SP 394 Intro to the Literature of Spain
FA 2010 HO
PhD Romance LiteraturesMA Romance LiteraturesMA English
T-TH 2-3 and by appointment
Aug 17 - December 13
10:10 - 11:25 AM
Textbook: Milenio. Mil años de literatura española. Bárbara Mujica. 2002
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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FOCUS: 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. Learning outcomes: From the point of view of the professor, the intention is that you...
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
EVALUATION: Your grade will be based on the following components:
Paper (Essay)& Presentation
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.
Explanation of Preparation/Participation Grade:
A Student comes to class fully prepared, bringing proper materials, arriving on time and staying the full length of the class. Student is attentive and frequently volunteers to participate. Student is actively involved in all class activities and stays on task in group work. Any questions or comments are pertinent.
B Student is usually well prepared. Student is always attentive, participates actively in all activities and volunteers during most class periods. Student asks only pertinent questions.
C Student shows evidence of being unprepared on occasion. Student may arrive late or leave early in some instances. Student volunteers infrequently and may ask questions that would not be necessary with proper preparation for class.
D Student is unprepared and/or inattentive. Student rarely volunteers and demonstrates a lack of involvement in class activities. Student may not stay on task in group work and may ask unnecessary or inappropriate questions.
F Student exhibits lack of concern for the class. His or her behavior may have a negative effect on the class.
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.
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 just any 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.
Mid term Exam: This exam will be comprehensive. It will consist of short answers (from the equivalent of a sentence to a paragraph in length) and one or two essay questions. You will receive more specific information toward mid of the semester. AND WHAT ELSE?
Late Submission of Course Materials: Always communicate with me...
Classroom Rules of Conduct:
A Word to the Wise/Al buen entendedor, pocas palabras:
1. Please do not eat or drink during class.
2. Please turn off cell phones before class begins.
Orientación y vista panorámica del curso
Perspectiva femenina: Temprana poesía lírica del amor, en mozárabe: las jarchas (siglo 11)
Los Judíos en España
La revolución poética de Garcilaso de la Vega. Una visión del amor pastoril (temprano siglo 16)
" 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
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).
De “La generación del 98” a la Guerra civil
Evaluaciones del curso. La generación del 98 a la Guerra civil.
Presentaciones - Entregar el ensayo
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Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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Last Updated:7/31/2010 3:25:36 PM