LOS TEMAS SON:
1. ¿Se debe tener empleados o criados? ¿Por qué o por qué no? ¿Cuándo? ¿En qué condiciones?
[Perhaps consider: Is a maid or manservant / valet the same as a gardener? A cleaning service whose workers go home at night? Chauffeurs? Home health workers? Child care workers? Plumbers? Carpenters? What if you feel really need some kind of service, but you can only get an illegal alien to work at the rate you think is fair?]
2. Los estereotipos: raza, clase, género sexual, nacionalidad… ¿en qué se basan? ¿Qué son categorías como la ‘clase’? ¿Cómo funcionan? ¿Qué contradicciones inhieren [inhere] en ellas?
[Consider: are 'race,' class, gender and so on stable and real? Consider: what the Lady in our play says about class, and what we learn about through what actually happens. Consider: ¿La clase social es lo mismo que la clase económica o el dinero? On any of these, you may want to discuss this question by looking at a particular example, because conceptually this question is or could be somewhat difficult.]
3. [An essay based on the consideration of one or more of these questions:]
Los problemas sociales que se ven en El delantal blanco ¿son actuales? ¿Cómo afecta el dinero las actitudes de los personajes? ¿Existe una estructura social semejante en los EEUU? ¿Cómo se burla Vodanovic de la burguesía chilena?
Categorías: Uncategorized
El jueves, 8 de mayo, en clase, hablaremos del QUIZ y de las PRESENTACIONES orales; se devolverá también toda la tarea antigua que queda.
Juntos inventaremos el TEMA de la composición final, que se entrega el día del examen final.
Para el examen final, cada quien debe traer un ESBOZO (handout) de su composición para repartir. El examen final es un CONGRESO (conference) sobre el tema de la composición.
WHAT HAPPENS THE DAY OF THE FINAL:
1. REQUIRED (90 MINUTES TOTAL). You turn in the composition. Basing themselves on their sketches, people PRESENT, in panels of three (OR POSSIBLY MORE), their “take” on the topic to the class. Each group of takes questions from the audience.
2. OPTIONAL (60 MINUTES). Read, and write a cogent summary / commentary in English of, a text you have not seen before, but which is at the level of what we have been reading (remember those BBC articles on immigration? … like that …). This is for people who have missed work or have other reasons to wonder whether they might pass. It is a grade saver.
3. OPTIONAL (60 MINUTES). Read something a little harder than what the people in #2 are reading: a genuine newspaper article, for instance, or a tougher Guillén poem, or a very brief short story. Write a cogent summary/commentary in English. This is for people who feel they are in fact more capable than they have shown themselves to be, and want to raise their grades from C to B or B to A (if you’re not making a C average, you probably don’t want to do this – you want the option described above, in 2). It is a grade raiser.
You may bring dictionaries if you choose to do exercise 2 or 3.
Categorías: Noticias de la clase
