Poem analysis of Elena – Pat Mora
Poem analysis of Elena by Pat Mora. Includes literary themes and biographical information about the author
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Tag: Cazares J
Benjamin Collins
Caracol by Ruben Darío
Literary analysis of the poem “Caracol” by Ruben Darío. It will include some core themes, the poem itself, and then some analysis pieces of the literary movements and tools used in the poem.
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Creeann Jarman
Continúa el Mismo Asunto by Sor Juana Inéz de la Cruz
Literary analysis of the poem ‘Continúa el Mismo Asunto’ by Sor Juana. This includes a look into the themes of the poem, the background information of the author and time in which it was written, and the literary elements within the poem.
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Emily Puita
Literary analysis of Las medias rojas
This literary analysis of Las medias rojas by Emilia Pardo Bazán explores the historical, religious, and social context of the story, with a focus on its central themes and the literary techniques used by the author.
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Dulce Ramirez-Ramos
Análisis literal de “La noche boca arriba” de Julio Cortázar
Analysis of the short story “La noche boca arriba” by Julio Cortázar, including literary techniques, themes, and information about the author.
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Abby Weston
El Ahogado Mas Hermoso Del Mundo
Literary analysis of El Ahogado Mas Hermoso Del Mundo by Gabriel Garcia Marquez. This includes an explanation of the themes of the short story, historical context, summary of the story, and background on the author. It will also examine the literary techniques used and highlight biblical parallels.
SPAN 315, Introduction to Spanish Literature
Jenée Cázares
10 AM – Noon
Brooke Silvernail
The Ins and Outs of Studying Abroad
Before I had gone to Granada, Spain, I had always dreamed of knowing what it would be like to travel to a different country and learn about its culture. Now that I have studied abroad, I know all of the ins and outs of how to study abroad: finding a program, preparing for departure, starting your experience, and enjoying your stay. Although it may seem like an arduous task, the hardest part to studying abroad is getting there. After listening to my story, you will learn about the study abroad process and get a glimpse of what it feels like to be an international student.
SPAN 499, Senior Capstone
Jenae Cazares
P103
11:30 AM – Noon
Leah Anderson, Taylor Copenhaver, Mackenzie Hunton, Bethany LaFon, Kalani Miller, Taylor Morgan, Sarah Phillips, Peyton Ritchie, Brooke Silvernail & Amanda Torres-Sanchez
Spanish Short Story/Poetry Analysis
Bilingual analysis of a short story or poem from Spanish literature including the historical, religious and sociocultural context of the work, biographical information of the author, themes, literary techniques used and brief overview of its meaning.
Students: Leah Anderson, Taylor Copenhaver, Mackenzie Hunton, Bethany LaFon, Kalani Miller, Taylor Morgan, Sarah Phillips, Peyton Ritchie, Brook Silvernail, Amanda Torres-Sanchez
SPAN 315 – Intro to Spanish Literature
Jenee Cazares
Poster Contest (L203: 10am-Noon)
Kalani Miller
Reconstructing History: Learning About Mexico Through Its’ Clothing
I made a Sinaloa dress to represent traditional Mexican clothing. This presentation will also include a brief overview of Mexican history, the meanings behind their colors, traditional sewing techniques, and the importance of textiles. I will explain the process of constructing my dress, and the importance of appreciating cultural and historical sewing.
SPAN 201, Second Year Spanish I
Jenee Cazares
L203
Click here to view the live stream
2 – 2:30 PM
Gabrielle Morales
‘Uncertainty was attached to everything he knew’: The Intergenerational Transmission of Functional Illiteracy
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
Return to schedule
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
Return to schedule