about me Kyle James Matthews matthewsk@geneseo.edu

Welles 206B

Tuesdays 11:00–12:00pm

Wednesdays 1:30–2:30pm,

Fridays, 11:00am–12:00pm

and by appointment

☕ 🍵 Coffee on Tuesdays, 12:30-1:30pm

SUNY-GENESEO

DEPARTMENT OF LANGUAGES & LITERATURES

La n

ovel

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la

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luci

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exic

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SPAN 473(CRN#

XXXXX)

SPRING 2014

MW 4:00–5:15PM

WELLES 210

what’s in this syllabus?

Course description 2

Approaches to this course 3

What Can You Expect from Me & What I Expect of You 4

Calendar 6

Fine Print 7

Appendices, Rubrics, etc. 8

Final Exam: Friday, May 9th, 3:30–6:00pm

Revolutionary Mural by David Alfaro Siqueiros

Course Description and ObjectivesBy the middle of the period of violence that we know as the Mexican Revolution (1910-1920), a new literary genre emerged in Mexico. This new genre, which has come to be known as the Novel of the Mexican Revolution, includes many of the most celebrated Latin American novels of the 20th century, and is commonly regarded as one of the most important genres to emerge from Latin America. A century after the outbreak of the revolution, the Revolution remains a potent cultural signifier, and new literature that proposes to interpret its meaning and importance in new ways continues to appear on the market, and is being consumed, along with the classics of the genre, by Mexican readers in record numbers. The broad objectives of this course are to untangle the myriad ways the Revolution was and is bound up in Mexican life, to gain an enduring knowledge of the different phases of the Revolution and its aftermath, and to read and discuss the canonic (and some non-canonic) works in the genre.Prerequisite: SPAN 301 and SPAN 302 or equivalent. Credits: 3(3-0)

Upon successful completion of this course, you will be able to:

• Read, write, and speak authoritatively aboutthe explosion of literary production that came out of the Mexican Revolution;

• Discuss the different phases of the Revolution, including the forces that sparked the revolt and provided its momentum throughout ten years of violence, followed by nearly a hundred years of invocation in different contexts;

• Understand the different phases in the interpretation of the Mexican Revolution, citing specific examples of literary production written during those phases, with an eye to the contemporary political or socio-cultural concerns of their authors;

• Better formulate the questions scholars of Latin American literature ask themselves when analyzing literary texts.

course details

required texts: • Azuela, Mariano. Los de abajo • Campobello, Nellie. Cartucho • Fuentes, Carlos. La muerte de

Artemio Cruz • ———. Gringo viejo • Ibargüengoitia, Jorge. Los

relámpagos de agosto • Rulfo, Juan. El llano en llamas • ———. Pedro Páramo

• A Spanish-English dictionary • A Spanish-Spanish dictionary

course web site: Canvas

for text reminders of upcoming events: text @span473 to 81010

The impulsive, sensitive, and charismatic northern revolutionary Pancho Villa is among

the most iconic heroes of the Mexican Revolution.

Each of these approaches is associated with a different set of learning goals that correspond and demonstrate mastery of those goals.

approaches to this course

My hope is that your experience in SPAN 463 will engage your imagination and inspire you to further study of Latin American literature!

However, it is entirely possible to do well in this class without being trans-formed by your newfound knowledge.There are three ways to approach your work. These ap-proaches don’t guarantee letter grades, but do tend to affect the quality of the work produced.

Note: It is perfectly natural to jump between approaches for different tasks!

divingswimmingwadingyou understand the material presented in class and can explain it in your own words

There is nothing wrong with taking this approach to the course. Perhaps you are new to Latin American literature and textual interpretation, or perhaps you do not plan to spend the time necessary to go any deeper.

"Waders" tend to understand and interpret texts at face value. They are concerned with WHAT happened in the text.

“Wading” generally results in C-level work

you can analyze and contextualize the material presented in class

Perhaps you have taken courses in Latin American literature or textual interpretation before, or wish to become more advanced. You can perceive that the development of literature can itself be read as a coherent story.

"Swimmers" recognize that texts are not isolated objects, but are produced in a specific context. They are concerned with WHY texts are significant.

“Swimming” generally results in B-level work.

you can transform and expand on the material presented in class

You are comfortable in your reading abilities, and with challenging standard interpretations, or suggesting new readings by seeking out and synthesizing alternative primary and secondary sources.

"Divers" know that to understand and interpret literature one must often read between the lines. They are concerned with HOW meaning is constructed.

“Diving” generally results in A-level work.

“Waders” will have demon-strated the ability to:

• Understand, identify, and reproduce traditional readings of the texts examined in class;

• Name and describe the principal characteristics of major genres and artistic movements;

• Locate Latin American literary production in their cultural and historical contexts;

• Formulate (inconsistently) analytical questions about the texts;

• Articulate, in speech and writing, the main ideas of primary and secondary texts on familiar topics.

“Swimmers” will also have demonstrated the ability to:

• Narrate how adjacent genres and cultural movements respond to one another in a coherent progression;

• Explain the ways in which a text’s social, cultural, and political context informs our reading of its meaning and historical significance;

• Demonstrate how the interplay of history and philosophical movements translate to evidence of cultural change in primary texts:

• Independently research topics of interest in the field of Latin American literature.

“Divers” will also have demonstrated the ability to:

• Evaluate the historical, cultural, and interpretative claims made by secondary sources in the field;

• Synthesize primary and secondary sources to produce original research based on independent study of topics of interest in Latin American literature.

Daily Class Expectations (20%)Preparation and lively participation are the backbone of this course!

You are not expected to be a scholar of Latin American literature — if you were, you would not be taking this course! You will, however, be asked to think in new ways about texts whose historical and political contexts and motivations may be unfamiliar to you, and whose aesthetic qualities may strike you as confusing or complicated. Active participation implies a willingness to take risks and speak up, ask ques-tions, participate in class, treat all ideas (including your own!) serious-ly and with respect, and speak only in Spanish. There is no dialogue un-less we are willing to hear and de-bate one another’s thoughts. The best ideas often result from the syn-thesis of multiple unfinished thoughts and observations!

Thoroughly prepare your assign-ments before class. Good prepara-tion includes reading each text at least twice (once for comprehen-sion, once for interpretation), and

making an effort to understand what you’re reading so that you can participate actively in class discus-sions. What do you find interesting? What did you understand, and what did you find difficult? How does this text connect with what we’ve al-ready read? Class will be more meaningful and enjoyable if you are well-prepared!

Daily attendance is also essential. We cannot build a coherent narra-tive of Latin American literature if there are holes in our story, and your group cannot function effec-tively if you are not there! You are allowed two absences before you begin to affect your grade. Arriving late, unprepared, without your text-book, or without completing your homework will equal ½ absence. Excess absences will lower your achievement grade by 3% per ab-sence. If you do miss class, please check the syllabus, talk to a group-

mate, or come to my office (in that order) to find out what you missed!

Make a commitment to me and to your group to attend every class, and I will make a commitment to ensure that it is worth your time!

An enjoyable, engaging classroom

Clear expectations for how to succeed

Availability to help when you need it

Fair grading

Timely return of graded materials

Professionalism and respect

A safe environment to experiment and

make mistakes

Humility if (when!) I make mistakes

Gratitude for your hard work!

Optimism that everyone is capable of

reading and enjoying Latin American lit-

erature!

What can you expect from me?

What do I expect from you?

tl;dr• This is a place for you to take

risks and ask questions;

• Speak only in Spanish!

• Treat all ideas with respect (including your own!), but don’t

be afraid to disagree and

debate!

• Read each text twice so that

you can participate actively;

• Attendance is key for you and

for your groupmates;

• Read, do your homework, and always bring your book.

What Else I Expect of You (aka “Assignments”)Plagiarism Workshop You must attend a plagiarism

workshop if you have not done so in the last 4 semesters. Attendance

at a session this semester is

absolutely required. Do not jeopardize your success in this

course — if you have any questions

about plagiarism or cheating, come and talk to me!

Tarea (10% of participation)While I will provide analytical questions for Los de abajo as models,

you will be responsible for posting an analytical question on the course

forum for each class session about

the three subsequent novels prior to every class session. Contribute

to the discussion by either answering or otherwise

contributing to one or more of the

questions posted. Answers and commentaries should be paragraph-

length (i.e., not just “estoy de acuerdo”). Do not shy away from

disagreeing, qualifying a response, or

adding additional support! Special

consideration will be given to those

who a) post additional questions,

and b) answer difficult or unanswered questions, and c) take

ownership of their ideas by following discussion threads that

they’ve contributed to.

Reading Journal (20%)Every other week you will turn in

one 400-500 word reflection on

our reading. This reflection must be submitted on Canvas before the

class in which we discuss the reading. I will still grade late reading

journals, but more strictly (since

we’ll already have discussed the text in class), and I won’t be able to

commit to providing helpful comments and suggestions for

future assignments. On occasion

journal entries topics will be assigned and/or completed in class.

Written Mid-term & Final exams (10% each) There will be an in-class, written

mid-term exam, which will include

identifications, short responses, and

short essays to be completed at

home on topics that we have discussed in class. The final exam

will be the same, but without the take home essays.

Final Paper (20%)In lieu of the final written exam essays, you will write an 6–8 page

research paper in Spanish on a topic of your choice related to the class

(discussed with me by April 14).

Discussion Leading (10%)In small groups and in close

consultation with me, you will take

class over for 15-20 minutes and lead discussion on a text, author, or

literary movement.

Extra CreditThere will be a limited number of

opportunities for extra credit, which will be discussed individually

as they arise and shared in Remind

and in weekly emails.

Tokens To ease the stress of this course and build in a consistent measure of flexibility —as well as to maximize opportunities for learning!— you will starts the course with 5 virtual tokens that can be “redeemed” for some leniency or opportunities for revision. Using a token will allow you to do one of the following:

• Erase an absence from your record (limit 2);• Resubmit a midterm essay;• Turn an assignment in up to 48 hours late;• Replace a reading journal entry by turning in an entry on an off-week (limit 2).

I will track each student's tokens throughout the semester. Exchanging them for absences will happen at the end of the semester using whatever remaining tokens you have.

Calendario básico(detailed schedule will be sent every Wednesday!)

Fecha Tema(s) y Asignaturas

Miércoles 22 de enero Presentación del curso

Lunes 27 de enero – Miércoles 5 de febrero

Mariano Azuela. Los de abajo

Lunes 10 de febrero – Lunes 17 de febrero

Nellie Cambobello. Cartucho

Miércoles 19 de febrero – Lunes 3 de marzo

Carlos Fuentes. Gringo viejo

Miércoles 5 de marzo Midterm

Lunes 10 de marzo –Miércoles 12 de marzo

Juan Rulfo. El llano en llamas

Lunes 17 de marzo – Viernes 21 de marzo

Spring Break!

Lunes 24 de marzo –Lunes 31 de marzo

Juan Rulfo. Pedro Páramo

Miércoles 2 de abril – Miércoles 9 de abril

Jorge Ibargüengoitia. Los relámpagos de agosto

Lunes 14 de abril – Miércoles 30 de abril

Carlos Fuentes. La muerte de Artemio Cruz

Lunes 5 de mayo Conclusiones: Hijos de la Revolución

Viernes 9 de mayo Lunes 12 de mayo

Examen finalEnsayo final

Important DatesMarch 17–21: Spring Break!March 5: Midterm examMay 9: Final examMay 12: Final essay due

Relevant HolidaysApril 6: Daylight Savings!April 15: PassoverApril 20: EasterMay 5: Batalla de Puebla

1. Make an appointment with me. Most questions and immediate concerns can be easily resolved during my office hours.

2. Form study groups. No on has a monopoly on knowledge! Reading and studying with others is the best way to always be well-prepared for class!

3. Get to know the Reference Desk. Our library staff is eager to help guide your research and orient you to the library’s paper and electronic sources.

4. Visit the Center for Academic Excellence. The CAE (Milne 218A) offers free assistance with writing, research, and other services.

5. Find a tutor. Contact me, the Department of Languages and Literatures, or AOP tutoring services for help finding a suitable one-on-one tutor.

The Fine Print 1Academic Honesty: We will ob-serve the Academic Honesty Policy and its related process as stated in the most current Undergraduate Bulletin and in the Student Hand-book.

Note: Any work submitted must be original work to the best of your ability without the use of tu-tors, Google Translate or other such aids/tools unless permitted by your instructor. Any unauthorized help or tool use will be considered both plagiarism and cheating be-cause the end work is not yours.

Let me emphasize: using translators as translators is cheating, and using translators instead of dictionaries is a bad idea!!! If you do either, it may not be obvious to you, but it will be obvious to me. Students who get caught plagiarizing will be sacri-ficed to the Aztec god of academic dishonesty. And I’d hate for that to be you.

And for goodness sake, don’t pla-giarize! The college’s punishment for academic dishonesty is not fun! Please contact me right away if you have questions about pla-giarism!

Absence Policy: Our courses are interactive spaces where students practice reading, writing, listening, and speaking on a daily basis in or-der to develop the appropriate skills needed for success. Therefore, students are expected to attend all classes, turn in assignments by the due date, and complete exams or

other types of evaluations at the designated date and time.  

If a student notifies the instructor prior to or immediately following a missed class or evalua-tion and provides proper docu-mentation, alternative arrange-ments might be provided (at the instructor’s discretion). The docu-mentation must explain why the student was unable to attend and complete the work at the desig-nated date and time. Students should consult with their instruc-tor at the beginning of the se-mester about additional policies and expectations.

Electronic Devices Policy: Un-less otherwise indicated by the instructor, the use of electronic devices (including audio, video, pho-tography, internet, etc.) is prohibit-ed. Exceptions will be made for students who bring proper docu-mentation justifying their need to use such devices in class. Students who don’t abide by this rule will be verbally reminded of it for a first incident and asked to leave the classroom in the event of a second incident.

This syllabus influenced heavily by Tona Hangen’s “Extreme Makeover, Syllabus Edition". All images in the public domain.1

Contacting MeThe best way to communicate with me is generally by email. I will do my best to re-spond promptly, but please be patient after 5:00pm and on weekends and holidays. However, if you have a question about an assignment, please speak to me after class or make an appointment to meet with me during my office hours. I am often in my office outside of class time, and would love to chat even outside of office hours (as long as my door is open).

What’s Your Pronoun?To both be more inclusive and promote the comfort of all every-

one in class, let me know if you have a pronoun preference. Just

keep in mind that while I will do

my best to respect your prefer-ence, due to the nature of language

courses, sometimes there is no direct equivalent!

Title IX StatementTitle IX makes it clear that violence and

harassment based on sex and gender are

Civil Rights offenses subject to the same kinds of accountability and the same kinds

of support applied to offenses against oth-er protected categories such as race, na-

tional origin, etc. If you or someone you

know has been harassed or assaulted, you can find a number of resources at gene-

seo.edu/affirmativeaction/students. Rep-utable off-campus resources include Crisis

Text Line (text 741-741 to begin session),

Know Your IX, End Rape On Campus, SurvJustice, the Clery Center for Security

On Campus, and Not Alone.

AccommodationsSUNY Geneseo will make reasonable ac-commodations for persons with docu-mented physical (including pregnancy), emotional or learning disabilities. Students must contact the Director in the Office of Disability Services (Dr. Tabitha Buggie-Hunt, 105D Erwin) and their faculty to discuss needed accommodations as early as possible in the semester.

Course Grade CriteriaA 94-100 A- 90-93

B+ 87-89 B 84-86 B- 80-83C+ 77-79 C 74-76 C- 70-73

D 60-69 E 0-59

Appendix A: Written Essays

Asignatura: Escoge un tema relacionado con las lecturas y el curso que quieres explorar. El tema que escoges podría ser:

• temático (i.e., los temas que tratan los autores, o cómo cambia el tratamiento de un solo tema)

• histórico (i.e., cómo responden los autores a las variaciones en sus circunstancias históricas)

• socio-cultural (i.e., cómo cada movimiento social y/o artístico responde a los movimientos ante-riores)

• formal (i.e., como desarrollan, articulan y desarticulan distintos géneros y formas literarias)

En 4 ocasiones hacia finales del semestre, entregarás una parte de tu ensayo: una propuesta de tesis, una propuesta de bibliografía, una introducción y un párrafo de análisis/desarrollo.

Tu ensayo debe dedicarse principalmente al análisis de los textos y cómo refleja tu tema en el con-texto de la literatura hispanoamericana. Aquí van algunos consejos:

• declara tu tesis en el párrafo introductorio. Debe ser clara, fácil de reconocer, y abarcar un solo aspecto de la literatura;

• ya que tú y yo hemos leído los textos que discutes, evita llenar espacio resumiendo “quién era el autor” o “lo que pasa en el texto”;

• justifica y apoya tus argumentos con ejemplos específicos del texto. Si no lo puedes justificar, es una opinión;

• evita citar extensamente de los textos y parafrasea siempre que puedas; citas largas no con-tarán para el número de palabras necesarias;

• no traduzcas citas del inglés al español; cita en inglés o, mejor, parafrasea

• estos ensayos deben representar tu pensamiento original; evita repetir demasiado lo que se ha dicho en clase;

• recuerda que no tienes que estar de acuerdo con los editores del texto, con tus compañeros de clase, con el autor del artículo que escoges, o conmigo. (Mis artículos favoritos son los que contestan o cuestionan las autoridades.);

• refiere al apéndice B para ver la rúbrica;

• refiere al apéndice C para ver consejos específicos

Requisitos:

• 1800-2200 palabras a doble espacio con letra 12-pt.;

• citas textuales y bibliografía formato MLA (véase guía en Canvas);

• al menos 2 fuentes críticas escritas en español, al menos 1 de una revista académica;

• Entregada electrónicamente en Canvas

Presta atención a:

• el título. ¿Incluiste un título que expresa tu tema?

• el enfoque. ¿Tienes una tesis clara y enfocada? Tus puntos pertenecen a esa tesis sin incluir in-formación irrelevante?

• la organización. ¿Es fácil seguir tu argumento? ¿Organizaste la información en párrafos que tratan 1 sola idea? ¿Hay conexiones lógicas entre los párrafos?

• el contenido. ¿Usaste vocabulario apropiado? ¿No repites el mismo punto varias veces? ¿Usaste estructuras avanzadas?

• la bibliografía. ¿Citaste tu fuentes, inclusive las fuentes que sólo parafraseaste?

• la ortografía. ¿Leíste la escritura con cuidado antes de entregarla para corregir errores de aten-ción (de concordancia, acentos olvidados, etc.)? ¿Pusiste las marcas ortográficas afuera de las comillas?

• la gramática. ¿Mantuviste el mismo tiempo (presente o pasado) durante la escritura? ¿Incluiste gramática avanzada cuando fue apropiada? ¿Prestaste atención al uso de ser/estar, por/para, el pretérito/el imperfecto y el indicativo/el subjuntivo?

Diego Rivera’s “The History of México”

Appendix B: Written Essay Rubric

Score:

/120

Unsatisfactory Criteria Satisfactory

Turned in on time (5 pts)

Word count sufficient (5 pts)

Clear, appropriate thesis (10 pts) 5

Conclusions supported (10 pts) 5

Analytical accuracy (10 pts) 5

Factual accuracy (10 pts) 5

Linguistic clarity: vocabulary (10 pts) 5

Linguistic clarity: grammar (10 pts) 5

Proficiency level: Intermediate Mid (10 pts) 5

Minimal direct citation (5 pts)

Accurate in-text citation: MLA 8 (5 pts)

Connections made (10 pts) 5

Context supplied (10 pts) 5

Accurate formatting (5 pts)

Accurate bibliography: MLA 8 (5 pts)

Corrections Key:

~~~~~~~ = wrong word

_______ = grammatical error

= rephrase

awk = awkward

[ ] = structural error, rewrite (or other error notated between brackets)

^ = word(s) missing

Appendix C: Characteristics of Effective Writing

• Begins with a clear, focused, and plainly stated thesis. • Don't save the thesis of your paper or of your paragraphs for the end.

Tell me at the outset what you plan to show, then show it.• If you can’t identify your thesis, I probably can’t either.

• Organize your paper into paragraphs, each dealing with a single idea.

• Only include ideas directly related to your thesis. Mercilessly cut irrelevant information, no matter how interesting it is.

• Plot summary should be minimal and included only when unavoidable

• Do not confuse argument and opinion.

• Be clear about who your audience is. • Avoid overgeneralizations: Words like “everyone” and “forever” are

usually impossible to prove, and harm your credibility.

• Also avoid meaningless sentences that don't contribute to your argument, like “there are many types of societies in the world.”

• If your first sentence contains a generalization, cut it and start with your second sentence instead.

• Every claim must be supported by textual evidence/argument.

• Avoid the overuse of the verbs ser, estar, haber and tener. Diversify your verbs!

• Avoid the use of the passive voice with ser when there is the possibility of an active (or passive se) construction.

• Avoid palabras comodín such as “cosas”, “personas”, “gente”, “lecciones”, etc. Look for more precise vocabulary whenever possible.

• Use transitions and connectors between sentences and paragraphs.

• If you’re not sure that you’re saying what you mean to, you probably aren’t!

• Precise trumps pretty. Never sacrifice clarity for turn of phrase.

• (Almost) Never use a big word when a small word will suffice• If you can cut the word, cut the word• Stick with either the past tense or the present tense within paragraphs,

unless you have a good reason not to. Alternating between the two usually makes for a jarring reading experience.

• Never quote the dictionary/Wikipedia without a bulletproof reason.

• Do not ever omit relative pronouns, especially que.

• If your sentence contains two separate ideas, it is probably two sentences.

• If your sentence extends beyond three lines, it is probably two sentences.

• A single space after a period is standard!

Some Tips for Success • Write only in Spanish!

• Avoid the dictionary when possible. Vigorously practice circumlocution.

• When you do use the dictionary, make sure you’re saying what you think you’re saying. Double-check with a monolingual dictionary.

• Keep a log of useful words to use whenever possible.

• Study the literature we read for examples of good writing. Good writing comes from good models.

• Find a Spanish-language musician that you like. Memorize and sing along to his/her/their entire discography. Great source of fun and vocabulary!

• No one has a monopoly on good writing. I highly encourage peer editing, so long as it is well-documented (see guidelines on Canvas)!

• If you feel that any aspect of the course is not working for you, share your concerns with me!

Appendix D: Discussion Leading

One one class day during the semester, you will be handed the reins of SPAN 463 and will run our class discus-sion for 15-20 minutes. Your discussion should focus on one aspect of your reaction to the reading in question, based on primary and/or secondary sources. This will be well-prepared and done in close consultation with me. I will ask that you think about a variety of teaching strategies and a range of materials that you might consider using.

All discussion leaders must:• Turn in a presentation proposal, with specific learning objectives, and 3–4 forum questions, 2 class ses-

sions before the scheduled presentation date.• Turn in a complete, error-free, useful outline of the presentation• Turn in any audiovisual (i.e. PowerPoint) materials 1 class session before the scheduled presentation date.• Meet as a group with me at least 1 class session before the scheduled presentation date.

Requirements: • Bring an outline of your presentation to class. Let me know if you need me to make photocopies for

your classmates.• Email me a final version of your forum questions at least 3 days before your presentation.• Refrain from researching the author specifically (e.g., biography); I am most interested in seeing you en-

gage a specific aesthetic or thematic element of the text that can focus our discussion.• Speak exclusively in Spanish.• Properly cite any materials that you bring from outside sources.

Some tips for success:• Remember to choose a topic that you are able to address in the allotted time. So choose wisely: not too

broad, not too narrow. State your objectives at the beginning of your presentation. In other words, tell us what you want to accomplish. Choose an angle that you feel you can answer during your 15 minutes.

• Be sure to give yourself sufficient time to complete the reading early enough to meet the requirements!• You do not need to be able to answer the questions you bring to class; the best questions have no de-

finitive answers! They should, however, be closely tied to the material you have prepared, and help you structure your conversation.

• You may engage your audience by asking questions; remember that you are in complete control of how discussion takes place during your 15-20 minutes.

• Preparedness is always the key! Practice! Practice! Practice! Let me know what I can do to help.• See Appendix E for the rubric that will be used to score your presentation.• See Appendix F for some guidelines on effective presentations.

Appendix E: Discussion Leading Rubric

Score:

/160

Unsatisfactory Criteria Satisfactory

Proposal turned in on time (5 pts)

Discussion questions turned in on time (5 pts)

Prepared for group meeting (5 pts)

Audiovisual aid turned in on time (5 pts)

Error-free, complete outline (10 pts) 5

Demonstrates complete understanding of topic (20 pts) 10

Presentation is organized and easy to follow (10 pts) 5

Speaks clearly and with accurate pronunciation (10 pts) 5

Linguistic clarity: vocabulary (10 pts) 5

Linguistic clarity: grammar (10 pts) 5

Well-prepared and clearly rehearsed (20 pts) 10

Effective use of audiovisual materials (if applicable) (10 pts) 5

Proficiency level: Intermediate Mid (10 pts) 5

Connections made with course material (10 pts) 5

Historical and literary context supplied (10 pts) 5

Proper citation of materials (10 pts) 5

Appendix F: Characteristics of Effective Presentations

• Begins with a clear, focused, and plainly stated thesis.• Practice, practice, practice! Nothing can take the place of effective rehearsal.

• Consider your allotted time when selecting a topic: keep it focused, but not too narrow.

• Have specific objectives in mind at the outset; state them at the beginning of your presentation, and make sure everything that you include relates to those objectives. Cut anything irrelevant, no matter how interesting.

• Consider ways of engaging your audience. Will you ask them questions? What are the questions they should be able to ask before your presentation and (at least partially) answer after your presentation?

• Audiovisual components should enhance the presentation, not reproduce it.

• Never read directly from your slides. • Never write full sentences unless you are reading a long quotation or a definition that you cannot reduce

to bullet points.

• Your presentation should be made better by audiovisual aids, but should not depend on them.

• Be sure to present information in a logical sequence that someone unfamiliar with the topic can follow. Handouts with an outline of your materials are often very effective tools.

• Speak in a loud, clear voice, using correct, precise pronunciation, and establishing frequent eye contact with your audience.

• Face your audience; avoid the temptation to present facing a projector screen.

• Do not pace aimlessly, and do not remain fixed in one position. Use the space in the room purposefully and to your advantage.

Statue of Emiliano Zapata

Appendix G: On class participation

A portion of your grade for this class is based on your preparation and active participation in discus-sions. Participating in discussions does not necessarily mean talking a lot or showing everyone else what you know or that you have studied a lot. Good discussion participation involves people trying to build on and syn-thesize comments from others and on showing appreciation for others’ contributions. It also involves inviting others to say more about what they are thinking. Some of the most helpful things you can do are call for a qui-et interlude, bring a new resource to the classroom, or post an observation online. So there are multiple ways quieter learners can participate in discussion.

Inadequate participation will affect your final grade, but never to the extent that a passing student who, having met the course objectives, would fail. Below are some specific behavioral examples of good participation in discussion on which you will be assessed in this course. If there is an online component to class, most can be done in class as well as online. I will consider you to have participated well in discussion in any given class ses-sion if you:

• Ask a question or make a comment that shows you are interested in what another person says.

• Ask a question or make a comment that encourages another person to elaborate on something they have already said.

• Bring in a resource (a reading, web link, video) that is not covered in the syllabus but adds new information or perspectives to our learning.

• Make a comment that underscores the link between two people’s contributions and make this link explicit in your comment.

• Post a comment on the course forum that summarizes our conversations so far and/or suggests new di-rections and questions to be explored in the future.

• Make a comment indicating that you found another person’s ideas interesting or useful. Be specific as to why this was the case.

• Contribute something that builds on or springs from what someone else has said. Be explicit about the way you are building on the other person’s thoughts.

• Make a comment on an entrance or exit ticket that prompts us to examine discussion dynamics.

• When you think it’s appropriate, ask the group for a moment’s silence to slow the pace of conversation to give you, and others, time to think.

• Make a comment that at least partly paraphrases a point someone has already made.

• Make a summary observation that takes into account several people’s contributions and that touches on a recurring theme in the discussion.

• Ask a cause-and-effect question—for example, “Can you explain why you think it’s true that if these things are in place such and such a thing will occur?”

• Find a way to express appreciation for the enlightenment you have gained from the discussion. Try to be specific about what it was that helped you understand something better.

—Adapted from Stephen D. Brookfield, The Skillful Teacher