Spanish III – Fall 2015SP 210

Section 2 – GOOD 301 MWF 11:00AM-11:55AMJuniata College, Department of World Languages & Cultures

Henry Thurston-Griswold, Ph.D.Email: thurston@juniata.edu Telephone: X3499 (643-5774)

Office Hours:

MWF 9:30-10:30 TTH10:00-12:00 & by appointment Office

Location:World Languages

Center 208

1. Required Text / Materialsa) Blanco & Donley. (2014). Aventuras (A), Boston: Vista Higher Learning. Hardcover 4/e

with Supersite passcode: ISBN: 978-1-61857-131-1 (**Please purchase the 4 th ed .**)b) Aventuras Supersite (S): To self-enroll online, follow the instructions provided on the

following web page: vhlcentral.com/help/student-startup. The Supersite contains a number of resources as well as practice activities that correspond to the textbook content. Most of these activities will be assigned during the course of the semester.

2. Course Objectives and General ObservationsSpanish 210 is the final course in Juniata’s three-semester introductory Spanish sequence. The primary goals of this course are to enable students to continue building their proficiency in Spanish and to attain a broader exposure to and understanding of Hispanic cultures. There is no magic formula for learning a foreign language. The key to acquiring any skill is practice, and my aim as instructor is to facilitate the learning process by fostering a positive environment in which we can use Spanish to communicate with one other. PLEASE DO NOT BE AFRAID TO MAKE MISTAKES!! We will all make lots of them during the course of the semester, and the challenge is to learn from them as you work toward achieving functional proficiency in Spanish.

It is important to recognize that students begin this class with different backgrounds and proficiency levels in Spanish, and we all need to be supportive of and patient with one another. Experience has taught me that the students who tend to make the most progress in this course are not necessarily those who enter with the strongest skills, but rather those who invest the most energy and enthusiasm in the class. Your acquisition of the language depends on the quality (and quantity) of your practice both in and outside class. As a general rule, you should prepare two hours outside of class for every hour of classroom instruction. This will vary depending on your level of proficiency, your aptitude for languages and the material assigned, but to make steady progress you need to use the language on a daily basis.

It is normal to feel frustrated when you can’t find the words to express what you are thinking and feeling, and that frustration is compounded when attempting to communicate in another language. Three keys to language acquisition are patience, perseverance, and a sense of humor, all of which help keep frustration at bearable levels, as does setting attainable goals. You won’t be “fluent” in Spanish at the end of SP 210, but you will be much more “proficient” in your ability to express yourself regarding a variety of familiar topics in Spanish. In addition, world language study provides you with the opportunity to enrich your understanding both of your own culture and of Hispanic cultures around the globe. Please make the effort to view the world with a different set of cultural lenses, taking the imaginative leap necessary to see the world through the eyes of a Mayan campesino, a Mexican muralist, or a Basque separatist.

1

3. Grading Components & Weights

Grading ComponentsParticipation 10% Writing Tasks (4) 10%ASIGNACIÓN Activities 15%Cultural Activities

2 cultural reports 5% 4 Chapter Exams 35%

Speaking Tasks Voice Boards (2.5) Mesa Hispánica (2.5) Oral interview (5)

10% Final Exam 15%

Grading ScaleA 93-100 C 73-76.9A- 90-92.9 C- 70-72.9B+ 87-89.9 D+ 67-69.9B 83-86.9 D 63-66.9B- 80-82.9 D- 60-62.9C+ 77-79.9 F Below 60

3.1 Participation and AttendanceActive participation in classroom activities is extremely important. This component takes into account a number of variables, including but not limited to: regular attendance and thorough preparation for each class, completing each assignment

before coming to class active participation in whole class and small group work use of Spanish (and not English) respect and a positive attitude toward the class, the instructor and your peers

In addition to negatively affecting your participation grade, each unexcused absence after the third of the semester will result in the lowering of your final grade by one percentage point. Note that 3 late arrivals equal 1 absence, so please be on time for class.

Participation guidelines: A Always arrives to class on time, well-prepared and ready to work. Participates actively in

all classroom activities; volunteers frequently. Uses exclusively Spanish in the classroom.B Usually arrives to class prepared and on time. Participates in activities on a regular basis.

Volunteers, but often waits for teacher’s cue. Occasionally uses English in the classroom.C Sometimes arrives to class unprepared and/or late. Contributes to activities occasionally,

but usually only when asked to do so. Sometimes uses English in the classroom.D Frequently arrives to class unprepared and rarely participates in activities unless asked to

do so. Often uses English in the classroom.F Poor attendance, preparation and participation in activities.

No late assignments will be accepted except under extraordinary circumstances and only with documentation; all assignments are due the day of class when you walk through the door. If you know in advance that you will miss a class, please tell me as soon as possible. If the absence is excusable, it is your responsibility to make up the work immediately upon return OR before you go. For unexcused absences, you do not have the option to make up missed assignments.

2

3.2 ASIGNACIÓN Activities on the Aventuras SupersitePractice activities and resources are available on the Aventuras Supersite at http://www.vhlcentral.com/home with automatic scoring of the majority of the practice activities. Many of these activities will be assigned during the semester. You are expected to complete assigned Supersite (S) activities before class on the due dates that are posted online. You will have four attempts to complete most of the assigned Supersite activities (e.g., with the exception of activities with either/or answers). I will record only the final score of the discrete item assignments so that you can decide at what point you are satisfied with your performance. For the more open-ended responses on the Supersite, I will provide feedback to you and will adjust the computer-assigned grades accordingly. To self-enroll for the Aventuras Supersite, please follow the instructions for returning and new students included at the following Vista Higher Learning webpage: vhlcentral.com/help/student-startup.

3.3 Cultural Activities

3.3.1 Two cultural reports (informes culturales)You are required to participate in two Hispanic cultural activities during the course of the semester (e.g., movies or videos in Spanish, Spanish Club activities, attendance at talks or cultural gatherings, etc.) and to submit a two-page (double-spaced) typed report written in English for each activity (Please note:  plot summaries will not be accepted). Your reports should:

Reflect on cultural practices or products and the cultural perspectives associated with them.

Draw comparisons between the Hispanic culture’s practices/products/perspectives represented and those of your own culture.

**Due dates for the two reports are Friday, October 9 th and Friday, December 4 th .

3.4 Speaking Tasks

3.4.1 Mesa HispánicaYou are required to participate in the conversation table, Mesa Hispánica, five (5) times during the course of the semester. These informal sessions will be held typically twice a week at regular times and locations to be announced. If you have conflicts with both times, you should see me to devise an alternative speaking task.

3.4.2 Oral interviewDuring the last two weeks of the semester, individual oral proficiency interviews will be conducted in my office for you to demonstrate the proficiency level that you have developed. The interviews will last between 12-15 minutes and will primarily focus on topics that we have examined during the semester as well as other familiar topics. Students at the intermediate level should be able to ask and answer questions on familiar topics, create with the language by combining previously learned material, and handle a familiar situation or transaction without complications.

3.5 Writing TasksThe four writing assignments (ejercicios escritos = EE) are to be turned in on the dates indicated, although I recommend that you do the activities when their corresponding sections are assigned in the text. Each writing assignment, except EE 4 (Lección 15), includes 2 activities. In order to receive credit, all EE should be typed, double-spaced, with 2-sided printing, 1-inch margins, a minimum of 15 lines of a standard 12 pt font for each of the two activities , and carefully edited by you to correct basic grammatical mistakes such as subject/verb and noun/adjective agreement. I will grade and indicate the mistakes made, and you will make the necessary corrections in the

3

space available on the original version (except for EE#4). The final grade for the written exercises will be based on the initial score and the quality of the corrections.

Ejercicios escritos No 1 **EE 1 due on Friday, September 11th

Topic 1: Mi dulce hogar cuando tenía 15 años – Write a composition in which you describe your home life when you were 15 years old. Include information about your family members, what you would do together, your house, your room and how it was decorated, your neighborhood, special events and activities, etc., using the preterite and imperfect.

Topic 2: Instructions and recommendations/tips for carrying out a task of your choice: Part 1 – Use the phrases Es bueno, Es mejor, Es importante, Es necesario, and Es malo to tell someone you don’t know well how to best perform a task of your choice [i.e. use Ud. forms]. Part 2 – In a separate paragraph, use the verbs aconsejar, pedir, necesitar, prohibir, recomendar, rogar, and sugerir to retype the instructions for a friend, asking him or her to perform the task for you [i.e. use tú forms, but DO NOT use tú commands].

Ejercicios escritos No 2 **EE 2 due on Wednesday, September 30th Topic: Choose an ecological problem on campus that concerns you, describe the

problem, its causes, and discuss possible solutions as well as the obstacles that must be overcome.

Textbook: p. 351, Ex. 3, Escribir – Write a letter to the editor of your local newspaper about an important situation that affects the environment of your home community. Do not complete the Corrígelo and the Compártelo steps. Address the letter to “Estimado/a redactor/a:”.

Ejercicios escritos No 3 **EE 3 due on Monday, October 26th Topic 1: Describe your favorite city and explain why you prefer it. Provide

pertinent information regarding important landmarks and events from the city’s past, as well as anecdotes from your personal experience there.

Topic 2: Las diligencias – Describe the errands that you ran last week along with any difficulties or adventures that you encountered while you were running the errands.

Ejercicios escritos No 4 **EE 4 due on Friday, November 13th and Friday, Nov. 20th Textbook: p. 403, Ex. 3, Plan personal – Develop a personal plan to improve your

physical and emotional health. The plan should take into account nutrition, exercise, and stress, and the minimum length is 30 lines of a standard 12 pt font with 1-inch margins. You will write an initial draft for the assignment, receive feedback from a peer reviewer, write a second draft, turn in both drafts and the peer-editing guide (available on the P: drive, as well as page 12 of the syllabus) to me, and then based on my feedback, make necessary revisions and corrections and turn in the final version along with the previous drafts. The dates for submission are: first draft to your peer reviewer for peer editing on Monday , Nov. 9 th ; second draft to me (with first draft and peer editing guide) on Fri., Nov. 13 th ; final revised draft (with 2nd draft) due on Fri., Nov. 20 th .

4

3.6 Chapter ExamsThere will be four written chapter exams in addition to the final exam. Please consult the course calendar for specific dates. There will be sections testing listening comprehension, vocabulary, cultural knowledge, grammar, reading comprehension and writing skills. You will receive the format for test sections and items in advance. No make-ups will be given for exams unless arranged in advance. If any emergencies or other extenuating circumstances arise, you must let me know as soon as possible. Please be advised that, at the recommendation of Academic Support Services, no cell phones or other electronic devices may be turned on during exams.

3.7 Final ExamLanguage learning is a cumulative process. Accordingly, in addition to testing material from the final chapter (Lesson 16), the final exam will test material covered throughout the semester. You will receive the format for the final exam at least one week prior to the exam, which will be held during final exams week.

4. Academic HonestyStudents are expected to be academically honest. All work must be your own and cheating and plagiarism will not be tolerated. Please consult http://www.juniata.edu/services/provost/integrity.html to familiarize yourself with Juniata’s policy on Academic Integrity. Any case of unprofessional behavior or academic dishonesty may result in a failing grade for the course or a portion of the course. You may receive no help (no tutors, no friends, and no translators [human, machine, or web-based]) in the preparation of your Ejercicios escritos. The ideas and the language must all be your own. Cases of suspected academic dishonesty will be referred to the appropriate College authorities.

5. Students with DisabilitiesIn accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, students with a documented disability are eligible to request reasonable accommodations.   To make such a request or for more information, please contact Beth Bleil, Director of Disability Services, in the Office of Academic Support by visiting her office in Founders Hall, emailing her at bleilb@juniata.edu, or calling 641-5840.  It is best to submit accommodation requests within the drop/add period; however, requests can be made at any time in the semester.  Please keep in mind that accommodations are not retroactive.

6. Technology in the ClassroomAt the recommendation of the Juniata College administration, the use of cell phones and iPods is prohibited during exams and class time. If you wish to use your computer during class, you must limit it to class-specific use. (They are not permitted for chatting, checking email or Facebook, or doing other tasks that have nothing to do with class).

The use of translators is prohibited for translating more than three consecutive words or a single idiomatic expression. That is to say, the use of dictionaries like www.wordreference.com is allowed and recommended if it is to look for the translation of an idiomatic expression or word, but the use of sites such as Google translator to do a longer translation is not allowed. Translated items do not reflect the work and knowledge of the student. Assignments done with the aid of an electronic translator will receive an “F” or a stronger punishment.

7. Course WithdrawalAfter the official drop/add period (August 27th – September 4th), course withdrawals require the permission of the student’s instructor and faculty advisors and result in a course grade of WP or WF. While WP means that at the time of the withdrawal the student was passing the course, WF signifies that at the time of the withdrawal the student was failing the course. WP and WF grades

5

are not calculated into the GPA. Unofficial withdrawals from all courses are recorded as F. Withdrawals from class are considered unofficial if the student fails to make satisfactory arrangements at the Office of the Registrar. Please note: A student is permitted a maximum of four withdrawals from courses taken at Juniata College during the undergraduate career. In this course, you have until Friday, November 6 th to petition a withdrawal. After that date, no withdrawal will be considered except under extraordinary circumstances.

8. A few final wordsThis syllabus and its course calendar will serve as a guide this semester. If it is necessary to change, add, or delete assignments or due dates, I will give you advance notice.

I am here to help you, but I can’t unless you come see me (WLC 208). I’m glad to give feedback on drafts of assignments during office hours. If you can’t make regularly scheduled office hours, make an appointment. You’ll also have a better learning experience if your instructor knows who you are. For that reason, all students are strongly encouraged to sign up for a brief 5-10 minute meeting with me to introduce themselves sometime during the first month of the semester (preferably early on). A sign-up sheet will be posted on my office door early in the semester, or you can email me and request a time or simply drop in if no one is scheduled.

9. Some useful links The City College of San Francisco’s Language Center with links to Spanish language

learning sites – http://www.ccsf.edu/Departments/Language_Lab/splinks.htm ¡Españolé! Is a site created by a Florida FAATSP Teacher of the Year –

http://www.espanole.org/ Zambombazo offers a variety of fun learning activities that incorporate Hispanic music,

film, art and internet sites – http://zachary-jones.com/zambombazo/ The official Web site of Spain’s Instituto Cervantes with games, teaching materials, and

other resources on the Spanish language and Hispanic cultures – http://cvc.cervantes.es/portada.htm

LANIC offers an extensive list of electronic resources on Latin America and its diverse cultures – http://lanic.utexas.edu/

Diccionario de la Real Academia Española – http://www.rae.es/recursos/diccionarios/drae

Online bilingual dictionaries for a variety of languages – http://www.diccionarios.com/

10. Course CalendarHow to prepare for a typical class:a) Start with the main text, carefully reading introductory material and explanations, studying examples, and then doing the textbook’s exercises orally (which means you are in a place where you can study out loud), as well as writing out answers where appropriate. Unless otherwise indicated, textbook exercises will not be collected, but some will be used/extended/adapted for classroom activities. b) Complete the Aventuras 4/e Supersite activities online. Please remember that these exercises will be graded, so they should be completed with care. Watch the video materials on the Supersite a minimum of three times in order to develop your listening skills and reinforce and review the chapter material. To aid your comprehension, it can be helpful to display the Spanish language transcript that corresponds to the video or display the English translation when needed.**Note: The Tutorials also offer some very useful practice and explanations for vocabulary acquisition and comprehension of the grammatical points presented in each lesson.c) Complete other assignments listed on the course calendar.

6

Symbols in the Course Calendar

A = Aventuras text S = Aventuras Supersite activities EE = Ejercicios escritos

Español 210 – Otoño de 2015Día Fecha Páginas (A) /

LecciónTema Asignación

V 28 agosto Introducción al curso

L 31 agosto 290-91, 236-38

Repaso: ¡Hablemos del pasado!(El pretérito indefinido vs. el pretérito imperfecto)

Register for Aventuras Supersite and complete the handout assignment. Go to Home > “Main help page” and select “Supersite 3.0 How-To Tutorial Video” if you need assistance

S Lecciones 1, 3, 9, 10 y 11

Video de Aventuras: Volver a mirar estos episodios

S: Scroll to the correct lesson, go to the “Content” tab on the main menu bar, click on “Activities,” choose the blue “Aventuras” tab from the vertical menu on the left, and then click on the “Video” at the top of the list of activities to view each video episode

M 02 sept 303-308 Lección 12: Hogar, dulce hogarS Preparación: Tutorials, Listening Practice,

Practice Activities and GamesVoice Board: Unos datos personales

V 04 sept 309-313 Ortografía, Aventuras y CulturaS Practice: Actividades de Ortografía,

Pronunciación, Aventuras y Cultura

L 07 sept 314-315 Formal (Ud. and Uds.) commandsS Practice: Gramática 12.1 y Flash Cultura (La

casa de Frida Kahlo)

M 09 sept 316-317 Present subjunctiveS Practice: Gramática 12.2 y Más cultura (Las

casas de Pablo Neruda)

V 11 sept 318-319 Subjunctive: Will, influenceS Practice: Gramática 12.3OTHER **Entrega de los EE 1**

L 14 sept 320-322, 326 Repaso / Videoclip / AmpliaciónS Practice: Actividades de A repasar, Videoclip

(Balay), Ampliación y RepasoVoice Board: Descripción de mi hogar

M 16 sept **Examen 1: Lección12**

V 18 sept 327-330 Aventuras en los países hispanos (América Central I)

S Practice: Actividades asignadas de Aventuras en los países hispanos

L 21 sept 331-336 Lección 13: La naturalezaS Preparación: Tutorials, Listening Practice,

Practice Activities and Games

M 23 sept 337-341 Ortografía, Aventuras y CulturaS Practice: Actividades de Ortografía,

Pronunciación, Aventuras y Cultura

7

Español 210 – Otoño de 2015Día Fecha Páginas (A) /

LecciónTema Asignación

V 25 sept 342-345 Subjunctive: Emotion, doubt, disbelief, denial

S Practica: Gramática 13.1 y 13.2; Flash Cultura (Naturaleza en Costa Rica)

L 28 sept 346-347 Subjuntive: ConjunctionsS Practice: Gramática 13.3

Voice Board: Lo que hago para proteger el medio ambiente

M 30 sept 348-350, 354 Repaso / Ampliación

S Practice: Actividades de A repasar y AmpliaciónOTHER 351 **Entrega de los EE 2**

V 02 octubre 349, 352-53 Videoclip / LecturaS Practice: Videoclip (Edenor), Lectura (las dos

fábulas)

L 05 octubre **Examen 2: Lección 13**

M 07 octubre 355-360 Lección 14: En la ciudadS Preparación: Tutorials, Listening Practice,

Practice Activities and Games

V 09 octubre 361-365 Ortografía, Aventuras y CulturaS Practice: Actividades de Ortografía,

Pronunciación, Aventuras y CulturaOTHER **Entrega del primer informe

cultural**

L 12 octubre 366-367 Subjunctive: Adjective clausesS Practice: Gramática 14.1 y Más cultura (La

transformación de una ciudad)

M 14 octubre Día de ajuste para el Día de la Montaña.

V 16 octubre Descanso de otoño. No hay clase.

L 19 octubre 368-369 Familiar (Tú) commandsS Practice: Gramática 14.2 y Flash cultura (El metro

del D.F.)

M 21 octubre 370-371 Nosotros/as commandsS Practice: Gramática 14.3

Voice Board: Cómo llegar de tu residencia estudiantil a Standing Stone Coffee Company

V 23 octubre 372-374, 376-378

Repaso / Videoclip /Ampliación / Lectura

S Practice: Actividades de A repasar, Videoclip (Cruzar 9 de Julio), Ampliación y Lectura (Esquina peligrosa)

L 26 octubre 379-382 Aventuras en los países hispanos (América Central II)

S Practice: Actividades asignadas de Aventuras en los países hispanos

OTHER **Entrega de los EE 3**

8

Español 210 – Otoño de 2015Día Fecha Páginas (A) /

LecciónTema Asignación

M 28 octubre **Examen 3: Lección 14**

V 30 octubre 383-388 Lección 15: El bienestarS Preparación: Tutorials, Listening Practice,

Practice Activities and Games

L 02 nov 389-393 Ortografía, Aventuras y CulturaS Practice: Actividades de Ortografía,

Pronunciación, Aventuras y Cultura

M 04 nov 394-395 Past participles as adjectivesS Practice: Gramática 15.1 y Más cultura (Una atleta

versátil)

V 06 nov 396-397 The present perfect indicative / The present perfect subjunctive

Volantes (handouts) con ejercicios de práctica del pretérito perfecto de subjuntivo

S Practice: Gramática 15.2

L 09 nov 398-399 The past perfectS Practice: Gramática 15.3 y Flash Cultura (¿Estrés?

¿Qué estrés?)403 **Redacción del 1r borrador del

plan personal y Peer Editing en parejas**

M 11 nov 400-402, 406 Repaso / Videoclip / AmpliaciónS Practice: Actividades de A repasar, Videoclip

(Azucarlito) y AmpliaciónVoice Board: Lo bueno, lo malo y lo feo que he hecho este semestre

V 13 nov 404-405 LecturasS Lecturas (El viaje y Los niños de la escuela

mexicana)OTHER 403 **Entrega del segundo borrador

del plan personal (EE 4)**

L 16 nov **Examen 4: Lección 15**

M 18 nov 407-412 Lección 16: El mundo del trabajoS Preparación: Tutorials, Listening Practice,

Practice Activities and Games

V 20 nov 413-417 Ortografía, Aventuras y CulturaS Practice: Actividades de Ortografía,

Pronunciación, Aventuras y CulturaOTHER **Revisión de EE#4

L 23 nov 418-419 The future tenseS Practice: Gramática 16.1 y Más cultura (Paseador

de perros: ¿un oficio con futuro?)

M y V 25 y 27 nov

Vacaciones del Día de Acción de Gracias. No hay clase.

¡Que coman mucho pavo!

Español 210 – Otoño de 2015

9

Día Fecha Páginas (A) / Lección

Tema ASIGNACIÓN

L 30 nov 420-421 The conditional tenseS Practice: Gramática 16.2 y Flash Cultura (El

mundo del trabajo)OTHER **Empezar los OPI (Oral

Proficiency Interviews) –Individual interviews conducted in my office during the last two weeks of class by appointment**

M 02 dic 422-423 The past subjunctiveS Practice: Gramática 16.3

V 04 dic 424-426 Repaso / Videoclip / AmpliaciónS Practice: Actividades de A repasar, Videoclip

(Turismo a Suchitoto) y Ampliación

OTHER **Entrega del segundo informe cultural**

L 07 dic Sequence of tenses Volantes (handouts)S Voice Board: Mi jefe me despidió…Lo que había

hecho para perder mi trabajo y lo que haré para conseguir un empleo mucho mejor.

M 09 dic 428-429 La secuencia de los tiempos y Lectura

S Practice: Lectura (Imaginación y destino; Carlos Slim, el hombre más rico del mundo)

V 11 dic Repaso y celebración de fin de año

TBA **Examen Final**

10

Grading Criteria for the Ejercicios Escritos

Student: Date:

CONTENT (35%)1. POOR: little information is conveyed, or communicates nothing 21-242. FAIR: only basic information is conveyed 25-283. GOOD: most information is present (some points omitted) 29-324. EXCELLENT: thorough development of topic (incorporated all 33-35

information required of task)

ORGANIZATION (15%)1. POOR: series of separate sentences with no transitions; disconnected ideas 3-52. FAIR: limited order to the content; lacks logical sequencing of ideas 6-83. GOOD: main ideas stand out; some support is present 9-114. EXCELLENT: logically and effectively ordered; main points and details are 12-15

connected; excellent control of connection

VOCABULARY (15%)1. POOR: inadequate for this level; repetitive; incorrect use or minimal use of 3-5

words studied; literal translations; abundance of invented words2. FAIR: erroneous word choice leads to confused or obscured meaning; some 6-8

literal translations and invented words3. GOOD: adequate but not impressive for this level; some erroneous word 9-11

choice but meaning is not confused nor obscured; some use of words studied4. EXCELLENT: broad, impressive for this level; precise and effective word 12-15

choice; extensive use of words studied

SPELLING (10%)1. POOR: no mastery of conventions; dominated by punctuation and 2-4

capitalization mistakes2. FAIR: frequent mistakes in spelling, punctuation and capitalization 5-73. GOOD: occasional mistakes in spelling and punctuation 8-94. EXCELLENT: demonstrates mastery of conventions; perfect spelling, 10

punctuation and capitalization

GRAMMAR (25%)1. POOR: very little control of the lesson’s structures; systematic problems with 11-14

agreement, prepositions, use of articles and word order2. FAIR: shows some control of some of the lesson’s structures; problems with 15-18

agreement, prepositions, use of articles and word order3. GOOD: good control of sentence patterns and structures from the lesson; 19-22

occasional mistakes4. EXCELLENT: excellent control of grammatical structures presented in the 23-25

lesson; few mistakesTotal Score: _____/100

ADDITIONAL COMMENTS:

11

Composition by:________________Peer editing by:_________________

Peer EditingStep 1: Read the composition for content and organization only and then answer the following questions:1. Are the ideas presented well-developed? Describe any parts of the composition that you would like to know more about/that need to be further developed. ________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Are there parts of the composition that are confusing or unclear? Describe them. ________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Comment on the organization of the composition. Does each paragraph have one main idea? Do all of the other sentences in each paragraph support that idea or are some ideas out of place? Identify them. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Is an appropriate and interesting title included? Would you suggest a different title?________________________________________________________________________________________________________________________________________________5. Is there an introductory paragraph that attracts the attention of the reader? Does it prepare the reader by providing an overview of the composition? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. Is there a conclusion which briefly summarizes the main ideas of the composition and provides closure? _________________________________________________________________________________________________________________________________________________________________________________________________________7. Are there transitions between each paragraph to make the composition flow smoothly?________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Are there any short, choppy sentences that could be combined (using a transition expression)?_____________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: Now reread the composition and look for grammar and vocabulary mistakes. Underline each error you find and comment on it.

12

Step 3: Are there any other comments you would like to make about the composition?

13