DEPARTMENT OF SPANISH & PORTUGUESE STUDIES
Spring 2014
SPN 4420: Advanced Composition
and Syntax
Instructor: Dr. Víctor M Jordán-Orozco
Oficina: Dauer 154
Horas de oficina: TBA
Dirección electrónica: vjordan@ufl.edu
Página web: TBA
Sección: 1361
Período: 6
Sala de clases: TUR 2319
CLASS OBJECTIVES
The main objective of this course is to continue the development of effective, advanced writing
proficiency in Spanish. This main goal will be achieved by:
1. Studying advanced Spanish grammar and syntax,
2. Carrying out exercises that apply the studied grammar and syntax,
3. Writing short essays (book and/or movie reviews, position/research papers and reports),
4. Reviewing expository and argumentative writing techniques,
5. Reading examples of argumentative and expository writing, and
6. Expanding vocabulary,
REQUIREMENTS




Text: Gramática española: Análisis y práctica. Larry D. King & Margarita Suñer. 3rd edition,
2008. McGraw Hill. ISBN: 978-0-07-351313-3. THIS TEXT MUST BE BROUGHT TO CLASS
EVERYDAY.
Laptop: The student must come prepare to write in-class compositions and exercises that can
be handed in to the instructor via e-mail at the end of the class period.
Dictionaries: the student must have easy access to a variety of sources that will enrich the
writing process: Spanish-Spanish and English-Spanish dictionaries and a Spanish thesaurus.
Please avoid translators, in general they do not do a good job and their use will most probably
impact grades negatively (Please see rubric).
The instructor will maintain a web page with relevant and updated links and information. It is
the student’s responsibility to review it regularly. Links to relevant readings/ information will
be posted!
NOTE: This class is not open to bilingual students, who should contact profesora Susana Braylan,
sbraylan@ufl.edu
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GRADING SCALE
B +: 89 - 87
C+: 79-77
A: 100 - 93
A - : 92 - 90
B: 86 - 83
C (S): 76-73
B - : 82-80
C- (U): 72-70
NOTE: A grade of C- will not be a qualifying grade for major, minor, Gen Ed, Gordon Rule or Basic
Distribution Credit courses. For further information regarding passing grades and grade point
equivalents, please refer to the Undergraduate Catalog at
http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html
CLASS GRADE
40%  4 essays (350-400 words each)
20%  2 tests (midterm and final) on grammatical and syntactical concepts.
15%  quizzes and homework
15% 1 final project/essay (1000-1200 words)
10%  Attendance and in-class participation (includes reader/respondent days). Not bringing your
textbook to class will negatively impact your in-class participation grade.
You can use the following table to keep track of your grade. Adding the points obtained in each task
will yield the final grade. At any time during the semester your instructor can provide you with your
ongoing quiz/homework and attendance/participation grades.
Tasks
Essay 1
Essay 2
Essay 3
Essay 4
Exam 1
Exam 2
Final Proj.
Quiz / Hwk
Att./ Part.
Grade
% value
x 0.1
x 0.1
x 0.1
x 0.1
x 0.1
x 0.1
x 0.15
x 0.15
x 0.1
Pts.
Final Grade ______
CALENDAR
Please find a copy at the calendar at the end of this syllabus. It will also be posted and updated on the
website (TBA).
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ESSAYS
During the semester each student will write four essays (350-400 words each). Please check the links
below to read about the writing guidelines for each type of essay:
1. Review (of a movie, a short story or a book). La reseña
2. Reaction/position (to a topic in an article or essay). A hard copy of the article or essay
you are reacting to must be included with your position essay. Escritura persuasiva.
3. Reporting (on a current issue or event). Can’t be the same topic of reaction essay.
Needs at least three sources from different media. El reportaje
4. Expository (on any issue or topic). Can’t be the same topic of your reaction or reporting
essay. Needs at least three sources from different media. Escritura expositiva
The first draft (worth 70% of the grade) of each of the essays will be written in class. The student is
expected to write 280-300 words during the class period. This first draft will then be edited in class
(10% of the grade) with the participation of one or two of the student’s peers (as readers/respondents)
and as part of a lecture that will review common grammatical and syntactical mistakes. The final
revision will be worth another 20%. (Please see rubric I for details).
HOMEWORK
Most homework is assigned as a way to review/consolidate topics covered previously. Homework is
due, at the beginning of class, on the dates indicated in the calendar and will be graded on a complete/
incomplete basis. Most of the time homework exercises will be reviewed in class.
Homework will not be accepted late. There are two types of homework:
 Written (all must be handed in for a completion grade)
o Self-checked [SC]. The text book provides you with answers. Ideally the work that you
hand in will contain both your answers and you corrections so that your instructor can
tell what mistakes you made and help you out if necessary.
o Open-ended [O]. The textbook does not provide answers, which will vary.
 Readings
o These are a key component of the pre-writing process.
READINGS
There are two types of readings:
 From the textbook: these are the daily assigned readings. General grammatical and syntactical
topics in these readings will be tested in quizzes.
 From other sources: these are assigned as sample writings. They will be briefly discussed in
class as part of pre-writing activities. Questions about their general ideas/content/context
could be included in quizzes.
QUIZZES
The student should assume that there is going to be a quiz every day on a grammar or syntactical topic
previously discussed in class or assigned as homework. Comprehension of assigned readings will be
tested in quizzes. Quizzes take place at the beginning of class, arriving late will result in a missed quiz
for which there is no make-up, unless a valid excuse is provided. Length of quizzes will vary between
5 and 10 minutes.
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TESTS
There will be a midterm and a final (during the last day of classes) which will test grammatical and
syntactical concepts and their applications to the writing process. Questions will be similar to the ones
in classroom exercises and/or homework assignments. Your instructor will provide a study guide.
FINAL PROJECT
The topic for the final project should be one of special interest to the student. It can be an expansion of
a previous topic, an exploration of a current events issue, a research (academic) topic which the
student plans to expand on later on, a rewriting/expansion/ translation /revision of an essay previously
developed for another class, etc. In short, the student should view the final project as an opportunity
to explore and expand on a topic of her/his liking while applying the grammatical and syntactical
knowledge acquired during the semester. Please see rubric II for evaluation criteria.
ATTENDANCE and MAKE-UPS
Requirements for class attendance and make-up exams, assignments, and other work in this course are
consistent with university policies that can be found in the online catalog at:
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.
ACADEMIC INTEGRITY
All students are required to abide by the Academic Honesty Guidelines of the University. The UF Honor
Code reads: “We, the members of the University of Florida community, pledge to hold ourselves and
our peers to the highest standards of honesty and integrity.” On all work submitted for credit by
students at the University of Florida, the following pledge is either required or implied: “On my honor, I
have neither given nor received unauthorized aid in doing this assignment.” For more information
please refer to http://www.dso.ufl.edu/studentguide.
COUNSELING AND WELLNESS
A variety of counseling, mental health and psychiatric services are available through the UF Counseling
and Wellness Center, whose goal is to help students be maximally effective in their academic pursuits
by reducing or eliminating emotional, psychological, and interpersonal problems that interfere with
academic functioning. The Center can be found online at http://www.counseling.ufl.edu/cwc or
reached by phone at 392-1575.
CLASSROOM ACCOMODATIONS
Students requesting classroom accommodation must first register with the Dean of Students Office,
https://www.dso.ufl.edu/. This office will provide documentation to the student who must then
provide this documentation to the instructor when requesting the classroom accommodation.
COURSE EVALUATIONS
Students are expected to provide feedback on the quality of instruction in this course based on 10
criteria. These evaluations are conducted online at https://evaluations.ufl.edu. Evaluations are
typically open during the last two or three weeks of the semester, but students will be given specific
times when they are open. Summary results of these assessments are available to students at
https://evaluations.ufl.edu/results.
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CODES USED TO MARK ERRORS IN ESSAYS
These codes are used to provide the student with a general idea of the type of grammar or syntactical
mistake s/he has made. It is the student’s task to find the specifics of the mistake and make the
necessary corrections. There will always be time in class to go over common errors and students will
then have the opportunity to ask for clarification if necessary.
Símbolo
Tipo de error
[…]
[Multiple grammar/Syntactical errors. Revise and re-write the entire section in
parenthesis.]
¿?
Meaning unclear. ¿? Error difficult to categorize. ¿?
^
Insert missing article,
pronoun or preposition.
ao
Spelling or accent mistake
cv
Wrong verb conjugation
(tense, mode, etc.)
g
Ejemplo (incorrecto)
Ejemplo (correcto)
Di el libro a Ana.
ᴧ
Ruido es malo.
ᴧ
Ayuda personas.
ᴧ
Es bueno para comunicar.
ᴧ
Le di el libro a Ana.
El ruido es malo.
Ayuda a las personas.
Es bueno para comunicarse.
aucensia
ao
dia
ao
arból
ao
ausencia
día
árbol
Yo sabo eso.
Yo sé eso.
cv
Ellos tienen ventajas.
Ellos tener ventajas.
cv
Any other kind of grammar mistake not covered by other conventions (i.e.: use of wrong
preposition, pronoun, adverb, etc.)
i
English Word or syntactical
construction.
Tengo un buen tiempo.
i
Me divierto.
v
Incorrect use of word or
expression / inaccurate
meaning
Hay una tabla.
v
La idioma
v
Hay una mesa.
El idioma
X
Omit / take out
Quiero un otro perro.
Quiero X otro perro.
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RUBRIC I (ESSAY EVALUATION)
PART I
66-70%
56-65%
46-55%
36-45%
0 -35%
PART II –
9 - 10%
5 - 8%
0- 4%
IN CLASS WRITING – 1ST DRAFT
Demonstrates excellent command in written expression. Controls complex syntax.
Masters basic grammar (no mistakes or almost none). Excellent use of verbs (none or
almost no errors) Rich, precise idiomatic vocabulary; ease of expression. Excellent
command of conventions of the written language (orthography, sentence structure,
paragraphing). Little or no interference from English. Excellent application of grammar
studied in class. Excellent use of dictionaries and other recommended/required sources.
Demonstrates a very good command in written expression. Evidence of complex syntax
and appropriate use of verbs but a few errors occur, very good control of elementary
structures. Considerable breadth of vocabulary. Good command of conventions of the
written language. Good flow of expression. Very few common errors. (Gender, number,
accents). Some interference from English. Good application of grammar studied in class.
Very good use of dictionaries and other recommended/required sources.
Demonstrates a good competence in written expression. Controls elementary structures
and common verb tenses, but frequent errors occur in complex structures. Frequent errors
in orthography, paragraphing & other conventions of the written language. Vocabulary is
appropriate but limited. Frequent interference from English. Some common errors
(gender, number, accents). Satisfactory grammar. Word count below expectations.
Syntactical and grammar mistakes suggest inadequate use of dictionaries and other
recommended/required sources.
Suggests lack of competence in written expression. Numerous grammatical errors even in
elementary structures (gender, number, verb tense, orthography); there may be an
occasional redeeming feature, such as correct advanced structure. Limited vocabulary.
Pervasive English interference. Lack of organization hampers reading and comprehension.
Word count significantly below expectations. Syntactical and grammar mistakes suggest
incorrect use of dictionaries and other recommended/required sources.
Demonstrates lack of competence in written expression. Constant grammatical errors
impede communication. Insufficient vocabulary; excessive English interference. Severe
problems with orthography and common errors affect comprehension. Disorganized.
IN CLASS EDITING (Includes response/comments by peers)
Active participation. The resulting essay greatly benefited from comments/responses.
Some participation in the activity. Response/comments/suggestions are limited.
Little to no participation in the activity
PART III – FINAL DRAFT
15-20% Corrections for content/ style/organization are thoroughly made. Almost no errors
10-14% Completed most editing steps, shows considerable improvement.
0 -9%
Lack of attention given to the editing process. Too many errors for a final edited draft.
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RUBRIC II (FINAL PROJECT EVALUATION)
PART I – PLANNING (INTRODUCTION/ THESIS / OUTLINE / SOURCES / ORAL EXPLANATION)
15 – 20% A complete introduction and outline were handed in on time. Introduction clearly
presented the topic and main aspects to be discussed and stated the thesis to be
supported /discussed, and detailed paragraph content & distribution, topic sentence for
each paragraph, and lists possible sources. Complete oral explanation.
9 – 14%
Outline was handed in on time but lacks thoroughness. Some specific requirements
listed above are missing and/or not clearly explained or stated. Minor omissions.
0 – 8%
Outline was not handed in on time and/or lacks clarity & cohesiveness. Major omissions.
PART II
75-80%
65-74%
55-64%
40-54%
0 - 39%
FINAL DRAFT
Demonstrates excellent command in written expression. Controls complex syntax.
Masters basic grammar (no mistakes or almost none). Excellent use of verbs (none or
almost no errors) Rich, precise idiomatic vocabulary; ease of expression. Excellent
command of conventions of the written language (orthography, sentence structure,
paragraphing). Little or no interference from English. Excellent application of grammar
studied in class. Excellent use of dictionaries and other recommended/required sources.
Demonstrates a very good command in written expression. Evidence of complex syntax
and appropriate use of verbs but a few errors occur, very good control of elementary
structures. Considerable breadth of vocabulary. Good command of conventions of the
written language. Good flow of expression. Very few common errors. (Gender, number,
accents). Some interference from English. Good application of grammar studied in class.
Very good use of dictionaries and other recommended/required sources.
Demonstrates a good competence in written expression. Controls elementary structures
and common verb tenses, but frequent errors occur in complex structures. Frequent errors
in orthography, paragraphing & other conventions of the written language. Vocabulary is
appropriate but limited. Frequent interference from English. Some common errors
(gender, number, accents). Satisfactory grammar. Word count below expectations.
Syntactical and grammar mistakes suggest inadequate use of dictionaries and other
recommended/required sources.
Suggests lack of competence in written expression. Numerous grammatical errors even in
elementary structures (gender, number, verb tense, orthography); there may be an
occasional redeeming feature, such as correct advanced structure. Limited vocabulary.
Pervasive English interference. Lack of organization hampers reading and comprehension.
Word count significantly below expectations. Syntactical and grammar mistakes suggest
incorrect use of dictionaries and other recommended/required sources.
Demonstrates lack of competence in written expression. Constant grammatical errors
impede communication. Insufficient vocabulary; excessive English interference. Severe
problems with orthography and common errors affect comprehension. Disorganized.
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CALENDAR
During the course of the semester minor changes might be made to the calendar: for example, a
practice or analysis exercise could be added or changed. Deadlines for exams and essays are final.
6 Jan
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Chapter /
Activity
Intro
Chapter 1
10
13
Chapter 2
Chapter 2
15
Chapter 4
17
Chapter 4
20
22
MLK Jr. Day
Pre-writing Preparation for Essay #1 / Review
Date
24
27
29
31
3 Feb
5
7
10
12
14
17
19
21
24
Topics / text: To be prepared / read for class
for the given date.
Reading of the syllabus
Generalidades de la lengua, pp. 4-14
0rtografia y acentuación, pp.274-77
La oración y sus componentes, pp. 18-32
La oración y su estructura, pp. 33-58
El sustantivo (género y número) pp.131-137
246 250; 252-254
cont. (determinantes) pp. 138-153.
Homework / Exams / essays
(due dates)
(p.15) Análisis D [SC]; E [O]
(p.22-3) Análisis A y B [SC]
(p. 36) Análisis [SC]; (p. 47) A
(even #s) y C (odd #s) [SC]
(p. 57) Análisis C [O]
(p. 134) Análisis C [SC]
(p.143) Práctica B [SC] (even #s)
Reseñas Literarias (read) TBA
Reseña (película) (read)
Writing
In class composition.
Essay #1 (1st draft)
Chapter 4
cont. (Demostrativos /adjetivos.) pp.154-66 (p. 156) Análisis B [SC] (even #s)
(p.162) Práctica B [SC]
Editing
Essay #1 (Review of common mistakes)
(p.165) Práctica [SC] (p. 165)
Análisis [O] ) (1st 2 paragraphs)
Chapter 3
El verbo: morfología I pp.59-65
Essay #1 (final draft)
Chapter 3
(cont.) morfología II,
(p.63) Análisis B [SC]
pp.66-73
(p.65) Análisis A [SC]
Chapter 3
El verbo: pretérito e imperfecto I,
(p.70) Práctica C [O]
pp.74-82
(p.73) Análisis A [SC]
Chapter 3
(cont.) pretérito e imperfecto II,
(p.77) Análisis B [SC]
pp.83-92
(p.80) Análisis A [SC]
Chapter 3
El verbo: Indicativo y subjuntivo I,
(p.87) Análisis D [O]
pp.96-106
(p.90) Práctica C [SC]
Chapter 3
(cont.) Indicativo y subjuntivo II,
(p.101) Análisis A [SC] y C [O]
pp.106-114
(p.105) Análisis C [O]
Chapter 3
(cont.) Indicativo y subjuntivo III,
(p.109) Análisis A [O]
pp.115-119
(p.111) Análisis A[SC]
(p.114) Análisis B[SC]
Pre-writing Review of readings /Preparation for Essay #2 Readings 2 (TBA); Procon.org
Writing
In class composition.
Essay #2 (1st draft)
Chapter 3
(cont.) Indicativo y subjuntivo IV,
(p.115) Práctica A [SC]
pp.120-128
(p.118) Práctica D [SC]
Editing
Essay #2 (Review of common mistakes)
(p.122) Práctica [SC]
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Date
26
28
3-7 M.
10
12
14
17
19
21
24
26
28
31
2 Apr
4
7
9
11
14
16
18
21
23
25
Chapter /
Activity
Topics / text: To be prepared / read for class Homework / Exams / essays
for the given date.
(due dates)
(p.127) Análisis D[SC]
Review for Test 1
Essay #2 (final draft)
Please refer to study guide for list of topics & other info.
Test 1 (Midterm)
Spring break
Chapter 5
Pronombres: subtítulos y posición,
Outline (Final project)
167-178
Chapter 5
(cont.) Objetos directo e indirecto,
(p.171) Práctica A [SC] (even #s)
pp.179-191
(p.176) Práctica C [SC] (even #s)
(p.178) Análisis [O]
Chapter 5
(cont.) Múltiples usos del se,
(p.181) Análisis [O]
pp.192-200
(p.183) Análisis [SC]
(p.191) Práctica A [SC]
Chapter 5
(cont.) Múltiples usos del se,
(p.199) Práctica A [SC]
pp. 200-210
(p.200) Análisis A [O]
Pre-writing Review of readings /Preparation for Essay #3 Readings 3 (TBA); CNNespañol;
BBCmundo; Prensaescrita;
Writing
In class composition.
Essay #3 (1st draft)
Chapter 5
Pronombres: Particularidades y repaso,
(p.202) Práctica B [SC]
pp.210-212
(p.207) Práctica B [SC] (even #s)
(p.210) Análisis [O] (even #s)
Editing
Essay #3 (Review of common mistakes)
(p.212) Análisis B [SC] (even #s)
Chapter 6
Claúsulas relativas pp.254-265
Essay #3 (Final draft)
Chapter 6
Ser y estar pp.216-222
(p.257) Análisis A [SC] (even #s)
(p.263) Práctica C (a) [SC]
Chapter 6
(cont.) pp.223-229
(p.222) Práctica A [SC] (even #s)
Chapter 6
(cont.) pp.230-236
(p.227) Práctica B [SC] (even #s)
(p.227) Análisis A [SC]
Chapter 6
La a personal pp.237-244
(p.235) Análisis B [SC] (even #s)
Pre-writing Review of readings /Preparation for Essay #4 Readings 4 TBA
Writing
In class composition.
Essay #4 (1st draft)
Chapter 6
Preposiciones, pp. 266-274
(p.243) Práctica C [SC]
(p.243) Práctica D [SC]
Editing
Essay #4 (Review of common mistakes)
(p.272) Práctica E [SC]
(p.272) Práctica H [SC]
Chapter 6
1-2 minute oral explanation of final project Final projects (oral)
Review for Test 2
Essay #4 (final draft)
Please refer to study guide for list of topics & other info.
Test 2
Last day of classes.
Please hand in your final project by 5 p.m. at:
Final Project
 instructor’s mail box (Main office Dauer 170) or
 Instructor’s office (Dauer 154).
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