Syllabus Entrance
Printer Friendly
Email Syllabus
Standard 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 2011 HOZ

Faculty

Richards, Judith C.

Title

Associate Professor of Spanish and Latin American Literature

Degrees/Certificates

BA Pomona College
MA University of Wisconsin
PhD University of Kansas

Office Location

Copley 215, Parkville Campus

Daytime Phone

816-584-0289      E-mail preferred

Other Phone

913-963-0168  E-mail preferred

E-Mail

jrichards@park.edu

Semester Dates

January 10-May 6, 2011

Class Time

Friday 12:00

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

  • Describe and discuss the origins and development of the 20th-century's major literary movements in Spanish America and the Hispanic Caribbean
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     

    ·        NAEYC 5

    ·        ACEI 2.4

    ·        NMSA 3.K3

    ·        ACTFL 2.1

  • Exhibit knowledge of literary theory in the analysis of poetry, prose fiction and theatre works discussed in class.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     

    ·        NAEYC 5

    ·        ACEI 2.1, 2.4

    ·        NMSA 3.K3

    ·        ACTFL 2.1, 2.2

  • Explain the history and impact of the period known as the “Boom” in this literature and its aftermath
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     

    ·        NAEYC 5

    ·        ACEI 2.1, 2.4

    ·        NMSA 3.K3

    ·        ACTFL 2.1, 2.2

  • Submit two short analytical essays on works from two different genres
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     

    ·        NAEYC 5

    ·        ACEI 2.1, 2.4

    ·        NMSA 3.K3

    ·        ACTFL 2.1, 2.2



    Core Assessment:

    Final Exam

    Link to Class Rubric

    Class Assessment:
      Preparation and participation, online work, midterm paper and final paper (core assessment)

    Grading:
    Preparation and Participation  30%
    Online work 30%
    Midterm Paper    20%
    Final Paper  (Core Assessment)  20%


    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:
    Semana 1 Introducción: Literatura indigenista y Colonial

    • Lea la información sobre la poesía Nahuatl, las culturas indígenas y las Crónicas (Doc Sharing)
    • En el texto lea la “Carta de Relación"  18-20  
    • En eCompanion participe en las discusiones y escriba Comprensión en línea

     

    Semana 2 La Conquista

    • En eCompanion lea la información sobre Bernal Diaz del Castillo, vea las pinturas la Conquista de José Orozco y lea el artículo sobre Malinche (Malinalli) (Doc Sharing)
    • En el texto lea “Doña Marina” 30-32
    • En eCompanion participe en las discusiones y escriba Comprensión en línea

               

    Semana 3 Literatura colonial: Sor Juana Inés de la Cruz (México 1648-1695)

    • En eCompanion lea la información sobre Sor Juana Inés de la Cruz, las páginas de La Respuesta a Sor Filotea escritas por ella y su poema "Hombres necios que acusáis a la mujer" para discutir en clase (los tres documentos en Doc Sharing)
    • En eCompanion participe en las discusiones y escriba Comprensión en línea

    Semana 4 Sor Juana Inés de la Cruz: Ensayo 1
    • Describa y comente tres de los temas que trata Sor Juana en La Respuesta
    • Ver la película "Yo la peor de todas"

    Semana 5 El costumbrismo: Ricardo Palma (Perú 1833 - 1919)

      • En eCompanion lea la información sobre Ricardo Palma
      • En el texto lea “La camisa de Margarita” 94-97 
      • En eCompanion participe en las discusiones y escriba Comprensión en línea

       

      Semana 6 El americanismo: Horacio Quiroga (Uruguay 1878 - 1937)  

      • En eCompanion lea la información sobre Horacio Quiroga (Uruguay, 1878 - 1937)   
      • En el texto lea “Tres cartas … y un pie" 128-130 
      • Lea "El hombre muerto" (Doc Sharing)

      • Prepare el bosquejo para el Trabajo Escrito del Midterm (20%) sobre el papel del orgullo en "El hombre muerto" de Horacio Quiroga
      • Entregue el Trabajo Escrito del Midterm antes de las vacacciones de primavera

       

      Semana 7 El Vanguardismo: César Vallejo (Perú 1892-1938)

      • En eCompanion lea información sobre César Vallejo 
      • En el texto lea “El momento más grave de la vida,”  “Piedra negra sobre una piedra blanca,” y los poemas “Los heraldos negros” y “El pan nuestro” en Doc Sharing
      • En eCompanion participe en las discusiones y escriba Comprensión en línea

             

       Semana 8  El teatro argentino: Osvaldo Dragún (Argentina, 1929-1999)

      • En eCompanion lea información sobre Osvaldo Dragún
      • En el texto lea la pieza “El hombre que se convertió en perro” 
      • En eCompanion participe en las discusiones y escriba Comprensión en línea

                

      Semana 9  Vacacciones de primavera      

       

      Semana 10  Pablo Neruda (Chile 1904-1973): el vanguardismo y el americanismo

      •   En eCompanion lea la información sobre Pablo Neruda
      •   En el texto lea “No me lo pidan” 181, “Explico algunas cosas” 182-3, y “Oda a la alcachofa” 184-5
      •   En eCompanion lea “La United Fruit Company” y Cantos I y XII de  “Las Alturas de Macchu Pichu”

                 del Canto general (1950)

      •   Escriba una oda al estilo de Neruda

              

      Semana 11  Alfonsina Storni: (Argentina 1892-1938)

      • En eCompanion lea la información sobre Storni
      • En el texto lea los tres poemas y los de Doc Sharing
      •  En eCompanion participe en las discusiones y escriba Comprensión en línea

      Semana 12 Jorge Luis Borges (Argentina 1899 - 1986)

      • En eCompanion lea la información sobre Borges
      • En el texto lea “Los dos reyes y los dos laberintos”
      • En eCompanion participe en las discusiones y escriba Comprensión en línea

       

      Semana 13 Feminismo y los años '50: Rosario Castellanos (México 1925-1974)       

      • En eCompanion lea la información sobre Castellanos
      • En el texto lea los poemas “Autorretrato” 239-40 y “Memorial de Tlatelolco”  241-42
      • En eCompanion participe en las discusiones y escriba Comprensión en línea

        

      Semana 14 La literatura del "Boom" latinoamericano

      • En eCompanion lea la información sobre el movimiento "Boom" y de Gabriel García Márquez  (Colombia 1928-    )
      • Vea el PPT sobre el Nobelista Márquez
      • En el texto lea  “La prodigiosa tarde de Baltasar”
      • En el lugar indicado en eCompanion escriba "Temas de proyección personal” 1 & 2

       

      Semana 15 La literatura de resistencia: Claribel Alegría (Nicaragua 1924 -    ) y

                          Nancy Morejón (Cuba 1944 -)

      •  En eCompanion lea la información sobre Alegría y los capítulos de Luisa en el país de la realidad   (Doc Sharing)
      •  En el texto lea “Carta a un desterrado” 346-347
      •  En eCompanion lea la información sobre Nancy Morejón (Cuba 1944 -)
      •  En el texto lea "Mujer Negra" (356-359) y el poema “Mi madre” (Doc Sharing)
      • En eCompanion participe en las discusiones sobre los poemas de las dos poetas

       

      Semana 16 Ensayo Final (Core Assessment)

      • Escoja un período en la historia de la literatura hispanoamericana que hemos estudiado este semestre, describa sus características literarias e históricas, y seleccione un texto que refleje las tendencias y preocupaciones de la época.

             

       


       

       


       


       


       

       

                


       


       


       

                


       

      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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
      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:1/10/2011 11:36:03 PM