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    Common Elements of All sections-AU23

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    Julian Marcel
    The key elements that must be common across all sections of SPAN 3450 include: 1) Covering the same course goals, learning outcomes, modules on conventions, identities, violence, and citizenship. 2) Including substantive coverage of three primary text types: narratives, poetry, and audiovisual texts. 3) Requiring participation, homework assignments, and at least two writing assignments between 3-5 pages analyzing primary texts in relation to socio-cultural dynamics.

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    Common Elements of All sections-AU23

    Uploaded by

    Julian Marcel
    6 views2 pages
    The key elements that must be common across all sections of SPAN 3450 include: 1) Covering the same course goals, learning outcomes, modules on conventions, identities, violence, and citizenship. 2) Including substantive coverage of three primary text types: narratives, poetry, and audiovisual texts. 3) Requiring participation, homework assignments, and at least two writing assignments between 3-5 pages analyzing primary texts in relation to socio-cultural dynamics.

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    Common elements of all sections-AU23

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    The key elements that must be common across all sections of SPAN 3450 include: 1) Covering the same course goals, learning outcomes, modules on conventions, identities, violence, and citizenship. 2) Including substantive coverage of three primary text types: narratives, poetry, and audiovisual texts. 3) Requiring participation, homework assignments, and at least two writing assignments between 3-5 pages analyzing primary texts in relation to socio-cultural dynamics.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    6 views2 pages

    Common Elements of All sections-AU23

    Uploaded by

    Julian Marcel
    The key elements that must be common across all sections of SPAN 3450 include: 1) Covering the same course goals, learning outcomes, modules on conventions, identities, violence, and citizenship. 2) Including substantive coverage of three primary text types: narratives, poetry, and audiovisual texts. 3) Requiring participation, homework assignments, and at least two writing assignments between 3-5 pages analyzing primary texts in relation to socio-cultural dynamics.

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    What must be common among all sections of SPAN 3450?

     Course goals (as included in course description on draft syllabus)

     Expected learning outcomes or ELOs (as listed on draft syllabus)

     All four modules (conventions, identities, violence, and citizenship).


    o At least two of the submodules for each module
    o Most of the primary materials included in the sample syllabus (and also uploaded to
    the Carmen Master site and/or available in OneDrive/SharePoint)

     Substantive coverage of the following 3 types of primary texts (or textual modalities):
    i-narrative; ii-poetry; and iii-audiovisual texts (e.g. films, music videos, television ads)
    o Substantive coverage includes providing students with the specialized vocabulary
    necessary to analyze the specificities of that textual modality; and with several
    opportunities to utilize those terms. To do this, we encourage students to
    encounter these modalities at several points throughout the semester so that they
    can review the necessary terminology and strengthen their ability to utilize that
    terminology in their own analyses.
    o By the end of the term, students also should be able to carry out textual analysis of
    those three modalities, in relation to larger socio-cultural dynamics. So, for
    example, we encourage instructors to help students examine how code-switching
    in poetry can articulate identity through narrative voice or how narratives/story-
    telling shape our understanding of violence.
    o Students should read at least one longer narrative piece such as a novella. We
    suggest using the 100-page Ese verano a oscuras (included on the sample syllabus).
    This will prepare them for 4000-level classes in IB and LA in which they may read
    longer novels
    o When adding other textual modalities, you must include at least two examples of
    those modalities at different points in the semester. This will allow students to a)
    learn the specialized terminology for that modality and b) practice using that
    terminology on two different occasions.

     In terms of assessments (or evaluation criteria) …


    o On-line sections should grade attendance
    o All sections should grade participation to encourage students’ active engagement
    in oral and/or written forms. This grade can provide motivation for students to
    continually strengthen their linguistic skills in a more on-going, low-stakes way.
     We strongly recommend you to develop a system for measuring/evaluating
    participation (e.g. starting with a “C” for constant small group participation;
    and then from there monitoring volunteer participation in every class by
    writing down the names of students who offer comments/insights).
    o All sections should include graded homework assignments (graded “lightly” –i.e.
    for completion). Here again, the goal is to encourage students’ active engagement
    and to develop their linguistic and analytical skills in a low-stakes way.

    Prepared in August 2023 by Laura Podalsky


     There are different ways of doing this.
     You can have students respond to unique prompts for each specific text
     You can have students respond to a general prompt for all primary texts
    (e.g. comment on a specific passage/verse/sequence, formal device or
    theme and write a 150-word critical commentary)
     All sections MUST include at least five homework assignments that allow
    students to reflect upon cultural forms as technologies. This will allow the
    course to fulfill the embedded literacy in Technology for the new General
    Education program (see the document “Technology Embedded Literacy-SPAN
    3450))
    o All sections must include at least 2-3 more extensive writing assignments. By the
    end of the course, students should have written at least 1 5-page paper that
    demonstrates their ability to carry out a close analysis (using specialized
    vocabulary) of 1-3 textual forms, in relation to larger socio-cultural dynamics
     We strongly recommend scaffolding these assignments –e.g. assigning one
    paper that is 3-4 pages long (perhaps around the midterm) and another that is
    4-5 pages long (at or near the end of the course)
     You may wish to schedule in-class time to help students prepare for the writing
    assignments:
     a class activity before ECR 1 and 2 to set expectations –perhaps by sharing
    and discussing an anonymous student example (available in SharePoint)
     Based on instructor feedback from prior semesters, we also strongly
    suggest creating in-class workshops to help students complete the two
    extended analyses (see LP’s syllabus for an example of how to schedule
    this)

    If you include alternative assessments (from those listed on the draft syllabus), they
    must be tied directly to one or more of the ELOs

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