DEPARTMENT OF SPANISH AND PORTUGUESE
CENTER FOR MEXICAN AMERICAN STUDIES
THE UNIVERSITY OF TEXAS AT AUSTIN
Fall, 2011
Rhetoric and Composition for Heritage and Native Speakers
SPN 367K.8 / MAS 374
Professor: Cristina Cabello C. de Martínez, Ph.D.
Office: BEN 3.122
Office Hours: Wednesday’s 9:30-11:30 or by appointment*
Email: cdmartinez@austin.rr.com
DESCRIPTION:
This course is an intensive writing workshop (Substantial Writing Component) designed to
develop students’ critical thinking skills through academic writing proficiency.
Course is primarily intended for Heritage and Native speakers versed with a strong command of
oral communication skills but inexperienced in the writing of scholarly essays, research papers
and original prose in the Spanish language. Heritage students have a unique insight to: the
cultural nuances of Latin America, precise phrases and expressions, oral histories and have
personal experience of the powerful Spanish language and Hispanic/Latino culture media boom
in the continental United States. These qualities enable the student to approach the scholarly
discipline of writing from a distinct perspective and in this class will exercise these abilities to
produce a high level of writing expertise. Nevertheless, initially there are some impediments as
this student is encouraged to develop his/her professional writing style in Spanish. Impediments
that initially inhibit the student writer have as a vertex: inexperience with advanced grammar and
a reduced vocabulary. This course offers the student the expertise to identify weak areas in order
to perfect his/her written and verbal skills gradually.
A series of abridged and unabridged texts from Latin America, Spain and the United States will
be read and studied giving emphasis to: themes, discourse, tone, register, delivery. The student
will be assigned daily readings of varied genres, literary criticism and analysis. He/she will
formulate and discuss particular understanding of the genre in question and its significance.
Rhetoric and composition advanced techniques will be studied in Palabra abierta as a process
and the student will have the opportunity to produce varied original texts that progress in areas of
difficulty and creativity accordingly.
This course encourages student’s interests in both academic writing and advanced oral expression
in the production of a series of short essays and one creative in-depth writing assignment with an
oral component. Class activities—individual and group clusters, promote critical thinking about
topics in current events, history as well as literary genre. The prime objective of the course is to
achieve formality in style and expression in writing and oral expression as well as become
familiar with the protocol of Spanish especially as it becomes an indispensable skill in the
professional workforce in the United States. Vocabulary acquisition, Orthography and
Grammar is an essential part of writing; students are expected to study and practice daily for
mastery.
In the course of the semester students will produce documents that are coherent both
grammatically and intellectually, work on stylistic elements in order to improve individual
writing, and will demonstrate a clear understanding of the Spanish language in its academic and
professional use. An average of 25 typed pages which comprise 3 major individual writing
assignments plus a series of grammar and stylistic group exercises.
1
TEXTBOOKS:
Required Texts:
1.) Colombi, Pellettieri, Rodríguez. Palabra abierta. 2007. Boston. Houghton Mifflin Company.
2.) Foster, Altamiranda, Urioste. The Writers Guide to Spanish. University of Texas Press, 1999.
3.) Diccionario panhispánico de dudas. Real Academia Española. 2005.
Recommended Texts:
Ediciones El PAÍS. Libro de estilo 2002, El País, L.S.
Diccionario de sinónimos y antónimos. Santillana. www.santillanausa.com
Diccionario del Español Actual: Manuel Seco, Olimpia Andrés, Gabino Ramos
(browse: www.rae.es/rae.html)
Asociación moderna del lenguaje de América MLA
Antoine de Saint-Exupéry. El Principito. Harcourt Brace Jovanovich, 1971.
GRADING SYSTEM:
I. Composiciones: (3)
Ensayo analítico
12%
Ensayo argumentativo
12%
Monografía
12%
II. Presentación formal (1)
14%*
III. Exámenes: (4)
Examen 1 (Palabra abierta, capítulos Preliminar - 4)
Examen 2 (Palabra abierta, capítulos 5-6)
Examen 3 (Foster et al, 1-9+ Apéndices)
Examen 4 (Diccionario panhispánico de dudas)
10%
10%
10%
10%
IV. Participación en clase
Tareas y lecturas selectas; dinámica de grupo
10%
100%
Specifics will be addressed in a timely manner nevertheless, please read carefully information below on
class rudiments.
 Ensayos
Two scholarly essays are to be completed during the semester. Both essays (Ensayo analítico y Ensayo
argumentativo) require a peer review. This means that a class-mate reads your preliminary draft
during allowed class time –20 minutes and formulates a short critique to your paper and signs/dates
your preliminary work. You are then required to prepare the second draft, which is your “working
document” that you turn in for me to read, comment and grade. This “working document” receives a
2
detailed critique which will address the quality of your written expression and ways in which the paper
may be improved. Upon delivery of your “working document”, the student consults with professor
and may prepare the third or final version of the essay. This final draft is optional; conference with
the professor is necessary for complete instructions.

All formal and informal compositions will address the grammar specifics and stylistic
techniques studied in class. Instructions for each composition are varied and will be given in
class, with ample time for you to prepare your preliminary work and visit with your professor
when necessary. All written work turned in for a grade must be typed, double-spaced. For
each composition, you need to provide a title, and divide the text into paragraphs:
introduction with thesis statement, supporting information or arguments, conclusions and a
complete bibliography. Correct use of grammar is expected in each paper presented. You are
responsible for use of accents, capitalization, punctuation marks where appropriate, idiomatic
expressions, command of verb tenses and precise vocabulary are all elements that are
essential for your grade. Extension for each essay is on average 3-5 pages. Compositions are
due on the assigned dates specified in the Course Outline. Each assignment is designed to
help the student conduct research in Spanish, foster analytical thinking skills, and improve
ability to formulate questions and ideas in an organized, effective writing style. These essays
will reflect an understanding of the course content as the semester progresses. Be advised that
this is a Writing Component Class and writing assignments need rough drafts, proofs, and
consistency. You do need to procure assignments on the deadlines specified. Any late work
turned in will be accepted only with a valid excuse up to 3 days after the due date but receives
10 points off for late entry. You should not send ANY work via email or attachments; it will
NOT be accepted/read. Academic dishonesty is a serious offense. Any student, who
plagiarizes or is dishonest in the writing of his or her paper, will receive a failing grade (F) on
the paper and will not be allowed a rewrite.

Monografía: You will have certain liberty to choose literary genre and focus for your
Research Paper. You will need to have prior approval of proposal before you commence on
your work. Once your proposal, specific readings and historical period have been approved,
you are responsible for being on task with the developmental and creative process of the
work. It is highly recommended that you visit w/me during regular office hours for revision
and critique of this work as soon as you start your reading assignment and research. Because
this work does not involve class time for preparation nor a peer review, it is necessary that an
outline and drafts be discussed during office hours. The extension of this work includes the
following: research paper of 8-10 pages, typed double spaced with bibliography; a Power
Point presentation with an overview of your assignment with up to 12 slides that you will
present to the class*.

Presentación oral*: This is a Power Point presentation; you are NOT allowed to use notes
other than the text on each slide or set of slides. You are allowed up to 12 minutes for this
presentation. Q&A session after presentation.

Exámenes: There will be 4 written in class exams during the semester. Academic
dishonesty is a serious offense. Any student who is dishonest in an examination will receive a
failing grade (F) in the exam.

Participación en clase: conscientious collaboration -individual and small group discussions.
Policies
3
Attendance and Class Participation: Class participation is essential for this course*. More than two
unexcused absences will result in the loss of 1 full point per day from the final average. Attendance:
Regular class attendance and participation are required for successful completion of the course. If you are
absent, it is your responsibility to advise me by email on the date of your absence and to turn in written
documentation, if the absence is to be acknowledged as excused to the professor. It is your own
responsibility to check on any amendments or changes to the syllabus and be responsible for your class
participation grade especially in regards to group work.
As it is stated by the Academic Policies and Procedures of the General Catalog, “A student who misses
classes or other required activities, including examinations, for the observance of a religious holy day
should inform the instructor as far in advance of the absence as possible, so that arrangements can be made
to complete an assignment within a reasonable time after the absence”.
(http://www.utexas.edu/student/registrar/catalogs/gi05-06/ch4/ch4g.html).
Scholastic Dishonesty:
Students who violate University rules on Scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and/or dismissal from the University of Texas. Since such
dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic
dishonesty will be strictly enforced. For more information, visit student Judicial Services (SJS) at
http://deanofstudents.utexas.edu/sjs/
Preparation outside of class: Each student is expected to read and prepare assignments BEFORE the
meeting time. You are encouraged to comply with 3 to 4, 15 minutes office hour consultations during the
semester for guidance of your final project.
CONSULT your syllabus, thesaurus, and dictionary and allow judicious time in preparing your homework
assignments and readings, as well as documenting your phrases and vocabulary logs. You are totally
responsible for the day's lesson and for the turning in of assignments on the dates specified in the syllabus.
All work is due on the dates indicated in the Syllabus unless specified otherwise.
**The course is designed to require approximately three hours of work a week throughout the semester for
each semester hour of credit given; that is, for each hour a class meets, an average of two additional hours
of preparation is expected of the student. Students have to keep in mind this investment during the
semester in order to successfully complete the course.
Academic Accommodations for Students with Disabilities: Any student in need of special attention or
assistance necessary for satisfactory academic achievement and completion of course requirements, must
see the professor as soon as possible so that arrangements may be made and agreed upon at the beginning
of the semester, in compliance with the statues of the University of Texas at Austin. I will be available to
discuss appropriate academic accommodation that you may require as a student with a disability. Before
course accommodations will be made, students may be required to provide documentation to the Office of
the Dean of Students Services for Students with Disabilities. Before course accommodations will be made,
students may be required to provide documentation to the Office of the Dean of Students Services for
Students with Disabilities. To ensure that the most appropriate accommodations can be provided, students
should contact the SSD Office at 471-6259 or 4714641. For more information, read regulations for
Academic Accommodations for Students with Disabilities at http://deanofstudents.utexas.edu/ssd
The following course syllabus is only a general outline. Due to the nature of the class, some
“alterations” might be done to dates and material covered, in order to provide attention to detail. I
teach this course as a “workshop” and it is pertinent that each student receive as much
individualized instruction as possible. Therefore, exact instructions for assignments will be clarified
accordingly. Assignments will be announced at the beginning of each class meeting and again before
dismissal to avoid any confusion. You will also receive electronic notice of any impromptu changes.
Please make note of pertinent information in order to be prepared for each class; we are using all of
3 different texts plus online readings. It is the student's responsibility to follow closely with all
assignments to prosper from the course
4
Itinerario de Clase
Agosto
Jueves, 25
Introducción al curso. Preliminares, objetivos, metodología.
Tarea: Mario Vargas Llosa, Lecciones y maestros 1-4. YouTube.
Martes, 30
Palabra abierta, Capítulo Preliminar. Discusión general.
Mario Vargas Llosa, Lecciones y maestros 1-4. YouTube
Septiembre
Jueves, 1
Palabra abierta, Capítulo 1: págs.____ Ejercicios y práctica.
Martes, 6
Palabra abierta, Capítulo 1: Ejercicios y práctica
Jueves, 8
Palabra abierta, Capítulo 2: págs. _____; Ejercicios y práctica.
Diccionario panhispánico de dudas. Presentación y Apéndices.
Martes, 13
Palabra abierta, Capítulo 2: págs. _____
Ejercicios y ampliación.
Jueves, 15
Palabra abierta, Capítulo 3: págs. _____
Diccionario panhispánico de dudas. Apéndices.
Tarea: Iniciar Ensayo analítico (Precisar tema y bibliografía selecta)
Martes, 20
Palabra abierta, Capítulo 3: págs. _____
Tarea: Ensayo analítico. (Elaborar esquema y empezar a redactar el primer
borrador)
Jueves, 22
Palabra abierta, Capítulo 3: págs. _____
Diccionario panhispánico de dudas.
Tarea: Ensayo analítico. (Definir títulos y terminar primer borrador)
Martes, 27
Palabra abierta, Capítulo 3: págs. _____
 Ensayo analítico / Traer a clase copia formal de: Esquema,
Bibliografía y Primer borrador del 1er ensayo. En 20 minutos realizar
lectura crítica y elaborar comentario significativo al ensayo de un/a
compañero/a de clase.)
Palabra abierta, Capítulo 4: págs. _____
Jueves, 29
Palabra abierta, Capítulo 4: págs. _____
Diccionario panhispánico de dudas.
 Entregar en clase / Ensayo analítico.
Repaso, Examen 1. (Palabra abierta, Capítulos preliminar -4)
Octubre
Martes, 4
☺Examen 1 (Palabra abierta, capítulos Preliminar-4)
Jueves, 6
Palabra abierta, Capítulo 4-5: págs. ____
Diccionario panhispánico de dudas.
Tarea: Iniciar Ensayo argumentativo. (Tema y bibliografía selecta)
5
Martes, 11
Palabra abierta, Capítulo 5: págs. _____
Tarea: Ensayo argumentativo. (Elaborar esquema y el primer borrador)
Jueves, 13
Palabra abierta, Capítulo 5: págs. _____
Tarea: Ensayo argumentativo. (Definir títulos y terminar el primer borrador)
Diccionario panhispánico de dudas.
Martes, 18
Palabra abierta, Capítulo 5: págs. _____
 Ensayo argumentativo / Traer a clase copia formal de: Esquema,
Bibliografía y Primer borrador del 2do ensayo. En 20 minutos realizar
lectura crítica y elaborar comentario significativo al ensayo de un/a
compañero/a de clase.
Diccionario panhispánico de dudas.
Jueves, 20
Palabra abierta, Capítulo 6:
 Entregar en clase / Ensayo argumentativo.
Diccionario panhispánico de dudas
Martes, 25
Palabra abierta, Capítulo 6:
Diccionario panhispánico de dudas
Jueves, 27
Repaso. Palabra abierta, Capítulos 5-6
Diccionario panhispánico de dudas
Noviembre
Martes, 1
☺Examen 2. (Palabra abierta, Capítulos 5-6.)
Tarea: Iniciar Monografía. (Consultar: Tema y bibliografía selecta con profesor.)
Jueves, 3
Foster, Altamiranda, De Urioste. Capítulos 1-3.
Foster, Altamiranda, Urioste: Capítulos 4-7.
Tarea: Elaborar esquema y el primer borrador de la Monografía.
Martes, 8
Foster, Altamiranda, Urioste: Capítulos 6-10.
Foster, Altamiranda, De Urioste/Apéndices.
Tarea: Definir el primer borrador.
Jueves, 10
Foster, Altamiranda, De Urioste/Apéndices. Repaso.
Diccionario panhispánico de dudas
Tarea: Redactar 2do borrador. Seleccionar título.
Martes, 15
☺Examen 3. (Foster, Altamiranda, De Urioste. Capítulos 1-10 + Apéndices.)
Presentaciones:
6
Jueves, 17
☺Examen 4. (Vocabulario y ortografía)
Presentaciones:
Tarea: Redactar 3er Borrador – versión última de la monografía.
Martes, 22
Presentaciones:
 En clase / Entregar Monografía.
Jueves, 24
Acción de Gracias
Martes, 29
Presentaciones:
Diciembre
Jueves, 1
Presentaciones:
Apuntes:
Writing Center: I strongly encourage you to use the Undergraduate Writing Center, FAC 4716222: http://www.uwc.utexas.edu/). The Undergraduate Writing Center offers free, individualized,
expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any
undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing
project. They work with students from every department on campus, for both academic and nonacademic writing. Whether you are writing a lab report, a resume, a term paper, a statement for
an application, or your own poetry, UWC consultants will be happy to work with you 211,. Their
services are not just for writing with "problems." Getting feedback from an informed audience is a
normal part of a successful writing project. Consultants help students develop strategies to
improve their writing. The assistance they provide is intended to foster independence. Each
student determines how to use the consultant's advice. The consultants are trained to help you
work on your writing in ways that preserve the integrity of your work.
Cabello de Martínez, otoño 2011
7