 1 and 2. Explore your options
carefully before buying. [NOTE: These materials will carry over beyond Spring 2018 for
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SPAN 1101.01 (Chapters 1-4), 1102.01 (Chapters 5-8), 1155 (Chapters 1-8), and 1103.01/.51
(Chapters 9-12). Starting AU18, however, the new 7th edition of ¡Arriba! will be used in
SPAN 1101.01 and will be phased in at each subsequent course level sequentially (i.e., in
SPAN 1102.01 & 1155 in SP19, and in SPAN 1103 in AU19. Be sure to take into consideration
the edition and life of your MyLab Student Access Code when planning your course sequence.]

C. COURSE POLICIES

1. Course Prerequisite
Spanish 1101.01 is a course designed for "true beginners", for students who have placed into the level via the Spanish
placement test (i.e., the Multimedia Computer Adaptive Test, or MultiCAT), or for those who have taken one year or less
of Spanish in middle or high school. Spanish 1101.01 is not open to native speakers of Spanish or to students who have
OSU EM (Examination Mark) test credit or transfer credit for 1101.01.

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2. Course Sequence
Spanish 1101.01 is the first course in a three-course sequence (1101.01, 1102.01, 1103.01/.51) that fulfills the foreign
language requirement of the College of Arts and Sciences. (Alternatively, an accelerated two-course sequence (1155 and
1103.01/.51) is possible for students who have more than two years of prior study of the language. Please see Section C.3
below for additional information.) Students enrolled in Spanish 1101.01 are eligible to enroll in Spanish 1102.01 after
successful completion of this course.

3. More on Placement Testing and the MultiCAT
All students who have studied Spanish for more than one year in middle or high school and who have used Spanish to
fulfill the OSU admissions requirement, but who have not received any previous Spanish credit at OSU or any college or
university, must take the MultiCAT (see <sppo.osu.edu/undergraduate/spanish/departmental-exams/multicat>).
Students usually take this placement test during Orientation. If, however, for some reason you were unable to take it,
please see <cllc.osu.edu/undergraduate/testing> and contact the Center for Languages, Literatures, and Cultures (CLLC)
at <cllc@osu.edu> or (614) 292-4361, for details about test administration dates and times.

4. More on Foreign Language EM Proficiency Testing
Heritage speakers of Spanish, as well as students who deem that, due to self-study or travel abroad, they have developed
Spanish skills beyond their MultiCAT placement and/or recent course work, should consider taking the EM Proficiency
Test. Eligible students may seek credit by examination (EM) for Spanish 1101.01, 1102.01, 1155, or 1103.01. Students can
only take the EM Proficiency Test for the course level into which they have placed or are currently enrolled, but only
during the first week of the semester in the latter case. Students who have audited, received a “W”, or earned a failing grade
for a Spanish course are not eligible for an EM Proficiency Test. For more information, see <sppo.osu.edu/
undergraduate/spanish/departmental-exams/em> and email <sppotest@osu.edu>.

5. Academic Misconduct
“It is the responsibility of the Committee on Academic Misconduct (COAM) to investigate or establish procedures for the
investigation of all reported cases of student academic misconduct. The term ‘academic misconduct’ includes all forms of
student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest
practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the
committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct at
<studentlife.osu.edu/csc>.”

Academic misconduct is defined as any activity that tends to compromise the academic integrity of the institution, or
subvert the educational process. Such instances include, but are not limited to: cheating on assignments or exams,
collusion, falsification of excuses, submitting work from a previous semester without explicit permission of the current
instructor, violation of course rules contained in the syllabus or provided in class, or plagiarism. Plagiarism is the
representation of another's works or ideas as one's own: it includes the unacknowledged word for word use and/or
paraphrasing of another person's work, and/or the inappropriate unacknowledged use of another person's ideas.
Plagiarism via the Internet is not only dishonest; it is also likely to be caught. Composition assignments, if they are clear
and course-specific, do not match well content available on the Internet, and search engines make the detection of
plagiarism as easy as plagiarism itself. For a written piece or oral report, for example, aim to use the vocabulary,
grammatical structures, and strategies that you have learned in this course. Paraphrase information; do not “cut and
paste” entire paragraphs from the Internet. Using online or electronic translators can also be a form of plagiarism when
used to form phrases longer than a few words. For more on university policies concerning plagiarism, including
information on the formal hearing process by the Committee on Academic Misconduct, visit the COAM FAQ page.

6. Student Life Disability Services
“Students with disabilities that have been certified by the Office of Student Life Disability Services (SLDS) will be
appropriately accommodated and should inform the instructor as soon as possible of their needs. The Office of SLDS is
located in 098 Baker Hall, 113 W. 12th Ave.; telephone 292-3307, TDD 292-0901; <http://www.ods.ohio-state.edu/>.”

7. In-class Use of Electronic Devices
Students (especially those with documentation from SLDS) may use electronic devices (such as a laptop computer) during
class, but only to access course materials. For example, students may access the eText or glossary within MyLab as an
alternative to bringing print materials to class. However, personal use of these devices (such as texting, accessing email or
social networks, not silencing ring tones, etc.) during class lectures, quizzes and/or exams will not be permitted or
tolerated. After two warnings, and upon the third violation by an individual, or if electronic devices become a distraction
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during class in general, your instructor reserves the right to revoke this privilege from that individual or from the entire
class, and/or dismiss that individual from the class session. A dismissal for this reason will result in an unexcused
absence. In short, please be respectful and cognizant of these guidelines when using electronic devices!

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D. GRADING PROCEDURES

1. Grading Scale

B+ 88-89 C+ 78-79 D+ 68-69
A 93-100 B 83-87 C 73-77 D 65-67
A- 90-92 B- 80-82 C- 70-72 E 0-64

2. Key to Grade Percentages for Compositions (see Appendix 2 for Evaluation Criteria for Compositions)

50/50= 100% A 45/50= 90% A- 40/50= 80% B- 35/50= 70% C-
49/50= 98% A 44/50= 88% B+ 39/50= 78% C+ 34/50= 68% D+
48/50= 96% A 43/50= 86% B 38/50= 76% C 33/50= 66% D
47/50= 94% A 42/50= 84% B 37/50= 74% C 32/50= 64% E
46/50= 92% A- 41/50= 82% B- 36/50= 72% C- 31 & below E

3. Final Grade: Components and Weighting

Grade Components Weighting
A. Homework
1. MyLab (ML) activities 20%; (5% each chapter x 4 = 20% total)
2. Daily written assignments 5%; (1.25% each chapter x 4 = 5% total)
3. TalkAbroad conversation (1 total) 5%; (3% conversation + 2% reflection) = 5% total)
B. Class Participation 10%; (2.5% each chapter x 4 = 10% total)
8%; (1% each for assignments 1, 2 & 3 + 5% for assignment 4
C. Composition (1 total)
= 8% total)
D. Formal assessments
1. Oral Exam (1 total) 10%
2. Quizzes (2 total) 14%; (7% each quiz x 2 = 14% total)
3. Midterm Exam 13%
4. Final Exam 15%
TOTAL 100%

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4. Final Grade: Computation (for use by the student)

Homework:
• MyLab (each chapter grade is the average score derived
from all scores on assigned chapter activities only, indicated by
a clock icon in MyLab and on the weekly syllabus in Section F)
Chapter 1 _______x .05 = _______
Chapter 2 _______x .05 = _______
Chapter 3 _______x .05 = _______
Chapter 4 _______x .05 = _______
• Daily homework assigned by your instructor (1 point per
activity, scored on a credit/no-credit basis)
Chapter 1 _______x .0125 = _______
Chapter 2 _______x .0125 = _______
Chapter 3 _______x .0125 = _______
Chapter 4 _______x .0125 = _______
• TalkAbroad:
Conversation _______ x .03 = _______
Reflection _______ x .02 = _______
Class Participation:
Chapter 1 _______x .025 = _______
Chapter 2 _______x .025 = _______
Chapter 3 _______x .025 = _______
Chapter 4 _______x .025 = _______
Composition:
Assignment 1 (scored on a credit/no-credit basis) _______x .01 = _______
Assignment 4 (graded using rubric in Appendix 2) _______x .05 = _______
Formal assessments:
• Final Oral Exam: Chapters 1, 2 & 3 _______x .10 = _______
• Quizzes:
Quiz 1: Chapter 1 _______x .07 = _______
Quiz 2: Chapter 3 _______x .07 = _______
• Midterm Exam: Chapters 1 & 2 _______x .13 = _______
• Final Written Exam: Chapters 1, 2, 3 & 4 _______x .15 = _______

PRELIMINARY TOTAL = _______
# of 55-minute, unexcused absences ____ x -1% = _______
FINAL TOTAL = _______ (Out of 100%)

E. GRADE COMPONENTS & POLICIES

1. Policy on Attendance and Chronic Tardiness
Daily class attendance is crucial for the development of your language skills and therefore for success in this course.
Regular attendance is expected. Absences will be closely monitored and fall into three categories: “grace sessions”,
excused absences, and unexcused absences. Any unexcused absences will negatively affect your final course grade at the
end of the semester, as explained below. Please keep a personal record of your absences and tardies, and when possible,
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obtain and keep any documentation that verifies your reason for missing class (e.g., an email informing your Spanish
instructor about staying home due to a migraine, etc.). A chart for recording such information is provided in Appendix 4
for your convenience.

Over the course of the semester, you will be allowed four (4) “grace sessions” of 55 minutes (equivalent to one (1) week of
class in Spring) without the need for official documentation. If your class section meets four days per week (e.g., TWRF
from 8:00-8:55 AM), you will be allowed four days of absences as “grace sessions”. If your class section meets two days per
week (e.g., TR from 5:30-7:20 PM), you will be allowed two days of absences as “grace sessions” (since one (1) class day=
110 minutes, or two (2) sessions of 55 minutes). In either case, these sessions should not be interpreted as free days! Use
them wisely! They should be reserved for foreseeable or unforeseeable events and emergencies, including illness for which
medical attention is not sought. [¡OJO! Should you be absent the day of a quiz or an exam, you must present official,
documented proof of illness or of some other calamity in order to be able to make it up. Otherwise, you will receive a zero!
See the following paragraph for more information on how to document an absence.]

Any additional absences (beyond the four “grace sessions” of 55 minutes) can be excused, if you have an acceptable,
verifiable reason. In this context, “acceptable” means an illness, a death in the family (or some other significant family
event, such as a wedding), a subpoena, jury duty, military service, performance in a university-sponsored athletic
competition, a job interview, etc. “Verifiable” means that you can provide official, original documentation to account for
the reason. Such documentation typically provides a phone number that can be called for verification. [¡OJO! The
falsification of official documents is a serious offense that will be reported to COAM. See Section C.5 above.] Examples
include a doctor’s note (on original letterhead paper; in general, photocopies and faxes will not be accepted), a dated
container of medication, an original program from a funeral or wedding, an obituary, a written call to service from a court
of law or other government institution, a note from a university athletic division, etc. Personal notes from friends or
relatives will not be accepted as official documentation. Documentation intended to excuse an absence should be presented
to your instructor (and, if necessary, to the Acting Language Program Director, Megan Lobert(.3), and/or to the Assistant
Language Program Director, Dr. Richard Henricksen(.6), as soon as possible. No documentation will be accepted after
Reading Day, which for Spring 2018 is Tuesday, April 24 by 11:59 PM.

Any additional absences (beyond the “grace sessions” and any excused absences) will be considered unexcused.
Furthermore, extreme tardiness can accumulate into unexcused absences. A late arrival to class of 15 minutes or more on
three (3) different class days will be counted as one (1) unexcused absence from class.

Each unexcused absence of 55 minutes will result in the lowering of your final course grade by 1% at the end of the
semester. For example, in a class section that meets four days per week (e.g., TWRF), if your overall grade is 92% (A-) and
you have three (3) unexcused absences of 55 minutes (beyond the “grace sessions” and any excused absences), your final
assigned course grade will be 89% (B+) [i.e., 92% – 3% = 89%]. In a class section that meets two days per week (e.g., TR),
recall that one (1) class day= 110 minutes, or two (2) sessions of 55 minutes. Thus, if a student misses 3 class days without
official documentation (beyond the “grace sessions” and any excused absences), an overall grade of 92% (A-) will be
lowered to 86% (B), since 3 class days= 6 sessions of 55 minutes [i.e., 92% – 6% = 86%]. In sum, make sure that you clearly
understand the attendance and tardiness policies for this course, that you keep track of your own attendance and tardiness records [see
Appendix 4], and that you make wise decisions regarding if and when you miss class.

[NOTE: The following message appears on the “Student Health Services” page: “If you had a visit with a health care
provider, he/she can provide you with a visit verification form. If your professor will not accept the visit verification
form, stop by Administrative Services and Credentialing in room 264, directly across from the elevator. They can provide
you with a medical excuse that should be accepted by your professor. If you did not see a health care provider but still
need to document your illness, you can use the Absence Excuse Form (PDF).” Please know that the Absence Excuse Form
will not be accepted as official documentation for this course. You are expected to reserve and use your four (4) “grace
sessions” of 55 minutes to cover this and any other type of absence that cannot be officially documented.]

2. Class Participation
As stated earlier, daily class attendance is crucial for the development of your language skills and therefore for success in
this course. Absences in this course fall into three categories: “grace sessions”, excused absences, and unexcused absences.
All absences, except those that are excused, will negatively affect your participation grade (quite simply, you cannot
participate if you are not present in class).

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Your overall class participation will be evaluated according to the seven criteria specified on the “Class Participation
Self-Assessment Sheet,” shown in Appendix 1. Since you cannot participate if you are absent, regular class attendance is
an important component of your participation grade (Criteria 1 in Appendix 1). Note also in Criteria 2 that arriving more
than 5 minutes late to class (or leaving early or frequently during class) will result in a loss of points from your
participation grade for that period. [See also Section E.1 above regarding extreme tardiness, which is defined as 15 or more
minutes late.]

At the end of each of the four chapters covered in this course, you will be asked to complete the self-assessment for your
instructor either in class or online through Carmen. To complete it, choose one point value on the horizontal scale given
for each of the seven evaluation criteria. You must choose from among the point values given; for example, ‘18’ points is
not an option for the “Class attendance” component. The low, mid, and high points of each scale are defined. Choose the
point value on each scale that most accurately describes your performance in that area for that grading period. Then, add
up the points and write the resulting total score in the space provided at the end. Your instructor may accept or alter your
self-assessment, may offer comments, and then will record the total number of points earned for that chapter or “grading
period.” [NOTE 1: If you do not understand or if you disagree with a change made to your self-assessment, you should
discuss the matter with your instructor immediately. Office hours are the most appropriate time for this.] By the end of
the semester, you will have received four (4) class participation grades. [NOTE 2: If your instructor prefers the online
submission of participation grades through Carmen, and you do not submit a self-assessment by the due date indicated,
you instructor reserves the right to simply assign you a participation grade for that period.]

3. Homework
For each chapter, homework assignments will come from three sources: a) pre-assigned activities in MyLab (ML),
located at www.myspanishlab.com; b) daily assignments made by your individual instructor (for example, additional
activities from MyLab, written out on paper or completed online as preferred by your instructor; extra handouts, etc.);
and c) a synchronous TalkAbroad conversation and reflection assignment.

a. MyLab activities: First, regarding the pre-assigned activities in MyLab, various assignments (e.g., SAM, videos, games,
etc.) and their due dates appear in the weekly syllabus in Section F. MyLab assignments and their due dates also are
indicated within the MyLab system, by means of a clock icon on an electronic calendar. Be sure to check this electronic
calendar weekly. All MyLab assignments are due by 11:59 PM on the date indicated, regardless of your particular class
section’s meeting days and time. The MyLab system will automatically score and offer feedback on these pre-assigned
activities, since they are machine-gradable. To encourage practice, MyLab will allow you to repeat an activity up to 100
times and will display and use only the highest score achieved in order to calculate chapter averages. The system will
indicate the correct responses for an activity only after it has come due at 11:59 PM, so you can return to the activity later
to check answers. Furthermore, any unassigned activities attempted or completed by you will not affect your chapter
averages positively or negatively, so feel free to experiment!

b. Daily written assignments: Second, your instructor will assign 2-4 brief homework activities for each class day (1-2
“review” activities over the day's content and 1-2 “preview” activities to prepare for the next class day's content), to
closely gauge your progress. Each activity assigned will be worth one (1) point, awarded on a credit/no-credit basis.
[NOTE: 1 point= complete and well done; 0 points= partially complete or not well done or missing (i.e., not completed).]
These assignments will be due in class at the beginning of the class hour of the due date given by your instructor. No late
homework will be accepted. If you are absent from class when an assignment is due, you should try to submit it to your
instructor’s mailbox or as an email attachment that same day. If that is not possible, the assignment will only be accepted
if submitted the next session you are present in class. You also are responsible for finding out from your instructor (or from
another classmate) what assignments were given during your absence(s), in order to have all of the work ready to submit
upon your return to class. In short, “I wasn’t in class yesterday” is not an acceptable excuse for incomplete homework.

c. TalkAbroad: Third, you will be required to participate in one (1) conversation through TalkAbroad and complete a
reflection assignment about the experience. The conversation will be 30 minutes in duration and will take place through
www.talkabroad.com at the cost of $15 per conversation. Both the conversation and reflection are due during week 10 of
the semester. In order to get started, you first will need to create a free TalkAbroad account, join the specific class section
shown on page 2 of this syllabus (Section B.2.a), and purchase one (1) conversation. Then, you will choose a TalkAbroad
conversation partner and select a date and time from his/her online schedule. Please note that, according to the rules of
TalkAbroad as a company, all appointments must be booked at least 36 hours in advance. If, for whatever reason, you
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need to reschedule or cancel your appointment, all requests must be submitted at least 12 hours in advance in order for
the credit(s) to be refunded to your account. On the day of your appointment, it is critical that you are set up and ready
to begin your scheduled appointment on time to ensure a full 30 minutes to complete your conversation. Partners have
appointments every 30 minutes and need to begin and end conversations on time, even if a student arrives late.

Your conversation will be recorded and photographed automatically, and the audio file will be available to you for
review in your TalkAbroad account. Your instructor will access your recording, photograph, and time log through
TalkAbroad. After you complete your conversation, you will need to submit a reflection assignment on language and
culture. This assignment consists of questions and answers in English, to help you process your experience conversing
with a native speaker in Spanish. The reflection must be submitted on the date and by the time specified by your
instructor. For each day (up to a maximum of three) that a reflection is late beyond its due date, 5% will be subtracted
from the assessed final grade percentage, up to a total of 15% off for lateness. On the fourth day and beyond (including
the two days of the weekend), a reflection will no longer be accepted for credit. As per grading, the conversation and the
reflection assignment represent two different grades, according to the following criteria:

Grading of Each Conversation Grading of Each Reflection Assignment
• 25:00-30:00 minutes= 100%
• All sections answered thoroughly= 100% credit
credit
• 20:00-24:59 minutes= 75% credit • All sections answered but not thoroughly= 75% credit
• 15:00-19:59 minutes= 50% credit • Only some sections answered= 50% credit
• 0:00-14:59 minutes= 0% credit • No questions answered, or no submission= 0% credit

4. Composition
One pre-established composition topic will be assigned over the course of the semester. The composition will be worth a
total of 8% of the final course grade and will entail 4 separate assignments or steps: 1) a pre-writing activity (worth 1%),
2) a first draft (1%), 3) a second draft (1%), and 4) a final draft, of approximately 75-100 varied words in Spanish (5%). All
4 assignments should incorporate the vocabulary and grammar from the textbook chapter(s). Assignments 1 & 2 will be
shown in class and will be graded on a credit/no-credit basis. They may be handwritten or typed (double-spaced, using
the special characters of Spanish) and printed. Printing is especially important for Assignment 2 (the first draft), since you
and your classmates will engage in peer editing during class time. Assignment 3 will be submitted to your instructor
(either in class or through Carmen, according to your instructor's preference) and will be graded on a credit/no-credit
basis. It must be typed, double-spaced, using the special characters of Spanish. When you submit Assignment 3, you will
also need to submit Assignments 1 & 2 for comparison. [NOTE: Credit= complete (including prior assignments), well done (in
earnest effort), and on time. No-credit (0%)= partially complete or not well done or late or missing (i.e., not completed).]
Assignment 4 will be submitted to your instructor (either in class or through Carmen) and will be evaluated according to
the six criteria specified in the rubric shown in Appendix 2 of this syllabus. It must be typed, double-spaced, using the
special characters of Spanish, and it must include a word count (WC). When you submit Assignment 4, you will also need
to submit Assignment 3 for comparison.

Assignments 1, 2 & 3 must be shown or submitted on the due date and by the time specified by your instructor. No late
work will be accepted for credit (without acceptable, verifiable documentation). Regarding Assignment 4 (the final draft),
for each day (up to a maximum of three) that it is late beyond the due date, 5% will be subtracted from the assessed final
grade percentage, up to a total of 15% off for lateness. On the fourth day and beyond (including the two days of the
weekend), Assignment 4 will no longer be accepted for credit. For example, if your class section meets four days per week
(e.g., TWRF from 8:00-8:55 AM) and your work is due at 8:00 AM on Wednesday, the last possible time when you can
submit it for credit (albeit with a loss of 15%) is 8:00 AM on Saturday (by email or through Carmen). In such a case, let's
imagine that the instructor deems the 3-day-late final draft to be worth a score of 45 points, or 90% (A-). After the loss of
15% [3 days late x -5%], the student will receive a grade percentage of 75% (C) on the final draft [i.e., 90% – 15% = 75%].
After 3 days, Assignment 4 will receive a zero.

10
It should be noted that all 4 assignments must reflect a student’s own work, in terms of both content and language.
Translations carried out through the use of a computer are unacceptable and will receive the grade of 0%, with no
possibility of a resubmission. Furthermore, if you solicit the help of a tutor in your writing, you must simultaneously
submit both a marked-up draft and the draft due, in order to receive credit or a grade (regardless of which of the 4
assignments is involved). You must produce all drafts, on your own, in Spanish, before soliciting any help from others.
This requirement is very important, since you will be expected to write a composition directly in Spanish on the final
exam. A tutor may indicate any errors made on a draft by circling (although not correcting) them in an ink color different
from your original copy. It is the student’s job to then edit and correct his/her own draft. It is obvious to an instructor
when a student has received help with writing. If you receive help and the above procedure is not followed (i.e., a
marked-up draft reflecting any feedback from others is not submitted with the draft due), you will receive a 0% on that
assignment, with no possibility of a resubmission. If you do not receive help on a given draft, you only need to submit
your own work.

5. Formal Assessments
a. Quizzes (“Pruebas/Controles”)
There will be at least two (2) brief (~20-30 minutes) quizzes, or “pruebas”, given during the semester, one for each of the
two textbook chapters not immediately preceding a major exam. Thus, minimally, there will be a brief quiz on Chapter 1
and on Chapter 3. Each quiz will cover listening comprehension, vocabulary, grammar, and culture. Your instructor will
specify the exact nature and date of each quiz for your class section.

b. Written Exams
There will be two written exams: a midterm exam given during week 7 of the semester and a final exam given during
finals week. The midterm exam will be given over two consecutive 55-minute class sessions. It will cover Chapters 1-2.
The final exam will be given during the one-hour and 45-minute time slot of exam week specified for your class section
by the University. The final exam will be cumulative but will focus most heavily on Chapters 3-4.

c. Oral Exam
An oral exam of approximately 7 minutes will be given sometime during weeks 12-13 of the semester. The oral exam will
be evaluated according to the criteria in Appendix 3. You will take the oral exam individually with your instructor during
class time in your regular classroom, on the date and time specified by your instructor at a later point in the semester. The
format of the exam will involve spontaneous speaking (i.e., not read or memorized material) for a total of four (4) minutes
(two minutes about two different topics). Thus, the best way to prepare for it is to be present in class on a regular basis
and actively participate during class in Spanish, not English, as much as possible. Further details about the oral exam will
be provided by your instructor at a later date in the semester.

11
F. WEEKLY SYLLABUS

Key to abbreviations used in syllabus
ML= MyLab P1 = Primera Parte of chapter PV = ¡Pura Vida! video episode
CS = ¿Cuánto saben? review section P2 = Segunda Parte of chapter → = homework “corresponds to” topic listed
VT = Vocabulary Tutorial on same line in previous column

WEEK 1
(January 8-12)
• Monday, January 8: SEMESTER CLASSES BEGIN
• Friday, January 12: LAST DAY TO ADD A COURSE (without instructor’s written permission)
Textbook pages & topics: ML homework
• Course Introduction • The following review activities are due Sun., Jan. 21:
• Chapter 1: pp. 2-17
• Primera parte: Así es la vida (p. 4) → ML (1-1)
• Saludos y despedidas (pp. 5-7) → ML (1-2, 1-3, 1-4, 1-5, 1-6); VT Ch01 P1 Respuestas y Sustan-
S tivos
• Letras y sonidos (p. 6) → ML (1-8, 1-9)
→ ML (1-10, 1-11, 1-12, 1-13)
• Spanish alphabet (pp. 8-9)
→ ML (1-14, 1-15)
• Numbers 0-100 (pp. 10-12) → ML (1-17, 1-19, 1-20, 1-21, 1-22); VT Ch01 P2 The months, VT
• Days of the week, months & seasons (pp. 13- Ch01 P2 The months & the seasons
1 17)
Additional assignments:
• Syllabus Quiz (during 2nd or 3rd 55-minute session)
ML Spanish grammar tutorials & extra practice (optional):
• None
Additional ML Practice Activities (Optional):
Go to: ML Course > Course Materials > Capítulo 1 > Learning Tools > Grammar Learning Tools

WEEK 2
(January 15-19)
• Monday, January 15: MARTIN LUTHER KING DAY – NO CLASSES
• Friday, January 19: LAST DAY TO ADD A COURSE (with instructor’s written permission)
• Chapter 1: pp. 17-18, 20-29 • The following review activities are due Sun., Jan. 21:
• REVIEW: ¿Cuánto saben? (p. 17) → ML CS P1 (1-23, 1-24, 1-25)
• Perfiles: Mi experiencia (p. 18) → ML (1-28)
• Segunda parte: Así es la vida (p. 20) → ML (1-30)
• En la clase (pp. 21-23) → ML (1-31, 1-32, 1-34, 1-36); VT Ch01 P2 En la clase A, VT Ch01
P2 En la clase B

→ ML (1-38, 1-39, 1-40)
• Subject pronouns & present tense of “ser”
( (pp. 24-26) → ML (1-41, 1-42, 1-44)
• Nouns & articles (pp. 27-29)
• None
• Days of the week, months & Seasons • Ser
• Subject pronouns • Formal/Informal

12

WEEK 3
(January 22-26)
• Introduction to TalkAbroad • The following review activities are due Sun., Jan. 28:
• Chapter 1: pp. 30-37, 39
• Adjective forms, position & agreement (pp. → ML (1-45, 1-46, 1-47, 1-49)
3 30-32)
• REVIEW: ¿Cuánto saben? (p. 32) → ML CS P2 (1-51, 1-52); Flashcards Ch01; Games (1-1, 1-2)
• Observaciones: ¡Pura Vida! Episodio 1 (p. 33) → ML PV (do 1-55; (re)view video while completing 1-56;
then complete 1-57)

• Nuestro Mundo: Panoramas (pp. 34-35) → ML (1-58)
• Nuestro Mundo: Páginas (pp. 36-37)
• The following preview activity is due Sun., Jan. 28:
Readiness Check Ch02
• Register for TalkAbroad
• Noun/Adjective agreement • Position of adjectives
• Definite & indefinite articles • Gender

WEEK 4
(January 29-February 2)
• Friday, February 2: LAST DAY TO DROP A COURSE (without receiving a “W” on record)
• Composition Workshop 1: Introduction to topic • The following review activities are due Sun., Feb. 4:
and pre-writing strategies
• Chapter 2: pp. 40-55
• Las descripciones y las nacionalidades (pp. → ML (2-2, 2-3, 2-4, 2-6); VT Ch02 P1 Adjetivos de nacionalidad,
4 43-45) VT Ch02 P1 Adjetivos descriptivos A & B
→ ML (2-7, 2-8, 2-10)
• Telling time (pp. 46-49)
→ ML (2-11, 2-15, 2-16)
• Formation of “yes/no” questions & negation
( (pp. 50-51) → ML (2-17, 2-18, 2-19, 2-20, 2-21)
• Interrogative words (pp. 52-55)
• QUIZ 1 on Chapter 1 (exact date to be determined by instructor)
• Submit Participation Grade for Chapter 1 (exact date to be determined by instructor)
• Formation of Yes-No Questions • Questions with interrogative words • Formation of negative sentences
• Qué and Cuál • Adjectives of nationality

13

WEEK 5
(February 5-9)
• Chapter 2: pp. 55-56, 58-63 • The following review activities are due Sun., Feb. 11:
• Segunda parte: Así es la vida (p. 58) → ML (2-30)
• ¿Qué haces? ¿Qué te gusta hacer? (pp. 59-61) → ML (2-31, 2-32, 2-33)
→ ML (2-35, 2-36)
• Letras y sonidos (p. 60)
→ ML (2-37, 2-39)
• Present tense of regular “–ar” verbs (pp.
62-63)
• Composition Assignment 1: Show pre-writing activity in class (handwritten or typed; credit/no credit); exact date to be
determined by instructor)
• Regular verbs • “-ar” verbs

WEEK 6
(February 12-16)
• Composition Workshop 2: In-class peer review of • The following review activities are due Sun., Feb. 18:
first draft & practice with transition words
• Chapter 2: pp. 64-73, 75
• Present tense of regular “–er” & “–ir” verb → ML (2-40, 2-41, 2-42, 2-43); VT Ch02 P2 Verbos A & B
(pp. 64-66)
• Present tense of “tener” (pp. 67-68) → ML (2-45, 2-46)
• REVIEW: ¿Cuánto saben? (p. 68) → ML CS P2 (2-48, 2-49, 2-50); Flashcards Ch02; Games (2-1, 2-2)
• Observaciones: ¡Pura Vida! Episodio 2 (p. 69) → ML PV (do 2-53; (re)view video while completing 2-54, 2-55;
t then complete 2-56)
→ ML (2-57, 2-58)
• Composition Assignment 2: Bring first draft to class for peer review (handwritten or typed & printed; credit/no credit; exact
date to be determined by instructor)
• -er verbs • Irregular verbs • Tener que
• -ir verbs • Tener: conjugation, meaning

14

WEEK 7
(February 19-23)
• 1st & 2nd 55-minute sessions: REVIEW • The following preview activity is due Sun., Feb. 25:
• 3rd 55-minute session: MIDTERM EXAM, Readiness Check Ch03
PART 1: Listening, vocabulary, reading
• 4th 55-minute session: MIDTERM EXAM,
PART 2: Grammar & culture
• None
• None
Additional ML Practice (Optional): None

WEEK 8
(February 26-March 2)
• Chapter 3: pp. 76-86 • The following review activities are due Sun., Mar. 4:
• Materias académicas y vida estudiantil (pp. → ML (3-2, 3-3, 3-4, 3-5); VT Ch03 P1 Las Materias A, B & C
7 79-81)
• Numbers 101-3,000,000 (pp. 82-83) → ML (3-7, 3-8, 3-9, 3-10)
• Possessive adjectives (pp. 84-86) → ML (3-11, 3-13)
• Composition Assignment 3: Submit second draft to instructor for feedback (typed & printed; credit/no credit; exact date
to be determined by instructor)
• Possessive adjectives • Clarification of possessives with de + pronoun
• Possessive adjectives with de + pronoun
Go to: ML Course > Course Materials > Capítulo3 > Learning Tools > Grammar Learning Tools

WEEK 9
(March 5-9)
• Chapter 3: pp. 87-90, 92-95 • The following review activities are due Sun., Mar. 11:
• Other expressions with “tener” (pp. 87-89) → ML (3-15); VT Ch03 Otras expresiones con tener
→ ML (3-25)
• Segunda parte: Así es la vida (p. 92)
→ ML (3-26, 3-28, 3-29); VT Ch03 P2 Los edificios
• Edificios de la Universidad (pp. 93-95) → ML (3-31, 3-32, 3-33)
• None
• None

15

Spring Break: March 12-16, 2018 – NO CLASSES

WEEK 10
(March 19-23)
• Friday, March 23: LAST DAY TO DROP A COURSE (without petitioning)
• Composition Workshop 3: Instructor returns • The following review activities are due Sun., Mar. 25:
second draft with feedback & provides overall
observations and practice with editing (for example,
error identification, organization, etc.)
• Chapter 3: pp. 96-105
• Present tense of “ir” & “hacer” (pp. 96-97) → ML (3-34, 3-35, 3-37, 3-38)
• Present tense of “estar” (pp. 98-100) → ML (3-40, 3-41, 3-42, 3-43)
• Summary uses of “ser” & “estar” (pp. → ML (3-45, 3-46, 3-47, 3-48, 3-49)
101-104) → ML CS P2 (3-51, 3-52, 3-53); Flashcards Ch03; Games (3-1, 3-2)
• REVIEW: ¿Cuánto saben? (p. 104) → ML PV (do 3-56; (re)view video while completing 3-57; then
c complete 3-58)
• Observaciones: ¡Pura Vida! Episodio 3 (p. 105)

• The following preview activity is due Sun., Mar. 25:
Readiness Check Ch04
• TalkAbroad Conversation & Reflection due (exact date to be determined by instructor)
• Hacer • Preposition a • Estar + adjectives
• Future with ir + a + infinitive • Estar • Ser and estar

WEEK 11
(March 26-30)
• Overview & Practice for Oral Exams • The following review activities are due Sun., Apr. 1:
• Chapter 3: pp. 106-109, 111
• Nuestro Mundo: Páginas (pp. 108-109) → ML (3-61)

• Chapter 4: pp. 112-123
→ ML (4-1)
• Primera parte: Así es la vida (pp. 114-115)
→ ML (4-2, 4-4, 4-5); VT Ch04 P1 Miembros de la familia
• Miembros de la familia (pp. 115-117)
→ ML (4-7, 4-8, 4-9, 4-11)
• Present tense of stem-changing verbs: “e →

I ie”, “e → i”, “o/u → ue” (pp. 118-123)
• QUIZ 2 on Chapter 3 (exact date to be determined by instructor)
• Conjugation of Stem-Changing Verbs • Stem-ending • Tener: Stem-changing verb
• Pedir • Querer

16

WEEK 12
(April 2-6)
• Chapter 4: pp. 124-128 • The following review activities are due Sun., Apr. 8:
• Direct objects, personal “a” & direct object → ML (4-13, 4-14, 4-15, 4-16, 4-18)
pronouns (pp. 124-127)
• REVIEW: ¿Cuánto saben? (p. 127) → ML CS P1 (4-20, 4-21, 4-22, 4-23)

• Composition Assignment 4: Submit final draft to instructor (typed; graded with rubric in Appendix 2; exact date to be
determined by instructor)
• ORAL EXAMS (exact dates to be determined by instructor)
• Direct Object Pronouns (DOP) • Placement of DOP • Personal a

WEEK 13
(April 9-13)
• Chapter 4: pp. 130-138 • The following review activities are due Sun., Apr. 15:
• Segunda parte: Así es la vida (pp. 130-131) → ML (4-28)
• Lugares de ocio (pp. 131-133) → ML (4-29, 4-30, 4-31, 4-32, 4-33); VT Ch04 P2 El ocio y Verbos
A A & B
→ ML (4-34, 3-35)
→ ML (4-36, 4-38)
• Demonstrative adjectives & pronouns (pp.
1 134-135) → ML (4-40, 4-41, 4-42)
• Present tense of “poner”, “salir” & “traer”
(( (pp. 136-138)
• ORAL EXAMS (exact dates to be determined by instructor)
• Demonstrative Adjectives • Demonstrative Pronouns • Neuter Demonstrative Pronouns

WEEK 14
(April 16-20)
• Chapter 4: pp. 139-147, 149 • The following review activities are due Sun., Apr. 22:
• “Saber” & “conocer” (pp. 139-142) → ML (4-43, 4-44, 4-46)
• REVIEW: ¿Cuánto saben? (p. 142) → ML CS P2 (4-47, 4-48, 4-49, 4-50); Flashcards Ch04; Games
( (4-1, 4-2)
→ ML PV (do 4-53; (re)view video while completing 4-54;
• Observaciones: ¡Pura Vida! Episodio 4 (p. 143) t then complete 4-55
→ ML (4-56, 5-57)
17
• Irregular first-person verbs • Saber & Conocer

WEEK 15
(April 23-27)
● Monday, April 23: LAST DAY OF REGULARLY SCHEDULED SEMESTER CLASSES
● Tuesday, April 24: READING DAY
• Remaining class time: REVIEW
• None

Final Examinations: Wednesday, April 25 - Tuesday, May 1 (excluding Saturday & Sunday)
• FINAL EXAM: Wednesday, April 25, from 8:00-9:45 AM

SUMMARY of Dates of Composition, TalkAbroad Reflection, Quizzes and Exams

ASSIGNMENT DUE DATE
Quiz 1: Chapter 1 Week 4; exact date to be determined by instructor
Composition Assignment 1: Pre-writing activity Week 5; exact date to be determined by instructor
Composition Assignment 2: First draft (for in-class
Week 6; exact date to be determined by instructor
peer review)
Written Midterm Exam: Chapters 1 & 2 Week 7; 3rd & 4th 55-minute sessions
Composition Assignment 3: Second draft Week 8; exact date to be determined by instructor
TalkAbroad Conversation & Reflection Week 10; exact date to be determined by instructor
Quiz 2: Chapter 3 Week 11; exact date to be determined by instructor
Composition Assignment 4: Final draft Week 12; exact date to be determined by instructor
Final Oral Exam: Chapters 1, 2 & 3 Weeks 12-13; exact dates to be determined by instructor
Final Written Exam: Chapters 1, 2, 3 & 4 To be announced (TBA)

18
G. APPENDIX 1
CLASS PARTICIPATION SELF-ASSESSMENT SHEET

Chapter number (circle one): 1 2 3 4

1. Class attendance

1 5 10 15 20
| | | | |
I missed four (4) I missed three (3) I missed two (2) I missed one (1) I attended all of
or more 55-min. 55-min. sessions 55-min. session 55-min. session the 55-min. sessions
of sessions this this grading period. this grading period. this grading period. this grading period.
grading period.

2. Arriving late and/or leaving class early, frequently, or excessively (arriving late= more than 5 minutes late; leaving
early= before the instructor officially dismisses class; leaving frequently or excessively= leaving and returning to
classroom more than once per class day or for more than 5 minutes)

0 2 4 6 8 10 12 14 16 18 20
| | |
I arrived late and/or left early, I arrived late and/or left early, I did not arrive late or leave
frequently, or excessively from frequently, or excessively from early, frequently, or
every 55-min. session of this about half of the 55-min. sessions excessively from any of the
grading period. of this grading period. 55-min. sessions of this
grading period.

3. Pre-class preparation (i.e., studying, completing all homework assignments in MyLab, completing textbook reading
assignments, etc.)

0 1 2 3 4 5 6 7 8 9 10
| | |
I did not prepare any of the I prepared about half of the I prepared all of the assigned
assigned out-of-class work assigned out-of-class work out-of-class work before
before coming to class during before coming to class during coming to class during this
this grading period. this grading period. grading period.

4. In-class participation at the whole-class level (i.e., degree/amount of attention, participation, and volunteering
during instructor presentations/lectures, or during whole-class activities fronted/lead by the instructor)

0 1 3 5 6 7 8 9 11 13 15
| | |
I was consistently inattentive, I was only somewhat attentive I was consistently attentive,
distracted, disinterested, and/ and interested, and did not interested, and active during
or passive during this grading actively contribute on a consistent this grading period.
period. basis during this grading period.

5. In-class participation at the small-group level (i.e., degree/amount of attention, participation, and effort during
activities carried out in pairs or small groups of students)

0 1 3 5 6 7 8 9 11 13 15
| | |
I was consistently inattentive, I was only somewhat attentive I was consistently attentive,
distracted, disinterested, and/ and interested, and did not interested, and active during
or passive during this grading actively contribute on a consistent this grading period.
19
period. basis during this grading period.

6. In-class use of spoken Spanish (i.e., amount of effort put forth and attitude toward using Spanish to communicate
with instructor and student peers during all in-class activities)

0 1 2 3 4 5 6 7 8 9 10
| | |
I made no or little effort to I made only a partial effort to I made a full, 100% effort to
communicate in Spanish and communicate in Spanish and communicate in Spanish
a and used English very frequently. used English on various occasions. spoke as little English as
possible.

7. Behavior (i.e., overall respect shown for instructor and student peers, including tolerance for the opinions of others,
behavior that is neither disruptive nor distracting to others, using a respectful tone of voice, leaving negativity at the
door, not texting, not using a cell phone nor allowing it to ring during class, not reading the newspaper, not doing
work for other classes, not napping during class, etc.)

0 1 2 3 4 5 6 7 8 9 10
| | |
I frequently displayed I occasionally displayed behavior I consistently displayed
disrespectful, intolerant, or that was distracting to others, respectful, tolerant, positive
negative behavior during this or not entirely constructive or behavior grading period.
positive during this grading during this grading period.

TOTAL POINTS EARNED FOR GRADING PERIOD = _________ / 100 POINTS POSSIBLE

POSSIBLE INSTRUCTOR COMMENTS:

20
H. APPENDIX 2
EVALUATION CRITERIA FOR COMPOSITION

LOGISTICS
The final draft of your composition is accompanied by your second draft (i.e., Assignment 3) [2 pts.], is
typed and double-spaced [1 pt.], uses the special characters of the target language [1 pt.], and includes a
word count (WC) [1 pt.].
Poor Excellent
1 2 3 4 5
LENGTH
Your composition complies with length specifications.

[1= 59 or fewer words; 2= 60-64; 3= 65-69; 4= 70-74 words; 5= 75-100 words]
Poor Excellent
1 2 3 4 5
CONTENT & DEVELOPMENT
The main ideas are related to the topics studied in the course, are conveyed clearly and succinctly, and
are sufficiently developed and supported by details.
Poor Excellent
1 2 3 4 5 6 7 8 9 10
ORGANIZATION
Your composition includes a brief title, an introductory statement, a clear body, and a concluding
statement. The body of the composition is separated logically into coherent paragraphs. The sentences
of each paragraph flow together to develop ideas and are not disjointed. There are transitions present to
connect ideas between sentences and/or paragraphs.
Poor Excellent
1 2 3 4 5 6 7 8 9 10
VOCABULARY
Your composition includes target vocabulary studied in the course. There is a variety of words and
expressions, without excessive repetition. Words and expressions are used appropriately according to
context and are spelled correctly. There is no use of English vocabulary.
Poor Excellent
1 2 3 4 5 6 7 8 9 10
GRAMMAR
Your composition integrates target grammatical structures covered in the course. Said structures are
used with a reasonable degree of accuracy. Although some errors may be present, they are not excessive
and do not interfere with the basic comprehension of the text.
Poor Excellent
1 2 3 4 5 6 7 8 9 10
TOTAL= ________ /50 pts.= ________ %, Letter Grade ________

21

I. APPENDIX 3

GRADING CRITERIA FOR ORAL EXAM

1. Comprehensibility / Pronunciation / Clarity of speech

0 1 2 3 4 5 6 7 8 9 10
| |
Very little speech is All speech is comprehensible;
comprehensible; pronunciation is pronunciation is accurate for a
inaccurate for a first-year learner first-year learner and does not
and greatly impedes impede comprehension.
comprehension.

2. Vocabulary

0 1 2 3 4 5 6 7 8 9 10
| |
Very inadequate and/or Very rich, varied and accurate;
inaccurate; erroneous use of reflective of words, expressions,
numerous words; unable to recall and topics covered during the
the vocabulary used during the semester.
semester.

3. Grammar

0 1 2 3 4 5 6 7 8 9 10
| |
Consistently inaccurate use of the Consistently accurate use of the
structures covered during the structures covered during the
semester. semester.

4. Content

0 1 2 3 4 5 6 7 8 9 10
| |
Ideas not well developed or Ideas very well developed and
interconnected; there is little interconnected; content given is
content, or content given is completely relevant to the topic at
irrelevant to the topic at hand. hand.

5. Fluency

0 1 2 3 4 5 6 7 8 9 10
| |
Numerous, frequent pauses in Speech flows smoothly for a
speech; slow speech; needs first-year learner; an absence of
22
frequent prompting by instructor. excessive pausing; requires no
prompting.

TOTAL POINTS EARNED = /50 POINTS POSSIBLE = %

23
J. APPENDIX 4

RECORD OF ABSENCES & TARDIES
(For use by the student)

Key to abbreviations used in chart
G = Grace Day (four 55-minute sessions available to each student; See Section E.1 for details.)
E = Excused Absence (Acceptable and verifiable reason for missing class; See Section E.1 for details.)
U = Unexcused Absence (Absent without a valid or permissible reason.)

Absent (A) or
Documentation *Category of
Tardy (T)
Submitted for Absence:
Date beyond 15 Reason
Absence G / E / U
minutes
(Yes / No) (select one)
(select one)
E.g.,
A / T Y / N G / E / U e.g., doctor’s appointment
1/15/18

A / T Y / N G / E / U

A / T Y / N G / E / U

A / T Y / N G / E / U

A / T Y / N G / E / U

A / T Y / N G / E / U

A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U
A / T Y / N G / E / U

Total Tardies (15 minutes or more): __________

24
Total Absences:

Grace Days: __________ Excused: __________ Unexcused: __________
25

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