Chinese I | Chinese II | Chinese III | Chinese IV

French I | French II | French III |French IV | French V |

Latin I | Latin II | Latin III | Latin IV | Latin V

Spanish I | Spanish II | Spanish III | Spanish IV | Spanish V

Chinese I 

Texts:   Communicating in Chinese: Student's Book for Listening and Speaking

Communicating in Chinese: Student's Book for Reading and Writing

Goals: This focus of this course is to serve as an introduction to the Chinese language. Our focus will be on building strong speaking and listening skills, supplemented with some work learning to read and write Chinese characters. We will learn the pinyin system as the basis for learning proper pronunciation of standard Chinese (a.k.a. Mandarin Chinese, Beijing dialect). Our units will cover basic topics like introductions, making appointments, talking about home and family, visiting friends, going shopping, eating out, asking for directions, and discussing likes, dislikes and preferences. We will also learn about basic differences between Chinese culture and our own.

Grading:    Final grades will be calculated according to the following criteria:

Classroom Performance/Participation                 20%

Tests                                                                 25%

Quizzes                                                             10%

Oral Interviews/Presentations/Skits                     25%

Character Writing Exercises/Written Projects     10%

Homework                                                       10%

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Chinese II

Texts:   Exploring in Chinese (Field Test Version)

   Schaum's Outlines of Chinese Vocabulary

Goals: This course is a continuation of Chinese I. The main goals of this class are to continue to develop a range of proficiency in a number of topics in Chinese that have to do with daily student life and with Chinese culture in general. We will increase our learning of Chinese vocabulary and grammatical structures, engage in elementary to intermediate situational conversations, begin to write essays in Chinese, and delve into deeper aspects of Chinese culture. Students will be expected to practice speaking Chinese in class in the form of pair work, role plays, skits, oral interviews and larger oral presentations. We will also engage in an extended “pen-pal” exchange with a class of students in Wuwei , Gansu Province, China .

Grading:    Final grades will be calculated according to the following criteria:

Classroom Performance/Participation        20%

Tests                                                        25%

Quizzes                                                    10%

Oral Interviews/Presentations/Skits           25%

Written Compositions/Letter Writing         10%

Homework                                               10%

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Chinese III

Text:    Xiaoyuan Hanyu (Speaking Chinese on Campus)

Goals: The focus of Chinese III is to shore up students' command of basic grammar and sentence patterns, again focusing on communicative activities. In addition, we will also begin reading increasingly complex texts and dialogues covering larger amounts of vocabulary. Students will also need to submit a monthly journal on written subjects of the students' interest or on subjects to be announced. Additionally, our class will engage in an exchange project with Chinese students from the Secondary Bi-Lingual Orientation Center (BOC).

Grading:    Final grades will be calculated according to the following criteria:

Classroom Performance/Participation       20%

Tests                                                       20%

Quizzes                                                   10%

Oral Interviews/Presentations/Skits          25%

Journal Entries                                        15%

Homework                                             10%

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Chinese IV

Texts:    Shifting Tides (Zhongguo zhi lu)

   Selections from Zhongguo shidian (Spotlight on China )

Goals: Our goals in Chinese IV are to achieve accuracy of expression in both spoken and written Chinese whilediscussing cultural differences between China and the West. Students will be expected to prepare short oral reports on a variety of topics on a weekly basis, and to engage in discussion and debate as we deepen our understanding on a variety of social issues in the Chinese speaking world. In addition to preparing texts and dialogues, students will also be expected to prepare themselves for viewings of Chinese films and serial dramas, and to discuss pertinent issues in these works in class. Students will prepare monthly essays, working with each other and with the instructor to polish their writing skills.

Grading:

Classroom Performance/Participation       20%

Tests                                                       20%

Quizzes                                                   10%

Oral Interviews/Presentations/Skits          25%

Monthly Compositions                             15%

Homework                                              10%

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French I      

Text and supplementary materials:

• Allons-y textbook
• Allons-y on-line workbook  

Goals:  Students will learn skills and vocabulary needed to begin to communicate effectively in French. Among the functions acquired will be: asking and answering questions; describing and comparing people, places and objects; narrating in present and past time; expressing opinions; and telling others what to do. These functions will be performed in familiar contexts such as talking about the family, home and school life, and about leisure activities, such as going to a store, restaurant, movie, etc. Students will compare and contrast American and francophone cultures in each of these situations.

Activities:  In addition to the exercises and activities in the Allons-y! materials, the class will include the following – conversation about our lives and times, role playing, discussion of current events in francophone countries, multimedia presentation, study of video materials including a full-length feature film, reading and discussing short texts, and occasional games for practice and skill development.

Expectations:   This class is geared to provide a supportive, yet challenging, learning environment for both students who have never studied French, as well as those with some introductory level of knowledge of the language.   The class will be conducted entirely in French.  Students will be expected to participate actively in French and be supportive of their peers as we try out the new language.  And, outside the classroom, further study and daily practice are essential.  Homework functions to extend and review daily class experiences. Students are expected to spend, on average, thirty minutes a night on French.  Focused attention and active participation in class along with thorough completion of daily homework will contribute greatly to success in this class.

Evaluation:

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French II

Text and supplementary materials:

• Allons-y textbook
• Allons-y online workbook

Goals:  Students will continue to build the skills and vocabulary needed to communicate effectively in French.  Throughout the course, we will use structures and vocabulary from our textbook as well as authentic materials from the francophone world to discuss our own lives, our interests/concerns and the lives of people around the world

Activities:  In addition to grammar practice and conversation, students will engage in role playing and creative dialogue.  For homework, students will do some research and prepare occasional multimedia presentations. We will study some video materials including a full-length feature film and will play occasional games for practice and skill development.

Expectations:  This class will be conducted entirely in French.  Students will be expected to participate actively in French and be supportive of their peers as we try out the new language.  And, outside the classroom, further study and daily practice are essential.  Homework functions to extend and review daily class experiences. Students are expected to spend, on average, thirty minutes a night on French.  Focused attention and active participation in class along with thorough completion of daily homework will contribute greatly to success in this class.

Evaluation:

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French III

Texts and materials: 

• Par tout le monde francophone (grammar book)
• various short stories, poems, songs, feature-length films, articles from the press
• strongly advised:  a good French-English dictionary  (reference copies are also available in the library, language classrooms and offices)
• a package of notecards (needed for first full week of school)
• whiteboard pens (for exercises using small whiteboards)
• notebook dedicated to French vocabulary (you will make your own dictionary)

Goals:

• Increasing oral/aural fluency in French  (includes building vocabulary, practicing the fundamentals of  French grammar, using the language in a variety of contexts)
• Studying and discussing authentic texts
• Keeping abreast of current events in the francophone world
• Making cultural comparisons between our lives and those of francophone peoples

Activities:

• Grammar review using Par tout le monde francophone.  You should spend a part of each homework session working on the current grammar lesson (mastering the forms and concepts, learning new vocabulary used in the text, etc).
• Weekly presentations and discussion of current events.
• Intentional work on vocabulary building.
• Other activities will include:  casual conversation about our lives and times, reading and discussing a text – either one prepared at home or a “quick read” in class, giving oral presentations or acting out a scene (alone or with a small group), writing compositions (analyzing a text, imitating its style, etc), viewing and analyzing films, an occasional game or sharing of talents

Evaluation: 

• Homework                                                                     5 -15% [will vary by semester]
• Class participation                                                           25%
• Tests and quizzes, compositions                                       35-40%
• Oral work [reports, dramatic presentations, etc]               25-30%

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French IV

Partial list of texts:

• Civilisation, ma mere, Driss Chraïbi
• L’Enfant Noir, Camara Laye
• Toto, le héros, Jaco Van Dormael
• Cyrano de Bergerac, Edmond Rostand
• Huis Clos, Jean-Paul Sartre
• Une fois pour toutes, Sturges etc

Goals:

The main goal of this class is to develop accuracy and style in speaking and writing, and to provide ample opportunity for students to assimilate the grammatical structures to which they have been exposed in earlier classes. The course utilizes a variety of authentic language sources, such as: literature, art, music, film, journalism and audio/video taped language segments which span a variety of topics pertinent to the political, social, and historical realities of the Francophone world. Students use the language in any number of activities which include: class discussions, conversations, monologues, interviews, role-plays, oral reports, written essays, multi-media presentations and short films.  The theme for the first semester will be memories of childhood from various perspectives and cultures.  In the second semester the class will focus on theater and music –both classical and contemporary.

Expectations:  This class will be conducted entirely in French.  On a daily basis students will engage in conversation around and analysis of authentic French material.  In addition to presenting their own work to the class and commenting on the work of their peers, students will take significant responsibility for leading discussions and contributing ideas and content to the class.  Students will interact with each other and the instructor in a supportive atmosphere that encourages risk taking – both intellectual and linguistic. 

Evaluation:

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French V

This course will be articulated around two themes

• first semester: religion, colonial history and immigration in France
• second semester: the past and current situation of women in France

Texts and materials:

• A reader including excerpts from :

                La France Contemporaine: Edmiston et Duménil  

                Le racisme expliqué à ma fille: Tahar Ben Jelloun  

                Vivre Libre: Loubna Méliane

               Moderato cantabile : Marguerite Duras

               La femme Rompue: Simone de Beauvoir

               other short texts and documents as appropriate

• Feature films such as Monsieur Ibrahim , Bye Bye, Entre Nous , Outremer, etc.
•  A comprehensive French-English dictionary. (reference copies are also available in the library, French classrooms and office Bliss 36A)
• Optional, but extremely useful = Bescherelle's Guide to Conjugations
•  

Goals:

•  Increasing oral/aural fluency in French (includes building vocabulary, practicing the fundamentals of French grammar)

•  Studying and discussing authentic texts, from articles in the press to literature to a feature-length film

•  Keeping abreast of current events in the francophone world

•  Making cultural comparisons between our lives and those of francophone peoples

Activities:

•  Reading and analyzing texts (articles, plays, novels, comic books, films, paintings, etc) as the basis for discussion of social and ethical issues and of cultural differences. Students will lead the discussion during many of our classes.

•  More casual conversation about current events, our lives; games; visits to theatres as appropriate films and plays are available

•  Intentional work to broaden French vocabulary

•  Review of specific grammar points as needed by the class

Evaluation:  
Class Participation                   25%

Discussion leadership               15%

Oral proficiency                       20%

Homework                                5 - 10% [varies by semester]

Tests, quizzes, compositions     30 - 35%

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Latin I

Goals:

The primary goal of first year Latin is to introduce the structure and style of the Latin language and to begin to develop an appreciation for the Latin culture in its literature, mythology, history, and arts.  The ultimate objective is, in fact, to begin the process by which the student can begin to tackle the logic and design of Latin syntax.  Primary attention will be paid to developing all the skills – grammar and otherwise, but mostly grammar and vocabulary – necessary to begin reading with confidence, precision, and comprehension.

As such, the fundamental goal of first year Latin is twofold:  (1) to begin to assimilate and concretize the rudimentary elements of Latin syntax and vocabulary and (2) to begin to appreciate the Roman civilization through its language, mythology, culture, and history.

Some ancillary, though yearlong, goals will be:  (1) to develop a sound, disciplined, and logical approach to the study of the Latin language’s particularly and often peculiarly inflected character, (2) to develop good memory skills, (3) to develop an appreciation for and a keen understanding of the structure and syntax of written language, (4) to develop a mastery – through reproduction, manipulation, and application – of the Latin language’s inflectional forms, and (5) to develop the rate and depth of comprehension at which Latin literature might be read.

Texts:      First Year Latin (Older Edition), Jenney, Scudder, et al.

                 The Romans Speak for Themselves, Book I. Lawall      

Materials:

• 3 Subject Notebook (whose sections are to be divided into Grammar, Vocabulary, and Culture)
• Red Pen (for correcting daily homework assignments)
• Flashcards (to be bought in the bookstore)

Homework:

The cultivation of the ability to read Latin prose requires discipline and patience.  And, the true ability to read with understanding requires a thorough knowledge of the Latin language.  As such, daily homework will be a vital component of this course and will help to solidify the material we cover in class.  Homework will be checked for completion and will be corrected daily.

Quizzes:

Daily quizzes will help me to gauge your progress in absorbing and applying the material.  I will administer daily quizzes at the beginning of each class after we have reviewed the homework from the previous night.  Since your performance on quizzes significantly influences the grade you will get in this course, it is imperative that you maintain a due measure of discipline in keeping up with all the assignments.

Tests:

Periodically, you will be expected to show me the extent to which you have mastered the material, be it in the areas of grammar, vocabulary, culture, or literature.  I will always give you plenty of time to prepare for a test and provide the necessary review for you to do well.  I expect you to do your part in preparing for these exams by sustaining good effort throughout the year, by paying attention in class, by asking questions when you do not understand or when I am unclear, and by doing your assignments earnestly and conscientiously.

Evaluation:

                  Tests, Projects, Recitations                         40%

                  Quizzes, Presentations                                40%

                  Homework                                                 10%

                  Participation                                               10%

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Latin II

Goals:

The primary goal of second year Latin is to expedite the process by which the student can be weaned off the reading of contrived, manufactured Latin and can be expected to read authentic Latin prose of the late Roman republic.  The ultimate objective is, in fact, to master much of the essential grammar needed to begin reading authentic pieces of Latin literature.  Primary attention will be paid to developing all the skills – grammar and otherwise, but mostly grammar and vocabulary – necessary to read with confidence, precision, and comprehension.

As such, the fundamental goal of second year Latin is twofold:  (1) to consolidate and concretize all the material introduced and covered in first year Latin and (2) to introduce and strengthen all the material -- grammatical and vocabulary and, to a lesser extent, cultural – needed to read authentic Latin.

Some ancillary, though yearlong, goals will be:  (1) to develop a sound, disciplined, and logical approach to the study of the Latin language’s particularly and often peculiarly inflected character, (2) to develop good memory skills, (3) to develop an appreciation for and keen understanding of the structure and syntax of written language, (4) to develop a mastery – through reproduction, manipulation, and application – of the Latin language’s inflectional forms, and (5) to develop the rate and depth of comprehension at which Latin literature might be read.

Texts:      First Year Latin (Older Edition), Jenney, Scudder, et al.

                 The Romans Speak for Themselves, Book II. Lawall

Materials:

• 3 Subject Notebook (whose sections are to be divided into Grammar, Vocabulary, and Culture)
• Red Pen (for correcting daily homework assignments)
• Paper Flashcards (to be bought in the Bookstore)

Homework:

The cultivation of the ability to read Latin authors requires discipline and patience.  And, the true ability to read with understanding requires a thorough knowledge of the Latin language.  As such, daily homework will be a vital component of this course and will help to solidify the material we cover in class.  Homework will be checked for completion and will be corrected daily.

Quizzes:

Daily quizzes will help me to gauge your progress in absorbing and applying the material.  We will administer daily quizzes at the beginning of each class after we have reviewed the homework from the previous night.  Since your performance on quizzes significantly influences the grade you will get in this course, it is imperative that you maintain a due measure of discipline in keeping up with all the assignments.

Tests:

Periodically, you will be expected to show us the extent to which you have mastered the material, be it in the areas of grammar, vocabulary, culture, or literature.  We will always give you plenty of time to prepare for a test and provide the necessary review for you to do well.  We expect you to do your part in preparing for these exams by sustaining good effort throughout the year, by paying attention in class, by asking questions when you do not understand or when we are unclear, and by doing your assignments.

Evaluation:

                  Tests, Projects, Recitations                          40%

                  Quizzes, Presentations                                 40%

                  Homework                                                  10%

                  Participation                                                10%

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Latin III

Goals:

The primary goal of the third year is to develop students who can read Latin prose with precision, comprehension, and nuance.  Beginning with a comprehensive review of the second year material, the third year student will learn all the grammatical forms and constructions and many of the literary terms and concepts necessary for reading all Latin literature.  The ultimate goal is to read authentic Latin with a clear comprehension and finally to solidify all the skills needed to be lifelong readers of the Latin language.  After the third year, the Latin student will be prepared to take the College Board SAT II subject test in Latin and to begin study on the Advanced Placement level, should he or she choose to do so.

The fundamental  goal of the third year, then, is twofold: (1) to achieve mastery over all the material introduced and covered in the first and second years of study and (2) to learn and then to apply all the material – grammatical, vocabulary, and literary – requisite for becoming able, functional readers of the Latin language.

Some ancillary, though nonetheless yearlong, goals for this course will be: (1) to practice a sound, disciplined, ordered, and exact approach to the reading of Latin literature, (2) to continue to expand good memory skills, (3) to practice a sophisticated understanding of and appreciation for the syntax, structure, and sense of the Latin language in its grammatical and literary forms, (4) to develop a keen sensitivity to diction, tone, structure, and imagery even in Latin literature, (5) to continue developing a complete mastery over the various aspects of Latin syntax and morphology – through extensive exercise and recall, and (6) to increase the rate and level of comprehension at which Latin literature might be read.

Texts:         Latin for Americans, Book III by Ullman and Suskin (Glencoe: 2003)

                    Excelability in Advanced Latin by Colakis and Dubose

Evaluation:

Tests, Projects, Recitations                          40%

Quizzes, Presentations                                 40%

Homework                                                  10%

Participation                                                10%

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Latin IV

Goals:

The primary goal of Latin Four is to begin reading, analyzing, and interpreting Latin literature with depth, precision, nuance, and sophistication.  The course focuses on one or two authors in depth, allowing students not only to explore specific literary genres, but also to survey the socio-political climates from which they sprung.  Students are expected to read with fluency, to write with clarity, and to think with acuity and sensitivity.

This year the course will focus on the poetry of Catullus and Ovid.  We shall read in its entirety the AP Catullus-Ovid Syllabus

Texts:        The Student’s Catullus. Daniel Garrison. University of Oklahoma Press.

                  Ovid: Amores and Metamorphoses.  Jestin and Katz.  Bolchazy – Carducci.

Evaluation:

Tests, Projects, Recitations                                             40%

Quizzes, Weekly Journals, Presentations                         40%

Homework                                                                     10%

Participation                                                                  10%

Weekly journaling will be a vital and useful aspect of this course, as it will help me to gauge where you are with the material.  Frequent assignments will include reflection on the reading, on selected passages, on matters of style and rhetoric, and on cultural and historical matters.  The journals will typically be one page in length, to be posted on the class folder.  

As the course progresses, many of the assessments will move toward more analytical exercises, where students will be expected not only to demonstrate ease with the structure and syntax of Latin poetry, but also some insight into poetic style and theme.  As such, such assessments will be frequent, though their format will vary.  On occasion, students will be asked to prepare essays or recitations.  An advanced student will be expected to read on a regular basis, to participate actively and respectfully, and to respond creatively about the literature.

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Latin V

Goals:

This course offers an in-depth exploration of Classical Civilization by utilizing varied modes of inquiry.  As the culmination of study in the Latin program, the fifth year course continues to challenge students to read with more precision and fluency, to interpret with significant nuance and subtlety, and to reflect upon broader themes in their study of the Greek and Roman world.  The class will explore a variety of primary sources such as poems (of all genres), historical monographs, Latin inscriptions, epistles, and epigrams in order to investigate topics of socio-cultural and historical interest.  Student interest will determine the direction and shape of course.  Topics to be covered for 2005-6:  Art and Architecture in the Roman city, Ancient Greek, Roman Theater, and Satire.

Texts:    

This course will have no textbook, as most readings will be either photocopied or supplied electronically.  It is important that students bring laptops to class!

Activities:

• Continued reading of authentic Latin literature from a wider net of genres and authors
• Beginning study in Attic Greek
• Deeper study of Roman culture and history, including Roman art and architecture
• Weekly journaling
• Student presentations and projects
• Possible production of a Roman comedy

Evaluation:

              Tests and Projects                                        40%

              Quizzes, Weekly Journals, Papers                 40%

              Homework                                                   10%

              Participation                                                  10%

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Spanish I

Materials

• Puntos de partida , 6 th edition. Textbook, Workbook, Lab Manual; Audio CD set for lab manual (also available at the library).
• Larousse Concise Spanish-English Dictionary . (Optional)
• A “Blue book”, letter size.
• A notebook and 3-ring binder for note taking and organizing materials.

Course Description: Using the Puntos de partida text, CD-ROM, audio program and other authentic materials, students will acquire the skills needed (listening, speaking, reading, and writing) to begin to communicate effectively in Spanish in real life situations. At the Spanish 1 level, students will learn to ask and answer questions, narrate and describe in present time, and function in familiar contexts in Spanish (family, home and school life). In addition, students are introduced to the structures and vocabulary needed to narrate in past time, express opinions, talk about preferences, likes and dislikes, compare and contrast.

We will view and study the film Mi Familia .

Evaluation:   

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Spanish II

Materials: 

1.  Puntos de Partida textbook, 6th edition (texto)

2.  Puntos de Partida Workbook, 6th edition (libro de trabajo)

3.  Puntos de Partida Laboratory Manual, 6th edition (manual de escuchar)

4.  Puntos de Partida Audio CD-set for the Lab Manual (Part 2= Ch. 10-18)

                            *one copy of CD-set available for use in the library only. 

You will also need to buy an 11 by 8.5 blue book to be used as your journal for the “Mi Diario” entries in the workbook.  The bookstore has these or you can purchase them elsewhere.

Course Description and Goals:

This course serves as a continuation of the proficiency-based objectives of Spanish 1.  Incorporating the Puntos de partida text and video series, Spanish 2 is designed to further and deepen students' understanding of language structures in the context of the social, political, and cultural realities of the Spanish-speaking world. Oral proficiency and the ability to execute functional tasks comprise the pedagogical foundation of the course.  Fiction and nonfiction authentic readings are employed, together with film and video.  These media stimulate lively discussion and exposition relating to a variety of topics relevant to students' lives and the Spanish-speaking world.

Evaluation and Grading:   
Class Participation                                          25%

Oral Expression                                              25%

Tests & Quizzes                                             30%

Homework/ Written expression                      20%

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Spanish III

Materials :

•  Pasajes lengua fourth edition textbook

•  Pasajes literatura fourth edition textbook

3. Pasajes cuaderno de práctica fourth edition manual

Course Description and Goals:

This course serves as a continuation of the proficiency-based objectives of Spanish 2. Incorporating the Pasajes text and video series, this course is designed to further and deepen students' understanding of language structures in the context of the social, political, and cultural realities of the Spanish-speaking world. Oral proficiency and the ability to execute functional tasks comprise the pedagogical foundation of the course. Fiction and nonfiction authentic readings are employed, together with film and video. These media stimulate lively discussion and exposition relating to a variety of topics relevant to students' lives and the Spanish-speaking world.

Evaluation and Grading:   
Class Participation                25%

Oral Interviews/Role-Plays   25%

Tests & Quizzes                   25%

Homework                           15%

Special Projects                    10%

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Spanish IV

Goals:

• Continue to  develop oral comprehension.
• Continue to build on reading and writing skills
• Continue to hone conversation skills.
• Fine tune and apply more complex gramatical structures to speech and writing
• Continue and increase understanding and awareness of the rich culture of the Spanish-speaking world, with a focus on Cuba, Mexico, and Puerto Rico.

Materials: 

• Dominicis & Reynolds. Repase y escriba. Curso avanzado de gramática y composición. 4a Ed. NY: John Wiley, 2003.
• Cantú, Norma Elia,  Canícula  NY: Houghton Mifflin,  2001
• Jiménez, Francisco  Cajas de Cartón  NY: Houghton Mifflin,  2000
• Santiago, Esmeralda  Cuando Era Puertorriqueña  NY: Random House, 1994
• Films:  Azúcar Amarga, directed by León Ichaso, 1996

                     El Jardín de Edén, directed by María Novaro, 1994

Evaluation:

Class participation                                                                        25%

Oral Expresión (discussion leader, presentations                            25%

Writing (homework, essays,  etc.)                                                 30%

Quizzes/ Tests                                                                              20%

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Spanish V

Required Materials:

• Term 1:     El beso de la mujer araña.  Manuel Puig. NY : Vintage Español, 1976.

                           Cambio de armas.  Luisa Valenzuela. Hanover, NH : Ediciones del norte, 1982.

• Term 2:     El cuarto de atrás.  Carmen Martín Gaite.

                           A Short Guide to Writing About Film. Corrigan, Timothy. 5th Ed. NY: Longman, 2004.

Goals:  This course is designed to strengthen oral and written proficiency through close-reading and analysis of literary, historical and cinematic texts.  In the first term we will focus on the literary production that emerged in the aftermath of Argentina’s Dirty War.  We will read a novel, El beso de la mujer araña and a collection of short stories, Cambio de armas. We will also view the film Kamchatka, which examines the reality of that turbulent time from the perspective of a 10 year old boy. 

The second term we’ll remain focused on the theme of cultural production within and as a product of a repressive political climate, but we will shift our work to Spain.  We will view several seminal films from the era of the Franco regime and beyond, and we will read the novel El cuarto de atrás, by Carmen Martín Gaite.   Through these masterpieces of Spanish cinema we will learn how to “read” a film critically and explore how different directors approach similar themes. 

In order to meet the oral proficiency objectives of the course, students will make oral presentations to the class and will regularly lead discussions in groups of 2 or 3.  The written objectives will be addressed with a variety of writing assignments, including 2-3 page analytical essays, personal reflections, 1 page opinion papers and creative writing assignments.  Major writing projects will go through several revisions with feedback from instructor and classmates.

Evaluation:

Participation, reading preparation and quizzes (as necessary)                               25%

Presentations, discussions and oral production                                                    35%

Essays and other written work                                                                            40%

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