SPAN 3301 - Conversación

Course Calendar

The University of Memphis | Department of World Language and Literatures

Professor: Allen R. Woodall III           E-mail: a.woodall@memphis.edu

Course Description 

SPAN 3301: The course takes a realistic, thematic approach to improving conversational Spanish. It is presented in modules that include, among other open educational resources, weekly conversational topics as well as short films, music, and other forms of audiovisual media to highlight contemporary elements of Hispanic cultures. A strong emphasis is placed on cultural comparison and contrast so that students can relate the material to their own experiences. This course is based on the understanding that language acquisition takes place through active use of the language. Not intended for students with native or near-native proficiency. Prerequisite and corequisite: SPAN 2020 or permission of the instructor. 

Learning Objectives 

Learning objectives for SPAN 3301: Conversation are based on the ACTFL Proficiency Guidelines for Intermediate-Mid level proficiency in interpretive, interpersonal, presentational, and intercultural communication. After course completion, each student should be able to:

1. Understand the main idea and some pieces of information on familiar topics in various time frames from fictional and non-fictional conversations, discussions, and/or presentations, and give detailed presentations on a variety of familiar topics and some concrete topics they have researched.

2. Participate in spontaneous spoken conversations on and share their viewpoint on familiar and/or researched topics, creating sentences and series of connected sentences to ask and answer a variety of questions, and interact at a functional level to meet my needs in a variety of situations, sometimes involving a complication, using connected sentences that may combine to form paragraphs and asking a variety of questions.

3. Communicate information, make presentations, and express their thoughts about familiar topics, using sentences and series of connected sentences, and tell stories about school and community events and personal experiences, using a few short paragraphs.

4. Converse with peers from the target culture in familiar situations at school, work, or play, and show interest in basic cultural similarities & differences and make comparisons between products and practices to help them understand perspectives.

5. Explain preferences, opinions, and emotions and provide advice on a variety of familiar and some concrete topics that they have researched, using connected sentences that may combine to form paragraphs and asking a variety of questions.

6. Recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors and avoid major social blunders.

Upon successful completion of the core learning objectives, the goal is for students to reach Intermediate-Mid proficiency in speaking and listening according to the ACTFL Proficiency Guidelines. 

Methodology 

This course is conducted using a combination of face-to-face and computer-mediated instruction and a “flipped-classroom model”. In a flipped classroom, students view, prepare, and practice content before coming to class while class time is used to apply the material previously learned at home in realistic contexts. This means students are required to (i) complete online assignments using Flipgrid, spending significant time outside of class dedicated to preparation and self-study; (ii) come to class prepared to comment on what they studied/viewed/discussed with classmates at home; and (iii) use Spanish to communicate with their professor and classmates during in-class discussions. The professor will help students to use and practice what they learned at home in realistic contexts through discussions and communicative activities with their classmates. Understanding this methodology is key to succeeding in this course.

For each of the six units covered in this course, students will view/consult written, audio, and audiovisual materials before class to thoughtfully respond to and expand on questions and prompts related to the topic(s) of the unit and those covered in the homework materials. Then, in class, students will discuss these topics in greater depth and work together to complete tasks and accomplish communicative and cooperative goals together to further develop their conversational & presentational skills and abilities. 

Grading Components:

  • Attendance 10%

  • Participation 20%

  • Homework 15% 

  • Storytimes 8% (2 x 4%) 

  • Mini-Debates 12% (3 x 4%)

  • Service Learning (2 hours) 3% 

  • Communicative Presentation 12%

  • Midterm Oral Assessment 10%

  • Final Oral Assessment 10%

ATTENDANCE (10%)

Daily attendance and punctuality are required and are recorded every day (including the first day of class). To allow for unforeseen circumstances, students are allowed a number of absences/tardies/early departures without penalty according to the following:

  • 6 absences for classes that meet 3 days per week (MWF)

  • 4 absences for classes that meet 2 days per week (MW, TR)

Absences may be excused with valid, written documentation, for example, a doctor's note, a court citation, a published funeral notice, or a police report. These documents must state clearly that you were unable to attend class on a certain day/time. Absences such as attendance of a wedding or other social event, early travel arrangements, employer related requirements, a drug prescription, a routine doctor’s appointment, etc. are not justified and will count toward the allowed absences for the semester. Unexcused absences beyond the number allowed will result in a deduction of the student’s attendance grade for the semester according to the following. Note: Three tardies and/or early departures constitute one (1) full absence.

MWF Classes

0-6 absences = 10%

7 absences = 8%

8 absences = 6%

9 absences = 4%

10 absences = 2%

11+ absences = 0%

MW/TR Classes

0-4 absences = 10%

5 absences = 8%

6 absences = 6%

7 absences = 4%

8 absences = 2%

9 absences = 0%

PARTICIPATION (20%)

Students are required to actively engage in group discussions/conversations during class each day (Learning Objectives #1, #2, #3, & #5) in Spanish. Participation will be evaluated at the end of each unit. Students will be evaluated via the Participation Rubric located on Canvas.

HOMEWORK (15%)

All Homework for this course will be completed via video; little/no written homework is required for this course. Students will consult materials (short stories, poems, short films, songs, audiobooks, podcasts, videos, etc.) on their own outside of class (Learning Objective #1). Then, they will  discuss predetermined discussion questions/prompts designed to guide conversation and elicit reflective and spontaneous discussion (Learning Objectives #2, #3, & #5). Students should complete these assignments individually and be prepared to discuss their responses in classroom discussions.  

ASSIGNMENT GRADING

Each Homework assignment is worth 10 points. Grades will be assigned according to the Homework rubric.

STORYTIMES (8%) (2 X 4%)

Each student will narrate a 3-5-minute original, creative, logically sequenced story during two of the six storytime sessions throughout the semester. The story must include a wide range of practiced vocabulary and grammar structures from SPAN 1010-2020 across various time frames (past, present, future) with the additional support of visual aids (a sequence of photos/pictures, a comic reel, a mute short film, etc.). These assignments are designed to help students achieve Learning Objective #3 and will require students to showcase their control over emotion/expression to capture and maintain the interest of their audience. The use of scripts/notes/notecards is strictly prohibited.

MINI-DEBATES (12%) (3 X 4%)

Each student will complete three mini-debates with classmates throughout the semester, recombining learned language from SPAN 1010-2020 to express their viewpoints and perspectives on a wide variety of topics (Learning Objectives #2, #3, & #5). 

SERVICE LEARNING [2 HOURS] (3%)

In this course, students will be required to interact and engage with local Hispanic communities for at least two hours during the semester to develop interpersonal communicative skills, complete tasks, and accomplish goals with native Spanish speakers (Learning Objectives #1-6). 

COMMUNICATIVE PRESENTATION (12%) [100pts]

Students will work in groups of 2-3 to complete a communicative project and present their findings, reflections, and conclusions in class. The project will consist of five parts:

  • Proposal (5pts): The project proposal will contain the following information:

  • Project topic/theme/goal

  • Why this topic/theme/goal is important/relevant/appropriate

  • Research questions, guidelines, and plans

  • Sources/Resources (at least three authentic resources originally produced in Spanish)

  • Interviewee and topic(s) of the interview

The proposal will be due during Week 3 to allow time for redirection or additional support if necessary. This proposal must be approved by your professor before continuing with the communicative project.

  • Individual Interview (20pts): Each student will conduct an interview with a native Spanish-speaker, either in person or via Zoom. The interview should be designed to help you gather information from the perspective of a native speaker on your topic. These interviews will vary in design and implementation depending on the topic each group has chosen, so students should consult with their professor while planning the interview process. Each student must submit a recording of their interview (Zoom audiovisual recording, .mp4 recording, etc.) to Canvas for credit.

  • Interview Reflection (5pts): Each student will submit a reflection about their interview with a native speaker, including:

  • What the student learned from the interview

  • One or more questions that the student would ask if given the chance to conduct this interview a second time with another native speaker

  • How the student will use the information acquired for their communicative project

  • Any additional relevant personal reflections

This reflection must be written in Spanish and should consist of 1-3 pages.

  • In-class presentation (60pts): Each group will present their findings in class in the form of a communicative presentation, implementing the use of relevant, effective visual aids. Each presentation should last 5-6 minutes per person (group of 2 → 10-12 minutes; group of 3 → 15-18 minutes, etc.).

  • Annotated Bibliography (10pts): Each student will submit an annotated bibliography for their interview/project. An annotated bibliography differs from a traditional bibliography in that each entry is accompanied by a short summary that explains the information gathered from the resource and how/why it is relevant to the project. Each entry should be accompanied by a summary of 50-100 words originally produced in Spanish by the student that used each resource.

MIDTERM ORAL ASSESSMENT (10%)

Each student will complete two oral assessments for this course. These assessments will be completed individually (one-on-one with the professor). Details about the content and structure of each assessment will be released one week prior to the assessment practice date (see calendar).

FINAL ORAL ASSESSMENT (10%)

Each student will complete two oral assessments for this course. These assessments will be completed individually (one-on-one with the professor). Details about the content and structure of each assessment will be released one week prior to the assessment practice date (see calendar).

Grading Scale

The following scale is organized according to the level of expectations met by the student. Indicated are the percentage and letter grade earned as well as the associated number of quality points which are used to calculate semester GPA.

Exceeds Expectations:

97-100 A+ / 4.00

93-96.00 A / 4.00

Meets Expectations:

90-92 A- / 3.84

87-89 B+ / 3.33

83-86 B / 3.00

Approaches Expectations:

80-82 B- / 2.67

77-79 C+ / 2.33

73-76 C / 2.00

Does Not Meet Expectations

70-72 C- / 1.67

67-69 D+ / 1.33

60-66 D / 1.00

Insufficient

0-59 F / 0.00

Course Policies

MISSED ASSESSMENT POLICY

Make-ups are not allowed for assignments/assessments without valid written documentation to justify the excused absence. Examples include: a doctor's note, a court citation, a published funeral notice, or a police report. These documents must state clearly that you were unable to attend class the day of the assessment. Non-acceptable absences include attendance to a wedding or other social event, early travel arrangements, employer related requirements, a drug prescription, a routine doctor’s appointment, etc. A missed assessment without valid documentation to justify the absence will result in a grade of zero.

Campus Policies

ACADEMIC INTEGRITY

The University of Memphis expects all students to behave honestly.  The Student Code of Rights and Responsibilities explains what constitutes a violation of our Academic Integrity policy. Please see the Office of Student Accountability's website for more information: https://www.memphis.edu/osa/. Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Students who violate the academic misconduct policy, either directly or indirectly, through participation or assistance, are immediately responsible to the professor of the class in addition to other possible disciplinary sanctions which may be imposed through the regular institutional disciplinary procedures. Consulting online translators or similar resources during the completion of assignments and/or assessments for this course is a form of academic dishonesty and will be treated as such. If you are unsure if a resource is acceptable for use, please contact your professor. Other examples of academic dishonesty include, but are not limited to: 

  • Cheating – A student uses a smart phone to access the internet while taking a quiz. 

  • Copyright infringement – A student uses a photograph found on the internet in a presentation without obtaining permission from the photographer. 

  • Deception – A student gives a dishonest excuse when asking for a deadline extension. 

  • Denying access to information or material – A student makes library or shared resource material unavailable to others by deliberately misplacing those resources. 

  • Fabrication – A student invents data in an academic work. 

  • Facilitating academic misconduct – A student knowingly allows a portion of their work to be used by another student. 

  • Plagiarism – A student represents the ideas of another in a paper without citing and referencing the work or a student turns in the same or nearly the same assignment for credit in more than one class. 

  • Sabotage – A student prevents others from completing their work by opening a window to affect a temperature-controlled experiment. 

  • Unauthorized collaboration – A student works with other students on a paper without the specific permission of the professor. 

  • Unauthorized materials – A student uses an online translator or similar resources while completing an assignment/assessment. 

CLASSROOM BEHAVIOR

Students should be aware of the Student Code of Rights and Responsibilities, which describes examples of unacceptable classroom behavior.  Disruptive classroom behavior will not be tolerated.  Professors are empowered to remove students from class and refer behaviors for sanctioning to the Office of Student Accountability.

EQUITY, INCLUSIONS, AND ACCOMMODATIONS  

Our class respects all forms of diversity.  The University of Memphis embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness of each other's individual and intersecting identities.  In accordance with UofM Policy GE2004, the University will ensure students receive consistent and fair treatment and affirmation of the University's commitment to diversity.  The University prohibits discrimination and harassment based on protected characteristics as stated in UofM Policy GE2030.

Please see the professor if you need accommodations for a disability. Students with requests for accommodations should contact Disability Resources for Students to register and learn about the services available to support their learning.  Students with disabilities are encouraged to speak with us privately about academic and classroom accommodations. It is strongly encouraged that you register with Disability Resources for Students (DRS) to determine appropriate academic accommodations. You may contact DRS by calling 901.678.2880, emailing drs@memphis.edu, or visiting 110 Wilder Tower. Disability Resources for Students coordinates all accommodations for students with disabilities. 

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate Disability Resources for Students staff at the University. Prior to granting disability accommodations in this course, the professor must receive written verification of a student's eligibility for specific accommodations from the Disability Resources for Students staff at the University. It is the student's responsibility to initiate contact with University's Disability Resources for Students staff and to follow the established procedures for having the accommodation notice sent to the professor. 

MENTAL HEALTH

As a student you can sometimes feel overwhelmed, lost, experience anxiety or depression, and struggle with relationship difficulties or diminished self-esteem. Mental health challenges can interfere with optimal academic performance. However, many of these issues can be effectively addressed with some help. If you find yourself struggling with your mental or physical health this semester, please feel free to approach me. I will try to be flexible and accommodating. As your professor, I am not qualified to serve as a counselor, but UofM offers confidential counseling services on-campus and via telehealth that are available to students taking six or more credits at no cost. UofM Counseling Center is staffed by experienced, professional psychologists, clinical social workers, and counselors, who are attuned to the needs of college students. I strongly encourage you to take advantage of this valuable resource. To connect with Counseling Center services, please visit 211 & 214 Wilder Tower, or call 901.678.2068. To know more about their services, you can visit their website at https://www.memphis.edu/counseling. In a crisis situation, please call 901.678.HELP (4357) to speak to the On-call counselor. Remember, getting help is an intelligent and courageous thing to do–for yourself and for those who care about you. 

PERSONAL OR ACADEMIC CHALLENGES

If you are experiencing personal or academic challenges including, but not limited to food or housing issues, family needs, or other stressors, please visit the Dean of Students Office to learn about resources that can help.  Any student who faces personal challenges including, but not limited to securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students Office at 901.678.2187 located in the University Center, Suite 359 for assistance. If you are comfortable doing so, please also let the professor know you are experiencing challenges as they may be able to assist you in connecting with campus or community support. 

STUDENT RESOURCES

Students who need additional resources can visit the website of the Dean of Students Office.

Religiously observant students wishing to be absent on holidays that require missing class should notify their professor in writing at the beginning of the semester, and should discuss with their professor, in advance, acceptable ways of making up any work missed because of the absence. 

Students participating in an officially sanctioned, scheduled University extracurricular activity will be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is the responsibility of the student to make arrangements, prior to the absence, for making up missed work.

Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses. The myMemphis portal system, eCampus Student tab provides access to University library and tutorial services. The tutoring link on the course homepage of Canvas provides access to free online tutoring through UpSwing tutoring. 

Other support services for current UofM students are available at https://www.memphis.edu/students/.

SEXUAL MISCONDUCT AND DOMESTIC VIOLENCE POLICY

The University of Memphis is committed to ensuring equality in education and eliminating all acts of sexual misconduct from its campus. Sexual misconduct includes sexual harassment, sexual assault, dating violence, domestic violence, and stalking. Campus policy establishes procedures for responding to Title IX-related allegations of sexual misconduct. Complaints can be reported to the Office for Institutional Equity (OIE). You may contact OIE by phone at 901.678.2713 or by email at oie@memphis.edu. Complaints can be submitted online. OIE's office is located at 156 Administration Building. Please note that if you make a report to your professor, they are required to report. If you would like to make a confidential report, contact the University Counseling Center, 214 Wilder Tower, 901.678.2068.

NON-DISCRIMINATION AND ANTI-HARASSMENT POLICY

University policy prohibiting discrimination and harassment based on protected characteristics and classes. Complaints of discrimination and harassment can be reported to the Office for Institutional Equity (OIE). You may contact OIE by phone at 901.678.2713 or by email at oie@memphis.edu. 

Tobacco use is not permitted in any U of M-owned or leased property. This includes all grounds, vehicles, and buildings owned or leased by U of M. This policy applies to all faculty, staff, students, contractors, and visitors of U of M and is in effect 24 hours a day, year-round. This policy applies to all forms of tobacco products including, but not limited to, cigarettes, pipes, cigars, chewing tobacco, and snuff as well as smokeless electronic cigarettes and other similar devices. Violations of this policy by students should be brought to the attention of Judicial Affairs. 

Presence in classrooms is restricted to properly enrolled students or visitors with legitimate purposes, who may be adults or minors. Professors of record are responsible for ensuring that individuals who attend their classes are properly enrolled or have been invited for the purpose of making special announcements, guest lecturing, or other authorized reasons. Professors are also responsible for addressing situations when unauthorized individuals attend their classes.

The professor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the professor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

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