Learning Goals Upper Division Spanish

Parque Guell in Barcelona, SpainParque Guell in Barcelona, Spain

Spanish Learning Goals for Upper Division Courses

ROSP 30310 Textual Analysis
ROSP 30710 -30820 Literature Surveys
ROSP 40-000 Fourth-Year Literature and Culture Courses


ROSP 30310 - Textual Analysis

Skills

Listening

At this level, most students will be able to understand the main ideas and most details of extended speech and academic lectures, as well as a wide range of recorded audio-visual materials (films, television, online media, etc.) in standard versions of Spanish. They should be prepared to practice active listening to understand the views of others.

Reading

Students will learn to read literary texts with an eye to form as well as content, and with increasing sensitivity to subtle nuances in meaning. They will be able to discern what information is important and what can be gleaned from context. They should be prepared to consider how language is used to create literary effects.

Speaking

At this level, students will continue to build their linguistic proficiency, speaking with increasing precision and accuracy. They should be able to participate actively in most informal and formal discussions, accounting for and sustaining their views; to recall and repeat information in an oral presentation, and to speculate about causes, consequences, and hypothetical situations. They will become increasingly competent in the use of grammatical structures and cohesive devices. They will be expected to speak with minimal interference from English.

Writing

At this level most students will be able to write focused, coherent essays about literary texts that move effectively between generalizations and detail. Understanding writing as a process, they should be attentive to questions of structure and style in their written work, further developing their command of transitions and cohesive devices, and using a more complex and varied range of sentence structures and vocabulary, with minimal interference from English. Students will be expected to develop angles of interpretation beyond the reiteration of points discussed in class.

Information Literacy

Students will become familiar with the range of materials available through the library’s print and electronic information resources relating to Iberian and Latin American Studies. They will begin to use the standard citation format for literary studies (Modern Language Association-MLA).

Critical Thinking

Most students should be able to separate facts from assumptions and to recognize logical inconsistencies in arguments made in Spanish. They will be expected to locate details to address and to interpret problems, gaps, and ambiguities and questions posed by the text. They should be able to move from impressionistic reading to make insightful interpretations consistent with relevant textual evidence.

Knowledge

Literary Terms and Concepts

Students will continue to develop their understanding of the target language and culture through literature. By the end of the course, they should be able to recognize stylistic and aesthetic features in literary texts, as well as conventions of genre. They will continue to expand their reading vocabulary, including less common words and specialized terminology related to literary genres and rhetorical tropes.

Texts and Movements

Students will be able to recognize the principal literary movements and figures from Iberian and Spanish American literatures.

Socio-Cultural, Historical Terms and Concepts

Students will become familiar with the literature and history of the Spanish-speaking world.

Dispositions (values, sensibilities)

Cultural Awareness

Students will be able to recognize the importance of understanding manifestations of Spanish-speaking cultures in context. They should be able to differentiate between cultural differences and universal similarities.

Global Citizenship

Students should be able to continue developing a better understanding and awareness of themselves and others within a larger global framework. They should be prepared to consider multiple perspectives of interpretation.

Reflectivity and Aesthetic Response

Students should be able to reflect on their personal responses to aesthetic experiences. They should be prepared at this level to consider literary texts as models for the development of their own language skills, using reading as a basis for more sophisticated language use.

Independent Learning

Students should be able to reflect on their aptitudes and strengths and to develop effective strategies for critically evaluating information. They should be able to incorporate constructive feedback into their work. They will be expected to develop time management strategies based on their own learning styles to ensure effective language learning within and outside the classroom.

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ROSP 30710-30820 - Literature Surveys

Skills

Listening

At this level most students will be able to understand ideas and most details of extended speech and academic lectures on a variety of topics, following abstract and complex lines of argument. They should be able to comprehend a wide range of recorded audio-visual materials (films, television, online media, etc.), in Spanish, including those with idiomatic usage.

Reading

Students will be able to read longer selections of literature from all genres and periods, appreciating distinctions of style and other aesthetic properties. They should be able to read critically, recognizing allusive and ironic uses of language. They will be expected to question the assumptions of what is read, detecting implicit meanings, ideas, and connections.

Speaking

At this level most students should be able interact flexibly and effectively in a variety of communicative contexts and situations, both social and academic. They should be able to formulate ideas and opinions with minimal interference from English. They will be able to summarize and paraphrase information from a brief critical text/secondary resource in an oral presentation, and give examples when questioned. They will be expected to communicate in meaningful and appropriate ways, taking the audience and context into account.

Writing

At this level most students should be able to write clearly and cohesively, expressing points of view at some length. They should be prepared to structure a research paper including a convincing thesis statement and logical argument supported by textual evidence, and to expand and support the exposition of a given perspective with subsidiary points, reasons, and relevant examples. At this level they should be prepared to select and use appropriate style and content for various audiences and rhetorical purposes (persuasion, etc,), with a wide range of vocabulary and syntax and with minimal interference from English.

Information Literacy and Research

Students will be able to locate, evaluate, and make efficient and ethical use of information resources specific to the survey course in question. They should develop strategies to filter and sort through information from a range of formats and media in a time-effective manner, distinguishing between popular and scholarly sources. They will be expected to apply the MLA citation format in their written work.

Critical Thinking

Students should be able to recognize stated and unstated assumptions, to discern between well-argued and poorly articulated points of view and to use this knowledge in the formulation of their own arguments. At this level they will be expected to articulate perceptive and logical thinking in their written work, reasoning inductively and deductively. They should be prepared to begin to consider critical analysis as a practice that may be applied to multiple contexts.

Knowledge

Literary Terms and Concepts

Students will develop a more complex understanding of the stylistic, aesthetic, and rhetorical practices that constitute a literary text, and should be prepared to apply that knowledge to the analysis of the work in question. At this level it is expected that students will use appropriate terminology (metaphor, synecdoche, prosopopeia, prosody, irony, etc.) in both writing and discussion and begin to reflect critically upon the function of literary and rhetorical devices within the text.

Texts and Movements

Upon completion of the four survey courses students will be able to identify major literary, artistic, and cultural figures of the Spanish-speaking world and their principal works during the period studied. They should be able to situate specific literary movements of the Spanish-speaking traditions geographically and chronologically, and trace their development through the centuries.

Socio-Cultural, Historical

Students will be able to situate literary works in the context of their historical, cultural, and aesthetic traditions, demonstrating knowledge of specific dates and historical events. They should be able to recognize relationships between culture, society, history, politics, religion, etc. in the production of the specific texts studied. They will be expected to use appropriate critical and theoretical terminology including terms specific to the period of study in question.

Dispositions (values, sensibilities)

Intercultural Competence

Upon completion of the four survey courses students should be able to demonstrate an awareness of the linguistic, ethnic, racial, religious, cultural, and social diversity of Latin America, Spain, and the U.S. They should be prepared to consider relationships between social practices, cultural products, and perspectives, as well as issues of colonization, globalization, race, ethnicity, and transculturation in their Spanish and Latin American contexts.

Global Citizenship

Students should be able to recognize the cultural and social interdependence of global and national life. At this level it is expected that they be prepared to consider the validity of normative frameworks and to become more open to other perspectives and world views.

Reflectivity and Aesthetic Response

By this level most students will develop a heightened sensitivity to figurative language and imagery that may be applied to other contexts, and will be attentive to connections they might otherwise have overlooked. They should be able to think critically about cultural systems and how language may be used to glimpse the beliefs and values of others.

Independent Learning

Students should be prepared to consider the intrinsic value of learning as a process. They will be expected to discover meanings and solutions for themselves through active participation in the learning process. They should continue to refine their time management strategies to make the best use of academic experiences within and outside the classroom based on their own learning styles.

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ROSP 40000-999 - Fourth-Year Literature and Culture Courses

Skills

Listening

At this level most students will be able to understand, synthesize and paraphrase the ideas and details of extended speech and academic lectures, following propositionally abstract and linguistically complex lines of argument. They will be able to negotiate meaning in spoken language; both live and recorded, even when delivered at native speed. They should be familiar with some regional variations and idiomatic usage.

Reading

Students will be able to read complex and/or extended literary works in Spanish from all periods and genres. They should be able to consider intention and effect from the perspectives of the author, the text, and the reader. They will be expected to infer assumptions underlying an idea or theory, discern finer points, allusions, irony and other nuances in meaning, and to relate formal aspects of the text to its theme.

Speaking

At this level the majority of students will be able to express themselves clearly, accurately and effectively in a variety of communicative contexts and situations. They should be able to sustain an advanced level of spoken interaction with native speakers in academic, professional and informal settings. They will be able to prepare and deliver a well-organized, logical oral presentation with little or no interference from English. They will be able to formulate, express and support ideas and opinions, and respond to complex lines of reasoning.

Writing

Students will be able to write clearly, precisely, and cohesively using the disciplinary conventions and methodologies that constitute effective literary analysis; to frame and sustain an argument that includes both the exposition and analysis of information. They should be able to demonstrate competence, fluency and clarity of expression, with little or no interference from English, and with a range of vocabulary and syntax appropriate to advanced academic discourse. Their writing should incorporate a wide range of expressions and rhetorical forms with attention to register and finer shades of meaning.

Information Literacy and Research

At this level, students will develop and carry out independent reading and research beyond the knowledge and understanding provided in the classroom. They will be able to support their judgments with textual evidence, bibliographical research and relevant secondary sources; they will be able to appraise the merits of ideas and materials from a variety of bibliographic sources, and to apply the MLA citation format.

Critical Thinking

Students will be able to evaluate and interpret texts through a range of critical approaches (stylistic, historical, intertextual, etc.). They will be able to apply analytical skills learned in literary analysis to the interpretation of a wide spectrum of cultural phenomena including art, film and popular media. At this level students should be prepared to uncover hidden meanings and complexities of the text through multiple modes of inquiry. They will be asked to judge the validity of inferences and to assess competing claims of interpretations of a text.

Knowledge

Literary Terms and Concepts

At this level most students will be able to identify different stylistic devices and rhetorical tropes and evaluate their function within the text. They should be able to apply appropriate critical and theoretical terminology to the formulation of their own work. They will be expected to relate abstract concepts and theories to specific literary texts and to evaluate their function, and to articulate interrelationships between texts and ideas.

Texts and Movements

Students will be able to apply knowledge of different approaches, principles, and schools of literary analysis (stylistic, historical, intertextual, etc.). They will be able to distinguish the principal characteristics of major trends, periods, and movements in the Hispanic literary traditions through the centuries and within the context of a broader world culture. They should be prepared to recognize the limitations of categorization and to consider that conventions and canons may be questioned.

Socio-Cultural, Historical

Students will be able to recognize modes of cultural production and cultural patterns of the Spanish-speaking world. They will be able to demonstrate knowledge of significant historical events that have impacted Spanish/ Spanish American literature and culture across the centuries. They should be able to discuss relationships between culture, society, history, politics, religion, etc. in the production of texts.

Dispositions (values, sensibilities)

Intercultural Competence

Students should be able to reflect critically about socio-cultural values, considering how values can shape perceptions, practices, and texts. They should be prepared to recognize the points of contact between Latin America and the United States, including questions impacting Latinos in the U.S. They should be able to recognize the principal lexical and cultural variants of the language—such as in the Spanish of Spain, Spanish America, and the United States—and have some knowledge of differences in pronunciation, regional dialects, idiomatic expressions, and colloquial speech.

Global Citizenship

At this level most students should be prepared to view the world from perspectives other than their own, and to recognize and respect difference. They should be able to engage the perspective of others to better understand and critically reflect on their own world view. They will be able to discuss a range of contemporary ethical issues related to Latin America and Spain.

Reflectivity and Aesthetic Response

At this level students should be able to consider how aesthetic categories and value judgments are constituted historically, and how the analysis of cultural texts encourages creative thinking. They will be expected to reflect upon the humanistic values and social issues presented in literary texts.

Independent Learning

Students should be able to adapt the knowledge and skills they have learned to new experiences and learning opportunities. They should be prepared to consider the value of dialogue in a community of scholars. At this level students will be expected to think independently and to assume accountability for their language learning experience within and outside the classroom.

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