Course Syllabus: GER 2202 Intermediate German II Spring 2012 ...

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General Education, Global Awareness (old Gen Ed) The General Education outcomes include Thinking Skills (critical thinking, problem solving, and analysis) and Communication. These are defined and illustrated in the MU Undergraduate Catalog. Virtually all written compositions and oral presentations in this course would be acceptable artifacts for Communication in the Language & Literature block. Depending on the specific assignment, any of the three thinking skills might be an appropriate outcome as well. For example, quizzes and tests are likely to test one or more of the three thinking skills and could thus be used as artifacts. See your instructor for help on selecting and classifying artifacts. All language courses, including this one, count as G courses (Global Awareness), of which you need 3 in order to graduate. This course does not count as an I (information literacy) or W (writing across the curriculum). PDE Standards Information for Prospective Teachers of German This course is not included in the German BSE, although it is closely related to GER 2202, which is officially included in the BSE major. GER 2201-‐2202 offer instruction that helps prepare students for all of the PDE content standards, as listed below. Particular emphasis is on 1.A, I.B, and I.E. Although not at the advanced level, preparatory level work for I.C and I.D is offered. Finally, I.F is addressed by the curriculum of Passwort Deutsch series at a level appropriate to students’ linguistic preparation at this stage. Standard I.A. Interpersonal communication (speaking and writing) in the target language at the advanced level including: • Engaging in formal and informal conversations • Providing and obtaining information, • Expressing feelings and emotions, • Exchanging opinions Standard I.B. Interpretive communication (listening, reading, viewing) at the advanced level including: • Written, spoken, and visual language on a variety of topics and in authentic texts, • Main ideas and important details, • Using comprehension and interpretation strategies, • Socio-‐cultural nuances Standard I.C. Presentational communication (speaking and writing) at the advanced level including presenting information, concepts and ideas to an audience of listeners of readers on a variety of topics, using the target language Standard I.D. Structure of the language including demonstrating knowledge of advanced grammar and the linguistic aspects of the target language, including phonology, morphology, semantics and syntax. Candidates in classical languages will, in addition, demonstrate knowledge of dialectology / sociolinguistics and etymology Standard I.E. Culture including the relationship between the perspectives (value systems, attitudes, and beliefs of people from a target culture), products (things, both tangible and intangible, that are produced by members of a culture – e.g., tools, foods, literature, laws, music, systems of education) and practices (patterns of social interaction – e.g., what to do, when, where and how) of the target culture(s) studied Standard I.F. Immersion including the major developments and characteristics of a selected country(ies) where the target Language is the official language including: • Geography, history, and economics, • Religious and political systems,
• Literature, fine arts and other cultural symbols Absence Policy Regular and punctual class attendance is expected. Documented excuses because of illness, serious mitigating circumstances, or absences because of official university representation will be accepted by all faculty, thus permitting you to make-‐up missed tests and/or assignments in a reasonable manner at the instructor’s discretion. In courses where classroom participation is an integral component (such as this course), your attendance is essential and has an influence your final grade. You are expected to speak to me about absences, preferably before the absence occurs, if possible, but certainly after it. Please do not discuss an absence with me 3 minutes before class, but at a time when we can actually discuss it. Remember that no one is responsible for arranging for makeup work but YOU, and you do not have an endless amount of time to complete it. Even excused absences will have a detrimental effect on your class participation grade, since the class interactions you missed have not helped you build your listening and speaking skills and cannot possibly be made up. Academic Integrity From the online MU catalog: “Students are expected to do their own academic work. Dishonesty in academic work, including cheating, academic misconduct, fabrication, or plagiarism is unacceptable. Faculty are expected to instruct students in ways of avoiding these forms of academic dishonesty. Faculty are also responsible for assessing and reporting all charges of academic dishonesty to the Office of the Provost. See policy listed at: http://mansfield. edu/academic-‐affairs/resources-‐for-‐faculty/forms-‐and-‐procedures/ under “Academic Integrity Policy.” Plagiarism is a form of academic dishonesty. You have plagiarized when you represent someone else's words or ideas as your own. If you plagiarize in this class, your offense will be reported to the Provost's Office. You are also plagiarizing if, for instance, you copy material from an Internet source and present it as your own, without crediting the original source. Translation engines, although very convenient, actually can represent a form of academic dishonesty. If you write large sections of or even entire assignments, compositions, or papers in English first and simply run them through an online translation engine, you have not actually written the text in German and are thus submitting work that is not your own. Besides, the results of these engines are often quite poor. Another point to consider is that overuse of translation engines is quite evident to your instructor, who knows your actual language level and can quickly observe that the translation engine has provided vocabulary and constructions that you have not yet mastered. The bottom line is that it is always best for your own learning and most academically ethical to write directly in German. Of course you may use a dictionary (online or print) and—in limited quantity—translation engines and other tools now available. But they should be considered resources and adjuncts to your own writing process, not the major source of the German you submit as your own. Special factors that may affect your learning Any students with documented psychological or learning disorders or other significant medical conditions that may affect their learning should work through Mr. William Chabala in our Counseling Center (South Hall 216, Phone: 662-‐4798; e-‐mail wchabala@mnsfld.edu) to provide me with appropriate information so that I may serve their particular needs more effectively. If you have an exceptionality that requires classroom or testing accommodations, Mr. Chabala will work with us to identify and implement appropriate interventions.
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Course Syllabus: GER 2202 Intermediate German II Spring 2012 ...

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