Class Participation Criteria

There are 3 categories in which students will evaluate their participation: Use of Spanish, Group Interaction and Frequency of Participation/Volunteering.

A maximum of 30 points can be earned per 2 or 3-day class week. A deduction from the total number of points is made for tardiness and any absence beyond the three (or two) class periods allowed. After you calculate the total for participation for the given week, you must deduct 5 points out of 30 from the total for each day you arrived late to class. For each day you were absent beyond the allowed, deduct 10 points (3-day a week class) or 15 points (2-day a week class) out of 30. The following chart represents the points that may be earned in each of the different categories.

NUMBER OF POINTS	USE OF SPANISH	GROUP INTERACTION	FREQUENCY OF PARTICIPATION/ VOLUNTEERING
10	I used only Spanish class while talking to the instructor and my classmates.	I participated actively by listening, speaking, and paying attention while in groups. I also initiated many conversations and discussions.	I always participated and volunteered for most activities.
9	I used Spanish about 90% of the time.	I was an active listener and paid attention. I often initiated conversations and discussions.	I participated as frequently as possible and volunteered for most activities.
8	I used Spanish about 80% of the time.	I was an active listener and I occasionally contributed to the conversations.	I often participated and generally volunteered.
7	I used Spanish about 70% of the time.	I did not always listen to what was going on around me and I occasionally contributed to the conversations.	I participated occasionally, but could have volunteered more. The instructor had to call on me to speak aloud in class.
6	I used Spanish about 60% of the time.	I did not always pay attention to what was going on and I only contributed as much as others.	I participated somewhat and volunteered occasionally.
5	I used Spanish about 50% of the time.	I rarely paid attention to what was going on and I was not very interested in the activities.	I participated somewhat and hardly ever volunteered. The instructor had to call on me to speak aloud in class.
4	I used Spanish about 40% of the time.	I rarely paid attention, I was not interested in the activities, and I did something else (like read the paper, sleep, day-dream, or do other homework).	I rarely participated and hardly ever volunteered. I could not even answer when called upon.
0 - 3	I rarely used Spanish, but used English.	I was not interested during group work and I distracted others in my group and/or other groups by my actions.	I very rarely or never participated and I never volunteered. I also read the newspaper, slept, day-dreamed, and /or did other homework during class.

Class Participation Worksheet

Class: SPA________ Line No.___________ Student's Name _____________________________

Time:____________ Instructor's Name __________________________

Assess your participation for each week and turn this sheet in to your instructor.

ATTENDANCE			SELF-EVALUATION				INSTRUCTOR'S COMMENTS
Week	Dates Absent	Dates Late	Use of Spanish	Group Interaction	Frequency of Participation/ Volunteering	Total for week	Total with deductions	Comments
1.							/30
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

CUADERNO DE PRÁCTICA Evaluation Criteria

The Cuaderno de Práctica assignments are tools that help the student prepare to participate in class at the level expected.

The following criteria will be used to correct these assignments:

		Your grade for the
		Assignment
All exercises (100%) have been completed and autocorrected.	100 points	100 points
All exercises (100%) have been completed, but not self-corrected.	-25 points	75 points
Only 75% of all exercises have been completed and self-corrected.	-25 points	75 points
Only 75% of all exercises have been completed but not self-corrected.	-50 points	50 points
Only 50% of the exercises have been completed and self-corrected.	-50 points	50 points
Only 50% of all exercises have been completed but not self-corrected.	-75 points	25 points
Only 25% of the exercises have been completed and self-corrected.	-75 points	25 points
Only 25% of all exercises have been completed but not self-corrected.	-100 points	0 points
Less than 25% of the exercises have been completed and self-corrected.	-100 points	0 points

The Cuaderno de Práctica assignments must be handed in on the date established by the instructor.

If the student fails to do so, he/she will receive a 0 for the assignment for that chapter.

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HOW TO WRITE A COMPOSITION

It is generally not effective to write the composition in English and then translate it. You will make it harder on yourself and will end up trying to say things you have not yet learned. The composition topics are geared to complement the vocabulary and structures learned, so there should be no problem fulfilling the task of the composition using only what you have learned in class. That is why it is important to have completed all the workbook exercises for the chapter under consideration before writing your composition. Read the guidelines for writing in your textbook. The strategies and techniques outlined there will help you write your composition.

WORK METHOD

1. Take notes on your ideas:

· Main ideas

· Supporting ideas

· Vocabulary preparation - Brainstorm some of the words you might use related to the topic ahead of time. Find them in your dictionary, cross-reference them, and make a list. (Then, when you begin to write, you will be able to put in words as you need them).

2. Organize your notes in a clear and logical manner:

Don't forget to organize your composition with:

· an introduction: identify the topic about which you are writing; give a summary of your arguments.

· a development of your ideas: put different ideas in different paragraphs; identify each idea clearly; give all necessary examples and arguments (if appropriate).

· a conclusion: give the conclusion you reached after reasoning through the development; hint: the conclusion is not just a repetition of the ideas in the introduction.

· a title: choose a title that is clear; choose a title that gives some indication of the direction or focus of the composition.

3. Write the first draft at least 3 days before peer editing day:

· Use your notes

· Don't stop to look up a word you don't know or to correct your grammar. You will do those things when you review your completed rough draft.

· Mark your questions about vocabulary and grammar with a question mark (?).

· Then, review what you have written.

· State your ideas as clearly as possible; be sure the organization is logical; look up words you don't know; correct grammar errors that you find.

· Using a dictionary: For every word that you look up in the dictionary, consult the dictionary from two points of view, that is, look up the word in the English/Spanish section and check it in the Spanish/English section. The meaning of a word often depends on the context in which you use it. For example, the word 'party' has a different meaning in these two sentences: "I went to the party last night." "He belongs to the Republican party."

4. Set this draft aside for one or two days: This will give you the opportunity to revise and more easily

identify mistakes, answer the questions you had, and add/delete some information.

5. Review, revise and rewrite your composition: Pay attention to:

· Logic of ideas and organization

· Clarity of presentation

· Accuracy of grammar and vocabulary

· Pay attention to the five main areas in which your instructor will grade you.

6. Type the draft that you are going to bring to class for peer editing:

After your composition has been edited/reviewed by a classmate, consider the comments/suggestions and revise it if

necessary to hand in the day it is due.

COMPOSITION: ERROR AWARENESS SHEET - SOME EXAMPLES OF CORRECTED SENTENCES

SVA Subject- verb agreement is faulty in some way	~~María estudian~~. María estudia
VF The verb form is incorrect (conjugation; use of infinitive, etc.)	~~Después de hablando~~,... Después de hablar,.
TN Tense selection is in some way inappropriate (present vs. future)	~~Estudio en el 2008~~. Estudiaré en el 2008.
TA Aspect selection is in some way inappropriate (preterite vs.imperfect)	~~Ayer estudiaba 3 horas~~. Ayer estudié 3 horas.
M The verb is in the wrong mood (subjunctive vs. indicative)	Quiero que él viene. Quiero que él venga.
TN+M Wrong tense and mood	~~Quiero que el fuera.~~ Quiero que él vaya.
UN No such word or construction exists in Spanish. It might be a false cognate.	~~Voy a fiestar.~~ Voy a divertirme.
NS A completely new structure is needed to convey the proper meaning	E~~s frío~~. Hace frío.
NAG Noun-adjective, article-noun agreements are faulty in some way	~~La hojas seco~~. Las hojas secas.
POS Part of speech. Adjective used instead of adverb, etc.	~~La comida es bien~~. La comida es buena.
AP Adjective placement incorrect	~~La roja pelota~~. La pelota roja.
Voice Active/passive voice use incorrectly	~~Fui dado el libro por el maestro~~. El maestro me dio el libro.
PRON Use of wrong pronoun: subject/direct/indirect object/object of preposition/ reflexive	~~Yo nos llamo María.~~ Me llamo María.
PREP Preposition wrong or missing (a, de, desde, con, por, para, contra, encima, debajo, antes de, después de...)	~~Voy la universidad~~. Voy a la universidad
CONJ Conjunction wrong or missing (hasta que, antes de que, después de que, con tal de que., sino que, y, o ...)	~~Estudio antes vengan~~. Estudio antes de que vengan.
ADV Adverb incorrectly used or misspelled	~~Viste elegantomente~~. Viste elegantemente.
ART Article is missing or should be deleted	~~Compré pavo~~. Compré un pavo.
? A question mark adjacent to a word, clause, or sentence that is UNDERLINED indicates the reader could make no sense of the passage whatsoever.
WO Any error involving word order	~~Vi la ayer~~. La vi ayer.
WW Wrong word. A lexical or dictionary error	~~La fiesta política.~~ El partido político.
// A word is not necessary and must be deleted	~~Busco por mi cartera.~~ Busco mi cartera
é Word missing	~~Voy estudiar~~. Voy a estudiar.
AP Adjective placement incorrect	~~Los hombres grandes~~. Los grandes hombres.
Sp Spelling error, accent missing or wrong	~~Corason.~~ corazón.
Punct Punctuation mistake	~~José Ana y Roberto van~~. José, Ana y Roberto van.
Cap Capital letter incorrect or missing	~~Mexicano~~. mexicano

COMPOSITION PROFILE: spa 313, 314, 412

Focus/ content	30-27	Excellent-very good	Has fully anticipated reader questions in selecting information; topic well-thought-out and carefully developed with effective supporting detail; interesting to read.
	26-22	Good-Adequate	Has anticipated most reader questions in selecting information; topic may not be fully explored; development is adequate although some ideas may be incompletely supported or irrelevant; interesting ideas in places.
	21-17	Fair- Poor	Has anticipated few reader needs in selecting information; topic explored only superficially and inadequately developed with many ideas unsupported or irrelevant.
	16-13	Needs a lot of work	Shows no awareness of reader needs; ideas superficial and/or uninteresting with little development; OR not enough to evaluate.
	12-0	Not appropriate	Message is unclear or topic is inappropriate. No topic development. Essay wanders from thesis statement.
Organiza-tion	20-18	Excellent-Very good	has fully anticipated reader needs in organizing and presenting information; clear thesis; flow of ideas fluid and logical; a pleasure to read.
	17-14	Good-Adequate	Has anticipated most reader needs in organizing and presenting information; main ideas stand out, but sequencing of ideas somewhat choppy or disconnected; reader may sometimes have difficulty following flow of ideas.
	13-10	Fair-Poor	Has anticipated few reader needs in organizing and presenting information; ideas frequently confused and/or disconnected, with logical breakdowns apparent; reader frequently has difficulty 'getting the point' of message as communicated.
	9-7	Needs a lot of work	Shows no awareness of reader needs; logical organization absent; OR not enough to evaluate.
	6-0	Not appropriate	Writing is scattered. Lack of unity, cohesion and development. No evidence of planning in structure or paragraphs.
Grammar	25-22	Excellent-very good	Wide range of structures (consistent with forms studied in the course) with few or no significant errors (e.g., sentence structure).
	21-18	Good-Adequate	Adequate range of structures, but little variety; tends to overuse simple constructions; both significant and minor errors (e.g., agreement) present, but meaning seldom obscured.
	17-11	Fair-Poor	Limited range of structures with control of grammar uncertain; errors frequent, especially when more complex constructions attempted; meaning often confused or obscured.
	10-5	Needs a lot of work	Frequent and persistent errors of basic grammar and sentence construction; meaning blocked as text dominated by errors; OR, not enough to evaluate.
	4-0	Not appropriate	No mastery of sentence construction. Errors obscure meaning. Text is dominated by grammatical inaccuracy.

Vocabulary	20-18	Excellent-very good	Language choices appropriate for topic, purpose and reader; excellent use of idioms and precise, colorful vocabulary; little or no evidence of English interference.
	17-14	Good-Adequate	Language choices usually appropriate for topic, purpose and reader; vocabulary adequate but somewhat limited; some errors or interference may be present but meaning rarely obscured.
	13-10	Fair-Poor	Language choices sometimes inappropriate for topic, purpose and reader; vocabulary very limited, with overuse of imprecise or vague terms; English interference evident; particularly with respect to idioms; meaning often confused or obscured.
	9-7	Needs a lot of work	Language choices often inappropriate for topic, purpose and reader; range of vocabulary extremely limited; English interference frequent; OR not enough to evaluate.
	6-0	Not appropriate	Paper is essentially a translation from English. Little use of Spanish vocabulary, idioms, word forms.
Conventions	5	Excellent-Very good	Very few or no faults with respect to spelling/accentuation, punctuation or presentation (handwriting or typing).
	4	Good-Adequate	Occasional faults in spelling/accentuation, punctuation or presentation (handwriting or typing).
	3	Fair-Poor	Frequent errors in spelling/accentuation or punctuation; messy presentation that is sometimes illegible.
	2	Needs a lot of work	Persistent errors in spelling/accentuation and punctuation; handwriting often illegible; OR not enough to evaluate.
	1-0	Not appropriate	No mastery of conventions. Paper is dominated by errors of spelling, punctuation, capitalization and paragraphing.
Total 1^st Draft 2^nd Draft	100 60% 40%		Comments:

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ORAL PRESENTATIONS EVALUATION FORM

(Taken from Boylan's rating scales as presented in Omaggio Teaching Language in Context, 1993: 466-467)

Part 1: Presentation

FLUENCY

1 Speech halting and fragmentary; long, unnatural pauses, or utterances left unfinished.

2 Speech very slow and uneven except for short or routine sentences

3 Speech frequently hesitant and jerky; sentences may be left uncompleted

4 Some definite stumbling, but manages to rephrase or continue

5 Speech generally natural and continuous; only slight stumbling or unnatural pauses.

6 Speech natural and continuous; no unnatural pauses.

VOCABULARY (breadth and precision of usage)

1-2 Lacks basic words; inadequate; inaccurate usage

3-4 Often lacks needed words; somewhat inaccurate usage

5-6 Occasionally lacks basic words; generally accurate usage

7-8 Rich and extensive vocabulary; very accurate usage

STRUCTURE

1 No utterances structurally correct

2 Very few utterances structurally correct

3 Some utterances rendered correctly, but major structural problems remain

4 Many correct utterances, but with definite structural problems

5 Most utterances rendered correctly with some minor structural errors

6 Utterances almost always correct

COMPREHENSIBILITY

1-3 Almost entirely/entirely incomprehensible to native speakers of Spanish

4-6 Mostly incomprehensible; occasional phrases comprehensible

7-9 Many errors, about half incomprehensible

10-12 Many errors, but still mostly comprehensible

13-14 Almost entirely/entirely comprehensible to native speakers of Spanish; only an occasional word not

comprehensible/no words incomprehensible

Part II: Answering questions

FLUENCY

1 Speech halting and fragmentary; long, unnatural pauses or utterances

2 Speech frequently hesitant and jerky; sentences may be left uncompleted

3 Some definite stumbling, but manages to rephrase or continue

4 Speech generally natural and continuous; only slight stumbling or unnatural pauses.

5 Speech natural and continuous; no unnatural pauses.

VOCABULARY (breadth and precision of usage)

1 Lacks basic words; inadequate; inaccurate usage

2 Occasionally lacks basic words; generally accurate usage

3 Extensive vocabulary; very accurate usage

STRUCTURE

1 Few/no utterances structurally correct

2 Some utterances correct, but major structural problems remain

3 Many correct utterances, but with definite structural problems

4 Utterances almost always correct

COMPREHENSIBILITY

1-2 Incomprehensible/almost entirely/entirely incomprehensible to native speakers of Spanish

3-4 Many errors that impede comprehensibility; less than half understandable

5-6 Some/few error, but still mostly comprehensible

7-8 Almost or totally comprehensible to native speakers of Spanish

Listening Comprehension

1-2 Student comprehends nothing/little of what instructor says

3-4 Student comprehends some/a lot of what instructor says

5-6 Student comprehends most/all of what instructor says

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# of points	Content/information conveyed/interaction	Comprehensibility/ Pronunciation	Fluency	Vocabulary	Grammar	Student total
18-20 A	Contributes relevant information. Develops ideas by speaking in paragraph form. Consistent performance across entire activity. Is pivotal in maintaining interaction. Consistently responds to others' comments/ideas.	Stays all in Spanish and comprehensibility not affected by errors.	Speech natural and continuous; no unnatural pauses	Demonstrates extensive vocabulary. Almost always uses appropriate word or expression. Rarely if ever searches for words.	Uses appropriate syntax and morphological form. Controls most structures used (consistently high performance). Few error types.
16-17 B	Contributes relevant information. Some development of ideas but tends to use single sentences. Not so consistent performance across the entire activity. Helps maintain/initiates interaction. Often responds to others' ideas.	Stays all in Spanish but comprehensibility sometimes affected.	Speech generally natural and continuous; only slight stumbling or unnatural pauses	Demonstrates a large vocabulary. Almost always uses appropriate word or expression. Seldom misses or searches for words.	Uses mostly appropriate syntax and morphological forms. Controls some structures used (some inconsistency in performance). Errors are infrequent
14-15 C	Contributes adequate information. Not much development of ideas. Almost always speaks in single sentences. Rarely helps maintain the interaction OR dominates the interaction.	Sometimes uses English words or phrases and/or comprehensibility is frequently affected.	Some definite stumbling, but manages to rephrase or continue	Demonstrates moderate size vocabulary. Sometimes invents words. Frequently misses or searches for words or expression.	Uses inappropriate syntax and morphological forms. Controls very few structures. Errors are frequent.
12-13 D	Contributes little information or information lacks substance, is superficial, inappropriate, or irrelevant. Speaks in single sentences or in short phrases. Almost never helps maintain the interaction.	Overuse of English and/or comprehensibility is seriously affected.	Speech frequently hesitant and jerky; sentences may be left uncompleted	Demonstrates small vocabulary. Overuses invented words or expression. Vocabulary limits interaction.	Uses inappropriate syntax and morphological forms. Control of structures is an issue. Errors dominate.
Total

NUMBER OF POINTS

USE OF SPANISH

GROUP INTERACTION

FREQUENCY OF PARTICIPATION/

10

I used only Spanish class while talking to the instructor and my classmates.

I participated actively by listening, speaking, and paying attention while in groups. I also initiated many conversations and discussions.

I always participated and volunteered for most activities.

9

I used Spanish about 90% of the time.

I was an active listener and paid attention. I often initiated conversations and discussions.

I participated as frequently as possible and volunteered for most activities.

8

I used Spanish about 80% of the time.

I was an active listener and I occasionally contributed to the conversations.

I often participated and generally volunteered.

7

I used Spanish about 70% of the time.

I participated occasionally, but could have volunteered more. The instructor had to call on me to speak aloud in class.

6

I used Spanish about 60% of the time.

I did not always pay attention to what was going on and I only contributed as much as others.

I participated somewhat and volunteered occasionally.

5

I used Spanish about 50% of the time.

I rarely paid attention to what was going on and I was not very interested in the activities.

I participated somewhat and hardly ever volunteered. The instructor had to call on me to speak aloud in class.

4

I used Spanish about 40% of the time.

I rarely paid attention, I was not interested in the activities, and I did something else (like read the paper, sleep, day-dream, or do other homework).

I rarely participated and hardly ever volunteered. I could not even answer when called upon.

0 - 3

I rarely used Spanish, but used English.

I was not interested during group work and I distracted others in my group and/or other groups by my actions.

I very rarely or never participated and I never volunteered. I also read the newspaper, slept, day-dreamed, and /or did other homework during class.

Assess your participation for each week and turn this sheet in to your instructor.

HOW TO WRITE A COMPOSITION

Excellent-very good

Good-Adequate

Not appropriate

Excellent-very good

ORAL PRESENTATIONS EVALUATION FORM