The Spanish Language Program (SLP) at Duke University has designed courses to develop all four language skills: listening, speaking, reading and writing. The SLP includes Elementary Spanish 101 and 102, Intermediate Spanish 203 and Advanced Intermediate Spanish 204. The 300-level courses specialize in writing, grammar, and speaking skills in the following courses: Advanced Spanish Writing 301, Advanced Spanish Grammar 302, and Introduction to Cultural Studies 303. Spanish 306-308 carry a special emphasis on cultural and social issues. Our elementary and intermediate courses are taught following a task-based second language teaching approach. The ultimate goal is to have students be able to communicate in Spanish depending on the context and specific situations they encounter in authentic or real life situations. Our advanced courses (300-level) focus both on the development of specific language skills as well as on the reflection of different thematic content.
Spanish
- Placement
- Events
- Tutoring and Resources
- Transfer Credit
- Global Education
- Instructors
- Service Learning
- Spanish Writing Studio
The course description and placement guidelines that follow should help you choose the proper gateway course given your background. Be aware in particular that your records will be reviewed to verify your eligibility for Spanish 101 and Spanish 111, since you may not enroll in either of these courses if you have had more than two years of Spanish in high school. Also keep in mind that if you have taken an AP test or SAT II test (with or without listening), you should use that score as your guide for selecting a course.
If after reading the self-placement guide you are still unsure of the best course for you; please email: spanish@duke.edu or call: 919-684-8628 to set up a placement interview.
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If you have this background and/or test scores: |
You should take this course: |
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Elementary Courses - 100 Level Courses |
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Spanish 101: Elementary Spanish introduces the basic elements of the language and includes exposure to some aspects of Spanish-speaking cultures. Aural comprehension, speaking, reading, and writing skills receive equal attention. This course meets 5 times a week. It covers present tense, present perfect, present progressive and the morphology (forms) of the past tenses. It introduces students to Spanish-speaking cultures through readings, audio texts and other authentic materials. Students read 2 stories of about 550 words each. Your records will be reviewed the first week of classes to verify your eligibility. If you have too much previous experience you will be dropped from Spanish 101. |
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Spanish 102: Second semester of elementary Spanish continues with the introduction of the basic elements of Spanish. This course builds on the elements of the language acquired in Elementery Spanish 101. It covers the past tenses (preterit and imperfect), past progressive, the future tense, commands and an introduction to the present subjunctive. It also studies the direct and indirect object pronouns and possessive pronouns. It exposes students to Spanish-speaking cultures through readings, audio texts and other authentic materials. Students read 2 stories of about 1000 words each. Keep in mind that the Duke in Alicante Summer Program offers an intensive immersion experience to complete Spanish I and II. |
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Spanish 111: This is an intensive course; it covers the basic elementary language curriculum (Spanish 101 and 102) in one semester, targeted to students with none or very little experience in Spanish. Duke in Alicante (summer program) and the Intensive Spanish Summer Institute also offer a Spanish 111 option. |
Intermediate Courses - 200 Level Courses |
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Spanish 203: Spanish 203 is the third semester Spanish course. This course is for students who have successfully completed Spanish 102 or its equivalent. The course includes a complete review of elementary grammar (everything covered in Spanish 101 and 102), past subjunctive, pluperfect tenses, application of reading strategies to progressively longer authentic texts, and regular speaking practice. There is a continued development of the four language skills: listening, speaking, reading and writing with attention to expanding the range and complexity of grammar usage and vocabulary through exposure to Spanish-speaking cultures. Reading assignments at end of course are equivalent to a 100-150-page novel (not adapted for classroom use). Keep in mind that the Duke in Alicante summer Program offers an intensive immersion experience to complete Spanish 203 and 204.
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Spanish 204: This is the fourth semester Spanish course. This course is for students who have successfully completed Spanish 203 or its equivalent. Spanish 204 includes a complete review of basic intermediate level grammar, expansion of pronominal constructions, discourse connectors, and a range of conversational strategies. There is further development of the four language skills: listening, speaking, reading and writing. With emphasis on various writing tasks students expand their range and sophistication of grammar usage and vocabulary and exposure to Spanish-speaking cultures. Students build comprehension and produce texts of greater extension and complexity. This course prepares students for 300-level Spanish courses through literary texts and other media (film, news, short essays, cartoons, etc.). Reading assignments at the end of course are equivalent to a 150-200-page novel (not adapted for classroom use). Duke in Chile and Duke in Madrid (Intermediate track) offer 204 and 303 combined for two credits. |
Advanced Courses - 300 Level Courses |
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Spanish 301: Advanced Spanish Writing Development of composition skills related to expository and other forms of writing, focus on techniques for organizing information, vocabulary, editing, revising, rewriting and grammatical accuracy. Substantial work on the development of writing strategies through several short papers and a final long paper. This course is strongly recommended before enrollment in literature classes in Spanish. Spanish 302: Advanced Spanish Grammar Intended to foster students' reflection about Spanish grammar and to consolidate students' knowledge of the system of rules underlying the Spanish languages. Special attention given to grammar in oral and written communication. Not open to students who have previously taken both Spanish 301 and 303. Spanish 303: Introduction to Cultural Studies builds effective strategies for oral communication. Use of language ranges from informal to formal situations and concrete to abstract topics. Focus on developing structured arguments and increasing linguistic accuracy. Not open to students who have previously taken both Spanish 301 and 302. Spanish 306: Health, Culture and the Latino Community Issues associated with access to the health care industry for growing Latino/a population in the US. Topics: cultural competency issues, medical practices, lexical knowledge related to the field. Students will engage in experiential learning through contact with teh local community. Assessment on knowledge of content, oral and written Spanish, and participation in service. Recommended students take one 300-level Spanish course prior to enrolling. Pre-requisite: Spanish 204 or equivalent. Spanish 307S: Issues of Education and Immigration Community-based interaction with Durham Public Schools. Topics: Latino/a identity, access to education for immigrants, academic performance, assimilation, general pressures of family and peers, bilingualism, configurations of ethno-racial consciousness. Required 20 hours outside of class with assigned community partners. Assessment on knowledge of content, oral and written Spanish, and participation in service. Recommended students take one 300-level Spanish course prior to enrolling. Pre-requisite: Spanish 204 or equivalent. Spanish 308S: Latino/a Voices in Duke, Durham, and Beyond Formation of Latino/a identity(ies) and community voices through the lens of cultural, political, and social issues at local and national level. Topics: Minority voices, power and class, linguistic and artistic expression. Required 20 hours outside of class working with the community. Assessment on knowledge of content, oral and written Spanish, service. Recommended students take one 300-level Spanish course prior to enrolling. Spanish 312: Community-Based Research with Spanish-Speakers Course partners with Duke faculty to assist them in implementing research projects in the Spanish-speaking community. Students will volunteer a minimum of 20 hours as interpreters, survey takers, assisting in home visits, etc. as needed. Exploration of topics related to research study such as education or health to contextualize CBR. Students will also focus on research methods, cultural competency, and linguistic skills necessary to interact with Latino/a community. Students assessed on knowledge of content, oral and written Spanish, and participation in service. Pre-requisite: Spanish 204 or equivalent. Prior 300-level coursework recommended. Service Learning. Spanish 313: Bridging Cultures - Latino Lives and Experiences in NC Exploration of key issues surrounding Latino communities in Durham and beyond, focusing on issues of culture and immigration, health, education, economy. Assigned projects and activities will emphasize bidirectional learning and cultural understanding and facilitate opportunities for building bridges to local communities. Includes a minimum of 14 hours of community engagement with a local organization. Assessment based on knowledge of content, oral and written Spanish, and community engagement. Pre-requisite: Spanish 204 or equivalent. Previous 300-level course recommended. |
Mesa en español
Mesa en español is a Spanish language group that meets several times during the academic year in Carr 101 (East Campus) and is open to all Duke students and the broader community at all levels of proficiency. All are welcome to come and join in the casual conversation and cultural exchange (including games and viewings of a popular Spanish series "El ministerio del tiempo") in a relaxed setting that encourages interaction and discovery. Come practice your Spanish among friends! Scroll down to the bottom and click on the attachment to see dates and more information!
For more information, please contact the Spanish Cultural Advisors: Ana Fernández, Spanish Lecturing Fellow, ana.fernandez@duke.edu or Eileen Anderson, Spanish Lecturing Fellow, eileen.anderson@duke.edu.
Sabrosura
Sabrosura is Duke's Latin dance troupe and an independent cultural establishment that retains amicable relations with its mother organization, Mi Gente. The crux of Sabrosura's mission revolves around a deep-seated desire to utilize the medium of performance art as a tool for the preservation and enhancement of multiculturalism at Duke and within the neighboring Durham community. Sabrosura specializes in a wide variety of dance forms including, but not limited to: salsa, merengue, bachata, cha cha, tango, flamenco, samba, reggaeton, lambada, and cumbia.
Website: http://dukesabrosura.weebly.com/
Attachment:
Tutoring
Students currently enrolled in the Spanish Language Program (SLP) courses at Duke University have several options for receiving out-of-class language skill assistance:
- Currently enrolled Spanish students may visit their Instructors during office hours to review material and receive individualized explanations. Office hours are listed on your Sakai site.
- The Instructor in a Spanish course may refer a currently enrolled student to a SLP tutor, which will allow the students to schedule a weekly appointment. Once referred, it is the student’s responsibility to contact and schedule appointments with the tutors. This is a free service. For tutoring schedules see below.
- Currently enrolled students may seek extra support by working with a SLP tutor on a walk-in basis. The tutor will work 15-30 minutes with the students when the tutor’s schedule permits. Review the schedule below and walk-in to see if the tutor is available at that time. This is a free service.
- Spanish 101-204 students may sign up for Peer Tutoring with the Academic Resource Center. This is a free service.
- All Duke students may participate in the Mesa en español, a SLP sponsored club for students who want to practice their Spanish conversation skills. Scroll down to the bottom of the page to see the attachment.
Eligibility:
- Spanish 101-204 students are eligible for weekly 30 minute sessions with SLP course tutors
- Spanish 203-204 students have the option for weekly 30 minute sessions with SLP writing tutors
- Spanish 303 students are eligible for weekly 15 minute sessions with SLP course tutors
- Spanish 300-level students are eligible for weekly 30 minute sessions with SLP writing tutors
Tutoring Schedule
Tutoring takes place at 2122 Campus Drive. To make an appointment with a tutor (or to cancel an appointment) please click on the Scheduler link below the tutor listed.
Tutoring Schedule
SPRING 2018
1/31/18 – 4/25/18
Except Spring Break
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Tuesday |
Wednesday |
Thursday |
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12-1:00pm 1-3:00pm 5:00-7:00pm
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12-1:00pm 12-2pm 1-3:00pm 3:00-5:00pm |
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Duke Language Labs
- 114 Languages Building (West Campus)
- 101 Carr Building (East Campus)
Online Resources
Attachment:
Guidelines for Receiving Transfer Credit
Transferring a language course to Duke from another institution may involved up to three separate steps:
- Obtaining course credit which counts towards fulfilling th 34 courses required for graduation,
- Obtaining Mode of Inquiry FL (Foreign Language) coding which counts towards fulfilling your language requirement, and
- Determining the next language course you need to take at Duke to fulfill your language requirement (if it is not completed by the transfer course).
NOTE: Obtaining Spanish 100 or Spanish 300 credit toward the 34 courses required for graduation does not automatically mean the course will also receive the Mode of Inquiry FL code. Likewise, obtaining a Mode of Inquiry FL code for a transfer course does not automatically mean that you will be prepared to successfully complete a Spanish course at Duke at a higher level.
Procedure
1. Prior to taking the transfer course:
a. Familiarize yourself with the procedures for transferring a course for credit given on the Trinity Requirements web site. If you intend to request a FL coding for the transfer course in Spanish, also familiarize yourself with the requirements given in parts 2 and 3 below.
b. In order to transfer to Duke and count as one course credit toward your graduation, the first requirement is that the Spanish course must not have fewer contact hours than the equivalent course taught on campus at Duke. A Duke language course contact hour is no less than 50 minutes.
- Minimum required contact hours:
- Spanish 101: 70
- Spanish 102: 70
- Spanish 111: 112
- Spanish 203: 42
- Spanish 204: 42
- Spanish 300 and above: 42
c. In addition to fulfilling the contact hour requirement, Spanish courses that are to be transferred for elective credit must meet the following specific minimum requirements:
- All coursework and class discussion in Spanish, unless seeking course equivalency for the course in translation.
- Substantive linguistic and cultural content.
- Class size must not exceed 20 students.
NOTE: Student with three years or more of High School Spanish must not request transfer credit for Spanish 101. Student with more than 1 year of High School Spanish must not request transfer credit for Spanish 111.
d. Obtain a copy of the course description and any other documentation needed to show that the transfer course meets these minimum requirements.
e. Download the Transfer Course Approval Form from the T-Reqs web site and fill out the top of the form. Bring the form, the calculation for part b, and the documentation for part c to the Program Coordinator in Romance Studies, Kim Travlos, in Languages 107. If approved, the course will be listed on the form as an elective course in Spanish. (Spanish 100 will be used to designate an elective course at the introductory or intermediate level and Spanish 300 will be used to designate an elective course at the advanced level.)
f. Take the signed form and documentation to the office of your academic dean for final approval. Upon approval, the dean will send the form to the Registrar.
2. While taking the transfer course:
If you may later want to request that the transfer course count toward fulfilling your Duke language requirement, you should save all the course materials such as the syllabus, textbooks, papers written, quizzes, exams, etc.
3. After taking the transfer course:
a. Assuming satisfactory completion of the course with a grade of C- or better, request that the Registrar of the institution you attended send a copy of your transcript to the Registrar of Duke University, Box 90054, Durham, NC, 27708. Upon receipt of your dean's approval and the transcript showing successful completion of the course, the Registrar will add the transfer course to your Duke transcript as Spanish 100 or Spanish 300.
b. If you want the transfer course to count toward fulfilling your Duke language requirement, you must request that the transfer course be granted the foreign language Mode of Inquiry code, FL.
- See part c, below, for requirements for FL Mode of Inquiry credit for an elementary or intermediate Spanish course.
- See part d, below, for requirement for FL Mode of Inquiry credit for an advanced level Spanish course (Spanish 301 or higher).
c. For a course that was approved for transfer to Duke by the DUS in Romance Studies and your academic dean with a course number of Spanish 100, the requirement for obtaining a FL code is that the transfer course must be equivalent to the corresponding Duke language course. The requirements for establishing equivalency are given below.
General requirements:
- Language Modalities: Speaking, writing, listening, reading, culture.
- Teaching Methodology: Communicative, content based approach; language use in context; use of authentic materials; use of audio and video for development of listening comprehension; regular assignments that focus on writing as a process. Cultural component integrated into teaching and assessment practices.
- Writing component: At least 2 formal compositions in Spanish 101, 102, 203 and 204. All composition assignments must include at least one revision stage. Length of compositions for Spanish 101 should be one page, for Spanish 102 is 1 page and 1 page and a half; Spanish 203 and Spanish 204 is 2 pages. In addition to the formal compositions, the course should include at least 4 informal writing assignments such as electronic forum, journals, etc. Emphasis on developing competency in diverse registers and text types.
- Evaluation: For Spanish 101-204, student should be evaluated on all language modalities: two major tests, one midterm, and comprehensive final exam; 2 oral exams.
- Reading: Student should be exposed to extensive reading. Adapted reading for Spanish 101, 102, and 111; original readings for Spanish 203, 204.
- Class size must not exceed 20 students.
Course-specific requirements:
- Spanish 101 must cover at least half of traditional elementary textbook (including present and past tenses, direct and indirect object pronouns).
- Spanish 102 must complete the study of a traditional elementary textbook (including future tenses, conditional and subjunctive moods, conjunctions, prepositions, relative pronouns).
- Spanish 111 must include everything covered in Spanish 101 and 102 (above)
- Spanish 203 must include a complete review of elementary grammar (everything covered in Spanish 101 and 102), application of reading strategies to progressively longer authentic texts, and regular speaking practice. Reading assignments at end of course must be equivalent to a 100-150 page novel (not adapted for classroom use).
- Spanish 204 must include a complete review of basic intermediate level grammar, discussion of a diversity of literary texts and other media (film, news, short essays, cartoons, etc.). Reading assignments at end of course must be equivalent to a 150-200 page novel (not adapted for classroom use).
d. For a course that was approved for transfer to Duke by the DUS of Romance Studies and your academic dean with a course number of Spanish 300, the requirements for obtaining a FL code are given below:
- Reading: Student in literature or culture course should be exposed to extensive reading of original (rather than adapted) texts.
- Spanish 301 must include extensive work in advanced Spanish grammar and some stylistics. Emphasis on developing competency in diverse registers and text types through process writing. Daily writing assignments, two exams on grammar and reading topics, five compositions and a final 6-7 page paper.
- Spanish 302 must include a study in depth of Spanish morphology and syntax. Emphasis should be given to the reflection of grammar usage in real contexts. Evaluation in this course should include at least three 3- 4 page papers on a grammar issue.
- Spanish 303 must include extensive work in oral production. Emphasis on developing oral competency in diverse registers. Daily oral assignments, and one major presentation on a socio-cultural or socio-political aspect of any Spanish speaking country.
In addition the minimum number of contact hours, transfer course syllabus, type and amount of required work, and evaluation methods must be equivalent to those of specific Duke Spanish course for which student is seeking credit.
e. If the transfer course fulfills the requirements for the FL code given in part c or d above, download the Form for Requesting Modes of Inquiry Coding from the T-Reqs web site. Complete the form and submit it with the necessary documentation as directed on that form.
f. If the transfer course is granted a Mode of Inquiry FL code, the FL code will be added to the course on your Duke Advisement Report. (Note: Modes of Inquiry designations do not appear your transcript.)
g. A course that was approved as Spanish 300 (999) will be left unchanged on your Duke transcript; however, a course that was approved for transfer as Spanish 100 (888) will be changed on your Duke transcript to its equivalent Duke course number which means that you cannot repeat/take the equivalent Duke course to earn an additional letter grade, course credit, or FL code.
4. After receiving a Mode of Inquiry FL code for a transfer course:
a. If the FL code fulfills your language requirement in Spanish at Duke, then no further action is necessary.
b. If the FL code is not the last one you need in order to complete your language requirement in Spanish at Duke, contact the Director of the Spanish Language Program, Liliana Paredes, to schedule a placement interview. The interview will be used to determine your preparedness for the next course in the Spanish Language Program sequence.
Duke Global Education Office
Several programs offered through the Duke University Global Education Office for Undergraduates are jointly administered by the Department of Romance Studies, have faculty and staff participants in the programs, or involve a substantial Spanish language component. Please see the Global Education links below for the following programs:
- Duke in Madrid (Fall, Spring, Academic Year)
- Duke in Madrid - Intermediate Track (Fall, Spring, Academic Year)
- Duke in Brazil (Summer)
- Duke in Costa Rica (Summer)
- Duke in Alicante (Summer)
- Duke in Spain (Summer)
- Duke in Chile (Summer)
- Duke in Cuba (Summer)
There are also many other global education programs available that are administered by other organizations. See the Global Education Office website.
DukeEngage
DukeEngage provides one-time funding for Duke undergraduates who wish to pursue an immersive (minimum of eight weeks) service experience by meeting a community need locally, domestically or internationally. The program currently features multiple international programs in Spanish-speaking countries:
Eileen M Anderson, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Office 102, Durham, NC 27708
Joan Clifford, Assistant Professor of the Practice of Romance Studies
Office: 2122 Campus Dr., Room 206, Box 90269, Durham, NC 27708
Campus Box: Box 90269, Spanish Language Program, Durham, NC 27708-0257
Phone: (919) 684-0774
Alma Coefman, Lecturing Fellow* of Romance
Office: 2122 Campus Dr., Durham, NC 27708
Campus Box: Box 90257, Durham, NC 27708-0257
Phone: (919) 660-3100
Alma Coefman received a Master in Hispanic and Latin American Literature from the University of Alberta (Edmonton, Canada). Her research interests include the influence of postmodernist ideas on contemporary Argentinean literature, and she has investigated this question focusing on the work of... Full Profile »
Rebecca A Ewing, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Office #203, Durham, NC 27708
Campus Box: 2122 Campus Dr., Durham, NC 27708
Bridging the Language-Literature Divide in University content courses: A study on the Oral Proficiency of university Spanish majors and how to improve these students oral proficiency. Full Profile »
Bethzaida Fernandez, Senior Lecturer of Romance Studies
Office: 2122 Campus Drive, Durham, NC 27708
Campus Box: Box 90257, Durham, NC 27708-0257
Phone: (919) 684-4346
Office Hours: Spring 2016, Mondays 3 - 5pm
I teach all levels of Spanish with an emphasis on intermediate and advance level courses with core content on health and Latino/a immigration issues. My interests include second-language teaching and learning methodologies, technology in the second language classroom, community-based and service-... Full Profile »
Ana B Fernandez Gonzalez, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Office #102, Box 90269, Durham, NC 27708
Campus Box: Box 90269, Durham, NC 27713
Office Hours: Monday: 4:30 pm - to 5:30 and by appointment
Mar Gutierrez, Lecturing Fellow of Romance Studies
Office: 2122 Campus Drive, Office #106, Box 90269, Durham, NC 27708
Campus Box: Box 90269, Durham, NC 27708
mariadelmar.gutierrez@duke.edu
I am interested in the development and genealogy of the Spanish language from its Latin roots, the changes occurred due to historical, social, and cultural events that shaped the Medieval Spanish, and the development of the language not only in the Iberian Peninsula, but also in other parts of...
Full Profile »
Ashley Elizabeth Hobson, Lecturing Fellow of Romance Studies
Office: 2122 Campus Drive Office #102, Box 90269, Durham, NC 27708
Campus Box: Box 90269, Durham, NC 27708
Rosa Belen Ibanez, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Office #301, Durham, NC 27708
Harry Karahalios, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Box 90269, Durham, NC 27708-0269
Campus Box: 2122 Campus Drive, Box 90269, Durham, NC 27708-0269
Phone: (919) 660-3100
He works in contemporary peninsular Spanish and Greek literature and film, exploring the transition of both countries from the twentieth to the twenty-first century through the prisms of immigration and cultural diversity. His broader scholarly and teaching interests include theories of... Full Profile »
Lisa M. Merschel, Senior Lecturer of Romance Studies
Office: 2122 Campus Drive, Box 90269, Durham, NC 27708-0269
Campus Box: Box 90257, Durham, NC 27708-0257
Phone: (919) 684-8435
At Duke since 2001, I teach all levels of courses in the Spanish Language Program, with task-based teaching, second-language acquisition, language technologies and machine translation's impact on writing in L2 being the areas that interest me professionally. I have had the great pleasure of... Full Profile »
Joan Munné, Senior Lecturer of Romance Language
Office: Duke University, 2122 Campus Dr., Durham, NC 27708
Phone: (919) 684-4077
His areas of interest include: Second language acquisition, second Language instruction and assessment, language-learning technologies, teacher training, Spanish variation, language in contact and bilingualism, Spanish in the USA, Spanish for Heritage Speakers, cultural studies, service-Learning... Full Profile »
Luis Jose Navarro Roncero, Lecturing Fellow* of Romance
Office: 2122 Campus Dr. #301, Durham, NC 27708-0269
Campus Box: 2122 Campus Dr. # 301, Durham, NC 27708-0269
Phone: (919) 684-9666
Maria Romero, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Office 203, Durham, NC 27708
Melissa A. Simmermeyer, Senior Lecturer of Romance Studies
Office: 2122 Campus Drive, 206, Durham, NC 27708-0269
Campus Box: Box 90269, Durham, NC 27708-0269
Phone: (919) 684-4877
Office Hours: Spring 2018
Tuesday 3:30-4:15, 2122 Campus Drive #206 or by appointment
Graciela Vidal, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Box 90269, Durham, NC 27708
Campus Box: Box 90269, Durham, NC 27708
Phone: (919) 684-4294
William Villalba, Lecturing Fellow* of Romance
Office: 2122 Campus Drive, Box 90269, Durham, NC 27708
Campus Box: Duke Box 90269, Durham, NC 27713-0269
Phone: (919) 684-4876
William J. Villalba was born in Caracas, Venezuela. He received his Licenciatura en Artes, Mención Música from the Universidad Central de Venezuela. He came to the U.S. in 1989. William received his M.A. from Emory University and his doctorate in Spanish American Literature from the... Full Profile »
Within the language programs in Romance Studies there are multiple opportunities for engagement in the community, the best venue for acquiring real-world linguistic and cultural knowledge. Student interaction with language communities provides occasions for developing civic engagement, cultural competence, political activism, and awareness of issues of social justice.
"Through my service experience, I have seen evidence of the themes that we have discussed in class and for me, it was a pretty heavy experience to see the topics from our readings and conversations in class occurring so close by in real life." (Spanish 307S)
Currently there are service-learning courses offered in French and Spanish. These courses require a commitment of 15-20 hours of service in the community in addition to traditional class contact hours.
“I’ve become very close with the family that I was assigned,” said Madeline Thornton, a junior majoring in French and global health. “Since I’m in the area this summer, I’ve been stopping by their home to read books with the children in order to keep up their English skills while they’re out of school. I’m grateful for Dr. Reisinger and the service learning program for connecting me with some life-long friends.” (French 270T)
Duke students interact with the community in many ways, such as getting to know community members during class visits and departmental events, visiting businesses in Durham, participating in international video conversations, and working alongside community members in service-learning courses. Some examples of service projects are working with refugees from Central Africa, organizing art activities for Latino/a elementary school students, and tutoring Latino/a adults in English.
"This course has been one of the most rewarding courses I have taken at Duke. I absolutely loved the component of interacting via Skype or meetings with different health organizations in Latin America. It was inspiring to talk to leaders who are actively working in an area many of us aspire to work in. A lot of time our goals feel like unattainable dreams but this course made them seem really real." (Spanish 306)
- Learn more about the French-language projects here.
- Learn more about the Spanish-language interactions here.
"Learning about [my partner's] personal experience has provided me with a more complete understanding of the roadblocks, whether fiscal, social, logistical or otherwise, to adapting to life in America as a refugee," said James Johnson, a senior majoring in biology with minors in chemistry and French." (French 325S)
See how other Duke language programs participate in the Community-Based Language Initiative here.
The Spanish Writing Studio has been created as a resource for students and instructors of Spanish in the Romance Studies Department at Duke University. Each tab is devoted to a particular step in the writing process and contains videos, activites, tools, and other resources to help students write successfully.
Tutors and tutoring hours are listed under the tutorías tab.
- Información General
- Tutorías
- Pre escritura
- Investigación
- Escritura
- Edición/Revisión
- Colaboración de Pares
El Estudio de escritura de español ha sido creado como un recurso para estudiantes (especialmente para Esp 203, 204, 303) e instructores de español del Departamento de Estudios Romances de la Universidad Duke. Aquí encontrará herramientas e ideas para distintos niveles de escritura.
Tutoring Schedule
Spring 2018
1/24/18 – 4/25/18
Spring Break, March 12-16, 2018
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Monday |
Tuesday |
Wednesday |
Thursday |
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2122 Campus Drive
Afternoon |
12-1pm Mar Guitierrez Room 102 ------------------- 1-3pm Ashley Hobson Room 102
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12-1pm Mar Guitierrez Room 102 ----------------- 12-2pm Luis Navarro Room 301 ------------------ 1-3pm Ashley Hobson Room 102 |
12-2pm Luis Navarro Room 301 |
12-2pm Luis Navarro Room 301 |
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2122 Campus Drive Evening |
5:00-7:00pm William Villalba Conference Room |
3:00-5:00pm Anna Tybinko Room 102 |
5:00-7:00pm William Villalba Conference Room
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Escribir es un proceso y la preescritura es el primer paso. Antes de empezar a escribir, hay que pensar y reflexionar sobre el tema que vas a escoger. Para ello, se recomienda explorar y apuntar ideas iniciales. Aquí encontrarás vídeos, actividades , herramientas tecnológicas y recursos que te ayudarán.
Actividades | Herramientas tecnológicas | Recursos
Actividades
1. Lluvia de ideas (brainstorming)- Este es un paso preliminar al acto de escribir en el que se plantean distintas posibilidades de temas y ejemplos. Una vez seleccionado el tema y la tesis, se recomienda generar mapas conceptuales o esquemas para identificar las relaciones entre las ideas y ejemplos relevantes.
2. Buscar el tema principal- Es importante crear párrafos con ideas y argumentos claros. Abre el documento, lee el párrafo y contesta las preguntas.
3. Lista de vocabulario específico- Escribe una lista de vocabulario relacionado con el tema. Abre el documento para ver un ejemplo.
4. Las preguntas de los periodistas- Utiliza estas preguntas para explorar lo que sabes del tema.
Herramientas tecnologicas
- Popplet: Es una herramienta que permite hacer mapas conceptuales sobre ideas iniciales y explorar cómo funcionan.
- Realtimeboard: Es un muro virtual para desarrollar la lluvia de ideas y compartirlas en proyectos grupales.
- Padlet: Es un muro virtual para compartir ideas y imágenes con sus compañeros/as.
- Gliffy: Es una herramienta para hacer mapas conceptuales.
Recursos
- Duke Libraries: Recursos de Estudios Latinoamericanos
- Toda la prensa:Tiene enlaces a muchos de los periódicos importantes en español.
- Getting Started with Duke University Libraries: Ideas para empezar a escribir
Después de hacer tu trabajo de preescritura, ya estás listo para empezar a investigar sobre el tema escogido. Es importante encontrar recursos confiables y académicos y para ello, encontrarás aquí vídeos, actividades, herramientas tecnologicas y recursos que te ayudarán.
Actividades | Herramientas tecnológicas | Recursos
Actividades
1. Fuentes fiables- Después de elegir un texto utiliza estas preguntas para saber si será un recurso útil para tu proyecto.
2. Comparando artículos-Comparen estos dos articulos sobre el mismo tema, las pólizas de EEUU y Cuba. Contesta las siguientes preguntas.
3. Actividad de términos culturales- Esta actividad te ayudará a seleccionar tu tema de investigación o a preparar tu tema ya escogido, a la vez que prepararás el vocabulario clave.
4. Actividad comparativa- Una actividad para analizar distintos puntos de vista.
5- Investigación - Esta actividad te ayudará a analizar diferencias entre distintas representaciones de los medios periodísticos.
Herramientas tecnológicas
- Diigo : Diigo es una herramienta muy útil para concentrar tu investigación en un solo sitio en internet, accesible desde cualquier computadora. A la vez, permite hacer anotaciones en esos sitios Web e interactuar con esos recursos como si estuvieras trabajando en papel. Además, como Diigo archiva los sitios Web que buscas, aun cuando ya no sean accesibles en Internet, tu tendrás acceso desde diigo
- Storify: Storify es útil para compartir noticias, ideas, trabajo con un formato agradable que permite incluir fotos, dibujos, etc.
- Zotero: Zotero es una herramienta que te ayudará a juntar y organizar citas y compartir tus fuentes de investigación en grupos, por lo que es ideal para la escritura colaborativa.
Recursos
- Duke Libraries: Recursos de Estudios Latinoamericanos
- Toda la prensa: Enlaces a muchos periódicos en español
- Bibliografía anotada: un PPT sobre cómo anotar la bibliografía, de la Universidad Central de Bayamón
- Getting started with Duke libraries: Tutoriales sobre cómo encontrar libros, artículos, etc.
- Writing Studio, Duke University: cómo hacer una bibliografía anotada (en inglés)
- Getting Started with Duke University Libraries: Writing Studio Links: ideas para empezar a escribir
- Getting Started with Duke University Libraries, Evaluating Sources: consejos sobre cómo valuar recursos
Ya estás listo para escribir sobre tu tema. Algunos elementos claves de la escritura son: la idea principal, las ideas secundarias y las expectativas de la tarea. Para escribir , necesitas entender bien el tipo de escritura asignada y sus componentes, como descripción, narración, ensayo (expositivo y argumentativo) y trabajo de investigación. Aquí encontrarás vídeos, actividades, herramientas tecnológicas y recursos que te ayudarán.
Actividades | Herramientas tecnológicas | Recursos
Actividades
1. Escribir una tesis - Abre el documento para ver como escribir una tesis y hacer una actividad de identificar las diferencias entre una tesis expositiva y una argumentativa.
2. Organizar el ensayo - Mira la presentación con actividades para ayudarte organizar tu ideas.
Herramientas tecnológicas
- Popplet: Es una herramienta que permite hacer mapas conceptuales sobre ideas iniciales y explorar cómo funcionan.
- Realtimeboard: Es un muro virtual para desarrollar la lluvia de ideas y compartirlas en proyectos grupales.
- Mindmeister: Mindmeister es una herramienta que permite pasar por los distintos pasos del proceso de escritura con su Mindmapping, Collaborate (múltiples usuarios pueden trabajar juntos), Present. Además se puede usar en distintos medios: la Web, iPad, teléfonos celulares.
- Scribble Press: Scribble Press es una plataforma para usar en iPad que permite crear, compartir y publicar historias.
- Blogs: Tumblr, Blogger, WordPress: Con estas herramientas de blogs puedes compartir tus ideas con tus compañeros y recibir sus comentarios en un formato agradable y atractivo.
Recursos
- Thompson Writing Program: Consejos para escribir y organizar un ensayo
- Microsoft Office Help Set proofing language for your computer Instrucciones para cambiar el idioma al trabajar en tus documentos, y tener la opción de chequear errores de gramática y vocabulario.
- Duke University Libraries: Consejos para evitar el plagio
Ya has escrito la primera versión. Debes seguir algunos pasos para revisar y mejorar tu ensayo. Hay que trabajar en la organización, la gramática y Aquí encontrarás vídeos, actividades, herramientas tecnológicas y recursos que te ayudarán.
Actividades
1. Assignment checklist- Antes de entregar tu composición/ensayo a tu profesor, asegúrate de revisar el formato y otros aspectos importantes.
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__ Double-space, 12-point Times New Roman |
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__1-inch margins |
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__An original title |
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__ Required length |
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__ Community Standard "I have adhered to the Duke Community Standard in completing this assignment" and sign / type your name. |
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___Variety of of connectors y discourse organizers |
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___Spellcheck has been applied |
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___ Subject / verb agreement |
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___ Noun / adjective agreement |
2. Errores comunes, falsos cognados- En este documento, encontrarás una tabla con errores comunes que se deben evitar y una actividad para revisar tu uso de falsos cognados.
Herramientas tecnológicas
- Google docs: Es un programa para compartir documentos y edición colaborativa en Internet.
- Duke’s Box: Duke tiene ahora su propio programa para compartir documentos y editarlos colaborativamente.
- Online Lab: Purdue ofrece instrucciones sobre distintos formatos de presentación, incluyendo MLA.
- Easybib: Esta herramienta ayudar a formatear tus citas al formato requerido, incluyendo MLA.
- VoiceThread: VoiceThread habilita a los estudiantes a compartir lo que han escrito de una forma dinámica, ya que permite comentarios de lectores.
- Calibrated Peer Review; Los estudiantes se pueden dar feedback entre sí utilizando una rúbrica diseñada a través de Calibrated Peer Review. Ideal para el trabajo de grupos de consulta.
Recursos
- Thompson Writing Program: Ideas para revisar un ensayo
- Duke University Libraries: Información sobre cómo citar las fuentes correctamente
- Duke University Libraries: Consejos para escribir y organizar las ideas
- Microsoft Office Help Set proofing language for your computer Ideas para cambiar el idioma al trabajar en tus documentos, y tener la opción de chequear errores de gramática y vocabulario
Como se ha mencionado antes, la escritura es un proceso. Parte de ese proceso es revisar el trabajo de tus compañeros. Esta revisión es fundamental para recibir feedback sobre el trabajo escrito en sus comienzos. Proporcionar feedback a un compañero también ayuda a reflexionar sobre el propio trabajo escrito. Aquí encontrarás vídeos, actividades, herramientas tecnológicas y recursos que te ayudarán.
Actividades | Herramientas tecnológicas | Recursos
Actividades
1. Pasos para escribir un ensayo grupal. Abre el documento para ver los paso para trabajar juntos.
1. Preguntas para comentar sobre un blog de un compañero/a.
Herramientas tecnológicas
- Wordpress: Wordpress es un sitio que permite compartir tus escritos en forma de blog y ver los de tus companeros. Tiene la posibilidad de permitir comentarios de lectores.
- Google docs: Es un programa para compartir documentos y edición colaborativa en Internet.
- Duke’s Box: Duke tiene ahora su propio programa para compartir documentos y editarlos colaborativamente.
- Blogger: Blogger es otro sitio para escribir blogs y publicarlos al mundo. Contiene también una sección para comentarios.
- VoiceThread: VoiceThread habilita a los estudiantes a compartir lo que han escrito de una forma dinámica, ya que permite comentarios de lectores.
- Calibrated Peer Review: Los estudiantes se pueden dar feedback entre sí utilizando una rúbrica diseñada a través de Calibrated Peer Review. Ideal para el trabajo de grupos de consulta.
Recursos:
- Thompson Writing Studio: Providing Feedback
- UNC Writing Center: Group Writing Consejos para escribir colaborativamente.
