Spanish 3010 Advanced Rhetoric and Composition Spring 2016 T

Spanish 3010
Advanced Rhetoric and Composition
Spring 2016
T and Th 12:30-1:45 pm, MKNA 204
Instructor: Susanna P. Pàmies
Office: McKenna 34
Office Hours: T & Th: 11:00-12:30 am
E-mail: [email protected]
Course Description: Designed to refine expository and argumentative writing in Spanish, this
course will center around four main areas of study: culture; linguistics; sociopolitical and
economic reality; and literature and criticism. A multi-draft process-based approach will guide
the writing and revision of essays. Additionally there will be a focus on the grammar and lexical
issues most challenging for students at the third-year level. Successful completion of this course
will fulfill the Third Year Core Written Communication Core Requirement.
Course Objectives: By the end of the course students will be able to conduct research using
credible Spanish-language resources, synthesize the information from these resources and cite
them appropriately using MLA-style guidelines, and write well-organized, well-argued academic
essays in Spanish, with clarity and sufficient grammatical and lexical precision to communicate
effectively in writing with an educated, critical Spanish-language audience.
Prerequisite: SPAN 3000 with a minimum grade of CTexts:
Contreras Castro, Fernando, Única mirando al mar, San José, Costa Rica, Editorial Legado,
2012. NOTE: YOU MUST READ THIS EDITION, AS IT IS VERY DIFFERENT FROM THE
EDITION PUBLISHED IN 1994! Several copies are available through Norlin Reserves, with
the call number PQ7489.2 .C57 U65 2010
+
Selection of articles available via the course d2l site.
Optional Resources (strongly recommended):
A monolingual Spanish dictionary
A bilingual Spanish-English dictionary
A Spanish thesaurus
Butt & Benjamin, A New Reference Grammar of Modern Spanish, 4th edition, McGraw Hill,
2004.
Gibaldi, MLA Handbook for Writers of Research Papers, 7th edition, The Modern Language
Association of America, 2009.
On-line Resources:
wordreference.com
rae.es
corpusdelespanol.org
linguee.es
Grade Distribution:
Written summaries, reactions, reflections (15%)
Textual summaries, commentaries, answers to questions, vocabulary annotations, etc. Some of
these are turned in via Dropbox in D2L and others are to be handwritten or printed out and
brought to class. See Course Requirements #3 for a more detailed description of these
assignments.
Essays (70%)
Argumentative Essay on Literature/Criticism
An argumentation that may incorporate description, narration, and expository strategies, based
on Única mirando al mar. Length: 3-5 pages; minimum 3 bibliographic sources. 15%
Expository Essay on a Social Problem
An exposition using one or more of the following strategies: analysis, compare/contrast,
cause/effect on a sub-topic related to garbage or another related environmental or socioeconomic
problem; length: 4-6 pages; source material requirements: 3-5 bibliographic sources including at
least 2 sources not read as part of the assigned readings for this unit. 17%
Argumentative Essay on a Possible Solution to a Social Problem
An argumentation that may incorporate description, narration, and expository strategies; on a
possible solution to the problem of garbage; length: 5-7 pages; 3-5 bibliographic sources
including at least 2 sources not read as part of the assigned readings for this unit 20%
(see more detailed descriptions of the 3 essays above under Course Requirements #5)
In-class essays (see calendar for dates of these essays)
4 febrero 5%
4 mayo 7%
Cuento colaborativo
A story written collaboratively with two or three classmates. 6%
Grammar, syntax and lexical issue work (10%)
4 quizzes during the semester on language-related issues we go over in class. 5%
Three 1-page language reflections written approximately every 5 weeks that summarize what
has been learned from instructor feedback and the correction process of written homework and
essays. You should keep notes on what you learn from the revision process of homework and
essays to facilitate these assignments. 5%
Classroom participation (5%)
Grade Distribution:
● Written summaries, reactions, reflections (15%)
● Essays (70%)
○ Argumentative Essay on Literature/Criticism 15%
○ Expository Essay on a Social Problem 17%
○ Argumentative Essay 20%
○ In-class essays
■ 4 febrero 5%
■ 4 mayo 7%
○ Cuento colaborativo 6%
● Grammar, syntax and lexical issue work (10%)
○ 4 quizzes on language-related issues 5%
○ Three 1-page language reflections 5%
● Classroom participation (5%)
Grade Scale:
A 94-100
A- 90-93
B+ 88-89
B 84-87
B- 80-83
C+ 78-79
C 74-77
C- 70-73
D+ 68-69
D 64-67
D- 60-63
F 0-59
Course Requirements:
1. Regular attendance and active participation. Your regular attendance and active
participation will make our classroom a richer place for all students. If you must miss class and
you believe your absence should be considered excused, please e-mail the instructor and provide
an explanation for the absence. All unexcused absences will adversely affect your classroom
participation grade.
I strive to provide an environment in which you feel welcome to offer ideas and ask questions.
In addition to contributing in this way to the classroom community, your consistent oral
participation in our small class should facilitate growth in your oral Spanish proficiency.
(Spanish will be used at all times in our classroom.)
If you are concerned about your level of participation at any moment during the semester, visit
the instructor during office hours to talk about your concerns and/or request an estimate of your
in-progress participation grade.
2. Consult the course calendar at the end of this syllabus and the course Desire2Learn site for
daily activities and homework assignments. You are responsible for all the information posted
on the d2l site; write to the instructor for clarification if you are confused. NOTE: If you have
problems downloading the PDFs, try another browser, and if this doesn't work, feel free to e-mail
the instructor.
3. There will be many readings and associated short writing assignments for this class. The
readings serve as the content for each of the thematic units, as well as models for excellent
writing in Spanish. In addition to analyzing them for their content value, we will also seek to
identify the specific linguistic and rhetorical features that make them effective; this should be
helpful to you as a writer as you work on your own essays. There may be pop-quizzes based on
the readings; grades for these will be included in the participation component of the final grade.
As you prepare for class, note down your reactions and questions about the readings, so that
you can effectively and actively participate in class discussions.
Homework will either be brought to class on paper or turned in via D2L dropbox.
Assignments will consist of written summaries (a restatement of the essential points of the
reading--please don't use bullet points or quote the reading, write this in paragraph form using
your own words); commentaries or reactions to the reading; reflections on the topic; or answers
to specific questions that I pose. These writing assignments should be one page in length,
maximum, 12-point type and double space, and MUST INCLUDE an MLA-style bibliographic
citation (for help with writing bibliographic citations see
http://ucblibraries.colorado.edu/how/citationstyle.htm).
The goal of these homework assignments is to improve reading comprehension and academic
writing, and to prepare for class discussions. See the course calendar to find out which
assignments are to be brought to class and which must turned in via the D2L dropbox. The
assignments turned in via D2L will be returned with some feedback and a few
grammatical/vocabulary errors marked, which you are to correct using the "track changes"
feature of Word, submitting the new version in the same dropbox folder.
Grading criteria for the first draft of each homework assignment turned in via D2L Dropbox:
• what is turned in consists of a complete response to the prompt or question and includes or
acknowledges the most important points of the reading;
• the information from the reading is accurate;
• it is well-organized and cohesive;
• it is completely comprehensible;
• the grammar, syntax and vocabulary are free of errors that could have avoided had the
assignment been carefully proofread;
• there is a bibliography with a MLA-style bibliographic citation.
• there are only minimal and absolutely necessary quotations from the reading, and that they
cited with quotation marks and in conformance with MLA style
Grading scale:
9-10 = at least adequate level in all criteria
7-8 = inadequate level in one or two criteria
0-6 = inadequate level in many to all criteria
NOTE: points are deducted proportionately for late submission of homework; no homework is
accepted after the dropbox closes (~1 week after the due date)
After the first draft is graded and errors/problems are marked by the instructor, you will need to
make corrections of errors marked by the instructor using the track changes function of Word
or another program that allows for corrections to be visible via D2L, and then submit the revised
document into the same dropbox folder as the original assignment. Deadlines for the corrections
will be set after each set of first drafts is graded. You are expected to regularly check D2L for
correction deadlines.
Grading scale for the Corrections:
4-5 = most to all corrections made satisfactorily; track-changes or another technique highlighting
corrections has been used
1-3 = many corrections unsatisfactory; track-changes or another technique highlighting
corrections has been used
0 = homework has not been corrected, most corrections unsatisfactory or track-changes or
another technique highlighting corrections has not been used
4. Grammar and vocabulary work: There will be daily reviews of structural and lexical errors
that students at intermediate- and advanced-level proficiency tend to make in their writing. These
reviews will also allow for practice of new vocabulary from the readings and of "conectores
discursivos", the skillful use of which is key to advanced-level writing. There will be 4 quizzes
based on the grammar/vocabulary issues that we go over in class.
Additionally, students will write and turn in 3 reflections that summarize and reflect on what
they have learned through the revision process of homework assignments and essays and the
daily reviews of structure and lexical issues
5. Essays. You will write 3 multi-draft essays during the course plus 2 in-class essays and one
piece of fiction written collaboratively in a group.
The multi-draft essays will be written using a process approach, with significant time devoted
to giving and receiving guided peer feedback during the crafting of the first graded version.
Writing and revising multiple drafts allows students to develop their writing practice and
strategies, and the essays are generally of higher quality when they are written following this
process. A portion of the grade for each paper will depend upon full participation in the peerreview process, including bringing complete drafts to class on designated dates for peer review
and giving useful written feedback to peers.
Steps in the multi-draft process approach for writing the essays:
Essays will be completed in various stages, with deadlines for each step posted when essays are
assigned:
• An initial oral or written exchange between student and instructor--a proposal
written by the student and a written response from the instructor to help
determine the topic of each paper.
• As students are researching their papers they will have the opportunity to discuss their
sources and ideas in peer groups, to engage in in-class writing about how to include the
information from the articles in their papers, and to conference with the instructor about
any questions about their content or relevance.
• Peer-feedback groups on the first versions of each paper. At an initial meeting, each
author offers some information about his/her paper, then the readers read it at home and
answer questions based on the evaluation criteria for the paper, and the following class
the group meets to discuss each group member's work.
• A first version, incorporating feedback from classmates on the draft, will be handed
in; instructor feedback will focus on organization and content. (This plus participation in
the group feedback sessions is worth up to 20% of the total grade for the paper.)
• A second version in which all revisions are highlighted using track-changes or another
highlighting technique. Instructor feedback will focus on organization and content and
language use. (This version worth 30-40% of the paper's total grade.)
• A third version in which revisions are highlighted using track-changes or another
highlighting technique. Language errors will be corrected by the instructor. (This version
worth 40-50% of the paper's total grade.)
A component of the final grade for each essay will be based on the appropriate incorporation of
the MLA style for quoting sources, citation of them within the essays, and including them in the
bibliography. There is ample information available on the UCB libraries website about choosing
appropriate sources and citing them. See
http://ucblibraries.colorado.edu/research/subjectguides/spanish/tutorial/homespa.htm
and http://ucblibraries.colorado.edu/how/index.htm
Students must submit all versions of all essays to the course's d2l site, through the Dropbox
tool, which automatically pass every submission through a plagiarism detection tool called
Turnitin. Turnitin will serve as an additional safeguard that the work submitted for this class
represents students' own efforts. In the event of plagiarism, the CU Honor Code will be enforced
and academic sanctions will be imposed.
In-class essays: Each in-class essay will consist of 1- to 2-page response to a prompt not shared
ahead of time. There may be a new text to analyze and respond to or the prompt may refer to a
text or texts discussed beforehand. These essays will allow students and the instructor to
evaluate students' writing "on the spot," both in terms of analysis, thesis construction and
organizational skills, and linguistic precision and sophistication. These essays also provide
practice for this very common form of assessment in upper-level Spanish Department classes.
Collaborative story: This project, lasting about one and a half weeks, will be done in groups of
three or four. The instructor will provide more details when the project is assigned and together
the class will devise the evaluation criteria for the stories. A collaborative writing assignment is
included in the course because 1) students can learn a great deal from one another and 2) so
many real-world writing projects are done in collaboration with others.
TIPS for doing well in this class:
- Embrace the process approach used for writing projects in this class. Research—and
previous students’ experiences in this class—has shown that following a multi-step writing
process leads to more successful essays. Plus, participation in the peer review process is a
component of each essay's grade.
- Maintain excellent communication with the instructor about any issues that may negatively
impact your attendance and full participation in the class.
- Writing is an intensely personal endeavor and receiving any negative or evaluative feedback
can be difficult. If you feel intimidated or frustrated by the instructor's feedback on your
assignments and papers and/or don't know how to make revisions or corrections, open
communication is best. Visit the instructor in her office to talk about how you're feeling and
brainstorm strategies for improvement.
- Turn in your assignments on time! Dropboxes will close at the end of each submission
period and late homework assignments and essays will not be accepted.
Calendario del curso. Puede haber leves ajustes a las fechas o a las tareas que se asignan;
éstos se anunciarán en D2L y en clase.
Calendario de tareas:
Puede haber modificaciones a esta lista de tareas y actividades--cualquier
cambio se anunciará en clase y en la página principal de D2L.
Semana 1
martes
jueves
12 enero
14 enero
En clase:
Introducción al curso
Antes de clase:
1. Leer con cuidado el sílabo del
curso y anotar tus preguntas
Tarea diagnóstica (en clase):
para que las podamos resolver
• tu autobiografía lingüística:
en clase.
¿qué idioma hablas en casa?,
2. Mira esta página web de Actfl y
¿cómo y cuándo aprendiste
determina el nivel de
español?, ¿cómo ha evolucionado?,
proficiencia en tu escritura que
¿has viajado a algún país
tú crees que tienes. Toma
hispanohablante?, ¿qué relación
algunos apuntes en tu cuaderno
tienes con tu lengua materna y
sobre lo que ves en la página
con el español?, ¿conoces alguna
web, para apoyar tu
otra lengua?
determinación. Compartirás tu
• lo que sabes sobre la basura
determinanción y tu explicación
en clase.
3. Tarea #1: Lee este artículo de La
Nación (Costa Rica) y escribe un
resumen (ver #3 bajo "Course
Requirements" en el sílabo para
saber qué se espera del
resumen). También puedes
encontrarlo en D2L "Desorden
impera en planes municipales
para basura" (D2L).
3. Compila (en tu cuaderno) una
lista de palabras y expresiones
que encuentres en el artículo que
estén relacionadas con "la
basura""-- sustantivos, verbos,
adjetivos, expresiones--.
Semana 2
19 enero
21 enero
Antes de clase:
Revisar y entregar Tarea #1. Súbela al
Dropbox de D2L.
Antes de clase:
Leer:
● 2ª sección de Única (p. 22-34)
Leer:
● 1era sección de Única mirando al
mar: hasta p. 22 (ver la paginación
en la parte superior de la página)
Escribir:
● Tarea #2: una descripción de
Mondolfo Moya Garro, su vida
antes y después de tirarse a la
basura. (Entrega en Dropbox
D2L).
Escribir: (tráelo a clase)
● Describir a los personajes que se
presentan en estas páginas:
❖ Única
❖ El Bacán
❖ Carmen/El Oso Carmuco
❖ El basurero
❖ El trabajo de los buzos
● 3 personas escriben entradas en
el foro de discusiones sobre una
palabra/expresión nueva del
libro
**Para hoy y todos los demás días en que
hay lectura: notar (o señalar en el texto
mismo) palabras, expresiones o
frases/párrafos de estas páginas que te
interesaron especialmente o que te
confundieron.
Semana 3
26 enero
Antes de clase:
Leer:
● 3ra sección de Única (pp. 34-52 )
Escribir:
● Describir a La Llorona y también
la actitud del gobierno y de los
vecinos hacia el botadero y los
buzos. Trae a clase la tarea escrita
a máquina en una hoja.
28 enero
Antes de clase:
Leer:
● 4ta sección de Única (pp. 52-75)
Escribir:
● Tarea #3: un resumen de los
siguientes puntos de esta sección
del libro :
○ la nueva actitud de
Mondolfo incluyendo sus
ideas revolucionarias y la
● 3 personas escriben entradas en el
recepción de dichas ideas;
foro de discusiones sobre una
○ las fiestas de Navidad y el
palabra/expresión nueva del libro
cumpleaños del Bacán;
○ la evolución de la relación
entre Única y Mondolfo.
(Entrega en Dropbox D2L).
● 3 personas escriben entradas en
el foro de discusiones sobre una
palabra/expresión nueva del
libro
Semana 4
2 febrero
Antes de clase:
Leer:
● 5ª sección de Única (pp. 75-109)
Escribir:
● Tarea #4: Resume cómo termina
el libro: qué les pasa a los
personajes principales (Única,
Mondolfo, el Bacán, el Oso
Carmuco), cómo se resuelve la
situación del basurero. También,
sobre los efectos del frío en la
salud del Bacán; los intentos de
Mondolfo de resolver la situación
de Río Azul; el desfile de los
buzos; qué le pasa al Bacán al final
de esta sección, cómo reacciona
Única y dónde y cómo terminan
Mondolfo y Única, etc. (Entrega en
Dropbox D2L).
Semana 5
9 febrero
Antes de clase:
Tarea:
Escribir una primera versión del ensayo
sobre Única, traer 2 copias impresas a
clase para compartir con 2 compañeros.
En clase:
Leer y comentar los ensayos de tus
compañeros de clase. Reuniones grupales
para compartir comentarios sobre el
borrador.
4 febrero
En clase:
Prepara: Llega a clase con ideas para tu
ensayo sobre Única. (Ver descripción de
lo que se espera de este ensayo en D2L.)
Escribir en clase:
● 1er ensayo: tendrán que
contestar una pregunta sobre
Única mirando al mar,
escribiendo un ensayo de 1-2
páginas durante la clase.
11 febrero
Antes de clase:
Traer a clase su computadora para
escribir durante la clase su reflexión
sobre el lenguaje #1: (resumen y
reflexión sobre lo aprendido de las
revisiones de las tareas)
En clase:
Prueba #1 sobre problemas comunes y
vocabulario de las lecturas
Introducción a los conectores
discursivos y asignación de tarea sobre
ellos en el foro de discusiones.
Semana 6
16 febrero
Antes de clase:
Entrega en D2L (dropbox/turnitin.com)
la primera versión del ensayo #1
Tarea:
Leer "Organización socioeconómica..."
(D2L) y escribir un resumen y una
comparación entre la información sobre
la comunidad de buzos presentada en
este artículo y en Única mirando al mar
(Tarea #5)
Semana 7
23 febrero
Antes de clase:
Leer y escribir un resumen (tarea #7) de
"Basura en nuestros mares"
Leer y escribir una comparación (tarea
#8) entre estos dos artículos:
"Obsolescencia programada" y "La fiebre
de televisores..."
18 febrero
Tarea para clase:
Leer "Contaminación atmosférica por
basura" y escribir una comparación
entre la información presentada en este
artículo y la descripción de Río Azul y de
los buzos en Única (tarea #6).
Entrega en D2L la 2ª versión del ensayo
#1 sobre Única; se entrega el viernes a
las 8 pm.
25 febrero
Venir a clase con ideas para el segundo
ensayo sobre un problema relacionado
con la basura y/u otro problema
socioeconómico o ambiental.
Nos reuniremos hoy en la biblioteca,
lugar exacto por determinar.
Entregar segunda versión del ensayo #1
sobre Única (Dropbox. D2L)
Semana 8
1 marzo
3 marzo
Antes de clase:
Antes de clase:
Escribir un borrador completo del
segundo ensayo y traer a clase 2 copias
para compartir con tus compañeros
Venir a clase habiendo leído y
comentado los ensayos de tus
compañeros de clase.
Compartir comentarios sobre el
borrador del ensayo #2
Entregar primera versión del ensayo #2
en D2L.
Semana 9
8 marzo
10 marzo
Tarea para clase:
Escribir y entregar en el dropbox una
reacción de la conversación con los
empleados que vimos mediante el
programa CU Dialogues (tarea #9)
Cuento colaborativo--día final
Entregar la tercera versión del ensayo
#1 sobre Única
Cuento colaborativo--inicio
Semana 10
15 marzo
17 marzo
Leer
● "Guía de Los Ángeles" (en D2L).
● "Ser más consumiendo menos"
Votación del cuento colaborativo
Escribir en clase:
● una reflexión sobre si esta
práctica ayudará a resolver los
problemas de la basura y por qué
(tarea #10)
Entregar segunda versión del ensayo #2
Traer a clase su computadora para
escribir durante la clase su
reflexión sobre el lenguaje #2:
(resumen y reflexión sobre lo aprendido
de las revisiones de las tareas)
2ª prueba sobre problemas comunes y
vocabulario de las lecturas
21-23-25 marzo: Vacaciones de primavera; no hay clases
Semana 12
29 marzo
31 marzo
Antes de clase:
● Leer el artículo "Educación para la
prevención de residuos" (en D2L).
Escribir un resumen y una
reacción (tarea #11)
Antes de clase:
Ver el segundo y el tercer segmento de
la entrevista con Albina Ruíz
Entrevista a Albina Ruíz de Ciudad
Saludable parte 2 8.05
● Leer "Los productos y los
impactos de la descomposición de
residuos" (en D2L);
● Escribir y traer a clase un
resumen de lo que entendiste.
Traer a clase una lista de tus
preguntas y dudas del artículo.
Ver (en clase) el primer segmento de una
entrevista con Albina Ruíz
Albina Ruíz parte 3 9.05
Explorar el sitio web de Ciudad
Saludable
Escribir:
● un resumen del trabajo de
Albina Ruíz y Ciudad Saludable y
una reacción. (tarea #12)
Semana 13
5 abril
Antes de clase:
Traer a clase una versión corregida del
ensayo #2 para compartir con un
compañero de clase
Entregar tercera versión del ensayo #2
en el dropbox correspondiente
7 abril
3era prueba sobre problemas comunes
y vocabulario de las lecturas
Tarea:
Leer artículo sobre la incineración
(D2L), escribir un resumen y una
reacción (tarea #13)
Venir a clase con ideas para el ensayo
#3 sobre una solución a un problema
social/ambiental
Semana 14
12 abril
Llegar a clase con la bibliografía del
ensayo #3 y el párrafo introductorio más
un "mapa" o bosquejo del resto del
ensayo
Semana 15
19 abril
Antes de clase:
14 abril
Día de trabajo en el ensayo #3;
consultas con la profesora sobre este
ensayo
21 abril
Compartir con compañeros comentarios
sobre el ensayo #3
Traer a clase borrador del ensayo #3
para compartir con compañeros
Semana 16
26 abril
Antes de clase:
Entregar ensayo #3 en el dropbox
En clase:
4ta prueba sobre problemas comunes y
vocabulario de las lecturas
Reflexión sobre el lenguaje #3: (resumen
y reflexión sobre lo aprendido de las
revisiones de las tareas y los ensayos)
Ver (de nuevo):
el documento de Actfl para determinar
tu propio nivel de proficiencia en la
escritura
28 abril
Presentaciones en grupo de sus
"soluciones"
Examen final (ensayo escrito en clase): miércoles 4 mayo, 4:30 pm
University and Department Policies
(1) Add / Drop / Waitlist - If you are waitlisted for this class, it is IMPERATIVE that you
familiarize yourself with departmental policies and deadlines. For this, please visit
http://spanish.colorado.edu/content/dropaddwaitlist-policies
(2) Prerequisites not met - If your professor informs you that the system has flagged you as
having not met the prerequisites for this course, you should meet IN PERSON with Prof. Andrés
Prieto, the Associate Chair for undergraduate studies, or the Coordinator for your class level. If
you fail to do so, you may be dropped from the class. Your Professor will inform you of the date
and time to meet the Associate Chair for your class.
(3) Honor Code - All students of the University of Colorado at Boulder are responsible for
knowing and adhering to the academic integrity policy of this institution. Violations of this
policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery,
and threatening behavior. All incidents of academic misconduct shall be reported to the Honor
Code Council ([email protected]; 303-735-2273). Students who are found to be in violation
of the academic integrity policy will be subject to both academic sanctions from the faculty
member and non-academic sanctions (including but not limited to university probation,
suspension, or expulsion). Other information on the Honor Code can be found at
http://www.colorado.edu/policies/student-honor-code-policy
(4) Final Exams - Final exams are to be taken on the day determined by the university and the
department. No excuse such as family meetings, employment, travel, etc. will grant an exception
to this. If you have three or more final exams scheduled on the same day, you are entitled to
arrange an alternative exam time for the last exam or exams scheduled on that day. To qualify for
rescheduling final exam times, you must provide evidence that you have three or more exams on
the same day, and arrangements must be made with your instructor no later than March 20, 2015.
For the complete final examination policy, see http://www.colorado.edu/catalog/201415/campuspolicies
(5) Use of electronic devices in the classroom - No text messaging or e-mailing will be
tolerated during class. Cell phones must be turned off or on silent and kept in your backpacks or
pockets during class. Laptops may only be used to take notes, and only with the consent of the
instructor. Failure to comply with these rules will be result in a loss of all participation points
for the day. In other words, that day will be counted as an unexcused absence.
(6) Classroom Behavior - Students and faculty each have responsibility for maintaining an
appropriate learning environment. Those who fail to adhere to such behavioral standards may be
subject to discipline. Professional courtesy and sensitivity are especially important with respect
to individuals and topics dealing with differences of race, color, culture, religion, creed, politics,
veteran's status, sexual orientation, gender, gender identity and gender expression, age, disability,
and nationalities. Class rosters are provided to the instructor with the student's legal name. I will
gladly honor your request to address you by an alternate name or gender pronoun. Please advise
me of this preference early in the semester so that I may make appropriate changes to my
records. See policies at http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
(7) Disability Services - If you qualify for accommodations because of a disability, please
submit to your professor a letter from Disability Services in a timely manner (for exam
accommodations provide your letter at least one week prior to the exam) so that your needs can
be addressed. Disability Services determines accommodations based on documented disabilities.
Contact Disability Services at 303-492-8671 or by e-mail at [email protected]. If you have a
temporary medical condition or injury, see Temporary Medical Conditions: Injuries, Surgeries,
and Illnesses guidelines under Quick Links at Disability Services website and discuss your needs
with your professor.
(8) Religious Observances - Campus policy regarding religious observances requires that
faculty make every effort to deal reasonably and fairly with all students who, because of
religious obligations, have conflicts with scheduled exams, assignments or required attendance.
In this class, please contact your instructor during the first two weeks of class to let him/her
know of any possible conflicts in order to reschedule the work. See details at:
http://www.colorado.edu/policies/observance-religious-holidays-and-absences-classes-andorexams
(9) Discrimination and Harassment - The University of Colorado Boulder (CU-Boulder) is
committed to maintaining a positive learning, working, and living environment. The University
of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability,
creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and
employment in, its educational programs and activities. (Regent Law, Article 10, amended
11/8/2001). 1 CU-Boulder will not tolerate acts of discrimination or harassment based upon
Protected Classes, or related retaliation against or by any employee or student. For purposes of
this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex,
pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression,
or veteran status. Any student, staff, or faculty member who believes s/he has been the subject of
sexual harassment or discrimination or harassment based upon race, color, national origin, sex,
age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran
status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or
the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above
referenced policies, and the campus resources available to assist individuals regarding
discrimination or harassment can be obtained at http://www.colorado.edu/odh
(10) Policy on Enrollment in Undergraduate Language Courses - Undergraduate introductory
language courses, courses numbered at the 1000 and 2000 levels, are designed for non-native
speakers. Fluent speakers of a language are prohibited from enrolling in introductory courses in
the language and can be dropped from these courses by the department or by the course
instructor. Fluent speakers should consult the department web site and the catalog or consult with
the course instructor or department language coordinator about eligibility to enroll in upperdivision language courses, courses numbered at the 3000 and 4000 level, before enrolling in such
courses. Departments can exclude fluent speakers from upper-division language courses based
on course content and/or instructional resources. Speakers who have not formally studied the
language but have spoken the language in their home should consult with the associate chair of
the language department or the department language coordinator about appropriate placement
before enrolling in a language course.