<p>Hi could somebody tell me the difference between these 2 courses and give incite as to who are good professors/ bad professors and to the amount of work that the course or certain professors require.</p>
<p>Bump, I would also like to know some information specifically about Spanish 201.</p>
<p>Spanish 201 isn’t terrible. I functionally hadn’t taken Spanish in two years and started off in Spanish 201 despite only remembering a few words of the language. It’s taught from an intro perspective, that is it’s assumed the person’s knowledge of Spanish will be minimal. As a result, the professor goes over vocab and grammar which should probably be Spanish 102 stuff, but is still taught in 201. The main difference is, the intro grammar is incredibly fast paced so someone who doesn’t have a strong foundation (like myself) will struggle to keep up. </p>
<p>Assuming Oxford’s Spanish 201 class is like that of the Atlanta campus, there are many smaller (as in half a page or less) writing assignments as well as in book activities, class presentations, etc. However, students lacking a strong foundation should expect to spend at least an hour a night (not bad IMO) on the work to pass with a B. </p>
<p>I found Spanish 202 to be much more rigorous than 201 since I hadn’t mastered what was taught in the first semester. The grammar and other concepts presented necessitated a mastery of the material since so much of it relied on distinguishing various participles and other concepts. The assignments tended longer, and there was more (but still relatively minimal) reading required. My professor also demanded much more than my 201 prof terms of conversation, so it was obvious who understood and could apply the material being taught. </p>
<p>Both of my 200 professors were excellent and they frequently invited students to office hours to look over the essays or just talk about life. I don’t know how they are at the Atlanta campus, but given the positive things I’ve heard from Spanish minors there, I suspect the same is true.</p>
<p>WhenWhen, do y’all (Oxford) actually have professors teach them, or do graduate students teach them? Also, were your professors generous and spoke some English (I did the intro. French sequence 101/102, and they didn’t speak any even on the first day. However, they were actually from France so likely wanted to avoided because their English was fine but not amazing). It seems that we heavily employ grad students, TA’s and visiting faculty at the 100 and 200 level on campus. They aren’t bad or anything (in fact, many are quite excellent), but I wonder if more people taking courses at that level would get the same experience as you did if there were more “homebase” faculty teaching them.</p>
<p>First, I misread this title and thought it referred to the difference between Spanish 201 and 202. Apologies for any misunderstandings. </p>
<p>Anyways, we have assistant and full professors teaching Spanish at all levels. I assumed that the Atlanta campus did the same for its lower div language classes, but I guess not. Anyways, for Spanish 201, the professor spoke some English, particularly at the beginning of the semester, when she needed to clarify a grammatical point by relating it to English, or when the information was too important to miss (deadlines, test policies, etc). In Spanish 202, the professor almost never spoke English. </p>
<p>In what capacity were grad students used to teach the class? Did they do the lecturing or just lead discussion sections? Given that Emory is in the process of closing its Spanish grad program, it may mean that students get closer interaction with full professors than you did with those in the French department.</p>
<p>I don’t know about Spanish. The French teachers in 101/102 just didn’t speak it (the syllabus was in English, so no need to stress major dates in English). I think Spanish is a little softer, so I’ve heard that English would seldom be spoken there, but still more often (had a roommate taking Spanish 101/102 as I took French. I seemed to be doing significantly more work and he said that they used a decent amount of English the first week). In the case of French 100 series, they (grad students) conducted the whole course (we didn’t have discussion, the class was 4-5 days a week already and the class was basically that with the French in Action thing going on). Both were really good in my opinion, but I just wondered how common the practice of having them conduct courses was.</p>
<p>Oxford doesn’t have language discussion sections either. I just assumed that grad students might be employed as a way for students to go over any finer points they missed during the main section. </p>
<p>I don’t know why French 101 and Spanish 101 would differ in English usage since both are theoretically designed for people who haven’t even heard the words bonjour, hola, or uno (in reality, a good percent of students in Spanish 101 had some familiarity with the subject and took it for an easy A). </p>
<p>But back to the OP’s question, if you’re not extremely comfortable with Spanish take 201. If you’re able to read and understand articles written in Spanish, take 212. The former is essentially high school Spanish II/III while that latter is somewhat similar to AP Spanish with a dash of literature thrown in.</p>
<p>I took Spanish 212. There’s extremely little English in the class. </p>
<p>It is at least twice as hard as Spanish 201, which my friends all took. It’s kinda tough to get an A (I barely lost mine at the final, and the four or five people I talked to in the class had b+/a-)but b+/a- are doable. Nobody gets lower than a B. As far as 201, you pretty much get an A or A- or b+. </p>
<p>In the Spanish department, it’s not really possible to take a class that has a bad teacher. They’re all wonderful. Just pick the time you want. </p>
<p>I also say you should take 212 instead of 201 if possible. It’s made me much better</p>
<p>And I honestly know nobody at emory who took a Spanish 200+ course and regretted it. .</p>
<p>Thanks so much everyone for the info. Aluminum-boat for Spanish 212 do teachers expect students to know all forms of grammar, and instead teach literature.</p>
<p>Every class is done differently, I think. But, in mine, we were more or less expected to know it all and waht we did in a week’s worth of class was 30 minutes of grammar review/questions answered and two hours of literature answered.</p>
<p>The tests were 33/33/33 of vocab, grammar, writing.</p>