SPAN 3020: Conversation & Composition II
Course Calendar
Course Overview
Conversation & Composition II (SPAN 3020) takes a realistic, thematic approach to developing written and conversational Spanish. The course is organized into modules. Each module incorporates various open educational resources, including readings, literary works, films, music, YouTube clips, and other forms of audiovisual media to highlight literary, cultural, historical, or linguistic elements in the Hispanophone world.
There is a strong emphasis on cultural comparison and contrast, allowing students to relate the material to their own experiences. This course operates on the principle that language acquisition occurs through the active use of the language. It is not intended for students with native or near-native proficiency.
Course Objectives
Learning objectives for SPAN 3010-3020: Composition & Conversation I-II are based on the ACTFL Proficiency Guidelines. for Intermediate-Mid level proficiency in interpretive, interpersonal, presentational, and intercultural communication. After sequence completion, each student should be able to:
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.
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.
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.
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.
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.
Recognize that significant differences in behaviors exist among cultures, use appropriate learned behaviors and avoid major social blunders.
SPAN 3020: Through 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..
Course Prerequisites
SPAN 3010 or its equivalent (Take placement test if unsure), or permission from instructor
Course Topics
This course is divided into five content modules:
Orígenes e historia de la lengua española | This module delves into the origins and historical evolution of the Spanish language. It traces the language's development from its Latin roots through the influence of various cultures and historical events, highlighting key milestones that have shaped modern Spanish.
Lingüística: Variación dialectal y español en EE.UU. | This unit examines the linguistic diversity within the Spanish language, focusing on dialectal variations across the Spanish-speaking world and within the United States. It explores how different dialects have emerged and how Spanish has adapted and evolved in different regions.
Iconos y lugares panhispánicos| This module explores iconic figures, landmarks, and cultural sites across the Spanish-speaking world. It highlights their historical and cultural significance, examining how these icons and places contribute to a shared Hispanic identity and cultural heritage.
Inteligencia artificial en la adquisición de segunda lengua | This module explores the role of artificial intelligence in second language acquisition. It examines current AI technologies and their applications in language learning, discussing how these tools can enhance the learning experience and improve language proficiency.
Español para fines específicos | Focusing on specialized uses of the Spanish language, this module covers areas such as business, medicine, law, and tourism. It provides practical language skills and vocabulary tailored to specific professional fields, preparing students to use Spanish effectively in various specialized contexts.
In addition to the cultural components (readings, films, videos, songs, etc.), each module also includes vocabulary exercises, grammar reviews, pronunciation practices, and assessments (both written and oral). All modules will be accessible from the beginning of the semester; however, it is imperative that students complete all assigned activities and assessments in one module before progressing to the next for a more effective learning experience.
Course Materials
There is no textbook requirement for this class.
Class engagement and punctuality
Students are required to read, review, and complete the course content thoroughly. Active engagement throughout the semester is essential. Additionally, all assignments and assessments must be completed by the specified deadlines outlined in the syllabus to receive full credit.
Grading Scale
97-100: A+ | 93-96.99: A | 90-92.99: A-
87-89.99: B+ | 83-86.99: B | 80-82.99: B-
77-79.99: C+ | 73-76.99: C | 70-72.99: C-
67-69.99: D+ | 60-66.99: D | 0-59.99: F
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 the vocabulary and/or grammar before coming to class while class time is used to apply the material previously learned at home in realistic contexts. To maximize student learning, the Spanish Basic Language Program target language policy at the 2000-level expects both instructors and students to use at least 90% Spanish during class time. This means you are required to (i) complete your online assignments on your own, spending significant time outside of class dedicated to preparation and self-study; (ii) come to class prepared to practice what you studied at home; and (iii) use Spanish to communicate with your instructor and classmates. Your instructor will not explicitly teach grammar and/or vocabulary during class time; this is your responsibility to do before class. They will instead help you to use and practice what you learned at home in realistic contexts through communicative activities with your classmates. Understanding this methodology is key to succeed in this course.
Course Grades and Components
Outlined below are the course grades and components for this course:
1% | Orientación (3)
20% | Tareas
8% | Lecturas (8)
5% | Ampliación del léxico (5)
5% |Repasos gramaticales (10)
2% | Prácticas de pronunciación (4)
22% | Escritura
5% | Preparaciones (5)
8% | Borradores (4)
4% | Versiones finales (4)
5% | Reflexiones (5)
22% | Actividades Orales
10% | Prácticas de conversación (5)
6% | Cuentacuentos (2)
6% | Mini-Debates (2)
15% | Participación (6)
10% | Attendance
10% | Exámenes orales (2)
Here below is a brief description of each component:
1% | Orientación (3)
There are three short assignments within this category to be completed during the first week of class:
Encuesta preliminar | This survey will provide the instructor with valuable personal information about each student (such as their background, aspirations, interests, and cognitive needs), which will help the professor serve the students better throughout the semester.
Video de presentación | The objective of this video is to ensure everyone in the class gets to know each other and starts forming meaningful connections with fellow classmates from the beginning of the semester.
Prueba de orientación | The information inside the orientation module is crucial for students to do well in the course. Thus, this quiz will help students review the class policies and procedures, and most importantly, it will provide an opportunity to review various resources available for their success.
20% | Tareas
This category includes the following subcomponents:
Lecturas (8%) | Throughout the semester, students are required to complete eight reading comprehension activities. These allow learners to engage with authentic texts, improving their comprehension skills and expanding their vocabulary. Through reading, students reinforce their understanding of different grammatical structures and language patterns. Additionally, reading exposes learners to diverse cultural perspectives and literary styles, enhancing their appreciation of the Spanish language and its cultural richness.
Ampliación del léxico (5%) | Vocabulary acquisition is crucial for mastering Spanish. It provides the necessary words and phrases to effectively communicate and understand others. Students will complete five vocabulary activities throughout the semester. By expanding their vocabulary, students enhance their ability to express themselves clearly and navigate various linguistic situations with confidence.
Repasos gramaticales (5%) | Grammar drills play a vital role in language learning. They help learners understand the rules and patterns governing the language, leading to more accurate language production. Over the course of the semester, there will be a total of ten grammar exercises to help students develop fluency and confidence in using Spanish in both spoken and written contexts.
Prácticas de pronunciación (2%) | Students will complete four pronunciation practice assignments during the semester. These exercises are designed to refine their Spanish pronunciation skills and enhance their overall oral communication abilities. The objective is to improve the articulation of Spanish sounds, and students are required to follow the provided instructions to receive full credit for these activities.
22% | Escritura
This category includes the following subcomponents:
Preparaciones (5%) | Brainstorming is a critical stage in the writing process. It allows students to generate ideas, organize thoughts, and outline key points before drafting. During this phase, students may explore various topics, consider different perspectives, and gather relevant information to support their ideas.
Borradores (8%) | Rough drafts serve as the initial foundation for written pieces. Rough drafts provide an opportunity for students to flesh out their ideas, expand on key points, revise their content, and address any gaps or inconsistencies in their writing.
Versiones finales (4%) | The final version is the polished, refined product of the writing process. It represents the culmination of brainstorming, drafting, and revising efforts, showcasing the student's ability to communicate effectively and use precise and fluid language. The final version is carefully crafted, with attention to detail, clarity, and coherence. This phase requires thorough proofreading and editing to correct any errors and ensure the final piece meets the intended purpose and audience expectations.
Reflexiones (5%) | Students will engage in five reflection activities over the course of the semester, each tied to a specific module's topic. These reflective exercises will allow students to explore cultural themes, personal insights, and the application of concepts discussed in class. This activity serves as an exploration exercise, encouraging deeper understanding and critical analysis of the subject matter.
22% | Actividades Orales
This category includes the following subcomponents:
Prácticas de conversación (10%) | Students will complete five oral conversation practices throughout the semester. These assessments are designed to help develop their communicative skills and abilities with spoken Spanish, as well as their intercultural knowledge. The objective is to build comfort and confidence while speaking Spanish, so creativity and free expression are expected.
Cuentacuentos (6%) | Students will video record two storytelling assignments throughout the semester, using a wide range of vocabulary and grammar across various time frames, supported by visual aids (e.g., photos, comic reels). These assignments, prohibiting scripts, aim to enhance language proficiency, fluency, creative expression, and audience engagement, while building confidence in spontaneous spoken Spanish. The Instructor may adjust these assignments' specifics to better align with course objectives and teaching styles.
Mini-Debates (6%) | In this assignment, students will pair up with a classmate to engage in a structured debate on a selected topic from a provided list. Topics may include comparisons such as beach vacations vs. mountain vacations, city vs. countryside living, among others. Each student will conduct research to gather concrete examples and supporting evidence for their argument. The debate will be recorded and should clearly present both sides of the argument. Students will upload the recorded debate as a video file to Canvas or provide a link to the YouTube video. This assignment will help students develop skills in research, critical thinking, and oral communication in Spanish, encouraging collaboration and the practical application of language skills in persuasive argumentation.
15% | Participación (6)
Active participation is crucial for success in this course. Students are expected to contribute meaningfully to class discussions, engage with their peers, and demonstrate consistent effort throughout the semester. Participation will be evaluated by both the professor and the students themselves through a self-assessment process.
Fines específicos:
Part I: In this assignment, students will identify specialized vocabulary in Spanish that is relevant to their future professional needs. They will explore the importance of this vocabulary, provide examples of practical use, and identify relevant written or spoken materials. This assignment will help students gain practical language skills tailored to their specific career fields.
Part II: Building on the first assignment, students will expand their specialized vocabulary by identifying new terms related to their professional interests. They will further explore the application of this vocabulary in real-world contexts and find additional relevant materials. This assignment aims to deepen students' understanding of how specialized vocabulary is used in their fields and enhance their ability to communicate effectively in professional situations. Students will interact with a native or non-native speaker in their chosen field to discuss their findings.
10% | Attendance
Attendance is mandatory and constitutes a significant portion of the final grade. Regular attendance ensures that students fully benefit from in-class activities, discussions, and interactions, which are essential components of language learning.
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.
For further clarification:
Absences: Missing the entirety of the class period without a valid excuse as outlined above.
Tardies: Arriving to class late but within the first 30 minutes.
Early departures: Leaving class early but after being present for at least 30 minutes.
In addition, any student arriving to class more than 30 minutes late will be marked as absent for that class session. This policy aims to ensure that students attend the majority of the class period, promoting engagement and participation in the learning process.
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%
10% | Exámenes orales (2)
The oral exams in this course are designed to assess your spoken Spanish skills, including pronunciation, fluency, comprehension, and the ability to engage in meaningful conversations on a range of topics. Both the midterm and final oral exams will consist of a one-on-one conversation with the instructor, where you will be asked to discuss themes covered in the course, respond to questions, and demonstrate your ability to use the vocabulary and grammar structures studied throughout the semester.
Note: The learning objectives for SPAN 3010 and 3020 are analogous, and SPAN 3010 rubrics are used for similar assignments in this course.
Deadlines
Students must ensure all tasks and assessments in this course are completed by their respective due dates to receive full credit. Check the course syllabus to see the due dates for each activity in this course. Late submissions will incur penalties as follows:
Canvas Assignments and Assessments: Deduction of 5% of the total grade per day late. Conversation Practice assignments may be turned in late up to 12 days after the due date (with standard -5% late penalties), after which the assignment will no longer be accepted for credit.
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 instructor of the class in addition to other possible disciplinary sanctions that 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 instructor. Other examples of academic dishonesty include, but are not limited to:
Cheating | A student uses a smartphone 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.
Unauthorized collaboration | A student works with other students on a paper without the specific permission of the instructor.
Unauthorized materials | A student uses an online translator or similar resources while completing an assignment/assessment.
Artificial Intelligence (AI) Policy
Knowledge of how to use AI tools like ChatGPT and Dall∙E (among others) is expected in our industry and some assignments in this course may direct you to use these tools for specific purposes. On these assignments, you may use AI tools as directed. On all other assignments, the use of these tools is prohibited. Assignment submissions may be run through AI detection software. Unauthorized use of AI tools may result in a failing grade or a request to resubmit an assignment. You can use these tools to help you generate ideas, learn new vocabulary, practice, get feedback on your own ideas and plans, and explore the educational benefits of AI, but you are not permitted to turn in any work that is created, completely or partially, by an AI tool.
Course Ground Rules
Participation is required | Students must learn how to navigate Canvas, and LinguaMeeting platform, and keep abreast of course announcements. They must use the assigned university e-mail address rather than a personal e-mail address and they should address technical problems immediately, observing course etiquette at all times.
Communication is key | During this course, students will communicate with their instructor by using the University of Memphis email address. In addition, they may use the Discussion board on Canvas to communicate with their instructor and/or classmates. Being a successful student in this course requires that students do the following:
Participate in all discussions and speak in Spanish
Learn how to navigate Canvas and keep abreast of course announcements
Use the assigned university e-mail address rather than a personal e-mail address
Complete all assignments and assessments on time
Address technical problems immediately
Observe course etiquette always
Guidelines for E-mail Communication
When sending or responding to an e-mail, students should have in mind the following key points:
Use only the University of Memphis official e-mail.
Always include a subject line and use standard fonts.
Be careful when wording your emails.
Remember that without facial expressions some comments may be taken the wrong way.
Do not send large attachments without permission.
Special formatting such as audio messages and tables should be avoided.
Respect the privacy of other class members.
Guidelines for Class Conversations
Students must abide by the following rules to keep communication open and positive when participating in class discussions:
Respond in a thoughtful and timely manner.
Review the discussion threads thoroughly before entering your remarks.
Try to maintain threads by using the "Reply" button rather than starting a new topic.
Be respectful of different ideas and do not post insulting or inflammatory statements.
Be cooperative, positive, and constructive in your comments.
How to be successful in this class
Students taking this course at the University of Memphis are expected to do the following:
Log in to Canvas and check the syllabus and due dates frequently
Plan time to study and complete assignments (at least 6 hours outside of class time per week is recommended)
Take notes as you study and create study materials
Consider studying with other students in your class
Be self-motivated and self-disciplined and complete assignments by the due dates
Be aware that no late work will be accepted unless approved by the professor and only under exceptional circumstances
Students With Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by disability services staff at the University of Memphis. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff. It is the student's responsibility to initiate contact with Disability Resources for Students (DRS) and to follow the established procedures for having the accommodation notice sent to the instructor.
DRS website | Disability Resources for Students.
DRS e-mail | drs@memphis.edu
DRS phone number | 901-678-2880
Mental Health
As a student you can sometimes feel overwhelmed, and 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 instructor, 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 instructor know you are experiencing challenges as they may be able to assist you in connecting with campus or community supports.
Library, Tutoring & Other Learning Resources
The resources provided below are free for UofM students and provide opportunities for them to refine their research, enhance their skills, and further their knowledge.
Student Resources
Students who need additional resources may visit the website of the Dean of Students Office..
Canvas Resources
The following page provides students with videos, guides, and detailed instructions to help them navigate this platform: CANVAS | Resources for Students.
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 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. Following 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..
Students with requests for accommodations for a disability. 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 students register with Disability Resources for Students (DRS) to determine appropriate academic accommodations. They 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. Before granting disability accommodations in this course, the instructor 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 the University's Disability Resources for Students staff and to follow the established procedures for having the accommodation notice sent to the instructor.
Sexual Misconduct and Domestic Violence Policy
This policy specifically addresses sexual misconduct which includes dating violence, domestic violence, sexual assault, and stalking. The policy establishes procedures for responding to Title IX-related allegations of sexual misconduct. Complaints can be reported to the Office for Institutional Equity (OIE). The OIE office is located in the Administration Building, Room 156. You may contact the OIE by phone at 901.678.2713 or by email at oie@memphis.edu. Complaints can be submitted online at File a Complaint.
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. The full text of the policy can be found at GE2030 - Non-Discrimination and Antiharassment..
Technical Support
Call the Helpdesk: 901-678-8888
Website | Online Helpdesk