OBJETIVOEste curso 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 nuestro curso en Blackboard. (http://blackboard.bowdoin. edu)

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.
 • García Márquez, Gabriel. El coronel no tiene quién le escriba. Buenos Aires: Sudamericana, 2001.
 • Otros materiales fotocopiados y/o disponibles en la reserva electrónica de la biblioteca.

STUDYING FOR SPANISH 205
            Unlike language schools, college studies require 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!). 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), not just read them. Successful study must emphasize detail rather than general comprehension.
            Work (or, even better, play) toward practical know-how. Remember that you are learning something to use and apply, not to pass an exam. Focus on OWNING these structures to the point of being able to use them almost instinctively. Make them a part of you by taking the steps described in the first pages of the book Herramientas. Mark or write down any questions or doubts you encounter, and bring these questions to class.
            Proficiency in a language includes four skills: two receptive (listening and reading) and two productive (speaking and writing). 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. 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 a critical eye. 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.

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.

Enjoy the ride! ¡Buen viaje!