SPAN 301: Composition and Oral Practice
Course Description:
This content-based course focuses on developing the three modes of communication - interpersonal, interpretive and presentational - with an emphasis on academic writing through readings and discussions. The use of authentic texts from Hispanic cultural and literary traditions allows learners to consolidate oral and written information.
This content-based course focuses on developing the three modes of communication - interpersonal, interpretive and presentational - with an emphasis on academic writing through readings and discussions. The use of authentic texts from Hispanic cultural and literary traditions allows learners to consolidate oral and written information.
MLO Met:
MLO 1: Language Proficiency
MLO 1: Language Proficiency
Course Narrative:
For my first major course, I decided to take Spanish Composition and Oral Practice, which also fulfills the first Major Learning Outcome (MLO). This MLO requires students to communicate effectively in Spanish in three modes: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Advanced Low level of Language proficiency, according to ACTFL Guidelines.
To fulfill this requirement, we did a lot of work that challenged our previous knowledge of reading, writing, and speaking in Spanish. One of things that I thought insignificant prior to this course was the difference in the porque’s (the whys) in Spanish. Despite using the same letters in each of the spellings, the separation of each has a different meaning. For example, porque introduces a cause or effect. On the other hand, porqué states a cause, motive, or effect of something that has been previously mentioned.
Later in the class, we put into practice what we have learned. One of the ways that we got to do this was by writing an argumentative essay. There were a few topics to choose from, but I decided to write about NASA’s trip to the moon. For the sake of the essay, I decided to argue that man’s landing on the moon was a made up moment in history. Despite having written many argumentative essays throughout high school, this one was different because now it had to be written in Spanish. The process of preparing for the essay felt natural, but writing the essay was a little tricky. Since it was one of the first times I wrote an essay in Spanish, translating some ideas or thoughts to paper was not that simple. Luckily, professor Oliva introduced us to WordReference.com, a website that facilitates the translation of difficult words.
After taking this course, I gained the confidence and skills I needed to start taking the rest of my major courses. Though I would not call myself an expert in Spanish grammar, I really appreciated learning things I was not too familiar with in the past. Moving forward from this class, I would like to take more time to analyze the written and oral work I complete to avoid grammatical mistakes that can misinterpret my message.
For my first major course, I decided to take Spanish Composition and Oral Practice, which also fulfills the first Major Learning Outcome (MLO). This MLO requires students to communicate effectively in Spanish in three modes: interpersonal, interpretive, and presentational, and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Advanced Low level of Language proficiency, according to ACTFL Guidelines.
To fulfill this requirement, we did a lot of work that challenged our previous knowledge of reading, writing, and speaking in Spanish. One of things that I thought insignificant prior to this course was the difference in the porque’s (the whys) in Spanish. Despite using the same letters in each of the spellings, the separation of each has a different meaning. For example, porque introduces a cause or effect. On the other hand, porqué states a cause, motive, or effect of something that has been previously mentioned.
Later in the class, we put into practice what we have learned. One of the ways that we got to do this was by writing an argumentative essay. There were a few topics to choose from, but I decided to write about NASA’s trip to the moon. For the sake of the essay, I decided to argue that man’s landing on the moon was a made up moment in history. Despite having written many argumentative essays throughout high school, this one was different because now it had to be written in Spanish. The process of preparing for the essay felt natural, but writing the essay was a little tricky. Since it was one of the first times I wrote an essay in Spanish, translating some ideas or thoughts to paper was not that simple. Luckily, professor Oliva introduced us to WordReference.com, a website that facilitates the translation of difficult words.
After taking this course, I gained the confidence and skills I needed to start taking the rest of my major courses. Though I would not call myself an expert in Spanish grammar, I really appreciated learning things I was not too familiar with in the past. Moving forward from this class, I would like to take more time to analyze the written and oral work I complete to avoid grammatical mistakes that can misinterpret my message.
Relevant Course Work: