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Jorge Febles was born in Cárdenas, Cuba. He completed his BA degree in American History and Spanish at St. John’s University (Collegeville, Minnesota). He earned his Ph.D. in Spanish American literature from the University of Iowa. Currently Chair of the Department of World Languages at the University of North Florida, he holds the rank of full professor of Spanish. During his tenure at UNF, as well as during his more than twenty years at Western Michigan University, he has taught language, literature and culture at all levels. He teaches Advanced Spanish Grammar and Composition regularly, and he has frequently taught as well third-year composition classes. Professor Febles, who co-edits the literary and cultural journal Caribe, has published extensively on Latin American and Spanish literature. Lately, his research has focused on Cuban theater. In 1991, Professor Febles won the State of Michigan Teaching Excellence Award, and in 1997, he received the Alumni Teaching Excellence Award. Professor Febles is a Corresponding Member of the North American Royal Academy of the Spanish language.
Carolyn Harris completed her BS studies in Spanish education at Iowa State University. Graduated with a “licenciatura” in English Philology at the University of Zaragoza, Spain. She lived in Spain for seven years. Upon returning to the U.S., she studied at the University of Iowa, where she completed her Ph.D. in Spanish literature. She taught at the University of Richmond for three years. Since 1985, she has taught Spanish language and Hispanic literature and culture at Western Michigan University, attaining the rank of full professor. Her research interests lie in contemporary Spanish theater. She has published numerous essays on Spanish theater, as well as a book on Antonio Gala. In 2001, she received the Alumni Teaching Excellence Award, the most prestigious teaching award granted by Western Michigan University. Professor Harris has taught third-year composition on a regular basis throughout her tenure at Western Michigan University. She has also coordinated the teaching of composition classes.
Table of Contents
|La descripcion a base de oraciones simples La oracion y sus partes: La palabra Si yo fuera hispanoparlantehellip; (1)|
|La ortografia El diccionario: iquest;amigo o enemigo? (1)|
|La oracion simple y su estructura La concordancia (1)|
|Primera entrada del cuaderno La concordancia (2)|
|La descripcion (1)|
|El presente de indicative La descripcion (2)|
|El reflexivo con el presente de indicative Estrategias de la comunicacion escrita (1)|
|Segunda entrada del cuaderno La descripcion (3)|
|Instrucciones para la pre-composicion descriptiva Chateemos|
|Capitulo 1 La descripcion a base de oraciones complejas Introduccion a la oracion compleja Si yo fuera hispanoparlantehellip; (2)|
|El diccionario: iquest;amigo o enemigo? (2)|
|La descripcion con oraciones complejas (1)|
|El complemento directo Los relacionantesqueyquien Tercera entrada del cuaderno Seryestar|
|Cuarta entrada del cuaderno Laseimpersonal La descripcion con oraciones complejas (2)|
|Estrategias de la comunicacion escrita (2)|
|Instrucciones para la composicion descriptiva Chateemos|
|Capitulo 2 La narracion en el pasado Introduccion al pasado El preterito absoluto Si yo fuera hispanoparlantehellip; (3)|
|La narracion (1)|
|El uso del preterito absoluto en la narracion|
|Quinta entrada del cuaderno El imperfecto Usos del imperfecto Contrastes del preterito absoluto y el imperfecto El imperfecto en la narracion El complemento indirecto|
|Sexta entrada del cuaderno La narracion (2)|
|Los relacionantesel cualyel que Estrategias de la comunicacion escrita (3)|
|Lasereciproca La narracion (3)|
|Instrucciones para la primera narracion Chateemos|
|Capitulo 3La narracion con dialogo Introduccion al subjuntivo El presente de subjuntivo|
|Table of Contents provided by Publisher. All Rights Reserved.|