Course Description and Goals:

This sixth-semester German language course focuses on advancing proficiency in speaking and comprehending German, while deepening students' understanding of the current cultural and political situation in Germany and the other German-speaking countries. To this end we will discuss information and ideas presented in short literary texts, videos, and the news media (newspapers, magazines, the Internet, etc.). The course also involves grammar review. Course performance will be evaluated according to the guidelines given in this syllabus.

Required Texts and Materials:

-Gerda Dippmann and Johanna Watzinger-Tharp, A Practical Review of German Grammar, 3^rd ed. (Prentice Hall, 1999)
-A Three-Ring Binder
-A good German-English, English-German dictionary

Course Evaluation:

        Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
        Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
        Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
        Diskussionsleitung . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
        Oral Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
        Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20%
        Midterm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15%
        Final . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15%

Attendance: While I hope you never miss class, four absences are permitted without penalty. For each absence beyond the four permitted, your course grade will be lowered by one percentage point. Excessive and repeated tardiness will "add up" to an appropriate number of absences (eg., being twenty minutes late three times counts as one absence).

Participation:

Being prepared for and participating in class activities is one of the most important means of attaining the goals of this course. It is your responsibility to form and express opinions, questions, and interpretations about the material we are studying. It is also your responsibility to anticipate which vocabulary you will need to express yourself about an assigned topic, and to look up and write down the German words that are new to you so that you can use them in class. (We will additionally be learning specified vocabulary as a group). Criteria attached to the end of this syllabus will be used to evaluate your participation.

Grammar Homework and Journal Writing:

Whenever the assignment is to "write out" exercises in Dippmann's A Practical Review of German Grammar, it will be collected and graded. I will grade grammar assignments using the following scale: * means "perfect" (complete and with no mistakes); check+ means "very good" (complete and with few mistakes); check means "good" (complete and showing good effort, but with numerous mistakes); check- means "not quite satisfactory" (complete or almost complete but with many mistakes); - means "very inadequate" (incomplete and/or with so many mistakes that little effort is evident); 0 means "no credit given" (assignment not turned in or extremely incomplete).

We will cover material in four chapters of the Dippmann grammar book (chapters 11, 16, 12, and 10, in that order). Building on what we learned in German 103 (the indicative forms of all six tenses for all verb types), we will first develop a more thorough understanding of conjunctions and infinitive phrases, then learn passive voice, then conditional subjunctive, and finally, "relax" at the end of the semester by focusing on numerals and time expressions. Because little of this should be entirely new material for anyone taking this course, you will be expected to do much of the grammar review at home on your own. It is imperative that you not only do the exercises I assign, but that you also read the pages I assign, since they provide clear explanations. You should do this even if you are certain you know the grammar points being discussed. Because you have previously encountered the grammar presented in these chapters, I will assign only the type and number of exercises I feel is necessary to refresh your memory of the material. If you feel you need more practice, you are welcome to do more of the exercises, and I will be happy to correct them.

Journal entries will be due every other Wednesday beginning January 26^th. I will often suggest topics for you to discuss, but you may additionally write about other issues of interest to you. It is verboten to write these entries first in English and then to translate them into German! The point of writing them is to practice expressing yourself in German. I recommend that you write a first draft and then correct your own German to the best of your abilities, retyping or legibly rewriting your entry before handing it in to me. Each entry must be approximately 300 words in length. The same grade indicators will be used as for the grammar exercises, but the grade will reflect consideration of content, style, syntax, grammar and adherence to required length.

To receive credit for the homework it must be handed in on the due date. If you are absent on that day, you should still arrange to hand it in on time, either by having someone place your assignment in my mailbox or under my door if you are unable to bring it in yourself, or by e-mailing it to me. Under no circumstances should the homework be handed in later than the day you return to class. To find out what the homework assignment is, you may write me an e-mail or call a classmate. To facilitate such communication, please exchange phone numbers with a few classmates. For every 11 homework assignments I will "forgive" 1 missing one.

Diskussionsleitung:

This component involves working with a partner to prepare and lead a discussion on a topic concerning contemporary German culture. Instead of giving an oral report, you will be teaching the rest of the class about your topic. For example, you and your partner might locate a short German text (fiction or non-fiction) that you understand and find interesting; make copies of the text so that students can either read it together in class or on their own before class (if you distribute it in time); prepare an introduction to the topic that will provide the students with the knowledge they need to approach the subject; prepare a vocabulary list that will give the students the vocabulary they need to discuss the topic; and prepare discussion questions or another means of "testing" the participants' understanding of the material. Your goal should be to involve the entire class in a lively and informed discussion based on your presentation. The presentation and discussion (at least your part of it) must be entirely in German, and must be 30-50 minutes in duration. To ensure that your topic and text is appropriate for the course (or to ensure that I think it is appropriate!), you must give me a copy of the text at least a week prior to the lesson and discuss it with me, either by e-mail or in my office, telling me how you plan to teach the material. I am happy to correct anything you give me if (and only if) I receive it at least one week before you lead the discussion.

Student-led discussions will occur most Fridays beginning February 4^th. Criteria attached to the end of this syllabus will be used to evaluate your Diskussionsleitung.

Oral Proficiency:

The grade you receive for this component will be based in part on the German you speak regularly in class. To ensure that more German is spoken, I'd like to have most sessions begin with a student talking about anything s/he pleases (as long as it is appropriate for the classroom setting!) for 2-3 minutes. For example, you might tell about something interesting you have done, thought, or observed recently, or about some event going on locally, nationally, or globally.

The grade for this component also involves an oral test conducted as a conversation in my office sometime between Monday, March 6^th and Friday, March 17^th. Criteria attached to the end of this syllabus will be used to evaluate your oral proficiency for the test.

Quizzes:

Quizzes will test your understanding of the material covered in class, especially the grammar and vocabulary we are learning. No make-ups will be given. Your lowest quiz score will be dropped, which, if you miss a quiz, will be the zero (0%) you receive for that quiz. Quizzes will be announced in advance, i.e., there will be no "pop" quizzes.

Examinations:

        The Midterm will be given on Wednesday, March 1^st and will cover all material we have studied up to that point;
        The Final will be given from 11:00 a.m. to 1:00 p.m. on Monday, May 1^st and will be comprehensive, but
        with an emphasis on the material we have covered since the midterm.

If you miss a regularly scheduled examination for a reason I consider valid, an opportunity will be provided to make it up. In this instance, you must contact me within two business days of the regularly scheduled exam. It is preferable that you make arrangements for a make-up exam before it is given to the class as a whole.

Academic Honesty: The work you do for this course must be entirely your own. While you are welcome to ask qualified individuals for help with pronunciation or with understanding a text or a grammar point, it is not acceptable to have them correct or rewrite your work. You are, however, encouraged to ask me for help with any of the assignments.

The three-ring binder should provide a home for the course material, organized according to the different course components and including a place for this syllabus and other organizational hand-outs, as well as for class notes.

Please regard this syllabus as a contract and reread it frequently to remind yourself of what is coming up. Make sure you have read and understood all its components!

Note: This syllabus is displayed on my home page (http://www.as.wvu.edu/~djanson) which links to the German Studies and departmental home pages as well as many sites relevant to "things German."

Mutual expectations: It is my intent to establish and maintain a positive learning environment based upon communication and mutual respect. Any suggestions as to how to further such an environment will be appreciated and given serious consideration. The class will be conducted in accordance with the University's commitment to social justice and academic honesty. Therefore, the policies and procedures of the WVU Student Handbook (The Mountie) are expected to apply throughout the course.
 
 

Rating                                                                                                                               Points

Superior                                                                                                                           21-25

        -You greeted people and took leave using German expressions.
        -You used English only after asking for permission and after attempting to express yourself in German.
        -You listened attentively when others spoke and showed respect for your peers.
        -You actively participated in all activities and discussions and had a positive attitude.
        -You came prepared to class everyday.
        -Your presence made a positive impact on getting tasks done.

Average                                                                                                                         16-20

        -You greeted people and took leave using German expressions.
        -You sometimes became distracted, did not pay attention when others spoke, and were occasionally disrespectful.
        -You occasionally used English, especially in pair and group work, or without attempting to express yourself in
         German first.
        -You showed interest in activities and participated, though sometimes passively rather than actively.
        -You generally came prepared to class.

Unsatisfactory                                                                                                               0-15

        -You used more English than German in class.
        -You did not pay attention during activities and explanations.
        -You sometimes slept, read the newspaper, did homework, etc., during activities or explanations.
        -You were often distracting and disrespectful toward your peers or your instructor.
        -Your presence in group work had little impact on accomplishing the tasks at hand.
        -You were frequently unprepared for class.
 
 

Name:                                                                                             Course:

Topic:                                                                                                Grade:
 
 

Comprehensibility

            1. Completely comprehensible, very conversational                                                                 10
            2. Mostly comprehensible but with some errors, sometimes slow and simple                              8
            3. Frequent errors in use of language or pronunciation sometimes impede comprehensibility       6
            4. Mostly incomprehensible                                                                                                      4

Content

            1. Well developed, ideas; clear and to the point                                                                       10
            2. Ideas mostly well developed, fairly clear and relevant                                                             8
            3. Ideas present but not well developed                                                                                     6
            4. Minimal and/or irrelevant information                                                                                     4

Fluency

            1. Speech generally natural and continuous; no unnatural pauses                                                 8
            2. Some definite stumbling, but manages to rephrase or continue                                                 6
            3. Speech frequently hesitant and jerky; sentences may be left dangling                                       5
            4. Speech halting and fragmentary; long, unnatural pauses or utterances                                      3

Structure

            1. Utterances almost always correct                                                                                          8
            2. Most utterances are correct, but a few errors stand out                                                         7
            3. Many correct utterances, many incorrect utterances                                                              5
            4. Very few utterances are structurally correct                                                                          3

Requirements met(assessed on a scale of 8-1)

Work shared equally among partners; topic is appropriate and clearly                                                 8-1
introduced; classmates provided with the necessary materials, including
vocabulary list; appropriate testing component

Presentation skills, overall success of report (assessed on a scale of 6-1)                                 6-1

            Pace and volume of voice is appropriate; eye contact made; visual aids
            used and helpful; classmates' involvement in conversation is achieved; classmates
            are able to learn from and enjoy the lesson; time limit adhered to
 

Name:                                                                                                                                         Course:

Semester:                                                                                                                                     Grade:
 
 

Comprehensibility

            1. Completely comprehensible, very conversational                                                               10
            2. Mostly comprehensible but with some errors, sometimes slow and simple                            8
            3. Frequent errors in use of language sometimes impede comprehensibility                               6
            4. Mostly incomprehensible                                                                                                    4

Content

            1. Well developed, ideas; clear and to the point                                                                     10
            2. Ideas mostly well developed, fairly clear and relevant                                                           8
            3. Ideas present but not well developed                                                                                   6
            4. Minimal and/or irrelevant information                                                                                   4

Vocabulary

            1. Broad in range, precise                                                                                                       8
            2. Generally adequate for situation                                                                                           6
            3. Mostly inaccurate or inadequate                                                                                          4

Fluency

            1. Speech generally natural and continuous; no unnatural pauses                                               8
            2. Some definite stumbling, but manages to rephrase or continue                                              6
            3. Speech frequently hesitant and jerky; sentences may be left dangling                                    5
            4. Speech halting and fragmentary; long, unnatural pauses or utterances                                    3

Structure

            1. Utterances almost always correct                                                                                         8
            2. Most utterances are correct, but a few errors stand out                                                         7
            3. Many correct utterances, many incorrect utterances                                                              5
            4. Very few utterances are structurally correct                                                                          3

Pronunciation

            1. Almost every word is pronounced and stressed correctly                                                      6
            2. Most words are pronounced correctly; a few errors stand out                                               5
            3. Many words are pronounced incorrectly                                                                              3