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SP 394 Intro to the Literature of Spain
Byer, Silvia


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 394 Intro to the Literature of Spain

Semester

FA 2010 HO

Faculty

Byer, Silvia

Title

Associate Professor

Degrees/Certificates

PhD Romance Literatures
MA Romance Literatures
MA English

Office Location

Copley 216

Office Hours

T-TH 2-3 and by appointment

Daytime Phone

816-584-6865

E-Mail

silvia.byer@park.edu

Semester Dates

Aug 17 - December 13

Class Days

T-TH

Class Time

10:10 - 11:25 AM

Prerequisites

SP202

Credit Hours

3


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

Additional Resources:

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 394 Introduction to the Literature of Spain: Presents key words of Spanish literature, from the Middle Ages to contemporary times. The selection of texts is designed not only to introduce major writers, but also to seek further insights into the Spanish culture. This course is taught in Spanish. Prerequisites: SP 301, SP 302 or equivalents, or permission of instructor. 3:0:3.

Educational Philosophy:
 

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...

  • become familiar with writers and works generally considered important because of their excellence, popularity, or influence on later Spanish or world literature.
  • acquire a general sense of  the ways in which literature developed from its beginnings through the seventeenth century.
  • identify perspectives and values expressed in each text, each period, and the entire group of texts, and compare these perspectives and values with your own.
  • become sensitized to the differing representations of Jews, Moors, conversos, and moriscos, as well as of women, and to reasons for the differences.
  • apply and extend your linguistic abilities in Spanish in each of the four basic areas: listening, speaking, reading, and writing.
  • apply and extend your ability to analyze and interpret literary works.
  • discover works that you personally enjoy, as well as writers or literary genres you may wish to explore in more depth.
  • become familiar with scholarly sources related to this literature.
In this space, write your own objectives for the course.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the chronological development of Peninsular Spanish literature.
  2. Discuss the historical context and literary importance of five literary texts read during the semester.
  3. Use knowledge of literary analysis in class discussions.


Core Assessment:
Class participation, quizzes/exams, language laboratory research, discussion sessions, papers and the Core Project
*Core Project:  Research, write and present a 10-12 page paper on a contemporary Spanish writer; include a comprehensive bibliography

Link to Class Rubric

Class Assessment:
 

EVALUATION: Your grade will be based on the following components:
 

Class participation

35%

Paper (Essay)& Presentation

30%

Midterm

35%

TOTAL

100%

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.

Course Topic/Dates/Assignments:
 

Fecha

En clase

week 1

Orientación y vista panorámica del curso

week 1

Edad Media

week 2

Perspectiva femenina: Temprana poesía lírica del amor, en mozárabe: las jarchas (siglo 11)

week 2

Los Judíos en España

 

La revolución poética de Garcilaso de la Vega. Una visión del amor pastoril (temprano siglo 16)

week 3

" 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

week 3

Otra perspectiva sobre la muerte: La danza de la muerte (tardío s. 15-temprano s. 16)

week
4

Pre-Renacimiento

week 4

Don Juan Manuel El Conde Lucanor o Libro de Patronio

week 5

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)

week 5

Distintas visiones de la dama y su belleza. La Celestina

week
6

La Celestina - Entregar el primer borrador del ensayo

week 6

Midterm

week 7

Renacimiento Siglo de Oro.p.54-59.

 week 7

Historiografia. Las Cronicas p.62

 

 week8

PUENTE De Otoño

8

PUENTE De Otoño

week 9

Lazarillo de Tormes

week 9

La perspectiva desde abajo: la primera novela picaresca, Lazarillo de Tormes (a mediados del s. 16)

 week10

La perspectiva desde abajo: la primera novela picaresca, Lazarillo de Tormes (a mediados del s. 16)

Entregar el Segundo borrador del ensayo

 week 10

Barroco

 week11

El Misticismo. Perspectivas de los santos. Santa Terésa de aVILA

 week11

Distintas perspectivas del honor: la comedia de Lope de Vega, Fuenteovejuna (temprano s. 17)

week12

Una perspectiva diferente sobre las relaciones amorosas: María de Zayas y la novela cortesana, (a mediados del s. 17). El jardín engañoso 153

week12

El jardín engañoso

 week13

El perspectivismo: Miguel de Cervantes, Don Quixote (temprano siglo 17). 

 week13

El perspectivismo: Miguel de Cervantes, Don Quixote (temprano siglo 17). 

 week14

De “La generación del 98” a la Guerra civil

 week14

 Evaluaciones del curso. La generación del 98 a la Guerra civil.

 week15

Presentaciones - Entregar el ensayo

 week15

Presentaciones

.week16

tbd

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The work demonstrates the student's ability to synthesize pertinent literary passages related to the  topic chosen for a research paper.  Uses 7-8 texts as support for connecting ideas and explains briefly how this cohesion is evident in the individual project. The work demonstrates the student's ability to synthesize pertinent literary passages related to the topic chosen for a research paper.  Uses 5-6 texts as support for connecting ideas and explains briefly how this cohesion is evident in the individual project. The work somewhat demonstrates the student's ability to synthesize pertinent literary passages related to the topic chosen for a research paper. Uses 3-4 texts as support for connecting ideas and explains briefly how this cohesion is evident in the individual project. The work does not demonstrate the student's ability to synthesize pertinent literary passages related to the topic chosen for a research paper. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Writer/Presenter comments about the contribution of some elements from reading and learning from the text. Each element is developed for understanding its contribution.



 
Writer/Presenter comments about the contribution of some elements from reading and learning from the selected text. Each element is developed for understanding its contribution.



 
Writer/Presenter comments about the contribution of few elements from reading and learning from the text. Each element is developed for understanding its contribution.



 
There is no evidence of elements from reading and learning from text. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The paper consistently shows how the student has compared and contrasted at least 7-8 different literary sources to voice an opinion on the selected topic. The paper consistently shows how the student has compared and contrasted at least 5-6 different literary sources to voice an opinion on the selected topic. The paper shows how the student has compared and contrasted at least 3-4 different literary sources to voice an opinion on the selected topic. The paper shows no evidence of literary sources to voice an opinion on the selected topic. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The paper uses and applies a variety of vocabulary pertinent with the research the student is conducting. At least 20-25 words or expressions are used to analyze the literary work. The paper uses and applies a variety of vocabulary pertinent with the research the student is conducting. At least 20-25 words or expressions are used to analyze the literary work. The paper uses and applies a vocabulary pertinent with the research the student is conducting. At least 15-19 words or expressions are used to analyze the literary work. The paper has no evidence of vocabulary pertinent with the research 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Oral and written report demonstrates comprehension of 7-8 literary principles discussed in class. Oral and written report demonstrates comprehension of 5-6 literary principles discussed in class. Oral and written report demonstrates comprehension of 3-4 literary principles discussed in class. Comprehension of the material is not shown. 
Application                                                                                                                                                                                                                                                
Outcomes
1,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The paper demonstrates the student's ability to effectively apply 7-8 literary theory principles. The paper demonstrates the student's ability to effectively apply 5-6 literary theory principles. The paper demonstrates the student's ability to effectively apply 2-4 literary theory principles. No Literary Theory is demonstrated. 
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 contains 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 oral presentations at the university level. 
Component                                                                                                                                                                                                                                                  
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The presentation contains two major components:

1 Oral

2 Writing components

The writing component will have the following section:

-Cover page

-Abstract – with thesis

-Introduction, which contains a rationale of the literature used

-Elaboration of the research

-Effectiveness of the information found and application in literature

-Has to be at least 20-25 pages.



 
The presentation contains two major components:

1   Oral

2   Writing components

The writing component will have the following section:

-Cover page

-Abstract – with thesis

-Introduction, which contains a rationale of the literature used

-Elaboration of the research

-Effectiveness of the information found and application in literature

-Has to be at least 20 pages.



 
The presentation contains two major components:

1   Oral

2   Writing components

The writing component will have the following section:

-Cover page

-Introduction, which contains a rationale of the literature used

-Elaboration of the research

-Effectiveness of the information found and application in literature

-Has to be at least 15 pages.



 
No evidence of work 
Relationship                                                                                                                                                                                                                                               
Outcomes
1,2,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Assignment reflects a complete balance of structural skills in writing and speaking components are balanced models of a fully developed response. All technical parts of the essay and presentation reflect careful presentation. The essay and presentation reveal lack of balance in the relationship of the essay to the selected text.



 
No evidence of effort to realize and submit project in a timely fashion. 

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Last Updated:7/31/2010 3:25:36 PM