This course is designed for students with an advanced Spanish level in order to improve written expression, taking advantage of linguistic and cultural immersion. The students will read a number of short narratives that will serve as examples for their own original writing. The stories are taken from a number of authors from Spain and Latin America, as to provide a broad spectrum of samples for our students.. Some of the stories will be shared with peers in class and there will be a couple of exercises of collective short story writing. Students will also critique works and work in teams, in addition to their reading strategies.
By the end of the course the student will know about the theory behind short story writing and will have studied a number of examples and implemented several narrative techniques in Spanish.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling on such speech acts in ways that local people do. In short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Prerequisites:
Completion of IES Abroad’s Emerging Independent Abroad II outcomes, determined by placement test
Attendance policy:
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to describe and analyze key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes as shown in the readings and writing assignments.
B. Students will be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host culture through their readings and observations.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully in most academic and social interactions using, when appropriate, complex language including slang, colloquial expressions, double meaning, and humor, with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, short stories and critical commentaries.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
Method of presentation:
This course focuses principally on the correction of students’ written production and reading comprehension:
· Short Story writing: Different stories written following lexical and grammatical steps reviewed in class.
· Response papers to readings: reactions and analysis of the readings of short stories that will be discussed in class.
· Class discussion: discussing the structure, the characters, the plot and the narrators of the stories.
Required work and form of assessment:
Midterm: 10%; Final Assignment: 20%; Oral presentations (2): 10%; Writing assignments (8): 25%; Reaction Papers (10): 20%; Class participation: 15%.
content:
Week 1
Presentation of the course
1. Functional:
Write a individual short story
Write a collective short story
2. Grammatical: Address grammar issues that come up in classwork
3. Vocabulary:
Start Course Glossary
4. Culture:
Introduction to Short Story in General
Composition 0. Providing a writing sample using a basic shot story framework.
Looking for Spanish news articles that could become stories.
I.A, II.A, III.A IV.B, V.A
Week 2
1. Functional:
Learn about dramatic structure of texts and narrative structure
2. Grammatical: Understand different narrators
3. Vocabulary: Glossary.
4. Culture:
Myth creation explored as a cultural construct
Selected readings of Propp, Honer, Levi-Strauss and Barthes.
Class discussion of those readings.
I.B, II.A, III.B IV.B, V.A
Week 3
1. Functional: Creation of Narratives and crafting of realities.
2. Grammatical:Discuss interesting grammar points in texts.
3. Vocabulary: Course Glossary
4. Culture: Culture as reflected implicitly in stories, and also creation of culture
Composition 1. Re-write a classic short story.
Garcia Márquez.”El ahogado más hermoso del mundo”
Cortázar:” La casa tomada”.
I.C, II.B, III.C IV.C, V.B
Week 4
1. Functional: Speaking about the future and conditional. Opinions based on different texts.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary.
4. Culture: Differences between Catalan and Spanish traditions.
Composition 2.
Quim Monzó a selection from “86 Cuentos”
Mercé Rodoreda:
Students will have a choice of two short stories.
Midterm: Based on short story theory and structures and characters of the studies texts.
I.C, II.B, III.C IV.B, V.B
Week 5
1. Functional: Using hypothetic conditional and speaking about emotions in the past.
2. Grammatical: Imperfect Subjunctive. Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Speech connectors. Home and work.
4. Culture: Latin emotions and feelings.
Composition 3. A tale of Barcelona.
J.L. Borges: “ La muerte y la Brújula” y “Jardin de senderos que se bifurcan”
Elena Poniatowska: “Querido Diego” Part I
I.B, II.A, III.B IV.B, V.A
Week 6
1. Functional: Using hypothetic conditional in the future and in the past.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Role of women.
Composition 3. Epistolar Story.
Elena Poniatowska: “Querido Diego” Part 2
Benítez-Rojo: “Luna Llena en Le Cap” Part 1
I.D, II.B, III.B IV.C, V.C
Week 7
1. Functional: Speaking and writing about causal and concessive clauses.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Colonial times mindset
Composition 4: phone Narrative
Benítez-Rojo: “Luna Llena en Le Cap” Part 2
I.C, II.B, III.B IV.B, V.C
Week 8
1. Functional: Expressing different points of view in an argument.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Cultural stereotypes between Spain and Latino America.
Composition 5: Non-chronological narration
Cortazar: “El axolotl”
Pere Calders: Selection of two short stories
I.C, II.A, III.B IV.B, V.B
Week 9
1.Functional: Analyzing and stressing one’s point. Using written styles with accuracy.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Connecting Cultures: Chico y Rita, a film of Fernando Trueba.
Composition 6: Micro-stories (4)
Cortazar: “El Perseguidor” part 1
I.B, II.A, III.C, IV.B, V.A
Week 10
1. Functional: Talking and writing about different opinions. Making allowances.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture:
Reflections of the cultural manifestations as observed by students in the writings.
Composition 7: Cortazar “El Perseguidor” part 2
Preparation of Final Assignment
I.C, II.B, III.C IV.B, V.C
Week 11
1. Functional: Expressing agreement and disagreement about people opinions.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Rites and traditions.
Barcelona through the five senses.
Composition 8: Cortazar “El Perseguidor” part 3
Preparation of Final Assignment
I.B, II.B, III.B IV.B, V.A
Week 12
1. Functional: Speaking about people’s opinions. Expressing relief, surprise, needs and preferences about people opinions. Making a speech about personal experiences.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4.Culture: An analysis of the peer’s views of the Barcelona Culture as reflected on their work.
PEER STORIES: Reading the other students stories
Final Assignment Composition due.
I.D, II.B, III.D IV.B, V.C
Required readings:
Benítez-Rojo, Antonio; El paso de los vientos. Ed. Casiopea. Barcelona, 2002.
Will be suggested to students based upon their own literary interest.
Brief Biography of Instructor:
Cesar Alegre, Ph.D. He is a native of Barcelona, U.S. educated. He received his Ph.D. from the University of Massachusetts at Amherst, and then taught at Amherst College for 17 years before joining IES Abroad, first as a Dean and then also as a Director of their Barcelona program. His teaching experience spans from language, linguistics, language acquisition, literature, short story, criticism and cinema.
This course is designed for students with an advanced Spanish level in order to improve written expression, taking advantage of linguistic and cultural immersion. The students will read a number of short narratives that will serve as examples for their own original writing. The stories are taken from a number of authors from Spain and Latin America, as to provide a broad spectrum of samples for our students.. Some of the stories will be shared with peers in class and there will be a couple of exercises of collective short story writing. Students will also critique works and work in teams, in addition to their reading strategies.
By the end of the course the student will know about the theory behind short story writing and will have studied a number of examples and implemented several narrative techniques in Spanish.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling on such speech acts in ways that local people do. In short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Completion of IES Abroad’s Emerging Independent Abroad II outcomes, determined by placement test
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to describe and analyze key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes as shown in the readings and writing assignments.
B. Students will be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host culture through their readings and observations.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully in most academic and social interactions using, when appropriate, complex language including slang, colloquial expressions, double meaning, and humor, with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, short stories and critical commentaries.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
This course focuses principally on the correction of students’ written production and reading comprehension:
· Short Story writing: Different stories written following lexical and grammatical steps reviewed in class.
· Response papers to readings: reactions and analysis of the readings of short stories that will be discussed in class.
· Class discussion: discussing the structure, the characters, the plot and the narrators of the stories.
Midterm: 10%; Final Assignment: 20%; Oral presentations (2): 10%; Writing assignments (8): 25%; Reaction Papers (10): 20%; Class participation: 15%.
Week 1
Presentation of the course
1. Functional:
Write a individual short story
Write a collective short story
2. Grammatical:
Address grammar issues that come up in classwork
3. Vocabulary:
Start Course Glossary
4. Culture:
Introduction to Short Story in General
Composition 0. Providing a writing sample using a basic shot story framework.
Looking for Spanish news articles that could become stories.
I.A, II.A, III.A IV.B, V.A
Week 2
1. Functional:
Learn about dramatic structure of texts and narrative structure
2. Grammatical: Understand different narrators
3. Vocabulary: Glossary.
4. Culture:
Myth creation explored as a cultural construct
Selected readings of Propp, Honer, Levi-Strauss and Barthes.
Class discussion of those readings.
I.B, II.A, III.B IV.B, V.A
Week 3
1. Functional: Creation of Narratives and crafting of realities.
2. Grammatical:Discuss interesting grammar points in texts.
3. Vocabulary: Course Glossary
4. Culture: Culture as reflected implicitly in stories, and also creation of culture
Composition 1. Re-write a classic short story.
Garcia Márquez.”El ahogado más hermoso del mundo”
Cortázar:” La casa tomada”.
I.C, II.B, III.C IV.C, V.B
Week 4
1. Functional: Speaking about the future and conditional. Opinions based on different texts.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary.
4. Culture: Differences between Catalan and Spanish traditions.
Composition 2.
Quim Monzó a selection from “86 Cuentos”
Mercé Rodoreda:
Students will have a choice of two short stories.
Midterm: Based on short story theory and structures and characters of the studies texts.
I.C, II.B, III.C IV.B, V.B
Week 5
1. Functional: Using hypothetic conditional and speaking about emotions in the past.
2. Grammatical: Imperfect Subjunctive. Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Speech connectors. Home and work.
4. Culture: Latin emotions and feelings.
Composition 3. A tale of Barcelona.
J.L. Borges: “ La muerte y la Brújula” y “Jardin de senderos que se bifurcan”
Elena Poniatowska: “Querido Diego” Part I
I.B, II.A, III.B IV.B, V.A
Week 6
1. Functional: Using hypothetic conditional in the future and in the past.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Role of women.
Composition 3. Epistolar Story.
Elena Poniatowska: “Querido Diego” Part 2
Benítez-Rojo: “Luna Llena en Le Cap” Part 1
I.D, II.B, III.B IV.C, V.C
Week 7
1. Functional: Speaking and writing about causal and concessive clauses.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Colonial times mindset
Composition 4: phone Narrative
Benítez-Rojo: “Luna Llena en Le Cap” Part 2
I.C, II.B, III.B IV.B, V.C
Week 8
1. Functional: Expressing different points of view in an argument.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Cultural stereotypes between Spain and Latino America.
Composition 5: Non-chronological narration
Cortazar: “El axolotl”
Pere Calders: Selection of two short stories
I.C, II.A, III.B IV.B, V.B
Week 9
1.Functional: Analyzing and stressing one’s point. Using written styles with accuracy.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Connecting Cultures: Chico y Rita, a film of Fernando Trueba.
Composition 6: Micro-stories (4)
Cortazar: “El Perseguidor” part 1
I.B, II.A, III.C, IV.B, V.A
Week 10
1. Functional: Talking and writing about different opinions. Making allowances.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture:
Reflections of the cultural manifestations as observed by students in the writings.
Composition 7: Cortazar “El Perseguidor” part 2
Preparation of Final Assignment
I.C, II.B, III.C IV.B, V.C
Week 11
1. Functional: Expressing agreement and disagreement about people opinions.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4. Culture: Rites and traditions.
Barcelona through the five senses.
Composition 8: Cortazar “El Perseguidor” part 3
Preparation of Final Assignment
I.B, II.B, III.B IV.B, V.A
Week 12
1. Functional: Speaking about people’s opinions. Expressing relief, surprise, needs and preferences about people opinions. Making a speech about personal experiences.
2. Grammatical: Discuss interesting grammar points in texts and do the correction analysis from the student’s texts.
3. Vocabulary: Course Glossary
4.Culture: An analysis of the peer’s views of the Barcelona Culture as reflected on their work.
PEER STORIES: Reading the other students stories
Final Assignment Composition due.
I.D, II.B, III.D IV.B, V.C
Benítez-Rojo, Antonio; El paso de los vientos. Ed. Casiopea. Barcelona, 2002.
Borges, Jorge Lus; Cuentos breves y extraordinarios. Ed. Losada. Madrid, 2006.
Calders, Pere; Ruleta Rusa y Otros Cuentos. Ed. Anagrama. Barcelona, 1988.
Cortazar, Julio ; EL perseguidor y otros textos. Ediciones Colihue. Madrid, 1995.
Monzó, Quim; Ochenta y Seis Cuentos. Editorial Anagrama. Barcelona. 2007
Poniatowska, Elena; Querido diego, te abraza Quiela. Ed. Pedagogicas. México D.F. , 2003.
Rodoreda, Mercé; Cuentos Completos. Ed. Fundación BSCH. Barcelona, 1996.
Will be suggested to students based upon their own literary interest.
Cesar Alegre, Ph.D. He is a native of Barcelona, U.S. educated. He received his Ph.D. from the University of Massachusetts at Amherst, and then taught at Amherst College for 17 years before joining IES Abroad, first as a Dean and then also as a Director of their Barcelona program. His teaching experience spans from language, linguistics, language acquisition, literature, short story, criticism and cinema.