Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

SP 395 Intro to Literature of SpanishAmerica & the Hispanic Caribbean
Richards, Judith C.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SP 395 Intro to Literature of SpanishAmerica & the Hispanic Caribbean

Semester

SP 2010 HO

Faculty

Richards, Judith C.

Title

Associate Professor of Spanish and Program Coordinator

Degrees/Certificates

BA Pomona College
MA University of Wisconsin
PhD University of Kansas

Office Location

Copley 215, Parkville Campus

Office Hours

TR 1-2:00 and by appointment

Daytime Phone

816-584-0289      E-mail preferred

E-Mail

jrichards@park.edu

Semester Dates

January 11-May 7, 2010

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Prerequisites

SP302 or equivalent

Credit Hours

3


Textbook:
Panoramas literarios, Teresa Menéndez-Faith, 2008

Additional Resources:
See Syllabus for eCompanion materials

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SP 395 Introduction to the Literatures of Spanish American and the Hispanic Caribbean: Taught in Spanish, this course explores the literature of Mexico, Central and Spanish America. Prerequisites: SP294 and SP295 or equivalent, or permission of the Department Chair. 3:0:3.

Educational Philosophy:
My goal is to create an environment in which students engage each other in discussions of course materials, internet sites, films, historical events and issues pertinent to our studies; to pose and describe issues raised by our work; and to encourage students to build on new knowledge according to their own experiences, professional and life knowledge, and goals.  And importantly, I expect students to challenge my ideas, as I will question theirs.


Learning Outcomes:
  Core Learning Outcomes

  1. Describe and discuss the origins and development of the 20th-century's major literary movements in Spanish America and the Hispanic Caribbean
  2. Exhibit knowledge of literary theory in the analysis of poetry, prose fiction and theatre works discussed in class.
  3. Explain the history and impact of the period known as the “Boom” in this literature and its aftermath
  4. Submit two short analytical essays on works from two different genres


Core Assessment:

Final Exam

Link to Class Rubric

Class Assessment:
Midterm Exam, Final Exam, two analytical essays, team-work

Grading:
Preparation and Participation 
(including eCompanion assignments)    50%
Two analytical essays    20%
Midterm Exam       15%
Final Exam         15%

NOTE: Active participation is essential in this course.  A principal portion of your final grade will reflect your preparation and role in class discussions. Active participation occurs when the student responds to posted coursework and discussion questions in a manner that reflects the weekly assignments.

Late Submission of Course Materials:
All assignments are due on the day indicated in the syllabus.  Unless arrangements are made in advance with the professor, late work will automatically receive a reduced grade.  Medical absences require a doctor's note referencing
the appropriate date and illness.

Classroom Rules of Conduct:
Courtesy in all exchanges with instructor and other students, careful reading and comments on other students' work,  prompt responses to instructor concerning essay corrections, best effort in fulfilling assignments. 

Course Topic/Dates/Assignments:

NOTE:    1) During the semester I reserve the right to change

the syllabus at my discretion.  It is essential that you  check your Park e-mail messages regularly.

 

2) All homework is to be submitted on the day indicated in the syllabus

                 

Semana 1

 

1.12    Introducción al curso

           Poesía Nahuatl

 

1.14            DE LA CONQUISTA A LA COLONIA

       En eCompanion Semana 1:  Lea la información sobre Las Crónicas


       En el texto: Lea “Carta al Rey Carlos I de España,” 18-20

Escriba: Comprensión y expansion B, 20-21

 

Semana 2

 

1.19    En eCompanion Semana 2: Lea la información sobre Bernal Diaz del  

    Castillo 

      Mire las pinturas de José Orozco de la Conquista y Malinche

 

        En el texto:  Lea “Doña Marina,” 30-32

            Escriba: “Comprensión y expansion C,” 32-33

 

 

1.21    LA LITERATURA COLONIAL

En eCompanion Semana 3: Lea la información sobre El Inca Garcilaso de      

la Vega (Perú, 1539-1616)

 

      En el texto: Lea El Inca Garcilaso de la Vega 47-48

          Escriba:  “Temas de discusión o análisis” 67: 1, 3, 5, 6

 

Semana 3 

 

1.26      En eCompanion Semana 3:  Lea la información sobre Sor Juana Inés de

             la Cruz (México, 1648-1695)

             Lea las páginas entregadas (hand-out) escritas por Sor Juan

             para discutir en clase

 

1.28      Escriba un párrafo sobre el episodio con el Obispo que termina con la muerte de Sor Juana

               En el texto: Lea el poema “Hombres necios que acusáis”

        En clase: van a actuar “el drama” alrededor de la “Carta Atenagórica”

 

Semana 4

 

2.2    Discusión en clase sobre Sor Juana y la epistemología: cómo y dónde se

         aprende  

 

2.4    Hoja de trabajo (Worksheet): Ponernos al tanto hasta este punto del  

         semester

 

Semana 5

 

2.9    EL COSTUMBRISMO

En eCompanion Semana 5:  Lea la información sobre Ricardo Palma (Perú1833-1919)

         En el texto: Lea “La camisa de Margarita” 94-97

         Escriba: Comprension

           

 

2.11    EL AMERICANISMO

           En eCompanion: Lea la información sobre Horacio Quiroga (Uruguay,      

           1878 -1937)  

           En el texto: Lea “Tres cartas … y un pie 128-130

           Actuen en clase el trama (y el drama!) del cuento

 

Semana 6 EL MODERNISMO

 

2.16     Primer Ensayo: “Temas de proyección personal” #2

 

2.18     Entregar el ensayo #1

             En eCompanion:  Lea la información sobre Gabriela Mistral (Chile 1889-

 1957) y “Sonetos de la muerte #1”

 

             En el texto: Lea los poemas “Yo no tengo soledad” y “Miedo”

             Escriba Comprensión

             

 Semana 7 

 

2.23    En eCompanion Semana 6:  Lea la información sobre Rubén Darío

            (Nicaragura 1867-1916)

         En el texto: Lea “El cisne,” “Canción de otoño en primavera”

 Escriba: Expansion B” 119 para los dos poemas leídos y escribir “Temas   

 de discusión o análisis” 1, 2, 3

 

2.25    Lea: “El hombre muerto” de Horacio Quiroga (hand-out)

 

Semana 8  

  

3. 2   Worksheet: Ponernos al tanto en cuanto a la primera mitad del curso

 

3.4    EXAMEN PARCIAL

 

Semana 9   3.7-3.14  Vacacciones de primavera      

 

Semana 10  EL VANGUARDISMO

 

3.16  En eCompanion Semana: Lea la información sobre Pablo Neruda (Chile   

         1904-1973) y los poemas “La United Fruit Company” y Cantos I y XII de

      “Las Alturas de Macchu Pichu” del Canto general (1950)

 

3.18  En el texto: Lea “No me lo pidan” 181 y “Explico algunas cosas” 182-3

          período vanguardista, y “Oda a la alcachofa” 184-5 

         Escriba: o Comprensión 184 o una oda al estilo de Neruda

        

Semana 11   

 

3.23  En eCompanion Semana 11: Lea la información sobre Jorge Luis Borges

         (Argentina 1899-1986)

       Escuche la conversación con Borges

          En el texto:  Lea “Los dos reyes y los dos laberintos”

       Escriba: Temas de discusión o análisis” 1, 4, 5, 6, 9

 

3.25  En eCompanion: Lea la información sobre Rosario Castellanos (México

        1925-1974)

      Lea los poemas indicados

 

         En el texto: Lea “Autorretrato” 239-40 y “Memorial de Tlatelolco”  241-42

      Escriba “Comprensión” 243

 

Semana 12 El “pre-Boom”

 

3.30      En eCompanion Semana 12: Lea la información sobre “El Boom    l

    latinoamericano” y sobre Gabriela Roepke  (Chile, 1920-   )

 

           En el texto: Lea la pieza "Una mariposa blanca" 319-334.

          Escriba “Comprension”

 

4.1      En clase: en sus grupos, escriban una pieza

 

Semana 13  LA LITERATURA DEL “BOOM”

 

4.6   En eCompanion Semana 13: Lea la información sobre Gabriel García

        Márquez (Colombia (1928-    )

 

        En el texto: Lea:  “La prodigiosa tarde de Baltasar,” primera parte 257-259.

        Escriba Comprensión  hasta donde la tarea termina

 

4.8    Termine:  “La prodigiosa tarde de Baltasar,” 260-262.

         Escriba:  1) un párrafo sobre el tema: por qué le regaló la jaula al niño? 

              2) “Temas de proyección personal” 1 & 2

 

4.13 Semana 14 LA LITERATURA DE  RESISTENCIA

 

        En eCompanion de la Semana 14: Lea la información sobre Eduardo       

        Galeano (Uruguay 1940 -  )

 

        En el texto: Lea “"Para que se abran las anchas alamedas" 398-400.

        Escriba: Comprensión

 

4.15    EL FEMENISMO

      En eCompanion Drop Box: lea el cuento del libro Mujeres de ojos grandes de Angeles Mastretta  (México)  

      Escriba: un párrafo sobre el tema y la acción del cuento

 

4.20  Semana 15 

 

          En eCompanion de la Semana 15: Lea la información sobe Claribel

          Alegría (Nicaragua 1924 -    )

            

En el texto:  Lea “Carta a un desterrado” 346-347

Escriba: Comprensión

 

4.22       En eCompanion: Lea la información sobre Nancy Morejón (Cuba 1944 -)

     y su poema, “Mi madre”

 

 En el texto: Lea "Mujer Negra" (356-359)

      Escriba: Comprensión

 

Semana 16  

 

4.27  Lea “Ardiente paciencia”  (Hand-out) de Antonio Skarmeta

        (Chile, 1940 -   )

 

4.29   Resumen del semestre

 

5.5    Examen Final 1-3:00 

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Demonstrates thoughtful consideration of essay topic based on all texts read during semester and fully clarifies connection between text and essay topic. Demonstrates some consideration of essay topic based on most of texts read during semester and clarifies connection between text and essay topic. Fails to demonstrate thoughtful consideration of essay topic or texts read; connection between text and essay topic unclear. No connection or recognition of text read as presented – see professor for advice



 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Writer/Presenter assesses elements in text as they relate to autobiographical intersections. Creative insight is offered on the contribution of relevant components. Writer/Presenter assesses most elements in text as they relate to autobiographical intersections. Creative insight is offered on the contribution of some relevant components. There is little evidence of assessment of elements in text as they relate to autobiographical intersections. Little insight presented on components included. Analysis is not evident for grading as presented –see professor for advice on procedure to follow 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many statements of personal reflection and values are offered in the essay.



 
Some statements of personal reflection and values are offered

in the essay.





 
Personal statements of judgment or values scarcely presented offered in the essay. Evaluation is not evident based on lack of synthesis and analysis aspects- see professor to advice on procedure to follor 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Correct use of discipline and project-specific terms is utilized efficiently throughout presentation and paper.



 
Correct use of discipline and project-specific terms is utilized at times throughout presentation and paper. Correct use of discipline and project-specific terms not utilized in presentation and paper, Evidence of terminology and project-specific terms evidence is lacking because the core assessment has not been attempted in any part. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many concepts developed in class for successful projects are utilized and elaborated in the essay. Some concepts developed in class for successful projects are utilized and elaborated in the essay. Very few concepts developed in class for successful projects are utilized and elaborated in the essay.



 
There is no demonstration in written or oral project of knowledge of concepts important to the project assigned. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
There are multiple examples of how learned practices apply to the theoretical bases of the project.  Student met more than two times with instructor to discuss the project. There are some examples of how learned practices apply to the theoretical bases of the project. Student met twice with instructor to discuss the project. There are few examples of how learned practices apply to the theoretical bases of the project. Student met once with instructor to discuss the project. There is no evidence of how learned practices apply to the theoretical bases of the project. Student failed to meet with instructor to discuss the project. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Essay contains consistent structural  organization –sequencing with all topics included, specific transition sentences, and logical conclusion according to evidence presented.



 
Essay contains some structural organization such as sequencing, specific transition sentences, and logical conclusion according to evidence presented. Essay contain little structural organization, and there are few transitions; lack of logical sequencing of topics distracts from the reading and listening. The core assessment is not organized,  no transitions, too many errors for written and orali presentations at the university level. 

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:4/1/2010 1:55:09 PM