09 F Span 316 Syllabus

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U Oregon Dept. Romance Languages Spanish 316: Survey of Peninsular Lit to 1800 Fall 2009 Instructor: Prof. David Wacks ([email protected]) 541-346-4029 Lecture: TR 2:00-3:20 Lillis 112 (CRN 16867) GTF Discussion Section Leader: Paulo Henríquez ([email protected]) 541-346-4054 Discussion section 1: F 9:00-9:50 in 471 McKenzie (CRN 16868) Discussion section 2: F 10:00-10:50 in 301 Condon (CRN 16869) Discussion section 3: F 12:00-12:50 in 301 Condon (CRN 16870) Description: This course provides a broad overview of the literature of the Iberian Peninsula, especially Castile, from the 11th to the 17th centuries. We will focus on the intersection of Christian, Muslim and Jewish cultures. Each week we will begin by discussing the two readings and the crítica assignment for the week. At the beginning of each lecture we write a short comentario (ten minute ungraded writing exercise in Spanish) on a theme related to the reading and that is connected to the crítica. During a short presentación de texto we will further discuss terminología that must be put into practice in writing the crítica and that will be tested on the final exam. At the lecture’s end, students will turn in comentarios for attendance and participation credit. During discussion section, students will be responsible to explaining their crítica to their peers and for explaining partners’ crítica to the rest of the class. Discussion section leaders will conduct activities designed to reinforce content presented in lectures and readings, and to improve critical thinking and writing skills. Texts: A course packet is available for sale at The Copy Shop that contains all readings. Spanish Dictionary: http://buscon.rae.es/diccionario/drae.htm This is the dictionary of the Real Academia Española de la Lengua (Dicc. RAE). It contains many definitions for words found in the readings, especially usages from the medieval and early modern periods (1200-1700) that do not appear in most student dictionaries. Requirements: 30% Crítica (7/8): Due before discussion section on Blackboard. Crítica will be graded either 1 or 0, and the lowest 1 will be dropped. Print one copy and bring to discussion section for your own reference only; you need not hand it in. Your online version will be assigned a grade in Blackboard. In order to receive credit (a grade of 1/1) for the assignment: • write in full, coherent sentences combined into coherent paragraphs (not lists). • answer the specific question posed in the syllabus. • provide at least 3 quotations from the text to support your observations. Cite author and page number (for prose) or verse/stanza numbers (poetry). • apply at least 2 terms from the terminología associated with the reading. • enclose quotations within your own language as part of your own sentence (see model Crítica in Blackboard/Course Documents. Edit quotation if grammar demands, putting changes in [brackets] to indicate edits.

SPAN 316 Fall 2009

20%

15% 35%

Last update September 15, 2009

Lecture attendance and participation: the in-class Comentarios will be collected at the end of each lecture to register attendance and participation. Students are allowed to miss 3 lectures (for any reason), after which they lose 5 points per lecture missed up to a total of 20 points. Discussion section attendance: Students are allowed to miss 2 sections (for any reason), after which they will lose 5 points per section missed up to a total of 15 points. Final Exam

Grading Rubric: 100-98 97-93 92-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63 62-60 59A+

A

A-

B+

B

B-

C+

C

C-

D+

D

D-

F

In lectures: 1) Comentario: • Write on last night’s reading (alone) (10:00 min) • Share writing in pairs – explain comentario to partner (5:00 min) • Explain partner’s comentario to class (10:00 min) 2) Presentación de texto: background information (20:00) 3) Terminología: Application of key terms and concepts to text (15:00) 4) Crítica: Explanation and discussion of weekly assignment (5:00) In discussion sections: 1) Crítica • Exchange assignments with partner and discuss/compare (10:00) • Report to class on partner’s crítica (10:00) 2) Actividad: Instructor will conduct class activities based on the weekly readings. Syllabus: T 29 Sep Course objectives and overview. R 01 Oct Goytisolo, “El legado andalusí” Crítica 1: Explica qué son los 3 argumentos principales de Goytisolo. Selecciona y comenta por lo menos una cita que mejor representa cada argumento (min 500 palabras). T 06 Oct Cities of Light R 08 Oct Cities of Light, cont Crítica 2: ¿Cómo presentan Cities y Goytisolo diferentes visiones de la misma época? Explica las dos aproximaciones al tema, dando ejemplos específicos de la película y del artículo de Goytisolo (min 500 palabras). T 13 Oct Jarchas R 15 Oct Poetas hebreos de al-Andalus

SPAN 316 Fall 2009

T 20 Oct R 22 Oct

T 27 Oct R 29 Oct

T 03 Nov R 05 Nov

T 10 Nov R 12 Nov

T 17 Nov R 19 Nov

T 24 Nov R 26 Nov T 01 Dec R 03 Dec

Last update September 15, 2009

Crítica 3: Centrándose en un sólo poema, explica la relación entre la jarcha y el poema entero, tomando en cuenta la importancia del bilingüismo y de la diglosia. Selecciona y comenta por lo menos tres citas del poema (min 500 palabras). Juan Manuel, Conde Lucanor, no. 35 Juan Manuel, Conde Lucanor, no. 11 Crítica 4: En ambos cuentos, Juan Manuel presenta al protagonista como modelo del comportamiento más eficaz en determinada situación. ¿Qué valores nos enseñan el mancebo (#35) y Don Yllán (#11)? ¿Qué podemos concluir sobre el público ideal de Juan Manuel? En tu respuesta, emplea por lo menos 2 ejemplos textuales de cada cuento. (min. 500 palabras) El amor cortés: Poesías de Jorge Manrique El amor cortés: Poesías de Florencia Pinar Crítica 5: Según la lista de los rasgos del amor cortés según Ildefonso Vega Fernández (en la introducción a los poemas de Jorge Manrique), ¿puede decirse que Florencia Pinar presenta una voz poética específicamente femenina cuando la leemos junto con la de Jorge Manrique? ¿Por qué? Emplea por lo menos 2 ejemplos de cada autor para apoyar tu razonamiento. (min 500 palabras). Romance: “La derrota de Guadalete” (opcional: “La leyenda del rey Rodrigo”) Romance: “El prisionero” Crítica 6: En ambos casos, el romance (como una leyenda o mito) es un texto que sirve para satsifacer la imaginación del público (lectores y oyentes). Explica cómo “La derrota de Guadalete” y “El prisionero” imaginan el mundo en vez de simplemente comunicar una realidad (min 500 palabras). Libros de caballerías y Amadís de Gaula; Lazarillo de Tormes, tratado 1 (El ciego) y 2 (El sacerdote) Lazarillo de Tormes, tratado 3 (El escudero) Crítica 7: Explica la crítica social de las tres clases (campesina/trabajadora, clerecía, y nobleza) que nos brinda el autor en sus retratos del ciego, sacerdote, y escudero. Incluye por lo menos 1 pasage textual de cada de los tres amos de Lazarillo. ¿Qué valores sociales critica el autor? En tu opinión (a base de la crítica del autor) qué cambios haría en la sociedad? ¿Por qué? (min 500 palabras) Lazarillo de Tormes, tratados 4-5 (el fraile, el buldero) Lazarillo de Tormes, tratados 6-7 (el capellán, el alguacil, el arcipreste) Crítica 8: ¿Cómo se manifiestan los valores de la burguesía en los últimos 4 tratados? Comenta la relación entre la invención del libro impreso y la introducción de nuevas voces literarias en el tiempo del Lazarillo (min 500 palabras) Garcilaso de la Vega, Soneto 23 (“En tanto de rosa...) Thanksgiving Day – Día de Acción de Gracias – No hay clase Barletta, “About the Moriscos”; La Doncella Arcayona Review for final exam (posted to Blackboard before class Thursday): Choose five texts and write specific questions about them. We will review the texts and address your questions in lecture. Everyone will be expected to ask at least one question.

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