WLC 400-WLC Major Capstone
Course Description
Students work with the instructor and WLC faculty advisors to research, synthesize, write and present their Capstone projects. Students will also complete a Graduation ePortfolio reflecting how each MLO was met. This course is required for all Japanese Language and Culture, and Spanish Language and Hispanic Cultures majors.
Course Narrative
The intention of this was to guide us on finishing our Capstone project. In this class I received help from the professor directly multiple times. With her help, I was able to keep the flow of my Capstone timeline running smoothly. Some of the activities we did in this class to ensure the completion of our project were peer-editing, practice powerpoint presentations and check-ins with our advisors. With the help of my advisor I was able to complete my Capstone project on Rubén Darío. She was able to help me personally with her extensive knowledge on his literature and the Modernist movement. The poems I analyzed in my paper were "El Cisne'',"Leda" "¡Torres de Dios!¡Poetas!" and "Pegaso''. Each poem had a similar motive of transmitting the greatness of the Modernist movement and its poetas. Furthermore, each poem had figures of Greek Mythology as symbols to represent a power dynamic or the epitome of a characteristic. In the end, I really appreciated this class for the amount of support I received. Many of my classmates took time out of their busy days to help look over my work. Both my professor and advisor made time available to help me further with the content and structure of my paper.
Below is the essay I wrote to complete the Cultural Immersion Requirement, or Pathway 3. I wrote my paper on two women who had come to the United States from Mexico and their efforts to adjust to new life. I compared these two women to the protagonist of "Bien Pretty" , a poem by Sandra Cisneros, and ¡Alambrista! by Robert M. Young. Both works detailed the lives of Mexican immigrants in the United States like my two interviewees. This class met MLO 6 of Research and Technology.
Students work with the instructor and WLC faculty advisors to research, synthesize, write and present their Capstone projects. Students will also complete a Graduation ePortfolio reflecting how each MLO was met. This course is required for all Japanese Language and Culture, and Spanish Language and Hispanic Cultures majors.
Course Narrative
The intention of this was to guide us on finishing our Capstone project. In this class I received help from the professor directly multiple times. With her help, I was able to keep the flow of my Capstone timeline running smoothly. Some of the activities we did in this class to ensure the completion of our project were peer-editing, practice powerpoint presentations and check-ins with our advisors. With the help of my advisor I was able to complete my Capstone project on Rubén Darío. She was able to help me personally with her extensive knowledge on his literature and the Modernist movement. The poems I analyzed in my paper were "El Cisne'',"Leda" "¡Torres de Dios!¡Poetas!" and "Pegaso''. Each poem had a similar motive of transmitting the greatness of the Modernist movement and its poetas. Furthermore, each poem had figures of Greek Mythology as symbols to represent a power dynamic or the epitome of a characteristic. In the end, I really appreciated this class for the amount of support I received. Many of my classmates took time out of their busy days to help look over my work. Both my professor and advisor made time available to help me further with the content and structure of my paper.
Below is the essay I wrote to complete the Cultural Immersion Requirement, or Pathway 3. I wrote my paper on two women who had come to the United States from Mexico and their efforts to adjust to new life. I compared these two women to the protagonist of "Bien Pretty" , a poem by Sandra Cisneros, and ¡Alambrista! by Robert M. Young. Both works detailed the lives of Mexican immigrants in the United States like my two interviewees. This class met MLO 6 of Research and Technology.
MLO IV | |
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