Heinle Spanish Answers For Homework

University of Delaware
Span 107
Fall 1997

I. Course Goals

This third course of the basic Spanish series at the University of Delaware is designed to consolidate your knowledge of Spanish grammar while increasing your general vocabulary and comprehension skills. At the end of this course, you should b e able to handle basic conversations on familiar topics, write diverse kinds of compositions, and read and understand a wide range of authentic materials. Spanish 107 will also provide students wishing to continue developing their language skills in adva nced Spanish classes with a solid foundation on the structural, lexical, conversational, and literary aspects of this language.

 

II. Background Requirements

Students at this level are expected to be familiar with basic Spanish vocabulary and to have a good grasp of most basic grammar concepts (subject/verb agreement; conjugation of the present, preterit, imperfect and future indicative tenses; subj ect and direct object pronouns), as well as some control over certain of the more complicated concepts (adjective/noun agreement; preterit vs. imperfect tenses; use of direct object pronouns; use of indirect object pronouns; por and para; co njugation of the conditional tense; the conjugation of gustar and similar verbs; the use of formal and informal commands; the use of ser and estar). Students are strongly urged to use the Tú dirás CD-ROM electro nic tutorial for additional practice with these grammar topics.

 

III. Materials

*Siempre adelante, Jorge H. Cubillos. Heinle & Heinle

*Siempre adelante: Cuaderno de ejercicios, Martínez-Lewis & McCone. Heinle & Heinle

*Siempre adelante: Reading Assistant (CD-ROM), Jorge H. Cubillos. Heinle & Heinle

*Tú dirás (CD-ROM), Sandra Rosenthal. Heinle & Heinle

*English - Spanish / Spanish - English Dictionary

*The SPAN 107 home page (http://www.udel.edu/cubillos/span107.html). This interactive resource allows for free, additional reading and listening, and contains links to:

-Lecturas simplificadas

: simplified and abridged versions of several readings in the textbook.

-Tareas

: a chapter theme page, which will be the source of various class assignments.

-Para tu información

: cultural background information for each chapter in the textbook.

-Conexiones

: on-line newspapers, magazines, and actual radio broadcasts from Spain and Latin America; the home pages of Hispanic countries which provide political, cultural, historical, geographical and tourist informa tion; the course syllabus; and a Spanish/English dictionary.

 

  1. Grades:
  2. The plus/minus grading system is used.

A. Breakdown:

 

 

B. Determining Components:

1. Class participation (15%) *involvement in class activities

*completion of homework assignments

Class participation grades will be assigned as follows:

- A (90's) - participates actively in class and small group discussions; prepares homework well;

often volunteers answers and speaks with few mistakes.

- B (80's) - participates actively in class and small group discussions; usually prepares homework

well; sometimes volunteers; makes some mistakes with more advanced grammar concepts.

- C (70's) - answers correctly when called upon; homework not always prepared well or on time;

unsure of some basic grammar concepts; makes frequent mistakes with advanced grammar.

- D (60's) -not able to answer when called upon, homework poorly prepared or not at all;

shows little interest in class; makes frequent mistakes with basic grammar concepts.

- F (50s) -shows no interest in speaking Spanish; does not prepare homework or discussion topics;

rarely answers when called upon or repeatedly gives incorrect answers and makes frequent mistakes with basic grammar concepts.

 

2. Oral exams (20%) There are two 15-minute oral exams, done in pairs, which will consist of an interview and a role-play. Speaking skills will be evaluated on the basis of the following scale:

Communication of Message 20%

Comprehension of Message 25%

Content and Vocabulary 20%

Grammatical Accuracy 20%

Pronunciation and Fluency 15%

 

3. Reading exams (15%) There are two exams which will test reading comprehension. One exam will test comprehension of a literary reading while the other will test comprehension of authentic journal articles. Dictionaries can be use d.

 

4. Exams (10%) Two exams covering Spanish culture, grammar, and vocabulary.

5. Final exam (10%) The final exam on support skills (culture, grammar, and vocabulary) will be comprehensive except for vocabulary and will be similar in format to the previous exams.

6. WWW Assignments (5%) By designated dates, students are to visit the Span 107 home page

on the WWW and complete an assignment, which will be discussed in class. The goal is to provide

students with additional cultural information and to develop fluency in writing. Grades will be based on content, using the following scale:

 

100-90 Thorough answer to question. Well-supported personal opinions.

89-80 Adequate answer to question. Some support of personal opinions.

79-70 Acceptable answer to question. Little or no support of personal opinions.

<70 Inadequate answer to question. No personal opinions.

 

7. Compositions (20%) Accuracy in written communication will be evaluated on the basis of four

compositions that should be written using "Atajo: Writing Assistant Software for Spanish"

which is available at a limited number of stations at 105 Harrington, 111 McDowell, 005 Morris Library, 116 Pearson, 211 Smith (Foreign Language Media Center), and 004 Smith. All

compositions will be graded on the basis of 3 drafts. Up to 90% will be given for writing and

organizing (1st. and 2nd. drafts). Up to 10% will be given for editing (3rd. draft). The second

draft will be evaluated by instructors according to the following categories and point values:

 

 

 

 

8. Food/Music Activity (5%) Chapters 4 and 5 have special activities about food and music. Students choose between bringing in a sample of Hispanic food or a tape of Hispanic music. Those who choose the food activity will find and prepa re a recipe for the class to sample. Information about the dish and the recipe must be submitted for grading. Those who choose the music activity will find a song with a Hispanic rhythm. Students must bring the tape, copies of the lyrics, and backgr ound information on the music (origin, instruments) and the artist. This information is to be submitted for a grading. Grades will be based on content (30%), speaking ability (30%), grammar (20%), and creativity (20%).

 

V. Attendance Policy

A. Absences

Spanish 107 is a 68-hour course in intermediate Spanish. Successful completion of the course

presupposes 68 class-hours of direct contact with the Spanish language much the same way a

laboratory course or any skill-licensing course presupposes a predetermined number of contact or

practical hours. Nevertheless:

*the first 5 class hours absent will be excused.

*Any and all absences after the first five, regardless of the reason (illness, accident, etc.) will require proper written documentation to be presentedno later than one week after the absence; otherwise,y our final grade will be lowered by 1% for each unexcused absence.

*There are no make-ups for any unexcused absences.

B. Late Arrivals

Penalties for late arrivals are at the discretion of the individual instructors.

 

VI. Academic Dishonesty

The University of Delaware’s policy on academic dishonesty states, in part, that "copying, or allowing another student to copy, a computer file that contains another student’s assignment, and submitting it, in part or in its entirety, as o ne’s own" constitutes plagiarism. "Working together on an assignment, sharing the computer files and programs involved, and then submitting individual copies of the assignment as one’s own individual work" also constitutes plagiarism. The sanctions for such acts range from "a written reprimand or a requirement that the student repeat the work" to "removal of the student from the course." Whatever the sanction might be, the official policy on academic dishonesty req uires that "all acts or attempted acts of alleged academic dishonesty be reported to the Dean of Students Office for disposition within the University Undergraduate Student Judicial System." It is important that all students, for the ir own protection, be aware of the consequences of such acts.

 

VII. Important Dates

 

Exams

Compositions WWW Specials

Exam 1.....................T 9/30 F 9/19 W 9/17-R 9/18 Food T 10/28

Mid-term Reading.....M 10/13 W 10/8 W 10/22-R 10/23 Music F 11/7

Mid-term Oral...........R 10/9; F 10/10 M 11/3 W 11/19-R 11/20 Film F 11/14

Exam 2......................R 11/13 W 11/26 M 12/1-T 12/2 M 11/17

Final Reading.............F 12/5 W 11/19

W 9/3

 

CAPÍTULO PREPARATORIO

: Estudio en el extranjero con la UD

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Hay - Ch. 2, Etapa 1 Pronouns - Ch. 1, Etapa 1 Possessives - Ch. 2, Etapa 2 Direct Object Pronouns - Ch. 7, Etapa 3

Indirect Object Pronouns - Ch. 8, Etapa 2 Direct and Indirect Object Pronouns together - Ch. 11, Etapa 2

 

R 9/4

Prepara-

torio

F 9/5

 

VIDEO

Course components

M 9/8

T 9/9

W 9/10

Choosing a study abroad program

 

 

CAPÍTULO UNO

: Estadísticas sobre las familias estadounidenses

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Present Tense Regular Verbs - Ch. 1, Etapa 1 Present Tense Irregular Verbs - Ch. 4, Etapa 3 Gustar - Ch. 2, Etapa 2

Reflexive Verbs - Ch. 10, Etapa 1 Ir + a + infinitive - Ch. 4, Etapa 2

 

R 9/11

Uno

F 9/12

M 9/15

PEER EDITING #1:

T 9/16

 

W 9/17

WWW ASSIGNMENT #1:

R 9/18

VIDEO

F 9/19

 

 

COMPOSITION #1

 

CAPÍTULO DOS

: Programas para jóvenes en los Estados Unidos

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Adjectives - Ch. 7, Etapa 2 Comparatives - Ch. 6, Etapa 2 Ser - Ch. 1, Etapa 3 Estar - Ch. 3, Etapa 2

Present Progressive - Ch. 11, Etapa 1

 

M 9/22

Dos

T 9/23

W 9/24

R 9/25

VIDEO

F 9/26

Social values of the new generation in Spain

 

M 9/29

REVIEW FOR EXAM #1

T 9/30

 

EXAM #1

CAPÍTULO TRES

: La inmigración a los EEUU

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Preterit - Ch. 5, Etapas 1-3 Ch. 8, Etapa 3 Ch. 9, Etapa 1

Imperfect - Ch. 8, Etapas 1 & 2 Ch. 9, Etapa 2

 

W 10/1

Tres

COMPOSITION #1 REVISION

R 10/2

ORAL EXAM SIGN-UP IN CLASS

F 10/3

PEER-EDITING #2:

M 10/6

T 10/7

 

VIDEO

W 10/8

 

COMPOSITION #2

R 10/9

 

MID-TERM ORAL EXAM

 

F 10/10

 

MID-TERM ORAL EXAM

 

M 10/13

 

MID-TERM READING

EXAM

 

 

CAPÍTULO CUATRO

: Recetas de cocina (A good resource for the food project!)

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Present Subjunctive - Ch. 13, Etapas 1-3 Ch. 14, Etapas 1 & 2

Commands - Ch. 3, Etapa 3 Ch. 6, Etapa 1 Ch. 8, Etapa 2 Ch. 11, Etapa 3

 

T 10/14

Cuatro

W 10/15

R 10/16

VIDEO

F 10/17

 

M 10/20

 

 

FALL BREAK

 

T 10/21

W 10/22

COMPOSITION #2 REVISION

WWW ASSIGNMENT #2:

D

R 10/23

F 10/24

 

M 10/27

 

T 10/28

 

CAPÍTULO CINCO

: Música latina (A good resource for the music project!)

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Negatives - Ch. 11, Etapa 2 Present Subjunctive - Ch. 13, Etapas 1-3 Ch. 14, Etapas 1 & 2

 

W 10/29

Cinco

PEER-EDITING #3

Write 150-200 words based on Actividad de expansión p. 101

-Do WB Vocab Ex. A, C, D p. 51, 53-54

 

R 10/30

F 10/31

M 11/3

COMPOSITION #3

T 11/4

 

VIDEO

 

W 11/5

R 11/6

F 11/7

M 11/10

T 11/11

W 11/12

REVIEW FOR EXAM #2

R 11/13

 

EXAM #2

F 11/14

COMPOSITION #3 REVISION

M 11/15

 

 

CAPÍTULO SEIS

: Datos sobre la educación superior en los EEUU

TÚ DIRÁS ELECTRONIC TUTORIAL

:

Future - Ch. 12, Etapa 1 Conditional - Ch. 14, Etapa 2 Imperfect Subjunctive - Ch. 14, Etapa 3

T 11/18

Seis

W 11/19

WWW ASSIGNMENT #3:

R 11/20

F 11/21

PEER-EDITING #4:

 

M 11/24

T 11/25

VIDEO

W 11/26

COMPOSITION #4

 

R 11/27

F 11/28

 

THANKSGIVING VACATION

 

M 12/1

Job market problems for young adults in Spain

 

 

WWW ASSIGNMENT #4:

ORAL EXAM SIGN-UP IN CLASS

 

CAPÍTULO SIETE

: El TLC

TÚ DIRAS ELECTRONIC TUTORIAL

:

Begin reviewing for the final exam.

 

 

T 12/2

Siete

W 12/3

R 12/4

VIDEO

F 12/5

FINAL READING EXAM

 

 

M 12/8

FINAL ORAL EXAM

 

 

T 12/9

 

FINAL ORAL EXAM

 

W 12/10

REVIEW FOR

FINAL EXAM

 

COMPOSITON #4 REVISION

 

In the field of educational technology, some apps might be getting too smart.

More and more apps are delivering on-demand homework help to students, who can easily re-purpose the learning tools to obtain not just assistance, but also answers. Whether or not that’s cheating—and how to stop it—is one of the concerns surrounding a new app that can solve math equations with the snap of a camera. While the software has inspired teachers to create real-world homework problems that can’t be automatically solved, that strategy doesn’t hold up to other apps that tap into real-life brains for solutions.

Here’s a look at 7 apps that can do your homework for you, and what they have to say about cheating:

PhotoMath

Price: Free
Availability: iOS, Android app coming in early 2015

The new, seemingly magic app allows users to take pictures of typed equations, and then outputs a step-by-step solution. As of Wednesday, the app is the number one free app on the App Store. But the biggest issue, one teacher argues, isn’t if students will use the app to cheat, because many will. Rather, it’s about how teachers will adapt. A PhotoMath spokeswoman said educators have welcomed the app with positive reviews, but the software remains “quite controversial.”

“We didn’t develop PhotoMath as a cheating tool. We really wanted kids to learn,” said Tijana Zganec, a sales and marketing associate at tech company MicroBlink, which created PhotoMath. “If you want to cheat, you will find a way to cheat. But if you want to learn, you can use PhotoMath for that.”

iHomework

Whether you’re a high schooler with eight periods of classes or a college student tackling dozens of credits, there’s one thing you’ve got for sure: a mess of assignments. iHomework can help you keep track of all your work, slicing and dicing it in a variety of ways. Sorting it by due date, week, month, or by course, the app is more organized than a Trapper Keeper. And in integrating data from Questia, you can link your reading material to your assignments so you don’t have to dig through a pile of papers to find the right information.

A scheduling feature can help you keep track of those random bi-weekly Thursday labs, and you can even mark the location of your courses on a map so you don’t end up on the wrong side of campus. And finally, with iCloud syncing, you can access all this information on whatever Apple-compatible device you’re using at the moment — no need to dig for your iPad.

Google Apps for Education

Taking the search giant’s suite of free browser-based apps and sandboxing them so they are safe for school use, Google Apps for Education is an excellent alternative to the mainstream installable productivity software, but this one has a perk that almost school board will love—it’s free. Packaging together favorites like Gmail, Hangouts, Google Docs, Google Sheets, and Google Drive with Classroom, a digital hub for organizing assignments and sending feedback, the goal of this collection is to make learning a more collaborative process.

Though Google Apps for Education is cloud-hosted, the programs can be used offline, ideal for when your student needs to escape the internet and work distraction-free. And since it works on any device, it also helps students avoid buying overly expensive hardware. That means more money for extracurricular activities.

HwPic

Price: Free, but some homework services require payment
Availability: iOS and Android

HwPic is a tutoring service that allows students to take send pictures of their homework to tutors, who will then respond within minutes to your questions with a step-by-step solution. There’s even an option to expedite the answers if a student is in a hurry. HwPic Co-Founder Tiklat Issa said that the app was initially rejected by Apple’s App Store, which believed it would promote cheating, but he successfully argued that just because someone uses the app in a way that it’s not meant to be used doesn’t mean the app should be punished.

Issa added that HwPic prohibits cheating in its terms and conditions. Tutors don’t solve homework that has words like “Quiz” or “Exam,” and they often know if a student is sending a photo during a test if they’ve paid for expedited answers, and if the photo is dim, blurry and taken under a desk. “We’ve minimized cheating,” said Issa. “We haven’t eliminated it. That’s kind of unrealistic.”

Wolfram Alpha

Price: $2.99
Availability: iOS and Android

Wolfram Alpha is similar to PhotoMath, only that it targets older students studying high levels of math and doesn’t support photos. The service also outputs step-by-step solutions to topics as advanced as vector calculus and differential equations, making it a popular tool for college students.

“It’s cheating not doing computer-based math, because we’re cheating students out of real conceptual understanding and an ability to drive much further forward in the math they can do, to cover much more conceptual ground. And in turn, that’s cheating our economies,” said Conrad Wolfram, Wolfram Research’s Director of Strategic Development, in a TEDx Talk. “People talk about the knowledge economy. I think we’re moving forward to what we’re calling the computational knowledge economy.”

Homework Helper

Price: Free
Availability: iOS and Android

Chinese Internet search company Baidu launched an app called Homework Helper this year with which students can crowdsource help or answers to homework. Users post a picture or type their homework questions onto online forums, and those who answer the questions can win e-coins that can be used to buy electronics like iPhones and laptops.

The app has logged 5 million downloads, much to the dismay of many some parents who argue that the students spend less time thinking about challenging problems. A Homework Helper staffer admitted to Quartz, “I think this is a kind of cheating.”

Slader

Price: Free, but some homework services require payment
Availability:
iOS

Slader is a crowdsourcing app for high school and college students to post and answer questions in math and science. While students can post original homework for help, many questions in popular textbooks have already been answered on the app, according to Fast Company. An Illinois high school said earlier this year that it suspected students were using the service to cheat on their math homework.

Slader argues that it’s “challenging traditional ideas about math and education,” and said that the ideas behind its app “aren’t a write-off to teachers,” according to its blog. Slader told San Francisco media outlet KQED that it shouldn’t be dismissed as a cheating tool, but rather considered a way for students to access real-time help.

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