SP 394 Introduction to the Literature of Spain
FA 2006 HO
12:25 - 1:40 PM
Textbook: Milenio. Mil años de literatura española. Bárbara Mujica. 2002
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This class is an introduction to Spanish literature from its known origins through the 20th century. Obviously, the texts we study are necessarily a tiny fraction of the possibilities. The texts selected are meant to be representative of what is generally considered the best, or in some cases the most popular, of the works written during the periods covered.
Texts are studied within their historical-cultural context. An effort is made to incorporate material by and about not only Christians but also Jews and Arabs, since the history of Spanish literature and of many other aspects of Spanish life and culture would not be what it is were it not for the interaction, sometimes cooperative, often conflictive, of these three groups over many centuries.
A major theme throughout the course is that of perspective, in various senses of the word. We will modify the chronology slightly in order to end the course with selections from Cervantes' Don Quixote.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
EVALUATION: Your grade will be based on the following components:
Paper (Essay)& Presentation
Paper: Write an essay on either (a) a substantial work or a group of shorter works by a Jewish, Muslim, or woman writer of the Middle Ages through the twentieth century [you may also use a group of shorter works on one theme by several Jewish, Muslim, and/or women writers], or (b) a substantial work or a group of smaller works, not studied in class, by a Christian writer of the Middle Ages through the twentieth century, in which Jews or Muslims and Christians are represented in a substantial way. Your essay should engage in some form the course theme of perspective.
For example, if you choose option (a) and are writing about a group of poems by a medieval Jewish or Islamic poet in which love is a central theme, you might want to examine the philosophy of love that is represented, how it resembles or differs from philosophies of love in previous or contemporaneous Jewish/Islamic poetry, and how it compares to philosophies of love in poetry by Christians of the same period. If you discuss formal aspects, be aware that a Jewish or Muslim work may not have been written originally in Castilian, and the form may have been modified in translation.
If you choose option (b) and are writing, for example, about a work by a Christian writer from the baroque period (17th century) in which Jews or Muslims are the subject, you might want to look at what members of the group are depicted, whether the figures depicted are represented as typical or atypical of the group, in what contexts they appear, their function/s in the work, what techniques are used to portray them, whether the portrayal is positive or negative, what physical and character traits, behaviors, and circumstances of their lives are emphasized, what are their supposed values, with whom they interact, etc.
In the case of either (a) or (b), you should examine possible reasons for the particular way in which the work presents its theme (case a) or portrays the figures (case b), e.g. the writer's gender, race, and social class, historical circumstances when the work was written, genre of the work, intended audience/readers, etc.
Several works by women, Jews, and Muslims, as well as by Christian male writers about women, Jews, Muslims, conversos, and moriscos, will be offered to you. If you prefer to use another work instead of one of these, please check with me before beginning your research.
Incorporate relevant information from at least two scholarly (critical) sources, at least one of which must be a journal article. Do not use material from the Web. Document the scholarly sources, as well as your primary sources, following the appropriate format as explained in the MLA Handbook for Writers of Research Papers. (The most recent edition is the 6th, but earlier editions will work for your purposes.) Be sure to begin your research at the beginning of the semester so that if necessary you can obtain the secondary sources you need through Interlibrary Loan in time to get your phased assignments in when due. Remember that the Reference librarians are happy to help you find appropriate secondary sources
Your paper must be 8-10 pages, computer written in 12-pt. font, double-spaced, with 1" margins on all four sides. I have not assigned written homework on the texts in order that you can dedicate the time you would have spent writing such homework, on your paper instead. These phased assignments are for your benefit. The first three phases of your paper will not be graded as such, but an "A" term paper will show evidence of your having thoroughly completed the various phases indicated. I will not accept late work except in the case of an excused absence.
Classroom Rules of Conduct:
Class participation: Based on (a) your attendance (including punctuality), attention, and engagement (b) your active contributions to discussion and other oral or written activities.
You are expected to attend all classes, except in the case of a true emergency or official University-related activity. In accord with the norms established by the University, please inform me as soon as possible of an anticipated absence and present appropriate documentation. In the case of an emergency, present your documented excuse upon your return to class. If your absence is excused, you are responsible for handing in any assigned written work within a week after the absence. If the absence is not excused, you will not be allowed to make up the assignment. Although I appreciate explanations for this type of absence, such explanations do not replace class attendance. Your presence for the entire class period is an important aspect of attendance and is an indication of the seriousness of your intent with respect to the class. After two absences, whether excused or unexcused, your participation grade will be lowered.
The first part of your class preparation is to read the material carefully and to reflect on it. I recommend that you read the text(s) once quickly without looking up words. Read a second time more slowly but do not interrupt your reading to look up words. Mark unknown words that are repeated often or seem key to understanding the passage. Only after this second reading should you look up words in the dictionary. After looking up a word, read again the passage in which it occurs. The last time you read, pause regularly to express the content in your own words in Spanish. Mentally relate the current work to earlier ones, i.e., look for connections, draw comparisons and contrasts. Some students find it helpful to read the text again, rapidly, after it has been discussed in class.
From time to time I will give you, at the end of class, a form to evaluate your own class participation for that day. I will not inform you ahead of time.
Orientación y vista panorámica del curso
Perspectiva femenina: Temprana poesía lírica del amor, en mozárabe: las jarchas (siglo 11)
Los Judíos en España
" Una visión del judío, del moro y del héroe: El cantar de gesta Cantar de Mio Cid (temprano siglo 13). Cantar de Mio Cid. Ibn Arabi (1165-1240), "Soplaron distintos vientos
Otra perspectiva sobre la muerte: La danza de la muerte (tardío s. 15-temprano s. 16)
Don Juan Manuel El Conde Lucanor o Libro de Patronio
Una perspectiva sobre el amor: El amor cortés y los comienzos de la novela: La Celestina o La Tragicomedia de Calisto y Melibea por el converso Fernando de Rojas (tardío s. 15-temprano s. 16)
Distintas visiones de la dama y su belleza. La Celestina
La Celestina - Entregar el primer borrador del ensayo
Renacimiento Siglo de Oro.p.54-59.
Historiografia. Las Cronicas p.62
La revolución poética de Garcilaso de la Vega. Una visión del amor pastoril (temprano siglo 16)
PUENTE DE OTOÑO
Lazarillo de Tormes
La perspectiva desde abajo: la primera novela picaresca, Lazarillo de Tormes (a mediados del s. 16)
Entregar el Segundo borrador del ensayo
El Misticismo. Perspectivas de los santos. Santa Terésa de aVILA
Distintas perspectivas del honor: la comedia de Lope de Vega, Fuenteovejuna (temprano s. 17)
Una perspectiva diferente sobre las relaciones amorosas: María de Zayas y la novela cortesana, (a mediados del s. 17). El jardín engañoso 153
El jardín engañoso
El perspectivismo: Miguel de Cervantes, Don Quixote (temprano siglo 17).
PUENTE DEL DÍA DE ACCIÓN DE GRACIAS
. Evaluaciones de curso. La generación del 98 a la Guerra civil.
Presentaciones Entregar el ensayo
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2006-2007 Undergraduate Catalog Page 87-89
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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Last Updated:8/23/2006 3:45:13 PM