OBJETIVOEste curso reflexiona sobre el concepto de cultura y, en ese proceso, brinda la oportunidad de ejercitarse en el uso avanzado del español oral y escrito. Se estudian estructuras y características esenciales del idioma, y se practica a través de lecturas, presentaciones, diálogos, canciones y películas que permiten además incrementar el conocimiento y la apreciación de las culturas hispánicas. Para obtener estos fines se recomienda:
1. Adquirir un buen diccionario bilingüe y un buen diccionario en español.
2. Frecuentar el Centro de Audiovisuales (Language Media Center), donde se puede encontrar una amplia colección de películas, televisión en español y acceso a la red digital (World Wide Web) 3. Leer publicaciones periódicas en español. Hay varios periódicos en la biblioteca. Puede encontrarse información digital sobre diccionarios, publicaciones, gramática, etc., en la página de recursos de español 205: http://academic.bowdoin.edu/courses/f03/span205/

ACTIVIDADES Y EVALUACIÓN 1. Participación en clase, presentaciones y diálogos, 25% / Class Participation and Presentations Para el éxito del curso, es absolutamente vital la participación en actividades, diálogos y presentaciones en clase. Se espera que los estudiantes preparen cuidadosamente las lecturas y materiales para que su participación sea frecuente, dinámica y bien informada.
2. Asistencia y participación en los grupos de conversación, 15% / Conversation Sessions La asistencia a los grupos de conversación con el monitor (teaching assistant) César Jorrín es obligatoria. Más de dos ausencias a clase o a los grupos de conversación durante el semestre reducirán drásticamente la nota final.
3. Composiciones, 30% / Papers La estructura, extensión y temática de cada composición se establecerán en clase con anticipación. Cada estudiante guardará en una carpeta sus composiciones corregidas y evitará repetir los mismos errores en trabajos posteriores. Cada composición debe entregarse dentro de la carpeta, junto con las composiciones corregidas anteriormente.
4. Exámenes, 30% / Exams Se realizarán cinco exámenes acumulativos durante el semestre. Cada examen evaluará la comprensión y análisis de los materiales asignados en clase.

TEXTOS  • Turner, John y Enrique Yepes. Herramientas de español. Brunswick, ME: Bowdoin College, 2005. 
 • Keenan, Joseph J. Breaking Out of Beginner’s Spanish. Austin: U of Texas P, 1994.
 • Otros materiales fotocopiados y/o disponibles en la reserva electrónica de la biblioteca.

STUDYING FOR SPANISH 205
           This course has two complementary goals. One is to reflect upon the concept of culture and how it unfolds in Hispanic contexts. To achieve this goal you need a good comprehension of the texts and an inquiring attitude to discuss the ideas or phenomena described. A fascinating “side effect” of this inquiry is that it enhances your awareness of your own culture and how it shapes you, as well as how you can participate in shaping it. The other goal is to help you improve your ability to communicate effectively and correctly in Spanish by using it for the above discussion, and also by mastering the basic tools of the language: its essential structure and its main differences from English. In this case, quality and assimilation take precedence over quantity and swiftness. Do not be deceived by the relatively small number of pages assigned for each class: you are supposed to know them (at least the pages from Herramientas and from Keenan’s book), not just read them. Do not let its apparent familiarity fool you, either. You may “know” that adjectives need to be feminine when qualifying feminine nouns, but you often “forget” it, which means you still need to assimilate this characteristic of the language so that it becomes second nature to you. Successful study must emphasize detail rather than general comprehension, long-term integration of the material rather than short-term memorization. Also, keep in mind that language study is most effective when carried out during several short periods EVERY DAY. Studying should then include the following elements and attitudes:

1. Acquiring Grammar
Unlike language schools, college studies require not only the ability to communicate in the foreign language, but also a clear knowledge of how the language works, as well as a high level of proficiency in its correct use. This course is your last chance at Bowdoin for a systematic study of the essential Spanish structures and spelling. In any courses after 205, you will be expected to know this much (and penalized for not using it!). Work (or, even better, play) toward practical know-how. Remember that you are learning something to use and apply, not to pass an exam. Work on a gradient. Grammar, like math, only becomes difficult or tedious when you go forward without having understood and mastered a previous step. If you get confused or reeling, go back to the last point when you were doing all right and find what you did not understand back there. Focus on OWNING these structures; get to the point of being able to use them almost instinctively. Make them a part of you by taking the following steps:
a. First, spend some time to understand the explanations of the book Herramientas. Make sure you understand the meaning of EVERY WORD you read: use two dictionaries –both English-English and English-Spanish– to clarify, not only the Spanish, but also those English words that may have a fuzzy meaning to you. One of the appendices offers a brief explanation and examples of grammatical terms that you may find useful. As you go over each grammar section, make up your own examples to see if you can really use the material. Mark or write down any questions or doubts you encounter, and bring these questions to class, talk to your teaching assistant, or make an appointment with your professor.
b. When you think you understand and can remember the material covered in the section, it is time to practice (if you want to swim better, you have to swim a lot). Go over the specific Práctica of the section, and write out the responses. Then check the answers included at the end of the book. Make corrections if needed, detecting the reason for each error. Once corrected, re-read your responses aloud and observe their correspondence to each part of the explanations. This will provide for a good review and reinforcement. Finally, make up further examples. Ask yourself under what real circumstances you could apply this specific structure (for example, if studying the future, you will probably describe your plans for a trip, etc.). Be as playful and lavish as possible. If you feel the need for further practice, go to the course’s Web page and explore the links to additional exercises.
c. Find the flash cards that correspond to the section(s) you are covering each week, and carry them with you. Take a quick look at the cards often during the day (and/or night), particularly right before going to bed, and make new sentences using the structures included. Build up a high level of certainty that you know and can use each structure. While reading or writing in Spanish, find additional instances of the grammar you are reviewing.

2. Acquiring Vocabulary
At the advanced levels, memorizing word lists is not very useful. Focus on words often used in class and in the reading assignments or on any words you have needed to consult for your writing. Same as with grammar, OWN any new vocabulary; make each word part of you by using it in as many sentences as it takes for you to have a concrete concept of it. Think of a context or association in which you would use such word until it sounds natural to you.
When checking words in the dictionary, be careful to select the correct part of speech, and to find the definition that suits the context in which the word is being used. For example, the word “can” has different translations both as a noun (a can of tuna=una lata de atún; garbage can=la caneca de basura) and as a verb (She can’t go=No puede ir; I can’t swim=No sé nadar).

3. Acquiring Fluency and Proficiency
Proficiency in a language includes four skills: two receptive (listening and reading) and two productive (speaking and writing). Usually, the former are acquired faster and more easily than the latter. All of them, however, are developed with ­–you guessed– practice. Listening to songs and watching television shows or movies is always useful. Whatever you choose to do, put in the intention of learning something every time you use the language in its receptive skills: develop a habit of observing how the language works and picking up words or structures that are fun or appealing to you. Think of your mind as a sponge absorbing everything that comes along, and as a magnifying glass taking a close look at fine points. Use your new acquisitions as often and in as many ways as possible. In addition to the readings and activities assigned for the class, it is a good idea to keep a journal even for short daily entries in Spanish. When writing, be extra-careful in using words and structures that you know are correct; otherwise, you could be reinforcing bad habits instead of making productive progress. Pay attention to details and edit your writing with critical eyes. In contrast, when speaking, focus on communicating and do not worry too much about correctness: feel proud that you are getting your point across in a new language. Fluency means letting your Spanish flow: do not inhibit your speech with self-censorship. This does not mean total lack of attention, of course.

4. Class dynamics.
a. This is your class. Seize every opportunity to speak: be as bold as you can. All of your classmates, let alone your professor and teaching fellow, are here to enhance your own learning. We all know that our personalities “shrink” a little when using a foreign language so do not worry about preserving an “intelligent” image. Speak, ask, respond, make mistakes, and make a fool of yourself if that is what it takes to break the ice. In order to build up your confidence, come to class prepared, preferably with written comments and questions, so that your participation can be active and well informed. b. Most of the class will be devoted to discussing the content-based materials (readings, films, songs). Grammar will be covered only to verify understanding and clarify any specific doubts you may have. Do not expect detailed grammar explanations in class: they are in the book. c. The conversation groups with the teaching fellow are an essential part of your practice. The Spanish table for dinner on Thursdays (Thorne 5:30-7:00pm) is another great opportunity to use your Spanish in a less structured context. d. Exams will include a section on grammar (questions similar to the book exercises), and a section on course contents, with questions relating to the readings, films and songs. e. During the second week of classes, you will form a three-person study group that should get together for at least one hour a week, at your convenience. The first ten to fifteen minutes of the weekly work with your trío should be spent going over the additional examples that you have made up on the structures being studied each week. Compare each other’s sentences, paraphrase them, and be silly. The rest of the hour will be devoted to preparing dialogues or presentations (developing the structures covered that week) that your group will then perform in class. Groups will be selected at random to perform at any given class, at least once throughout the semester.

Enjoy the ride! ¡Buen viaje!